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THE EFFECTIVENESS OF STORY FACE IN TEACHING READING
COMPREHENSION AT THE TENTH GRADE OF SMK BATUR JAYA 2
CEPER KLATEN IN THE ACADEMIC YEAR OF 2017/2018
THESIS
Submitted as A Partial Requirements
for the Undergraduate Degree in IAIN Surakarta
By:
ZAHRIYATUL MUFIDAH
SRN. 143221138
ENGLISH EDUCATION DEPARTMENT
ISLAMIC EDUCATION AND TEACHER TRAINING FACULTY
THE STATE ISLAMIC INSTITUTE OF SURAKARTA
2018
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DEDICATION
This thesis is dedicated to:
My beloved mother, Ibu Endah Dwi Ningsih who always gives great praying,
suggestion and spirit to me while I make and arrange this thesis,
My beloved father, Bapak Basir who always gives support, motivation and
praying to me. I really thank you,
My dearest brother M. Fahruddin Arrozi, thanks for your pray and supports,
My best friends who give me opportunities among my weaknesses,
My Almamater IAIN Surakarta
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MOTTO
Vision without action is merely a dream. Action without vision just passes the
time. Vision with action can change the world
(Joel A Barker)
Education is the most powerful weapon we can use to change the world
(Nelson Mandela)
Success is not a final and failure is not initial
(Anonymous)
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ACKNOWLEDGMENT
Alhamdulillah, all praises be to Allah, the single power, the Lord of the
universe, master of the day of judgment, Almighty God, for all blessing and
mercies so the researcher was able to finish this thesis entitled “The Effectiveness
of Story Face in Teaching Reading Comprehension at the Tenth Grade of
SMK Batur Jaya 2 Ceper Klaten in the Academic Year of 2017/2018” Peace
be upon Prophet Muhammad SAW, the great leader and good inspiration of world
revolution.
The researcher is sure that this thesis would not be completed without the
helps, support, ho had helped, support, and suggestion from several sides. Thus,
the researcher would like to express her deepest thanks to all of those who had
helped, supported, and suggested her during the process of writing this thesis. In
this occasion, the researcher would like to express my great gratitude due to:
1. Dr. H. Mudhofir, S.Ag., M.Pd as the Rector of the State Islamic Institute of
Surakarta.
2. Dr. H. Giyoto, M. Hum as the Dean of Islamic Education and Teacher Training
Faculty of State Islamic Institute of Surakarta.
3. Dr. Imroatus Solikhah, M.Pd as the Head of English Education Department of
Islamic Education and Teacher Training Faculty of State Islamic Institute of
Surakarta.
4. Budiasih, S.Pd., M. Hum and Dr. Imroatus Solikhah, M.Pd as the advisors with
their valuable guidance, precious advices, correction and help to revise the
mistake during the entire process of writing this thesis, motivation for the
researcher and great patient.
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5. All the lecturers in English Education Department for their precious
knowledge, guidance, motivation and patient during her study at IAIN
Surakarta.
6. Drs. Suryani, M.Pd as the Head of SMK Batur Jaya 2 Ceper Klaten and all
teachers and all staffs. Thanks for giving permission and the facility to the
researcher to do the research.
7. Her beloved parents and her family who always give the researcher support and
motivation.
8. Her best friends, Siti, Anni, Zahro, Ima, Yuni, Junita, Nomi, Rendra, Tyo and
Prasma who always help and support the researcher finished the research.
Thank you for the beautiful and unforgettable moment.
9. All of her friends who can not mention one by one in The State Islamic
Institute of Surakarta who support me.
The researcher realizes that this thesis is still far from being perfect. The
researcher hopes that this thesis is useful for the researcher in particular and the
readers in general. Finally, I realize that this thesis is far from being perfect.
Therefore, any constructive criticism and suggestion will be gladly accepted.
Surakarta, August , 2018
The researcher
Zahriyatul Mufidah
SRN. 143221138
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TABLE OF CONTENTS
TITLE .............................................................................................................. i
ADVISOR SHEET ......................................................................................... ii
RATIFICATION ............................................................................................. iii
DEDICATION ................................................................................................ iv
MOTTO ........................................................................................................... v
PRONOUNCEMENT ..................................................................................... vi
ACKNOWLEDGMENT ................................................................................. vii
TABLE OF CONTENTS ................................................................................ ix
ABSTRACT .................................................................................................... xi
LIST OF FIGURE ........................................................................................... xii
LIST OF TABLE ............................................................................................ xiii
LIST OF APPENDICIES ................................................................................ xiv
CHAPTER I INTRODUCTION
A. Background of Study .......................................................................... 1
B. Identification of Problems ................................................................... 5
C. The Limitation of the Problem ............................................................ 5
D. The Problem Statement ....................................................................... 6
E. The Objective of Study ....................................................................... 6
F. The Benefits of the Study .................................................................... 6
G. The Definition of key Terms ............................................................... 7
CHAPTER II REVIEW ON RELATED LITERATURE
A. Review on Reading Comprehension ................................................... 9
1. The Nature of Reading .................................................................. 9
2. Definition of Reading Comprehension ......................................... 10
3. The Purpose of Reading ................................................................ 12
4. The Levels of Reading Comprehension ........................................ 13
5. Micro-Skill and Macro-Skill for Reading Comprehension ........... 15
6. Teaching Reading Comprehension ............................................... 17
7. Principles for Teaching reading Comprehension .......................... 19
8. Types of Reading Comprehension ................................................ 20
9. Techniques in Teaching Reading ................................................... 22
10. Assessment on Reading .................................................................. 23
B. Review on story Face Strategy ............................................................. 27
1. Definition of Story Face Strategy ................................................... 27
2. Procedure of Story Face Strategy ..................................................... 28
3. Advantages of Story Face Strategy .................................................. 29
4. The Shape of Story Face Strategy .................................................... 29
C. Review on Direct Reading Thinking Activity (DRTA) ....................... 30
1. The Definition of DRTA .................................................................. 30
2. The Purposes of DRTA .................................................................... 32
3. The Advantages and Disadvantages of DRTA ................................ 32
4. Steps of DRTA ................................................................................. 33
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D. D. Review on Genre ............................................................................ 35
1. Definition of Genre ......................................................................... 35
2. Kinds of genre ................................................................................. 35
E. Review on Narrative Text .................................................................... 37
1. The Definition of Narrative Text ..................................................... 37
2. The Social Function of Narrative Text............................................. 38
3. The Generic Structure of Narrative Text ......................................... 38
4. The Language Features of Narrative Text ....................................... 39
F. Previous Related Study ........................................................................ 40
G. Rationale .............................................................................................. 42
H. Hypothesis ............................................................................................ 43
CHAPTER III RESEARCH METHODOLOGY
A. Research Design .................................................................................. 44
B. Setting of the Research ........................................................................ 45
C. Population, Sample, and Sampling ..................................................... 46
D. The Technique of Collecting Data ...................................................... 47
E. Technique of Analaysis Data .............................................................. 52
CHAPTER IV RESEARCH FINDING AND DISCUSSION
A. Data Description ................................................................................... 57
B. Data Analysis ....................................................................................... 61
C. Discussion ............................................................................................ 65
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ............................................................................................ 68
B. Implication ........................................................................................... 68
C. Suggestion ............................................................................................ 69
BIBLIOGRAPHY ............................................................................................ 71
APPENDICES ................................................................................................. 74
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ABSTRACT
Mufidah, Zahriyatul. 2018. The Effectiveness of Story Face in Teaching Reading Comprehension
at the Tenth Grade of SMK Batur Jaya 2 Ceper Klaten in the Academic Year of
2017/2018. Thesis. English Education Department. Islamic Education and Teacher
Training Faculty. IAIN Surakarta.
Advisor: Dr. Imroatus Solikhah, M.Pd
Keywords: Reading Comprehension, Story Face, Quasi Experimental
McNeil (1984:2) states that reading comprehension as an interaction between reader and
text by which meaning is created. Reading comprehension also an interactive process to
understand the meaning and the ideas of the written text using code, context analysis, prior
knowledge, readers‟ background and their mastery of language skill so the students do not only
know about the text generally but also especially from the contain. The main objectives of this
research is to find out the effectiveness of Story Face in teaching reading comprehension on
narrative text at tenth grade students of SMK Batur Jaya 2 Ceper Klaten in the academic year of
2017/2018.
This research was carried out from September 2017 up to May 2018 at SMK Batur Jaya 2
Ceper Klaten in the academic year of 2017/2018. The research used experimental research, the
design of the research was quasi experimental with pre-test post-test design. The population of this
research was tenth grade of SMK Batur Jaya 2 Ceper Klaten in the academic year 2017/2018 are
158 students, which consist of 5 classes that are X TSM (Teknik Sepeda Motor) 1, X TSM (Teknik
Sepeda Motor) 2, X KI (Kimia Industri), X AK (Akuntansi), X AP (Administrasi Perkantoran).
The sample of the research was the tenth grade students of X TSM 2 as experimental class consist
of 30 students who taught using Story Face strategy and X TSM 1 as control class consist of 27
students who taught using Direct Reading Thinking Activity (DRTA) both classes were taught
narrative text in 4 meetings. For the first meeting the title of the class is The legend of Malin
Kundang, second is The Crying Stone, third is Pinocchio and in the fourth meeting is The Legend
of Lake Toba. It is same material of experimental and control class. In taking the sample, the
researcher used purposive sampling because the researcher choose the class based on the purpose
of the research and the two class are homogeneous so the researcher choose the class. The
technique of collecting the data was reading comprehension test that consist of 30 items. Before
the test was given, the test has been trial out in X Kimia to see validation and reliability. The data
was analyzed using descriptive analyzed, perquisite-test and hypothesis testing (Independent t-
test).
Based on the result of data analysis, it was found that the pre-test average score in
experimental class was 57.73 and control class was 58.14. Meanwhile, the post-test average score
of in experimental class was 71.43 and control class was 66.03. It was obtained that t-test was 2.24
and the t-table was 2.00 for alpha (α) 5%. The t-test was higher than t-table (2.24 > 2.00) It means
that Ha was accepted and Ho was rejected. Based on the result, the researcher concludes that Story
Face was effective in teaching reading comprehension at tenth grade of SMK Batur Jaya 2 Ceper
Klaten in the academic year of 2017/2018. Teaching English is difficult, so to make the students
interested teacher should use various strategy in learning process. The teacher can choose
appropriate strategy according to the situation and topic. Teachers can use Story Face strategy to
teach reading comprehension and makes students achievement improved.
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LIST OF FIGURE
Figure 2.1 Story Face ..................................................................................... 30
Figure 4.1 Histogram of Pre Test Reading Comprehension Score in
Experiment and Control Group .................................................... 59
Figure 4.2 Histogram of Post Test Reading Comprehension Score in
Experiment and Control Group ................................................... 60
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LIST OF TABLE
Table 2.1 Direct Reading Thinking Activity.................................................... 34
Table 3.1 Research Design ............................................................................... 44
Table 3.2 Validity of Tryout ........................................................................... 49
Table 3.3 Categories of Reliability .................................................................. 50
Table 3.4 Index of Difficulty Level ................................................................. 52
Table 4.1 Frequency Distribution of Reading Comprehension Pre-Test
Data in Experiment Class and Control Class .................................. 58
Table 4.2 Frequency Distribution of Reading Comprehension Post-Test
data in Experiment Class and Control Class ................................... 60
Table 4.3 The Summary of Normality Test Using Liliefors ........................... 61
Table 4.4 Table Computation of Homogeneity Test ........................................ 62
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LIST OF APPENDICIES
Appendix 1 Syllabus ....................................................................................... 75
Appendix 2 Lesson Plan of Experimental Class ............................................. 80
Appendix 3 Lesson Plan of Control Class ....................................................... 123
Appendix 4 Sample of Try-out Test................................................................. 166
Appendix 5 Sample of Pre-test and Post Test .................................................. 178
Appendix 6 Sample of Students Answer Sheet................................................ 188
Appendix 7 Students List and Score in Experimental Class ............................ 196
Appendix 8 Students List and Score in Control Class ..................................... 197
Appendix 9 Validity ......................................................................................... 198
Appendix 10 Reliability ................................................................................... 201
Appendix 11 Standard Deviation Pre-test of Students‟ Reading Score ........... 203
Appendix 12 Standard Deviation Post-test of Students‟ Reading Score ......... 204
Appendix 13 Normality Test ............................................................................ 205
Appendix 14 Homogeneity Test ...................................................................... 209
Appendix 15 The Photographs ......................................................................... 210
Appendix 16 Letter of Permission ................................................................... 211
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CHAPTER I
INTRODUCTION
In this chapter, the researcher explains about: (1) the background of the
study; (2) the identification of the problems; (3) the limitation of the problem; (4)
the problem statement; (5) the objective of the study; (6) the benefits of the study
and (7) the definition of key terms.
A. Background of the Study
Language is use for communication (Brown, 2000:5). Based on the
statement, language is the most important things in communication, and it is
used as a tool of communication among the people around the world.
Language is a bridge for those who want to make a good relationship.
Without language, the problems will come when the people want to express
their wants or to give information. Every country has its own language to one
another. For Indonesia, English is as a foreign language.
In teaching and learning process of English as a foreign language, the
students have to master all of English skill such as listening, speaking,
reading and writing. Brown (2004:185) states that reading arguably the most
essential skill for success in all educational contexts. That statement is
supported by Carrel (1988:1) states that reading is the most important of the
four skills, particularly in second/foreign language.
Knowing the fact that English is used in larger field and sciences also
informed mostly in the form of written and printed text using English, people
need to have ability to read well as the responsibility of their passion. That is
why mastery reading skill is very important. Many teaching and learning
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strategy have been used on the teaching and learning activities, but
there are many students encountered difficulty on reading skill.
Nurdwiansyah (2013:2) states that the poor comprehend of students because
they are lack of fluency in lower order processes.
The researcher tries to find the phenomenon of the problems
associated with reading comprehension of senior high school, especially in
SMK Batur Jaya 2 Ceper Klaten. The researcher did observation and
interview to English teacher and the tenth grade students of SMK Batur Jaya
2 Ceper Klaten. Based on the observation and interview to the teacher that
was done by the researcher, the most of students considered that English
subject is very difficult. If the teacher taught using new strategy, for the first
time the students were interested but after a few minute the students were
bored. But, because of the students did not interested with the new teacher‟s
strategy, the teacher only taught using textbook.
Based on the observation and interview that was done by the
researcher to the students, most of the students considered that reading was
the most difficult part. It was because that they had some problems when they
read the English text, they still had low reading comprehension in English
text. Therefore, English lesson, especially an English reading lesson was a
difficult lesson for them, the students less vocabulary, students confuse to
understand the contain of the text because they did not know the meaning of
the text, the students get difficulties to analyze a text to determine the generic
structure, the students get difficulties to find the main idea of the text. Finally,
during the teaching and learning process they only did the teacher‟s
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instruction to do the works. Even though they actually did not understand the
text.
The students‟ English reading competency is related to the students‟
learning achievement. In fact, the students‟ score that was gained in a final
exam for English subject showed that the students had low scores than other
subjects. The students who achieve a good learning achievement in this
subject were generally those who attended an extra course in informal
education (out of school).
Regarding the importance of reading skill, Indonesian students are
taught to read English text from elementary to university level. In reading, the
students are expected to have a competence of understanding various kinds of
text types. Based on the curriculum in Senior High School at the tenth grade
students, there are 3 genre of text, namely: descriptive, recount and narrative
text which are the scopes of English subject in the Senior High School level,
but in this research, the researcher only focused on narrative text.
The English teacher can use the method or technique or strategy to
help the students comprehend the reading text fully. The teaching strategy is
needed by the students in order to help the students to know about the
meaning of the text, so the teaching strategy must be organized. Related to
some problems above, the researcher intended to try students‟ reading
comprehension using Story Face strategy.
Staal in Klingner et al (2007:79) states that Story Face is an adaptation
of story mapping that provides a visual frame work for understanding,
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identifying, and remembering elements in narrative text. The Story Face
constructed by making the eyes, eyelashes, nose, mouth.
It is supported by Whitten et al (2009:188) Story Face is an adaptation
of story mapping, which also uses a visual framework for understanding,
identifying and remembering elements in narrative text. In this theory, he
explains that Story Face used the frame work to make students understand
about a text. Before the students reads a text the students should be
identifying and remember about element of narrative text, so that the students
reading the narrative text the students have background knowledge about text.
Whitten et al (2009:188) writes that in these steps the teacher; first,
the teacher give the students an illustration about the text before they read the
text. Next, the teacher tells the students about the text. The last when the
teacher read the story, the teacher will pause and give each character a chance
to tell the class what they are thinking and feeling.
This strategy gives some advantages to the students according to Staal
in Klinger et al (2007:79); first, it easy to construct. Second, it is easy to
remember. Third, it can guide retelling. Then is collaboratively learned
through discovery. Next, it is flexible. Finally, it provides a frame work that
can facilitate narrative text.
The researcher proposes the effectiveness of Story Face strategy in
teaching reading comprehension consideration that it can facilitate the teacher
to monitor and guide the process of students‟ activities in comprehend the
text. While this strategy will take time and practice to master, once it is
learned and applied, it will no longer be necessary to re-read the text. This
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strategy when applied in the learning process will help the students to
comprehend the content of text, especially in narrative text.
Thus, considering the explanation above, the researcher will carry out
the research entitled “The Effectiveness of Story Face in Teaching Reading
Comprehension at the Tenth Grade of SMK Batur Jaya 2 Ceper Klaten in the
Academic Year of 2017/2018”.
B. Identification of Problems
Based on the background of the study above, there are some problems
in teaching learning reading narrative text, the problems are:
1. The students still lack of vocabulary makes the students difficult to
understand the meaning of the text.
2. The students confuse to understand about the contain of the text because
they don‟t know the meaning of the text.
3. The students get difficulties to catch the main idea and generic structure
of the text.
4. During the teaching learning process the students only instructed to do the
works, although they actually did not understand the text.
C. The Limitation of the Problem
In this research, the researcher focuses on reading comprehension skill
by using Story Face strategy that conducted in the tenth grade students of
SMK Batur Jaya 2 Ceper Klaten. The researcher focused on narrative text
because it is one of the kinds of the text in the Senior High School. The
researcher used Story Face to teach the students‟ reading comprehension skill.
Story Face put as experimental variable and Direct Reading Thinking
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Activity (DRTA) put as control variable in teaching reading comprehension
on narrative text.
D. The Problem Statement
Based on the research background above, the problem of the research is
formulated as follow: How is the effectiveness of teaching reading
comprehension on narrative text through Story Face strategy at the tenth
grade students in SMK Batur Jaya 2 Ceper Klaten in the academic year of
2017/2018?
E. The Objective of Study
In line with the problem statement above, the objective of the research
is to find out the effectiveness of Story Face in teaching reading
comprehension on narrative text at tenth grade students of SMK Batur Jaya 2
Ceper Klaten in academic year 2017/2018.
F. The Benefits of the Study
This research is practically expected to be able to contribute some
benefits for English teachers, the students, the other researcher, and the
school itself.
a. For English teacher
It would help teachers to design effective lesson plans based on individual
differences, active learning, learning habits, effective feedback, and
consistence. It will also help English teachers for preparing and choosing
current attractive and interesting strategy which would be given to the
students in teaching reading. The teacher would also be aware that
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teaching strategy is so important in teaching learning process especially in
teaching reading by applying Story Face.
b. For students
The teaching using strategy can increase the students‟ motivation in
reading performance. It may also give them inputs of interesting, current,
and attractive strategy in teaching reading so they can learn with strong
motivation. It is provided with more comfortable and supporting situations
in the classroom, students would be more interested in joining the class.
c. For other researcher
The result of this study would be a good reference for other researcher to
seek the effectiveness of Story Face to teach reading to students with
different characteristics. Moreover, it also gives contribution as the starting
point to conduct next research by evaluating this research.
d. For School
It will be beneficial for school in improving the quality of the education in
the school. If the school has a good quality of the education in the school,
the society will trust and they would be motivated to register their children
to the school.
G. The Definition of Key Terms
1. Reading Comprehension
Grellet (1999:3) states that reading comprehension is understanding
a written to extract the required information from it as efficiently as
possible
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2. Story Face Strategy
Staal in Klingner et al (2007:98), Story Face is an adaptation of
story mapping that provides a visual frame work for understanding,
identifying, and remembering elements in narrative text. The Story Face
constructed by making the eyes, eyelashes, nose, mouth.
3. Narrative Text
Anderson (1997:9) states that a narrative text is a piece of text
which tells a story and, in doing so, entertains of informs the reader or
listener.
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CHAPTER II
REVIEW ON RELATED LITERATURE
This chapter given the explanation of literature review based on some
linguistics and experts including: the review reading comprehension and the
review story face, the review of Direct Reading Thinking Activity (DRTA), the
review of narrative text, previous study, rational and hypothesis.
A. Review on Reading Comprehension
In the review on reading comprehension, the researcher divides it into
ten parts. It includes: (1) the nature of reading (2) definition of reading
comprehension (3) the purpose of reading (4) the levels of reading
comprehension (5) micro-skill and macro-skill for reading comprehension (6)
teaching reading comprehension (7) principles for teaching reading
comprehension (8) types of reading comprehension (9) techniques in teaching
reading (10) assessment on reading.
1. The Nature of Reading
Reading is a very important activity in human‟s life. This is due to
in the fact that people mostly get information through reading. Mikulecky
(2008:1) writes that reading is a conscious and unconscious thinking
process. With reading we can get more information about something and
increase our knowledge. The following are some definitions of reading
proposed by some expert:
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Reading skill is one of the skills that should be mastered by the
students in almost all levels of school. Reading can be defined as
perceiving a written text in order to understand its content (Richard et al,
2002:454).
Aebersold and Field (1997:15) states that reading is what happens
when people look at the text and assign meaning to the written symbols in
that text, further, the text and reader are two physical entities necessary for
the reading process to begin. Thus, there is an interaction between the text
and the reader that constitute actual reading.
Harmer (1998:68) writes that reading is useful for other purposes
too; any exposure to English (provided students understand it more or less)
is a good thing for language students. At the very least, some of the
language sticks in their minds as part of the process of language
acquisition, and, if the reading text is especially interesting and engaging,
acquisition is likely to be even more successful.
Based on the definition above, the researcher conclude that reading
is the reader‟s activity in order getting information and comprehend from
printed text using eyes and brain to understand what the writer thinks in
his/her written.
2. Definition of Reading Comprehension
Reading is not only to get information but also needs
understanding and comprehension to get some points from the text. In this
case, reading and understanding are related to each other. Reading itself
contains the activity to understand the text and information in the text. In
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order to understand or to get points from the text, we need comprehension
for it. Therefore, reading cannot be separated from comprehension. The
following are the definition reading comprehension proposed by some
experts.
Grellet (1999:3) states that reading comprehension is
understanding a written to extract the required information from it as
efficiently as possible. While, Kennedy (1981:192) states that reading
comprehension is a through which reader becomes aware of an idea,
understanding it in terms of their experimental background and interprets
it relation is not a skill or ability that can be developed once for all at any
level of instruction. It is a cumulative process that begin in early childhood
on continues as long as individual reads for information.
Meanwhile, reading comprehension is the act of understanding
what you are reading. Without comprehension, reading is nothing more
than tracking symbols on a page with your eyes and sounding them out.
Imagine being handed a story written in Egyptian hieroglyphics with no
understanding of their meaning. You may appreciate the words
aesthetically and even be also to draw some small bits of meaning from the
page, but you are not truly reading the story. The words on the page have
on meaning. They are simply symbols. People read for many reasons but
understanding is always a part of their purpose. Reading comprehension is
important because without it reading doesn‟t provide the reader with any
information (K12 Reader).
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From those theories above, it can be concluded that reading
comprehension is a process of understanding, evaluating and utilizing of
information to get an idea or meaning from a written text, to understand it
according to experiential background or prior knowledge, and to interpret
it with the reader‟s need and strategies to achieve message or information
from a written text.
3. The Purpose of Reading
Nunan (1999:3) stated that, “We read because we wanted to get
something from the writing; facts, ideas, enjoyment even feelings of
family community (from a letter): whatever it was, you wanted to get the
message that the writer had expressed.
Nuttal (1982:3) states that reading has purpose to get something
from the writing such as fact, ideas, and enjoyment. Furthermore,
Harmer (1998:182) stated that, “divided the purpose of reading into two
general purposes. First, reading for pleasure. People reading the material is
interesting, such as comics, novels or magazines. Second, reading for
usefulness of the text. People read because they need the information
contained in the text, such as book, newspaper, encyclopedia, and so on.
From the theories above, it can conclude that there are the purpose
in reading, they are: to get information, reading for pleasure and reading is
usefulness. If the people want to read for spending time, it means that
reading is just for pleasure. It is different when they read a textbook or a
recipe. They read it because we need information. In this case, reading is
to get information.
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4. The Levels of Reading Comprehension
Kennedy (1981:224) writes that the skills of comprehension are
grouped under three major division of reading: literal reading, inferential
reading and critical reading.
a. Literal Reading
Literal reading is related on what a writer says. It involves
acquiring information that is directly stated in a section and is also
prerequisite for higher levels understanding. It requires ability to: locate
specific facts, identify happening that are described directly, find
answer to question based on given facts, summarize the details
expressed in a section.
b. Inferential Reading
Inferential reading involves reading between the lines or making
inferences. It is the process of deriving ideas that are implied rather than
directly started. Skills for inferential reading include: finding implied
meaning, anticipating outcomes, making generalization, detecting the
author‟s purpose, drawing conclusion.
c. Critical Reading
Critical reading is evaluating material, comparing the ideas
discovered with known standard and drawing conclusion about their
accuracy and appropriateness. The critical reader must be an active
reader, questioning, searching for fact and suspending judgment until he
or she has considered all of the material.
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McNeil (1984:4) states that there are three of comprehension, as
follows:
a. Literal
The literal level focuses on reading the passages, hearing the
words or viewing the image. It includes of identifying the important
information. The level is considered as the simplest level. In this level,
the reader tries to get the information that is stated in the text by the
author directly or explicitly. The guidance of this level is essential
because students can differentiate between the important and less
important ideas. Test in this category are objective test dealing with true
false, multiple choice and fill in the blank. The common question used
to illicit this type of thinking are what, who, when and where question.
For example:
Example: When did Henry‟s family go on vacation?
b. Interpretive
The interpretive level requires to the reader in understanding the
information in the passage implicitly. This is the ability to understand
the significance of the data, such as to note cause effect and relation of
the part to the whole, to make comparisons or generalizations, to draw
conclusions and inferences. The students‟ comment and ideas can help
develop each other‟s interpretation in this level. For the example:
Example: Why did Henry roll his eyes when his dad started to
play guitar?
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c. Applied
Understanding at the literal and interpretive levels is combined,
reorganized and restructured at the applied level to express opinions,
draw new insight and develop fresh ideas. Guiding students through the
applied level shows them how synthesize information, to read between
the lines and to develop a deeper understanding of the concepts,
principles and implications presented in the text.
In this level we are analyzing or synthesizing information and
applying it to other information. For example:
Example: if Henry‟s friend Tom was the one playing guitar, do
you think Henry would have rolled his eyes? Why or why not?
Based on the explanation above, it can be concluded that to
comprehend well, readers must have literal reading, inferential reading,
and critical reading. The researcher did not discuss three levels of
reading comprehension but only discussed literal and inferential reading
because the text for senior high school students particularly covers
literal and inferential reading.
5. Micro-Skill and Macro-Skill for Reading Comprehension
Brown (2004:187-189) states that proposes micro-skills and
macro-skills the students of English as a foreign language need to have in
order to become efficient readers. They are follows:
a. Micro-Skills
1) Discriminate among the distinctive graphemes and orthographic
pattern of English.
2) Retain chunks of language of different lengths in short-term
memory.
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3) Process writing at an efficient rate of speed to suit the purpose.
4) Recognize a core of words, and interpret word order patterns and
their significance.
5) Recognize grammatical word classes (nouns, verbs, etc.), system
(tense, agreement, and pluralization), patterns, rules, and elliptical
forms.
6) Recognize that a particular meaning may be expressed in different
grammatical forms.
7) Recognize cohesive devices in written discourse and their role in
signaling the relationship between and among clauses.
b. Macro-Skills
1) Recognize the rhetorical forms of written discourse and their
significance for interpretation.
2) Recognize the communicative function of written texts, according to
form and purpose.
3) Infer context that is not explicit by using background knowledge.
4) From described events, idea, etc; infer link and connection between
events, deduce cause and effects, and detect such relations as main
idea, supporting idea, new information, given information,
generalization, and exemplification.
5) Distinguish between literal and implied meanings.
6) Detect culturally specific reference and interpret them in a context of
the appropriate cultural schemata.
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7) Develop and use a battery of reading strategies such as scanning and
skimming, detecting discourse markers, guessing the meaning of
words from context, and activating schemata, for the interpretation
of texts.
Based on the skills that offered by Brown, the researcher used
some spectrums for objectives in the assessment of reading
comprehension based on the syllabus of Senior High School as follows:
communication function, detect main idea, supporting idea and given
information, distinguish between literal and implied meaning, detect
culturally specific references, guessing the meaning of words from the
context.
6. Teaching Reading Comprehension
Kennedy (1981:252) states that effective teaching reading is
virtually impossible if the teacher does not know the basic skills that are
necessary for recognizing words and understanding content. Knowledge of
the skills that are essential to reading can be learned through a study of
methods in reading, teaching manuals, and list of development reading
skills. It means that the teachers should attend in-service reading skills to
subject matter materials.
Teachers are expected to teach the reading skills and abilities
needed in the content areas, event through they are not responsible for
achievement in the teaching reading. The major problem in teaching
reading in content areas and gives suggestions for applying reading skills
to decode and comprehend subject matter materials ( Kennedy, 1981:240).
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It means that the complexity of skills needed for reading content, and the
basic reading skills must be made applicable to the materials.
Harmer (1998:70) suggests five principles in teaching reading:
a. Reading is not a passive skill
The teacher should motivate the students to be active in reading,
they have to guess what the word means, see the picture and understand
the arguments. Then work out it order that they do not forget it quickly.
b. The students need to be engaged with what they are reading
The students who are not engaged with the reading text and not
actively interested in what they are doing will not get benefit from it.
Hence, the teacher should select an interesting topic.
c. The students should be encouraged to respond to the context of a
reading text, not just to the language.
In studying reading text the students not only study the number
of paragraph but also study the meaning and the message of the text.
The teacher must give the students a chance to respond to that message
of the text.
d. Prediction is a major factor in reading
When the students read text, they often look at hints, such as the
contents or book covers, photographs, and headline. These hints are
useful for the students to predict what they are going to read. The
teacher should give the students “hints” so that they can predict what is
coming.
e. Match the task to the topic
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The teacher should choose the good reading tasks for students,
the right kind of question, engaging and useful puzzles, etc.
f. Good teachers exploit reading texts to fun
Good teachers integrate the reading texts into interesting class
sequence, using the topic for discussion, and further tasks, using the
language for study activation.
From the explanation above, it can be conclude that teaching is
helping someone to learn something not transfer knowledge or strategy
to study. Teaching reading is an important job for teacher. The teacher
must use a suitable technique and learning media in teaching based on
the students‟ condition. Because of the condition of the students in
certain school is different from the condition of the students in another
school, it is important for the teachers to know their students‟ condition
first and then choose appropriate technique and media to teach their
students.
7. Principles for Teaching Reading Comprehension
For most second language learners who are already literate in a
previous language, reading comprehension is primarily a matter of
developing appropriate, efficient comprehension strategies.
Brown (2004:188-189) stated in language Assessment: Principles
and Classroom Practice, that there are ten such strategies which can be
practically applied in the classroom:
a. Identify young purpose in reading a text.
b. Apply spelling rules and conversation for bottom-up decoding.
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c. Use lexical analysis (prefixes, roots, suffixes, etc.) to determine
meaning.
d. Guess at meaning (of words, idioms, etc.) when you aren‟t certain.
e. Skim the text for the gist and for main idea.
f. Scan the text for specific information (names, dates, key words).
g. Use silent reading strategies for rapid processing.
h. Use marginal notes, outlines, charts, or semantic maps for
understanding and retaining information.
i. Distinguish between literal and implied meanings.
j. Capitalize on discourse markers to process relationship.
Based on the skills that offered by Brown, the researcher used some
spectrums for objectives in the principles for teaching reading
comprehension as follows: identify the purpose of the text, skim the text
for the gist and main idea, scan the text for specific information and the
last is distinguish between literal and implied meanings.
8. Types of Reading Comprehension
Brown (2004:189) writes that there are several types of reading
performance are typically identified:
a. Perceptive
Perceptive reading task involve attending to the components of
large stretches of discourse: letters, words, punctuation, and other
graphemic symbols. Bottom-up processing is implied.
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b. Selective
Selective category is largely an artifact of assessing format that
a combination of bottom-up and top-down processing maybe used. In
order to ascertain one‟s reading recognition of lexical, grammatical. Or
discourse features of language within a very short stretch of language,
certain typical tasks are use: picture-cued tasks, matching, true/false,
multiple-choice, etc. Stimuli include sentences, brief paragraphs, and
simple charts and graphs. Brief responses are intended as well.
c. Interactive
Reading is a process of negotiating meaning; the reader brings
to the text a set of schemata for understanding it, and in take is the
product of that interaction. Typically genres that lend themselves to
interactive reading are anecdotes, short narrative and description,
excerpts from longer texts, questionnaires, memos, announcements,
direction, recipes, and the like. The focus of an interactive task is to
identify relevant features (lexical. Symbolic, grammatical, and
discourse) within texts of moderately short length with the objective of
retaining the information that is processed. Top-down processing is
typical of such tasks, although some instances of bottom-up
performance may be necessary.
d. Extensive
Extensive reading applies to texts of more than a page, up to and
including professional articles, essays, technical refers to “extensive
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reading as longer stretches of discourse, such as long articles and books
that are usually read outside a classroom hour.
From the explanation above, it can conclude that most important
that applied in senior high school is interactive reading, because it is
about the process of negotiation meaning to understand the text for the
example is narrative text.
9. Techniques in Teaching Reading
Grellet (1999:4) states that there are the main ways of reading as
follow:
a. Skimming
Skimming is quickly running one‟s eyes over a text to get the
gist of it. Skimming is used to gather information quickly. The reader
skims in order to satisfy a very general curiosity about a text. It also
helps the readers to recognize their thought and specify what
information they can get from a book, so that their subsequent reading
is more efficient. For example, reading a newspaper (quickly to get
general news of the day), business and travel brochures (quickly to get
the information).
b. Scanning
Scanning is quickly going through a text to find a particular
piece of information. Scanning occurs when a reader goes through a
text very quickly in order to find a particular point of information
(Williams, 1999:100). For example, a conference guide and airplane
schedule. Scanning involves these steps:
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1) Determine what key word to look for
2) Look quickly through the text for those words
3) When you find each word, read the sentences around it to see if
they provide the information being sought.
4) If they do, not read further. If they do not continue scanning
c. Extensive reading
Extensive reading is longer texts, usually for one‟s own
pleasure. This is a fluency activity, mainly involving global
understanding. The text is always to be read for comprehension of main
ideas, not for every detail word. For example, reading business book.
d. Intensive reading
Intensive reading is reading shorter text, to extract specific
information. This is more an accuracy activity involving reading for
detail. In this ways, each text is read carefully and thoroughly for
maximum comprehension. For example, a contract, a book keeping
report.
From the explanation above, it can conclude that the technique
in teaching reading is very important to apply to the students to read
some text, especially in narrative text. Skimming, scanning and
extensive reading is best technique applied in reading the text.
10. Assessment on Reading
Brown (2004:190-214) states that in his books explains some
reading assessment based on the type of reading. The explanation as
follows:
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a. The design of assessment task for perceptive reading.
Brown (2004:190-193) states that at the beginning level of
reading a second language lies a set of task that are fundamental and
basic : recognition of alphabetic symbols, capitalize and lower case
letters, punctuation, words, and grapheme phoneme correspondences
assessment of basic reading may be carried out in a number of different
ways. Here the design of assessment of perceptive reading, as follows:
1) Reading aloud
The task taker sees separate a letters, words, and/or short
sentences and reads them aloud, one by one, in presence of an
administrator. Since the assessment is reading comprehension, any
recognizable oral approximation of the target response is considers
correct.
2) Written response
The same stimuli are presented, and the test taker‟s task is
to reproduce the probe in writing. The evaluation of test taker's
response must be carefully treated.
3) Multiple-choices
Multiple-choices responses are not only a matter of
choosing one of four or five possible answers. Others format, some
of which are especially useful at the low levels of reading, include
same different, circle the answer, true/false, choose the letter, and
matching.
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4) Pictured-cued item
Test-takers are shown a picture, such as the one on the text
page, along with a written text and are given on of a number of
possible tasks to perform or a true/false procedure might be
presented with the same picture.
b. The design of assessment for selective reading
Brown (2004:194-201) writes that selective reading is largely
the artefact of assessment format. In order to ascertain one's reading
recognition of lexical, grammatical, or discourse feature. Certain typical
tasks are used: pictures-cued tasks, matching, true/false, multiple
choices.
1) Multiple choices (for form-focused criteria)
The mainly reason, so many teacher use this multiple choice
because it is easier to administer and can be scored quickly.
2) Matching task
The test taker's tasks simply to respond correctly which
makes matching an appropriate format.
3) Gap-fillings task
Gap-fillings task or filling in the blank is the item in which
the best taker's response is write a word or phrase.
c. The design of assessment for interactive reading
Brown (2004:201-212) states that reading is a process of
negotiating meaning; the reader brings the text a set of schemata to
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understand it. Typical genre of the interactive reading anecdote, short
narrative, and description.
1) Cloze task
The text taker should give the answer to deleting paragraph
based on their mastering the vocabulary. Even, close task also
made in the form of multiple choices to make raped scoring.
2) Multiple choice plus comprehension question
The test takers should answer the question that has created
by using the criteria of comprehending the text.
3) Short answer task
A popular alternative multiple choice question following
reading passages is the age-old short answer format. A reading
passage is presented, and the rest taker reads question then
answered a sentence or two.
4) Editing (linger task)
Test taker should edit the sentence by choosing one wring
word.
d. The design of assessment reading for extensive reading
Brown (2004:212-215) writes that extensive reading applies to
text of a book more than a page, up to an including professional article,
essay, technical report, etc. The purpose of assessment usually is to tap
into the learner's global understanding of the text design of assessment
of reading for extensive reading as follows:
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1) Skimming
It is the processes of rapid converge of reading matter to
determine its gist or the main idea.
2) Summarizing and responding
Asking the test taker to write the summary of the text, then
give to another test taker to get the response about the summary.
Based on Brown definition of assessing teaching reading above,
the researcher used designing assessment perceptive and extensive as
the assignment in daily activities and designing assessment interactive
as designing for Pre and Post-test.
B. Review on Story Face Strategy
Many teaching strategies have been contributed by teachers and
professional to improve students‟ ability in comprehending English text.
Every teacher strategy has a variety of purposes. As mentioned before, this
research tends to use story face as teaching strategy that has benefits in the
students‟ reading comprehension of narrative text. Therefore, the researcher
only presents literature about the story face that has benefits in students‟
reading comprehension of narrative text.
1. Definition of Story Face Strategy
Story Face is by giving a picture to make the students interest
reading process. Staal in Klingner, et al (2007:98) states that Story Face is
an adaptation of story mapping that provides a visual frame work for
understanding, identifying, and remembering elements in narrative text.
The story face constructed by making the eyes, eyelashes, nose, mouth.
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It is supported by Whitten et al (2009:188) Story Face is an
adaptation of story mapping, which also uses a visual framework for
understanding, identifying and remembering elements in narrative text. In
this theory, he explains that Story Face used the frame work to make
students understand about a text. Before the students reads a text the
students should be identifying and remember about element of narrative
text, so that the students reading the narrative text the students have
background knowledge about text.
Whitten (2009:188) writes that Story Face is a strategy in which
students read a story and generate a map of its events, ideas and key
elements. It means that before students should read the frame work first.
By understanding, the frame work, the students will remember with the
content of the text. When the students read the text the students will be
easy to understanding the text.
Based on the explanation avove, it can conclude that Story Face is
one of the kinds of strategy in teaching learning process. Story Face is a
graphic organizer of a story that is adapted from the story map in order to
help students to recognize the basic pieces of a narrative text. The story
face constructed by making the eyes, eyelashes, nose, mouth.
2. Procedure of Story Face Strategy
Whitten (2009:188) states that in these steps the teacher First, the
teacher give the students an illustration about the text before they read the
text. Next, the teacher tells the students about the text. The last when the
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teacher read the story, the teacher will pause and give each character a
chance to tell the class what they are thinking and feeling.
Based on the website of allof skripsi.blogspot.co.id Procedures that
we can use to teach the strategy of story face. The procedure is as follows:
a. Preview the Story Face with students prior to reading a narrative text.
b. Review the information (setting, main characters, problem, events,
and resolution) that students are expected to find.
c. Have students read the text and complete the Story Face, either
individually, in pairs, or as a group. Some teachers prefer to have
students fill out the story face as they read, while others prefer that
students fill it out after reading.
Beside that, Morellion in Bedrimiati (2012:23) also contributes the
teaching procedure. The procedure is as follows:
a. Web the main ideas on sketch paper.
b. Negotiate three to five main ideas and circle them.
c. Number the ideas in the order they happened in the book.
d. Record them on the story face.
e. Copy notes from the class story face.
3. Advantages of Story Face Strategy
Staal in Klingner et al (2007:98) states that this strategy gives some
advantages to the students; first, easy to construct. Second, it is easy to
remember. Third, it can guide retelling. Then is collaboratively learned
through discovery. Next, it is flexible. Finally, it provides a frame work
that can facilitate narrative text.
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4. The Shape of Story Face Strategy
Staal in Klingner et al (2007:98) states that it looks like a story
map, only it is shaped like a face. Staal provides examples of “happy” and
“sad” faces. We offer an adaptation of the happy version (for the sad face,
the smile is upside down).
Staal write that the Story Face is constructed by:
a. Making the eye: two circles representing the setting and main
character.
b. Eyelashes: specific description and secondary characters.
c. Nose: problem.
d. Mouth: comprises a series of circles representing the man events that
lead to the solution.
Figure 2.1 Story Face
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C. Review on Direct Reading Thinking Activity (DRTA)
1. The Definition of Direct Reading Thinking Activity (DRTA)
Stauffer in Guzzetti (2002:134) states that DRTA strategy engages
students in active reading and thinking and places the teacher in the role
of facilitator. DRTA is an instructional approach that requires students to
predict, set purposes for reading, and actively seek evidence in the text t
support prediction. The process of predicting, confirming, and refuting
predictions, help students connect prior knowledge with information
from the text.
Al-Hameed (2012:141) writes that the direct reading thinking
activity is associated with the DRA (Directed Reading Activity)
developed by Stauffer (1969). The direct reading thinking activity is a
lesson plan which involves (a) preparation/readiness/motivation for
reading a lesson; (b) silent reading; (c) vocabulary and skills
development; (d) silent and /or oral reading; and (e) follow-up or
culminating activities.
Kern (2000:135) writes that DRTA is one teaching strategy useful
for guiding learners‟ thinking process during reading for enhancing their
motivation. DRTA developed by Stauffer (1969), the DRTA encourages
readers (1) to establish goals and read purposefully, (2) to make
inferences and predictions while reading, and (3) to evaluate the fit
between information in the text and their own mental representations of
the text.
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The statements above can be concluded that DRTA strategy is a
comprehension strategy that guides the students in asking questions about
a text, making prediction, and then reading to confirm or refute the
prediction. The DRTA process encourage the students to be active and
thoughtful, enhancing the prediction.
2. The Purposes of Direct Reading Thinking Activity (DRTA)
Brunner (2011:56) writes that the purpose of the DRTA strategy
from Stauffer is to help students read critically and reflect upon what
they read. This strategy help students determine a purpose for reading,
carefully examine the text, and remain engaged throughout the lesson.
Although this strategy can be modifier for nonfiction, it is easily
implemented with fiction.
The basic of DRTA involves the teacher working with a small
group of students (6-12) as they read a short story or selection, pausing at
teacher. Selected stopping points to think and predict. The purpose of this
teacher guided reading of the text is to help students think actively and
become personally engaged in the reading (Blachowicz, 2008:138-139)
From the statement above it is clear that DRTA intents on
supporting students to think critically and examine reading experience.
This strategy also can be implemented in both fiction and nonfiction
material.
3. The Advantages and Disadvantages of DRTA
Brunner (2011:57) states that the advantages of DRTA, there are:
a. Easily implemented
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b. Requires active participation from the reader
c. Requires only moderate advance preparation from the teacher
d. Encourages a positive students attitude toward strategy
e. Encourages silent reading
f. Helpful in classroom when students have a wide range of academic
ability
g. Can easily be implemented with nonfiction text
Brunner (2011:57) states that the disadvantages of DRTA, there
are:
a. This strategy may slow the reading of advanced readers
b. Opportunities for participation are diminished
c. It needs long time (can be completed in 30 to 40 minutes)
d. It requires a sufficient number of texts for all students to read. They
also need paper and pencils.
4. Steps of Direct Reading Thinking Activity
Mary (1995) states that the guidelines for helping students apply
DRTA in each of the three stages of reading:
a. Pre-Reading
1) Survey the text with the students, looking for clues aout the
content-clues such as title, section headings, key words,
illustration.
2) Help the students make predictions about the text‟s content.
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3) Have students write their prediction down on a PREDICTION
Verification Checklist, as you write them on the board or
overhead transparency.
4) Make sure the students understand how to use the checklist to
classify their predictions as: proved, disproved, partially
right/wrong, requires revision, not mentioned, not enough
information.
5) Help the students stablish a purpose for reading by directing them
to read the text to determine whether it proves or disproves their
prediction.
b. During Reading
1) Have the students read the text, silently or aloud, individually or
in group, to verify their predictions.
2) Instruct the students to place a check mark under the appropriate
category on the Prediction Verification Checklist as they read the
text.
c. Post-Reading
1) Have the students compare their prediction with the actual content
of the text.
2) Ask the students to analyze their checklist and determine how
well they predicted the content of the text.
3) Verify that the students have learned the DRTA strategy by
having them answer the following metacognitive questions.
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Crawford (2005:46) writes that the table of Direct Reading
Thinking Activity Chart.
Table 2.1 Direct Reading Thinking Activity Chart
What will do you think
will happen?
Why do you think so? What did happen?
After reading the
title
After reading the
first part
After read the
second part
After reading to
the end
D. Rewiew on Genre
1. Definition of Genre
Pardiyono (2007:2) states that genre is the text type that functions
as frame reference that a text can construct effectively, effective purpose
and construction of text element also diction. Hartono (2005: 4) states that
genre is used to refer to particular text types not to traditional varieties of
literature. It means that genre is a type or kinds of text, defined in terms of
its social purposes, also the level of context dealing with social purpose.
Based on the explanation above, it can be concluded that genre is a
text type that has function, stage, goal and social process. So every genre
has different purpose, generic structure and language features.
2. Kinds of Genre
Pardiyono (2007:2) classifies the text into nine types, they are:
descriptive, recount, narrative, discussion, exposition, news item, report,
anecdote, and review. It can be explained as below:
1) Descriptive
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It is a type of text, which has specific function to give description about
object or thing or people.
2) Recount
It is a type of text, which has specific function to inform about the past
activity.
3) Narrative
It is a type of text to retell activity or past event for narrating
problematic and resolution to amuse or entertain and often intended to
give morality to the reader.
4) Discussion
It is kind of text to package information in the general ideas or options
about the phenomenon that occurs in the community from the two point
of view.
5) Exposition
It is kind of text to argue that something is the case (analytical
exposition) and something should be or no (hortatory exposition).
6) News item
It informs the readers, listeners or viewers about newsworthy event.
7) Report
It is type of text to give information natural or non natural phenomenon
or things in the world to add knowledge to the reader.
8) Anecdote
The text uses for sharing with other an account of unusual or amusing
event.
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9) Review
It is kind of text to evaluate the quality of books and other works of art.
Furthermore, the syllabus of tenth grade of SMK Batur kaya 2
ceper Klaten, genres of the text which are taught namely: Descriptive,
Recount and Narrative. Hence, the researcher only focuses on narrative
text.
E. Review on Narrative Text
Narrative text is one of the genre text form. It is the material which has
been used by researcher in the teaching reading text. The researcher measured
the students‟ reading narrative text ability. Therefore the researcher discusses
some points which relates with narrative among other, the definition, the
social function, generic structure and language features of narrative text.
1. The Definition of Narrative Text
Anderson (1997:9) states that a narrative text is a piece of text
which tells a story and, in doing so, entertains of informs the reader or
listener. Based on website duolala.blogspot.co.id Narrative text is a story
with complication or problematic events and it tries to find the resolution
to solve the problems.
Nurdwiansyah (2015:2) writes that narrative text is a text about
telling a story which tells conflicts among the participants and there is a
plot of problem solving in it. Furthermore Wagner (2008:8) states that
narrative text is a kind of text that is suitable to tells about the activity or
the past events that is using the problematic experience and resolution to
amuse and entertain the readers
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Based on the definition above, it can be concluded that narrative
text is a story tell us about events or something interesting in the past that
has purpose to amuse and entertain the reader.
2. The Social Function of Narrative Text
Herlina (2012:149) states that the social function of narrative text
are to amuse, entertain and deal with actual and vicarious experience.
Based on the website of Aris Munand, the purpose of narrative text is to
amuse or entertain the reader with a story Based on the explanation above,
it means that the social functions of narrative text is quite similar to the
purpose of the text. Related to narrative text, the social function is to
amuse and entertain the readers about a story and to deal with actual or
various experience in different ways.
3. The Generic Structure of Narrative Text
Anderson (1997:8) states that the steps for constructing a narrative
are:
a. Orientation
In which the narrator tells the audience about who is in the story
are, when the action is taking place, and where the action is happening.
(Can be a paragraph, a picture or opening chapter).
b. Complication
Sets off a chain of events that influences what will happen in the
story.
c. Sequence of events
Where the characters react to the complication.
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d. Resolution
In which the characters finally sort out the complication.
e. Coda
A coda is optional step in constructing a narrative text. It provides
a comment or moral based on what has been learned from the story.
4. The Language Features of Narrative Text
Wagner (2008:9-10) states that the language features usually found
in narrative text are:
a. Can use either past or present tense, but consistency needs to be
maintained.
b. Use varied sentence length. Varied sentence types-simple, compound
and complex.
c. Use particular rather than general nouns, especially for main
character/s: „Harry‟ instead of „the boy‟.
d. Use personal pronouns to avoid overuse of proper nouns when referring
characters.
e. Use preposition in phrase telling where, when and how.
f. Use conjunction related to time, such as „before‟, and other connectives,
such as „suddenly‟.
g. Generally, the active voice is preferred over the passive, as it gives
more of a sense of immediacy: „the falling branch hit her‟ instead of
„she was hit by the falling branch.
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F. Previous Related Study
The researcher present the previous study dealing with topic. The first
title is: The Effect of Story Face on Students‟ Reading Comprehension of
Narrative Text in Grade VIII of Islamic Junior High School Nurul Hidayah
Pematang Kayu Arang. This thesis is arranged by Bedrimiati from
Department of English Education Faculty of Education and Teacher Training
of The State Islamic University of Sultan Syarif Kasim Riau in Academic
Year 2012. The aim of this research is to find out whether teaching reading
using story face is effective to increase the students‟ reading comprehension.
The subject of the study was the students of Islamic junior high school Nurul
Hidayah in grade VIII in the academic year 2011/2012. The research method
which was used in this research is pre-experimental design. The research
using pre-test and post-test in the collecting the data. The result that t-test was
bigger than t-table, that was 2.06 < 3.43 > 2.79. The researcher said that
students‟ reading comprehension increased significantly after the researcher
implemented the use of story face when teaching narrative text. In the other
words, story face had significance effect on improving students‟ reading
comprehension of narrative text. It can be proved from the result of pre-test
and post-test.
The similarities this thesis with researcher‟s thesis is this study used
story face strategy to teach reading comprehension. The differences are; (1)
the thesis used pre experimental research design but the researcher‟s thesis
used quasi experimental design (2) the subject of this thesis is in junior high
school but the researcher‟s thesis is in senior high school. The conclusion of
41
this thesis is the students‟ reading comprehension achievement increased
significantly after the researcher implemented the story face when teaching
narrative text.
The second title is: The Effectiveness of Story Mapping Technique
toward Students‟ Reading Comprehension of Narrative Text (A Quasi-
Experimental Study at the Tenth Grade Students of SMAN 1 Kota Tangerang
Selatan in The Academic Year of 2014/1015. This thesis is arranged by Dewi
Nurpitriyani from department of English Education Faculty of Tarbiyah and
Teachers‟ Training Syarif Hidayatullah State Islamic University in Academic
Year 2015. The aim of this research is to find out the effectiveness of story
mapping technique in teaching reading comprehension of narrative text to
tenth grade students in order to see whether or not using story mapping
technique is effective toward students‟ reading comprehension and to find out
what extent story mapping technique is effective towards students‟ reading
comprehension of narrative text. The subject of the study was the students of
SMAN 1 Kota Tangerang Selatan in grade tenth in the academic year of
2014/1025. The research method which was used in this research is
quantitative method and the design used in this study was purposive a quasi-
experimental design. The sampling technique used in this study was
purposive sampling. In this technique, two classes were chosen as
experimental class and control class. The technique of collecting data used in
this study was test which conducted twice as pre-test and post-test. The result
of this study showed that there was significant difference toward students‟
42
reading achievement of narrative text using story mapping technique. It can
be proved from the result of pre-test and post-test.
The similarities this thesis with the researcher are; (1) the aim of this
thesis is the effective toward students‟ reading comprehension of narrative
text at the tenth grade, (2) the thesis use quasi experimental design, (3) the
technique of collecting the data used test with pre and post-test. But the
differences is the name of the strategy is different from the thesis of the
researcher.
G. Rationale
The students in SMK Batur Jaya 2 Ceper Klaten have problems in
reading comprehension, especially in the tenth grade in learning English have
difficult to comprehending the text. The factor of the problems are: the
students‟ less vocabulary, students confuse to understand the contain of the
text because they don‟t know the meaning of the text, the students get
difficulties to analyse a text to determine its generic structure, the students get
difficulties to catch the main idea of the text, bored with the situation during
learning process, etc.
The one of teaching reading purpose is to enhance the students reading
comprehension. It is needed strategy that is able in teaching reading
comprehension. Here the researcher suggest implementing Story Face
strategy. Story Face strategy help the students to easy comprehend the text. It
also can be applied for the narrative text. Story Face strategy has unique
shape namely face to make students interest to study about narrative text.
43
From the explanation above, it can be concluded that Story Face
strategy can overcome the students‟ reading comprehension problem in the
tenth grade students of SMK Batur Jaya 2 Ceper Klaten in the academic year
of 20172018.
H. Hypothesis
To know the effectiveness of teach students‟ reading comprehension
by using Story Face, the researcher formulates two hypotheses that will be
tested by using t-test. They are:
1. Alternative Hypothesis (Ha)
There is a significant effect of using Story Face in teaching reading
comprehension at the tenth grade of SMK Batur Jaya 2 Ceper Klaten in the
academic year of 2017/2018.
2. Null Hypothesis (Ho)
There is no significant effect of using Story Face in teaching reading
comprehension at the tenth grade of SMK Batur Jaya 2 Ceper Klaten in the
academic year of 2017/2018.
44
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher discusses five points. It includes: (1)
research design (2) setting of the research (3) population, sample and sampling (4)
the technique of collecting data (5) technique analysis data.
A. The Research Design
This research applies experimental design. Frankel and wallen
(2012:265) states that experimental research is one of the most powerful
research methodologies that researchers can use. Sugiyono (2015:108) states
that there are several forms of experimental design that can be used in research
namely, Pre-Experimental Design, True Experimental Design, Factorial Design
and Quasi-Experimental.
The design of this research used Quasi-Experimental design,
specifically one group pre-test and post-test design. Sugiyono (2015:114) states
that a quasi-experimental research refers when a research conducted in the
classroom setting and the researcher cannot control all of the external factors
throughly that may influence the process of treatment in the control class.
Cohen (2000:214) states that one of the most commonly used quasi-
experimental design in educational research can be represented as:
Table 3.1 Research Design
Experimental O1 X1 O2
Control O3 X2 O4
45
Where:
O1 : the pre-test in experimental group
O2 : the post-test in experimental group
O3 : the pre-test in control group
O4 : the post-test in control group
X1 : treatment in experimental group
X2 : treatment in control group
The research dealt with two variables. They are Story face and reading
comprehension. The story face represented the independent variable and the
reading comprehension as the dependent variable. In this research, the
researcher wanted to know how is the effectiveness of teaching reading
comprehension on narrative text through story face at the tenth grade students
in SMK Batur Jaya 2 Ceper Klaten. So, there were two groups‟ namely
experimental group and control group. Experimental group was the class who
taught by story face and control group was the class who taught another
strategy. The strategy is Direct Reading Thinking Activity (DRTA).
B. Setting of the Research
In conducted the research, the researcher should decide the place of the
research and the time of the research.
1. Place of the Research
This research was carried out at SMK Batur Jaya 2 Ceper Klaten. It
is located on Besole-Ceper street no. 02, Krenekan Klepu Ceper Klaten
Jawa Tengah 57465.
46
2. Time of the Research
This research was conducted in four meeting at the tenth grade of
SMK Batur Jaya 2 Ceper Klaten in the academic year of 2017/ 2018.
This research was carry out on September 2017 up to May 2018.
C. Population, Sample, and Sampling
1. Population
Arikunto (2013:173) states that populations is all subject of a
research. The population in this research of this research is tenth grade of
SMK Batur Jaya 2 Ceper Klaten in academic year 2017/2018. There are five
classes for the tenth grade students of the school. They are X AK
(Akuntansi), X KI (Kimia Industri), X AP (Administrasi Perkantoran), X
TSM (Tekhnik Sepeda Motor) 1 and X TSM (Tekhnik Sepeda Motor) 2.
Each class contained different total students. And the total numbers of
students is 158. The researcher used two classes as the sample. They are the
experimental class and control class.
2. Sample
Sugiyono (2010:62) states that sample is a part of the total and
characteristic which is has by the population. The samples which are taken
must be representative.
The sample of the research are the X TSM (Tekhnik Sepeda Motor) 1
and X TSM (Tekhnik Sepeda Motor ) 2 in the tenth grade students of SMK
Batur Jaya 2 Ceper Klaten in the academic year 2017/2018. The number of
students in the X TSM 1 is 27 students and the number of X TSM 2 is 30
students. So, the total number of the students in both classes is 57 students.
47
The tenth grades X TSM 2 was experimental class and the tenth grades X
TSM 1 was control class. The experimental class would be taught using
Story Face and the control class would be taught using Direct Reading
Thinking Activity (DRTA).
3. Sampling
Sampling is the way or technique of taking sample out of population.
Fraenkel and Wallen (2012:91) states that sampling refers to the process of
selecting the individuals (a sample) from a population preferably in such a
way that the individuals are representative of the larger group from which
they are selected.
There are two types of sampling such as probability sampling and
non probability sampling (Sugiyono, 2010:62). The researcher used
purposive sampling. Purposive sampling technique is a technique which
selects the sample based on the purpose of the research, (Sugiyono,
2012:85).
D. The Technique of Collecting Data
In collecting the data, this researcher used test. A test is used to
examine and measure the qualities of someone or the knowledge or abilities of
someone. Brown (2004:3) states that a test is a method of measuring a person‟s
ability, knowledge, or performance in a given domain. The test is pre-test and
post-test that is tasted in experimental and control group and the form of the
test an objective test in the form of a multiple choices type.
48
Before doing test, the researcher did try out first. The result of the try
out then is analyzed to know the instrument‟s validity and reliability and to
know whether any of items should be revised or not.
1. Validity of the Test Instrument
Arikunto (2013: 211) writes that validity is a measure that indicates
the levels of validity or validity of an instrument. A test is considered valid
if it able to measure what is to be measured. Cohen (2000:105) states that
Validity is an important key to effective research. If a piece of research is
invalid then it is worthless. In quantitative research validity might be
improved through careful sampling, appropriate instrumentation and
appropriate statistical treatments of the data.
To calculate the validity of the items used formula Product Moment
Pearson as follow:
∑ (∑ )(∑ )
√{ ∑ (∑ )} { ∑ (∑ )}
(Arikunto, 2013:213)
Where:
n: the number of the students
X: the number of the scores of each item
Y: the number of the scores of each students
rxy: the coefficient of correlation between X and Y
49
The criteria in this research is, if rcount higher than rtable (rxy > rtable), so
the item is valid. However, if rcount lower than rtable (rxy < rtable), so the item is
invalid.
From the formula above, the researcher had done tryout test. The
result of rhis research was consulted to critical score for r-product moment
or rtable. If the obtained coefficient of correlation was higher than the critical
score for r-product moment, it mean that a test was valid at 5% level
significance. On the contrary, if rcount < rtable the item test was invalid and
must be deleted from the test.
Table 3.2 Validity of Tryout
Criteria R table Number of question Total
Valid 0,444 1,2,5,7,8,11,13,14,15,17,18,20,23,24,25,26,28,30,31,
33,34,36,38,40,41,42,44,45,47,59
30
Invalid 3,4,6,9,10,12,16,19,21,23,27,29,32,35,37,39,43,46,48
,50
20
2. Reliability of the Test Instrument
Arikunto (2013:221) states that reliability shows in one sense that
something quite reliable instrument to be used as a data gathering tool
because the instrument is good. Reliable means reliable, so reliable. While
Cohen (2000:117) states that reliability in quantitative research is a
synonym for consistency and replicability over time, over instruments, over
groups of respondents.
In this research, to measure the question by using Belah Dua
method. This method was chosen because the point that used only one
50
device. Belah Dua method is a method of reliability testing that is done by
dividing the side problems into two parts, next correlating the total score of
both. The way of way of splitting the side in this research by using butir
awal dan butir akhir (Purwanto, 2009:160).
In this research, Spearman-Brown formula is used to examine the
reliability of the test instrument. The formula is as follows:
Where:
= reliability of item test
= correlation of product moment between two side of item test
The criteria in this research is, if rcount higher than rtable (r11 > rtable) so
the item is reliable. However, if rcount lower than rtable (r11 < rtable) so the item
is not reliable (Purwanto, 2009:180)
The value of reliability is categorized as follows:
Table 3.3 Categories of Reliability
Value r11 Description
0,8 – 1, 000 Very High
0,6 – 0,799 High
0,4 – 0,599 Adequate
0,2 – 0,399 Low
51
< 2,000 Very Low
(Arikunto, 2013:319)
The researcher has done validity test, then performed reliability
testing on those instruments. Reliability test used to determine the level of
consistency in answer to the instrument. A good instrument accurately has
consistent answers to the instrument whenever it is presented. Based on the
calculation point about the reliability of tryout coefficient obtained by r11=
0,884. From the result above it can be concluded that the instrument can be
trusted to be used as a data collection tool.
3. Degree of Test Difficulty
The level of difficulty the tests show how difficult or how much
easier to items test or test overall held. Thus, it will be known whether a test
item is very difficult, difficult, medium, easy, or very easy (Solikhah,
2015:55)
A good question is a question that not too difficult and not too easy
either. Formula for degree difficulty is:
P = JJB : JPT X 100%
Where:
P : index of difficulty
JJB : the number of students who answer an item correctly
JPT : the total number of students
52
The index of difficulty level can be classified as follow:
Table 3.4 Index of Difficulty Level
Value Description
81-100% Very easy
70-80 Easy
41-69 Medium
20-40 Difficult
10-20 Very difficult
(Solikhah, 2015:76)
Based on the result of the tryout conducted to 29 students of class X
kimia have been obtained some result. the result of the tryout from 50
questions there are 15 questions of matter within the category of very easy,
10 questions of matter within the category of easy, 7 questions of matter
within the category of medium, 6 questions of matter within the category of
difficult, 12 questions of matter within the category of very difficult.
E. Technique of Analysis Data
To prove the hypothesis, the score of experimental and control class
were analyzed the first was unit analyzing. It includes mean mode, median and
standard deviation.
1. Unit Analyzing
a. Mean
Sugiyono (2010:49) states that mean is average that obtained from
the sum of all score and divided with the total of the individual. The
formula to obtain the mean in this research is as follows:
53
X = ∑
Where:
X : the mean
x : raw score
∑ : the sum of
N: the number of cases
b. Mode
Sugiyono (2010:47) writes that mode is a score of group which has
a biggest frequency. To calculate mode, the formula used is:
(
)
Where:
Mo: the mode
L : the lower limit of the interval within which the mode lies
I : the interval size
f1 : the frequency of the interval containing mode reduced by that of
the previous interval
f2 : the frequency of the interval containing mode reduced by that of
the following interval
c. Median
Sugiyono (2010:48) states that median is a score who limits a half
of frequency in under distribution from the upper distribution. The
formula used is:
(
)
54
Where:
Me: the median
L : the lower limit of the interval within which the median lies
I : the interval size
n : the number of cases in the distribution
cfb: the cumulative frequency in all intervals below the interval
containing the median
fw : the frequency of cases within the interval containing the median.
d. Standard Deviation
Standard deviation is the distance of an individual value from the
mean.
√∑( )
Where:
S: the symbol for standart deviation
∑ : the mean of students score
X : value of the item
n : total number of items
2. Pre-requisite Test
A requirement for the t-test, firstly the data instrument of
experimental class and control class must be calculated using
normality and homogeneity test. The researcher use T-test to find out the
differences between the students‟ scores which were taken from pre-test
and post-test in experimental class and control class. Before calculate the
55
hypothesis testing, the researcher first measure normality and homogeneity
test.
a. Normality Test
Normality test is implemented to find out whether the class have
normal distribution index or not in this research. In order to test the
normality, the researcher used liliefors formula as follows:
;
∑
; √
∑ ∑
Lo (L obtained) > Lt (L table) = data do not have normal distribution.
Lo (L obtained) < Lt (L table) = data have normal distribution.
b. Homogeneity test
Homogeneity test is conducted to find out whether the variances
of scores in control and experimental groups are homogeneous or not.
In order to test the homogeneity, formula as follow:
The criteria in this test is to compare the F count with F table.
Where if Fcount lower or equal with Ftable ( ≤ ), so Ho is accepted and
Ha is rejected. Ho accepted means homogeneous variance (Sugiyono,
2015:276)
3. Hypothesis Test (T-test)
In analyzing the data, the researcher uses t-test. T-test is used to
compare the means of two groups. The formula of the t-test used in
analyzing the data is as follow:
56
√( ) ( )
( )
Where :
t : The effectiveness of the treatment
e : The average of experiment group
c : The average of control group
s1 : The deviation from the individual in group 1
s2 : The deviation from the individual in group 2
n1 : The number of subject in group 1
n2 : The number of subject in group
Sugiyono (2012: 197)
Criteria of examination if tcount > ttable so Ha accepted and Ho rejected.
However, if tcount < ttable so Ha rejected and Ho accepted.
57
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
This chapter discusses the result of the research conducted in the tenth
grade students of SMK Batur Jaya 2 Ceper Klaten. This chapter provides some
findings and discussion about the use of Story Face in reading comprehension.
This chapter consists of the research finding, data analysis, and discussion.
A. Data Description
The objective of this research is to find out the effectiveness of applying
Story Face for the students‟ reading comprehension in SMK Batur Jaya 2
Ceper Klaten in academic year of 2017/2018. The researcher chose two classes
as the sample. They are X TSM 2 as the experimental group that consists of 32
students and X TSM 1 as the control group that consists of 27 students.
The researcher gave the pre-test to both experimental group and control
group to know that both classes are homogeneous. After that, the researcher
gave the treatment in four times and then gave the post-test. The result of the
post-test of both group are compared by using t-test formula. The data of two
groups can be seen as follow:
1. Pre Test Result
a. Experimental group
The experimental group is a class that was taught by using Story
Face for students‟ reading comprehension. X TSM 2 as experimental
group consist of 30 students. They have performed the test presented by
the researcher. The descriptive data analysis of pre-test reading
58
comprehension in experimental class the students got score 40 up to 77.
Based on the table frequency can be found that the mean of the test is
57.73, the mode is 43, the median 58,5 and the standard deviation is
11.33.
b. Control group
The control group is a class that was taught by using Direct
Reading Thinking Activity (DRTA) for students‟ reading
comprehension. X TSM 1 as control group consists of 27 students. They
have performed the test presented by the researcher. The descriptive data
analysis of pre-test reading comprehension in control class the students
got score 40 up to 80. Based on the table frequency can be found that the
mean of the test is 58.14, the mode is 50, the median 57 and the standard
deviation is 10.58.
The data frequency of students‟ score can be showed by the table
as follow: Table 4.1 Frequency Distribution of Reading Comprehension Pre-Test Data in
Experimental Class and Control Class
Pre Test Experiment Pre Test Control
No Score Frequency
Frequency
Cumulative
No Score Frequency Frequency
Cumulative
1 40 2 2 1 40 1 1
2 43 4 6 2 43 1 2
3 47 1 7 3 47 3 5
4 50 3 10 4 50 4 9
5 53 3 13 5 53 3 12
6 57 2 15 6 57 3 15
7 60 3 18 7 60 2 17
8 63 3 21 8 63 3 20
9 67 3 24 9 67 1 21
10 70 2 26 10 70 3 24
11 73 2 28 11 73 1 25
12 77 2 30 12 77 1 26
13
12 80 1 27
59
Figure 4.1 Histogram of Pre Test Reading Comprehension Score in Experimental and
Control Group
2. Post Test Result
a. Experimental Class
The descriptive data analysis of post-test reading comprehension in
experimental class the students got score 50 up to 83. Based on the table
frequency can be found that the mean of the test is 71.43, the mode is
80, the median is 73 and the standard deviation is 9.07.
b. Control Class
The descriptive data analysis of post-test reading comprehension
in control class the students got score 50 up to 83. Based on the table
frequency can be found that the mean of the test is 66.03, the mode is
63, the median is 67 and the standard deviation is 9.04.
60
Table 4.2 Frequency Distribution of Reading Comprehension Post-Test Data in
Experimental Class and Control Class
Post Test Experiment Post Test Control
No Score Frequency
Frequency
Cumulative
No Score Frequency Frequency
Cumulative
1 50 1 1 1 50 2 2
2 57 2 3 2 53 1 3
3 60 2 5 3 57 2 5
4 63 3 8 4 60 4 9
5 67 3 11 5 63 4 13
6 70 2 13 6 67 4 17
7 73 4 17 7 70 2 19
8 77 4 21 8 73 3 22
9 80 6 27 9 77 2 24
10 83 3 30 10 80 2 26
11
11 83 1 27
Figure 4.2 Histogram of Post Test Reading Comprehension Score in Experimental and
Control Group
61
B. Data Analysis
The data obtained from both experimental and control group are used to
be analyzed to know the difference between the experimental group and
control group. To reveal the difference, the researcher uses t-test. The t-test
requires normality and homogeneity were tested first based on the pre-test and
post-test score.
1. Normality and Homogeneity
Before analyzing the data using t-test, the normality homogeneity test must
be done. The normality test had to reveal that the samples are in normal
distribution, while, homogeneity test had to be done to know the data of the
sample that were taken from population were homogeneous. The test as
presented as follow:
a. Normality
Normality is used to test the sample from the population whether they
have normal distribution or not. In this research, the researcher used
Liliefors formula for the normality.
Table 4.3 The Summary of Normality Test Using Liliefors
No Data Number
of
Sample
L Obtained
(LO)
L Table
(Lt)
Distribution of
Population
1 Post Test
(Exp)
30 0.10128 0.16176 NORMAL
2 Post Test
(Ctrl)
27 0.1129 0.17051 NORMAL
62
The explanation of the table above is follow:
1) The result of normality test of the post test data of the students who
was taught by using Story Face shows that the highest score (Lo
max) is 0.10128 and the Ltable for n 30 is 0.16176, it means that Lo is
lower than L table so the sample is in normal distribution.
2) The result of normality test of the post test data of the students who
was taught by using Direct Reading Thinking Activity (DRTA)
shows that the highest score (Lo max) is 0.1129 and the Ltable for n
27 is 0.17051, it means that Lo is lower than L table so the sample is
in normal distribution.
b. Homogeneity
The homogeneity test is used to know whether the two samples of group
are homogeneous. The data of the sample that were going to be analyzed
if XO2 is lower that XI
2 with α = 0.05. The table of homogeneity test
could be showed as follow:
Table 4.4 The Computation of Homogeneity Test
Data The number of
sample X0
2 X1
2 Alfa (α) Verb
Post Test 57 1.006 1.907 0.5 Homogeny
Based on the table above can be concluded that Xo 1.006 lower
than X1 at the level of significant 0.05= So Xo² < X1² (1.006 < 1.907)
and the data were homogeneous.
2. The hypothesis testing
The hypothesis test can be done after the normality and the homogeneity
test are done. In this research, the researcher used t-test for the research.
63
a. Seeking mean
Mean Experimental class (Xe)
Xe = ∑
Xe =
Xe = 71.43
Mean Control class (Xc)
Xc = ∑
Xc=
Xc = 66.03
b. Seeking variance
Variance (standard deviation) of Experimental class
√∑( )
√
√
Variance (standard deviation) of Control class
√∑( )
64
√
√
c. Seeking t
√( ) ( )
( )
√( ) ( )
(
)
√( ) ( )
( )
√
( )
√
( )
√ ( )
√
65
The result of t computation (t-test) stated that tscore is 2.24 and t table is
2.00 with degree freedom 55 and the level significant is 0.05. The result
provides that tscore is higher than t table so the null hypothesis (h0) is rejected.
It means that there is any significant different in reading comprehension
achievement between students that taught by using Story Face and the
students that taught by using Direct Reading Thinking Activity (DRTA).
C. Discussion
The result of the test showed that the mean of reading comprehension
before given treatment in experimental class is 57.73 while control class is
58.14. After given treatment, the mean of reading comprehension in
experiment class is 71.43 while control class is 66.03. The calculation above
can be concluded that there is significant difference between experiment class
and control class where the mean of students‟ reading comprehension in
experiment class (71.43) is higher than students‟ reading comprehension in
control class (66.03) which indicated that the students scored better after being
taught using the Story Face. Story Face uses the frame work to make students
understand about a text. Before the students read a text, their should be
identfying and remember about element of narrative text, so that the students
reading the narrative text, the students have background knowledge about text.
The second findings prevailed was before giving the treatment,
researcher checked the balance of the students‟ initial ability of both classes.
The data used to test the balance was the score of pre-test. Analysis of initial
data was conducted through normality test that aimed at showing whether the
66
data is normally distributed or not. This can be seen from the normality test
with liliefors formula, where Lcount < Ltable , α =5%. On the normality test of
pre-test of the experimental class, it can be seen L count (0.101) < L table
(0.161) and the control class L count (0.112) < L table (0.170). Since
homogeneity test shows F count (1.006) < F table (1.907), it can be concluded
that the two classes are homogeneous.
The normality test of post-test of experimental class result was L count
(0.101) < L table (0.161) and control class results L count (0.112) < L table
(0,170). Ho accepted if L count < L table. The post-test demonstrate that the
hypothesis of those classes is normal on the distribution. It is proved with F
count (1.006) < Ftable (1.907) from the homogeneity test that had the same
variant. The last phase of the t-test, it is obtained tcount = 2.24 with t table = 2.00
with the standard of significant 5%. Because of t count > t table = (2.24> 2.00) so
Ho was rejected. It means that using Story Face in teaching reading
comprehension was effective.
Based on the teaching learning process, the students are interested in
learning reading using Story Face strategy than using Direct Reading Thinking
Activity (DRTA). The implementation of Story Face strategy in the class is
effective to their reading comprehension which activities make them active in
learning process. The teacher asks the students to fill in the shape of Story Face
based on the place of the part of text. for the example in a eyes is part of setting
and main character. The eyelashes for the specific description and secondary
characters. The nose for the problems and than the mouth is for the generic
structure for narrative text. It is fun to be done in the team work.
67
Based on the explanation above, it can be said teaching reading
comprehension by using Story Face in the tenth grade of student SMK Batur
Jaya 2 Ceper Klaten is significantly effective and different from teaching by
using Direct Thinking Reading Activity (DRTA). Therefore, Story Face is
effective for teaching reading comprehension on narrative. It is proved by
acceptability of Ha because the students treated by using Story Face in
experimental group achieved better score than the students taught by using
Direct Thinking Reading Activity (DRTA) in the control group.
68
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter discusses about the conclusion, implication, and suggestion
of the research finding. The explanation of each section can be seen as follows:
A. Conclusion
After analyzing the data, the researcher gets the result of the analysis.
The researcher got the result of the analysis. The result is that tscore 2.249076
whereas t table at level significant 0.05 is 2.004044769. It shows that t score
higher than t table. It means there is significant difference in reading
comprehension score between the students taught by using Story Face and the
students taught by using Direct Reading Thinking Activity (DRTA) at tenth
grade students of SMK Batur Jaya 2 Ceper Klaten in the academic year of
2017/2018.
Based on the finding, it could be concluded that Story Face
contributed to the enhanced comprehension of reading materials during the
reading lessons specifically to the students with average proficiency level of
English. Finding from the study discovered that cogently it could be argued
that the integration shape of face and words in reading materials for reading
comprehension of tenth grade students enhanced reading comprehension.
Hence the students could understand what is read better and display their
understanding by answering the comprehension question more accurately.
B. Implication
The result of the research shows that use Story Face and Direct
Reading Thinking Activity (DRTA) shows a significant different in the
69
achievement of reading comprehension. The use of Story Face is able to give
higher in reading comprehension than use Direct Reading Thinking Activity
(DRTA). It implies that Story Face is better applied in teaching reading
comprehension, particularly to tenth grade students of SMK Batur Jaya 2 Ceper
Klaten in the academic year of 2017/2018. The application of Story Face in
teaching reading comprehension is more effective than use Direct Reading
Thinking Activity (DRTA).
C. Suggestion
Related to the conclusion on the result of this research positively
indicates that there is positive effect using Story Face in teaching Reading
comprehension. Some suggestions for the teaching and learning English are
proposed as follows:
1. To the students
a. The students have to stay focus on teacher‟s direction in order to be able
to practice and apply the group discussion used by the teacher.
b. The students must have high motivation to follow the English lesson,
especially in reading comprehension.
c. The students are suggested to read the reading text accurately to find the
difficult words to comprehend the text.
d. Students should help each other to finish the reading task so each member
can understand how to do the task.
70
2. To the English teacher
a. Teaching English is difficult, so to make the students interested teacher
should use various strategies in learning process. The teacher can choose
appropriate strategy according to the situation and topic.
b. Teachers can use Story Face strategy to teach reading comprehension and
makes students achievement improved.
c. The English teacher should give motivation to the students in teaching
learning process.
3. To the other researcher
This research can be used as a reference to the other researcher. The
researcher knows that this research paper can not give many contributions
especially in reading comprehension. Hopefully this research can be
developed by the other researcher realize that this research paper is not
perfect. There are many weakness of this research because of the limited
skills of the research. Hopefully, this research can be used as the reference
for the other researcher who wants complete the research in different point.
71
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http://www.k12reader.com/what-is-reading-comprehension/.
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(http://duoulala.blogspot.co.id/2013/07/narrative-text-definition-
purpose.html?m=1) (Feb/5th
/2018, 01:34 p.m)
https://www.collinsdictionary.com/dictionary/english/teaching
(Feb/4th
/2018, 10:55 p.m)
https://r.search.yahoo.com/_ylt=Awrxg3zpicNaf0MAf1z3RQx.;_ylu=X3oDMTEyMmRyY2dmBGNvbG8Dc2czBHBvcwMxBHZ0aWQDQjQzNzFfMQRzZWMDc3I-/RV=2/RE=1522793066/RO=10/RU=http%3a%2f%2fhomepages.wmich.edu%2f~whitten%2fStudentsatWesternMichigan%2fsped534strategies%2fReading%2520Comprehension%2fThe%2520Story%2520Face.doc/RK=2/RS=T6m5ZHG.2z.98cUGmDIAfK6Qqas-
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http://allofskripsi.blogspot.co.id/2012/12/story-face-strategy-to-improve-students.html
(April/3rd/2018. 21:25 p.m)
74
APPENDICES
75
SILABUS SMA/MA/SMK
Mata Pelajaran : BAHASA INGGRIS - WAJIB
Kelas : X
Kompetensi Inti :
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong,
kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap
sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan
bangsa dalam pergaulan dunia
KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban
terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada
bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan
masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu
menggunakan metoda sesuai kaidah keilmuan
Kompete
nsi Dasar
Materi
Pokok Pembelajaran Penilaian Alo
kasi
Wa
ktu
Sumber
Belajar
1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internatio
Teks
naratif
lisan dan
tulis
berbentuk
legenda
sederhana.
Fungsi
sosial
Menelada
ni nilai-
nilai
moral,
Mengamati
Siswa menyimak berbagai contoh teks legenda yang diberikan/ diperdengarkan guru
Siswa mengamati fungsi sosial, struktur dan unsur kebahasaannya
Siswa mengamati
Kriteria
penilaian:
Pencapaian fungsi sosial
Kelengkapan dan keruntutan struktur teks naratif
6 x 2
JP Audio
CD/ VCD/DVD
SUARA GURU
Koran/ majalah berbahasa Inggri
76
nal yang diwujudkan dalam semangat belajar
2.3
Menunjuk
kan
perilaku
tanggung
jawab,
peduli,
kerjasam
a, dan
cinta
damai,
dalam
melaksan
akan
komunika
si
fungsiona
l.
3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks naratif sederhana berbentuk legenda rakyat, sesuai dengan konteks penggunaannya.
4.15.
Menangk
cinta
tanah air,
mengharg
ai budaya
lain.
Struktur
a. Pengenalan tokoh dan setting
b. Komplikasi terhadap tokoh utama
c. Solusi dan akhir cerita
Unsur
kebahasaan
(1) Kata-kata terkait karakter, watak, dan setting dalam legenda
(2) Modal auxiliary verbs.
(1) Ejaan dan tulisan tangan dan c etak yang jelas dan rapi
(5) Ucapan,
keteladanan dari cerita legenda
Siswa belajar menemukan gagasan utama, informasi rinci dan informasi tertentu dari teks legenda
Mempertanyakan
(questioning)
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai teks naratif yang ada dalam bahasa Inggris, perbedaan teks dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia.
Siswa mempertanyakan gagasan utama, informasi rinci dan informasi tertentu
Mengeksplorasi
Siswa membaca beberapa text legenda dari berbagai sumber.
Siswa berlatih menemukan gagasan utama, informasi rinci dan informasi tertentu
Siswa melengkapi rumpang dari
Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan
Kesesuaian format penulisan/ penyampaian
Unjuk
kerja
Melakukan monolog dalam bentuk teks naratif dalam kelompok / berpasangan/ didepan kelas
Menggunakan struktur teks dan unsur kebahasaan dalam
s
www.dailyenglish.com
http://americanenglish.state.gov/files/ae/resource_files
http://learnenglish.britishcouncil.org/en/
77
ap
makna
teks
naratif
lisan dan
tulis
berbentu
k
legenda,
sederhan
a
tekanan kata, intonasi, ketika mempresentasikan secara lisan
(6) Rujukan kata
Topik
Keteladana
n tentang
perilaku
dan nilai-
nilai luhur
dan budaya.
beeberapa teks legenda sederhana
Siswa secara berkelompok menuliskan /menyalin teks recount dengan memperhatikan fungsi sosial, struktur, dan unsur kebahasaan dengan runtut
Siswa membacakan teks recount kepada teman dengan menggunakan unsur kebahasaan yang tepat
Mengasosiasi
Secara berpasangan siswa menganalisis beberapa teks legenda dengan fokus pada fungsi sosial, struktur, dan unsur kebahasaan
Siswa memperoleh balikan (feedback) dari guru dan teman tentang hasil analisis yang disampaikan dalam kerja kelompok.
Mengkomunikasikan
Siswa
teks naratif
Pengamat
an
(observati
ons):
Bukan
penilaian
formal
seperti tes,
tetapi
untuk
tujuan
memberi
balikan.
Sasaran
penilaian:
Berperilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melakukan Komunikasi
Ketepatan dan kesesuaian menggunakan strategi dalam membaca
78
menyampaikan informasi fungsi social, struktur, dan unsure kebahasanyang ditemukan setelah membaca teks legenda.
Siswa menceritakan kembali teks legenda sederhana yang dibaca dengan memperhatikan fungsi sosial, struktur dan unsur kebahasaannya.
Siswa membuat kliping teks legenda dengan menyalin dan beberapa sumber.
Siswa membuat ‘learning journal’
Kesungguhan siswa dalam proses pembelajaran di setiap tahapan
Portofolio
Kumpulan catatan kemajuan belajar berupa catatan atau rekaman monolog teks naratif
Kumpulan karya siswa yang mendukung proses penulisan teks naratif berupa: draft, revisi, editing sampai hasil terbaik untuk dipublikasi
Kumpulan hasil tes dan
79
latihan.
Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya
Penilaian
Diri dan
Penilaian
Sejawat
Bentuk:
diary,
jurnal,
format
khusus,
komentar,
atau
bentuk
penilaian
lain
80
RENCANA PELAKSANAAN PEMBELAJARAN
(KELAS EKSPERIMEN PERTEMUAN PERTAMA)
Mata Pelajaran : Bahasa Inggris
Kelas/ Program : X/ TSM 2 (Teknik Sepeda Motor)
Sekolah : SMK Batur Jaya 2 Ceper Klaten
Materi Pokok : Narrative Text
Alokasi Waktu : 1 pertemuan (2 x 45 menit)
KOMPETENSI INTI (KI)
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung
jawab, peduli (gotong royong, kerja sama, toleransi, damai), santun,
responsife dan pro-aktif dan menunjukan sikap sebagai bagian dari
solusi atas berbagai permasalahan dalam beriteraksi secara efektif
dengan lingkungan sosial alam serta dalam menempatkan diri sebagai
cerminan bangsa dalam pergaulan dunia.
KI 3: Memahami, menerapkan, menganalisis pengetahuan, faktual,
konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait
penyebeab fenomena dan kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan
minatnya untuk memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di
sekolah secara mandiri, dan mampu menggunakan metode sesuai
kaidah keilmuan.
KOMPETENSI DASAR
81
1.1. Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar.
2.3. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta
damai, dalam melaksanakan komunikasi fungsional.
3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada
teks naratif sederhana berbentuk legenda rakyat, sesuai dengan
konteks penggunaannya.
4.15. Menangkap makna teks naratif lisan dan tulis berbentuk legenda,
sederhana.
INDIKATOR PENCAPAIAN KOMPETENSI
1.1.1. Siswa dapat menghargai Bahasa Inggris sebagai pengantar
komunkasi internasional yang diwujudkan dalam semangat belajar.
2.3.1. Melaksanakan perilaku kerjasama dalam melaksanakan kerja
kelompok dengan teman.
3.9.1. Siswa dapat mengidentfikasi gagasan utama, informasi rinci, dan
informasi tertentu yang ada dalam cerita rakyat (naratif).
3.9.2. Siswa dapat mengidentifikasi karakter yang ada dalam suatu cerita
rakyat (teks naratif).
3.9.3. Siswa dapat mengidentifikasi setting (latar) cerita.
3.9.4. Siswa dapat mengidentifikasi nilai moral yang ada dalam cerita.
3.9.5. Siswa dapat mengidentifikasi penggunaan kata-kata khusus dalam
cerita.
4.15.1. Siswa dapat menjawab pertanyaan terkait dengan tekks ceita rakyat
yang dibaca.
4.15.2. Siswa dapat menceritakan kembali suatu cerita rakyat yang dibaca
secara lisan.
TUJUAN PEMBELAJARAN
82
Siswa dapat mengungkapkan makna teks naratif dan tulis berbentuk cerita
rakyat sederhana dengan menunjukkan perilaku kerjasama dan
melaksanakan komunikasi fungsional.
MATERI PEMBLEAJARAN
1. Materi Pembelajaran
a) Basic Material
Narrative text is a kind of text to retell the story that past tense.
The purpose of the text is to entertain or to amuse the readers or
listeners about the story.
Function:
To entertain the readers.
To teach or inform.
To change social opinion.
b) Structure of Narrative text:
- Orientation: It set the scene and introduce the participants (it
answers the question: who, when, what, and where).
- Complication: Tells the problems of the story and how the main
characters solve them. This part includes situations, activities, or
events that lead problem/complication to the climax.it shows
when the crisis arise.
- Resolution: The crisis is revolved, for better or worse.
- Re-orientation: The ending of the story.
Other generic structures of narrative text:
- Evaluation : (optional) The stepping back to evaluate the
story or the moral message of the story
- Coda : (optional) changes of the characters of lesson /
value of the story.
- Re-orientation : (optional) The ending of the story.
c) The kind of narrative texts are :
- Legend: Lake Toba, Malin Kundang, etc.
83
- Fable: Crocodile and Mouse Deer, etc.
- A fairy tale: Snow White, Cinderella, Pinocchio etc.
- Mystery: Mirror, The Ring, Ghost Ship, etc.
- Science fiction: SpiderMan, Fantastic 4, etc.
d) Language features
The grammatical features of narrative text are:
- Use of adjectives to build noun groups to describe the
people, animals, or things in the story, such as…a nice,
diligent and kind-hearted man. Etc.
- Use of time connectives and conjunctions to sequence
events trough time, such as however, although, later, then.
- Use of adverbs and adverbial phrases to locate the
particular events, such as once upon a time, long time ago.
- Use of past events, such as Aji Saka went to the kingdom,
measured the size of the turban, etc.
- Use of action verbs to indicate the action, such as stood,
explained, provided, smashed.
- Use of saying and thinking verbs to indicate what
characters are feeling thinking or saying, such as told,
realized, decided.
Example of narrative text:
A long time ago, there were two animals, Sura and Baya.
Sura was the name of shark and Baya was a crocodile. They lived
in a sea.
Once Sura and Baya were looking for some food. Suddenly,
Baya saw a goat “Yummy, this is my lunch,” said Baya. “No way!
This is my lunch. You are greedy” said Sura. Then they fought for
the goat. After several hours, they were very tired.
Feeling tired of fighting, they lived in the different places.
Sura lived in the water and Baya lived in the land. The border was
the beach, so they would never fight again.
Orientation
Complication
84
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. They 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 and
went back to the sea. Baya was happy.
2. Fungsi Sosial
Meneladani nilai-nilai moral, cerita tanah air, menghargai budaya lain.
3. Topik
Keteladanan tentang perilaku dan nilai-nilai luhur dan budaya.
STRATEGI PEBELAJARAN
1. Pendekatan : Scientific Approach
2. Model : Cooperative Learning
3. Metode : Ceramah, tanya jawab, pemberian tugas, diskusi,
presentasi
4. Strategi : Story Face
KEGIATAN PEMBELAJARAN
1. PENDAHULUAN
Guru Murid Waktu
- Guru menyapa menggunakan
Bahasa Inggris: “Good morning
students?”
- Berdoa sebelum belajar dan
mengucap salam.
- Guru mengabsen siswa.
- Guru membuat apersepsi:
menghubungkan materi hari ini
dengan kehidupan sehari-hari.
- Siswa menjawab: “Good
morning, Miss”
- Berdoa sebelum belajar dan
menjawab salam.
- Siswa menanggapi
pertanyaan guru.
10 menit
Resolution
Re-
Orientatio
n
85
- Guru menjelaskan tujuan dari
pembelajaran.
2. KEGIATAN INTI (65 Menit)
a. Mengamati
Guru Siswa Waktu
- Guru menjelaskan pengantar
materi tentang narrative teks yang
meliputi fungsi sosial, struktur
teks, dan unsur kebahasaan.
- Siswa memperhatikan apa
yang dijelaskan guru.
10 menit
b. Mempertanyakan
Guru Siswa Waktu
- Guru menanggapi pertanyaan
siswa.
- Dengan bimbingan dan
arahan guru, siswa
mempertanyakan kesulitan
yang di hadapi mengenai
fungsi sosial, struktur teks,
unsur kebahasaan, maupun
format penyampaian /
penulisan yang digunakan
pada teks naratif.
10 menit
c. Mencoba
Guru Siswa Waktu
- Guru membagi siswa menjadi
beberapa kelompok secara
heterogen. Setiap kelompok
terdiri dari 4-5 siswa.
- Guru meminta siswa membuka
buku paket materi tentang teks
naratif yang berjudul “The
Legend of Malin Kundang”.
- Guru meminta siswa membaca
- Siswa terbentuk menjadi
beberapa kelompok secara
heterogen. Setiap kelompok
terdiri dari 4-5 siswa.
- Siswa membuka buku paket
yang berisi cerita naratif
yang berjudul “The Legend
of Malin Kundang”.
- Siswa membaca cerita
15 menit
86
cerita yang berjudul “The Legend
of Malin Kundang” secara
bergantian dalam kelompok dan
siswa lainnya menyimak serta
membenarkan apabila ada
kesalahan dalam pengucapan
kata.
naratif yang berjudul “The
Legend of Malin Kundang”
secara bergantian dalam
kelompok dan siswa lainnya
menyimak serta
membenarkan apabila ada
kesalahan dalam
pengucapan kata.
d. Menalar
Guru Siswa Waktu
- Guru meminta siswa
menganalisis dan mengerjakan
soal yang berkaitan dengan
fungsi sosial, struktur teks, pesan
yang terkandung dalam cerita
naratif yang berjudul “The
Legend of Malin Kundang”
dengan cara meletakkan bagian-
bagian dari cerita naratif di
gambar yang berbentuk wajah
yang sesuai dengan tempatnya
masing-masing.
- Secara berkelompok siswa
berdiskusi mengerjakan
tugas yang telah diberikan
oleh guru.
15 menit
e. Mengkomunikasi
Guru Siswa Waktu
- Guru meminta siswa untuk maju
kedepan kelas untuk
menceritakan kembali cerita
rakyat dengan Bahasa mereka
sendiri serta mempresentasikan
hasil diskusi berupa gambar
wajah yang berkaitan dengan isi
- Siswa maju kedepan kelas
untuk menceritakan
kembali cerita yang
berjudul “The Legend of
Malin Kundang” yang telah
di baca kemudian
mempresentasikan hasil
15 menit
87
dari teks naratif yang sesuai
dengan bentuk dan bagiannya
masing-masing.
- Guru memberikan penguatan.
diskusi.
3. PENUTUP
Guru Siswa Waktu
- Guru menanyakan kepada siswa
materi apa saja yang sudah
dipelajari hari itu dan
menanyakan simpulan materi
yang dipelajari.
- Guru menutup pembelajaran
dengan mengucapkan salam.
- Siswa menyampaikan
tanggapan serta simpulan
atas materi yang dipelajari.
- Siswa menjawab salam.
5 menit
MEDIA/ALAT BAHAN DAN SUMBER BELAJAR
1. Media/bahan
a) White board
b) Board marker
2. Sumber belajar
a) Buku paket Bahasa Inggris untuk kelas X
b) Dictionary
PENILAIAN
Penilaian ini hanya untuk mengetes kemampuan siswa seberapa jauh
dalam memahami materi.
Question:
1) How is Malin Kundang like?
2) How is the mother like?
3) Why did Malin Kundang and his mother had to live hard?
4) What happened to the Malin Kundang after his mother
prayed to God?
88
5) Why Malin‟s Kundang mother sad and angry
6) What is the purpose of the story?
7) Analyze the generic structure of the story!
Orientation :
Complication :
Resolution :
Re-orientation :
8) What are the moral values of the story?
9) Find the synonym of these words:
a. Small
b. Passed away
c. Strong
d. Rich
e. Journey
10) Where Malin‟s Kundang mother met Malin after he has
become rich?
Klaten, 7 Mei 2018
Mengetahui,
Guru Mata Pelajaran,
Arifah Dian A, S.Pd
NIY. 04. 11. 047
Mahasiswa/peneliti
Zahriyatul Mufidah
NIM. 143221138
89
LAMPIRAN MATERI PERTEMUAN PERTAMA
1) Basic Material
Narrative text is a kind of text to retell the story that past tense.
The purpose of the text is to entertain or to amuse the readers or listeners
about the story.
Function:
To entertain the readers.
To teach or inform.
To change social opinion.
2) Structure of Narrative text:
- Orientation: It set the scene and introduce the participants (it answers
the question: who, when, what, and where).
- Complication: Tells the problems of the story and how the main
characters solve them. This part includes situations, activities, or events
that lead problem/complication to the climax.it shows when the crisis
arise.
- Resolution: The crisis is revolved, for better or worse.
- Re-orientation: The ending of the story.
Other generic structures of narrative text:
- Evaluation : (optional) The stepping back to evaluate the story or
the moral message of the story
- Coda : (optional) changes of the characters of lesson / value
of the story.
- Re-orientation : (optional) The ending of the story.
3) The kind of narrative texts are :
- Legend: Lake Toba, Malin Kundang, etc.
- Fable: Crocodile and Mouse Deer, etc.
- A fairy tale: Snow White, Cinderella, Pinocchio etc.
- Mystery: Mirror, The Ring, Ghost Ship, etc.
- Science fiction: SpiderMan, Fantastic 4, etc.
Lampiran teks naratif yang berjudul The Legend of Malin Kundang
90
THE LEGEND OF MALIN KUNDANG
A long time ago, in a small village near the beach in West Sumatra lived a
woman and her son, Malin Kundang. Malin Kundang and his mother had to live
hard because his father had passed away when he was a baby. Malin Kundang was
a healthy, diligent, and strong boy. He usually went to sea to catch fish. After
getting fish he would bring it to his mother, or sell the caught fish in the town.
One day, when Malin Kundang was sailing, he saw a merchant‟s ship being
raided by a band of pirates. With his bravery, Malin Kundang helped the merchant
defeat the pirates. To thank him, the merchant allowed Malin Kundang to sail with
him. Malin Kundang agreed in the hope to get a better life. He left his mother
alone.
Many years later, Malin Kundang became wealthy. He has a huge ship and a
lot of crews who worked loading trading goods. He was also married to a
beautiful woman. When he was sailing on his trading journey, his ship landed on a
coast near a small village. The local people recognized that it was Malin Kundang,
a boy from the area. The news ran fast in town; “Malin Kundang has become rich
and now he is here”.
An old woman, who was Malin Kundang‟s mother, ran to the beach to meet
the new rich merchant. She wanted to hug him to release her sadness of being
lonely after a long time. When his mother came near him, Malin Kundang who
was with his beautiful wife and his ship crews denied that the sea was his mother.
She had pleaded Malin Kundang to look at her and admit that she was her mother.
But he kept refusing to do it and yelling at her. At last Malin Kundang said to her
“Enough, old woman! I have never had a mother like you, a dirty and ugly
woman!” after that he ordered his crews to set sail to leave the old woman who
was then full of sadness and anger. Finally, feeling enraged, she cursed Malin
Kundang that he would turn into a stone if he didn‟t apologize to her. Malin
Kundang just laughed and set sail. Suddenly a thunderstorm came in the quiet sea,
wrecking his huge ship. He was thrown out to a small island. It was really too late
for him to avoid his curse; he had turned into a stone
91
RENCANA PELAKSANAAN PEMBELAJARAN
(KELAS EKSPERIMEN PERTEMUAN KEDUA)
Mata Pelajaran : Bahasa Inggris
Kelas/ Program : X/ TSM 2 (Teknik Sepeda Motor)
Sekolah : SMK Batur Jaya 2 Ceper Klaten
Materi Pokok : Narrative Text
Alokasi Waktu : 1 pertemuan (2 x 45 menit)
KOMPETENSI INTI (KI)
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung
jawab, peduli (gotong royong, kerja sama, toleransi, damai), santun,
responsife dan pro-aktif dan menunjukan sikap sebagai bagian dari
solusi atas berbagai permasalahan dalam beriteraksi secara efektif
dengan lingkungan sosial alam serta dalam menempatkan diri sebagai
cerminan bangsa dalam pergaulan dunia.
KI 3: Memahami, menerapkan, menganalisis pengetahuan, faktual,
konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait
penyebeab fenomena dan kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan
minatnya untuk memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di
sekolah secara mandiri, dan mampu menggunakan metode sesuai
kaidah keilmuan.
KOMPETENSI DASAR
92
1.2. Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar.
2.3. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta
damai, dalam melaksanakan komunikasi fungsional.
3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada
teks naratif sederhana berbentuk legenda rakyat, sesuai dengan
konteks penggunaannya.
4.15. Menangkap makna teks naratif lisan dan tulis berbentuk legenda,
sederhana.
INDIKATOR PENCAPAIAN KOMPETENSI
1.2.1. Siswa dapat menghargai Bahasa Inggris sebagai pengantar
komunkasi internasional yang diwujudkan dalam semangat belajar.
2.3.1. Melaksanakan perilaku kerjasama dalam melaksanakan kerja
kelompok dengan teman.
3.9.1. Siswa dapat mengidentfikasi gagasan utama, informasi rinci, dan
informasi tertentu yang ada dalam cerita rakyat (naratif).
3.9.2. Siswa dapat mengidentifikasi karakter yang ada dalam suatu cerita
rakyat (teks naratif).
3.9.3. Siswa dapat mengidentifikasi setting (latar) cerita.
3.9.4. Siswa dapat mengidentifikasi nilai moral yang ada dalam cerita.
3.9.5. Siswa dapat mengidentifikasi penggunaan kata-kata khusus dalam
cerita.
4.15.1. Siswa dapat menjawab pertanyaan terkait dengan tekks ceita rakyat
yang dibaca.
4.15.2. Siswa dapat menceritakan kembali suatu cerita rakyat yang dibaca
secara lisan.
TUJUAN PEMBELAJARAN
93
Siswa dapat mengungkapkan makna teks naratif dan tulis berbentuk cerita
rakyat sederhana dengan menunjukkan perilaku kerjasama dan
melaksanakan komunikasi fungsional.
MATERI PEMBLEAJARAN
1. Materi Pembelajaran
a) Basic Material
Narrative text is a kind of text to retell the story that past tense.
The purpose of the text is to entertain or to amuse the readers or
listeners about the story.
Function:
To entertain the readers.
To teach or inform.
To change social opinion.
b) Structure of Narrative text:
- Orientation: It set the scene and introduce the participants (it
answers the question: who, when, what, and where).
- Complication: Tells the problems of the story and how the main
characters solve them. This part includes situations, activities, or
events that lead problem/complication to the climax.it shows
when the crisis arise.
- Resolution: The crisis is revolved, for better or worse.
- Re-orientation: The ending of the story.
Other generic structures of narrative text:
- Evaluation : (optional) The stepping back to evaluate the
story or the moral message of the story
- Coda : (optional) changes of the characters of lesson /
value of the story.
- Re-orientation : (optional) The ending of the story.
c) The kind of narrative texts are :
- Legend: Lake Toba, Malin Kundang, etc.
- Fable: Crocodile and Mouse Deer, etc.
94
- A fairy tale: Snow White, Cinderella, Pinocchio etc.
- Mystery: Mirror, The Ring, Ghost Ship, etc.
- Science fiction: SpiderMan, Fantastic 4, etc.
d) Language features
The grammatical features of narrative text are:
- Use of adjectives to build noun groups to describe the
people, animals, or things in the story, such as…a nice,
diligent and kind-hearted man. Etc.
- Use of time connectives and conjunctions to sequence
events trough time, such as however, although, later, then.
- Use of adverbs and adverbial phrases to locate the
particular events, such as once upon a time, long time ago.
- Use of past events, such as Aji Saka went to the kingdom,
measured the size of the turban, etc.
- Use of action verbs to indicate the action, such as stood,
explained, provided, smashed.
- Use of saying and thinking verbs to indicate what
characters are feeling thinking or saying, such as told,
realized, decided.
Example of narrative text:
A long time ago, there were two animals, Sura and Baya.
Sura was the name of shark and Baya was a crocodile. They lived
in a sea.
Once Sura and Baya were looking for some food. Suddenly,
Baya saw a goat “Yummy, this is my lunch,” said Baya. “No way!
This is my lunch. You are greedy” said Sura. Then they fought for
the goat. After several hours, they were very tired.
Feeling tired of fighting, they lived in the different places.
Sura lived in the water and Baya lived in the land. The border was
the beach, so they would never fight again.
Orientation
Complication
95
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. They 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 and
went back to the sea. Baya was happy.
2. Fungsi Sosial
Meneladani nilai-nilai moral, cerita tanah air, menghargai budaya lain.
3. Topik
Keteladanan tentang perilaku dan nilai-nilai luhur dan budaya.
STRATEGI PEBELAJARAN
1. Pendekatan : Scientific Approach
2. Model : Cooperative Learning
3. Metode : Ceramah, tanya jawab, pemberian tugas,
diskusi, presentasi
4. Strategi : Story face
KEGIATAN PEMBELAJARAN
PENDAHULUAN
Guru Murid Waktu
- Guru menyapa menggunakan
Bahasa Inggris: “Good morning
students?”
- Berdoa sebelum belajar dan
mengucap salam.
- Guru mengabsen siswa.
- Guru membuat apersepsi:
menghubungkan materi hari ini
dengan kehidupan sehari-hari.
- Siswa menjawab: “Good
morning, Miss”
- Berdoa sebelum belajar dan
menjawab salam.
- Siswa menanggapi
pertanyaan guru.
10 menit
Resolution
Re-
Orientatio
n
96
- Guru menjelaskan tujuan dari
pembelajaran.
KEGIATAN INTI (65 Menit)
a. Mengamati
Guru Siswa Waktu
- Guru menjelaskan pengantar
materi tentang narrative teks yang
meliputi fungsi sosial, struktur
teks, dan unsur kebahasaan.
- Siswa memperhatikan apa
yang dijelaskan guru.
10 menit
b. Mempertanyakan
Guru Siswa Waktu
- Guru menanggapi pertanyaan
siswa.
- Dengan bimbingan dan
arahan guru, siswa
mempertanyakan kesulitan
yang di hadapi mengenai
fungsi sosial, struktur teks,
unsur kebahasaan, maupun
format penyampaian /
penulisan yang digunakan
pada teks naratif.
10 menit
c. Mencoba
Guru Siswa Waktu
- Guru membagi siswa menjadi
beberapa kelompok secara
heterogen. Setiap kelompok
terdiri dari 4-5 siswa.
- Guru meminta siswa membuka
buku paket materi tentang teks
naratif yang berjudul “The
Legend of Crying Stone”.
- Guru meminta siswa membaca
- Siswa terbentuk menjadi
beberapa kelompok secara
heterogen. Setiap kelompok
terdiri dari 4-5 siswa.
- Siswa membuka buku paket
yang berisi cerita naratif
yang berjudul “The Legend
of Crying Stone”.
- Siswa membaca cerita
15 menit
97
cerita yang berjudul “The Legend
of Crying Stone” secara
bergantian dalam kelompok dan
siswa lainnya menyimak serta
membenarkan apabila ada
kesalahan dalam pengucapan
kata.
naratif yang berjudul “The
Legend of Crying Stone”
secara bergantian dalam
kelompok dan siswa lainnya
menyimak serta
membenarkan apabila ada
kesalahan dalam
pengucapan kata.
d. Menalar
Guru Siswa Waktu
- Guru meminta siswa
menganalisis dan mengerjakan
soal yang berkaitan dengan
fungsi sosial, struktur teks, pesan
yang terkandung dalam cerita
naratif yang berjudul “The
Legend of Crying Stone”dengan
cara meletakkan bagian-bagian
dari cerita naratif di gambar yang
berbentuk wajah yang sesuai
dengan tempatnya masing-
masing.
- Secara berkelompok siswa
berdiskusi mengerjakan
tugas yang telah diberikan
oleh guru.
15 menit
e. Mengkomunikasi
Guru Siswa Waktu
- Guru meminta siswa untuk maju
kedepan kelas untuk
menceritakan kembali cerita
rakyat dengan Bahasa mereka
sendiri serta mempresentasikan
hasil diskusi berupa gambar
wajah yang berkaitan dengan isi
- Siswa maju kedepan kelas
untuk menceritakan
kembali cerita yang
berjudul “The Legend of
Crying Stone” yang telah di
baca kemudian
mempresentasikan hasil
15 menit
98
dari teks naratif yang sesuai
dengan bentuk dan bagiannya
masing-masing.
- Guru memberikan penguatan.
diskusi.
PENUTUP
Guru Siswa Waktu
- Guru menanyakan kepada siswa
materi apa saja yang sudah
dipelajari hari itu dan
menanyakan simpulan materi
yang dipelajari.
- Guru menutup pembelajaran
dengan mengucapkan salam.
- Siswa menyampaikan
tanggapan serta simpulan
atas materi yang dipelajari.
- Siswa menjawab salam.
5 menit
MEDIA/ALAT BAHAN DAN SUMBER BELAJAR
1. Media/bahan
a) White board
b) Board marker
2. Sumber belajar
a) Buku paket Bahasa Inggris untuk kelas X
b) Dictionary
PENILAIAN
Penilaian ini hanya untuk mengetes kemampuan siswa seberapa jauh
dalam memahami materi.
Question:
1) How is daughter like?
2) How is the mother like?
3) What are the daughter activities in her home?
99
4) Why the mother prayed to God to punish her ungrateful
child?
5) What happened to the girl after her mother prayed to God?
6) Why do people name it “Crying Stone”?
7) Analyze the generic structure of the story!
Orientation :
Complication :
Resolution :
Re-orientation :
8) What are the moral values of the story?
9) Find the synonym of these words:
a) Big
b) Beautiful
c) Clothes
d) Servant
10) What is the purpose of the story?
Klaten, 8 Mei 2018
Mengetahui,
Guru Mata Pelajaran,
Arifah Dian A, S.Pd
NIY. 04. 11. 047
Mahasiswa/Peneliti
Zahriyatul Mufidah
NIM. 143221138
100
LAMPIRAN MATERI PERTEMUAN KEDUA
The grammatical features of narrative texts are:
1) Use of adjectives to build noun groups to describe the people, animals or
things in the story,
a. Some adjectives tell about the size of people or things
A big house, A huge ship, A thin boy, Long trousers
b. Some adjective tell about the color or things
A red carpet, A white swan, A brown bear, An orange balloon, Black
shoes, Green plastic box
c. Some adjective tell what people or things are like by describing their
quality
- A beautiful girl
- A handsome boy
- A poor family
- A rich couple
- A strange A young soldier
- place
- A hot drink
- A sunny day
2) Use of time connectives and conjunctions to sequence events through time
a. FANBOYS : for, and, nor, but, or, yet, so
b. Subordinat conjunction:
- Regarding time: before, after, until, when, whenever, since, during, as
soon as, while
- Regarding place: where, wherever, there
c. Use of adverbs and adverbial phrases to locate the particular events.
once upon a time, long time ago, a long day, last year, two days ago, in the
castle, in the jungle
Lampiran teks naratif yang berjudul The Legend of Crying Stone
THE LEGEND OF CRYING STONE
101
In a small village, a girl lives with her mother. The girl is very beautiful.
Everyday she puts make-up and wears her best clothes. She doesn‟t like to help
her mother work in a field. The girl is very lazy.
One day, the mother asks the girl to accompany her to go to the market to
buy some food. At first the girl refuses, but the mother persuades her by saying
they are going to buy new clothes. The girl finally agrees. But she asks her mother
to walk behind her. She doesn‟t want to walk side by side with her mother.
Although her mother is very sad, she agrees to walk behind her daughter.
On the way to the market, everybody admires the girl‟s beauty. They are
also curious. Behind the beautiful girl, there is an old woman with a simple dress.
The girl and her mother look very different!
“Hello, pretty lady. Who is the woman behind you?” asks them.
“She is my servant,” answers the girl.
The mother is very sad, but she doesn‟t say anything.
The girl and the mother meet other people. Again they ask who the woman
behind the beautiful girl. Again the girl answers that her mother is her servant.
She always says that her mother is her servant every time they meet people.
At last, the mother cannot hold the pain anymore. She prays to God to
punish her daughter. God answers her prayer. Slowly, the girl‟s leg turns into
stone. The process continues to the upper part of the girl‟s body. The girl is very
panicky.
“Mother, please forgive me!” she cries and ask her mother to forgive her.
But it‟s too late. Her whole body finally becomes a big stone. Until now
people still can see tears falling down the stone. People then call it the crying
stone or batu menangis.
102
RENCANA PELAKSANAAN PEMBELAJARAN
(KELAS EKSPERIMEN PERTEMUAN KETIGA)
Mata Pelajaran : Bahasa Inggris
Kelas/ Program : X/ TSM 2 (Teknik Sepeda Motor)
Sekolah : SMK Batur Jaya 2 Ceper Klaten
Materi Pokok : Narrative Text
Alokasi Waktu : 1 pertemuan (2 x 45 menit)
KOMPETENSI INTI (KI)
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung
jawab, peduli (gotong royong, kerja sama, toleransi, damai), santun,
responsife dan pro-aktif dan menunjukan sikap sebagai bagian dari
solusi atas berbagai permasalahan dalam beriteraksi secara efektif
dengan lingkungan sosial alam serta dalam menempatkan diri sebagai
cerminan bangsa dalam pergaulan dunia.
KI 3: Memahami, menerapkan, menganalisis pengetahuan, faktual,
konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait
penyebeab fenomena dan kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan
minatnya untuk memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di
sekolah secara mandiri, dan mampu menggunakan metode sesuai
kaidah keilmuan.
KOMPETENSI DASAR
103
1.3. Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar.
2.3. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta
damai, dalam melaksanakan komunikasi fungsional.
3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada
teks naratif sederhana berbentuk legenda rakyat, sesuai dengan
konteks penggunaannya.
4.15. Menangkap makna teks naratif lisan dan tulis berbentuk legenda,
sederhana.
INDIKATOR PENCAPAIAN KOMPETENSI
1.3.1. Siswa dapat menghargai Bahasa Inggris sebagai pengantar
komunkasi internasional yang diwujudkan dalam semangat belajar.
2.3.1. Melaksanakan perilaku kerjasama dalam melaksanakan kerja
kelompok dengan teman.
3.9.1. Siswa dapat mengidentfikasi gagasan utama, informasi rinci, dan
informasi tertentu yang ada dalam cerita rakyat (naratif).
3.9.2. Siswa dapat mengidentifikasi karakter yang ada dalam suatu cerita
rakyat (teks naratif).
3.9.3. Siswa dapat mengidentifikasi setting (latar) cerita.
3.9.4. Siswa dapat mengidentifikasi nilai moral yang ada dalam cerita.
3.9.5. Siswa dapat mengidentifikasi penggunaan kata-kata khusus dalam
cerita.
4.15.1. Siswa dapat menjawab pertanyaan terkait dengan tekks ceita rakyat
yang dibaca.
4.15.2. Siswa dapat menceritakan kembali suatu cerita rakyat yang dibaca
secara lisan.
TUJUAN PEMBELAJARAN
104
Siswa dapat mengungkapkan makna teks naratif dan tulis berbentuk cerita
rakyat sederhana dengan menunjukkan perilaku kerjasama dan
melaksanakan komunikasi fungsional.
MATERI PEMBLEAJARAN
1. Materi Pembelajaran
a) Basic Material
Narrative text is a kind of text to retell the story that past tense.
The purpose of the text is to entertain or to amuse the readers or
listeners about the story.
Function:
To entertain the readers.
To teach or inform.
To change social opinion.
b) Structure of Narrative text:
- Orientation: It set the scene and introduce the participants (it
answers the question: who, when, what, and where).
- Complication: Tells the problems of the story and how the main
characters solve them. This part includes situations, activities, or
events that lead problem/complication to the climax.it shows
when the crisis arise.
- Resolution: The crisis is revolved, for better or worse.
- Re-orientation: The ending of the story.
Other generic structures of narrative text:
- Evaluation : (optional) The stepping back to evaluate the
story or the moral message of the story
- Coda : (optional) changes of the characters of lesson /
value of the story.
- Re-orientation : (optional) The ending of the story.
c) The kind of narrative texts are :
- Legend: Lake Toba, Malin Kundang, etc.
- Fable: Crocodile and Mouse Deer, etc.
105
- A fairy tale: Snow White, Cinderella, Pinocchio etc.
- Mystery: Mirror, The Ring, Ghost Ship, etc.
- Science fiction: SpiderMan, Fantastic 4, etc.
d) Language features
The grammatical features of narrative text are:
- Use of adjectives to build noun groups to describe the
people, animals, or things in the story, such as…a nice,
diligent and kind-hearted man. Etc.
- Use of time connectives and conjunctions to sequence
events trough time, such as however, although, later, then.
- Use of adverbs and adverbial phrases to locate the
particular events, such as once upon a time, long time ago.
- Use of past events, such as Aji Saka went to the kingdom,
measured the size of the turban, etc.
- Use of action verbs to indicate the action, such as stood,
explained, provided, smashed.
- Use of saying and thinking verbs to indicate what
characters are feeling thinking or saying, such as told,
realized, decided.
Example of narrative text:
A long time ago, there were two animals, Sura and Baya.
Sura was the name of shark and Baya was a crocodile. They lived
in a sea.
Once Sura and Baya were looking for some food. Suddenly,
Baya saw a goat “Yummy, this is my lunch,” said Baya. “No way!
This is my lunch. You are greedy” said Sura. Then they fought for
the goat. After several hours, they were very tired.
Feeling tired of fighting, they lived in the different places.
Sura lived in the water and Baya lived in the land. The border was
the beach, so they would never fight again.
Orientation
Complication
106
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. They 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 and
went back to the sea. Baya was happy.
2. Fungsi Sosial
Meneladani nilai-nilai moral, cerita tanah air, menghargai budaya lain.
3. Topik
Keteladanan tentang perilaku dan nilai-nilai luhur dan budaya.
STRATEGI PEBELAJARAN
1. Pendekatan : Scientific Approach
2. Model : Cooperative Learning
3. Metode : Ceramah, tanya jawab, pemberian tugas, diskusi,
presentasi
4. Strategi : Story Face
KEGIATAN PEMBELAJARAN
PENDAHULUAN
Guru Murid Waktu
- Guru menyapa menggunakan
Bahasa Inggris: “Good morning
students?”
- Berdoa sebelum belajar dan
mengucap salam.
- Guru mengabsen siswa.
- Guru membuat apersepsi:
menghubungkan materi hari ini
dengan kehidupan sehari-hari.
- Siswa menjawab: “Good
morning, Miss”
- Berdoa sebelum belajar dan
menjawab salam.
- Siswa menanggapi
pertanyaan guru.
10 menit
Resolution
Re-
Orientatio
n
107
- Guru menjelaskan tujuan dari
pembelajaran.
KEGIATAN INTI (65 Menit)
a. Mengamati
Guru Siswa Waktu
- Guru menjelaskan pengantar
materi tentang narrative teks yang
meliputi fungsi sosial, struktur
teks, dan unsur kebahasaan.
- Siswa memperhatikan apa
yang dijelaskan guru.
10 menit
b. Mempertanyakan
Guru Siswa Waktu
- Guru menanggapi pertanyaan
siswa.
- Dengan bimbingan dan
arahan guru, siswa
mempertanyakan kesulitan
yang di hadapi mengenai
fungsi sosial, struktur teks,
unsur kebahasaan, maupun
format penyampaian /
penulisan yang digunakan
pada teks naratif.
10 menit
c. Mencoba
Guru Siswa Waktu
- Guru membagi siswa menjadi
beberapa kelompok secara
heterogen. Setiap kelompok
terdiri dari 4-5 siswa.
- Guru menayangkan materi
tentang teks naratif yang berjudul
“Pinocchio” dikelas dengan
bantuan LCD projector.
- Guru meminta siswa membaca
- Siswa terbentuk menjadi
beberapa kelompok secara
heterogen. Setiap kelompok
terdiri dari 4-5 siswa.
- Siswa membuka buku paket
yang berisi cerita naratif
yang berjudul “Pinocchio”.
- Siswa membaca cerita
naratif yang berjudul
15 menit
108
cerita yang berjudul “Pinocchio”
secara bergantian dalam
kelompok dan siswa lainnya
menyimak serta membenarkan
apabila ada kesalahan dalam
pengucapan kata.
“Pinocchio” secara
bergantian dalam kelompok
dan siswa lainnya
menyimak serta
membenarkan apabila ada
kesalahan dalam
pengucapan kata.
d. Menalar
Guru Siswa Waktu
- Guru meminta siswa
menganalisis dan mengerjakan
soal yang berkaitan dengan
fungsi sosial, struktur teks, pesan
yang terkandung dalam cerita
naratif yang berjudul “Pinocchio”
dengan cara meletakkan bagian-
bagian dari cerita naratif di
gambar yang berbentuk wajah
yang sesuai dengan tempatnya
masing-masing.
- Secara berkelompok siswa
berdiskusi mengerjakan
tugas yang telah diberikan
oleh guru.
15 menit
e. Mengkomunikasi
Guru Siswa Waktu
- Guru meminta siswa untuk maju
kedepan kelas untuk
menceritakan kembali cerita
rakyat dengan Bahasa mereka
sendiri serta mempresentasikan
hasil diskusi berupa gambar
wajah yang berkaitan dengan isi
dari teks naratif yang sesuai
dengan bentuk dan bagiannya
- Siswa maju kedepan kelas
untuk menceritakan
kembali cerita yang
berjudul “Pinocchio” yang
telah di baca kemudian
mempresentasikan hasil
diskusi.
15 menit
109
masing-masing.
- Guru memberikan penguatan.
PENUTUP
Guru Siswa Waktu
- Guru menanyakan kepada siswa
materi apa saja yang sudah
dipelajari hari itu dan
menanyakan simpulan materi
yang dipelajari.
- Guru menutup pembelajaran
dengan mengucapkan salam.
- Siswa menyampaikan
tanggapan serta simpulan
atas materi yang dipelajari.
- Siswa menjawab salam.
5 menit
MEDIA/ALAT BAHAN DAN SUMBER BELAJAR
1. Media/bahan
a) White board
b) Board marker
c) LCD projector
2. Sumber belajar
a) Buku paket Bahasa Inggris untuk kelas X
b) Dictionary
PENILAIAN
Penilaian ini hanya untuk mengetes kemampuan siswa seberapa jauh
dalam memahami materi.
Question:
1) Why Geppetto made puppet?
2) Why Geppetto felt sad after he has puppet?
3) What is the Geppetto‟s character?
4) What prayers are asked by Geppetto to the God?
5) What we can learn from the story?
6) Why Pinocchio‟s nose became log?
110
For number 7-10, from the text have you read, please
choose the best answer by giving the cross mark in the
letter T if the statement is true and the letter F is the
statement is false
7) T – F Geppetto made a puppet all night without resting.
8) T – F Pinocchio became owner for the circus.
9) T – F Geppetto wish was Pinocchio became a real girl,
human.
10) T – F Pinocchio met Geppetto in whale's stomach
Klaten, 14 Mei 2018
Mengetahui,
Guru Mata Pelajaran,
Arifah Dian A, S.Pd
NIY. 04. 11. 047
Mahasiswa/Peneliti
Zahriyatul Mufidah
NIM. 143221138
LAMPIRAN PERTEMUAN KETIGA
Materi Pembelajaran : Language feature
1. Simple Past Tense
111
Past tense is a verb that serves to indicate a work or action that has passed or
happened in the past. Therefore, Past sentence must be followed by a
description of the past tense. It could have happened yesterday, a year ago, a
month ago, etc.
Pattern of Past Tense
Positif (+) S + V2 + O
Negatif (- ) S + Did + Not + V1 + O
Introgative (?) Did + S + V2 + O+ ?
Keterangan: S = subject, V = verb, O = object
Example:
(+) Aji Saka went to the kingdom
(- ) Aji Saka did not go to the kingdom
(?) Did Aji Saka go to the kingdom?
2. Action verbs are verbs that specifically describe what the subject of the
sentence is doing (Use of action verbs to indicate the actions, such as stood,
explained, provided, smashed, slept, ran)
Example:
We saw cockatoos having a shower.
My cat ate the food quickly.
3. Use of saying and thinking verbs to indicate what characters are feeling
thinking or saying, such as told, realized, decided.
PINOCCHIO
Once upon a time, there was a puppeteer named Geppetto. He really
wanted a boy but his wife has been died for a long time ago. One day, he had an
idea. He wanted to make a puppet so he would never felt lonely again. He made a
puppet all night without resting. In the morning, finally he finished his work. He
112
named the puppet, Pinocchio. He played whole day with Pinocchio. However, he
felt lonely again because Pinocchio couldn't talk or walk by himself. In the middle
of the night, Geppetto prayed to the God. His wish was Pinocchio became a real
boy, human. He thought it on his mind in his dream.
In the next morning, he surprised. Pinocchio was alive. He really was
happy. He tough Pinocchio how to walk, how to speak, how to read etc. like a
teacher. Pinocchio learned fast. He entered an elementary school. One day,
Pinocchio felt bored. So, he went home late. Geppetto worried about him. When
Pinocchio came to home, Geppetto asked him. He said he was on school but he
didn't. Suddenly, Pinocchio's nose grow longer. It meant that Pinocchio lied.
The next day, Pinocchio got caught by thieves. The thieves was the owner
of circus. Pinocchio became a slave for the circus. He was famous because he was
a talking puppet. Geppetto worried him. Pinocchio didn't come home for 2 days.
He found Pinocchio everywhere. When he discovered the sea, big wave smashed
him. He was on whale's stomach when he awoke. He couldn't find the way out.
In different place, Pinocchio finally could get out from circus. He went to home
but Geppetto wasn't on there. He found Geppetto at sea. He had the same accident
like Geppetto. He met Geppetto in whale's stomach. They got out from its
stomach by made a fire.They went home back together. In the end, they lived
happy forever after.
113
RENCANA PELAKSANAAN PEMBELAJARAN
(KELAS EKSPERIMEN PERTEMUAN KEEMPAT)
Mata Pelajaran : Bahasa Inggris
Kelas/ Program : X/ TSM 2 (Teknik Sepeda Motor)
Sekolah : SMK Batur Jaya 2 Ceper Klaten
Materi Pokok : Narrative Text
Alokasi Waktu : 1 pertemuan (2 x 45 menit)
KOMPETENSI INTI (KI)
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung
jawab, peduli (gotong royong, kerja sama, toleransi, damai), santun,
responsife dan pro-aktif dan menunjukan sikap sebagai bagian dari
solusi atas berbagai permasalahan dalam beriteraksi secara efektif
dengan lingkungan sosial alam serta dalam menempatkan diri sebagai
cerminan bangsa dalam pergaulan dunia.
KI 3: Memahami, menerapkan, menganalisis pengetahuan, faktual,
konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait
penyebeab fenomena dan kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan
minatnya untuk memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di
sekolah secara mandiri, dan mampu menggunakan metode sesuai
kaidah keilmuan.
KOMPETENSI DASAR
114
1.4. Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar.
2.3. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta
damai, dalam melaksanakan komunikasi fungsional.
3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada
teks naratif sederhana berbentuk legenda rakyat, sesuai dengan
konteks penggunaannya.
4.15. Menangkap makna teks naratif lisan dan tulis berbentuk legenda,
sederhana.
INDIKATOR PENCAPAIAN KOMPETENSI
1.4.1. Siswa dapat menghargai Bahasa Inggris sebagai pengantar
komunkasi internasional yang diwujudkan dalam semangat belajar.
2.3.1. Melaksanakan perilaku kerjasama dalam melaksanakan kerja
kelompok dengan teman.
3.9.1. Siswa dapat mengidentfikasi gagasan utama, informasi rinci, dan
informasi tertentu yang ada dalam cerita rakyat (naratif).
3.9.2. Siswa dapat mengidentifikasi karakter yang ada dalam suatu cerita
rakyat (teks naratif).
3.9.3. Siswa dapat mengidentifikasi setting (latar) cerita.
3.9.4. Siswa dapat mengidentifikasi nilai moral yang ada dalam cerita.
3.9.5. Siswa dapat mengidentifikasi penggunaan kata-kata khusus dalam
cerita.
4.15.1. Siswa dapat menjawab pertanyaan terkait dengan tekks ceita rakyat
yang dibaca.
4.15.2. Siswa dapat menceritakan kembali suatu cerita rakyat yang dibaca
secara lisan.
TUJUAN PEMBELAJARAN
115
Siswa dapat mengungkapkan makna teks naratif dan tulis berbentuk cerita
rakyat sederhana dengan menunjukkan perilaku kerjasama dan
melaksanakan komunikasi fungsional.
MATERI PEMBLEAJARAN
1. Materi Pembelajaran
a) Basic Material
Narrative text is a kind of text to retell the story that past tense.
The purpose of the text is to entertain or to amuse the readers or
listeners about the story.
Function:
To entertain the readers.
To teach or inform.
To change social opinion.
b) Structure of Narrative text:
- Orientation: It set the scene and introduce the participants (it
answers the question: who, when, what, and where).
- Complication: Tells the problems of the story and how the main
characters solve them. This part includes situations, activities, or
events that lead problem/complication to the climax.it shows
when the crisis arise.
- Resolution: The crisis is revolved, for better or worse.
- Re-orientation: The ending of the story.
Other generic structures of narrative text:
- Evaluation : (optional) The stepping back to evaluate the
story or the moral message of the story
- Coda : (optional) changes of the characters of lesson /
value of the story.
- Re-orientation : (optional) The ending of the story.
c) The kind of narrative texts are :
- Legend: Lake Toba, Malin Kundang, etc.
- Fable: Crocodile and Mouse Deer, etc.
116
- A fairy tale: Snow White, Cinderella, Pinocchio etc.
- Mystery: Mirror, The Ring, Ghost Ship, etc.
- Science fiction: SpiderMan, Fantastic 4, etc.
d) Language features
The grammatical features of narrative text are:
- Use of adjectives to build noun groups to describe the
people, animals, or things in the story, such as…a nice,
diligent and kind-hearted man. Etc.
- Use of time connectives and conjunctions to sequence
events trough time, such as however, although, later, then.
- Use of adverbs and adverbial phrases to locate the
particular events, such as once upon a time, long time ago.
- Use of past events, such as Aji Saka went to the kingdom,
measured the size of the turban, etc.
- Use of action verbs to indicate the action, such as stood,
explained, provided, smashed.
- Use of saying and thinking verbs to indicate what
characters are feeling thinking or saying, such as told,
realized, decided.
Example of narrative text:
A long time ago, there were two animals, Sura and Baya.
Sura was the name of shark and Baya was a crocodile. They lived
in a sea.
Once Sura and Baya were looking for some food. Suddenly,
Baya saw a goat “Yummy, this is my lunch,” said Baya. “No way!
This is my lunch. You are greedy” said Sura. Then they fought for
the goat. After several hours, they were very tired.
Feeling tired of fighting, they lived in the different places.
Sura lived in the water and Baya lived in the land. The border was
the beach, so they would never fight again.
Orientation
Complication
117
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. They 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 and
went back to the sea. Baya was happy.
2. Fungsi Sosial
Meneladani nilai-nilai moral, cerita tanah air, menghargai budaya lain.
3. Topik
Keteladanan tentang perilaku dan nilai-nilai luhur dan budaya.
STRATEGI PEBELAJARAN
1. Pendekatan : Scientific Approach
2. Model : Cooperative Learning
3. Metode : Ceramah, tanya jawab, pemberian tugas, diskusi,
presentasi
4. Strategi : Story Face
KEGIATAN PEMBELAJARAN
PENDAHULUAN
Guru Murid Waktu
- Guru menyapa menggunakan
Bahasa Inggris: “Good morning
students?”
- Berdoa sebelum belajar dan
mengucap salam.
- Guru mengabsen siswa.
- Guru membuat apersepsi:
menghubungkan materi hari ini
dengan kehidupan sehari-hari.
- Siswa menjawab: “Good
morning, Miss”
- Berdoa sebelum belajar dan
menjawab salam.
- Siswa menanggapi
pertanyaan guru.
10 menit
Resolution
Re-
Orientatio
n
118
- Guru menjelaskan tujuan dari
pembelajaran.
KEGIATAN INTI (65 Menit)
a. Mengamati
Guru Siswa Waktu
- Guru menjelaskan pengantar
materi tentang narrative teks yang
meliputi fungsi sosial, struktur
teks, dan unsur kebahasaan.
- Siswa memperhatikan apa
yang dijelaskan guru.
10 menit
b. Mempertanyakan
Guru Siswa Waktu
- Guru menanggapi pertanyaan
siswa.
- Dengan bimbingan dan
arahan guru, siswa
mempertanyakan kesulitan
yang di hadapi mengenai
fungsi sosial, struktur teks,
unsur kebahasaan, maupun
format penyampaian /
penulisan yang digunakan
pada teks naratif.
10 menit
c. Mencoba
Guru Siswa Waktu
- Guru membagi siswa menjadi
beberapa kelompok secara
heterogen. Setiap kelompok
terdiri dari 4-5 siswa.
- Guru menayangkan materi
tentang teks naratif yang berjudul
“The Legend of Lake Toba”
dikelas dengan bantuan LCD
projector.
- Siswa terbentuk menjadi
beberapa kelompok secara
heterogen. Setiap kelompok
terdiri dari 4-5 siswa.
- Siswa membuka buku paket
yang berisi cerita naratif
yang berjudul “The Legend
of Lake Toba”
- Siswa membaca cerita
15 menit
119
- Guru meminta siswa membaca
cerita yang berjudul “The Legend
of Lake Toba” secara bergantian
dalam kelompok dan siswa
lainnya menyimak serta
membenarkan apabila ada
kesalahan dalam pengucapan
kata.
naratif yang berjudul “The
Legend of Lake Toba”
secara bergantian dalam
kelompok dan siswa lainnya
menyimak serta
membenarkan apabila ada
kesalahan dalam
pengucapan kata.
d. Menalar
Guru Siswa Waktu
- Guru meminta siswa
menganalisis dan mengerjakan
soal yang berkaitan dengan
fungsi sosial, struktur teks, pesan
yang terkandung dalam cerita
naratif yang berjudul “The
Legend of Lake Toba” dengan
cara meletakkan bagian-bagian
dari cerita naratif di gambar yang
berbentuk wajah yang sesuai
dengan tempatnya masing-
masing.
- Secara berkelompok siswa
berdiskusi mengerjakan
tugas yang telah diberikan
oleh guru.
15 menit
e. Mengkomunikasi
Guru Siswa Waktu
- Guru meminta siswa untuk maju
kedepan kelas untuk
menceritakan kembali cerita
rakyat dengan Bahasa mereka
sendiri serta mempresentasikan
hasil diskusi berupa gambar
wajah yang berkaitan dengan isi
- Siswa maju kedepan kelas
untuk menceritakan
kembali cerita yang
berjudul “The Legend of
Lake Toba” yang telah di
baca kemudian
mempresentasikan hasil
15 menit
120
dari teks naratif yang sesuai
dengan bentuk dan bagiannya
masing-masing.
- Guru memberikan penguatan.
diskusi.
PENUTUP
Guru Siswa Waktu
- Guru menanyakan kepada siswa
materi apa saja yang sudah
dipelajari hari itu dan
menanyakan simpulan materi
yang dipelajari.
- Guru menutup pembelajaran
dengan mengucapkan salam.
- Siswa menyampaikan
tanggapan serta simpulan
atas materi yang dipelajari.
- Siswa menjawab salam.
5 menit
MEDIA/ALAT BAHAN DAN SUMBER BELAJAR
1. Media/bahan
a) White board
b) Board marker
c) LCD projector
2. Sumber belajar
a) Buku paket Bahasa Inggris untuk kelas X
b) Dictionary
PENILAIAN
Penilaian ini hanya untuk mengetes kemampuan siswa seberapa jauh
dalam memahami materi.
Question:
For number 1-5, from the text have you read, please
choose the best answer by giving the cross mark in the
121
letter T if the statement is true and the letter F is the
statement is false
1) T – F The golden fish turned into a beautiful princess.
2) T – F The man and his wife lived happily forever.
3) T – F The daughter was so hungry and she ate her
mother‟s lunch.
4) T – F The husband had broken his promise.
5) T – F They have a son.
6) Why the man broke his promise?
7) What are the daughter‟s characters?
8) What did happen when the mother prayed after her husband
broke his promise?
9) What we can learn from the story?
10) What is the communicative purpose of the text?
Klaten, 15 Mei 2018
Mengetahui,
Guru Mata Pelajaran,
Arifah Dian A, S.Pd
NIY. 04. 11. 047
Mahasiswa/Peneliti
Zahriyatul Mufidah
NIM. 143221138
122
THE LEGEND OF LAKE TOBA
Once upon a time, there was a man who was living in north Sumatra. He
lived in a simple hut in a farming field. He did some gardening and fishing for his
daily life.
One day, while the man was do fishing, he caught a big golden fish in his
trap. It was the biggest catch which he ever had in his life. Surprisingly, this fish
turned into a beautiful princess. He felt in love with her and proposed her to be his
wife. She said; "Yes, but you have to promise not to tell anyone about the secret
that I was once a fish, otherwise there will be a huge disaster". The man made the
deal and they got married, lived happily and had a daughter.
Few years later, this daughter would help bringing lunch to her father out
in the fields. One day, his daughter was so hungry and she ate his father‟s lunch.
Unfortunately, he found out and got furious, and shouted; “You damned daughter
of a fish”. The daughter ran home and asked her mother. The mother started
crying, felt sad that her husband had broken his promise.
Then she told her daughter to run up the hills because a huge disaster was
about to come. When her daughter left, she prayed. Soon there was a big
earthquake followed by non-stop pouring rain. The whole area got flooded and
became Toba Lake. She turned into a fish again and the man became the island of
Samosir.
123
RENCANA PELAKSANAAN PEMBELAJARAN
(KELAS KONTROL PERTEMUAN PERTAMA)
Mata Pelajaran : Bahasa Inggris
Kelas/ Program : X/ TSM 1 (Teknik Sepeda Motor)
Sekolah : SMK Batur Jaya 2 Ceper Klaten
Materi Pokok : Narrative Text
Alokasi Waktu : 1 pertemuan (2 x 45 menit)
KOMPETENSI INTI (KI)
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung
jawab, peduli (gotong royong, kerja sama, toleransi, damai), santun,
responsife dan pro-aktif dan menunjukan sikap sebagai bagian dari
solusi atas berbagai permasalahan dalam beriteraksi secara efektif
dengan lingkungan sosial alam serta dalam menempatkan diri sebagai
cerminan bangsa dalam pergaulan dunia.
KI 3: Memahami, menerapkan, menganalisis pengetahuan, faktual,
konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait
penyebeab fenomena dan kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan
minatnya untuk memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di
sekolah secara mandiri, dan mampu menggunakan metode sesuai
kaidah keilmuan.
KOMPETENSI DASAR
124
1.5. Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar.
2.3. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta
damai, dalam melaksanakan komunikasi fungsional.
3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada
teks naratif sederhana berbentuk legenda rakyat, sesuai dengan
konteks penggunaannya.
4.15. Menangkap makna teks naratif lisan dan tulis berbentuk legenda,
sederhana.
INDIKATOR PENCAPAIAN KOMPETENSI
1.5.1. Siswa dapat menghargai Bahasa Inggris sebagai pengantar
komunkasi internasional yang diwujudkan dalam semangat belajar.
2.3.1. Melaksanakan perilaku kerjasama dalam melaksanakan kerja
kelompok dengan teman.
3.9.1. Siswa dapat mengidentfikasi gagasan utama, informasi rinci, dan
informasi tertentu yang ada dalam cerita rakyat (naratif).
3.9.2. Siswa dapat mengidentifikasi karakter yang ada dalam suatu cerita
rakyat (teks naratif).
3.9.3. Siswa dapat mengidentifikasi setting (latar) cerita.
3.9.4. Siswa dapat mengidentifikasi nilai moral yang ada dalam cerita.
3.9.5. Siswa dapat mengidentifikasi penggunaan kata-kata khusus dalam
cerita.
4.15.1. Siswa dapat menjawab pertanyaan terkait dengan tekks ceita rakyat
yang dibaca.
4.15.2. Siswa dapat menceritakan kembali suatu cerita rakyat yang dibaca
secara lisan.
TUJUAN PEMBELAJARAN
125
Siswa dapat mengungkapkan makna teks naratif dan tulis berbentuk cerita
rakyat sederhana dengan menunjukkan perilaku kerjasama dan
melaksanakan komunikasi fungsional.
MATERI PEMBLEAJARAN
1. Materi Pembelajaran
a) Basic Material
Narrative text is a kind of text to retell the story that past tense.
The purpose of the text is to entertain or to amuse the readers or
listeners about the story.
Function:
To entertain the readers.
To teach or inform.
To change social opinion.
b) Structure of Narrative text:
- Orientation: It set the scene and introduce the participants (it
answers the question: who, when, what, and where).
- Complication: Tells the problems of the story and how the main
characters solve them. This part includes situations, activities, or
events that lead problem/complication to the climax.it shows
when the crisis arise.
- Resolution: The crisis is revolved, for better or worse.
- Re-orientation: The ending of the story.
Other generic structures of narrative text:
- Evaluation : (optional) The stepping back to evaluate the
story or the moral message of the story
- Coda : (optional) changes of the characters of lesson /
value of the story.
- Re-orientation : (optional) The ending of the story.
c) The kind of narrative texts are :
- Legend: Lake Toba, Malin Kundang, etc.
- Fable: Crocodile and Mouse Deer, etc.
126
- A fairy tale: Snow White, Cinderella, Pinocchio etc.
- Mystery: Mirror, The Ring, Ghost Ship, etc.
- Science fiction: SpiderMan, Fantastic 4, etc.
d) Language features
The grammatical features of narrative text are:
- Use of adjectives to build noun groups to describe the
people, animals, or things in the story, such as…a nice,
diligent and kind-hearted man. Etc.
- Use of time connectives and conjunctions to sequence
events trough time, such as however, although, later, then.
- Use of adverbs and adverbial phrases to locate the
particular events, such as once upon a time, long time ago.
- Use of past events, such as Aji Saka went to the kingdom,
measured the size of the turban, etc.
- Use of action verbs to indicate the action, such as stood,
explained, provided, smashed.
- Use of saying and thinking verbs to indicate what
characters are feeling thinking or saying, such as told,
realized, decided.
Example of narrative text:
A long time ago, there were two animals, Sura and Baya.
Sura was the name of shark and Baya was a crocodile. They lived
in a sea.
Once Sura and Baya were looking for some food. Suddenly,
Baya saw a goat “Yummy, this is my lunch,” said Baya. “No way!
This is my lunch. You are greedy” said Sura. Then they fought for
the goat. After several hours, they were very tired.
Feeling tired of fighting, they lived in the different places.
Sura lived in the water and Baya lived in the land. The border was
the beach, so they would never fight again.
Orientation
Complication
127
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. They 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 and
went back to the sea. Baya was happy.
2. Fungsi Sosial
Meneladani nilai-nilai moral, cerita tanah air, menghargai budaya lain.
3. Topik
Keteladanan tentang perilaku dan nilai-nilai luhur dan budaya.
STRATEGI PEBELAJARAN
1. Pendekatan : Scientific Approach
2. Model : Cooperative Learning
3. Metode : Ceramah, tanya jawab, pemberian tugas, diskusi,
presentasi
4. Strategi : Direct Reading Thinking Activity (DRTA)
KEGIATAN PEMBELAJARAN
PENDAHULUAN
Guru Murid Waktu
- Guru menyapa menggunakan
Bahasa Inggris: “Good morning
students?”
- Berdoa sebelum belajar dan
mengucap salam.
- Guru mengabsen siswa.
- Guru membuat apersepsi:
menghubungkan materi hari ini
dengan kehidupan sehari-hari
- Siswa menjawab: “Good
morning, Miss”
- Berdoa sebelum belajar dan
menjawab salam.
- Siswa menanggapi
pertanyaan guru.
10 menit
Resolution
Re-
Orientatio
n
128
- Guru menjelaskan tujuan dari
pembelajaran.
KEGIATAN INTI (65 Menit)
a. Mengamati
Guru Siswa Waktu
- Guru memberikan teks naratif
yang berjudul “The Legend of
Malin Kundang”.
- Guru menyuruh siswa untuk
mengamati fungsi sosial, struktur
teks dan unsur kebahasaannya.
- Guru menyuruh siswa untuk
menentukan gagasan pokok dan
informasi rinci dari teks yang
berjudul “The Legend of Malin
Kundang”.
- Siswa menyimak teks
naratif yang berjudul “The
Legend of Malin
Kundang”.
- Siswa mengamati fungsi
sosial, struktur teks dan
unsur kebahasaannya.
- Siswa belajar menentukan
gagasan pokok dan
informasi rinci dari teks
yang berjudul “The Legend
of Malin Kundang”.
10 menit
b. Mempertanyakan
Guru Siswa Waktu
- Guru membimbing dan
mengarahkan siswa untuk
bertanya tentang fungsi sosial,
gagasan pokok, dan informasi
tertentu dalam teks yang berjudul
“The Legend of Malin Kundang”.
- Dengan bimbingan dan
arahan guru, siswa
mempertanyakan kesulitan
yang di hadapi mengenai
fungsi sosial, dan informasi
tertentu dalam teks yang
berjudul “The Legend of
Malin Kundang”.
10 menit
c. Mencoba
Guru Siswa Waktu
- Guru meminta siswa membuka
buku paket materi tentang teks
- Siswa membuka buku paket
yang berisi cerita naratif
15 menit
129
naratif yang berjudul “The
Legend of Malin Kundang”.
- Guru meminta siswa membaca
cerita yang berjudul “The Legend
of Malin Kundang”.
- Guru berfikir langsung tentang
jalan cerita berdasarkan judul
yang telah di baca.
- Guru memberikan tanda
(stopping point) pada teks yang
akan di baca .
yang berjudul “The Legend
of Malin Kundang”.
- Siswa membaca cerita
naratif yang berjudul “The
Legend of Malin Kundang”.
- Siswa berfikir secara
langsung tentang jalan
cerita berdasarkan judul
yang telah di baca.
- Siswa memberikan tanda
(stopping point) pada teks
yang akan di baca.
d. Menalar
Guru Siswa Waktu
- Guru menyuruh siswa untuk
membaca teks sesuai dengan
tanda (stopping point) yang telah
diberikan.
- Guru menyuruh siswa untuk
menganalisis dan mendiskusikan
teks tersebut serta membuat
prediksi tentang jalan cerita
selanjutnya.
- Siswa membaca teks yang
berjudul “The Legend of
Malin Kundang” sesuai
dengan tanda yang sudah
diberikan.
- Siswa mendiskusikan teks
tersebut serta membuat
prediksi tentang jalan cerita
selanjutnya.
15 menit
e. Mengkomunikasi
Guru Siswa Waktu
- Guru menyuruh siswa untuk
menyampaikan prediksinya
tentang jalan cerita selanjutnya.
- Guru mendiskusikan bersama
siswa tentang kebenaran prediksi
tersebut mengenai teks tersebut.
- Siswa menyampaikan
tentang jalan cerita
selanjutnya.
- Siswa mendiskusikan
kebenaran prediksi tentang
teks naratif bersama guru.
15 menit
130
- Guru membagikan soal-soal
berdasarkan wacana yang
dibahas.
- Siswa mengerjakan soal-
soal yang diberikan guru
tentang wacana yang
dibahas.
PENUTUP
Guru Siswa Waktu
- Guru menanyakan kepada siswa
materi apa saja yang sudah
dipelajari hari itu dan
menanyakan simpulan materi
yang dipelajari.
- Guru menutup pembelajaran
dengan mengucapkan salam.
- Siswa menyampaikan
tanggapan serta simpulan
atas materi yang dipelajari.
- Siswa menjawab salam.
5 menit
MEDIA/ALAT BAHAN DAN SUMBER BELAJAR
1. Media/bahan
a) White board
b) Board marker
2. Sumber belajar
a) Buku paket Bahasa Inggris untuk kelas X
b) Dictionary
PENILAIAN
Penilaian ini hanya untuk mengetes kemampuan siswa seberapa jauh
dalam memahami materi.
Question:
1) How is Malin Kundang like?
2) How is the mother like?
3) Why did Malin Kundang and his mother had to live hard?
4) What happened to the Malin Kundang after his mother
prayed to God?
131
5) Why Malin‟s Kundang mother sad and angry
6) What is the purpose of the story?
7) Analyze the generic structure of the story!
Orientation :
Complication :
Resolution :
Re-orientation :
8) What are the moral values of the story?
9) Find the synonym of these words:
e) Small
f) Passed away
g) Strong
h) Rich
i) Journey
10) Where Malin‟s Kundang mother met Malin after he has
become rich?
Klaten, 7 Mei 2018
Mengetahui,
Guru Mata Pelajaran,
Arifah Dian A, S.Pd
NIY. 04. 11. 047
Mahasiswa/Peneliti
Zahriyatul Mufidah
NIM. 143221138
132
LAMPIRAN MATERI PERTEMUAN PERTAMA
1) Basic Material
Narrative text is a kind of text to retell the story that past tense.
The purpose of the text is to entertain or to amuse the readers or listeners
about the story.
Function:
To entertain the readers.
To teach or inform.
To change social opinion.
2) Structure of Narrative text:
- Orientation: It set the scene and introduce the participants (it answers the
question: who, when, what, and where).
- Complication: Tells the problems of the story and how the main characters
solve them. This part includes situations, activities, or events that lead
problem/complication to the climax.it shows when the crisis arise.
- Resolution: The crisis is revolved, for better or worse.
- Re-orientation: The ending of the story.
Other generic structures of narrative text:
- Evaluation : (optional) The stepping back to evaluate the story or the
moral message of the story
- Coda : (optional) changes of the characters of lesson / value of
the story.
- Re-orientation : (optional) The ending of the story.
3) The kind of narrative texts are :
- Legend: Lake Toba, Malin Kundang, etc.
- Fable: Crocodile and Mouse Deer, etc.
- A fairy tale: Snow White, Cinderella, Pinocchio etc.
- Mystery: Mirror, The Ring, Ghost Ship, etc.
- Science fiction: SpiderMan, Fantastic 4, etc.
Lampiran teks naratif yang berjudul The Legend of Malin Kundang
133
THE LEGEND OF MALIN KUNDANG
A long time ago, in a small village near the beach in West Sumatra lived a
woman and her son, Malin Kundang. Malin Kundang and his mother had to live
hard because his father had passed away when he was a baby. Malin Kundang was
a healthy, diligent, and strong boy. He usually went to sea to catch fish. After
getting fish he would bring it to his mother, or sell the caught fish in the town.
One day, when Malin Kundang was sailing, he saw a merchant‟s ship being
raided by a band of pirates. With his bravery, Malin Kundang helped the merchant
defeat the pirates. To thank him, the merchant allowed Malin Kundang to sail with
him. Malin Kundang agreed in the hope to get a better life. He left his mother
alone.
Many years later, Malin Kundang became wealthy. He has a huge ship and a
lot of crews who worked loading trading goods. He was also married to a
beautiful woman. When he was sailing on his trading journey, his ship landed on a
coast near a small village. The local people recognized that it was Malin Kundang,
a boy from the area. The news ran fast in town; “Malin Kundang has become rich
and now he is here”.
An old woman, who was Malin Kundang‟s mother, ran to the beach to meet
the new rich merchant. She wanted to hug him to release her sadness of being
lonely after a long time. When his mother came near him, Malin Kundang who
was with his beautiful wife and his ship crews denied that the sea was his mother.
She had pleaded Malin Kundang to look at her and admit that she was her mother.
But he kept refusing to do it and yelling at her. At last Malin Kundang said to her
“Enough, old woman! I have never had a mother like you, a dirty and ugly
woman!” after that he ordered his crews to set sail to leave the old woman who
was then full of sadness and anger. Finally, feeling enraged, she cursed Malin
Kundang that he would turn into a stone if he didn‟t apologize to her. Malin
Kundang just laughed and set sail. Suddenly a thunderstorm came in the quiet sea,
wrecking his huge ship. He was thrown out to a small island. It was really too late
for him to avoid his curse; he had turned into a ston
134
RENCANA PELAKSANAAN PEMBELAJARAN
(KELAS KONTROL PERTEMUAN KEDUA)
Mata Pelajaran : Bahasa Inggris
Kelas/ Program : X/ TSM 1 (Teknik Sepeda Motor)
Sekolah : SMK Batur Jaya 2 Ceper Klaten
Materi Pokok : Narrative Text
Alokasi Waktu : 1 pertemuan (2 x 45 menit)
KOMPETENSI INTI (KI)
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung
jawab, peduli (gotong royong, kerja sama, toleransi, damai), santun,
responsife dan pro-aktif dan menunjukan sikap sebagai bagian dari
solusi atas berbagai permasalahan dalam beriteraksi secara efektif
dengan lingkungan sosial alam serta dalam menempatkan diri sebagai
cerminan bangsa dalam pergaulan dunia.
KI 3: Memahami, menerapkan, menganalisis pengetahuan, faktual,
konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait
penyebeab fenomena dan kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan
minatnya untuk memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di
sekolah secara mandiri, dan mampu menggunakan metode sesuai
kaidah keilmuan.
KOMPETENSI DASAR
135
1.6. Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar.
2.3. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta
damai, dalam melaksanakan komunikasi fungsional.
3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada
teks naratif sederhana berbentuk legenda rakyat, sesuai dengan
konteks penggunaannya.
4.15. Menangkap makna teks naratif lisan dan tulis berbentuk legenda,
sederhana.
INDIKATOR PENCAPAIAN KOMPETENSI
1.6.1. Siswa dapat menghargai Bahasa Inggris sebagai pengantar
komunkasi internasional yang diwujudkan dalam semangat belajar.
2.3.1. Melaksanakan perilaku kerjasama dalam melaksanakan kerja
kelompok dengan teman.
3.9.1. Siswa dapat mengidentfikasi gagasan utama, informasi rinci, dan
informasi tertentu yang ada dalam cerita rakyat (naratif).
3.9.2. Siswa dapat mengidentifikasi karakter yang ada dalam suatu cerita
rakyat (teks naratif).
3.9.3. Siswa dapat mengidentifikasi setting (latar) cerita.
3.9.4. Siswa dapat mengidentifikasi nilai moral yang ada dalam cerita.
3.9.5. Siswa dapat mengidentifikasi penggunaan kata-kata khusus dalam
cerita.
4.15.1. Siswa dapat menjawab pertanyaan terkait dengan tekks ceita rakyat
yang dibaca.
4.15.2. Siswa dapat menceritakan kembali suatu cerita rakyat yang dibaca
secara lisan.
TUJUAN PEMBELAJARAN
136
Siswa dapat mengungkapkan makna teks naratif dan tulis berbentuk cerita
rakyat sederhana dengan menunjukkan perilaku kerjasama dan
melaksanakan komunikasi fungsional.
MATERI PEMBLEAJARAN
1. Materi Pembelajaran
a) Basic Material
Narrative text is a kind of text to retell the story that past tense.
The purpose of the text is to entertain or to amuse the readers or
listeners about the story.
Function:
To entertain the readers.
To teach or inform.
To change social opinion.
b) Structure of Narrative text:
- Orientation: It set the scene and introduce the participants (it
answers the question: who, when, what, and where).
- Complication: Tells the problems of the story and how the main
characters solve them. This part includes situations, activities, or
events that lead problem/complication to the climax.it shows
when the crisis arise.
- Resolution: The crisis is revolved, for better or worse.
- Re-orientation: The ending of the story.
Other generic structures of narrative text:
- Evaluation : (optional) The stepping back to evaluate the
story or the moral message of the story
- Coda : (optional) changes of the characters of lesson /
value of the story.
- Re-orientation : (optional) The ending of the story.
c) The kind of narrative texts are :
- Legend: Lake Toba, Malin Kundang, etc.
- Fable: Crocodile and Mouse Deer, etc.
137
- A fairy tale: Snow White, Cinderella, Pinocchio etc.
- Mystery: Mirror, The Ring, Ghost Ship, etc.
- Science fiction: SpiderMan, Fantastic 4, etc.
d) Language features
The grammatical features of narrative text are:
- Use of adjectives to build noun groups to describe the
people, animals, or things in the story, such as…a nice,
diligent and kind-hearted man. Etc.
- Use of time connectives and conjunctions to sequence
events trough time, such as however, although, later, then.
- Use of adverbs and adverbial phrases to locate the
particular events, such as once upon a time, long time ago.
- Use of past events, such as Aji Saka went to the kingdom,
measured the size of the turban, etc.
- Use of action verbs to indicate the action, such as stood,
explained, provided, smashed.
- Use of saying and thinking verbs to indicate what
characters are feeling thinking or saying, such as told,
realized, decided.
Example of narrative text:
A long time ago, there were two animals, Sura and Baya.
Sura was the name of shark and Baya was a crocodile. They lived
in a sea.
Once Sura and Baya were looking for some food. Suddenly,
Baya saw a goat “Yummy, this is my lunch,” said Baya. “No way!
This is my lunch. You are greedy” said Sura. Then they fought for
the goat. After several hours, they were very tired.
Feeling tired of fighting, they lived in the different places.
Sura lived in the water and Baya lived in the land. The border was
the beach, so they would never fight again.
Orientation
Complication
138
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. They 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 and
went back to the sea. Baya was happy.
2. Fungsi Sosial
Meneladani nilai-nilai moral, cerita tanah air, menghargai budaya lain.
3. Topik
Keteladanan tentang perilaku dan nilai-nilai luhur dan budaya.
STRATEGI PEBELAJARAN
1. Pendekatan : Scientific Approach
2. Model : Cooperative Learning
3. Metode : Ceramah, tanya jawab, pemberian tugas, diskusi,
presentasi
4. Strategi : Direct Reading Thinking Activity (DRTA)
KEGIATAN PEMBELAJARAN
PENDAHULUAN
Guru Murid Waktu
- Guru menyapa menggunakan
Bahasa Inggris: “Good morning
students?”
- Berdoa sebelum belajar dan
mengucap salam.
- Guru mengabsen siswa.
- Guru membuat apersepsi:
menghubungkan materi hari ini
dengan kehidupan sehari-hari
- Siswa menjawab: “Good
morning, Miss”
- Berdoa sebelum belajar dan
menjawab salam.
- Siswa menanggapi
pertanyaan guru.
10 menit
Resolution
Re-
Orientatio
n
139
- Guru menjelaskan tujuan dari
pembelajaran.
KEGIATAN INTI (65 Menit)
a. Mengamati
Guru Siswa Waktu
- Guru memberikan teks naratif
yang berjudul “The Legend of
Crying Stone”.
- Guru menyuruh siswa untuk
mengamati fungsi sosial, struktur
teks dan unsur kebahasaannya.
- Guru menyuruh siswa untuk
menentukan gagasan pokok dan
informasi rinci dari teks yang
berjudul “The Legend of Crying
Stone”.
-
- Siswa menyimak teks
naratif yang berjudul “The
Legend of Crying Stone”.
- Siswa mengamati fungsi
sosial, struktur teks dan
unsur kebahasaannya.
- Siswa belajar menentukan
gagasan pokok dan
informasi rinci dari teks
yang berjudul “The Legend
of Crying Stone”.
-
10 menit
b. Mempertanyakan
Guru Siswa Waktu
- Guru membimbing dan
mengarahkan siswa untuk
bertanya tentang fungsi sosial,
gagasan pokok, dan informasi
tertentu dalam teks yang berjudul
“The Legend of Crying Stone”.
- Dengan bimbingan dan
arahan guru, siswa
mempertanyakan kesulitan
yang di hadapi mengenai
fungsi sosial, dan informasi
tertentu dalam teks yang
berjudul “The Legend of
Crying Stone”.
10 menit
c. Mencoba
Guru Siswa Waktu
- Guru meminta siswa membuka
buku paket materi tentang teks
- Siswa membuka buku paket
yang berisi cerita naratif
15 menit
140
naratif yang berjudul “The
Legend of Crying Stone”.
- Guru meminta siswa membaca
cerita yang berjudul “The Legend
of Crying Stone”.
- Guru berfikir langsung tentang
jalan cerita berdasarkan judul
yang telah di baca.
- Guru memberikan tanda
(stopping point) pada teks yang
akan di baca.
yang berjudul “The Legend
of Crying Stone”.
- Siswa membaca cerita
naratif yang berjudul “The
Legend of Crying Stone”.
- Siswa berfikir secara
langsung tentang jalan
cerita berdasarkan judul
yang telah di baca.
- Siswa memberikan tanda
(stopping point) pada teks
yang akan di baca.
d. Menalar
Guru Siswa Waktu
- Guru menyuruh siswa untuk
membaca teks sesuai dengan
tanda (stopping point) yang telah
diberikan.
- Guru menyuruh siswa untuk
menganalisis dan mendiskusikan
teks tersebut serta membuat
prediksi tentang jalan cerita
selanjutnya.
- Siswa membaca teks yang
berjudul “The Legend of
Crying Stone” sesuai
dengan tanda yang sudah
diberikan.
- Siswa mendiskusikan teks
tersebut serta membuat
prediksi tentang jalan cerita
selanjutnya.
15 menit
e. Mengkomunikasi
Guru Siswa Waktu
- Guru menyuruh siswa untuk
menyampaikan prediksinya
tentang jalan cerita selanjutnya.
- Guru mendiskusikan bersama
siswa tentang kebenaran prediksi
tersebut mengenai teks tersebut.
- Siswa menyampaikan
tentang jalan cerita
selanjutnya.
- Siswa mendiskusikan
kebenaran prediksi tentang
teks naratif bersama guru.
15 menit
141
- Guru membagikan soal-soal
berdasarkan wacana yang
dibahas.
- Siswa mengerjakan soal-
soal yang diberikan guru
tentang wacana yang
dibahas.
PENUTUP
Guru Siswa Waktu
- Guru menanyakan kepada siswa
materi apa saja yang sudah
dipelajari hari itu dan
menanyakan simpulan materi
yang dipelajari.
- Guru menutup pembelajaran
dengan mengucapkan salam.
- Siswa menyampaikan
tanggapan serta simpulan
atas materi yang dipelajari.
- Siswa menjawab salam.
5 menit
MEDIA/ALAT BAHAN DAN SUMBER BELAJAR
1. Media/bahan
a) White board
b) Board marker
2. Sumber belajar
a) Buku paket Bahasa Inggris untuk kelas X
b) Dictionary
PENILAIAN
Penilaian ini hanya untuk mengetes kemampuan siswa seberapa jauh
dalam memahami materi.
Question:
1) How is daughter like?
2) How is the mother like?
3) What are the daughter activities in her home?
4) Why the mother prayed to God to punish her ungrateful
child?
142
5) What happened to the girl after her mother prayed to God?
6) Why do people name it “Crying Stone”?
7) Analyze the generic structure of the story!
Orientation :
Complication :
Resolution :
Re-orientation :
8) What are the moral values of the story?
9) Find the synonym of these words:
a) Big
b) Beautiful
c) Clothes
d) Servant
10) What is the purpose of the story?
Klaten, 9 Mei 2018
Mengetahui,
Guru Mata Pelajaran,
Arifah Dian A, S.Pd
NIY. 04. 11. 047
Mahasiswa/Peneliti,
Zahriyatul Mufidah
NIM. 143221138
LAMPIRAN MATERI PERTEMUAN KEDUA
The grammatical features of narrative texts are:
1) Use of adjectives to build noun groups to describe the people, animals or
things in the story,
143
a. Some adjectives tell about the size of people or things
A big house, A huge ship, A thin boy, Long trousers
b. Some adjective tell about the color or things
A red carpet, A white swan, A brown bear, An orange balloon, Black
shoes, Green plastic box
c. Some adjective tell what people or things are like by describing their
quality
- A beautiful girl
- A handsome boy
- A poor family
- A rich couple
- A strange place
- A young soldier
- A hot drink
- A sunny
- day
2) Use of time connectives and conjunctions to sequence events through time
a. FANBOYS : for, and, nor, but, or, yet, so
b. Subordinat conjunction:
- Regarding time: before, after, until, when, whenever, since, during, as
soon as, while
- Regarding place: where, wherever, there
c. Use of adverbs and adverbial phrases to locate the particular events.
once upon a time, long time ago, a long day, last year, two days ago, in the
castle, in the jungle
144
Teks naratif yang berjudul The Legend of Crying Stone
THE LEGEND OF CRYING STONE
In a small village, a girl lives with her mother. The girl is very beautiful.
Everyday she puts make-up and wears her best clothes. She doesn‟t like to help
her mother work in a field. The girl is very lazy.
One day, the mother asks the girl to accompany her to go to the market to
buy some food. At first the girl refuses, but the mother persuades her by saying
they are going to buy new clothes. The girl finally agrees. But she asks her mother
to walk behind her. She doesn‟t want to walk side by side with her mother.
Although her mother is very sad, she agrees to walk behind her daughter.
On the way to the market, everybody admires the girl‟s beauty. They are
also curious. Behind the beautiful girl, there is an old woman with a simple dress.
The girl and her mother look very different!
“Hello, pretty lady. Who is the woman behind you?” asks them.
“She is my servant,” answers the girl.
The mother is very sad, but she doesn‟t say anything.
The girl and the mother meet other people. Again they ask who the woman
behind the beautiful girl. Again the girl answers that her mother is her servant.
She always says that her mother is her servant every time they meet people.
At last, the mother cannot hold the pain anymore. She prays to God to
punish her daughter. God answers her prayer. Slowly, the girl‟s leg turns into
stone. The process continues to the upper part of the girl‟s body. The girl is very
panicky.
“Mother, please forgive me!” she cries and ask her mother to forgive her.
But it‟s too late. Her whole body finally becomes a big stone. Until now
people still can see tears falling down the stone. People then call it the crying
stone or batu menangis.
145
RENCANA PELAKSANAAN PEMBELAJARAN
(KELAS KONTROL PERTEMUAN KETIGA)
Mata Pelajaran : Bahasa Inggris
Kelas/ Program : X/ TSM 1 (Teknik Sepeda Motor)
Sekolah : SMK Batur Jaya 2 Ceper Klaten
Materi Pokok : Narrative Text
Alokasi Waktu : 1 pertemuan (2 x 45 menit)
KOMPETENSI INTI (KI)
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung
jawab, peduli (gotong royong, kerja sama, toleransi, damai), santun,
responsife dan pro-aktif dan menunjukan sikap sebagai bagian dari
solusi atas berbagai permasalahan dalam beriteraksi secara efektif
dengan lingkungan sosial alam serta dalam menempatkan diri sebagai
cerminan bangsa dalam pergaulan dunia.
KI 3: Memahami, menerapkan, menganalisis pengetahuan, faktual,
konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait
penyebeab fenomena dan kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan
minatnya untuk memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di
sekolah secara mandiri, dan mampu menggunakan metode sesuai
kaidah keilmuan.
KOMPETENSI DASAR
146
1.7. Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar.
2.3. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta
damai, dalam melaksanakan komunikasi fungsional.
3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada
teks naratif sederhana berbentuk legenda rakyat, sesuai dengan
konteks penggunaannya.
4.15. Menangkap makna teks naratif lisan dan tulis berbentuk legenda,
sederhana.
INDIKATOR PENCAPAIAN KOMPETENSI
1.7.1. Siswa dapat menghargai Bahasa Inggris sebagai pengantar
komunkasi internasional yang diwujudkan dalam semangat belajar.
2.3.1. Melaksanakan perilaku kerjasama dalam melaksanakan kerja
kelompok dengan teman.
3.9.1. Siswa dapat mengidentfikasi gagasan utama, informasi rinci, dan
informasi tertentu yang ada dalam cerita rakyat (naratif).
3.9.2. Siswa dapat mengidentifikasi karakter yang ada dalam suatu cerita
rakyat (teks naratif).
3.9.3. Siswa dapat mengidentifikasi setting (latar) cerita.
3.9.4. Siswa dapat mengidentifikasi nilai moral yang ada dalam cerita.
3.9.5. Siswa dapat mengidentifikasi penggunaan kata-kata khusus dalam
cerita.
4.15.1. Siswa dapat menjawab pertanyaan terkait dengan tekks ceita rakyat
yang dibaca.
4.15.2. Siswa dapat menceritakan kembali suatu cerita rakyat yang dibaca
secara lisan.
TUJUAN PEMBELAJARAN
147
Siswa dapat mengungkapkan makna teks naratif dan tulis berbentuk cerita
rakyat sederhana dengan menunjukkan perilaku kerjasama dan
melaksanakan komunikasi fungsional.
MATERI PEMBLEAJARAN
1. Materi Pembelajaran
a) Basic Material
Narrative text is a kind of text to retell the story that past tense.
The purpose of the text is to entertain or to amuse the readers or
listeners about the story.
Function:
To entertain the readers.
To teach or inform.
To change social opinion.
b) Structure of Narrative text:
- Orientation: It set the scene and introduce the participants (it
answers the question: who, when, what, and where).
- Complication: Tells the problems of the story and how the main
characters solve them. This part includes situations, activities, or
events that lead problem/complication to the climax.it shows
when the crisis arise.
- Resolution: The crisis is revolved, for better or worse.
- Re-orientation: The ending of the story.
Other generic structures of narrative text:
- Evaluation : (optional) The stepping back to evaluate the
story or the moral message of the story
- Coda : (optional) changes of the characters of lesson /
value of the story.
- Re-orientation : (optional) The ending of the story.
c) The kind of narrative texts are :
- Legend: Lake Toba, Malin Kundang, etc.
- Fable: Crocodile and Mouse Deer, etc.
148
- A fairy tale: Snow White, Cinderella, Pinocchio etc.
- Mystery: Mirror, The Ring, Ghost Ship, etc.
- Science fiction: SpiderMan, Fantastic 4, etc.
d) Language features
The grammatical features of narrative text are:
- Use of adjectives to build noun groups to describe the
people, animals, or things in the story, such as…a nice,
diligent and kind-hearted man. Etc.
- Use of time connectives and conjunctions to sequence
events trough time, such as however, although, later, then.
- Use of adverbs and adverbial phrases to locate the
particular events, such as once upon a time, long time ago.
- Use of past events, such as Aji Saka went to the kingdom,
measured the size of the turban, etc.
- Use of action verbs to indicate the action, such as stood,
explained, provided, smashed.
- Use of saying and thinking verbs to indicate what
characters are feeling thinking or saying, such as told,
realized, decided.
Example of narrative text:
A long time ago, there were two animals, Sura and Baya.
Sura was the name of shark and Baya was a crocodile. They lived
in a sea.
Once Sura and Baya were looking for some food. Suddenly,
Baya saw a goat “Yummy, this is my lunch,” said Baya. “No way!
This is my lunch. You are greedy” said Sura. Then they fought for
the goat. After several hours, they were very tired.
Feeling tired of fighting, they lived in the different places.
Sura lived in the water and Baya lived in the land. The border was
the beach, so they would never fight again.
Orientation
Complication
149
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. They 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 and
went back to the sea. Baya was happy.
2. Fungsi Sosial
Meneladani nilai-nilai moral, cerita tanah air, menghargai budaya lain.
3. Topik
Keteladanan tentang perilaku dan nilai-nilai luhur dan budaya.
STRATEGI PEBELAJARAN
1. Pendekatan : Scientific Approach
2. Model : Cooperative Learning
3. Metode : Ceramah, tanya jawab, pemberian tugas, diskusi,
presentasi
4. Strategi : Direct Reading Thinking Activity (DRTA)
KEGIATAN PEMBELAJARAN
PENDAHULUAN
Guru Murid Waktu
- Guru menyapa menggunakan
Bahasa Inggris: “Good morning
students?”
- Berdoa sebelum belajar dan
mengucap salam.
- Guru mengabsen siswa.
- Guru membuat apersepsi:
menghubungkan materi hari ini
- Siswa menjawab: “Good
morning, Miss”
- Berdoa sebelum belajar dan
menjawab salam.
- Siswa menanggapi
pertanyaan guru.
10 menit
Resolution
Re-
Orientatio
n
150
dengan kehidupan sehari-hari
- Guru menjelaskan tujuan dari
pembelajaran.
KEGIATAN INTI (65 Menit)
a. Mengamati
Guru Siswa Waktu
- Guru memberikan teks naratif
yang berjudul “Pinocchio”.
- Guru menyuruh siswa untuk
mengamati fungsi sosial, struktur
teks dan unsur kebahasaannya.
- Guru menyuruh siswa untuk
menentukan gagasan pokok dan
informasi rinci dari teks yang
berjudul “Pinocchio”.
- Siswa menyimak teks
naratif yang berjudul
“Pinocchio”.
- Siswa mengamati fungsi
sosial, struktur teks dan
unsur kebahasaannya.
- Siswa belajar menentukan
gagasan pokok dan
informasi rinci dari teks
yang berjudul “Pinocchio”.
10 menit
b. Mempertanyakan
Guru Siswa Waktu
- Guru membimbing dan
mengarahkan siswa untuk
bertanya tentang fungsi sosial,
gagasan pokok, dan informasi
tertentu dalam teks yang berjudul
“Pinocchio”.
- Dengan bimbingan dan
arahan guru, siswa
mempertanyakan kesulitan
yang di hadapi mengenai
fungsi sosial, dan informasi
tertentu dalam teks yang
berjudul “Pinocchio”.
10 menit
c. Mencoba
Guru Siswa Waktu
- Guru menayangkan materi
tentang teks naratif yang berjudul
“Pinocchio” dikelas dengan
bantuan LCD projector.
- Siswa melihat materi yang
berjudul “Pinocchio” di
LCD projector.
- Siswa membaca cerita
15 menit
151
- Guru meminta siswa membaca
cerita yang berjudul “Pinocchio”.
- Guru berfikir langsung tentang
jalan cerita berdasarkan judul
yang telah di baca.
- Guru memberikan tanda
(stopping point) pada teks yang
akan di baca.
naratif yang berjudul
“Pinocchio”.
- Siswa berfikir secara
langsung tentang jalan
cerita berdasarkan judul
yang telah di baca.
- Siswa memberikan tanda
(stopping point) pada teks
yang akan di baca.
d. Menalar
Guru Siswa Waktu
- Guru menyuruh siswa untuk
membaca teks sesuai dengan
tanda (stopping point) yang telah
diberikan.
- Guru menyuruh siswa untuk
menganalisis dan mendiskusikan
teks tersebut serta membuat
prediksi tentang jalan cerita
selanjutnya.
- Siswa membaca teks yang
berjudul “Pinocchio”.sesuai
dengan tanda yang sudah
diberikan.
- Siswa mendiskusikan teks
tersebut serta membuat
prediksi tentang jalan cerita
selanjutnya.
15 menit
e. Mengkomunikasi
Guru Siswa Waktu
- Guru menyuruh siswa untuk
menyampaikan prediksinya
tentang jalan cerita selanjutnya.
- Guru mendiskusikan bersama
siswa tentang kebenaran prediksi
tersebut mengenai teks tersebut.
- Guru membagikan soal-soal
berdasarkan wacana yang
dibahas.
- Siswa menyampaikan
tentang jalan cerita
selanjutnya.
- Siswa mendiskusikan
kebenaran prediksi tentang
teks naratif bersama guru.
- Siswa mengerjakan soal-
soal yang diberikan guru
tentang wacana yang
15 menit
152
dibahas.
PENUTUP
Guru Siswa Waktu
- Guru menanyakan kepada siswa
materi apa saja yang sudah
dipelajari hari itu dan
menanyakan simpulan materi
yang dipelajari.
- Guru menutup pembelajaran
dengan mengucapkan salam.
- Siswa menyampaikan
tanggapan serta simpulan
atas materi yang dipelajari.
- Siswa menjawab salam.
5 menit
MEDIA/ALAT BAHAN DAN SUMBER BELAJAR
1. Media/bahan
a) White board
b) Board marker
c) LCD projector
2. Sumber belajar
a) Buku paket Bahasa Inggris untuk kelas X
b) Dictionary
PENILAIAN
Penilaian ini hanya untuk mengetes kemampuan siswa seberapa jauh
dalam memahami materi.
Question:
1) Why Geppetto made puppet?
2) Why Geppetto felt sad after he has puppet?
3) What is the Geppetto‟s character?
4) What prayers are asked by Geppetto to the God?
5) What we can learn from the story?
6) Why Pinocchio‟s nose became log?
153
For number 7-10, from the text have you read, please
choose the best answer by giving the cross mark in the
letter T if the statement is true and the letter F is the
statement is false
7) T – F Geppetto made a puppet all night without resting.
8) T – F Pinocchio became owner for the circus.
9) T – F Geppetto wish was Pinocchio became a real girl,
human.
10) T – F Pinocchio met Geppetto in whale's stomach
Klaten, 14 Mei 2018
Mengetahui,
Guru Mata Pelajaran,
Arifah Dian A, S.Pd
NIY. 04. 07. 034
Mahasiswa/Peneliti,
Zahriyatul Mufidah
NIM. 143221138
LAMPIRAN PERTEMUAN KETIGA
Materi Pembelajaran : Language feature
1. Simple Past Tense
154
Past tense is a verb that serves to indicate a work or action that has passed or
happened in the past. Therefore, Past sentence must be followed by a
description of the past tense. It could have happened yesterday, a year ago, a
month ago, etc.
Pattern of Past Tense
Positif (+) S + V2 + O
Negatif (- ) S + Did + Not + V1 + O
Introgative (?) Did + S + V2 + O+ ?
Keterangan: S = subject, V = verb, O = object
Example:
(+) Aji Saka went to the kingdom
(- ) Aji Saka did not go to the kingdom
(?) Did Aji Saka go to the kingdom?
2. Action verbs are verbs that specifically describe what the subject of the
sentence is doing (Use of action verbs to indicate the actions, such
as stood, explained, provided, smashed, slept, ran)
Example:
We saw cockatoos having a shower.
My cat ate the food quickly.
3. Use of saying and thinking verbs to indicate what characters are feeling
thinking or saying, such as told, realized, decided.
PINOCCHIO
Once upon a time, there was a puppeteer named Geppetto. He really
wanted a boy but his wife has been died for a long time ago. One day, he had an
idea. He wanted to make a puppet so he would never felt lonely again. He made a
puppet all night without resting. In the morning, finally he finished his work. He
named the puppet, Pinocchio. He played whole day with Pinocchio. However, he
155
felt lonely again because Pinocchio couldn't talk or walk by himself. In the middle
of the night, Geppetto prayed to the God. His wish was Pinocchio became a real
boy, human. He thought it on his mind in his dream.
In the next morning, he surprised. Pinocchio was alive. He really was
happy. He tough Pinocchio how to walk, how to speak, how to read etc. like a
teacher. Pinocchio learned fast. He entered an elementary school. One day,
Pinocchio felt bored. So, he went home late. Geppetto worried about him. When
Pinocchio came to home, Geppetto asked him. He said he was on school but he
didn't. Suddenly, Pinocchio's nose grow longer. It meant that Pinocchio lied.
The next day, Pinocchio got caught by thieves. The thieves was the owner
of circus. Pinocchio became a slave for the circus. He was famous because he was
a talking puppet. Geppetto worried him. Pinocchio didn't come home for 2 days.
He found Pinocchio everywhere. When he discovered the sea, big wave smashed
him. He was on whale's stomach when he awoke. He couldn't find the way out.
In different place, Pinocchio finally could get out from circus. He went to home
but Geppetto wasn't on there. He found Geppetto at sea. He had the same accident
like Geppetto. He met Geppetto in whale's stomach. They got out from its
stomach by made a fire.They went home back together. In the end, they lived
happy forever after.
156
RENCANA PELAKSANAAN PEMBELAJARAN
(KELAS KONTROL PERTEMUAN KEEMPAT)
Mata Pelajaran : Bahasa Inggris
Kelas/ Program : X/ TSM 1 (Teknik Sepeda Motor)
Sekolah : SMK Batur Jaya 2 Ceper Klaten
Materi Pokok : Narrative Text
Alokasi Waktu : 1 pertemuan (2 x 45 menit)
KOMPETENSI INTI (KI)
KI 1: Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung
jawab, peduli (gotong royong, kerja sama, toleransi, damai), santun,
responsife dan pro-aktif dan menunjukan sikap sebagai bagian dari
solusi atas berbagai permasalahan dalam beriteraksi secara efektif
dengan lingkungan sosial alam serta dalam menempatkan diri sebagai
cerminan bangsa dalam pergaulan dunia.
KI 3: Memahami, menerapkan, menganalisis pengetahuan, faktual,
konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait
penyebeab fenomena dan kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan
minatnya untuk memecahkan masalah.
KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di
sekolah secara mandiri, dan mampu menggunakan metode sesuai
kaidah keilmuan.
KOMPETENSI DASAR
157
1.8. Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar.
2.3. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta
damai, dalam melaksanakan komunikasi fungsional.
3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada
teks naratif sederhana berbentuk legenda rakyat, sesuai dengan
konteks penggunaannya.
4.15. Menangkap makna teks naratif lisan dan tulis berbentuk legenda,
sederhana.
INDIKATOR PENCAPAIAN KOMPETENSI
1.8.1. Siswa dapat menghargai Bahasa Inggris sebagai pengantar
komunkasi internasional yang diwujudkan dalam semangat belajar.
2.3.1. Melaksanakan perilaku kerjasama dalam melaksanakan kerja
kelompok dengan teman.
3.9.1. Siswa dapat mengidentfikasi gagasan utama, informasi rinci, dan
informasi tertentu yang ada dalam cerita rakyat (naratif).
3.9.2. Siswa dapat mengidentifikasi karakter yang ada dalam suatu cerita
rakyat (teks naratif).
3.9.3. Siswa dapat mengidentifikasi setting (latar) cerita.
3.9.4. Siswa dapat mengidentifikasi nilai moral yang ada dalam cerita.
3.9.5. Siswa dapat mengidentifikasi penggunaan kata-kata khusus dalam
cerita.
4.15.1. Siswa dapat menjawab pertanyaan terkait dengan tekks ceita rakyat
yang dibaca.
4.15.2. Siswa dapat menceritakan kembali suatu cerita rakyat yang dibaca
secara lisan.
TUJUAN PEMBELAJARAN
158
Siswa dapat mengungkapkan makna teks naratif dan tulis berbentuk cerita
rakyat sederhana dengan menunjukkan perilaku kerjasama dan
melaksanakan komunikasi fungsional.
MATERI PEMBLEAJARAN
1. Materi Pembelajaran
a) Basic Material
Narrative text is a kind of text to retell the story that past tense.
The purpose of the text is to entertain or to amuse the readers or
listeners about the story.
Function:
To entertain the readers.
To teach or inform.
To change social opinion.
b) Structure of Narrative text:
- Orientation: It set the scene and introduce the participants (it
answers the question: who, when, what, and where).
- Complication: Tells the problems of the story and how the main
characters solve them. This part includes situations, activities, or
events that lead problem/complication to the climax.it shows
when the crisis arise.
- Resolution: The crisis is revolved, for better or worse.
- Re-orientation: The ending of the story.
Other generic structures of narrative text:
- Evaluation : (optional) The stepping back to evaluate the
story or the moral message of the story
- Coda : (optional) changes of the characters of lesson /
value of the story.
- Re-orientation : (optional) The ending of the story.
c) The kind of narrative texts are :
- Legend: Lake Toba, Malin Kundang, etc.
- Fable: Crocodile and Mouse Deer, etc.
159
- A fairy tale: Snow White, Cinderella, Pinocchio etc.
- Mystery: Mirror, The Ring, Ghost Ship, etc.
- Science fiction: SpiderMan, Fantastic 4, etc.
d) Language features
The grammatical features of narrative text are:
- Use of adjectives to build noun groups to describe the
people, animals, or things in the story, such as…a nice,
diligent and kind-hearted man. Etc.
- Use of time connectives and conjunctions to sequence
events trough time, such as however, although, later, then.
- Use of adverbs and adverbial phrases to locate the
particular events, such as once upon a time, long time ago.
- Use of past events, such as Aji Saka went to the kingdom,
measured the size of the turban, etc.
- Use of action verbs to indicate the action, such as stood,
explained, provided, smashed.
- Use of saying and thinking verbs to indicate what
characters are feeling thinking or saying, such as told,
realized, decided.
Example of narrative text:
A long time ago, there were two animals, Sura and Baya.
Sura was the name of shark and Baya was a crocodile. They lived
in a sea.
Once Sura and Baya were looking for some food. Suddenly,
Baya saw a goat “Yummy, this is my lunch,” said Baya. “No way!
This is my lunch. You are greedy” said Sura. Then they fought for
the goat. After several hours, they were very tired.
Feeling tired of fighting, they lived in the different places.
Sura lived in the water and Baya lived in the land. The border was
the beach, so they would never fight again.
Orientation
Complication
160
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. They 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 and
went back to the sea. Baya was happy.
2. Fungsi Sosial
Meneladani nilai-nilai moral, cerita tanah air, menghargai budaya lain.
3. Topik
Keteladanan tentang perilaku dan nilai-nilai luhur dan budaya.
STRATEGI PEBELAJARAN
1. Pendekatan : Scientific Approach
2. Model : Cooperative Learning
3. Metode : Ceramah, tanya jawab, pemberian tugas, diskusi,
presentasi
4. Strategi : Direct Reading Thinking Activity (DRTA)
KEGIATAN PEMBELAJARAN
PENDAHULUAN
Guru Murid Waktu
- Guru menyapa menggunakan
Bahasa Inggris: “Good morning
students?”
- Berdoa sebelum belajar dan
mengucap salam.
- Guru mengabsen siswa.
- Guru membuat apersepsi:
menghubungkan materi hari ini
- Siswa menjawab: “Good
morning, Miss”
- Berdoa sebelum belajar dan
menjawab salam.
- Siswa menanggapi
pertanyaan guru.
10 menit
Resolution
Re-
Orientatio
n
161
dengan kehidupan sehari-hari
- Guru menjelaskan tujuan dari
pembelajaran.
KEGIATAN INTI (65 Menit)
a. Mengamati
Guru Siswa Waktu
- Guru memberikan teks naratif
yang berjudul “The Legend of
Lake Toba”.
- Guru menyuruh siswa untuk
mengamati fungsi sosial, struktur
teks dan unsur kebahasaannya.
- Guru menyuruh siswa untuk
menentukan gagasan pokok dan
informasi rinci dari teks yang
berjudul “The Legend of Lake
Toba”.
- Siswa menyimak teks
naratif yang berjudul “The
Legend of Lake Toba”.
- Siswa mengamati fungsi
sosial, struktur teks dan
unsur kebahasaannya.
- Siswa belajar menentukan
gagasan pokok dan
informasi rinci dari teks
yang berjudul “The Legend
of Lake Toba”.
10 menit
b. Mempertanyakan
Guru Siswa Waktu
- Guru membimbing dan
mengarahkan siswa untuk
bertanya tentang fungsi sosial,
gagasan pokok, dan informasi
tertentu dalam teks yang berjudul
“The Legend of Lake Toba”.
- Dengan bimbingan dan
arahan guru, siswa
mempertanyakan kesulitan
yang di hadapi mengenai
fungsi sosial, dan informasi
tertentu dalam teks yang
berjudul “The Legend of
Lake Toba”.
10 menit
c. Mencoba
Guru Siswa Waktu
- Guru menayangkan materi
tentang teks naratif yang berjudul
- Siswa melihat materi yang
berjudul “The Legend of
15 menit
162
“The Legend of Lake Toba”
dikelas dengan bantuan LCD
projector.
- Guru meminta siswa membaca
cerita yang berjudul “The Legend
of Lake Toba”.
- Guru berfikir langsung tentang
jalan cerita berdasarkan judul
yang telah di baca.
- Guru memberikan tanda
(stopping point) pada teks yang
akan di baca.
Lake Toba” di LCD
projector.
- Siswa membaca cerita
naratif yang berjudul “The
Legend of Lake Toba”.
- Siswa berfikir secara
langsung tentang jalan
cerita berdasarkan judul
yang telah di baca.
- Siswa memberikan tanda
(stopping point) pada teks
yang akan di baca.
d. Menalar
Guru Siswa Waktu
- Guru menyuruh siswa untuk
membaca teks sesuai dengan
tanda (stopping point) yang telah
diberikan.
- Guru menyuruh siswa untuk
menganalisis dan mendiskusikan
teks tersebut serta membuat
prediksi tentang jalan cerita
selanjutnya.
- Siswa membaca teks yang
berjudul “The Legend of
Lake Toba” sesuai dengan
tanda yang sudah diberikan.
- Siswa mendiskusikan teks
tersebut serta membuat
prediksi tentang jalan cerita
selanjutnya.
15 menit
e. Mengkomunikasi
Guru Siswa Waktu
- Guru menyuruh siswa untuk
menyampaikan prediksinya
tentang jalan cerita selanjutnya.
- Guru mendiskusikan bersama
siswa tentang kebenaran prediksi
tersebut mengenai teks tersebut.
- Siswa menyampaikan
tentang jalan cerita
selanjutnya.
- Siswa mendiskusikan
kebenaran prediksi tentang
teks naratif bersama guru.
15 menit
163
- Guru membagikan soal-soal
berdasarkan wacana yang
dibahas.
- Siswa mengerjakan soal-
soal yang diberikan guru
tentang wacana yang
dibahas.
PENUTUP
Guru Siswa Waktu
- Guru menanyakan kepada
siswa materi apa saja yang
sudah dipelajari hari itu dan
menanyakan simpulan materi
yang dipelajari.
- Guru menutup pembelajaran
dengan mengucapkan salam.
- Siswa menyampaikan
tanggapan serta simpulan
atas materi yang
dipelajari.
- Siswa menjawab salam.
5 menit
MEDIA/ALAT BAHAN DAN SUMBER BELAJAR
1. Media/bahan
a) White board
b) Board marker
c) LCD projector
2. Sumber belajar
a) Buku paket Bahasa Inggris untuk kelas X
b) Dictionary
PENILAIAN
Penilaian ini hanya untuk mengetes kemampuan siswa seberapa jauh
dalam memahami materi.
Question:
For number 1-5, from the text have you read, please
choose the best answer by giving the cross mark in the
letter T if the statement is true and the letter F is the
statement is false
164
1) T – F The golden fish turned into a beautiful princess.
2) T – F The man and his wife lived happily forever.
3) T – F The daughter was so hungry and she ate her
mother‟s lunch.
4) T – F The husband had broken his promise.
5) T – F They have a son.
6) Why the man broke his promise?
7) What are the daughter‟s characters?
8) What did happen when the mother prayed after her husband
broke his promise?
9) What we can learn from the story?
10) What is the communicative purpose of the text?
Klaten, 16 Mei 2018
Mengetahui,
Guru Mata Pelajaran,
Arifah Dian A, S.Pd
NIY. 04. 11. 047
Mahasiswa/Peneliti,
Zahriyatul Mufidah
NIM. 143221138
165
THE LEGEND OF LAKE TOBA
Once upon a time, there was a man who was living in north Sumatra. He
lived in a simple hut in a farming field. He did some gardening and fishing for his
daily life.
One day, while the man was do fishing, he caught a big golden fish in his
trap. It was the biggest catch which he ever had in his life. Surprisingly, this fish
turned into a beautiful princess. He felt in love with her and proposed her to be his
wife. She said; "Yes, but you have to promise not to tell anyone about the secret
that I was once a fish, otherwise there will be a huge disaster". The man made the
deal and they got married, lived happily and had a daughter.
Few years later, this daughter would help bringing lunch to her father out
in the fields. One day, his daughter was so hungry and she ate his father‟s lunch.
Unfortunately, he found out and got furious, and shouted; “You damned daughter
of a fish”. The daughter ran home and asked her mother. The mother started
crying, felt sad that her husband had broken his promise.
Then she told her daughter to run up the hills because a huge disaster was
about to come. When her daughter left, she prayed. Soon there was a big
earthquake followed by non-stop pouring rain. The whole area got flooded and
became Toba Lake. She turned into a fish again and the man became the island of
Samosir.
166
TRYOUT TEST
Mata Pelajaran : Bahasa Inggris
Sat. Pendidikan : SMK
Kelas/ Program : X/ Kimia Industri
PETUNJUK UMUM
1. Tulis nama dan nomor Anda pada lembar jawaban yang disediakan.
2. Periksa dan bacalah soal dengan teliti sebelum Anda kerjakan.
3. Kerjakanlah soal pada lembar jawaban.
4. Gunakan waktu dengan efektif dan efisien.
5. Periksalah pekerjaan Anda sebelum diserahkan kepada Guru.
Answer the question by choosing the best answer between a, b, c, d, or e
The following text is for questions number 1 to 5
The Hen with the Silver Eggs
One day, in Arabian city, a woman went to the market and bought a
beautiful hen. A few days later to her surprise the hen she bought laid a silver egg.
If the hen could only be persuaded to lay more than one egg each day, the woman
was sure she would never to work again.
So the woman decided to make the hen eat more, so that it could lay more
eggs. But the only result was that the hen died of indigestion and did not lay more
eggs at all.
Source: Kupas Tuntas Pola Soal Bahasa Inggris SMA/MA:8
1. Paragraph 2 mostly discusses about…..
a. The hen‟s eggs
b. What the woman did to her hen
c. What the hen did for the woman
d. What the hen eats to lay more eggs
e. Why the woman wanted to get more eggs
2. The hen died because it…..
a. Ate nothing
b. Ate to much
c. Laid more eggs
d. Was badly injured
e. Was forced to lay egg
3. From the text, we may conclude that the woman was…
a. Active
b. Miserly
c. Greedy
d. Furious
e. Dangerous
4. “If the hen could only be persuaded…..” (Paragraph 2).
The underline word means…..
a. Commanded
b. Influenced
c. Obliged
d. Brought
e. Told
5. What is the moral value from the text?
a. We must care with the animals
b. We must give food for the animal
c. We should not be greedy person
d. We should be generous person
167
e. We must be honest person
The following text is for questions number 6 to 10
Once upon a time, a rabbit wanted to cross a river but he could not swim.
He had an idea. He saw a boss of crocodile swimming in the river. The rabbit
asked the boss of crocodile, “How many crocodiles are there in the river?” the
boss of crocodile answered, “We are twenty here.” “Where are they?” the rabbit
asked for the second time. “What is it for?” the boss of crocodile asked.
“All of you are good, nice, gentle, and kind, so I want to make a line in
order. Later I will know how kind you are,” said the rabbit. Then, the boss of the
crocodile called all his friends and asked them to make a line in order from one
side to other side of the river.
Just then, the rabbit started to count while jumping from one crocodile to
another. One…two…three…four…until twenty, and finally, he thanked all
crocodiles because he had crossed the river.
6. The story mainly tells about…..
a. Twenty crocodiles
b. The boss of the crocodile
c. A rabbit and twenty crocodiles
d. A rabbit and the boss of crocodile
e. The boss of the crocodile and all his friends
7. We know from the first paragraph that the rabbit actually wanted…..
a. To cross the river
b. To swim across the river
c. To meet the boss of crocodile
d. To know where the crocodiles are
e. To know the number of crocodiles there
8. “All of you are good, nice, gentle, and kind…” (Paragraph 2).
The underline word is synonymous with…..
a. Wild
b. Diligent
c. Cheerful
d. Easygoing
e. Honorable
9. ”So I want to make a line in order”. The word “I” in paragraph 2 refers to?
a. The boss of the rabbit
b. The rabbit
c. The boss of the crocodile
d. The crocodile
e. Twenty crocodiles
10. Which statement is false according the text above?
a. The rabbit wanted to cross the river
b. The rabbit saw a boss of crocodile swimming in the river
c. The rabbit started to count while running from one crocodile to another
d. The total number of the crocodiles is twenty
e. The boss of the crocodile called all his friends
The following text is for questions number 11 to 14
THE LEGEND OF MALIN KUNDANG
A long time ago, in a small village near the beach in West Sumatra lived a
woman and her son, Malin Kundang. Malin Kundang and his mother had to live
hard because his father had passed away when he was a baby. Malin Kundang was
168
a healthy, diligent, and strong boy. He usually went to sea to catch fish. After
getting fish he would bring it to his mother, or sell the caught fish in the town.
One day, when Malin Kundang was sailing, he saw a merchant‟s ship being
raided by a band of pirates. With his bravery, Malin Kundang helped the merchant
defeat the pirates. To thank him, the merchant allowed Malin Kundang to sail with
him. Malin Kundang agreed in the hope to get a better life. He left his mother
alone.
Many years later, Malin Kundang became wealthy. He has a huge ship and a
lot of crews who worked loading trading goods. He was also married to a
beautiful woman. When he was sailing on his trading journey, his ship landed on a
coast near a small village. The local people recognized that it was Malin Kundang,
a boy from the area. The news ran fast in town; “Malin Kundang has become rich
and now he is here”.
An old woman, who was Malin Kundang‟s mother, ran to the beach to meet
the new rich merchant. She wanted to hug him to release her sadness of being
lonely after a long time. When his mother came near him, Malin Kundang who
was with his beautiful wife and his ship crews denied that the sea was his mother.
She had pleaded Malin Kundang to look at her and admit that she was her mother.
But he kept refusing to do it and yelling at her. At last Malin Kundang said to her
“Enough, old woman! I have never had a mother like you, a dirty and ugly
woman!” after that he ordered his crews to set sail to leave the old woman who
was then full of sadness and anger. Finally, feeling enraged, she cursed Malin
Kundang that he would turn into a stone if he didn‟t apologize to her. Malin
Kundang just laughed and set sail. Suddenly a thunderstorm came in the quiet sea,
wrecking his huge ship. He was thrown out to a small island. It was really too late
for him to avoid his curse; he had turned into a stone.
11. Why did Malin Kundang and his mother have to live hard?
a. Because his father had passed away when he was a baby
b. Because he lived in village
c. Because Malin‟s mother just sell the caught fish in the town
d. Because he lived with his mother
e. Because they don‟t work to get money
12. Where Malin‟s Kundang mother met Malin after he has become rich?
a. At town
b. At village
c. At beach
d. At his ship
e. In front of his house
13. What made Malin Kundang‟s mother sad and angry?
a. Because Malin gived surprise for her mother
b. Because Malin denied that she was her mother and he yelled at her
c. Because Malin had beautiful wife
d. Because Malin has become rich
e. Because Malin has new rich merchant
14. What is the moral value of the story?
a. We have to respect our parents, especially our mother
b. We must keep fight to reach the dreams
c. We should be rich people
d. We should be rebellious people
e. We should be honest people
169
The following text is for questions number 15 to 20
The White Butterfly
An old man named Takahama lived in a little house behind the cemetery of
the temple of Sozanji. He was extremely friendly and generally liked by his
neighbors, though most of them considered him a little mad. That was because he
was very old but he did not want to get married. He did not have the desire for
intimate relationship with women.
One summer day became very ill, so ill, in fact, that he sent for his sister-in-
law and her son. They both came and did all they could to bring comfort during
his last hours. While Takahama fell asleep, they watched a large white butterfly
flew into the room and rested on the old man‟s pillow. The young man tried to
drive it away with a fan; but it came back there time, as if was very loath to leave
the sufferer.
At last Takahama‟s nephew chased it out into the garden, though the gate,
and into the cemetery beyond, where it lingered over a woman‟s tomb, and then
mysteriously disappeared. On examining the tomb the young man found the name
“Akiko” written upon it, together with a description narrating how Akiko died
when she was eighteen. Though the tomb was covered with moss and must have
been erected fifty years previously, the boy saw that it was surrounded with
flowers, and that the little water tank had been recently filled.
When the young man returned to the house he found that Takahama had
passed away, and he returned to his mother and told her what he had seen in the
cemetery.
“Akiko?” murmured his mother. “When your uncle was young he was
betrothed to Akiko. She dies shortly before wedding day. When Akiko left the
world your uncle resolved never to marry, and kept in his heart all the sweet
memories of his one and only love. Every day Takahama went to the cemetery,
whether the air was fragrant with summer breeze or thick with falling snow. Every
day he went to her grave and prayed for her happiness, swept the tomb and set
flowers there. When Takahama was dying, and he could no longer perform his
loving task, Akiko came for him. That white butterfly was her sweet loving soul.
Source: Myths and Legends of Japan, Penerbit GG Harrap, London, 1931
15. The text The White Butterfly tells about…..
a. An old man with his faith
b. An old man with his neighbors
c. A mad old man
d. A crazy old man
e. Dying old man
16. How was Takahama‟s character?
a. He was a humorous person
b. He was an indolent person
c. He was a pathetic person
d. He was a sociable person
e. He was a hilarious person
17. Which statement is not true according to the text?
a. Takahama went every day to Akiko‟s grave and prayed for her
happiness
b. Takahama lived near Akiko‟s grave
170
c. Takahama resolved not to marry after Akiko‟s death
d. Takahama became very ill on summer day
e. Takahama chased the white butterfly out into the garden
18. At last Takahama‟s nephew chased it out into the garden. (Paragraph 3)
The underline word refers to…..
a. The garden
b. The cemetery
c. The white butterfly
d. The flower
e. The gate
19. Which of the following words is the antonym of “resolved”?
(Paragraph 5)
a. Undecided
b. Resolute
c. Unyielding
d. Determined
e. Unbendable
20. How was Akiko?
a. She was Takahama‟s fiance
b. She was Takahama‟s niece
c. She was Takahama‟s sister-in-law
d. She was Takahama‟s sister
e. She was Takahama‟s mother
The following text is for questions number 21 to 25
Cinderella
Once upon a time, there was a beautiful girl called Cinderella. She lived
with her stepsister & stepmother. They were very bossy. She had to do all the
housework.
One day, an invitation to the ball came to the family. Her stepsister did not
let her go, so Cinderella was very sad. The stepsister went to the ball without her.
Fortunately, the fairy godmother came and helped her to get to the ball. At
the ball, Cinderella danced with the prince, who fell in love with her, then later he
married her. They lived happily ever after.
21. Which of the following is false according to the text?
a. Cinderella lived with her stepsister
b. Cinderella felt happy with her husband
c. Cinderella felt annoyed with her stepsister
d. Cinderella was helped by a fairy to get to the ball
e. Cinderella was helped by her stepsister to do all the housework
22. The communicative purpose of the text is to.....
a. To entertain the reader about story Cinderella
b. Describe how Cinderella went to the ball
c. Persuade the readers to read the story
d. The reader with a fairy tale
e. Explain to the readers why Cinderella‟s stepsister hated her so much
23. “They were very bossy.” (Paragraph 1). The word „bossy‟ means.....
a. Furious
b. Arrogant
c. Sensitive
d. Offensive
e. Domineering
24. “They were very bossy”. (Paragraph 1). The word “They” refers to…..
171
a. Cinderella
b. Her father
c. Step mother
d. Step sister
e. Her stepmother and stepsister
25. What is the characteristic of her stepmother and stepsister?
a. Kind person
b. Suspicious
c. Bad person
d. Greedy
e. Generous
The following text is for questions number 26 to 30 A farmer came across a bird with a broken wing. He picked it up, took it
home and looked after it lovingly, even though his wife complained bitterly about
his wasting too much time on the creature.
After some time, the wing mended and, because the bird did not want the
farmer to have kept on arguing with his wife all the time, it decided to go back to
its nest. When the farmer discovered that the bird was gone, he was so upset that
he went out to look for it. Eventually, he found it again, and was greeted happily
by the whole family of the bird. As a sign of their thanks for his care and
attention, the birds gave him a little box, and told him not to open it until he got
home.
To his surprise, the farmer found the box full of precious stones. When his
wife saw them, she decided that she too deserved a reward, and she went to see
the birds. The birds gave her a little casket; but this one was full of devils. The
devils jumped on her as soon as she opened the casket and chased her away.
Left alone, the farmer went to live near his friend, the bird. There he built a
hut of perfumed wood; and the birds decorated it with flowers of every kind.
Source: Leyerlinda.blogspot.co.id
26. Which of the following statements do you agree with?
a. The farmer chased his wife away
b. The farmer lived happily with his wife
c. The farmer‟s wife took care of the bird.
d. The bird was very thankful to the farmer
e. The farmer‟s wife was a very kind woman.
27. The farmer‟s new hut was….
a. Well furnished
b. Built by the birds
c. A gift from the birds
d. Decorated luxuriously
e. Built of perfumed wood
28. What do we learn from the text?
a. A gift shows kindness
b. Sufferings bring happiness
c. Arguing makes you distressed
d. A good deed deserves a reward
e. Having no heart makes you isolated
172
29. What is the main information discussed in the third paragraph?
a. The bird left the farmer
b. The birds welcomed the farmer
c. The farmer got a little casket from the birds
d. The farmer was so angry and went out to find the bird
e. The farmer was happy having got a box of precious
30. The word “discovered” (Paragraph 3) means…..
a. Proved
b. Found out
c. Saw
d. Invented
e. Believe
The following text is for questions number 31 to 37
Once upon a time, there lived a group mice under a tree in peace. However,
a group of elephants crossing the jungle unknowingly destroyed the homes of all
the rats. Many of them were crushed to death.
Then the king of rats decided to approach the elephant‟s chief and request
him to guide his herd through another route. On hearing the sad story, the
elephant‟s king apologized and agreed to take another route. And so the lives the
rats were saved.
One day elephant hunters came to the le and tripped a group of elephants in
huge nets. Then the elephant king suddenly remembered the king of rats. He
summoned one of the elephant of his herd which had not been trapped, to go seek
help from the king and told him about the trapped elephants.
The rat‟s king immediately took his entire group of rats and they cut the
nets which had trapped the elephant‟s herd. The elephant‟s herd was totally set
free. They danced with joy and thanked the rats.
Source: www.academia.edu
31. What destroyed the homes of all rats?
a. Group of mice did
b. The hunters did
c. Elephant hunters did
d. A group of elephants did
e. Elephant‟s herd did
32. What helped the elephant‟s herd free?
a. The elephant‟s herd did
b. The hunter did
c. A trapped elephant did
d. A group of kings did
e. Entire group of rats did
33. When did the story occur?
a. Deep in the writer‟s mind
b. In the jungle
c. In the black forest
d. In the home of mice group
e. In the nests which had trapped the elephant‟s herd
34. At the end of the story, how was the elephants‟ herd?
a. Angry
b. Sad
c. Happy
d. Dead
e. Disappointed
173
35. The word “summoned” means ….(Paragraph 3).
a. Ordered to come
b. Asked to do
c. Offered to come
d. Got to make
e. Forced to do
36. ”Many of them were crushed to death” (Paragraph 1). The word “them”
refers to……
a. Mice
b. Elephant
c. The king of the elephant
d. The king of the mice
e. Elephant‟s chief
37. What is the moral value of the story?
a. Live must be arrogant
b. Live must forgive
c. Don‟t assume that little people is weak
d. If we live in the world we must evil among others
e. Live is challenge
The following text is for questions number 38 to 44
The Legend of the Kesodo Ceremony
Once upon a time on Mount Bromo, East Java, there were a couple living
there. The new couple wanted to have a child. They had married for a long time
but they hadn‟t got a baby. Every time they prayed to the Gods, asking for a child.
One day, there was a loud voice in the sky when they were praying.
“You are going to born a baby, and later you will give birth to many
children. But I have a requirement for you to obey, if you really want to have
children”, said the voice.
“Whatever you ask, my Lord”, the couple answered, “We will do it”,
“You must sacrifice your first son for the gods”.
The couple agreed to sacrifice their first son in the time that was asked by
the voice. Then, the wife got pregnant and gave birth to a son. The baby grew up
into a handsome, taught man. He was named Kesuma. The couple loved Kesuma
very much. The wife gave birth to eleven more children after Kesuma. And, they
forget their promise to sacrifice their first son to the god.
One day, the volcano erupted. Before that, there were series of earthquakes
followed by thunders in the sky. The sky was very dark, as if it was going to fall
down. On the next occasion, there was a voice in the sky, reminding the couple
about their promise. The couple was very afraid, but they just couldn‟t sacrifice
their beloved son, Kesuma. However, because the earthquakes and the thunders
were becoming more and more horrifying, Kesuma couldn‟t let his family and all
the people in the village die.
Kesuma knew the situation. Then he said to his parents. “I would sacrifice
myself in order that our family and all the people in our village will live in peace.
For the next times, you all have to sacrifice animals and crops to the gods.” Then
he jumped onto the crater of the volcano. Amazingly, the earthquakes and the
eruption stopped at once.
Source:scribd.com/document/207251268/soal-narative
38. What does the first paragraph talk about?
a. The earthquakes and thunders in the sky
174
b. The voice in the sky
c. The condition of the volcano on one day
d. The couple‟s promise
e. The condition of Kesuma‟s family
39. How was Kesuma‟s personal characteristic?
a. Melancholic
b. Fearful
c. Heroic
d. Shameful
e. Tragic
40. What problem was faced by Kesuma‟s parents?
a. They had to give sacrifices for the Gods
b. They couldn‟t get a baby after getting married for a long time
c. They couldn‟t bring their children to the Gods to be sacrificed
d. The villagers would force them to sacrifice themselves
e. They couldn‟t save all their children from the earthquake
41. How was the couple‟s effort to get a baby?
a. They took another baby from other parents
b. They meditated and prayed to their Gods
c. They gave sacrifices to the God
d. They asked other people to give them a baby
e. They asked other people to give sacrifices to the Gods.
42. What lesson can we get from the story?
a. Kesuma is very brave
b. Everyone must keep his promise
c. Kesuma‟s parents loved him very much
d. A promise must be said clearly
e. Gods want sacrifices from the people
43. “The couple was very afraid.” (Paragraph 4). What is the antonym of the
underlined word?
a. Strong
b. Very firm
c. Handsome
d. Brave
e. Hard
44. What is the communicative purpose of the text?
a. To amuse or entertain the readers
b. To tell the readers what happened in the past
c. To persuade the readers that something a case
d. To describe a particular place or thing
e. To invite people to do something
The following text is for questions number 45 to 50
Long time ago, there lived on the island of Bali a giant-like creature named
Kbo Iwo. The people of Bali used to say that Kbo Iwo was everything, a destroyer
as well as a creator. He was satisfied with the meal, but this meant for the
Balinese people enough food for a thousand men.
Difficulties arose when for the first time the barns were almost empty
and the new harvest was still a long way off. This made Kbo Iwo wild with great
anger. In his hunger, he destroyed all the houses and even all the temples. It made
the Balinese turn to rage.
175
So, they came together to plan steps to oppose this powerful giant by
using his stupidity. They asked Kbo Iwo to build them a very deep well, and
rebuild all the houses and temples he had destroyed. After they fed Kbo Iwo, he
began to dig a deep hole.
One day he had eaten too much, he fell asleep in the hole. The oldest
man in the village gave a sign, and the villagers began to throw the limestone they
had collected before into the hole. The limestone made the water inside the hole
boiling. Kbo Iwo was buried alive. Then the water in the well rose higher and
higher until at last it overflowed and formed Lake Batur. The mound of earth dug
from the well by Kbo Iwo is known as Mount Batur.
45. Which the following fact is true about Kbo Iwo?
a. Kebo Iwo ate a little amount of meat
b. Kebo Iwo is a destroyer that cannot make anything
c. Kebo Iwo was angry because his food was stolen by Balinese people
d. Kebo Iwo destroyed all the house but not the temple
e. Kebo eat food was equal for food of thousand people
46. Why did Kbo Iwo feel angry to the Balinese people?
a. Because Balinese people ate his meal
b. Because Balinese people took his food so his barns was empty
c. Because Balinese people didn‟t give him food
d. Because Balinese people were in hunger
e. Because Balinese people turned to rage
47. According to the story, if Kbo Iwa is never existed in Bali island, what do
you think will happen?
a. There will be no Bali island
b. Bali People will never be angry
c. All Bali people will live in a prosperous way
d. We are not able see the beauty of Lake Batur
e. Mount Batur will not be a sacred place now
48. So, they came together to plan steps to oppose this powerful
giant……(Paragraph 3) The antonym of the word “oppose “ is…..
Support
Defeat
Turn Against
Beat
Change
49. What is mount batur?
A lake build by Kbo Iwa
A well dug by Kbo iwa
The mountain build by Kbo Iwa
A mound of earth dug from the well by Kbo iwa
A home build by Balinese people to Kbo Iwa
50. So, they came together to plan steps to oppose this powerful giant by using
his stupidity. The underline word refers to…..
Kbo iwa
Balinese
Mount batur
People in Bali
People in mount batur
176
KEY ANSWER TRYOUT
1. B 18. C 35. A
2. B 19. A 36. A
3. C 20. A 37. C
4. B 21. E 38. D
5. C 22. A 39. C
6. C 23. E 40. B
7. A 24. E 41. B
8. E 25. C 42. B
9. B 26. D 43. D
10. C 27. E 44. A
11. A 28. D 45. E
12. C 29. E 46. C
13. B 30. B 47. D
14. A 31. D 48. A
15. A 32. E 49. D
16. D 33. B 50. B
17. E 34. C
177
THE BLUEPRINT OF TRY OUT TEST
N
o Question indicator Number of question
Total
1. Recognize the communication
functions of written texts,
according to purpose.
- Communicative
purpose
22, 44
2
2. Detect such relation as main idea,
supporting idea, and given
information.
- Finding the main idea
- Finding the topic
- Identify main
point/important
information.
- Analyze the character
1, 7, 29
6, 15, 26
2,11,12,13,27,31,32,33,38,40,4
1,46,47,49
3, 16, 20, 25, 34,39
3
3
14
6
3. Distinguish between literal and
implied meaning.
- Evaluation
(TRUE/FALSE) –
critical reading
- Making inferences
(analyze moral value)
10, 17, 21,45
5, 14, 28, 37,42
4
5
4. Detect culturally specific
references.
- Referring
9, 18, 24, 36,50
5
178
5. Guessing the meaning words from
the context.
- Synonym
- Antonym
4, 8, 23, 30, 35,
19, 43, 48
6
2
Indicator Level Reading Comprehension
No Indicator Number of question Total
1 Literal 2, 4, 8, 9, 12, 18, 19, 23, 24, 30, 33, 34,
35, 36, 43, 48, 50
17
2 Inferential 1, 6, 7, 10, 13, 15, 17, 20, 21, 25, 27,
29, 31, 32, 38, 39, 40, 41, 45
19
3 Critical 3, 5, 11, 14, 16, 22, 26, 28, 37, 42, 44,
46, 47,49
14
179
PRE TEST AND POST TEST
Mata Pelajaran : Bahasa Inggris
Sat. Pendidikan : SMK
Kelas/ Program : X TSM 1 & XTSM 2
PETUNJUK UMUM
1. Tulis nama dan nomor Anda pada lembar jawaban yang disediakan.
2. Periksa dan bacalah soal dengan teliti sebelum Anda kerjakan.
3. Kerjakanlah soal pada lembar jawaban.
4. Gunakan waktu dengan efektif dan efisien.
5. Periksalah pekerjaan Anda sebelum diserahkan kepada Guru.
Answer the question by choosing the best answer between a, b, c, d, or e
The following text is for questions number 1 to 3
The Hen with the Silver Eggs
One day, in Arabian city, a woman went to the market and bought a
beautiful hen. A few days later to her surprise the hen she bought laid a silver egg.
If the hen could only be persuaded to lay more than one egg each day, the woman
was sure she would never to work again.
So the woman decided to make the hen eat more, so that it could lay more
eggs. But the only result was that the hen died of indigestion and did not lay more
eggs at all.
Source: Kupas Tuntas Pola Soal Bahasa Inggris SMA/MA:8
1. Paragraph 2 mostly discusses about…..
a. The hen‟s eggs
b. What the woman did to her hen
c. What the hen did for the woman
d. What the hen eats to lay more eggs
e. Why the woman wanted to get more eggs
2. The hen died because it…..
a. Ate nothing
b. Ate to much
c. Laid more eggs
d. Was badly injured
e. Was forced to lay
egg
3. What is the moral value from the text?
a. We must care with the animals
b. We must give food for the animal
c. We should not be greedy person
d. We should be generous person
e. We must be honest person
The following text is for questions number 4 to 5
Once upon a time, a rabbit wanted to cross a river but he could not swim.
He had an idea. He saw a boss of crocodile swimming in the river. The rabbit
asked the boss of crocodile, “How many crocodiles are there in the river?” the
boss of crocodile answered, “We are twenty here.” “Where are they?” the rabbit
asked for the second time. “What is it for?” the boss of crocodile asked.
“All of you are good, nice, gentle, and kind, so I want to make a line in
order. Later I will know how kind you are,” said the rabbit. Then, the boss of the
180
crocodile called all his friends and asked them to make a line in order from one
side to other side of the river.
Just then, the rabbit started to count while jumping from one crocodile to
another. One…two…three…four…until twenty, and finally, he thanked all
crocodiles because he had crossed the river.
4. We know from the first paragraph that the rabbit actually wanted…..
a. To cross the river
b. To swim across the river
c. To meet the boss of crocodile
d. To know where the crocodiles are
e. To know the number of crocodiles there
5. “All of you are good, nice, gentle, and kind…” (Paragraph 2).
The underline word is synonymous with…..
f. Wild
g. Diligent
h. Cheerful
i. Easygoing
j. Honorable
The following text is for questions number 6 to 8
THE LEGEND OF MALIN KUNDANG
A long time ago, in a small village near the beach in West Sumatra lived a
woman and her son, Malin Kundang. Malin Kundang and his mother had to live
hard because his father had passed away when he was a baby. Malin Kundang was
a healthy, diligent, and strong boy. He usually went to sea to catch fish. After
getting fish he would bring it to his mother, or sell the caught fish in the town.
One day, when Malin Kundang was sailing, he saw a merchant‟s ship being
raided by a band of pirates. With his bravery, Malin Kundang helped the merchant
defeat the pirates. To thank him, the merchant allowed Malin Kundang to sail with
him. Malin Kundang agreed in the hope to get a better life. He left his mother
alone.
Many years later, Malin Kundang became wealthy. He has a huge ship and a
lot of crews who worked loading trading goods. He was also married to a
beautiful woman. When he was sailing on his trading journey, his ship landed on a
coast near a small village. The local people recognized that it was Malin Kundang,
a boy from the area. The news ran fast in town; “Malin Kundang has become rich
and now he is here”.
An old woman, who was Malin Kundang‟s mother, ran to the beach to meet
the new rich merchant. She wanted to hug him to release her sadness of being
lonely after a long time. When his mother came near him, Malin Kundang who
was with his beautiful wife and his ship crews denied that the sea was his mother.
She had pleaded Malin Kundang to look at her and admit that she was her mother.
But he kept refusing to do it and yelling at her. At last Malin Kundang said to her
“Enough, old woman! I have never had a mother like you, a dirty and ugly
woman!” after that he ordered his crews to set sail to leave the old woman who
was then full of sadness and anger. Finally, feeling enraged, she cursed Malin
Kundang that he would turn into a stone if he didn‟t apologize to her. Malin
Kundang just laughed and set sail. Suddenly a thunderstorm came in the quiet sea,
wrecking his huge ship. He was thrown out to a small island. It was really too late
for him to avoid his curse; he had turned into a stone.
6. Why did Malin Kundang and his mother have to live hard?
181
a. Because his father had passed away when he was a baby
b. Because he lived in village
c. Because Malin‟s mother just sell the caught fish in the town
d. Because he lived with his mother
e. Because they don‟t work to get money
7. What made Malin Kundang‟s mother sad and angry?
a. Because Malin gived surprise for her mother
b. Because Malin denied that she was her mother and he yelled at her
c. Because Malin had beautiful wife
d. Because Malin has become rich
e. Because Malin has new rich merchant
8. What is the moral value of the story?
a. We have to respect our parents, especially our mother
b. We must keep fight to reach the dreams
c. We should be rich people
d. We should be rebellious people
e. We should be honest people
The following text is for questions number 9 to 12
The White Butterfly
An old man named Takahama lived in a little house behind the cemetery of
the temple of Sozanji. He was extremely friendly and generally liked by his
neighbors, though most of them considered him a little mad. That was because he
was very old but he did not want to get married. He did not have the desire for
intimate relationship with women.
One summer day became very ill, so ill, in fact, that he sent for his sister-in-
law and her son. They both came and did all they could to bring comfort during
his last hours. While Takahama fell asleep, they watched a large white butterfly
flew into the room and rested on the old man‟s pillow. The young man tried to
drive it away with a fan; but it came back there time, as if was very loath to leave
the sufferer.
At last Takahama‟s nephew chased it out into the garden, though the gate,
and into the cemetery beyond, where it lingered over a woman‟s tomb, and then
mysteriously disappeared. On examining the tomb the young man found the name
“Akiko” written upon it, together with a description narrating how Akiko died
when she was eighteen. Though the tomb was covered with moss and must have
been erected fifty years previously, the boy saw that it was surrounded with
flowers, and that the little water tank had been recently filled.
When the young man returned to the house he found that Takahama had
passed away, and he returned to his mother and told her what he had seen in the
cemetery.
“Akiko?” murmured his mother. “When your uncle was young he was
betrothed to Akiko. She dies shortly before wedding day. When Akiko left the
world your uncle resolved never to marry, and kept in his heart all the sweet
memories of his one and only love. Every day Takahama went to the cemetery,
whether the air was fragrant with summer breeze or thick with falling snow. Every
day he went to her grave and prayed for her happiness, swept the tomb and set
flowers there. When Takahama was dying, and he could no longer perform his
loving task, Akiko came for him. That white butterfly was her sweet loving soul.
182
Source: Myths and Legends of Japan, Penerbit GG Harrap, London, 1931
9. The text The White Butterfly tells about…..
a. An old man with his faith
b. An old man with his neighbors
c. A mad old man
d. A crazy old man
e. Dying old man
10. Which statement is not true according to the text?
a. Takahama went every day to Akiko‟s grave and prayed for her
happiness
b. Takahama lived near Akiko‟s grave
c. Takahama resolved not to marry after Akiko‟s death
d. Takahama became very ill on summer day
e. Takahama chased the white butterfly out into the garden
11. At last Takahama‟s nephew chased it out into the garden. (Paragraph 3)
The underline word refers to…..
a. The garden
b. The cemetery
c. The white butterfly
d. The flower
e. The gate
12. How was Akiko?
f. She was Takahama‟s fiance
g. She was Takahama‟s niece
h. She was Takahama‟s sister-in-law
i. She was Takahama‟s sister
j. She was Takahama‟s mother
The following text is for questions number 13 to 15
Cinderella
Once upon a time, there was a beautiful girl called Cinderella. She lived
with her stepsister & stepmother. They were very bossy. She had to do all the
housework.
One day, an invitation to the ball came to the family. Her stepsister did not
let her go, so Cinderella was very sad. The stepsister went to the ball without her.
Fortunately, the fairy godmother came and helped her to get to the ball. At
the ball, Cinderella danced with the prince, who fell in love with her, then later he
married her. They lived happily ever after.
13. The communicative purpose of the text is to.....
a. To entertain the reader about story Cinderella
b. Describe how Cinderella went to the ball
c. Persuade the readers to read the story
d. The reader with a fairy tale
e. Explain to the readers why Cinderella‟s stepsister hated her so much
14. “They were very bossy”. (Paragraph 1). The word “They” refers to…..
a. Cinderella
b. Her father
c. Step mother
d. Step sister
e. Her stepmother and stepsister
183
15. What is the characteristic of her stepmother and stepsister?
a. Kind person
b. Suspicious
c. Bad person
d. Greedy
e. Generous
The following text is for questions number 16 to 18 A farmer came across a bird with a broken wing. He picked it up, took it
home and looked after it lovingly, even though his wife complained bitterly about
his wasting too much time on the creature.
After some time, the wing mended and, because the bird did not want the
farmer to have kept on arguing with his wife all the time, it decided to go back to
its nest. When the farmer discovered that the bird was gone, he was so upset that
he went out to look for it. Eventually, he found it again, and was greeted happily
by the whole family of the bird. As a sign of their thanks for his care and
attention, the birds gave him a little box, and told him not to open it until he got
home.
To his surprise, the farmer found the box full of precious stones. When his
wife saw them, she decided that she too deserved a reward, and she went to see
the birds. The birds gave her a little casket; but this one was full of devils. The
devils jumped on her as soon as she opened the casket and chased her away.
Left alone, the farmer went to live near his friend, the bird. There he built a
hut of perfumed wood; and the birds decorated it with flowers of every kind.
Source: Leyerlinda.blogspot.co.id
16. Which of the following statements do you agree with?
a. The farmer chased his wife away
b. The farmer lived happily with his wife
c. The farmer‟s wife took care of the bird.
d. The bird was very thankful to the farmer
e. The farmer‟s wife was a very kind woman.
17. What do we learn from the text?
a. A gift shows kindness
b. Sufferings bring happiness
c. Arguing makes you distressed
d. A good deed deserves a reward
e. Having no heart makes you isolated
18. The word “discovered” (Paragraph 3) means…..
a. Proved
b. Found out
c. Saw
d. Invented
e. Believe
The following text is for questions number 19 to 22
Once upon a time, there lived a group mice under a tree in peace. However,
a group of elephants crossing the jungle unknowingly destroyed the homes of all
the rats. Many of them were crushed to death.
Then the king of rats decided to approach the elephant‟s chief and request
him to guide his herd through another route. On hearing the sad story, the
184
elephant‟s king apologized and agreed to take another route. And so the lives the
rats were saved.
One day elephant hunters came to the le and tripped a group of elephants in
huge nets. Then the elephant king suddenly remembered the king of rats. He
summoned one of the elephant of his herd which had not been trapped, to go seek
help from the king and told him about the trapped elephants.
The rat‟s king immediately took his entire group of rats and they cut the
nets which had trapped the elephant‟s herd. The elephant‟s herd was totally set
free. They danced with joy and thanked the rats.
Source: www.academia.edu
19. What destroyed the homes of all rats?
a. Group of mice did
b. The hunters did
c. Elephant hunters did
d. A group of elephants did
e. Elephant‟s herd did
20. When did the story occur?
a. Deep in the writer‟s mind
b. In the jungle
c. In the black forest
d. In the home of mice group
e. In the nests which had trapped the elephant‟s herd
21. At the end of the story, how was the elephants‟ herd?
a. Angry
b. Sad
c. Happy
d. Dead
e. Disappointed
22. ”Many of them were crushed to death” (Paragraph 1). The word “them”
refers to……
a.
Mice
b. Elephant
c. The king of the elephant
d. The king of the mice
e. Elephant‟s chief
The following text is for questions number 23 to 27
The Legend of the Kesodo Ceremony
Once upon a time on Mount Bromo, East Java, there were a couple living
there. The new couple wanted to have a child. They had married for a long time
but they hadn‟t got a baby. Every time they prayed to the Gods, asking for a child.
One day, there was a loud voice in the sky when they were praying.
“You are going to born a baby, and later you will give birth to many
children. But I have a requirement for you to obey, if you really want to have
children”, said the voice.
“Whatever you ask, my Lord”, the couple answered, “We will do it”,
“You must sacrifice your first son for the gods”.
The couple agreed to sacrifice their first son in the time that was asked by
the voice. Then, the wife got pregnant and gave birth to a son. The baby grew up
185
into a handsome, taught man. He was named Kesuma. The couple loved Kesuma
very much. The wife gave birth to eleven more children after Kesuma. And, they
forget their promise to sacrifice their first son to the god.
One day, the volcano erupted. Before that, there were series of earthquakes
followed by thunders in the sky. The sky was very dark, as if it was going to fall
down. On the next occasion, there was a voice in the sky, reminding the couple
about their promise. The couple was very afraid, but they just couldn‟t sacrifice
their beloved son, Kesuma. However, because the earthquakes and the thunders
were becoming more and more horrifying, Kesuma couldn‟t let his family and all
the people in the village die.
Kesuma knew the situation. Then he said to his parents. “I would sacrifice
myself in order that our family and all the people in our village will live in peace.
For the next times, you all have to sacrifice animals and crops to the gods.” Then
he jumped onto the crater of the volcano. Amazingly, the earthquakes and the
eruption stopped at once.
Source:scribd.com/document/207251268/soal-narative
23. What does the first paragraph talk about?
a.The earthquakes and thunders in the sky
b. The voice in the sky
c. The condition of the volcano on one day
d. The couple‟s promise
e. The condition of Kesuma‟s family
24. What problem was faced by Kesuma‟s parents?
a.They had to give sacrifices for the Gods
b. They couldn‟t get a baby after getting married for a long time
c. They couldn‟t bring their children to the Gods to be sacrificed
d. The villagers would force them to sacrifice themselves
e. They couldn‟t save all their children from the earthquake
25. How was the couple‟s effort to get a baby?
a.They took another baby from other parents
b. They meditated and prayed to their Gods
c. They gave sacrifices to the God
d. They asked other people to give them a baby
e. They asked other people to give sacrifices to the Gods.
26. What lesson can we get from the story?
a.Kesuma is very brave
b. Everyone must keep his promise
c. Kesuma‟s parents loved him very much
d. A promise must be said clearly
e. Gods want sacrifices from the people
27. What is the communicative purpose of the text?
a.To amuse or entertain the readers
b. To tell the readers what happened in the past
c. To persuade the readers that something a case
d. To describe a particular place or thing
e. To invite people to do something
The following text is for questions number 28 to 30
186
Long time ago, there lived on the island of Bali a giant-like creature named
Kbo Iwo. The people of Bali used to say that Kbo Iwo was everything, a destroyer
as well as a creator. He was satisfied with the meal, but this meant for the
Balinese people enough food for a thousand men.
Difficulties arose when for the first time the barns were almost empty
and the new harvest was still a long way off. This made Kbo Iwo wild with great
anger. In his hunger, he destroyed all the houses and even all the temples. It made
the Balinese turn to rage.
So, they came together to plan steps to oppose this powerful giant by
using his stupidity. They asked Kbo Iwo to build them a very deep well, and
rebuild all the houses and temples he had destroyed. After they fed Kbo Iwo, he
began to dig a deep hole.
One day he had eaten too much, he fell asleep in the hole. The oldest
man in the village gave a sign, and the villagers began to throw the limestone they
had collected before into the hole. The limestone made the water inside the hole
boiling. Kbo Iwo was buried alive. Then the water in the well rose higher and
higher until at last it overflowed and formed Lake Batur. The mound of earth dug
from the well by Kbo Iwo is known as Mount Batur.
28. Which the following fact is true about Kbo Iwo?
a.Kebo Iwo ate a little amount of meat
b. Kebo Iwo is a destroyer that cannot make anything
c. Kebo Iwo was angry because his food was stolen by Balinese people
d. Kebo Iwo destroyed all the house but not the temple
e. Kebo eat food was equal for food of thousand people
29. According to the story, if Kbo Iwa is never existed in Bali island, what
do you think will happen?
a.There will be no Bali island
b. Bali People will never be angry
c. All Bali people will live in a prosperous way
d. We are not able see the beauty of Lake Batur
e. Mount Batur will not be a sacred place now
30. What is mount batur?
a. A lake build by Kbo Iwa
b. A well dug by Kbo iwa
c. The mountain build by Kbo Iwa
d. A mound of earth dug from the well by Kbo iwa
e. A home build by Balinese people to Kbo Iwa
KEY ANSWER PRE TEST AND POST TEST
1. B
2. B
3. C
4. A
5. E
187
6. A
7. B
8. A
9. A
10. E
11. C
12. A
13. A
14. E
15. C
16. D
17. D
18. B
19. D
20. B
21. C
22. A
23. E
24. B
25. B
26. B
27. A
28. E
29. D
188
THE BLUEPRINT OF PRE POST TEST
N
o Question indicator Number of question
Total
f. Recognize the communication
functions of written texts,
according to purpose.
- Communicative
purpose
13, 27
2
g. Detect such relation as main idea,
supporting idea, and given
information.
- Finding the main idea
- Finding the topic
- Identify main
point/important
information.
- Analyze the character
1, 4
9, 16
2, 6, 7, 19, 20, 23, 24, 25,
29,30
12, 15
22
2
2
10
2
h. Distinguish between literal and
implied meaning.
- Evaluation
(TRUE/FALSE) –
critical reading
- Making inferences
(analyze moral value)
10, 28
3, 8, 17, 21, 26
2
5
i. Detect culturally specific
references.
- Referring
11, 14, 22
3
j. Guessing the meaning words from
the context.
- Synonym
- Antonym
18
5
1
1
189
190
191
192
193
194
195
196
197
Appendix: 7
STUDENTS SCORE IN EXPERIMENTAL CLASS X TSM 2
No Students' Name Pre-Test Post-Test Gain
1 ADP 43 60 17
2 AP 43 50 7
3 ATP 53 70 17
4 AUAB 47 57 10
5 BAS 67 80 13
6 DTP 43 63 20
7 DB 63 80 17
8 DA 50 73 23
9 ENR 40 63 23
10 FNA 60 73 13
11 FAN 43 57 14
12 FH 70 73 3
13 FE 67 77 10
14 HAD 73 83 10
15 JF 63 80 17
16 KNW 53 77 24
17 MF 77 80 3
18 MI 60 80 20
19 ML 57 70 13
20 MHD 77 83 6
21 NN 50 63 13
22 NBS 67 83 16
23 NS 73 80 7
24 RMI 70 77 7
25 RM 50 73 23
26 RMS 53 67 14
27 ROO 40 60 20
28 SMA 63 77 14
29 VPS 60 67 7
30 WI 57 67 10
198
Appendix: 8
STUDENTS SCORE IN CONTROL CLASS X TSM 1
No Students' Name Pre-Test Post-Test Gain
1 AP 63 63 0
2 ADI 50 57 7
3 ADP 57 67 10
4 BG 73 83 10
5 BRS 40 50 10
6 CBR 53 70 17
7 DNM 47 60 13
8 DP 47 50 3
9 DBA 50 57 7
10 DS 70 73 3
11 DFR 57 63 6
12 DRE 77 77 0
13 JP 43 53 10
14 KBBC 63 80 17
15 LR 70 80 10
16 MC 53 67 14
17 MFP 67 73 6
18 MI 53 73 20
19 MM 70 77 7
20 MS 50 60 10
21 RM 63 63 0
22 RAP 60 60 0
23 RNY 57 63 6
24 SW 60 67 7
25 TPS 50 67 17
26 WA 80 70 -10
27 WS 47 60 13
199
200
201
202
203
204
205
206
Appendix: 13
NORMALITY TEST
1. Normality Pre-test
a. Experimental class
NORMALITY OF PRE TEST
X f Fk x-X z (x-X/SD) f(z) s(z) |f(z)-s(z)|
40 2 2 -17.73333 -1.564501 0.05885 0.066667 0.0078166
43 4 6 -14.73333 -1.299829 0.0968297 0.2 0.1031703
47 1 7 -10.73333 -0.946935 0.1718361 0.233333 0.0614973
50 3 10 -7.733333 -0.682263 0.2475362 0.333333 0.0857971
53 3 13 -4.733333 -0.417592 0.3381226 0.433333 0.0952107
57 2 15 -0.733333 -0.064697 0.4742075 0.5 0.0257925
60 3 18 2.2666667 0.1999738 0.5792494 0.6 0.0207506
63 3 21 5.2666667 0.4646449 0.6789071 0.7 0.0210929
67 3 24 9.2666667 0.8175398 0.79319 0.8 0.00681
70 2 26 12.266667 1.0822109 0.8604206 0.866667 0.0062461
73 2 28 15.266667 1.3468821 0.9109909 0.933333 0.0223424
77 2 30 19.266667 1.6997769 0.9554136 1 0.0445864
Jumlah 30
mean
(X) 57.7333
Keterangan: 0.103 < 0.161 maka test yang
diujikan normal
SD 11.3348
NORMAL
L table 0.16176
L hitung 0.10317
b. Control class
207
NORMALITY OF PRE TEST
X f fk x-X z (x-X/SD) f(z) s(z) |f(z)-s(z)|
40 1 1 -18.14815 -1.715013 0.0431714 0.037037 0.0061344
43 1 2 -15.14815 -1.431511 0.0761419 0.074074 0.0020678
47 3 5 -11.14815 -1.053508 0.1460541 0.185185 0.0391311
50 4 9 -8.148148 -0.770006 0.2206482 0.333333 0.1126852
53 3 12 -5.148148 -0.486504 0.313305 0.444444 0.1311394
57 3 15 -1.148148 -0.108501 0.4567992 0.555556 0.0987563
60 2 17 1.8518519 0.1750014 0.5694607 0.62963 0.0601689
63 3 20 4.8518519 0.4585036 0.6767046 0.740741 0.0640361
67 1 21 8.8518519 0.8365065 0.798565 0.777778 0.0207872
70 3 24 11.851852 1.1200087 0.868645 0.888889 0.0202439
73 1 25 14.851852 1.4035109 0.9197677 0.925926 0.0061582
77 1 26 18.851852 1.7815138 0.9625857 0.962963 0.0003772
80 1 27 21.851852 2.065016 0.9805393 1 0.0194607
Jumlah 27
mean
(X) 58.1481
NORMAL
SD 10.5819
Keterangan: 0.131 < 0.170 maka test yang
diujikam normal L table 0.17051
L hitung 0.13114
208
2. Normality of Post-test
a. Experimental Class
NORMALITY OF POST TEST
X f fk x-X z =(x-X/SD) f(z) s(z) |f(z)-s(z)|
50 1 1 -21.43333 -2.3612791 0.009106 0.0333333 0.02422732
57 2 3 -14.43333 -1.5900993 0.0559062 0.1 0.04409379
60 2 5 -11.43333 -1.2595937 0.103908 0.1666667 0.06275867
63 3 8 -8.433333 -0.929088 0.1764217 0.2666667 0.09024493
67 3 11 -4.433333 -0.4884139 0.3126284 0.3666667 0.05403831
70 2 13 -1.433333 -0.1579082 0.4372646 0.4333333 0.00393122
73 4 17 1.5666667 0.17259738 0.568516 0.5666667 0.00184938
77 4 21 5.5666667 0.61327155 0.7301516 0.7 0.0301516
80 6 27 8.5666667 0.94377717 0.8273582 0.9 0.07264176
83 3 30 11.566667 1.27428279 0.8987184 1 0.10128161
Jumlah 30
mean
(X) 71.4333
SD 9.077
NORMAL
L table 0.16176
Keterangan: 0.101 < 0.161 maka test
yang diujikan normal
L hitung 0.10128
209
b. Control class
NORMALITY OF POST TEST
X f fk x-X z (x-X/SD) f(z) s(z) |f(z)-s(z)|
50 2 2 -16.03704 -1.7722572 0.0381759 0.0740741 0.03589814
53 1 3 -13.03704 -1.4407264 0.074831 0.1111111 0.03628012
57 2 5 -9.037037 -0.9986854 0.1589736 0.1851852 0.02621162
60 4 9 -6.037037 -0.6671546 0.2523367 0.3333333 0.08099663
63 4 13 -3.037037 -0.3356238 0.3685773 0.4814815 0.11290418
67 4 17 0.962963 0.10641729 0.5423744 0.6296296 0.08725527
70 2 19 3.962963 0.43794809 0.669288 0.7037037 0.03441566
73 3 22 6.962963 0.76947888 0.7791955 0.8148148 0.03561935
77 2 24 10.962963 1.21151994 0.8871519 0.8888889 0.00173699
80 2 26 13.962963 1.54305074 0.9385908 0.962963 0.0243722
83 1 27 16.962963 1.87458153 0.9695748 1 0.03042516
Jumlah 27
mean (X) 66.037
SD 9.04893
NORMAL
L table 0.17051
Keterangan: 0.112 < 0.170 maka test yang diujikan
normal L hitung 0.1129
210
Appendix: 14
HOMOGENEITY TEST
1. Homogeneity Test of Pre Test
F max (hitung) = variansi terbesar/Variansi terkecil
(128.478/111.977= 1.147)
F (max) tabel = 1.907
Kesimpulan= Ho diterima karena F(max) hitung < F(max) tabel
Yang berarti variansi kedua kelompok homogen
2. Homogeneity Test of Post Test
F max (hitung) = variansi terbesar/Variansi terkecil
(82.391/81.883= 1.006)
F (max) tabel = 1.907
Kesimpulan= Ho diterima karena F(max) hitung < F(max) tabel
Yang berarti variansi kedua kelompok homogen
211
Appendix: 15
THE PHOTOGRAPHS
The researcher explain about narrative
text
The students presented their work in
front of the class
The students was doing pre test
The students was doing post test
The students presented their work
in front of the class
213