THE EFFECTIVENESS OF USING CURSORY READING TECHNIQUE IN INCREASING STUDENTS’ READING COMPREHENSION (A Pre Experimental Research at the eleventh grade students‘of MA Manongkoki Takalar) A Thesis “Submitted to the Faculty of Teacher Training and Education Makassar Muhammadiyah University in Partial Fulfillment Of the Requirement for the Degree of Education in English Department” ABUSTANUL ARIFIN 10535 5096 12 ENGLISH EDUCATION DEPARTEMENT FACULTY OF TEACHER TRAINING AND EDUCATION MAKASSAR MUHAMMADIYAH UNIVERSITY 2017
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THE EFFECTIVENESS OF USING CURSORY READING TECHNIQUE
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THE EFFECTIVENESS OF USING CURSORY READING TECHNIQUE
IN INCREASING STUDENTS’ READING COMPREHENSION(A Pre Experimental Research at the eleventh grade students‘of MA Manongkoki Takalar)
A Thesis
“Submitted to the Faculty of Teacher Training and EducationMakassar Muhammadiyah University in Partial Fulfillment
Of the Requirement for the Degree ofEducation in English Department”
ABUSTANUL ARIFIN10535 5096 12
ENGLISH EDUCATION DEPARTEMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MAKASSAR MUHAMMADIYAH UNIVERSITY
2017
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
SURAT PERJANJIAN
Saya yang bertanda tangan di bawah ini:
Nama : ABUSTANUL ARIFIN
NIM : 10535 5096 12
Jurusan : Pendidikan Bahasa Inggris
Fakultas : Keguruan dan Ilmu Pendidikan
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya,saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun.
2. Dalam menyusun skripsi, saya akan selalu berkonsultasi denganpembimbing yang telah di tetapkan oleh pimpinan fakultas.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsiini.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1,2dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yangberlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, September 2017Yang membuat perjanjian
ABUSTANUL ARIFINNIM: 10535 5096 12
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
SURAT PERNYATAAN
Saya yang bertanda tangan di bawah ini:
Nama : ABUSTANUL ARIFIN
NIM : 10535 5096 12
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : THE EFECTIVENESS OF USING CURSORY
READING TECHNIQUE IN INCREASING
STUDENTS’ READING COMPREHENSION AT THE
ELEVENTH GRADE OF MADRASAH ALIYAH
MANONGKOKI TAKALAR
(A Pre Experimental Research)
Dengan ini menyatakan bahwa skripsi yang saya ajukan di depan tim
penguji adalah hasil karya saya sendiri dan bukan hasil ciptaan orang lain atau
dibuatkan oleh siapapun.
Demikian pernyataan ini saya buat dan saya bersedia menerima sanksi
apabila pernyataan ini tidak benar.
Makassar, September 2017
Yang Membuat Pernyataan
ABUSTANUL ARIFIN
NIM: 10535 5096 12
Motto
You will never fall if you are afraid to climb. Butthere is no joy in living your entire life on the
ground.
I dedicate this thesis special to my parents, my familyThanks for everything.
ABSTRACT
ABUSTANUL ARIFIN, 2017.“The effectiveness of using cursory readingtechnique in increasing students’ reading comprehension at the eleventh gradeof Madrasah Aliyah Manongkoki Takalar”(A Pre Experimental Research,under the thesis of English Education Department the Faculty of TeachersTraining and Education, Makassar Muhammadiyah University (supervised byAbd. Muin, And Amar Ma’ruf).
This research aimed to find out the improvement of the students’ readingComprehension by using Cursory Reading Technique that focused on level ofReading comprehension which consisted of literal comprehension and inferentialComprehension in terms of main idea and supporting details.
The research applied Pre-experimental Research with one group pre-testand post-test. The researcher used purposive sampling technique. The sample ofthe research was class XI.IPA of MA Manongkoki Takalar in academic year2016/2017 which consisted of 29 students. The researcher used reading materialof reading test as instrument in pre-test and post-test.
The research findings indicated that Cursory Reading Technique canimprove students’ reading comprehension. It was proved by the mean score ofpre-test was 65.36 it classified as fair, posttest was 79.12 it classified as good andthe improvement of pre-test to be post-test was 21.05%. Therefore there was theimprovement of the students’ reading comprehension in terms of main main ideaand supporting details.
The result of improvement is also proved with t-test value. The researcherfound that the value of t-test (13.09) was greater than t-table (2.048). This valuemeans that there was significantly difference between the result of the students’pre-test and post-test. It was concluded that the use of Cursory Reading Techniquecan improve students’ reading comprehension at the Eleventh Grade of MAManongkoki Takalar.
Keywords: Cursory Reading Technique, Reading Comprehension, LiteralComprehension and Inferential Comprehension.
vi
ACKNOWLEDGEMENT
In the name of Allah, Most Gracious, Most Merciful
Alhamdullilahi Robbil ‘Alamin, the reseacher is grateful for all the
bounties that Allah SWT has showered on one which enabled me to complete this
thesis. Shalawat and salam are addressed to the final chosen religious messenger,
the Prophet Muhammad SAW who has changed the human life.
The researcher realizes that many hands have given their helps and useful
suggestion for the completion of this thesis. Without the assistance of these
people, this thesis would never have existed. Therefore, the researcher would like
to express his appreciation and sincere thanks to all of them particularly:
1. Dr. H. Abd. Rahman Rahim S.E., M.M the Rector of the Muhammadiyah
University of Makassar.
2. Erwin Akib, M.Pd., Ph.D the dean of teacher training and education
faculty.
3. Ummi Khaerati Syam S.Pd., M.Pd the head of English Education
Department of FKIP UNISMUH Makassar.
4. My high appreciation and great thankful are due to consultant Dr. Abd.
Muin, M.Hum and Amar Ma’ruf, S.Pd., M.Hum who have given their
valuable time and guidance to finish this thesis.
5. The mean and the staff and all lectures of the FKIP UNISMUH especially
to the lectures of English Department who taught me for many years.
vii
6. The writer would like to express my deepest and affectionate thank to my
beloved parents Masdar and Sakirah for their prayers, unfailing love,
sacrifice and continual understanding.
7. The writer delivering thankful to all my big family. You are my valuable
person.
8. Thanks to my beloved my best friend Nis Rina Dwijayanti, Hastuti, and all
my close friends who have given their energy, time, guidelines, motivation
and patient, especially during the writer arranging this thesis. You have
taught me the meaning of togetherness.
9. Thanks to all of my friends in ABLAZE (Class A) and EDSA’12 you have
taught me the meaning of togetherness.
Finally, the writer believes that this thesis is still far for being perfect.
Therefore, a constructive criticism will be appreciated. May Allah SWT always be
with us wherever we are.
Billahi Fii Sabililhaq Fastabiqulkhaerat
Makassar, September 2017
The Writer
ix
LIST OF CONTENT
TITLE PAGE ........................................................................................ i
HALAMAN PENGESAHAN..................................................................... ii
APPROVAL SHEET .................................................................................. iii
SURAT PERNYATAAN ........................................................................... iv
SURAT PERJANJIAN .............................................................................. v
MOTTO ...................................................................................................... vi
ABSTRACT ........................................................................................ vii
AKNOWLEDGEMENTS........................................................................... viii
LIST OF CONTENT .................................................................................. ix
LIST OF TABLE ........................................................................................ x
LIST OF FIGURE....................................................................................... xi
LIST OF GRAFIC………………………………………………………... xii
LIST OF APPENDICES............................................................................. xiii
CHAPTER I INTRODUCTION
A. Background .................................................................................. 1
B. Problem Statement ........................................................................ 3
C. Objective of the Study .................................................................. 3
D. Significance of the Study. ............................................................. 4
E. Scope of the study.. ....................................................................... 4
CHAPTER II REVIEW OF RELATED LITERATURE
A. Previous Related Research Findings............................................. 5
B. Concept of Reading....................................................................... 6
1. Definition of Reading………………………………………... 6
2. Kinds of Reading…………………………………………….. 10
3. The Purpose of Reading........................................................... 12
x
C. The Concept of Reading Comprehension................................. .... 19
1. Definition of Reading Comprehension..................................... 19
Table 4.6, shows that t-test value for reading comprehension focus on
literal comprehension (main ideas) and inferential comprehension (supporting
details) with the t-test value is 13.09>2.048. It indicates that the result of t-test
value in all of variable and indicator is high than t-table value. It means that there
were a significant different between the result of pretest and posttest in reading
comprehension.
Based on these result, it is concluded that there were significant difference
of the students’ reading comprehension deal with literal and inferential
comprehension before and after using Cursory Reading Technique.
41
4. Discussion
Based on the result of finding that before giving the treatment, the
students’ literal comprehension is categorized into fair in main ideas on pre-test
but after treatment, categorize into good in main ideas on post-test. The main
ideas improve (20.34%) from the mean score in pre-test is 65.27 and post-test is
78.55. It indicates that the score of main ideas (literal comprehension) in post-test
is high than pre-test.
Based on the result of finding that before giving the treatment, the
students’ Inferential Comprehension is categorize into fair in answering questions
on pre-test but after treatment, categorize into good in answering questions on
post-test. The score of supporting details improve (21.77%) from the mean score
in pre-test is 65.44 and post-test is 79.69. It indicates that the score of Inferential
Comprehension in post-test is high than pre-test.
After calculating the score variable, is shows that the students’ reading
comprehension improve (21.05%) from the mean score in pre-test is 65.36 and
posttest is 79.12. It shown by the mean score post-test are higher than pre-test.
Therefore, Cursory Reading Technique is able to improve the students’ reading
comprehension at the Eleventh Grade of MA Manongkoki Takalar.
Through the result of pre-test and post-test, the result of t-test value of the
level of the significant (p) = 0.05 with degree of freedom (df) = 28 indicates t-test
value is greater than t-table value is 13.09>2.048 there is significant different.
Therefore, it can be concluded that statistically hypothesis of (H0) is rejected and
the statistically hypothesis of (H1) is accepted. It means that the use Cursory
42
Reading Technique could improve the students’ reading comprehension in literal
and inferential comprehension.
Based on discussion above, it can be concluded that using Cursory
Reading Technique is one of method that can improve the students’ reading
comprehension especially on literal and inferential comprehension at the Eleventh
Grade of MA Manongkoki Takalar.
43
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of two parts. The first part is conclusion based on the
research findings and conclusion. The second part is suggestion based on the
conclusion.
A. Conclusion
Based on discussion propose in previous chapter, the following
conclusions are present:
1. Cursory Reading Technique is effective to improve the students’ literal
reading comprehension in term of main ideas at the Eleventh Grade of MA
Manongkoki takalar. It is improved by the mean score of literal
comprehension is (20.34%) from the mean score in pretest is 65.27 and
posttest is 78.55. It indicates that the score of literal comprehension each
indicator in posttest is higher than pretest.
2. Cursory Reading Technique is effective to improve the students’
inferential reading comprehension in term of supporting details at the
Eleventh Grade of MA Manongkoki takalar. It is improved by the mean
score of inferential comprehension is (21.77%) from the mean score in
pretest is 65.44 and posttest is 79.69. It indicates that the score of
inferential comprehension each indicator in posttest is higher than pretest.
44
B. Suggestion
Based on the conclusion above, the researcher presents some suggestions as
follows:
1. The English teacher use Cursory Reading Technique as alternative in
presenting the reading comprehension materials, because it is effective to
improve the students’ achievement.
2. In order to improve the students’ comprehension by reading material
through Cursory Reading Technique, the teacher should give more
guidance, motivation, especially in comprehending the text.
3. The teacher of English that use Cursory Reading Technique in teaching
reading comprehension in terms on literal comprehension and inferential
comprehension because it could bring an improvement in reading
comprehension for students.
45
BIBLIOGRAPHY
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Beers, Kylene. 2003. There Kinds of Reading. Retrieved fromhttp://notjustsurviving.wordpress.com/2009/01/27/three-kinds-of reading/.Access On January 29th 2017
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Depdikbud. 1985. Garis-Garis Besar Pengajaran Bahasa Inggris. Retrieved fromJakarta: Departemen Pendidikan dan Kebudayaan.
Gascoigne, C. (2008). Reading Comprehension : Strategy to IncreaseUnderstanding. Retrieved fromhttp://educationalissues.suite101.com/article.cfm/reading-comprehension-strategies-to-increase-understanding#ixzz0mewUmVqI. Access OnJanuary 29th 2017
Gay, L.R. 1981. Educational Research Competencies for Analysis andApplication. Retrieved from Columbus: Merril Publishing Company.
Grellet, Frameoise. 1983. Developing Reading Skill. Retrieved from London:Cambridge.
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Hajrah, 2012. Developing of cursory reading technique in increasing studentsreading comprehension. Unpublished. Thesis. FBS: UNM MakassarState University.
Hatch, E. 1991. Research Design and Statistic For Applied Linguistic. Retrievedfrom Los Angeles: University of California.
Hedge. 2003. Level Comprehension. Retrieved fromhttp://academic.cuesta.edu/acasupp/as/303.html. Access On February 02nd
2017
Hoffman, R. 2010. How Many Sentence. Retrieved fromhttp://dailywritingtips.com/how-many-sentence-ina-paragraph. Access OnJanuary 29th 2017
Hook, Pamela E and. Jones, Sandra D. 2002. The Importance of Automaticity andFluency For Efficient Reading Comprehension. Retrieved fromhttp://www.resourceroom.net/readsped/2002_automaticity.asp.Access OnFebruary 02nd 2017.
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2017
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Manal, Naima. 2010. Reading for Thinking. eHow Contributor. Retrivied athttp://www.ehow.com.Access On February 02nd 2017
Maggio, Patricia K. 2010. How to improve Reading Aloud.Retrieved from http://www.ehow.com/how_7538027_improve-reading-aloud.html.Access On February 02nd 2017.
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Nation, K. (2005).Developing students’ Reading Ability trough ExtensiveReading. Retrieved from www.ccsenet.org/journal.html.Access OnJanuary 29th 2017
Norman, Maxwell, H. 1986. Successful Reading. Retrieved from New York.
Nuttal, C. 1987. Teaching Reading Skill in a Foreign Language. Retrieved fromLondon: Heinemann Educational Book.
Reynolds, david J. 2004. Eight Strategies to Help Students Read difficult Text.Retrieved fromhttp://www.cfkeep.org/html/stitch.php?s=93763872230206&id=37019256723131.Access On February 02nd2017
Roell, Kelly. 2011. How to Find the Main Idea in a Reading Passage. Retrievedfrom http://testprep.about.com/od/tipsfortesting/a/Main_Idea.htm.AccessOn February 02nd2017.
Saukah, Ali. 1997. The Journal of Education (Edisi ke 4). Surabaya : UniversitasMalang.
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Sri Wahyuni. 2011. Improving The Reading Comprehension Comprehensionthrought Cursory Reading technique at the first grade students of SMANegeri 1 lilirilau soppeng. Unpublished. Thesis. Faculty of language andArt. Makassar State University.
Susanti. 2012. The effectiveness of using Cursory Reading Technique to increasethe second grade students’ Reading Achievement of SMP KartikaWirabuana XX-2 Makassar. Unpublished. Thesis. MuhammadiyahMakassar University
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THE CLASSIFICATION SCORE OF STUDENTS’ PRE-TEST AND POST-
TEST IN INFERENTIAL COMPREHENSION
Students’Indicators (supporting details)
Pre-test Post-testSupporting
DetailsClassifying Supporting
DetailsClassifying
S-1 55 Poor 70 Fair GoodS-2 65 Fair 70 Fair GoodS-3 60 Fair 82 GoodS-4 50 Poor 76 GoodS-5 78 Good 85 GoodS-6 70 Fair Good 90 Very GoodS-7 60 Fair 70 Fair GoodS-8 75 Fair Good 86 Very GoodS-9 60 Fair 75 Fair GoodS-10 68 Fair Good 80 GoodS-11 75 Fair Good 85 GoodS-12 67 Fair Good 72 Fair GoodS-13 72 Fair Good 80 GoodS-14 50 Poor 75 Fair GoodS-15 50 Poor 78 Fair GoodS-16 70 Fair Good 85 GoodS-17 75 Fair Good 92 Very GoodS-18 75 Fair Good 80 GoodS-19 70 Fair Good 87 Very GoodS-20 60 Fair 80 GoodS-21 65 Fair 76 GoodS-22 60 Fair 80 GoodS-23 75 Fair Good 90 Very GoodS-24 60 Fair 70 Fair goodS-25 60 Fair 70 Fair GoodS-26 55 Poor 86 Very GoodS-27 70 Fair Good 79 GoodS-28 70 Fair Good 80 GoodS-29 78 Good 82 Good
APPENDIX F
THE CLASSIFICATION SCORE OF STUDENTS’ PRE-TEST AND POST-
TEST IN LITERAL COMPREHENSION
Students’Indicators (supporting details)
Pre-test Post-testMain Idea Classifying Main Idea Classifying
S-1 70 Fair Good 80 GoodS-2 55 Poor 75 Fair GoodS-3 65 Fair Good 78 GoodS-4 78 Good 80 GoodS-5 55 Poor 68 Fair GoodS-6 75 Fair Good 80 GoodS-7 65 Fair 75 Fair GoodS-8 67 Fair Good 75 Fair GoodS-9 50 Poor 62 FairS-10 50 Poor 55 PoorS-11 70 Fair Good 95 Very GoodS-12 55 Poor 70 Fair GoodS-13 74 Fair Good 87 Very GoodS-14 60 Fair 72 Fair GoodS-15 77 Good 82 GoodS-16 65 Fair 75 Fair GoodS-17 67 Fair Good 86 Very GoodS-18 70 Fair Good 80 GoodS-19 65 Fair 79 GoodS-20 72 Fair Good 90 Very GoodS-21 75 Fair Good 87 Very GoodS-22 70 Fair Good 79 GoodS-23 68 Fair Good 70 Fair GoodS-24 75 Fair Good 86 Very GoodS-25 65 Fair 90 Very GoodS-26 50 Poor 75 Fair GoodS-27 65 Fair 80 GoodS-28 50 Poor 78 GoodS-29 70 Fair Good 89 Very Good
TEACHING MATERIAL
Second MeetingName :Reg. No :Class :
The Legend of Beowulf
Once upon a time, there was a horrible monster called Grendel. He washlafman and half-monster. He lived in Denmark. One day, he went to the king’scastle. The king and his men tried to kill the monster but their swords wereuseless. A knight called beowulf heard about the problem and went to Denmark tohelp the king.
That night, beowulf and his men took off their armour and put away theirswords and went to sleep. The monster came into the castle and killed a knight.Beowulf woke up and fought the monster-he pulled off an arm! Grendel wentback to his home in a lake and died. Grendel’s mother was very angry and thenext night she went to the castle and killed a knight.
In the morning, Beowulf went to the lake. He killed Grendel’s mother witha special sword. When he came back, the king was very happy and he gaveBeowulf presents and money.
Beowulf went back to his country and became a king. He was king forfifty years. But one day, a dragon came to his country, and it attacked people. Itlived in a cave with treasure. The dragon was very big and breathed fire. Theknights were afraid and they didn’t want to fight the dragon. King Beowulf wasan old man but he put on his armour again and went to the dragon’s cave with hismen.
Answer the question below!1. Find out the main idea of each paragraph?2. What are the supporting details of each paragraph?3. Who was half-man and half-monster?4. Were the king and his men succed in killing Grendel? Why?5. How long did beowulf become king?
Answer :1. a. there was a horrible monster called Grendel.
b. The monster came into the castle and killed a knight.c. Beowulf killed Grendel’s mother with a special sword.d. Beowulf went back to his country and became a king. He was king for fifty
years.
2. a. A knight called beowulf and he went to Denmark to help the king.b. Grendel died and Grendel’s mother was very angryc. The king was very happy and the king gave beowulf presents and moneyd. a dragon came to his country, The dragon was very big and breathed fire the
king beowulf and his men went to cave to fight the dragon3. Grendel4. No, because their swords were useless5. He was king for fifty years
Third MeetingName :Class :
The Lion and The Mouse
Once, when a lion was as sleep, a little mouse began running up and downupon him; this soon awakened the lion, who placed his huge paw upon him, andopened 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 what I may be ableto do you a turn some of these days?”
The lion was so tickled at the idea of the mouse being able to help me thathe lifted up his paw and let him go.
Sometime after, the lion was caught in a trap and the hunters, who desiredto carry him alive to the king, tied him to a tree while they went in search of awagon to carry him on.
Just then the little mouse happened to pass by and see the sad plight inwhich the lion was. He when up to the lion and soon gnawed away the ropes thatbound the king of the beasts. “Wasn’t I right?” said the little mouse.
Answer the question below!1. What is the main idea of the first paragraph?2. What is the supporting idea of the first paragraph?3. Why a lion was wakened from his sleep?4. Who is setting a trap?5. Why a lion let the mouse go?
Answer :1. A lion was wakened from sleep by a mouse running over his face.2. A lion caught him and was about to kill him when the mouse piteously entered.3. Because there is a mouse runs over his face.4. The Hunter5. Because someday the lion got the disaster, the mouse could help him remember
the kindness of the lion.
Fourth MeetingName :Class :
The Legend of Surabaya
Once upon a time, there were two animals, Sura and Baya name. Sura isthe name of the shark and Baya the crocodile. They lived in the deep sea.
After Sura and Baya were looking for some food. Suddenly, Baya see anice goat. "Yummy is good, this is the most delicious lunch," said Baya.' No way!This is my lunch. You greedy "Sura said. Later they fought for goats. Afterseveral hours of fighting, they were very tired. Feels tired of fighting, they live indifferent places. Sura Baya live in the water and stay in the country.
Border is the beach, so they do not will fight again. Someday, Sura went tothe ground and look for some food in the river. He was very hungry and there wasnot much food in the sea. Baya was very angry when he knew that Sura broke apromise. They fight again. They both punching and kicking. Tail Sura Baya fight.Baya did the same thing to Sura.
He bit very hard until Sura finally gave up and returned to the sea. Bayawas happy. Named of they final city is Surabaya.
Answer the question below!1. Find out the main idea of each paragraph?2. What are the supporting details of the text above?3. What grabs sura and baya?4. Where did the story take place?5. Why baya was very angry with sura?
Answer :1. a. There were a shark named Sura and Crocodile named Baya
b. When Sura and Baya looking for some food. Baya see a nice goatc. Sura went to the ground and look for some food in the riverd. Their Final City named SuraBaya
2. a. They lived in a deep seab. - Sura banned Baya to ate the goat
- Later they fought for goats . After several hours of fighting, they were verytired .
- Feels tired of fighting , they live in different places .- Sura and Baya lived in the water and stay in their country.
c. - Baya was very angry when he knew that Sura broke a promise- They fight again.- They both punching and kicking
d. He bit very hard until Sura finally gave up and returned to the sea.3. The goat4. The sea5. Because sura broke a promise.
Fifth MeetingName :Class :
Monkey and Crocodile
One day a monkey wanted to cross a river. He saw a crocodile in the river,so he asked the crocodile to take him across the other side. The crocodile told themonkey to jump on its back. Then the crocodile swam down the river.
Now, the crocodile was very hungry, so when it was in the middle of theriver, it stopped and said to the monkey, “Monkey, my father is very sick. Hemust eat the heart of the monkey. Then he will be strong again.”
The monkey thought for a while. Then he told the crocodile to swim backto the river bank.“What’s for?” asked the crocodile.“Because I didn’t bring my heart with me,” said the monkey. “I left it under thetree, near some coconuts.”So, the crocodile turned around and swam back to thebank of the river. As soon as they reached the river bank, the monkey jumped offthe crocodile’s back and climbed up to the top of a tree.“Where is your heart?” asked the crocodile.“You are foolish,” the monkey said to the crocodile. “Now I am free and you havenothing.”
The monkey told the crocodile not to try to fool him again. The crocodileswam away, hungry.
Answer the question below!1. Find the main idea of the first paragraph of the text above?2. What is the supporting details of the text above?3. Where did the story take place?4. Find how many characters are there in the text, and then analyze the good/thebad character?5. What the Monkey does after reached the river bank?Answer1. Main idea : One day a monkey wanted to cross a river. He saw a crocodile in
the river, so he asked the crocodile to take him across the otherside.
2. The crocodile told the monkey to jump on its back. Then the crocodile swamdown the river.
3. It happened in the river.4. There are 2 characters in the text, the bad character is the Crocodile and the
good character is the Monkey.5. The monkey jumped of the crocodile’s back and climbed up to the top of a tree
to save his life.
Appendix B
RENCANA PELAKSANAAN PEMBELAJARAN( RPP 1 )
Satuan Pendidikan : MA Manongkoki TakalarMata Pelajaran : Bahasa InggrisKelas/Semester : XI/GanjilAlokasi Waktu : 1 x 45 MenitAspek/skill : Membaca (Reading)
A. Standar Kompetensi :Memahami makna dalam essai pendek sederhana berbentuk recount dannarrative untuk berinteraksi dengan lingkungan sekitar.
B. Kompetensi Dasar :Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat,lancar dan berterima yang berkaitan dengan lingkungan sekitar.
C. Indikator Pembelajaran :Mengidentifikasi makna kata dalam teks yang dibaca.Mengidentifikasi main ideas dan supporting details dari sebuah paragraph.Mengidentifikasi makna kalimat dalam teks yang dibaca.
D. Tujuan Pembelajaran :Siswa dapat mengidentifikasi makna dalam teks fungsional pendek.Siswa menentukan main ideas dan supporting details dalam teks bacaan.Menjawab berbagai pertanyaan tentang informasi dalam teks yang dibaca.
E. Materi Pembelajaran :Siswa diberi bacaan yang berjudul “The Legend of Beowulf”
The Legend of BeowulfOnce upon a time, there was a horrible monster called Grendel. He was
hlafman and half-monster. He lived in Denmark. One day, he went to the king’scastle. The king and his men tried to kill the monster but their swords wereuseless. A knight called beowulf heard about the problem and went to Denmark tohelp the king.
That night, beowulf and his men took off their armour and put away theirswords and went to sleep. The monster came into the castle and killed a knight.Beowulf woke up and fought the monster-he pulled off an arm! Grendel wentback to his home in a lake and died. Grendel’s mother was very angry and thenext night she went to the castle and killed a knight.
In the morning, Beowulf went to the lake. He killed Grendel’s mother witha special sword. When he came back, the king was very happy and he gaveBeowulf presents and money.
Beowulf went back to his country and became a king. He was king forfifty years. But one day, a dragon came to his country, and it attacked people. Itlived in a cave with treasure. The dragon was very big and breathed fire. Theknights were afraid and they didn’t want to fight the dragon. King Beowulf wasan old man but he put on his armour again and went to the dragon’s cave with hismen.
F. Metode Pembelajaran :Cursory Reading Technique
G.Kegiatan Pembelajaran :
No. Kegiatan AlokasiWaktu
1.
2.
3.
Kegiatan awala. Memberi salam dan membaca do’a.b. Apersepsi,motivasi dengan mengarahkan siswa
pada situasi pembelajaran.c. Memeriksa kehadiran siswa.d. Menyampaikan tujuan pembelajaran.
Kegiatan intia. Guru menjelaskan materi yang akan dibahasb. Guru menjelaskan tentang prosedur pembelajaran
Top-Down strategy.c. Guru memberikan penjelasan kepada siswa
mengenai text narrative.d. Guru membagikan handout yang berisi text
narrative.e. Siswa diminta untuk membaca dan memahami
text narrative dan menemukan inti atau isi daribacaan.
f. Guru memberikan pertanyaan dan meminta siswauntuk menjawab pertanyaan sesuai bacaan.
Kegiatan Akhira. Guru menanyakan kesulitan siswa selama proses
pembelajaran.b. Guru menyimpulkan pelajaran.c. Guru menutup pelajaran.
5 Menit
35 Menit
5 Menit
H. Sumber dan Media Pembelajaran :Sumber : - Buku yang relevanMedia : Spidol, Penghapus, whiteboard, papers.
I. Penilaian = X 100
Makassar, Agustus 2017Mahasiswa Peneliti
ABUSTANUL ARIFIN10535 509612
RENCANA PELAKSANAAN PEMBELAJARAN( RPP 3 )
Satuan Pendidikan : MA Manongkoki TakalarMata Pelajaran : Bahasa InggrisKelas/Semester : XI/GanjilAlokasi Waktu : 1 x 45 MenitAspek/skill : Membaca (Reading)
A. Standar Kompetensi :Memahami makna dalam essai pendek sederhana berbentuk recount dannarrative untuk berinteraksi dengan lingkungan sekitar.
B. Kompetensi Dasar :Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat,lancar dan berterima yang berkaitan dengan lingkungan sekitar.
C. Indikator Pembelajaran :Mengidentifikasi makna kata dalam teks yang dibaca.Mengidentifikasi main ideas dan supporting details dari sebuah paragraph.Mengidentifikasi makna kalimat dalam teks yang dibaca.
D. Tujuan Pembelajaran :Siswa dapat mengidentifikasi makna dalam teks fungsional pendek.Siswa menentukan main ideas dan supporting details dalam teks bacaan.Menjawab berbagai pertanyaan tentang informasi dalam teks yang dibaca.
E. Materi Ajar :Siswa diberi bacaan yang berjudul “Thr Legend of Surabaya”
The Legend of Surabaya
Once upon a time, there were two animals, Sura and Baya name. Sura isthe name of the shark and Baya the crocodile. They lived in the deep sea.
After Sura and Baya were looking for some food. Suddenly, Baya see anice goat. "Yummy is good, this is the most delicious lunch," said Baya.' No way!This is my lunch. You greedy "Sura said. Later they fought for goats. Afterseveral hours of fighting, they were very tired. Feels tired of fighting, they live indifferent places. Sura Baya live in the water and stay in the country.
Border is the beach, so they do not will fight again. Someday, Sura went tothe ground and look for some food in the river. He was very hungry and there wasnot much food in the sea. Baya was very angry when he knew that Sura broke apromise. They fight again. They both punching and kicking. Tail Sura Baya fight.Baya did the same thing to Sura.
He bit very hard until Sura finally gave up and returned to the sea. Bayawas happy. Named of they final city is Surabaya.
F. Metode Pembelajaran :Cursory Reading Technique
G.Kegiatan Pembelajaran :
No. Kegiatan AlokasiWaktu
1.
2.
3.
Kegiatan awala. Memberi salam dan membaca do’a.b. Apersepsi,motivasi dengan mengarahkan siswa
pada situasi pembelajaran.c. Memeriksa kehadiran siswa.d. Menyampaikan tujuan pembelajaran.
Kegiatan intia. Guru menjelaskan materi yang akan dibahasb. Guru menjelaskan tentang prosedur pembelajaran
Top-Down strategy.c. Guru memberikan penjelasan kepada siswa
mengenai text narrative.d. Guru membagikan handout yang berisi text
narrative.e. Siswa diminta untuk membaca dan memahami
text narrative dan menemukan inti atau isi daribacaan.
f. Guru memberikan pertanyaan dan meminta siswauntuk menjawab pertanyaan sesuai bacaan.
Kegiatan Akhira. Guru menanyakan kesulitan siswa selama proses
pembelajaran.b. Guru menyimpulkan pelajaran.c. Guru menutup pelajaran.
5 Menit
35 Menit
5 Menit
H. Sumber dan Media Pembelajaran :Sumber : - Buku yang relevanMedia : Spidol, Penghapus, whiteboard, papers.
I. Penilaian = X 100
Makassar, Agustus 2017Mahasiswa Peneliti
ABUSTANUL ARIFIN10535 509612
RENCANA PELAKSANAAN PEMBELAJARAN( RPP 4 )
Satuan Pendidikan : MA Manongkoki TakalarMata Pelajaran : Bahasa InggrisKelas/Semester : XI/GanjilAlokasi Waktu : 1 x 45 MenitAspek/skill : Membaca (Reading)
A. Standar Kompetensi :Memahami makna dalam essai pendek sederhana berbentuk recount dannarrative untuk berinteraksi dengan lingkungan sekitar.
B. Kompetensi Dasar :Merespon makna dalam teks tulis fungsional pendek sederhana secara akurat,lancar dan berterima yang berkaitan dengan lingkungan sekitar.
C. Indikator Pembelajaran :Mengidentifikasi makna kata dalam teks yang dibaca.Mengidentifikasi main ideas dan supporting details dari sebuah paragraph.Mengidentifikasi makna kalimat dalam teks yang dibaca.
D. Tujuan Pembelajaran :Siswa dapat mengidentifikasi makna dalam teks fungsional pendek.Siswa menentukan main ideas dan supporting details dalam teks bacaan.Menjawab berbagai pertanyaan tentang informasi dalam teks yang dibaca.
E. Materi Ajar :Siswa diberi bacaan yang berjudul “Monkey and Crocodile”
Monkey and Crocodile
One day a monkey wanted to cross a river. He saw a crocodile in the river,so he asked the crocodile to take him across the other side. The crocodile told themonkey to jump on its back. Then the crocodile swam down the river.
Now, the crocodile was very hungry, so when it was in the middle of theriver, it stopped and said to the monkey, “Monkey, my father is very sick. Hemust eat the heart of the monkey. Then he will be strong again.”
The monkey thought for a while. Then he told the crocodile to swim backto the river bank.“What’s for?” asked the crocodile.“Because I didn’t bring my heart with me,” said the monkey. “I left it under thetree, near some coconuts.”So, the crocodile turned around and swam back to thebank of the river. As soon as they reached the river bank, the monkey jumped offthe crocodile’s back and climbed up to the top of a tree.“Where is your heart?” asked the crocodile.“You are foolish,” the monkey said to the crocodile. “Now I am free and you havenothing.”
The monkey told the crocodile not to try to fool him again. The crocodileswam away, hungry.
F. Metode Pembelajaran :Cursory Reading Technique
G.Kegiatan Pembelajaran :
No. Kegiatan AlokasiWaktu
1.
2.
3.
Kegiatan awala. Memberi salam dan membaca do’a.b. Apersepsi,motivasi dengan mengarahkan siswa
pada situasi pembelajaran.c. Memeriksa kehadiran siswa.d. Menyampaikan tujuan pembelajaran.
Kegiatan intia. Guru menjelaskan materi yang akan dibahasb. Guru menjelaskan tentang prosedur pembelajaran
Top-Down strategy.c. Guru memberikan penjelasan kepada siswa
mengenai text narrative.d. Guru membagikan handout yang berisi text
narrative.e. Siswa diminta untuk membaca dan memahami
text narrative dan menemukan inti atau isi daribacaan.
f. Guru memberikan pertanyaan dan meminta siswauntuk menjawab pertanyaan sesuai bacaan.
Kegiatan Akhira. Guru menanyakan kesulitan siswa selama proses
pembelajaran.b. Guru menyimpulkan pelajaran.c. Guru menutup pelajaran.
5 Menit
35 Menit
5 Menit
H. Sumber dan Media Pembelajaran :Sumber : - Buku yang relevanMedia : Spidol, Penghapus, whiteboard, papers.
I. Penilaian = X 100
Makassar, Agustus 2017Mahasiswa Peneliti
ABUSTANUL ARIFIN
10535 509612
CURRICULUM VITAE
ABUSTANUL ARIFIN is the third child of marriage
Masdar Saleh and Sakirah. He was born on Mei 16th,
1994 in Soppeng. He has one brother and one sister.
He graduated his Elementary school in 2006 at SD
INPRES TAMALANREA V Makassar,
In the same year he continued his study at SMPN 30 Makassar and graduated in
2009. He then registered in Senior High school, SMK MUHAMMADIYAH 2
BONTOALA Makassar and graduated in 2012. In 2012, he accepted at English
Department of FKIP Muhammadiyah University of Makassar.