Teaching Reading a Narrative Text by Using Story Face...
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1 Teaching Reading a Narrative Text by Using Story Face Strategy to Junior High School Students Paper Submitted as Partial Fulfillment to Obtain Strata 1 (S1) Degree By: Yossi Arisanti 72667/2006 Advisor: Yuli Tiarina,S.Pd. M.Pd. ENGLISH DEPARTMENT FACULTY OF LANGUAGE AND ARTS STATE UNIVERSITY OF PADANG 2011
Transcript of Teaching Reading a Narrative Text by Using Story Face...
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Teaching Reading a Narrative Text by Using
Story Face Strategy to Junior High School Students
Paper
Submitted as Partial Fulfillment to Obtain Strata 1 (S1) Degree
By:
Yossi Arisanti
72667/2006
Advisor:
Yuli Tiarina,S.Pd. M.Pd.
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND ARTS
STATE UNIVERSITY OF PADANG
2011
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ABSTRAK
Arisanti,Yossi. 2011. Teaching Reading a Narrative text by Using Story Face Strategy to Junior High School Students. Paper (Unpublished Paper). Padang: State University of Padang. Membaca merupakan salah satu kemampuan berbahasa yang dipelajari siswa menengah pertama (SMP). Dengan membaca siswa mendapatkan informasi dalam berbagai aspek kehidupan seperti ilmu pengetahuan alam, teknologi, sosial budaya dan yang lainnya. Oleh karena itu membaca merupakan aktifitas yang sangat penting untuk perkembangan pengetahuan siswa.
Dalam pembelajaran membaca disekolah guru diharapkan lebih kreatif dalam menggunakan teknik dan strategi dalam meningkatkan pemahaman membaca siswa melalui story face untuk teks narrative.
Story face ini merupakan adaptasi dari story map. Story face ini memberikan kerangka visual untuk memahami, mengidentifikasi dan mengingat elemen-elemen yang terdapat dalam teks narrative. Dalam story face ini setiap bagian dari struktur teks narrative dipetakan ke dalam diagram yang berbentuk wajah. Dengan story face guru akan lebih mudah untuk menjelaskan struktur teks narrative. Selain itu story face membuat siswa lebih mudah memahami teks karena bentuknya yang menarik. Beberapa kegiatan yang akan dibahas dalam makalah ini adalah kegiatan awal, kegiatan utama dan kegiatan akhir dalam dalam pembelajaran membaca teks yang berbentuk narrative dengan menggunakan story face. Oleh karena itu story face ini diharapkan mampu membantu siswa dalam pembelajaran membaca teks narrative.
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ACKNOWLEDGMENTS
Alhamdullilahirabbil’aalamin, praise to Allah SWT who has blessed the
writer thousands of blessing and mercy so that she can finish this final project
which entitled Teaching Reading a Narrative Text by Using Story Face Strategy
to Junior High School Students. The writer also wants to deliver shalawat and
salam for her inspirational figure, Prophet Muhammad SAW.
The writer would like to express her special thanks to her advisor, Yuli
Tiarina, S.Pd.M.Pd. who has given his time, valuable advice and guidance during
the writing of this paper. Her thanks also goes to Drs.Saunir Saun M.Pd as her
academic advisor and Dr. Kusni M.Pd. as a chairman of English Department. The
writer also thanks to Dra. An Fauziah Rozani Syafei, M.A as a secretary of
English Department and also to all of the lecturers and administratif staffs in
English Department of State University of Padang.
The writer’s deepest gratitude goes to her beloved father, Dasril MY
(Alm). The writer will always love him . Furthermore, her deepest gratitude also
goes to her beloved mother, Dayarti who always works hard for her children
happiness. The writer wants to thank for every spirit, advices and prayer that has
been given. Moreover, her deepest gratitude goes to her brother,Aldefry, Almedhy
and the family. Finally, the writer’s deepest gratitude is addressed to her best
sisters,Dian Putri Rahayu and Roza Fitria along with her beloved
family,Naswiradianto and Nayotama Zaira.
Special thanks are also delivered to her special best friends –
Marham,Riza, Vivi, Dila,Patrika, Mila, Yeni, Ade, Wela,Emillisa, Ola, Dian,
Dela, A.Selfia and Kiky. She thanks for all of advices and positive support. Also,
her deepest gratitude is addressed to every person who has helped her in finishing
this paper that cannot be mentioned one by one. She thanks for giving spirit,
advices and inspiration.
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TABLE OF CONTENTS
ABSTRAK .................................................................................... i
ACKNOWLEDGMENTS .......................................................... ii
TABLE OF CONTENTS ........................................................... iii
CHAPTER 1 INTRODUCTION A. Background of the Problem .............................................................. 1
B. Limitation of the Problem ................................................................ 3
C. Formulation of the Problem.............................................................. 3
D. Purpose of the Paper ......................................................................... 3
CHAPTER II REVIEW OF RELATED LITERATURE A. The Nature of Reading .................................................................... 4
B. The Nature of Teaching Reading in Junior High School ................. 6
C. The Nature of Narrative Text ........................................................... 8
D. The Nature of Story Face ............................................................... 11
CHAPTER III DISCUSSION A. Teaching Preparation ...................................................................... 14
1. Choosing the Topic ................................................................... 14
2. Preparing the Media .................................................................. 14
B. Teaching Procedure ........................................................................ 15
1. Pre-teaching .............................................................................. 15
2. Whilst-teaching ......................................................................... 15
3. Post-teaching ............................................................................. 18
C. Discussion ...................................................................................... 18
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CHAPTER IV CONCLUSION AND SUGGESTION A. Conclusion ...................................................................................... 20
B. Suggestion ...................................................................................... 20
BIBLIOGRAPHY
APPENDIX
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CHAPTER 1
INTRODUCTION
A. Background of the Problem
Reading is one of the crucial skills in learning languages. People believe
that the more they read, the more they learn, or that reading is the road to
knowledge. Therefore, non-English speaking learners or learners who learn
English as speaker of other languages (ESOL) learn English because they well
aware of the importance of speaking and reading one of international
languages in the world. Although ESOL students in non-English speaking
countries do not frequently have a chance to listen, speak or write in English,
they have more chances to apply English in their reading. They may read
information on a variety websites, English newspapers, labels and instructions
of merchandise, and textbooks.
Moreover, reading is intended to seek and understand information from the
English reading texts. For junior high school students, reading is a compulsory
skill that should be mastered by the students. Through reading they have
incidental contact with grammar. As stated by Johnson (2008), the students
can develop their knowledge about structure of the language and grammar and
increase their vocabulary.
Additionally, reading is a process of linking one idea to another. Putting
ideas together to create a sensible meaning is the essential part of reading. It
means if there is no meaning being created, there is no reading taking place. It
is not necessary to know every word in order to read. In a text one idea is
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being linked to another and thus, the students have no need to stop reading
when they find difficult word.
In KTSP curriculum, there are 5 genres that should be learned in junior
high school. They are descriptive, recount, narrative, procedure, and report.
The standard competencies teaching reading in junior high school are to
comprehend meaning of short essay and functional text. Actually, those kinds
of text are new for junior high school students. Therefore, sometimes they find
difficulties to comprehend the text since each text has different generic
structure.
The difficulties in narrative text are caused by some factors. The students
cannot identify the generic structure of narrative text. In general, this text has
generic structure which consists of orientation (exposition), complication
(rising action), sequence event (climax), resolution (falling action) and
reorientation (it is optional). In fact, the students do not know what the topic
of the text is and they are unable to understand the paragraphs they have just
read.
The last factor comes from the reading strategies used by the teacher. The
teacher firstly reads the text and then asks the students to read a text loudly in
turn. After that, the teacher finds difficult words and translate them into
Indonesian. Then he/she asks the students to answer the questions given based
on the text until the end of the class. These activities will not help the students
to get the objective of reading.
Actually, the difficulties in reading of narrative text are classical problem
which must be solved. The teacher should find appropriate reading strategy to
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improve the students’ reading comprehension. One of the ways to help the
students in solving these problems is by using story face. Story face can help
the junior high school students to comprehend the generic structure of
narrative text. It is an adaptation of story map. This strategy gives visual frame
to understand, identify, and remember elements in narrative text. In story face
every part of generic structure in narrative text is charted in to diagram shaped
like face. Moreover, by using this strategy the teacher will be easier to explain
the generic structure of narrative text and the students also more interested in
learning narrative text.
B. Limitation of the Problem
The focus in this paper is limited to the discussion on how to teach reading
of narrative text by using story face strategy to junior high school students.
C. Formulation of the Problem
The problem in this paper is formulated as follows:
“How story face strategy can be implemented in teaching reading of narrative
text to junior high school students?”
D. Purpose of the Paper
The purpose of this paper is to explain about teaching reading of
narrative by using story face strategy to junior high school students. In
addition, the writer hopes that this paper can help the teacher in teaching
reading and encourage the students’ motivation in reading.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. The Nature of Reading
Reading is an interactive process that goes on between the reader and the
text, resulting in comprehension. Byrnes (1998) states that the text presents
letters, words, sentences, and paragraphs that encode meaning. The reader
uses knowledge, skills, and strategies to determine what that meaning is.
Reading has many definitions, many people have opinion about reading as
ability to derive meaning from printed material. According to Perpetti in
Urquhart (1998), reading is a skill of transforming printed words into spoken
words. Here, the reader uses the knowledge of oral language, symbolic and
pattern representation. Reading is the activity of transfer the written words
into sound through decoding text.
Reading is a purposeful activity. It means that people have certain
purposes when they read a written material. The purpose for reading and the
type of text determine the specific knowledge, skills, and strategies that reader
need to apply to achieve comprehension. A person may read in order to gain
information, also may read for enjoyment, or to enhance knowledge of the
language being read. William in McDonough and Shaw (1984) usefully
classifies reading into (a) getting general information from the text; (b) getting
specific information from a text; and (c) for pleasure.
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Davies (1995) propose five purposes of reading, those are reading for
pleasure, for general impression, for organizing, for learning content or
procedures, and for language learning. Reading for pleasure means that
reading is aimed to follow a narrative and to enjoy the “ sound” or rhyme of
the literary text. Reading for general impression means that reading is aimed
to gain idea of the writer point of view. Reading for organizing and study
mean that reading is aimed to identify the important content of a text and to
answer specific question. Reading for learning content or procedures mean
that reading is aimed to gain an understanding of a new concept and to learn
certain facts from a text. Reading for language learning means that reading is
aimed to learn new vocabulary or to use the text as a model of writing.
Furthermore, Haris and Sipay (1980) state three kinds of classroom
reading: developmental reading, functional reading and recreational reading.
The purpose of developmental reading is to improve reading skills. The
purpose of functional reading is to obtain information from the printed words.
The purpose of recreational reading is to have enjoyment, entertaintment, and
appreciation. However, in EFL classroom reading instruction – particularly in
junior high school – the students’ reading purpose is emphasize more on
reading for content information, reading to improve reading skills and reading
to learn the language.
Finally, the knowledge of reading definition and purposes are important
for both the teacher and the students. It helps the teacher in determining the
effective method and technique for teaching reading. For the students, it helps
them in improving their awareness of their own reading process.
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B. The Nature of Teaching Reading in Junior High School
The goal of teaching English at junior high school is to give the students
a working knowledge of English. It means that they have to master the four
language skills; listening, reading, speaking, and writing. They also have to
master the English components which include grammar, vocabulary etc. The
students who have mastered those four skills and the English components are
regarded to be able to use this language at the recognition level as well as the
production level. Hopefully, they can listen and read English written
materials, besides they are able to speak English fluently and write it well.
The junior high school students have special chracteristics that make them
different from elementary and senior high school students. The teacher must
understand the students’ characteristics, so that he/she will be able to design
appropriate and adequate strategy to fit the particular requirement of
individuals in this age group. The range age of junior high school students
vary between 11 to 14 years old. According to Amstrong (1983), certain
psychological and physiological characteristic in the 11 to 14 years old
growth requires a set of educational conditions in the school. They are in the
process of changing from children to adolescent.
Brown (1994) says that perhaps in their age, they still try to find their
individual character and adapt with their environment. In addition, Callahan
and Clark (1997) states that adolescence, is a period of change, of new
experiences, learning new roles, uncertainty, instability and doubly one of the
most trying times in life. In short, they usually less motivated and they
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present outright problems. That is why the teacher must modify the strategy
in teaching reading for the junior high school students.
The teacher who successfully teaches reading in school understand the
importance of reading to the students in his/her class. He/she is actively
involved with his/her students. He/she does not only give an assignment that
require the students to use reading skills, he/she spends time to demonstrate to
his/her students how to implement effective reading skills by using
appropriate reading strategies. Gambrel (2009) states that the teacher who
teaches reading well is the teacher who is able to motivate his/her students.
There are several principles of teaching reading that should be considered
by the teacher. The principles of teaching reading lead the teacher’s behavior
in teaching reading. Harmer (2007) says that the principles of teaching reading
are: (a) encourage students to read as much as possible; (b) students need to be
enganged 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
instruction; (d) ask students to predict the text before reading; (e) match the
task with the topic, the teacher should choose good reading task; (f) the
teacher integrates the reading texts into interesting lesson sequences, using the
topic for discussion and further task.
Furthermore, according to Permendiknas No 41/2007 (2007) every
teacher has to create a complete and sistematic lesson plan in order to make
the process of teaching reading runs interactively, inspiratively, fun,
challenging, motivating students to partisipate actively and provide enough
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space for initiative, creativity, and independence according to their talent and
interest.
In conclusion the teacher must understand the junior high school students’
characteristics. The successfully teacher knows how to use appropriate reading
strategy that can encourage the students’ motivation to read and comprehend
the text successfully.
C. The Nature of Narrative Text
There are some opinions given by some experts about definition of
narrative text. Kenan (2006) defines narrative as someone telling someone
else that something happened. While Smith in Kenan (2006) explains
narrative is the narration of succession or fictional events. These definitions
attribute two characteristics of narrative they are (1) events governed by the
chronology of the events and their presentation in the text; (2) telling or
narration, as an act of mediation or transmission
Kennedy (2000) says that narrative texts motivate students to learn
reading skill with full spirit because it is interesting and stimulating.
Furthermore, because narrative texts are in the form of story they give a sense
of entertainment to the students.
A narrative text is a type of spoken or written text that tells a story
which entertains or informs the listener or the reader. Anderson (1997)
states that narrative is a piece of text tells a story and entertains or informs
the reader or listener.
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In learning of narrative text at junior high school, the students are
expected to know about the basic components of narrative text. They also
have to know the generic structure of the text. Besides, the students have to
know the purpose and the moral value of the text. In addition, they also have
to have to be familiar with the generic structure of narrative text. Anderson
(1997) explains the generic structure of narrative text, they are
a. Orientation/ exposition
The readers are introduced to the main characters and
possibly some minor characters. Some indication is generally
given of where the action is located and when it is taking place.
b. Complication/rising action
The complication is pushed along by a serious of events,
during which we usually expect some sort of complication or
problem to arise. It just would not be so interesting if something
unexpected did not happen. This complication will involve the
main characters and even serves to (temporally) toward them from
reaching their goal.
c. Sequence of event/climax
This is where the narrator tells how the character reacts to
the complication. It includes their feeling and what they do. The
can be told in chronological order (the order in which they
happen) or with flashback. The audience is given the narrator’s
point of view.
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d. Resolution/falling action
In this part, the implication may be resolved for better or
worse, but it is rarely left completely unresolved (although this is
of course possible in certain types of narrative which leaves us
wondering “How did it end”?)
e. Reorientation
It is optional closure of event. It is the message of the
story. In this part the reader can find the value such as moral,
etiquette and friendship of the story.
Realated with the types of narrative text, the students have to understand the
generic structures or the text organization of the narrative text it self. Derewianka
(1990) explains that the organization of the narrative text consist of:
a. Orientation
It introduces the main characters and possibly some minor characters,
where the action is located and when it is taking place.
b. Complication
A series of events in which the problem arisen.
c. Resolution
In this part there is solution of the problem whether for better or for worse.
Besides the generic structure, narrative text also contains the language
features. Moreover, Anderson (1997) the language features that usually found
in narrative texts are:
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a. Specific characters
b. Time words that connect to tell when they occur
c. Verbs to show the action that occur in the story
d. Descriptive words to portray the character and setting.
From the explanation above it can be concluded that narrative text have
some characteristics that can make it differ from other texts. It can be differ
from the purpose or social function, generic structure and language feature.
The narrative text has to fulfill those characteristics in order to create a good
narrative text. Moreover, narrative text can motivate the students to read
because of narrative text is in the form of story.
D. The Nature of Story Face
The good of teaching reading is the students can understand the text by
using their current knowledge. The students need training in the process of
reading by themselves and the teacher should find the appropriate strategy in
teaching reading to his/her students. The main point in finding the strategy for
reading is to get information even though they do not understand the whole
text. Story face is considered vitally important to train the students in this
skill.
The story face is one of the strategies that can be useful for the teacher in
teaching reading of a narrative text. Virginia Department of Education (2004)
states the story face is a graphic organizer that can aids students in reading
of narrative text. It looks story map, only it is shaped like a face. It functions
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like a story map which allows the students to visualize important components
of a narrative text.
Furthermore, story face focus on providing the students with an
organizational guide to use when reading that includes principal component
of story such as main character, setting, action and outcome. Klinger (2007)
explains the story face is an adaptation of story mapping that provides visual
framework for understanding, identifying and remembering elements in
narrative text.
Applying story face in teaching reading has several advantages. Staal in
Klinger (2007) describes several strengths of story face strategy: it (1) is easy
to construct, (2) is easy to remember, (3) can guide retelling, (4) is
collaboratively learned through discovery, (5) is flexible, and (6) provides a
framework that can facilitate narrative writing.
From the explanation above, it is concluded that story face can be
defined as a graphic organizer aids students in reading of narrative text. It
looks story map, only it is shaped like a face. Story face provides visual
framework for understanding, identifying and remembering elements in
narrative text.
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Figure 1. Story Face
______________________
From Janette K. Klinger, Sharon Vaughn, and Allison Boardman. Copyright by The Guilford Press.
Setting: Main Characters:
Complication
Events # 1
# 2
# 3
# 4
Resolution:
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CHAPTER III
DISCUSSION
A. Teaching Preparation
There are some activities in the preparation. They are:
1. Choosing the Topic
In choosing reading materials for junior high school students, the teacher
should consider on the basic competence enlisted in syllabus based on KTSP
curriculum. One of the competence is that students have to able to understand
the meaning and generic structure in reading narrative text.
For teaching reading, the teacher should choose a topic or story that can
engage the students’ interest and motivation. Moreover, since it is the
teaching reading of a narrative text, the story should entertain and have a
moral value for them. The story chosen for reading activity is “The Three
Sheiks and Queen of Arabia”.
2. Preparing the Media
Media can be used to attract and motivate the students in the process of
teaching and learning process. For teaching reading in class the teacher can
prepare some tools such as LCD projector and computer/laptop. The teacher
can also use a picture related to the story that will be proposed by the teacher
to the students in classroom. Since the story chosen is “The Three Sheiks and
Queen of Arabia”, the teacher can use the picture such as:
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B. Teaching Procedures
These classroom procedures are based on the lesson plan that has
already been related to KTSP curriculum (see appendix 1).
1. Pre-teaching
At this stage, the teacher greets students and then tells them the purpose
and basic competencies that must be reached in the teaching and learning
process.
2. Whilst-Teaching
a. Pre-reading
Because the students have never learned about the narrative text yet, the
teacher gives some questions related to the story that they are familiar with.
Then, the teacher builds the students’ knowledge and activates their schemata
about the topic that will be discussed. The activities, such as:
a. The teacher shows the picture.
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b. The teacher asks some questions to the students related to the picture,
such as:
• Who are in the picture?
• What are they doing?
b.Whilst-reading
Whilst-teaching activities are those activities conducted during discussing
material. The teacher introduces a text and then let the students focus their
attention on particular themes, issues, characters or events. Furthermore, the
teacher wants the student to identify ideas, events, or characters. The activity
will be as follow:
a. The teacher distributes the copies of the texts and asks the students to
read them.
b. Before explaining things the teacher shows a story face
The Three Sheiks and Queen of Arabia
Maura, who liked to be thought of as the most beautiful and powerful queen of Arabia, had many suitors. One by one she discarded them, until her list was reduced to just three sheiks, all equally young and handsome, rich and strong. It was very hard to decide who would be the best of them.
One evening, Maura disguised herself and went to the camp of three sheiks, as they were about to have dinner, and asked them for something to eat.
The first gave her some leftover food; the second gave her some unappetizing camel’s tail; the third sheik, who called Hakim, offered her some of the most tender and tasty meat. After dinner, the disguised queen left the sheiks’ camp.
The following day the queen invited the three sheiks to dinner at her palace. She ordered her servants to give each one exactly what they had given her evening before.
Hakim, who received a plate of delicious meat, refused to eat it if the other two could not share it with him, and this act finally convinced Queen Maura that he was the man for her.
“Without question, Hakim is the most generous of you. “ she announced her choice to the sheiks, “So, it is Hakim I will marry.”
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b.Before explaining about narrative text the teacher shows a story face
(see appendix 2)
c. The teacher explains what the story face is and the component of the
story. The teacher also can explain the narrative text and its feature.
d. The teacher asks some questions to the students that guide them to fill
the story face, such as:
• Who are the characters of the story?
• Where did the story take place?
• What did Maura do one evening?
• What did she ask the Sheiks for?
• What did they give to Maura?
• What did she do the following day?
• What did she give to the Three Sheiks?
• Who did she choose?
e. After filling the story face together, the teacher divides the students
into several groups of five members in each group. This grouping is
intended to encourage the students to cooperate during the learning
process.
f. The teacher gives different narrative text to each group.
g. The teacher asks each group of the student read the narrative text.
h. The teacher asks each group to determine the characters, the setting,
the conflict and the resolution of the story.
i. The teacher asks each group to make story face based on the text that
they got.
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j. The teacher invites each group to present their story face in front of
the class.
c.Post-reading
The teacher reviews the lesson and asks the students to read another
narrative text individually and make the story face.
3. Post-teaching
• The teacher clarifies the lesson that has been learned.
• The teacher gives homework.
• The tecaher closes the lesson.
C. Discussion
Based on the implementation above, there are some advantages in using
the story face in teaching reading of narrative text. It acts as a kind of graphic
organizer that can ease the students the main content of a story. It allows the
students to visualize important component of a narrative text. Otherwise, the
story face also has disadvantage, such as several students do not understand
about the story face. Based on the explanation, story face have both
advantage and disadvantage, however, the story face has more advantage in
teaching reading narrative text.
In addition, the story face is very attractive and stimulates students
because it looks like a face. The students can draw happy or sad face.
Furthermore, it is also easy to construct and help the students to remember the
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elements of in narrative text. Consequently, the students can enhance their
reading comprehension in narrative text.
Moreover, because it is teaching reading of a narrative text, the teacher
should lead the students to comprehend the whole story and answer the
questions correctly. Since the story face really helps the students improve
their comprehension, it will be easier for them to catch the idea from the story
after they read it. Also, the students will be more interested in reading the
text. As a result, the students will be easily to read and understand whole text.
Based on discussion above. It is very useful for the teacher to implement
story face in teaching reading narrative text.
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CHAPTER IV
CONCLUSION AND SUGGESTION
A. Conclusion
In teaching reading, efficient reading skill requires the ability to relate the
textual material to one’s own knowledge. Considering the importance of
reading process, the teacher should improve the strategy of teaching reading.
In this attempt to find out the teaching reading strategy, the writer provide one
useful strategy for teaching reading that can be used to teach a narrative text.
The story face is one of the strategies that can be useful for the teacher in
teaching reading of a narrative text. It functions like a story map which allows
the students to visualize important components of a narrative text.
Furthermore, the story face focus on providing the students with an
organizational guide to use when reading that includes principal component of
story such as main character, setting, action and out come
In addition, with the media and the strategy used in teaching reading
narrative text, the motivation of the students will be encouraged to read an
English text. It also makes the students easier to find the ideas that are talking
based on the text.
B. Suggestions
It is suggested that the English teacher should choose a suitable strategy in
teaching reading in order to reach a better result. Sometimes each genre
requires different strategy. For a narrative text, one of the strategies that can be
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applied is the story face. It can help the students to enhance their reading
comprehension of narrative text. Beside the strategy, the teacher should choose
appropriate story to be discussed. Since it is the teaching reading of narrative
text, the story should entertain and have a moral value for the students. Also,
the suitable media can attract and increase the students’ motivation in teaching
learning process, for instance a picture or a video. That is why the teacher is
suggested to be creative in providing the students with the interesting media.
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Reading Comprehension to Students with Learning Difficulties. New
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Tutoring and Remediating Students. United States of America. Rowman
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Appendix 1 RENCANA PELAKSANAAN PEMBELAJARAN
SATUAN PENDIDIKAN : SMP KELAS : VIII SEMESTER : II MATA PELAJARAN : BAHASA INGGRIS PERTEMUAN KE : …………
STANDAR KOMPETENSI KOMPETENSI DASAR
5.Membaca
Memahami makna teks fungsional pendek dan monolog sederhana yang berbentuk narrative dalam konteks kehidupan sehari-hari
5.1. Membaca
Membaca nyaring makna dalam teks monolog sederhana dengan ucapan, tekanan, dan intonasi yang berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative.
MATERI AJAR: Text ‘Narrative
“The Three Sheiks and Queen Arabia”
ALOKASI WAKTU :
INDIKATOR PENCAPAIAN TUJUAN PEMBELAJARAN
• Memahami ciri-ciri kebahasaan teks narrative.
• Mengetahui tujuan dari membaca teks narrative.
• Peserta didik memahami informasi atau pesan yang terdapat didalam teks narrative.
• Peserta didik mampu memahami ciri-ciri kebahasaan teks narrative.
• Peserta didik mampu mengetahui tujuan dari membaca teks narrative.
• Peserta didik mampu memahami informasi atau pesan yang terdapat didalam teks narrative.
25
BEBAN BELAJAR
WAKTU BENTUK KEGIATAN / TUGAS
TM 80 MENIT
PT
KMTT
METODE PEMBELAJARAN :
• Genre-Based Approach • Communicative Language Teaching
KEGIATAN PEMBELAJARAN :
26
KEGIATAN WAKTU PERALATAN PENDUKUNG
KETERANGAN
A.PENDAHULUAN
• The teacher greets the student • The teacher checks the students’ attedance
10 menit
B.INTI
Pre-Reading
• The teacher builds the students’ knowledge and activates their schemata about the topic that will be discussed: a. The teacher shows the picture.
b. The teacher asks some questions to the
students related to the picture, such as: - Who are in the picture? - What are they doing?
Whilst-Reading
• The teacher distributes the copies of the texts and asks the students to read them.
• Before explaining about narrative text the teacher shows a story face.
• The teacher explains what the story face is and the component of the story.
• The teacher asks some questions to the students that guide them fill the story face such as: - Who are the characters of the story?
- Where did the story take place ?
- What did Maura do one evening?
10 menit
50 menit
pictures
27
- What did she ask the Sheik for?
- What did they give to Maura?
- What did she do the following day?
- What did she give to the three Sheiks?
- Who did she choose?
• After filling the story face together, the teacher divides the students into several groups of five members in each group.
• The teacher gives different a narrative text to each group.
• The teacher asks each group of the students to read the narrative text.
• The teacher asks each group to determine the characters, the setting, the conflict and the resolution of the story.
• The teacher asks each group to make story face based on the text that they got.
• The teacher invites each group to present their story face in front of the class.
Post- Reading
• The teacher and the students conclude the story orally
5 menit
C.PENUTUP
• The teacher asks the students’ reflection toward the learning proces
• The teacher gives homework.
• The teacher closes the lesson
5 menit
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SUMBER: Let’s Talk Grade VIII PENILAIAN : Tertulis.
Setiap soal bernilai 1,25
Penilaian= jumlah betul x 1,25
Padang, 3 Agustus 2011
Penulis
29
Appendix 2.
Setting:
Arabia
Main Characters:
Maura and the three sheiks
Problem:
It is hard to decide who would marry queen of Arabia
Events #1
Maura disguised herself and went to the sheiks camp & asked something to
eat
#2
Each sheiks gave her different food
#3
After dinner the disguised queen left the sheiks camp
#4
The queen ordered her
servant to give food to the three
sheiks
Resolution:
Hakim got delicious meat and marry with queen arabia
