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THE USE OF STORY FRAMES TO ENHANCE
STUDENTS’READING COMPREHENSION ON
NARRATIVE TEXT
(A Classroom Action Research of the Eighth Grade Students
of SMP Negeri 4 Ungaran in The Academic Year 2016/2017)
A GRADUATING PAPER
Submitted to the Board Examiners as a Partial Fulfillment of the
Requirements for the Degree of SarjanaPendidikan(S.Pd)
English Education Department of Teacher Training and Education
Faculty
State Institute for Islamic Studies (IAIN) Salatiga
INDAH RATNA KUMALA DEWI
113-12-127
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES OF SALATIGA
2017
vi
DEDICATION
I hereby dedicate this graduating paper for :
Allah SWT, My Lord My God Almighty thanks for guiding me to face
everything in this extraordinary world.
My beloved Grandparents, Late Sunardi Hadi Sunarto and Sri Rahayu.
Thanks for love, and for caring me in my whole life.
My beloved parents , Retno Kusuma Wati and Istarom. Thank for all
learning you gave.
My beloved sister and brother, Nova Indah Wahyu Ardiyanti and Yoga
Mahendra Sasmita. You have been my spirit to change my life.
All my family (Pak Gus, Mbak Fat, Nana, Putri, Citra, Bude Hid, Late
Pakde Wid, Mas Lilik, Mas Bagus). Thank for your kindness.
The big Family of Seni Musik Club (SMC) IAIN Salatiga. Dedicato,
Elano, Awareness, Willpower, Zeaolus, Cambioso, Extender, Fidelio,
Cakrawangsa, Gamananta, Ovedio.Thanks for being my home, thanks
for all the great songs and music.
My beloved Power Rangers, Mbak Siwi, Kikik, Uyung, Nafi' who
colored my life.
My Friends of sharing in the same struggle. TBI D 2012. Thanks for the
togetherness.
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ACKNOWLEDGEMENT
Assalamualaikum Wr. Wb
In the name of Allah, The Most Gracious and The Most Merciful, The Lord of
Universe. Because of Him, the researcher could finish this graduating paper as one of
the requirement for the Degree of Sarjana Pendidikan (S.Pd) in English Education
Department of Teacher Training and Education Faculty of State Institute for Islamic
Studies (IAIN) Salatiga.
Peace and salutation always be given to our prophet Muhammad SAW who has
guided us from the darkness to the lightness. However, this success would not be
achieved without support, guidance, advices, helps, and encouragements from
individual and institution. The researcher somehow realizes that an appropriate
moment for her to deepest gratitude for:
1. Dr. Rahmat Hariyadi, M.Pd. as the Rector of State Institute of Islamic Studies
(IAIN) Salatiga
2. Suwardi, M.Pd. as the Dean of Teacher Training and Education Faculty
3. Noor Malihah, Ph.D. as the Head of English Education Department all at once as
a counselor who has educated, supported, directed, and given the researcher
advice, suggestions, and recommendations for this graduating paper from the
beginning until the end
4. All of the lecturers in English Education Department. Thank for your education
which you gave to me
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ABSTRACT
Dewi, Kumala, Indah Ratna. 2017.THE USE OF STORY FRAMES TO ENHANCE
STUDENTS' READING COMPREHENSION ON NARRATIVE TEXTS (A
Classroom Action Research of the Eighth Grade Students of SMP N 4 Ungaran
in The Academic Year of 2016/2017). Counselor: Noor Malihah, Ph.D.
The researcher answered three problem questions of research (1) How is the
implementation of teaching narrative texts through Story Frames of the eighth grade
students of SMP N 4 Ungaran? (2) To what extent is the enhancement of teaching
narrative texts through story frames of the eighth grade students of SMP N 4
Ungaran?(3) How is the improvement of students' reading comprehension on narrative
texts of the eighth grade students of SMPN 4 Ungaran?. The design of the research
was classroom action research. It was conducted in two cycles. The teachers analyzed
the students' reading comprehension in each cycle. The results showed that (1) The use
of Story Frames can enhance students reading comprehension step by step from cycle
1, and 2. It was informed when the researcher conducted the cycle 2, (2) The result of
the t-test of cycle 2 was 4.72. Before the effect has not seen by the researcher in the
cycle 1, the result of t-test of cycle 1 was 4,11. The passing grade was 71 and the
target of the passing grade was 85%. The outcome of the post-test of cycle 2 was
88.23% from the students. The students passed the passing grade. The target of cycle 2
was achieved, so the researcher stopped the research. (3) The result of the research
showed that the story frames strategy successfully enhance the students' reading
comprehension on narrative texts.
Keywords: Story Frames Strategy, Reading Comprehension, Narrative Text, Classroom
Action Research
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TABLE OF CONTENTS
COVER ............................................................................................................... i
DECLARATION ................................................................................................ ii
ATTENTIVE CONSELORE'S NOTE ............................................................. iii
STATEMENT OF CERTIFICATION ............................................................. iv
MOTTO .............................................................................................................. v
DEDICATION ..................................................................................................... vi
ACKNOWLEDGEMENT .................................................................................. vii
ABSTRACT ......................................................................................................... ix
TABLE OF CONTENT ...................................................................................... x
LIST OF FIGURE AND TABLE ..................................................................... xii
CHAPTER I INTODUCTION........................................................................... 1
A. Background of Research ........................................................................... 1
B. Problem Questions of Research ................................................................ 4
C. Objectives of Research ............................................................................. 5
D. Limitation of Research .............................................................................. 6
E. Benefits of Research .................................................................................. 6
F. Definition of The Key Term ...................................................................... 7
G. Graduating Paper Outline .......................................................................... 8
CHAPTER II THEORETICAL FRAMEWORK ........................................... 10
A. Nature of Reading and Reading Comprehension ...................................... 10
1. Definition of Reading ............................................................................ 10
2. Definition of Reading Comprehension ................................................. 12
B. Narrative Texts .......................................................................................... 13
1. Definition of Narrative Texts ................................................................ 13
2. Reading Narrative Texts for The Eighth Grade Students ..................... 15
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C. Story Frames Strategy .............................................................................. 16
1. Definition of Story Frames Strategy ..................................................... 17
2. Strength and Weakness of using Story Frames in Learning Reading ... 21
2.1. The Strengths of Using Story Frames........................................... 21
2.2. The Weaknesses of Using Story Frames ...................................... 23
CHAPTER III RESEARCH METHODOLOGY ........................................... 25
A. Method of Research .................................................................................. 25
1. Types of Action Research ..................................................................... 26
2. Characteristics of Action Research ....................................................... 28
3. Steps in Doing Action Research ............................................................ 29
B. Subject of Research ................................................................................... 30
C. Method of Data Collection ........................................................................ 32
D. Method of Data Analysis ......................................................................... 35
CHAPTER IV FINDINGS AND DISCUSSIONS ............................................ 40
A. The Use of Story Frames in Teaching Narrative Texts ............................ 40
B. The Enhancement of Teaching Narrative Texts Through Story Frames... 52
C. The Improvement of Students' Reading Comprehension on
Narrative Texts Through Story Frames ..................................................... 70
CHAPTER V CLOSURE .................................................................................. 73
A. Conclusions .............................................................................................. 73
B. Suggestions ................................................................................................ 76
REFERENCES
APPENDICES
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LIST OF FIGURE AND TABLES
Figure 4.1 Story Frames Chart ............................................................................. 42
TABLES
Table 3.1 Scoring Rubric ....................................................................................... 33
Table 3.2 Observation Checklist ............................................................................ 34
Table 4.1 Observation Checklist of Cycle 1 .......................................................... 45
Table 4.2 Observation Checklist of Cycle 2 .......................................................... 50
Table 4.3 Name of Subject of Research ................................................................. 52
Table 4.4 Result of Pre-Test in Cycle 1 ................................................................. 53
Table 4.5 Calculation of Passing Grade of Pre-test Cycle 1 .................................. 55
Table 4.6 Result of Post-Test in Cycle 1................................................................ 55
Table 4.7 Calculation of Passing Grade of Post-test in Cycle 1 ............................ 57
Table 4.8 Students' Score of Cycle 1 ..................................................................... 58
Table 4.9 Result of pre-test in Cycle 2 ................................................................... 61
Table 4.10 Calculation of the Passing Grade of Pre-test in Cycle 2 ...................... 63
Table 4.11 Result of Post-test in Cycle 2 ............................................................... 64
Table 4.12 Calculation of the Passing grade of Post-test in Cycle II ..................... 65
Table 4.13 The Students' Score of Cycle 2 ............................................................ 66
Table 4.14 The Calculation Result ......................................................................... 70
1
CHAPTER I
INTRODUCTION
A. Background of Research
Human beings as a one of several Gods' creature use language to
communicate with others. Language is a system of arbitrary
conventionalized vocal, written, and gestural symbols that enables members
of a given community to communicate intelligibly with one another (Brown,
2000:17). In addition, language is the one that human being use to
communicate. Gardner in Sukardi (2005: 67) adds that language is people
intelligent that very needed by them. Therefore, without language, it is
difficult for people to communicate with others.
There are many languages in the world. The researcher said that
English become the most important language in this world, because English
is an International Language. English is used and learned by every nation.
English in Indonesia is taught as a subject material that should be learned in
elementary school, junior high school, senior high school, and university
students. By learning English, students are expected to understand
themselves, their culture and other. In addition, learning English helps
students to express their ideas, feelings and participate in society
Internationally.
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Learning English means learning language components and language
skills. Baker (2011: 13) says that grammar, pronunciation, vocabulary, and
spelling are included in language components. Meanwhile, language skills
cover reading, listening, writing, and speaking. Among those language
skills, reading is one of the important skills in learning English. According
to Risdianto (2012: 174), reading involves similar cognitive processes.
Reading is the construction of meaning through relationships of parts from
the text and prior knowledge. When the students read, they make
predictions about text, they are not simply reading for meaning but is
focused on the events based their interpretation. In other words, the readers
make predictions, construct meaning and struggle to understand the texts .
It means that reading is an important part that needs to be developed. By
reading, the students get much information and knowledge. Moreover, they
can improve their ability in English.
As mention previously, in junior high school, reading should be
learned in the classroom activities. There are many kinds of reading texts
that should be learned. According to Kurikulum Tingkat Satuan Pendidikan
(KTSP), junior high school students have to learn about descriptive,
narrative, recount, report, and procedure text. Furthermore, based on KTSP,
the second semester of eighth grade junior high school students have to
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master the standard competence in reading activity. The standard
competence in reading activity is to understand the meaning of a short
simple essay form recount and narrative text to interact in environment
around. It means that, narrative text is one of reading text that should be
learned by the students. Based on the standard competence above, the
students should read the text, understand the meaning and answer the
questions depending on the text given. Many students of VIII A in SMPN 4
Ungaran, get a lot of difficulties in order to answer the questions, find the
main idea of the text, and also get the information of text because they do
not understand what the text tells about. Because of the problems that
students face in learning narrative texts, the teachers should have an
appropriate strategy in teaching narrative texts. By using an appropriate
strategy, students are expected to comprehend the narrative texts better.
According to Oja (1996:2) repeated readings, story retellings,
dramatics reenactments, and story frames are the strategies that allow
students to become more aware of stories and more familiar about the
structure, especially narrative texts. Dealing with the cases of the eighth
grade students above, the researcher assumes and predicts the story frames
strategy may become an appropriate strategy that the teachers can use to
overcome those problems.
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Fowler (1982: 176) states that, students' ability to monitor their
comprehension may be enhanced by using story frames. Story frames
enable students to have an opportunity to review the mind idea of the story,
clarify parts they may not have understood, and decide on the authors'
purpose for writing the story. Moreover, Cudd and Robert (1987: 74) add
that story frames is a focus on the story structure, it is thought that using
story frames to develop reading comprehension will give students an
independent guide to organizing and remembering information from
narrative selections.
Based on the background above, the researcher would conduct the
Classroom Action Research (CAR) by applying story frames as an
alternative strategy to enhance students' ability to comprehend narrative
texts. The researcher is interested in carrying the research entitled "THE
USE OF STORY FRAMES TO ENHANCE STUDENTS' READING
COMPREHENSION ON NARRATIVE TEXTS"
B. Problem Questions of Research
In this research, the researcher wants to answer two questions dealing
about the use of story frames to enhance students' reading comprehension
on narrative texts. The questions are as follows:
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1. How is the use of teaching narrative texts in reading comprehension
through story frames of the eighth grade students of SMPN 4 Ungaran?
2. To what extent is the enhancement of teaching narrative texts through
story frames of the eighth grade students of SMPN 4 Ungaran?
3. How is the improvement of students' reading comprehension on narrative
texts through story frames of the eighth grade students of SMPN 4
Ungaran?
C. Objectives of Research
Responding with the problem questions, the objectives of the research
are stated as follows:
1. To describe the use of teaching narrative texts in reading comprehension
through story frames of the eighth grade students of SMPN 4 Ungaran.
2. To measure how far is the enhancement of teaching narrative texts
through story frames strategy of the eighth grade students of SMPN 4
Ungaran.
3. To measure the improvement of students' reading comprehension on
narrative texts through story frames of the eighth grade students of
SMPN 4 Ungaran.
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D. Limitation of Research
In this research, the researcher gives some limitations. It will be
explained bellow:
1. The subjects of this research are the eighth grade students of
SMPN 4 Ungaran in the academic year of 2016/2017.
2. This research investigates the use of story frames to enhance
students' reading comprehension on narrative reading texts.
E. Benefits of Research
This research has several benefits for the researcher, the readers, the
students and the teachers. The results of this research can be keep
connected in English teaching-learning process, especially in teaching
narrative reading texts. In this research, the researcher hopes that the results
of this research are useful for:
1. The researcher
The researcher finds out whether the story frames strategy can enhance
students' reading comprehension on narrative texts or not .
2. The reader
The results of this research can be used as reference for other reader
that interested in working on teaching strategies, especially for narrative
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reading texts.
3. The students
Students can improve their reading comprehension on narrative texts by
using this alternative strategy, it is story frames strategy.
4. The teachers
The results of this research is may become an alternative strategy for
teachers to teach narrative texts to their strategy intensely.
F. Definitions of The Key Terms
In order to avoid misunderstanding of the concepts used in this
research, some definitions are provided as the following:
1. Reading
Reading is the construction of meaning through relationships of
parts from the text and prior knowledge (Risdianto, 2012:174)
2. Narrative
A narrative text is the imaginative story to entertain people
(Wardiman, 2008:93). Narrative is to amuse, entertain, and to deal
with an actual or vicarious experience in different ways. Narrative
deals with problematic events which lead to a crisis or turning of some
kinds which in turn finds a resolution.
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3. Story Frames
Cudd and Roberts (1987: 74) state that Story Frame is a focus
on the story structures, it is thought that using story frames to develop
reading comprehension will give children an independent guide to
organizing and remembering information from narrative selections.
G. Graduating Paper Outline
This research is organized into five chapters as follows:
Chapter I present the Introduction which consists of the explanation
of background of research, problem questions, objectives of research,
limitation of research, benefits of research, definition of key term, and
graduating paper outline.
Chapter II describes the theoretical framework. It consists of
discussion about the definitions of reading, narrative texts, and the theory
of story frames
Chapter III describes Research methodology of this research which
includes methods of research, subject of the research, method of data
collection, method of data analysis.
Chapter IV are findings and discussions which contains descriptive
analysis of implementation of story frames strategy presentation, and data
9
analysis of the enhancement of student reading comprehension using story
frames strategy.
Chapter V is the closure which contains the conclusions and the
suggestions, for the attachment there are appendixes and reference.
10
CHAPTER II
THEORETICAL FRAMEWORK
In this chapter, the researcher attempts to explain the theoretical
foundations which consist of the definitions of reading, narrative text, and the
theory of story frames.
A. Nature of Reading and Reading Comprehension
1. Definition of Reading
According to Graesser (2007) in McNamara (2007: 3), reading
is an extraordinary achievement when one considers the number of
levels and components that must be mastered. Therefore, reading is one
of the most important skills besides speaking, listening, and writing.
Different from Graesser (2007) in McNamara (2007: 3) ,Dorn (2005:6)
states that reading is a complex process involving network of cognitive
actions that work together to construct meaning. Following Dorn
(2005:6), Risdianto (2012: 174) also considers reading involve similar
cognitive processes. Reading is the construction of meaning through
relationships of parts from the text and prior knowledge. When the
students read, they make predictions about text, they are not simply
reading for meaning but is focused on the events based their
11
interpretation. In other words, the readers make predictions, construct
meaning and struggle to understand the texts. It means that reading is an
important part that needs to be developed. By reading, the students get
much information and knowledge. Moreover, they can improve their
ability in English.
Brassell and Rasinsky (2008:15) state that reading is a
multidimensional process that involves the eyes, the ears, the mouth,
and most importantly the brain. Lems (2010: 33) adds that Reading is
an interactive process that take place between the text and the readers'
processing strategies and background knowledge. It means that reading
is an important process to construct meaning that involve readers'
sensory organ, strategy, and background knowledge.
In the other discussion about reading, Alderson (2005:25) states
that reading involve social context. Social context according to him is
socially practiced. Snow (2002:17) explains more detail about social
contexts, it is including economics resources, class membership,
ethnicity, neighborhood, and school culture. Social contexts as snow
has stated, it related to the background knowledge that are involved
during reading process.
There are several kinds of reading texts that should be learned
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by the students. As mention in the previous chapter, the kinds of reading
texts that should be learned in junior high school students based on
KTSP are descriptive, narrative, report, recount, and procedure. In this
research, the researcher would observe more about narrative text that
will be explain in the next section.
2. Definition of Reading Comprehension
Reading and comprehension are linked to each other, because
the result of reading activity is to comprehend what has been read.
According to Snow (2002:11), reading comprehension is a process of
simultaneously extracting and constructing meaning through interaction
and involvement with written language. Similar to Snow (2002:11),
Wolley (2011:15) also states that reading comprehension is the process
of making meaning from text. The different of both theories to be found
at the goal of reading comprehension.
The goal of reading comprehension according to Snow
(2002:11) are informed by a vision of proficient readers who are
capable of acquiring new knowledge and understanding new concepts,
are capable to applying textual information appropriately, and are
capable of being engaged in the reading process and reflecting on what
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is being read. While, Wolley (2011:15) states that the goal of reading
comprehension is to gain an overall understanding of what is described
in the text rather than to obtain meaning from isolated words or
sentences, reading comprehension may be appear to be both simple and
obvious.
To comprehend, Snow (2002:11-12) and Dorn (2005:14) state
the similar statement that reader must have a wide range of capacities
and abilities. There are as follows :
1. Cognitive Capacity (e.g. attention, memory, critical,
analytical ability, inference, and visualization ability).
2. Motivation (a purpose for reading in interest in the content
begin read and self-efficacy as the reader).
3. Various types of knowledge (vocabulary and topic
knowledge, linguistic and discourse knowledge of
comprehension strategies).
4. Experiences
B. Narrative Texts
1. Definition of Narrative Texts
Voos and Santarpia (2003:1) state that narrative text is a story
14
containing elements such us setting, characters, events, problems,
moral, and resolution. According to Wardiman (2008: 93), a narrative
texts is the imaginative story to entertain people. Difficulties in
narrative texts' comprehension involve lack of prior knowledge or
schema, unfamiliarity, with story grammar elements.
Browder and Spooner (2011:142) and Isa (2013:23) state that
the purpose of learning narrative text is to entertain the reader and
listener. Isa (2013:23) adds two other purposes, they are to explain the
phenomenon (myth and legend) or to teach a lesson (fables).
There are three generic structures of narrative text based on that
should be learned in junior high school, there are as follows :
1. Orientation : which set the scene and introduces the
characters, it answer the questions (who,
when, what, and where).
2. Complication : tell the problem of the story, which usually
involves the main characters.
3. Resolution : the crisis is revolved, a solution for the
problem for better or for worse. Here, the
main characters find the ways to solve the
problems.
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2. Reading Narrative Texts for The Eighth Grade Students.
As mention previously, the eighth grade students should get the
English lesson about narrative reading texts. In the school which
observed by the researcher, KTSP is used as the curriculum. According
to the KTSP curriculum, there are several students competencies that
should be mastered by the students in learning narrative reading text.
The list of students competencies are as follows :
1. Essay texts in form narrative /recount.
2. Grammar features of essay texts in form narrative/recount.
3. Communicative purposes of essay texts in form narrative/recount.
4. Rhetoric steps of narrative/recount text.
5. Spelling, stress, intonation.
According to the list of students competencies that should be
mastered by the students above, after learning about Narrative text
students are expected to have those competencies indicated by :
1. High-pitched reading and meaningful essay texts in form
narrative/recount.
2. Identify any kinds of meaning of narrative/recount text.
3. Identify communicative goals of narrative/recount text.
4. Identify the rhetoric steps and grammar features of
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narrative/recount text.
Remember about a lot of competencies that should be mastered
by the students, the researcher wants the students have those
competencies with implementing an appropriate strategy. As mention in
chapter I, in this research the researcher would implement Story Frames
Strategy to enhance students ability in the comprehending narrative
texts. An overview of Story Frames will be explained the next section.
C. Story Frames Strategy
There are many strategies that can be applied by the teachers in
teaching reading. For example, repeated reading, story retellings,
dramatics reenactment, and story frames.
1. Definition of Story Frames Strategy
Fowler (1982:176-177) adds that story frames is a sequence of
space hooked together by key language elements. Language
elements are transition words and they often reflect specific line of
thought or argument. Therefore, the term story frames can be
connected to a number of methods for looking at story structure.
Story frames are one type of strategy that can be implemented to
help students become more aware of stories and more familiar with
the structure of stories (Oja, 1996). It means that story frames is an
17
appropriate strategy in teaching reading, especially narrative reading
texts. According to Kuldanek (1998: 18), Story Frames provides
opportunities for students to become more engaged in literature and
directs attention to actual structure of story
Kuldanek (1998:7) state that the story frames is a cloze
procedure whereby students write in missing bits of key information
to complete a story summary. However, instead of only one word
being left out of a sentence, key phrases or clauses are left out of
paragraph that summarizes the story or highlights some important
aspects of it.
In the implementing of Story Frames Strategy, it needs current
procedures. According to Wiesendanger (2001:125), the procedures
that should be done in the implementing story frames strategy can be
seen as follows :
1. Ask the following question while reading a story: is there an
identifiable problem? If so, why is it a problem? Are there
important events that contribute to the solution of the problem?
If so, what is the sequence? How is the problem solved?
2. After reading and answering the questions, determine if the basic
frame will work. If it is does not fit the story, add or delete
18
appropriate parts.
3. Begin by drawing attention to the main elements in the story
(characters, setting, themes, etc) and print the feature on a word
card to help draw attention to these elements.
4. Have students complete a short story frames. Make sure to use
stories that have identifiable sequence in order to helps the
students understand sequence frames. Begin with half-pages
frames and work up to full-page frames.
5. Establish a purpose for story frames, remind students that the
purpose of story frames is to help them understand the story.
6. As the students become more familiar with using story frames,
use more complex stories.
Balajathy and Wade (2003:116-119) also explain a procedure
in implementing story frames strategy. Balajthy and Wade propose
more detailed procedure. The procedures are as follows :
1. Read the story an identify the aspects on which you want to
focus (e.g. plot, facts)
2. Sketch out a paragraph that addresses the type of information on
which you want to focus.
3. Take the complete paragraph and delete all words, phrases, and
19
sentences, except those needed to maintain the purpose of the
paragraph. Do not remove too much information, especially
when introducing the concept of story frames.
4. For later lesson, try to frame with other stories that are similar to
the one for which the frame was intended. Modify the frame, so
that it can be used flexibly in different situation.
5. The teacher presents the story frames.
6. The teacher and the students discuss the possible responses to
the sentence of the story frames, then consider subsequent lines
and discuss possible responses. The teacher directs the students
to determine if the information being added to the story frames
is related to the previous information and if it makes sense.
Discussion continues as teacher and students move back and
forth in the story frames to make as many connections as
possible.
7. The teacher rereads the complete sections of the story frames to
the students at each stage, so that they can hear and use prior
information.
8. After direct teaching and modeling has been conducted, students
can begin to fill out story frames independently.
20
According to the both procedures that explain above, the
researcher decides to combines the both procedures in this research
in order to make the procedures in doing story frames more clearly.
The procedures in doing story frames are as follows :
1. Read the story and identify the aspects on which you want to
focus (e.g. plot, facts)
2. Ask the following question while reading a story: is there an
identifiable problem? If so, why is it a problem? Are there
important events that contribute to the solution of the problem?
If so, what is the sequence? How is the problem solved?
3. Take the complete paragraph and delete all words, phrases, and
sentences, except those needed to maintain the purpose of the
paragraph. Do not remove too much information, especially
when introducing the concept of story frames.
4. For later lesson, try to frame with other stories that are similar to
the one for which the frame was intended. Modify the frame, so
that it can be used flexibly in different situation.
5. As the students become more familiar with using story frames,
use more complex stories.
6. The teacher presents story frames
21
7. The teacher and the students discuss the possible responses to
the sentence of the story frames, then consider subsequent lines
and discuss possible responses. The teacher directs the students
to determine if the information being added to the story frames
is related to the previous information and if it makes sense.
Discussion continues as teacher and students move back and
forth in the story frames to make as many connections as
possible.
8. The teacher rereads the complete sections of the story frames to
the students at each stage, so that they can hear and use prior
information.
9. After direct teaching and modeling has been conducted, students
can begin to fill out story frames independently.
2. Strength and weakness of using story frame in learning reading.
Story frames have several strengths and weaknesses. The
strengths and weaknesses of story frames will be explained in turns.
2.1. Strength of using story frames
Story frames is an appropriate strategy for students who
have difficulties in reading comprehension, especially narrative
22
reading texts. According to Fowler (1982: 176), students' ability
to monitor their comprehension may be enhance by using story
frames. Story frames enable students to have an opportunity to
review the mind idea of the story, clarify parts they may not
have understood, and decide on the authors' purpose for writing
the story. Furthermore, Cudd and Robert (1987: 74) adds that
Story Frames is a focus on the story structure, it is thought that
using story frames to develop reading comprehension will give
students an independent guide to organizing and remembering
information from narrative selections.
According to Wiesendanger (2001: 124-126), this
strategy increases students' ability to apply context to improve
comprehension, identification, and retelling skill. The strategy
focuses on the story structure to aid in comprehension. Story
frames gives students an independent guide for organizing and
remembering information about story.
Isa (2013: 18) adds that, there are the strengths of using
story frames strategy. The strengths are as follows :
1. Focuses attention on key sequencing word clues
embedded in the text.
23
2. Students are able to use their knowledge of story
structure to help predicts, sample, process, giving
increased recall.
3. Readers read more like writers.
4. Focus in on structure, sequence, meaning, and use of
language.
2.2. Weaknesses of using story frames
Beside the strengths of story frames, the researcher
analyzes some weaknesses which may appear within the
teaching learning process. According to Cudd and Robert
(1987:74), the use of Story Frames Strategy in teaching
narrative reading texts does not improve the students vocabulary
mastery maximumly. This is because the students should
summarize the story by frames, so they avoid understanding the
whole words in the story. Furthermore, Kuldanek (1998:13)
states that story frames is an unfamiliar strategy. Therefore, the
teachers should give more guidance for students while the
teacher apply story frames as a strategy to enhance their reading
comprehension.
24
Although the story frames have some weaknesses, when
the researcher looks at the condition of the eighth grade students
of SMP N 4 Ungaran in the second semester, the researcher
assumes that the strengths of story frames are stronger than the
weaknesses. So, by avoiding the weaknesses of story frames, the
researcher still wants to use the story frames as an alternative
strategy to enhance students' ability in comprehending narrative
text.
25
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher is going to describe the methods of the
research, subject of the research, method of data collection, and method of data
analysis.
A. Method of Research
According to Hadi (1981: 221), research methodology is a
scientific method to collect data with a goal and certain application. In the
other word, research methodology is the way the researcher used to collect
data, analyze data, and make a conclusion from the data which has
collected.
This research is conducted through Classroom Action Research
(CAR). According to Arikunto (2006: 2-3), CAR consists of three words,
so there are three key terms, which can be explained:
a. Research indicates an activity to observe the object by using of ways
and methodologies to get the useful data or information to improve
the quality of thing and that is necessary for researcher.
b. Action is a movement activity, which is done deliberately with a
certain purpose.
26
c. Classroom in this case is not bound by the term of the classroom, but
it has a more specific meaning. The word of class means groups of
students who are in the same time receive the same lesson
from the same teacher.
Based on the three of main words; research, action, and class,
Classroom Action Research (CAR) means an observation toward learning
process that is organized as an action, which is appeared deliberately and
happened simultaneously in the classroom.
For further discussion of action research, Burns (2010: 2) adds that
the central idea of action parts of action research is to intervene in a
deliberate way in the problematic situation in order to bring about changes
and even improvements in practice. The improvement is not based on
researchers' assumptions but based on the data or information collected by
the researcher.
1. Types of Action Research
According to Ferrance (2000: 9-10), there are three types of
Action Research. There are as follows :
a. Collaborative Action Research
Collaborative Action Research may include as few as two
27
teachers or a group of several teachers and other interested in
addressing a classroom or department issue. This issue may
involve one classroom or a common problem shared by many
classrooms.
b. School-wide Research
School-wide research focuses on issues common to all.
For example, a school may have concern about the lack of
parental involvement in activities, and is looking for a way to
reach more parents to involve them in meaningful ways. Or, the
school may be looking to address its organizational and decision-
making structures.
c. District-wide Research
District-wide research is far more complex and utilizes
more resources, but the rewards can be great. The issues can be
organizational, community-based, performance-based, or process
of decision-making. A district may choose to address a problem
common to several schools or one of organizational management.
In this research, the researcher uses Collaborative Action
Research in implementing the Story Frames Strategy to enhance
students reading comprehension on narrative texts.
28
2. Characteristics of Action Research
Action research has several characteristics that could help the
researcher more understand about action research before doing and
action research. According to Isaac and Michael (1981: 55), the
characteristics of Action Research are as follow:
1. Practical and directly relevant to an actual situation in the working
world. The subjects are the classroom students, the staff, or others
with whom you are primarily involve.
2. Provide an orderly framework for problem-solving and new
developments that is superior to the impressionistic, fragmentary
approach that otherwise typifies developments in education. It also
is empirical in the sense that it relies on actual observations and
behavioral data, and does not fall back on subjective committee
studies or opinions of people based on their past experience.
3. Flexible and adaptive, allowing changes during the trial period and
sacrificing control in favor or responsiveness and on the spot
experimentation and innovation.
4. While attempting to be systematic, action research lacks scientific
rigor because its internal and external validity is weak. Its
Objective is situational, its sample restricted and unrepresentative,
29
and it has little control over independent variables. Hence, its
findings, while useful within the practical dimensions of the
situation, do not directly contribute to the general body of
education knowledge.
3. Steps in Doing Action Research
Arikunto (2006: 20) states that there are four steps in doing
action research. There are planning, acting, observing, and reflecting. In
this research, the researcher would conducts two cycles. A cycle consist
of those four steps. The explanations of them are as follows :
a) Planning
In this stage researcher do some action like observed
the learning process technique used by the previous teacher,
identify the hindrance and the easiness factors in the previous
learning process, formulate the alternative action were done, and
the last arrange the lesson plan.
From the explanation above, the researcher made a
schedule. First, observing the school condition, the class and
students' condition, the schools' facilities, and the method of
learning used in that class. Then, setting the purpose of learning
30
based on the observation as part of the lesson plan.
b) Acting
Arikunto (2006:18) states that acting is implementation
of the planning in the class. In this stage, the researcher must
follow the program in the planning. This stage is done by
carrying out lesson plan on teaching reading. The cycle is
started by giving a pre-test to the students. The result of the pre-
test will then be compared to the result of post-test. The
researcher presents the acting of the research are as follows:
1) Giving pre-test
2) Teaching reading by using Story Frames Strategy
3) Giving occasion to the students to ask any difficulties or
problems.
4) Giving post-test
c) Observing
Arikunto (2006:19) said that, when the researcher takes
the class for observation, she/he needs a colleague to observe
and analyze the condition of the class and the students. In this
stage, the observer provides a lot of observation checklist also to
see whether implementation of Story Frames is correct or not.
31
The observation checklist can be seen in the table in the next
session.
d) Reflecting
Arikunto (2006: 19-20) states that in this part the
researcher and the collaborator review back what they have
done. Researcher and collaborator discuss the result of learning
process. It consists of analyzing the action and doing
intervention, clarification how the researcher implements the
Story Frames in the class as the teacher, also the condition of the
class and the students.
B. Subject of Research
There are 8 classes of the eighth grade in SMP Negeri 4 Ungaran.
The researcher takes one class. It is 8A that will be treated using story
frames strategy. There are 34 students of 8A (less than one hundred).
According to Arikunto (1998: 120), if the population is less than one
hundred, the subjects should be taken entirely. Therefore, the researcher
takes the entire students as the subjects of the research.
32
C. Method of Data Collection
The researcher in this Classroom Action Research uses tests, class
observation, and documentation to collect the data. Each of them is
discussed in turn as follow,
1) Tests
According to Arikunto (2010: 226) test used to measure the
basic competence and achievement. The researcher uses two tests,
there are pre-tests and post-test as the instrument of the research. The
pre-test is given in the beginning of the learning process in each
cycle to find out how the students comprehension in narrative
reading text are. The post-test is given after the teacher implements
the strategy to analyze the enhancement of students reading
comprehension in narrative reading using Story Frames Strategy.
The result of the test is used to answer question number 1 (see
chapter 1).
The instruments of post-test and pre-test consist of two kinds
of exercises. There are exercise 1 in essay form, and exercise 2 is
"true" or "false". For each exercises there are five questions and
statements that should be answered and analyzed by the students.
This test will provide the quantitative data for this research. As a
33
guidance, the researcher provides the scoring rubric. The scoring
rubric will present on the table bellow,
Table 3.1 (Scoring rubrics for exercise 1)
No Competency Description Scores
1.
Identifies themes
or message
Explains theme or message in own
words, acknowledging different
interpretations 4
Restates understanding of theme or
message 3
Identifies theme or message
inconsistently 2
Identifies theme or message with
guidance 1
2.
Identify
supporting details
Offering supportive evidence 4
Restates supporting details 3
Identify supporting details
inconsistently 2
Identify supporting details with
guidance 1
The Passing Grade of English in the Eighth grade of
SMP N 4 Ungaran is 71, and the target of passing grade is 85%
of the numbers of research subjects.
2) Class Observation
The researcher also collects the data by observing the class
situation and condition in the teaching learning process. The
researcher measures as the observer and the teacher all at once. The
researcher and the collaborator work together to do the research. The
34
researcher does the preliminary observation to observe the class
conditions, syllabus, teachers' teaching strategy, sets the observation
schedule with the teacher. While, the collaborator all at once as the
observer, observes the teachers and the students during the teaching
learning process based on the observational checklist.
In this Classroom Action Research, the researcher acts as the
teacher. The researcher collaborates with Nurul Fajri, one of the
English Departments' students of IAIN Salatiga and she acts as the
observer. In this class observation, the researcher prepares the
observation checklist during learning process that should be
completed by the observer.
Table 3.2 (Observation checklist)
NO. INDICATOR YES NO
1 Teacher prepared the material well
2 Teacher conducted the classroom well
3 Teacher used the time effectively
4 Teacher gave evaluation after the
lesson plan
5 Teacher asked the student’s difficulties
6 Students felt enthusiastic doing reading
test by using story frames strategy
35
7 Students gave attention to teacher’s
explanation
8 Students were active during learning
process
9 Students understood the teacher’s
explanation
10 Students did the evaluation well
11 The teacher applied story frames
strategy as the technique in teaching
narrative text
3) Documentation
In this research, the researcher provides the documentations
to collect the data. The documentation consist of the photographs
during the research, the notes taken by researcher while teaching and
learning process. Documentation will support class observation data
collection.
D. Method of Data Analysis
The purpose of the data analysis is to know the enhancement
of students reading comprehension in narrative text using story
frames strategy of the eighth grade students of SMP Negeri 4
Ungaran in 2016/2017 academic year.
36
In analyzing the data, the researcher uses the combination of
quantitative and qualitative data. According to Arikunto (2006:131),
quantitative data is a numeric data that could be analyzed
descriptively. For example, to analyze the average, the percentage of
learning success, etc. While, qualitative data is data that contain
information inform sentences that express to what extent the students
comprehend the material (cognitive), their behavior toward the
newest strategy (affective), students' activity while learning process,
attention, learning enthusiasm, confidence, learning motivation, etc.
This research would be successful when there is enhancement
of students’ reading comprehension. One of the indication is the
students can explore their ideas or thinks in English well. Before
applying the action, the students would be given pre -test and post-
test in the end of the action to know the progress of students.
To measure the improvement of pre-test and the post-test the
researcher conducts the quantitative data. The researcher calculates
the mean, the standard deviation, and the t-test of the quantitative
data. According to Sudijono (2010: 86), to calculate the mean of pre-
test and post test, the researcher used the following formula:
37
a. Mean of Pre-test and Post-test
1. Mean of Pre-test
𝑀 = ∑𝑋
𝑁
Where,
M = Mean of the students' score
∑X = Sum of the students pre-test score
N = Total number of the students
2. Mean of Post-test
𝑀 = ∑𝑌
𝑁
Where,
M = Mean of the students' score
∑Y = Sum of the students post-test score
N = Total number of the students
3. Calculation Mean of Difference
𝑀𝐷 =∑D
𝑁
Where,
38
MD : Mean of difference
∑D : Sum of different score between two
variables (X and Y)
N : Number of Cases
b. SD (Standard Deviation)
The function of the formula is to solve standard
deviation calculation from the data that arranged into
distribution table.
SD =√∑𝐷2
𝑁− (
∑𝐷
𝑁)
2
Where,
SD : Deviation Standard
D : Difference between pre-test post-test
N : Number of observation in sample
c. T-Test
To be able to know whether there is a significant
improvement or not between pre-test and post-test,
researcher using t-test after calculate the SD. Before
39
calculate the t-test, the researcher calculated the Standard
Error. The formula is:
SEMD=SDD
√𝑁−1
Where,
SEMD : Standard error of Mean of Different
SDD : The different of Standard Deviation
N : The number of cases
To calculated the T-test, the researcher uses this
formula in turn :
𝑡ₒ =MD
𝑆𝐸𝑀𝐷
where,
tₒ : t-test
MD : Mean of Different
SEMD : Standard error of Mean of Different
40
CHAPTER IV
FINDINGS AND DISCUSSIONS
In this chapter, the researcher demonstrates the findings of the research by
discussing the implementation of Story Frames Strategy in teaching Narrative
Reading and results of the research.
A. The use of Story Frames in Teaching Narrative Texts of The Eighth
Grade Students of SMP Negeri 4 Ungaran.
To use the Story Frames in teaching Narrative Texts to the Eighth
Grade students of SMP Negeri 4 Ungaran, the researcher followed the
procedures of Classroom Action Research (CAR). The procedures
including the planning, acting, observing, and reflecting. The researcher
conducted two cycles in this research which will be discussed in turn:
1. Cycle I
The cycle 1 conducted at 13 February 2017. By focused on the
English Syllabus of Junior High School, Narrative Reading text
should be taught among 4x40 minutes. It means that the researcher
should conduct the cycle I for 2x40 minutes. The procedures of
Classroom Action Research (CAR) in the cycle I were:
41
a. Planning
The activities in the planning were:
1) Prepared the syllabus
2) Prepared lesson plan
3) Prepared rubric
4) Prepared material (Narrative text)
5) Prepared media (Story Frames chart, and Narrative story)
6) Prepared students attendance list, and students scoring list
7) Prepared observation checklist for cycle 1
8) Prepared the Instruments (pre-test and post-test: Cinderella)
and the action (Rapunzel)
9) Prepared the camera to take the pictures
In the first grade, the student have learned about
narrative text, so the teacher prepare more complex material
about "Narrative Text". This material was used to gave them
more knowledge and recall students comprehension about
narrative text in their previous learning. As mention in the
previous chapter, Story Frames was the unfamiliar strategy in
teaching reading, so the teacher used story frames chart to help
student to master the story frames strategy. Story frames chart
42
provided the key sentences of the story elements, and the
students should fill in the blank with the possible responses of
those key sentences. The story frames chart can be seen as
follows:
Figure 4.1. Story Frames Chart
(Adapted from Cudd and Robbert, 1987)
The story takes place in..............................................................
.......................................................is a character in the story
who ..................................................is another character in the
story who..............................................................A problem
occurs when................................................................................
After that,....................................................................................
The problem is solved when.......................................................
The story ends with.....................................................................
The teacher used two kinds of exercises to assess the
students’ comprehension. From the exercise 1, the teacher would
assess the students from two aspects. There were grammatical
accuracy, and vocabulary. The range of the score was from 1 to
5 for each aspect. While, exercise 2 the teacher used True or
False, by providing the statements based on the text given It is
used to know to what extent the students understand the text.
The Passing Grade of English in the Eighth grade of
SMPN 4 Ungaran was 71. In this cycle, the researcher targeted
85% of the numbers of research subjects. If it less than 85%, the
43
researcher would conducted the cycle 2.
b. Acting
The cycle 1 started at 13 February 2017. This cycle
divided into three parts. The first part, the researcher conducted
pre-test. The story was "Cinderella". The teacher gave the
instruments which included the reading text and the exercises.
The second part, the researcher conducted treatment by
using "Rapunzel" story. The teacher read the text first, then
followed by the students. Then the teacher asked about the
unfamiliar vocabulary. After that, the teacher started to
implement the Story Frames Strategy. The steps in implemented
the Story Frames strategy were:
1. The teacher asked the students to read the story and
identified the aspects which they want to focus (e.g. plot,
characters)
2. The teacher asked the following question while the
students read a story: is there an identifiable problem? If
so, why is it a problem? Are there important events that
contribute to the solution of the problem? If so, what is the
sequence? How is the problem solved?
44
3. The teacher presented the Story Frames Strategy.
4. The teacher provided the Story Frames chart.
5. The teacher guided the students to complete the story
frames chart by discussing the possible responses of each
key sentences in the story frames chart.
6. The teacher asked several students to present their result in
front of the class.
The third part was post-test. The teacher gave them back
the same story and the exercises as same as the pre-test. It was
"Cinderella" story. The teacher decided to use the same
instrument because, she assumed that by using the same story it
became easier for her to measured the students' enhancement.
c. Observing
In the cycle 1, the teacher and observer observed the
teaching and learning process. The teacher prepared the
observational checklist to observer the teacher and the students
during the learning process. The result of the observational
checklist demonstrated in the table 4.1.
45
Table 4.1 Observation Checklist Cycle 1
NO INDICATOR YES NO
1 Teacher prepared the material well √
2 Teacher conducted the classroom well √
3 Teacher used the time effectively √
4 Teacher gave evaluation after the lesson
plan
√
5 Teacher asked the student’s difficulties √
6 Students felt enthusiastic doing reading test
by using story frames strategy
√
7 Students gave attention to teacher’s
explanation
√
8 Students were active during learning
process
√
9 Students understood the teacher’s
explanation
√
10 Students did the evaluation well √
11 The teacher applied story frames strategy
as the technique in teaching narrative text
√
The teacher forgot to give the evaluation after the lesson
plan because of the limitation of the time. The teacher was
highly focused on the pre-test, post-test, and the implementation
of the action. The teacher just asked the students difficulties
46
during teaching and learning process.
d. Reflecting
From the cycle 1, the researcher could reflect that the
students were still confused with the rules of did the story
frames. They could not fill the story frames chart well. As
researcher mentioned previously, Story Frames strategy was
unfamiliar strategy. So, teacher gave the guidance during they
fill the story frames chart. Moreover, the teacher in teaching
process used English to communicate minimumly, the
researcher wanted to decrease students' miss understanding
about the rules. In this cycle, the researcher used the longer
story. The students were still difficult to understand the text
because of their limitation of vocabulary mastery. It cause, the
result of the test was not achieve the target of the passing grade.
After finishing the cycle I, the researcher found that there were just
24 of 34 students (55.89 %) who passed the passing grade. It was less than
85%. Therefore, the researcher decided to conducts the cycle 2.
2. Cycle 2
The cycle 2 conducted at 23 February 2017. The cycle 2
conducted for 2x40 minutes. The procedures of Classroom Action
47
Research (CAR) in the cycle 2 were:
a. Planning
The activities in the planning were:
1) Prepared the syllabus
2) Prepared lesson plan
3) Prepared rubric
4) Prepared material (Narrative text)
5) Prepared media (Story Frames chart, Story Frames Booklet,
and Narrative story)
6) Prepared students attendance list, and students scoring list
7) Prepared observation checklist for cycle 2
8) Prepared the Instruments (pre-test and post-test: Malin
Kundang) and the action (Snow White)
9) Prepared the camera to take the pictures
In the cycle 2, the teacher gave the explanation about
narrative text and reviewed back the previous material. After that,
the teacher gave pre-test to the student. The story was " Malin
Kundang". After did the pre-test, the teacher asked student to made a
group. The teacher assumed by work in a group, the students became
more active doing discussion. Moreover they would increase their
48
comprehension in reading and comprehend the rules of story frames
better. In the cycle 2, the teacher gave the student story frames
booklet. It consists if the story about "Snow White and The Seven
Dwarfs" and the blank page provided them to write down their story
frames about those story. The story frames booklet can be seen at the
next section.
After giving the treatment, the teacher provided the post-
test to measure the enhancement of the students reading
comprehension. For both pre-test and post-test, the teacher used
two kinds of exercises to assess the students comprehension. The
rubric for each exercise was the same with the cycle 1.
b. Acting
This cycle divided into three parts. The first part, the
researcher conducted pre-test. The story was "Malin Kundang".
The teacher gave the instruments which included the reading
text and the exercises.
The second part, the researcher conducted treatment by
using "Snow White and The Seven Dwarfs" story. The teacher
read the text first, then followed by the students. Then the
teacher asked about the unfamiliar vocabulary. After that, the
49
teacher started to implement the Story Frames Strategy. The
steps in implementing the Story Frames strategy were :
1. The teacher asked the students to read the story and identified
the aspects which they want to focus (e.g. plot, characters)
2. The teacher asked the following question while the students
read a story: is there an identifiable problem? If so, why is it
a problem? Are there important events that contribute to the
solution of the problem? If so, what is the sequence? How is
the problem solved?
3. The teacher presented the Story Frames Strategy.
4. The researcher asked the students to make a group, each
group consist of 5 students.
5. The teacher provided the Story Frames booklet.
6. The teacher asked students to focus on the key sentences
which appear in the story of story frames booklet.
7. The teacher asked all groups to discuss the possible responses
of the key sentences they have found.
8. The teacher asked students to present their result in front of
the class.
The third part was post-test. The teacher gave them back
50
the same story and the exercises as the pre-test. It was "Malin
Kundang". It was the familiar folk story, so the students could
understand the text well.
c. Observing
In the cycle 2, the teacher and observer observed the
teaching and learning process. The teacher prepared the
observational checklist too. The result of the observational
checklist in cycle 2 demonstrated in table 4.2.
Table 4.2 Observation Checklist Cycle 2
NO INDICATOR YES NO
1 Teacher prepared the material well √
2 Teacher conducted the classroom well √
3 Teacher used the time effectively √
4 Teacher gave evaluation after the lesson
plan
√
5 Teacher asked the student’s difficulties √
6 Students felt enthusiastic doing reading
test by using story frames strategy
√
7 Students gave attention to teacher’s
explanation
√
8 Students were active during learning
process
√
51
9 Students understood the teacher’s
explanation
√
10 Students did the evaluation well √
11 The teacher applied story frames strategy
as the technique in teaching narrative text
√
The teacher forgot to give the evaluation after the lesson
plan again. By observing the condition of the class, the teacher
assumed that student did not find a lot of difficulties.
d. Reflecting
From the cycle 2, the researcher reflected that the
students were more understand about the rules of doing story
frames. By worked in a group, the teacher saw that the students
became more active in discussing the material, and comprehend
the strategy better. But, when the researcher decided to conduct
the students to worked in a group, it made a class became noisy.
In cycle 2, the students did the exercises better. They have
gotten the material before, so they understood more.
Moreover, in this cycle, the researcher used the shorter
texts to help them easier in order to comprehend the texts and
the strategy given by the teacher. By using the shorter texts, the
researcher found that there were 30 students (88,55%) who
52
passed the passing grade, it more 85%. The researcher that, the
result of the both cycle successfully improved. So, the
researcher stopped the research.
B. The Enhancement of Teaching Narrative Texts Through Story Frames
Strategy of the Eighth Grade Students of SMP Negeri 4 Ungaran.
The researcher collected the data of cycle 1, and cycle 2 from the
students. They consist of 34 students of VIII A students in SMPN 4
Ungaran. The teacher calculated the score according the scoring rubric that
have mentioned in the previous chapter.
Table 4.3 The Name of Subjects in the Research
NO
NO
INDUK NAMA NO
NO
INDUK NAMA
1 5906 A Z P 18 6016 F N K
2 6003 A I Y 19 5882 H C K
3 5807 A R H 20 6049 H W
4 5873 A F R 21 5884 I A
5 5840 A E 22 5828 I F H
6 5940 A S 23 6018 J C S
7 5941 A S 24 5928 J O
8 5540 A P K 25 5855 M S S
9 5976 A F R 26 5994 M S H
10 5814 B A P 27 5890 M A R
11 5847 C D S 28 6059 N I S
12 6011 D C S 29 5964 P D P
13 5917 D A 30 5901 R A S
14 5947 D K 31 5865 S W A
53
15 5609 D R 32 5835 S M P
16 5821 D P A S 33 6002 Y W D
17 6951 E S 34 5872 Z A W
1. Cycle 1
In the cycle 1, the researcher calculated the pre-test, post-test,
mean, standard deviation, and t-test to measure the enhancement of
this cycle.
a. Pre-test
The result of pre-test in cycle 1 can be seen in table 4.4.
Table 4.4 Result of Pre-test in Cycle 1
NO NAME PRE-TEST
SCORE
(TOTAL:2) EXERCISE
1
EXERCISE
2 TOTAL
1 A Z P 55 100 155 77,5
2 A I Y 55 100 155 77,5
3 A R H 50 100 150 75
4 A F R 60 100 160 80
5 A E 55 100 155 77,5
6 A S 45 60 105 52,5
7 A S 35 100 135 67,5
8 A P K 0 40 40 20
9 A F R 45 100 145 72,5
10 B A P 15 80 95 47,5
11 C D S 45 100 145 72,5
12 D C S 60 100 160 80
13 D A 50 100 150 75
14 D K 45 100 145 72,5
15 D R 25 60 85 42,5
16 D P A S 55 100 155 77,5
17 E S 25 100 125 62,5
54
18 F N K 35 100 135 67,5
19 H C K 35 100 135 67,5
20 H W 40 100 140 70
21 I A 45 100 145 72,5
22 I F H 40 100 140 70
23 J C S 40 100 140 70
24 J O 60 100 160 80
25 M S S 55 100 155 77,5
26 M S H 25 80 105 52,5
27 M A R 55 100 155 77,5
28 N I S 45 100 145 72,5
29 P D P 45 100 145 72,5
30 R A S 25 100 125 62,5
31 S W A 40 100 140 70
32 S M P 55 0 55 27,5
33 Y W D 40 100 140 70
34 Z A W 45 100 145 72,5
TOTAL 2282,5
From the table above, the researcher found the number of
students and the percentages who passed the passing grade. The
result explained in the table in 4.5
Table 4.5
Calculation of Passing Grade of Pre-test in Cycle 1
F
r
Criteria Grade Percentage
>71 19 55.89%
71 0 0%
<71 15 44.11%
Total 100%
55
From the data of passing grade in the above table, the
researcher found that there were less than 85% students who
passed the passing grade. So, the researcher decided to conduct
the research by implementing the story frames strategy in
teaching narrative reading text.
b. Post-test
The result of post-test in cycle 1 can be seen in the table
4.6.
Table 4.6 Result of Post-test of Cycle 1
NO NAME POST-TEST
SCORE
(TOTAL:2) EXERCISE
1
EXERCISE
2 TOTAL
1 A Z P 70 100 170 85
2 A I Y 65 100 165 82,5
3 A R H 60 100 160 80
4 A F R 70 100 170 85
5 A E 70 100 170 85
6 A S 65 60 125 62,5
7 A S 40 100 140 70
8 A P K 25 60 85 42,5
9 A F R 45 100 145 72,5
10 B A P 15 80 95 47,5
11 C D S 55 100 155 77,5
12 D C S 70 100 170 85
13 D A 70 100 170 85
14 D K 50 100 150 75
15 D R 35 100 135 67,5
16 D P A S 60 100 160 80
17 E S 35 100 135 67,5
18 F N K 55 100 155 77,5
56
19 H C K 55 100 155 77,5
20 H W 45 100 145 72,5
21 I A 60 100 160 80
22 I F H 45 100 145 72,5
23 J C S 55 100 155 77,5
24 J O 50 100 150 75
25 M S S 40 100 140 70
26 M S H 40 80 120 60
27 M A R 50 100 150 75
28 N I S 55 100 155 77,5
29 P D P 45 100 145 72,5
30 R A S 45 100 145 72,5
31 S W A 50 100 150 75
32 S M P 40 100 140 70
33 Y W D 40 100 140 70
34 Z A W 45 100 145 72,5
TOTAL 2497,5
From the total score of the students, the researcher
calculated the number of the students who passed the passing
grade. The result is demonstrated in the table 4.7.
Table 4.7
The Calculation of Passing Grade of post-test in cycle 1
Criteria Grade Percentage
>71 24 70.58%
71 0 0%
<71 10 29.42%
Total 100%
57
From the data, the researcher found that there were 24
students who passed the passing grade with the percentages'
number was 70.58%. It means that the number of students who
passed the passing grade were less than 85%. So, the researcher
decided to conduct cycle 2.
c. Calculation of Mean
The result of pre-test and post-test in cycle 1 were
presented to calculate the mean data of the research. The result
can be seen in the table 4.8:
Table 4.8 The Students' Score of Cycle 1
NO NAMA
PRE-TEST
(X1)
POST-TEST
(Y1) D D2
1 A Z P 77,5 85 -7,5 56,25
2 A I Y 77,5 82,5 -5 25
3 A R H 75 80 -5 25
4 A F R 80 85 -5 25
5 A E 77,5 85 -7,5 56,25
6 A S 52,5 62,5 -10 100
7 A S 67,5 70 -2,5 6,25
8 A P K 20 42,5 -22,5 506,25
9 A F R 72,5 72,5 0 0
10 B A P 47,5 47,5 0 0
11 C D S 72,5 77,5 -5 25
12 D C S 80 85 -5 25
13 D A 75 85 -10 100
14 D K 72,5 75 -2,5 6,25
15 D R 42,5 67,5 -25 625
58
16 D P A S 77,5 80 -2,5 6,25
17 E S 62,5 67,5 -5 25
18 F N K 67,5 77,5 -10 100
19 H C K 67,5 77,5 -10 100
20 H W 70 72,5 -2,5 6,25
21 I A 72,5 80 -7,5 56,25
22 I F H 70 72,5 -2,5 6,25
23 J C S 70 77,5 -7,5 56,25
24 J O 80 75 5 25
25 M S S 77,5 70 7,5 56,25
26 M S H 52,5 60 -7,5 56,25
27 M A R 77,5 75 2,5 6,25
28 N I S 72,5 77,5 -5 25
29 P D P 72,5 72,5 0 0
30 R A S 62,5 72,5 -10 100
31 S W A 70 75 -5 25
32 S M P 27,5 70 -42,5 1806,25
33 Y W D 70 70 0 0
34 Z A W 72,5 72,5 0 0
TOTAL ∑X1 = 2282,5
∑Y1 =
2497,5 ∑D1 = -215 ∑(D1)2=4037,5
From the table above, the researcher calculated the mean
of pre-test, the mean of post-test, and the calculation mean of
difference.
1. Mean of Pre-test
𝑀 = ∑𝑋₁
𝑁
𝑀 = 2282.5
34
= 67.13
59
2. Mean of Post-Test
𝑀 = ∑𝑌₁
𝑁
𝑀 = 2497.5
34
= 73.45
Mean of pre-test for cycle 1 was 67.13, while mean of
post-test was 73.45 (Mean of pre-test > than post-test). It can be
concluded that there was significant enhancement of students
reading comprehension on narrative texts by using story frames
strategy.
3. Calculation Mean of Difference
𝑀𝐷 =∑D
𝑁
=215
34
= 6.32
d. Standard Deviation
SDD = √∑D2
𝑁− (
∑𝐷
𝑁)
2
= √4037.5
34− (
215
34)²
= √118.75 − 39.94
= √78.81
= 8.87
60
e. Calculation of t-test
SEMD=SDD
√𝑁−1
=8
√34−1
=8.87
√33
=8.87
5.74
= 1.54
𝑡ₒ =MD
𝑆𝐸𝑀𝐷
=6.32
1.54
= 4.11
T-test was 4.11. It used the significance level of 5% and there
was no t-table with (N-1) = 33. Then, the researcher decided to uses
the nearest number, it was (N-1) = 35, the t-table was 2.03. From
the data, the researcher concluded that the score of t-test was higher
than t-table. Therefore, there was a significant enhancement of the
research.
61
2. Cycle 2
In the cycle 2, the researcher calculated the pre-test, post-test,
mean, standard deviation, and t-test to measure the enhancement of
this cycle.
a. Pre-test
The result of pre-test in cycle 2 can be seen in the table in
4.9.
Table 4.9 Result of Pre-test in Cycle 2
NO NAME PRE-TEST
SCORE
(TOTAL:2) EXERCISE
1
EXERCISE
2 TOTAL
1 A Z P 60 100 160 80
2 A I Y 50 100 150 75
3 A R H 45 100 145 72,5
4 A F R 25 100 125 62,5
5 A E 50 100 150 75
6 A S 35 100 135 67,5
7 A S 40 100 140 70
8 A P K 20 100 120 60
9 A F R 40 100 140 70
10 B A P 40 70 110 55
11 C D S 45 100 145 72,5
12 D C S 60 100 160 80
13 D A 40 100 140 70
14 D K 45 100 145 72,5
15 D R 30 60 90 45
16 D P A S 45 100 145 72,5
17 E S 45 100 145 72,5
18 F N K 45 100 145 72,5
19 H C K 60 100 160 80
20 H W 50 100 150 75
21 I A 55 100 155 77,5
62
22 I F H 45 100 145 72,5
23 J C S 45 100 145 72,5
24 J O 60 100 160 80
25 M S S 45 100 145 72,5
26 M S H 45 100 145 72,5
27 M A R 60 100 160 80
28 N I S 55 100 155 77,5
29 P D P 60 100 160 80
30 R A S 50 100 150 75
31 S W A 55 100 155 77,5
32 S M P 50 0 50 25
33 Y W D 40 100 140 70
34 Z A W 50 100 150 75
TOTAL 2407,5
From the table above, the researcher analyzed the number of
students who passed the passing grade in the pre-test of cycle 2.
The result can be seen on the table 4.10
Table 4.10
The Calculation of Passing Grade of Pre-test in Cycle 2
F
From the table above, the researcher found that there were 24
students who passed the passing grade with 70.58% numbers of
Criteria Grade Percentage
>71 24 70.58%
71 0 0%
<71 10 29.42%
Total 100%
63
percentages. The result of pre-test in cycle 1 were55.89%, and the
result of pre-test in cycle 2 were 70.58%. It means that, the result
of pre-test in cycle 1 > cycle 2. The researcher calculated the
enhancement of pre-test in both cycle were 14.69%. The researcher
concluded that there was an enhancement of pre-test between cycle
1 and cycle 2.
b. Post-test
The result of the post-test in the cycle 2 can be seen in the
table 4.11.
Table 4.11 Result of Post-test in Cycle 2
NO NAME POST-TEST
SCORE
(TOTAL:2) EXERCISE
1
EXERCISE
2 TOTAL
1 A Z P 65 100 165 82,5
2 A I Y 60 100 160 80
3 A R H 65 100 165 82,5
4 A F R 60 100 160 80
5 A E 70 100 170 85
6 A S 70 60 130 65
7 A S 60 100 160 80
8 A P K 50 100 150 75
9 A F R 40 100 140 70
10 B A P 30 100 130 65
11 C D S 60 100 160 80
12 D C S 70 100 170 85
13 D A 70 100 170 85
14 D K 55 100 155 77,5
15 D R 35 100 135 67,5
16 D P A S 50 100 150 75
64
17 E S 50 100 150 75
18 F N K 60 100 160 80
19 H C K 65 100 165 82,5
20 H W 75 100 175 87,5
21 I A 70 100 170 85
22 I F H 65 100 165 82,5
23 J C S 55 100 155 77,5
24 J O 60 100 160 80
25 M S S 50 100 150 75
26 M S H 65 80 145 72,5
27 M A R 80 100 180 90
28 N I S 65 100 165 82,5
29 P D P 60 100 160 80
30 R A S 75 100 175 87,5
31 S W A 60 100 160 80
32 S M P 70 100 170 85
33 Y W D 55 100 155 77,5
34 Z A W 70 100 170 85
TOTAL 2700
From the table above, the researcher analyzed the number of
students who passed the passing grade in the pre-test of cycle 2.
The result can be seen on the table 4.12.
Table 4.12
Calculation of Passing Grade of Post-test in Cycle 2
Criteria Grade Percentage
>71 30 88.23%
71 0 0%
<71 4 11.77%
Total 100%
65
From the table above, the researcher found that there were
30of 34 students who passed the passing grade in the post-test of
cycle 2 with 88.23% numbers of percentages. The result of post-
test in cycle 1 were 70.58%and the result of post-test in cycle 2
were 88.23%. It means that, the result of post-test in cycle 1>cycle
2. The researcher calculated the enhancement of both post-test in
both cycle were 17.65%. The researcher concluded that, there was
enhancement of post-test between cycle 1and cycle 2.
c. Calculation of Mean
Table 4.13 The Students' Score of Cycle 2
NO NAMA
PRE-TEST
(X1)
POST-TEST
(Y1) D D2
1 A Z P 80 82,5 -2,5 6,25
2 A I Y 75 80 -5 25
3 A R H 72,5 82,5 -10 100
4 A F R 62,5 80 -17,5 306,25
5 A E 75 85 -10 100
6 A S 67,5 65 2,5 6,25
7 A S 70 80 -10 100
8 A P K 60 75 -15 225
9 A F R 70 70 0 0
10 B A P 55 65 -10 100
11 C D S 72,5 80 -7,5 56,25
12 D C S 80 85 -5 25
13 D A 70 85 -15 225
14 D K 72,5 77,5 -5 25
15 D R 45 67,5 -22,5 506,25
16 D P A S 72,5 75 -2,5 6,25
17 E S 72,5 75 -2,5 6,25
66
18 F N K 72,5 80 -7,5 56,25
19 H C K 80 82,5 -2,5 6,25
20 H W 75 87,5 -12,5 156,25
21 I A 77,5 85 -7,5 56,25
22 I F H 72,5 82,5 -10 100
23 J C S 72,5 77,5 -5 25
24 J O 80 80 0 0
25 M S S 72,5 75 -2,5 6,25
26 M S H 72,5 72,5 0 0
27 M A R 80 90 -10 100
28 N I S 77,5 82,5 -5 25
29 P D P 80 80 0 0
30 R A S 75 87,5 -12,5 156,25
31 S W A 77,5 80 -2,5 6,25
32 S M P 25 85 -60 3600
33 Y W D 70 77,5 -7,5 56,25
34 Z A W 75 85 -10 100
TOTAL ∑X2 = 2407,5 ∑Y2 = 2700 ∑D2 = -292,5
∑(D2)² =
6268,75
From the table above, the researcher calculated the mean of
pre-test, the mean of post-test, and the calculation mean of
difference.
1. Mean of Pre-test
𝑀 =∑𝑋₂
𝑁
= 2407.5
34
= 70. 80
67
2. Mean of Post-Test
𝑀 =∑𝑌₂
𝑁
= 2700
34
= 79. 41
Mean of pre-test for cycle 2 was 70.80 while mean of
post-test was 79.41 (Mean of pre-test > mean of post-test). It can
be concluded that there was significant enhancement of students'
reading comprehension on narrative texts trough story frames
strategy.
3. Calculation Mean of Difference
MD = ∑D
𝑁
=292.5
34
= 8.6
d. Standard Deviation
SDD = √∑D2
𝑁− (
∑𝐷
𝑁)
2
= √6268.75
34− (
292.5
34)²
= √184.37 − 73.96
68
= √110.415
= 10.5
e. Calculation of t-test
SEMD =SDD
√𝑁−1
=10.5
√34−1
=10.5
√33
=10.5
5.74
= 1.82
𝑡ₒ =MD
SEMD
=8.6
1.82
= 4.72
T-test was 4.72. The researcher used the significance level
of 5%. There is no t-table with (N-1) = 33. Then, the researcher
decided to used the nearest number, it was (N-1) = 35, the t-table
69
was 2.03. From the data, the researcher concluded that the score of
t-test was higher than t-table. Therefore, there was a significant
enhancement of the research.
C. The Improvement of Students Reading Comprehension on Narrative
Texts through Story Frames to The Eighth Grade Students of SMPN 4
Ungaran.
After conducted the research, the researcher found that there was
significant improvements of students' reading comprehension on narrative
texts through story frames to the eighth grade students of SMPN 4
Ungaran. The researcher got the data from the results of the tests of cycle
1, and cycle 2. Moreover, from the data, the researcher calculated the t-test
to measure the improvements of the research. The result of the calculation
demonstrated in the table 4.14,
Table 4.14. The calculations' result
Cycle 1 Cycle 2
Pre-test Post-Test T-test Pre-Test Post-Test T-test
55.89% 70.58% 4.11 70.58% 88.23% 4.72
From the table above, the researcher found that the result of pre-
test in cycle 1 was 55.89%. While, the result of pre-test in cycle 2 was
70
70,58%. It means that, there was an improvement of the result of pre-test
in the both cycles. The improvement of pre-test was 14.69%. Meanwhile,
the result of post-test in cycle 1 was 70.58%. While, the result of post-test
in cycle 2 was 88.23%. From the data, it proved that there was an
improvement of the result of post-test in the both cycles. The improvement
was 17.65%.
Therefore, from the table above, it showed the result of the
calculation of t-test of the both cycles. The calculation of t-test calculated
to prove the improvement of students reading comprehension on narrative
texts to the eighth grade students of SMPN 4 Ungaran. The researcher
compared the t-test and the t-table to measure the improvement. The t-
table with significance level 5% and N-1 = 35 was 2.03. The result of t-test
in cycle 1 was 4.11. T-test of cycle 1 > t-table. Meanwhile, t-test of cycle 2
was 4, 72. T-test of cycle 2 > t-table. The result of t-test in the both cycle
showed that, there was significant improvement of students reading
comprehension on narrative texts through story frames to the eighth grade
students of SMPN 4 Ungaran in the academic year of 2016/2017.
As mention in the previous chapter, although the Story Frames strategy
have several weaknesses, the strength of this strategy is more beneficial for both
71
students and the teachers. The data analysis shows that the story frames became
an appropriate strategy for teachers to teach narrative reading texts. Therefore,
story frames strategy helps students to comprehend their reading comprehension
especially narrative texts. From the data, the researcher find that the use of story
frames successfully enhances students' reading comprehension on narrative texts
of the eighth grade students of SMPN 4 Ungaran in the academic year of
2016/2017.
72
CHAPTER V
CLOSURE
After conducting the research, doing the analysis, and presenting the
result, the researcher is going to describe the conclusion of the research, and
the suggestions of this research
A. CONCLUSIONS
1. The Use of Story Frames Strategy in Teaching Narrative Texts of the
Eighth Grade students of SMP N 4 Ungaran in the Academic Year of
2016/2017.
From this research, the researcher concludes that the use of story
frames strategy in teaching narrative texts to the Eighth Grade Students
of SMP N 4 Ungaran was successful. The researcher got the information
from cycle 1, and cycle 2.
From the research, the researcher finds that the students are still
get difficulties in comprehending the story frames individually. The
researcher needs to find the solution after the research. The students also
have the limited vocabularies, and error grammatical are still produced
by the students. The researcher analyses the reading comprehension of
the students. The use of Story Frames Strategy can enhance the students'
73
reading comprehension by practicing Story Frame in the class.
2. The Enhancement of Teaching Narrative Texts Through Story
Frames of The Eight Grade Students of SMPN 4 Ungaran.
From the data, the researcher concludes that there is significant
enhancement of teaching narrative texts through Story Frames to the
eighth grade students of SMPN 4 Ungaran. The researcher proves it from
the data in cycle 1, and cycle 2. The passing grade of the research is 71.
The target is 85% from 34 students who join the research.
In the cycle 1, mean of pre-test is 70.08. On the other hand,
mean of post test is 77.14. Mean of post-test is higher than pre-test.
Therefore, there is significance enhancement.
The students' percentages number who passed the passing grade
of pre-test is 64.7%, and in the post-test it is enhanced. The presentation
of post-test is 70.58%. However, the target is not achieved yet by the
students. Therefore, the researcher decides to conduct the cycle 2.
In the cycle 2, mean of pre-test is 74.5. On the other hand, mean
of post test is 79.02. Mean of post-test is higher than pre-test. Therefore,
there is a significant enhancement.
The students' percentages number who passed the passing grade
74
of pre-test is 76.47% and in the post-test it is enhanced. The percentages
number of post-test is 94.11%. However, the target is achieved by the
students. Therefore, the researcher decides to stop the cycle. It means
that, from the two cycles, the implementation of Story Frames Strategy
successfully enhance the students' narrative reading comprehension.
3. The Improvement of Students' Reading Comprehension on
Narrative Texts Through Story Frames of The Eighth Grade
Students of SMPN 4 Ungaran.
Concerning with the result of the research, the story frames
strategy successfully improved the students' reading comprehension on
narrative texts. The researcher got the information from the calculation of
the t-test. In cycle 1, the t-test is 4.11. It uses the significance level of 5%
and there is no t-table with (N-1) = 33. Then, the researcher decides to
use the nearest number, it is (N-1) = 35, the t-table is 2.03. From the data,
the researcher concludes that the score of t-test is higher than t-table.
Therefore, there is a significant enhancement of the research in the cycle
1.
Furthermore, in the cycle 2, the t-test is 4.72. It uses the
significance level of 5% and there is no t-table with (N-1) = 33. Then, the
75
researcher decides to use the nearest number, it is (N-1) = 35, the t-table
is 2.03. From the data, the researcher concludes that the score of t-test is
higher than t-table. Therefore, there is a significant enhancement of the
research.
B. SUGGESTIONS
From the explanation above, the researcher would like to suggest:
1. The researcher
The researcher can develop her knowledge in English teaching
especially in teaching reading. The story frames strategy is not the only
one strategy to enhance students reading comprehension. There are
other strategies to enhance students' reading comprehension.
2. The reader
The results of this research can be used as reference for other
readers that are interested in working on teaching strategies, especially
for narrative reading texts.
3. The students
The result of this result can be an alternative way for students to
find the story elements easily. It also can be an alternative way to help
students in summarizing skill and retelling skill.
4. The teachers
76
The results of this research can be an alternative strategy for
teachers to teach narrative texts to their teaching strategy intensely. The
teachers can use the strategy for teaching reading, not only in teaching
narrative text, but only to teach any kind of texts. The story frames
chart, and the story frames booklet which have introduced by the
researcher can be an alternative media to make the teaching and
learning process become more interesting.
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Fowler, G. L. 1982. Developing comprehension skills in primary students
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3
APPENDICES
Lesson Plan
Research Documentation
Surat Keterangan Telah Melaksanakan Penelitian di SMP N 4
Ungaran
Surat Izin Penelitian
Surat Tugas Pembimbing Skripsi dan Asisten Pembimbing Skripsi
Lembar Konsultasi Skripsi
Daftar SKK (Satuan Kredit Kegiatan)
4
CURRICULUM VITAE
Name : Indah Ratna Kumala Dewi
Place and Date of Birth : Kabupaten Semarang, 22 June 1993
Address : Jalan Penanggalan Rt 001 Rw.002, Krajan Gebugan,
Kecamatan Bergas, Kabupaten Semarang
Email/Phone Number : [email protected]/085712273960
Educational Background :
1. TK Pamardi Siwi graduated in 1999
2. SDN Gebugan 01 graduated in 2005
3. SMPN 4 Ungaran, graduated in 2008
4. SMAN 2 Ungaran, Graduated in 2011
Organisation Experience :
1. Choir Division in Seni Musik Club (SMC) IAIN Salatiga
2. Conductor all at once voice of PSM SMC IAIN Salatiga which achieved
Silver Medals of Folklore Category in Third Karangturi Choir Games
2015
3. Voice of PSM SMC IAIN Salatiga which achieved Silver Medals of
PERTI/UMUM category in USM Choir Festival 2016
5
RENCANA PELAKSANAAN PEMBELAJARAN
Mata Pelajaran : Bahasa Inggris
Satuan Pendidikan : SMP NEGERI 4 Ungaran
Kelas / Semester : VIII/ 2
Ketrampilan : Reading
Pertemuan Ke : I
Alokasi Waktu : 2 x 40 menit (1x pertemuan)
A. Standar Kompetensi
Membaca
11. Memahami makna dalam esai pendek sederhana berbentuk recount,
dan narrative untukberinteraksi dengan lingkungan sekitar.
B. Kompetensi Dasar
11.1 Membaca nyaring bermakna teks fungsional dan essai pendek
sederhana berbentuk recount dan narrative dengan ucapan, tekanan
dan intonasi yang berterima yang berkaitan dengan lingkungan
sekitar
11.2 Merespon makna dalam teks tulis fungsional pendek sederhana
secara akurat, lancar dan berterima yang berkaitan dengan
lingkungan sekitar.
6
C. Indikator
1. Membaca nyaring dan bermakna teks essai berbentuk narrative /
recount
2. Mengidentifikasi berbagai makna teks narrative / recount
3. Mengidentifikasi tujuan komunikatif teks narrative / recount
4. Mengidentifikasi langkah retorika dan ciri kebahasaan teks
narrative / recount
D. Tujuan Pembelajaran
Mengembangkan kosakata berdasarkan gambar / cerita popular
Menggali informasi dalam cerita berdasarkan gambar
Mendengarkan teks narrative / recount yang dibaca guru
Membaca nyaring teks narrative / recount dengan ucapan dan
intonasi yang benar
Menjawab berbagai pertanyaan tentang informasi dalam teks yang
di baca
Menentukan tujuan komunikatif teks narrative / recount yang di
baca
Menentukan langkah retorika dari teks narrative / recount yang di
baca
Menentukan ciri kebahasaan teks narrative / recount yang di baca
Membaca teks narrative / recount lainnya
E. Materi Standar
o Narrative text is a kind of text that tells an imaginative story to
entertain the readers or listener.
7
o The social function of narrative text is to amuse, to entertain, and
to deal with actual or vicarious experience in different ways.
o The generic structure of Narrative Text :
Orientation : Set the scene and introduces participants
Complication : A crisis arise
Resolution : The crisis is resolved, for better or for
worse
o Grammar Features of Narrative Text
Focus on specific and usually individualized participants.
Use of material process (and in this text, behavioral and
verbal processes).
Use of relation processes and mental processes
Use temporal conjunctions and temporal circumstances
Use of simple past tense form
o Simple Past Tense pattern :
Jenis Kalimat Rumus Contoh Simple Past Tense
Positif (+) Subject + Verb 2 + Object
Subject + be (was/were) +
Object
Yudha went to Jakarta last
night
Mr.Yudha was a teacher
since 2005
Negatif (-) S + did not + V1
S + be (was/were) + not
Yudha did not go to Jakarta
last night
Mr.Yudha was not a teacher
since 2005
Introgative (?) Did + S + V1 ?
Be (was/were) + S
Did Yudha go to Jakarta
laast night?
Was Mr.Yudha a teacher
since 2005?
8
F. Metode Pembelajaran
Communnicative Language Teaching
G. Kegiatan Pembelajaran
Kegiatan Pendahuluan (5 menit)
1. Mengucapkan salam dengan ramah ketika masuk ruang kelas
2. Mengecek kehadiran siswa
3. Apersepsi
4. Memotivasi siswa
5. Menyampaikan tujuan pembelajaran
6. Menyampaikan cakupan materi dan uraian kegiatan
Kegiatan Inti (70 menit)
Eksplorasi (10 menit)
Guru membacakan teks "Rapunzel"
Siswa menirukan teks yang dibaca guru.
Guru menjelaskan kata - kata sulit dalam teks "Rapunzel"
Elaborasi (50 menit)
Siswa mendapatkan 1 teks narrative untuk dibaca dan dipahami secara
individu.
Guru menanyakan pertanyaan berikut ketika siswa membaca teks,
seperti : Apakah ada masalah yang teridentifikasi? Jika ada, itu
menjadi masalah? Apakah ada kejadian penting yang memungkinkan
bisa menjadi solusi dari masalah tersebut? Jika ada, apa urutannya?
Bagaimana masalah dipecahkan?
9
Guru mempresentasikan dan menjelaskan tentang Story Frames
Strategy.
Guru dan siswa mendiskusikan elemen utama dalam cerita (karakter,
setting, tema, main idea, dll)
Guru meminta kembali siswa untuk membaca teks dan mulai untuk
menghapus seluruh kata, frasa, dan kalimat, kecuali yang dibutuhkan
untuk mengatur tujuan dari paragraf
Guru dan siswa mendiskusikan respon yang mungkin terjadi untuk
kalimat dalam Story Frames, kemudian pertimbangkan kalimat
berikutnya dan diskusikan respon yang mungkin terjadi
Guru membaca kembali keseluruhan bagian dari Story Frames kepada
siswa pada tahap tersebut, sehingga mereka bisa mendengar dan
menggunakan pengetahuan sebelumnya.
Siswa diminta mengisi story frame chart yang diberikan guru untuk
melatih kemandirian..
Siswa diminta menjawab soal-soal tentang text yang dibahas.
Konfirmasi (10 menit)
Guru memberikan umpan balik positif dan penguatan terhadap
keberhasilan siswa dalam mengerjakan tugas
Guru menjadi narasumber dan fasilitator menjawab pertanyaan peserta
didik dalam memahami teks dan penggunaan struktur text narrative
serta menggunakan Simple Past tense dalam text narrative.
Guru memberi motivasi siswa untuk lebih aktif dalam pembelajaran
berikutnya.
10
Kegiatan Penutup (5 menit)
1. Membuat kesimpulan tentang materi yang sudah dipelajari hari itu.
2. Melakukan refleksi terhadap jalannya proses pembelajaran pada hari itu.
3. Guru menyampaikan rencana pembelajaran yang akan datang.
H. Sumber Belajar
1. Buku ajar kelas VIII SMP
2. Lembar Kerja
3. Internet
I. Media Pembelajaran
1. Handout
2. Story frames chart
J. Penilaian
1. Penugasan / proyek : penilaian ketika siswa menganalisa makna dan topik
dari teks yang diberikan.
2. Tes tulis : penilaian saat siswa secara individual mengerjakan soal dari
textbook atau lembar kerja yang diberikan guru.
3. Instrumen :
RAPUNZEL
A long time ago, there lived a young couple, a man and his
wife. His wife was expecting their baby. She wanted a plant that only grew
in her neighbours' garden. She wanted it so much. She even intended to
steal it herself, but later on, she sent her husband to steal it. Unfortunately,
11
Mother Gothel, the owner of the garden, caught him doing it. She was a
witch. Then the mother Gothel forced the couple to give their first baby to
her.
A few months later, the baby was born. It was a girl named
Rapunzel. Soon, this baby was taken away to live with Mother Gothel.
Rapunzel grew to be a beautiful young girl with her long goldy hair. She,
at first, was cared in normal way. Whenshe reached puberty, she was
locked in atower so that she would never leave Mother Gothel. The tower
stood in the forest. It could only be entered by climbing on Rapunzels'
long hair. To cheer herself up, she loved to sing.
One day, a young prince was out hunting. He stumbled upon a
tower. He heard Rapunzels' beautiful voice. He decided that he must meet
her. He spied and, by watching Mother Gothel, learned the words he had to
say to have Rapunzel drop her hair. The prince visited her often and the
two fell in love.
Then, Rapunzel made a plan to escape from the tower. She
wanted to be with the prince. She asked the prince to bring her a skein of
silk each time he visited. she might weave a ladder for her escape.
unfortunately, Mother Gothel caught on. then, she banished Rapunzel to
the desert. She threw the prince from the tower into a thorny bush. The
thorns made the prince blind and he roamed the earth searching for his
love.
Eventually, they found each other, and the princes' eyes were
healed by Rapunzels' tears of happiness.
12
Read the text bellow, and answer the question !
CINDERELLA
Once upon a time, there was a young girl named Cinderella. She
lived with her step mother and two step sisters. The step mother and sisters
were concealed and bad tempered. Theytreated Cinderella very badly. Her
step mother made Cinderella do the hardest works in the house; such as
scrubbing the floor, cleaning the pot and pan and preparing the food for the
family. The two step sisters. on the other hand, did not work about the
house. Their mother gave them many handsome dresses to wear.
One day, the two step sister received an invitation to the ball that
the kings' son was going to give at the palace, They were excited about this
and spent so much time choosing the dresses they would wear. At last, the
day of the ball came, and away went the sisters to it. Cinderella could not
help crying after they had left.
”Why are you crying, Cinderella?” a voice asked. She looked up and
saw her fairy godmother standing beside her, ”because I want so much to go
to the ball” Said Cinderella. ”Well” said the godmother, ”you've been such a
cheerful, hardworking, uncomplaining girl that I am going to see that you do
go to the ball”.
Magically, the fairy godmother changed a pumpkin into a fine coach
and mice into a coachman and two footmen. Her godmother tapped
Cinderellas' raged dress with her wand, and it became a beautiful ball gown.
Then she gave her a pair of pretty glass slippers. ”Now, Cinderella”, she said;
”You must leave before midnight”. Then away she drove in her beautiful
coach.
13
Cinderella was having a wonderfully good time. She danced again
and again with the kings' son. Suddenly the clock began to strike twelve, she
ran toward the door as quickly as she could. In her hurry, one of her glass
zipper was left behind.
A few days later, the kings' son proclaimed that he would marry the
girl whose feet fitted the glass slipper. Her step sisters tried on the slipper but
it was too small for them, no matter how hard they squeezed their toes into it.
In the end, the kings' page let Cinderella try on the slipper. She stuck out her
foot and the pages slipped the slipper on. It fitted perfectly.
Finally, she was driven to the palace. The kings' son was overjoyed to
see her again. They were married and live happily ever after.
Exercise 1
Answer the questions bellow based on the text above !
1. What does the text tell us about?
2. What is the main idea of paragraph 2?
3. Who are the characters of the story?
4. Analyze the generic structure :
Orientation =
Complication =
Resolution =
5. What kind of moral value of the text?
14
Exercise 2
Decide whether the following statements are TRUE (T) or
FALSE (F) based on the text.
NO Statements (T) or (F)
1.
2.
3.
4.
5
Cinderella lived with her step mother and
two step sisters .
Her step mother and step sisters were
kind.
Cinderella wants so much to go to the
ball.
Cinderellas' feet did not fit with the glass
slipper.
Finally, Cinderella married with the
kings' son.
------------------------
------------------------
------------------------
------------------------
------------------------
4. Rubrik Penilaian :
No Kompetensi Deskripsi Nilai
1.
Mengidentifikasi
tema atau pesan
dalam cerita (Soal
nomor 1 dan 5)
Menjelaskan tema atau pesan
menggunakan bahasa sendiri, dan
memahami pemahaman ynag
beragam. 4
Menyatakan kembali tema atau
pesan tersurat. 3
Mengidentifikasi tema atau pesan
secara tidak konsisten. 2
Mengidentifikasi tema atau pesan
dengan petunjuk dari guru. 1
2. Mengidenfitikasi
Unsur - unsur
pendukung cerita
Mengidentifikasi unsur cerita
dengan tepat dan menggunakan
bahasa sendiri 4
15
(Soal nomor 2,3,
dan 4)
Menyatakan kembali unsur cerita
yang tersurat. 3
Mengidentifikasi unsur cerita
secara tidak konsisten. 2
Mengidentifikasi unsur cerita
dengan petunjuk guru 1
5. Pedoman Penilaian:
Perhitungan nilai akhir dalam skala 0 – 100 sebagai berikut :
A. Exercise 1
Total nilai benar (20) X 5 = 100
B. Exercise 2
Total nilai benar (50) X 2 = 100
Skor Exercise 1 + Skor Exercise 2
Nilai Akhir = = 100
2
16
RENCANA PELAKSANAAN PEMBELAJARAN
Mata Pelajaran : Bahasa Inggris
Satuan Pendidikan : SMP NEGERI 4 Ungaran
Kelas / Semester : VIII/ 2
Ketrampilan : Reading
Pertemuan Ke : II
Alokasi Waktu : 2 x 40 menit (1x pertemuan)
A. Standar Kompetensi
Membaca
11. Memahami makna dalam esai pendek sederhana berbentuk recount,
dan narrative untukberinteraksi dengan lingkungan sekitar.
B. Kompetensi Dasar
11.3 Membaca nyaring bermakna teks fungsional dan essai pendek
sederhana berbentuk recount dan narrative dengan ucapan, tekanan
dan intonasi yang berterima yang berkaitan dengan lingkungan
sekitar
11.4 Merespon makna dalam teks tulis fungsional pendek sederhana
secara akurat, lancar dan berterima yang berkaitan dengan
lingkungan sekitar.
17
C. Indikator
5. Membaca nyaring dan bermakna teks essai berbentuk narrative /
recount
6. Mengidentifikasi berbagai makna teks narrative / recount
7. Mengidentifikasi tujuan komunikatif teks narrative / recount
8. Mengidentifikasi langkah retorika dan ciri kebahasaan teks
narrative / recount
D. Tujuan Pembelajaran
Mengembangkan kosakata berdasarkan gambar / cerita popular
Menggali informasi dalam cerita berdasarkan gambar
Mendengarkan teks narrative / recount yang dibaca guru
Membaca nyaring teks narrative / recount dengan ucapan dan
intonasi yang benar
Menjawab berbagai pertanyaan tentang informasi dalam teks yang
di baca
Menentukan tujuan komunikatif teks narrative / recount yang di
baca
Menentukan langkah retorika dari teks narrative / recount yang di
baca
Menentukan ciri kebahasaan teks narrative / recount yang di baca
Membaca teks narrative / recount lainnya
E. Materi Standar
o Narrative text is a kind of text that tells an imaginative story to
entertain the readers or listener.
18
o The social function of narrative text is to amuse, to entertain, and
to deal with actual or vicarious experience in different ways.
o The generic structure of Narrative Text :
Orientation : Set the scene and introduces participants
Complication : A crisis arise
Resolution : The crisis is resolved, for better or for
worse
o Grammar Features of Narrative Text
Focus on specific and usually individualized participants.
Use of material process (and in this text, behavioral and
verbal processes).
Use of relation processes and mental processes
Use temporal conjunctions and temporal circumstances
Use of simple past tense form
o Simple Past Tense pattern :
Jenis Kalimat Rumus Contoh Simple Past Tense
Positif (+) Subject + Verb 2 + Object
Subject + be (was/were) +
Object
Yudha went to Jakarta last
night
Mr.Yudha was a teacher
since 2005
Negatif (-) S + did not + V1
S + be (was/were) + not
Yudha did not go to Jakarta
last night
Mr.Yudha was not a teacher
since 2005
Introgative (?) Did + S + V1 ?
Be (was/were) + S
Did Yudha go to Jakarta
laast night?
19
Was Mr.Yudha a teacher
since 2005?
F. Metode Pembelajaran
Communnicative Language Teaching
G. Kegiatan Pembelajaran
Kegiatan Pendahuluan (5 menit)
7. Mengucapkan salam dengan ramah ketika masuk ruang kelas
8. Mengecek kehadiran siswa
9. Apersepsi
10. Memotivasi siswa
11. Menyampaikan tujuan pembelajaran
12. Menyampaikan cakupan materi dan uraian kegiatan
Kegiatan Inti (70 menit)
Eksplorasi (10 menit)
Guru membacakan teks "Snow White and Seven Dwarfts"
Siswa menirukan teks yang dibaca guru.
Guru menjelaskan kata - kata sulit dalam teks "Snow White and Seven
Dwarfts"
Elaborasi (50 menit)
Guru meminta siswa untuk membentuk kelompok diskusi yang
beranggotakan 5 atau 4 siswa dalam setiap kelompok.
20
Guru menyediakan story frames booklet yang berisi teks naratif
"Snow White and Seven Dwarfts”
Guru meminta siswa untuk membaca teks yang terdapat dalam story
frames booklet.
Guru menanyakan pertanyaan berikut ketika siswa membaca teks,
seperti : Apakah ada masalah yang teridentifikasi? Jika ada, itu
menjadi masalah? Apakah ada kejadian penting yang memungkinkan
bisa menjadi solusi dari masalah tersebut? Jika ada, apa urutannya?
Bagaimana masalah dipecahkan?
Guru mempresentasikan dan menjelaskan tentang Story Frames
Strategy.
Guru dan siswa mendiskusikan elemen utama dalam cerita (karakter,
setting, tema, main idea, dll).
Guru meminta siswa untuk menuliskan hasil diskusi mereka dalam
bentuk story frames.
Guru membaca kembali keseluruhan bagian dari Story Frames kepada
siswa pada tahap tersebut, sehingga mereka bisa mendengar dan
menggunakan pengetahuan sebelumnya.
Siswa diminta mempresentasikan hasil diskusi kelompok.
Siswa diminta menjawab soal-soal tentang text yang dibahas.
Konfirmasi (10 menit)
Guru memberikan umpan balik positif dan penguatan terhadap
keberhasilan siswa dalam mengerjakan tugas
Guru menjadi narasumber dan fasilitator menjawab pertanyaan peserta
didik dalam memahami teks dan penggunaan struktur text narrative
serta menggunakan Simple Past tense dalam text narrative.
21
Guru memberi motivasi siswa untuk lebih aktif dalam pembelajaran
berikutnya.
Kegiatan Penutup (5 menit)
1. Membuat kesimpulan tentang materi yang sudah dipelajari hari itu.
2. Melakukan refleksi terhadap jalannya proses pembelajaran pada hari itu.
3. Guru menyampaikan rencana pembelajaran yang akan datang.
H. Sumber Belajar
4. Buku ajar kelas VIII SMP
5. Lembar Kerja
6. Internet
I. Media Pembelajaran
1. Handout
2. Story frames booklet
J. Penilaian
4. Penugasan / proyek : penilaian ketika siswa menganalisa makna dan topik
dari teks yang diberikan.
5. Tes tulis : penilaian saat siswa secara individual mengerjakan soal dari
textbook atau lembar kerja yang diberikan guru.
6. Instrumen :
22
SNOW WHITE AND THE SEVEN DWARFS
Long time ago, a child was born to a queen and king and she was
called Snow White. When the queen died, the king married again. This
new queen was wicked and hated snow white. The queen gave orders that
Snow White was to be a servant.
Snow White grew very beautiful and one day a Prince riding by, saw
her at work and fell in love with her. The Queen was beautiful too, and
every day she asked her magic mirror., "Who is the fairest in the land?"
and the mirror always answered, you are the fairest one of all". But one
day, the mirror answered that Snow White was the fairest in the land. In a
rage, the queen gave orders to one of her huntsman to take Snow White
into the woods and kill her.
The huntsman had a kind heart and could not do the deed. He told
Snow White to run away. She fled into the woods where the seven little
dwarfs lived. Their house was small strange. Snow White entered the little
house and finding it very untidy, started to clean up. Upstairs, she found
seven little beds. She was very tired and stretching out on one of the beds,
was soon a sleep. When the dwarfs came home, they were surprised to find
Snow White and after some argument, decided to let her stay. She promise
to cook and look after them.
Queen discovered where Snow White was living and disguising
herself as a witch, took a poisoned apple and set out for the dwarfs cottage.
She gave Snow White the poisoned apple to eat and soon as she bit the
apple. She sank into unconsciousness.
Thinking she was dead, the dwarfs built a glass coffin and put her in
it. For days, she lay in the forest in her glass coffin. One day, the prince
was riding to through the forest looking for Snow White and found her. He
leaned over and kissed her. She opened her eyes and sat up with a smile.
Everyone was happy. The prince took Snow White to his palace where
they were married and live happily ever after.
23
Read the text bellow, and answer the question !
MALIN KUNDANG
Long time ago, an old woman and her son lived in a small village. Her
son was called Malin Kundang. They were very poor but they loved each
other very much.
One day Malin Kundang told his mother that he would go to town and
work there. At first his mother did not allow him but finally she let him go
with tears.
Malin Kundang worked hard in a big town and in a short time he
became a rich man. However he completely forgot his poor old mother.
Some years later he sailed to a harbour near his village. When his
mother heard about this news she came to meet him. Malin Kundang
pretended not to know her. He said, “You‟re not my mother. Go away !”
His mother became very sad and before she went she said, “Oh, Malin
Kundang, you are a wicked son. You‟ll never be safe now. You and your
money will turn to stone.”
Some days later his ship left the harbour. The sea was calm but when
he reached the open sea there was a great storm. The ship was drowned.
Malin Kundang and his money changed into a stone.
Now people call it Batu Si Malin Kundang. We can see the stone from
Air Manis, a village on the coast of West Sumatra near Padang.
EXERCISE 1
Answer the questions according to the text above !
1. What is the text tells about ?
Answer : ........................................................................................
2. Identify the generic structure of the text (Orientation, complication,
resolution)
Answer : .............................................................................................
24
3. Mention the past verbs that appear in the third paragraph !
Answer : .............................................................................................
4. Who are the characters of the text ?
Answer : ............................................................................................
5. What is the moral value of the text ?
Answer : ...........................................................................................
EXERCISE 2
Decide whether the following statements are TRUE (T) or FALSE
(F) based on the text.
NO Statements (T) or (F)
1.
2.
3.
4.
5.
Malin Kundang and his mother were very poor but
loved each other.
Malin Kundang became a rich man in a big town.
Malin Kundang remembered his mother.
Malin Kundang was an kind person.
Malin Kundang and his money cursed into a stone .
------------------------
------------------------
------------------------
------------------------
------------------------
25
4. Rubrik Penilaian :
No Kompetensi Deskripsi Nilai
1.
Mengidentifikasi
tema atau pesan
dalam cerita (Soal
nomor 1 dan 5)
Menjelaskan tema atau pesan
menggunakan bahasa sendiri, dan
memahami pemahaman ynag
beragam. 4
Menyatakan kembali tema atau
pesan tersurat. 3
Mengidentifikasi tema atau pesan
secara tidak konsisten. 2
Mengidentifikasi tema atau pesan
dengan petunjuk dari guru. 1
2.
Mengidenfitikasi
Unsur - unsur
pendukung cerita
(Soal nomor 2,3,
dan 4)
Mengidentifikasi unsur cerita
dengan tepat dan menggunakan
bahasa sendiri 4
Menyatakan kembali unsur cerita
yang tersurat. 3
Mengidentifikasi unsur cerita
secara tidak konsisten. 2
Mengidentifikasi unsur cerita
dengan petunjuk guru 1
5. Pedoman Penilaian:
Perhitungan nilai akhir dalam skala 0 – 100 sebagai berikut :
A. Exercise 1
Total nilai benar (20) X 5 = 100
B. Exercise 2
Total nilai benar (50) X 2 = 10
35
DAFTAR NILAI SKK
Nama : Indah Ratna Kumala Dewi
NIM : 113-12-127
Fakultas : Fakultas Pendidikan dan Ilmu Keguruan (FTIK)
Progdi : Tadris Bahasa Inggris (TBI)
NO Jenis Kegiatan Tanggal Jabatan Nilai
1. OPAK STAIN Salatiga 2012
( Progresifitas Kaum Muda,
Kunci Perubahan Indonesia)
05- 07 September
2012
Peserta 3
2. OPAK Jurusan Tarbiyah
STAIN Salatiga
(Mewujudkan Gerakan
Mahasiswa Tarbiyah Sebagai
Tonggak Kebangkitan
Pendidikan Indonesia )
09 September
2012
Peserta 3
3. Orientasi Dasar Keislaman
(ODK)
(Membangun Karakter
Keislaman Bertaraf
International Di Era Globalisasi
Bahasa)
10 September
2012
Peserta 2
4. Seminar Entrepreneurship dan
Perkoprasian 2012
(Explore Your Entrepreneursip
Talent)
11 September
2012
Peserta 2
5. Achievement Motivation
Trainning
(Dengan AMT, Bangun
Karakter Raih Prestasi )
12 September
2012
Peserta 2
6. Library User Education
(Pendidikan Pemakai
Perpustakaan) oleh UPT
Perpustakaan STAIN Salatiga
13 September
2012
Peserta 2
7. English Friendship Camp and
Social Work In Merbabu
Foothill 2012 (CEC)
19 Oktober 2012
Peserta 2
8. MAPABA PMII Joko Tingkir
Salatiga 2012
(Membentuk Militansi Kader
Menuju Mahasiswa Yang Ideal)
05 - 07 Oktober
2012
Peserta 2
36
9. Dialog Publik dan Silaturahmi
Nasional
(Kemanakah Arah Kebijakan
BBM ? Mendorong Subsidi
BBM Untuk Rakyat)
10 November
2012
Peserta 8
10. Piagam Penghargaan SMC
"Grand Launching and Band
Perform"
13 Februari 2013 Panitia &
peserta
3
11. Seminar Nasional
(Ahlusunnah Waljamaah dalam
Perspektif Islam Indonesia)
25 Maret 2013
Peserta 8
12. Piagam Penghargaan Music In
Campus SMC bertema
"Togetherness With Music"
06 Juli 2013 Panitia 3
13. Pekan Ilmiah Olah Raga Seni
dan Riset (PIONIR) VI PTAIN
Se-Indonesia
19-24 Agustus
2013
Peserta 8
14. Piagam Penghargaan SMC
dalam Konser Produksi Paduan
Suara Mahasiswa "Senandung
Warna Dalam Nada"
19 Oktober 2013 Panitia 3
15. Piagam Penghargaan SMC
"Pendidikan Dasar Musik XIV
dan Workshop Paduan Suara
Mahasiswa VIII"
23-29 Desember
2013
Panitia 3
16. Surat Keputusan UPK STAIN
SALATIGA "Pengangkatan
Pengurus STAIN Music Club
(SMC) Masa Bakti 2014"
31 Januari 2014 Pengurus
(Divisi
Paduan
Suara)
4
17. Sharia Economics Intelectual
Moeslem Of STAIN
(SEIMAN)
(Analisa Sosial Dengan
Memaksimalkan Potensi
Ekonomi Nasional Untuk
Kesejahteraan Masyarakat
Indonesia)
13-14 Oktober
2014
Pengisi
Acara
3
18 Piagam Penghargaan SMC
Konser Produksi Paduan Suara
Mahasiswa "Soulmisasi
Indonesia"
05 September
2014
Pengisi
Acara
3
19. Seminar Nasional
(Berkontribusi Untuk Negeri
Melalui Televisi/TV)
05 November
2014
Peserta 8
20.
Konser Paduan Suara
Mahasiswa Indonesian
20 Februari 2015
Peserta 4
37
Moeslem Choir (IMC) oleh
UKM Seni Musik El-Fata
STAIN Pekalongan bersama 28
PTAI Se-Jateng/DIY
21. Surat Keputusan Rektor IAIN
Salatiga "Tentang
Pengangkatan Pengurus Seni
Musik Club (SMC) IAIN
Salatiga Masa Bakti 2015"
17 Maret 2015 Pengurus
(Divisi
Paduan
Suara)
4
22. Sertifikat "Learning Strategies
in Using Authentic Materials
for SMP and SMA students" di
IALF Bali Language Centre.
27 Mei 2015 Peserta 2
23. Ngabuburit dan Dialog Lintas
Agama Salatiga Bhineka
Tunggal Ika
30 Juni 2015
Panitia 3
24. Edukasi Literasi Keuangan
Bersama OJK
(Literasi Keuangan Syariah dan
Kebijakan Mikroprudensial
dalam Stabilitas Ekonomi)
12 Oktober 2015
Petugas 3
25. Seminar Nasional
(Perbankan Syariah di
Indonesia: Antara Teori &
Praktik)
04 November
2015
Peserta 8
26. 3rd Karangturi Choir Games
(Silver Medals)
05-07 November
2015
Conductor 8
27. Surat Keputusan Rektor IAIN
Salatiga "Tentang
Pengangkatan Pengurus Seni
Musik Club (SMC) IAIN
Salatiga Masa Bakti 2016"
14 Maret 2016 Pengurus
(Divisi
paduan
Suara)
4
28. Kuliah Umum
(Peran Partai Politik Islam
dalam Pentas Politik Nasional
Untuk Mewujudkan Indonesia
Emas)
19 September
2016
Peserta 2
29. Seminar Nasional Problematika
Hakim dan Peradilan
(Rekontruksi Ideal Sistem
Peradilan Di Indonesia)
22 September
2016
Peserta 8