the effect of numbered heads together on students' reading ...

THE EFFECT OF NUMBERED HEADS TOGETHER

ON STUDENTS’ READING COMPREHENSION

OF NARRATIVE TEXT

(A Quasi-experimental Study at the Second Grade of MTs Nur Asy-

Syafi’iyah (Yaspina))

A Skripsi

Presented to the Faculty of Educational Sciences in Partial Fulfillment of the

Requirements for the Degree of S.Pd. (Strata-1) in English Education

UMMI NURUL HASANAH

1112014000022

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2017

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ABSTRACT

Ummi Nurul Hasanah (1112014000022). The Effect of Numbered Heads

Together on Students’ Reading Comprehension of Narrative Text (A Quasi-

experimental Study at the Second Grade of MTs Nur Asy-Syafi’iyah

(Yaspina) Ciputat, South Tangerang in the Academic Year 2016/2017). A

Skripsi of Department of English Education, Faculty of Educational Sciences of

Syarif Hidayatullah State Islamic University, Jakarta, 2017.

Advisor I : Dr. Fahriany, M.Pd.

Advisor II : Dr. Alek, M.Pd.

Keywords : Reading, Reading Comprehension, Narrative Text, Numbered

Heads Together (NHT).

The objective of this study was to obtain the empirical evidence of the effect of

using Numbered Heads Together (NHT) on students’ reading comprehension of

narrative text to the second grade of MTs Nur Asy-Syafi’iyah (Yaspina). The

method used in this study was quantitative method using quasi-experimental

design. Two classes were taken as the sample of the study with 30 students in

each class. Both classes were assigned into experimental and control class.

Experimental class was taught by implementing NHT while control class was

taught without using NHT. The data was collected through pre-test and post-test.

Based on the calculation, the mean of gain score of experimental class was 13.5

and the control class was 6.67. The mean score of post-test in experimental class

was 70 while the control class was 66.33. Furthermore, the data from both

experimental and control classes were analyzed by using t-test formula. The result

of statistical analysis data showed that the value of tobserve (to) was 3.19 and the

value of degree of freedom (df) 58 in the table t-score at significance level of 5%

was 1.672. Comparing those values, the result was t-test to > ttable (3.19 > 1.672)

which means the value of tobservation was higher than ttable. In other words, it proved

that the Null Hypothesis (Ho) is rejected and the Alternative Hypothesis (Ha) is

accepted. Therefore, it can be concluded that NHT is effective in teaching reading

comprehension of narrative text.

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ABSTRAK

Ummi Nurul Hasanah (1112014000022). Pengaruh Kepala Bernomor

Terstruktur terhadap Pemahaman Bacaan Siswa tentang Teks Naratif

(Penelitian Kuasi-eksperimental pada Kelas Delapan MTs Nur Asy-

Syafi’iyah (Yaspina) Ciputat, Tangerang Selatan Tahun Ajaran 2016/2017). Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan

Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2017.

Dosen Pembimbing I : Dr. Fahriany, M.Pd.

Dosen Pembimbing II: Dr. Alek, M.Pd

Kata Kunci : Membaca, Pemahaman Membaca, Teks Naratif, Kepala

Bernomor Terstruktur (KBT).

Penelitian ini bertujuan untuk mendapatkan bukti empiris mengenai keefektifan

penggunaan Kepala Bernomor Terstruktur (KBT) dalam pemahaman membaca

teks naratif siswa di kelas delapan MTs Nur Asy-Syafi’iyah (Yaspina). Metode

yang digunakan dalam penelitian adalah metode kuantitatif dengan desain

penelitian eksperimen semu (quasi-experimental study). Dua kelas dengan jumlah

30 siswa pada setiap kelas dipilih sebagai sample dalam penelitian. Kedua kelas

ditempatkan ke dalam kelas eksperimen dan kontrol. Kelas eksperimen diajarkan

dengan menerapkan KBT sedangkan kelas kontrol diajarkan tanpa menggunakan

KBT. Data didapatkan melalui pre-test dan post-test. Berdasarkan perhitungan,

nilai rata-rata skor perolehan (gain score) kelas eksperimen adalah 13.5 dan kelas

kontrol adalah 6.67. Nilai rata-rata post-test di kelas eksperimen adalah 70

sedangkan kelas kontrol adalah 66.33. Selanjutnya, data dari kelas eksperimen dan

kelas kontrol dianalisis dengan menggunakan t-test. Hasil dari data analisis

statistik menunjukkan nilai tobservasi (to) adalah 3.19 dan derajat kebebasan (degree

of freedom (df)) 58 dalam tabel signifikansi 5% adalah 1.672. Dengan

membandingkan nilai-nilai tersebut, hasilnya adalah t-test to > ttable (3.19 > 1.672)

yang berarti nilai dari tobservation lebih besar dari nilai ttable. Dengan kata lain, hal itu

membuktikan bahwa Hipotesis Nol (Ho) ditolak dan Hipotesis Alternatif (Ha)

diterima. Oleh karena itu, dapat disimpulkan bahwa KBT efektif dalam

pengajaran pemahaman membaca teks naratif.

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ACKNOWLEDGEMENT

بسم الله الرحمن الرحيمIn the name of Allah, the Beneficent, the Merciful

All praise and gratitude be to Allah, the Almighty, for giving the writer

strength, knowledge, ability, opportunity and His showers of blessings to

complete this research study successfully. Greeting and invocation are presented

to the last messenger of Allah, Prophet Muhammad (Peace be upon him), and on

his family, all of his Companions, and his followers.

This skripsi entitled “The Effect of Numbered Heads Together on

Students’ Reading Comprehension of Narrative Text (A Quasi-experimental

Study at the Second Grade of MTs Nur Asy-Syafi’iyah (Yaspina))” is presented to

the Faculty of Educational Sciences as one of the requirements for the degree

“S.Pd.” in the Department of English Education. Although the writer name may

be alone on the front cover of this skripsi, but there are a number of people behind

this work who deserve acknowledgments and gratitude for contributing in the

completion of her skripsi. The first one is her beloved family; her dearest parents,

Drs. H. Syamsul Basry Siregar M.Pd. and Dra. Pamularti, who always support and

encourage her with their best wishes and stood by her like pillar in times of need;

her grandmother for her endless prayer and care; and her two older sisters for all

the laughter, support, advice and fun and never ending humor.

Next, the writer would also like to express special appreciation and sincere

gratitude to her research advisors, Dr. Fahriany, M.Pd., and Dr. Alek, M.Pd., for

all their invaluable guidance, help, advice, correction, motivation, trust, and

inexhaustible patience during the whole process in accomplishing her skripsi.

The writer’s gratitude and appreciation also goes to:

1. All of the lecturers in the Department of English Education for all the precious

breadth of knowledge, incessant inspiration and the enlightening guidance they

have given and shared.

2. Dr. Alek, M.Pd., as the Head of the Department of English Education, and

Zaharil Anasy, M.Hum., as the Secretary of the Department of English

Education.

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3. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of the Faculty of Educational

Sciences.

4. Mrs. Neneng Sunengsih, M.Pd., as the Advisor of A Class in the academic year

2012/2013.

5. The Head of MTs Nur Asy-Syafi’iyah, Moh. Husni Thamrin, S.Sos., and all

the teachers especially Yuli Ambar Utami, S.Pd., as the English Teacher of

MTs Nur Asy-Syafi’iyah (Yaspina); the staff and the students who have given

her permission to conduct the study and have participated in her study.

6. Her big family for the encouragement and motivation.

7. All of her beloved friends Agni Nur Imanti, Ben Asri Primadewi, Mia

Purnamasari, Nadwah Finka Aufia; and her precious and beloved friends from

A class 2012 in the Department of English Education, especially Akira Puteri,

Desrinna Noer Lailitsani, Fadhilah Nur Rohmah, Inten Mujizat, Iyan Cahriani,

Nur Millah Mutsliah, Rizxi Amaliyah, Siti Nur Sholikah, and Syara Shidrati

for the friendship, happiness, unflagging love, moral support, knowledge, and

time.

8. Everyone who has helped and given contribution in the making the skripsi and

whose names cannot be mentioned one by one. The writer also apologies in

advance if she misses anybody.

Lastly, the writer welcomes all kinds of constructive comments,

corrections and suggestions for a better writing since she realizes that this skripsi

is still far from being perfect. She also hopes this study would help and be useful

for those who read it or those who are interested in studying reading

comprehension.

Jakarta, April 2017

Ummi Nurul Hasanah

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TABLE OF CONTENTS

APPROVAL ..................................................................................................... i

ENDORSEMENT SHEET ............................................................................... ii

SURAT PERNYATAAN KARYA SENDIRI .................................................... iii

ABSTRACT ...................................................................................................... iv

ABSTRAK ........................................................................................................ v

ACKNOWLEDGMENT ................................................................................. vi

TABLE OF CONTENTS ................................................................................. viii

LIST OF TABLES ........................................................................................... x

LIST OF FIGURES ......................................................................................... xi

LIST OF APPENDICES ................................................................................. xii

CHAPTER I: INTRODUCTION ................................................................... 1

A. Background of the Study ...................................................... 1

B. Identification of the Problem ............................................... 3

C. The Limitation of the Problem ............................................. 3

D. The Formulation of the Problem .......................................... 4

E. The Objective of the Study .................................................. 4

F. The Significance of the Study .............................................. 4

CHAPTER II: THEORETICAL FRAMEWORK ....................................... 5

A. Reading Comprehension ..................................................... 5

1. The Definition of Reading ............................................ 5

2. The Definition of Comprehension ................................ 7

3. The Definition of Reading Comprehension ................. 8

4. The Purpose of Reading ............................................... 9

5. Reading Strategies ........................................................ 11

B. Narrative Text ...................................................................... 12

1. The Definition of Narrative Text ................................... 12

2. The Purpose of Narrative Text ...................................... 13

3. The General Structure of Narrative Text ....................... 14

4. The Types of Narrative Text ......................................... 15

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5. The Grammatical Features of Narrative Text ................ 16

C. Numbered Heads Together (NHT) ...................................... 17

1. The Definition of Numbered Heads Together ............... 17

2. The Advantages of Numbered Heads Together ............ 18

3. The Steps of Numbered Heads Together ...................... 19

D. The Previous Study ............................................................. 19

E. Thinking Framework ........................................................... 21

F. Research Hypothesis ........................................................... 22

CHAPTER III: RESEARCH METHODOLOGY ........................................ 23

A. Place and Time of the Research .......................................... 23

B. Method and Design of the Research .................................... 23

C. Population and Sample of the Research .............................. 24

D. Research Instrument ............................................................ 25

E. Technique of Data Collection .............................................. 26

F. Technique of Data Analysis ................................................ 27

G. Statistical Hypothesis .......................................................... 29

CHAPTER IV: RESEARCH FINDINGS AND INTERPRETATION ...... 31

A. Research Findings ............................................................... 31

1. Data Description ......................................................... 31

a. The Score of Experimental Class .......................... 31

b. The Score of Control Class ................................... 32

2. Data Analysis .............................................................. 34

a. Normality of the Data ........................................... 34

b. Homogeneity of the Data ...................................... 35

c. Hypothesis Test ..................................................... 36

B. Interpretation ....................................................................... 41

CHAPTER V: CONCLUSION AND SUGGESTION .................................. 42

A. Conclusion ........................................................................... 42

B. Suggestion ........................................................................... 42

REFERENCES ................................................................................................. 44

APPENDICES .................................................................................................. 46

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LIST OF TABLES

Table 3.1 Design of the Study ........................................................................... 24

Table 4.1 The Pre-test and Post-test of Experimental Class ............................. 31

Table 4.2 The Pre-test and Post-test of Controlled Class ................................. 32

Table 4.3 Normality Test of Pre-test ................................................................. 35

Table 4.4 Normality Test of Post-test ............................................................... 35

Table 4.5 Homogeneity Test of Pre-test ........................................................... 36

Table 4.6 Homogeneity Test of Post-test .......................................................... 36

Table 4.7 The Statistical Calculation of the Gain Score of the Experimental

and Control Class …………………………………………………... 36

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LIST OF FIGURE

Figure 4.1 The Progress Diagram of Experimental Class and Control Class … 34

xii

LIST OF APPENDICES

Appendix 1 English Subject Syllabi of the Eighth Grade ................................. 46

Appendix 2 The Lesson Plan in the Experimental Class .................................. 53

Appendix 3 The Lesson Plan in the Control Class ........................................... 66

Appendix 4 Worksheet 1 ................................................................................... 78

Appendix 5 Worksheet 2 ................................................................................... 81

Appendix 6 Blue Print of the Pre-test and Post-test Instrument ....................... 85

Appendix 7 Pre-test Instrument ........................................................................ 87

Appendix 8 Answer Key of Pre-test ................................................................. 93

Appendix 9 Post-test Instrument ....................................................................... 94

Appendix 10 Answer Key of Post-test ............................................................... 101

Appendix 11 Table of Degree of Freedom ........................................................ 102

Appendix 12 Lembar Pengesahan Proposal Skripsi .......................................... 103

Appendix 13 Surat Bimbingan Skripsi .............................................................. 104

Appendix 14 Surat Permohonan Izin Penelitian ................................................ 105

Appendix 15 Surat Keterangan Penelitian ......................................................... 106

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CHAPTER I

INTRODUCTION

A. Background of the Study

English has been used for all over the world in recent years as an

International language. It has an important role in people’s communication.

English is taught in Junior High School and Senior High School as a foreign

language that becomes one of the important subjects because it is included in the

curriculum structure as a compulsory subject. This subject is also tested in the

National Exam which shows the importance of this subject.

In Indonesia, English is taught from elementary school level to university

level. Learning English could not be separated from learning its four basic skills

so students should comprehend reading, listening, speaking and writing. Reading

is one of the skills that should be mastered by students because it is an important

skill of language development. It also provides opportunities for students to learn

language about vocabulary, grammar, spelling, punctuation and the way to

construct sentences, paragraphs, and text which useful for language acquisition.1

In reading skill, they are also expected to not only read fluently, but also

comprehend the text completely. It is line with Nunan who also states that

comprehension is the goal of reading.2

In mastering reading skill students have to understand some kinds of

reading texts such as descriptive, procedure, narrative, recount, and report. In this

study, the researcher will focus on doing research of reading narrative text

because based on the Core and Standard Competence of English Subject for the

eighth grade Junior High School students, one of the text types which has to be

learnt by them is narrative text which focused on exploring narrative text such as

the generic structure and language features of text.3 Narrative text is a kind of

1 Jeremy Harmer, How to Teach English, (Kuala Lumpur: Pearson Education Limited,

2007), p. 99. 2 David Nunan, Practical English Language Teaching, (New York: The McGraw-Hill

Companies, Inc., 2003), p. 68. 3 Badan Standar Nasional Pendidikan, Standar Isi Untuk Satuan Pendidikan Dasar dan

Menengah, (Jakarta: Kementerian Pendidikan Nasional, 2006), p. 124.

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story that include fictive or non fictive which has the purpose to entertain or give

the information to the reader, such as Bawang Merah Bawang Putih, Cinderella,

and so on.

However, based on the writer’s experience during PPKT (Praktek Profesi

Keguruan Terpadu), there are some difficulties faced by the students in

comprehending narrative text. Students often find it is hard to get the main idea

and supporting details of text. They also have difficulty in identifying and

analyzing the generic structure of narrative text. Besides that they faced many

unfamiliar words in reading text, since English is not their native language so they

need to have enough vocabulary to comprehend the text. Another problem arises

because teacher-centered learning is still used in the teaching and learning process

in which the focus is on the teacher. Based on some students’ explanation during

unstructured interview, they found it difficult to comprehend the material because

they passively receive the material, while the teacher as the primary source for

knowledge only gave explanation about the material. As the result from those

problems, they will get low score in their reading skill.

Based on the problems above, it is very suggested for teacher to select

and to prepare some variations of techniques in order to motivate students,

encourage active learning and make them work in group when learning reading of

narrative text. Moreover, nowadays, many teaching methods and techniques are

offered to facilitate teachers in developing students’ ability in comprehending text

of reading. One of those techniques which are known to improve students’ reading

comprehension is Numbered Heads Together. It has been developed by Spenser

Kagan as an alternative to the traditional classroom structure where students are

involved in reviewing the materials discussed in a lesson to check their

understanding of the content of the lesson.4 The writer considers that Numbered

Heads Together technique can be implemented by the teacher to solve those

problems, and also for the students to help making the visual images as they read

narrative text and write activities to enhance their reading comprehension

4 Richard I. Arends, Learning to Teach, Sixth Edition, (New York: McGraw-Hill Company,

Inc., 2012), p. 371.

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especially on reading to assist them in understanding the text. It may help students

to create deep understanding in reading of narrative text. The teacher also can use

the technique to give an opportunity in a large number of students to participate in

teaching learning process.

Hence, the writer will do her research in MTs Yaspina. This research is

conducted to examine whether or not the use of Numbered Heads Together

technique is effective in reading comprehension of narrative text.

Regarding to the explanation above, the writer entitles this study “The

Effect of Numbered Heads Together on Students’ Reading Comprehension of

Narrative Text” (A Quasi-experimental Research at the Second Grade of MTs

Nur Asy-Syafi’iyah (Yaspina)).

B. Identification of the Problem

Based on the explanation of background of the study above, there are

some problems that can be identified in this research, such as:

1. Most of the students in the second grade of MTs Yaspina have difficulty to

get the main idea and supporting details of narrative text.

2. Most of the students in the second grade of MTs Yaspina have difficulty to

identify the generic structure of narrative text.

3. Most of the students in the second grade of MTs Yaspina have limited

vocabularies which make them difficult to comprehend the whole of narrative

text.

4. Most of the students in the second grade of MTs Yaspina have diffulty in

comprehending the material because teacher-centered learning is still used in

the teaching and learning process.

5. Most of the students in the second grade of MTs Yaspina got low score in

reading narrative text.

C. The Limitation of the Problem

Based on the problems identified above, the problem of the study will be

limited on the effect of Numbered Heads Together technique on students’ reading

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comprehension of narrative text at the second grade of MTS Nur Asy-Syafi’iyah

(Yaspina), South Tangerang.

D. The Formulation of the Problem

After determining the limitation of the problem above, the researcher

formulates the problem as follow “Is there any effect of using Numbered Heads

Together on students’ reading comprehension of narrative text at the second grade

of MTs Yaspina?”

E. The Objective of the Study

The purpose of this study is to obtain the empirical evidence of the effect

of Numbered Heads Together on students’ reading comprehension, especially for

narrative text at second grade students of MTs Yaspina, Ciputat, South

Tangerang.

F. The Significance of the Study

The result of the study hopefully can be useful not only theoretically, but

also practically for:

1. Students

The research is expected to be useful input for students to encourage

them in mastering their comprehension in reading by using a different technique.

It is also hoped that by using Numbered Heads Together (NHT), students can

comprehend the reading passage more easily.

2. Teachers

From this research, it is expected to give benefits for all English teachers

in which they know new knowledge and information about new technique which

is appropriate to teach reading comprehension of narrative text.

3. Further Researchers

This study can also be a reference for the next researchers who want to

conduct a further research that related to teaching reading especially NHT.

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CHAPTER II

THEORETICAL FRAMEWORK

A. Reading Comprehension

1. The Definition of Reading

There are many definitions of reading proposed by some experts.

Reading is one of the fundamental language skills for students in learning a

language. It is supported by Mikulecky and Jeffries which say reading is clearly

one of the most important skills in English to enhance someone general language

skills.1 If students want to learn and develop their English, it is advisable to read

lots of reading. Students who read more will get more input into their brain about

how the language works. It will help students to improve their vocabulary,

grammar, and writing skills at the same time.

In most general term, reading is viewed as an interactive process that

involves interaction between a reader and a text.2 A similar statement is also said

by Nutall that “Reading is not a passive process where the meaning passes directly

from the writer to reader via the medium of the text, but rather than an interactive

process during which the reader extracts meaning from signs on a page and

interprets those signs in light of what they know of the world.”3 When readers

read something, they need to detect the words or sentences in the text and then, in

order to process the information they use their knowledge to interpret and

understand what the text meaning is.

Harris, as quoted in Silliman and Wilkinson, states that reading is a

complex process that so many aspects that influenced the processes of

acknowledgement and comprehension of written symbols, such as the skills of the

word analysis, the background of language, the experience of the reader, the mind

1 Beatrice S. Mikulecky and Linda Jeffries, More Reading Power: Reading for Pleasure,

Comprehension Skills, Thinking Skills, Reading Faster, Second Edition, (New York: Pearson

Education, Inc., 2004), p. vi. 2 Vicki Cohen and John Cowen, Literacy for Children in an Information Age: Teaching

Reading, Writing, and Thinking, (Canada: Thomson Wadsworth, 2008), p. 178. 3 Adam John Simpson, Some Thoughts on Teaching Reading for New Language Teachers,

(ETAS Journal: The Magazine for English Professionals, Vol.31, No. 2, Spring 2014), p. 30.

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set, and the reading ability of the reader to get the meaning of what the reader has

just read.4 Though reading may seem rather passive and simple while on first

glance, but in many ways it is an active skill. It is entirely a complicated process

which requires readers to make sense the ideas, knowledge, memories and

information in text. When readers read something, they do not simply just read

word by word but they also read the writer’s ideas and thoughts evoked by words

and sentences on the text, so they understand the meaning of the text or what the

writer conveyed about. This assumption is similar with Spears which said that

reading is not just processing letters and sounds but also recognizing the

relationship that the words have with each other so that reader can get the real

meaning of the text.5 Readers are not only requires to reading or pronouncing the

words properly when reading something yet they should understand the meaning

of those words.

Furthermore, Anderson in Nunan’s book says that “Reading is a fluent

process of readers combining information from a text and their own background

knowledge to build meaning.”6 Readers have to activate in their brain any existing

background knowledge to help make sense of the reading. They merge

information in a text with their own background knowledge to make connections

with the text and come up with an idea so they can comprehend that text.

In addition, reading is an important skill of language development since

it has positive effect on students’ achievement of language vocabulary, grammar,

spelling, punctuation and writing which useful for language acquisition.7 When

reading readers can improve their language ability indirectly. They do not only get

the information from the text but it can also help to expand their vocabulary and

expose them to different sentence structures.

4 G. C. Ahuja and Pramila Ahuja, Communication Skills: How to Increase Your Reading

Speed, (New Delhi: Sterling Publishers Pvt. Ltd., 2007), p. 8. 5 Deanne Spears, Developing Critical Reading Skills – Seventh Edition, (New York: The

McGraw-Hill Companies, Inc., 2006), p. 2. 6 David Nunan, Practical English Language Teaching, (New York: The McGraw-Hill

Companies, Inc., 2003), p. 68. 7 Jeremy Harmer, How to Teach English, (Kuala Lumpur: Pearson Education Limited,

2007), p. 99.

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Based on the definitions above, reading is an active thinking process

because readers get the writer’s idea through interpreting the written symbols.

During the process of reading, readers are influenced by their past experiences,

reading objectives, language background, and culture. Readers identify the

relationship between words by words which make them understand the meaning

of those words so that they gain a thorough understanding of what they read.

2. The Definition of Comprehension

Reading and comprehension cannot be separated from each other.

Readers need a comprehension because reading contains an activity to understand

information from written text in order to get the points of a text. It is in line with

Grellet who says that when readers can extract the required information from a

text, it can be said that they understand and comprehend a written text they read.8

Comprehension is the ability to derive meaning and understanding it from printed

text at the word, phrase, or sentence.9 When the words are combined into

phrases and sentences the readers need to make sense of what they read by

connecting the ideas in the text to what they already know so that they can grasp

the text.

According to Caldwell comprehension is a complex process which starts

from reading the words in a text, then recognizing those words by using readers’

memory and knowledge which finally connect them into ideas.10

The process of

comprehension can occur to readers through the process of reading. The act of

reading is not complete until comprehension has taken place, so without

comprehension they will not be able to find out the meaning of a text they read.

Having comprehension skill requires prior knowledge of readers. The more

readers have good prior knowledge the easier they will comprehend reading text.

It means that readers are getting meaning from what they have been read by

8 Francoise Grellet, Developing Reading Skills, (Cambridge: Cambridge University Press,

2012), p. 3. 9 Lingineni Bhagya Lakshmi, Reading and Comprehension, (New Delhi: Discovery

Publishing House, 2006), pp. 6—7. 10

JoAnne Schudt Caldwell, Comprehension Assessment-A Classroom Guide, (New York:

The Guildford Press, 2008), p. 5.

8

connecting the reading text to their background knowledge until those words are

understood. Moreover, comprehension itself involves reading and thinking

processes.11

By reading our brain is activating to process the information that

readers get from the text and converting them into comprehension processing. It is

a multifaceted process involving a reader to decode a text and reader’s active

interaction with a text to obtain meaning.

It is very clear that comprehension is the main goal of reading. Without

having any sense of understanding a reading material, readers cannot be said to

have the level of comprehension. Comprehension means readers can construct and

understand meaning from reading materials. If readers have comprehended the

whole content of their reading it means they have reached the goal of reading.

Comprehension itself is influenced by readers’ experience, knowledge, cognitive

abilities, and motivation.

3. The Definition of Reading Comprehension

The understanding of reading and comprehension cannot be separated. It

is supported by Lakshmi which points out that reading has not truly happened

without comprehension.12

Reading is nothing without comprehension because the

words on the text will have no meaning. It will be just reading the words from left

to right or vice versa while sounding them out. Reading consists of processing the

language readers read and constructing them into meaning.

Reading comprehension includes all of the process related in acquiring

and understanding meaning from written language.13

In short, reading

comprehension means the ability in interpreting the words, understanding and

constructing the meaning and the relationship of ideas conveyed in a printed

language that involves the reading process elements in order to create a

representation of a text in readers’ mind.

11

Harvey F. Silver, Susan C. Morris, and Victor Klein, Reading for Meaning: How to Build

Students’ Comprehension, Reasoning, and Problem-Solving Skills, (Alexandria: ASCD Publisher,

2010), p. 10. 12

Lakshmi, op. cit., p. 7. 13

Caldwell, op. cit., p. 4.

9

Kligner, et al. sees reading comprehension as complex processes in

getting and constructing meaning from the writer that involves interactions

between the words that are written, the readers and their previous knowledge.14

Reading comprehension is a highly complex process that involves interactions

between readers, information in the text, the combination of their background

knowledge and previous experience. Readers have to use their existing knowledge

to construct and interpret the information in written language. Readers are said

comprehend the text when they understand the message that the writer intends to

convey.

From the definition above it can be sum up that readers’ background

knowledge can influence their reading comprehension. Reading comprehension is

not a simple decoding process but also a very complex process. It is an active

thinking process which intentionally makes the readers constructs the meaning of

a text to form a deeper understanding of information presented with the use of

their background knowledge.

4. The Purpose of Reading

There are many purposes in reading activity. Each person has their own

purposes in reading something. Readers read because the texts are interesting and

entertaining, or they also may read because they want to get something from the

writing such as facts, ideas, enjoyment. They want to get message the writer has

expressed whatever the content of a text they read is.15

Reading is still a

purposeful activity even if it is done for readers’ enjoyment. No matter what the

purposes of readers to read, whether it is for learning language, getting pleasure,

or so on, the main purpose of reading is to get the message from the text.

Most of the readers read for their pleasure, to get specific information, to

locate material dealing with special problems, and many time readers read to share

information with others. It is similar to Williams in McDonough and Shaw’s book

that he classifies three reasons for reading such as to get general or specific

14

Jannete K. Klingner, et al., Teaching Reading Comprehension to Students with Learning

Difficulties, (New York: The Guilford Press, 2007), pp. 2—3. 15

Simpson, op. cit., p. 30.

10

information, and for pleasure.16

In addition, Harmer said that many students want

to become a fluent reader in English either for career, study purposes, or

pleasure.17

The reading purpose of readers is determined by their intention or aim

in reading a certain text. Readers read to search for information about what they

need from the text or to satisfy their own reading interests. Rivers and Temperley

also mention similar purposes of reading as follow:

1) Getting information

2) Following instructions in doing something

3) To keep in touch with someone

4) To find out when and where something will happen

5) To keep update about what is happening in the world

6) For pleasure and enjoyment.18

Most people read to obtain some points contained in a text and they read

for a certain purpose. There are only two major purposes in reading according to

Grellet, they are reading for pleasure and reading for information in order to get

something.19

Many people read just for enjoying and many others read because

they need to find out what they want to know about something. When people get

bored and want to get pleasure, they might read some entertaining texts. On the

contrary, when people need to get informed about knowledge, they might read

their lesson books, encyclopaedia, and so on. When people want to know about

the latest news, they read newspaper or articles.

To sum up, the purpose for reading is closely connected to a person or

readers’ motivation for reading. Readers read something because they want to get

information. Although they will get a pleasure when they read novel or magazine,

their first aim is to know or to get the information.

16

Jo McDonough and Christopher Shaw, Materials and Methods in ELT, (UK: Blackwell

publishing, 2003), p.90. 17

Harmer, op. cit., p. 99. 18

McDonough and Christopher Shaw, op. cit., p. 90. 19

Grellet, op. cit., p. 4.

11

5. Reading Strategies

Strategies are plans of action that is necessary for learners to reach their

desired goals.20

Readers can improve their reading comprehension significantly if

background knowledge can be activated by setting purposes, asking questions,

making predictions, teaching text structure, and so on.21

They need to learn how to

actively use reading strategies that match their reading purposes in order to

achieve the desired results. Some of the strategies are listed below:

a. Previewing: seeing what you can learn from the introductory, skimming

to get an overview of content, and identifying the rhetorical situation.

b. Annotating: marking up and questioning to understand and remember.

Marking up section of text and asking questions about content.

c. Outlining, summarizing, and analyzing: identifying the main ideas and

restating them using our own words.

d. Contextualizing: placing a text in its historical, cultural, contexts, or

intellectual circumstances.

e. Comparing and contrasting: Exploring the differences and similarities

between texts to understand them better. 22

The following is the skills and strategies that good readers usually use

when reading include:

a. Setting goals

b. Paying attention to the text structure and organization

c. Monitoring their comprehension as they read

d. Memorizing, noting, and remembering the content in brain

e. Making predictions about what will happen, reviewing and evaluating.

f. Utilizing what they know about the topic and integrating that with new

learning

g. Making conclusion

20

Nunan, op. cit., p. 77. 21

Ibid., p. 74. 22

Retrieved from http://guides.library.harvard.edu/sixreadinghabits accessed on October

16th

, 2016 08:34 a.m.

12

h. Using mental images such as visualization in order to help readers in

remembering and understanding events or characters. 23

B. Narrative Text

1. The Definition of Narrative Text

There are many kinds of text that students have to be mastered in Junior

High School. Reading text types that Junior High School students need to learn

are descriptive, narrative, and recount. Narrative text is a text that tells a story that

used to entertain readers which can be presented as a spoken or written

language.24

It can be inferred that narrative is kind of text in written or spoken

form that can tell a story to readers or listeners. It is a text that tells a reader an

amusing story of series or events which are made to entertain the readers.

Narrative text tells a story that can be realistic, imaginary, or probably

both. Narration can be divided into two types they are fiction and nonfiction.

Fiction is a story that is made by writer’s imagination while nonfiction is a story

that is focused on facts and real events that actually occurred such as biographies,

histories, and so on.25

The distinction is fiction is a made up story that using

imaginary people, things, events, and places while non-fiction refers to literature

which based on the fact that involves real people, things, events, and places.

Whatever the genre that readers preffered is, both fiction and non-fiction story use

writer’s creativity.

Narrative text is a composition that tells a story in chronological orders

including characters, setting, conflict, action, resolution, and theme.26

Narrative

places occurrences in time and tells what happened according to time sequence. It

is the writing used to relate the story of acts or events that moves forward by

dramatic and chronological sequence. Because telling a story is about a series of

occurrences that require passage of time so it is organized chronologically.

23

Klingner, et al., op.cit., pp. 3—4. 24

Annisa Rakhmi, Let’s Narrate A Text!, (Jakarta Timur: PT. Balai Pustaka (Persero),

2012), pp. 8—9. 25

Ruth Culham, The Writing Thief: Using Mentor Texts to Teach the Craft of Writing,

(USA: Stenhouse Publishers, 2014), pp. 89—90. 26

J. David Cooper, et.al., Literacy: Helping Students Construct Meaning, 10th

Edition,

(USA: Cengage Learning, 2015), p. 98.

13

Therefore, the story typically has a beginning, middle, and end which is marked

by such transitions as the, after that, next, a few months later, and so on. Our life

is also a narrative since it is represented in a sequence of events. Obviously, we all

live out narratives in our lives because every life represents a story with a plot that

leads from one point to another one. However, our narratives can be distorted

because there will be times when we are biased as we create them.

From those explanations above, narrative can be concluded as a text

which is used to entertain and to amuse readers through story of series or events.

All narrative stories have a narrator since it has to be told to be a story. The story

usually told by a narrator or a character in a story.27

It is constructed in a

chronological order and consists of a number of characters, setting, conflict,

action, resolution, and theme.

2. The Purpose of Narrative Text

A text always has a purpose about what readers can get after reading it.

The basic purpose of narrative is to entertain, to gain and hold a readers' interest.

There are several purposes of narrative text that are to entertain, to express

feelings, to relate experience, to inform, and to persuade.28

The objectives of

narrative text are the reader as if involved within the story to get pleasure, amuse,

entertain, and also to deal with the feeling of some issues which lead to a

resolution.

Besides for enjoyment and pleasure, the purpose of narrative is also to

teach, explain, and inform readers.29

A good narrative text is not just an

entertaining story but it should have a specific purpose to convey. Narrative

entertains and makes readers think and feel about the happenings and characters in

it. It also excites the emotion of readers and teaches them new things about people

and the world.30

People read narrative text for enjoyment and pleasure; they like

enjoying themselves to read any kinds of stories that may possess similar feelings

27

Merryn Whitfield, Blake’s Writer’s Guide, (Sydney: Pascal Press, 2009), p. 61. 28

Rakhmi, op. cit., p. 9. 29

Patrick Wagner and Aleta Baskerville, Targeting Text, (Sydney: Blake Education, 2000),

p. 8. 30

Retrieved from http://www.salisburyhigh.sa.edu.au/writing/toolbox/Genre_Narrative.html

accessed on October 18th

, 2016 11:05 p.m.

14

or find themselves in similar situations. However, narrative also can be used to

teach or inform, to change attitudes or social opinions. Readers can take moral

values from the story and make it as a self reminder to do the good thing.

To sum up, people read narrative text basically for enjoyment and

pleasure. They like enjoying themselves to read any kinds of stories because it

makes them to think about the issues. It also can teach lessons for readers and

make them get moral values from the story.

3. The General Structure of Narrative Text

A typical narrative text has an opening paragraph to introduce the subject

of narration, followed by problems of the story, and the last is a final conclusion at

the end of the story. Narrative text is a text that retells events in chronological

sequence such as orientation, complication, evaluation, resolution, and coda.31

Meanwhile, Whitfield states that there are three parts in the generic structure of

narrative text. The first is orientation in which the main character(s), setting and

time of the story are established; this part usually details who, what, where, when

and why. Second, complication, which involves the main character which may

occur after an event where the problem arises that influence the character or

setting. And the last is resolution, where the problem is solved in a better or worst

way.32

Meanwhile, the detailed generic structure of narrative text has been

proposed by Wagner and Baskerville. They explained that narrative text consist of

five stages, they are:

a. Orientation, the orientation creates the first impression, and hints at the

direction of the story to tantalize the reader. At least one character is

generally introduces in the orientation, usually the main character.

b. Complication, complication are conflicts or crises affecting the main

character either directly or indirectly. It could be actual or imagined,

psychological or physical.

31

Dominic Wyse and Russell Jones, Teaching English, Language and Literacy Second

Edition, (New York: Routledge, 2008), p. 69—70. 32

Whitfield, op. cit., p. 61.

15

c. Series of events, the story continues through a series of expected or

unexpected events that allow further complication or resolution.

d. Resolution, the resolution is the solution to the conflict(s).

e. Reorientation/coda (optional), the reorientation sets the scene again and

locates the characters in it. Many stories end with a word of advice about

human experience of life such as a moral, with a character or the narrator

summing up what’s been learnt in the story.33

From those explanations, the writer concluded that there are differences

among the experts in dividing narrative text’s schematic structure. Narrative text

is a text which tells a story of series and an amusing story. The characteristic of

narrative text can be seen from its schematic structures that consist of orientation,

complication of problems, sequence of events, resolution, and coda (optional).

Besides, it is also supported with the language features within.

4. The Types of Narrative Text

Narratives are the basis of texts such as novels, short stories, epics, and

even personal letters. They can be further classified as mystery, horror, western,

science, fiction, fantasy, fable, romance, adventure, historical fiction, and so on,

and deal with any events which suit the author’s purposes.34

There are many types of narrative. They can imaginary, factual or a

combination of both. Here are other types of narrative text such as fairytales,

myths and legends, folktale, fable, fantasy, science fiction, historical fiction.35

Reynolds explained the types of narrative text as follows:

a. Fairytale is a story about elves, dragons, sprites, or other magical beings.

b. Fantasy is a story with strange or other worldly settings or characters that

far from reality.

c. Folktale is story that has been passed from one generation to the next by

word of mouth.

33

Wagner and Baskerville, op. cit., pp. 8—9. 34

Ibid., p. 8. 35

Whitfield, op. cit., p. 60.

16

d. Historical fiction is a story with fictional characters and events which

happened in a historical setting.

e. Horror is a type of story which evokes a feeling of fear or scare in both

characters and readers.

f. Humour is story that involves characters/events which promote laughter.

g. Legend is story about national or folk hero told as though the event is

actual historical events.

h. Mystery is story focused on suspense that usually revolve around a crime

the unravelling of secrets.

i. Myth is a story that explains a belief, practice or natural phenomenon on

historical events, usually involves demons and supernatural beings.

j. Science fiction is a story that includes backgrounds or plots based on

impact of technology, imagined, or potential science, usually set in the

future or other planets.36

5. The Grammatical Features of Narrative Text

Narrative text usually includes the following grammatical features.

Narratives usually include the following grammatical features:

a. Nouns that identify the name of characters.

b. Adjectives that provide descriptions of settings and characters.

c. Verbs that show the actions that occur in the story.

d. Past tense.

e. Direct speech for dialogue.

f. Time words that connect events, telling when they happened.

g. Written in third person.37

According to Rakhmi, there are several grammatical features that used in

narrative text as below:

a. Using processes verbs, temporal conjunction, and past tense.

b. Nouns as pronoun in the story (e.g. farmer, village, goose, egg).

36

Kate Mastruserio Reynolds, Approaches to Inclusive English Classrooms: A Teacher’s

Handbook for Content-Based Instruction, (UK: Multilingual Matters, 2015), p. 223. 37

Whitfield, op. cit., p. 61.

17

c. Adjectives in noun phrase (e.g. poor farmer, long blonde hair,

expensive thing, three red apples).

d. Time connectives and conjunctions to sequence of events (e.g. long

time ago, one day, few days later, before, thereafter).

e. Adverb and adverbial phrase to show location (e.g. in the house,

happily ever after, there).

f. Action verbs (e.g. lost, prayed, help, found, forgotten, laid).

g. Saying verbs (e.g. said, told).

h. Thinking verbs to show characters’ feeling (e.g. felt, thought). 38

C. Numbered Heads Together (NHT)

1. The Definition of Numbered Heads Together

The use of techniques helps teachers infer a student’s comprehension of

material read. There are a lot of reading techniques that can help students to

improve their reading comprehension especially in narrative text. One of those

techniques is Numbered Heads Together which was first developed by Spencer

Kagan. As a cooperative learning technique, NHT is designed to involve more

students in reviewing materials covered in a lesson and in checking their

understanding of a lesson’s content.39

It gives them an opportunity to share ideas

and consideration of the most appropriate answer.

NHT can be used in English as a foreign language reading class.40

It is a

simple four-step structures that is used for group working which usually consists

of four students or more. Each student has their own number; if one group consists

of 4 members then the number is from 1 until 4. When teacher ask a question,

they independently write down their answer and then put their heads off together

to discuss the answer. Then, teacher will call the number randomly to answer the

38

Rakhmi, op. cit., p. 10. 39

Richard I Arends, Learning to Teach, Sixth Edition, (New York: McGraw-Hill Company,

Inc., 2012), p. 371. 40

Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching an

Anthology of Current Practice, (USA: Cambridge University Press, 2002), p. 52.

18

question.41

The student in each group with that number or letter becomes the

spokesperson for the group. For example, teacher called out number three, and

then a student in every group who has been assigned the number three is asked to

respond and explain, or give an alternate answer. In order to get a random number

teacher can use a spinner or roll a die.

NHT learning strategy promotes the cooperation between students in

groups to achieve learning objectives. It can be used by students to complete a

small group activity or, answer and respond a question which can be an effective

way to encourage students inquiry and problem solving. NHT is also structures

that can teacher used to teach lesson and to review students’ comprehension of

particular content.42

It means NHT is a group working that not only considers

about the group comprehension in answering or explaining the answer but also

focuses on the each member of the group’s comprehension. Each member in the

group has a responsibility in certifying that each member knows the right answer.

2. The Advantages of Numbered Heads Together

Numbered Heads Together (NHT) has several advantages. First, it can

improve students’ academic achievement and be applied to almost all subject

areas. NHT can motivate students to learn since the technique has the sense of

competition and fun for students. Besides, they will be motivated because they are

helped by their teammates.43

Since they are being motivated, they will participate

actively during the lesson.

NHT promotes a successful groupwork functioning because all of the

members in each group have to know and get ready to answer and explain their

group’s answer.44

Students get involved in studying the material covered in a

learning activities and have opportunities to be actively involved in the thinking

process and the learning activities. It will provide a deeper understanding of the

41

Spencer Kagan and Miguel Kagan, Kagan Kooperative Learning, (San Clemente: Kagan

Publishing, 2009), p. 5.11. 42

Arends, op. cit., p. 370. 43

Kagan and Kagan, op. cit., p. 10.3. 44

Richards and Renandya, op. cit., pp. 52—53.

19

learning material so that it increases students’ knowledge. NHT also builds

relationship between teacher, students, and the contents learned.45 Positive

teacher-student-content relationships draw students into the process of learning

and promote their desire to learn.

3. The Steps of Numbered Heads Together

There are four steps in doing Numbered Heads Together (NHT) as shown

below:

1) Teacher divides class into some groups that consist of four or more

students. Each student in a group gets either a number or a letter

designation. Teacher has to make sure students remember their numbers

as they will come into play later.

2) Teacher asks a question based on the narrative text the class is reading.

3) Students privately write their own answer and then teacher asks them to

“put their heads together” to discuss and come up with an answer.

Teacher tells them to take a half-minute to review their work so that each

group member understands the groups’ results. Have students continue

their discussion until all team members are confident of the answer and

feel prepared to share it with the whole class.

4) Teacher calls a number or letter randomly. When teacher called a number

or letter, students with that number have to answer the question and

explain it.46

D. The Previous Studies

The study related to this research was conducted by Jep Lesmana with

the title The Effectiveness of Using Number Head Together (NHT) Technique in

Teaching Reading Narrative Text. This study took place at second year students of

SMPN 1 Tangerang Selatan. The objective of this study was to know a significant

difference between students’ achievement scores learning reading narrative ability

through NHT technique. The method of this research was experimental study. The

45

Kagan and Kagan, op. cit., p. 5.3. 46

Richards and Renandya, op. cit., p. 52.

20

research result showed that NHT technique was effective by comparing the t-

value and t-table.47

Another study that related to NHT technique was done by Akhmad Japar

with the title “Improving the Reading Comprehension of the Second Year

Students of MTsN Model Samarinda through Numbered Heads Together

Technique.” The research design was Classroom Action Research (CAR).The

result of this research showed that using NHT technique could increase students’

motivation and help them in understanding the text. Besides that the finding also

showed that NHT technique was effective in enhancing the students’ participation

or they became active in class especially in raising their hands competitively to

answer the questions when the session of checking the answer.48

The last is the study which was done by Ahmad Marzuki with the title

Improving Students’ Reading Comprehension of Narrative Text through Number

Head Together (NHT) Technique. The objective of this study is to know students’

improvement in reading comprehension of narrative text through NHT technique.

This research had carried out about three months. The subject of the research was

second year students of MAN 11 Jakarta, academic year 2012/2013. The research

design was Classroom Action Research (CAR).The data is taken by using

interview, questionnaire, observation, and test. From the interview result, it was

known that the students’ reading of narrative text has improved and also assisted

the teacher in finding the appropriate strategy in teaching reading narrative text.

Related to the questionnaire result, there was 77.34% of students have a good

improvement in learning reading of narrative text after implementing NHT

technique. Observation result also shows that the students were more active and

interested in learning reading activity in the classroom. The result of the post test

47

Jep Lesmana, “The Effectiveness of Using Number Head Together (NHT) Technique in

Teaching Reading Narrative Text”, Skripsi of Syarif Hidayatullah State Islamic University Jakarta,

Jakarta, 2013, unpublished. 48

Akhmad Japar, “Improving the Reading Comprehension of the Second Year Students of

MTs N Model Samarinda through Numbered Heads Together Technique”, Skripsi of State

University of Malang, Malang, 2008.

21

shows that there are 81.48% or 22 students passed the KKM from 27 students.49

In

conclusion the use of NHT technique was more effective in teaching reading

comprehension than without applying NHT technique that was lecturing

technique.

From those experiments, they were using Numbered Heads Together

technique as a technique to teach English. The differences among the studies are

the place to conduct it, the English material and the research design. The first

study used experimental study; however the second and the third studies used

classroom action research. This study uses experimental study and will be

conducted using Numbered Heads Together technique in teaching reading on

narrative text at the second grade of MTS Yaspina, South Tangerang.

E. Thinking Framework

Reading is one of the four skills that need to be acquired in English

language learning because it is taught in school as a compulsory subject. Students

should understand several reading texts such as descriptive, procedure, narrative,

recount, and report. One of the text types that have to be learnt by them is

narrative text. However, in reading English narrative text students find that

understanding narrative text is difficult. The causes are they find it is hard to get

the main idea, supporting details, and generic structure of text. Moreover, teacher-

centered learning is still used in the teaching and learning process, and then the

students also have limited vocabularies and got low score in their reading skill.

Therefore, Numbered Heads Together is one of solution that can be

offered to solve those problems in reading of narrative text where the focus of this

technique is on the students. It is group work where the teacher can easily monitor

all groups to some degree. They can work actively and cooperatively to solve the

problems, share their own ideas and exchange information to each other. It is

useful to make students less stress and enjoy the class so they can increase their

achievement in reading of narrative text.

49

Ahmad Marzuki, “Improving Students’ Reading Comprehension of Narrative Text

through Numbered Heads Together (NHT) Technique”, Skripsi of Syarif Hidayatullah State

Islamic University Jakarta, Jakarta, 2013, unpublished.

22

F. Research Hypothesis

Because this research is purposed for finding the empirical evidence of

the effectiveness of Numbered Heads Together (NHT) technique on students’

reading comprehension of narrative text, the research hypothesis can be

formulated as follows:

1. Null Hypothesis (Ho)

There is no significant effect in using NHT in students’ reading

comprehension of narrative text at the eighth grade of MTs Yaspina.

2. Alternative Hypothesis (Ha)

There is a significant effect in using NHT in students’ reading

comprehension of narrative text at the eighth grade of MTs Yaspina.

23

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Research

The research was held in MTs Nur Asy-Syafi’iyah (Yaspina) which is

located on Jl. Pahlawan (Rempoa) Kelurahan Rempoa, East Ciputat, South

Tangerang 15412. The research carried out for three weeks so there were five

meetings for both experimental and control classes which consist of conducting

pre-test in the first meeting, giving the treatment for the experimental class, and

conducting post-test in the last meeting.

B. Method and Design of the Research

The research was conducted in a quantitative method because it

emphasizes numerical analysis of data collected through test by using statistics.1 It

involved data collection which is typically numeric and as the methodology of

analysis of the data the researcher tends to use mathematical models. Quantitative

method is a method of research that involves stating an objective, showing the

problem, defining research population, collecting and analyzing data,

implementing treatments and presenting results.2 Quantitative research studies are

either experimental or non-experimental.

The research design used in this research was a quasi-experimental study.

Quasi-experimental study involves the use of groups that already organized based

on instructional subject in an experiment than selecting subject at random to

experimental treatments.3 Therefore, the researcher did not have to do any random

pre-selection processes because the classes are already assigned so it did not have

to do any random pre-selection processes. The procedure began with the

researcher who gave pre-test to both classes, the experimental and control class.

Then, the researcher gave experimental treatment only to the experimental class

1 Donald Ary, et.al., Introduction to Research in Education – 8

th Edition, (USA:

Wadsworth Cengage Learning, 2006), p. 22. 2 Ibid., p. 420.

3 Ibid., p. 26.

24

by teaching narrative text to the students by using NHT technique, while the

control class was taught by using conventional teaching technique. After giving

the treatment to the experimental class, the researcher distributed post-test to both

classes to see the effectiveness of this technique to the students’ reading

comprehension of narrative text. Lastly, the researcher analyzed the data she had

gotten from both experimental and control class. The experiment design as

follows:

Table 3.1

Design of the Study

Intact

Groups Measurement

Application of Independent

Variable* Measurement

Experimental

Group Pre-test

Experimental treatment

(using Numbered Heads

Together)

Post-test

Control

Group Pre-test

Using Grammar Translation

Method (GTM) Post-test

* The independent variable is Numbered Heads Together while the dependent variable is narrative text.

C. Population and Sample of the Research

In this research, the second grade students of MTS Nur Asy-Syafi’iyah

(Yaspina) in academic year 2015/2016 were the population of the research. There

were three classes and each class consists of 30 students so the total was 90

students. The sampling technique that was used in this research is purposive

sampling because the sample is taken based on certain purposes of the research.4

This research involved two classes as the sample of the research, 8.1 as a control

class which was taught using conventional teaching technique and 8.2 as an

experiment class which was taught by Numbered Head Together (NHT). There

were 60 students participated in this study. The researcher assigned the both

classes into experimental and control class by seeing the result of pre-test scores.

4 Louis Cohen, et al., Research Method in Education – 7

th Edition, (New York:

Routledge, 2011), p. 156.

25

D. Research Instrument

The instrument that was used in this research was a test, multiple choice

tests. The multiple choice test consisted of narrative text materials. The test was

divided into two parts they were pre-test and post-test. The pre-test was given to

students in order to know their condition before getting the treatment meanwhile

the posttest was given to know whether or not there was any affect of the

intervention or significant result after treatment to the students.

a) Conceptual Definition

Narrative text is a kind of text that retells a story in a past tense either

written or unwritten, and there is a series of connected events. Narrative deals

with problematic events which lead to a crisis or turning point of some kind,

which in turn finds a resolution. The social function of narrative text is to entertain

or amuse the reader or listener about the story.

b) Operational Definition

The scores that obtained through the test by the students were measured

by using five indicators: (1) finding the main idea of the paragraph or the text, (2)

finding the specific information of the text, (3) finding the generic structure of the

text, (4) finding the similar word, and (5) finding the moral value of the text. The

test was designed based on the basic competence and indicators of the second

semester syllabus of English subject for the eighth grade students. It used multiple

choices items that consists 20 questions which include the correct response and

the incorrect responses or distracters.

(As can be seen at the blue print of the instrument on the Appendix 6)

c) Instruments Validation

Before administering the test to the students of the sample of the

research, the researcher did a pilot study to measure the validity and reliability of

the instrument. An instrument is regarded as valid, if it measures what it is

supposed to measure.5 It is said valid because the test represents the indicator in

5 Arthur Hughes, Testing for Language Teachers. Second Edition (Cambridge:

Cambridge University Press, 2003), p. 50.

26

school syllabus and lesson plan from the school. If there is/are invalid ones, then it

should be revised or removed.

The researcher arranged 60 items of multiple choices for pre-test and

post-test which was taken from several English books. It was then conducted in

the same school with the same grade of the sample of the research but in non-

sample of the research class. This step was needed to see the validity of this

instrument before it was applied to the sample of research. After that, by using

SPSS software the researcher analyzed the validity and reliability of the

instruments. The result showed that some questions were valid and also reliable,

so the researcher took 20 items that were significant.

E. Technique of Data Collection

The technique of collecting data in this research was using test technique.

It was used because it was a quantitative research.6 There were two tests, pre-test

and post-test, that were done in collecting the students’ data of reading of

narrative text. They were used in this study to test the effectiveness of an

intervention.

Pre-test was used to measure the students’ understanding in reading

narrative text before the treatment was given, while post-test was used to measure

students’ reading comprehension of narrative text when the treatment had been

done. The pre-test was given to students at the first meeting. Afterwards, the

experimental class was taught by using Numbered Heads Together (NHT),

meanwhile the control class was taught by using conventional teaching technique.

Then, in the last meeting, the post-test was given to both classes. Both experiment

and control classes were given the same test, then the score of them was used as

comparison between experimental and control class.

6 Tim Penyusun Pedoman Penulisan Skripsi FITK, Pedoman Penulisan Skripsi FITK

UIN Syarif Hidayatullah Jakarta, (Jakarta: FITK, 2016), p. 65.

27

F. Technique of Data Analysis

After the scores from the pre-test and post-test of both classes were

obtained, the researcher conducted preliminary data analysis such as normality

and homogeneity test to prepare it for further actual analysis. The normality and

homogeneity of these data were tested by using SPSS 21. If the data distribution

was normal and homogenous, the analysis would use the t-test hypothesis testing.

The normality of the data was checked through SPSS 20. The calculation

of normality was needed to find out whether or not the data from the population

had been normally distributed. The tests used were Kolmogorov-Smirnov and

Shapiro-Wilk. It can be said that the data distribution is normal if the significance

level is more than 0.05 which means that Ho is accepted and H1 is rejected. The

steps are: Open the data file that was already inputted in Microsoft Excel 2007’s,

then select Analyze Descriptive Statistics Explore. Input both of the

variables in the Dependent List box. Click Plots and choose the Normality plots

with test, then click Continue and OK.

After that, the researcher tested the homogeneity of the data. It was done

to know whether the data of the population of research homogeny or not.

Homogeneity test was also checked by using SPSS 20. The tests used were

Levene’s test. If the index significance is more than 0.05, then the data

distribution is homogenous and Ho is accepted. The steps are: Open the data file

that was already inputted in Microsoft Excel 2007’s, select Analyze Compare

Means One-way ANOVA. Input the variable (score of reading) on Dependent

List and fill another variable on Factor box. Click Option and check Homogeneity

of variance test, then click Continue and OK.

After being analyzed on SPSS and finding out that the data distribution

was normal and homogenous, the researcher analyzed the pre-test and post-test of

experimental and control classes. The researcher used t-test formula to conduct t-

test in manual calculation. T-test is used to compare the scores between

experimental and control class. So the researcher used t-test to find out the

difference between experimental class which was taught by using NHT and

28

control class which was taught by conventional teaching technique. The formula

is shown as below7:

to M M2

SEM M2

to = The value of “t observation”

M1 = Mean of the differences of Experiment Class

M2 = Mean of the differences of Control Class

SEM1 = Standard Error of Experimental Class

SEM2 = Standard Error of Control Class

The process of t-test was as follows:

1. Determining mean of variable X (experimental class):

Mx fx

N

x : Sum of the students’ score of experimental class

N₁ : Number of the experimental class’ students

2. Determining Mean of Variable Y (control class):

My fy

N

: Sum of the students’ score of control class

N : Number of the control class’ students

3. Determining standard of deviation score of variable X:

S x √ x2

N

SDx : Standard deviation score of experimental class

7 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. RajaGrafindo Persada,

2009), pp. 314—316.

29

4. Determining standard of deviation score of variable Y:

S y √ y

N

SDy : Standard deviation score of control class

5. Determining standard error of mean of variable X:

SE x S x

√N₁

6. Determining standard error of mean of variable Y:

SE y S y

√N

7. Determining standard error of difference mean of variable X and Y:

SE x SE y √SE x SE y

8. Determining t0:

t0 M M

SE x SE y

9. Determining degree freedom (df):

f (N₁ N ) 2

G. Statistical Hypotheses

Hypotheses are used to find the answer to the research question and draw

a conclusion for the research. The hypotheses of research can be formulated as

follows:

Ha = to > tt

Ho = to < tt

Ha : There is a significant effect in using NHT in students’ reading comprehension

of narrative text at the eighth grade of MTs Yaspina.

Ho : There is no significant effect in using NHT in students’ reading

comprehension of narrative text at the eighth grade of MTs Yaspina.

30

And then, the criteria used as follows:

1. If to > tt, the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho)

is rejected. It means that there is significant difference of students’ reading

comprehension on narrative text between students who taught by using NHT

and students who taught without using NHT technique.

2. If to < tt, the alternative hypothesis (Ha) is rejected and the null hypothesis (Ho)

is accepted. It means that there is no significant difference of students’ reading

comprehension on narrative text between students who taught by using NHT

and students who taught without using NHT technique.

31

CHAPTER IV

RESEARCH FINDING AND INTERPRETATION

A. Research Finding

1. Data Description

The data shown were collected from the students’ scores in pre-test and

post-test of teaching narrative text in both experimental and control classes. The

data were described into two tables – experimental class and control class. The

descriptions of the data presented below:

a) The Score of Experimental Class

Table 4.1

The Pre-test and Post-test of Experimental Class

No Name Pre-Test Post-Test Gained

Score

1 Student 1 55 65 10

2 Student 2 45 60 15

3 Student 3 65 70 5

4 Student 4 80 100 20

5 Student 5 50 60 10

6 Student 6 75 80 5

7 Student 7 35 50 15

8 Student 8 40 60 20

9 Student 9 70 75 5

10 Student 10 70 85 15

11 Student 11 55 70 15

12 Student 12 65 65 0

13 Student 13 35 55 20

14 Student 14 75 90 15

15 Student 15 45 60 15

16 Student 16 70 80 10

17 Student 17 45 70 25

18 Student 18 40 45 5

19 Student 19 30 60 30

20 Student 20 85 100 15

32

No Name Pre-Test Post-Test Gained

Score

21 Student 21 65 80 15

22 Student 22 85 90 5

23 Student 23 50 75 25

24 Student 24 70 80 10

25 Student 25 55 60 5

26 Student 26 50 70 20

27 Student 27 60 65 5

28 Student 28 65 70 5

29 Student 29 35 50 15

30 Student 30 30 60 30

SUM 1695 2100 405

MEAN 56.5 70 13.5

MAXIMUM SCORE 85 100

MINIMUM SCORE 30 45

From the data of experimental class’ score in the Table 4.1, it could be

seen that from 30 students in the class, the mean of pre-test was 56.5 and the mean

of post-test was 70, so the students had gained score about 13.5 points. The

smallest score in the pre-test was 30 and the highest score was 85. Meanwhile, the

highest post-test score was 100 and the lowest was 45. Those score obtained after

applying Numbered Heads Together as a treatment in teaching reading of

narrative text. It means that there was a significant difference between the

students’ achievement of pre-test and post-test.

b) The Score of Control Class

Table 4.2

The Pre-test and Post-test of Control Class

No Name Pre-Test Post-Test Gained

Score

1 Student 1 45 65 20

2 Student 2 70 75 5

3 Student 3 50 60 10

33

No Name Pre-Test Post-Test Gained

Score

4 Student 4 65 60 -5

5 Student 5 75 70 -5

6 Student 6 50 55 5

7 Student 7 60 75 15

8 Student 8 85 100 15

9 Student 9 40 50 10

10 Student 10 55 60 5

11 Student 11 70 80 10

12 Student 12 30 50 20

13 Student 13 45 60 15

14 Student 14 80 70 -10

15 Student 15 70 75 5

16 Student 16 55 60 5

17 Student 17 65 65 0

18 Student 18 75 80 5

19 Student 19 90 85 -5

20 Student 20 85 70 -15

21 Student 21 30 40 10

22 Student 22 65 70 5

23 Student 23 65 65 0

24 Student 24 30 50 20

25 Student 25 70 80 10

26 Student 26 45 60 15

27 Student 27 40 45 5

28 Student 28 50 60 10

29 Student 29 55 60 5

30 Student 30 80 95 15

SUM 1790 1990 200

MEAN 59.6667 66.33333333 6.666666667

MAXIMUM SCORE 90 100

MINIMUM SCORE 30 40

Based on the data in the Table 4.2 above, the highest pre-test score in

control class was 90 and the lowest score was 30. Besides, the highest post-test

34

score in control class was 100, and the lowest was 40. The mean of pre-test of

students in control class was 59.6667 and post-test was 66.33333333. The mean of

gained score was 6.666666667. It showed that the students’ score of control class

was also increased, but it was not as significant as the students’ score of

experimental class which the mean of gained score was 13.5. It can be inferred

from the difference between students in experimental class and control class that

the score of experimental class which was taught by using Numbered Heads

Together in learning narrative text was higher than the students’ score in control

class which learning reading narrative text with conventional technique. The

progress of both classes can be seen in diagram below:

2. Data Analysis

a. Normality of the Data

Before calculating the t-test to examine the hypothesis of the research,

the normality test is conducted to know whether the data from the two classes has

been normally distributed or not. The writer used Komogorov-Smirnov and

Experimental Class Controlled Class

Pretest 56.5 59.6667

Posttest 70 66.33333333

52

54

56

58

60

62

64

66

68

70

72

Figure 4.1

The Progress Diagram of Experimental Class and Control

Class

35

Shapiro-Wilk to do the normality test. SPSS was used to analyze the data. The

result can be seen as follow:

Table 4.3

Normality Test of Pre-test

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Experimental .132 30 .195 .956 30 .243

Control .123 30 .200* .964 30 .384

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

Based on the data in the Table 4.3, the test showed the significance of the

experimental class was 0.195 and the control class was 0.200. If the data is higher

in a significance α = 0.05 the data was normal distributed. It can be concluded that

the data is normally distributed because both classes’ significances are above 0.05.

Table 4.4

Normality Test of Post-test

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Experimental .133 30 .183 .958 30 .268

Control .143 30 .119 .966 30 .447

a. Lilliefors Significance Correction

The Table 4.4 shows the significance of the experimental class was 0.183

and the control class was 0.119. If the data is higher in a significance α = 0.05 the

data was normal distributed. It can be concluded that the data is normally

distributed because both classes’ significances are above 0.05.

b. Homogeneity of the Data

After doing the normality test, the writer did the homogeneity test in

order to test the similarity of the sample in both classes. The writer used Levene

statistic test to calculate the homogeneity test. The results are presented as

follows:

36

Table 4.5

Homogeneity Test of Pre-test

Levene

Statistic df1 df2 Sig.

.037 1 58 .848

The result of the data in the Table 4.5 showed that the significance of

pre-test between experimental class and control class was 0.848. Therefore, the

data of pre-test was homogenous because it was higher than 0.05.

Table 4.6

Homogeneity Test of Post-test

Levene

Statistic df1 df2 Sig.

.005 1 58 .943

Based on the data in the Table 4.6, the significance of post-test between

experimental class and control class was 0.943. Therefore, the data of post-test

was homogenous because it was higher than 0.05.

c. Hypothesis Test

After finishing the normality and homogeneity test, the writer calculated

the data by using t-test to know the significant difference between students’

reading comprehension of narrative text in experimental class and students’

reading comprehension of narrative text in control class. The researcher used data

from post-test of experimental and control classes, and gained score from both

classes. The calculation result of the gained score of the experimental class (X)

and the control class (Y) is presented as below:

Table 4.7

The Statistical Calculation of the Gain Score of the Experimental and

Control Class

No Student

(X)

Student

(Y) X-MX Y-MY (X-MX)^2 (Y-MY)^2

1 10 20 -3.5 13.4 12.25 179.56

2 15 5 1.5 -1.6 2.25 2.56

37

No Student

(X)

Student

(Y) X-MX Y-MY (X-MX)^2 (Y-MY)^2

3 5 10 -8.5 3.4 72.25 11.56

4 20 -5 6.5 -11.6 42.25 134.56

5 10 -5 -3.5 -11.6 12.25 134.56

6 5 5 -8.5 -1.6 72.25 2.56

7 15 15 1.5 8.4 2.25 70.56

8 20 15 6.5 8.4 42.25 70.56

9 5 10 -8.5 3.4 72.25 11.56

10 15 5 1.5 -1.6 2.25 2.56

11 15 10 1.5 3.4 2.25 11.56

12 0 20 -13.5 13.4 182.25 179.56

13 20 15 6.5 8.4 42.25 70.56

14 15 -10 1.5 -16.6 2.25 275.56

15 15 5 1.5 -1.6 2.25 2.56

16 10 5 -3.5 -1.6 12.25 2.56

17 25 0 11.5 -6.6 132.25 43.56

18 5 5 -8.5 -1.6 72.25 2.56

19 30 -5 16.5 -11.6 272.25 134.56

20 15 -15 1.5 -21.6 2.25 466.56

21 15 10 1.5 3.4 2.25 11.56

22 5 5 -8.5 -1.6 72.25 2.56

23 25 0 11.5 -6.6 132.25 43.56

24 10 20 -3.5 13.4 12.25 179.56

25 5 10 -8.5 3.4 72.25 11.56

26 20 15 6.5 8.4 42.25 70.56

27 5 5 -8.5 -1.6 72.25 2.56

28 5 10 -8.5 3.4 72.25 11.56

29 15 5 1.5 -1.6 2.25 2.56

30 30 15 16.5 8.4 272.25 70.56

SUM 405 200 0 2 1807.5 2216.8

MEAN 13.5 6.67 0 0.06667 60.25 73.89

38

Based on the data in the Table 4.7 above, it can be concluded that the

total score of the experimental class was 405 and the control class was 200.

Furthermore, the results of the students’ pre-test and post-test in both classes are

calculated as follows:

1) Determining mean of variable X (experimental class):

x = fx

= 05

0

x = .5

2) Determining Mean of Variable Y (control class):

y = fy

y = 00

0

y = .

3) Determining standard of deviation score of variable X:

x = √ x

= √ 0 .5

0

= √ 0. 5

x = .

4) Determining standard of deviation score of variable Y:

y = √ y

= √ .

0

39

= √ .

y = .5

5) Determining standard error of mean of variable X:

x = x

√

= .

√ 0

= .

√

= .

5. 5

x = .

6) Determining standard error of mean of variable Y:

y = y

√

= .5

√ 0

= .5

√

= .5

5. 5

y = .5

7) Determining standard error of difference mean of variable X and Y:

x – y = √ x y

x – y = √ . .5

x – y = √ .0 .5

40

x – y = √ .5

x – y = .

8) Determining t0:

t0 = –

x – y

= .5 – .

.

= .

.

t0 = .

9) Determining with degree of freedom (df) in significant level of 5%:

f = ( ) –

f = ( 0 0) –

f = 0 –

f = 5

Based on the calculation above, the mean gained score of experimental

class was 13.5 and control class was 6.67. The deviation of gained score of

experimental class was 7.76 and control class was 8.59. The mean standard error

of each class was 1.44 for experimental class and 1.59 for control class. The result

of tobserve from the experimental and control class was 3.19. Thus, the degree of

freedom (df) from calculation above was 58, so the value of df 58 in the table t-

score at significance level of 5% was 1.672 and the tobserve was 3.19. The result of

comparison between tobserve and ttable was 3.19 > 1.672, it means tobserve > ttable.

Therefore, the result of data analysis proves that the null hypothesis is rejected

and the alternative hypothesis is accepted which showed that there was significant

effect of the students’ score in reading comprehension of narrative text before and

after using Numbered Heads Together at the eighth grade of MTs Nur Asy-

yafi’iyah Yaspina).

41

B. Interpretation

The study approves that using Numbered Heads Together (NHT) is

effective for teaching reading of narrative text. Although control class showed

improvement, it was not significant as experimental class. The mean of pre-test

score of experimental class was 56.5 which lower than the mean of pre-test score

of control class, 59.67. It means that there was quite significant difference

between them before the treatment was given. Comparing with the mean of post-

test score, the experimental class was 70 and the control class was 66.33. It

showed that the experimental class has more improvement than control class.

Moreover, based on the calculation of t-test, it was known that the result

of tobserve (to) was 3.19, and the degree of freedom (df) was used in the significance

level of 5% was 1.672. The result showed that t-test to > ttable (3.19 > 1.672) which

means that t-test was higher in the value 3.19 than t-table. Therefore, the

alternative hypothesis (Ha) is accepted and the Null hypothesis (Ho) is rejected.

There is significant difference between the students’ score in learning reading of

narrative text by using NHT and the students’ score in learning reading of

narrative text without using NHT at the eighth grade students of MTs Yaspina.

Thus, the conclusion was the use of Numbered Heads Together on teaching

reading of narrative text to the eighth grade students of MTs Yaspina is effective.

42

CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

This research was a quasi-experimental design that was intended to

investigate an empiric evidence of the effectiveness of Numbered Heads Together

in students’ reading comprehension of narrative text at eight grade students of

MTs Yaspina. The result of the statistical hypothesis on significance level 5%

showed that the value of t-test to is higher than ttable, t-test to > ttable (3.19 > 1.672).

So, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is

accepted. It can be inferred that there was a significant difference on students’

reading comprehension in experimental class which was taught by NHT and in

controlled class that was taught without using GTM technique. Based on the

analysis results of the research, the conclusion drawn that there is significant

effect of using NHT on teaching reading of narrative text at the eighth grade

students of MTs Nur Asy-Syafi’iyah (Yaspina).

B. Suggestions

Based on the research, it can be delivered some suggestions go to:

1. Teachers

Teachers should never leave choosing groups to students because it will make

someone or some students without group members feel left out. Mixing up

the groupings frequently will make the students have the opportunity to work

with many different students. Teacher may choose the groups in a complete

random way or by design. Teacher also should be well prepared and able to

manage time and classroom effectively in order to achieve maximum results

and create conducive atmosphere in the implementation of learning.

2. Students

Students should cooperate with their own group members. They can

participate more actively by discussing their thoughts and feelings with other

43

so they can learn how to work with member(s) who disagree with their

opinion. They also should use their time wisely.

3. Further research

The result of this study hopefully can be used as basic information or

reference for conducting other research because Numbered Heads Together

provides more opportunities for students to help each other in mastering the

material and to actively engage them in solving the problems. It is also

suggested for further researcher to apply Numbered Heads Together for other

skill and other kind genres of text.

44

REFERENCES

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APPENDICES

46

Appendix 1

APPENDIX 1

SILABUS Sekolah : MTs Nur Asy-Syafi’iyah (Yaspina)

Kelas : VIII (Delapan )

Mata Pelajaran : Bahasa Inggris

Semester : 2 (Dua)

Standar Kompetensi : Mendengarkan

8. Memahami makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk narrative dan

recount untuk berinteraksi dengan lingkungan sekitar.

Kompetensi

Dasar

Materi

Pembelajaran Kegiatan Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

8.1 Merespon makna

yang terdapat

dalam teks lisan

fungsional

pendek sederhana

secara akurat,

lancar, dan

berterima untuk

berinteraksi

dengan

lingkungan

sekitar

8.2 Merespon makna

yang terdapat

dalam monolog

1.Teks fungsional

pendek berbentuk:

- Notices

- Iklan

2. Tata Bahasa

- Kalimat perintah

- kalimat ajakan

3.Kosa kata

- terkait tema dan

jenis teks

4.Ungkapan Baku

- Be ware

1.Teks monolog

pendek berbentuk :

- narrative

1. Eliciting kosakata terkait topik

yang akan dibahas (noun, verb,

adjective, adverb)

2. menentukan makna kata dan

menggunakannya dalam

kalimat.

3. Mendengarkan guru dan

menirukan ungkapan-ungkapan

terkait materi

4. Mendengarkan teks fungsional

5. Menjawab berbagai informasi

yang terdapat dalam teks.

6. Menentukan makna teks

fungsional yang

diperdengarkan.

1. Tanya jawab berbagai hal

terkait tema/topik yang akan

dibahas.

1. Mengidentifik

asi berbagai

informasi

dalam teks

fungsional

pendek

- Notices

- Iklan

2. Mengidentifik

asi tujuan

komunikatif

teks fungsional

pendek

1. Mengidentif

ikasi

berbagai

Tes tulis

Tes tulis

Melengkapi

rumpang

Benar / Salah

Pilihan ganda

Listen to the

dialogue and

complete the

following text.

Listen to the

dialog and

decide whether

the statements

are True or

False

Listen to the

text and choose

the right

2 x 40

menit

4 x 40

menit

1. Buku teks

yang

relevan

2. Script teks

fungsional

pendek

3. Rekaman

teks

4. Tape

recorder

5. Contoh teks

fungsional

6. Gambar

yang

relevan

1. Buku teks

yang relevan

2. Script cerita

47

Appendix 1

Kompetensi

Dasar

Materi

Pembelajaran Kegiatan Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

pendek sederhana

secara akurat,

lancar, dan

berterima untuk

berinteraksi

dengan

lingkungan

sekitar dalam teks

berbentuk

narrative dan

recount

- recount

2. Tata Bahasa

- Simple past tense

- Past Continuous

tense

3. Kosa kata

- kata terkait tema

dan jenis teks

4. Ungkapan Baku

- It’s terrific !

- It’s wonderful

2. Mendaftar kosakata yang

digunakan dalam percakapan

3. Menentukan makna kosakata

dalam daftar.

4. Mendengarkan teks narrative /

recount yang dibacakan guru.

5. Tanya jawab berbagai

informasi tentang teks yang

dibaca guru.

6. Mendengarkan teks narrative /

recount lainnya.

7. Menjawab pertanyaan tentang

teks narrative / recount yang

didengar secara lisan.

informasi

dalam teks

monolog

narative dan

recount.

2. Mengidentif

ikasi tujuan

komunikatif

teks naratif

dan recount

Melengkapi

rumpang

answer

Listen to the

text and

complete the

bellow

sentences

naratif

3. Rekaman

cerita

4. Tape recorder

Standar Kompetensi : Berbicara

10. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk recount, dan narrative untuk

berinteraksi dengan lingkungan sekitar.

Kompetensi

Dasar

Materi

Pembelajaran Kegiatan Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

10.1 Mengungkapka

n makna dalam

teks lisan

fungsional

pendek

sederhana

dengan

menggunakan

ragam bahasa

lisan secara

akurat, lancar

1.Teks fungsional

pendek :

- Notices

- Iklan

2. Tata Bahasa

- Imperatives

- Comparison

3. Kosakata

- Kata terkait tema dan

1. Review kosakata dan

ungkapan yang digunakan

dalam teks fungsional

pendek terkait materi

2. Membuat kalimat sederhana

untuk:

- Memberi

perhatian

(Notice)

- Menarik

seseorang

1. Mengungka

pkan secara

lisan teks

fungsional :

-

Pengumuma

n

- Undangan

- Pesan

singkat

2. Bertanya

Unjuk kerja

Uji petik

berbicara

1. Give

suitable

notices

based on

the

pictures

2. Make

simple

advertisme

nts based

on the

4 x 40 menit

1. Buku teks

yang relevan

2. Gambar

terkait materi

dan topik

3. Benda sekitar

4. Teks bentuk

khusus:

- undangan

- pengumum

an

48

Appendix 1

Kompetensi

Dasar

Materi

Pembelajaran Kegiatan Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

dan berterima

untuk

berinteraksi

dengan

lingkungan

sekitar

10.2 Mengungkap

kan makna

dalam monolog

pendek

sederhana

dengan

menggunakan

ragam bahasa

lisan secara

akurat, lancar,

dan berterima

untuk

jenis teks

4. Ungkapan baku

- attention, please

1.Teks monolog

berbentuk recount dan

narrative.

2.Ciri-ciri kebahasaan

teks narrative dan

recount.

3.Langkah retorika

teks narrative dan

recount.

4. Tata Bahasa

- Simple Past tense

- Past continuous

tense

- temporal conjuntions

- Connective words

- Adverbs

- Adjectives

5.Kosa kata

- kata terkait tema dan

membeli /

menggun-akan

produk terten-tu

3. Membahas gambit-gambit

yang sering muncul dalam

teks fungsional terkait

4. Membuat secara lisan:

- Notice

- Iklan

1. Review kosakata dan tata

bahasa terkait jenis teks

recount dan narrative dngan

tema yang dipilih

2. Membuat kalimat sederhana

secara lisan terkait ciri-ciri

kebahasaan teks recount dan

narrative

- simple past

- past continuous

- temporal

conjunctions

- connective words

- adverbs

- adjectives

3. Melakukan percakapan terkait

kegiatan yang dialami atau

cerita populer di kotanya

menggunakan gambit-gambit

yang sesuai.

Contoh: Really? That’s

terrible!, How then?, First,....,

dan

menjawab

secara lisan

berbagai

info dalam

teks

pengumuma

n, undangan,

pesan

singkat

- Melakukan

monolog

pendek

sederhana

dalam bentuk

narrative dan

recount

Unjuk kerja

Uji Petik

berbicara

pictures

1. Tell us

briefly

what you

did

yesterday

2. Retell a

story that

you know

very well.

3. Tell a

story

based on

8 x 40 menit

- pesan

singkat

1.Buku teks

yang relevan

2.Gambar yang

relevan

3.Benda sekitar

4. Buku cerita

dalam bahasa

Inggris

49

Appendix 1

Kompetensi

Dasar

Materi

Pembelajaran Kegiatan Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

berinteraksi

dengan

lingkungan

sekitar dalam

teks berbentuk

recount dan

narrative

jenis teks

6.Ungkapan baku

- Really?

- That’s terrible

- How Then ?

then...., finally...

4. Menceritakan kembali

kegiatan / pengalaman atau

teks narative yang pernah

didengar

Menceritakan berdasarkan

foto atau Gambar cerita

populer.

the series

of a

pictures

given.

Standar Kompetensi : Membaca

11. Memahami makna dalam esei pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar.

Kompetensi

Dasar

Materi

Pembelajaran Kegiatan Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

11.1 Membaca nyaring

bermakna teks

fungsional dan

essai pendek

sederhana

berbentuk recount

dan narrative

dengan ucapan,

tekanan dan

intonasi yang

berterima yang

berkaitan dengan

lingkungan sekitar

11.2 Merespon makna

dalam teks tulis

fungsional pendek

sederhana secara

akurat, lancar dan

1. Teks Essai

berbentuk

narrative / recount

2. Ciri kebahasaan

Teks Essai

berbentuk

narrative / recount

3. Tujuan komunikatif

teks essai narratif /

recount

4. Langkah retorika

narrative / recount

5. Spelling, stress,

intonation

1. Tanya jawab

mengembangkan

kosakata

berdasarkan gambar

/ cerita popular

2. Tanya jawab

menggali informasi

dalam cerita

berdasarkan gambar

3. Mendengarkan teks

narrative / recount

yang dibaca guru

4. Membaca nyaring

teks narrative /

recount dengan

ucapan dan intonasi

yang benar

Membaca

nyaring dan

bermakna teks

essai

berbentuk

narrative /

recount

Mengidentifik

asi berbagai

makna teks

narrative /

recount

Mengidentifik

asi tujuan

komunikatif

teks narrative

/ recount

Tes lisan

Tes tulis

Tes Tulis

Membaca nyaring

Pilihan ganda

Isian singkat

Read the

story aloud.

Choose the

right answer

based on the

text.

Complete the

following

sentences

using the

information

4 x 40 menit

1.Buku teks

yang relevan

2. Buku cerita

bahasa Inggris

3. Gambar -

gambar terkait

cerita

4. Rekaman

cerita

5. Tape

recorder

6. CD

7. VCD player

50

Appendix 1

Kompetensi

Dasar

Materi

Pembelajaran Kegiatan Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

berterima yang

berkaitan dengan

lingkungan sekitar

11.3 Merespon makna

dan langkah retorika

dalam esei pendek

sederhana secara

akurat, lancar dan

berterima yang

berkaitan dengan

lingkungan sekitar

dalam teks berbentuk

recount dan

nararative.

\

1.Teks fungsional :

- undangan

- pengumuman

- pesan

- iklan

2.Tujuan komunikatif

3.Ciri kebahasaan

5. Menjawab berbagai

pertanyaan tentang

informasi dalam

teks yang di baca

6. Menentukan tujuan

komunikatif teks

narrative / recount

yang di baca

7. Menentukan

langkah retorika dari

teks narrative /

recount yang di

baca

8. Menentukan ciri

kebahasaan teks

narrative / recount

yang di baca

9. Membaca teks

narrative / recount

lainnya

1. Mencermati teks

fungsional pendek

terkait materi

2. Menyebutkan jenis

teks fungsional yang

dicermati

3. Membaca nyaring

teks fungsional

terkait materi

4. Menjawab

pertanyaan tentang

informasi yang

terdapat dalam teks

5. Menyebutkan ciri-ciri

Mengidentifik

asi langkah

retorika dan

ciri

kebahasaan

teks narrative

/ recount

Mengidentifik

asi berbagai

informasi

dalam teks

fungsional

Mengidentifik

asi tujuan

komunikatif

teks

fungsional

Mengindentifi

Tes Tulis

Tes tulis

Tes tulis

Tes tulis

Pertanyaan tertulis

PG

Jawaban singkat

Jawaban singkat

from the text.

Answer the

following

questions

based on the

text.

Choose the

best option,

a,b,c or d

Answer the

following

questions

Give short

answers !

4 x 40 menit

1. Buku teks

yang

relevan

2. Contoh teks

fungsional

3. Gambar

terkait

materi dan

topik

4. Benda

sekitar

51

Appendix 1

Kompetensi

Dasar

Materi

Pembelajaran Kegiatan Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

teks fungsional yang

dibaca

6. Membaca teks

fungsional pendek

lainnya dari berbagai

sumber

kasi ciri

kebahasaan

teks

fungsional

Standar Kompetensi : Menulis

12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi

dengan lingkungan sekitar.

Kompetensi

Dasar

Materi

Pembelajaran Kegiatan Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

12.1. Mengungkapkan

makna dalam bentuk

teks tulis fungsional

pendek sederhana

dengan menggunakan

ragam bahasa tulis

secara akurat, lancar

dan berterima untuk

berinteraksi dengan

lingkungan sekitar

12.2. Mengungkap kan

makna dan langkah

1. Teks fungsional :

- Notices

- iklan

2. Tata bahasa

- Imperratives

- Getting attention

- Comparison

3. Kosa kata

Kata terkait tema dan

jenis teks

4. Tanda baca, Spelling

1. Teks Essai

narrative / recount

1. Review tujuan

komunikatif dan ciri-

ciri kebahasaan teks

fungsional pendek

terkait materi

2. Menulis kalimat

sederhana untuk -

memberi

himbauan /

peringatan

- mengiklan-kan

sesuatu

3. Melengkapi teks

fungsional pendek

4. Menulis teks fungsional

pendek

1. Review ciri kebahasaan

teks narrative/ recount

Menulis teks

fungsional

pendek

berbentuk :

- Notices

- Iklan

Menulis teks

pendek dan

Tes tulis

Product

Tes tertulis

Essay

Completion

Penugasan

Uraian

1. Write sentences

based on the

situation given.

2. Complete the

text using

suitable

word/words.

3. Write notices

related to

certain places

4. Write an

advertisement

promoting a

certain product.

Write a short

recount/narrative

4 x 40

menit

8 x 40

menit

1. Buku teks

yang

relevan

2. Contoh teks

fungsional

3. Gambar

terkait

materi dan

topik

4. Benda

sekitar

1.Buku teks

yang

52

Appendix 1

Kompetensi

Dasar

Materi

Pembelajaran Kegiatan Pembelajaran

Indikator

Pencapaian

Kompetensi

Penilaian Alokasi

Waktu

Sumber

Belajar Teknik Bentuk

Instrumen

Contoh

Instrumen

retorika dalam esei

pendek sederhana

dengan menggunakan

ragam bahasa tulis

secara akurat, lancar

dan berterima untuk

berinteraksi dengan

lingkungan sekitar

berbentuk recount

dan narrative

2. Ciri kebahasaan

teks narrative /

recount

3. Langkah retorika

teks narrative /

recount

4. Tatabahasa

- Simple past

- Past continuous

5. Kosakata

- Kata terkait tema

dan jenis teks

6. Tandabaca,

spelling

2. Membuat kalimat

sederhana terkait teks

narrative/ recount

3. Mengembangkan

langkah retorika teks

recount dan narrative

4. Membuat draft teks

recount dan narrative

5. Menulis teks recount

dan narrative

berdasarkan draft yang

dibuat

6. Memajang hasil tulisan

di dinding

sederhana dalam

bentuk recount /

narrative

dengan langkah

retorika yang

benar

Proyek

Penugasan

text based on:

a. Your experience

happend to you

b. The story You

have ever read

c. Series of

pictures given.

Find 5 short texts

of recount or

narratives and

expose them.

relevan

2. Buku cerita

bahasa

Inggris

3. Gambar -

gambar

terkait

cerita

Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)

Rasa hormat dan perhatian ( respect )

Tekun ( diligence )

Mengetahui,

Kepala Sekolah MTs Nur Asy-Syafi’iyah

(YASPINA)

Moh. Husni Thamrin, S.Sos.

Rempoa, Juli 2016

Guru Mata Pelajara Bahasa Inggris

Yuli Ambar Utami, S.Pd.

53

Appendix 2

APPENDIX 2

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

KELAS EKSPERIMEN

Nama Sekolah : MTs Nur As-Syafi’iyah Yaspina

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII (Delapan)/2

Alokasi Waktu : 3 x 40 menit

Aspek/Skill : Membaca (Reading)

Pertemuan ke- : 1-2

A. Standar Kompetensi

11. Memahami makna dalam esei pendek sederhana berbentuk recount, dan

narrative untuk berinteraksi dengan lingkungan sekitar.

B. Kompetensi Dasar

11.1 Membaca nyaring bermakna teks fungsional dan esei pendek sederhana

berbentuk recount dan narrative dengan ucapan, tekanan dan intonasi

yang berterima yang berkaitan dengan lingkungan sekitar.

11.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara

akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar.

11.3 Merespon makna dan langkah retorika dalam esei pendek sederhana

secara akurat, lancer dan berterima yang berkaitan dengan lingkungan

sekitar dalam teks berbentuk recount dan narrative.

C. Indikator

1. Mengidentifikasi fungsi sosial teks naratif dari sebuah cerita.

2. Mengidentifikasi berbagai informasi rinci seperti tokoh, setting,

problem, dan solusi dalam teks naratif.

3. Menentukkan struktur teks naratif dari sebuah cerita.

4. Menyebutkan ciri kebahasaan dalam teks naratif.

54

Appendix 2

5. Menyebutkan makna kata dari teks narratif.

6. Menyebutkan gagasan utama suatu paragraf dari teks naratif.

7. Mengemukakan moral value yang terdapat dalam teks naratif.

D. Tujuan Pembelajaran

Pada akhir pembelajaran:

1. Peserta didik dapat mengidentifikasi ciri kebahasaan dari teks naratif.

2. Peserta didik dapat menyebutkan gagasan utama dalam teks naratif.

3. Peserta didik dapat memahami teks berbentuk naratif.

4. Peserta didik dapat menjawab pertanyaan-pertanyaan seputar teks yang

diberikan.

5. Peserta didik dapat mengemukakan moral value yang terdapat dalam

teks naratif.

Karakter peserta didik yang diharapkan:

Dapat dipercaya (trustworthiness)

Rasa hormat dan perhatian (respect)

Tekun (diligence)

Tanggung jawab (responsibility)

Berani (courage)

E. Materi Pembelajaran

Narrative Text

Narrative is a text that contains a story (fiction or non-fiction). The

main purpose is to entertain or amuse a reader. The story itself contains moral

values or teaches the reader a lesson. There are several types of narrative text

such as legends, fairy tales, myths, fables, adventures and mysteries.

Narrative text usually uses past tense except when there is dialogue it should

be in present. It is made up of three main structural components they are

orientation, complication, resolution. Here’s the explanation:

Orientation : characters are introduced and clues are set in place for the

coming complication. It lets the reader know what the story is

going to be about.

55

Appendix 2

Complication : tells the reader the beginning of the problems which leads to

the climax of the main participants. This is where a problem

or complication occurs that affects the setting, time or

characters.

Resolution : this is where the problem is resolved either in a happy ending

or in a sad ending. It lets the reader know how the problem

was solved or sometimes it couldn't be solved so the reader

knows how the main characters deal with that.

Note: some narratives also contain the elements of orientation, compilation,

resolution, and coda. Coda is an optional in a narrative text which is found

after the resolution. It is about what has been learnt by the character(s) as a

result of the experience they went through.

The Golden Snail

Once upon a time, there were a husband and wife named Raden Putra

and Dewi Limaran. They lived in a palace because Raden Putra's father was

the king of the kingdom.

One day, Dewi Limaran was walking around in the palace garden.

Suddenly, she saw a snail and threw it away into a river because it was ugly

and disgusting. She did not know that the snail was actually an old and

powerful witch that could transform herself into anything. The witch was

angry to Dewi Limaran and put a spell on her that changed her into a golden

snail. The witch then threw her away into the river.

The golden snail was drifting away in the river and got caught in a net.

An old woman who was fishing used her net to catch some fish. She was

surprised to see a golden snail in her net. She took it and brought it home.

When the old woman woke up in the morning, she was surprised that her

house was in better condition. The floor was mopped and she also had food

on the table. It happened again and again every morning, so she asked herself

who did this. Because she was very curious, she decided to stay up late. She

was peeping from her room to know who cooked for her. Then, she could not

56

Appendix 2

believe what she saw. The golden snail she caught in the river turned into a

beautiful woman. The old woman approached her and asked who she was.

Then, Dewi Limaran introduced herself and told the old woman that she was

cursed by the witch. She also explained her that she could change back as a

human only at night and the spell would be broken if she heard the melody

from the holy Gamelan.

The old woman then rushed to the palace. She talked to Prince Raden

Putra about her wife. He was so happy because he had been looking for his

wife everywhere but he found nothing. After that, he prayed, meditated, and

asked the God to give him the holy Gamelan because he wanted to break the

witch's spell. After several days praying and meditating, finally God granted

his wish. He immediately brought the holy Gamelan to the old woman's

house. He played it beautifully, and amazingly the golden snail turned into

the beautiful woman, Dewi Limaran. They were so happy that they could be

together again. They also thanked the old woman for her kindness. As a

return, they asked her to stay in the palace.

F. Metode Pembelajaran

Numbered Heads Together

G. Langkah – langkah Kegiatan

Kegiatan Pendahuluan (10 menit)

Guru mengucapkan salam dan menyapa peserta didik.

Guru menanyakan kabar peserta didik, membaca do’a serta

basmallah bersama sebelum memulai pembelajaran, dan mengabsen

peserta didik.

Guru memotivasi peserta didik secara kontekstual sesuai manfaat

dan aplikasi materi ajar dalam kehidupan sehari-hari.

Guru menjelaskan tujuan pembelajaran atau kompetensi dasar

yang akan dicapai oleh peserta didik.

Guru menyampaikan cakupan materi dan uraian kegiatan.

57

Appendix 2

Kegiatan Inti (60 menit)

Guru menjelaskan tentang narrative text secara keseluruhan.

Guru memberikan penjelasan singkat mengenai simple past tense yang

merupakan aspek kebahasaan teks naratif.

Guru membagi peserta didik kedalam 5 kelompok dengan cara

berhitung. Setiap peserta didik dalam kelompok memiliki nomor

masing-masing dari 1 sampai dengan 6.

Guru menjelaskan Numbered Heads Together kepada peserta didik.

Guru memberi peserta didik teks naratif berjudul The Golden Snail.

Peserta didik diberi waktu untuk membaca dan memahami teks naratif

tersebut.

Peserta didik mendiskusikan jawaban dari pertanyaan-pertanyaan yang

terdapat dalam worksheet terkait informasi yang berada di dalam teks.

Guru bertugas sebagai fasilitator dengan berkeliling untuk mengarahkan

dan membantu peserta didik apabila peserta didik mengalami kesulitan

dalam mengerjakan tugas.

Guru menyebut salah satu nomor dari 1 sampai 6 dengan menggunakan

kocokan kertas. Peserta didik dari tiap kelompok yang disebutkan

nomornya oleh guru diharuskan berdiri untuk menjawab pertanyaan

yang diberikan guru.

Peserta didik yang menjawab pertanyaan dengan cepat dan tepat akan

mendapatkan poin untuk kelompoknya. Kegiatan ini diulangi sampai

seluruh peserta didik dalam setiap kelompok mendapatkan kesempatan

menjawab pertanyaan.

Kegiatan Penutup (10 menit)

Guru memberikan kesempatan kepada peserta didik untuk bertanya bagi

yang belum memahami materi seputar teks naratif.

58

Appendix 2

Guru mengapresiasi peserta didik yang turut aktif dalam pembelajaran

dan memberikan motivasi kepada peserta didik yang kurang

berpartisipasi secara aktif.

Guru bersama-sama dengan peserta didik memberikan kesimpulan

umum mengenai materi teks naratif.

Guru menyampaikan informasi tentang rencana kegiatan pembelajaran

untuk pertemuan berikutnya.

Guru menutup kelas dengan membaca hamdallah.

H. Alat dan Sumber belajar

1. Media: Powerpoint

2. Alat: laptop, LCD, spidol

3. Sumber Pembelajaran: http://indonesianfolklore.blogspot.co.id/

I. Penilaian Hasil Belajar

a. Teknik: Tes tertulis

b. Bentuk: Membuat kartu ucapan dan kuis.

c. Instrumen:

Indikator Pencapaian

Kompetensi

Teknik

Penilaian

Bentuk

Instrumen Instrumen

1. Makna kata dari teks

narrative.

Tes tulis Essay - Find and write

down the

meaning of

unknown words

in the story!

2. Ciri kebahasaan

dalam teks naratif.

Tes tulis Essay - Find the verbs

in past tense

form from the

last paragraph!

3. Fungsi sosial teks

naratif.

Tes tulis Essay - Classify the

generic

structure of the

text above!

59

Appendix 2

Indikator Pencapaian

Kompetensi

Teknik

Penilaian

Bentuk

Instrumen Instrumen

4. Struktur teks naratif.

5. Gagasan utama teks

naratif.

6. Informasi rinci

terkait isi teks.

7. Moral value yang

terdapat dalam teks

naratif.

Tes tulis Essay

- Answer the

questions below

based on the

text

J. Pedoman Penilaian

No Uraian Skor

1 Jawaban isian benar 2

2 Jawaban isian salah/tidak menjawab 0

Tangerang Selatan, Mei 2016

Guru Peneliti

(Ummi Nurul Hasanah)

NIM. 1112014000022

60

Appendix 2

APPENDIX 2

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

KELAS EKSPERIMEN

Nama Sekolah : MTs Nur As-Syafi’iyah (Yaspina)

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII (Delapan)/2

Alokasi Waktu : 3 x 40 menit

Aspek/Skill : Membaca (Reading)

Pertemuan ke- : 3

A. Standar Kompetensi

11. Memahami makna dalam esei pendek sederhana berbentuk recount, dan

narrative untuk berinteraksi dengan lingkungan sekitar.

B. Kompetensi Dasar

11.1 Membaca nyaring bermakna teks fungsional dan esei pendek sederhana

berbentuk recount dan narrative dengan ucapan, tekanan dan intonasi

yang berterima yang berkaitan dengan lingkungan sekitar.

11.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara

akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar.

11.3 Merespon makna dan langkah retorika dalam esei pendek sederhana

secara akurat, lancer dan berterima yang berkaitan dengan lingkungan

sekitar dalam teks berbentuk recount dan narrative.

C. Indikator

1. Mengidentifikasi fungsi sosial teks naratif dari sebuah cerita.

2. Mengidentifikasi berbagai informasi rinci seperti tokoh, setting,

problem, dan solusi dalam teks naratif.

3. Menentukkan struktur teks naratif dari sebuah cerita.

4. Menyebutkan ciri kebahasaan dalam teks naratif.

5. Menyebutkan makna kata dari teks narratif.

6. Menyebutkan gagasan utama suatu paragraf dari teks naratif.

7. Mengemukakan moral value yang terdapat dalam teks naratif.

61

Appendix 2

D. Tujuan Pembelajaran

Pada akhir pembelajaran:

1. Peserta didik dapat mengidentifikasi ciri kebahasaan dari teks naratif.

2. Peserta didik dapat menyebutkan gagasan utama dalam teks naratif.

3. Peserta didik dapat memahami teks berbentuk naratif.

4. Peserta didik dapat menjawab pertanyaan-pertanyaan seputar teks yang

diberikan.

5. Peserta didik dapat mengemukakan moral value yang terdapat dalam

teks naratif.

Karakter peserta didik yang diharapkan:

Dapat dipercaya (trustworthiness)

Rasa hormat dan perhatian (respect)

Tekun (diligence)

Tanggung jawab (responsibility)

Berani (courage)

E. Materi Pembelajaran

Narrative is a text that contains a story (fiction or non-fiction). The main

purpose is to entertain or amuse a reader. The story itself contains moral values or

teaches the reader a lesson. There are several types of narrative text such as

legends, fairy tales, myths, fables, adventures and mysteries. Narrative text

usually uses past tense except when there is dialogue it should be in present. It is

made up of three main structural components they are orientation, complication,

resolution. Here’s the explanation:

Orientation : characters are introduced and clues are set in place for the coming

complication. It lets the reader know what the story is going to be

about.

Complication : tells the reader the beginning of the problems which leads to the

climax of the main participants. This is where a problem or

complication occurs that affects the setting, time or characters.

Resolution : this is where the problem is resolved either in a happy ending or

in a sad ending. It lets the reader know how the problem was

62

Appendix 2

solved or sometimes it couldn't be solved so the reader knows

how the main characters deal with that.

Note: some narratives also contain the elements of orientation, compilation,

resolution, and coda. Coda is an optional in a narrative text which is found after

the resolution. It is about what has been learnt by the character(s) as a result of the

experience they went through.

The Legend of Lutung Kasarung

Long time ago, there was a king named Prabu Tapa Agung. Prabu Tapa

Agung was an old king. He had two daughters, Purbararang and Purbasari.

Prabu Tapa Agung planned to retire as a king. He wanted Purbasari to replace

him as the leader of the kingdom. Hearing this, Purbararang was angry.

"You cannot ask her to be the queen, Father. I'm older than she is. It's

supposed to be me, not her!" said Purbararang. But the king still chose

Purbasari to be the next queen.

Purbararang then set a bad plan with her fiance, Indrajaya. They went to

a witch together and asked her to put a spell on Purbasari. Later, Purbasari had a

bad skin. There were black dots all over her body.

"You are not as beautiful as I am. You cannot be the queen. Instead, you

have to leave this palace and stay in a jungle," said Purbararang.

Purbasari was very sad. Now she had to stay in the jungle. She spent her

time everyday playing with some animals there. There was one monkey that

always tried to cheer her up. It was not just an ordinary monkey, he had magical

power. And he also could talk with humans. The monkey's name was Lutung

Kasarung. He was actually a God. His name was Sanghyang Gurumina. Lutung

Kasarung planned to help Purbasari. He made a small lake and asked her to take

a bath there. Amazingly, her bad skin was cured. Now she got her beautiful skin

back.

After that, she asked Lutung Kasarung to accompany her to go back to

the palace. Purbararang was very shocked. She knew she had to come up with

another bad idea. She then said,

63

Appendix 2

"Those who have longer hair will be the queen." The king then

measured his daughters' hair. Purbasari had longer hair. But Purbararang did not

give up.

"A queen must have a handsome husband. If my fiance is more

handsome than yours, then I will be the queen," said Purbararang.

Purbasari was sad. She knew Purbararang's fiance, Indrajaya, was

handsome. And she did not have a fiance yet. "Here is my fiancé, Indrajaya.

Where is yours?" asked Purbararang. Lutung Kasarung came forward.

Purbararang was laughing very hard.

"Your fiance is a monkey, ha ha ha."

Suddenly, Lutung Kasarung changed into a very a handsome man. He

was even more handsome than Indrajaya. Purbasari then became the queen. She

forgave Purbararang and her fiance and let them stay in the palace.

F. Metode Pembelajaran

Numbered Heads Together

G. Langkah – langkah Kegiatan

Kegiatan Pendahuluan (10 menit)

Guru mengucapkan salam dan menyapa peserta didik.

Guru menanyakan kabar peserta didik, membaca do’a serta basmallah

bersama sebelum memulai pembelajaran, dan mengabsen peserta didik.

Guru memberi motivasi belajar peserta didik secara kontekstual sesuai

manfaat dan aplikasi materi ajar dalam kehidupan sehari-hari.

Guru menjelaskan tujuan pembelajaran atau kompetensi dasar yang

akan dicapai oleh peserta didik.

Kegiatan Inti (100 menit)

Guru meminta peserta didik untuk berkumpul ke dalam kelompok mereka

seperti pada pertemuan sebelumnya.

Guru memberikan potongan-potongan teks naratif kepada masing-masing

kelompok.

64

Appendix 2

Peserta didik diminta untuk menyusun potongan teks yang masih acak

tersebut dan mengidentifikasikan generic structure, language feature dan

moral value yang terdapat dalam cerita.

Guru bertugas sebagai fasilitator dengan berkeliling untuk mengarahkan

dan membantu peserta didik apabila peserta didik mengalami kesulitan

dalam mengerjakan tugas.

Setiap kelompok diminta untuk mengoreksi susunan cerita dan hasil

identifikasi cerita dari grup lain.

Setelah itu, peserta didik mendiskusikan jawaban dari pertanyaan-

pertanyaan yang terdapat dalam worksheet terkait informasi yang berada di

dalam teks.

Guru menyebut salah satu nomor dari 1 sampai 6 dengan menggunakan

kocokan kertas. Peserta didik dari tiap kelompok yang disebutkan

nomornya oleh guru diharuskan berdiri untuk menjawab pertanyaan yang

diberikan guru.

Peserta didik yang menjawab pertanyaan dengan cepat dan tepat akan

mendapatkan poin untuk kelompoknya. Kegiatan ini diulangi sampai

seluruh peserta didik dalam setiap kelompok mendapatkan kesempatan

menjawab pertanyaan.

Kegiatan Penutup (10 menit)

Guru memberikan kesempatan kepada peserta didik untuk bertanya bagi

yang belum memahami materi seputar teks naratif.

Guru mengapresiasi peserta didik yang turut aktif dalam pembelajaran dan

memberikan motivasi kepada peserta didik yang kurang berpartisipasi

secara aktif.

Guru bersama-sama dengan peserta didik memberikan kesimpulan umum

mengenai materi teks naratif.

Guru menutup pembelajaran dengan mengucapkan hamdallah.

H. Alat dan Sumber belajar

1. Media: Powerpoint

65

Appendix 2

2. Alat: Laptop, LCD, spidol

3. Sumber Pembelajaran: http://indonesianfolklore.blogspot.co.id/

I. Penilaian Hasil Belajar

a. Teknik: Tes tertulis

b. Bentuk: Membuat kartu ucapan dan kuis.

c. Instrumen:

Indikator Pencapaian

Kompetensi

Teknik

Penilaian

Bentuk

Instrumen Instrumen

1. Fungsi sosial teks

naratif.

2. Struktur teks

naratif.

3. Ciri kebahasaan

dalam teks naratif.

4. Makna kata dari

teks narrative.

5. Gagasan utama

teks naratif.

6. Informasi rinci

terkait isi teks.

7. Moral value yang

terdapat dalam teks

naratif.

Tes tulis - Jumble

paragraph

- Essay

- PG

- Arrange the

paragraph into a

good story and

identify the generic

structure and

language feature of

the text, then write

down the moral

value of the story

below!

- Choose the best

answer based on

the text!

J. Pedoman Penilaian

No Uraian Skor

1 Jawaban isian benar 1

2 Jawaban isian salah/tidak menjawab 0

Tangerang Selatan, Desember 2016

Guru Peneliti

(Ummi Nurul Hasanah)

NIM. 1112014000022

66

Appendix 3

APPENDIX 3

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

KELAS KONTROL

Nama Sekolah : MTs Nur As-Syafi’iyah (Yaspina)

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII (Delapan)/2

Alokasi Waktu : 3 x 40 menit

Aspek/Skill : Membaca (Reading)

Pertemuan ke- : 1-2

A. Standar Kompetensi

11. Memahami makna dalam esei pendek sederhana berbentuk recount, dan

narrative untuk berinteraksi dengan lingkungan sekitar.

B. Kompetensi Dasar

11.1 Membaca nyaring bermakna teks fungsional dan esei pendek sederhana

berbentuk recount dan narrative dengan ucapan, tekanan dan intonasi

yang berterima yang berkaitan dengan lingkungan sekitar.

11.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara

akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar.

11.3 Merespon makna dan langkah retorika dalam esei pendek sederhana

secara akurat, lancer dan berterima yang berkaitan dengan lingkungan

sekitar dalam teks berbentuk recount dan narrative.

C. Indikator

1. Mengidentifikasi fungsi sosial teks naratif dari sebuah cerita.

2. Mengidentifikasi berbagai informasi rinci seperti tokoh, setting,

problem, dan solusi dalam teks naratif.

3. Menentukkan struktur teks naratif dari sebuah cerita.

4. Menyebutkan ciri kebahasaan dalam teks naratif.

5. Menyebutkan makna kata dari teks narratif.

6. Menyebutkan gagasan utama suatu paragraf dari teks naratif.

7. Mengemukakan moral value yang terdapat dalam teks naratif.

67

Appendix 3

D. Tujuan Pembelajaran

Pada akhir pembelajaran:

1. Peserta didik dapat mengidentifikasi ciri kebahasaan dari teks naratif.

2. Peserta didik dapat menyebutkan gagasan utama dalam teks naratif.

3. Peserta didik dapat memahami teks berbentuk naratif.

4. Peserta didik dapat menjawab pertanyaan-pertanyaan seputar teks yang

diberikan.

5. Peserta didik dapat mengemukakan moral value yang terdapat dalam

teks naratif.

Karakter peserta didik yang diharapkan:

Dapat dipercaya (trustworthiness)

Rasa hormat dan perhatian (respect)

Tekun (diligence)

Tanggung jawab (responsibility)

Berani (courage)

E. Materi Pembelajaran

Narrative is a text that contains a story (fiction or non-fiction). The main

purpose is to entertain or amuse a reader. The story itself contains moral values or

teaches the reader a lesson. There are several types of narrative text such as

legends, fairy tales, myths, fables, adventures and mysteries. Narrative text

usually uses past tense except when there is dialogue it should be in present. It is

made up of three main structural components they are orientation, complication,

resolution. Here’s the explanation:

Orientation : characters are introduced and clues are set in place for the coming

complication. It lets the reader know what the story is going to be

about.

Complication : tells the reader the beginning of the problems which leads to the

climax of the main participants. This is where a problem or

complication occurs that affects the setting, time or characters.

Resolution : this is where the problem is resolved either in a happy ending or

in a sad ending. It lets the reader know how the problem was

68

Appendix 3

solved or sometimes it couldn't be solved so the reader knows

how the main characters deal with that.

Note: some narratives also contain the elements of orientation, compilation,

resolution, and coda. Coda is an optional in a narrative text which is found after

the resolution. It is about what has been learnt by the character(s) as a result of the

experience they went through.

The Golden Snail

Once upon a time, there were a husband and wife named Raden Putra

and Dewi Limaran. They lived in a palace because Raden Putra's father was the

king of the kingdom.

One day, Dewi Limaran was walking around in the palace garden.

Suddenly, she saw a snail and threw it away into a river because it was ugly and

disgusting. She did not know that the snail was actually an old and powerful

witch that could transform herself into anything. The witch was angry to Dewi

Limaran and put a spell on her that changed her into a golden snail. The witch

then threw her away into the river.

The golden snail was drifting away in the river and got caught in a net.

An old woman who was fishing used her net to catch some fish. She was

surprised to see a golden snail in her net. She took it and brought it home. When

the old woman woke up in the morning, she was surprised that her house was in

better condition. The floor was mopped and she also had food on the table. It

happened again and again every morning, so she asked herself who did this.

Because she was very curious, she decided to stay up late. She was peeping from

her room to know who cooked for her. Then, she could not believe what she

saw. The golden snail she caught in the river turned into a beautiful woman. The

old woman approached her and asked who she was. Then, Dewi Limaran

introduced herself and told the old woman that she was cursed by the witch. She

also explained her that she could change back as a human only at night and the

spell would be broken if she heard the melody from the holy Gamelan.

The old woman then rushed to the palace. She talked to Prince Raden

Putra about her wife. He was so happy because he had been looking for his wife

69

Appendix 3

everywhere but he found nothing. After that, he prayed, meditated, and asked the

God to give him the holy Gamelan because he wanted to break the witch's spell.

After several days praying and meditating, finally God granted his wish. He

immediately brought the holy Gamelan to the old woman's house. He played it

beautifully, and amazingly the golden snail turned into the beautiful woman,

Dewi Limaran. They were so happy that they could be together again. They also

thanked the old woman for her kindness. As a return, they asked her to stay in

the palace.

F. Metode Pembelajaran

Numbered Heads Together

G. Langkah – langkah Kegiatan

Kegiatan Pendahuluan (10 menit)

Guru mengucapkan salam dan menyapa peserta didik.

Guru menanyakan kabar peserta didik, membaca do’a serta basmallah

bersama sebelum memulai pembelajaran, dan mengabsen peserta didik.

Guru memotivasi peserta didik secara kontekstual sesuai manfaat dan

aplikasi materi ajar dalam kehidupan sehari-hari.

Guru menjelaskan tujuan pembelajaran atau kompetensi dasar yang

akan dicapai oleh peserta didik.

Guru menyampaikan cakupan materi dan uraian kegiatan.

Kegiatan Inti (100 menit)

Guru menyajikan beberapa contoh teks naratif dan meminta peserta didik

untuk untuk menceritakannya, serta menyebutkan contoh-contoh cerita

lainnya.

Guru menunjukkan slide power point mengenai contoh teks naratif.

Guru meminta siswa untuk membaca teks naratif tersebut.

Guru menjelaskan tentang narrative text secara keseluruhan.

Peserta didik diminta untuk menemukan generic structure dan language

feature yang terdapat dalam teks.

70

Appendix 3

Guru membimbing peserta didik untuk memahami dan mendiskusikan

contoh yang telah disajikan.

Peserta didik menjawab pertanyaan-pertanyaan yang terdapat dalam

worksheet terkait informasi yang berada di dalam teks.

Guru meminta peserta didik secara bergantian menulis jawaban mereka di

papan tulis.

Guru bersama-sama peserta didik mengoreksi jawaban tersebut.

Kegiatan Penutup (10 menit)

Guru memberikan kesempatan kepada peserta didik untuk bertanya bagi

yang belum memahami materi seputar teks naratif.

Guru mengapresiasi peserta didik yang turut aktif dalam pembelajaran dan

memberikan motivasi kepada peserta didik yang kurang berpartisipasi

secara aktif.

Guru bersama-sama dengan peserta didik memberikan kesimpulan umum

mengenai materi teks naratif.

Guru menyampaikan informasi tentang rencana kegiatan pembelajaran

untuk pertemuan berikutnya.

Guru menutup kelas dengan membaca hamdallah.

H. Alat dan Sumber belajar

1. Media: Powerpoint

2. Alat: laptop, LCD, spidol

3. Sumber Pembelajaran: http://indonesianfolklore.blogspot.co.id/

I. Penilaian Hasil Belajar

a. Teknik: Tes tertulis

b. Bentuk: Membuat kartu ucapan dan kuis.

c. Instrumen:

71

Appendix 3

Indikator Pencapaian

Kompetensi

Teknik

Penilaian

Bentuk

Instrumen Instrumen

1. Makna kata dari teks

narrative.

Tes tulis Essay - Find and write

down the

meaning of

unknown words

in the story!

2. Ciri kebahasaan dalam

teks naratif.

Tes tulis Essay - Find the verbs in

past tense form

from the last

paragraph!

3. Fungsi sosial teks

naratif.

Tes tulis Essay - Classify the

generic structure

of the text above!

4. Struktur teks naratif.

5. Gagasan utama teks

naratif.

6. Informasi rinci terkait

isi teks.

7. Moral value yang

terdapat dalam teks

naratif.

Tes tulis Essay

- Answer the

questions below

based on the text.

J. Pedoman Penilaian

No Uraian Skor

1 Jawaban isian benar 2

2 Jawaban isian salah/tidak menjawab 0

Tangerang Selatan, November 2016

Guru Peneliti

(Ummi Nurul Hasanah)

NIM. 1112014000022

72

Appendix 3

APPENDIX 3

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

KELAS KONTROL

Nama Sekolah : MTs Nur As-Syafi’iyah (Yaspina)

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII (Delapan)/2

Alokasi Waktu : 3 x 40 menit

Aspek/Skill : Membaca (Reading)

Pertemuan ke- : 3

A. Standar Kompetensi

11. Memahami makna dalam esei pendek sederhana berbentuk recount, dan

narrative untuk berinteraksi dengan lingkungan sekitar.

B. Kompetensi Dasar

11.1 Membaca nyaring bermakna teks fungsional dan esei pendek sederhana

berbentuk recount dan narrative dengan ucapan, tekanan dan intonasi

yang berterima yang berkaitan dengan lingkungan sekitar.

11.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara

akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar.

11.3 Merespon makna dan langkah retorika dalam esei pendek sederhana

secara akurat, lancer dan berterima yang berkaitan dengan lingkungan

sekitar dalam teks berbentuk recount dan narrative.

C. Indikator

1. Mengidentifikasi fungsi sosial teks naratif dari sebuah cerita.

2. Mengidentifikasi berbagai informasi rinci seperti tokoh, setting,

problem, dan solusi dalam teks naratif.

3. Menentukkan struktur teks naratif dari sebuah cerita.

4. Menyebutkan ciri kebahasaan dalam teks naratif.

5. Menyebutkan makna kata dari teks narratif.

6. Menyebutkan gagasan utama suatu paragraf dari teks naratif.

7. Mengemukakan moral value yang terdapat dalam teks naratif.

73

Appendix 3

D. Tujuan Pembelajaran

Pada akhir pembelajaran:

1. Peserta didik dapat mengidentifikasi ciri kebahasaan dari teks naratif.

2. Peserta didik dapat menyebutkan gagasan utama dalam teks naratif.

3. Peserta didik dapat memahami teks berbentuk naratif.

4. Peserta didik dapat menjawab pertanyaan-pertanyaan seputar teks yang

diberikan.

5. Peserta didik dapat mengemukakan moral value yang terdapat dalam

teks naratif.

Karakter peserta didik yang diharapkan:

Dapat dipercaya (trustworthiness)

Rasa hormat dan perhatian (respect)

Tekun (diligence)

Tanggung jawab (responsibility)

Berani (courage)

E. Materi Pembelajaran

Narrative is a text that contains a story (fiction or non-fiction). The main

purpose is to entertain or amuse a reader. The story itself contains moral values or

teaches the reader a lesson. There are several types of narrative text such as

legends, fairy tales, myths, fables, adventures and mysteries. Narrative text

usually uses past tense except when there is dialogue it should be in present. It is

made up of three main structural components they are orientation, complication,

resolution. Here’s the explanation:

Orientation : characters are introduced and clues are set in place for the coming

complication. It lets the reader know what the story is going to be

about.

Complication : tells the reader the beginning of the problems which leads to the

climax of the main participants. This is where a problem or

complication occurs that affects the setting, time or characters.

Resolution : this is where the problem is resolved either in a happy ending or

in a sad ending. It lets the reader know how the problem was

74

Appendix 3

solved or sometimes it couldn't be solved so the reader knows

how the main characters deal with that.

Note: some narratives also contain the elements of orientation, compilation,

resolution, and coda. Coda is an optional in a narrative text which is found after

the resolution. It is about what has been learnt by the character(s) as a result of the

experience they went through.

The Legend of Lutung Kasarung

Long time ago, there was a king named Prabu Tapa Agung. Prabu Tapa

Agung was an old king. He had two daughters, Purbararang and Purbasari.

Prabu Tapa Agung planned to retire as a king. He wanted Purbasari to replace

him as the leader of the kingdom. Hearing this, Purbararang was angry.

"You cannot ask her to be the queen, Father. I'm older than she is. It's

supposed to be me, not her!" said Purbararang. But the king still chose

Purbasari to be the next queen.

Purbararang then set a bad plan with her fiance, Indrajaya. They went to

a witch together and asked her to put a spell on Purbasari. Later, Purbasari had a

bad skin. There were black dots all over her body.

"You are not as beautiful as I am. You cannot be the queen. Instead, you

have to leave this palace and stay in a jungle," said Purbararang.

Purbasari was very sad. Now she had to stay in the jungle. She spent her

time everyday playing with some animals there. There was one monkey that

always tried to cheer her up. It was not just an ordinary monkey, he had magical

power. And he also could talk with humans. The monkey's name was Lutung

Kasarung. He was actually a God. His name was Sanghyang Gurumina. Lutung

Kasarung planned to help Purbasari. He made a small lake and asked her to take

a bath there. Amazingly, her bad skin was cured. Now she got her beautiful skin

back.

After that, she asked Lutung Kasarung to accompany her to go back to

the palace. Purbararang was very shocked. She knew she had to come up with

another bad idea. She then said,

75

Appendix 3

"Those who have longer hair will be the queen." The king then

measured his daughters' hair. Purbasari had longer hair. But Purbararang did not

give up.

"A queen must have a handsome husband. If my fiance is more

handsome than yours, then I will be the queen," said Purbararang.

Purbasari was sad. She knew Purbararang's fiance, Indrajaya, was

handsome. And she did not have a fiance yet. "Here is my fiancé, Indrajaya.

Where is yours?" asked Purbararang. Lutung Kasarung came forward.

Purbararang was laughing very hard.

"Your fiance is a monkey, ha ha ha."

Suddenly, Lutung Kasarung changed into a very a handsome man. He

was even more handsome than Indrajaya. Purbasari then became the queen. She

forgave Purbararang and her fiance and let them stay in the palace.

F. Metode Pembelajaran

Numbered Heads Together

G. Langkah – langkah Kegiatan

Kegiatan Pendahuluan (10 menit)

Guru mengucapkan salam dan menyapa peserta didik.

Guru menanyakan kabar peserta didik, membaca do’a serta basmallah

bersama sebelum memulai pembelajaran, dan mengabsen peserta didik.

Guru memotivasi peserta didik secara kontekstual sesuai manfaat dan

aplikasi materi ajar dalam kehidupan sehari-hari.

Guru menjelaskan tujuan pembelajaran atau kompetensi dasar yang

akan dicapai oleh peserta didik.

Guru menyampaikan cakupan materi dan uraian kegiatan.

Kegiatan Inti (100 menit)

Guru menyajikan beberapa contoh teks naratif dan meminta peserta didik

untuk untuk menceritakannya, serta menyebutkan contoh lainnya.

Guru menunjukkan slide power point mengenai contoh teks naratif.

Guru meminta siswa untuk membaca teks naratif tersebut.

76

Appendix 3

Guru menjelaskan tentang narrative text secara keseluruhan.

Peserta didik diminta untuk menemukan generic structure dan language

feature yang terdapat dalam teks.

Guru membimbing peserta didik untuk memahami dan mendiskusikan

contoh yang telah disajikan.

Peserta didik menjawab pertanyaan-pertanyaan yang terdapat dalam

worksheet terkait informasi yang berada di dalam teks.

Guru meminta peserta didik secara bergantian menulis jawaban mereka di

papan tulis.

Guru bersama-sama peserta didik mengoreksi jawaban tersebut.

Kegiatan Penutup (10 menit)

Guru memberikan kesempatan kepada peserta didik untuk bertanya bagi

yang belum memahami materi seputar teks naratif.

Guru mengapresiasi peserta didik yang turut aktif dalam pembelajaran dan

memberikan motivasi kepada peserta didik yang kurang berpartisipasi

secara aktif.

Guru bersama-sama dengan peserta didik memberikan kesimpulan umum

mengenai materi teks naratif.

Guru menutup pembelajaran dengan mengucapkan hamdallah.

H. Alat dan Sumber belajar

1. Media: Powerpoint

2. Alat: Laptop, LCD, spidol

3. Sumber Pembelajaran: http://indonesianfolklore.blogspot.co.id/

I. Penilaian Hasil Belajar

a. Teknik: Tes tertulis

b. Bentuk: Membuat kartu ucapan dan kuis.

c. Instrumen:

77

Appendix 3

Indikator Pencapaian

Kompetensi

Teknik

Penilaian

Bentuk

Instrumen Instrumen

1. Fungsi sosial teks

naratif.

2. Struktur teks

naratif.

3. Ciri kebahasaan

dalam teks naratif.

4. Makna kata dari

teks narrative.

5. Gagasan utama

teks naratif.

6. Informasi rinci

terkait isi teks.

7. Moral value yang

terdapat dalam teks

naratif.

Tes tulis - Jumble

paragraph

- Essay

- PG

- Arrange the

paragraph into a

good story and

identify the generic

structure and

language feature of

the text, then write

down the moral

value of the story

below!

- Choose the best

answer based on

the text!

J. Pedoman Penilaian

No Uraian Skor

1 Jawaban isian benar 1

2 Jawaban isian salah/tidak menjawab 0

Tangerang Selatan, Desember 2016

Guru Peneliti

(Ummi Nurul Hasanah)

NIM. 1112014000022

78

Appendix 4

APPENDIX 4

Worksheet 1

Read the text!

The Golden Snail

Once upon a time, there were a husband and wife named Raden Putra and

Dewi Limaran. They lived in a palace because Raden Putra's father was the king

of the kingdom.

One day, Dewi Limaran was walking around in the palace garden.

Suddenly, she saw a snail and threw it away into a river because it was ugly and

disgusting. She did not know that the snail was actually an old and powerful witch

that could transform herself into anything. The witch was angry to Dewi Limaran

and put a spell on her that changed her into a golden snail. The witch then threw

her away into the river.

The golden snail was drifting away in the river and got caught in a net. An

old woman who was fishing used her net to catch some fish. She was surprised to

see a golden snail in her net. She took it and brought it home. When the old

woman woke up in the morning, she was surprised that her house was in better

condition. The floor was mopped and she also had food on the table. It happened

again and again every morning, so she asked herself who did this. Because she

was very curious, she decided to stay up late. She was peeping from her room to

know who cooked for her. Then, she could not believe what she saw. The golden

snail she caught in the river turned into a beautiful woman. The old woman

approached her and asked who she was. Then, Dewi Limaran introduced herself

and told the old woman that she was cursed by the witch. She also explained her

that she could change back as a human only at night and the spell would be

broken if she heard the melody from the holy Gamelan.

The old woman then rushed to the palace. She talked to Prince Raden

Putra about her wife. He was so happy because he had been looking for his wife

everywhere but he found nothing. After that, he prayed, meditated, and asked the

God to give him the holy Gamelan because he wanted to break the witch's spell.

After several days praying and meditating, finally God granted his wish. He

79

Appendix 4

immediately brought the holy Gamelan to the old woman's house. He played it

beautifully, and amazingly the golden snail turned into the beautiful woman, Dewi

Limaran. They were so happy that they could be together again. They also

thanked the old woman for her kindness. As a return, they asked her to stay in the

palace.

Answer the questions below!

A. Find and write down the meaning of unknown words in the story!

B. Find and write down the simple past tense from the last paragraph!

C. Classify the generic structure of the text above!

In what paragraphs do you find:

Orientation

Complication

Resolution

Coda (optional)

80

Appendix 4

D. Answer the questions below based on the story above

1. What is the topic of the story?

2. Where did the story take place?

3. Who was Dewi Limaran?

4. What did the witch do to Dewi Limaran?

5. Why did Dewi Limaran turn into a golden snail?

6. How did Dewi Limaran end up on the old woman’s house?

7. What did the old woman see after she peeped from the outside of her

hut?

8. When did Dewi Limaran turn back into a human?

9. What did Dewi Limaran have to do to break the spell of the witch?

10. How did Prince Raden Putra meet her wife again?

11. What did Prince Raden Putra do to get the holy Gamelan?

12. What did Prince Raden Putra do when he went to the old woman’s

house?

13. What did Prince Raden Putra and Dewi Limaran do to repay the old

woman’s kindness?

14. What is the purpose of the story above?

15. What is the moral value of the story?

81

Appendix 5

APPENDIX 5

Worksheet 2

Arrange the paragraph into a good story and identify the generic structure and

language feature of the text, then write down the moral value of the story below!

The Legend of Lutung Kasarung

Long time ago, there was a king named Prabu Tapa Agung. Prabu Tapa

Agung was an old king. He had two daughters, Purbararang and Purbasari. Prabu

Tapa Agung planned to retire as a king. He wanted Purbasari to replace him as the

leader of the kingdom. Hearing this, Purbararang was angry.

"You cannot ask her to be the queen, Father. I'm older than she is. It's

supposed to be me, not her!" said Purbararang. But the king still chose Purbasari

to be the next queen.

Purbararang then set a bad plan with her fiance, Indrajaya. They went to

a witch together and asked her to put a spell on Purbasari. Later, Purbasari had a

bad skin. There were black dots all over her body.

"You are not as beautiful as I am. You cannot be the queen. Instead, you

have to leave this palace and stay in a jungle," said Purbararang.

Purbasari was very sad. Now she had to stay in the jungle. She spent her

time everyday playing with some animals there. There was one monkey that

always tried to cheer her up. It was not just an ordinary monkey, he had magical

power. And he also could talk with humans. The monkey's name was Lutung

Kasarung. He was actually a God. His name was Sanghyang Gurumina. Lutung

Kasarung planned to help Purbasari. He made a small lake and asked her to take a

bath there. Amazingly, her bad skin was cured. Now she got her beautiful skin

back.

82

Appendix 5

After that, she asked Lutung Kasarung to accompany her to go back to the

palace. Purbararang was very shocked. She knew she had to come up with another

bad idea. She then said, "Those who have longer hair will be the queen."

The king then measured his daughters' hair. Purbasari had longer hair. But

Purbararang did not give up. "A queen must have a handsome husband. If my

fiance is more handsome than yours, then I will be the queen," said Purbararang.

Purbasari was sad. She knew Purbararang's fiance, Indrajaya, was

handsome. And she did not have a fiance yet. "Here is my fiancé, Indrajaya.

Where is yours?" asked Purbararang. Lutung Kasarung came forward.

Purbararang was laughing very hard. "Your fiance is a monkey, ha ha ha."

Suddenly, Lutung Kasarung changed into a very a handsome man. He was

even more handsome than Indrajaya. Purbasari then became the queen. She

forgave Purbararang and her fiance and let them stay in the palace

Choose the best answer based on the text above!

1. What is the main topic of the text?

a. Purbararang and Purbasari

b. Purbasari and King Prabu Tapa Agung

c. King Prabu Tapa Agung and his daughters

d. Purbasari and Lutung Kasarung

2. Who is Purbararang?

a. Purbasari’s aunt c. Prabu Tapa Agung’s wife

b. Purbasari’s sister d. Purbasari’s step mother

3. What did Purbararang do to prevent Purbasari to become a queen?

a. She put evil spells on Purbasari

b. She tried to kill Purbasari

c. She isolated Purbasari

d. She sent Purbasari to a cave

4. Why did Purbararang ask Purbasari to leave the palace?

83

Appendix 5

a. Purbasari was more beautiful than her

b. Purbararang hated Purbasari

c. Purbasari was a betrayer

d. Purbasari wanted to cherish the king

5. What kind of spell did Purbasari get?

a. Purbasari turned out to be a stone

b. Purbasari changed into a monkey

c. Purbasari had a severe skin disease

d. Purbasari got itchy in her whole body

6. Which of these following statements is incorrect based on the text?

a. Purbasari had a longer hair than Purbararang’s

b. Lutung Kasarung helped Purbasari to cure her skin disease

c. King Prabu Tapa Agung chose Purbararang to be a queen

d. Purbararang always got jealous of Purbasari

7. What is the type of the text?

a. Fable c. Folklore

b. Myth d. Legend

8. What was the third requirement Purbararang gave to Purbasari to become a

queen?

a. A queen must have a handsome husband

b. A queen must be kind

c. A queen must have a long hair

d. A queen must be beautiful

9. From the text above, what characteristics did Purbasari have?

a. Kind and patient c. Patient and vicious

b. Arrogant and forgiving d. Mean and envious

10. “... and asked her to put a spell on Purbasari.” (Paragraph 1, line 7). What

does the underlined word refer to?

a. Indrajaya c. Purbasari

b. Purbararang d. A witch

84

Appendix 5

11. How many requirement(s) did Purbararang give to Purbasari to be a queen?

a. Two c. Four

b. Three d. Five

12. How did Purbasari recover from her severe skin disease?

a. Purbasari took a shower in a magical lake

b. Purbasari prayed to God

c. Lutung Kasarung made a medicine for Purbasari

d. Lutung Kasarung took Purbasari to a traditional healer

13. Which statement is true about Lutung Kasarung?

a. Lutung Kasarung was Purbararang’s fiancé

b. Lutung Kasarung always delighted Purbararang

c. Lutung Kasarung was a god named Sanghyang Gurumina

d. Lutung Kasarung lived in a cave near by the jungle

14. What is the main idea of the last paragraph?

a. Purbararang realized her mistakes to Purbasari

b. Purbararang showed her handsome fiancé

c. Purbasari’s astonishment at Lutung Kasarung

d. Lutung Kasarung changed into a very handsome man

15. What is the moral value from this story?

a. Never judge a person by their appearance

b. Don’t be stingy because we need another people

c. Never look back to the past and regret it

d. Don’t be envious of another person’s happiness

85

Appendix 6

APPENDIX 6

BLUE PRINT OF THE INSTRUMENT

PRE-TEST AND POST-TEST

Nama Sekolah : MTs Nur Asy-Syafi’iyah (Yaspina)

Kelas : 8

Mata Pelajaran : Bahasa Inggris

Kurikulum : KTSP

STANDAR

KOMPETENSI KOMPETENSI DASAR INDIKATOR

INDIKATOR

SOAL

JENIS

SOAL

NOMOR

SOAL

NOMOR

SOAL

11. Memahami

makna dalam

esei pendek

sederhana

berbentuk

recount, dan

narrative untuk

berinteraksi

dengan

lingkungan

sekitar.

11.1 Membaca nyaring

bermakna teks

fungsional dan esei

pendek sederhana

berbentuk recount

dan narrative dengan

ucapan, tekanan dan

intonasi yang

berterima yang

berkaitan dengan

lingkungan sekitar.

11.2 Merespon makna

1. Mengidentifikasi

fungsi sosial teks teks

naratif dari sebuah

cerita.

2. Mengidentifikasi

berbagai informasi

rinci seperti tokoh,

setting, problem, dan

solusi dalam teks

naratif.

3. Menentukkan struktur

teks naratif dari

Fungsi sosial

teks

PG

7 9, 19

Informasi

spesifik

1, 2, 3, 5,

9

1, 3, 6, 10,

11, 18

Struktur teks 8, 16, 18 7, 8, 12

Ciri

kebahasaan 12, 6 13

Gagasan utama 10, 17, 19 2, 16

Moral value 11, 15, 20 17, 20

Makna kata 4, 13, 14 4, 5, 14,

15

86

Appendix 6

dalam teks tulis

fungsional pendek

sederhana secara

akurat, lancar dan

berterima yang

berkaitan dengan

lingkungan sekitar.

11.3 Merespon makna

dan langkah retorika

dalam esei pendek

sederhana secara

akurat, lancer dan

berterima yang

berkaitan dengan

lingkungan sekitar

dalam teks

berbentuk recount

dan narrative.

sebuah cerita.

4. Menyebutkan ciri

kebahasaan dalam

teks naratif.

5. Menyebutkan makna

kata dari teks narratif.

6. Menyebutkan gagasan

utama suatu paragraf

dari teks naratif.

7. Mengemukakan

moral value yang

terdapat dalam teks

naratif.

87

Appendix 7

APPENDIX 7

PRE-TEST

Name : Date :

Class :

Read the text carefully, then choose the correct answer by crossing the a, b, c

or d on your answer sheet!

Read the text below to answer the questions number 1—6

The Lion and the Mouse

Once when a Lion was asleep a little Mouse began running up and down

on his face; this soon wakened the Lion, who placed his huge paw upon him, 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 but I may be able to do

you a turn someday?" The Lion was so tickled at the idea of the Mouse being able

to help him that he lifted up his paw and let him go.

Sometime after the Lion was caught in a net, and the hunters who desired

to carry him alive to the King, tied him to a tree while they went in search of a

wagon to carry him on. Just then the little Mouse happened to pass by, and seeing

the Lion in the net she went up to him and soon gnawed away the ropes that

bound the King of the Beasts, and then she said, "Was I not right?"

1. What problem did the little mouse have?

a. The little mouse was trapped in a net

b. The lion caught her

c. The little mouse was caught by hunters

d. The lion didn’t have food

2. What problem did the lion have?

a. The mouse gnawed the ropes

b. He was caught in a net

c. He was killed by several hunters

d. He couldn’t get the mouse

88

Appendix 7

3. Why did the lion laugh at the mouse?

a. The mouse was telling funny jokes

b. He didn’t think the mouse could ever repay him

c. He wanted to let him go

d. He knew that the mouse would save his life

4. “…she went up to him and soon gnawed away the ropes that bound the King

of the Beasts...” What does the underlined word in the last line refer to?

a. The lion c. The King

b. The hunters d. The mouse

5. What did the mouse do to help the lion?

a. She gnawed the ropes

b. She asked the hunters to help her

c. She cut the ropes with a knife

d. She cried and begged the lion

6. What is the type of the text?

a. Myth c. Legend

b. Biography d. Fable

Text for number 7—12

The Legend of Toba Lake

There was a handsome man named Batara Guru Sahala, who enjoyed

fishing so much. One day, he caught a fish. He was surprised to find that the fish

could talk. The fish begged him to set it free.

Batara Guru Sahala was so surprised and set the fish free. As soon as it

was free, the fish changed into a very beautiful woman. Batara Guru Sahala fell in

love with that fish-woman and wanted to marry her. Batara Guru Sahala also

promised to keep the secret that she had been a fish and would never tell anybody

about it.

They were happily married. They had two daughters. One day Batara Guru

Sahala got very angry with his daughters. He could not control his temper. He

shouted angrily and the word fish reached his daughters. The daughters were

crying. They found their mother and told her about it.

89

Appendix 7

The mother was very angry. Batara Guru Sahala broke his promise. The

mother started shouting angrily, then the earth began to shake and volcanoes

started to erupt. The earth formed a very big hole. People believed that the big

hole became a lake. Today the lake is known as Lake Toba.

7. What is the purpose of the text above?

a. To persuade c. To inform

b. To entertain d. To describe

8. The second paragraph called…

a. Orientation c. Resolution

b. Coda d. Complication

9. Why was the mother very angry?

a. Her daughter were crying and found her

b. The earth began to shake and started to erupt

c. Batara Guru Sahala broke his promise

d. Batara Guru Sahala was angry

10. What is the main idea of the fourth paragraph?

a. How Toba lake was formed

b. The daughters found their mother

c. Their daughters were crying

d. Batara Guru Sahala had two daughters

11. What can you learn from the text above? We should…

a. Promise to our wife c. Keep our promise

b. Promise to our husband d. Break our promise

12. Change the verbs in the brackets () into Simple Past Tense.

When they (stop) for a moment, they (see) some eagles.

a. Was stopping – saw c. Was stopped – have seen

b. Were stopping – saw d. Were stopped – have seen

90

Appendix 7

The text is for questions number 14 to 17

Very long time ago, a big and terrible dragon came to the Kingdom of

Alengka. It carried away the Princess to a big cave.

“Oh, oh, save my princess,” the King of Alengka shouted. “Who can save

Princess Darawati?”

“I can save Princess Darawati. I’m the bravest knight in your kingdom,”

Prince Sadewa said proudly.

“I can save her too, but I’m the poorest boy in your kingdom,” Abimanyu

said humbly.

“You, ha... ha...,” Prince Sadewa laughed loudly. “How can you save the

Princess? You have no soldiers and no swords. I’ll save the Princess, beggar boy.”

Ready! Get set! Charge! The terrible dragon roared! Prince Sadewa and

his soldiers ran away because of the terrible dragon. But Abimanyu didn’t run

away. He defeated the dragon. Then, Abimanyu ran into the cave and saved

Princess Darawati.

13. “How can you save the Princess?” (Paragraph 5). The word “you” refers to…

a. Abimanyu c. King of Alengka

b. Princess Darawati d. The Prince Sadewa

14. “... Abimanyu said humbly.” (Paragraph 4) The antonym of the word

“humbly” is…

a. Calmly b. Politely c. Patiently d. Proudly

15. What can we learn from the story above? The story teaches…

a. A knight is the bravest man in the kingdom

b. A poor man will always be a winner

c. Fighting can’t solve the problem

d. Action is better than talk only

16. Arrange the jumbled paragraphs into a good narrative text.

(1) She could have drowned if a dove up a nearby tree had not seen her.

(2) To reach the spring, she had to climb up a blade of grass.

(3) After walking around for some time, she came to a spring.

(4) While making her way up, she slipped and fell into water.

91

Appendix 7

(5) One hot day, an ant was searching for some water.

The good arrangement of a story is…

a. (5) – (3) – (2) – (4) – (1)

b. (5) – (2) – (3) – (1) – (4)

c. (5) – (1) – (2) – (3) – (4)

d. (5) – (1) – (4) – (3) – (2)

The text for number 17—20

Once upon time there were a smart mouse deer. He lived near a river. The

mouse deer used to go to the river to drink.

One day, the mouse deer was thirsty. He wanted to drink in the river but

he knew that crocodiles were staying and waiting underwater to eat him. Hi

thought hard and got bright idea. He said out loudly. “I will put in my leg and find

out whether the water is warm or not” Of course the mouse deer did not do what

he said. He did not put his leg but the mouse deer took a wood stick and put one

end into the water. Blurrr…! Surely a crocodile grabbed the wood stick and pulled

it underwater. Seeing that, the mouse deer laughed and said “Stupid crocodile!

Can’t you see the difference between a wood stick and a leg?” Then the mouse

deer ran to another side of the river and drink some water.

On the following day, the mouse deer was hungry. He wanted to eat some

grass on the side of the river so he had to cross the dangerous river which was full

of crocodiles. Again he thought hard and found another smart idea and said loudly

“Crocodiles come up!” then some crocodiles rose from the water. They looked

happy and saw their sharp teeth and said “Hello, Mouse Deer. Do you come to be

my lunch? We are hungry” The mouse deer just smiled and replied. “Sorry,

Crocodiles, not today, I come to you to bring an invitation from the king. You are

invited to the party. The king ordered me to count all crocodiles in this river so he

knew how to prepare enough meal for you.”All the crocodiles felt happy and said

“Really…? Tell us what to do,” said a crocodile. “You have to line up from this

side of the river to the other side,” said the mouse deer. Not long after that the

crocodile got all his friends and family. He ordered them to line up across the

river.

92

Appendix 7

The mouse deer then jumped on the Crocodile’s back. “One,” the mouse

deer counted. He jumped onto the next crocodile, “Two.” And he jumped again

on the next crocodile, “Three.” he kept jumping until he arrived on the other side

of the river. “Just enough,” said the mouse deer. “I have counted all of you” He

laughed and ran to the field of grass.

17. What is the text about?

a. A mouse deer and the farmer

b. A mouse deer and the crocodiles

c. The crocodiles in the river

d. The crocodiles and the wood stick

18. The last paragraph called…

a. Orientation c. Complication

b. Coda d. Resolution

19. What is the main idea of the second paragraph?

a. The mouse deer was thirsty and wanted to drink in the river

b. The crocodiles did not scare the mouse deer at all

c. The mouse deer’s trick on putting a wood stick instead of his leg to the

water

d. The mouse deer explained the difference between a leg and a wood stick

20. What can we learn from the story?

a. Arrogance will lead us to a bad effect

b. A physical strength can be defeated by an intelligence

c. We have to help each other in need

d. We must not feel to be higher than another creatures

93

Appendix 8

APPENDIX 8

Answer Key of Pre-test

1. b

2. b

3. b

4. a

5. a

6. d

7. b

8. d

9. c

10. a

11. c

12. b

13. a

14. d

15. d

16. a

17. b

18. d

19. c

20. b

94

Appendix 9

APPENDIX 9

POST-TEST

Name : Date :

Class :

Read the text carefully, then choose the correct answer by crossing the a, b, c

or d on your answer sheet!

Text for number 1—6

Once upon a time in Java Island especially in Prambanan, there were two

kingdoms, they were Pengging and Kraton Boko kingdom. Pengging kingdom

had a cruel prince named Bandung Bondowoso. Kraton Boko had a very beautiful

princess named Roro Jonggrang.

Seeing Princess Roro Jonggrang’s beauty, a handsome young man with

supernatural power named Bandung Bondowoso fell in love with her and

proposed her to become his wife. However, Roro Jonggrang did not want to

marry him because he had killed her father. To refuse his proposal politely, Roro

Jonggrang had a strategy. She had a request that should be finished by the prince.

She asked him to make 1000 temples in one night and Bandung Bondowoso

agreed it. Therefore, Bandung Bondowoso commanded genies to make the

temples. Helped by the genies, Bandung Bondowoso started building the temples.

Approaching midnight, the work was nearly done. To foil his effort, Roro

Jonggrang got an idea. She woke up all the women in the palace and ordered them

to make the noisy sounds of grinding rice so that the rooster thought that the

morning had come.

Hearing the rooster crowing, the genies stopped making temples. The

prince had the feeling that the morning should not have come yet. He asked Roro

Jonggrang to count the temples. The total was only 999 temples, so there was still

one temple left. Bandung Bondowoso got frustrated because he failed completing

the thousandth temple. "The Princess has deceived me!" Following his anger, he

cursed Roro Jonggrang, "You have been cheated. Now, I curse you to be a statue

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to add up the number of the temples!" At once, the Princess became a stone

statue. Knowing this, Bandung Bondowoso regretted and he went away into a far

away land.

From then, people called it the Prambanan Temple, and the Princess statue

called Roro Jonggrang statue. Until now, the temple of Roro Jonggrang is still in

Candi Prambanan. Based on the old people belief, the couple who are dating in

Pambanan temple will break up.

1. Who helped Bandung Bondowoso build the temples?

a. The evil kings c. The genies

b. The spirit of giants d. His fellow workers

2. What is the main idea of the resolution?

a. Roro Jonggrang turned into a statue

b. Bandung Bondowoso cursed Roro Jonggrang to be a statue

c. Bandung Bondowoso was not able to control his anger

d. The temples are called as Roro Jonggrang Temples

3. How many temples should Bandung Bondowoso present to Roro Jonggrang?

a. 700 c. 1000

b. 900 d. 1500

4. “… Bandung Bondowoso agreed it.” What does the underlined word refer

to?

a. Strategy c. Marry

b. Night d. Temple

5. “I curse you to be a statue to add up the number of the temples!” The

synonym of the underlined word based on the context of the sentence is…

a. Improve c. Reduce

b. Complete d. Increase

6. The following statements are true according to the text, except…

a. Bandung married Roro Jonggrang

b. Bandung had supernatural power

c. Roro Jonggrang was a beautiful lady

d. The number of the temples was incomplete

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7. Arrange the jumbled paragraphs into a good narrative text.

1. One day there was a party at the palace. All were invited. Her stepsisters

would not let her go with them. Cinderella was sad.

2. Finally, the Prince found Cinderella and they got married and lived

happily ever after.

3. Once upon a time there was a girl called Cinderella. She lived with her

stepmother and stepsisters. They were very bossy. She had to do all the

housework.

4. The Prince took her glass shoe. He traveled around the country to find a

girl that matched the glass shoe.

5. The Fairy Godmother came and helped her to go to the party. Cinderella

danced with the Prince. After a while, the clock struck twelve. She left

him one of her glass shoes and went home.

The good arrangement is…

a. 3 – 1 – 2 – 5 – 4 c. 1 – 3 – 4 – 5 – 2

b. 3 – 1 – 5 – 4 – 2 d. 1 – 3 – 5 – 4 – 2

8. Reorientation in a recount text tells about…

a. What happened in the past

b. The problem arises in the story

c. Summary and the closure of events

d. Information about what, who, where, or when written in a letter

Text for number 9—12

Once upon a time there was a mother pig who had three little pigs. The

three little pigs grew so big so she sent them out to seek their fortune. All three

pigs decided to build a house. One pig built a house of straw while the second pig

built his house with sticks. They built their houses very quickly and then sang and

danced all day because they were lazy. The third little pig worked hard all day and

built his house with bricks.

A big bad wolf saw the two little pigs while they danced and played and

thought, “What juicy tender meals they will make!” He chased the two pigs and

they ran and hid in their houses. The big bad wolf went to the first house and

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huffed and puffed and blew the house down in minutes. The frightened little pig

ran to the second pig’s house that was made of sticks. The big bad wolf now came

to this house and huffed and puffed and blew the house down in hardly any time.

Now, the two little pigs were terrified and ran to the third pig’s house that was

made of bricks.

The big bad wolf tried to huff and puff and blow the house down, but he

could not. He kept trying for hours but the house was very strong and the little

pigs were safe inside. He tried to enter through the chimney but the third little pig

boiled a big pot of water and kept it below the chimney. The wolf fell into it and

died. The two little pigs now felt sorry for having been so lazy. They too built

their houses with bricks and lived happily ever after.

9. What is the purpose of the text above?

a. To persuade c. To inform

b. To entertain d. To describe

10. How many pigs were there in the story?

a. 2 b. 3 c. 4 d. 5

11. How did the wolf try to get into the brick house?

a. Through the back door c. Through the drain pipe

b. Through the window d. Through the chimney

12. What is the generic structure of the story above?

a. Resolution – Orientation – Complication

b. Complication – Resolution – Orientation

c. Orientation – Complication – Resolution

d. Resolution – Complication – Orientation

13. Change the verbs in the brackets () into Simple Past Tense.

Snow White (get) bad treatment from her stepmother and stepsisters.

a. Get c. Got

b. Gets d. Gotten

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For questions number 14—15, choose the word that has closest in meaning to

the underlined words.

There was once a poor man who lived in a house next to a (14) wealthy

merchant who sold oil and honey. One day the merchant sent a flask of oil to the

poor man. The poor man was delighted and put it carefully away on the top shelf.

One evening, as he was (15) gazing at it, he said, “If I should sell the oil, I could

buy five sheep.” He swung the staff over his head and brought it heavily to the

ground, knocking, as he did so, the flask off the shelf so that the oil ran over him

from head to foot.

14. a. Famous c. Honest

b. Patient d. Rich

15. a. Taking c. Holding

b. Staring d. Thinking

Text for number 16-17

Once upon a time, there lived a white snake that had magical power in the

mountain Er-Mei. One day she wanted to go out from her place so she changed

herself into a beautiful young lady. On the way, she met a man named Hsu Sheng

at the West Lake of Hang-Zhou city. The lady White felt in love with Hsu Sheng

at first sight. They got married soon after. The couple lived happily. Then the lady

White was pregnant.

A few months late, the Dragon Boat festival came. In this festival, the

Chinese have to drink to drive away spirits. The lady White drank to please her

husband. Soon she changed into a White snake again because she was a spirit.

Hsu Sheng was shocked to see the real Lady White. The White Snake left her

husband. Then Hsu Sheng lived with Fa Hai, the monk, in the golden mountain

Temple.

Fa Hai wanted to kill the Snake White. She ordered Hsu Sheng to see his

son with the White Snake. He gave Hsu Sheng a medical hat and asked Hsu

Sheng to give it to the Lady White Snake. The lady White put on the hat and she

became weak. Fa Hai caught the Lady White and imprisoned her inside the

Thunder Pagoda.

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A few years later, the son of Lady White and Hsu Sheng grew up. He took

revenge by destroying the Thunder Pagoda and rescued White Snake. Finally, the

White Snake reunited with her husband and her son. They lived happily ever

after.

16. What is the story about?

a. The White Snake and Hsu Sheng

b. The White Snake and her son

c. Fa Hai and the green snake

d. Fa Hai and Hsu Sheng

17. What can we learn from the story above?

a. A good son will help his parent c. Kindness will win in the end

b. People must keep their promise d. A father should be wise

The text is for questions number 18 to 20

Years ago, there lived a king who ruled his kingdom wisely. He had a

couple of shoes that he liked most. He always wore them in every important

ceremony.

One day, a mouse approached the shoes. They were very afraid that the

mouse would bit them. Fortunately, the King’s servant knew it and saved them.

“We’re not safe anymore my dear,” said the husband shoe. “Yes dear, why we

don’t ask God to change us to become mice so that we can go anywhere we like?”

replied the wife shoe. And they both prayed to God.

Soon, they changed into a couple of mice. They ran happily. But, it was

not so long when suddenly a cat chased them. How afraid they were. Luckily,

they could hide under a wardrobe.

As they thought that being a cat was safer, they asked God to change them

to become cats. They became a couple of cats then. Unfortunately, a dog chased

them and it scared them much. They asked God to change them to become dogs.

But, when they saw that the soldiers were more powerful than dogs, they asked

God to become soldiers too. That happened again and again, until they asked God

to become a king and Queen. They had their own kingdom but they did not know

about ruling a kingdom.

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One day, the king heard that other kingdom would attack them. He was

very scared. “Why don’t we ask God to become God so that we can do anything

we like? asked his wife. Without thinking again what his wife said, he asked God

to turn them to become God. Suddenly, they turned into a couple of shoes again

instead of becoming God.

18. The couple asked God to become soldiers because…

a. They wanted to become King and Queen

b. They thought that soldiers were stronger than dogs

c. They intend to fight against other soldiers

d. They saw many soldiers around them

19. What is the purpose of the text above?

c. To persuade c. To inform

d. To entertain d. To describe

20. The moral value that we can get from the story is…

a. We must pray to God for everything we want

b. We can do everything if we are strong

c. We must be thankful to God for whatever we are

d. Be God and we can do everything

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APPENDIX 10

ANSWER KEY OF POST-TEST

1. c

2. b

3. c

4. d

5. b

6. a

7. b

8. c

9. b

10. c

11. d

12. c

13. c

14. d

15. b

16. a

17. c

18. b

19. d

20. c

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APPENDIX 11

TABLE OF DEGREE FREEDOM

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Appendix 12

APPENDIX 12

104

Appendix 13

APPENDIX 13

105

Appendix 14

APPENDIX 14

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Appendix 15

APPENDIX 15