improving students’ motivation in reading at first...
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IMPROVING STUDENTS’ MOTIVATION IN READING
AT FIRST GRADE OF SMP ISLAM AL-FAJAR KEDAUNG
A “Skripsi”
Presented the Faculty of Tarbiya and Teachers’ Training
In a Partial Fulfillment of the Requirements
For the Degree of S.Pd. (Bachelor of Arts) in English Education
By
SAWITRI MAYA KUNTARI
NIM : 206014000171
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
1432 H/ 2011 M
ABSTRACT
Sawitri Maya Kuntari .2011. Improving Students’ Motivation in Reading
at First Grade of SMP Islam Al-Fajar Kedaung, Thesis. Degree of Strata 1 of
English Education Department of Tarbiya and Teachers’ Training Faculty “Syarif
Hidayatullah” State Islamic University, Advisor: Drs. Nasrun Mahmud, M.Pd.
Keywords: Improve Motivation and Reading Comprehension.
Based on the research conducted at first grade, VII-A SMP Islam Al-
Fajar Kedaung in academic 2010/2011, it can be concluded that the students can
improve their motivation in English reading by using short story. Then, they can
read the text well and they also have a high motivation to read it. Therefore, the
students were showed that they can gain high score especially in English reading.
The result of the showed there was improvement on students’ motivation
in reading comprehension. It can be seen by the mean of pre-test was 49,14. Then
the mean of post-test of cycle 1 is 61.14. Then the mean score post-test of cycle 2
is 58.75. It was also supported by the result of students’ observation in the
classroom. There was improvement of students’ activity between pre-test and
post-test of cycle 1 it is improved 12 %. Next, the mean score in post-test of cycle
2 is 78.57. It shows the best achievement, because they had score improvement.
They proved the good improvement for the each cycle. The percentage of mean
score between pre-test and post-test 2 is 85,71%. So, it can be concluded that the
improving students’ motivation in reading by using short story is improved.
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ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful
All praise be to Allah Lord of The World, who bestowed upon the writer
in completing this skripsi. Peace and blessing be upon to our Prophet Muhammad
SAW, her household, his companions, and his faithful followers.
The writer would like to say her great honor and deepest gratitude to his
beloved parents: Raskim and Lestari, her sister Savitri Kurnia Sari, S.Th.I who
always gives their love, suppor, motivation, and advise to finish her study.
The writer also wants to say million thanks to Drs. Nasrun Mahmud,
M.Pd. as the writers’ advisor for her time, support, advise, guidance, kindness,
contribution, and patience in correting and helping her to finish this paper.
The writer also realizes that she would never finish writing this paper
without the help and support of some people around her. Therefore, she would
like to give special gratitude to:
1. Prof. Dr. Dede Rosyada, the Dean of Faculty of Tarbiya and Teachers
Training.
2. Drs. Syauki Muchsin, M.Pd., the Head of English Departement.
3. Neneng Sunengsih, S.Pd., the secretary of English Departement.
4. All lecturers who give their knowlegde, support, advice, motivation, kindness.
5. Drs. Ali Nurdin, M.Pd., the head of Administration of Faculty of Tarbiya and
teachers Training, who helped the writer to manage the administration for
research requairements.
6. Drs. Kosasih the Headmastre of SMP Islam Al-Fajar Kedaung, who helped
the writer to do the research.
7. Erna Fatmawati S.Pd, the English teacher of SMP Islam Al-Fajar Kedaung,
who helped the writer to conduct the research.
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8. All friends in English Departement, especially generation 2006, her beloved
friends Rella Agustini, Siti Habibah Egiyantina, Ius Yusniah, Dini
Khoerunnisa, Yusnita Sari, etc., thanks for the kindness, support, knowledge,
advices, and everything.
9. All friends in LPIA Pamulang, especially Lala Komalasari, Nia Sumiati, S.S,
Faisal Andriansyah, S.Com, Octroy Karisma Raga, S.S, John Cornelis S.S,
who helped and supported the writer.
May Allah, the Almighty bless them, Ameen. Finally, the writer realizes
taht this skripsi is far from perfectness. Therefore, the writer would like to accept
any constarctive suggestion to make this skripsi better.
Jakarta, April 2011
The Writer
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TABLE OF CONTENT
TITLE
APPROVAL ................................................................................................... i
ABSTRACT .................................................................................................... ii
ACKNOWLEDGEMENT ............................................................................. iii
TABLE OF CONTENT ................................................................................. v
LIST OF APPENDICES ............................................................................... vii
CHAPTER I INTRODUCTION
A. Background of Study ..................................................... 1
B. Limitation of the Problem ............................................. 3
C. Objective of the Study ................................................... 3
D. Aim of the Research ...................................................... 3
E. Sigificant of the Study ................................................... 4
F. Method of the Study…………………………………… 4
G. The Organization of Study ............................................ 4
CHAPTER II THEORITICHAL FRAMEWORK
A. Motivation ..................................................................... 6
1. Definitions of Motivation ........................................ 6
2. Kinds of Motivation ................................................ 7
3. Purpose of Motivation ............................................. 8
B. Reading Comprehension ............................................... 9
1. Definitions of Reading ............................................ 9
2. Purpose of Reading ................................................. 10
3. Kinds of Reading ..................................................... 11
C. Media for Teaching ....................................................... 13
1. Short Story ............................................................... 13
a. Definitions of Short Story ................................. 13
b. Kinds of Short Story .......................................... 13
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vi
c. The Characteristics of Short Story .................... 14
d. The Advantages and Disadvantgaes of
Short Story ......................................................... 15
e. Teaching Reading by Using Short Story ........... 16
CHAPTER III THE PROFILE OF SCHOOL
A. Brief History of SMP Islam Al- Fajar Kedaung............. 17
B. Curriculum of The School.............................................. 18
C. English Textbook............................................................ 18
D. English Teaching and Learning Process........................ 18
E. The Profile of The Teacher............................................ 19
CHAPTER IV RESEARCH METHODOLOGY AND FINDING
A. Research Method ......................................................... 20
1. The Purpose of The Study ....................................... 20
2. The Place and Time of Study .................................. 20
3. The Population and Sample ..................................... 20
4. The Method of the Study ......................................... 20
5. The Technique of Collecting Data........................... 21
6. The Technique of Analysis Data…………………… 22
B. Research Finding
1. The Description of Data………………………….. 24
2. The Interpretation of Data…………....................... 29
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ..................................................................... 31
B. Suggestion ..................................................................... 31
DAFTAR PUSTAKA .................................................................................... 32
APPENDICES
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LIST OF APPENDICES
1. Pre-test Score ............................................................................................. 35
2. Observational Note For Analisys................................................................. 36
3. Interview Guidelines for the Need Analysis (Before CAR) ...................... 40
4. Interview Guidelines for the Need Analysis (After CAR)......................... 42
5. The Questionnaire for Students (Before CAR) .......................................... 45
6. The Questionnaire for Students (After CAR) ............................................ 46
7. The Blueprint Test of Pre-test ................................................................... 47
8. The Blueprint Test of Post-test 1 ............................................................... 48
9. The Blueprint Test of Post-test 2 ............................................................... 49
10. The Instrument of Pre-test ......................................................................... 50
11. The Instrument of Post-test 1 ..................................................................... 55
12. The Instrument of Post-test 2 .................................................................... 58
13. Lesson Plan ................................................................................................ 60
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CHAPTER I
INTRODUCTION
This chapter presents the general account of the present study. It covers
background of study, limitation and formulation of the problem, objective of the
study, the use of research, and contribution of the research.
A. Background of Study
Language cannot be separated from our life. We use language as an
intrument of communication in our daily life. Language is a means of
communication to express a massage of the speaker’s idea to listener; there are
many languages in the world but English remains the important language. In
Indonesia the government has considered English as the important foreign
language and the compulsory foreign language subject must be learnt by students
at school in Indonesia. English is given to the students from elementary school up
to university level or the other educational places of informal institutions.
In learning English, there are four major language skills. Those are
listening, speaking, reading, and writing skills. Listening and reading skills are
regarded as receptive skills while speaking and writing skills are considered to be
productive skills.1 As one of the basic skills, reading is very useful and important
for our life. With this skill, people are able to broaden their knowledge by reading
kinds of English text. Reading is also essential for the students, they can develop
their knowledge and get more information that is related to their studies through
reading book; newspaper; magazine; advertisement although many kinds of
written language from article or internet.
Reading is one of the diffficult activity for some students, because it
involves combination of abilities, such as a linguistic and cognitive abilities.
Besides, the students’ motivation is also a mean factor for reading. In second
language learning as in every other field it human learning, motivation is the
1 Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman,
1989), p. 16.
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crucial force which determines wether a learner embakrs on a task at all, how
much energy he/she devotes to it, and how long he/she perseveres.
Regarding those explaination above, reading comprehension is one of the
important skills that should be taught firts for students here especially for first
grade of SMP Islam Al-Fajar Kedaung. Based on the interview of the teacher, she
got difficulties in teaching reading in the classroom. There were some difficulties
faced by students in reading activity such as: first, most of students had difficulty
of reading a text. Second, they are lowest motivation in learning English actually
reading text. In this oppurtunity the writer will observe how the teacher teaches
reading text, how the ways she is strategy in teaching reading to improve students’
motivation and how to solve it, because it can be influence their score. Therefore,
they cannot pass the examination if their reading comprehension is under-average
and not improve. Besides, motivation is important to increase reading
comprehension. Motivation is the process whereby goal-directed activity is
instigated and sustained.2 Each people are different and requiree a different
motivation. Tasks for students may be able to do or not at them to rest time in the
class. Finding what motivates each student will help increase student
achievement. Sometimes the students does not has motivate or bore to read some
text in English language, they assumption that reading a text is too much and
difficult to understand. Besides that, they do not reading motivation to read it.
Reading motivation is the motivational drive to read, an area of interest in the
field of education. Studying and implementing the conditions under which
students are motivated to read is important in the process of teaching and fostering
learning.
To improve their reading motivation, the writer try to make the life
situation, the using of tool, colorfull, funny, could increase the students
motivation and short story is one of the media to increase thier motivation.
2 Dale H. Schunk, Paul R. Pintrich, and Judith L. Meece, Motivation in Education:
Theory, Research, and Applications, (Columbus, Ohio: Merril Prentice Hall), p.4.
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According the explanation above, in this opportunity the writer using a
short story as a manner to improve the students’ motivation in reading, so the
writer would do research by the title: “IMPROVING STUDENTS’
MOTIVATION IN READING AT FIRST GRADE OF SMP ISLAM AL-FAJAR
KEDAUNG”.
B. Limitation and Formulation of the Problem
1. Limitation of the Problem
In this “Skripsi” the witer focused her study on improving students’
motivation in reading by using short story. Reason why she focused on these
aspects on students’ motivation in reading, because she saw that most students in
SMP Islam Al-Fajar Kedaung have less motivation in reading text and the score is
still under-average. In here, the writer try to understand the circumstances
happend in the field than the writer gather the hope problem and situation into the
research problem.
2. Formulation of the Problem
The problem of this study is started by question(s):
1. What is the causes of the students does not have motivation in
reading text?
2. How to improve students’ motivation in reading by using short
story?
C. Objective of the Study
Based on the statement above the general objective of this research is to
find out some difficulties under the students’ motivation in reading
comprehension by faced first grade students of SMP Islam Al-Fajar Kedaung and
how to solve or overcome those problem.
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D. Aim of the Research
The aim of the research is to know whether using short story can improve
students’ motivation in reading.
E. Significant of the Study
This research is hopefully used to:
1. The teacher, this research helps the teacher to teach reading intensively
and easyly by introduce them many stories of reading text to the
students. Therefore, the students can enjoy their reading.
2. The student, this research helps them to practice more and accustom to
read an English book.
3. The school, this research helps the school to provide the qualified
students because they will be more competence in using their foreign
language, especially English. At least, by improving the students’
motivation in reading skill, they will also get a good score and then
will be affecting the school’s purpose in producing the qualified
student.
F. Method of the Study
This study uses descriptive qualitative data. At first, the writer focuses on
the problem then she collected the data by observation and interview. She
observed the teaching and learning process at the first grade of SMP Islam Al-
Fajar Kedaung about what is the caused the students didn’t have motivation in
reading and what is the strategies she is countered to solve the problem and she
also uses pre-test and post test to know the last score.
G. The Organization of Study
To make his paper has more brief explaination; the writer would like to
devide this paper into five chapters. The following is a brief description about
what every chapter contains.
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Chapter I Introduction, this chapter is containing of background of study,
limitation and formulation of the study, objective of the study,
significant of the study, research of study, and the organization of
study.
Chapter II Theoretical Framework, this chapter consist of three parts. Part A
explains about motivation, kinds of motivation, and purpose of
motivation. Part B explains about definition of reading, purpose of
reading, and kinds of reading. Part C explains about media for
teaching, consist of definition of short story, kinds of short story,
characteristic and advantages of teaching by using short story.
Chapter III This chapter tells about the profile of SMP Islam Al-Fajar
Kedaung. It is consist of brief history of SMP Islam A-Fajar
Kedaung, curriculum of the school, English textbook, English
teaching and learning process, and profile of the English teacher.
Chapter IV This chapter presents the research methodology and research
finding, consist of method of research, subject and object of the
study, place and time of the study, technique collecting and
analysis data, discussion of the data, and the interpretation of test
result.
Chapter V The last chapter is about conclusions and suggestions. It is a core
review of previous discussion in this paper and some suggestions
that might be useful for the teachers, students, and readers in
general.
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CHAPTER II
THEORETICAL FRAMEWORK
A. Motivation
1. Definitions of Motivation
According Harmer, motivation is some kind of internal drive, which
pushes someone to do or think in order to achievement.1 This definition shows
that motivation comes from inside of the person who functions to encourage
him or her to conduct an activity to achieve her or his purpose.
David define motivation is from the base word motive, and motive is
the force that impels a person to move toward a certain goal.2 According to
David’s definition of motivation as described above that motivation is a power
that urges human on a moving his self toward what becomes his object. We
can also interpret the word “motive” that David mentioned as something
within a person such as as need, ides, organic state, or emotion incities him to
actio in orther to realize his imagination. A need, idea organic state, and
emotion in certain time can be power of human to move his self to a course of
action.
The word “motivation” is familiar for us that are commonly used in
our society. But definitely what the word actually refers to is not as simple as
its utterance. The abstract term motivation on its own rather difficult to define
is easier and more useful to think in terms of “motivated” learner: one who
willing or even eager to invest effort in learning activities and the progress.
Learner motivation makes teaching and learning immeasurably easier and
1 Jeremy Harmer, The Practice of English Language Teaching, (London: Longman,
1991), p. 3. 2 Coleman Engan Davids, Introductory Psychology, (New York: Random House,
Inc.1982), p. 215.
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more pleasant, as well as more productive: hence the importance or the topic
for the teacher.3 Motivation is essential of learning to achieve something.
Based on the definition illustrated above we can take conclusion that
motivation is a power coming from inside and outside of the individual to do
an action.
2. Kinds of Motivation
Motivation can divided into two kinds, intrinsic motivation (the
urgue to engage in the earning activity for its own sake) and extrinsic
(motivation that is derived from external incentives). Both or these have an
important part to play in classroom motivation, and both at least partially
accessible to teacher influence.4
a. Intrinsic Motivation
Intrinsic motivation, on the other hand, comes from within, and is
generally considered more durable and self-enhancing (Kohn 1996:274).
Still, although intrinsic motivation gets much better press, it, too, has its
weakness. As Kohn argues, because intrinsic motivation “is a concept that
exists only in the context of the individual,” the prescriptions its
proponents offer teachers, are often too radically individualized, or too
bland and abstract, to be applied in classroom settings. Perhaps it is the
tradition of separating extrinsic and intrinsic motivation that flawed.
Robert Stemberg and Todd Lubart recently addressed this possibility in
Defying the Crowd (1996). The assert that any in-depth examination of the
work of high creative people reveals a blend of both types of motivation.
3 Penny Ur, A course in Language Teaching-Practice & Theory, (Cambridge: Cambridge
University Press. 1996), p. 274.
4 Penny Ur, A course in Language Teaching-Practice & Theory, ... p. 274.
8
b. Extrinsic Motivation
Extrinsic motivation is caused by any number or outside factors,
for example, the need to pass exam, the hope or financial reward, or the
possibility of future travel.5
Penny Ur stated that: extrinsic motivation is that which derives
from the influence of some kind of external incentive, as distinct from the
wish to learn for it is own case or interest in task.6 Extrinsic motivated
behaviors, are carried out in anticipation or a reward from outside and
beyond the self.
Extrinsic motivation is important in teaching learning process, to
improve or to support their student in learning English, especially reading
competence. Intrinsic motivation, however, is more important for the
student rather extrinsic.
3. Purpose of Motivation
Motivation begins with an understanding of human physiology and
emotions including the need for safety, respect, thirst, movement, stimulation,
etc. To be sure, teachers cannot satisfy all student needs; they cannot provide a
snack for every class.
Students generally feel safe from major physical harm in class, but
small issues can be distracting. There may be students in class who others find
threatening due to some past conflict. Teachers should monitor the class or use
surveys to identify special issues like fear.
5 Jeremy Harmer, The Practice of English Language Teaching, (London: Longman,
1991), p. 51. 6 Penny Ur, A course in Language Teaching- Practice & Theory, (Cambridge: Cambridge
University Press. 1996), p. 277.
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B. Reading Comprehension
1. Definitions of Reading
Reading is one of the basic skills in learning a language. In this sense,
John J. De Boer assumed that reading is viewed as an active process where the
reader employs visual symbols of printed written language to search for and to
reach out meaning.7 Its mean that reading is not only get the information from
the text passively but also to process it on mind to understand the meaning.
That assumption is in line with a linguist expect, Arthur W. Heilam assumpt
that reading is a process of getting meaning from printed word symbols; it is
no merely a process of making conventionalize noise associated with these
symbols.8 Regarding those definition above, when a reader to get the meaning
of the printed written selection, it is obviously needed agreat number of
mechanical skills and comprehension skills as process. During that process,
many things are happening, like the reader is looking at print material,
deciphering the marks on the page in some sense, deciding what they mean
and how they related to each other. The reader also is thinking about what
he/she is reading. The reading process related to the language form, while
comprehension relates to the language content as the end product.
Most of readers reading as a simple, as speak passive process that
involves reading words in a linear fashion and internalizing their meaning one
at a time. Nevertheless, reading is not only translating each word but also
involves a cognitive process of understanding a printed message.
Based on the definition above, reading is not only getting meaning
from word to word or line to line to understand what we read. But also reading
is a process of thinking. So for each definition has its own activity, it depends
on the reading purpose of the reader.
7 John J. De Boer, and Martha Dallman, The Teaching of Reading: Revised Edition,
(New York: Holt, Rinehart and Winston Inc,.1964), p. 17.
8 Arthur W. Heilman, Princilpes and Practices of Teaching Reading, Second Edition,
(Columbus: Charles E. Merill Publishing Co., 1981), p .8.
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2. Purpose of Reading
There are many purposes in reading activity. The purpose for reading
will help the readers focus on information, consequently such purpose are
most effective when establish by the reader. Obviously, the purpose for
reading should be established before a selection is read. Afterward, the stated
purpose can be used as a basic for discussion to determine whether the reader
has achieved his goal. As McDonough and Shaw quoted from William that
usefully classified reading into:
a. “Getting general information from the text
b. Getting specific information from a text, and
c. For pleasure or interest”9
From the statement above it can be concluded there are two kinds
purpose of reading activity. Reading for information usually used in reading
task, it is probably seen an as a type of reading ability. Readers read because
they have to read. It included the materials which are classified as nonfiction,
sciences, social studies, articles, newspaper, etc. Weather reading for pleasure,
the reader may read either quickly or slowly based on the way he/she likes,
associated largely with novel, short stories, and poems.
In addition, Rivers and Temperedly (1993:38) list the following
examples of some the reason that L2 student may need or want to read:10
a. To obtain information for some purpose or because we are curious about
some topic
b. To obtain instruction how to perform some task for our work or daily life
(e.g knowing how appliance works)
c. To keep in touch with friends by correspondence or to understand business
letters
d. To know when or where something will take place or what is available
e. To know what happening or has happened (as reported in newspapers to
magazines, reporters)
9 Jo McDonough and Christopher Shaw, Material and Method in ELT: Teachers’ Guide,
(Massachusetts: Blackwell Publishing Ltd, 1993), p. 102. 10
Jo McDonough and Christopher Shaw, Material and Method in ELT, ... pp. 102-103.
11
f. For enjoyment or excitement
From the explanation above stated by the expert about some purposes
in reading, the writer conclude that every reader has different own purposes
based on their goal to achieve something.
3. Kinds of Reading
When people read, they read for a different purpose, and it determines
how people read a text. There are two types of reading related to the purpose.
Those are extensive and intensive reading.11
a. Intensive Reading
Intensive reading involves approaching the text under the guidance.
It is often refers to the careful reading (or translation). The aim is to arrive
at an understanding, not only of what the text means, but also of how the
meaning is produce. The how is as important as the what.12
In other words, intensive reading is reading shorter text is extract
specific information. This activity is likely more to emphasize the
accuracy activity in evolving reading for detail. It is used to gaining a deep
understanding of a text, which important for the reader. The process of
scanning takes a more prominent role here than skimming. Reader is
trying to absorb all the information given. For example, reading dosage,
instruction for medicine.
b. Extensive Reading
Extensive reading means to read widely and in quantity. It is
generally associated with reading large amounts with the aim of getting an
overall understanding of the material. Readers are more concerned with
the meaning of the text than the meaning of individual words or
sentences.13
11
Jeremy Harmer, The Practices of English Language Teaching, (New York: Longman,
1983), p. 16. 12
Christine Nuttal, Teaching Reading Skill: New Edition, (Wales: Heineman, 1996), p.
38. 13
Julian, Bamford and Richard R. Day, Extensive Reading, What is it? Why bother?,
http://www.jalt-publications.org/tlt/files/97/may/extensive. hmtl.
12
Reader deals with a longer text as a whole, which requires the
ability to understand the component part and their contribution the overall
meaning usually for one’s own pleasure. This is fluency activity mainly
involving global understanding. For example, reading a newspaper, article,
short story or novel.
Besides that, there are two kinds of reading strategies to get out a
certain idea from the text according to the reader’s need. Those are
skimming and scanning. Skimming is used to get a general idea or
information. According to Haris and Sipay, they state skimming involves
very superficial, rapid reading to get a general overall impression.14
Skimming permits people to gain a general idea about material when that
is their purpose, rather than to read all material in detail. One of useful
skimming technique is to read only the first sentence of each paragraph
and read the introduction or summary more carefully. So, when skimming
the reader goes through the reading material quickly in order to get the gist
of it, and to know how it is recognized, or to get an idea. Scanning is used
to find specific information that the reader need. According to Harris and
Sipay, the state that scanning involves rapid reading to finds the answer to
a very specific question, such as a name, a date, a telephone number and
so on.15
In scanning, a reader should have purpose in order to find specific
information needed because when scanning the reader only tries to locate
specific information and he simply let his eyes over the text until he find
what he s looking for.
The each kind of the reading has been explained above requiring
different approaches and techniques in achieving the goal. Therefore a
reader using different kinds of reading depends on their purpose.
14
Albert J. Harris and Edward R. Sipay, How to Increase Reading Ability ,6th ed, (New
York: David Mckey Company, Inc, 1975), p. 447. 15
Albert J. Harris and Edward R. Sipay. How to Increase Reading Ability, 6th ed, ... p.
480.
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C. Media for Teaching
1. Short Story
a. Definitions of Short Story
In Mochtar Lubis book “Teknik Mengarang” B. Mathews said: “It
is not short story if there was not a thing to telling,…..short stories has
something to deliver, although……”.16
The writer also found in Henry Guntur Tarigan book, also found
that Ellery. S said: “Short story is a presentation of a single circumstances
or groups which especially impressing a first sight of readers”.17
Based on
the statement above the writer can say that short story is a story that
happens in short duration, it hasn’t many characters and conflict in it is not
so complicated. Therefore, the writer can serve this story in one of
information in the story briefly, and the important thing is the students can
understand it easily because the words are simple.
Beside for the success of language focus purpose, especially in
teaching reading, short story also engages students to improve their
motivation in reading because of short story has many stories that are
made the students interested in read it.
b. Kinds of Short Story
1) Based on the quality
Henry Guntur Tarigan said that, “Partitioning of classifying of
short stories could be worked in any point of view”; which the general are:
a. Based on words
b. Based on value.18
16
Muchtar Lubis, Teknik Mengarang, (Jakarta: Kurnia Esa, 1981), p. 13.
17 Henry Guntur Tarigan, Prinsip- prinsip Dasar Sastra: Cet. Ke-10, (Bandung: Angkasa,
1985), p. 176.
18
Henry Guntur Tarigan, Prinsip-Prinsip, ... p. 178.
14
In his book, Guntur .T also said that based on amount the words
which is contain in short story, they have two differences kinds of short
story, there are:
1) Short short story
2) Long short story19
Furthermore, he said that short story is a story that consists of
fewer than 5,000 words or approximately 16 pages of quarto with double
spaces. It can read perhaps in a quarter. And long short story is a story that
consists of between 5,000 words or approximately 33 pages of quarto with
double spaces. Perhaps it can be read a half hour.
c. Based on the value of literature
Henry Guntur said, “When reading short story become a lot, so we
know that there are some literaturely important among them, that meets the
norms of the literature art itself and beside that there some not, but as
entertainment as further”.
That clasification means are:
1) Literature short story.
2) Entertainment short story.20
C. The Characteristics of Short Story
According to Henry Guntur Tarigan, the writer can conclude that
the characteristics of short story as follows: 21
a) The characteristic of short story is brevity, unity, and intensity.
b) The main element of short story is scene, character, and action.
c) Language that is used in short story must be incisive, suggestive, and
alert.
19
Henry Guntur Tarigan, Prinsip- prinsip Dasar Sastra: Cet. Ke-10, (Bandung:
Angkasa, 1985), p. 178. 20
Henry Guntur Tarigan, Prinsip- prinsip Dasar Sastra, ... p. 178. 21
Henry Guntur Tarigan, Prinsip- prinsip Dasar Sastra, ... p. 178.
15
d) Short story must consist of a writer interpretation about his concept
about life, either direct or indirect.
e) Short story must cause one effect reader opinion.
f) Short story must cause a feeling in reading that train of story
implicates feeling first, than opinion.
g) Short story consist details and incident, which can cause questions in
reader opinion.
h) Short story consists of an incident that leads to understand the train
story.
i) Short story must have a main agent of short story.
j) Short story must have a main actor.
k) Short story must have an interested effect or impression.
l) Short story depends on the situation.
m) Short story gives a whole effect.
n) Short story provides an emotion.
D. The Advantages and Disadvantages of Using Short Story in Teaching
of Reading
Advantages
There are some advantages if a teacher uses short story in teaching
reading. The advantages are as follows:
1) The students can develop their vocabulary.
2) The students are interested in studying the reading subject.
3) The class is more interesting.
4) The student can interest with the stories.
5) The student can motivate and improve their reading ability in reading
with read the short story.
16
Besides that, there are at least three good reasons for teaching a short
story.22
Disadvantages
1. The students still have a difficult to reading text too much.
2. The students still have a difficult to analysis the story.
3. Have consuming time to teach read.
E. Teaching Reading by Using Short Story
Teaching reading by using short story is very interesting to
students, because there are at least three good reasons for teaching a short
story. It has unity, independent existence, and an embryonic character.
When the teacher explained about the material, especially short story the
students can give more attention to learn about it. Moreover, short story
should not be considered a lower- quality production of an author. In fact,
the student can work harder than he would with a novel, as he dedicates
more of his time to thinking than to reading new material and thus spends
more analyzing. Another advantage lies in the fact that the short stories
have an independent existence. Unlike excerpts or chapters in novels, they
constitute complete units of meaning. Also, they can be studied as parts of
collections and thus provide another dimension.
22
Henry Guntur Tarigan, Prinsip- prinsip Dasar Sastra: Cet. Ke-10, (Bandung:
Angkasa, 1985), p. 178.
CHAPTER III
THE PROFILE OF SMP ISLAM AL – FAJAR
This chapter presents about the profile of school. Consist of brief history,
vision and mission, curriculum of the school, English textbook, teaching and
learning English process, profile of the teachers, and data of the students.
A. Brief History of SMP Islam Al-Fajar Kedaung
SMP Islam Al-Fajar Kedaung is an institution under “Yayasan Perguruan
Islam Al-Fajar”. The located on Jl. Aria Putra No.102, Kedaung. The school was
established on November 1996. It was built on land which is about 11.035 m2.
There are 25 teachers which teach 349 students. The school consist of 23 rooms,
there are 3 rest rooms, 1 library, 1 labolatory room, 1 teacher room, 1 headmaster
room, 1 “UKS” room, and 15 classrooms.
B. Vision and Mission
The vision of SMP Islam Al-Fajar Kedaung is „construct an education on
islamic values‟. Beside that, this school has mission „urgue the students to become
scholarly and islamic students‟.
C. Curriculum of the School
Curriculum is an educational plan instructional plan which may
significantly support requirement of teaching learning process at the school. As
Beauchamp said: “A curriculum is a written document which may contain many
ingredients, but basiccally it is plan for the education of pupils during their
enrollment in given school. Curriculum can be viewed as aprograme arranged by
and educational institution to provide sequentially organized knowlegde,
understanding, skills, and concept for the learners”.1
1 Sukmadinata, Prof.Dr. Nana Syaodih, Pengembangan Kurikulum Teori dan Praktek,
(Bandung: PT Remaja Rosdakarya, 2005), p. 5.
17
18
The curriculum of “SMP Islam Al-Fajar Kedaung” is based on the school-
level curriculum “KTSP”. The “KTSP” is operated in SMP Islam Al-Fajar
Kedaung. It has been developed and implemented by the school based on the
educational standards.
D. English Textbook
The English textbook which used by the English teacher at First Year of
SMP Islam Al- Fajar is English on Sky for Junior High School Students Year VII.
This book is written by Dr. Mukarto,M.Sc and published by Erlangga.
E. Teaching and Learning English Process
In teaching learning process, the English teacher used traditional
technique. The teaching learning began with introduction and greeting the
students, after that the teacher opened the lesson. The preparation began with the
teacher‟s explanation the topic of the reading passage and then presentation of the
reading material, and the explanation took about twenty minutes. In skill practice,
students activites covered reading text like answering the questions or making
conclusion about the text by their own words. In the end of the lesson, the teacher
suggested the students to study harder and give some assignment to the students
which is majority of question are taken from “LKS”. It provides as a self –
assignment for the students to learn in at home. And finally, before the teacher
closed the lesson, she always read the attandance list the students‟ name one by
one.
F. The Data of Staff
Jumlah Guru/Staf Bagi SMP Negeri Bagi SMP Swasta Keterangan
Guru Tetap (PNS/Yayasan) 17
Guru Tidak Tetap/guru Bantu 6
Guru PNS Dipekerjakan (DPK) -
Staf Tata Usaha 2
19
G. The Profile of English Teachers
SMP Islam Al-Fajar Kedaung has two English teachers. The description the
English teachers shown in the following table.
Table 1
The English Teachers Profile
H. The Data of the Students.
Data Siswa dalam 7 (Tujuh) Tahun Terakhir :
No Teacher’s name Age Honorary or
public
servant civil
Teaching
experience
Class Latest education
1 Erna Fatmawati
S.Pd
26 Honorary Since 2009 1 S1 UIN
2 Siti Nurhayati S.Pd 29 Honorary Since 2005 2 and 3 S1 UNJ
Tahun
Ajaran
Jumlah Kelas I Kelas II Kelas III Jumlah Kelas I+II+III
Pendaftar
Calon Siswa
Baru
Jml
Siswa
Jml
Rom
bel
Jml
Siswa
Jml
Rom
bel
Jml
Siswa
Jml
Rom
bel
Jml
Siswa
Jml Rom
bel
2004/2005
2005/2006
2006/2007
2007/2008
2008/2009
2009/2010
2010/2011
104
83
105
103
101
122
150
3
2
3
3
3
3
4
98
95
78
74
94
95
95
2
3
2
2
3
3
3
59
92
94
94
74
91
104
2
2
3
2
2
3
3
261
270
277
271
269
308
349
7
7
8
8
8
9
10
20
CHAPTER IV
RESEARCH METHODOLOGY AND FINDING
This chapter presents the research methodology and research finding,
consist of method of research, subject and object of the study, place and time of
the study, technique collecting and analysis data, discussion of the data, and the
interpretation of test result.
A. Research Methodology
1. The Purpose of Research
The purpose of the the research is to prove some theories wether it is true
that short story can give significant improvement on students’ motivation in
reading and to get empirical data about the formulated problem.
2. The Place and Time of Study
The writer was carried out the research at SMP Islam Al-Fajar Kedaung on
Jl. Aria Putra No. 102, Kedaung. It was done at grade VII- A in academic year
2010/2011. She conducted the research on November 2010-February 2011.
3. The Population and Sample
The writer did research to the seven grade of SMP Islam Al-Fajar Kedaung
that involved in teaching learning process using short story, the population of the
VII-A is 35 students. The write took them all as sample.
4. The Method of Study
In this research, the writer used the description evaluative method. This
study based on field research. Field research, the writer conducted on observation,
interview with the English teacher of the school the research was done at SMP
Islam Al-Fajar Kedaung.
21
5. The Technique of Collecting Data
Technique of collecting data has goal to support the success of the
research. It helps the research to get the data and the information about the process
of improving students’ motivation in reading by using short story. On the other
side, the qualitative data uses pre-test and post test.1
1) Observation
In general, the class condition in learning process was better than the
previous. The students is very exicted in this activities. It could be seen from
students who were ready to follow the lesson and they have a high motivation to
reading a story when the teacher was given. When the teacher gave the short
story, there was some students rise their hand and offer them to reading a short
story in front of the class. After that, the students are interesting in teaching and
learning process, because the teacher always brought the differences stories and
has pictures when teaching reading in the classroom.
In here, teacher also played as facilitator. She gave attention to the
students and she was fair with them. Almost the students looked very active and
confident to do their tasks. When the teacher asked them, they very excited.
2) Interview
The result of this interview of the teacher after the research, the writer
carried out the unstructured interview with the teacher. Here, the teacher agreed
that the short sory text can improving students’ motivation in reading ability. She
believe that the students could practice their reading outside. And the teacher
would be plesed to used short story technique when she teaches reading in the
classroom.
1 Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), pp. 127-
132.
22
3) Test
Kinds of the test is multiple choice. The test is used to know the students’
motivation before conducting the research and after conducting the result. There
are two kinds of test in this research, namely post-test and pre-test. Pre-test is a
test was give before the implementation of this research. It is to measure students’
motivation in reading. Post-test is a test which given after the implementation of
this research.
The result the mean score in post-test of cycle 2 is 78.57. It shows the best
achievement, because they had score improvement. They proved the good
improvement for the each cycle. The percentage of mean score between pre-test
and post-test 2 is 85.71% or 30 students who got the high score. So, it can be
concluded that the research is success because the perscentage of students’ mean
score of post-test 2 could pass the criterion of research success.
6. Technique of the Data Analysis
In this research, the writer uses qualitative data, because the observation
during interview and teaching learning process do before and after action
research. In analyzing qualitative data, the writer got the average of student’s
motivation score per action in one cycle. It used measure how well the student
motivation in reading by using short story used this formula:2
X = Mean
X = individual score
N = number of students
2 Sudjana, Metodata Statistika, (Bandung: PT Tarsito, 2002), p. 67.
n
XX
23
To know the class percentage, the writer used formula as follow:3
P = the class percentage
F = total percentage score
N = number of students
After getting the score of students per section, the writer identified
whether or not there was improvement of students’ reading skill from pretest to
the average of students writing score in cycle 1 and cycle 2. Meanwhile, in
analyzing it the writer used the following formula:4
P =
P : percentage of students’ improvement
y : pre-test result
y1 : post-test 1
3 Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindo Persada, 2008),
p. 43. 4 David E. Meltzer, The Relationship Between Mathematics Preparation and Conceptual
Learning Gains in physis: A possible Hidden Variable in Diagnostic Pretest Score, (Iowa:
Departement of Physis And Astronomy, 2008), p. 3.
100%y
yyP 1
100%N
FP
24
P : percentage of students’ improvement
y : pre-test result
y2 : post-test 2
B. Research Finding
1. The Description of the Data
As mentioned in chapter one, the writer conducted the research field.
She got the data from observation, interview, and test; the test is consisting of
pre-test and post-test. The pre-test was given before the action research and
the post-test was given after action research.
Table 4.1
The Students’ Reading Score of
Pre-test, Post-test 1, and Post-test 2
Students' Number Pre- test Post-test Post-test
Cycle 1 Cycle 2
1 40 60 80*
2 35 55 65
3 55 70* 85*
4 30 55 60
5 55 60 80*
6 45 60 80*
7 45 55 75*
8 60 70* 80*
9 40 60 70*
10 30 50 60
11 55 65 80*
12 65 75* 90*
100%y
yyP 2
25
To compare the result between pre-test and post test of each cycle, the
writer uses some steps, first she calculated the students mean score of the test and
then calculating the students improvement score from pre-test in cycle 1 and cycle
2.
In analyzing the data of pre-test, the first is to get the mean score of the
class. It is calculated as following:
n
XX
13 40 55 75*
14 55 55 80*
15 30 50 80*
16 40 60 75*
17 50 60 80*
18 35 60 65
19 50 60 80*
20 40 55 75*
21 50 65 80*
22 40 60 80*
23 70* 70* 90*
24 60 65 90*
25 55 65 75*
26 55 60 85*
27 50 70* 90*
28 35 55 60
29 50 60 80*
30 40 55 75*
31 40 65 80*
32 40 60 80*
33 70* 70* 90*
34 50 70* 90*
35 50 60 90*
Total 1720 2140 2750
Mean 49.14 61.14 78.57
26
35
1720
14.49
From that calculation, the mean score of the class in pre-test is 49.14. It
means that the students’ motivation in reading score before implementing of
research is 49.14.
The second step is to know the persentage of students’ score who passed
the KKM (70). It is calculated by using as follows:
100%
N
FP
100%
35
2P
P = 5. 71 %
From that computation, the students’ score percentage in the pre-test is 5.71%. it
means that there are 2 students who passed the KKM and there are 33 students are still
below the KKM.
And then, the writer calculates the result of the post test 1 to know the
students’ score improvement from the pre-test to post test 1. There are three steps
to get this improvement. Those are calculating the students’ mean score of the
class, calculating the students’ improvement score into percentage and calculating
the class percentage.
The first step is to calculate the mean score of post-test 1. The calculated
as follow:
n
XX
35
2140
27
14.61
From the calculation, the students’ mean score in post-test cycle 1 is 61.14.
It means that the students’ motivation in reading mean score after using short
story or after implementation of research showed the improvement, it is 61.14. If
we compare with the previous test (pre-test) score 49.14, the differences is 12.00
points by calculation as follows 61.14 – 49.14 = 12.00. So, the writer could say
that the improvement students’ reading score is 12.00.
The second is to get the percentage of students’ improvement score from
pre-test to post-test 1. The writer computers by using as follows:
100%y
yyP 1
100%49.14
14.4914.61
100%49.14
00.12
%42.24
Based on that computation, the percentage of the students’ improvement
score from pre-test to post-test 1 is 24.42 %. It shows that the score in the cycle 1
has improved 24.42 % from the pre-test score.
The thrid step is to know the percentage of students who passed the KKM.
The calculation by using as follow:
100%N
FP
100%
35
7P
P = 20.00 %
28
From the calculation, the class persentage which passed the KKM is 20.00%. it
means that in cycle 1 of research, there are 7 students who passed the KKM and there are
28 students’ whose score are below the KKM. Even though it is still needed more
improvement because it could not achieve yet 70% as the target of succes research.
Furthermore, in the cycle 2 of this study the writer also calculates the result of
post-test 2 to know further the score improvement either from the resultof pre-test or
post-test 1. There are three steps to know this improvement. Those are to calculate the
mean score of the class, to calculate the persentage of the students’ improvement score,
and to calculate the class persentage which passed teh KKM (seventy).
Firstly is to calculate the mean score of the class in the post-test 2. The
calculating as follows:
n
XX
35
2750
57.78
From the calculation, the mean score of the class in post-test 2 showed the
valuaby improvement, it is 78.75. It means that some students’ improvement
score.
Second, to calculate the percentage of students’ improvement score, the
writer computers as follows:
100%y
yy2P
%10014.61
14.6157.78
%10014.61
43.17
50.28
29
Based on that computation, it could be seen taht the post-test 2 improves
28.50% from the pre-test or 4.08% (28.50-24.42).
The last step is the writer tries to get the class persentage whose pass the
KKM. It uses the calculation as following:
100%
N
FP
100%
35
30P
P = 85.71 %
From that calculation, the class percentage is 85.71%. It means that in the cycle
2 there are 30 students who passed the KKM and there are only 5 studennts are below the
KKM. The class percentage of post-test 2 obviously shows some improvements from the
previous test.
2. The Interpretation of Test Result
The interpretation of the data results among the pre-test, the post-test of
cycle1 and the post-test cycle 2 are as following:
In the pre-test, the mean score of students on reading text before research
is 49.14. It is the students’ motivation in reading score before they use short story
technique. Meanwhile, the class percentage which pass the KKM is 5.71%. it
means that there are only two students who are able to passe the KKM 70
(seventy).
Afterwards, the mean score in the post-test of cycle 1 is 61.14. It means
that as good achievement-mean score that the students got because they could
pass the minimal standard score that the teacher declared. This is assumed that the
mean score from pre-test to post-test 1 improved. And the improvement score is
61.14 – 49.14 = 12.00 or the improvement is 24.42 %. Meanwhile, the class
percentage which pass KKM in post-test 1 is 20.00%. it shows there are 7 students
who passe the KKM and there are 28 students whose score still under KKM.
30
However, it is still needed more improvement because it could not achieve the
targetyet of success research , that is 70% from the class percentage. That is why
the writer and the teacher continue to the second cycle.
Next, the mean score in post-test of cycle 2 is 78.57. It shows the best
achievement, because they had score improvement. They proved the good
improvement for the each cycle. The percentage of mean score between pre-test
and post-test 2 is 85.71%. So, it can be concluded that the research is success
because the perscentage of students’ mean score of post-test 2 could pass the
criterion of research success, 70 %.
41
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter is about conclusions and suggestions. It is a core review of
previous discussion in this paper and some suggestions that might be useful for
the teachers, students, and readers in general.
A. Conclusions
Based on the result of this research, it can be concluded that: short story
can improve the students’ motivation in reading comprehension, because short
story is very interesting to read and they can read the text well and they also have
a high motivation to read it. Therefore, the students were showed that they can
gain high score especially in English reading.
Meanwhile, the data is derived among from the interview, observation,
and test. It is could be summed up as: After the writer did this research, the result
of students’ reading test, it can be measured that the students could improve their
motivation in reading. First, mean score more than 70%, that is was criterion for
this research success. Second, the improvement of students’ mean score from pre-
test to post-test 2 is 78.57, it means the class percentage of students is 85.71% or
almost students can improving their motivation in reading by using short story,
especially VII-A SMP Islam Al-Fajar Kedaung.
B. Suggestions
In this part, the writer would like to give some suggestions to:
1. Teacher should give feedback to students after teaching reading text.
2. Teacher should using short story technique in teaching reading to improve
students’ motivation in reading comprehension.
3. The students should improve their motivation in reading. Besides reading
a short story, they can read another books, for example textbook, novel,
magazine, etc.
31
41
32
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33
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35
The Students, reading Score of
Pre-test, Post-test 1, and Post-test 2
Students' name Pre- test Post-test Post-test
Cycle 1 Cycle 2
Ade Syerawani Aziz 40 60 80*
Ahmad Faizal 35 55 65
Dadang Suganda 55 70* 85*
Denny Kurniawan 30 55 60
Dian Jayanti 55 60 80*
Dwi Rahayu 45 60 80*
Fadi Alfikri Nur 45 55 75*
Fajrianti 60 70* 80*
Fitri Ambar. T 40 60 70*
Irfan Rahmatullah 30 50 60
Jamaluddin 55 65 80*
Kevin Pradika 65 75* 90*
Lorenza R.H 40 55 75*
M. Akbar .A 55 55 80*
M. Renaldi 30 50 80*
M. Rizal 40 60 75*
Mega Pratiwi 50 60 80*
Melati Dwi. S 35 60 65
Miftahul .K 50 60 80*
Mila Roslianti 40 55 75*
Murni Lestari 50 65 80*
Noviyanti 40 60 80*
Nursifa Fadilah 70* 70* 90*
Nurul Handayani 60 65 90*
Paris Wahyu 55 65 75*
Raka. A 55 60 85*
Rendi Ahmad 50 70* 90*
Ridwan. Z 35 55 60
Sahrul 50 60 80*
Sri Wahyuni 40 55 75*
Sukisno 40 65 80*
Surya 40 60 80*
Syarifudin 70* 70* 90*
Via Afrili 50 70* 90*
Wiwik Indriyati 50 60 90*
Total 1510 1645 2750
Mean 45.75 58.75 78.57
36
Lembar Observasi Guru
Dalam Pelaksanaan Metode Cerita Pendek
Sekolah : SMP Islam Al-Fajar
Hari/Tanggal : Selasa, 12 Januari 2011
Pertemuan : 2
Siklus : 2
No Aspek Yang Diamati Penilaian keterangan
1 2 3 4
I Pendahuluan 1. Kurang
Baik
1. Greeting (memberi salam dan tegur sapa) 2. Cukup
baik
2. Tanya Jawab berbagai hal terkait dengan kondisi
siswa 3. Baik
3. Penjelasan topik yang akan dibahas 4. Baik
Sekali
II Kegiatan Inti
1. Menjelaskan materi secara sistematis
2. Membimbing siswa dalam individu/
Kelompok
3. Menjelaskan short story dengan jelas
4. Menanggapi pertanyaan dan respon
Siswa
5. Menjelaskan maksud teks bacaan dengan
jelas.
6. Penguasaan materi
7. Penggunaan waktu secara tepat
III Penutup
1. Menyimpulkan materi
2. Menanyakan kesulitan siswa
3. Memberikan tugas kepada siswa
37
Lembar Observasi Siswa
Dalam Pelaksanaan Metode Cerita Pendek
Sekolah : SMP Islam Al-Fajar
Hari/Tanggal : Selasa, 19 Januari 2011
Pertemuan : 2
Siklus : 2
Keterangan:
1 : Tidak Melakukan
2 : Kurang Baik
3 : Cukup Baik
4 : Baik
5 : Sangat Baik
No Aspek yang diamati Penilaian
1 2 3 4 5
1. Mendengarkan/ memperhatikan penjelasan guru
2. Merespon guru
3. Mengajukan pertanyaan
4. Termotivasi untuk Membaca teks cerita
5. Memahami materi yang disampaikan guru
6. Dapat mengulang kembali cerita yang diberikan
7. Antusias dalam mengerjakan tugas yang diberikan.
8. Menggunakan bahasa inggris dalam proses KBM
38
Observational Notes For Need Analysis
Action : 1st cycle
Date : January, 12 2010
Time : 10.00 a.m – 11.00 a.m
What learners do What this
Involves
Teachers’
purpose
Comment
Listening to the
teacher’s
explanation
about text
Doing exersice
in group (group
of five); to
arrange jumble
paragraph into
a good passage
Doing exercise
in individual
work (answer
some questions
based on the
text)
Students’ are
involved:
Group work
Individual
work
Students read
any kinds of
short story with
the title
The clever
farmer
Lodging for
the night
The teacher
explained the
text, what is the
story talking
about,and make
the students
improve their
motivation to
reading a text
Most of
students didnt
pay attention
Most of
students didnt
work together
Most students
cheated each
other and the
other ignore
them
Most of
students
seemed not
understand, and
lazy to reading
a text
39
Observational Notes For Need Analysis
Action : 2nd
cycle
Date : January, 19 2010
Time : 10.00 a.m – 11.00 a.m
What learners do What this
Involves
Teachers’
purpose
Comment
Reviewing the
text and main
idea.
Doing exersice
in group (group
of five); to
arrange jumble
paragraph into
a good passage
Doing exercise
in individual
work (answer
some questions
based on the
text)
Doing the
evaluation
Students’ are
involved:
Group work
Individual
work
Students read
any kinds of
short story with
the title
The hungry
mouse
The teacher
explained the
text, what is the
story talking
about,and make
the students
improve their
motivation to
reading a text
Some students
could answer
the question
Most of
students have
motivation to
reading a short
story
Some students
seem enjoy
with the study
Most of
students can
improve their
score
40
Interview Guidelines for the Need Analysis
A. Kategori Umum
1. Bagaimanakah kondisi siswa Bapak/Ibu dalam proses pembelajaran
Bahasa Inggris?
Sangat bervariasi. Kondisi siswa saya pada waktu saya mengajar di
kelas itu terkadang ribut. Mereka lebih asik sibuk sendri dan kurang
memperhatikan penjelasan materi yang sedang diberikan.
Kemampuan siswa dalam pelajaran Bahasa Inggris masih kurang, hal
ini dapat dilihat dari hasil ulangan harian mereka. Tetapi ada
beberapa siswa yang bisa Bahasa Inggris.
2. Skill Bahasa Inggris apa yang paling sulit oleh siswa?
Dalam pembelajaran Bahasa Inggris, skill yang paling sulit adalah
membaca, mereka sulit sekali jika disuruh membaca sebuah
teks.terkadang mereka bermalas-malasan dalam membaca.
3. Bagaimana kemampuan siswa Bapak/Ibu dalam Bahasa Inggris
terutama membaca (reading)?
Motivasi mereka kurang jika disuruh membaca sehingga kemampuan
mereka cukup rendah.
4. Kelas manakah yang motivasi membacanya paling rendah?
Di sekolah ini saya mengajar kelas VII dan terdirir dari 3 kelas, mulai
kelas A sampai dengan kelas C. tetapi dari ketiga elas yang saya ajar,
kemampuan membaca yang paling rending adalah kelas VII- A.
41
B. Kategori Jenis Bacaan
5. Jenis teks bacaan apa saja yang diajarkan di kelas?
Untuk jenis teks yang saya gunakan alam pengajaran Bahasa Inggris
ada yang menggunakan naratif atau deskriptif.
6. Dari mana Bapak/Ibu mendapatkan sumber teks bacaan?
Biasanya untuk sumber teks, saya menggunakan buku paket stepping
more atau juga terkadang menggunakan LKS dan buku- buku klain
yang mendukung dalam materi pembelajaran.
7. Jenis bacaan apa yang Bapak/Ibu sarankan untuk digunakan dalam
penelitian ini?
Menurut saya, untuk penelitian yang mbak gunakan, disesuaikan saja
dengan materi yang akan diajarkan nanti di dalam kelas, bisa
deskriptf atau juga naratif.
C. Kategori kesulitan yang dialami
8. Ketika membaca teks Bahasa Inggris kesulitan apa yang sering dialami
siswa?
Banyak sekali kesulitan yang ditemui dalam pembelajaran di dalam
kelas. Salah satunya adalah mereka malas untuk praktis membaca
nyaring dan juga masih bermalasan jika disuruh membaca. Selain itu
juga mereka masih kurang paham apa yang di jelaskan dalam teks.
9. Apa penyebab kesulitan tersebut?
Penyebab dari munculnya kesulitan itu, karena kurangnya motivasi
mereka dalam membaca dan kurang praktis juga. Dan saya belum
memenukan teknik yang cocok dalam pembelajaran reading ini.
42
D. Kategori strategi untuk mengatasi kesulitan
10. Lalu bagaimanakah cara Bapak/Ibu mengatasi masalah siswa dalam
membaca (reading)?
Selama ini saya hanya menggunakan buku paket, setelah itu mereka
mengerjakan soal- soal latihan yang ada di LKS. Karena dengan
mengerjakan soal-soal latihan, mereka mau belajar. Dan hingga saat
ini saya belum mendapatkan strategi untuk mengatasi masalah ini.
43
Interview Guidelines for the Need Analysis
A. Kategori Umum
1. Bagaimanakah kondisi siswa Bapak/Ibu dalam proses pembelajaran
reading setelah menggunakan short story?
Tentunya setelah menggunakan short stori daam pembelajaran
reading, kondisi siswa saya semakin membaik. Dengan cerita- cerita
yang menarik mereka mau memperhatikan penjelasan saya di depan
kelas. Selain itu, mereka mau bekerja sama dalam mengerjakan tugas
kelompok atau pun individu.
2. Apakah Ibu/Bapak merasa termotivasi setelah menggunakan short
story dalam pembelajaran di kelas?
Ya, pastinya saya lebih bersemangat untuk menggunakan short story
dalam pembelajaran reading. Ini merupakan pengalaman baru saya
dala menggunakan strategi ini.
3. Bagaimana kemampuan siswa Bapak/Ibu dalam membaca setelah
menggunakan teks short story (cerita pendek) ?
Kemampuan siswa saya meningkat setelah menggunakan media cerita
pendek. Hal ini bisa dilihat dari hasil tes yang saya telah saya berikan.
Mereka dapat mengerti apa maksud teks tersebut dan dapat
memceritakan kembali dengan kata-kata mereka sendiri.
A. Kategori Jenis Bacaan
4. Apakah Ibu/Bapak memberikan Jenis teks bacaan yang diajarkan di
kelas?
Saya selalu memberikan contoh teks sesuai dengan materi yang akan
diajarkan.
44
5. Apakah siswa mengerti tentang apa yang mereka baca?
Iya, mereka mnengerti apa yang mereka baca bahkan tekadang saya
menyuruh mereka me- review teks tersebut.
B. Kategori kesulitan yang dialami
6. Apakah Ibu/ Bapak mengalami kesulitan dalam menerapkan metode
ini?
Ternyata strategi cukup mudah digunakan di dalam proses
pebelajaran Bahasa Inggri karena mereka lebih termotivasi untuk
membaca.
45
The Questionnaire for Students
Name :
Kelas :
Cara pengisian :
1. Tulislah nama dan kelas ditempat yang telah tersedia !
2. Berilah tanda silang (X) pada salah satu jawaban A atau B !
3. Jawablah dengan jujur sesuai dengan keadaan!
4. Jawaban tidak mempengauhi nilai mata pelajaran Bahasa Inggris dan tidak
dipekenankan bekerja sama dengan siswa lain dalam menjawab
pertanyaan !
5. Periksa kembali jawaban sebelum diserahkan kepada guru !
Pertanyaan :
1. Apakah kamu merasa senang dengan pelajaran membaca (reading)
sekarang?
a. Ya b. Tidak
2. Apakah kamu merasa pengajaran reading oleh guru sekarang lebih baik?
a. Ya b. Tidak
3. Apakah kamu merasa lebih bersemangat jika mengikuti pelajaran Bahasa
Inggris dalam materi membaca?
a. Ya b. Tidak
4. Apakah strategi pengajaran guru sekarang sesuai untuk pembelajaran
membaca?
a. Ya b. Tidak
5. Apakah strategi yang digunakan guru sekarang membantu anda
mengungkapkan ide-ide dalam membaca?
a. Ya b. Tidak
6. Apakah strategi pengajaran yang diberikan guru sekarang lebih mudah ?
a. Ya b. Tidak
7. Apakah sekarang kamu mengerjakan tugas-tugas membaca yang diberikan
guru dengan lebih mudah?
a. Ya b. Tidak
8. Apakah guru memberikan kesempatan untuk bertanya ?
a. Ya b. Tidak
9. Apakah kamu memanfaatkan sesi bertanya yang diberikan guru?
a. Ya b. Tidak
10. Apakah kemampuan membacamu menjadi lebih baik sekarang?
a. Ya b. Tidak
46
The Questionnaire for Students
Name :
Kelas :
Cara pengisian :
1. Tulislah nama dan kelas ditempat yang telah tersedia !
2. Berilah tanda silang (X) pada salah satu jawaban A atau B !
3. Jawablah dengan jujur sesuai dengan keadaan!
4. Jawaban tidak mempengauhi nilai mata pelajaran Bahasa Inggris dan
tidak dipekenankan bekerja sama dengan siswa lain dalam menjawab
pertanyaan !
5. Periksa kembali jawaban sebelum diserahkan kepada guru !
Pertanyaan :
1. Apakah kamu merasa senang dengan pelajaran membaca (reading)
sekarang?
b. Ya b. Tidak
2. Apakah kamu merasa pengajaran reading oleh guru sekarang lebih baik?
b. Ya b. Tidak
3. Apakah kamu merasa lebih bersemangat jika mengikuti pelajaran Bahasa
Inggris dalam materi membaca?
b. Ya b. Tidak
4. Apakah strategi pengajaran guru sekarang sesuai untuk pembelajaran
membaca?
a. Ya b. Tidak
5. Apakah strategi yang digunakan guru sekarang membantu anda
mengungkapkan ide-ide dalam membaca?
b. Ya b. Tidak
6. Apakah strategi pengajaran yang diberikan guru sekarang lebih mudah ?
b. Ya b. Tidak
7. Apakah sekarang kamu mengerjakan tugas-tugas membaca yang diberikan
guru dengan lebih mudah?
b. Ya b. Tidak
8. Apakah guru memberikan kesempatan untuk bertanya ?
b. Ya b. Tidak
9. Apakah kamu memanfaatkan sesi bertanya yang diberikan guru?
b. Ya b. Tidak
10. Apakah kemampuan membacamu menjadi lebih baik sekarang?
b. Ya b. Tidak
47
48
49
50
Soal pre-test
Text 1
One day the wolf was slaking his thirst at stream when he chanced to see a lamb,
also drinking, at same distance down the stream. Outraged, he growled, you are
muddying my drinking water, now I shall eat you. The lamb protested, but, Sir,
how can I be muddying your drinking water? I am father down stream than you
are. The water is flowing from your part of the stream to where I am. Upstream or
down stream, your drinking is muddying my water, and I shall eat you. So saying,
the wolf leaped upon the lamb and deuced him.
1. Where did the story happen?
a. On the river
b. In the forest
c. In the jungle
d. At the zoo
2. 0The following facts made the wolf get angry with the lamb, expect…..
a. The lamb muddied the water
b. The wolf wanted to eat the lamb
c. The lamb drank at the same stream
d. The lamb protested him
3. We can learn from the story that……
a. Never drink the river water
b. Never clean our body on the stream
c. The bad will always beat the good
d. The strong will always rule the weak
4. How many animals in this story?
a. Two
b. Three
c. Four
d. five
5. Who was salking his thirsty?
51
a. Wolf
b. Rabbit
c. Lamb
d. tiger
Text 2
Once upon the time, a rabbit wanted to cross a river but he could not swim. He
had an idea. He saw a boss of crocodile swimming in the river. The rabbit asked
the boss of crocodile, how many crocodiles are there in the river? The boss of
crocodile answered, we are twenty here. Where are they? The rabbit asked for the
second time. What is it for? The boss of crocodile asked.
All of you are good, nice, gentle and kind, so I want to make a line in order. Later
I will know how kind you are? Said the rabbit. Then the boss of the crocodile
called all this friends and asked them to make in order from one side to the other
side of the river. Just then, the rabbit started to count while jumping from one
crocodile to another: one…two…three…four… until twenty, and finally, he
thanked all crocodiles because he had crossed the river.
6. The story mainly tells us about…..
a. Twenty crocodiles
b. The boss of the crocodile
c. A rabbit and twenty crocodile
d. A rabbit and the twenty crocodile
7. We know from the first paragraph that the rabbit actually wanted……
a. To cross the river
b. To swim across the river
c. To meet the boss of crocodile
d. To know where the crocodile
8. How many crocodiles in the river?
a. There are twenty crocodiles
b. There are ten crocodiles
52
c. There are fifteen crocodiles
d. There are eleven crocodiles
9. Who wants to cross the river?
a. Crocodile
b. Rabbit
c. Bird
d. Fish
10. As we know that the rabbit can…..
a. Swim
b. Not swim
c. Run
d. Not run
Text 2
The Clever Farmer
There was once a farmer who lived in poverty. He was always trying to
think of ways to get rich. One day he had an aide. He look a rooster to the palace
and gave it to the king as a gift.
Upon receiving the gift, the king laughed and said,” Poor man, a rooster is
really a very small present for my family. You see, there are six of US; my wife,
the queen, my two sons, my two daughters, and me. How can we all share one
rooster?”
The farmer replied boldly,” You majesty. I can solve this problem. Give
me a knife and I will cut up the rooster so that you can all share it”. The king was
surprised by the farmer’s reply and ordered a servant to give the farmer a knife.
First, the farmer cut of the rooster and offered it to the king, saying, “Your
Majesty is the head of the state, so please accept the rooster’s head as your
share.”Then, he cut off the meat from the back of the rooster and said, “This is for
the queen, who bears the burden of the house hold duties on her back”.
53
Next, he cut off the rooster’s two legs and offered them to the two princes,
saying, “These legs are for your Majesty’s sons, who will follow in you steps as
rulers”. After cutting the rooster’s two wings, he said, “Let your Majesty’s two
daughters each take wing since the will marry one day and fly away with their
husbands. The rest of the rooster is my share, for me you Majesty’s guest, and it is
the host’ duty to give his guest whatever extra food he has”.
Hearing the farmer’s clever reply, the king was very pleased. He rewarded
the men with gold, silver, and precious stones. A rich man now, the farmer went
home.
11. Who lived in poverty?
a. a servant c. the king
b. a farmer d. the queen
12. What did he always try to think every day?
a. W0ays to cut the bird
b. Ways to the palace
c. Ways to get rich
d. Ways to meet the king
13. What did he give to the king as a gift?
a. A bird c. a peacock
b. A rooster d. a duck
14. There are…persons in the king’s family.
a. Six c. five
b. Seven d. eight
15. What did the farmer need to cut the rooster?
a. A blade c. a knife
b. a jigsaw d. a sword
16. Which part of the rooster was cut off first?
a. The wings c. the back
b. The legs d. the head
17. To whom was the head of the rooster offered?
54
a. The king c. the princes
b. The queen d. the princess
18. Why did the queen get the meat from the back of the rooster?
a. She bears the burden of the house hold duties.
b. She will follow the king’s foot steps as rules.
c. She will marry and fly away with her husband.
d. She is the head of the state.
19. Who get the legs of the rooster?
a. The king c. the princes
b. The princess d. the queen
20. Why did the princess get the wing?
a. They are the head of the state.
b. They will marry and fly away with their husband.
c. The bear the burden of the household duty.
d. They will follow the king’s footstep as rulers.
55
Soal Post Test
Reading section
In this part of the test, you have to choose the best answer to each question from
the alternative given.
Text 1
Reading the following text to answer questions 1-10 !
The Clever Farmer
There was once a farmer who lived in poverty. He was always trying to
think of ways to get rich. One day he had an aide. He look a rooster to the palace
and gave it to the king as a gift.
Upon receiving the gift, the king laughed and said,” Poor man, a rooster is
really a very small present for my family. You see, there are six of US; my wife,
the queen, my two sons, my two daughters, and me. How can we all share one
rooster?”
The farmer replied boldly,” You majesty. I can solve this problem. Give
me a knife and I will cut up the rooster so that you can all share it”. The king was
surprised by the farmer’s reply and ordered a servant to give the farmer a knife.
First, the farmer cut of the rooster and offered it to the king, saying, “Your
Majesty is the head of the state, so please accept the rooster’s head as your
share.”Then, he cut off the meat from the back of the rooster and said, “This is for
the queen, who bears the burden of the house hold duties on her back”.
Next, he cut off the rooster’s two legs and offered them to the two princes,
saying, “These legs are for your Majesty’s sons, who will follow in you steps as
rulers”. After cutting the rooster’s two wings, he said, “Let your Majesty’s two
daughters each take wing since the will marry one day and fly away with their
husbands. The rest of the rooster is my share, for me you Majesty’s guest, and it is
the host’ duty to give his guest whatever extra food he has”.
Hearing the farmer’s clever reply, the king was very pleased. He rewarded
the men with gold, silver, and precious stones. A rich man now, the farmer went
home.
56
After read the story above. Please answer the questions.
1. Who lived in poverty?
a. a servant c. the king
b. a farmer d. the queen
2. What did he always try to think every day?
a. Ways to cut the bird
b. Ways to the palace
c. Ways to get rich
d. Ways to meet the king
3. What did he give to the king as a gift?
a. A bird c. a peacock
b. A rooster d. a duck
4. There are…persons in the king’s family.
a. Six c. five
b. Seven d. eight
5. What did the farmer need to cut the rooster?
a. A blade c. a knife
b. a jigsaw d. a sword
6. Which part of the rooster was cut off first?
a. The wings c. the back
b. The legs d. the head
7. To whom was the head of the rooster offered?
a. The king c. the princes
b. The queen d. the princess
8. Why did the queen get the meat from the back of the rooster?
a. She bears the burden of the house hold duties.
b. She will follow the king’s foot steps as rules.
c. She will marry and fly away with her husband.
d. She is the head of the state.
9. Who get the legs of the rooster?
57
a. The king c. the princes
b. The princess d. the queen
10. Why did the princess get the wing?
a. They are the head of the state.
b. They will marry and fly away with their husband.
c. The bear the burden of the household duty.
d. They will follow the king’s footstep as rulers.
58
Text 2
Lodging for the Night
Long ago, there lived in china an army general named Li Tsing, who has known for
his great kindness. One day, while hunting a herd of deer, he lost his way in the hills and
valleys. When evening came he was very happy to see a light shining from one of the
mountain tops and he quickly rode his horse in that direction. He arrived at the castle
surrounded by high walls. He knocked on its gate and said to the servant that he wanted to
stay for one night. The lady of the house gave permission, she said “My servant will show
you to your room. Please don’t be alarmed when your hear noises in the middle of the night,
because that’s when my sons usually come home.
Li Tsing thanked her and was led into a bedroom. Soon Li heard a knock on his door
and heard the lady’s voice saying, “please come out. I have something to ask you. This is a
dragon’s house. Making rain is our duty. Now I have received an order from heaven to make
rain at once. But since my children are away, could you please do it?”.
Li Tsing surprisingly accepted that order. Then, the lady gave him a small bottle
containing rainwater and said to Li Tsing, “to make rain you have to ride a high above a
cloud on special horse from heaven and sprinkle two drops of water into the clouds.”
When the hoof of the horse was about to strike the ground, he sprinkled twenty drops of
water on the last village as he thought that would bring abundant crops to the village. But
when he came to the village, all the cloud see was a vast lake with a lone treetop sticking out
of the water here and there. Li Tsing regretted to have sprinkled too many drops of water on
the village.
11. Who is Li Tsing?
a. A hunter c. an army general
b. A farmer d. a scientict
12. When did Li Tsing lose his way?
a. While fighting in a war
b. While hunting
c. While hiking a mountain
d. While hunting a fox
13. Why was he happy?
a. He saw the hills c. he saw the mountain
b. He saw the valleys d. he saw light shining from a mountain top
59
14. What did he find on the mountain?
a. A castle c. a door
b. A wood d. a forest
15. The lady of the house asked Li Tsing to…
a. Sleep in the bedroom
b. Hunt a herd a deer
c. Leave the castle
d. Make rain
16. How many drops should he sprinkle on the cloud?
a. one drop
b. two drop
c. three drop
d. four drop
17. how many drops did he sprinke on the last village?
a. one drop
b. twenty drops
c. thrirty drops
d. two drops
18. what happened to the last village?
a. the village produced abundant crops
b. the people were very happy
c. the people became weathly
d. the village was drowned by a huge amount of water
19. who took Li Tsing to the could?
a. a deer
b. a special horse
c. a dragon
d. a bird
20. what did Li Tsing bring to the could to make rain?
a. a bottle of water
b. a horse
c. a bottle of making rain
d. a bottle of cloud
60
RENCANA PELAKSANAAN PEMBELAJARAN
READING
I. IDENTITAS
Satuan Pendidikan : SMP IT Al Fajar
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : VII/ Genap
Tema : Short Story
Aspek/ skill : Reading
Alokasi Waktu : 4 X 30 Menit
Tahun Pelajaran : 2010 – 2011
II. STANDAR KOMPETENSI
Membaca
(11) Memahami makna teks tulis fungsional dan esai pendek sangat sederhana
berbentuk descriptive dan prosedur yang berkaitan dengan lingkungan terdekat.
III. KOMPETENSI DASAR
Membaca
(11.3) Membaca nyaring bermakna teks esai pendek sangat sederhana berbentuk
descriptive dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan
dengan lingkungan terdekat.
IV. INDIKATOR
1. Membaca nyaring kata , frasa dan kalimat dengan intonasi dan lafal yang
benar.
2. Membaca nyaring teks descriptive dengan baik dan benar.
3. Memahami kosa kata pada teks dan arti kata kunci.
4. Mengetahui main idea dari teks descriptive.
5. Termotivasi untuk membaca cerita pendek.
6.
61
V. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat :
1. Membaca nyaring kata , frasa dan kalimat dengan intonasi dan lafal yang benar.
2. Membaca nyaring teks descriptive dengan baik dan benar.
3. Memahami kosa kata pada teks dan arti kata kunci.
4. Mengetahui main idea dari teks descriptive.
5. Termotivasi untuk membaca cerita pendek.
VI. MATERI POKOK DAN URAIAN MATERI
The Hungry Mouse
A mouse was having a very bad time. She could find no food at all. She looked here
and there, but there was no food, and she grew very thin. At last the mouse found a basket,
full of corn. There was a small hole in the basket, and she crept in. She could just get through
the hole. Then she began to eat the corn. Being very hungry, she ate a great deal, and went on
eating and eating. She had grown very fat before she felt that she had had enough. When the
mouse tried to climb out of the basket, she could not. She was too fat to pass through the
hole. " How shall I climb out?" said the mouse. "oh, how shall I climb out?" Just then a rat
came along, and he heard the mouse. "Mouse," said the rat, "if you want to climb out of the
basket, you must wait till you have grown as thin as you were when you went in."
Practice
Part I
After you read the passage, please retell the story!
Part II
Answer these questions!
1. Who was very hungry?
2. Is she found any food?
62
3. What did mouse do when she find the small basket?
4. What happened with a mouse after she eats corn?
5. What did rat said when come along?
VII. METODE PEMBELAJARAN/ TEKNIK
Three –phase technique
VIII. LANGKAH-LANGKAH KEGIATAN
a. Kegiatan Pendahuluan
- Greeting (memberi salam dan tegur sapa)
- Tanya jawab berbagai hal terkait kondisi siswa
- Mengabsen siswa
- Penjelasan tentang topic yang akan dibahas.
b. Kegiatan inti
- Guru membacakan sebuah teks berbentuk descriptive
- Siswa mendengarkan teks descriptive dengan seksama.
- Mengidentifikasi kosa kata pada teks dan arti dari kata kunci.
- Siswa diminta untuk mengerjakan soal unuk mengevaluasi
pemahaman pada teks.
c. Kegiatan penutup
o Menyimpulkan materi pembelajaran.
o Menanyakan kesulitan siswa selama KBM.
o Menugaskan siswa untuk mencari teks descriptive yang lain.
VIII. SUMBER BELAJAR
a. Buku teks ( Wardiman, Artono,dkk. English In Focus for Junior High School
Students Grade VII, 2008, Jakarta: Pusat Perbukuan Departemen Pendidikan
Nasional)
b. Teks descriptive.
c. Kurikulum Bahasa Inggris ( KTSP grade VII)
63
d. LKS
IX. PENILAIAN
Teknik : Tes Tulis
Bentuk : Tertulis
X. PEDOMAN PENILAIAN
a. Nilai Siswa
b. Rubrik Penilaian
No Uraian Skor
Part I Jawaban Benar
Jawaban Salah
20
0
Part II Jawaban Benar
Jawaban Salah
20
0
Mengetahui, Ciputat, Januari 2011
Guru Pamong Guru Bidang Studi,
Trainee Teacher
Erna Fatmawati Sawitri Maya Kuntari
NIM 206014000171
Skor perolehan X 10 = Nilai Siswa
Skor maksimal
64
RENCANA PELAKSANAAN PEMBELAJARAN
READING
I. IDENTITAS
Satuan Pendidikan : SMP Islam Al Fajar
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : VII/ Genap
Tema : Short Story
Aspek/ skill : Reading
Alokasi Waktu : 4 X 30 Menit
Tahun Pelajaran : 2010 – 2011
II. STANDAR KOMPETENSI
Membaca
(11) Memahami makna teks tulis fungsional dan esai pendek sangat sederhana
berbentuk descriptive dan prosedur yang berkaitan dengan lingkungan terdekat.
III. KOMPETENSI DASAR
Membaca
(11.3) Membaca nyaring bermakna teks esai pendek sangat sederhana berbentuk
descriptive dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan
dengan lingkungan terdekat.
IV. INDIKATOR
1. Membaca nyaring kata , frasa dan kalimat dengan intonasi dan lafal yang
benar.
2. Membaca nyaring teks descriptive dengan baik dan benar.
3. Memahami kosa kata pada teks dan arti kata kunci.
4. Mengetahui main idea dari teks descriptive.
5. Termotivasi untuk membaca cerita pendek.
65
V. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat :
1. Membaca nyaring kata , frasa dan kalimat dengan intonasi dan lafal yang
benar.
2. Membaca nyaring teks descriptive dengan baik dan benar.
3. Memahami kosa kata pada teks dan arti kata kunci.
4. Mengetahui main idea dari teks descriptive.
5. Termotivasi untuk membaca cerita pendek.
VI. MATERI POKOK DAN URAIAN MATERI
Two Frogs
A group of frogs were traveling through the woods, and two of them fell into a
deep pit. When the other frogs saw how deep the pit was, they told the two frogs that they
were as good as dead. The two frogs ignored the comments and tried to jump up out of
the pit with all their might. The other frogs kept telling them to stop, that they were as
good as dead. Finally, one of the frogs took heed to what the other frogs were saying and
gave up. He fell down and died.
The other frog continued to jump as hard as he could. Once again, the crowd of
frogs yelled at him to stop the pain and just die. He jumped even harder and finally made
it out. When he got out, the other frogs said, "Did you not hear us?" The frog explained to
them that he was deaf. He thought they were encouraging him the entire time.
Practice
Part I
Answer these questions!
1. What kind of animals in this story?
2. How many frogs that fell into a deep pit?
3. What did the other frog when saw two frogs fell into a deep pit?
4. Are the two frogs was die?
5. What did frogs said when he got out?
66
Part II
Arrange these paragraphs into a good story!
The Donkey and the Little Dog
A man had a little dog, and he was very fond of it. He would pat its head, and take it
on his knee, and talk to it. Then he would give it little bits of food from his own plate. A
donkey looked in at the window and saw the man and the dog."Why does he not make a pet
of me?" said the donkey. "It is not fair. I work hard, and the dog only wags its tail, and barks,
and jumps on its master's knee. It is not fair."Then the donkey said to himself, "If I do what
the dog does, he may make a pet of me."
So the donkey ran into the room. It brayed as loudly as it could. It wagged its tail so
hard that it knocked over a jar on the table. Then it tried to jump on to its master's knee. The
master thought the donkey was mad, and he shouted, "Help! Help!" Men came running in
with sticks, and they beat the donkey till it ran out of the house, and they drove it back to the
field.
Part III
(After read this story, the students make a group and the arrange a jumble paragraph into a
good story)
VII. METODE PEMBELAJARAN/ TEKNIK
Three –phase technique
VIII. LANGKAH-LANGKAH KEGIATAN
a. Kegiatan Pendahuluan
- Greeting (memberi salam dan tegur sapa)
- Tanya jawab berbagai hal terkait kondisi siswa
- Mengabsen siswa
- Penjelasan tentang topic yang akan dibahas.
67
b. Kegiatan Inti
- Guru membacakan sebuah teks berbentuk descriptive
- Siswa mendengarkan teks descriptive dengan seksama.
- Mengidentifikasi kosa kata pada teks dan arti dari kata kunci.
- Siswa diminta untuk mengerjakan soal unuk mengevaluasi
pemahaman pada teks.
c. Kegiatan Penutup
o Menyimpulkan materi pembelajaran.
o Menanyakan kesulitan siswa selama KBM.
o Menugaskan siswa untuk mencari teks descriptive yang lain.
VIII. SUMBER BELAJAR
a. Buku teks ( Wardiman, Artono,dkk. English In Focus for Junior High School
Students Grade VII, 2008, Jakarta: Pusat Perbukuan Departemen Pendidikan
Nasional)
b. Teks descriptive.
c. Kurikulum Bahasa Inggris ( KTSP grade VII)
d. LKS
IX. PENILAIAN
Teknik : Tes Tulis
Bentuk : Tertulis
X. PEDOMAN PENILAIAN
a. Nilai Siswa
Skor perolehan X 10 = Nilai Siswa
Skor maksimal
68
b. Rubrik Penilaian
No Uraian Skor
Part I Jawaban Benar
Jawaban Salah
20
0
Part II Jawaban Benar
Jawaban Salah
20
0
Mengetahui, Ciputat, Januari 2011
Guru Pamong Guru Bidang Studi,
Trainee Teacher
Erna Fatmawati Sawitri Maya Kuntari
NIM 206014000171
69
Kisi- Kisi Penulisan Soal Pre-Test
Tahun Pelajaran 2010/2011
Nama Sekolah : SMP Islam Al-Fajar Kedaung Alokasi Waktu : 30 Menit
Mata Pelajaran : Bahasa Inggris Jumlah Soal : 20 butir soal
Kurikulum Acuan : KTSP 2006 Semester : II (Genap)
Kompetensi Dasar Indikator Jenis Soal Nomor Soal Jumlah
11.4 membaca nyaring
bermakna teks dan esai
pendek sederhana
berbentuk narrative dan
report dengan ucapan
Meresponteks berbentuk
naratif (dengan cara)
1. menentukan gagasan
dalam teks seperti
Gagasan pendukung
Gagasan spesifik
Gagasan faktual
2. mengidentifikasikan
informasi dalam
teks
Pelaku/ tokoh dalam
cerita
Sequence of event
MC
8,10,13
1,9,7,19,16,17,12
4,15,6
11
2,3,5,14,18,20
20 soal
47
Kisi- Kisi Penulisan Soal Post-Test
Tahun Pelajaran 2010/2011
Nama Sekolah : SMP Islam Al-Fajar Kedaung Alokasi Waktu : 30 Menit
Mata Pelajaran : Bahasa Inggris Jumlah Soal : 20 butir soal
Kurikulum Acuan : KTSP 2006 Semester : II (Genap)
Kompetensi Dasar Indikator Jenis Soal Nomor Soal Jumlah
11.4 membaca nyaring
bermakna teks dan esai
pendek sederhana
berbentuk narrative dan
report dengan ucapan
Meresponteks berbentuk
naratif (dengan cara)
1. menentukan gagasan
dalam teks seperti
Gagasan pendukung
Gagasan spesifik
Gagasan faktual
2. mengidentifikasikan
informasi dalam
teks
Pelaku/ tokoh dalam
cerita
Sequence of event
MC
1,6,7,18,20
3,10,11,17,19
2,5,14,16
4,5
9,12,13,15
8
20 soal
48
Kisi- Kisi Penulisan Soal Post-Test
Tahun Pelajaran 2010/2011
Nama Sekolah : SMP Islam Al-Fajar Kedaung Alokasi Waktu : 30 Menit
Mata Pelajaran : Bahasa Inggris Jumlah Soal : 20 butir soal
Kurikulum Acuan : KTSP 2006 Semester : II (Genap)
Kompetensi Dasar Indikator Jenis Soal Nomor Soal Jumlah
11.4 membaca nyaring
bermakna teks dan esai
pendek sederhana
berbentuk narrative dan
report dengan ucapan
Meresponteks berbentuk
naratif (dengan cara)
1. menentukan gagasan
dalam teks seperti
Gagasan pendukung
Gagasan spesifik
Gagasan faktual
2. mengidentifikasikan
informasi dalam
teks
Pelaku/ tokoh dalam
cerita
Sequence of event
MC
1,6,7,18,20
3,10,11,17,19
2,5,14,16
4,5
9,12,13,15
8
20 soal
58