a study of inquiry method on teaching reading comprehension of tenth grade at man 1 surakarta in
TRANSCRIPT
A STUDY OF INQUIRY METHOD ON TEACHING READING
COMPREHENSION OF TENTH GRADE AT MAN 1 SURAKARTA IN
THE ACADEMIC YEAR 2015/2016
THESIS
Submitted as A Partial Requirements for the Degree of Sarjana in
English Education Study Program
Composed by:
KRISTI ARDIANA
SRN.123221161
ENGLISH EDUCATION DEPARTMENT
ISLAMIC SEDUCATION AND TEACHER TRAINING FACULTY
STATE ISLAMIC INSTITUDE OF SURAKARTA
SURAKARTA
2017
i
DEDICATION
This thesis is didicated to :
1. My beloved father and mother (Siswo Harjanto and Sri Sunarti)
2. My beloved young brother (Arrico Handyanto)
3. My beloved grandmother and my grandfather (Yoso Perwito and Saminah)
4. All of my beloved friends, especially E class. Thanks for your supports and helps
in accomplishing this thesis
5. All lecturers IAIN Surakarta
iv
MOTTO
So , verily, with every difficulty, there is relief :
Verily, with every difficulty there is relief.
(QS. Al Insyirah : 5-6)
Actually,after difficulties, there is an easy. So if you have finished ( from one
business), then do with seriously ( the other bussiness), and only with your God you
have to hope.
( QS. Al Insyiroh : 6-8)
Allah SWT will never change people’s condition before they change what is it
themselves
(QS. Ar-Ra’du: 11
v
ACKNOWLEDGEMENT
Alhamdulillah, all praises be to Allah SWT, the single power, the Loard of the
univere, master of the day of judgment, God all mighty, for all blessings and mercies so
that researcher was able to finished this thesis entitled “A Study of Inquiry Method on
Teaching Reading Comprehension of Tenth Grade at MAN 1 Surakarta in the Academic
Year 2015/2016”. Peace be upon Prophet Muhammad SAW, the great leader and good
inspiration of world revolution.
The researcher ist sure that this thesis would not be completed without the helps,
supports, and suggestions from several sides. Thus, the researcher would like to express
her deepst thanks to all of those who had helped, supported, and suggested her during the
process of writing this thesis. This goes to:
1. Dr. Mudhofir Abdullah, S. Ag., M.Pd, the Head of the State Islamic Institute
of Surakarta
2. Dr. H. Giyoto. M.Hum as the Dean of Islamic Education and Teacher Training
Faculty
3. Dr. Imroatus Solikhah, M.Pd as the Head of English Letter Departement
4. Budiasih, S.Pd., M. Hum.,as the advisor for her precious advise, corrections and
help to revise the mistake during the entire process of writing this thesis.
5. Drs. M. Hariyadi Purwanto, M.Ag as the Headmaster of MAN 1 Surakarta for
facilitating the researcher in collecting the data.
6. Sri Hartatik, S.Pd,M.Pd, as the English teacher of X IPS 1, MAN 1 Surakarta
who has helped the researcher in doing the research.
vii
7. The students of X IPS 1, MAN 1 Surakarta for the cooperation during the
research.
8. The researcher’s beloved parents for support, help, prayer, and everything that
they give to researcher.
9. The researcher’s best friends that always support and help the researcher
finished the research. Thank you for the beautiful and unforgetable moment.
10. Everyone who has helped the researcher to conduct the research and write this
thesis.
Last but not least, researcher would like to say thanks to anyone whom cannot
mention one by one. It doesn’t mean that researcher forget about u, but my deepest
appreciation is dedicated for all of you.
The researcher realize that this thesis is still far from being perfect. The
resercher hopes that this thesis is useful the readers.
Surakarta,November 26th 2016
The researcher
Kristi Ardiana
viii
TABLE OF CONTENT
TITLE ...................................................................................................... i
PAGE OF APPROVAL........................................................................... ii
RATIFICATION..................................................................................... iii
DEDICATION........................................................................................... iv
MOTTO.................................................................................................... v
PRONOUNCEMENT............................................................................... vi
ACKNOWLEDGMENT........................................................................... vii
TABLE OF CONTENT ............................................................................ ix
ABSTRACT............................................................................................... xii
LIST OF FIGURE..................................................................................... xiii
LIST OF TABLE....................................................................................... xiv
LIST OF APPENDICS.............................................................................. xv
CHAPTER I: INTRODUCTION.............................................................. 1
A. Background of the Study................................................................. 1
B. Identification of Problem................................................................ 4
C. Limitation of the Study.................................................................. 4
D. Research Problem .......................................................................... 5
E. The Objectives of Study.................................................................. 5
F. The Benefit of Study...................................................................... 6
G. Definition of Keyterms.................................................................... 7
CHAPTER II: REVIEW ON RELATED LITERATURE.......................... 9
A. Definition of Reading...................................................................... 9
1. Reading..................................................................................... 9
2. The purpose of reading............................................................. 10
3. The ways of reading................................................................ 12
4. Models of reading................................................................... 14
5. Principle of teaching reading................................................ 15
6. Reading Strategy.................................................................... 17
ix
B. Definition of Reading Comprehension........................................ 18
1. Reading comprehension........................................................... 18
2. Factors influencing reading comprehension............................ 23
3. Micro and macro skills of reading comprehension.................. 24
4. The levels of reading comprehension...................................... 26
C. Definition of Inquiry Method......................................................... 28
1. Inquiry method......................................................................... 28
2. Process of inquiry based teaching............................................. 31
3. The kinds of inquiry method.................................................... 34
4. Advantages and disadvantage of inquiry method..................... 34
D. Definition of Curriculum, Syllabus, Lesson Plan,
Tenth Grade Students................................................................... 36
1. Curriculum.............................................................................. 36
2. Syllabus................................................................................... 40
3. Lesson plan ............................................................................. 40
4. Tenth grade students................................................................. 42
E. Previous Study.............................................................................. 43
CHAPTER III: RESEARCH METODOLOGY......................................... 45
A. Research Method............................................................................ 45
B. Reseach Setting............................................................................... 46
1. The place of the research.......................................................... 46
2. The setting of time................................................................... 46
C. Subjects of the Study....................................................................... 47
D. Method of Collecting Data............................................................... 47
E. Trusworthines of Daa...................................................................... 51
F. Technique of Analyzing of Data...................................................... 53
CHAPTER IV : RESEARCH FINDINGS AND DISCUSSION................. 55
A. Research Findings............................................................................... 55
1. The Implementation of Inquiry Method .......................................... 55
2. Advantages and Disadvantages of Inquiry Method........................ 75
B. Discussion........................................................................................... 78
x
CHAPTER V: CONCLUSION AND SUGGESTION............................... 83
A. Conclussion...................................................................................... 83
B. Suggestion......................................................................................... 84
BIBLIOGRAPHY...................................................................................... 86
APPENDICES.......................................................................................... 90
xi
ABSTRACT
Kristi Ardiana, November 2016. A Study of Inquiry Method on Teaching
Reading Comprehension of Tenth Grade at MAN 1 Surakarta in the Academic
Year 2015/2016. Thesis. English of Education Study Program. Islamic
Education and Teacher Training Faculty of IAIN Surakarta.
Advisor : Budiasih, S.Pd., M.Hum
Keywords : Inquiry Method, Reading Comprehension, Teaching
Especially students in senior high school level must deal with many kinds
of text. One kind of text that must be learned by the students are recount text and
descriptive text. The problems are the student’s achievement are still low, students look
bored while studying and also do not payed attention on the material, students do not have
motivation on improving their reading comprehension. This research are to investigate
the implementation and to know the advantages and the disadvantages of using
inquiry method on teaching reading comprehension of tenth grade at MAN 1
Surakarta in the academic year 2015/2016
This research used qualitative research. The researcher used methodological
triangulation to check validity of the data and to collect information is through
obeservation, interviews, and documentation. The subject of this research is social
class of the tenth grade students of MAN 1 Surakarta where every class the total
number are 28 students. The subject in the research is female only and conducted
at second semester. Technique of analyzing data are explained based on the context,
interpreted descriptively, analyzing and categorized, discussed the whole data
sources, checked and confirmed to the advisor, the last draw conclusion and
suggestion.
The findings show that the teacher used inquiry method especially free
inquiry. The subject is level of senior high school, so the teacher does not need to
give them guide in teaching process. The students’ reading knowledge were low
but the students pay attention on teaching lerning class. Each student has different
characteristic when he reads the texts. The teacher used the material without
explaining it clearly. She only explains the material does not about inquiry method.
In pre-assessment, the advantages are the students could develop their essensial
questions. The disadvantages are that they can not be applied for all students. In
effective questioning, the advantages are that the students increased their critical
thinking skill and the disadvantages are the teacher must have an understanding on
effective questioning. In portfolios, the advantages are to encourage students’
reflection. The disadvantages are that the teacher faces difficulty to manage
students’ activities. In checklist, the advantages are could help the teacher and
students to understand during inquiry process. The disadvantage are that the
requirements on the checklist are too vague.
xii
LIST OF FIGURE
FIGURE Page
FIGURE 1. Process of Collecting Data....................................... 50
FIGURE 2. Analysing of Data..................................................... 54
xiii
LIST OF TABLE
TABLE Page
TABLE 3.1. Research Stage.................................................................... 46
TABLE 4.1. Method of Teacher (Observasi 1)......................................... 60
TABLE 4.2. Method of Teacher (Observasi 2)......................................... 64
TABLE 4.3. Method of Teacher (Observasi 3)......................................... 69
TABLE 4.4 Method of Teacher (Observasi 4)......................................... 74
TABLE 4.5.Advantages and Disadvantages of Inquiry Method
on Reading Comprehension................................................ 75
xiv
LIST OF APPENDICES
APPENDIX 1. SURAT PERMOHONAN OBSERVASI……………. 91
APPENDIX 2. SURAT IZIN PENELITIAN………………………… 92
APPENDIX 3. SURAT KETERANGAN PENELITIAN…………… 93
APPENDIX 4. CURRICULUM VITAE……………………………. 94
APPENDIX 5. KOMPETENSI DASAR SMA (ENGLISH)……….. 95
APPENDIX 6. SYLLABUS………………………………………… 99
APPENDIX 7. RENCANA PELAKSANAAN PEMBELAJARAN…. 132
APPENDIX 8. STUDENTS’ LIST…………………………………… 157
APPENDIX 9. QUESTIONS………………………………………… 158
APPENDIX 10.FIELD NOTE………………………………………. 162
APPENDIX 12. FOTO PENELITIAN……………………………… 182
APPENDIX 13. SCHOOL’ PROFILE……………………………… 185
APPENDIX 14. DAFTAR PERISTILAHAN……………………… 193
xx
CHAPTER I
INTRODUCTION
A. Background of the Study
English is a key to get success in many fields for many people and from many
countries in the world. English is taught widely at formal schools starting from
elementary school up to the universities. English is an easy language to learn and
to use. Students are provided with opportunities to learn English. This will help
them to study English books or to get information from internet, television, etc.
In English, there are four skills that should be mastered, they are listening,
speaking, reading, and writing. Reading is one of four langauge skills that must be
masterd by people who study English. Reading is windows of the world. People
reading because by reading people can get more information widely they can
increase their knowledge without going anywhere. Reading as we know involves a
number of cognitive processes. Reading has a communicative value and functions
as an active skill as cognitive processes are working during reading. The reader
reads and tries to work on the information in the reading itself.
Teaching English, especially on teaching reading is not easy, because it
requires creativity and motivation to the students in order to create a good situation
and condition when teaching and learning process. Reading comprehension is a
higher level language process and that it is the core of reading. Reading is a two-
level process. One level is made up of foundational skills, such as word recognition
and decoding, fluency and vocabulary knowledge. The other level is made up of
1
higher order reading processes, for example the procedures that uses to make
meaning out of what he is reading.
Kennedy (1981:5) states that reading is the ability to recognize a visual form,
associate the form with a sound and or meaning required in the past, and on the
basis ofthe past experience, understand, and interpret its meaning. Therefore,
language teachers should improve their students’ ability to infer through the use of
systematic practice and questioning techniques. Doing so will encourage students
to anticipate the content of a text from its title and illustrations or the end of a story
from the preceding paragraphs.
Based explaination above that is why IBT (Inquiry Based Teaching) is needed
to teach them. The students need to be active in inquiry based teaching and to be
more interactive with their teacher. It is because in inquiry based teaching there are
some activities that are crucial for students on English teaching learning.
MAN 1 Surakarta is one of the favorite schools in Surakarta in which the
students are facilited by full tecnhnology. It has many achievements in many fields
of competitions, they include the education filds and non education fields. The
English teacher (Sri Hartatik, S.Pd, M.Pd) who teach at MAN 1 Surakarta is
expected to use English more than 70 %. The students are female only because since
the students are subdivided into the class separately based gender, and also each
students have different characteristic when they read the text. Thus, the researcher
want to know the implementation and kind of inquiry method that used by the
teachers, and also the researcher want to know the advantages and disadvantages
inquiry method that used by teacher.
2
In teaching reading the teacher should consider about method. One of method
as teaching aids that bring object is by using inquiry based teaching method.
Slameto (1991:116) defines inquiry based teaching is a term which follows the
concept in giving opportunity to students develope their intellectual potency
through their own efforts to finds something as the answer of certain problem
through investigation. It can be defined as the art of creating the students situation
in which students take role as active learners. The teacher gives students
opportunity to learn.
Based on the explaination above, it can be concluded that reading is one of
English language skills considered importand in our life. We will get some
information through reading. The students should read many kind of printed media,
if they want get some information and that is why the students are tought reading
skill in English. English teacher should create the better method in teaching
reading. In this case, the researcher interested to study on students reading skill by
using inquiry method. This study is a qualitative research study in which the
researcher used grounded theory analysis to identify and summaries data gathered
through observation, interviews, documentation. These theoretical perspectives on
data analysis shaped my approach and attempts to make sense of the data.
In addition, the intelegency of students also influence the students mastery in
english reading ability. The issue for teachers who wish to honor the diversity of
intelegences among their students is how to represent the other, intelegences and
enable student to teach their full potential with not losing sight that their purpose is
to teaching language.
3
Based on all of the explanations above, the researcher is interested in
discussing about inquiry method are used by teachers on teaching reading
comprehension. Considering that reason, the researcher is going to have deeper
study throughout composing a graduating paper entitled “A Study of Inquiry
Method on Teaching Reading Comprehension of Tenth Grade at MAN 1
Surakarta in the Academic Year 2015/2016”.
B. Identification of Problem
1. Student’s achievement are still low
2. Students look bored while studying, and do not pay attention on the material.
3. Students do not have motivation on improving their reading comprehension.
C. Limitation of Study
Based on the backgroud above the researcher limited the object of this
research on teaching method, which is called inquiry-based learning method. The
activity that students have to do are posing questions, solving problems, and
creating answers. Therefore, whenever they taught, they had to be selective in
choosing a method to introduce a learning material. A good teaching method would
automatically facilitate him to get students’ interest in learning process.
The students as the subject of this study are from MAN 1 Surakarta.
Specificaly the students of social class at tenth grade from academic year
2015/2016. The researcher chooses MAN 1 Surakarta because the school had
English problem especially in their reading comprehension. The researcher chooses
tenth grade’ students of social class because the students is very active in the class
and they can cooperate with easy.
4
The researcher limited the material on discriptive and recount text. This
materials is taken based on the syllabus of tenth grade students in MAN 1 Surakarta.
D. Research Problem
Based on the background above, the problem of the study is stated as the
following:
1. How is the implementation of inquiry method on teaching reading
comprehension of tenth grade at MAN 1 Surakarta in the academic year
2015/2016?
2. What are the advantages and disadvantages of inquiry method on teaching
reading comprehension of tenth grade at MAN 1 Surakarta in the academic
year 2015/2016?
E. The Objectives of Study
The objectives of the study are as follows:
1. To investigate the implementation of using inquiry method on teaching reading
comprehension of tenth grade at MAN 1 Surakarta in the academic year
2015/2016
2. To know the advantages and the disadvantages of using inquiry method on
teaching reading comprehension of tenth grade at MAN 1 Surakarta in the
academic year 2015/2016
5
F. Benefit of Study
The benefits of the research result are as follows:
1. Theoretical Benefit
The researcher hopes that this research can solve the problems especially in
teaching reading comprehension. The result of this research can give
contribution for education areas and also development of linguistic knowledge
that would give a positive impact in teaching learning process.
2. Practical Benefit
a. For the teacher
Practically, the researcher expects this study can be an additional input in
the teaching learning process related to improve of English language
learning for Senior High School. Therefore, the teacher can help the
students learn to solve their problems in English learning achievement.
b. For the researcher
The researcher found a new knowledge on this study, and also the
researcher gives experience to teach inquiry method for Senior High
School. This matter can help the researcher to teach English and to make
English teaching programs in the future when she will become the teacher.
c. For the students
After the students study about inquiry method, the students will gives
information to develop their interest in learning English and to develop
their knowledge where the students are more independent and creative in
problem solving.
6
d. For the other researchers
This study can be used as an additional knowledge in further similar
research.
G. Definition of Keyterms
To avoid misunderstanding in the interpretation of the words that are used in
this study, the writer gives definitions of the words from this study as follow:
1. Reading
Smith (1978) in Fauziati (2002:139) defines “reading as more pragmatically as
an understanding a message conveyed by the writer through visual and non
visual information”
2. Reading Comprehension
Grellet (1999:3) stated that reading comprehension is an understanding a
written text means extracting the required information from it as efficiently as
possible.
3. Inquiry
Miller. R. G (2006: 30) inquiry is a multifaceted activity that involves
making observations, posing questions, examining books and other sources of
information to see what is already known.
4. Method
Brown (2000:170) states that virtually all language teaching methods make the
oversimplified assumption that what language teachers ‘do’ in the classroom
can be conventionalized into a set of procedures that fits all context
7
5. Inquiry method
Postman and Weingartner (1969:31) states that inquiry method is motivate and
recognize the students to be good learners and sound reasoners center their
attention and activity on the dynamic process of inquiry itself, not merely on
the end product of static knowledge.
6. Teaching
Brown (2007:7) stated that showing or helping someone to learn how to do
something, iving instruction, guiding in the study of something, providing with
the knowledge, causing to know or understand.
8
CHAPTER II
REVIEW ON RELATED LITERATURE
This chapter concern with some basic theories related the study. This will
be uses to determine the research, the data collection and data analyse during the
study. This chapter consist of fifth sections. The first is definition of reading,
second is definition of reading comprehension, third is definition of inquiry
method, fourth is definition of curriculum, syllabus, lesson plan, and tenth grade
students, and fifth is previous study. I expect that this study will give the readers
a wider or further understanding about this thesis.
A. Definition of Reading
1. Reading
Reading is one language skill that is very important by us. Without
reading, our aspect in linguistic ability is low. In learning English, the
people mainly for the students which have area for learning and intensive
time to read the books, articles, essay, etc.
Aebersold and Field (1995:15) states that reading is what happened
when people look at the text and assign meaning to the written symbols in
that text. Whereas according Deboer and Dallmann (1966: 17) define
reading as an activity which involves the comprehension and interpretation
of ideas symbolized by written or printed language.
Nunan (2003:68) states that reading is fluent process of readers
combining information from a text and their own background knowledge
9
to build meaning. Whereas, Grellet (1999:7) defines reading as constant
process of guessing, and what one brings to the text is often more important
than what one finds in it. Another word it means that the reader have a
guessing activity to understand the content of the text.
Wallace (1992:7) states that reading as interpreting means as a piece
of communication; in other words, we assume some communicative intent
on the writers’ part which the reader has some purpose in attempting to
understand.
We can conclude for explanation of theory above that there are three
emphasize main elements in reading as the reader, the text and interaction
which occur when the process of reading is done as interpreting activity to
understanding content and get information of the text by the reader as
communication process through the print message or print word as symbol.
2. The purpose of reading
Reading activity is a part of our life to communication. So the reader
always has reason for what their make reading activity. Wallace (1992:6-7)
states that there are purposes of reading which seen of personal reason for
reading as follow:
a. Reading for survival
Reading for survival is related of reading in response to our
environment. Survival reading serves immediate needs or wishes.
10
b. Reading for Learning
One might expect reading for learning to be exclusively school related.
In fact, while a good deal of reading to support learning clearly takes
places in academic contexts.
c. Reading for pleasure
Reading for pleasure offers a variety of short text, fiction and non-fiction
from printed media as books, magazines, comics, brochures, etc.
Grabe (2009: 8) states that there are six major purposes for reading:
a. Reading to search for information ( scanning and skimming)
When a reader wants to find some specific information, a reader should
engage in search processes that usually include scanning and skimming.
The combination of it can build a simple quick understanding of the text
allow a reader to search for information and identifying a specific
graphemes form.
b. Reading for quick understanding (skimming)
A reader skims when a reader wants to determine what a text is about
and whether or not a reader wants to spend more time reading it.
c. Reading to learn
A reader reads to learn when the information in a text is identified as
important aspect and when that information will be used for some tasks
or may be needed in the future.
11
d. Reading to integrate information
This purpose represents a more complex and more difficult task than
reading to learn.
e. Reading to evaluate, critique, and use information
Readers are at time asked evaluate and critique information from
multiple texts or from one long time, requiring them make decisions
about which aspects of the text are most important, most persuasive of
most controversial.
f. Reading for general comprehension (in many cases, reading for interest
or reading to entertain)
It is the most common purpose for reading among fluent readers, and it
is default assumption for the term reading comprehension. It takes place as
a reader reads a good novel, an interesting magazine, etc.
3. The ways of reading
Grellet (1999:4) writes that there are four main ways in reading. It
summarizes of follows:
a. Skimming
Skimming is quickly meaning one’s eyes over a text to the gist. Another
word skimming is a form of rapid reading for finding the general idea
of the passage or the text.
b. Scanning
Scanning is quickly going through a text to find a particular piece of
information. Aebersold (1997:76) also states that scanning is looking
12
quickly through the text for a specific piece of information. It involves
these steps : determining what key words to look for, look quickly
through the text for those words, when you find each word; read the
sentences around it to see if they provide the information being sought,
if they do, do not read further; if they do not, continue scanning.
c. Extensive reading
Extensive reading is reading longer text, usually for one’s own pleasure.
This is a fluency activity, mainly involving global understanding.
Example: The way to identify the referent of text.
d. Intensive reading
Intensive reading is reading short text to extract specific information.
This is more an accuracy activity involving reading for detail. This
activity is likely more to emphasize the accuracy activity involving
reading for detail. It is use to gaining a deep understanding of a text,
which is important for the reader.
Aebersold (1997:45) also adds steps of intensive approach of
reading such as follow:
a. Looking at different levels of comprehension (Main idea vs details)
b. Understanding what is implied versus what is stated
c. Discussing what inferences a reader can reasonably make
d. Determining the order in which information is presented and its effect
on the message
e. Identifying words that connect one idea to another
13
f. Identifying words that signal movement from one section to another
g. Nothing which words indicate authors’ certainty about the information
presented
4. Models of reading
According to Barnett (in Aebersold and Field, 1997: 18) there are three
main models of how reading occurs. Those models are as follows:
a. Bottom-up theory
This theory argues that the reader constructs the text from the smallest
units (letters to words to phrases to sentences, etc.) and that the process
of constructing the text from those small units becomes so automatic
that readers are not aware of how it operates. Decoding is an earlier
term for this process.
b. Top-down theory
It argues that readers bring a great deal of knowledge, expectations,
assumptions, and questions to the text and, given a basic understanding
of the vocabulary, they continue to read as long as the text confirms
their expectations. The top-down school of reading theory argues that
readers fit the text into knowledge (cultural, syntactic, linguistic, and
historical) they already possess, then check back when new or
unexpected information appears.
c. The interactive school of theories
This theory argues that both top-down and bottom-up processes are
occurring, either alternately or at the same time. Theorists describe a
14
process that moves both bottom-up and top-down, depending on the
type of the text as well as on the reader’s background knowledge,
language proficiency level, motivation, strategy use, and culturally
shaped beliefs about the reading.
5. Principle of teaching reading
According to Harmer (2005:70) states that the principles behind the
teaching reading are reading is not a passive skill, students need to be
engaged with what they are reading, students should encourage to respond
to the content of reading text, not just a language, prediction is a major factor
in reading, and match the task to the topic. The reading shall consider:
a. Reading is not a passive skill
It means that reading is incredibly active occupation such as,
understanding what the words are painting, understand the arguments
and work out with them. Reading is an incredibly active occupation,
we have to do successfully, to understand what the words mean,
pictures the words are painting, understand the arguments, and work
out if we agree with them. If we do not do these things-and if students
do not these things-then we only just scratch the surface of the text and
we quickly forget it.
b. Students need to be engaged with what they are reading
It is important to consider the students’ interest for choosing the topic
or the task of reading because they get more in their study especially
reading. As with everything else in lessons students who are not engage
15
with the reading text-not actively interested in what they are doing are
less likely to benefit from it. When they are really fired up by the topic
or the task, they get much more in front of them.
c. Students should be encouraged to respond to the content of reading text,
not just a language.
Students not only study the physic form of reading text which consist
of the way of the students use language, the number of paragraphs they
contain and how many times they use relatives clause, but also the
content or meaning of reading text, such as the message of the text. It
is just as important and the teacher must give the students a chances to
respond to that message in some way. It is important that the students
should be allowed to express their feeling about the topic thus
provoking personal engagement with it and the language.
d. Prediction is a major factor in reading
The teacher should give the students ‘hint’ in reading idea or doing
prediction of the content before they read the text. It will make them
better and more engaged reader. The use of prediction in reading is
useful, for example when they read text in their own language; they
frequently have a good idea of the content before they actually read.
Books’ covers give a hint of what’s in the book, photographs and
headlines hint at what articles are about and reports look like reports
before we read a single word.
16
e. Match the task to the topic
It means that the teacher needs to choose a good reading task such as,
the right kind of question, engaging and useful puzzles etc. The most
interesting text can be undermined by asking boring and inappropriate
questions; the most common place passage can be made really exciting
with imaginative and challenging task
6. Reading strategy
The reader must understand of effective reading and choosing the best
reading method which are appropriate with the readers’ need. There are
some experts explain many strategies as follow:
Brown (2003: 188-189) mentions some principle strategies for reading
comprehension as follows:
a. Identify your purpose in reading text.
b. Apply spelling rules and conventions for bottom-up decoding.
c. Use lexical analysis (prefixes, roots, suffixes, etc.) to determine
meaning.
d. Guess at meaning (of words, idioms, etc.) when you are not certain.
e. Skim the text for the gist and for main ideas.
f. Scan the text for specific information (names, dates, key words).
g. Use silent reading techniques for rapid processing.
h. Use marginal notes, outlines, charts, or semantic maps for understanding
and retaining information.
i. Distinguish between literal and implied meanings.
17
j. Capitalize on discourse markers to process relationships.
Aebersold and Field (1997: 16) also adding the step to make the
successful readers, consciously or unconsciously, that enables them to
comprehend the text well. What is the reader do, there are list as follow :
a. Recognize words quickly
b. Use text features (subheadings, transitions, etc.)
c. Use title(s) to infer what information might follow
d. Use world knowledge
e. Analyse unfamiliar words
f. Identify the grammatical functions of words
g. Read for meaning, concentrate on constructing meaning
h. Guess about the meaning of the text
i. Evaluate guesses and try new guesses if necessary
j. Monitor comprehension
k. Keep the purpose for reading the text in mind
l. Adjust strategies to the purpose for reading
m. Identify or infer main ideas
n. Understand the relationships between the parts of a text
o. Distinguish main ideas from minor ideas
p. Tolerate ambiguity in a text (at least temporarily)
q. Paraphrase
r. Use context to build meaning and aid comprehension
s. Continue reading even when unsuccessful, at least for a while
18
B. Definition of Reading Comprehension
1. Reading comprehension
Kendeou in Grabe (2009:39) states that comprehension is not a unitary
phenomenon but rather a family of skills and activities. A general
component in many definitions of comprehension is the interpretation of the
information in the text and form a coherent representation of what the text
is about.
Adding from another expert, Koda in Grace, (2009:44).
Comprehension occurs when the reader extracts and integrates various
information of the text and combines it with what is already know.
According, Harris & Hodges (1995) reading comprehension is the
construction of the meaning of a written text through of a reciprocal
interchange of ideas between the reader and the message in a particular text.
Whereas, Grellet (1999:3) states that reading comprehension is an
understanding a written text means extracting the required information from
it as efficiently as possible.
Similarly with Grellet, Snow, Catherine (2002:11) stated that reading
comprehension as the process of simultaneously extracting and constructing
meaning through interaction and involvement with written language. Its
means that emphasize of extracting and construction which entails three
elements such as: reader, text and activity.
19
a. The reader
The reader to make comprehend must have a wide range of capacities
and abilities. These include cognitive capacities, motivation, linguist
capacities and language.
b. The text
The definition of text is to include electronic text and multimedia
documents in addition to conventional print. Texts can be difficult or
easy, depending on factors inherent in the text, on the relationship
between the text and the knowledge and abilities of the reader, and on
the activities in which the reader is engaged.
c. The activities
A reading activity involves one or more purposes, some operations to
process the text at hand, and the consequences of performing the
activity. Some reading activities lead to an increase in the knowledge a
reader has so reading activities is finding out how to do something.
d. The context
One important set of reading activities occurs in the context of
instruction. The ways the instruction is delivered and the social
interactions that contextualize the learning experience. It is influenced
by socio-cultural and socio-historical. Socio-cultural differences are
often correlated with group differences. Groups may be identified by
income, race, ethnicity, native language, or neighbourhood.
20
According the theory above we can conclude that reading
comprehension as the process extracting and understanding the information
of written text which have elements for thinking of reading. The inside
element as reader, text, activity whereas the outside element, there are
content and socio-cultural. This element correlate each other when the reader
has activities to read comprehend.
Wainwright, Gordon R (1972:36) states there is personal element in
reading comprehension. Among the many intellectual abilities required for
comprehension, there are summaries as follow:
a. The ability to retain information and recall it when required: reader
should be able to remember a reasonable proportion of the factual
information or the ideas expressed in a passage if you are be able to say
you have understood it and some readers will need to pay more attention
to improving this aspect of comprehension than other, depending on
their needs from reading.
b. The ability to select important points: reader should be able to
differentiate major facts and ideas from minor one. Therefore, part of
this process involves being able to select relevant information and
discard the irrelevant.
c. The ability to interpret information and ideas: reader should be able to
understand the meaning and significance of these facts or ideas.
d. The ability to make deductions from what has been read: often point is
not stated explicitly and it is reasonable to expect a reader who has
21
understood the material to be able to deduce certain things for himself
from information given.
e. The ability to arrive at general conclusion and judgments: reader should
be able to draw your own conclusions from what you have read and able
to evaluate or judge the material reasonably accurately.
f. The ability to relate knowledge to experience: reader should be able to
relate what you read to what you have read and learned previously and
to modify accordingly, if necessary, your understanding of, or insight
into, a subject.
Wainwright, Gordon R (1972:36) states there is personal element in
reading comprehension. Among the many intellectual abilities required for
comprehension, there are summaries as follow:
g. The ability to retain information and recall it when required: reader
should be able to remember a reasonable proportion of the factual
information or the ideas expressed in a passage if you are be able to say
you have understood it and some readers will need to pay more attention
to improving this aspect of comprehension than other, depending on
their needs from reading.
h. The ability to select important points: reader should be able to
differentiate major facts and ideas from minor one. Therefore, part of
this process involves being able to select relevant information and
discard the irrelevant.
22
i. The ability to interpret information and ideas: reader should be able to
understand the meaning and significance of these facts or ideas.
j. The ability to make deductions from what has been read: often point is
not stated explicitly and it is reasonable to expect a reader who has
understood the material to be able to deduce certain things for himself
from information given.
k. The ability to arrive at general conclusion and judgments: reader should
be able to draw your own conclusions from what you have read and able
to evaluate or judge the material reasonably accurately.
l. The ability to relate knowledge to experience: reader should be able to
relate what you read to what you have read and learned previously and
to modify accordingly, if necessary, your understanding of, or insight
into, a subject.
2. Factors influencing reading comprehension
Dawson and Bamman (1967: 220) states about some factors which can
influence reading comprehension as follows:
a. Intelligence
The number of ideas that reader understands and the depth of his
understanding will be largely dependent upon his general capacity to
learn. The slow learning or dull-normal child cannot be expected to
show the same reactions nor gained the same appreciation as the bright
child when they read together for pleasure or to gain information. The
rate at which he associates what he reads with his knowledge or
23
experience will be influenced by this thing, which we commonly call
intelligence.
b. Experience
Children differ in the depth and breadth of their experiences, much of
the teaching of comprehension skills is concerned with providing
experiences for children through which they may respond to books. The
boy or girl with limited experiences may have difficulties in
comprehending many of the ideas and activities with which other
children are familiar before they come to school.
c. Mechanics of reading
If children have all mastered the skills of word attack and word
meaning, if they have learnt to handle books properly, if they have
learnt to read from left to right on a line of print, and if all of these skills
are performed smoothly, then comprehension should be easier for
them.
d. Interest and interest span
It is true that someone responds quickly to what he reads if he is
interested in the topic or at least familiar with it. The average person is
interested in those things which he is related to his best aptitudes.
Interest span is related to the personality factors. Interest span in the
child is also most directly related to the purposes he has for reading at
early stages of reading, the teacher will establish those purposes
24
carefully, through discussion of children’s experiences, visual aids, and
relating to immediate needs.
e. Skills of comprehending
Another factor which influences the depth and amount of
comprehension is the skills which the child has developed for that
purpose. Like all reading skills, the ability to comprehend what we read
develops gradually from the simple to the complex skills.
3. Micro and macro skills of reading comprehension
Brown (2004: 187-188) also states that skills of reading comprehension
can be divided into micro skills and macro skills.
a. Micro skills of reading comprehension
1) Discriminate among the distinctive graphemes and orthographic
patterns of English.
2) Retain chunks of language of different lengths in short-term
memory.
3) Process writing at an efficient rate of speed to suit the purpose.
4) Recognize a core of words, and interpret word order patterns and
their significance.
5) Recognize grammatical word classes (nouns, verbs, etc.), systems
(e.g., tense, agreement, pluralisation), patterns, rules, and elliptical
forms.
6) Recognize that a particular meaning may be expressed in different
grammatical forms.
25
7) Recognize cohesive devices in written discourse and their role in
signalling the relationship between and among clauses.
b. Macro skills of reading comprehension
1) Recognize the rhetorical forms of written discourse and their
significance for interpretation.
2) Recognize the communicative functions of written texts, according
to form and purpose.
3) Infer context that is not explicit by using background knowledge.
4) From described events, ideas, etc., infer links and detect such
relations as main generalization, and exemplification.
5) Distinguish between literal and implied meanings.
6) Detect culturally specific references and interpret them in a context
of the appropriate cultural schemata.
7) Develop and use a battery of reading strategies, such as scanning and
skimming, detecting discourse markers, guessing the meaning of
words from context, and activating schemata for the interpretation of
texts.
4. The levels of reading comprehension
According to Kennedy (1981: 218-233) states that there are three
kinds of reading comprehension. They are:
a. Literal comprehension
26
It refers that the readers are able to know what a writer says. This
comprehension focuses on the readers’ ability to find explicit
information.
b. Inferential comprehension
It refers that the readers have to be able to make reasoning or finding
information that are not stated in the text or implicit information.
c. Critical comprehension
It means that this comprehension can also be called as critical reading
because the readers are expected to judge the text appropriateness and
worth.
In line, another expert more detail of explaining the level of
comprehension such as Crawford (2000:38) related of his article “Teaching
Reading Comprehension for Industrial Students” states that there are three
different levels of thinking which are applied to reading comprehension,
namely literal comprehension, inferential comprehension, and critical
comprehension.
a. Literal comprehension
It related with noting and relating details, looking for context clues,
identifying text patterns and development. At this level, students should
distinguish relevant from irrelevant points, use clues to understand
meaning of words, find the fact, find the general information, and guess
the meaning of unfamiliar words.
b. Inferential comprehension
27
Inferential comprehension refers to drawing conclusion and predicting
outcome based on information in the text, for instance, guessing
motivation of a character in a text who uses dialogue or description,
generalizing ideas which is presented in the text, identifying the main
idea, identifying the title, the purpose of the text, and getting the
implicit information.
c. Critical comprehension
It deals with distinguishing facts from opinions and evaluating tone,
implications, and propaganda tools, for example, questioning claims
which are made by the author, analysing, evaluating, expressing
opinions about ideas in the text, interpreting the meaning based on the
context, and finally making judgment.
Based on the theory above, it can be conclude that reading
comprehension is the process extracting and understanding the information
of written text which has elements for thinking of reading. The inside
element as reader, text, activity whereas the outside element, there are
content and sosio-cultural. And also aspect to assess reading
comprehension shall able to find the main idea and specific information of
the text, find the reference and the meaning of words or expressions within
the text, and making inferences from the text in which the reader uses code,
context analysis, prior knowledge, and vocabulary along with strategies
through interaction and involvement with the written language, to retain
information, select important points, general conclusion and judgments
28
According to concept above the researcher reviews that reading
comprehension consists of several indicators, there are as follows:
a. Finding Explicit Information : It consist of finding detail and fact
b. Finding Implicit Information : There are six specification such as
finding main idea, inferring referents, drawing conclusion, detecting
the title of text, detecting the purpose of text and making prediction.
c. Finding Judgment: It is consist of making judgment, passage, and
thus test validity is questionable.
C. The Definition of Inquiry Method
1. Definition of inquiry
Elliot et al (1999:404) defines inquiry as a term for teaching that permit
students to be active partners in the searching of knowledge, thus
enchancing the meaning of what they learn. Kourilsky as quoted by Hamalik
(2005: 226) states that inquiry based teaching is a teaching strategy which
is foccused on students in which group of inquiry- students discussing an
issue or searching for answers of the question through a procedure which
has beeb planned and a structural group. Furthemore, Sumantri and Permana
(2001:142) states that inquiry based teaching is a teaching method which
gives opportunity to the students to find the information with or without the
teacher’s help.
Slameto (1991:116) defines inquiry based teaching is a term which
follows the concept in giving opportunity to students to develope their
intellectual potency through their own efforts to finds something as the
29
answer of certain problem through investigation. It can be defined as the
art of creating the students situation in which students take role as active
learners. The teacher gives students opportunity to learn. The teacher
arranges the classroom condicion in away that encourages students to think
about the mean of solving problem and teacher works from the assumption
that students should actively seek information rather that passively
accepting it in lectures (Callahan et al., in Elliot et al, 2000:527).
In inquiry- based teaching, students are expected to achieve the
knowledge as the result of their own finding not result of memorizing a sets
of facts. Here the researcher must always design the classroom activities
which are purposed to finding. Carin and Sun in Mulyasa (2005:108) states
that inquiry is the process of investigating a problem. The activities are
purposed to gather enough information about something being investigated.
Based on statements above, it can be conclude thet inquiry based
teaching is a teachng method which emphasize on the students’ active
involvement in finding information and knowledge for their own learning
and the teacher creates situation to give them chance to do investigation.
There are four essential elements on which inquiry based learning
depends, which are:
a. First is that the patterns and meanings should not be deceptive to the
beginners
b. Second is that the usedful knowledge about field should be structured.
30
c. Third is that knowledge which is structured should be applicable,
transferable, and accessible to a vast range of situations.
d. Fourth is that the structured knowledge should be easily retrieved so that
new information in that particular field could be gained without much
effort.
The role of the teacher in an inquiry-based classroom is quite different
from that of a teacher in a conventional classroom. Instead of providing
direct instruction to students, teacher help students generate their own
content-related questions and guide the investigation that followes. Because
of the role of the teacher in a inquiry-based classroom is unconventional, it
is sometimes misunderstood.
Administrators, parents, or even students may not recognize the hard
work that goes into planning and implementing an inquiry-based approach.
In fact, it may seem that teachers “aren’t doing anything” as students
struggle in formulate questions and seek out answers. Nothing could be
further from the truth. When teachers choose to use an inquiry-based
approach, they commit to provide rich experiences that provoke students’
thinking and curiosity; to plan carefully-constructed questioning sequences;
to manage multiple student investigations at the same time; to continuously
assess the progress of each student as they work toward their solution or
final product; and to respond in-the moment to students’ emerging queries
and discoveries (Center for Inspired Teaching, 2008).
31
The students must organize their lesson plans according to the charnging,
interrelating, and communicating of knowledge. A good teacher’s
worksheet enables the students to increase its study skills by improving
different ways of viewing the world, communicating with it, and
successfully introduction new questions and issues of daily life and finding
answers of them. Questioning and finding answers ia n extremely important
factor of inquiry based learning as it aids you in effectively generating
knowledge. In the end, inquiry based learning is basically teaching the
students to have greater understanding of the world they work,
communicate, learn, and live in.
The goal of inquiry is to help the students to develop the intellectual
thinking skills and their skills such as asking the question and finding
answers from their couriosity, as expressed by Joice, B, et al. (2000) “ the
goal of inquiry method is to help the students develop the intellectual
dicipline and skills necessary to raise questions and search out answers
stemming from their couriosity”.
2. The process of inquiry based teaching
Inquiry teaching requires a high degree of instraction among the the
learners, teaching, the material, the content, and the environment. The
investigatives process of inquiry learning involved the students not only in
formulating question but also in limiting them, selecting the best means of
answering the, and conducting the study. In teaching strategies book (2007)
the inquiry process are:
32
a. Observing
Identifiying objects, objects properties and changes in various system;
making controlled observations; ordering series of observation.
b. Classifying
Making simple and complex classifications, tabulating, and coding
observation.
c. Inferring
Draw conclussion based on observations, constructing situations to test
these conlussions.
d. Using members
Identifying sets and their members and then progressing to higher
matematical process.
e. Measuring
Identifying and ordering lengths and then areas, volumes, weights,
temperatures, ansd speeds.
f. Using space time relationship
Identifying movements and direction, learning roles governing changes
in position.
g. Communicating
Constructing graphs, diagrams to describe simple and then more
complex phenomena, presenting writen and oral report.
33
h. Predicting
Interpolating and extrapolaring from data, formulating methods for
testing predictions.
i. Making operational definition
Distinguishing between operational and non-operational definitions,
constructing operational definitions for new problems.
j. Formulating hypothesis
Distinguishes hypothesis for inferences, observations, and prediction;
constructing and test hypothesis.
k. Interpreting
Describing data and inferences based of them, constructing questions to
represent data, relating data to hypothesis, making generalizations
supported by experimental findings.
l. Conrolling variables
Identifying independent and dependent variable, conducting
experiments, describing how variables are controled.
m. Experimenting
Interpreting accounts of scientific experiments, starting problem,
constructing hypothesis, conducting experimental procedure.
3. The kinds of inquiry method
Sund and Trowbridge as quoted by Mulyasa (2005:109) present three
kinds of inquiry based teaching. There are:
a. Guided inquiry
34
The students are given guidlines from the teacher. The guidlines usually
are the questions having purpose of guiding the students in the learning
process. It is usually applied to the beginners who start learning through
inquiry.
b. Free inquiry
The students do the experiment without teacher’s quide before. The
students identify the problem which is going to be investigated by them.
c. Modified free inquiry
The students are given a certain problem by the teacher . Then, they are
asked to solve the problem through observation, exploration, and
research prosedure
In this research the resercher conduct free inquiry to improve the
students’ reading comprehension, because the subject of the research is
form the level of senior high school, so the teacher does not needs to give
them guide to learn vocabulary in teaching learning process.
4. Advantages and disadvantage of inquiry method
According to Brunner (1961: 21-32) the knowledge discovered by the
individual himself is the most uniquely personal thing about that individual.
He maintain that “the idea of inquiry is for students to put things together
for themselves to be their own discoveries.
a. Some advantages of inquiry method are summarized as follows:
1) It makes the students opportunity to think
35
2) It gives the students opportunity to think carefully about ideas,
problems and questions being considered valid by class.
3) It creates room for students’ full participation which increases their
curiosity both inside and outside classroom work.
4) It makes the students to develop the spirit of personal initiative.
5) It encourages patience, co-operation, unity and decision making
amongst the students.
6) It arms the students with the right type of attitudes, values. Skills and
knowledge that enable them explore their social environment.
7) It increases students understanding of processes, concept and
relationship.
b. Some disadvantages of inquiry method are:
1) It is time consuming. That is, it may involve several stays or weeks
before completion.
2) It puts the students on a lot of task. The students will be busy
working towards completion of the task given to them at the neglect
of their other tasks. They work hard to meet up the stipulated time
tagged for handing in of their papers.
3) It may be too expensive when it involve trip making to places where
the facts are available
4) As much is expected of students, they could be frustrated
particularly if they cannot find appropriate dues to solve problems
or if they cannot solve them at all.
36
5) If often leads to withdrawal from lessons or schools especially when
the task is difficult to solve.
6) It is not always possible to use inquiry in all topics or situations
especially in large class series or where a large amount of materials
is required to be taught in a limited time. (Journal of Social Sciences
2011, 3(3): 188-198).
Before states the advantages and disadvantages of
inquiry methods, the researcher give serious justifications for using inquiry
method instruction become student centre, expectancy level increases,
develop talents, avoids learning only at the verbal level and mental
accumulation and assimilation of fact s are encourage.
D. Definition of Curriculum, Syllabus, Lesson Plan, Tenth Grade Students
1. Curriculum
a. Curriculum
According PP 19/2005 about Standar Nasional Pendidikan,
curriculum is a set of instructional activities consisting of several important
elements namely purpose, content, procedures, resources and tool of
assessment. The general statements of the constitution define curriculum
as a set of plans and arrangements covering education goals, contents,
learning materials, and learning methods intended to serve as the guidelines
in implementing the teaching and learning process to achieve the goals that
have been set.
37
Yalden (1987, p. 18), for instance, states that the curriculum includes
the goals, objectives, content, processes, resources, and means of
evaluation of all the learning experiences planned for pupils both in and
out of school and community through classroom instruction and related
program.
In this year many of school uses the 2013 curriculum. Especially for
senior high school students, the 2013 curriculum gives them opportunity to
learn another subject from the other major. For example, a student from
natural science major can take some subjects in social science or
language/culture major, such as sociology or economy. Students can take
whichever subject that they like. In fact, students are free to choose major
and up to two cross-major subjects as early as they enter senior high school.
With this new feature, the Ministry hopes to abolish the paradigm that the
students who get into natural science stream are smarter and better than the
others.
Curriculum 2013 is basically a refinement of the previous curriculum.
The target of curriculum change is none other than the teacher as the direct
implementers in the classroom. While curriculum is the plans program,
teachers are the actors that implement the program through teaching and
learning process. This is the relationship between teachers, curriculum and
learning.
b. Roles of curriculum
There are several roles in implementing the 2013 curriculum:
38
1) Teacher as a learning designer
As a professional teacher, he/she designs learning plan which will
be conducted in the classroom. The study design is expected to
be both structured and practical.
2) Learning motivator
Ones of the hardest roles of teacher is maintaining the willingness
of students to explore the learning material as much as possible.
Motivation, as revealed in many studies, is a very potential factor
to make students excited to learn optimally.
3) Learning mediator
The presence of teachers in the teaching and learning process
could serve as an intermediary actor between the sources of
learning and students. The teacher presents the subject matter to
students' learning and students receive, examine, and discuss the
matter so that it becomes theirs. As a mediator, the teacher lays
the platform for the teaching and learning process. The teacher
interposes something within the environment with which the
students interact.
4) Learning inspiration
Teachers become a major source of inspiration for students in
managing the subject matter. Thinking and strategy delivered by
the teacher will encourage students to learn independently and
creatively.
39
c. Principles underlying the English curriculum
The English curriculum is based on the belief that language
learning is critical to responsible and productive citizenship, and that
all students can become successful language learners. The curriculum
is design to provide students with the knowledge and skills that they
need to achieve this goal. It aims to help students become successful
language learners.
Successful language learners:
1) Understand that language learning is a necessary, life-
enhancing, reflective process
2) Communicate – that is, read, listen, view, speak, write, and
represent – effectively and with confidence
3) Make meaningful connections between themselves, what they
encounter in texts, and the world around them
4) Think critically; understand that all texts advance a particular
point of view that must be recognized, questioned, assessed,
and evaluated; appreciate the cultural impact and aesthetic
power of texts
5) Use language to interact and connect with individuals and
communities, for personal growth, and for active participation
as world citizens.
40
2. Syllabus
Syllabus design is an interesting topic in language teaching. When
we talk about syllabus, it is not separated from curriculum. The system in
a curriculum can be conceptualized as three interrelated process: planning,
enacting (teaching and learning) and evaluating (Snow and Kamhi-Stein,
2006 : v)
Syllabus is a lesson plan on subjects of group and on specific theme
which include standards of competence, basic competence, subject matter
or learning, learning activities, indicators, assessment, and allocation of
time and resources such as materials or tools of learning. Syllabus is the
elaboration of standards competence and standards of competence into the
subject matter or learning, learning activities, and indicator achievement
of competence for ratings (BSNP, 2006: 14)
Syllabus is a more detail and operational statement of teaching and
learning elements, which translates the philosophy of the curriculum into
a series of plan steps leading towards more narrowly, define objectives. In
short, curriculum serves in the level of paradigm on which the educational
practice is based. Meanwhile, syllabus is focusses on realizing what is
design in curriculum. Therefore, it can be says that syllabus is a part of
curriculum.
3. Lesson plan
A lesson plan is a teacher’s detail description of the course of
instruction for one class. A daily lesson plan is develope by a teacher to
guide class instruction. It is a step by step guide that outlines the teacher’s
objectives for what the students will accomplish that day.
Mellisa Kelly (2011: 3) defines a lesson plan is framework and a road
map, which each teacher will create using individual style. A good lesson
plan is includes detailed of information for each activity. It is a good idea
to organize your lesson plan as a plan. Each unit plan will cover a
particular topic, and may be broken down into daily plans. An effective
unit plan will include the following:
a. Objective (s)
While easy to ignore, identifying objectives from beginning will
vastly simplify instruction and assessment.
b. Activities
Your lesson plan will be the various activities you use to teach
students what you want to learn.
c. Time estimates
Including a time estimate for each activity allows you to divide your
unit plan into days and periods of time.
d. Required materials
Spend some time writing down exactly what materials you need for
each activity so that you will be better prepared for your lesson.
e. Alternatives
41
It is always wise to plan ahead for absent students, especially if a large
part of your plan is a simulation that can be hard to make up for those
who miss it.
f. Assessments
Decide in the beginning how you are going to assess your students to
help focus your instruction on what the students actually need to learn.
4. Tenth grade students
Tenth grade students are a part of students in senior high school.
Senior high school is starting in tenth grade and in twelfth grade.
Therefore, students obtain much more control of their education often
may even choose their core classes. (Wikipedia,11-08-2016).
Students have many responsibilities with regard to their learning.
Students who make the effort require to success in school and who are
able to apply themselves will soon discover that there is a direct
relationship between this effort and their achievement, and will therefore
be more motivate for work. There will be some students, however, who
will find it more difficult to take responsibility for their learning because
of special challenges they face. The attention, patience, and
encouragement of teachers can be extremely important to these students’
success.
However, taking responsibility for their own progress and learning
is an important part of education for all students, regardless of their
circumstances. Mastering the concepts and skills connect with the
42
language curriculum requires work, study, and the development of
cooperative skills.
In addition, students who actively pursue opportunities outside the
classroom will extend and enrich their understanding of the
communication process. Their understanding and skills will grow as they
explore their world and engage in activities, for their own purposes that
involve reading, writing, speaking, listening, viewing, and representing.
Students develop their literacy skills when they seek out recreational
reading materials and multimedia works that relate to their personal
interests and to other subject areas, and when they engage in conversation
with parents, peers, and teachers about what they are reading, writing,
viewing, representing, and thinking in their daily lives.
E. Previous Related Study
There are many researches that using method to teach reading
comprehension. The researcher finds some previous researchers who use the
different method of the study to be analysed.
Those the three gap of them, the first is “Improving Student’s Reading
Comprehension Using Inquiry Based Method (A Classroom Action
Research at the Eleventh Grade Students of SMA Negeri 1 Nogosari,
Boyolali 2012/2013 Academic Year)” by Ruhmiyati (2013). This thesis focus
on the improving student’s reading comprehension at the eleventh grade
students of SMA Negeri 1 Nogosari. The purpose of this study has determine
43
and describe the concept of learning inquiry based method in learning as an
effort to improve student achievement and influence on student interest.
The second is “The Use of Three Phase Reading Technique in
Teaching Reading Comprehension (A Case Study of the Tenth Grade
Students at SMA PGRI 2 Kayen Pati in Academic Year 2014/2015)” by
Ayu Novita (2015). This thesis focus on the technique to teaching reading
comprehension of the tenth grade students at SMA PGRI 2 Kayen Pati in
academic year 2014/2015. This research is done to increase student interest in
learning activities in class, in order to obtain an increase in the interest in
learning of each individual student learning. Efforts is the implementation of
learning three phase technique.
The third is “A Descriptive Study of Cooperative Learning for English
as a Foreign Language Learning” by Muhamad Hasbi (2011). This thesis
focus on cooperative learning in English as a foreign language learning.
Based on three previous studies above, there are similarities and
differences on the researcher studies. The similarities were the use of method
or technique to teaching reading comprehension. The differences the
researcher uses recount text. This research focused on inquiry method on
reading comprehension. It different from the previous researches. It means that
theoretically the world or the concept of inquiry method itself not completely.
That is why writer feels interest to make its systematic description.
44
CHAPTER III
RESEARCH METHODOLOGY
This chapter gives research methodology to answer the problems of this
research involved: research method, research setting, subjects of the study, method
of collecting data, trustworthiness of data and techique of analysis data. The more
explanation can be seen below:
A. Research Method
Ary et.al (1985: 21) stated that research may be defined as the application
of the scientific approach to the study of a problem”. Researcher, in this study
conducted research about inquiry method learning with it is application in
English as a foreign language learning. The researcher looking for the answer
of its concept through a study reading in the class.
Then, this research uses qualitative approach. Qualitative research
presents facts in narration with words” (McMillan and Schumacher, 1993:14).
For more details, Moleong (2009: 6) explained that qualitative research is a
research to comprehend phenomena of what happens on the research subject
holistically and by description in words and language forms, in a certain
natural context and use several scientific methods.
According to Creswell, John W (2012:3) research is a process of steps
used to collect and analyze information to increase our understanding of a
topic or issue whereas, the research method is a way or procedure to analyze
the problem in a research.
45
B. Research Setting
1. The place of the research
The research was conducted at MAN 1 Surakarta in the academic
year of 2015/2016 which is located at Sumpah Pemuda street, Surakarta.
The location is strategic enough. The acreditation of this school is A. The
school has 3 grade,there are tenth, eleventh, and twelfth grade. The
buidings are good order and arrangement. There are class room, teacher
office, administration room, labs, multimedia, mosque, parking area,etc.
MAN 1 Surakarta used curiculum 2013. This curiculum is the basic
teaching and learning proces.
2. The setting of time
The research involved the social class at tenth grade of MAN 1
Surakarta. It focused on inquiry method of reading comprehension. The
teacher is Sri Hartatik, S.Pd, M.Pd. This research is conducted in the
second semester of academic year of 2015/2016 from November 2015
until April 2016.
Table 3.1 Research Stage
NO ACTIVITY MONTHS
NOV DEC JAN FEB MAR APR
1 Preparation of
proposal
2 Observation
3 Interview
4 Research
5 Report writing
46
C. Subjects of the Study
The research subject is a person or group as a unit related to this
research. The subject of this research is social class at tenth grade of MAN 1
Surakarta where the total number are 28 students. The whole subject in the
research is female only because since the students are subdivided into the class
separately based on gender. The teacher is Sri Hartatik, S.Pd, M.Pd. This
research, the researcher conducted research at second semester in academic
year 2015/2016.
D. Method of Collecting Data
The research data were collected individually and directly by
researcher. The researcher tried to collect information through observation,
interviews and documentation. Here the researcher became the first
instrument in collecting information. According to Iskandar (2009: 219)
documentation is reviewing toward the literatures which relate to the focus of
research problem.
In qualitative research, collecting the data mostly is done in participant
observation, depth interview and documentation. Sugiyono (2008: 225) stated
that the fundamental method relied on by qualitative researchers for gathering
information is participation in the setting, direct observation, in-depth
interviewing, and documentation review.
1. Observation
Marshall in Sugiyono (2006:64) said that through observation, the
researcher learnt about behaviour and the meaning attached to those
47
behaviour. Susan Stainback in Sugiyono (2006:72) said that in
participation observation,the researcher observes what people do,listent to
what they say,and participates in their activity.
In this phase, the researcher observed students’ participation in
learning process, the students’ activeness in the classroom, asked
question, students’ response in answered teacher’s question, students’
attention, and students’ ability in answered test. The researcher also
observed about what teacher do in the learning classroom activity, such as
listen, see and search what is the method that used by the teacher.
2. Interviews
Esterberg in Sugiyono (2006: 72) said that a meeting of two persons
to exchange information and idea through question and responses.
Resulting in communication and joint construction of meaning about a
particular topic.
In this research, the researher chooses one of English teacher and
one until two class of tenth grade students at MAN 1 Surakarta to get all
of information that researcher need. The information that researcher need
such as asked about class that she teaches, interest of teaching reading,
method, curriculum, syllabus, lesson plan, etc.
Interview is activity that involves interviewer and interviewed where
the interviewer would gave some questions to be answered by interviewed.
Ary et.al (1985: 342) stated that in an interview, data are collected through
face-to-face or telephone interaction between the interviewer and the
48
respondent”. Thus, in this case, the interviewer has to conduct collecting
data with doing interaction or communication directly. But, it can be
conducted face to face or through via electronic.
Syamsuddin (2011: 95) stated that in qualitative research,
interview activity has two functions. First function is as main strategy in
collecting data like data in the form of interview transcript, and second
function is as additional strategy for other techniques like participatory
observation, document analysis and photography. Then, Creswell (2008:
226) also classify the interview into four types, those types are one-on-one
interview, focus group interview, telephone interview, electronic E-mail
interview.
Based on the types of interview above, the researcher used one-on-
one interview. According to Creswell (2008:226) one-on-one interview is
data collection process in which the researcher asked questions and records
answers from only one participant in the study at a time. The researcher
prepares eight questions relate taeching reading method by using English.
To collecting data of interview, the researcher makes some procedures.
Those are preparing the concept of questions that want to be asked to
subject and the researcher transcripts the result of interview.
3. Documentation.
Sugiyono (2008: 240) stated that documentation can be written
and picture by someone that can be used to obtain information. In
conducting documentation method, the researcher can provide books,
49
documents, etc. The function of documentation method is to make
credible the result of observation or interview. In this research, the
documentation guide is subjects’ grade transcript.
In this phase, the researcher asked the teacher to shows or maybe
gave document that could help the researcher to continue her research,
such as syllabus, lesson plan, curriculum, hand book, attendance list, etc.
In education document used to support teaching reading activity and to
book information. In research document could help the researcher to
support research activities dan source of research data, especially in
teaching reading.
Figure 1. Process of Collecting Data
Collecting Data
Observe the
activities of
teacher and
students in the
classroom
activity
Ask the teacher
and students
based research
study
Search
documentation
such as syllabus,
lesson plan, hand
book, etc
Observation
Interviews Documentation
50
E. Trustworthiness of data
Here, the researcher used methodology triangulation to check the validity
of the data. Triangulation is a technique to checking something in comparing
the results of interviews and research object (Moloeng, 2004: 330).
Triangulation can be done with using different techniques (Nasution,
2003: 115) like interviews, observation and documents. Triangulation is only
used to check the correctness of data and also to enrich the data. Triangulation
also be useful for investigating the validity of the data because triangulation is
reflective.
Cohen (2000:112) stated that triangulation may be defined as the use of
two or more methods of data collection in the study of some aspect of human
behavior”. Triangulation technique means the researcher used two or more
techniques in collecting the data to get validity. The purpose of triangulation
is to increase the credibility and validity of the findings. Further, Denzin (in
Patton, 2009:206) stated that there are four techniques in triangulation. Those
are source triangulation, investigator triangulation, methodological
triangulation, theoretical triangulation.
1. Source triangulation
In source triangulation, the researcher used many sources or participants
to get the accuracy of data.
2. Investigator triangulation
Investigator triangulation means technique that used more than one
researcher in collecting and analyzing data. From some researcher’s view
51
in interpreting information and collecting the data, the validity of data
can be increased.
3. Methodological triangulation
Methodological triangulation refers to researcher used more than one
method in the research. Cohen (2000: 113) explained that methodological
triangulation is using the same method on different occasions or different
methods on the same object of study”. Thus, methodological
triangulation is making different method to get validity of data.
4. Theoretical triangulation
Theoretical triangulation means the researcher compared the data finding
with perspective theory that is relevant. Here, the researcher is demanded
to have expert judgment to compare the finding of research with the
certain theory.
From those types of triangulation, the researcher used
methodological triangulation to get validity of data. Presentation of data
is the most important activities both in qualitative research. Presentation
of data is often used for the qualitative data in the past in narrative text.
In today the presentation of qualitative data also could be done in
different types of matrices, graphs, networks, and charts. Everything is
designed to combine the information arranged in a form that is easy.
Thus, data presentation is part of the analysis.
52
F. Technique of Analyzing of Data
According to Bogdan and Biklen (1982:145) data analysis is the process
systematically searching and arranging the interview, transcripts, field notes,
and other materials that your accumulate to increase your own understanding
of them and to enable your to present what your have discovered to others.
In this study, the researcher does the process of data searching and
arranging from books, journals, articles and other materials the researcher gets.
Researcher then organized and breaks it into manageable units, so that could
be found which ones are related and unrelated with the research.
Brogdan and Biklen (1982:145) stated that data analysis is the process of
systematically searching and arranging the materials (data) that researcher
accumulates to increase understanding of the materials to enable her to present
what she has discovered to others. After collecting the data, the researcher
analyzed them. First, the researcher read, re-reads and studied all the note and
data collected. Than, the researcher did data reduction. Data reduction refers to
the process of selecting, focusing, simplifying, abstracting, and transforming
the data that appear in the notes. Here, she just focused or paid attention to the
jokes (data) which contained implicature.
Miles and Huberman (1994: 11) stated that data reduction is the form of
analysis that sharpens, sorts, focuses, discard, and organizes data in such a way
that “final” conclusions can be drawn and verified. The data collected were
explained based on the context. After that, the data were interpreted
53
descriptively. In this process, to analyzed the data, a dictionary was also used
to find out the valid meaning. Next, the researcher analyzed and categorized
the data based on the Grice‟s theory of implicature and cooperative principle.
After that, the researcher discussed the whole data sources based on the theory
of implicature and cooperative principle to get the answer of research question
and then checked back analysis and confirmed to the advisor. The last step was
to draw conclusion and suggestion as the result of analysis.
Figure 2. Analyzing of Data
Analyzing of
Data
Analyzed
and
categorized
the data
Interpreted
descriptively
Explained
based on the
context
Discussed
the whole
dat sources
Checked and
confirmed to
the advisor
Draw
conclusion
and
suggestion
54
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
In this chapter, the researcher presented the finding as the answer of the
research problem stated in this first chapter. She described the result of teaching
implementation and described the advantages and disadvantages of inquiry method
on teaching reading comprehension of tenth grade at MAN 1 Surakarta in the
academic year 2015/2016.
Before the observation, the researcher prepared the whole things related with
classroom observation. She prepared the field note and prepared the questionnaire
for teacher and for students related with the material tough. The researcher came
the school earlier, supposes she could do interview the students about the
difficulties in learning English. The researcher also made a good relationship in
order to be accepted on the class well.
A. Research Findings
1. The Implementation of Inquiry Method on Teaching Reading
Comprehension of Tenth Grade at MAN 1 Surakarta in the Academic
Year 2015/2016.
Teaching reading in MAN 1 Surakarta, the teacher (Sri Hartatik,
S.Pd, M.Pd) more focused on announcement, genre of text, such as recount
text, descriptive text, and narrative text. Here, the students also learnt about
social function of the text, generic structure of the text, and linguistic
elements of the text, such as grammar and tenses that uses. The researcher
55
knew this after interviewing the teacher and the students. The purpose of
teaching reading would be to have an adequate understanding of the text and
means. To achieve this purpose, learners should have linguistic knowledge
(vocabulary, grammar, tenses) and related background knowledge (i.e. the
accumulation of “schema”).
a. First Observation (December 03, 2015 )
Teaching and learning process in tenth grade students of MAN 1
Surakarta was good enough. The teacher has implemented 5 steps in
scientific approach (Observing, Questioning, Experimenting,
Associating and Networking/ Communicating) in teaching English
learning process. In observing stage provides students a moment in
which they were stimulated with language input is further elaborated in
next stage by giving the material with the media, picture or real object.
Here, the researcher found that the teacher didn’t give and
explain the material by showing the real object, picture or media. She
was just using a book, and then explained on whiteboard. In this
observation the researcher found that there were 3 steps of teaching-
reading process in the reading. They were opening, main activity, and
closing. The steps of teaching-reading process of reading
comprehension at the tenth grade at MAN 1 Surakarta were discussed
in the following section.
1) Opening
56
The teacher (Sri Hartatik, S.Pd, M.Pd.) opened the lesson by
saying basmallah and assalamu’alaikum wr. wb. Then, the teacher
asked the students to attention on the learning aims of the lesson.
The teacher came to the class and led the students to pray together.
Then she greeted and asked the students about their condition, read
the students attendance list, ask the students to prepare their book,
dictionary, pen, and note book. In this session the important thing
was the teacher reviewed the material in the last meeting.
2) Main activity
a) Observing
In this step, the teacher (Sri Hartatik, S.Pd, M.Pd.) tried to
explain and discuss about the text while focusing reading by
using inquiry method. Before discussing the material, the
teacher reviewed the topic that would be taught in general. The
material here was about recount text.
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 thousand people. It is a busy but quiet town. The streets are
57
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 Batu bulan, 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 cente
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.
Adapted from: http://www.englishdirection.com
http://baliplesir.com
Accessed on June 20th, 2016 at 02.09 a.m.
b) Questioning
The teacher (Sri Hartatik, S.Pd, M.Pd.) asked some student to
read the text based of material because she wanted to uses
student’ voice to help the other students understand the
material. Then, teacher gave some questions related with the
material. The question such as, what is the genre of the text,
generic structure in the text, social function of text, and
linguistic element of the text.
c) Experimenting
The teacher (Sri Hartatik, S.Pd, M.Pd.) divided the students
into the groups. The students must search and find the answer
58
of the teacher’s question. The teacher must active to look
around of their students. The teacher just gave feedback,
explanation and questions that guided them to find the answer.
d) Associating
In associating stage, after the students finished reading and
answering the question, the teacher asked the students one by
one to create their own work about the material. In this session,
every student must share their ideas. The goal of this activity
was to make a conclusion for present in the next stage.
e) Communicating
Every students must present and responsible for their work in
front of the class. The other students listened and focused to
the presentation. Besides that, the students also felt embrace to
speak using English.
3) Closing
The last step was closing the class. The teacher opened the
question session to give opportunity to the students, firm up their
understanding and gave feedback about the material (recount text).
Than, the teacher gave information about the material for the next
meeting was recount text.
Here, the teacher asked the students to learn everything about
English, especially reading. The students must read many books,
such as newspaper, tabloid, and novel in English text. She hoped
59
the students not just read but they must know the meaning of the
text. It is because the most important of reading comprehension
was knowing and understanding the meaning of the text.
The teacher closed the lesson by giving thanks/thankfulness for
the student’s attention and she closed the meeting by saying
hamdallah and wassalamu’alaikum wr. wb.
From the activity above, the researcher used table to make
easier to know the activity in the class. The table is below:
Table 4.1 Method of Teacher
Context Kind of Method Explanation
Opening CLT The teacher reviewed
the material in last
meeting.
Main
Activity
Observing - The teacher explained
the material about
recount text
Questioning ALM The teacher gave the
question based on the
material “Visiting Bali”
Experimenting CLL Students searched
answer the question of
teacher.
Associating TLL Students created their
own work about the
material.
Communicating CLT Students presented and
responsible their work
in front of the class.
Closing CLT The teacher gave the
feedback.
60
b. Second observation ( December 12, 2015)
Teaching and learning process in tenth grade students of MAN 1
Surakarta was good enough. The teacher has implemented 5 steps in
scientific approach (Observing, Questioning, Experimenting,
Associating and Networking/Communicating) in teaching English
learning process. In observing stage provides students a moment in
which they were stimulated with language input is further elaborated in
next stage by giving the material with the media, picture or real object.
Here, the researcher found that the teacher gives and explains the
material by showing the real object, picture or media. She wasn’t just
using a book, and then explained on whiteboard. In here, she uses LCD
to teach their students. In this observation the researcher found that
there were 3 steps of teaching-reading process in the reading. They
were opening, main activity, and closing. The steps of teaching-reading
process of reading comprehension at the tenth grade at MAN 1
Surakarta were discussed in the following section.
1) Opening
The teacher (Sri Hartatik, S.Pd, M.Pd.) opened the lesson by
saying hamdalah and assalamu’alaikum wr. wb. Then, the teacher
asked the students to attention on the learning aims of the lesson.
The teacher came to the class and led the students to pray together.
Then she greeted and asked the students about their condition, read
the students attendance list, asked the students to prepare their
61
book, dictionary, pen, and note book. In this session the important
thing was the teacher reviewed the material in the last meeting.
2) Main activity
a) Observing
In this step, the teacher (Sri Hartatik, S.Pd, M.Pd.) tried to
explain and discussing about the text while focusing reading
by using inquiry method. Before discussing the material, the
teacher reviewed the topic that would be taught in general. The
material was about recount text.
My Holiday Was Fantastic
Last summer I got a fantastic holiday. I visited some great
places.
I went to an airport and was going to fly to Cleveland. I
was spending there two days. I liked to see some Cleveland
Cavaliers basketball matches.
Then I went to Hollywood. Hollywood is a famous district
in Los Angeles, California, United States. It had become
world-famous as the center of the film industry. Four major
film companies – Paramount, Warner Bros., RKO and
Columbia – had studios in Hollywood. I did not want to leave
but I had to.
After that, I went to New York City. I visited the Statue of
Liberty. I went from the bottom of Manhattan to the top of the
crown. That was very amazing.
The places made me feel at home but I have to go home.
Next time I would return to them.
Adapted from: http://englishonline.tki.org.nz
http://www.englishindo.com
Accessed on June 20th, 2016 at 2.36 a.m.
62
b) Questioning
The teacher (Sri Hartatik, S.Pd, M.Pd.) asked some student to
read the text based of material because she want use some
student voice to help the other student understand on the
material. Then, teacher gave some questions related with the
material. The question such as, what is the genre of the text,
generic structure in the text, social function of text, and
linguistic element of the text.
c) Experimenting
The teacher (Sri Hartatik, S.Pd, M.Pd.) didn’t divide the class
into the groups. In here the students must search and find the
answer of the teacher’s question. The teacher must active to
look around students. The teacher just gave feedback,
explanation and questions that guided them to find the answer.
d) Associating
In associating stage, after the students finished reading and
answering the question, the teacher asked the students one by
one to create their own work about the material. In this session,
every student must share their ideas. The goal of this activity
was to make a conclusion for present in the next stage
e) Communicating
Every students must present and responsible about their work
in front of the class. The other students listened and focused to
63
the presentation. Besides that, the students also felt embrace to
speak using English.
3) Closing
The last step was closing the class. The teacher opened the
question session to give opportunity to the students, firm up their
understanding and gave feedback about the material (recount text).
Then, the teacher gave information about the material for the next
meeting was descriptive text.
Here, the teacher asked the students to learn everything about
English, especially reading. The students must read many books,
such as newspaper, tabloid, and novels in English text. She hoped
the students not just read but they must knows the meaning of the
text. It is because the most important of reading comprehension
was knowing and understanding the meaning of the text.
The teacher closed the lesson by giving thanks/thankfulness for
the student’s attention and she closed the meeting by saying
hamdallah and wassalamu’alaikum wr. wb.
From the activity above, the researcher used table to make
easier to know the activity in the class. The table is below:
64
Table 4.2 Method of Teacher
Context Kind of Method Explanation
Opening CLT The teacher reviewed
the material in last
meeting.
Main
Activity
Observing
- The teacher explained
the material about
recount text.
Questioning ALM The students question
English of “My
Holiday Was
Fantastic” and teacher
answered it.
Experimenting CLL Students searched
answered the question
of teacher.
Associating TLL Students created their
own work about the
material.
Communicating CLT Students presented
and responsible their
work in front of the
class.
Closing CLT The teacher gave the
feedback.
c. Third observation ( December 17 ,2016)
Teaching and learning process in tenth grade students of MAN 1
Surakarta is good enough. The teacher has implemented 5 steps in
scientific approach (Observing, Questioning, Experimenting,
Associating and Networking/Communicating) in teaching English
learning process. In observing stage provided students a moment in
65
which they are stimulated with language input is further elaborated in
next stage by giving the material with the media, picture or real object.
Here, the researcher found that the teacher gave and explained the
material by showing the real object, picture or media. She wasn’t just
using a book, then explained on whiteboard. Here, she used LCD to
teach their students. In this observation the researcher found that there
were 3 steps of teaching-reading process in the reading. They were
opening, main activity, and closing. The steps of teaching-reading
process of reading comprehension at the tenth grade at MAN 1
Surakarta were discussed in the following section.
1) Opening
The teacher (Sri Hartatik, S.Pd, M.Pd.) opened the lesson by
saying hamdalah and assalamu’alaikum wr. wb. Then, the teacher
asked the students to attention on the learning aims of the lesson.
The teacher came to the class and led the students to pray together.
Then she greeted and asked the students about their condition, read
the students attendance list, ask the students to prepare their book,
dictionary, pen, and note book. In this session the important thing
is the teacher reviewed the material in the last meeting. The
material was about descriptive text.
2) Main activity
a) Observing
66
In this step, the teacher (Sri Hartatik, S.Pd, M.Pd.) tried to
explain and discuss about the text while focusing reading by
using inquiry method. Before discussing the material, the
teacher reviewed the topic that would be taught in general. The
material was about descriptive text.
My Best Friends
I have a lot of friends in my school, but Dinda has been my
best friends since junior hight school. We don’t study in the
same class, but we meet at school everyday during recess and
after school. I first met her at junior high school orientation
and we’ve been friends ever since.
Dinda is good – looking. She’s not to tall, with fair skin and
wavy black hair that she often puts in a ponytail. At school,
she wears the uniform. Other than that, she likes to wear jeans,
casual t-shirts and sneakers. Her favorite t-shirt are those in
bright colors like pink, light green and orange. She is always
cheerful. She is also very friendly and likes to make friends
with anyone. Like many other girls, she is also talkactive. She
likes to share her thoughts and feelings to her friends. I think
that’s why many friends enjoy her company. However, she can
be a bit childish sometimes. For example, when she doesn’t get
what she wants, she acts like a child and stamps her feet.
Dinda lovers drawing, especially the manga characters. She
always has a sketchbook with her everywhere she goes. She
would spend some time to draw the manga characters from her
imagination. Her sketches are amazingly great. I’m really glad
to have a best friend like Dinda.
Adapted from: Muhammad Nuh. 2014.
Bahasa Inggris. Jakarta: Kementerian
Pendidikan dan Kebudayaan
b) Questioning
The teacher (Sri Hartatik, S.Pd, M.Pd.) asked some student to
read the text based of material because she wanted to use some
67
student voice to help the other student understand about the
material. Then, teacher gave some questions related with the
material. The question such as, what is the genre of the text,
generic structure in the text, social function of text, and
linguistic element of the text.
c) Experimenting
The teacher (Sri Hartatik, S.Pd, M.Pd.) divided the class into
the groups. Here the students must search and find the answer
of the teacher’s question. The teacher must active to look
around her students. The teacher just gave feedback,
explanation and questions that guided them to found the
answer.
d) Associating
In associating stage, after the students finished reading and
answering the question, the teacher asked the students one by
one to create their own work about the material. In this session,
every student must share their ideas. The goal of this activity
was to make a conclusion for present in the next stage
e) Communicating
Every students must present and responsible their work in front
of the class. The other students listened and focused to the
presentation. Besides that, the students also felt embrace to
speak using English.
68
3) Closing
The last step was closing the class. The teacher opened the
question to give opportunity to the students, firm up their
understanding and gave feedback about the material (descriptive
text). After that, the teacher gave information about the material
for the next meeting was descriptive text also.
Here, the teacher asked the students to learn everything about
English, especially reading. The students must read many books,
such as newspaper, tabloid, and novels in English text. She hoped
the students didn’t read but they must know the mean of the text.
It is because the most important of reading comprehension is
knowing and understanding the meaning of the text.
The teacher closed the lesson by giving thanks/thankfulness for
the student’s attention and she closed the meeting by saying
hamdallah and wassalamu’alaikum wr. wb.
From the activity above, the researcher used table to make
easier to know the activity in the class. The table is below:
Table 4.3 Method of Teacher
Context Kind of Method Explanation
Opening CLT The teacher reviewed
the material in last
meeting.
Observing
- The teacher explained
the material about
descriptive text.
69
Main
Activity
Questioning ALM The students question
English of “My Best
Friends” and teacher
answered it.
Experimenting CLL Students searched
answer the teacher’
questions.
Associating TLL Students created their
own work about the
material.
Communicating CLT Students presented and
responsible their work in
front of the class.
Closing CLT The teacher gave the
feedback.
d. Fourth observation ( December 24, 2016)
Teaching and learning process in tenth grade students of MAN 1
Surakarta is good enough. The teacher has implemented 5 steps in
scientific approach (Observing, Questioning, Experimenting,
Associating and Networking/Communicating) in teaching English
learning process. In observing stage provided students a moment in
which they were stimulated with language input is further elaborated in
next stage by giving the material with the media, picture or real object.
Here, the researcher found that the teacher gave and explained the
material by showing the real object, picture or media. She wasn’t just
using a book, and then explained on whiteboard. Here, she used LCD
to teach their students. In this observation the researcher found that
there were 3 steps of teaching-reading process in the reading. They
70
were opening, main activity, and closing. The steps of teaching-reading
process of reading comprehension at the tenth grade at MAN 1
Surakarta were discussed in the following section.
1) Opening
The teacher (Sri Hartatik, S.Pd, M.Pd.) opened the lesson by say
hamdalah and wishing assalamu’alaikum wr. wb. The teacher
asked the students to pay attention on the learning aims of the
lesson. The teacher came to the class and led the students to pray
together. Then she greeted and asked the students about their
condition, read the students attendance list, asked the students to
prepare their book, dictionary, pen, and note book. In this session
the important thing was the teacher reviewed the material in the
last meeting.
2) Main activity
a) Observing
In this step, the teacher (Sri Hartatik, S.Pd, M.Pd.) tried to
explain and discuss about the text while focusing reading by
using inquiry method. Before discussing the material, the
teacher reviewed the topic that would be taught in general. The
material here is about descriptive text.
71
The Victoria falls
The Victoria falls or Mosi-oa-Tunya (the Smoke that
Thunders, and note that the ‘i’ is silent) is a waterfall located
in southern Africa on the Zambezi River between the countries
of Zambia and Zimbabwe.
It is claimed to be the largest. This claim is based on a
width of 1.708 m (5.604 ft) and height of 108 m (354 ft),
forming the largest sheet of falling water in the world. The
falls’ maximum flow rate compares well with that of other
major waterfalls.
For a considerable distance upstream from the falls, the
Zambezi flows over a level sheet of basalt, in a shallow valley
bounded by low and distant sandstone hills. The river’s course
is dotted with numerous tree-covered islands, which increase
in number as the river approaches the falls. There are no
mountains, escarpments, or deep valleys which might be
expected to create a waterfall, only flat plateau extending
hundreds of kilometers in all direction.
The falls are formed as the full width of the river
plummets in a single vertical drop into a transverse chasm
1708 m (5604 ft) wide, carvered by its water along a fracture
zone in basalt plateau. The depth of the chasm, called the First
Gorge, varies from 80 m (260 ft) at its wetern and to 108 m
(354 ft) in the centre. The only outlet to the First Gorge is a
110 m (360 ft) wide gap about two-thirds of the way across the
witdh of the falls from the western end, through which the
whole volume of the river pours into the Victoria Falls Gorge.
There are two islands on the crest of the falls ther are large
enough to divide the curtain of water even at full flood.
Boaruka island (or Cataract Island) near the western bank, and
Livingstone Island near the middle – the place that David
72
Livingstone first saw the falls from in Zambia. At less than full
flood, additional islets devided the curtain of water into
separate parallel streams. The main steams are named, in order
from zimbabwe (west) to Zambia (east): Davil’s Cataract
(called Leaping Water by some). Main Falls, Rainbow Falls
(the highest) and the Eastern Cataract.
Adapted from :http://www.Zambiatourism.com
Accessed on June 21th, 2016 at 22.36 p.m.
b) Questioning
The teacher (Sri Hartatik, S.Pd, M.Pd.) asks some student to
read the text based of material because she wanted to use
student’ voice to help the other student understand on the
material. Then, teacher gave some questions related with the
material. The question were such as, what is the genre of the
text, generic structure in the text, social function of text, and
linguistic element of the text.
c) Experimenting
The teacher (Sri Hartatik, S.Pd, M.Pd.) didn’t divide the class
into the groups. In here the students must search and find the
answer of the teacher’s question. The teacher must active to
look around of their students. The teacher just gave feedback,
explanation and questions that guided them to found the
answer.
73
d) Associating
In associating stage, after the students finished reading and
answering the question, the teacher asked the students one by
one to create their own work about the material. In this session,
every student must share their ideas. The goal of this activity
was to make a conclusion for present in the next stage
e) Communicating
Every students must present and responsible about their work
in front of the class. The other students listened and focused to
the presentation. Besides that, the students also felt embrace to
speak using English.
3) Closing
The last step was closing the class. The teacher opened the
question to give opportunity to the students, firm up their
understanding and gave feedback about the material descriptive
text. After that, the teacher gave information about the material for
the next meeting.
Here, the teacher asked the students to learnt everything about
English, especially reading. The students must read many books,
such as newspaper, tabloid, and novels in English text. She hoped
the students didn’t read but they must know the meaning of the
text. It is because the most important of reading comprehension is
knowing and understanding the meaning of the text. The teacher
74
closed the lesson by giving thanks/thankfulness for the student’s
attention and she closed the meeting by saying hamdallah and
wassalamu’alaikum wr. wb.
From the activity above, the researcher used table to make
easier to know the activity in the class. The table is below:
Table 4.4 Method of Teacher
Context Kind of Method Explanation
Opening CLT The teacher reviewed
the material in last
meeting.
Main
Activity
Observing
- The teacher explained
the material about
descriptive text.
Questioning ALM The students question
English of “The
Victoria falls”
and teacher answered
it.
Experimenting CLL Students searched
answer the question of
teacher.
Associating TLL Students created their
own work about the
material.
Communicating CLT Students presented
and responsible their
work in front of the
class.
Closing CLT The teacher gave the
feedback.
2. Advantages and Disadvantages of Inquiry Method on Reading
Comprehension
Based on the findings, the researcher collected data about the
advantages and disadvantages of inquiry method at tenth grade students of
MAN 1 Surakarta. There are advantages and disadvantages when using
assessment strategies for IBL (Inquiry Based Learning):
Table 4.5 Advantages and Disadvantages of Inquiry Method on Reading
Comprehension
Stages Advantages Disadvantages
Pre- Assessment
a. Develop essential
questions and
measure individual
students’s prior
knowledge.
b. Provide the teacher a
window into
students’
understanding of
content that will be
explored
a. May be limited as a
result of the pre-
assessment strategy
used and whether or
not the educator
assessed the class as a
whole.
Teacher
Observations/Anecd
otal Records
a. Observation provides
students with
feedback and ensures
their learning meets
curricular outcomes.
a. Educators need to be
aware of their own
assumptions as their
judgments influence
their observations and
anecdotal records.
b. Anecdotal records can
be difficult to manage
due to the
documentation and
commitment of time
needed to observe each
student.
Effective
Questioning
a. Increases students’
critical thinking skills
a. An educator must
have an understanding
of how to ask effective
questions
75
Self-Assessments a. Students learn the
expectations
concerning their
work in greater depth
a. Students may find self-
assessment difficult due
to having to make
judgments about their
work
Peer-Assessment a. Students have the
opportunity to assess
their own learning
a. Students may find peer-
assessment difficult due
to the competitive or
individualized nature of
some schools
Portfolios a. Allow for students’
choice and
encourages students’
reflection
b. Portfolios are an
effective tool for
measuring
a. Portfolios may be time
consuming as some
students’ work may lack
clarity so the educator
will need to take time to
conference with
students.
Checklists a. Allows the educator
and students to use the
same checklist so
expectations are
clearly defined and
understood.
a. If the requirements on
the checklist are too
vague it may affect the
observations of the
teacher.
In pre-assessment advantages, the advantages are pre-assessments
can be used to develop essential questions and measure individual student’s
prior knowledge. Pre-assessment provides the teacher a window into
students’ understanding of content that will be explored. The disadvantages
are pre-assessment results may be limited as a result of the pre-assessment
strategy used and whether or not the educator assessed the class as a whole.
In teacher observations/anecdotal records, the advantages are
observation provides students with feedback and ensures their learning
meets curricular outcomes. The disadvantages are educators need to be
aware of their own biases and assumptions as their judgments influence their
observations and anecdotal records. Anecdotal records can be difficult to
76
manage due to the documentation and commitment of time needed to
observe each student.
In effective questioning, the advantages are employing effective
questioning strategies introduces and increases students’ critical thinking
skills. The disadvantages are an educator must have an understanding how
to ask effective questions
In peer and self- assessments, the advantages are peer and self-
assessment empowers students and promotes further learning as students
have the opportunity to assess their own learning and provide meaningful
feedback to peers. Through peer and self-assessment students learn the
expectations concerning their work in greater depth. The disadvantages are
students may find peer-assessment difficult due to the competitive or
individualized nature of some schools. Students may find self-assessment
difficult due to having to make judgments about their work. The value in
these types of assessments depends on students’ understandings of how to
peer and self-assessment and the criteria-referenced guidelines students are
given.
In portfolios, the advantages of using portfolios allow for student
choice and encourages student reflection. Assignments have been collected
over a period of time therefore portfolios are an effective tool for measuring
students’ growth. Portfolios demonstrate the partnership that should exist
between formative and summative assessment. Portfolios allow students
77
choice of the work they want to have evaluated. The disadvantages are
portfolios may be time consuming as some students’
work may lack clarity therefore the educator will need to take time to
conference with students. Using portfolios can be difficult to manage and
assess if they are not well designed.
In checklists, the advantages are checklists can be given to students
to assist them throughout the inquiry. Checklists can be used for ensuring
the integration of relevant vocabulary, productive group collaboration, and
assessing understanding of content. Allow the educator and students to use
the same checklist so expectations are clearly defined and understood.
Afford the teacher the flexibility to use checklists in various contexts of the
inquiry. The disadvantages are if the requirements on the checklist are too
vague it may affect the observations of the teacher.
B. Discussion
This discussion focuses on inquiry method on teaching reading
comprehension of tenth grade at MAN 1 Surakarta in the academic year
2015/2016. After collect information through observation, interviews, and
documentation the English teacher’s on teaching process, the researcher
founds the implementation, advantages and disadvantages of inquiry method
on teaching reading comprehension. There kind of inquiry method that used of
English teacher at MAN 1 Surakarta is free inquiry. The reseracher gets the
data from some sources such as interview, field note, lesson plan, sylabuss,
material or handbook, etc
78
The researcher concluded several findings that answered the research
question as stated in chapter 1. All of the finding were gotten from the data that
were collect by the resercher during the research process. The finding are
presented in the bellow:
The findings on teaching reading comprehension of inquiry method found
from the English teacher’s on teaching process. During classroom observation,
the teaching practice of reading comprehension was not visible. The reason
might be that she was not always present in the classroom. Based of
observation, the teacher said that she understood during the teaching process.
Even though she expressed it differently, the teacher explained the importance
of teaching reading comprehension to the learners.
On teaching learning, the teacher gave the students the material based on
the curriculum only, so the students were not interested in the topic and made
them feel bored. Where the teacher used the material without explaining it
clearly. She only explains the material not about inquiry method. The teacher
does not use the regular package book, where it could learnt at home before
and after school. The material depends on the curriculum and the material was
very limited, so the teacher could not develop material. The limited of the
material could not help the students to improve their reading skill, because the
material used was not interesting and the text contains unfamiliar word so the
students difficult to understand what they have read.
On inquiry process, the students practice and focussed on the material so
they get the complete identification based of their question supposed to get the
79
useful answer. The students pay attentions on the teaching reading
comprehension . Here, the students can more active to answer the questions
and asked to the teacher. The teacher also can handle well teaching reading
activities in the classroom. In MAN 1 Surakarta, teaching reading
comprehension using inquiry method is one of the effective methods. Not only
in reading skill, but inquiry method is also one of a good method to teach other
skill such as speaking, listening and writing. Inquiry method in MAN 1
Surakarta used only several times, it was depend on the situation of the students
and on the material that will be given.
The advantages and disadvantages of inquiry method were: pre-
assessments, the advantages are that the students could develop their essential
questions and measure individual student’s knowledge. The disadvantages are
that the students can be applied for all students because the result may be
limited. In teacher observations, the advantages are that could use to gives
students’ feedback. The disadvantages are that the teacher difficult to manage
documentation and time to observed each student. In effective questioning, the
advantages are that the students increased their critical thinking skills. The
disadvantages are that the teacher must have an understanding on effective
questions. In peer and self-assessment, the advantages are that the teacher gives
the students opportunity to assess their learning and provide feedback. The
disadvantages are that the students difficult to competitive and to find self-
assessment. In portfolios, the advantages are to encourage students' reflection.
The disadvantages are that the teacher faces difficulty to manage students’
80
activities. In checklists, the advantages are could help the teacher and the
students to understand during inquiry process. The disadvantage are that the
requirements on the checklist are too vague.
Based on the theory of Brunner (1961:21-32) that the knowledge
discovered by the individual himself is the most uniquely personal thing about
that individual. It show that any relate of inquiry for students to put things
together from themselves to be their own discoveries. The researcher can
conclude that strength and weaknesses of scientific approach were in observing
stage, the strength is the students looked interesting and enjoy with the lesson,
they could answer the questions.
The weakness is the teacher didn’t bring the media in this study, she just
used book from the government. So, there was a limited source and there was
no innovative of study. In questioning stages, the strength is the teacher trained
students reading skill by ask the students to read after their friends. But, the
weakness is less the motivation of students. In experimenting stage, the
strength is the students active in discussion. The weakness is some there is the
student passive in discussion. They didn’t use a chance to ask the teacher to
get support answer and get feedback. The students were noisy and not answer
the question. In associating stage the strength is some students look seriously
for discussion. The weakness is there a student’s look passive for discussion.
In Networking stage, the strength is the teacher corrected wrong answer and
gave appreciate every presentation. The weakness is students were noisy,
didn’t focus with the presentation.
81
The result of the observations. It can be seen that teaching learning process
were effective and successful. Slameto (1991:116) defines inquiry based
teaching is a term which follows the concept in giving opportunity to students
to develope their intellectual potency through their own efforts to finds
something as the answer of certain problem through investigation. It can be
defined as the art of creating the students situation in which students take role
as active learners. So, the researcher conclude that the result of reasearch any
relate with theories which researcher apply. Inquiry method could raise the
idea of the learner with gives the question, identity the pattern, connecting,
solve the problem and also could relate the students to put things together from
themselves to be their own discoveries.
82
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter provides the conclusion from the previous chapter and the
suggestion for the future research. The conclusion is to answer the questions of the
research problem.
A. Conclusion
Based on the result, the researcher concluded that the implementation of
teaching reading by using inquiry method at class X IPS 1 of MAN 1 Surakarta
at the academic year 2015/2016 as follows :
The teaching reading held in fourth meeting on December 3, 2015,
December 12, December 17, 2015, and December 24, 2015. In the observasion
the teacher (Sri Hartatik, S.Pd, M.Pd) more focussed on recount text and
descriptive text. The teacher has implemented 5 steps in scientific approach
(Observing, Questioning, Experimenting, Associating and Networking/
Communicating) in teaching English learning process. The researcher knew this
after interviewing the teacher and the students.
Based on observation, reading knowledge were low but the students pay
attentions on the teaching reading comprehension to raise their knowledge and
more active to answer the questions and asked to the teacher. The students
practice and focussed on the material so they get the complete identification
based of their question supposed to get the useful answer. The teacher could
handle teaching reading activities in the classroom. The teacher used the
83
material without explaining it clearly. She only explained the material not about
inquiry method. Not only in reading skill, but inquiry method is also one of a
good method to teach other skill such as speaking, listening and writing. Inquiry
method in MAN 1 Surakarta used only several times, it was depend on the
situation of the students and on the material that will be given.
There were advantages and disadvantages when using inquiry method are
in pre-assessment advantages, teacher observations/anecdotal records,
effective questioning, peer and self- assessments, portfolios, checklists. The
researcher also concluded the strength and weaknesses of scientific approach in
questioning stages, experimenting stage, associating stage, and networking
stage.
B. Suggestion
Dealing the conclusion above, the researcher would like to give some
suggestion as follow:
1. To the teacher
a. The teacher has to consider whether or not the method he was adopted
is suitable.
b. The teacher must understand well the tool used in teaching reading
whether he will use live presentation in the class.
c. The teacher has to consider what kind of method which is suitable to
be used to teach, especially on teaching reading.
d. The teacher must give the warm up activity related the material they
want to teach.
84
2. To the students
a. The students must prepare the material first before they join the class.
b. The students more practice on reading and get the meaning of the text
with read some books, novels, newspaper, article, etc.
c. The students must pay attention during the lesson.
3. To other researcher
Inquiry method is one of the teaching method that not only suitable in
teaching reading. Inquiry is also the method that can be used for teaching
reading speaking and writing. Hope that, the other researcher able to use
the method to analyze the other skills in English better than this research.
4. Educational Institution or others
Inquiry method is one of teaching method that able to use to teach
reading skills. That hoped with research, the educational would use the
inquiry method as a new method in the whole skills, reading, listening, and
speaking. The educational would use the inquiry method as a teaching
method.
85
BIBLIOGRAPHY
Aceska, N.2006. New science curriculum based on inquiry based learning- a model
of modern educational system in Republic of Macedonia. Journal of
Educational in Science, Environment and Health (JESEH), vol. 2(1), 1-12
Aebersold, & Field. 1997. From Reader to Reading Teacher. United Kingdom:
Cambridge University Press
Ajideh, P. 2003. Schema theory-based pre-reading tasks: A neglected essential in
the ESL reading class. The Reading Matrix, vol. 3(1), 1-14
Alberta. 2004. Focus on Inquiry: A Teacher’s Guide to implementing Inquiry-
Based Learning. Edmonton, Alta.: Learning and Teaching Resources
Branch
Ary. D., Jacobs, L. C. & Razavieh, A. 1985. Introduction to research in education
(3rd ed.). New York: Holt, Rinehart and Winston
Bogdan, R. C., & Biklen, S. K. 1982. Qualitative research for education: An
introduction to theory and methods. Boston: Allyn and Bacon. Inc
Brown, Doughlas H. 2003. Language Assessment: Principle and Classroom
Practice. San Francisco, California: Longman
Brown, Doughlas H. 2004. Language Assessment: Principle and Classroom
Practice. San Francisco, California: Longman. Journal: 187-188
Brown H.D. 2000. Principles of language Learning and Teaching. White Plains,
NY: Addision Wesley Longman
Bruch & Davidson. 2007. An Inquiry Model for Literacy Across the Curriculum.
Tidak diterbitkan. Illinois : University of Illinois at Urbana-Champaign
Brunner, J.S.1961. The act of discovery. Harvard Educational Review, 31,21-32
86
Cohen, Jacob. 1992.A Power Primer. Mexico. Vol.112, no. 1, 155-159
Cresswell, J. W. 1998. Qualitative Inquiry and Research Design: Choosing among
five traditions. Thousand Oaks, CA: Sage
Cresswell. J. W. 2013. Research Design: Qualitative, Quantitative, and Mixed
Method Approaches. Thousand Oaks, CA: Sage
David Silverman. 1993. Interpreting Qualitative Data, Methods for Analysing Talk,
Text and Interaction. London: SAGE Publicaation
Departement Pendidikan dan Kebudayaan. 2004. Standar Kompetensi Mata
Pelajaran Bahasa Inggris. Jakarta: Depdikbud
Fauzianti, Endang. 2002. Teaching English as Foreign Language. Surakarta:
Muhammadiyah University
Grellet., Francoice. 1999. Developing Reading Skills. London: Cambridge
University Press
Hamruni. 2009. Strategi and Model-model Pembelajaran Aktif –
Menyenagkan.Yogyakarta: Fakultas Tarbiyah UIN Sunan Kalijaga
Harmer, J. 1998. How to Teach English. English: Addison Wesley Longman
Kustaryo, Sukinah. 1988. Panduan Pengajar Buku Reading Techniques. Jakarta:
Proyek Pengembangan Lembaga Pendidikan Tenaga Pendidikan
Marzuki. 1982. Metodologi Riset. Yogyakarta: Fakultas Ekonomi Universitas Islam
Indonesia
Mc. Millan, J.H. & Shumacher, S. 1993. Research in Education: A conceptual
understanding. New York: Haprer Collins
Miles, M. B. and Huberman, A. M. 1994. Qualitative Data Analysis: an expended
sourcebook. London: SAGE Publications
87
Miller. R. G. 2006. From Consumers to Producers: Promoting Transformational
Literacy Instructions. California
Moleong, Lexy J. 2004. Metode Penelitian Kualitatif. Bandung: Rosada
Nasution. 1992. Metode Penelitian Naturalistik Kualitatif. Bandung: Tarsito
Nicholls, Matthew. 2008. Traditional vs. Modern Teaching Methods: Advantages
and Disadvantages of Each. Tidak diterbitkan. US: Masaryk University
Nunan. 1999. Language Teaching Methodology. Sydney: Prantice Hall
Sugiyono. 2013. Memahami Penelitian Kualitatif. Bandung:Alfabeta
Suparmin. 2014. Bahasa Inggris untuk SMA/MA/SMK XA. Surakarta: Mediatama
Syaiful Bahri Djamarah, Aswan Zain. 2010. Stategi Belajar Mengajar. Cet. 4.
Jakarta: Rineka Cipta
Yalden, J. 1987. The Communicative Syllabus. Englewood Cliffs: Prentice- Hall
https://en.wikipedia.org/wiki/Tenthgrade, accessed 23.55 p.m, 26 November 2016
www.greatbook.org, accessed 20.37 p.m 27 November 2016
www.inspiredteching.org, accessed 21.34 p.m, 26 November 2016
www.jeseh.net/article/download/500012858/5000135929, accessed 22.23 p.m, 30
Desember 2016
www.lewiscenter.org/.../Science/Teaching%20Science/Types%20of%20Inquiry
.pdf, accessed 20.45 p.m, 26 November 2016
www.longman-elt.com, accessed 23.22 p.m, 30 November 2016
www.personal.kent.edu/-marmey/quant2spring04/Cohen%20(1992)%20-
%20PB.pdf, accessed 20.43 p.m, 31 Desember 2016
www.readingmatrix.com/articles/ajideh/article.pdf?q=activating-and-building,
accessed 21.26 p.m, 26 Desember 2016
www.roxannegmiller.com/.../R.G.%20Miler%20AERA%202006%20powerpoint
.pdf, accessed 23.05 p.m, 26 November 2016
88
www.sitepoint.com/article/contextual-enquiry-primer, accesed 22.32 p.m, 23
November 2016
www.tulane.edu/som/ome/upload/ComparisonOfTeachingMethodologies.pdf.,
accessed 22.45 p.m, 26 November 2016
89
APPENDIX 1
APPENDIX 2
APPENDIX 3
CURRICULUM VITAE
Personal Detail
Name : Kristi Ardiana
Place/date of birth : Sukoharjo, 26 August 1993
Sex : Female
Religion : Islam
Nationality : Indonesia
Address : Karanglo, Rt 03/02, Wironanggan, Gatak, Sukoharjo
Hobby : Cooking, drawing, singing, playing badminton
Phone number : 081904765876
Email : [email protected]
Educational Background
2001 – 2006 : SD Negeri Wironanggan 01, Wironanggan, Gatak, Sukoharjo
2006 – 2009 : SMP Negeri Gatak 2, Trangsan, Gatak, Sukoharjo
2009 – 2012 : SMK Batik 1 Surakarta
2012 – Now : IAIN Surakarta
Organisation Experiences
2006- 2009 : Anggota Osis dan anggota Kor ( Paduan Suara) di SMP Negeri Gatak 2
2009-2012 : Anggota Kor (Paduan Suara) di SMK Batik 1 Surakarta
2013-2014 : Anggota Kopma IAIN Surakarta
2014-2015: Bendahara Karangtaruna Karya Muda dukuh Karanglo,
Wironanggan,Gatak, Sukoharjo
Qualification
Software : (Ms. Word, Ms. Excel,Ms. Powerpoint,dll)
Language : English (college level)
Working Experiences
2011 : Work at Kantor Balai Sungai, Pabelan, Surakarta (magang).
2013 : Work at Notaris PPAT, Singopuran, Kartasura, Sukoharjo.
2014 - now :Owner of Rumah Privat, Karanglo Rt03/02, Wironanggan, Gatak,
Sukoharjo
2015 - now : Tentor of Talents Center, Gentan, Baki, Sukoharjo
There by declare that all information above is true and correct to the best of my
knowledge
Sukoharjo, 26 August 2016
Hormat saya
Kristi Ardiana
APPENDIX 4
KOMPETENSI DASAR SMA
Mata Pelajaran Bahasa Inggris
WAJIB
KELAS X
KOMPETENSI
INTI KOMPETENSI DASAR
1. Menghayati dan
mengamalkan
ajaran agama yang
dianutnya
Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar.
2. Menghayati dan
mengamalkan
perilaku jujur,
disiplin,
tanggungjawab,
peduli (gotong
royong, kerjasama,
toleran, damai),
santun, responsif
dan pro-aktif dan
menunjukan sikap
sebagai bagian dari
solusi atas berbagai
permasalahan
dalam berinteraksi
secara efektif
dengan lingkungan
sosial dan alam
serta dalam
menempatkan diri
sebagai cerminan
bangsa dalam
pergaulan dunia.
2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan
komunikasi antar pribadi dengan guru dan teman.
2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan
bertanggung jawab dalam melaksanakan komunikasi
transaksional dengan guru dan teman.
2.3. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan
cinta damai, dalam melaksanakan komunikasi fungsional.
3. Memahami,
menerapkan,
menganalisis
pengetahuan
faktual, konseptual,
3.1 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan
pada teks pemaparan jati diri, sesuai dengan konteks
penggunaannya.
APPENDIX 5
KOMPETENSI
INTI KOMPETENSI DASAR
prosedural
berdasarkan rasa
ingin tahunya
tentang ilmu
pengetahuan,
teknologi, seni,
budaya, dan
humaniora dengan
wawasan
kemanusiaan,
kebangsaan,
kenegaraan, dan
peradaban terkait
penyebab
fenomena dan
kejadian, serta
menerapkan
pengetahuan
prosedural pada
bidang kajian yang
spesifik sesuai
dengan bakat dan
minatnya untuk
memecahkan
masalah.
3.2 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan
pada ungkapan memuji bersayap (extended), serta responnya,
sesuai dengan konteks penggunaannya.
3.3 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan
pada ungkapan perhatian (care), serta responnya, sesuai dengan
konteks penggunaannya.
3.4 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan
untuk menyatakan dan menanyakan tentang niat melakukan suatu
tindakan/kegiatan, sesuai dengan konteks penggunaannya.
3.5 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan
dari ungkapan ucapan selamat bersayap (extended), serta
responnya, sesuai dengan konteks penggunaannya.
3.6 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan
untuk menyatakan dan menanyakan tentang tindakan/kegiatan/
kejadian yang dilakukan/terjadi di waktu lampau yang merujuk
waktu terjadinya dengan yang merujuk pada kesudahannya, sesuai
dengan konteks penggunaannya.
3.7 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan
dari teks deskriptif sederhana tentang orang, tempat wisata, dan
bangunan bersejarah terkenal, sesuai dengan konteks
penggunaannya.
3.8 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan
dari teks pemberitahuan (announcement), sesuai dengan konteks
penggunaannya.
3.9 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan
dari teks recount tentang pengalaman, kejadian, dan peristiwa,
sederhana, sesuai dengan konteks penggunaannya.
3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan
pada teks naratif sederhana berbentuk legenda rakyat, sesuai
dengan konteks penggunaannya.
3.11 Menyebutkan fungsi sosial dan unsur kebahasaan dalam lagu
sederhana.
4. Mengolah,
menalar, dan
menyaji dalam
ranah konkret dan
ranah abstrak
terkait dengan
pengembangan dari
yang dipelajari di
sekolah secara
4.1 Menangkap makna pemaparan jati diri lisan dan tulis.
4.2 Menyusun teks lisan dan tulis untuk memaparkan, menanyakan,
dan merespon pemaparan jati diri, dengan memperhatikan fungsi
sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai
konteks.
4.3 Menyusun teks lisan dan tulis untuk mengucapkan dan merespon
pujian bersayap (extended), dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
KOMPETENSI
INTI KOMPETENSI DASAR
mandiri, dan
mampu
menggunakan
metoda sesuai
kaidah keilmuan
4.4 Menyusun teks lisan dan tulis untuk mengucapkan dan merespon
ungkapan perhatian (care), dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
4.5 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan
tentang niat melakukan suatu tindakan/kegiatan, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan
yang benar dan sesuai konteks.
4.6 Menyusun teks lisan dan tulis untuk mengucapkan dan merespon
ucapan selamat bersayap (extended), dengan memperhatikan fungsi
sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai
konteks.
4.7 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan
tentang tindakan/kegiatan/kejadian yang dilakukan/terjadi di waktu
lampau yang merujuk waktu terjadinya dengan yang merujuk pada
kesudahannya, dengan memperhatikan fungsi sosial, struktur teks,
dan unsur kebahasaan yang benar dan sesuai konteks.
4.8 Menangkap makna dalam teks deskriptif, lisan dan tulis, sederhana,
tentang orang, tempat wisata, dan bangunan bersejarah terkenal.
4.9 Menyunting teks deskriptif lisan dan tulis, sederhana, tentang
orang, tempat wisata, dan bangunan bersejarah terkenal, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan
yang benar dan sesuai konteks.
4.10 Menyusun teks deskriptif lisan dan tulis, sederhana, tentang orang,
tempat wisata, dan bangunan bersejarah terkenal, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan
yang benar dan sesuai konteks.
4.11 Menangkap makna pemberitahuan (announcement).
4.12 Menyusun teks tulis pemberitahuan (announcement), sangat
pendek dan sederhana, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
4.13 Menangkap makna teks recount lisan dan tulis, sederhana, tentang
pengalaman, kegiatan, kejadian, dan peristiwa.
4.14 Menyusun teks recount lisan dan tulis, sederhana, tentang kegiatan,
kejadian, peristiwa, dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan yang benar dan sesuai konteks
4.15 Menangkap makna teks naratif lisan dan tulis berbentuk cerita
pendek sederhana.
4.16 Menangkap makna lagu sederhana.
SILABUS SMA/MA
Mata Pelajaran : BAHASA INGGRIS - WAJIB
Kelas : X
Kompetensi Inti :
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong,
kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai
bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan
lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam
pergaulan dunia
KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban
terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada
bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu
menggunakan metoda sesuai kaidah keilmuan
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi
Teks lisan
dan tulis
sederhana
, untuk
memapark
an,
menanyak
an, dan
merespon
pemapara
n jati diri
Fungsi
sosial
Mengamati
Siswa mendengarkan/membaca pemaparan jati diri dengan memperhatikan fungsi sosial, struktur teks, unsur kebahasaan, maupun format penyampaian/penulisannya.
Siswa mencoba menirukan pengucapannya dan menuliskan pemaparan jati diri yang digunakan.
Kriteria
penilaian:
Pencapaian fungsi sosial
Kelengkapan dan keruntutan struktur teks memaparkan dan menanyakan jati diri
2 x 2 JP
Audio CD/ VCD/DVD
SUARA GURU
Koran/ majalah
APPENDIX 6
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
internasional yang diwujudkan dalam semangat belajar
2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan Komunikasi transaksional dengan guru dan teman.
3.1. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pemaparan jati diri, sesuai dengan konteks
Menjalin
hubunga
n dengan
guru,
teman
dan
orang
lain
Ungkapan
My name
is... I’m ...
I live in ...
I have …
I like ….
dan
semacam
nya
Unsur
kebahasaa
n:
(1) Kata terkait dengan hubungan kekeluargaan dan kekerabatan, profesi pekerjaan, hobi.
(2) Kata kerja dala
Mempertanyakan
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain, perbedaan antara berbagai pemaparan jati diri dalam bahasa Inggris, perbedaannya dengan yang ada dalam bahasa Indonesia.
Siswa mempertanyakan pengucapan dan isi teks yang memaparkan jati diri
Mengeksplorasi
Siswa mencari pemaparan jati diri dari berbagai sumber.
Siswa berlatih memaparkan jati diri dengan teman melalui simulasi.
Siswa berlatih
memaparkan jati diri
melalui tulisan
Mengasosiasi
Siswa menganalisis ungkapan memaparkan jati diri dengan mengelompokannya berdasarkan penggunaan.
Secara berkelompok siswa mendiskusikan ungkapan memaparkan jati diri yang mereka temukan dari sumber lain dan membandingkannya dengan yang digunakan guru
Siswa memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur
Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan
Kesesuaian format penulisan/ penyampaian
Unjuk kerja
Melakukan monolog yang menyebutkan jati diri didepan kelas
Ketepatan menggunakan struktur dan unsur kebahasaan dalam menyebutkan jati diri
Pengamatan
(observations
):
Bukan
penilaian
formal seperti
tes, tetapi
untuk tujuan
memberi
balikan.
berbahasa Inggris
www.dailyenglish.com
http://americanenglish.state.gov/files/ae/resource_files
http://learnenglish.britishcouncil.org/en/
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
penggunaannya.
4.1. Menyusun teks lisan dan tulis sederhana, untuk memaparkan, menanyakan, dan merespon pemaparan jati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.
m simple present tense: be, have dalam simple present tense
(3) Kata tanya What? Who? Which?
(4) Ucapan, tekanan kata, intonasi, ejaan, tulisan tangan yang rapi
(5) Rujukan kata
Topik
kebahasaan yang sampaikan dalam kerja kelompok.
Mengkomunikasikan
Siswa mendemonstrasikan penggunaan pemaparan jati diri secara lisan dan tertulis di kelas dengan memperhatikan fungsi sosial, ungkapan, dan unsur kebahasaan yang benar dan sesuai dengan konteks
Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk memaparkan jati diri dalam jurnal belajar (learning journal).
Sasaran
penilaian:
Berperilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan Komunikasi
Kesungguhan siswa dalam proses pembelajaran dalam setiap tahapan
Portofolio
Kumpulan karya siswa yang mencerminkan hasil atau capaian belajar berupa rekaman penggunaan ungkapan dan skrip percakapan
Kumpulan hasil tes dan latihan.
Catatan atau
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
Keteladan
an
tentang
perilaku
terbuka,
mengharg
ai
perbedaa
n,
perdamai
an.
rekaman penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya.
Penilaian Diri
dan Penilaian
Sejawat
Bentuk: diary,
jurnal, format
khusus,
komentar,
atau bentuk
penilaian lain
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar.
Teks
lisan dan
tulis untuk
memuji
bersayap
(extended)
serta
responnya
Fungsi
sosial
Menjaga
hubunga
n
interpers
onal
dengan
guru,
teman
dan
orang
lain.
Mengamati
Siswa mendengarkan/menonton interaksi memuji bersayap.
Siswa mengikuti interaksi memuji bersayap.
Siswa menirukan model interaksi memuji bersayap
Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri interaksi memuji bersayap (fungsi sosial, struktur teks, dan unsur kebahasaan).
Mempertanyakan
(questioning)
Dengan bimbingan dan arahan
guru, siswa mempertanyakan
antara lain perbedaan antara
berbagai ungkapan memuji
bersayap dalam bahasa
Inggris, perbedaan ungkapan
KRITERIA
PENILAIAN:
Pencapaian fungsi sosial
Kelengkapan dan keruntutan struktur teks memuji bersayap
Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan
1 x 2 JP
Audio CD/
SUARA GURU
Koran/ majalah ber
www.dailyenglish.com
http://americanenglish.state.gov/files/
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan Komunikasi interpersonal dengan guru dan teman.
3.2. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan memuji bersayap serta responnya, sesuai dengan konteks penggunaannya.
4.2. Menyusun teks lisan dan tulis untuk mengucapkan dan merespon pujian bersayap, dengan memperh
Ungkapan
“Excellent!
You really
did it well,
Tina.”
“That’s
nice, Anisa.
I really like
it.” “It was
great. I like
it, thank
you,”
Unsur
kebahasaa
n:
Ucapan,
tekanan
kata,
intonasi
dengan yang ada dalam
bahasa Indonesia,
kemungkinan menggunakan
ungkapan lain, dsb.
Mengeksplorasi
Siswa memuji bersayap
dengan bahasa Inggris dalam
konteks simulasi, role-play,
dan kegiatan lain yang
terstruktur.
Mengasosiasi
Siswa membandingkan ungkapan memuji bersayap yang telah dipelajari dengan yang ada di berbagai sumber lain.
Siswa membandingkan antara ungkapan dalam bahasa Inggris dan dalam bahasa siswa.
Mengkomunikasikan
Siswa memuji dengan bahasa Inggris, di dalam dan di luar kelas.
Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk memuji dalam jurnal belajar (learning journal).
Kesesuaian format penulisan/ penyampaian
CARA
PENILAIAN:
Unjuk kerja
Bermain peran (role play) dalam bentuk interaksi yang berisi pernyataan pujian dan responnya .
Ketepatan dan kesesuaian menggunakan struktur dan unsur kebahasaan dalam menyampaikan pujian serta responnya
Pengamatan (observations):
Bukan
penilaian
formal seperti
tes, tetapi
untuk tujuan
memberi
balikan.
Sasaran
penilaian:
Upaya mengguna
ae/resource_files
http://learnenglish.britishcouncil.org/en/
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
atikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
kan bahasa Inggris untuk menyatakan pujian dan responnya ketika muncul kesempatan.
Kesungguhan siswa dalam proses pembelajaran di setiap tahapan.
Kesantunan dan kepedulian dalam melaksanakan Komunikasi
1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar Komunikasi internasional yang diwujudk
Teks
lisan dan
tulis untuk
menunjuk
kan
perhatian
(care)
Fungsi
sosial
Menjaga
hubunga
n
interpers
onal
dengan
Mengamati
Siswa mendengarkan/menonton interaksi menunjukkan perhatian.
Siswa mengikuti interaksi menunjukkan perhatian.
Siswa menirukan model interaksi menunjukkan perhatian.
Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri interaksi menunjukkan perhatian. (fungsi sosial,
KRITERIA
PENILAIAN:
Pencapaian fungsi sosial
Kelengkapan dan keruntutan struktur teks menunjukkan perhatian
Ketepatan unsur kebahasaan: tata bahasa,
1 x 2 JP Audio CD/
SUARA GURU
Koran/ majalah ber
www.dailyengli
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
an dalam semangat belajar.
2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan Komunikasi interpersonal dengan guru dan teman.
3.3. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada ungkapan menunjukan perhatian (care), serta responnya, sesuai dengan konteks penggunaannya.
4.3. Menyusun teks lisan dan tulis untuk
guru,
teman
dan
orang
lain.
Ungkapan
Ungkapan
untuk
memberi
perhatian
dan cara
meresponn
ya: You
look pale .
Are you
OK? Not,
really. I’ve
got a
headache.
Unsur
kebahasaa
n:
Ucapan,
tekanan
kata,
intonasi
struktur teks, dan unsur kebahasaan).
Mempertanyakan
(questioning)
Dengan bimbingan dan
arahan guru, siswa
mempertanyakan antara
lain perbedaan antara
berbagai ungkapan
menunjukan perhatian
dalam bahasa Inggris,
perbedaan ungkapan
dengan yang ada dalam
bahasa Indonesia,
kemungkinan
menggunakan ungkapan
lain, dsb.
Mengeksplorasi
Siswa menunjukan perhatian
dengan bahasa Inggris dalam
konteks simulasi, role-play,
dan kegiatan lain yang
terstruktur.
Mengasosiasi
Siswa membandingkan ungkapan menunjukan perhatian yang telah dipelajari dengan yang ada di berbagai sumber lain.
Siswa membandingkan antara ungkapan dalam bahasa Inggris dan dalam bahasa siswa.
Mengkomunikasikan
Siswa menunjukan perhatian dengan bahasa Inggris, di dalam dan di luar kelas.
kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan
Kesesuaian format penulisan/ penyampaian
CARA
PENILAIAN:
Unjuk kerja
Bermain peran (role play) dalam bentuk interaksi yang berisi pernyataan dan pertanyaan untuk menunjukkan perhatian
Ketepatan dan kesesuaian menggunakan struktur dan unsur kebahasaan dalam menyampaikan ungkapan untuk menunjukkan perhatian
sh.com
http://americanenglish.state.gov/files/ae/resource_files
http://learnenglish.britishcouncil.org/en/
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
mengucapkan dan merespon ungkapan perhatian (care), dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, yang benar dan sesuai konteks.
Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menunjukan perhatian dalam jurnal belajar (learning journal).
Pengamatan (observations):
Bukan
penilaian
formal seperti
tes, tetapi
untuk tujuan
memberi
balikan.
Sasaran
penilaian:
Upaya menggunakan bahasa Inggris untuk menunjukkan perhatian (care) ketika muncul kesempatan.
Kesungguhan siswa dalam proses pembelajaran di setiap tahapan.
Kesantunan dan kepedulian dalam melaksanakan Komunikasi
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar
2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.
3.4. Menganalisis
Teks lisan
dan tulis
pernyataa
n dan
pertanyaa
n tentang
niat
melakukan
sesuatu
Fungsi
Sosial
Menyata
kan
rencana
Struktur
Teks
‘I’d like
to tell my
name,’ I
will tell
him
about
my job,
I’m
going to
introduc
e my
friend
Unsur
Kebahasaa
n
Kata
kerja I’d
like to .., I
will .., I’m
going to
...; tata
bahasa,
ucapan,
tekanan
Mengamati
Siswa mendengarkan dan membaca banyak kalimat menyatakan dan menanyakan tentang niat melakukan sesuatu dalam berbagai konteks
Siswa mengikuti interaksi tentang pernyataan dan pertanyaan tentang menyatakan dan menanyakan tentang niat melakukan sesuatu dengan bimbingan guru
Siswa menirukan contoh-contoh kalimat yang menyatakan dan menanyakan tentang niat melakukan sesuatu
Dengan bimbingan dan arahan guru siswa mengidentifikasi ciri kalimat yang menyatakan dan menanyakan tentang niat melakukan sesuatu
Mempertanyakan
Dengan bimbingan dan
arahan guru, siswa
mempertanyakan antara lain
perbedaan antara berbagai
ungkapan menyatakan dan
menanyakan tentang niat
melakukan sesuatu dalam
bahasa Inggris, perbedaan
ungkapan dengan yang ada
dalam bahasa Indonesia,
kemungkinan menggunakan
ungkapan lain dsb.
Mengekslorasi
Siswa menyatakan dan
menanyakan tentang niat
melakukan sesuatu dalam
Kriteria
penilaian:
Pencapaian fungsi sosial
Kelengkapan dan keruntutan struktur teks pernyataan dan pertanyaan tentang niat melakukan sesuatu
Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan
Kesesuaian format penulisan/ penyampaian
Cara
Penilaian:
Pengamatan
(observasi)
Bukan
penilaian
formal seperti
tes, tetapi
untuk tujuan
2 x 2 JP Audi
o CD/ VCD/DVD
SUARA GURU
Koran/ majalah berbahasa Inggris
www.dailyenglish.com
http://americanenglish.state.gov/files/ae/resource_files
http://learnenglish.britishcouncil.org/en/
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan tentang niat melakukan sesuatu, sesuai dengan konteks penggunaannya
4.4. Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang niat melakukan sesuatu, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, yang
kata,
intonasi,
ejaan,
tanda
baca,
tulisan
tangan
dan cetak
yang jelas
dan rapi.
konteks simulasi, role-play
dan kegiatan lain yang
terstuktur
Siswa berusaha
menyatakan dan bertanya
tentang niat melakukan
sesuatu
Mengasosiasi
Siswa membandingkan antara ungkapan niat melakukan sesuatu dalam bahasa Inggris yang telah dipelajari dengan yang ada dari berbagai sumber lain.
Siswa membandingkan ungkapan menyatakan dan menanyakan tentang niat melakukan sesuatu dalam bahasa inggris dan dalam bahasa Indonesia
Mengkomunikasikan
Setiap menyatakan dan menanyakan ungkapan tentang niat melakukan sesuatu dalam bahasa Inggris di dalam dan di luar kelas
Siswa menuliskan permasalahan dalam jurnal belajar (learning journal)
memberi
balikan.
Upaya menggunakan Bahasa Inggris untuk menyatakan dan menanyakan tentang niat melakukan sesuatu ketika muncul kesempatan.
Kesungguhan siswa dalam proses pembelajaran dalam setiap tahapan
Berperilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan Komunikasi
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
benar dan sesuai konteks
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi international yang diwujudkan dalam semangat belajar
2.3
Menunju
kkkan
perilaku
tanggung
jawab,
peduli,
kerjasam
a, dan
cinta
damai,
dalam
melaksan
akan
Komunik
asi
fungsion
al
Teks lisan
dan tulis
untuk
mengucap
kan dan
merespon
ucapan
selamat
bersayap
(extended)
Fungsi
Sosial
Menjaga
hubunga
n
interpers
onal
dengan
guru,
teman,
dan
orang
lain.
Struktur
text
Ungkapa
n baku
dari
sumber-
sumber
otentik.
Unsur
kebahasaa
n
Mengamati
Siswa memperhatikan beberapa pesan yang berisi ucapan selamat dari berbagai sumber (a.l. film, tape, surat kabar, majalah).
Siswa membacakan contoh-contoh teks pesan berisi ucapan selamat tersebut dengan ucapan, intonasi, tekanan kata, dengan benar dan lancar.
Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri pesan yang berisi ucapan selamat (fungsi sosial, struktur teks, dan unsur kebahasaan).
Mempertanyakan(questionin
g)
Dengan bimbingan dan
arahan guru, siswa
mempertanyakan antara
lain perbedaan antar
berbagai pesan yang berisi
ucapan selamat dalam
bahasa Inggris, perbedaan
ungkapan dengan yang
ada dalam bahasa
Indonesia, kemungkinan
menggunakan ungkapan
lain, dsb.
Kriteria
penilaian:
Pencapaian fungsi sosial
Kelengkapan dan keruntutan struktur teks ucapan selamat bersayap
Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan
Kesesuaian format penulisan/ penyampaian
Cara
Penilaian:
Unjuk kerja
Melakukan role-play (bermain peran)
2 x 2 JP
Audio CD/ VCD/DVD
SUARA GURU
Koran/ majalah berbahasa Inggris
www.dailyenglish.com
http://americanenglish.state.gov/files/ae/resource_files
http://learnenglish.bri
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
3.5. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari ungkapan ucapan selamat bersayap, sesuai dengan konteks penggunaannya.
4.5. Menyusun teks lisan dan tulis untuk mengucapkan dan merespon ucapan selamat bersayap (extended), dengan memperhatikan tujuan, struktur teks, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara
(1) Kata dan tata bahasa baku
(2) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi.
(3) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan
Topik
Ketelada
nan
tentang
perilaku
peduli
dan cinta
damai.
Mengeksplorasi
Siswa secara mandiri dan
dalam kelompok mencari
ucapan selamat yang lain
dari berbagai sumber
Siswa bergantian
membacakan ucapan
selamat dengan unsur
kebahasaan yang tepat
Siswa mengucapkan dan
merespon ucapan selamat
yang disampaikan teman
dan guru.
Mengasosiasi
Siswa membandingkan
berbagai ucapan selamat
terkait dengan tujuan,
struktur teks, dan unsur
kebahasaan, dilihat dari
segi ketepatan, efisiensi,
efektivitasnya.
Siswa memperoleh
balikan (feedback) dari
guru dan teman tentang
hasil analisis yang
disampaikan dalamkerja
kelompok.
Mengkomunikasikan
Siswa berkreasi membuat teks-teks ucapan selamat dan menyampaikannya di depan guru dan teman untuk mendapat feedback.
Siswa membuat kartu ucapan selamat
menggunakan ungkapan berbentuk pesan berisi ucapan selamat serta responnya dalam situasi nyata
Ketepatan dan kesesuaian menggunakan struktur dan unsur kebahasaan dalam menyampaikan ucapan selamat bersayap serta responnya
Pengamatan
(observations
):
Bukan
penilaian
formal seperti
tes, tetapi
untuk tujuan
memberi
balikan.
Sasaran
penilaian:
Perilaku tanggung jawab, peduli, kerjasama, dan cinta
tishcouncil.org/en/
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
benar dan sesuai dengan konteks.
Siswa memperoleh
feedback dari guru dan
teman sejawat
damai, dalam melaksanakan Komunikasi
Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks berisi ucapan selamat
Kesungguhan siswa dalam proses pembelajaran di setiap tahapan
Portofolio
Kumpulan catatan kemajuan belajar berupa catatan atau rekaman monolog.
Kumpulan karya siswa yang mendukung proses penulisan teks ucapan selamat berupa: draft, revisi, editing sampai
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
hasil terbaik untuk dipublikasi
Kumpulan hasil tes dan latihan.
Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya
1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.2. Menunjukkan perilaku jujur, disiplin, percaya
Tindakan/k
ejadian
yang
dilakukan/t
erjadi di
waktu
lampau
yang
merujuk
waktu
terjadinya
dengan
yang
merujuk
pada
kesudahan
nya
(Past
Simple
dan
Present
Perfect
Tense)
Mengamati
Siswa mendengarkan dan membaca banyak kalimat Past Simple dan Present perfect tense, dalam berbagai konteks.
Siswa berinteraksi menggunakan kalimat Past Simple dan Present perfect tense selama proses pembelajaran, dengan bimbingan guru.
Siswa menirukan contoh-contoh kalimat Past Simple dan Present Perfect tense,
Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri kalimat Past Simple dan Present Perfect tense, (fungsi sosial, struktur teks, dan unsur kebahasaan).
Mempertanyakan
Kriteria
penilaian:
Pencapaian fungsi sosial
Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan
Kelengkapan dan keruntutan struktur teks
Kesesuaian format penulisan/
2 x 2 JP Audio CD/ VCD/DVD
SUARA GURU
Koran/ majalah berbahasa Inggris
www.dailyenglish.com
http://ameri
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.
3.6. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada pernyataan dan pertanyaan tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya, sesuai dengan konteks
Fungsi
sosial
Menyatak
an dan
menanya
kan
tentang
tindakan/
kejadian
yang
dilakukan
/terjadi di
waktu
lampau
yang
merujuk
waktu
terjadinya
dengan
yang
merujuk
pada
kesudaha
nnya
Struktur
teks
I had
plowed
into a big
green
Buick. I
hollered
farewells
to my
friends
and
poured
myself
into the
car
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai past simple dan present perfect yang ada dalam bahasa Inggris, dan perbedaan ungkapan dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia.
Mengeksplorasi
Siswa menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya dalam bahasa Inggris dalam konteks simulasi, role-play, dan kegiatan lain yang terstruktur.
Siswa berusaha menyatakan dan menanyakan tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya dalam bahasa Inggris selama proses pembelajaran.
Mengasosiasi
Siswa membandingkan kalimat Past Simple dan Present Perfect tense yang telah dipelajari dengan ungkapan-ungkapan lainnya.
Siswa membandingkan antara kalimat Past Simple
penyampaian
Cara
Penilaian:
Pengamatan
(observations
):
Bukan
penilaian
formal seperti
tes, tetapi
untuk tujuan
memberi
balikan.
Sasaran
penilaian
Perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan Komunikasi
Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks
Kesungguhan siswa dalam proses pembelajaran di setiap tahapan
Portofolio
Kumpulan karya siswa
canenglish.state.gov/files/ae/resource_files
http://learnenglish.britishcouncil.org/en/
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
penggunaannya.
4.6. Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan tentang tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, yang benar dan sesuai konteks.
My friend
has
prepared
everythin
g before
we left
Unsur
kebahas
aan
(1) Past Simple, Present Perfect
(2) Tata bahasa, ucapan, tekanan kata, intonasi, ejaan, tanda baca, tulisan tangan dan cetak yang jelas dan rapi.
Topik
Berbagai
hal terkait
dengan
interaksi
antara guru
dan siswa
selama
proses
dan Present Perfect tense dalam bahasa Inggris dengan kalimat tentang tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya dalam bahasa ibu atau bahasa Indonesia.
Mengkomunikasikan
Siswa menyatakan dan menanyakan tentang tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya dengan bahasa Inggris, di dalam dan di luar kelas.
Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menyatakan dan menanyakan tentang tindakan/kejadian yang dilakukan/terjadi di waktu lampau yang merujuk waktu terjadinya dengan yang merujuk pada kesudahannya dalam jurnal belajarnya.
yang mencerminkan hasil atau capaian belajar
Kumpulan hasil tes dan latihan.
Catatan penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
pembelajar
an, di
dalam
maupun di
luar kelas.
1.1
Mensyuk
uri
kesempa
tan dapat
mempela
jari
bahasa
Inggris
sebagai
bahasa
penganta
r
komunik
asi
internasi
onal
yang
diwujudk
an dalam
semanga
t belajar
2.3
Menunju
kkankan
perilaku
tanggung
jawab,
peduli,
kerjasam
a, dan
cinta
damai,
dalam
melaksa
nakan
komunik
Teks
deskriptif
lisan dan
tulis,
sederhana
, tentang
orang,
tempat
wisata,
dan
bangunan
bersejarah
terkenal
Fungsi
sosial
Memban
ggakan,
mengena
lkan,
mengide
ntifikasi,
memuji,
mengritik,
mempro
mosikan,
dsb.
Struktur text
(1) Penyebutan nama orang, tempat wisata, dan bangu
Mengamati
Siswa memperhatikan / menonton beberapa contoh teks/ film tentang penggambaran orang, tempat wisata, dan bangunan bersejarah.
Siswa menirukan contoh secara terbimbing.
Siswa belajar menemukan gagasan pokok, informasi rinci dan informasi tertentu dari teks
Mempertanyakan
(questioning)
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai teks deskripsi yang ada dalam bahasa Inggris, perbedaan teks dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia
Siswa mempertanyakan gagasan pokok, informasi rinci dan informasi tertentu dari teks deskriptif
Mengeksplorasi
Siswa secara kelompok membacakan teks deskriptif lain dari berbagai sumber dengan pengucapan, tekanan kata dan intonasi yang tepat
Kriteria
penilaian:
Pencapaian fungsi sosial
Kelengkapan dan keruntutan struktur teks deskriptif
Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan
Kesesuaian format penulisan/ penyampaian
Unjuk kerja
Melakukan monolog tentang deskripsi orang, tempat wisata, bangunan
9 x 2 JP
Audio CD/ VCD/DVD
SUARA GURU
Koran/ majalah berbahasa Inggris
www.dailyenglish.com
http://americanenglish.state.gov/files/ae/resource_files
http://learnengli
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
asi
fungsion
al
3.7. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya.
4.8. Menangkap makna dalam teks deskriptif lisan dan tulis sederhana.
4.9. Menyunting teks deskriptif lisan dan tulis,
nan bersejarah terkenal dan nama bagian-bagiannya yang dipilih untuk dideskripsikan
(2) Penyebutan sifat orang, tempat wisata, dan bangunan bersejarah terkenal dan bagiannya, dan
(3) Penyebutan tindakan dari atau terkait dengan orang, tempat wisata, dan bangu
Siswa berpasangan menemukan gagasan pokok, informasi rinci dan informasi tertentu serta fungsi sosial dari teks deskripsi yang dibaca/didengar.
Siswa menyunting teks deskripsi yang diberikan guru dari segi struktur dan kebahasaan
Berkelompok, siswa menggambarkan tempat wisata lain dalam konteks penyampaian informasi yang wajar terkait dengan tujuan yang hendak dicapai dari model yang dipelajari
Mengasosiasi
Dalam kerja kelompok terbimbing siswa menganalisis dengan membandingkan berbagai teks yang menggambarkan orang, tempat wisata, bangunanan bersejarah terkenal dengan fokus pada struktur teks, dan unsur kebahasaan.
Siswa mengelompokkan teks deskripsi sesuai dengan fungsi sosialnya.
Siswa memperoleh balikan (feedback) dari guru dan teman tentang setiap yang dia sampaikan dalam kerja kelompok.
Mengkomunikasikan
Berkelompok, siswa menyusun teks deskripsi tentang orang/ tempat wisata/ bangunan
bersejarah terkenal di depan kelas / berpasangan
Ketepatan dan kesesuaian dalam menggunakan struktur teks dan unsur kebahasaan dalam membuat teks deskriptif
Pengamatan
(observations
):
Bukan
penilaian
formal seperti
tes, tetapi
untuk tujuan
memberi
balikan.
Sasaran
penilaian
Perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan Komunikasi
Ketepatan dan
sh.britishcouncil.org/en/
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
sederhana, tentang orang, tempat wisata, dan bangunan bersejarah terkenal, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
4.10. Menyusun teks deskriptif lisan dan tulis sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, dengan memperhatikan tujuan,
nan bersejarah terkenal.
yang
semuanya
sesuai
dengan
fungsi
sosial yang
hendak
dicapai.
Unsur
kebahasaa
n
(1) Kata benda yang terkait dengan orang, tempat wisata, dan bangunan bersejarah terkenal
(2) Kata sifat yang terkait dengan orang, tempat wisata, dan bangu
bersejarah sesuai dengan fungsi sosial tujuan, struktur dan unsur kebahasaannya
Siswa menyunting deskripsi yang dibuat teman.
Siswa menyampaikan deskripsinya didepan guru dan teman dan mempublikasikannya di mading.
Siswa membuat kliping deskripsi tentang orang, tempat wisata atau bangunan bersejarah yang mereka sukai.
Siswa membuat laporan evaluasi diri secara tertulis tentang pengalaman dalam menggambarkan tempat wisata dan bangunan termasuk menyebutkan dukungan dan kendala yang dialami.
Siswa dapat menggunakan ‘learning journal’
kesesuaian dalam menyampaikan dan menulis teks deskriptif
Kesungguhan siswa dalam proses pembelajaran dalam setiap tahapan
Ketepatan dan kesesuaian menggunakan strategi dalam membaca
Portofolio
Kumpulan catatan kemajuan belajar berupa catatan atau rekaman monolog teks deskriptif.
Kumpulan karya siswa yang mendukung proses penulisan teks diskriptif berupa: draft, revisi,
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.
.
nan bersejarah terkenal
(3) Ejaan dan tulisan tangan dan c etak yang jelas dan rapi
(4) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan.
(5) Rujukan kata
Topik
Keteladan
an
tentang
perilaku
toleran,
kewirausa
haan,
nasionalis
me,
percaya
diri.
editing sampai hasil terbaik untuk dipublikasi
Kumpulan hasil tes dan latihan.
Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya
Penilaian Diri
dan Penilaian
Sejawat
Bentuk: diary, jurnal, format khusus, komentar, atau bentuk penilaian lain
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi international yang diwujudkan dalam semangat belajar
2.3
Menunju
kkan
perilaku
tanggung
jawab,
peduli,
kerjasam
a, dan
cinta
damai,
dalam
melaksan
akan
komunika
si
fungsion
al
3.8. Menganalisis fungsi sosial, struktur teks, dan
Teks tulis
berbentuk
announce
ment
(pemberita
huan)
Fungsi
sosial
Memberi
kan
informasi
dengan
atau
tanpa
perintah
atau
petunjuk
yang
harus
diikuti,
untuk
memperl
ancar
informasi
antara
guru,
siswa,
kepala
sekolah,
dan staf
administr
asi
Struktur
Teks
Ungkapa
n yang
lazim
digunaka
n dalam
teks
Mengamati
Siswa mendengarkan/membaca teks announcement dari berbagai sumber dengan memperhatikan fungsi sosial, struktur teks, unsur kebahasaan, maupun format penyampaian/penulisannya.
Siswa mencoba menirukan pengucapannya dan menuliskan teks yang digunakan.
Siswa belajar membaca cepat untuk mendapat gambaran umum dari teks melalui proses skimming dan scanning untuk mendapatkan informasi khusus.
Mempertanyakan
Dengan bimbingan dan
arahan guru, siswa
mempertanyakan antara lain
perbedaan berbagai teks
pemberitahuan dalam bahasa
Inggris, perbedaan teks
pemberitahuan dengan yang
ada dalam bahasa Indonesia,
kemungkinan menggunakan
ungkapan lain, dsb.
Mengeksplorasi
Siswa mencari teks lain untuk mendengarkan/membaca teks announcement dengan strategi yang
Kriteria
penilaian:
Pencapaian fungsi sosial
Kelengkapan dan keruntutan struktur teks announcement
Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan
Kesesuaian format penulisan/ penyampaian
Cara
Penilaian
Unjuk kerja
Melakukan monolog dalam bentuk pemberitahuan (announcement) di depan kelas
2 x 2 JP Audio CD/ VCD/DVD
SUARA GURU
Koran/ majalah berbahasa Inggris
www.dailyenglish.com
http://americanenglish.state.gov/files/ae/resource_files
http://learnenglish.britishcouncil.org/en/
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
unsur kebahasaan dari teks pemberitahuan (announcement), sesuai dengan konteks penggunaannya.
4.11. Menangkap makna pemberitahuan (announcement).
4.12. Menyusun teks tulis pemberitahuan (announcement), sangat pendek dan sederhana, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan
announc
ement di
media
massa
maupun
di
internet,
secara
urut dan
runtut.
Unsur
kebahasaa
n
Kosa
kata ,
tata
bahasa,
ucapan,
rujukan
kata,
tekanan
kata,
intonasi,
ejaan,
dan
tanda
baca
yang
tepat,
dengan
penguca
pan yang
lancar
dan
penulisan
dengan
tulisan
tangan
atau
cetak
yang
digunakan dari berbagai sumber.
Siswa berlatih membaca teks announcement dengan strategi yang digunakan bersama teman
Mengasosiasi
Siswa menganalisis teks announcement dengan memperhatikan format penulisannya melalui strategi yang digunakan.
Siswa membandingkan teks announcement yang didengar/dibacakan dari guru dengan yang dipelajari dari berbagai sumber lain.
Secara berkelompok siswa mendiskusikan teks announcement yang mereka temukan dari sumber lain.
Siswa memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan yang sampaikan dalam kerja kelompok.
Mengkomunikasikan
Siswa membuat teks announcement dalam kerja kelompok
Siswa menyampaikan pemberitahuan secara tertulis dengan memperhatikan fungsi sosial, struktur, dan unsur kebahasaan yang benar dan sesuai dengan konteks
Ketepatan dan kesesuaian dalam menggunakan struktur teks dan unsur kebahasaan dalam teks pemberitahuan (announcement)
Pengamatan
(observations
):
Bukan
penilaian
formal seperti
tes, tetapi
untuk tujuan
memberi
balikan.
Sasaran
penilaian:
- kesantunan saat melakukan tindakan komunikasi
- perilaku tanggung jawab, peduli,
kerjasama,
dan cinta
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
sesuai konteks.
jelas dan
rapi
Multimedia:
Layout,
dekorasi,
yang
membuat
tampilan
teks lebih
menarik
Membuat jurnal belajar (learning journal)
damai,
dalam
melaksanak
an
komunikasi
- Kesungguhan siswa dalam proses pembelajaran di setiap tahapan
- Ketepatan dan kesesuaian menggunakan strategi dalam membaca
Portofolio
Kumpulan catatan kemajuan belajar berupa catatan atau rekaman monolog teks pemberitahuan
Kumpulan karya siswa yang mendukung proses penulisan teks pemberitahuan berupa: draft, revisi, editing sampai
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
hasil terbaik untuk dipublikasi
Kumpulan hasil tes dan latihan.
Penilaian Diri
dan Penilaian
Sejawat
Bentuk: diary,
jurnal, format
khusus,
komentar, atau
bentuk
penilaian lain
1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi international yang diwujudkan dalam semangat belajar
2.3
Menunju
kkan
perilaku
tanggung
jawab,
peduli,
kerjasam
Teks
recount
lisan dan
tulis,
sederhana
, tentang
pengalama
n
/kegiatan/
kejadian/p
eristiwa.
Fungsi
sosial
Menelad
ani,
memban
ggakan,
bertindak
teratur,
teliti dan
disiplin,
melapork
an.
Struktur
Mengamati
Siswa menyimak berbagai contoh teks recount tentang pengalaman/kegiatan/kejadianb/peristiwa yang diberikan/ diperdengarkan guru
Siswa mengamati fungsi sosial, struktur dan unsur kebahasaannya
Siswa belajar menentukan gagasan pokok, informasi rinci dan informasi tertentu dari teks recount
Mempertanyakan
(questioning)
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan berbagai teks tentang pengalaman/kejadian/peristiwa yang ada dalam bahasa Inggris, perbedaan teks dalam bahasa Inggris
Kriteria
penilaian:
Pencapaian fungsi sosial
Kelengkapan dan keruntutan struktur teks recount
Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan
Kesesuaian format penulisan/ penyampaian
7 x 2 JP Audio CD/ VCD/DVD
SUARA GURU
Koran/ majalah berbahasa Inggris
www.dailyenglish.com
http://americanenglis
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
a, dan
cinta
damai,
dalam
melaksan
akan
komunika
si
fungsion
al
3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks recount sederhana tentang pengalaman/kejadian/peristiwa, sesuai dengan konteks penggunaannya.
4.13. Menangkap makna dalam teks recount lisan dan tulis sederhana.
4.14. Menyusun teks recount
a. Menyebutkan tindakan/ peristiwa/kejadian secara umum
b. Menyebutkan urutan tindakan/ kejadian/peristiwa secara kronologis, dan runtut
c. Jika perlu, ada kesimpulan umum.
Unsur
kebahasaa
n
(1) Kata-kata terkait dengan perjuangan hidup, profesionalisme dalam bekerja,
dengan yang ada dalam bahasa Indonesia,.
Siswa mempertanyakan mengenai gagasan pokok informasi rinci dan informasi tertentu dalam recount
Mengeksplorasi
Siswa mencari beberapa text recount dari berbagai sumber.
Siswa berlatih menemukan gagasan pokok, informasi rinci dan informasi tertentu dari teks
Siswa membacakan teks recount kepada teman dengan menggunakan unsur kebahasaan yang tepat
Siswa berlatih menysun kalimat-kalimat yang diberikan menjadi text recount.
Siswa secara berkelompok
menuliskan /menyalin teks
recount lisan dan tulis,
sederhana, tentang
pengalaman/kegiatan/
kejadian/peristiwa dengan
memperhatikan fungsi
sosial, struktur, dan unsur
kebahasaan dengan runtut
Mengasosiasi
Secara berpasangan siswa saling menganalisis teks recount tulis dengan fokus
Cara
Penilaian
Unjuk kerja
Melakukan monolog dalam bentuk recount dalam kelompok / berpasangan/ didepan kelas
Ketepatan dan kesesuaian dalam menggunakan struktur teks dan unsur kebahasaan dalam teks recount
Pengamatan
(observations
):
Bukan
penilaian
formal seperti
tes, tetapi
untuk tujuan
memberi
balikan.
Sasaran
penilaian:
- kesantunan saat melakukan tindakan
h.state.gov/files/ae/resource_files
http://learnenglish.britishcouncil.org/en/
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
lisan dan tulis sederhana tentang pengalaman/ kegiatan/kejadian/peristiwa, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks
kejadian/peristiwa yang sedang banyak dibicarakan.
(2) Penyebutan kata benda
(3) Ejaan dan tulisan tangan dan c etak yang jelas dan rapi
(4) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan
(5) Rujukan kata
Topik
Ketelada
nan
tentang
perilaku
pada fungsi sosial, struktur, dan unsur kebahasaan.
Siswa mendiskusikan gagasan pokok, informasi rinci dan informasi tertentu dari teks.
Siswa memperoleh balikan
(feedback) dari guru dan
teman tentang hasil
analisis yang disampaikan
dalam kerja kelompok.
Mengkomunikasikan
Siswa membuat teks recount sederhana tentang keteladanan dengan memperhatikan fungsi sosial, struktur dan unsur kebahasaannya.
Siswa mempresentasikannya di kelas
Siswa membuat kliping teks recount dengan menyalin dari beberapa sumber.
Siswa membuat jurnal belajar (learning journal)
- perilaku tanggung jawab, peduli,
kerjasama,
dan cinta
damai,
dalam
melaksanak
an
komunikasi
- Kesungguhan siswa dalam proses pembelajaran di setiap tahapan
- Ketepatan dan kesesuaian menggunakan strategi dalam membaca
Portofolio
Kumpulan catatan kemajuan belajar berupa catatan atau rekaman monolog teks recount.
Kumpulan karya siswa yang mendukung proses penulisan teks recount
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
kewiraus
ahaan,
daya
juang,
percaya
diri,
tanggung
jawab,
disiplin.
berupa: draft, revisi, editing sampai hasil terbaik untuk dipublikasi
Kumpulan hasil tes dan latihan.
Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya
Penilaian Diri
dan Penilaian
Sejawat
Bentuk: diary, jurnal, format khusus, komentar, atau bentuk penilaian lain
Siswa diberikan pelatihan sebelum dituntut untuk melaksanakannya.
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi international yang diwujudkan dalam semangat belajar
2.3
Menunju
kkan
perilaku
tanggung
jawab,
peduli,
kerjasam
a, dan
cinta
damai,
dalam
melaksan
akan
komunika
si
fungsion
al.
3.9. Menganalisis fungsi sosial, struktur teks, dan
Teks
naratif
lisan dan
tulis
berbentuk
legenda
sederhan
a.
Fungsi
sosial
Menelad
ani nilai-
nilai
moral,
cinta
tanah air,
menghar
gai
budaya
lain.
Struktur
a. Pengenalan tokoh dan setting
b. Komplikasi terhadap tokoh utama
c. Solusi dan akhir cerita
Mengamati
Siswa menyimak berbagai contoh teks legenda yang diberikan/ diperdengarkan guru
Siswa mengamati fungsi sosial, struktur dan unsur kebahasaannya
Siswa mengamati keteladanan dari cerita legenda
Siswa belajar menemukan gagasan utama, informasi rinci dan informasi tertentu dari teks legenda
Mempertanyakan
(questioning)
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai teks naratif yang ada dalam bahasa Inggris, perbedaan teks dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia.
Siswa mempertanyakan gagasan utama, informasi rinci dan informasi tertentu
Mengeksplorasi
Siswa membaca beberapa
text legenda dari berbagai
sumber.
Siswa berlatih menemukan gagasan utama, informasi rinci dan informasi tertentu
Siswa melengkapi rumpang dari beeberapa teks legenda sederhana
Kriteria
penilaian:
Pencapaian fungsi sosial
Kelengkapan dan keruntutan struktur teks naratif
Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan
Kesesuaian format penulisan/ penyampaian
Unjuk kerja
Melakukan monolog dalam bentuk teks naratif dalam kelompok / berpasangan/ didepan kelas
Menggunakan struktur teks dan
6 x 2 JP Audio CD/ VCD/DVD
SUARA GURU
Koran/ majalah berbahasa Inggris
www.dailyenglish.com
http://americanenglish.state.gov/files/ae/resource_files
http://learnenglish.britishcouncil.org/en/
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
unsur kebahasaan pada teks naratif sederhana berbentuk legenda rakyat, sesuai dengan konteks penggunaannya.
4.15. Menangkap makna teks naratif lisan dan tulis berbentuk legenda, sederhana
Unsur
kebahasaa
n
(3) Kata-kata terkait karakter, watak, dan setting dalam legenda
(4) Modal auxiliary verbs.
(4) Ejaan dan tulisan tangan dan c etak yang jelas dan rapi
(5) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan
(6) Rujukan kata
Topik
Siswa secara berkelompok
menuliskan /menyalin teks
recount dengan
memperhatikan fungsi
sosial, struktur, dan unsur
kebahasaan dengan runtut
Siswa membacakan teks
recount kepada teman
dengan menggunakan
unsur kebahasaan yang
tepat
Mengasosiasi
Secara berpasangan siswa menganalisis beberapa teks legenda dengan fokus pada fungsi sosial, struktur, dan unsur kebahasaan
Siswa memperoleh balikan
(feedback) dari guru dan
teman tentang hasil
analisis yang disampaikan
dalam kerja kelompok.
Mengkomunikasikan
Siswa menyampaikan informasi fungsi social, struktur, dan unsure kebahasanyang ditemukan setelah membaca teks legenda.
Siswa menceritakan kembali teks legenda sederhana yang dibaca dengan memperhatikan fungsi sosial, struktur dan unsur kebahasaannya.
Siswa membuat kliping teks legenda dengan menyalin dan beberapa sumber.
unsur kebahasaan dalam teks naratif
Pengamatan
(observations
):
Bukan
penilaian
formal seperti
tes, tetapi
untuk tujuan
memberi
balikan.
Sasaran
penilaian:
Berperilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melakukan Komunikasi
Ketepatan dan kesesuaian menggunakan strategi dalam membaca
Kesungguhan siswa dalam proses
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
Keteladana
n tentang
perilaku
dan nilai-
nilai luhur
dan
budaya.
Siswa membuat ‘learning journal’
pembelajaran di setiap tahapan
Portofolio
Kumpulan catatan kemajuan belajar berupa catatan atau rekaman monolog teks naratif
Kumpulan karya siswa yang mendukung proses penulisan teks naratif berupa: draft, revisi, editing sampai hasil terbaik untuk dipublikasi
Kumpulan hasil tes dan latihan.
Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
Penilaian Diri
dan Penilaian
Sejawat
Bentuk: diary,
jurnal, format
khusus,
komentar, atau
bentuk
penilaian lain
1.1
Mensyuk
uri
kesempat
an dapat
mempelaj
ari
bahasa
Inggris
sebagai
bahasa
penganta
r
komunika
si
internatio
nal yang
diwujudk
an dalam
semanga
t belajar
2.3
Menunju
kkan
perilaku
tanggung
jawab,
peduli,
kerjasam
a, dan
Lagu
sederhana
Fungsi
sosial
Menghib
ur,
mengung
kapkan
perasaan
,
mengajar
kan
pesan
moral
Unsur
kebahasaa
n
(1) Kata, ungkapan, dan tata bahasa dalam karya seni berbentu
Mengamati
Siswa mendengarkan/membaca beberapa lirik lagu berbahasa Inggris dan menyalinnya
Siswa menirukan
penguncapan dengan
menyanyikan sesuai dengan
lagu yang didengar
Mempertanyakan
Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan pesan yang ada dalam lagu bahasa Inggris, perbedaan lagu dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia.
Siswa memperoleh pengetahuan tambahan tentang kosa kata dan pesan dalam lagu
Mengeksplorasi
Siswa membacakan lirik lagu yang disalin kepada teman sebangku
Pengamatan
(observations
):
Bukan
penilaian
formal seperti
tes, tetapi
untuk tujuan
memberi
balikan.
Sasaran
penilaian:
- Perilaku tanggung jawab, peduli, kerjasama dan cinta damai dalam melaksanakan Komunikasi
- Ketepatan dan kesesuaian dalam pengucapan dan penyalinan lirik lagu
2 x 2 JP Audio CD/ VCD/DVD
www.youtube
SUARA GURU
Koran/ majalah berbahasa Inggris
www.dailyenglish.com
http://americanenglish.state.gov
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
cinta
damai,
dalam
melaksan
akan
komunika
si
fungsion
al
3.11.
Menyeb
utkan
fungsi
sosial
dan
unsur
kebahas
aan
dalam
lagu.
4.16.
Menang
kap
makna
lagu
sederha
na.
k lagu.
(2) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi.
(3) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan
Topik
Ketelada
nan
tentang
perilaku
yang
menginsp
irasi.
Siswa menyanyikan lagu yang disalin dengan pengucapan dan tekanan kata yang tepat
Siswa berdiskusi tentang pesan lagu yang didengar
Mengasosiasi
Secara individu siswa membandingkan pesan yang terdapat dalam beberapa lagu yang dibaca/didengar
Siswa membuat kumpulan
lagu- lagu yang bertema
perdamaian dengan
menyalin
Mengkomunikasikan
Siswa melaporkan kumpulan lagu favorit mereka yang sudah dianalis tentang pesan di dalam lagu-lagu tersebut
Antarsiswa melakukan penilaian terhadap kumpulan lagu yang dibuat.
- Kesungguhan siswa dalam proses pembelajaran dalam setiap tahapan
Portofolio
Kumpulan kemajuan siswa berupa kumpulan lagu yang disalin dengan tulisan tangan beserta kesan terhadap lagu
kumpulan hasil tes dan latihan.
Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya
Penilaian Diri
dan Penilaian
Sejawat
Bentuk: diary,
jurnal, format
khusus,
/files/ae/resource_files
http://learnenglish.britishcouncil.org/en/
Kompetensi
Dasar
Materi
Pokok Pembelajaran Penilaian
Alokasi
Waktu
Sumber
Belajar
komentar, atau
bentuk
penilaian lain
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : MAN I SURAKARTA
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X / 2
Alokasi Waktu : 2 x 45 menit ( 1x pertemuan )
Topik Pembelajaran : Recount text
Pertemuan Ke : I (Pertama)
A. Standar Kompetensi
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
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 tulis dalam
konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative,
dan procedure.
C. Indikator Pencapaian Kompetensi
APPENDIX 7
Indikator Pencapaian Kompetensi Nilai Budaya Dan
Karakter Bangsa
1. Mengidentifikasi makna dalam
teks recount
2. Mengidentifikasi langkah-langkah
retorika dalam teks recount
3. Membaca nyaring teks recount
4. Menulis teks berbentuk recount .
Religius, jujur, toleransi, disiplin, kerja
keras, mandiri, demokratis, rasa ingin
tahu, semangat kebangsaan, cinta tanah
air, menghargai prestasi, bersahabat, cinta
damai, gemar membaca, peduli
lingkungan, peduli sosial, tanggung jawab,
mandiri
Kewirausahaan/ Ekonomi Kreatif :
1. Percaya diri (keteguhan hati, optimis).
2. Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
3. Pengambil resiko (suka tantangan, mampu memimpin)
4. Orientasi ke masa depan (punya perspektif untuk masa depan)
D. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat :
1. Siswa dapat menjawab pertanyaan teks monolog sederhana berbentuk
recount
2. Siswa dapat melakukan teks monolog lisan berbentuk recount
3. Siswa mempresentasikan teks monolog lisan berbentuk recount
E. Materi Pokok
Teks monolog berbentuk recount contohnya:
My Day
I had a terrible day yesterday. First, I woke up an hour late because
my alarm clock didn't go off. Then, I was in such a hurry that I burned my
hand when I was making breakfast. After breakfast, I got dressed so quickly
that I forgot to wear socks.
Next, I ran out of the house trying to get the 9:30 bus, but of course I
missed it. I wanted to take a taxi, but I didn't have enough money.
Finally, I walked the three miles to my school only to discover that it
was Sunday! I hope I never have a day as the one I had yesterday.
Text Structure of the text above:
Paragraph Generic Structure
1. I had a terrible day yesterday.
First, I woke up an hour late
because my alarm clock didn't
go off (paragraph 1)
2. Next, I ran out of the house
trying to get the 9:30 bus, but of
course I missed it. I wanted to
take a taxi, but I didn't have
enough money (paragraph 2)
3. Finally, I walked the three miles
to my school only to discover
that it was Sunday! I hope I
never have a day as the one I had
yesterday (paragraph 3)
1. Orientation: provides the setting and
introduces participants.
2. Events: tell what happened, in what
sequence.
3. Re-orientation: optional closure of
events.
F. Metode Pembelajaran/Teknik:
Inquiry Method
G. Strategi Pembelajaran
Tatap Muka Terstruktur Mandiri
1. Bertanya jawab tentang
pertanyaan teks
monolog sederhana
berbentuk recount.
2. Membahas unsur dan
langkah retorika dalam
pertanyaan teks
monolog sederhana
berbentuk recount.
3. Membahas ciri-ciri
leksikogramatika.
4. Membacakan cerita
kepada kelompok atau
kelas (monolog).
5. Menceritakan kembali
cerita kepada kelompok
atau kelas (monolog).
6. Membahas kesulitan
yang dihadapi siswa
dalam melakukan
kegiatan terstruktur dan
mandiri.
1. Dengan kelompok
belajarnya, siswa diberi
tugas untuk melakukan
hal-hal berikut, dan
melaporkan setiap
kegiatan kepada guru,.
tentang tempat, siapa
saja yang datang,
kesulitan yang
dihadapi.
2. Bertanya jawab tentang
isi cerita (karakter,
setting, plot) yang
sudah dibaca, ditonton,
dan/atau didengar
dengan kelompok
belajarnya
3. Membahas unsur dan
langkah retorika dalam
teks recount.
4. Membahas ciri-ciri
leksikogramatika.
1. Siswa melakukan
berbagai kegiatan terkait
dengan wacana
berbentuk naratif di luar
tugas tatap muka dan
terstruktur yang
diberikan guru.
2. Siswa mengumpulkan
setiap hasil kerja dalam
portofolio, dan
melaporkan hal-hal yang
sudah diperoleh serta
kesulitan yang dihadapi
secara rutin kepada guru.
5. Membacakan cerita
kepada kelompok
(monolog).
6. Menceritakan kembali
cerita kepada kelompok
(monolog).
Langkah-langkah Kegiatan Pembelajaran
Kegiatan Awal (10’)
1. Mengucapkan salam dengan ramah kepada siswa ketika memasuki
ruang kelas (nilai yang ditanamkan: santun, peduli)
2. Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
3. Mengaitkan materi/kompetensi yang akan dipelajari dengan
karakter
4. Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan
butir karakter yang hendak dikembangkan selain yang terkait
dengan SK/KD
5. Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks.
Kegiatan Inti (70’)
Eksplorasi
Dalam kegiatan eksplorasi guru:
1. Memberikan stimulus berupa pemberian materi pertanyaan teks
monolog sederhana berbentuk recount.
2. Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa
Inggris mengenai pertanyaan teks monolog sederhana berbentuk
recount.
3. Memberikan kesempatan pada peserta didik mengkomunikasikan
secara lisan atau mempresentasikan mengenai pertanyaan teks
monolog sederhana berbentuk recount.
4. Siswa diminta membahas contoh soal dalam Buku : Bahan Ajar
Bahasa Inggris mengenai pertanyaan teks monolog sederhana
berbentuk recount.
Elaborasi
Dalam kegiatan elaborasi guru:
1. Membiasakan siswa membuat kalimat pertanyaan teks monolog
sederhana berbentuk recount.
2. Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan
soal yang ada pada buku ajar Bahasa Inggris untuk dikerjakan secara
individual.
Konfirmasi
Dalam kegiatan konfirmasi guru:
1. Memberikan umpan balik pada siswa dengan memberi penguatan
dalam bentuk lisan pada siswa yang telah dapat menyelesaikan
tugasnya.
2. Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh
siswa melalui sumber buku lain.
3. Memfasilitasi siswa melakukan refleksi untuk memperoleh
pengalaman belajar yang sudah dilakukan.
4. Memberikan motivasi kepada siswa yang kurang dan belum bisa
mengikuti dalam materi mengenai pertanyaan teks monolog sederhana
berbentuk recount.
Kegiatan Akhir (10’)
1. Siswa diminta membuat rangkuman dari materi mengenai pertanyaan
teks monolog sederhana berbentuk recount.
2. Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah
dilaksanakan.
3. Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi
mengenai pertanyaan teks monolog sederhana berbentuk recount.
4. Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
H. Sumber/Bahan/Alat
1. Buku Look Ahead 1 , English for Better Life
2. Buku Inter-Language Kelas X
3. Kaset/CD
4. Tape
5. Script dari Look Ahead 1 dan Inter-Language
I. Penilaian
I. Indikator, Teknik, Bentuk, dan Contoh.
II. Instrumen Penilaian
Listen the students reading the text, then other students retell what is the
content of the text.
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 thousand people. It
is a busy but quiet town. The streets 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 Batu bulan, 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 cente 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.
Adapted from: http://www.englishdirection.com
http://baliplesir.com
Questions:
1. What do you know about Bali?
2. How do you know about tour in Bali?
No. Indikator Teknik Bentuk Contoh
1.
2..
Membaca
nyaring teks
recount
Menulis teks
berbentuk
recount.
Tes Lisan
Tes Tulis
Melengkapi
dialog
Tugas Individu
Complete the dialogue
below using the suitable
expression!
Make writing by
completing the
following procedure text
III. Pedoman Penilaian
No Aspect of Scoring Scoring
Low (45-59) Average (60-75) Good (76-100)
1 Pronunciation
2 Intonation
3 Stress
4 Gestures
Total
Total Score
Mengetahui,
Surakarta, 12 Oktober 2015
Kepala Sekolah Guru Mata Pelajaran
Drs. M. Hariyadi Purwanto, M.Ag Sri Hartatik, S.Pd,M.Pd
NIP. 195707081984031001 NIP. 197009241997032002
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : MAN I SURAKARTA
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X / 2
Alokasi Waktu : 2 x 45 menit ( 1x pertemuan )
Topik Pembelajaran : Recount Text
Pertemuan Ke : 2
A. Standar Kompetensi
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
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 tulis dalam
konteks kehidupan sehari-hari dalam teks berbentuk: recount,
narrative, dan procedure.
C. Indikator Pencapaian Kompetensi
Indikator Pencapaian Kompetensi Nilai Budaya Dan
Karakter Bangsa
1. Mengidentifikasi makna dalam teks
recount
2. Mengidentifikasi langkah-langkah
retorika dalam teks recount
3. Membaca nyaring teks recount
4. Menulis teks berbentuk recount .
Religius, jujur, toleransi, disiplin, kerja
keras, mandiri, demokratis, rasa ingin
tahu, semangat kebangsaan, cinta tanah
air, menghargai prestasi, bersahabat, cinta
damai, gemar membaca, peduli
lingkungan, peduli sosial, tanggung jawab,
mandiri
Kewirausahaan/ Ekonomi Kreatif :
1. Percaya diri (keteguhan hati, optimis).
2. Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
3. Pengambil resiko (suka tantangan, mampu memimpin)
4. Orientasi ke masa depan (punya perspektif untuk masa depan)
D. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat :
1. Siswa dapat menjawab pertanyaan teks monolog sederhana berbentuk
recount
2. Siswa dapat melakukan teks monolog lisan berbentuk recount
3. Siswa mempresentasikan teks monolog lisan berbentuk recount
E. Materi Pokok
Teks tulis monolog/esei sederhana berbentuk recount
My Holiday Was Fantastic
Last summer I got a fantastic holiday. I visited some great places.
I went to an airport and was going to fly to Cleveland. I was spending
there two days. I liked to see some Cleveland Cavaliers basketball matches.
Then I went to Hollywood. Hollywood is a famous district in Los
Angeles, California, United States. It had become world-famous as the
center of the film industry. Four major film companies – Paramount, Warner
Bros., RKO and Columbia – had studios in Hollywood. I did not want to
leave but I had to.
After that, I went to New York City. I visited the Statue of Liberty. I
went from the bottom of Manhattan to the top of the crown. That was very
amazing.
The places made me feel at home but I have to go home. Next time I
would return to them.
Adapted from: http://englishonline.tki.org.nz
http://www.englishindo.com
Dalam text recount selalu menggunakan bentuk past tense, berikut penjelasan
bentuk past tense:
1. Simple Past Tense
The ‘simple past tense’ is used to tell actions or situations in the past. In
Unit 1 you learned the ‘simple past tense’ used in positive and negative
sentences. In this unit you learn the ‘simple past tense’ in interrogative
sentences. Here are the patterns.
a. Verbal Sentence.
S + V2 + O (positive sentence)
S + did + not + V1 + O (negative sentence)
Did + S + V1 + O (interrogative sentence)
Example:
1) Donita went to Jakarta yesterday.
2) Iman walked alone last night.
2. Nominal Sentence.
S + to be (was/were) + adj/adv/N (positive sentence)
S + was/ were + not + adj/adv/N (negative sentence)
Was/ were + S + adj/adv/N (interrogative sentence)
Example:
1) Rani was here last month.
2) Bani was not in Jakarta yesterday.
F. Metode Pembelajaran/Teknik:
Inquiry method
G. Strategi Pembelajaran
Tatap Muka Terstruktur Mandiri
Bertanya jawab
tentang pertanyaan
teks monolog
sederhana
berbentuk recount.
Membahas unsur
dan langkah
retorika dalam
pertanyaan teks
monolog sederhana
berbentuk recount.
Membahas ciri-ciri
leksikogramatika.
Membacakan cerita
kepada kelompok
Dengan kelompok
belajarnya, siswa diberi
tugas untuk melakukan
hal-hal berikut, dan
melaporkan setiap
kegiatan kepada guru, a.l.
tentang tempat, siapa saja
yang datang, kesulitan
yang dihadapi.
Bertanya jawab tentang isi
cerita (karakter, setting,
plot) yang sudah dibaca,
ditonton, dan/atau
didengar dengan
kelompok belajarnya
Siswa melakukan berbagai
kegiatan terkait dengan
wacana berbentuk naratif
di luar tugas tatap muka
dan terstruktur yang
diberikan guru.
Siswa mengumpulkan
setiap hasil kerja dalam
portofolio, dan
melaporkan hal-hal yang
sudah diperoleh serta
kesulitan yang dihadapi
secara rutin kepada guru.
atau kelas
(monolog).
Menceritakan
kembali cerita
kepada kelompok
atau kelas
(monolog).
Membahas
kesulitan yang
dihadapi siswa
dalam melakukan
kegiatan terstruktur
dan mandiri.
Membahas unsur dan
langkah retorika dalam
teks recount.
Membahas ciri-ciri
leksikogramatika.
Membacakan cerita
kepada kelompok
(monolog).
Menceritakan kembali
cerita kepada kelompok
(monolog).
Langkah-langkah Kegiatan Pembelajaran
1. Kegiatan Awal (10’)
a. Mengucapkan salam dengan ramah kepada siswa ketika memasuki
ruang kelas (nilai yang ditanamkan: santun, peduli)
b. Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
c. Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
d. Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan
butir karakter yang hendak dikembangkan selain yang terkait dengan
SK/KD
e. Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks
2. Kegiatan Inti (70’)
Eksplorasi
Dalam kegiatan eksplorasi guru:
1. Memberikan stimulus berupa pemberian materi pertanyaan teks
monolog sederhana berbentuk recount.
2. Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa
Inggris mengenai pertanyaan teks monolog sederhana berbentuk
recount.
3. Memberikan kesempatan pada peserta didik mengkomunikasikan
secara lisan atau mempresentasikan mengenai pertanyaan teks
monolog sederhana berbentuk recount.
4. Siswa diminta membahas contoh soal dalam Buku : Bahan Ajar
Bahasa Inggris mengenai pertanyaan teks monolog sederhana
berbentuk recount.
Elaborasi
Dalam kegiatan elaborasi guru:
1. Membiasakan siswa membuat kalimat pertanyaan teks monolog
sederhana berbentuk recount.
2. Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan
soal yang ada pada buku ajar Bahasa Inggris untuk dikerjakan secara
individual.
Konfirmasi
Dalam kegiatan konfirmasi guru:
1. Memberikan umpan balik pada siswa dengan memberi penguatan
dalam bentuk lisan pada siswa yang telah dapat menyelesaikan
tugasnya.
2. Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh
siswa melalui sumber buku lain.
3. Memfasilitasi siswa melakukan refleksi untuk memperoleh
pengalaman belajar yang sudah dilakukan.
4. Memberikan motivasi kepada siswa yang kurang dan belum bisa
mengikuti dalam materi mengenai pertanyaan teks monolog sederhana
berbentuk recount.
3. Kegiatan Akhir (10’)
1. Siswa diminta membuat rangkuman dari materi mengenai pertanyaan
teks monolog sederhana berbentuk recount.
2. Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah
dilaksanakan.
3. Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi
mengenai pertanyaan teks monolog sederhana berbentuk recount.
4. Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
H. Sumber/Bahan/Alat
1. Buku Look Ahead 1 , English for Better Life
2. Buku Inter-Language Kelas X
3. Kaset/CD
4. Tape
5. Script dari Look Ahead 1 dan Inter-Language
I. Penilaian
I. Indikator, Teknik, Bentuk, dan Contoh.
No. Indikator Teknik Bentuk Contoh
1.
2.
Membaca
nyaring teks
recount
Menulis teks
berbentuk
recount.
Tes Lisan
Tes Tulis
Melengkapi
dialog
Tugas Individu
Complete the
dialogue below
using the suitable
expression!
Make writing by
completing the
following procedure
text
II. Instrumen Penilaian
Listen to the teacher reading the text, then retell what is the content of the
text.
An Excursion to Bogor Botanic Garden
All right, everybody, I’ll tell you about this great place.
On Friday 16 March we went to Bogor Botanic Garden. We went
there by bus and we arrived at that famous garden at 10 o’clock.
Arriving at the garden, we were divided into two groups. Group A
followed Mrs. Nina and Group B followed Mr. Ahmad. I was in group
A. Well, first we went to odd tropical plants and Mrs. Nina read us some
of the information. Then, we looked at all the lovely plants. After that,
we went to a little spot near the Raffles cemetery and had morning tea.
Next, we did some sketching and then we met group B at the information
center to have our lunch.
Soon, it was time for us to go to the orchid section while Group B
did some research on flowers. Uhm…A lady led us to the orchid section.
Then, she explained about many kinds of Orchids.
Next, we had a look at the Indonesian orchid. Wow, we saw many
kinds of Indonesian orchids. They were all beautiful. Later, we took a
look at the American, European and Asian orchid’s section. I was
interesting. Soon after we had finished our observations, we went back
outside and met group B. Then, we got on the bus and returned to school.
We really enjoyed the trip and to Bogor Botanic Garden
Questions:
1. What do you know about an excursion?
2. When and how did they go to Bogor Botanic Garden?
3. What time did they arrive there?
III. Pedoman Penilaian
No Aspect of Scoring
Scoring
Low (45-59) Average (60-75) Good (76-
100)
1 Pronunciation
2 Intonation
3 Stress
4 Gestures
Total
Total Score
Mengetahui,
Surakarta, 12 Oktober 2015
Kepala Sekolah Guru Mata Pelajaran
Drs. M. Hariyadi Purwanto, M.Ag Sri Hartatik, S.Pd,M.Pd
NIP. 195707081984031001 NIP. 197009241997032002
.
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : MAN I SURAKARTA
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X / 2
Pertemuan Ke : 4
Alokasi Waktu : 2 x 45 menit
A. Kompetensi Inti
Membaca
11. Memahami makna teks fungsional pendek dan esei sederhana berbentuk
narrative, descriptive dan news item dalam konteks kehidupan sehari-
hari dan untuk mengakses ilmu pengetahuan.
B. Kompetensi Dasar
11.1. Merespon makna dalam teks fungsional pendek (misalnya pengumuman,
iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan
berterima yang menggunakan ragam bahasa tulis dalam konteks
kehidupan sehari-hari.
C. Indikator Pencapaian Kompetensi
Indikator Pencapaian Kompetensi Nilai Budaya Dan
Karakter Bangsa
1. Membaca nyaring bermakna wacana ragam tulis yang di bahas dengan ucapan dan intonasi yang benar
2. Mengidentifikasi topik dari teks yang dibaca
3. Mengidentifikasi informasi tertentu
Religius, jujur, toleransi, disiplin, kerja keras,
mandiri, demokratis, rasa ingin tahu, semangat
kebangsaan, cinta tanah air, menghargai prestasi,
bersahabat, cinta damai, gemar membaca, peduli
lingkungan, peduli sosial, tanggung jawab,
mandiri
Kewirausahaan/ Ekonomi Kreatif :
1. Percaya diri (keteguhan hati, optimis).
2. Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
3. Pengambil resiko (suka tantangan, mampu memimpin)
4. Orientasi ke masa depan (punya perspektif untuk masa depan).
D. Tujuan Pembelajaran
Siswa dapat membaca nyaring bermacam wacana ragam tulis yang di bahas
dengan ucapan dan intonasi yang benar, mengidentifikasi topik dari teks yang
dibaca dan informasi tertentu.
E. Materi Pokok
Find specific information from descriptive texts;
Identify the structure of descriptive texts;
Read and understand descriptive texts.
F. Metode Pembelajaran/Teknik:
1. Pendekatan : Contextual Teaching and Learning (CTL)
2. Strategi Pembelajaran : Inquiry method
Words
Meanings or Synonyms
1. located 2. lime 3. scenery 4. peddlers 5. agates 6. sacred 7. dared 8. chased 9. bump 10. prayer mat 11. seclude 12. cave 13. stream
1. view 2. considered 3. to be brave 4. strike something with a hard blow 5. situated 6. a hollow place in the side of hill 7. very hard stones 8. place on which Muslims kneel when
praying 9. goods sellers moving from place to
place 10. keep apart from others 11. a small narrow river 12. run after something 13. holy
G. Strategi Pembelajaran
Tatap Muka Terstruktur Mandiri
Siswa dapat membaca
nyaring bermacam
wacana ragam tulis yang
di bahas dengan ucapan
dan intonasi yang benar,
mengidentifikasi topik
dari teks yang dibaca dan
informasi tertentu.
Siswa mampu menganalisa
bermacam wacana ragam
tulis yang di bahas dengan
ucapan dan intonasi yang
benar, mengidentifikasi
topik dari teks yang dibaca
dan informasi tertentu.
Siswa mampu mengerjakan dan
mengerti bermacam wacana ragam
tulis yang di bahas dengan ucapan
dan intonasi yang benar,
mengidentifikasi topik dari teks
yang dibaca dan informasi tertentu
Langkah-langkah Kegiatan Pembelajaran
1. Kegiatan Awal (10’)
a. Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli)
b. Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
c. Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
d. Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang hendak dikembangkan selain yang terkait dengan SK/KD
e. Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks
2. Kegiatan Inti (70’)
Eksplorasi
Dalam kegiatan eksplorasi guru:
a. Memberikan stimulus berupa pemberian materi mengenai cara membaca nyaring bermacam wacana ragam tulis yang di bahas dengan ucapan dan intonasi yang benar, mengidentifikasi topik dari teks yang dibaca dan informasi tertentu.
b. Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa Inggris mengenai cara membaca nyaring bermacam wacana ragam tulis yang di bahas dengan ucapan dan intonasi yang benar, mengidentifikasi topik dari teks yang dibaca dan informasi tertentu.
c. Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau mempresentasikan mengenai cara membaca nyaring bermacam wacana ragam tulis yang di bahas dengan ucapan dan intonasi yang benar, mengidentifikasi topik dari teks yang dibaca dan informasi tertentu. berhubungan dengan penyelesaian suatu soal.
d. Siswa diminta membahas contoh soal dalam Buku : Bahan Ajar Bahasa Inggris mengenai cara membaca nyaring bermacam wacana ragam tulis yang di bahas dengan ucapan dan intonasi yang benar, mengidentifikasi topik dari teks yang dibaca dan informasi tertentu.
Elaborasi
Dalam kegiatan elaborasi guru:
a. Membiasakan siswa membaca nyaring bermacam wacana ragam tulis yang di bahas dengan ucapan dan intonasi yang benar, mengidentifikasi topik dari teks yang dibaca dan informasi tertentu.
b. Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal yang ada pada buku ajar Bahasa Inggris untuk dikerjakan secara individual.
Konfirmasi
Dalam kegiatan konfirmasi guru:
a. Memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.
b. Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa melalui sumber buku lain.
c. Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar yang sudah dilakukan.
d. Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi mengenai cara membaca nyaring bermacam wacana ragam tulis yang di bahas dengan ucapan dan intonasi yang benar, mengidentifikasi topik dari teks yang dibaca dan informasi tertentu.
3. Kegiatan Akhir (10’)
a. Siswa diminta membuat rangkuman dari materi mengenai cara membaca nyaring bermacam wacana ragam tulis yang di bahas dengan ucapan dan intonasi yang benar, mengidentifikasi topik dari teks yang dibaca dan informasi tertentu.
b. Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.
c. Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi mengenai cara membaca nyaring bermacam wacana ragam tulis yang di bahas dengan ucapan dan intonasi yang benar, mengidentifikasi topik dari teks yang dibaca dan informasi tertentu dari soal-soal latihan yang belum terselesaikan di kelas .
d. Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
H. Sumber/Bahan/Alat
1. Developing English Competencies for Grade X Senior High School (SMA/MA)
2. Tape
3. Kamus
4. Kaset/CD
5. Tape/CD Player
6. OHP/LCD
7. Foto/ Poster
8. Gambar
9. Koran berbahasa Inggris
10. Majalah
I. Penilaian
1. Teknik : Tugas individu, Kuis, Ulangan harian.
2. Bentuk Instrumen : Tertulis uraian singkat dan pilihan ganda, Lisan.
Contoh Instrumen :
Answer the questions based on the picture.
1. Can you find a place like this in your village? 2. What do people call this place? 3. Is it a kind of tourist resort? 4. What do you think of this place? 5. Where can you find this place? 6. Have you ever visited some tourist resorts in East Java? Mention them.
Mengetahui,
Surakarta, 12 Oktober 2015
Kepala Sekolah Guru Mata Pelajaran
Drs. M. Hariyadi Purwanto, M.Ag Sri Hartatik, S.Pd,M.Pd
NIP. 195707081984031001 NIP. 197009241997032002
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : MAN I SURAKARTA
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X / 2
Pertemuan Ke : 5
Alokasi Waktu : 2 x 45 menit
A. Standar Kompetensi
Membaca
11. Memahami makna teks fungsional pendek dan esei sederhana berbentuk
narrative, descriptive dan news item dalam konteks kehidupan sehari-
hari dan untuk mengakses ilmu pengetahuan.
B. Kompetensi Dasar
11.2 Merespon makna dan langkah-langkah retorika dalam esei sederhana
secara akurat, lancar dan berterima dalam konteks kehidupan sehari-
hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk
narrative, descriptive, dan news item.
C. Indikator Pencapaian Kompetensi
Indikator Pencapaian Kompetensi Nilai Budaya Dan
Karakter Bangsa
1. Mengidentifikasi makna kata dalam teks yang dibaca
2. Mengidentifikasi makna kalimat dalam teks yang dibaca
3. Mengidentifikasi komplikasi dalam sebuah cerita narasi
4. Mengidentifikasi kejadian dalam teks yang dibaca
5. Mengidentifikasi ciri-ciri dari benda/orang yang dideskripsikan
6. Mengidentifikasi inti berita yang didengar
7. Mengidentifikasi sumber berita yang didengar
8. Mengidentifikasi langkah-langkah retorika dari teks
9. Mengidentifikasi tujuan komunikasi teks dibaca
Religius, jujur, toleransi, disiplin,
kerja keras, mandiri, demokratis,
rasa ingin tahu, semangat
kebangsaan, cinta tanah air,
menghargai prestasi, bersahabat,
cinta damai, gemar membaca,
peduli lingkungan, peduli sosial,
tanggung jawab, mandiri
Kewirausahaan/ Ekonomi Kreatif :
1. Percaya diri (keteguhan hati, optimis).
2. Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
3. Pengambil resiko (suka tantangan, mampu memimpin)
4. Orientasi ke masa depan (punya perspektif untuk masa depan).
D. Tujuan Pembelajaran
1. Siswa dapat mengidentifikasi makna kata dalam teks yang dibaca
2. Siswa dapat mengidentifikasi makna kalimat dalam teks yang dibaca
3. Siswa dapat mengidentifikasi komplikasi dalam sebuah cerita narasi
4. Siswa dapat mengidentifikasi kejadian dalam teks yang dibaca
5. Siswa dapat mengidentifikasi ciri-ciri dari benda/orang yang dideskripsikan
6. Siswa dapat mengidentifikasi inti berita yang didengar
7. Siswa dapat mengidentifikasi sumber berita yang didengar
8. Siswa dapat mengidentifikasi langkah-langkah retorika dari teks
9. Siswa dapat mengidentifikasi tujuan komunikasi teks dibaca
E. Materi Pokok
Find specific information from descriptive texts;
Identify the structure of descriptive texts;
Read and understand descriptive texts.
The Victoria falls
The Victoria falls or Mosi-oa-Tunya (the Smoke that Thunders, and note
that the ‘i’ is silent) is a waterfall located in southern Africa on the Zambezi
River between the countries of Zambia and Zimbabwe.
It is claimed to be the largest. This claim is based on a width of 1.708 m
(5.604 ft) and height of 108 m (354 ft), forming the largest sheet of falling
water in the world. The falls’ maximum flow rate compares well with that of
other major waterfalls.
For a considerable distance upstream from the falls, the Zambezi flows
over a level sheet of basalt, in a shallow valley bounded by low and distant
sandstone hills. The river’s course is dotted with numerous tree-covered
islands, which increase in number as the river approaches the falls. There are
no mountains, escarpments, or deep valleys which might be expected to create
a waterfall, only flat plateau extending hundreds of kilometers in all direction.
The falls are formed as the full width of the river plummets in a single
vertical drop into a transverse chasm 1708 m (5604 ft) wide, carvered by its
water along a fracture zone in basalt plateau. The depth of the chasm, called
the First Gorge, varies from 80 m (260 ft) at its wetern and to 108 m (354 ft)
in the centre. The only outlet to the First Gorge is a 110 m (360 ft) wide gap
about two-thirds of the way across the witdh of the falls from the western end,
through which the whole volume of the river pours into the Victoria Falls
Gorge.
There are two islands on the crest of the falls ther are large enough to
divide the curtain of water even at full flood. Boaruka island (or Cataract
Island) near the western bank, and Livingstone Island near the middle – the
place that David Livingstone first saw the falls from in Zambia. At less than
full flood, additional islets devided the curtain of water into separate parallel
streams. The main steams are named, in order from zimbabwe (west) to
Zambia (east): Davil’s Cataract (called Leaping Water by some). Main Falls,
Rainbow Falls (the highest) and the Eastern Cataract.
Adapted from :http://www.Zambiatourism.com
Accessed on June 21th, 2016 at 22.36 p.m.
F. Metode Pembelajaran/Teknik:
1. Pendekatan : Contextual Teaching and Learning (CTL)
2. Strategi Pembelajaran : Inquiry method
G. Strategi Pembelajaran
Tatap Muka Terstruktur Mandiri
Siswa dapat
mengindentifikasi makna
kata dan kalimat dalam
teks komplikasi dalam
Siswa mampu
menganalisa makna kata
dan kalimat dalam teks
komplikasi dalam sebuah
Siswa mampu mengerjakan dan
mengerti makna kata dan kalimat
dalam teks komplikasi dalam
sebuah cerita narasi, kejadian
sebuah cerita narasi,
kejadian dalam teks, ciri-
ciri dari benda/orang yang
dideskripsikan, langkah-
langkah retorika, tujuan
komunikasi dari teks yang
dibaca, inti berita yang
didengar
cerita narasi, kejadian
dalam teks, ciri-ciri dari
benda/orang yang
dideskripsikan, langkah-
langkah retorika, tujuan
komunikasi dari teks yang
dibaca, inti berita yang
didengar.
dalam teks, ciri-ciri dari
benda/orang yang dideskripsikan,
langkah-langkah retorika, tujuan
komunikasi dari teks yang dibaca,
inti berita yang didengar.
Langkah-langkah Kegiatan Pembelajaran
1. Kegiatan Awal (10’)
a. Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli)
b. Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin)
c. Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter
d. Dengan merujuk pada silabus, RPP, dan bahan ajar, menyampaikan butir karakter yang hendak dikembangkan selain yang terkait dengan SK/KD
e. Siswa berdiskusi mengenai pertanyaan yang tertera di buku teks
2. Kegiatan Inti (70’)
Eksplorasi
Dalam kegiatan eksplorasi guru:
a. Memberikan stimulus berupa pemberian materi mengenai makna kata dan kalimat dalam teks komplikasi dalam sebuah cerita narasi, kejadian dalam teks, ciri-ciri dari benda/orang yang dideskripsikan, langkah-langkah retorika, tujuan komunikasi dari teks yang dibaca, inti berita yang didengar.
b. Mendiskusikan materi bersama siswa (Buku : Bahan Ajar Bahasa Inggris mengenai makna kata dan kalimat dalam teks komplikasi dalam sebuah cerita narasi, kejadian dalam teks, ciri-ciri dari benda/orang yang dideskripsikan, langkah-langkah retorika, tujuan komunikasi dari teks yang dibaca, inti berita yang didengar.
c. Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau mempresentasikan mengenai makna kata dan kalimat dalam teks komplikasi dalam sebuah cerita narasi, kejadian dalam teks, ciri-ciri dari benda/orang yang dideskripsikan, langkah-langkah retorika, tujuan komunikasi dari teks yang dibaca, inti berita yang didengar. informasi tertentu. berhubungan dengan penyelesaian suatu soal.
d. Siswa diminta membahas contoh soal dalam Buku : Bahan Ajar Bahasa Inggris mengenai makna kata dan kalimat dalam teks komplikasi dalam sebuah cerita narasi, kejadian dalam teks, ciri-ciri dari benda/orang yang
dideskripsikan, langkah-langkah retorika, tujuan komunikasi dari teks yang dibaca, inti berita yang didengar.
Elaborasi
Dalam kegiatan elaborasi guru:
a. Membiasakan siswa makna kata dan kalimat dalam teks komplikasi dalam sebuah cerita narasi, kejadian dalam teks, ciri-ciri dari benda/orang yang dideskripsikan, langkah-langkah retorika, tujuan komunikasi dari teks yang dibaca, inti berita yang didengar.
b. Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal yang ada pada buku ajar Bahasa Inggris untuk dikerjakan secara individual.
Konfirmasi
Dalam kegiatan konfirmasi guru:
a. Memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.
b. Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa melalui sumber buku lain.
c. Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar yang sudah dilakukan.
d. Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi mengenai makna kata dan kalimat dalam teks komplikasi dalam sebuah cerita narasi, kejadian dalam teks, ciri-ciri dari benda/orang yang dideskripsikan, langkah-langkah retorika, tujuan komunikasi dari teks yang dibaca, inti berita yang didengar.
3. Kegiatan Akhir (10’)
a. Siswa diminta membuat rangkuman dari materi mengenai cara membaca nyaring bermacam wacana ragam tulis yang di bahas dengan ucapan dan intonasi yang benar, mengidentifikasi topik dari teks yang dibaca dan informasi tertentu.
b. Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.
c. Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
H. Sumber/Bahan/Alat
1. Developing English Competencies for Grade X Senior High School (SMA/MA)
2. Tape 3. Kamus 4. Kaset/CD
5. Tape/CD Player 6. OHP/LCD 7. Foto/ Poster 8. Gambar 9. Koran berbahasa Inggris 10. Majalah
I. Penilaian
1. Teknik : Tugas individu, Kuis, Ulangan harian. 2. Bentuk Instrumen : Tertulis uraian singkat dan pilihan ganda, Lisan.
Contoh Instrumen :
Answer the following questions.
1. Where is the Victoria Falls located?
2. What can you see along the Victoria Falls?
3. What is height of it?
4. What is width of it
Mengetahui,
Surakarta, 12 Oktober 2015
Kepala Sekolah Guru Mata Pelajaran
Drs. M. Hariyadi Purwanto, M.Ag Sri Hartatik, S.Pd,M.Pd
NIP. 195707081984031001 NIP.197009241997032002
MAN 1 SURAKARTA
Kls/Smt. : X-IPS.1 (FD.Pi.1) / 1, 2 Mata Pelajaran : ………………………
Wali Kls : Tri Budiyani, S.Pd. Nama Guru : ………………………
Nomor
Induk 1 2 3 4 5 6 7 8 9
1 12962 Afifatunnisa
2 12963 Aghnia Firdausi
3 12964 Agustina Rahmawati
4 12965 Aisyah Puri Y
5 12966 Alfiani Farida
6 12967 Alfiyyah Azzahro
7 12968 Annisa Uswatun H
8 12969 Arina Khomsata H
9 12970 Atikah Miftakhul Karimah
10 12972 Childa Suci W
11 12973 Fadhilla Ramadhania DW
12 12974 Fahimah
13 12976 Ghina Iffat Syarifah
14 12977 Hanik Abidah
15 12978 Ilyasa Sasabillah Octora
16 12979 Laila Masruroh
17 12980 Mei Ayu Audina
18 12981 Nabila Urbaningrum
19 12982 Nur Aini Fitria
20 12983 Nurhidayati Roisyah
21 12984 Puji Astuti
22 12985 Rara Septi Nurjanah
23 12986 Rhaissa Nabilla
24 12987 Rika Khalimaturrosyida
25 12988 Rose Ana Anggun F
26 12989 Uswatun Hasanah
27 12990 Wahyu Sari Mukti
28 12991 Wiwin Putri Latifah
Ket:
1. Nilai Rata-rata Ulangan Harian / NH (skala 1 - 100) 6. Nilai Portofolio, Psikomotor, 1 smt 1 kali (1 - 100)
2. Nilai Ulangan Akhir Smt. / NU (1 - 100) 7. Rata-rata nilai Psikomotor no. (4+5+6)/3
3. Nilai Raport Kognitif = (NH+2NU)/3 8. Rata-rata nilai Afektif (bila nilainya <3, siswa tidak naik)
4. Nilai Praktik Psikomotor (1 - 100) 9. Konversi nilai Afektif ke huruf A, B, C, D
5. Nilai Proyek, Psikomotor, 1 smt 1 kali (1 - 100) (4=A; 3=B; 2=C; 1=D)
NB: Format nilai di atas sudah ada dalam bentuk file otomatis, bisa mengcopy ke bagian kurikulum.
DAFTAR NILAI SISWA AKHIR SEMESTER
KOGNITIF, PSIKOMOTOR & AFEKTIF
TAHUN PELAJARAN : 2015/2016
No Nama SiswaKognitif Psikomotor Afektif
KKM=75 (2,66)
APPENDIX 8
Title : Reading Activity
Type of Activity : Group Task
Purpose : To train students ability in reading skill
Pay attention to the following instructions. Carefully !
1. Read and understand this text bellow!
My Holiday Was Fantastic
Last summer I got a fantastic holiday. I visited some great places.
I went to an airport and was going to fly to Cleveland. I was spending there two
days. I liked to see some Cleveland Cavaliers basketball matches.
Then I went to Hollywood. Hollywood is a famous district in Los Angeles,
California, United States. It had become world-famous as the center of the film
industry. Four major film companies – Paramount, Warner Bros., RKO and Columbia
– had studios in Hollywood. I did not want to leave but I had to.
After that, I went to New York City. I visited the Statue of Liberty. I went from
the bottom of Manhattan to the top of the crown. That was very amazing.
The places made me feel at home but I have to go home. Next time I would return
to them.
Adapted from: http://englishonline.tki.org.nz
http://www.englishindo.com
Accessed on June 20th 2016 at 2.36 a.m
2. Discuss and analysis the Generic Sructure of the text above! Than, presents your result
in front of the class!
3. What is the purpose of the text…..
a. Tell past events b. entertaint readers
c. Report an event to the police d. inform readers about events of the day
4. The content is composed as an……
a. Recount b. Narrative c. Report Anecdote
5. The content above basically talks about?
a. The writer’s trip to New York b. the writer’s holiday
c. The writer’s impression about d. the write’s experience
The guide
APPENDIX 9
Title : Reading and Speaking Activity
Type of Activity : Group Task
Purpose : To train students ability in reading and speaking skill
Pay attention to the following instructions carefully !
1. Read and understand this text bellow!
My Best Friends
I have a lot of friends in my school, but Dinda has been my best friends since junior hight
school. We don’t study in the same class, but we meet at school everyday during recess and
after school. I first met her at junior high school orientation and we’ve been friends ever since.
Dinda is good – looking. She’s not to tall, with fair skin and wavy black hair that she
often puts in a ponytail. At school, she wears the uniform. Other than that, she likes to wear
jeans, casual t-shirts and sneakers. Her favorite t-shirt are those in bright colors like pink, light
green and orange. She is always cheerful. She is also very friendly and likes to make friends
with anyone. Like many other girls, she is also talkactive. She likes to share her thoughts and
feelings to her friends. I think that’s why many friends enjoy her company. However, she can
be a bit childish sometimes. For example, when she doesn’t get what she wants, she acts like
a child and stamps her feet.
Dinda lovers drawing, especially the manga characters. She always has a sketchbook with
her everywhere she goes. She would spend some time to draw the manga characters from her
imagination. Her sketches are amazingly great. I’m really glad to have a best friend like Dinda.
Adapted from: Muhammad Nuh. 2014. Bahasa Inggris. Jakarta:
Kementerian Pendidikan dan Kebudayaan
2 Ask your teacher how to read the difficult word correctly! Discuss and analysis the
Generic structure of recount text above withyour group!
Presents your result in front f the class
3. Answer the questions bellow!
What the fuction of paragraph 1!
a. As an identification b. as an orientation
c. As the thesis d. as the classification
4. The text above is in form of….
a. History exposition b. Narrative c. Descriptive d. Report
5. What is the communicative purpose of the text
a. To explain My Best Friends b. to describe My Best Friends. Dinda
c. To retell My Best Friens d. to persuade redars
Title : Reading and Speaking Activity
Type of Activity : Group Task
Purpose ` : To train students ability in reading and speaking skill
1. Pay attention to the following instructions carefully and read and understand this text bellow!
The Victoria falls
The Victoria falls or Mosi-oa-Tunya (the Smoke that Thunders, and note that the ‘i’ is silent) is a
waterfall located in southern Africa on the Zambezi River between the countries of Zambia and
Zimbabwe.
It is claimed to be the largest. This claim is based on a width of 1.708 m (5.604 ft) and height of 108
m (354 ft), forming the largest sheet of falling water in the world. The falls’ maximum flow rate
compares well with that of other major waterfalls.
For a considerable distance upstream from the falls, the Zambezi flows over a level sheet of basalt,
in a shallow valley bounded by low and distant sandstone hills. The river’s course is dotted with
numerous tree-covered islands, which increase in number as the river approaches the falls. There are
no mountains, escarpments, or deep valleys which might be expected to create a waterfall, only flat
plateau extending hundreds of kilometers in all direction.
The falls are formed as the full width of the river plummets in a single vertical drop into a transverse
chasm 1708 m (5604 ft) wide, carvered by its water along a fracture zone in basalt plateau. The depth
of the chasm, called the First Gorge, varies from 80 m (260 ft) at its wetern and to 108 m (354 ft) in the
centre. The only outlet to the First Gorge is a 110 m (360 ft) wide gap about two-thirds of the way
across the witdh of the falls from the western end, through which the whole volume of the river pours
into the Victoria Falls Gorge.
There are two islands on the crest of the falls ther are large enough to divide the curtain of water
even at full flood. Boaruka island (or Cataract Island) near the western bank, and Livingstone Island
near the middle – the place that David Livingstone first saw the falls from in Zambia. At less than full
flood, additional islets devided the curtain of water into separate parallel streams. The main steams are
named, in order from zimbabwe (west) to Zambia (east): Davil’s Cataract (called Leaping Water by
some). Main Falls, Rainbow Falls (the highest) and the Eastern Cataract.
Adapted from: http://www. Zambiatourism.com
Accessed on June 21th, 2016 at 22.36 p.m
THE STUDENTS’ SCORE
(ON THE OBSERVATION)
Kls/Smt. : X-IPS.1 (FD.Pi.1) / 1, 2
Wali Kls : Tri Budiyani, S.Pd.
No Nomor
Induk
Nama Siswa First
Score
Second
Score
Third
Score
Fourth
Score
1 12962 Afifatunnisa 70 70 75 80
2 12963 Aghnia Firdausi 70 70 70 80
3 12964 Agustina Rahmawati 75 75 75 85
4 12965 Aisyah Puri Y 65 70 75 85
5 12966 Alfiani Farida 75 75 80 80
6 12967 Alfiyyah Azzahro 65 80 80 80
7 12968 Annisa Uswatun H 75 65 75 80
8 12969 Arina Khomsata H 70 80 75 80
9 12970 Atikah Miftakhul
Karimah
80 75 70 80
10 12972 Childa Suci W 75 75 70 75
11 12973 Fadhilla Ramadhania DW 70 75 70 80
12 12974 Fahimah 60 70 70 80
13 12976 Ghina Iffat Syarifah 70 75 75 85
14 12977 Hanik Abidah 65 70 75 80
15 12978 Ilyasa Sasabillah Octora 75 70 75 75
16 12979 Laila Masruroh 70 80 80 80
17 12980 Mei Ayu Audina 60 85 75 85
18 12981 Nabila Urbaningrum 80 70 80 80
APPENDIX 10
Surakarta, 26 April 2016
Guru Mata Pelajaran
Sri Hartatik, S.Pd,M.Pd
NIP.19700924199703202
19 12982 Nur Aini Fitria 75 85 75 80
20 12983 Nurhidayati Roisyah 75 75 75 85
21 12984 Puji Astuti 75 75 75 85
22 12985 Rara Septi Nurjanah 75 75 75 80
23 12986 Rhaissa Nabilla 75 70 80 85
24 12987 Rika Khalimaturrosyida 60 65 75 85
25 12988 Rose Ana Anggun F 65 65 80 90
26 12989 Uswatun Hasanah 70 70 90 90
27 12990 Wahyu Sari Mukti 60 75 75 75
28 12991 Wiwin Putri Latifah 70 80 70 80
JUMLAH 1970 2065 2115 2285
RATA – RATA 70,36 73,75 75,54 81,60
Figure 3
Fourth Score58%
Third Score23%
Second Score10%
First Score9%
THE STUDENTS' SCORE (OBSERVATION)
FIELD NOTE
FIELD NOTE ON THE INTERVIEW TO THE ENGLISH TEACHER
Day/Date : Tuesday, December 1st 2016
Time : 09.00-09.30 a.m
Activity : Interviewing the English Teacher
Respondent : Sri Hartatik S.Pd. M.Pd
Location : Teacher Office in the MAN 1 Surakarta
Interviewer : Kristi Ardiana
Dialogue:
Interviewer : Selamat siang bu, maaf mengganggu waktunya sebentar.
Respondent : Oh, iya mbak. Ndak apa apa kok. Silahakan duduk..
Interviewer : Iya bu, terima kasih. Perkenalkan bu, saya Kristi Ardiana. Saya
mahasiswi jurusan Bahasa Inggris, IAIN Surakarta. Saya datang kesini
berencana ingin mengadakan penelitian di MAN 1 Surakarta ini.
Kebetulan kemarin saya di beri rujukan untuk menemui Ibu Sri Hartatik.
Respondent : Oh iya, mbak. Saya sendiri. Dan kebetulan selain guru bahasa Inggris
saya juga yang menangani mahasiswa yang mengadakan penelitian di
MAN 1 ini.
Interviewer : Oh iya,bu. Maaf, nama panggilan ibu siapa? mengampu pelajaran bahasa
inggris kelas berapa ya?
Respondent : Panggil saja saya Ibu Tatik karena guru dan siswa disini memanggil saya
seperti itu. Begini mbak, selain kelas regulare di MAN Surakarta ada
program pondok. Dan kebetulan saya mengajar kelas 10 dan 11. Tapi juga
gak semuanya mbak.
Interviewer : Bagaimana keadaan kelas 10 dan 11, bu? Dalam pembelajaran bahasa
Inggris.
Respondent : Keadaannya baik mbak. Nilai mereka juga ada yang kurang. Termasuk
dalam reading. Mereka terkadang kesulitan untuk mengartikan textnya.
APPENDIX 11
Terlebih jika teksnya panjang. Namanya juga anak anak mbak, walaupun
sudah besar tapi terkadang ya masih suka ramai. Sama halnya dengan anak
anak pada umumnya.
Interviewer : Apakah siswa tertarik dalam pelajaran bahasa Inggris, bu?
Respondent : Ya tertarik,mbak. Tapi kemampuan anak itu berbeda. Ada yang suka dan
ada yang tidak terlalu suka. Ada yang suka text panjang ada juga yang
pendek. Macam macam pokoknya mbak.
Interviewer : Berapa nilai KKM bahasa Inggris di Sekolah ini, bu?
Respondent : Sama halnya dengan sekolah lain mbak, 75.
Interviewer : Apakah semua siswa kelas 10 nilainya sudah melampaui KKM ?
Respondent : Belum mbak. Ada beberapa siswa yang nilainya masi dibawah KKM.
Interviewer : Menurut ibu, kebanyakan siswa kesulitan dalam skill apa?
Respondent : Bahasa inggris mbak. Terlebih di Skill Reading. Pemahaman mereka
masih kurang. Apa lagi kalau textnya panjang dan sulit untuk di pahami.
Banyak vocab yang mereka belum paham. Kalau pengucapan dalam
bahasa Inggris tidak terlalu disinggung. Karena reading fokus pada
pemahaman bahasa Inggris.
Interviewer : Menurut ibu Tatik, apa pengertian dari reading comprehension?
Respondent : Reading comprehension adalah aktivitas membaca dan memahami teks
yang disampaikan oleh guru di kelas. Di sini, siswa atau pembaca harus
mengetahui pesan yang disampaikan oleh teks. Tujuan utamanya adalah
siswa harus mengerti tujuan teks dari penulis, seperti apa general ideanya
or main ideanya dan pesan apa yang disampaikan.
Interviewer : Apa metode yang digunakan dalam mengajar Bahasa Inggris, bu?
Respondent : Untuk semua mapel, MAN 1 Surakarta menggunakan Inquiry method,
mbak. Metode ini sudah lama di terarapkan di sekolah. Karena dirasa
metode ini bagus untuk meningkatkan pengetahuan dan cara belajar siswa.
Interviewer : Menurut bu Tatik, apa pengertian dari inquiry method itu sendiri?
Respondent : Inkuiri metod adalah metod yang digunakan untuk mengajar siswa.
Metod ini menekankan pada proses bepikir kritis dan analitis untuk
menemukan jawaban dari suatu masalah yang ada. Kebanyakan aktifitas
dilakukan oleh siswa dan guru hanya membimbing saja.
Interviewer : Menurut bu Tatik, apa tujuan dari penggunaan strategi inkuiri?
Respondent : Tujuannya ya, mbak? Tujuannya untuk mengembangkan kemampuan
berpikir kritis, sistematis, dan logis. Di sini siswa tidak hanya dituntut
untuk menguasai materi pelajaran tetapi bagaimana siswa dapat
menggembangkan potensinya dalam kegiatan belajar di kelas.
Interviewer : Pernah gak bu, di sekolah ini menggunakan metode lain dalam belajar
mengajar?
Respondent : Oh iya pernah,mbak. Dulu waktu kurikulum kita belum menjadi K13.
Jadi saat ini sekolah menerapkan Inquiry method dalam kegiatan belajar
mengajar.
Interview : Oh begitu, ya bu. Iya bu. Terima kasih untuk waktunya.
Respondent : Iya sama sama. Semoga lancar dalam penelitiannya.
Interviewer : Iya,bu. Aamiin.Terima kasih.
FIELD NOTES ON THE INTERVIEW TO THE STUDENTS
Day/Date : Tuesday, December 1st 2016
Time : 09.00 – 09.15 a.m ( 15 minutes)
Activity : Interviewing the students
Location : Hall MAN 1 Surakarta
Interviewer : Kristi Ardiana
Dialogue :
Interviewer : Assalamu’alaikum.... selamat siang, dik.
Students : Walaikumussalam. Siang kakak.....
Interviewer : Kakak dari IAIN Surakarta. Maaf mengganggu waktu istirahatnya, ya..
Kakak mau tanya ni. Boleh, ya?
Students : Boleh kak...silahkan
Interviewer : Apa kalian suka dengan pelajaran bahasa Inggris?
Students 1 : Saya suka kak, sangat suka.
Students 2, 3 : Saya agak suka,kak.
Interviewer : Menurut kalian bahasa Inggris itu susah gak?
Students 1 : Gak terlalu susah, kak. Karena aku suka,kak.
Students 2 : Menurut aku lumayan susah kak, apa lagi kalau aku gak tau artinya....
hehehehe
Students 3 : Iya, kak. Susah..
Interviewer : Mengapa kok susah, dik?
Students 1 : Terkadang ada beberapa yang gak ngerti, kak.
Students 2 : Bacaannya banyak banget. Gak tau artinya. Hehehe..
Students 3 : Terkadang lupa artinya, kak.
Interviewer : Bagaimana cara ibu Hartatik dalam mengajar bahasa Inggris di kelas?
Khususnya reading. Kalian suka enggak?
Students 1 : Saya suka sama Bu Tatik. Terkadang saya bingung jika di jelaskan.
Apabila bertanya Bu Tatik menjelaskan lagi dengan jelas.
Students 2 : Saya suka sama Bu Tatik. Tapi aku bingung kalau gak tau artinya..hehe
Students 3 : Saya suka Bu Guru. Dia friendly, baik, murah senyum... tapi terkadang
galak... hehehe... Tapi aku bingung kalau text bahasa inggrisnya panjang.
Gak tau artinya, kak.
Interviewer : Bagaimana dengan nilai bahasa inggris kalian?
Students 1 : Lumayan bagus sih, paling tinggi di kelas kita nilai 80.
Students 2 : Lumayan lah, kak. Di atas rata- rata. Tapi terkadang juga enggak..
hehehe
Interviewer : Oh iya. Kakak mau tanya, di sekolah ini metode apa yang digunakan
guru untuk mengajar di kelas?
Students 3 : Tau kak, Inquiry method namanya. Ibu tatik pernah menjelaskan waktu
kita pertama kali masuk di sekolah ini. Method ini yang kita gunakan
dalam kegiatan belajar dikelas, kak. Bu Hartatik dan guru-guru lainnya
juga menggunakan method itu.
Interviewer : Apa kalian suka kalau Ibu guru mengajar menggunakan Inquiry method
dek? Lebih jelas gak?
Students 1 : Suka, kak. Suka sekali. Apa lagi kalau ada filmnya.. serasa menonton
film di bioskop...hehe
Students 2 : Suka kak. Iya iya... betul itu. Serasa menonton film di bioskop. Iya lebih
jelas kak, soalnya kita selalu praktik di depan kelas. Bikin group kayak
gitu, kak.
Students 3 : Saya suka, kak. Lebih jelas dan menghibur. Apalagi kelas kita kak.
Anaknya aktif tapi gak kalah juga sama ramainya dan kadang juga bikin
iseng sama bu Hartatik. Hehe...
Interviewer : Ok, nanti saya akan masuk kelas kalian. Terima kasih ya, dik. Buat
waktunya. See you...
Students : iya, sama – sama. See you, kakak.
FIELD NOTE
Teacher : Sri Hartatik S.Pd. M.Pd
Day/Date : Trusday, December 3rd 2015
Time : 10.00 – 12.00
Students : X-IPS.1 (FD.Pi / 1,2
Observer : Kristi Ardiana
Homeroom teacher : Tri Budiyani, S.Pd.
At 09.00 o’clock, the teacher and the observer came to the class. The teacher
opened the lesson by saying basmallah and assalamu’alaikum wr.wb. She checked
students’ attendance by ask “ who is the absent today?. Before the teacher continued at the
lesson. She introduce the observer in front of the class. She said that the observer want to
observe their teaching and their learning process.
The teacher opened her English work book. Based on material in the book, he
started to write down the material in the white board. At the first time, the situation of the
class is quite. A few minutes later, two until 3 students who sit on the corner of the class
were noisy. They talk with each other by sign language. The teacher notice them to keep
silent in the class. After that, the teacher explained the material. It was done by speaking in
front of class slowly. The teacher knew that her students will understand “ what the teacher
say” by the form of her mouth. When the teacher tought the students, she only focuss on
her work book. She did not use any media to support her teaching in the class. She sat on
her desk but also her always check assignment of the student. The students make a group
discussion to have done their assignment. Sometimes the students give question to teacher
and also to the observer to have done their assignment such as translate from Indonesian to
English language. This class is very active to answer and ask that relate wiht English. After
discussion, each group in the class must come in from of the class to presentation. The first
group are Annisa Uswatun H, Fahimah, Afifatunnisa. The second group are Nur Aini Fitria,
Uswatun Hasanah, Mei Ayu Audina. The situation of the class transformed into crowded
because the action of their friends is good and funny. Then, the teacher conclude about this
material today. The material is about recount text. The last, the teacher asked the students
to learn everything about English, especially on reading. The teacher closed the lesson by
giving thanks for the student’s attention and she closed the meeting by saying hamdalah
and wassalamu’alaikum wr. wb
FIELD NOTE
Teacher : Sri Hartatik S.Pd. M.Pd
Day/Date : Tursday, December 10th 2015
Time : 10.00 – 12.00
Students : X-IPS 1 (FD.Pi / 1,2
Observer : Kristi Ardiana
Homeroom teacher : Tri Budiyani, S.Pd.
At 07.30 o’clock, the teacher and the observer came to the class. The teacher
opened the lesson by saying basmallah and assalamu’alaikum wr.wb. The next she checked
students’ attendance by ask “ who is the absent today?. Today no one students that absent.
It is mean today “NIHIL”. The theme today is about recount text also “ My Holiday was
Fantastic” but the material is difference.
The teacher opened her English work book and operate her laptop because today
the teacher will explains the material by showing the real object, picture or media. At the
first time, the situation of the class is quite. A few minutes later, two until 4 students who
sit on the corner of the class were noisy. They tried to joke of a teacher’s question. From
this situation the teacher know that the character of this students is like that. This students
is one of 4 students in this class that active but diligent. They talk with each other by sign
language. The teacher notice them to keep silent in the class. After that, the teacher
explained the material. It was done by speaking in front of class slowly. The teacher knew
that her students will understand “ what the teacher say” by the form of her mouth. When
the teacher tought the students, she only focuss on her material. She sat on her desk but
also her always check assignment of the student. The students make a group discussion to
have done their assignment. Sometimes the students give question to teacher and also to
the observer to have done their assignment such as translate from Indonesian to English
language. This class is very active to answer and ask that relate wiht English. After
discussion, each group in the class must come in from of the class to presentation. The first
group are Wiwin Putri Latifah, Fadhilla Ramadhania DW, Nur Aini Fitria. The second
group are Atikah Miftakhul Karimah, Ilyasa Sasabillah Octora Puji Astuti, The situation of
the class transformed into crowded because the action of their friends is good and funny.
Then, the teacher conclude about this material today. The teacher said that this material is
same with the material from the last but the teacher tried to gives more explaination about
recount text. The last, the teacher asked the students to learn everything about English,
especially on reading. The teacher closed the lesson by giving thanks for the student’s
attention and she closed the meeting by saying hamdalah and wassalamu’alaikum wr. wb.
FIELD NOTE
Teacher : Sri Hartatik S.Pd. M.Pd
Day/Date : Tuesday, December 21th 2015
Time : 07.30 – 9.00
Students : X-IPS 1 (FD.Pi / 1,2
Observer : Kristi Ardiana
Homeroom teacher : Tri Budiyani, S.Pd.
At 07.30 o’clock, the teacher and the observer came to the class. The teacher
opened the lesson by saying basmallah and assalamu’alaikum wr.wb. The next she
checked students’ attendance by ask “ who is the absent today?. Today no one students that
absent. It is mean today “NIHIL”. The theme today is descriptive text a “ My Holiday Best
Friends”.
The teacher opened her English work book and operate her laptop because today
the teacher will explains the material by showing the real object, picture or media. At the
first time, the situation of the class is quite. A few minutes later, one of students who sit in
front of the class ask to go to toiled. The students in the class tried to joke of a teacher’s.
The students in this class that active but diligent. They talk with each other by sign language
and sometimes with the observer. The teacher notice them to keep silent in the class. After
that, the teacher explained the material. It was done by speaking in front of class slowly.
The teacher knew that her students will understand “ what the the audio say” by the form
of her audio to teaching today. When the teacher tought the students, she only focuss on
her material. She sat on her desk but also her always check assignment of the student. The
students make a group discussion to have done their assignment. This class is very active
to answer and ask that relate wiht English. After listen the audio. The students makes a
group who the group consist of 2 students. Each group in the class must come in from of
the class to presentation. The situation of the class transformed into crowded because the
action of their friends is funny. Then, the teacher conclude about this material today. The
teacher said that this material is about descritive text. The last, the teacher asked the
students to learn everything about English, especially on reading. The teacher closed the
lesson by giving thanks for the student’s attention and she closed the meeting by saying
hamdalah and wassalamu’alaikum wr. wb
FIELD NOTE
Teacher : Sri Hartatik S.Pd. M.Pd
Day/Date : Thursday, December 24th 2015
Time : 10.00 – 12.00
Students : X-IPS.1 (FD.Pi / 1,2
Observer : Kristi Ardiana
Homeroom teacher : Tri Budiyani, S.Pd.
At 10.30 o’clock, the teacher and the observer came to the class. The teacher
opened the lesson by saying basmallah and wassalamu’alaikum wr.wb. The next she
checked students’ attendance. Today any one of students that absent. The theme today is
about descriptive text also “ The Victoria Falls ” but the material is difference.
The teacher opened her English work book and operate her laptop because today
the teacher will explains the material by showing the real object, picture or media. At the
first time, the situation of the class is quite. A few minutes later, two until 4 students who
sit on the corner of the class were noisy. They tried to joke of a teacher’s question. From
this situation the teacher know that the character of this students is like that. This students
is one of 4 students in this class that active but diligent. They talk with each other by sign
language. The teacher notice them to keep silent in the class. After that, the teacher
explained the material. It was done by speaking in front of class slowly. The teacher knew
that her students will understand “ what the teacher say” by the form of her mouth. When
the teacher tought the students, she only focuss on her material. She sat on her desk. The
students make a group discussion to have done their assignment. Sometimes the students
give question to teacher and also to the observer to have done their assignment, such as
translate from Indonesian to English language. This class is very active to answer and ask
that relate wiht English. After discussion, each group in the class must come in from of the
class to presentation. The first group are Ghina Iffat Syarifah, Hanik Abidah, Ilyasa
Sasabillah Octora. The second group are Nabila Urbaningrum, Rhaissa Nabilla, Laila
Masruroh. The situation of the class transformed into crowded because the action of their
friends is good and funny. Then, the teacher conclude about this material today. The teacher
said that this material is same with the material from the last but the teacher tried to gives
more explaination about descriptive text. The last, the teacher asked the students to learn
everything about English, especially on reading. The teacher closed the lesson by giving
thanks for the student’s attention and she closed the meeting by saying hamdalah and
wassalamu’alaikum wr. wb
FOTO PENELITIAN
FOTO PENELITIAN
MAN 1 SURAKARTA
2015
APPENDIX 12
Sejarah MAN 1 Surakarta
A. Sejarah MAN I Surakarta
Madrasah Aliyah negeri 1 Surakarta awal mulanya adalah Madrasah
Aliyah Al-Islam Surakarta di bawah Yayasan Al-Islam pada tahun lima puluh-
an ( Seribu Sembilan Ratus Lima Puluh-an -red ).
Karena keinginan pemerintah untuk mendirikan Madrasah Aliyah
Negeri, maka pemerintah meminta kepada Yayasan Al-Islam untuk
APPENDIX 13
mengangkat status madrasah tersebut dari swasta menjadi negeri. Dengan
adanya negosiasi dan telah dicapainya kesepakatan diantara kedua belah pihak,
Yayasan Al-Islam merelakan sebagian siswa-siswinya dimasukkan ke
Madrasah Aliyah Negeri. Penegerian Madrasah ini didasarkan surat keputusan
menteri Agama RINo.180 Tahun 1967 tanggal 21 Juli 1967 dengan nama
Madrasah Aliyah Agama Islam Negeri ( MAAIN ) Surakarta. Yang lokasinya
masih satu tempat dengan MA Al-Islam sehingga dalam satu lokasi terdapat
tiga lembaga pendidikan :
1. Sekolah Menengah Atas (SMA) Al -Islam yang dikepalai oleh H.A.
Ruslan, BA.
2. Madrasah Aliyah Al-Islam yang dikepalai oleh K.A.Mustafa.
3. Madrasah Aliyah Agama Islam Negeri (MAAIN) yang dikepalai KM.
Ma’muri ( Kyai Muhammad Ma’muri ).
MAAIN satu lokasi dengan Al-Islam di Jl. Honggowongso 65.
Surakarta, selama 10 tahun. Kemudian pindah ke Grobogan. Madrasah ini baru
menempati lokasi sendiri pada tgl 10 Mei 1977, bertempat di Jl. Sumpah
Pemuda.
Sejak tahun 1990 MAN 1 Surakarta dipercaya oleh pemerintah untuk
menyelenggarakan Madrasah Aliyah Program Khusus ( MAPK ) yang
kemudian berubah nama menjadi Madrasah Aliyah Keagamaan (MAK ).
Hal ini berdasarkan Surat keputusan Menteri Agama RI No. 138 tahun 1990.
Tahun 2001, dengan bantuan dari IDB (Islamic Development Bank)
MAN 1 Surakarta membuka program Workshop yang menempati lokal 3 di
Jl. Sumpah Pemuda No. 29. Workshop keterampilan yang dibuka adalah tata
busana, maintenance & repair computer, dan kesekretarisan yang bertujuan
memberi bekal vokasional bagi peserta didik yang tidak melanjutkan studi
karena beban ekonomi keluarga.
Pada tahun 2006 MAN 1 Surakarta mengembangkan program
pendidikannya dengan membuka Program Boarding School yakni program
berasrama bagi peserta didik yang berkosentrasi pada pengembangan
akademik tinggi untuk siap bersaing di berbagai even lomba akademis seperti
olimpiade, karya ilmiah, penelitian dan sejenisnya serta mempersiapkan
peserta didik siap bersaing kursi di perguruan tinggi ternama pada jurusan yang
prospektif seperti UGM, IPB, ITS, UIN Jakarta, UIN Malang (jejaring
kerjasama Depag) dan PTN lain seperti STAN, STPN, STT Telkom, UNS,
UNDIP dll.
B. Visi, Misi dan Tujuan
Tantangan masa depan seperti perkembangan ilmu pengetahuan,
teknologi dan seni serta globalisasai disegala sisi kehidupan yang massif,
menjadikan madrasah merespon tantangan tersebut sekaligus menangkap
sebagai peluang untuk memajukan anak didik agar mampu beradaptasi dalam
perkembangan global, bersaing dalam dinamika masyarakat yang demokratis,
berkeadilan dan mengedepankan law enforcement; dengan tetap
mengedepankan cara-cara mencerahkan serta akhlakul karimah (bil hikmah wa
mau’idlotil hasanah) dan selalu membawa nafas islami dalam segala aktivitas.
Untuk itu MAN 1 Surakarta mengembangkan Visi dan Misi sebagai berikut :
VISI :
TERBENTUKNYA GENERASI YANG ISLAMI DAN BERPRESTASI
MISI :
1. Menumbuhkan penghayatan dan pengamalan Agama Islam
2. Meningkatkan kualitas proses belajar mengajar.
3. Mengembangkan potensi akademik siswa secara optimal sesuai dengan
bakat dan minatnya melalui proses pendidikan.
4. Melaksanakan bimbingan secara efektif pada siswa untuk melanjutkan
pendidikan.
5. Meningkatkan daya saing dan kemampuan siswa ke perguruan tinggi.
6. Meningkatkan penguasaan keterampilan dan life skill
C. Tujuan Madrasah
Tujuan Madrasah sebagai bagian dari tujuan pendidikan nasional
adalah meningkatkankecerdasan, pengetahuan, kepribadian, akhlak mulia serta
ketrampilan untuk hidup mandiri dan mengikuti pendidikan lebih lanjut.
Tujuan pengembangan ciri khas Agama Islam pada Madrasah Aliyah
Negeri 1 Surakarta adalah memberikan landasan Islami yang kokoh agar
peserta didik memiliki kepribadian yang kuat dilandasi oleh nilai-nilai
keislaman bagi perkembangan kehidupan selanjutnya.
D. Sarana Pendidikan
Dalam rangka menunjang keberhasilan pendidikannya, MAN 1
Surakarta berupaya secara bertahap untuk melengkapi sarana-prasarana
pendidikannya. Hingga kini MAN 1 Surakarta telah memiliki ruang belajar
yang representatif, Laboratorium IPA, Laboratorium Bahasa, Laboratorium
Komputer, Perpustakaan, Asrama, Ruang Keterampilan, dan sarana penunjang
lainnya.
Data Sarana Pendidikan MAN 1 Surakarta.
No Jenis Lokal Luas (m2)
1 Ruang Kelas 30 1.822
2 Ruang Ka Madrasah 1 136
3 Ruang Kantor 2 88
4 Ruang Guru 2 144
5 Ruang Perpustakaan 1 112
6 Ruang Laboratorium :
– Lab. Bahasa
– Lab Biologi
– Lab Fisiska
– Lab Kimia
– Lab komputer
2
1
1
117
80
80
1
2
80
144
7 Ruang Keterampilan
– Ket. Komputer
– Ket. Mr. Komputer
– Ket. Tata Busana
– Ket. Kesekretariatan
1
1
1
1
56
265
280
263
8 Ruang Musholla 1 35
9 Ruang Asrama 6 1.496
DAFTAR PERISTILAHAN DALAM PENULISAN SKRIPSI
1. BAGIAN DEPAN (COVER)
NO INDONESIA INGGRIS
1. Diajukan sebagai salah satu syarat
memperoleh gelar Sarjana
Submitted as a Partial
Requirement for the degree of
Sarjana
2. Oleh: (Istilah Penulis untuk ditulis di
cover)
By
3. NIM (Nomor Induk Siswa) Students Index Number
4. Jurusan Pendidikan Bahasa Inggris English Education Department
5. Fakultas Ilmu Tarbiyah dan Keguruan Islamic Education and Teacher
Training Faculty
2. BAGIAN SEBELUM PENDAHULUAN
NO INDONESIA INGGRIS
1. Motto Motto
2. Pernyataan Keaslian Skripsi Admission
3. Halaman Persembahan Dedication
4. Halaman Persetujuan Pembimbing Advisor Sheet
5. Kata Pengantar Acknowledgement
6. Abstrak Abstract
7. Penguji Ratification
8. Daftar Isi Table of Contents
9. Daftar Gambar List of Figure
10. Daftar Table List of Table
11. Lampiran Appendices
APPENDIX 14
3. BAGIAN PENDAHULUAN (BAB 1)
NO INDONESIA INGGRIS
1. Pendahuluan Introduction
2. Latar Belakang Masalah Background of the Study
3. Identifikasi Masalah Problem Identification
4. Pembatasan Masalah Problem Limitation
5. Rumusan Masalah Research Question
6. Tujuan Peneliatian Research Objective
7. Manfaat Penenliatian Research Benefit
8. Manfaat Teoritis Theoretical Benefit
9. Manfaat Praktis Practical Benefit
10. Kata Kunci Key Terms
4. BAGIAN LANDASAN TEORI (BAB II)
NO INDONESIA INGGRIS
1. Landasan Teori Review on Related Theories
2. Kajian Teori Theoretical Review
3. Kajian Penelitian Terdahulu Previous Studies
4. Kerangka Berfikir Theoretical Framework
5. Hipotesis Hypothesis
5. METODE PENELIATIAN BAB III
NO INDONESIA INGGRIS
1. Penelitan Kualitatif Qualitative Research
2. Metode Peneliatian Research Method
3. Desain Penelitian Research Design
4. Tempat dan Waktu Penelitian Place and Time of Research
5. Data dan Sumber Data Data and Source of Data
6. Subyek Penelitian Subject of the Research
7. Metode Pengumpulan Data Technique of Collecting Data
8. Instrumen Penelitian Research Instrument
9. Dokumentasi Documentation
10. Observasi Observation
11. Catatan Lapangan Field Note
12. Keabsahan Data Trustworthiness of Data
13. Teknik Analisis Data Technique of Analysis Data
6. HASIL PENENLITIAN (BAB IV)
7. PENUTUP (BAB V)
NO INDONESIA INGGRIS
1. Penutup Closing
2. Kesimpulan Conclusion
3. Saran- saran Suggestion
4. Daftar Pustaka Bibliografi
5. Curiculum Vitae (CV) Curriculum Vitae
NO INDONESIA INGGRIS
1. Hasil Penelitian Research Findings
2. Analisis Hasil Penelitian Analysis and Discussion