SMA 1 GEBOG KUDUS Subject : English Grade : XI

65

66

Appendix 1

SYLLABUS

School Name : SMA 1 GEBOG KUDUS

Subject : English

Grade : XI

Competency Standards

Basic Competence

Learning Materials

Learning Activity

Synchronization

comp. stand and

basic com

Synchronization among subjects

Indicators Assessment Allocation

Time

(Minutes)

Source /

Materials /

Equipment

Reading 5.

Understanding the functional

meaning of the

text short and simple form of

report essay,

narrative and

analytical Exposition in

the context of

everyday life and to access

knowledge

5.2 In response to

the meaning and

rhetoric in the essays of steps

that use various

written language accurately,

fluently and

appreciate in the

context of everyday life and

to access

knowledge

• Noun phrase

• Adjective

clause • Text written

form of

narrative • Text written

report form

• Text written

form analytical Exposition

• Read aloud

the text

meaningful narrative /

report /

analytical individual

Exposition

• Discuss the various aspects

of the text as

content, text structure, as a

group.

Synchronized

Comparing

with

Indonesian

• Identify the

meaning of words in

the text is read. • Identify

complications in a

narrative story • Identify the events

in a readable text

• Identify the

characteristics of the object / person

reported

• Identify cases discussed in the text

• Identify the

arguments given

• Identify the steps rhetoric of the text

• Identify

communication objectives readable

text

Written (MC and

Description)

Quiz

Task

2 x 45

2 x 45

LKS English

Online

English

K-6 modules

Board of

Study New

South

Wales

67

Appendix 2 LESSON PLAN

School : SMA 1 Gebog Kudus

Lesson/Subject : English

Subject Matter : Reading

Material : Narrative Text

Class/Program : XI/Science

Semester : 1st semester

Academic Year : 2013 / 2014

Time Allocation : 2 x 45 minutes

A. STANDARD OF COMPETENCE

Reading

5. Understanding the functional meaning of the text short and simple

form of report essay, narrative and analytical exposition in the context

of everyday life and to access knowledge.

B. BASIC COMPETENCE

5.2. In response to the meaning and rhetoric in the essays of steps that use

various written language accurately, fluently and appreciate in the

context of everyday life and to access knowledge.

C. INDICATOR

1. Understand the function of Narrative Text.

2. Identify the generic structure of Narrative Text.

3. Identify the language feature of Narrative Text.

4. Understand the content of Narrative Text.

D. OBJECTIVES OF LEARNING

After the learning process students are hoped to be able to:

1. Mention the function of Narrative Text.

2. Explain the generic structure of Narrative Text.

3. Analyze the linguistic feature of Narrative Text.

4. Describe the main idea of each paragraph of Narrative Text.

E. MATERIAL OF LEARNING

Narrative Text: The Princess and the Pea

F. TECHNIQUE AND STRATEGY OF LEARNING

Three-phase Technique and Reciprocal Teaching

68

G. CHARACTER BUILDING

Hard work

Creative

Self-Confidence

Curious

Appreciation to the Prestige

Friendship and Communicative

Reading Habit

Responsible

H. STEPS OF LEARNING

Opening (15 minutes)

Arousing the student‟s interest in the topic they are going to

discuss or learn.

Asking and answering about narrative text.

Telling the students the competence and indicators they have to

acquire at the learning process.

Main Subject of Learning (60 minutes)

a. Exploration

Teacher explains each strategies and role of Reciprocal Teaching.

b. Elaboration

Before Reading

Students make a group consist of 4-5 persons, one of them to

be a leader.

The leader guides the group of students through the four

components of Reciprocal Teaching.

Students discuss the title of narrative text.

Students predict the content of the text will be learned.

During Reading

Students read a passage of the text silently to find out

prediction, ask questions, and find word or phrase to clarify.

After Reading

Predicting : Students return to the prediction to confirm

or reject it and others refining and provide alternative

prediction.

Questioning : Students generate questions to identify the

important information from the text and others preparing

answers and suggestions.

Clarifying : Students clarify the difficult word/phrase,

unfamiliar vocabularies or any doubts and others obtaining

relevant resources.

69

Summarizing : Students summarize with their own words

based on the context the passage and others preparing

explaining and simplifications.

c. Confirmation

Students make summary of what they have learned.

Closing (15 minutes)

Teacher evaluates the students‟ work.

I. PLACE / MEANS / MATERIALS / SOURCES OF LEARNING

Place : Classroom

Means : Laptop, LCD.

Material : Narrative Text (The Princess and The Pea)

Source : Learning module for English SMA Grade XI, internet

J. ASSESSMENT

1. Technique of assessment : Written Test

2. Kind of instrument : Student Worksheet

Kudus, November 2013

Acknowledged by,

English Teacher, Researcher,

Sugiyanto, S.Pd RismaTrianasari

NIP 19690920 200501 1 007 NIM 2009 32 016

70

TEACHING MATERIAL

Read the following text and analyze the social function, generic structure, and

language feature!

The Princess and the Pea

Once upon a time there was a prince he wanted to get himself a princess, but

she had to be real princess. So he traveled all over the world to find one, but in

every case something was the matter. There were lots of princess, but he could

never quite make out whether they were real or not. So he came home feeling very

unhappy, for really wanted to find a true princess.

One evening a terrible storm came; lightening flashed, thunder rolled, and the

rain poured down in torrents-it was simply awful! Suddenly there was a knock at

the city gate, and the old king went out to answer it.

There was a princess standing outside, but what a sight the rain and the bad

weather had made of her! The water streamed down her hair and her clothes, and

yet she said she was a real princess.

“It won‟t take long to find that out,” thought the old Queen. Without saying

anything, she went into bed chamber, took off all the bedclothes, and places one

pea on the bottom boards of the bed. Then she took twenty mattresses and put

them on top of the pea, and after that she put twenty feather-pillows on top of the

mattresses.

That was where the princess was to spend the night.

In the morning they asked her how she had slept.

“Oh, dreadfully!”, said the princess. “I hardly slept a wink all night. Whatever

could have been in the bed? I was lying on something so hard that I‟m black and

blue all over.”

So of course they could see that she was a real princess, since she had felt the

pea through twenty mattresses and twenty feather-pillows. No one but a real

princess could have such a tender skin as that.

So the prince took her for his wife, and they lived happily ever after.

71

STUDENTS WORKSHEET

Let Me Love You

Once upon a time, there was once a guy who was very much in love with

this girl. This romantic guy folded 1,000 pieces of paper cranes as a gift to his

girl. Although, at that time he was just a small executive in his company, his

future doesn‟t seem too bright, they were very happy together. Until one day, his

girl told him she was going to Paris and will never come back.

She also told him that she cannot visualize any future for the both of them, so let‟s

go their own ways there and then... heartbroken, the guy agreed.

When he regained his confidence, he worked hard day and night, just to

make something out of himself. Finally with all these hard work and with the help

of friends, this guy had set up his own company...

“You never fail until you stop trying.” He always told himself. “I must

make it in life!”. One rainy day, while this guy was driving, he saw an elderly

couple sharing an umbrella in the rain walking to some destination. Even with the

umbrella, they were still drenched. It didn‟t take him long to realize those were his

ex-girlfriend‟s parents. With a heart in getting back at them, he drove slowly

beside the couple, wanting them to spot him in his luxury saloon. He wanted them

to know that he wasn‟t the same anymore, he had his own company, car, condo,

etc. He had made it in life!

Before the guy can realize, the couple was walking towards a cemetery,

and he got out of his car and followed them...and he saw his ex-girlfriend, a

photograph of her smiling sweetly as ever at him from her tombstone... and he

saw his precious paper cranes in a bottle placed beside her tomb. Her parents saw

him. He walked over and asked them why this had happened. They explained that

she did not leave for France at all. She was stricken ill with cancer. In her heart,

she had believed that he will make it someday, but she did not want her illness to

be his obstacle ... therefore she had chosen to leave him.

She had wanted her parents to put his paper cranes beside her, because, if

the day comes when fate brings him to her again he can take some of those back

with him. The guy just wept.

Question

1. Who is the main character of the story?

2. Why did the guy break up with his girlfriend?

3. What did happen after he broke up with his girlfriend?

4. What could he realize in his life?

5. When did he see his ex-girlfriend‟s parents going to the cemetery?

6. What did he want to show to his ex-girlfriend‟s parent?

72

7. Why did the girl die?

8. Why did the girl want her parents put the paper cranes next to her tomb?

9. What did the man do after he knew that she died?

10. “...if the day comes when fate brings him to her again he can take some of

those back with him.” What does the statement mean?

Possible Answer

1. The main character of the story is a guy.

2. The girl said that she wanted to go to Paris and would not come back.

3. He regained his confidence and worked very hard.

4. He could establish his own company and succeeded in his business.

5. When he was driving his luxury saloon.

6. He had become a rich man after he broke up with their daughter.

7. She died because of cancer.

8. Because she wanted the man to know that she loved him.

9. He could only weep next to her tombstone.

10. The girl wanted the man to know that she loved him very much.

73











Reading




B. BASIC COMPETENCE




C. INDICATOR












Narrative Text: The Old Woman and the Sparrow



74


Hard work

Creative

Self-Confidence

Curious



Reading Habit

Responsible




discuss or learn.





a. Exploration


b. Elaboration

Before Reading


be a leader.





During Reading



After Reading



prediction.






relevant resources.

75


based on the contextthe passage and others preparing


c. Confirmation





Place : Classroom


Material : Narrative Text (The Old Woman and the Sparrow)


J. ASSESSMENT




Acknowledged by,



NIP 19690920 200501 1 007 NIM 2009 32 016

76

TEACHING MATERIAL


language feature!

The Old Woman and the Sparrow

Once upon a time, there lived a kind hearted man and his wife. One morning, his

wife found a poor little sparrow. She took it gently and fed it. To show its

gratitude, the sparrow stayed with them and sang every morning.

But there was an ill-tempered old woman who didn't like the sparrow. She cut the

sparrow's tongue. That's why the bird flew away to its previous nest. Knowing

that their sparrow flew away, the kind man and his wife looked for the sparrow.

They walked a long way, crossed the bridges, climbed the mountains and passed

the woods.

At last, they could find the sparrow's nest. The sparrow welcomed them and

provided a feast for them. Before they went home, the sparrow brought two

baskets; one was large and looked heavy, and the other one was small and light.

The sparrow asked them to choose only one. They chose the small and that was

the best choice. There were many rolls of silk and piles of gold in it.

Being jealous, the ill-tempered old woman did the same thing as the kind man and

his wife did. She chose the big basket which actually contained wasps and

venomous crawlers, such as scorpions, centipedes, and other horrible creatures.

Finally, they stung and bit her to death.

77

STUDENTS WORKSHEET

Beauty and the Beast

Once upon a time, there was a girl named Beauty. She lived with her

father and her sisters in a small village. Beauty was a beautiful girl. She was also

hard-working. She always helped her father on the farm.

One day, her father set out for the city. He saw an old castle and went in.

No-one was in but there was food on the table. Then he walked around the castle.

He picked a rose from garden for Beauty. Suddenly an angry Beast appeared. He

wanted to kill Beauty‟s father unless Beauty was brought to him.

Beauty‟s father told her daughters what had happened. Beauty‟s sisters

ordered her to see the Beast. Beauty went to see the Beast and had to stay at the

castle. She felt scared, lonely and sad. She tried to run away but was stopped by

the Beast. The Beast treated Beauty well. Soon, Beauty began to like the Beast.

One day, through the Beast‟s magic mirror, Beauty saw that her father was

sick. The Beast allowed her to go home. Her father was happy to see her. One

night, Beauty had a dream. A fairly told her that the Beast was sick.

Beauty hurried back and saw the Beast dying. She began to cry. Tears felt

onto the Beast. Suddenly, the Beast changed into handsome prince. Beauty and

the Beast got married and lived happily ever after.

Questions:

1. Where did the Beauty live?

2. With whom did she live?

3. What was her father‟s job?

4. Who was in the castle?

5. How did Beauty know if her father was sick?

6. Why did the Beast angry to the Beauty‟s father?

7. What did the Beast do if the father didn‟t bring Beauty to him?

8. What did the last paragraph tell us about?

9. “…..unless Beauty was brought to him” (last sentence, paragraph 2). What

does “him” refer to?

10. “The Beast allowed her to go home”. What does the synonym of the

underlined word?

78

Possible Answer:

1. She lived in a small village.

2. She lived with her father and her sister.

3. Her father was a farmer.

4. No one in the castle.

5. Through the Beast‟s magic mirror.

6. Because he picked a rose from the garden.

7. He wanted to kill the father.

8. The Beast changed into handsome prince and they lived happily ever after.

9. The Beast.

10. Permitted.

79











Reading




B. BASIC COMPETENCE




C. INDICATOR












Narrative Text: Thumbelina



80


Hard work

Creative

Self-Confidence

Curious



Reading Habit

Responsible




discuss or learn.





a. Exploration


b. Elaboration

Before Reading


be a leader.





During Reading



After Reading



prediction.






relevant resources.

81




c. Confirmation





Place : Classroom


Material : Narrative Text (Thumbelina)


J. ASSESSMENT




Acknowledged by,



NIP 19690920 200501 1 007 NIM 2009 32 016

82

TEACHING MATERIAL


language feature!

Thumbelina

Once upon a time there was a kind woman who had no children, longed for a baby

and would often say, “How I would love to have a baby girl, even a tiny little one.

A beautiful fairy heard her wish one day, and gave her a little seed to plant in a

flowerpot.

When the seed bloomed into a tulip, the woman saw a tiny, beautiful girl inside,

no bigger than her thumb. She decided to call her Thumbelina. She was so small

that she had a walnut shell for a bed and used petals as a blanket. Then, an ugly

toad fell in love with Thumbelina. One night when she was sleeping, he carried

her off to his lily pad in a pond. Thumbelina was very unhappy.

A swallow was passing by and saw how sad she looked, and said, “Come south

with me to warmer lands.” Young Thumbelina flew away on the swallow‟s back.

They flew across the seas and came to a land of sunshine. The swallow said, ”

This is my home. You can live in one of the loveliest and biggest flowers.” When

Thumbelina stepped inside, she found a handsome fairy, as tiny as her, in its heart.

He was the son of the king of flowers and he fell in love with Thumbelina. He

asked her to marry him. So Thumbelina became queen of the flowers and the two

lived happily ever after.

83

STUDENTS WORKSHEET

The Ugly Duckling

One upon time, a mother duck sat on her eggs. She felt tired of sitting on them.

She just wished the eggs would break out. Several days later, she got her wish.

The eggs cracked and some cute little ducklings appeared. "Peep, peep" the little

ducklings cried. "Quack, quack" their mother greeted in return.

However the largest egg had not cracked. The mother duck sat on it for several

days. Finally, it cracked and a huge ugly duckling waddled out. The mother duck

looked at him in surprise. He was so big and very gray. He didn't look like the

others at all. He was like a turkey.

When the mother duck brought the children to the pond for their first swimming

lesson, the huge grey duckling splashed and paddled about just as nicely as the

other ducklings did. "That is not a turkey chick. He is my very own son and quite

handsome" the mother said proudly.

However, the other animals didn't agree. They hissed and made fun of him day by

day. Even his-own sisters and brothers were very unkind. "You are very ugly"

they quacked.

The little poor duckling was very unhappy. "I wish I looked like them" he thought

to himself. One day, the ugly duckling run away and hid in the bushes. The sad

duckling lived alone through the cold and snow winter. Finally the spring flowers

began to bloom. While he was swimming in the pond, he saw three large white

swans swimming toward him. "Oh, dear. These beautiful birds will laugh and

peck me too" he said to himself.

But the swans did not attack him. Instead, they swam around him and stroked him

with their bills. As the ugly duckling bent his neck to speak to them, he saw his

reflection in the water. He could not believe his eyes. "I am not an ugly duckling

but a beautiful swam" he exclaimed.

He was very happy. From that day on, he swam and played with his new friends

and was happier than he had never been.

Question:

1. What did the mother wish to her eggs?

2. Which one did the egg has not cracked?

3. Why did the mother in look at the last egg cracked?

4. What did the last little duckling look like?

5. Where did the mother bring to the children for the first swimming?

6. Did the other little duckling kind with the ugly one?

7. What did the ugly duckling wish to himself?

84

8. “they hissed and make fun of him day by day” (par.4). what does “him”

refer to?

9. “…a huge grey duckling waddled out” (par.2).what does the synonym of

“huge” in that sentence?

10. Why does the writer write this story?

Possible answer:

1. She wished the eggs would break out.

2. The largest one.

3. There is a huge ugly duckling when the last egg cracked.

4. He was so big and very grey

5. To the pond.

6. No, they didn‟t

7. He wished he looked like the others.

8. The ugly duckling.

9. Big, large.

10. To entertain the readers about the story.

85











Reading




B. BASIC COMPETENCE




C. INDICATOR












Narrative Text: Hansel and Gretel



86


Hard work

Creative

Self-Confidence

Curious



Reading Habit

Responsible




discuss or learn.





a. Exploration


b. Elaboration

Before Reading


be a leader.





During Reading



After Reading



prediction.






relevant resources.

87




c. Confirmation





Place : Classroom


Material : Narrative Text (Hansel and Gretel)


J. ASSESSMENT




Acknowledged by,



NIP 19690920 200501 1 007 NIM 2009 32 016

88

TEACHING MATERIAL


language feature!

Hansel and Gretel

A poor woodcutter and his wife had two children named Hansel and Gretel. Their

mother died when they were young. Hansel and Gretel were very sad. Soon their

father remarried but their stepmother was very cruel.

One day, she took the children deep into the forest and left them there. Clever

Hansel had some breadcrumbs in his pocket and had dropped them on the way so

that they could find their way back home. Alas! The birds ate all the crumbs and

they couldn‟t find the path that led back home. Hansel and Gretel went deeper and

deeper into the forest. They were hungry and tired. Finally, after walking for a

long time, they saw a cottage made of chocolate, candies, and cake. “Look,

Hansel! A chocolate brick!” shouted. Gretel in delight and both ate it hungrily.

Now, a wicked witch lived there. When she saw Hansel and Gretel, she wanted to

eat them. She grabbed the children and locked them in a cage. The witch decided

to make a soup out of Hansel and eat him first. She began boiling a huge pot of

water for the soup. Just then, Gretel crept out of her cage. She gave the wicked

witch a mighty push from behind and the witch fell into the boiling water. She

howled in pain and died instantly.

Hansel and Gretel found treasure lying around the cottage. They carried it home

with them. Their stepmother had died and their father welcomed them back with

tears of joy. They never went hungry again!

89

STUDENTS WORKSHEET

Monkey and Crocodile

Once upon a time there was a clever monkey who lived by the river Ganga. A

crocodile and his wife lived in the same river. One day, the crocodile‟s wife fell

very ill. She wanted to eat something special. She asked her husband to get her a

monkey‟s heart. The crocodile did not know what to do.

Then he thought of his neighbor, the monkey. He said, “Friend Monkey, why do

you waste your time eating the fruits of this tree? There are juicy fruits on the

other side of the river.” When the monkey said that the river was too big for him

to cross, the crocodile offered to take him on his back.

After a while, the crocodile sank in the water along with the monkey. He told the

monkey that his wife was sick and wanted his heart. The monkey realized that he

had been foolish to trust the crocodile. He quickly thought of a clever plan to

escape.

He said, “Alas friend! Our hearts are not inside us. We have to keep them hanging

on trees. I wish you had told me earlier. Let‟s go back and bring my heart.” The

crocodile believed the monkey and brought him back to the tree.

The monkey at once climbed up the tree and escaped. He said to the crocodile,

“You have a big body but no brains!” The crocodile had nothing to do but repent

for his foolishness on being tricked by the monkey.

Questions:

1. Who were lived at the river Ganga?

2. What did the wife ask to her husband?

3. What did the crocodile do to realize her wife‟s asking?

4. Why did the monkey cannot enjoy the fruit on the other side of river?

5. Did the monkey trust to the crocodile?

6. What was the clever plan of the monkey to escape from the crocodile?

7. What did the crocodile get at last?

8. “…the crocodile offered to take him on his back” (par.2). What does the

underlined word refer to?

9. “Alas friend! Our hearts are not inside us” (par.4). What does the synonym

of the underlined word?

10. “…but repent for his foolishness on being...” (par.5). The underline word

has the same meaning with….

90

Possible Answer:

1. A monkey, a crocodile and his wife.

2. To get her a monkey‟s heart.

3. He tries to trick the monkey.

4. Because it was too big for him to cross it.

5. No, he didn‟t.

6. He said that his heart was hanging on the trees.

7. He got nothing.

8. The monkey.

9. Unfortunately.

10. Regret.

91

Appendix 6 TABLE OF SPECIFICATION OF THE QUESTIONS

No Standard of

Competence

Basic

Competence Material Class Indicators of Questions

Type of

Question

Total of

Question

Quality of

Question Questions‟ Number

5. Reading

Understanding

the functional

meaning of

the short text

and simple

form of report

essay,

narrative and

analytical

exposition in

the context of

everyday life

and to access

knowledge

Response the

meaning and

rhetorical

steps essays

that used in

the various

written

language

accurately,

fluently and

acceptable in

the context

of everyday

life and to

access

knowledge

Narrative

Text

Eleventh

Grade

1. Students are given a narrative text

and identify the meaning of word

are there in the text.


and mention the purpose of the

text.


and describe the structure of the

text.


and analyze the features of the

text.


and explain the content of the

narrative text.


and choose true or false

statements according to the text.


and determine the type of the

narrative text.


and conclude the moral value of

the text.

MC

MC

MC

MC

MC

MC

MC

MC

8

2

5

3

13

4

2

3

Sufficient

Easy

Easy

Easy

Sufficient

Easy

Easy

Easy

8, 9, 10, 15, 24, 29,31,

36

1, 21

7, 16, 18, 27, 38

3, 6, 12

2, 5, 11, 14, 17, 19,

23, 25, 26, 32, 34, 35,

37

4, 20, 30, 39

13, 28

22, 33, 40

92

Appendix 7 ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

MURIA KUDUS UNIVERSITY

EVALUATION TEST

Subject : English Date :

Class : XI Time : 90 minutes

Choose the right answer by crossing a, b, c, d or e on the answer sheet!

Text 1 for question number 1-10

A man in Puerto Rico had a

wonderful parrot. There was no another

parrot like it.It was very, very smart. This

parrot would say any word-except one. He

would not say the name of the town where

he was born. The name of the town was

Catano.

The man tried to teach the parrot to

say Catano. But the bird would not say the

word. At first the man was very nice, but

then he got angry. “You are a stupid bird!

Why can‟t you say the word? Sat Catano,

or I will kill you!” but the parrot would not

say it. Then the man got to so angry that the

shouted over and over, “Say Catano, or I‟ll

kill you!” but the bird wouldn‟t talk.One

day after trying for many hours to make the

bird say Catano, the man got very angry.

He picked up the bird and threw him into

the chicken house. “You are more stupid

than the chickens. Soon I will eat them, and

I will eat you, too.”

In the chicken house there are four

old chickens. They were for Sunday‟s

dinner. The man put the parrot in the

chicken house and left.The next day the

man came back to the chicken house. He

opened the door and stopped. He was very

surprised at what he saw!He saw three dead

chickens on the floor. The parrot was

screaming at the fourth chicken, “Say

Catano, or I‟ll kill you!

1. What is the purpose of the text?

a. To describe a man and parrot

b. To entertain the reader about a

man and parrot

c. To explain about parrot in general

d. To tell the reader about

unforgettable experience

e. To inform the reader about the

characteristic of parrot

2. What is the word that the parrot cannot

say?

a. Catano

b. Tacano

c. Nataco

d. Canato

e. Nacato

3. Who are the characters of the text?

a. The bird and Catano

b. The man and Catano

c. The man and the chicken

d. The man and the parrot

e. The parrot and the chicken

4. Which statement is true according to

the text?

a. The parrot could say Catano

b. Catano is one of city in Puerto

Rico

c. At last the parrot could say Catano

d. Catano was the name at the parrot

e. The man never got angry at the

parrot

5. What does the man do to the bird

because the bird cannot say the name

of a place?

a. The man ate the bird.

b. The sold the bird.

c. The man killed the bird.

d. The man flies with the bird.

e. The man taught the bird.

6. What is the tense used in the text?

a. Past continuous tense

b. Past perfect tense

c. Present continuous tense

93

d. Simple past tense

e. Simple present tense

7. Which paragraph does show the

problem of the story?

a. 2 and 3

b. 1 and 2

c. 3

d. 2

e. 1

8. “It was very, very smart”. The

underlined word refers to ….

a. The man

b. The bird

c. The chicken

d. Puerto Rico

e. The bird and the chicken

9. “The parrot was very, very smart”. The

word „smart‟ means ….

a. Stupid

b. Charming

c. Clever

d. Stubborn

e. Beautiful

10. “The parrot was screaming at the

fourth chickens”. What does the

underlined word mean?

a. Frightened

b. Smiling

c. Crying

d. Shouting

e. Laugh


A fox fell into a well and couldn‟t get

out. By and by a thirsty goat came along.

Seeing the fox in the well it asked if the

water was good. “Good”, said the fox. “It‟s

the best water I‟ve tasted in all my life.

Come down and try it yourself. “The goat

thought of nothing but how thirsty he was.

So he jumped into the well. When he had

drunk enough he looked around but there

was no way to get out. Then the fox said, “I

have a good idea. You stand on your hind

legs and put your forelegs against the side

of the well. Then I‟ll climb on your back,

from there I‟ll step on your horns, and I can

get out. And when I‟m out I‟ll help you out

of the well.” The goat did as he was asked

and the fox got on his back and so out of

the well. Then he coolly walked away. The

goat called out loudly after him out. The

fox merely turned to him and said, “If you

only have as much sense in your head as

you have hairs in your beard you wouldn‟t

have jumped into the well without making

sure that you could get out again.

11. What is the setting of this story?

a. It is a well

b. It is a city

c. It is a goat

d. It is a fox

e. It is a house

12. Who is the specific participant of the

story?

a. Fox and goat

b. Goat

c. Fox

d. A man

e. Sheep

13. What is the type of the text?

a. Myths

b. Folk tales

c. Modern fantasy

d. Fable

e. Fiction

14. Why did the fox get the goat into the

well? Because....

a. The fox was very hungry and

thirsty

b. The goat was very hungry and

thirsty

c. The fox promised that it would

help to get out of the well

d. The fox needed the goat to get out

of the well

e. The goat had long hair and beard


Once upon a time there were four little

rabbits. Their names were Flopsy, Mopsy,

Cotton-tail and Peter. One morning they

were allowed to play outside. Their mother

reminded them not to go to Mr.

McGregor‟s garden because their father

had an accident there.

Flopsy, Mopsy, and Cotton-tail were

good little rabbits. They went down the

lane to pick blackberries. But Peter was

94

naughty. He ran straight away to Mr.

McGregor‟s garden. He ate some lettuces,

French beans, and radishes. Suddenly, he

met Mr. McGregor. Peter was very

frightened and rushed away as fast as he

could. He lost a pair of shoes and a jacket

while he was running. Peter never stopped

running or looked behind him till he got

home. During the evening, he was sick

because he was so tired. He had to drink

some medicine while three of his brother

had bread, mild and blackberries for

supper.

15. Peter was very frightened and rushed

away as fast as he could. What does

the underline word mean?

a. Jump off

b. Turn off

c. Play off

d. Take off

e. Hurry off

16. The resolution can be shown by….

a. Peter ran away to the garden

b. Peter ate lettuce

c. Peter was sick

d. Peter lost a pair of shoes

e. Peter met Mr. McGregor

17. What did Peter lose while he was

running?

a. One of his shoes

b. A book

c. Vegetable

d. Medicine

e. A pair of shoes

18. What did the first paragraph called?

a. Orientation

b. Complication

c. Identification

d. Resolution

e. Description

19. Whom did Peter meet at the garden?

a. His mother

b. Flopsy

c. Mr. McGregor

d. Mrs. McGregor

e. His father


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,

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.

20. Which one the following statements

are true based on the text?

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.

21. Why did the writer write the story?

a. To persuade the reader to buy a

bird

b. To inform the reader about a bird

c. To announce the reader about

finding a bird

d. To explain a bird in general

e. To amuse the reader about a

farmer and a bird

95

22. 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.

23. What is the main information

discussed in the second 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 stones.

24. What does the word “discovered” on

paragraph 3 mean?

a. Proved

b. Found out

c. Saw

d. Invented

e. Believed


Once upon a time, there lived 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

jungle 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.

25. 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

26. Where did the story happen?

a. In the jungle

b. In the black forest

c. In the home of mice group

d. In the nests which had trapped the

elephant‟s herd

e. Deep in the writer‟s mind

27. How did the rats solve the problem?

a. The rats crushed the group of mice

b. The elephant helped the rats and

their king

c. The rats trapped the group of mice

d. The group of mice told to the rats

e. The rats cut the nets which had

trapped the elephant‟s herd

28. The type of this story is fable,

because….

a. It is a traditional story

b. It used a magic

c. Animals as the characters

d. It is a comedy

e. It tells about human action

29. What does the word “summoned”

mean?

a. Ordered to come

b. Asked to do

c. Offered to come

d. Got to make

e. Forced to do


The old witch locked Hansel in a

cage and set Gretel to clean the house. She

planned to eat them both. Each night the

children cried and begged the witch to let

them go.Meanwhile, at home, their

stepmother was beginning to wish she had

never tried to get rid of the children. “I

must find them,” she said and set off into

the forest.

96

Many hours later, when her feet were

tired from walking and her lips were dry

from thirst, she came to the cottage

belonging to the witch. The stepmother

peeped though the window. Her heart cried

out when she saw the two children.

She picked up the broom leaning

against the door and crept inside. The witch

was putting some stew in the oven when

the stepmother gave her an almighty push.

The witch fell into the oven and the

stepmother shut the door.

„Children, I have come to save you,‟ she

said hugging them tightly. I have done a

dreadful thing.I hope in time you will

forgive me. Let me take you home and

become a family again. They returned to

their home and the stepmother became the

best mother anyone could wish to have, and

of course they lived happily ever after!

30. Which statement is TRUE about the

step mother?

a. She was the witch‟s friend.

b. She loved her stepchildren.

c. She hit the witch with a broom.

d. She locked her children in a cage.

e. She visited the witch to see her

children.

31. “The witch fell into the oven and the

stepmother shut the door.” (Paragraph

4).

The underlined word can be replaced

by the word …………..

a. Closed

b. Opened

c. Painted

d. Marked

e. Polished

32. How did the witch die?

a. She was locked in her house.

b. She was trapped in a cage.

c. She was hit with a broom.

d. She was burned in the oven.

e. She was pushed against the wall.


Once when a lion was asleep, a little

mouse began up and down upon him; this

soon awoke the lion, which placed his huge

paw upon the mouse, and opened his big

jaws to swallow him.

“Pardon, O King “cried the little

mouse “forgive me this time. I shall never

forget it: who knows I may be able to do

you a good turn some of these days? ”. The

lion was so tickled at the idea of the mouse

being able to help him. Then he lifted up

his paw and let him go.

On day the lion was caught in a trap.

Some hunters who to carry him alive to the

king, tied him to a tree while they went in

search of a wagon to carry him in. Just then

the little mouse happened to pass by and

see the sad plight in which the lion was.

The little mouse went up to him and soon

gnawed away the ropes that bound the king

of the beats. Soon the little mouse had

finished growing away the ropes, he asked

the lion to run away.

33. What is the moral value of the text?

a. Don‟t look at the book from the

cover

b. It is best to prepare for the days of

necessity

c. Common people may prove great

ones

d. United we stand, divided we fall

e. Honesty begins at home.

34. What does the paragraph three tell

about?

a. The little mouse asked forgiveness

b. The hunters carried the lion alive

to the king

c. The lion was tied to a tree by the

hunters

d. From the first, the lion believed in

what the little mouse said

e. The little mouse could prove that

he could help the lion

35. What did the little mouse do to prove

his words?

a. He would never forget the lion.

b. He tried hard to help the lion free.

c. He ran up and down upon the lion

d. He asked for apology to the king

of the beast

e. He tied the lion to the tree so that

the hunters could carry him

97

36. What is the synonym of word “huge”

in paragraph 1?

a. Very old

b. Very large

c. Very giant

d. Very tall

e. Very thin


Once upon a time, there was a poor

farmer who lived with his wife. One day,

he dug up his field and found a big box. He

took it home with him and showed it to his

wife. His wife cleaned the box and kept it

in their house.

One sunny morning his wife dropped

an apple into it. Suddenly the box began fill

up with apples. No matter how many the

apples were taken out, more apples took

their place. So the farmer and his wife

decide to sell the apples and in short time

they were able to live quite comfortably.

One day, the farmer dropped a gold

coin into the box. At once, apples

disappeared and the box began to fill itself

with coins. Every day, the farmer and his

wife collected hundreds of gold coins from

the box. Soon they became very rich.

Having heard that his son had gone

rich, the farmer‟s grandfather visited the

couple. He was not very strong and he

could not go out to work anymore. So the

farmer asked the old man to help him take

the money out of the box. When his

grandfather told his son that he was tired

and wanted to have arrest, the farmer

shouted at him,” why are you so lazy? Why

can‟t you work harder?”

The old man didn‟t say anything, and

continued to work until he fell into the box

and suddenly died. At once, the money

disappeared and the box began to fill up

with dead grandfathers.

The farmer had to pull them out and

bury them. To do this, he had to spend all

the money he had collected. When he had

used up all the money, the box broke and

the farmer was just as poor as he was

before.

37. How was the farmer according to the

writer? He was….

a. Mean

b. Generous

c. Kind

d. Humorous

e. Rich

38. The complication started when….

a. The farmer dug up a big box in his

field, took it home, and showed it

to his wife.

b. His wife dropped an apple into a

big box and suddenly the box

filled up with apples.

c. The farmer and his wife sold the

apples were able to live quite

comfortably.

d. His wife cleaned the box and kept

it in their house.

e. The apple disappeared and the box

began to fill itself with coins.

39. Which statement is TRUE according to

the story?

a. His wife cleaned and kept the box

for her.

b. The box was full of valuable

things when it was found

c. The farmer had to pull dead

grandfathers out and bury them

d. The poor farmer was finally killed

by his grandfather

e. The farmer‟s wife was happy after

the grandfather passed away

40. What did we learn from the story?

a. Being honest is not always

wise

b. All that glitters is not good

c. It is good to be honest in

life

d. We must respect our parents

e. Being a miser is sometimes

important.

HAPPY WORKING GOOD LUCK

98

Appendix 8

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

MURIA KUDUS UNIVERSITY

ANSWER SHEET

Name : Number :

Class : Subject : English

1 A B C D E 21 A B C D E




















99

Appendix 10

ANSWER KEY

1. B

2. A

3. D

4. B

5. E

6. D

7. D

8. B

9. C

10. D

11. A

12. A

13. D

14. D

15. E

16. B

17. E

18. A

19. C

20. D

21. E

22. D

23. E

24. B

25. D

26. A

27. E

28. C

29. B

30. B

31. A

32. D

33. A

34. E

35. B

36. C

37. A

38. B

39. C

40. D

100

Appendix 10

STUDENTS’ LIST OF XI-A1

(Try Out Class)

No Name Students’ Number

1. Adinda Putri Artanti 124687

2. Aditya Rangga Wijaya 124590

3. Afifah Hanin 124622

4. Ahmad Asrori 124560

5. Andhika Indrajaya 124658

6. Angela Buqi Puspita 124491

7. Anggi Nadya 124722

8. Danang Vibiyatnoko 124627

9. Dian Irmayanti 124664

10. Dwi Wulan Anggraeni 124629

11. Er Melinda Swissa 124497

12. Eri Vitriyani 124534

13. Fahdelika Mahendar 124631

14. Fuadi Raja Baja 124698

15. Indah Andri Susanti 124466

16. Lilif Yulalifah 124736

17. Muhammad Nurul Huda 124675

18. Muhtarul Alif 124581

19. Naila Zulfa 124476

20. Nita Ardiani Hasanah 124610

21. Nor Efendi 124584

22. Nurul Kamilah 124742

23. Raras Laila Yustinov 124678

24. Sindi Setyaningsih 124484

25. Siti Diah Nofitasari 124615

26. Tria Shofianida 124748

27. Wilda Qudsiyati 124619

28. Yonas Nahum Abetnego 124620

101

Appendix 11

The Score of Try Out Test of XI-A1

of SMA 1 Gebog Kudus in the Academic Year 2013/2014

Students’ Number Score Students’ Number Score

1 77.5 15 72.5

2 65 16 55

3 60 17 77.5

4 75 18 52.5

5 70 19 62.5

6 80 20 72.5

7 62.5 21 52.5

8 57.5 22 77.5

9 80 23 60

10 70 24 67.5

11 52.5 25 57.5

12 75 26 80

13 67.5 27 62.5

14 60 28 70

102

Appendix 12 The Table of Try Out Result of XI-A1 of SMA 1 Gebog Kudus in the Academic Year 2013/2014

NO.

Item Test x y total x

2 y

2 xy

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 0 1 1 0 0 1 1 1 0 0 1 15 16 31 225 256 240

2 1 1 1 0 1 1 1 1 1 0 1 0 0 1 1 1 0 1 1 1 1 1 1 0 0 0 1 1 1 1 1 0 1 1 0 1 0 0 0 0 14 12 26 196 144 168

3 1 1 1 1 1 0 1 0 0 1 1 1 1 0 0 1 1 0 0 1 0 0 1 1 1 0 1 1 0 0 1 1 0 1 0 0 1 1 0 1 12 12 24 144 144 144

4 1 1 1 1 0 1 1 1 1 0 0 1 1 1 1 0 1 1 1 0 0 1 1 1 1 1 0 0 1 1 0 0 1 1 1 1 1 1 1 1 15 15 30 225 225 225

5 1 1 1 0 1 1 1 0 1 1 0 0 1 1 1 1 0 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 0 0 1 1 0 0 0 15 13 28 225 169 195

6 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 0 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 0 0 1 17 15 32 289 225 255

7 1 1 1 0 0 1 0 1 1 1 1 1 0 1 1 0 0 1 1 1 1 1 1 1 0 1 1 1 1 0 0 1 1 0 0 0 0 1 0 0 11 14 25 121 196 154

8 1 0 0 0 1 1 1 1 0 0 1 1 0 1 1 0 1 1 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1 1 0 0 0 1 0 0 12 11 23 144 121 132

9 1 1 1 1 1 1 1 0 1 1 0 1 1 0 0 1 1 1 1 0 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 16 16 32 256 256 256

10 1 1 1 0 1 1 0 1 1 1 1 0 1 1 1 1 1 0 1 1 0 1 1 1 0 1 1 0 1 1 0 0 1 0 0 1 1 1 1 0 15 13 28 225 169 195

11 1 1 1 1 0 0 0 0 1 1 1 0 0 1 1 0 0 1 1 1 1 0 0 1 0 0 1 1 0 1 1 0 0 1 0 1 1 0 0 0 10 11 21 100 121 110

12 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 0 0 1 1 1 0 1 1 0 1 1 0 1 0 1 1 1 0 0 1 1 1 16 14 30 256 196 224

13 1 1 0 0 1 1 1 0 0 1 1 1 0 1 0 1 1 0 1 1 0 1 1 0 1 1 1 0 1 1 0 1 1 1 0 1 1 1 0 1 12 15 27 144 225 180

14 1 1 1 1 1 1 0 0 1 1 1 1 1 0 1 1 0 0 0 1 1 0 1 1 0 1 1 1 0 0 1 1 0 0 0 1 0 1 0 0 11 13 24 121 169 143

15 1 1 1 1 1 0 1 1 0 1 0 1 1 1 1 0 1 1 1 0 1 1 0 0 1 1 1 0 1 1 0 1 1 0 1 1 0 1 1 1 15 14 29 225 196 210

16 1 1 0 1 1 0 1 0 0 1 0 0 1 1 1 0 1 0 1 1 0 1 1 0 1 1 0 1 1 0 1 0 0 1 1 0 0 0 0 1 12 10 22 144 100 120

17 1 1 1 1 0 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 0 0 1 1 0 0 1 1 1 1 0 0 1 1 1 1 15 16 31 225 256 240

18 1 0 0 0 1 1 1 1 0 0 1 0 1 1 1 0 0 1 0 1 1 0 1 0 0 1 1 1 0 1 0 1 1 1 0 0 1 0 0 0 10 11 21 100 121 110

19 1 1 1 0 1 0 0 1 1 1 1 0 1 1 0 0 1 1 1 0 0 1 0 1 1 0 0 1 1 1 0 1 1 0 0 1 1 1 0 1 12 13 25 144 169 156

20 1 1 1 1 1 1 1 0 0 1 0 1 1 0 1 1 1 0 1 1 1 0 0 1 1 1 0 0 0 1 1 0 1 1 1 1 1 1 1 1 15 14 29 225 196 210

21 1 1 0 0 1 1 0 1 1 0 1 1 0 0 1 0 1 1 1 0 0 1 1 0 0 0 1 1 1 0 0 1 1 0 0 1 0 1 0 0 11 10 21 121 100 110

22 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 0 1 1 0 1 1 0 0 1 1 1 1 0 1 1 16 15 31 256 225 240

23 1 1 1 1 0 0 1 1 0 1 1 1 1 0 0 1 1 1 0 1 1 1 0 1 1 1 1 0 0 1 0 0 1 0 0 0 1 1 0 0 11 13 24 121 169 143

24 1 0 1 1 1 1 1 0 1 1 0 1 1 1 1 0 0 1 1 1 1 0 1 1 0 1 0 1 1 0 1 1 0 0 1 1 0 1 1 0 14 13 27 196 169 182

25 1 1 1 1 0 1 1 0 0 1 1 0 0 0 1 1 1 0 0 1 0 1 1 0 0 1 1 1 1 0 0 1 1 0 1 1 0 1 0 0 11 12 23 121 144 132

26 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 0 16 16 32 256 256 256

27 1 1 1 1 1 0 1 1 1 1 0 0 1 1 0 1 1 0 1 1 0 0 1 1 0 1 0 0 1 1 0 0 0 1 0 1 1 0 1 1 12 13 25 144 169 156

28 1 1 1 1 0 0 1 1 0 0 1 1 1 0 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 0 0 1 0 1 1 0 1 1 0 1 14 14 28 196 196 196

total 28 25 23 18 21 20 19 18 18 20 20 19 19 18 21 17 21 18 19 20 17 20 20 18 17 19 19 21 18 16 16 18 19 17 13 18 18 18 11 15 375 374 749 5145 5082 5082

103

Appendix 13

The Calculation of Reliability of Try Out Test

∑x = 375

∑y = 374

∑x2 = 5145

∑y2 = 5082

∑xy = 5082

rxy =N. xy − x y

N. x2 − ( x)2 N. y2 − ( y)

2

=28. 5082 − (375)(374)

28. 5145 − 375 2 28. 5082 − 374 2

=142296 − 140250

144060− 140625 142296− 139876

=2046

3435 2420

=2046

8312700

=2046

2883.17

= 0.71

𝑟11 =2 x (rxy )

1 + rxy

=2 x 0.71

1 + 0.71

=1.42

1.71

= 0.83 (Very High Reliability)

104

Appendix 14

STUDENTS’ LIST OF XI-A2

(Experiment Class)

No Name Students’ Number

1. Alim Bagus Prakosa 124623

2. Aliyyul Muiz 124720

3. Andiadji Tilarso Putra 124624

4. Anis Miladia Ashfa 124492

5. Anwarrur Roiz 124528

6. April Lianita sari 124536

7. Budi Nor Cahyo 124626

8. Deva Pambudi Raharjo 124694

9. Endah Lestari 124463

10. Eric Anggara 124569

11. Fittria Setya Permata 124500

12. Heni Shoimul Fitroh 124699

13. Intan Panca Mirta 124467

14. Irfan Rizqi Kurniawan 124670

15. Izazi Lutfiah 124575

16. Malichatus Syarifah 124578

17. Maulana Akhsan 124702

18. Mayla Damayanti 124671

19. Miftakhul Hidayah 124703

20. Nefinda Anggista F. 124676

21. Nika Midarani 124542

22. Novika Ratna A. 124546

23. Risa Erlinawati 124645

24. Rizqia Vischarina 124480

25. Sulistiyowati 124616

26. Ulil Albab 124552

27. Visty Nur Sabilla 124650

28. Winda Elyana Pramesti 124750

29. Yeni Catur Kartika 124554

30. Yuni Sulistiawati 124555

31. Yunna Yushara Indah Y. 124552

32. Zulfiyana 124488

105

Appendix 15

The Pre-test Score of the Reading Comprehension

of the Eleventh Grade Students of SMA 1 Gebog Kudus

in the Academic Year 2013/2014


1 75 17 67.5

2 62.5 18 62.5

3 70 19 77.5

4 77.5 20 75

5 62.5 21 60

6 75 22 57.5

7 50 23 65

8 72.5 24 67.5

9 70 25 65

10 70 26 65

11 60 27 75

12 57.5 28 70

13 65 29 57.5

14 60 30 72.5

15 65 31 60

16 70 32 62.5

106

107

108

109

110

111

Appendix 16

The Tabulation for Calculation Mean and Standard Deviation

of the Reading Comprehension of the Eleventh Grade Students


Before Being Taught by Using Reciprocal Teaching Strategy

Form the pre-test score, we can find:

The number of interval = 1+ (3.3) log N

= 1 + 3.3 log 32

= 1 + 3.3 1.505

= 1 + 4.967

= 5.967

= 6

Interval width i = the highest score− the lowest score

the number of interval

=77.5 − 50

6

=27.5

6

= 4.58

= 5

Table 4.2 The Frequency Distribution of the Reading Comprehension of the

Eleventh Grade Students of SMA 1 Gebog Kudus in the Academic

Year 2013/ 2014 Before Being Taught by Using Reciprocal

Teaching Strategy

No. Score f x % fx x’ fx’ x’2 fx’

2

1. 50-54 1 52 3.125 52 -2 -2 4 4

2. 55-59 3 57 9.375 171 -1 -3 1 3

3. 60-64 8 62 25 496 0 0 0 0

4. 65-69 7 67 21.875 469 1 7 1 7

5. 70-74 7 72 21.875 504 2 14 4 28

6. 75-79 6 77 18.75 462 3 18 9 54

Total 32 387 100 2154 3 34 19 96

112

Mean = fx

N

=2154

32

= 67.31

SD = 𝑖. f x′ 2

N−

fx′

N

2

= 5. 96

32−

34

32

2

= 5. 3 − 1.06 2

= 5. 3 − 1.12

= 5. 1.88

= 5. (1.37)

= 6.85

113

Appendix 17

The Post-test Score of the Reading Comprehension

of the Eleventh Grade Students of SMA 1 Gebog Kudus

in the Academic Year 2013/2014


1 80 17 82.5

2 77.5 18 77.5

3 92.5 19 97.5

4 82.5 20 87.5

5 75 21 70

6 87.5 22 75

7 72.5 23 80

8 82.5 24 82.5

9 90 25 72.5

10 95 26 85

11 75 27 77.5

12 80 28 90

13 75 29 72.5

14 70 30 77.5

15 77.5 31 80

16 85 32 77.5

114

115

116

117

118

119

Appendix 18

The Tabulation for Calculation Mean and Standard Deviation

of the Reading Comprehension of the Eleventh Grade Students


After Being Taught by Using Reciprocal Teaching Strategy

Form the post-test score, we can find:

The number of interval = 1 + (3.3) log N

= 1 + 3.3 log 32

= 1 + 3.3 1.505

= 1 + 4.967

= 5.967

= 6

Interval width i = the highest score− the lowest score

the number of interval

=97.5 − 70

6

=27.5

6

= 4.58

= 5

Table 4.2 The Distribution Frequency of the Reading Comprehension of the

Eleventh Grade Students of SMA 1 Gebog Kudus in the Academic

Year 2013/ 2014 After Being Taught by Using Reciprocal

Teaching Strategy

No. Score f x % fx x’ fx’ x’2 fx’

2

1. 70-74 5 72 15.625 360 -1 -5 1 5

2. 75-79 10 77 31.25 770 0 0 0 0

3. 80-84 8 82 25 656 1 8 1 8

4. 85-89 4 87 12.5 348 2 8 4 16

5. 90-94 3 92 9.375 276 3 9 9 27

6. 95-99 2 97 6.25 194 4 8 16 32

Total 32 507 100 2604 9 28 31 88

120

Mean = fx

N

=2604

32

= 81.38

SD = 𝑖. f x′ 2

N−

fx′

N

2

= 5. 88

32−

28

32

2

= 5. 2.75 − 0.875 2

= 5. 2.75 − 0,77

= 5. 1.98

= 5. (1.41)

= 7.05

121

Appendix 19

The Tabulation of Calculation T-Test

of Reading Comprehension of the Eleventh Grade Students

of SMA 1 Gebog Kudus in Academic Year 2013/ 2014

No Pre-test Post-test D D2

1 75 80 5 25

2 62.5 77.5 15 225

3 70 92.5 22.5 506.25

4 77.5 82.5 5 25

5 62.5 75 12.5 156.25

6 75 87.5 12.5 156.25

7 50 72.5 22.5 506.25

8 72.5 82.5 10 100

9 70 90 20 400

10 70 95 25 625

11 60 75 15 225

12 57.5 80 22.5 506.25

13 65 75 10 100

14 60 70 10 100

15 65 77.5 12.5 156.25

16 70 85 15 225

17 67.5 82.5 15 225

18 62.5 77.5 15 225

19 77.5 97.5 20 400

20 75 87.5 12.5 156.25

21 60 70 10 100

22 57.5 75 17.5 306.25

23 65 80 15 225

24 67.5 82.5 15 225

25 65 72.5 7.5 56.25

26 65 85 20 400

27 75 77.5 2.5 6.25

28 70 90 20 400

29 57.5 72.5 15 225

30 72.5 77.5 5 25

31 60 80 20 400

32 62.5 77.5 15 225

Total 460 7637.5

122

𝐷 =𝐷

𝑁

𝐷 =460

32

𝐷 = 14.375

𝑡 = 𝐷

𝐷2 − 𝐷 2

𝑁𝑁 𝑁 − 1

𝑡 = 14.375

7637.5 − 460 2

3232 32 − 1

𝑡 = 14.375

7637.5 −211600

3232 31

𝑡 = 14.375

7637.5 − 6612.5992

𝑡 = 14.375

1025992

𝑡 = 14.375

1.033

𝑡 = 14.375

1.016

𝑡 = 14.15

123

Appendix 20

The Value of T-Table for Any Number Degree of Freedom

Degree of freedom (df) Value of “t” the level of significance

5% 1%

1 12,71 63,66

2 4,30 9,92

3 3,18 5,84

4 2,78 4,60

5 2,57 4,03

6 2,45 3,71

7 2,36 3,50

8 2,31 3,36

9 2,26 3,25

10 2,23 3,17

11 2,20 3,11

12 2,18 3,06

13 2,16 3,01

14 2,14 2,98

15 2,13 2,95

16 2,12 2,92

17 2,11 2,90

18 2,10 2,88

19 2,09 2,86

20 2,09 2,84

21 2,09 2,83

22 2,08 2,82

23 2,07 2,81

24 2,07 2,80

25 2,06 2,79

26 2,06 2,78

27 2,06 2,77

28 2,05 2,76

29 2,05 2,76

30 2,04 2,75

35 2,04 2,72

40 2,03 2,71

45 2,02 2,69

50 2,02 2,68

60 2,01 2,65

70 2,00 2,65

80 1,99 2,64

90 1,99 2,63

100 1,98 2,63

125 1,98 2,62

150 1,98 2,61

200 1,97 2,60

300 1,97 2,59

400 1,97 2,59

500 1,96 2,59

1000 1,96 2,58

124

Appendix 21

DOCUMENTATION

125

YAYASAN PEMBINA UNIVERSITAS MURIA KUDUS

UNIVERSITAS MURIA KUDUS

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Kampus Gondang Manis Bae Kudus PO. Box 53 Telp/fax: 0291 438229

STATEMENT

Name : Risma Trianasari

NIM : 2009-32-016

Program of Study : English Education Department

Skripsi Title : The Reading Comprehension of the Eleventh Grade Students


Through Reciprocal Teaching Strategy

states that this skripsi is indeed the scientific work of mine, not that of others. I

just take some certain quotations from others‟ scientific works as references I

need to support my skripsi.

I am fully responsible for this statement.

Kudus, 11 January 2014

The writer

Risma Trianasari

NIM. 200932016

126





KETERANGAN SELESAI BIMBINGAN

Yang bertanda tangan dibawah ini:

Nama : Dra. Sri Endang Kusmaryati, M.Pd

NIP/NIS : 0610713020001009

Jabatan : Pembimbing I

Nama : Ahdi Riyono, SS, M.hum

NIP/NIS : 0610701000001160

Jabatan : Pembimbing II

menerangkan bahwa

Nama : Risma Trianasari

NIM : 2009-32-016

Program Studi : Pendidikan Bahasa Inggris

Telah menyelesaikan bimbingan skripsi dengan judul:

“The Reading Comprehension of the Eleventh Grade of SMA 1 Gebog

Kudus in the Academic Year 2013/2014 Through Reciprocal Teaching

Strategy”

Demikian surat keterangan ini dibuat sebagai syarat untuk mengajukan

permohonan ujian terakhir.

Kudus, 11 Januari 2014

Pembimbing II

Ahdi Riyono, SS, M.Hum.

NIS. 0610701000001160

Pembimbing I

Dra. Sri Endang Kusmaryati, M.Pd

NIS. 0610713020001009

127





PERMOHONAN UJIAN SKRIPSI

Yang bertanda tangan dibawah ini:

Nama : Risma Trianasari

NIM : 2009-32-016

Program Studi : Pendidikan Bahasa Inggris

mengajukan permohonan menempuh ujian skripsi.

Bersama ini saya lampirkan hal-hal sebagai berikut:

1. Surat pernyataan mahasiswa tentang orisinilitas skripsi

2. Surat keterangan selesai bimbingan skripsi

3. Naskah skripsi 4 eksemplar

4. Tanda bukti pembayaran biaya bimbingan dan ujian skripsi

5. Transkrip nilai yang telah lulus dengan IPK minimal 3,0

Kudus, 11 Januari 2014

Mengetahui,

Ketua Prodi Bahasa Inggris

Diah Kurniati, S.Pd, M.Pd

NIS. 0610701000001190

Pemohon,

Risma Trianasari

NIM. 200932016

128

129

130

131

132

CURRICULUM VITAE

Her full name is Risma Trianasari. She was born

in Kudus on March 15th

, 1991. She is the last daughter

from Mr. Karsidi and Mrs. Puji Rahayu. She has two

older sisters named Desy Sutrarini and Yulianti

Handayani. She lives with her parents at Besito Rt.01

Rw.V Gebog, Kudus.

As she was a child, her parents brought her to

study at SD N 4 Besito. She graduated in 2003; her

accomplishment was quite good at that time. She

continued her study at SMP N 1 Gebog Kudus and

graduated in 2006. The next three years, she spent at SMA N 2 Kudus. After

graduated in 2009, she decided to continue her study at Muria Kudus University at

the study program of English Education Department.

More than learning, she also interest to transfer what she get from her study

in the University to others. Now, she has some students at home, not only from

elementary school, but also from junior and senior high school. Beside she can

apply what she got during study in English Education Department, indirectly, she

can also improve her skill by learning together with her students.

After graduating from Muria Kudus University, she hopes that she will be

able to be a good person which useful to another people. She can apply her

knowledge during studying in University and other places to help people who are

needed to practice English well.

SMA 1 GEBOG KUDUS Subject : English Grade : XI

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