THE EFFECTIVENESS OF USING STORY MAPPING TECHNIQUE ON STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT (A Quasi-Experimental Research at the Eighth Grade Students of SMPN 127 Jakarta)
By: Rizka Amalia 1112014000055
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2017
ABSTRACT Rizka Amalia. 1112014000055. The Effectiveness of Using Story Mapping Technique on Students’ Reading Comprehension of Narrative Text (A QuasiExperimental Research at Eighth Grade Students of SMPN 127 Jakarta). Keywords: Story Mapping Technique, Students’ Reading Comprehension, Narrative Text The objective of the study is to find out the effectiveness of using story mapping technique on students’ reading comprehension of narrative text. This study used quantitative method with quasi-experimental as the design. This design used two group-pretest-and-posttest. It means that there are an experimental class and a controlled class which were given pretest and posttest. The sample of this research was 70 the eighth grade students of SMPN 127 Jakarta. The technique used in data collection was test, which was 25 items of multiple choice reading tests to measure the understanding of students on narrative text. The data were analyzed by using ttest formula. Based on the result of statistical calculation, it was obtained that the value of t observation (to) is 3.78, the degree of freedom (df) is 68, and the value of significant is 5% (0.05). In the table of significance, it can be seen that on the degree of freedom (df) 68 and the value of significance 0.05 (5%), the value of degree significance is 1.667. It indicated that to > tt (3.78 > 1.667). Therefore, from the data, it can be inferred that the value of to was higher than tt. In short, the null hypothesis (Ho) stated that “there is no significant difference between the students’ comprehension of narrative text by using story mapping technique and without using story mapping technique at eighth grade of SMPN 127 Jakarta”, is rejected.
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ABSTRAK Rizka Amalia. 1112014000055. The Effectiveness of Using Story Mapping Technique on Students’ Reading Comprehension of Narrative Text (A QuasiExperimental Research at Eighth Grade Students of SMP N 127 Jakarta). Kata Kunci: Teknik Story-Mapping, Pemahaman Membaca Siswa, Teks Naratif Penelitian ini bertujuan untuk menemukan efektifitas penggunaan teknik story mapping terhadap pemahaman membaca siswa tentang naratif teks. Metode penelitian yang digunakan adalah metode kuanitatif dengan quasi-eksperimen sebagai disainnya. Terdapat dua kelompok sampel dalam penelitian ini, yakni kelas eksperimen dan kelas control. Kedua kelas sampel tersebut sama-sama diberikan pre-test dan post-test. Penelitian dilakukan pada 70 siswa kelas VIII (delapan) SMP Negeri 127 Jakarta. Teknik pengumpulan data yang digunakan dalam penelitian ini berupa 25 item tes pilihan ganda. Tes ini digunakan untuk mengukur kemampuan siswa tentang teks naratif. Untuk menganalisa data, digunakan rumus t-test. Berdasarkan hasil perhitungan statistik, di dapatkan bahwa t observation (to) sebesar 3.78, the degree of freedom (df) adalah 68, dan taraf signifikansinya sebesar 5% (0.05). Pada tabel nilai “t”, daapt dilihat bahwa, jika degree of freedom (df) 68 dengan taraf signifikansi sebesar 0.05 (5%), maka nilainya adalah 1.667. Angka tersebut menunjukkan bahwa to > tt (3.78 > 1.667). Dari data tersebut dapat disimpulkan bahwa nilai to lebih besar dibanding nilai tt. Artinya, null hypothesis (Ho) yang menyatakan bahwa “tidak terdapat perbedaan yang signifikan antara pemahaman siswa yang belajar dengan menggunakan teknik story mapping dan prestasi siswa yang belajar tanpa menggunakan teknik story mapping di kelas VIII (delapan) SMP Negeri 127 Jakarta”, ditolak.
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ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful All praises be to Allah, the Lord of the worlds, who has given the writer His mercy, strength and guidance to finish the last assignment of the writer’s study. Peace and blessing always be upon our Prophet Muhammad, his family, his companions, and his followers. It is pleasure to acknowledge the help and contribution to all of lectures, institution, family and friends who have contributed to help the writer to finish this research. Thus, this research is able to be one of the requirements for the degree of S.Pd (S-1) in Department of English Education. In this process of finishing this research, the writer would like to express her deepest gratitude to her wonderful parents, Mr. Abdul Hakam and Mrs. Amiroh for giving her the motivation, guidance and prayers all the time. Furthermore, the writer would like to express the greatest honor and deepest gratitude to the advisors, Mr. Drs. Nasifuddin Djalil, M. Ag. and Mrs. Devi Yusnita, M.Pd. for the valuable advice, suggestion, support and comments during completing this research. Besides, the writer would also deliver special gratitude to: 1. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Educational Sciences of Syarif Hidayatullah State Islamic University Jakarta. 2. Dr. Alek, M.Pd., the Head of Department of English Education. 3. Zaharil Anasy, M.Hum., the secretary of Department of English Education. 4. All lecturers especially those of Department of English Education who have given precious knowledge and experiences to the writer during her study. 5. The principal, all teachers, staffs and the students of SMPN 127 Jakarta who have given permission, guidance and contributed during this research.
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6. HMJ PBI and all beloved friends of DEE B 2012, especially Amalia, Mutiara Rahmah, Nia Febriyanti, Putri T. Prameswara, Hafsyah Maisyarah, Anggita Alfiani and Umi Robi’atus S. who have accompanied the writer’s life during the study in university. 7. Dwihani Utari, Rachima Savira, Monica Prasinthya, Paramita Maulidah and Bella Aprillia who always give support and helps whenever the writer needs. 8. Muhammad Wildan Ayyusufi, who always gives support in finishing this research. 9. The people whose names cannot be mentioned one by one, she thanks them all for the help and support during finishing this research. The words are not enough to say any appreciation for their contribution and help. Finally, the writer realizes that this research is far from being perfect. Therefore, it is a pleasure for the writer to have critiques and suggestions to make this research report better. Hopefully, this research report will be useful not only for the writer, but also for the readers who have similar research.
Jakarta, January 10th, 2017
Rizka Amalia
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TABLE OF CONTENTS
APPROVAL ................................................................................................
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ENDORSEMENT SHEET ......................................................................... ii ABSTRACT ................................................................................................. iii ABSTRAK ................................................................................................... iv ACKNOWLEDGEMENT .......................................................................... v TABLE OF CONTENTS ........................................................................... vii LIST OF TABLE ........................................................................................ ix LIST OF APPENDICES ............................................................................ x CHAPTER I: INTRODUCTION .............................................................. 1 A. Background of Study ...................................................... 1 B. Identification of the Problems ......................................... 4 C. Limitation of the Problem ............................................... 4 D. Formulation of the Problem ............................................ 5 E. Objective of the Study .................................................... 5 F. Significance of the Study ................................................ 5 CHAPTER II: THEORETICAL FRAMEWORK .................................. 6 A. Reading ........................................................................... 6 1. Theory of Reading .................................................... 6 2. The Purpose of Reading ............................................ 7 3. Kind of Reading ........................................................ 9 4. Strategies of Reading ................................................ 9 5. Definition of Reading Comprehension ..................... 10 6. Strategies in Reading Comprehension ...................... 12 7. Technique in Reading Comprehension ..................... 14 B. Narrative Text ................................................................. 16 1. General Concept of Narrative Text ........................... 16 2. Characteristic of Narrative Text ................................ 17 3. The Element of Narrative Text ................................. 18
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4. Strategies in Reading Narrative Text ........................ 19 C. Story Mapping ................................................................ 19 1. General Understanding of Story Mapping ................ 19 2. The Purpose of Story Mapping ................................. 20 3. The Technique of Using Story Mapping .................. 21 4. Teaching Narrative Text by Using Story Mapping ... 22 D. Relevant Study............................................................... 23 E.
Conceptual Framework ................................................. 24
F.
Research Hypothesis ..................................................... 25
CHAPTER III: METHODOLOGY .......................................................... 26 A. Place and Time ............................................................... 26 B. Method and Research Design ......................................... 26 C. Population and Sample ................................................... 26 D. Instrument ....................................................................... 27 E. Technique of Collecting Data ......................................... 27 F. Technique of Data Analysis ............................................ 27 G. Statistical Hypothesis ...................................................... 30 CHAPTER IV: RESEARCH FINDING ................................................... 31 A. Data Description ............................................................. 31 B. Analysis of Data .............................................................. 39 C. Test of Hypothesis .......................................................... 46 D. Interpretation ................................................................... 46 CHAPTER V: CONCLUSION AND SUGGESTION............................. 48 A. Conclusion ...................................................................... 48 B. Suggestion ....................................................................... 48 BIBLIOGRAPHY ....................................................................................... 50 APPENDICES ............................................................................................. 53
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LIST OF TABLE
Table 4.1
The Score of Experimental Class ................................................... 31
Table 4.2
Data Description of Pre-test Result of Experiment Class .............. 33
Table 4.3
Frequency Distribution of Pre-test Result of Experiment Class .... 33
Table 4.4
Data Description of Post-test Result of Experiment Class............. 34
Table 4.5
Frequency Distribution of Post-test Result of Experiment Class... 34
Table 4.6
The score of Controlled Class ........................................................ 35
Table 4.7
Data Description of Pre-test Result of Controlled Class ................ 36
Table 4.8
Frequency Distribution of Pre-test Result of Controlled Class ...... 37
Table 4.9
Data Description of Post-test Result of Controlled Class .............. 38
Table 4.10 Frequency Distribution of Post-test Result of Controlled Class .... 38 Table 4.11 Normality Pre-test Result of Experiment Class ............................. 39 Table 4.12 Normality Pre-test Result of Controlled Class ............................... 39 Table 4.13 Normality Post-test Result in Experiment Class ............................ 40 Table 4.14 Normality Post-test Result in Controlled Class ............................. 40 Table 4.15 Homogeneity of Pre-test Result between Experiment Class and Controlled Class ............................................................................. 41 Table 4.16 Homogeneity of Post-test Result between Experiment Class and Controlled Class ............................................................................. 42 Table 4.17 The Statistical Calculation of Gain Score of Experiment Class and Controlled Class ............................................................................. 43
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LIST OF APPENDICES
Appendix 1
First Lesson Plan of Experiment Class ..................................... 53
Appendix 2
First Lesson Plan of Controlled Class ....................................... 58
Appendix 3
Second Lesson Plan of Experiment Class ................................. 63
Appendix 4
Second Lesson Plan of Controlled Class .................................. 69
Appendix 5
Third Lesson Plan of Experiment Class .................................... 75
Appendix 6
Third Lesson Plan of Controlled Class ..................................... 80
Appendix 7
Forth Lesson Plan of Experiment Class .................................... 85
Appendix 8
Forth Lesson Plan of Controlled Class ...................................... 90
Appendix 9
Kisi – Kisi Instrumen Penelitian ............................................... 95
Appendix 10 Questions of Pre-test ................................................................. 96 Appendix 11 Questions of Post-test ................................................................ 101 Appendix 12 Instrument Validity Calculation ................................................ 106 Appendix 13 “t” table ..................................................................................... 140 Appendix 14 Surat Bimbingan Skripsi ........................................................... 142 Appendix 15 Surat Keterangan Penelitian dari Sekolah ................................. 144 Appendix 16 Students’ Answer Sheet ............................................................ 145 Appendix 17 Pictures ...................................................................................... 147
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CHAPTER I INTRODUCTION A. Background of study Language is one of the instruments to reveal what inside people mind is and to communicate with anyone all around the world. By using language, people will be able to exchange knowledge, beliefs, opinions, commands, and express their feelings. According to Andrea Tyler, when humans use language, they do so for a purpose; one of
those is to communicate with other human beings and
communication always occurs in a context.1 There are several languages in the world including English. English is one of International Languages which is most people try to learn in order to be able to communicate globally. When learners learn certain language especially English, there are four skills that are needed to complete their communication. They learn to listen first, then to speak, then to read and finally to write. There are four basic language abilities which are commonly as speaking, listening, reading and writing.2 There are speaking and writing as productive skills and listening and reading as receptive skills. In addition, students should master four skills in English and one of them is Reading. Similiarly, reading skill is needed to be learnt more in EFL (English as a Foreign Language) students than other skills in their studies because reading ability has a crucial role in students’ academic success.3 Even, according to Anderson, reading is a basic life skill which is a cornerstone for child’s success in school and throughout life.4 Therefore, EFL students also need to learn reading more in order 1
Andrea Tyler et. al., Language in Use. (Washington D.C: Georgetown University Press, 2005), p. xi 2 Colin Baker, Foundations of Bilingual Education and Bilingualism 3rd edition (England: Multilingual Matters Ltd, 2001), p. 6 3 Amir Razaei et. al., Exploring EFL Learners Reading Comprehension Problems in Reading ESP Texts. (Iran: David Publishing, 2012), p. 982 4 Richard C. Anderson, et al., Becoming a Nation of Reader: the Report of the Commission on Reading. (Washington D.C: the National Institute of Education, US Department of Education, 1984) p.1
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to make their comprehension in English better. In addition, reading as a receptive skill requires the readers to decode the message of written language. It means reading is the process of understanding text. Nunan stated that reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning.5 It means that reading is not only the activity of reading some sentences but also understand the meaning. In fact, reading also plays an important role in education as a new research conducted by Allice Sullivian and Matt Brown from the Institute of Education (IOE) who state that children between the ages of 10 and 16 who put reading for pleasure as a habit make more progress, especially in mathematics, vocabulary and spelling, for those children who rarely read.6 Based on writer’s experience in teaching in the 8th students, there are some problems in learning process of reading especially in narrative text. First of all, students are lack of interest in reading. Indeed, the result from Statistics Indonesia, known as Badan Pusat Statistik (BPS), shows that the percentage of students looking for information by reading are decreased each year. BPS stated that in 2009, there are 90.27% of students looking for information by watching television, 23.50% of students looking for information by listening to radio and 18.94% of students looking for information by reading magazine or newspaper while in 2012, there are 91.68% of students looking for information by watching television, 18.57% of students looking for information by listening to radio and there are only 17.66% of students looking for information by reading magazine or newspaper.7 Students feel it boring to read text that usually contains long text such as stories. They think it will be useless to read and have no motivation to read. In fact, the basic purpose of narrative text is to entertain, to gain and hold a reader’s interest. Second, many students find it difficult to understand the whole story. They only know what the text is about, but they do not know the specific information 5
David Nunan, Practical English Language Teaching. (New York: McGraw-Hill Companies, Inc., 2003), p. 68 6 Alice Sullivan and Matt Brown, Social Inequalities in Cognitive Scores at Age 16: The Role of Reading. (London: Centre for Longitudinal Studies Working Paper Series, 2013), pp. 2-37. 7 Badan Pusat Statistik, Indikator Sosial Budaya 2003, 2006, 2009 dan 2012, (http://www.bps.go.id)
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from the text. When teachers ask them to retell or answer the question related to the narrative text, they do not exactly know and have no idea what they are supposed to say or even answer the questions. Constantino stated that many researchers have observed that readers in a second language commonly do not understand the meaning of what is read.8 As stated by Sharon J. Crawley and King Merrit, “Poor comprehension may also be the result of the students not having the necessary background or schema for reading a selection. The students may not know or understand that comprehension is the major purpose for reading and they may read without setting a purpose.”9 The students just read without knowing why they read the material given and what elements they should look for. They did not know what the important elements in the text. At the end of reading activity, they could not even tell other students about what they have already read comprehensively. It means that they read without setting a purpose. So, after reading the materials, students got nothing and did not comprehend the text. The next problem is there are still many students do not know how to use technique in learning process. So, it also makes students hard to comprehend the materials. The students also assumed that they are less involved in teaching process due to lack of variety of teaching especially in reading materials. Therefore, it makes students feel sleepy during the lesson. To cope with the problems above, teacher has an important role to provide motivation to understand the meaning of text especially of narrative text that has been learned during the lesson, not only for that moment but also for the moment onwards. “The role of the teacher then becomes a provider of authentic, challenging situations in which the students interact and can choose strategies for extracting meaning when confronting a new word or phrase in the course of that interaction.”10
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Magda Constantino, Reading and Second Language Learners. (Washington: The Evergreen State College, 1999), p. 34 9 Sharon J. Crawley & King Merrit, Remediating Reading Difficulties – 3rd Edition, (New York : McGraw-Hill, 2000), p. 40. 10 Burke Bridgman, Vocabulary Acquisition in the Communicative Classroom. A journal. (2005). p. 122.
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Thus, to teach and improve students’ need in reading of narrative text, a teacher has to motivate and introduce the learners with some methods or techniques and make the students desire to learn more. The right method or technique in teaching is very important to students because it determines the result of reading comprehension. In other words, the teacher should introduce the right and also interesting technique to help students improve their comprehension on reading of narrative text. Although there are so many techniques to improve students’ comprehension in reading, the tecnique used is story mapping technique to solve the problems above. In teaching narrative text by using story mapping technique, the teacher asks students to read the text first and make the conclusion by drawing a graphic and filling it with anything related to the story. It hopefully will be useful for students to acquire important details from the text and understand more text. Therefore, the writer desires to prove it by conducting the research with the title: The Effectiveness of using Story Mapping on Students’ Reading Achievement of Narrative Text.
B. Identification of the problems Based on the background of the study about teaching reading, the problems can be identifed as follows: 1. Students are lack of interest in reading. 2. Students feel difficult to understand the content of text especially in narrative text. 3. Students do not set their purpose while reading 4. Students do not know if there is a technique in learning reading which make students enjoy and entirely understand the content of texts.
C. Limitation of the problem Based on the identification of the problems above, the problems will be limited to the effectiveness of using story mapping technique on students’ reading comprehension at the 8th grade students of SMPN 127 Jakarta.
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D. Formulation of the problem The formulation of the problems in this study is: “Is using using story mapping technique effective for students’ reading comprehension in the eighth grade students of SMPN 127 Jakarta?”
E. Objective of the study The objective of this study is to find out the effectiveness of using story mapping technique on students’ reading comprehension at the eighth grade students of SMPN 127 Jakarta.
F. Significance of the study Hopefully, this research can give contribution to the English as Foreign Language (EFL) technique as an interesting and fun technique in teaching. Moreover, the result of this research is expected to help students understanding and increase their motivation in reading narrative text.
CHAPTER II THEORETICAL FRAMEWORK
A. Reading 1. Theory of Reading In learning language, there are four basic abilities that should be mastered such as listening, speaking, writing and reading. Reading is one of the basic abilities that has important role in learning language. Besides, reading is an activity that readers decode each word in text and then automatically comprehend the meaning of words, as they do with they everyday spoken language. In addition, readers who are not engaged in reading activity, they will miss new information. Therefore, reading is not only the activity of using eyes to read and comprehend the meaning of words but also interpret and draw a conclusion from the text. Based on Anderson, reading is also crucial for individual as well as for the society, where the opportunities for personal fulfillment and job success inevitably will be lost without the ability to read well.1 As Alyousef stated, reading is a process where the readers with the knowledge they have and the text they read interact dynamically and finally construct the meaning.2 So, to interpret the idea of the text, the readers need something more than just a text and ability to read. Moreover, according to Farris et. al in their book of Teaching Reading a Balanced Approach for Today’s Classroom as cited in Zemelman, Daniels and Hyde stated that: Reading means getting meaning from print. Reading is not phonics, vocabulary, syllabication, or other skills” as useful as these activities may be. The essence of reading is in a transaction between the words of an author and the mind of reader, during which meaning is constructed. This means that the
1
Richard C. Anderson, et al., Becoming a Nation of Reader: The Report of the Commission on Reading. (Washington D.C: The National Institute of Education, US Department of Education, 1984) p. 1 2 Hesham Suleiman Alyousef, Teaching Reading Comprehension to ESL/EFL Learners. (The Reading Matrix Vol. 5, No. 2, 2005). P. 144
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main goal of reading instruction must be comprehension, students understand what is on a page.3 Similarly, Anderson stated that reading is the process of constructing the meaning from text and also a complex skill requiring the coordination of a number of interrelated sources of information.4 From some definition above, it can be concluded that reading is a process in getting the general meaning from written text which requires collaboration between information from the text, general knowledge from the reader and also reader’s ability to interpret the meaning in the text. 2. The purpose of reading Everyone has a purpose for every action that they take. Even something like reading is an action that someone has willfully chosen. The purposes of reading are various from one to another. The purpose of reading is also to help the readers achieve some clear information and also for communicating. When people decide to read, they may have some purposes in their head. For example, they read magazine and start to read the head line of the news, they will look for what they interested in. Unconsciously, people do skimming and scanning to find what they require to read. Moreover, when people read a book that they love, they would read it from the beginning until the end of story because they find it interesting. Those are several examples of purpose in reading. According to Grabe and Stoller, there are some purposes of reading which are explained as follow:5 a. Reading to search simple information This is the purpose that people usually find when they need to read. Reading to search for information is a process aimed to have specific information by Pamela J. Farris, et al., Teaching Reading a Balanced Approach for Today’s Classrooms. (Mc Graw-Hill, 2004) p. 324 4 Richard C. Anderson, et al., op. cit., p. 7 5 William Grabe and Federicka L. Stoller, Teaching and Researching Reading. Second Edition. (England: Pearson Education, 2002) p. 6-10 3
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scanning through the sentences and words related to the searched of information without reading every sentence of the text. b. Reading to skim quickly This purpose is similar to reading to search simple information. In this purpose, the readers guess where the information of the text they need are supposed to be, then they read the part of the text that they find until they have the main idea of what they read. c. Reading to learn from texts Reading to learn from texts usually happens in academic and professional situation. The process of this purpose is usually taking longer time than reading to search for information and to skim quickly, because it needs reader to have more complex ability to observe a deeper understanding and often need repetition to remember every single detail information from the text. d. Reading to integrate information, write and critique texts This purpose usually also happens in academic and professional situation. As the title, the reader reads the text to write some information from the text that they have, then they integrate the information also critique the text that they read. Both reading to write and reading to critique require ability to select, critique and compose information from the text. e. Reading for general information Gaining general comprehension of the text is the most basic purpose of reading. General reading comprehension is actually more complex than what people may think which requires more understanding to the whole big ideas instead of understanding one or two specific ideas in the text.
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3. Kind of Reading Reading is divided into four kinds which are skimming, scanning, intensive reading and extensive reading. Here are the explanations of them: a. Intensive reading According to Harmer, intensive reading aim to the detailed focus on the construction of the texts which usually takes place in classroom. It is accompanied by study activities where the students are encouraged by the teacher to reflect on different reading skills and may ask them to work out what kind of texts they are reading, look at particular uses of grammar and vocabulary, tease out detail of meaning, and then use the information in the text to move on to other learning activities.6 b. Extensive reading Extensive reading refers to reading which students usually do it for pleasure or joyful reading. Harmer stated that if students have a chance to choose what they want to read, they will be enhanced and the ones who read most progress fastest.7
4. Strategies of Reading When it comes to reading in a second language, strategies are every readers’ best friend. Efficient readers should know various types of text and choose appropriate strategies depending on their purpose of reading. Efficient readers will switch their strategies in reading according to the type of the text they are reading. Readers have to match their strategies in reading to their purpose. Skimming and scanning are commonly used for readers to read. According to Harmer, a reader needs to be able to skim a text while they need to have general idea of what it is about. For instance, when readers run their eyes over a film review to see what the film is about and what the reviewer thought about it, or when readers look quickly at a report to have a feel for the topic and
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Jeremy Harmer, How to Teach English. (Malaysia: Pearson, 2007) p. 99-100 Ibid, p. 99
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what its conclusions are.8 With skimming, it’s all about spending time on the introduction and topic sentence so readers have a general idea of what they are reading about before they skim through the rest and process topical words that reinforce their understanding of the main idea. Meanwhile, readers also need to be able to scan the text for certain of information that they are looking for. For instance, when readers look for a telephone number, what on television at a certain time or search quickly through an article looking for a name or other detail.9 It means that they do not read every words and line of the text.
5. Definition of Reading Comprehension When students read something without understanding, they are actually not reading. To understand the text, students transform word by word in written text from eyes to brain, then their brain try to process with students’ background knowledge, so that they understand the meaning of the text. According to Kristin Lems et. al., reading comprehension is a skill to get meaning from written text. It’s not a static competency; it differs according to the purpose of reading and that the text is involved. Reading comprehension also interacts the text and background knowledge of the reader.10 As Judy Willis stated, to become successful in reading comprehension, students need to be active in processing meaning on what they read. Constructing meaning from text or spoken language is not separate literacy skill, but combining all of acquired prior knowledge, personal experience and vocabulary with strategies of deductive and inductive reasoning and making connections.11 In addition, according to Paris and Hamilton, “Reading comprehension is a subset of an ill-defined large set of knowledge that reflects the communicative
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Ibid, p. 101 Ibid, p. 100 10 Kristin Lems et. al., Teaching Reading to English Language Learners: Insights from Linguistics, (New York: The Gilford Press, 2010), p. 170 11 Judy Willis, Teaching the Brain to Read, (Alexandria: ASCD, 2008), p. 127-128 9
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interactions among the intentions of the author/speaker, the content of the text/message, the abilities and purposes of the reader/listener, and the context/situation of the interaction.”12 In short, there is an interaction between an author and a reader. The result of this interaction is a reader needs to understand what an author means. While reading, a reader tries to understand the information in the text that they read. While reading the text, a reader needs to make connection to the author of the text in order to have the meaning of the author who tries to convey through the text. Comprehension is also divided into three levels. The levels of understanding are reading “the line” which refers to the literal meaning of the text, reading “between the line” which refers to inferred meanings and the last is reading “beyond the line” which refers to criticize and evaluate the text.13 From the definition above, it can be concluded that reading comprehension is an ability to construct and comprehend meaning from printed text through interaction between eyes and brain and background knowledge of the reader to interpret the meaning of the text. It is not easy to understand the text due to require active reader to process and analyze word by word to construct meaning by relating their personal experience, background knowledge and vocabulary. Besides, students will have difficulty in comprehending text if they read a text without knowing the meaning of vocabulary. However, they can use some strategies such as context clues connecting their background knowledge to guess the vocabulary. Furthermore, background knowledge and personal experience are very helping in constructing the meaning because students would have better comprehension when they already have little or even much knowledge on what they read.
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Scott G. Paris and Ellen E. Hamilton, Handbook of Research on Reading Comprehension, (New York: Routledge, 2009), p. 32 13 J. Charles Alderson, Assessing Reading, (New York: Cambridge University Press, 2000), p. 7-8
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6. Strategies in Reading Comprehension There are some purpose of reading including to have information by comprehending the text. In comprehending the text, sometimes students do not know the meaning of the words or unfamiliar words so that it can bother their comprehension. In fact, there are several strategies that reader use to comprehend text:14 a. Skipping word reader do not know It is such a common problem that readers usually found if they read a text, they find unfamiliar words and do not know the meaning of those words. Readers do not have know all the words in the text to comprehend the text. They can skip these words and have the complete meaning from the previous or the next words. b. Predicting the meaning of unfamiliar words from the context Sometimes readers spend their time to look up the unfamiliar words in dictionary. It will waste their time and decrease their speed in reading. Meanwhile, they can use background knowledge about the topic and some words in the sentences that they have known. They should not check all the unfamiliar words but guess them c. Not constantly translating Readers should not translate all the words that they read because sometimes there are multi-words or idioms that cannot be translated separately. d. Asking someone what a word means Readers can ask someone they know or teacher about the meaning of the words they do not know thus it will help them to comprehend the meaning of text.
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Jerry Greer Gebhard, Teaching English as a Foreign or Second Language, (US: University of Michigan Press, 2009), p. 196.
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e. Having knowledge about the topic It will be easier for reader to comprehend the text if they can relate their background knowledge to the topic of the text. f. Drawing inferences from the title Before reading the text, readers certainly read the title of text and guess what the text is about. It will be easier for readers to make a big picture about what is going to be discussed after that. g. Reading things of interest Students can easily comprehend the text if they interest in what they read. They can be curious to know the content of the text. h. Studying pictures and illustrations Several texts usually contain many pictures or illustrations to make readers understand what the author needs to convey. The pictures or illustrations must draw the content of the text. i. Purposely rereading to check comprehension When readers complete reading the text, sometimes they miss some information, so to make sure readers had the complete comprehension and information of the text, they can reread the text because some sentences or important words may be missed and can make readers misunderstand. In addition, Larry Lewin explained some strategies in the process of reading comprehension. One of the strategies is visualization. He stated that: Visualization is a key reading strategy after a reader can decode. Knowing what the word ‘say’ is not enough, the student has to figure out what they mean when strung together in that fashion—to picture the things the author is describing, grasp the concept the author is trying to convey, see the action of the story play out on the stay of the mind’s eye. Visualization is a key to reading comprehension, and students who lack the ability to visualize can be helped to develop it.15
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Larry Lewin, Paving the Way in Reading and Writing. (San Francisco: Jossey Bass a Willey Imprint, 2003), p. 8
14
According to the statement above, it is very clear that the technique of story mapping has a relation with the visualization as the reading strategy. So, story mapping needed to apply in this strategy because through story mapping, students can visualize the story on the stage of their mind. 7. Technique in Reading Comprehension There are several readers who can not comprehend the printed language easily. So, some linguists tried to find some techniques toward reading comprehension. Pamela J. Farris et. al. explained some techniques that have been selected to in teaching reading comprehension. One of the skills for digging into a story to examine its part is story mapping. Others to be discussed are questionanswer relationship (QAR), inferential reading, effective questioning, and SQ3R. a. Question-Answer Relationship (QAR) “Question-answer relationship (QAR) teaches students to recognize a taxonomy of relationship between specific kinds of questions and their related answer. Using this strategy, students learn how to identify the types of question they are asked. They also learn how to determine appropriate sources of information to use to answer those questions.” 16 b. Inferential Reading “In this strategy, students are dipping into their schema to activate prior knowledge, combining that information with what the author is telling them explicitly, and coming up with a reason assumption about what is happening in the story.”17 c.
Effective Questioning In reading activity, the teacher should guide students and monitor them to understand what they read. In order to make reading activity can be effectively participated by students, the teacher sometimes asks students before, during and after reading activity. “Good question aid students as they develop important 16 17
Pamela J. Farris, et al., op. cit., p. 350 Ibid., p. 352
15
concepts, build critical background information, clarify confusion, and stretch to higher level thinking. In short, the question asked by teacher hone comprehension and direct students attention to important aspect of the text.”18 d. SQ3R: A Tool for Expository Text SQ3R is best presented by teacher who carefully models it and then engages the whole class in practice. It is used when study begins on a new chapter in social studies or science, work through each of the steps together, and then review it before it is used on the next chapter. The steps of SQ3R involve: 1) Survey: the students quickly skim over the textbook material to be covered. 2) Question: based on that quick survey, students write prediction questions about the material to be covered. 3) Read: now the students read actively, looking for answers to the question they posed. 4) Recite: students put the book aside and try to recall what they have read, talking through the possible answers and testing themselves on the next materials. 5) Review: students reread part of the material to confirm the answers previously given.19 e. Story Mapping Pamela J. Farris et al. see mind mapping can be applied in narrative text which is known as story mapping. They said that story mapping is very helpful for readers to comprehend the pieces in a story. As they said, ―When students develop a schema for stories, that is, an internal understanding of the expected pieces that make up a typical story, they are better able to comprehend the narratives that they read. One tool to help them recognize those basic pieces is the story map, a graphic or semantic visual representation of a story.20
18
Ibid., p. 354 Ibid., p. 357 20 Ibid., p. 358 19
16
B. Narrative Text 1. General Concept of Narrative Text There are many types of text in English, including narrative text. Prince stated that “A narrative recounts a certain number of situation and events occurring in certain world.”21 According to Prince, “Narrative presents situations and activities which can be grouped into sets having certain names because it is such situations and activities combine to yield larger ones. Many narratives contain various elements which may function symbolically.”22 Indeed, Pamela J. Farris et. al. stated that “reading narrative text in a historical period or related to the scientific finding usually necessitates having some related knowledge in that specific area.”23 Consequently, readers need to develop their background knowledge for literary elements to make connections. According to Coffman and Reed, narrative is described as having several common components including a setting, plot (series of episodes based on goals, attempt, outcomes), resolution or story ending.24 Besides, Priyana et. al. defined narrative text focused on a pattern of events with a problematic and the purpose of the text is to entertain and educate the reader.25 From the definition above, it can be concluded a narrative text is a story presented in chronological order that consists of some components including problems and problem solving and the purpose is to entertain the reader.
21 Gerald Prince, Narratology: The Form and Functioning of Narrative. (Berlin: Mouton Publisher, 1982), p. 61 22 Ibid, p. 110 23 Pamela J. Farris et. al., Op. cit., p. 496 24 Gerry A. Coffman and Melissa D. Reed, the True Story of Narrative Text: from Theory to Practice. (Kansas: The Reading Professor vol. 32 no. 1, 2010), p. 5 25 Joko Priyana et. al., Scaffolding: English for Junior High School Students. (Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional, 2008), p. 150
17
2. Characteristic of Narrative Text According to Priyana et. al. there are three characteristics of narrative text, they are:
a. Orientation It is about the opening of paragraph which contains of introducing characteristic and commonly tells about what is the story about, where the story happened, who the character of the story is and when the story begins. b. Complication It is about the problems of the story began and developed. It usually has more than one paragraph. c. Resolution It is where the conflict of the story ends. It can be happy ending or sad ending.26 This is the example of narrative text, as follows: The Legend of Toba Lake Orientation In the past, there lived a young orphan farm in the northern part of the island of Sumatra. Syahdan, the young man made his life from farming and fishing. On a day while he was fishing he got a fish which was so beautiful in golden brown. While he was holding it, the fish turned into a beautiful princess. The princess was a woman who was condemned for violating the prohibitions and it would turn into a kind of creature who first touched it. Because at that time the human touched it, then it turned into a princess. Complication Fascinated by her beauty, the young man asked her to be his wife. The application was accepted on condition that the young man was not allowed to tell the origin of the princess who came originally from fish. The young man agreed this
26
Ibid, p. 150
18
requirement. Having got married for a year, the couple got a boy but he had a bad habit that he was never felt satisfy while he was eating. He ate all the food.
One day the boy ate all the food that should be given to his father. The young man then so angrily said: "basically you are the offspring of fish!" That statement by itself unlocked the secrets of his wife and broke his promise.
Resolution Shortly afterwards, his wife and son magically disappeared. Suddenly in the land of their former footsteps went out the springs which were very heavy. The water flew from these springs continuously and the longer it happened the larger it would be. Finally, these springs became a vast lake. The lake is now called Toba Lake 3. The Element of Narrative Text In narrative text, there are certain element that should exist as follows: a. Setting: It usually consists of time and place of the story. Authors often write the description of landscape, scenery, building, season or weather to provide a strong sense of setting b. Character: In this element, the story consists of person or even animals who take a part of the story. c. The Conflict (Problem): It is about the struggle between two people or things. The main character is usually on one side of the central conflict. d. The Plot (Events): The systematic chain of events which make up the story. Each link in the chain helps to build suspense and to solve a problem. e. The Solution: The ending of the problem or the way to outcome the problem of the story. It can be happy ending or sad ending. f. The Theme: the theme is the controlling idea or belief of the story. It gives a basic meaning to a literary work. Generally, a theme is inferred from the other
19
elements in the short story and often evolves through the conflict experienced by the main character.27 4. Strategies in Reading Narrative Text Reading narrative text will be easier for readers to understand if they know some strategies how to read it. Larry Lewin gave some strategies that can be used in reading narrative text. Lewin said comprehension is mentioned as one of the traits of an effective reader. To be an effective reader especially in reading narrative text, there are some points included in comprehension that have to be mastered: a. Identifying plot. b. Selecting main idea. c. Distinguishing between major and minor characters. d. Distinguishing between significant and supporting details. e. Describe turning moments, conflicts and resolutions. f. Creating purposeful summary.28 Those points can be done through reading narrative text. It can be the keys that guides the reader to comprehend in narrative text. The readers can improve their comprehension in reading narrative text by doing those points because those point have covered the important things to comprehend the whole content in narrative including plot, main idea, characters, sequence of events and summary. C. Story Mapping 1. General Understanding of Story Mapping Before explaining about general understanding of story mapping, it is better to know the origin of story mapping according to Pamela J. Farris:
27
Salem Saleh Khalaf Ibnian, The Effect of Using the Story- Mapping Technique on Developing Tenth Grade Students’ Short Story Writing Skills in EFL, English Language Teaching. Vol. 3, 2010. p. 182. 28
Larry Lewin, op. cit., p. 13
20
The origin of story maps lies within story grammar research. The term story grammar refers to hierarchical rules or psychological structures that people use to create and remember stories, the skeleton underlying a story, so to speak. These psychological models of comprehension and memory are used by both adults and children to encode and store information in their long-term memories.29 Mathes, et. al. also said that story mapping is simply a graphic representation of story grammar elements.30 Based on the definition above, story mapping is also known as story grammar that will be effective for the readers to recognize the story in their long-term memories. It may be practical way for them to organize the story content into a coherent whole. According to Ibnian “A story map could be viewed as a visual depiction of the settings or the sequence of major events and actions of story characters with the aim of enabling students to relate story events and to perceive structure in literary selection.”31 Besides, Farris stated that “mapping is an effective technique in teaching narrative text, and it is also an effective strategy to improve note taking and creative thinking skills.”32 Because through this technique, reader could be easily to depict the story structure and to arrange the main events in sequential order by writing the key words or important information by using their own sentences. Considering the explanation above, it can be concluded that the story mapping is a technique that use a graphic or semantic visual representation of a story. This map describes way to provide an overview of a story. It involves identifying and categorizing the main events in sequential order of a story. 2. The Purpose of Story Mapping There are many purposes of story mapping, as follows: a. To allow readers to create mental images from words into text b. To enhance meaning with mental imaginary c. To link past experience to the words and ideas in the text
29
Pamela J. Farris et. al., op. cit., p. 345 Patricia G. Mathes, et. al., Cooperative Story Mapping: Remedial and Special Education, English Language Teaching. Vol. 18, 1997. p. 22 31 Salem Saleh Khalaf Ibnian,op. cit., p. 182. 32 Pamela J. Farris, op. cit., 346 30
21
d. To enable readers to place themselves in the story e. To strengthen readers’ relationship to the text f. To stimulate the imaginative thinking g. To heighten engagement with text h. To bring joy to reading. From the purposes of story mapping above, in short, it can be concluded that this technique facilitates readers to get a good understanding in text. 3. The Technique of Using Story Mapping According to Farris, there are the general procedures to follow when preparing a basic story map, they are: a. Reading the story. Write a sequenced summary of the main ideas, key events, and characters that make up the plot of the story. b. Placing the title, theme or topic of the story in the center of the graphic story map in a predominant bubble or at the top of semantic chart. c. Drawing enough ties projecting out symmetrically from the center of the map to accommodate the major events of the story’s plot. Attach related pieces or second-level information from the summary list to these ties in chronological order, moving clockwise around the center. d. Drawing additional ties projecting out symmetrically from each secondary bubble to accommodate the important details associated with the key plot event, adding relevant information from the summary list. e. Reviewing the final semantic chart or story map for completeness.33 The graphic of story mapping could be made, as follows:
33
Ibid.
22
4. Teaching Narrative Text by Using Story Mapping There are some steps to teach narrative text by using story mapping compiled from Farris’ book, they are:34 Step 1: Introducing to students the concept and the benefit of using story mapping technique, one of them is to develop their comprehension in reading a text. Step 2: Explaining the major components of story mapping through identifying a story first concerning to figure out the title, the theme of story, the important characters and personality traits of specific participant of story, then identifying the orientation or significant plot developments. It leads to sequence of action to note characters’ attempts in overcoming problems, then evoking to get solution. A teacher needs to give the interactive instructions clearly for each story component. To build questioning before or after reading to construct their motivation and their comprehension. After they finish reading a story, they fill out the section of story mapping sheet. Step 3: Directing students when they commit errors to reread the story.
34
Ibid.
23
Step 4: Having students read independently. They are encouraged to write the answers just using key words while the teacher is questioning such as ‘who is the main character? What is he like? Where does the story take place? etc.’ then the teacher gives them praise for appropriately identifying the story mapping elements. Step 5: Asking students to complete story map worksheet on theirs after students use story mapping independently. Then, the teacher checks students’ response and conference individually with those students requiring additional guidance and support. Step 6: Giving students an evaluation. It is necessary to check their reading comprehension of a story using a printed test to gain working individually. D. Relevant Study To support the study, the writer searched for the previous relevant study. The first study was conducted by Grunke, et. al. entitled, “Analyzing the Effects of Story Mapping on the Reading Comprehension of Children with Low Intellectual Abilities”. In their study, they were using an Experimental design. The participants of this study was three 5th grade students from a regular education public school and three 8th grade students from a school for children with learning difficulties. The boys were 11 and 13 years old and the girls were 10, 11, 14 and 14 years old. They were identified having high difficulties in comprehending text. They were categorized into the lowest quartile. In this study, there were 18 narrative texts from three German story books which were selected. Then, all of them were altered. The text was standardized into 150 words. To teach female and male students, they followed a procedure by Idol, those are: Modelling phase, leading phase and testing phase. The result of the study showed that story mapping extremely effective. All participants were able to dramatically increase the number of correct responses in the continuously administered probes from M= 3.88 during baseline to M=8.97 during intervention.35
35
Grunke, et. al., Analyzing the Effects of Story Mapping on the Reading Comprehension of Children with Low Intellectual Abilities. (Learning Disabilities: A Contemporary Journal 11(2), 51-64, 2013)
24
Then, the second study was conducted by Joanna Franciscone. The title is “The Effectiveness of Using Story Mapping as a Supplemental Tool to Improve Reading Comprehension”. She conducted the study by using story mapping technique to improve students’ reading comprehension at inner city Catholic K-8 Elementary School. The participant of this study were 34 students consisting 19 female and 15 male students. This study conducted for 6 weeks. During this study, the students read a different story each week. Then, they completed story maps after reading a story. The result of this study showed that most students understood the story especially week 5 in a mean of 3 and standard deviation of 0.36 E. Conceptual Framework From the explanation above, it can be explained that reading comprehension is an activity of understanding and constructing meaning from written language and combining it into readers’ prior knowledge which is influenced by some factors such as readers’ vocabulary mastery, readers’ background knowledge and experience and readers’ ability to process the knowledge into their memories. Readers can comprehend a text easier if there is a connection between what they are reading and what they already know. Narrative text is a story presented in chronological order that consists of some components including problems and problem solving of which purpose is to entertain the reader. The characteristic of narrative text is orientation, complication and resolution. Story mapping is a technique in teaching using a graphic or semantic visual representation of a story. It is clear the definition above has relation between one to another. Thus, it can be effective to teach students reading comprehension of narrative text by using story mapping since both are telling a story. It can be supported by many researchers who found story mapping technique is effective to comprehend readers’ understanding in reading of narrative text. In addition, since narrative text tells about fiction story, it will make students more interested and motivated in reading a text. Their imagination will take a part of comprehending
36
Joanna Franciscone, The Effectiveness of Using Story Mapping as a Supplemental Tool to Improve Reading Comprehension. (ProQuest LLC, 2008)
25
the text and by using story mapping, students not only use their imagination but also use their concentration to connect one element to another element of story mapping. Therefore, it will make students more understand in narrative text. In reading, a reader‘s purpose is one of the important factors that influence the comprehension. Narrative text and story mapping can also help readers to set their purpose to get better comprehension. According to its definition, a narrative text consists of some important elements such as title, characters, settings, main events, problems/conflicts, and solutions. By the help of story mapping, the readers can also identify those elements one by one and then they combine them into the same story in their version. It means that the reader has set their purpose in reading. They know what they have to look for in the text and what they should do with the story mapping. Moreover, if students can combine those elements in the story mapping and create the same story in their version, it means that they understand and comprehend what they have read. At the end of activity, the students are expected to have better comprehension and strengthen their memories about text from visualizing through story mapping. F. Research Hypothesis The hypothesis of this research can be seen as follows: Null Hypothesis (Ho): there is no significant difference between students’ achievement in reading comprehension of narrative text by using story mapping and without using story mapping. Alternative Hypothesis (Ha): there is a significant difference between students’ achievement in reading comprehension of narrative text by using story mapping and without using story mapping.
CHAPTER III METHODOLOGY A. Place and Time This research is conducted at the 8th grade students of 127 Junior High School. The place is located at Jl. Kb. Jeruk Raya, RT 10 RW 05, Kb. Jeruk, Kota Jakarta Barat, Daerah Khusus Ibukota Jakarta 11530. The research is held in Oktober to November 2016. B. Method and Research Design The method of this research is quantitative method. It is often about calculation and analysis of the numerical data. Meanwhile, the design used is a quasi-experimental design. The design is used to examine cause and effect of using story mapping technique on students’ reading comprehension of narrative text. In this research, it compares experimental class (where story mapping technique is applied in learning of narrative text class) and controlled class (where story mapping technique is not applied in learning of narrative text class). The effectiveness can be seen by comparing improvement of students’ score of experiment class and controlled class of post-test after they have been given treatments by the writer. C. Population and Sample The population of this study is the eighth grade students of 127 Junior High School consisting of 7 classes. The sample of this research is 2 classes of 8th grade students which are VIII F as experiment class consisting of 35 students and VIII G consisting of 35 students as controlled class. The technique of determining sample in this study is purposive sampling technique. The consideration used to choose this sampling is teacher suggestion of the homogeny of students’ score in English.
26
27
D. Instrument The instrument used for this research is test. The tests are divided into pretest and post-test. The test consists of 25 multiple choices question of narrative text. The tests are tested out to some students in another class of experiment and controlled class. There are two kinds of test used; they are pre-test and post-test. The result is calculated and analyzed by using ANATES to find out the validity and reliability of the questions. Besides, pre-test is provided to find out students’ reading achievement in narrative text before the treatment while post-test is conducted after students of experiment and controlled class had treatment from the writer. E. Technique of Collecting Data The test is used to collect data in this research. The tests are divided into pre-test and post-test. The pre-test is conducted for both classes—experimental class and controlled class. It is given before the treatment to experimental class. This pre-test is provided to find out students’ achievement in reading narrative text. After the treatment, post-test for experimental and controlled class is conducted to find out students’ achievement in reading narrative text. Six meetings are conducted in each class for this research. Those consisted of first meeting for pre-test, four meetings for treatment and last meeting for post-test. F. Technique of Data Analysis In order to obtain the result of research, the data are analyzed using statistical analysis. After collecting the data, the data have to be analyzed. The data on pre-test and post-test are analyzed by SPSS program. To find final result of the research, several tests should be passed. After all of the test passed, the data are analyzed by t-test formula. The use of t-test formula is to test the significance of the
28
mean post-test scores of experimental class and controlled class. The formula of ttest is expressed as follows1:
Mx = Mean of Variable X My = Mean of Variable Y SE = Standard of Error
In order to have the score of t-test score, there are several stages to be taken, they are as follows: 1. Determining mean of variable X, with formula:
Mx =
∑ 𝑓𝑥 𝑁𝑥
2. Determining mean of variable Y, with formula:
My =
∑ 𝑓𝑦 𝑁𝑦
3. Determining standard of deviation score of variable X, with formula:
𝑆𝐷𝑥 = √
1
∑ 𝑓𝑥 2 𝑁𝑥
Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2014) p. 315-316
29
4. Determining standard of deviation score of variable Y, with formula:
∑ 𝑓𝑦 2 𝑆𝐷𝑦 = √ 𝑁𝑦 5. Determining standard error mean of variable X, with formula:
𝑆𝐸𝑀𝑥 =
𝑆𝐷𝑥 √𝑁𝑥 − 1
6. Determining standard error mean of variable Y, with formula:
𝑆𝐸𝑀𝑦 =
𝑆𝐷𝑦 √𝑁𝑦 − 1
7. Determining standard error of different mean of variable X and mean of variable Y, with formula:
𝑆𝐸𝑀𝑥− 𝑀𝑦 = √𝑆𝐸𝑀𝑥 2 + 𝑆𝐸𝑀𝑦 2
8. Determining to with formula:
𝑡0 =
𝑀𝑥 − 𝑀𝑦 𝑆𝐸𝑀𝑥 − 𝑀𝑦
9. Determining degree of freedom (df), with formula:
𝑑𝑓 = (𝑁1 + 𝑁2 ) − 2
30
G. Statistical Hypothesis The statistical hypothesis of the research can be seen as: 1. There is no effectiveness of using story mapping on students’ reading achievement of narrative text (Ho). Ho= µ1 = µ2 2. There is effectiveness of using story mapping on students’ reading achievement of narrative text (Ha). Ha= µ1 ≠ µ2 Where: Ho= Null hypothesis Ha= Alternative hypothesis µ1 = Students’ pre-test achievement µ2 = Students’ post-test achievement And then, the criteria used are as follows: a. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null hypothesis) is rejected. It means that the average score rates of the experimental group are higher than the controlled group. In other words, using story mapping on students’ achievement of narrative text is effective. b.
If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (null hypothesis) is accepted. It means that the average score rates of the experimental group are same as or lower than the controlled group. In other words, using story mapping on students’ achievement of narrative text is not effective.
CHAPTER IV RESEARCH FINDINGS A. Data Description The data shown in this part were collected from students’ score in pre-test and post-test of both classes which are the experiment class and controlled class. The data of each class were depicted into tables and figures below. The first part shows the data of experiment class and the second part shows the data of controlled class. 1. The Data of Experiment Class Table 4.1 The Score of Experiment Class Students
Pre-test
Post-test
Gain Score
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
60 56 60 64 56 72 48 72 56 44 44 72 56 68 60 48 60 56 68
80 76 68 84 76 80 68 80 72 84 76 92 80 84 88 72 92 68 76
20 20 8 20 20 8 20 8 16 40 32 20 24 16 28 24 32 12 8
31
32
20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35
60 48 64 56 52 60 64 56 52 60 56 60 52 56 64 52
68 80 72 88 72 92 80 80 84 76 84 76 80 80 88 76
8 32 8 32 20 32 16 24 32 16 28 16 28 24 24 24
Σ
2032
2772
740
Mean
58.06
79.2
21.142
From the description of the score of experiment class above, it could be seen that from 35 students in the class, the mean of pre-test is 58.06 and the mean of posttest is 79.2. So, the mean of the gain score of experiment class is 21.142. The smallest score from the pre-test is 44 and the highest score is 72. After giving the treatment by using story mapping, the post-test was conducted to students. The data showed the smallest score in post-test is 68 and the highest score is 92. The mean of post-test after giving treatments using story mapping technique is higher than the mean of pre-test before giving treatments. It means that there is a significant difference between the students’ comprehension of pre-test and post-test. The writer used SPSS v. 22 to see the detail information of the score. The further information about pre-test in experiment class can be seen through Table 4.2 and 4.3 below:
33
Table 4.2 Data Description of Pre-test Result of Experiment Class Descriptive Statistics N
Minimum
pretest
35
Valid N (listwise)
35
Maximum
44
Sum
72
2032
Mean 58.06
The table 4.2 shows that the total number of data in experimental class is 35. The minimum score of pre-test in experiment class is 44 and the maximum score is 72. The total score is 2032 while the mean score of pre-test in experiment class is 58.06. Mean is the average score of the class. According to the table above, it can be formed a table of frequency distribution as follows: Table 4.3 Frequency Distribution of Pre-test Result of Experiment Class pretest Frequency Valid
44
2
48
3
52
4
56
9
60
8
64
4
68
2
72
3
Total
35
From the table above, it can be seen the most frequent score is 56 which was had from 9 students. The second is 60 which was had from 8 students. The third is 52 and 64 which was got by 4 students, the forth is 48 and 72 which was got by 3 students. The less frequent score is 44 and 68 which was had from 2 students.
34
Furthermore, to see the further information about the result of post-test score in experiment class, it can be seen as follows: Table 4.4 Data Description of Post-test Result of Experiment Class Descriptive Statistics N
Minimum
posttest
35
Valid N (listwise)
35
Maximum
68
92
Sum 2772
Mean 79.20
The table 4.4 shows that the total number of data in experiment class is 35. The minimum score of post-test in experiment class is 68 and the maximum score is 92. The total score is 2772 while the mean score of post-test in experiment class is 79.20. According to the table above, it can be formed a table of frequency distribution as follows: Table 4.5 Frequency Distribution of Post-test Result of Experiment Class Posttest Frequency Valid
68
4
72
4
76
7
80
9
84
5
88
3
92
3
Total
35
From the table above, it can be seen the most frequent score is 80 which was had from 9 students. The second is 76 which was had from 7 students. The third is 84
35
which was had from 5 students, the forth is 68 and 72 which was had from 4 students. The less frequent score is 88 and 92 which was had from 3 students. 2. Data of Controlled Class The table 4.4 below presented the students’ pre-test and post-test score of controlled class. There were 35 students in controlled class (variable Y). Table 4.6 The score of Controlled Class Students
Pre-test
Post-test
Gain Score
1 2 3 4 5 6 7 8 9
44 60 64 48 52 68 44 56 52
64 68 72 64 76 80 60 72 76
20 8 8 16 24 12 16 16 24
10 11
68 60
76 80
8 20
12 13 14
56 44 60
72 68 76
16 24 16
15
48
72
24
16 17 18 19 20
60 52 64 60 68
84 64 80 68 76
24 12 16 8 8
21
52
72
20
22 23 24
60 64 48
68 80 64
8 16 16
25 26
64 68
72 84
8 16
36
27
60
76
16
28 29 30
72 64 72
72 84 88
0 20 16
31 32
72 56
76 64
4 8
33
72
88
16
34 35
76 64
84 76
8 12
2092
2596
504
59.77
74.17
14.4
According to the table of the score of controlled class above, it could be seen that from 35 students in the class, the mean of pre-test is 59.77 and the mean of posttest is 74.17. The smallest score from the pre-test is 44 and the highest score is 76. The data showed the smallest score in post-test was 60 and the highest score is 88. After conducting pre-test and post-test, the mean of the gain score of controlled class is 14.14. It means that there is also a significant difference between the students’ comprehension of pre-test and post-test. Although the students’ score of controlled class was also increased, it was not as significant as the students’ score of experiment class. It can be concluded that the students’ score of experiment class which is learning reading narrative text using story mapping was higher than the students’ score of controlled class which was learning reading narrative text without using story mapping. The further information about pre-test in controlled class can be seen through table below: Table 4.7 Data Description of Pre-test Result of Controlled Class Descriptive Statistics N
Minimum
pretest
35
Valid N (listwise)
35
44
Maximum 76
Sum 2092
Mean 59.77
37
The table 4.7 shows that the total number of data in controlled class is 35. The minimum score of pre-test in controlled class is 44 and the maximum score is 76. The total score is 2092 while the mean score of pre-test in controlled class is 59.77. According to the table above, it can be formed a table of frequency distribution as follows: Table 4.8 Frequency Distribution of Pre-test Result of Controlled Class
pretest Frequency Valid
44
3
48
3
52
4
56
3
60
7
64
6
68
4
72
4
76
1
Total
35
From the table above, it can be seen the most frequent score is 60 which was had from 7 students. The second is 64 which was had from 6 students. The third is 52, 68 and 72 which was had from 4 students, the forth is 44, 48 and 56 which was had from 3 students. The less frequent score is 76 which was had from 1 student. In addition, to see the data description of the result of post-test score in controlled class, it can be seen as follows:
38
Table 4.9 Data Description of Post-test Result of Controlled Class Descriptive Statistics N
Minimum
posttest
35
Valid N (listwise)
35
Maximum
60
88
Sum 2596
Mean 74.17
The table 4.9 shows that the total number of data in controlled class is 35. The minimum score of post-test in controlled class is 60 and the maximum score is 88. The total score is 2596 while the mean score of post-test in controlled class is 74.17. According to the table above, it can be formed a table of frequency distribution as follows: Table 4.10 Frequency Distribution of Post-test Result of Controlled Class Posttest Frequency Valid
60
1
64
5
68
4
72
7
76
8
80
4
84
4
88
2
Total
35
From the table above, it can be seen the most frequent score is 76 which was had from 8 students. The second is 72 which was had from 7 students. The third is 64 which was had from 5 students, the forth are 68, 80 and 84 which was had from 4 students. The fifth is 88 which was had from 2 students and the less frequent score is 60 which was had from 1 student.
39
B. Analysis of Data 1. Normality of Data Before analyzing the hypothesis, the data had to be analyzed by the normality of data. This normality of data was used to measure that the data had in research was normally distributed or not. The writer used SPSS v. 22 for windows with the criteria α > 0.05. a. Normality of Pre-test 1. Normality of Pre-test in Experimental Class The normality test was used at the 0.05 level of significance. Table 4.11 Normality Pre-test Result of Experiment Class Tests of Normality Kolmogorov-Smirnova Statistic Pretest
df
.139
Shapiro-Wilk
Sig. 35
Statistic
.087
df
.957
Sig. 35
.181
a. Lilliefors Significance Correction
It can be seen as table 4.11 above, the significace of pre-test score in Experiment Class based on Kolmogorov-Smirnov was 0.087. If the significance score is higher than α = 0.05, it means that the data is normally distributed. It can be concluded that the significance score of Pre-test in Experiment Class is normally distributed because 0.087 is higher than 0.05 (0.087 > 0.05). 2. Normality of Pre-test in Controlled Class Table 4.12 Normality Pre-test Result of Controlled Class Tests of Normality Kolmogorov-Smirnova Statistic pretest
.139
df
Shapiro-Wilk
Sig. 35
a. Lilliefors Significance Correction
.086
Statistic .955
df
Sig. 35
.159
40
It can be seen as table 4.12 above, the significance of pre-test score in controlled class based on Kolmogorov-Smirnov is 0.086. If the significance score is higher than α = 0.05, it means that the data is normal distributed. It can be concluded that the significance score of Pre-test in controlled class is normally distributed because 0.086 is higher than 0.05 (0.086 > 0.05). b. Normality of Post-test 1. Normality of Post-test in Experiment Class Table 4.13 Normality Post-test Result in Experiment Class Tests of Normality Kolmogorov-Smirnova Statistic posttest
df
.140
Shapiro-Wilk
Sig. 35
Statistic
.082
df
.947
Sig. 35
.088
a. Lilliefors Significance Correction
From the table 4.13 above, it can be seen that the significance of post-test score in experiment class based on Kolmogorov-Smirnov is 0.082. If the significance score is higher than α = 0.05, it means that the data is normal distributed. It can be concluded that the significance score of post-test in experiment class is normally distributed because 0.082 is higher than 0.05 (0.082 > 0.05) 2. Normality of Post-test in Controlled Class Table 4.14 Normality Post-test Result in Controlled Class Tests of Normality Kolmogorov-Smirnova
posttest
Shapiro-Wilk
Statistic
df
Sig.
Statistic
df
Sig.
.116
35
.200*
.959
35
.208
a. Lilliefors Significance Correction
41
From the table 4.14 above, it can be seen that the significance of post-test score in controlled class based on Kolmogorov-Smirnov is 0.200. If the significance score is higher than α = 0.05, it means that the data is normal distributed. It can be concluded that the significance score of post-test in controlled class is normally distributed because 0.200 is higher than 0.05 (0.200 > 0.05). 2. Homogeneity of Data After conducting normality test, the result showed the data is normally distributed, the next step of the calculation is homogeneity test of pre-test and post-test using SPSS v. 22. The purpose of this test is to see whether the data in both classes are homogenous or heterogeneous. If the significance of the data is higher than 0.05, it means that the data is homogenous. The result of the homogeneity test of experiment and controlled class is presented as follows:
a. Homogeneity of Pre-test The analysis of homogeneity variances of both classes in pre-test was done by using Levene’s statistic test in SPSS v. 22 for window. Here are the result of calculation: Table 4.15 Homogeneity of Pre-test Result between Experiment Class and Controlled Class Test of Homogeneity of Variances pretest Levene Statistic 1.938
df1
df2 7
Sig. 26
.104
Table 4.15 showed that the significance of pre-test between experiment class and controlled class is 0.104. It can be concluded that the pre-test data of both classes are homogeneous because the result of significance pre-test (0.104) is higher than 0.05. (0.104 > 0.05)
42
b. Homogeneity of Post-test The analysis of homogeneity variances of both classes in post-test was done by using Levene’s statistic test in SPSS v. 22 for window. Here are the result of calculation: Table 4.16 Homogeneity of Post-test Result between Experiment Class and Controlled Class Test of Homogeneity of Variances posttest Levene Statistic .785
df1
df2 6
Sig. 27
.589
Table 4.16 showed that the significance of post-test between experiment class and controlled class is 0.589. It can be concluded that the post-test data of both classes are homogeneous because the result of significance post-test (0.589) is higher than 0.05. After both data was proved normally distributed and homogenous, the last calculation is testing the hypothesis. The data is calculated by using t-test formula to know the answer of the question whether there is a significance different between students’ reading comprehension of narrative text by using story mapping technique in experiment class and students’ reading comprehension of narrative text without using story mapping technique in controlled class. The two classes were compared, the experiment class was X variable and the controlled class was Y variable.
43
Table 4.17 The Statistical Calculation of Gain Score of Experiment Class and Controlled Class
Students (X) Students (Y) X Y 1 1 20 20 2 2 20 8 3 3 8 8 4 4 20 16 5 5 20 24 6 6 8 12 7 7 20 16 8 8 8 16 9 9 16 24 10 10 40 8 11 11 32 20 12 12 20 16 13 13 24 24 14 14 16 16 15 15 28 24 16 16 24 24 17 17 32 12 18 18 12 16 19 19 8 8 20 20 8 8 21 21 32 20 22 22 8 8 23 23 32 16 24 24 20 16 25 25 32 8 26 26 16 16 27 27 24 16 28 28 32 0 29 29 16 20 30 30 28 16 31 31 16 4 32 32 28 8 33 33 24 16 34 34 24 8 35 35 24 12 Σ 740 504 21.14286 14.4 Mean
x y x2 y2 -1.142 5.6 1.304164 31.36 -1.142 -6.4 1.304164 40.96 -13.142 -6.4 172.7122 40.96 -1.142 1.6 1.304164 2.56 -1.142 9.6 1.304164 92.16 -13.142 -2.4 172.7122 5.76 -1.142 1.6 1.304164 2.56 -13.142 1.6 172.7122 2.56 -5.142 9.6 26.44016 92.16 18.858 -6.4 355.6242 40.96 10.858 5.6 117.8962 31.36 -1.142 1.6 1.304164 2.56 2.858 9.6 8.168164 92.16 -5.142 1.6 26.44016 2.56 6.858 9.6 47.03216 92.16 2.858 9.6 8.168164 92.16 10.858 -2.4 117.8962 5.76 -9.142 1.6 83.57616 2.56 -13.142 -6.4 172.7122 40.96 -13.142 -6.4 172.7122 40.96 10.858 5.6 117.8962 31.36 -13.142 -6.4 172.7122 40.96 10.858 1.6 117.8962 2.56 -1.142 1.6 1.304164 2.56 10.858 -6.4 117.8962 40.96 -5.142 1.6 26.44016 2.56 2.858 1.6 8.168164 2.56 10.858 -14.4 117.8962 207.36 -5.142 5.6 26.44016 31.36 6.858 1.6 47.03216 2.56 -5.142 -10.4 26.44016 108.16 6.858 -6.4 47.03216 40.96 2.858 1.6 8.168164 2.56 2.858 -6.4 8.168164 40.96 2.858 -2.4 8.168164 5.76 2514.286 1318.4 71.83674 37.66857
44
Based on the data from the table 4.18, the statistical calculation was done in the following steps: 1. Determining mean of variable X, with formula: Mx =
∑ 𝑓𝑥
=
𝑁𝑥
740 35
= 21.14
2. Determining mean of variable Y, with formula: My =
∑ 𝑓𝑦 𝑁𝑦
=
540 35
= 14.4
3. Determining standard of deviation score of variable X, with formula:
𝑆𝐷𝑥 = √
∑ 𝑓𝑥 2 𝑁𝑥
=√
2514.28 35
= √71.836 = 8.47
4. Determining standard of deviation score of variable Y, with formula: ∑ 𝑓𝑦 2
𝑆𝐷𝑦 = √
𝑁𝑦
=√
1318.4 35
= √37.66 = 6.13
5. Determining standard error mean of variable X, with formula:
𝑆𝐸𝑀𝑥 =
𝑆𝐷𝑥 √𝑁𝑥 −1
=
8.47 √35−1
=
8.47 √34
=
8.47 5.83
= 1.45
6. Determining standard error mean of variable Y, with formula:
𝑆𝐸𝑀𝑦 =
𝑆𝐷𝑦 √𝑁𝑦 −1
=
6.13 √35−1
=
6.13 √34
=
6.13 5.83
= 1.05
45
7. Determining standard error of different mean of variable X and mean of variable Y, with formula: 𝑆𝐸𝑀𝑥 − 𝑀𝑦 = √𝑆𝐸𝑀𝑥 2 + 𝑆𝐸𝑀𝑦 2 = √(1.45)2 + (1.05)2 = √2.10 + 1.10 = √3.20 = 1.78 8. Determining to with formula:
𝑡0 =
𝑀𝑥 − 𝑀𝑦 𝑆𝐸𝑀𝑥 − 𝑀𝑦 = =
21.14−14.4 1.78 6.74 1.78
= 3.78 9. Determining degree of freedom (df), with formula: 𝑑𝑓 = (𝑁1 + 𝑁2 ) − 2 = (35 + 35) – 2 = 70 – 2 = 68 10. Determining ttable, with formula: 𝑡𝑡 = 𝑡 (𝑎, (𝑁1 + 𝑁2 ) − 2 = t (0.05, 68) = 1,667 (see the Math table of significance)
46
The tt value of df 68 at the degrees of significance 0.05 is 1.667. Based on the calculation above, it can be seen that to is higher than tt because 3.78 > 1.667.
C. Test of Hypothesis After obtaining the data which have been calculated by using t-test, the writer used the data to prove the hypothesis. The statistical hypothesis of this research can be seen as follows: to ≥ tt : the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. It means that there is significant difference between students’ reading comprehension of narrative text using story mapping and students’ reading comprehension of narrative text without using story mapping. to < tt : the alternative hypothesis (Ha) is rejected and the null hypothesis (Ho) is accepted. It means that there is no significant difference between students’ reading comprehension of narrative text using story mapping and students’ reading comprehension narrative text without using story mapping. By comparing the value of to = 3.78 and tt = 1.667, the data calculated using statistics show that to is higher than tt. Hence, the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. It means that there is significant difference between students’ reading comprehension of narrative text using story mapping and students’ reading comprehension of narrative text without using story mapping. D. Interpretation The data used on this study were taken from the students’ reading achievement of pre-test and post-test in experiment and controlled class as which were consisted of 35 students for each class. Furthermore, the mean score of pre-test in experiment class and controlled class are 58.06 and 59.77 while
47
the mean score of post-test in experiment class and controlled class are 79.2 and 74.17. In addition, the mean of gain score in experiment class is 21.14 with the highest score is 40 and the lowest score is 8. Meanwhile, the mean of gain score in controlled class is 14.4 with the highest score is 24 and the lowest score is 0. It means that the mean of gain score in experiment class is higher than in controlled class. Before the hypothesis being tested, the writer had to test the normality and homogeneity of the data. The significance value of normality in experiment class is 0.087 for pre-test and 0.082 for post-test. Besides, the significance value of normality in controlled class is 0.086 for pre-test and 0.200 for post-test. All of the significance values are higher than 0.05 which means that the data are normally distributed. It means that there is balance distribution between students who have low, middle and high score. In homogeneity test, the significance value of pre-test in experiment class and controlled class is 0.104 while the significance value of post-test in experiment class and controlled class is 0.589. This result shows that the significance value of experiment and controlled class is homogeneous because it is higher than 0.05. After having the data which were normal and homogeneous, the last calculation was testing the hypothesis. The writer used t-test formula in the significance degree α of 5%. In the table of significance, it is known that on the df 68 and the degree of significance 5%, the value of degree significance (tt) is 1.667. In addition, the result showed that 3.78 t-test (to) > 1.667 t-table (tt). It can be concluded that t-test was higher than t-table. For this reason, the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It means there was a significant difference between students’ reading comprehension of narrative text by using story mapping technique and students’ reading comprehension of narrative text without using story mapping technique. In other word, the using of story mapping is effective on students’ reading comprehension of narrative text at the eighth grade students of SMPN 127 Jakarta.
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion The design of this research was quasi-experimental design which had aim to get empirical evidence of the effectiveness of using story mapping technique on students’ reading comprehension at the eighth grade students of SMPN 127 Jakarta. Based on the result of analyzing the data, it can be seen that the mean score of pre-test in experiment class is 58.06 and after giving 4 treatment by using story mapping technique, the mean score of experiment class was increased. The writer conducted post-test which had the mean score is 79.2. While the mean score of pre-test in controlled class is 59.77 and the mean score of post-test is 74.17. The data analysis also showed that the value of t-test (to) is 3.78 and the value of t-table (tt) is 1.667. It is clear that 3.78 t-test (to) > 1.667 t-table (tt) at significance level. It means the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. In other word, this study showed that there is an effectiveness of using story mapping on students’ reading comprehension of narrative text at the eighth grade of SMPN 127 Jakarta. B. Suggestion There are some suggestions for English teacher and students based on the result of this research: 1. Teacher should have many references of teaching technique especially in teaching reading. Story mapping is one of the teaching technique which is the alternative way to promote reading activity to avoid bored learning in the class.
48
49
2. Teacher should be more creative in facilitating the students to learn the materials. Thus, the process of learning will become more interesting, motivating and enjoyable. 3. Students should be aware of the new learning technique that they can use to support their learning process and they should realize they have the main role in the learning process because the success of learning activity also depends on them.
BIBLIOGRAPHY
Alderson, J. Charles. Assessing Reading, New York: Cambridge University Press, 2000. Alyousef, Hesham Suleiman. Teaching Reading Comprehension to ESL/EFL Learners. The Reading Matrix Vol. 5, No. 2, 2005. Anderson, Richard C. et al., Becoming a Nation of Reader: the Report of the Commission on Reading. Washington D.C: the National Institute of Education, US Department of Education, 1984. Badan Pusat Statistik, Indikator Sosial Budaya 2003, 2006, 2009 dan 2012, http://www.bps.go.id. Baker, Colin. Foundations of Bilingual Education and Bilingualism 3rd edition. England: Multilingual Matters Ltd, 2001. Bridgman, Burke. Vocabulary Acquisition in the Communicative Classroom. A journal, 2005. Coffman, Gerry A. and Melissa D. Reed, the True Story of Narrative Text: from Theory to Practice. Kansas: The Reading Professor vol. 32 no. 1, 2010. Constantino, Magda. Reading and Second Language Learners. Washington: The Evergreen State College, 1999. Farris, Pamela J. et al., Teaching Reading a Balanced Approach for Today’s Classrooms. Mc Graw-Hill, 2004. Franciscone, Joanna. The Effectiveness of Using Story Mapping as a Supplemental Tool to Improve Reading Comprehension. ProQuest LLC, 2008. Gebhard, Jerry Greer. Teaching English as a Foreign or Second Language, US: University of Michigan Press, 2009.
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Grabe, William and Federicka L. Stoller, Teaching and Researching Reading. Second Edition. England: Pearson Education, 2002. Grunke, et. al., Analyzing the Effects of Story Mapping on the Reading Comprehension of Children with Low Intellectual Abilities. Learning Disabilities: A Contemporary Journal 11(2), 51-64, 2013. Harmer, Jeremy. How to Teach English. Malaysia: Pearson, 2007. Ibnian, Salem Saleh Khalaf. The Effect of Using the Story- Mapping Technique on Developing Tenth Grade Students’ Short Story Writing Skills in EFL, English Language Teaching. Vol. 3, 2010. Lems, Kristin et. al., Teaching Reading to English Language Learners: Insights from Linguistics, New York: The Gilford Press, 2010. Lewin, Larry. Paving the Way in Reading and Writing. San Francisco: Jossey Bass a Willey Imprint, 2003. Mathes, Patricia G. et. al., Cooperative Story Mapping: Remedial and Special Education, English Language Teaching. Vol. 18, 1997. Nunan, David. Practical English Language Teaching. New York: McGraw-Hill Companies, Inc., 2003. Paris, Scott G. and Ellen E. Hamilton, Handbook of Research on Reading Comprehension, New York: Routledge, 2009. Prince, Gerald. Narratology: The Form and Functioning of Narrative. Berlin: Mouton Publisher, 1982. Priyana, Joko. et. al., Scaffolding: English for Junior High School Students. Jakarta: Pusat
Perbukuan
www.bukupaket.com
Departemen
Pendidikan
Nasional,
2008.
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Razaei, Amir. et. al., Exploring EFL Learners Reading Comprehension Problems in Reading ESP Texts. Iran: David Publishing, 2012. Sudjiono, Anas. Pengantar Statistik Pendidikan, Jakarta: PT. Raja Grafindo Persada, 2014. Sullivan, Alice and Matt Brown, Social Inequalities in Cognitive Scores at Age 16: The Role of Reading. London: Centre for Longitudinal Studies Working Paper Series, 2013. Tyler, Andrea. et. al., Language in Use. Washington D.C: Georgetown University Press, 2005. Willis, Judy. Teaching the Brain to Read, Alexandria: ASCD, 2008.
Appendix 1: First Lesson Plan of Experiment Class RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah
: SMP Negeri 127 Jakarta
Mata Pelajaran
: Bahasa Inggris
Kelas
: VIII (Delapan)
Tema
: Narrative text
Aspek/Skill
: Membaca (Reading)
Alokasi Waktu
: 2 x 40 menit
Pertemuan Ke-
:1
Standar Kompetensi : Memahami makna teks tulis fungsional dalam esei pendek sederhana berbentuk narrative dan report untuk berinteraksi dalam konteks kehidupan sehari-hari.
Kompetensi Dasar
: Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk recount dan nararative.
1. Indikator a. b. c. d.
Mengidentifikasi langkah-langkah retorika dalam teks narrative. Mengidentifikasi tujuan komunikatif dari teks narrative. Mengidentifikasi makna dalam teks tulis narrative. Mengidentifikasi kejadian dalam teks tulis narrative.
2. Tujuan Pada akhir pembelajaran, diharapkan: a. Siswa dapat mengidentifikasi langkah-langkah retorika dalam teks narrative. b. Siswa dapat mengidentifikasi tujuan komunikatif dari teks narrative. c. Siswa dapat mengidentifikasi makna dalam teks tulis narrative. d. Siswa dapat mengidentifikasi kejadian dalam teks tulis narrative.
53
Karakter siswa yang diharapkan: Dapat dipercaya (trustworthy) Rasa hormat dan perhatian (respect) Tekun (diligence) Tanggung jawab (responsibility) Berani (courage) 3. Materi Pembelajaran a. Generic Structure of narrative text. b. Element of narrative text. c. Social function of narrative text. 4. Metode Pembelajaran/Teknik : story mapping technique. 5. Langkah-langkah Kegiatan a. Kegiatan Pendahuluan Apresiasi: - Tanya jawab melibatkan siswa tentang cerita-cerita naratif popular. Motivasi: - Menjelaskan pentingnya materi yang akan dipelajari berikut kompentesi yang harus dikuasai siswa. b. Kegiatan Inti Eksplorasi: Dalam kegiatan eksplorasi: - Siswa menyimak guru bercerita tentang cerita-cerita naratif popular secara singkat. - Siswa diberikan materi serta penjelasan yang berkenaan dengan narrative text. - Siswa diberikan materi serta penjelasan yang berkenaan dengan story mapping. - Siswa dibagi menjadi beberapa kelompok terdiri dari 5 orang dan masing-masing kelompok diberi narrative text tentang The Legend of Banyuwangi. - Siswa membaca narrative text yang diberikan secara kelompok dan berdiskusi tentang cerita dalam teks tersebut. - Siswa menganalisis struktur kebahasaan dan pola pada teks The Legend of Banyuwangi. 54
Elaborasi: Dalam kegiatan elaborasi: - Masing-masing kelompok diberikan lembar story mapping yang masih kosong. - Siswa secara berkelompok mengidentifikasi teks yang diberikan dengan mencari tokoh, setting, problem dan solusinya, kemudian menuangkan ke dalam tulisan di kertas story mapping yang sudah diberikan sebelumnya. - Perwakilan kelompok kemudian mempresentasikan tentang hasil story mapping yang sudah dibahas di dalam kelompok. - Siswa menjawab pertanyaan berkaitan dengan narrative text tersebut. Konfirmasi: Dalam kegiatan konfirmasi: - Guru memeriksa hasil pekerjaan siswa. - Guru mengevaluasi hasil pekerjaan siswa dengan memberi feedback. - Siswa dan guru bertanya jawab tentang materi yang belum dimengerti. - Guru dan siswa bersama bertanya jawab meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan. c. Kegiatan Penutup Dalam kegiatan penutup: - Guru bersama-sama dengan siswa membuat simpulan pelajaran yang telah dipelajari hari ini - Guru melakukan penilaian atau refleksi terhadap kegiatan yang telah dilaksanakan. - Guru menyampaikan rencana pembelajaran pada pertemuan selanjutnya. - Mengakhiri pertemuan dengan mengucap hamdalah dan memberi salam.
6. Sumber Belajar -
http://brechonana.blogspot.com/2014/11/contoh-narrative-textlegend-bahasa.html Gambar-gambar yang relevan Buku paket Bahasa Inggris SMP Kelas 8. 55
7. Penilaian Penilaian Indikator Pencapaian Kompetensi Mengidentifikasi berbagai informasi dalam narrative text. Mengidentifikasi langkah retorika, unsur-unsur dan ciri kebahasaan narrative text. Rubrik Penilaian No. 1 2
Bentuk Instrumen Tes tulis
Instrumen/ Soal
Tes tulis
Hasil story mapping siswa
Terlampir
Uraian
Jawaban benar, tulisan benar Story Mapping: - Isian story mapping tepat - Isian story mapping kurang tepat - Tidak menjawab
Skor 50 50 30 0 Jakarta, 25 Oktober 2016
Mengetahui Guru Mata Pelajaran
Peneliti
Erikawati
Rizka Amalia
56
The Legend of Banyuwangi Once upon a time, there was a local ruler named King Sulahkromo. The king had a Prime Minister named Raden Sidopekso. The Prime Minister had a wife named Sri Tanjung. She was so beautiful that the king wanted her to be his wife. One day, the King sent his Prime Minister to a long mission. While the Prime Minister was away, the King tried to get Sri Tanjung. However, he failed. He was very angry. Thus, when Sidopekso went back, the King told him that his wife was unfaithful to him. The Prime Minister was very angry with his wife. Sri Tanjung said that it was not true. However, Sidopekso said that he would kill her. He brought her to the river bank. Before he killed her and threw her into the river, she said that her innocence would be proven after Sidopekso killed her, he threw her dead body into the dirty river. The river immediately became clean and began to spread a wonderful fragrance. Sidopekso said “Banyu…..Wangi…..Banyuwangi”. It means “fragrant water”. Banyuwangi was born from the proof of noble and sacred love. Answer the questions below! 1. What is Prime Minister’s name? 2. What made King Sulahkromo very angry? 3. Who told Sidopekso that his wife was unfaithful to him? 4. Where did Sidopekso throw his wife away? 5. What did Sri Tanjung say before she died? Answer Keys 1. The name of prime minister is Sidopekso 2. Because the king failed to get Sri Tanjung 3. King Sulahkromo 4. The dirty river 5. The proof of her innocence would reveal after Sidopekso killed her and threw her dead body into the river.
57
Appendix 2: First Lesson Plan of Controlled Class RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah
: SMP Negeri 127 Jakarta
Mata Pelajaran
: Bahasa Inggris
Kelas
: VIII (Delapan)
Tema
: Narrative text
Aspek/Skill
: Membaca (Reading)
Alokasi Waktu
: 2 x 40 menit
Pertemuan Ke-
:1
Standar Kompetensi : Memahami makna teks tulis fungsional dalam esei pendek sederhana berbentuk narrative dan report untuk berinteraksi dalam konteks kehidupan sehari-hari.
Kompetensi Dasar
: Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk recount dan nararative.
1. Indikator a. b. c. d.
Mengidentifikasi langkah-langkah retorika dalam teks narrative. Mengidentifikasi tujuan komunikatif dari teks narrative. Mengidentifikasi makna dalam teks tulis narrative. Mengidentifikasi kejadian dalam teks tulis narrative.
2. Tujuan Pada akhir pembelajaran, diharapkan: a. Siswa dapat mengidentifikasi langkah-langkah retorika dalam teks narrative. b. Siswa dapat mengidentifikasi tujuan komunikatif dari teks narrative. c. Siswa dapat mengidentifikasi makna dalam teks tulis narrative. d. Siswa dapat mengidentifikasi kejadian dalam teks tulis narrative.
58
Karakter siswa yang diharapkan: Dapat dipercaya (trustworthy) Rasa hormat dan perhatian (respect) Tekun (diligence) Tanggung jawab (responsibility) Berani (courage) 3. Materi Pembelajaran d. Generic Structure of narrative text. e. Element of narrative text. f. Social function of narrative text. 4. Metode Pembelajaran/Teknik: Group discussion. 5. Langkah-langkah Kegiatan a. Kegiatan Pendahuluan Apresiasi: - Tanya jawab melibatkan siswa tentang cerita-cerita naratif popular. Motivasi: - Menjelaskan pentingnya materi yang akan dipelajari berikut kompentesi yang harus dikuasai siswa. b. Kegiatan Inti Eksplorasi: Dalam kegiatan eksplorasi: - Siswa menyimak guru bercerita tentang cerita-cerita naratif popular secara singkat. - Siswa diberikan materi serta penjelasan yang berkenaan dengan narrative text. - Siswa dibagi menjadi beberapa kelompok terdiri dari 5 orang dan masing-masing kelompok diberi narrative text tentang The Legend of Banyuwangi. - Siswa membaca narrative text yang diberikan secara kelompok dan berdiskusi tentang cerita dalam teks tersebut. - Siswa menganalisis struktur kebahasaan dan pola pada teks The Legend of Banyuwangi.
59
Elaborasi: Dalam kegiatan elaborasi: - Siswa secara berkelompok mengidentifikasi teks yang diberikan dan menerjemahkan ke dalam bahasa indonesia. - Perwakilan kelompok kemudian menceritakan kembali tentang teks tersebut menggunakan bahasa sendiri. - Siswa menjawab pertanyaan berkaitan dengan narrative text tersebut. Konfirmasi: Dalam kegiatan konfirmasi: -
Guru memeriksa hasil pekerjaan siswa. Guru mengevaluasi hasil pekerjaan siswa dengan memberi feedback. Siswa dan guru bertanya jawab tentang materi yang belum dimengerti. Guru dan siswa bersama bertanya jawab meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan.
c. Kegiatan Penutup Dalam kegiatan penutup: - Guru bersama-sama dengan siswa membuat simpulan pelajaran yang telah dipelajari hari ini - Guru melakukan penilaian atau refleksi terhadap kegiatan yang telah dilaksanakan. - Guru menyampaikan rencana pembelajaran pada pertemuan selanjutnya. - Mengakhiri pertemuan dengan mengucap hamdalah dan memberi salam. 6. Sumber Belajar -
http://brechonana.blogspot.com/2014/11/contoh-narrative-textlegend-bahasa.html Gambar-gambar yang relevan Buku paket Bahasa Inggris SMP Kelas 8.
60
7. Penilaian Penilaian Indikator Pencapaian Kompetensi Mengidentifikasi berbagai informasi dalam narrative text. Mengidentifikasi langkah retorika, unsur-unsur dan ciri kebahasaan narrative text. Rubrik Penilaian No. 1 2
Bentuk Instrumen Tes tulis
Instrumen/ Soal
Tes tulis
Hasil story mapping siswa
Terlampir
Uraian
Jawaban benar, tulisan benar Story Mapping: - Isian story mapping tepat - Isian story mapping kurang tepat - Tidak menjawab
Skor 50 50 30 0
Jakarta, 26 Oktober 2016 Mengetahui Guru Mata Pelajaran
Peneliti
Erikawati
Rizka Amalia
61
The Legend of Banyuwangi Once upon a time, there was a local ruler named King Sulahkromo. The king had a Prime Minister named Raden Sidopekso. The Prime Minister had a wife named Sri Tanjung. She was so beautiful that the king wanted her to be his wife. One day, the King sent his Prime Minister to a long mission. While the Prime Minister was away, the King tried to get Sri Tanjung. However, he failed. He was very angry. Thus, when Sidopekso went back, the King told him that his wife was unfaithful to him. The Prime Minister was very angry with his wife. Sri Tanjung said that it was not true. However, Sidopekso said that he would kill her. He brought her to the river bank. Before he killed her and threw her into the river, she said that her innocence would be proven after Sidopekso killed her, he threw her dead body into the dirty river. The river immediately became clean and began to spread a wonderful fragrance. Sidopekso said “Banyu…..Wangi…..Banyuwangi”. It means “fragrant water”. Banyuwangi was born from the proof of noble and sacred love. Answer the questions below! 1. What is Prime Minister’s name? 2. What made King Sulahkromo very angry? 3. Who told Sidopekso that his wife was unfaithful to him? 4. Where did Sidopekso throw his wife away? 5. What did Sri Tanjung say before she died? Answer Keys 1. The name of prime minister is Sidopekso 2. Because the king failed to get Sri Tanjung 3. King Sulahkromo 4. The dirty river 5. The proof of her innocence would reveal after Sidopekso killed her and threw her dead body into the river.
62
Appendix 3: Second Lesson Plan of Experiment Class RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah
: SMP Negeri 127 Jakarta
Mata Pelajaran
: Bahasa Inggris
Kelas
: VIII (Delapan)
Tema
: Narrative text
Aspek/Skill
: Membaca (Reading)
Alokasi Waktu
: 2 x 40 menit
Pertemuan Ke-
:2
Standar Kompetensi : Memahami makna teks tulis fungsional dalam esei pendek sederhana berbentuk narrative dan report untuk berinteraksi dalam konteks kehidupan sehari-hari.
Kompetensi Dasar
: Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk recount dan nararative.
1. Indikator a. b. c. d.
Mengidentifikasi langkah-langkah retorika dalam teks narrative. Mengidentifikasi tujuan komunikatif dari teks narrative. Mengidentifikasi makna dalam teks tulis narrative. Mengidentifikasi kejadian dalam teks tulis narrative.
2. Tujuan Pada akhir pembelajaran, diharapkan: a. Siswa dapat mengidentifikasi langkah-langkah retorika dalam teks narrative. b. Siswa dapat mengidentifikasi tujuan komunikatif dari teks narrative. c. Siswa dapat mengidentifikasi makna dalam teks tulis narrative. d. Siswa dapat mengidentifikasi kejadian dalam teks tulis narrative.
63
Karakter siswa yang diharapkan: Dapat dipercaya (trustworthy) Rasa hormat dan perhatian (respect) Tekun (diligence) Tanggung jawab (responsibility) Berani (courage) 3. Materi Pembelajaran a. Generic Structure of narrative text. b. Element of narrative text. c. Social function of narrative text. 4. Metode Pembelajaran/Teknik : story mapping technique. 5. Langkah-langkah Kegiatan a. Kegiatan Pendahuluan Apresiasi: - Mereview kembali materi sebelumnya (narrative text). - Tanya jawab melibatkan siswa tentang cerita-cerita naratif popular. Motivasi: - Menjelaskan pentingnya materi yang akan dipelajari berikut kompentesi yang harus dikuasai siswa. b. Kegiatan Inti Eksplorasi: Dalam kegiatan eksplorasi: - Siswa menyimak guru bercerita tentang cerita-cerita naratif popular secara singkat. - Siswa dibagi menjadi beberapa kelompok terdiri dari 2 orang atau teman sebangku dan masing-masing kelompok diberi narrative text tentang The Golden Cucumber. - Siswa membaca narrative text yang diberikan secara kelompok dan berdiskusi tentang cerita dalam teks tersebut. - Siswa menganalisis struktur kebahasaan dan pola pada teks The Golden Cucumber. Elaborasi: Dalam kegiatan elaborasi: -
Masing-masing kelompok diberikan lembar story mapping yang masih kosong. 64
-
-
Siswa secara berkelompok mengidentifikasi teks yang diberikan dengan mencari tokoh, setting, problem dan solusinya, kemudian menuangkan ke dalam tulisan di kertas story mapping yang sudah diberikan sebelumnya. Perwakilan kelompok kemudian mempresentasikan tentang hasil story mapping yang sudah dibahas di dalam kelompok. Siswa menjawab pertanyaan berkaitan dengan narrative text tersebut.
Konfirmasi: Dalam kegiatan konfirmasi: -
Guru memeriksa hasil pekerjaan siswa. Guru mengevaluasi hasil pekerjaan siswa dengan memberi feedback. Siswa dan guru bertanya jawab tentang materi yang belum dimengerti. Guru dan siswa bersama bertanya jawab meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan.
c. Kegiatan Penutup Dalam kegiatan penutup: - Guru bersama-sama dengan siswa membuat simpulan pelajaran yang telah dipelajari hari ini - Guru melakukan penilaian atau refleksi terhadap kegiatan yang telah dilaksanakan. - Guru menyampaikan rencana pembelajaran pada pertemuan selanjutnya. - Mengakhiri pertemuan dengan mengucap hamdalah dan memberi salam. 6. Sumber Belajar - http://brechonana.blogspot.com/2014/11/contoh-narrative-textlegend-bahasa.html - Gambar-gambar yang relevan - Buku paket Bahasa Inggris SMP Kelas 8.
65
7. Penilaian Penilaian Indikator Pencapaian Kompetensi Mengidentifikasi berbagai informasi dalam narrative text. Mengidentifikasi langkah retorika, unsur-unsur dan ciri kebahasaan narrative text. Rubrik Penilaian No. 1 2
Bentuk Instrumen Tes tulis
Instrumen/ Soal
Tes tulis
Hasil story mapping siswa
Terlampir
Uraian
Jawaban benar, tulisan benar Story Mapping: - Isian story mapping tepat - Isian story mapping kurang tepat - Tidak menjawab
Skor 50 50 30 0 Jakarta, 1 November 2016
Mengetahui Guru Mata Pelajaran
Peneliti
Erikawati
Rizka Amalia
66
The Golden Cucumber Long time ago in the island of Java, Indonesia, lived a couple of farmer. They had married for some years but they had no children. So, they prayed to a monster called Buto Ijo to give them children. Buto Ijo was a ferocious and powerful monster. He granted their wish on one condition. When their children had grown up, they had to sacrifice them to Buta Ijo. He liked eating fresh meat of human being. The farmers agreed to his condition. Several months later the wife was pregnant. She gave birth to a beautiful baby girl. They named her Timun Emas. The farmers were happy. Timun Emas was very healthy and a very smart girl. She was also very diligent. When she was a teenager Buto Ijo came to their house. Timun Emas was frightened so she ran away to hide. The farmers then told Buto Ijo that Timun Emas was still a child. They asked him to postpone. Buto Ijo agreed. He promised to come again. The following year Buto Ijo came again. But again and again their parents said that Timun Emas was still a child. When the third time Buto Ijo came, their parents had prepared something for him. They gave Timun Emas several bamboo needles, seeds of cucumber, dressing and salt. ‘Timun, take these things’ ‘What are these things?’ ‘These are your weapons. Buto Ijo will chase you. He will eat you alive. So, run as fast as you can. And if he will catch you spread this to the ground. Now go!’ Timun Emas was scared so she ran as quickly as she could. When Buta Ijo arrived, she was far from home. He was very angry when he realized that his prey had left. So, he ran to chase her. He had a sharp nose so he knew what direction his prey ran. Timun Emas was just a girl while Buto Ijo was a monster so he could easily catch her up. When he was just several steps behind Timun Emas, he quickly spread the seeds of cucumber. In seconds, they turned into many vines of cucumber. The exhausted Buto Ijo was very thirsty so he grabbed and ate them. When Buto Ijo was busy eating cucumber, Timun Emas run away. But soon Buto Ijo realized and started running again. When he was just several steps behind Timun Emas threw her bamboo needles. Soon they turned into dense bamboo trees. Buto Ijo found it hard to pass. It took him some time to break the dense bamboo forest. Meanwhile Timun Emas could run farther. Buto Ijo chased her again. When he almost caught her again and again, Timun Emas threw her dressing. This time it turned into a lake. Buto Ijo was busy to save himself so Timun Emas ran way. But Buta Ijo could overcome it and continued chasing her.
67
Finally, when Timun Emas was almost caught she threw her salt. Soon the land where Buto Ijo stood turned into ocean. Buto Ijo was drowned and died instantly. Timun Emas was thankful to god and came back to her home. Answer the questions below! 1. 2. 3. 4. 5.
What made a couple of farmer prayed to a monster? Who chased Timun Emas when she was a teenager? What was the condition that a couple of farmer should grant? What the farmers gave to Timun Emas before Buto Ijo chased her? Why did the monster chase Timun Emas?
Answer Keys 1. Because they didn’t have a child so they prayed to a monster to give them a child. 2. The monster’s name was Buto Ijo. 3. When their child was a teenager, they should give their child to the monster. 4. Several bamboo needles, seeds of cucumber, dressing and salt. 5. Because the monster wanted to ask farmers’ promise to give Timun Emas to him.
68
Appendix 4: Second Lesson Plan of Controlled Class RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah
: SMP Negeri 127 Jakarta
Mata Pelajaran
: Bahasa Inggris
Kelas
: VIII (Delapan)
Tema
: Narrative text
Aspek/Skill
: Membaca (Reading)
Alokasi Waktu
: 2 x 40 menit
Pertemuan Ke-
:2
Standar Kompetensi : Memahami makna teks tulis fungsional dalam esei pendek sederhana berbentuk narrative dan report untuk berinteraksi dalam konteks kehidupan sehari-hari.
Kompetensi Dasar
: Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk recount dan nararative.
1. Indikator a. b. c. d.
Mengidentifikasi langkah-langkah retorika dalam teks narrative. Mengidentifikasi tujuan komunikatif dari teks narrative. Mengidentifikasi makna dalam teks tulis narrative. Mengidentifikasi kejadian dalam teks tulis narrative.
2. Tujuan Pada akhir pembelajaran, diharapkan: a. Siswa dapat mengidentifikasi langkah-langkah retorika dalam teks narrative. b. Siswa dapat mengidentifikasi tujuan komunikatif dari teks narrative. c. Siswa dapat mengidentifikasi makna dalam teks tulis narrative. d. Siswa dapat mengidentifikasi kejadian dalam teks tulis narrative.
69
Karakter siswa yang diharapkan: Dapat dipercaya (trustworthy) Rasa hormat dan perhatian (respect) Tekun (diligence) Tanggung jawab (responsibility) Berani (courage) 3. Materi Pembelajaran a. Generic Structure of narrative text. b. Element of narrative text. c. Social function of narrative text. 4. Metode Pembelajaran/Teknik : Group discussion. 5. Langkah-langkah Kegiatan a. Kegiatan Pendahuluan Apresiasi: - Tanya jawab melibatkan siswa tentang cerita-cerita naratif popular. Motivasi: - Menjelaskan pentingnya materi yang akan dipelajari berikut kompentesi yang harus dikuasai siswa. b. Kegiatan Inti Eksplorasi: Dalam kegiatan eksplorasi: - Siswa menyimak guru bercerita tentang cerita-cerita naratif popular secara singkat. - Siswa dibagi menjadi beberapa kelompok terdiri dari 2 orang atau teman sebangku dan masing-masing kelompok diberi narrative text tentang The Golden Cucumber. - Siswa membaca narrative text yang diberikan secara kelompok dan berdiskusi tentang cerita dalam teks tersebut. - Siswa menganalisis struktur kebahasaan dan pola pada teks The Golden Cucumber.
70
Elaborasi: Dalam kegiatan elaborasi: - Siswa secara berkelompok mengidentifikasi teks yang diberikan dan menerjemahkan ke dalam bahasa indonesia. - Perwakilan kelompok kemudian menceritakan kembali tentang teks tersebut menggunakan bahasa sendiri. - Siswa menjawab pertanyaan berkaitan dengan narrative text tersebut. Konfirmasi: Dalam kegiatan konfirmasi: -
Guru memeriksa hasil pekerjaan siswa. Guru mengevaluasi hasil pekerjaan siswa dengan memberi feedback. Siswa dan guru bertanya jawab tentang materi yang belum dimengerti. Guru dan siswa bersama bertanya jawab meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan.
c. Kegiatan Penutup Dalam kegiatan penutup: - Guru bersama-sama dengan siswa membuat simpulan pelajaran yang telah dipelajari hari ini - Guru melakukan penilaian atau refleksi terhadap kegiatan yang telah dilaksanakan. - Guru menyampaikan rencana pembelajaran pada pertemuan selanjutnya. - Mengakhiri pertemuan dengan mengucap hamdalah dan memberi salam. 6. Sumber Belajar -
http://brechonana.blogspot.com/2014/11/contoh-narrative-textlegend-bahasa.html Gambar-gambar yang relevan Buku paket Bahasa Inggris SMP Kelas 8.
71
7. Penilaian Penilaian Indikator Pencapaian Kompetensi Mengidentifikasi berbagai informasi dalam narrative text. Mengidentifikasi langkah retorika, unsur-unsur dan ciri kebahasaan narrative text. Rubrik Penilaian No. 1 2
Bentuk Instrumen Tes tulis
Instrumen/ Soal
Tes tulis
Hasil story mapping siswa
Terlampir
Uraian
Jawaban benar, tulisan benar Story Mapping: - Isian story mapping tepat - Isian story mapping kurang tepat - Tidak menjawab
Skor 50 50 30 0
Jakarta, 2 November 2016 Mengetahui Guru Mata Pelajaran
Peneliti
Erikawati
Rizka Amalia
72
The Golden Cucumber Long time ago in the island of Java, Indonesia, lived a couple of farmer. They had married for some years but they had no children. So, they prayed to a monster called Buto Ijo to give them children. Buto Ijo was a ferocious and powerful monster. He granted their wish on one condition. When their children had grown up, they had to sacrifice them to Buta Ijo. He liked eating fresh meat of human being. The farmers agreed to his condition. Several months later the wife was pregnant. She gave birth to a beautiful baby girl. They named her Timun Emas. The farmers were happy. Timun Emas was very healthy and a very smart girl. She was also very diligent. When she was a teenager Buto Ijo came to their house. Timun Emas was frightened so she ran away to hide. The farmers then told Buto Ijo that Timun Emas was still a child. They asked him to postpone. Buto Ijo agreed. He promised to come again. The following year Buto Ijo came again. But again and again their parents said that Timun Emas was still a child. When the third time Buto Ijo came, their parents had prepared something for him. They gave Timun Emas several bamboo needles, seeds of cucumber, dressing and salt. ‘Timun, take these things’ ‘What are these things?’ ‘These are your weapons. Buto Ijo will chase you. He will eat you alive. So, run as fast as you can. And if he will catch you spread this to the ground. Now go!’ Timun Emas was scared so she ran as quickly as she could. When Buta Ijo arrived, she was far from home. He was very angry when he realized that his prey had left. So, he ran to chase her. He had a sharp nose so he knew what direction his prey ran. Timun Emas was just a girl while Buto Ijo was a monster so he could easily catch her up. When he was just several steps behind Timun Emas, he quickly spread the seeds of cucumber. In seconds, they turned into many vines of cucumber. The exhausted Buto Ijo was very thirsty so he grabbed and ate them. When Buto Ijo was busy eating cucumber, Timun Emas run away. But soon Buto Ijo realized and started running again. When he was just several steps behind Timun Emas threw her bamboo needles. Soon they turned into dense bamboo trees. Buto Ijo found it hard to pass. It took him some time to break the dense bamboo forest. Meanwhile Timun Emas could run farther. Buto Ijo chased her again. When he almost caught her again and again, Timun Emas threw her dressing. This time it turned into a lake. Buto Ijo was busy to save himself so Timun Emas ran way. But Buta Ijo could overcome it and continued chasing her.
73
Finally, when Timun Emas was almost caught she threw her salt. Soon the land where Buto Ijo stood turned into ocean. Buto Ijo was drowned and died instantly. Timun Emas was thankful to god and came back to her home. Answer the questions below! 1. 2. 3. 4. 5.
What made a couple of farmer prayed to a monster? Who chased Timun Emas when she was a teenager? What was the condition that a couple of farmer should grant? What the farmers gave to Timun Emas before Buto Ijo chased her? Why did the monster chase Timun Emas?
Answer Keys 1. Because they didn’t have a child so they prayed to a monster to give them a child. 2. The monster’s name was Buto Ijo. 3. When their child was a teenager, they should give their child to the monster. 4. Several bamboo needles, seeds of cucumber, dressing and salt. 5. Because the monster wanted to ask farmers’ promise to give Timun Emas to him.
74
Appendix 5: Third Lesson Plan of Experiment Class RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah
: SMP Negeri 127 Jakarta
Mata Pelajaran
: Bahasa Inggris
Kelas
: VIII (Delapan)
Tema
: Narrative text
Aspek/Skill
: Membaca (Reading)
Alokasi Waktu
: 2 x 40 menit
Pertemuan Ke-
:3
Standar Kompetensi : Memahami makna teks tulis fungsional dalam esei pendek sederhana berbentuk narrative dan report untuk berinteraksi dalam konteks kehidupan sehari-hari.
Kompetensi Dasar
: Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk recount dan nararative.
1. Indikator a. b. c. d.
Mengidentifikasi langkah-langkah retorika dalam teks narrative. Mengidentifikasi tujuan komunikatif dari teks narrative. Mengidentifikasi makna dalam teks tulis narrative. Mengidentifikasi kejadian dalam teks tulis narrative.
2. Tujuan Pada akhir pembelajaran, diharapkan: a. Siswa dapat mengidentifikasi langkah-langkah retorika dalam teks narrative. b. Siswa dapat mengidentifikasi tujuan komunikatif dari teks narrative. c. Siswa dapat mengidentifikasi makna dalam teks tulis narrative. d. Siswa dapat mengidentifikasi kejadian dalam teks tulis narrative.
Karakter siswa yang diharapkan: 75
Dapat dipercaya (trustworthy) Rasa hormat dan perhatian (respect) Tekun (diligence) Tanggung jawab (responsibility) Berani (courage)
3. Materi Pembelajaran a. Generic Structure of narrative text. b. Element of narrative text. c. Social function of narrative text. 4. Metode Pembelajaran/Teknik: story mapping technique. 5. Langkah-langkah Kegiatan a. Kegiatan Pendahuluan Apresiasi: - Mereview kembali materi sebelumnya (narrative text). - Tanya jawab melibatkan siswa tentang cerita-cerita naratif popular. Motivasi: - Menjelaskan pentingnya materi yang akan dipelajari berikut kompentesi yang harus dikuasai siswa. b. Kegiatan Inti Eksplorasi: Dalam kegiatan eksplorasi: -
Siswa menyimak guru bercerita tentang cerita-cerita naratif popular secara singkat. Siswa secara individu diberi narrative text tentang The Legend of Tangkuban Perahu. Siswa diberi waktu untuk membaca dan menganalisis struktur kebahasaan dan pola pada teks The Legend of Tangkuban Perahu.
Elaborasi: Dalam kegiatan elaborasi: -
Masing-masing siswa diberikan lembar story mapping yang masih kosong.
76
-
-
Siswa mengidentifikasi teks yang diberikan dengan mencari tokoh, setting, problem dan solusinya, kemudian menuangkan ke dalam tulisan di kertas story mapping yang sudah diberikan sebelumnya. Beberapa siswa kemudian mempresentasikan tentang hasil story mapping yang sudah dibahas di dalam kelompok. Yang tidak berperan dalam presentasi, diminta untuk menanyakan pertanyaan seputar tentang apa yang disampaikan oleh siswa. Siswa diberikan lembar latihan yang berkaitan dengan teks yang sudah dibaca dan menjawab pertanyaan berkaitan dengan narrative text tersebut.
Konfirmasi: Dalam kegiatan konfirmasi: -
Guru memeriksa hasil pekerjaan siswa. Guru mengevaluasi hasil pekerjaan siswa dengan memberi feedback. Siswa dan guru bertanya jawab tentang materi yang belum dimengerti. Guru dan siswa bersama bertanya jawab meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan.
c. Kegiatan Penutup Dalam kegiatan penutup: -
Guru bersama-sama dengan siswa membuat simpulan pelajaran yang telah dipelajari hari ini Guru melakukan penilaian atau refleksi terhadap kegiatan yang telah dilaksanakan. Guru menyampaikan rencana pembelajaran pada pertemuan selanjutnya. Mengakhiri pertemuan dengan mengucap hamdalah dan memberi salam.
6. Sumber Belajar -
http://brechonana.blogspot.com/2014/11/contoh-narrative-textlegend-bahasa.html Gambar-gambar yang relevan Buku paket Bahasa Inggris SMP Kelas 8.
77
7. Penilaian Penilaian Indikator Pencapaian Kompetensi Mengidentifikasi berbagai informasi dalam narrative text. Mengidentifikasi langkah retorika, unsur-unsur dan ciri kebahasaan narrative text.
Bentuk Instrumen Tes tulis
Instrumen/ Soal
Tes tulis
Hasil story mapping siswa
Terlampir
Rubrik Penilaian No. 1 2
Uraian Jawaban benar, tulisan benar Story Mapping: - Isian story mapping tepat - Isian story mapping kurang tepat - Tidak menjawab
Skor 50 50 30 0 Jakarta, 8 November 2016
Mengetahui Guru Mata Pelajaran
Peneliti
Erikawati
Rizka Amalia
78
The Legend of Tangkuban Perahu Once upon a time, there was a kingdom in Priangan Land. There lived a happy family. There was a father in form of dog, his name is Tumang, a mother which was called is Dayang Sumbi, and a child which was called Sangkuriang. One day, Dayang Sumbi asked her son to go hunting with his lovely dog, Tumang. After hunting all day, Sangkuriang began desperate and worried because he hunted no deer. Then he thought to shot his own dog. Then he took the dog liver and carried home. Soon Dayang Sumbi found out that it was not deer liver but Tumang's, his own dog. So, she was very angry and hit Sangkuriang's head. In that incident, Sangkuriang got wounded and scar then cast away from their home. Years went by, Sangkuriang traveled many places and finally arrived at a village. He met a beautiful woman and felt in love with her. When they were discussing their wedding plans, the woman looked at the wound in Sangkuriang's head. It matched to her son's wound who had left severall years earlier. Soon she realized that she felt in love with her own son. She couldn't marry him but how to say it. Then, she found the way. She needed a lake and a boat for celebrating their wedding day. Sangkuriang had to make them in one night. He built a lake. With a dawn just moment away and the boat was almost complete. Dayang Sumbi had to stop it. Then, she lit up the eastern horizon with flashes of light. It made the cock crowed for a new day. Sangkuriang failed to marry her. He was very angry and kicked the boat. It fell over and became the mountain of Tangkuban Perahu Bandung. Answer the questions below! 1. 2. 3. 4. 5.
Who was Sangkuriang? Why Sangkuriang casted away from his home? What did Sangkuriang do when he couldn’t get a deer to hunt? Why did Dayang Sumbi ask Sangkuriang to make her lake and a boat? What did Sangkuriang do when he failed to marry Dayang Sumbi?
Answer keys 1. Dayang Sumbi’s son who fell in love with his mother. 2. Because Dayang Sumbi found out that Sangkuriang killed his father. So, she was very angry and hit Sangkuriang's head. 3. He killed his own dog which is actually his own father. 4. Because Dayang Sumbi couldn’t marry Sangkuriang and it is impossible to make it in one night. 5. He was very angry and kicked the boat.
79
Appendix 6: Third Lesson Plan of Controlled Class RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah
: SMP Negeri 127 Jakarta
Mata Pelajaran
: Bahasa Inggris
Kelas
: VIII (Delapan)
Tema
: Narrative text
Aspek/Skill
: Membaca (Reading)
Alokasi Waktu
: 2 x 40 menit
Pertemuan Ke-
:3
Standar Kompetensi : Memahami makna teks tulis fungsional dalam esei pendek sederhana berbentuk narrative dan report untuk berinteraksi dalam konteks kehidupan sehari-hari.
Kompetensi Dasar
: Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk recount dan nararative.
1. Indikator a. b. c. d.
Mengidentifikasi langkah-langkah retorika dalam teks narrative. Mengidentifikasi tujuan komunikatif dari teks narrative. Mengidentifikasi makna dalam teks tulis narrative. Mengidentifikasi kejadian dalam teks tulis narrative.
2. Tujuan Pada akhir pembelajaran, diharapkan: a. Siswa dapat mengidentifikasi langkah-langkah retorika dalam teks narrative. b. Siswa dapat mengidentifikasi tujuan komunikatif dari teks narrative. c. Siswa dapat mengidentifikasi makna dalam teks tulis narrative. d. Siswa dapat mengidentifikasi kejadian dalam teks tulis narrative.
80
Karakter siswa yang diharapkan: Dapat dipercaya (trustworthy) Rasa hormat dan perhatian (respect) Tekun (diligence) Tanggung jawab (responsibility) Berani (courage) 3. Materi Pembelajaran a. Generic Structure of narrative text. b. Element of narrative text. c. Social function of narrative text. 4. Metode Pembelajaran/Teknik: Group Discussion. 5. Langkah-langkah Kegiatan a. Kegiatan Pendahuluan Apresiasi: - Mereview kembali materi sebelumnya (narrative text). - Tanya jawab melibatkan siswa tentang cerita-cerita naratif popular. Motivasi: - Menjelaskan pentingnya materi yang akan dipelajari berikut kompentesi yang harus dikuasai siswa. b. Kegiatan Inti Eksplorasi: Dalam kegiatan eksplorasi: - Siswa menyimak guru bercerita tentang cerita-cerita naratif popular secara singkat. - Siswa secara individu diberi narrative text tentang The Legend of Tangkuban Perahu. - Siswa diberi waktu untuk membaca dan menganalisis struktur kebahasaan dan pola pada teks The Legend of Tangkuban Perahu. Elaborasi: Dalam kegiatan elaborasi: - Siswa mengidentifikasi teks yang diberikan dengan mencari tokoh, setting, problem dan solusinya, setelah itu siswa menerjemahkan teks narrative yang sudah diberikan. 81
-
Beberapa siswa kemudian menceritakan kembali tentang teks tersebut dengan menggunakan bahasa sendiri. Yang tidak berperan dalam presentasi, diminta untuk menanyakan pertanyaan seputar tentang apa yang disampaikan oleh siswa. Siswa diberikan lembar latihan yang berkaitan dengan teks yang sudah dibaca dan menjawab pertanyaan berkaitan dengan narrative text tersebut.
Konfirmasi: Dalam kegiatan konfirmasi: -
Guru memeriksa hasil pekerjaan siswa. Guru mengevaluasi hasil pekerjaan siswa dengan memberi feedback. Siswa dan guru bertanya jawab tentang materi yang belum dimengerti. Guru dan siswa bersama bertanya jawab meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan.
c. Kegiatan Penutup Dalam kegiatan penutup: - Guru bersama-sama dengan siswa membuat simpulan pelajaran yang telah dipelajari hari ini - Guru melakukan penilaian atau refleksi terhadap kegiatan yang telah dilaksanakan. - Guru menyampaikan rencana pembelajaran pada pertemuan selanjutnya. - Mengakhiri pertemuan dengan mengucap hamdalah dan memberi salam. 6. Sumber Belajar -
http://brechonana.blogspot.com/2014/11/contoh-narrative-textlegend-bahasa.html Gambar-gambar yang relevan Buku paket Bahasa Inggris SMP Kelas 8.
82
7. Penilaian Penilaian Indikator Pencapaian Kompetensi Mengidentifikasi berbagai informasi dalam narrative text. Mengidentifikasi langkah retorika, unsur-unsur dan ciri kebahasaan narrative text.
Bentuk Instrumen Tes tulis
Instrumen/ Soal
Tes tulis
Hasil story mapping siswa
Terlampir
Rubrik Penilaian No. 1 2
Uraian Jawaban benar, tulisan benar Story Mapping: - Isian story mapping tepat - Isian story mapping kurang tepat - Tidak menjawab
Skor 50 50 30 0 Jakarta, 9 November 2016
Mengetahui Guru Mata Pelajaran
Peneliti
Erikawati
Rizka Amalia
83
The Legend of Tangkuban Perahu Once upon a time, there was a kingdom in Priangan Land. There lived a happy family. There was a father in form of dog, his name is Tumang, a mother which was called is Dayang Sumbi, and a child which was called Sangkuriang. One day, Dayang Sumbi asked her son to go hunting with his lovely dog, Tumang. After hunting all day, Sangkuriang began desperate and worried because he hunted no deer. Then he thought to shot his own dog. Then he took the dog liver and carried home. Soon Dayang Sumbi found out that it was not deer liver but Tumang's, his own dog. So, she was very angry and hit Sangkuriang's head. In that incident, Sangkuriang got wounded and scar then cast away from their home. Years went by, Sangkuriang traveled many places and finally arrived at a village. He met a beautiful woman and felt in love with her. When they were discussing their wedding plans, the woman looked at the wound in Sangkuriang's head. It matched to her son's wound who had left severall years earlier. Soon she realized that she felt in love with her own son. She couldn't marry him but how to say it. Then, she found the way. She needed a lake and a boat for celebrating their wedding day. Sangkuriang had to make them in one night. He built a lake. With a dawn just moment away and the boat was almost complete. Dayang Sumbi had to stop it. Then, she lit up the eastern horizon with flashes of light. It made the cock crowed for a new day. Sangkuriang failed to marry her. He was very angry and kicked the boat. It fell over and became the mountain of Tangkuban Perahu Bandung. Answer the questions below! 1. 2. 3. 4. 5.
Who was Sangkuriang? Why Sangkuriang casted away from his home? What did Sangkuriang do when he couldn’t get a deer to hunt? Why did Dayang Sumbi ask Sangkuriang to make her lake and a boat? What did Sangkuriang do when he failed to marry Dayang Sumbi?
Answer keys 1. Dayang Sumbi’s son who fell in love with his mother. 2. Because Dayang Sumbi found out that Sangkuriang killed his father. So, she was very angry and hit Sangkuriang's head. 3. He killed his own dog which is actually his own father. 4. Because Dayang Sumbi couldn’t marry Sangkuriang and it is impossible to make it in one night. 5. He was very angry and kicked the boat.
84
Appendix 7: Forth Lesson Plan of Experiment Class RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah
: SMP Negeri 127 Jakarta
Mata Pelajaran
: Bahasa Inggris
Kelas
: VIII (Delapan)
Tema
: Narrative text
Aspek/Skill
: Membaca (Reading)
Alokasi Waktu
: 2 x 40 menit
Pertemuan Ke-
:4
Standar Kompetensi : Memahami makna teks tulis fungsional dalam esei pendek sederhana berbentuk narrative dan report untuk berinteraksi dalam konteks kehidupan sehari-hari.
Kompetensi Dasar
: Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk recount dan nararative.
1. Indikator a. b. c. d.
Mengidentifikasi langkah-langkah retorika dalam teks narrative. Mengidentifikasi tujuan komunikatif dari teks narrative. Mengidentifikasi makna dalam teks tulis narrative. Mengidentifikasi kejadian dalam teks tulis narrative.
2. Tujuan Pada akhir pembelajaran, diharapkan: a. Siswa dapat mengidentifikasi langkah-langkah retorika dalam teks narrative. b. Siswa dapat mengidentifikasi tujuan komunikatif dari teks narrative. c. Siswa dapat mengidentifikasi makna dalam teks tulis narrative. d. Siswa dapat mengidentifikasi kejadian dalam teks tulis narrative. Karakter siswa yang diharapkan: Dapat dipercaya (trustworthy) Rasa hormat dan perhatian (respect) 85
Tekun (diligence) Tanggung jawab (responsibility) Berani (courage)
3. Materi Pembelajaran a. Generic Structure of narrative text. b. Element of narrative text. c. Social function of narrative text. 4. Metode Pembelajaran/Teknik : story mapping technique. 5. Langkah-langkah Kegiatan a. Kegiatan Pendahuluan Apresiasi: - Mereview kembali materi sebelumnya (narrative text). - Tanya jawab melibatkan siswa tentang cerita-cerita naratif popular. Motivasi: - Menjelaskan pentingnya materi yang akan dipelajari berikut kompentesi yang harus dikuasai siswa. b. Kegiatan Inti Eksplorasi: Dalam kegiatan eksplorasi: -
Siswa menyimak guru bercerita tentang cerita-cerita naratif popular secara singkat. Siswa secara individu diberi narrative text tentang The Man, the Boy and the Donkey. Siswa diberi waktu untuk membaca dan menganalisis struktur kebahasaan dan pola pada teks The Man, the Boy and the Donkey.
Elaborasi: Dalam kegiatan elaborasi: -
Masing-masing siswa diberikan lembar story mapping yang masih kosong. Siswa mengidentifikasi teks yang diberikan dengan mencari tokoh, setting, problem dan solusinya, kemudian menuangkan ke dalam tulisan di kertas story mapping yang sudah diberikan sebelumnya. 86
-
Beberapa siswa kemudian mempresentasikan tentang hasil story mapping yang sudah dibahas di dalam kelompok. Yang tidak berperan dalam presentasi, diminta untuk menanyakan pertanyaan seputar tentang apa yang disampaikan oleh siswa. Siswa diberikan lembar latihan yang berkaitan dengan teks yang sudah dibaca dan menjawab pertanyaan berkaitan dengan narrative text tersebut.
Konfirmasi: Dalam kegiatan konfirmasi: -
Guru memeriksa hasil pekerjaan siswa. Guru mengevaluasi hasil pekerjaan siswa dengan memberi feedback. Siswa dan guru bertanya jawab tentang materi yang belum dimengerti. Guru dan siswa bersama bertanya jawab meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan.
c. Kegiatan Penutup Dalam kegiatan penutup: -
Guru bersama-sama dengan siswa membuat simpulan pelajaran yang telah dipelajari hari ini Guru melakukan penilaian atau refleksi terhadap kegiatan yang telah dilaksanakan. Guru menyampaikan rencana pembelajaran pada pertemuan selanjutnya. Mengakhiri pertemuan dengan mengucap hamdalah dan memberi salam.
6. Sumber Belajar -
http://brechonana.blogspot.com/2014/11/contoh-narrative-textlegend-bahasa.html Gambar-gambar yang relevan Buku paket Bahasa Inggris SMP Kelas 8.
87
7. Penilaian Penilaian Indikator Pencapaian Kompetensi Mengidentifikasi berbagai informasi dalam narrative text. Mengidentifikasi langkah retorika, unsur-unsur dan ciri kebahasaan narrative text.
Bentuk Instrumen Tes tulis
Instrumen/ Soal
Tes tulis
Hasil story mapping siswa
Terlampir
Rubrik Penilaian No. 1 2
Uraian Jawaban benar, tulisan benar Story Mapping: - Isian story mapping tepat - Isian story mapping kurang tepat - Tidak menjawab
Skor 50 50 30 0 Jakarta, 16 November 2016
Mengetahui Guru Mata Pelajaran
Peneliti
Erikawati
Rizka Amalia
88
The Man, the Boy and the Donkey A man and his son were once going with their Donkey to market. As they were walking along by its side a countryman passed them and said: "You fools, what is a Donkey for but to ride upon?" So the man put the boy on the donkey and they went on their way. But soon they passed a group of men, one of whom said: "See that lazy youngster, he lets his father walk while he rides."So the man ordered his boy to get off, and got on himself. But they hadn't gone far when they passed two women, one of whom said to the other: "Shame on that lazy lout to let his poor little son trudge along." Well, the man didn't know what to do, but at last he took his boy up before him on the Donkey. By this time they had come to the town, and the passers-by began to jeer and point at them. The man stopped and asked what they were scoffing at. The men said: "Aren't you ashamed of yourself for overloading that poor donkey of yours and your hulking son?" The man and boy got off and tried to think what to do. They thought and they thought, till at last they cut down a pole, tied the donkey's feet to it, and raised the pole and the donkey to their shoulders. They went along amid the laughter of all who met them till they came to Market Bridge, when the Donkey, getting one of his feet loose, kicked out and caused the Boy to drop his end of the pole. In the struggle the Donkey fell over the bridge, and his fore-feet being tied together he was drowned. "That will teach you," said an old man who had followed them: "Please all, and you will please none." Answer the following questions below! 1. 2. 3. 4. 5.
Where the the man and his son met the countryman? What did the group of men say when they saw the man, his son and the donkey? Why made the man and his son ride the donkey together? What was the last attempt of the man and his son? What is the value of the story?
Answer Keys 1. Market 2. You fools, what is a Donkey for but to ride upon? 3. Because there were two women who mocked at them for not riding the donkey 4. They cut down a pole, tied the donkey's feet to it, and raised the pole and the donkey to their shoulders. 5. We cannot please everyone
89
Appendix 8: Forth Lesson Plan of Controlled Class RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah
: SMP Negeri 127 Jakarta
Mata Pelajaran
: Bahasa Inggris
Kelas
: VIII (Delapan)
Tema
: Narrative text
Aspek/Skill
: Membaca (Reading)
Alokasi Waktu
: 2 x 40 menit
Pertemuan Ke-
:4
Standar Kompetensi : Memahami makna teks tulis fungsional dalam esei pendek sederhana berbentuk narrative dan report untuk berinteraksi dalam konteks kehidupan sehari-hari.
Kompetensi Dasar
: Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk recount dan nararative.
1. Indikator a. b. c. d.
Mengidentifikasi langkah-langkah retorika dalam teks narrative. Mengidentifikasi tujuan komunikatif dari teks narrative. Mengidentifikasi makna dalam teks tulis narrative. Mengidentifikasi kejadian dalam teks tulis narrative.
2. Tujuan Pada akhir pembelajaran, diharapkan: a. Siswa dapat mengidentifikasi langkah-langkah retorika dalam teks narrative. b. Siswa dapat mengidentifikasi tujuan komunikatif dari teks narrative. c. Siswa dapat mengidentifikasi makna dalam teks tulis narrative. d. Siswa dapat mengidentifikasi kejadian dalam teks tulis narrative. Karakter siswa yang diharapkan: 90
Dapat dipercaya (trustworthy) Rasa hormat dan perhatian (respect) Tekun (diligence) Tanggung jawab (responsibility) Berani (courage)
3. Materi Pembelajaran a. Generic Structure of narrative text. b. Element of narrative text. c. Social function of narrative text. 4. Metode Pembelajaran/Teknik : Self-assessment 5. Langkah-langkah Kegiatan a. Kegiatan Pendahuluan Apresiasi: -
Mereview kembali materi sebelumnya (narrative text). Tanya jawab melibatkan siswa tentang cerita-cerita naratif popular.
Motivasi: -
Menjelaskan pentingnya materi yang akan dipelajari berikut kompentesi yang harus dikuasai siswa.
b. Kegiatan Inti Eksplorasi: Dalam kegiatan eksplorasi: - Siswa menyimak guru bercerita tentang cerita-cerita naratif popular secara singkat. - Siswa secara individu diberi narrative text tentang The Man, the Boy and the Donkey. - Siswa diberi waktu untuk membaca dan menganalisis struktur kebahasaan dan pola pada teks The Man, the Boy and the Donkey. Elaborasi: Dalam kegiatan elaborasi:
91
-
-
Siswa mengidentifikasi teks yang diberikan dengan mencari tokoh, setting, problem dan solusinya, kemudian menerjemahkan teks yang sudah diberikan. Beberapa siswa kemudian menceritakan kembali tentang teks yang sudah diberikan menggunakan bahasa sendiri. Yang tidak berperan dalam presentasi, diminta untuk menanyakan pertanyaan seputar tentang apa yang disampaikan oleh siswa. Siswa diberikan lembar latihan yang berkaitan dengan teks yang sudah dibaca dan menjawab pertanyaan berkaitan dengan narrative text tersebut.
Konfirmasi: Dalam kegiatan konfirmasi: -
Guru memeriksa hasil pekerjaan siswa. Guru mengevaluasi hasil pekerjaan siswa dengan memberi feedback. Siswa dan guru bertanya jawab tentang materi yang belum dimengerti. Guru dan siswa bersama bertanya jawab meluruskan kesalahan pemahaman, memberikan penguatan dan penyimpulan.
c. Kegiatan Penutup Dalam kegiatan penutup: - Guru bersama-sama dengan siswa membuat simpulan pelajaran yang telah dipelajari hari ini - Guru melakukan penilaian atau refleksi terhadap kegiatan yang telah dilaksanakan. - Guru menyampaikan rencana pembelajaran pada pertemuan selanjutnya. - Mengakhiri pertemuan dengan mengucap hamdalah dan memberi salam. 6. Sumber Belajar -
http://www.kidsgen.com/moral_stories/the-man-the-boy-thedonkey.html Gambar-gambar yang relevan Buku paket Bahasa Inggris SMP Kelas 8. 92
7. Penilaian Penilaian Indikator Pencapaian Kompetensi Mengidentifikasi berbagai informasi dalam narrative text. Mengidentifikasi langkah retorika, unsur-unsur dan ciri kebahasaan narrative text.
Rubrik Penilaian No. 1 2
Bentuk Instrumen Tes tulis
Instrumen/ Soal
Tes tulis
Hasil story mapping siswa
Terlampir
Uraian
Jawaban benar, tulisan benar Story Mapping: - Isian story mapping tepat - Isian story mapping kurang tepat - Tidak menjawab
Skor 50 50 30 0 Jakarta, 17 November 2016
Mengetahui Guru Mata Pelajaran
Peneliti
Erikawati
Rizka Amalia
93
The Man, the Boy and the Donkey A man and his son were once going with their Donkey to market. As they were walking along by its side a countryman passed them and said: "You fools, what is a Donkey for but to ride upon?" So the man put the boy on the donkey and they went on their way. But soon they passed a group of men, one of whom said: "See that lazy youngster, he lets his father walk while he rides."So the man ordered his boy to get off, and got on himself. But they hadn't gone far when they passed two women, one of whom said to the other: "Shame on that lazy lout to let his poor little son trudge along." Well, the man didn't know what to do, but at last he took his boy up before him on the Donkey. By this time they had come to the town, and the passers-by began to jeer and point at them. The man stopped and asked what they were scoffing at. The men said: "Aren't you ashamed of yourself for overloading that poor donkey of yours and your hulking son?" The man and boy got off and tried to think what to do. They thought and they thought, till at last they cut down a pole, tied the donkey's feet to it, and raised the pole and the donkey to their shoulders. They went along amid the laughter of all who met them till they came to Market Bridge, when the Donkey, getting one of his feet loose, kicked out and caused the Boy to drop his end of the pole. In the struggle the Donkey fell over the bridge, and his fore-feet being tied together he was drowned. "That will teach you," said an old man who had followed them: "Please all, and you will please none." Answer the following questions below! 1. 2. 3. 4. 5.
Where the the man and his son met the countryman? What did the group of men say when they saw the man, his son and the donkey? Why made the man and his son ride the donkey together? What was the last attempt of the man and his son? What is the value of the story?
Answer Keys 1. Market 2. You fools, what is a Donkey for but to ride upon? 3. Because there were two women who mocked at them for not riding the donkey 4. They cut down a pole, tied the donkey's feet to it, and raised the pole and the donkey to their shoulders. 5. We cannot please everyone
94
KISI – KISI SOAL INSTRUMEN PENELITIAN
Nama Sekolah
: SMP Negeri 127 Jakarta
Kelas
: VIII
Mata Pelajaran
: Bahasa Inggris
Materi
Kompetensi Dasar Merespon
makna
Indikator dan
langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang
berkaitan
dengan
lingkungan sekitar dalam Narrative text
teks berbentuk recount dan nararative.
a. Mengidentifikasi tipe teks
Nomor Soal Pre-test
Jumlah Soal Post-test
1
1
2
2
11,17
8,9,15
3,4,5,7,8,9,10,12 13,14,18,19,20,21 22,23,24,25
3,5,6,7,10,11,12 13,14,16,17,18,19 21,22,23,24,25
dalam bacaan. b. Mengidentifikasi tujuan komunikatif dari teks narrative. c. Mengidentifikasi generic structure dalam teks tulis narrative. d. Mengidentifikasi kejadian dalam teks tulis narrative. e. Memahami makna kosa kata sulit dalam teks narrative.
95
6,15,16 4,20
Appendix 10: Questions of Pre-test
2. The communicative purpose of this text is……
Pre-test TEXT I Read the following text to answer the questions
a. to inform the readers about important and newsworthy events b. to entertain readers with fairy tale c. to share an account of an unusual event d. to persuade readers to accept his/her opinions
Snow White Once upon a time there lived a little girl named Snow White. She lived with her aunt and uncle because her parents were dead. One day she heard her uncle and aunt talking about leaving Snow White in the castle because they both wanted to go to America and they didn’t have enough money to take Snow White. Snow White didn’t want her uncle and aunt to do that so she decided that it would be best if she ran away. The next morning, she ran away into the woods. She was very tired and hungry. Then she saw a little cottage. She knocked but no one answered so she went inside and fell asleep. Meanwhile, the seven dwarfs were coming home from work. There they found Snow White sleeping. Then Snow White woke up. She saw the dwarfs. The dwarfs said, “What is your name?” Snow White said, “My name is Snow White.” Then, Snow White told the dwarfs the whole story. The dwarfs said, “If you want, you may live here with us.” Snow White answered, “Oh, could I? Thank you.” Finally, Snow White and the seven dwarfs lived happily ever after.
3. Why did Snow White run away to the woods? a. Her parents passed away b. Her uncle was angry with her c. Her uncle and aunt would go to America d. Snow White liked playing in the woods. 4. Where did Snow White live after she ran away to the woods? a. She lived in the cave b. She lived in the lion nest c. She lived everywhere in the woods d. She lived in the dwarfs’ cottage 5. According to the text, before she ran away into the woods, why did Snow White live with her uncle and aunt? a. as a result of forcing attitude from them b. because her parents were dead c. because she was afraid of the dwarfs d. because she ran away from a monster
1. What is type of the text used by the writer? a. narrative b. report d. comparative e. news item
6. “……so she decided that……” (paragraph 3) What does ‘decided’ mean? 96
Appendix 10: Questions of Pre-test
a. b. c. d.
Conclude Determine Break up Think
stone in her place, then she too ran off. When the dove saw that her friend was safe, she flew up into a tree. The fox then went back and picked up the sack, thinking that the hen was still in it. When he got home, the fox tipped the sack into the pot of boiling water, but the stone splashed it all over him, and he burned his greedy paws.
Text II Read the following text to answer the question
7. What did the fox do, after he caught sight of Redfeathers? a. He ran over to her. b. He ran home. c. He boiled water. d. He called her. 8. She fluttered on to the path in the woods, and lay there….. She refers to.... a. The hen b. The duck c. The dove d. d. The swan
Redfeathers, the hen, was so-called because all her feathers were red. One day, the fox caught sight of her in the farm yard and his mouth began to water. He ran home and told his wife to put on water for boiling a chicken, and then he rushed back, and before Redfeathers knew what was happening, she found herself snapped up and inside a sack, not even able to call for help. Luckily for her, her friend the dove saw what had happened. She fluttered on the path in the woods, and lay there, pretending to have a broken wing. The fox was delighted to find that he now had a first course as well as a main dish. He put down the sack with the hen in it, and chased off after the dove, who began cleverly to hop further and further away. Redfeathers slipped out of the sack and put a
9. What did the fox think when he found the dove? a. The fox thought that he had to run. b. The fox thought that he had better go back. c. The fox thought he had a first course. d. The fox thought that he had to boil water. 10. What did Redfeathers do to trick the fox? a. She slipped out of the sack. b. She yelled for help. c. She flew away to the tree. d. She put a stone in her place.
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b. Five c. Six d. Seven
11. The organization of the text above is…………
13. Which of the following statements is true according to the text? a. The stupid man spent much money on cows. b. The stupid man met his wife on his way. c. The stupid man thought that he had lost one of his cows. d. The stupid man lost his money on his way home.
a. Abstract, orientation, crisis, incident, coda. b. Orientation, complication, resolution. c. Description, background events, sources d. Orientation, event, event, event TEXT III Stupid Man and His Cows
14. What does the word “them” in paragraph 1 line 3 refers to? a. The others. b. The lost cow. c. The cows. d. One of the cows.
One day, a stupid man went to market. He bought six cows. After that, he rode one cow home and made the others walk in front of him. On the way he counted them, but he could only see five cows. He counted them again and again. He was certain that he had lost one. He was afraid that he would be scolded by his wife. His wife was waiting for him in front of their house. As soon as he saw her, he said sadly that he lost one of their cows. He did not know how it could happen. He was very careful. Then, his wife asked him how many cows he bought. The stupid man answered that he bought six cows. However, he could only see five of them. His wife looked at him and laughed. She said that he was very stupid. There was not one cow less. There was one more.
15. Which of the following words is the synonym of “stupid”? a. Unlucky. b. Bright c. Diligent. d. Dull. 16. Which of the following words is the antonym of “certain”? a. Sure. b. Unsure. c. Positive. d. Clear.
TEXT IV Once upon a time, there was a man who was living in north Sumatra. He lived in a simple
12. On his way to home, how many cows did he see? a. One 98
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hut in a farming field. He did some gardening and fishing for his daily life.
d. The daughter ran home and asked her mother.
One day, while the man was fishing, he caught a big golden fish in his trap. It was the biggest catch which he ever had in his life. Surprisingly, this fish turned into a beautiful princess. He felt in love with her and proposed her to be his wife. She said; “Yes, but you have to promise not to tell anyone about the secret that I was once a fish, otherwise there will be a huge disaster”. The man made the deal and they got married, lived happily and had a daughter.
18. Finally, what did happen to the man? a. He sunk b. He turned into a lake c. He turned into a fish d. He turned into an island
Few years later, his daughter would help bringing lunch to her father out in the fields. One day, his daughter was so hungry and she ate his father’s lunch. Unfortunately, he found out and got furious, and shouted; “You damned daughter of a fish”. The daughter ran home and asked her mother. The mother started crying, felt sad that her husband had broken his promise.
20. What is the best title of the text above?
19. What can we learn from the text above? a. We must obey our parents b. We must not break our promise c. We must not eat our father’s meal d. We must go fishing to find a golden fish
a. The Story of Toba lake and Samosir in North Sumatera b. The man, the fish and their daughter c. The story of Samosir island d. The story of Toba Lake. TEXT V Two Brothers Long time ago, there were two brothers called Akomi and Ombah. They were ambitious and winning. Akomi, the elder brother said, “If we become the King’s employees, we can make laws to collect more money from the people. We will become very rich.”
Then she told her daughter to run up the hills because a huge disaster was about to come. When her daughter left, she prayed. Soon there was a big earthquake followed by non-stop pouring rain. The whole area got flooded and became Toba Lake. She turned into a fish again and the man became the island of Samosir.
They went to see King Aruya. Akomi said, “Your Majesty, let us be your ministers. We will make good laws. All your subjects will be happy. I am wise and clever. I know everything.” King Aruya said angrily, “That is not true! Nobody knows everything. For example, do you know how many stars there are in the sky? Guards! Throw this liar into the river of crocodiles!”
17. What is the complication in paragraph 3? a. The mother started crying, felt sad that her husband had broken his promise. b. His daughter would help bringing lunch to her father out in the fields. c. His daughter was so hungry and she ate his father’s lunch.
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Ombah’s hands trembled. Then he thought to himself, “King Aruya will also punish me if I say the wrong thing. My brother said he knew everything and his answer was wrong. So if I say the opposite, my answer will be right.” Ombah then said to King Aruya, “Your majesty, I know nothing.” King Aruya said, “That is also a lie. Nobody knows nothing, truly! Everybody knows at least something. For example, you know your father’s name, don’t you? Guards! Throw him into the river of crocodiles, too!”
25. “Ombah’s hands trembled. Then he thought to himself…” he refers to…. a. Ombah’s hand b. King Aruya c. Ombah d. Akomi
21. The two brother’s ambition was to…. a. Become rich b. Become ministers c. Help the King make good laws d. Make the King’s subjects happy 22. Ombah said I know nothing because he… a. Did not want to lie to King Aruya b. Wanted to see the crocodiles c. Did not know how many stars there were d. Thought that the answer would be right 23. Ombah’s hand trembled because he… a. Was afraid b. Knew nothing c. Was thinking hard d. had the right answer 24. From the story, we can see that King Aruya…. a. Keep many crocodiles b. Could make good laws c. Did not need any ministers d. Disliked people who told lies 100
Appendix 11: Questions of Post-test
2. The communicative purpose of this text is……
Post-test TEXT I Read the following text to answer the questions Once upon a time, there were two animals, they are Sura and Baya. Sura in the name of the beast shark and Baya the crocodile. They lived in the deep of the sea. After Sura and Baya were looking for some food, Baya see a nice goat. “Yummy this is good. This must be delicious lunch.” Said Baya. “No way! This is my lunch! You greedy!” Sura said. Later, they fought for the goat. After several hour of fighting they were tired. Felt tired of fighting, they lived in different places. Sura lived in the water and Baya lived in the country. The border was beach, so they would not fight again. Someday, Sura went to the ground and looked for some food in the river. He was very hungry and there was not much food in the sea. Baya was very angry when he knew Sura broke his promise. Then, they fought again. They both were punching and kicking. Baya bit Sura very hard until they killed each other. Finally, the city was named by Surabaya.
a. to inform the readers about important and newsworthy events b. to entertain readers with fairy tale c. to share an account of an unusual event d. to persuade readers to accept his/her opinions 3. What did Baya and Sura found? a. Dog b. Goat c. Bird d. Shark 4. What animals are Sura and Baya? a. Shark and crocodile b. Goat and horse c. Monkey and bird d. Shark and goat 5. What is not true from the story? a. Sura and Baya loved each other. b. Sura and Baya fought for the goat. c. Sura looked for some food in the river. d. Baya and Sura were punching and kicking each other. TEXT II Read the text and answer the questions below!
1. What type of the text is used by the writer? a. Narrative b. Report c. News item d. Descriptive
Monkey and Crocodile One day, a monkey wanted to cross a river. He saw a crocodile in the
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river, so he asked crocodile to take him across the other side. The crocodile told the monkey to jump on its back. Then, the crocodile swan down the river. Now, the crocodile was very hungry. So, when he was in the middle of the river, it stopped and talked to the monkey, “Monkey, my father is very sick. He must eat the heart of monkey and he will be strong again.”
b. Angry c. Lazy d. Scared 8. The generic structure of this text is…. a. Orientation, resolution, conflict. b. Orientation, conflict, introduction. c. Orientation, complication, resolution. d. Introduction, conflict, reorientation.
The monkey thought for a while then he talked to the crocodile to continue swimming to the river. “What’s for?” asked the crocodile. “Because I didn’t bring my heart with me.” Said the monkey. “I left it under the tree near some coconuts.” So, the crocodile continued swimming to the bank of the river. As soon as they reached the river bank, the monkey jumped off the crocodile’s back and climbed up to the top of the tree. “Where is your heart?” said the crocodile. “You are foolish.” Said the monkey to the crocodile. “Now I am free and you have nothing.” The crocodile was angry at that time and swam back with the hungry.
9. Which one is the orientation part in this story? a. The monkey told the crocodile to continue swimming to take his heart. b. The monkey wanted to cross the river and ask the crocodile for the help. c. The crocodile swam back and hungry. d. The monkey climbed up to the top of the tree. TEXT III Read the text and answer the following questions!
6. What is the story about? a. A smart monkey b. A crocodile and a monkey’s friendship c. A crocodile’s father d. A crocodile’s life
Once upon a time, there were four little rabbits. Their names were Flopsy, Mopsy, Cotton-tail and Peter. One morning, they were allowed to play outside. Their mother reminded them not to go to Mr. McGregor’s garden because their father had an accident there.
7. The crocodile try to fool the monkey because he was…… a. Hungry
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Flopsy, Mopsy and Cottontail were good little rabbits. They went down the lane to pick blackberries. But Peter was naughty. He ran straight away to Mr. McGregor’s garden. He ate some lettuces, French beans, and radishes. Suddenly, he met Mr. McGregor. Peter was very scared and rushed away as fast as he could. He lost a pair of shoes and a jacket while he was running. Peter never stopped running or looked back till he got home. During the evening, he got sick because he was so tired. He had to drink some medicine while three of his brother had bread, milk and blackberries.
13. Whom did Peter meet at the garden? a. His mother b. His father c. Mr. McGregor d. Mopsy 14. “Their mother reminded them not to……” What is the synonym of the underline word? a. Stay b. Say c. Warn d. Forget 15. The first paragraph is called… a. Complication b. Resolution c. Event d. Orientation
10. Who was the naughtiest rabbit? a. Mopsy b. Flopsy c. Peter d. Cotton-tail
TEXT IV Read the text and answer the following questions!
11. What did Peter lose when he was running? a. One of his shoes b. A book c. A milk d. A pair of his shoes
Once upon a time, the King Prabu ruled a kingdom in West Java. King Prabu and his wife were wise and kind so that their people were happy. The problem came because the King didn’t have children. They tried many ways to have children, but they always failed.
12. Why did Peter get sick? Because... a. He was a naughty rabbit. b. He was so tired c. He got caught by Mr. McGroger d. He was eating too much
One day, Prabu prayed to God and he was very happy because God accepted his prayer. Soon, they had a child who was beautiful but spoiled and had bad behavior.
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20. “King Prabu and his wife were wise and kind…..” What does the underline word mean? a. Nice b. Evil c. Impolite d. Polite
For her seventeenth birthday party, the princess got the gold necklace from her parents. Unfortunately, when she saw it, she didn’t like it and threw it away into the floor. Everybody was shocked because from the ground emerged a lot of water. All of the kingdom suddenly became a big lake. People called it Telaga Warna and believed that the colors came from the Princess’ necklace.
TEXT V Read the text and answer the following questions!
16. The Kingdom was located in…. a. Sulawesi b. Java c. Sumatera d. Jakarta
Long time ago, there was an old woman who lived in a very old hut near a forest with her only daughter. The daughter’s name was Misna. She was beautiful but she had envious heart.
17. People……..the King Prabu. a. Hated b. Disliked c. Liked d. Disappointed
One day, Misna saw girl of her age passing by her hut. That girl was joining her father hunting. She dressed in a beautiful gown. His father assistant’s respected her. Misna could not sleep when she was remembering this. She was very angry with her condition. She hated her hopeless mother.
18. What made all of the kingdom suddenly became a big lake? a. The princess threw the necklace away into the floor. b. The princess accidently put the crown down. c. The king unintentionally tread the necklace. d. There are heavy flood flowed into the kingdom.
In the morning, she shouted at her mother. She wanted her mother to buy the most beautiful gown in the market for her. Of course her mother could not afford to buy it. Then, Misna cried and cried every day. She did not want to eat anything. Her mother was very sad. She decided to sell a piece of land, the only valuable thing that she had. She bought her beloved daughter a very beautiful dress.
19. Who gave the princess the necklace? a. Her grandparents. b. The prince. c. Her parents. d. Her best friend.
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b. On the way home she met a handsome prince. c. After her mother sold a piece of her land. d. When a heavy rain and big thunders came.
Misna admired herself. She wanted to show everybody that she was a very beautiful girl. She asked her mother to bring her to another village. Along the way, she smiled to everyone. People in the village thought that she was a princess. They gave her a high respect and invited her to have meal in their house. Misna enjoyed this and told everyone that she was a princess and her mother was a maid. Her mother was very sad but she kept her feeling deep in the heart.
23. How could her mother buy her a beautiful dress? a. From her saving. b. By asking her relative some money. c. By selling the only land she had. d. By robbed a bank.
On the way home, Misna met a handsome prince. He was interested in her and wanted to marry her. Misna told the prince that her mother had died and her father got married with another woman. And she was having a long trip with her loyal maid. Listening to this, her mother was very upset and she cried loudly. Misna was very angry to her and told her to be away from her.
24. What happened at last? a. Misna got married to a prince. b. A thunder hit Misna to dead. c. Her mother bought her the most beautiful gown. d. Misna was wet in rain. 25. What made her mother cries aloud? a. Misna told everyone that her mother was her maid. b. Misna told the prince that her mother had died and had a trip with her maid. c. Misna told the prince that she was her mother. d. Misna was joining her father hunting for a long time.
Suddenly there was a heavy rain accompanied with big thunders. Everyone ran away to save themselves, Misna was very afraid. She cried. Her mother wanted to help her but she did not want to at that time a big thunder hit her to dead. 21. What does the text tell us about… a. A rebellious daughter. b. A good prince. c. A bad princess. d. A good girl. 22. When did she ask her mother a beautiful dress? a. After she saw another girl with beautiful dress.
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11
- - - - 1 1 -
8
23 Naurah Nahzifah
11
- - 1 - - 1 1
9
18 Muhammad Danu...
9
- - - - - 1 -
Jml Jwb Benar
1 2 2 1 5 8 3
15 16 17 18 19 20 21 No.Urut
No Subyek Kode/Nama Subyek
Skor
15 16 17 18 19 20 21
1
12 Ifa Tirta Mah...
16
1 - - - 1 1 -
2
5 Amelia Rizki
14
1 - - 1 - 1 -
3
27 Rama Nuzli Salam
14
1 - 1 - - - -
4
16 Muhammad Arie...
13
- 1 - - 1 1 1
5
33 Syames Fuady
13
1 1 1 - - 1 -
6
31 Saifur Rohim
12
1 1 - - 1 1 -
7
17 Muhammad Abdu...
11
- 1 - - 1 1 1
8
23 Naurah Nahzifah
11
1 - - - - 1 -
9
18 Muhammad Danu...
9
- 1 1 - - 1 -
Jml Jwb Benar
6 5 3 1 4 8 2
112
22 23 24 25 26 27 28 No.Urut
No Subyek Kode/Nama Subyek
Skor
22 23 24 25 26 27 28
1
12 Ifa Tirta Mah...
16
1 - - - - - -
2
5 Amelia Rizki
14
- - 1 1 - - -
3
27 Rama Nuzli Salam
14
- - - - - 1 -
4
16 Muhammad Arie...
13
- - - - 1 - -
5
33 Syames Fuady
13
- - 1 - - - -
6
31 Saifur Rohim
12
- - 1 - - - -
7
17 Muhammad Abdu...
11
- - - - 1 - -
8
23 Naurah Nahzifah
11
- - 1 - - - -
9
18 Muhammad Danu...
9
- - - - - - -
Jml Jwb Benar
1 0 4 1 2 1 0
29 30 31 32 33 34 35 No.Urut
No Subyek Kode/Nama Subyek
Skor
29 30 31 32 33 34 35
1
12 Ifa Tirta Mah...
16
1 - 1 1 - - 1
2
5 Amelia Rizki
14
1 - - - - 1 -
3
27 Rama Nuzli Salam
14
1 1 - - - 1 1
4
16 Muhammad Arie...
13
1 - - - - - -
5
33 Syames Fuady
13
1 - - - - - -
6
31 Saifur Rohim
12
1 - - - - - -
7
17 Muhammad Abdu...
11
1 1 - - - - -
8
23 Naurah Nahzifah
11
1 - - - - - -
9
18 Muhammad Danu...
9
- 1 - - - - 1
Jml Jwb Benar
8 3 1 1 0 2 3
113
DAYA PEMBEDA ============
Jumlah Subyek= 34 Klp atas/bawah(n)= 9 Butir Soal= 35 Nama berkas: C:\USERS\TOSHIBA\DOCUMENTS\VAL PRETEST.ANA
No Butir Baru No Butir Asli
Kel. Atas
Kel. Bawah
Beda
Indeks DP (%)
1
1
8
4
4
44.44
2
2
9
6
3
33.33
3
3
3
4
-1
-11.11
4
4
2
7
-5
-55.56
5
5
9
9
0
0.00
6
6
8
3
5
55.56
7
7
6
2
4
44.44
8
8
5
1
4
44.44
9
9
8
2
6
66.67
10
10
7
2
5
55.56
11
11
9
1
8
88.89
12
12
8
5
3
33.33
13
13
9
8
1
11.11
14
14
9
3
6
66.67
15
15
7
6
1
11.11
16
16
4
5
-1
-11.11
17
17
9
3
6
66.67
18
18
9
1
8
88.89
19
19
1
4
-3
-33.33
20
20
9
8
1
11.11
21
21
7
2
5
55.56
114
22
22
4
1
3
33.33
23
23
5
0
5
55.56
24
24
7
4
3
33.33
25
25
2
1
1
11.11
26
26
8
2
6
66.67
27
27
9
1
8
88.89
28
28
7
0
7
77.78
29
29
9
8
1
11.11
30
30
9
3
6
66.67
31
31
8
1
7
77.78
32
32
8
1
7
77.78
33
33
3
0
3
33.33
34
34
9
2
7
77.78
35
35
9
3
6
66.67
TINGKAT KESUKARAN =================
Jumlah Subyek= 34 Butir Soal= 35 Nama berkas: C:\USERS\TOSHIBA\DOCUMENTS\VAL PRETEST.ANA
No Butir Baru No Butir Asli Jml Betul Tkt. Kesukaran(%) Tafsiran 1
1
21
61.76 Sedang
2
2
30
88.24 Sangat Mudah
3
3
15
44.12 Sedang
4
4
11
32.35 Sedang
5
5
34
100.00 Sangat Mudah
115
6
6
23
67.65 Sedang
7
7
16
47.06 Sedang
8
8
10
29.41 Sukar
9
9
21
61.76 Sedang
10
10
13
38.24 Sedang
11
11
18
52.94 Sedang
12
12
24
70.59 Sangat Mudah
13
13
32
94.12 Sangat Mudah
14
14
24
70.59 Sangat Mudah
15
15
25
73.53 Mudah
16
16
15
44.12 Sedang
17
17
27
79.41 Mudah
18
18
21
61.76 Sedang
19
19
7
20.59 Sukar
20
20
33
97.06 Sangat Mudah
21
21
14
41.18 Sedang
22
22
6
17.65 Sukar
23
23
12
35.29 Sedang
24
24
18
52.94 Sedang
25
25
3
8.82 Sangat Sukar
26
26
24
70.59 Sangat Mudah
27
27
23
67.65 Sedang
28
28
12
35.29 Sedang
29
29
33
97.06 Sangat Mudah
30
30
27
79.41 Mudah
31
31
15
44.12 Sedang
32
32
22
64.71 Sedang
33
33
6
17.65 Sukar
34
34
27
79.41 Mudah
35
35
22
64.71 Sedang
116
KORELASI SKOR BUTIR DG SKOR TOTAL =================================
Jumlah Subyek= 34 Butir Soal= 35 Nama berkas: C:\USERS\TOSHIBA\DOCUMENTS\VAL PRETEST.ANA
No Butir Baru No Butir Asli
Korelasi Signifikansi
1
1
0.348 Signifikan
2
2
0.298 -
3
3
-0.050 -
4
4
-0.504 -
5
5
6
6
0.504 Sangat Signifikan
7
7
0.345 Signifikan
8
8
0.409 Sangat Signifikan
9
9
0.616 Sangat Signifikan
10
10
0.454 Sangat Signifikan
11
11
0.728 Sangat Signifikan
12
12
0.287 -
13
13
0.160 -
14
14
0.527 Sangat Signifikan
15
15
0.189 -
16
16
-0.081 -
17
17
0.538 Sangat Signifikan
18
18
0.701 Sangat Signifikan
19
19
-0.255 -
NAN NAN
117
20
20
0.188 -
21
21
0.405 Sangat Signifikan
22
22
0.413 Sangat Signifikan
23
23
0.507 Sangat Signifikan
24
24
0.259 -
25
25
0.269 -
26
26
0.493 Sangat Signifikan
27
27
0.759 Sangat Signifikan
28
28
0.648 Sangat Signifikan
29
29
0.342 Signifikan
30
30
0.512 Sangat Signifikan
31
31
0.610 Sangat Signifikan
32
32
0.614 Sangat Signifikan
33
33
0.372 Signifikan
34
34
0.718 Sangat Signifikan
35
35
0.516 Sangat Signifikan
Catatan: Batas signifikansi koefisien korelasi sebagaai berikut:
df (N-2) P=0,05 P=0,01
df (N-2) P=0,05 P=0,01
10
0,576 0,708
60
0,250 0,325
15
0,482 0,606
70
0,233 0,302
20
0,423 0,549
80
0,217 0,283
25
0,381 0,496
90
0,205 0,267
30
0,349 0,449
100
0,195 0,254
40
0,304 0,393
125
0,174 0,228
50
0,273 0,354
>150
0,159 0,208
Bila koefisien = 0,000 berarti tidak dapat dihitung.
118
KUALITAS PENGECOH =================
Jumlah Subyek= 34 Butir Soal= 35 Nama berkas: C:\USERS\TOSHIBA\DOCUMENTS\VAL PRETEST.ANA
No Butir Baru No Butir Asli
a
b
c
d
1
1 0-- 9--- 4++ 21**
0
2
2 30** 3---
0
3
3
3- 15** 5++ 11-
4
4
4+ 9++ 10+ 11**
5
5
0
6
6 3++ 23** 8--- 0--
0
7
7
0
8
8 13- 8++ 10**
9
9
10
10 13** 7++ 10+
11
11 5++
12
12 7---
2+ 24**
1-
0
13
13
1+ 32** 0--
0
14
14 8--- 24** 0--
2+
0
15
15 25**
5-
2+
0
16
16 15**
2- 16--- 1--
0
17
17 27**
4- 2++
1-
0
18
18 4++
7-
2- 21**
0
19
19 22--- 7**
3- 2--
0
20
20 0-- 0-- 33** 1---
0
1+ 0--
0 34**
0
0 0
0
3- 14--- 16** 1-3-
0
2- 0-- 11--- 21**
0
1+
7+
*
4+
0
4+ 18**
0
2+
119
21
21 14** 1-- 15---
22
22
23
23 12- 12**
4+ 6++
0
24
24 5++ 18** 11--- 0--
0
25
25 14+ 8++ 9++ 3**
0
26
26 4++
5+
1- 24**
0
27
27 23**
1- 3++ 7--
0
28
28 8++ 12**
29
29 33** 1--- 0-- 0--
0
30
30 27**
3+
0
31
31
3- 15** 14---
0
32
32 22** 10---
33
33 24---
34
34 27**
4-
1- 2++
0
35
35 5++
7- 22** 0--
0
5+
2-
4+
7+ 6** 16-
0 0
3- 11+
4- 0--
0
2- 0--
0
4- 0-- 6**
0
Keterangan: ** : Kunci Jawaban ++ : Sangat Baik + : Baik - : Kurang Baik -- : Buruk ---: Sangat Buruk
120
REKAP ANALISIS BUTIR =====================
Rata2= 20.12 Simpang Baku= 5.74 KorelasiXY= 0.77 Reliabilitas Tes= 0.87 Butir Soal= 35 Jumlah Subyek= 34 Nama berkas: C:\USERS\TOSHIBA\DOCUMENTS\VAL PRETEST.ANA
Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi 1
1
44.44 Sedang
0.348 Signifikan
2
2
33.33 Sangat Mudah
3
3
-11.11 Sedang
-0.050 -
4
4
-55.56 Sedang
-0.504 -
5
5
0.00 Sangat Mudah
6
6
55.56 Sedang
0.504 Sangat Signifikan
7
7
44.44 Sedang
0.345 Signifikan
8
8
44.44 Sukar
9
9
66.67 Sedang
10
10
55.56 Sedang
0.454 Sangat Signifikan
11
11
88.89 Sedang
0.728 Sangat Signifikan
12
12
33.33 Sangat Mudah
0.287 -
13
13
11.11 Sangat Mudah
0.160 -
14
14
66.67 Sangat Mudah
0.527 Sangat Signifikan
15
15
11.11 Mudah
0.189 -
16
16
-11.11 Sedang
-0.081 -
0.298 -
NAN NAN
0.409 Sangat Signifikan 0.616 Sangat Signifikan
121
17
17
66.67 Mudah
0.538 Sangat Signifikan
18
18
88.89 Sedang
0.701 Sangat Signifikan
19
19
-33.33 Sukar
20
20
11.11 Sangat Mudah
21
21
55.56 Sedang
22
22
33.33 Sukar
23
23
55.56 Sedang
0.507 Sangat Signifikan
24
24
33.33 Sedang
0.259 -
25
25
11.11 Sangat Sukar
26
26
66.67 Sangat Mudah
27
27
88.89 Sedang
0.759 Sangat Signifikan
28
28
77.78 Sedang
0.648 Sangat Signifikan
29
29
11.11 Sangat Mudah
30
30
66.67 Mudah
0.512 Sangat Signifikan
31
31
77.78 Sedang
0.610 Sangat Signifikan
32
32
77.78 Sedang
0.614 Sangat Signifikan
33
33
33.33 Sukar
34
34
77.78 Mudah
0.718 Sangat Signifikan
35
35
66.67 Sedang
0.516 Sangat Signifikan
-0.255 0.188 -
0.405 Sangat Signifikan 0.413 Sangat Signifikan
0.269 0.493 Sangat Signifikan
0.342 Signifikan
0.372 Signifikan
122
SKOR DATA DIBOBOT =================
Jumlah Subyek Butir soal
= 34 = 35
Bobot utk jwban benar = 1 Bobot utk jwban salah = 0
No Urt No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot 1
1 Aditya...
22
13
0
22
22
2
2 Ahmad ...
26
9
0
26
26
3
3 Ahmad ...
24
11
0
24
24
4
4 Amelia...
23
12
0
23
23
5
5 Amelia...
20
15
0
20
20
6
6 Ayu Ma...
19
16
0
19
19
7
7 Bahdal...
26
9
0
26
26
8
8 Dafa D...
29
6
0
29
29
9
9 Diana ...
13
22
0
13
13
10
10 Diana ...
23
12
0
23
23
11
11 Hana S...
18
17
0
18
18
12
12 Ifa Ti...
19
16
0
19
19
13
13 Ines N...
27
8
0
27
27
14
14 Keysa ...
21
14
0
21
21
15
15 Muhamm...
13
22
0
13
13
16
16 Muhamm...
15
20
0
15
15
17
17 Muhamm...
20
15
0
20
20
18
18 Muhamm...
18
17
0
18
18
19
19 Muhamm...
12
23
0
12
12
20
20 Muhamm...
15
20
0
15
15
21
21 Muhamm...
24
24
24
11
0
123
22
22 Muthia...
26
9
0
26
26
23
23 Naurah...
7
28
0
7
7
24
24 Nurin ...
26
9
0
26
26
25
25 Radhin...
21
14
0
21
21
26
26 Rafly ...
25
10
0
25
25
27
27 Rama N...
21
14
0
21
21
28
28 Rifa R...
24
11
0
24
24
29
29 Rizkiy...
20
15
0
20
20
30
30 Robiat...
19
16
0
19
19
31
31 Saifur...
24
11
0
24
24
32
32 Salma ...
24
11
0
24
24
33
33 Syames...
13
22
0
13
13
34
34 Umar A...
29
6
0
29
29
RELIABILITAS TES ================
Rata2= 20.76 Simpang Baku= 5.24 KorelasiXY= 0.59 Reliabilitas Tes= 0.74 No.Urut No. Subyek Kode/Nama Subyek Skor Ganjil Skor Genap Skor Total 1
1 Aditya Wijaya
10
12
22
2
2 Ahmad Fikri H...
14
12
26
3
3 Ahmad Hanan A...
13
11
24
4
4 Amelia Agustin
12
11
23
5
5 Amelia Rizki
12
8
20
6
6 Ayu Mardiana
10
9
19
7
7 Bahdalah Nur ...
12
14
26
8
8 Dafa Dzakwan ...
15
14
29
124
9
9 Diana Kamilah
7
6
13
10
10 Diana Maula
11
11
11 Hana Sajida
11
7
18
12
12 Ifa Tirta Mah...
10
9
19
13
13 Ines Nilufar
13
14
27
14
14 Keysa Izzati
13
8
21
15
15 Muhammad Akram
16
16 Muhammad Arie...
5
17
17 Muhammad Abdu...
12
8
20
18
18 Muhammad Danu...
10
8
18
19
19 Muhammad Hilal
20
20 Muhammad Iqba...
21
21 Muhammad Naji...
22
22 Muthia Rahmi
23
23 Naurah Nahzifah
24
24 Nurin Najmi F...
25
12
23
5
8
13
10
7
15
5
12
7
8
15
13
11
24
15
11
26
3
4
7
12
14
26
25 Radhina Zahra
11
10
21
26
26 Rafly Endana ...
11
14
25
27
27 Rama Nuzli Salam
28
28 Rifa Rifdah A...
11
13
24
29
29 Rizkiyah Faja...
10
10
20
30
30 Robiatul Adawiah
31
31 Saifur Rohim
13
11
24
32
32 Salma Kamila
12
12
24
33
33 Syames Fuady
6
7
13
34
34 Umar Arif Hirzi
14
15
29
10
6
11
21
13
19
125
KELOMPOK UNGGUL & ASOR ======================
Kelompok Unggul 1 2 3 4 5 6 7 No.Urut
No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7
1
8 Dafa Dzakwan ... 29 1 1 - - 1 1 -
2
34 Umar Arif Hirzi
3
13 Ines Nilufar
4
2 Ahmad Fikri H... 26 1 1 - - 1 1 1
5
7 Bahdalah Nur ... 26 - 1 1 1 1 1 1
6
22 Muthia Rahmi
7
24 Nurin Najmi F... 26 1 1 - - 1 1 -
8
26 Rafly Endana ... 25 - 1 - - 1 1 -
9
3 Ahmad Hanan A... 24 1 1 - - 1 1 1
29 1 1 - - 1 1 1 27 - 1 - - 1 1 1
Jml Jwb Benar
26 1 1 1 - 1 - -
6 9 2 1 9 8 5
8 9 10 11 12 13 14 No.Urut
No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14
1
8 Dafa Dzakwan ... 29 1 1 1 1 1 1 1
2
34 Umar Arif Hirzi
3
13 Ines Nilufar
4
2 Ahmad Fikri H... 26 1 1 1 1 1 1 1
5
7 Bahdalah Nur ... 26 1 - - - 1 1 1
6
22 Muthia Rahmi
7
24 Nurin Najmi F... 26 - 1 1 1 1 1 1
8
26 Rafly Endana ... 25 1 1 1 1 1 1 1
9
3 Ahmad Hanan A... 24 1 1 1 1 1 1 1 Jml Jwb Benar
29 1 1 1 1 1 1 1 27 1 - 1 1 1 1 1
26 - 1 - 1 - 1 1
7 7 7 8 8 9 9
126
15 16 17 18 19 20 21 No.Urut
No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21
1
8 Dafa Dzakwan ... 29 1 - 1 1 1 1 1
2
34 Umar Arif Hirzi
3
13 Ines Nilufar
4
2 Ahmad Fikri H... 26 1 - 1 1 1 1 1
5
7 Bahdalah Nur ... 26 1 1 1 1 - 1 1
6
22 Muthia Rahmi
7
24 Nurin Najmi F... 26 - - 1 1 - 1 -
8
26 Rafly Endana ... 25 - - 1 1 - 1 1
9
3 Ahmad Hanan A... 24 1 - 1 1 - 1 1 Jml Jwb Benar
29 1 1 1 1 - 1 1 27 1 - 1 1 - 1 -
26 1 1 1 - - 1 1
7 3 9 8 2 9 7
22 23 24 25 26 27 28 No.Urut
No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27 28
1
8 Dafa Dzakwan ... 29 - 1 1 - 1 1 1
2
34 Umar Arif Hirzi
3
13 Ines Nilufar
4
2 Ahmad Fikri H... 26 - - 1 - - 1 1
5
7 Bahdalah Nur ... 26 - - 1 - - 1 1
6
22 Muthia Rahmi
7
24 Nurin Najmi F... 26 1 1 1 1 1 1 1
8
26 Rafly Endana ... 25 1 1 1 - 1 1 1
9
3 Ahmad Hanan A... 24 - - 1 1 1 1 Jml Jwb Benar
29 1 1 1 - 1 1 27 - 1 1 1 1 1 1
26 1 1 1 1 1 1 1
4 6 9 4 7 9 7
127
29 30 31 32 33 34 35 No.Urut
No Subyek Kode/Nama Subyek Skor 29 30 31 32 33 34 35
1
8 Dafa Dzakwan ... 29 1 1 1 1 1 1 1
2
34 Umar Arif Hirzi
3
13 Ines Nilufar
4
2 Ahmad Fikri H... 26 1 1 1 - - 1 1
5
7 Bahdalah Nur ... 26 1 1 1 1 1 1 1
6
22 Muthia Rahmi
7
24 Nurin Najmi F... 26 1 1 - 1 1 1 1
8
26 Rafly Endana ... 25 1 1 1 - - 1 1
9
3 Ahmad Hanan A... 24 - - 1 - - 1 1
29 1 1 1 1 - 1 1 27 1 1 1 1 1 1 1
26 1 1 - 1 1 1 1
Jml Jwb Benar
8 8 7 6 5 9 9
Kelompok Asor Nama berkas: C:\USERS\TOSHIBA\DOCUMENTS\VAL PRETEST.ANA
1 2 3 4 5 6 7 No.Urut
No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7
1
11 Hana Sajida
2
18 Muhammad Danu... 18 - - - 1 1 1 -
3
16 Muhammad Arie... 15 1 1 - - 1 - -
4
20 Muhammad Iqba... 15 - - - 1 1 - 1
5
9 Diana Kamilah
6
15 Muhammad Akram
7
33 Syames Fuady
8
19 Muhammad Hilal
12 - - - 1 1 - -
9
23 Naurah Nahzifah
7 1 - - 1 - - -
Jml Jwb Benar
18 - - - - - 1 -
13 - 1 - 1 1 - 13 1 1 - 1 1 1 -
13 - 1 - 1 1 1 1
3 4 0 7 7 4 2
128
8 9 10 11 12 13 14 No.Urut
No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14
1
11 Hana Sajida
18 - 1 - - 1 1 1
2
18 Muhammad Danu... 18 - 1 - - - 1 -
3
16 Muhammad Arie... 15 - - - - 1 1 1
4
20 Muhammad Iqba... 15 - - - - 1 1 1
5
9 Diana Kamilah
6
15 Muhammad Akram
7
33 Syames Fuady
8
19 Muhammad Hilal
12 - - - - 1 1 -
9
23 Naurah Nahzifah
7 - - - - - - -
13 - 1 - - 1 1 13 - - - - 1 1 -
13 - - - - - 1 1
Jml Jwb Benar
0 3 0 0 6 8 4
15 16 17 18 19 20 21 No.Urut
No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21
1
11 Hana Sajida
2
18 Muhammad Danu... 18 1 - 1 1 - 1 1
3
16 Muhammad Arie... 15 1 1 - 1 - 1 -
4
20 Muhammad Iqba... 15 - 1 - 1 1 - 1
5
9 Diana Kamilah
6
15 Muhammad Akram
7
33 Syames Fuady
8
19 Muhammad Hilal
12 1 - - - - 1 -
9
23 Naurah Nahzifah
7 - - - 1 - 1 -
Jml Jwb Benar
18 1 1 1 - 1 1 -
13 1 - - 1 - 1 13 - - - 1 - 1 -
13 1 1 1 - - 1 -
6 4 3 6 2 8 2
129
22 23 24 25 26 27 28 No.Urut
No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27 28
1
11 Hana Sajida
18 - 1 - 1 - 1 -
2
18 Muhammad Danu... 18 - - - - - 1 1
3
16 Muhammad Arie... 15 1 - - - 1 - -
4
20 Muhammad Iqba... 15 - - - - 1 1 -
5
9 Diana Kamilah
6
15 Muhammad Akram
7
33 Syames Fuady
8
19 Muhammad Hilal
12 - - - - - 1 -
9
23 Naurah Nahzifah
7 1 - - - - - -
13 - 1 - - - - 13 - - - - - 1 1
13 - - 1 - - - -
Jml Jwb Benar
2 2 1 1 2 5 2
29 30 31 32 33 34 35 No.Urut
No Subyek Kode/Nama Subyek Skor 29 30 31 32 33 34 35
1
11 Hana Sajida
2
18 Muhammad Danu... 18 1 1 - 1 1 1 1
3
16 Muhammad Arie... 15 - 1 - - - 1 1
4
20 Muhammad Iqba... 15 1 1 - 1 - - -
5
9 Diana Kamilah
6
15 Muhammad Akram
7
33 Syames Fuady
8
19 Muhammad Hilal
12 1 1 - 1 1 - 1
9
23 Naurah Nahzifah
7 1 - - - - - 1
Jml Jwb Benar
18 1 1 - - 1 1 1
13 1 - - - - 1 1 13 - 1 1 - - - -
13 1 - - - - - -
7 6 1 3 3 4 6
130
DAYA PEMBEDA ============
Jumlah Subyek= 34 Klp atas/bawah(n)= 9 Butir Soal= 35
No Butir Baru No Butir Asli Kel. Atas Kel. Bawah Beda Indeks DP (%) 1
1
6
3
3
33.33
2
2
9
4
5
55.56
3
3
2
0
2
22.22
4
4
1
7 -6
-66.67
5
5
9
7
2
22.22
6
6
8
4
4
44.44
7
7
5
2
3
33.33
8
8
7
0
7
77.78
9
9
7
3
4
44.44
10
10
7
0
7
77.78
11
11
8
0
8
88.89
12
12
8
6
2
22.22
13
13
9
8
1
11.11
14
14
9
4
5
55.56
15
15
7
6
1
11.11
16
16
3
4 -1
-11.11
17
17
9
3
6
66.67
18
18
8
6
2
22.22
19
19
2
2
0
0.00
20
20
9
8
1
11.11
21
21
7
2
5
55.56
22
22
4
2
2
22.22
131
23
23
6
2
4
44.44
24
24
9
1
8
88.89
25
25
4
1
3
33.33
26
26
7
2
5
55.56
27
27
9
5
4
44.44
28
28
7
2
5
55.56
29
29
8
7
1
11.11
30
30
8
6
2
22.22
31
31
7
1
6
66.67
32
32
6
3
3
33.33
33
33
5
3
2
22.22
34
34
9
4
5
55.56
35
35
9
6
3
33.33
TINGKAT KESUKARAN ================= Jumlah Subyek= 34 Butir Soal= 35 Nama berkas: C:\USERS\TOSHIBA\DOCUMENTS\VAL PRETEST.ANA
No Butir Baru No Butir Asli Jml Betul Tkt. Kesukaran(%) Tafsiran 1
1
16
47.06 Sedang
2
2
24
70.59 Sangat Mudah
3
3
7
20.59 Sukar
4
4
13
38.24 Sedang
5
5
32
94.12 Sangat Mudah
6
6
24
70.59 Sangat Mudah
7
7
14
41.18 Sedang
8
8
16
47.06 Sedang
9
9
19
55.88 Sedang
132
10
10
16
47.06 Sedang
11
11
18
52.94 Sedang
12
12
27
79.41 Mudah
13
13
33
97.06 Sangat Mudah
14
14
26
76.47 Mudah
15
15
26
76.47 Mudah
16
16
19
55.88 Sedang
17
17
23
67.65 Sedang
18
18
23
67.65 Sedang
19
19
7
20.59 Sukar
20
20
32
94.12 Sangat Mudah
21
21
21
61.76 Sedang
22
22
8
23.53 Sukar
23
23
15
44.12 Sedang
24
24
16
47.06 Sedang
25
25
7
20.59 Sukar
26
26
19
55.88 Sedang
27
27
30
88.24 Sangat Mudah
28
28
16
47.06 Sedang
29
29
31
91.18 Sangat Mudah
30
30
29
85.29 Sangat Mudah
31
31
15
44.12 Sedang
32
32
16
47.06 Sedang
33
33
14
41.18 Sedang
34
34
26
76.47 Mudah
35
35
28
82.35 Mudah
133
KORELASI SKOR BUTIR DG SKOR TOTAL =================================
Jumlah Subyek= 34 Butir Soal= 35
No Butir Baru No Butir Asli
Korelasi Signifikansi
1
1
0.191 -
2
2
0.396 Sangat Signifikan
3
3
0.206 -
4
4
-0.515 -
5
5
0.400 Sangat Signifikan
6
6
0.346 Signifikan
7
7
0.270 -
8
8
0.591 Sangat Signifikan
9
9
0.384 Signifikan
10
10
0.568 Sangat Signifikan
11
11
0.676 Sangat Signifikan
12
12
0.230 -
13
13
0.464 Sangat Signifikan
14
14
0.606 Sangat Signifikan
15
15
0.203 -
16
16
0.132 -
17
17
0.590 Sangat Signifikan
18
18
0.151 -
19
19
0.051 -
20
20
0.061 -
21
21
0.468 Sangat Signifikan
22
22
0.092 -
23
23
0.419 Sangat Signifikan
134
24
24
0.591 Sangat Signifikan
25
25
0.277 -
26
26
0.441 Sangat Signifikan
27
27
0.620 Sangat Signifikan
28
28
0.385 Signifikan
29
29
0.207 -
30
30
0.448 Sangat Signifikan
31
31
0.499 Sangat Signifikan
32
32
0.271 -
33
33
0.247 -
34
34
0.593 Sangat Signifikan
35
35
0.353 Signifikan
Catatan: Batas signifikansi koefisien korelasi sebagaai berikut:
df (N-2) P=0,05 P=0,01
df (N-2) P=0,05 P=0,01
10
0,576 0,708
60
0,250 0,325
15
0,482 0,606
70
0,233 0,302
20
0,423 0,549
80
0,217 0,283
25
0,381 0,496
90
0,205 0,267
30
0,349 0,449
100
0,195 0,254
40
0,304 0,393
125
0,174 0,228
50
0,273 0,354
>150
0,159 0,208
Bila koefisien = 0,000 berarti tidak dapat dihitung.
135
KUALITAS PENGECOH ================= Jumlah Subyek= 34 Butir Soal= 35
No Butir Baru No Butir Asli
a
b
c
d
1
1 1-- 6++ 11-- 16**
0
2
2 24** 4++
1-
0
3
3
4- 7** 8++ 15-
0
4
4
2-
0
5
5
1+ 0-- 32**
1+
0
6
6 6-- 24** 3++
1-
0
7
7
5+
0
8
8 7++
3-
0
9
9
8- 19**
0
10
10 16**
11
11
12
12 6--- 0-- 27**
1-
0
13
13 1--- 0-- 33** 0--
0
14
14
15
15 26**
5+
2- 17--- 13**
5+ 10+ 14** 8+ 16**
3+ 4++
8+ 6++
4+
2- 13--- 1-- 18**
4+ 26**
*
0 0
2+
2+
0
4+
2+
0
16
16 19** 1-- 12---
2-
0
17
17 23** 3++ 4++ 4++
18
18
6- 23**
0
19
19 24--- 7** 2-- 1--
0
20
20 0-- 0-- 32** 2---
0
21
21 21** 5++
22
22 7++
23
23 10- 15** 7++
2-
0
24
24 6++ 16** 11-- 1--
0
2+
1- 4++
6+
0
2-
0
6+ 8** 13+
0
136
25
25 14-
6+ 7++ 7**
0
26
26
7+ 5++ 19**
0
27
27 30**
28
28 5++ 16**
29
29 31** 1++ 1++ 1++
30
30 29** 3-- 0-- 2++
0
31
31
0
32
32 16** 16---
33
33 16---
34
34 26**
35
35 4--
3+
1+ 0-- 3---
0
2- 11--
0 0
2- 5++ 15** 12--
21-
2- 0--
0
2- 14**
0
2+ 5--
0
1- 28**
1-
0
Keterangan: ** : Kunci Jawaban ++ : Sangat Baik + : Baik - : Kurang Baik -- : Buruk ---: Sangat Buruk
REKAP ANALISIS BUTIR =====================
Rata2= 20.76 Simpang Baku= 5.24 KorelasiXY= 0.59 Reliabilitas Tes= 0.74 Butir Soal= 35 Jumlah Subyek= 34
137
Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi 1
1
33.33 Sedang
0.191 -
2
2
55.56 Sangat Mudah
3
3
22.22 Sukar
4
4
-66.67 Sedang
5
5
22.22 Sangat Mudah
0.400 Sangat Signifikan
6
6
44.44 Sangat Mudah
0.346 Signifikan
7
7
33.33 Sedang
0.270 -
8
8
77.78 Sedang
0.591 Sangat Signifikan
9
9
44.44 Sedang
0.384 Signifikan
10
10
77.78 Sedang
0.568 Sangat Signifikan
11
11
88.89 Sedang
0.676 Sangat Signifikan
12
12
22.22 Mudah
0.230 -
13
13
11.11 Sangat Mudah
14
14
55.56 Mudah
0.606 Sangat Signifikan
15
15
11.11 Mudah
0.203 -
16
16
-11.11 Sedang
0.132 -
17
17
66.67 Sedang
0.590 Sangat Signifikan
18
18
22.22 Sedang
0.151 -
19
19
0.00 Sukar
20
20
11.11 Sangat Mudah
21
21
55.56 Sedang
22
22
22.22 Sukar
23
23
44.44 Sedang
0.419 Sangat Signifikan
24
24
88.89 Sedang
0.591 Sangat Signifikan
25
25
33.33 Sukar
26
26
55.56 Sedang
27
27
44.44 Sangat Mudah
28
28
55.56 Sedang
29
29
11.11 Sangat Mudah
0.396 Sangat Signifikan
0.206 -0.515 -
0.464 Sangat Signifikan
0.051 0.061 -
0.468 Sangat Signifikan 0.092 -
0.277 0.441 Sangat Signifikan 0.620 Sangat Signifikan
0.385 Signifikan 0.207 -
138
30
30
22.22 Sangat Mudah
0.448 Sangat Signifikan
31
31
66.67 Sedang
0.499 Sangat Signifikan
32
32
33.33 Sedang
0.271 -
33
33
22.22 Sedang
0.247 -
34
34
55.56 Mudah
0.593 Sangat Signifikan
35
35
33.33 Mudah
0.353 Signifikan
139
APPENDIX 13 T-TABLE Titik Persentase Distribusi t (df = 1 – 80) Pr df 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43
0.25 0.50 1.00000 0.81650 0.76489 0.74070 0.72669 0.71756 0.71114 0.70639 0.70272 0.69981 0.69745 0.69548 0.69383 0.69242 0.69120 0.69013 0.68920 0.68836 0.68762 0.68695 0.68635 0.68581 0.68531 0.68485 0.68443 0.68404 0.68368 0.68335 0.68304 0.68276 0.68249 0.68223 0.68200 0.68177 0.68156 0.68137 0.68118 0.68100 0.68083 0.68067 0.68052 0.68038 0.68024
0.10 0.20 3.07768 1.88562 1.63774 1.53321 1.47588 1.43976 1.41492 1.39682 1.38303 1.37218 1.36343 1.35622 1.35017 1.34503 1.34061 1.33676 1.33338 1.33039 1.32773 1.32534 1.32319 1.32124 1.31946 1.31784 1.31635 1.31497 1.31370 1.31253 1.31143 1.31042 1.30946 1.30857 1.30774 1.30695 1.30621 1.30551 1.30485 1.30423 1.30364 1.30308 1.30254 1.30204 1.30155
0.05 0.10 6.31375 2.91999 2.35336 2.13185 2.01505 1.94318 1.89458 1.85955 1.83311 1.81246 1.79588 1.78229 1.77093 1.76131 1.75305 1.74588 1.73961 1.73406 1.72913 1.72472 1.72074 1.71714 1.71387 1.71088 1.70814 1.70562 1.70329 1.70113 1.69913 1.69726 1.69552 1.69389 1.69236 1.69092 1.68957 1.68830 1.68709 1.68595 1.68488 1.68385 1.68288 1.68195 1.68107
0.025 0.050 12.70620 4.30265 3.18245 2.77645 2.57058 2.44691 2.36462 2.30600 2.26216 2.22814 2.20099 2.17881 2.16037 2.14479 2.13145 2.11991 2.10982 2.10092 2.09302 2.08596 2.07961 2.07387 2.06866 2.06390 2.05954 2.05553 2.05183 2.04841 2.04523 2.04227 2.03951 2.03693 2.03452 2.03224 2.03011 2.02809 2.02619 2.02439 2.02269 2.02108 2.01954 2.01808 2.01669
140
0.01 0.02 31.82052 6.96456 4.54070 3.74695 3.36493 3.14267 2.99795 2.89646 2.82144 2.76377 2.71808 2.68100 2.65031 2.62449 2.60248 2.58349 2.56693 2.55238 2.53948 2.52798 2.51765 2.50832 2.49987 2.49216 2.48511 2.47863 2.47266 2.46714 2.46202 2.45726 2.45282 2.44868 2.44479 2.44115 2.43772 2.43449 2.43145 2.42857 2.42584 2.42326 2.42080 2.41847 2.41625
0.005 0.010 63.65674 9.92484 5.84091 4.60409 4.03214 3.70743 3.49948 3.35539 3.24984 3.16927 3.10581 3.05454 3.01228 2.97684 2.94671 2.92078 2.89823 2.87844 2.86093 2.84534 2.83136 2.81876 2.80734 2.79694 2.78744 2.77871 2.77068 2.76326 2.75639 2.75000 2.74404 2.73848 2.73328 2.72839 2.72381 2.71948 2.71541 2.71156 2.70791 2.70446 2.70118 2.69807 2.69510
0.001 0.002 318.30884 22.32712 10.21453 7.17318 5.89343 5.20763 4.78529 4.50079 4.29681 4.14370 4.02470 3.92963 3.85198 3.78739 3.73283 3.68615 3.64577 3.61048 3.57940 3.55181 3.52715 3.50499 3.48496 3.46678 3.45019 3.43500 3.42103 3.40816 3.39624 3.38518 3.37490 3.36531 3.35634 3.34793 3.34005 3.33262 3.32563 3.31903 3.31279 3.30688 3.30127 3.29595 3.29089
44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80
0.68011 0.67998 0.67986 0.67975 0.67964 0.67953 0.67943 0.67933 0.67924 0.67915 0.67906 0.67898 0.67890 0.67882 0.67874 0.67867 0.67860 0.67853 0.67847 0.67840 0.67834 0.67828 0.67823 0.67817 0.67811 0.67806 0.67801 0.67796 0.67791 0.67787 0.67782 0.67778 0.67773 0.67769 0.67765 0.67761 0.67757
1.30109 1.30065 1.30023 1.29982 1.29944 1.29907 1.29871 1.29837 1.29805 1.29773 1.29743 1.29713 1.29685 1.29658 1.29632 1.29607 1.29582 1.29558 1.29536 1.29513 1.29492 1.29471 1.29451 1.29432 1.29413 1.29394 1.29376 1.29359 1.29342 1.29326 1.29310 1.29294 1.29279 1.29264 1.29250 1.29236 1.29222
1.68023 1.67943 1.67866 1.67793 1.67722 1.67655 1.67591 1.67528 1.67469 1.67412 1.67356 1.67303 1.67252 1.67203 1.67155 1.67109 1.67065 1.67022 1.66980 1.66940 1.66901 1.66864 1.66827 1.66792 1.66757 1.66724 1.66691 1.66660 1.66629 1.66600 1.66571 1.66543 1.66515 1.66488 1.66462 1.66437 1.66412
2.01537 2.01410 2.01290 2.01174 2.01063 2.00958 2.00856 2.00758 2.00665 2.00575 2.00488 2.00404 2.00324 2.00247 2.00172 2.00100 2.00030 1.99962 1.99897 1.99834 1.99773 1.99714 1.99656 1.99601 1.99547 1.99495 1.99444 1.99394 1.99346 1.99300 1.99254 1.99210 1.99167 1.99125 1.99085 1.99045 1.99006
2.41413 2.41212 2.41019 2.40835 2.40658 2.40489 2.40327 2.40172 2.40022 2.39879 2.39741 2.39608 2.39480 2.39357 2.39238 2.39123 2.39012 2.38905 2.38801 2.38701 2.38604 2.38510 2.38419 2.38330 2.38245 2.38161 2.38081 2.38002 2.37926 2.37852 2.37780 2.37710 2.37642 2.37576 2.37511 2.37448 2.37387
2.69228 2.68959 2.68701 2.68456 2.68220 2.67995 2.67779 2.67572 2.67373 2.67182 2.66998 2.66822 2.66651 2.66487 2.66329 2.66176 2.66028 2.65886 2.65748 2.65615 2.65485 2.65360 2.65239 2.65122 2.65008 2.64898 2.64790 2.64686 2.64585 2.64487 2.64391 2.64298 2.64208 2.64120 2.64034 2.63950 2.63869
3.28607 3.28148 3.27710 3.27291 3.26891 3.26508 3.26141 3.25789 3.25451 3.25127 3.24815 3.24515 3.24226 3.23948 3.23680 3.23421 3.23171 3.22930 3.22696 3.22471 3.22253 3.22041 3.21837 3.21639 3.21446 3.21260 3.21079 3.20903 3.20733 3.20567 3.20406 3.20249 3.20096 3.19948 3.19804 3.19663 3.19526
Catatan : Probabilita yang lebih kecil yang ditunjukkan pada judul tiap kolom adalah luas daerah dalam satu ujung, sedangkan probabilitas yang lebih besar adalah luas daerah dalam kedua ujung.
141
