THE EFFECTIVENESS OF USING AUTHENTIC MATERIALS TOWARDS STUDENTS’ READING COMPREHENSION OF SHORT FUNCTIONALTEXTS (A Quasi-Experimental Study of Second Grade Students of SMP Al-Hasra Bojongsari)
By Sari Anjani NIM 109014000201
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014
THE EFFECTIVENESS OF USING AUTHENTIC MATERIALS TOWARDS STUDENTS’ READING COMPREHENSION OF SHORT FUNCTIONAL TEXTS (A Quasi Experimental Study of Second Grade Students of SMP AlHasra Bojongsari) “Skripsi” Presented to the Faculty of Tarbiyah and Teachers’ Training In Partial Fulfillment of the Requirements for the Degree of S.Pd (Bachelor of Arts) In English Language Education Compiled by: Sari Anjani 109014000201
Approved by: Advisor I
Advisor II
Dr. Ratna Sari Dewi, M.Pd NIP.19720501 199903 2 012
Zaharil Anasy, M.Hum NIP. 19761007 200710 1 002
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014
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ENDORSEMENT SHEET The Examination Committee of the Faculty of Tarbiyah and Teachers Training certified the skripsi, entitled THE EFFECTIVENESS OF USING
AUTHENTIC MATERIALS TOWARDS STUDENTS’ READING COMPREHENSION OF SHORT FUNCTIONAL TEXTS (A QuasiExperimental Study of Second Grade Students of SMP Al-Hasra Bojongsari ), written by Sari Anjani (109014000201). It was examined by the Committee on Tuesday, 22nd April 2014. The skripsi has been accepted and declared to fulfill one of the requirements for the degree of Education in the English Education Department. Jakarta, April, 22nd 2014 EXAMINATION COMMITTEE CHAIRMAN
: Drs. Syauki, M.Pd NIP. 19641212 199103 1 002
(…………………)
SECRETARY
: Zaharil Anasy, M.Hum
(…………………)
NIP. 19761007 200710 1 002 EXAMINER I
: Drs. Syauki, M.Pd
(…………………)
NIP. 19641212 199103 1 002 EXAMINER II
: Desi Nahartini, M.Ed
(...………………)
Acknowledged by Dean of Faculty of Tarbiyah and Teachers Training
Nurlena Rifa’I, M.A., Ph.D NIP. 19591020 198603 2 001
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ABSTRACT SARI ANJANI, 2014, The Effectiveness of Using Authentic Materials Towards Students’ reading Comprehension of short Functional Texts (A Quasy Experimental Study of second Grade Students of SMP Al-Hasra Bojongsari). Skripsi of English Education Department at Faculty of Tarbiyah and Teachers’ Training of Syarif Hidayatullah State Islamic University. Key words
: Authentic Materials, Reading Comprehension, Short Functional Texts
The purpose of this study is to know whether using authentic materials to teach reading comprehension of short functional texts at second grade of SMP AlHasra Bojongsari is effective. The technique is intended for the English teacher to create a better technique in teaching reading. The sample of this study is 70 students taken from second grade of SMP Al-Hasra Bojongsari, which are 35 students as experimental class and 35 students as controlled class. The method used in this study was a quantitative method and the design used in this study was a quasi-experimental design. In collecting the data, the writer conducted pre-test and post-test by serving reading comprehension test which consists 20 multiple choice items for each test. In analyzing the data, the writer used t-test. The result of this study shows that there is significant difference on students’ comprehension of short functional text by using authentic material. In the table of significance, it can be seen that on the df = 68 and in the degree of significance 5% the value of degree of significance is 1.66. By comparing the value to is bigger than tt. The result showed that t-test (to) > t-table (tt) (2.29 > 1.66).The alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. Therefore, it can be interpreted that teaching reading by using authentic materials can enhance the students’ comprehension of short functional text. It can be said that, using authentic materials in students’ reading comprehension of short functional texts is effective.
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ABSTRAK SARI ANJANI, 2014, The Effectiveness of Using Authentic Materials Towards Students’ reading Comprehension of short Functional Texts (A Quasy Experimental Study of second Grade Students of SMP Al-Hasra Bojongsari). Skripsi Jurusan Pendidikan Bahasa Inggris di Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta. Kata Kunci
: Authentic Materials, Reading Comprehension, Short Functional Texts
Penelitian ini bertujuan untuk mengetahui apakah penggunaan materi otentik efektif dalam pengajaran keterampilan membaca teks fungsional pendek di kelas dua SMP Al-Hasra Bojongsari. Teknik ini ditujukan kepada guru bahasa inggris supaya dapat mendesain teknik yang lebih baik dalam pengajaran membaca. Sampel yang digunakan dari penelitian ini adalah 70 siswa yang diambil dari kelas dua SMP Al-Hasra Bojongsari, 35 siswa merupakan kelas eksperimen dan 35 siswa sebagai kelas control. Metode yang digunakan dalam penelitian ini adalah kuantitatif dan desainnya menggunakan eksperimen semu (quasi-eksperimental study). Dalam pengumpulan data penulis menggunakan pretest dan post-test dengan menyajikan tes kemampuan membaca berupa 20 soal pilihan ganda. Dalam menganalisis data, penulis menggunakan t-test. Hasil dari penelitian ini menunjukkan bahwa adanya perbedaan yang signifikan dalam pemahaman siswa dalam membaca teks fungsional pendek dengan menggunakan materi otentik. Dalam tabel signifikansi, dapat dilihat bahwa df= 68 dimana derajat signifikansi 5% adalah 1,66. Dengan membandingkan, nilai to lebih besar dari tt yaitu, hipotesis alternatif (Ha) diterima dan hipotesis nihil ditolak. Oleh Karena itu, (2.29 > 1.66) dapat disimpulkan bahwa mengajar membaca teks fungsional pendekmenggunakan materi otentik dapat meningkatkan pemahaman siswa akan teks yang dibaca.Kesimpulan dari penelitian ini yaitu terdapat perbedaan yang signifikan dalam kemampuan siswa, dalam membaca teks fungsional pendek dengan menggunakan materi otentik dalam pengajarannya.
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ACKNOWLEDGEMENT In the name of Allah, the Beneficent and Merciful All praises be to Allah, Lord of the world, for the health and the strength that Allah has given to the writer in writing this ‘skripsi’. Peace and salutation be upon the prophet Muhammad, his family, his companions as well as his followers. Firstly, the writer also would thank to her beloved parents, Amir and Dedah who always never stop teaching their precious meaning of life, giving their knowledge, giving their time and who always pray her every time; her sisters, Lina Anjelina, Shinta Farida and Nabila Nisa Amelia, who always give support and motivation to her. Secondly, the writer would like to address her thank and great gratitude to Dr. Ratna Sari Dewi, M.Pd and Zaharil Anasy, M.Hum as the writer’s advisors, who give consultation with full of patience, help and guidance as valuable advice during developing this “Skripsi” and completing her work, may Allah SWT respond to their kindness much better. Thirdly, the writer thought that she would never finish this skripsi fluently without their supports and their helps. Her gratitude also goes to: 1. All lecturers of English Education Department for teaching precious knowledge, sharing philosophy of life and giving wonderful experiences. 2. Drs. Syauki, M.Pd, the Head of English Education Department. 3. Zaharil Anasy, M.Hum, as the Secretary of English Education Department. 4. Nurlena Rifa’i, M.A.,Ph. D, the Dean of Faculty of Tarbiyah and Teachers Training. 5. Sri Nurhayati Apriliani, S.Pd, the Headmaster of SMP Al-Hasra Bojong Sari for giving permission to the writer to do observation and conduct the research. 6. Hertika Widyaningtyas, S.Pd as the English teacher at SMP Al-Hasra Bojong Sari, for all sincere help, time, and guidance. 7. The students of second grade of SMPAl-Hasra especially 8.3 and 8.4, for being participants in this research. 8. All of her best friends in English Education Department 2009 academic year in E class, especially for Reni Septiani, Hari Supriyatna, Bayyini Rosyada Elka, vii
Hayin Azizah, Trianti Kumala, Zein Zarkasih, and Zaki Habibillah, she thanks them being her best friends. 9. All of her friends in UKM Bahasa-FLAT. 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 ‘skripsi’ will have some values for her and the reader. Sawangan, March17th 2014
Sari Anjani NIM 109014000201
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TABLE OF CONTENT COVER ................................................................................................................... i PAGE OF APPROVAL........................................................................................ ii THE ENDORSEMENT SHEET....................................................................... . iii CERTIFICATE OF ORIGINALITY................................................................. iv ABSTRACT ............................................................................................................v ABSTRAK ............................................................................................................ vi ACKNOWLEDGEMENT.................................................................................. vii TABLE OF CONTENT....................................................................................... ix LIST OF THE TABLES..................................................................................... xii LIST OF THE APPENDICES .......................................................................... xiii
CHAPTER I INTRODUCTION A. Background of the Study......................................................................... .. 1 B. Identification Problem............................................................................. .. 4 C. Limitation of the Problem ....................................................................... .. 4 D. Formulation of the Problem .................................................................... .. 5 E. Purpose of the Study ............................................................................... .. 5 F. Significance of the Study ........................................................................ .. 5 CHAPTER II LITERATURE REVIEW A. Reading ................................................................................................... .. 6 1. The Definition of Reading .......................................................... .. 6 2. Definition of Reading Comprehension ....................................... .. 7 3. Kinds of Reading ........................................................................ .. 8 a. Extensive Reading........................................................... .. 8 b. Intensive Reading............................................................ .. 8 4. The Purpose of Reading .............................................................. . 10 B. Short Functional Text.............................................................................. . 12 1. The Understanding of Text ......................................................... . 12
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2. The Understanding of Short Functional Text.............................. . 12 3. Kinds of Short Functional Texts ................................................. . 14 C. Authentic Materials................................................................................. . 21 1. The Understanding of Authentic Materials................................. . 21 2. The Understanding of Non Authentic Material .......................... . 23 3. The Advantages and Disadvantages of Authentic Materials ...... . 23 a. The Advantages............................................................... . 23 b. The Disadvantages ......................................................... . 25 4. The Advantages and Disadvantages of Non-Authentic Materials 26 a. The Advantages .............................................................. . 26 b. The Disadvantages .......................................................... . 26 5. The Application of Teaching Reading comprehension of Short Functional Text by Using Authentic Materials ........................... . 26 6. The Application of Teaching Reading Comprehension of Short Functional Text by Using Textbook .......................................... . 27 D. Textbook ................................................................................................. . 28 1. Textbook in Teaching and Learning Activity ............................. . 28 2. The Advantages and Disadvantages Using Textbook............... . 29 a. The Advantages .............................................................. . 29 b. The Disadvantages ......................................................... . 31 E. Previous of the Study ............................................................................ . 33 F. Theoretical Thinking............................................................................... . 34 G. Hypotheses .............................................................................................. . 35
CHAPTER III RESEARCH METHODOLOGY A. Time and Place of the Study ................................................................... . 36 B. Research Method..................................................................................... . 36 C. Population and Sample............................................................................ . 36 D. Techniqueof Data Collection Method .................................................... . 37 E. Instrument of the Study........................................................................... . 37
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F. Techniques of Data Analysis .................................................................. . 37 G. Statistic Hypotheses ............................................................................... . 39 CHAPTER IV RESEARCH FINDINGS A. Description of the Data ........................................................................... . 41 B. Analysis of the Data ................................................................................ . 44 C. Interpretation of the Data ........................................................................ . 48 CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion .............................................................................................. . 49 B. Suggestions ............................................................................................. . 49
BIBLIOGRAPHY .............................................................................................. 51 APPENDICES ..................................................................................................... 54
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LIST OF THE TABLES Table 2.1. Authentic material.................................................................................25 Table 4.1. Category of Reability ............................................................................40 Table 4.2. Score of Pre-test and Post-test of Experimental Class..........................41 Table 4.3. Score of Pre-test and Post-test of Controlled Class ..............................42 Table 4.4. The Result of Comparison of Experimental and Controlled Class .......44
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LIST OF THE APPENDICES Appendix 1. Kisi-kisi Soal Pre-test........................................................................54 Appendix 2. Pre-Test .............................................................................................55 Appendix 3. The Answer Key of Pre-Test.............................................................64 Appendix 4. Lesson Plan(Eksperiment and Controll Class)..................................65 Appendix 5. Kisi-kisi Soal Post-Test ...................................................................114 Appendix 6. Post-Test..........................................................................................115 Appendix 7. The Answer Key of Post-Test .........................................................123 Appendix 8.Anates Result....................................................................................124 Appendix 9. Surat Permohonan Izin Penelitian. ..................................................135 Appendix 10. Surat Keterangan Pelaksanaan Penelitian .....................................136
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CHAPTER I INTRODUCTION A. Background of the Study English has an effect towards the changing of curriculum in Indonesia. As we know that English is very popular among people in every country, and so does with our country – Indonesia. English popularity affects many points of view, especially in curriculum for education. Indonesian government has changed Competence Based Curriculum, as the previous curriculum into School Based Curriculum. School Based Curriculum is applied since 2006 as an operational curriculum which is mandated in Government Regulation No.23/2006 about the System of National Education and Government regulation No. 19/2005 about Standard of National Education. The impacts in educational field, English become local content subject in Primary School and compulsory subject in Junior and Senior High School. In Sistem Pendidikan Nasional, improving the four skills of English becomes the primary goal of English education in Indonesia. As stated in the ‘Standar Kompetensi’ and the ‘Kompetensi Dasar’ of reading skill for Junior High School, the students must be able to understand kinds of text such as narrative, recount, functional, procedural, etc. In Junior High School level, before the students mastering the other skill such as writing, listening, and speaking, the students are emphasized to mastering reading comprehension. The students will learn various short functional texts which related with their daily life such as advertisement, memo, announcement, greeting card, invitation, letter, etc. Since Junior High School period is the appropriate time to examine their reading ability, so it is important for students to understand functional English texts. Reading is one of four skills that is learned at school. There are two main reasons for reading; the first is reading for pleasure and the second is reading for information.1 Reading is also something crucial and indispensable for the students because the success of their study depends on the greater part of their ability to 1
Francoise Grellet, Developing Reading Skill, (Cambridge;Cambridge University Press, 2010), p. 4.
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read. If their reading skill is poor they are likely to fail in their study or at least they will have difficulty in making progress. On the other hand, if they have a good ability in reading, they will have a better chance to succeed in their study. In reading, to comprehend the text the readers should be able to manage every part of the text, because reading is a constant process of guessing, and what one brings to the text is often more important than what one finds in it. This is why, from the beginning the students should be taught to use what they know to understand unknown elements, whether these are ideas or simple words.2 Comprehending English can be difficult thing for students if they do not like reading activity. In school curriculum, reading is one of the subjects taught in English subject. The students are taught to understand kinds of text such as short functional text, narrative text, recount text, descriptive text, etc. However, most students are still cannot understand and get difficulties in comprehend reading, because reading is receptive skill and most of the students have difficulty in understand the text, understand vocabulary, and purpose of the text. This phenomenon can be caused from the lack of examples about those kinds of text by the teacher to students. It was found, when the writer did PPKT (Praktek Profesi Keguruan Terpadu) at SMP Al-Hasraand observed the teacher in teaching reading about short functional texts. Properlly, when the teacher taught English class about short functional text, the teacher had to give or show the authentic of the texts. They did not just attach the materials even just the text from the book. The students just learned about the material without knowing the authentic or the original version of that text. Some students got difficulties to differentiate and analyze the differences about the kinds of short functional text because the teacher does not create the materials well. The impact can be seen when the students should develop their reading comprehension skill, but they are still lack of comprehending the purpose of the text. Most of the students are only like reading when they were in the classroom, but when they do not in the classroom they still have a low interest in reading. Because in fact, it makes their reading comprehension ability do not improve well. 2
Ibid p. 7.
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Moreover, in process of transferring information to the students, the lack of the examples can be a big impact to the students. That is why their reading comprehension skill is still not in a good progress; because the students just learn with limited sources of texts without knowing the real example of the text. This phenomenon occurs as the effect of the method of the teaching that the teacher implemented, because teaching process really affects the result of the study, so does the learning process. Actually, that problem can be solved if the teacher could be more creative in teaching, so the students are attracted to study. In KTSP curriculum, the teachers are required to be creative in improving the materials for teaching. A teacher should have an initiative and should be smart to arrange materials that will be taught. Therefore, it is important for a teacher to deliver materials as fun as possible and also give the authentic materials to get the students’ attention. Teacher should introduce other materials as an alternative to give various situations to student in classroom process. A good teaching reading process can involve the reader in active interaction with what is presented in the text. Especially in teaching reading of short functional texts that have many various kinds of texts, the teacher has to make the students interested in learning about it. Short functional texts are different from another text, because it always appears in students’ daily life because the students must be familiar and must comprehend those texts well. One of the ways to make reading class about short functional texts more active is by using authentic materials for the students. Authentic materials are materials used in the target culture for actual communicative needs in teaching English. Using authentic materials in teaching reading can give a lot of benefits for the students. Because the students can have more inspiration to use the language and they have become accustomed to exposure the language in real communication. From the explanation above the writer wants to conduct a research to knows
the
effectiveness
of
authentic
materials
in
students’
reading
comprehension. Finally, the writer concludes to make a research as “The
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Effectiveness of Using authentic Materials towards Students’ Reading Comprehension of Short Functional Texts”. B. Identification Problem Based on the discussion in the background of the study, the researcher identifies the problem as below: 1. School curriculum expects the students to have good reading comprehension in target language. 2. Most of the students find difficulties in understanding of short functional texts. 3. Students’ comprehension is still not progressing because the lack of examples and authentic materials used by the teacher about those kinds of the texts in teaching learning process. 4. Teaching reading comprehension about short functional text is not easy if the students do not have interest in reading. 5. Authentic materials are rarely used by the teacher in teaching reading about short functional texts. C. Limitation of the Problem This study is focused onthe effectivenessof authentic materials towards reading comprehension of the students. The research conducted in the second grade junior high school in SMP Al-Hasra Bojong Sari, Depok. D. Formulation of the Problem Based on the background of the study that mentioned previously, the research question can be formulated as “Is there any effectiveness of using authentic materials towards students’ reading comprehension of short functional texts?”
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E. Purpose of the Study The purposes of this study are to get the information about the effectiveness of using authentic materials towards students’ reading comprehension of short functional texts. F. Significance of the Study This study hopefully will give some benefits to; 1. Teacher
The teacher can enrich their teaching strategy to teach reading comprehension using authentic materials in reading class, especially about short functional text materials. 2. Students
The students can get some input to encourage their reading comprehension about short functional text by using authentic materials. 3. Researcher
It is expected that the researcher will know how to teach reading comprehension towards authentic materials. When the research has a benefit, it can be an experience for the researcher to know whether the method researched has a good influence. Then, the researcher can use this method for teaching in the future.
CHAPTER II LITERATURE REVIEW A. Reading 1. The Definition of Reading Reading is about understanding written text. This skill is dominated to exercise the eyes and the brain. Reading consists of two related processes, word recognition and comprehension. As the one of four skills that learned at the school, reading becomes one of the important skills to be comprehended by the students. According to Silberstein on her book, Techniques and Resources in Teaching Reading, “Reading is a complex information processing skill in which the reader interacts with text in order to re (create) meaningful discourse” 1. Reading is the most important foreign language skill, because the other skills like listening, speaking and writing involving reading as their part of activity. Reading also means as dealing with language messages in written or printed form2 or it can be stated that reading is the ability to draw meaning from the printed page and can be interpreted the information from the texts appropriately. The best way to understand reading is see it as a process of active guessing and understanding the texts in which the readers use some clues to understand the text. Harmer also stated on his book, “How to Teach English, “reading is useful for other purposes too: any exposure to English (provided students understand it more or less) is a good thing for English students”.3 From that definition, it can be concluded that reading is the process of people to learn and to get knowledge by understanding of the text or printed words, in written form and have many purposes which related with other skill in English.
1
Sandra Silberstein, Techniques and Resources in Teaching Reading, (Oxford: Oxford University Press, 1994), p. 6. 2 John S. Hedgcock and Dana R. Ferris, Teaching Readers of English Students, Texts, and Contexts, (New York: Routledge, 2009), p. 15. 3 Jeremy Harmer, How to Teach English, (Harlow: Longman, 1998), p. 68.
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2. Definition of Reading Comprehension Reading comprehension is the way of readers in getting information from the text relatively. Not all readers are capable to comprehend the text quickly, that ability normally taken by fluent readers because they usually have the habit of reading. According to Susan E. Israel and Gerald G. Duffy “Reading comprehension is only a subset of an ill-defined larger set of knowledge that reflects the communicative interaction among the intentions of the author/the speaker, the content text/message, the abilities and purpose of the reader/listener, and the context/situation of the interaction”.4 This ability makes the students construct meaning from a given written text. It is not a static competency, because it depends on the purpose of reading and the text is involved. It means that the purpose of reading the kinds of the text is related each other. When we read a text, the ability to identify the idea of the text is the important point after we know the topic of that text. After read the text, the readers hopefully know what the text means because reading comprehension is a process of connecting the topic of the text to student’s prior knowledge. 5 The process of comprehension is like making a cake, that mental process in achieving something and to check that a step has not been missed. To comprehend the text of reading, the students must be able to predict the text. Although they do not know the vocabulary, but it is hoped they know the key of the text. Some processes happen when you are reading, as you read your brain tells your eyes what to look in order to make connections. To be successful in reading comprehension, students need to actively comprehend what they read. It means that the readers must be able to decode the words or recognize words from the text that they read. 6 In conclusion, reading comprehension is the ability to comprehend the meaning of the text with a set of knowledge which reflect communicative interaction which including a good 4
Susan E. Israel and Gerald G. Duffy, Handbook of Research on Reading Comprehension, (New York: Routledge, 2009), p. 32. 5 John T. Guthrie, Engaging Adolescents in Reading, (Thousand Oaks: Corwin Press, 2008), p. 11 6 Judy Willis, Teaching the Brain to Read, (Alexandria: ASCD, 2008), p.128.
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mental process. It also needs a good reading skill to reach the ability of understanding the texts to identify and decode the idea of the text. 3. Kinds of Reading Studying about reading cannot be separated by kinds of reading. Because reading skill is trained by studying some texts to get the detail information; short texts, longer texts and complete books. There are two kinds of reading, extensive reading and intensive reading. a. Extensive Reading Extensive reading is a form of learning form meaning focused input. Extensive reading is one kinds of reading with one of the function is to find the general information without any helping from some sources such as dictionary or others. In extensive reading, reading is a source of learning and a source of enjoyment. It can be a goal in its own right and a way of reaching others goal. Extensive reading provides the conditions for fluency development of a course depending on the level of the books that the learners read. Extensive reading generally involves rapid reading of the large quantities of material or longer reading to understand the whole book. The function of extensive reading is to take general understanding of the text. The reader has to read and understand the content for the meaning. b. Intensive Reading Intensive reading is the activity of intensive study of the texts that can increase learners’ knowledge of language features and their control of reading strategy. Intensive reading focuses on comprehension of particular text and it will be useful when reading other texts. It is also called as aclose reading means that when a reader read a short passage he/she must give all the attention into vocabulary, reading text, and organization. According to
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Nuttall“the aim of intensive reading is to arrive at an understanding, not only of the text means, but of how the meaning is produced” 7. In intensive work on a reading text, the ‘how’ is as important as the ‘what’ which can be used by the students to train the strategy that can go on to use with other text. These are the following aspects which influence the following aspect of intensive reading. 1. Comprehension In comprehension intensive reading can aim the understanding a particular text. 2. Vocabulary Learners’ attention can be drawn to useful words, underlying the meaning and use of these words for later study. 3. Grammar Difficult grammatical features can be explained and analysed. 4. Cohesion Learners can practice to interpreting of the text, what pronouns refer to, conjunction relationships between sentences are, and how different words are used to refer to the same idea. 5. Regular and irregular sound-spelling relations This can be done by teaching of phonics, spelling rules, and reading aloud. 6. Information structure Certain texts contain certain kinds of information. Learners can be helped to identify these different kinds of information. 7. Genre features Intensive reading can focus on how the text achieves its communicative purpose through these features and what this communicative purpose is.
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Christine Nuttall, Teaching Reading Skills in a Foreign Language, (Oxford: Heinemann, 1996), p. 38.
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8. Strategies8 Intensive reading can be used to help learners develop useful reading strategies. 4. The Purpose of Reading Reading is one of the activities that usually do by people in everywhere and every time. Many people have different purposes when they are reading a text or a book, it can be for searching information or for reading pleasure. Because of this condition, the purposes of reading are become complex and vary. Many experts have different idea about definition and explanation of reading. As Jo McDonough and Christopher Shaw in their book quote usefully classifies reading into: a. Getting general information from the text b. Getting specific information from a text c. For pleasure or for interest 9 McDonough and Shaw divide the purpose of reading above, getting general it is mean that the reader want to know about the information from that book in generally. The reader wants to know about all of the important information from that book/ text. While, getting specific information means that the reader want to know the detail of the text, to know when or where something happen, to know what is happening or has happened in detail information which written in the text. The last is reading for pleasure or interest, in this purpose the reader just want to feel relax and for their enjoyment in leisure time. William Grabe and Fredricka L. Stoller state in their book about the purposes of reading as follows: a. Reading to search for simple information and reading to skim b. Reading to learn from texts 8
27.
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I . S. P. Nation, Teaching ESL/EFL Reading and Writing, (New York: Routledge, 2009), p.
Jo McDonough and Christopher Shaw, Materials and Methods in ELT: A Teacher’s Guide, (Oxford: Blackwell Publishing, 2003), p. 90.
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c. Reading to integrate information, write and critique texts d. Reading for general comprehension 10 The first purpose is as same as with the purpose of reading above that is for search or gets the information. Because most people believe that this is a common reading ability. It can use scan or skim. Scan is the ability to see the keywords for specific piece of information or a specific word in the text. Same with scan, skim is a common part of reading task and it is useful skill in reading ability. Skim needs a good combination of strategy in reading also a good basic reading comprehension skill.
The second is reading to learn from texts, it occurs in academic and
professional context. It includes about the main idea, rhetorical frames, and link about the prior knowledge of the reader itself. The third is reading to integrated information, write and critique texts. This purpose require critical evaluation of the information which being read, so the reader can integrate the information for the reader’s goal. Meanwhile reading to write and critique text need ability to compose, select, and critique the information from the text. The last is reading for general comprehension, it is the most basic purpose of reading. This ability usually occurs automatically by fluent reader. Francoise Grellet said in her book that the reasons for purpose of reading are reading for pleasure and reading for information (in order to find out something or in order to do something with the information you get).11 Reading become the activity to spending leisure time and also gets the information from the text after we read it. In generally the idea of purpose of reading by some experts above have similarity. They agree that the first and the basic purpose of reading are to get information and general comprehension from the text, which can use scan and skim technique. Reading also can be a pleasure activity in leisure time. Based on the
10
William Grabe and Fredricka L. Stoller, Teaching and Researching Reading, (Harlow: Longman, 2002), p. 13. 11 Grellet.loc. cit.
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explanation above, we can conclude that the purpose of reading is depending by the readers. It can be established by the readers before doing reading activity. B. Short Functional Text 1. The Understanding of Text Talking about reading, it cannot be separated with text as the material. Because, for centuries text have the important role in language teaching, especially in teaching reading. Because reading need text to be read. Based on Floriasti cited by Anderson, text are pieces of written or spoken language created for a particular purpose and context.12 That definition tells us that text is not always in written form. It can be spoken text, not always in printed form because it can be a word or as thick as a book. When the words put together although spoken or written but the meaning is to communicate meaning, the text is created. Reading intent of a text can affect to the nature of the information that required from text. Text is valuable as units of communication rather than sentences. 13 The text aims at convincing the reader to know the purpose, and giving him information. When we use language for various purposes, numerous of text is resulted. There were many several of text types, so the text types that were given to the students were various, such as narrative, recount, procedural, functional, and descriptive. The important thing about text is text should be communicative to convey the meaning. In conclusion, text is a product of language not only about words or sentence but also convey about the meaning on it because it can be written or spoken. 2. The Understanding of Short Functional Text. Short Functional Text or factual text is a short text that contains the command, direction, something to do or not to do that can be a prohibition, invitation, Greeting 12
Tri WahyuniFloriasti,Developing Character Building Through Multicultural Reading Text,The Asian Conference on Language Learning,2012. p. 5 13 J. House, “Text”, in Bernard Spolky, Concise Encyclopedia of Educational Linguistics, (Oxford: Elsevier, 1999). p. 599.
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Cards, short message, shopping list, warning (notice), announcement, and others that contain meaning and use in everyday communication. While the essay texts in the form of descriptive, narrative, recount, report, and the procedure is a lengthy text that can be categorized into Long Functional Text (The term is not raw / not commonly used).14 Short Functional text is a transcription that meant to help the reader to accomplish an everyday task. Based on Halliday and Hasan states, a text can be said as functional. By functional, it means that language in a text is doing something in a context.15 Examples of functional text might include a recipe for cooking; directions to a location; a memo notifying of a change in a company's address, or a store's opening time; a schedule of event times and locations during a seminar; a directory of addresses, phone numbers or e-mail addresses; directions on a test; a menu from a restaurant; a pamphlet notifying the public of a grand opening, store closing, or a foreclosure; or a how-to manual just to name a few. Functional text is used for everyday information. Its presents information or ideas and aim to show, tell or persuade the audience. 16 It is called functional because it helps you function in your day-to-day life. For example, if I want to make chocolate chip cookies, I will read a recipe. If I want to know my friend's phone number, I will look in a phone book. If my English teacher gives a test, I will need to read the directions.
14
http://www.smpn1depok.com/mediapembelajaran/daryanto/kelas8/bahasainggris/materi1/sh ort_functional_text.html 15 M.A.K. Halliday and RuqaiyaHasan, Bahasa, Konteks, danTeks; AspekaspekBahasadalamPandanganSemiotikSosial, Terj.AsrudinBaroriTou, (Yogyakarta: GadjahMada University Press, 1994). p. 13. 16 Mark and Kathy Anderson, Text Types in English, (South Yarra: Macmillan, 1997). p. 3.
14
2.Kinds of Short Functional Texts A. Announcement Announcement is an important or official statement that informs people about something.Examples of announcements: a. School Announcements ANNOUNCEMENT There will be a flag ceremony next Monday. All students must wear white uniforms. Do not be late. Principal
To: All grade IX Students From: Headmaster Please choose one of the activities: swimming, painting or singing. Report to your class teacher or class captain which activity you choose.
b. Wedding Announcement Mr. Lowrence James Fox And Miss Eleanor Rebecca Smith Announce their marriage on Saturday, the sixth of November two thousand and ten Chesterfield, Derbyshire
15
c. Outdoor Program Announcement Weekend Outbound Let’s have weekend outbound! If you’re the nature lovers, please join us on our program. It will be held on Sunday, 26 September 2010 in Puncak Campsite. The opening ceremony will be held at 7.am. If you are interested, please come and join us. Contact us and register your group of four. Wear your blue jeans and white T-shirt. Don’t forget to bring necessary equipments, foods and drinks are provided by the committee. The Chairman, SecondaAlthaf Contact person: MikaelaAhnaf (085814143801) Jl. Kintamani 75, Bekasi.
B. Advertisement Advertisement is a picture and/or set of words used to persuade people to buy a product or use of service, or that gives information about a job that is available. Examples of advertisements:
Grand Opening Special offer HAPPY-HAPPY MALL ALL ITEMS 50% Start from 28th November until 8th December 2010
16
URGENTLY REQUIRED AN ENGLISH TEACHER Male max 35 years old S1 in English Education program 3 to 5 years working experience Send your application not later than October 31st, 2010 to: SMAN 101 Bekasi, JalanBekasi Raya No. 12
C. Greeting Cards A greeting card is a card, with a picture in front and a message inside, that you send to someone on their birthday or on a special occasion/holiday. An example of a greeting card:
HAPPY BIRTHDAY May your wish come true..
17
D. Short Message A short message is a written piece of information that you send/leave to another to another person. Examples of short messages:
Hey Tina, I don’t think I can meet you tonight because I have to pick up my grandma at the airport. (Tony)
Dear Vera, Meet me in the library after school. I have something to show you. Please be there. Angga E. Notice A notice is a sign or printed statement that gives information or a warning to people. Examples of notices:
WAIT FOR LIFT DOORS TO CLOSE BEFORE PRESSING BUTTON
Please switch off the light when you don’t use it.
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F. Caution A caution is a warning or piece of advice telling you to be careful. An example of caution
DANGER! DO NOT GO INTO THE WATER G. Invitation Cards An invitation card is used to invite someone to attend the event like birthday party, wedding party, informal dinner, etc. An invitation card should give more information about: The name of the event When the event will be held Where the event will take place Additional information (e.g., dress code, RSVP) Some common expressions used in an invitation cards are: You are invited to …… …… cordially invites you to …… Come and share our wedding. Examples of invitation cards:
You and Your partner are invited to attend Jessica’s 14 Birthday in Hilton hotel. December 12, 2013 at 7:00 p.m. Jessica
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Mr. and Mrs. Tailor Lopes request the pleasure of your company at the marriage of their daughter Jessica Spears Lopes And Steven Martinez On Sunday, the twenty-first of November 2010 at 10 a.m Plaza Juanda 021 Juanda Street, Bekasi
H. Postcard A postcard is a card that can be sent in the post without an envelope, especially with a picture on it. It is used for sending a short message. The message in a postcard usually consists of several parts: a) b) c) d)
Opening (greeting/salutation) Body (the message) Pre-Closing (it may be the conclusion of the message) Closing (the writer’s regard and signature)
An example of postcard: Dear Maria, Yesterday, Uncle Tumijo took me and my cousin to the beach. It’s called Parangtritis Beach and we had most beautiful view. Its large wave was really awesome. Unfortunately, we could not swim in this beach. There were so many deep hollows along the beach. People can easily be drowned. We played beach volleyball in the afternoon. Then, we took a traditional cart called andong and enjoyed the sunset. It was fun! Yours. Annete
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I. Shopping list A shopping list is a list that you make of all the things you want to buy when you go shopping. An example of shopping list: Some celery 1 ounce garlic 1 ounce onion 1 kilos chicken
J. Food Label A food label can be found on the back of most food products. This label gives information about the products, and can be useful if one is trying to eat healthy or one needs to avoid anything one is allergic to. An example of food label: SILVER QUEEN NUTRITION INFORMATION Serving per package: Avg.2 / serving size: 30g Average Average quantity quantity Per Per 100g serving Energy 709kj 2360kj Protein 3.6g 12.0g At total 10.5g 35.9g Saturated 4.8g 15.9g Carbohydrate 14.4g 47.6g Sugars 11.9g 39.6g 45mg 148mg Sodium
Ingredients: Sugar, Cashew, Milk Solids, Cocoa Mass, Cocoa butter, Vegetable at, Emulsifier (322: Soy), Salt, Flavor.
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C. Authentic Materials 1. The Understanding of Authentic Materials There are many discussions of the use of authentic texts or materials in English as a foreign language (EFL) classroom. Jack C. Richards stated in his book that authentic materials refers to the use in teaching of texts, photographs, video selections, and other teaching resources that were not specially prepared for pedagogical purposes.17 Jeremy Harmer said about the definition of authentic text which is designed for native, it is a real text not designed for language students, but for the speakers of the language. Thus English language newspapers are composed of what we would call authentic English, and so are radio programs of English speakers. A British advertisement is an example of authentic English, so is a chapter from novel written for an English-speaking audience.18 FeritKilickaya also explains that the common definition of authentic materials is ‘exposure’ to real language and its use in its own community. He wrote: Many teachers have discussed that English presented in the classroom should be authentic, not produced for instructional purposes. Generally what this means is materials which involve language naturally occurring as communication in native speaker context of use, or rather those selected contexts where Standard English isthe norm: real newspaper report, for example, real magazine articles, real advertisements, cooking recipes, horoscopes, etc.19
Authentic materials can be called as appropriate and quality in terms of goals, objectives, learner’s need and interest and natural in terms of real life and meaningful communication.Authentic materials is the materials which not written for teaching language purposes and it is designed for the native speaker of the language. To make it meaningful in communication those objective and goal should represent the learner’s need. 17
Jack C. Richards, Curriculum Development in Language Teaching, (Cambridge: Cambridge University press, 2001), p. 252. 18 Jeremy Harmer, The Practice of English Language Teaching, New Edition, (London and New York: Longman, 1991), p. 181. 19 FeritKilickaya, Authentic Materials and Cultural Content in EFL Classrooms, retrieved on th 5 June 2013 from http://www.metu.edu.tr/-kilickaya/. p. 1
22
Grellet said authenticity means that nothing of the original text is changed and also that its presentation and layout retained. 20 It means that the using of authentic materials should be represented as it first appeared in the paper, for the example a newspaper article. First appeared means that article still has the same typeface, the same space by the headline and same picture. Because the reprint or the changes of article will never be completely authentic, to keep them as authentic as possible in order to help the students anticipate meaning by using non-linguistic clues. The description of authentic text could be defined as “materials that what students will need and want to be able to read when travelling, studying abroad, or using the language as it is used outside the classroom. The aim of authentic text is not literary form or stylistic but it should be to understand the meaning and to emphasis on what is being said”21 One of the main ideas of using authentic materials in the classroom is to ‘expose’ the students as much as real language as possible. Even if the classroom is not in real life situation, authentic materials have a very important within it. The sources of authentic materials that can be used in the classroom are infinite, but the most common are newspaper, magazines, TV programs, movies, songs, and literatures. Newspaper is as a part of authentic materials because it an invaluable source of authentic materials and their use in the language classroom is very much in keeping with current thinking and practice in teaching pedagogy. 22 The writer can conclude that authentic materials are designed for native speakers and not for language teaching. In this research, the writer want to use authentic materials adopted from English newspaper and magazine that include short story, announcement and advertising, that written by English people and designed for native speakers. 20
Grellet, op. cit., p. 8. Sacha Anthony Berardo, The Use of Authentic Materials in the Teaching of Reading, (The Reading Matrix:Vol.6, No.2, September 2006), p. 62. 22 Paul Sanderson, Using Newspaper in the Classroom, (Cambridge: Cambridge University Press, 1999) p. 3. 21
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2. The Understanding of Non Authentic Material Using non authentic materials is not only the way to improve reading comprehension because students only study the language in the classroom and not being exposed in the real life. The term of non authentic materials or text is the opposite of authentic text. There is several discussion of non authentic text in language teaching terms. According to Jeremy Harmer, “non authentic text could be described as a text that has been written for language teaching purpose especially for language students.”23In the other words, non authentic materials are designed especially for language learning purposes. The language that use in non authentic materials is artificial and varied, because it concentrate on something that has to be taught and often containing a series of false-text indicators that include:
Perfectly formed sentences (all the time);
A question using grammatical structure, gets a full answer;
Repetition of structure;
Very often does not ‘read’ well.24
From discussion above the writer defines that non-authentic text or materials are text or materials that have intentionally been written for language teaching purpose, it is often focused on grammatical structure like short story, label, and personal letter. 3. Advantages and Disadvantages of Authentic Materials a. The Advantages The importance of using authentic materials for the students as stated by Kilickaya, those students benefiting to exposure the real language being used in a real 23 24
Harmer,op. cit., p. 185. Berardo, op. cit., p. 62.
24
context. The main advantages of using authentic materials in the classroom therefore include:
Having a positive effect on students motivation;
Giving authentic cultural information;
Exposing students to real language;
Relating more closely to student’s needs;
Supporting a more creative approach to teaching. 25
Grellet said in her book that it is important to use authentic texts whenever possible. There are several reasons for this. a) Simplifying a text often results in increased difficulty because the system of references, repetition and redundancy as well as the discourse indicators one relies on when reading are often removed or at least significantly altered. b) Getting the students accustomed to reading authentic texts from the very beginning does not necessarily mean a much more difficult task on their part.26 Based on the explanation above, by using authentic materials enables students to interact with real language, real situation and more focus on the content than the form. The students can feel that they are learning a target language as it used outside the classroom. Also it’s to complete the gap between the competency and the performance of the language learners, which is a common problem of non native speaker. Because it requires in exposing the language patterns being put into practice in real life situation and communication
25 26
Kilickaya, op.cit., p. 2. Grellet, op.cit., p. 7.
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b. The Disadvantages The disadvantages of using authentic materials have explained by Berardo that authentic materials often contain difficult language, unneeded vocabulary items and complex language structures, which can often create problems. Sometimes the vocabulary may not be relevant to the learner’s need and too many structures can create difficulty.27 For more detail this is the comparison about the advantages and disadvantages of using authentic materials. Authentic Materials Table 2.1 Advantages
Disadvantages
Real language exposure with language Often too culturally biased, difficult to change/variation being reflected.
understand
outside
the
language
community. Students are informed about what is Vocabulary might not be relevant to the happening in the world.
student’s needs.
Textbooks tend not to include improper Too many structures are mixed so lower English and become outdated very levels have problems decoding the texts. quickly. The same piece of materials can be used Special preparation is necessary, can be for different tasks.
time consuming.
Ideal for teaching/practicing mini-skill- Can become outdated easily, e.g. news skimming/scanning.
stories, article.
Contain a wide variety of text types, Using authentic materials is a burden for language styles not easily found in teachers.28 conventional teaching materials.
27 28
Berardo, op.cit., p.65. Richards,op.cit.,p. 253.
26
Encourage reading for pleasure, likely to contain topics of interests. So the use of authentic materials for teaching reading should be relevant and matched with the learner’s need or interest. It is also important to consider the ability level of the students. Moreover, the students can feel comfortable and confidence when they using authentic materials in reading class. 4. The Advantages and Disadvantages of Non-Authentic Materials a. The Advantages The good aspects of using non authentic materials are to make the students easy to cope with reading text, because non authentic texts are artificial language and varied. Non authentictext is emphasized on grammatical structures. It will be easier to analyze the text because it contains with formed sentences, simple grammatical structure and easy vocabulary, unlike with authentic materials which contains with complicated structures and vocabulary. b. The Disadvantages The disadvantages of using non authentic is the students are hardly to be a good reader because they would not be acquiring real language. 29 Students will be bored with the same reading texts that are not attracting them, and it will make them passive and become be a slow reader. The students can feel that they are not used to be challenged to be good reader by variety of the texts. 5. The Application of Teaching Reading Comprehension of Short Functional Text by Using Authentic Materials. The teaching reading comprehension of short functional text by using authentic materials have some activities on it. 1. Teacher ask the students’ idea or experience related the material will be discussed. 29
Harmer, op.cit., p. 187.
27
2. Teacher gives the students the example of short functional text. 3. Teacher explains about each functional text that will be discussed, such as announcement, invitation, notice, advertisement and short message. 4. Teacher show the authentic materials of short functional texts to the students. 5. Teacher asks the students to read and understand the authentic material of short functional text. 6. Teacher asks the students to identify the features of short functional text based on the authentic material. 7. Teacher makes groups of students. 8. Each group gets the authentic materials of short functional text. 9. Each group has to make the functional text with good arrangement and features based on the authentic material which they have. 10. The teacher makes quiz related to the functional text discussed in each meeting. 11. After four meeting, the teacher conducts a test to measure students’ comprehension of short functional text. 6. The Application of Teaching Reading Comprehension of Short Functional Text by Using Textbook. The application of teaching reading comprehension of short functional text by using textbook in the classroom, as below: 1. Teacher ask the students’ idea or experience related the material will be discussed. 2. Teacher gives the students the example of short functional text. 3. Teacher explains about each functional text that will be discussed, such as announcement, invitation, notice, advertisement and short message. 4. Teacher asks the students to read and understand of short functional text in textbook. 5. Teacher asks the students to identify the features of short functional in textbook.
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6. Teacher makes groups of students. 7. Each group has to make the functional text with good arrangement and features based on the example in textbook which they read. 8. The teacher makes quiz related to the functional text discussed in each meeting. 9. After four meeting, the teacher conducts a test to measure students’ comprehension of short functional text. D. Textbook 1. Textbook in Teaching and Learning Activity Textbook becomes a familiar source that the students and the teachers need which provides materials used by the students in the learning process. Most of the teachers using text book in their teaching activity. There is nothing wrong when the teachers using textbook, because in textbook the materials consist of the exercise, the discussion, and the example of the topic learned by the students. Textbook are used in different ways in language programs. Textbook serves the basic communicative function of instructing/informing a readership which is taken to be uninformed. 30 For example, a reading textbook might be the basis for a course on reading skills, providing both a set of reading texts and exercises for skill practice. 31There are some reasons why teachers use textbook. Textbook become the guidance for them in managing the materials for teaching in the classroom. The teachers just need to adapt the materials from textbook. Textbook also can facilitate them in managing the materials, because it contains various activities that can make the teaching activity more effective such as exercise, discussion, etc. Teachers have different options for using textbook. Firstly is omit, teacher can omitting the materials from textbook. They can pick or choose the materials or the approach for their students. Second option is to replace. Replace means that the 30
,F.I. Davies, “Textbooks”, in Bernard Spolky, Concise Encyclopedia of Educational Linguistics,(Oxford: Elsevier, 1999). p. 337. 31 Richards,op.cit., p. 254.
29
teachers replace the textbook lesson or materials with one the teacher’s own. This has advantages that the teacher’s own materials probably more interest than textbook and it may be appropriate for the students. Third option is to add what is in the book. When the lesson is too boring and too controlled and do not give the students to use what they learned, teachers can add some activities and exercise. Those are to extend the students’ engagement with the language or topic. Addition is the good alternative for the teacher when they use textbook for teaching activities. The last option is to adapt what is in the book. When the materials such as reading text in textbook are boring or uncreative for the students, teachers can adapt the lesson. They can use the same basic material but doing it in their own style in teaching. Using textbook creatively is one of the premier teaching skills. 32 A good teacher is someone who can adapt the materials and exercises, replace textbook material with their own ideas and occasionally they may omit textbook lesson completely. 2. The Advantages and Disadvantages Using Textbook. a. The Advantages There are some advantages and disadvantages in using the textbooks in teaching and learning activity. According to Ur the advantages of using the textbooks are: 1) Framework: textbooks gives clear framework for students and teachers so, they know where they are going to learn and to teach. 2) Syllabus: it provides clear and systematic syllabus. 3) Ready-made texts and tasks: provides the students with ready-made texts and learning task which are appropriate for their level. So, the teachers don’t need to prepare the materials.
32
Harmer, op. cit. p. 112.
30
4) Economy: compare to the photocopied papers or computer software, textbooks are the cheapest way of learning materials. 5) Convenience: the packaging of the textbook is convenient. They are easily to be carried out, and textbooks do not depend for its use on hardware or supply or electricity. 6) Guidance: the textbook can provide a guidance for the teacher who are inexperienced or unsure about their own knowledge. 7) Autonomy: the learners will learn the new materials, reviews, and monitor progress provided in the textbook autonomously. 33 Jack C. Richards state in his book about the advantages of textbook as follows: 1) It provides structure and syllabus for a program. It means that textbook has significant position in teaching learning. Without textbook a program may have no central core and learners may not receive a syllabus that has been systematically planned and developed. 2) It helps standardize instruction Using textbook in the classroom can ensure that the students in different classes receive similar content and therefore can be tested in the same way. 3) It maintain quality When a well-developed textbook is used, students are exposed to materials that have been tried and tested. 4) It provide a variety of learning resources Textbooks are often accompanied by workbooks, CDs and cassettes, videos, CD-ROMs, and comprehensive teaching guides, providing a rich and varied resource for teachers and learners.
33
Penny Ur, A Course in Language Teaching: Practice and Theory, (New York: Cambridge University Press, 2001) p. 184.
31
5) Textbook is efficient Textbook can save teachers’ time, enabling teachers to devote time to teaching rather than materials production. 6) Textbook can provide effective language models and input It can provide support for teachers whose first language is not English and who may not be able to generate accurate language input on their own. 7) Textbook can train teachers34 When the teachers have limited experience in teaching, a textbook can be the guideline for the teacher and can serve as a medium of initial teachers training. b. The Disadvantages Besides the advantages, textbooks also have some disadvantages. Based on Ur, the disadvantages of textbooks are: 1)Inadequacy: textbooks cannot fulfill every students’ learning needs because they have their own different learning needs. 2)Irrelevance, lack of interest: the textbook should provide interesting topic and activities for students because they may be unmotivated if the topic of the textbook is not interesting. 3)Limitation: the materials and activity may make the teacher become dependent to the textbook, and it will inhibit their creativity in designing their own materials and activity for their students. 4)Homogeneity: textbook is created with the different author who has different approach or teaching technique, so it’s not always appropriate with the variety of levels, ability and learning styles. 34
Richards, op.cit., pp. 254--255
32
5)Over-easiness: sometimes, teachers find it too easy to follow the course book uncritically instead of using their initiatives. 35 Jack C. Richards also states in his book about the disadvantages of textbooks are: 1) Textbook may contain inauthentic language Textbook sometimes present inauthentic language because texts, dialogues, and other aspects of content tend to be specially written to incorporate teaching points and it often not representative of real language use. 2) It may distort content Textbook often present an idealized view of the world or fail to represent real issues. 3) It may not reflect students’ needs Textbook is often written for global markets, they may not reflect the interest and need of students and hence may require adaptation. 4) It can deskill teachers When teacher use textbook as the primary source of their teaching, teacher’s role can become reduced to that of a technician whose primary function is to present materials prepared by others. 5) Textbook is expensive36 Commercial textbook represent a financial burden for students in many part of the world.
35 36
Ur, op.cit,.p.185. Richards, op.cit., pp. 255-256.
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F. Previous of the Study The studies about the use of authentic materials for language teaching are abounding. The firststudy is byPujiSayekti, she did a study about the use authentic materials in teaching speaking, especially in the first grade of junior high school. Her participants were three teachers from different junior high school in different area of Jakarta. The result showed that most of the school had not implemented CBC 2004 and the teachers had not fully understood about authentic materials. 37 The differences of this research with her studies are this research did a study about the use of authentic materials towards reading comprehension, especially in functional texts. Participants of this research are second grade students of junior high school. The second research is by SitiSundari.Her research was conducted to find the effectiveness of picture as authentic materials to improve students’ writing in descriptive text. This research was designed in the one-group pre-test and post-test. The participants of this study were 22 students (12 boys and 10 girls). The result of this study showed that the writing score achieved by the eighth grade of MTs RadenPaku improved after they were taught using pictures as authentic material. Based on analytic scoring using jacobet al, pictures were effective to improve the content and organization, but less effective to improve vocabulary, language use and mechanics. Even though pictures could not improve all of aspects of writing in the same time, but overall the students’ writing, pictures as authentic materials could improve students’ writing in descriptive texts.38 The differences of this research with her studies are this research did a study about the use of authentic materials towards reading comprehension, especially in 37
PujiSayekti, How to Teachers Use authentic Materials in Teaching Speaking in the First Grade of SMP in Jakarta: A Case Study. Thesis. (English Department, Faculty of Language and Art, State Islamic University of Jakarta, Jakarta, 2006). Tidakdipublikasikan. 38 SitiSundari, The Effectiveness of Pictures as Authentic Materials to Improve Students’ Writing in Descriptive Text (A Case Study of Eight grade of MtsPlusRadenPakutrenggalek 2010/2011).Thesis.(English Department, Faculty of Humanities, Airlangga University, Surabaya, 2011).Tidak dipublikasikan.
34
functional texts. She did her studies using a case study, but in this research the writer conducted using quasi experimental with control and experiment class. The thirdresearch is by SitiHalijah.She was conducted study to describe whether or not use the authentic materials improve the students vocabulary to develop descriptive paragraph of the ten grade of students of SMAN 2 Sugguminasa. The research used pre-experimental method with one group, and the samples of the study were 35 students of tenth grade of SMAN 2 Sungguminasa. The result of this study showed that the mean score of post-test was higher than pre-test in writing skill. She used t-test in data analysis. Based on data analysis, she concluded that the implementation by using authentic materials improved of the students’ vocabulary. 39 The differences of this research with her studies are this research did a study about the use of authentic materials towards reading comprehension, especially in functional texts. She did her studies using pre-experimental method, but in this research the writer conducted using quasi experimental with control and experiment class and the participants are second grade junior high school students. F.Theoretical Framework Reading is one of four skills that are learned at the school. Reading is also something crucial and indispensable for the students because the success of their study depends on the greater part of their ability to read. If their reading skill is poor they are very likely to fail in their study or at least they will have difficulty in making progress. On the other hand, if they have a good ability in reading, they will have a better chance to succeed in their study. Most of the students are still cannot understand and get difficulties in comprehend reading; because reading is receptive skill and most of the students have difficulty in understand the text, vocabulary and purpose of the text.
39
SitiHalidjah, The Effectiveness of Using Authentic Materials to Improve Students Vocabulary to Develop Descriptive Paragraph, (JurnalSastraTammadun, ISSN. 0216-809, Vol. 7 No. 2, Desember, 2010), p. 91-94.
35
A good teaching reading process can involve the reader in active interaction what is presented in the text. A good teacher must have a strategy and appropriate technique to teach reading. In order the students are not bored to learn English especially when teach reading, the teacher should more creative. Using authentic materials in teaching reading can give a lot of benefits for the students. Because the students can have more inspiration to use the language and they have become accustomed to exposure the language in real communication. In second grade junior high, standard competence of reading skill is the students are able to comprehend kinds of short functional texts. Short functional texts itself divided by kinds of text, such as memo, invitation, poster, announcement, letter, etc. One of way to make the students more appreciate in English reading class in learning functional text is with use the authentic of that text or authentic materials in teaching reading. So the writer tries to apply authentic materials in teaching reading comprehension to make the students appreciate and do not confuse again when they should develop their reading comprehension of short functional texts. G. Hypotheses Null Hypothesis (
): there is no significance influence difference between the
students’ reading comprehension of short functional texts through using authentic materials and without using authentic materials to the second grade students of SMP Al-HasraBojongsari. Alternative Hypothesis (
): there is significant influence difference between the
students’ reading comprehension of short functional texts through using authentic materials and without using authentic materials to the second grade students of SMP Al-Hasra Bojongsari.
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CHAPTER III RESEARCH METHODOLOGY A. Time and Place of the Study The research was conducted by the researcher on 3rd February until 19th February in 2014. The place for this research study is SMP Al-HasraBojongsari, Depok. B. Research Method This study was conducted with quantitative method because this research explaining phenomena by collecting numerical data that are analyzed using mathematically based methods (in particular statistics). 1 The research design is quasi experimental study. The experimental class which is taught reading by using authentic materials then the control class which the writer taught by using textbook. C. Population and Sample Population is a place of generalization that consist of subject and object of the research with certain quality and characteristic that are standardized by the researcher in order to learn from them and then to draw a conclusion from them. 2 In this research, the populations are the students at the second grade of SMP Al-Hasra Bojongsari. Realizing in second grade of junior high school they will learn a lot of kinds of the text which is suitable for researcher doing her research. In this research, the sample of the population was taken from two classes in SMP Al-HasraBojongsari. The class was divided into four classes, and they are 8.1 (plus), 8.2 (plus), 8.3 (regular), and 8.4 (regular). The samples are from regular class 8.3 and 8.4., the writer choose those classes because their quantity fulfill for doing the experimental method. 1
Daniel Muijs. Doing Quantitative Research in Education with SPSS, (London: Sage Publications, 2004), p. 1. 2 Etta MamangSangadji&Sopiah, MetodologiPenelitian, (Yogyakarta: Andi Yogyakarta Publisher, 2010), p. 185.
36
37
D. Technique of Data Collection Technique and instruments in data collection are:
Test 1. Pre-test
Pre-test is the test which is given in the first meeting before the teaching and learning process due to measure in which level the knowledge of the students is. 2. Post-test Post-test is the test that was given after finishing the learning of the materials in the classroom. This test is held in order to know if there any progress before and after teaching and learning activity by using authentic materials or without authentic materials. E. Instrument of The study The instrument that the researcher used for collecting data is test. The test was divided into two tests, pre-test and post-test. The pre-test will give to the students before the treatment and the post-test after the treatment. The test using multiple choices contains 20 numbers about short functional texts. To get the validity and reliability of the data, the writer did the validity of the test to 32 students from 8.1 and 8.2. The test contained 30 numbers multiple choices. After the calculation in ANATES 4, it was found that there were 10 items is very significant, 5 items is significant, 11 items is adequate and 4 items is insignificant. The reliability of the test is 0.54, based on Arifin the category of reliability of the test is sufficient. Category of Reliability3 Table 3.1
3
257.
Value
Remark
0.00 – 0.20
Unreliable
0.21 – 0.40
Less reliable
Zainal Arifin, Evaluasi Pembelajaran, (Bandung: PT REMAJA ROSDAKARYA, 2009), p.
38
0.41 – 0.60
Sufficient
0.61 – 0.80
Reliable
0.81 – 1.00
Very Reliable
F. Technique of Data Analysis The next step of the research, the writer will process and analyze the data. The writer analyzes the score pre-test and post-test. This is to find out the differences of students’ scores by using authentic materials and without using authentic materials. The technique of data analysis that is used by the writer in this research is statistic analysis with t-test, the formula is:
=
With the explanation:
−
M
= Mean of the differences of Experiment Class
M2
=
SE
= Standard
SE
=
X
= Teaching Reading Comprehension using authentic materials
Mean of the differences of Controlled Class Error of Experiment Class
Standard Error of Controlled Class
in Experiment Class Y
= Teaching Reading Comprehension using textbook in Controlled Class
The procedures of were calculations as follows: 1. Determining Mean of variable X: =
∑
2. Determining Mean of variable Y:
39
∑
=
3. Determining Standard of Deviation Score of Variable:
4.
5.
6.
7.
=
∑
Determining Standard of Deviation Score of Variable Y: =
∑
Determining Standard Error Mean of Variable X: =
− 1
Determining Standard Error Mean of Variable Y: =
− 1
Determining Standard Error of different Mean of Variable X and Mean of Variable Y, with formula:
8.
=
+
Determining to with formula: =
−
9. Determining Degrees of Freedom (df), with formula: = (
+
)−2
G. Statistic Hypotheses
Hypothesis in the research is a guessing that leads to the research which mean that hypothesis have to be tested and not always be right, but to measure how far the truth which is served to the problem researched. Besides, in formulating hypothesis,
40
the researcher has to ensure the information. In this research, the researcher proposing a hypothesis: Null Hypothesis (
): there is no significance influence difference between the
students’ reading comprehension of short functional texts through using authentic materials and without using authentic materials to the second grade students of SMP Al-Hasra Bojongsari. Alternative Hypothesis (
): there is significant influence difference between the
students’ reading comprehension of short functional texts through using authentic materials and without using authentic materials to the second grade students of SMP Al-Hasra Bojongsari. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null hypothesis) is rejected. If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (the null hypothesis) is accepted. df = (N1 + N2) – 2 = (35 + 35) – 2 = 70-2 = 68. (It must be consulted with “t” table of df. If df 68, the value is: the significance level at 5 % is 1.66).
CHAPTER IV RESEARCH FINDINGS A. Description of the Data The experiment class and the controlled class were taught with different technique in teaching reading. The experimental class was taught short functional text using authentic materials, whereas the controlled class used the text from textbook. The data shown in this part were collected from students’ score in pretest and post-test of both experiment class and controlled class. The data were described into two tables. The table 4.2 showed the students’ score in experiment class and the table 4.3 showed the students’ score in control class. 1. The Data of Experiment Class Table 4.2 Score of Pre-test and Post-test ofExperiment Class (Students ) X 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Pre-test
Post-test
Gained Score
55 65 60 70 60 50 80 35 35 45 60 75 60 70 40 60 70 50 75 80
80 75 65 75 60 80 80 65 35 65 70 70 70 85 80 75 90 70 80 85
25 10 5 5 0 30 0 30 0 20 10 -5 10 15 40 15 20 20 5 5
41
42
21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 ∑ (Mean)
60 60 70 65 60 90 45 60 80 55 65 60 70 40 35 2110 60.28
50 90 90 90 75 95 70 65 95 85 85 65 80 75 65 2630 75.14
-10 30 20 25 15 5 25 5 15 30 20 5 10 35 30 520 14.85
From the description of score in experimental class above, it could be seen that from 35 students in the class, the mean of pre-test was 60.28 and the mean of post-test was 75.14. So, the writer got the mean of gain score was 14.85. Based on the table previously, the highest students’ score in pre-test was 90 obtained by one student. Meanwhile, the lowest of students’ score in pre-test was 35 by three students. From differences score obtained between the highest students’ score was 90 and the lowest students’ score was 35 before the students get treatments in using authentic materials. And based on the table above, it showed that the highest student’s score in post-test was 95 by two students. And the lowest students’ score in post-test was 35 by one student. For the differences between the students’ score in prê-test and students’ score in post-test, it can be conclude that there was a positive effects of using authentic materials in students’ reading comprehension of short functional texts.
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2. The Data of Controlled Class Table 4.3 Score of Controlled Class (Students) X 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
Pre-test
Post-test
55 80 80 90 80 70 75 80 60 55 75 75 55 70 60 70 85 75 60 75 85 65 55 65 80 60 50 40 45 50 75 40 45
65 85 75 85 95 85 85 85 65 65 95 90 50 75 90 80 95 75 60 75 95 60 85 85 80 75 65 65 50 65 95 50 35
Gained score (X) 10 5 -5 -5 15 15 10 5 5 10 20 15 -5 5 30 10 10 0 0 0 10 -5 30 20 0 15 15 25 5 15 20 10 -10
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34 35
65 75 50 45 ∑ 2295 2600 65.57 74.28 (Mean) From the description of score in controlled class
10 -5 305 8.71 above, it could be seen
that from 35 students in the class, the mean of pre-test was 65.57 and the mean of post-test was 74.28. The writer got the mean of gain score was 8.71. The smallest score in the pre-test was 40 by two students and the highest score was 90 by one student. After the writer giving the treatment without using authentic materials, the writer gave the students post-test. The data showed in post-test that the smallest score was 35 by one student and the highest score was 95 by five students. From the differences of table 4.1 and 4.2 above it, it can be concluded that there was positive effect in teaching reading comprehension of functional text through authentic materials. B. Analysis of the Data Before calculating the t value of the observation, the writer would like to calculate gain (d). Table 4.4 The Result of Comparison of the Experiment Class and Controlled Class Students’ Identifica tion 1 2 3 4 5 6 7 8 9 10
Experiment Controlled X Class Class (X - MX) 25 10 5 5 0 30 0 30 0 20
10 5 -5 -5 15 15 10 5 5 10
10.15 -4.85 -9.85 -9.85 -14.85 15.15 -14.85 15.15 -14.85 5.15
Y (Y - MX) 1.29 -3.71 -13.71 -13.71 6.29 6.29 1.29 -3.71 -3.71 1.29
x2
y2
103.0225 23.5225 97.0225 97.0225 220.5225 229.5225 220.5225 229.5225 220.5225 26.5225
1.6641 13.7641 187.9641 187.9641 39.5641 39.5641 1.6641 13.7641 13.7641 1.6641
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11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35
10 -5 10 15 40 15 20 20 5 5 -10 30 20 25 15 5 25 5 15 30 20 5 10 35 30 ∑X = 520
20 15 -5 5 30 10 10 0 0 0 10 -5 30 20 0 15 15 25 5 15 20 10 -10 10 -5 ∑ Y =305
-4.85 11.29 -19.85 6.29 -4.85 -13.71 0.15 -3.71 25.15 21.29 0.15 1.29 5.15 1.29 5.15 -8.71 -9.85 -8.71 -9.85 -8.71 -24.85 1.29 15.15 -13.71 5.15 21.29 10.15 11.29 0.15 -8.71 -9.85 6.29 10.15 6.29 -9.85 16.29 0.15 -3.71 15.15 6.29 5.15 11.29 -9.85 1.29 -4.85 -18.71 20.15 1.29 15.15 -13.71 ∑x = 0.25 ∑y =0.15
The formula of T-test was expressed as follows:
=
The calculation can be seen as follows: 1. Determining Mean of variable X: =
∑
=
520 = 14.85 35
−
23.5225 394.0225 23.5225 0.0225 632.5225 0.0225 26.5225 26.5225 97.0225 97.0225 617.5225 229.5225 26.5225 103.0225 0.0225 97.0225 103.0225 97.0225 0.0225 229.5225 26.5225 97.0225 23.5225 406.0225 229.5225 ∑x2= 5074.2875
127.4641 39.5641 187.9641 13.7641 453.2641 1.6641 1.6641 75.8641 75.8641 75.8641 1.6641 187.9641 453.2641 127.4641 75.8641 39.5641 39.5641 265.3641 13.7641 39.5641 127.4641 1.6641 350.0641 1.6641 187.9641 ∑y2= 3467.1435
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2. Determining Mean of variable Y: ∑
=
=
305 = 8.71 35
3. Determining Standard of Deviation Score of Variable X:
4.
=
∑
=
3467.1435 = √99.06 = 9.95 35
− 1
=
12.04
√35 − 1
=
12.04 √34
= 2.06
Determining Standard Error Mean of Variable Y: =
7.
5074.2875 = √144.97 = 12.04 35
Determining Standard Error Mean of Variable X: =
6.
=
Determining Standard of Deviation Score of Variable Y: =
5.
∑
− 1
=
9.95
√35 − 1
=
9.95 √34
= 1.70
Determining Standard Error of different Mean of Variable X and Mean of Variable Y, with formula: =
=
= √7.1336 8.
= 2.67
+
2.06 + 1.70 = √4.2436 + 2.89
Determining to with formula: =
=
−
14.85 − 8.71 2.67
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= 9.
6.14 2.67
= 2.29
Determining Degrees of Freedom (df), with formula: = (
+
)−2
= (35 + 35) − 2 = 68
The value of df 68 at the degrees of significance 5% or ttable is 1.66 10. The Testing of Hypothesis The statistical hypothesis of this research can be seen as: Null Hypothesis (
): there is no significance influence difference between
the students’ reading comprehension of short functional texts through using authentic materials and without using authentic materials to the second grade students of SMP Al-Hasra Sawangan. Alternative Hypothesis (
): there is significant influence difference between
the students’ reading comprehension of short functional texts through using authentic materials and without using authentic materials to the second grade students of SMP Al-Hasra Sawangan. And then, the criteria used as follows: 1. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null hypothesis) is rejected. 2. If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (the null hypothesis) is accepted. C. Interpretation of the Data Based on the formula above, the result of the statistic calculation indicated that the value of
= 2.29 and the value of df (degree of freedom) 68 with significance
5% is 1.66.The result showed that t-test (to) > t-table (tt) (2.29 > 1.66). It means
that t-test was higher in the value 2.29 than t-table. Since higher than hypothesis (
score in the table is
score obtain from the result of calculating, so the alternative ) is accepted and the null hypothesis (
) is rejected.
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Based on the explanation about the result on the table above, we can conclude that teaching reading comprehension of short functional texts using authentic materials is quite success. From the data of students’ score was increase after they using authentic material. Moreover, it can be said that using authentic materials affect students’ reading comprehension of short functional text. Based on the analysis of the result on the tables above, it can be interpreted that teaching reading by using authentic materials can enhance the students’ reading comprehension of short functional texts. According to Harmer, some authentic written material is appropriate for beginner students. Because the topics and the types of reading text should has a balance with students’ capabilities and interests on the other. The important thing is that such texts are much like real English as possible. The writer found that the students in the experimental class more interesting to learn reading about short functional text, when they know the authenticity of those texts.
CHAPTER V CONCLUSION AND SUGGESTIONS A. Conclusion Based on the research that carried out in eight grade of SMP Al-Hasra Bojong Sari academic year 2014/2015, it concluded that using authentic materials is effective in teaching students’ reading comprehension of short functional texts. The result of the statistic said that the result of the statistic calculation indicated that the value of
= 2.29 and the value of df (degree of freedom) 68
with significance 5% is 1.66. Comparing the significance, the writer finds that
is higher than
with each values of degree .The result showed that t-
test (to) > t-table (tt) (2.29 > 1.66). Since
score in the table is higher than
of calculating, so the alternative hypothesis ( hypothesis (
score obtain from the result ) is accepted and the null
) is rejected.
It can be said that, using authentic materials in students’ reading comprehension of short functional texts is effective. B. Suggestion The writer wants to give some suggestions that might be useful for teachers and students. These suggestions hopefully can helpthe teachers when they teach reading and students when they learn about reading in the class, as follow: 1. Using authentic materials in teaching reading can attract the students’ interest. Because they will not just read the text but also know the authentic of the text. 2. Use the authentic materials that related with their daily life, so they easy to understand about the materials and about the purposes of the text.
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3. Give the example of short functional texts that the students more familiar with those sentences and they can apply it in their daily life. 4. The teacher should be more creative when giving the reading materials especially when they want to teach about functional text. Because short functional text contains many kinds of type text and it appears in daily life activity. As stated above, the writer believes that using authentic materials give a positive effect for the students. Using authentic materials in teaching reading can be a solution and an alternative way for teacher to make the students more interesting in reading class.
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BIBLIOGRAPHY Anderson , Mark and Kathy. Text Types in English, South Yarra: Macmillan, 1997. Arifin, Zainal.Evaluasi Pembelajaran, Bandung: PT REMAJA ROSDAKARYA, 2009.
Arikunto, Suharsimi. Prosedur Penelitian: Suatu Pendekatan Praktik, Jakarta: Rineka Cipta, 2010. Berardo, Sacha Anthony. The Use of authentic Materials in the Teaching of Reading, The Reading Matrix: Vol. 6, No. 2, September 2006. Emzir. Metodologi Penelitian Pendidikan Kuantitatif dan Kualitatif, Jakarta: Rajawali Pers, 2012. Spolky,Bernard. Concise Encyclopedia of Educational Linguistics, Oxford: Elsevier, 1999. Floriasti, Tri Wahyuni. Developing Character Building Through Multicultural Reading Text, The Asian Conference on Language Learning, 2012. Grabe, William and Fredricka Stoller. Teaching and Researching Reading, Harlow: Longman, 2002. Grellet, Francoise. Developing Reading Skill, Cambridge: Cambridge University Press, 2010. Guthrie, John T. Engaging Adolescents in Reading, Thousand Oaks: Corwin Press, 2008. Halidjah, Siti. The Effectiveness of Using Authentic Materials to Improve Students Vocabulary to Develop Descriptive Paragraph, Jurnal Sastra Tammadun, ISSN. 0216-809, Vol. 7 No. 2, Desember 2010. Harmer, Jeremy. How to Teach English, Harlow: Longman, 1998. Harmer, Jeremy. The Practice of English Language Teaching: New Edition, London and New York: Longman, 1991. Hedgcock, John S. and Dana R. Ferris. Teaching Readers of English Students, Texts, and Contexts, New York: Routledge, 2009. Israel, Susan E. and Gerald G. Duffy. Handbook of Research on Reading Comprehension, New York: Routledge, 2009.
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Kilickaya, Ferit. Authentic Materials and Cultural Content in EFL Classrooms, retrieved on 5th June 2013 from http://www.metu.edu.tr/kilickaya/. M.A.K. Halliday dan Ruqaiya Hasan. Bahasa, Konteks dan Teks ; Aspek-aspek Bahasa dalam Pandangan Semiotik Sosial, Terj. Asrudin barori Tou, Yogyakarta: Gadjah Mada University Press, 1994. McDonough, Jo and Christopher Shaw . Materials and Methods in ELT : A teacher’s Guide, Oxford: Blackwell Publishing, 2003. Muijs, Daniel. Doing Quantitative Research in Education with SPSS, London: Sage Publications, 2004. Nation, I.S.P . Teaching ESL/EFL Reading and Writing, New York: Routledge, 2009. Nuttall, Christine. Teaching Reading Skills in a Foreign Language, Oxford: Heinemann, 1996. Richards, Jack C. Curriculum Development in Language Teaching, Cambridge: Cambridge University Press, 2001. Sanderson, Paul. Using Newspaper in the Classroom, Cambridge: Cambridge University Press, 1999. Sangadji, Etta Mamang dan Sopiah. Metodologi Penelitian, Yogyakarta: Andi Yogyakarta Publisher, 2010. Sayekti, Puji. How to Teachers Use authentic Materials in Teaching Speaking in the First Grade of SMP in Jakarta: A Case Study. Thesis. English Department, Faculty of language and Art, State University of Jakarta. Jakarta, 2006. Silberstein, Sandra. Techniques and Resources in Teaching Reading, Oxford: Oxford University Press, 1994. Sudijono, Anas. Pengantar Statistik Pendidikan, Jakarta: Raja Grafindo Persada, 2011. Sundari, Siti. The Effectiveness of Pictures as Authentic Materials to Improve Students’ Writing in Descriptive Text (A Case Study of Eight grade of Mts Plu Raden Paku Trenggalek 2010/2011). Thesis. English Department, Faculty of Humanities, Airlangga University. Surabaya, 2011.
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Ur, Penny. A Course in language Teaching: Practice and Theory, New York: Cambridge University Press, 2001. Willis, Judy. Teaching the Brain to Read, Alexandria: ASCD, 2008. http://www.smpn1depok.com/mediapembelajaran/daryanto/kelas8/bahasainggris/ materi1/short_functional_text.htmlretrieved on 25th May 2013.
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APPENDICES
55
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PRE-TEST 1. Look at the notice below.
Do not accept if the seal is broken What does the notice mean? A. B. C. D.
We should accept the thing if the seal is broken. We have to accept the thing if the seal is broken. We should not accept the thing if the seal is broken. We must not accept the thing if the seal is not broken.
Read the text and answer the questions number 2 and 3. Dear Bertha, I heard that you are not in a good condition. I am very sorry to hear that. Anyway, listen to the doctor’s advice and take a rest. I hope you’ll get well soon. Your best friend, Maria 2. To whom we usually give the above card? A. To someone who is sick. B. To people who are healthy. C. To a person who celebrates his birthday. D. To a couple who have their wedding party. 3. How is Bertha’s condition? A. She is pale. B. She is healthy. C. She is unhappy.
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D. She is in a poor health.
This text is for question number 4
Mr. & Mrs. Chew Kok Key & Mr. & Mrs. Lim Kau Request the pleasure of your company to a wedding dinner at Holiday Inn Jalan Syed Abdul Aziz Melaka, 75000 Malaysia Tel: 06.2859000 Fax: 06.2859111 At 7.00p.m. On the occasion of the marriage of Mr. Chew Choong Seng With Ms. Lim Bong Eng 4. What is the purpose of the text? A. Ms. Lim persuades Mr. Chew to marry her B. Mr. Chew invites Ms. Lim to go on holiday C. Ms. Lim invites Mr. Chew to come to her party D. Mr. Chew invites their colleagues to come to the party. 5. Look at the notice below. PUT YOUR SHOES OFF BEFORE ENTERING THIS ROOM What does the notice means? A. We must leave our shoes outside the room.
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B. We can wear our shoes inside the room. C. We may bring the shoes into the room. D. We enter the room with our shoes.
Read the text and answer question number 6 UNO Department Store BIG SALE ALL THE PRODUCT 28th February—25th March 2012 Discount up to: 50% for the fashion products 30 % for the electrical products 60% for the furniture products 25% for the household appliances HURRY, HURRY, HURRY THIS IS YOUR CHANCE OF A LIFE TIME
6. Which statement is TRUE according to the text? A. UNO sells not only fashion but also electrical products. B. We only pay Rp 5,000 for a broom priced Rp 20,000. C. The time of giving discount is more than one month. D. There are less than four products sold in UNO ANNOUNCEMENT To: All students To celebrate the National Education Day, the Students Board Organization will hold some interesting programs. They are English Speech Contest, English Story Telling contest, and Wall Magazine Competition. The programs will be held on May 4th, 2012, 8 a.m.-1 p.m. All classes must take part in programs and should report their participation to their own teachers. For detailed information, please contact Mrs. Erika, the coordinator of this program.
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7. What does the text tell us about? A. Programs to celebrate the National Education Day. B. Inviting students to come to school in May. C. Informing some programs on May 4th, 2012. D. Explaining special programs in May. 8. Who is in charge of the program? A. Headmaster B. Students C. Mrs. Erika. D. Student organization. This text is for question number 9 Surabaya, January 1st , 2013 Dear Irman, This card comes with living wishes especially for you. To wish you lots of happiness today and all year through. Happy New Year 2013. Love, Sandra 9. What is the purpose of the text above? A. To greet someone for the New Year. B. To remind someone about New Year. C. To invite someone to a New Year Celebration. D. To give information to everyone about New Year. This text is for question number 10 and 11 Sinta, Your music teacher called at 4 p.m. to say that tonight’s lesson has been cancelled. Please call her at 6452 9128 to arrange for a make-up lesson. Love, Mom
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10. Which statement is TRUE based on the text? A. Sinta will meet her music teacher at 4 p.m. B. Music lesson will not be cancel tonight. C. Sinta is expected to call her music teacher. D. Sinta’s teacher will meet her mother that night. 11. “please call herat ….” What does the underlined word refer to? A. Sinta. B. Sinta’s mother. C. Sinta’s music teacher. D. The teacher’s mother. This text is for question number 12 and 13 Urgently needed An accounting staff
Requirements: Age not more than 28 years old Smart, discipline and good motivation Understand a financial report and tax Accounting graduated Good English Having ability to operate a computer Send your application, CV, and recent photograph to: P.O. Box 1111 Jakarta. Not more than one week from now.
12. What requirements should the applicant have to be an accounting staff? A. Fluency in two foreign languages. B. Mastering of making tax report. C. Management graduated. D. At least 28 years old.
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13. What must be sent by an applicant to be an accounting staff? A. A computer certificate. B. Photographs and CV C. A computer certificate, application, and CV D. Photographs, CV, and application. Read the text and answer the question number 14 and 15. To: Satria I heard from your father that you won the badminton championship last night. Congratulation on your success! Ilham 14. Who is the winner of the badminton championship? A. Ilham. B. Satria. C. Ilham’s father. D. Satria’s father. 15. Which one is TRUE according to the text? A. Satria won the badminton championship. B. Ilham’s father gave information to Satria. C. Satria congratulated Ilham on his success. D. Ilham and his father were badminton players. This text is for question number 16 Dear Mr. and Mrs. Karel Congratulation on your 25th wedding anniversary. May happiness comes to your life. Love, Steven 16. Which one is TRUE according to the text? A. Steven greeted Karels of their wedding anniversary. B. Mr. and Mrs. Karel got married at 25 years old. C. The invitation is sent to Steven and his friends.
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D. Steven was going to marry at his 25 years old.
This text is for question number 17. We provide
BLACKBIRD : 52 passenger bus : 29 passenger bus Full AC, Music, Toilet, TV, Video. We serve Java, Bali, Sumatra.
Office: Jl. Wijaya 12 Jakarta For further information call 68802309 17. What does the advertisement above tell us about? A. A travel agent. B. A tour service. C. A schedule of a tour. D. A holiday package tour. This text is for questions number 18
To: Arman Happy New Year 2014! I wish our behavior had to be better than last year. May God bless us. From your fan, Dani
18. What is the main idea of the text above? A. May God bless all of us. B. Our behavior had to be better. C. Expressing Happy New Year. D. May God bless you.
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Grand Livina, 2010 Silver, DVD Tv, double AC, new tyres, excellent condition, 196 million (nego) Call: 081325444333 19. What information can we get from the text? A. The color of the car is white. B. The car is in not good condition. C. We cannot phone the owner of the car. D. We can nego the price of the car.
Dear friends, We request the pleasure of your company for the 5th birthday party of our son “NAZEED” on 14th September, 2003, Sunday at 6.30 p.m. At Bandan Basera Party Hall Opp. Sona Theatre Shantivan Near National Park, Borivali (East) Mumbai-400066 Please join us to fill our day with happiness and color. With love, Amit, Leena & Family
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20. Where will the party be held? A. In Delhi B. In national park, Borivali (east) C. Bandan Basera Party Hall D. Sona Theatre
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The Answer Key of Pre-test 1. C 2. A 3. D 4. D 5. A 6. A 7. A 8. C 9. A 10. C 11. C 12. C 13. D 14. B 15. A 16. A 17. B 18. C 19. D 20. C
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Kelas Eksperiment pertemuan ke-1 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Sekolah
: SMP Al-Hasra
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII/ semester genap
Alokasi Waktu
: 1 Pertemuan (2 x 40 pertemuan)
Standar Kompetisi : (Membaca) Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar. Kompetensi Dasar
: Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar, dan berterima yang berkaitan dengan lingkungan sekitar.
Indikator Pencapaian Kompetensi: 1. Mempelajari teks fungsional pendek berupa advertisement. 2.Mengidentifikasi karakteristik teks fungsional pendek berupa advertisement. 3. Mencirikanjenis-jenis advertisement dalam fungsional teks. Tujuan Pembelajaran Setelah mempelajari materi ini, peserta didik diharapkan dapat: 1.Siswa mampu mempelajari jenis teks fungsional pendek berupa advertisement yang ada dilingkungan sekitar mereka. 2.Siswa mampu mengidentifikasi karakteristik teks fungsional pendek berupa advertisement.
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3. Siswa mampu mencirikan jenis-jenis advertisement yang ada dalam fungsional teks.
Karakter yang diharapkan :
Jujur, tanggung jawab, dan percaya pada diri sendiri. Keterampilan sosial, melatih menjadi pendengar yang baik, keberanian untuk berkomentar, danmenyumbangkan ide.
Materi pembelajaran : a. Teks Fungsional Pendek: Advertisement b. Advertisement is a picture and or set of words used to persuade people to buy a product or use of service or that gives information about a job that is available. c. Kinds of Advertisement: 1. Products, 2. Service, 3. Job vacancy. d. Characteristic of advertisement; 1. Name of products 2. The selling point/ attentive point 3. How to get the product 4. Interesting design e. Some expressions used in advertisement; 1. Sale off 2. 30 % discount item 3. Wanted 4. Urgently required 5. Job vacancy Model dan Metode Pembelajaran Model : Pendekatan kontekstual Metode: Memberi penjelasan berdasarkan materi otentik/authentic materials, diskusi per kelompok, tanya jawab, latihan, dan penyelidikan
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Media Pembelajaran:
Materi otentik/Authentic materials
Langkah-Langkah Pembelajaran A. Kegiatan Awal ( 10 menit ) Mengkondisikan kelas (Mempersiapkan siswa untuk mengikuti pembelajaran yang akan dilakukan dengan meminta siswa untuk duduk dengan rapi (teratur), berdoa bersama dan mengabsen kehadiran siswa) Apersepsi Siswa menyimak tujuan pembelajaran yang disampaikan guru yang meliputi tujuan pembelajaran proses, produk, karakter, keterampilan sosial, dan psikomotor. B. Kegitatan Inti ( ± 60 menit ) Eksplorasi Siswa mendengarkan penjelasan dari guru mengenai materi yang akan dipelajari, yaitu fungsional teks berupa iklan/advertisement. Guru menanyakan kepada siswa tentang jenis-jenis iklan yang ada disekitar siswa. Siswa diminta aktif dan mengikuti pengulasan tentang materi yang akan dipelajari bersama guru. Elaborasi Guru memperkenalkan terlebih dahulu tentang materi otentik yang akan siswa gunakan. Siswa diberikan contoh materi otentik berupa iklan. Siswa diminta untuk mempelajari teks fungsional pendek berupa iklan yang merupakan materi otentik dari fungsional teks. Guru menjelaskan ciri-ciri iklan yang ada dalam teks otentik dari fungsional teks. Tanya jawab mengembangkan pemahaman tentang definisi iklan. Guru menjelaskan tentang karakteristik dan ciri kebahasaan yang ada dalam iklan.
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Tanya jawab menggali informasi dalam memahami karakteristik iklan. Guru memfasilitasi terjadinya interaksi antarpeserta didik serta antara peserta didik dengan guru, lingkungan, dan sumber belajar lainnya. Konfirmasi Siswa dibagi menjadi kelompok. Masing-masing kelompok diberikan materi otentik tentang iklan dari fungsional teks. Siswa diminta untuk membaca dan memahami contoh iklan yang ada dalam materi otentik tersebut. Guru meminta siswa untuk mengidentifikasi karakteristik iklan tersebut secara berkelompok. Siswa menjawab berbagai pertanyaan tentang informasi dalam teks yang telah mereka baca dan pelajari. C. Kegiatan Akhir ( 10 menit ) Guru membimbing siswa untuk merangkum materi pelajaran hari ini dengan mengemukakan materi yang telah dipelajari. Memberikan kesempatan kepada siswa untuk bertanya sebelum KBM berakhir. Pemberian tindak lanjut berupa tugas rumah (PR). Sumber Pelajaran Contoh iklan dalam Bahasa Inggris yang ada di media cetak. Penilaian Indikator PencapaianKompetensi
Teknik Penilaian
Bentuk Instrumen
1. Mempelajari teks
Tes lisan
1.membaca dan mempelajari teks
fungsional pendek berupa advertisement. 2.Mengidentifikasi karakteristik
teks Tes tulis
2.isian
Instrumen/ Soal Read and comprehending the text!
Answer the question based on the text!
70
3.
fungsional pendek berupa advertisement.
singkat
Mencirikanjenis-jenis Tes tulis advertisement dalam fungsional teks.
3.isian singkat
Find some expressions advertisement on the text.
Instrument Find some expressions of advertisement on the text above! Answer the question based on the advertisement above! 1. 2. 3. 4.
What is the name of the product? What is the selling point of this advertisement? How to get the product or to get that job? Is the design interesting for an advertisement? Why?
Penilaian
Rubrik penilaian A Pengucapan, pemahaman, accuraccy, dan manner Skor max= 5 Rubrik Penilaian bagian B 1. Untuk tiap nomor, tiap jawaban benar skor 2 2. Jumlah skor maksimal x 2 = 10 3. Nilai maksimal = 10 SkorPerole han x10 4. Nilai Siswa = SkorMaksim al Rubrik penilaian bagian C 1. Untuk tiap nomor, tiap jawaban benar skor 5 2. Jumlah skor maksimal x 4 = 20 3. Nilai maksimal = 10 SkorPerole han x10 4. Nilai Siswa = SkorMaksim al
of
71
Bojong Sari, 11 Februari 2014 Mengetahui, Guru Mata Pelajaran
(Hertika Widyaningtyas, S.Pd )
Mahasiswa Peneliti
(Sari Anjani)
72
Kelas control pertemuan ke-1 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Sekolah
: SMP Al-Hasra
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII/ semester genap
Alokasi Waktu
: 1 Pertemuan ( 2 x 40 pertemuan )
Standar Kompetisi : (Membaca) Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar. Kompetensi Dasar
: Merespon makana dalam teks tulis fungsional pendek sederhana secara akurat, lancer, dan berterima yang berkaiatan dengan lingkungan sekitar.
Indikator Pencapaian Kompetensi: 1. Mempelajari teks fungsional pendek berupa advertisement. 2. Mencirikanjenis-jenis advertisement dalam fungsional teks. 3. Mengidentifikasi karakteristik teks fungsional pendek berupa advertisement Tujuan Pembelajaran Setelah mempelajari materi ini, peserta didik diharapkan dapat : 1. Siswa mampu mempelajari jenis teks fungsional pendek berupa advertisement yang ada dilingkungan sekitar mereka. 2. Siswa mampu mencirikan jenis-jenis advertisement yang ada dalam fungsional teks.
73
3. Siswa mampu mengidentifikasi karakteristik teks fungsional penderk berupa advertisement.
Karakter yang diharapkan :
Jujur, tanggung jawab, dan percaya pada diri sendiri. Keterampilan sosial, melatih menjadi pendengar yang baik, keberanian untuk berkomentar, danmenyumbangkan ide.
Materi pembelajaran: a. Teks Fungsional Pendek: Advertisement b. Advertisement is a picture and or set of words used to persuade people to buy a product or use of service or that gives information about a job that is available. c. Kinds of Advertisement: 1. Products, 2. Service, 3. Job vacancy. d. Characteristic of advertisement; 1. Name of product 2. The selling point/ attentive point 3. How to get the product 4. Interesting design e. Some expressions used in advertisement; 1. Sale off 2. 30 % discount item 3. Wanted 4. Urgently required 5. Job vacancy Metode Pembelajaran Model : Ceramah. Metode: Memberi penjelasan berdasarkan penjelasan dari buku teks, diskusi, tanya jawab, latihan, dan penyelidikan
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Media Pembelajaran:
Buku Bahasa Inggris untuk siswa SMP kelas VIII.
Langkah-Langkah Pembelajaran A. Kegiatan Awal ( 10 menit ) Mengkondisikan kelas (Mempersiapkan siswa untuk mengikuti pembelajaran yang akan dilakukan dengan meminta siswa untuk duduk dengan rapi (teratur), berdoa bersama dan mengabsen kehadiran siswa) Apersepsi Siswa menyimak tujuan pembelajaran yang disampaikan guru yang meliputi tujuan pembelajaran proses, produk, karakter, keterampilan sosial, dan psikomotor. B. Kegitatan Inti ( ± 60 menit ) Eksplorasi Siswa mendengarkan penjelasan dari guru mengenai materi yang akan dipelajari, yaitu fungsional teks berupa iklan/advertisement. Guru menanyakan kepada siswa tentang jenis-jenis iklan yang ada disekitar siswa. Siswa diminta aktif dan mengikuti pengulasan tentang materi yang akan dipelajari bersama guru. Elaborasi Siswa diminta untuk mempelajari teks fungsional pendek berupa iklan yang ada dalam buku teks. Guru menjelaskan ciri-ciri iklan yang ada dalam teks pendek fungsional. Tanya jawab mengembangkan pemahaman tentang definisi iklan. Guru menjelaskan tentang karakteristik dan ciri kebahasaan yang ada dalam iklan. Tanya jawab menggali informasi dalam memahami karakteristik iklan. Guru memfasilitasi terjadinya interaksi antarpeserta didik serta antara peserta didik dengan guru, lingkungan, dan sumber belajar lainnya.
75
Konfirmasi Siswa dibagi menjadi kelompok. Siswa diminta untuk membaca dan memahami contoh iklan yang ada dalam buku teks. Guru meminta siswa untuk mengidentifikasi karakteristik iklan tersebut secara berkelompok. Siswa menjawab berbagai pertanyaan tentang informasi dalam teks yang telah mereka baca C. Kegiatan Akhir ( 10 menit ) Guru membimbing siswa untuk merangkum materi pelajaran hari ini dengan mengemukakan materi yang telah dipelajari. Memberikan kesempatan kepada siswa untuk bertanya sebelum KBM berakhir. Pemberian tindak lanjut berupa tugas rumah (PR). Sumber Pelajaran Bates, Nina. Real Time: An Interactive English Course for Junior High School Students Year VIII, Penerbit Erlangga. Penilaian Indikator PencapaianKompetensi
Teknik Penilaian
Bentuk Instrumen
1. Mempelajari teks
Tes lisan
1.membaca dan mempelajari teks
fungsional pendek berupa advertisement. 2.
Mencirikanjenis-jenis advertisement dalam Tes tulis fungsional teks.
2.isian singkat
3.Mengidentifikasi Tes tulis karakteristik teks fungsional pendek
3.isian singkat
Instrumen/ Soal Read and comprehending the text!
Find some expressions advertisement on the text.
of
Answer the question based on the text!
76
berupa advertisement
Instrument 1. URGENTLY REQUIRED AN ENGLISH TEACHER
Male max 35 years old
S1 in English Education program
3 to 5 years working experience Send your application not later than October 31st, 2010 to : SMAN 101 Bekasi, Jalan Bekasi Raya No. 12
Find some expressions of advertisement on the text above! Answer the question based on the advertisement above! 1. 2. 3. 4.
What is the name of the product? What is the selling point of this advertisement? How to get the product or to get that job? Is the design interesting for an advertisement? Why? Penilaian
Rubrik penilaian A Pengucapan, pemahaman, accuraccy, dan manner Skor max= 5 Rubrik Penilaian bagian B 1. Untuk tiap nomor, tiap jawaban benar skor 2 2. Jumlah skor maksimal x 2 = 10 3. Nilai maksimal = 10 SkorPerole han x10 4. Nilai Siswa = SkorMaksim al
77
Rubrik penilaian bagian C 1. Untuk tiap nomor, tiap jawaban benar skor 5 2. Jumlah skor maksimal x 4 = 20 3. Nilai maksimal = 10 SkorPerole han x10 4. Nilai Siswa = SkorMaksim al Bojong Sari, 10 Februari 2014 Mengetahui, Guru Mata Pelajaran
(Hertika Widyaningtyas, S.Pd)
Mahasiswa Peneliti
(Sari Anjani)
78
Kelas Eksperimen pertemuan ke-2 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Sekolah
: SMP Al-Hasra
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII/ semester genap
Alokasi Waktu
: 1 Pertemuan ( 2 x 40 pertemuan )
Standar Kompetisi : (Membaca) Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar.. Kompetensi Dasar
: Merespon makana dalam teks tulis fungsional pendek sederhana secara akurat, lancer, dan berterima yang berkaiatan dengan lingkungan sekitar.
Indikator Pencapaian Kompetensi: 1. Mempelajari teks fungsional pendek berupa announcement. 2. Mencirikan struktur announcement dalam fungsional teks. 3. Mengidentifikasi karakteristik teks fungsional pendek berupa announcement. Tujuan Pembelajaran Setelah mempelajari materi ini, peserta didik diharapkan dapat: 1. Siswa mampu mempelajari jenis teks fungsional pendek berupa announcement yang ada dilingkungan sekitar mereka. 2. Siswa mampu mencirikan struktur announcement yang ada dalam fungsional teks.
79
3. Siswa mampu mengidentifikasi karakteristik teks fungsional penderk berupa announcement. Karakter yang diharapkan :
Jujur, tanggung jawab, dan percaya pada diri sendiri. Keterampilan sosial, melatih menjadi pendengar yang baik, keberanian untuk berkomentar, danmenyumbangkan ide.
Materi pembelajaran: a. Teks Fungsional Pendek: Announcement b. Announcement is an important or official statement that informs people about something events or occasion. c. Some Characteristic of announcement: 1. Straight forward and ease the readers to get information quickly. 2. Keep it short, inviting and to the point. 3. Clear and complete 4. For a bad news, make a direct and not nonsense statement. e. Structure of announcement: 1. The title or type of events 2. Date and time 3. Place 4. Contact person/ address Metode Pembelajaran Model : Pendekatan Kontekstual Metode : Memberi penjelasan berdasarkan materi otentik/authentic materials, diskusi per kelompok, tanya jawab, latihan, dan penyelidikan Media Pembelajaran:
Materi otentik/Authentic material
80
Langkah-Langkah Pembelajaran A. Kegiatan Awal ( 10 menit ) Mengkondisikan kelas (Mempersiapkan siswa untuk mengikuti pembelajaran yang akan dilakukan dengan meminta siswa untuk duduk dengan rapi (teratur), berdoa bersama dan mengabsen kehadiran siswa) Apersepsi Siswa menyimak tujuan pembelajaran yang disampaikan guru yang meliputi tujuan pembelajaran proses, produk, karakter, keterampilan sosial, dan psikomotor. B. Kegitatan Inti ( ± 60 menit ) Eksplorasi Siswa mendengarkan penjelasan dari guru mengenai materi yang akan dipelajari, yaitu fungsional teks berupa pengumuman/announcement. Guru menanyakan kepada siswa tentang jenis-jenis announcement yang ada disekitar siswa. Siswa diminta aktif dan mengikuti pengulasan tentang materi yang akan dipelajari bersama guru. Elaborasi Guru memperkenalkan terlebih dahulu tentang materi otentik yang akan siswa gunakan. Siswa diberikan contoh materi otentik berupa pengumuman. Siswa diminta untuk mempelajari teks fungsional pendek berupa pengumuman yang merupakan materi otentik dari fungsional teks. Guru menjelaskan struktur pengumuman yang ada dalam teks otentik dari fungsional teks. Tanya
jawab
mengembangkan
pemahaman
tentang
definisi
pengumuman. Guru menjelaskan tentang karakteristik dan ciri kebahasaan yang ada dalam pengumuman. Tanya jawab menggali informasi dalam memahami karakteristik pengumuman.
81
Guru memfasilitasi terjadinya interaksi antarpeserta didik serta antara peserta didik dengan guru, lingkungan, dan sumber belajar lainnya. Konfirmasi Siswa dibagi menjadi kelompok. Masing-masing kelompok diberikan materi otentik tentang pengumuman dari fungsional teks. Siswa diminta untuk membaca dan memahami contoh pengumuman yang ada dalam materi otentik tersebut. Guru meminta siswa untuk mencirikan struktur pengumuman tersebut secara berkelompok. Guru meminta siswa untuk mengidentifikasi karakteristik kebahasaan dalam pengumuman secara berkelompok. Siswa menjawab berbagai pertanyaan tentang informasi dalam teks yang telah mereka baca dan pelajari. C. Kegiatan Akhir ( 10 menit ) Guru membimbing siswa untuk merangkum materi pelajaran hari ini dengan mengemukakan materi yang telah dipelajari. Memberikan kesempatan kepada siswa untuk bertanya sebelum KBM berakhir. Pemberian tindak lanjut berupa tugas rumah (PR). Sumber Pelajaran Pengumuman dalam Bahasa Inggris. Penilaian Indikator PencapaianKompetensi
Teknik Penilaian
Bentuk Instrumen
1. Mempelajari teks
Tes lisan
1.membaca dan mempelajari teks
fungsional pendek berupa pengumuman. 2.
Mencirikan struktur announcement dalam Tes tulis
2.isian
Instrumen/ Soal Read and comprehending the text!
Find some expressions advertisement on the text.
of
82
fungsional teks. 3.
Mengidentifikasi karakteristik teks Tes tulis fungsional pendek berupa announcement.
singkat 3.isian singkat
Answer the question based on the text!
Instrument Answer the question based on the announcement above! 1. 2. 3. 4.
What is the name of the event? When the event is will be held? Where the event is will be held? Who are the contact persons of that announcement?
Penilaian
Rubrik penilaian A Pengucapan, pemahaman, accuraccy, dan manner Skor max= 5 Rubrik Penilaian bagian B 1. Untuk tiap nomor, tiap jawaban benar skor 2 2. Jumlah skor maksimal x 2 = 10 3. Nilai maksimal = 10 SkorPerole han x10 4. Nilai Siswa = SkorMaksim al Rubrik penilaian bagian C 1. Untuk tiap nomor, tiap jawaban benar skor 5 2. Jumlah skor maksimal x 4 = 20 3. Nilai maksimal = 10
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SkorPerole han x10 4. Nilai Siswa = SkorMaksim al
Bojong Sari, 12 Februari 2014 Mengetahui, Guru Mata Pelajaran
( Hertika Widyaningtyas, S.Pd )
Mahasiswa Praktikan
(Sari Anjani)
84
Kelas Control pertemuan ke-2 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Sekolah
: SMP Al-Hasra
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII/ semester genap
Alokasi Waktu
: 1 Pertemuan (2 x 40 pertemuan)
Standar Kompetisi : (Membaca) Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar.. Kompetensi Dasar
: Merespon makana dalam teks tulis fungsional pendek sederhana secara akurat, lancer, dan berterima yang berkaiatan dengan lingkungan sekitar.
Indikator Pencapaian Kompetensi: 1. Mempelajari teks fungsional pendek berupa announcement. 2. Mencirikan struktur announcement dalam fungsional teks. 3. Mengidentifikasi karakteristik teks fungsional pendek berupa announcement. Tujuan Pembelajaran Setelah mempelajari materi ini, peserta didik diharapkan dapat: 1. Siswa mampu mempelajari jenis teks fungsional pendek berupa announcement yang ada dilingkungan sekitar mereka. 2. Siswa mampu mencirikan struktur announcement yang ada dalam fungsional teks.
85
3. Siswa mampu mengidentifikasi karakteristik teks fungsional penderk berupa announcement. Karakter yang diharapkan :
Jujur, tanggung jawab, dan percaya pada diri sendiri. Keterampilan sosial, melatih menjadi pendengar yang baik, keberanian untuk berkomentar, danmenyumbangkan ide.
Materi pembelajaran: a. Teks Fungsional Pendek: Announcement b. Announcement is an important or official statement that informs people about something events or occasion. c. Some Characteristic of announcement: 1. Straight forward and ease the readers to get information quickly. 2. Keep it short, inviting and to the point. 3. Clear and complete 4. For a bad news, make a direct and not nonsense statement. e. Structure of announcement: 1. The title or type of events 2. Date and time 3. Place 4. Contact person/ address Metode Pembelajaran Model : Ceramah, Metode: Memberi penjelasan berdasarkan penjelasan dari buku teks, diskusi, tanya jawab, latihan, dan penyelidikan Media Pembelajaran:
Buku Bahasa Inggris untuk siswa SMP kelas VIII.
86
Langkah-Langkah Pembelajaran A. Kegiatan Awal ( 10 menit ) Mengkondisikan kelas (Mempersiapkan siswa untuk mengikuti pembelajaran yang akan dilakukan dengan meminta siswa untuk duduk dengan rapi (teratur), berdoa bersama dan mengabsen kehadiran siswa) Apersepsi Siswa menyimak tujuan pembelajaran yang disampaikan guru yang meliputi tujuan pembelajaran proses, produk, karakter, keterampilan sosial, dan psikomotor. B. Kegitatan Inti ( ± 60 menit ) Eksplorasi Siswa mendengarkan penjelasan dari guru mengenai materi yang akan dipelajari, yaitu fungsional teks berupa pengumuman/announcement. Guru menanyakan kepada siswa tentang jenis-jenis announcement yang ada disekitar siswa. Siswa diminta aktif dan mengikuti pengulasan tentang materi yang akan dipelajari bersama guru. Elaborasi Siswa diminta untuk mempelajari teks fungsional pendek berupa pengumuman yang ada didalam textbook. Guru menjelaskan struktur pengumuman yang ada didalam textbook. Tanya
jawab
mengembangkan
pemahaman
tentang
definisi
pengumuman. Guru menjelaskan tentang karakteristik dan ciri kebahasaan yang ada dalam pengumuman. Tanya jawab menggali informasi dalam memahami karakteristik pengumuman. Guru memfasilitasi terjadinya interaksi antarpeserta didik serta antara peserta didik dengan guru, lingkungan, dan sumber belajar lainnya.
Konfirmasi
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Siswa dibagi menjadi kelompok. Siswa diminta untuk membaca dan memahami contoh pengumuman yang ada dalam textbook. Guru meminta siswa untuk mencirikan struktur pengumuman tersebut secara berkelompok. Guru meminta siswa untuk mengidentifikasi karakteristik kebahasaan dalam pengumuman secara berkelompok. Siswa menjawab berbagai pertanyaan tentang informasi dalam teks yang telah mereka baca dan pelajari. C. Kegiatan Akhir ( 10 menit ) Guru membimbing siswa untuk merangkum materi pelajaran hari ini dengan mengemukakan materi yang telah dipelajari. Memberikan kesempatan kepada siswa untuk bertanya sebelum KBM berakhir. Pemberian tindak lanjut berupa tugas rumah (PR). Sumber Pelajaran Bates, Nina. Real Time: An Interactive English Course for Junior High School Students Year VIII, Penerbit Erlangga. Akhmadi, Ali dan Ida Safrida, Smart Steps: An English Textbook for Junior High School, Jakarta: Ganeca Exact, 2007. Penilaian Indikator PencapaianKompetensi
Teknik Penilaian
Bentuk Instrumen
1. Mempelajari teks
Tes lisan
1.membaca dan mempelajari teks
fungsional pendek berupa pengumuman. 2.
3.
Mencirikan struktur announcement dalam Tes tulis fungsional teks. Mengidentifikasi
2.isian singkat
Instrumen/ Soal Read and comprehending the text!
Find some expressions advertisement on the text.
of
Answer the question based on the
88
karakteristik teks Tes tulis fungsional pendek berupa announcement.
3.isian singkat
text!
Instrument Answer the question based on the announcement above! 1. 2. 3. 4.
What is the name of the event? When the event is will be held? Where the event is will be held? Who are the contact persons of that announcement?
Penilaian
Rubrik penilaian A Pengucapan, pemahaman, accuraccy, dan manner Skor max= 5 Rubrik Penilaian bagian B 1. Untuk tiap nomor, tiap jawaban benar skor 2 2. Jumlah skor maksimal x 2 = 10 3. Nilai maksimal = 10 SkorPerole han x10 4. Nilai Siswa = SkorMaksim al Rubrik penilaian bagian C 1. Untuk tiap nomor, tiap jawaban benar skor 5 2. Jumlah skor maksimal x 4 = 20 3. Nilai maksimal = 10 SkorPerole han x10 4. Nilai Siswa = SkorMaksim al Bojong Sari, 12 Februari 2014 Mengetahui, Guru Mata Pelajaran
Mahasiswa Praktikan
89
( Hertika Widyaningtyas, S.Pd )
(Sari Anjani)
Kelas eksperimen pertemuan ke-3 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Sekolah
: SMP Al-Hasra
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII/ semester genap
Alokasi Waktu
: 1 Pertemuan (2 x 40 pertemuan)
Standar Kompetisi : (Membaca) Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar.. Kompetensi Dasar
: Merespon makana dalam teks tulis fungsional pendek sederhana secara akurat, lancar, dan berterima yang berkaiatan dengan lingkungan sekitar.
Indikator Pencapaian Kompetensi: 1. Mengidentifikasi teks fungsional pendek berupa undangan/invitation. 2. Mencirikanciri kebahasaan dari undangan/invitation dalam fungsional teks. 3. Memproduksi teks fungsional pendek berupa undangan/invitation. Tujuan Pembelajaran Setelah mempelajari materi ini, peserta didik diharapkan dapat : 1.
Siswa mampu mengidentifikasi jenis teks fungsional undangan/invitation yang ada dilingkungan sekitar mereka.
pendek
berupa
2. Siswa mampu mencirikan kebahasaan dari undangan/invitation yang ada dalam fungsional teks.
90
3. Siswa mampu memproduksi teks fungsional pendek berupa undangan/invitation. Karakter yang diharapkan :
Jujur, tanggung jawab, dan percaya pada diri sendiri. Keterampilan sosial, melatih menjadi pendengar yang baik, keberanian untuk berkomentar, danmenyumbangkan ide.
Materi pembelajaran: a. Teks Fungsional Pendek: Invitation b.Invitation is used to invite someone to attend the event like birthday party, wedding party, informal dinner, etc. c. Structure of invitation :
Addressee
Main message
Ending
d. An invitation card should give more information about: 1. The name of the event 2. When the event will be held 3. Where the event will take place 4. Additional information (e.g., dress code, RSVP) e. Some common expressions used in an invitation are: 1. You are invited to . . . . . 2. . . . . . cordially invites you to . . . . 3. Come and share our wedding. Example : To : Vina I will be glad if you come to my 17th birthday party. Day/date : Sunday, February 16, 2014 Time : 7 p.m. Place : Hilton Hotel Sincerely, Harry
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Metode Pembelajaran Model : Pendekatan Kontekstual Metode: Memberi penjelasan berdasarkan materi otentik/authentic materials, diskusi per kelompok, tanya jawab, latihan, dan penyelidikan Media Pembelajaran:
Materi otentik/Authentic materials
Langkah-Langkah Pembelajaran A. Kegiatan Awal ( 10 menit ) Mengkondisikan kelas (Mempersiapkan siswa untuk mengikuti pembelajaran yang akan dilakukan dengan meminta siswa untuk duduk dengan rapi (teratur), berdoa bersama dan mengabsen kehadiran siswa) Apersepsi Siswa menyimak tujuan pembelajaran yang disampaikan guru yang meliputi tujuan pembelajaran proses, produk, karakter, keterampilan sosial, dan psikomotor. B. Kegitatan Inti ( ± 60 menit ) Eksplorasi Siswa mendengarkan penjelasan dari guru mengenai materi yang akan dipelajari, yaitu fungsional teks berupa undangan/invitation. Guru menanyakan kepada siswa tentang jenis-jenis undangan yang ada disekitar siswa. Siswa diminta aktif dan mengikuti pengulasan tentang materi yang akan dipelajari bersama guru. Elaborasi Guru memperkenalkan terlebih dahulu tentang materi otentik yang akan siswa gunakan. Siswa diberikan contoh materi otentik berupa contoh undangan.
92
Siswa diminta untuk mengidentifikasi teks fungsional pendek berupa undangan yang merupakan materi otentik dari fungsional teks. Guru menjelaskan ciri-ciri kebahasaan yang ada dalam teks otentik dari fungsional teks yang berupa undangan. Tanya jawab mengembangkan pemahaman tentang definisi undangan. Guru menjelaskan tentang ungkapan-ungkapan yang biasanya ada dalam undangan berdasarkan teks otentik yang digunakan. . Tanya jawab menggali informasi dalam memahami karakteristik undangan . Guru memfasilitasi terjadinya interaksi antarpeserta didik serta antara peserta didik dengan guru, lingkungan, dan sumber belajar lainnya. Konfirmasi Siswa dibagi menjadi kelompok. Masing-masing kelompok diberikan contoh undangan sebagai materi otentik. Siswa diminta untuk membaca dan memahami contoh undangan yang ada. Guru meminta siswa untuk membuat contoh undangan berdasarkan contoh yang telah mereka pelajari. C. Kegiatan Akhir ( 10 menit ) Guru membimbing siswa untuk merangkum materi pelajaran hari ini dengan mengemukakan materi yang telah dipelajari. Memberikan kesempatan kepada siswa untuk bertanya sebelum KBM berakhir. Pemberian tindak lanjut berupa tugas rumah (PR). Sumber Pelajaran Script undangan ulang tahun dalam Bahasa Inggris. Penilaian
93
Indikator PencapaianKompetensi
Teknik Penilaian
1. Mengidentifikasi teks
Tes tulis
Bentuk Instrumen Isian singkat
fungsional pendek berupa undangan/invitation. 2.
Instrumen/ Soal
Answer the question based on the text!
Mencirikan ciri kebahasaan dari Tes tulis undangan/invitation dalam fungsional teks.
3. Memproduksi teks fungsional pendek berupa undangan/invitation.
Unjuk kerja
Make an invitation based on your experience!
Instrument
Answer the question based on the invitation above! 1. 2. 3. 4.
Who is the host of the invitation? When the birthday party is will be held? Where the birthday party is will be held? How long the party will be held?
Make an invitation based on your experience!
Penilaian
Rubrik Penilaian bagian A 1. Untuk tiap nomor, tiap jawaban benar skor 5 2. Jumlah skor maksimal x 4 = 20 3. Nilai maksimal = 10
94
4. Nilai Siswa =
SkorPerole han x10 SkorMaksim al
Rubrik penilaian bagian B Uraian
Skor
Vocabulary sesuai, tata bahasa benar
3
Vocabulary sesuai, tata bahasa kurang tepat
2
Isi dan tata bahasa kurang tepat
1
Tidak menjawab
0
Bojong Februari 2014
Sari,
Mengetahui, Guru Mata Pelajaran
(Hertika Widyaningtyas, S.Pd)
Mahasiswa Peneliti
(Sari Anjani)
17
95
Kelas control pertemuan ke-3 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Sekolah
: SMP Al-Hasra
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII/ semester genap
Alokasi Waktu
: 1 Pertemuan (2 x 40 pertemuan)
Standar Kompetisi : (Membaca) Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar.. Kompetensi Dasar
: Merespon makana dalam teks tulis fungsional pendek sederhana secara akurat, lancar, dan berterima yang berkaiatan dengan lingkungan sekitar.
Indikator Pencapaian Kompetensi: 1. Mengidentifikasi teks fungsional pendek berupa undangan/invitation. 2. Mencirikanciri kebahasaan dari undangan/invitation dalam fungsional teks. 3. Memproduksi teks fungsional pendek berupa undangan/invitation. Tujuan Pembelajaran Setelah mempelajari materi ini, peserta didik diharapkan dapat: 1.
Siswa mampu mengidentifikasi jenis teks fungsional undangan/invitation yang ada dilingkungan sekitar mereka.
pendek
berupa
2. Siswa mampu mencirikan kebahasaan dari undangan/invitation yang ada dalam fungsional teks.
96
3. Siswa mampu memproduksi teks fungsional pendek berupa undangan/invitation. Karakter yang diharapkan :
Jujur, tanggung jawab, dan percaya pada diri sendiri. Keterampilan sosial, melatih menjadi pendengar yang baik, keberanian untuk berkomentar, danmenyumbangkan ide.
Materi pembelajaran: a. Teks Fungsional Pendek: Invitation b.Invitation is used to invite someone to attend the event like birthday party, wedding party, informal dinner, etc. c. Structure of invitation :
Addressee
Main message
Ending
d. An invitation card should give more information about: 1. The name of the event 2. When the event will be held 3. Where the event will take place 4. Additional information (e.g., dress code, RSVP) e. Some common expressions used in an invitation are: 1. You are invited to . . . . . 2. . . . . . cordially invites you to . . . . 3. Come and share our wedding. Example: To : Vina I will be glad if you come to my 17th birthday party. Day/date : Sunday, February 16, 2014 Time : 7 p.m. Place : Hilton Hotel Sincerely, Harry
97
Metode Pembelajaran Model : Ceramah Metode: Memberi penjelasan berdasarkan penjelasan dari buku teks, diskusi, tanya jawab, latihan, dan penyelidikan Media Pembelajaran:
Buku Bahasa Inggris untuk SMP kelas VIII.
Langkah-Langkah Pembelajaran A. Kegiatan Awal ( 10 menit ) Mengkondisikan kelas (Mempersiapkan siswa untuk mengikuti pembelajaran yang akan dilakukan dengan meminta siswa untuk duduk dengan rapi (teratur), berdoa bersama dan mengabsen kehadiran siswa) Apersepsi Siswa menyimak tujuan pembelajaran yang disampaikan guru yang meliputi tujuan pembelajaran proses, produk, karakter, keterampilan sosial, dan psikomotor. B. Kegitatan Inti ( ± 60 menit ) Eksplorasi Siswa mendengarkan penjelasan dari guru mengenai materi yang akan dipelajari, yaitu fungsional teks berupa undangan/invitation. Guru menanyakan kepada siswa tentang jenis-jenis undangan yang ada disekitar siswa. Siswa diminta aktif dan mengikuti pengulasan tentang materi yang akan dipelajari bersama guru. Elaborasi Siswa diminta untuk mengidentifikasi teks fungsional pendek berupa undangan yang ada dalam buku teks. Guru menjelaskan ciri-ciri iklan yang ada dalam teks pendek fungsional.
98
Tanya jawab mengembangkan pemahaman tentang definisi undangan. Guru menjelaskan tentang ciri kebahasaan yang ada dalam undangan. Siswa diminta untuk mencirikan cirri-ciri kebahasaan yang ada dalam undangan. Tanya jawab menggali informasi dalam memahami karakteristik undangan. Guru memfasilitasi terjadinya interaksi antarpeserta didik serta antara peserta didik dengan guru, lingkungan, dan sumber belajar lainnya. Konfirmasi Siswa dibagi menjadi kelompok. Siswa diminta untuk membaca dan memahami contoh undangan yang ada dalam buku teks. Guru meminta siswa untuk membuat contoh undangan berdasarkan contoh yang telah mereka pelajari. C. Kegiatan Akhir ( 10 menit ) Guru membimbing siswa untuk merangkum materi pelajaran hari ini dengan mengemukakan materi yang telah dipelajari. Memberikan kesempatan kepada siswa untuk bertanya sebelum KBM berakhir. Pemberian tindak lanjut berupa tugas rumah (PR). Sumber Pelajaran Bates, Nina, Real Time: An Interactive English Course for Junior High School Students Year VIII, Penerbit Erlangga. Akhmadi, Ali dan Ida Safrida, Smart Steps: An English Textbook for Junior High School, Jakarta: Ganeca Exact, 2007. Penilaian Indikator PencapaianKompetensi
Teknik Penilaian
1. Mengidentifikasi teks
Tes tulis
Bentuk Instrumen
Instrumen/ Soal
99
fungsional pendek berupa
Isian singkat
undangan/invitation. 2.
Answer the question based on the text!
Mencirikan ciri kebahasaan dari Tes tulis undangan/invitation dalam fungsional teks.
3. Memproduksi teks fungsional pendek berupa undangan/invitation.
Unjuk kerja
Make an invitation based on your experience!
Instrument
Dear friends, I would like to invite you to my birthday party on Sunday, November 23, 2014. The party starts at 7:30 until 09:30 p.m. at 678 Main Street, Ciganjur. Sincerely, Aulia Sujatmiko
Answer the question based on the invitation above!
1. Who is the host of the invitation? 2. When the birthday party is will be held? 3. Where the birthday party is will be held? 4. How long the party will be held? Penilaian Rubrik Penilaian bagian A 1. Untuk tiap nomor, tiap jawaban benar skor 5 2. Jumlah skor maksimal x 4 = 20 3. Nilai maksimal = 10
100
4. Nilai Siswa =
SkorPerole han x10 SkorMaksim al
Rubrik penilaian bagian B Uraian
Skor
Vocabulary sesuai, tata bahasa benar
3
Vocabulary sesuai, tata bahasa kurang tepat
2
Isi dan tata bahasa kurang tepat
1
Tidak menjawab
0 Bojong Sari, 17 Februari 2014 Mengetahui,
Guru Mata Pelajaran
(Hertika Widyaningtyas, S.Pd)
Mahasiswa Peneliti
(Sari Anjani)
101
Kelas eksperimen pertemuan ke-4 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Sekolah
: SMP Al-Hasra
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII/ semester genap
Alokasi Waktu
: 1 Pertemuan (2 x 40 pertemuan)
Standar Kompetisi : (Membaca) Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar.. Kompetensi Dasar
: Merespon makana dalam teks tulis fungsional pendek sederhana secara akurat, lancar, dan berterima yang berkaiatan dengan lingkungan sekitar.
Indikator Pencapaian Kompetensi: 1. Mengidentifikasi teks fungsional pendek berupa pesan pendek/short message dan pemberitahuan/notice. 2.
Mencirikanciri
kebahasaan
dari
pesan
pendek/short
message
dan
pemberitahuan/notice dalam fungsional teks. 3. Memproduksi teks fungsional pendek berupa pesan pendek/short message dan pemberitahuan/notice. Tujuan Pembelajaran Setelah mempelajari materi ini, peserta didik diharapkan dapat:
102
1. Siswa mampu mengidentifikasi jenis teks fungsional pendek berupa pesan pendek/short message dan pemberitahuan/notice yang ada dilingkungan sekitar mereka. 2. Siswa mampu mencirikan kebahasaan dari pesan pendek/short message dan pemberitahuan/notice yang ada dalam fungsional teks. 3. Siswa mampu memproduksi teks fungsional pendek berupa pesan pendek/short message dan pemberitahuan/notice. Karakter yang diharapkan :
Jujur, tanggung jawab, dan percaya pada diri sendiri. Keterampilan sosial, melatih menjadi pendengar yang baik, keberanian untuk berkomentar, danmenyumbangkan ide.
Materi pembelajaran: a. Teks Fungsional Pendek: Short Message and Notice b.Short Message is a written piece of information that you send or leave for another person. Composing short message is an easy way for everyone, because someone may send many times in a day. Structure of short message:
Addressee
Main message
Sender
Example of short message:
To Mom, I will be late going home, we have an additional English after school. Ilham
103
C. Noticeis one of short functional texts. Notice a sign or printed statement that gives information or a warning to people. People usually use notice to give information, instruction or warning. That’s why in the notice, people use a simple font which is written in a placard or notice board. d. Types of notices: 1. Command
Keep The Door Closed 2. Caution
CAUTION Wet Floor 3. Information
For Staff Only Metode Pembelajaran Model : Pendekatan Kontekstual Metode: Memberi penjelasan berdasarkan materi otentik/authentic materials, diskusi per kelompok, tanya jawab, latihan, dan penyelidikan Media Pembelajaran:
Materi otentik/Authentic materials
Langkah-Langkah Pembelajaran A. Kegiatan Awal ( 10 menit ) Mengkondisikan kelas (Mempersiapkan siswa untuk mengikuti pembelajaran yang akan dilakukan dengan meminta siswa untuk duduk dengan rapi (teratur), berdoa bersama dan mengabsen kehadiran siswa) Apersepsi
104
Siswa menyimak tujuan pembelajaran yang disampaikan guru yang meliputi tujuan pembelajaran proses, produk, karakter, keterampilan sosial, dan psikomotor. B. Kegiatan Inti ( ± 60 menit ) Eksplorasi Siswa mendengarkan penjelasan dari guru mengenai materi yang akan dipelajari, yaitu fungsional teks yaitu berupa pesan pendek/short message dan pemberitahuan/notice Guru menanyakan kepada siswa tentang jenis-jenis pesan pendek dan pemberitahuan yang ada disekitar siswa. Siswa diminta aktif dan mengikuti pengulasan tentang materi yang akan dipelajari bersama guru. Elaborasi Guru memperkenalkan terlebih dahulu tentang materi otentik yang akan siswa gunakan. Siswa diperlihatkan contoh materi otentik berupa pesan pendek dan teks pemberiathuan. Siswa diminta untuk mengidentifikasi teks fungsional pendek berupa pesan pendek dan teks pemberiathuan yang merupakan materi otentik dari fungsional teks. Guru menjelaskan ciri-ciri pesan pendek dan pemberitahuan yang ada dalam teks pendek fungsional. Tanya jawab mengembangkan pemahaman tentang definisi pesan pendek dan pemberitahuan. Guru menjelaskan tentang struktur kebahasaan yang ada dalam pesan pendek dan pemberitahuan. Siswa diminta untuk mencirikan struktur kebahasaan yang ada dalam pesan pendek berdasarkan materi otentik. Siswa diminta untuk mencirikan jenis-jenis teks pemberitahuan yang ada dalam fungsional pendek.
105
Tanya jawab menggali informasi dalam memahami pesan pendek dan pemberitahuan. Guru memfasilitasi terjadinya interaksi antarpeserta didik serta antara peserta didik dengan guru, lingkungan, dan sumber belajar lainnya. Konfirmasi Siswa dibagi menjadi kelompok. Siswa diminta untuk membaca dan memahami contoh pesan pendek dan pemberiathuan yang ada dalam buku teks. Guru meminta siswa untuk membuat contoh pesan pendek dan pemberitahuan berdasarkan contoh yang telah mereka pelajari. C. Kegiatan Akhir ( 10 menit ) Guru membimbing siswa untuk merangkum materi pelajaran hari ini dengan mengemukakan materi yang telah dipelajari. Memberikan kesempatan kepada siswa untuk bertanya sebelum KBM berakhir. Pemberian tindak lanjut berupa tugas rumah (PR). Sumber Pelajaran Contoh pesan pendek, teks pemberitahuan dari lingkungan sekitar. Penilaian Indikator PencapaianKompetensi
Teknik Penilaian
1. Mengidentifikasi teks
Tes tulis Isian singkat
fungsional pendek berupa pesan pendek/short message dan pemberitahuan/notice.
Bentuk Instrumen
Instrumen/ Soal
Answer the question based on the text!
Tes tulis
2. Mencirikan ciri kebahasaan dari pesan
Make a short message based on
106
pendek/short message dan pemberitahuan/notice. dalam fungsional teks.
your experience! Unjuk kerja
Make a notice based on your daily life and your environment!
3. Memproduksi teks fungsional pendek berupa pesan pendek/short message dan pemberitahuan/notice.
Instrument
Make a short message based on your experience! Make a notice based on your daily life and your environment!
Penilaian
Rubrik Penilaian bagian A 1. Untuk tiap nomor, tiap jawaban benar skor 5 2. Jumlah skor maksimal x 4 = 20 3. Nilai maksimal = 10 SkorPerole han 4. Nilai Siswa = x10 SkorMaksim al Rubrik penilaian bagian B
Uraian
Skor
Vocabulary sesuai, tata bahasa benar
3
Vocabulary sesuai, tata bahasa kurang tepat
2
Isi dan tata bahasa kurang tepat
1
107
Tidak menjawab
0
Bojong Sari, 19 Februari 2014 Mengetahui, Guru Mata Pelajaran
(Hertika Widyaningtyas, S.Pd)
Mahasiswa Peneliti
(Sari Anjani)
108
Kelas control pertemuan ke-4 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Sekolah
: SMP Al-Hasra
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII/ semester genap
Alokasi Waktu
: 1 Pertemuan (2 x 40 pertemuan)
Standar Kompetisi : (Membaca) Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar.. Kompetensi Dasar
: Merespon makana dalam teks tulis fungsional pendek sederhana secara akurat, lancar, dan berterima yang berkaiatan dengan lingkungan sekitar.
Indikator Pencapaian Kompetensi: 1. Mengidentifikasi teks fungsional pendek berupa pesan pendek/short message dan pemberitahuan/notice. 2.
Mencirikan
ciri
kebahasaan
dari
pesan
pendek/short
message
dan
pemberitahuan/noticedalam fungsional teks. 3. Memproduksi teks fungsional pendek berupa pesan pendek/short message dan pemberitahuan/notice. Tujuan Pembelajaran Setelah mempelajari materi ini, peserta didik diharapkan dapat:
109
1. Siswa mampu mengidentifikasi jenis teks fungsional pendek berupa pesan pendek/short message dan pemberitahuan/notice yang ada dilingkungan sekitar mereka. 2. Siswa mampu mencirikan kebahasaan dari pesan pendek/short message dan pemberitahuan/notice yang ada dalam fungsional teks. 3. Siswa mampu memproduksi teks fungsional pendek berupa pesan pendek/short message dan pemberitahuan/notice. Karakter yang diharapkan :
Jujur, tanggung jawab, dan percaya pada diri sendiri. Keterampilan sosial, melatih menjadi pendengar yang baik, keberanian untuk berkomentar, danmenyumbangkan ide.
Materi pembelajaran: a. Teks Fungsional Pendek: Short Message and Notice b.Short Message is a written piece of information that you send or leave for another person. Composing short message is an easy way for everyone, because someone may send many times in a day. Structure of short message:
Addressee
Main message
Sender
Example of short message:
To Mom, I will be late going home, we have an additional English after school. Ilham
110
C. Noticeis one of short functional texts. Notice a sign or printed statement that gives information or a warning to people. People usually use notice to give information, instruction or warning. That’s why in the notice, people use a simple font which is written in a placard or notice board. d. Types of notices: 1. Command
Keep the Door Closed 2. Caution
CAUTION Wet Floor 3. Information
For Staff Only Metode Pembelajaran Model : ceramah. Metode : Memberi penjelasan berdasarkan penjelasan dari buku teks, diskusi, tanya jawab, latihan, dan penyelidikan Media Pembelajaran:
Buku Bahasa Inggris untuk siswa SMP kelas VIII.
Langkah-Langkah Pembelajaran A. Kegiatan Awal ( 10 menit ) Mengkondisikan kelas (Mempersiapkan siswa untuk mengikuti pembelajaran yang akan dilakukan dengan meminta siswa untuk duduk dengan rapi (teratur), berdoa bersama dan mengabsen kehadiran siswa) Apersepsi
111
Siswa menyimak tujuan pembelajaran yang disampaikan guru yang meliputi tujuan pembelajaran proses, produk, karakter, keterampilan sosial, dan psikomotor. B. Kegitatan Inti ( ± 60 menit ) Eksplorasi Siswa mendengarkan penjelasan dari guru mengenai materi yang akan dipelajari, yaitu fungsional teks yaitu berupa pesan pendek/short message dan pemberitahuan/notice Guru menanyakan kepada siswa tentang jenis-jenis pesan pendek dan pemberitahuan yang ada disekitar siswa. Siswa diminta aktif dan mengikuti pengulasan tentang materi yang akan dipelajari bersama guru. Elaborasi Siswa diminta untuk mengidentifikasi teks fungsional pendek berupa pesan pendek dan pemberitahuan yang ada dalam buku teks. Guru menjelaskan ciri-ciri pesan pendek dan pemberitahuan yang ada dalam teks pendek fungsional. Tanya jawab mengembangkan pemahaman tentang definisi pesan pendek dan pemberitahuan. Guru menjelaskan tentang struktur kebahasaan yang ada dalam pesan pendek dan pemberitahuan. Siswa diminta untuk mencirikan struktur kebahasaan yang ada dalam pesan pendek. Siswa diminta untuk mencirikan jenis-jenis teks pemberitahuan yang ada dalam fungsional pendek. Tanya jawab menggali informasi dalam memahami pesan pendek dan pemberitahuan. Guru memfasilitasi terjadinya interaksi antarpeserta didik serta antara peserta didik dengan guru, lingkungan, dan sumber belajar lainnya.
112
Konfirmasi Siswa dibagi menjadi kelompok. Siswa diminta untuk membaca dan memahami contoh pesan pendek dan pemberiathuan yang ada dalam buku teks. Guru meminta siswa untuk membuat contoh pesan pendek dan pemberiathuan berdasarkan contoh yang telah mereka pelajari. C. Kegiatan Akhir ( 10 menit ) Guru membimbing siswa untuk merangkum materi pelajaran hari ini dengan mengemukakan materi yang telah dipelajari. Memberikan kesempatan kepada siswa untuk bertanya sebelum KBM berakhir. Pemberian tindak lanjut berupa tugas rumah (PR). Sumber Pelajaran Bates, Nina, Real Time: An Interactive English Course for Junior High School Students Year VIII, Penerbit Erlangga. Akhmadi, Ali dan Ida Safrida, Smart Steps: An English Textbook for Junior High School, Jakarta: Ganeca Exact, 2007. Penilaian Indikator PencapaianKompetensi
Teknik Penilaian
1. Mengidentifikasi teks
Tes tulis Isian singkat
fungsional pendek berupa pesan pendek/short message dan pemberitahuan/notice.
Bentuk Instrumen
Instrumen/ Soal
Answer the question based on the text!
Tes tulis
2. Mencirikan ciri kebahasaan dari pesan pendek/short message dan pemberitahuan/notice.
Unjuk kerja
Make a short message based on your experience!
113
Make a notice based on your daily life and your environment!
dalam fungsional teks. 3. Memproduksi teks fungsional pendek berupa pesan pendek/short message dan pemberitahuan/notice. .
Instrument
Make a short message based on your experience! Make a notice based on your daily life and your environment!
Penilaian
Rubrik Penilaian bagian A 1. Untuk tiap nomor, tiap jawaban benar skor 5 2. Jumlah skor maksimal x 4 = 20 3. Nilai maksimal = 10 SkorPerole han 4. Nilai Siswa = x10 SkorMaksim al
Rubrik penilaian bagian B Uraian
Skor
Vocabulary sesuai, tata bahasa benar
3
Vocabulary sesuai, tata bahasa kurang tepat
2
Isi dan tata bahasa kurang tepat
1
Tidak menjawab
0
114
Bojong Sari, 19 Februari 2014 Mengetahui, Guru Mata Pelajaran
(Hertika Widyaningtyas, S.Pd)
Mahasiswa Peneliti
(Sari Anjani)
115
116
Post-test 1. Look at the notice below.
No access for unauthorized persons What does the notice mean? A. B. C. D.
Children can access this area. Everybody can access this area. Only authorized persons can access this area. All authorized persons cannot access this area.
Read the text and answer the questions number 2 and 3. Dear, Miss Lia Miss Lia, I just want to thank you for your support. I am so pleased with the beautiful you gave me. I appreciate your support to make me more diligent. I promise to be a smart student. Thank you so much for your support. May God bless us. Sincerely, Sinta 2. What is Sinta’s purpose of sending the card? A. Just to make a joke. B. To say ‘thank’. C. To make herself diligent. D. To tell about her achievement. 3. Why did Miss Lia send gift to Sinta? A. Because to spend her money. B. Because to appreciate Sinta. C. Because to support Sinta. D. Because to honour Sinta.
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This text is for question number 4
Mr. and Mrs. James Cook Together with Mr. and Mrs. Prawiro Putra Warmly invite you to share a day happiness at the marriage uniting their beloved children. Wedding Reception will be: Sunday, may 18 , 2011 at the Queen Room Prince Hotel Jakarta, At 11 a.m.- 2 p.m. th
Wedding matrimony will be held on Saturday may 17th, 2011 at 09.00 a.m. At Mr. and Mrs. Prawiro Putra’s sweet home.
4. When will the wedding matrimony be held? A. May 18th, 2011. B. May 17th, 2011. C. At 11.00 a.m. D. At 09.00 p.m. Look at the notice below. THROW THE GARBAGE INTO THE DUSTBIN 5. What does the notice means? A. We have to let the garbage in its place. B. We may put the rubbish wherever we like. C. We have to put the rubbish in the right place. D. We may throw the garbage around our environments.
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Read the text and answer question number 6
IN THE ANNIVERSARY OF JAYA ANCOL Co. Presenting GITA GUTAWA
Wednesday, April 30, 2011 ART BUILDING TAMAN IMPIAN JAYA ANCOL Music by Purwacaraka’s Junior Band Join us at 8.00 p.m. Just buy the entrance ticket Rp 20.000,- in the main gate And the ticket on the spot Rp 75.000,You can enjoy the music very much!
6. Which statement is NOT TRUE according to the text? A. There will be a music show at the Art Building. B. The music show will start in the afternoon. C. There are two kinds of ticket in the show. D. Gita Gutawa will perform in the show. ANNOUNCEMENT Next Monday, May 2nd 2013 is the National Education day, so all of the students of Class VIIA have to wear blue and white uniform to join the ceremony on Day : Monday Date :May 2nd 2013 Time :at 08.00 a.m. Place : at the town hall Note : Come in time Thank for your attendace.
Semarang, April 28th 2013 Headmaster
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7. What is the content of the announcement about? A. National Education Day. B. Joining the ceremony. C. Wearing uniform. D. Attendance of ceremony. 8. Which statement is TRUE according to the text? A. The ceremony will be held in April. B. The students do not need wear uniform. C. The students may come at 08.00. D. The ceremony will be place at the town hall. This text is for question number 9 and 10 To: Rehan Congratulation on your getting first champion of Ping-Pong Championship. The second winner, Sendi 9. What is the main idea of the text above? A. Congratulating on Rehan’s birthday. B. Expressing the Sendi’s success. C. Congratulating on Rehan’s success. D. Congratulating on Sendi’s birthday. 10. Which statement is TRUE according to the text above? A. Sendi get the best player honour at ping-pong. B. Rehan is the best player of the table tennis. C. Sendi and Rehan are the best player of ping-pong. D. Rehan congratulates Sendi on his success. This text is for question number 11
Ani, ask your father to pick me up at 4 pm ! I finish working at 3.30 pm, Thanks for your help. From your mother.
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11. What is the text tell us about? A. News of mother’s working hour from morning. B. Message of picking mother up at 4 pm. C. Information of working in the company. D. Father’s interest of picking mother up at 4 pm. This text is for question number 12 Job vacancy Urgently needed (Tentor)
Requirements: Candidate must be at 3rd semester or above Able to teach English or Math Have a strong will and fighting spirits Able to work as a team Experienced Send your application, CV, and recent photograph to: Bimbingan Belajar Rumah Ilmu Jl. Kebagusan IV No. 94D Rt.006/05 Pasar Minggu, Jakarta Selatan (085784711628)
12. What requirements should the applicant have to be a tentor? A. Fluency in two foreign languages. B. Be able to teach English or Math. C. Be able to teach English and Science. D. Not more than 3rd semester. Read the text and answer the question number 13 and 14. To: Janice Congratulation on your getting a car as the greatest prize of fun bike. From your close friend, Kadek (8.b)
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13. What is the Kadek’s purpose of sending this card? A. To tell Janice about the big prize. B. To congratulate her friend. C. To inform good news to Janice. D. To persuade Janice to join the fun bike. 14. Which one is TRUE according to the text? A. Kadek also get the greatest prize in the program. B. Janice and Kadek are sister. C. Janice gives half of the prize which she got. D. Janice is the luckiest girl in fun bike program. This text is for question number 15
Wishing you joy and laughter… From January To December!
Happy New year! 15. What is the purpose of the text? A. To neglect the New Year. B. To inform the New Year. C. To hope in a New Year. D. To greet the New Year. This text is for question number 16 and 17.
Black & Dekker DCM2500 Coffee Maker Silver-Auto TimerAuto Shut Off- 12 CupsWe designed the perfect Pour carafe to deliver a dripless pour
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16. What does the advertisement above tell us about? A. Coffee maker B. Black cups. C. Auto timer. D. Black Coffee. 17. Which statement is true according to the text above? A. There are more than 12 cups. B. The coffee maker delivers a drip pour. C. The cup can be closed automatically. D. The type of the coffee maker is DCM3500. This text is for questions number 18
DO NOT STEP ON
18. This label that usually of the box means that. . . A. The box may not be stepped on. B. We can step on the box freely. C. The box is possibly broken by you. D. The label is not needed on the box.
‘Effective’ English Course Registration number:20100817/321 Supplied: AC, Notebook, Materials, Certificate Call Number: (021) 55667788 Private Class- Maximum ten students
19. What kind of course is advertised? A. Mathematic course. B. Common Course. C. English Course.
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D. Effective Course.
INVITATION LETTER Dear, Johnny. John, this time I would like to celebrate my birthday. I invite you to come to my house tomorrow morning at 8. I really wish you could come. Please, come on time. I need your help before I begin the party. I have some games and you are the only friend who can manage friends of ours. That’s all. I wait for your attendance. Palembang, December 18th, 2013 Sincerell, Ann.
20. What is the purpose of sending the invitation? A. To entertain Ann’s friend, Johnny. B. To tell the importance of celebration. C. To celebrate the birthday party in Ann’s house. D. To invite Johnny to come to the party.
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The Answer Key of Post-test 1. C 2. B 3. C 4. B 5. C 6. B 7. A 8. D 9. C 10. B 11. B 12. B 13. B 14. D 15. D 16. A 17. B 18. A 19. C 20. D
