THE EFFECTIVENESS OF USING PAIRED READING METHOD IN TEACHING READING RECOUNT TEXT AT THE TENTH GRADE STUDENTS OF SMK N 1 GIRIMULYO IN THE ACADEMIC YEAR OF 2015/2016 A Thesis Submitted in Partial Fulfillmentof theRequirements to Acquire Sarjana Pendidikan Degree in English Education Program of Teacher Training and Education Faculty Muhammadiyah University of Purworejo by Eka Fitriani Nursolekhah 122120016 ENGLISH EDUCATION PROGRAM TEACHER TRAINING AND EDUCATION FACULTY MUHAMMADIYAH UNIVERSITY OF PURWOREJO 2016 i
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THE EFFECTIVENESS OF USING PAIRED READING METHOD IN TEACHING READING RECOUNT TEXT AT THE TENTH
GRADE STUDENTS OF SMK N 1 GIRIMULYO IN THE ACADEMIC YEAR OF 2015/2016
A Thesis
Submitted in Partial Fulfillmentof theRequirements to Acquire Sarjana Pendidikan Degree in English Education Program of
Teacher Training and Education Faculty Muhammadiyah University of Purworejo
by Eka Fitriani Nursolekhah
122120016
ENGLISH EDUCATION PROGRAM TEACHER TRAINING AND EDUCATION FACULTY MUHAMMADIYAH UNIVERSITY OF PURWOREJO
2016
i
MOTTO
LIFE IS CHOICE
Allah will not change the good condition of people as long as they do not
change themselves. ( arRa’du : 11 )
You’ll never know till you have tried, and always be yourself.
I just wanna be a useful person for others.
v
DEDICATION
Proudly, I would like to dedicate this thesis to :
1. Allah SWT, The Almighty God for my talents and many perfect things
having been blessed.
2. My beloved parents (Sri Purwaningsih and Sutanto). Thanks for your love,
attention, support, and prayer. I love you forever.
5. My best friend, Thank you for your support, motivated, and all have you
given to me.
6. My beloved boyfriend, Puput Nur Fahrudin. Thanks for your love,
support, help and prayer.
7. My big family. Thanks for your support and prayer.
8. My beloved friends (PARA WAKEM) thanks for your support, you
always stand by me in all sitiations. Making my life more crazy and
colorful. I hope our friendship would never end.
9. Thanks for Other who have helped and supported the writer
vi
ACKNOWLEDGMENTS
Glory to Allah SWT, most merciful, most compassionatenthat blessed the
writter with health and tremendous power to finish this thesis entitled “The
Effectiveness of Using Paired Reading Method in Teaching Reading RecountText
at the Tenth Grade Students of SMK N 1Girimulyoin the Academic Year of
2015/2016” as a partial requirement for getting Sarjana Pendidikan Degree of
English Education of Muhammadiyah University of Purworejo.
Praise and invocation are also given our great massager, Muhammad
SAW, who is hoped his intercession in the end of the world. Therefore, the writer
would express her appreciation to those who helped her, namely :
1. Drs. H. Supriyono, M.Pd, as the Rector of Muhammadiyah University of
Purworejo.
2. Yuli Widiyono, M.Pd. as the Dean of Teacher Training and Educational
Sciences Faculty of Muhammadiyah University of Purworejo.
3. Sri Widodo, S.S., M.Hum, as the Head ofEnglish Language Education
Department of Muhammadiyah University of Purworejo who has given the
researcher to write this thesis.
4. Abdul Ngafif, M.Pd.B.I and Ismawati Ike N, M.Hum,as my thesis consultant,
thanks for her understanding, practice, guidance, advice, ideas, correction, and
support for the thesis accomplishment.
5. All of the Lecturers of English Education Department who have given their
guidance.
6. The researcher‘s parents, for their support, prayers, motivations, love and care.
vii
ABSTRACT
Eka Fitriani Nursolekhah. 2016. The Use of Paired Reading Method in Teaching Reading Recount Text at the Tenth Grade Students of SMK N 1 Girimulyo in the Academic Year of 2015/2016. Thesis. English Education Program of Teacher Training and Education Faculty of Muhammadiyah University of Purworejo.
Reading is one of language elements that is important to be mastered. It is the basic rule of a language. In the fact, the students get many problems in teaching-learning. Paired reading method is one of effective methods to improve students’ reading skill recount text. The objective of this research is to find out whether or not using paired reading method is effective in teaching reading recount text at the tenth grade students of SMK N 1 Girimulyo in the academic year of 2015/2016.
This research is a quantitative experimental research. The population of this research is students of the tenth grade of SMK N 1 Girimulyo at the academic year 2015/2016. The number of population is 61 students, and the researcher took 34 students as the sample by using purposive sampling. The sample consisted of two classes. They are X TSM I (17 students) as the control group and X TSM II (17 students) as the experimental group. The researcher used pre-test and post-test to collect the data and then calculate both of them used manual calculation and SPSS 16. The hypothesis analysis used is T-test.
It could be concluded that the distribution both of classes are normal and homogeneous. For hypothesis testing, the researcher used t-test. Based on the t-test calculation, the conclusion is there is positive significant effect of the paired reading method to improve students’ reading skill recount text at tenth grade students of SMK Negeri 1 Girimulyo in the academic year 2015/2016. As the fact, the result of t-value is 3.468. Based on 0.05 significance level, the t-table was 2.032. The computation showed that t-value is higher than t-table that was 3.468 > 2.032. Basedon the result of data analysis the mean of post-test control group was 66.18 while the mean score of experimental group was 73.53. Both of them categorized as good.The mean of pre-test control group was 61.65 and the mean of score post test control group was 66.18. It is increasing of score was 4.53.Besides, the mean of score pre-test experimental group is 66.53 and the mean of score post test is 73.53. Based on the result finding, the researcher concluded that the used of paired reading as a teaching method is effective in teaching reading recount text at the tenth grade students of SMK N 1 Girimulyo in the academic year of 2015/2016. It can be shown that the students’ reading ability increased.
Keywords: Paired Reading method,Teaching Reading, Recount Text
ix
TABLE OF CONTENTS
Title Page ........................................................................................................ i Approval Sheet ................................................................................................. ii Ratification Sheet ............................................................................................. iii Mottos .............................................................................................................. iv Dedications ....................................................................................................... v Statements ........................................................................................................ vi Acknowledgments ............................................................................................ vii Abstracts ........................................................................................................... ix Table of Contents ............................................................................................. x List of Figure .................................................................................................... xi List of Table ..................................................................................................... xii List of Chart .................................................................................................... xiii List of Appendices ........................................................................................... xv CHAPTER I INTRODUCTION
A. Background of the Study .................................................. 1
B. Identification of the Problem ........................................... 3
C. Limitation of the Problem ................................................ 3
D. Statement of the Problem ................................................. 3
E. Objective of the Study ...................................................... 4
F. Significance of the Study ................................................. 4
CHAPTER II THEORITICAL REVIEW A. Theoretical Review ......................................................... 5
B. Previous Study ................................................................ 29
C. Conceptual Framework ................................................... 31
D. Research Hypothesis ....................................................... 33
CHAPTER III RESEARCH METHOD A. Research Design .............................................................. 34
B. Place and Time of the Research ...................................... 35
C. Population,Sampling Technique, and Sample ................ 36
D. Variable of the Research ................................................. 39
E. Technique Collecting ...................................................... 40
F. Instrument of the Research ............................................. 42
G. Technique of Analysing Data ......................................... 43
x
CHAPTER IV RESEARCH FINDING AND DISCUSSION
A. Data Description ............................................................. 50
B. Data Analysis .................................................................. 56
C. Discussion ....................................................................... 70
CHAPTER V CONCLUSION
A. Conclusion ...................................................................... 78
B. Suggestion ....................................................................... 79
References
Appendices
xi
LIST OF FIGURE
Figure 2.1 Diagram of Flowchart ..................................................................... 32
xii
LIST OF TABLE
Table 3.1 Research Design ......................................................................................... 34
Table 3.2 TheShcedule of the Research ..................................................................... 35
Table.3.3 The Distribution of the Population ............................................................ 36
Table 4.1 The range and its Category Students’ Ability........................................... 50
Table 4.2 Pre-test and Post-test Result of Control Group......................................... 51
Table 4.3 The Percentage of Test Result of Control Group...................................... 52
Table 4.4 Pretest and Post-test Result of Experimental Group................................. 54
Table 4.5 The Percentage of Test Result of Experimental Group............................ 54
Table 4.6 Test Result of Experimental Group and Control Group........................... 63
Table 4.7 The Descriptive Analysis of Control group and Experimental Group
based on the Computation of SPSS.......................................................................... 64
Table 4.8 Interval of Post-test Control Group.......................................................... 66
Table 4.9 Interval of Post-test Experiment Group.................................................... 67
Table 4.10 One Sample Kolmogorov-Smirnov Test Control and Experimental
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APPENDICES
Pre-test Read the texts carefully then select the correct answer a,b,c,d or e based on the question given!
Text 1
I am so glad that today is over. So many things have gone wrong. For some reasons I didn’t sleep a wink last night. I was very tired when Mum called me this morning. I fell asleep again until Mum called me again. That snooze made me late.
I did not have time for breakfast. I was starving as I ran to catch the school bus. I just missed it. Dad had to ride me to school. He was late for teaching at his school and he was furious with me. He scolded me for being late.
I arrived at school on time. The teacher asked us to hand in our homework. My homework was not in my bag. I had forgotten to put it in my bag the night before. I usually check my bag in the morning. I did not do this because I was late I had to do extra assignment as a punishment.
After Biology lesson, I did not tie my shoelace properly. I tripped over it. And fell down the stairs. I hurt my knee and had to have a bandage on it. What a terrible day! I hope that I have much better one tomorrow.
1. What is the purpose of the text? a. To explain about something wrong
b. To inform about the writers activities
c. To entertain the readers about the funny story
d. To discus about how to overcome the problem
e. To retell about the writer’s terrible day
2. The generic structure of the last paragraph is called ….. a. Reason d. Orientation
b. Re-orientation e. Complication
c. Events
3. What made everything went wrong? a. He got up late in the morning
b. His came to school on time
c. His bag was left at home
d. He got punishment from his teacher
e. His father was late to ride him
4. Which of the following statement is NOT TRUE according to the text? a. The writer didn’t sleep a wink at that night
b. He didn’t hand in his homework
c. He had breakfast before leaving for school
d. He fell down the stairs
e. His father rode him to school
Text 2
I really enjoyed my holiday in Australia. Last Sunday I visited a marine park called Sea World which is at surfers’ Paradise near Brisbane. It’s Australia’s largest marine park and I had a wonderful day there.
The first thing I saw was the Oceanorium where you can watch all sorts of sea fish and animal under water. There were huge turtles, sharks, and a beautiful tropical sea fish. The most exciting thing was watching a man feeding the sharks. He wore a special diving suit. Then I watched the performance of sea animals. The saw was in a big outdoor swimming pool. There were killer whales, dolphins and sea lions, and they did all sort of fantastic things in the water. One of the girls in the show rode around the pool on the back of killing whale, and another girl rode underwater on the back of a big turtle. After the saw I had lunch. There were several big restaurant at the park and I had lunch in a restaurant that was shape like a ship! Then I watched a wonderful water-ski show which was held on a lake.
There were lots of other things to do at the park. There was lake cruising, a train ride, a big water slide, swimming pools, and an incredible roller coaster called the ‘corkscrew’- because it goes three loops upside down. But I wish I had gone on the roller coaster ride before lunch rather than after it!
5. Which of the following sea animals is known as ‘killer’? a. Sea lions
b. Dolphins
c. Seals d. Turtles
e. Whales
6. What is the main idea of paragraph two? a. There was a water-ski show held on a lake.
b. The sea animals performed fantastic things in the water.
c. The writer had lunch in one of the restaurants at the park.
d. The Oceanorium displayed all sorts of fish and animals under water
e. The writer visited the Oceanorium to watch all sorts of fish and performance
7. Which of the following had made the writer very excited? a. Watching a girl riding on a back of a turtle
b. Watching a girl riding on a back of a whale
c. Watching a man feeding the shark
d. Riding the roller coaster
e. Water skiing on the lake
8. “There were huge turtles, sharks, and a beautiful tropical sea fish.” (Paragraph 2)
The antonym of the underlined word is …………
a. Tiny d. Massive
b. Enormous e. Wide
c. Heavy
Text 3
I think my first memories started when I was about three or perhaps four years old. I remember falling from a tree and breaking my arms. I think I was playing in the garden of the big, old house we lived in. It was in a suburb of London. I can remember starting school when I was five.
There was a little boy called Thomas in the same class. He used to pull my hair when the teacher was not looking. One day I hit him on the head with a book and he began to cry. The teacher was very angry with me. I remember him saying, “Little girls don’t do things like that.” But since then Thomas never pulled my hair again.
9. The writer started studying in his school when she was …… years old. a. 3 c. 4
b. 5 d. 6
e. 7
10. Thomas never pulled the writer’s hair again because …… a. He was afraid of the writer
b. He writer was bigger than he was
c. He was afraid of the teacher
d. He teacher was angry with the writer
e. He moved to another school
11. “One day I hit him on the head with ……” (Paragraph 2). The underlined word means ……
a. Broke d. Struck
b. Attacked e. Bumped
c. Offended
Text 4
When I lived in Jakarta, I had three celebrities in a big mall. The most unforgettable is when I met a comedian and singer Andre Taulany. I met him when he wanted to buy T-Shirt. Actually I was afraid to close him, I did it. I asked the shopkepper to take a picture of us, and I got his autograph too. I gave him little doll to his child. Actually the doll was for my niece, but i gave it to him. I bought another doll again. Now I live in a village in Surabaya. It’s difficult to see a celebrity unintentionally.
12. What is the text about? a. A beautiful memory in Jakarta b. Meeting three celebrities c. Visiting a Village d. Buying some dolls e. Meeting an idol
13. What is the profession of Andre Taulany?
a. A stunt man b. An athlete c. A comedian d. A presenter e. A big mall’s owner
14. How did the writer spend her time with her idol?
a. Having lunch together b. Asking for his autograph c. Giving him a picture of her daughter d. Buying a doll to her niece e. Giving him a T-shirt
15. “... and I got his autograph too.”
The synonym of the underlined word is... a. Signature b. Photograph c. Souvenir d. Handicraft e. Gift
16. ..., but I gave it to him. The word “it” refers to... a. His child b. A picture c. Another doll d. A litle doll e. The autograph
17. Arrange these sentences into a good paragraph!
1) I went to school hurrendly because I woke up late. 2) I ran to the field, and hid, but many students laughed at me. 3) Fortunately I arrived to school on time. 4) I have an embarrasing experience. 5) I forgot to bring my hat and I had to participate in flag ceremony. 6) It happened last Monday. 7) I was confused. Later i realized that i wore the wrong uniform.
a. 4)-2)-3)-1)-6)-5)-7) b. 4)-5)-6)-7)-2)-1)-3) c. 4)-6)-7)-1)-2)-5)-3) d. 4)-6)-1)-3)-5)-2)-7) e. 4)-1)-2)-7)-3)-5)-6)
Text 5
A Visit to a Wildlife Park
I recently visited Sydney with my parents. We visited many interesting places. The one I enjoyed best was the Wildlife Park.
The Wildlife Park has a lot different Australian animals and birds. There are over 600 animals, including kangaroos, wallabies, koala and crocodiles. They are kept in their natural surroundings. I much preferred the Wildlife Park to a zoo where a lot of animals are in cages.
We were able to walk along the kangaroos and wallabies. We were even allowed to touch them and to feed them. It was very exciting to be very so close to them
We also went to see the crocodiles. The Wildlife Park has a lot of fresh-, water and salt-water crocodiles. Some of them were very big and scary with, huge teeth. I did not get very close to them.
We also visited the aviary. There were some very colorful birds there. I really liked an old parrot which could talk.
I wish we could have spent more time in the Wildlife Park. There were so much to see.
18. What is the main idea of paragraph 2 ? a. The wild life park has a lot a fresh water and solt water crocodiles b. We were able to walk along the kangaroos, and wallabies c. I much preferred the wildlife park to a zoo d. the wild life park has a lot different Australian animals and birds e. I recent visited sonly with my parents
19. …. Allowed to touch them and to feed .. the word them in paragraph 3 refers to ..
a. the writers family b. the visitors of wildlife park c. fresh water and salt water crocodiles d. the kangaroos and wallabies e. koala and wallabies
20. What is the communicative purpose of the text? a. to amuse, entertain and to deal with actual or vocarious experience b. to tell the readers what happened in the past c. to persuade the readers that something a case d. to describe a particular place or thing e. to share with others an account of on unusual or amusing incidents
Visiting Bali
There were so many places to see in Bali that my friend decided to join the tours to see as much as possible. My friend stayed in Kuta on arrival. He spent the first three days swimming and surfing on Kuta beach. He visited some tour agents and selected two tours. The first one was to Singaraja, the second was to Ubud.
On the day of the tour, he was ready. My friend and his group drove on through mountains. Singaraja is a city of about 90 thousands people. It is a busy but quiet town. The street are lined with trees and there are many old Dutch houses. Then they returned very late in the evening to Kuta.
The second tour to Ubud was a very different tour. It was not to see the scenery but to see the art and the craft of the island. The first stop was at Batubulan, a center of stone sculpture. There my friend watched young boys were carving away at big blocks of stone. The next stop was Celuk, a center for silversmiths and goldensmiths. After that he stopped a little while for lunch at Sukawati and on to mass. Mass is a tourist center.
My friend ten-day-stay ended very quickly beside his two tour, all his day was spent on the beach. He went sailing or surfboarding every day. He was quiet satisfied.
Write T if the statements is true and F if the statement is false then correct the false statement.
No. Statement T/F Correction 1. The writer’s friend visited Bali. 2. He spent 2 days on Kuta beach
and one week in Bali.
3. The first place he went to Singaraja.
4. The second place he went to Sangeh and Ubud.
5. Singaraja is a busy but quite town.
6. In Singaraja just built traditional Bali houses.
7. He enjoyed the scenery such as muontain, lake and field at Ubud.
8. The first top at Batubulan a center of stone sculpture.
9. He went shopping at Sukowati every day.
10. He was quite satisfied and enjoyed.
Post-test Read the texts carefully then select the correct answer a,b,c,d or e based on the question given! Text 1
On Wednesday, my students and I went to Yogyakarta. We stayed at Dirgahayu Hotel which is not far from Malioboro.
On Thursday, we visited the temples in Prambanan. There are three big temples, the Brahmana, Syiwa and Wisnu temples. They are really amazing. We visited only Brahmana and Syiwa temples, because Wisnu temple is being renovated.
On Friday morning we went to Yogya Kraton. We spent about two hours there. We were lucky because we were led by a smart and friendly guide. Then we continued our journey to Borobudur. We arrived there at four p.m. At 5 p.m. we heard the announcement that Borobudur gate would be closed.
In the evening we left for Jakarta by wisata bus.
1. The text above mainly discusses about…….. a. The writer’s trip to Yogyakarta b. The writer’s first visit to Prambanan c. The writer’s impression about the guide d. The writer’s experience at Yogya Kraton e. The writer’s impression about Borobudur
2. The text is written in the form of a/an……… a. Narrative b. Recount c. Report d. Anecdote e. Spoof
3. The purpose of the text is to………. a. Tell past events b. Entertain readers c. Describe the smugglers d. Report an event to the police e. Inform readers about events of the day
4. What are the big temples in Prambanan? a. Angkor wat, syiwa, and sudra temples b. Paria, brahmana, and temples c. Brahmana, syiwa, and wisnu temples d. Wisnu, syiwa, and borobudur temples e. Borobudur, syiwa, and brahmana temples
5. When did they go home? a. On Saturday morning b. On Friday evening c. On Thursday evening d. On Friday afternoon e. On Saturday evening
6. Why did they only visit Brahmana and Syiwa temples? a. Because there was no wisnu temple b. Because wisnu temple was amazing c. Because wisnu temple was too small d. Because wisnu temple was being repaired e. Because wisnu temple was being destroyed
Text 2 Last holiday my family and I went to Jakarta. We visited my uncle’s house. It had
a big garden and a lot of colorful flowers and tennis court. On Friday my nephew and I went to National Museum and went up to the top of
monument which had the golden symbol of the spirit of our nation. From the top we could see the beauty of the metropolitan city. On Saturday we went to Ancol beach to see Dunia Fantasi and Dolphin show.
On Sunday we went to Ragunan Zoo and then we went home. We really enjoyed our holiday.
7. What is the text about?
a. Visiting grandfather in Jakarta b. Went to Dufan c. Holiday in Jakarta d. Holiday in Bandung e. He Lunch with uncle
8. “It had a big garden and a lot of colorful flowers and tennis court.” (Paragraph
1). The word “it” refers to...
a. Jakarta b. Grandfather’s house c. My friends’s house d. My neighbour’s house e. My uncle’s house
9. Whit whom the writer went to the museum?
a. His nephew b. His uncle
c. His aunty d. His mother e. His father
10. What the writer could see from the top of Nation Museum?
a. The golden symbol of the spirit our nation b. The beauty of the metropolitan city c. Ancol beach d. Dunia fantasi and Ragunan zoo e. The scenery of sunset
11. When the writer went to Ancol beach?
a. On Sunday b. On Monday c. On Saturday d. On Wednesday e. On Friday
Text 3
The Football Match
My brother and I went to a football match yesterday. Our school team was playing againts another high school team. Our team wore red and white shirts, white shorts, and red stockings. The other team wore orange and black shirts, and black stockings. “They look like bees”. My brother said and we laughed.
They played like bees too. They ran very fast, attacked very hard, and passed the ball to each other very fast. Soon they scored their first goal. My brother and I shouted and shouted, “Come on, Valley School! Come on, the Valleys!” our headmaster was near us and he was shouting too. We were very sad.
Then, one of the “bees”stopped the ball with one of his hands, so our team got the free kick. Our captain took it and scored goal. We shouted, “Hooray!”. The score was now 2-1. That was better.
Now our team began to play better-or the “bees” were getting tired. Our team scored another goal before half-time. In the second half of the match, both teams tried very hard, but neither scored, so at the end the score wa stiil two all.
12. The text tells about... a. Joining a football match b. Winning a football match c. Attending a football match d. The school football team e. Playing football
13. What did writer and his brother do after the arival team scored the first
goal? a. They shouted to support their school team. b. They shouted to the headmaster. c. They laughed at their school team. d. They ran very fast. e. They played like bees.
14. Which statement is true according to the text?
a. The writer and his brother will watch a football match b. The writer’s school team wore orange and black shirts. c. The writer called his school team the “bees” d. The write’s school team scored the first goal e. The opponent schored the first goal
15. A word in the text which has same meaning as “leader” is...
a. Brother b. Goal c. Captain d. Team e. Score
16. “He seemed very anthusiastic.” The antonym of the underlined word i...
a. Energized b. Excited c. Eager d. Apathetic e. Impatient
17. Arrange these sentences into a good paragraph!
1) Then, my friend came and joined in on the laughing. 2) When I was in the sixth grade a group of girls campe up to me and
started calling me Fatty.
3) It just comes to show that true friends come once in a life time. 4) But, now I’m in tenth grade and I have onlu one really good friend and
we have been friends for two years now and I hope the friendship will last for the rest of our lives.
5) I started crying and they started laughing at me. 6) It hurt me really bad.
a. 2)-4)-5)-1)-3)-6) b. 2)-5)-1)-4)-6)-3) c. 2)-5)-1)-6)-3)-4) d. 2)-1)-6)-4)-3)-5) e. 2)-3)-4)-1)-5)-6)
Text 4
One day I went to Bandung with my friend for a vacation. We went there on night bus when we arrived in Cianjur, the bus stopped for a rest. I got of the bus to get a cup of coffee, but my friend didn’t. It took only a few minutes to pray, but when I came out again the bus was not there. It had gone! Shocked and confused. I asked the shopkeeper about the bus. She said that the bus had departed about five minutes ago.
I tried to call my friend on my cell phone, but the battery was running low. I couldn’t do anything but hope and pray. After several minutes, my wish came true. The bus came back! Got on the bus and walked to my seat. I was so ashamed when everybody on the bus looked at me. I could feel my face turn red.
18. What did the story tell us about ....?
a. The writer was left by the bus on his trip to Bandung b. The writer arrived in Cianjur to visit his relatives c. The writer could contact his friend with the cell phone d. The writer got of the bus to get a cup a coffee e. The writer and his friend enjoyed their trip to Bandung
19. What did the writer do when the bus stop for a rest in Cianjur ....?
a. drank a cup of coffee and prayed b. bought souvenir and went to the toilet c. drank a cup of coffee d. drank a cup of milk and bought souvenir
e. drank a cup of coffee and went to the toilet
20. Why couldn’t the writer cell his friend?
a. He didn’t bring his cell phone
b. The battery was running low c. The writer’s cell phone was stolen d. The writer’s cell phone was broken e. There was not any signal in his cell phone
Joining the Traditional Dance Competition
I joined the traditional dance competition in Jakarta last year, I represented
my Junior High School. It was my biggest competition. I practised hard with my teacher for a month. We also prepared the best costume we had.
We only had one day in Jakarta. We went there by plane. We left at 6 a.m. and arrived in Jakarta at 7 a.m. We took a taxi to take us to the plane where the competition was held. It took an hour to get there. There were already some participants when we arrived. The competition would start in anhour.
First, my teacher and I went to the dressing room. My teacher helped me do the make-up and the costume. We spent almost an hour for the preparation. I told my teacher that I was really nervous. I was not ready for this. However, she told me that everything was alright, and I felt better.
Then, the time came for me to perform on stage. There were five judges and about two hundred people watching me. However, i did not feel nervous anymore. I performed on the stages confidently. I really did the best I ould. I was glad when it ended smoothly.
After that, we waited for the announcement of the result. It was 4 p.m. when the judges finished making their final decision. I was so impatient to hear the result. I still could not believe when they called my name as the first winner. I was so happy to be given the trophy. My teacher was also proud of my achivement. Finally, we went back to Yogyakarta in the evening. We were so tired. However, we were satisfied because our effort was not useless.
Write T if the statements is true and F if the statement is false then correct the false statement.
No. Statements T/F Correction 1. The writer joined the modern dance
competition.
2. The writer joined the competition when she was in the Junior High School.
3. The writer went to Jakarta a day before the competition was held.
4. The writer ent to Jakarta alone.
5. The writer spent more than an hour for the preparation before she performed.
6. The writer performed on the stage confidently.
7. The writer’s performance ended gracelessly.
8. The result was announced at 4 a.m.
9. The writer went back to Yogyakarta in the evening.
10. The writer were satisfied because our effort was not useless.
Key Answer Pre-test
1.E
2.B
3.A
4.C
5.E
6.E
7.C
8.A
9.B
10.A
11.B
12.E
13.C
14.B
15.A
16.D
17.D
18.D
19.D
20.B
T/F Questions
No. T/F Correction 1 T The writer’s friend visited Bali.
2 F He spent the first three days on Kuta beach and ten day in Bali.
3 T The first place he went to Singaraja.
4 F The second place he went to Ubud.
5 T Singaraja is a busy but quite town.
6 F In Singaraja there are many old Dutch houses.
7 F He was not see the scenery but see the art and craft of the island.
8 T The first top of Batubulan, a center of stone sculpture.
9 F He stopped at Sukowati for lunch.
10 T He was quite satisfied and enjoyed.
Key Answer Post-test
1.A
2.A
3.A
4.C
5.B
6.D
7.C
8.E
9.A
10.B
11.C
12.A
13.A
14.E
15.C
16.D
17.C
18.A
19.A
20.B
T/F Questions
No. T/F Correction 1 T The writer joined the modern dance competition.
2 T The writer joined the competition when she was in the Junior High School.
3 F The teacher and the writer went to the dressing room.
4 F The writer went to Jakarta with her teacher.
5 F The writer spent almost an hour for the preparation before performed.
6 T The writer performed on the stage confidently.
7 F The writer’s performance ended smoothly.
8 F The result was announced at 4 p.m.
9 T The writer went back to Yogyakarta in the evening.
10 T The writer were satisfied because our effort was not useless.
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah : SMK N 1 Girimulyo Mata Pelajaran : Bahasa Inggris Kelas/Semester : X TSM 1 (Control Class) Alokasi Waktu : 2 x 45 menit ( 2x pertemuan ) Topik Pembelajaran : Recount
A. Standar Kompetensi
Mendengarkan 2 Memahami makna teks fungsional pendek dan teks monolog sederhana berbentuk
recount, narrative dan procedure dalam konteks kehidupan sehari-hari.
Berbicara 4 Mengungkapkan makna dalam teks fungsional pendek dan monolog berbentuk
recount, narrative dan procedure sederhana dalam konteks kehidupan sehari-hari.
Membaca 5 Memahami makna teks tulis fungsional pendek dan esei sederhana berbentuk
recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
Menulis 6 Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana
berbentuk recount, narrative, dan procedure dalam konteks kehidupan sehari-hari
B. Kompetensi Dasar
2.2 Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks: recount, narrative, dan procedure.
4.2 Mengung-kapkan makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure.
5.2 Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan procedure.
6.2 Mengung-kapkan makna dan langkah-langkah retorika secara akurat, lancar dan berterima dengan menggunakan ragam bahasa tulisdalam konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure
C. Indikator Pencapaian Kompetensi
Indikator Pencapaian Kompetensi Nilai Budaya Dan Karakter Bangsa
• Merespon teks monolog sederhana berbentuk recount.
• Melakukan teks monolog sederhana berbentuk recount.
Jujur, toleransi, disiplin, rasa ingin tahu, gemar membaca, tanggung jawab, mandiri.
1.Merespon teks monolog berbentuk recount 2.Memahami makna kata dan kalimat dalam
teks recount 3.Merespon teks recount yang disajikan dengan
menjawab pertanyaan 4.Mengungkapkan makna dalam teks recount
D. Tujuan Pembelajaran
Setelah mempelajari unit ini diharapkan siswa dapat :
• Merespon teks monolog berbentuk recount • Memahami makna kata dan kalimat dalam teks recount • Merespon teks recount yang disajikan dengan menjawab pertanyaan • Mengungkapkan makna dalam teks recount
E. Materi Pokok
1. Definition of Recount
Recount is a text which retells events or experiences in the past. Its purpose is either to inform or to entertain the audience. There is no complication among the participants and that differentiates from narrative
2. Generic Structure of Recount
1. Orientation: Introducing the participants, place and time
2. Events: Describing series of event that happened in the past
3. Reorientation: It is optional. Stating personal comment of the writer to the story
F. Metode Pembelajaran/Teknik:
Discussion
G. Langkah-langkah Kegiatan Pembelajaran
Pertemuan 1 :
Kegiatan Awal (10’)
- Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli)
- Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
- Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
- Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang hendak dikembangkan selain yang terkait dengan SK/KD
- Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks
Kegiatan Inti (70’) Eksplorasi Dalam kegiatan eksplorasi : 1. Guru meminta siswa untuk membaca contoh teks recount. 2. Siswa membaca teks tersebut. 3. Guru menjelaskan teks recount. 4. Siswa memperhatikan guru. Elaborasi Dalam kegiatan elaborasi : 1. Guru bersama siswa mencari kata sulit dalam teks recount. 2. Guru bersama siswa menjawab pertanyaan di LKS . Konfirmasi Dalam kegiatan konfirmasi : 1. Guru memberikan soal kepada siswa 2. Siswa mengerjakan soal yang diberikan oleh guru 3. Siswa mengumpulkan soal kepada guru 4. Guru memberikan kesempatan pada siswa yang ingin bertanya
seputar materi recount.
Kegiatan Akhir (10’)
Siswa diminta membuat rangkuman dari materi mengenai teks recount.
Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi mengenai materi yang baru diajarkan (teks recount).
Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
Pertemuan 2 :
Kegiatan Awal (10’)
- Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli)
- Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
- Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
- Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang hendak dikembangkan selain yang terkait dengan SK/KD
- Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks
Kegiatan Inti (70’) Eksplorasi Dalam kegiatan eksplorasi : 1. Guru bertanya kepada siswa seputar materi yang dibahas pertemuan
sebelumnya tentang recount. 2. Siswa menjawab pertanyaan yang diberikan guru. Elaborasi Dalam kegiatan elaborasi : 1. Guru bersama siswa membahas PR yang di berikan guru di
pertemuan sebelumnya. 2. Guru bersama siswa melakukan pembahasan di sumber lain. 3. Guru bersama siswa melanjutkan membahas soal di LKS. Konfirmasi Dalam kegiatan konfirmasi : 1. Guru memberikan soal kepada siswa 2. Siswa mengerjakan soal yang diberikan oleh guru 3. Siswa mengumpulkan soal kepada guru
Kegiatan Akhir (10’)
Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.
Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
H. Sumber/Bahan/Alat
Dictionary LKS Internet
I. Penilaian
A. Jenis / Bentuk :
Tes : 20 multiple choices 10 T/F Questions
B. Pedoman Penskoran
1) Ketentuan :
• Untuk soal multiple choices setiap soal yang dijawab benar diberiskor 10.
• Untuk soal T/F Questions setiap soal yang benar dijawab diberiskor 10.
2) Jumlah skor yang diperoleh (MC+T/F)
Nilai =
3
Guru Pamong
Dwi Listiana, S.Pd NIP 19740404 200701 2 016
Kulonprogo, Mei 2016 Mahasiswa Praktikan
Eka Fitriani N.S
Mengetahui,
Kepala SMK Negeri 1 Girimulyo
Fauzi Rokhman, S.Pd NIP. 197110
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah : SMK N 1 Girimulyo Mata Pelajaran : Bahasa Inggris Kelas/Semester : X TSM 2 (Experimental Class) Alokasi Waktu : 2 x 45 menit ( 2x pertemuan ) Topik Pembelajaran : Recount
A. Standar Kompetensi
Mendengarkan 2 Memahami makna teks fungsional pendek dan teks monolog sederhana berbentuk
recount, narrative dan procedure dalam konteks kehidupan sehari-hari.
Berbicara 4 Mengungkapkan makna dalam teks fungsional pendek dan monolog berbentuk
recount, narrative dan procedure sederhana dalam konteks kehidupan sehari-hari.
Membaca 5 Memahami makna teks tulis fungsional pendek dan esei sederhana berbentuk
recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.
Menulis 6 Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana
berbentuk recount, narrative, dan procedure dalam konteks kehidupan sehari-hari
B. Kompetensi Dasar
2.2 Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks: recount, narrative, dan procedure.
4.2 Mengung-kapkan makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure.
5.2 Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan procedure.
6.2 Mengung-kapkan makna dan langkah-langkah retorika secara akurat, lancar dan berterima dengan menggunakan ragam bahasa tulisdalam konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure.
C. Indikator Pencapaian Kompetensi
Indikator Pencapaian Kompetensi Nilai Budaya Dan Karakter Bangsa
• Merespon teks monolog sederhana berbentuk recount.
• Melakukan teks monolog sederhana berbentuk recount.
Jujur, toleransi, disiplin, rasa ingin tahu, gemar membaca, tanggung jawab, mandiri.
5.Merespon teks monolog berbentuk recount 6.Memahami makna kata dan kalimat dalam
teks recount 7.Merespon teks recount yang disajikan dengan
menjawab pertanyaan 8.Mengungkapkan makna dalam teks recount
D. Tujuan Pembelajaran
Setelah mempelajari unit ini diharapkan siswa dapat :
• Merespon teks monolog berbentuk recount • Memahami makna kata dan kalimat dalam teks recount • Merespon teks recount yang disajikan dengan menjawab pertanyaan • Mengungkapkan makna dalam teks recount
E. Materi Pokok
Definition of Recount
Recount is a text which retells events or experiences in the past. Its purpose is either to inform or to entertain the audience. There is no complication among the participants and that differentiates from narrative
Generic Structure of Recount
1. Orientation: Introducing the participants, place and time
2. Events: Describing series of event that happened in the past
3. Reorientation: It is optional. Stating personal comment of the writer to the story.
F. Metode Pembelajaran/Teknik:
Discussion
G. Langkah-langkah Kegiatan Pembelajaran
Pertemuan 1 :
Kegiatan Awal (10’)
- Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli)
- Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
- Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
- Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang hendak dikembangkan selain yang terkait dengan SK/KD
- Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks.
Kegiatan Inti (70’) Eksplorasi Dalam kegiatan eksplorasi :
1. Guru meminta siswa untuk membaca contoh teks recount. 2. Siswa membaca teks tersebut. 3. Guru menjelaskan teks recount. 4. Siswa memperhatikan guru.
Elaborasi Dalam kegiatan elaborasi :
5. Guru bersama siswa mencari kata sulit dalam teks recount. 6. Guru bersama siswa menjawab pertanyaan di LKS .
Konfirmasi Dalam kegiatan konfirmasi :
1. Guru memberikan soal kepada siswa 2. Siswa mengerjakan soal yang diberikan oleh guru 3. Siswa mengumpulkan soal kepada guru 4. Guru memberikan kesempatan pada siswa yang ingin bertanya
seputar materi recount. Kegiatan Akhir (10’)
Siswa diminta membuat rangkuman dari materi mengenai teks recount.
Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.
Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi mengenai materi yang baru diajarkan (teks recount).
Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
Pertemuan 2 :
Kegiatan Awal (10’)
- Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli)
- Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
- Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
- Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang hendak dikembangkan selain yang terkait dengan SK/KD
- Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks.
Kegiatan Inti (70’) Eksplorasi Dalam kegiatan eksplorasi : • Guru bertanya kepada siswa seputar materi yang dibahas pertemuan
sebelumnya tentang recount. • Guru memberikan penjelasan mengenai tujuan pembelajaran dan
juga prosedur pembelajaran dalam paired reading method. Elaborasi Dalam kegiatan elaborasi : • Guru bersama siswa memulai pelajaran menggunakan paired reading
method. • Guru bersama siswa melakukan pembahasan di sumber lain. Konfirmasi Dalam kegiatan konfirmasi : • Guru memberikan soal kepada siswa • Siswa mengerjakan soal yang diberikan oleh guru • Siswa mengumpulkan soal kepada guru.
Kegiatan Akhir (10’)
Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.
Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
H. Sumber/Bahan/Alat
Dictionary LKS Internet
I. Penilaian
A. Jenis / Bentuk :
Tes : 20 multiple choices 10 T/F Questions
B. Pedoman Penskoran
1) Ketentuan :
• Untuk soal multiple choices setiap soal yang dijawab benar diberi skor 10.
• Untuk soal T/F Questions setiap soal yang benar dijawab diberi skor 10.
2) Jumlah skor yang diperoleh (MC+T/F)
Nilai =
3
Guru Pamong
Dwi Listiana, S.Pd NIP 19740404 200701 2 016
Kulonprogo, Mei 2016 Mahasiswa Praktikan Eka Fitriani N.S
Mengetahui, Kepala SMK Negeri 1 Girimulyo
Fauzi Rokhman, S.Pd
NIP. 1971105 200312 1 003
STANDARD AND VARIANCE OF CONTROL GROUP
NO SAMPLE PRE-TEST (Xi - X ̅ ) (Xi - X ̅ )² POST-TEST (Xi - X ̅ ) (Xi - X ̅ )²
1. S.01 47 -14,65 214,536 63 -3,18 10,090
2. S.02 70 8,35 69,772 73 6,82 46,561
3. S.03 60 -1,65 2,713 63 -3,18 10,090
4. S.04 60 -1,65 2,713 67 0,82 0,678
5. S.05 70 8,35 69,772 73 6,82 46,561
6. S.06 57 -4,65 21,595 60 -6,18 38,149
7. S.07 67 5,35 28,654 63 -3,18 10,090
8. S.08 57 -4,65 21,595 60 -6,18 38,149
9. S.09 73 11,35 128,889 77 10,82 117,149
10. S.10 63 1,35 1,830 70 3,82 14,619
11. S.11 57 -4,65 21,595 60 -6,18 38,149
12. S.12 67 5,35 28,654 73 6,82 46,561
13. S.13 47 -14,65 214,536 53 -13,18 173,619
14. S.14 63 1,35 1,830 67 0,82 0,678
15. S.15 60 -1,65 2,713 63 -3,18 10,090
16. S.16 67 5,35 28,654 73 6,82 46,561
17. S.17 63 1,35 1,830 67 0,82 0,678
Total 1048 861,882 1125 648,471
Mean 61,65 66,18
SD 7,339 6,366
Varians 53,87 40,53
STANDARD DEVIATION AND VARIANCE OF EXPERIMANTAL GROUP
NO SAMPLE PRE-TEST (Xi - X ̅ ) (Xi - X ̅ )² POST-TEST (Xi - X ̅ ) (Xi - X ̅ )²
1. S.01 77 10,47 109,633 70 -3,53 12,457
2. S.02 67 0,47 0,221 83 6,47 41,869
3. S.03 70 3,47 12,045 73 -0,53 0,280
4. S.04 57 -9,53 90,810 66 -7,53 56,692
5. S.05 60 -6,53 42,633 73 -0,53 0,280
6. S.06 60 -6,53 42,633 70 -3,53 12,457
7. S.07 73 6,47 41,869 77 3,47 12,045
8. S.08 60 -6,53 42,633 73 -0,53 0,280
9. S.09 60 -6,53 42,633 70 -3,53 12,457
10. S.10 77 10,47 109,633 77 3,47 12,045
11. S.11 67 0,47 0,221 73 -0,53 0,280
12. S.12 73 6,47 41,869 77 3,47 12,045
13. S.13 50 -16,53 273,221 60 -13,53 183,045
14. S.14 67 0,47 0,221 77 3,47 12,045
15. S.15 83 16,47 271,280 87 13,47 181,457
16. S.16 60 -6,53 42,633 70 -3,53 12,457
17. S.17 70 3,47 12,045 77 3,47 12,045
Total 1131 1176,235 1250 574,235
Mean 66,53 73,53
SD 8,574 5,991
Varians 73,51 35,89
*Give the material to the control class (TSM 1)
*Give the treatment to the Experimental Class (TSM 2)