IMPROVING STUDENT’S READING COMPREHENSION INeprints.iain-surakarta.ac.id/635/1/1. Siti...
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IMPROVING STUDENT’S READING COMPREHENSION IN NARRATIVE TEXT THROUGH PICTURE-STORIES ( A Classrooms Action Research at the Ninth Grade Students of MTs N 1 Ngemplak Boyolali in 2015/2016 Academic Year) THESIS Submitted as a Partial Requirements for the Degree of Sarjana in Islamic Education and Teacher Training Faculty By: SITI MASITHOH SRN. 123221282 ENGLISH EDUCATION DEPARTMENT ISLAMIC EDUCATION AND TEACHER TRAINING FACULTY THE STATE ISLAMIC INSTITUTE OF SURAKARTA 2017
Transcript of IMPROVING STUDENT’S READING COMPREHENSION INeprints.iain-surakarta.ac.id/635/1/1. Siti...
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IMPROVING STUDENT’S READING COMPREHENSION IN
NARRATIVE TEXT THROUGH PICTURE-STORIES
( A Classrooms Action Research at the Ninth Grade Students of MTs N 1
Ngemplak Boyolali in 2015/2016 Academic Year)
THESIS
Submitted as a Partial Requirements for the Degree of Sarjana in
Islamic Education and Teacher Training Faculty
By:
SITI MASITHOH
SRN. 123221282
ENGLISH EDUCATION DEPARTMENT
ISLAMIC EDUCATION AND TEACHER TRAINING FACULTY
THE STATE ISLAMIC INSTITUTE OF SURAKARTA
2017
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DEDICATION
This thesis is dedicated to :
1. My beloved Mom Sri Mulyani and Dad Kirmadi, thanks for your care and
prayer for me everywhere and every time
2. My beloved brother Ma‟ruf Nur Muhammad
3. My big family who always support me.
4. All my best friend Septi Eka D, Siti Muawanah, Sari Mardani A, Rosiana
Surya H etc. who always support me.
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MOTTO
“Seek knowledge from the cradle until the grave”
(Prophet Muhamad SAW)
“Life is like riding a bicycle. To keep your balance, you must keep moving”
(Albert Einstein)
LIVING ISADVENTURE
WITH DIFFICULTY IS SURELY EASY
„MAN JADDA WA JADDA‟
(Those who are Serious will be success)
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ACKNOWLEGEMENT
Alhamdulillah, all praise is to Allah, The Most Magnanimous God that
gives His blessing and His help so that the researcher can finish her thesis as one
of the partial requirements for achieving the Undergraduate Degree of English
education program.
The researcher realizes that it would be impossible for him when the
process of the study until he finishes his study without many contributions,
support, and help from the other. The researcher would like to express his deep
gratitude and appreciation to the following:
1. Dr. Mudofir, M.Pd., the Rector of State Islamic Institute of Surakarta for
giving the researcher permission.
2. Dr. Giyoto, M.Hum., the Dean of Faculty of Islamic Education and Teacher
Training Faculty of the State Islamic Institute of Surakarta for giving
permission and approving to carry out the thesis.
3. Dr. Imroatus Solikhah, M.Pd., the Head of English Education Department.
4. M. Zainal Muttaqien, S.S, M.Hum., the researcher‟s advisor who has kindly
given the time, guidance, correction, motivation, and suggestion in
completing the thesis.
5. Drs. Nur Hudaya Sholichin the lead of MTs N 1 Ngemplak Boyolali for
giving permission in doing the research.
6. Abdul Azis S.Pd .as the English teacher who helps the writer in doing the
research.
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7. The researcher parents, my brothers and sisters who always give their
support, prayer, understanding, pocket money, and everything they give to the
writer to finish this study.
8. The researcher‟s friends in class H for their support and pray.
9. Everyone who has helped the researcher conducts the research and writes the
thesis.
The researcher realizes that this thesis is still far from being perfect.
Therefore, the researcher accepts gratefully every criticism, comment, and
suggestion from those who concern to this thesis. The researcher also hopes that
this thesis will be useful and able to give contribution for the improvement of
English teaching and learning, and it can be useful for the readers especially for
who are interested in the similar study.
Surakarta, 14 th
February 2017
Siti Masithoh
SRN. 123221282
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TABLE OF CONTENT
TITLE ............................................................................................................. i
ADVISOR SHEET ......................................................................................... ii
RARTIFICATION ......................................................................................... iii
DEDICATION ................................................................................................ iv
MOTTO .......................................................................................................... v
PRONOUNCEMENT .................................................................................... vi
ACKNOWLEDGMENT ............................................................................... vii
TABLE OF CONTENT ................................................................................. ix
ABSTRACT .................................................................................................... xii
LIST OF FIGURE ......................................................................................... xiii
LIST OF TABEL ........................................................................................... xiv
LIF OF APPENDICES .................................................................................. xv
CHAPTER 1 INTRODUCTION .................................................................. 1
A. Background of The Study .................................................. 1
B. The Formulation of The Problems .................................... 5
C. The Objective of the Study ............................................... 5
D. Limitation of the Problem ................................................. 5
E. Research Benefit ............................................................... 6
F. Key Terms ......................................................................... 7
CHAPTER II REVIEW ON RELATED THEORIES .............................. 9
A. The definition of Reading ................................................. 9
1. Reading comprehension .............................................. 9
a. The Definition of Reading ................................... 9
b. The Definition of Comprehension ....................... 10
c. The techniques of reading ..................................... 11
d. Micro skills and macro skills reading .................. 12
e. Type of reading .................................................... 14
B. Teaching Reading by Using Media ................................... 15
1. Definition of Media ...................................................... 15
C. The theory of Narrative Text.............................................. 16
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1. Definition of Narrative Text......................................... 16
2. Generic structure of Narrative Text ............................. 17
3. Types of Narrative Texts .............................................. 18
D. Review of Picture-Stories .................................................. 19
1. Definition of picture .................................................... 20
2. Definition of Stories ..................................................... 20
3. Definition of Picture-stories ......................................... 21
4. Procedure teaching reading by using Picture-stories . 21
E. The Advantages of Using Picture-stories in Language
Teaching ............................................................................ 23
F. Definition Guided Reading Method ................................... 23
1. Definition Guided Reading.................................24
2. Procedure Guided Reading..................................24
3. Advantages Guided Reading................................25
G. Previous Study ................................................................... 25
H. Rationale ........................................................................... 26
I. Hypothesis ......................................................................... 28
BAB III RESEARCH METHODOLOGY .................................................. 29
A. Research Design ................................................................. 29
1. The Nature of Classroom Action Research ............... 29
2. The Procedure of Classroom Action Research ........... 30
B. The Research Method ........................................................ 32
C. The Setting of Research .................................................... 33
1. Place ........................................................................... 33
2. Time ........................................................................... 34
3. Subject and Informant of the Research....................... 35
D. Technique of Collecting Data ............................................ 33
1. Quantitative Data Collection ...................................... 35
2. Qualitative Data Collection ........................................ 38
E. Techniques of Data Analysis ............................................ 38
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ............... 37
A. Research Findings .............................................................. 37
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B. Research Implementation .................................................. 41
C. Discussion of the Research ................................................ 58
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION .. 61
A. Conclusion ........................................................................ 61
B. Implication ......................................................................... 62
C. Suggestion .......................................................................... 62
BIBLIOGRAPHY .......................................................................................... 65
APPENDICES ................................................................................................ 67
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ABSTRACT
Siti Masithoh 2017. Improving Student’ Reading Comprehension in Narrative
Text through Picture-stories. A Classroom Action Research at The Ninth Grade
Students of MTs N Ngemplak Boyolali in 2015/2016 Academy Year. Thesis :
Islamic Education and Teacher Training Faculty. State Islamic Institute of
Surakarta.
Advisor : M. Zainal Muttaqien S.S.,M.Hum
Key words : Reading Comprehension, Narrative text and Action Research
The research is aimed at knowing the implementation of picture-stories to
improve students‟ reading comprehension focused at narrative text in the nine the
grade of MTs N Ngemplak Boyolali in 2015/2016 academic year and to know
whether the use of picture-stories can improve the students‟ reading
comprehension on narrative text in the nine the grade MTs N Ngemplak Boyolali.
This class consists of 36 students
This is a classroom action research. The action research has been
conducted in two cycles during April until November. Each cycle consisted of 3
meetings. Each cycle consisted of four steps; planning, action, observation, and
reflection. The technique of the research was using tests, pre-observation and
interview. The data were collected from field notes and interview result. The tests
consisted of pre-test, post-test 1, post-test 2, which were conducted before and
after each cycle. The research analyzed the average score of each test to find out
the improvements of students‟ reading comprehension in narrative texts after the
action was conducted.
The result of the research shows that the implementation of picture-stories
could improve students‟ reading comprehension. there was an improvement on the
students‟ average score of the text. This can be seen in the results of the students‟
average score in the pre-test 56,4. It increased to 74,6 in the post test II. It can be
concluded that the teacher chose picture-stories for comprehending texts as one of
the techniques to improve in the teaching and learning of reading narrative texts.
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ABSTRAK
Siti Masithoh 2012. Meningkatkan 'Pemahaman Membaca Siswa di Narasi Teks melalui
Gambar-cerita. Sebuah Penelitian Tindakan Kelas sembilan MTs N Ngemplak Boyolali
Tahun 2015/2016 . Tesis: Pendidikan Islam dan Pelatihan Fakultas Guru. Negara Islam
Institute of Surakarta.
Advisor: M. Zainal Muttaqien S.S., M.Hum
Kata kunci:Pemahaman membaca, teks naratif dan penelitian tindakan
Penelitian ini bertujuan untuk mengetahui pelaksanaan gambar-cerita untuk
meningkatkanpemahaman membaca siswa terfokus pada teks naratif dalam kelas
sembilan MTs N Ngemplak Boyolali ditahun akademik 2015/2016 dan untuk
mengetahui apakah penggunaan gambar-cerita dapat meningkatkan siswa pemahaman
membaca teks naratif dalam kelas Kesembilan MTs N Ngemplak Boyolali. Kelas ini terdiri
dari 36 siswa
Penelitian ini merupakan penelitian tindakan kelas. Penelitian tindakan telah
dilakukan dalam dua siklus selama April sampai November. Setiap siklus terdiri dari 3
pertemuan. Setiap siklus terdiri dari empat langkah; perencanaan, tindakan, observasi,
dan refleksi. Teknik penelitian ini menggunakan tes, pra observasi dan wawancara. Data
dikumpulkan dari catatan lapangan dan hasil wawancara. Tes terdiri dari pre-test, post-
test 1, post-test 2, yang dilakukan sebelum dan setelah setiap siklus. Penelitian ini
menganalisis skor rata-rata setiap tes untuk mengetahui perbaikan dari siswa
memahami bacaan dalam teks-teks naratif setelah aksi dilakukan.
Hasil penelitian menunjukkan bahwa pelaksanaan gambar-cerita bisa
meningkatkan siswa 'membaca pemahaman. Ada perbaikan pada skor rata-rata siswa
dari teks. Hal ini dapat dilihat dari hasil skor rata-rata siswa di pre-test 56,4. Meningkat
menjadi 74,6 di post test II. Dapat disimpulkan bahwa guru memilih gambar-cerita untuk
memahami teks sebagai salah satu teknik untuk meningkatkan dalam pengajaran dan
pembelajaran membaca teks naratif.
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LIST OF FIGURE
Figure 3.1 Action Research Spiral .................................................................. 34
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LIST OF TABLE
Table 1 The Research Schedule ............................................................................ 35
Table 2 Research Schedule ................................................................................... 40
Table 3 Student Score Pre Test .............................................................................. 43
Table 4 Score Pre Test and Post Test 1 ................................................................. 50
Table 5 The Improvement of Students‟ Achievement in Cycle 1 ......................... 52
Table 6 Student Score of Cycle 2 .......................................................................... 59
Table 7 Score of Pre Test, Test Cycle 1 and Test Cycle 2 .................................... 61
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LIST OF APPENDICES
Appendix 1 The students of class IXB MTs N 1Ngemplak Boyolali .............. 70
Appendix 2 Interview in Pre-research to the teacher ....................................... 71
Appendix 3 Pre-research Observation ............................................................. 73
Appendix 4 Teaching Material......................................................................... 75
Appendix 5 Answer Student Material .............................................................. 107
Appendix 6 Answer of pre test and post test.................................................... 111
Appendix 7 Field Note ..................................................................................... 112
Appendix 8 Lesson Plan .................................................................................. 125
Appendix 9 Score ............................................................................................. 141
Appendix 10 Syllabus ...................................................................................... 142
Appendix 11 Documentation ........................................................................... 145
Appendix 12 Student Sheet .............................................................................. 147
CHAPTER 1
INTRODUCTION
A. Background of The Study
English is an international language. It plays an important role in communication
to make relationship between other people all around the world in present days. Because
the importance of English, people need to learn it. In Indonesia, English has become an
important subject to be mastered by the students, either for academic purposes or for
communicative purposes. It is studied at elementary schools, junior high schools, senior
high schools and universities. In Indonesia, English as the first foreign language has an
important role since the language can be used to help not only students who want to enroll
themselves into the higher educational institution but also the people who are looking for
better jobs or positions. It can be understood that a lot of jobs and good positions invite
candidates who have good mastery of written and oral English.
In the teaching learning process of English, students are expected to have
language skills including listening, speaking, reading and writing. English language and
Indonesian language are different. There is no guarantee that students who have good
understanding of English texts automatically. Teaching English is not easy because it
requires motivation and creativity in order to make a good condition and achievement of
English learning and teaching goal. Students in junior high school still find difficulties in
reading. For example, when the students read a text, they cannot comprehend the text
because the text is very long. For that reason, the students need and interesting techniques
to improve their reading comprehension.
Reading is one of the language skill, should be mastered well by the students.
Reading is an essential factor that influences one’s activity in communication. People
consider reading as an important activity, so that people usually say that reading is the
way to open the world. Reading is an interesting activity because by reading people can
get some information widely without going away.
According to Aebersold and Field (1997: 15), reading is what happens when
people look at a text and assign meaning to the written symbols in that text. In other
words, we assume that reading activity is people’s activity to read a text, there is an
interaction between the reader and the text when people read the text. It can be concluded
that reading is a process of reacting and understanding a written text as a piece of
communication.
Reading does not necessarily need to look everything in a given piece of text. It is
important to comprehend genre in order to catch the information and message in written
text. Comprehension is related to reading skill, as reading is one of the important skills in
order to communicate using English to fulfill daily needs such as reading a newspaper,
and instruction, a rule, a book, and advertisements, a magazine, etc. Reading is not the
activity to read aloud but to comprehend the message and information in the text.
There were some problems coming from the teacher of Ninth class of MTs N
Ngemplak Boyolali, the students, outside the teacher and the students. From the teachers
side, the teacher’s way of teaching reading affected the student’s reading comprehension.
The teacher speaks too fast, and unclearly. He still uses ordinary way in teaching and
learning process almost every day. The monotonous process of learning made students
discouraged to learn such as when the teacher just asked the students to read certain text
in the English book or student’s exercise book (LKS), and then she asked them to do the
task following the text. The result is very bad and most of students got scores under the
passing grade KKM (Kriteria Ketuntasan Minimal ) Meanwhile the KKM is 70
Based on the pre-observation, the researcher choose MTsN 1 Ngemplak Boyolali
beacuse the students are very noisy when their teacher teaching at the class. the students
attention very low to English teacher. Based on the observation and interview done with
the English teacher of MTs N 1 Ngemplak Boyolali, the researcher found many problems
in reading at class Ninth of MTs N1 Ngemplak Boyolali. The were some problem
student’s reading comprehension. The first , student’s reading comprehension in is low.
Second, the teacher said that the students have weaknesses in reading comprehension.
Third, the students felt difficulties in understanding sentences and finding the meaning of
the sentences. They were only understood the broad outline of text content. The students
needed a lot of time in understanding the text, they did not uses chance to read English
text either at home or in the English lessons. Finally, the student had difficulties in doing
exercises. Those all made their achievement become low and cause failure in the teaching
and learning process. The students did not have sufficient motivation to learn English.
They thought that English was an very difficult to understand, so they were reluctant to
read English text and they were lazy to do their homework. Most of the students come
from various family backgrounds. They have their own societies that can influence their
motivation to learn.
The next causes come from outside of the teacher and the students. It was from the
technique and the atmosphere of the class. The technique was not interesting because the
technique that was used by the teacher to teach the students was monotonous. It made the
student’s feel burdened and hard to learn. Besides, the unsupported classroom atmosphere
was a negative contribution to students learning. The pre-observation and interview were
done in pre-research, the researcher found the fact that the Ninth grade students of MTs N
1Ngemplak Boyolali had a problem with reading that was the achievements in reading
comprehension.
The researcher intends to overcome the problems and to improve students reading
comprehension by using picture stories. Based on the pre-research the researcher found
that the students motivation in reading were low because when the students found the
texts in LKS they not understands the content of the text. Therefore, picture stories are
appropriate solution to improve the students abilities in comprehending the text.
Picture-stories is made of comprehensive study of imaginative process in the
students. It adds that among the methods employed was the collection of stories which
were in response to picture (Symond, 1999:10).
Based on explanation above, the researcher decides to do research entitled:
Improving Students Reading Comprehension on Narrative Text Through Picture-Stories
(A Classrooms Action Research at the Ninth Grade Students of MTs N 1 Ngemplak
Boyolali in 2015/2016 Academic Year).
B. The Formulation of The Problems
Based on the background the study above, the researcher wants to know whether
through picture-stories could improve reading comprehension of the nine grade students
of MTs N 1 Ngemplak Boyolali in the 2015/2016 academic year. There problems
statement of this research is follow :
1. How is the implementation of picture-stories in narrative text implementation reading
comprehension in the Ninth grade students of MTs N 1 Ngemplak Boyolali in the
2015/2016 academic year?
2. How is the improvement of picture-stories in narrative text reading comprehension in
the Ninth grade students of MTs N 1 Ngemplak Boyolali in the 2015/2016 academic
year?
C. The Objective of the Study
Based on the research problem, the purpose of the study can be formulated as
follows:
1. To know how the implementation of pictures-stories on narrative text implementation
the students reading comprehension.
2. To know the students reading comprehension improvement when Picture-stories is
improvement of the Ninth grade of MTs N 1 Ngemplak
D. Limitation of the Problem
The researcher has a very limited ability to study all the problems which have
been identified. Therefore the study only focuses on improving student’s reading
comprehension in the nine grade students of MTs N Ngemplak Boyolali in 2015/2016
academic year by using picture-stories in the second semester. The researcher chose this
class because of the fact that the students interests and comprehension in reading were
lower than other class. It can be seen from the students English scores, the lacking
enthusiasm of students in reading class, and the in ability of the student’s in reading
comprehension class.
E. Research Benefit
In the end of this research, we will find several benefits for some sides, such as
theoretical and practical benefits. The explanations are as follow:
1. Theoretical benefit
a. The finding of this research will enrich the theories of improving students reading
at the junior high school especially for nine grade of MTs N 1 Ngemplak
Boyolali.
b. The findings of this research can be used for those who want to conduct a research
in improving reading comprehension as the references.
2. Practical benefit
a. For the students
Hopefully, the technique of the research can improve the students reading
comprehension
b. For the teacher
Hopefully, the research will be beneficial in the area teaching reading
c. For the institution
The research is hoped to be used as consideration, especially for teaching of
English
d. For the other researcher
This research also gives benefits for other writers who are interested in the same
topic.
F. Key Terms
Followings are used these definitions are given misunderstandings or
misinterpretations about the variables involved in this study.
1. Reading Comprehension
According to Aebersold and Field (1997:15), reading is what happens when people
look at the text and assign meaning to be written symbols in that text, further, the text
and the reader are two physical entities necessary for reading process to begin.
2. Narrative text
Mark Anderson and Kathy Anderson (2003:8) states that narrative is a piece of text
which tells a story and entertains or informs the reader. Some examples of narrative
text are fantasy novels, bedtime stories(spoken), historical fiction, and stories.
3. Pictures-stories
According to Shores (1960:188), a pictures as a likeness of a person, place,
thing, or idea on a flat surface produced by means of drawing, painting, or
photography. Symonds (1999:10) say that pictures-story is made of a comprehensive
study of imaginative processes in children. . He adds that among the many methods
employed was the collection of stories which were written in response to picture.
4. CAR (Classroom Action Research)
According to Elizabeth (in Burns, 2010:5), action research carried out in the
classroom by the teacher of the course, mainly with the purpose of solving a problem
or improving the teaching/learning process.
CHAPTER II
REVIEW ON RELATED THEORIES
A. The definition of Reading
1. Reading comprehension
Reading comprehension can be defined that a reader should have knowledge
about understanding the reading passage. The common question on the passage
are primarily about the main ideas, details, and an inference that can be drawn
from the passage. That means, it is necessary for the students of Junior High
School to master reading comprehension. In this chapter the researcher will tell
about the theories of the reading comprehension, narrative text and media as
instrument to increase the students’ interesting in learning English.
a. The Definition of Reading
Reading is one of important language skills. This is due to the fact that
people mostly get knowledge and information through reading. Reading is the
one of language process that involves reader, text, and interaction between the
reader and the text. By reading we can get more information about something
and increase our knowledge.
The are many definitions of reading stated by linguistics and experts.
Amelia and John Merritt reading is a tangible manifestation of talking,
learning, and thinking. According to Jain (2008:20) reading is a complex skill
involving a number of simultaneous operation. It is in line with what experts
say about reading. According to Alan Cunningsworth (1995:73) reading is the
one activity that can be done easily and without any equipment by students
outside the classroom. According to Jeremy Harmer (2007:99) reading is
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useful for language acquisition. Provided that students more or less understand
what they read, the more they read, the better they get at it. Reading also has a
positive effect on students’ vocabulary knowledge, on their spelling and on
their writing.
Based on some explanation the experts above, it can be concluded that
reading is a process of understanding text by a reader. It requires readers to be
able to interpret the written symbols in that text.
b. The Definition of Comprehension
The reader is actively working on the text and understanding without
looking at every letter and words. Another definition of reading is given by
Grellet (1999: 7) that reading is a constant process of guessing, and what one
brings to the next is often more important than one finds it. Reading is one of
four skills in English learning. Reading is important because by reading could
get more information. William (1999: 2) further states that reading is a process
where by one book and understands what has been written.
National Reading Panel and states that reading comprehension is the
ability of an individual to recognize a visual form, associate the form with a
sound and/or meaning acquired in the past, and, on the basis of the past
experience, understand and interpret its meaning. Grellet (1999: 3) states that
reading comprehension means understanding a written text to extract the
required information from it as efficiently as possible. Grellet emphasizes the
importance of obtaining the required information in reading. Comprehension
refers to an active mental process. When one reads something he actively goes
along to comprehend what the writer’s intended message by predicting,
evaluating, selecting significant details, organizing, etc. In this case, a crucial
factor that influences comprehension is the importance of the reader’s
background knowledge.
In conclusion the definition of Reading comprehension is most likely to
occur when the students are reading what they want to read. Reading is
primarily a cognitive process, which means that the brain does most of the
work.
c. The techniques of reading
Many readers have different ways and techniques in reading. Some experts
have proposed many ways of reading, as follows :
1) Scanning
Grellet (1999:4) says that scanning means glancing rapidly through a text
either to research for a specific piece of information or to get an initial
impression of whether the text is suitable for a given purpose.
2) Skimming
Quickly going through a text to find a particular piece of information.
Grellet (1999:4).
3) Intensive Reading
Reading shorter texts, to extract specific information. This is an more
accuracy activity involving reading for detail. Grellet (1999:4)
4) Extensive Reading
Reading longer text, usually one’s own pleasure. This is a fluency activity,
mainly involving global activity. Grellet (1999:4)
d. Micro skills and macro skills reading
There are several categories of macro skill and micro skills reading
according to Brown (2003:187):
1) Micro skills:
a) Discriminate among the distinctive graphemes and orthographic
patterns of English
b) Retain chunks of language of different length in short term memory
c) Process writing at an efficient rate of speed to suit the proses.
d) Recognize a core of words, and interpret word order patterns and their
significance.
e) Recognize grammatical word classes (nouns, verbs, etc.), system
(e.g., tense, agreement, pluralization), patterns, rules and elliptical
forms.
f) Recognize that a particular meaning may be expressed in different
grammatical forms.
g) Recognize cohesive devices in written discourse and their role in
signaling the relation between and among clauses.
2) Macro skills
a) Recognize the rhetorical form of written discourse and their
significance for interpretation.
b) Recognize the communicative functions of written texts, according to
form and purpose.
c) Infer context that is not explicit by using background knowledge.
d) From describe events, ideas, etc. infer links and connection between
events, deduce cause and effects, and detect such relation as main
idea, supporting idea, new information, given information,
generalization, and exemplification.
e) Distinguish between literal and implied
f) Detect culturally specific references and interpret them in a context of
the appropriate cultural schemata.
g) Develop and use a battery of reading strategies, such a scanning and
skimming, detecting discourse markers, guessing the meaning of
words from context and activating schemata for the interpretation of
text.
e. Type of reading
According to Jain (2008:113), the types of reading in particular can be
divided into:
1) Intensive Reading
Related to further progress in language learning under the teacher’s
guidance.
2) Silent reading
Read a discourse or text without sound is also an activity that is necessary
reading skill at the higher grade levels. It trains the students to read
silently really c on contracting or mind in order to understand to content
of discourse or text
3) Extensive Reading
The purpose of extensive reading will be to train the students to read
directly and fluently in the target language for enjoyment, without the aid
of the teacher.
4) Aloud Reading
The activity in reading aloud is intended to train the students can read
with the correct punctuation or speech.
In conclusion media typeof reading have for kind, the researcher choose
Intensive reading because in the practice the students guided teacher.
B. Teaching Reading by Using Media
1. Definition of Media
The meaning of media is often related with means of communication. The
term media often refers of any device that brings information from the source of
message to the destination. In our daily life, we can see some examples. They are
television, radio, book, record, and picture. Media are any devices that assist an
instructor to transmit to learner facts, skills, attitudes, knowledge and
appreciation or additional materials used when using a particular teaching
method to make learning easy, as it intends to help both the teacher to teach more
reflectively and the learner to grasp the concepts more effectively. Roblyer
(2010:54) states media such as slides and films delivered information in more
concrete and therefore more effective ways than lectures and books did.
According to Kamaludin (2009:29) media is facilities, resources or tools
to utter expressions of art, the line form that is used by people to produce
message or information. Any components around the students that can convey
messages that 20 motivated the students to learn. Any forms of communication
whether printed or audio visual, as well as their instrumentation are a means that
transmits message from transmitter to receiver and enables human being to
influence other people who do not have contact with him or her immediately.
Media is a apart of communication. Wherever communication is held,
media is always used. The use of media is needed to ensure effective
communication in order to improve the effect of instruction.
In conclusion, media is the way of teacher to communicate with the
students. It is not only helping the teacher to communicate and send a message to
the students but also to give some responses so the students can carry meaningful
learning experiences.
C. The theory of Narrative Text
Narrative is one of the genres of any text. Here, the researcher divides it into
some part to explains about the characteristic narrative text.
1. Definition of Narrative Text
A narrative is any account that present connected event and may be
organized into various categories : non-fiction(e.g. New Journalism, creative
non-fiction, biographies, and historiography); and fiction proper (i.e. literature in
prose, such as short stories and novels, and sometimes in poetry and drama,
although in drama the events are primarily being shown instead of told).
According to Pardiyono (2007:9), narrative text is a kind of text to tell
past activities which focus on problematic experience and resolution to amuse
and give lesson moral to the reader. According to Anderson and Anderson
(2003:8), Narrative is a piece of text which tells a story and entertains or informs.
According to Wallace (1992:30), narrative is a type of text to retell activity or
past event for narrating problems and resolution to amuse or entertain and often
intended to give morality to the reader. It usually has a number of events that take
place and a problem that needs to be solved by the characters.
Thus, the researcher has a conclusion that a narrative text is a real or
unreal story text which has the purpose to entertain the reader by using past
event.
2. Generic structure of Narrative Text
The generic structure of narrative text consist of several parts. Anderson
and Anderson (1997:8) stated that the generic structure of narrative text consist
of four parts. There are orientation, complication, sequence of events, and
resolution. This is detail:
a. Orientation
Orientation is the introduction of the text. It includes what is inside the text,
what the text talks in general, who involves in the text such as the characters,
when and where it happen.
b. Complication
In complication, the text talks about what happens with the participants. It
explores the conflict among the participants. Complication is the main
element of narrative. Without complication, the text is not narrative. The
conflict can be shown as natural, social, or psychological conflict.
c. Sequence of events
Sequence of events is where the narrator tells how the character react to the
complication. The events can be told chronological order (the order in which
they happen) or with flashback. The audience is given the narrators point of
view.
d. Resolution
Resolution is the end of narrative text. This is the phase where the
participant solve the problem aroused by the conflict. Whether the
participants succeed or fail. The point is the conflict becomes ended.
3. Types of Narrative Texts
a. Legend
Legend is a narrative of human actions that are perceived both by teller and
listeners to take place within human history. Typically, a legend is a short,
traditional and historicized narrative performed in a conventional mode.
Some define legend as folktale. The examples of legend in narrative text are:
1) Sangkuriang
2) Malin Kundang
3) The Legend of Tangkuban Perahu
4) The Story of Toba Lake
b. Fable
Fable is a short allegorical narrative making a moral point, traditionally by
means of animal characters that speak and act like human beings. The
example of fable in narrative text are :
1) Mouse Deer and Crocodile
2) The Ants and the Grasshopper
3) The Smartest Parrot
4) The Story of Monkey and Crocodile
c. Fairy tale
According to Wikipedia, fairy tale is an English language term for a type of
short narrative corresponding to the French phrase conte de fee. A fairy tale
typically features such folkloric characters as fairies, goblins, elves, trolls,
dwarves, giant or gnomes, and usually magic or enchantments. The
examples of fairy tale in in narrative text are :
1) Cinderella
2) Snow White
3) Pinocchio
4) Beauty and the Beast
5) The Story of Rapunzel
D. Review of Picture-Stories
This section discusses about media to improve students’ reading
comprehension. The researcher uses picture stories to improve students’ reading
comprehension. The discussion is about definition of picture, and benefit using
picture-stories in teaching and learning.
1. Definition of picture
Picture is a part of visual aids as a technique in teaching English reading at
Junior High School. Visual aids are a situation where the learner can see what is
named after the word to be learned. It gives a lot of contribution because with
picture, students not only can hear but also can see the sign which is illustrated by
the picture to express an of idea or word.
According to Shoes (1960 :188),a picture is likeness of a person, place,
thing or idea on a flat surface produced by means of drawing, painting, or
photography.
From the explanation above, it can be concluded that picture is a kind of
visual aids which includes an image of terms of kinds of pictures and this (picture)
is important to make success in learning because picture makes the students build
their imagination, interest and motivation. It depends on the teacher to select
which one is suitable.
2. Definition of Stories
According to Wright (1995 :6), stories are motivating, rich in language
experience, and inexpensive. He adds that stories should be a central part of the
work of all primary teachers whether they are teaching the mother tongue or a
foreign language.
Based on the definition above, it can be summarized that stories are
imaginary language and full sequence of events in a work of fiction presented in
writing or drama or cinema or as radio or television program which are
motivating, rich in language experience, and inexpensive. It is very useful to
enhance the teaching learning in the classroom.
3. Definition of Picture-stories
According to Symonds (1999:10), picture-story is made of comprehensive
study imaginative processes in children. He adds that among the many methods
employed was the collection of stories which were written in response to picture.
Based on the definition above, it can be concluded that combination of
picture and story is interesting to improve the students’ motivation and
comprehension in children because by using picture-stories the students can
reflect what they are thinking about the story in the text. They not only read the
text but also see the actions of the story in picture. It makes the students interested
in reading the text.
4. Procedure teaching reading by using Picture-stories
a. Show your students “text to self” (t-s) connection
1. Demonstrate how you copy parts of a book you are reading. Write these
down on overhead transparencies .
2. Instruct your students to keep sticky notes close by so, when they make a
mental connection in a story you are reading, they can write down
immediately.
3. Teach your students how to code their notes as t-t, t-s or t-w (text to text,
text to self and text to write)
4. Encourage your students to have sticky notes handy so that, as you read a
story to the class, they can write down each connection they make as they
listen to you read.
5. Gather all sticky notes from your students and write them down on a story
chart for class discussion.
b. Teach your students how to comprehend what they are reading
1) Show your students how to active their prior experiences and knowledge
so they can make connections relating their past to what they are reading.
2) Instruct your students to set the purpose in the story-what is happening and
why is it happening.
3) Use a book you are reading and demonstrate how to predict what will
happen next
4) Work on word and sentence meanings with your class. To comprehend,
they need to learn how to “ decode text”
5) Instruct your class on summarization building on prior information from
earlier parts in the book so they are able to create meaning for themselves
about character, plot and setting
6) Teach your class how to visualize.
c. Ask your students question about the reading material
1) Monitor their understanding of what is happening in the story
2) Keep track of what students are grasping easily and what they are having
trouble understanding or comprehending
d. Clarify and correct students when they give you an incorrect conclusion or
answer:
Review earlier exercises, such as using prior personal knowledge so they
connect their experience to what is happening in the book.
e. Discuss and apply the meaning the class has decided belongs to the story:
Uses their answers to assess their understanding as you talk about the different
meanings, prediction and summarization.
E. The Advantages of Using Picture-stories in Language Teaching
According to Shores (1960:189), the benefits of pictures can stimulate
expression, develop understanding, add spice, and variety to verbal lesson, and
provided opportunities, for individual or group study. Pictures are besides plentiful,
inexpensive, and often timely and carefully documented. They present tremendous
potential for extending verbal experience, reducing misinterpretation that result from
vagueness, assisting in the organization of learning, showing process step by step,
revealing comparison and contras, and visualizing quantitative concept.
According to Wright (1989 :2), picture are not just an aspect of methods but
through their representation of place, objects, and people they are essential of the
overall experience. Specifically, pictures contribute to interest and motivation, a sense
of the context long, a specific reference point of stimulus.
F. Definition Guided Reading
1. Guided Reading
Definition of Guided Reading is a form of teaching learning in which
students are invites to read specific article or a part of book with a particular
purpose in mind. It is usually use by teacher in teaching narrative, the teacher
gives a text in narrative form and allow students to read it for several time. Then,
the teacher gives some question based on the text to measure students`
comprehend about this material (Wallace, 1991: 44).
2. Procedure Guided Reading Method by Wallace
a. Selection of a text
The teacher selects the text that will be just right support new learning for
the group.
b. Introduction to the text
The teacher provides introductions to the text that support children’s later
attempts at problem solving.
c. Reading the text
Student read the entire softly or silently, if students a reading orally, the
teacher may interact briefly to teach for, prompt or reinforce strategies action.
d. Discussion of the text
The teacher invites students to discuss the text, guiding the discussion and the
student’s comprehension.
e. Teaching points
The teacher makes explicit teaching points, grounded in the text, and directed
toward expending the student’s systems of strategic action.
f. Word work
The teacher makes explicit teaching to help students become flexible and
efficient in solving word.
g. Extending understanding (optional)
If further work with the meaning is needed, students extend their
understanding of the text through writing/drawing.
3. Advantages Guided Reading Method
a. The material can be finished in the classroom
b. Can motivation the student happy to read
c. Understand the student that seriously and usuriously
d. Arousing reading interest
e. The teacher can understand the advantages and disadvantages of student
f. The teacher can understand the students that late and industrious
G. Previous Study
There has been several researchers conducted a research on improving reading
comprehension. One of them is a research with the title Improving Students’ Reading
Comprehension in Procedure Text through Video Game based Instruction at X MM 1
class of SMK Pancasila 6 Jatisrono 2011/2012 Academic Year. This research was
conducted by Yoyok Ernowo from Islamic Education and Language Faculty The
states Islamic Institute of Surakarta.
The purpose of the thesis by Yoyok Ernowo is to improve reading comprehension
through video game. The research was applied at SMK Pancasila 6 Jatisrono at the X
MM 1st Class. He used video game as a media to improve students’ reading
comprehension in the tenth grade student
Meanwhile, in this research, the researcher used picture-stories media for teaching
and learning. The purpose of this research is to improve students’ reading
comprehension through picture-stories in teaching reading. The research was applied
at MTs N 1 Ngemplak Boyolali for students’ of nine class. The second equation of
this study is to use reading comprehension to measure the extent to which students are
able to understand passages in English well.
Second research conducted by Gallis Nawang Ginusti. The thesis is Teaching
Speaking Skill Through Role Play To The Seventh Grade Students of SMP Negeri
Payangan in Academic Year 2013/2014 .
The results of this research revealed the improvements contributed by the
implementation of the pictures in the teaching and learning process of speaking
in grade VII of SMP Negeri Payangan. First, pictures were believed to be effective
to improve the students’ motivation. They were able to engage the students’
attentions and interests during the teaching and learning process of speaking.
Besides, the pictures could provide the students illustrations and ideas in their
minds. Second, the improvement could also be seen in the teaching and learning
process. The absent of media was solved through the 102 implementation of
pictures. In addition, the pictures could provide various fun learning activities so they
decreased the students’ boredom during their learning. The students became more
confident to speak and active in the classroom activities. Third, since the students
were motivated and the speaking class ran well, the students’ speaking skills, such as
fluency, accuracy, pronunciation, and vocabulary were also improved. The use of
pictures in the teaching and learning process, especially in the speaking practices,
enabled the students to express their ideas into comprehensible monologues. The
implementation of pictures and the other supporting activities were belived to be
effective to facilitate the students to improve their speaking skills.
Considering the previous research above, (1) the researchers use qualitative
and quantitate. The qualitative data were collected by interview, observation, and
document. Then, the quantitate data were collected by using test; (2)the studies used
classroom action research. The differences of the research with the research are;
(1)this thesis emphasize in teaching method; (2) the setting take place researcher is
different; (3) the teaching method use each thesis is same.
H. Rationale
The problem which arises in the Ninth grade of MTs N1 Ngemplak is the
students have low comprehension in reading text. It is shown by some indicators as
follows: students got difficulties to identify the setting of place and setting of time in
the narrative text, the students got difficulties to identify the generic structure of the
narrative.
From the classroom condition, the researcher found some indicators dealing
with the low level of the students’ reading comprehension of narrative text. The
indicators are: the students’ tended to be passive learners, and the students paid little
attention toward their teacher’s explanation during teaching and learning activities.
Related to such problems the researcher intended to overcome the problems to
improve students reading comprehension using picture-stories. Why picture-stories?
Based on the pre-research the researcher found that the students’ motivation in
reading was low because when the students read the text in LKS they did not
understand the content of the context. Therefore, picture-stories was interesting media
to improve the students’ reading comprehension.
The uses picture-stories can be suitable in teaching English for Junior high
School students. It makes the students’ more interested in learning narrative texts. It
can be assumed that the use of picture-stories in teaching narrative text can improve
the students reading comprehension.
In conducting CAR (Classroom Action Research ) the researcher faced some
problems. Firstly, she got a difficulty to look for the picture-stories of narrative text. It
could be said that the references of picture-stories of narrative text were limited.
Secondly, she got confused about what she had to do first, comprehending the text
first or comprehending the picture first in teaching reading using picture-stories.
I. Action
Based on the basic assumption above, the action can be formulated as follows
: The Use of Picture-stories can Improve students’ Reading Comprehension on
Narrative Text through Picture-Stories at the Ninth Grade of MTs N 1 Ngemplak
Boyolali.
BAB III
RESEARCH METHODOLOGY
A. Research Design
This research employs an action research method. The researcher uses classroom
action research as the method of the research. According to Pine (2009:30) Classroom
action research is a process of concurrently inquiring about problems and taking action to
solve them. It is sustained, intentional, recursive, and dynamic process of inquiry in
which the teacher takes an action-purposefully and ethically in specific classroom context
to improve teaching/learning.
Classroom action research assumes that teachers are the agent’s and source of
educational reform and not the objects reform. Action research empowers teachers to own
professional knowledge because teachers through the process of action inquiry
conceptualize and create knowledge, interact around knowledge, transform knowledge,
and apply knowledge.
Based on the explanation above, classroom action research is study to improve of
the quality of participant in educational practice. For practicing classroom action
research, there are some characteristics which are used. Burns (1994:30) states that
classroom action research has some characteristics:
1. Action research is contextuall small-scale and localizes. It identifies and investigates
within a specific situation.
2. It is evaluative and reflective as it aims to bring about change and improvement in
practice.
3. It is parcipatory as it provides for collaborative investigation by team colleges,
practitioners, and researcher.
30
4. Change in practices is based on the collection of information or data which provides
the impetus of change.
Based on the explanation above, the researcher conclude that action research
which is doing by the teacher and the aim of the research is also for the teacher in order to
improve teaching and learning process.
In this research, the researcher as the teacher to teach the students at the class. The
teacher of IXB as collaborator the researcher at the class. The teacher gives attention and
gives susggestion when the researcher teaching at the class. The collaborator gives
susggetion to the researcher about the technique, media, and method teaching.
Based on the explanation above, the researcher collaborate with the teacher to
know the way the researcher teach the student’s reading comprehention can improve with
this method and media th researcher use.
1. The Nature of Classroom Action Research
In this researcher uses classroom action research. According to Elizabeth (in
Burns, 2010:5), action research carried out in the classroom by the teacher of the
course, mainly with the purpose of solving a problem or improving the
teaching/learning process.
The action research is carried out by teachers in their context, in their
classrooms. Teacher identifies a problem or an area they wish to improve and based
on theory or experience or a hypothesis they think of an intervention. They document
the intervention and results of it. If the results are positive they could lead to the
dissemination. If not, the cycle may be started again, in Burn, (2010:5)
Action research is a reflective process that aims to solve a particular teaching-
learning problem that has been identified. One of the aims of action research is to
improve the teaching practice and in the long run the whole curriculum. In order to
do action research, it is necessary to carry out a rigorous study in which the problem
has to be clearly specified, an action plan has to be described and carried out, and
finally an evaluation has to be contemplated in order to show if the decisions taken
were the adequate ones, (Carmen in Burn, 2010:5).
From the explanation above, the researcher concludes that Classroom Action
Research is one of the proposed design of action research that focuses on particular
classroom problem or a group of students and aims at helping the teacher solve the
problem in finding an appropriate method in teaching.
2. The Procedure of Classroom Action Research
According to in Burns(1999: 32), action research occur through a dynamic
and complementary process which consist, of four essential ‘moment’: of planning,
action, observation and reflection.
a. Planning
In this phase the researcher identifies a problem or issue and develops a plan of
action in order to bring about improvement in a specific area of the research
context. This is a forward-looking phase where the researcher consider what kind
of investigation is possible within the realities and constrains of the researcher
teaching situation and what potential improvements the researcher think are
possible.
b. Action
The plan is carefully considered one which involves some deliberate
interventions into the researcher teaching situation that researcher put into action
over an agreed period of time. The inventions are ‘critically informed’ as the
researcher question on assumption about the current situation and plan new and
alternative ways of doing things.
c. Observation
This phase involves the researcher in observing systematically the effects of the
action and documenting the context, action and opinions of those involved. It is a
data collection phase where the researcher used ‘open-eyed’ and ‘open-minded’
to collect information about what is happening.
d. Reflection
At this point, the researcher reflects on, evaluates and described the effect of the
action in order to make sense of what has happened and to understand the issue
that researcher has explored more clearly. The researcher may decide to further
cycles of action research to improve the situation even more, or to share the
‘story’ of your research with others as part of his the researchers on going
professional development.
Figure 3.1 Action Research Spiral (Kemmis & McTaggart in Burns 1999: 33)
B. The Setting of Research
1. Place
This research was conducted at MTsN Ngemplak Boyolali which is located in
Jalan Waduk Cengklik, Ngesrep, Ngemplak, Boyolali regency, 57375. This school is
located in rural area of Ngresep sub district Ngemplak. This school is the only State
Islamic Junior high school (MTsN) in sub district of Ngemplak, therefore of most of
students in the MTsN Ngemplak come from the villages around it.
MTsN Ngemplak has many buildings which consist of twenty three classes,
teacher’s office, headmaster’s office, a language laboratory, a counseling room, and
an administration room. Besides that, this school also has a cooperative on , library,
school health unit, multimedia room, computer laboratory, science laboratory,
mosque, toilet, canteen, and parking area. This school has a large yard which is
usually used for flag ceremony. In each class there are instruments which are used
for teaching and learning process such as tables, chairs, white board, felt-tip marker,
rules sets, etc.
2. Time
The procedure of the research was appropriated with the steps in action research.
This procedure is showed in the schedule, the steps and also the activities. The more
detailed planning of the research timeline and activities can be seen in the following
table:
Table 1 : The Research Schedule
No Activity Time of the Research
1 Pre Research 4 April 2016-25 April 2016
2 Pre-test 17 October 2016
3 First meeting in cycle 1
Second meeting in cycle 1
22 October 2016
24 October 2016
4 Post –test 1 26 October 2016
5 First meeting in cycle 2
Second meeting in cycle 2
31 October 2016
5 November 2016
6 Post –test 2 7 November 2016
3. Subject and Informant of the Research
The subject of the research is the nine grade students of class IX B of MTs N 1
Ngenplak Boyolali. Class IX B consists of 36 students. There are 16 boys and 20
girls. The reason to choose them because it was found that most of the students in IX
B Grade in MTs N 1 Ngemplak Boyolali have low in abilities reading
comprehension. The researcher conducted in this researcher class based on interview
with the students and teachers.
C. Technique of Collecting Data
There were two kinds of the data in this research. Namely quantitative and
qualitative data. The detailed techniques of data collection are on the following
explanation.
1. Quantitative Data Collection
The technique of collecting data using quantitative method is tests the tests that were
used in this research were written tests.
a. Pre-test
In this research, the researcher used the essay test. Essay test is the form of
answering questions based on the text. The function of pre-test is to know the
students’ ability in reading comprehension before learning reading
comprehension.
b. Post-test
In this research, the researcher also used the essay test. The function of post-test
it to know the students’ ability on reading comprehension after learning reading
comprehension. The result could indicate whether or not the use of picture-stories
is able to enhance the students’ reading comprehension.
2. Qualitative Data Collection
The qualitative data are any kinds of information related to the implementation of
picture-stories in teaching reading, especially in narrative text. The qualitative data
were collected by using some techniques as follow:
a. Observation
The researcher observed the facilities provided in the class, and also the
problems that students have, that was about language skill problems. By
observation, the researcher observed all what happened before, during, and after
the using short video in reading text and learning process in class IX B of MTs
N Ngemplak Boyolali. The result of the observation during the implementation is
presented in the form of fields notes.
In this research, the researcher used observation to get the data. It can also
be used to appraise the students’ motivation during teaching learning process, to
see their difficulties, their problems and their understanding to the material which
were given. To be more objective, the researcher considered asking the
collaborator to help her observed the classroom.
b. Interview
Interview is a conversation between two people (the interviewer and the
interviewee) where questions are asked by the interviewer to obtain information
from the interviewee. In this research, the researcher will use interview to know
the problems both from the teacher and the students in the teaching and learning
process especially in reading lesson. The researcher recorded the interviews and
the result of interviews was is transcribed into papers.
Interview or discussion as done after doing observation in the class. It
was done between researcher and teacher after doing the first learning, it is
purposed to get information about some things that had correlation with English
learning, especially reading comprehension on narrative text. Discussion was
done between the researcher and the teacher that consisted of (1) the teacher’s
opinion about appearance, (2) the result of teaching in the class, (3) the same
perception in reading comprehension on narrative text learning and method.
c. Test
In this research there were two kinds of tests, pre-test and post-test. Pre-
test was employed before the research was began and post-test put in the end of
the research. The result of the test was analyzed to know the students’ ability in
reading comprehension. The result could indicate whether or not the use of
picture stories could enhancing the students’ reading comprehension
d. Field Notes
Taking note or field notes another way of collecting information about
classroom events, the teaching process, or the students’ behaviors. They were
used to record activities happening in the class.
e. Documentation
Documentation is a process of observing information from printed or
recorded materials related to the research topic. The Documentation is used in
this research is by collecting photos of the process in teaching reading
comprehension, data of students identity, and the result of interview with the
teacher and students.
D. Techniques of Data Analysis
The researcher analyzed the data from the result of pre-test and post-test scores. It
is purposed to know whether the students’ reading comprehension had improved or not.
The researcher then compared the average scores of pre-test and post-test. The result of
the tests were analyzed using a formula proposes by Soparno (2008:81) to for calculating
the mean score of pre-test and post test follows:
: Mean the scores
∑X : The total scores
N : Number of students
CHAPTER V
CONCLUSION, IMPLICATION, AND SUGGESTION
This chapter presents the conclusion, implication, suggestion of the study about
improving students’ reading comprehension through picture-stories.
A. Conclusion
In conclusion, there were several findings which were related from the research.
This research is done due to the problem identified in MTs N Ngemplak Boyolali. The
students of MTs N Ngemplak got low achievement in reading comprehension that was
caused from the teacher and students themselves. The pre-research showed that the
students did not have willing to participate during teaching learning process. The teacher
was not creative. He applied the monotonous. After the implementation the researcher
concluded that there was improvement in the students’ achievement in reading skill and
the English teaching learning process in every cycle.
The teaching reading by using picture-stories media can improve students’ reading
comprehension. the result of the test shows that the action implemented in teaching
reading through picture-stories can improve students’ reading comprehension. The result
of the were as follows, the mean score pre-test was 56,4 and mean score of post-test I was
72,5, so there was improvement 16,1. Besides, the mean score of post-test II was 74,6 so
the improvement from pre-test and post-test II was 18,2
B. Implication
Based on the conclusion of this study, it can be shown that after implementing the
research, there are improvements in the students’ reading comprehension. the use picture-
64
stories in teaching reading can give the students visualization about the content of the
text. When the students read a text, it is possible that they find some confusing words in
sentences. Because of that, they can comprehend the text well. If the students are able to
comprehend the text well, it means that their reading comprehension is good.
The use of picture-stories in teaching reading can also attract the students’
attention toward the lesson. During the action, the students’ motivation is high. They are
moral interested, enthusiastic, and active during the teaching learning process. This makes
the class situation become relax and enjoyable. This students’ high motivation and relax
situation enables the students’ to maximize their achievement. By having high motivation
toward the lesson, the students are focused on the lesson and supported by relax situation
they do not become afraid of expressing their ideas. The situation enabled the teacher to
measure how far the students understanding and decide what action should be done to
make their achievement as well as possible.
C. Suggestion
The researcher tries to give some suggestion related to this research. The
researcher hopes that these suggestion will be useful, especially for teachers, institution,
and other researcher.
1. For the teachers
The English teachers, especially the teachers who teach in Junior High School,
should create an enjoyable situation in teaching learning process so that the students
can involves actively in class. They can use various media in teaching reading using
picture-stories can be a good choice as a media which can be implemented in the
reading class. By doing this, the students are motivated in joining in the class and are
not easy to feel bored in teaching learning process.
2. For the students
The students should have high motivation by themselves if they want to learn
English. The motivation which come from them will lead themselves to be successful
in studying English. The students should also improve their vocabulary mastery and
memory to improve their reading comprehension achievement. The students can use
the technique described in this research. Besides, the students should involve actively
in English class and practice the English frequently. If it is done, studying English
will be assay and enjoyable.
3. For the Other Researchers
This research studies the implementation of the use picture in improving
students’ comprehension in reading narrative text. It is expected for the other
researcher that the result of this study can be used as additionally reference for further
research conducted in the future in order to create a better teaching learning process.
They should also do the research further to find out the weakness.
4. For the institution
An institution of education is a formal place to disseminate knowledge and
education. It should be provided with the facilities that support the teaching and
learning process, therefore the teaching and learning process, therefore the teaching
and learning process can run well.
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter discusses the result of research. This chapter describes research finding,
research implementation, and discussion of the research.
A. Research Findings
This research is about the implementation of picture-media to improve students‟
reading comprehension of the Ninth grade of MTs N Ngemplak Boyolali. This research
was conducted from April to November 2016. The aim of this research is to improve
students‟ reading comprehension using picture-stories to the ninth grade students‟ of MTs
N Ngemplak Boyolali. This chapter has two main sections, they are implementation and
discussion. The schedule of the research was :
Table 2: Research Schedule
No Date Activity Picture –Stories Time
1 4 April 2016-
22 April 2016
Pre-research
Observation
Interview
10.00a. m -
10.15 a. m
2 17 October
2016
Pre-test The crow and the Oyster 07.00 a. m -
08.30 a. m
3 22 October
2016
Cycle 1
First meeting
Cinderella 07.30 a. m-
08.30
4. 24 October
2016
Second
meeting
Snow White 07.30 a. m-
08. 30 a. m
5. 26 October
2016
Third meeting
(Test cycle 1)
The Crow and the Oyster,
The Lion and The Mouse,
The two friends and the bear.
07.30 a. m -
08.30 a m
6. 31 October
2016
Cycle 2
First meeting
Nikini, The Little Girl 07.30 a. m –
08.30 a. m
7. 5 November
2016
Second meeting Daffodelia 07 . 30 a. m –
08. 30 a. m
8 7 November Third meeting
(Test cycle 2)
The fox and the Crow, The
Grasshopper and the Ants,
Bawang Merah and Bawang
Putih, Ali Baba
07.30 a. m-
08.30 a. m
In order to reach the objectives of the research, the writer used classroom
action research (CAR) which consisted of 2 cycles and every cycle was conducted in
40
3 meetings. Here each cycles contains 4 elements, namely planning, acting observing,
and reflecting. The description of each cycle can be seen as follows:
Before doing action, the researcher conducted observation to know the
condition of the English teaching and the learning process of IXB students of MTs N
Ngemplak Boyolali in the academic year 2015/2016. Based on the observation, the
researcher found the problems during the English teaching learning process at IXB
students of MTs N Ngemplak in the academic year of 2015/2016 . The students daily
scores were not good, between 3 to 9 which happens because the student had low
reading comprehension in the text and pronounce the word correctly. It happened
because the students had difficulties in comprehending the text and they had no
attention to the teacher‟s explanation.
The research continued to the next step, the researcher conducted interview to
the students of class IXB of MTs N Ngemplak Boyolali in the academic year of
2015/2016. The students said that they felt bored and were not interested when the
teacher was doing the teaching learning process. Then, the students also said that the
teacher could not handle the classroom. It happened because the teacher just
concentrated on reading the book.
The indicator of the problem could be seen from the internal factors. The
internal factor can be seen from the result of observation and students interview. Most
of them had opinion that English is difficult to learn and they were lazy to
comprehend the text.
Therefore, the researcher wanted to give a different technique to teach English
subject to increase their comprehension in reading the text. From the implementation
of teaching reading comprehension by using picture-stories, the researcher hoped that
it can improve the students reading comprehension. So, the researcher gave pre-test to
the students before the implementation of picture-stories as media. The students
reading comprehension was measured by the test. The pre-test was given on Monday
17 October , 2016. The rules of pre-test are as follow :
1. Opening
The English teacher of MTs N Ngemplak Boyolali accompanied the
researcher to enter the classroom. Then the teacher gave greeting to the student
and check attendance. Before beginning the lesson, the English teacher gave the
test to the students about narrative text but the students were still confused on the
questions given by the teacher. Then, the teacher asked the researcher to introduce
himself. The English teacher also explained to the students that English lesson
would be taught by the researcher for six meetings appropriate to the time of the
English lesson for the researcher in the classroom of IXB.
2. Informing the students
The researcher gave information on the same activities in those six days.
The information of the activities were sent 90 minute every meeting. The
activities were pre-test, the teaching material, and then post-test. Then, the
researcher gave information the procedure of pre-test, the material of pre-test and
time allocation.
3. Giving Pre-test
The researcher gave a pre-test that consist of 10 questions and the
allocation time was around 45 minutes. The form of test was multiple choices.
4. The result of Pre-test
The result of pre-test can be seen from the scores of students‟ reading
comprehension as follows :
Table 3: Students’ score pre-test
No Name Passing
Grade
Pre-
test
Category
1 T 70 60 Failed
2 Y 70 70 Passed
3 A 70 80 Passed
4 A 70 50 Failed
5 A 70 50 Failed
6 A 70 70 Passed
7 A 70 80 Passed
8 B 70 50 Failed
9 C 70 50 Failed
10 D 70 70 Passed
11 E 70 60 Failed
12 E 70 70 Passed
13 F 70 30 Failed
14 H 70 60 Failed
15 J 70 40 Failed
16 L 70 40 Failed
17 L 70 50 Failed
18 M 70 70 Passed
19 M 70 60 Failed
20 M 70 60 Failed
21 M 70 90 Passed
22 M 70 30 Failed
23 P 70 50 Failed
24 R 70 60 Failed
25 R 70 60 Failed
26 R 70 40 Failed
27 R 70 40 Failed
28 S 70 60 Failed
29 S 70 70 Failed
30 S 70 40 Failed
31 T 70 50 Failed
32 T 70 60 Failed
33 T 70 60 Failed
34 V 70 50 Failed
35 W 70 60 Failed
36 Y 70 40 Failed
TOTAL SCORE 2030
MEAN 56,4
From the table above, we know the result of pre-test. Mean score of the
students pre-test on the table is a follows:
=
= 56,4
It can be seen that the mean score of the student‟ is very unsatisfying.
Therefore, the researcher should do something to change or improve students‟ reading
comprehension.
B. Research Implementation
The implementation on teaching reading comprehension through picture-stories
through classroom action research consisted of two cycles. For both cycles, the researcher
gave a post test. The test had 20 questions to be answered. Each cycle consisted of two
meeting for delivering the materials and group discussions. Each meetings took 90
minutes. In cycles 1, the title of the text was Cinderella and Snow White. Every cycle
consisted of steps consisting of identifying the problem, planning the action, the
implementation the action, observing or monitoring the action, reflecting and evaluating
the result of the observation, and revising plan.
1. The First Cycle
a. Identifying the problem
Before making the planning of the action for this cycles, the problems
identified on the pre-research were as follow. 1) the students‟ reading
comprehension on narrative text was low, 2) the students‟ had difficulties in
understanding the narrative text. To solve these problems, the researcher decided
to conduct an action research by using picture-stories to improve the students‟
reading comprehension on narrative text. The researcher believed that teaching
reading comprehension through picture-stories would improve the students‟
reading comprehension and changed their assumption toward English lesson
especially in reading comprehension.
b. Planning the Action
By considering of the facts explained above, the researcher planned to
solve the problem. The researcher choses to go through picture-stories to teach
narrative text. The researcher believed that teaching reading through picture-
stories would improve the students‟ reading comprehension.
The researcher constructed the lesson plans that consisted of three terms.
They are opening, main activity, and closing. The time allotment for every
meeting was 90 minutes. The genre was narrative text. The first cycles used a
narrative text with the topic Fairy Tale
c. Implementing the Action Research.
Dealing with the implementation of action research, the researcher
conducted the research in two cycles consisting of four steps such as planning,
acting, observing, and reflecting. There was an additional step in cycle one. It was
revising the plan. The first cycle was based on the problem identification that had
been conducted, while the second cycle was based on the revision of the first
cycle. There were three meeting in each cycle. Two meetings were for the
implementation and one meeting for the post-test.
1) The first meeting on cycle 1 (October 22, 2016)
a) Opening
In the beginning of the lesson, the researcher as the teacher greeted
the students and checked the students attendance. The researcher tried to
make a good condition in class by telling to the students that the day‟s
activities would be reading lesson by using picture-stories.
b) Main Activity
Firstly, the researcher distributed the material including the text
and picture of Cinderella. In the first meeting the researcher would present
about narrative text. Secondly , the researcher explored the students
knowledge about the topic by giving some pre-reading questions. The
question were such as “ What is a narrative text?”, “What kind of narrative
text do you like ?”, “Do you like reading fairy tale?”, and “Do you enjoy
reading a fairy tale?” . The teacher asked the students to read the text and
answer some questions for the students‟ exercise that deal with the topic
which had been learned. While the students read the test, the teacher
corrected them. The teacher wrote down the difficult words on the
whiteboard and asked the students to note. The teacher pronounced the
words. Then the teacher asked the class to repeat after the researcher. After
that, the teacher emphasized the result of the discussion.
c) Closing
Having finished conducting the second meeting, the asked the
researcher students‟ whether they had difficulties or not, and then teacher
summed up the topic of that day‟s lesson together narrative text. When the
researcher found that the students‟ had understood the lesson, she said
goodbye.
2) The second meeting on Cycles 1 (October 24,2016)
a) Opening
The second meeting was conducted on Monday October 24, 2016.
The researcher opened the lesson by greeting and checking the students‟
attendance. Besides, the researcher reminded and checked the students‟
understanding about the previous topic which was narrative text. Also, the
researcher asked the students‟ to collect their home work from the
previous meeting. After that, the researcher the reading text.
b) Main Activity
Firstly, the researcher distributed the copies of the text and picture-
stories. The title of the text was Snow White . In this second meeting, the
researcher would present about the text.
Secondly, the researcher explored the students‟ knowledge about the
topic by giving some pre-reading question. The question were such as
“What is Snow white?”,” Do you remember story about Snow white?” “
Do you like reading story about Snow white?”, “How many character in
the story?”. At the second meeting, the students seemed rather familiar
with the researcher. Thirdly, the researcher asked two of the students to
read text on the worksheet. One students read the first paragraph and
another students read second paragraph. While reading the text, the
students still made had mistakes in pronouncing some words correctly.
Then, the teacher gave the example of how to pronounce the word
correctly. Then, the teacher explained narrative text which comprised
orientation, complication, and resolution. The teacher asked the students to
answer the question in the worksheet. Actually they still had difficulties in
translating some words from Indonesia to English. The second task was
group activity; the teacher asked the students to search the example of
narrative text and analyzing it based on purpose, generic structure and
language features.
c) Closing
Having finished conducting the second meeting, the researcher
asked to the students whether they had difficulty or not the then she
discussed the topic of that day‟s lesson together with the students in order
to review the students‟ understanding in reading narrative text. When the
researcher found that the students had understood the lesson, she said
goodbye.
3) The third meeting on Cycle 1 (October 26 ,2016)
In the third meeting, there was a post-test 1. The post-test was aimed to
know improvement of students comprehension on narrative text. The result of
the post-test showed that the students‟ mean score increased from 56,4 in the
pre-test to 72,5 in the post-test.
a) Observing and Monitoring The Action
To observe the result of the action done in cycle 1, the researcher
used some two techniques: interview and observation. The researcher
conducted the post-test on October 29 , 2016 at the cycle 1 in order to
measure how far the improvement the students made was. The
improvement of the students achievement could be seen from the mean
score of the test. The researcher also interviewed the students and the
teacher. The next technique was observation. it was done during the
teaching and learning process and the data was poured in the field notes.
From observing the teaching learning process in the first cycle the
researcher finds that the use of picture-stories can motivate the students in
learning English, especially in learning comprehending narrative texts. It
can be seen from their activeness during the lesson when they found
difficult words or unfamiliar terms. They were not reluctant to open their
dictionary or raise their hands to ask for difficult words. The class could be
controlled although sometimes they were noisy during the lesson. The
improvement of the comprehension skill from the score or pre-test and
post-test 1 can be seen :
Table 4: Score Pre-test and Post-test
No Name Passing
Grade
Pre-
test
Test
Cycle 1
Category
1 T 70 60 80 Passed
2 Y 70 70 60 Failed
3 A 70 80 70 Passed
4 A 70 50 65 Failed
5 A 70 50 80 Passed
6 A 70 70 80 Passed
7 A 70 80 85 Passed
8 B 70 50 75 Passed
9 C 70 50 80 Passed
10 D 70 70 85 Passed
11 E 70 60 40 Failed
12 E 70 70 80 Passed
13 F 70 30 70 Passed
14 H 70 60 80 Passed
15 J 70 40 70 Passed
16 L 70 40 80 Passed
17 L 70 50 80 Passed
18 M 70 70 60 Failed
19 M 70 60 75 Passed
20 M 70 60 75 Passed
21 M 70 90 85 Passed
22 M 70 30 70 Passed
23 P 70 50 65 Failed
24 R 70 60 60 Failed
25 R 70 60 75 Passed
26 R 70 40 70 Passed
27 R 70 40 60 Failed
28 S 70 60 70 Passed
29 S 70 70 70 Passed
30 S 70 40 70 Passed
31 T 70 50 75 Passed
32 T 70 60 75 Passed
33 T 70 60 80 Passed
34 V 70 50 65 Failed
35 W 70 60 70 Passed
36 Y 70 40 80 Passed
No Name Passing
Grade
Pre-
test
Test
Cycle 1
Category
2030 2610
MEAN 56,4 72,5
From the calculation of the students‟ reading comprehension, we
knew that the students‟ reading comprehension improved significantly.
There was an improvement on the students‟ reading comprehension from
pre-test to post-test. Then the result of mean score of the students‟ post-test
1 on the table is as follows:
=
= 72,5
From the result of the tests, the mean score of pre-test is 56,4
and the mean score of the post-test 1 is 72,5. It indicates that the
students‟ reading comprehension increased but it had not satisfied yet.
Therefore, the researcher still had to do something to improve the
students‟ reading comprehension.
Table 5: The improvement of students’ achievement in Cycle 1
Score Explanation Pre-test Test Cycle 1
Sum of the Score 2030 2610
The number of the students 36 36
Students‟ mean score 56,4 72,5
Mean score improvement 16,1
Based on table 3 above, it can be summarized that the skill of
the students‟ reading comprehension, from pre-test to post-test 1.
There was an improvement of the students‟ reading comprehension. It
was shown from the result of the first test in cycle 1 that was 72,5. It
was a higher score than the mean score of the pre-test that was 56,4
and the improvement in this cycle is 16,1. The researcher used 10 up to
100 for the score.
b) Reflecting and Evaluating the result of the Observation
After observing and evaluating the result of the observation in
cycle 1, there was an improvement of the students‟ reading
comprehension. It was shown from the result of the first test in cycle 1
that was 72,5. It was higher than the mean score of the pre-test that was
56,4. There were changes in the students‟ behaviors toward teaching
and learning process. It could be seen from the students‟ interest and
motivation during the lesson. They paid more attention to the teacher‟s
explanation. The researcher concluded that the test was good enough
and the pictures were interesting and suitable for the tenth grade
students of senior high school in learning comprehending text, even
though some students got difficulties in understanding the meaning of
the words.
2. The Second Cycle
a. Revised Plan
Based on the first cycle, it was found that some students were still shy
to be active. The researcher also found that the students were active and
interested in the teaching and learning process when the text given to the
students was illustrated by picture. In this cycle, the researcher taught the same
topic of narrative text as the one in the first cycle, but she taught using
different texts and the students studied the narrative text using pictures. It was
the same as the activity done in the first cycle. The texts used in cycle two
were Nikini, The Little Girl and Daffodelia
b. Designing the lesson plan
This lesson plan was designed as the result of revised lesson plan in the
cycle 1. The researcher made a lesson plan for three meetings at one. It was
divided into two meetings for implementing the action and one meeting for the
post test. The time allotment for each meeting was 2x45 minutes. In this step,
the researcher planned pre-teaching, while teaching, and also post-teaching.
The researcher prepared Nikini, The Little Girl and Daffodelia for two
meeting.
c. Implementing the action
1) The first meeting on cycle II(31 October 2016)
a) Opening
The first meeting was conducted on Monday, 31 October 2016.
The researcher opened the class by greeting and checking the absence.
Before the researcher started the lesson, the researcher gave the
students some questions dealing with the topic. It was done in order to
check the students‟ understanding about the materials they had learnt.
Most of them still remembered it.
b) Main activity
Firstly, the researcher distributed the copies of text. The title
was Nikini, The Little Girl. The researcher also gave the picture of
Nikini, The Little Girl the researcher read the text and told it the
students. Picture was about story of Nikini, The Little Girl. The
researcher asked the students, “ Do you know your mother‟s
birthday?”, “Do you also say „Happy birthday‟ to your mother on her
birthday?” “What is best thing to give to your mother on the special
day?” and “ Do you give a special gift for your mother on her
birthday?”. The researcher explained the actions in the picture. The
researcher pointed one of the students to tell the story in front of class.,
the students paid attention to it.
After the students read it, the researcher gave the worksheet to
the students tried to do the assignment in worksheet. The assignment
was about the question related to the story of Nikini, The Little Girl.
Then, the researcher and the students discussed the answer together.
Besides the students explained their opinion as the result of their
findings orally
c) Closing
Having finished conducting the first meeting, the researcher
asked the students whether they had difficulties or not and then she
summed up the topic of that day‟s lesson together with the students in
order to check the students‟ understanding in reading narrative text.
When the researcher found the students had understood the lesson, she
said goodbye.
2) The second meeting on cycle II (5 November 2016)
a) Opening
The second meeting of cycle 2 was conducted on Saturday
November 5 November 2016. The researcher opened the class by
greeting and checking the students‟ attendance. Before the teacher
started the lesson, she gave the students some question dealing with the
topic. It was done in order to check the students‟ understanding about
the materials they had learned. Most of them still remembered it.
b) Main Activity
Firstly, the researcher distributed the copies of the text. The
title of the text was Daffodelia. The researcher also gave them the
picture of Daffodelia
In the next activity, the researcher checked the students
knowledge about the topic by giving some pre-reading question. The
question were such as “ Have you ever heard Daffodelia story
before?”, “ Who are the participant in that story?” and “how about the
character of each participant?” and was the researcher showed the
picture in the some papers, the picture was about story of Daffodelia.
The researcher explained the action in the picture. The researcher
pointed one of the students to tell story. The other students paid
attention to it. After the students read it, the researcher gave the
worksheets to the students and the students tried to do the assignment
on worksheets. The assignment was about the question related the
story of Daffodelia . Then, the teacher and the students discussed the
answer together.
c) Closing
Having finished conducting the first meeting, the researcher
asked the students whether they had difficulties or not and then she
summed up the topic of topic day‟s lesson together with the students in
order to check the students‟ understanding in reading narrative text.
When the researcher found the students had understood the lesson, she
said goodbye.
3) The third meeting in cycle II (7 November 2016)
In the third meeting of cycle II there was a test . The test was aimed
to know the students comprehension or narrative text. The result of the test
in cycle II showed that the students mean score increased from 72,5 in the
test of cycle I to 74,6 in the test cycle II.
a) Observing and monitoring the action.
To observe result of the action done in cycle II, the researcher
used some techniques which were the same as the technique used in
cycle I; they were test, interview and observation. The researcher
conducted the final post-test on Monday 7 November 2016, at the end
of cycle II in order know the students improvement. The improvement
of the students, techniques, interviews was given in order to know how
far the action influenced the students towards the lesson. The
observation was done during the text teaching and learning process.
The data were written in the form of field notes.
From observing the teaching learning process in the second
cycle, the researcher found that the use of pictured stories motivated
the students in learning English, especially in learning comprehending
text. It could be seen from the students activeness during the lesson
when they found difficult word of unfamiliar terms. They were not
reluctant to open their dictionaries and answer the questions in front of
the class.
b) Reflecting the action
The reflecting activity was done after analyzing the observation
result either from the first meeting or second meeting. There were
some improvements based on the result of observation. The students
were more enthusiastic than the cycle I. Furthermore, they showed
more confidence so that it decreased the nervousness of the students.
The atmosphere also encouraged more the teaching learning process.
The improvement was also shown from the score of post-test.
The mean score of the test in cycle I was 72,5 while the pre-test 56,4
the improvement to the students.
Table 6:. Students Score of Cycle II
No Name Passing
Grade
Test
Cycle II
Category
1 T 70 80 Passed
2 Y 70 75 Passed
3 A 70 75 Passed
4 A 70 75 Failed
5 A 70 80 Passed
6 A 70 70 Passed
7 A 70 80 Passed
8 B 70 60 Failed
9 C 70 75 Passed
10 D 70 80 Passed
11 E 70 65 Failed
12 E 70 85 Passed
13 F 70 65 Failed
14 H 70 80 Passed
15 J 70 75 Passed
16 L 70 80 Passed
No Name Passing
Grade
Test
Cycle II
Category
17 L 70 80 Passed
18 M 70 55 Failed
19 M 70 80 Passed
20 M 70 75 Passed
21 M 70 85 Passed
22 M 70 80 Passed
23 P 70 75 Passed
24 R 70 80 Passed
25 R 70 75 Passed
26 R 70 60 Failed
27 R 70 65 Failed
28 S 70 80 Passed
29 S 70 80 Passed
30 S 70 75 Passed
31 T 70 75 Passed
32 T 70 80 Passed
33 T 70 75 Passed
34 V 70 65 Failed
35 W 70 75 Passed
36 Y 70 70 Passed
TOTAL
SCORE
2685
MEAN 74,6
From the calculation of the students reading comprehension,
we know that the students‟ reading comprehension was more
improved. Then, the result of the mean score of students post test II in
the table is as follows:
=
= 74,6
Based on the table 2 above, it could be summarized that the skill of the
students reading comprehension, from pre-test to test cycle II. It was shown
from the result of the first test in cycle II that was 74,6. It was higher than the
mean score of the pre-test that was 56,7 and it could improve 18,2 from pre-
test up to test in cycle II. The table shows that the enthusiastic of the students
clearly influenced the score. The students enjoyed the teaching learning
process. Therefore they could achieve reading comprehension the material in
English lesson enthusiastically.
C. Discussion of the Research
Based on the observation in cycle I and cycle II, it can be concluded that
reciprocal teaching technique can improve the students‟ reading comprehension for
the Senior High School students. It can be seen in the improvement of students‟
scores that improved from cycle to cycle and from pre-test to cycle I test and cycle II
test.
From the result of the implementation of the action, there are some
improvements as follows :
1. The lesson seemed to be more attractive to be noticed by the students during
reading class.
2. The students solved the difficulties which they found in the teaching learning
process by asking the way the higher ranked students did the task.
3. The mean score result for the pre-test was 56,7 and the test cycle II was 74,6
Based on the explanation above, it can be seen that the action hypothesis is
accepted. Teaching students through picture-stories can improve the students
reading comprehension.
Table7: Score of Pre-test, Test Cycle I and Test Cycle II
No Name KKM Pre –
test
Test
Cycle I
Test
Cycle II
Category
1 T 70 60 80 80 Passed
2 Y 70 70 60 75 Passed
3 A 70 80 70 75 Passed
4 A 70 50 65 75 Failed
5 A 70 50 80 80 Passed
6 A 70 70 80 70 Passed
7 A 70 80 85 80 Passed
8 B 70 50 75 60 Failed
9 C 70 50 80 75 Passed
10 D 70 70 85 80 Passed
11 E 70 60 40 65 Failed
12 E 70 70 80 85 Passed
13 F 70 30 70 65 Failed
14 H 70 60 80 80 Passed
15 J 70 40 70 75 Passed
16 L 70 40 80 80 Passed
17 L 70 50 80 80 Passed
18 M 70 70 60 55 Failed
19 M 70 60 75 80 Passed
20 M 70 60 75 75 Passed
21 M 70 90 85 85 Passed
22 M 70 30 70 80 Passed
23 P 70 50 65 75 Passed
24 R 70 60 60 80 Passed
25 R 70 40 75 75 Passed
26 R 70 40 70 60 Failed
27 R 70 40 60 65 Failed
28 S 70 60 70 80 Passed
29 S 70 70 70 80 Passed
30 S 70 40 70 75 Passed
31 T 70 50 75 75 Passed
32 T 70 60 75 80 Passed
33 T 70 60 80 75 Passed
34 V 70 50 65 65 Failed
35 W 70 60 70 75 Passed
36 Y 70 40 80 70 Passed
TOTAL
SCORE
2030 2610 2640
MEAN 56,4 72,5 74,6
Based on the table, the use of picture-stories can improve the students‟ reading
comprehension in reading narrative text significantly. It can be concluded by
analyzing the result of pre-test, the test in cycle I and the test in cycle II. There is
difference between the three test results. It can be said that there is an improvement of
the students‟ reading comprehension.
The improvement of the students‟ reading comprehension in reading narrative
text it found the written test held in cycle I, the mean score of pre-test was 56,4, and it
increased to become 72,5 in the test of cycle I. While in cycle II, the pre-test mean‟s
score was 56,4. It gained higher mean score for the test in cycle II that was 74,6. The
result of the test scores indicate that using Picture-stories was an effective technique
in improving students‟ reading comprehension.
Based on the explanation above, the researcher concludes that there is an
improvement in reading comprehension. The researcher can conclude that the
implementation of picture-stories in teaching reading can improve the students‟
reading comprehension in IXB class of MTs N 1Ngemplak Boyolali.
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67
APPENDIX 1
THE STUDENTS OF CLASS IXB
MTS N NGEMPLAK BOYOLALI
No Name Gender
1 Tri Sudiyono L
2 Yoga Sonata L
3 Ananda Atalarania Insra P
4 Anitasya Sara Afifah P
5 Arinda Damayanti P
6 Arlista Marchel Maulana L
7 Ayuk Mutiara P
8 Bagus Widodo P
9 Cholid Jodi L
10 Dyah Ayu Oktavia P
11 Endang Liyana Irma Rofiah P
12 Erika Mawar Sholekha P
13 Fika Istiqomah P
14 Hannik Novi Anggraini P
15 Jesica Dwi Fatimah P
16 Latifah Ulfa Maulia P
17 Luluk Oktaviani P
18 Miftahul Khasanah P
19 Miftaqul Arif L
20 Moh Abdul Rochim L
21 Muh Latiful Fajri L
22 Muhammad Agung Alaidin L
23 Prehatin Setyowati P
24 Ratna Kumala Dewi P
25 Revansa Ghoravira P
26 Reza Shinta Bella P
27 Rizkha Indriyana P
68
28 Selvianti P
29 Septi Amanda Putri P
30 Sri Wulandari P
31 Tatang Anggar Gunawan L
32 Tegar Adji Mustofa L
33 Tri Bambang Trunojoyo L
34 Vicko Ariel Arfiansya L
35 Wanda Arif Budi Pradana L
36 Yulian Mahmud Munandar L
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APPENDIX 2
INTERVIEW IN PRE-RESEARCH TO THE TEACHER
Date of interview : 4 April 2016
Time of interview : 10.00 a.m
Place of interview : Teacher’s room
Interviewee : Mr Abdul Aziz
Interviewer : Siti Masithoh(SNA)
Interview Activity
SNA : Assalamua’laikum Bapak Aziz, maaf Pak jika saya mengganggu waktu
istirahat Bapak.
NS :Iya enggak apa-apa mbak,ada apa iya mb?
SNA : Begini pak, perkenalkan saya Siti Masithoh mahasiswa dari IAIN
Surakarta,kedatangan saya disini ingin sedikit interview sama Bapak,apakah
Bapak ada waktu?
NS :Oh..iya mb bisa
SNA : Begini Pak..saya akan berencana mau melakukan penelitian di sini jadi saya
ingin mengetahui beberapa hal dari bapak selaku guru bahasa inggris dikelas IX
pak
NS :Mmmmtt iya mb enggak papa mb
SNA : Kalau boleh saya tau Pak bagaimana sih Pak kemampuan Bahasa Inggris anak-
anak kelas IX Pak?
NS : Iya biasa mb standar lah, sak kelas ki yo enek sing pinter karo ora
SNA :Kalau dalam reading gimana iya pak?
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NS : Nek reading ki murid-murid rendah mb, kemampuan artike vocab-vocab wae
iyo jek do ora reti mb,uwes tak wajibke gowo kamus iyo malah do ora gowo.nek
kon memahami text-text ngono nek ora di teken ora gelem mlaku mb
SNA :Apa ada aspek lainnya yang membuat reading comprehensionnya masih rendah
pak?
NS : Masalahnya cah-cah saiki nek kon moco ngono males mb,dadine vocabe ijek
do kurang dadine ki mereka sulit mb memahami kalimat,apalagi memahami
bacaan mb yang panjang
SNA : Oh gitu iya pak. Matur suwun sanget nggeh pak informasinya, maaf pak jika
saya mengganggu waktu bapak
NS :Iya mb sam-sama
SNA :Nggeh pun pak saya mau pamit pulang dulu
Assala’mualaikum
NS :Iya mb monggo
walaikumsalam
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APPENDIX 3
PRE-RESEARCH OBSERVATION
Class : IX B
Teacher : Abdul Aziz
Day-date : 4 April 2016
Topic : Narrative text
Object : Teaching learning process by Abdul Aziz, S.pd
Observer : Siti Masithoh
The class that would be used for this is IX B. In the inside of that class, there
were 36 students chairs, 18 students’ table, 1 table for the teacher , and 1 chair for
teacher. There were many facilities of that class, such as, white board, digital watch, list
of schedule, and list of class management. There were 36 students at the class include 14
boys and 22 girls.
At the day when I was doing the observation, IX B I started the English lesson at
07.00. the English teacher (Mr Abdul Aziz) would teach reading to the students of IX B.
the material was about narrative text. Before the teacher began the teaching learning
process, she prepared the material and the students’ work sheet.
The bell ring; the teacher and the observer came into the classroom. The teacher
gave salam to the students, he introduced the them and explained that she would observe
to the teaching learning process in that class. The teacher also explained to the students
that the observer would teach them in the next meeting until finishing.
After doing the introduction, the teacher began to start the lesson at that day. The
teacher asked to the students to open the book and she ordered them to learn the
narrative text. The teacher asked one of the students to read aloud and the other students
have to make attention him. After that, the teacher asked the students about the unknown
words of the text and answered the question of the text. Then she explained about the
characteristic of narrative text such as, the social purpose, orientation, climax, and
conclusion.
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After the teacher explained about narrative text, she asked to the students which
part that students did not know. The students seemed that they have understood enough
about the teacher’ explanation. Then the teacher asked them to do the exercise about
narrative text, they opened LKS. They silently did the exercise. While they were doing
the work, the bell rang. It signed that the English lesson in the end of the time. Then the
teacher asked to the students to continue it in their home. The teacher choose the lesson
of that day by saying salam
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APPENDIX 4
Teaching Material
Pre- reading
Task 1
Answer the following question based on your experience or knowledge!
1. What is narrative text?
2. What kind of narrative text do you like?
3. Do you like reading narrative text?
4. Do you enjoyed in reading fairy tale?
Cinderella
Once upon a time, there lived an unhappy young girl with her stepmother and two
step sisters who didn‟t like her. All the nice things, kind thought and loving touches were for
her own daughters. But, for the poor unhappy girl, there was nothing at all. For she had to
work hard all day, and only when evening came was she allowed to sit for a while by the fire,
near the cinders. That is how she got her nickname, for everybody called her Cinderella.
It was true. Cinderella, even dressed in rags with a dusty gray face from the cinders,
was a lovely girl. While her stepsisters, no matter how splendid and elegant their clothes,
were still clumsy, lumpy, and ugly.
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One day, a ball was to be held by the royal family of the kingdom to find the prince‟s
spouse. Cinderella‟s stepsister ordered beautiful new dress for the ball. Cinderella wanted to
go to the ball but her stepmother asked her stepmother asked her to stay at home.
“You? My dear girl, you‟re staying at home to wash the dishes, scrub the floor and turn down
the beds for your stepsister. They will come home tired and very sleepy.” Asked her
stepmother.
Cinderella only nodded her head and began to work. Suddenly something amazing
happened. In the kitchen, where Cinderella was sitting all by herself, there was a burst of
light and fairy appeared
“Don‟t be afraid Cinderella, I know what you feel, my dear. Do you want to go to ball?”
asked the fairy.
“Yes, I do. But look! How can I go to the ball with this dress? Cinderella replied.
Then the fairy turned Cinderella‟s dress became the most beautiful dress and with
beautiful slippers, the loveliest ever seen in the realm. The fairy also turned a pumpkin into a
parking coach and turned the mice become six white horses.
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“ Now, you can go to the Court and go to the ball. But remember dear Cinderella, you must
leave the ball at midnight and come home. For that is when the spell ends .
Your coach will turn back into a pumpkin, the horses will become mice and you will be
dressed again in rags with clogs.
At the ballroom, Cinderella amazed everybody there include the prince. When the
prince set eyes on Cinderella, he was stuck by her beauty. Walking over to her, he bowed
deeply and asked her to dance. Cinderella had a wonderful time at the ball.
But, all of a sudden, she heard the sound of a clock, the first stroke of midnight. Remembered
what the fairy had said, Cinderella ran back to the coach and went home. But he lost one of
her slipper in ballroom. The prince who was now madly in love with her, picked up her
slipper and would search for the girl whose foot fitted with her slipper.
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In the next morning, the prince began to search everywhere in the kingdom but no girl whose
foot fitted with the slipper. Until he found Cinderella house and asked Cinderella‟s stepsisters
to wear the sipper. But none fitted with prince began hopeless.
“Is there any girl else here “ Asked the prince.
“ Yes, there are. But she is very ugly and I think she is not the girl that you are looking for “
replied Cinderella‟s stepmother
“ Call her here !” Asked the prince.
Then Cinderella‟s stepmother called Cinderella to come out who was dressed in rags and
wore clogs like usual. The prince began to wear the slipper into Cinderella foot, and it was fit
The prince believed that Cinderella was the girl he met in the ball. Then the prince
asked Cinderella to marry him. And at the end, Cinderella and the prince lived happily ever
after in the kingdom.
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Task 2
Answer the following question based on the text !
1. What is the text about ?
2. What is the mean idea of the last paragraph
3. ….she gave Cinderella a coach, a horse, and footman. The word “she” refers to..
4. Why does the king invite all the ladies in the kingdom to go to this palace?
5. When did Cinderella run way home ?
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Pre-reading
Task 1
Discuss with your friend!
1. Do you know your mother‟s birthday?
2. Do you also say „Happy birthday‟ to your mother on her birthday?
3. What is best thing to give to your mother on the special day?
4. Do you give a special gift for your mother on her birthday?
NIKINI, THE LITTLE GIRL
Nikini, was little girl. She lived with her mother and father in a house near the woods.
She was very friendly with the animals in the woods. One evening Nikini‟s father came home
with a big gift box. It was a present for Nikini‟s mother. Mother would celebrate her birthday.
Nikini was sad because she did not have anything her mother. She wanted to give a special
gift for mother on her special day. “ but what shall I give her?” she went into her bedroom
and thought.
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Then a firefly flew to her. “ Nikini, what are you doing in the dark?” the firefly asked.
“firefly, it‟s my mama birthday tomorrow. So I want to make her happy on her birthday, I
want to give her the „ greatest‟ gift your mother.
Let‟s go out and find it, “ the firefly said. Nikini went out in the dark with firefly. The firefly
showed her the way, they went to the woods. They searched and searched, but they could not
find anything as big as her mother‟s love. On the way Nikini met the other friends. She met
the blue bird. The bird suggested Nikini to give her mother the „most beautiful‟ gift,
something like beautiful flowers, beautiful pearls. Nikini agreed, but she could not find it.
Rabbit had another idea. He suggested to Nikini to give her mother the „ most precious‟ gift
in the world like the moon and the stars.
But, it was difficult to find it. They walked and walked to get the gift. On their way, she got
entangled in a hug cobweb. The spider got up, “oh, Nikini, where are you going in the dark?”
the spider asked. “ Spider, it‟s my mama‟s birthday tomorrow. So I should give her the „most
precious‟ gift. But it can‟t find anything as previous as my Amma, “ Nikini said sadly.
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“ No, I think you should give her the gift that would make her „ the happiest‟. You may give
her a beautiful sari. “ Oh, beautiful sari ! I think she would like a beautiful sari most. I want
to find the most beautiful sari for her, “ Nikini said, impatiently, “ Nikini, you are a greet
daughter. So I will weave a very beautiful sari for you, “ said he spider and she started
weaving a beautiful sari. Nikini and her friends helped the spider. Finally, they had made the
most beautiful sari in in the world. Nikii and her friends would bring it home.
As they got halfway, a strong wind blew across the woods and it started to rain heavily. They
tried their best to protect the sari from the rain and the wind, but they failed. The sari was torn
into pieces. “ Oh, Noooooo!” Nikini screamed. She was so sad that she cried and cried., while
getting soaked in the rain. The dawn arrived, and the sun rose.
She heard a voice calling out. “Nikini…NNikini!” someone was southing. It was Nikini‟s
mother. Just then, she saw Nikini crying under a tree. She came running to Nikini. “ Oh, my
darling, where have you been? Why are you crying?” she asked.
“Mamma, I want searching for a birthday gift for you, but I couldn‟t it find it. I searched for
the most precious gift for you, but I couldn‟t find it. So, finally, my friends made me a very
little beautiful sari. But it got caught by the wind and was torn into pieces. I‟m so sad that I
couldn‟t give it to you and make you happy, “ Nikini said, still sobbing.” My darling, do you
know what is the most beautiful, most precious and greatest thing to me ? that is my little
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daughter, “ said her mother and she hugged her. Nikini and her fines were very happy. All of
went home to celebrate mamma‟s birthday.
(source: My Favorite Fable-Kuala Lumpur)
Task 2
Answer this question…!
1. Mention the character of the story!
2. Where did Nikini live?
3. What was the special gift for mamma‟s birthday ?
4. What problem Nikini get?
5. Did Nikini celebrate mama‟s birthday with her friends?
Task 3
Rearrange the jumbled letters to become meaningful words!
Example : a-l-e-t = tale
1. N-O-M-O
2. K-A-L-W
3. T-A-B-C-R-E-L-E-E
4. O-M-H-T-E-R
5. G-T-F-I
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Pre- reading
Task 1
Answer the question please!
1. What is Snow white?
2. Do you remember story about Snow white?
3. Do you like reading story about Snow white?
4. How many character in the story?
Snow white and seven dwarfs
Once upon a time, in a great castle there lived a little girl named Snow White. She
lived with her step mother. Her parents were death many years ago.
Though her step mother was a wicked women, she was very beautiful too, and the magic
mirror told her this every day, whenever she asked it.
“mirror, mirror on the wall, who is the loveliest lady in the land?” the reply was always; “you
are, your majesty,” until the dreadful day when she heard it say. “Snow White is the loveliest
in the land.” The stepmother was furious and wild with jealousy, began plotting to get rid of
her rival.
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One day, her stepmother asked her maid to kill the snow white. Her stepmother was
jealous of her beauty. The maid couldn‟t kill her. He brought Snow White to a jungle and
released her.
Snow White was very sad. She felt hungry and tired. And she saw a very old hut. She
knocked it but no one answered. So she went inside and fell asleep. Meanwhile, seven dwarfs
were coming home from work. They went inside. They found Snow White sleeping. Then
Snow White woke up and she saw the dwarfs. The dwarfs said,” what is your name?” Snow
White answered, “I am Snow White.” The dwarfs said,” if you wish, you may live here with
us.” Snow White said, “oh, could? Thank you.” Then Snow White told the dwarf her whole
story. Snow White and the seven dwarf lived happily with them.
The next day, the dwarfs went out to look for their meals. Than an old beggar
knocked the door and gave her a red apple. She ate it at once. Suddenly she was unconscious.
She was sleeping for long time. The dwarfs were very confused.
Fortunately a handsome man came in. he saw Snow White and felt in love. He kissed her
and…Snow White woke up. Finally they got married and lived happily ever after.
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Task 2
Answer the question based on the text!
1. What is the purpose of the text?
2. Why the stepmother want to kill her?
3. What is the text about ?
4. Who gave Snow White a red apple?
5. What happened after she ate the red apple?
Task 3
Answer the questions state whether the statements are “true” or “false”.
1. Snow white lived with her parents.
2. Snow white‟s step mother was jealous of her beauty.
3. Snow white was very happy after she ate a red apple.
4. Her step mother loved her so much.
5. The dwarfs didn‟t allow Snow White to live with them.
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Pre- reading
Task 1
Answer the question please!
1. Have you ever heard „Daffodelia‟ story before?
2. Who are the participant in that story?
3. How about the character of each participant?
DAFFODELIA
Daffodelia was a pretty little fairy. She was as pretty as prettiest wildflower. Her hair
was golden in oleo and eyes were the deepest blue. She was always very happy and lively,
and her smile was lovelier than a rainbow. Daffodelia‟s favorite hobby was painting flowers.
She had a lovely little paint bucket and magical paint brush. She enjoyed painting flowers
very much. Every night visited all the gardens and painted the flowers.
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One day when she was flying around in the middle of forest, she came upon a garden
without a single flower. The whole garden looked very pale and gloomy and there was a little
hut in the middle. She stopped a moment and was about to fly away. But, as she was passing
over the gardens boundary, she heard someone sobbing. Daffodelia looked around to see, but
there was no one to see.
Daffodelia peeped through the fence to see who was so unhappy. Finally, she could
see a tiny little flower. She was carrying under a bush. The flower looked pale and you
crying?” she asked gently, “ I feel very lonely. No one comes to keep me company, because I
am so pale and ugly.
The bees and butterflies visit all the other flower, but do not come to me, because I‟m
not pretty. I don‟t have any colors at all!” said the flower. “oh, don‟t cry, little flower. I‟ll
give you beautiful colors. Then, you also will be pretty, like the others. And the bees and
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butterflies will come to you too, “ she said. Then, she crept through the fence into the witch‟s
garden and went to the pale little flower. The pale flower was very happy. Daffodelia knelt
down besides her and started to point. She had woken up. “ what are you doing over here?”
the witch growled. “ just come to paint the little flower, “ Daffodelia stammered, in fear.”
What? To pain a flower? I‟ll paint you instead!” the Witch held her by the wings and pushed
her right down on top of the little flower. Then, she grabbed Daffodelia‟s bucket and poured
all the paint into her head. “ Oh…Nooo! Please….” the paint dripped down her head. The
strands of her golden hair were streaked with paint. And when shook her head, little driblets
of paint sprinkled all over/ just then, an amazing thing happened.
The little driblets that had landed on the witch‟s nose also propped up as golden
flowers. The witch, who hated flowers, got very angry. Her cottage also was covered with the
golden flowers. She could not stop the flowers from blooming. She could not bear their
lovely fragrance, either. She plopped the paint bucket on Daffodelia‟s head and went away,
angrily.
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The sun was rising in the eastern sky. The little golden flowers danced merrily. And
the little flower also laughed merrily. The morning breeze them and took their lovely
fragrance all across the forest. Daffodelia was very happy. She laughed and sang happily. The
flowers, bees, and butterflies sang along with her. When the sun had risen, she left to go back
to fairyland. The golden flower waved o her, as she flew away. The looked so beautiful in the
sunlight, just like Daffodelia. Thereafter, people call the lovely golden flowers daffodils.
Task 1
Answer the question based on the text!
1. Who was Daffodelia?
2. How could Daffodelia save her life?
3. Who caught Daffodelia?
4. Who was sobbing in gloomy garden when she wanted to leave the place?
5. What did Daffodelia do to help tiny flower?
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Task 2
Rearrange the jumbled letters to become meaningful words!
Example : a-l-e-t = tale
1. U-B-S-H
2. L-E-A-P
3. O-L-R-E-F-W
4. B-L-A-R-E-Y
5. O-M-C-P-A-N-Y
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Pre-Test
Petunjuk Umum
1. Tulislah nama dan kelas npada lembar jawaban yang tersedia
2. Dahulukan menjawab soal-soal yang ada anggap mudah
3. Waktu yang tersedia 20 menit
4. Telitilah pekerjaan anda sebelum diserahkan kepada petugas
5. Lembar soal dikembalikan bersama lembar jawaban
Petunjuk Khusus
Berilah tanda silang (x) pada huruf a,b,c dan d untuk menjawab yang anggap paling
besar pada lembar jawaban yang tersedia.
Read the following text to answer question 1-10
The Smartest Parrot
A man in Puerto Rico had a wonderful parrot. There was no another parrot like it. It
was very, very smart. This parrot would say any word-except one. 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? Sat Catano, or I will kill you!” but the parrot would not say it. Then the man
got to 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!
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1. Where does the story take place?
A. London C. Prancis
B. Puerto Rico D. Buenos Aires
2. What is the word that the parrot cannot say?
A. Catano C. Canato
B. Tacano D. Nacato
3. How often did the owner teach the bird how to say the word?
A. Always C. Many times
B. Everyday D. Every second
4. 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
5. What does the man do to the bird because the bird cannot say the name of a place.
A. The man ate the bird.
B. The sold the bird.
C. The man killed the bird.
D. The man taught the bird.
6. 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.
7. What is the story about?
A. A parrot and a cat
B. A parrot and a chicken
C. A parrot and the owner
D. A parrot, the owner, and chickens
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8. “It was very, very smart”
The underlined word refers to ….
A. The man
B. The bird
C. The chicken
D. Puerto Rico
9. “The parrot was very, very smart”
The word „smart‟ means ….
A. Stupid C. Stubborn
B. Clever D. Beautiful
10. “The parrot was screaming at the fourth chickens”
What does the underlined word mean?
A. Smiling C. Shouting
B. Crying D. Laugh
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Post-Test 1
Petunjuk Umum
6. Tulislah nama dan kelas pada lembar jawaban yang tersedia
7. Dahulukan menjawab soal-soal yang ada anggap mudah
8. Waktu yang tersedia 45 menit
9. Telitilah pekerjaan anda sebelum diserahkan kepada petugas
10. Lembar soal dikembalikan bersama lembar jawaban
Petunjuk Khusus
Berilah tanda silang (x) pada huruf a,b,c dan d untuk menjawab yang anggap paling
besar pada lembar jawaban yang tersedia.
The Crow and the Oyster
One hot day, an ant was searching for some water. After walking around for some
time, he came to a spring.
To reach the springs he had to climb up a blade of grass. White making her way up,
she slipped and fell into the water.
She could have drowned if a dove a nearby tree had hot helped her. Seeing that the ant
was in trouble, the dove quickly plucked leaf and drooped it into the water near the struggling
ant. The ant moved towards the leaf and climbed u there soon, it carried her safely to dry
ground.
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Just as at the time, hunter nearby was throwing out his net towards the dove, hoping to
trap it. Guessing what he was about to do, the ant quickly bit him on the heel. Feeling the
pain, the hunter drooped his net. Quickly, the dove field away to safety.
(Source: my favorite fables-Kuala Lumpur)
1. The type of the text above is?
a. Description
b. Narration
c. Announcement
d. Genre
2. What did the dove do to save the ant
a. It climbed the nearby tree
b. It saw the ant struggling
c. It dropped a leaf
d. It carried the ant to dry ground
3. What did the hunter do to the above ?
a. He was hoping to eat it
b. He was trying to trap it
c. He was trying to shoot it
d. He was running towards it
4. Which statement is TRUE according to the text?
a. The dove bit the hunter on the heel
b. Both animals were finally safe
c. The hunter killed the dove
d. The ant bit the dove
5. What is the purpose of the text?
a. To inform the readers about an ant
b. To describe the job of a hunter
c. To entertain the readers
d. To describe a dove
6. What can we learn from the story?
a. One good turn deserves another
b. Don‟t be greedy, or you may lose
c. When there is a will, there is a way
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d. It is wise to plan ahead for hard time
7. “…she came to a spring.” ( paragraph 1 ). The underlined word means.
a. Water in pail
b. River in the middle of the city
c. Flood in the middle of the jungle
d. Water emerging from underground
8. “soon, it carried her safety…”(paragraph 3). The underlined word refers to the…
a. Ant
b. Spring
c. Dove
d. Leaf
9. To reach the springs he had to climb up a blade of grass (paragraph 2) the word
underlined refers to..
a. Ant
b. Leaf
c. Dove
d. Spring
10. “…., the dove quickly plucked a leaf…”(paragraph 3). The underlined word means…
a./Pull something
b. Push something
c. Put something
d. Pick on something
Text 2 for questions number 11 to 15
The Lion and The Mouse
Once when a lion was asleep, a little mouse began running up and down upon him;
this soon awoke the lion, who placed his huge paw upon him, and open his big jaws to
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swallow him. “Pardon, king,” cried the little mouse, “Forgive me this time, I shall never
forget it; perhaps I may be able to do you a good turn some of these days.”
The lion was so tickled at the idea of the mouse being able to help him. Then, he lifted
up his paw and let him go.
Sometime after, the lion was caught in a trap. Some hunters, who wanted to carry him
alive to the King, tied him to a tree while they went in search of a wagon to carry him in. Just
then, the little mouse happened to pass by and see the sad plight in which the lion was. The
little mouse went up to him and soon gnawed away the ropes that bounded the king of the
beasts. Soon after the little mouse had finished gnawing away the ropes, he asked the lion to
run away.
11. What is the purpose of the text?
a. To entertains the readers
b. To persuade the readers that something should not be the case
c. To informs the readers about the events of the day which are considered
newsworthy
d. To present at least two point of view about an issue
12. What is the moral value of the text?
a. Don‟t look at someone because of his clothes
b. It is best for prepare for the days of necessity
c. Common people may prove great ones
d. United we stand, divided we fall
13. Paragraph three mainly tells us that ……
a. The little mouse asked for forgiveness
b. The hunters carried the lion alive to the King
c. The lion was tied to a tree by the hunters
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d. The little mouse could prove that he could help the lion
14. What did the little mouse do to prove his words?
a. He would never forget the lion
b. He tried hard to help the lion free
c. He ran up and down upon the lion
d. He asked for apology to the king of the beast
15. The complication is showed on paragraph ?
a. One
b. Two
c. Three
d. Four
Text 3 for questions number 16 to 20
The two friends and the bear
One day, two young friends, Hans and Adam, decided to go to exploring together.
Before they set out they promised that if they met with any danger they would face it
together, they went deep into a deserted part of the forest. Suddenly a bear came out from the
bushes towards them. Hans quickly climbed the nearest tree.
Adam saw that he did not have time to escape. So he lay down on the ground and
pretended to be dead. The bear growled as it came closer and closer. It sniffed around Adam
and went close to his ear. Adam held his breath and kept very still. A short later, the bear
grunted and went away. It is known that some bears will not touch you if you play dead. Hans
came down from the tree and asked, “why did the bear put its mouth to your ear? did say
something to you? did it say something to you? “yes” Adam replied, “ the bear told me not to
make friends with people who run away and leave others to face danger by themselves!
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16. The type of the text above is?
a. Description
b. Narration
c. Announcement
d. Genre
17. The social function of the text is?
a. To tell about a friendship
b. To entertains the readers
c. To explain how to make a friend
d. To describe about a danger situation
18. The message of the story is ?
a. Don‟t trust a friend who is not ready to help in times of need
b. Don‟t ask for the impossible, know you limit
c. Never judge our enemy‟s strength by the size
d. Those who lie and boast may end up in trouble
19. The complication is showed on paragraph ?
a. One
b. Two
c. Three
d. Four
20. “Hans quickly climbed the nearest”. The synonym of the underlined word is.
a. Slowly
b. Fast
c. Quietly
d. Carefully
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Post- Test 2
Read the following text to answer question 1-4
The Fox and the Crow
An ugly crow Perched on the branch of a tree. She had stolen a tasty piece of cheese
and was about to enjoy her meal.
Just then, a hungry fox passed by and saw the food in the crow‟s beak. His mouth
watered at the sight, so he thought of a clever plan to get the cheese for himself.
Looking up at the crow, he said, “I have always admired your beauty with your soft,
shiny feathers and well-curved beak. If your voice is as fine as your looks, you could be the
Queen of the Birds!”
Now the crow wanted to be the queen. So, in order to prove that she could sing, she
opened her beak and made a loud, “Caw!” The piece of cheese fell from her Beak to the
ground before she realized her mistakes.
As the fox snatched up the cheese, he laughed, “My dear crow your voice is fine, but
your judgment is not! You shouldn‟t believe everything you hear!”
1. What did the crow have on her beak?
a. A piece of cheese
b. Some tasty meat
c. A branch of tree
d. Some water
2. Why did the crow open her beak?
a. To sing
b. To bite the fox
c. To eat the food
d. To snatch the food
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3. “…snatched up the cheese…”, (last paragraph). The underlined word means..
a. Put
b. Cut
c. Left
d. Grabbed
4. What can we learn from the story?
a. You may cheat your friend to get something
b. „people may use flattery to get something from you
c. People may give you some food when you are hungry
d. You must give away your food when someday wants it
Read the following text to answer question 5-8
The Grasshopper and the Ants
One summer, a grasshopper spent his days merrily singing and dancing. He hopped
everywhere, while ants were busy gathering grains of wheat and corn. He laughed at the ants
and said. “How dull!” why don‟t you sing and dance with me instead of working under the
hot sun?”
“ we are storing away food for the winter, “ they explained, “ you should do the
same”
The grasshopper laughed and replied, ”why sorry about the winter? I have plenty to
eat for now.” And he hopped away to look for now.” And he hopped away to look for
someone to play with.
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But when the winter came, the grasshopper could find no more food. Shivering, he
knocked at the ants” door. “ Can you spare me some seeds?” he begged. I‟m cold and
hungry!”
“We worked hard all summer to store away food, “ they answered. “ What were are
you doing?”
“I was busy singing and dancing.” He said.
“ Then sing and dance for us now! They told him. “it‟s time you work for you
dinner.”
(Source: My favorite Fables- Kuala Lumpur )
5. The grasshopper laughed at the ants because…
a. The ants were very funny
b. The ants made some jokes
c. He thought the ants were dull
d. The ants danced and sang song
6. What is the moral value of the story?
a. Eating seeds is very important
b. We must sing and dance a lot
c. We must be greedy to safe our lives
d. It is wise to plan ahead for hard time
7. What did the ants wants the grasshopper to do for his dinner ?
a. To hop away
b. To sing and dance
c. To collect the food
d. To knock at the door
8. What happened when the winter came?
a. It was hard for the grasshopper to find food
b. It was a beautiful season for the grasshopper
c. It was not easy for the grasshopper to find‟s a shelter
d. It was hard for the grasshopper to find someone to play with
9. The type of the passage above is a/an ?
a. Procedure
b. Descriptive
c. Recount
d. Narrative
10. How many character‟s in the story?
a. One Characters
b. Two Characters
c. Three Characters
d. Four Characters
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Read the following text to answer question 11-15
Bawang Merah and Bawang Putih
There were a girl named Bawang Putih, she lived her step mother and her step sister
named Bawang Merah. Bawang Putih‟s life was sad. Her step mother and her step sister
treated Bawang Putih badly always asked her to do all the household chores.
One morning, Bawang Putih was washing some clothes in a river. Accidentally, her
mother‟s clothes fell down to the river. Finally she met an old woman. The old women
returned the clothes. She also gave Bawang Putih a small pumpkin. At home, Suddenly
Bawang Putih and her step mother and step sister were surprised. Inside the pumpkin they
found jewelries. “Bawang Merah, hurry up Go to the river when then found the old woman
and took big pumpkin. They were screaming. There were a lot of snakes inside the pumpkin!
Finally both of them realized of mistakes the apologized and Bawang Putih forgave
them.
11. What is the story about?
a. Malin Kundang
b. Bawang Putih & Bawang Merah
c. Sangkuriang
d. Tangkuban Perahu
12. What kind of text the story above?
a. Recount
b. Descriptive
c. Procedure
d. Narrative
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13. Who is Bawang Merah?
a. Bawang Putih‟s mother
b. Bawang Putih‟s step sister
c. The old woman
d. The pumpkin‟s owner
14. Why were Bawang Merah and mother Screaming?
a. They found jewelries
b. Mother‟s clothes fell down to the river
c. Both of them realized their mistake
d. There were a lot of snakes inside the pumpkin
15. Why did Bawang Merah and mother say apologize to Bawang Putih?
a. They found jewelries
b. Mother‟s clothes fell down to the river
c. Both of them realized their mistakes
d. There were a lot of snakes inside the pumpkin
Read the following text to answer question 16-20
Ali Baba
Once upon the time were 40 thieves who put their stolen money and treasure in a cave
saying to the care entrance, “Open Sesame!”. 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 treasure. He took some of it
and went back home.
After that he become a rich man and his brother wanted to know how become rich.
Once day his brother followed him so solve that mistery. Next day the brother when
get back to the cave and opened. He found a lot of money but when he tired to get out he
could not. After a minutes the thieves came in and saw the brother. The boss asked him how
he knew about the cave so he told them story. Theory killed the brother and when to find Ali
Baba‟s house
Next morning the thieves hide in big jar and went to Ali Baba‟s invited them to lunch.
After lunch they took a rest. The house maid out and found 40 thieves in the jars, so she
boiled hot oil and poured it on their to kill them. After that Ali Baba lived in happiness for
ever.
16. The type of the passage above is a/an?
a. Procedure
b. Descriptive
c. Recount
d. Narrative
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17. Where the thieves save their stolen money and treasure?
a. In the Ali Baba‟s house
b. In the cave
c. In the brother‟s house
d. In the boss house
18. The word it in paragraph 1line 3 refers to..?
a. The cave
b. The thieves
c. The money
d. Ali Baba
19. What happened when the house maid found the thieves in the jar?
a. She boiled hot oil and poured it on their to kill them
b. She creamed and asked for help
c. She afraid of the thieves and run
d. She killed by the thieves
20. What is the story about?
a. Sangkuriang
b. Malin Kundang
c. Ali Baba
d. Tangkuban Perahu
106
APPENDIX 5
Answer of Students Material
“Cinderella”
Task 1
1. Narrative text is a piece of text which tells a story and entertain or informs the
reader.
2. Legend, fable, novel and short stories
3. Yes, I like or No I do not like
4. Yes, I do or No, I do not
Task 2
1. Cinderella
2. The prince believed that Cinderella was the girl he met in the ball
3. Fairy
4. Because the king looking for a girl who want to be his wife
5. At midnight
“Snow White”
Task 1
1. Putri Salju
2. Yes, I remember about story Snow White
3. Yes, I like or No I do not like
4. Nine character’s
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Task 2
1. To entertain the reader
2. Because her stepmother was jealous of her beauty
3. Narrative text
4. The old beggar
5. She was unconscious. She was sleeping for long time.
Task 3
1. False
2. True
3. False
4. False
5. False
“Nikini, and the Little Girl”
Task 1
1. Yes, I know or No, I do know
2. Yes, I do or No, I do not
3. Watch, Wallet, bag, etc
4. Yes, I do or Not, I do not
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Task 2
1. Nikini was friendly, Father was kind, and Mother was kindly
2. She lived with her mother and father in a house near the woods
3. Beautiful Sari
4. Nikini was sad because she did not have anything for her mother
5. Yes, she did
Task 3
1. N-O-M-O : MOON
2. K-A-L-W : WALK
3. T-A-B-C-R-E-L-E-E : CELEBRATE
4. O-M-H-T-E-R : MOTHER
5. G-T-F-I : GIFT
“Daffodelia”
Task 1
1. Yes, I have or No I have not
2. Daffodelia, flower, and the Witch
3. Daffodelia was pretty as prettiest wildflower, flower were pretty, and the witch
was evil.
Task 2
1. Daffodelia was a pretty little fairy
2. When the sub had risen, she left to go back to fairyland
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3. The Witch
4. A tiny little flower
5. She paints the little flower
Task 3
Rearrange the jumbled letters
1. U-B-S-H = BUSH
2. L-E-A-P =PALE
3. O-L-R-E-F-W =FLOWER
4. B-L-A-R-E-Y =BARELY
5. O-M-C-P-A-N-Y =COMPANY
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APPENDIX 6
Answer of Pre-Test and Post-Test
Pre-test
No Answer
1 B
2 A
3 C
4 B
5 C
6 A
7 C
8 B
9 B
10 C
Post-test 1
No Answer
1 B
2 C
3 D
4 B
5 C
6 C
7 D
8 A
9 D
10 D
11 A
12 A
13 D
14 B
15 C
16 B
17 B
18 A
19 C
20 B
`
Post-test 2
No Answer
1 A
2 A
3 D
4 D
5 C
6 D
7 B
8 A
9 D
10 B
11 B
12 B
13 B
14 D
15 C
16 D
17 B
18 A
19 B
20 C
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APPENDIX 7
FIELD NOTE
The first meeting in cycle 1
Date : 22 October 2016
Place : IX class, MTs N Ngemplak Boyolali
Object : Teaching Learning Process
Researcher : Abdul Aziz
(07.00 WIB)
Bell was ringing at 07.00 a. m, the first time lesson will be started. I walked to the IX B
class. I looked some students will praying to Allah. After they knew I came and I started
the class by said “ Assalam’ualaikum wr wb” and the students replied “
Wa’alaikumsalam wr wb” and then I greeted to the students “Good Morning, students.
How are you today?” and the students replied eagerly “ Good Morning, I’m fine and
you?” and I replied “ fine thank you” and then I greeting I cheeked their attendance. For
the first meeting, all of the students completed.
(07.10 WIB)
After that, opened the lesson with gave question orally to the students” do you know,
what a narrative text is?” the situation was very noisy so that all of the students did not
112
pay attention to the question. And the I repeated the question “ do you know what
narrative text is?” but only one students could answers the question from 36 students.
And then I asked “ what according to you ?” then the students replied “ boring” then I
replied “why?” and the students replied “don’t understand miss” and than I gave
another question “ do you like reading fairy tale ?” and 6 students could answers “ yes I
do”. And another students could answer “ No”
(07.20 WIB)
After that I explained about narrative text, generic structure and social function
narrative teks . The topic of the day “ Cinderella” and I asked the asked the students to
read the text and I asked four students to read two paragraphs in the text at the front of
class and then I was correctly. High after that I showed the picture-story of “Cinderella”
and I explained “ Cinderella” and I wrote the difficult word in the whiteboard.
(07.30 WIB)
I asked to the students to answers questions. At the students worked their students
worksheet, I monitored their activities and guided the students. Any students asked
about the meaning of difficult words but I didn’t answer. The students looked for the
meaning of difficulty words in to their dictionary. But many students did not bring
dictionary this was make another students disturb because students who did not bring a
dictionary they borrowed dictionary’s another students. Because of that I gave
announcement that the next meeting, all of students must bring dictionary. Several
students could finish their students worksheet. Other students could not finish their
students work sheet with a reason the time for write limited.
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(08.00 WIB)
The students and I discuss and check the answers. At the moment the students explain
their opinion as the result of their finding orally.
(08.20 WIB)
I reviewed the activities at that day and give applause for the student. The students must
finish their students’ worksheet at the time because time is up.
(08.30 WIB)
Bell was ringing at 08.30 a. m the electric sounds. The students looked crowded because
the class of English Lesson will be end. Then I ended the class by saying good bye and
greeting. However, before closing it, I reminded the students to study hard and to
memorized what has been taught to day and for the next meeting don’t forget to bring
dictionary. I closed the class, “ thanks for your attention, good bye, see you later,
wassalamu’alaikum Wr Wb”. When the students replied “ Wa’alaikumsalam Wr Wb “
114
FIELD NOTE
The Second meeting in cycle 1
Day, date : 24 October 2016
Place : IX B class, MTs N Ngemplak Boyolali
Object : Teaching Learning Process
Researcher : Abdul Aziz
(07.00)
Bell was ringing at 07.00 a. m, the first time lesson will be started. I walked to the IX B
class. I looked some students will praying to Allah. After they knew I came and I started
the class by said “ Assalam’ualaikum wr wb” and the students replied “
Wa’alaikumsalam wr wb” and then I greeted to the students “Good Morning, students.
How are you today?” and the students replied eagerly “ Good Morning, I’m fine and
you?” and I replied “ fine thank you” and then I greeting I cheeked their attendance. For
the first meeting, all of the students completed.
(07.15)
I asked the students to answer the question in the worksheet. Having finishing the task
then I asked one of the students to answer the question. Actually they had difficult in
translating some words from Indonesia to English.
115
(07.45)
I reviewed the activities at that day and give applause for the students and I asked to
work group for home work, the students to search the example of narrative text and
analyzing it based on purpose, generic structure.
(08.30)
Bell was ringing at 08.30 a. m. I ended the class by giving the students chance to ask
question., saying good bye and greeting. Before I closed the lesson, I gave the students
chance to ask question by saying, “ Any question” one students replied , “ No miss”. I
reminded the students to study hard and to memorize what has been taught today. I
closed the class, “thank you your attention, good bye, and see you later,
assala’mualaikum Wr. Wb”. The students replied “Wa’alaikumsalam Wr.Wb.
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FIELD NOTE
The Third Meeting in cycle 1
Date : 26 October 2016
Place : IX B class, MTs N Ngemplak Boyolali
Object : Teaching Learning Process
Researcher : Abdul Aziz
(07.00)
Bell was ringing at 07.00 a. m, the first time lesson will be started. I walked to the IX B
class. I looked some students will praying to Allah. After they knew I came and I started
the class by said “ Assalam’ualaikum wr wb” and the students replied “
Wa’alaikumsalam wr wb” and then I greeted to the students “Good Morning, students.
How are you today?” and the students replied eagerly “ Good Morning, I’m fine and
you?” and I replied “ fine thank you” and then I greeting I cheeked their attendance. For
the first meeting, all of the students completed.
(07.10)
After that, I gave instruction that there was test. All of the students completely were no
absent. The instruction given as follows: prepare yourself, for this day we will do
examine! The students must answer the question from the paper and the students
prepared their selves to do examine.
117
(08.30)
The time is 08.30 WIB. The electric bell sound was ringing. The students looked
crowded because the class of English lesson will be end. I said to the students that they
must assemble their test in front of class. And I closed their post-test for the day and said
“thanks for you attention, good bye, and see you later, Assala’mualaikum Wr Wb” the
students replied “wa’alaikumsalam Wr Wb”
118
FIELD NOTE
The first meeting in Cycle 2
Date : 31 October 2016
Place : IX B class, MTs N Ngemplak Boyolali
Object : Teaching Learning Process
Researcher : Abdul Aziz
(07.00 WIB)
Bell was ringing at 07.00 a. m, the first time lesson will e started. I walked to the IX B
class. And I started the class by said “Assala’mualaikum WrWb” and the students
replied “Wa’alaikumsalam Wr Wb and then I greeted to the students “ good morning,
students. How are you today?” and the students replied eagerly “ good morning, I’m fine
and you?” and I replied “ fine thank you” and then after I greeting I checked their
attendance. For the first meeting, all of the students complete.
(07:10WIB)
And then I gave question orally to the students. “Do you still remember about narrative
text” the students answered “yes miss”. I explained about narrative text and then given a
text about narrative text the title “ Nikini the Little Girl” to students one by one, and
then students identified the text of narrative from purpose, generic structure. And the
students identified the narrative text individually.
119
(07:30 WIB)
After the students finished identify the text. I gave students worksheet and I asked to
read the text about “Nikini, the Little Girl” after I explain the text.
(08.00 WIB)
After finished to explain I asked the students to answer question and then students
discuss the question,. I asked the students to answer the question in the worksheet.
Having finishing the task one of the students explain their opinion as the result of their
finding orally.
(08.15 WIB)
I reviewed the activities at that day and give applause for the students and I asked to
work group for home work to discuss a paragraph “Daffodelia” of narrative text with the
free theme and analyzing the text based on orientation, complication, and resolution.
(08.30 WIB)
Time was up, bell was ringing at 08.30 WIB. I ended the class by giving the student
chance to ask question, saying good bye and greeting. Before I closed the lesson, I gave
the students chance to ask question by saying “any question” one of the students replied,
“ No, miss”. I reminded the students to study hard and to memorize what has been
taught today. I closed the class, “ thanks for your attention, good bye, and see you later,
Assala’mualaikum Wr Wb. The students replied Wa’alaikumsalam Wr Wb
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FIELD NOTE
The second meeting in Cycle 2
Date : 5 November 2016
Place : IX B class, MTs N Ngemplak Boyolali
Object : Teaching Learning Process
Researcher : Abdul Aziz
(07.00 WIB)
Bell was ringing at 07.00 a. m, the first time lesson will started. I walked to the IX B
class. And I started the class by said “Assala’mualaikum Wr Wb” and the students
replied “Wa’alaikumsalam Wr Wb and then I greeted to the students “ good morning,
students. How are you today?” and the students replied eagerly “ good morning, I’m fine
and you?” and I replied “ fine thank you” and then after I greeting I checked their
attendance. For the second meeting, all of the students complete. Before the lesson
began, I asked the student “ did you still remember the meting lesson?” the student
answer “ yes miss”
(07.10 WIB)
Before the lesson began, I and the student discussed the home work. Every group read
the answer orally. Then I corrected the answer
121
(07.30 WIB)
I gave student worksheet to the students one by one. The topic of the day “Daffodelia”
and after that I asked the students to read the text. The students opened their dictionary
to look for the meaning difficult words.
(08.00 WIB )
Then I asked the students to answer from the text and they answered the question. After
that I and the student discussed the question. Different with the previous meeting, the
situation became better. The students were more active than previous meeting. Without I
asked the students to write the answer in the whiteboard, the students forward their
selves to write their answer in the whiteboard.
(08.30 WIB)
Bell was ringing at 08.30 WIB I asked the class by giving the students chance to ask
question, saying good bye, and greeting. Before I closed the lesson, I gave the students
reminded to asks question by saying, “any question” one for student replied “ no, miss”
I reminded the students to study hard and to memorize what has been taught today. I
closed the class, “ thanks for your attention, good bye, and see you later,
Assala’mualaikum Wr Wb “. The students replied “wa’alaikumsalam Wr Wb
122
FIELD NOTE
The third meeting in Cycle 2
Date : 7 November 2016
Place : IX B class, MTs N Ngemplak Boyolali
Object : Teaching Learning Process
Researcher : Abdul Aziz
(07.00 WIB)
Bell was ringing at 07.00 a. m, the first time lesson will be started. I walked to the IX B
class. I looked some students will praying to Allah. After they knew I came and I started
the class by said “ Assalam’ualaikum wr wb” and the students replied “
Wa’alaikumsalam wr wb” and then I greeted to the students “Good Morning, students.
How are you today?” and the students replied eagerly “ Good Morning, I’m fine and
you?” and I replied “ fine thank you” and then I greeting I cheeked their attendance. For
the first meeting, all of the students completed.
(07.10 WIB)
After that, I gave instruction that there was test. All of the students completely were no
absent. The instruction given as follows: prepare yourself, for this day we will do
examine! The students must answer the question from the paper and the students
prepared their selves to do examine.
123
(08.30 WIB)
The time is 08.30 WIB. The electric bell sound was ringing. The students looked
crowded because the class of English lesson will be end. I said to the students that they
must assemble their test in front of class. And I closed their post-test for the day and said
“thanks for you attention, good bye, and see you later, Assala’mualaikum Wr Wb” the
students replied “wa’alaikumsalam Wr Wb”
124
APENDDIX 8
LESSON PLAN
(The first meeting in cycle 1)
Sekolah : MTsN 1 Ngemplak Boyolali
Mata Pelajaran : Bahasa Inggris
Kelas : IX( Sembilan)
Semester :1/Ganjil
Alokasi waktu :2 x 45 menit
Standar Kompetensi :
11. Memahami makna teks tulis fungsional dan esai
pendek sederhana berbentuk narrative dan report
untuk berinteraksi dalam konteks kehidupan sehari-
hari
Kompetensi Dasar :
11.1.Membaca nyaring bermakna teks tulis fungsional dan
esei pendek sederhana bernbentuk narrative dan
report dengan ucapan, tekanan dan intonasi yang
berterima untuk berinteraksi dalam konteks
kehidupan sehari-hari
11.2. Merespon makna dalam teks tulis fungsioanal
pendek secara akurat, lancar dan berterima untuk
berinteraksi dalam konteks kehidupan sehari-hari
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11.3. Merespon makna dan langkah retorika dalam esei
pendek sederhana secara akurat, lancer dan berterima
untuk berinteraksi dalam konteks kehidupan sehari-
hari dalam tkes berbentuk narrative dan report
Indicator :
- Merespon makna teks narrative bergambar
- Merespon makna teks dari teks narrative bergambar
- Menganalisis structur generic teks narrative
bergambar
- Mencari teks narrative
Jenis teks : Narrative
Tema : Fairy tale
Aspek : Membaca
Karakter yang diharapkan :
- Dapat Dipercaya
- Tekun
- Tanggung Jawab
- Rasa Hormat
Tujuan pembelajaran :
- Menjawab pertanyaan berdasarkan informasi dalam
cerita narrative bergambar
- Menulis jawaban singkat atas suatu pertanyaan dari
teks bergambar
126
- Menganalisis teks narrative bergambar dengan struktur
generic
Materi pembelajaran : Teks narrative “ Cinderella”
Metode pembelajaran : Guided reading
No Activities Time allotment Media
1 Introduction
Greeting: good morning, student?
5 menit
2. Guru memberikan stimulasi
kepada murid-murid untuk
memberikan pertanyaan
berdasarkan dengan topik
Guru memberikan lembar kerja
kepada murid-murid
Guru menjelaskan tentang teks
narrative teks
Guru menjelaskan tentang
orientation,complication dan
resolution.
Guru memberikan contoh teks
narrative “Cinderella’
Murid membaca contoh teks
narrative “Cinderella”
35 menit
127
Murid menjawab pertanyaan
Guru memberikan tugas membuat
narrative teks pendek
3 Guru bertanya kepada murid tentang
kesimpulan materi dan salam
5 menit
Sumber belajar : http://www.disneycartoon.com
Teknik :
- Tes lisan dan tulis
- Tugas individu
Boyolali, 22 Oktober 2016
Praktikan
Siti Masithoh
123221282
128
LESSON PLAN
(The second meeting in cycle 1)
Sekolah : MTsN 1 Ngemplak Boyolali
Mata Pelajaran : Bahasa Inggris
Kelas : IX( Sembilan)
Semester :1/Ganjil
Alokasi waktu :2 x 45 menit
Standar Kompetensi :
11. Memahami makna teks tulis fungsional dan esai
pendek sederhana berbentuk narrative dan report
untuk berinteraksi dalam konteks kehidupan sehari-
hari
Kompetensi Dasar :
11.1.Membaca nyaring bermakna teks tulis fungsional dan
esei pendek sederhana bernbentuk narrative dan
report dengan ucapan, tekanan dan intonasi yang
berterima untuk berinteraksi dalam konteks
kehidupan sehari-hari
11.2. Merespon makna dalam teks tulis fungsioanal
pendek secara akurat, lancar dan berterima untuk
berinteraksi dalam konteks kehidupan sehari-hari
11.3. Merespon makna dan langkah retorika dalam esei
pendek sederhana secara akurat, lancer dan berterima
129
untuk berinteraksi dalam konteks kehidupan sehari-
hari dalam tkes berbentuk narrative dan report
Indicator :
- Mengidentifikasi gagasan atau ide pokok teks
narrative bergambar
- Menemukan kosa kata sulit yang terdapat pada teks
narrative bergambar
- Merespon wacana berbentuk narrative teks
bergambar dengan menjawab pertanyaan yang
tersedia
- Mengidentifikasi urutan kejadian dari cerita
berbentuk narrative bergambar
Jenis teks : Narrative
Tema : Fairy tale
Aspek : Membaca
Karakter yang diharapkan :
- Dapat Dipercaya
- Tekun
- Tanggung Jawab
- Rasa Hormat
Tujuan pembelajaran :
- Membaca nyaring teks esai berbentuk narrative teks
130
- Mengidentifikasi gagasan atau ide pokok teks
narrative
- Memahami kosa kata yang terdapat pada teks narrative
- Merespon wacana berbentuk narrative dengan cara
menjawab pertanyaan
- Memahami informasi detail wacana berbentuk
narrative teks
Materi pembelajaran : Teks narrative “ Snow White”
Metode pembelajaran : Guided reading
No Activities Time allotment Media
1 Introduction
Greeting: good morning, student?
5 menit
2. Guru memberikan stimulasi
kepada murid-murid untuk
memberikan pertanyaan
berdasarkan dengan topik
Guru memberikan lembar kerja
kepada murid-murid
Guru menjelaskan tentang teks
narrative teks
Guru menjelaskan tentang
orientation, complication dan
131
resolution.
Guru memberikan contoh teks
narrative “Snow White
Murid membaca contoh teks
narrative “Snow White” beserta
gambar
Murid menjawab pertanyaan
Guru memberikan tugas
membuat narrative teks pendek
35 menit
3 Guru bertanya kepada murid tentang
kesimpulan materi dan salam
5 menit
Sumber belajar : http://www.disneycartoon.com
Teknik :
- Tes lisan dan tulis
- Tugas individu
Boyolali, 24 Oktober 2016
Praktikan
Siti Masithoh
123221282
132
LESSON PLAN
(The first meeting in cycle II)
Sekolah : MTsN 1 Ngemplak Boyolali
Mata Pelajaran : Bahasa Inggris
Kelas : IX( Sembilan)
Semester :1/Ganjil
Alokasi waktu :2 x 45 menit
Standar Kompetensi :
11. Memahami makna teks tulis fungsional dan esai
pendek sederhana berbentuk narrative dan report
untuk berinteraksi dalam konteks kehidupan sehari-
hari
Kompetensi Dasar :
11.1.Membaca nyaring bermakna teks tulis fungsional dan
esei pendek sederhana bernbentuk narrative dan
report dengan ucapan, tekanan dan intonasi yang
berterima untuk berinteraksi dalam konteks
kehidupan sehari-hari
11.2. Merespon makna dalam teks tulis fungsioanal
pendek secara akurat, lancar dan berterima untuk
berinteraksi dalam konteks kehidupan sehari-hari
11.3. Merespon makna dan langkah retorika dalam esei
pendek sederhana secara akurat, lancer dan berterima
133
untuk berinteraksi dalam konteks kehidupan sehari-
hari dalam tkes berbentuk narrative dan report
Indicator :
- Mengidentifikasi gagasan atau ide pokok teks
narrative bergambar
- Menemukan kosa kata sulit yang terdapat pada teks
narrative bergambar
- Merespon wacana berbentuk narrative teks
bergambar dengan menjawab pertanyaan yang
tersedia
- Mengidentifikasi urutan kejadian dari cerita
berbentuk narrative bergambar
Jenis teks : Narrative
Tema : Fairy tale
Aspek : Membaca
Karakter yang diharapkan :
- Dapat Dipercaya
- Tekun
- Tanggung Jawab
- Rasa Hormat
Tujuan pembelajaran :
- Membaca nyaring teks esai berbentuk narrative teks
134
- Mengidentifikasi gagasan atau ide pokok teks
narrative
- Memahami kosa kata yang terdapat pada teks narrative
- Merespon wacana berbentuk narrative dengan cara
menjawab pertanyaan
- Memahami informasi detail wacana berbentuk
narrative teks
Materi pembelajaran : Teks narrative “ Nikini, The Little Girl”
Metode pembelajaran : Guided reading
No Activities Time allotment Media
1 Introduction
Greeting: good morning, student?
5 menit
2. Guru memberikan stimulasi
kepada murid-murid untuk
memberikan pertanyaan
berdasarkan dengan topik
Guru menjelaskan tentang teks
narrative teks
Guru menjelaskan tentang
orientation, complication dan
resolution.
Guru memberikan lembar kerja
kepada murid
Guru memberikan contoh teks
narrative “Nikini, The Little
35 menit
135
Girl”
Murid membaca contoh teks
narrative “Nikini, The Little
Girl” beserta gambar
Murid dan guru menjawab
pertanyaan
Guru memberikan tugas
membuat narrative teks pendek
3 Guru bertanya kepada murid tentang
kesimpulan materi dan salam
5 menit
Sumber belajar : http://www.4to40.com
Teknik :
- Tes lisan dan tulis
- Tugas individu
Boyolali, 31Oktober 2016
Praktikan
Siti Masithoh
123221282
136
LESSON PLAN
(The first meeting in cycle II)
Sekolah : MTsN 1 Ngemplak Boyolali
Mata Pelajaran : Bahasa Inggris
Kelas : IX( Sembilan)
Semester :1/Ganjil
Alokasi waktu :2 x 45 menit
Standar Kompetensi :
11. Memahami makna teks tulis fungsional dan esai
pendek sederhana berbentuk narrative dan report
untuk berinteraksi dalam konteks kehidupan sehari-
hari
Kompetensi Dasar :
11.1.Membaca nyaring bermakna teks tulis fungsional dan
esei pendek sederhana bernbentuk narrative dan
report dengan ucapan, tekanan dan intonasi yang
berterima untuk berinteraksi dalam konteks
kehidupan sehari-hari
11.2. Merespon makna dalam teks tulis fungsioanal
pendek secara akurat, lancar dan berterima untuk
berinteraksi dalam konteks kehidupan sehari-hari
137
11.3. Merespon makna dan langkah retorika dalam esei
pendek sederhana secara akurat, lancer dan berterima
untuk berinteraksi dalam konteks kehidupan sehari-
hari dalam tkes berbentuk narrative dan report
Indicator :
- Mengidentifikasi gagasan atau ide pokok teks
narrative bergambar
- Menemukan kosa kata sulit yang terdapat pada teks
narrative bergambar
- Merespon wacana berbentuk narrative teks
bergambar dengan menjawab pertanyaan yang
tersedia
- Mengidentifikasi urutan kejadian dari cerita
berbentuk narrative bergambar
Jenis teks : Narrative
Tema : Fairy tale
Aspek : Membaca
Karakter yang diharapkan :
- Dapat Dipercaya
- Tekun
- Tanggung Jawab
- Rasa Hormat
138
Tujuan pembelajaran :
- Membaca nyaring teks esai berbentuk narrative teks
- Mengidentifikasi gagasan atau ide pokok teks
narrative
- Memahami kosa kata yang terdapat pada teks narrative
- Merespon wacana berbentuk narrative dengan cara
menjawab pertanyaan
- Memahami informasi detail wacana berbentuk
narrative teks
Materi pembelajaran : Teks narrative “ Daffodeelia”
Metode pembelajaran : Guided reading
No Activities Time allotment Media
1 Introduction
Greeting: good morning, student?
5 menit
2. Guru memberikan stimulasi
kepada murid-murid untuk
memberikan pertanyaan
berdasarkan dengan topik
Guru menjelaskan tentang teks
narrative teks
Guru menjelaskan tentang
orientation, complication dan
resolution.
Guru memberikan lembar kerja
139
kepada murid
Guru memberikan contoh teks
narrative “Daffodeelia”
Murid membaca contoh teks
narrative “Daffodeelia” beserta
gambar
Murid dan guru menjawab
pertanyaan
Guru memberikan tugas
membuat narrative teks pendek
35 menit
3 Guru bertanya kepada murid tentang
kesimpulan materi dan salam
5 menit
Sumber belajar :
- http://www.disneycartoon.com
Teknik :
- Tes lisan dan tulis
- Tugas individu
Boyolali, 5 November 2016
Praktikan
Siti Masithoh
123221282
140
No Name KKM Pre –
test
Test
Cycle I
Test
Cycle II
Category
1 Tri Sudiyono 70 60 80 80 Passed
2 Yoga Sonata 70 70 60 75 Passed
3 Ananda Atalarania Insra 70 80 70 75 Passed
4 Anitasya Sara Afifah 70 50 65 75 Failed
5 Arinda Damayanti 70 50 80 80 Passed
6 Arlista Marchel M 70 70 80 70 Passed
7 Ayuk Mutiara 70 80 85 80 Passed
8 Bagus Widodo 70 50 75 60 Failed
9 Cholid Jodi 70 50 80 75 Passed
10 Dyah Ayu Oktavia 70 70 85 80 Passed
11 Endang Liyana Irma R 70 60 40 65 Failed
12 Erika Mawar Sholekha 70 70 80 85 Passed
13 Fika Istiqomah 70 30 70 65 Failed
14 Hannik Novi Anggraini 70 60 80 80 Passed
15 Jesica Dwi Fatimah 70 40 70 75 Passed
16 Latifah Ulfa Maulia 70 40 80 80 Passed
17 Luluk Oktaviani 70 50 80 80 Passed
18 Miftahul Khasanah 70 70 60 55 Failed
19 Miftaqul Arif 70 60 75 80 Passed
20 Moh Abdul Rochim 70 60 75 75 Passed
21 Muh Latiful Fajri 70 90 85 85 Passed
22 Muhammad Agung A 70 30 70 80 Passed
23 Prehatin Setyowati 70 50 65 75 Passed
24 Ratna Kumala Dewi 70 60 60 80 Passed
25 Revansa Ghoravira 70 40 75 75 Passed
26 Reza Shinta Bella 70 40 70 60 Failed
27 Rizkha Indriyana 70 40 60 65 Failed
28 Selvianti 70 60 70 80 Passed
29 Septi Amanda Putri 70 70 70 80 Passed
30 Sri Wulandari 70 40 70 75 Passed
31 Tatang Anggar G 70 50 75 75 Passed
32 Tegar Adji Mustofa 70 60 75 80 Passed
33 Tri Bambang Trunojoyo 70 60 80 75 Passed
34 Vicko Ariel Arfiansya 70 50 65 65 Failed
35 Wanda Arif Budi P 70 60 70 75 Passed
36 Yulian Mahmud M 70 40 80 70 Passed
TOTAL SCORE 2030 2610 2640
MEAN 56,4 72,5 74,6
APPENDIX 9
PENGEMBANGAN SILABUS
Nama Sekolah : MTs Negeri Ngemplak
Kelas/Semester : IX/ Satu
Tahun Pelajaran : 2015/2016
Standar Kompetensi : Mendengarkan 1. Memahami makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dalam konteks kehidupan sehari-hari
Kompetensi Dasar Karakter Yang diintegrasikan
Materi Pokok/Uraian Materi
Kegiatan Pembelajaran Indikator
Penilaian Alokasi Waktu
Sumber Bahan Tatap Muka
Tugas Terstruktur
Mandiri Tidak Terstruktur
Teknik Bentuk
Instrumen Contoh
Instrumen
1.1. Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari yang melibatkan tindak tutur: meminta dan memberi kepastian, serta mengungkapkan dan menanggapi keraguan
Kesopanan
kejujuran
Percakapan memuat ungkapan-ungkapan berikut Are you sure ? I am. It is
confirmed Well... I am not
sure Don’t worry
1. Tanya jawab yang berkaitan dengan ungkapan meminta dan memberi kepastian, mengungkapkan dan menanggapi keraguan menggunakan gambit-gambit yang relevan, dan seimbang antara siswa putra dan putri
Contoh: a. Kepastian:
of course I certainly
b. Keraguan: I don’t know I can’t decide
2. Mendengarkan percakapan yang berkaitan dengan materi
3. Mengidentifikasikan gambit-gambit yang digunakan dalam percakapan
Siswa mencari ungkapan-ungkapan meminta dan memberi kepastian serta ungkapan keraguan dari buku teks pendamping
Siswa menulis ungkapan-ungkapan meminta dan memberi kepastian serta ungkapan keraguan pada kertas karton untuk ditempel pada dinding kelas
Merespon ungkapan meminta dan memberi kepastian dengan jujur dan sopan
Merespon ungkapan keraguan dan menanggapi keraguan dengan Jujur dan sopan
Tes lisan
Pertanyaan -Melengkapi per cakapan
- Respond the teacher’s statement!
T: “Are you sure?
S: “.......” - Complete the dialogue according to the conversation!
2x40 menit
1. Bahan-bahan rekaman (cassette, CD, VCD)
2. Script
percakapan
3. Buku teks yang relevan
Kompetensi Dasar Karakter Yang diintegrasikan
Materi Pokok/Uraian Materi
Kegiatan Pembelajaran
Indikator
Penilaian
Alokasi Waktu
Sumber Bahan
Tatap Muka Tugas
Terstruktur
Mandiri Tidak
Terstruktur
Teknik Bentuk
Instrumen
Contoh Instrume
n
1.2. Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari yang melibatkan tindak tutur berikut meminta pengulangan, menunjukkan perhatian, dan menyatakan kekaguman
Kerjasama
Kereligiusan
keramahan
Percakapan memuat ungkapan berikut : I beg your pardon? Pardon? A. I’ve got good
news! B. Tell me more
about it.
A. What a beautiful day!
B. It is. Shall we go to the beach ?
1. Tanya jawab tentang berbagai hal terkait tema / topik dan ungkapan terkait materi.
2. Mengembangkan kosa kata terkait tema / topik yang dipilih.
3. Tanya jawab menggunakan ungkapan-ungkapan terkait materi.
4. Mendengarkan percakapan yang menggunakan ungkapan terkait materi.
5. Menjawab pertanyaan tentang isi percakapan.
6. Merespon ungkapan yang diucapkan guru.
Dalam setiap kegiatan antara siswa putra dan putri mendapat kesempatan yang sama
Merespon ungkapan meminta pengulangan dengan ramah dan bersahabat
Merespon ungkapan menunjukan perhatian dengan ramah dan bersahabat
Merespon ungkapan menyatakan kegaguman atas prestasi orang lain dan ciptaan tuhan YME
Tes tulis Isian singkat Listen to the dialoque and complete the sentences.
2 x 40 menit
1. Bahan-bahan rekaman (cassette, CD, VCD)
2. Script
percakapan
3. Buku
teks yang relevan
Standar Kompetensi : Mendengarkan 2. Memahami makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk procedure dan report untuk berinteraksi dalam konteks kehidupan sehari-hari
Kompetensi Dasar
Karakter Yang
diintegrasikan
Materi Pokok/Uraian Materi
Kegiatan Pembelajaran
Indikator
Penilaian Alokasi Waktu
Sumber Bahan Tatap Muka
Tugas Terstruktur
Mandiri Tidak Terstruktur
Teknik Bentuk
Instrumen Contoh
Instrumen
2.1 Merespon makna yang terdapat dalam teks lisan fungsional pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari
Kreatifitas
Rasa ingin tahu
Teks fungsional /pendek
- pesan singkat - iklan - pengumuman
1. Tanya jawab tentang berbagai hal terkait dengan jenis teks fungsional yang akan dibahas dengan bantuan contoh / model.
2. Membahas tujuan komunikatif dan ciri-ciri kebahasaan teks fungsional pendek terkait tema / topik tertentu.
3. Mendengarkan teks fungsional pendek terkait tema / topik tertentu.
4. Menjawab pertanyaan tentang isi percakapan
Dalam setiap kegiatan antara siswa putra dan putri mendapat kesempatan yang sama
Siswa mendengarkan iklan dan pengumuman dari radio, kemudian menyalinnya di buku tugas
Siswa membuat kliping tentang iklan dan pengumuman yang berbahasa Inggris
Mengidentifikasi makna dalam teks fungsional pendek: pesan singkat, iklan dan pengumuman dengan kreatif dan semangat rasa ingin tahu yg tinggi
Mengidentifikasi informasi yang terdapat dalam teks-teks fungsional/pendek, pesan singkat, iklan, pengumuman dengan kreatif dan semangat rasa ingin tahu yg tinggi
Tes tulis
Isian singkat
Listen to the text and complete the sentences.
2 x 40 menit
1. Bahan-
bahan rekaman (kaset, CD, VCD)
2. Teks-teks otentik berbentuk prosedur (misal, resep-resep masakan, manual)
3. Buku teks yang relevan
Kompetensi Dasar
Karakter Yang diintegrasikan
Materi Pokok/Uraian
Materi
Kegiatan Pembelajaran
Indikator
Penilaian Alokasi Waktu
Sumber Bahan Tatap Muka
Tugas Terstruktur
Mandiri Tidak Terstruktur
Teknik Bentuk
Instrumen Contoh
Instrumen
2.2. Merespon makna yang terdapat dalam monolog pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari dalam teks berbentuk procedure dan report
Kreatifitas
Rasa ingin tahu
Teks monolog berbentuk procedure dan report.
1. Tanya jawab yang berkaitan dengan tema tertentu, misalnya photography
2. Membahas langkah-langkah retorika berbentuk procedure/report dengan menggunakan ungkapan-ungkapan giving and demanding service
3. Mendengarkan rekaman teks monolog berbentuk procedure/report
4. Menjawab pertanyaan yang berkaitan dengan teks monolog procedure/report yang didengarkan
Siswa mengamati cara memasak dari tayangan CD pembelajaran
Siswa membuat kliping tentang resep makanan dan yang berbahasa Inggris
Mengidentifikasi berbagai informasi dalam teks mono-log pendek ber- bentuk procedure/ report dengan kreatif dan semangat rasa ingin tahu yg tinggi
Mengidentifikasi langkah retorika dalam teks mono- log berbentuk procedure/report dengan
kreatif dan semangat rasa ingin tahu yg tinggi
Mengidentifikasi tujuan komunikatif teks monolog berbentuk procedure/report dengan
kreatif dan semangat rasa ingin tahu yg tinggi
Tes lisan Tes tertulis
Unjuk kerja Pilihan ganda Melengkapi kalimat rumpang
- Demonstrate how to operate a digital camera!
The teacher will read the instruction for you
- Choose the
correct answer.
Listen carefully!
- Complete the sentences!
2 x 40 menit
1. Bahan-bahan rekaman (kaset, CD, VCD)
2. Teks monolog berbentuk prosedur
3. Teks-teks otentik berbentuk prosedur (misal, resep-resep masakan, manual)
Standar Kompetensi : Berbicara 3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dalam konteks kehidupan sehari-hari
Kompetensi Dasar Karakter Yang diintegrasikan
Materi Pokok/Uraian
Materi
Kegiatan Pembelajaran
Indikator
Penilaian Alokasi Waktu
Sumber Bahan Tatap Muka
Tugas Terstruktur
Mandiri Tidak
Terstruktur Teknik
Bentuk Instrumen
Contoh Instrumen
3.1. Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari yang melibatkan tindak tutur: meminta dan memberi kepastian dan mengungkapkan dan menanggapi keraguan
Kejujuran
Kerjasama
Percaya diri
Percakapan singkat memuat ungkapan-ungkapan: A. Are you sure
? B. I am. It is
confirmed. A. Well... I am
not sure. B. Don’t worry.
1. Tanya jawab menggali kosakata terkait topik/tema yang dipelajari
2. Menjawab / merespon
ungkapan-ungkapan terkait materi
3. Mendengarkan
percakapan yang menggunakan ungkapan yang telah dipelajari
4. Menjawab pertanyaan
tentang isi percakapan 5. Melakukan
percakapan berdasarkan situasi yang diberikan
Dalam setiap kegiatan antara siswa putra dan putri mendapat kesempatan yang sama
Siswa membuat ungkapan-ungkapan konfirmasi
Bertanya dan menjawab tentang meminta dan memberi kepastian dengan jujur, ramah dan percaya diri
Bertanya dan menjawab tentang mengungkapkan dan menanggapi keraguan dengan jujur, ramah dan percaya diri
Tes lisan
Performance Create a dialogue based on the given situation and perform it in front of the class!
2 x 40 menit
1. Buku text yang relevan
2. Gambar-
gambar terkait tema
3.Benda
benda sekitar
Kompetensi Dasar Karakter Yang diintegrasikan
Materi Pokok/Uraian
Materi
Kegiatan Pembelajaran
Indikator
Penilaian
Alokasi Waktu
Sumber Bahan Tatap Muka
Tugas Terstruktur
Mandiri Tidak
Terstruktur Teknik
Bentuk Instrumen
Contoh Instrumen
3.2 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari yang melibatkan tindak tutur: meminta pengulangan, menunjukkan perhatian, dan menyatakan kekaguman
Keramahan
Kerjasama
Kereligiusan
Percakapan singkat memuat ungkapan berikut :
I beg your pardon? /Pardon?
A. I’ve got good
news! B. Tell me more
about It!
A. What a
beautiful day! B. It is. Shall we
go to the beach ?
1. Tanya jawab menggali kosa kata terkait topik / tema yang dipelajari.
2. Tanya jawab
menggunakan ungkapan terkait materi.
3. Mendengarkan
percakapan menggunakan ungkapan terkait.
4. Menjawab pertanyaan
tentang isi percakapan.
5. Bermain peran
melakukan percakapan.
Dalam setiap kegiatan antara siswa putra dan putri mendapat kesempatan yang sama
Bertanya dan menjawab tentang meminta pengulangan dengan ramah dan bersahabat
Bertanya dan menjawab tentang menunjukan perhatian dengan ramah dan bersahabat
Bertanya dan menjawab tentang menyatakan kekaguman atas prestasi orang lain dan ciptaan tuhan YME
Tes lisan Bermain peran
Create a dialogue based on the role cards and perform it in front of the class!
2 x 40 menit
1. Buku teks yang relevan
2. Gambar-
gambar terkait tema
3.Benda
benda sekitar
Standar Kompetensi : Berbicara 4. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk procedure dan report untuk berinteraksi dalam konteks kehidupan sehari-hari
Kompetensi Dasar
Karakter Yang diintegrasikan
Materi Pokok/Uraian Materi
Kegiatan Pembelajaran
Indikator
Penilaian Alokasi Waktu
Sumber Bahan Tatap Muka
Tugas Terstruktur
Mandiri Tidak
Terstruktur Teknik
Bentuk Instrumen
Contoh Instrumen
4.1 Mengungkapkan makna dalam bentuk teks lisan fungsional pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari
o Kesantunan o Kreatifitas o Percaya diri
o Teks fungsional / pendek
o pesan singkat. o iklan. o pengumuman
1. Tanya jawab tentang berbagai hal terkait jenis teks fungsional pendek yang akan dibahas.
2. Mengidentifikasi berbagai informasi dalam teks.
3. Membuat draft jenis teks fungsional : - pengumuman. - pesan singkat - iklan
4. Menyampaikan secara lisan : - pengumuman. - pesan singkat - iklan
Dalam setiap kegiatan antara siswa putra dan putri mendapat kesempatan yang sama
Siswa membuat SMS kepada guru maupun kepada teman sekelas dalam bahasa Inggris
Menyampaikan pengumuman dengan santun, kreatif dan percaya diri
Menyampaikan pesan singkat dengan santun, kreatif dan percaya diri
Mempromosikan (mengiklankan sesuatu) dengan santun, kreatif dan percaya diri
Tes lisan
Performance 1. Announce your school mates to gather in the lab after school!
2. Tell your
friend to wait for you after school!
3. Promote
the product from your village!
2 x 40 menit
1. Buku teks yang relevan
2. Gambar-
gambar yang terkait tema
3. Benda-
benda elektronik
4. Ruang
multi media
Kompetensi Dasar Karakter
Yang diintegrasikan
Materi Pokok/Uraian
Materi
Kegiatan Pembelajaran
Indikator
Penilaian
Alokasi Waktu
Sumber Bahan Tatap Muka
Tugas Terstruktur
Mandiri Tidak
Terstruktur Teknik
Bentuk Instrumen
Contoh Instrumen
4.2.Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari dalam teks berbentuk procedure dan report
Kesantunan
Kreatifitas
Percaya diri
Teks monolog berbentuk procedure dan report.
1. Tanya jawab tentang salah satu alat multi media (HP, computer, Tv,
radio) 2. Membuat kalimat
perintah/pernyataan berdasarkan gambar kegiatan. Misal:
- Press the menu button - Sellect the number of contact 3. Tanya jawab
tentang cara mengoperasikannya (how to make a call, how to operate computer, dsb) menggunakan gambit-gambit tertentu
- Can you show me..... - Sure/ I’m not sure
- Let me show you. First..., then..., finally.
4. Melakukan monolog dalam bentuk procedure/report
dengan bantuan gambar/urutan kegiatan
Dalam setiap kegiatan antara siswa putra dan putri mendapat kesempatan yang sama
Siswa memilih salah satu teks procedure /report untuk dihafalkan dan kemudian dipresentasikan di depan kelas
Melakukan monolog pendek dalam bentuk Procedure/ report
dengan santun, kreatif dan percaya diri
-
Tes lisan Performance 1. Please tell us how to send sms using your HP (alternative lain boleh dipilih)
2. Observe a certain kind of things you like best and report it to the class
4 x 40 menit
1. Buku teks yang relevan
2. Gambar-
gambar yang terkait tema
3. Benda-
benda elektronik
4. Ruang
multi media
Standar Kompetensi : Membaca 5. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk procedure dan report untuk berinteraksi dalam konteks kehidupan sehari-hari
Kompetensi Dasar
Karakter Yang diintegrasikan
Materi Pokok/Uraian
Materi
Kegiatan Pembelajaran
Indikator
Penilaian Alokasi Waktu
Sumber Bahan Tatap Muka
Tugas Terstruktur
Mandiri Tidak
Terstruktur Teknik
Bentuk Instrumen
Contoh Instrumen
5.1 Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari dalam teks berbentuk procedure dan report
Keingintahunan
Kerajinan
ketangguhan
1. Teks monolog procedure/report
2. Makna gagasan teks procedure
3. Informasi factual
4. Informasi rinci 5. Informasi
tersirat dalam teks procedure dan report
6. Tujuan komunikatif teks procedure dan alat
7. Langkah
retorika a. teks
procedure (purpose material-steps)
b. teks report (identification-description)
1. Tanya jawab tentang berbagai hal yang terkait tema/topik yang dipilih
2. Mengembangkan kosakata dan kalimat terkait tema terkait topik / jenis teks prosedur
3. Tanya jawab tentang cara mengerjakan/membuat sesuatu
4. Membaca teks prosedur
5. Menjawab pertanyaan tentang berbagai informasi dalam teks prosedur
Tujuan komunikatif
Bahan yang diperlukan
Cara melakukan.membuat sesuatu
Langkah retorika teks procedure/report
Ciri kebahasaan teks prosedur
6. Membaca nyaring dengan ucapan dan
intonasi yang tepat
Mengidentifikasi makna gagasan da- lam teks berben- tuk procedure dan report dengan se- mangat rasa ingin tahu dan membaca yang tinggi
Mengidentifikasi berbagai informasi yang terdapat da- lam teks berbentuk procedure dan re- port dengan se- mangat rasa ingin tahu dan mem- baca yang tinggi
Mengidentifikasi tujuan komunikatif teks berbentuk procedure/report dengan semangat rasa ingin tahu dan membaca yg tinggi
Mengidentifikasi langkah retorika dalam teks ber- bentuk procedure / report dengan semangat rasa ingin tahu dan membaca yang tinggi
Membaca nyaring teks berbentuk procedure/report
Tes tulis
Tes lisan
Pertanyaan Bacaan Membaca nyaring
1. Answer the following questions based on the text
2. Read
the text aloud
4 x 40 menit
1. Buku teks yang relevan
2. Buku resep bahasa Inggris
3. Gambar-gambar tentang cara-cara melakukan/membuat sesuatu
4. Gambar terkait tema
5. Realia 6. CD 7. CD player/TV
Kompetensi Dasar
Karakter Yang diintegrasikan
Materi Pokok/Uraian Materi
Kegiatan Pembelajaran
Indikator
Penilaian Alokasi Waktu
Sumber Bahan Tatap Muka
Tugas Terstruktur
Mandiri Tidak Terstruktur
Teknik Bentuk
Instrumen Contoh
Instrumen
5.2
.Merespon makna yang terdapat dalam teks tulis fungsional pendek sederhana secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari
5.3.
Membaca nyaring bermakna teks fungsional dan esei pendek sederhana berbentuk procedure dengan ucapan, tekanan dan intonasi yang berterima
Kreatifitas
keigintahuan
Makna gagasan dan tekstual dalm teks fungsional/pengumuman, iklan dan pesan singkat
Ciri kebahasaan teks fungsional pengumuman
1. Tanya jawab tentang berbagai hal terkait tema / topik / jenis teks yang akan dibaca.
2. Membahas kosa kata dan ungkapan yang digunakan dalam teks yang akan dibaca.
3. Membaca teks fungsional pendek
4. Menjawab pertanyaan tentang isi teks.
5. Menyebutkan jenis teks yang dibaca dan tujuan komunikatifnya.
6. Menyebutkan ciri-ciri kebahasaan teks yang dibaca.
7. Membaca nyaring
Dalam setiap kegiatan antara siswa putra dan putri mendapat kesempatan yang sama
Siswa mencari iklan pada koran atau majalah untuk dibacakan di depan kelas
Siswa membuat kliping tentang iklan dan pengumuman yang berbahasa Inggris
Mengidentifikasi makna yang terdapat teks fungsional pendek; pengumuman, iklan, pesan singkat dengan kreatif dan rasa ingin tahu yg tinggi
Mengidentifikasi
ciri kebahasaan teks fungsional pendek, pengumuman dengan kreatif dan rasa ingin tahu yg tinggi
Tes Tulis Tes lisan Tes lisan
1. Pilihan ganda
2. Isian
singkat 3. Membaca
nyaring
Answer the following questions based on the text Read the text aloud
2 x 40 menit
1. Buku teks yang relevan.
2. Contoh teks
fungsional : - iklan. - pengumuman. - pesan singkat
3. Gambar yang relevan
Standar Kompetensi : Menulis 6. Mengungkap kan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk procedure dan report untuk berinteraksi dalam konteks kehidupan sehari-hari
Kompetensi Dasar Karakter Yang diintegrasikan
Materi Pokok/Uraian Materi
Kegiatan Pembelajaran
Indikator
Penilaian
Alokasi Waktu
Sumber Bahan Tatap Muka
Tugas Terstruktur
Mandiri Tidak
Terstruktur Teknik
Bentuk Instrumen
Contoh Instrumen
6.1. Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari
Ketelitian
Kreatifitas
kemandirian
kalimat sederhana imperatives simple present
Teks fungsional pendek : 1. iklan
2. surat pribadi
1. Tanya jawab berbagai hal terkait tema / topik / jenis teks yang akan dibahas.
2. Mengamati contoh-contoh teks fungsional pendek terkait materi.
3. Menyebutkan ciri-ciri, tujuan komunikatif dari teks.
4. Menulis kalimat pendek dan sederhana menggunakan unsur bahasa yang diperlukan.
5. Menulis teks fungsional pendek berdasarkan konteks.
Dalam setiap kegiatan antara siswa putra dan putri mendapat kesempatan yang sama
Siswa mencari surat pribadi dalam bahasa Inggris untuk disalin pada buku tugas
Siswa membuat surat kepada teman untuk dipajang di dinding kelas
Menulis kalimat pendek dan sederhana dengan teliti, kreatif dan mandiri
Menulis
teks fungsional pendek dan sederhana dengan teliti, kreatif dan mandiri
Tes Tulis
Uraian 1. Write simple sentences based on the picture given.
2. Write an
advertisement based on the picture
3. Write a
letter to your uncle telling him that you want to spend holiday in his town.
4 x 40 menit
1. Buku teks yang relevan
2. Buku resep
bahasa Inggris 3. Gambar-gambar
tentang cara-cara melakukan/membuat sesuatu
4. Gambar terkait
tema 5. Realia
Kompetensi Dasar Karakter Yang diintegrasikan
Materi Pokok/Uraian
Materi
Kegiatan Pembelajaran
Indikator
Penilaian
Alokasi Waktu
Sumber Bahan Tatap Muka
Tugas Terstruktur
Mandiri Tidak
Terstruktur Teknik
Bentuk Instrumen
Contoh Instrumen
6.2. Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari dalam teks berbentuk procedure dan report
Ketelitian
Kreatifitas
kemandirian
kalimat acak dari teks procedure/report
teks monolog pendek berbentuk procedure/report
1. Review berbagai hal tentang teks procedure
2. Tujuan komunikatif
3. Langkah retorika 4. Ciri kebahasaan 5. Mengembangkan
kosakata dan kalimat terkait topik/jenis teks procedure
6. Menyusun kalimat acak berdasarkan urutan gambar
7. Menulis teks procedure berdasarkan perintah yang diberikan
Dalam setiap kegiatan antara siswa putra dan putri mendapat kesempatan yang sama
Menyusun kalimat acak menjadi teks yang padu berbentuk procedure/report
dengan teliti, kreatif dan mandiri
Menulis
essay berbentuk procedure/ report dengan teliti, kreatif dan mandiri
Tes tulis
Tes tulis
Menyusun kalimat
Uraian
1. Rearrange the following jumbled sentences in a good order.
2. Write a
procedure text telling how to operate a computer
3. Write a
report on a certain kind of thing or place around you.
4 x 40 menit
1. Buku teks yang relevan 2. Buku resep bahasa Inggris 3. Gambar-gambar tentang cara melakukan sesuatu 4. melakukan/mem buat sesuatu 5. Gambar terkait tema 6. Realia
Ngemplak, 24 Juli 2015 Mengetahui Guru Mata Pelajaran Kepala Madrasah
Drs.H. Nur Hudaya Sholichin, M Pd I Abdul Aziz Cokro Hadinoto,S.Pd NIP.196211101994031001 NIP 197005152005011002
PENGEMBANGAN SILABUS
Nama Sekolah : MTs Negeri Ngemplak
Kelas/Semester : IX/ Dua
Tahun Pelajaran : 2015/2016
Standar Kompetensi : Mendengarkan 7. Memahami makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dalam konteks kehidupan sehari-hari
Kompetensi Dasar Karakter Yang diintegrasikan
Materi Pokok/Uraian Materi
Kegiatan Pembelajaran
Indikator
Penilaian
Alokasi Waktu
Sumber Bahan Tatap Muka
Tugas Terstruktur
Mandiri Tidak
Terstruktur Teknik
Bentuk Instrumen
Contoh Instrumen
7.1
Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari yang melibatkan tindak tutur mengungkapkan kesantunan
Kesopanan
kejujuran
Ungkapan kesantunan, contoh: - Could you
please......? - With pleasure. - Would you
mind repeating that?
- Sorry, what did you say?
- Oh thank you
1. Tanya jawab menggunakan ungkapan kesantunan dalam percakapan transactional dan interpersonal
2. Membahas kosakata dan tata bahasa yang dipakai dalam percakapan yang santun
3. Mendengarkan percakapan-percakapan yang santun
4. Mendengarkan gambit-gambit dalam percakapan yang santun
5. Menjawab pertanyaan tentang struktur percakapan yang santun
6. Menjawab pertanyaan tentang isi percakapan
Siswa mencari ungkapan Kesantunan dari buku teks pendamping
Siswa menulis ungkapan Kesantunan pada kertas karton untuk ditempel pada dinding kelas
Merespon ungkapan Kesantunan dengan jujur dan sopan
Tes lisan
Pertanyaan -Melengkapi per cakapan
- Respond the teacher’s statement!
T: “Are you sure?
S: “.......” - Complete the dialogue according to the conversation!
2x40 menit
4. Bahan-bahan rekaman (cassette, CD, VCD)
5. Script
percakapan
6. Buku teks yang relevan
Kompetensi Dasar Karakter Yang diintegrasikan
Materi Pokok/Uraian Materi
Kegiatan Pembelajaran
Indikator
Penilaian
Alokasi Waktu
Sumber Bahan
Tatap Muka Tugas
Terstruktur
Mandiri Tidak
Terstruktur Teknik
Bentuk Instrumen
Contoh Instrume
n
7.2
Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari yang melibatkan tindak tutur memberi berita yang menarik perhatian, dan memberi komentar terhadap berita
Kerjasama
Kereligiusan
keramahan
Percakapan memuat:
Ungkapan memberi berita yang menarik perhatian, contoh: A. Guess
what! I’ve got good news!
B. Please tell me. What is it?
Ungkapan memberi komentar tentang berita
A. I got 10 for the English test
B. Really ?? That’s fantastic!
1. Tanya jawab tentang berbagai hal terkait tema / topik dan ungkapan terkait mater
2. Mengembangkan kosa kata terkait tema / topik yang dipilih.
3. Tanya jawab menggunakan ungkapan-ungkapan terkait materi
4. .Mendengarkan percakapan yang menggunakan ungkapan terkait materi.
5. Menjawab pertanyaan tentang isi percakapan.
6. Merespon ungkapan yang diucapkan guru.
Dalam setiap kegiatan antara siswa putra dan putri mendapat kesempatan yang sama
Siswa mencari ungkapan memberi berita yang menarik perhatian, Ungkapan memberi komentar tentang berita
dari buku teks pendamping
Siswa menulis ungkapan memberi berita yang menarik perhatian, Ungkapan memberi komentar tentang
berita pada kertas karton untuk ditempel pada dinding kelas
Merespon ungkapan memberi berita yang menarik perhatian dengan ramah dan bersahabat
Merespon Ungkapan memberi komentar tentang berita dengan ramah dan bersahabat
Tes tulis Isian singkat Listen to the dialoque and complete the sentences.
2 x 40 menit
4. Bahan-bahan rekaman (cassette, CD, VCD)
5. Script
percakapan
6. Buku
teks yang relevan
Standar Kompetensi : Mendengarkan
: 8. Memahami makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk narrative dan report untuk berinteraksi dalam konteks kehidupan sehari-hari
Kompetensi Dasar
Karakter Yang
diintegrasikan
Materi Pokok/Uraian Materi
Kegiatan Pembelajaran
Indikator
Penilaian Alokasi Waktu
Sumber Bahan Tatap Muka
Tugas Terstruktur
Mandiri Tidak Terstruktur
Teknik Bentuk
Instrumen Contoh
Instrumen
8.1
Merespon makna yang terdapat dalam teks lisan fungsional pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari
Kreatifitas
Rasa ingin tahu
Teks fungsional pendek:
- iklan - surat pribadi
Ciri-ciri kebahasaan iklan dan surat pribadi
1. Tanya jawab tentang berbagai hal terkait dengan jenis teks fungsional yang akan dibahas dengan bantuan contoh / model.
2. Membahas tujuan komunikatif dan ciri-ciri kebahasaan teks fungsional pendek terkait tema / topik tertentu.
3. Mendengarkan teks fungsional pendek terkait tema / topik tertentu.
4. Menjawab pertanyaan tentang isi percakapan
Dalam setiap kegiatan antara siswa putra dan putri mendapat kesempatan yang sama
Siswa mendengarkan iklan dan surat pribadi dari script yang dibacakan guru, kemudian menyalinnya di buku tugas
Siswa membuat kliping tentang iklan dan surat pribadi yang berbahasa Inggris
Mengidentifikasi makna dalam teks fungsional pendek: t, iklan dan surat pribadi dengan kreatif dan semangat rasa ingin tahu yg tinggi
Mengidentifikasi informasi yang terdapat dalam teks-teks fungsional/pendek, , iklan, surat pribadi dengan kreatif dan semangat rasa ingin tahu yg tinggi
Tes tulis
Isian singkat
Listen to the text and complete the sentences.
2 x 40 menit
1. Bahan-
bahan rekaman (kaset, CD, VCD)
2. Buku teks yang relevan
Kompetensi Dasar
Karakter Yang diintegrasikan
Materi Pokok/Uraian
Materi
Kegiatan Pembelajaran
Indikator
Penilaian Alokasi Waktu
Sumber Bahan Tatap Muka
Tugas Terstruktur
Mandiri Tidak Terstruktur
Teknik Bentuk
Instrumen Contoh
Instrumen 8.2.
Merespon makna yang terdapat dalam monolog pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative dan report
Kreatifitas
Rasa ingin tahu
Teks monolog berbentuk narrative/report terkait
tema tertentu
Tujuan komunikatif teks monolog berbentuk narrative/report
Langkah retorika teks monolog berbentuk narrative/report
Ciri-ciri kebahasaan teks monolog berbentuk report
- simple present tense
- General nouns
- Relating verbs, action verbs, istilah teknis
1. Brain storming
tentang laporan pengamatan terkait topik yang dipilih. Misal: Reptiles in Comodo Island, dengan memperlihatkan gambar
2. Membahas kosakata dan tata bahasa terkait topok dan jenis teks narrative/report.
3. Mendengarkan laporan pengamatan ayng menggunakan gambit-gam bit tertentu:
- In general..... - One exception
is....
4. Menjawab pertanyaan tentang isi teks narrative/report
5. Menjawab pertanyaan tujuan komunikatif dan langkah retorika dalam teks narrative/report
6. Menjawab pertanyaan tentang ciri-ciri kebahasaan teks report
Siswa mendengarkan teks narrative dan report kemudian menuliskannya
Siswa menulis teks narrative dan report pada kertas karton untuk dipajang di kelas
Mengidentifikasi berbagai informasi dalam teks mono-log pendek ber- bentuk narrative/ report dengan kreatif dan semangat rasa ingin tahu yg tinggi
Mengidentifikasi langkah retorika dalam teks mono- log berbentuk narrative/report dengan kreatif dan semangat rasa ingin tahu yg tinggi
Mengidentifikasi tujuan komunikatif teks monolog berbentuk narrative/report dengan kreatif dan semangat rasa ingin tahu yg tinggi
Tes lisan Tes tertulis
Unjuk kerja Pilihan ganda Melengkapi kalimat rumpang
Answer the questions orally!
- Choose the
correct answer.
Listen carefully!
- Complete the sentences!
2 x 40 menit
4. Bahan-bahan rekaman (kaset, CD, VCD)
5. Teks monolog berbentuk report dan narrative
Standar Kompetensi : Berbicara: 9. Mengungkapkan makna dalam percakapan transaksional dan interpersonal dan monolog pendek sederhana berbentuk narrative dan report untuk berinteraksi dalam
konteks kehidupan sehari-hari
Kompetensi Dasar Karakter Yang diintegrasikan
Materi Pokok/Uraian
Materi
Kegiatan Pembelajaran
Indikator
Penilaian
Alokasi Waktu
Sumber Bahan Tatap Muka
Tugas Terstruktur
Mandiri Tidak
Terstruktur Teknik
Bentuk Instrumen
Contoh Instrumen
9.1. Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari yang melibatkan tindak tutur mengungkapkan kesantunan
Kejujuran
Kerjasama
Percaya diri
Percakapan memuat ungkapan kesantunan, contoh: A. Could
you please ...?
B. With pleasure.
1. Tanya jawab menggali kosakata terkait topik/tema yang dipelajari
2. Menjawab / merespon ungkapan-ungkapan terkait materi
3. Mendengarkan percakapan yang menggunakan ungkapan yang telah dipelajari
4. Menjawab pertanyaan tentang isi percakapan
5. Melakukan percakapan berdasarkan situasi yang diberikan
6. Dalam setiap kegiatan antara siswa putra dan putri mendapat kesempatan yang sama
Bertanya dan menjawab tentang ungkapan kesantunan dengan jujur, ramah dan percaya diri
Tes lisan
Performance Create a dialogue based on the given situation and perform it in front of the class!
2 x 40 menit
1. Buku text yang relevan
2. Gambar-
gambar terkait tema
3.Benda
benda sekitar
Kompetensi Dasar Karakter Yang diintegrasikan
Materi Pokok/Uraian
Materi
Kegiatan Pembelajaran
Indikator
Penilaian
Alokasi Waktu
Sumber Bahan Tatap Muka
Tugas Terstruktur
Mandiri Tidak
Terstruktur Teknik
Bentuk Instrumen
Contoh Instrumen
9.2. Mengungkapkan
makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari yang melibatkan tindak tutur: memberi berita yang menarik perhatian dan memberi komentar terhadap berita
Keramahan
Kerjasama
Kereligiusan
Ungkapan memberi berita yang menarik perhatian, contoh:
A. Guess what! I’ve got hot news!
B. Please tell me. What is it?
Ungkapan memberi komentar tentang berita
A. I got 10 for the English test
B. Really ?? That’s fantastic!
1. Tanya jawab menggali kosa kata terkait topik / tema yang dipelajari.
2. Tanya jawab
menggunakan ungkapan terkait materi.
3. Mendengarkan
percakapan menggunakan ungkapan terkait.
4. Menjawab
pertanyaan tentang isi percakapan.
5. Bermain peran
melakukan percakapan.
Dalam setiap kegiatan antara siswa putra dan putri mendapat kesempatan yang sama
Bertanya dan menjawab tentang ungkapan memberi berita yang menarik perhatian dengan ramah dan bersahabat
Tes lisan Bermain peran
Create a dialogue based on the role cards and perform it in front of the class!
2 x 40 menit
1. Buku teks yang relevan
2. Gambar-
gambar terkait tema
3.Script
percakapan
4.Rekaman
percakapan
5. CD,
VCD, Film tentang percakapan kesantunan
Standar Kompetensi : Berbicara 10. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk narrative dan report untuk berinteraksi dalam konteks kehidupan sehari-
hari
Kompetensi Dasar
Karakter Yang diintegrasikan
Materi Pokok/Uraian Materi
Kegiatan Pembelajaran
Indikator
Penilaian
Alokasi Waktu
Sumber Bahan Tatap Muka
Tugas Terstruktur
Mandiri Tidak
Terstruktur Teknik
Bentuk Instrumen
Contoh Instrumen
10.1. Mengungkapkan makna dalam teks lisan fungsional pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari
o Kesantunan o Kreatifitas o Percaya diri
Teks fungsional / pendek
o pesan singkat. o iklan. o pengumuman
5. Tanya jawab tentang berbagai hal terkait jenis teks fungsional pendek yang akan dibahas.
6. Mengidentifikasi berbagai informasi dalam teks.
7. Membuat draft jenis teks fungsional : - pengumuman. - pesan singkat - iklan
8. Menyampaikan secara lisan : - pengumuman. - pesan singkat - iklan
Dalam setiap kegiatan antara siswa putra dan putri mendapat kesempatan yang sama
Siswa membuat SMS kepada guru maupun kepada teman sekelas dalam bahasa Inggris
Menyampaikan pengumuman dengan santun, kreatif dan percaya diri
Menyampaikan pesan singkat dengan santun, kreatif dan percaya diri
Mempromosikan (mengiklankan sesuatu) dengan santun, kreatif dan percaya diri
Tes lisan
Performance 4. Announce your school mates to gather in the lab after school!
5. Tell your
friend to wait for you after school!
6. Promote
the product from your village!
2 x 40 menit
Buku teks yang relevan Gambar-gambar yang terkait tema Ruang multi media
Kompetensi Dasar Karakter
Yang diintegrasikan
Materi Pokok/Uraian
Materi
Kegiatan Pembelajaran
Indikator
Penilaian
Alokasi Waktu
Sumber Bahan Tatap Muka
Tugas Terstruktur
Mandiri Tidak
Terstruktur Teknik
Bentuk Instrumen
Contoh Instrumen
10.2. Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari berbentuk narrative dan report
Kesantunan
Kreatifitas
Percaya diri
Teks monolog berbentuk narrative/report terkait tema tertentu
Tujuan komunikatif teks monolog berbentuk narrative/report
Langkah retorika teks monolog berbentuk narrative/report
Ciri-ciri kebahasaan teks monolog berbentuk narrative/report
Simple present tense General nouns Relating verbs, action verbs, istilah teknis
1. Tanya jawab tentang topik tertentu misalnya: Reptiles in Comodo Island
2. Membahas kosa kata dan tata bahasa terkait topik yang di pilih
3. Mendeskripsikan reptiles dalam kalimat-kalimat dengan gambit gambit tertentu. Mis: In general....
Usually... Some people say.....
4. Berdiskusi dengan teman merencanakan teks monolg berbentuk narrative/report
Melakukan monolog berbentuk narrative/report
Melakukan monolog pendek dalam bentuk Narrative/ report
dengan santun, kreatif dan percaya diri
-
Tes lisan Performance 1. Observe a certain kind of things you like best and report it to the class .
2. Report a certain animal or land orally!
4 x 40 menit
Buku teks yang relevan Gambar-gambar yang terkait tema Ruang multi media
Standar Kompetensi : Membaca : 11. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk narrative dan report untuk berinteraksi dalam konteks kehidupan sehari-hari
Kompetensi Dasar
Karakter Yang diintegrasikan
Materi Pokok/Uraian
Materi
Kegiatan Pembelajaran Indikator
Penilaian Alokasi Waktu
Sumber Bahan Tatap Muka
Tugas Terstruktur
Mandiri Tidak Terstruktur
Teknik Bentuk
Instrumen Contoh
Instrumen 11.1. Membaca nyaring bermakna teks tulis fungsional dan esei pendek sederhana berbentuk narrative dan report dengan
ucapan, tekanan dan intonasi yang berterima untuk berinteraksi dalam konteks kehidupan sehari-hari
Keingintahuan
Percaya diri
Teks fungsional pendek : - Iklan - surat
pribadi
1. Review berbagai
hal tentang iklan / surat pribadi. - tujuan. - bentuk - bahasa yang
digunakan. 2. Membahas kosa
kata dan tata bahasa yang sulit.
3. Membaca nyaring teks fungsional pendek.
4. Menjawab pertanyaan tentang isi teks.
5. Menentukan tujuan komunikatif teks terkait.
Siswa mencari iklan pada koran atau majalah untuk dibacakan di depan kelas
Siswa membuat kliping tentang iklan dan pengumuman yang berbahasa Inggris
Membaca
nyaring dan bermakna teks fungsional pendek : - Iklan - surat pribadi dengan rasa ingin tahu yang tinggi dan percaya diri
Tes tulis
Tes lisan
Pertanyaan Bacaan Membaca nyaring
1. Answer the following questions based on the text
2.Read the text aloud
4 x 40 menit
Buku teks yang relevan. Contoh surat / iklan. Gambar yang relevan.
Kompetensi Dasar
Karakter Yang diintegrasikan
Materi Pokok/Uraian Materi
Kegiatan Pembelajaran
Indikator
Penilaian
Alokasi Waktu
Sumber Bahan Tatap Muka
Tugas Terstruktur
Mandiri Tidak
Terstruktur Teknik
Bentuk Instrumen
Contoh Instrumen
11.2 Merespon makna dalam teks tulis fungsional pendek secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari
11.3 Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima untuk berinterak
Keingintahuan
Percaya diri
ketelitian
Keingintahuan
Percaya diri
ketelitian
Teks fungsional pendek
- iklan - surat pribadi
Informasi dalam teks fungsional pendek
- gagasan utama
- informasi rinci makna kata, frasa, kalimat
Teks monolog berbentuk
- narrative - report
Informasi dalam teks monolog narrative and report
- gagasan utama
- informasi rinci - informasi
faktual
1. Tanya jawab
tentang berbagai hal terkait materi.
2. Membaca teks fungsional pendek.
3. Menjawab pertanyaan isi teks.
4. Menjawab pertanyaan terkait : - jenis teks. - tujuan
komunikatif - ciri
kebahasaan langkah retorika
1. Tanya jawab tentang berbagai hal terkait tema, topik, jenis teks.
2. Membaca teks.
3. Menjawab pertanyaan tentang isi teks.
4. Menjawab pertanyaan terkait : - jenis teks.
Mengidentifikasi
makna dalam teks fungsional pendek iklan, dan surat pribadi dengan rasa ingin tahu yang tinggi, teliti dan percaya diri
Mengidentifikasi berbagai informasi dalam teks fungsional pendek iklan, dan surat pribadi dengan rasa ingin tahu yang tinggi, teliti dan percaya diri
Mengidentifikasi
makna dalam teks monolog berbentuk narrative and report . dengan rasa ingin tahu yang tinggi, teliti dan percaya diri
Mengidentifikasi berbagai informasi dalam teks monolog berbentuk narrative and
Tes Tulis Tes Tulis
Pilihan Ganda Uraian
Choose the best option, a, b, c or d based on the text! Answer the questions based on the text!
4 x 40 menit 4 x 40 menit
1. Buku teks
yang relevan.
2. Contoh surat
/ iklan. 3. Gambar
yang relevan.
1. Buku teks
yang relevan.
2. Contoh surat
/ iklan. 3. Gambar
yang relevan.
si dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative dan report
11. 4 Membaca nyaring bermakna teks tulis fungsional dan esei pendek sederhana berbentuk narrative dan report
dengan ucapan, tekanan dan intonasi yang berterima untuk berinteraksi dalam konteks kehidupan sehari-hari
Keingintahuan
Percaya diri
ketelitian
teks
narrative/report terkait tema tertentu
- tujuan komunikatif
- langkah retorika
1. Tanya jawab
berbagai hal terkait tema/topik bacaan
2. Mendengarkan teks report yang dibacakan guru/teman
3. Menirukan teks yang dibaca guru/ teman
4. Membaca nyaring dengan ucapan dan intonasi yang benar
5. Menjawab berbagai pertanyaan tentang isi bacaan
report. dengan rasa ingin tahu yang tinggi, teliti dan percaya diri
Membaca nyaring
dan bermakna teks monolog berbentuk narrative/report dengan rasa ingin tahu yang tinggi, teliti dan percaya diri
Tes lisan
Performance
Read the text aloud
4 x 40 menit
1. Buku teks yang
relevan
2. Teks otentik dari jurnal, majalah, koran
Standar Kompetensi : Menulis 12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk procedure dan report untuk berinteraksi dalam konteks kehidupan sehari-hari
Kompetensi Dasar Karakter Yang diintegrasikan
Materi Pokok/Uraian Materi
Kegiatan Pembelajaran
Indikator
Penilaian
Alokasi Waktu
Sumber Bahan Tatap Muka
Tugas Terstruktur
Mandiri Tidak
Terstruktur Teknik
Bentuk Instrumen
Contoh Instrumen
12.1. Mengungkapkan makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari
Ketelitian
Kreatifitas
kemandirian
Teks fungsional pendek : 1. iklan
2. surat pribadi
1. Review
berbagai hal terkait teks fungsional pendek - iklan - surat
pribadi 2. Menulis
kalimat pendek dan sederhana terkait jenis teks.
3. Membuat draft iklan / surat pribadi.
4. Menulis iklan / surat pribadi.
5. Memajang hasil tulisan.
Menulis kalimat pendek dan sederhana dengan teliti, kreatif dan mandiri
Menulis
teks fungsional pendek dan sederhana berbentuk iklan dan surat pribadi dengan teliti, kreatif dan mandiri
Tes Tulis
Uraian 4. Arrange the words into
s imple sentences.
5. Write an
advertisement based on the picture
6. Write a
letter to your uncle telling him that you want to spend holiday in his town.
4 x 40 menit
1. Buku teks yang relevan
2. Teks otentik
dari jurnal, majalah, koran
Kompetensi Dasar Karakter Yang diintegrasikan
Materi Pokok/Uraian
Materi
Kegiatan Pembelajaran
Indikator
Penilaian
Alokasi Waktu
Sumber Bahan Tatap Muka
Tugas Terstruktur
Mandiri Tidak
Terstruktur Teknik
Bentuk Instrumen
Contoh Instrumen
12.2 Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative dan report
Ketelitian
Kreatifitas
kemandirian
Teks monolog berbentuk narrative/report terkait tema tertentu
Tujuan komunikatif teks monolog berbentuk narrative/report
Langkah retorika teks monolog berbentuk narrative/report
Ciri-ciri kebahasaan teks monolog berbentuk narrative/report
simple present tense
General nouns Relating verbs, action verbs, istilah
teknis
1. Tanya jawab
yang berkaitan dengan laporan pengamatan (report ) tentang topik tertentu. Misalnya: Reptiles in Comodo Island
dengan memperlihatkan gambar/replika
2. Membahas kosakata, tata bahasa: general noun, relating verbs, action verbs, present tense, istilah-istilah, paragraph dengan topic sentence
3. Menulis
kalimat menggunakan kosakata dan tata bahasa yang sudah dibahas.
4. Menyusun kalimat acak menjadi teks report yang padu.
Siswa mencari surat pribadi dalam bahasa Inggris untuk disalin pada buku tugas
Siswa membuat surat kepada teman untuk dipajang di dinding kelas
Menyusun
kalimat acak menjadi teks yang padu berbentuk procedure/report
dengan teliti, kreatif dan mandiri
Menulis
essay berbentuk narrative/ report dengan teliti, kreatif dan mandiri
Tes tulis
Tes tulis
Menyusun
kalimat
Uraian
Rearrange the following sentences into a good paragraph!
Write a report about a certain animal or plant! Write a simple short story in your words!
4 x 40 menit
1. Buku teks yang
relevan 2. Gambar / replika
3. Objek/lingkungan sekitar
5. Menulis draft teks report
sederhana bersama teman
6. Mengembangkan draft menjadi teks report yang lengkap
7. Menulis teks report sendiri secara bebas
Ngemplak, 24 Juli 2015 Mengetahui Guru Mata Pelajaran Kepala Madrasah
Drs. H.Nur Hudaya Sholichin, M Pd I Abdul Aziz Cokro Hadinoto,S.Pd NIP.196211101994031006 NIP 19700515200505011002
DOCUMENTATION
