i

THE USE OF STRATEGY DIRECTED READING -

THINKING ACTIVITY (DR-TA) TO IMPROVE

READING COMPREHENSION IN RECOUNT TEXT

(A Classroom Action Research of the Eighth Grade Students of MTS N

Mranggen in the Academic Year of 2016/2017)

GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of the

Requirements for the Degree of Sarjana Pendidikan (S.Pd) In the

English Education Department of Teacher Training and Education

Faculty.

Written By:

NURUL UMAYAH

11312071

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2016

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iv

.

v

MOTTO

“TO GET A SUCCESS, YOUR COURAGE MUST BE GREATER THAN

YOUR FEAR.”

(Alisa Rizky Meisya)

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DEDICATION

This graduating paper is whole intended dedicated for:

1. My Lord, Allah SWT… Thank you Allah for giving me spirit and healthy in

my life, especially to finish this graduating paper

2. My beloved parents (Karsimin and Siti Kobshah), thank you for all support,

trust, finance, encouragement, and all of your prayers for me. You are the best

parents in this world. I love you so much.

3. My dearest Brother and Sisters (Sholikin, Sopiyah, Siti Aminah And Suci

Hariyanti) thank you for all support. I love you so much.

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ACKNOWLEDGEMENT

Alhamdulillahirrabbilalamin, praise and thanks to Allah, who has give a us some

mercies and blessing. With the permission of Allah, this writing can be finished.

Beside, praise and blessing to our prophet Muhammad SAW as the best model for

us. The researcher could complete this graduating paper as one of the

requirements for getting the Degree of Educational Studies (S.Pd) in English

Department of State Institute for Islamic Studies (IAIN) of Salatiga in 2016. The

researcher realizes that this graduating paper will not be able to finish without

supports, guidance, advice, and help from individual and institution. Therefore, I

would like to express the deep appreciation to:

1. Dr. Rahmat Hariyadi, M.Pd. the Rector of State Institute for Islamic Studies

(IAIN) of Salatiga.

2. Suwardi, M.Pd. the Dean of Teacher Training and Education Faculty of State

Institute for Islamic Studies (IAIN) of Salatiga.

3. Noor Malihah, Ph.D. the Head of English Education Department of State

Institute for Islamic Studies (IAIN) of Salatiga.

4. Setia Rini, M. Pd., the counselor of this graduating paper, who gives great

attention, suggestion, and guidance for this graduating paper from beginning

until the end.

5. All lecturers of English Education department, the researcher deeply thank for

advices, knowledge, motivation, attention, insight, values etc.

6. All lecturers and staff of State Institute of Islamic Studies IAIN Salatiga.

7. My parents who always support and advice me.

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8. H. Nur Kamsan, S.Ag. M.Pd. as head master of MTS N Mranggen.

9. The teacher and students of MTS N Mranggen, especially the eighth grade

students.

10. Mrs. Sa'diyatun Hanik, S.Pd., thank you for your guidance and help.

11. All of TBI 2012.

Thanks you for your motivations, supports, help, learn, love and care, thank

you so much. Finally, the researcher hopes that this graduating paper to be able to

provide useful information to the readers.

Salatiga, September 8th

2016

The Researcher

Nurul Umayah

Nim.11312071

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TABLE OF CONTENTS

TITLE.. ....................................................................................................... i

DECLARATION ....................................................................................... ii

ATTENTIVE COUNSELOR‟S NOTE ..................................................iii

PAGE OF CERTIFICATION ................................................................. iv

MOTTO ...................................................................................................... v

DEDICATION ........................................................................................... vi

ACKNOWLEDGEMENT ....................................................................... vii

TABLE OF CONTENTS .......................................................................... ix

LIST OF TABLES AND FIGURE ......................................................... xii

ABSTRACT .............................................................................................xiii

CHAPTER 1 INTRODUCTION ................................................ 1

A. Background of the research ............................ 1

B. Problems of the research ................................. 3

C. Objectives of the research ............................... 4

D. Benefits of the research ................................... 4

E. Limitation of the Problems .............................. 5

F. Definition of Key Terms..................................5

G. Previews researcher ......................................... 6

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H. Graduating Paper Organization ....................... 8

CHAPTER II: LITERATURE REVIEW ................................... 9

A. Direct Reading- Thinking Activity ................. 9

1. Definition of (DR-TA) ............................. 9

2. The procedures of DR-TA of English .... 11

3. The advantage of DR-TA ....................... 11

4. The Disadvantage Of DR-TA ................ 12

B. READING ..................................................... 12

1. Definition of Reading ............................. 13

2. The purposes of reading ......................... 13

3. Type of Reading ..................................... 15

4. The principle of reading ......................... 17

5. Teaching reading ................................... 17

C. READING COMPREHENTION .................. 20

1. Definition of Reading Comprehension .. 20

2. Processes of reading comprehension ..... 21

3. Strategies in Reading Comprehension ... 22

D. Recount Text ................................................. 24

1. Definition Recount Text ......................... 24

2. Types of Recount Text ........................... 25

CHAPTER III: RESEARCH METHODOLOGY ...................... 30

A. General Situation of MTS N Mranggen ...... ..30

B. List of Students.............................................. 31

C. Subject of the research .................................. 32

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D. Type of Research ........................................... 34

E. Procedure of The Research ........................... 35

F. Technique of Collecting Data ....................... 39

G. Technique of Data Analysis .......................... 41

H. Schedule of the Research .............................. 43

CHAPTER IV: DATA ANALYSIS ............................................. 44

A. Field Note ..................................................... 44

1. Cycle I ...................................................... 45

2. Cycle II ..................................................... 51

B. Discussion ..................................................... 58

CHAPTER IV: CLOSURE ........................................................... 60

A. Conclusion ....................................................... 60

B. Suggestion ....................................................... 62

BIBLIOGRAPHY

CURRICULUM VITAE

APPENDICES

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LIST OF TABLES AND FIGURES

Table 3.3 List of Students of MTS N Mranggen ................................... 31

Table 3.3 The List VIIIA Class Of MTN Mranggen ............................ 33

Figure 3.1 The Procedure of Classroom Action Research .................. 36

Figure 3.2 Cyclical AR Model Based on Kemmis and Mc Taggart..... 39

Table 3.4 Schedule of the Research ....................................................... 43

Table 4.1 Result of Pre-Test and Post-test Cycle 1 ............................... 48

Table 4.2 Table Result of Pre-Test and Post-test Cycle 2 ..................... 54

Table 4.3 The Analysis Of Students Improvement ............................... 58

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ABSTRACT

Umayah, Nurul. 2016. “The Use Directed Reading - Thinking Activity (DR-TA) to

Improve Reading Comprehension in Recount Text” (A Classroom Action

Research of the Eighth Grade Students of MTS N Mranggen in the Academic

Year of 2016/2017). A Graduating Paper, Teacher Training and Education

Faculty, English Education Department, State Institute for Islamic Studies

(IAIN) Salatiga), Counselor: Setia Rini, M. Pd.

Keywords: Direct Reading - Thinking Activity, Reading Comprehension, Recount Text.

This research focused on improving reading comprehension by through DR-TA (Direct

Reading - Thinking Activity) strategy. This research answer these main questions (1)

How is the implementation of the use Directed Reading-Thinking Activity (DR-TA) to

improve the reading comprehension in Recount Text of the Eighth Grade Students of

MTSN Mranggen in the academic year of 2016/2017? (2) what is the extent use Directed

Reading-Thinking Activity (DR-TA) can improve the reading comprehension in Recount

Text of the Eighth grade students of MTSN Mranggen in the academic year of

2016/2017?. (3) How is the improvement of the use of Directed Reading-Thinking

Activity can improve the reading comprehension in Recount Text of the Eighth grade

students of MTSN Mranggen in the academic year of 2016/2017?. Twenty six students of

the eight grade students of MTS N Mranggen 2016 were instructed through DR-TA

strategy to improve their reading comprehension. this research is an classroom action

research (CAR). The technique of data analysis included qualitative and quantitative. It is

conducted in two cycles. Each cycle consists of planning, action, observation and

reflection. From the result, the researcher found several findings on it. The result of this

research shows an improvement of students‟ reading comprehension by using “DR-TA”

strategy. It can be seen from the mean score of pre-test and post-test. In cycle I post-test is

higher than pre-test: the mean of pre test is 55.8 and the mean of post test is 70.5. In cycle

2 also show that post test is bigger than pre test. Mean of pre test is 76.1 and mean of post

test is 87.5. It can be concluded that DR-TA strategy is able to improve the students‟

reading comprehension.

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CHAPTHER I

INTRODUCTION

A. Background Of The Research

In Indonesia, English is compulsory learned and taught at junior high school

up to the university level as the first foreign language, Because English is very

important to understand technology and knowledge in this era. English has four

basic language skills. They are listening, speaking, writing, and reading. Speaking

and writing involve language production, so they are regarded as productive

skills. On the other hand, listening and reading involve receiving message, so they

are regarded as receptive skills (Harmer, 1989: 16).

According Novita (2014) the researcher considers reading skills as the most

significant one for several reasons. First, learning materials are composed in the

form of written texts so that a good skill of reading will be beneficial for the

mastery of those learning materials. Second, reading skills does not only support

the improvement of students‟ reading ability but also contributes to the

improvement of other English skills. For example, as Richards and Renandya

(2002) express, good written texts provides good models for writing. Students

may learn something from reading such as new vocabulary and grammar them

uses when practicing the other skills. Thus, reading skill is crucial in order to

master English.

According Patel (2008:113) defined that “reading means to understand

meaning of printed word. Reading is an active process which consists of

recognition comprehension skill. Reading is an important activity in life with

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which one can update knowledge. Reading skill is an important tool for academic

success.

The researcher conducted interview with the English teacher of MTSN

Mranggen on May 19th

2016 teacher said that the students have difficulties in

understanding the English texts. They have limited vocabulary, grammar and

pronunciation. They also have problems in comprehending the text. Usually, they

translate word by word. In addition, students are not interest when read English

text. They are lazy to understand the contents of the text. They do not explore

another knowledge but they only depend on the teacher. Beside, teacher always

became a subject of the lesson rather than the students. The students should be

active in learning process.

Successful readers have to understand the content of the text. Students need

practices to improve their reading skill. There are many ways to improve students

reading skill. Students should not only develop their reading skills through formal

education and assignment in various reading text books. But also they should read

many kinds of reading text, such as magazines, newspapers, articles and novels.

Based on the problem above, the writer uses Directed Reading-Thinking

Activity. Directed Reading-Thinking Activity (DR-TA) is method to teach

reading that is developed by Russell Stauffer (1969) in Sugiarti, It is a teaching

strategy that guides the students in making prediction about a text and then read it

to confirm or refute the predictions. DR-TA encourages the students to make

prediction about the content of the texts. It is used in teaching reading to make

students to be active and they make prediction about the text. This strategy asks

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the students to make prediction about the content of the text. The teacher asks

some questions to the students to make prediction.

From the explanation above method DR-TA is way to improve reading

comprehension with prediction text, before read all the contents so before students

read students can prediction contents from the text.

From the statement above, the researcher wants to conduct a research

entitled “THE USE OF STRATEGY DIRECTED READING-THINKING

ACTIVITY (DR-TA) TO IMPROVE THE READING COMPREHENSION IN

RECOUNT TEXT OF THE EIGHTH GRADE STUDENTS OF MTSN

MRANGGEN IN THE ACADEMIC YEAR OF 2016/2017”. Researcher use

classroom action research to know that the DR-TA can improve reading

comprehension.

B. Problem Question

Based on research background, the researcher formulates some problems of the

statement as follows:

1. How is the Use Of Directed Reading-Thinking Activity (DR-TA) to improve

the reading comprehension in Recount Text of the Eighth Grade Students of

MTSN Mranggen in the academic year of 2016/2017?

2. What is the extent Use Of Directed Reading-Thinking Activity (DR-TA) can

improve the reading comprehension in Recount Text of the Eighth grade

students of MTSN Mranggen in the academic year of 2016/2017?

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3. How is the improvement use of Directed Reading-Thinking Activity can

improve the reading comprehension in Recount Text of the Eighth grade

students of MTSN Mranggen in the academic year of 2016/2017?

C. Objective of the Research

Based on the statement of the problem, the objective of the research is:

1. To describe the use of DR-TA to improve in Recount text learning at VIII

grade student of MTN Mranggen

2. To find out to what extent of the use DRTA in improving students‟ reading

comprehension in recount text of the eighth years students of in MTs N

Mranggen in the academic year of 2016/2017

3. To find out the improvement of reading comprehension of the eighth years

students of in MTs N Mranggen in the academic year of 2016/2017 after being

taught using DRTA..

D. Benefit of The Research

The benefits of this research are as follows

1. For the students

a. The finding of this research helps to solve students‟ problem related to

reading skills.

b. These strategy help the students‟ in comprehending the text and make the

students‟ interest in learning English

2. For the teachers

To improve the teaching strategy in English teaching learning process,

especially reading comprehension. This strategy also help teacher in explaining

the material.

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3. For the researcher

The finding of the research can be used as a starting point in improving the

researcher teaching ability, especially in teaching reading.

E. Limitation Of The Research

Based on the explanation above, researcher would like to limit the

scope of the study to know whether Directed Reading-Thinking Activity (DR-TA)

can improve students‟ reading comprehensions. The researcher chooses recount

text as the material that is taught in teaching process. The limitation of the study is

students of MTS N Mranggen at the eighth grade students‟ in the academic year

of 2016/2017.

F. Definition of Key Terms

There are some key terms of this study as follows:

1. Directed Reading-Thinking Activity

According to Sethna (2011:12) DR-TA is how Students are guided

through a text by asking questions, making predictions, and then reading to

confirm or refute their predictions. This strategy encourages readers to be

active and thoughtful readers, thus enhancing their comprehension.

2. Reading comprehension

Reading comprehension itself is a process of making sense of writing

ideas through meaningful interpretation and interaction with language

(Dallman, Rouch,Char, &DeBoer, 1982: 25). Lawin (2003:2) points out that

reading comprehension is complicated in understanding the meaning of the

conceptual text

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3. Recount text

Recount text is piece of text retells past events, usually in the order in

which they happened and it has the purpose in give the audience what it

accurate ( Djauharie, 2007:44)

G. Previous Research

In this research, the researcher takes three literature reviews from

previous researchers. The First, Erliana (2011) conducts a researcher how is

improve reading comprehension through DR-TA. Erliana research is a

collaboration classroom action research. The research reveals that the DR-TA not

only improves student‟ comprehension but also increases their motivation in

learning.

There are some differences between the previous research and this

research. The differences are the previous research uses expository text while this

research uses recount text to improve reading comprehension. The previous

research is conducted in high level students University STAIN Palangkaraya

while this research is for junior high school. The previous research uses text as a

media while this research uses picture as a media to predict the text.

The second research taken from Renn (1999), She conducts a research

on how is The Effects of the Directed Reading-Thinking Activity on Second

Grade Reading Comprehension. The result of her analysis shows that the mean

score of the DRTA group is significantly higher than the mean score of the DRA

group. It seems that DRTA is more effective than DRA in improving reading

comprehension.

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The differences between the previous research and this research are,

this pervious research compared Directed Reading-Thinking Activity (DR-TA)

with Directed Reading Approach (DRA) while this research just uses Directed

Reading -Thinking Activity (DR-TA). The previous research is conducted in

elementary schools while this research is for junior high school. The previous

research uses causal-comparative research while this research uses action

classroom research.

The third research taken from Sugiarti (2011) conduct a researcher how is

Improving Students‟ Ability in Reading Hortatory Exposition Texts through

Directed Reading-Thinking Activity (DR-TA) Method. The result of the research

showed that the average score of the experimental group pretest was 69,09 and the

posttest was 78,75. Based on the result above, DRTA method gave a great

contribution to improve reading hortatory exposition, because post test is higher

than pre test.

The differences between the previous research and this research are the

previous research use experimental research while this research uses classroom

action research. The research uses hortatory exposition while my research uses

recount text. Their research are conducted for high level students‟ senior high

school while this research is conducted for at the students in junior high school.

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H. Graduating Paper Organization

This thesis consists of 5 chapters:

Chapter I presents the introduction which contains the background of the

Research, problem question, the objectives of the research, the benefits of the

research, limitation of the research, definition of key terms, previous study and the

graduating paper outline.

Chapter II deals with the literature review, which presents direct reading thinking

activity, reading comprehensions, recount text.

Chapter III deals with the description of research methodology which present the

general situation of MTSN Mranggen, The Subject Of The Research, Types of

Research, Procedure of The Research, The Technique of Data Analysis, and

Schedule of the Research Chapter IV is data analysis, it consists of field note

cycle I and Cycle II and discussion of cycle I and cycle II

Chapter V is closure that consists of conclusions and suggestions.

For the attachment there are appendixes and bibliography.

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Chapter II

LITERATURE REVIEW

To strengthen the conceptual framework of the research, this chapter presents

supporting theories related to this research. The discussion of this chapter focus

on the review of the theories which are related to this study, review some studies

which are relevant to this research, and a conceptual framework which are related

to the problem of this research.

A. Direct Reading- Thinking Activity

1. Definition of DRTA

According to Sethna (2012:12), DR-TA is how Students are guided

through a text by asking questions, making predictions, and then reading to

confirm or refute their predictions. This strategy encourages readers to be

active and thoughtful readers, thus enhancing their comprehension.

Directed Reading-Thinking Activity (DR-TA) is strategy to teach

reading that is developed by Russell Stauffer (1969) in Sugiarti (2011), It is

a teaching strategy that guides the students in making prediction about a text

and then read it to confirm or refute the predictions.

According to Novita (2014:38), in research DR-TA is used in each of

the three stages of reading, i.e. pre-reading, during reading, and post-

reading. It can be implemented both in small groups and individually. In

DR-TA, predictions play an important role to provide students with reading

purposes. The teacher can raise questions that help students activate their

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prior knowledge and uses clues such as the title and pictures from the text so

as to stimulate the students to make an accurate prediction.

From the explanation above DR-TA is strategy to make prediction from

the picture or title before read the text, so students can predict the content of

the text. DR-TA will help students in making predictions. It makes students

to attend on the text and encourages active reading.

Smith (1982:62), said that prediction is the prior elimination of unlikely

alternatives. We predict to reduce our uncertainty and therefore to reduce

the amount of external information that we require.

According to Fauziati (2005:140), prediction also useful for students to

learn to make prediction based on title, subtitle, and non linguistic context,

such as, diagram, tables, picture, and map.

According Harmer (2007:109), Predicting from words and pictures is

students are given a number of words from a text. Working in groups, they

have to predict what kind of a text they are going to read - or what story the

text tells. They then read the text to see if their original predictions were

correct. We don‟t have to give them individual words, of course.

From explanation above that prediction is way to predict text before

students read the text, Prediction useful for students to comprehend text and

understands text. With prediction students can analysis text before they

read.

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2. The Procedures of DR-TA Of English

According to Carter (2004:61), DRTA strategy has several steps. It is

explained below:

a. Talk about the genre. Name the author. Show the cover picture, and

read the title. Ask the children to predict what the story will be about.

The teacher may write these predictions on the chalkboard.

b. Teacher tells the children to read to the first stopping point.

c. Teacher reviews the predictions, and asks which ones are coming true

so far. Teacher asks them to read aloud parts of the text that confirm

or contradict their predictions.

d. Teacher asks the children to make more predictions, and presses for

specific predictions. Teacher asks the children to commit themselves

to a prediction before continuing the reading.

e. After proceeding to the end, the teacher reviews the story, and asks the

children what information led to the best predictions.

3. The Advantage Of DRTA

According to Adlit (2008) as quoted by Friska (2015:24), there are

reasons why using Directed Reading-Thinking Activity (DR-TA) strategy in

reading class such as: It encourages students to be active and thoughtful

readers. The process of predicting, reading, and proving make the students

are not passive in reading class. They use their mind to be more aware about

the topic given may be known yet by the students. In addition, it activates

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students‟ prior knowledge. It will appear prior knowledge by predicting the

topic and new information will add students‟ knowledge.

According Bainbridge (1999:164), Directed reading-Thinking Activity

(DR-TA) strategy encourages reader students to be actively involved in the

constructions of meaning. It‟s mean that through student‟s predictions in the

text to make their active in reading. Thus, Brunner (2011:56), said that

strategy help students read critically and reflect upon what they read.

Besides, this strategy help students determine a purpose for reading,

carefully examine the text, and remain engaged throughout the lesson.

4. The Disadvantage Of DRTA

According to Yuliana (2015:24), the disadvantages of DR-TA method

indeed it is only useful if students have read or heard the text being used.

Besides, classroom management may become a problem if it is a big class

(the students more than thirty) because the teacher could not control the

students personally.

B. Reading

In mastering English, students have to master the four basic languages of

English which consist of listening, speaking, reading and writing. From those four

basic skills, reading is considered as important skill. Students need good reading

skill for acquiring knowledge and learning new information. They have to practice

continually and extensively to develop reading skill.

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1. Definition of Reading

According to Mikulecky (2008), Reading is a conscious and unconscious

thinking process. The reader applies many strategies to reconstruct the

meaning that the author is assumed to have intended. The reader does this by

comparing information in the text to his or her background knowledge and

prior experience.

According to Lado (1964:137), reading is grasping the language patterns

from their written representation quickly without analysis of what symbol

represent what sounds. Reading is a matter of making sense of writing

language rather than of decoding print to sound, a theoretical position that has

become known as “psycholinguistic” (Smith, 1982:2). Reading is extracting

information from print.

Nunan (1991:20), also said that “Reading is a process of decoding written

symbol, working from smaller units (individual letters) to large ones (words,

clause, and sentences). Reading is a process to grasping the language of

writer to understand meaning from writer, so with reading someone can

understand the meaning relevant the writer.

2. The purposes of reading

The purpose of reading described by Risdianto (2012:94), defines same

purpose for reading there is for pleasure or for personal reasons to find

general information such as what a book is mostly about, to find a specific

topic in a book or article, to learn subject matter that is required for a class.

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In accordance to Mahmoed (1992:103-104), there are at least five main

purposes for comprehensive reading. All these purposes require necessary

skills in order to be accomplished efficiently. These purposes include:

a. Reading for Specific Information

Reading for specific information is a common form of reading used to

discover specific or limited information. Reading for this purpose

involves looking for specific information and finding it quickly.

Looking up a word in the dictionary or a number in the telephone book

is the example of reading for specific information.

b. Reading for Application

Reading for application is used to accomplish a special task. This type

of reading may consist of reading a cake recipe or following instruction

to make or fix something.

c. Reading for Pleasure and Entertainment

Individuals read for many pleasurable reasons. This includes reading

popular magazines, newspapers, novels, and other similar material. It is

a slower form of reading, which allows the reader to envision the

scenery and contemplate the background and characters with enjoyment

and appreciation. This form of reading calls for total involvement of the

reader.

d. Reading for Ideas

This type of reading requires paying special attention to main ideas,

concepts and the nature of the presented information. The reader skims

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through major topics, headings, illustrations, and conclusions in order

to obtain a general idea of the content. Reading for idea is enhanced

through familiarity with the overall field of study, related topics, facts,

and discussions.

e. Reading for Understanding

Reading for understanding requires comprehension of the relationship

between the information introduced and overall knowledge of the

subject. It requires understanding the relationship of topics to sentences,

paragraphs, and the main ideas.

3. Type of Reading

In reading there are some types of reading according to Patel (2008:117-

118) as follows:

a. Intensive Reading

Intensive reading is related to further progress in language learning

under the teacher's guidance. Intensive reading will provide a basis for

explaining difficulties of structure and for extending knowledge of

vocabulary and idioms.

There are few characteristics of intensive reading:

1) This reading helps learner to develop active vocabulary.

2) Teacher play main role in this Reading.

3) Linguistic items are developed.

4) This reading aims at active use of language.

5) Intensive reading is reading aloud.

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6) In intensive reading speech habit are emphasized and accent, stress,

intonation and rhythm can be corrected.

b. Extensive Reading

Material for extensive reading will be selected at a lower level of

difficulty than that for intensive reading. The purpose of extensive

reading will be to train the student to read directly and fluently in the

target language for enjoyment, without the aid of the teacher. Extensive

reading can be made the basis for oral reports, to the rest of the class, or

full class discussion.

Few Characteristics of Extensive Reading are :

1) It helps learner to develop to active vocabulary.

2) Extensive reading is silent reading.

3) In extensive reading the subject matter is emphasized.

4) In the extensive reading the learners play main role because they

have to ask for measures.

5) In extensive reading the idea can be developed.

6) The aim of extensive reading is to enrich learners' knowledge.

Through extensive reading the good reading habit can be developed.

c. Aloud Reading

Reading aloud also play important role in teaching of English.

Teacher should know that the training of reading aloud must be given

at primary level because it is the base of words pronunciation. If it is

not cared, it will be very difficult at secondary level.

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d. Silent Reading

Silent reading is a very important skill in teaching of English. This

reading should be employed to increase reading ability among

learners. Silent reading is done to acquire a lot of information.

4. The Principle Of Reading

According to Brown (2007:101-102), some principles of reading as

follows:

a. Encourage students to read as often and as much as possible.

b. Students need to be engaged with what they are reading.

c. Encourage students to respond to the content of a text (and explore

their feelings about it), not just concentrate on its construction.

d. Prediction is a major factor in reading.

e. Match the task to the topic when using intensive reading texts.

f. Good teachers exploit reading texts to the full.

5. Teaching Reading

According Patel (2008:116-117), Teaching Reading at the earlier

Stage good teaching reading as follows:

a. The teacher should not insist on speed of reading but on the

accuracy pronunciation while teaching reading.

b. While teaching reading teacher should ask not more than one pupil

to read at one time and he should pay individual attention to every

students of class.

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c. While teaching reading the teacher should be very careful in

pointing out and rectifying the mistakes of pronunciation,

articulation and intonation of the pupil.

d. While teaching reading the teacher should first try to find out the

causes of mistakes committed by the students and then try to

correct them by eradicating the cause of mistake.

e. While teaching reading the teacher should be aware of the right

sitting or standing posture for reading.

Lado (1964:134) argue that the task of teaching reading can be

divided into part as follows:

a. Pre reading: identifying graphemes is of minor importance and

may in fact be overlooked without major consequence. A brief

presentation of the few symbols that differ from those of the

native language writing will be helpful to the reader.

b. Fit: association graphemes and the language.

Fit is the relation between a written system and the spoken

language it represent. When the student can speak a pattern and

can identify the graphemes separately, it is time to associate the

language with graphemes.

c. Habit: reading what is spoken reading is grasping the language

patterns from their written representation quickly without analysis

of what symbol represent what sounds. This is a skill comes though

habit.

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d. Reading aloud : speaking what is written

Reading aloud is there for not easy to justify as an end in itself in

teaching a foreign language. It is however an effective practice and

test of a student‟s ability to read in general.

e. Reading for information

The student has been chiefly learning to read the task shifts to

reading to learn or more accurately he now reads for information,

since he still learning to read but at a more advanced level at which

his attention is on the information.

f. Diversification: reading different style of graphemes and of

language.

Just as speaking style changes according to the situation, purpose,

and persons involved, so reading varies according to subject

readers and purpose.

g. Reading power ; vocabulary building and speed

As we have already note, recognition vocabularies are much larger

than previously suspected. Literature esthetic experience literature is

widely used and widely abused in foreign language teaching. The

first abuse comes from offering courses in literature to students

who do not know enough of the language to understand its

literature.

20

C. Reading Comprehension

1. Definition of Reading Comprehension

According to Pearson and Johnson‟s (1978) as quoted in Nunan

(1991:67), reading comprehension as a process of relating the new to the

known is based on similar notion. According to Smith (1982:15),

comprehension is not the opposite of ignorance, and therefore is not

quantifiable as the accumulation of a certain number of fact or items of

information. Rather, comprehension is more appropriately regarded as a

state, the opposite of confusing and to comprehend is situation that we are

in if we are not confused by it, whether we are reading the text, repairing

an appliance, or trying to find our way through the traffic downtown.

Reading comprehension is the construction of the meaning of a

written or spoken communication through a reciprocal, holistic

interchange of ideas between the interpreter and the message. The

presumption here is that meaning resides in the intentional problem-

solving, thinking processes of the interpreter, that the content of the

meaning is influenced by that person‟s prior knowledge and experiences.

(Harris & Hodges, 1995: 39)

Smith (1982:3) defines that reading as seen as a creative and

constructive activity having four distinctive and fundamental

characteristics –it is purposeful, selective, anticipatory, and based on

comprehension, all matters where the reader must clearly exercise control.

21

According Duke and Person (2001:423), Reading comprehension is a

process in which the reader constructs meaning using as the building

materials the information on the printed page and the knowledge stored in

the reader‟s head. It involves intentional thinking, during which meaning

is constructed through interactions between text and reader.

Reading covers a lot of things. It does not simply know the meaning

of individual words in a particular text. In other words, reading can be

defined as a process of making reasonable interpretation in apprehending a

text which has four characteristics; purpose, selection, anticipation, and

comprehension.

2. Processes of Reading Comprehension

In the discussions about reading and comprehension, experts generally

mention about the bottom-up and top-down process. Both of them are the

processes of reading comprehension and according to Brown (2000:298-

299), there is one more kind of processing reading comprehension, called

interactive reading.

a. Bottom-up processing

In bottom-up processing, readers must first recognize a multiplicity of

linguistic signals (letters, morphemes, syllables, words, phrases,

grammatical cues, discourse markers) and use their linguistic data

processing mechanism to impose some sort of order on these signals.

These data-driven operations obviously require knowledge of the

22

language itself. From among all the perceived data, the reader selects

the signals that make some sense to what is called meaning.

b. Top-down processing

Top down, is a process in which the readers draw their own intelligence

and experience to understand a text.

c. Interactive reading

Interactive reading is a combination of top-down and bottom up

processing. It is almost always a primary ingredient in successful

teaching methodology because both processes are important.

3. Strategies in Reading Comprehension

According to Richards and Schmidt (2002:44), as quoted by

Ningtyas (2015) reading comprehension strategy is way of accessing the

meaning of texts, which are employed flexibly and selectively in the

course of reading. Reading strategies are often divided into three stages;

(a) before reading, (b) during reading, and (c) after reading. To be able to

read texts, students should have their strategies.

Process of reading is not a merely instant process that occurs

without any strategy and sequence. There are some strategies in reading

proposed by Brown (2000:306). They are 1) identifying the purpose in

reading, 2) use graphemic rules and patterns to aid in bottom up decoding,

3) using efficient silent reading techniques for relatively rapid

comprehension, 4) skim the text for specific information, 5) scan the text

for specific information, 6) use semantic mapping or clustering, 7) guess

23

when you aren‟t certain, 8) analysis vocabulary 9) distinguish between

literal and implied meaning, 10) capitalize on discourse markers to process

relationship.

In addition to Duke and Person (2001:432) explain that there are some

strategy effective reading as follow.

a. preview the text

b. set a purpose for reading

c. make predictions

d. reflect knowledge of topic

e. Often share knowledge of topic

f. create mental pictures

g. determine the main idea(s)

h. ask questions of the text

i. monitor their comprehension

j. use appropriate fix-up strategies

k. react to the text

l. make personal connections

Many factors affect a child‟s ability to comprehend text. These include

a. motivation/purpose/goals/engagement

b. vocabulary/word knowledge/background knowledge automaticity of

decoding

c. fluent reading

d. understanding and use of strategies employed by effective readers

24

e. the nature of the text itself (difficulty and interest)

f. the type or genre of text (e.g., fiction, nonfiction, poetry)

g. the amount of reading done

D. Recount Text

1. Definition Recount Text

Priyana, Irjayanti, and Renitasari (2008:89), explain that recount text

is a text which tells “what happened‟‟. The purpose of the text is do

document a series of event, all of which relate to the occasion. It also has

expressions of attitude and feeling, usually made by the writer about the

events.

The text recount is organized to include:

a. An orientation providing background information needed to

understand needed to understand the text, i.e, who was involved,

where it happened, when it happened/

b. A record of event usually recounted in a chronological order

c. Personal comment or evaluative remarks on the incident.

Common grammatical patterns of a recount include:

a. Use of nouns and pronouns to identify people, animal or things

involved

b. Use of action verbs refers to events

c. Use past tense to locate events in relation to writer‟s time

d. Use conjugations and time connectives to sequence the events

e. Use adverbs phrases to indicate place and time

25

f. Use adjective to describe nouns

2. Types of Recount Text

According to Derewianka (1990) in Miranti (2008:16) as quoted by

Fitriyani (2015: 20-24) there are five types of recount text, they are:

a. Personal Recount

Telling about activities whereas the writer or speaker involves or do

by her or himself (e.g. oral anecdote, diary entry) use the first pronouns

(I, we). Personal responses to the events can be included, particularly at

the end. Details are often chosen to add interest or humor.

Example: Diving in Bunaken Island

Last year, I left New Zealand for Bunaken Island. I went there with a

group of New Zealand divers. Getting there was not quite easy.

Soon after our arrival at Bunaken, we got a general briefing. It

included a description about how to take pictures under water.

Then, we began our diving. In our diving, we saw groups of tiny fish.

In order to identify them, we needed a good guide. Without some

knowledge of their habitat and behavior, it was difficult to identify. In

summary, the trip was mostly enjoyable. This place is so impressive with

its marine life.

b. Factual Recount

Record the particulars of an incident (e.g. report of science

experiment, police report, news report, historical account). A factual

recount is concerned with recalling events accurately. It can range from

everyday tasks such as a school accident report to a formal, structured

research tasks such as a historical recount. The emphasis is on using

language that is precise, factual and detailed, so that the reader gains a

complete picture of the event, experience or achievement.

26

This type uses the third person pronouns (he, she, it, and they). Details

are usually selected to help the reader reconstruct the activity or incident

accurately. Sometimes the ending describes the outcomes of the activity

(e.g. science experiment). Details of time, place and manner may need to

be precisely stated (e.g. at 2.45 pm., between Pandawa street and

Antasari street, the man drove at 90 km/h). The passive voice may be

used (e.g. the beaker was filled with water), it may be appropriate to

include explanations and justifications.

Example: Vacation to London

Mr. Richard‟s family was on vacation. They are Mr. and Mrs. Richard

with two sons. They went to London. They saw their travel agent and

booked their tickets. They went to the British Embassy to get visas to

enter Britain. They had booked fourteen days tour. This includes travel

and accommodation. They also included tours around London.

They boarded a large Boeing flight. The flight was nearly fourteen

hours. On the plane the cabin crews were very friendly. They gave them

news paper and magazine to read. They gave them food and drink. There

was a film for their entertainment. They had a very pleasant flight. They

slept part of the way.

On arrival at Heathrow Airport, they had to go to Customs and

Immigration. The officers were pleasant. They checked the document

carefully but their. Manners were very polite. Mr. Richard and his family

collected their bags and went to London Welcome Desk. They arranged

the transfer to a hotel.

The hotel was a well-known four-star hotel. The room had perfect

view of the park. The room had its own bathroom and toilet. Instead of

keys for the room, they inserted a key-card to open the door. On the third

floor, there was a restaurant serving Asian and European food. They had

variety of food. The two week in London went by fast. At the end of the

14-day, they were quite tired but they felt very happy.

c. Imaginative Recount

Imaginative or literary recounts entertain the reader by recreating the

events of an imaginary world as though they are real. Emotive language,

27

specific detail and first person narration are used to give the writing

impact and appeal.

Example: Earthquake

Let me remind you my experience during an earthquake last week.

When the earthquake happened, I was on my car. I was driving home

from my vocation to Bali.

Suddenly my car lunched to one side, to the left. I thought I got flat

tire. I did not know that it was an earthquake. I knew it was an

earthquake when I saw some telephone and electricity poles falling down

to the ground, like matchsticks.

Then I saw a lot of rocks tumbling across the road. I was trapped by

the rock.

Even I could not move my car at all. There were rocks everywhere.

There was nothing I could do but left the car and walked along way to

my house, in the town.

When I reached my town, I was so surprised that there was almost

nothing left. The earthquake made a lot of damage to my town. Although

nothing was left, I thanked God that nobody was seriously injured.

d. Procedural Recount

A procedural recount records the steps taken in completing a task or

procedure. The use of technical terms, an accurate time sequence and

first Person narration (I or we), give credibility to the information

provided.

Examples include a flow chart of the actions required for making

bread, a storyboard of videotaped script or advertisement, the steps taken

to solve mathematical problem.

Example: Making Ice Cream

I tried to make Ice cream when my uncle visited me. I prepared my ice

cream mixture, and then chill it over an ice bath. Then, I poured the

custard mixture in a deep bowl and put in the freezer. After forty-five

minutes, I removed it from the freezer and stirred it dynamically with a

spatula. I checked the mixture every 30 minutes, stirred it dynamically

28

until it freeze. The last I moved the ice cream to a covered storage

container until ready to serve.

e. Biographical Recount

A biographical recount tells the story of person‟s life using a third

person narrator (he, she, and they). In the case of an autobiography, first

person narration (I, we) is used. It is usually factually accurate and

records specific names, times, places and events. A purely factual,

informative biography, however, would lack the appeal provided by

personal responses and memorable anecdotes. There is often an

evaluation of the subject‟s achievements in the final section.

Example: Agatha Christie

Do you like mystery? There are a lot of books you can read. These

books are written by different authors. Among them are outstanding

mystery creators, i.e. Sir Arthur Conan Doyle, Alfred Hitchcock and

Agatha Christie. The following is short biography of Agatha Christie.

Agatha Mary Clasrissa Miller as born in Torquay, Devon, England, on

September 15th 1890. She studied voice in Paris but stopped a singing

carrier and turned instead to writing.

In 1914, Agatha Miller was married to Col. Archibald Christie, whom

she divorced in 1928. Two years later she was married to archeologist

Max with whom she made several trips to the Middle East countries. She

was made Dame Commander, order British Empire in 1971.

Agatha Christie is known throughout the world as the queen of crime.

Her seventy-seven detective novels and books of stories have been

translated into every major language. Her sales of book and novels are

calculated of millions. She is the world‟s top-selling fiction writer whose

78 crime novels have sold around 2 billion copies in 44 languages. She

also wrote 19 plays and six romantic novels under pseudonym Mary

Westmacott. She began writing at the end of the First World War, when

she created Hercule Poirot, the little Belgian detective with the egg-

shaped head and the passion for order-the most popular detective in

fiction since Sherlock Holmes. Dame Agatha died on January 12th

1976

in Wallingford, England.

29

Based the explanation above, the focus of the research is personal

recount since it tells the activities whereas the researcher involves or do

by her or himself.

30

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the research will present in details the methodology of the

research used in this research. It is divided into several sub chapters.

A. General Situation of MTS N Mranggen

At its inception, the school was named MTs Jauharotul Ulum who assisted

as a private school located at Jalan Candisari. On September 23, 1982, the

Government through the Ministry of Religious Affairs to change the name and

status has become MTs MTs Mranggen. Since then the change of leadership of

the school can be sorted as follows:

In 1982, led by Mr. Abu Amar, BA

In 1989, led by Drs. H. Muhammad Asyiq

In 1994, led by Mr. AgusSalim, BA

In 1999, led by Drs. H. Mushonif

In 2002, led by Mr. H. Wakiman, S.Pd.,M.A

In 2003, led by Mr. H. Sakdullah, S.Ag

The year 2009 was led by Hj. NurMazijah Aaron, M.Sc.

Beginning in mid-2012, led by Mr. H. NurKamsan, S.Ag.,M.Pd. until now.

MTS N Mranggen has the vision and mission, as below.

MTS N Mranggen has facilities and tools in order to make the students easy

and to support teaching learning process. All of the rooms are well maintained.

MTS N Mranggen has 24 classrooms. It consists of seventh grade until ninth

31

grade. They are A-H for seventh grade until ninth. Each class consist of 20 up

to 40 students. There are Teacher Rooms, Administration Room, Language

Laboratory, Head Master Room, Science Laboratory, Library, Playground For

Sports Activity, Computer Lab, Art Laboratory, Counseling Guidance,

Mosque, Hall/ Function Room And Hostel. In MTS N Mranggen there are also

fourth four teacher and five staff.

B. List of Students

Table 3.3 list of Students of MTS N Mranggen the Academic Year of

2016/2017

List of Students

MTS NEGERI MRANGGEN DEMAK

Academic Year 2016/2017

1 ClassVII

(seven ) A B C D E F G H JML

Male 20 20 20 20 20 21 20 19 160

Female 22 24 22 22 22 24 24 22 182

Sum 42 44 42 42 42 45 44 41 342

2 ClassVIII

(eight ) A B C D E F G H JML

Male 6 15 17 19 17 18 20 16 128

Female 30 21 20 18 19 22 17 18 165

Sum 36 36 37 37 36 40 37 34 293

3 ClassIX

(nine) A B C D E F G H JML

Male 8 18 18 19 8 18 15 13 117

Female 24 16 17 16 24 16 19 20 152

Sum 32 34 35 35 32 34 34 33 269

32

C. Subject Of The Research

The subject of the research was carried out to eight hears students of MTSN

Mranggen, of the first semester in the academic year of 2016/2017. The researcher

takes VIII A class as the subject of this research. It is consist of thirty six students.

At this school, there are eighth classes, and the researcher chooses VIII A class,

because she finds more students‟ problem in reading comprehension. She wants

to apply the English learning strategy in order to improve students‟ reading

comprehension. The position of the researcher in this research is as a teacher.

Moreover, the observer of this research is the researcher‟s partner. In this

research, the researcher friends is INH and YNK become collaborator which helps

the researcher when do this research in class and as observer.

33

Table 3.4 the List VIIIA Class of MTN Mranggen in the Academic Year

of 2016/ 2017

NO NAMA JK

1 A F Male

2 A J Male

3 A N M Female

4 A J S K Male

5 A W W Female

6 A R W Female

7 B I P Male

8 B F Female

9 B N Female

10 D W Female

11 D A Female

12 D A S Female

13 D S F Female

14 D A Female

15 D N Female

16 D I F Female

17 D P S Female

18 F N A Female

19 H I Female

20 I M Male

21 I S Female

22 I M Female

23 I Z Female

24 K Female

25 M M A Male

26 N F Female

27 N C U Female

28 N F Female

29 P R Female

30 R R Female

31 R O T Female

32 R N A Female

33 S S Female

34 T M Female

35 W S Female

36 Z N F Female

34

D. Types of Research

This research used the Classroom Action Research (CAR). According to

Burns (2010:2) action research is part of a broad movement that has been going

on in education generally for some time. It is related to the ideas of „reflective

practice‟ and „the teacher as researcher.

Carr and Kemmis (1991) as quote by Suyadi (2010:21) Says that classroom action

research is:

“Action research is a form of self- reflective enquiry undertaken by

participant (teacher, students or principals, for example) in social (including

educational) situation in order to improve the rationality and justice of their

own social or educational practices, their understanding of these practices,

and the situation (and institution) in which the practices are carried out”.

According to Stephen Kemmis (1983) as quoted by Hopkins (1993:44),

Classroom Action Research is a form of self-reflective enquiry undertaken by

participants in social (including educational) situations in order to improve the

rationality and justice of (a) their own social or educational practices, (b) their

understanding of these practices, and (c) the situations in which the practices are

carried out.

Ebbut (1985) as quoted by Basrowi and Suwandi (2008: 26) states that CAR

is about the systematic study of attempts to improve educational practice by

groups of participants by means of their own reflection upon the effects of those

actions.

Based on definition above action research is action research in area education

that did in classroom the purpose to improve quality education and undertaken by

35

teacher (researcher) in order to improve quality of learning, social practice, and

other aspect of education in the class.

According to Arikunto (2006:2-3) informs that CAR consists of three words,

so there are three definitions, which can be explained:

a. Research-indicate 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.

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.

There are two cycles in this research and each cycle consists of two

meetings. The Researcher plays as the teacher and observer. The researcher

delivered material to the students and arranges notes about the process of teaching

learning reading through Direct Reading- Thinking Activity.

E. Procedure of The Research

This research entitle “The Use Of Strategy Directed Reading-Thinking

Activity (DR-TA) To Improve The Reading Comprehension In Recount Text Of

The Eighth Grade Students Of Mtsn Mranggen In The Academic Year Of

2016/2017” applied Kemmis and Mc Taggart‟s (1988) model of classroom action

research‟s method In according to Arikunto (2006: 16), informs that the principal

concept of CAR according to both of those experts consists of four stages (and its

36

repeating); there are four steps to do classroom action research. They are

planning, acting, observing, and reflecting. The researcher spent two cycles in this

research. This stage can be drawn as follows:

Figure 3.1 The Procedure of Classroom Action Research (Arikunto et al.,

2006: 16)

1. Planning

Planning explains about WH question (what, why, when, where, who

and how the action done) (Arikunto, 2006: 17). The activities in the

planning are:

a. Preparing materials, making lesson plan, and design the step in

doing the action.

b. Preparing list of students‟ name and scoring

c. Preparing teaching-aids

d. Preparing sheets for student‟s and teacher‟s observation sheet

37

e. Preparing a test for pre-test and post test (to know whether

students‟ Reading comprehension improve or not)

2. Acting

In according to Arikunto (2010:139), acting is the implementation of

planning. The researcher spent two meetings to do a classroom action

research.

a. The first meeting is the action of cycle I.

1) The researcher introduced herself

2) The researcher informed her purpose in doing the research

3) The researcher used some text in the pre-test and post-test

in each cycle.

4) The researcher gave a pretest to know the students‟

achievement before the applying “DR-TA”.

5) The researcher applied “DR-TA” strategy to teach the

students and observe learning activity.

6) The researcher gave occasion to the students to ask any

difficulties or problems

7) The researcher gave a posttest and an assignment to the

students to read Recount text as the learning material.

8) The researcher reflected the learning activity with the

observer in order to prepare the better in the second cycle.

38

9) The researcher reflected the learning activity with the

observer in order to prepare the better Teaching Learning

Process in the second cycle.

b. The second is action of cycle II.

1) The researcher used those times to provide pretest to know

the students‟ achievement after the applying “DR-TA”

strategy in first cycle

2) The researcher applied “DR-TA” strategy to teach the

students and observe learning activity.

3) The researcher gave occasion to the students to ask any

difficulties or problems

4) The researcher gave a posttest and an assignment to the

students to read recount text as the learning material.

5) The researcher reflected the learning activity with the

observer in order to prepare the better TLP in the next

cycle.

3. Observation

Observation is one of the techniques of collecting data in this research.

Observation can be systematically used to observe and note the

phenomenon investigated like the students‟ feeling, thinking, and

something they do in teaching learning process. Observations focused on

the implementation of the learning activities and write something that

happened in the classroom.

39

4. Reflecting

Reflection is activities to restate what occurred (Arikunto, 2010:140). The

result of the observation is analyzed. It is to record what happens that in

observation. Then, researcher was examining the result of the acting that

has been conducted. Through the reflection researcher was know the

strength and weakness of implementing DR-TA Strategy to improve of

learning in language class. Beside that there is problem in the cycles I the

researcher must solve the problem in the next cycles. These stages can be

drawn as follow:

Figure 3.2 Cycle of CAR

Figure 3.2 Cyclical AR model based on Kemmis and Mc Taggart (1988:

14) in Hopkins (1993:48)

F. Technique of Collecting Data

Techniques of collecting data which are used in this research are as

follows:

1. Observation

The researcher observed what had been happening during teaching

learning activities. It is used to know the situation of the teaching learning

40

process before and after using DRTA to improve reading comprehension.

In the observation, the researcher will use technique which is field note.

2. Interview

Interview is as dialog that did by interviewer to acquire information

from interviewer (Arikunto 2010:198). In this research, the researcher

interviews the English teacher of eighth grade to know the condition of the

students before conducting the research

3. Test

The researcher would used test as one of research instrument in order

to know student ability and to know how well the students can improve

their reading comprehension. According to Arikunto (2002:198) test is set

of question or exercise or other instrument used to measure knowledge,

intelligence, ability or attitude of groups or individual. The writer use pre-

test and post- test. Pre test is given toward students before teaching

learning processes. In addition, post test was given into students after

teaching learning processes. Pre test and post test were used to know the

differences of students ability before and after the conducted of teaching

learning processes.

4. Documentation

Documentation is needed to know about the situation of the students,

teachers, and profiles of school. Arikunto (2006) as quote Supriyanto and

Machfudz (2010:199) explain that Documentation is search data

41

concerning matter or variable as note, transcript, book, newspaper,

magazine, inscription, writer and etc.

This method used to know the condition of students and teachers,

structure of school organization, profile and location of school. The writer

completed the research by using document to explain about the school and

the data which is needed for this research. The writer asked with the school

to give complete data, so this research can produce result.

G. Technique of Data Analysis

The researcher would like to analyze the data by the action research. The

data was attained from teaching learning process and evaluating. The data will

be analyzed in two ways;

a. Qualitative Technique

Descriptive qualitative technique is used to know students

participation and their activities in classroom. In this case the writer will

use field note in all of activities in classroom. It describes the process and

the result of students‟ improvement in reading comprehension using

DR-TA.

b. Statistical Technique

Beside qualitative technique, the researcher uses a statistical technique.

Statistical technique is used to calculate the result of the test. In scoring

the test, the scores of tests can be counted using the formula according

to Hadi, (1981:246) the formula is:

42

a. Mean calculation

Mean is formula to know the average of the students score.

𝑀 =∑𝑥

𝑁

Explanation:

M = mean of the student‟s score

∑x = the sum of students score

N = the total number of students

To calculate the Mean, the whole scores will add and the sum will

divide by the total number of cases. This analysis purpose to find out

how is the influence of the application of DRTA strategy in improving

students‟ reading comprehension or not. In this study, researcher counts

the data using the mean because it is already known the result of the

research from this way. It shows that there are differences between

cycle I pretest – posttest, and cycle II pretest – posttest or not. Even it

has significance or not.

b. Standard Deviation (SD) Calculation of Cycle

SD = ∑𝐷2

N−

∑𝐷

𝑁

2

Explanation:

SD : Deviasion Standart for one sample t-test

D : Different between pre-test post-test

43

N : The total number of students

c. T-test Calculation of Cycle 1

After calculating the SD, the researcher will calculate t-test to know if

there is any significance differences or no between pre-test and post-test.

to = ∑𝐷

𝑁

𝑆𝐷

𝑁−1

Explanation:

to : T-test for the differences of pre-test and post-test

SD : Deviation standard for one sample t-test

D : Different between pre-test and post-test

N : The total number of students

H. Schedule of the Research

The researcher made the schedule of the research as in the table below:

Table 3.5 Schedule of the Research

NO ACTIVITIES TIME

1. Cycle I Meeting 1 3th

August 2016

2. Cycle I Meeting 2 8th

August 2016

3. Cycle II Meeting 3 10 th

August 2016

4. Cycle II Meeting 4 15 th

August 2016

44

CHAPTER IV

DATA ANALYSIS

C. Field Note

In this chapter, writer explained about the implementation of research and

description of students‟ reading comprehension. The researcher would like to

analyze the data gathered from the action research activities.

The data was obtained from teaching learning process and evaluation. The

data analysis was function to measure the students reading comprehension

improvement by applying Direct Reading Thinking Activity.

In this research the data consist of pre-test and post-test. This research was

implementation on two cycles. The findings consist of the results of the cycle I

and cycle II. These cycles showed the improvement of the student reading

comprehension.

1. Cycle 1

a. Planning

Before implementation the research, the researcher prepared some

instrument of research, such as:

1) Preparing the material of teaching about recount text

2) Preparing Lesson plan as guidance in teaching learning process.

3) Preparing students‟ list name.

4) Preparing observation sheet.

5) Preparing teaching instrument, it was picture and worksheet.

6) Preparing pre-test and post-test.

45

b. Action

a. Meeting 1

The writer did the research on Wednesday, august 3th

2016 at 07.15.

It was in the class of VIIIA which consists of 36 students but there were 2

students who did not present because they were sick. The condition of the

class was quit when researcher and her collaborator entered in class.

Furthermore, the writer introduced herself and her collaborator.

Writer explained the learning purpose in this class during 4 meeting.

The class was started by greeting between the teacher and the students.

Then, researcher checked students‟ attendance list.

The first meeting, DR-TA activity did not started in this meeting

because writer wanted to understand how students English reading skills.

Before began strategy DR-TA. Researcher asked students “Do you know

recount text?. Students said “they are not known about recount text. Then

researcher explained about definition of recount text, kind of recount,

language features, general structure of recount text and examples of

recount text. After that researcher asked students to read the text. But, the

students‟ just silent and embarrassed to read text. So, researchers choose 2

students to read the text. After that students translate the text and teacher

help the students.

After translating the text, researcher divided into some group

discussion. Researcher gave random jumble sentences and arranged in

whiteboard. After that, researcher gave pre test about 20 minutes. After

46

20 minutes, students submitted pre test then teacher closed the lesson.

Researcher closed the lesson by saying Hamdallah together.

b. Second meeting

The second meeting was hold on Monday, 8 august 2016.

Researcher entered to the class at 08:30 a.m. because students followed

flag ceremony in field. Researcher had limited time. So, lesson started

quickly. The researcher started the teaching and learning process by

greeting the students, asking them to pray and checking the students‟

attendance list. The students responded to the greeting cheerfully and

said that one students absent in class because she followed contest.

Researcher continued by reviewing the previous lesson. Students

explained the previous lesson. After that, researcher gave material about

recount text. She discussed about strategy Direct Reading – Thinking

Activity to prediction text from picture. Researcher explained strategy.

She gave the example to use strategy DR-TA prediction text. Then

researcher explained the material, researcher asked students to read the

example of recount text.

Now without selected student began to lift your hand to read. After

that, several students take turns reading another paragraph. Researcher

discussed with students to translating the text). Researcher asked students

to discussed exercise with a classmate, to prediction the text to search

good titles, the past tent and generic structure in the text. After that the

researcher discussed together with the student about the prediction.

47

After that, the researcher and students discussed the contents of the

text and translated the text. After finishing the translating of the text

researcher asked students about their comprehension and understanding

the material. But students say had no question. They did not have

questions, researcher gave post test. They had to finish about 20 minutes.

After finishing the test, researcher closed the lesson. The researcher gave

a conclusion of the lesson. She explained how to predict the text gave

tips to answer the question. Subsequently, Researcher closed the lesson

by saying Hamdallah together.

c. Observation

In the cycle 1, researchers got observation notes from the observer. By

observed the students‟ activity in this teaching learning process, but they

saw that the students felt shy to answer prediction because she was afraid

if the answer false. So, researcher gave support to students in order to

make them more confidents to answer the prediction.

The time was conducted less effectively because the introduction and pre-

test wasted a long time. Whereas second meeting students did post test

hurry because the ceremony so the time was limited. The results of pre test

in cycle and post test in cycle 1 as follow:

48

Table 4.1 Result of Pre-Test and Post-test Cycle 1

NO NAMA

pre test post test y-x D2

(x) (y)

1 AF 70 70 0 0

2 A J 40 60 20 400

3 ANM 80 90 10 100

4 AJSK 0 60 60 3600

5 AWW 70 80 10 100

6 A R W 70 60 -10 100

7 B I P 60 100 40 1600

8 B F 40 0 -40 1600

9 B N 50 70 20 400

10 D W 70 70 0 0

11 D A 50 80 30 900

12 D A S 50 60 10 100

13 D S F 50 70 20 400

14 D A 0 80 80 6400

15 D N 60 90 30 900

16 D I F 50 70 20 400

17 D P S 50 90 40 1600

18 F N A 90 80 -10 100

19 H I 60 60 0 0

20 I M 40 50 10 100

21 I S 50 70 20 400

22 I M 80 70 -10 100

23 I Z 50 70 20 400

24 K 40 60 20 400

25 M M A 60 60 0 0

26 N F 60 60 0 0

28 N F 50 80 30 900

29 P R 60 70 10 100

30 R R 70 60 -10 100

31 R O T 80 70 -10 100

32 R N A 60 80 20 400

33 S S 60 80 20 400

34 T M 40 80 40 1600

49

35 W S 50 70 20 400

36 Z N 70 80 10 100

Jumlah 2010 2540 530 24300

1) Mean Calculation of Cycle 1

a) Mean of pre-test 1

𝑀1 =∑𝑥

𝑁

𝑀1 =2010

36

𝑀1= 55.83

b) Mean of post-test 1

𝑀2 =∑𝑥

𝑁

M2 =2540

36

M2 = 70.55

c) Mean of pre-test 1 = 55.8 and mean of post-test 1 = 70,5

d) Mean of pre-test 1 ≤ mean of post-test 1

From the calculation above, it can conclude that there were some

improvements toward students‟ reading comprehension after

implementation of DRTA. It was proven by students‟ mean test

result comparison between pre-test and post-test in cycle 1, the

mean of pre test was 55.8 whereas the mean of post-test was 70, 5.

50

2) Deviation Standard (SD) Calculation of Cycle 1

SD = ∑𝐷2

N−

∑𝐷

𝑁

2

SD = 24300

36−

530

36

2

SD = 675 − 14,722

SD = 775 − 216,743

SD = 558,256

SD =23.627

3) T-test Calculation of Cycle 1

to = ∑𝐷

𝑁

𝑆𝐷

𝑁−1

to =

530

36

23.627

36−1

to =14,72223.627

35

to =14,72223.627

5,91

to =14,722

3,997

to = 3,683

4) Percentage Calculation of Cycle 1

The calculation which shows the class percentage of students who

pass the KKM was:

51

P =F

N

P =27

36 x 100%

P = 75%

It means there are 75% of students‟ who pass the standardized

score (the minimum of pass the KKM. It indicates that the successful of

cycle I should be improved. Finally, the researcher takes the second cycle

so that 85% students are able to pass KKM.

d. Reflecting

After analyzing the result of the action in this cycle1, the researchers

concluded that the students “reading comprehension was improved. It was

shown by the average of post-test, which higher than average of pre test.

2. Cycle 2

a. Planning

Before implementation the research, the researcher prepared some

instrument of research, such as:

1) Preparing the material of teaching about recount text

2) Preparing Lesson plan as guidance in teaching learning process.

3) Preparing list of students‟ list name.

4) Preparing observation sheet.

5) Preparing the teaching instrument, it was picture and worksheet.

6) Preparing pre-test and post-test.

52

b. Action

1) Meeting 3

The third meeting was hold on Wednesday, 10 august 2016.

Researchers entered to the class at 07:05 a.m. The researcher started the

teaching and learning process by greeting the students, asking them to pray

and checking the students‟ attendance list. In this meeting student

presented 100% no absents.

Then with the spirit, the students answered the greeting from the teacher.

Then before doing pre test, the teacher asked the students about

explanation of previous material and some students answered. Teacher

stars to prepare pre-test and dividing it. She gives 20 minutes for students

to answer the question. After finishing their pre-test, the teacher starts to

explain example about prediction picture and answer question with see

picture. The researcher guide students to predict the picture. After that

write the prediction on the paper, students read the text to confirm the

prediction. After that researcher asked students to read the text and predict

the picture.

Now without being asked students want to read the text. R R a student

raised her hand and wants to read the text of each paragraph. Researcher

showed that their predictions were correct or not. Students began to dare to

raise your hands and want to read the text. After the researcher divided

into some groups and asked students to predict text. After being given 20

minutes, researcher predicted image provided together with students.

53

After finishing the lesson today, researcher closed the lesson. The

researcher gave a conclusion of the lesson today. Subsequently,

Researcher closed the lesson by saying Hamddallah together.

2) Meeting 4

The four meeting was hold on Monday, 15 august 2016.

Researchers entered to the class at 07:15 a.m. The researcher started

the teaching and learning process by greeting to the students, asking

them to pray and checking the students‟ attendance list. After check

the attendance list one student absent because follow contest, so just

thirty five students be present. In this day the time is very limits.

Researcher gives text for students and students predict the text and

translate the meaning of the text. Researcher give 20 minutes to

understand the text. After that researcher asked students to in front of

the class and read the text.

Researcher give opportunity to three students can translate the

text and brave forward to translate and predict the text would give

reward. Then a male student brave to translate the first paragraph in

front of the class. They were active. 2 students, male and female

translated another paragraph. The translation from students better than

before and students predicted the text confidently. After finishing

translation of the text researcher gave feedback to students.

Subsequently, researcher gave post test and student did the post test.

54

After the finishing post test. Researcher closed the lesson by saying

Hamdallah together.

c. Observation

In the cycle 2, researchers got observation notes from the observer. By

observed the students‟ activity in this teaching learning process, but they

saw that the students felt confident to answer the prediction because she

felt comfort with situation learning process.

The time was conducted better than before, because students did pre- test

seriously. Whereas second meeting students did post test hurry because the

ceremony so the time was limited. The results of pre test in cycle and post

test in cycle 1 as follow:

Table 4.2 Result of Pre-Test and Post-test Cycle 2

NO

NAMA

Pre

test

2

post

test 2 y-x d2

1. A F 70 100 30 900

2. A J 60 80 20 400

3. A N M 70 90 20 400

4. A J SK 70 80 10 100

5. A W W 60 90 30 900

6. A R W 70 90 20 400

7. B I P 80 100 20 400

8. B F 70 90 20 400

9. B N 60 80 20 400

10. D W 70 90 20 400

11. D A 70 90 20 400

12. D A S 90 90 0 0

13. D S F 70 100 30 900

14. D A 80 90 10 100

15. D N 80 100 20 400

55

16. D I F 80 90 10 100

17. D P S 70 80 10 100

18. F N A 100 100 0 0

19. H I 90 90 0 0

20. I M 90 90 0 0

21. I S 80 90 10 100

22. I M 70 80 10 100

23. I Z 90 90 0 0

24. K 90 100 10 100

25. M M A 70 80 10 100

26. N F 70 0 -70 4900

27. N C U 90 90 0 0

28. N F 90 100 10 100

29. P R 70 80 10 100

30. R R 80 100 20 400

31. R O T 80 90 10 100

32. R N A 70 80 10 100

33. S S 80 90 10 100

34. T M 60 90 30 900

35. W S 60 80 20 400

36. Z N 90 100 10 100

Jumlah 2740 3150 410

1430

0

1) Mean Calculation of Cycle 2

a) Mean of pre-test 2

𝑀1 =∑𝑥

𝑁

𝑀1 =2740

36

𝑀1 = 76.11

b) Mean of post-test 2

𝑀2 =∑𝑥

𝑁

56

M2 =3150

36

M2 = 87.5

c) Mean of pre-test 2 = 76.11 and mean of post-test 2 = 87.5.

d) Mean of pre-test 2 ≤ mean of post-test 2

From the calculation above, it can be concluded that there were

some improvements toward students‟ reading comprehension after

implementation of DR-TA. It was proven by students‟ mean test

result comparison between pre-test and post-test in cycle 2, the

mean of pre test was 76.11 whereas the mean of post-test was 87.5

2) Deviation Standard (SD) Calculation of Cycle 2

SD = ∑𝐷2

N−

∑𝐷

𝑁

2

SD = 14300

36−

410

36

2

SD = 397,222 − 11,3882

SD = 397,222 − 129,706

SD = 267,516

SD =16, 355

3) T-test Calculation of Cycle 2

to = ∑𝐷

𝑁

𝑆𝐷

𝑁−1

57

to =

410

36

16,355

36−1

to =11,38816,355

35

to =11,38816,355

5,9

to =11,388

2,772

to = 4,10

4) Percentage Calculation of Cycle 2

The calculation which shows the class percentage of students who

pass the KKM was:

P =F

N

P =35

36 x 100%

P = 97,2%

The score percentage of students who pass the KKM was 97.2%. It

means that there were only 35 students who pass the KKM. However, 1

student could not pass the KKM. It conclude that the improvement of

students‟ reading comprehension in recount text is good enough.

d. Reflection

After analyzing the result of the action in this cycle, the researcher

seen that strategy of “DR-TA” could improve students reading

58

comprehension. The students easy to understand the material, few them

did the test well. They learned to read seriously and carefully to find the

answers of questions. The result of pre test and post test in this cycle are

higher than be first cycle.

D. Discussion

Based on the result of analysis in two cycles, the researcher would like

show the students‟ reading comprehension improvement from cycle I and cycle II

the improvement as follow:

Table 4.3 The Analysis Of Students Improvement

No Analysis Cycle 1 Cycle 2

1. Mean

Pre test 55.83 70.55

Post test 76.11 87.5

2. t- table N=35 2.030 2.030

3. T-calculation 3,683 4,10

The table above shows that t-calculation is bigger than t-table which mean

that there is considerable influence from cycle 1, and cycle 2. The calculation

shows that the t-table is 2.030. In cycle 1 the result that is 3,683 from t-table

2,030. In cycle 2 also the t-calculation is bigger than t-table that is 4,10 from t t-

table 2,030. It means that the application of DRTA Strategy can improve students‟

reading comprehension.

59

In addition, the mean of pre test and post test of each cycle increase

significantly, where both of post test are higher than pre test. The table above

display that the mean of cycle 1 improves; the mean of pre test is 55.83 and the

mean of post test is 70.55. in cycle 2 also show that post test is bigger than pre

test. Mean of pre test is 76.11 and mean of post test is 87, 5.

The result shows that then mean of the findings in cycle 1 and cycle 2

were higher than the standardized score (KKM) in score 70. All students pass the

standardized score. The score of mean of post-test in cycle 1 and cycle 2 were

70.55 and 87, 5. The result in cycle 1 and cycle 2 were successful to achieve the

standardized score.

60

CHAPTER V

CLOSURE

A. Conclusion

Based on the problem statement above, the researcher draws some

conclusion as follow:

1. The implementation of DRTA can improve students reading

comprehension on recount text was done in two cycles. Based on the

result of the students‟ observation, the cycle II is better than cycle I. in

cycle II students more active than cycle I students passive and afraid to

prediction the text. Teacher use strategy DRTA with three stages, i.e.

prediction, reading and confirmation. During implementation DRTA

strategy students able to predict the picture and comprehends the

content from read the text. Besides, the implementation of DRTA also

helped the students to understand their comprehension through the

reading with prediction, so students can predict text before read the text.

2. The extent of using DR-TA strategy to improve students‟ reading

comprehension of the second year students of MTS N Mranggen in the

academic year of 2016/2017. It is shown by the result of calculation of

t-test in two cycles. In the cycles I the calculation of t- test is 3.683

which higher than t-table (2.030). While in the cycle II the calculation

of t -test is 4.10 which higher than t-table (2,030), by the level of

significance of 5%. From the t- test, it can be seen that there is

improvement from the first cycle to the second cycle. Furthermore, the

61

“DR-TA” also make the students active thinking and creative to

comprehend the text. The students can explain what they have read by

using “DR-TA” and it can increase their confidence to share their

knowledge to other friends.

3. Beside on data from the result of test have been done and analysis that

improvement of students reading comprehension through DR-TA

strategy. It can be seen from the cycle I and cycle II. It was shown by

pre-test and post-test. Besides that, the table above display that the

mean of cycle 1 improves; the mean of pre test is 55.83 and the mean of

post test is 70.55. In cycle 2 also show that post test is bigger than pre

test. Mean of pre test is 76.11 and mean of post test is 87.5.

\

62

B. Suggestion

After the knowing and finding of the research, researcher gives suggestion

as follows:

1. To Teacher

a. The teacher needs to select material before conducting teaching

learning process. The teacher can use new material not only use LKS

or book to interest students in reading the text.

b. The teacher can use strategy DRTA to get the interest of the students

that reading is not boring so students can prediction text with picture

or title before reading.

c. The teacher should motivate the students in order to be more

confidents to read English text. So students are interested in reading

habit. They are enjoy when read English text.

2. To Students

a. The students must be active in learning process and should not be

afraid to share idea or question during the learning process.

b. Students can use DRTA strategy to prediction the text, so students

more easy when answer the question.

c. Students should read the material carefully, so they can understand

the contents of text.

63

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66

APPENDICES

67

INTERVIEW AND QUESTIONNAIRE

Interview guru Tanggal 19 Mei 2016 (Di Ruang Guru )

1. Menurut Ibu, bagaimana kegiatan pembelajaran bahasa Inggris di kelas

VIII?

2. Teknik dan media apa yang Ibu gunakan dalam pembelajaran bahasa

Inggris di kelas?

3. Kendala apa saja yang dihadapi?

4. Teknik dan kegiatan apa yang Ibu gunakan untuk mengajarkan kompetensi

membaca (reading)?

5. Media apa yang Ibu gunakan untuk mengajarkan kompetensi membaca

(reading)?

6. Sumber belajar yang digunakan untuk mengajarkan kompetensi membaca

(reading) diambil dari mana?

7. Kendala apa saja yang dihadapi ketika mengajarkan reading?

8. Apakah para siswa antusias dalam mengikuti pembelajaran reading di

kelas?

9. Kesulitan-kesulitan apa saja yang dialami siswa ketika membaca teks

berbahasa Inggris?

10. Bagaimana cara Ibu membantu para siswa mengatasi kesulitan tersebut?

11. Latihan reading seperti apa yang Ibu berikan kepada siswa?

ANSWER

1. Agak susah, karena siswanya nakal mungkin karena mereka masih kelas 8

dan ketika kelas 7 mereka masih takut, jadi di kelas 8 mereka melakukan

penjajakan sehingga mereka susah diatur.

2. Tehnik yang saya gunakan biasanya textbook jadi siswa membaca buku

yang ada di paket atau kadang sayajuga mengunakan gambar dan power

point, tapi power pointnya bergatian jadi jarang untuk mengunakan.

68

3. Ya kendalanya muritnya nakal mb dan gak mau bawa kamus.

4. Biasanya saya bacakan textnya kemudian saya kasih vocab.

5. Biasanya saya mengunakan buku paket, worksheet, gambar dan ppt.

6. Buku paket, LKS dan kadang juga mengunakan internet.

7. Mereka takut membaca dan malas untuk menerjemahkan dan prounounnya

juga masih kurang.

8. Kalau kelas A lumayan antusias mb cuman kadang mereka males

memahami teksnya dan males menerjemahkan.

9. Tidak mengerti vocabnya dan prounounya masih salah mb.

10. Biasanya saya meberikan vocab yang susah dan menyuruh mereka

menerjemahkan.

11. Biasanya saya suruh membaca teks satu persatu.

69

Interview siswa

Dengan Sinta Suciana

1. Bagaimana pembelajaran bahasa Inggris di kelas?

2. Apakah Adik menyukai pelajaran reading? Mengapa?

3. Apakah Adik merasa kemampuan membaca dan memahami teks

berbahasa Inggris Adik sudah bagus?

4. Apa kesulitan yang sering Adik temui ketika membaca dan memahami

teks berbahasa Inggris? (Misalnya tata bahasa, kosakata, cara pengucapan,

jenisjenis teks, dll.)

5. Bagaimana Adik mengatasi kesulitan tersebut?

6. Bagaimanakah cara guru Adik mengajarkan reading di kelas? Kegiatan

apa saja yang biasa dilakukan?

7. Apakah guru Adik menggunakan media ketika mengajar reading di kelas?

Jika iya, media apa yang biasa beliau gunakan?

8. Untuk materi pembelajaran reading, sumber belajar yang digunakan

berasal darimana? (Misalnya dari LKS, Internet, dll.)

9. Apakah materi tersebut dapat Adik pahami?

10. Latihan reading apa yang biasa diberikan oleh guru Adik?

11. Apakah latihan tersebut membantu Adik meningkatkan kemampuan Adik

membaca teks berbahasa Inggris? Jika iya, apa contohnya?

Answer question

1. Ya biasanya disuruh ngerjain buku sama dijelasin materi yang dibuku.

2. Kadang - kadang suka, soalnya bahasa inggris kadang sulit kadang mudah

kalau yang sulit saya males soalnya gak faham.

3. Masih kurang bagus.

4. Biasanya jenis – jenis teksnya vocabnya juga soalnya gak tau artinya.

5. Biasanya latihan membaca sama mencari kata yang sulit dikamus.

6. Biasanya suruh membaca LKS/buku suruh diterjemahkan.

7. Medianya teks.

8. LKS/buku

9. Kadang-kadang paham.

10. Membaca teks di buku

11. Ya, tambah bisa lancar membaca karena latihan terus.

70

Interview siswa

Dengan Bilkis Nabela

1. Bagaimana pembelajaran bahasa Inggris di kelas?

2. Apakah Adik menyukai pelajaran reading? Mengapa?

3. Apakah Adik merasa kemampuan membaca dan memahami teks

berbahasa Inggris Adik sudah bagus?

4. Apa kesulitan yang sering Adik temui ketika membaca dan memahami

teks berbahasa Inggris? (Misalnya tata bahasa, kosakata, cara pengucapan,

jenisjenis teks, dll.)

5. Bagaimana Adik mengatasi kesulitan tersebut?

6. Bagaimanakah cara guru Adik mengajarkan reading di kelas? Kegiatan

apa saja yang biasa dilakukan?

7. Apakah guru Adik menggunakan media ketika mengajar reading di kelas?

Jika iya, media apa yang biasa beliau gunakan?

8. Untuk materi pembelajaran reading, sumber belajar yang digunakan

berasal darimana? (Misalnya dari LKS, Internet, dll.)

9. Apakah materi tersebut dapat Adik pahami?

10. Latihan reading apa yang biasa diberikan oleh guru Adik?

11. Apakah latihan tersebut membantu Adik meningkatkan kemampuan Adik

membaca teks berbahasa Inggris? Jika iya, apa contohnya?

Answer Question

1. Ya biasa kak dijelaskan di kelas menerjemahkan membaca ya pokoknya

dijelaskan di kelas.

2. Ya lumayan kak, karena kalau teksnya mudah aku bisa paham.

3. Belum begitu.

4. Aku tidak mengerti artinya dan tidak bisa memahami isi teksnya.

5. Biasanya mencari arti mengunakan kamus.

6. Ya suruh membaca teks yang ada di Lks/Buku dan suruh menerjemahkan

dan kata yang sulit diartikan.

7. biasanya pakai buku atau Lks.

8. LKS,Buku dan teks.

9. Kadang kalau mudah aku paham tapi kadang juga sulit.

10. Suruh membaca dan menerjemahkan.

11. Ya belum begitu tapi kadang paham sedikit.

71

SILABUS PEMBELAJARAN

Sekolah : .............................

Kelas : VIII ( Delapan )

Mata Pelajaran : BAHASA INGGRIS

Semester : 1 (Satu)

Standar Kompetensi : Membaca

5. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

Membaca nyaring bermakna teks tulis fungsional dan esei berbentuk descriptive

1. Teks fungsional

pendek berupa:

Undangan

Contoh :

Dandi,

Please come

1. Brain storming tentang berbagai hal terkait teks fungsional pendek berbentuk “undangan”

Membaca dengan nyaring dan bermakna teks fungsional pendek

Mengidentifikasi berbagai informasi dalam teks fungsional pendek

Tes lisan

Tes tertulis

Membaca

nyaring

1. Melengkapi

Read the the text

aloud and

clearly.

1. Complete the

test using

6 x 40

menit

1. Buku teks yang relevan

2. Gambar terkait tema/to

72

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

dan recount pendek dan sederhana dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar

Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat lancar dan berterima yang

to our meeting

Day : Saturday

Date:March

1st,2008

Time : 10.00

Place : Osis Reuni

Don’t be late !

Budy

Secretary

Pesan Singkat

Lia,

I’m out for shopping

your meal is in

refrigerator

Mom

2. Teks esei

berbentuk descriptif

/pesan pendek

2. Mendengarkan undangan yang dibacakan oleh guru/teman

3. membaca nyaring teks fungsioanl pendek tentang undangan/pesan pendek

4. menjawab pertanyaan tentang isi teks fungsional pendek “undangan” /pesan pendek

5. Menyebutkan tujuan komunikatif teks fungsional pendek “undangan” /pesan pendek

Mengidentifikasi fungsi sosial teks fungsional pendek Mengidentifikasi ciri kebahasaan teks fungsional pendek

2. Pilihan ganda

3. Uraian

correct

words

2. Choose the

correct answer

3. Answer the

following

questions

based

on the text

pik

3. Benda-benda sekitar

73

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

berkaitan dengan lingungan sekitar

1. Teks

fungsional

pendek

berupa

-

Undangan

- pesan

singkat

2. Tata

Bahasa

- Request

3. Kosa kata

- kata

terkait –

tema

dan jenis

teks

4.

UngkapanBaku

dan recount

1. Teks tulis

berbentuk

descriptive dan

recount

Makna gagasan

Makna tekstual dalam teks descriptive dan recount

6. Menjwab pertanyaan tentang ciri kebahasaan teks fungsional pendek “undangan” /pesan pendek

1. Tanya jawab berbagai hal terkait tema/topik bacaan

2. Review kosakata dan tatabahasa terkait jenis teks descriptive/recount

3. Membaca teks descriptive/recount

4. Menjawab pertanyaan tentang

1. Menjawab mau tau

pertanyaan tentang :

1. Makna gagasan

2. Makna tekstual dalam teks descriptive dan recount

3. Langkah retorika teks descriptive dan recount

4. Tujuan komunikatif teks descriptive dan recount

5. Ciri kebahasaan teks descriptive dan recount

6. Membaca nyaring teks descriptive dan recount.

Tes tulis

PG

T / F

1. Choose the

best

option based

on

the text.

2. State whether

the statements

are TRU or

4 x 40

menit

1. Buku teks yang relevan

2. Koran/majalah

3. Gambar peristiwa/tempat

74

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

- Don’t be

late !

- Don’t miss

it !

Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar

2. Langkah retorika

teks

descriptive dan

recount

3. Tujuan komunikatif

teks descriptive dan

recount

4. Ciri kebahasaan

teks descriptive dan

recount

informasi yang terdapat dalam teks

5. Menjawab pertanyaan tentang tujuan komunikatif tdan langkah retorika teks descriptive / recount

6. Menyebutkan ciri-ciri kebahasaan teks yang dibaca

7. Membaca nyaring dan bermakna teks descriptive / recount

Tes lisan

Membaca

nyaring

FALSE.

3. Answer the

questions

Read the text

aloud.

4. Lingkungan sekitar

75

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan

Pembelajaran

Indikator Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

dalam teks berbentuk descriptive dan recount

Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)

Rasa hormat dan perhatian ( respect )

Tekun ( diligence )

76

RENCANA PELAKSANAAN PEMBELAJARAN

( RPP )

Sekolah : MTS N Mranggen

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII / 1

Pertemuan ke : 1

Standar kompetensi : Membaca

5. Memahami makna teks tulis fungsional dan esei pendek

sederhana berbentuk descriptive dan recount untuk berinteraksi

dengan lingkungan sekitar.

Kompetensi Dasar : 5.3 Merespons makna dan langkah retorika dalam esei

pendek sederhana secara akurat, lancar dan berterima

yang berkaitan dengan lingkungan sekitar dalam teks

berbentuk recount.

Indikator : Membaca

1. Membaca teks fungsional pendek berbentuk recount

2. Memahami dan menjawab pertanyaan dari teks fungsional pendek

berbentuk recount

Jenis Teks : recount

Skill : Reading

Alokasi Waktu : 2 x 40 menit

A. Tujuan Pembelajaran

1. Siswa mampu membaca teks fungsional pendek berbentuk recount teks

2. Siswa mampu memahami dan menjawab pertanyaan dari teks fungsional pendek

berbentuk teks recount.

B. Materi Ajar

Recount text is a text that telling the reader about one story, action or activity. Its goal is

to entertaining or informing the reader.

Macam-macam Recount Text :

Generic structure (susunan umum) recount text ini terdiri dari:

77

Orientation tells who was involved, what happened, where the events took place, and

when it happened. ("Orientation" menceritakan siapa saja yang terlibat dalam cerita,

apa yang terjadi, di mana tempat peristiwa terjadi, dan kapan terjadi peristiwanya).

Events tell what happened and in what sequence. ("Event" menceritakan apa yang

terjadi (lagi) dan menceritakan urutan ceritanya).

Reorientation consists of optional-closure of events/ending. ("Reorientation" berisi

penutup cerita / akhir cerita).

Language Features in recount:

Introducing personal participant: I, my group, etc

Using chronological connection: next, later, when, then, after, before, first.

Adverb of time: Yesterday, last month, on Monday, an hour ago, immediately, etc.

Using simple past tense

SIMPLE PAST TENSE

Formula: S + V2 + O + C

S : Subject

V2 : Past verb

O : Object

C : Complement

Verbs that shows the past tense usually ends in –ed, for example:

V1 V2

Stay Stayed

Book Booked

Check Checked

Insert Inserted

Lock Locked

Select Selected

Walk Walked

There are irregular verbs that will change their form in past tense

V1 V2

Go Went

EAT ATE

See Saw

Drive Drove

Bring Brought

A Beautiful Day at Jogja

Last week, my friends and I went to Jogja.We visited many places. First, we visited

Parangtritis beach.The sun shone brightly and the scenery was very beautiful there. We

78

felt the wind blew across to us. We also saw a lot of people in that beach.There many

birds flew in the sky. Also,there were many sellers who sold many kinds of souvenirs.

Second, we visited Gembira Loka Zoo. We saw many kinds of animals there such as

monkeys,tigers, crocodiles, snakes, etc.We looked around in that Zoo, and also took

pictures of those animals. Then, we felt hungry,so we went to a restaurant. As soon as

we finished our lunch,we decided to went home.

For me, that was a beautiful day. We really enjoyed it, and I hope I could visited Jogja

again.

C. Metode Pembelajaran

Diskusi

Cooperative Learning

D. Langkah – langkah Pembelajaran

1. Meeting 1

Kegiatan Pembelajaran Alokasi waktu

a. Kegiatan Awal

Greeting.

Berdoa.

Check absen siswa.

Menjelaskan tujuan pembelajaran.

Menanyakan apa yang sudah dipahami dari materi.

10 menit

b. Kegiatan inti

Explorasi

Guru menjelaskan tentang materi yang akan dipelajari.

guru membagi beberapa kelompok.

Elaborasi

Siswa diminta untuk membentuk kelompok.

Siswa diminta untuk mendiskusikan jamble sentence

dengan kelompoknya.

Siswa diminta untuk mengurutkan urutan yang tepat dari

jumble sentence.

Setiap kelompok cepat-cepat maju ke depan untuk

merangkai urutan yang tepat dari kalimat tersebut.

Guru dan siswa mendiskusikan hasilnya bersama-sama.

10 menit

30 menit

79

Konfirmasi

Konfirmasi

Guru menanyakan kesulitan siswa

Guru memberikan soal pre test

Guru menjadi sumber dan fasilitator siswa dalam

memahami teks recount.

25 menit

c. Kegiatan Akhir

Menyimpulkan materi pembelajaran dan penguatan

materi

Mengingatkan siswa untuk selalu belajar

Guru menutup pembelajaran dengan membaca

hamdallah dan salam.

5 menit

E. Sumber Belajar

Worksheet

Whiteboard

Internet

Buku ajar guru, buku siswa

F. Penilaian

Bentuk : Multiple choice

Instrumen :

Pre-Test :

Read the text carefully and answer these following questions!

Post-Test :

Read the text carefully and answer these questions based on the text.

G. Rubrik Penilaian

a. Teknik Penelitian : tes

b. Bentuk : pilihan ganda

c. Instrument : terlampir

d. Pedoman penskoran

Rubrik Penilaian Pilihan Ganda

Soal 10

Jawaban benar = 10

Nilai Siswa = Benar x 10=…

80

81

RENCANA PELAKSANAAN PEMBELAJARAN

( RPP )

Sekolah : MTS N Mranggen

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII / 1

Pertemuan ke : 2

Standar kompetensi : Membaca

5. Memahami makna teks tulis fungsional dan esei pendek

sederhana berbentuk descriptive dan recount untuk berinteraksi

dengan lingkungan sekitar.

Kompetensi Dasar : 5.3 Merespons makna dan langkah retorika dalam esei

pendek sederhana secara akurat, lancar dan berterima

yang berkaitan dengan lingkungan sekitar dalam teks

berbentuk recount.

Indikator : Membaca

1. Membaca teks fungsional pendek berbentuk recount

2. Memahami dan menjawab pertanyaan dari teks fungsional

pendek berbentuk recount

Jenis Teks : recount

Skill : Reading

Alokasi Waktu : 2 x 40 menit

C. Tujuan Pembelajaran

1. Siswa mampu membaca teks fungsional pendek berbentuk recount teks

2. Siswa mampu memahami dan menjawab pertanyaan dari teks fungsional pendek

berbentuk teks recount.

D. Materi Ajar

A. Definition of Directed Reading Thinking Activity

82

(DRTA) is method to teach reading strategy that guides the students in making

prediction about a text from picture or title, and then read it to confirm or refute the

predictions.

B. Steps for the Direct Reading - Thinking Activity:

1. The first step is the students make predictions

2. The second step is the students read the text.

3. The next step is to confirm, revise and make a new prediction.

Example:

Holiday in Bali

We had a wonderful holiday in Bali. It was a really great place. The people were

friendly, the food was great, and the weather was a lot better than at home.

Most days were pretty. I swam two or three times a day, but my brother Fachri

just spent all his time lying on the beach with his eyes closed.

Last Saturday I got on the bus and went to the north of the island, It was much

quieter there than here–very beautiful, but no tourists. The next day we went

across to the east coast to see some of the old villages.

I learned Balinese–I couldn't say much, but it was fun to try. Fachri actually

spoke it quite well, but he was afraid to open his mouth, so I was the one who

talked to people.

C. Metode Pembelajaran/ Tehnik

DRTA (Direct Reading Thinking Activity)

Diskusi

Cooperative Learning

D. Langkah – langkah Pembelajaran

Orientation

Event

Re-orientation

83

2. Meeting 2

Kegiatan pembelajaran Alokasi waktu

a. Kegiatan Awal

Greeting

Berdoa

Check absen siswa

Menanyakan hasil pembelajaran pertemuan kemarin

10 menit

b. Kegiatan inti

Explorasi

Guru menjelaskan kembali pembelajaran sebelumnya

dengan menjelaskan metode DRTA.

Mengamati text yang diberikan

Mendiskusikan text yang didapat

Elaborasi

DRTA Prediction

Siswa diberikan gambar dan diminta untuk

memprediksi gambar tersebut.

Siswa diminta untuk memprediksi judul apa yang tepat

dari gambar tersebut.

DRTA-Reading the text in segment

Mengumpulkan berbagai informasi yang ada didalam

text yang telah mereka dapatkan dan memprediksi apa

prediksi mereka tentang gambar sesuai dengan teks.

Mencari informasi general struktur teks yang berkaitan

dengan teks dan past tense.

DRTA-Confirming and verifying the predictions

Menkonfirmasi hasil yang mereka dapatkan dari

memprediksi gambar dan teks.

Konfirmasi

Guru menanyakan kesulitan siswa

15 menit

25 menit

84

Guru memberikan soal post test

Guru menjadi sumber dan fasilitator siswa dalam

memahami teks recount

25 menit

c. Kegiatan akhir

Menyimpulkan materi pembelajaran dan penguatan materi

Mengingatkan untuk belajar dirumah.

Guru menutup pembelajaran dengan membaca hamdallah

dan salam.

5 menit

E. Sumber Belajar

Picture

Worksheet

Whiteboard

Internet

Buku ajar guru, buku siswa.

F. Penilaian

Bentuk : Multiple choice

Instrumen :

Pre-Test :

Read the text carefully and answer these following questions!

Post-Test :

Read the text carefully and answer these questions based on the text.

G. Rubrik Penilaian

a. Teknik Penelitian : tes

b. Bentuk : pilihan ganda

c. Instrument : terlampir

d. Rubrik Penilaian Pilihan Ganda

Soal 10

Jawaban benar = 10

Nilai Siswa = Benar x 10=…

85

86

RENCANA PELAKSANAAN PEMBELAJARAN

( RPP )

Sekolah : MTS N Mranggen

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII / 1

Pertemuan ke : 3 dan 4

Standar kompetensi : Membaca

5. Memahami makna teks tulis fungsional dan esei pendek

sederhana berbentuk descriptive dan recount untuk berinteraksi

dengan lingkungan sekitar.

Kompetensi Dasar : 5.3 Merespons makna dan langkah retorika dalam esei

pendek sederhana secara akurat, lancar dan berterima

yang berkaitan dengan lingkungan sekitar dalam teks

berbentuk recount.

Indikator : Membaca

1. Membaca teks fungsional pendek berbentuk recount

2. Memahami dan menjawab pertanyaan dari teks fungsional pendek

berbentuk recount

Jenis Teks : recount

Skill : Reading

Alokasi Waktu : 4 x 40 menit (2x Pertemuan)

F. Tujuan Pembelajaran

1. Siswa mampu membaca teks fungsional pendek berbentuk recount teks

2. Siswa mampu memahami dan menjawab pertanyaan dari teks fungsional pendek

berbentuk teks recount.

3. Materi Ajar

87

No Activities

1) What can you see from the picture? 2) What did grandpa do?

3) Where did they located?

Prediction:

Accurate Less

Accurate

Not

Accurate

Confirmation

Correction

Grandpa Birthday

It was my grandpa‟s birthday last Sunday. On Friday, my sister and I went

shopping at the mall, We bought a nice shirt. Then we wrapped it in a blue paper.

Blue is my grandpa‟s favourite colour.

On Saturday morning, my brother and I helped my sister making a birthday cake

in the kitchen. It was a big and beautiful birthday cake I wrote „Happy Birthday‟ on it.

After that, we put some chocolate and candle a on the top of the cake.

On Sunday evening, my uncle and my aunt came to my house They brought

several bottles of soft-drink, and flowers for grandpa. Then, we sat together in the

living room.

Finally, grandpa blew the candle and cut the cake while we were singing a

„Happy Birthday‟ song for him. After giving each of us a piece of cake, he opened the

present. He told us that he liked the present, and he was very happy.

C. Metode Pembelajaran/ Teknik

DRTA (Direct Reading Thinking Activity)

88

Diskusi

Cooperative Learning

D. Langkah – langkah Pembelajaran

1. Meeting 3

Kegiatan pembelajaran Alokasi waktu

a. Kegiatan Awal

Greeting.

Berdoa.

Check absen siswa.

Merefleksi pertemuan sebelumnya.

10 menit

b. Kegiatan inti

Explorasi

Mengerjakan soal.

Melihat contoh yang diberikan.

Siswa memahami tahapan dari text direct reading

thoingking activity.

Elaborasi

DRTA Prediction

Memprediksi gambar yang diberikan.

Menghubungkan pertanyaaan melalui gambar.

Menanyakan berbagai hal yang berkaitan dengan text

yang belum dipahami

DRTA-Reading the text in segment

Siswa membaca dan menghubungkan prediksinya dengan

teks bacaan yang didapat.

DRTA-Confirming and verifying the predictions

Mengkoreksi hasil prediksi gambar dengan teks.

Konfirmasi

Guru menanyakan kesulitan siswa

Guru menjadi sumber dan fasilitator siswa dalam

memahami teks recount

25 menit

30 menit

10 menit

c. Kegiatan Akhir 5 menit

89

Menyimpulkan materi pembelajaran dan penguatan

materi

Mengingatkan siswa untuk selalu belajar

Guru menutup pembelajaran dengan membaca hamdallah

dan salam.

2. Meeting 4

Kegiatan pembelajaran Alokasi waktu

a. Kegiatan Awal

Greeting

Berdoa

Check absen siswa

Menanyakan hasil pembelajaran pertemuan kemarin

10 Menit

b. Kegiatan inti

Explorasi

Guru mengulas kembali pelajaran sebelumnya bagaimana

memahami teks recount dengan strategi DR-TA.

Siswa dan guru bersama-sama mempraktekkan strategi

DR-TA.

Elaborasi

DRTA Prediction

Meminta siswa untuk memperhatikan teks recount

yang akan dipelajari.

Meminta siswa membaca judul teks tersebut.

Meminta siswa menebak isi teks berdasarkan judul

yang dibaca.

Meminta hipotesis siswa lain mengenai teks.

DRTA-Reading the text in segment

Mengkonfirmasi hipotesis siswa.

Meminta siswa fokus per-paragraf dan menerjemahkan

artinya.

10 Menit

30 Menit

90

Meminta salah satu siswa untuk maju membaca dan

menerjemahkan artinya tiap paragraph.

Siswa yang maju ke depan akan diberikan hadiah.

DRTA-Confirming and verifying the predictions

Menkonfirmasi hipotesis siswa.

Membaca dan mengkonfirmasi hasil terjemahan.

Konfirmasi

Guru menanyakan kesulitan siswa.

Guru memberikan soal post test.

Guru menjadi sumber dan fasilitator siswa dalam

memahami teks recount.

25 Menit

c. Kegiatan akhir

Menyimpulkan materi pembelajaran dan penguatan

materi

Mengingatkan siswa untuk selalu belajar

Guru menutup pembelajaran dengan membaca hamdallah

dan salam.

5 menit

E. Sumber Belajar

Picture

Worksheet

Whiteboard

Buku guru, buku siswa

F. Penilaian

Bentuk : Multiple choice

Instrumen :

Pre-Test :

Read the text carefully and answer these following questions!

Post-Test :

Read the text carefully and answer these questions based on the text.

G. Rubrik Penilaian

a. Teknik Penelitian : tes

b. Bentuk : pilihan ganda

c. Instrument : terlampir

d. Pedoman penskoran

Rubrik Penilaian Pilihan Ganda

Soal 10

Jawaban benar = 10

Nilai Siswa = Benar x 10=…

91

92

MATERI 1

Recount text

1. Definition Recount text is a text that telling the reader about one story, action or activity.

Its goal is to entertaining or informing the reader.

2. Macam-macam Recount Text :

Generic structure (susunan umum) recount text ini terdiri dari:

Orientation tells who was involved, what happened, where the events took place, and

when it happened. ("Orientation" menceritakan siapa saja yang terlibat dalam cerita,

apa yang terjadi, di mana tempat peristiwa terjadi, dan kapan terjadi peristiwanya).

Events tell what happened and in what sequence. ("Event" menceritakan apa yang

terjadi (lagi) dan menceritakan urutan ceritanya).

Reorientation consists of optional-closure of events/ending. ("Reorientation" berisi

penutup cerita / akhir cerita)

3. Language Features in recount:

Introducing personal participant: I, my group, etc

Using chronological connection: next, later, when, then, after, before, first.

Adverb of time: Yesterday, last month, on Monday, an hour ago, immediately, etc.

Using simple past tense

SIMPLE PAST TENSE

Formula: S + V2 + O + C

S : Subject

V2 : Past verb

O : Object

C : Complement

Verbs that shows the past tense usually ends in –ed, for example:

V1 V2

Stay Stayed

Book Booked

Check Checked

Insert Inserted

Lock Locked

Select Selected

Walk Walked

There are irregular verbs that will change their form in past tense

V1 V2

93

Go Went

EAT ATE

See Saw

Drive Drove

Bring Brought

4. Example

A Beautiful Day at Jogja

Last week, my friends and I went to Jogja.We visited many places. First, we visited

Parangtritis beach.The sun shone brightly and the scenery was very beautiful there. We

felt the wind blew across to us. We also saw a lot of people in that beach.There many

birds flew in the sky. Also,there were many sellers who sold many kinds of souvenirs.

Second, we visited Gembira Loka Zoo. We saw many kinds of animals there such as

monkeys,tigers, crocodiles, snakes, etc.We looked around in that Zoo, and also took

pictures of those animals. Then, we felt hungry,so we went to a restaurant. As soon as we

finished our lunch,we decided to went home.

For me, that was a beautiful day. We really enjoyed it, and I hope I could visited Jogja

again.

Jumble 1

1. We left our house at about 5 o'clock in the morning. We took a taxi to the railway

station.

2. Finally our train came. All of us rushed to get on the train.

3. Last Lebaran, my family and I went to our hometown. We decided to take a train

because it is more comfortable.

4. It took about 5 to 7 hours to get to our hometown. We enjoyed our journey.

5. We took the carriage no 3 according to our tickets.

6. But our train was late for about fifteen minutes, so we had to wait a bit longer.

7. After finding our seats, we sat comfortably.

8. We arrived at the station at six. Our train would leave at 6.40

Key answer: 3-1-8-6-2-5-7-4

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Jumble 2

1. We went for recreation.

2. It is about 50 kilometers to go to the zoo from my house.

3. Last week my parents, sister, brother and I went to the zoo.

4. We left at 8a.m and arrived at 9 a.m.

5. There were a lot of people watching a giant snake there.

6. I thought it was the biggest snake I had ever seen.

7. It‟s 60 meters long.

8. After going around and watching various animals, we went home.

Key answer: 3-1-2-4-5-7-6-8

Jumble 3

1. Nearly the end of their action, one of them dropped a plate.

2. First, three clowns ran into the center ring and did somersault.

3. Not only hit each other, the clown also juggled balls and plates.

4. Suddenly, a spotlight shone on the entrance to the circus.

5. People busted into laughter while I wondered why people don‟t laugh when they

broke plates at home.

6. Then, they made funny faces and slapstick actions that made the audience laughed,

7. After sitting for a second, the lamp dimmed.

8. Last night my family went to see a circus.

Key answer 8-7-4-2-6-3-1-5

Jumble 4

1. So, I took my bike at home and tried to deliver it.

2. Fortunately, the owner of the wallet was my classmate‟s neighbor.

3. Yesterday, when I was walking home, I found a wallet.

4. After looking at the ID card, I knew that address is quite far from my home.

5. That‟s why my classmate and I could find the house easily.

6. When I was looking for the address, I met` my classmate.

7. I found an ID card and some money in the wallet.

8. Then, I stopped and asked him about the address.

Key answer 3-7-4-1-6-8-2-5

Jumble 5

1. We couldn't take any photographs.

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2. It was really beautiful.

3. Then, we walked into a waterfall.

4. It was nice having meals in the open air.

5. Unfortunately, we left our camera at home.

6. Finally, we decided to go back to our tent.

7. On Saturday, my friends and I camped on a hill nearby.

8. After setting up the tent, we took our picnic jar and had a meal together.

Key answer: 78432516

Jumble 6

1. My older brother went to serpong circuit.

2. He was very disappointed.

3. He lost the race and his car was broken .

4. He arrived at six and checked up his engine.

5. The race started at four.

6. At first he led the race, but it was not long.

7. Suddenly another car hit his car from the right side.

MATERI 2-3

D. Definition

Recount is a piece of text that retells past events, usually in the order in which they

happened. The purpose of a recount text is to give the audience a retells of what

happened and when it happened.

E. Generic structure

1. Orientation: Introducing the participants, place and time.

2. Events: Describing series of event that happened in the past.

3. Reorientation: It is optional. Stating personal comment of the writer to the

F. Definition of Directed Reading Thinking Activity

(DRTA) is method to teach reading strategy that guides the students in making prediction

about a text from picture or title, and then read it to confirm or refute the predictions.

G. Steps for the Direct Reading - Thinking Activity:

4. The first step is the students make predictions

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5. The second step is the students read the text.

6. The next step is to confirm, revise and make a new prediction.

Example:

Holiday in Bali

We had a wonderful holiday in Bali. It was a really great place. The people were

friendly, the food was great, and the weather was a lot better than at home.

Most days were pretty. I swam two or three times a day, but my brother Fachri

just spent all his time lying on the beach with his eyes closed.

Last Saturday I got on the bus and went to the north of the island, It was much

quieter there than here–very beautiful, but no tourists. The next day we went

across to the east coast to see some of the old villages.

I learned Balinese–I couldn't say much, but it was fun to try. Fachri actually

spoke it quite well, but he was afraid to open his mouth, so I was the one who

talked to people.

Exercise:

Read the following text and discuss with friend table and find good title, past tense and

generic structure from the text.

Orientation

Event

Re-orientation

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Last week, I spent my vacation in Jogjakarta, the city is famous in Indonesia. I went to the

temple of Borobudur. My family and I went there in the morning we went to Borobudur

temple by private car family. I had prepared everything before we went to Jogja. While we

were driving, we get to see some beautiful scenery mountains, forests, and waterfalls.

My family and I arrived at the Borobudur Temple at 4:00 pm. There, I saw a lot of tourists.

Borobudur temple is crowded on a holiday vacation. I can learn and practice speaking

English with a foreign tourist different language to me.

Dovi his name. He is very friendly. This is the first time I spoke English with foreign

tourists. We returned at 22:00 at night. It was a very interesting holiday for me and my family

was happy.

Vocabulary:

Spent, Spend: menghabiskan, melewatkaan

Scenery : pemandangan

Crowded : penuh

No Activities

1) What can you see from the picture? 2) What did grandpa do?

3) Where did they located?

Prediction:

Accurate Less

Accurate

Not

Accurate

Confirmation

Correction

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Grandpa Birthday

It was my grandpa‟s birthday last Sunday. On Friday, my sister and I went shopping at the

mall, We bought a nice shirt. Then we wrapped it in a blue paper. Blue is my grandpa‟s

favourite colour.

On Saturday morning, my brother and I helped my sister making a birthday cake in the

kitchen. It was a big and beautiful birthday cake I wrote „Happy Birthday‟ on it. After that,

we put some chocolate and candle a on the top of the cake.

On Sunday evening, my uncle and my aunt came to my house They brought several

bottles of soft-drink, and flowers for grandpa. Then, we sat together in the living room.

Finally, grandpa blew the candle and cut the cake while we were singing a „Happy

Birthday‟ song for him. After giving each of us a piece of cake, he opened the present. He

told us that he liked the present, and he was very happy.

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Name of the group members: 1).________________________________

2).________________________________

3).________________________________

4).________________________________

5).________________________________

6).________________________________

Worksheet and Verification Sheet Write down your predictions and confirmations here. Put a tick (√) in the

ACCURATE, LESS ACCURATE, or NOT ACCURATE column for your

predictions. Make correction of your prediction if it is necessary.

No Activities

A. Work with your group, look at the picture and answer the

following questions.

1. What can you see from the picture?

2. Where did they located?

3. Who did feel enjoyed the holiday?

Prediction:

Accurate Less

Accurate

Not

Accu

rate

Confirmation

Correction

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Holiday at the Zoo

Yesterday, I went to the zoo with my family to see some animal. When we got to the zoo,

bouht some food to be given to the animals.

After getting the food we went to the monkey cage, where we saw and feed some monkey.

Then we went to the nocturnal zone where we saw some birds and reptiles which only come

out at night after the sunset to found some food.

Before lunch we got a chance to ride on the elephant. It was very fun. I nearly fell off when

trying to get on the elephant‟s back. During lunch we enjoyed the sound of birds in the park.

Then in the afternoon we saw animals circus. We returned home very tired but happy because

we had so much fun all the day.

MATERI 4

Read the text prediction the content and translate in Indonesia.

Holiday in Pasir Kencana Beach

Ditulis Oleh Muhammad Fadhil Immas

Last week my friend and I were bored after three weeks of holidays, so we rode our bikes to

Pasir Kencana Beach, which is only five kilometres from where I live. When we arrived at

the beach, we were surprised to see there was hardly anyone there.

After having a quick dip in the ocean, which was really cold, we realized one reason there

were not many people there. It was also quite windy. After we bought some hot chips at the

takeaway store nearby, we rode our bikes down the beach for a while, on the hard, damp part

of the sand. We had the wind behind us and, before we knew it, we were many miles down

the beach.

Before we made the long trip back, we decided to paddle our feet in the water for a while,

and then sit down for a rest. While we were sitting on the beach, just chatting, it suddenly

dawned on us that all the way back, we would be riding into the strong wind.

When we finally made it back home, we were both totally exhausted! But we learned some

good lessons that day.

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READING COMPREHENSION PRE-TEST

Name : ____________________________________________________________________

Class : ____________________________________________________________________

Date : ____________________________________________________________________

Choose either A, B, C, or D for the correct answer.

Questions 1 to 4 are based on Text 1.

I am so glad that today is over. So many things have gone wrong. For some reasons I didn‟t

sleep a wink last night. I was very tired when Mum called me this morning. I fell asleep again

until Mum called me again. That snooze made me late.

I did not have time for breakfast. I was starving as I ran to catch the school bus. I just

missed it. Dad had to ride me to school. He was late for teaching at his school and he was

furious with me. He scolded me for being late.

I arrived at school on time. The teacher asked us to hand in our homework. My

homework was not in my bag. I had forgotten to put it in my bag the night before. I usually

check my bag in the morning. I did not do this because I was late I had to do extra assignment

as a punishment.

After Biology lesson, I did not tie my shoelace properly. I tripped over it. And fell down

the stairs. I hurt my knee and had to have a bandage on it. What a terrible day! I hope that I

have much better one tomorrow.

1. What is the purpose of the text?

a. To explain about something wrong

b. To inform about the writers activities

c. To entertain the readers about the funny story

d. To retell about the writer‟s terrible day

2. The generic structure of the last paragraph is called …..

a. reason

b. re-orientation .

c. events

d. orientation

3. What made everything went wrong?

a. He got up late in the morning

b. His came to school on time

c. His bag was left at home

d. He got punishment from his teacher

e. His father was late to ride him

4. Which of the following statement is NOT TRUE according to the text?

a. The writer didn‟t sleep a wink at that night

b. He didn‟t hand in his homework

c. He had breakfast before leaving for schoo

b. He fell down the stairs

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Questions 5 to 10 are based on Text 1

RECOUNT TEXT

Last holiday my students and I went to Jogjakarta. We stayed at Morison Hotel which is not a

long way from Malioboro. On Friday, we went to the sanctuaries in Prambanan. There are

three major sanctuaries, the Brahmana, Syiwa and Wisnu sanctuaries. They are truly

stunning. We went by just Brahmana and Syiwa sanctuaries, on the grounds that Wisnu

sanctuary is being remodeled. On Saturday morning we went to Yogya Kraton. We spent

around two hours there. We were fortunate on the grounds that we were driven by a brilliant

and amicable aide. At that point we proceeded with our adventure to Borobudur. We touched

base there at four p.m. At 6 p.m. we heard the declaration that Borobudur entryway would be

closed. In the evening we left Jogjakarta by bus.

5. The content above basically talks about ……..

a. the writer‟s trip to Yogyakarta

b. the writer‟s first visit to Prambanan

c. the writer‟s impression about the guide

d. the writer‟s experience at Yogya Kraton

6. The content is composed as an/an ………

a. recount

b. narrative

c. report

d. anecdote

7. What is purpose of the text……….

a. tell past events

b. entertain readers

c. describe the smugglers

d. report an event to the police

8. What else the big temples in Prambanan?

a. angkor wat, syiwa, and sudra temples

b. paria, brahmana, and temples

c. brahmana, syiwa, and wisnu temples

d. wisnu, syiwa, and borobudur temples

9. When did they go home?

a. On Saturday morning

b. On Friday evening

c. On Thursday evenin

d. On Saturday evening

10. Why did they just visit Brahmana and Syiwa sanctuaries?

a. because there was no wisnu temple

b. because wisnu temple was amazing

c. because wisnu temple was too small

d. because wisnu temple was being repaired

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DOCUMENTATION OF THE RESEARCH

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CURRICULUM VITAE

Name : Nurul Umayah

Place and Date of Birth : Demak, July 31th

1993

Address : Jalan Panji Raya 3, Rt 04/Rw 04 Karangawen Demak.

Email/Phone Number : Umayahn@gmail.com/085712228783

Living : Desa Panjen, Kec. Karangawen Kab. Demak

NIM : 113-12-071

Education Background :

1. Tk Setiya Budi Kuripan Graduated in 1999

2. SD N 2 Kuripan Graduated in 2005

3. SMP N 1 Karanggawen Graduated in 2008

4. MA Nurul Ulum Mranggen Graduated in 2011

5. Iain Salatiga Graduated in 2016

Experience : 2015 Pelatihan Ketrampilan di PKBM Surya Alam

Demak.

Pengawas Ujian Nasional PKBM Sejahtera Karangawen.