designing english worksheet to teach reading skill …

DESIGNING ENGLISH WORKSHEET TO TEACH READING SKILL

FOR THE ELEVENTH GRADE STUDENTS OF MAS

NURURRODHIYAH KOTA JAMBI

THESIS

BY

SUCI APRILIANA PERTIWI

NIM : TE 151630

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINNING

STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN JAMBI

2019

DESIGNING ENGLISH WORKSHEET TO TEACH READING SKILL

FOR THE ELEVENTH GRADE STUDENTS OF MAS

NURURRODHIYAH KOTA JAMBI

THESIS

presented to the Faculty and Teacher’s Training

in Partial Fulfillment of Requirenment for the Degree of Strata 1 (S.Pd) in

English Language Education

BY

SUCI APRILIANA PERTIWI

REG. NUMBER: TE 151630

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINNING

STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN JAMBI

2019

DEDICATION

In the name of Allah SWT for His blessing an merciful, with deep thanks and

proud. I dedicated thesis especially to :

My parents, my beloved mother (Mrs.Mardiana) and my beloved father

(Mr.Armen Dani) who always be my reason to do my best. Thanks for your love,

support, motivation and endless pray.

Do you know? You are the light that shines my life, thank you for all you have

given to me. Without you, I cannot do anything.

My beloved brother (Mailan Putra Anugrah and Oktodio Purnama Wibawa)

thankyou for support and praying to me.

My great advisor (Amalia Nurhanasah. S.Pd.,M.Hum and Faiqah

Mahmudah.S.S.,M.Pd) thanks for support, advices and patience on guiding me to

finish this research.

My POTATO GIRLS : Siti Aisyah, Umi Rizkiana, Ulfa Hanis Mutia, Yuliana

Febriani, and Suci Nurul Fajri. Thank you for the time we spent together. Thank

you for helping me passing my bad moments, thank you for being here when I

need you, Thank you for understanding me, thank you for your patience, kindness,

and thanks for accepting me. However, the most important is thanks for loving me

like you love yourself and thank you for becoming the my best friend.

For my classmate, the big family of English Education’15 Class D and those who

cannot mentioned one by one who has accompanying me to do anything

All my friends, may Allah bless them.

Amiin. Ya Allah

ACKNOWLEDGEMENT

Firstly, the researcher wants to say Ahamdulillahirabbil’alamin, all the

praise to Allah SWT the lord of all creatures, for His Blessing from the starting

point of my study until now the end of my study. After that, shalawat and salam

be upon to our Prophet Muhammad SAW, hopefully we will get His syafa’at later

at the Last Day.

Secondly, the researcher would like to say thanks a lot of peole who

helped the writer in writing this thesis. The researcher wants to say thanks to my

edvisors Amalia Nurhasanah.S.Pd.,M.Hum and Faiqah Mahmudah,S.S.,M.Pd who

have helped, guide, supported and suggested me in writing this thesis. I also want

to say thas for all classmates TBI’15, who have given additional suggestion and

support to finish this thesis. To accomplish tis thesis, the sriter had been given one

great deal to many people. So, the writer would like to say thanks their

contribution, they are:

1. Dr. H. Hadri Hasan, MA as a Rector of the State Islamic University of

Sulthan Thaha Saifuddin Jambi.

2. Dr. Hj. Armida.M.Pd, as the Dean of the Faculty of Education and Taecher

Training

3. Dr. H. Lukman Hakim.M.Pd as the vice of Academic Affair Dean Faculty

of Education and Teacher Training. Dr. Zawaqi Afdhal Jamil.M.Pd.I as the

Vive General Administration Dean Faculty of Education and Teacher

Training, and Dr. H. Kemas Imron Rosadi.M.Pd as the Vice of Students

Affair Dean Faculty of Education and Teacher Training.

4. The Head of English Education Program Study of Tarbiyah and Teachers’

Training Amalia Nurhasanah, S.Pd.,M.Hum and the secretary of English

Education Study Program Wahyuni Fitria,S.Pd.,M.Pd

5. The validadators who has validated my product o be better. The expert

English Material is Dr. Faurina Anastasia.SS.,M.Hum and the dsign expert

is Wahyuni Fitria,S.Pd.,M.Pd

6. All the lecturers and staffs of English Education Program Faculty of

Tarbiyah and Teachers Training then contribution and assistans during

studying in the State Islamic University of Sulthan Thaha Saifuddin Jambi.

7. The Head and officers of the library of UIN Jambi nad public library of

Jambi Province

8. Islamic Senior High School Nururrodhiyah Kota Jambi

9. The last but not least, to my beloved parent and brothers who givefully

supporting to the researcher.

This thesis is still far away from perfection. I need some crities and

suggestions, so that I can be better in the future. Finally, the researcher

hopes this thesis will give positive contributions for readers, especially for

the students of English Education Program Faculty of Tarbiyah and

Teacher Training.

Jambi, 08 Oktober

2019

The Reseacher

Suci Apriliana

Pertiwi

TE.151630

ABSTRAK

Suci Apriliana Pertiwi : Designing English Worksheet to Teach Reading

Skill for The Eleventh Grade Stuents of MAS

Nururrodhiyah Kota Jambi

Pembimbing I : Amalia Nurhasanah,S.Pd.,M.Hum

Pembimbing II : Faiqah Mahmudah,S.S.,M.Pd

Penelitian ini dilakukan dengan menggunakan metode penilitian dan

pengembangan. Penelitian ini bertujuan untuk mendesain sebuah lembar kerja

siswa dalam keterampilan Membaca Bahasa Inggris yang baik dan sesuai untuk

mengajar Bahasa Inggrsi untuk siswa kelas XI MAS Nururrodhiyah. Proses dalam

mengembangkan lembar kerja untuk keterampilan membaca mengikuti model

prosedur penelitian yang disederhanakan berdasarkan Dick dan Carey didalam

Borg, yang terdiri dari delapan langkah; meniliti dan mengumpulkan informasi,

perencanaan, menulis draf yang pertama dari lembar kerja bahasa Inggris,

melakukan tinjauan uji coba atau validasi oleh para ahli, memiliki draf kedua,

melakukan uji coba, melakukan evaluasi dan penulisan draft akhir. Lembar kerja

telah divalidasi dan diujicobakan kepada siswa. Hasil dari kuisioner menunjukkan

83,2% diterima dan sukes dan 16,8% tidak memenuhi criteria. Hal ini

menunjukkan bahwa siswa tersebut memilik minat dan motivasi dalam belajar

Basaha Inggris dengan menggunakan Lembar kerja. Khususnya dalam

keterampilan membaca.

Kata kunci : penelitian dan pengembangan, worksheet, kemampuan membaca

ABSTRACT

Suci Apriliana Pertiwi : Designing English Worksheet to Teach Reading

Skill for The Eleventh Grade Stuents of MAS

Nururrodhiyah Kota Jambi

Pembimbing I : Amalia Nurhasanah,S.Pd.,M.Hum

Pembimbing II : Faiqah Mahmudah,S.S.,M.Pd

This research was conducted by following the design of research and development

method. This research aims at designing a good and appropriate English

worksheet of reading skill to teach for elevent grade student of MAS

Nururrodhiyah. The process in developing the worksheets for reading skill

followed the simplified model of research procedure based on Dick and Carey in

Borg, that consisted of eight steps : reseaching and collecting information,

planning, writing the first draft of English worksheet, having the test review by

expert, having the second draft, conducting try-out, conducting evaluation and

writing the final draft. The worksheet was validated and was tried out to the

student. The result from the questionnaire showed 83,2% accepted and success

and 16,8% did not fill the criteria. The finding show cased that the product

(worksheet) is qualified.

Keyword: Research and Development, Worksheet, Reading Skill.

CONTENTS

TITLE COVER ........................................................................................... .... i

PAGE TITLE ............................................................................................. … ii

OFFICIAL NOTE ....................................................................................... … iii

ORIGINAL THESIS STATEMENT .......................................................... … iv

DEDICATION ........................................................................................... … v

MOTTO ..................................................................................................... … vi

ACKNOWLEDGEMENT ......................................................................... … vii

ABSTRAK ................................................................................................ … viii

ABSTRACT ................................................................................................ … ix

TABLE OF CONTENT .............................................................................. .... x

TABLE OF APPENDIX ............................................................................ .... xi

CHAPTER I INTRODUCTION

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

B. Identification of the Problem .................................................. 2

C. Limitation of the Research ....................................................... 3

D. Statement of the Research ................................................ ...... . 3

E. Limitation of the Problem ..................................................... . 3

F. Significance of the Research .................................................... 3

G. The Product specification of the Research ............................... 4

CHAPTER II REVIEW RELATED LITERATURE

A. The Definition of Reading ...................................................... 5

B. Reading Purpose ..................................................................... 6

C. Worksheet ............................................................................... 7

D. Need of Students and teachers ................................................ 9

E. Previous Sudy ......................................................................... 9

CHAPTER III METHODOLOGY OF RESEARCH

A. Setting of the Research............................................................. 11

B. Characteristic Target of the Reseach ………………………… 11

C. Approach and Procedure Development …………………….. 11

1. Need Assessment …………………………………………

11

2. Research Procedure ............................................................ 12

3. Data Collecting Technique ................................................. 14

D. Technique of Data Analysis .................................................... 17

CHAPTER IV DEVELOPMENT RESEARCH AND DISCUSSION

A. Result of Research .................................................................. .. 18

B. Developmet Research .............................................................. 18

C. Discussion................................................................................

47

CHAPTE V CONCLUSION AND SUGGESTION

A. Conclusion .............................................................................. 50

B. Suggestion ............................................................................. 51

REFERENCES .............................................................................................. 52

APPENDIXES ................................................................................................ 54

LIST OF APPENDIXES

Appendix 1 Observation Sheets

Appendix 2 List Question of Interview

Appendix 3 Syllabus Curriculum 2013

Appendix 4 Angket Instrumen

Appendix 5 Letter of Instrument From Teacher

Appendix 6 Attendance List of Try-Out

Appendix 7 Students Try-Out

Appendix 8 Letter of Validation Approval the Product pf Advisor

Appendix 9 Letter of Validation Result from Design Expert

Appendix 10 Letter of Validation Result from Material Expert

Appendix 11 Letter of Permit the Research

Appendix 12 Letter of conducting the Resesach from Scholl

Appendix 13 Card First Advisor

Appendix 14 Card Second Advisor

Appendix 15 Curriculum Vitae

CHAPTER I

INTRODUCTION

A. Background of the Study

Teaching English is challenging because many things should be considered

by the teachers. Those are situation analysis, societal, project, instructional,

teacher, learner, and adoption factor. Harmer (2003). It is makes how important

material. There is school that the material is not good based on place, society, and

student environment.

Teachers’ duty are prepare material, lesson planning assessment, and

classroom management. The good material must be attend gender, language use,

and language feature. Gender in an English are not always describe that male and

female are different. But the English material can be learned anyone regardless

gender. Language used in English material can be simple and clear. Then,

language features is a requirement the technical language should be sufficiently

expressive to distinguish relevant classes of situations means, among other things,

that they be nether ambiguous nor vague where this would have consequences for

the task to be solved. Natural language facilitates communication is several others

respects, besides the use of presuppositions.

However, English teacher always give the best to their student so they can

learn English subject well. There are variety ways to teachers model to teach

English, and so many media or instrument to teach English. The teacher make

student interest with the material and the teacher should be more creative and

innovative. The teacher can use textbook, worksheet, picture and etc. moreover,

most of student is eleventh grade is still childish and beginner so we should give

an appropriate material, tast, some exercise based on student need and student

learning.

Furthermore, we know that in Learning English there are four skills that

student should masteres. There are listening, writing, reading and speaking. The

skills divide into two types. First, receptive skill is skill that include Listening and

reading. Second, productive skill is skill that include writing and speaking skill.

Arifin in Suyitno stated that student worksheet is one of appropriate learning

media for student. It is helping student to ad informationn about concept learned

trough systematic learning activity (2014,p.73)

While reading, presumably, many things can be happened. Not only is the

reader looking at the printed page and deciphering marks. The readers is

presumably thinking about what he is reading, how useful, useless, entertaining,

boring text is. He may find some difficulties and ways of overcoming those or

continuing the pleasure. Many different things can be going on when a reader

reads with a different purpose of reading.

Beside that if the worksheet can be used by student, it will give many

advantages. First, worksheet is one of alternative for teacher to give

instruction or introduce for a specific activity in learning process. Second,

worksheet can use to accelerate learning process and minimalize time to present a

topic. Third, worksheet make student more active in learning process and can

optimize limited learning media. Fourth, the function of worksheet can encourage

students’ interest if the worksheet arranged systematically and can growth

students’ motivation to learning and curiosity (Endang, 2008,p.2)

Student in lower grade should get more attention, and can matter the basic

materials. But the research found some cases in MAS Nurur Rodhiyah Jambi City

which had done a grand tour there. As the result from the interview with the

teacher and from the observation are: first, the teacher use Senior high school year

XI Talk Active in context curriculum 2013,Which is the content is hard to

understand to students, that’s why the teacher chose another material for students,

which is worksheet . Second, the worksheet is unattractive for student because

the worksheet less illustration or picture, the color only black and white, and there

are so many grammar and long explanation that’s make student less motivation to

learn it.

It is better if the student have the worksheet based on students need. That’s

why the researcher want to find the solution by “Designing English Worksheet to

teach Reading Skill for the Eleventh Grade of MAS Nurur Rodhiyah Kota Jambi”

B. Identification of the Problem

Based on the background of the research, the researcher identified some problem s

as follow:

1. The material existing in the ready-to-use worksheet don’t alight with the

material the teacher used in MAS Nurur Rodhiyah Kota Jambi.

2. Some task of the worksheet used in the school is difficult to understand and

unattractive, thus make the students are not interested to learn English and

cannot study by use the worksheet.

3. Students find difficulty in using the existing worksheet

C. Limitation of the research

This research focus on designing Worksheet for Reading Skill to teach English

for grade elevent students based on student needs or appropriate task and the

curriculum of the school in the MAS Nurur Rodhiyah Kota Jambi. The researcher

hopefully that this worksheet can help student to learn English and can measure

their English subject. Then the researcher hope this worksheet can help teacher to

teach and useful for be one of reference.

D. Statement of the Research

Based on the background of the reaserch, identification of the research and

limitation of the research the statement is formulated as follow : A good and

qualified English worksheets is needed in to teach reading skill for the eleventh

grade students of MAS Nurur Rodhiyah Kota Jambi.

E. Limitation of the Problem

In order to reach the expected goal, the researcher limit the problem on

designing English worksheet to teach reading skill for the eleventh grade students

of MAS Nururrodhiyah Kota Jambi.

F. Significance of the Research

The researcher hopes that this research will be beneficial to be the following:

1. Student

The result of the research is useful fo elevent grade Student of MAS Nurur

Rodhiyah Kota Jambi to learn English subject.

2. Teacher

The result of the research is useful for English teacher of MAS Nurur

Rodhiyah Kota Jambi to learn English subject

3. Another researcher

The result of this research will encourage other student of the English

language department to conduct similar research with different field of the

research and this research can be used as a one of reference.

G. The Product Specification of the Research

This development research developed students’ English Worksheet to teach

reading skill for the MAS Nurur Rodhiyah Kota Jambi at grade elevent student.

The content of those worksheet designed based on the student and teacher need,

syllabus and curiculum. The product that is expected by the researcher is a

worksheet of English subject which able to fulfill one of assessment aspect for

elevent grade students.

CHAPTER II

REVIEW RELATED LITERATURE

A. The Definition of Reading

In school there are four skills that the students have to master. They are

speaking, listening, reading, and writing. According to the KTSP (Kurikulum

Tingkat Satuan Pendidikan), basic competence of reading understands the

meaning in a simple short passage in some genres in order to be able to have

interaction with around the surrounding. This aim is reasonable since the punch

line of teaching foreign language is to be able to communicate in other language.

Communicate using other language is not simple as talking in native language

because it means shifting frames and norms. There is something we should not

say or taboo. Shortly, studying other language involves not only words and

structures, it is kind of thinking differently about language and communication.

The end of process in studying other language is cross culture understanding. The

big question is, how can we begin to understand another way of thinking? The

answer is by reading.

According to Jeremy Harmer (2001: 199), Reading is a receptive skill.

Receptive skills are the ways in which people extract meaning from the discourse

they see or hear. In this aspect, the cognitive processes involved in reading are

similar to those employed while listening. Though, in both, students are engaged

in decoding a message rather than encoding, reading is not simply an act of

absorbing information only. It is communicative act that involves creating

discourse from text.

Thus, it is not astonishing to see because reading experts’ definition of reading

is an active process of thinking. It is a thinking process that sets two people in

action together an author and a reader (Hennings, 1990: 2). To read is to develop

relationships among ideas. They also explain that what you bring to the reading of

a selection is as important to your understanding of it as what the author has put

into it. You bring a purpose for reading,you bring understanding of vocabulary,

your ability to figure out meanings and your attitudes toward reading. Reading is

an active process in which people attempt to extract idea, concept, or image from

the pattern words set forth on the printed page.

From those definition, reading can be regarded as a complex process, means to

get information from the printed page, it is receiving ideas and impression from

author via printed page. It can be said that reading is interpreting sign, letters, or

symbols by taking meaning. It other words, reading is interpreting graphic

symbols, which involves an interaction between the researcher and the reader

through text. In a very short and proper definition, reading is interaction between a

reader and the text.

B. Reading Purpose

There is possible cause of the variation between readers and reading which we

need to consider that is readers’ different purposes. If a reader wishes to get a

general idea of text content, he will pay less attention to the detail of the text and

he may read in very different ways than if he is studying a text in order to identify

key information. Thus, it becomes inevitable to say that the reason he is reading a

text will influence the way he reads it. Reading short story at bedtime is likely

different from reading a hand out for an examination to the next morning of

course. A readers’ purpose determines the way in which he treats a passage and

which comprehension skills he uses. Because according to Hennings, what the

readers get from reading also depends on what they bring to the reading of

selection and the purpose for reading it.

While reading, presumably, many things can be happened. Not only is the

reader looking at the printed page and deciphering marks. The readers is

presumably thinking about what he is reading, how useful, useless, entertaining,

boring text is. He may find some difficulties and ways of overcoming those or

continuing the pleasure. Many different things can be going on when a reader

reads with a different purpose of reading. Basically, reading experts divide

purposes of reading into two broad categories (Harmer, 1986: 150):

a. Instrumental: a large amount of reading takes place because it will help us to

achieve some clear aim. For example, we read a road sign or instruction on

aticket machine because we want to know how to operate it. In other words,

we read because we have some kind of utilitarian or instrumental purpose.

b. Pleasurable: another kind of reading takes place largely for pleasure. Such

as read a magazine or poetry. Familiar sensations: you are at the wheel of

your car, waiting at traffic light, you take a book out of the bag, rip off the

transparent wrapping, and start reading the first line. A storm of honking

breaks over you. For this purpose, the reader maybe completely unconscious

of how he is reading and of what is happening around him.

In term of skill, Harmer (2003:202) highlight that there are six skills in

reading. These skills are described as:

1. Identitying the topic: good readers are able to pick up the topic

of a written text very quickly

2. Predicting and guessing: reader sometimes quess in order to

tryand understand what is being written, sepecially if they have

first identified the topic.

3. Reading for general understanding: goodreaders are able to

take in a stream of discourse and understand the gist of it

without worrying too much about the details.

4. Reading for specific information: in contrast for reading for

gist, we frequently go to written text because we want to

specific details.

5. Reading for detailed information: sometimes we read in order

to understand everything we are reading in detail.

6. Interpreting text: reader are able to see beyond the literal

meaning of word in passage, using variety of clues to

understand what the writer is implying or suggesting.

C. Worksheet

Worksheet is one of the most important materials for achieving the goals of

educational activities. Worksheet is a kind of printed instructional material that is

prepared and frequently used by teachers in order to help students to gain

knowledge, skills and values by providing helpful comments about the course

objectives and enabling students to engage in active learning and learning-

bydoing in and out of the school (Kaymakc, 2006: 5).

According to Depdiknas (2006) worksheet is a student worksheet is a sheet

containing tasks that must be done by students, worksheet usually in form of

instructions, steps to complete a task, a task that ordered in activity sheet must be

clear about the basic competence that has to be achieved. It is also an instrument

in which steps are given to students to learn.

Same with Bull (2008: 514) defined of worksheet is a sheet with question to be

answered, usually in the spaces provided. According to Palepong (2001:12), the

definition of the worksheet is sheet given to the students in the class or act the

teaching learning activity. It is a paper that provides information and instruction

from teacher or application of learning value to get the objective.

Worksheet is one of the instructional instruments to convince effectiveness of

teaching and learning process and students worksheet is learning medium.

Worksheet could support students to learn English based on practice in the paper.

Learning value of the students in thi activity gave satisfaction to students and it

was unforgettable thing in their life.

The worksheet also help learners to engage more thoroughly. Students can

study of a foreign language English in the classroom and at home . this only

works if the worksheets are well-designed, however this is easily achieved with

the right structure and a few tricks.

There are several structure for making good worksheet. First, a header

containing general information which places the worksheet within the lesson

context. The header is the foundation for an organized approach to learning and

contains information: about the subject, about the stage, class or level, about the

topic and lesson unit, about futher materialssuch as the textbook, and possibly any

source references. This make it easier for learners to keep their worksheets well

organized, to review specific topics and to repeat exercises when necessary.

Content must have some relevance to rhe lives of the learners. It must also be age-

appropriate. Second, Clear instruction. Students need to know not only what

action to do but also how they should be doing that action and its important for

students to understand why they are doing what you asked them to do. Secondly,

The exercise itself, including illustrations, highlighted points and suffient space

for answer. Where a worksheet contains several exercise, all of them should

related to the same topic preferably in terms of grammatical topic and content.

This ensures that learners will not be overburdened or distracted by too much new

vocabulary. Furthermore, intensitive engagement with a single topic anchors the

content more firmly in the memory.

Teachers should therefore avoid poor-quality photocopies of worksheets.

Worksheets shiuld provide sufficient space for answers so that students are not

forced to write illegibly. Wherever possible, pictures should be use to illustrate

content. It may be useful to underline the forms to be learnt, or to print them in

bold type. Empirical studies show that learning is facilitated and accelerated in

particular by illustrations (Carney et al.2002)

D. Need of Students and Teachers

Procedure used to collect information about learners’ needs are known as

needs analysis (Jack C. Richards 2001: 51). In this study, the students’ and

teachers’ need are something that is needed by the students and teachers in

education. The different types of the studentshave different need, and what they

are taught should be restricted to what they need. The identification needs of

students are considered important since the actual success of a program is

determined by the result of it. In order to suit the needs of the students, the

development of English worksheet in this study based on the result of need

assessment from the diagrams. According to Graves in Suita, needs assessment

involves finding out what the learners know and can do and what they need learn

or do so that the course can bridge the gap (Ratna Suita, p.37)

E. Previous Studies

The first previous was conducted by Mauliya Novita (2013) entitled

“Devloping Vocabulary Material for Elemenary School Students”. Her research

use qualitative approach and use questioner to valid the data from expert. The

result of this research from material expert shows that supplementary vocabulary

material is very good and appropriate to be implemented. Then from teaching

practicing and interview show that elementary school student interested and

motivated with the supplementary vocabulary material. It means that her research

to develop vocabulary material was success and accepted.

The second previous study was done by Haris Rizki Arifin (2014), he

developed English interactive multimedia student’s e-wokrsheet for fourth grades

of elementary school. He used technology by design e-worksheet to make

students aasy to learn English. His research was for young leaner. The result of

the research use of the interactive multimedia E-worksheet give some positive

influence for the students in the teaching and learning process. It is proved by the

result of the questionnaire given to the students. It shows that the use of the E-

worksheet can increase their interest and motivation in learning English. In my

opinion his idea in the research is very brilliant considering that in this

globalization era most all of people use electronic or technology from children

until adult people. Unfortunately, now in Indonesia in some of elementary school

has not been teaching English again since new curriculum.

The third previous was done by Sanny Merdekawati and Himmawati Puji

Lestari (2011) entitled “developing student worksheet in English based on

consteuctivise using problem solving approach on mathematic learning on the

topic social arithmetic”. Their research id developing student worksheet in english

in mathematics education and she use problem solving. The result of their

research very valid, effective and practically based on both student response

questionnaire raised 3.03 of 4 scale and learning observation sheet raise 81.6%. it

means student worksheet cold use in the class, useful, and the level of carrying on

student worksheet in the learning process is hight.

Their research different from my research, the different is the subject of the

the research, the material, and the approach that we used but the same with my

research is about worksheet. And the research result of their research are also

defferent.

CHAPTER III

METHODOLOGY OF RESEARCH

A. Setting of the Research

MAS Nurur Rodhiyah Kota Jambi is located on street Bangka, Handil village,

Jelutung District, Jambi City. It has three grades. The research will be focused on

the Elevent grade which of 14 students, consist of 7 female and 7 male. The

research will put an emphasis on designing an English Assessment. It will be

conducted on the second semester of elevent grade student of MAS Nurur

Rodhiyah Kota Jambi and conduct on Januari until March. Its is expected that by

using the worksheer which have been developed. It will help the teaching and

learning process of English, will run effectively so that the student will be able to

improve their English skill inside and outside the classroom.

B. Characteristic Target of the Reseach

Since the research is conducted to design worksheet for the students of elevent

grade of MAS Nurur Rodhiyah Jambi City, the type of the study is research and

development (R & D). “Education Research and Development is one research

design aimed at developing and validating products (Borg, and Gall, 2003). The

term “product” refers to the establishment a curriculum, syllabus, text books,

instruction media, worksheet, assessment instrument, etc.

This research designed students’ worksheet of English subject based on need

analyst. As mentioned before, the aim of this research is to designing an English

assessment especially worksheet of the elevent grade students in the MAS Nurur

Rodhiyah Jambi City. This research involve the researcher, the English teacher,

and the students of class XI in MAS Nurur Rodhiyah Jambi City.

C. Approach and Procedure Development

1. Need Assessment

Students eleventh grade is a beginner in learn English particular in MAS

Nurur Rodhiyah Jambi City. Althought the teacher can give material well and

the students have worksheet but worksheet seldom used there because that

problem occur by some reason, as a follow:

a) The student worksheet is needed by teacher to give assignment, task

or homework but the teacher seldom use the worksheet because the

material is not match.

b) The material that not match make student confuse and lazy to learn

English.

c) The worksheet not interested for beginner student

Based on the analysis or need assessment above the researcher will design an

appropriate worksheet based on student need, syllabus, semester program,

material that teacher use and etc.

2. Resesarch Procedure

This research followed the model of developing materials and the major steps

of Research and Development stages. The researcher used the model of

Dick and Carey (in Borg and Gall,2003)

The procedure of conducting R & D Into the following steps:

Figure3.2: The simplified Model of Research Procedure Based on

Dick and carey in Borg and Gall (2003).

Step I

Researching and

collecting Information

Step II

Planning

Step III

Writing the first draft

of worksheet

Step IV

Having the test

review by expert

Step V

Writing the second

draft

Step V

Conducting the

try-out

Step VII

Conducting evaluation

and revision

Step VIII

Writing the final

draft

The description from the figure above about the procedure that researcher use

in this research that were conducted in study:

1) Researching and Collecting Information

In the first step the researcher conducted need analysis. The researcher

collected the information about students need in school and what task they

need based on the curriculum that the school used, and target need. To

analysis the data the researcher getting the data interview the teacher,

observation direcly and documentstion

2) Planning

In the second step, the researcher wrote the test worksheet based on the

student’s need. There are some component of student worksheet that should

determine such as theme, basic complete, indicators, learning materials, and

assessment tasks.

3) The first draft of English worksheet

After researcher defining skill to be learned, sequencing objectives,

identifying learning activies and the component of Student English

Worksheet executed to be forst draft.

4) Having the test review by experts

The researcher asked the expert to review the first draft of the test. The

researcher must have expert judgment to develop preliminary from of

product.

5) Writing the second draft

After getting feedback from the expert, the test have been revision. The

second draft on the test wa written based on the feedback from the expert.

6) Conducting the try-out

The implementation was conducted after the test items were finished and

ready to be tried out. In this the researcher appy English worksheets of

students in the learning process to examine the effectivenessnand practically.

According to Sugiono (2016, p.433) research and development through

some phases, they are:

a) Phase of study Introduction carried out by apply descriptive

Qualitative approach.

b) Second phrase, design model development with apply

descriptive approach, continue apply try out. To small group.

c) Third phase is Model validation and try to big group

7) Conducting evaluation and revision

After Trying-out the English material, the teacher asked the student to

reflection what they learn. Cross in Sukardi (2015) state that evaluation is a

processbwhich determines extent to which objectives have been achieved.

8) Writing the final draft

The last step was done after revising the designed worksheet. The final

result was EnglishWorksheet for the eleven grade student of MAS Nurur

Rodhiyah Jami City.

3. Data Collecting Techniques

In this research, the applied research interviews, observation, and questionnaires

as the technique in collecting the data.

1) Observation

Observation is a generic term to the process of data gathering. The

researcher observed direcly in the school. This observation conducted to obtain

information to know the English material was prepared by the teacher done a

reasonable and systematic and to know how fact problem scientifically.

2) Interview

Interview is a method of data collection requires direct communication

between investigators with the subject or the respondent. In a question and

answer interview usually occurs unilaterally undertaken systematically and

subscribes to the objectives of the study.

From the interview the researcher will get a real explanation in class orally

or face to face. In this research, researcher addressed to teacher. This interview

is to obtain the information about the student needs in English Lessons.

3) Questionnaires

The data in this research will be collected using questionnaires. According

to Sugiono (2011) questionnaires is atechnique of data collection which is done

by giving a set of question or statement to the respondent to answer. The

questioner is the instrument which given to the expert and teacher. The

questionnaire of students’ will be given after learning process Researcher used

likert Scale; the aim is researcher can get respond, opinion or perception about

the worksheet. Likert Scale is a bipolar scale method, determine positive

respond of statement (Risnita,2012)

Table 3.1

Category convention Table negative statement

No Symbol Category Positive

statement

score

1. SS Strongly Agree 4

(Sangat Setuju)

2. S Agree 3

(Setuju)

3. TS Disagree 2

(Tidak Setuju)

4. STS Strongly Disagree 1

(Sangat Tidak Setuju)

Table 3.2

Category convention Table positive statement

No Symbol Category Positive

statement

score

5. SS Strongly Agree 1

(Sangat Setuju)

6. S Agree 2

(Setuju)

7. TS Disagree 3

(Tidak Setuju)

8. STS Strongly Disagree 4

(Sangat Tidak Setuju)

To analyze the percentage the researcher will use the following formula :

NA = PS X 100% Description : NA = Final Scor

SM PS = Score Obtain

SM = Maximum Score

The result of the analysis was used to revise the development product, give

utilization suggestion, and get the conclusion about the product. The researcher

will get the real data by determing the percentage of range qualitative program.

a) Determining percentage of maximum score = 100%

b) Determining percentage og minimum score= 25%

c) Determining the rage = 100-25 =75

d) Determining the interval need = 4 (by Likert Scale)

e) Detrmining the interval (75-4= 18.75=19)

D. Technique of Data Analysis

The data analysis came from kind of scores. According to Bogand state Data

Analysis is the process of systematically searching an arranging the interview

transcript, field notes, and other material that you accumulate to increase your

own understanding of them and to ebable you to present what you have

discovered to others (Sugianto,2011, pg.334) this research use qualitative data that

is gotten from observation result, validation, result, and implementation result.

After the observation, the researcher will start designing the worksheet by the

validator. And the results of the validation carried out by the validator will be the

results that will be implemented. The data of observation section is explained into

descriptive method. The data of validation result based on the comment and

suggestion from expert and teacher in from. The comment and the suggestion are

analyzed into descriptive method and using supported theories.

.

CHAPTER IV

DEVELOPMENT RESEARCH AND DISCUSSION

A. Result of the Resesarch

Media is one necessary component in education. Their used is expected to

increase educational quality. Throught media, it is expected to to help and

encourace student in learning process and able to increase student motivation.

This worksheet which provided writing guide that aim to help student easier

understand the English material in Reading skill.

This worksheet was design based on the curriculum and syllabus at MAs

Nururrodhiyah Jambi City. This worksheet has been validated by media expert

and material expert. The media expert is lecturer who has a good competence in

media. The material expert is a lecturer who has a lot experience in designing

English material. Both of them are lecturers in English education program. The

process in developing the worksheets for reading skill followed the simplified

model of the research procedure based on Dick and Carey in Gall and Borg (2003,

p.570) that consisted of Eights steps : Researching and Collecting Information,

planning, writing the first draft of English worksheet, having the test review by

expert, having second draft, conducting try-out, conducting evaluation and

revision and writing the final draft.

B. Development Research

The result of material development for English lesson especially for reading

skill is a worksheet. This worksheet was developed by Dick and Carey in Gall and

Borg (2003) that consisted of eight steps : Researching and Collecting

Information, planning, writing the first draft of English worksheet, having the test

review by expert, having second draft, conducting try-out, conducting evaluation

and revision and writing the final draft.

1. Reseaching and collecting information

In the first step the researcher conducted need analysis. The

researcher collected the information about students need in school and

what task they need based on the curriculum that the school usef, and

target needs to create a good learning media. To analysis the data the

researcher. getting the data interview the teacher and observation it used to

know about teacher problem, learning standard, student’s character and

students need, the researcher ask to the teacher by having conversation.

The researcher takes a note all of the information about learning standard

the teacher and the students in obsetvation sheets.

The need analysis cover curriculum, syllabus, and workseet. First,

in the process curriculum analysis, MAS Nururrodhiyah kota jambi

implements school based on curriculum. There fore this worksheet is

designed based on school curriculum 2013 of reading material. In a

syllabus contains core competence, standard competence and basic

competence.

2. Planning

In the second step, the research writes the test worksheet based on

the students need. There are some component of student worksheets that

should determine such as theme, basic competence, indicators, learning

materials and assessment tasks.

In basic competence, the students are expected ro be able to write

simple functional texts where the students achiecement is measure by the

indicator.

3. Writing the first draft of English worksheet

After researcher defining skill to be learned, sequencing objectives,

identifying learning activities and the component of student English

worksheets executed to be first draft. In this phases the researcger

designing the worksheets. The designing worksheets are explained follow:

a) Design cover

Design the cover of this woksheet involved background with the

picture about each topic in the middle of the worksheets.

Designer’s name is in right up the corner of the worksheet. The

curriculum is on the top right. The title and the semester lever of

the worksheet resides in top side of cover and sub title under it.

students and class names are at the bottom.

Figure 4.1 Design Cover of the worksheet

b) Design Content

Design content of the worksheet consisted several parts, designing

preface, table of contents, concept mapping of learning material and

writing guidelines. In designing the page for the contents of this

worksheet, the background is gree.

Figure 4.2 Design preface of the worksheet

Designers name curriculum

The title and the semester lever of

the worksheet

students and class names

Preface

Table of contents

The title of worksheet Class and

semester

Next design content of the worksheets. There are four topics especially

for reading skill that described in each unit of the worksheets. The

topics are based on the material in the syllabus at MAS Nururrodhiyah

Kota Jambi, but the materials were arranged in sequence based on the

basic competence. There are 4 topics: (1) Explanation text, (2)

Narrative text, (3) Expressing Hope, (4) Analytical Exposition text.. in

each topic is followed by concept mapping and learning objective to

inform student what will they learn in every chapter or task and what

they have to achieve after learning, it means to make they focus in

learning.

Figur 4.3 Designing First page in every chapter

4. Having the test review by experts

The researcher asked the expert to review the first draft of the test.

The researcher must have expert judgment to develop preliminary from of

product. Data validation from media expert, material expert and user were

explained as follows:

The material expert is entitled to validate the content on the basic

of school curriculum, tasks, interaction, and learning skill. The validation

of the product content was validated twice. The worksheet was given to the

material expert on 9th

May 2019. The data from material expert collected

Chapter /

Task

Concept Mapping

by using questionnaire in form likert scale. This product must relate the

materials with the students daily activity.

Table 4.1

Table material expert validation

No Statements Score

Obtained

Score

Maximun

1. The material on the worksheet is in

accordance with the basic English

competence in K13 MAS

3 4

2. The material on the worksheet

corresponds to the learning

objectives

3 4

3. The material presented is not in

accordance with the age

development of students

3 4

4. The scope of the practice questions

presented is not in accordance with

the material presented

3 4

5. The topic presented can motivate

students

3 4

6. The topics peresnted are interesting

material

3 4

7. The topics presented in this

worksheet are difficult to understand

3 4

8. The practice questions provided can

enrich students’ learning experiences

3 4

9. The material presented is able to

improve students vocabulary

3 4

10. The material presented is not related

to daily life

3 4

11. The exercise provided cannot

improve students’ reading skill

3 4

12. The language used in the worksheet

is not communicative

3 4

13 The language used in the worksheet

is easy to understand

3 4

14. The shape and size of the latter usd

in the worksheet can be read

3 4

∑ Score 42 56

The analyze percentage:

NA= PS X 100% = 42 X 100% = 75%

SM 56

The analysis of the table 4.1have the number of score 42 from 14

statement of questioners. The maximal score is 56 if the respondent choose

SS (very agree) in positive statements and TS (disagree) in negative

statements. Thus the analysis percentage from score 42 is 75%. It is mean

that the product is state good and practically to be used.

Although the product is state good, there are some suggestion that

have been given during the validation process by the material expert. The

material expert gives the comment and suggestion about material on the

worksheet should be related to students daily activities. All the suggestion

is make this worksheet better.

Then, the content of the product that had been revised the

researcher given to the design expert. The purpose is for revision in term

graphics, font, page border, line color, cute pictures and other supported

components. The validation of the product design was validates twice. The

data is collected by using questionnaire in from scale of likers. The

product gigen to the expert on May, 16th

2019. The comment acquired

from design expert is good, pretty helpful for improving student reading

skill.

Table 4.2

Table of design expert validation

No Statements Score

Obtained

Score

Maximum

1. Cover has described the contents of the

worksheet.

3 4

2. The image on the worksheet has described

the material described

3 4

3. The size used in this worksheet is incorrect

3 4

4. The variation of the font used in this

worksheet is incorrect

3 4

5. The use of color combinations between

writing, background and images in this paper

is right

4 4

6. This content workseet can attract students'

attention

3 4

7. The suitability of the images designed is not

based on the character of the XI class MAs

students

3 4

8. The types of training presented in the

material are not suitable for XI grade

3 4

9. The design of the exercises does not match

the theme

3 4

10 Material design for MAs class XI schools can

facilitate students in learning English in

reading skills

3 4

∑ Score 31 40


NA= PS X 100% = 31 X 100% = 77,5%

SM 40

In this questionnaire there are 10 statements about the design or the

product. The result showed that the number score obtained is 31 and the

maximal score 40. The percentage of 31 from 40 is 77,5% like formula

above. It is mean that the product is state good and ready to be tried out.

5. Writing the second draft

After getting feedback from the expert, the tst will b revision. The

second draft on the test was written based on the feedback from the expert.

In result of feedback from the expert will be present in the picture as a

follows:

Figure 4.3 Front cover of worksheet

Figure 4.4 concept mapping

6. Conducting the try-out

The implementation was conducted after the test items were

finished and ready to be tried out. In this step the researcher apply English

worksheets od students in the learning process to examine the

effectiveness and practically.

According to Sugiono (2016, p.433) research and development

throught some phases, they are:

a) Phases of Study Introduction carried out by apply descriptive

Qualitative approach.

b) Second phase, design model development with apply descriptive

approach, continue with apply try out to 1 class. There were 14

Students of class XI at MAs Nururrodhiyah Kota Jambi 2019 who

were asked to read, and then answeres questionnaire. It means to

know so far student accept the worksheets and examined the

effectiveness this media. The data finding of the trial, based on the

result from Scale likert Questionnaire (see in the appendix), the

worksheets of reading skill has been com platible and appropriate for

student reading skill.

Table 4.3

Result Questionnaire of Teacher’s English

No Statements Score

obtained

Score

Maximum

1 The material on the worksheet is

presented according to the

curriculum used in the even

semester semester XI

4 4

2 The material on the worksheet

presented is in accordance with

the basic competencies of class

XI second semester

4 4

3 The material on the worksheet

presented is not in accordance

with the theme in the class XI

syllabus

3 4

4 The material topics provided are

not suitable for the development

of Class XI

3 4

5 The exercises provided in the

worksheet can be understood by

students

3 4

6 Fun exercise 3 4

7 Teaching materials provided are

easy to use in learning in the XI

grade

4 4

8 The material presented does not

motivate students to learn

English. Especially in reading

3 4

skills

9 The material presented does not

improve students' English ability

3 4

10 The material presented can be

applied to greet students' lives

3 4

∑ Score 33 40


NA= PS X 100% = 33 X 100% = 82,5%

SM 40

The data from one to one teacher questionnaire have 10 point statements.

The result of the perception of teacher in the questionnaire got score obtained 33

with score maximal 40. Thus, seem in formula above that the result is 82,5 %. It is

means that the data is valid and good to apply. The teacher also used these

worksheets because this worksheet have appropriate with the syllabus that school

use there.

The researcher recorded the data based on the result of questionnaire.

There are 14 students in the class XI in MAs Nururrodhiyah Kota Jambi.

Table 4.4

Tabel of Result Students ‘Questionnaire

N

o

Statements Score Obtained Total

Score

Max

Score 1 2 3 4 5 6 7 8 9 10 11 12 13 14

1

The picture on the

cover of this

worksheet is

interesting

4

3

3

4

3

4

3

3

4

3

4

3

3

4

48

56

2 The material on this

worksheet is

interesting to learn

4

3

3

3

4

3

4

3

3

3

3

3

3

3

45

56

3 Learning material

on this worksheet is

related to daily life

3

3

3

4

4

3

4

3

3

3

3

3

3

3

45

56

4 Learning material

on this worksheet is

difficult to

understand

4

3

3

4

4

4

4

3

3

3

3

3

3

2

46

56


worksheet is related

to everyday life

4

3

3

4

4

4

4

3

3

3

3

3

4

3

48

56

6 The exercises or

questions given on

this worksheet are

easy to understand

3

3

3

3

4

4

4

3

3

3

3

4

3

3

44

56

7 The writing steps

presented provide

convenience for the

younger siblings in

doing the exercises

3

3

3

4

3

3

3

3

3

3

3

3

3

4

44

56

8 This worksheet

does not motivate

younger siblings to

learn English

4

3

3

4

3

3

3

4

3

4

4

3

4

4

49

56

9 The colors used in

this worksheet do

not make it more

interested in

learning the

material

4

3

2

4

4

4

4

3

3

3

3

4

4

3

49

56

10 The picture given in

this worksheet

helps to understand

the material

4

3

3

3

4

4

4

4

3

3

3

4

4

3

49

56


worksheet can be

related to

experience

3

3

3

3

3

3

3

3

3

3

3

3

3

3

42

56

12 The material

provided can be

implemented in

everyday life

3

3

3

3

3

3

3

3

3

3

4

3

3

3

43

56

13 Learning to use this

worksheet does not

add new knowledge

4

3

3

4

4

3

3

4

4

3

3

4

4

3

49

56

14 The vocabulary

given in the

worksheet is less

helpful for students

in doing the

exercises given

4

3

3

4

4

4

4

4

3

4

3

3

4

4

51

56

15 The examples given

are less able to

clarify the

description of the

material

4

3

3

4

3

3

4

3

3

3

3

4

4

3

47

56

∑ Score 699 840

Percentage 83,2% 100%

Category Very High

The result from the questionnaire showed 83,2% accepted and success and

16,8& did not fill the criteria. It showed that the students interested and

motivate in learning English by using Worksheet, particular in reading skill and

can be apply in learning process.

7. Conducting evaluation and revision

After trying-out the English material, the teacher asked the students to

reflection what they learn and suggestion from expert. Cross in sukardi

(2015) state that evaluation is a process which determines the exent to

which objectives has been achieved. Some revision before and after

revision are present bellow:

Table 4.5

Table of before and after Revision

Before Revising After Revising


8. Writing the final draft

The last step was done after revision the designed worksheet. The final

result was English worksheets of reading skill for the eleventh grade

students of MAs Nururrodhiyah Kota Jambi. After all the process have

done, the researcher wrote final draft and print-out. (Appendix)

C. The result of need analysis and syllabus

1. The result of need analysis

Then researcher used a general need analysis and gave a clue for English as

a whole. But, seen from the result, those students complain a lot in reading.

Therefore, the researcher thinking that it is important, and urgent to have a

worksheet on reading skill.

2. Syllabus

Kompetensi Sikap Spiritual dan Sikap Sosial dicapai melalui pembelajaran

tidak langsung (indirect teaching) pada pembelajaran Kompetensi

Pengetahuan dan Kompetensi Keterampilan melalui keteladanan,

pembiasaan, dan budaya sekolah dengan memperhatikan karaktersitik

mata pelajaran serta kebutuhan dan kondisi peserta didik.

Penumbuhan dan pengembangan Kompetensi Sikap dilakukan sepanjang

proses pembelajaran berlangsung dan dapat digunakan sebagai

pertimbangan guru dalam mengembangkan karakter peserta didik lebih

lanjut.

Kompetensi Inti :

1. Menghargai dan menghayati ajaran agama yang dianutnya

2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,

peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan

pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai

permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial

dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam

pergaulan dunia.

3. Memahami, menerapkan, dan menganalisis pengetahuan faktual,

konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya

tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan

wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait

penyebab fenomena dan kejadian, serta menerapkan pengetahuan

prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan

minatnya untuk memecahkan masalah.

4. Mengolah, menalar, dan menyaji, dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara

mandiri serta bertindak secara efektif dan kreatif, dan mampu

menggunakan metoda sesuai kaidah keilmuan.

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

3.1 Menerapkan fungsi

sosial, struktur

teks, dan unsur

kebahasaan teks

interaksi

transaksional lisan

dan tulis yang

FungsiSosial

Menjaga hubungan

interpersonal dengan

guru, teman, dan orang

lain.

Struktur Teks

- Memulai

- Menyimak, membaca,

dan menirukan, guru

membacakan beberapa

teks pendek berisisaran

dan tawaran dengan

ucapan dan tekanan kata

yang benar


melibatkan

tindakan memberi

dan meminta

informasi terkait

saran dan tawaran,

sesuai dengan

konteks

penggunaannya.

(Perhatikan unsur

kebahasaan

should, can)

4.1 Menyusun teks

interaksitransaksio

nal, lisan dan

tulis, pendek dan

sederhana, yang

melibatkan

tindakan memberi

dan meminta

informasi terkait

saran dan tawaran,

dengan

memperhatikan

fungsi sosial,

struktur teks, dan

unsur kebahasaan

yang benar dan

sesuai konteks

- Menanggapi

(diharapkan/di luar

dugaan)

Unsur Kebahasaan

- Ungkapan yang

menunjukkan saran dan

tawaran, dengan modal

shoulddancan

- Nomina singular dan

plural dengan atau tanpa

a, the, this, those, my,

their, dsb.

- Ucapan, tekanan kata,

intonasi, ejaan, tanda

baca, dan tulisan tangan

Topik

Situasi

yangmemungkinkanpem

berian saran dan

tawaranmelakukan

tindakan yang dapat

menumbuhkan perilaku

yang termuat di KI

- Menanyakan hal-hal

yang tidak diketahui

atau yang berbeda

- Menentukan modal

yang tepat untuk

diisikan ke dalam

kalimat-kalimat

rumpang

- Diberikan beberapa

situasi, membuat

beberapa saran dan

tawaran yang sesuai

secara tertulis kemudian

dibacakan ke kelas

- Melakukan pengamatan

di lingkungan sekolah

dan sekitarnyauntuk

membuat serangkaian

saran dan tawaran untuk

memperbaikinya

- Melakukan refleksi

tentang proses dan hasil

belajarnya

3.2 Menerapkan fungsi Fungsi Sosial - Menyaksikan/menyima


sosial, struktur

teks, dan unsur

kebahasaan teks

interaksi

transaksional lisan

dan tulis yang

melibatkan

tindakan memberi

dan meminta

informasi terkait

pendapat dan

pikiran, sesuai

dengan konteks

penggunaannya.

(Perhatikan unsur

kebahasaan I

think, I suppose,

in my opinion)

4,2 Menyusun teks

interaksi

transaksional,

lisan dan tulis,

pendek dan

sederhana, yang

melibatkan

tindakan memberi

dan meminta

informasi terkait

pendapat dan

Menjaga hubungan



lain.

Struktur Teks

- Memulai

- Menanggapi

(diharapkan/di luar

dugaan)

Unsur Kebahasaan

- Ungkapan menyatakan

pendapat I think, I

suppose, in my opinion




their, dsb.




Topik

Situasi

yangmemungkinkanmun

culnya pernyataan

tentang pendapat dan

pikiranyang dapat


yang termuat di KI

k beberapa interaksi

dalam media visual

(gambar atau video)

yang melibatkan

pernyataan pendapat

dan pikiran

- Mengidentifikasi dan

menyebutkan situasi

yang memunculkan

pernyataan pendapat

dan pikiran dan

menyebutkan

pernyataan yang

dimaksud

- Bertanya dan

mempertanyakan

tentang hal-hal yang

tidak diketahui atau

berbeda


situasi peserta didik

menyatakan pendapat

dan pikirannya yang

sesuai secara tertulis

kemudian dibacakan ke

kelas


di lingkungan

daerahnya dan


pikiran, dengan

memperhatikan

fungsi sosial,

struktur teks, dan

unsur kebahasaan

yang benar dan

sesuai konteks

sekitarnyadan kemudian

menyatakan pendapat

dan pikirannya terkait

dengan upaya menjaga,

memelihara dan

memperbaikinya



belajar

3.3 Membedakan

fungsi sosial,

struktur teks, dan

unsur kebahasaan

beberapa teks

khusus dalam

bentuk undangan

resmi dengan

memberi dan

meminta

informasi terkait

kegiatan

sekolah/tempat

kerja sesuai

dengan konteks

penggunaannya

4.3 Teks Undangan

Resmi

4.3.1 Menangkap

makna secara

Fungsi Sosial

Menjaga hubungan

interpersonal dalam

konteks resmi

Struktur Teks

Dapat mencakup:

- Sapaan

- Isi

- Penutup

Unsur Kebahasaan

- Ungkapan dan istilah

yang digunakan dalam

undangan resmi




their, dsb.



- Mencermati dan

menemukan perbedaan

dan persamaan dari

beberapa undangan

resmi untuk beberapa

acara yang berbeda


menyebutkan bagian-

bagian dari undangan

dengan ucapan dan

tekanan kata yang benar

- Mencermati beberapa

undangan resmi lainnya,

dan mengidentifikasi

bagian-bagiannya serta

ungkapan-ungkapan yang

digunakan


undangan resmi yang

tidak lengkap, dan

kemudian melengkapinya


kontekstual terkait

fungsi sosial,

struktur teks, dan

unsur kebahasaan

teks khusus dalam

bentuk undangan

resmi lisan dan

tulis, terkait

kegiatan

sekolah/tempat

kerja

4.3.2 Menyusun teks

khusus dalam

bentuk undangan

resmi lisan dan

tulis, terkait

kegiatan

sekolah/tempat

kerja, dengan

memperhatikan

fungsi sosial,

struktur teks, dan

unsur kebahasaan,

secara benar dan

sesuai konteks


Topik

Acara formal yang

terkait dengan sekolah,

rumah, dan masyarakat

yang

dapatmenumbuhkan

perilaku yang termuat di

KI

Multimedia

Layout yang membuat

tampilan teks lebih

menarik.

dengan kata dan ungkapan

yang sesuai

- Diberikan deskripsi

tentang acara yang akan

dilaksanakan, dan

kemudian membuat

undangan resminya

- Menempelkan

undangan di dinding

kelas dan bertanya

jawab dengan pembaca

(siswa lain, guru) yang

datang membacanya



belajarnya

3.4 Membedakan

fungsi sosial,

struktur teks, dan

unsur kebahasaan

Fungsi Sosial

Menyatakan pendapat,

mempengaruhi, dengan

- Membaca dua teks

eksposisi analitis

tentang isu-isu aktual

yang berbeda.


beberapa teks

eksposisi analitis

lisan dan tulis

dengan memberi

dan meminta

informasi terkait

isu aktual, sesuai

dengan konteks

penggunaannya

4.4 Teks eksposisi

analitis

4.4.1 Menangkap

makna secara

kontekstual terkait

fungsi sosial,

struktur teks, dan

unsur kebahasaan

teks eksposisi

analitis lisan dan

tulis, terkait isu

aktual

4.4.2 Menyusun teks

eksposisi analitis

tulis, terkait isu

aktual, dengan

memperhatikan

fungsi sosial,

struktur teks, dan

unsur kebahasaan,

argumentasi analitis

Struktur Teks

Dapat mencakup

- Pendapat/pandangan

- Argumentasi secara

analitis

- Kesimpulan

Unsur Kebahasaan

- Ungkapan seperti I

believe, I think

- Adverbia first, second,

third …

- Kata sambungTherefor,

consequently, based on

the arguments




their, dsb.




Topik

Isu-isu aktual yang perlu

dibahas yang


yang termuat di KI

- Mencermati satu tabel

yang menganalisis

unsur-unsur eksposisi,

bertanya jawab, dan

kemudian

menerapkannya untuk

menganalisis satu teks

lainnya

- Mencermati rangkaian

kalimat yang masing-

masing merupakan

bagian dari tiga teks

eksposisi yang

dicampur aduk secara

acak, untuk kemudian

bekerja sama

mengelompokkan dan

menyusun kembali

menjadi tiga teks

eksposisi analitis yang

koheren, seperti aslinya

- Membacakan teks-teks

eksposisi tsb dengan

suara lantang di depan

kelas, dengan ucapan

dan tekanan kata yang

benar

- Membuat teks eksposisi

menyatakan


secara benar dan

sesuai konteks

pandangannya tentang

satu hal di sekolah,

desa, atau kotanya.

- Menempelkan teks tsb

di dinding kelas dan

bertanya jawab dengan

pembaca (siswa lain,

guru) yang datang

membacanya



belajarnya


sosial, struktur

teks, dan unsur

kebahasaan teks

interaksi

transaksional lisan

dan tulis yang

melibatkan

tindakan memberi

dan meminta

informasi terkait

keadaan/tindakan/

kegiatan/kejadian

tanpa perlu

menyebutkan

pelakunya dalam

teks ilmiah, sesuai

Fungsi Sosial

Mendeskripsikan,

memaparkan secara

obyektif

Struktur Teks

- Memulai

- Menanggapi

(diharapkan/di luar

dugaan)

Unsur Kebahasaan

- Kalimat deklaratif dan

interogatif dalam passive

voice

- Preposisiby



- Membaca dan

mencermati beberapa

deskripsi tentang

produk seni budaya dari

beeberapa negara

dengan banyak

menggunakan kalimat

pasif

- Membacakan deskripsi

setiap produk budaya

secara lisan di depan

kelas secara bermakna

dengan ucapan dan

tekanan yang benar

- Melengkapi teks tentang

suatu produk yang kata

kerjanya banyak yang


dengan konteks

penggunaannya.

(Perhatikan unsur

kebahasaan

passive voice)

4.5 Menyusun teks

interaksi

transaksional lisan

dan tulis yang

melibatkan

tindakan memberi

dan meminta

informasi terkait

keadaan/tindakan/

kegiatan/kejadian

tanpa perlu

menyebutkan

pelakunya dalam

teks ilmiah,

dengan

memperhatikan

fungsi sosial,

struktur teks, dan

unsur kebahasaan

yang benar dan

sesuai konteks


their, dsb.




Topik

Benda, binatang,

tumbuh-tumbuhan, yang

terkait dengan mata

pelajaran lain yang


yang termuat di KI

dihilangkan dengan kata

kerja yang makna tepat

berbentuk pasif, dengan

grammar dan ejaan

yang benar



yang sudah lengkap di

depan kelas secara

bermakna dengan

ucapan dan tekanan

yang benar



belajarnya

3.6 Membedakan

fungsi sosial,

struktur teks, dan

Fungsi Sosial

Menjalin kedekatan

- Menyimak dan

menirukan guru

membacakan beberapa


unsur kebahasaan

beberapa teks

khusus dalam

bentuk surat

pribadi dengan

memberi dan

menerima

informasi terkait

kegiatan diri

sendiri dan orang

sekitarnya, sesuai

dengan konteks

penggunaannya

4.6 Teks surat pribadi

4.6.1 Menangkap

makna secara

kontekstual terkait

fungsi sosial,

struktur teks, dan

unsur kebahasaan

teks khusus dalam

bentuk surat

pribadi terkait

kegiatan diri

sendiri dan orang

sekitarnya

4.6.2 Menyusun teks

khusus dalam

bentuk surat

hubungan antar pribadi

Struktur Teks

Dapat mencakup

- Tempat dan tanggal

- Penerima

- Sapaan

- Isi surat

- Penutup

Unsur Kebahasaan

- Ungkapan keakraban

yang lazim digunakan

dalam surat pribadi




their, dsb.




Topik

Pengalaman, informasi,

hallain yang terkait

dengan sekolah, rumah,

dan masyarakat yang

dapat menumbuhkan


KI

contoh surat pribadi

dengan ucapan, dan

tekanan kata yang

benar.

- Membaca dengan suara

lantang dan bermakna,

dengan ucapan dan



yang menganalisis


bertanya jawab, dan

kemudian

menerapkannya untuk

menganalisis dua surat

pribadi lainnya



masing merupakan

bagian dari tiga surat

pribadi yang dicampur

aduk secara acak, untuk

kemudian bekerja sama

mengelompokkan dan

menyusun kembali

menjadi tiga surat

pribadi yang koheren,

seperti aslinya

- Membuat surat pribadi


pribadi terkait

kegiatan diri

sendiri dan orang

sekitarnya, lisan

dan tulis, dengan

memperhatikan

fungsi sosial,

struktur teks, dan

unsur kebahasaan,

secara benar dan

sesuai konteks

untuk satu orang teman

di kelas tentang suatu

hal yang relevan, dan

kemudian membalasnya



belajar


sosial, struktur

teks, dan unsur

kebahasaan teks

interaksi

transaksional lisan

dan tulis yang

melibatkan

tindakan memberi

dan meminta

informasi terkait

hubungan sebab

akibat, sesuai

dengan konteks

penggunaannya.

(Perhatikan unsur

kebahasaan

because of ..., due

Fungsi Sosial

Menjelaskan,

memberikan alasan,

mensyukuri, dsb.

Struktur Teks

- Memulai

- Menanggapi

(diharapkan/di luar

dugaan)

Unsur Kebahasaan

- Kata yang menyatakan

hubungan sebab akibat:

because of ..., due to ...,

thanks to ...




their, dsb.

- Menyaksikan/menyima


dalam media visual

(gambar atau video)

yang melibatkan

pernyataansebab akibat


menyebutkan situasi

yang memunculkan

pernyataan sebab akibat

dan menyebutkan

pernyataan yang

dimaksud

- Bertanya dan

mempertanyakan



berbeda


to ..., thanks to ...)

4.7 Menyusun teks

interaksi

transaksional lisan

dan tulis yang

melibatkan

tindakan memberi

dan meminta

informasi terkait

hubungan sebab

akibat, dengan

memperhatikan

fungsi sosial,

struktur teks, dan

unsur kebahasaan

yang benar dan

sesuai konteks




Topik

Keadaan, perbuatan,

tindakan di sekolah,

rumah, dan sekitarnya

yang layak dibahas

melalui sebab akibatyang

dapat menumbuhkan


KI.



menulis teks pendek

yang melibatkan

pernuataan sebab

akibatdan kemudian

dibacakan ke kelas


di lingkungan

daerahnya dan


membuat beberapa

pandangan yang

melibatkansebab akibat

terkait dalam upaya

menjaga, memelihara

dan memperbaikinya



belajar

3.8 Membedakan

fungsi sosial,

struktur teks, dan

unsur kebahasaan

beberapa teks

explanation lisan

dan tulis dengan

memberi dan

meminta

Fungsi Sosial

Menjelaskan, memberi

gambaran alasan

terjadinya suatu

fenomena

Struktur Teks

Dapat mencakup:

- fenomena

- Membaca beberapa teks

information report

terkait mata pelajaran

lain di Kelas IX

- Menggunakan alat

analisis, mengidentifikasi

bagian-bagian struktur

teks report dan mengamati

cara penggunaanya,

seperti yang dicontohkan


informasi terkait

gejala alam atau

sosial yang

tercakup dalam

mata pelajaran

lain di kelas XI,

sesuai dengan

konteks

penggunaannya

4.8 Menangkap makna

secara kontekstual

terkait fungsi

sosial, struktur

teks, dan unsur

kebahasaan teks

explanation lisan

dan tulis, terkait

gejala alam atau

sosial yang

tercakup dalam

mata pelajaran

lain di kelas XI

- identitas gejala

- rangkaian penjelasan

Unsur Kebahasaan

- Adverbia first, then,

following, finally

- Hubungan sebab-akibat

(if –then, so, as a

consequence, since, due

to, because of, thanks to

- Kalimat pasif,

dalamtenses yang present




Topik

Benda-benda non

manusia, seperti air,

penguapan, hujan dengan

paparan yang


yang termuat dalam KI

- Bertanya jawab tentang

beberapa teks lain lagi

dengan topik yang

berbeda

- Mengumpulkan

informasi dari berbagai

sumber untuk membuat

teks-teks tentang

fenomena alam pendek

dan sederhana.

- Menempelkan teks

masing-masing di dinding

kelas untuk dibaca

temannya

- Mempresentasikan

teksnya kepada teman-

teman yang datang

membaca

- Melakukan langkah yang

sama dengan topik

fenomena sosial



belajarnya

3.9 Menafsirkan

fungsi sosial dan

unsur kebahasaan

lirik lagu terkait

kehidupan remaja

Fungsi sosial

Mengembangkan nilai-

nilai kehidupan dan

karakter yang positif

Unsur kebahasaan

- Membahas hal-hal yang

terkait dengan tema

lagu yang liriknya akan

segera dibaca

- Membaca dan


SMA/MA/SMK/

MAK

4.9 Menangkap makna

secara kontekstual

terkait fungsi

sosial dan unsur

kebahasaan lirik

lagu terkait

kehidupan remaja

SMA/MA/SMK/

MAK

- Kosa kata dan tata

bahasa dalam lirik lagu



baca, dan tulisan

tangan

Topik

Hal-hal yang dapat

memberikan keteladanan

dan menumbuhkan


KI

mencermati isi lirik lagu

terkait dengan

pembahasan

sebelumnya

- Menyimak, dan

menirukanguru

membaca lirik lagu

secara bermakna

- Menyebutkan bagian-

bagian yang terkait

dengan pesan-

pesantertentu

- Membahas pemilihan

kata tertentu terkait

dengan tema lagu



belajarnya

D. Discussion

The kind of English Instructional media design was worksheet, English

worksheet for reading skill . According to Palepong (2001:12), the definition of

the worksheet is sheet given to the students in the class or act the teaching

learning activity. It is a paper that provides information and instruction from

teacher or application of learning value to get the objective. The content of

these worksheet more directed at training excirses to improve students’ reading

skills. So that, the students become accustomed to reading English.

The first previous was conducted by Mauliya Novita (2013) entitled

“Devloping Vocabulary Material for Elemenary School Students”. Her

research use qualitative approach and use questioner to valid the data from

expert. The result of this research from material expert shows that

supplementary vocabulary material is very good and appropriate to be

implemented. Then from teaching practicing and interview show that

elementary school student interested and motivated with the supplementary

vocabulary material. It means that her research to develop vocabulary material

was success and accepted.

The second previous study was done by Haris Rizki Arifin (2014), he

developed English interactive multimedia student’s e-wokrsheet for fourth

grades of elementary school. He used technology by design e-worksheet to

make students aasy to learn English. His research was for young leaner. The

result of the research use of the interactive multimedia E-worksheet give some

positive influence for the students in the teaching and learning process. It is

proved by the result of the questionnaire given to the students. It shows that the

use of the E-worksheet can increase their interest and motivation in learning

English. In my opinion his idea in the research is very brilliant considering that

in this globalization era most all of people use electronic or technology from

children until adult people. Unfortunately, now in Indonesia in some of

elementary school has not been teaching English again since new curriculum.

The third previous was done by Sanny Merdekawati and Himmawati Puji

Lestari (2011) entitled “developing student worksheet in English based on

consteuctivise using problem solving approach on mathematic learning on the

topic social arithmetic”. Their research id developing student worksheet in

english in mathematics education and she use problem solving. The result of

their research very valid, effective and practically based on both student

response questionnaire raised 3.03 of 4 scale and learning observation sheet

raise 81.6%. it means student worksheet cold use in the class, useful, and the

level of carrying on student worksheet in the learning process is hight.

Their research different from my research, the different is the subject of

the the research, the material, and the approach that we used but the same with

my research is about worksheet. And the research result of their research are

also defferent.

This research is was conducted to develop a good and appropriate

worksheet of reading skill for teaching English to eleventh grade student of the

state MAs Nururrodhiyah Kota Jambi academic year 2018/2019, and the

researcher selected class XI.

The researcher develop have been validated by the material expert and design

expert. Its take 1 week for validated the material and design and one time revision.

The researcher also has been trial product to small group in the school and

asked the teacher opinion about the product. The result from the questionnaire

showed 83,2% accepted and success and 16,8& did not fill the criteria. It

showed that the students interested and motivate in learning English by using

Worksheet, particular in reading skill and can be apply in learning process.

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

This development researcher of worksheets to teach reading skill for

senior Islamic high school student is developed with Dick and Carey model

(Borg and Gall:2003) the procedure of the model follows by 8 steps:

Researching and collecting information, planing, writing the first draft of

English worksheet, having the test rview by experts, writing the second draft,

conducting the try-out, conducting evaluation and revision, and writing the

final draft. All the entire process of the model has done.

The result of this product is valid based on validation from expert

material expert and design expert. The material expert validated the pproduct in

term of the content on the basis of the school curriculum, text, task, interaction,

grammar and learning reaing skill. The validation result from material expert

show that the worksheet of reading skill is good and appropriate to be

implemented. The design expert bvalidated the product in term of grapicht,

font, page border, line color, picture and other epported components. The

validation result from expert show that the worksheet of reading skill is good

and the worksheets pretty helpful for improving student’ reading skill.

Then the product is going to be implemeneted to the teacher as one to

one trial and 14 students. The validation result from the teacher shows that the

worksheets of reading skill is good and appropriate in learning English of

reading skill for senior Islamic high school student at grade elevent. The result

From the questionnaire showed 83,2% accepted and success and 16,8& did not

fill the criteria. It showed that the students interested and motivate in learning

English by using Worksheet, particular in reading skill and student interested

and motivated with the worksheets of reading skill for grade elevents student at

the secod semester MAs Nururrodhiyah Kota Jambi is success and accepted.

B. Suggestion

the product is used for English learning of reading for senior Islamic high

school at grade elevents Nururrodhiyah Kota Jambi to get the learning

outcome better the teacher and the student can use this product as a

supplementary teaching and learning material for this school and also be one

of reference, because in this era English is the common language that shold

be learnt to pass national examination and needed for better school or jobs.

Researcher hope to the next researcher that interested in research

development will revise some weakness in this product, and will develop it

more creatively. The continuity of this product can add and create some

supported media. Beside that, researcher hope for the next researcher can

produce better product not only in reading skill but also in other skill.

REFERENCE

Arifin, H. R. (2014). Developing English Interactive Multimedia Students’ E-

Woksheet for fourth Grades of Elementary School. Language Circle:

Journal of Language and Literature, 9(1),37

Bull, Victoria. Oxford Learner’s Pocket Dictionary; Fourth Edition. New York:

Oxford University Press, 2008.

Davies, Ivor K. Instructional Technique. New York: McGraw-Hill Inc, 1991

Depdiknas. (2006). Standar Isi Kurikulum Tingkat Satuan Pendidikan

(Jakarta:Departemen Pendidikan Nasional)

Gall, M.D and Brog, W. R, (2003). Educational Research : An introduction (11th

Edition) Boston: Person Education, Inc

Harmer, Jeremy. An Introduction to the Practice of English Language Teaching.

Hot to Teach English. Cambridge. Longman

Harmer, Jeremy. The Practice of English Language Teaching. Fourth Edition.

Pearson. Longman

Kaymakcı, Selahattin. History Teachers ‘views About Worksheets (Unpublished

Master’s Thesis, Karadeniz Technical University Graduate School of Social

Sciences), 2006.

Nunan. David (2006). Task-based language teaching. Ernst Klett Sprachen

Palepong, Gonna. Improving English Vocabulary by Using the Worksheet. A

Thesis. FBS UNM, 2002.

Richards. Jack .C (2001) Curriculum Development in Languange Teaching.

Cambridge University. Cambridge

Sugiyono. (2016). Metode Penelitian Pendidikan endekatan Kuantitatif,

Kualitatif, dan R&D. Bandung : Alfabeta

Sukardi, M (2015). Evaluasi Pendidiikan Prinsip dan Operasionalnya. Jakarta :

Bumi Aksara

Tomlison, Brian. (2007). Developing Materials for language Teaching. London :

Cromwell Press, Towbride, Wishire

Appendix 1

Observation Sheets

Analysis

Content :

1. Learning standard

Standar pembelajaran yang dipakai menggunakan

kurikulum 2013/k13

Syllabus, program tahunana, program semester berdasarkan

kurikulum yang digunka disekolah.

Materi yang diberikan menggunakan buku Bahasa Inggris

Senior high school year XI Talk Active

Setiap siswa memiliki buku penunjang pembelaran LKS

Bahasa Inggris berdasarkan kurikulum 2013 yaitu LKS

bahasa inggris

Kompetensi dasar yang ada di LKS sudah 75% sudah

sesuai hanya saja ada beberapa materi yang yang masih

sulit dipahami siswa dan kurang sesuai kebutuhan guru

2. Learning dimensions

Setiap anak mempunyai karakter yang berbeda-beda setiap

belajar

Ada yang suka mendesign

Ada yang suka bagian art/seni

Ada yang lebih suka team work/sosial

Ada yang simpatik

Ada yang kreatif

Semua itu perlu dirangkum dan perlu diperhatikan dalam

mendesign materi yang cocok unyuk setiap perbedaan

tersebut

3. Task analysis

Bagaiamana mendesign latihan yang cocok untuk

pembelajaran anak MAs kelas XI

Didukung oleh teori-teori

Consutasi dengan para ahli

4. Instructional media and technology

Bagaimana mendesign/mengembangkan, membuat dan

menghasilkan produknya

Learner :

1. Learner Character:

Anak kelas XI MAs berumur 16-18 tahun

Anak-anak kelas XI MA sudah mampu membaca dalam

bahasa inggris walaupun pronounciationnya masih perlu

bimbingan

Sudah mampu mengimitate tulisan dalam bahasa inggris

meskipun terkadang masih banyak siswa yang kesulitan

untuk menuliskan kata atau kalimat yang benar dalam

bahasa inggris.

2. Learner preference

Mereka akan semangat dan tertarik belajar kalau bahan ajar

yang digunkana dapat menarik perhatian mereka

Kebanyakan menyukai gambar yang emnarik, bewarna dan

experiment atau ekplorasi

Mereka menyukai hal-hal yang mudah dipahami’

3. Special need

Materi yang ada di LKS kurang menarik ataupun masih ada

yang sulit dipahami siswa

Anak-anak kelas XI 75% memang kurang menyukai bahasa

inggris

Context

1. School level : Tingal MAs / SMA/ SMK

2. Classroom Leve; : Kelas XI MAs / SMA /SMK Semester 2

3. Personal leve; : setiap anak mempunyai tingkat kemampuan yang

berbeda-beda

Appendix 2

List Question of Interview:

1. Sumber belajar apa saja yang digunakan oleh guru bahasa inggris?

2. Apakah sekolah ini menggunakan worksheet sebagasi media

belajar?

3. Apakah manfaat dari menggunkana worksheet sebagai media

belajar?

4. Apakah worksheet paling oenting untuk pembelajaran?

5. Apa kendala dari pembeljaran bahasa inggris berkaitan dengan

worksheet?

6. Skill apa yang diperlukan berkaitan dengan media worksheet?

7. Diantara keempat skill, skill apa yang sulit bagi siswa?

8. Apakah guru bahasa inggris di MAs sering menggunakan

worksheet pada saat pembelajaran? Apa alasan sering

menggunakan atau jarang menggunkannya?

9. Apakah buku tersebut tepat, menarik minat dan memotivasi siswa

untuk belajar bahasa inggris?

10. Kurikulum apa yang digunakan sekolah tersebut?

11. Worksheet yang seperti apa yang siswa dan guru bahasa inggris

butuhkan di sekolah MAs Nururrodhiyah Kota jambi?

Appendix 3

Kelas : XI

Alokasi Waktu : 2 jam pelajaran/minggu

Kompetensi Sikap Spiritual dan Sikap Sosial dicapai melalui pembelajaran tidak

langsung (indirect teaching) pada pembelajaran Kompetensi Pengetahuan dan

Kompetensi Keterampilan melalui keteladanan, pembiasaan, dan budaya sekolah

dengan memperhatikan karaktersitik mata pelajaran serta kebutuhan dan kondisi

peserta didik.

Penumbuhan dan pengembangan Kompetensi Sikap dilakukan sepanjang proses

pembelajaran berlangsung dan dapat digunakan sebagai pertimbangan guru dalam

mengembangkan karakter peserta didik lebih lanjut.

Kompetensi Inti :

5. Menghargai dan menghayati ajaran agama yang dianutnya

6. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,

peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan

pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai

permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial

dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam

pergaulan dunia.

7. Memahami, menerapkan, dan menganalisis pengetahuan faktual,

konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya

tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan

wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait

penyebab fenomena dan kejadian, serta menerapkan pengetahuan

prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan

minatnya untuk memecahkan masalah.

8. Mengolah, menalar, dan menyaji, dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara

mandiri serta bertindak secara efektif dan kreatif, dan mampu

menggunakan metoda sesuai kaidah keilmuan.



sosial, struktur

teks, dan unsur

kebahasaan teks

interaksi

transaksional lisan

dan tulis yang

melibatkan

tindakan memberi

dan meminta

informasi terkait

saran dan tawaran,

sesuai dengan

konteks

penggunaannya.

(Perhatikan unsur

kebahasaan

should, can)

4.1 Menyusun teks

interaksitransaksio

nal, lisan dan

tulis, pendek dan

sederhana, yang

melibatkan

tindakan memberi

dan meminta

FungsiSosial

Menjaga hubungan



lain.

Struktur Teks

- Memulai

- Menanggapi

(diharapkan/di luar

dugaan)

Unsur Kebahasaan

- Ungkapan yang

menunjukkan saran dan

tawaran, dengan modal

shoulddancan




their, dsb.




Topik

Situasi

yangmemungkinkanpem

berian saran dan

- Menyimak, membaca,

dan menirukan, guru

membacakan beberapa

teks pendek berisisaran

dan tawaran dengan

ucapan dan tekanan kata

yang benar

- Menanyakan hal-hal

yang tidak diketahui

atau yang berbeda

- Menentukan modal

yang tepat untuk

diisikan ke dalam

kalimat-kalimat

rumpang


situasi, membuat

beberapa saran dan

tawaran yang sesuai

secara tertulis kemudian

dibacakan ke kelas


di lingkungan sekolah

dan sekitarnyauntuk

membuat serangkaian

saran dan tawaran untuk

memperbaikinya


informasi terkait

saran dan tawaran,

dengan

memperhatikan

fungsi sosial,

struktur teks, dan

unsur kebahasaan

yang benar dan

sesuai konteks

tawaranmelakukan

tindakan yang dapat


yang termuat di KI



belajarnya


sosial, struktur

teks, dan unsur

kebahasaan teks

interaksi

transaksional lisan

dan tulis yang

melibatkan

tindakan memberi

dan meminta

informasi terkait

pendapat dan

pikiran, sesuai

dengan konteks

penggunaannya.

(Perhatikan unsur

kebahasaan I

think, I suppose,

in my opinion)

4,2 Menyusun teks

Fungsi Sosial

Menjaga hubungan



lain.

Struktur Teks

- Memulai

- Menanggapi

(diharapkan/di luar

dugaan)

Unsur Kebahasaan

- Ungkapan menyatakan

pendapat I think, I

suppose, in my opinion




their, dsb.





dalam media visual

(gambar atau video)

yang melibatkan

pernyataan pendapat

dan pikiran


menyebutkan situasi

yang memunculkan

pernyataan pendapat

dan pikiran dan

menyebutkan

pernyataan yang

dimaksud

- Bertanya dan

mempertanyakan



berbeda


interaksi

transaksional,

lisan dan tulis,

pendek dan

sederhana, yang

melibatkan

tindakan memberi

dan meminta

informasi terkait

pendapat dan

pikiran, dengan

memperhatikan

fungsi sosial,

struktur teks, dan

unsur kebahasaan

yang benar dan

sesuai konteks


Topik

Situasi

yangmemungkinkanmun

culnya pernyataan

tentang pendapat dan

pikiranyang dapat


yang termuat di KI



menyatakan pendapat

dan pikirannya yang

sesuai secara tertulis

kemudian dibacakan ke

kelas


di lingkungan

daerahnya dan


menyatakan pendapat

dan pikirannya terkait

dengan upaya menjaga,

memelihara dan

memperbaikinya



belajar

3.3 Membedakan

fungsi sosial,

struktur teks, dan

unsur kebahasaan

beberapa teks

khusus dalam

bentuk undangan

resmi dengan

memberi dan

meminta

Fungsi Sosial

Menjaga hubungan

interpersonal dalam

konteks resmi

Struktur Teks

Dapat mencakup:

- Sapaan

- Isi

- Penutup

- Mencermati dan

menemukan perbedaan

dan persamaan dari

beberapa undangan

resmi untuk beberapa

acara yang berbeda


menyebutkan bagian-

bagian dari undangan

dengan ucapan dan


informasi terkait

kegiatan

sekolah/tempat

kerja sesuai

dengan konteks

penggunaannya

4.3 Teks Undangan

Resmi

4.3.1 Menangkap

makna secara

kontekstual terkait

fungsi sosial,

struktur teks, dan

unsur kebahasaan

teks khusus dalam

bentuk undangan

resmi lisan dan

tulis, terkait

kegiatan

sekolah/tempat

kerja

4.3.2 Menyusun teks

khusus dalam

bentuk undangan

resmi lisan dan

tulis, terkait

kegiatan

sekolah/tempat

kerja, dengan

Unsur Kebahasaan

- Ungkapan dan istilah

yang digunakan dalam

undangan resmi




their, dsb.




Topik

Acara formal yang

terkait dengan sekolah,

rumah, dan masyarakat

yang

dapatmenumbuhkan


KI

Multimedia

Layout yang membuat

tampilan teks lebih

menarik.


- Mencermati beberapa

undangan resmi lainnya,

dan mengidentifikasi

bagian-bagiannya serta

ungkapan-ungkapan yang

digunakan


undangan resmi yang

tidak lengkap, dan

kemudian melengkapinya

dengan kata dan ungkapan

yang sesuai

- Diberikan deskripsi

tentang acara yang akan

dilaksanakan, dan

kemudian membuat

undangan resminya

- Menempelkan

undangan di dinding

kelas dan bertanya

jawab dengan pembaca

(siswa lain, guru) yang

datang membacanya



belajarnya


memperhatikan

fungsi sosial,

struktur teks, dan

unsur kebahasaan,

secara benar dan

sesuai konteks

3.4 Membedakan

fungsi sosial,

struktur teks, dan

unsur kebahasaan

beberapa teks

eksposisi analitis

lisan dan tulis

dengan memberi

dan meminta

informasi terkait

isu aktual, sesuai

dengan konteks

penggunaannya

4.4 Teks eksposisi

analitis

4.4.1 Menangkap

makna secara

kontekstual terkait

fungsi sosial,

struktur teks, dan

unsur kebahasaan

teks eksposisi

analitis lisan dan

Fungsi Sosial

Menyatakan pendapat,

mempengaruhi, dengan

argumentasi analitis

Struktur Teks

Dapat mencakup

- Pendapat/pandangan

- Argumentasi secara

analitis

- Kesimpulan

Unsur Kebahasaan

- Ungkapan seperti I

believe, I think

- Adverbia first, second,

third …

- Kata sambungTherefor,

consequently, based on

the arguments




their, dsb.


- Membaca dua teks

eksposisi analitis

tentang isu-isu aktual

yang berbeda.


yang menganalisis


bertanya jawab, dan

kemudian

menerapkannya untuk

menganalisis satu teks

lainnya



masing merupakan

bagian dari tiga teks

eksposisi yang

dicampur aduk secara

acak, untuk kemudian

bekerja sama

mengelompokkan dan

menyusun kembali

menjadi tiga teks


tulis, terkait isu

aktual

4.4.2 Menyusun teks

eksposisi analitis

tulis, terkait isu

aktual, dengan

memperhatikan

fungsi sosial,

struktur teks, dan

unsur kebahasaan,

secara benar dan

sesuai konteks



Topik

Isu-isu aktual yang perlu

dibahas yang


yang termuat di KI

eksposisi analitis yang

koheren, seperti aslinya

- Membacakan teks-teks

eksposisi tsb dengan

suara lantang di depan

kelas, dengan ucapan

dan tekanan kata yang

benar

- Membuat teks eksposisi

menyatakan

pandangannya tentang

satu hal di sekolah,

desa, atau kotanya.

- Menempelkan teks tsb

di dinding kelas dan

bertanya jawab dengan

pembaca (siswa lain,

guru) yang datang

membacanya



belajarnya


sosial, struktur

teks, dan unsur

kebahasaan teks

interaksi

transaksional lisan

dan tulis yang

Fungsi Sosial

Mendeskripsikan,

memaparkan secara

obyektif

Struktur Teks

- Memulai

- Membaca dan

mencermati beberapa

deskripsi tentang

produk seni budaya dari

beeberapa negara

dengan banyak

menggunakan kalimat


melibatkan

tindakan memberi

dan meminta

informasi terkait

keadaan/tindakan/

kegiatan/kejadian

tanpa perlu

menyebutkan

pelakunya dalam

teks ilmiah, sesuai

dengan konteks

penggunaannya.

(Perhatikan unsur

kebahasaan

passive voice)

4.5 Menyusun teks

interaksi

transaksional lisan

dan tulis yang

melibatkan

tindakan memberi

dan meminta

informasi terkait

keadaan/tindakan/

kegiatan/kejadian

tanpa perlu

menyebutkan

pelakunya dalam

teks ilmiah,

- Menanggapi

(diharapkan/di luar

dugaan)

Unsur Kebahasaan

- Kalimat deklaratif dan

interogatif dalam passive

voice

- Preposisiby




their, dsb.




Topik

Benda, binatang,

tumbuh-tumbuhan, yang

terkait dengan mata

pelajaran lain yang


yang termuat di KI

pasif



secara lisan di depan

kelas secara bermakna

dengan ucapan dan

tekanan yang benar

- Melengkapi teks tentang

suatu produk yang kata

kerjanya banyak yang

dihilangkan dengan kata

kerja yang makna tepat

berbentuk pasif, dengan

grammar dan ejaan

yang benar



yang sudah lengkap di

depan kelas secara

bermakna dengan

ucapan dan tekanan

yang benar



belajarnya


dengan

memperhatikan

fungsi sosial,

struktur teks, dan

unsur kebahasaan

yang benar dan

sesuai konteks

3.6 Membedakan

fungsi sosial,

struktur teks, dan

unsur kebahasaan

beberapa teks

khusus dalam

bentuk surat

pribadi dengan

memberi dan

menerima

informasi terkait

kegiatan diri

sendiri dan orang

sekitarnya, sesuai

dengan konteks

penggunaannya

4.6 Teks surat pribadi

4.6.1 Menangkap

makna secara

kontekstual terkait

fungsi sosial,

struktur teks, dan

Fungsi Sosial

Menjalin kedekatan

hubungan antar pribadi

Struktur Teks

Dapat mencakup

- Tempat dan tanggal

- Penerima

- Sapaan

- Isi surat

- Penutup

Unsur Kebahasaan

- Ungkapan keakraban

yang lazim digunakan

dalam surat pribadi




their, dsb.




- Menyimak dan

menirukan guru

membacakan beberapa

contoh surat pribadi

dengan ucapan, dan

tekanan kata yang

benar.

- Membaca dengan suara

lantang dan bermakna,

dengan ucapan dan



yang menganalisis


bertanya jawab, dan

kemudian

menerapkannya untuk

menganalisis dua surat

pribadi lainnya



masing merupakan


unsur kebahasaan

teks khusus dalam

bentuk surat

pribadi terkait

kegiatan diri

sendiri dan orang

sekitarnya

4.6.2 Menyusun teks

khusus dalam

bentuk surat

pribadi terkait

kegiatan diri

sendiri dan orang

sekitarnya, lisan

dan tulis, dengan

memperhatikan

fungsi sosial,

struktur teks, dan

unsur kebahasaan,

secara benar dan

sesuai konteks

Topik

Pengalaman, informasi,

hallain yang terkait

dengan sekolah, rumah,

dan masyarakat yang

dapat menumbuhkan


KI

bagian dari tiga surat

pribadi yang dicampur

aduk secara acak, untuk

kemudian bekerja sama

mengelompokkan dan

menyusun kembali

menjadi tiga surat

pribadi yang koheren,

seperti aslinya

- Membuat surat pribadi

untuk satu orang teman

di kelas tentang suatu

hal yang relevan, dan

kemudian membalasnya



belajar


sosial, struktur

teks, dan unsur

kebahasaan teks

interaksi

transaksional lisan

dan tulis yang

melibatkan

Fungsi Sosial

Menjelaskan,

memberikan alasan,

mensyukuri, dsb.

Struktur Teks

- Memulai

- Menanggapi



dalam media visual

(gambar atau video)

yang melibatkan

pernyataansebab akibat


menyebutkan situasi


tindakan memberi

dan meminta

informasi terkait

hubungan sebab

akibat, sesuai

dengan konteks

penggunaannya.

(Perhatikan unsur

kebahasaan

because of ..., due

to ..., thanks to ...)

4.7 Menyusun teks

interaksi

transaksional lisan

dan tulis yang

melibatkan

tindakan memberi

dan meminta

informasi terkait

hubungan sebab

akibat, dengan

memperhatikan

fungsi sosial,

struktur teks, dan

unsur kebahasaan

yang benar dan

sesuai konteks

(diharapkan/di luar

dugaan)

Unsur Kebahasaan

- Kata yang menyatakan

hubungan sebab akibat:

because of ..., due to ...,

thanks to ...




their, dsb.




Topik

Keadaan, perbuatan,

tindakan di sekolah,

rumah, dan sekitarnya

yang layak dibahas

melalui sebab akibatyang

dapat menumbuhkan


KI.

yang memunculkan

pernyataan sebab akibat

dan menyebutkan

pernyataan yang

dimaksud

- Bertanya dan

mempertanyakan



berbeda



menulis teks pendek

yang melibatkan

pernuataan sebab

akibatdan kemudian

dibacakan ke kelas


di lingkungan

daerahnya dan


membuat beberapa

pandangan yang

melibatkansebab akibat

terkait dalam upaya

menjaga, memelihara

dan memperbaikinya




belajar

3.8 Membedakan

fungsi sosial,

struktur teks, dan

unsur kebahasaan

beberapa teks

explanation lisan

dan tulis dengan

memberi dan

meminta

informasi terkait

gejala alam atau

sosial yang

tercakup dalam

mata pelajaran

lain di kelas XI,

sesuai dengan

konteks

penggunaannya

4.8 Menangkap makna

secara kontekstual

terkait fungsi

sosial, struktur

teks, dan unsur

kebahasaan teks

explanation lisan

dan tulis, terkait

gejala alam atau

sosial yang

Fungsi Sosial

Menjelaskan, memberi

gambaran alasan

terjadinya suatu

fenomena

Struktur Teks

Dapat mencakup:

- fenomena

- identitas gejala

- rangkaian penjelasan

Unsur Kebahasaan

- Adverbia first, then,

following, finally

- Hubungan sebab-akibat

(if –then, so, as a

consequence, since, due

to, because of, thanks to

- Kalimat pasif,

dalamtenses yang present




Topik

Benda-benda non

manusia, seperti air,

penguapan, hujan dengan

paparan yang

- Membaca beberapa teks

information report

terkait mata pelajaran

lain di Kelas IX

- Menggunakan alat

analisis, mengidentifikasi

bagian-bagian struktur

teks report dan mengamati

cara penggunaanya,

seperti yang dicontohkan

- Bertanya jawab tentang

beberapa teks lain lagi

dengan topik yang

berbeda

- Mengumpulkan

informasi dari berbagai

sumber untuk membuat

teks-teks tentang

fenomena alam pendek

dan sederhana.

- Menempelkan teks

masing-masing di dinding

kelas untuk dibaca

temannya

- Mempresentasikan

teksnya kepada teman-

teman yang datang

membaca

- Melakukan langkah yang

sama dengan topik


tercakup dalam

mata pelajaran

lain di kelas XI


yang termuat dalam KI

fenomena sosial



belajarnya

3.9 Menafsirkan

fungsi sosial dan

unsur kebahasaan

lirik lagu terkait

kehidupan remaja

SMA/MA/SMK/

MAK

4.9 Menangkap makna

secara kontekstual

terkait fungsi

sosial dan unsur

kebahasaan lirik

lagu terkait

kehidupan remaja

SMA/MA/SMK/

MAK

Fungsi sosial

Mengembangkan nilai-

nilai kehidupan dan

karakter yang positif

Unsur kebahasaan

- Kosa kata dan tata

bahasa dalam lirik lagu



baca, dan tulisan

tangan

Topik

Hal-hal yang dapat

memberikan keteladanan

dan menumbuhkan


KI

- Membahas hal-hal yang

terkait dengan tema

lagu yang liriknya akan

segera dibaca

- Membaca dan

mencermati isi lirik lagu

terkait dengan

pembahasan

sebelumnya

- Menyimak, dan

menirukanguru

membaca lirik lagu

secara bermakna

- Menyebutkan bagian-

bagian yang terkait

dengan pesan-

pesantertentu

- Membahas pemilihan

kata tertentu terkait

dengan tema lagu



belajarnya

CURRICULUM VITAE

Name : Suci Apriliana Pertiwi

Gender : Female

Birthday : Lubuk Nagodang, April 1st 1998

Address : RT.15, Sengeti, Kecamatan Sekernan,

Kabupaten Muaro Jambi, Provinsi Jambi

Email : [email protected]

Contact Person : 0812 1918 0393

Education Background :

No Education Place Graduated Year

1 The Elementary School

1/IX Sengeti

Sengeti 2009

2 The Islamic Junior High

School Sengeti

Sengeti 2012

3 The Islamic Senior High

School 3 Muaro Jambi

Sengeti 2015

4 The State Islamic

University Sulthan Thaha

Saifuddin Jambi

Jambi

2019

Jambi, Oktober 2019

Researcher

Suci Apriliana Pertiwi

TE. 151630

mailto:[email protected]

designing english worksheet to teach reading skill …

Documents