THE EFFECTIVENESS OF USING STORYBOARD TECHNIQUE ON STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT (A Quasi-experimental Study at the Tenth Grade of MAN 1 Tangerang Selatan)
By: Tria Afiyanti 1112014000064
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2016
ABSTRACT Tria Afiyanti (NIM: 1112014000064). The Effectiveness of Using Storyboard Technique on Students’ Reading Comprehension of Narrative Text (A Quasi Experimental Study at the Tenth Grade of MAN 1 Tangerang Selatan in Academic Year 2016 / 2017). Skripsi of The Departement of English Education at Faculty of Educational Sciences of State Islamic University Syarif Hidayatullah Jakarta, 2016. Advisors
: Dr. Fahriany, M.Pd. Dr. Alek, M.Pd.
Keywords
: Reading Comprehension, Storyboard Technique, Narrative Text
The objective of this study was to get empirical evidence about the effectiveness of using storyboard technique on students’ reading comprehension of narrative text. This study was conducted in September 2016 at MAN 1 Tangerang Selatan. This study used quantitative method with quasi experimental design. The sampling technique used in this study was purposive sampling. Two classes were taken as the subjects of this study, namely experimental class and controlled class. The data obtained from both experimental class and controlled class through pretest and post-test were analyzed by using t-test formula. The result of calculation showed that in the significance degree of 5%, the value of t-test (to) > t-table (tt) (9.159 > 1.999). Therefore, it can be drawn conclusion that the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. It means that the use of storyboard technique is effective on students’ reading comprehension of narrative text at tenth grade of MAN 1 Tangerang Selatan.
iv
ABSTRAK Tria Afiyanti (NIM: 1112014000064). The Effectiveness of Using Storyboard Technique on Students’ Reading Comprehension of Narrative Text (A Quasiexperimental Study at Tenth Grade of MAN 1 Tangerang Selatan in Academic Year 2016 / 2017). Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2016. Pembimbing : Dr. Fahriany, M.Pd. Dr. Alek, M.Pd. Kata Kunci : Pemahaman Membaca, Teknik Storyboard, Teks Narasi Penelitian ini bertujuan mendapatkan bukti empiris tentang keefektifan penggunaan teknik storyboard terhadap pemahaman siswa dalam membaca teks narasi. Penelitian ini telah dilaksanakan pada September 2016 di MAN 1 Tangerang Selatan. Penelitian ini menggunakan metode kuantitatif dengan desain kuasi-eksperimen. Teknik pengambilan sampel yang digunakan yaitu purposive sampling. Terdapat dua kelas sebagai subjek penelitian, yaitu kelas eskperimen dan kelas kontrol. Data yang didapat dari kelas eksperimen dan kelas kontrol melalui pre-test dan post-test dianalisis dengan menggunakan rumus t-test. Hasil dari perhitungan menunjukkan bahwa dalam taraf signifikansi 5%, hasil t-test (to) > t-table (tt) (9.159 > 1.999). Maka dapat disimpulkan bahwa hipotesa sementara diterima dan null hipotesa ditolak. Ini berarti penggunaan teknik storyboard efektif dalam pemahaman membaca terhadap teks narasi pada siswa kelas sepuluh MAN 1 Tangerang Selatan.
v
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent and Merciful All praises be to Allah, the lord of the world, who always gives His mercy and blessing upon the writer in completing this “skripsi”. Praying and greeting always be upon His messenger, our prophet Muhammad SAW, his family, his companion,
and his adherence. First of all, the writer would like to express the greatest honor to her beloved family, her parents Syahroni and Siti Maesaroh, her sister Linda Elistia, and her brothers Indra Permana and Mahesa Perdana Putra, who always give big supports and moral encouragement to the writer to finish her study. The writer also would like to express her deeply grateful to her advisors, Dr. Fahriany, M.Pd. and Dr. Alek, M.Pd., for their big contribution, kindness and patience to guide the writer until the writer refined and finished this “Skripsi”. Furthermore, the writer would like to convey her sincere 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 the lecturers of Department of English Education who have given precious knowledge and experiences to the writer during her study.
5.
The principle, all teachers, staffs, and the students of MAN 1 Tangerang Selatan.
6.
The big family of PBI C 2012, “the Ce-Ce” who have accompanied the writer during the process of study with their big support and precious friendship. The most happiest and grateful thing in college is being one of you, PBI C 2012.
7.
All people whose names cannot be mentioned one by one who always give support and pray to the writer, thanks to you all.
vi
May Allah Subhanallahu Wata’ala always give His bless to all of us. Finally, the writer conveys that her writing is still far from being perfect; therefore she hopes some suggestions and critics from the reader for this “Skripsi” to make it better. Jakarta, October 4th 2016
The Writer
vii
TABLE OF CONTENTS
APPROVAL ........................................................................................................... i ENDORSEMENT SHEET ................................................................................... ii SURAT PERNYATAAN KARYA SENDIRI .................................................... iii ABSTRACT .......................................................................................................... iv ABSTRAK ..............................................................................................................v ACKNOWLEDGEMENT ................................................................................... vi TABLE OF CONTENTS ................................................................................... viii LIST OF TABLES .................................................................................................x LIST OF FIGURE ............................................................................................... xi LIST OF APPENDICES .................................................................................... xii CHAPTER I: INTRODUCTION .........................................................................1 A. Background of the Study .............................................................1 B. Identification of the Problem .......................................................3 C. Limitation of the Problem ............................................................3 D. Formulation of the Study .............................................................4 E. Objected of the Study ..................................................................4 F. Significance of the Study .............................................................4 CHAPTER II: THEORETICAL FRAMEWORK .............................................5 A. Reading Comprehension ..............................................................5 1. The Understanding of Reading ...............................................5 2. The Purposes of Reading ........................................................6 3. The Kinds of Reading .............................................................9 4. The Principles of Reading .......................................................9 5. Reading Comprehension .......................................................11 B. Narrative Text ............................................................................12 1. The Understanding of Narrative Text ...................................12 2. The Purposes of Narrative Text ............................................13 3. The Generic Structures of Narrative Text .............................14
viii
4. The Language Features of Narrative Text ............................14 5. The Types of Narrative Text .................................................15 C. Storyboard Technique ................................................................16 1. The Understanding of Storyboard Technique .......................16 2. The Steps on Applying Storyboard Technique .....................18 D. Previous Studies.........................................................................19 E. Theoretical Thinking .................................................................20 F. Theoretical Hypotheses .............................................................21 CHAPTER III: RESEARCH METHODOLOGY ............................................22 A. Place and Time ..........................................................................22 B. Population and Sampe .................................................................... 22 C. Research Method and Design ........................................................ 22 D. Research Instrument ........................................................................ 23 E. Technique of Data Collection ........................................................ 23 F. Technique of Data Analysis ........................................................... 24 G. Statistical Hypotheses ..................................................................... 26 CHAPTER IV: RESEARCH FINDING AND INTERPRETATION .............28 A. Research Finding .......................................................................28 1. Data Description ...................................................................28 2. Data Analysis ........................................................................33 3. Hypothesis Testing ................................................................38 B. Interpretation..............................................................................40 CHAPTER V: CONCUSION AND SUGGESTION ........................................43 A. Conclusion .................................................................................43 B. Suggestion..................................................................................43 REFERENCES .....................................................................................................45 APPENDICES ......................................................................................................47
ix
LIST OF TABLES Table 4.1 : The Students’ Pre-test Scores ..............................................................28 Table 4.2 : The Students’ Post-test Scores .............................................................30 Table 4.3 : The Students’ Gained Scores ...............................................................31 Table 4.4 : The Normality of Pre-test in Experimental Class ................................34 Table 4.5 : The Normality of Post-test in Experimental Class ..............................35 Table 4.6 : The Normality of Pre-test in Controlled Class ....................................35 Table 4.7 : The Normality of Post-test in Controlled Class ...................................36
x
LIST OF FIGURE Table 2.1 : The Example of Storyboard .................................................................18
xi
LIST OF APPENDICES Appendix 1 : Lesson Planning .............................................................................47 Appendix 2 : ANATES Result .............................................................................88 Appendix 3 : The Blue Print of Pre-test and Post-test .........................................92 Appendix 4 : The Instrument of Pre-test and Post-test ........................................94 Appendix 5 : The Answer Key...........................................................................112 Appendix 6 : The Students’ Storyboarding ........................................................113 Appendix 7 : Calculation of Pre-test Normality in Experimental Class ............116 Appendix 8 : Calculation of Post-test Normality in Experimental Class...........117 Appendix 9 : Calculation of Pre-test Normality in Controlled Class.................118 Appendix 10 : Calculation of Post-test Normality in Controlled Class ...............119 Appendix 11 : Table of Standard Normal Probabilities .......................................120 Appendix 12 : Table of t-Student Probabilities....................................................122 Appendix 13 : Table of Lillyfors Test for Normality ..........................................123 Appendix 14 : Table of F(0.05) Distribution ..........................................................124 Appendix 15 : Uji Referensi ................................................................................125 Appendix 16 : Pengesahan Proposal Skripsi ........................................................129 Appendix 17 : Surat Bimbingan Skripsi ..............................................................130 Appendix 18 : Surat Permohonan Izin Penelitian ................................................131 Appendix 19 : Surat Keterangan ..........................................................................132
xii
CHAPTER I INTRODUCTION A. Background of the Study Reading is one of the important skills in language learning besides listening, speaking, and writing. In Indonesia, skill in reading is more emphasized as one to be taught in the classrooms since reading comprehension becomes the focus of the National Examination’s items. For English subject, however, reading is more challenging in Indonesia because it is a foreign language while the students may come from different language background. Sunggingwati and Nguyen said that reading in a second or a foreign language becomes more challenging because it is only taught in the classroom. They also found that students do not have any exposure to read English text outside the classroom because English is not broadly used in society. Therefore, the students should have their own will in practicing reading skill by themselves. Moreover, they also mentioned that the students do not have enough knowledge to comprehend the text. Different vocabularies, structures, background of knowledge, even background of cultures makes English text has its own challenges to be comprehended by the students.1 Therefore, reading instruction is really important to facilitate the students in comprehending the English text. However the majority of Indonesian teachers teach reading in English in similar way.2 That are the students are asked to read a passage silently or to read it loudly, then they have to translate it, and they are asked to complete the questions in which the answers are available on the passage. This process becomes routine and it changes rarely. Consequently the students may become less motivated and less interested in learning reading skill. Moreover, it may make the students could not comprehend the text they read optimally.
1
Dyah Sunggingwati and Hoa Thi May Nguyen, “Teachers’ Questioning in Reading Lesson: A Case Study in Indonesia”, Electric Journal of Foreign Language Teaching, 10, 2013, p. 81. Retrived from http://e-flt.nus.edu.sg/v10n12013/sunggingwati.pdf. 2 Ibid., p. 92.
1
2
Meanwhile, it is very crucial for students to comprehend reading text in order to fulfill the curriculum objective. Based on the English syllabus of tenth grade of 2013 curriculum, students are expected to be able to comprehend some text types, and one of them is narrative text. The basic competences (Kompetensi Dasar) of narrative text that have to fulfill by students in this grade level are: (3.10) analyzing the social function, text structure, and language features of simple narrative text in the form of legends, according to the context, and (4.15) understanding simple spoken and written narrative text in the form of simple short stories.3 However, narrative text has its own challenges to be comprehended by students. Besides the teaching technique problem, students’ lack of reading which causes them have limited vocabularies also becomes the crucial problem for students to comprehend narrative text. Moreover, while reading narrative text students need to follow the chronological order of the story and find out who were in the story, when and where it happened, what happened with the characters, why and how it happened, how did the characters overcome the problems, and the good values of the story. Those could make the students get wrong understanding while reading narrative text. Some tenth grade students of MAN 1 Tangerang Selatan have shared their difficulties while learning narrative text in junior high school to the writer on the unstructured interview during PPKT (Praktik Profesi Keguruan Terpadu) program as the data of preliminary study. The problems that mentioned by most of them were, the activities in the classroom were not interesting to them, sometimes they cannot follow the story or to understand the generic structures of the text, and there were so many words they didn’t understand. Therefore, based on their interview, it can be concluded that most of tenth grade students of MAN 1 Tangerang Selatan find difficulties in learning narrative text. Another preliminary data was taken from the test result of two classes which taught by the writer during the program. The results showed that most of the 3
Kemendikbud, Kompetensi Inti dan Kompetensi Dasar Bahasa Inggris SMA, 2016, (https://filekemendikbud.files.wordpress.com).
3
students could not reach the standard minimum score (KKM) for English subject. Therefore, knowing that they found difficulties while learning narrative text in junior high school, they may find the same or more difficulties in high school remind that they have a higher goal to achieve. Since comprehending reading narrative text is important as part of curriculum objectives in Indonesia, there should be found ways in order to help the students in comprehending this kind of text. One of them is the teacher can use various techniques in the classroom, that can make them interesting in reading activity. The one that can be use is storyboard technique. Storyboard is a technique in language learning which facilitates the students to represent a narrative through visual images. They can interpret what they have read in their mind and create visual image based on it.4 Students’ storyboarding could show their understanding of the text, because it is not easy to make sketches without really understand the story in chronological.5 Therefore, this technique could engage students to focus on their reading
B. Identification of the Problem Based on the background above, the problems which can be identified are as follow: 1. The students’ difficulties in comprehending narrative text. 2. The students’ low achievement in reading narrative text. 3. Lack of variation in teaching reading narrative text in the classroom.
C. Limitation of the Problem Based on the identification of the problems above, the problems of this study focus on the effectiveness of using storyboard technique on students’ reading comprehension of narrative text.
4
Sharon E. Smaldino et al., Instructional Media and Technologies for Learning, (New Jersey: Pearson Education Hall, 2002), p. 98. 5 David L. Bruce, “Using Storyboard to Engage Students with Reading”, The English Journal, 100, 2011, p. 78. Retrieved from http://www.jstor.org.vlib.interchange.at/action.
4
D. Formulation of the Study Based on the limitation of the problem, the problem of this study is formulated as follows: Is the use of storyboard technique effective on students’ reading comprehension of narrative text at tenth grade of MAN 1 Tangerang Selatan?
E. Objective of the Study The objective of the study was to get empirical evidence about the effectiveness of using storyboard technique on students’ reading comprehension of narrative text at tenth grade of MAN 1 Tangerang Selatan.
F. Significance of the Study The results of the study are expected to give some significance not only theoretically, but also practically: - For students, the results of the study can help them to check their comprehension on reading narrative text and get more information related with narrative. Moreover, it can give them motivation and new experience in learning narrative text by storyboarding. - For teachers, it can give them new information about the use of storyboard technique in teaching narrative text. It also can be a reference for the teachers to create new variation of using storyboard technique in teaching other kinds of texts or other language skills. - For schools, it can be a concern to increase the quality of teaching and learning process. - For further researchers, it can increase their perspective in teaching reading. Besides, it can be a reference in conducting similar or different research field.
CHAPTER II THEORETICAL FRAMEWORK A. Reading Comprehension 1. The Understanding of Reading Reading is an important skill in language learning, besides speaking, listening, and writing. Reading is not only part of language learning, but all learning activities for all subjects involve reading. Learners need to read textbooks related to the subject they learn, to read assignments given by the teacher, and even to read their own writing. McDonough, Shaw, and Masuhara argued that, “Reading is the most important language skill, particularly in cases where students have to read English material for their own specialist subject but may never have to speak the language.”1 Therefore, it can be called that reading is the fundamental way in learning all area of studies. There are various definitions of reading which come from various perspectives. According to Linse on her book entitled Practical English Language Teaching: Young Learners, “Reading is a set of skills that involves making sense and deriving meaning from the printed words.”2 It means that in order to read, the readers should have abilities to find meaning of the words in print, and then to understand those meaning in order to comprehend it. In the context of secondlanguage readers, the comprehension of the readers are influenced by their background knowledge of the text, their linguistic competence of the target language, and reading strategies they used while reading the text. Furthermore, Rudell in his book entitled Teaching Content Reading and Writing stated that, Reading is the act of constructing meaning while transacting with the text. The reader makes meaning through the combination of prior knowledge and previous experience; information available in text; the
1
Jo McDonough, Christopher Shaw, and Hitomi Masuhara, Materials and Methods in ELT: a teacher’s guide, (Chichester: Wiley-Blackwell, 2013), p. 110. 2 Caroline T. Linse, Practical English Language Teaching: Young Learners, (New York: McGraw-Hill Companies, 2005), p. 69.
5
6
stance he or she takes in relationship to the text; and immediate, remembered, or anticipated social interaction and communication.3 Moreover, Farris, Fuhler, and Walther on their book, Teaching Reading: A Balance Approach for Today’s Classrooms, stated that, “Reading means getting meaning from print. The essence of reading is a transaction between the words of an author and the mind of a reader, during which meaning is constructed.”4 It means that there is transaction in reading process, which is the process of transferring meaning from the author to the reader. Based on all definitions above, it can be concluded that reading is a complex communication process between the author who transfer meanings and the reader who interpret those meanings. In order to get the same messages as what the author means, the reader also need to interact with the text. This interaction will come to the reader’s comprehension, in which the reader transfers the words from the written text that he or she read to the brain or mind in order to be interpreted into a meaningful discourse. 2. The Purposes of Reading When someone decides to read some kind of texts, there must be a reason why he or she does that activity. Every person may have different purposes of reading. For instance, students may read textbook in order to comprehend the materials they have learned, and teachers may read it in order to prepare the teaching materials or to decide what kind of technique they will use in the classroom, etc. There are seven purposes for reading according to Grabe and Stoller.5 a. Reading to search for simple information This is the common reason used by the readers for doing reading activity. In reading to search, the reader need to scan the text they read in order to find 3
Martha Rapp Ruddell, Teaching Content Reading and Writing, (New Jersey: John Wiley & Son, Inc., 2007), p. 31. 4 Pamela J. Farris, Carol J. Fuhler, and Maria P. Walther, Teaching Reading: A Balance Approach for Today’s Classrooms, (New York: McGraw-Hill, 2004), p. 324 5 William Grabe, and Fredricka L. Stoller, Teaching and Researching Reading, (New York: Routlegde, 2013), pp. 6–9.
7
specific words or specific information. For instance, we have this purpose when we try to find someone’s phone number on the phone book, to find the meaning of words on dictionary, to find specific words or phrases that indicate we are in the right page or chapter while reading prose, etc. b. Reading to skim quickly In reading to skim, the reader need to skim the text in order to find the general idea of it by guessing the location of the significant information on the text, and then by trying to comprehend those information until the general idea is acquired. c. Reading to learn from texts In reading to learn, the reader not only need to find the main idea of the text, but also remember it, elaborate it with the details, develop the organization of the information, and connect the text with background knowledge. This purpose usually used in professional and academic field to get information as much as possible. d. Reading to integrate information In reading to integrate information, the reader tries to broad the information on the text. The goal may be just to add more information related to the text, to agree with the information on the text, or to disagree with it. e. Reading to critique text Reading to critique is part of reading to integrate information on the text. To find the strength or the weaknesses of the text, the reader need to, related to his or her own goal, evaluate the text, find the information he or she wants to integrate, and in what way she or he wants to integrate it. f. Reading to write As same as reading to critique the text, reading to write also part of reading to integrate the text. Both are usually used in academic purposes. The reader needs to read many texts as his or her resources on his or her writing, and it requires him or her to integrate those texts by selecting, criticizing, and arranging the information he or she needs.
8
g. Reading for general comprehension From all purposes mentioned by Grabe and Stoller, reading for general comprehension is the most basic one. It is the most complex process. To comprehend the text requires reading skill, reading strategies, and background knowledge of the reader. Thus, Grabe and Stoller classified the purposes for reading into seven points specifically. Every person may has different purpose in reading depends on their needs. Some readers often make their decision to read very quickly or even unconsciously. They also may have more than one purpose in one reading. For instance, when they pick up a newspaper, they may usually read the front page first to search whether there is any information they expect to read. After they find the headline which cues it, they may skim quickly for the length of paragraph and then read some paragraphs for comprehension. However in academic or professional ones, the readers may set their purposes before reading in order to read effectively because they usually need several reading sources. Harmer categorized the reasons of reading into two broad categories.6 a. Instrumental reason, it means people do reading because they have some specific reason in their mind and it would give some usefulness. For instance, people read a map to know the direction, people read the guideline book of a smart phone to know how to operate it, etc. b. Pleasurable reason, it means people read some reading text in order to get their own pleasure. For instance, people read magazines, novels, or comics because they like to do that, even as a hobby or they want to spend their boring day with reading. Therefore, it can be concluded that there are two reasons in making decision to read some kinds of written text, which are to get some instrumental information or to get some pleasure. In reading for the instrumental reason, the readers usually have specific reason to read something that would give some benefits to them. 6
Jeremy Harmer, The Practice of English Language Teaching 3 rd edition, (New York: Longman, 2001), p. 200.
9
However, in reading for pleasure, the readers usually read texts or books they are interested in, like novels, short stories, etc. and enjoy the time doing this activity. 3. The Kinds of Reading There are two kinds of reading according to Jeremy harmer.7 a. Extensive Reading Extensive reading refers to a reading activity that students often do outside a classroom. This kind of reading should provide reading for pleasure, because a teacher facilitates students to choose reading materials they want to read, to encourage them to read a lot, and to give some opportunity to share their reading experiences in the classroom. b. Intensive Reading Intensive reading refers to a reading activity that students often do inside a classroom. This kind of reading usually focuses on reading text construction. It means that students are asked to understand about type of text they are reading, find the meaning for every word details, to examine the use of vocabulary and grammar, and then to use the information they get from the text to move to other language skills. 4. The Principles of Reading Harmer also mentioned some reading principles on his book titled How to Teach English, such as:8 a. Encourage students to read as often and as much as possible. Students need to be encouraged to read reading texts extensively. By reading a lot, it can help students to improve their reading skill. b. Students need to be engaged with what they are reading. Students need to be engaged with the topic of the text and the activity in the classroom while work out with the text. It means that the teacher should
7
Jeremy Harmer, How to Teach English, (Cambridge: Pearson Education Limited, 2007), pp. 99–100. 8 Ibid., pp. 101–l02.
10
facilitate them with an active and an interesting reading activity that can help them getting as much pleasure as possible. c. Encourage students to respond to the content of a text (and explore their feeling about it), not just concentrate on its construction. Having students respond to the message of the text is as important as having them deal with the construction of the text. Therefore, the teacher should give a chance for students to express their feeling about the topic while the purpose is, reading for pleasure and to find out the text construction while the purpose is, reading for study. d. Prediction is a major factor in reading. An active process of reading is not started when we read the first sentence in the first paragraph, but when we see book cover, photograph, headline, web page banner, etc. By seeing them, we can get the clues to predict what we are going to read. In extensive reading class, the teacher should encourage students to see those hints to help them in selecting what they want to read and being interested in the reading texts. e. Match the task to the topic when using intensive reading texts. After selecting an appropriate reading text for students, the teacher needs to choose good reading tasks which involve the suitable type of questions, appropriate activities before during and after reading, effective study exploitation, etc. f. Good teachers exploit reading texts to the full. A good teacher should facilitate students with interesting reading scenario, make them discuss the topic and develop the task, activate the language target in the classroom, and bring the text to life. Moreover the teacher should give a useful feedback for students. Based on all points above, it can be concluded that those principles are important to be used by the teacher. They can help the teacher to improve his teaching of reading in the classroom. Moreover, by considering those principles
11
while teaching reading, it can help the students getting more knowledge and understanding through the texts or materials they have studied. 5. Reading Comprehension Bernanth defined reading comprehension as the simultaneous process of interacting and involving a text in order to get and create meaning in it. These simultaneous processes according to Bernanth are: First, the reader recognizes the words on the page and interprets them in the mind which called as decoding process. After realizing each word, the reader relates them into separate part of ideas, and then connects these separate idea units within and across sentence. Second process of reading comprehension is the reader connects the text with his or her prior knowledge, and then interprets what comes to his or her mind visually related to the meaning of the text.9 Thus, the texts cannot be really comprehended by only reading it and recognizing the words, but also need to relate the prior knowledge related to the text in order to make a meaningful reading. Grabe and Stoller defined reading comprehension into a set of necessary process that requires fluent reading. This set of necessary process is:10 a. A rapid process b. An efficient process c. An interactive process d. A strategic process e. A flexible process f. An evaluating process g. A purposeful process h. A comprehending process i. A learning process j. A linguistic process
9
Joanne Schudt Caldwell, Comprehension Assessment: A Classroom Guide, (New York: The Guilford Press, 2008), pp. 4–6. 10 William Grabe, and Fredricka L. Stoller, Teaching and Researching Reading, (New York: Routlegde, 2013), pp. 11–13.
12
All those processes define reading comprehension, but none of those processes can define reading comprehension by itself. Together they give an exact definition of the process that required for fluent reader. From the explanations above, it can be summarized that reading comprehension is a complex process in comprehending a written text. The reader needs to relate the text with his or her background knowledge, past experiences, information from the text, reading strategies, and so on which can lead to the reader to comprehend the exact meanings of the text.
B. Narrative Text 1. The Understanding of Narrative Text Reading English texts is very important for students, because it is not only part of English curriculum in Indonesia, but it is also useful to improve students’ language acquisition and to provide good models for English writing. 11 There are nine types of English texts that should be learned by Senior High School students which are descriptive, announcement, recount, analytical exposition, hortatory exposition, factual report, news item, procedure, and narrative.12 Each text types have different characteristics and difficulties to be comprehended by its readers, including narrative text. Pardiyono defined narrative as a text type which appropriate to tell an activity or experience in the past using problematic experience and resolution.13 Narrative relates to human life since a long time ago. It is the oldest structure of human communication. People always tell stories for the rest of their lives, for instance, parents use stories to teach their children good lessons, people use story to tell a folklore in one society, a greatness of someone, or even they told their
11
99.
12
Jeremy Harmer, How to Teach English, (Cambridge: Pearson Education Limited, 2007), p.
Kemendikbud, Kompetensi Inti dan Kompetensi Dasar Bahasa Inggris SMA, 2016, (https://filekemendikbud.files.wordpress.com). 13 Pardiyono, Pasti Bisa!! Teaching Genre-Based Writing, (Yogyakarta: C.V Andi Offset, 2007), p. 94.
13
own experiences in the form of stories, etc. It can be called that life is a narrative which involve stories with chronological events.14 Based on some theories elucidated by some experts above, it can be summed up that narrative text is text type which tells a story in the past with chronological order. It contains series of events with some conflicts and resolution that relates to people’s lives, like how people behave through one event or conflict. Thus, people live by telling stories even based on their own experiences or telling their ancient stories which relate to legend or folklore. 2. The Purposes of Narrative Text Every text genres has their own purposes. Different with descriptive or others genres, the purpose of narrative, according to Pardiyono, is to amuse and often to teach a lesson or moral value to the reader.15 It could be said that besides giving much entertaining to the readers, narrative stories also contain good lesson that could be applied in the readers’ real lives. Moreover, Andersons mentioned that the purpose of narrative is to inform or to entertain the reader or listener by showing a view of the world.16 Narrative tells stories which may relate to societies or conditions in some countries in order to inform or to entertain the readers or listeners. For instance, Asian romance and Western romance may have different setting, plot, characters’ characteristics, etc and even different values. The differences could give some new information to the readers or listeners through reading or listening stories besides it could entertain them. Based on the statements above, it can be concluded that there are various purposes of narrative text depend on the stories which are provided. Narrative text is a text which tells a story in the past about how the world works, how people
14
Donald Pharr and Santi V. Buscemi, Writing Today, (New York: McGraw-Hill, 2005), p.
174. 15
Pardiyono, Pasti Bisa!! Teaching Genre-Based Writing, (Yogyakarta: C.V Andi Offset, 2007), p. 94. 16 Mark Anderson and Kathy Anderson, Text Type in English 2, (South Yarra: McMillan Education, 2003), p. 6.
14
behave and how the events develop in order to amuse, to inform, and to give moral values to the reader. 3. The Generic Structures of Narrative Text The generic structures of narrative text are orientation, sequence of events, resolution, and coda.17 For more explanation has been explained by Anderson who argued that the generic structures of narrative text include: a. Orientation It tells the topic of the story and the basic information like the characters, the time, and the place of the story. b. Complication It tells something that will begin the sequence of events which influence the characters. c. Sequence of events It tells the feelings or reactions of the characters related to the complication. d. Reorientation It contains problem solving, how the conflicts are being solved. e. Coda It contains moral lesson that may be taken from the story. 4. The Language Features of Narrative Text The language features usually found in narrative text are: a. The use of past tense b. The use of conjunction c. The use of direct and indirect speech d. The use of adjective and adverb e. The use of noun, noun phrases, and pronoun.18
17
Ibid., p. 12. Th. M. Sudarwati, and Eudia Grace, Pathway to English for Senior High School Grade X, (Jakarta: Erlangga, 2013), p. 246. 18
15
5. The Types of Narrative Text There are many different types of narrative, such as humour, romance, crime, real-life fiction, historical fiction, mystery, fantasy, science-fiction, diarynovels, and adventure.19 One type can be combined with others. For instance, a mystery novel could also include romance and crime, etc. Here are some types of narrative explained by Anderson: a. Humour A humorous narrative tells a story that aims to make the readers laugh while reading the story. Some characteristics of humorous narrative are: using funny names, making fun of serious situation, something crazy happened, etc. b. Romance A romance narrative usually tells the story of two lovers who struggle to end up together. Some characteristics of this type of narrative are: there are male and female who looking for love, boy meets girl, using exotic setting, marry and live happily ever after, etc. c. Historical fiction Some characteristics of historical fiction are: using setting in the past, good meets evil, characters’ lives affected by the events of history, etc. d. Fantasy Some characteristics of fantasy narrative are: hero who may have magical powers, setting may be in another dimension with gods or witches and wizards, imaginative description, etc. e. Science fiction Science fiction narrative use science and technology as setting of the story. Some characteristics of science fiction narrative are: using a future setting, there are aliens or strange creatures, a world with technology, etc. Thus, every types of narrative text have its own difficulties to comprehend and its own characteristics, like the names of the characters, the setting, the plot,
19
Mark Anderson and Kathy Anderson, Text Type in English 2, (South Yarra: McMillan Education, 2003), p. 18.
16
the conflict, etc. Since two or more types can be included in one work, it’s quite challenging to comprehend the story in chronological order.
C. Storyboard Technique 1. The Understanding of Storyboard Technique Storyboard technique is a prewriting activity which emphasized on students’ elaboration, prediction, brainstorming, and sequencing.20 Even it is usually used as prewriting strategy, storyboard likely can be adapted to several others classroom activities. David stated that storyboard can be used in reading activity in the classroom, especially in reading works of fiction, because while students create storyboards, they are reading them too.21 Storyboard is actually not a new concept. Historically, it has been used as a beginning strategy in producing video, film, or animation. As Glebas on his book, Directing the Story, stated that: A script is a verbal plan for a story. A storyboard is a plan for the visualization of that story. A storyboard is the inspirational heart, mind, and soul of a movie. We have all seen storyboards; everyday in the newspapers there are lots of three- or four-panel storyboards showing short, usually funny, stories.22 As a reading activity, storyboards can help the students to visualize a print text. This technique allows students to interpret the materials, such as narrative text, into series of thumbnail sketches after reading the text.23 Students’ storyboarding could show their understanding of the text, because it is not easy to make sketches without really understand the story in chronological. Therefore, storyboard is a technique in language learning which facilitates the students to represent a narrative through visual images. It facilitates the students to decode the text and then to encode their comprehension through 20
Katherine D. Wiesandanger, Strategies for Literacy Education, (Ohio: Merrill Prentice Hall, 2015), p. 161. 21 David L. Bruce, “Using Storyboard to Engage Students with Reading”, The English Journal, 100, 2011, p. 78. Retrieved from http://www.jstor.org.vlib.interchange.at/action. 22 Francis Glebas, Directing the Story: Professional Storytelling and Storyboarding Technique for Live Action and Animation, (Oxford: Elsevier Inc., 2009), p. 46. 23 Sharon E. Smaldino et al., Instructional Media and Technologies for Learning, (New Jersey: Pearson Education Hall, 2002), p. 98.
17
storyboarding. Moreover, storyboard is a technique that usually used as keys drawing or sketches in series which tell a story in chronological order. Storyboard technique allows the students to think in picture or it can be called as “Mental Imagery” which can help them to understand and to remember the text. In order to support the students’ mental imagery skill, they should receive two types of activities, - Representational:
creating
pictures
that
are
detailed
and
accurate
representations of information in the text. - Transformational: creating pictures that are more flexible and can be edited to support memory for key ideas or specific details in the text.24 Thus, being trained with representational or transformational activities may help the students with reading difficulties, not only to understand the general ideas of the text, but also to remember details information on it. In more specific, some advantageous of storyboard technique as the activities conducted in teaching reading narrative text are:25 -
Storyboarding can improve the students’ organization, time management, and planning because it facilitates the students to arrange their ideas into sketches.
-
It also facilitates the students to use different reading strategies, such as previewing, visualizing, illustrating, summarizing, etc.
-
The last, it can improve not only students’ reading ability but also their writing ability because they are asked to make detailed illustration during classroom activities. Based on those advantageous above, it can be said that besides engaging
students with reading, it may also improve their learning management, their reading strategies, and their writing skill. However, some students who are not interesting in making drawing or who have auditory learning style would have less motivation while conducting this technique in the classroom.
24
Paula J. Clark et al., Developing Reading Comprehension, (Chichester: John Wiley & Sons Ltd., 2014), p. 108. 25 Jose M.M. Naar, “Storyboards and Reading Comprehension of Literary Fiction in English”, HOW, A Colombian Journal for Teachers of English, 2013, p. 154. Retrieved from http://media.proquest.com.vlib.interchange.at/media/pq/classic/doc
18
Figure 2.1 The Example of Storyboard
2. The Steps on Applying Storyboard Technique The steps on applying storyboard technique in teaching reading narrative text are: - Instruct the students to divide blank white paper into many (four to six) sections. - Ask the students to read narrative text given by the teacher. - Assign the students to re-create key events on the text into storyboard in 20 to 30 minutes. The students may allow using markers, crayon, and colored pencils, or they just use regular pens and pencils. - After the students have finished their storyboard, ask them to share their drawings with their classmates, so they can discuss, both similarities and differences, how they visualize the events of the text.
19
- Let the students make correction on their storyboard after having discussion with their classmates.26
D. Previous Studies Some previous studies relate to this research have been conducted by others researchers, such as: The first study was conducted by David L. Bruce on 2011 during eleven years he taught in High School. He studied about storyboard technique, the technique he was primarily used, to engage students with reading. Firstly, he used this technique in teaching writing to his students, and then he found that teaching reading of work fictions using storyboard can be as useful as teaching writing. He taught poetry, novel fiction and film using this technique. And the result showed that it could help students to improve their reading skill. The technique allows students to pay close attention and focus to what they read, the elements and “what happen” in the story and it could make their understanding are deeper. The second study was done by Nur Setya Pamuji Asih to get her degree of Sarjana Pendidikan in State University of Yogyakarta on 2014. The title is: The Effectiveness of Storyboard Technique on Students’ Writing Ability on Drama Script (an experiment study at SMAN 1 Depok, Sleman). She conducted storyboard technique on teaching writing drama script. The result showed that the students in the experiment class got much better score than the students in the control class. Therefore, she concluded that storyboard technique is effective on drama script teaching writing. The next related study was conducted by Ni Luh Ayu Prabha Andari to get her degree of Sarjana Pendidikan in Mahasaraswati Denpasar University of Denpasar on 2014. The title of her skripsi is, “The Influence of Creating Storyboard on the Writing Ability of the Eight Grade Students of SMP Negeri Tampaksiring: A Study Based on Subak Cultural Landscape.” The result showed that the storyboard gave significant influence on the students writing ability, and they got good writing achievement. 26
Ibid., pp. 79–81.
20
Those three previous studies were using storyboard technique as the treatment used in the classrooms in which it is same with this study, but there are some differences that need to be considered. The differences are: the first study that conducted by David L. Bruce was an action research in order to improve students’ comprehension on reading poetry, novel fiction and film, besides this research only focus on students’ comprehension on narrative text. The next study that conducted by Nur Setya Pamuji Asih was experimental study in which it is same as this study, but she used students’ writing ability on writing drama script as dependant variable, however the dependant variable in this study is students’ reading comprehension on narrative text. Moreover, the study conducted by Ni Luh Ayu Prabha also used students’ writing ability as dependant variable in her study but she used junior high school students as population and sample of her study, yet the population and sample of this study are Senior High School student grade ten.
E. Theoretical Thinking Reading as one of skills in language learning has its own challenges to be learned by students, especially reading in a foreign language as in Indonesia. However, some research showed that lots of Indonesian teachers teach reading in English in similar way. That is the students are asked to read a passage silently or to read it loudly, then they have to translate it, and they are asked to complete the questions in which the answers are available on the passage. This process becomes routine and it changes rarely. Consequently the students become less motivated, less interested in learning reading skill, and they may not comprehend the text optimally. Based on Indonesian curriculum, there are some text types that are taught in the classrooms, and one of them is narrative text. Some studies have mentioned that narrative as one of text types has its own difficulties to be comprehended by the students. This problem can be caused by some factors. That are, students’ lack of vocabularies, students’ difficulties to find out all generic structures of the text, and lack of learning variations in the classroom.
21
Since comprehending reading narrative text is important as part of curriculum objectives in Indonesia, there should be found a way in order to help the students in comprehending this kind of text. One of them is the teacher can use various techniques in the classroom. The one that can be use is storyboard technique. This technique can help the students to visualize the text they read. They can interpret what they have read in their mind and create visual image based on it. This technique can also make students focus on their reading, because it would be difficult for them to visualize the text without really understand what the text is talking about. Moreover, it can help teacher to see and analyze students’ comprehending by looking at their illustration.
F. Theoretical Hypotheses According to Creswell, there are two hypotheses in experimental study, which are null hypothesis (Ho) and alternative hypothesis (Ha). Null hypothesis is a prediction if there are no difference results of students’ achievement between experimental class and controlled class. Besides, alternative hypothesis is the opposite of null hypothesis that there are difference results of students’ achievement between experimental and controlled class.27 It means that if the null hypothesis is accepted, there is high probability if storyboard technique is not effective on teaching reading narrative text. Therefore the hypotheses of this research can be formulated as follows: Ho : The use of storyboard technique is effective on students’ reading comprehension of narrative text. Ha : The use of storyboard technique is not effective on students’ reading comprehension of narrative text.
27
127.
John W. Creswell, Educational Research, (Boston: Pearson Educatio, Inc., 2012), pp. 126–
CHAPTER III RESEARCH METHODOLOGY A. Place and Time This study was conducted on August 29th 2016 until September 19th 2016. The study took place in MAN 1 Tangerang Selatan which is located on Jl. Raya Serpong Rt 03/03 Ds. Kademangan, Setu, Tangerang Selatan.
B. Population and Sample Population of this study was the whole tenth grade students of MAN 1 Tangerang Selatan in the academic year of 2016 / 2017. There are five classes in this grade level with the number of students is about 175 students. Purposive sampling technique was used in order to take sample of the population. Purposive sampling is, “the process of selecting sample that is believed to be representative of a given population.”1 In other words, researcher„s knowledge and experience of the population is needed to sample the population. In this case, the researcher asked the English teacher of MAN 1 Tangerang Selatan to choose appropriate classes to be sampled considering the number of students in the classes, and the students‟ English scores for the materials had being taught by the teacher. And then, two classes were chosen which were X IIS 1 as an experimental class and X MIA 1 as a controlled class. Each class consists of 32 students. Therefore, the number of sample is 64 students.
C. Research Method and Design This study was conducted quantitatively because the data were collected and analyzed in statistical calculation. According to L.R. Gay., et al. the purpose of conducting quantitative study is to describe certain problem by getting and analyzing numerical data.2 The design used in this study was a quasi-experimental study because the sample used did not choose randomly, but they have already
1
L.R. Gay et al., Educational Research, Competencies for Analysis and Applications, (New Jersey: Pearson, 2012), p. 141. 2 Ibid., p. 7.
22
23
formed. As Meredith D. Gall, et al. stated that quasi-experiment defines as not true experiment, because it doesn‟t have random group assignment.3 Two different classes employing two different techniques were used in teaching reading comprehension of narrative text. The experimental class was taught by using the storyboard technique and the controlled class was taught by using a jigsaw technique. Before applying the treatment, the students in experimental class and controlled class were given a pre-test to find out the level of students‟ ability in comprehending narrative text. After applying the treatments for six meetings, then the students of two classes were given a post-test to find out the growth of score as the measurement of achievement. Thus, the results of the test were used to measure whether there is any effect of storyboard technique on students‟ reading comprehension of narrative text at tenth grade students of MAN 1 Tangerang Selatan.
D. Research Instrument The instrument of this research was a test. The test was used to find out whether there is any effect of storyboard technique on students‟ reading comprehension of narrative text. The test was given in the beginning and the end of the treatments. The test consisted of 40 multiple choice items which require the students to find out the main ideas, the supporting ideas, the generic structures, word references, and the messages related to the narrative text. The blue print of the instrument can be seen on appendix 3.
E. Technique of Data Collection To know the effectiveness of storyboard technique in this study, the test as the instrument was used in collecting the data. The test was given to the experimental class and controlled class through multiple choice items. There were two kinds of test used:
3
Meredith D. Gall, Joyce P. Gall and Walter R. Berg, An Educational Research: An Introduction 7th edition, (Boston: Pearson Education, Inc. 2003), p. 402.
24
1. Pre-test The pre-test was given to both of experimental class and controlled class before the treatment was applied in order to find out the level of students‟ ability in comprehending narrative text. The pre-test was held on August, 31st 2016. 2. Post-test The post-test was given to both classes after the treatment was applied. The post-test was used in order to find out the growth of score as the measurement of achievement in experimental and controlled class. Therefore, it can be seen whether there is any effect of storyboard technique on students‟ reading comprehension of narrative text. The post-test was held on September, 19th 2016. Before the pre-test and post-test were given to the students in experimental class and controlled class, both of those tests had been tested to three classes of the population which to check its validity and reliability. The validity and reliability of the test in this research was analyzed using ANATES program. The result of pre-test analysis shows that from 50 items had been tested, 39 items were valid referred to df (N – 2), P=0.05. Then, to make it easier to be scored, one item has been edited, and ten others items were eliminated. Thus, 40 items were finally chosen as the pre-test instrument of this study. Meanwhile, the reliability of the pre-test was 0.88; this value can be categorized as high reliability since the minimum standard of test reliability is 0.70.4 Then, the result of post-test analysis shows that from 50 items had been tested, 35 items were valid. Then, five items has been edited and ten items were eliminated in order to make it has the same number as pre-test. Meanwhile, the reliability of the post-test was 0.91.
F. Technique of Data Analysis The data which have been collected were analyzed using statistical calculation through t-test formula. It was used to find out the differences of 4
Jack R. Fraenkel and Norman E. Wallen, How to Design and Evaluate Research in Education, (New York: McGraw-Hill, 2009), p. 157.
25
students‟ reading comprehension achievement on narrative text between experimental class and controlled class. The formula of t-test as follow:5
M1 = Mean of Variable X M2 = Mean of variable Y SE = Standard Error There are several steps has to be taken in order to get the calculation of t-test, they are as follow: 1. Determining the mean of variable X, with formula: ∑
2. Determining the mean of variable Y, with formula: ∑ 3. Determining Standard of Deviation Score of Variable X, with formula: ∑ √
4. Determining Standard of Deviation Score of Variable Y, with formula: √
∑
5. Determining Standard Error Mean of Variable X, with formula: √ 6. Determining Standard Error Mean of Variable Y, with formula: 5
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: Rajawali Pers, 2014), p. 314.
26
√ 7. Determining Standard Error of different Mean of Variable X and Mean of Variable Y, with formula: √ 8. Determining to with formula:
9. Determining Degrees of Freedom (df), with formula: (
)
G. Statistical Hypotheses The statistical hypotheses of this research are: Ho : There is no significant difference between students‟ reading comprehension scores of narrative text taught by using storyboard technique and without using storyboard technique. Ha : There is significant difference between students‟ reading comprehension scores of narrative text taught by using storyboard technique and without using storyboard technique. Ho : μ1 = μ2 Ha : μ1 ≠ μ2 Notes: Ho = Null hypothesis Ha = Alternative hypothesis μ1 = Students‟ reading comprehension achievement, who are taught through storyboard technique. μ2 = Students‟ reading comprehension achievement, who are taught without storyboard technique.
27
And then, the criteria used as follows: 1. If t-test (to) > t-table (tt), null hypothesis (Ho) is rejected. It means that the rates of mean scores of the experimental class are higher than the controlled class. The using of Storyboard technique is effective on students‟ reading comprehension of narrative text. 2. If t-test (to) < t-table (tt), the null hypothesis (Ho) is accepted. It means that the rates of mean scores of the experimental class are lower or same as the controlled class. The using of Storyboard technique is not effective on students‟ reading comprehension of narrative text.
CHAPTER IV RESEARCH FINDING AND INTERPRETATION A. Research Finding 1. Data Description The data were collected from the students’ scores of pre-test and post-test in both experimental class and controlled class. The data were described into three tables. Table 4.1 shows the students’ pre-test scores, Table 4.2 shows the students’ post-test scores, and Table 4.3 shows the students’ gained scores. Table 4.1 The Students’ Pre-test Scores Students
Experimental Class
Controlled Class
1
90
70
2
65
60
3
63
73
4
45
83
5
70
85
6
70
53
7
75
83
8
60
78
9
60
68
10
58
70
11
55
70
12
63
78
13
68
75
14
80
65
15
70
40
16
68
85
17
50
60
28
29
Students
Experimental Class
Controlled Class
18
93
83
19
38
45
20
75
73
21
53
80
22
60
78
23
63
80
24
88
93
25
53
65
26
53
90
27
80
75
28
78
70
29
80
70
30
53
70
31
50
45
32
60
28
∑
2087
2241
̅ (Mean)
65.22
70.03
The Table 4.1 shows the students’ pre-test scores in both experimental class and controlled class. There are 32 students on each class. The pre-test was given to the students before they got any treatments. According to the Table 4.1 above, it can be seen that the lowest score in the experimental class was 38 and the lowest score in the controlled class was 28. However, the highest score in both experimental class and in the controlled class was same, that was 93. The mean score of pre-test in the controlled class was higher than the mean of pre-test in the experimental class. The mean of pre-test in the controlled class was 70.03 and the mean of pre-test score in the experimental class was 65.22.
30
Table 4.2 The Students’ Post-test Scores Students
Experimental Class
Controlled Class
1
95
78
2
80
75
3
70
68
4
48
65
5
83
78
6
88
73
7
68
93
8
73
60
9
55
75
10
65
78
11
68
33
12
75
75
13
80
88
14
83
68
15
80
65
16
78
80
17
78
93
18
90
88
19
48
70
20
75
83
21
50
80
22
60
85
23
70
73
24
83
83
25
63
88
31
Students
Experimental Class
Controlled Class
26
50
78
27
83
80
28
80
75
29
73
70
30
68
68
31
75
48
32
50
60
∑
2285
2374
̅ (Mean)
71.41
74.19
The Table 4.2 shows the students’ post-test scores in experimental class and controlled class. The post-test was given to the students after they got treatments on reading narrative text. Each class had different treatments in order to increase their reading score on narrative text. According to the Table 4.2, it can be seen that the lowest score of post-test in the experimental class was 48 and the lowest score of post-test in the controlled class was 33. Then, the highest score of posttest in the experimental class was 95 and the highest score of post-test in the controlled class was 93. The mean score of post-test in the controlled class was higher than the mean of post-test in the experimental class. The mean of post-test in the controlled class was 74.19 and the mean of pre-test score in the experimental class was 71.41. Table 4.3 The Students’ Gained Scores Students Experimental Class
Controlled Class
1
5
8
2
15
15
32
Students Experimental Class
Controlled Class
3
8
-5
4
3
-18
5
13
-7
6
18
20
7
-7
10
8
13
-18
9
-5
7
10
8
8
11
13
-37
12
13
-3
13
13
13
14
3
3
15
10
25
16
10
-5
17
28
33
18
-3
5
19
10
25
20
0
10
21
-3
0
22
0
7
23
7
-7
24
-5
-10
25
10
23
26
-3
-12
27
3
5
28
3
5
29
-7
0
33
Students Experimental Class
Controlled Class
30
16
-2
31
25
3
32
-10
32
∑
203
133
̅ (Mean)
6.34
4.16
The Table 4.3 shows the students’ gained scores in experimental class and controlled class. In the experimental class, the highest gained score was 28 and the lowest gained score was -10. Meanwhile, the highest gained score in the controlled class was 32, and the lowest gained score was -37. In addition, the mean of gained scores in the experimental class was higher that the mean of gained score in the controlled class. The mean of gained scores in the experimental class was 6.34 and the mean of gained score in the controlled class was 4.16. 2. Data Analysis Before the t-test formula was calculated to see the hypothesis of the study, the normality and homogeneity of the data should be analyzed. The normality of the data was needed in order to see if the data was normally distributed in both experimental class and the controlled class or it was not normally distributed. After the normality of the data has been tested, the next step was to test the homogeneity of the data. It was needed to see if the data were homogenous or heterogeneous. a. The normality of the Data To test the normality of the data, the Lillyfors formula was used. The result can be seen by comparing the value of Lmax to Ltable. The maximum dispute obtained from the calculation must be in positive value (+).
34
The hypothesis can be seen as follows: Ha : The data of X is not normally distributed. Ho : The data of X is normally distributed. Then, the criteria of the hypothesis are: Ha : L > Ltable Ho : L ≤ Ltable - If Lmax > Ltable, Ho is rejected and Ha is accepted. It means that the data of X is not normally distributed. - If Lmax < Ltable, Ho is accepted and Ha is rejected. It means that the data of X is normally distributed. 1) Normality of the Experimental Class a) Normality of the Pre-test Table 4.4 The Normality of Pre-test ∑
∑ ̅ [ ] [
√ ̅
] [
]
Lmax = 0.09485 Ltab = 0.1592
After the pre-test data of the experimental class has been calculated using Lillyfors formula, the result shows if the Lmax < Ltable (0.09485 < 0.1592). It means that the Ho was accepted, the pre-test data of the experimental class was normally distributed.
35
b) Normality of the Post-test Table 4.5 The Normality of Post-test ∑
∑ ̅ [ ]
√
[
̅
] [
Lmax = 0.10975
]
Ltab = 0.1592
After the post-test data of the experimental class has been calculated using Lillyfors formula, the result shows if the Lmax < Ltable (0.10975 < 0.1592). It means that the Ho was accepted, the post-test data of the experimental class was normally distributed. 2) Normality of the Controlled Class a) Normality of the Pre-test Table 4.6 The Normality of Pre-test ∑
∑ ̅ [ ] [
√ ̅
] [
]
Lmax = 0.1358 Ltab = 0.1592
5 After the post-test data of the experimental class has been calculated using Lillyfors formula, the result shows if the Lmax < Ltable (0.1358 < 0.1592). It means that the Ho was accepted, the post-test data of the experimental class was normally distributed.
36
b) Normality of the Post-test Table 4.7 The Normality of Post-test ∑
∑ ̅ [ ] [
√ ̅
] [
]
Lmax = 0.1002 Ltab = 0.1592
After the post-test data of the experimental class has been calculated using Lillyfors formula, the result shows if the Lmax < Ltable (0.1002 < 0.1592). It means that the Ho was accepted, the post-test data of the experimental class was normally distributed. Note: The value of Ltable itself was gotten from the table of Lillyfors. In significance degree of 0.05, L(0,05)(32) = 0.1592. b. Homogeneity of the Data According to the normality calculation using Lillyfors formula, it can be concluded that the data of pre-test and post-test in both experimental class and controlled class was normally distributed. The next step was calculating the homogeneity of the data. The hypothesis can be seen as follows: Ho : The sample of experimental class and controlled class is not different. Ha : The sample of experimental class and controlled class is different. Then, the criteria of the hypothesis are: Ho: F < Fα(n1-1, n2-1) Ha: F > Fα(n1-1, n2-1)
37
- If F < Fα(n1-1, n2-1), Ho is accepted and Ha is rejected. It means that the sample of experimental class and controlled class is not different. - If F > Fα(n1-1, n2-1), Ho is rejected and Ha is accepted. It means that the sample of experimental class and controlled class is different. The formula can be seen as follows:
Or
1) Homogeneity of Pre-test Scores
n1-1 = 32-1 = 31 n2-1 = 32-1 = 31 F0.05(n1-1, n2-1) = 1.69 (Ftable) According to result of the calculation above, it can be seen that F < Fα(n1-1, n21) or
(1.239 < 1.69). It means that Ho is accepted and Ha is rejected. The sample of
experimental class and controlled class pre-test is not different or homogeneous. 2) Homogeneity of Post-test Scores
n1-1 = 32-1 = 31 n2-1 = 32-1 = 31 F0.05(n1-1, n2-1) = 1.69 (Ftable)
38
According to result of the calculation above, it can be seen that F < Fα(n1-1, n21) or
(0.001 < 1.69). It means that Ho is accepted and Ha is rejected. The sample of
experimental class and controlled class post-test is not different or homogeneous. 3. Hypothesis Testing In this section, the hypothesis of the study would be tested by calculating the data using t-test formula. The students’ scores in two classes were compared to find out whether there was significant difference between the students’ achievement on reading comprehension of narrative text in the experimental class which was taught using storyboard technique and the controlled class which was taught using another technique. In calculating the data, the experimental class was symbolized with X variable and the controlled class with Y variable. The formula of t-test was expressed as follows:
The calculation can be seen as follows: 1.
Determining the mean of variable X, with formula: ∑
2.
Determining the mean of variable Y, with formula: ∑
3.
Determining Standard of Deviation Score of Variable X, with formula: ∑ √
4.
[
]
√
Determining Standard of Deviation Score of Variable Y, with formula: ∑ √
[
]
√
39
5.
Determining Standard Error Mean of Variable X, with formula:
√ 6.
√
Determining Standard Error Mean of Variable Y, with formula:
√ 7.
√
√
√
Determining Standard Error of different Mean of Variable X and Mean of Variable Y, with formula: √ √ √ √
8.
Determining to with formula:
9.
Determining Degrees of Freedom (df), with formula: (
)
(
)
According to the calculation of the data, the value of degree of freedom (df) is 62, and the significance degree 5% of the df 62 is 1.999. Meanwhile, the t-table is 9.159. Therefore, it can be seen that the students’ post-test scores of the
40
experimental class is higher than the controlled class with the comparison of tobserve and t-table is 16.769 > 1.999 = t-observe > t-table. 10. The testing hypothesis - If t-test (to) > t-table (tt), null hypothesis (Ho) is rejected. It means that there is significant difference between students’ reading comprehension scores of narrative text taught by using storyboard technique and without using storyboard technique. - If t-test (to) < t-table (tt), the null hypothesis (Ho) is accepted. It means that there is no significant difference between students’ reading comprehension scores of narrative text taught by using storyboard technique and without using storyboard technique. The result of statistical calculation which obtained from the experimental class and the controlled class data was used to prove the hypothesis above. The result shows that the value of t-test was 16.769 while the degree of significance 5% was 1.999. By comparing the statistical result, it can be seen that the value of t-test is significantly higher that the value of t-table (16.769 > 1.999). Therefore, alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. It means
that
there
is
significant
difference
between
students’
reading
comprehension scores of narrative text taught by using storyboard technique and without using storyboard technique.
B. Interpretation The data used on this study were taken from the students’ reading achievement of pre-test and post-test in both experimental class and controlled class which consisted of 32 students for each class. According to the Table 4.1 which showed the students’ pre-test scores in both experimental class and controlled class, the mean score of pre-test in the controlled class was higher than the mean of pre-test score in the experimental class. The mean of pre-test in the controlled class was 70.03 with the highest score was 93 and the lowest score was
41
28. Meanwhile, the mean of pre-test score in the experimental class was 65.22 with the highest score was 93 and the lowest score was 38. Then, the post-test scores of the students were described on the Table 4.2. Based on its table, it can be seen that the mean score of post-test in the controlled class was higher than the mean of post-test in the experimental class. The mean of post-test in the controlled class was 74.19 with the higher score was 93 and the lowest score was 33. Meanwhile, the mean of pre-test score in the experimental class was 71.41 with the highest score was 95 and the lowest score was 48. In addition, the Table 4.3 showed the gained scores of the experimental class and the controlled class. The mean of gained scores in the experimental class was higher than the mean of gained score in the controlled class. The mean of gained scores in the experimental class was 6.34 with the highest score was 28 and the lowest score was -10. Meanwhile, the mean of gained score in the controlled class was 4.16 with the highest score was 32 and the lowest score was -37. Before hypothesis being tested, the normality and homogenity of the data need to be tested. The purpose of analyzing the normality was to to see whether the data of this research has been normally distributed or not. The result of normality could be seen by comparing the value of Lmax to Ltable. After the normality of the data has been calculated using Lillyfors formula, it was found that the value of pre-test and post the in the experimental class was Lmax < Ltable (0.09485 and 0.1087 < 0.1592). Then, the value of pre-test and post the in the controlled class was Lmax < Ltable (0.1358 and 0.1002 < 0.1592). Therefore, it can be concluded that the data of pre-test and post-test in both experimental and controlled class were normally distributed. After the normality of the data was analyzed, the next step was analyzing the homogeneity of the data. It was needed to find out whether the data / sample in both experimental and controlled class were homogenous or heterogenous. After the data was calculated, it was found that the F < Fα(n1-1, n2-1) or (1.239 (pretest) and 0.001 (post-test) < 1.69). It means that the sample of experimental class and controlled class is not different or it was homogeneous.
42
The last is calculating the testing hypothesis. The data were calculated using t-test formula in significant degree of 5%. The result showed that t-test is higher than t-table, or t-test > t-table (16.769 > 1.999). Therefore, it can be concluded that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted or there was significant difference between students’ reading comprehension scores of narrative text taught by using storyboard technique and without using storyboard technique. In other words, the using of storyboard technique is effective on students’ reading comprehension of narrative text at tenth grade of MAN 1 Tangerang Selatan.
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion This study was conducted using quasi-experimental design which is aimed to prove if there is any significant effect of storyboard technique on students’ reading comprehension of narrative text at tenth grade of MAN 1 Tangerang Selatan. Based on the result of statistical calculation in the previous chapter, it shows that there is significant degree 5% t-test, and it is higher than t-table or ttest > t-table (16.769 > 1.999). It means the null hypothesis (Ho) is rejected and the alternative hypothesis is accepted or there is significant difference between students’ reading comprehension achievement of narrative text taught by using storyboard technique and without using storyboard technique. Therefore, it can be concluded that storyboard technique is effective on students' reading comprehension of narrative text at the tenth grade of MAN 1 Tangerang Selatan.
B. Suggestion Referring to the conclusion of the study, it can be delivered some suggestion go to: - Students Students should actively participate on learning process and use their time effectively in the classroom. They also should build their reading habit, so they could get used to read the texts and to get much knowledge by reading them. - Teachers The teachers should be creative in facilitating the students to learn the materials. Therefore, the teaching and learning process become more interesting, motivating, enjoyable, and effective for students. - Schools Schools should support the teaching and learning process by providing facilities for teachers to teach and for students to learn the any materials well and effectively.
43
44
- Further researchers Further researchers should be well-prepared in conducting a research. They also may use this study as a reference in conducting similar or different research field.
REFERENCES Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: Rajawali Press, 2014. Anderson, Mark., and Anderson, Kathy. Text Types in English 2. South Yarra: McMillan Education, 2003. Bruce, David L. Using Storyboard to Engage Students with Reading. The English Journal. 100, 2011. Caldwell, Joanne S. Comprehension Assessment: A Classroom Guide. New York: The Guilford Press, 2008. Clark, Paula J., et al., Developing Reading Comprehension. Chichester: John Wiley & Sons Ltd., 2014. Creswell, John W. Educational Research. Boston: Pearson Educatio, Inc., 2012. Farris, Pamela J., et al., Teaching Reading: A Balance Approach for Today’s Classrooms. New York: McGraw-Hill, 2004. Fraenkel, Jack R., and Wallen, Norman E. How to Design and Evaluate Research in Education. New York: McGraw-Hill, 2009. Gall, Meredith D., et al., An Educational Research: An Introduction 7th edition. Boston: Pearson Education, Inc., 2003. Gay, L.R., et al., Educational Research, Competencies for Analysis and Applications. New Jersey: Pearson, 2012. Glebas, Francis . Directing the Story: Professional Storytelling and Storyboarding Technique for Live Action and Animation. Oxford: Elsevier Inc., 2009. Grabe, William., and Stoller, Fredricka L. Teaching and Researching Reading. New York: Routlegde, 2013. Harmer, Jeremy. How to Teach English. Cambridge: Pearson Education Limited, 2007. Harmer, Jeremy. The Practice of English Language Teaching 3rd edition. New York: Longman, 2001.
45
46
Kemendikbud. “Kompetensi Inti dan Kompetensi Dasar Bahasa Inggris SMA”, https://filekemendikbud.files.wordpress.com, 2016. Linse, Caroline T. Practical English Language Teaching: Young Learners. New York: McGraw-Hill Companies, 2005. McDonough, Jo., et al., Materials and Methods in ELT : A Teacher’s Guide (3rd). Oxford: Willey-Blackwell, 2013. Naar, Jose M.M. Storyboards and Reading Comprehension of Literary Fiction in English. HOW, A Colombian Journal for Teachers of English. 2013. Pardiyono. Pasti Bisa!! Teaching Genre-Based Writing. Yogyakarta: C.V Andi Offset, 2007. Pharr, Donald., and Busemi, Santi V. Writing Today. New York: McGraw-Hill, 2005. Ruddel, Martha Rapp. Teaching Content Reading and Writing, fifth edition. New Jersey: John Wiley & Sons, Inc., 2008. Smaldino, Sharon E., et al., Instructional Media and Technologies for Learning. New Jersey: Pearson Education Hall, 2015. Sudarwati, Th. M. and Grace, Eudia. Pathway to English for Senior High School Grade X. Jakarta: Erlangga, 2013. Sunggingwati, Dyah., and Nguyen, Hoa Thi May. Teachers’ Questioning in Reading Lesson: A Case Study in Indonesia. Electric Journal of Foreign Language Teaching.10, 2013. Wiesandanger, Katherine D. Strategies for Literacy Education.Ohio: Merrill Prentice Hall, 2015.
47
Appendix 1
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Sekolah Mata Pelajaran Kelas Materi Pokok Alokasi Waktu Pertemuan Ke-
: MAN 1 Kota Tangerang Selatan : Bahasa Inggris : X IIS 1 (Experimental Class) : Narrative Text : 4 x 45 Menit : 1-2
A. Kompetensi Inti 1. Menghayati dan mengamalkan ajaran agama yang dianutnya. 2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsive dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia. 3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. 4. Mengolah, menalar, dan menyaji dalam ranah kongkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajari di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan. B. Kompetensi Dasar 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar. 1.1.1 Mengungkapkan rasa syukur setiap saat mendapat kesempatan belajar bahasa Inggris. 2.1 Menunjukkan perilaku santun dan peduli dalam komunikasi antar pribadi dengan guru dan teman. 2.1.1 Menyapa guru dan teman dengan santun.
melaksanakan
48
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. 2.2.1 Mengerjakan tugas dengan jujur dan rasa tanggung jawab. 2.2.2 Mematuhi peraturan di dalam kelas secara disiplin. 2.2.3 Mengungkapkan ide/pendapat dengan rasa percaya diri selama kegiatan kelas. 2.3
Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional. 2.3.1 Menghormati dan menghargai pendapat / ide siswa lain selama kegiatan. 2.3.2 Menjalin kerja sama yang baik dengan siswa lain selama kegiatan diskusi.
3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks naratif sederhana berbentuk legenda rakyat, sesuai dengan konteks penggunaannya. 3.10.1 Mengidentifikasi fungsi sosial teks naratif sederhana. 3.10.2 Menentukan unsur kebahasaan dari teks naratif sederhana. 3.10.3 Menganalisa struktur dari teks naratif sederhana. 4.15 Menangkap makna teks naratif lisan dan tulis berbentuk cerita pendek sederhana. 4.15.1 Menjelaskan kembali struktur dan unsur kebahasaan teks naratif sederhana. 4.15.2 Menemukan informasi tersirat maupun tersurat dari teks naratif sederhana. 4.15.3 Mengilustrasikan cerita naratif dalam bentuk storyboard. C. Materi Pembelajaran 1. Pengertian teks naratif: Narrative is a text that tells a story which is used to entertain the audience. Kind of narrative: myths, fairytales, historical fiction, romance novels, etc. 2. Struktur ognasisasi teks naratif: -
An orientation tells about who is in the story, when the story is taking place, and where the action is happening. A complication tells about sets off a chain of events that inflluences what will happen in the story.
49
-
A sequence of events tells about the characters react to the complication. A resolution tells about how the characters solve the problem created in the complication. A coda tells about a comment or moral based on what has been learned from the story (an optional step).
3. Unsur kebahasaan teks naratif: -
The use of past tense The use of conjunction The use of direct and indirect speech The use of adjective and adverb The use of noun, noun phrases, and pronoun.
4. Contoh teks naratif: La Llorona, The Crying Woman Once, there was a poor man who married a beautiful woman. They lived happily. However, the man insisted that they that they were too poor to have any children. When he found out his wife was pregnant, the man was very angry. He told the woman that they could not keep the child. When their first son was born, the man drowned the child in the river. His wife could not do anything to help the child. When the second child was born, the man did the same. The same thing happened to their third and fourth child. When the fifth child was born, the man took him to the river. This time, his wife followed him although she was still weak and bleeding from giving birth. When he threw the child in the river, the woman jumped into the river to catch the son. Unfortunately, she could not swim. The woman and her baby were swept away by the current and they both drowned. The next night, the woman’s spirit returned to the river beside her home. She was crying and searching for the son. At first, the poor man was terrified by the spirit of his wife. He begged her to return to the spirit realm, but she did not hear him. Finally, the sound of the poor woman made the man mad. He grabbed a knife and jumped into the river to kill her. But the poor man did not know how to swim. The current swept him away and he drowned. From that day, the spirit of La Llorona still haunts the waters and lakes. E. Metode / Teknik Pembelajaran Storyboard Technique
50
F. Media, Alat, Bahan dan Sumber Pembelajaran 1. Media : Laptop, LCD, storyboard. 2. Sumber belajar : Buku teks (Pathway to English for Senior High School Grade X) G. Langkah-langkah Pembelajaran dengan Teknik Storyboard Kegiatan
Waktu
Pertemuan Pertama Kegiatan Awal 1. Guru masuk ke dalam kelas. 2. Guru menanyakan murid yang tidak masuk sekolah. 5 Menit 3. Guru mengajak siswa mendoakan siswa bila ada yang sakit. Kegiatan inti Mengamati 4. Guru menampilkan beberapa gambar mengenai beberapa cerita terkenal. 5. Siswa memperhatikan gambar tersebut. Menanyakan 6. Dengan bimbingan dan arahan guru, siswa mempertanyakan perbedaan jenis teks narrative yang ada 80 Menit pada gambar. Mengeksplorasi 7. Siswa membaca sebuah teks narrative yang diberikan guru. 8. Siswa menuangkan pemahaman mereka terhadap isi bacaan dalam bentuk storyboard. Kegiatan Penutup 9. Guru bersama-sama dengan siswa membuat kesimpulan materi yang telah dipelajari. 5 Menit 10. Siswa memberikan komentar, penilaian ataupun saran untuk proses belajar pada hari itu. 11. Guru menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya.
51
Kegiatan
Waktu
Pertemuan Kedua Kegiatan Awal 1. Guru masuk ke dalam kelas.
2. Guru menanyakan murid yang tidak masuk sekolah. 3. Guru mengajak siswa mendoakan siswa bila ada yang sakit. 4. Guru dan siswa memainkan sebuah game.
10 Menit
Mengomunikasikan 5. Siswa, secara berpasangan, mendiskusikan persamaan dan perbedaan dari storyboard yang telah mereka buat. Mengasosiasikan
75 Menit
6. Siswa melakukan perbaikan terhadap storyboard yang mereka buat jika terdapat kekeliruan. 7. Siswa mengidentifikasi struktur teks, unsur kebahasaan dari teks narrative yang mereka baca. 8. Guru memberikan feedback. Kegiatan Penutup 9.
Guru bersama-sama dengan siswa membuat kesimpulan materi yang telah dipelajari. 10. Siswa memberikan komentar, penilaian ataupun saran untuk proses belajar pada hari itu. 11. Guru menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya.
H. Penilaian -
Teknik Penilaian : Tes tulis
5 Menit
52
Read the text carefully and answer the question! Batu Bedaung Once, there lived a widow in a village on Tanimbar Island, Maluku. She had two children; a boy and a girl. They were very mean and spoiled. Their mother took care of them and did all the household chores. The two children treated their mother like a slave. One day, the two lazy children woke up late. There was no food served on the table. The food was still being cooked on the stove. Their mother was nowhere to be seen. The children got so angry that they smashed the cooking pots on the floor. Then, they went out looking for their mother. They soon found her scrubbing their dirty clothes on a river stone. They went to her and they started to beat her up viciously. The mother cried piteously and begged for mercy, but the two wicked children didn’t pay attention to her cries. They hit her again and again. Suddenly, she stopped crying and her body went limp. The children heard her say in low voice. “From now on you are no longer my children. You are the incarnation of the devil himself. I won’t go back to our home. Do whatever you want, I don’t care.” After she had said this, she dragged herself to a big boulder on the riverbank and said, “Dear big stobe, please open yourself. Let me come inside you. Let me become a white, sweet-smelling jasmine.” Suddenly, the big stone opened up and the woman went inside. Slowly the stone closed over her. A few days later a small beautiful plant started to grow from under the big stone. It had plenty of leaves and its flowers were white and had sweet smell. The villagers called the big stone Batu Bedaung. What about the two wicked children? The angry villagers threw them out of the village. The wicked children never heard again. Who?Where? When? -
Good-values of the story?
What happened with the characters?
How did the characters overcome the problem?
53
Rumus Penilaian
: Jawaban Benar x 25 = Nilai Siswa
Tangerang Selatan,
September 2016
Guru Bidang Studi
Peneliti
Isnawati, S.Pd
Tria Afiyanti
54
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Sekolah Mata Pelajaran Kelas Materi Pokok Alokasi Waktu Pertemuan Ke-
: MAN 1 Kota Tangerang Selatan : Bahasa Inggris : X IIS 1 (Experimental Class) : Narrative Text : 4 x 45 Menit : 3-4
A. Kompetensi Inti 1. Menghayati dan mengamalkan ajaran agama yang dianutnya. 2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsive dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia. 3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. 4. Mengolah, menalar, dan menyaji dalam ranah kongkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajari di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan. B. Kompetensi Dasar 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar. 1.1.1 Mengungkapkan rasa syukur setiap saat mendapat kesempatan belajar bahasa Inggris. 2.1 Menunjukkan perilaku santun dan peduli dalam komunikasi antar pribadi dengan guru dan teman. 2.1.1 Menyapa guru dan teman dengan santun.
melaksanakan
55
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. 2.2.1 Mengerjakan tugas dengan jujur dan rasa tanggung jawab. 2.2.2 Mematuhi peraturan di dalam kelas secara disiplin. 2.2.3 Mengungkapkan ide/pendapat dengan rasa percaya diri selama kegiatan kelas. 2.3
Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional. 2.3.1 Menghormati dan menghargai pendapat / ide siswa lain selama kegiatan. 2.3.2 Menjalin kerja sama yang baik dengan siswa lain selama kegiatan diskusi.
3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks naratif sederhana berbentuk legenda rakyat, sesuai dengan konteks penggunaannya. 3.10.1 Mengidentifikasi fungsi sosial teks naratif sederhana. 3.10.2 Menentukan unsur kebahasaan dari teks naratif sederhana. 3.10.3 Menganalisa struktur dari teks naratif sederhana. 4.15 Menangkap makna teks naratif lisan dan tulis berbentuk cerita pendek sederhana. 4.15.1 Menjelaskan kembali struktur dan unsur kebahasaan teks naratif sederhana. 4.15.2 Menemukan informasi tersirat maupun tersurat dari teks naratif sederhana. 4.15.3 Mengilustrasikan cerita naratif dalam bentuk storyboard. C. Materi Pembelajaran 1. Pengertian teks naratif: Narrative is a text that tells a story which is used to entertain the audience. Kind of narrative: myths, fairytales, historical fiction, romance novels, etc. 2. Struktur ognasisasi teks naratif: -
An orientation tells about who is in the story, when the story is taking place, and where the action is happening. A complication tells about sets off a chain of events that inflluences what will happen in the story.
56
-
A sequence of events tells about the characters react to the complication. A resolution tells about how the characters solve the problem created in the complication. A coda tells about a comment or moral based on what has been learned from the story (an optional step).
3. Unsur kebahasaan teks naratif: -
The use of past tense The use of conjunction The use of direct and indirect speech The use of adjective and adverb The use of noun, noun phrases, and pronoun.
4. Contoh teks naratif: A Monkey and Crocodile One day there was a monkey. He wanted to cross a river. There he saw a crocodile so he asked the crocodile to take him across the other side of the river. The crocodile agree and told the monkey to jump on its back. Then the crocodile swam down the river with the monkey on his top. Unluckily, the crocodile was very hungry, he stopped in the middle of the river and said to the monkey, “My father is very sick. He has to eat the heart of the monkey. So he will be healthy again.” At the time, the monkey was in dangerous situation and he had to think hard. Then he had a good idea. He told the crocodile to swim back to the river bank. “What’s for?” asked the crocodile. “Because I don’t bring my heart,” said the monkey. “I left it under a tree, near some coconuts in the river bank.” The crocodile agreed and turned around. He swam back to the bank of the river. As soon as they reached the river bank, the monkey jumped off the crocodile’s back. Then he climbed up to the top of a tree. “Where is your heart?” asked the crocodile. “You are foolish,” said the monkey to the crocodile. “Now I am free and I have my heart.” E. Metode / Teknik Pembelajaran Storyboard Technique
57
F. Media, Alat, Bahan dan Sumber Pembelajaran 1. Media : Laptop, LCD, storyboard. 2. Sumber belajar : Buku teks (Pathway to English for Senior High School Grade X). G. Langkah-langkah Pembelajaran dengan Teknik Storyboard Kegiatan
Waktu
Pertemuan Ketiga Kegiatan Awal 1. Guru masuk ke dalam kelas. 2. Guru menanyakan murid yang tidak masuk sekolah. 5 Menit 3. Guru mengajak siswa mendoakan siswa bila ada yang sakit. Kegiatan inti Mengamati 4. Guru menampilkan Power Point Prentation tentang reading narrative text. 5. Siswa mengamati penjelasan guru. Menanyakan 6. Siswa bertanya tentang materi yang kurang mereka pahami. 7. Guru menanyakan beberapa pertanyaan untuk mengecek 80 Menit pemahaman siswa. Mengeksplorasi 8. Guru membagi siswa ke dalam enam kelompok. 9. Siswa secara berkelompok membaca sebuah teks narrative yang diberikan guru secara berkelompok. 10. Siswa menuangkan pemahaman mereka terhadap isi bacaan dalam bentuk storyboard. Kegiatan Penutup 11. Guru bersama-sama dengan siswa membuat kesimpulan materi yang telah dipelajari. 5 Menit 12. Siswa memberikan komentar, penilaian ataupun saran untuk proses belajar pada hari itu. 13. Guru menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya.
58
Kegiatan
Waktu
Pertemuan Keempat Kegiatan Awal 1. Guru masuk ke dalam kelas. 2. Guru menanyakan murid yang tidak masuk sekolah. 3. Guru mengajak siswa mendoakan siswa bila ada yang sakit. 4. Guru dan siswa memainkan sebuah game.
10 Menit
Mengomunikasikan 5. Siswa, secara berkelompok, mendiskusikan persamaan dan perbedaan dari storyboard yang telah mereka buat dengan kelompok lain. 6. Perwakilan dari masing-masing kelompok menceritakan kembali isi teks naratif yang telah mereka baca. Mengasosiasikan 7. Siswa melakukan perbaikan terhadap storyboard yang 75 Menit mereka buat jika terdapat kekeliruan. 8. Siswa mengidentifikasi informasi umum dan rinci terkait teks yang dibaca. 9. Siswa mengisi lembar latihan yang diberikan oleh guru. 10. Guru memberikan feedback. Kegiatan Penutup 11. Guru bersama-sama dengan siswa membuat kesimpulan materi yang telah dipelajari. 12. Siswa memberikan komentar, penilaian ataupun saran untuk proses belajar pada hari itu. 13. Guru menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya. H. Penilaian - Teknik penilaian: Tes tulis
5 Menit
59
Read the text and answer the following questions. Androcles and the Lion (Greece) This story takes place in Rome, where a Greek slave named Androcles escaped from his master and fled into the forest. There he wandered for a long time until he was weary, hungry and hopeless. Just then he heard a lion near him moaning and groaning and at times roaring terribly. Tired as he was, Androcles rose up and rushed away, as he thought, from the lion; but as he made his way through the bushes he stumbled over the root of a tree and fell down. When he tried to get up, there he saw the lion coming towards him, limping on three feet and holding his forepaw in front of him. Poor Androcles was hopeless; he had no strength to rise and run away, and there was the lion coming upon him. But when the great beast came up to him instead of attacking him it kept on moaning and groaning and looking at Androcles, who saw that the lion was holding out his right paw, which was covered with blood and much swollen. Looking more closely at it Androcles saw a big thorn pressed into the paw, which was the cause of all the lion’s trouble. Plucking up courage he held the thorn and drew it out of the lion’s paw, who roared with pain when the thorn came out, but soon after finding such relief from it that he fawned upon Androcles and showed, in every way that he knew, to whom he owed the relief. Instead of eating him up he brought him a young deer that he had killed, and Androcles managed to make a meal from it. For some time the lion continued to bring the game he had killed to Androcles, who became quite fond of the huge beast. But one day a number of soldiers came marching through the forest and found Androcles. As he could not explain what he was doing, they took him prisoner and brought him back to the town from which he had fled. Here his master soon found him and brought him before the authorities. Soon Androcles was sentenced to death for fleeing from his master. Now it used to be the custom to throw murderers and other criminals to the lions in a huge circus, so that while the criminals were punished the public could enjoy the scene of a fight between them and the wild beasts. So Androcles was sentenced to be thrown to the lions, and on the appointed day he was led forth into the Arena and left there alone with only a spear to protect him from the lion. The Emperor was in the royal box that day and gave the signal for the lion to come out and attack Androcles. But when it came out of its cage and got near Androcles, what do you think it did? Instead of jumping into him it fawned on him and stroked him with its paw, it made no attempt to do him any harm.
60
It was of course the lion which Androcles had met in the forest. The Emperor, surprised at seeing such a strange behavior in so cruel a beast, called Androcles to him and asked him how the lion lost all its cruelty. So Androcles told the Emperor all that had happened to him and how the lion was showing its gratitude for his having relieved it of the thorn. The Emperor pardoned Androcles and ordered his master to set him free, while the lion was taken back into the forest and let loose to enjoy liberty once more. 1) Who is Androcles? 2) How did he feel when he heard the lion’ roar? 3) Why did the lion limp? 4) What did Androcles do to the lion? 5) What did the lion do in return to Androcles’ help? 6) What happened to Androcles after he was caught by the soldiers? 7) In the arena, what did the lion do to Androcles? 8) What did the emperor do seeing the lion’s behavior? 9) How did the story end? 10) What is the lesson we can learn from the story? Rumus Penilaian: Jawaban benar x 10
Tangerang Selatan,
September 2016
Guru Bidang Studi
Peneliti
Isnawati, S.Pd
Tria Afiyanti
61
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Sekolah Mata Pelajaran Kelas Materi Pokok Alokasi Waktu Pertemuan Ke-
: MAN 1 Kota Tangerang Selatan : Bahasa Inggris : X IIS 1 (Experimental Class) : Narrative Text : 4 x 45 Menit : 5-6
A. Kompetensi Inti 1. Menghayati dan mengamalkan ajaran agama yang dianutnya. 2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsive dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia. 3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. 4. Mengolah, menalar, dan menyaji dalam ranah kongkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajari di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan. B. Kompetensi Dasar 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar. 1.1.1 Mengungkapkan rasa syukur setiap saat mendapat kesempatan belajar bahasa Inggris. 2.1 Menunjukkan perilaku santun dan peduli dalam komunikasi antar pribadi dengan guru dan teman. 2.1.1 Menyapa guru dan teman dengan santun.
melaksanakan
62
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. 2.2.1 Mengerjakan tugas dengan jujur dan rasa tanggung jawab. 2.2.2 Mematuhi peraturan di dalam kelas secara disiplin. 2.2.3 Mengungkapkan ide/pendapat dengan rasa percaya diri selama kegiatan kelas.
2.3
Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional. 2.3.1 Menghormati dan menghargai pendapat / ide siswa lain selama kegiatan. 2.3.2 Menjalin kerja sama yang baik dengan siswa lain selama kegiatan diskusi.
3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks naratif sederhana berbentuk legenda rakyat, sesuai dengan konteks penggunaannya. 3.10.1 Mengidentifikasi fungsi sosial teks naratif sederhana. 3.10.2 Menentukan unsur kebahasaan dari teks naratif sederhana. 3.10.3 Menganalisa struktur dari teks naratif sederhana. 4.15 Menangkap makna teks naratif lisan dan tulis berbentuk cerita pendek sederhana. 4.15.1 Menjelaskan kembali struktur dan unsur kebahasaan teks naratif sederhana. 4.15.2 Menemukan informasi tersirat maupun tersurat dari teks naratif sederhana. 4.15.3 Mengilustrasikan cerita naratif dalam bentuk storyboard. C. Materi Pembelajaran 1. Pengertian teks naratif: Narrative is a text that tells a story which is used to entertain the audience. Kind of narrative: myths, fairytales, historical fiction, romance novels, etc. 2. Struktur ognasisasi teks naratif: -
An orientation tells about who is in the story, when the story is taking place, and where the action is happening. A complication tells about sets off a chain of events that inflluences what will happen in the story.
63
-
A sequence of events tells about the characters react to the complication. A resolution tells about how the characters solve the problem created in the complication. A coda tells about a comment or moral based on what has been learned from the story (an optional step).
3. Unsur kebahasaan teks naratif: -
The use of past tense The use of conjunction The use of direct and indirect speech The use of adjective and adverb The use of noun, noun phrases, and pronoun.
4. Contoh teks naratif: A Rabbit’s Revenge Long, long ago a rabbit and lion were neighbors. The lion was very proud, and was fond of boasting about his strength. And thought they were such close neighbors, the lion look down upon the rabbit, and use to bully and frighten her. Finally, the rabbit could stand it no longer and wanted to get her own back. One day she went to the lion and said,” Good day, respected elder brother. Image it, I met an animal over there who looked exactly like you, and he said to me, „Is there anyone in the world who dares stand up to me? If there is, let me come and have a duel with me. If there is no one, all of you have to submit to my rule and be my servants!” “Oh, he was an intolerable braggart! He is so puffed up with pride that his eyes can‟t even light on anymore!” added the rabbit. “Oho,” the lion said. “Didn‟t you mention me to him?” “Yes, indeed, “the rabbit replied. “But it would have been better if I hadn‟t. When I described how strong you were, he just sneered and said dreadfully rude things. He even went so far as to say that he wouldn‟t take you for his attendant!” The lion flew into a rage and roared, “Where is he? Where is he?” Soon the rabbit took the lion a hill and, not going to near herself, pointed to a well from a distance, and said,”He is down there, in the well.” The lion hastened to the well and glared angrily into it. Yes there was his rival who even glared back at him angrily. The lion roared, and his enemy roared back. The lion become so furious that his hair stood on end. So did his enemy on the well. The lion show his teeth and lashed out with his paws to scare his rival and his enemy in the well retaliated! In a fit of anger the lion
64
sprang into the air with all his might and then flung himself at the enemy in the well. The result was that the proud lion was instantly drowned. E. Metode / Teknik Pembelajaran Storyboard Technique F. Media, Alat, Bahan dan Sumber Pembelajaran 1. Media : Laptop, LCD, storyboard. 2. Sumber belajar : Buku teks (Pathway to English for Senior High School Grade X). G. Langkah-langkah Pembelajaran dengan Teknik Storyboard Kegiatan
Waktu
Pertemuan Kelima Kegiatan Awal 1. Guru masuk ke dalam kelas. 2. Guru menanyakan murid yang tidak masuk sekolah. 3. Guru mengajak siswa mendoakan siswa bila ada yang sakit.
5 Menit
Kegiatan inti Mengamati 4. Guru menampilkan Power Point Prentation tentang reading 80 Menit narrative text. 5. Siswa mengamati penjelasan guru. Menanyakan 6. Siswa bertanya tentang materi yang kurang mereka pahami. 7. Guru menanyakan beberapa pertanyaan untuk mengecek pemahaman siswa. Mengeksplorasi 8. Guru memberikan 3 jenis teks naratif berbeda kepada siswa. 9. Siswa secara membaca teks narrative yang diberikan guru. 10. Siswa menuangkan pemahaman mereka terhadap isi bacaan dalam bentuk storyboard. Kegiatan Penutup 11. Guru bersama-sama dengan siswa membuat kesimpulan materi yang telah dipelajari. 5 Menit 12. Siswa memberikan komentar, penilaian ataupun saran untuk proses belajar pada hari itu. 13. Guru menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya.
65
Kegiatan
Waktu
Pertemuan Keenam Kegiatan Awal 1. Guru masuk ke dalam kelas. 2. Guru menanyakan murid yang tidak masuk sekolah. 3. Guru mengajak siswa mendoakan siswa bila ada yang sakit. 4. Guru dan siswa memainkan sebuah game.
10 Menit
Mengomunikasikan 5. Siswa mendiskusikan persamaan dan perbedaan dari storyboard yang telah mereka buat dengan siswa lain. 6. Perwakilan siswa menceritakan isi teks yang mereka baca di depan kelas. 75 Menit Mengasosiasikan 7. Siswa melakukan perbaikan terhadap storyboard yang mereka buat jika terdapat kekeliruan. 8. Siswa mengidentifikasi struktur teks, unsur kebahasaan, informasi umum dan rinci terkait teks yang dibaca 9. Guru memberikan feedback. Kegiatan Penutup 10. Guru bersama-sama dengan siswa membuat kesimpulan materi yang telah dipelajari. 11. Siswa memberikan komentar, penilaian ataupun saran untuk proses belajar pada hari itu. 12. Guru menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya.
5Menit
H. Penilaian -
Teknik Penilaian: Tes tulis Read the text and answer the following questions.
Once upon a time, there were 40 thieves who put their stolen money and treasures in a cave saying to the cave entrance, “Open sesame!” Ali Baba, a poor person, saw them while they were doing that, so he heard the opening word. After they left he went towards the cave and opened it. Suddenly he found a very large quantity of money and golden treasures. He took some of it and went back home. After that he became a rich man and his greedy brother wanted to know how he became rich.
66
One day his brother followed him to solve that mystery. Next day the brother went back to the cave and opened it. He found a lot of money but when he tried to get out he could not. After a few minutes the thieves came and saw the brother. The boss asked him how he knew about the cave so he told them the story. They killed the brother and went to find Ali Baba‟s house. The next morning the thieves hide in the big jars, and went to Ali Baba‟s house. The boss and two of his men pretended that they were merchants and then Ali Baba invited them to lunch. After lunch they took a rest. The house maid went out and found 40 thieves in the jars, so she boiled hot oil and poured it on their heads to kill them. After that Ali Baba lived in happiness forever. Based on the Text above, please choose the best answer by giving the cross mark in the letter T if the statement is true and the letter F is the statement is false. 1) T – F Ali Baba is a greedy and stupid man. 2) T – F Ali Baba‟s greedy brother wanted to know how Ali Baba became rich by following him. 3) T – F There were Fourteen Thieves in the story. 4) T – F The house maid killed all the thieves in the boiled jars. Based on the Text B above, please answer the questions by choosing and giving the cross mark to the best answer according to you. 5) The topic of the text is about …. a. Ali Baba and his greedy brother b. The thieves and the house maid c. Ali Baba and fourteen thieves d. Ali Baba and the house maid e. Ali Baba and forty thieves 6) Which statement is true based on the text? a. Ali Baba is a greedy and stupid person. b. The house maid killed all the thieves. c. Ali Baba‟s brother is a smart person. d. The thieves are kind and gentle. e. The thieves can kill Ali Baba. 7) “He took some of it …” (Paragraph 1). The word “He” refers to …. a. The boss of thieve b. Ali Baba‟s brother c. The house maid d. The treasure e. Ali Baba 8) What did the house maid do to kill the thieves? a. By putting poison to the beverage at lunch. b. By stabbing them with sharp knife. c. By pouring them with hot oil. d. By boiling them in hot water. e. By firing them in the jars.
67
Based on the Text B above, please answer the questions below! 9) How could the thieves open the cave entrance? 10) What can we learn from the text above? Rumus Penilaian: Jawaban benar x 10 Tangerang Selatan,
September 2016
Guru Bidang Studi
Peneliti
Isnawati, S.Pd
Tria Afiyanti
68
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Sekolah Mata Pelajaran Kelas Materi Pokok Alokasi Waktu Pertemuan Ke-
: MAN 1 Kota Tangerang Selatan : Bahasa Inggris : X MIA 1 (Controlled Class) : Narrative Text : 4 x 45 Menit : 1-2
A. Kompetensi Inti 1. Menghayati dan mengamalkan ajaran agama yang dianutnya. 2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsive dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia. 3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. 4. Mengolah, menalar, dan menyaji dalam ranah kongkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajari di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan. B. Kompetensi Dasar 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar. 1.1.1 Mengungkapkan rasa syukur setiap saat mendapat kesempatan belajar bahasa Inggris. 2.1 Menunjukkan perilaku santun dan peduli dalam komunikasi antar pribadi dengan guru dan teman. 2.1.1 Menyapa guru dan teman dengan santun.
melaksanakan
69
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. 2.2.1 Mengerjakan tugas dengan jujur dan rasa tanggung jawab. 2.2.2 Mematuhi peraturan di dalam kelas secara disiplin. 2.2.3 Mengungkapkan ide/pendapat dengan rasa percaya diri selama kegiatan kelas. 2.3
Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional. 2.3.1 Menghormati dan menghargai pendapat / ide siswa lain selama kegiatan. 2.3.2 Menjalin kerja sama yang baik dengan siswa lain selama kegiatan diskusi.
3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks naratif sederhana berbentuk legenda rakyat, sesuai dengan konteks penggunaannya. 3.10.1 Mengidentifikasi fungsi sosial teks naratif sederhana. 3.10.2 Menentukan unsur kebahasaan dari teks naratif sederhana. 3.10.3 Menganalisa struktur dari teks naratif sederhana. 4.15 Menangkap makna teks naratif lisan dan tulis berbentuk cerita pendek sederhana. 4.15.1 Menjelaskan kembali struktur dan unsur kebahasaan teks naratif sederhana. 4.15.2 Menemukan informasi tersirat maupun tersurat dari teks naratif sederhana. C. Materi Pembelajaran 1. Pengertian teks naratif: Narrative is a text that tells a story which is used to entertain the audience. Kind of narrative: myths, fairytales, historical fiction, romance novels, etc. 2. Struktur ognasisasi teks naratif: -
An orientation tells about who is in the story, when the story is taking place, and where the action is happening. A complication tells about sets off a chain of events that inflluences what will happen in the story.
70
-
A sequence of events tells about the characters react to the complication. A resolution tells about how the characters solve the problem created in the complication. A coda tells about a comment or moral based on what has been learned from the story (an optional step).
3. Unsur kebahasaan teks naratif: -
The use of past tense The use of conjunction The use of direct and indirect speech The use of adjective and adverb The use of noun, noun phrases, and pronoun.
4. Contoh teks naratif: La Llorona, The Crying Woman Once, there was a poor man who married a beautiful woman. They lived happily. However, the man insisted that they that they were too poor to have any children. When he found out his wife was pregnant, the man was very angry. He told the woman that they could not keep the child. When their first son was born, the man drowned the child in the river. His wife could not do anything to help the child. When the second child was born, the man did the same. The same thing happened to their third and fourth child. When the fifth child was born, the man took him to the river. This time, his wife followed him although she was still weak and bleeding from giving birth. When he threw the child in the river, the woman jumped into the river to catch the son. Unfortunately, she could not swim. The woman and her baby were swept away by the current and they both drowned. The next night, the woman’s spirit returned to the river beside her home. She was crying and searching for the son. At first, the poor man was terrified by the spirit of his wife. He begged her to return to the spirit realm, but she did not hear him. Finally, the sound of the poor woman made the man mad. He grabbed a knife and jumped into the river to kill her. But the poor man did not know how to swim. The current swept him away and he drowned. From that day, the spirit of La Llorona still haunts the waters and lakes. E. Metode / Teknik Pembelajaran Jigsaw Technique
71
F. Media, Alat, Bahan dan Sumber Pembelajaran 1. Media : Laptop, LCD. 2. Sumber belajar : Buku teks (Pathway to English for Senior High School Grade X) G. Langkah-langkah Pembelajaran dengan Teknik Jigsaw Kegiatan
Waktu
Pertemuan Pertama Kegiatan Awal 1. Guru masuk ke dalam kelas. 5 Menit 2. Guru menanyakan murid yang tidak masuk sekolah. 3. Guru mengajak siswa mendoakan siswa bila ada yang sakit. 4. Guru mambagi siswa ke dalam beberapa kelompok. Kegiatan inti Mengamati 5. Guru menampilkan beberapa gambar mengenai beberapa cerita terkenal. 6. Siswa memperhatikan gambar tersebut. Menanyakan 7. Dengan bimbingan dan arahan guru, siswa mempertanyakan perbedaan jenis teks narrative yang ada pada gambar. 80 Menit Mengeksplorasi 8. Guru membagikan sebuah teks naratif berbeda pada setiap kelompok. 9. Siswa, secara berkelompok, membaca dan memahami teks narrative yang diberikan guru. Mengomunikasikan 10. Masing-masing kelompok menyampaikan hasil diskusi mereka di depan kelas. Kelompok lain diperbolehkan bertanya. Mengasosiasikan 11. Siswa, secara berkelompok, menganalisa fungsi sosial dan struktur dari teks naratif yang mereka baca.
72
Kegiatan Penutup 12. Guru bersama-sama dengan siswa membuat kesimpulan materi yang telah dipelajari. 5 Menit 13. Siswa memberikan komentar, penilaian ataupun saran untuk proses belajar pada hari itu. 14. Guru menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya.
Kegiatan
Waktu
Pertemuan Kedua Kegiatan Awal 1. 2. 3. 4.
Guru masuk ke dalam kelas. Guru menanyakan murid yang tidak masuk sekolah. Guru mengajak siswa mendoakan siswa bila ada yang sakit. Guru dan siswa memainkan sebuah game.
10 Menit
Kegiatan inti Mengamati 5. Siswa, secara berkelompok, membaca teks naratif yang diberikan guru. Menanyakan 6. Siswa menayakan unsur kebahasaan yang terdapat dalam teks naratif. Mengeksplorasi 7. Setiap kelompok berdiskusi tentang unsur kebahasaan yang berbeda yang terdapat dalam teks naratif. Mengomunikasikan 8. Siswa membentuk kelompok baru yang terdiri dari tiap anggota dari kelompok sebelumnya. 9. Setiap siswa menjelaskan hasil diskusi dari kelompok mereka sebelumnya. Mengasosiasikan 10. Siswa mengidentifikasi unsur kebahasaan dari teks naratif yang mereka baca. 11. Guru memberikan feedback.
70 Menit
73
Kegiatan Penutup 12. Guru bersama-sama dengan siswa membuat kesimpulan materi yang telah dipelajari. 5 Menit 13. Siswa memberikan komentar, penilaian ataupun saran untuk proses belajar pada hari itu. 14. Guru menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya.
H. Penilaian I. Teknik Penilaian : Tes tulis
Read the text carefully and answer the question! Batu Bedaung Once, there lived a widow in a village on Tanimbar Island, Maluku. She had two children; a boy and a girl. They were very mean and spoiled. Their mother took care of them and did all the household chores. The two children treated their mother like a slave. One day, the two lazy children woke up late. There was no food served on the table. The food was still being cooked on the stove. Their mother was nowhere to be seen. The children got so angry that they smashed the cooking pots on the floor. Then, they went out looking for their mother. They soon found her scrubbing their dirty clothes on a river stone. They went to her and they started to beat her up viciously. The mother cried piteously and begged for mercy, but the two wicked children didn’t pay attention to her cries. They hit her again and again. Suddenly, she stopped crying and her body went limp. The children heard her say in low voice. “From now on you are no longer my children. You are the incarnation of the devil himself. I won’t go back to our home. Do whatever you want, I don’t care.” After she had said this, she dragged herself to a big boulder on the riverbank and said, “Dear big stobe, please open yourself. Let me come inside
74
you. Let me become a white, sweet-smelling jasmine.” Suddenly, the big stone opened up and the woman went inside. Slowly the stone closed over her. A few days later a small beautiful plant started to grow from under the big stone. It had plenty of leaves and its flowers were white and had sweet smell. The villagers called the big stone Batu Bedaung. What about the two wicked children? The angry villagers threw them out of the village. The wicked children never heard again. J. K.Who? L.Where? M.When? N.
What happened with the characters?
O.Good values of the How did the story? characters overcome Rumus Penilaian : Jawaban Benar x 25 = Nilai Siswa the problem?
Tangerang Selatan,
September 2016
Guru Bidang Studi
Peneliti
Isnawati, S.Pd
Tria Afiyanti
75
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Sekolah Mata Pelajaran Kelas Materi Pokok Alokasi Waktu Pertemuan Ke-
: MAN 1 Kota Tangerang Selatan : Bahasa Inggris : X MIA 1 (Controlled Class) : Narrative Text : 4 x 45 Menit (4 JP) : 3-4
A. Kompetensi Inti 1. Menghayati dan mengamalkan ajaran agama yang dianutnya. 2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsive dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia. 3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. 4. Mengolah, menalar, dan menyaji dalam ranah kongkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajari di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan. B. Kompetensi Dasar 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar. 1.1.1 Mengungkapkan rasa syukur setiap saat mendapat kesempatan belajar bahasa Inggris. 2.1 Menunjukkan perilaku santun dan peduli dalam komunikasi antar pribadi dengan guru dan teman. 2.1.1 Menyapa guru dan teman dengan santun.
melaksanakan
76
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. 2.2.1 Mengerjakan tugas dengan jujur dan rasa tanggung jawab. 2.2.2 Mematuhi peraturan di dalam kelas secara disiplin. 2.2.3 Mengungkapkan ide/pendapat dengan rasa percaya diri selama kegiatan kelas. 2.3
Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional. 2.3.1 Menghormati dan menghargai pendapat / ide siswa lain selama kegiatan. 2.3.2 Menjalin kerja sama yang baik dengan siswa lain selama kegiatan diskusi.
3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks naratif sederhana berbentuk legenda rakyat, sesuai dengan konteks penggunaannya. 3.10.1 Mengidentifikasi fungsi sosial teks naratif sederhana. 3.10.2 Menentukan unsur kebahasaan dari teks naratif sederhana. 3.10.3 Menganalisa struktur dari teks naratif sederhana. 4.15 Menangkap makna teks naratif lisan dan tulis berbentuk cerita pendek sederhana. 4.15.1 Menjelaskan kembali struktur dan unsur kebahasaan teks naratif sederhana. 4.15.2 Menemukan informasi tersirat maupun tersurat dari teks naratif sederhana. C. Materi Pembelajaran 1. Pengertian teks naratif: Narrative is a text that tells a story which is used to entertain the audience. Kind of narrative: myths, fairytales, historical fiction, romance novels, etc. 2. Struktur ognasisasi teks naratif: -
An orientation tells about who is in the story, when the story is taking place, and where the action is happening. A complication tells about sets off a chain of events that inflluences what will happen in the story.
77
-
A sequence of events tells about the characters react to the complication. A resolution tells about how the characters solve the problem created in the complication. A coda tells about a comment or moral based on what has been learned from the story (an optional step).
3. Unsur kebahasaan teks naratif: -
The use of past tense The use of conjunction The use of direct and indirect speech The use of adjective and adverb The use of noun, noun phrases, and pronoun.
4. Contoh teks naratif: A Monkey and Crocodile One day there was a monkey. He wanted to cross a river. There he saw a crocodile so he asked the crocodile to take him across the other side of the river. The crocodile agree and told the monkey to jump on its back. Then the crocodile swam down the river with the monkey on his top. Unluckily, the crocodile was very hungry, he stopped in the middle of the river and said to the monkey, “My father is very sick. He has to eat the heart of the monkey. So he will be healthy again.” At the time, the monkey was in dangerous situation and he had to think hard. Then he had a good idea. He told the crocodile to swim back to the river bank. “What’s for?” asked the crocodile. “Because I don’t bring my heart,” said the monkey. “I left it under a tree, near some coconuts in the river bank.” The crocodile agreed and turned around. He swam back to the bank of the river. As soon as they reached the river bank, the monkey jumped off the crocodile’s back. Then he climbed up to the top of a tree. “Where is your heart?” asked the crocodile. “You are foolish,” said the monkey to the crocodile. “Now I am free and I have my heart.” E. Metode / Teknik Pembelajaran Jigsaw Technique F. Media, Alat, Bahan dan Sumber Pembelajaran 1. Media : Laptop, LCD. 2. Sumber belajar : Buku teks (Pathway to English for Senior High School Grade X).
78
G. Langkah-langkah Pembelajaran dengan Teknik Jigsaw Kegiatan
Waktu
Pertemuan Ketiga Kegiatan Awal 1. Guru masuk ke dalam kelas. 2. Guru menanyakan murid yang tidak masuk sekolah. 5 Menit 3. Guru mengajak siswa mendoakan siswa bila ada yang sakit. Kegiatan inti Mengamati 4. Guru menampilkan Power Point Presentation tentang reading narrative text. 5. Siswa mengamati penjelasan guru. Menanyakan 6. Siswa bertanya tentang materi yang kurang mereka pahami. 80 Menit 7. Guru menanyakan beberapa pertanyaan untuk mengecek pemahaman siswa. Mengeksplorasi 8. Siswa mengerjakan latihan yang diberikan guru. Kegiatan Penutup 9. Guru bersama-sama dengan siswa membuat kesimpulan materi yang telah dipelajari. 5 Menit 10. Siswa memberikan komentar, penilaian ataupun saran untuk proses belajar pada hari itu. 11. Guru menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya.
Kegiatan
Waktu
Pertemuan Keempat Kegiatan Awal 1. Guru masuk ke dalam kelas. 2. Guru menanyakan murid yang tidak masuk sekolah. 3. Guru mengajak siswa mendoakan siswa bila ada yang sakit. 4. Guru dan siswa memainkan sebuah permainan.
10 Menit
79
Mengeksplorasi 5. Siswa, secara berkelompok, membaca dan memahami sebuah teks narrative yang diberikan guru. 6. Setiap kelompok mencari informasi yang berbeda yang telah ditentukan oleh guru . Mengomunikasikan 7. Perwakilan setiap kelompok membentuk kelompok baru dan menjelaskan hasil diskusi dari kelompok mereka sebelumnya.
75 menit
Mengasosiasikan 8. Siswa mengisi latihan soal yang diberikan oleh guru. 9. Guru memberikan feedback. Kegiatan Penutup 10. Guru bersama-sama dengan siswa membuat kesimpulan materi yang telah dipelajari. 11. Siswa memberikan komentar, penilaian ataupun saran untuk proses belajar pada hari itu. 12. Guru menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya.
5 Menit
H. Penilaian -
Teknik Penilaian: Tes tulis Read the text and answer the following questions.
Androcles and the Lion (Greece) This story takes place in Rome, where a Greek slave named Androcles escaped from his master and fled into the forest. There he wandered for a long time until he was weary, hungry and hopeless. Just then he heard a lion near him moaning and groaning and at times roaring terribly. Tired as he was, Androcles rose up and rushed away, as he thought, from the lion; but as he made his way through the bushes he stumbled over the root of a tree and fell down. When he tried to get up, there he saw the lion coming towards him, limping on three feet and holding his forepaw in front of him. Poor Androcles was hopeless; he had no strength to rise and run away, and there was the lion coming upon him. But when the great beast came up to him instead of attacking him it kept on moaning and groaning and looking at Androcles, who saw that the lion was holding out his right paw, which was
80
covered with blood and much swollen. Looking more closely at it Androcles saw a big thorn pressed into the paw, which was the cause of all the lion’s trouble. Plucking up courage he held the thorn and drew it out of the lion’s paw, who roared with pain when the thorn came out, but soon after finding such relief from it that he fawned upon Androcles and showed, in every way that he knew, to whom he owed the relief. Instead of eating him up he brought him a young deer that he had killed, and Androcles managed to make a meal from it. For some time the lion continued to bring the game he had killed to Androcles, who became quite fond of the huge beast. But one day a number of soldiers came marching through the forest and found Androcles. As he could not explain what he was doing, they took him prisoner and brought him back to the town from which he had fled. Here his master soon found him and brought him before the authorities. Soon Androcles was sentenced to death for fleeing from his master. Now it used to be the custom to throw murderers and other criminals to the lions in a huge circus, so that while the criminals were punished the public could enjoy the scene of a fight between them and the wild beasts. So Androcles was sentenced to be thrown to the lions, and on the appointed day he was led forth into the Arena and left there alone with only a spear to protect him from the lion. The Emperor was in the royal box that day and gave the signal for the lion to come out and attack Androcles. But when it came out of its cage and got near Androcles, what do you think it did? Instead of jumping into him it fawned on him and stroked him with its paw, it made no attempt to do him any harm. It was of course the lion which Androcles had met in the forest. The Emperor, surprised at seeing such a strange behavior in so cruel a beast, called Androcles to him and asked him how the lion lost all its cruelty. So Androcles told the Emperor all that had happened to him and how the lion was showing its gratitude for his having relieved it of the thorn. The Emperor pardoned Androcles and ordered his master to set him free, while the lion was taken back into the forest and let loose to enjoy liberty once more. 1) 2) 3) 4) 5) 6) 7) 8) 9)
Who is Androcles? How did he feel when he heard the lion’ roar? Why did the lion limp? What did Androcles do to the lion? What did the lion do in return to Androcles’ help? What happened to Androcles after he was caught by the soldiers? In the arena, what did the lion do to Androcles? What did the emperor do seeing the lion’s behavior? How did the story end?
81
10) What is the lesson we can learn from the story? Rumus Penilaian: Jawaban benar x 10
Tangerang Selatan,
September 2016
Guru Bidang Studi
Peneliti
Isnawati, S.Pd
Tria Afiyanti
82
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Sekolah Mata Pelajaran Kelas Materi Pokok Alokasi Waktu Pertemuan Ke-
: MAN 1 Kota Tangerang Selatan : Bahasa Inggris : X MIA 1 (Controlled Class) : Narrative Text : 4 x 45 Menit (4 JP) : 5-6
A. Kompetensi Inti 1. Menghayati dan mengamalkan ajaran agama yang dianutnya. 2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsive dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia. 3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. 4. Mengolah, menalar, dan menyaji dalam ranah kongkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajari di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan. B. Kompetensi Dasar 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar. 1.1.1 Mengungkapkan rasa syukur setiap saat mendapat kesempatan belajar bahasa Inggris. 2.1 Menunjukkan perilaku santun dan peduli dalam komunikasi antar pribadi dengan guru dan teman. 2.1.1 Menyapa guru dan teman dengan santun.
melaksanakan
83
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman. 2.2.1 Mengerjakan tugas dengan jujur dan rasa tanggung jawab. 2.2.2 Mematuhi peraturan di dalam kelas secara disiplin. 2.2.3 Mengungkapkan ide/pendapat dengan rasa percaya diri selama kegiatan kelas. 2.3
Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional. 2.3.1 Menghormati dan menghargai pendapat / ide siswa lain selama kegiatan. 2.3.2 Menjalin kerja sama yang baik dengan siswa lain selama kegiatan diskusi.
3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks naratif sederhana berbentuk legenda rakyat, sesuai dengan konteks penggunaannya. 3.10.1 Mengidentifikasi fungsi sosial teks naratif sederhana. 3.10.2 Menentukan unsur kebahasaan dari teks naratif sederhana. 3.10.3 Menganalisa struktur dari teks naratif sederhana. 4.15 Menangkap makna teks naratif lisan dan tulis berbentuk cerita pendek sederhana. 4.15.1 Menjelaskan kembali struktur dan unsur kebahasaan teks naratif sederhana. 4.15.2 Menemukan informasi tersirat maupun tersurat dari teks naratif sederhana. C. Materi Pembelajaran 1. Pengertian teks naratif: Narrative is a text that tells a story which is used to entertain the audience. Kind of narrative: myths, fairytales, historical fiction, romance novels, etc. 2. Struktur ognasisasi teks naratif: -
An orientation tells about who is in the story, when the story is taking place, and where the action is happening. A complication tells about sets off a chain of events that inflluences what will happen in the story.
84
-
A sequence of events tells about the characters react to the complication. A resolution tells about how the characters solve the problem created in the complication. A coda tells about a comment or moral based on what has been learned from the story (an optional step).
3. Unsur kebahasaan teks naratif: -
The use of past tense The use of conjunction The use of direct and indirect speech The use of adjective and adverb The use of noun, noun phrases, and pronoun.
4. Contoh teks naratif: A Monkey and a Crocodile One day there was a monkey. He wanted to cross a river. There he saw a crocodile so he asked the crocodile to take him across the other side of the river. The crocodile agree and told the monkey to jump on its back. Then the crocodile swam down the river with the monkey on his top. Unluckily, the crocodile was very hungry, he stopped in the middle of the river and said to the monkey, “My father is very sick. He has to eat the heart of the monkey. So he will be healthy again.” At the time, the monkey was in dangerous situation and he had to think hard. Then he had a good idea. He told the crocodile to swim back to the river bank. “What’s for?” asked the crocodile. “Because I don’t bring my heart,” said the monkey. “I left it under a tree, near some coconuts in the river bank.” The crocodile agreed and turned around. He swam back to the bank of the river. As soon as they reached the river bank, the monkey jumped off the crocodile’s back. Then he climbed up to the top of a tree. “Where is your heart?” asked the crocodile. “You are foolish,” said the monkey to the crocodile. “Now I am free and I have my heart.” E. Metode / Teknik Pembelajaran Jigsaw Technique F. Media, Alat, Bahan dan Sumber Pembelajaran 1. Media : Laptop, LCD. 2. Sumber belajar : Buku teks (Pathway to English for Senior High School Grade X).
85
G. Langkah-langkah Pembelajaran dengan Teknik Jigsaw Kegiatan Waktu Pertemuan Kelima Kegiatan Awal 1. Guru masuk ke dalam kelas. 5 Menit 2. Guru menanyakan murid yang tidak masuk sekolah. 3. Guru mengajak siswa mendoakan siswa bila ada yang sakit. Kegiatan inti Mengamati 4. Guru menampilkan Power Point Presentation tentang reading narrative text. 5. Siswa mengamati penjelasan guru. Menanyakan 80 Menit 6. Siswa bertanya tentang materi yang kurang mereka pahami. 7. Guru menanyakan beberapa pertanyaan untuk mengecek pemahaman siswa. Mengeksplorasi 8. Siswa mengerjakan latihan yang diberikan guru. Kegiatan Penutup 9. Guru bersama-sama dengan siswa membuat kesimpulan 5 Menit materi yang telah dipelajari. 10. Siswa memberikan komentar, penilaian ataupun saran untuk proses belajar pada hari itu. 11. Guru menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya.
Kegiatan
Waktu
Pertemuan Keenam Kegiatan Awal 1. Guru masuk ke dalam kelas. 2. Guru menanyakan murid yang tidak masuk sekolah. 3. Guru dan siswa mendoakan siswa bila ada yang sakit. 4. Guru dan siswa memainkan sebuah permainan. Mengeksplorasi 5. Siswa, secara berkelompok, membaca dan memahami sebuah teks narrative yang diberikan guru. 6. Setiap kelompok mencari informasi yang berbeda yang telah ditentukan oleh guru.
10 Menit
75 menit
86
Mengomunikasikan 7. Perwakilan setiap kelompok membentuk kelompok baru dan menjelaskan hasil diskusi dari kelompok mereka sebelumnya. Mengasosiasikan 8. Siswa mengisi latihan soal yang diberikan oleh guru. 9. Guru memberikan feedback. Kegiatan Penutup 10. Guru bersama-sama dengan siswa membuat kesimpulan materi yang telah dipelajari. 11. Siswa memberikan komentar, penilaian ataupun saran untuk proses belajar pada hari itu. 12. Guru menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya.
5 Menit
H. Penilaian -
Teknik Penilaian: Tes tulis Read the text and answer the following questions.
Once upon a time, there were 40 thieves who put their stolen money and treasures in a cave saying to the cave entrance, “Open sesame!” Ali Baba, a poor person, saw them while they were doing that, so he heard the opening word. After they left he went towards the cave and opened it. Suddenly he found a very large quantity of money and golden treasures. He took some of it and went back home. After that he became a rich man and his greedy brother wanted to know how he became rich. One day his brother followed him to solve that mystery. Next day the brother went back to the cave and opened it. He found a lot of money but when he tried to get out he could not. After a few minutes the thieves came and saw the brother. The boss asked him how he knew about the cave so he told them the story. They killed the brother and went to find Ali Baba’s house. The next morning the thieves hide in the big jars, and went to Ali Baba’s house. The boss and two of his men pretended that they were merchants and then Ali Baba invited them to lunch. After lunch they took a rest. The house maid went out and found 40 thieves in the jars, so she boiled hot oil and poured it on their heads to kill them. After that Ali Baba lived in happiness forever. Based on the Text above, please choose the best answer by giving the cross mark in the letter T if the statement is true and the letter F is the statement is false.
87
1) T – F Ali Baba is a greedy and stupid man. 2) T – F Ali Baba’s greedy brother wanted to know how Ali Baba became rich by following him. 3) T – F There were Fourteen Thieves in the story. 4) T – F The house maid killed all the thieves in the boiled jars. Based on the Text B above, please answer the questions by choosing and giving the cross mark to the best answer according to you. 5) The topic of the text is about …. a. Ali Baba and his greedy brother b. The thieves and the house maid c. Ali Baba and fourteen thieves d. Ali Baba and the house maid e. Ali Baba and forty thieves 6) Which statement is true based on the text? a. Ali Baba is a greedy and stupid person. b. The house maid killed all the thieves. c. Ali Baba’s brother is a smart person. d. The thieves are kind and gentle. e. The thieves can kill Ali Baba. 7) “He took some of it …” (Paragraph 1). The word “He” refers to …. a. The boss of thieve b. Ali Baba’s brother c. The house maid d. The treasure e. Ali Baba 8) What did the house maid do to kill the thieves? a. By putting poison to the beverage at lunch. b. By stabbing them with sharp knife. c. By pouring them with hot oil. d. By boiling them in hot water. e. By firing them in the jars. Based on the Text B above, please answer the questions below! 9) How could the thieves open the cave entrance? 10) What can we learn from the text above? Rumus Penilaian: Jawaban benar x 10 Tangerang Selatan, Guru Bidang Studi
Isnawati, S.Pd
September 2016 Peneliti
Tria Afiyanti
88
Appendix 2
REKAP ANALISIS BUTIR ===================== Rata2= 29,10 Simpang Baku= 8,50 KorelasiXY= 0,78 Reliabilitas Tes= 0,88 Butir Soal= 50 Jumlah Subyek= 98 Nama
berkas:D:\HITUNGAN
STATISTIK\ANATES\ANATESV4-NEW\UJI
VALIDITAS
PRE-
TEST.ANA Btr Baru 1
Btr Asli 1
D.Pembeda(%) 7,69
T. Kesukaran Sangat Mudah
Korelasi 0,240
Sign. Korelasi -
2 3 4 5 6 7 8 9
2
3,85
Sedang
0,015
-
3 4 5 6 7 8 9
-11,54 -7,69 3,85 26,92 50,00 46,15 53,85
Sedang Sukar Sedang Sangat Mudah Sedang Mudah Sedang
0,055 -0,009 0,050 0,413 0,354 0,422 0,495
Sangat Signifikan Signifikan Sangat Signifikan Sangat Signifikan
10
10
61,54
Sedang
0,423
Sangat Signifikan
11
11
7,69
Sangat Sukar
0,107
-
12
12
69,23
Sedang
0,602
Sangat Signifikan
13
13
76,92
Sedang
0,579
Sangat Signifikan
14
14
34,62
Sedang
0,257
-
15
15
50,00
Mudah
0,501
Sangat Signifikan
16
16
92,31
Sedang
0,739
Sangat Signifikan
17
17
53,85
Mudah
0,590
Sangat Signifikan
18
18
50,00
Sedang
0,385
Sangat Signifikan
19
19
50,00
Mudah
0,382
Sangat Signifikan
20
20
42,31
Mudah
0,423
Sangat Signifikan
21
21
53,85
Mudah
0,572
Sangat Signifikan
22
22
46,15
Mudah
0,397
Sangat Signifikan
23
23
73,08
Sedang
0,572
Sangat Signifikan
24
24
-19,23
Sedang
-0,045
-
25
25
26,92
Mudah
0,391
Sangat Signifikan
26
26
42,31
Mudah
0,467
Sangat Signifikan
27
27
0,00
Sangat Sukar
-0,030
-
28
28
73,08
Sedang
0,531
Sangat Signifikan
89
29
29
-3,85
Sukar
-0,079
-
30
30
53,85
Sukar
0,317
Signifikan
31
31
38,46
Sedang
0,419
Sangat Signifikan
32
32
61,54
Sedang
0,520
Sangat Signifikan
33
33
61,54
Sedang
0,545
Sangat Signifikan
34
34
96,15
Sedang
0,805
Sangat Signifikan
35
35
-11,54
Sangat Sukar
-0,133
-
36
36
-34,62
Sedang
-0,124
-
37
37
57,69
Sukar
0,494
Sangat Signifikan
38
38
42,31
Mudah
0,453
Sangat Signifikan
39
39
53,85
Mudah
0,612
Sangat Signifikan
40
40
80,77
Sedang
0,584
Sangat Signifikan
41
41
80,77
Sangat Mudah
0,695
Sangat Signifikan
42
42
53,85
Mudah
0,500
Sangat Signifikan
43
43
42,31
Mudah
0,528
Sangat Signifikan
44
44
73,08
Sedang
0,449
Sangat Signifikan
45
45
50,00
Mudah
0,487
Sangat Signifikan
46
46
7,69
Sedang
0,070
-
47
47
84,62
Mudah
0,741
Sangat Signifikan
48
48
61,54
Sedang
0,426
Sangat Signifikan
49
49
26,92
Sedang
0,224
-
50
50
57,69
Sedang
0,530
Sangat Signifikan
90
REKAP ANALISIS BUTIR ===================== Rata2= 31,03 Simpang Baku= 8,35 KorelasiXY= 0,83 Reliabilitas Tes= 0,91 Butir Soal= 50 Jumlah Subyek= 34 Nama berkas: D:\HITUNGAN STATISTIK\ANATES\ANATESV4-NEW\UJI VALIDITAS POSTTEST.ANA Btr Baru
Btr Asli
1
1
2
D.Pembeda(%)
T. Kesukaran
Korelasi
Sign. Korelasi
0,00
Sangat Mudah
NAN
NAN
2
33,33
Sangat Mudah
0,456
Sangat Signifikan
3
3
22,22
Sedang
0,190
-
4
4
66,67
Sedang
0,471
Sangat Signifikan
5
5
11,11
Mudah
0,018
-
6
6
33,33
Sangat Mudah
0,405
Sangat Signifikan
7
7
0,00
Sedang
0,051
-
8
8
44,44
Mudah
0,536
Sangat Signifikan
9
9
22,22
Sangat Mudah
0,305
Signifikan
10
10
55,56
Sedang
0,408
Sangat Signifikan
11
11
11,11
Sedang
0,033
-
12
12
33,33
Sangat Mudah
0,606
Sangat Signifikan
13
13
66,67
Mudah
0,660
Sangat Signifikan
14
14
22,22
Mudah
0,377
Sangat Signifikan
15
15
11,11
Sangat Mudah
0,128
-
16
16
55,56
Sangat Mudah
0,607
Sangat Signifikan
17
17
11,11
Sangat Mudah
0,215
-
18
18
66,67
Sedang
0,557
Sangat Signifikan
19
19
77,78
Sedang
0,637
Sangat Signifikan
20
20
77,78
Sedang
0,736
Sangat Signifikan
21
21
88,89
Sedang
0,634
Sangat Signifikan
22
22
88,89
Sedang
0,613
Sangat Signifikan
23
23
100,00
Sedang
0,759
Sangat Signifikan
24
24
22,22
Sangat Mudah
0,301
Signifikan
25
25
-22,22
Sangat Mudah
-0,045
-
26
26
44,44
Sedang
0,378
Sangat Signifikan
27
27
77,78
Mudah
0,811
Sangat Signifikan
28
28
44,44
Sedang
0,374
Sangat Signifikan
91
29
29
0,00
Sangat Sukar
-0,077
-
30
30
22,22
Sangat Sukar
0,182
-
31
31
44,44
Sedang
0,411
Sangat Signifikan
32
32
22,22
Sedang
0,250
-
33
33
-11,11
Sukar
-0,099
-
34
34
55,56
Sedang
0,464
Sangat Signifikan
35
35
66,67
Sedang
0,591
Sangat Signifikan
36
36
55,56
Sedang
0,484
Sangat Signifikan
37
37
77,78
Sangat Mudah
0,764
Sangat Signifikan
38
38
77,78
Sedang
0,542
Sangat Signifikan
39
39
55,56
Sukar
0,445
Sangat Signifikan
40
40
44,44
Sangat Mudah
0,434
Sangat Signifikan
41
41
33,33
Sedang
0,398
Sangat Signifikan
42
42
33,33
Sedang
0,320
Signifikan
43
43
44,44
Mudah
0,383
Sangat Signifikan
44
44
11,11
Sangat Mudah
0,183
-
45
45
66,67
Mudah
0,718
Sangat Signifikan
46
46
22,22
47
47
-22,22
48
48
49 50
Mudah
0,365
Sangat Signifikan
Sangat Sukar
-0,153
-
55,56
Sedang
0,327
Signifikan
49
44,44
Sangat Mudah
0,512
Sangat Signifikan
50
22,22
Sedang
0,222
-
92
Appendix 3
Instrument of Narrative Text a. Conceptual Definition Narrative text is a text which tells a story in the past with chronological order. It contains series of events with some conflicts and resolution that relates to people’s lives, like how they behave through one event or conflict. b. Operational Definition The scores were obtained from students’ test of narrative text, consist of: (1) identifying the schematic structure of the passage, (2) finding the main idea, (3) finding the specific information, and (4) determining the word referral. The test was designed with multiple choices items with options A, B, C, D, and E. It meant there was one correct answer, while the others were distractions. The correct answer would be graded +2.5, and the wrong answer would be graded 0. Total items of the instrument were 40 items. It brings consequence that the lowest score will be 0, while the highest score will be 100. 3. Blue Print of the Test The Blue Print of Pre-test Number of Items No 1
Skill
Aspect
Reading
Narrative Text
Sub-aspect a. Schematic Structure, such as: -
Indicators Identifying the orientation of the passage.
Pre-test
Post-test
Total
1, 21, 31.
9, 21, 31.
6
2, 11, 22, 32.
1, 11, 12, 22, 32, 34.
10
3, 13, 24, 25, 26, 34, 35.
5, 10, 23, 33, 35.
12
4, 15, 16, 28, 36.
4, 18, 24, 27.
9
10, 20, 30, 40.
8, 10, 26, 40.
8
Orientation
- Complication
-
Sequence of Event
-
Resolution
-
Coda
Identifying the complication of the passage. Identifying the sequence of events of the passage. Identifying the resolution of the passage. Identifying the coda of the passage.
93
Number of Items No 1
Skill
Aspect
Reading
Narrative Text
Sub-aspect
Indicators
Pre-test
Post-test
Total
b. Main idea
Finding the main idea of the passage.
9, 19, 29, 39.
3, 14, 15, 25, 39.
9
c. Specific information
Finding the specific information of the passage.
5, 6, 14, 23, 33.
2, 12, 13, 16, 19, 36.
11
d. Word referral
Determining the word referral of the passage.
7, 8, 17, 18, 27, 37, 38.
6, 7, 17, 28, 29, 80, 37, 38.
15
Total
80
94
Appendix 4 PRE-TEST INSTRUMENT Choose the best answer for each questions based on the alternatives given! (The text for questions number 1-10) The Legend of Si Pahit Lidah As the story goes, there lived a mighty young man named Serunting in Semidang land, in South Sumatera. He was so powerful due to the son of a very powerful giant and the princess of the land, Princess Tenggang. Serunting had a brother-inlaw named Arya Tebing since Arya Tebing‟s sister was Serunting‟s wife. Both young men had a quarrel due to Serunting‟s jealousy over Arya Tebing. Each of them had rice paddies side by side, which were separated by a fallen tree. On this decayed fallen tree, some mushrooms grew. The ones that grew overlooking to Arya Tebing‟s rice paddy turned into gold, while those which grew overlooking to Serunting‟s rice paddy turned into useless thatch grass. This made Serunting envious. No matter how hard Serunting tried to move the decayed tree, the mushroom overlooking Arya‟s rice paddy remained gold forever. Eventually, a violent fight broke out between them. Knowing that Serunting was mightier than Arya Tebing, Arya stopped the fight. He persuaded his sister to find out the weakness of Serunting mighty power. Serunting‟s wife told Arya that Serunting concealed his soul into the highest thatch grass which remained unshaken even when the wind blew it. The next day, both young men continued to fight. Having known the secret, Arya Tebing pierced the thatch grass with his spear. Serunting fell and his arm was badly injured. Serunting knew that his wife had betrayed him so he left the land angrily. He headed his way to Mount Siguntang and asked the God of Mahameru for mighty power. The god told him to sit, meditating under the bamboo tree until his body was completely covered by the bamboo leaves. Serunting did it for two years and succeed in getting the mighty power. Whatever he spoke, it would turn into a curse immediately. From then on, people called him, “Si Pahit Lidah” (the bitter tongue). Woe to him who dare to oppose Serunting. Very body feared of him because everyone who came across with Serunting turned into a stone by his curse. Adopted from Pathway to English for Senior High School Grade X.
1.
2.
Who was Princess Tenggang? a. Serunting‟s wife b. Serunting‟s mother c. Arya Tebing‟s sister d. A mighty woman e. A very powerful giant What made Serunting envious over Arya Tebing? a. Arya Tebing married Serunting‟s sister. b. The mushroom overlooking Arya Tebing‟ rice paddy turned into gold. c. The mushroom overlooking Serunting‟ rice paddy turned into gold. d. Arya Tebing„s rice paddy turned into gold.
95
e. Serunting betrayed Arya padi. How did Serunting feel when he lost the fight? a. Sad b. Disappointed c. Sick d. Angry e. Exhausted 4. How did Serunting get the new power? a. He cursed anyone who opposed him. b. He left the land angrily. c. He served the God of Mahameru. d. He concealed his soul in a new thatch grass. e. He asked the power to the God of Mahameru. 5. When did Serunting get the power from the God of Mahameru? a. After two years meditating under a bamboo tree. b. Immediately, after he asked the power to the God of Mahameru. c. After many years. d. Before his body covered by the bamboo leaves. e. Before he died. 6. Why did people call Serunting as “Si Pahit Lidah”? a. His tongue was bitter. b. Everybody feared of him. c. He was a mighty man. d. He made all people live in suffer. e. Whatever he spoke, it turned into a curse immediately. 7. “Both young men had a quarrel.” The underlined words refer to…. a. Serunting b. Arya Tebing c. Serunting and Arya Tebing d. Arya Tebing and Princess Tenggang e. The powerful giants 8. “He persuaded his sister to find out the weakness of Serunting mighty power.” The antonym of the underlined word is…. a. Large b. Small c. Huge d. Big e. Great 9. Which one is NOT TRUE about the story? a. Arya Tebing was Serunting‟s brother-in-law. b. Serunting envied Arya Tebing. c. The mushrooms overlooking Arya Tebing‟s rice paddy turned into gold. d. The mushrooms overlooking Serunting‟s rice paddy turned into gold. e. Serunting lost the fight because his wife betrayed him. 10. What is the moral value of the story? a. Envy will bring you to destruction. 3.
96
b. c. d. e.
The God of Mahameru could give power. Serunting is a powerful man. Do not dare to oppose “Si Pahit Lidah.” Meditating brings a mighty power.
(The text for questions number 11-20) The Story of Toba Lake Once upon a time, there was a man who was living in north Sumatra. He lived in a simple hut in a farming field. He did some gardening and fishing for his daily life. One day, while the man was do 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. 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 and felt sad because her husband had broken his promise. 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. Adopted from www.kuliahbahasainggris.com
11. What did the man promise to the woman? a. He would marry her. b. He would not kill her. c. He would give her gold. d. They would live happily forever. e. He would not to tell anyone if she was a fish. 12. Why the man got angry to his daughter? Because… a. The mother started crying and felt sad. b. His daughter would help bringing lunch to her father out in the fields. c. His daughter ate his lunch. d. The daughter ran home and asked her mother. e. The man had broken his promise. 13. Why did the mother feel sad and start crying? a. Because her husband had broken his promise. b. Because her husband was angry to her daughter. c. Because she was a fish. d. Because her daughter was a fish. e. Because her daughter had broken her promise.
97
14. Where did the woman ask her daughter to run? a. To the house b. To the hills c. To the field d. To the lake e. To the island 15. How did happen after the woman prayed? a. She started crying and felt sad. b. The man turned into a lake and the woman died. c. Her daughter ran to save her life. d. Suddenly, there was a big earthquake followed by non-stop pouring rain. e. There was a big earthquake followed by a thunderstorm. 16. 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. e. He attacked by earthquake. 17. “…he caught a big golden fish in his trap.” The underlined word refers to…. a. The man b. The fish c. The woman d. The daughter e. The island 18. “Unfortunately, he found out and got furious, and shouted…” The closest meaning with the underlined word is…. a. Sad b. Angry c. Hungry d. Happy e. Anxious 19. Which one is NOT TRUE about the story? a. The man married the beautiful princess. b. The man had broken his promise. c. The man turned into a lake. d. The woman turned into a fish. e. The man became the Samosir Island. 20. 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. e. We must run to the hill if there is earthquake.
98
(The text for questions number 21-30) MALIN KUNDANG A long time ago, in a small village near the beach in West Sumatra lived a woman and her son, Malin Kundang. Malin Kundang and his mother had to live hard because his father had passed away when he was a baby. Malin Kundang was a healthy, dilligent, and strong boy. He usually went to sea to catch fish. After getting fish he would bring it to his mother, or sell the caught fish in the town. One day, when Malin Kundang was sailing, he saw a merchant‟s ship being raided by a band of pirates. With his bravery, Malin Kundang helped the merchant defeat the pirates. To thank him, the merchant allowed Malin Kundang to sail with him. Malin Kundang agreed in the hope to get a better life. He left his mother alone. Many years later, Malin Kundang became wealthy. He had a huge ship and a lot of crews who worked loading trading goods. He was also married to a beautiful woman. When he was sailing on his trading journey, his ship landed on a coast near a small village. The local people recognized that it was Malin Kundang, a boy from the area. The news ran fast in the town; “Malin Kundang has become rich and now he is here”. An old woman, who was Malin Kundang‟s mother, ran to the beach to meet the new rich merchant. She wanted to hug him to release her sadness of being lonely after a long time. When his mother came near him, Malin Kundang who was with his beautiful wife and his ship crews denied that she was his mother. She had pleaded Malin Kundang to look at her and admit that she was her mother. But he kept refusing to do it and yelling at her. At last Malin Kundang said to her “Enough, old woman! I have never had a mother like you, a dirty and ugly woman!” After that he ordered his crews to set sail to leave the old woman who was then full of sadness and anger. Finally, feeling enraged, she cursed Malin Kundang that he would turn into a stone if he didn‟t apologize to her. Malin Kundang just laughed and set sail. Suddenly a thunderstorm came in the quiet sea, wrecking his huge ship. He was thrown out to a small island. It was really too late for him to avoid his curse; he had turned into a stone. Adopted from Bahasa Inggris SMA Kelas X Kurikulum 2013.
21. Why did Malin Kundang and his mother have to live hard? a. Because they are poor people. b. Because he sailed with the merchant. c. Because his father had passed away when he was a baby. d. Because they didn‟t have much money. e. Because he was a healthy, diligent, and strong boy. 22. How did the merchant thank to Malin Kundang for helping him from the pirates? a. He gave Malin much money. b. He married Malin with his daughter. c. He allowed Malin to sail with him.
99
d. He gave him a job. e. He gave him a huge ship. 23. What happened many years after Malin Kundang join the sail? a. He became wealthy. b. His mother died. c. He missed his mother. d. He lived in poverty. e. He didn‟t come back to his village. 24. What did Malin Kundang‟s mother do when she heard that Malin Kundang landed on the coast? a. She ran to the beach to meet the new rich merchant. b. She hugged Malin Kundang. c. She released her sadness. d. She denied him. e. She felt sad and angry. 25. What made Malin Kundang‟s mother sad and angry? a. Malin denied that she was her mother and he yelled at her. b. She didn‟t meet Malin. c. She didn‟t know he married a beautiful woman. d. Malin admitted that she was her mother. e. The local people didn‟t recognize Malin and his wife. 26. What did she do when Malin Kundang denied that she was his mother? a. She ran to the beach to meet the new rich merchant. b. She hugged him and released her sadness of being lonely after a long time. c. She came near him to ensure he was her son, Malin. d. She blessed Malin that he would turn into a stone. e. She cursed Malin that he would turn into a stone if he didn‟t apologize to her. 27. “…that she was his mother.” The underlined word refers to…. a. Malin Kundang b. Ship crews c. Local people d. An old woman e. A beautiful woman 28. How did the curse happen? a. Malin and his huge ship sunk to the bottom of the sea. b. The huge ship was wreaked by a thunderstorm and the woman turned into a stone. c. Malin, his wife and his huge ship sunk to the bottom of the sea. d. The huge ship was wreaked by a thunderstorm, Malin was thrown out to a small island, and he turned into a stone. e. Suddenly a thunderstorm came, it made Malin and his family turned into stones. 29. Which one is NOT MENTIONED on the story? a. Malin really respected his mother. b. Malin admitted his mother to his wife.
100
c. Malin left his mother to sail with the merchant. d. The old woman regretted for cursing his son. e. Malin and his wife turned into stones. 30. What is the moral value of the story? a. Malin should not sail with a merchant. b. Malin has to leave his mother alone. c. We have to respect our parents, especially our mother. d. We don‟t help a merchant from pirates‟ attack. e. Mother can curse her children. (The text for questions number 31-40) The Green Knight A dying queen asked her husband to do whatever their daughter asked of him, and the king promised to do it. Meanwhile, a widow of a count and her daughter did everything to make themselves the princess‟ favourites. They persuaded the princess to have them stay in the castle and then the widow told her that they could not stay unless the king married her. The princess implored the king to do it and when his objections could not convince her, he married the woman. As soon as she was her stepmother, the woman began to maltreat the princess. The king, seeing this, had a summer palace built for her and sent the princess to a summer palace. He went there one day to bid her farewell because he was going on a long journey to a great tournament. She told him to send her regard to the Green Knight. At the tournament, he did not meet the Green Knight, but on the way home, he came through a forest where he found a herdsman and asked him whose animals they were. He was told they were the Green Knight‟s. He went on and found a marvellous castle where the Green Knight, a handsome young man, lived. He gave him his daughter‟s greetings. The Green Knight had never heard of her. He said that she might think of the green of the graveyard, but he made the king welcome and gave him a gift; either a green book or a casket with his portrait. The king returned home with a green book from the Green Knight. The princess had not known why she had spoken of the Green Knight and when she went through the pages of the book, he flew in as a bird and courted her. She recognized him as the man she dreamed of and he came to court her. Even, he promised to marry her. He always visited her secretly to avoid her stepmother, but her stepmother learnt of it. She put a pair of poisoned scissors in the window. In the others, she put a poisoned nail in the oar he used to row out. In all, he was injured and stopped visiting the princess. The princess, not knowing why, overheard two birds talking of the Green Knight‟s illness and saying that nine young snakes in her father‟s stable could cure him. She got the snakes, went to the Green Knight‟s castle and got a job in the kitchen. There, she persuaded the cooks to let her cook the soup for him. For three days, she fed him a soup made from three of the young snakes and he recovered.
101
One morning, he went to the kitchen. He did not recognize her. Even, when she asked to marry him, he refused it because he had already promised to marry a princess. Finally, she cleaned herself up so that he recognized her. In all, they married. Adopted from Pathway to English for Senior High School Grade X.
31. What did the king promise to the queen? a. He would do whatever their daughter asked of him. b. He would marry the widow. c. He would not remarry with anyone. d. He would build a summer palace for the princess. e. He would meet the princess with the Green Knight. 32. How was the princess‟ stepmother behaviour to the princess? a. She always loved the princess. b. She took care of the princess. c. She did everything the princess asked of her. d. She treated the princess very well. e. She treated the princess cruelly. 33. What did the Green Knight give to the king as a gift? a. His portrait b. A casket c. A green book and a casket d. A green book e. Flowers 34. Why did the Green Knight visit the princess secretly? a. To marry her. b. To avoided her stepmother. c. To courted the princess. d. To persuaded her stepmother. e. To implored the king. 35. Why did the Green Knight stop visiting the princess? a. He was bitten by snakes. b. He was injured by her stepmother‟s trap. c. He was afraid of her stepmother. d. He didn‟t remember the princess. e. He died of bad injury. 36. How did the princess save the Green Knight? a. She killed the young nine snakes. b. She visited him. c. She asked to marry him. d. She fed him the young snake soup. e. She became his maid. 37. “As soon as she was her stepmother, the woman began to maltreat the princess. The underlined word is closest meaning to.... a. To awaken someone‟s spirit. b. To get into someone‟s life.
102
c. To treat someone cruelly. d. To love someone deeply. e. To take care of one well. 38. ” He was told they were the Green Knight‟s.” The underlined word refers to.... a. Animals b. A herdsman c. The Green Knight d. The king e. A forest 39. What is the story about? a. The Green Knight and the stepmother b. The Green Knight and the poor princess c. The lovely princess d. The king and the queen e. The unkind woman 40. Which one is NOT the lesson we can learn from the story above? a. All stepmothers are cruel b. Always be kind no matter what c. Do not believe in someone so easily d. We have to keep our promise e. Good things will come to good people
103
POST-TEST INSTRUMENT Choose the best answer for each questions based on the alternatives given! (The text for questions number 1-8) The Story of the Smart Parrot Once upon a time, a man in Puerto Rico had a wonderful parrot. There was no other parrot like it. It was very smart. This parrot would say any words, except one word. He would not say the name of the town where he was born. The name of the town was Catano. The man tried to teach the parrot to say Catano. But the bird would not say the word. At first the man was very nice, but then he got angry. “You are a stupid bird! Why can‟t you say the word? Say Catano, or I will kill you!” but the parrot would not say it. Then the man got so angry that the shouted over and over, “Say Catano, or I‟ll kill you!” but the bird would not talk. One day after trying for many hours to make the bird say Catano, the man got very angry. He picked up the bird and threw him into the chicken house. “You are more stupid than the chickens. Soon I will eat them, and I will eat you, too.” In the chicken house there are four old chickens. They were for Sunday‟s dinner. The man put the parrot in the chicken house and left. The next day the man came back to the chicken house. He opened the door and stopped. He was very surprised at what he saw! He saw three dead chickens on the floor. The parrot was screaming at the fourth chicken, “Say Catano, or I‟ll kill you! Adopted from http://kumpulan-soal-dan-jawaban.blogspot.com
1.
2.
3.
What is the problem of the text? a. The parrot was very smart. b. The parrot cannot say Catano. c. The man taught the parrot. d. The man got angry and killed the parrot. e. The parrot killed the four old chickens. How often did the owner teach the bird how to say the word? a. Every week b. Everyday c. Seldom d. Every second e. Many times Which statement is true according to the text? a. The parrot could say Catano. b. At last the parrot could say Catano. c. Catano was the name at the parrot. d. The man never got angry at the parrot. e. The parrot got angry to the man.
104
4.
5.
6.
7.
8.
What did the man finally do to the bird because the bird cannot say Catano? a. The man ate the bird. b. The man sold the bird. c. The man killed the bird. d. The man shot the bird. e. The man threw the bird to the chicken house. It is most likely that … a. The bird killed the three chickens. b. The three chickens killed the bird. c. The bird played with the chicken. d. The bird killed one of the three chickens. e. The three chickens played with the bird. “It was very, very smart.” (paragraph 1). The underlined word refers to …. a. The man b. Catano c. The chicken d. Puerto Rico e. The bird “The parrot was very, very smart.” The word „smart‟ means …. a. Stupid b. Clever c. Stubborn d. Beautiful e. Ugly What is the moral value of the text above? a. We don‟t teach a bird. b. A parrot is a smart bird. c. We should not teach someone very often. d. The man should not teach the parrot. e. We should not impose our will to others.
(The text for questions number 9-20) Lutung Kasarung A long time ago in west Java there was a kingdom, the king was Prabu Tapa Agung. He had two daughters, Purbararang and Purbasari. Prabu Tapa Agung planned to retire as a king because he had been very old. He wanted Purbasari to replace him as the leader of the kingdom. Hearing this, Purbararang was angry. "You cannot ask her to be the queen, Father. I'm older than she is. It's supposed to be me, not her!" said Purbararang. But the king still chose Purbasari to be the next queen. Purbararang then set a bad plan with her fiance, Indrajaya. Together they went to a witch and asked her to put a spell on Purbasari. Later, Purbasari had bad skin. There were black dots all over her body. "You are not as beautiful as I am. You cannot be the queen. Instead, you have to leave this palace and stay in a jungle," said Purbararang.
105
Purbasari was very sad. Now she had to stay in the jungle. Everyday, she spent her time playing with some animals there. There was a monkey that always tried to cheer her up. It was not just an ordinary monkey, he had a magical power. The monkey also could talk with humans. The monkey's name was Lutung Kasarung. He was actually a god, his name was Sanghyang Gurumina. Lutung Kasarung planned to help Purbasari. He made a small lake and asked her to take a bath there. Amazingly, her bad skin was cured. Now she got her beautiful skin back. After that, she asked Lutung Kasarung to accompany her to go back to the palace. Purbararang was very shocked when she saw Purbasari was in good condition and looked beautiful. She knew she had to come up with another bad idea. She then said, "Those who have longer hair will be the queen." The king then measured his daughters' hair. Purbasari had longer hair. But Purbararang did not give up. "A queen must have a handsome husband. If my fiance is more handsome than yours, then I will be the queen," said Purbararang Purbasari was sad. She knew Purbararang's fiance, Indrajaya, was handsome. And she did not have a fiance yet. "Here is my fiancé, Indrajaya. Where is yours?" asked Purbararang. Lutung Kasarung came forward. Purbararang was laughing very hard. "Your fiance is a monkey, ha ha ha." Lutung Kasarung then sat on the ground. He was meditating and praying to God. Then amazingly, he changed into a very handsome man. Initially, Lutung Kasarung was a handsome man who was punished by God and became a monkey. After some years that day he got clemency from God and he became human being. He was even more handsome than Indrajaya. Purbararang was very surprised. Purbasari then became the queen. She forgave Purbararang and her fiance and let them stay in the palace. Adopted from: www.elraz.co.cc/english-texts/teks-monolog/narrative/90-lutung-kasarung.html
9.
Who is Purbararang? a. Purbasari‟s sister b. Purbasari‟s aunt c. Purbasari‟s step mother d. Prabu Tapa‟s sister e. Prabu Tapa Agung‟s wife 10. What did Purbararang do to prevent Purbasari to become a queen? a. She tried to kill Purbasari. b. She sent Purbasari to a cave. c. She isolated Purbasari. d. She was angry to Purbasari. e. She put evil spells on Purbasari. 11. Why did Purbararang ask Purbasari to leave the palace? Because... a. Purbasari was a betrayer. b. Purbasari hated Purbarangrang. c. Purbararang hated Purbasari. d. Purbasari was her sister. e. Purbasari wanted to cherish the king. 12. From the text above, what characteristics did Purbasari have? a. Patient and vicious b. Kind and patient c. Mean and envious d. Arrogant and forgiving
106
e. Arrogant and envious 13. What kind of spell did Purbasari get? a. Purbasari changed into a monkey. b. Purbasari had a severe skin disease. c. Purbasari turned out to be a stone. d. Purbasari got itchy on her face. e. Purbasari had lost her life. 14. What is the main idea of the paragraph four? a. Purbararang showed her handsome fiance. b. Purbararang realized her mistakes to Purbasari. c. Lutung Kasarung changed into a very handsome man. d. Purbasari‟s astonishment at Lutung Kasarung. e. Purbarangrang became a queen. 15. Which of these following statements is incorrect based on the text? a. Purbararang always got jealous of Purbasari b. King Prabu Tapa Agung chose Purbararang to be a queen c. Lutung Kasarung helped Purbasari to cure her skin disease d. Purbasari had a longer hair than Purbararang‟s. e. Purbasari forgave Purbarangrang and her fiancée. 16. How many requirement(s) did Purbararang give to Purbasari to be a queen? a. One b. Two c. Three d. Four e. Five 17. “... and asked her to put a spell on Purbasari.” (paragraph 1). The underlined word refers to? a. Purbararang b. A witch c. Purbasari d. Indrajaya e. Prabu Tapa 18. How did Purbasari recover from her severe skin disease? a. Lutung Kasarung took Purbasari to a traditional healer. b. Lutung Kasarung made a medicine for Purbasari. c. Purbasari made a medicine for herself. d. Purbasari took a shower in a magical lake. e. Purbasari prayed to God. 19. Which statement is true about Lutung Kasarung? a. Lutung Kasarung always helped Purbararang. b. Lutung Kasarung was a god named Indra Jaya. c. Lutung Kasarung was a god named Sanghyang Gurumina. d. Lutung Kasarung tried to hurt Purbasari. e. Lutung Kasarung was Purbararang‟s fiance. 20. What is the moral value from this story? a. Don‟t be stingy because we need another people b. Don‟t impose our will to others.
107
c. Don‟t be envious of another person‟s happiness d. Never look back to the past and regret it. e. Don‟t take a revenge on someone who hurt us. (The text for questions number 21-30) Let Me Love You Once upon a time, there was once a guy who was very much in love with this girl. This romantic guy folded 1,000 pieces of papercranes as a gift to his girl. Although, at that time he was just a small executive in his company, his future doesn‟t seem too bright, they were very happy together. Until one day, his girl told him she was going to Paris and will never come back. She also told him that she cannot visualise any future for the both of them, so let‟s go their own ways there and then... heartbroken, the guy agreed. When he regained his confidence, he worked hard day and night, just to make something out of himself. Finally with all these hard work and with the help of friends, this guy had set up his own company. “You never fail until you stop trying.” He always told himself. “I must make it in life!” One rainy day, while this guy was driving, he saw an elderly couple sharing an umbrella in the rain walking to some destination. Even with the umbrella, they were still drenched. It didn‟t take him long to realise those were his ex-girlfriend‟s parents. With a heart in getting back at them, he drove slowly beside the couple, wanting them to spot him in his luxury car. He wanted them to know that he wasn‟t the same anymore, he had his own company, car, condo, etc. He had made it in life! Before the guy can realise, the couple was walking towards a cemetery, and he got out of his car and followed them and he saw his ex-girlfriend, a photograph of her smiling sweetly as ever at him from her tombstone. He saw his precious papercranes in a bottle placed beside her tomb. Her parents saw him. He walked over and asked them why this had happened. They explained that she did not leave for France at all. She was stricken ill with cancer. In her heart, she had believed that he will make it someday, but she did not want her illness to be his obstacle. Therefore she had chosen to leave him. She had wanted her parents to put his papercranes beside her, because, if the day comes when fate brings him to her again he can take some of those back with him. The guy just wept. Adapted from INTERLANGUAGE:English For Senior High School Students X
21. Who are the main characters of the story above? a. a guy and a girl. b. a girl. c. a couple of husband and wife. d. a family. e. a guy. 22. How did the girl die? a. By a fire in Paris. b. By an accident. c. By committing suicide. d. By cancer. e. By giving birth. 23. Why did the guy break up with his girlfriend? a. The guy wanted to concentrate on his career. b. The girl said that she wanted to go to Paris.
108
24.
25.
26.
27.
28.
29.
30.
c. The guy had found another girl. d. The girl‟s parents did not allow the guy to marry the girl. e. The guy‟s parents did not like the girl at all. What was finally happened to the guy after broke up? a. Lived happily ever after with his ex-girlfriend. b. Recovered himself after a long period of frustation. c. Met his ex-girlfriend‟s parents. d. Established his success. e. Forgot about his ex-girlfriend. What is the story about? a. Parents‟ endless love. b. The girl‟s endless love. c. The girls‟ pain love. d. The guy‟s endless love. e. The guys‟ pain What can we learn from this story? a. Love cannot be forced. b. Everything happens for a reason. c. Love is universal. d. Love will find its way. e. Love is pain. What is the resolution part of the story? a. The guy knew the truth. b. The guy went to the cemetery. c. The girl told her illness. d. The guy followed the girl‟s parents. e. The girl left her papercranes. “...she did not want her illness to be his obstacle.” (paragraph 4) The underlined word has similar meaning with... a. Sadness. b. Barrier. c. Spirit. d. Harm. e. Pain. “...she did not want her illness to be his obstacle.” (in the fourth paragraph) The underlined word refers to... a. The girl. b. The girl‟s father. c. The guy. d. The guy‟s father. e. The girl and the guy. “...he can take some of those back with him.” (in the last paragraph) The underlined word refers to... a. The guy‟s love. b. The bottle of papercranes c. The girl‟s love. d. The papercranes. e. Both the guy and girl‟s love.
109
(The text for questions number 31-40) Sangkuriang A long time ago, the ancient land of Sunda was ruled by a king and queen who had a single daughter. Her name was Dayang Sumbi. She was beautiful and clever but also pampered and spoiled. One day as she was weaving in her pavilion, she became moody and distracted, which caused her to keep dropping her shuttle on the floor. Once when it fell she exclaimed she would marry the one who gave it back to her. At that very moment her dog Tumang, a demigod possessing magic powers, came up to her with the shuttle in his mouth. Dayang Sumbi had to marry him. They lived happily together, and Dayang Sumbi gave birth to a baby boy, human in appearance but endowed with his father‟s magic powers. She named him Sangkuriang. As the boy grew up, he was always guarded by the faithful dog Tumang, whom he knew only as a companion and not as his father, Sangkuriang became handsome and brave. One day his mother asked him to go hunting with the dog and bring her venison for a feast. After hunting all day without success, Sangkuriang worried about facing his mother empty-handed. Desperate, he took an arrow and shot the dog. He returned home and handed over the meat to his pleased mother. Soon after the feast, however, Dayang Sumbi questioned her son about the absence of Tumang. At first he evaded her queries but finally told her what had happened. She was horrified and struck her son so hard on the temple that he collapsed. For that, the old king banished his daughter from the court and she was made to roam around the kingdom. Sangkuriang recovered with a large scar on his temple, and he too left the court to wander about the world. Years later, Sangkuriang met a beautiful woman and instantly fell in love with her. She was his own mother-they did not recognize each other. He proposed to her and she agreed to marry him. On the day before the wedding, as she was caressing her fiancée‟s hair, Dayang Sumbi detected the scar on the temple. Horror struck her, for she was about to marry her own son, Sangkuriang. Without revealing the whole truth to him, she tried unsuccessfully to dissuade him. Desperate to avoid the marriage, she set conditions she thought impossible to meet. Sangkuriang had to make a lake that filled the whole valley and build a boat for the couple to sail in, all before dawn. Sangkuriang started to work. His love gave him extraordinary strength, and he used his magic powers to summon the spirits to help him. With boulders and mud they dammed the river in the valley and the water rose and began to form a lake. In the early morning hours he chopped down a huge tree in the forest and began hollowing it out to make a boat. When Dayang Sumbi saw that he was about to accomplish what she has thought impossible, she called on the gods to bring the sun up early and thwart Sangkuriang. The cock crowed, the sun rose much earlier than usual, and Sangkuriang realized he had been deceived. In a fit of fury he caused Dayang Sumbi and kicked the halffinished boat back into the forest. There it lies upside down today, forming the mountain Tangkuban Perahu (Upturned Boat). Not far away is the stump of the tree Sangkuriang
110
had felled, now called Bukit Tinggi. The dam Sangkuriang had built caused the valley to become a lake, where both Sangkuriang and Dayang Sumbi drowned themselves. They were never heard of again. Adopted from http://kumpulan-soal-dan-jawaban.blogspot.com
31. Who was Dayang Sumbi‟s husband? a. The King b. Sangkuriang c. Tumang d. Her fiancee e. Her father 32. Why did Sangkuriang kill his dog? Because... a. It had married his mother. b. He worried about facing his mother empty-handed. c. He wanted to take Tumang‟s powers. d. Sangkuriang loved Dayang Sumbi. e. He took an arraw and shot the dog. 33. What did Dayang Sumbi do after she knew about Tumang? a. She married Sangkuriang. b. She struck her son so hard. c. She exclaimed she would marry him. d. She asked Sangkuriang to make a lake. e. She kicked the half-finished boat back into the forest. 34. Why did Dayang Sumbi avoid marrying Sangkuriang? because... a. Sangkuriang had shot her dog. b. She didn‟t love him. c. Dayang Sumbi elected the scar on his head. d. Sangkuriang was not a king. e. Sangkuriang didn‟t have magic powers. 35. How did Sangkuriang make a lake and build a boat in one night? a. He called on the gods to bring the sun up early. b. He used his magic powers to summon the spirits to help him. c. Dayang Sumbi helped him. d. He cut the big tree. e. He kicked the half-finished boat back into the forest. 36. What did happen after Sangkuriang realized that he had been deceived by Dayang Sumbi? a. He took an arrow and shot Dayang Sumbi. b. He struck Dayang Sumbi. c. He chopped down a huge tree in the forest. d. He cursed Dayang Sumbi and kicked the half-finished boat back into the forest. e. He returned home and handed over the meat to his pleased mother. 37. “… she called on the gods to bring the sun up early and thwart Sangkuriang.” The antonym of the underlined word is….
111
a. Beat b. Frustrate c. Advance d. Disturb e. Stop 38. “There it lies upside down today, …” The underlined word refers to…. a. Sangkuriang b. Dayang Sumbi c. The half-finished boat d. The forest e. Tangkuban Perahu 39. What does the story about? a. Dayang Sumbi and her powerful son. b. The legend of Tumang. c. The legend of Tangkuban Perahu Mountain. d. Sangkuriang‟s effort to marry Dayang Sumbi. e. Sangkuriang‟s love to his mother. 40. What can we learn from the story above? a. We must respect and obey our parents. b. We must tell the truth even it‟s painful. c. We must keep our promise. d. a, b, and c are correct. e. a, b, and c are incorrect.
112
Appendix 5
The Answer Key
1
Post-test B 21
A
C
2
E
22
D
23
A
3
B
23
B
E
24
A
4
E
24
D
5
A
25
A
5
A
25
B
6
E
26
E
6
E
26
C
7
C
27
D
7
B
27
A
8
B
28
D
8
E
28
B
9
D
29
C
9
A
29
C
10
A
30
C
10
E
30
D
11
B
31
A
11
C
31
C
12
E
32
E
12
B
32
B
13
A
33
D
13
B
33
B
14
B
34
B
14
C
34
C
15
D
35
B
15
B
35
B
16
D
36
D
16
C
36
D
17
A
37
C
17
B
37
C
18
B
38
D
18
D
38
C
19
C
39
B
19
C
39
C
20
B
40
A
20
C
40
D
1
Pre-test B 21
C
2
B
22
3
D
4
113
Appendix 6
STUDENTS’ STORYBORDING
114
115
116
Appendix 7 Calculation of Pre-test Normality in Experimental Class no
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
x
38 45 50 53 55 58 60 63 65 68 70 75 78 80 88 90 93 ∑x= 1129
f
fk
fx
fx2
1 1 2 4 1 1 4 3 1 2 3 2 1 3 1 1 1 ∑f= 32
1 2 4 8 9 10 14 17 18 20 23 25 26 29 30 31 32
38 45 100 212 55 58 240 189 65 136 210 150 78 240 88 90 93 ∑fx= 2087
1444 2025 5000 11236 3025 3364 14400 11907 4225 9248 14700 11250 6084 19200 7744 8100 8649 ∑ fx2 =141601
∑
∑ ̅ [ ] [ [
√ √ √ 2
(
̅)
-2.0778626 -1.54351145 -1.16183206 -0.93282443 -0.78015267 -0.55114504 -0.39847328 -0.16946565 -0.01679389 0.21221374 0.364885496 0.746564885 0.975572519 1.128244275 1.738931298 1.891603053 2.120610687
f(z)
s(z)
0.0192 0.0618 0.1230 0.1762 0.2177 0.2912 0.3483 0.4364 0.4960 0.5832 0.6406 0.7704 0.834 0.8686 0.9582 0.9706 0.9830
0.03125 0.0625 0.125 0.25 0.28125 0.3125 0.4375 0.53125 0.5625 0.625 0.71875 0.78125 0.8125 0.90625 0.9375 0.96875 1
√ ̅
] ]
Lmax = 0.09485 Ltab = 0.1592
| ( )
( )|
0.01205 0.0007 0.002 0.0738 0.06355 0.0213 0.0892 0.09485 0.0665 0.0418 0.07815 0.01085 0.0215 0.03765 0.0207 0.00185 0.0170
117
Appendix 8 Calculation of Post-test Normality in Experimental Class no 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
x
f
fk
48 2 50 3 55 1 60 1 63 1 65 1 68 3 70 2 73 2 75 3 78 2 80 4 83 4 88 1 90 1 95 1 ∑x= ∑x= 1141 32 ∑
fx
2 5 6 7 8 9 12 14 16 19 21 25 29 30 31 32
fx2
96 4608 150 7500 55 3025 60 3600 63 3969 65 4225 204 13872 140 9800 146 10658 225 16875 156 12168 320 25600 332 27556 88 7744 90 8100 95 9025 ∑fx= ∑fx2= 2285 168325
(
̅)
-1.843307087 -1.685826772 -1.292125984 -0.898425197 -0.662204724 -0.504724409 -0.268503937 -0.111023622 0.12519685 0.282677165 0.518897638 0.676377953 0.912598425 1.306299213 1.463779528 1.857480315
∑ ̅ [ ] [
0.0329 0.0465 0.0985 0.1867 0.2546 0.3085 0.3974 0.4562 0.5478 0.6103 0.695 0.7486 0.8186 0.9032 0.9279 0.9678
√ ̅
] [
f(z)
]
Lmax = 0.10975 Ltab = 0.1592
√ √ √ 2
11716
s(z)
0.0625 0.15625 0.1875 0.21875 0.25 0.28125 0.375 0.4375 0.5 0.59375 0.65625 0.78125 0.90625 0.9375 0.96875 1
| ( )
( )|
0.0296 0.10975 0.0890 0.03205 0.0046 0.02725 0.0224 0.0187 0.0478 0.01655 0.0388 0.03265 0.0877 0.0343 0.0409 0.0322
118
Appendix 9 Calculation of Pre-test Normality in Controlled Class no
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
x
f
fk
28 1 40 1 45 2 53 1 60 2 65 2 68 1 70 6 73 2 75 2 78 3 80 2 83 3 85 2 90 1 93 1 ∑x= ∑f= 1086 32
fx
1 2 4 5 7 9 10 16 18 20 23 25 28 30 31 32
∑
fx2
28 784 40 1600 90 4050 53 2809 120 7200 130 8450 68 4624 420 29400 146 10658 150 11250 234 18252 160 12800 249 20667 170 14450 90 8100 93 8649 ∑fx= ∑fx2= 2241 163743
(
[
√ √ √ 2
f(z)
-2.882716049 -2.059670782 -1.716735254 -1.168038409 -0.687928669 -0.344993141 -0.139231824 -0.002057613 0.203703704 0.340877915 0.546639232 0.683813443 0.88957476 1.026748971 1.369684499 1.575445816
∑ ̅ [ ] [
̅)
0.002 0.0202 0.0436 0.1230 0.2483 0.3669 0.4483 0.5 0.5793 0.6331 0.7054 0.7517 0.8106 0.8461 0.9131 0.9418
√ ̅
] ]
Lmax = 0.1358 Ltab = 0.1592
s(z)
0.03125 0.0625 0.125 0.15625 0.21875 0.28125 0.3125 0.5 0.5625 0.625 0.71875 0.78125 0.875 0.9375 0.96875 1
| ( )
( )|
0.0293 0.0423 0.0814 0.03325 0.0296 0.08565 0.1358 0 0.0168 0.0081 0.0134 0.02955 0.0644 0.0914 0.0557 0.0582
119
Appendix 10 Calculation of Post-test Normality in Controlled Class no 1 2 3 4 5 6 7 8 9 10 11 12 13 14
x
f
33 1 48 1 60 2 65 2 68 3 70 2 73 2 75 4 78 4 80 3 83 2 85 1 88 3 93 2 ∑x= ∑f= 999 32
fk
fx
1 2 4 6 9 11 13 17 21 24 26 27 31 32
∑
fx2
33 1089 48 2304 120 7200 130 8450 204 13872 140 9800 146 10658 300 22500 312 24336 240 19200 166 13778 85 7225 264 23232 186 17298 ∑fx= ∑fx2= 2374 180942
(
-3.356968215 -2.134474328 -1.156479218 -0.748981255 -0.504482478 -0.341483293 -0.096984515 0.06601467 0.310513447 0.473512632 0.71801141 0.881010595 1.125509372 1.533007335
∑ ̅ [ ] [
√ √ √ 2
f(z)
s(z)
0.0004 0.0166 0.1251 0.2296 0.3085 0.3669 0.4641 0.5239 0.6217 0.6808 0.7611 0.8106 0.8686 0.937
0.03125 0.0625 0.125 0.1875 0.28125 0.34375 0.40625 0.53125 0.65625 0.75 0.8125 0.84375 0.96875 1
√ ̅
] [
̅)
]
Lmax = 0.1002 Ltab = 0.1592
| ( )
( )|
0.0309 0.0459 0.0001 0.0421 0.0273 0.02315 0.0579 0.00735 0.0346 0.0692 0.0514 0.03315 0.1002 0.063
120
Appendix 11
121
122
Appendix 12 Titik Persentase Distribusi t (df = 41 – 80) df
0.50
0.20
0.10
0.050
0.02
0.010
0.002
41 42 43 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
0.68052 0.68038 0.68024 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
1.30254 1.30204 1.30155 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
1.68288 1.68195 1.68107 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
2.01954 2.01808 2.01669 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
2.42080 2.41847 2.41625 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
2.70118 2.69807 2.69510 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
3.30127 3.29595 3.29089 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
123
Appendix 13 Table of Critical Values for the Lilliefors Test for Normality
124
Appendix 14
F Table for α= 0.05
