THE EFFECTIVENESS OF USING ENGLISH COMIC STRIPS IN TEACHING WRITING OF NARRATIVE TEXT (A Quasi-Experimental Research at the Eighth Grade Students of SMP Islam AlIkhlas in the Academic Year 2013/2014)
By: YULIA RATNASARI 109014000039
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014
ACKNOWLEDGEMENT
In the name of ALLAH, the Beneficent, the Merciful.
All praises be to Allah, the lord of the world, who always gives His mercy and blessing upon the researcher in completing this skripsi. Praying and greeting always be upon His messenger, prophet Muhammad, his family and his followers, who have spread Islam all over the world. This skripsi is presented to Department of English Education at Faculty of Tarbiyah and Teachers’ Training of Syarif Hidayatullah State Islamic University Jakarta as partial fulfillment of the requirements for the Degree of S.Pd in English Education. The researcher would like to express her greatest gratitude and honor to her beloved parents, Subiyanto and Rokhani, and also her beloved brother, Septian Dwi Chandra, who always give her support and motivation to finish her study and skripsi. The researcher also would like to express her gratitude and honor to Drs. Nasifuddin Djalil, M.Ag. and Ummi Kultsum, M.Pd. as her advisors who always guide and suggest her in completing this skripsi. The researcher also would like to express her gratitude and honor to: 1. Dr. Atiq Susilo, M.A., as her Academic Advisor, and all lecturers at English Department, who had guided and given her valuable knowledge in finishing her study. 2. Drs. Syauki, M.Pd., as the head of English Department. 3. Zaharil Anasyi, M.Hum., as the Secretary of English Department. 4. Dra. Nurlena Rifa’I, M.A., Ph.D., as the Dean of the Faculty of Tarbiyah and Teachers’ Training. 5. Drs. Prasetyo, M.Pd., as the Headmaster of SMP Islam Al-Ikhlas, who had allowed her in conducting the research in the school he led. 6. Putri Kusumah W., S.Hut., as the English teacher of SMP Islam Al-Ikhlas, who had assisted her in collecting the data during the research.
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7. All of her friends in English Education Department, especially class A for sharing their knowledge and experience. May Allah bless them all for their help and contribution. Finally, the researcher realizes that this skripsi is still far from being perfect, so she hopes the critics and suggestions to improve it to be better.
Jakarta, 25 April 2014
Yulia Ratnasari
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ABSTRACT YULIA RATNASARI (109014000039). THE EFFECTIVENESS OF USING ENGLISH COMICS STRIPS IN TEACHING WRITING OF NARRATIVE TEXT; A Quasi-Experimental Research at the Eighth Grade Students of SMP Islam Al-Ikhlas in the Academic Year 2013/2014. Skripsi of Department of English Education at Faculty of Tarbiyah and teachers’ Training of Syarif Hidayatullah State Islamic University Jakarta, 2014. Keywords: English Comic Strips, Writing, Narrative Text The purpose of this study was to find out the effectiveness of using English comic strips in teaching writing of narrative text at the eighth grade of SMP Islam Al-Ikhlas. The method used in this study was a quasi-experimental research. The study was carried out in two classes of research, namely experimental and controlled class. The subject of this study was the eighth grade students, and the samples of this research were 8A as the controlled class and 8B as the experimental class. The instrument used in this study was pretest and posttest. The technique used in collecting the data was quantitative data with t-test. The result of the study showed that the use of English comic strips in teaching writing of narrative text was effective. It could be seen from the result of calculation that the students’ score in experimental class was higher than the students’ score in the controlled class. The mean score of posttest in experimental class was 78.61. Meanwhile, the mean score of posttest in controlled class was 65.54. Furthermore, based on the statistical calculation with the significance level of 5% and 1%, it showed that to was higher than tt, that was 2.01 < 3.40 > 2.68. Therefore, it proved the alternative hypothesis (Ha), which stated that there was significant difference between the students’ score in learning narrative writing by using English comic strips and the students’ score in learning narrative writing without using English comic strips at the eighth grade students of SMP Islam Al-Ikhlas.
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ABSTRAK YULIA RATNASARI (109014000039). THE EFFECTIVENESS OF USING ENGLISH COMICS STRIPS IN TEACHING WRITING OF NARRATIVE TEXT; A Quasi-Experimental Research at the Eighth Grade Students of SMP Islam Al-Ikhlas in the Academic Year 2013/2014. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014. Kata Kunci: English Comic Strips, Writing, Narrative Text Tujuan penelitian ini adalah untuk mengetahui keefektifan penggunaan komik strip berbahasa Inggris dalam pengajaran menulis teks naratif di kelas delapan SMP Islam Al-Ikhlas. Metode yang digunakan dalam penelitian ini adalah penelitian quasi-eksperimen. Penelitian tersebut dilaksanakan di dua kelas penelitian, yaitu kelas eksperimen dan kelas kontrol. Subyek dalam penelitian ini adalah siswa kelas delapan, dan sampel dari penelitian ini adalah 8A sebagai kelas kontrol dan 8B sebagai kelas eksperimen. Instrumen yang digunakan dalam penelitian ini adalah pretest dan posttest. Teknik yang digunakan dalam mengumpulkan data adalah data kuantitatif dengan t-test. Hasil dari penelitian tersebut menunjukkan bahwa penggunaan komik strip berbahasa Inggris dalam pengajaran menulis teks naratif efektif. Hal itu dapat dilihat dari hasil perhitungan bahwa nilai siswa di kelas eksperimen lebih tinggi daripada nilai siswa di kelas kontrol. Nilai rata-rata posttest di kelas eksperimen adalah 78.61. Sedangkan, nilai rata-rata di kelas kontrol 65.54. Selanjutnya, berdasarkan perhitungan statistik dengan taraf nyata 5% dan 1%, menunjukkan bahwa to lebih tinggi daripada tt, yaitu 2.01 < 3.40 > 2.68. Oleh karena itu, hal ini membuktikan hipotesis alternatif, yang menyatakan bahwa ada perbedaan yang signifikan antara nilai siswa dalam belajar menulis naratif dengan menggunakan komik strip berbahasa Inggris dan belajar menulis naratif tanpa menggunakan komik strip berbahasa Inggris pada siswa kelas delapan SMP Islam Al-Ikhlas.
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TABLE OF CONTENTS
COVER ................................................................................................................
i
APPROVAL SHEET ..........................................................................................
ii
ENDORSEMENT SHEET ................................................................................. iii SURAT PERNYATAAN KARYA SENDIRI ................................................... iv ACKNOWLEDGEMENT ...................................................................................
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ABSTRACT ......................................................................................................... vii ABSTRAK ........................................................................................................... viii TABLE OF CONTENTS .................................................................................... ix LIST OF TABLES .............................................................................................. xii LIST OF FIGURES ............................................................................................ xiii LIST OF APPENDICES .................................................................................... xiv
CHAPTER I
INTRODUCTION A. Background of the Study ......................................................
1
B. Identification of the Problem ...............................................
4
C. Limitation of the Study ........................................................
4
D. Formulation of the Study .....................................................
4
E. Objective of the Study ..........................................................
4
F. Significance of the Study .....................................................
5
CHAPTER II THEORETICAL FRAMEWORK A. Library Study .......................................................................
6
1. Writing ...........................................................................
6
a. Definition of Writing ................................................
6
b. Types of Writing ......................................................
7
c. Writing Process ........................................................
8
2. Narrative Text ................................................................
9
a. Overview of Narrative Text .....................................
9
b. Purposes of Narrative Text ...................................... 12
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c. Visualization of Narrative Text ................................ 13 c. Example of Narrative Text ....................................... 14 d. Importance of Teaching Narrative Text in the Classroom ................................................................. 15 3. Media............................................................................... 16 a. Definition of Media ................................................... 16 b. Kinds of Media ......................................................... 16 c. Functions of Media in Teaching-Learning Process .. 18 4. Comic Strip .................................................................... 19 a. Definition of Comic Strip ........................................ 19 b. Strengths of Using Comic Strips in the Classroom . 20 c. Application of English Comic Strips in Teaching Writing of Narrative Text.......................................... 20 B. Previous Study ..................................................................... 21 C. Conceptual Framework ........................................................ 24 D. Hypothesis of the Study ....................................................... 24
CHAPTER III RESEARCH METHODOLOGY A. Time and Place of the Study ................................................. 26 B. Research Design ................................................................... 26 C. Subject of the Study ............................................................. 27 1. Population ....................................................................... 27 2. Sample ............................................................................ 27 D. Research Instrument ............................................................. 28 D. Technique of Data Collecting .............................................. 28 E. Technique of Data Analysis .................................................. 31 F. Hypothesis of Statistic ......................................................... 34
CHAPTER IV RESEARCH FINDING A. Data Description ................................................................... 35 B. Data Analysis ........................................................................ 37
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C. Hypothesis Testing ................................................................ 42 D. Data Interpretation ............................................................... 42
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ........................................................................... 44 B. Suggestion ............................................................................ 44
BIBLIOGRAPHY ............................................................................................... 46 APPENDICES ..................................................................................................... 49
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LIST OF TABLES
Table 2.1: Particular Incidents in Narration .......................................................... 10 Table 2.2: Words to Indicate Time Relationship .................................................. 11 Table 2.3: Transition Words to Indicate Sequence ............................................... 11 Table 2.4: Purposes of Narrative Text .................................................................. 12 Table 2.5: Structure of Narrative Text .................................................................. 13 Table 3.1: Quasi-Experimental Design ................................................................. 26 Table 3.2: Scale for Assessing the Students’ Writing Ability .............................. 30 Table 4.1: Students’ Score of Experimental Class ................................................ 35 Table 4.2: Students’ Score of Controlled Class .................................................... 36 Table 4.3: Statistical Calculation of Gained Score Both the Experimental and Controlled Class ................................................................................... 38
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LIST OF FIGURES
Figure 2.1: Writing Process ...................................................................................
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Figure 4.1: Mean Score of Pretest, Posttest, and Gained Score of Experimental and Controlled Class ............................................................................................. 37
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LIST OF APPENDICES
1. Standar Kompetensi dan Kompetensi Dasar (SKKD) 2. Syllabus 3. Lesson Plans 4. Test Instruments 5. Nilai Ulangan Akhir Semester Ganjil Kelas 8 (Delapan) SMP Al-Ikhlas 6. Tabel Nilai “t” 7. Surat Izin Penelitian 8. Surat Keterangan Sekolah 9. Surat Pengesahan Proposal Skripsi 10. Surat Bimbingan Skripsi 11. Surat Permohonan Perubahan Judul Skripsi
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CHAPTER 1 INTRODUCTION A. Background of the Study In this era of globalization, writing becomes a means and crucial part of communication that is most used to interact and share information in English language with many people around the world for any purposes, besides speaking. As Gunn and Terasaki claim, “Writing is a useful, effective, enjoyable, and above all necessary component of the modern world. It provides the pleasure of sending a personal message to a friend. It assumes career and financial importance in the composition of a resume or a business letter”.1 The main purpose of writing itself is to make the writer creates or expresses ideas into a written form on paper to give information to the reader. It is similar with the purpose of communication. That is, to deliver information from sender to receiver, like speaker to listener and writer to reader. In writing, when the reader can understand the meaning that consists of the words and sentences, it means that communication has occurred and got success. Therefore, writing is also called as a written communication. Meanwhile, for junior high school students, writing is not only an important written communication, but also an important language skill that must be learnt in the school. They have to be able to write English well and master it in order to help them in their junior high school grades, academic, applying scholarship, job applications, and career futures. Therefore, writing is very necessary for their educational, social, and professional field. Moreover, it can also show someone’s ability in critical thinking by developing and performing ideas, so people can measure him/her intelligence through the variety ways of both creative and analytical in writing. But for children, especially for junior high school students, most of them think that it is difficult to develop and perform their ideas through writing. For this reason, it 1
Trisha Phelps-Gunn and Diana Phelps-Terasaki, Written Language Instruction, (London: An Aspen Publication, 1982), p. 1.
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often becomes the cause why they cannot write anything on paper. Here, Nation explains that: Some learners are able to say what they want to write but have difficulty in putting it into written form. That is, they have problems in translating their ideas into text. Some learners can do this but are very slow. That is, they lack fluency in turning ideas to text. A possible cause is the difference between the writing systems of the learners’ first language and the second language.2 However, writing is not an easy matter for young learners, including junior high school students. They are usually nervous and panic when they are asked by the teacher to write some paragraphs in English. Most of them have limited vocabularies, especially new vocabularies, diction, and idiom. Then, they fear to write it, because doubtful with the punctuation. In addition, they also have difficulties in grammar. They are still confused how to write sentences grammatically. Nonetheless, it does not mean that writing emphasizes the use of correct grammar and vocabulary, but it concerns to how the students can write freely based on their ability and knowledge. It means that students’ writing problems can be caused by other factors. That is, lack of self confidence and lazy to write because of having low motivation. In this case, however in the school, the students are demanded to be able to write effectively and pay attention to the significant parts of it, as Hedge mentions below: An effective writing is requiring a number of things: a high degree of organization in the development of ideas and information; a high degree of accuracy so that there is no ambiguity of meaning; the use of complex grammatical devices for focus and emphasis; and a careful choice of vocabulary, grammatical patterns, and sentence structures to create a style which is appropriate to the subject matter and the eventual readers.3 In addition, in the second semester of junior high school in Indonesia, writing English subject has some competencies that should be achieved by the
2
I. S. P. Nation, Teaching ESL/EFL: Reading and Writing, (New York: Routledge, Taylor & Francis, 2009), p. 119. 3 Tricia Hedge, Writing, (Oxford: Oxford University Press, 1988), p. 5.
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students, such as writing simple functional text in descriptive text, recount text, narrative text, procedure text, and news items. By adjusting the learning competencies in writing subject, one of the methods that can be used is by teaching narrative text. Narrative is chosen because based on Hedge’s assumption that narratives are often recommended for writing because the organization of ideas is easier than in other types of discourse. The narrative follows a chronological sequence. It is therefore a useful way of encouraging students, especially at school, who need to practice writing.4 Nevertheless, practicing students’ writing ability by teaching narrative text is not a simple thing to do. In fact, most of students are difficult to compose the story into some paragraphs with the chronological sequences. They always get confused and stuck for the next story idea after writing the first paragraph as the opening of story. To solve the students’ writing problem and make them become good writers, the teacher should have varying ideas about the role of writing and how to develop narrative writing becomes an interesting activity in the classroom. Narrative writing can be fun, if the teacher can make it turn into a creative writing assignment for the students by using appropriate media. Regarding to this, the media that can be used is a comic strip. Most students like comic strip, because it consists of interesting pictures and stories. They can easy to understand it. Pictures in the comic strips can help the students to visualize and construct story ideas to be written, so narrative writing activity will be easy. Furthermore, it can be combined to this narrative writing activity. Hedge asserts that the use of picture stories to stimulate narrative writing in EFL is well established.5 Hence, this method can certainly motivate students in writing narrative text. For the teacher, it can be very useful since it is cheap and not time consuming. The teacher can ask the students to read it only in a few minutes and rewrite the story. By using this media, students can also find new vocabularies from the texts of conversations that are conveyed by the characters in the comic strips. They can use the new vocabularies to develop into some sentences to arrange a story based 4 5
Ibid., p. 118. Ibid., p. 76.
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on their comprehension and ideas, so they may convey or express their thoughts with full potential. Based on the statement above, the researcher is interested to research about “The Effectiveness of Using English Comic Strips in Teaching Writing of Narrative Text” at the eighth grade students of SMP Islam Al-Ikhlas.
B. Identification of the Problem Based on the background of the study, there are many problems that can be identified as follows: 1. Difficulty in developing and performing ideas into written form. 2. Having limited vocabulary, especially new vocabularies, diction, and idiom. 3. Hesitancy in using punctuation. 4. Not mastering grammar. 5. Lack of confidence. 6. Low motivation.
C. Limitation of the Study The problem of this research is limited on the effectiveness of using English comic strips on students’ narrative writing at the eighth grade of SMP AlIkhlas.
D. Formulation of the Study Based on the background of the study above, the problems that will be discussed in this study is: Is comic strip effective to be used in teaching writing of narrative text?
E. Objective of the Study The objectives of the study can be stated as follows: 1. To identify the effectiveness of teaching writing of narrative text by using English comic strips for the eighth junior high school students.
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2. To ascertain whether the use of English comic strips will influence and motivate the students to write narrative text well.
F. Significance of the Study The result of this study can give some benefits, as follows: 1. For the students, it will motivate them to learn writing by using interesting media, namely comic strips. 2. The use of comic strips in English version can increase students’ ability in writing narrative text. 3. The students will learn to develop their own ideas, also using and arrange their own words into good sentences in writing narrative text by understanding the story of pictures and the conversations in English sentences delivered by the characters in comics in dialogue balloons. 4. For the teacher, it will help them in choosing the appropriate method and media in teaching writing, especially in narrative text. 5. To encourage the teacher to use media having important role in teaching in order to make the students enjoy and easy to learn writing. 6. For the parents, they can utilize English comics to examine and practice their children’s writing ability at home. 7. Comics are interesting media that can be used by all people to learn writing and also as a tool of English learning in any institutions.
CHAPTER II THEORETICAL FRAMEWORK A. Library Study 1. Writing a. Definition of Writing Writing is one of the language skills that must be learnt and mastered by the students in the school. It helps them to develop their imaginative and critical thinking abilities in order to be able to write effectively and creatively. However, many experts have different perspectives about the definition of writing itself. According to Hyland, “Writing is a way of sharing personal leanings and writing courses that emphasize the power of the individual to construct his or her own views on a topic”.1 Besides, Woodman and Adler assert, “Writing is a dynamic process that weaves back and forth between thought and words”.2 Meanwhile, Smith (in Gunn and Terasaki) defines writing as “The production of visual symbols designed to produce differential verbal responses in a reader”.3 From the definitions above, it can be understood that writing is a process of expressing and organizing ideas in the mind into a written form. In writing activity, it involves students’ thought and feeling. They can write anything freely on their paper, but keep paying attention to the rules and structures in writing. Hence, writing is often regarded as a complicated skill. Nonetheless, it does not mean that it is difficult and cannot be done by the students. Everything needs a process of learning, likewise in writing. To make a good composition, students just need a lot of practice. If students cannot write well, they will not be able to communicate in transcribed form with many people someday. As we know that
1
Ken Hyland, Second Language Writing, (Cambridge: Cambridge University Press, 1996),
p. 9. 2
Leonora Woodman and Thomas P. Adler, The Writer’s Choices, (San Antonio: Scott, Foresman and Company, 1985), p. 7. 3 Trisha Phelps-Gunn and Diana Phelps-Terisaki, Written Language Instruction: Theory and Remediation, (San Fransisco: An Aspen Publication, 1982), p. 214.
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language is used for communication, so writing is an important part of language learning to communicate.
b. Types of Writing Writing includes various kinds of text types. According to Scholes and Comley, there are six major of writing text types. They are narration, description, argumentation, analysis, and synthesis. 1) Narration A narrative is a report on an event, a happening that unfolds in time. Narration is a form of writing shared by the creative writer, who invents the events to be narrated. 2) Description In description, it takes a scene or an object and captures it in language. That is, it organizes the details of the object or scene to describe in the way that will most effectively convey the sensual image. 3) Classification Classification is another form that puts a premium on organization. In classification, it organizes the material not by time or space, but by a principle of logic. 4) Argumentation Argumentation differs from persuasion by being more rational. It is aimed at clarifying a topic rather than at moving a reader. Its function is to make the reader do something. 5) Analysis Analysis is both a way of observing and a way of writing about something has observed. In particular, it involves taking things apart and seeing how the parts are related, so as to understand how the object of analysis works.
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6) Synthesis Synthesis is the fullest and most complete form of academic writing. In synthesis, the writer uses the structure of an argument, and the data provided by research and analysis, to develop a thesis.4
c. Writing Process In teaching writing, it includes taking students through a process in a series of steps, such as brainstorming for ideas, organizing then sequencing them, revising, editing the draft, and so on. When the writer begins to write, he/she will think about what and how to tell the plot of story. After finishing it, the writer read what he/she has written as a whole. Then, make changes and corrections to the error. Furthermore, the writer rewrites and revises it to get success in his/her writing work. For more details, there are some steps in the writing process that can be seen as follows: 1) Step 1: Prewriting The first step is called prewriting. Prewriting is a way to get ideas. In this step, the writer chooses a topic and collect ideas to explain the topic. 2) Step 2: Organizing The next step in the writing process is to recognize the ideas into a simple outline and told the main idea. 3) Step 3: Writing The next step is to write a rough draft, by using the outline as a guide, to write the rough draft quickly without stopping to think about grammar, spelling, or punctuation, just getting the ideas down on paper. Probably, there are many errors in the rough draft. This is perfectly usual and acceptable — after all, this is just a rough draft. The errors can be fixed later. Notice that the writer added some ideas that were not in his/her outline. Notice also that he/she added a concluding sentence at the end. 4
Robert Scholes and Nancy R. Comley, The Practice of Writing: Second Edition, (New York: St. Martin’s Press, Inc., 1985), p. 11.
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4) Step 4: Polishing: Revising and Editing In this step, the writer polishes what he/she has written. This step is also called revising and editing. Polishing is most successful if he/she can do it in two steps. First, he/she attacks the big issues of content and organization (revising). Then he/she works on the smaller issues of grammar, punctuation, and mechanics (editing).5 After revising and editing the draft, the last is publishing/sharing the final copy. The steps of writing process above are very important and must be done to make a good composition. It can also be described as follows:
Prewriting
Publishing/ Sharing
Organizing
Polishing: Revising and Editing
Writing
Figure 2.1 Writing Process
2. Narrative Text a. Overview of Narrative Text Narrative text is like a storytelling. Woodson points out that narrative is arranging events in a story in chronological order, is also a way of thinking about
5
Alice Oshima and Ann Hogue, Introduction to Academic Writing: Third Edition, (New York: Pearson Education, Inc., 2007), p. 15.
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those events.6 Ruetten added that in narrative writing, the writer focuses on a particular incident to support the main point. The incident consists of events that are linked in time. All the events should support the controlling idea. The writer also includes words and details that support the controlling idea.7 For more details, it can be seen in the table below8: Table 2.1 Particular Incidents in Narration Events
Details
A scholarship was offered.
Students would study in Italy for the summer. I applied for the scholarship. It covered all expenses, including food. My family didn’t have a lot of money. My father was a factory worker. My mother was a hairdresser. I didn’t win the scholarship. I was so disappointed that I almost cried. My mother bought tickets for the opera. Her client arranged for us to go backstage. I met the man who ran the opera I told him I wanted to be an opera company. singer. He invited me to apply for a summer I auditioned and got the internship. internship. I won a scholarship to music school. The school was prestigious. I travelled to Italy. I sang in the opera in Italy. Based on the table above, it can be seen that narrative uses past tense, because telling about something was occurred or flashback the story. Moreover, there are some time signals used in writing the story, such as suddenly, then, before, after, at first, finally, now, by noon, earlier, later, next, soon, the next day, often, at night, previously, and so forth. It is needed to connect the words in narration, either prepositions of time or subordinators in adverbial clauses of time. The examples are elaborated in the table as follows9:
6
Linda Wooson, From Cases to Composition, (San Antonio: Scott, Foresman and Company, 1982), p. 145. 7 Mary K. Ruetten and Cheryl Pavlik, Developing Composition Skills: Academic Writing and Grammar, (Boston: Heinle Cengange Learning, 2012), p. 35. 8 Ibid., p. 35. 9 Ibid., p. 39.
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Table 2.2 Words to Indicate Time Relationship Preposition of Time
Examples
after (a moment) at (ten o’clock); at noon by (ten o’clock); by then during (the morning); during that time from (six o’clock) to seven (o’clock) from then on in (May); in (2009) on (Saturday) one (day, time) (three days) later until (six o’clock); until then Subordinator
After a moment of silence, he asked who had broken the vase.
while when as whenever before after until as soon as the moment that once
While I was driving away, the driver copied my license plate number. We were friends until I told the teacher about the vase. As soon as I found out that I was innocent, I exhaled slowly. The moment that I saw her, I thought she was pretty.
I used to work from Saturday to Wednesday.
Examples
Moreover to time relationships, in narration, there are sequences of events to explain what happened first, second, and so forth, as seen in the following table. 10 Table 2.3 Transition Words to Indicate Sequence Transition Words Examples first, second next later suddenly then last finally now 10
Ibid., p. 40.
First, I called my friend. Then I turned on the radio. First, he wanted to know if anyone was hurt. Later, he scolded me. I was looking for a good place to take a photo; suddenly, a man ran at me and grabbed my camera.
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Because narration is concerned with time, it is arranged chronologically and in the order of the importance of events. This sequence of events is called as plot. The following plot pattern was developed by William Labov (in Woodson): 1) Abstract The abstract (not found in all narratives) tells why the story is being told. 2) Orientation The orientation introduces the time, scene, and characters. 3) Complication The complication relates a series of events. 4) Evaluation The evaluation, which reveals the narrator’s or the characters’ attitude toward the events, is the climax of the story. 5) Resolution The resolution explains how the story ended, what final effect the event had. 6) Coda The coda, which, like the abstract is optional, brings the audience back to the present day.11
b. Purposes of Narrative Text All of the writing text types are made and used for different purposes, especially in narrative text. Based on Clouse, a narrative text can fulfill any the purposes for writing as follows12: Table 2.4 Purposes of Narrative Text Purpose To entertain
To express feelings
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Sample Narration An account of your first meeting with your father-in-law, when you mistook him for an annoying insurance salesman An account of what happened when your best friend betrayed you
Wooson, op.cit., p. 150. Barbara Fine Clouse, The Student Writer: Editor and Critic, (New York: McGraw-Hill Companies, Inc., 2008), p. 186. 12
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To relate experience
An account of time you got lost in the woods for two days To inform (to explain what An account of the time you were wrongly happens when a person is arrested) arrested for shoplifting To inform (to teach a lesson) An account of a time you got in trouble for cheating To persuade (to convince the An account of the community service you reader that community service performed as a high school senior should be required in high school)
c. Visualization of Narrative Text In writing narrative text, it is arranged by some steps. According to Clouse, the chart that follows is to visualize the structure for a narrative text13: Table 2.5 Structure of Narrative Text Introduction
May provide background information May set the scene May state the thesis or give the point the narration makes May begin the story First Body Paragraph
May begin the story (or continue it if the story was begun in the opening paragraph) May include description May include dialogue Arranges details in chronological order, perhaps with flashback Next Body Paragraph
Continues the narration May include description May include dialogue Arranges details in chronological order, perhaps with flashback Next Body Paragraph
Continue the narration until story is fully told May include description May include dialogue Arrange details in chronological order, perhaps with flashback
13
Ibid., p. 192.
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Conclusion
May narrate the last event May explain the significant of the event or the point of the narration
d. Example of Narrative Text The following story is the example of narrative text and also including the generic structure.14 The Legend of Malin Kundang
A long time ago, in a small village near the beach in West Sumatra, a woman and her son lived. They were Malin Orientation
Kundang and her mother. Her mother was a single parent because Malin Kundang's father had passed away when he was a baby. Malin Kundang had to live hard with his mother. Malin Kundang was a healthy, dilligent, and strong boy. He usually went to sea to catch fish. After getting fish he would bring it to his mother, or sold the caught fish in the town. One day, when Malin Kundang was sailing, he saw a merchant's ship which was being raided by a small band of pirates. He helped the merchant. With his brave and power,
Complication
Malin Kundang defeated the pirates. The merchant was so happy and thanked to him. In return the merchant asked Malin Kundang to sail with him. To get a better life, Malin Kundang agreed. He left his mother alone. Many years later, Malin Kundang became wealthy. He had a huge ship and was helped by many ship crews
Complication
loading trading goods. Perfectly he had a beautiful wife too. When he was sailing his trading journey, his ship landed on a beach near a small village. The villagers recognized him. The
14
Gus Man, The Legend of Malin Kundang, 2014, (thevanilablue.blogspot.com)
15
news ran fast in the town; “Malin Kundang has become rich and now he is here”. An old woman ran to the beach to meet the new rich merchant. She was Malin Kundang’s mother. She wanted to hug him, released her sadness of being lonely after so long time. Unfortunately, when the mother came, Malin Kundang who was in front of his well dressed wife and his ship crews denied meeting that old lonely woman. For three times her mother begged Malin Kundang and for three times he yelled Complication
at her. At last Malin Kundang said to her "Enough, old woman! I have never had a mother like you, a dirty and ugly woman!" After that he ordered his crews to set sail. He would leave the old mother again but in that time she was full of both sadness and angriness. Finally, enraged, she cursed Malin Kundang that he would turn into a stone if he didn't apologize. Malin Kundang just laughed and really set sail In the quiet sea, suddenly a thunderstorm came. His huge ship was wrecked and it was too late for Malin Kundang
Resolution
to apologize. He was thrown by the wave out of his ship. He fell on a small island. It was really too late for him to avoid his curse. Suddenly, he turned into a stone.
e. Importance of Teaching Narrative Text in the Classroom Writing narrative text is the students’ written task which can train their way of thinking in writing about events in a story in chronological order. Narrative text is important to be taught because of consisting of stories. Stories can be easy to entertain, instruct, clarify, and persuade the students. They can also show them how the world works, how people behave, and how events unfold. Therefore, stories can help the students to understand and cope with the world someday in the future.
16
A history textbook can be categorized as a narrative text. It tells the stories in the past, so students can learn the important things from the past and change it to be better in the present and future. In the class, the teacher can add the story with morals to tell and teach them to learn about good attitudes and behaviors.15
3. Media a. Definition of Media As known that media dominate in human live. It is around them, so they can find it easily in everywhere. Media is made in various types and substances. Many people use it for any purposes. The following will be explained the definition of media. “Kata “media” berasal dari bahasa Latin dan merupakan bentuk jamak dari kata “medium”, yang secara harfiah berarti “perantara atau pengantar”. Dengan demikian, media merupakan wahana penyalur informasi belajar atau penyalur pesan.”16 [The word of “media” is derived from Latin and the plural form of word “medium”, which literally means “mediator or conductor”. Thereby, media is a vehicle of transferring information of knowledge or message]. Based on the definition above, the media have important role for people to get information. Therefore, many teachers use the media as a tool to teach the students in the classroom to transfer knowledge.
b. Kinds of Media The teacher’s creativity in using the media can increase students’ comprehension in understanding the lesson in the class. There are many kinds of media that can be applied in teaching-learning activity. According to Djamarah and Zain, media is divided into three types, namely audio, visual, and audiovisual
15
Clouse, op.cit., p. 186. Syaiful Bahri Djamarah and Aswan Zain, Strategi Belajar Mengajar, (Jakarta: PT Rineka Cipta, 2006), p. 120. 16
17
media. Audio media refer to sound element, visual media refer to visual element, and audiovisual media refer to both sound and visual element.17 In addition, Gerhard added that in the media itself, including various kinds of materials, and he specified and classified them in four general categories as the following: 1) Listening/viewing materials Silent films; TV commercials, quiz shows, cartoons, news, comedy show, dramas, movies, and soap operas; radio news, dramas, and ads; professionally audiotaped short stories and novels; pop, rock, country, film, and children’s songs; home videos; professionally videotaped travel logs, documentaries, and sales pitches. 2) Visual materials Slides; photographs; paintings; sketches; drawing by children; stick-figure drawings; wordless street signs; silhouette; calendar pictures; pictures from travel; news, and popular magazines; ink blots; postcard pictures; wordless pictures books; stamps; X-rays. 3) Printed materials Newspaper articles, cartoons, advertisements, movie advertisements, astrology columns, sport reports, obituary columns, and advice columns; travel magazines science, math, and history books; short stories; novels; books of photographs; lyrics to popular, rock, folk, and children’s song; restaurant menus; street signs; postcards; currency; cereal boxes; candy wrappers; tourist information
brochures
and
tourist
guidebooks;
university
catalogs;
departments store catalogs; telephone books; world, city, and relief maps; calendars; TV guides; driver’s licenses; comic books; greeting cards; business cards; bank checks and deposit forms; grocery coupons; hotel registration forms; pins with messages; bus, plane, train, taxi, and jitney schedules; teletext subtitles for the hearing impaired.
17
Ibid., p. 124.
18
4) Realia used in EFL/ESL Classrooms Dolls, puppets, currency, key rings, scissors, folded paper, toothpaste, toothbrushes, combs, stuffed and toy animals, wall clocks, balloons, walkietalkies, candles, fly swatters, string, thread, chewing gum, glue, rules, tacks, paper clips, rubber bands, trains, aprons, plastic forks and spoons, dishes, glasses, bowls, umbrellas, wallets, purses, balls, phones, fishing reels, furniture, people, cars, bug collections, play money, stones, plants, sand, clay, ink, sticks, jars, coffee cans, chalk, credit cards, hats, Halloween masks, mannequins.18 From those categories, not all of them can be applied in the classroom, so teacher should choose one of the appropriate media that can be used in teaching the students by considering to the objective of learning, the effectiveness, the efficiency, the function, the cheapness, and related to the material of learning.
c. Functions of Media in Teaching-Learning Process Using media in teaching-learning activity is very useful and crucial for the teacher and students. For the students, it can help them to understand some certain concepts that cannot be explained orally by the teacher. Meanwhile, for the teachers, when he/she cannot be able to explain about something to the students, they will use it to facilitate them in teaching and giving information to the students, so they can think concretely through the objects of media. According to Nana Sudjana (in Djamarah and Zain), there are some benefits that can be obtained by using media in teaching-learning process. They can be seen as follows: 1) By using media, it can make the students learn to think concretely and avoid the teacher teach verbally. 2) To increase students’ motivation, interest, and attention to learn about something. 3) To foster students’ learning development in order to get good outcome. 18
Jerry G. Gebhard, Teaching English as a Foreign or Second Language, (Ann Arbor: The University of Michigan Press, 2009), p. 103.
19
4) To stimulate the students’ way of thinking in learning something from their own real experience toward the objects of media. 5) To make the students learn to think regularly and continuously. 6) To increase students’ critical thinking and help them to develop their ability in using language. 7) To help the students getting a better learning experience. 8) Through media, the learning material will be easier to understand by the students and enable them to achieve the learning goals. 9) The teacher will have various teaching methods, not only focus on teaching in verbal communication. So that, the students will not feel bored and reducing teacher’s tiredness in teaching along time in the classroom. 10) The use of media in the classroom can encourage the students to do many activities, such as observing, applying, and demonstrating.19
4. Comic Strip a. Definition of Comic Strip Comic strip is a printed paper consisting of images and incorporated with text. It is also categorized as one of media of teaching in the classroom. In addition, comic strips are often regarded as interesting and motivating media. Arlin and Roth suggest that comics are interesting, and children will attend to that which they find interesting more than to that which they find uninteresting.20 Absolutely, it can appeal to children, because of consisting of picture series and interesting story. Each comic strip has various stories, it may tell about humor, action, mystery, thriller, adventure, and so forth. It also often influences the children’s emotion and feeling while conceiving the story. So that, comic strip is a fun medium for students and also developing their imagination.
19
Djamarah and Zain, op. cit., p. 137. Marshall Arlin and Garry Roth, Pupils’ Use of Time While Reading Comics and Books, American Educational Research Journal, 1978, p. 202. 20
20
b. Strengths of Using Comic Strips in the Classroom Based Morrison, Bryan, and Chilcoat assumptions, there are some reasons why comics have more strength rather than other teaching materials as follows21: 1) It is evident that comic is familiar to and popular with middle and high school students. 2) The comic is a form of literature that students enjoy. 3) Students engage in greater literacy exploration than they otherwise would, due to comics’ popular and easily accessible format. 4) Through comics students investigate the use of dialogue, succinct and dramatic vocabulary, and nonverbal communications. 5) Such methodology helps enliven a classroom that can prevents historical content from being boring and meaningless, as it often is in typical classrooms. From those reasons, it can be concluded that comic has important role in education, especially in teaching-learning activity between the teacher and students in the classroom. By using a good medium like comic, it absolutely can encourage students’ desire to learn English subject with pleasure in the school.
c. Application of English Comic Strips in Teaching Writing of Narrative Text Most of the students are lazy to write because they regard it as a complex and difficult English language skill. In their thought, it needs a long process to write something. They also are often having no idea about the topic that will be written on their paper. Moreover, they are always getting stuck to tell and describe the next plot of story after writing the introductory paragraph. Therefore, the teacher can use comic strip to help them develop their ability in writing from the pictorial story.
21
Timothy G. Morrison, Gregory Bryan, and George W. Chilcoat, Using Student-generated Comic Books in the Classroom, Journal of Adolescent and Adult Litercy, 2002, p. 759.
21
In the classroom, the teacher can apply it to teach writing narrative text. After explaining about narrative text, he/she can distribute the comic strips to each student, and then ask them to retell and rewrite the story into paragraph in English. This method is very easy to be conducted by the teacher in the classroom, and it will make the students feel fun in writing. Hence, teaching writing of narrative text by using comic strips is an appropriate and recommended method for the teachers to apply in the classroom in the teaching-learning activity.
B. Previous Study To support and to prove the originality of her research, the researcher uses some relevant previous studies. There are three previous studies that discuss the teaching writing of narrative text by using comic strips. The first is “Applying Cartoon Series in Teaching Narrative Text”, written by Riyana Dewi.22 The objective of this research is to improve students’ writing ability by applying cartoon series in teaching of writing. Cartoon series is considered as a good technique in improving students’ writing skill. Cartoon series can motivate the students to learn about the current events and present in a fun way. It can also give the teachers the advantages by using cartoon series in teaching narrative writing. The research design of this study was classroom action research (CAR). It consists of four steps. They were planning, implementing, observing, and reflecting. The procedures of implementing cartoon series in teaching writing were by telling a story to the students and asked them to rewrite it. In the cycle 1, there were six meetings. Each of the meetings was divided into three activities. Based on the result of the observation during the implementation of the procedures for six meetings in cycle I, it showed that the average percentage of the students’ involvement during the writing process achieved 74.4%. The activities of group work and outlining in cycle I was not run well. Therefore, the researcher made a modification for the next cycle. In the cycle II, there were four meetings. After the researcher had conducted the research in the 22
108-112.
Riyana Dewi, Applying Cartoon Series in Teaching Narrative Text, Journal, 9, 2013, p.
22
cycle II, she found that the students’ ability in writing narrative text had increased. Based on the result of the observation, the students’ involvement increased from 74.4% up to 77.5%. In addition, based on the result of the students’ response to questionnaires, it showed that their motivation in learning narrative writing were high, namely 79.4%. It proved that the use of cartoon series in four-stage strategy and the implementation writing process approach in the cycle II was effective. The second is “Comic Strips: A Study on the Teaching of Writing Narrative Texts to Indonesia EFL Students”, written by Fika Megawati and Mirjam Anugerahwati.23 In this research, the researchers stated that comic strips are appealing forms for children in the teaching of writing, and also as media which have content, organization and grammatical aspects of narrative texts. The objective of this research was to investigate the implementation of comic strips in teaching writing through a collaborative classroom action research at MAN Bangil. The procedure in conducting the research are planning, implementing, observing, and reflecting. To know the students’ writing ability, the researchers conducted the preliminary study. They found that most of the students got score less than 70. It meant that they could not achieve the minimum passing criterion. In Cycle I, the researchers prepared the lesson plans, instruments, handout, and worksheet in the teaching narrative text by using comic strips with PGBA. Based on the result of students’ score in the writing test, it showed that the students’ achievement was improved, but it had not achieved the criterion of success yet. The average percentage of the students’ achievement only achieved 61%. It meant that the use of comic strips in teaching of narrative text in the first cycle had not made a significant improvement yet. Then in the cycle II, the researchers conducted the research by giving some tasks and activities to the students in three ways through collaborative writing in group, collaborative writing in pair, and individual writing. The results of teaching writing using comic strips through Process-Genre Based Approach (PGBA) showed that it could improve students’ ability in writing narrative text successfully. It meant that all of the students of 23
Fika Megawati and Mirjam Anugerahwati, Comic Strips: A Study on the Teaching of Writing Narrative Texts to Indonesia EFL Students, TEFLIN Journal, 23, 2012, p. 183-205.
23
XII-language program could achieve the minimum passing criterion. The use of comic strips could help and gave them confident in writing narrative text. It also could give benefit for the teacher as guidance in teaching writing to the students. The last is “Improving the Students’ Ability in Writing Narrative Using Picture Series”, written by Hermanto.24 The objective of this research was to improve the students’ ability in writing narrative text by using picture series. In the method used in this research was a classroom action research. The steps included planning, implementing, observing, and reflecting. Before the researcher conducted steps, he gave test to the students to investigate their writing ability in the preliminary study. The result showed that students’ average writing score was 56. It meant that the students were not achieved the minimum passing criterion. After conducting the preliminary study, the researcher applied the steps. In the planning stage, the researcher made some preparations before teaching of writing narrative texts by using picture series. In the implementation stage, the researcher started to teach writing to the students as practitioner. Meanwhile, the collaborative teacher observed the students’ progress during the process of teaching and learning narrative text by using picture series. In the observation stage, the researchers recorded and gathered the data about any aspects and events referring to the criteria of success during teaching and learning process. In the reflection stage, the researcher made two kinds of conclusion, namely the each cycle-based conclusion and the final conclusion. Based on the result in the first cycle, there were only 23 students of 40 who did not achieve the target. It meant that the average scores of students did not meet the criteria of success. Then, the researcher changed the scenario of planning strategy in teaching narrative writing by using the picture series. In the first cycle, the picture series was not provided vocabulary with aim to help the students easy in making the draft. Hence, in the second cycle, the researcher provided vocabulary in the picture series. Based on the finding, the result of students’ writing achievement in the second cycle was
24
Hermanto, Improving the Students’ Ability in Writing Narrative Using Picture Series, Journal, 1, 2013, p. 148-154.
24
improved. It meant that the use of picture series in teaching narrative writing was useful. These previous studies can be used by the researcher as a reference in composing and conducting her research. She also can compare the methodology of research and the result between her research and those previous studies.
C. Conceptual Framework The researcher conducted the research to find out whether teaching using comic strips can be an effective way to increase and influence students’ motivation in writing narrative text or not. She uses comic strips as medium in teaching because they are interesting for children. It consists of unique pictures with fascinating story arranged in a series. The problems that students often face in writing are the factor of laziness, having lack in mastering grammar, vocabulary, diction, and difficult to develop and perform their ideas into written form. Therefore, the researcher assumes that the use of comic strip can stimulus their interest and motivation in writing, especially in narrative text. It can help them to build up ideas in writing the story by creating a topic and then developing into some paragraphs. They will also learn how to write grammatically to make a good composition.
D. Hypothesis of the Study To know the effectiveness of teaching writing narrative text by using English comic strips, the researcher formulates two hypotheses that will be tested by using t-test. They are: 1. Null Hypothesis (Ho) There is no significant difference between the students’ score in learning narrative writing by using English comic strips and the students’ score in learning narrative writing without using English comic strips at the eighth grade students of SMP Islam Al-Ikhlas.
25
2. Alternative Hypothesis (Ha) There is significant difference between the students’ score in learning narrative writing by using English comic strips and the students’ score in learning narrative writing without using English comic strips at the eighth grade students of SMP Islam Al-Ikhlas.
CHAPTER III RESEARCH METHODOLGY A. Time and Place of the Study This research was carried out from 6th January up to 16th January 2014 in five meetings, consisting of giving pretest, presenting materials, and giving posttest in the last meeting. The research was conducted at SMP Islam Al-Ikhlas which located at Jl. Cipete III No. 6-8, Cilandak, Jakarta Selatan.
B. Research Design The research design used is a quasi-experimental research. A quasiexperiment is a study that takes place in real-life settings rather than in laboratory settings, they are often considered not truly experimental research, but rather correlational research, which involves identifying statistical relationships between two variables rather than causal relationships.1 Below is the general overview of quasi-experimental design. 2 Table 3.1 Quasi-Experimental Design
Pre- and Posttest Design
Time
Select Control Group
Pretest
No Treatment
Posttest
Select Experimental group
Pretest
Experimental Treatment
Posttest
1
Scott W. Vanderstoep and Deirdre D. Johnston, Research Methods for Everyday Life: Blending Qualitative and Quantitative Approaches, (San Fransisco: John Wiley & Sons, Inc., 2009), p. 37. 2 John W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, (New Jersey: Pearson Educational, Inc., 2008), p. 314.
26
27
In this research, the students in the experimental class were taught by using English comic strips and the students in the controlled class were taught without using English comic strips. The research was done for five meetings, including giving the pretest, treatment, and posttest. Pretest was done to collect the data by measuring students’ performance before they received a treatment. Meanwhile, posttest was done to measure students’ performance after a treatment. There were two variables which involved in this research. They were English comic strips as the independent variable and narrative writing as the dependent variable.
C. Subject of the Study 1. Population The population of the research was the eighth grade students of SMP AlIkhlas in the academic year of 2013/2014 which consists of five classes, namely 8A, 8B, 8C, 8D, and 8E. The total number of population was 135 students. Each class consists of 30 8A, 29, 29, 23, 24 students. There were three regular classes, namely 8A, 8B, and 8C, and two international classes (RSBI), namely 8D and 8E. In conducting her research, the researcher was only allowed to research the regular classes.
2. Sample In selecting the sample, the researcher used purposive sampling technique. This technique is used to determine the sample with certain consideration.3 There were two classes taken from three regular classes as the sample, namely class 8A as the controlled class and class 8B as the experimental class. She took 8A and 8B as the sample, because the students of each class almost had same ability in English proficiency. It can be seen from their score in the final examination in the first semester. The score was enclosed in the appendices.
3
p. 85.
Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan R&D, (Bandung: Alfabeta, 2012),
28
As it had been known that 8A consists of 30 students, and 8B consists of 29 students. Because the population number of each class was different, the students’ number from each class that was prorated, that is 28 students for each class.
D. Research Instrument The instrument used in this research was written test, by using pretest and posttest in the experimental class and control class. Pretest and posttest were given with different topic. The topic of pretest was about “Birthday Party”, and the topic of posttest was about “Car Theft”. The students in the experimental and control class were taught by using different method. The students in the experimental class learned narrative writing by using English comic strips. Meanwhile, the students in the control class learned narrative writing without using English comic strips. Nonetheless, they were given the same topic in the pretest and posttest. As it has been known that in giving tests to the students, validity and reliability are required as the measurement of test. Validity is the extent to which it measures what it is supposed to measure. Meanwhile, reliability is a necessary characteristic of any good test, for it to be valid at all, a test must first be reliable as a measuring test.4 To obtain the validity of test, the face and content validity were used by adjusting the test with SKKD (Standar Kompetensi dan Kompetensi Dasar). Then, to make the test reliable, an analytical scale is used as the students’ assessment in writing. It assesses some aspects, such as content, organization, vocabulary, language use, and mechanics.
E. Technique of Data Collecting The technique of collecting data in this research was using quantitative data. This quantitative data was obtained from the students’ score in pretest and
4
J. B. Heaton, Writing English Language Test, (London: Longman, 1995), p. 159-162.
29
posttest. The pretest and posttest were given to the experimental and controlled class. The procedures that used in this experimental research were the following: 1. Pretest The pretest was done before the learning process to measure students’ understanding in learning narrative writing at first, so it was held in the first meeting. Students in experimental class were asked to write a narrative text by using English comic strip. Meanwhile, students in controlled class were asked to write a narrative text without using English comic strip. 2. Treatment In the treatment, the teacher conducted teaching-learning activity with the students in both of experimental and controlled class in three meetings. In the first meeting of treatment, she explained about narrative text and how to write it. Then, in the next two meetings, she asked the students to practice to write narrative text by using different narrative stories, and also different comic strips for students in experimental class specially. 3. Posttest The last is posttest. The posttest was done to know the progression between the experimental and controlled class, after the teacher gave treatments to the students. In this last meeting, she gave the test to the students in experimental and controlled class. The way she did the test was similar with the pretest. In analyzing and assessing the students’ writing ability, the analytic scale is used as described in table 3.2. 5
5
Arthur Hudges, Testing for Language Teachers, (Cambridge: Cambridge University Press, 2003), p. 104.
30
Table 3.2 Scale for Assessing the Students’ Writing Ability
CONTENT
SCORE
LEVEL
CRITERIA
30-27
EXCELLENT TO VERY GOOD: knowledgeable a substantive • thorough development of thesis • relevant to assigned topic GOOD TO AVERAGE: some knowledge of subject • adequate range • limited development of thesis • mostly relevant to topic but lack detail FAIR TO POOR: limited knowledge of subject • little substance • inadequate development of topic VERY POOR: does not show knowledge of subject • non-substantive • not pertinent • or not enough to evaluate EXCELLENT TO VERY GOOD: fluent expression • ideas clearly stated/supported • succinct • well organized • logical sequencing • cohesive GOOD TO AVERAGE: somewhat choppy • loosely organized but main ideas stand out • limited support • logical but incomplete sequencing FAIR TO POOR: non-fluent • ideas confused or disconnected • lacks logical sequencing and development VERY POOR: does not communicative • no organization • or not enough to evaluate EXCELLENT TO VERY GOOD: sophisticated range • effective word/idiom choice and usage • word form mastery • appropriate register GOOD TO AVERAGE: adequate range • occasional errors of word/idiom form, choice, usage but meaning not obscured FAIR TO POOR: limited range • frequently errors of word/idiom form, choice, usage • meaning confused or obscured VERY POOR: essentially translation • little knowledge of English vocabulary, idioms, word form • or not enough to evaluate EXCELLENT TO VERY GOOD: effective complex constructions • few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions GOOD TO AVERAGE: effective but simple constructions • minor problems in complex constructions • several errors of agreement, tense, number, word order, function, articles, pronouns, prepositions, but meaning
26-22
21-17 16-13
ORGANIZATION
20-18
17-14
13-10 9-7
VOCABULARY
20-18
17-14
13-10
USE
LANGUAGE
9-7
25-22
21-18
31
17-11
10-5
MECHANICS
5
4
3
2
seldom obscured FAIR TO POOR: major problems in simple /complex constructions • frequent errors of negation, agreement, tense, number, word order/function, articles, pronouns, prepositions and/or fragment, run-ons, deletions • meaning confused or obscured VERY POOR: virtually no mastery of sentence construction rules • dominated by errors • does not communicate • or not enough to evaluate EXCELLENT TO VERY GOOD: demonstrates mastery of conventions • few errors of spelling, punctuation, capitalization, paragraphing GOOD TO AVERAGE: occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured FAIR TO POOR: frequent errors of spelling, punctuation, capitalization, paragraphing • poor handwriting • meaning confused or obscured VERY POOR: no mastery of conventions • dominated by errors of spelling, punctuation, capitalization, paragraphing • handwriting illegible • or not enough to evaluate
TOTAL SCORE :
F. Technique of Data Analysis In analyzing the data, t-test is used to find out the effectiveness of English comic strips in teaching writing of narrative text. There are several steps to prove the hypothesis, as the following formula6:
Mx
: Mean of the score of experimental class
My
: Mean of the score of controlled class 6
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo Persada, 2010), p. 314.
32
: Standard error of experimental class : Standard error of controlled class
The steps that must be done in calculation are: 1. Determining mean of variable X, with formula as follows:
Mx
: Mean of the score of experiment class
Ʃ X : Sum of the student’s score of experimental class N1
: Number of students of experimental class
2. Determining mean of variable Y, with formula as follows:
My
: Mean of the score of controlled class
Ʃ Y : Sum of the student’s score of controlled class N2
: Number of students of controlled class
3. Determining standard of deviation score of variable X, with formula as follows:
√
SDx : Standard deviation score of experimental class 4. Determining the standard of deviation score of variable Y, with formula as follows:
√
33
SDy : Standard deviation score of controlled class 5. Determining standard error of mean of variable X, with formula as follows:
√ : Standard error of experimental class 6. Determining standard error of mean of variable Y, with formula as follows:
√ : Standard error of controlled class 7. Determining standard error of different mean of variable X and variable Y, with formula as follows: √ 8. Determining to, with formula as follows:
9. Determining ttable with degree of freedom (df) in significance level of 5% and 1%, with formula as follows:
Df
: Degree of freedom
N1
: Number of students of experimental class
N2
: Number of students of controlled class
34
G. Hypothesis of Statistic The hypothesis of statistic that will be used in this research is: Ho : µ1 = µ2 Ha : µ1 ≠ µ2 Ho : Null hypothesis Ha : Alternative hypothesis µ1 : Students’ narrative writing achievement, who are taught by using English comic strips. µ2 : Students’ narrative writing achievement, who are taught without using English comic strips. The assumption of the hypothesis as follows: 1. If to > ttable, the null hypothesis Ho is rejected and the alternative hypothesis (Ha) is accepted. It means that there is significant difference between the students’ score in learning narrative writing by using English comic strips and the students’ score in learning narrative writing without using English comic strips at the eighth grade students of SMP Islam Al-Ikhlas (µ1 ≠ µ2). 2. If to < ttable, the null hypothesis Ho is accepted and the alternative hypothesis (Ha) is rejected. It means that there is no significant difference between the students’ score in learning narrative writing by using English comic strips and the students’ score in learning narrative writing without English comic strips at the eighth grade students of SMP Islam Al-Ikhlas (µ1 = µ2).
CHAPTER IV RESEARCH FINDING A. Data Description Before doing the calculation by using t-test, the data of students’ pretest and posttest scores of experimental and controlled class that had been collected is described in the tables as follows:
No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 Total Mean
Table 4.1 Students’ Score of Experimental Class Pretest Postest Gained Score 58 86 28 45 73 28 36 59 23 61 80 19 68 85 17 40 66 26 44 70 26 53 81 28 60 87 27 58 72 14 61 80 19 40 67 27 73 84 11 46 69 23 72 87 15 50 80 30 44 79 35 68 85 17 57 70 13 43 86 43 74 88 14 36 83 47 48 85 37 71 86 15 57 70 13 42 75 33 69 80 11 75 88 13 1549 2201 652 55.32 78.61 23.29 35
36
Based on the table above, it could be seen that the score of students’ pretest and posttest in the experimental class were different. The mean of students’ score in the pretest was 55.32 with the lowest score, 36, and the highest score was 75. Meanwhile the mean score of posttest was 78.61 with the lowest score, 59, and the highest score, 88.
No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 Total Mean
Table 4.2 Students’ Score of Controlled Class Pretest Posttest 39 64 51 62 66 45 50 70 63 71 47 43 58 65 42 66 68 68 45 77 61 70 67 59 60 80 55 54 40 79 57 59 36 65 54 72 63 70 69 56 52 61 70 57 62 62 65 74 48 68 77 82 67 76 49 60 1581 1835 56.46 65.54
Gained Score 25 11 -21 20 8 -4 7 24 0 32 9 -8 20 -1 39 2 29 18 7 -13 9 -13 0 9 20 5 9 11 254 9.07
37
Based on the table above, the mean of students’ score in the pretest was 56.46 with the lowest score, 36, and the highest score, 77. Meanwhile the mean score of posttest was 65.54 with the lowest score, 43, and the highest score, 82. Based on the data in the tables above, it showed that the students’ achievement in writing narrative text by using English comic strips in experimental class was higher than the students in controlled class without English comic strips. It was also described by the figure of chart below:
100 90 80 70 60
Pretest
50
Posttest
40
Gained Score
30 20 10 0
Experimental Class
Controlled Class Figure 4.1
Mean Score of Pretest, Posttest, and Gained Score of Experimental and Controlled Class
B. Data Analysis The data of students’ score was analyzed by using t-test to prove whether there was any significant different between students’ ability in writing narrative text in the experimental class as the X variable and controlled class as the Y variable. But, before using the formula of t-test, the students’ score in the experimental and controlled class were tabulated to calculate the gained score of each class. It could be seen as follows:
38
Table 4.3 Statistical Calculation of Gained Score Both the Experimental and Controlled Class No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 Total Mean
X 28 28 23 19 17 26 26 28 27 14 19 27 11 23 15 30 35 17 13 43 14 47 37 15 13 33 11 13 652 23.28571
Y 25 11 -21 20 8 -4 7 24 0 32 9 -8 20 -1 39 2 29 18 7 -13 9 -13 0 9 20 5 9 11 254 9.071429
X-MX 5 5 0 -4 -6 3 3 5 4 -9 -4 4 -12 0 -8 7 12 -6 -10 20 -9 24 14 -8 -10 10 -12 -10 8
Y-MY 16 2 -30 11 -1 -13 -2 15 -9 23 0 -17 11 -10 30 -7 20 9 -2 -22 0 -22 -9 0 11 -4 0 2 2
(X-MX)2 25 25 0 16 36 9 9 25 16 81 16 16 144 0 64 49 144 36 100 400 81 576 196 64 100 100 144 100 2572 91.85714
(Y-MY)2 256 4 900 121 1 169 4 225 81 529 0 289 121 100 900 49 400 81 4 484 0 484 81 0 121 16 0 4 5424 193.7143
According the data in the table above, the result of students’ pretest and posttest further in each class was calculated by using t-test in some steps as follows: 1. Determining mean of variable X, with formula as follows:
39
2. Determining mean of variable Y, with formula as follows:
3. Determining standard of deviation score of variable X, with formula as follows:
√
√
√
4. Determining the standard of deviation score of variable Y, with formula as follows:
√
40
√
√
5. Determining standard error of mean of variable X, with formula as follows:
√
√
√
6. Determining standard error of mean of variable Y, with formula as follows:
√
√
√
41
7. Determining standard error of different mean of variable X and variable Y, with formula as follows: √ √ √ √
8. Determining to, with formula as follows:
9. Determining ttable with degree of freedom (df) in significant level of 5% and 1% with formula as follows:
42
The value of df (degree of freedom) is 54. Based on the table of “t” score, there is no degree of freedom for 54, so the closer value to 54 is used, that is, 50. The value of 50 in the table of “t” score at significance level of 5% = 2.01 and 1% = 2.68 10. The comparison between to and tt: to = 2.01 < 3.40 > 2.68
C. Hypothesis Testing After obtaining the data by using t-test formula, it is used to prove the result of hypothesis as follows. Based on the description of data calculation, it shows that: 1. The value of t-observation (to) is 3.40 2. The degree of freedom (df) is 54, so the value of t-table (tt) in the significance level of 5% = 2.01 and 1% = 2.68. Because the value of to > tt, it proves that the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted which states that there is significant difference between the students’ score in learning narrative writing by using English comic strips and the students’ score in learning narrative writing without using English comic strips at the eighth grade students of SMP Islam AlIkhlas (µ1 ≠ µ2).
D. Data Interpretation Based on the calculation of t-test, it is known that the result of tobservation (to) is 3.40, and the degree of freedom (df) is used in the significance level of 5% = 2.01 and 1% = 2.68. By comparing the value of t-observation (to) and t-table (tt), it can be known that the result of calculation of t-observation (to) is higher than t-table (to > tt), so the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. Thus, there is significant difference between the students’ score in learning narrative writing by using English comic strips and the students’ score in learning narrative writing without using English
43
comic strips at the eighth grade students of SMP Islam Al-Ikhlas (µ1 ≠ µ2). It means that the use English comic strips in teaching writing of narrative text to the eighth grade students of SMP Islam Al-Ikhlas are effective.
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion According to the research analysis of the data of students score in experimental and controlled class, it shows that the value of t-observation (to) is higher than the value of t-table (tt), that is 2.01 < 3.40 > 2.68. So, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. It means that there is significant difference between the students’ score in learning narrative writing by using English comic strips and the students’ score in learning narrative writing without using English comic strips at the eighth grade students of SMP Islam Al-Ikhlas. It can be concluded that teaching writing of narrative text using English comic strips are effective and useful to be taught to the eighth grade students of junior high school. It can also be seen from the calculation and the table of students’ achievement in experimental class from their writing score in pretest and posttest by using English comic strips is higher than the students’ writing score in control class. Therefore, English comic strips can be an appropriate media that can be used in teaching writing of narrative text.
B. Suggestion Based on the conclusion above, some suggestions about teaching writing of narrative text are given by using English comic strips as the media of learning. The suggestions are as follows: 1. The use of English comic strips in English teaching learning process can be applied as an alternative technique. It can make the students easy to learn and practice to write a narrative text. 2. Teaching narrative writing by using English comic strips can be an appeal for the students, because consisting of interesting pictures and stories. It can
44
45
motivate and stimulate their imaginative ability in writing. It helps them to construct ideas to compose the story of pictures into written form. 3. The texts in the plot and dialogue balloons in the comic can give new vocabularies to the students. They also can easy to understand the meaning of vocabularies by looking the pictures. It is very good for the students to be able to understand English language quickly. 4. English comic strips can be found in kids’ magazines, newspapers, and internet. It is cheap and also not time consuming for the teacher, because he/she just asks the students to read it for a few minutes and rewrite the story into some paragraphs. In addition, the teacher does not need to take a long time in assessing students’ written task, because it is easy to evaluate. 5. A teaching method can be categorized well and useful, if the students can feel fun and enjoy the learning activity. Hence, a creative writing assignment is very needed and important for them, as the use of English comic strips in teaching writing of narrative text.
BIBLIOGRAPHY
Arlin, Marshall., and Roth, Garry. Pupils’ Use of Time While Reading Comics and Books. American Educational Research Journal. 45, 1978. Clouse, Barbara Fine. The Student Writer: Editor and Critic. New York: McGraw-Hill Companies, Inc., 2008. Creswell, John W. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. New Jersey: Pearson Educational, Inc., 2008. Dewi, Riyana. Applying Cartoon Series in Teaching Narrative Text. Journal. 9, 2013. Djamarah, Syaiful Bahri., and Zain, Aswan. Strategi Belajar Mengajar. Jakarta: PT Rineka Cipta, 2006. Gebhard, Jerry G. Teaching English as a Foreign or Second Language. Ann Arbor: The University of Michigan Press, 2009. Heaton, J. B. Writing English Language Test. London: Longman, 1995. Hedge, Tricia. Writing. Oxford: Oxford University Press, 1988. Hermanto. Improving the Students’ Ability in Writing Narrative Using Picture Series. Journal. 1, 2013. Hudges, Arthur. Testing for Language Teachers. Cambridge: Cambridge University Press, 2003. Hyland, Ken. Second Language Writing. Cambridge: Cambridge University Press, 1996.
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Man, Gus. “The Legend of Malin Kundang”, thevanilablue.blogspot.com, 18 Maret 2014. Megawati, Fika., and Anugerahwati, Mirjam. Comic Strips: A Study on the Teaching of Writing Narrative Texts to Indonesia EFL Students. TEFLIN Journal. Malang: Malang State University, 2012. Morrison, Timothy G., Bryan, Gregory., and Chilcoat, George W. Using Studentgenerated Comic Books in the Classroom, Journal of Adolescent and Adult Literacy. 2002. Nation, I. S. P. Teaching ESL/EFL: Reading and Writing. New York: Routledge, Taylor & Francis, 2009. Oshima, Alice., and Hogue, Ann. Introduction to Academic Writing: Third Edition. New York: Pearson Education, Inc., 2007. Phelps-Gunn, Trisha., and Phelps-Terisaki, Diana. Written Language Instruction: Theory and Remediation. London: An Aspen Publication. 1982. Ruetten, Mary K., and Pavlik, Cheryl. 2012. Developing Composition Skills: Academic Writing and Grammar. Boston: Heinle Cengange Learning. Scholes, Robert., and Comley, Nancy R. The Practice of Writing: Second Edition, New York: St. Martin’s Press, Inc., 1985. Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT Raja Grafindo Persada, 2010. Sugiyono. 2012. Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: Alfabeta, 2012. Vanderstoep, Scott W., and Johnston, Deirdre D. Research Methods for Everyday Life: Blending Qualitative and Quantitative Approaches. San Fransisco: John Wiley & Sons, Inc., 2009.
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Woodman, Leonora., and Adler, Thomas P. The Writer’s Choices. San Fransisco: Scott, Foresman and Company, 1985. Wooson, Linda. From Cases to Composition. San Antonio: Scott, Foresman and Company, 1982.
APPENDICES
Standar Kompetensi dan Kompetensi Dasar Kelas VIII, Semester 2 Standar Kompetensi Mendengarkan 1. Memahami makna dalam percakapan transaksional dan interpersonal pendek sederhana untuk berinteraksi dengan lingkungan sekitar
2. Memahami makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk narrative dan recount untuk berinteraksi dengan lingkungan sekitar
Berbicara 3. Mengungkapkan makna dalam
Kompetensi Dasar 7.1. Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta, memberi, menolak barang, dan meminta, memberi dan mengingkari informasi, meminta, memberi, dan menolak pendapat, dan menawarkan / menerima / menolak sesuatu 7.2. Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta, memberi persetujuan, merespon pernyataan, memberi perhatian terhadap pembicara, mengawali, memperpanjang, dan menutup percakapan, dan mengawali, memperpanjang, dan menutup percakapan telepon 8.1. Merespon makna yang terdapat dalam teks lisan fungsional pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar 8.2. Merespon makna yang terdapat dalam monolog pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk narrative dan recount
9.1. Mengungkapkan makna dalam percakapan transaksional (to get things
Standar Kompetensi percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar done) dan interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta, memberi, menolak barang, meminta, memberi dan mengingkari informasi, meminta, memberi, dan menolak pendapat, dan menawarkan / menerima / menolak sesuatu 9.2. Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta, memberi persetujuan, merespon pernyataan, memberi perhatian terhadap pembicara, mengawali, memperpanjang, dan menutup percakapan, serta mengawali, memperpanjang, dan menutup percakapan telepon
4. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar
10.1. Mengungkapkan makna dalam teks lisan fungsional pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar 10.2. Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk recount dan narrative
Membaca 5. Memahami makna dalam esei pendek sederhana berbentuk recount, dan narrative untuk berinteraksi
11.1. Membaca nyaring bermakna teks fungsional dan esei pendek sederhana berbentuk recount dan narrative dengan ucapan, tekanan dan intonasi
Standar Kompetensi dengan lingkungan sekitar
Menulis 6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar yang berterima yang berkaitan dengan lingkungan sekitar 11.2. Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar 11.3. Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk recount dan narrative
12.1. Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar 12.2. Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative
SILABUS PEMBELAJARAN Nama Sekolah : SMP Islam Al-Ikhlas Kelas : VIII (Delapan ) Mata Pelajaran : Bahasa Inggris Semester : 2 (Dua) Standar Kompetensi : Menulis 12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar
Materi Pokok/Pembelajaran
12.1. Mengungkapkan Teks fungsional: - undangan makna dalam bentuk teks tulis - pengumuman - pesan singkat fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar
Kegiatan Pembelajaran
1. Review tujuan komunikatif dan ciri-ciri kebahasaan teks fungsional pendek terkait materi 2. Menulis kalimat sederhana untuk mengundang, mengumumkan, pesan singkat 3. Melengkapi taeks fungsional pendek 4. Menulis teks fungsional pendek
Penilaian Indikator
Menulis teks fungsional pendek berbentuk : - Pengumuman - Undangan - Pesan singkat
Teknik
Bentuk Instrumen
Tes tulis
Essay
Contoh Instrumen
1. Write sentences based on the situation given. 2. Complete the text using suitable word/words. 3. Write a text of invitation on your farewell party.
Alokasi Waktu
Sumber Belajar
2 x 40 menit 1. Buku teks yang relevan 2. Contoh teks fungsional 3. Gambar terkait materi dan topik 4. Benda sekitar
Kompetensi Dasar
Materi Pokok/Pembelajaran
Kegiatan Pembelajaran
Penilaian Indikator
Teknik
Menulis teks Tes tertulis kan makna dan narrative / kebahasaan teks pendek dan sederhana langkah retorika recount narrative dalam esei 2. Ciri kebahasaan 2. Membuat kalimat dalam bentuk pendek teks narrative / sederhana terkait narrative dengan langkah sederhana recount teks narrative dengan 3. Langkah retorika 3. Mengembangkan retorika yang menggunakan teks narrative / langkah retorika benar ragam bahasa recount teks recount dan tulis secara narrative akurat, lancar 4. Membuat draft dan berterima teks recount dan untuk narrative berinteraksi 5. Menulis teks dengan recount dan lingkungan narrative sekitar berdasarkan draft berbentuk yang dibuat recount dan 6. Memajang hasil narrative tulisan di dinding
12.2. Mengungkap
1. Teks Essai
1. Review ciri
Bentuk Instrumen Uraian
Contoh Instrumen Write a short narrative text based on: a. The story you have ever read. b. Series of pictures given.
Alokasi Waktu
Sumber Belajar
4 x 40 menit 1. Buku teks yang relevan 2. Buku cerita bahasa Inggris 3. Gambar gambar terkait cerita
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) (Pertemuan Pertama – Kelas Eksperimen)
I.
Nama Sekolah
: SMP Islam Al-Ikhlas
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII (Delapan)/2 (Dua)
Jenis Teks
: Fungsional
Tema
: Past Event
Aspek/Skill
: Menulis
Waktu
: 2 x 40 menit
Standar Kompetensi: Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar
II. Kompetensi Dasar: Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative
III. Indikator: 1. Kognitif 1.1. Proses
Memahami makna, tujuan, dan bentuk narrative text
Mengidentifikasi ciri-ciri dalam narrative text
Membuat narrative text dengan kalimat yang baik dan tepat
1.1.Produk
Menulis cerita dalam bentuk narrative
2. Afektif 2.1. Karakter Kreatif, hormat, dan tekun 2.2. Keterampilan Sosial Bertanya, menyumbang ide, dan menjadi pendengar yang baik 3. Psikomotor Melatih kemampuan menulis karangan dalam bentuk narrative
IV. Materi Pembelajaran: Narrative text
V. Metode Pembelajaran: Ceramah dan tanya jawab
VI. Alat dan Bahan: Buku teks In focus Spidol PowerPoint slides
VII. Proses Belajar Mengajar: Kegiatan Pendahuluan Tegur-sapa (komunikatif). Guru menanyakan kabar siswa. Sebelum meneriman materi, guru meminta siswa untuk berdoa (religius).
Kegiatan Inti Guru menjelaskan makna dan fungsi narrative text kepada siswa. Guru meminta siswa membuka buku paket untuk membaca dan memahami aturan serta struktur penulisan narrative text.
Guru memberi kesempatan kepada siswa untuk berpikir dan menganalisis narrative text. Setelah siswa memahami bentuk narrative text, setiap siswa diberikan selembar komik strip untuk dibaca. Kemudian, para siswa ditugaskan untuk menceritakan kembali cerita dari komik strip tersebut ke dalam sebuah karangan berbentuk narrative dalam beberapa paragraf di buku latihan mereka yang bertemakan tentang “playing baseball”.
Kegiatan Penutup Setelah siswa selesai membuat karangan berbentuk narrative, guru minta siswa untuk mengumpulkan hasil karangan mereka. Ketika guru telah selesai mengoreksi karangan mereka, guru menuliskan kembali isi salah satu hasil karangan siswa yang memiliki beberapa kesalahan dalam penulisan narrative text. Kemudian, para siswa diminta untuk menganalisis serta menyebutkan apa saja kesalahan dari penulisan karangan tersebut. Guru bertanya kepada siswa mengenai kesulitan yang mereka hadapi saat membuat karangan berbentuk narrative dan memberikan solusi. Guru mengakhiri kegiatan belajar-mengajar dan meminta siswa untuk bersama-sama mengucapkan hamdalah.
VIII. Sumber Pelajaran Buku teks yang relevan: Puchta, Herbet and Stranks, Jeff. English in Mind: Level 1 Student’s Book. Cambridge: Cambridge University Press, 2013. Komik strip berbahasa Inggris
SCORE
LEVEL 30-27
CONTENT
IX. Penilaian
26-22
21-17 16-13
ORGANIZATION
20-18
17-14
13-10 9-7
VOCABULARY
20-18
17-14
13-10
9-7
25-22
LANGUAGE USE
21-18
17-11
10-5
CRITERIA EXCELLENT TO VERY GOOD: knowledgeable a substantive • thorough development of thesis • relevant to assigned topic GOOD TO AVERAGE: some knowledge of subject • adequate range • limited development of thesis • mostly relevant to topic but lack detail FAIR TO POOR: limited knowledge of subject • little substance • inadequate development of topic VERY POOR: does not show knowledge of subject • non-substantive • not pertinent • or not enough to evaluate EXCELLENT TO VERY GOOD: fluent expression • ideas clearly stated/supported • succinct • well organized • logical sequencing • cohesive GOOD TO AVERAGE: somewhat choppy • loosely organized but main ideas stand out • limited support • logical but incomplete sequencing FAIR TO POOR: non-fluent • ideas confused or disconnected • lacks logical sequencing and development VERY POOR: does not communicative • no organization • or not enough to evaluate EXCELLENT TO VERY GOOD: sophisticated range • effective word/idiom choice and usage • word form mastery • appropriate register GOOD TO AVERAGE: adequate range • occasional errors of word/idiom form, choice, usage but meaning not obscured FAIR TO POOR: limited range • frequently errors of word/idiom form, choice, usage • meaning confused or obscured VERY POOR: essentially translation • little knowledge of English vocabulary, idioms, word form • or not enough to evaluate EXCELLENT TO VERY GOOD: effective complex constructions • few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions GOOD TO AVERAGE: effective but simple constructions • minor problems in complex constructions • several errors of agreement, tense, number, word order, function, articles, pronouns, prepositions, but meaning seldom obscured FAIR TO POOR: major problems in simple /complex constructions • frequent errors of negation, agreement, tense, number, word order/function, articles, pronouns, prepositions and/or fragment, run-ons, deletions • meaning confused or obscured VERY POOR: virtually no mastery of sentence construction rules • dominated by errors • does not
MECHANICS
5
4
3
2
communicate • or not enough to evaluate EXCELLENT TO VERY GOOD: demonstrates mastery of conventions • few errors of spelling, punctuation, capitalization, paragraphing GOOD TO AVERAGE: occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured FAIR TO POOR: frequent errors of spelling, punctuation, capitalization, paragraphing • poor handwriting • meaning confused or obscured VERY POOR: no mastery of conventions • dominated by errors of spelling, punctuation, capitalization, paragraphing • handwriting illegible • or not enough to evaluate
TOTAL SCORE :
Jakarta, 7 Januari 2014 Mengetahui, Guru Mapel Bahasa Inggris,
Mahasiswa,
(Putri Kusumah W, S.Hut)
(Yulia Ratnasari)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) (Pertemuan Kedua – Kelas Eksperimen)
I.
Nama Sekolah
: SMP Islam Al-Ikhlas
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII (Delapan)/2 (Dua)
Jenis Teks
: Fungsional
Tema
: Past Event
Aspek/Skill
: Menulis
Waktu
: 2 x 40 menit
Standar Kompetensi: Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar
II. Kompetensi Dasar: Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative
III. Indikator: 1. Kognitif 1.1. Proses
Memahami makna, tujuan, dan bentuk narrative text
Mengidentifikasi ciri-ciri dalam narrative text
Membuat narrative text dengan kalimat yang baik dan tepat
1.1.Produk
Menulis cerita dalam bentuk narrative
2. Afektif 2.1. Karakter Kreatif, hormat, dan tekun 2.2. Keterampilan Sosial Bertanya, menyumbang ide, dan menjadi pendengar yang baik 3. Psikomotor Melatih kemampuan menulis karangan dalam bentuk narrative
IV. Materi Pembelajaran: Narrative text
V. Metode Pembelajaran: Ceramah dan tanya jawab
VI. Alat dan Bahan: Buku teks In focus Spidol PowerPoint slides
VII. Proses Belajar Mengajar: Kegiatan Pendahuluan Tegur-sapa (komunikatif). Guru menanyakan kabar siswa. Sebelum meneriman materi, guru meminta siswa untuk berdoa (religius).
Kegiatan Inti Guru menjelaskan kepada siswa tentang beberapa hal penting yang harus diperhatikan dalam menulis narrative text agar tidak melakukan kesalahan dalam membuat karangan. Guru memberikan selembar komik pada setiap siswa.
Guru menyuruh siswa untuk membaca dan memahami isi dari cerita komik tersebut. Setelah siswa selesai membaca dan memahaminya, guru menyuruh siswa menceritakan kembali cerita dari komik strip tersebut ke dalam sebuah karangan berbentuk narrative dalam beberapa paragraf di buku latihan mereka dengan topik tentang “fishing”.
Kegiatan Penutup Setelah siswa selesai membuat karangan berbentuk narrative, guru minta siswa untuk mengumpulkan hasil karangan mereka. Ketika guru telah selesai mengoreksi karangan mereka, guru menuliskan kembali isi salah satu hasil karangan siswa yang memiliki beberapa kesalahan dalam penulisan narrative text. Kemudian, para siswa diminta untuk menganalisis serta menyebutkan apa saja kesalahan dari penulisan karangan tersebut. Guru bertanya kepada siswa mengenai kesulitan yang mereka hadapi saat membuat karangan berbentuk narrative dan memberikan solusi. Guru mengakhiri kegiatan belajar-mengajar dan meminta siswa untuk bersama-sama mengucapkan hamdalah.
VIII. Sumber Pelajaran Buku teks yang relevan: Puchta, Herbet and Stranks, Jeff. English in Mind: Level 1 Student’s Book. Cambridge: Cambridge University Press, 2013. Komik strip berbahasa Inggris
SCORE
LEVEL 30-27
CONTENT
IX. Penilaian
26-22
21-17 16-13
ORGANIZATION
20-18
17-14
13-10 9-7
VOCABULARY
20-18
17-14
13-10
9-7
25-22
LANGUAGE USE
21-18
17-11
10-5
CRITERIA EXCELLENT TO VERY GOOD: knowledgeable a substantive • thorough development of thesis • relevant to assigned topic GOOD TO AVERAGE: some knowledge of subject • adequate range • limited development of thesis • mostly relevant to topic but lack detail FAIR TO POOR: limited knowledge of subject • little substance • inadequate development of topic VERY POOR: does not show knowledge of subject • non-substantive • not pertinent • or not enough to evaluate EXCELLENT TO VERY GOOD: fluent expression • ideas clearly stated/supported • succinct • well organized • logical sequencing • cohesive GOOD TO AVERAGE: somewhat choppy • loosely organized but main ideas stand out • limited support • logical but incomplete sequencing FAIR TO POOR: non-fluent • ideas confused or disconnected • lacks logical sequencing and development VERY POOR: does not communicative • no organization • or not enough to evaluate EXCELLENT TO VERY GOOD: sophisticated range • effective word/idiom choice and usage • word form mastery • appropriate register GOOD TO AVERAGE: adequate range • occasional errors of word/idiom form, choice, usage but meaning not obscured FAIR TO POOR: limited range • frequently errors of word/idiom form, choice, usage • meaning confused or obscured VERY POOR: essentially translation • little knowledge of English vocabulary, idioms, word form • or not enough to evaluate EXCELLENT TO VERY GOOD: effective complex constructions • few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions GOOD TO AVERAGE: effective but simple constructions • minor problems in complex constructions • several errors of agreement, tense, number, word order, function, articles, pronouns, prepositions, but meaning seldom obscured FAIR TO POOR: major problems in simple /complex constructions • frequent errors of negation, agreement, tense, number, word order/function, articles, pronouns, prepositions and/or fragment, run-ons, deletions • meaning confused or obscured VERY POOR: virtually no mastery of sentence construction rules • dominated by errors • does not
MECHANICS
5
4
3
2
communicate • or not enough to evaluate EXCELLENT TO VERY GOOD: demonstrates mastery of conventions • few errors of spelling, punctuation, capitalization, paragraphing GOOD TO AVERAGE: occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured FAIR TO POOR: frequent errors of spelling, punctuation, capitalization, paragraphing • poor handwriting • meaning confused or obscured VERY POOR: no mastery of conventions • dominated by errors of spelling, punctuation, capitalization, paragraphing • handwriting illegible • or not enough to evaluate
TOTAL SCORE :
Jakarta, 9 Januari 2014 Mengetahui, Guru Mapel Bahasa Inggris,
Mahasiswa,
(Putri Kusumah W, S.Hut)
(Yulia Ratnasari)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) (Pertemuan Ketiga – Kelas Eksperimen)
I.
Nama Sekolah
: SMP Islam Al-Ikhlas
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII (Delapan)/2 (Dua)
Jenis Teks
: Fungsional
Tema
: Past Event
Aspek/Skill
: Menulis
Waktu
: 2 x 40 menit
Standar Kompetensi: Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar
II. Kompetensi Dasar: Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative III. Indikator: 1. Kognitif 1.1. Proses
Memahami makna, tujuan, dan bentuk narrative text
Mengidentifikasi ciri-ciri dalam narrative text
Membuat narrative text dengan kalimat yang baik dan tepat
1.1.Produk
Menulis cerita dalam bentuk narrative
2. Afektif 2.1. Karakter Kreatif, hormat, dan tekun 2.2. Keterampilan Sosial Bertanya, menyumbang ide, dan menjadi pendengar yang baik 3. Psikomotor Melatih kemampuan menulis karangan dalam bentuk narrative
IV. Materi Pembelajaran: Narrative text
V. Metode Pembelajaran: Ceramah dan tanya jawab
VI. Alat dan Bahan: Buku teks In focus Spidol PowerPoint slides
VII. Proses Belajar Mengajar: Kegiatan Pendahuluan Tegur-sapa (komunikatif). Guru menanyakan kabar siswa. Sebelum meneriman materi, guru meminta siswa untuk berdoa (religius).
Kegiatan Inti Guru memberikan selembar komik pada setiap siswa. Guru menyuruh siswa untuk membaca dan memahami isi dari cerita komik tersebut.
Setelah siswa selesai membaca dan memahaminya, guru menyuruh siswa menceritakan kembali cerita dari komik strip tersebut ke dalam sebuah karangan berbentuk narrative dalam beberapa paragraf di buku latihan mereka dengan topik tentang “take a bath”.
Kegiatan Penutup Setelah siswa selesai membuat karangan berbentuk narrative, guru meminta siswa untuk menyerahkan hasil karangan mereka kepada teman disebelah mereka. Setiap siswa diminta untuk mengoreksi hasil karangan teman mereka. Guru menyuruh mereka untuk menganalisis dan memberikan coretan serta catatan di setiap kata atau kalimat yang salah, yang dilakukan oleh teman mereka dalam menulis karangan berbentuk naratif. Kemudian, mereka pun harus menulis komentar dan saran mereka di buku latihan teman mereka. Guru bertanya kepada siswa apasaja yang dapat mereka pelajari dan manfaat yang diperoleh dari hasil kegiatan mereka mengoreksi karangan naratif teman mereka. Guru mengakhiri kegiatan belajar-mengajar dan meminta siswa untuk bersama-sama mengucapkan hamdalah.
VIII. Sumber Pelajaran Buku teks yang relevan: Puchta, Herbet and Stranks, Jeff. English in Mind: Level 1 Student’s Book. Cambridge: Cambridge University Press, 2013. Komik strip berbahasa Inggris
SCORE
LEVEL 30-27
CONTENT
IX. Penilaian
26-22
21-17 16-13
ORGANIZATION
20-18
17-14
13-10 9-7
VOCABULARY
20-18
17-14
13-10
9-7
25-22
LANGUAGE USE
21-18
17-11
10-5
CRITERIA EXCELLENT TO VERY GOOD: knowledgeable a substantive • thorough development of thesis • relevant to assigned topic GOOD TO AVERAGE: some knowledge of subject • adequate range • limited development of thesis • mostly relevant to topic but lack detail FAIR TO POOR: limited knowledge of subject • little substance • inadequate development of topic VERY POOR: does not show knowledge of subject • non-substantive • not pertinent • or not enough to evaluate EXCELLENT TO VERY GOOD: fluent expression • ideas clearly stated/supported • succinct • well organized • logical sequencing • cohesive GOOD TO AVERAGE: somewhat choppy • loosely organized but main ideas stand out • limited support • logical but incomplete sequencing FAIR TO POOR: non-fluent • ideas confused or disconnected • lacks logical sequencing and development VERY POOR: does not communicative • no organization • or not enough to evaluate EXCELLENT TO VERY GOOD: sophisticated range • effective word/idiom choice and usage • word form mastery • appropriate register GOOD TO AVERAGE: adequate range • occasional errors of word/idiom form, choice, usage but meaning not obscured FAIR TO POOR: limited range • frequently errors of word/idiom form, choice, usage • meaning confused or obscured VERY POOR: essentially translation • little knowledge of English vocabulary, idioms, word form • or not enough to evaluate EXCELLENT TO VERY GOOD: effective complex constructions • few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions GOOD TO AVERAGE: effective but simple constructions • minor problems in complex constructions • several errors of agreement, tense, number, word order, function, articles, pronouns, prepositions, but meaning seldom obscured FAIR TO POOR: major problems in simple /complex constructions • frequent errors of negation, agreement, tense, number, word order/function, articles, pronouns, prepositions and/or fragment, run-ons, deletions • meaning confused or obscured VERY POOR: virtually no mastery of sentence construction rules • dominated by errors • does not
MECHANICS
5
4
3
2
communicate • or not enough to evaluate EXCELLENT TO VERY GOOD: demonstrates mastery of conventions • few errors of spelling, punctuation, capitalization, paragraphing GOOD TO AVERAGE: occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured FAIR TO POOR: frequent errors of spelling, punctuation, capitalization, paragraphing • poor handwriting • meaning confused or obscured VERY POOR: no mastery of conventions • dominated by errors of spelling, punctuation, capitalization, paragraphing • handwriting illegible • or not enough to evaluate
TOTAL SCORE :
Jakarta, 13 Januari 2014 Mengetahui, Guru Mapel Bahasa Inggris,
Mahasiswa,
(Putri Kusumah W, S.Hut)
(Yulia Ratnasari)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) (Pertemuan Pertama – Kelas Kontrol)
I.
Nama Sekolah
: SMP Islam Al-Ikhlas
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII (Delapan)/2 (Dua)
Jenis Teks
: Fungsional
Tema
: Past Event
Aspek/Skill
: Menulis
Waktu
: 2 x 40 menit
Standar Kompetensi: Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar
II. Kompetensi Dasar: Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative
III. Indikator: 1. Kognitif 1.1. Proses
Memahami makna, tujuan, dan bentuk narrative text
Mengidentifikasi ciri-ciri dalam narrative text
Membuat narrative text dengan kalimat yang baik dan tepat
1.1. Produk Menulis cerita dalam bentuk narrative
2. Afektif 2.1. Karakter Kreatif, hormat, dan tekun 2.2. Keterampilan Sosial Bertanya, menyumbang ide, dan menjadi pendengar yang baik 3. Psikomotor Melatih kemampuan menulis karangan dalam bentuk narrative IV. Materi Pembelajaran: Narrative text
V. Metode Pembelajaran: Ceramah dan tanya jawab
VI. Alat dan Bahan: Buku teks In focus Spidol PowerPoint slides
VII. Proses Belajar Mengajar: Kegiatan Pendahuluan Tegur-sapa (komunikatif). Guru menanyakan kabar siswa. Sebelum meneriman materi, guru meminta siswa untuk berdoa (religius).
Kegiatan Inti Guru menjelaskan makna dan fungsi narrative text kepada siswa. Guru meminta siswa membuka buku paket untuk membaca dan memahami aturan serta struktur penulisan narrative text.
Guru memberi kesempatan kepada siswa untuk berpikir dan menganalisis narrative text. Setelah siswa memahami bentuk narrative text, guru memberikan topik kepada siswa dan menugaskan mereka untuk mengembangkan topik tersebut menjadi sebuah karangan berbentuk narrative dalam beberapa paragraf di buku latihan mereka yang bertemakan tentang “playing baseball”.
Kegiatan Penutup Setelah siswa selesai membuat karangan berbentuk narrative, guru minta siswa untuk mengumpulkan hasil karangan mereka. Ketika guru telah selesai mengoreksi karangan mereka, guru menuliskan kembali isi salah satu hasil karangan siswa yang memiliki beberapa kesalahan dalam penulisan narrative text. Kemudian, para siswa diminta untuk menganalisis serta menyebutkan apa saja kesalahan dari penulisan karangan tersebut. Guru bertanya kepada siswa mengenai kesulitan yang mereka hadapi saat membuat karangan berbentuk narrative dan memberikan solusi. Guru mengakhiri kegiatan belajar-mengajar dan meminta siswa untuk bersama-sama mengucapkan hamdalah.
VIII. Sumber Pelajaran Buku teks yang relevan: Puchta, Herbet and Stranks, Jeff. English in Mind: Level 1 Student’s Book. Cambridge: Cambridge University Press, 2013.
SCORE
LEVEL 30-27
CONTENT
IX. Penilaian
26-22
21-17 16-13
ORGANIZATION
20-18
17-14
13-10 9-7
VOCABULARY
20-18
17-14
13-10
9-7
25-22
LANGUAGE USE
21-18
17-11
10-5
CRITERIA EXCELLENT TO VERY GOOD: knowledgeable a substantive • thorough development of thesis • relevant to assigned topic GOOD TO AVERAGE: some knowledge of subject • adequate range • limited development of thesis • mostly relevant to topic but lack detail FAIR TO POOR: limited knowledge of subject • little substance • inadequate development of topic VERY POOR: does not show knowledge of subject • nonsubstantive • not pertinent • or not enough to evaluate EXCELLENT TO VERY GOOD: fluent expression • ideas clearly stated/supported • succinct • well organized • logical sequencing • cohesive GOOD TO AVERAGE: somewhat choppy • loosely organized but main ideas stand out • limited support • logical but incomplete sequencing FAIR TO POOR: non-fluent • ideas confused or disconnected • lacks logical sequencing and development VERY POOR: does not communicative • no organization • or not enough to evaluate EXCELLENT TO VERY GOOD: sophisticated range • effective word/idiom choice and usage • word form mastery • appropriate register GOOD TO AVERAGE: adequate range • occasional errors of word/idiom form, choice, usage but meaning not obscured FAIR TO POOR: limited range • frequently errors of word/idiom form, choice, usage • meaning confused or obscured VERY POOR: essentially translation • little knowledge of English vocabulary, idioms, word form • or not enough to evaluate EXCELLENT TO VERY GOOD: effective complex constructions • few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions GOOD TO AVERAGE: effective but simple constructions • minor problems in complex constructions • several errors of agreement, tense, number, word order, function, articles, pronouns, prepositions, but meaning seldom obscured FAIR TO POOR: major problems in simple /complex constructions • frequent errors of negation, agreement, tense, number, word order/function, articles, pronouns, prepositions and/or fragment, run-ons, deletions • meaning confused or obscured VERY POOR: virtually no mastery of sentence construction rules • dominated by errors • does not communicate • or not enough to evaluate
MECHANICS
5
4
3
2
EXCELLENT TO VERY GOOD: demonstrates mastery of conventions • few errors of spelling, punctuation, capitalization, paragraphing GOOD TO AVERAGE: occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured FAIR TO POOR: frequent errors of spelling, punctuation, capitalization, paragraphing • poor handwriting • meaning confused or obscured VERY POOR: no mastery of conventions • dominated by errors of spelling, punctuation, capitalization, paragraphing • handwriting illegible • or not enough to evaluate
TOTAL SCORE :
Jakarta, 7 Januari 2014 Mengetahui, Guru Mapel Bahasa Inggris,
Mahasiswa,
(Putri Kusumah W, S.Hut)
(Yulia Ratnasari)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) (Pertemuan Kedua – Kelas Kontrol)
I.
Nama Sekolah
: SMP Islam Al-Ikhlas
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII (Delapan)/2 (Dua)
Jenis Teks
: Fungsional
Tema
: Past Event
Aspek/Skill
: Menulis
Waktu
: 2 x 40 menit
Standar Kompetensi: Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar
II. Kompetensi Dasar: Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative
III. Indikator: 1. Kognitif 1.1. Proses
Memahami makna, tujuan, dan bentuk narrative text
Mengidentifikasi ciri-ciri dalam narrative text
Membuat narrative text dengan kalimat yang baik dan tepat
1.1. Produk Menulis cerita dalam bentuk narrative
2. Afektif 2.1. Karakter Kreatif, hormat, dan tekun 2.2. Keterampilan Sosial Bertanya, menyumbang ide, dan menjadi pendengar yang baik 3. Psikomotor Melatih kemampuan menulis karangan dalam bentuk narrative IV. Materi Pembelajaran: Narrative text
V. Metode Pembelajaran: Ceramah dan tanya jawab
VI. Alat dan Bahan: Buku teks In focus Spidol PowerPoint slides
VII. Proses Belajar Mengajar: Kegiatan Pendahuluan Tegur-sapa (komunikatif). Guru menanyakan kabar siswa. Sebelum meneriman materi, guru meminta siswa untuk berdoa (religius).
Kegiatan Inti Guru menjelaskan kepada siswa tentang beberapa hal penting yang harus diperhatikan dalam menulis narrative text agar tidak melakukan kesalahan dalam membuat karangan.
Setelah siswa paham, guru memberikan topik kepada siswa dan menugaskan mereka untuk mengembangkan topik tersebut menjadi sebuah karangan berbentuk narrative dalam beberapa paragraf di buku latihan mereka, yaitu tentang “fishing”.
Kegiatan Penutup Setelah siswa selesai membuat karangan berbentuk narrative, guru minta siswa untuk mengumpulkan hasil karangan mereka. Ketika guru telah selesai mengoreksi karangan mereka, guru menuliskan kembali isi salah satu hasil karangan siswa yang memiliki beberapa kesalahan dalam penulisan narrative text. Kemudian, para siswa diminta untuk menganalisis serta menyebutkan apa saja kesalahan dari penulisan karangan tersebut. Guru bertanya kepada siswa mengenai kesulitan yang mereka hadapi saat membuat karangan berbentuk narrative dan memberikan solusi. Guru mengakhiri kegiatan belajar-mengajar dan meminta siswa untuk bersama-sama mengucapkan hamdalah.
VIII. Sumber Pelajaran Buku teks yang relevan: Puchta, Herbet and Stranks, Jeff. English in Mind: Level 1 Student’s Book. Cambridge: Cambridge University Press, 2013.
IX. Penilaian
CONTENT
SCORE
LEVEL 30-27
26-22
21-17
CRITERIA EXCELLENT TO VERY GOOD: knowledgeable a substantive • thorough development of thesis • relevant to assigned topic GOOD TO AVERAGE: some knowledge of subject • adequate range • limited development of thesis • mostly relevant to topic but lack detail FAIR TO POOR: limited knowledge of subject • little substance • inadequate development of topic
16-13
ORGANIZATION
20-18
17-14
13-10 9-7
VOCABULARY
20-18
17-14
13-10
9-7
25-22
LANGUAGE USE
21-18
17-11
10-5
MECHANICS
5
4
3
2
VERY POOR: does not show knowledge of subject • nonsubstantive • not pertinent • or not enough to evaluate EXCELLENT TO VERY GOOD: fluent expression • ideas clearly stated/supported • succinct • well organized • logical sequencing • cohesive GOOD TO AVERAGE: somewhat choppy • loosely organized but main ideas stand out • limited support • logical but incomplete sequencing FAIR TO POOR: non-fluent • ideas confused or disconnected • lacks logical sequencing and development VERY POOR: does not communicative • no organization • or not enough to evaluate EXCELLENT TO VERY GOOD: sophisticated range • effective word/idiom choice and usage • word form mastery • appropriate register GOOD TO AVERAGE: adequate range • occasional errors of word/idiom form, choice, usage but meaning not obscured FAIR TO POOR: limited range • frequently errors of word/idiom form, choice, usage • meaning confused or obscured VERY POOR: essentially translation • little knowledge of English vocabulary, idioms, word form • or not enough to evaluate EXCELLENT TO VERY GOOD: effective complex constructions • few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions GOOD TO AVERAGE: effective but simple constructions • minor problems in complex constructions • several errors of agreement, tense, number, word order, function, articles, pronouns, prepositions, but meaning seldom obscured FAIR TO POOR: major problems in simple /complex constructions • frequent errors of negation, agreement, tense, number, word order/function, articles, pronouns, prepositions and/or fragment, run-ons, deletions • meaning confused or obscured VERY POOR: virtually no mastery of sentence construction rules • dominated by errors • does not communicate • or not enough to evaluate EXCELLENT TO VERY GOOD: demonstrates mastery of conventions • few errors of spelling, punctuation, capitalization, paragraphing GOOD TO AVERAGE: occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured FAIR TO POOR: frequent errors of spelling, punctuation, capitalization, paragraphing • poor handwriting • meaning confused or obscured VERY POOR: no mastery of conventions • dominated by errors of spelling, punctuation, capitalization, paragraphing
• handwriting illegible • or not enough to evaluate TOTAL SCORE :
Jakarta, 8 Januari 2014 Mengetahui, Guru Mapel Bahasa Inggris,
Mahasiswa,
(Putri Kusumah W, S.Hut)
(Yulia Ratnasari)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) (Pertemuan Ketiga – Kelas Kontrol)
I.
Nama Sekolah
: SMP Islam Al-Ikhlas
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII (Delapan)/2 (Dua)
Jenis Teks
: Fungsional
Tema
: Past Event
Aspek/Skill
: Menulis
Waktu
: 2 x 40 menit
Standar Kompetensi: Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar
II. Kompetensi Dasar: Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative
III. Indikator: 1. Kognitif 1.1. Proses
Memahami makna, tujuan, dan bentuk narrative text
Mengidentifikasi ciri-ciri dalam narrative text
Membuat narrative text dengan kalimat yang baik dan tepat
1.1. Produk Menulis cerita dalam bentuk narrative
2. Afektif 2.1. Karakter Kreatif, hormat, dan tekun 2.2. Keterampilan Sosial Bertanya, menyumbang ide, dan menjadi pendengar yang baik 3. Psikomotor Melatih kemampuan menulis karangan dalam bentuk narrative IV. Materi Pembelajaran: Narrative text
V. Metode Pembelajaran: Ceramah dan tanya jawab
VI. Alat dan Bahan: Buku teks In focus Spidol PowerPoint slides
VII. Proses Belajar Mengajar: Kegiatan Pendahuluan Tegur-sapa (komunikatif). Guru menanyakan kabar siswa. Sebelum meneriman materi, guru meminta siswa untuk berdoa (religius).
Kegiatan Inti Guru memberikan topik kepada siswa, yaitu tentang “take a bath”. Guru menugaskan mereka untuk mengembangkan topik tersebut menjadi sebuah karangan berbentuk narrative dalam beberapa paragraf di buku latihan mereka.
Kegiatan Penutup Setelah siswa selesai membuat karangan berbentuk narrative, guru meminta siswa untuk menyerahkan hasil karangan mereka kepada teman disebelah mereka. Setiap siswa diminta untuk mengoreksi hasil karangan teman mereka. Guru menyuruh mereka untuk menganalisis dan memberikan coretan serta catatan di setiap kata atau kalimat yang salah, yang dilakukan oleh teman mereka dalam menulis karangan berbentuk naratif. Kemudian, mereka pun harus menulis komentar dan saran mereka di buku latihan teman mereka. Guru bertanya kepada siswa apasaja yang dapat mereka pelajari dan manfaat yang diperoleh dari hasil kegiatan mereka mengoreksi karangan naratif teman mereka. Guru mengakhiri kegiatan belajar-mengajar dan meminta siswa untuk bersama-sama mengucapkan hamdalah.
VIII. Sumber Pelajaran Buku teks yang relevan: Puchta, Herbet and Stranks, Jeff. English in Mind: Level 1 Student’s Book. Cambridge: Cambridge University Press, 2013.
SCORE
LEVEL 30-27
CONTENT
IX. Penilaian
26-22
21-17 16-13
CRITERIA EXCELLENT TO VERY GOOD: knowledgeable a substantive • thorough development of thesis • relevant to assigned topic GOOD TO AVERAGE: some knowledge of subject • adequate range • limited development of thesis • mostly relevant to topic but lack detail FAIR TO POOR: limited knowledge of subject • little substance • inadequate development of topic VERY POOR: does not show knowledge of subject • nonsubstantive • not pertinent • or not enough to evaluate
ORGANIZATION
20-18
17-14
13-10 9-7
VOCABULARY
20-18
17-14
13-10
9-7
25-22
LANGUAGE USE
21-18
17-11
10-5
MECHANICS
5
4
3
2
EXCELLENT TO VERY GOOD: fluent expression • ideas clearly stated/supported • succinct • well organized • logical sequencing • cohesive GOOD TO AVERAGE: somewhat choppy • loosely organized but main ideas stand out • limited support • logical but incomplete sequencing FAIR TO POOR: non-fluent • ideas confused or disconnected • lacks logical sequencing and development VERY POOR: does not communicative • no organization • or not enough to evaluate EXCELLENT TO VERY GOOD: sophisticated range • effective word/idiom choice and usage • word form mastery • appropriate register GOOD TO AVERAGE: adequate range • occasional errors of word/idiom form, choice, usage but meaning not obscured FAIR TO POOR: limited range • frequently errors of word/idiom form, choice, usage • meaning confused or obscured VERY POOR: essentially translation • little knowledge of English vocabulary, idioms, word form • or not enough to evaluate EXCELLENT TO VERY GOOD: effective complex constructions • few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions GOOD TO AVERAGE: effective but simple constructions • minor problems in complex constructions • several errors of agreement, tense, number, word order, function, articles, pronouns, prepositions, but meaning seldom obscured FAIR TO POOR: major problems in simple /complex constructions • frequent errors of negation, agreement, tense, number, word order/function, articles, pronouns, prepositions and/or fragment, run-ons, deletions • meaning confused or obscured VERY POOR: virtually no mastery of sentence construction rules • dominated by errors • does not communicate • or not enough to evaluate EXCELLENT TO VERY GOOD: demonstrates mastery of conventions • few errors of spelling, punctuation, capitalization, paragraphing GOOD TO AVERAGE: occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured FAIR TO POOR: frequent errors of spelling, punctuation, capitalization, paragraphing • poor handwriting • meaning confused or obscured VERY POOR: no mastery of conventions • dominated by errors of spelling, punctuation, capitalization, paragraphing • handwriting illegible • or not enough to evaluate
TOTAL SCORE :
Jakarta, 13 Januari 2014 Mengetahui, Guru Mapel Bahasa Inggris,
Mahasiswa,
(Putri Kusumah W, S.Hut)
(Yulia Ratnasari)
PRETEST
Name : Class :
Make a narrative text (3 paragraphs) using the appropriate tenses! Title
:
POSTTEST
Name : Class :
Make a narrative text (3 paragraphs) using the appropriate tenses! Title
:
