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46 Apendix 1 KURIKULUM TINGKAT SATUAN PENDIDIKAN (KTSP) PERANGKAT PEMBELAJARAN SILABUS PEMBELAJARAN Mata Pelajaran : Bahasa Inggris Kelas/Semester : VIII/2 Nama Guru :Nikwati, S.Pd Sekolah : MTs Naba’ul Ulum Pati
Transcript of PERANGKAT PEMBELAJARAN - eprints.umk.ac.ideprints.umk.ac.id/1472/9/Appendix.pdfberinteraksi dengan...
46
Apendix 1
KURIKULUM TINGKAT SATUAN PENDIDIKAN (KTSP)
PERANGKAT PEMBELAJARAN
SILABUS PEMBELAJARAN
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/2
Nama Guru :Nikwati, S.Pd
Sekolah : MTs Naba’ul Ulum Pati
47
SILABUS PEMBELAJARAN
Sekolah : MTs Naba’ul Ulum Pati
Kelas : VIII (Delapan )
Mata Pelajaran : Bahasa Inggris
Semester : 2 (Dua)
Standar Kompetensi : Mendengarkan
1. Memahami makna dalam percakapan transaksional dan interpersonal pendek sederhana untuk
berinteraksi dengan lingkungan sekitar
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
Merespo
n makna
yang
terdapat
dalam
percakapan
transaksional
(to get things
done) dan
interpersonal
(bersosialisas
i) pendek
sederhana
secara
akurat,
lancar, dan
berterima
untuk
1. Percakapan
yang
memuat
ungkapan-
ungkapan
berikut:
Contoh :
A: Do you
mind
lending me
some
money?
B: No Problem
/ I
want to, but
...
1. Eliciting
kosakata
terkait topik
yang akan
dibahas
(noun, verb,
adjective,
adverb)
2. Menentukan
makna kata
dan
menggunak
annya
dalam
kalimat
3. Mendengark
an guru dan
1. Merespon
ungkapan
meminta,
memberi,
menolak jasa
2. Merespon
ungkapan
meminta,me
mberi,
menolak
barang
3. Merespon
ungkapan
meminta,
memberi,
mengingkari
informasi
Tes
tertulis
Tes lisan
Tes tulis
1. Isian
singkat
2. Jawaban
singkat
3. Pilihan
ganda
1.Listen to
the
expression
and
write your
response to
it.
2.Listen to
the
expression
and
give your
response to
it.
3.Listen to
2 x 40
menit
1. Rekaman
percakapa
n
2. CD
3. gambar
4. Benda
sekitar
48
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
berinteraksi
dengan
lingkungan
terdekat
yang
melibatkan
tindak tutur:
meminta,
memberi,
menolak
jasa,
meminta,
memberi,
menolak
barang, dan
meminta,
memberi dan
mengingkari
informasi,
meminta,
memberi,
dan menolak
pendapat,
dan
menawarkan
/ menerima /
menolak
sesuatu
A: Can I have
a
bit
B: Sure, here
you
are
A:Here’s some
money for
you
B: I can’t take
this,
sorry
A: Do you like
it?
B: Yes I do
A: Have you
done
it?
B: Sorry, I
haven’t
-A: Do you
think
it’s
good?
B: I think so /
menirukan
ungkapan-
ungkapan
terkait
materi
4. Mendengark
an
percakapan
tentang
materi
terkait
5. Menjawab
berbagai
informasi
yang
terdapat
dalam
percakapan
6. Merespon
ungkapan-
ungkapan
yang terkait
materi
4. Merespon
ungkapan
meminta,me
mberi,
menolak
pendapat
5. Merespon
ungkapan
meminta,me
nerima,
menolak
tawaran
the dialogue
and choose
the right
answer.
1 Buku teks
yang
relevan
49
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
Merespo
n makna
yang
terdapat
dalam
percakapan
transaksional
(to get things
done) dan
Sorry,
I can’t say
anything
A: Would you
like
some...
B: Yes, please
/
No, thanks
2. Tata Bahasa
Do you mind
....?
Present
Perfect
3. Kosa kata
Kata terkait
tema
dan jenis teks
4. Ungkapan
Baku
- No Problem
- Sorry
- Yes, Please
- No, Thank
1. Tanya
jawab
berbagai hal
terkait
tema/topik
yang akan
dibahas
2. Mendaftar
kosakata
1. Merespon
ungkapan
meminta,me
mberi
persetujuan
2. Merespon
ungkapan
pernyataan
3. Merespon
ungkapan
memberi
perhatian
terhadap
pembicara
4. Mengawali,
Tes lisan
Tes lisan
Tes tulis
Merespon
ungkapan
Merespon
ungkapan
Melengkapi
percakapan
Pilihan
ganda
Listen to the
expressions
and give your
response to
them.
Listen to the
dialogue and
complete the
text
Listen to the
dialogue and
2 x 40
menit
2 Script
percakapan
3 Rekaman
percakapan
4 Tape
recorder
5 Gambar
yang
relevan
50
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
interpersonal
(bersosialisas
i) pendek
sederhana
secara
akurat,
lancar, dan
berterima
untuk
berinteraksi
dengan
lingkungan
terdekat
yang
melibatkan
tindak tutur:
meminta,
memberi
persetujuan,
merespon
pernyataan,
memberi
perhatian
terhadap
pembicara,
mengawali,
memperpanj
ang, dan
menutup
you
1. Percakapan
yang memuat
ungkapan-
ungkapan
berikut:
- A: What if it I
do it
again.
B: Fine, with
me.
- A:I have to go
now.
B:Do you have
to?
- A: ..........
B: Right / I see
/
Hm...m.
- Hello, excuse
me .....
- Did you? /
Were
yang
digunakan
dalam
percakapan
3. Menentukan
makna
kosakata
dalam daftar
4. Menggunak
an kosakata
dalam
kalimat
5. Tanya
jawab
menggunak
an
ungkapan –
ungkapan
terkait
6. Menirukan
ungkapan
yang
diucapkan
guru
7. Mendengark
an
percakapan
memperpanja
ng an
menutup
percakapan
5. Merespon
ungkapan
mengawali,
memperpanja
ng dan
menutup
percakapan
telepon
choose the
best answer
Listen to the
dialogue and
choose the
best answer
51
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
percakapan,
dan
mengawali,
memperpanj
ang, dan
menutup
percakapan
telepon
you ?
- Thanks/ Bye.../
See
you.
- Could I speak
to ....
please?
- Well, I’m
calling
to....
- Nice talking
to you
2. Tata Bahasa
- Have / Has
to
- Could I ...?
- Past form of
be
3. Kosa kata
Kata terkait
tema
dan jenis teks
8. Menjawab
pertanyaan
tentang
percakapan
52
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
Karakter siswa yang diharapkan : Dapat dipercaya (
Trustworthines)
Rasa hormat dan perhatian (
respect )
Tekun ( diligence )
53
SILABUS PEMBELAJARAN
Sekolah : MTs Naba’ul Ulum Pati
Kelas : VIII (Delapan )
Mata Pelajaran : Bahasa Inggris
Semester : 2 (Dua)
Standar Kompetensi : Mendengarkan
2. Memahami makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk narrative dan
recount untuk berinteraksi dengan lingkungan sekitar.
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
Merespon
makna yang
terdapat dalam
teks lisan
fungsional
pendek
sederhana secara
akurat, lancar,
dan berterima
untuk
berinteraksi
dengan
lingkungan
sekitar
1.Teks
fungsional
pendek
berbentuk:
- Notices
- Iklan
2. Tata Bahasa
- Kalimat
perintah
- kalimat
ajakan
3.Kosa kata
1. Eliciting
kosakata
terkait topik
yang akan
dibahas
(noun, verb,
adjective,
adverb)
2. menentukan
makna kata
dan
menggunaka
nnya dalam
kalimat.
3. Mendengarka
n guru dan
1. Mengiden
tifikasi
berbagai
informasi
dalam teks
fungsional
pendek
- Notices
- Iklan
2. Mengiden
tifikasi tujuan
komunikatif
teks fungsional
pendek
Tes tulis
Melengkapi
rumpang
Benar /
Salah
Listen to the
dialogue and
complete the
following text.
Listen to the
dialog and
decide
whether the
statements
are True or
False
2 x 40
menit
1. Buku
teks
yang
relevan
2. Script
teks
fungsion
al
pendek
3. Contoh
teks
fungsion
al
4. Gambar
yang
54
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
Merespon
makna yang
terdapat dalam
monolog pendek
sederhana secara
akurat, lancar,
dan berterima
untuk
berinteraksi
dengan
lingkungan
sekitar dalam
teks berbentuk
narrative dan
- terkait tema
dan
jenis teks
4.Ungkapan
Baku
- Be ware
1.Teks monolog
pendek
berbentuk :
- narrative
- recount
2. Tata Bahasa
- Simple past
tense
-Past
Continuous tense
3. Kosa kata
- kata terkait
tema dan
jenis teks
1. Ungkapan
Baku
- It’s terrific !
menirukan
ungkapan-
ungkapan
terkait materi
4. Mendengarka
n teks
fungsional
5. Menjawab
berbagai
informasi
yang terdapat
dalam teks.
6. Menentukan
makna teks
fungsional
yang
diperdengark
an.
1. Tanya jawab
berbagai hal
terkait
tema/topik
yang akan
dibahas.
2. Mendaftar
kosakata
1. Mengidentifi
kasi berbagai
informasi
dalam teks
monolog
narative dan
recount.
2. Mengidentifi
kasi tujuan
komunikatif
Tes tulis
Pilihan
ganda
Melengkapi
rumpang
Listen to the
text and
choose the
right answer
Listen to the
text and
complete the
bellow
sentences
4 x 40
menit
relevan
1. Buk
u teks
yang
relevan
2. Scrip
t cerita
naratif
3. Reka
man cerita
55
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
recount
- It’s
wonderful
yang
digunakan
dalam
percakapan
3. Menentukan
makna
kosakata
dalam daftar.
4. Mendengarka
n teks
narrative /
recount yang
dibacakan
guru.
5. Tanya jawab
berbagai
informasi
tentang teks
yang dibaca
guru.
6. Mendengarka
n teks
narrative /
recount
lainnya.
7. Menjawab
pertanyaan
tentang teks
teks naratif
dan recount
56
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
narrative /
recount yang
didengar
secara lisan.
Karakter siswa yang diharapkan : Dapat dipercaya (
Trustworthines)
Rasa hormat dan perhatian ( respect
)
Tekun ( diligence )
5.
57
SILABUS PEMBELAJARAN
Sekolah : MTs Naba’ul Ulum Pati
Kelas : VIII (Delapan )
Mata Pelajaran : Bahasa Inggris
Semester : 2 (Dua)
Standar Kompetensi : Berbicara
3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk
berinteraksi dengan lingkungan sekitar
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
9.1.Mengungkap
kan makna
dalam
percakapan
transaksional
(to get things
done) dan
interpersonal
(bersosialisas
i) pendek
sederhana
dengan
menggunaka
n ragam
bahasa lisan
secara akurat,
1.Percakapan
singkat memuat
ungkapan –
ungkapan :
Contoh :
-.A: Do you mind
lending me
some money?
B: No, problems
-.A: Can I have a
bit?
B: Sure, here
you are.
1. Mengemban
gkan
kosakata
terkait
dengan jenis
ungkapan
dan
tema/topik
yang terkait
2. Tanya jawab
tentang
berbagai hal
menggunaka
n ungkapan
terkait
materi/topik.
1.Bertanya dan
menjawab
tentang
meminta,me
mberi,menola
k jasa
2.Bertanya dan
menjawab
tentang
meminta,me
mberi,menola
k barang
3.Bertanya dan
menjawab
tentang
meminta,me
Unjuk
kerja
Uji petik
berbicara,
Bermain
peran
Create a
dialogue
based on the
role cards
and perform it
in front of the
class
4 x 40
menit
1.Buku teks
yang
relevan
2.Gambar
yang
relevan
3. Bend
a sekitar
4. Role
cards
58
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
lancar, dan
berterima
untuk
berinteraksi
dengan
lingkungan
terdekat yang
melibatkan
tindak tutur:
meminta,
memberi,
menolak jasa,
meminta,
memberi,
menolak
barang,
meminta,
memberi dan
mengingkari
informasi,
meminta,
memberi, dan
menolak
pendapat, dan
menawarkan
/ menerima /
menolak
sesuatu
-.A: Here is some
money for
you.
B: Sorry, I can’t
take this.
-.A: Do you like
it ?
B: Yes, I do.
-.A: Have you
done it?
B:No, I haven’t.
-.A: Do you think
it’s good?
B: I think it is /
Sorry I can’t
say any thing
-.A: Would you
like some .....?
B: Yes, please /
No, Thanks
tema yang di
pillih
3. Menirukan
ungkapan-
ungkapan
terkait
materi yang
diucapkan
guru
4. Latihan
bertanya dan
menjawab
menggunaka
n ungkapan
yang telah
dipelajari
secara
berpasangan
5. Bermain
peran
melakukan
percakapan
berdasarkan
situasi yang
diberikan
mberi dan
mengingkari
informasi
4.Bertanya dan
menjawab
tentang
meminta,me
mberi dan
menolak
pendapat
5.Bertanya dan
menjawab
tentang
menawarkan,
menerima,me
nolak sesuatu
59
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
9.2.Mengungkap
kan makna
dalam
percakapan
transaksional
(to get things
done) dan
interpersonal
2.Tata Bahasa
- Do you
mind ....
- Present
perfect tense
3. Kosa kata
- Kata terkait
tema dan jenis
teks
4. Ungkapan
Baku
- No Problem
- Sorry
- No, thanks
- Yes, Please
1. Teks
percakapan
memuat
ungkapan
berikut:
Contoh :
- A: what if I do
it again?
B: Fine with
1.Tanya jawab
menggunakan
berbagai
kosakata dan
ungkapan
yang telah
dipelajari
1. Bertanya dan
menjawab
tentang
meminta,me
mberi
persetujuan
2. Bertanya dan
menjawab
tentang
Unjuk
kerja
Uji petik
berbicara
Bermain
peran
Create a
dialogue
based on the
role cards
and perform it
in front of the
class.
2 x 40
menit
1. Buk
u teks
yang
relevan
2. Gam
bar yang
relevan
3. Bend
a sekitar
4. Kart
u peran
60
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
(bersosialisas
i) pendek
sederhana
dengan
menggunaka
n ragam
bahasa lisan
secara akurat,
lancar, dan
berterima
untuk
berinteraksi
dengan
lingkungan
terdekat yang
melibatkan
tindak tutur:
meminta,
memberi
persetujuan,
merespon
pernyataan,
memberi
perhatian
terhadap
pembicara,
mengawali,
memperpanja
ng, dan
me.
- A: I Must go
now
B: Do you have
to?
Right.
I see.
Hm...m yeah
Hello,excuse
me
Did you? /
Were you?
Thanks/ Bye /
see you
Could I speak
to ..?
Well,I’m
calling to ...?
Nice talking to
you.
2.Mendengarka
n yang
memuat
ungkapan-
ungkapan
yang telah
dipelajari
3.Menjawab
pertanyaan
tentang isi
percakapan
4.Menjawab
pertanyaan
tentang
makna dan
fungsi
ungkapan
terkait
5.Menggunaka
n ungkapan –
ungkapan
terkait
berdasarkan
konteks
6.Bermain
peran
mengunakan
ungkapan
merespon
pernyataan
3. Bertanya dan
menjawab
tentang
memberi
perhatian
terhadap
lawan bicara
4. Mengawali,m
emperpanjang
menutup
percakapan
5. Mengawali,m
emperpanjang
menutup
percakapan
telepon
61
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
menutup
percakapan,
serta
mengawali,
memperpanja
ng, dan
menutup
percakapan
telepon
2. Tata Bahasa
- Past form of be
3. Kosa kata
- Kata terkait
tema dan jenis
teks
4. Spelling and
intonation
yang telah
dipelajari
Karakter siswa yang diharapkan : Dapat dipercaya (
Trustworthines)
Rasa hormat dan perhatian ( respect
)
Tekun ( diligence )
4.
62
SILABUS PEMBELAJARAN
Sekolah : MTs Naba’ul Ulum Pati
Kelas : VIII (Delapan )
Mata Pelajaran : Bahasa Inggris
Semester : 2 (Dua)
Standar Kompetensi : Berbicara
4. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk recount,
dan narrative untuk berinteraksi dengan lingkungan sekitar
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
10.1 Mengungka
pkan makna
dalam teks
lisan
fungsional
pendek
sederhana
dengan
menggunak
an ragam
bahasa lisan
secara
akurat,
lancar dan
1.Teks
fungsional
pendek :
- Notices
- Iklan
2. Tata Bahasa
- Imperatives
- Comparison
3. Kosakata
- Kata terkait
1. Review
kosakata
dan
ungkapan
yang
digunakan
dalam teks
fungsional
pendek
terkait
materi
2. Membuat
kalimat
sederhana
1.Mengungkap
kan secara
lisan teks
fungsional :
-
Pengumuman
- Undangan
- Pesan
singkat
2.Bertanya dan
menjawab
secara lisan
berbagai info
dalam teks
Unjuk
kerja
Uji petik
berbicara
1. Give
suitable
notices
based on
the
pictures
2. Make
simple
advertism
ents based
on the
pictures
4 x 40
menit
1. Buk
u teks
yang
relevan
2. Gam
bar terkait
materi dan
topik
3. Ben
da
sekit
ar
4. Teks
63
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
berterima
untuk
berinteraksi
dengan
lingkungan
sekitar
10.2 Mengungka
p kan
makna
tema dan jenis
teks
4. Ungkapan
baku
- attention,
please
1.Teks monolog
berbentuk
untuk:
- Memberi
perhatian
(Notice)
- Menarik
seseorang
membeli
/
menggun-
akan
produk
terten-tu
3. Membahas
gambit-
gambit
yang sering
muncul
dalam teks
fungsional
terkait
4. Membuat
secara
lisan:
pengumuman
, undangan,
pesan singkat
- Melakukan
monolog pendek
sederhana dalam
Unjuk
kerja
Uji Petik
berbicara
1. Tell us
briefly
8 x 40
menit
bentuk
khusus:
- undanga
n
- pengum
uman
- pesan
singkat
64
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
dalam
monolog
pendek
sederhana
dengan
menggunak
an ragam
bahasa lisan
secara
akurat,
lancar, dan
berterima
untuk
berinteraksi
dengan
lingkungan
sekitar
dalam teks
berbentuk
recount
dan
narrative
recount dan
narrative.
2.Ciri-ciri
kebahasaan teks
narrative dan
recount.
3.Langkah
retorika teks
narrative dan
recount.
4. Tata Bahasa
- Simple Past
tense
- Past continuous
tense
- temporal
conjuntions
- Connective
words
- Adverbs
- Adjectives
5.Kosa kata
- Notice
- Iklan
1. Review
kosakata
dan tata
bahasa
terkait jenis
teks recount
dan
narrative
dngan tema
yang dipilih
2. Membuat
kalimat
sederhana
secara lisan
terkait ciri-
ciri
kebahasaan
teks recount
dan
narrative
- simple
past
- past
bentuk narrative
dan recount
what you
did
yesterday
2. Retell a
story that
you know
very well.
3. Tell a
story
based on
the series
of a
pictures
given.
1.Buku teks
yang
relevan
2.Gambar
yang
relevan
3.Benda
sekitar
4. Buku
cerita
dalam
bahasa
Inggris
65
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
- kata terkait
tema dan jenis
teks
6.Ungkapan
baku
- Really?
- That’s terrible
- How Then ?
continuou
s
- temporal
conjunctions
- connectiv
e words
- adverbs
- adjectives
3. Melakukan
percakapan
terkait
kegiatan
yang
dialami atau
cerita
populer di
kotanya
menggunaka
n gambit-
gambit yang
sesuai.
Contoh:
Really?
That’s
terrible!,
How then?,
66
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
First,....,
then....,
finally...
4. Menceritaka
n kembali
kegiatan /
pengalaman
atau teks
narative
yang pernah
didengar
Menceritaka
n
berdasarkan
foto atau
Gambar
cerita
populer.
Karakter siswa yang diharapkan : Dapat dipercaya (
Trustworthines)
Rasa hormat dan perhatian (
respect )
Tekun ( diligence )
67
SILABUS PEMBELAJARAN
Sekolah : MTs Naba’ul Ulum Pati
Kelas : VIII (Delapan )
Mata Pelajaran : Bahasa Inggris
Semester : 2 (Dua)
Standar Kompetensi : Membaca
5.Memahami makna dalam esei pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan
lingkungan sekitar
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
11.1 Membaca
nyaring
bermakna
teks
fungsional
dan essai
pendek
sederhana
berbentuk
recount dan
narrative
dengan
ucapan,
tekanan dan
intonasi
yang
berterima
yang
1.Teks Essai
berbentuk
narrative /
recount
2.Ciri
kebahasaan
Teks Essai
berbentuk
narrative /
recount
3.Tujuan
komunikatif
teks essai
narratif /
recount
1. Tanya jawab
mengembang
kan kosakata
berdasarkan
gambar /
cerita popular
2. Tanya jawab
menggali
informasi
dalam cerita
berdasarkan
gambar
3. Mendengarka
n teks
narrative /
recount yang
Membaca
nyaring dan
bermakna teks
essai
berbentuk
narrative /
recount
Mengidentifik
asi berbagai
makna teks
narrative /
recount
Tes lisan
Tes tulis
Membaca
nyaring
Pilihan
ganda
Read the story
aloud.
Choose the
right answer
based on the
text.
4 x 40
menit
1.Buku teks
yang
relevan
2. Buku
cerita
bahasa
Inggris
3. Gambar -
gambar
terkait
cerita
4. Rekaman
cerita
68
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
berkaitan
dengan
lingkungan
sekitar
11.2 Merespon
makna
dalam teks
tulis
fungsional
pendek
sederhana
secara
akurat,
lancar dan
berterima
yang
berkaitan
dengan
lingkungan
sekitar
4.Langkah
retorika
narrative /
recount
5. Spelling,
stress,
intonation
dibaca guru
4. Membaca
nyaring teks
narrative /
recount
dengan
ucapan dan
intonasi yang
benar
5. Menjawab
berbagai
pertanyaan
tentang
informasi
dalam teks
yang di baca
6. Menentukan
tujuan
komunikatif
teks
narrative /
recount yang
di baca
7. Menentukan
langkah
retorika dari
teks
narrative /
Mengidentifik
asi tujuan
komunikatif
teks narrative
/ recount
Mengidentifik
asi langkah
retorika dan
ciri
kebahasaan
teks narrative
/ recount
Tes Tulis
Tes Tulis
Isian singkat
Pertanyaan
tertulis
Complete the
following
sentences
using the
information
from the text.
Answer the
following
questions
based on the
text.
1.Buku
teks yang
relevan
69
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
11.3 Merespon
makna dan
langkah
retorika dalam
esei pendek
sederhana
secara akurat,
lancar dan
berterima
yang
berkaitan
dengan
lingkungan
sekitar dalam
1.Teks fungsional
:
- undangan
- pengumuman
- pesan
- iklan
2.Tujuan
komunikatif
3.Ciri kebahasaan
recount yang
di baca
8. Menentukan
ciri
kebahasaan
teks
narrative /
recount yang
di baca
9. Membaca
teks
narrative /
recount
lainnya
1. Mencermati
teks
fungsional
pendek terkait
materi
2. Menyebutkan
jenis teks
fungsional
yang
dicermati
3. Membaca
nyaring teks
fungsional
Mengidentifik
asi berbagai
informasi
dalam teks
fungsional
Mengidentifik
asi tujuan
komunikatif
teks
fungsional
Mengindentifi
kasi ciri
kebahasaan
teks
Tes tulis
Tes tulis
Tes tulis
PG
Jawaban
singkat
Jawaban
singkat
Choose the
best option,
a,b,c or d
Answer the
following
questions
Give short
answers !
4 x 40
menit
2.Contoh
teks
fungsion
al
3.Gambar
terkait
materi
dan topik
4.Benda
sekitar
70
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
teks berbentuk
recount dan
nararative
terkait materi
4. Menjawab
pertanyaan
tentang
informasi
yang terdapat
dalam teks
5. Menyebutkan
ciri-ciri teks
fungsional
yang dibaca
6. Membaca teks
fungsional
pendek
lainnya dari
berbagai
sumber
fungsional
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
71
SILABUS PEMBELAJARAN
Sekolah : MTs Naba’ul Ulum Pati
Kelas : VIII (Delapan )
Mata Pelajaran : Bahasa Inggris
Semester : 2 (Dua)
Standar Kompetensi : Menulis
6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan
narrative untuk berinteraksi dengan lingkungan sekitar
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
12.1. Mengungk
apkan
makna
dalam
bentuk teks
tulis
fungsional
pendek
sederhana
dengan
menggunak
an ragam
bahasa tulis
secara
akurat,
lancar dan
1. Teks
fungsional :
- Notices
- iklan
2. Tata bahasa
- Imperratives
- Getting attention
- Comparison
3. Kosa kata
Kata terkait
tema dan jenis
teks
1. Review
tujuan
komunikatif
dan ciri-ciri
kebahasaan
teks
fungsional
pendek
terkait
materi
2. Menulis
kalimat
sederhana
untuk -
memberi
himbauan
Menulis teks
fungsional pendek
berbentuk :
- Notices
- Iklan
Tes tulis
Product
Essay
Completion
Penugasan
1. Write
sentences
based on the
situation
given.
2. Compl
ete the text
using
suitable
word/words.
3. Write
notices
related to
certain
places
4. Write
4 x 40
menit
1.Buku teks
yang
relevan
2.Contoh
teks
fungsional
3.Gambar
terkait
materi dan
topik
4.Benda
sekitar
72
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
berterima
untuk
berinteraksi
dengan
lingkungan
sekitar
12.2. Mengungk
ap kan
makna dan
langkah
retorika
dalam esei
pendek
sederhana
dengan
menggunak
an ragam
bahasa tulis
secara
akurat,
lancar dan
berterima
4. Tanda baca,
Spelling
1. Teks Essai
narrative /
recount
2. Ciri
kebahasaan
teks narrative
/ recount
3. Langkah
retorika teks
narrative /
recount
4. Tatabahasa
- Simple past
- Past
continuous
5. Kosakata
- Kata terkait
tema dan jenis
/
peringatan
-
mengikl
an-kan
sesuatu
3. Melengkapi
teks
fungsional
pendek
4. Menulis teks
fungsional
pendek
1. Review ciri
kebahasaan
teks
narrative/
recount
2. Membuat
kalimat
sederhana
terkait teks
narrative/
recount
3. Mengembang
Menulis teks
pendek dan
sederhana dalam
bentuk recount /
narrative dengan
langkah retorika
yang benar
Tes
tertulis
Proyek
Uraian
Penugasan
an
advertisemen
t promoting
a certain
product.
Write a short
recount/narrat
ive text based
on:
a.Your
experience
happend to
you
b.The story
You have
ever read
c. Series of
pictures
given.
8 x 40
menit
1.Buku teks
yang
relevan
2. Buku
cerita
bahasa
Inggris
3. Gambar -
gambar
terkait
cerita
73
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
untuk
berinteraksi
dengan
lingkungan
sekitar
berbentuk
recount dan
narrative
teks
6. Tandabaca,
spelling
kan langkah
retorika teks
recount dan
narrative
4. Membuat
draft teks
recount dan
narrative
5. Menulis teks
recount dan
narrative
berdasarkan
draft yang
dibuat
6. Memajang
hasil tulisan
di dinding
Find 5 short
texts of
recount or
narratives and
expose them.
Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
74
Mengetahui;
Kepala MTs. Naba’ul Ulum
Hasan Manshur, S.Fil.I
Pati, 11 Agustus 2012
Guru Mapel Bahasa Inggris,
Nikwati, S.Pd
75
Apendix 2
LESSON PLAN
School : MTs Naba’ul Ulum Pati
Lesson/Subject : English
Subject Matter : Writing
Material : Narrative text
Class : VIII
Semester : 2 (second semester )
Lesson Year : 2012 / 2013
Time/Duration : 12 x 45 minutes (6 meeting)
This lesson plan is used for six meeting of english teaching learning procces. The steps are same
in the six meeting because the writer teaches the students about writing narrative text by puppet
show. But, the materials (narrative text) that given to the students are different in every meeting.
A. Standard Competence
Writing
12. To express the meaning of short functional text and and short simple essay in form of
narrative text for interacting with surrounding environment.
B. Basic competence
12.2. To express the meaning of short functional text by using written language accurately,
fluently, and acceptable for interacting with surrounding invironment.
C. Indicators
Understanding the social function of the narrative text
Understanding the generic structure
Understanding the social function
Understanding of language features of narrative text
Using the right tenses in wrting narrative text
76
Writing narrative text well
D. PURPOSE OF THE TEACHING
In the end of teaching learning process, the students are able to:
Understand the social function of the narrative text
Understand the generic structure
Understand the social function
Understand of language features of narrative text
Use the right tenses in wrting narrative text
Write narrative text well
E. Teaching material
Monolog text : Narrative text
The Legend of Surabaya
A long time ago in East Java there were two strong animals, Sura
and Baya. Sura was a shark and Baya was a crocodile. They lived in the
sea. Actually, they were friends. But when they were hungry, they were
very greedy. They did not want to share their food. They would fight for
it and never stop fighting until one of them gave up.
It was a very hot day. Sura and Baya were looking for some
food. Suddenly, Baya saw a goat. “Yummy, this is my lunch,” said
Baya. “Noway! This is my lunch. You are greedy! I had not eaten for
two days!” Said sura days!” said Sura.
Then Sura and Baya fought again. After several hours, they were very
tired. Sura had a plan to stop their bad behavior.
“I’m tired of fighting, Baya,” said Sura. “Me too”. What should we
do to stop fighting? Do you have any idea?” asked Baya. “Yes, I do.
Let’s share our territory. I live in the water, so I look for food in the sea.
And you live on the land, right? So, you look for the food also on the
land. The border is the beach, so we will never meet again. Do you
agree?” asked Sura. “Hmm... let me think about it. OK, I agree. From
today, I will never go to the sea again. My place is on the land,” said
Baya.
Then they both lived in the different places. But one day, Sura went
to the land and looked for some food in the river. He was very hungry
and there was not much food in the sea. Baya was very angry when he
knew that Sura broke the promise. “Hey, what are you doing here? This
Orientation
Complication
Resolution
Complication
Resolution
77
is my place. Your place is in the sea!” “But, there is water in the river,
right? So, this is also my place!” said Sura.
Then Sura and Baya fought again. They both hit each other. Sura bit
Baya's tail. Baya did the same thing to Sura. He bit very hard until Sura
finally gave up. He went back to the sea. Baya was very happy. He had
his place again.
The place where they were fighting was a mess. Blood was
everywhere. People then always talked about the fight between Sura and
Baya. They then named the place of the fight as Surabaya, it’s from Sura
the shark and Baya the crocodile. People also put their war as the symbol
of Surabaya city.
We can get the message from that story that we must keep our
promise and never break the promise.
a. Social function
To amuse, entertain and to deal with actual or vicarious experience in different ways;
Narratives deal with problematic events which lead to a crisis or turning point of some kind,
which in turn finds resolution.
b. Generic structure
1. Orientation (time, place, and characters)
2. Major complication (the problem is raising)
3. Resolution (solution of the problem)
4. Complication (the problem is raising)
5. Major resolution (the solution or ending)
6. Re-orientation (the message of the story) optional
c. Language features:
- Focus on specific individual participant.
- Use simple past tense
- Use temporal conjunction
Simple past tense
Past tense is used for expressing the past event.
The pattern of past tense is explained below:
Re-
orientation
78
Positive (+) S V2 O/A/Adj
Negative (-) S Did not +
V1
O/A/Adj
Introgative (?) To
be/auxalary
S V1 O/A/Adj
Example: (+) Brian danced hip hop last week.
(-) Brian did not dance hip hop last week.
(?) Did Brian dance hip hop last week?
Regular verb
V I V 2 V 3
Dance Danced Danced
Play Played played
Study Studied Studied
Irregular verb
V I V 2 V 3
Go Went Gone
Eat Ate Eaten
Think Thought Thought
F. Teaching method
Four stages method ( BKOF, JCT, MOT, ICT)
G. STEPS OF THE TEACHING
First meeting
1. Pre teaching 10 minutes
Orientation
Greeting
Praying
Checking the attendance list
Giving question to students about story that students heard at
home
79
Apperception
Giving question related to the material.
Teacher clarifies students’ answer.
Motivation
Giving some advantages of studying narrative text.
2. Whilst Teaching
Exploration 20 minutes
The teacher explains the material of narrative text. (social
function, generic structure and language features)
The teacher explains about puppet show.
Elaboration 60 minutes
The teacher explains about puppet show by using the puppet of
charracters in narrative text.
The students guess the charracters that the teacher made from the
story.
The teacher explains the material of narrative text. (social
function, generic structure and language features).
The teacher shows how to use puppet show.
Second meeting
Confirmation 80 minutes
The students show in front of class using puppet show to tell the
story.
The other students listen and write the story from the puppet show.
3. Post Teaching 10 minutes
Giving home work to students to make a story and tell the story in
front of the class by using puppet show.
Students are also remained about narrative text.
Giving motivation to students to study at home.
Closing the class with parting.
80
Third meeting
1. Pre teaching 10 minutes
Orientation
Greeting
Praying
Checking the attendance list
Giving question to students about activity of students at home
Apperception
Giving question related to the material.
Teacher clarifies students’ answer.
Motivation
Giving some advantages of studying narrative text.
2. Whilst Teaching
Exploration 20 minutes
The teacher explains the material of narrative text. (social
function, generic structure and language features)
The teacher explains about puppet show.
Elaboration 60 minutes
The students listen and write the features of narrative text from
puppet show by thr teacher.
The teacher asks the students to discuss about the story from
puppet show.
Fourth Meeting
Confirmation 80 minutes
The students show their story from the puppet show.
The students submit their writing based on story from puppet
show.
3. Post Teaching 10 minutes
81
Giving home work to students to write the story that they have
ever heard.
Students are also remained about narrative text.
Giving motivation to students to study at home.
Closing the class with greeting
Fifth meeting
1. Pre teaching 10 minutes
Orientation
Greeting
Praying
Checking the attendance list
Giving question to students about activity of students at home
Apperception
Giving question related to the material.
Teacher clarifies students’ answer.
Motivation
Giving some advantages of studying narrative text.
2. Whilst Teaching
Exploration 20 minutes
The teacher explains the material of narrative text. (social
function, generic structure and language features)
The teacher explains about puppet show.
Elaboration 60 minutes
The teacher gives the students chance to ask the material about
narrative text from the puppet show.
The students listen the story from the puppet show and write the
story.
Sixth meeting
82
Confirmation 80 minutes
The students construct the information about the story from puppet
show in form of narrative text.
The students retell about narrative text.
3. Post Teaching 10 minutes
Giving home work to students to submit their narrative text.
Students are also remained about narrative text.
Giving motivation to students to study at home.
Closing the class with greeting
H. Source and materials
English book for junior high school VIII.
Student’s work sheet.
BSE for Eighth grade students of junior high school.
I. Assesment
Written assesment
Correct the right tenses
Match the vocabulary with the meaning
Arrange the jumble paragraph into good order
Writing narrative text
J. Scoring
Scoring Guidance:
Aspects Achievement Level SCORE
Relevancy of
assesment
Excellent
do the assesment with the litle false
unrelevant with the assesment
do not do the assesment given
21-25
16-20
11-15
0-10
Coherence Good coherence and cohesion
Effective enough in writing
Less communicative
Less communicative
21-25
16-20
11-15
0-10
83
Grammar (tenses) Excellent grammar (right tenses)
Some error in grammar
Many errors in grammar
Almost all errors in grammar
21-25
16-20
11-15
0-10
Diction Good diction
Good enough
Some errors diction
Many errors diction
21-25
16-20
11-15
0-10
Kudus, January 2013
Approved by:
English Teacher of The Writer
MTs Naba’ul Ulum Pati
Nikwati, S.Pd Kartika Sekarningrum
NIP NIM. 2008-32-021
84
Students’ Worksheet
Treatment 1 and 2
A. Match the words below with the meaning in the bracket!
B. Please correct the verb with the right form!
Example: Mouse deer (eat) the fruits yesterday.
Mouse deer (ate) the fruits yesterday.
1. The crocodile (float) in the river last night.
2. Sura (is) a shark and Baya (is) a crocodile.
3. Last night (is) raining.
4. Sura and Baya (are) looking for some food.
5. It (is) cool last night.
Treatment 3 and 4
A. Arrange the jumble paragraph below into the right paragraph.
a. The place where they were fighting was a mess. Blood was everywhere. People
then always talked about the fight between Sura and Baya. They then named the place
of the fight as Surabaya, it’s from Sura the shark and Baya the crocodile. People also
put their war as the symbol of Surabaya city.
We can get the message from that story that we must keep our promise and never
break the promise.
b. A long time ago in East Java there were two strong animals, Sura and Baya. Sura
was a shark and Baya was a crocodile. They lived in the sea. Actually, they were
friends. But when they were hungry, they were very greedy. They did not want to share
their food. They would fight for it and never stop fighting until one of them gave up.
Shark Stick River
Crocodile fruits float
Line up across leg
Laugh
Buaya tertawa tongkat
sungai Berbaris buah
Hiu kaki Hanyut
Menyebrang
85
c. It was a very hot day. Sura and Baya were looking for some food. Suddenly, Baya saw a
goat. “Yummy, this is my lunch,” said Baya. “Noway! This is my lunch. You are
greedy! I had not eaten for two days!” Said sura.
Then Sura and Baya fought again. After several hours, they were very tired. Sura had a
plan to stop their bad behavior.
d. Then they both lived in the different places. But one day, Sura went to the land and
looked for some food in the river. He was very hungry and there was not much food in
the sea. Baya was very angry when he knew that Sura broke the promise. “Hey, what are
you doing here? This is my place. Your place is in the sea!” “But, there is water in the
river, right? So, this is also my place!” said Sura.
e. “I’m tired of fighting, Baya,” said Sura. “Me too”. What should we do to stop fighting?
Do you have any idea?” asked Baya. “Yes, I do. Let’s share our territory. I live in the
water, so I look for food in the sea. And you live on the land, right? So, you look for the
food also on the land. The border is the beach, so we will never meet again. Do you
agree?” asked Sura. “Hmm... let me think about it. OK, I agree. From today, I will never
go to the sea again. My place is on the land,” said Baya.
f. Then Sura and Baya fought again. They both hit each other. Sura bit Baya's tail. Baya
did the same thing to Sura. He bit very hard until Sura finally gave up. He went back to
the sea. Baya was very happy. He had his place again.
Treatment 5 and 6
A. Please write the charracters from the story that you have heard from puppet show!
No Name Charracters
86
B. Write the generic structure of the text from the story that you have heard from puppet show!
TITLE
orientation
complication
Resolution
C. Write the story that you have heard from puppet show by your own words!
……………………………………
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87
………………………………………………………………………………………………………
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Pre-Test
Please write story by your own words, you can choose one of title below!
1. Snow white
2. Malin Kundang
3. Mouse Deer and Snail
Post Test
Listen and watch carefully the story from the puppet show and then re-write the story by using
your own words!
88
Apendix 3
The Name of the Students of VIII A MTs Naba’ul Ulum Pati In The Academic Year
2012/2013
No Name
1 Agung Kerismanto
2 Amaliya Maesaroh
3 Aulia Afianti
4 Aziz Syaefullaoh
5 Dewi Syafaatun
6 Dian Fitria Sari
7 Dwi Afriani
8 Dwi Risma
9 Edi Aprianto
10 Gianto
11 Hesti Noor
12 Ida Royani
13 Jabarto
14 Leni Widia
15 Moh. Nur Arifin
16 M. Fahrul Hidayah
17 M. Sigit
18 Noor Aziza
19 Noor Faiza
20 Nunik Astutik
21 Sherliyana Tiyas
22 Sunthi Lambang Sari
23 Syafaatun Nurul Y
24 Tri Rahmadani
25 Wahyu Yuliarti
89
Apendix 4
The Data of The Achievement of Writing Narrative Text of VIII Grade Students of MTs
Naba’ul Ulum Pati in Academic Year 2012/2013 before being Taught
by Using Puppet Show
NO. Nama S1 S2 S3 S4 S5 Total
1 Initial VIII 1 No. 1 10 10 8 5 5 38
2 Initial VIII 1 No. 2 10 10 6 10 10 46
3 Initial VIII 1 No. 3 10 15 7 10 10 52
4 Initial VIII 1 No. 4 10 10 8 5 10 30
5 Initial VIII 1 No. 5 10 10 6 5 5 36
6 Initial VIII 1 No. 6 10 20 7 20 12 69
7 Initial VIII 1 No. 7 5 10 8 5 10 38
8 Initial VIII 1 No. 8 5 10 7 5 10 37
9 Initial VIII 1 No. 9 10 5 8 5 20 48
10 Initial VIII 1 No. 10 10 5 8 15 5 43
11 Initial VIII 1 No. 11 5 10 9 5 5 34
12 Initial VIII 1 No. 12 20 5 8 5 5 43
13 Initial VIII 1 No. 13 5 5 8 5 5 28
14 Initial VIII 1 No. 14 5 10 8 5 5 33
15 Initial VIII 1 No. 15 5 5 6 5 10 31
16 Initial VIII 1 No. 16 10 10 7 5 10 42
17 Initial VIII 1 No. 17 10 5 8 5 5 33
18 Initial VIII 1 No. 18 20 10 7 15 10 62
19 Initial VIII 1 No. 19 5 15 6 5 10 41
20 Initial VIII 1 No. 20 10 5 8 10 5 38
21 Initial VIII 1 No. 21 10 10 8 10 15 53
22 Initial VIII 1 No. 22 10 20 9 20 10 69
23 Initial VIII 1 No. 23 10 10 8 10 15 53
24 Initial VIII 1 No. 24 10 10 7 10 10 47
25 Initial VIII No. 25 10 15 8 15 5 53
90
Apendix 5
The Data of The Achievement of Writing Narrative Text of VIII Grade Students of MTs
Naba’ul Ulum Pati in Academic Year 2012/2013 after being Taught
by Using Puppet Show
No Name S1 S2 S3 S4 S5 Total score
1 Initial VIII 1 No. 1 23 24 6 18 15 86
2 Initial VIII 1 No. 2 15 20 5 18 19 77
3 Initial VIII 1 No. 3 18 22 5 20 19 84
4 Initial VIII 1 No. 4 20 20 6 16 15 77
5 Initial VIII 1 No. 5 18 20 5 20 19 82
6 Initial VIII 1 No. 6 20 20 6 19 18 83
7 Initial VIII 1 No. 7 19 18 5 18 19 79
8 Initial VIII 1 No. 8 22 20 5 15 20 82
9 Initial VIII 1 No. 9 20 19 6 18 15 78
10 Initial VIII 1 No. 10 20 18 7 19 20 84
11 Initial VIII 1 No. 11 18 20 8 16 18 80
12 Initial VIII 1 No. 12 18 20 7 19 20 84
13 Initial VIII 1 No. 13 19 18 8 20 19 84
14 Initial VIII 1 No. 14 23 20 10 18 18 89
15 Initial VIII 1 No. 15 20 18 6 19 20 83
16 Initial VIII 1 No. 16 21 19 6 18 20 84
17 Initial VIII 1 No. 17 18 19 8 20 18 83
18 Initial VIII 1 No. 18 20 20 5 15 18 78
19 Initial VIII 1 No. 19 20 19 8 19 20 86
20 Initial VIII 1 No. 20 20 20 6 18 19 83
21 Initial VIII 1 No. 21 20 20 8 19 19 86
22 Initial VIII 1 No. 22 20 20 8 20 19 87
23 Initial VIII 1 No. 23 18 20 5 18 19 80
24 Initial VIII 1 No. 24 20 22 9 19 19 89
25 Initial VIII 1 No. 25 18 20 6 18 20 82
91
Apendix 6
The Calculation of Mean and Standard Deviation of The Achievement of Writing
Narrative Text of VIII Grade Students of MTs Naba’ul Ulum Pati in Academic Year
2012/2013 before being Taught
by Using Puppet Show
Number of Interval (K) = 1 + 3.3 log n
= 1 + 3.3 log 25
= 1 + 3.3 (1.4)
= 5. 62
= 6
Width interval (i) =
=
=
= 6.83
= 7
92
Score F x fX x' fx' (x')2 f(x'2)
63-69 2 66 132 3 6 9 18
56-62 1 59 59 2 2 4 4
49-55 4 52 208 1 4 1 4
42-48 7 45 315 0 0 0 0
35-41 6 38 228 -1 -6 1 6
28-34 5 31 155 -2 -10 4 20
∑ 25 291 1097 3 -4 19 52
a. Mean (average)
=
= 44.4
b. Standard Deviation
22 '.'.
N
xf
N
xfiSD
2
25
4
25
527SD
0256.008.27SD
SD= 10.03
93
Apendix 7
The Calculation of Mean and Standard Deviation of The Achievement of Writing
Narrative Text of VIII Grade Students of MTs Naba’ul Ulum Pati in Academic Year
2012/2013 after being Taught
by Using Puppet Show
Number of Interval (K) = 1 + 3.3 log n
= 1 + 3.3 log 25
= 1 + 3.3 (1.4)
= 5. 62
= 6
Width interval (i) =
=
=
= 2
Score F x fX x' fx' (x')2 f(x'2)
87-89 3 88 264 2 6 4 12
85-86 3 85.5 256.5 1 3 1 3
83-84 9 83.5 751.5 0 0 0 0
81-82 3 81.5 244.5 -1 -3 1 3
79-80 3 79.5 238.5 -2 -6 4 12
77-78 4 77.5 310 -3 -12 9 36
∑ 25 495.5 2065 -3 -12 19 66
94
c. Mean (average)
=
= 80.80
d. Standard Deviation
22 '.'.
N
xf
N
xfiSD
2
25
12
25
662SD
230.064.22SD
SD= 3.10
95
Apendix 8
The calculation to find out T-test
No. Name/Initial Pre-test post-test D D2
1 Initial VIII 1 No. 1 38 86 48 2304
2 Initial VIII 1 No. 2 46 77 31 961
3 Initial VIII 1 No. 3 52 84 32 1024
4 Initial VIII 1 No. 4 43 77 34 1156
5 Initial VIII 1 No. 5 36 82 46 2116
6 Initial VIII 1 No. 6 69 83 14 196
7 Initial VIII 1 No. 7 38 79 41 1681
8 Initial VIII 1 No. 8 37 82 45 2025
9 Initial VIII 1 No. 9 48 78 30 900
10 Initial VIII 1 No.10 43 84 41 1681
11 Initial VIII 1 No.11 34 80 46 2116
12 Initial VIII 1 No.12 43 84 41 1681
13 Initial VIII 1 No.13 28 84 56 3136
14 Initial VIII 1 No.14 33 89 56 3136
15 Initial VIII 1 No.15 31 83 52 2704
16 Initial VIII 1 No.16 42 84 42 1764
17 Initial VIII 1 No.17 33 83 50 2500
18 Initial VIII 1 No.18 62 78 16 256
19 Initial VIII 1 No.19 41 86 45 2025
20 Initial VIII 1 No.20 38 83 45 2025
21 Initial VIII 1 No.21 53 86 33 1089
22 Initial VIII 1 No.22 69 87 18 324
23 Initial VIII 1 No.23 53 80 27 729
24 Initial VIII 1 No.24 47 89 42 1764
25 Initial VIII 1 No.25 53 82 29 841
D =960 D2 = 40134
96
a. Calculate the t observation
to = 4.78
97
Table Significance at 5% and 1% Level of Significance
Degree of
freedom (df)
Value of “t” on the level of
significant
5% 1%
1 12.71 63.66
2 4.3 9.92
3 3.18 5.84
4 2.78 4.6
5 2.57 4.03
6 2.45 3.71
7 2.36 3.5
8 2.31 3.36
9 2.26 3.25
10 2.23 3.17
11 2.2 3.11
12 2.18 3.06
13 2.16 3.01
14 2.14 2.98
15 2.13 2.95
16 2.12 2.92
17 2.11 2.9
18 2.1 2.88
19 2.09 2.86
20 2.09 2.84
21 2.09 2.83
22 2.08 2.82
23 2.07 2.81
24 2.07 2.8
25 2.06 2.79
26 2.06 2.78
27 2.06 2.77
28 2.05 2.76
29 2.05 2.76
30 2.04 2.75
35 2.04 2.72
40 2.03 2.71
45 2.02 2.69
50 2.02 2.68
60 2.01 2.65
70 2 2.65
80 1.99 2.64
90 1.99 2.63
100 1.98 2.63
125 1.98 2.62
98
150 1.98 2.61
200 1.97 2.6
300 1.97 2.59
400 1.97 2.59
500 1.96 2.59
1000 1.96 2.58
The calculation result in the level of significance of the research is 0.05 and degree of
freedom which is counted from (N1 + N2) – 2 is 48, the writer finds that the t-table is 2.02
meanwhile the calculation result t-observation is 5.35. So, to compare t0 with t-table according
the following criteria:
If t0 > t-table (on the level of significance of 5 %): It means that the Alternative
Hypothesis (Ha) is accepted and the Null Hypothesis (H0) is rejected.
Based on the criteria above, show that the null hypothesis is rejected and the alternative
hypothes is accepted because the value of the t-observation is higher than t-table (t0 = 5.35 > tt =
2.02).
99
Apendix 10
Students’ Worksheet
Treatment 1 and 2
C. Match the words below with the meaning in the bracket!
D. Please correct the verb with the right form!
Example: Mouse deer (eat) the fruits yesterday.
Mouse deer (ate) the fruits yesterday.
6. The crocodile (float) in the river last night.
7. Sura (is) a shark and Baya (is) a crocodile.
8. Last night (is) raining.
9. Sura and Baya (are) looking for some food.
10. It (is) cool last night.
Treatment 3 and 4
B. Arrange the jumble paragraph below into the right paragraph.
g. The place where they were fighting was a mess. Blood was everywhere. People
then always talked about the fight between Sura and Baya. They then named the place
of the fight as Surabaya, it’s from Sura the shark and Baya the crocodile. People also
put their war as the symbol of Surabaya city.
We can get the message from that story that we must keep our promise and never
break the promise.
h. A long time ago in East Java there were two strong animals, Sura and Baya. Sura was a
shark and Baya was a crocodile. They lived in the sea. Actually, they were friends. But
Shark Stick River
Crocodile fruits float
Line up across leg
Laugh
Buaya tertawa tongkat
sungai Berbaris buah
Hiu kaki Hanyut
Menyebrang
100
when they were hungry, they were very greedy. They did not want to share their food.
They would fight for it and never stop fighting until one of them gave up.
i. It was a very hot day. Sura and Baya were looking for some food. Suddenly, Baya saw
a goat. “Yummy, this is my lunch,” said Baya. “Noway! This is my lunch. You are
greedy! I had not eaten for two days!” Said sura.
Then Sura and Baya fought again. After several hours, they were very tired. Sura had a
plan to stop their bad behavior.
j. Then they both lived in the different places. But one day, Sura went to the land and
looked for some food in the river. He was very hungry and there was not much food in
the sea. Baya was very angry when he knew that Sura broke the promise. “Hey, what
are you doing here? This is my place. Your place is in the sea!” “But, there is water in
the river, right? So, this is also my place!” said Sura.
k. “I’m tired of fighting, Baya,” said Sura. “Me too”. What should we do to stop fighting?
Do you have any idea?” asked Baya. “Yes, I do. Let’s share our territory. I live in the
water, so I look for food in the sea. And you live on the land, right? So, you look for the
food also on the land. The border is the beach, so we will never meet again. Do you
agree?” asked Sura. “Hmm... let me think about it. OK, I agree. From today, I will
never go to the sea again. My place is on the land,” said Baya.
l. Then Sura and Baya fought again. They both hit each other. Sura bit Baya's tail. Baya
did the same thing to Sura. He bit very hard until Sura finally gave up. He went back to
the sea. Baya was very happy. He had his place again.
Treatment 5 and 6
D. Please write the charracters from the story that you have heard from puppet show!
No Name Charracters
101
E. Write the generic structure of the text from the story that you have heard from puppet show!
TITLE
orientation
complication
Resolution
F. Write the story that you have heard from puppet show by your own words!
……………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………..
…………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………..
…………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
102
………………………………………………………………………………………………………
………………………..
…………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………..
Pre-Test
Please write story by your own words, you can choose one of title below!
4. Snow white
5. Malin Kundang
6. Mouse Deer and Snail
Post Test
Listen and watch carefully the story from the puppet show and then re-write the story by using
your own words!
103
CURRICULUM VITAE
Kartika Sekarningrum was born on November 15, 1990 in Pati. She is the last daughter of
Alm Mr. Tarmidjan and Mrs. Setiani. She has one brother, but she has 2 old sister.
She got first formal education in SD Negeri 02 margorejo Pati and graduated in 2002.
Then, she attended her study SMP Negeri 5 Pati and gratuated in 2005. After that, she entered to
SMA Nasional Pati and gratuated in 2008. She continued her study in English Education
Department, Teacher Training and Education Faculty of Muria Kudus University in 2008. She
chooses this faculty because she wants to know how to speak English well, understand about
English, and be an English teacher.
104
YAYASAN PEMBINA UNIVERSITAS MURIA KUDUS
UNIVERSITAS MURIA KUDUS
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Kampus Gondangmanis Bae Kudus Po.Box 53 Telp/Fax. 0291-4438229
STATEMENT
I, kartika sekarningrum (2008-32-021) state that my skripsi entitled:”The Achievement of
Narrative Text of The Eighth Grade Students of M Ts.Naba’ul Ulum Pati in The Academic Year
2012/2013 Taught by Using Puppet Show” is indeed the work of mine, not that of others’. I just
take some certain quotations from others’ scientific works as my references.
I am just responsible for this statement.
Kudus, maret 2013
Kartika Sekarningrum
2008-32-021
