exploring interactive read-aloud activities in …
Post on 22-Feb-2022
3 Views
Preview:
TRANSCRIPT
EXPLORING INTERACTIVE READ-ALOUD ACTIVITIES
IN TEACHING READING NARRATIVE TEXT
(A Qualitative Descriptive Analysis at the Eighth-Grade Students of
SMP Muhammadiyah 17 Ciputat)
A Skripsi
Presented to the Faculty of Educational Sciences in Partial Fulfillment of the
Requirements for the Degree of S.Pd. (Strata-1) in English Education
FUNNY WULAN
1113014000025
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2018
i
ii
iii
iv
ABSTRACT
FUNNY WULAN (1113014000025). Exploring Interactive Read-Aloud
Activities in Teaching Reading Narrative Text; (A Qualitative Descriptive
Analysis at the Eighth-Grade Students of SMP Muhammdiyah 17 Ciputat). A
Skripsi of Department of English Education at Faculty of Educational Sciences of
Syarif Hidayatullah State Islamic University Jakarta, 2017.
Advisors : 1. Neneng Sunengsih, M.Pd.
2. Tati Lathipatud Durriyah, Ph.D.
Keywords : Reading Narrative Text, Interactive Read-Aloud.
Based on the curriculum KTSP, the eighth-grade students must learn narrative
text. It is written as a competence standard: Memahami makna dalam esei pendek
sederhana berbentuk recount, dan narrative untuk berinteraksi dengan
lingkungan sekitar. It means that reading is aimed to understand the meaning of
the text and interact with others. This purpose can be achieved by using
interactive read-aloud in teaching reading narrative text. Interactive read-aloud is
an approach that involves interactions between the teacher and the students. Three
main stages were implemented such as before reading, during reading, and after
reading. The objective of this research was to describe interactive read-aloud
activities to teach reading narrative text for the eighth-grade students in SMP
Muhammadiyah 17 Ciputat. The participants of this research were seven students.
They voluntarily joined reading club created specifically for this research. The
results of the research include the description of interactive read-aloud activities,
the explanation of students’ participations, and the benefits of interactive read-
aloud to students’ comprehension in reading narrative text. The research findings
showed that the teacher should do some preparation such as book selection, book
order with other consideration, and read practicing before conducting read-aloud
in the class. In addition, the researcher found that the students showed different
participations toward interactive read-aloud. The students got some benefits
followed interactive read-aloud activities for their understanding to the narrative
text.
v
ABSTRAK
FUNNY WULAN (1113014000025). Exploring Interactive Read-Aloud
Activities in Teaching Reading Narrative Text; (A Qualitative Descriptive
Analysis at the Eighth-Grade Students of SMP Muhammdiyah 17 Ciputat). Skripsi
Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan,
Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2017.
Pembimbing : 1. Neneng Sunengsih, M.Pd.
2. Tati Lathipatud Durriyah, Ph.D.
Kata Kunci : Membaca Teks Naratif, Interactive Read-Aloud.
Berdasarkan kurikulum KTSP, siswa kelas delapan harus mempelajari teks
naratif. Hal ini tertera pada standar kompetensi: Memahami makna dalam esei
pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan
lingkungan sekitar. Artinya, membaca bertujuan untuk memahami teks dan
berinteraksi dengan siswa yang lainnya. Tujuan ini dapat dicapai dengan
menggunakan interactive read-aloud dalam mengajar membaca teks naratif.
Interactive read-aloud adalah sebuah pendekatan belajar yang melibatkan
interaksi antara guru dan siswa. Tiga tahap diimplementasikan seperti sebelum
membaca, saat membaca, dan setelah membaca. Tujuan dari penelitian ini adalah
untuk mendeskripsikan aktivitas-aktivitas interactive read-aloud dalam mengajar
membaca teks naratif untuk siswa kelas delapan di SMP Muhammadiyah 17
Ciputat. Paritisipan penelitian ini adalah tujuh siswa. Mereka secara suka rela
mengikuti klub membaca yang dibentuk untuk penelitian ini. Hasil penelitian
meliputi deskripsi aktivita-aktivitas interactive read-aloud, penjelasan mengenai
partisipasi siswa dan manfaat interactive read-aloud bagi komprehensi siswa
dalam membaca teks naratif. Hasil penelitian menunjukkan bahwa guru harus
melakukan beberapa macam persiapan seperti penyeleksian buku, pertimbangan
susunan buku, dan latihan sebelum melakukan interactive read-aloud di dalam
kelas. Di tambah lagi, peneliti menemukan bahwa siswa memperlihatkan
partisipasi yang berbeda-beda dalam interactive read-aloud. Siswa mendapatkan
beberapa manfaat dari mengikuti interactive read-aloud untuk pemahaman
mereka terhadap naratif teks.
vi
ACKNOWLEDGEMENT
حِيم حْمَنِ الره ِ الره بسِْمِ اللَّه
In the name of Allah, the Beneficent, the Merciful.
Alhamdulillah, all praises be to Allah, Lord of the Worlds who has blessed the
researcher with His power to accomplish this Skripsi. Blessing and salvation be
upon to the beloved Prophet Muhammad SAW, his family, his companions and
also his followers.
The researcher would like to thank a lot to all people who have supported and
helped her until she could finish this Skripsi. Her gratitude goes to her beloved
parents and her brother for all their supports and motivation to the writer to finish
her study. Besides of those people, the researcher also would like to express her
deepest gratitude to:
1. Neneng Sunengsih, M.Pd. and Tati Lathipathud Durriyah, Ph.D., as the
advisors, for their advices, guidance, corrections, and suggestions in
finishing this Skripsi.
2. Prof. Dr. Ahmad Thib Raya. MA., the Dean of the Faculty of Educational
Sciences.
3. Dr Alek, M.Pd, as the Head of Department of English Education.
4. Dadan Nugraha, M.Pd., the academic advisor of B Class in academic year
2013/2014.
5. Drs. Sayuti Sufriatna, MM., the Headmaster of SMP Muhammadiyah 17
Ciputat for giving the writer permission to conduct the research.
6. Tantowi, S.S. and Diana Dewi, S.Pd., the English Teachers of SMP
Muhammadiyah 17 Ciputat for the help and guidance during the research.
7. Rizki Alfianssyah, Daffa ‘Isy Arkananta, Mutiara Putri, Aliffia Meidina,
Ikke Ardila, Fita Herawati, and Bela Nabila for their contribution during
the research as the participants.
8. Her best friends; Maspupah, Mahdah Ridaillah, Anna Nurhasanah, and Siti
Nurjanah, for the laugh, support, help, motivation, and happiness.
vii
9. Her friends; Ryanti Rahmawati, Lutfi Arsy, Noer Fajrin, and Ahmad
Sobari for the support and motivation.
10. Her friends in Department of English Education in academic year
2013/2014, especially lovely DEE Class B for the happiness and supports.
11. All of the people who could not be mentioned one by one for all the
contributions and supports in finishing this Skripsi.
The words are not enough to appreciate their helps, supports and contributions
in finishing this Skripsi, may Allah SWT bless them all. Then, the researcher
realizes that it is far from being perfect. Therefore, the researcher would like to
accept criticism and suggestion to make it better. Finally, the researcher expects
that this Skripsi will give valuable and useful information and become the
inspiration for people who read it.
Jakarta, December 2017
Funny Wulan
viii
TABLE OF CONTENTS
APPROVAL SHEET .................................................................................... i
ENDORSEMENT SHEET ........................................................................... ii
STATEMENT OF AUTHENTICITY ......................................................... iii
ABSTRACT ................................................................................................... iv
ACKNOWLEDGEMENT ............................................................................ vi
TABLE OF CONTENTS .............................................................................. viii
LIST OF TABLES ........................................................................................ xi
LIST OF FIGURES ...................................................................................... xii
LIST OF APPENDICES .............................................................................. xiii
CHAPTER I INTRODUCTION .................................................................. 1
A. Background of Research ................................................ 1
B. Identification of Problems .............................................. 5
C. Focus of Research .......................................................... 6
D. Question of Research ..................................................... 6
E. Purpose of Research ....................................................... 6
F. Significance of Research ................................................ 7
CHAPTER II THEORETICAL FRAMEWORK .................................. 8
A. Reading .......................................................................... 8
1. The Nature of Reading .............................................. 8
2. Reading Process ........................................................ 10
3. Reading Comprehension ........................................... 11
4. Principle for Teaching Reading ................................. 13
B. Narrative Text ................................................................ 15
1. The Nature of Narrative Text .................................... 15
2. The Purpose of Narrative Text .................................. 17
3. The General Structure of Narrative Text ................... 18
4. The Types of Narrative Text ..................................... 19
5. The Language Features of Narrative Text .................. 20
6. The Example of Narrative Text ................................. 20
ix
C. Interactive Read-Aloud .................................................. 21
1. The Nature of Interactive Read-Aloud ...................... 21
2. Essential Components of Interactive Read-Aloud ..... 23
3. Steps in Interactive Read-Aloud ............................... 25
4. Selected Book ............................................................ 27
5. Students’ Participation .............................................. 28
D. Previous Related Studies ................................................ 29
E. Thinking Framework ...................................................... 31
CHAPTER III RESEARCH METHODOLOGY .................................... 32
A. Place and Date ................................................................ 32
B. Research Design ............................................................. 32
C. Population and Sample ................................................... 33
D. Data Sources .................................................................. 34
1. Teacher Notes ............................................................ 34
2. Researcher’s Journals ................................................ 34
3. Interview .................................................................... 35
E. Data Analysis Technique ............................................... 36
F. The Example of Data Analysis ...................................... 38
G. Validity of Data .............................................................. 40
H. Book Selection ............................................................... 43
CHAPTER IV RESEARCH FINDINGS .................................................. 45
A. Data Description ............................................................ 45
1. Interactive Read-Aloud Activities ............................. 44
a. Prior Interactive Read-Aloud ................................ 45
b. Before Reading ..................................................... 47
c. During Reading ..................................................... 49
d. After Reading ....................................................... 51
2. The Students’ Response ............................................ 54
3. The Benefits of Interactive Read-Aloud to Students . 55
B. Explanation .................................................................... 56
x
CHAPTERV CONCLUSION AND SUGGESTIONS ............................... 58
A. Conclusion ..................................................................... 58
B. Suggestions .................................................................... 59
REFERENCES .............................................................................................. 60
APPENDICES ............................................................................................... 63
xi
LIST OF TABLES
Table 3.1 : The Validity of Interactive Read-Aloud Activities ..................... 41
Table 3.2 : The Validity Result of Interactive Read-Aloud Activities ......... 43
Table 4.1 : Interactive Read-Aloud Activities .............................................. 53
xii
LIST OF FIGURES
Figure 3.1 : Miles and Huberman Model ........................................................ 36
xiii
LIST OF APPENDICES
Appendix 1 : Preliminary Study .................................................................... 63
Appendix 2 : Data Sources ............................................................................ 67
Appendix 3 : Video Recording Transcript 1 ................................................. 75
Appendix 4 : Video Recording Transcript 2 ................................................. 85
Appendix 5 : Video Recording Transcript 3 ................................................. 106
Appendix 6 : Interview Transcript 1 ............................................................. 117
Appendix 7 : Interview Transcript 2 ............................................................. 119
Appendix 8 : Interview Transcript 3 ............................................................. 122
Appendix 9 : Lesson Planning 1 ................................................................... 126
Appendix 10 : Lesson Planning 2 ................................................................... 137
Appendix 11 : Lesson Planning 3 ................................................................... 148
Appendix 12 : Photos ...................................................................................... 158
Appendix 13 : Surat Bimbingan Skripsi ......................................................... 160
Appendix 14 : Surat Permohonan Izin Penelitian ........................................... 162
Appendix 15 : Surat Keterangan Penelitian .................................................... 163
1
CHAPTER I
INTRODUCTION
A. Background of Research
Indonesian government stresses on the use of English in school education
in order to prepare the students with the proficiency of English. Both on KTSP
and Curriculum 2013, English teaching is focused on the language skills:
listening, speaking, reading, and writing. Reading English text is important for
the students’ study purposes, careers and pleasure.1 That is why reading itself
attracts the government’s attention. It can be seen from more than one point in
the curriculum that reading must be taught. Harmer added that reading has a
role as students’ language acquisition process. It provides an activity that
becomes the students’ exposures to acquire the target language. Reading also
includes the chances to learn language such as vocabulary, grammar,
punctuation, and the way sentences are constructed, paragraphs and texts.2
In reading, it is necessary to comprehend the text. The term of the text
used at the grade of junior high school refers to genre. In curriculum, the genre
includes descriptive, recount, report, procedure, and narrative. Narrative text is
a kind of genre which tells about legend or folklore, fable and fairy tale. In
comprehending the narrative text, the students have to find the text structure,
characters, plot, events, setting, and message from the story. Reading a
narrative text can be an interesting activity since its purpose is to entertain the
readers. In Indonesia, narrative text is categorized as a text should be learned
by the eighth-grade of junior high school students. It is written in Competence
Curriculum of KTSP: Memahami makna dalam esei pendek sederhana
berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan
sekitar. It means that the students do not only read the text, but they also must
comprehend it.
1 Jeremy Harmer, How to Teach English, (England: Pearson Education Limited, 2003), p.
68. 2 Ibid.
2
Indonesian school faces some difficulties in the process of teaching
English. Based on the observation in SMP Muhammadiyah 17 Ciputat, the
researcher argued there were some problems in teaching and learning narrative
text. In general, several students had difficulties to reach the learning
objectives based on basic competence in curriculum. For example, the students
could not explain the meaning of narrative to the teacher and other students.
This objective was written as the teacher’s expectation as the result of teaching
and learning process. This problem was influenced by some problems related
to the teaching process. The teacher utilized one way teaching in the class tends
to be monotonous. For instance, in teaching narrative text the teacher gave
some explanations in the beginning and asked them to read and answer some
questions on their workbook. These activities were done individually by the
students. It gave an impression that reading as a passive activity. There was no
interaction to get the deeper understanding of what the students have read.
When learning a story of narrative text, the students had no opportunities to
share their idea and interpretation about the story. In addition, the reading
materials were insufficient that did not stimulate the students to actively
participate. The teacher only used text in LKS (Lembar Kerja Siswa) or
workbook that its performance did not support the students’ interest to read.
Scanlon, et al said that reading is a complex process that needs the
analysis, coordinating, and interpretation of kinds of information sources.3 It is
not easy to reach the success of reading, especially reading text written in
English. Harmer said that teaching reading is incredibly active activity. The
students have to understand what the words mean.4 In other words, reading is
not only done individually. There is interaction to build an active learning for
the students. In this way students have opportunities to give their prediction as
their analysis, to coordinate the text with their real life and prior knowledge,
and to express their interpretation. As the solution to support the students'
3 Donna M. Scanlon, Kimberly L. Anderson, Joan M. Sweeney, Early Intervention for
Reading: The Interactive Strategies Approach, (New York: The Guildford Press, 2010), p. 9. 4 Ibid., p. 70
3
reading comprehension, especially in reading narrative text, the teacher should
use appropriate approach.
There are so many approaches to teach reading narrative text, one of them
is Interactive Strategy Approach. According to Scanlon, et al, Interactive
Strategy Approach provides the students to learn independently, flexibility, and
interactively while reading and writing.5 In reading itself, Interactive Read-
Aloud is an approach as the part of Interactive Strategy Approach. Interactive
read-aloud involves interactions between the teacher and the students.6 The
researcher assumed that this approach can be used to teach any kind of text,
especially the narrative text. In interactive read-aloud, the teacher reads a book
in front of the students. The teacher has opportunities to explain further the
essential elements about the narrative text. Besides, interactive read-aloud
serves active learning. Scanlon, et al also said that the teacher gives the
freedom for the students to have conversations about the book.7 Additionally,
reading becomes an open activity. The students have opportunities to ask and
answer in before, during and after reading. In short, these activities will support
the students’ full participation in reading.
Beside the approach, reading material is essential to be promoted in
teaching reading. Teacher has to select book that supports students’ reading
development. Any kind of text can be used in interactive read-aloud.
Picturebook is one of alternative reading material that is matched with this
approach. Picturebook includes wordless text and variety of illustrations.
According to Wolfenbarger and Sipe, the use of picturebook helps the students
to reach the richest literary understanding. The indication of this literary
understanding is the students can make connection between the story and their
real life.8 In other words, if the students can relate the story to their life, it
means they understand to the story and involve deeply into the story.
5 Ibid., p. 5.
6 Ibid., p. 289. 7 Ibid.
8 Carol Driggs Wolfenbarger and Lawrence R. Sipe, “Research Direction: A Unique Visual
and Literacy Art Form: Recent Research on Picturebooks”, Language Arts, Vo. 84, 2007, p. 277.
4
Additionally, picturebook also supports the students’ mental growth.
Nikolajeva said that picturebook influences emotional development in
reading.9 Emotional development is similar to the affective aspect that stated
on the curriculum.
All this time, interactive read-aloud is considered as way to teach reading
in the primary school.10
In contrast, Albright and Ariail found the potential of
interactive read-aloud in the middle-grade. The potentials of teacher do
interactive read-aloud in the middle-grade student include teacher will increase
the understanding or comprehension of the text, teacher can promote critical
thinking, and teacher can be model of good reading practice 11
Lesesne and
Trelease in Albright and Ariail said that interactive read-aloud opens the
opportunities for sharing responses to the reading and can develop the love of
literature and reading.12
The researcher argued that this sharing process can be
done interactively during interactive read-aloud. So, teacher is able to
implement interactive read-aloud to the middle-stage students.
Based on the researcher’s experience, she ever followed a research about
interactive read-aloud. This research was conducted by Mrs. Tati Lathipatud
Durriyah, Ph.D., one of the lecturers in UIN Syarif Hidayatullah Jakarta in
2016, entitled “Literacy and Teacher Education: Conceptualizing the
Curriculum and Pedagogy of Literacy Education in Teacher Preparation
Program”. It was the first time the researcher learned reading by interactive
read-aloud. The researcher observed that before read-aloud, Mrs. Tati always
introduced some picturebooks to the participants by giving brief explanation
about the picturebooks. Then, the picturebooks were put in front of the
participants. Mrs. Tati often chose a picturebook she would read based on the
update issue. For example, she chose An Eid Story: The Lost Ring, written and
illustrated by Fawzia Gilani and Williams, because it was still at Eid moment.
9 Maria Nikolajeva, “Picturebook and Emotional Literacy”, The Reading Teacher, Vol.4,
2013, p. 249. 10
Lettie K. Albright and Mary Ariail, “Tapping the Potential Read-Alouds in Middle
School”, Journal of Adolescent & Adult Literacy, Vol. 7, 2005, p. 582. 11
Ibid., p. 584. 12
Ibid., p. 687.
5
After that, Mrs. Tati would read the picturebook. During reading, she would
pause to ask participants to analyze the picturebook, both the text and the
illustration. She guided the participants to give prediction, relate the story with
prior knowledge and real life, and retell the story by giving additional story and
the comment about the story.
As the participant of Mrs. Tati’s research, the researcher felt this approach
was able to develop her reading ability. She realized that reading activity can
be done interactively by discussing the reading material. The used of
picturebook also helps the teacher to explore the reading activities. In addition,
reading is not only read the words. It was shown by the activities during the
read-aloud. This research obviously opened the researcher’s mind that reading
lesson could be build by interactive activities. These all experiences inspired
the researcher to conduct the research about interactive read-aloud in teaching
reading, especially reading narrative text.
Interactive read-aloud might provide a solution of the problems faced by
teacher and students to do reading activities. The researcher tried to explore
interactive read-aloud activities as an effort to introduce an alternative
approach in the reading classroom. She became the teacher who used the
technique and also the researcher who analyzed her teaching. Due to these
facts, the researcher was interested to explore interactive read-aloud activities
in teaching reading narrative text at the eighth-grade students of SMP
Muhammadiyah 17 Ciputat.
B. Identification of Problems
From the background of the research, the researcher identified several
problems:
1. In general, the students’ majority did not as the teacher’s expectation.
2. The teacher utilized one way teaching that tend to be monotonous,
especially in teaching reading narrative text.
3. The students had no opportunities to participate actively in reading lesson.
6
4. There was no interaction between students to share their ideas during
reading narrative text.
5. The materials used in the teaching and learning narrative text do not seem
support the students’ reading activities.
C. Focus of Research
The research’s focus of this research is to describe the teacher’s
exploration of using interactive read-aloud activities in teaching reading
narrative text for the eighth-grade students in SMP Muhammadiyah 17 Ciputat.
In addition, the researcher analyzed the students’ participation during
interactive read-aloud activities and the benefits of interactive read-aloud to the
students’ reading comprehension as perceived by the students.
D. Question of Research
Based on the research problems, the researcher posed a main research
question and two sub research questions, as follow:
How did the teacher use interactive read-aloud to teach narrative text at the
eighth-grade students in SMP Muhammadiyah 17 Ciputat?
a. How did the students participate during interactive read-aloud activities?
b. What were the benefits of interactive read-aloud to the students’ narrative
reading comprehension as perceived by the students?
E. Purpose of Research
Based on the questions of research, this research was conducted to
describe how the teacher used interactive read-aloud activities to teach reading
narrative text for the eighth-grade students in SMP Muhammadiyah 17 Ciputat.
In addition, the research was done to see the students’ participation in
interactive read-aloud activities and the benefits of interactive read-aloud to the
students’ reading comprehension as perceived by the students.
7
F. Significance of Research
By conducting this study, the researcher hopes can give some benefits for
the teacher, the students, and the researcher herself. The teacher can use this
research as the guidance of conducting interactive read-aloud as new activities
in teaching. It will show that the teacher brings interesting activities for the
students. It helps him or her to explain the meaning of the text in order the
students understand what they read. In addition, it helps the teacher to teach the
components of narrative text such as the characters, the plot, and the message
in interactive and interesting way.
The benefit the students can get from this research is the students are able
to contribute in the learning to fully participating. They can express their own
ideas by giving prediction during interactive read-aloud. They also can give
comment and decide whether they agree or not with other’s ideas. From these,
the students will feel be appreciated during the learning. It will help them to
comprehend the story by enjoy activity.
As a novice researcher, this research is an opportunity to practice
interactive read-aloud in her own class. This research also can be the reflection
of her teaching practice.
8
CHAPTER II
THEORETICAL FRAMEWORK
A. Reading
1. The Nature of Reading
Krashen, in the context of language acquisition, said that acquisition refers
to an unconscious process including language proficiency from natural
development through language understanding and language use for meaningful
communication.1 It means that the indication of someone has acquired a target
language is he can use that language for communication. In acquiring
language, in case of reading skill, exposure is needed as the beginning of this
acquisition process.2 Due to English for foreign language, reading gives the
students to get exposure to acquire the target language. So, since reading is a
process of communication with the writer and the reader by using words,
reading can be meaningful communication to help students’ language
acquisition.
According to Harmer, reading is a practice that mostly done by the eyes
and the brain. The eyes work to receive the messages and the brain processes
the messages to produce meaning.3 Reading is not only read the words either
loudly or silently. It is involved the use of brain to get the meaning of the
words. In addition, Scanlon, et al said that reading is a complex process that
requires the analysis, coordination, and interpretation of a variety of sources of
information.4 It can be inferred that reading is not passive as many people
think. There is process happens inside the brain while reading.
1 Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in Language
Teaching, (New York: Cambridge University Press, 2001), p. 181. 2 Ibid., 179.
3Jeremy Harmer, The Practical English Language Teaching, (England: Longman
Publishing, 1991), p. 190. 4 Scanlon, Kimberly L. Anderson, Joan M. Sweeney, op. cit., p. 9.
9
In reading, there is a process of communication between the reader and the
writer. Cohen and Cowen said that reading is an interactive process where the
reader and the text are involved on it. Interactive process happens if the reader
has a personal interest of specific purpose for reading.5 Reading is not only
looking at the word in the form of graphic symbol, but it is a communication
process that involves an enjoyment of the reader to interact with. It deals with
the idea of language acquisition through reading. Harmer said that acquisition
will be more successful if the reading text is interesting and engaging.6 The
more students reading, the better readers they will become. If the text interests
them, they will feel more confident and more secure when reading the texts.
Nunan said that reading is a process of building meaning where the reader
fluently combines information from a text and background knowledge to build
meaning.7 It is automatically happen when a reader read a text, he will connect
it to what he has known before. The words will more attractive to read since
the reader understands the texts. The reader’s background knowledge will
deliver prediction while reading. As the result, the information will be easily
interpreted. Furthermore, a reader has to make sense with the text. It can be
conducted by making connections between what the reader has already known
to the text. It means that prior knowledge is something that important in
reading process. The prior knowledge that has connected with the new
information from the text will develop a new understanding.8
Reading also provided opportunities to study language such as vocabulary,
grammar, punctuation, and the way we construct sentences, paragraph, and
texts. Moreover, good reading texts can introduce interesting topics, stimulate
discussion, excite imaginative responses and be the springboard for well-
5 Vicki L. Cohen and John Edwin Cowen, Literacy for Children in an Information Age:
Teaching Reading Writing and Thinking, (Canada: Thomson Learning Inc., 2008), p. 78. 6 Jeremy Harmer, How to Teach English, (England: Pearson Education Limited, 2003), p.
68. 7 David Nunan, Practical English Language Teaching, (New York: McGraw-Hill, 2003), p.
68. 8 Maria Utevsky and Sheena Harvey, “Reading as a Complex, Problem-Solving Activity”,
An Overview of the Reading Process, 2002, p. 1.
10
rounded, fascinating lesson.9 Reading is important not only in developing
language intuition and determining academic success, but also for completing
certain task. In the other way, reading also involved the mastery of language
structure and vocabularies. Reading English as a foreign language can be more
successful if the reader knows what the text talks about.
To sum up, the nature of reading is reading provides the opportunity for
ELF students get a language exposure. This exposure is needed for language
acquisition, in case of English language. Second, reading is the coordination of
eyes and brain. The brain works to process the words to deliver a meaning.
Third, reading involves interaction between the reader and the writer. The
interaction happens if the text includes the personal interest and reading
enjoyment. Fourth, reading is a process of building meaning that combines the
text with the reader’s background knowledge. This background knowledge is
utilized to predict the meaning of the text. Finally, reading is influenced by the
mastery of language structure and vocabulary. It will help the reader to more
understand to the meaning of the text.
2. The Reading Processes
According to Harmer, reading is a process of a reader combines
information from a text and their own background to build a meaning. It is not
only about read the words. There are some processes inside the brain while
reading. Sainsbury, et al said that there are four main reading processes.10
They
are decoding, comprehending, responding and analysis. Decoding is the
underlie process of reading. It is an ability of translating written words into
spoken words as the basic or reading process.11
Comprehending is the process
of combining lexical and grammatical knowledge with the words, so the reader
can produce meaning into word, sentence, and passage. Responding involves
9 Harmer, loc. cit.
10 Marian Sainsbury, Colin Harrison, and Andrew Watts, Assessing Reading from Theories
to Classroom, (UK: National Foundation for Education Research, 2008), p. 16. 11
Ibid.
11
building meaning then connecting it to the prior knowledge. However, in
analyzing the reader considers the meaning they got before and after reading.12
Scanlon, et al said that reading is a complex process that needs analysis,
coordinating and interpretation.13
The analysis happens when the reader tried to
figure out the meaning of the text. In reading English text, analysis can be done
by translating the words or using picture if available. The coordinating occurs
when the reader relate the text with the prior knowledge. Although the text
serves new information, the reader will reflect it to the information that has
already known. Last, the interpretation happens as the result of analysis and
coordinating. The reader will build new meaning from the text that has been
processed from the combination of new information and prior knowledge.
To sum up, there are four main processes of reading includes decoding,
comprehending, responding, and analysis. These processes happen inside the
brain to construct the meaning of the text. In addition, the reading processes
need analysis, coordinating, and interpretation. It related to how reading
combines new information from the text and the reader’s prior knowledge to
help the processes of reading.
3. Reading Comprehension
According to Laskmi and Rao, comprehension involves the good language
element knowledge and active thinking process.14
Reading is related to
comprehension. Learning reading skill requires the students to be able to
comprehend the text itself. Comprehension happens if the mental
representation is built by the reader. In detail, Scanlon et al said that
comprehension is an active constructive process in which the great
understanding of the text by a combination of what is stated on the text and the
reader’s previous knowledge related to the topic of the text”.15
It can be
12
Ibid., p. 17. 13
Scanlon, Kimberly L. Anderson, and Joan M. Sweeney, op. cit., p. 9. 14
Lingineni Bhagya Lakshmi and D. B Rao, Reading and Comprehension, (New Delhi:
Discovery Publishing House, 2006), p. 6. 15
Scanlon, Kimberly L. Anderson, and Joan M. Sweeney, op. cit., p. 276.
12
inferred that the quality of comprehension come from prior knowledge. In
reading, the more the reader knows about many things, the more
comprehension he gets.
A reader has to experience some process to reach reading comprehension.
The understanding of the text is reflected in the wording of the meaning
construction goal. Kintch in Caldwell said that to reach reading
comprehension, the reader has to read the words on the page and move it into
meaningful information in the mind. It is called decoding process that involved
perceptual and conceptual components. The reader then recognizes words,
memorizes them and connects them into an idea.16
From this explanation, it can
be said that reading comprehension is a complex process. It needs the
connections between eyes and brain that work together to get the idea of the
text.
Comprehension is the goal of reading. Nunan said that to reach reading
comprehension the reader need to engage strategic reading and fluent
reading.17
Strategic reading is the ability of using reading strategies to get the
purpose of reading. A good reader will know what kind of strategy he uses
based on his purpose. Fluent reading is the ability of creating meaning of the
text. The reader can use his prior knowledge to understand the text and get the
idea of it. The text, the reader, fluency, and strategies together defined the act
of reading.18
So, reading comprehension is the goal of reading. It is called
reading if the reader achieves the comprehension.
To sum up, reading comprehension is a goal of reading that needs complex
process of it. A reader does not only read the text, but he also must assimilate
the words into idea on the mind. Then, it must be connected to the prior
knowledge of the reader. There are two main factors that influence reading
comprehension. They are the ability of reading and background knowledge.
16
JoAnne Caldwell, Comprehension Assessment: A Classroom Guide, (USA: The
Guildford Press, 2008), p. 5. 17
Nunan, op. cit., p. 68. 18
ibid.
13
4. Principles for Teaching Reading
As reading is an important skill in English development for non-native
students, there must be principles to teach reading. These principles will help
teachers to create appropriate activities to reach reading objectivities for
students. According to Harmer, there are six principles behind teaching
reading. First, reading is an active skill, not passive. The students have to
understand what the words mean to reach the success of reading. 19
It is done
by how the students use their critical thinking for analyzing, relating and
interpreting what they read. If the teacher does not give the students
opportunity to do these activities, it is possible they forget the information
quickly.
Second, students need to be engaged with what they are reading. The
teacher has to decide some interesting topic according to the students as the
reading material.20
It will more attract the students’ attention if the reading
comes from issue they like. Based on the research of I.S.P Nation, to reach the
fluency development of reading, the students need to read familiar issue and
contains no unknown language features.21
They have to connect to interesting
texts. This selection of text will help the students to engage themselves while
reading.
Third, the students should be encouraged to respond to the content of a
reading text, not just the language. It is important to study reading texts for the
language features such as paragraph structure, grammar used, and vocabulary.
But, the most important in teaching reading is helping the students to get the
meaning or the message of the text.22
The teacher must give the students an
opportunity to respond to that message. Especially, they should be allowed to
express their feelings about the topic. This activity will develop their fully
participation in during reading.
19
Harmer, op. cit., p. 70. 20
Ibid. 21
I. S. P. Nation, Teaching ESL/EFL Reading and Writing, (New York: Routledge, 2009),
p. 8. 22
Harmer, loc. cit.
14
Fourth, prediction is a major factor in reading. Prediction will build the
expectation that can be reached after reading. This expectation will set up and
begin the active process of reading.23
When the teacher asks the students to
predict the reading by giving clue from book cover, title, or pictures, they have
purpose to finish the reading. If the students get these hints, their brain
processes the prediction. The students are going to know whether their
prediction is right or not. Harmer added that teachers should give students
“hints” so that they can predict what is coming too. Predicting will helps the
students to become more conscious about finding clues that give them
information. It is also give the students a chance to use their prior knowledge
for a good prediction.24
It will make them better and more engaged readers.
Fifth, match the task to the topic. Although the teacher should choose an
interesting topic, it also has the purpose related to the task.25
Using too familiar
text also will make boring reading. So, the teacher should choose an
appropriate reading material and match it to the students’ task. Practice and
training in reading should be conducted for a reading purpose. A reading
course should cover reading to search for information including skimming and
scanning, reading to learn, reading for fun, reading to integrate information,
reading to critique texts, and reading to write.26
Last, good teachers exploit reading texts to the full. Reading text is full of
sentences, word, ideas, and descriptions.27
Asking the students only to read the
text does not make sense to build the students ability in reading. The teacher
can use any kind reading material into interesting class sequences. He or she
can build discussion throughout the teacher to the students and the student to
the student. This facilitates the students to share what they have gotten from the
reading such us meaning and interpretation to others. So, the students can
actively and fully participate in reading course.
23
Ibid. 24
Ibid. 25
Ibid. 26
I. S. P Nation, op. cit., p. 6. 27
Harmer, loc. cit.
15
To sum up, there are six principles of teaching reading. First, reading is an
active activity because it involves how to understand words as the success of
reading. Reading can be done actively by conducting analysis, coordinating
and interpreting activity while reading. Second, students have to connect to
material they read. It means that the teacher should choose the text to the
students’ interest in order reach the fluency development of reading. Third, the
students have an opportunity to respond the text. In this context, the teacher
needs to facilitate the students to share what they get and feel from the text.
Fourth, prediction has a big role in reading. The teacher should build the
students’ prediction to create the expectation of reading. Fifth, the task of
reading must match to the topic. The teacher should choose reading material
based on the criteria of students’ task. Sixth, the teacher needs to exploit text to
the full. It means that the teacher can benefit the full text into an interesting
reading activity, for example is reading discussion.
B. Narrative Text
1. The Nature of Narrative Text
In the context of Indonesian Junior High School, there are some types of
text should be mastered by the students. Based on the curriculum, both KTSP
and Curriculum 2013, the students must learn descriptive text, recount text,
procedure text, and narrative text. Narrative text is a text learned by eighth-
grade students. Marcus said that he word “narrate” in narrative comes from
Latin word “granus” that means “to know”. Narrating is the activity to tell
actions and events that happened in the past. In general, narrative is telling a
story either in oral or writing form.28
It can be inferred that narrative text that
includes past experiences or events as a story for the reader.
Whitfield said that narrative text is often directed to as a story. It is
written or spoken for entertainment needs.29
Different from recount text that
comes from the writers’ real experiences, narrative text is written based on
28
Annisa Rakhmi, Let’s Narrate A Text!, (Jakarta: PT. Balai Pustaka, 2012), pp. 8-9. 29
Merryn Whitfield, Blake’s Writer’s Guide, (Sydney: Pascal Press, 2009), p. 27.
16
moments that ever happened or the imagination of the writer. As Culham said
that narrative text tells about fiction or nonfiction events designed of series of
stories.30
Beside as the imagination stories, narrative text can come from the
real stories that ever happened in the writer’s life or others’. But, narrative text
is usually fiction since the purpose of to amuse the reader. It can be found in
picturebooks, short stories and novel. It is told by a narrator or by a character
on the text itself.31
So, narrative text is served as a story or series of stories to
amuse or entertain the reader. Most of narrative text is created as unreal actions
or imaginative story.
According to Copper, narrative text is an organized story into sequential
or chronological pattern that include part of beginning, middle, and end. It
consists of several series or episode that has characters, setting, problem,
action, and a resolution of the problem.32
The characters and setting are
introduced in the beginning of the text. This part is usually called introduction
or background. The problem and action are placed in the middle. It is the main
part of a reader values the narrative text whether it is an attractive story or not.
In the ending of the text, there must be resolution as the resolver of the
problems. As the result, it can be said that narrative text focuses on sequences
of events. Even though narrative text comes from imaginary minds, there must
be organization should be followed. It benefits to make the reader easily
understand the text.
From the explanations above, the nature of narrative text includes the
definition of narrative, the form of narrative text and the characteristic of
narrative text. Narrative comes from word “narrate” that in Latin it is translated
as “granus” that means “to know”. So, narrating is the activity to tell actions
and events that happened in the past. Related to the form of narrative text,
narrative is known as a story either in written or spoken form for entertainment
30
Ruth Culham, The Writing Thief: Using Mentor Text to Teach the Craft of Writing,
(USA: Stenhouse Publisher, 2014), p. 89. 31
Whitfield, op. cit. 32
J. David Cooper, et al, Literacy: Helping Students Construct Meaning, 10th
Edition,
(USA: Cengage Learning, 2015), p. 98.
17
needs. Narrative text is a written form of story that comes from the writer’s real
life or imagination. Narrative text has some characteristics. It includes generic
structure, language features, and kinds of narrative text.
2. The Purpose of Narrative Text
The variation of text is seen from different purpose of the text. Beside to
differentiate texts, it also can be something that the reader can get after reading
the text. Gerot and Wingnell in Rakhmi stated the function of narrative text is
to tell actual or vicarious experience and problematic event that will find a
resolution.33
Reading a narrative text can give the feeling of the reader to be
one of character of the story. It is actually the attraction of why people want to
read a narrative text. In addition, Derewianka said that narrative text purposes
to teach moral value, reflect experience and expose the reader’s imagination.34
Since narrative text includes resolution as the problem resolver, the reader can
get the lesson from the story. The reader also can reflect what the event of the
narrative with his or her own life.
Moreover, Wagner and Baskerville expressed that “We write narratives to
satisfy creative urges, to move readers emotionally, to persuade readers to
accept a certain view of the word, to inform, to teach and, in some case, to
make a living”.35
Narrative text has a role to give life lesson to the reader. By
reading narrative text, the reader can see the different point of view about life.
Someone who is frustrated, for example, can read a story about the struggle of
life to see the positive effect of life problems. The reader can find information
written as a story in narrative text such as the name of famous people or place.
From the explanations above, narrative text has two main purposes. First,
narrative text is aimed to give a reflection to the reader. Narrative text includes
characters that may one of them has similarity with the reader. The reader may
also have same experience of problem. The reader will be reflected as if like
33
Rakhmi, op. cit., p. 9. 34
Ibid. 35
Patrick Wagner and Aleta Baskerville, Targeting Text, (Sydney: Blake Education, 2000),
p. 8.
18
the character of the story. Second, narrative text has a purpose to give the
reader life lesson. Reading a narrative text can give positive effect to the reader
because it provides message about life. It will help the reader to see the
different point of view about life.
3. The General Structure of Narrative Text
Every text has its own general structure to be easily understood by the
reader. Narrative text has a general structure although it usually tells about
unreal story. Narrative text is based on sequence of events which takes
complications to crisis and resolution. That is why the longer narrative text, the
greater number of complications.36
The general structures of narrative text are
orientation, complication, and resolution. Orientation introduces the characters
and informs the time and the place. Complication describes the rising crises
which the characters have to do with. Last, resolution shows the way of the
characters to solve the crises, better or worst. 37
In other reference, Whitfield added ending as the last general structure of
narrative text. Ending is the normal pattern of life returns to the characters.38
Meanwhile, Wagner and Baskerville showed the complete general structure of
narrative. They are orientation, complication, series of events, resolution, and
reorientation or coda. Series of events are series of actions to allow further
complication and resolution. The shorter the narrative, the more closely these
events are connected to the eventual resolution of the conflict. Reorientation or
coda sets the scene again and locates the characters in it.39
Based on those explanations, there are the differences of different experts
divided the general structure of narrative text. Although different, the structures
contain sequence of events and are organized as chronological order. It also
includes part of beginning, middle, and ending. The most complete generic
36
Ibid. 37
Rakhmi, loc. cit. 38
Whitfield, loc. cit. 39
Wagner and Aleta Baskerville, op. cit., p. 9.
19
structures of narrative text are orientation, complications, series of events,
resolution, and reorientation.
4. The Types of Narrative Text
A narrative is usually referred to a story. Whitfield said that there are two
main categories of narrative text. First, it is traditional narrative which includes
fairytales, fables, myths, and legend. The second one is modern diction which
includes fantasy, mystery, and science fiction.40
Wagner and Baskerville
categorized narrative text as novels, short stories, and personal letters. They are
classified as mystery, horror, western, science, fiction, fable, romance,
adventure, and historical fiction.41
According to Reynolds, narrative text is divided into fiction and
nonfiction. Fiction narrative is produced by imagination and not necessarily
based on fact. The fiction narrative may include drama, fable, fairy tale,
fantasy, fiction in verse, folklore, historical fiction, horror, humor, legend,
mystery, mythology, poetry, realistic fiction, science fiction, short story, and
tall tale. However, nonfiction narrative deals with an actual and real-life
subject. The nonfiction narrative may include biography, autobiography, diary
or journal, essay, letters, magazine, newspaper, narrative nonfiction, and
speech.42
To sum up, there are many categorizes of narrative text. Whitfield said that
narrative text includes tradition and modern. Both of these categories are
classified into different types. However, Wagner and Baskerville divided
narrative text into novel, short story, and personal letter. These categories has
genre to show different characteristic. According to Reynolds, narrative text is
divided into fiction and nonfiction. The fiction and nonfiction narrative also
have different types of genre.
40
Whitfield, loc. cit. 41
Wagner and Aleta Baskerville, op. cit., p. 8. 42
Kate Mastruserio Reynold, Approach to Inclusive English Classrooms: A Teacher’s
Handbook for Content-Based Instruction, (UK: Short Run Press LTd., 2015), p. 223.
20
5. The Language Features of Narrative Text
As the others genres, narrative text also has grammatical feature. The
grammatical feature of narrative text may include:
a. Using processes verbs, temporal conjunction, and past tense.
b. Nouns as pronoun in the story (e.g. farmer, village, goose, egg).
c. Adjectives in noun phrase (e.g. poor farmer, long blonde hair, expensive
thing, three red apples).
d. Time connectives and conjunctions to sequence of events (e.g. long time
ago, one day, few days later, before, thereafter).
e. Adverb and adverbial phrase to show location (e.g. in the house, happily
ever after, there).
f. Action verbs (e.g. lost, prayed, help, found, forgotten, laid).
g. Saying verbs (e.g. said, told).
h. Thinking verbs to show characters’ feeling (e.g. felt, thought). 43
6. The Example of Narrative Text
The text below is an example of narrative text. The text was stated on one
of eighth-grade English book. In this part, the example of narrative text is
completed by the analysis of the narrative generic structure.
Mousedeer and Crocodile
One day Mousedeer saw a lot of fruits on the other side of the
river. He wanted to eat them but he could not cross the river. There
were many crocodiles there, but there was no bridge across the
river.
(Orientation)
The Mousedeer suddenly had an idea. He stood on the river
side and called out.
“Hello. Is anybody there?”
(Complication)
43
Rakhmi, op. cit., p. 10.
21
Crocodile heard him, he swam fast to meet Mousedeer, and
answered, “Hello, Mousedeer. How are you? Please come in.” He
pretended to be friendly. He had a plan. As soon as Mousedeer got
near, he would snap him and eat him for breakfast.
But Mousedeer was standing on top of a big stone. In a proud
voice he said, “Crocodile, I’m here to do the King’s order. The
King will give away free meat to all crocodiles. He has sent me to
count the number of all the crocodiles here.”
Crocodile was so happy that he forgot his plan to eat
Mousedeer. “Really? How will you count us?”
“Please call all your family, relatives, friends, neighbours. Tell
them to line up from here to the other side of the river,” ordered
Mousedeer. Before long, all the crocodiles were in a long line
across the river. Then, Mousedeer jumped onto the back of one
crocodile to another, counting loudly “One, Two, Three, Four.”
When he got to the last crocodile he said “One hundred!” and
quickly jumped up to the land.
(Series of
Events)
“How many are we?” asked Crocodile. “One hundred. Hahaha,
I fooled you! Thanks for giving me a bridge to cross the river.
Bye!”
(Resolution)
C. Interactive Read-Aloud
1. The Nature of Interactive Read-Aloud
Interactive read-aloud is recommended by many educators. Barrentine in
Mikul defines interactive read-aloud as follows, “…a teacher poses questions
throughout the reading that enhance meaning construction and also show how
one makes sense of text”. During the process, she suggests the teacher to stop
and ask questions to engage students in conversations about the text. These
conversations help the students become aware of elements in the story that they
do not notice. They are also able to hear their peers’ ideas and perspectives.44
The reason it is called “interactive” because the teacher, as the reader, does not
only read the text. During read-aloud, he pauses to make interaction with the
students. This interaction is built by asking the students’ prediction, comment,
interpretation and conclusion.
44
Laura Leigh Mikul, “How Do Interactive Read-Alouds Promote Engagement and Oral
Language Development in Kindergarten”, Thesis of Hamline University, Minnesota, 2015, p. 12.
22
The purpose of an interactive read-aloud is to provide opportunities for
students to engage with texts through discussion to promote deeper
understanding about the meaning of texts. They can also learn skills and
strategies to use in their own reading. Wiseman believes that interactive read-
aloud is an important learning opportunity because it provides learning about
how texts work that will eventually lead to independent reading.45
Engaging
the students gives them a good impression. They will feel not only became the
listener, but also active reader.
In addition, interactive read-aloud is effective in the development of active
thinking during reading depends on the qualities of the interactions between the
teacher and the students. When the students encounter a confusing part of a
text, it will be clear up immediately by asking question to the teacher.46
So,
interactive read-aloud contains purposes that have many benefits for both
teacher and the students. By interaction, the reading activities become more
meaningful to encourage the students’ understanding and details about the text.
Besides interactive read-aloud give benefits on students’ understanding, it
is effective to introduce the students the joy of reading and art of listening.
Through the activities, the teacher can model reading strategies and
demonstrate the ways in which the language of the book is different from
spoken language.47
In interactive read-aloud the students do not only feel free
for interact each other, they also feel the fun and joy of reading. Since the
teacher uses appropriate book and read it with good performance, the students
will be a good reader and listener.
To sum up, interactive read-aloud is a technique used for teaching reading
by interaction. It builds conversation around teacher with students, students
with teacher, and student with student. The benefit can be seen from the
development of the students’ understanding and details of the story. Interactive
read-aloud also can be an interesting technique to be used for the pleasure of
45
Ibid. 46
Scanlon, Kimberly L. Anderson, and Joan M. Sweeney, op. cit., p. 289. 47
Fisher, et al, op. cit., p. 9.
23
reading. It gives opportunity for the students to be engaged while reading, to
actively participate, and to enjoy the reading.
2. Essential Components of an Interactive Read-Aloud
According to Fisher, et al, there are seven components of an effective
interactive read-aloud. The following components during read-aloud includes:
a. Text Selection
Book chosen were appropriate to students’ interest and matched to their
developmental, emotional, and social levels. The teacher should choose a
book consider to the capability of the students. The topic also should attract
the students’ attention.
b. Previewed and Practiced
Before read-aloud, the teacher should previewed and practiced the selected
book. The preview will help the teacher to select difficult vocabularies. So,
while read-aloud, the teacher can stop periodically and ask the students
about the words. The practice allows the teacher to pause effectively during
read-aloud to model fluency, and pauses offered opportunities for
questioning.
c. Clear Purpose Established
Read-aloud should be established by clear purpose for the book and lesson.
The focus of read-aloud is comprehension that can be seen from making
conclusion and prediction. In this case, the teacher wants the students
understand the story and theme, but the focus is comprehension.
d. Fluent Reading Modeled
In this component, teacher becomes the model of fluent oral reading. The
teacher should keep attention to the pronunciation and the beauty of the
story as a literature.
e. Animation and Expression
The teacher uses animation and expression by changing voice to donate
different characters’ emotions and various moods the author is suggesting.
24
He or she also uses movement, hand gestures, facial expression, and props
to provide the animation and expression to engage the students.
f. Discussing the Text
Other component that is demonstrated by the teacher is the strategic use of
book discussions that occurs before, during and after the read-aloud. While
read aloud, the teacher pause to ask the students some question about the
book and story. It is purposed to make the students understand the
information and details of the text. In addition, it engages the students with
the text and makes connection between the text and their own lives.
g. Independent Reading and Writing
The final component is to connect read-aloud to independent reading or
writing. The teacher asks the students to retell the book or story used in
read-aloud by tell it orally or in writing form.48
To sum up, there are seven essential components the teacher should do to
conduct interactive read-aloud. First, the teacher should choose an appropriate
reading material. The teacher need to consider the students’ interest and
matched it to their level. Second, after get the reading material, the teacher
should previewed and practice it. The preview focuses on the use of text during
reading and the practice focuses reading fluency. Third, reading must have a
clear purpose. It will help the teacher to have a guide of what objective should
the students are experienced. Fourth, the teacher is a fluent reading model. The
teacher should keep attention to the way of reading since he is an example of
being a reader for the students. Fifth, during reading the teacher should use
animation and expression. For example, the teacher use hand gestures while
reading the book. Sixth, the teacher should build discussion about the book
before, during and after reading. This way is conducted to make sure that the
students understand to what they read. Last, the students do independent
reading or writing. After read the book, the teacher can ask the students to
retell it both in oral or written form.
48
Fisher, et al, op. cit., pp. 10-13.
25
3. Steps in Interactive Read-Aloud
According to Scanlon, et al, steps of reading aloud are divided into three
parts. They are part of before reading, during reading, and after reading.49
Before Reading, the teacher will introduce the book. The aim is to help the
students to prepare for the story. O’Relly said that the introduction should be
brief and should include identifying the title, author, and illustration. The
teacher and students can discuss their prediction about the story by using the
cover book as the clue.50
The activities before reading may includes previewing
the text through discussions of the title and the cover illustration, discussions of
the author and/or illustrator, making predictions about the text’s content,
encouraging the students to think about the elements of story grammar (setting,
characters, problem, resolution, etc.) in anticipating the book’s content, and
relating the story to a classroom theme or area of inquiry that the group is
exploring.51
Activities during reading should include text discussion. The discussion
usually began by either the teacher or the students. Then, when the teacher
starts the discussion, she needs to encourage thinking beyond the literal level
and model and prompt inferential and critical analysis of the text.52
The teacher
can use a pointer of his finger to point each word as it is read. This will help
the students to concentrate on the words and match the words with the
pictures.53
In this activities there are some activities must be conducted by the
teacher. First, encouraging students to ask questions and make comments as the
book unfolds. Welcoming questions and comments in the conversation will
send the clear message that spontaneous reactions to the book are appropriate.
Second, noticing and discussing elements of story grammar.54
49
Scanlon, Kimberly L. Anderson, Joan M. Sweeney, op. cit., p. 290. 50
Joseph Nhan O’Relly, Enjoying Books Together: A Guide for Teachers of the Use of
Books in the Classroom, (UK: Rwandan Education Board, 2013), p. 15. 51
Scanlon, Kimberly L. Anderson, Joan M. Sweeney, loc. cit. 52
Ibid. 53
O’Relly, op. cit., p.17. 54
Scanlon, Kimberly L. Anderson, Joan M. Sweeney, loc. cit.
26
Then, as the third step, the teacher compares predictions to the events in
the texts. Note that it is important to avoid talking about predictions as being
either right or wrong. As some students really do not like to be wrong, and a
prediction cannot really be wrong if it follows logically from what was known
at the time it was made. Fourth, making further predictions based on what has
already happened in the text. Fifth, generating questions or comments relating
to the text and/or the characters. Research suggests that teaching students to
ask why questions is particularly helpful in getting them to apply their
knowledge in interpreting text. Sixth, asking open-ended questions. Seventh,
offering personal reactions and connections. The teacher may ask the students
about whether they like the story or not, or how they feel if they were the
character of the story. Eight, visualizing that means the teacher focus on
printing concept of the book. Then, comparing information in the current text
with other texts with which the students are familiar. Last, restating any
confusing portions of the text when it is encountered.55
Participation after reading may include the evaluation to the students. It is
important to reflect of how far the students follow the story and consider how
they interacted during read-aloud.56
The activities after reading are discussions
of how predictions compared to the events in the text, discussions of whether
the purposes that were set were accomplished, discussions of parts that may
have been a bit confusing and then returning to those parts to reread for the
purpose of clarification, discussing or writing alternative endings, rereading the
entire text either with the specific purpose of clearing up points of confusion or
simply for the sake of enjoying it, encouraging students to draw a scene from
the text as they envisioned it, reflecting on what was learned and talking or
writing about it, reflecting on why the author might have written the book,
reenacting the story with the aid of story-related props, retelling the stories for
55
Ibid, pp. 291-292. 56
O’Relly, op. cit., p.19.
27
authentic purposes, and reconstructing stories using pictures for very beginning
readers. 57
To sum up, there are three stages of interactive read-aloud. There are
before reading, during reading, and after reading which every stage includes of
some activities. Each stage includes some activities used in reading. But, the
activities can be used randomly. Also, the teacher have no to use all activities.
It depends on the need and the purpose of the use of interactive read-aloud.
D. Selected Book
In the implementation of interactive read-aloud, the teacher can use any
kind of reading material. Picturebook is one of alternative reading material that
is appropriate to interactive read-aloud. It is one kind of books that serves
literacy skill. Booker said that picturebook engages both young readers and
older readers of any levels of learning and pleasure. She called it as a unique
visual and literacy art-form.58
It is not only important because of the literacy
value, but also it provides the development of reading process.
In learning English, picturebook attracts the students to read. The idea of
using picturebook can be the alternative tool to teach reading. Since reading
comprehension involves the desire to read, picturebook can be used to reach
curriculum objective. The text and the picture that are related each other will
help the students to comprehend the story with pleasure. Wallace in Nunan said
said that “If the use of literacy skills is a normal and accepted part of the
behavior of those with whom students come into contact, there is a much
greater likelihood that the students are going to want to read”.59
Moreover,
giving the students access to books is therefore critical to supporting their
ability to read.60
In other words, students are socialized into reading. The
57
Scanlon, Kimberly L. Anderson, Joan M. Sweeney, op. cit., p. 292. 58
Kelly Booker, “Using Picturebooks to Empower and Inspire Readers and Writers in the
Upper Primary Classroom”, Literacy Learning: Middle Years, Vo. 2, 2012, p. 1. 59
David Nunan, Language Teaching Methodology: A Textbook for Teachers, (London:
Prentice Hall, 1991), p. 72. 60
O’Relly, op. cit., p. 9.
28
motivation for learning to read is not only for enjoyment or information, but
because the aspiring reader wants to gain access to a community of readers.
Schoch stated some benefits of using picture book to the students. First,
picturebook can develop the students’ critical thinking. It is the result of how
students relate the texts and the illustrations on the picturebook. Second, the
students’ empathy can be developed. Fiction picturebook usually contains story
about life. From this story, the students can learn some life lessons and relate it
to their real life. Third, the students can enjoy the reading. Picturebook is fun
because reading picture book is not threatening as if the students read hundreds
words of text.61
To sum up, picturebook is an alternative reading material that can be used
by the students to learn reading. It served literacy skill that provides the
building of reading ability. In addition, reading comprehension related to the
desire of reading. Picturebook has the power to attract the reader since it
consists of text and picture, therefore picturebook can be a reading material to
teach reading with interactive read-aloud. Finally, picturebook gives some
benefits to the students’ critical thinking, empathy development, and
enjoyement.
E. Students’ Participation
Participation is an important element for learning. According to
Cieniewicz, participation proves that students learn better and retain more
when they are become active participants.62
It means that the teacher can see
the students’ understanding of a lesson through their participation. So,
discussion which requires students to participate and share their opinions and
ideas permits teacher to provide information and explanation in an efficient
manner besides checking students’ understanding about the lesson. Brenner
described participation as the student being present in the learning situation.
61
Keith Schoch, “Picture Book Across the Curriculum”,
(http://teachingreadingandla.pbworks.com), 2011. 62
Jon Cieniewicz, “Participation Blues from the Student Perspective”, in Maryelleen Wimer
(ed.), Faculty Focus, Magna Publication, p. 5
29
There are some manners students are meaningfully engaged in the learning task
at hand and are working through which are identified as listening, speaking,
reading, and writing.63
Black in Simanjalam indicated that participation can take many forms in
the classroom, and some of the forms could not be easily identified or
recognizable by the teacher.64
The students can participate actively in the by
paying attention to the teacher. So, thinking and making connection which is
done by the students quietly in their own minds is also considered as
participation, even though they hide it from the teacher or other students.
Students who do not participate in those ways mentioned above are often
considered to be passive in the classroom. 65
In other words, active learning
strategies serve as useful educational tools only when all students participate all
of the time.
To sum up, paying attention, being on task, responding to questions,
participating in group discussions, asking questions, seeking help, and making
good use if class time were also considered as classroom participation.
Participation helps the students to make deep, meaningful connection in the
mind that are important in learning. In addition, thinking and making
connection of what the students are learning in their own taught is considered
as participation. Those are kinds of active participation. However, passive
participation is indicated by the students who do not involve in learning.
F. Previous Related Studies
The researches to see the use of interactive read-aloud in teaching reading
has been done by some researchers. One of them was conducted in America
entitled “Interactive Read Alouds: Teachers and Students Constructing
Knowledge and Literacy Together” by Angela Wiseman. Using data from a 9
63
Kenneth A. Frank, Psychoanalytic Participation: Action, Interaction, and Integration,
(New York: Routledge, 2013), p. 34. 64
Namini Devi Simanjalam, “Student’s participation in English Classroom”, Skripsi of
Sarawak Malaysia University, Sarawak, 2008, p. 2. 65
Ibid., p. 4.
30
month ethnographic study in an urban kindergarten classroom, this research
describes how the teacher used interactive read-aloud to make sense the
students to the story. Findings of this study demonstrate how interactive read-
aloud is important learning opportunities. It provides opportunities for open-
ended responses combined with specific reading instruction. It also creates a
space where meaning was constructed through dialogue and classroom
interaction, providing an opportunity for children to respond to literature in a
way that builds on their strengths and extends their knowledge.66
In Korea, the research about interactive read-aloud also has been
conducted. One of the researches is “Improvement in English after a 15 Week
Read-Aloud Program in Third Grade EFL Students” by Jin A Park and Kyung
Sook Cho. This study examined the impact of reading aloud to third graders in
EFL classes in Korea at the beginning level. They used experimental design as
the methodology of the research. Experimental students were read to for only a
few minutes three days a week for 15 weeks and significantly outperformed
comparisons on aural and written vocabulary and sentence comprehension
tests. From his research, he found that the students’ reading comprehension
was better after using retelling story.67
In Indonesia itself, both quantitative and qualitative researches have been
conducted in the implementation of interactive read-aloud. For example, the
research titled “Improving the Students’ Reading Comprehension through
Interactive Read-Aloud (Classroom Action Research at SMP 1 Bandar
Mataram, Central Lampung)”. This research was conducted by Edi Santoso, a
bachelor student of Indonesian Education University (UPI). The objective is to
see the improvement of the students’ reading comprehension using interactive
read-aloud. The methodology of his research is classroom action research with
three cycles. He did his research to twenty five students in the class. By
66
Angela Wiseman, “Interactive Read Alouds: Teachers and Students Constructing
Knowledge and Literacy Together”, Early Childhood Educ J, Vol. 38, 2010, pp. 231-438. 67
Jin A Park and Kyung Sook Cho, “Improvement in English after a 15 Week Read-Aloud
Program in Third Grade EFL Students”, International Journal of Humanities and Social Science,
Vol.5, 2015, pp. 144-150.
31
comparing t-calculation of each cycle, he found the students’ improvement of
reading comprehension after using interactive read-aloud.68
G. Thinking Framework
Reading is a process that needs the analysis, coordinating, and
interpretation of a variety of sources of information. It means that reading is an
active activity. Teaching reading does not only help the students to read the
words, but also provide the reading processes happen to the students. It is seen
from how the students use their prediction, prior knowledge and interpretation
while reading. In addition, the students enjoy the reading and do not feel
threatened. The most important thing is the students know what they read. So,
interaction between the teacher to students and the students to students are
needed in teaching reading. Therefore, in teaching reading the teacher should
build activities that support reading process.
Interactive read-aloud generally includes prediction, sharing idea and
interpretation. Guided by the teacher, the students start their reading
comprehension in the beginning of read-aloud. They have to predict the story
from the pictures and share their ideas or prediction to the teacher and students.
Based on the problems faced by the eighth-grade students of SMP
Muhammadiyah 17, interactive read-aloud is an alternative approach. At the
eighth-grade, narrative text is a text should be learned by the students. So, this
approach can be implemented in teaching narrative text.
68
Edi Santoso, “Improving the Students’ Reading Comprehension through Interactive
Read-Aloud (Classroom Action Research at SMP 1 Bandar Mataram, Central Lampung)”, Thesis
of Univestitas Pendidikan Indonesia, Bandung, 2006, Unpublished.
32
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Date
The place of the research was SMP Muhammadiyah 17 Ciputat. It was the
school where the researcher did teaching practice for four months. Based on
her observation, many students got low achievement. However, most of
students in this school had potential in English. But, they were not facilitated to
learn with different technique and to learn outside the class. Those are the
reasons why the researcher did her research in this school. The researcher
wanted to explore the students to learn with different technique. The research
was conducted with three meetings with the students. It was conducted from
April to May 2017 when the students learned narrative text.
B. Research Design
This research is qualitative research. Qualitative research tends to give
description in the form of words rather than number. Litchman said that
qualitative research is the way of a researcher uses his or her eyes and ears as a
filter to gather, organize, and interpret information gained from the
participants.1 The researcher used descriptive analysis method. As stated by
Dalen, descriptive analysis is used to analyze more accurate information about
the characteristics of specific subjects or situations or something happens.2 So,
the researcher is the key instrument who explored the particular phenomena.
In this research, the researcher aimed to explore interactive read-aloud
activities in teaching narrative text. Descriptive data were needed to give
details of specific situations during the research. Since the researcher placed
herself as both a teacher and a researcher, the findings were clarified based on
the researcher’s interpretation in form of description. In other words,
1 Marilyn Lichtman, Qualitative Research in Education: A User’s Guide, (London: SAGE
Publications Inc., 2013), p. 164 2 Deobold B. Van Dalen, Understanding Educational Research: An Introduction, (New
York: McGraw-Hill, 1962), p. 285.
33
qualitative descriptive analysis is an appropriate research design to be used
based on the research purpose.
The researcher created reading club to conduct the research. This reading
club facilitated the research. The researcher became the teacher who did
interactive read-aloud in front of the students. The members of the club were
seven eighth-grade students. They voluntarily joined the club to be the research
participants. The researcher conducted three meetings when each meeting
consisted of around two hours. She used three picturebooks as the reading
material of interactive read-aloud.
C. Population and Participants
The population of this research were eighth-grade students of SMP
Muhammadiyah 17 Ciputat. According to Creswell, the intent of qualitative
research is not to generalize a population. But, it develops in-depth exploration
of central phenomena. The researcher may select participants who can best
help her to understand the phenomena.3 The technique to get the participants
was purposive sampling. Creswell said that purposive sampling is a sampling
technique used specific consideration. The researcher considered to choose the
students who wanted to follow the reading club.
The researcher asked two English teachers in SMP Muhammadiyah 17
Ciputat, who taught the eighth-grade students, to recommend some students to
join reading club. There were no specific criteria that the researcher decided to
choose the students. She pleased students to follow her research voluntarily. In
fact, the English teachers recommended students who seemed have good
English achievement. Then, the researcher chose twelve students without
knowing their ability in English. But, there were seven students who wanted to
join the club and became as the participant until the end of the research. The
participants became the member of reading club that was created specially by
the researcher to conduct the research.
3 John W. Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, (New Jersey: Pearson Education, Inc., 2008), p. 213.
34
D. Data Sources
The researcher used primary data in this research. According to Creswell,
primary data is an original data source which the data are collected firsthand by
the researcher by a specific research.4 The researcher chose data sources
depend on the need of data collection. According to Dalen, descriptive data are
usually collected kinds of qualitative data sources.5 In this research, the
researcher used teacher’s notes, researcher’s journals, and interview. The data
were dominantly gained from teacher’s notes and researcher’s journals. The
data sources were arranged based on the most data gained, as follow:
1. Teacher’s Notes
Russell and Kelly in Litchman said that reflectivity is a process of self-
examination primarily informed by the thoughts and actions of the researcher.6
The researcher wrote the teacher’s notes after implementing the interactive
read-aloud activities. Teacher’s notes focus on the description of how the
interactive read-aloud activities were conducted. For additional data, the
researcher also wrote her opinion about her teaching and the students’
participations. The teacher’s notes come from her observation during research
and perspective.
2. Researcher’s Journals
Researcher’s journals focus on the students’ participations during
interactive read-aloud activities. The researcher also wrote the researcher’s
journals to strengthen the description of interactive read-aloud activities
derived from teacher’s journals. The researcher wrote the researcher’s journals
after watching video recording. After writing teacher’s notes, the researcher
watched the video from the beginning until the end. She prepared papers to
take note. Sometimes she paused and replayed the video.
4 Ibid., 44.
5 Dalen, loc.cit.
6 Lichtman, op. cit., p. 164.
35
Video recording was conducted during teaching and learning process. It
provided information of all things the teacher done during interactive read-
aloud. The researcher used it to make a researcher’s journal. The researcher did
observation by watching video recording. It focused on the students’
participations. She applied it to check data gained from teacher’s notes.
3. Interview
After gaining data from teacher’s notes and researcher’s journals, the
researcher did interview. The interview was presented by both genders, male
and female. They were chosen because they seem to be willing to participate
indicated by their attendance. They also seemed more interesting to follow the
class than other students. The researcher interviewed each student with same
questions. After that the researcher interviewed both of them. She used video
and voice recording during interview. The interview was conducted on 18 May
2017.
It was the last data source used by the researcher. The purposes of
interview were to clarify the data collected from teacher’s notes and
researcher’s journals. It is also used to get detailed information that cannot be
found through previous data sources. The researcher conducted in-depth
interview. In-depth interviews are a type of qualitative interviewing that is
described by some as a conversation between interviewer and participant.7 The
participants can share what they knew and have learned.
These questions guided the researcher to conduct interview to the student
as the interview guideline:
1. What do you know about narrative text?
2. Please tell me, how did your English teacher teach narrative text in the
class?
3. What do you think about interactive read-aloud we did in the reading club?
4. Do you get some benefits from joining the reading club?
5. What is your opinion about my teaching?
7 Ibid., p. 195.
36
6. What did you feel when I (as the teacher) ask you some questions while
reading and the other students listened to you?
7. What did you feel when other students had different answer, opinion or
prediction while discussion?
8. What do you think if your English teacher used interactive read-aloud in the
class?
E. Data Analysis Technique
Stated by Ary, et al, data analysis technique is the way of getting a
conclusion. Technique of data analysis must be systematic, discipline, and able
to be seen.8 It allows a researcher to answer the question of research as the
problem solving. Qualitative research concentrated of a human study behavior
and social life in natural setting. Therefore, there are varieties of qualitative
data analysis.9 In this research, the researcher used Miles and Huberman model
to analyze the data. Based on Pedoman Penulisan Skripsi, Miles and
Huberman model was recommended for qualitative research. This model has
four main components as follow: data collection, data reduction, data display,
and drawing and verifying conclusion.10
Figure 3.1
Miles and Huberman Model
(Ary, et al, 1996)
8 Donald Ary, Lucy Cheser Jacobs, and Asghar Razavieh, Introduction to Research Method
in Education, (England: Harcourt Brace College Publisher, 1996), p. 171-173. 9 Ibid., p. 171.
10 Pedoman Penulisan Skripsi Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif
Hidayatullah Jakarta, p. 70.
37
Data collection was done to collect data from observation, interview and
documentation to answer the research questions and objectives.11
In this
research, the researcher used teacher’s notes and researcher’s journals, and
interview.
Data reduction was continually conducted throughout the analysis. The
purpose of data reduction is to reduce the data without significant loss of
information. There are three stages the researcher must followed to develop
data reduction. In early stage, the data was edited, segmented, and summarized.
In the middle stage, the data associated to find themes, clusters, and patterns of
the research. In the later stages, the researcher conceptualized and explained
the data by creating research abstract concept.12
For example, the researcher
reduced the data gained from the data sources. She chose the data based on the
need of answering the research questions. These answers were writing as
research findings.
Data display was used at all stage to show what analysis had been reached.
It also became the basis of the further analysis.13
The data needs to be
organized, compressed and assembled. In this research, the researcher
organized all the data based on the time data had been collected. It is needed to
show the research flow. The data were written in form of narration, for
example the findings. After that, the researcher compressed the data. She
summarized and displayed the data in form of table. Then, she assembled the
data to write it into research findings.
Drawing and verifying conclusion is the last stage of Miles and Huberman
data analysis technique. It is the reason for reducing and displaying data.14
After reduced and displayed the data, the researcher created conclusion by
following the result of previous data analysis stages. The conclusion was the
brief explanation about the answer of research questions. Then, it was verified
by conducting validity of data.
11
Ibid. 12
Ibid., p. 174 13
Ibid. 14
Ibid., p. 175.
38
F. The Example of Data Analysis
Before the research, the researcher did preliminary study to formulate the
research problems. The information was derived through her teaching
experiences in the class, observation and interview two English teachers. She
observed the class condition, the students and the teachers. Then, the researcher
used the information from preliminary study to formulate the problems and to
decide the focus of the research. After that, the researcher prepared the research
by created reading club to facilitate the research. She asked the English
teachers to help her promoting the club in order to get the participants. There
were seven students voluntarily followed the reading club. The researcher used
library as the place for reading club activities. This research was conducted in
three meeting, when each meeting was around two hours.
To collect the data, the researcher decided to use teacher’s notes,
researcher’s journals, and interview. Teacher’s notes and researcher’s journals
focus on the description of how interactive read-aloud activities were
conducted. In addition, the researcher used teacher’s notes and researcher’s
journals to collect data about the students’ participations during interactive
read-aloud activities. During the research in the reading club, the researcher
recorded all activities by using video recording. She was helped by her friend
to record the videos. The videos were used to write researcher’s journals. Then,
the researcher transcribed the videos. The transcripts focused on what the
students said and some interesting gestures. After collecting data from
teacher’s notes and researcher’s journals, the researcher did interview. She
chose two students to follow the interview. The purpose of the interview was to
see the students’ perspectives in participating interactive read-aloud activities.
In this research, the researcher used teacher’s notes and researcher’s
journals as the main data sources. The data from teacher’s notes and
researchers’ journals were analyzed after three meetings of research. The
teacher’s notes were written on the piece of paper after teaching in the class.
The teacher wrote how she used interactive read-aloud and the students’
participations on the teacher’s notes. The notes came from the teacher’s
39
observation during teaching, mental note, and perspective. In addition, she
wrote her opinion about her teaching. It was used to be the reflection of her
teaching and the evaluation to see what she needed to improve in the next
teaching.
However, the researcher’s journal was written after the researcher watched
video recording. The video recorded the activities of teaching process from the
beginning after the end for each meeting. While watching the video recording,
the researcher took a note on the piece of paper. She wrote the activities of
interactive read-aloud that she did during teaching. On the researcher’s
journals, the researcher also wrote the students’ participations based on what
she watched from the video recording. It emphasized of how the students build
interaction during interactive read-aloud.
The researcher wrote each teacher’s note and researcher’s journal after
conducting each meeting. After she had written all teacher’s notes and
researcher’s journals, she typed them on her laptop and printed them. There
were three teacher’s notes and three researcher’s journals. Each of them was
printed on one page or two pages.
After all data were collected from teacher’s notes and researcher’s
journals, the researcher reduced the data. The research questions were guided
the researcher to do data reduction. The researcher would answer the question
of how the teacher used interactive read-aloud activities in teaching reading
narrative text and the students’ participations during the activities. The
researcher put the journals on the desk. For example, she unfolded a teacher’s
note from meeting 1 and a researcher’s journal from meeting 1. She used
underline and number to remark the note and journal. She compared the data
from teacher’s notes and researcher’s journals. Teacher’s notes and
researcher’s journals also used to clarify data of each other.
After analyzing data from teacher’s notes and researcher’s journals, the
researcher prepared interview. She chose two students who had attended her
research. She used video and audio recording during interview. The researcher
interviewed the students one by one. In the beginning, she asked the student to
40
tell her about how the English teacher usually taught in the class. Then, she
asked some questions about the benefit they got in participating interactive
read-aloud. The interview focused on whether interactive read-aloud influences
the students’ reading comprehension or not. In addition, the interview purposed
to find the students’ feelings in participating interactive read-aloud. The video
and audio recordings of the interview were transcribed.
After reducing the data, the researcher considered the form of data
display. Teacher’s notes and researcher’s journals were displayed in form of
narration. The researcher divided teacher’s notes and researcher’s journals into
three parts: meeting 1, meeting 2, and meeting 3. Each meeting consisted of a
teacher’s note and a researcher’s journal. The interview was transcript and
summarized in form of narration. The data that had been reduced were
displayed in form of narration and table. The researcher considered to use
narration because the data included explanation. In addition, the researcher also
used table to summarize the data and to make the reader easily to read it.
After all data had been collected, reduced and displayed, the researcher
drawing conclusion. The conclusions were created to answer the research
questions. The conclusions included the steps of interactive read-aloud, the
students’ participations and the students’ reading comprehension.
G. Validity of Data
According to Cresswell, validity of qualitative research is to decide
whether the findings are accurate from the standpoint of the research and the
participant. To examine whether the data valid or not, the researcher used
triangulation.15
There are three types of triangulation. They are source
triangulation, technique triangulation, and time triangulation. In research, the
researcher used technique triangulation. The researcher used three data sources
to collect the data: teacher’s notes, researcher’s journals, and interview. The
researcher used these data sources to clarify and verify the collected data each
15
John W. Cresswell, Research Design Qualitative, Quantitative, and Mixed Method
Approach, (London: SAGE Publication, Inc., 2014), p. 251.
41
other. The data sources also used to get the additional information which was
not provided in other data sources. For example, the researcher used
researcher’s journals to strengthen data from teacher’s notes. Then, the data
was clarified through interview.
These tables show what the researcher who acted as the teacher did in the
implementation of interactive read-aloud, included the activities of interactive
read-aloud and the students’ participations. The activities were summarized
from three meetings. The researcher used data from teacher’s notes and
researcher’s journals to describe the activities in conducting interactive read-
aloud.
Table 3.1
The Validity of Interactive Read-Aloud Activities
Interactive
Read-Aloud
Activities
Data Sources
Teacher’s Notes Researcher’s Journals
Before
Reading
Teacher introduced the book
to prepare the students by
giving brief explanation
about the author, the cover,
the picture and the text.
Teacher asked the students
to make their first prediction
about the story by using the
cover illustration.
Teacher asked the students
to tell the brief story if the
title was familiar to them.
Teacher explained the
differences of the author, and
the illustrator.
Teacher gave some
explanation about printing
concept such as color,
shapes, and picture situation.
Teacher asked the students
to make their prediction
about the story by using the
illustrations as the clues.
During
Reading
Teacher asked the students
prediction before read-aloud
each episode.
Teacher gave opportunity to
each student to tell their
prediction and their analysis
one by one.
Teacher asked the students
to analyze the text and
picture on the book to make
a prediction.
Teacher accepted all of the
students’ predictions and did
not correct them.
42
Interactive
Read-Aloud
Activities
Data Sources
Teacher’s Notes Researcher’s Journals
During
Reading
Teacher guided the students
to use text and illustrations
on each episode as the clues
of their prediction
Teacher related the text and
illustrations to explain the
story.
Teacher kept attention to the
printing concept to make the
story to be told clearly.
Teacher gave the students
opportunities to ask
questions about the story or
unfamiliar vocabularies.
Teacher gave the students
opportunities to answers or
comment other students
question and ideas.
Teacher gave some minutes
to the students to think,
analyze, and discuss their
answers.
Teacher used her finger to
point text and picture while
read-aloud.
Teacher gave some
explanation about unfamiliar
words.
Teacher gave opportunities
to students to ask, comment,
and share their ideas about
the story.
Teacher made further
predictions based on what
happened on the text.
Teacher related the story to
the students’ real life or story
that they had already known.
Teacher reread the previous
episode if it was needed to
give explanation to the next
episodes.
Teacher waited for minutes
before the students gave
their answers.
After Reading
Teacher welcomed questions
about the story or language
features.
Teacher asked the students
to retell the story by using
their own words.
Teacher asked the students
to tell the moral value of the
story.
Teacher summarized the
story after reading the all
episodes.
Teacher gave the students
opportunity to retell the story
by using their own words.
Teacher asked the students
the moral value of the story.
43
Table 3.2
The Validity Result of Interactive Read-Aloud Activities
Interactive Read-Aloud Activities
Before Reading During Reading After Reading
Teacher guided the
students to discuss the
title, illustration, and
character of the story.
Teacher asked the
students to give prediction
based on the text and
illustration.
Teacher gave the students
opportunity to retell the
story.
Teacher asked the
students to give their
prediction before opening
the book.
Teacher asked the
students to give prediction
based of the students’
prior knowledge.
Teacher asked the
students to express the
message or moral value of
the story.
Teacher gave the students
opportunity to share other
related story.
Teacher facilitated the
students to involve in
open-ended question.
Teacher summarized the
story.
H. Book Selection Methodology
Book selection methodology was conducted when the researcher chose
reading material used for interactive read-aloud activities in teaching reading
narrative text. According to Vardell, et al, a teacher should select appropriate
books for English students based on their age and interest level.16
In other
words, when matching the students with the books, the researcher must
consider some specifications. Vardell et al also stated four essential elements
for selecting books. They are content accessibility, language accessibility,
visual accessibility, and genre accessibility.17
For content accessibility, the researcher considered the familiar issue
around the students. If they had already known about the topic or content, it
was effective to transfer information from the books to their understanding.
Then, the researcher considered the books based on language accessibility. The
16
Slyvia M. Vardell, Nancy L. Hadaway, and Terrell A. Young, “Matching Books and
Readers: Selecting Literature for English Learners”, International Reading Association, 2006, p.
735. 17
Ibid.
44
text should include the students’ level of vocabulary. These two categories in
language accessibility were considered to make sure that the students could
guess the text. In addition, the researcher kept attention to the visual
accessibility. It meant that the books provided illustrations. The illustrations
were used by the students to figure out the meaning of the text. The last thing
the researcher considered was genre accessibility. Because she wanted to teach
narrative text, the books included the generic structure and language features of
narrative text.
Those considerations motivated the researcher to choose picturebook.
Picturebook is one of alternative reading material that is appropriate to
interactive read-aloud. According to Wolfernbarger & Sipe, picturebook is a
book in which the story depends on the interaction between written text and
image and where both have been created with a conscious aesthetic
intention.18
. Picturebook, which include narrative genre, in many previous
researches was used for read-aloud. In this research, the researcher chose
fiction picturebook based on the need of teaching narrative text. She chose
Kamishibai Man (written and illustrated by Allen Say), Cinderella’s Step Sister
and the Big Bad Wolf (written by Lorraine Carey and illustrated by Migy
Blanco), and The Librarian of Basra (written and illustrated by Jeanette
Winter). She chose these picturebooks because they accomplished to the
essential elements of selecting book. These picturebooks were appropriate to
the age and the level of the eighth-grade students.
18
Wolfenbarger and Lawrence R. Sipe, op. cit., p.273.
45
CHAPTER IV
RESEARCH FINDINGS
A. Data Description
In this part, the researcher described the activities of interactive read-aloud
in teaching narrative text. It aims to answer research question: “How did the
teacher use interactive read-aloud to teach narrative text at the eighth-grade
students in SMP Muhammadiyah 17 Ciputat?” The interactive read-aloud
activities were recommended by Fisher, et al and Scanlon, et al that were
written on the theoretical framework.
1. Interactive Read-Aloud Activities
Referring to the theoretical framework, there are three main stages of
interactive read-aloud: before reading, during reading, and after reading. Each
stage includes some activities in reading. In this research, the researcher
experienced the stage before interactive read-aloud was begun in the class. The
researcher called this stage as “prior”. The explanation above described how
interactive read-aloud activities that includes prior reading, before reading,
during reading, and after reading.
a. Prior Reading
Selecting books
There were many things the teacher must prepare before conducting
interactive read-aloud activities in teaching narrative text. First, she chose
some books to be used in the reading activities. The books must appropriate
with the students’ interest and level. She chose Kamishibai Man, Cinderella‟s
Step Sister and the Big Bad Wolf, and The Librarian of Basra. The books were
chosen based on the criteria of book selection methodology such as content
accessibility, language accessibility, visual accessibility, and genre
accessibility that were written on the research methodology (Chapter III, pp.
42-43). In addition, the picturebooks facilitated the teacher to teach narrative
text. The text consisted of narrative generic structure such as orientation,
46
events and resolution. Also, the picturebooks included narrative language
features. For instance, the text used past tenses and chronological order.
Considering the order of books for reading
These picturebooks would be read for three meetings. Kamishibai Man
was read in the first meeting. The teacher had been familiar with the story. She
ever did read-aloud using this picturebook in Mrs. Tati’s research. The story
was interesting since it told the changing of people’s traditional habit into
modern. The teacher thought that as being used for first meeting, this
picturebook could attract the students to read other picturebooks. Cinderella‟s
Step Sisters and the Big Bad Wolf was read in the second meeting. The teacher
had not read it yet. As the reflection of the first meeting, the students were still
shy to interact to the teacher. The story consisted of popular story such as
Cinderella, Snow White, Hansel and Gretel, and Little Red Riding Hood. It was
possible if the students would participate more active since they knew what
they read. So, she used this picturebook to improve the students’ interaction
during reading. The Librarian of Basra was read in the third meeting. She had
known the story from Mrs. Tati’s research. The teacher felt amazed with the
character of this story. It was Alia, a muslim librarian who tried to save books
from fire. The teacher wanted to share this feeling to the students. She also
wanted to show the students that there were picturebooks that adapted Islamic
story.
Practicing interactive read-aloud
After getting the picturebooks, the teacher did practicing and previewing.
The teacher used video recorder in practicing the picturebooks. She recorded
herself while reading the book. Then, she would watch the video to analyze her
intonation, pronunciation, and expression. She also simulated to use pauses to
build conversation with the students. She read the picturebooks to see where
she could use stops and when she asked the students to build interaction while
reading aloud. She also trained how she pronounced the words correctly and
used intonations. The teacher realized that in interactive read-aloud she become
the model of fluent oral reading. So, she had to keep attention to the
47
pronunciation, intonation, and gesture while reading. That was why the teacher
needed practice. This activity was done a day of each meeting.
b. Before Reading
In the stage of before reading, the activities focused on analyzing
picturebook cover. She showed it in front of the students.
Discussing the title, illustration, and the character of the story
First, she guided the students to discuss the setting and the character of the
story. The teacher used the title and the illustration of the cover. This activity
was done in all meeting. This following dialogue was the example when the
teacher read Kamishibai Man.
Teacher : “Kira-kira kalau dari judulnya, cerita dalam buku ini berasal dari
mana?”
Student 1 : “Emm... Di India mungkin.”
Teacher : “India. Ada lagi? Student 5, (menurut kamu) dari mana?”
Student 5 : “Mmm...”
Teacher : “Coba nih.. Kamishibai...”
Sudent 7 : “Cina! Cina!”
Teacher : “Cina. Terus ada (pendapat lain) lagi?”
Student 1 : “Jepang!”
Besides the setting of the story, the teacher also asked the students to
discuss the character of the story. The teacher used the illustration of the cover
to give the clues of who the character of the story. This following dialogue was
the example when the teacher read Kamishibai Man.
Teacher : “Coba lihat covernya. Dari gambarnya, kira-kira ini siapa?”
Student 1 : “Tukang..... Tukang permen.”
Teacher : “Tukang permen. Kenapa kamu bilang ini tukang permen?
Student 1 : “Soalnya ini ada gambar permen-permennya gitu.”
Teacher : “Oh, ada gambar permennya gitu. Terus yang lain?”
Student 2 : “Perpustakaan keliling.” (He pointed the picture of shelves).
Making prediction before opening the book
The teacher also asked the students to make a prediction about the story in
before reading stage. They related the title with the pictures on the book to get
48
some clues for their prediction. They explained the reasons of their prediction
based on their analysis. The teacher asked the students one by one. These
following dialogues from reading The Librarian of Basra showed this activity.
Teacher : “Sekarang saya akan membacakan buku cerita yang berjudul The
Librarian of Basra. Coba menurut kamu ini menceritakan tentang
apa?
Student 7 : “Tentang penjaga perpustaakan”
Student 1 : “Emm... Wanita tua yang menyumbangkan bukunya untuk orang yang
gak mampu.”
Teacher : “Analisis kamu apa?”
Student 1 : “Soalnya kan itu ada buku-buku, ada kantongnya juga.”
Teacher : “Ooh. Terus kalau menurut Student 4?”
Student 4 : “Penjaga perpustakaan.”
Giving the students opportunity to share other related story
The three activities above were done by the teacher when reading all the
picturebooks. Additionally, when the teacher used a picturebook that has
familiar title, she gave the students opportunity to tell the story briefly. It
happened when the teacher only read Cinderella’s Step Sisters and the Big Bad
Wolf.
Teacher : “Kamu tau cerita Cinderella?”
Students : “Tau.”
Student 3 : “Itu ceritanya yang sepatunya copot, hilang.”
Teacher : “Menceritakan tentang apa tuh cerita Cinderella?”
Student 2 : “Cinderella menceritakan tentang seorang putri yang memiliki saudara
tiri dan ibu tiri. Dia selalu disiksa oleh mereka. Suatu hari dia datang
ke pesta dan sepatu kacanya ketinggalan di istana”
The stage of before reading aimed to help the students prepare the story.
The activities guided the students to make prediction of what the story about. It
built the students’ expectation to proof whether their prediction was right or
wrong. So, the students had the purpose to read the book until the end. Giving
prediction also gave the students opportunity to actively participate in reading
49
from the beginning. It was seen from the discussion and sharing idea by
analyzing the cover.
c. During Reading
In this part, the teacher began to read the book. The teacher opened the
book and displayed it in front of the students. She read the book based on her
practice before reading. The teacher used pauses to make conversations with
the students. She point words and illustrations by her finger to help the students
concentrate and focus.
Making prediction based on the text and illustration
The general activity of during reading included story discussion with the
students. Prediction was used to build the discussion. The teacher asked the
students’ prediction before reading each episode. They had to answer some
questions from her such as “What is this picture telling about?” and “What do
you think she do?” The students had to predict story they had never heard
before. They also must tell the reasons of their prediction. So, they used the
text and the illustration to get the clues. The teacher did this activity in all
meetings. This following dialogue was the example while reading Cinderella‟s
Step Sisters and the Big Bad Wolf.
Teacher : “Apa nih kira-kira ceritanya?”
Student 3 : “Ibu tiri dan anak-anaknya lagi ngobrol tentang undangannya. Terus
Gertie itu seperti lagi berlatih buat dansa gitu.”
Teacher : “Terus? Jadi menurut kamu Gertie ini lagi berlatih berdansa gitu?”
Student 6 : “Iya seperti yang Student 3 jelasin tadi.”
Teacher : “Coba kita baca ya. „Oh. look!‟, said Mrs. Ugly. „We‟re invited to a
grand ball at the palace tonight!‟ „Oh lihat kita diundang di pesta
kerajaan yang besar di istana malam ini.‟ Ini invitation nya the grand
ball.
Making prediction based on the students’ prior knowledge
The teacher also involved the students’ prior knowledge to make
prediction. It aimed to build more discussion. Sharing what the students
already known would attract them to discuss more. This activity made the
50
students’ to give spontaneous responses. Since they knew what other student
told, they eagerly to engage in the discussion. The story of Cinderella‟s Step
Sisters and the Big Bad Wolf consisted of some popular stories. One of them
was Hansel and Gretel. So, the teacher asked the students to tell the brief story.
Teacher : “Ini cerita apa?”
Student 2 : “Hansel and Gretel”
Teacher : “Kenapa?”
Student 4 : “Itu anaknya ada dua.”
Student 2 : “Iya itu ada dua anak.”
Student 1 : “Bukannya Hansel dan Gretel itu cowo?”
Student 2 : “Ada yang cewe ada yang cowo.”
Teacher : “Jadi ini dari film Hansel and Gretel. Film Hansel and Gretel itu
seperti apa?”
Student 3 : “Tentang dua anak yang ada di hutan terus menemukan rumah
coklat.”
Student 1 : “Itu tentang ibu tiri gitu terus dia mengusir dua anak ini dan
ditinggalin di hutan. Lalu dia nangis-nangis gitu. Terus mereka masuk
ke dalam sebuah rumah. Ternyata di dalam rumah itu ada seorang
penyihir.”
Facilitating the students to involve in open-ended question
In reading the story, the teacher facilitated the students to asking questions.
They might ask about the story they did not understand, the issue of the story,
and the vocabulary. The teacher answered the questions indirectly. She gave
opportunity to other students to answer the question. It automatically built
conversation between the students. The following dialogue was the example
while reading The Librarian of Basra.
Teacher : “Secara sembunyi-sembunyi dan rahasia dia menyelamatkan buku-buku
ini.”
Student 3 : “Kenapa Ibu Aliya sembunyi-sembunyi menyelamatkan bukunya?”
Teacher : “Kenapa coba? Kenapa dia harus sembunyi-sembunyi menyelamatkan
buku-buku itu?”
Student 1 : “Mungkin karena dia gak mau penduduk yang lain tau kalau
perpustakaannya dipindahin. Seperti ada penyelundupan gitu.”
51
In during reading stage, the activities were built to give the students
opportunity for interaction. The students could actively participated by giving
prediction, asking question, and sharing story. The teacher provided time to
wait them to think, to discuss to the nearest students, and to tell their idea. They
would find whether their prediction was right or wrong. These activities also
gave the students to assess themselves about how detail they analyzed the
story. But, the teacher was avoided to talk about predictions as being right or
wrong. The teacher also welcomed questions and comments in their
conversation during reading. The students could involve actively in reading by
giving spontaneous reactions and discussion during reading. She also wanted
the students felt be appreciated by giving their idea about the story, while she
and other students were listening.
d. After Reading
There are many activities of after reading. The teacher used retelling story,
telling the message, and summarizing the story.
Retelling the story
In this class the teacher asked the students to retell the story. She would
ask “If someone asks you about this book, what will you say?” Then, they
answer the questions by their own words. For instance, this dialogue when the
teacher read The Librarian of Basra:
Teacher : “Coba kalau menurut kamu ini kalau saya minta kalian retell, buku
ini menceritakan tentang apa?”
Student 6 : “Menjaga buku.”
Student 1 : “ Tentang perlindungan. Jadi seorang penjaga buku yang melindungi
buku karena buku itu menurutnya sangat penting sekali karena
dalam Surat Al-„Alaq kita diwajibkan membaca, makanya dia sangat
melindungi buku. Supaya yang lain pada tau betapa pentingnya
buku.”
Teacher : “OK bagus! Kalau Student 6?”
Student 6 : “Tentang sejarah dan pelajaran yang lain.”
52
Teacher : “Coba kalau Student 5 ditanya ini buku tentang apa, kamu jawabnya
apa?”
Student 5 : “Tentang seorang penjaga perpustakaan yang harus melindungi
bukunya entah ke mana. Karena kan bukunya sangat penting dan
bersejarah. Ada juga buku tentang Nabi Muhammad. Jadi dia ingin
semua orang tau sejarahnya Nabi Muhammad. Makanya dia sangat
ingin menyelamatkan buku itu.”
Teacher : “Good! Kalau Student 4?”
Student 4 : “Kisah seorang pencinta buku yang ingin menyelamatkan buku dari
peperangan.”
Teacher : “Iya. Kalau Student 7?”
Student 7 : “Seorang penjaga buku yang menyelamatkan buku dari
perpustakaan.”
Explaining the message of the story
The teacher also asked the students the message of the story. She would
ask the students “What did you learn from the story?”
Teacher : “Pelajaran apa yang bisa kamu ambil dari cerita ini?”
Student 1 : “Emm, jadi gini. Janganlah berusaha menjadi jahat karena
perbuatan jahat akan membawa kesialan atau keburukan.
Kesialannya dapet dari mana?”
Student 5 : “Jadi diri sendiri aja.”
Student 6 : “Sebagai sesosok ibu jangan menjadikan anaknya jahat. Seorang ibu
tuh jadikan anaknya menjadi baik. Harusnya dia bangga kalau
anaknya baik.”
Teacher : “Ah iya malah ini disuruh jadi jahat ya. Student 7?”
Student 7 : “Jangan jadi jahat karena perbuatan jahat ada balasannya.”
Summarizing the story
In the end, the teacher summarized the story. She connected the real story
to the students’ story retelling. The dialogue of reading Kamishibai Man was
the example of this activity.
Teacher : “Jadi, kita sepakat buku ini menceritakan tentang seorang kakek,
seorang pendongeng yang sambil mendongeng sambil jualan
permen. Terus suatu hari profesinya itu terganggu karen televisi jadi
53
anak-anak itu lebih tertarik melihat televise dibandingkan cerita-
cerita kakek ini. Jadi kalau kita lihat kakek ini pensiun karena
apa?”
Student 4 : “Karena dia sudah tua.”
Teacher : “Iya. Kalau kita lihat dari cerita tadi karena apa?”
Student 4 : “Karena gak ada anak yang mau mendengarkan cerita.”
Teacher : “Iya. Bagaimana kakek ini bisa bercerita kalau tidak ada yang
mendengar. Karena dia kangen, dia pergi lagi melihat suasananya.
Kalau kita liat ini berarti dia masih muda ya. Berarti lama sekali
sampai desa itu berubah jadi kota. Itu kan butuh waktu lama kan?
Supaya ada bangunan. toko-toko. Lalu dia kembali lagi bercerita di
depan anak-anak yang dulunya mendengar cerita dia.”
In this part, the teacher could evaluated whether the students following the
read-aloud or not. She would know how far the students understood the story.
Besides, she would know how well she conducted interactive read-aloud
activities. If there were still miss understanding from the students, it meant she
had to develop the way she read the story better. It was also the opportunity for
the students to value themselves and other students.
Table 4.1
Interactive Read-Aloud Activities
Interactive Read Aloud Activities
Prior Reading Before Reading During Reading After Reading
Selecting books. Discussing the
title, illustration,
and character of
the story.
Making prediction
based on the text
and illustration.
Retelling the story.
Considering the
order of books for
reading.
Making prediction
before opening the
book.
Making prediction
based of the
students’ prior
knowledge.
Explaining the
message of the
story.
Practicing
interactive read-
aloud.
Giving opportunity
to the students to
share other related
story.
Facilitating the
students to involve
in open-ended
question.
Summarizing the
story.
54
2. The Students’ Participation
In this part, the researcher explained the students’ participation toward
interactive read-aloud activities. It was based on the first sub research question:
How did the students participate during interactive read-aloud activities? In
this question, the students’ participation was seen from how the students paid
attention, gave question and answer, gave comment, and react to the others
opinion. The researcher used data from teacher’s notes and researcher’s
journals to answer the question.
In interactive read-aloud, the researcher gives the students opportunity to
actively participate in reading. The researcher found that the students show
active participation in the different form. In addition, the researcher saw the
change of the students’ participation from three meetings.
Three students were excited to follow the activities of interactive read-
aloud. They were enthusiastic to discuss the story while reading. They were
Student 1, Student 2, and Student 3. Their participation was indicated by how
they actively followed the discussion. For instance, when the researcher asked
the students to predict an episode of the story, Student 1, Student 2, and
Student 3 would take time to analyze the text and illustration. They would bend
their body to see the picturebook close. They waited their turn to speak. After
the researcher mentioned their name, they would answer the researcher’s
question using their prediction. When other students were speaking, they
listened to them and gave comment without the researcher asked them. Their
participations were constant from the meeting 1 until meeting 3.
However, two of them tend to be quite during the discussion. But, when
the researcher asked them question, they could answer it. They were Student 4
and Student 5. For example, during the discussion they only speak if the
teacher asked them question. When other students expressed their ideas about
the story, Student 4 and Student 5 did not give response. But, in the end of
reading, the researcher asked the students to retell the story. Student 4 and
Student 5 could give long answer. They also expressed their feeling about the
story. The researcher assumed that the Student 4 and Student 5 more
55
participate in reading inside their brain. They needed time to prepare the
elaboration of their answer and told it when they were ready.
Two other students seemed afraid and threatened in the reading discussion.
They were Student 6 and Student 7. For example, they looked panic when the
researcher asked them some question about the story. They often used the same
answer as the other students had told in the discussion. It happened in the first
meeting. But, in the second and third meeting, they showed the change of
participation. They could enjoy the reading and did not seem afraid again. They
began to involve in discussion by answering the researcher’s question and
giving comments.
This finding showed that all students as the participants of interactive read-
aloud participated actively. The active participation included different form.
There were students showed their interest in the full of discussion and there
were students waited the appropriate opportunity to express their reading
analysis. In addition, there were students who showed the increasing of
participation. It indicated that interactive read-aloud could stimulate the
students to more actively participate in reading classroom. The researcher
assumed the increasing of this participation happened since the students had a
freedom to interact during reading discussion.
3. The Benefits of Interactive Read-Aloud to Students
In this part, the researcher explained the benefit of interactive read-aloud
activities on students’ narrative reading comprehension. It was based on the
second sub research question: What were the benefits of interactive read-aloud
to the students‟ narrative reading comprehension as perceived by the students?
In this question, the researcher wanted to know what benefits the students
achieve from interactive read-aloud to their reading understanding, in case of
narrative text. The researcher used data from interview to answer the question.
Reading comprehension related to the text understanding, desire to read
and enjoyment. These indications were felt by the students. In the interview,
the students said that they got some benefits learned narrative text through
56
interactive read-aloud activities. First, they understood the stories more.
Different from reading full text with monotonous techniques, reading by
interactive read-aloud activities helped them to know details of the stories.
Second, they felt be appreciated in interactive read-aloud activities. It was
because they could share their ideas. They were heard by the researcher, who
became the teacher in this club, and the other students. Even though they had
limitation of English, they were confident enough to tell their ideas and
opinions since they were appreciated. In addition, the students enjoy the
reading. They did not feel threatened of being questioned since the teacher did
not focus on right or wrong answers. They also did not feel bored during three
meetings of read-aloud activities.
The findings showed that interactive read-aloud give benefits to the
students’ reading comprehension, especially reading narrative text. These
benefits related to the previous researches conducted by Scanlon, et al and
Fisher et al that were stated in the theoretical framework (Chapter IV, p. 22).
B. Explanation
From the description of interactive read-aloud activities, it can be seen that
the teacher gave many opportunities for the students actively participate before
reading, during reading, and after reading. They could get deeper
understanding about the meaning of the text through discussion. It built both
the students’ active participation and active thinking. The active participation
was developed from the interaction of teacher to students and student to
student. This occurred because the teacher did open-ended questions and let the
students gave comments to each other. However, active thinking occurred from
making prediction. The teacher asked the students’ prediction of what the story
about from the beginning. It encouraged the students’ expectation and desire to
read the story until finish. In addition, the teacher always asked the students to
analyze, coordinate, and interpret the story. Although the teacher read the
book, the students also actively read it. By conducting interactive activities, the
57
students enjoyed the reading. They had opportunities to share their idea and
comments. The teacher also let them to express their feeling about the story.
However, the researcher found that to conduct interactive read-aloud, the
teacher should prepare many things. First, she had to find appropriate reading
materials. The teacher should consider the level of students to decide what text
she would use. The text may include interesting topic and appropriate
vocabularies with the students’ capability. The teacher had to spend her time to
preview and practice the text. She must be able to performance in front of the
students. While performing she had to use correct pronunciation, intonation,
and expression. She also had to build interactions with the students by using
pauses in the right part. So, many things the teacher should prepare before
conducted interactive read-aloud activities.
In other words, there are many benefits of using interactive read-aloud
activities. It helped the students to fully participate while reading. There are so
many opportunities are served for the students participate and think actively.
The students can get deeper understanding and more detailed information of
what they read. As the result, the students can comprehend the text. However,
many things the teacher should prepare before using interactive read-aloud.
She had to spend a lot of time for book chosen, preview the book, and practice
for performance.
58
CHAPTER V
THE CONCLUSIONS AND SUGESSTIONS
A. Conclusions
This research was conducted to explore interactive read-aloud activities in
teaching narrative text and the students’ responses. The researcher posed the
first research question: How did the teacher use Interactive Read-Aloud to
teach narrative text at the eighth-grade students in SMP Muhammadiyah 17
Ciputat? From this question, the researcher explored three main stages in
interactive read-aloud. The stages were before reading, during reading, and
after reading. In before reading, the teacher gave the students opportunity to
discuss and predict what the story about by using picturebook cover as the
clues. In during reading, the teacher asked the student to make predictions and
facilitated them for questioning and answering. In after reading, she asked the
students to retell the story and tell the message of the story. She also
summarized the story in the last activity. In other words, the teacher involved
interaction between students while reading.
The researcher also posed two sub research questions: How did the
students’ participation in interactive read-aloud activities? What were the
benefits of interactive read-aloud to the students’ reading comprehension as
perceived by the students? Related to students’ participation, the researcher
found that the students indicated active participation, but in the different form.
The researcher also found the change of the students’ participation. Some
students indicated more active participation in each next meeting. From the
interview, the students said that they more understand the story, they felt be
appreciated because they have opportunity to be listened, and they enjoyed the
story through interactive read-aloud. It indicates interactive read-aloud has
benefits to the students’ narrative reading comprehension.
59
B. Suggestions
Teacher who wants to use interactive read-aloud should prepare many
things. The teacher must choose appropriate books related to the students’
ability. She can follow book selection methodology for reading classroom.
There are other preparations before reading such as practicing and previewing
the books. Also, she has to practice her performance in reading the book, such
as intonation, expression, and gesture. Related to the students’ responses, the
teacher must manage the time for the students’ interaction. The teacher makes
sure that all students get the same opportunity to speak. Although the students
can interact freely, the teacher must make sure the interaction is in control and
focus.
As the additional suggestions from this research, the researcher found that
the use of picturebook is appropriate in teaching narrative text. It facilitates the
students to indirectly learn about plot, character, setting, and other narrative
elements. It also provides illustrations that can be used to sharpen the students’
story analysis. So, picturebook can be an alternative material in reading
classroom. In addition, the process of information sharing in interactive read-
aloud activities can support the development of students’ comprehension. They
have to analyze the story, connect it to their prior knowledge and real life, and
retell it in their own word. These activities related to reading complexity such
as analysis, coordinating, and interpreting, where this process will serve
reading comprehension.
60
REFERENCES
Albright, Lettie K. and Mary Ariail, “Tapping the Potential Read-Alouds in
Middle School”, Journal of Adolescent & Adult Literacy, Vol. 7, 2005.
Ary, Donald, Lucy Cheser Jacobs, and Asghar Razavieh, Introduction to Research
Method in Education, England: Harcourt Brace College Publisher, 1996.
Booker , Kelly, “Using Picturebooks to Empower and Inspire Readers and Writers
in the Upper Primary Classroom”, Literacy Learning: Middle Years, Vol. 2,
2012.
Caldwell, JoAnne, Comprehension Assessment: A Classroom Guide, USA: The
Guildford Press, 2008.
Cieniewicz, Jon, “Participation Blues from the Student Perspective”, in
Maryelleen Wimer (ed.), Faculty Focus, Magna Publication.
Cohen, Vicki L. and John Edwin Cowen, Literacy for Children in an Information
Age: Teaching Reading Writing and Thinking, Canada: Thomson Learning
Inc., 2008.
Cooper, J. David, et.al, Literacy: Helping Students Construct Meaning, 10th
Edition, USA: Cengage Learning, 2015.
Creswell, John W., Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, New Jersey: Pearson Education, Inc.,
2008.
Creswell, John W., Research Design Qualitative, Quantitative, and Mixed Method
Approach, London: SAGE Publication, Inc., 2014.
Culham, Ruth, The Writing Thief: Using Mentor Text to Teach the Craft of
Writing, USA: Stenhouse Publisher, 2014.
Dalen, Deobold B. Van, Understanding Educational Research: An Introduction,
New York: McGraw-Hill, 1962.
Fisher, Douglas, et.al, “Interactive Read-Alouds: Is There a Common Set of
Implementation Practices?”, The Reading Teacher, Vol.1, 2004.
Frank, Kenneth A. Psychoanalytic Participation: Action, Interaction, and
Integration, New York: Routledge, 2013.
61
Harmer, Jeremy, How to Teach English, England: Pearson Education Limited,
2003.
Harmer, Jeremy, The Practical English Language Teaching, England: Longman
Publishing, 1991.
Harris, Karen R. and Steve Graham, Teaching Reading Comprehension to
Students with Learning Difficulties, USA: The Guildford Press, 2015.
I. S. P. Nation, Teaching ESL/EFL Reading and Writing, New York: Routledge,
2009.
Lakshmi, Lingineni Bhagya and D. B Rao, Reading and Comprehension, New
Delhi: Discovery Publishing House, 2006.
Lichtman, Marilyn, Qualitative Research in Education: A User’s Guide, London:
SAGE Publications Inc., 2013.
Mikul, Laura Leigh, “How Do Interactive Read-Alouds Promote Engagement and
Oral Language Development in Kindergarten”, Dissertation of Hamline
University, Minnesota, 2015.
Nikolajeva, Maria, “Picturebook and Emotional Literacy”, The Reading Teacher,
Vol.4, 2013.
Nunan, David, Language Teaching Methodology: A Textbook for Teachers,
London: Prentice Hall, 1991.
Nunan, David, Practical English Language Teaching, New York: McGraw-Hill,
2003.
O’Relly, Joseph Nhan, Enjoying Books Together: A Guide for Teachers of the Use
of Books in the Classroom, UK: Rwandan Education Board, 2013.
Park, Jin A and Kyung Sook Cho, “Improvement in English after a 15 Week
Read-Aloud Program in Third Grade EFL Students”, International Journal
of Humanities and Social Science, Vol. 5, 2015.
Pedoman Penulisan Skripsi Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif
Hidayatullah Jakarta.
Rakhmi, Annisa, Let’s Narrate A Text!, Jakarta: PT. Balai Pustaka, 2012.
62
Reynold, Kate Mastruserio, Approach to Inclusive English Classrooms: A
Teacher’s Handbook for Content-Based Instruction, UK: Short Run Press
LTd., 2015.
Richard, Jack C. and Theodore S. Rodgers, Approaches and Methods in Language
Teaching, New York: Cambridge University Press, 2001.
Sainsbury, Marian, Colin Harrison, and Andrew Watts, Assessing Reading from
Theories to Classroom, UK: National Foundation for Education Research,
2008.
Santoso, Edi, “Improving the Students’ Reading Comprehension through
Interactive Read-Aloud (Classroom Action Research at SMP 1 Bandar
Mataram, Central Lampung)”, Thesis of Univestitas Pendidikan Indonesia,
Bandung, 2006, Unpublished.
Scanlon, Donna M., Kimberly L. Anderson, Joan M. Sweeney, Early Intervention
for Reading: The Interactive Strategies Approach, New York: The
Guildford Press, 2010.
Simanjalam, Namini Devi, “Student’s participation in English Classroom”,
Skripsi of Sarawak Malaysia University, Sarawak, 2008.
Utevsky, Maria and Sheena Harvey, “Reading as a Complex, Problem-Solving
Activity”, An Overview of the Reading Process, 2002.
Vardell, Slyvia M., Nancy L. Hadaway, and Terrell A. Young, “Matching Books
and Readers: Selecting Literature for English Learners”, International
Reading Association, 2006.
Wagner, Patrick and Aleta Baskerville, Targeting Text, Sydney: Blake Education,
2000.
Whitfield, Merryn, Blake’s Writer’s Guide, Sydney: Pascal Press, 2009.
Wiseman, Angela, “Interactive Read Alouds: Teachers and Students Constructing
Knowledge and Literacy Together”, Early Childhood Educ J, Vol. 38, 2001.
Wolfenbarger, Carol Driggs and Lawrence R. Sipe, “Research Direction: A
Unique Visual and Literacy Art Form: Recent Research on Picturebooks”,
Language Arts, Vol. 84, 2007.
63
Appendix 1
Preliminary Study
A. The School and Class Condition
The researcher conducted her research in SMP Muhammadiyah 17
Ciputat. It was the school which she also did her teaching practice as a teacher
trainee for four months. She knew the condition of the school and the situation
of teaching and learning in the class. The school consisted of four classes for
each grade, where there were thirty five until forty students in each class. The
condition of building and classes were good. But, many students were not
seriously in learning, especially for English course.
As the example, the researcher ever taught in eighth-grade class to replace
the English teacher. He said that he had instructed the students to write recount
text, but they had not finished it yet. In the day I came to the class, they only
needed to continue the writing and collected it. There were only eight students
who collected the task, meanwhile the others did not do it. This condition
usually happened. It did not only happen in English course, but in other courses
also. As the result, the students who took serious while learning would be
disturbed. It would waste their time since the other students disturbed the
teaching and learning in the class. As the result, they could not follow the
course maximally.
This school did not have foreign language extracurricular as other schools
had. Based on the interview with Mr. Tantowi, one of eighth-grade English
teacher, the school did not facilitate the students in the language development
such as organizing Reading club as the school extracurricular. Whereas,
according to him, by Reading club the students who took serious in English
course would have opportunity to improve their skill. It could be conducted
inside the class because of the condition which did not support it. Actually,
there were students who had good knowledge and skills in English. But, it
cannot be shown because they were not facilitated by the school.
64
B. Interview with the English Teachers
The researcher began the research by interviewing Mr. Tantowi. He was
one of eighth-grade English teachers. The researcher asked him about the
condition of the students while learning English in the class. He said that it was
concerned condition. For forty students, there were only eight or ten students
who really followed the teaching and learning process. He was interfered with
the students who made noise, slept, and did not pay attention while teaching.
He often took the students outside because they did not do their homework.
Even one day there were only five students learned in his class. He did it to
give the students, who really want to study, a maximal lesson.
Then, the researcher asked him about the book used for teaching and
learning in the class. He told that the students only used LKS (Lembar Kerja
Siswa) or workbook. They could not use English course book because of cost
limitation. Most of the students came from low economic family. That was
why the students only had LKS. But, Mr. Tantowi used his own English course
book to give the students additional material. He often wrote the material and
exercises on the whiteboard to be written by the students on their note book.
Based on the curriculum, text material in eighth-grade were narrative and
recount text. The students had learned narrative text. The researcher asked Mr.
Tantowi how he taught the students about text. He told the researcher that he
used text and exercises on the LKS. The students would read the text, wrote it
on their note book, translated it, and answered the questions related to the text.
Actually, he wanted to use other method such as using picture. But, the
condition of the students did not support it. In addition, it was a big class with
many students there. The same thing also happened to Mrs. Diana, another
eighth-grade English teacher. She said that the students who were not serious
during learning did not support her to use more effective English method. It
could be seen how many students who followed the teaching and learning. It
would disturb the other students who really wanted to study. They could not
get the material maximally because of the condition in the class.
65
C. Research Preparation
After interviewing Mr. Tantowi and Mrs. Diana, the researcher told them
that she wanted to do her research about exploring interactive read-aloud
activities in teaching narrative text for eighth-grade students. To conduct this
research, she would build a reading club. They were so enthusiastic to hear
that. They hoped by this club, the students had opportunity to get more English
knowledge. Then, Mr. Tantowi and Mrs. Diana helped the researcher to
promote this club to the class. She said that she needed ten until twelve
students. There were no specific criteria to be the participants. The students
only needed to spend their time, outside the class, to follow this club for the
research.
The next day, the researcher got twenty students‟ names from Mr. Tantowi
and Mrs. Diana. Then, she selected the names without knew the students‟
capability in English. She decided to choose Daffa, Faisa, Fanny, Rizki, Ikke,
Aliffia, Ismayani, Laras, Bela, Fita, M. Rizki, and Abel. She asked them to
meet her after the school. But, there were only few students who came. Then,
she selected the students again. In the first meeting, there were eight students
participated the club. They were Daffa, Rizki, Ikke, Aliffia, Fita, Bela, Fanny,
and Faisa. But, in the second meeting Fanny and Faisa left the club. So, in the
second meeting the researcher chose Daffa, Rizki, Ikke, Aliffia, Fita, Bela and
Mutiara. They followed the reading club voluntarily.
Then, the researcher decided the reading materials. She would use
picturebooks. She borrowed some picturebooks from Mrs. Tati, one of her
research advisors. She chose Kamishibai Man, Cinderella‟s Step Sister and the
Big Bad Wolf, and Librarian of Basra. Kamishibai Man, written and illustrated
by Allen Say, is a Japanese story. The students had not heard the story before.
So, the researcher used this book to build prediction and analysis during read-
aloud. Cinderella‟s Step Sister and the Big Bad Wolf, written by Lorraine
Carey and illustrated by Migy Blanco, is the development of Cinderella story
telling. There are additional characters in the story. It also involves other
stories such as Snow White, Hansel and Gretel, and Little Red Riding Hood.
66
Those stories had been known by the students. So, this picturebook was used to
involve the students‟ prior knowledge in reading. Librarian of Basra, written
and illustrated by Jeanette Winter, was a true story. It was inspired from war in
Arab. This book is interesting because it tells about Moslem history.
The teacher also previewed and practiced reading the books. She read the
book to see where she could use stops and when she asked the students to build
interaction while reading aloud. She also trained how she pronounced the
words correctly and used intonations. The teacher realized that in Interactive
Read-Aloud she become the model of fluent oral reading. So, she had to keep
attention to the pronunciation, intonation, and gesture while reading. That was
why the teacher needed practice. The teacher called these activities as the
preparation before reading.
The researcher asked the headmaster to used library for her research. She
used library to conduct the activities of read-aloud with the students. It was not
too big. It had same size with classroom. There was air conditioner. In this
room, the students had to take off their shoes. The researcher and the students
sat on the floor. The students sat around the researcher, while she sat in front of
them. It was to make all of the students could see the book clearly.
67
Appendix 2
Data Sources
A. Teacher’s Notes and Researcher’s Journals
These data sources were written for each meeting. The teacher‟s note was
written about what the teacher did in the implementation of interactive read-
aloud activities. She wrote it sooner after met the students and before watched
video recording. It aimed to get the data purely from the teacher‟s perspective.
The researcher‟s journal was written as a researcher who saw a teacher
conducted interactive read-aloud activities. She wrote it by watching video
recording. This aimed to recheck the teacher‟s notes. Because the researcher
was also a teacher, the researcher needed to wrote researcher‟s journal after
watching video recording to complete data from teacher‟s notes.
1. Meeting 1
Teacher’s Note
This was the first meeting of reading club. It was Thursday, 20 April 2017
at 7 a.m. The teacher had asked permission to the headmaster, so she was
allowed to call the students who would be the participants. They were Daffa,
Rizki, Ikke, Aliffia, Fita, Bela, Fanny, and Faisa. The teacher got a variety of
the students‟ expression when she called the students from the class. Daffa,
Rizki and Ikke looked so happy and enthusiastic to follow the club. Aliffia,
Fita and Bela were surprised. They asked the teacher why they were chosen to
follow the club. The other students, Fanny and Faisa, looked afraid.
The teacher began the meeting by introducing herself to the students. Even
she has known the students‟ names, she asked them again to make a good
impression to the students. Then, she told them the purposes she created the
reading club. She told them that she needed them as the participants of her
purpose. She explained that she would read some picturebooks in front of them
while the students would keep attention, analyze, give their own interpretation,
give opinion, and discuss. To build students self confidence, the teacher told
68
them that she did not focus on right or wrong answers. Everybody had right to
express their interpretations and ideas during reading aloud.
Then, the teacher introduced the book she would read. It was Kamishibai
Man, written by Allen Say. Because it was the first meeting, she explained the
students about picturebook. She told them about the components of a
picturebook such as kinds of cover, picture, text, and perspective on the
picturebook. She also briefly explained about the author. She did this to attract
the students‟ interest on picturebook. She wanted them like the book and
became aware of the uniqueness of a picturebook. In the teacher‟s mind, it
would help her to make the students keep attention during she read-aloud. It
also would give additional knowledge to students.
The teacher began to read-aloud by asking the students to analyze the
cover of Kamishibai Man. The students were enthusiastic to do so. They leaned
themselves to see the book closer. They spent some few minutes to think and
watch the cover. In here, the teacher asked the students‟ prediction the story of
the book. She had opportunity to guess the answers. Some students gave
different answer and analysis. Then, the teacher read the book. Since reading
aloud, she asked the students some questions to get their predictions. They had
to give reasons by relating the text and picture to explain their predictions.
After reading all of the episodes, she asked the students to retell the story one
by one. Because it was the first meeting, they looked shy and hesitant to give
their answers. Sometimes the researcher needed to mention their names to
make the students gave their answer.
Researcher’s Journal
The first thing the teacher did in the first meeting was introducing herself.
She explained them that she needed to create reading club for her research.
Then, she showed them a picturebook. It was Kamishibai Man, written and
illustrated by Allen Say. By using the cover, the teacher asked the students the
setting of the story. Some students answered differently. They answered India,
China, and Japan. After get the right answer, the teacher changed the question.
69
She asked the profession of the old man on the cover. The illustration of the
cover showed an old man was standing near a bicycle with shelves and some
pictures on them. Inside the selves, there were coloring things that looked like
candy. In here, the teacher got different answers again. A student guessed that
he was a candy seller, another students said that he was a librarian. The teacher
asked the reasons of their first prediction. The students gave some explanation
by using the cover illustration. After that, the teacher briefly explained about
printing concept. She told them about the meaning of color, shape and
perspectives. She also explained about author and illustrator of a book.
Then, the teacher began to read the book. She read it by reading the text
then translating it into Indonesian language. She used her finger to point text or
picture she was explaining. The teacher still asked the students‟ prediction on
each episode. She built interaction with the students by asking what the
students guessed next. She explained the situation of the story by relating it to
the picture. The interaction seemed still dominantly were done by the teacher.
The students only talked when the teacher asked them. They did not too much
give comments and ask some question about the story.
After reading all of the episodes, the teacher compared the prediction to
the real story. If there was some confusing part, she reread the episode or read
the previous one. She asked the students to retell the story. The students must
answer the teacher‟s question about what the book told about. They gave their
answers by using Indonesian language. The teacher accepted all their answer.
She did not give correction to them. She also asked the students whether they
like the story or not.
Related to the students‟ responses, for this meeting the students still did
not confident to talk during discussion. According to the researcher, it was fair
since it was the first time they did this. They might feel afraid to be asked some
questions. They still thought about right or wrong answer. It became the
teacher‟s reflection for the next meeting. She should to make the students enjoy
the discussion. She should encourage the students‟ confidence. She had to
70
improve the way she asked the students in order they did not feel under
pressure.
2. Meeting 2
Teacher’s Note
Wednesday, 10 May 2017, the teacher gathered the students for the
reading club. The gap between this second meeting and the first meeting was
long enough. It was because on the last two weeks there were try out and mid-
term examination. For this meeting, Fanny and Faisa decided to leave the club.
They said that they were not confident with their English. Although the teacher
explained them again that it was not the problem, they still wanted to leave the
club. Then, the researcher chose one student. She was Mutiara. So, there were
seven students in the club: Daffa, Rizki, Ikke, Aliffia, Fita, Bela, and Mutiara.
The teacher began the meeting by greeting them. She told Mutiara what
the purpose of the club and what she should do during the activity. She also
asked the students‟ commitment. She asked them one by one whether they still
wanted to follow the club or not. Fortunately, they all agreed to follow the club
until the end. The teacher also asked them what they felt with the previous
meeting. They said that they were happy and curious of what the story would
be read.
In this meeting, the teacher brought three books. She asked the students
what picturebook they wanted to read. They chose Cinderella‟s Stepsister and
the Big Bad Wolf, written by Lorraine Carey and illustrated by Migy Blanco.
The story of the book engaged some famous stories such as Cinderella, Snow
White, Hansel and Gretel, and Little Red Riding Hood. The teacher started to
read the book by analyzing the cover. She asked them what kind of story it
was. Then, she read the picturebook by asking their prediction, analysis,
interpretation, and conclusion of the story as the activity in the first meeting.
What different from the first meeting was the students‟ responses. They
were more active in the second meeting. When the teacher asked them to give
their first prediction by analyzing the cover, they discussed to the nearest
71
student. They looked at the cover seriously and read the title repeatedly. It also
happened when she read the book episode by episode. Since there were other
stories on the book, they seemed thought harder to guess the characters and the
relations between the stories. They were more confident to tell their prediction
and opinion. Moreover, sometimes they told humor things but still focused to
follow the story. They enjoyed the activities in this second meeting.
The students‟ responses in this meeting can be the improvement from the
weakness of previous meeting. As the reflection from the first meeting, the
teacher should make the students enjoy the discussion. She improved the way
she asked them, so they did not feel be threatened. For the next meeting, the
researcher should give the students more time to think before answering. So,
they could give answers with deeper analysis.
Researcher’s Journal
Cinderella‟s Step Sister and the Big Bad Wolf was the second picturebook
use in this club. As there was the name of Cinderella, the teacher asked the
students to tell the story of Cinderella. The students eagerly told the story in
their own words. The teacher asked the students about the Big Bad Wolf. But,
no one student knew the story. Then, the she asked the students to analyze the
book cover. Same with the first meeting, she wanted the students to guess the
story before the book was read. The students seriously looked the cover. They
gave many prediction by relating the picture of a girl that with a wolf. From the
beginning of this meeting, the students seemed more active. They gave variety
of predictions and commented each other.
The teacher read the book same as she read the first book. Because this
book consists of many stories that the students already known, the teacher
more often asked the students to predict the episodes. In here, the students used
their prior knowledge. For example, when there was a picture of two children
and a witch, the researcher asked them what story it was. They guessed the title
of the story. There were some conversations between them to find the answer.
From their brief discussion they found that it was Hansel and Gretel story. In
72
addition, some students actively asked some question to the teacher. They
asked about the character, the plot, and the vocabulary that they did not know
understand. Before answering the questions, the teacher gave opportunity to
other students to answer it. They also automatically answered their peer‟s
question before the teacher asked them.
The last thing the teacher did after reading all of the episodes was
evaluating the students understanding. She connected their first prediction to
the real story and the ending. She asked them to retell the story and told what
they feel about the story. In this meeting, the students were more active. They
did not look shy or hesitate to interact to the teacher. They looked happy with
the story and enjoy the reading.
3. Meeting 3
Teacher’s Note
This was the last meeting of reading club. It was Wednesday, 15 May
2015. In this meeting, the teacher read-aloud a picturebook entitled The
Librarian of Basra, written and illustrated by Jeanette Winter. As usual, she
asked the students to analyze the book cover. They actively told their first
prediction about the story. They also told the reasons of their prediction by
relating it to the picture of book cover. All the activities of read-aloud were
same as the two meetings before. Their responses were better than before. They
looked enjoy the reading aloud done by the researcher. They enjoyed the story
and the discussion. Without guiding by questions, the students shared their
ideas confidently.
In this meeting, the teacher asked the students to do read-aloud. They were
divided into two groups. The group one consisted of Rizki, Ikke, and Aliffia.
The other group consisted of Mutiara, Fita, and Bella. However, Daffa did not
attend the class because he was sick. Both of the group read different
picturebooks. The group one read Noodle and Lou, and the group two read The
Woman who Never Seen Eagle. The researcher gave them 30 minutes to
discuss the book. The students were enthusiastic. They tried to find some clues
73
to predict the stories of the books. They used dictionaries to translate some
unfamiliar words. In this activity, they looked more active. They debated about
the relation of the pictures and text.
After 30 minutes, they did read-aloud in front of each group. They asked
them to analyze the cover and prediction. Then, they read aloud the story in
turn. They read the text first then told it in Bahasa with their own words. They
used the pictures to give their interpretation and to explain the story. They told
the details such as the characters, settings, and plot of the story in the
picturebooks. The discussion between the readers and listeners was very good.
They were not only ask and answer, but also discussed the differences
interpretation between them. They also enjoyed the practice. The researcher
saw it from the way they did the discussion actively.
Researcher’s Journal
In the third meeting, the teacher read The Librarian of Basra. The
activities of read-aloud were same with the first and second meeting. What
made it different was the teacher asked the students to read-aloud. It was one of
after reading activities. Before read-aloud, the students prepared themselves by
discussion in their group. They discussed the text and pictures. They related the
story to their experiences or their real life. They also used dictionary to find
some vocabulary that they did not understand. In their group, they divided
which part of each of them would read. They did previewed and practiced the
books. After that, they presented read-aloud in front of other group. They did it
same with the teacher ever done. They started by analyzing the book cover,
read-aloud, and retelling the story.
B. Interview
The interview was conducted on Thursday 18 May 2017. The researcher
interviewed two students. They are Rizki and Ikke. From the interview with
them, the researcher found that they get many benefits of learning narrative
text using interactive read-aloud. First, they more understood the stories. Not
74
like reading full text with monotonous techniques, reading picturebooks with
interactive read-aloud helped them to know details of the stories. They did not
feel bored during three meetings of read-aloud activities. In addition, they
could use their imagination when they gave their interpretation. Second, they
felt be appreciated in interactive read-aloud activities. It was because they
could share their ideas. They were heard by the researcher, who became the
teacher in this club, and the other students. Even though they had limitation of
English, they were confident enough to tell their ideas and opinions since they
were appreciated.
75
Appendix 3
Video Recording Transcript 1
Date : Tuesday, 20 April 2017
Time : 07:30 a.m - 09:00 a.m
Picturebook : Kamishibai Man
00:00-05:58
Teacher : “Assalamu‟alaikum warrahmatullahi wabarakatuh.”
Students : “Wa‟alaikumsalam warrahmatullahi wabarakatuh.”
Teacher : “Perkenalkan nama saya Funny Wulan. Di sini saya ingin
mengadakan penelitian yang topiknya adalah retelling story.
Nanti saya akan membacakan buku ini, tapi sebelum saya
membaca kamu akan memperediksi cerita yang ada di buku. Di
sini saya ingin mengatakan bahwa tidak ada yang lebih pintar atau
yang lebih bodoh. Semua sama, tidak ada yang benar dan salah.
Apa yang ada di pikiran kalian, katakana saja. Karena nantinya
yang akan menjadi penelitian saya adalah apa yang kalian cerna
dari buku ini dan yang kalian prediksi. Begitu ya? Paham ya?”
Students : “Paham...”
Teacher : “Untuk hari ini saya akan membacakan buku Kamishibai Man.
Kira-kira kalau dari judulnya, cerita dalam buku ini berasal dari
mana?”
Rizki : “Eee... Di India mungkin.”
Teacher : “India. Ada lagi? Ike, (menurut kamu) dari mana?”
Ike : “Mmm...”
Teacher : “Coba nih.. Kamishibai...”
Fanny : “Cina! Cina!”
Teacher : “Cina. Terus ada (pendapat lain) lagi?”
Rizki : “Jepang!”
76
Teacher : “Jepang. Kira-kira itu ya. Ada yang bilang Cina, India, dan
Jepang. Nah, ini dari gambarnya. Coba lihat covernya. Dari
gambarnya, kira-kira ini siapa?”
Rizki : “Tukang..... Tukang permen.”
Teacher : “Tukang permen. Kenapa kamu bilang ini tukang permen?
Rizki : “Soalnya ini ada kaya permen-permennya gitu.”
Teacher : “Oh, ada gambar permennya gitu. Terus yang lain?”
Daffa : “Perpustakaan keliling.”
Teacher : “Perpustakaan keliling. Karena apa, Daffa?”
Daffa : “Soalnya ada apa... (He pointed toward the cover) Apa itu...”
Teacher : “Ini ya? (She pointed the picture of shelf).
Daffa : “Iya...”
Teacher : “Terus ini apa?” (She pointed the picture of painting).
Students : (The students kept quiet and they were looking at the cover
seriousely).
Ike : “Kaya gambar gitu bukan sih?”
Teacher : “Kaya gambar ya? Bertumpuk-tumpuk ya gambarnya?
Gambarnya gak cuma satu.”
Students : (They nodded)
Teacher : “Jadi, kesimpulannya menurut kalian ini adalah kakek tua yang
jualan permen lalu ada perpustakaan keliling dan juga ada
gambar-gambar. Gambar-gambar ini maksudnya apa sih?
Students : (They were quiet)
Teacher : “Langsung aja ya. Buku ini ditulis oleh Alen Say. Ini buku dari
luar negeri, lho. Rasanya gimana gitu megang buku dari luar.”
Students : (They laughed)
Teacher : “Setiap buku punya ciri masing-masing ya. Kalau buku ini
meggunakan hard cover. Penah liat gambar ini kan sebelumnya?
Setiap buku bergambar yang bagus pasti coretannya, warnanya,
gambarnya memiliki makna. Written and illustrated by Alen Say.
Berati penulis dan illustrator bukunya sama. Ada buku yang
77
misalnya penulisnya Daffa, tapi ilustratornya orang lain. Ini siapa
kira-kira?”
Rizki : “Nenek-nenek dan kakek-kakek.”
Teacher : “Kakek-kakeknya sama kaya di cover gak?”
Students : (They nodded)
Reseaecher : “Saya bacakan ya...”
05:58-09:40
Teacher : “Ini siapa kira-kira?”
Students : “Kakek dan nenek.”
Teacher : “Kakeknya sama gak (dengan yang ada di cover)?”
Students : “Sama.”
Teacher : “Saya bacakan dulu ya. Not so long ago in Japan... Berarti di...”
Students : “Jepang!”
Teacher : “... in a small house on a hillside, there lived an old man and his
wife. Ini berarti suami...”
Students : “... istri.”
Teacher : “Even though they never had children, walaupun mereka tidak
punya anak. They called each other Jiichan and Baachan.
Jiichan is Grandpa and Baachan is Grandma. Jadi, Walaupun
mereka tidak punya anak mereka saling memanggil Jiichan and
Baachan. Grandpa itu apa?
Students : “Kakek.”
Teacher : “Grandma itu?”
Students : “Nenek.”
Teacher : “Jadi mereka seperti panggilan bapak-ibu walaupun mereka tidak
punya anak. One day, Baachan said „Jiichan, you haven‟t said a
word in three days.‟ Siapa yang nanya ini? Kakeknya ya
ngomong ke Nenek kalau Nenek ko gak ngomong sepatah
katapun dalam tiga hari. Liat deh, kaya agak lemes gitu. „Umm,
I‟ve been thinking how much I miss going on the rounds,‟ he said.
Oh ini yang gak ngomong ternyata kakeknya ya. Aku lagi kangen
78
banget, lagi kangen sesuatu dia. Baachan stared „How many
years has it been?‟ she asked. „Umm, yes quite a while...but my
legs are good. And I‟ve kept the bicycle in good order.‟ Jadi
kakeknya ini lagi kangen sesuatu dan neneknya bilang sejak
kapan. Kata si kakeknya pokoknya kakinya itu udah kuat untuk
mengayuh sepeda lagi. Jadi, kira-kira kakeknya kangan ngapain?”
Rizki : “Bersepeda!”
Teacher : “Nah ini kamu liat nih ada sepeda kan. Jadi, kakek-kakek ini
dulunya suka ngapain?
Fita : “Mmm.. Berjualan.”
Teacher : “Bejualan?”
Fita : “Iya berjualan.”
Teacher : “Berjualan pakai sepeda. Jadi kakek-kakek yang udah renta, lesu,
dulunya kayanya jualan dan kangen lagi setelah sekian lama
berhenti berjualan.”
09:41-12:04
Teacher : “Ini coba kalian lihat. Kira-kira ceritanya bagaimana?”
Rizki : “Sepi.”
Teacher : “Kita bisa lihat dari apa? Gunung...”
Rizki : “Sawah.”
Teacher : “Alami banget ya. The next day, Jiichan rode his bicycle down the
hillside in the first light of morning. Keesokan harinya, Jiichan
mengendarai sepedahnya. Setelah sekian lama tidak mengayuh
sepeda lagi dari rumahnya. „Umm, how many years has it been?‟
Udah berapa lama nih katanya. „And do I remember such a fine
morning? All so fresh and young...‟ Jadi maksudnya kalau
misalnya pas keluar tuh merasa „Oh, jadi pagi itu rasanya kaya
gini ya.‟ Berarti dulunya kakek ini udah lama banget kan gak
mengayuh sepedanya, berdagang. Jadi saat dia keluar dia merasa
„Oh, pagi itu kaya gini ya‟. „Well, good morning to you, rickety
old bridge!‟ Dia ngomong sendiri. Bridge itu apa?
79
Allifia : “Jembatan.”
Teacher : “Iya jembatan. Berarti kakek ini sering lewat...”
Students : “Jembatan.”
Teacher : “...still going strong after all these years, um, mmm.‟ He began to
hum a tune.. Hum itu kaya bergumam menyanyi gitu loh.
12:05-15:02
Teacher : “Ada yang aneh gak? Kalau ini suasanya kaya gimana?”
Fita : “Pedesaan.”
Teacher : “Iya masih alami ya. Coba kamu liat ekpresi kakeknya. Dia
merasa apa?
Fita : “Lesu.”
Teacher : “Iya lesu ya. When he came to the city, he stopped humming. Lagi
enak-enaknya bergumam tiba-tiba dia berhenti. Kenapa ya? „This
isn‟t right. I must have taken a wrong turn, but there‟s that old
house I used to go by every afternoon.‟ Ini salah, kata kakek ini.
Tadinya di sini itu ada rumah tua yang saya lewati setiap siang.
Dia sebenarnya tersesat gak sih?
Students : “Gak.”
Ikke : “Dia bingung karena suasana jalanannya berubah.”
Teacher : “Dia gak tersesat ya, tapi tempatnya yang berubah. Kan beda
banget langsung dari yang suasanya alami seperti ini. Tiba-tiba
susananya jadi crowded. Liat nih ada toko-toko, ada tiang listrik,
ada truk. A car horn blasted at him, then another. Pas lagi dia
mengayuh sepeda biasanya kan motor atau mobil suka
mendahului, dan dia kaget dengan itu semua. „Why are there so
many cars all of a sudden? Look at these tall buildings! You‟d
think I was in another country!‟ Dia ngomong sendiri. Dia
bertanya-tanya apa dia ada di negara lain ya. Tapi, asumsi kamu
tadi apa? Dia gak tersesat tapi tempatnya yang berubah.”
80
15:05-17:26
Teacher : “Ini apa nih? “
Daffa : “Dia kaya ada di samping bangunan gitu.”
Teacher : “Iya ini ada temboknya ya. He pulled into a vacant lot and
panted. Dia berhenti di tampat tanah bidang, tanah yang kosong.
„Can‟t a man ride his bicycle in peace?‟ Gak bisa ya kalau orang
itu mengendarai sepedanya dalam keadaan tenang. Karena kaya
tadi nih yang dia disalib sama mobil, mungkin dia diklakson.
„Can‟t this be? There‟s that old noodle shop...used to be only
building here... that and a nice park all around. Now look at all
these shops and restaurants. They chopped down all those
beautiful trees for them.‟ Dia seperti ngomel-ngomel sendiri.
Tadinya ada tempat-tempat yang dia temui, yang dia lewati,
sekarang gak ada. Buktinya apa kalau dulu ini adalah tempat
lama?”
Daffa : “Ada sisa-sisa bangunan gitu.”
Teacher : “Terus?”
Rizki : “Ada kaya tempat masuk restauran gitu.”
Teacher : “Iya ya ini ada pintu. Ini semakin menandakan kalau dulunya
tempat ini gak seperti ini.”
17:28-19:15
Teacher : “Ini sama gak gambarnya?”
Students : “Iya.”
Teacher : “Nah, picturebook yang bagus covernya mempresentasikan cerita
yang ada di buku ini. Ini gambarnya kaya kalo di film tuh lagi di-
zoom jadi lebih dekat dan lebih detail. Nah kalau ini (She opened
the previous episode), di bagian ini si penulis ingin
memperlihatkan suasananya. Kalau ini (She opened the next
episode) lebih ingin memperlihatkan kakeknya. Shaking his head,
he slowly took the canvas off the box on his bicycle. He propped
81
up the stage and checked the story cards inside, patting each
painting. Ada story card nya. Coba liat.”
Students : (They looked at the picture)
Teacher : “Ada story card, gambar-gambar untuk bercerita. Jadi dia
sebenarnya apa ya? Tukang cerita atau tukang permen? Kita
belum tau.”
19:16-21:49
Teacher : “Ini apa nih ceritanya?”
Rizki : “Dia kaya lagi menceritakan cerita gitu.”
Teacher : “Menceritakan. Terus dia megang apa nih?”
Daffa : “Kayu.”
Teacher : “Kayu. Ternyata... From the top drawer he took out two wooden
blocks, and holding one in each hand he hit them together. A
sharp, loud clack rang out. Clack! Clack! Ternyata itu diginiin...”
Rizki : “Dipukul-pukul.”
Teacher : “Kenapa dipukul-pukul?”
Students : (They were quite)
Teacher : “Come gather around me, little ones, your kamishibai man is here
again!‟ Dia memanggil „Datang sini anak-anak kecil, kamishibai
kamu...‟ Berarti kamishibai ini adalah nama profesinya dia. „Your
kamishibai man is here again‟ Jadi dia memanggil dengan
menggunakan kayu. Kira-kira ada yang nyautin gak ya? Tadi kan
dia di sini. „Ah yes, I can see you now, all your bright faces...‟,
aku bisa bertemu kalian sekarang, melihat wajah kalian yang
berbinar...‟, „...clasping coins in your little hands...‟, „...koin-
koin yang ada di tangan kalian...‟, „...so happy to hear my
clappers...‟, „...senang sekali mendengar suara clap (kayu)...”,
„...to see your kamishibai man...‟ Ini apa?
Rizki : “Lukisan yang tadi.”
Teacher : “Lukisan yang tadi.”
82
21:50-25:05
Teacher : “Ini apa nih? (She opened the previous episode) Ko tiba-tiba ada
di sini? Tadi kan di sini (She opened the next episode)
Allifia : “Flashback...”
Teacher : “Iya flashback. Lihat nih suasanya berbeda. Ada pohon-pohonnya
dan banyak anak-anaknya. Mereka mengerumuni bapak ini.
„Patience, everyone! You‟‟ll get your sweets...‟, „Sabar semuanya!
Kamu akan dapat permen...‟, „...each and every one of you. I have
all your favorites, red ones and green ones...‟ Jadi permennya
macam-macam dan berbagai warna. „...and soft ones on stick. And
here comes that boy, the one who never has any money...umm, I‟ll
get to him later.‟ Jadi ada anak yang gak bawa uang. Liat deh di
kerumunan anak ini ada yang aneh gak?”
Allifia : “Ada.”
Teacher : “Apa?”
Allifia : “Itu ada yang sendirian.”
Teacher : “Iya dia sendirian ya. Kenapa kira-kira?”
Bela : “Dia gak punya uang.”
Teacher : “Iya dia gak punya uang. Bagaimana ekspresi anak-anak
lainnya?”
Daffa : “Antusias.”
Teacher : “Iya antusias ya sampai kepalanya mendongak ke atas. „So, which
story will it be today? The mighty „Peach Boy‟! Born from a giant
peach! But wait, let‟s start at the beginning, umm... Long, long
ago...‟ Dia mulai bercerita.
25:06-27:50
Teacher : “‟Would you like a candy?‟ Nah, dia menawarkan permen ke
anak ini. „I don‟t like candies!‟ kata anaknya. And he ran away.
Terus dia kabur. Dia kenapa ya pas mau dikasih permen dia
malah kabur. Nah, coba liat wajah kakek ini kira-kira kaya
gimana?
83
Rizki : “Bingung.”
Teacher : “Bingung.”
Bela : “Heran.”
Teacher : “Heran ya pada berkumpul di situ. Then, one night I was going
home and saw a crowd of people gathered in front of a shop. Iya
dia kaya kebingungan gitu ya lihat banyak orang berkumpul di
depan toko. They were staring at something called television. Jadi
di zaman ini dulu banget karena orang-orang seperti baru
mengenal televisi.”
28:00-30:45
Teacher : “It wasn‟t long after that when television antennas started to
sprout from the rooftops like weeds in the springtime. And the
more they grew, the fewer boys and girls came out to listen to my
stories. Ini apa maksudnya?
Allifia : “Jadi anak-anaknya itu jadi jarang mendengarkan ceritanya bapak
itu.”
Teacher : “Karena?”
Allifia : “Karena ada televise.”
Reseaercher : “Karena ada televisi. How can they like those blurry pictures
better than my beautiful painting? Ko bisa sih mereka lebih suka
sama televisi itu. Televisinya masih blurry, masih belum
berwarna. Better than my beautiful painting. Lebih baik dari
lukisan-lukisannya yang berwarna. But there was nothing to be
done. As I went around the familiar neighborhoods, the children
started to act as though they didn‟t know me anymore. Ini anak-
anak yang tadi ya yang sama dengan sebelumnya. Buku
bergambar yang bagus itu harus konsisten. Jadi orang gak
kebingungan kalau liat tokohnya makanya bajunya selalu sama.”
30:49-32:40
Teacher : “Ini lagi ngapain?”
Allifia : “Lagi nonton tv.”
84
Teacher : “Dia kaya keberisikan gitu ya. Kenapa?”
Daffa : “Karena itu... Clap...”
Teacher : “Even so, I went on clicking my clappers, and one day a little girl
poked her head out the window and shushed me. Ssshhhhhh! The
kamishibai man was making too much noise. Berisik kamishibai
man nya. Tuh liat dia lagi duduk sendirian. I sat on a park bench
and ate a candy for lunch. Dia makan permennya untuk makan
siang. Terus tiba-tiba ada si anak ini. „Why aren‟t you watching
television?‟, „Ko kamu gak nonton tv aja?‟ kata kamishibai man.
„I don‟t like television!‟ he said. „But you like my stories,‟ I said,
and he nodded his little head.”
32:42-35:50
Teacher : “Ada apa?”
Rizki : “Tadinya sepi terus jadi rame.”
Teacher : “Terus apa lagi?”
Bela : “Kembali ke suasana perkotaan gitu.”
Teacher : “Nah, berarti apa?”
Allifia : “Waktunya kembali lagi.”
Teacher : “Nah, iya. „I was that boy!‟, kata salah satu orang di sini. Jadi dia
tadi cerita apa?
Students : (They were quiet)
Teacher : “Masa lalunya yang dulu-dulu. Startled, the kamishibai man
looked up and saw that a large crowd had gathered before him.
„We grew up with your stories!‟ someone else shouted. „Kami
tumbuh dengan cerita-cerita anda!‟ „Tell us Little One Inch
again!‟ „Ceritakan Little One Inch lagi‟ „And The Bamboo
Princess!‟ „Dan The Bamboo Princess!‟ „The Peach Boy!‟ He
started to say something, and people began to clap their hands.
He took a deep bow, and the applause got louder. Jadi, orang-
orang ini siapa?”
Rizki : “Anak-anak yang tadi.”
85
Teacher : “Iya anak-anak yang tadi. Mereka sudah tumbuh dewasa dengan
profesinya masing-masing. Dan mereka datang ke sini untuk
mendengarkan cerita diri mereka sendiri.”
35:52-37:10
Teacher : “A young man with a movie camera struggled up to him. They
bowed to each other, and as the old man gave him a candy, a roar
went up. „Look, he has all the same old sweet!‟ Ternyata
permennya masih sama. Kenapa sama? Karena yang membuat
nenek yang tadi juga. And the office clerk and shopkeepers,
bankers and waitress, housewives and deliverymen, all lined up in
a big circle around the kamishibai man. Jadi mereka semua udah
memiliki profesi masing-masing.
37:11-38:30
Teacher : “Ini di mana?”
Fita : “Di rumahnya.”
Teacher : “Di rumahnya. It was dark when he got home. Baachan was
watching the evening news. The kamishibai man was the featured
story. Jadi kamishibai itu apa?”
Ikke : “Pendongeng.”
Teacher : “Iya pendongeng. „I see you had a busy day‟, she said. „It was a
good day.‟ Jiichan nodded. Hari ini hari Yang bagus ya. „Will you
going out tomorrow?‟ Apakah kamu akan keluar besok? „Umm,
yes. And the day after‟ Dan hari selanjutnya. „Then you need more
sweets‟, „That would be very nice. Umm, could you make it twice
the usual amount?‟, „I‟ll see if I have enough sugar,‟ she said,
and shut the television off. Tamat.
38:33-03:43 (Video 2)
Teacher : “Tadi berarti tempatnya ada di mana?”
Students : “Jepang.”
Teacher : “Di Jepang. Jadi ini tadi ceritanya tentang apa?”
86
Rizki : “Tentang seorang pendongeng.”
Teacher : “Tentang seorang pendongeng. Terus apa lagi? Kalau Daffa?”
Daffa : “Tentang perubahan.”
Teacher : “Perubahan. Kalau Ikke? Kalau Miss tanya ini buku ceritanya
tentang apa sih? Kalian jawabnya apa?”
Ikke : “Menceritakan tentang seorang pendongeng yang sudah lama
tidak mendongeng. Dia sudah tua. Pada suatu hari dia kembali ke
profesinya yang dulu dan dia merasakan ada yang berbeda.”
Reseaercher : “Kalau Allifia?”
Allifia : “Menceritakan tentang seorang pendongeng tua yang dulunya
berhenti mendongeng karena anak-anak lebih menyukai televise
dibandingkan ceritanya.”
Teacher : “Kalau Fita?”
Fita : (She was quiet)
Teacher : “Kalau Miss tanya ini buku tentang apa, kamu jawabnya apa?”
Fita : “Beda sama yang dulu. Kakek itu dulu menceritakan dongeng
kepada anak-anak. Lalu saat ada televise anak itu jadi gak
mendengar dongeng itu. Dan pada saat dewasa anak-anak itu
bertemu dengan kakek itu dan jadi ingin bertemu kakek itu lagi.”
Teacher : “Kalau kamu?”
Bela : “Apa ya? Tentang seorang pendongeng yang menceritakan
dongeng kepada anak-anak.”
Teacher : “Kalau Faisa?”
Faisa : (She was quiet)
Teacher : “Kalau ada yang nanya, Faisa ini buku tentang apa sih? Kamu
jawabnya apa?”
Faisa : “Menceritakan seorang penjual permen yang menggunakan
dagangan permennya untuk bercerita kepada anak-anak.”
Teacher : “Kalau kamu?”
Fanny : “Sama. Udah dijelasin semua.”
Teacher : “Ada yang lain gak?”
87
Fanny : “Gak ada.”
Teacher : “Jadi, kita sepakat buku ini menceritakan tentang seorang kakek,
seorang pendongeng yang sambil mendongeng sambil jualan
permen. Terus suatu hari profesinya itu terganggu karen televisi
jadi anak-anak itu lebih tertarik melihat televise dibandingkan
cerita-cerita kakek ini. Jadi kalau kita lihat kakek ini pensiun
karena apa?”
Allifia : “Karena dia sudah tua.”
Teacher : “Iya. Kalau kita lihat dari cerita tadi karena apa?”
Allifia : “Karena gak ada anak yang mau mendengarkan cerita.”
Teacher : “Iya. Bagaimana kakek ini bisa bercerita kalau tidak ada yang
mendengar. Karena dia kangen, dia pergi lagi melihat suasananya.
Kalau kita liat ini berarti dia masih muda ya. Berarti lama sekali
sampai desa itu berubah jadi kota. Itu kan butuh waktu lama kan?
Supaya ada buildings. toko-toko. Lalu dia kembali lagi bercerita
di depan anak-anak yang dulunya mendengar cerita dia.”
03:45-05:22
Teacher : “Amanatnya apa nih kira-kira? Apa pelajaran yang bisa kamu
ambil dari buku ini?”
Allifia : “Mungkin apa yang kita lakukan ke orang lain akan kembali ke
kita lagi.”
Teacher : “Iya Miss setuju sama kamu. Selain itu kita juga harus
menghargai waktu. Seperti kebersamaan kita sekarang. Karena
waktu itu tidak bisa kembali. Dan kita harus selalu berbuat baik
kepada orang karena perbuatan baik itu akan selalu diingat oleh
orang lain dan akan kembali ke diri kita.”
88
Appendix 4
Video Recording Transcript 2
Date : Wednesday, 10 May 2017
Time : 08:20 a.m - 09:30 a.m
Picturebook : Cinderella‟s Stepsister and the Big Bad Wolf
01:32-05:45
Teacher : “Jadi yang mana dulu nih yang mau dibaca?”
Rizki : “Yang ini!”
Teacher : “Yang ini? Yang ini judulnya Cinderella‟s Stepsister and the Big
Bad Wolf. Ada yang pernah dengar ceritanya gak?”
Mutiara : “Kalau Bahasa Inggrisnya saya gak pernah dengar.”
Teacher : “Kamu taunya ini ya Cinderella? Kalau Big Bad Wolf?”
Daffa : “Serigala buruk yang besar.”
Teacher : “Iya serigala buruk yang besar. Ini Cinderella‟s stepsister...”
Daffa : “Kakak tiri.”
Teacher : “Kakak tiri. Kakak tirinya Cinderella. Jadi kalau menurut kalian
ini ceritanya tentang apa?”
Rizki : “Cerita tentang orang sama hewan.”
Teacher : “Cerita orang sama hewan. Terus? Analisisnya apa?”
Mutiara : “Ada serigalanya.”
Fita : “Sama peri.”
Teacher : “Sama peri? Mana?”
Fita : “Itu.”
Teacher : “Oh iya ada ya.”
Students : (They laughed)
Teacher : “Ini Big Bad Wolf nya ya? Ini mungkin Cinderella‟s stepsister, ini
peri. Kamu tau cerita Cinderella?”
Students : “Tau.”
Teacher : “Gimana tuh cerita Cinderella?”
89
Mutiara : “Itu ceritanya yang sepatunya copot, hilang.”
Teacher : “Sepatunya copot, hilang. Menceritakan tentang apa tuh cerita
Cinderella?”
Rizki : “Cinta.”
Students : (They laughed)
Teacher : “Jadi, Cinderella itu siapa?”
Mutiara : “Orang...”
Teacher : “Terus?”
Rizki : “Ibu peri!”
Fita : “Seorang puteri.”
Daffa : “Dia punya saudara tiri dan ibu tiri.”
Teacher : “Ceritanya itu apa ya? Dia tersiksa gitu kan?”
Students : “Iya.”
Teacher : “Dia tersiksa selalu dimusuhi oleh siapa tuh?”
Mutiara : “Saudara tirinya.”
Teacher : “Iya. Kenapa sih dia selalu dimusuhi saudara tirinya?”
Rizki : “Mungkin karena dia bukan dari keluarganya itu.”
Teacher : “Iya.”
Allifia : “Karena dia lebih cantik dari saudara tirinya.”
Researher : “Hemm. Kenapa ya kalau tokoh yang jahat selalu tokohnya jelek-
jelek? Kaya di cerita Cinderella di Disney kan saudara tirinya
jelek-jelek banget kan? Nah, jadi analisis kamu tentang apa ini
ceritanya? Satu-satu ya. Coba Bela. Ini tentang apa, Bela?”
Bela : “Tentang putri dan peri.”
Teacher : “Tentang putri dan peri. Fita?”
Fita : “Putri dan peri dan serigala besar.”
Teacher : “Putri dan serigala besar. Ikke?”
Ikke : “Serigala sama putrinya sahabatan.”
Teacher : “Serigala sama putrinya sahabatan. Kalau Allifia?”
Allifia : “Mungkin seorang puteri yang menjadi saudara tiri Cinderella dan
dia sendirian.”
90
Mutiara : “Itu saudara tirinya ya?”
Teacher : “Iya.”
Mutiara : “Mungkin dia mau dimakan sama serigalanya.”
Teacher : “Hemm, itu analisis Allifia sama Mutiara ya. Kalau Daffa?”
Daffa : “Mungkin itu kaya ada kakak tirinya itu terus serigalanya kaya
ngomongin Cinderella gitu. Terus serigalanya ditolongin.
Teacher : “Serigalanya ditolongin sama siapa?”
Daffa : “Sama kakak tirinya itu.”
Teacher : “Oh serigalanya ditolongin sama kakak tirinya. Kalau Rizki?”
Rizki : “Mungkin apa ya.”
Teacher : “Cinta?”
Strudents : (They laughed)
Rizki : “Ah itu. Apa ya kaya cerita serigala itu tapi dia kaya benci sama si
itu...”
Teacher : “Serigalanya benci sama yang ini? Kamu liat dari ini ya?”
Rizki : “Iya.”
Teacher : “Kita simpan dulu prediksinya. Ini ditulis sama Lorraine Carey
and illustrated by Migy Blanco. Berarti ceritanya dari Lorraine,
dan gambar-gambarnya dari Migy.”
05:50-09:03
Teacher : “Apa nih gambar-gambarnya? Foto-foto gitu ya? Ini gambar apa
nih? Siapa tau ada yang bisa jadi clue cerita ini.
Students : (They looked at the cover seriousely)
Fita : “Ada penyihir.”
Teacher : “Ada penyihir.”
Fita : “Ada serigala.”
Teacher : “Ada serigala. Terus? Ada Ricky Harun gak? GGS?”
Students : “(They laughed)”
Rizki : “Ada perempuan, ada gambar raja...”
Teacher : “Terus?”
Rizki : “Itu kakek tua, dracula, terus ada nenek tua.”
91
Teacher : “Jadi ini cerita tentang apa ya? Ada orang tua, dracula. Di
Cinderella ada nenek sihirnya gak si?
Students : “Gak ada.”
Teacher : “Kok di sini ada ya? Ini tadi siapa nih? Cinderella‟s stepsister.
Kita baca dulu. You think you know the story of Cinderella? Did
you know that she really has three stepsisters, and that Cinderella
herself isn‟t actually nice? Apakah kamu tau cerita Cinderella?
Cinderella yang versi Disney yang kamu tau stepsister nya ada
berapa?”
Fita : “Dua.”
Teacher : “Ada dua. Di sini dia bilang, did you know that she really has
three stepsisters. Jadi ternyata Cinderella punya tiga stepsisters.
Dan Cinderella isn‟t actually that nice. Kalau Cinderella di
Disney itu baik banget ya? Tapi di sini digambarkan kalau
Cinderella gak begitu baik sebenarnya. The youngesr Ugly sister,
Gertie, is very kind, though she‟s told she‟ll have to act mean and
bad like the rest of her family if she wants to be allowed to go to
the ball. Jadi, di cerita ini ada tambahan satu tokoh stepsister itu
namanya Gertie yang baik. Kalau di cerita Cinderella itu
stepsister jahat ya? Tapi di sini Gertie itu baik tapi dia malah
ingin menjadi jahat. Nah, jadi ini perspektif ceritanya bukan
menceritakan Cinderella tapi tokoh tambahan cerita ini yang
menjadi kakak tiri Cinderella. Will Gertie learn to act like a true
Ugly in time? Apakah Gertie akhirnya berhasil menjadi orang
yang buruk?”
09:05-11:45
Teacher : “Biasanya yang suka ngasih makan tikus siapa?”
Students : “Cinderella.”
Teacher : “Nah, ini tokoh-tokoh yang ada di cerita ini. Ini siapa?”
Rizki : “Itu ratu.”
Teacher : “Ratu. Ini siapa nih?”
92
Fita : “Gertie.”
Teacher : “Trus ini kakak tirinya Cinderella ya? Terus ini?”
Rizki : “Cinderella.”
Teacher : “Cinderella. Kenapa kok kamu bilangnya ini Cinderella?”
Rizki : “Karena bajunya itu biru.”
Daffa : “Iya bajunya itu biru putih.”
Teacher : “Oh gitu. Ini kalau kamu lihat rambut stepsister nya sama. Tapi
dia beda sendiri warna rambutnya. Coba kit abaca. Here is
Cinderella. Here is her stepsister, Mrs. Ugly. Jadi Ugly itu di
cerita ini adalah nama. Ini namanya Mrs. Ugly.”
Mutiara : “Berarti dia jelek.”
Students : (They laughed)
Teacher : “Iya. Here are the Ugly sisters: one, two, and...three. Ini kayanya
sangar-sangar tapi dia baik sendiri. Cinderella nya kaya gimana
mukanya?”
11:47-14:04
Teacher : “Apa yang menarik dari sini? Ini siapa tadi?”
Students : “Cinderella.”
Teacher : “You already know the two Ugly sisters who were horrible, nasty,
and mean. Kamu tau kalau dua Ugly sisters itu kejam. But Gertie,
their little sister, was...nice. Dari kaka-adik ini dia yang paling
kecil. While Cinderella lazed about and did absolutely nothing.
Sedangkan Cinderella itu orangnya malas kalau di sini dan tidak
mau melakukan apa-apa. Gertie watered the pumpkins, took care
of the mice, and did all the housework. Gertie menyiram
pumpkins, apa itu pumpkins?”
Allifia : “Labu.”
Teacher : “Iya labu. Took care of the mice. Apa itu mice?”
Daffa : “Tikus.”
Teacher : “Iya. And did all the housework. Dan mengerjakan semua
pekerjaan rumah. Justru di sini yang mengerjakan pekerjaan
93
rumah bukan Cinderella. Tapi, Gertie. Niceness shone from
Gertie‟s face, and her smile was brighter than the sun. Wajahnya
Gertie ini senyum-senyum aja walaupun dia mengerjakan
segalanya sendiri. Tapi wajahnya tetap ceria dan bersinar
melebihi dari matahari.”
14:07-16:05
Teacher : “Apa nih?”
Mutiara : “Cinderella nya pengen keluar dari rumah?”
Teacher : “Yang mana? Yang ini Cinderella mau keluar rumah?”
Mutiara : “Iya.”
Teacher : “Terus? Kalau di film Cinderella apa?”
Fita : “Pengantar...”
Teacher : “Pengantar apa?”
Fita : “Gak tau.”
Mutiara : “Pengantar surat dari kerajaan.”
Daffa : “Iya!”
Teacher : “Pengantar surat dari kerajaan ya. Tapi, di sini pake mobil ya.
Ugly 1. Berarti ini punyanya Mrs. Ugly. Nah di sini Gertie nya
mana?”
Allifia : “Di atas.”
Rizki : “Di atas.”
Teacher : “Di atas. Oh ini kendaraan dari kerajaannya. Kalau dari kerajaan
ada gambar crown. Apa tuh? Mahkota. Ini berarti melambangkan
kalau dia dari kerajaan. Well, of course, the Ugly family
despaired. They were ashamed. They hid little Gertie away, and
they never let her go anywhere with them. Then, one morning, a
special invitation arrived. Jadi Gertie ini gak pernah ditampilkan
di luar, selalu di dalam. Dan suatu hari ada seseorang yang
mengantarkan surat.”
Mutiara : “Gertie nya mana?”
Daffa : “Itu di atas.”
94
Teacher : “Ini Cinderella, kaka beradik itu.”
16:10-20:36
Teacher : “Apa nih kira-kira ceritanya?”
Mutiara : “Itu lagi ngobrol tentang undangannya. Terus Gertie itu kaya lagi
berlatih buat dansa gitu.”
Teacher : “Terus? Jadi menurut kamu Gertie ini lagi berlatih berdansa
gitu?”
Fita : “Sama kaya Mutiara.”
Teacher : “Coba kita baca ya. „Oh. look!‟, said Mrs. Ugly. „We‟re invited to
a grand ball at the palace tonight!‟ „Oh lihat kita diundang di
pesta kerajaan yang besar di istana malam ini.‟ Ini invitation nya
the grand ball. Terus. „A ball?‟ cried Gertie. „Oh, please, can I
go?‟ Dia mau pergi. „You?‟ said Mrs. Ugly. „Go to the ball?
You‟re a disgrace to the Ugly name. You don‟t walk Ugly, you
don‟t talk Ugly, and with that shocking smile on your face, you
don‟t even look Ugly!‟ Kata ibunya „Kamu mau ikut ke pesta?
Kamu tidak terlihat jelek.‟ Dia tidak merepresentasikan keluarga
Ugly karena apa? Karena dia berjalannya tidak jelek, berkata-
katanya tidak buruk juga. „And with that shocking smile on your
face, you don‟t even look Ugly.‟ Jadi di antara semua stepsister
bahkan Cinderella dan ibunya, Gertie ini tidak terlihat ugly, tidak
terlihat buruk. Sedangkan yang diundang di pesta ini adalah
keluarga Ugly.”
Mutiara : “Jadi yang datang ke pesta itu harus orang yang buruk?”
Teacher : “Jadi, si ibu ini mediskriminasi Gertie karena dia ini anaknya
baik, cantik, sedangkan keluarga Ugly itu adalah keluarga yang
keliatannya aneh, sini, terus berperilaku buruk.”
Rizki : “Ka, kalau misalnya grand ball itu apa sih?”
Teacher : “Pesta besar.
Rizki : “Oohhh...”
95
Teacher : “But, I am an Ugly sister.‟ „Tapi saya keluarga Ugly juga,‟ Gertie
said. „And I can be bad.‟ „Saya bisa jadi orang yang buruk.‟ „I
know I can!‟ „Saya tahu saya bisa!‟ „You‟ll need help,‟ said Mrs.
Ugly. Kamu butuh bantuan kata ibunya. „A lesson from the
Wicked Queen...‟ yang akan mengajarkan dia menjadi buruk. Jadi
justru Gertie mau belajar menjadi buruk supaya dia bisa benar-
benar bisa menjadi keluarga Ugly, dan bisa ke pesta.”
Mutiara : “Kenapa gak boleh?”
Teacher : “Kan gak boleh sama ibunya. Kenapa gak boleh itu karena
menurut ibunya Gerite ini gak seperti mereka. Dia ingin anaknya
menjadi orang yang buruk. Kebalikannya ya ketika keluarga kita
inginnya kita menjadi orang baik, ini malah ingin anaknya
menjadi orang yang buruk.”
20:40-22:58
Teacher : “Ini kira-kira siapa? Kamu ingat cerita lain gak kalau liat ini?”
Rizki : “Iya.”
Mutiara : “Iya.”
Teacher : “Apa?”
Rizki : “Snow White.”
Mutiara : “Itu yang ada di Disney.”
Daffa : “Sleeping Beauty.”
Teacher : “Kenapa?”
Daffa : “Gaya bajunya.
Reseacher : “Kalau Snow White kenapa?”
Rizki : “Soalnya bawa apel.”
Teacher : “Bawa apel. Kan Snow White itu ada apelnya.”
Daffa : “Iya bawa apel.”
Teacher : “Jadi ini siapanya?”
Rizki : “Ratu.”
Teacher : “Ratu apa? Yang ada di film Snow White gitu? Film Snow White
kaya gimana sih?”
96
Mutiara : “Cerita tentang seorang putri.”
Teacher : “Yang pengen membunuh Snow White itu siapa?”
Allifia : “Ibu tiri.”
Teacher : “Ibu tirinya. Jadi bisa aja ini adalah tokoh dari film Snow White.
Gertie selalu ditemani kucing ya. Untuk merepresentasikan kalau
dia ini lembut makanya dekat dengan seekor kucing.”
Rizki : “Itu ada serigala.”
Daffa : “Iya serigala.”
Teacher : “Iya yah siapa ini. So that afternoon Gertie was sent to learn from
the Wicked Queen, who was just about to visit Snow White. Nah,
benar berarti ini dari film Snow White. With poisoned apple,
dengan apel beracun.
23:06-26:44
Teacher : “Siapa kira-kira ini?”
Mutiara : “Itu tuh Snow White.”
Allifia : “Iya itu Snow White.”
Teacher : “Ini Snow White, ini Gertie, ini?”
Mutiara : “Ratunya.”
Teacher : “Ratunya ya. Kalau di film Snow White yang ngasih apelnya
siapa sih?”
Mutiara : “Ratunya.”
Rizki : “Bukannya nenek-nenek?”
Mutiara : “Iya ratunya jadi nenek-nenek.”
Teacher : “First the Wicked Queen disguised herself as a little old lady. Jadi
ratunya menyamar menjadi nenek-nenek. Then she knocked the
door. Dia mengetuk pintu. „Hello, my dear,‟ she said to Snow
White. „Won‟t you take a bite of this lovely apple?”
Rizki : “Kak, dear itu apa sih?”
Teacher : “Oh itu sayang.”
Rizki : “Oohhh...”
97
Teacher : “Kan ini Gertie ini mau diajarin jahat kan. „Look out, Snow
White!‟ „Awas Snow White!‟ kata Gertie. „That apple is
poisoned!‟ „Apelnya beracun!‟ Malah dikasih tau sama Gertie.
Kan dia mau belajar jadi jahat kan. „No, thanks, then.‟ „Oh
jangan, gak mau deh.‟ And she shut the door. Dan dia menutup
pintunya. Gagal deh si Wicked Queen buat ngasih apel ke Snow
White. Kalau di filmnya dimakan ya. Well, the Wicked Queen was
furious. Marah Wicked Queen ini karena digagalkan misinya dia.
And sent Gertie home faster than a streak of lighting. Jadi
dipulangkan si Gertie ini. Mrs. Ugly was very angry. Mrs. Ugly
tadi tuh siapa?
Students : “Ibunya.”
Teacher : “Iya ibunya itu marah. But Gertie begged for another chance. Tapi
si Gertie ini minta kesempatan lagi ke ibunya. „Oh, all right!‟ said
Msr. Ugly. „But this time you‟re going to see the Worst Witch of
all...‟ Jadi dia kan bertemu Worst Witch. Witch apa?
Daffa : “Penyihir.”
Rizki : “Worst itu apa?”
Teacher : “Paling buruk. Jadi di sini kata sifat itu dijadikan nama.”
26:46-29:38
Teacher : “Ini cerita apa?”
Daffa : “Hansel and Gretel”
Teacher : “Kenapa?”
Allifia : “Itu anaknya ada dua.”
Daffa : “Iya itu ada dua anak.”
Rizki : “Bukannya Hansel dan Gretel itu cowo?”
Daffa : “Ada yang cewe ada yang cowo.”
Teacher : “Jadi ini dari film Hansel and Gretel. Film Hansel and Gretel itu
kaya gimana?”
Mutiara : “Tentang dua anak yang ada di hutan terus menemukan rumah
coklat.”
98
Rizki : “Itu tentang ibu tiri gitu terus dia mengusir dua anak ini dan
ditinggalin di hutan. Lalu dia nangis-nangis gitu. Terus mereka
masuk ke dalam sebuah rumah. Ternyata di dalam rumah itu ada
seorang penyihir.”
Teacher : “Terus Hansel dan Gretel nya diapain?”
Rizki : “Disuruh makan.”
Mutiara : “Disuruh beres-beres gitu.”
Teacher : “Kalian nonton Hansel and Gretel dari mana?”
Mutiara : “Dari Pak Tantowi.”
Teacher : “Oh yang orang. Biasanya kalau di film Hollywood udah ada
yang dibuang-buang gitu bagiannya.”
Daffa : “Dijadiin fantasi ya.”
Teacher : “Nah, iya. Ini liat mukanya kaya kejam gitu ya.”
Allifia : “Itu kucingnya juga, Kak?”
Teacher : “Iya ini kucingnya. Mereka datang ke sini mau jadi jahat. „Being
bad is easy.‟ Jadi orang yang buruk itu gampang kata si penyihir.
„Let me show you how. The oven‟s nice and hot, and I‟m planning
a delicious dinner‟ Oven nya panas dan dia mau membuat
makanan yang enak. „Hansel! Gretel! Come in, children!‟ kata
dia. Ini ada di luar kan? Mau diapain ya Hansel and Gretel?”
Daffa : “Dimakan.”
Teacher : “Dimakan. Terus diapain?”
Rizki : “Dipotong.”
29:40-31:52
Teacher : “Gertie tried hard but she just couldn‟t keep quite. Gertie tuh
sebisa mungkin untuk mengikuti kejahatannya tapi dia gak bisa
diam. „Don‟t come on!‟ Kata si Gertie. Jangan ke sini. „The witch
is planning to eat you for dinner‟ katanya. Ternyata si Witch ini
berusaha untuk memasak Hansel dan Gretel. „In that case, we
won‟t be staying.‟ Oh kalau gitu kita gak mau mampir. „But we‟ll
take some snacks with us‟ Tapi kita makan makanan yang kita
99
punya aja. Back home, Mrs. Ugly was furious. Mrs. Ugly marah
lagi karena dia gagal mengikuti penyihir itu. „Oh, please! Please
let me go to the ball! I can be mean and bad like a real Ugly
sister. I know I can!‟ Aku bisa ko jadi jahat.”
Rizki : “Kak, furious itu apa?”
Teacher : “Marah. Marahnya tuh sampe mukanya merah. Jadi dia nangis,
akhirnya dia memberikan the last chance. But this time, Gertie
was sent to the meanest and nastiest villain of all. Jadi Gertie
dikirim ke penjahat yang paling jahat dan kejam. Ada yang bisa
tebak gak?”
Mutiara : “Big Bad Wolf.”
Teacher : “Big Bad Wolf. Terus? Kamu kenapa pilihnya Big Bad Wolf?”
Mutiara : “Dari judul, hehehe”
Teacher : “Wah...”
31:55-34:28
Teacher : “Ini kaya yang ada di film apa ini? Ada serigala pake baju ibu-
ibu.”
Rizki : “Beauty and the Beast.”
Students : (They laughed)
Teacher : “The Big Bad Wolf who happened to be wearing a dress! „So, you
wanna be ugly, huh?‟ „Jadi kamu mau jadi orang yang jahat?‟
said the wolf. „You wanna be bad?‟ „Oh, I do! I do! I do!‟ „Iya,
iya! Saya mau, saya mau!‟ „Well,‟ said the wolf, „You‟re just in
time! Watch this!‟ „Kamu datang di waktu yang tepat. Lihat ini!‟
Jadi dia mau melakukan sesuatu yang jahat dan menyuruh si
Gertie ini untuk melihat. Suddenly, there was a knock, knock,
knock on the door. Udah punya idea gak ini cerita apa? Nih, ini
siapa?”
Daffa : “Oh yang itu! Itu yang pake kerudung.”
Teacher : “Siapa?”
Allifia : “Itu yang gadis berkerudung merah.”
100
Teacher : “Iya. Itu ceritanya tentang apa?”
Mutiara : “Oh Marsha and The Bear.”
Rizki : “Lah Marsha and The Bear!”
Teacher : “Kamu pernah dengar ceritanya gak?”
Fita : “Kaya pernah tapi lupa.”
Teacher : “Nih liat dia pake baju neneknya ya.”
34:30-36:36
Teacher : “Ini mau ngapain?”
Rizki : “Itu mau makan, menerkam.”
Teacher : “Iya. Si Gertie nya disuruh ngumpet di bawah. Oh ada hujan. Ini
memperlihatkan kalau suasanya mencekam. Kamu kalau melihat
film-film horror itu lagi hujan untuk memberikan efek dramatis
seram. Little Red Riding Hood. Nah, benar. „Oh, Grandma,‟
katanya Little Riding Hood.‟What big eyes you have‟ Matanya
besar sekali. „All the better to see you with.‟ Agar bisa melihatmu
lebih baik. „Oh, Grandma what big ears you have‟ Telingamu
besar sekali. „All the better to hear you with,‟ Untuk
mendengarmu lebih jelas. „Oh, Grandma what a big teeth‟
Giginya besar sekali. „Stop!‟ Kata Gertie. „That‟s not your
grandma, that‟s...‟ Gak tahan dia liat serigala mau makan ini. Kan
kalau di film itu percakapan ini serigala itu langsung memakan
dia. Tapi di sini dihentikan sampai dia teriak.”
36:38-37:53
Teacher : “Ini kenapa?”
Daffa : “Serigalanya kesel.”
Teacher : “Kesel karena?”
Rizki : “Udah menggagalkan rencananya.”
Teacher : “Iya benar. The Big Bad Wolf and Little Red Riding Hood
scampered off. The Wolf turned to Gertie and drooled. „Please
don‟t eat me!‟ said Gertie. „Jangan makan saya!‟ „I‟ve tried so
101
hard to be mean and bad like the rest of my family so I could go
to the ball‟ „Saya sudah berjuanga untuk kejam dan jahat seperti
keluarga saya jadi saya bisa pergi ke pesta.‟ „Ball?‟ „Pesta?‟ „Did
you just say ball?‟ „Kamu bilang tadi pesta?‟ „I‟ve always wanted
to go to the ball.‟ „Saya selalu ingin pergi ke pesta.‟ „C‟mon. Let‟s
see what we can do‟ Ayo coba kita lihat apa yang bisa kita
lakukan.”
38:10-41:26
Teacher : “Ini siapa nih?”
Daffa : “Ibu peri.”
Teacher : “Coba liat ekspresinya.”
Rizki : “Kaya berantem.”
Daffa : “Oh kan tadi ibu peri ketemu Cinderella terus dia kaya gak mau
bantu.”
Teacher : “Kalau di film Cinderella kenapa perinya datang?”
Rizki : “Buat ke pesta.”
Aliffia : “Buat bantuin Cinderella ke pesta.”
Teacher : “Karena apa? Karena Cinderella gak diajak ya. By the time Gertie
and the Wolf arrived home, Mrs. Ugly and the two Ugly sisters
had already left for the ball. Mrs. Ugly dan saudaranya udah
pergi. Kecuali Cinderella. „We‟re too late!‟ cried Gertie, when
who should appear but a beautiful fairy. „I am your Fairy
Godmother!‟ Saya ibu peri kamu. She said. She looked at Gertie
and the Wolf. Jadi peri ini datang untuk Gertie dan Wolf bukan
unutk Cinderella. „And I expect you two want to go to the ball,
don‟t you?‟ Dan kamu mau pergi ke pesta kan? „Stop!‟ shouted
an angry voice. Dihentikan sama siapa kira-kira?”
Daffa : “Cinderella.”
Teacher : “It was Cinderella. „What about me?‟ kata Cinderella. „I‟ve been
waiting all night for a Fairy Godmother to get me to that ball!‟
„Saya sudah menunggu semalaman untuk membawa saya ke
102
pesta.‟ Well, Fairy Godmothers do not like bad manners. Ibu peri
tidak suka perilaku yang buruk. Sedangkan Cinderella ini
orangnya...”
Rizki : “Baik.”
Teacher : “Buruk. So she quickly turned Cinderella into a... Jadi dia
mengubah Cinderella menjadi. Jadi apa hayo? Kalau di film nya
Cinderella jadi cantik ya karena dia baik. Kalau di sini dia buruk
dan jahat jadi Cinderella jadi apa ya?
Rizki : “Jadi tikus.”
Teacher : “Kenapa tikus?”
Rizki : “Kan tadi di situ ada gambar tikus.”
41:27-44:38
Teacher : “Mouse. Benar jadi tikus. Kamu bisa liat dia itu Cinderella dari
bajunya. Ini ada di mana ini?”
Students : “Di pesta.”
Teacher : “Ini ada Mrs. Ugly, saudaranya, Snow White, Ini?”
Daffa : “Hansel dan Gretel.”
Teacher : “Terus ini?”
Rizki : “Kaya yang ada di film Toy Story.”
Teacher : “Terus ini?”
Rizki : “Hemm, kaya Chipmunk. Iya yang ada di film Chipmunk.”
Teacher : “Pernah nonton film Shrek?”
Daffa : “Oohhh! Yang di film Shrek!”
Teacher : “Ini tiga tikus yang buta. Ada filmnya sendiri sebenarnya. Terus
ini siapa?”
Rizki : “Penyihir.”
Teacher : “Terus ini Ratu. Ini Gertie sama siapa?”
Aliffia : “Iya ini Gertie sama Pengeran.”
Teacher : “Ini siapa nih?”
Mutiara : “Itu kue jahe.”
103
Teacher : “Iya kalau namanya Ginger Bread Man. Manusia kue jahe. Jadi
ini semua tokoh cerita, hampir semua tokoh cerita kumpul di
sini.”
Daffa : “Kaya film Shrek.”
Teacher : “Nah iya kaya film Shrek yang ada Pinoccio, ada three blind
mice, ginger bread man. But Gertie and the Wolf went to the ball
in beautiful new dresses. And they had a lovely time. Jadi Wolf
dan Gertie malah bisa ke pesta bersama tokoh-tokoh lain yang
jahat-jahat ini dan yang baik-baik.”
44:39-46:00
Teacher : “Ini kenapa?”
Mutiara : “Itu nikah.”
Teacher : “Iya nikah. Ini Wolf nya jadi baik dan berkumpul dengan tokoh-
tokoh yang baik. So lovely, in fact, that Gertie and Prince
Charming fell in love and married soon after. As for Mrs. Ugly
and gertie‟s two ugly sisters well, no one quite knows why, but
they never, ever. Jadi Mrs. Ugly dan kedua kakaknya tidak ada
yang tahu mereka ke mana. Mereka diubah menjadi serigala.
Diubah sama siapa?”
Rizki : “Sama ibu peri.”
Teacher : “Iya sama ibu peri.”
46:02-53:00
Teacher : “Tamat. Gimana ceritanya? Baru tau ya ceritanya?”
Daffa : “Iya baru.”
Mutiara : “Ini kaya pelesetan ya.”
Teacher : “Iya kaya pelesetan. Tentang Cinderella tapi Cinderellanya itu
bukan Cinderella. Coba ada yang bisa menceritakan ulang gak?”
Rizki : “Tentang Gertie, seorang anak perempuan yang berusaha ingin
menjadi jahat tapi dia tidak bisa gitu.”
Teacher : “Terus Daffa?”
Daffa : “Sama kaya dia tapi Big Bad Wolf nya jadi baik.”
104
Teacher : “Kalau Muti?”
Mutiara : “Tentang seseorang yang gagal menjadi jahat. Jadi kan
rencananya Gertie ini mau jahat tapi gagal terus dia bisa
mengajak Big Bad Wolf menjadi baik.”
Teacher : “Iya. Aliffia?”
Aliffia : “Sama kaya Muti.”
Teacher : “Ada tambahan gak?”
Aliffia : “Gak.”
Teacher : “Kalau Ikke?”
Ikke : “Sama.”
Teacher : “Kalau Fita?”
Fita : “Sama kaya Rizki. Tapi walaupun udah disuruh ibunya jadi jahat
sama Ratu, penyihir, dan serigala tapi dia gak bisa menjadi jahat.”
Teacher : “Oh gitu. Bela?”
Bela : “Sama.”
Teacher : “Kira-kira kenapa Gertie gak bisa jahat?”
Mutiara : “Karena memang dia orangnya baik.”
Teacher : “Karena karakternya dia ini baik. Terus ini settingnya di mana?”
Rizki : “Di hutan.”
Teacher : “Iya ini mungkin kalau di film ada di daerah Eropa. Terus amanat
atau pelajaran yang bisa kamu ambil dari cerita ini apa?”
Daffa : “Kalau udah baik jangan jadi jahat.”
Teacher : “Analisisnya apa, Daffa?”
Daffa : “Ya gitu, Kak...”
Rizki : “Emm, jadi gini. Janganlah berusaha menjadi jahat karena
perbuatan jahat akan membawa kesialan atau keburukan.
Kesialannya dapet dari mana?”
Mutiara : “Itu Mrs. Ugly dan dua anaknya jadi tikus.”
Teacher : “Terus apa lagi? Aliffia?”
Aliffia : “Selalu jadi baik.”
Teacher : “Kalau Ikke?”
105
Ikke : “Jadi diri sendiri aja.”
Teacher : “Kamu Fita?”
Fita : “Sebagai sesosok ibu jangan menjadikan anaknya jahat. Seorang
ibu tuh jadikan anaknya menjadi baik. Harusnya dia bangga kalau
anaknya baik.”
Teacher : “Ah iya malah ini disuruh jadi jahat ya. Bella?”
Bella : “Jangan jadi jahat karena perbuatan jahat ada balasannya.”
Teacher : “Tadi kalau Gertie nya jadi jahat, Fairy Godmother mau bantuin
dia gak?”
Students : “Gak.”
Teacher : “Fairy Godmother mau bantuin Gertie karena dia baik. Kenapa
dia gak mau bantuin Cinderella?”
Rizki : “Karena dia memiliki perilaku yang buruk.”
Teacher : “Jadi dirangkum dari kalian tadi, kita tuh jangan jadi jahat terus
sebagai orangtua bangga sama anak yang baik. Lalu berbuat baik
pada siapapun karena dengan berbuat baik, sesulit apapun
masalah yang kita hadapi akan ada orang yang menolong kita.
Terus perilakukan orang lain dengan baik.”
106
Appendix 5
Video Recording Transcript 3
Date : Wednesday, 17 May 2017
Time : 08:30 a.m - 10:00 a.m
Picturebook : The Librarian of Basra
01:00-05:05
Teacher : “Sekarang saya akan membacakan buku cerita yang berjudul The
Librarian of Basra. Coba menurut kamu ini menceritakan tentang
apa?
Bella : “Tentang penjaga perpustaakan”
Teacher : “Penjaga perpustakaan. Kenapa?”
Bella : “Emm....”
Mutiara : “Itu perpustakaannya Basra.”
Students : (They laughed)
Teacher : “Oh jadi menurut kamu Basra ini nama orang? Trus?”
Rizki : “Eee... Wanita tua yang menyumbangkan bukunya untuk orang
yang gak mampu.”
Teacher : “Menurut Rizki ini menceritakan tentang wanita tua yang
menyumbangkan bukunya untuk orang yang tidak mampu.
Analisis kamu apa?”
Rizki : “Soalnya kan itu ad buku-buku, ada kantongnya juga.”
Teacher : “Ooh. Terus kalau menurut Aliffia?”
Aliffia : “Penjaga perpustakaan.”
Teacher : “Penjagaan perpustakaan. Kenapa?”
Aliffia : “Karena itu diliat dari gambar sama judul bukunya.”
Teacher : “ Kalo Ikke?”
Ikke : “Iya itu penjagaan perpustakan atau penjual buku.”
Teacher : “Hemm, penjual buku. Coba kalau Bella?”
Bella : “Kaya tadi penjaga perpustakaan.”
107
Teacher : “Ini kalau kita lihat dari belakang suasananya kaya gimana?
Mutiara : “Itu kaya kebakaran ya?”
Rizki : “Ada yang tembak-tembakan.”
Ikke : “Toko! Toko buku itu kebakaran.”
Teacher : “Toko bukunya kebakaran.”
Bella : “Iya kaya kebakaran gitu.”
Teacher : “Apa, fi?”
Allifia : “Iya itu kaya kebakaran”
Mutiara : “Eh, tapi meledak-meledak gitu ya.”
Teacher : “Nah, ini kalau kita gabung seperti ini, berarti apa?”
Fita : “Perpustakaannya Basra kebakaran.”
Teacher : “Berarti tebakan kita adalah ini menceritakan tentang
perpustakaan yang terbakar. Ini penjaga perpustakaannya ya. A
true story from Iraq. Tau gak di mana Iraq?”
Students : “Tau”
Teacher : “Gimana menurut kamu negara Iraq itu negara yang seperti apa?”
Fita : “Gak tau”
Rizki : “Hmm, Iraq itu adalah sebuah negara Muslim.”
Teacher : “Kalau kita lihat di sini (cover). Ini mempresentasikan negara Iraq
gak?”
Rizki : “Iya. Kaya jadul-jadul gitu hehe.”
Teacher : “Coba kita baca ya.
05:10-06:10
Teacher : “The Librarian of Basra. The true story. „In the Koran, the first
thing God said to Muhammad was read‟, Alia Muhammad Baker.
The New York Times 2003. Koran tau Koran?
Fita : “Al-Qur‟an.”
Teacher : “Ini dari ayat Al-Qur‟an. Dalam Al-Qur‟an hal pertama yang
Tuhan katakana kepada Muhammad adalah membaca. Ayat apa
tuh?”
Students : “Al-„Alaq.”
108
Teacher : “Ko kenapa ya ayat ini yang ditegaskan di buku ini?”
Fita : “Karena ini ceritanya tentang buku.”
Teacher : “Oh karena ini bukunya tentang buku ya.”
06:15-07:20
Teacher : “Alia Muhammad Baker is the librarian of Basra. Alia
Muhammad Baker adalah seorang penjaga perpustakaan Basra.
Jadi Basra itu bukan nama orang.”
Mutiara : “Oh jadi itu nama orang.”
Teacher : “Iya. A part city in the sand-swept country of Iraq. Lihat,
suananya enak banget kan? Apa yang membuat ini terlihat seperti
negara Iraq”
Bella : “Itu rumah-rumahnya.”
Ikke : “Ada sungainya”
Rizki : “Pohonnya.”
Teacher : “Iya.”
07:24-09:54
Teacher : “Ini liat ada banyak orang. Ada yang pake sorban, tapi kalau kita
lihat ini orang-orang situ ya. Her library is a meeting place for all
who love books. They discuss matters of the world and matters of
the spirit. Jadi, perpustakaan ibu Alia ini adalah tempat di mana
beberapa orang atau orang-orang yang mencintai buku
berkumpul. Ini kalau kamu lihat ada perempuan, ada bapak-
bapak. Jadi bagian ini memperlihatkan tidak memandang
siapapun, semua orang suka buku. Until now, now they talk only
war. Sampai sekarang mereka hanya memikirkan tentang perang.
Kamu tau gak negara Iraq itu adalah negara konflik seperti
Palestina, Arab?”
Students : “Iya...”
Teacher : “Will planes with bombs fill the sky?‟ Apakah pesawat akan
terbang dengan bom? „Will bombs fall here?‟ Kan kalau kamu
lihat di Palestina kalau ada pesawat terbang suka ada bom jatuh.
109
„Will soldiers with guns fill the streets?‟„Who among us will
die?‟„Will our family survive?‟„What can we do?‟ Ini orang-orang
yang mana? Kalau kamu lihat dari ekspresinya gimana?”
Mutiara : “Pada khawatir”
Teacher : “Kenapa?”
Fita : “Karena kan mau dibom”
Rizki : “Karena takut ada perang.”
10:00-15:50
Teacher : “Ini ceritanya apa?”
Rizki : “Itu menunjukkan keresahan penduduk.”
Teacher : “Terus apa lagi? Ikke?”
Ikke : (silent)
Teacher : “Kalau kamu liat wajah bapak-bapaknya gimana?”
Mutiara : “Cemas.”
Rizki “Biasa aja.”
Teacher : “Alia worries that the fires of war will destroy the books, which
are more precious to her than mountains of gold. Jadi dia
khawatir kalau perang menghancurkan buku-buku yang ada di
perpustakaan. Sangking cintanya dia sama buku. Kalau kamu di
sini gimana?”
Rizki : “Kabur.”
Students : (They laughed).
Teacher : “The books are in every language, new books, ancient books, even
a biography of Muhammad that is seven hundred years old.‟ Oh
ternyata dia ingin melindungi bukunya karena banyak buku tua,
ditulis menggunakan tangan karena dulu belum ada percetakan.
Bahkan, ada biografi Nabi Muhammad yang beribu-ribu tahun
lamanya. She asks the governor for permission to move them to a
safe place. He refuses.‟ Jadi, dia minta tolong sama the Governor
untuk melenyamatkan perpustakaannya tapi dia menolak.
Menurut kamu penting gak sih melindungi buku seperti ini?”
110
Fita : “Penting soalnya menuntut ilmu itu kewajiban.”
Rizki : “Karena lewat buku itu kita bisa tau eee....”
Fita : “Sejarah-sejarah dulu.”
Rizki : “Iya sejarah-sejarah yang dulu seperti tentang rawi atau riwayat.”
Teacher : “Iya kita balik ke ayah ini lagi ya. Kalau perintah pertama dari
Tuhan kita adalah membaca. Good! Bagus.
15:52-16:20
Teacher : “Ini lihat suasananya sudah malam. Ceritanya perpustakaannya
ada tiga lantai. Sedangkan bukunya masih banyak banget di
dalam. So Alia takes matters into her own hands. Jadi dia
melakukannya sendiri untuk menyelamatkan buku-buku ini.
Secretly, she brings books home every night, filling her car late
after work. Secara sembunyi-sembunyi dan rahasia dia
menyelamatkan buku-buku ini.
Mutiara : “Emang kenapa?”
Teacher : “Kenapa coba? Kenapa dia harus sembunyi-sembunyi
menyelamatkan buku-buku itu?”
Rizki : “Mungkin karena dia gak mau penduduk yang lain tau kalau
perpustakaannya dipindahin. Seperti ada penyelundupan gitu.”
16:24-19:14
Teacher : “Ini apa?”
Fita : “Kaya penjaga gitu.”
Teacher : “Ada di mana?”
Ikke : “Di atas gedung.”
Teacher : “Ekspresinya gimana?”
Mutiara : “Takut, cemas.”
Teacher : “The whispers of war grow louder. Jadi perang itu semaking
bergemuruh. Government offices are moved into the library. Oh
kenapa perangnya itu terjadi di perpustakaan karen kantor
pemerintahnya pindah ke library. Karena kan kalau perang yang
111
diserang itu pemerintahannya. Makanya mereka di sini sedang
berjaga-jaga.
Mutiara : “Kak, kenapa kator pemerintahnya pindah ke perpustakaan?”
Teacher : “Mungkin karena di sini wilayahnya lebih aman. Karena kan
orang jarang mengincar perpustakaan. Soldiers with guns wait on
the roof. Tentara sedang berjaga-jaga nih. Alia waits and fears the
worst. Alia menunggu dan takut dengan hal terburuk. Apa hal
terburuknya?”
Rizki : “Dia takut kalau perpustakaannya hancur.”
Mutiara : “Kak, kenapa sih Ibu Alia masih aja cemas? Kan udah ada yang
jagain di atas.”
Teacher : “Karena kan pemerintahnya pindah ke perpustakaan. Sedangkan
di dalam perpustakaan masih banyak sekali buku. Otomatis kubu
lawan akan menyerang perpustakaan. Nah, kalau di sini
suasanyanya sedang perang ya?”
Students : “Iya”
Teacher : “Kira-kira suasanya pagi, siang, sore, atau malam?”
Bela : “Kayanya sore.”
Teacher : “Iya sepertinya sore ya. LIhat nih ada bom jatuh. Then, the
rumors become reality. Rumor menjadi kenyataan bahwa aka
nada perang.”
19:20-23:32
Teacher : “Ini ada apa?”
Fita : “Itu kebakaran”
Teacher : “Iya kebakaran lihat ini banyak orang temba-tembakan dan
berlarian. War reaches Basra. Jadi Basra ini nama kota. The city
is lit with a firestorm of bombs and gunfire. Kota penuh dengan
bom dan juga gunfire. Kalau kamu sering nonton film terang itu
suasananya mencekam. Banyak suara tembakan.
Rizki : “Itu perpustakaannya Ibu Alia terbakar.”
Aliffia : “Belum.”
112
Teacher : “Hampir terbakar. Tapi bangunan di belakangnya sudah pada
terbakar. Ini Ibu Alia. Bapak-bapak ini udah pernah liat
sebelumnya?”
Aliffia : “Udah yang tadi di perpustakaan.”
Teacher : “Terus ini ada juga yang lainnya. Alia watches as library workers,
government workers and soldier abandon the library. Ibu Alia
melihat para pekerja perpustakaan, pemerintahan dan tentara di
sini lari meninggalkan perpustakaan. Only Alia is left to protect
the books. Hanya Alia yang bertahan untuk melindungi buku-
bukunya. Kenapa yang bukunya tuh penting banget. She calls
over the library wall to her friend Anis Muhammad. Jadi dia
panggile temannya namanya Anis Muhamad. Who owns a
restaurant on the other side. Dia memiliki restauran di dekat-
dekat perpustakaan ini.„Can you help me save the books?‟ Kalau
Ibu Alia meminta bantuannya untuk melindungi buku ini,
menurut kamu dia akan menolak atau tidak?”
Rizki : “Menolak karena dia juga harus menyelamatkan restaurannya
sendiri.”
Teacher : “Kalau Aliffia?”
Aliffia : “Menolak karena dia juga cemas gitu.”
Teacher : “Kalau Ikke?”
Ikke : “Kalau menurut saya menolak karena dia juga cemas dengan
keselamatan dirinya dan restaurannya.”
Teacher : “Kalau Bela?”
Bela : “Dia menolak karena harus menyelamatkan dirinya sendiri.”
Teacher : “Kalau Muti?”
Mutiara : “Menerima.”
Researher : “Kalau Fita?”
Fita : “Menolak.”
Teacher : “Mostly, jawabannya menolak ya.”
113
23:35-26:00
Teacher : “Nah ternyata dia menerima.”
Students : (They laughed)
Teacher : “Ini lagi pada ngapain nih?”
Fita : “Beres-beres.”
Teacher : “Nih banyak. „I can use these curtains to wrap them.‟ „Saya bisa
menggunakan gorden untuk membungkus buku-buku ini‟„Here
are creates from my shop.‟„Can you use these sacks?‟„The books
must be saved‟ Jadi mereka menggunakan apa saja yang ada
seperti curtain dan box untuk menyelamatkan buku-buku.”
Mutiara : “Kenapa cuma perpustakaannya yang terbakar? Ko gedung
sebelahnya gak?”
Teacher : “Coba yang lain ada yang bisa jawab?”
Fita : “Kalau menurut saya kaya yang tadi itu. Karena kantor
pemerintah pindah ke perpustakaan jadi yang dibom
perpustakaannya.”
Teacher : “Nah iya gitu ya. All through the night, Alia, Anis his brothers
and shopkeepers and neighbors take the books from the library
shelves, pass them over the seven-foot wall, and hide them in
Anis‟s restaurant. Jadi Alia, saudara Alia, shopkeepers, dan para
tetangga menyembunyikan buku-buku ini di restauran. Kenapa
harus disembunyikan?”
Mutiara : “Karena itu rahasia negara.”
Aliffia : “Karena ada data-data penting negara gitu.”
Teacher : “Ada data penting negara gitu ya.”
25:62-29:32
Teacher : “The books stay hidden as the war rages on.” Jadi bukunya
disembunyikan selama perang itu terjadi. Ini tentara mana?
Bela : “Itu tentara musuh.”
Teacher : “Kenapa kamu bilang ini tentara musuh?”
Bela : “Karena mereka bawa senjata.”
114
Teacher : “Then, nine days later, a fire burns the library to the ground.
Setelah sembilan hari perang akhirnya perpustakaannya tumbang
juga. Ini apa?
Rizki : “Aaa... Itu apa.. Tentara musuhnya tidak mengetahui di mana
tempat buku-bukunya.”
Teacher : “Iya. The next day, soldiers come to Anis‟s restaurant. „Why do
you have a gun?‟ they ask. Ini nih ada senjatanya. „To protect my
business,‟ Anis replies. Untuk melindungi usaha saya. The
soldiers leave without searching inside. They do not know that the
whole of the library is in my restaurant, thanks Anis. Jadi tentara
itu gak masuk ke dalam, jadi mereka gak tau kalau buku dari
perpustakaan ada di restaurannya. Ini dia lagi ngapain?”
Rizki : “Itu dia pindah.”
Teacher : “Ke mana?”
Rizki : “Ke daerah lain...”
Ikke : “Yang lebih aman.”
Teacher : “Yang lebih aman ya. At last, the beast of war moves on. Alia
knows that if the books are to be safe, they must be moved again,
while the city is quiet. So she hires a truck to bring all thirty
thousand books to her house and to the houses of friends. Jadi Ibu
Alia membawa semua buku-buku ini ke rumahnya dan ke rumah
teman-temannya.”
29:35-30:29
Teacher : “Ini rumahnya Ibu Alia. Kalau kita lihat dari sini sampai malam
pun dia masih mengurusi buku. In Alia‟s house, books are
everywhere, filling floors and cupboards and windows. Di rumah
Ibu Alia semuanya ada buku. Ada di lantai, lemari, dan di jendela.
Leaving barely enough room for anything else. Tidak menyisakan
apapun untuk menaruh benda-benda lain.
30:32-31:00
115
Teacher : “Alia waits. Jadi selama perang itu berlangusng bukunya dia bawa
ke rumah. Kalau kita lihat di sini semuanya pada ketakutan. Ada
orang gak di sini?”
Rizki : “Gak ada.”
Teacher : “Kenapa?”
Rizki : “Orang-orang udah pada meninggalkan daerah itu.”
31:07-32:06
Teacher : “She waits the war to the end. Jadi dia menunggu perangnya
berakhir. She waits, and dreams of peace. Dia menunggu dan
memimpikan kedamaian. Jadi ini gambar yang menggambarkan
kedamaian gitu.
Students : (They laughed)
Teacher : “Jadi gambar ini sepertia adanya kedamaian. Ada burung merpati
yang menggambarkan kedamaian.”
32:07-32:25
Teacher : “ She waits... Jadi dia menunggu sampai perangnya itu selesai.
And dreams of a new library. Dan memimpikan, mengidamkan
sebuah perpustakaan yang baru.
32:27-37:53
Teacher : “But until then, the books are safe, safe with the librarian of
Basra. Samopai sekarang bukunya aman dan diamankan oleh
penjaga perpustakaan Basra.
37:55-42:00
Teacher : “Coba kalau menurut kamu ini kalau saya minta kalian retell,
buku ini menceritakan tentang apa?”
Fita : “Menjaga buku.”
Rizki : “Tentang perlindungan. Jadi seorang penjaga buku yang
melindungi buku karena buku itu menurutnya sangat penting
sekali karena dalam Surat Al-„Alaq kita diwajibkan membaca,
makanya dia sangat melindungi buku. Supaya yang lain pada tau
betapa pentingnya buku.”
116
Teacher : “OK bagus! Kalau Fita?”
Fita : “Tentang sejarah dan pelajaran yang lain.”
Teacher : “Coba kalau Ikke ditanya ini buku tentang apa, kamu jawabnya
aoa?”
Ikke : “Tentang seorang penjaga perpustakaan yang harus melindungi
bukunya entah ke mana. Karena kan bukunya sangat penting dan
bersejarah. Ada juga buku tentang Nabi Muhammad. Jadi dia
ingin semua orang tau sejarahnya Nabi Muhammad. Makanya dia
sangat ingin menyelamatkan buku itu.”
Teacher : “Good! Kalau Aliffia?”
Aliffia : “Kisah seorang pencinta buku yang ingin menyelamatkan buku
dari peperangan.”
Teacher : “Iya. Kalau Bella?”
Bella : “Seorang penjaga buku yang menyelamatkan buku dari
perpustakaan.”
Teacher : “Kamu pernah dengar perang salib?”
Students : “Pernah!”
Teacher : “Jadi buku ini diilhami dari perang salib di mana perpustakaan
milik umat Islam yang dibuat oleh ilmuan Islam. Tau gak ilmuan
Islam siapa saja?”
Rizki : “Tau! Ibnu Sina, Al-Ghazali, Al-Khawarizmi.”
Teacher : “Mereka adalah pelopor ilmu pengetahuan yang beragama Islam.
Seiring berkembangnya ilmu pengetahuan, perkembangan Islam
saat itu sangat pesat hingga menguasai dunia. Ada banyak kitab,
banyak buku tentang ilmu kesehatan. matematika, ilmu alam. Dan
itu adalah target utama dari penghancuran. Kenapa coba?
Ikke : “Biar rakyatnya gak bisa belajar dan bodoh.”
Teacher : “Nah, makanya diilhami dari kisah itu, di buku ini buku-buku itu
sangat dijaga oleh Ibu Alia.”
117
Appendix 6
Interview Transcript 1
Date : Thursday, 18 May 2017
Time : 09:00 a.m
Participant : Rizki Alfiansyah
Researcher : “Sebelumnya kamu udah pernah belajar Narrative Text?”
Rizky : “Iya udah.”
Researcher : “Kapan tuh?”
Rizky : “Sebulan yang lalu.”
Researcher : “Apa yang kamu ketahui tentang Narrative Text?”
Rizky : “Tentang cerita-cerita gitu.”
Researcher : “Biasanya kalau belajar Narrative Text sama Pak Tantowi tuh
kaya gimana?”
Rizky : “Lupa.”
Researcher : “Kemarin kan kita melakukan reading aloud ya seperti bercerita.
Menurut kamu dengan menggunakan buku dan beserta gambar-
gambarnya itu membantu kamu untuk memahami cerita itu gak?”
Rizky : “Menurut saya sangat membantu.”
Researcher : “Kenapa?”
Rizky : “Kalau ada gambarnya tuh otomatis kita tau jalan ceritanya.”
Researcher : “Terus apa lagi?”
Rizky : “Dapat berimajinasi.”
Researcher : “Maksudnya berimajinasi seperti apa?”
Rizky : “Kalau melihat gambarnya seperti seakan-akan hidup gitu.
Researcher : “Kamu suka gak cara belajar kita itu dengan menggunakan
picturebook, lalu bercerita?”
Rizky : “Seneng banget.”
Researcher : “Kamu bosen gak?
Rizky : “Gak.”
118
Researcher : “Kenapa?”
Rizky : “Soalnya kan belajarnya kaya tenang gitu. Jadi seneng gitu.”
Researcher : “Berarti dengan menggunakan picturebook itu mempermudah
kamu untuk memahami cerita tersebut, gitu ya?”
Rizky : “Iya.”
Researcher : “Bagaimana dengan amanat atau pelajaran yang bisa kamu ambil
dari cerita itu? Membantu gak untuk kamu menemukannya?”
Rizky : “Membantu banget. Soalnya kita tau amanatnya yang baik. Jadi
cerita itu kan ada tentang menolong seseorang tanpa upah gitu.
Lewat buku itu kita jadi dapat bayangan tentang kehidupan,
bersosialisasi, terus tau akhlaknya gitu.”
Researcher : “Kemarin kan sempat juga saya minta berkelompok untuk
membaca cerita. Kesulitannya apa?”
Rizky : “Mengartikan.”
Researcher : “Berarti dalam membaca buku bercerita itu kamu harus tau
artinya semua?
Rizky : “Iya.”
Researcher : “Kenapa?
Rizky : “Karena nanti bacanya jadi longkap-longkap.”
Researcher : “Lalu apa dengan gambar-gambarnya itu membantu kamu untuk
paham gak?”
Rizky : “Iya.”
Researcher : “Jadi lewat gambar-gambar kamu bisa paham ceritanya, tapi
kamu butuh tahu artinya untuk menceritakannya kepada orang
lain gitu?”
Rizky : “Iya.”
Researcher : “Terus coba kamu certain kalau selama ini belajar sama guru
Bahasa Inggri itu kaya gimana?”
Rizky : “Baik-baik aja sih. Tapi, bete gitu.”
Researcher : “Bete nya kenapa?”
Rizky : “Ngerjain tugas mulu.”
119
Appendix 7
Interview Transcript 2
Date : Thursday, 18 May 2017
Time : 09:20 a.m
Participant : Ikke Ardila Rahmawati
Researcher : “Ikke, sebelumnya sudah pernah belajar Narrative Text?”
Ikke : “Iya sudah.”
Researcher : “Coba kamu ceritakan apa saja yang kamu ketahui tentang
narrative text?”
Ikke : “Narrative text itu menceritakan cerita tentang puncaknya
masalah, permulaan masalah itu dan nasihat-nasihat atau amanat
seperti itu.
Researcher : “Contoh-contoh narrative text apa saja?”
Ikke : “Snow White. Terus seperti cerita-cerita untuk anak kecil gitu.”
Researcher : “Kamu mulai belajar narrative text itu kapan?”
Ikke : “Semester sebelumnya.”
Researcher : “Gurunya siapa?”
Ikke : “Pak Tantowi.”
Researcher : “Bagaimana cara mengajar Pak Tantowi? Cara beliau memberi
materi pelajaran seperti apa?”
Ikke : “Biasanya dicatat dulu, terus dijelasin klimaksnya gimana, terus
coda nya juga gimana. Terus kita juga disuruh bikin narrative
gitu.”
Researcher : “Oh disuruh mengarang narrative text juga?”
Ikke : “Iya.”
Researcher : “Itu kalau kamu disuruh mengarang narrative text, ceritanya dari
kamu atau misalnya kamu disuruh tulis cerita Malin Kundang
gitu? Atau cerita dari imajinasi kamu?”
120
Ikke : “Kalau ada cerita yang kita buat untuk cerita itu, biasanya kita
disuruh bikin cerita sendiri asal ceritanya benar gitu.”
Researcher : “Menurut kamu dengan belajar seperti itu, dikasih materi dulu
berarti ya? Dikasih materi, habis itu dikasih tugas, lalu kalian
kerjakan. Apa itu bisa membantu kamu untuk mengerti materi
narrative text tidak?”
Ikke : “Kurang sih sebenarnya.”
Researcher : “Kurangnya kenapa?”
Ikke : “Kurangnya kadang gurunya itu suka kecepetan. Kita juga kurang
ngerti.”
Researcher : “Dengan waktu itu kita belajar narrative text menggunakan buku
bergambar, menurut kamu asik gak belajarnya?”
Ikke : “Asik sih.”
Researcher : “Asiknya kenapa?”
Ikke : “Karena setiap hari kan kita belajar paling kita nyatet, terus
diambil dari buku dan gak setiap buku ada gambarnya. Jadi kalau
ada gambarnya tuh menurut saya membantu banget. Jadi belajar
cerita Bahasa Inggris tuh kita bisa tau dari gambarnya.”
Researcher : “Jadi, dengan menggunakan picturebook, gambar-gambar di buku
itu membantu kamu untuk mengerti cerita tersebut?”
Ikke : “Iya.”
Researcher : “Bagaimana dengan karakter tokohnya? Dia galak atau baik. Apa
gambar-gambar itu juga membantu kamu untuk menangkap
karakternya?”
Ikke : “Iya dari ekspresi yang ada di peran itu.”
Researcher : “Jadi kemarin juga kan kaka minta kamu untuk reading aloud juga
ya. Kesulitannya apa saja?”
Ikke : “Kesulitannya karena kita gak bisa Bahasa Inggris dengan
sempurna, jadi kita gak bisa certain gimana jalan cerita yang
lengkap.”
121
Researcher : “Dari buku yang sudah kit abaca, menurut kamu yang mana yang
paling mudah dipahami?”
Ikke : “Kamishibai Man.”
Researcher : “Kamishibai Man. Kenapa?”
Ikke : “Ya suka aja gitu dari gambar-gambarnya.”
Researcher : “Yang paling susah yang mana?”
Ikke : “Yang paling susah yang Cinderella‟s Step Sister.”
Researcher : “Kenapa?”
Ikke : “Karena yang biasanya diceritain itu kan Cinderella nya baik, di
sini justru kakak tirinya gitu. Terus banyak juga ceritanya jadi
susah gitu.”
Researcher : “Nah, kan dari buku-buku cerita itu mungkin Cinderella‟s Step
Sister yang pernah kamu dengar ceritanya, seperti Cinderella nya
gitu. Sedangkan cerita yang lainnya kan belum pernah dengar
gitu. Apa dengan menggunakan buku bergambar itu membuat
kamu cepat memahami ceritanya gak Walaupun sebelumnya
kamu belum pernah tahu cerita itu?”
Ikke : “Iya. Karena kita juga dibantu sama Miss kan. Terus ada
gambarnya. Terus ada ekspresi-ekpresi muka dari tokonya.”
Researcher : “Menurut kamu kelebihan dari menggunakan buku itu dalam
mengajar, seperti yang Miss demonstrasikan itu apa?”
Ikke : “Kelebihannya kita gak cepat bosen gitu karena berbeda dari
biasanya. Trus kita juga bisa tahu, karena kan jarang kita
menggunakan Bahasa Inggris. Terus ada gambarnya gitu jadi kan
kita tahu Walaupun gak sempurna gitu.”
Researcher : “Kalau kekurangannya apa?”
Ikke : “Kekurangannya kadang kata-kata Bahasa Inggrisnya ada yang
gak tau gitu.”
122
Appendix 8
Interview Transcript 3
Date : Thursday, 18 May 2017
Time : 10:00 a.m
Participant : Rizki Alfiansyah and Ikke Ardila Rahmawati
Researcher : “Kita kan udah tiga kali pertemuan ya. Menurut kamu, Ikke dulu
deh, cara mengajar Miss bagaimana? Coba deh kamu certain.”
Ikke : “Jelas terus enak juga karena kita kan jarang kalau diajarinnya
satu kalimat dijelasin. Jadi jelas menangkapnya juga.”
Researcher : “Kalau Rizky?”
Rizky : “Kenapa?”
Researcher : “Kalau selama ini diajarin reading aloud sama saya, menurut
kamu cara mengajar saya seperti apa?”
Rizky : “Enak sih, mudah dimengerti, sedikit demi sedikit gitu bisa ngerti
artinya.”
Researcher : “Kan pas Miss reading aloud, gak semuanya Miss baca. Kamu
kebingungan gak kalau Miss melakukan itu?”
Rizky : “Gak.”
Researcher : “Kenapa?”
Rizky : “Soalnya kan intinya udah dibaca gitu.”
Researcher : “Kalau Ikke?”
Ikke : “Ngerti sih. Tapi kan kalau dilongkap kaya ada yang kurang.
Kalau dibaca semua kan jadi bisa ngerti semuanya.”
Researcher : “Oh gitu. Kan waktu pertama itu Miss mengajarkan gambarnya,
setiap garis, setiap warna itu bermakna. Sekarang kalau kamu
lihat buku-buku bergambar apa kamu jadi aware atau sadar ko ini
warnanya begini, gambarnya seperti ini. Kamu jadi berfikir ini
maknanya apa ya. Begitu gak?”
123
Rizky : “Iya soalnya kan ceritanya kan dari liat gambar-gambarnya
pertama-tama kita merasa bingung gitu. Tapi kalau Miss jelasin
jadi jelas gitu.”
Researcher : “Kalau Ikke?”
Ikke : “Iya sih kan sama Miss juga udah diajarin kalau warna ini
ngomonin apa. Jadi setiap warna ada maknanya. Jadi kalau liat
gambar, langsung ke situ gitu pikirannya.”
Researcher : “Miss kan kalau saat reading aloud suka bertanya ini ceritanya
apa, prediksi kamu apa. Saat kamu ditanya seperti itu apa kamu
deg-degan kah atau biasa-biasa aja kah atau nunggu jawaban dari
temen yang lainnya aja atau bagaimana?”
Rizky : “Kalau menurut saya sih biasa aja gitu gak deg-degan. Soalnya
kalau deg-degan kan gak enak juga gitu. Namanya sama guru kan
kira harus menghormati juga.”
Ikke : “Aku karena pertamanya gak tau jadi agak deg-degan gitu. Tapi
lama-lama udah biasa aja sih.”
Researcher : “Terus kalau misalnya teman kamu prediksinya beda sama
prediksi kamu. Kamu merasanya seperti apa kalau kaya begitu?”
Ikke : “Kalau aku sih kalau jawabannya lebih lengkap, kaya dia jawab
apa yang aku gak jawab, rasanya keren gitu. Rasanya pengen
nambahin lagi, kenapa ko lupa gitu.”
Researcher : “Kalau kamu?”
Rizky : “Rasanya gimana ya, kurang srek gitu.”
Researcher : “Kalau beda gitu ya?”
Rizky : “Iya kalau beda jadi pengen nambah-nambahin aja gitu.”
Researcher : “Dengan kemarin kalian berdelapan ya, terus Miss tanya satu per
satu, yang lainnya mendengarkan. Miss menerima jawaban
kalian. Kalian merasa pendapat kalian dihargai gak?”
Rizky : “Iya dihargai.”
Researcher : “Kenapa?”
124
Rizky : “Soalnya kan kalau misalnya bertanya itu dan menjawab,
semuanya pada mendengar gitu.”
Researcher : “Jadi pada mendengar, menyimak gitu ya. Kalau Ikke?”
Ikke : “Iya dihargai.”
Researcher : “Kenapa?”
Ikke : “Karena ada respon dari teman-teman, ada respon dari Miss juga.”
Researcher : “Dengan kemarin kamu berdiskusi dibagi kelompok, apa itu
memberi kesempatan untuk kamu mengutarakan ide kamu tentang
cerita itu ke teman-teman kamu?”
Ikke : “Iya karena di situ kan kita kalau sama guru rasanya agak terbatas
gitu, ada rasa malu juga. Kalau sama teman kan udah biasa. Jadi
kita lebih leluasa lagi untuk mengungkapkan pendapat kita lebih
banyak lagi.”
Researcher : “Oh gitu. Kalau Rizky?”
Rizky : “Sama kaya Ikke. Soalnya kalau sama guru kan deg-degan. Kalau
sama teman kan udah enak gitu lah. Udah kaya saudara gitu, udah
biasa.”
Researcher : “Jadi dengan kemarin kita reading aloud terus berdiskusi bareng-
bareng maupun sama Miss, itu membuka peluang kamu untuk
mengutarakan yang ad di fikiran kamu gitu ya?”
Rizky : “Iya.”
Researcher : “Kalau di kelas memang terbatas banget ya?”
Rizky : “Iya karena terbatas sama waktu, terus teman-teman juga berisik.”
Researcher : “Apa dengan banyaknya teman-teman sekelas, kamu berapa orang
sih di kelas?”
Rizky : “43.”
Researcher : “43. Apa itu mengganggu juga dengan banyaknya murid itu. Apa
jumlah itu mengganggu kamu untuk belajar lebih baik gitu?”
Rizky : “Kalau misalnya mereka berisik, itu mengganggu banget kalau
buat saya. Kalau misalnya dia diam atau kalem, menurut aku yang
kaya gitu membantu banget.”
125
Researcher : “Kalau Ikke?”
Ikke : “Menurut aku mengganggu ya. Walaupun sebenarnya sih gak
mengganngu mau muridnya sampai berapa pun kalau dia gak
berisik, pasti suasananya enak-enak aja dan pasti kedengeran.
Tapi kalau muridnya sedikit atau sampai 43 gitu terus berisik itu
gak enak gitu. Terus kita jadi gak ngerti sama penyampaian guru
gitu.”
Researcher : “Jadi kalian berdua sepakat jumlah tuh gak mengganggu kalian
gitu ya. Yang penting mereka mau belajar seperti kalian gitu ya?”
Rizky : “Iya.”
Researcher : “Andaikan kalian belajar dengan guru yang lain itu menurut
kalian cara mengajar Miss bisa dicontoh sama guru-guru yang
lain gak?”
Rizky : “Menurut saya gak sih soalnya kan tiap guru memiliki karakter
masing-masing.”
Researcher : “Kalau Ikke?”
Ikke : “Kalau aku sih gak apa-apa.”
Researcher : “Kalau misalnya nanti misalnya Pak Tantowi mengajar
menggunakan picturebook, kamu mau gak?”
Rizky : “Mau soalnya biar kita dapat berimajinasi dan mengerti kata-kata
Bahasa Inggris dan Bahasa Indonesia satu per satu.”
Ikke : “Aku mau juga karena biar lain aja. Biar kita juga leluasa untuk
bertanya karena kan kalau kita gak baca cerita gitu kita gak tau
arti-artinya.”
Researcher : “Dengan menggunakan picturebook itu apa membantu kalian
untuk mengetahui ini ceritanya dari mana, tokohnya siapa aja,
alur dan plotnya?”
Ikke : “Iya.”
Researcher : “Membantu ya?”
Rizky : “Iya.”
126
Appendix 9
Lesson Plan 1
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMP Muhammadiyah 17 Ciputat
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII / 2
Alokasi Waktu : 2 x 40 menit
A. Standar Kompetensi
Mendengarkan
11. Memahami makna dalam esei pendek sederhana berbentuk recount, dan
narrative untuk berinteraksi dengan lingkungan sekitar.
B. Kompetensi Dasar
11.3. Merespon makna dan langkah retorika dalam esei pendek sederhana
secara akurat, lancar dan berterima yang berkaitan dengan lingkungan
sekitar dalam teks berbentuk recount dan narrative.
C. Tujuan Pembelajaran
1. Peserta didik dapat menjelakskan makna yang terkandung dalam teks
naratif kepada guru dan peserta didik lainnya.
2. Peserta didik dapat mengemukakan pendapat mengenai interpretasi
masing-masing cerita dalam teks naratif.
3. Peserta didik dapat menganalisis isi cerita dari teks naratif.
4. Peserta didik dapat menghubungkan isi cerita dari teks naratif kepada
kehidupan nyata atau sehari-hari.
5. Peserta didik dapat memprediksi isi cerita dalam teks naratif dengan
alasan-alasan yang ditemukan selama diskusi.
Karakter peserta didik yang diharapkan:
127
1. Dapat dipercaya (trustworthines)
2. Rasa hormat dan perhatian (respect)
3. Tekun (diligence)
4. Tanggung jawab (responsibility)
5. Berani (courage)
D. Materi Pembelajaran
Picturebook : Kamishibai Man
Author : Allen Say
Illustrator : Allen Say
Kamishibai Man
Not so long ago in Japan in a small house on a hillside, there lived an
old man and his wife. Even though they never had children, walaupun mereka
tidak punya anak. They called each other Jiichan and Baachan. Jiichan is
Grandpa and Baachan is Grandma. One day, Baachan said „Jiichan, you
haven‟t said a word in three days.‟ „Umm, I‟ve been thinking how much I
miss going on the rounds,‟ he said. „How many years has it been?‟ she asked.
„Umm, yes quite a while...but my legs are good. And I‟ve kept the bicycle in
good order.‟
The next day, Jiichan rode his bicycle down the hillside in the first light
of morning. „Umm, how many years has it been?‟ „And do I remember such a
fine morning? All so fresh and young...‟ „Well, good morning to you, rickety
old bridge! Still going strong after all these years, um, mmm.‟ He began to
hum a tune.
When he came to the city, he stopped humming. „This isn‟t right. I must
have taken a wrong turn, but there‟s that old house I used to go by every
afternoon.‟ A car horn blasted at him, then another. „Why are there so many
cars all of a sudden? Look at these tall buildings! You‟d think I was in
another country!‟ He pulled into a vacant lot and panted. „Can‟t a man ride
his bicycle in peace?‟ „Can‟t this be? There‟s that old noodle shop...used to
128
be only building here... that and a nice park all around. Now look at all these
shops and restaurants. They chopped down all those beautiful trees for them.‟
Shaking his head, he slowly took the canvas off the box on his bicycle.
He propped up the stage and checked the story cards inside, patting
each painting. From the top drawer he took out two wooden blocks, and
holding one in each hand he hit them together. A sharp, loud clack rang out.
Clack! Clack! „Come gather around me, little ones, your kamishibai man is
here again!‟ „Ah yes, I can see you now, all your bright faces, clasping coins
in your little hands, so happy to hear my clappers to see your kamishibai
man‟
„Patience, everyone! You‟‟ll get your sweet .each and every one of you.
I have all your favorites, red ones and green ones and soft ones on stick. And
here comes that boy, the one who never has any money...umm, I‟ll get to him
later.‟ „So, which story will it be today? The mighty „Peach Boy‟! Born from
a giant peach! But wait, let‟s start at the beginning, umm... Long, long ago...‟
‟Would you like a candy?‟ „I don‟t like candies!‟ And he ran away.
Then, one night I was going home and saw a crowd of people gathered
in front of a shop. It wasn‟t long after that when television antennas started to
sprout from the rooftops like weeds in the springtime. And the more they
grew, the fewer boys and girls came out to listen to my stories. How can they
like those blurry pictures better than my beautiful painting? Better than my
beautiful painting. But there was nothing to be done. As I went around the
familiar neighborhoods, the children started to act as though they didn‟t
know me anymore.
Even so, I went on clicking my clappers, and one day a little girl poked
her head out the window and shushed me. Ssshhhhhh! The kamishibai man
was making too much noise. „Why aren‟t you watching television?‟ „I don‟t
like television!‟ he said. „But you like my stories,‟ I said, and he nodded his
little head.
„I was that boy!‟ Startled, the kamishibai man looked up and saw that a
large crowd had gathered before him. „We grew up with your stories!‟
129
someone else shouted. „Tell us Little One Inch again!‟ lagi‟ „And The
Bamboo Princess!‟ „The Peach Boy!‟ He started to say something, and
people began to clap their hands. He took a deep bow, and the applause got
louder.
A young man with a movie camera struggled up to him. They bowed to
each other, and as the old man gave him a candy, a roar went up. „Look, he
has all the same old sweet!‟ And the office clerk and shopkeepers, bankers
and waitress, housewives and deliverymen, all lined up in a big circle around
the kamishibai man.
It was dark when he got home. Baachan was watching the evening
news. The kamishibai man was the featured story. „I see you had a busy day‟,
she said. „It was a good day.‟ Jiichan nodded. „Will you going out
tomorrow?‟ „Umm, yes. And the day after‟. „Then you need more sweets‟,
„That would be very nice. Umm, could you make it twice the usual amount?‟,
„I‟ll see if I have enough sugar,‟ she said, and shut the television off.
E. Metode Pembelajaran
Three phase technique
F. Kegiatan Pembejalaran
1. Kegiatan Pendahuluan
Apersepsi :
Guru memperkenalkan diri dan memberikan siswa waktu untuk
memperkenalkan diri mereka masing-masing.
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi
yang harus dikuasi peserta didik.
2. Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi, guru:
130
Mendengarkan dan merespon introduction tentang topik materi
yang akan disampaikan;
Mendengarkan dan merespon penjelasan kosa kata dan tata
bahasa tentang topik materi yang akan dipelajari;
Memfasilitasi terjadinya interaksi antar peserta didik serta antara
peserta didik dengan guru, lingkungan, dan sumber belajar
lainnya; dan
Melibatkan peserta didik secara aktif dalam setiap kegiatan
pembelajaran;
Elaborasi
Dalam kegiatan elaborasi, guru:
Membiasakan peserta didik membaca yang beragam melalui
tugas-tugas tertentu yang bermakna;
Memfasilitasi peserta didik melalui diskusi, dan lain-lain untuk
memunculkan gagasan baru baik secara lisan maupun tertulis;
Memberi kesempatan untuk berpikir, menganalisis,
menyelesaikan masalah, dan bertindak tanpa rasa takut;
Memfasilitasi peserta didik berkompetisi secara sehat untuk
meningkatkan prestasi belajar;
Memfasilitasi peserta didik untuk menyajikan hasil kerja
individual maupun kelompok; dan
Memfasilitasi peserta didik melakukan kegiatan yang
menumbuhkan kebanggaan dan rasa percaya diri peserta didik.
Konfirmasi
Dalam kegiatan konfirmasi, guru:
Memberikan umpan balik positif dan penguatan dalam bentuk
lisan, tulisan, isyarat, maupun hadiah terhadap keberhasilan
peserta didik,
131
Memberikan konfirmasi terhadap hasil eksplorasi dan elaborasi
peserta didik melalui berbagai sumber,
Memfasilitasi peserta didik melakukan refleksi untuk memperoleh
pengalaman belajar yang telah dilakukan,
Memfasilitasi peserta didik untuk memperoleh pengalaman yang
bermakna dalam mencapai kompetensi dasar:
Berfungsi sebagai narasumber dan fasilitator dalam menjawab
pertanyaan peserta didik yang menghadapi kesulitan, dengan
menggunakan bahasa yang baku dan benar;
Membantu menyelesaikan masalah;
Memberi acuan agar peserta didik dapat melakukan
pengecekan hasil eksplorasi;
Memberi informasi untuk bereksplorasi lebih jauh;
Memberikan motivasi kepada peserta didik yang kurang atau
belum berpartisipasi aktif.
Guru bertanya jawab tentang hal-hal yang belum diktahui peserta
didik
Guru bersama peserta didik bertanya jawab meluruskan kesalahan
pemahaman, memberikan penguatan dan penyimpulan.
3. Kegiatan Penutup
Dalam kegiatan penutup, guru:
Bersama-sama dengan peserta didik dan/atau sendiri membuat
rangkuman/simpulan pelajaran;
Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah
dilaksanakan secara konsisten dan terprogram;
Memberikan umpan balik terhadap proses dan hasil pembelajaran;
Merencanakan kegiatan tindak lanjut dalam bentuk pembelajaran
remedi, program pengayaan, layanan konseling dan/atau memberikan
132
tugas baik tugas individual maupun kelompok sesuai dengan hasil
belajar peserta didik; dan
Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
Tabel kegiatan tahap pembelajaran
Kegiatan Tahapan Langkah-Langkah Waktu
Pendahuluan - Melakukan pembukaaan
dengan salam pembuka dan
mengkondisikan suasana
belajar yang menyenangkan.
- Mengecek kehadiran siswa.
- Menyampaikan tujuan
pembelajaran.
- Menyampaikan garis besar
cakupan materi dan kegiatan
yang akan digunakan.
5 menit
Inti Pemberian
stimulasi
Mengamati
- Guru meminta peserta didik
untuk mengamati judul cerita
dari buku cerita bergambar.
- Guru meminta peserta didik
untuk menganalisis detil
sampul buku cerita bergambar.
- Guru meminta siswa untuk
menganalisis tiap teks dan
ilustrasi episode dalam buku
cerita bergambar sebelum
dibacakan.
10 menit
Identifikasi
masalah
Menanya
- Guru menanyakan prediksi
peserta didik mengenai isi
10 menit
133
cerita buku cerita bergambar
sebelum dibacakan oleh guru
kepada siswa.
- Guru menanyakan prediksi
peserta didik mengenai isi
cerita per episode sebelum
dibacakan.
- Peserta didik diberi
kesempatan untuk bertanya
mengenai terjemahan atau
makna ungkapan-ungkapan
menanya dan memberi
pendapat.
- Guru memberikan kesempatan
kepada peserta didik lain
untuk menjawab pertanyaan.
- Guru memberikan klarifikasi
tentang benar atau tidaknya
jawaban dari peserta didik.
Pengumpulan
data
Mengumpulkan informasi
- Peserta didik menjelaskan
prediksi mengereka mengenai
isi cerita di depan guru dan
peserta didik lainnya.
- Peserta didik mengamati
peserta didik yang lain dan
dapat memberi tanggapan.
- Peserta didik dapat
mengungkapkan interpretasi
masing-masing mengenai isi
cerita.
15 menit
134
Pembuktian Menalar
- Peserta didik mendiskusikan
prediksi yang sesuai dengan isi
cerita yang sebenarnya.
- Peserta didik memperoleh
balikan (feedback) dari guru
dan teman tentang fungsi
sosial dan unsur kebahasaan
yang sampaikan.
- Peserta didik menghubungkan
isi teks dengan ilustrasi yang
ada di dalam buku cerita
bergambar.
15 menit
Menarik
simpulan
Mengkomunikasikan
- Peserta didik mendiskusikan
makna dan isi cerita bersama
guru dan peserta didik lainnya.
- Peseta didik mengemukakan
pendapat mengenai isi cerita
lewat prediksi dan analisis teks
dan gambar dari buku cerita
bergambar.
- Peserta didik menceritakan
kembali secara lisan dari isi
cerita bergambar dengan
menggunakan kalimat sendiri.
20 menit
Penutup - Peserta didik dengan
bimbingan guru menyimpulkan
pembelajaran hari itu.
- Guru memberikan umpan balik
5 menit
135
terhadap proses dan hasil
pembelajaran.
- Guru menyampaikan rencana
kegiatan pembelajaran untuk
pertemuan berikutnya.
G. Sumber Pembelajaran
Sumber materi : Picturebook
H. Penilaian Pembelajaran
Indikator
Pencapaian
Kompetensi
Teknik
Penilaian
Bentuk
Instrumen Instrumen/ Soal
Peserta didik dapat
menganalisis cerita
dari judul dan
ilustrasi yang
terdapat dalam
sampul buku.
Tes lisan
Pertanyaan dari
guru sebelum
membaca dan
membuka buku
cerita.
Bila dilihat dari
judulnya, dari
manakah cerita ini
berasal?
Bila dilihat dari
ilustasinya, siapakan
tokoh dalam cerita
ini?
Menceritakan tentang
apakan cerita ini?
Peserta didik dapat
mendiskusikan isi
cerita dengan
mengungkapkan
prediksi cerita dan
alasannya.
Tes lisan Pertanyaan dari
guru selama
membacakan buku
cerita.
Menceritakan apakah
episode cerita ini?
Berikan prediksi
mengenai isi cerita
ini!
Cerita lain apa yang
memiiliki kemiripan
dengan cerita ini?
Peserta didik dapat
menginterpretasika
n cerita.
Tes lisan Pertanyaan dari
guru setelah
membacakan buku
Coba ceritakan ulang
cerita yang sudah
dibacakan
136
cerita. sebelumnya!
Pelajaran apa yang
bisa diambil dari
cerita ini?
Kamis, 20 April 2017
Guru Mata Pelajaran Bahasa Inggris,
Funny Wulan
137
Appendix 10
Lesson Plan 2
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMP Muhammadiyah 17 Ciputat
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII / 2
Alokasi Waktu : 2 x 40 menit
I. Standar Kompetensi
Mendengarkan
11. Memahami makna dalam esei pendek sederhana berbentuk recount, dan
narrative untuk berinteraksi dengan lingkungan sekitar.
J. Kompetensi Dasar
11.3. Merespon makna dan langkah retorika dalam esei pendek sederhana
secara akurat, lancar dan berterima yang berkaitan dengan lingkungan
sekitar dalam teks berbentuk recount dan narrative.
K. Tujuan Pembelajaran
6. Peserta didik dapat menjelakskan makna yang terkandung dalam teks
naratif kepada guru dan peserta didik lainnya.
7. Peserta didik dapat mengemukakan pendapat mengenai interpretasi
masing-masing cerita dalam teks naratif.
8. Peserta didik dapat menganalisis isi cerita dari teks naratif.
9. Peserta didik dapat menghubungkan isi cerita dari teks naratif kepada
kehidupan nyata atau sehari-hari.
10. Peserta didik dapat memprediksi isi cerita dalam teks naratif dengan
alasan-alasan yang ditemukan selama diskusi.
Karakter peserta didik yang diharapkan:
138
6. Dapat dipercaya (trustworthines)
7. Rasa hormat dan perhatian (respect)
8. Tekun (diligence)
9. Tanggung jawab (responsibility)
10. Berani (courage)
L. Materi Pembelajaran
Picturebook : Cinderella‟s Step Sisters and the Big Bad Wolf
Author : Lorraine Carey
Illustrator : Miggy Blanco
Cinderella’s Step Sisters and the Big Bad Wolf
You think you know the story of Cinderella? Did you know that she
really has three stepsisters, and that Cinderella herself isn‟t actually nice?
Cinderella isn‟t actually that nice. The youngesr Ugly sister, Gertie, is very
kind, though she‟s told she‟ll have to act mean and bad like the rest of her
family if she wants to be allowed to go to the ball. Will Gertie learn to act like
a true Ugly in time?
Here is Cinderella. Here is her stepsister. Here are the Ugly sisters:
one, two, and...three.
You already know the two Ugly sisters who were horrible, nasty, and
mean. But Gertie, their little sister, was...nice. While Cinderella lazed about
and did absolutely nothing. Gertie watered the pumpkins, took care of the
mice, and did all the housework. . And did all the housework. Niceness shone
from Gertie‟s face, and her smile was brighter than the sun.
Well, of course, the Ugly family despaired. They were ashamed. They
hid little Gertie away, and they never let her go anywhere with them. Then,
one morning, a special invitation arrived.
„Oh. look!‟, said Mrs. Ugly. „We‟re invited to a grand ball at the palace
tonight!‟ „A ball?‟ cried Gertie. „Oh, please, can I go?‟ Dia mau pergi.
„You?‟ said Mrs. Ugly. „Go to the ball? You‟re a disgrace to the Ugly name.
139
You don‟t walk Ugly, you don‟t talk Ugly, and with that shocking smile on
your face, you don‟t even look Ugly!‟ „And with that shocking smile on your
face, you don‟t even look Ugly.‟ But, I am an Ugly sister.‟ „Tapi saya
keluarga Ugly juga,‟ Gertie said. „And I can be bad. I know I can!‟ „You‟ll
need help,‟ said Mrs. Ugly. „A lesson from the Wicked Queen...‟
So that afternoon Gertie was sent to learn from the Wicked Queen, who
was just about to visit Snow White. First the Wicked Queen disguised herself
as a little old lady. Then she knocked the door. „Hello, my dear,‟ she said to
Snow White. „Won‟t you take a bite of this lovely apple?‟ „Look out, Snow
White!‟ „That apple is poisoned!‟ „No, thanks, then.‟ And she shut the door.
Well, the Wicked Queen was furious. And sent Gertie home faster than a
streak of lighting. Mrs. Ugly was very angry. „Oh, all right!‟ said Msr. Ugly.
„But this time you‟re going to see the Worst Witch of all...‟
„Being bad is easy.‟ „Let me show you how. The oven‟s nice and hot,
and I‟m planning a delicious dinner‟ „Hansel! Gretel! Come in, children!‟
„Don‟t come on!‟ „The witch is planning to eat you for dinner‟ „In that case,
we won‟t be staying.‟ „But we‟ll take some snacks with us‟ Back home, Mrs.
Ugly was furious. „Oh, please! Please let me go to the ball! I can be mean
and bad like a real Ugly sister. I know I can!‟ But this time, Gertie was sent
to the meanest and nastiest villain of all.
The Big Bad Wolf who happened to be wearing a dress! „So, you wanna
be ugly, huh?‟ said the wolf. „You wanna be bad?‟ „Oh, I do! I do! I do!‟
„Well,‟ said the wolf, „You‟re just in time! Watch this!‟ Suddenly, there was a
knock, knock, knock on the door. Little Red Riding Hood. Nah, benar. „Oh,
Grandma,‟ said Little Riding Hood. ‟What big eyes you have‟ „All the better
to see you with.‟ „Oh, Grandma what big ears you have‟ „All the better to
hear you with,‟ „Oh, Grandma what a big teeth‟ „Stop!‟ said Gertie. „That‟s
not your grandma, that‟s...‟
The Big Bad Wolf and Little Red Riding Hood scampered off. The Wolf
turned to Gertie and drooled. „Please don‟t eat me!‟ said Gertie. „I‟ve tried
so hard to be mean and bad like the rest of my family so I could go to the
140
ball‟ „Ball?‟ „Did you just say ball?‟ „„I‟ve always wanted to go to the ball.‟‟
„C‟mon. Let‟s see what we can do.‟
By the time Gertie and the Wolf arrived home, Mrs. Ugly and the two
Ugly sisters had already left for the ball. „We‟re too late!‟ cried Gertie, when
who should appear but a beautiful fairy. „I am your Fairy Godmother!‟ She
said. She looked at Gertie and the Wolf. „And I expect you two want to go to
the ball, don‟t you?‟ „Stop!‟ shouted an angry voice. It was Cinderella. „What
about me?‟ kata Cinderella. „I‟ve been waiting all night for a Fairy
Godmother to get me to that ball!‟ Well, Fairy Godmothers do not like bad
manners. So she quickly turned Cinderella into a...mouse.
But Gertie and the Wolf went to the ball in beautiful new dresses. And
they had a lovely time. So lovely, in fact, that Gertie and Prince Charming fell
in love and married soon after. As for Mrs. Ugly and gertie‟s two ugly sisters
well, no one quite knows why, but they never, ever.
M. Metode Pembelajaran
Three phase technique
N. Kegiatan Pembejalaran
4. Kegiatan Pendahuluan
Apersepsi :
Guru memperkenalkan diri dan memberikan siswa waktu untuk
memperkenalkan diri mereka masing-masing.
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi
yang harus dikuasi peserta didik.
5. Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi, guru:
Mendengarkan dan merespon introduction tentang topik materi
yang akan disampaikan;
141
Mendengarkan dan merespon penjelasan kosa kata dan tata
bahasa tentang topik materi yang akan dipelajari;
Memfasilitasi terjadinya interaksi antar peserta didik serta antara
peserta didik dengan guru, lingkungan, dan sumber belajar
lainnya; dan
Melibatkan peserta didik secara aktif dalam setiap kegiatan
pembelajaran;
Elaborasi
Dalam kegiatan elaborasi, guru:
Membiasakan peserta didik membaca yang beragam melalui
tugas-tugas tertentu yang bermakna;
Memfasilitasi peserta didik melalui diskusi, dan lain-lain untuk
memunculkan gagasan baru baik secara lisan maupun tertulis;
Memberi kesempatan untuk berpikir, menganalisis,
menyelesaikan masalah, dan bertindak tanpa rasa takut;
Memfasilitasi peserta didik berkompetisi secara sehat untuk
meningkatkan prestasi belajar;
Memfasilitasi peserta didik untuk menyajikan hasil kerja
individual maupun kelompok; dan
Memfasilitasi peserta didik melakukan kegiatan yang
menumbuhkan kebanggaan dan rasa percaya diri peserta didik.
Konfirmasi
Dalam kegiatan konfirmasi, guru:
Memberikan umpan balik positif dan penguatan dalam bentuk
lisan, tulisan, isyarat, maupun hadiah terhadap keberhasilan
peserta didik,
Memberikan konfirmasi terhadap hasil eksplorasi dan elaborasi
peserta didik melalui berbagai sumber,
142
Memfasilitasi peserta didik melakukan refleksi untuk memperoleh
pengalaman belajar yang telah dilakukan,
Memfasilitasi peserta didik untuk memperoleh pengalaman yang
bermakna dalam mencapai kompetensi dasar:
Berfungsi sebagai narasumber dan fasilitator dalam menjawab
pertanyaan peserta didik yang menghadapi kesulitan, dengan
menggunakan bahasa yang baku dan benar;
Membantu menyelesaikan masalah;
Memberi acuan agar peserta didik dapat melakukan
pengecekan hasil eksplorasi;
Memberi informasi untuk bereksplorasi lebih jauh;
Memberikan motivasi kepada peserta didik yang kurang atau
belum berpartisipasi aktif.
Guru bertanya jawab tentang hal-hal yang belum diktahui peserta
didik
Guru bersama peserta didik bertanya jawab meluruskan kesalahan
pemahaman, memberikan penguatan dan penyimpulan.
6. Kegiatan Penutup
Dalam kegiatan penutup, guru:
Bersama-sama dengan peserta didik dan/atau sendiri membuat
rangkuman/simpulan pelajaran;
Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah
dilaksanakan secara konsisten dan terprogram;
Memberikan umpan balik terhadap proses dan hasil pembelajaran;
Merencanakan kegiatan tindak lanjut dalam bentuk pembelajaran
remedi, program pengayaan, layanan konseling dan/atau memberikan
tugas baik tugas individual maupun kelompok sesuai dengan hasil
belajar peserta didik; dan
143
Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
Tabel kegiatan tahap pembelajaran
Kegiatan Tahapan Langkah-Langkah Waktu
Pendahuluan - Melakukan pembukaaan
dengan salam pembuka dan
mengkondisikan suasana
belajar yang menyenangkan.
- Mengecek kehadiran siswa.
- Menyampaikan tujuan
pembelajaran.
- Menyampaikan garis besar
cakupan materi dan kegiatan
yang akan digunakan.
5 menit
Inti Pemberian
stimulasi
Mengamati
- Guru meminta peserta didik
untuk mengamati judul cerita
dari buku cerita bergambar.
- Guru meminta peserta didik
untuk menganalisis detil
sampul buku cerita bergambar.
- Guru meminta siswa untuk
menganalisis tiap teks dan
ilustrasi episode dalam buku
cerita bergambar sebelum
dibacakan.
10 menit
Identifikasi
masalah
Menanya
- Guru menanyakan prediksi
peserta didik mengenai isi
cerita buku cerita bergambar
10 menit
144
sebelum dibacakan oleh guru
kepada siswa.
- Guru menanyakan prediksi
peserta didik mengenai isi
cerita per episode sebelum
dibacakan.
- Peserta didik diberi
kesempatan untuk bertanya
mengenai terjemahan atau
makna ungkapan-ungkapan
menanya dan memberi
pendapat.
- Guru memberikan kesempatan
kepada peserta didik lain
untuk menjawab pertanyaan.
- Guru memberikan klarifikasi
tentang benar atau tidaknya
jawaban dari peserta didik.
Pengumpulan
data
Mengumpulkan informasi
- Peserta didik menjelaskan
prediksi mengereka mengenai
isi cerita di depan guru dan
peserta didik lainnya.
- Peserta didik mengamati
peserta didik yang lain dan
dapat memberi tanggapan.
- Peserta didik dapat
mengungkapkan interpretasi
masing-masing mengenai isi
cerita.
15 menit
145
Pembuktian Menalar
- Peserta didik mendiskusikan
prediksi yang sesuai dengan isi
cerita yang sebenarnya.
- Peserta didik memperoleh
balikan (feedback) dari guru
dan teman tentang fungsi
sosial dan unsur kebahasaan
yang sampaikan.
- Peserta didik menghubungkan
isi teks dengan ilustrasi yang
ada di dalam buku cerita
bergambar.
15 menit
Menarik
simpulan
Mengkomunikasikan
- Peserta didik mendiskusikan
makna dan isi cerita bersama
guru dan peserta didik lainnya.
- Peseta didik mengemukakan
pendapat mengenai isi cerita
lewat prediksi dan analisis teks
dan gambar dari buku cerita
bergambar.
- Peserta didik menceritakan
kembali secara lisan dari isi
cerita bergambar dengan
menggunakan kalimat sendiri.
20 menit
Penutup - Peserta didik dengan
bimbingan guru menyimpulkan
pembelajaran hari itu.
- Guru memberikan umpan balik
5 menit
146
terhadap proses dan hasil
pembelajaran.
- Guru menyampaikan rencana
kegiatan pembelajaran untuk
pertemuan berikutnya.
O. Sumber Pembelajaran
Sumber materi : Picturebook
P. Penilaian Pembelajaran
Indikator
Pencapaian
Kompetensi
Teknik
Penilaian
Bentuk
Instrumen Instrumen/ Soal
Peserta didik dapat
menganalisis cerita
dari judul dan
ilustrasi yang
terdapat dalam
sampul buku.
Tes lisan
Pertanyaan dari
guru sebelum
membaca dan
membuka buku
cerita.
Bila dilihat dari
judulnya, dari
manakah cerita ini
berasal?
Bila dilihat dari
ilustasinya, siapakan
tokoh dalam cerita
ini?
Menceritakan tentang
apakan cerita ini?
Peserta didik dapat
mendiskusikan isi
cerita dengan
mengungkapkan
prediksi cerita dan
alasannya.
Tes lisan Pertanyaan dari
guru selama
membacakan buku
cerita.
Menceritakan apakah
episode cerita ini?
Berikan prediksi
mengenai isi cerita
ini!
Cerita lain apa yang
memiiliki kemiripan
dengan cerita ini?
Peserta didik dapat
menginterpretasika
n cerita.
Tes lisan Pertanyaan dari
guru setelah
membacakan buku
Coba ceritakan ulang
cerita yang sudah
dibacakan
147
cerita. sebelumnya!
Pelajaran apa yang
bisa diambil dari
cerita ini?
Rabu, 10 Mei 2017
Guru Mata Pelajaran Bahasa Inggris,
Funny Wulan
148
Appendix 11
Lesson Plan 3
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMP Muhammadiyah 17 Ciputat
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII / 2
Alokasi Waktu : 2 x 40 menit
Q. Standar Kompetensi
Mendengarkan
11. Memahami makna dalam esei pendek sederhana berbentuk recount, dan
narrative untuk berinteraksi dengan lingkungan sekitar.
R. Kompetensi Dasar
11.3. Merespon makna dan langkah retorika dalam esei pendek sederhana
secara akurat, lancar dan berterima yang berkaitan dengan lingkungan
sekitar dalam teks berbentuk recount dan narrative.
S. Tujuan Pembelajaran
11. Peserta didik dapat menjelakskan makna yang terkandung dalam teks
naratif kepada guru dan peserta didik lainnya.
12. Peserta didik dapat mengemukakan pendapat mengenai interpretasi
masing-masing cerita dalam teks naratif.
13. Peserta didik dapat menganalisis isi cerita dari teks naratif.
14. Peserta didik dapat menghubungkan isi cerita dari teks naratif kepada
kehidupan nyata atau sehari-hari.
15. Peserta didik dapat memprediksi isi cerita dalam teks naratif dengan
alasan-alasan yang ditemukan selama diskusi.
Karakter peserta didik yang diharapkan:
149
11. Dapat dipercaya (trustworthines)
12. Rasa hormat dan perhatian (respect)
13. Tekun (diligence)
14. Tanggung jawab (responsibility)
15. Berani (courage)
T. Materi Pembelajaran
Picturebook : The Librarian of Basra
Author : Jeanette Winter
Illustrator : Jeanette Winter
The Librarian of Basra
Alia Muhammad Baker is the librarian of Basra. A part city in the
sand-swept country of Iraq. Her library is a meeting place for all who love
books. They discuss matters of the world and matters of the spirit. Until now,
now they talk only war. Will planes with bombs fill the sky?‟ „Will bombs fall
here?‟ „Will soldiers with guns fill the streets?‟„Who among us will die?‟„Will
our family survive?‟„What can we do?‟
Alia worries that the fires of war will destroy the books, which are more
precious to her than mountains of gold. The books are in every language, new
books, ancient books, even a biography of Muhammad that is seven hundred
years old.‟ She asks the governor for permission to move them to a safe place.
He refuses.‟
So Alia takes matters into her own hands. Secretly, she brings books
home every night, filling her car late after work. The whispers of war grow
louder. Government offices are moved into the library. Soldiers with guns
wait on the roof. Alia waits and fears the worst. Then, the rumors become
reality.
War reaches Basra. The city is lit with a firestorm of bombs and
gunfire. . Alia watches as library workers, government workers and soldier
abandon the library. Only Alia is left to protect the books. She calls over the
150
library wall to her friend Anis Muhammad. Who owns a restaurant on the
other side. „Can you help me save the books?‟
„I can use these curtains to wrap them.‟ „Here are creates from my
shop.‟„Can you use these sacks?‟„The books must be saved‟ All through the
night, Alia, Anis his brothers and shopkeepers and neighbors take the books
from the library shelves, pass them over the seven-foot wall, and hide them in
Anis‟s restaurant.
The books stay hidden as the war rages on. Then, nine days later, a fire
burns the library to the ground. The next day, soldiers come to Anis‟s
restaurant. „Why do you have a gun?‟ they ask. „To protect my business,‟
Anis replies. The soldiers leave without searching inside. They do not know
that the whole of the library is in my restaurant, thanks Anis. At last, the beast
of war moves on. Alia knows that if the books are to be safe, they must be
moved again, while the city is quiet. So she hires a truck to bring all thirty
thousand books to her house and to the houses of friends.
In Alia‟s house, books are everywhere, filling floors and cupboards and
windows. Leaving barely enough room for anything else.
Alia waits. She waits the war to the end. She waits, and dreams of
peace. She waits... And dreams of a new library. But until then, the books are
safe, safe with the librarian of Basra.
U. Metode Pembelajaran
Three phase technique
V. Kegiatan Pembejalaran
7. Kegiatan Pendahuluan
Apersepsi :
Guru memperkenalkan diri dan memberikan siswa waktu untuk
memperkenalkan diri mereka masing-masing.
Motivasi :
Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi
yang harus dikuasi peserta didik.
151
8. Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi, guru:
Mendengarkan dan merespon introduction tentang topik materi
yang akan disampaikan;
Mendengarkan dan merespon penjelasan kosa kata dan tata
bahasa tentang topik materi yang akan dipelajari;
Memfasilitasi terjadinya interaksi antar peserta didik serta antara
peserta didik dengan guru, lingkungan, dan sumber belajar
lainnya; dan
Melibatkan peserta didik secara aktif dalam setiap kegiatan
pembelajaran;
Elaborasi
Dalam kegiatan elaborasi, guru:
Membiasakan peserta didik membaca yang beragam melalui
tugas-tugas tertentu yang bermakna;
Memfasilitasi peserta didik melalui diskusi, dan lain-lain untuk
memunculkan gagasan baru baik secara lisan maupun tertulis;
Memberi kesempatan untuk berpikir, menganalisis,
menyelesaikan masalah, dan bertindak tanpa rasa takut;
Memfasilitasi peserta didik berkompetisi secara sehat untuk
meningkatkan prestasi belajar;
Memfasilitasi peserta didik untuk menyajikan hasil kerja
individual maupun kelompok; dan
Memfasilitasi peserta didik melakukan kegiatan yang
menumbuhkan kebanggaan dan rasa percaya diri peserta didik.
Konfirmasi
Dalam kegiatan konfirmasi, guru:
152
Memberikan umpan balik positif dan penguatan dalam bentuk
lisan, tulisan, isyarat, maupun hadiah terhadap keberhasilan
peserta didik,
Memberikan konfirmasi terhadap hasil eksplorasi dan elaborasi
peserta didik melalui berbagai sumber,
Memfasilitasi peserta didik melakukan refleksi untuk memperoleh
pengalaman belajar yang telah dilakukan,
Memfasilitasi peserta didik untuk memperoleh pengalaman yang
bermakna dalam mencapai kompetensi dasar:
Berfungsi sebagai narasumber dan fasilitator dalam menjawab
pertanyaan peserta didik yang menghadapi kesulitan, dengan
menggunakan bahasa yang baku dan benar;
Membantu menyelesaikan masalah;
Memberi acuan agar peserta didik dapat melakukan
pengecekan hasil eksplorasi;
Memberi informasi untuk bereksplorasi lebih jauh;
Memberikan motivasi kepada peserta didik yang kurang atau
belum berpartisipasi aktif.
Guru bertanya jawab tentang hal-hal yang belum diktahui peserta
didik
Guru bersama peserta didik bertanya jawab meluruskan kesalahan
pemahaman, memberikan penguatan dan penyimpulan.
9. Kegiatan Penutup
Dalam kegiatan penutup, guru:
Bersama-sama dengan peserta didik dan/atau sendiri membuat
rangkuman/simpulan pelajaran;
Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah
dilaksanakan secara konsisten dan terprogram;
153
Memberikan umpan balik terhadap proses dan hasil pembelajaran;
Merencanakan kegiatan tindak lanjut dalam bentuk pembelajaran
remedi, program pengayaan, layanan konseling dan/atau memberikan
tugas baik tugas individual maupun kelompok sesuai dengan hasil
belajar peserta didik; dan
Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
Tabel kegiatan tahap pembelajaran
Kegiatan Tahapan Langkah-Langkah Waktu
Pendahuluan - Melakukan pembukaaan
dengan salam pembuka dan
mengkondisikan suasana
belajar yang menyenangkan.
- Mengecek kehadiran siswa.
- Menyampaikan tujuan
pembelajaran.
- Menyampaikan garis besar
cakupan materi dan kegiatan
yang akan digunakan.
5 menit
Inti Pemberian
stimulasi
Mengamati
- Guru meminta peserta didik
untuk mengamati judul cerita
dari buku cerita bergambar.
- Guru meminta peserta didik
untuk menganalisis detil
sampul buku cerita bergambar.
- Guru meminta siswa untuk
menganalisis tiap teks dan
ilustrasi episode dalam buku
10 menit
154
cerita bergambar sebelum
dibacakan.
Identifikasi
masalah
Menanya
- Guru menanyakan prediksi
peserta didik mengenai isi
cerita buku cerita bergambar
sebelum dibacakan oleh guru
kepada siswa.
- Guru menanyakan prediksi
peserta didik mengenai isi
cerita per episode sebelum
dibacakan.
- Peserta didik diberi
kesempatan untuk bertanya
mengenai terjemahan atau
makna ungkapan-ungkapan
menanya dan memberi
pendapat.
- Guru memberikan kesempatan
kepada peserta didik lain
untuk menjawab pertanyaan.
- Guru memberikan klarifikasi
tentang benar atau tidaknya
jawaban dari peserta didik.
10 menit
Pengumpulan
data
Mengumpulkan informasi
- Peserta didik menjelaskan
prediksi mengereka mengenai
isi cerita di depan guru dan
peserta didik lainnya.
- Peserta didik mengamati
15 menit
155
peserta didik yang lain dan
dapat memberi tanggapan.
- Peserta didik dapat
mengungkapkan interpretasi
masing-masing mengenai isi
cerita.
Pembuktian Menalar
- Peserta didik mendiskusikan
prediksi yang sesuai dengan isi
cerita yang sebenarnya.
- Peserta didik memperoleh
balikan (feedback) dari guru
dan teman tentang fungsi
sosial dan unsur kebahasaan
yang sampaikan.
- Peserta didik menghubungkan
isi teks dengan ilustrasi yang
ada di dalam buku cerita
bergambar.
15 menit
Menarik
simpulan
Mengkomunikasikan
- Peserta didik mendiskusikan
makna dan isi cerita bersama
guru dan peserta didik lainnya.
- Peseta didik mengemukakan
pendapat mengenai isi cerita
lewat prediksi dan analisis teks
dan gambar dari buku cerita
bergambar.
- Peserta didik menceritakan
kembali secara lisan dari isi
20 menit
156
cerita bergambar dengan
menggunakan kalimat sendiri.
Penutup - Peserta didik dengan
bimbingan guru menyimpulkan
pembelajaran hari itu.
- Guru memberikan umpan balik
terhadap proses dan hasil
pembelajaran.
- Guru menyampaikan rencana
kegiatan pembelajaran untuk
pertemuan berikutnya.
5 menit
W. Sumber Pembelajaran
Sumber materi : Picturebook
X. Penilaian Pembelajaran
Indikator
Pencapaian
Kompetensi
Teknik
Penilaian
Bentuk
Instrumen Instrumen/ Soal
Peserta didik dapat
menganalisis cerita
dari judul dan
ilustrasi yang
terdapat dalam
sampul buku.
Tes lisan
Pertanyaan dari
guru sebelum
membaca dan
membuka buku
cerita.
Bila dilihat dari
judulnya, dari
manakah cerita ini
berasal?
Bila dilihat dari
ilustasinya, siapakan
tokoh dalam cerita
ini?
Menceritakan tentang
apakan cerita ini?
Peserta didik dapat
mendiskusikan isi
cerita dengan
mengungkapkan
Tes lisan Pertanyaan dari
guru selama
membacakan buku
cerita.
Menceritakan apakah
episode cerita ini?
Berikan prediksi
mengenai isi cerita
157
prediksi cerita dan
alasannya.
ini!
Cerita lain apa yang
memiiliki kemiripan
dengan cerita ini?
Peserta didik dapat
menginterpretasika
n cerita.
Tes lisan Pertanyaan dari
guru setelah
membacakan buku
cerita.
Coba ceritakan ulang
cerita yang sudah
dibacakan
sebelumnya!
Pelajaran apa yang
bisa diambil dari
cerita ini?
Rabu, 17 Mei 2017
Guru Mata Pelajaran Bahasa Inggris,
Funny Wulan
158
Appendix 12
Photos
159
160
Appendix 13
Surat Bimbingan Skripsi
161
162
Appendix 14
Surat Permohonan Izin Penelitian
163
Appendix 15
Surat Keterangan Penelitian
top related