improving students’ reading comprehension through...
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IMPROVING STUDENTS’ READING
COMPREHENSION THROUGH COURSE REVIEW
HORAY (CRH) METHOD
(A Classroom Action Research of the Eighth Grade Students of Mts
Matholi’ul Ulum Pucakwangi - Pati in the Academic Year of 2015/2016)
A GRADUATING PAPER
Submitted to the Board Examiners as a Partial Fulfillment of the
Requirement for the Degree of Sarjana Pendidikan (S.Pd) in English
Education Department
SINTA PURWATININGSIH
113 12 080
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2016
MOTTO
“TODAY MUST BE BETTER THAN YESTERDAY”
“O you who believe! Do your duty to Allah and fear Him. Seek
the means of approach to Him, and strive hard in His Cause (as
much as you can), So that you may be successful.”
(Holy Qur’an : Al-Ma’idah : 35)
vi
DEDICATION
I dedicate this graduation paper to:
1. My great parents (Kamijan and Sumini). Thank you very much for everything.
May Allah keep you and give you happiness. I do love you.
2. My beloved husband (Nur Kolif). He always gives and motivates me in doing
eveything that I want. Thanks for your support, help, pray, and patience. I
love you.
3. My “Abah” (K.H. Muhyiddin Alawy). Thank you for your advice, he always
motivates me to do my best. I love you so much.
vii
ACKNOWLEDGEMENT
Alhamdulillahirobbil ‘alamin, First and foremost, I deliver the greatest
attitude to Allah Almighty for the Blessing and Mercy who has led me finished
my graduating paper, peace and blessing to the Allah’s Messenger, Muhammad
SAW. However, this graduating paper will not be finished without supports,
advices, help and encouragement from some people and the institution. I would
like to say thanks to:
1. Dr. Rahmat Hariyadi, M. Pd as the Rector of IAIN Salatiga, thank you for
the time I spent for studying in IAIN Salatiga.
2. Suwardi, M. Pd as the Dean of Teacher Training and Education Faculty of
IAIN Salatiga.
3. Noor Malihah, Ph.D as the head of English Education Department.
4. Hanung Triyoko, SS., M.Hum, M.Ed as my graduating paper counselor,
thank you to have sacrificed his vacant time to guide, gave suggestions,
corrected, and encouraged me in completing my graduating paper.
5. All of my lecturers in IAIN Salatiga, thanks for teaching me and given a
lot of their worth knowledge to me along of my study in this Institute.
6. All official staffs of IAIN Salatiga.
7. My great parents (Kamijan and Sumini). Thank you very much for
everything. May Allah keep you and give you happiness. I do love you.
8. My beloved husband (Nur Kolif). Thank you very much for your patience
and support. I love you.
9. My “Abah” (KH. Muhyidin Alawy). Thank you very much for your
advices. Your advice always motivates me to do my best. I love you so
much.
10. My beloved friends “TBI C 2012”. Thank you very much for our
memories.
11. My boarding house’s friends who always give me support.
12. PPL SMK N 1 Tengaran 2015 and KKN Kajoran, Magelang 2016. Thank
you for our unforgettable experience.
13. All of my friends at IAIN Salatiga that I cannot mention one by one.
14. Thank you for everyone who supports my live.
Salatiga, June 26th 2016
The writer
Sinta Purwatiningsih
NIM. 113 12 080
ABSTRACT
Purwatiningsih, Sinta. 2016. “Improving Students’ Reading Comprehension Through Course Review Horay (CRH) Method (A Classroom Action Research of the Eighth Grade Students at Mts Matholi’ul Ulum Pucakwangi- Pati in the Academic Year of 2015/2016)”. A Graduating Paper. English Education Department of Teacher Training and Education Faculty. State Institute for Islamic Studies (IAIN) Salatiga. Consultant: Hanung Triyoko,SS. M.Hum, M.Ed.
Key Words: Reading Comprehension, Course Review Horay The research is about improving students’ reading comprehension through course review horay as a method of language teaching of the eighth grade students at Mts Matholi’ul Ulum in the academic year of 2015/2016. The objective of this research is to improve student’s reading comprehension focus on recount text through course review horay method. Based on the observation of the researcher during teaching and learning process, the students were difficult to understand the text and reading fluency. The methodology of the research was classroom action research which consists of two cycles. The number of the students in this research was 24 students. In completing the research, the researcher used observation sheet, documentation and multiple choice tests as the instrument of collecting data. By conducting classroom action research, it was found that the implementation of course review horay improved students’ reading comprehension. The result of this research showed that the findings in cycle II was higher than the KKM (Minimum Completeness Criteria) at Mts Matholi’ul Ulum on score 70 in the academic year of 2015/2016. The mean score of post test in cycle II was 76,58. 87.5% students passing the KKM (Minimum Completeness Criteria) and the target, 87.5% > 85%. Based on the result of this research, it could be concluded that the implementation of course review horay improved students’ reading comprehension of the eighth grade students at Mts Matholi’ul Ulum in the academic year of 2014/2015.
TABLE OF CONTENTS
TITLE PAGE ………………………………………………..………....……... i
DECLARATION ............................................................................................... ii
ATTENTIVE COUNSELOR NOTES ............................................................ iii
CERTIFICATION PAGE .................................................................................. iv
MOTTO............................................................................................................... v
DEDICATION ................................................................................................ vi
ACKNOWLEDGMENT ................................................................................... vii
ABSTRACT ...................................................................................................... ix
TABLE OF CONTENTS.................................................................................... x
CHAPTER I INTRODUCTION
A. Background of the Study ……............................................... 1
B. Problem Statements …………............................................... 4
C. Limitation of the Study ....................................................... 4
D. Research Objectives ……….................................................. 5
E. Benefits of the study …........................................................ 5
F. Definition of Key Terms ……………………….................... 6
G. Research Methodology….………………………………….. 6
H. Graduating Paper Outline…………………………………….6
CHAPTER II THEORETICAL FRAMEWORK
A. Reading………….................................................................. 8
1. Definition of Reading…………………………..……… 8
2. Purposes of Reading …………………………………… 9
B. Reading Comprehension ………………………………........ 10
1. Comprehension… ………………………………...……. 11
2. Definition of Reading Comprehension ………………..11
3. Level of Comprehension…………………………...…..11
4. Types of Reading Comprehension……………………..12
5. Process of Comprehension……………………………..13
6. The Importance of Teaching Reading……………..…..15
C. General Concept of Cooperative Learning………......….... 16
D. General Concept of Course Review Horay ………………..20
E. Procedure or Steps of Course Review Horay ……………...21
F. General Concept of Text Types………………………….....22
G. General Concept of Recount Text……………………….....24
1. Definition of Recount Text……………………………..24
2. Generic Structure of Recount Text……………………..25
3. Language Features in Recount Text……………………26
4. Types of Recount Text…………………………………26
CHAPTER III RESEARCH METHODOLOGY
A. Setting of the Research …………………............................ 28
B. Subject of the Research ....................................................... 34
C. Type of the Research ............................................................35
D. Procedure of the Research ………………………………... 36
E. Technique of Collecting Data …………………………….. 39
F. Rubric of Reading Skill..........................................................40
G. Technique of Analyzing Data …………………………….. 42
H. Schedule of the Research…………………………….……..44
CHAPTER IV FINDINGS AND DISSCUSSION
A. The implementation of Course Review Horay…………….45
B. The improvement of Course Review Horay…………...….60
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion .......................................................................... 69
B. Implication…………………………………………………70
C. Sugesstion ........................................................................... 71
REFERENCES
APPENDICES
LIST OF TABLES
Table 3.1 List of Mts Matholi’ul Ulum Students …………………………....29
Table 3.2 Educational facilities and tool of Mts Matholi’ul Ulum ..………...30
Table 3.3 List of Teacher and staff of Mts Matholi’ul Ulum………………. 31
Table 3.4 Teacher’s structure organization at Mts Matholi’ul Uum.....……. 33
Table 3.5 List of VIII B class of Mts Matholi’ul Ulum ..………………….. 35
Table 3.6 The criteria of students’ score.........................................................42
Table 3.7 The criteria of groups’ score............................................................43
Table 3.8 Schedule of the research…………………… ……….………….. 45
Table 4.1 The mean of pre test and post test cycle I……..………………… 55
Table 4.2 The Mean of pre test and post test cycle …………………...….... 65
Table 4.3 Score of group’s summary………………………..……………….70
Table 4.4 Mean of group score………………………………………………71
LIST OF APPENDICES
Appendix 1 Lesson Plan
Appendix 2 Student’s Pre-test
Appendix 3 Student’s Post-test
Appendix 4 Student’s work sheet
Appendix 5 Observation Sheet
Appendix 6 Consultation Sheet
Appendix 7 Research Permission Letter
Appendix 8 Recommendation from Mts Matholi’ul Ulum
Appendix 9 Documentation
Appendix 10 Curriculum Vitae
CHAPTER I
INTRODUCTION
A. Background of the study
Language is the important tool to make a communication
with others. English is one of kinds of language. It is very important
language in the world, because English as an international language so
English can be found in most fields such as Education, Politics,
Business, religion, economic, science, technology and so on.
Nowadays, many students in Indonesia learn English and it does not
only help students to get more knowledge and information but also as
a media to communicate with other people in the world.
English had been known by people from all over the world.
Everyone knows this language and some of them want to learn this
language, although they are able or not to practice English well in
their daily life. There are four language skills that must be mastered
by people, especially students. They are consists of reading, speaking,
listening, and writing.
In language learning, one of the aspects that should be
improved is reading skill. In daily life, when we read a passage, it is
very important to get information and understand the meaning of it,
especially when we read English. According to Elizabeth (2003:6)
Reading is about understanding written texts. It is a complex activity
that involves both perception and thought. Reading is one of basic
skill which is not simply to translate word by word but need to be
acquired during language course. Therefore, when the students learn
to read and they should be able to comprehend the reading texts
during the reading process. They are not only expects to read in good
pronunciation but also to find the meaning of each word in the text.
The students should be able to comprehend the real meaning of the
texts.
According to Danielle (2007:3) Reading is an extraordinary
achievement when one considers the number of levels and
competence that be mastered. Due to the importance of reading, it is
fundamental skill upon which all formal education depends. But many
students still have some difficulties that they are having not interest to
read English. In reading, we need more effort and we have to think
harder to understand it. When student lacks of reading ability it may
influence the other skills in Language.
Many students of Mts (Islamic Junior High School) get
several problems in reading comprehension when they have to
understand reading text. It is influenced by several factors. Firstly,
students who lack of vocabularies are difficult to understand the
meaning of English word in a text. Secondly, students have difficulty
to find the main idea of the text. Thirdly, teachers do not have an
interesting method to teach their students in reading class.
To solve the problems in English learning, the teacher needs
some of method, media or strategy to make students interest while
studying English. There are many strategies to teach reading
comprehension. Such as In The News strategy. In Fuaida, (2012) said
that In The News strategy is an interesting way to get students
involved and arouse their interest in the topic even before they
attend the class.
Another, there is Course Review Horay (CRH) to teach
reading comprehension. Course Review Horay (CRH) is one of
methods in cooperative learning that can be applied to teach reading
comprehension. Acording to Huda (229:2013) state that Course
Review Horay (CRH) is one of method that can create comfort
atmosphere in purpose to handle students’ comprehension. Using
Course Review Horay (CRH) method, it can be effective for the
students to make them feel enjoyable while getting involved in the
process of learning. The superiority of Course Review Horay method
is to make an interesting classroom. In the learning process of Course
Review Horay (CRH), there are some ways to make students entertain
in the classroom so it does not make students feel so bored. Using
interesting method, the teacher hopes that it will be easier to students
in understanding of reading comprehension. The researcher chooses
this method in doing the research. Further, the students easily
understand reading comprehension.
According to those considerations, the writer interests in
doing research entitle “IMPROVING STUDENTS’ READING
COMPREHENSION THROUGH COURSE REVIEW HORAY (CRH)
METHOD (A Classroom Action research of Eighht Grade Students in
Mts Matholi’ul Ulum Pucakwangi Pati in the Academic Year of
2015/2016)
B. Problem of Study
Based on the research above, in order to learn more obvious
and more directed problem can be summarized as follows:
1. How is the implementation of Course Review Horay (CRH)
method for the eighth grade students’ reading
comprehension?
2. How is the improvement of Course Review Horay (CRH)
in improving the students’ ability in reading
comprehension?
C. Research Objectives
This research has some following purposes:
1. To identify the implementation of Course Review Horay
(CRH) method for the eighth grade students’ reading
comprehension.
2. To know the improvement of Course Review Horay (CRH) in
improving the students’ ability in reading comprehension.
D. Limitation of the Study
This study focuses on the students’ ability in reading
comprehension. To limit the research, the writer chooses recount text
in doing the paper of the eighth grade in MTs MATHOLI’UL ‘ULUM
PUCAKWANGI-PATI. In this research, the writer takes one class of
eighth grade. This action research is used to measure the students’
ability of reading comprehension through Course Review Horay
(CRH) as a learning method.
E. Benefits of the Study
The study has several benefits for the researchers, the readers,
the students and the teachers. This study provides new innovation of
English language teaching. The result of the study can be applied in
the English teaching-learning process, especially in the reading class.
The researcher hopes that this research will be useful for:
1. The researcher
The researcher will comprehend the way to improve students’
reading comprehension in recount text through Course Review
Horay (CRH) method deeply.
2. The readers
The result of the research will be useful for the reader to understand
the importance of using Course Review Horay (CRH) Method to
improve reading comprehension in recount text.
3. The students
The students can upgrade their reading comprehension in recount
text by using Course Review Horay (CRH) method.
4. The teachers
The finding of the research can be applied in English teaching and
learning process to make the students more interest in reading and
understanding recount text using Course Review Horay (CRH)
method.
F. Definition of Key Terms
This study is one of the classroom action researches with the
title “Improving Students’ Reading Comprehension through Course
Review Horay (CRH) Method. It conducts for the eight grades in Mts
Matholi’ul Ulum Pucakwangi-Pati in the academic year of 2015/2016.
There are the key terms of this research:
1. Improving
Process of becoming or making better. (Hornby 2008:222)
2. Reading Comprehension
Reading Comprehension is the process of making meaning from
text. (Wolley (2011:15)
3. Course Review Horay (CRH)
Acording to Huda (2013:229) state that Course Review Horay
(CRH) is one of method that can create comfort atmosphere in
purpose to try hand the students’ comprehend.
G. Graduating Paper Outline
This research is organized into five chapters, that is Chapter I
presents the introduction. It explains the background of the study,
problem statements, limitation of the study, the benefits of the study,
key terms of the research and organization of the graduating paper.
Chapter II is theoritical framework, which contains the theories that
related and support the research. Chapter III consists of description of
general situation in Mts Matholi’ul Ulum, Methodology of research
that discuss approaches and types of research, setting of the research,
subject of the research, procedure of the resesarch, technique of
collecting data, and technique of analyzing data. Chapter IV is data
analysis, it concists of field note cycle I and Cycle II and discussion of
cycle I and cycle II. Chapter V is closure that consists of conclusions
and suggestions. For the attachment there are appendixes and
references.
CHAPTER II
THEORETICAL FRAMEWORK
This chapter discusses some theories and ideas related to the
study. It consists of definition of reading and reading comprehension by
experts. The next section the writer describes the method which is used in
this study. And for addition the writer describes about text types.
A. Reading
1. Defintion of Reading
Reading is about understanding written texts. It is a complex
activity that involves both perception and thought ( Elizabeth 2003:6).
Smith (1982:2) explains as a matter of making sense of written
language rather than of decoding print to sound.
According to Danielle (2007:3) Reading is an extraordinary
achievement when one considers the number of levels and components
that must be mastered. Sofiandi et al (2013) states that reading is
information-processing: transforming print to speech, or print to
meaning. It means that, throuhg read, people can identifies in order to
recognize words in order to get the meaning of written text.
Reading can be seen as an “interactive” process between a
reader and a text which leads to automaticity or (reading fluency). In
this process, the reader interacts dynamically with the text as he/she
tries to licit the meaning and where various kinds e are being used:
linguistic or systemic knowledge (through bottom-up of knowledge
processing) as well as schematic knowledge (through top-down
processing) as offered by Alyousef (2016:64).
2. Purposes of Reading
In accordance to Mahmoed (1992:103-104) there are at least
five main purposes for comprehensive reading. All these purposes
require necessary skills in order to be accomplished efficiently.
These purposes include:
a. Reading for Specific Information
Reading for specific information is a common form of
reading used to discover specific or limited information.
Reading for this purpose involves looking for specific
information and finding it quickly. Looking up a word in the
dictionary or a number in the telephone book is the example of
reading for specific information.
b. Reading for Application
Reading for application is used to accomplish a special
task. This type of reading may consist of reading a cake recipe or
following instruction to make or fix something.
c. Reading for Pleasure and Entertainment
Individuals read for many pleasurable reasons. This
includes reading popular magazines, newspapers, novels, and
other similar material. It is a slower form of reading, which
allows the reader to envision the scenery and contemplate the
background and characters with enjoyment and appreciation. This
form of reading calls for total involvement of the reader.
d. Reading for Ideas
This type of reading requires paying special attention to main
ideas, concepts and the nature of the presented information. The
reader skims through major topics, headings, illustrations, and
conclusions in order to obtain a general idea of the content.
Reading for idea is enhanced through familiarity with the
overall field of study, related topics, facts, and discussions.
e. Reading for Understanding
Reading for understanding requires comprehension of
the relationship between the information introduced and overall
knowledge of the subject. It requires understanding the relationship
of topics to sentences, paragraphs, and the main ideas.
B. Reading Comprehension
The writer has written the definition of reading above. To
completed the theories the writer add the definition of comprehension,
reading comprehension, levels of reading comprehension, type of reading
comprehension, process of comprehension, and the important of teaching
reading.
1. Definition of Comprehension
According to Elizabeth et al (2003:14) said that
comprehension is the process of deriving meaning from connected
text. It involves word knowledge (vocabulary) as well as thinking and
reasoning. Therefore, comprehension is not a passive process, but an
active one. The reader actively engages with the text to construct
meaning. This active engagement includes making use of prior
knowledge. It involves drawing inferences from the words and
expressions that a writer uses to communicate information, ideas and
viewpoints.
2. Definition of Reading Comprehension
Reading comprehension is about relating prior knowledge to
new knowledge contained in written texts. Prior knowledge, in turn,
depends on lived experience as offered by Elizabeth (2003:19).
According to Wolley (2011:15) states that reading
comprehension is the process of making meaning from text. The goal,
therefore, is to gain an overall understanding of what is described in
the text rather than to obtain meaning from isolated words or
sentences.
According to Sofiandi (2013:4) claims that reading
comprehension as the process of simultaneously extracting and
constructing meaning through interaction and involvement with
written language.
3. Levels of Comprehension
According to Alyousef (2005) defines reading is the ability to
comprehend, not simply to recognize, letters, forms, and symbols.
Reading may prove to be almost useless without comprehension.
There are six levels of comprehension, these are:
a. Literal comprehension is state fact in text based on data, specific,
dates, traits and setting.
b. Inferential comprehension is prediction using fact from text,
sequence, traits and setting.
c. Evaluative comprehension is judgment of the text based on fact or
opinion from the text, validity, appropriateness, acceptable or
desirable ideas, comparison and cause-effect.
d. Appreciative comprehension is response to the text based on
personal reaction and reflection (place reader in story) and author’s
purpose
e. Essential comprehension is response to the text based on drown
from entire text, looks at the big ideas and themes from text, word
view that the text bring up, applies the themes to today’s word.
f. Critique comprehension is response to the text based on author’s use
of language, reaction to author’s ideas, and reaction to author’s
values, imaginary, style, and execution.
Total comprehension requires reading at all of the above
levels. Thus, to
comprehend a chapter in a textbook well, one must have ability
to read at all levels.
4. Types of Reading Comprehension
There are four types of reading comprehension:
a. Intensive reading means that the readers take a text, study it line by
line, and refer at very moment to the dictionary about the grammar
of the text itself as offered by Risdianto (2012:63). Intensive
reading possibly the fastest way to build vocabulary.
b. Extensive reading is considered as being reading rapidly as offered
by Risdianto (2012:38). Extensive reading has the purpose to train
the student to read directly and fluently in the target for enjoyment,
without the aid of the teacher.
c. According to Patel and Jain (2011) reading aloud is also play
important role in teaching of English. Teacher should know that the
training of reading aloud must be given at primary level because it
is the base of words pronunciation.
d. According to Patel and Jain (2011) silent reading is very important
skill in teaching of English. This reading should be employed to
increase reading ability among learners. Silent reading is done to
acquire a lot of information. Teacher has to make them read silently
as and when they are able to read without any difficulties.
5. Process of Comprehension
According to Allan (1980: 5) said that there are two aspects of
comprehension processes that we think are important to teach, they
are:
1. Comprehension Monitoring
Comprehension monitoring skills range from handling local
word-level failures to global text-level failures. There are four
basic types:
a. Failure to understand a word
The simplest kind of problem occurs when the reader
does not understand a word, either because it is novel, or
because its known meaning does not make sense in the current
context.
b. Failure to Understand a Sentence
There are several different ways a reader can fail to
understand a sentence. One possibility is that he or she fails to
find any interpretation at all. Another is that the only
interpretation found is so abstract as to seem hopelessly vague.
Alternatively, the reader may find several interpretations,
because of some semantic or syntactic ambiguity. A fourth
problem occurs if the reader's interpretation conflicts with his
or her prior knowledge.
c. Failure to understand how one sentence relates to another
There are two other kinds of failures that can occur at
the inter sentence level: the reader can find no connection
between two sentences that by juxtaposition should be related,
and the reader can find several possible connections
between two sentences.
d. Failure to understand how the entire text fits together
There are a number of failures that can occur at more
global levels. These include failures to understand the point of
the text or some part of it, failure to understand why certain
episodes or sections were included, and failure to understand
the motivations of one or more characters in the text.
2. Hypothesis generation, evaluation, and revision
Hypotheses are distinguish between two basic kinds, they are:
predictions and interpretations. Predictions are hypotheses about
what will happen, and interpretations are hypotheses about
what is happening.
6. The Importance of Teaching Reading
According to Alyousef (2005) states that any reading
component of an English language course may include a set of
learning goals for:
1. The ability to read a wide range of texts in English. This is the
long-range goal most teachers seek to develop through independent
readers outside EFL/ESL classroom
2. Building a knowledge of language which will facilitate reading
ability
3. Building schematic knowledge.
4. The ability to adapt the reading style according to reading purpose
(i.e. skimming, scanning)
5. Developing an awareness of the structure of written texts in
English
6. Taking a critical stance to the contents of the texts
C. General Concept of Cooperative Learning
According to David et al (1991) states that cooperative learning
is the instructional use of small groups so that students work together to
maximize their own and each other's learning.
Johnson and Holubec (1994) defines cooperative learning as the
instructional use f small groups so that students work together to maximize
their own and each other’s learning. None of us is as smart as all of us.
Cooperative learning can improve students’ achievement, their effort to
succeed, their critical thinking, their attitudes toward the subjects studied,
their psychological adjustment, and their self-esteem. Cooperative
learning can also foster students’ interpersonal relationship, improve their
ability to work with others, and build interrelations among diverse racial,
ethnic, and social groups.
According to David et al (1991) asserted that there are 5
essential components in cooperative learning. They are;
a. Positive interdependence
It means that each group member depends on each other to
accomplish the shared goal or task. Without the help of one member
the group is not able to reach the desired goal.
Positive interdependence promotes a situation in which
students to see that their work benefits other members of the group
and other members' work benefits them and work together in small
groups to maximize the learning of all members by sharing their
resources, providing mutual support and encouragement, and
celebrating their joint successes.
Positive interdependence can be structured in a number of
ways within a learning group:
1. Positive goal interdependence
To ensure that students believe they sink or swim
together and care about how much each other learns, the
instructor must structure a clear group or mutual goal,
such as "learn the assigned material and make sure that all
members of your group learn the assigned material." The
group's goal always has to be part of the lesson.
2. Positive reward/celebration interdependence
To supplement goal interdependence, the instructor might
want to add joint rewards (if all members of the group
score 90 percent or better on the test, each will receive
five bonus points). Sometimes instructors give students a
group grade for the group's overall production, individual
grades resulting from tests, and bonus points if all
members of the group achieve up to the criterion on the
tests. Regular celebrations of the group's efforts and
successes enhance the quality of cooperation.
3. Positive resource interdependence
The instructor might highlight cooperative relationships
by giving students limited resources that must be shared
(one copy of the problem or task per group) or giving
each student part of the required resources that the group
must then fit together (the jigsaw procedure).
4. Positive role interdependence
The instructor creates role interdependence among
students by assigning them complementary roles, such as
reader, recorder, checker (of understanding), encourager
(of participation), and elaborator (of knowledge). Such
roles are vital to high-quality learning. The role of
checker, for example, focuses on periodically asking each
member of the group to explain
b. Face-to-face interaction
It means that promote the success of the group members
by praising, encouraging, supporting, or assisting to each other.
c. Individual accountability
It means that each group member is held accountable for
his or her work. Individual accountability helps to avoid members
from "hitchhiking" on other group members' accomplishments.
Individual accountability can be structured in several
common ways:
1. Keeping the size of the group small. The smaller the
group, the greater individual accountability could be.
2. Giving an individual test to each student.
3. Examining students orally by randomly calling on one
student to present his or her group's work to you (in the
presence of the group) or to the entire class.
4. Observing each group and recording the frequency with
which each member contributes to the group's work.
5. Assigning one student in each group the role of
checker,who then asks other group members to explain
the reasoning and rationale underlying the group's
answers.
6. Having students teach what they learned to someone
else.When all students do so, it is called "simultaneous
explaining.
d. Social skills
Cooperative learning groups set the stage for students to learn
social skills. These skills help to build stronger cooperation among
group members. Leadership, decision-making, trust-building,
communication, and conflict management empower students to
manage both teamwork and task work successfully.
e. Group processing
Group processing is an assessment of how groups are
functioning to achieve their goals or tasks. By reviewing group
behavior the students and he teacher get a chance to discuss special
needs or problems within the group. The groups get a chance to
express their feelings about beneficial and unhelpful aspects of
the group learning process in order to correct unwanted behavior and
celebrate successful outcomes in the group work.
Groups need to describe what actions of the members were
helpful and unhelpful in completing the group's work and decide
what behaviors to continue or change. Such processing:
a. Enables learning groups to focus on maintaining good
working relationships among members,
b. Facilitates the learning of cooperative skills,
c. Ensures that members receive feedback on
theirparticipation,
d. Ensures that students think on the metacognitive as well
as the cognitive level
e. Provides the means to celebrate the success of the group
and reinforce the positive behaviors of group members.
D. General Concept of Course Review Horay (CRH)
A teacher should have various teaching method in delivering
the material in order to make the students enjoy the lesson. According to
Kurniasih and Sani (2015:80) Course Review Horay is one of innovative
method of cooperative learning model. In this method the make groups,
then conveys the competence that will be achieved, then demonstrates
the material. After dividing the class into groups, the teacher distributes
material learning. This technique is expected to make the class condition
become fun and examine the students‟ understanding and cooperation in
accomplishing their work.
According to Huda (2013:231) said that Course Review
Horay have several excesses, they are;
1. This method has interest structure in the learning process
2. It makes students more enthusiasm because the
atmosphere of classroom does not monotonous when
learning process
3. It can improve students’ skill in play along with the
others.
E. Procedure or Step of Course Review Horay (CRH)
According to Huda (2013:229), there are step to implement
Course Review Horay as follows:
1. Teacher extend the competence need to be arrived
2. Teacher distributes learning materials and explains the
materials briefly
3. After that the students are asked to discuss the
material that has been explained by the teacher in groups
in 10 minutes
4. Teacher distributes the “Understanding Card” to each
group. After that the teacher distributes the worksheet to
every member of the groups. The next, teacher chooses
one question of the worksheet and reads it randomly
at the time
5. The groups immediately discuss the questions and answer
the question. The question is answered in
“understanding card” and appropriate to the number
that has mentioned by the teacher. After that the teacher
will shout stop as signal that the time discussion is over
6. The groups who have correct answer should shout
“HORAY” and give checklist (v) to the number of
the “understanding card”
7. The score of each group is calculated from the checklist
or correct sign (v). The group’s score is calculated from
correct answer (horay) gained. The groups have more
checklists they will be the winner.
F. General Concept of Text Types
We know there are many text types in English. The types are
narrative, descriptive, exposition, recount, procedure, anecdote, news item,
discussion, and report.
The explanation of the text types above are :
a. Narrative
Narrative is an account of events, usually in the past, that
employs verbs of speech, motion, and action to describe a series of
events that are contingent one on another, and that typically
focuses on one or more performers of actions (Risdianto 2012:129)
b. Description
It is type of writing in which the objective is to describe a
certain object, especially about person, place or thing. It consists of
identification and description. (Cavanagh 1996:17)
c. Exposition
Exposition is text to persuade by arguing one side of an issue.
(Cavanagh 1996:35)
d. Recount
According to Rosyadi (2014) said that recount is a piece of
text that retells past events, usually in the order in which they
happened. The purpose of a recount text is to give the audience a
description of what happened and when it happened.
e. Procedure
Procedure texts are common factual genres that provide
instructions on how to do something. The purpose of procedural
texts is to provide sequenced information or directions so that
people can successfully perform activities in safe, efficient and
appropriate ways (Goverment of South America:2016)
f. Anecdote
Anecdote is a story about funny or story events that have
occured in order to invite the readers to share emotion with the
readers. Its purpose is to entertain the readers. The generic
structures of thus text are abstract, orientation, crisis and incidents.
g. News Item
News item is a type of writing that has the main function or
communicative purpose is to inform the readers about events of the
day that are conssidered news worthy.
h. Discussion
Discussion is text that written to present argument and
information from differing viewpoint. Discussions are used to
consider an issue from more than one point of view in order to
persuade the reader to act or think in a particular way. (Cavanagh
1996:39)
i. Report
Information reports are essentially descriptions that
classify and describe things in general and specific terms. They
are particularly important in subject such as Science, TAS and
Geography, which classify and describe the physical world and
subjects such as Creative Arts and History. (Cavanagh 1996:22)
G. General Concept of Recount Text
This study focus on recount text that will be taught when
conducted the research. Therefore, the writer describes about the definition
of recount text, Generic structure of recount text, language features of
recount text, and types of recount text as follows:
1. Definition of Recount text
According to Rosyadi (2014) said that recount is a piece of
text that retells past events, usually in the order in which they
happened. The purpose of a recount text is to give the audience a
description of what happened and when it happened.
According to Hyland (2009:iii) claims that recount is a text that
tells about past experiences of event. Recount has the same key
ingredient as the narrative and is thus comfortingly familiar, the
difference is that whereas narrative is imaginative, recount text should
be a retelling of events that have actualy happened.
2. Generic Structure of Recount Text:
According to Rosyadi (2014) recount focuses on a squence of event
relating to a particular activity. The recount follows three step:
a. Orientation
The orientation form is the first paragraph of the written
recount. This paragraph give the information background about
time setting, who or what the participating. Its consist of who
was involved, when the events occurred, what happened and
where the activity or event took place.
b. Series of Event
At this paragraph the students need to focus on supplying
details of the who, what when and where. Generally recount is
sequenced in time order. A record of events usually recounted in
chronological events
c. Reorientation and personal or evaluative comment (optional)
This is an optional step and its often used to finish
writing by rounding the series of events. It refers back some
information in the paragraph orientation.
3. Language Features in Recount text:
The language feature of recount text are as follows:
a. Noun and pronoun are use to identify the people, animal or thing.
e.g. Mr. dewi, the milkman, our cat, he.
b. Action verb are use when disscusing events. e.g. he jumped, he
walked, they slept.
c. Written in past tense to locate events in the writer’s time.
d. Connection word are used to squence events. e.g. first, then ,
finally.
e. Combine clause by using conjungtion. e.g. when, then, and but.
f. Used adverbs and adverbial phrases to to indicate place and time.
e.g. yesterday, after lunc, to the beach, at my house.
g. Evaluative language is used in factual and personal recounts. e.g.
this trip was a wonderful experience.
4. Types of Recount Text
The types of recount text are as follows:
d. Personal recount
Personal recount is recount which is a retelling of an
activity that the writer or speaker has experianced.
e. Factual recount
Factual recount is record the details of something that has
happened. The form of a historical recount such as science,
experiment, a trafict report or a sort report
f. An imaginative recount
An imaginative recount is taking the imaginarry role and
creating imaginary details but places them in realistic context.
The writer has written all theories above by experts, the
theories is about definition of reading, reading comprehension, cooperative
learning, course review horay (CRH), and recount text. Those theories are
advocates the writers to conduct the research about reading
comprehension.
CHAPTER III
RESEARCH METHODOLOGY
A. Setting of the Research
The research will take place at Mts Matholi’ul Ulum, located
at Terteg, Pucakwangi,-Pati. The school is the only state Islamic Junior
High School at the region. Yayasan Matholi’ul Ulum is managing three
educational institutions namely Islamic Kindergarten (RA), Islamic
Elementary School (MI), and Islamic Junior High School (Mts). Mts
Matholi’ul Ulum is located at Terteg- Pucakwangi ± 40 Km from Pati
regency. It has area of ± 1230 m2.
a. The Qualification of the Students
. In the academic year of 2015/2016, this school has four
classes. One class is for seventh grade students, two classes are for
eighth grade students, and one class is for ninth grade students. It has
100 students with the calculation as follows:
Table 3.1
Mts Matholi’ul Ulum’s Students in the Academic Year of
2015/2016
No Class Students CLASS
ROOM L P Total
1 VII 17 18 35 1
2 VIII 30 17 47 2
3 IX 6 12 18 1
Total General 53 47 100 4
b. The Educational Facilities and Tools
Mts Matholi’ul Ulum has 14 rooms, it is lack of facilities.
This school implied in developing school. To support the acceleration
of teaching process, Mts Matholiul Ulum is completed by necessarily
facilities:
Table 3.2
Educational facilities and Tool in Mts Matholiul Ulum in the
Academic Year of 2015/2016
No. Facilities Total
1. Classroom 4
2. Headmaster room 1
3. Teacher room 1
4. Administrations’ room 1
5. Computer’s room 1
6. UKS room 1
7. Living room 1
8 Library 1
9. Toilets 3
10. Television 1
11. Computer 5
13. Sound system 2
14. Cupboard 2
15. Table’s teacher 4
16. Chair’s teacher 8
17. Table’s teacher 53
18. Chair’s students 106
19. White board 4
20. Information board 2
c. The Qualification of the Teacher
There are 19 teachers and Mr. Warno, M. Pd. I took as
headmaster. Most of teachers in Mts Matholi’ul Ulum graduated from
S1 (Bachelor).
Table 3. 3
List of Teachers and Staff of Mts Matholiul Ulum in the Academic
Year of 2015/2016
No. Name Educational Duty
1 Warno, M.Pd.I S1 The headmaster of
Mts matholiul ulum
2 Rumiadi
Senior high
school Teacher
3 M. Mujib, S.Pd.I S1 Teacher
4 Parmin, S. Pd.
S1
Teacher /the vice
headmaster of
counseling
guidance
5 Satib, S.Pd.I S1 Teacher /librarian
6
Sutaman, S.Pd
S1
Teacher /the vice
headmaster of
curriculum affairs
7 Mustopa, S.Pd S1 Teacher
8 Suyono, S.Pd S1 Teacher
9 Subari, S.Pd.I S1 Teacher
10 Supeno, S.Pd S1 Teacher
11 Suwodo, S.Pd.I S1 Teacher
12 Suprapto, S.Pd.I S1 Teacher
13 A. S. Budi U., S.Pd.I S1 Teacher
14 Sukahar, S.Pd.I S1 Teacher
15 Warso S1 Teacher
16 Syaifur R., S.Pd.I S1 Staff
17 Dra. Pariyati D3 Teacher
18 Warsho S1 Teacher
19 Nurul Khoiriyyah
Senior high
school Teacher
d. Teacher’s Structure Organization
Mts Matholiul Ulum has structure organization to manage
learning process. To know in detail the writer likes to show in
following table:
Table 3. 4
Teacher’s Structure Organization at Mts Matholiul Ulum in the
Academic Year of 2015/2016
No. Name Duty
1. Wasito The Headmaster of
Yayasan Mts Matholi’ul
Ulum
2. Parmin, S.Pd The vice headmaster of
committee
3. Warno, M. Pd. I The Head Master of Mts
Matholi’ul Ulum
4. M. Surif, S. Pd. I Treasurer
5. Sutaman, S. Pd The vice of administration
staff
6. Sutaman, S. Pd The vice of headmaster of
curriculum affairs
7. Supeno, S. Pd The vice headmaster of
students affairs
8. Rumiadi The vice of headmaster of
public relations
9. Subari The vice of facilities affairs
10. Parmin, S. Pd The vice of headmaster
counseling guidance
11. A. Budi. S. U, S. Pd. I OSIS’s management
12. Satib, S. Pd Librarian
13. Suwodo, S. Pd. I The vice teacher’s VII
classroom
14. Sukahar, S. Pd. I The vice teacher’s VIII
classroom
15. Parmin, S. Pd The vice teacher’s IX
classroom
16. Ngasiban Security
17. Sukahar, S. Pd. I Scoutmaster
18. Suprapto, S. Pd. I UKS
The research take place at Mts Matholi’ul Ulum based on the
consideration that the school is near the place of the researcher and the
institution has never conducted research about improving students’ reading
comprehension through Course Review Horay (CRH) method. The
research applied at the second semester in the academic year of 2015/2016
and began in May 2016.
B. Subject of the Research
The subject of the research was the eighth grade students of
Mts Matholi’ul Ulum. They consist of two groups of study, but the
researcher took one group study, it was VIII B. The researcher was chose
VIII B because before conducted the research the researcher made a
conversation with the English’s teacher in that school. He gave 2 types
class to the researcher that is VIII A and VIII B. VIII A is passive class
and VIII B is active and noisy class because this class male students
dominant, but they were getting fast achieved the lesson. Finally, the
English’s teacher in that school suggested to the researcher to choose VIII
B, based on the reason to apply the method of the research that is course
review horay, it is one of cooperative learning method so that the
researcher need active class. The class consists of 24 students, 16 males
and 8 females. The reseacher performed as the teacher and her patner, Nur
Kolif as the observer of the action.
Table 3. 5
The List of VIII B Class of Mts Matholi’ul Ulum
NO NAME Sex
1 Ahmad Nasrudin Male
2 Ahmad Sandy Alawi Male
3 Ali Abu Asnan Male
4 Andi Supardiyono Male
5 Anggita Yoga Pratama Male
6 Arkan Mufid Al Maulidiy Male
7 Ferry Kurniawan Male
8 Kholidah Arum Purnamasari Female
9 Laili Ulfatussa’adah Female
10 Latifatul Hasanah Female
11 M. Agung Prayogo Male
12 Muh. Sayful Anam Male
13 Moh. Humam Musta’an Male
14 Muhammad Askhorin Male
15 Muhammad Taufiqur Rohman Male
16 Nanda Choirul Arqi Male
17 Nur Khoiriya Female
18 Rizky Agung Santoso Male
19 Septiana Fatimiyah Female
20 Siti Suprihatin Female
21 Sri Indah Febrianti Female
22 Steven Aderico Male
23 Sulastri Female
24 Wildan Alwi Male
C. Type of the Reseach
This research is classroom action research. According to Burns
(2010:2) action research is part of a broad movement that has been going
on in education generally for some time. It is related to the ideas of
‘reflective practice’ and ‘the teacher as researcher.
According to Mettetal (2001) states that classroom action research
is a method of finding out what works best in a classroom so that a teacher
can improve student learning.
According to Hadley (2003) define that action research as a
systematic and collaborative exertion with the purpose to solving
classroom problems.
From the definitions above, the understanding of classroom action
research is clear. The research involves the researcher as the teacher.
While conducted this research, the researcher as the teacher who teach the
students and her partner Nur Kolif as the observer who observe students
and teacher’s activities in the class. The classroom action research is one
of the responsibilities of the teacher who is reflective and professional. In
addition, the innovation and development of the teaching and learning
process of the school can be realized by the teacher him/herself.
D. Procedure of the Research
The study is classroom action research. There are two cycles in this
research. According to Burn (2010:7) action research typically involves
four broad phases in a cycle of research. The first cycle may become a
continuing, or iterative, spiral of cycles which recur until the action
researcher has achieved a satisfactory outcome and feels it is time to stop.
1. Cycle 1
a. Planning:
1) Preparing materials, making lesson plan and designing the
steps in doing action research
2) Preparing list of students’ name and scoring
3) Preparing teaching aids
4) Preparing sheets for classroom observation (to know the
situation of teaching learning process when the strategy is
applied)
5) Preparing a test (to know whether students’ reading
comprehension improved or not)
b. Acting
1) Giving pre test
2) Teaching reading through Course Review Horay method
3) Giving the chance to the students to ask any difficulties or
problems.
4) Giving the post test
c. Observing
Observation is one of the techniques of collecting data in
this research. The stage is done by observing the implementation
of Course Review Horay method during the teaching learning
process, especially in reading learning outcomes. The researcher
observes whether through Course Review Horay method can
improve student’s reading comprehension. It is a step to observe
the effects of the action that occurs. The researcher also records
the action and opinions to collect information about what is
happening. The result of the observation was recorded on
observation sheets as the data. The data collected can be used as
the basic to decide the activity that involved in the next meetings.
d. Reflecting
At this stage, the researcher collects the data from
observation, evaluate and describe the effects of the action. If the
researcher found the problems, it moved to next cycle with the
same concept.
Figure 1: Cyclical Action Research Model.
(Kemmis&McTaggart, 1988, 11-14) in Burn (2010:8)
1. Cycle II
a. Planning
1) Lesson plan
The lesson plan was arranged based on the problem in the result
of cycle I.
2) Material.
3) Teaching aid (white board, copy of material, and the tools for
doing Course Review Horay)
4) Pre test and post test.
5) Observation sheet.
b. Acting
1) Giving pre test
2) Teaching reading through Course Review Horay method
3) Giving the chance to the students to ask any difficulties or
problems.
4) Giving the post test
c. Observing
In the cycle II, the researcher also asked her partner to
observe the teaching and learning process in the class. Her partner
as collaborator also helped in monitoring the class. It is a step to
observe the effects of the action that occurs. The researcher also
records the action and opinions to collect information about what is
happening. The result of the observation was recorded on
observation sheets as the data.
d. Reflecting
In this stage, the researcher and her partner made
conclusion after analyzing the data. The conclusion was made by
comparing the student’s score between cycle I and cycle II.
E. Technique of Collecting Data
In the classroom action research, the researcher uses some
techniques to collect qualitative and quantitative data. Test is used by
researcher to get quantitative data. The researcher uses Pre-test and Post-
test to get the quantitative data. First, pre-test is done before using Course
Review Horay method to improve reading comprehension. Second, post
test is done after using Course Review Horay method. By doing this pre-
test and post-test, the researcher knows the result of this study before and
after using Course Review Horay method.
In collecting qualitative data, the researcher uses two technique,
they are observation and documentation. The explanation of each
technique is below:
1. Observation
The researcher did observation during the English teaching
learning process. It involved the process during the lesson, the
condition and the attitude of students. The researcher observed all of
activities in the class include the progress of the research.
2. Documentation
According to Joseph (2012) defines documentation as a
collection of data, regardless of the medium on which it is recorded,
that generally has permanence and can be read by human an
machines. Document includes both paper and electronic document.
F. Rubric of Reading Skill
In this research the writer prefers test made by teachers because
teacher can measure student’s difficulties in learning English, especially in
reading. The writer uses pre-test and post test in order to get the data and
to find the differences of the students ability before and after the teacher
use the method.
a. Rubric for pre test and post test
The writer uses pre test and post test in order to get the data.
In every test teacher give 15 item multiple choice test, 1 item
= 1 score. And the score calculation for 15 item multiple
choice is (score x 20 : 3).
Table 3.6
The Criteria of Students’ Score
No Score Criteria
1 91-100 Excellent
2 81-90 Very Good
3 71-80 Good
4 61-70 Fair
5 51-60 Poor
6 0-50 Very Poor
b. Rubric for the implementation of Course Review Horay
(CRH)
Table 3.7
The criteria of groups’ score
Aspects Criteria Score
Grammar
All the grammar
are correctly
90-100
Most of grammar
are correctly
70-80
Several grammar
are correctly
50-60
Most of grammar
is wrong
0-40
Content
All of the content
are right
90-100
Most of the
content are right
70-80
Some of the
content are right
50-60
Most of the
content is wrong
0-40
G. Technique of Analyzing Data
The researcher conduct the action research of teaching reading
comprehension through Course Review Horay as a method of language
teaching at the eightt grade students of Mts Matholi’ul Ulum Pucakwangi
Pati.
In analyzing the data, the researcher uses mixed research. It is
involves quantitative and qualitative research. According to Odhiambo,
(2005), et al said that quantitative approaches are best suited to answering
questions related to poverty measurement. Qualitative research enables a
researcher to gain empathic understanding of social phenomena, to
facilitate recognition of subjective aspects of human behavior and
experiences, and to develop insights into group’s lifestyles and
experiences that are meaningful, reasonable and normal to those
concerned. According to Weisis (2011) the formula is:
Mean
M = ∑X
N
Where,
M : Mean of students’ score
∑X : The sum score of students’ writing test
N : The total number of students
And to know the difference score improvement between pre test and post
test the writer use formula:
SDD = �∑��
�− ��∑�
���2
Where :
SDD = Deviation Standard
D = Different between pre test and post test
N= Number of observation in sample
H. Schedule of the Research
The researcher made the schedule of the research as in the table below:
Table 3.8
Schedule of the Research
No. Activities Time
1. The action of pre cycle April 30 2016
2. The action of cycle I May 7-8 2016
3. The action of cycle II May 14-15 2016
CHAPTER IV
FINDINGS AND DISSCUSSION
This chapter focuses on analyzing the collected data. The researcher gives
the details of the finding. It describes activities from each step of the cycles. The
data consist of the results of the cycle I, and cycle II. The data of pre test and post
test will present the improvement of students’ score in acquiring reading
comprehension through Course Review Horay (CRH) method.
A. The Implementation of Course Review Horay (CRH) for the Eighth
Grade Students’ Reading Comprehension at Mts Matholi’ul Ulum
Pucakwangi - Pati
This research consist of two cycle, they are cycle I and cycle II.
For the whole steps of this research will be explained in the description as
follows:
1. Cycle 1
a. Planning
Before doing this research, the researcher prepare the instruments,
they are as follows:
1) Lesson plan
Lesson plan was used to control the teaching and
learning process of this research. The research used the lesson
plan as guidance to manage time and activities during learning
process in the class. Lesson plan cycle I was implementation on
Saturday and Sunday, May 7th and 8th 2016. (Detail look at the
appendix)
2) Material
In the first cycle, the researcher focuses on recount text
as teaching material. It consists of definition, generic structure,
language features, and types of recount text. And for the
example teacher gave example text entitle “Unforgettable
moment”. (Detail look at the appendix)
3) Teaching Aid
The researcher prepared some instrument, such as
board marker, photocopy material task for applied, pre test and
post test sheet.
4) The observation sheet
The writes was made 2 observation sheets. They are
student’s observation sheet and teacher’s observation sheet.
Observation sheet was prepared in order to know the student’s
activities, students’ politeness in the class. Meanwhile,
teacher’s observation sheet was made to observe teacher’s
readiness, teacher’s activities, and student’s communication
with the students when teaching learning process. (Detail look
at appendix)
5) Test ( Pre-test and Post-test)
The researcher used pre-test and post-test in her action.
Pre-test was done before using Course Review Horay (CRH)
method to know students’ competence in reading
comprehension. The teacher gave 30 minutes to finished pre
test sheet. Meanwhile, post-test was done after using Course
Review Horay (CRH) as a method of language teaching to see
the result of study before and after using Course Review Horay
(CRH) method. Post test also finished in 30 minutes. (Detail
look at appendix)
b. The Implementation of Action
The action of cycle I was done on Saturday and Sunday,
May 7th and 8th 2016. The reseacher performed as a teacher and
her patner Nur Kholif as the observer of the action.
On Saturday, May 7th, the teacher applied the teaching
learning process based on the lesson plan which had been made.
The teacher opened the lesson, introduced herself, and checked
the students’ attendance.
Before starting the lesson, the researcher gave the pre-
test to the students. It was around 30 minutes. The pre-test was
about multiple choice tests. It is 15 items and about recount text.
She divided the sheets and walk around the class in order to check
students along doing in the test. Actually, she found that some of
students were nervous and confuse to do the test. The teacher
explained to the students what should they do. Most of students
asked difficulties words because they were not bring dictionaries.
After doing the test, the teacher collected students’ work
sheet and began to teach English lesson. The situation in the class
was summarized below:
Teacher : “ Assalamu’alaikum Wr. Wb.”
Students : “Wa’alaikumsallam Wr. Wb.”
Teacher : “good morning, students?”
Students : “good morning, mom”
Teacher : “How are you today?”
Students : I’m fine, and you?”
Teacher : “I’m fine to thank you. Are you ready to study this
morning?”
Students : “not yet”
Some of students were noisy and jokes with the others. The teacher
wait for a minute up to the students were ready. After that teacher
asked to the students to be quite, pay attention and sit down.
Teacher : Ok, if you are ready. Before we start the lesson, let’s
reciting Basmallah all together”
Students : “Bismillahirahmanirrahim”
Teacher : “Ok class, you have done the pre-test before, what is the
text type in the test?”
The class was silent, it seemed nobody knows the answer.
Teacher : “the text is about recount text, do you know about recount
text?”
All students kept silent again. They seemed confuse. After several
minutes one Ria answered it.
Ria : “past event” ( Ria answered the question and seemed be
wary to speak up).
Teacher : “Right, recount text is a text retells past event, good answer
Ria. And what is the purpose of recount text?”
Wildan : “tell story to the audience mom”
Teacher : “good, the purpose of recount text is to retell to the
audience”
After that, the teacher gave more explanation about recount
text and gave a piece of copy material to the students. The material
provided the text organization, language feature and some example of
recount text.
Teacher : “Any question so far?”
Students : “no, mom”
Teacher : “Ok, if there is no question, I will give you homework,
please read the material about recount text and search the
example of recount text”
Laili : “Individually or groups, mom?”
Teacher : “Individually. One group takes one text.”
Then, the teacher closed the meeting. And the teacher asked to the
students to bring the dictionaries in the next meeting.
Teacher : “thank you for your attention. See you next meeting”
Students : “See you, mom”
Teacher : Wassalamu’alaikum Wr. Wb.
Students : Wa’alaikumsallam Wr. Wb.
On Sunday, May 8th, the researcher and her partner entered
to the class and started the class then ask about the last material about
recount text. The situation as follow:
Teacher : “Assalamu’alaikum Wr. Wb.
Students : “Wa’alaikumsallam Wr. Wb.
Teacher : “Good morning class? How are you today?”
Students : “Good morning mom, I’m fine, and you?
Teacher : “I’m very well, thank you. Okay, now please submit your
homework!
Few of students submitted their homework, but some of they did not
finished it.
Teacher : Okay, Before we continue the lesson, did you remember
what have we discussed yesterday?”
Students : “Yes, Recount text, mom”
Teacher : “Good, what is recount text?”
Laili : “Recount text is a text that retell past event”
Then, the teacher continued gave more explained about recount text,
generic structure, language features, types of recount text, and
example of recount text. Teacher called some of students name and
asked them to read the material in order to know their pronunciations
and fluency in reading text. The teacher faced some students got
difficulties to express the words. After they finished read the text, she
gave opportunities the students to ask difficulties word. Then, students
and teacher translation the text together, so that the material easy to
understand in Indonesian language.
Teacher : “Did you understand?”
Students : “Yes, mom”
Teacher : Ok, now we will try to practice using Course Review Horay
(CRH)”.
Student : “What is Course Review Horay, mom ?”
Teacher : “It is a method of learning to teach reading comprehension.
“Course” it is teaching the material, “Review” to measure
your understanding about the material, I will give you
several questions and “Horay for the groups who get right
answer they have to shout “Horaayy”. Are you ready?”
Students : “Yes, mom”
Teacher : “Okay, now please make a group every group consists of 4
students, and I will gives you some questions!”
Then, the teacher gives some questions to the students and after that
they are correct the answer. The group which gets high score will get
prize.
After that, the teacher gave post test to the students. It was
about multiple choice tests 15 items. She gave question sheets to the
students and walk around the class in order to check students. All
students kept silent and do the test and submit it after they done.
c. Observation
In the first cycle, the researcher and her partner observed
teaching learning process by monitoring the students’ activity and
attention during the action. Observation made at the time of
learning recount text before and after using CRH method,
observation focused on students’ reading comprehension. Beside
that, the observer also observes teacher activities when teaching
learning process. The result of this action, the writer can see that
the students were not ready yet and noisy when the teacher came to
class. Some of them asked the answer to their friends. Most of them
look confused when teacher gave to them first question about the
material. Because their teacher has never taught about recount text,
it is mean they got first lesson about recount text from the
researcher.
The teacher also observed the students’ activeness in
asking, answering question, ad giving feedback. In this action, most
of students were silence in the class, only several students who
have answered the teacher’s question. After several lesson, they
looked conscious and enjoy the learning process.
The class looked conductive until the end of the lesson.
After teaching the material, teacher implements the CRH method.
A good point is, students were enjoy and enthusiastic to the next
meeting. The teacher made observation sheet, the purpose of this
activity was to evaluate the teaching and learning process, collect
the data and monitor the class.
d. Reflection
Based on the observation of cycle I, there were some
reflections that should be given attention to maximize the ability of
students reading comprehension. The teacher should give brief
explanation because some students confused and did not
understand. And one of the students was noisy and disturbed the
others. researcher found several weaknesses that happened during
the teaching and learning process. The weaknesses are as follows:
1) Most of students were not ready yet, when the teacher
came and started lesson. And some of the students was
noisy and disturbed the others. To solve the problem, we
think that it is important to give students more exercise to
analyze and understand text. It will maximize their time
for discussion and analyze text. That will motivate and
attract students to study tomorrow.
2) They faced difficulties words and to pronoun words as
fluency and they did not know the meaning of word by
word. For these reasons, the teacher needed to ask
students to bring their dictionary.
3) .The passing grade KKM (Minimum Completeness
Criteria) was 70. The target of the passing grade was
85%, but only 4.16 % from the students could reach the
KKM (Minimum Completness Criteria) from pre test
cycle I and 50% students could reach the KKM
(Minimum Completness Criteria) from post test cycle II.
The students did not achieve the target of the passing
grade in the pre-test and post-test of cycle I. The groups’
score for the implementation of course review horay did
not pass the KKM (Minimum Completness Criteria ), it
was 50%. Therefore, the researcher would conduct the
cycle II to achieve the target of the passing grade.
2. Cycle II
Based on the result of cycle I, it is necessary for the teacher to continue
to the next cycle :
a. Planning
The activities are prepared :
1) Lesson plan as a guide for teacher, activities in the class, so
teaching and learning process can be controlled. (look at the
appendix)
2) Material (look at the appendix)
3) Teaching aids ( board marker, materials and task to doing
Course Review Horay)
4) Observation sheet (look at the appendix)
5) Pre-test and post-test (look at the appendix)
b. The implementation of action
The action of cycle II was completed on May. The
researcher taught the lesson based on lesson plan arranged. Before
beginning the lesson, the teacher gave pre-test about multiple
choice tests to the students. On the other hand, the partner observed
teaching and learning process in the class, includes when the
students did pre test and post test. Before teaching the lesson
teacher gave pre test to the students, teacher divided the sheets it is
about multiple choice test 15 items, and walk around the class to
check students along doing the test. After pre-test she began to
teach. The teacher revised the teaching learning process in the
cycle I where students still difficulties comprehend recount text,
especially in language features in recount text, and students still
have difficulties to understand the meaning of word by word. In the
addition she explained about simple past tense that used in recount
text. The situation was follows :
Teacher : “Assalamu’alaikum Wr. Wb.”
Students : “Wa’alaikumsallam Wr. Wb”
Teacher : “Good morning students. How are you?”
Students : “Good morning mom, I’m fine. And you?”
Teacher : “I’m fine to thank you. Who is absent today?
Student : “No one. mom.”
Teacher : “Okay, today we go on to the next material, Did you
remember what we have learned last week?”
Students : “Yes, mom. We learned about recount text”
Teacher : “Good, and what are language features of recount text?
Endah : “use noun and pronoun, written in past tense..”
Teacher : “Right, today we will discussed about simple past tense.
Did you know what the formula of simple past tense is?”
Students : “S + V2”
Then, the teacher gave more explanation about simple past tense,
formula of simple past tense (active, negative, and interrogative),
example of simple past tense and asked to the students to come
forward one by one and wrote the other examples of simple past tense.
Firstly, teacher wrote one example of simple past tense, and then
Wildan came forward and wrote the negative and interrogative
sentence. Secondly, teacher wrote example of negative sentence, then
Laili came forward and wrote active and interrogative sentence.
Thirdly, the teacher wrote example of interrogative sentence and
asked Rizky to write active and negative sentence from the example,
but he refuse it. Finally, Endah came forward and done it.
Teacher : “Did you understand?”
Latifah : “Miss, How to identify V2?”
Teacher : “To identified V2, you can look at the dictionary and
searched the word in regular and irregular verb.”
Wildan : “How to differentiate to be in past tense and present tense?”
Teacher : “verb in present tense used V1 and verb in past tense use V2.
Or use (is, am, are) to present tense and use (was, were)
to past tense. Did you understand?”
Wildan : “Yes, mom.”
Teacher : “any question so far?”
Students “no, mom”
Teacher : “Okay, there is no more question, see you tomorrow. And
we close this meeting with reciting hamdalah all
together.”
Students : “Alhamdulillahirobbil’alamin”
Teacher : “Assalamu’alaikum Wr. Wb.”
Students : “Wa’alaikumsallam Wr. Wb.”
On Sunday, May 15th 2016 the researcher and her observer
entered in the English class. The teacher applied the teaching learning
process based on the lesson plan which had been made. The teacher
opened the lesson and checked the students’ attendance. The situation
was follows:
Teacher : “Assalamu’alaikum Wr. Wb.”
Students ; “Wa’alaikumussalam Wr. Wb. “
Teacher : “Good morning students, how are you today?”
Students : “Good morning. I’m fine, and you?”
Teacher : “I’m fine to thank you. Ok class, before we start the lesson
today, let’s reciting Basmallah all together!”
Students : “Bismillahirahmanirrahim”
Teacher : “Today we will study about “Visiting Bali” text, are you
ready students?
Students : “Yes, mom”
Teacher : “Now, read the text “Visiting Bali”. Open your dictionary
to search meaning of difficult words.”
Teacher time to the students to read the text. After that, teacher asked
to some students to read the text, one student one paragraph. When
students read the text teacher walk around the class to check their
pronunciation, and manage other students to keep attention. After read
the text teacher asked to analyze the text.
Teacher asked to analyze language feature from the text, generic
structure of recount text. Then, teacher and students give translation
the text.
Teacher : Ok class, now we will applied course review horay method.
Are you ready?”
Students : “yes, mom”
After that, teacher gave the question and students have to discussion
with their group when answer the question. Teacher read the question
time after time because most of students still confused to understand
question in English. After they finished answered the question, teacher
answered it. And the winner is Laili’s group. The teacher give door
prize to she’s group and got applause from the others.
And the finally, before close the meeting teacher gave post test to the
students. Teacher divided sheets and walk around the class to check
students along doing the test. After 30 minutes, students submitted
their test. Teacher say goodbye to the students because that day is the
last meeting in doing research.
Teacher : “This day is our last meeting, thank you for your
participation. See you in the next opportunities. And let’s
say hamdallah all together!”
Students : “Alhamdulillahirrabil’alamin”
Teacher : “Assalamu’alaikum Wr. Wb.”
Students : “Wa’alaikummusalam Wr. Wb.”
c. Observation
In the cycle II, observation was also carried out during the
implementation of action. The teacher also asked the partner to
observe the teaching and learning process in the class. Her partner
as collaborator also helped in monitoring the class.
In this action, the teacher taught the students about simple
past tense, it is part of language features of recount text. When
learning process, teacher asked to the students made simple past
tense sentence. After that, teacher gave to them example of recount
text entitle “Visiting Bali”. The students have to analysis those
sentences; it is about generic structure of recount text, language
feature, and their comprehension about the text.
Observation was concentrated on the students’ capability
which shows their understanding of the lesson given. The observer
was observed the students when they practiced Course Review
Horay (CRH) method.
d. Reflection
In this cycle, the researcher and her partner made
conclusion after analyzing the data.
Based on the researcher and her partner discussion, it
was believed that the implementation of Classroom Action
Research through Course Review Horay (CRH) as a method in
language teaching was appropriate. It could be seen the students’
improvement in the students’ score. And they completed their work
before the time was over. In addition, all students seriously paid
attention to the teacher’s explanation in the learning process. The
passing grade (Minimum Completeness Criteria) was 70, and the
target was 85%. 50% of the students could pass the passing grade
from pre test cycle II, and 87.5% students could pass the passing
grade from post test cycle II. The result of the post-test in cycle II
was more than the target of the passing grade. And the groups’
score for the implementation of course review horay passed the
KKM (Minimum Completness Criteria ), it was 83%. Therefore,
the students achieved the target of the passing grade, so the
researcher stopped the research until cycle II.
B. The Improvement of Course Review Horay (CRH) Improve Students’
Reading Comprehension at Mts Matholi’ul Ulum Pucakwangi - Pati
The researcher collected the data of cycle I and cycle II from the
students. They consisted of 24 students of the eighth grade in Mts
Matholi’ul Ulum Pucakwangi Pati. In this study, the researcher and
observer elaborated to collect scores of the students. Then, the researcher
calculated the scores from the researcher and observer.
1. Cycle I
In cycle I, The researcher analyze the data of pre test and
post test. The calculation and result of both tests are presented
below:
Table 4.1
The Result of Pre-test and Post-test Cycle I
NO. NAME PRE-TEST POST-TEST
1 Ahmad Nasrudin 47 67
2 Ahmad Sandy Alawi 53 67
3 Ali Abu Asnan 60 87
4 Andi Supardiyono 47 67
5 Anggita Yoga Pratama 60 67
6 Arkan Mufid Al Maulidiy 53 60
7 Ferry Kurniawan 60 67
8 Kholidah Arum P. 67 73
9 Laili Ulfatussa’adah 73 93
10 Latifatul Hasanah 53 73
11 M. Agung Prayogo 60 80
12 Muh. Sayful Anam 47 67
13 Moh. Humam Musta’an 53 67
14 Muhammad Askhorin 53 60
15 Muhammad Taufiqur R. 47 60
16 Nanda Choirul Arqi 53 73
17 Nur Khoiriya 60 80
18 Rizky Agung Santoso 53 87
19 Septiana Fatimiyah 60 80
20 Siti Suprihatin 47 60
21 Sri Indah Febrianti 53 80
22 Steven Aderico 53 67
23 Sulastri 47 73
24 Wildan Alwi 67 80
∑= 1326 1735
a. Mean of pre test in cycle I
M = ∑�
�
M = ����
��
M = 55.25
b. Mean of post test in cycle I
M = ∑X
N
M = 1735
24
M = 72.29
From the result of the tests above, there is
improvement of students’ reading comprehension before and
after the implementation of course review horay method in cycle
I. Mean of post test ( 72.29) is higher than mean of pretest
(55.25). Where in pre test cycle I 4.16% students passed the
KKM (Minimum Completeness Criteria) and 95.83% did not
passed the KKM (Minimum Completeness Criteria), and 50%
students passed the KKM (Minimum Completeness Criteria) and
50% did not passed the KKM (Minimum Completeness
Criteria).. Therefore, the researcher continued the research in
cycle II.
2. Cycle II
The researcher analyze the data of pre test and post test. The
calculation and result of both tests are presented below:
Table 4.2
The Result of Pre-test and Post-test in Cycle II
NO NAME PRE-TEST POST-TEST
1 Ahmad Nasrudin 47 67
2 Ahmad Sandy Alawi 73 80
3 Ali Abu Asnan 73 80
4 Andi Supardiyono 53 73
5 Anggita Yoga Pratama 73 80
6 Arkan Mufid Al M 67 73
7 Ferry Kurniawan 67 80
8 Kholidah Arum P. 80 87
9 Laili Ulfatussa’adah 73 93
10 Latifatul Hasanah 53 73
11 M. Agung Prayogo 67 73
12 Muh. Sayful Anam 53 73
13 Moh. Humam Musta’an 73 80
14 Muhammad Askhorin 60 73
15 Muhammad Taufiqur R. 47 67
16 Nanda Choirul Arqi 73 80
17 Nur Khoiriya 73 80
18 Rizky Agung Santoso 73 73
19 Septiana Fatimiyah 73 80
20 Siti Suprihatin 47 60
21 Sri Indah Febrianti 60 80
22 Steven Aderico 73 73
23 Sulastri 60 73
24 Wildan Alwi 80 87
∑= 1571 1838
a. Mean of pre test in cycle II
M = ∑�
�
M = ����
��
M = 65.45
b. Mean of post test in cycle II
M = ∑�
�
M = ����
��
M = 76.58
From the result of the tests above, there is
improvement of students’ reading comprehension before and after
the application of course review horay method in cycle II. Mean of
post test (76.33) is higher than mean of pretest (65.45). Where 50%
students passed the KKM (Minimum Completeness Criteria) and
50% students did not passed the KKM (Minimum Completeness
Criteria) from pre test cycle II, and 87.5% students passed the
KKM (Minimum Completeness Criteria). It is mean the result of
the post test cycle II achieved the target, 87.5% > 85%. Therefore,
the researcher stopped the research in cycle II.
3. Groups’ Scores
a) Scores of group summary
The implementation of course review horay, teacher made 6
groups and each groups consist of 4 students from 24 students. The
writer would like to show the groups as follow:
Table. 4. 3
Score of Groups’ Summary
Group I Score Group II Score
Cycle
I
Cycle
II
Cycle
I
Cycle
II
A. Nasrudin
50
80
Kholidah A.
70
80
Ali Abu A. M. Agung P.
Andi S. M. Humam M.
Arkan M. M. Taufiqur
Group III Score Group IV Score
Cycle
I
Cycle
II
Cycle
I
Cycle
II
Nur K.
50
70
A. Sandy A.
60
80
M. Syaiful A Anggita Y.
Steven A. Laili U.
Sulastri Latifah H.
Group V Score Group VI Score
Cycle
I
Cycle
II
Cycle
I
Cycle
II
Ferry K.
40
60
Septiana F.
70
90
M. Askhorin Siti Suprihatin
Nanda C. Sri Indah F.
Rizky Wildan Alwi
b) Analysis of groups’ scores
From the result in cycle I and cycle II, the writer analyzed
the students’ improvement from cycle I and cycle II. The
improvement as follows:
Table 4. 4
Mean of Group’s score
No Groups Score
Cycle I Cycle II
1. Group I 50 80
2. Group II 70 80
3. Group III 50 70
4. Group IV 70 90
5. Group V 40 60
6. Group VI 70 90
∑ = 350 470
The result of the table above we can conclude that the
implementation of course review horay can improve students’ reading
comprehension. The result of the data show that the mean of cycle II is
470, it means the result of cycle II is higher than cycle I, Where the cycle
I groups’ percentage was 50% . For cycle II group percentage was 83%.
It is mean the percentage from cycle II passed KKM (Minimum
Completeness Criteria)
Course review horay method can improve reading
comprehension because this method has several excess. There are;
student can share their ideas to others and discussion to answered the
question in groups. Cooperative learning students can drill their ability to
communication or discussion with the others.
Based on the comparison among mean of cycle I and cycle II,
the implementation of course review horay on reading comprehension is
succesfull to improve students’ reading comprehension. It can be seen in
the table, the result of cycle II is higher than cycle II.
CHAPTER V
CLOSURE
A. Conclusion
Based on the result of the research, there are some conclusions that
will be described as follow:
1. The implementation of course review horay (CRH) for the eighth
grade students’ reading comprehension at Mts Matholi’ul Ulum
Pucakwangi – Pati. From this research, the researcher could conclude
that the implementation of teaching reading comprehension through
course review horay (CRH) was successful. The researcher got the
information from cycle I and cycle II. From the research, the
researcher could know that the students were still difficult to give
understand reading text. The students had limited vocabularies so they
got difficult to understand the text. The students got difficult to
pronoun difficult words. The researcher needed to find the solution
after the study. The researcher analyzed the problem that students
faced in the class. the researcher asked the students to bring the
dictionaries and asked to them to read the text one by one. Finally,
they could improve their reading comprehension time to time in every
cycle.
2. The improvement of course review horay (CRH) in improving
students’ reading comprehension at Mts Matholi’ul Ulum Pucakwangi
Pati. Based on the finding research, the mean score of pre test is 55.25,
where 4.16% students pass the test and 95.83% did not pass the KKM
(Minimum Completeness Criteria). Mean of post test is 72.29, where
50% students pass the test and 50% did not pass the KKM (Minimum
Completeness Criteria. The groups’ score for the implementation of
course review horay did not pass the KKM (Minimum Completness
Criteria ), it was 50%. In cycle II, the mean of pre test and post test
also increases. Mean of pre test and post test in cycle II is 65.45,
where 50% students pass the test and 50% did not pass the KKM
(Minimum Completeness Criteria. Mean of post test in cycle II is
76.33, where 87.5% students pass the test and 12.5% did not pass the
KKM (Minimum Completeness Criteria and over than the target. And
the groups’ score for the implementation of course review horay
passed the KKM (Minimum Completness Criteria ), it was 83%. The
result shows that the mean of the findings in cycle II is higher than
KKM (Minimum Completeness Criteria).
B. Implication
The result of the action shows that using course review horay
method can improve reading comprehension. The implementation of
course review horay is reasonable because it encourage students to learn,
it can be motivate students to study hard, and drilled them to
discussion to the other students. Course Review Horay (CRH) is good to
improve students’ motivation, students’ interest and students’
achievement on reading. Beside that students fell enjoy in learning
and easier to understand the learning subject. The teacher also easier to
explain because they do not need much time explain and apply, course
review horay will make the students feel happy because it is
interesting method.
C. Suggestion
Based on the result of study and conclusion above, the
writer would like to suggest as follows :
1. To the Teacher
a. Teacher should have sensitivity toward students’ problem.
Cooperative method can be alternative solution for students
who get trouble in their motivation, interest and their
achievement.
b. The use of interesting method should be encouraged. It would
facilitate the students to understand the learning subject and
possibly supply impressive instruction.
c. The teacher should well prepare and controlled the students
before applying Course Review Horay. This kind of teaching
method needs good preparation and readiness.
2. To the Students
a. Students should always active in learning process. Students do
not be afraid to study English. Students more pay attention to
teacher explanation. If teacher have command students can do
maximally and they can do exercise well.
b. Students should improve their motivation. Because motivation is
an important factor in the process of English learning.
c. Students should study English harder, to reduce their difficulties
of English learning.
d. It is necessary for the students to bring English dictionary. It will
help the students to enrich vocabulary.
3. To other Researcher
The researcher suggests other researchers that the result of
the study can be used as additional reference to further research with
different sample and occasion. They could see that the application of
course review horay method can improve students’ reading
comprehension.
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ARENCANA PELAKSANAAN PEMBELAJARAN SIKLUS I
(LESSON PLAN CYCLE I)
Nama Sekolah :Mts Matholi’ul Ulum
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII B/Genap
Alokasi Waktu : 4x 40 menit (2 x pertemuan)
Tahun Pelajaran : 2015/2016
A. Standar Kompetensi
11. Membaca
Memahami makna dalam esei pendek sederhana berbentuk recount, dan
narrative untuk berinteraksi dengan lingkungan sekitar
B. Kompetensi Dasar
11.1 Membaca nyaring bermakna teks fungsional dan essai pendek
sederhana berbentuk recount dan narrative dengan ucapan, tekanan
dan intonasi yang berterima yang berkaitan dengan lingkungan
sekitar.
C. Indikator
11.1.1 Membaca nyaring dan bermakna teks essai berbentuk narrative /
recount
D. Tujuan Pembelajaran
1. Siswa mampu memahami dan mengidentifikasi communicative
purpose, generic structure dan language features of recount text.
2. Siswa mampu membaca dan memahami recount text dengan tata
bahasa, kosa kata, tanda baca,ejaan dan tata tulis yang akurat secara
individual
E. Materi Pembelajaran
Penjelasan recount text, generic structure, language features, dan contoh
reount text (Terlampir)
F. Metode Pembelajaran
1. Ceramah/ Penjelasan
2. Course Review Horay
3. Diskusi kelompok dan latihan
G. Langkah-Langkah Pembelajaran
TAHAP KEGIATAN ALOKASI
WAKTU
METODE
Kegiatan
Awal
a. Salam, pembukaan dengan doa, dan
memeriksa kehadiran siswa
b. Memberikan motivasi belajar.
c. mengajukan pertanyaan-pertanyaan yang
mengaitkan pengetahuan sebelumnya
dengan materi yang akan dipelajari.
d. menjelaskan tujuan pembelajaran atau
kompetensi dasar yang akan dicapai; dan
menyampaikan cakupan materi dan
penjelasan uraian kegiatan sesuai silabus.
5 menit Tanya
jawab
Pertemuan 1
Kegiatan Inti a. Eksplorasi
Guru menggali pemahaman siswa
tentang materi Recount text
Guru meminta siswa untuk
mengerjakan soal Pre test tentang
Recount text (Soal terlampir)
Guru memberikan penjelasan
Recount text secara lisan dan
meminta siswa mendengarkan.
b. Elaborasi
Guru memberikan kesempatan siswa
untuk memahami materi dan
mengajukan pertanyaan sesuai
dengan materi.
Guru memberikan tugas tentang
materi Recount text
c. Konfirmasi
Guru bersama siswa melakukan
pembahasan tentang Recount text
yang telah dikerjakan siswa.
Guru memberikan balikan
40 menit
15 menit
15 menit
Penjelasan,
tanya
jawab,
penugasan
(feedback) dan penguatan materi
kepada siswa.
Pertemuan 2
a. Eksplorasi
Siswa menonton/mendengarkan
penjelasan Recount text dengan
memperhatikan fungsi sosial,
struktur teks dan unsur
kebahasaannya
Guru memberikan penjelasan Recunt
text secara lisan dan meminta siswa
memperhatikan konsep Course
Review Horay method.
Di akhir pelajaran guru meminta
siswa untuk mengerjakan soal post
test tentang recount text (soal
terlampir)
b. Elaborasi
Guru meminta siswa membuat
kelompok, setiap kelompok terdiri 4-
5 orang
Guru membaca soal secara acak dan
siswa masing-masing kelompok
menulis jawaban di dalam kotak.
Siswa yang jawabannya benar harus
berteriak Horay.
c. Konfirmasi
Guru bersama siswa melakukan
pembahasan tentang Recount text
yang telah dikerjakan siswa.
Guru memberikan balikan
(feedback) dan penguatan materi
kepada siswa
40 menit
25 menit
5 menit
Penjelasan,
tanya
jawab,
penugasan
Penutup a. Guru bersama siswa menyimpulkan
materi yang telah di pelajari.
b. Guru bersama peserta didik melakukan
refleksi berkaitan dengan kegiatan yang
sudah dilakukan
5 Menit
H. Sumber dan Media Pembelajaran
1. Sumber : Suara guru, Teacher-made materials
2. Media : Text and white board
I. Penilaian
1. Teknik : Tes tertulis
2. Bentuk : Menjawab pertanyaan berupa multiple choice
3. Instrumen : (Terlampir)
4. Rubrik Penilaian Pre test dan Post test
5. Pedoman Penilaian
a.15 item soal multiple-choice, masing-masing jawaban betul
bernilai 1.
b. Nilai akhir : Total score x 20 : 3
c. Contoh: Siswa menjawab benar 12 soal, maka: 12 x 20 : 3 = 80
Pati, 7 Mei 2016
Mengetahui,
Kepala Madrasah Guru Pamong Guru Praktikan
Warno, M. Pd. I Mustofa , S. Pd Sinta Purwatiningsih
NIM. 11312080
RENCANA PELAKSANAAN PEMBELAJARAN SIKLUS II
(LESSON PLAN CYCLE II)
Nama Sekolah :Mts Matholi’ul Ulum
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII B/Genap
Alokasi Waktu : 4x 40 menit (2 x pertemuan)
Tahun Pelajaran : 2015/2016
J. Standar Kompetensi
11. Membaca
Memahami makna dalam esei pendek sederhana berbentuk recount, dan
narrative untuk berinteraksi dengan lingkungan sekitar
K. Kompetensi Dasar
11.1 Membaca nyaring bermakna teks fungsional dan essai pendek
sederhana berbentuk recount dan narrative dengan ucapan, tekanan
dan intonasi yang berterima yang berkaitan dengan lingkungan
sekitar.
L. Indikator
11.1.1 Membaca nyaring dan bermakna teks essai berbentuk narrative /
recount
M. Tujuan Pembelajaran
3. Siswa mampu memahami dan mengidentifikasi communicative
purpose, generic structure dan language features of recount text.
4. Siswa mampu membaca dan memahami recount text dengan tata
bahasa, kosa kata, tanda baca,ejaan dan tata tulis yang akurat secara
individual
N. Materi Pembelajaran
Penjelasan recount text, contoh reount text , dan pembahasan simple past
tense (Terlampir).
O. Metode Pembelajaran
4. Ceramah/ Penjelasan
5. Course Review Horay
6. Diskusi kelompok dan latihan
P. Langkah-Langkah Pembelajaran
TAHAP KEGIATAN ALOKASI
WAKTU
METODE
Kegiatan
Awal
e. Salam, pembukaan dengan doa, dan
memeriksa kehadiran siswa
f. Memberikan motivasi belajar.
g. mengajukan pertanyaan-pertanyaan yang
mengaitkan pengetahuan sebelumnya
dengan materi yang akan dipelajari.
h. menjelaskan tujuan pembelajaran atau
kompetensi dasar yang akan dicapai; dan
menyampaikan cakupan materi dan
penjelasan uraian kegiatan sesuai silabus.
5 menit Tanya
jawab
Pertemuan 1
Kegiatan Inti d. Eksplorasi
Guru menggali pemahaman siswa
tentang materi Recount text
Guru meminta siswa untuk
mengerjakan soal Pre test tentang
Recount text (Soal terlampir)
Guru memberikan penjelasan
Recount text secara lisan dan
meminta siswa mendengarkan.
e. Elaborasi
Guru memberikan kesempatan siswa
untuk memahami materi dan
mengajukan pertanyaan sesuai
dengan materi.
Guru memberikan tugas tentang
materi Recount text
f. Konfirmasi
Guru bersama siswa melakukan
pembahasan tentang Recount text
yang telah dikerjakan siswa.
Guru memberikan balikan
40 menit
15 menit
15 menit
Penjelasan,
tanya
jawab,
penugasan
(feedback) dan penguatan materi
kepada siswa.
Pertemuan 2
d. Eksplorasi
Siswa menonton/mendengarkan
penjelasan Recount text dengan
memperhatikan fungsi sosial,
struktur teks dan unsur
kebahasaannya
Guru memberikan penjelasan Recunt
text secara lisan dan meminta siswa
memperhatikan konsep Course
Review Horay method.
Di akhir pelajaran guru meminta
siswa untuk mengerjakan soal post
test tentang recount text (soal
terlampir)
e. Elaborasi
Guru meminta siswa membuat
kelompok, setiap kelompok terdiri 4-
5 orang
Guru membaca soal secara acak dan
siswa masing-masing kelompok
menulis jawaban di dalam kotak.
Siswa yang jawabannya benar harus
berteriak Horay.
f. Konfirmasi
Guru bersama siswa melakukan
pembahasan tentang Recount text
yang telah dikerjakan siswa.
Guru memberikan balikan
(feedback) dan penguatan materi
kepada siswa
40 menit
25 menit
5 menit
Penjelasan,
tanya
jawab,
penugasan
Penutup c. Guru bersama siswa menyimpulkan
materi yang telah di pelajari.
d. Guru bersama peserta didik melakukan
refleksi berkaitan dengan kegiatan yang
sudah dilakukan
6 menit
Q. Sumber dan Media Pembelajaran
3. Sumber : Suara guru, Teacher-made materials
4. Media : Text and white board
R. Penilaian
1. Teknik : Tes tertulis
2. Bentuk : Menjawab pertanyaan berupa multiple choice
3. Instrumen : (Terlampir)
4. Rubrik Penilaian Pre test dan Post test
5. Pedoman Penilaian
a.15 item soal multiple-choice, masing-masing jawaban betul
bernilai 1.
b. Nilai akhir : Total score x 20 : 3
c. Contoh: Siswa menjawab benar 12 soal, maka: 12 x 20 : 3 = 80
Pati, 14 Mei 2016
Mengetahui,
Kepala Madrasah Guru Pamong Guru Praktikan
Warno, M. Pd. I Mustofa , S. Pd Sinta Purwatiningsih
NIM. 11312080
Lampiran RPP
Recount Text
Recount is a text that retells past events, usually in the order in which they
happened. The purpose of a recount text is to reteel to the audience what
happened and when it happened (past event).
a. Generic Structure of Recount Text:
1. Orientation
This paragraph give the information background about time
setting, who or what the participating. Its consist of who was
involved, when the events occurred, what happened and where
the activity or event took place.
2. Series of Event
At this paragraph the students need to focus on supplying details
of the who, what when and where. Generally recount is
sequenced in time order. A record of events usually recounted in
chronological events.
Example : "In the first day... . And in the next day... . And in the
last day...
3. Reorientation and personal or evaluative comment (optional)
This is an optional step and its often used to finish writing by
rounding the series of events. It refers back some information in
the paragraph orientation.
b. Language Features in Recount text:
The language feature of recunt text are as follows:
h. Noun and pronoun are use to identify the people, animal or thing.
e.g. Mr. dewi, the milkman, our cat, he.
i. Action verb are use when disscusing events. e.g. he jumped, he
walked, they slept.
j. Written in past tense to locate events in the writer’s time.
k. Connection word are used to squence events. e.g. first, then ,
finally.
l. Combine clause by using conjungtion. e.g. when, then, and but.
m. Used adverbs and adverbial phrases to to indicate place and time.
e.g. yesterday, after lunc, to the beach, at my house.
n. Evaluative language is used in factual and personal recounts. e.g.
this trip was a wonderful experience.
c. Types of Recount Text
The types of recount text are as follows:
g. Personal recount
Personal recount is recount which is a retelling of an activity that
the writer or speaker has experianced.
h. Factual recount
Factual recount is record the details of something that has
happened. The form of a historical recount such as science,
experiment)
i. An imaginative recount
An imaginative recount is taking the imaginarry role and creating
imaginary details but places them in realistic context.
Example :
Unforgettable Moment
Two days ago, Jenny and Eric had dinner at an Italian
restaurant. Both of them ordered one medium pizza. Jenny had a
bowl of soup as the appetizer and Eric had a bowl of fruit salad.
They ordered soft drink for Eric and orange for Jenny.
They enjoyed their meal until Jenny found a piece of button
in her soup. They made a complaint to the restaurant manager.
They asked for a replacement. The manager was very sorry about it
and gave them the replacement of the soup.
Lampiran RPP
Example of Recount text:
Visiting Bali
There were so many places to see in Bali that my friend decided to join the tours
to see as much as possible. My friend stayed in Kuta on arrival. He spent the first
three days swimming and surfing on Kuta beach. He visited some tour agents and
selected two tours. The first one was to Singaraja, the second was to Ubud.
On the day of the tour, he was ready. My friend and his group drove on through
mountains. Singaraja is a city of about 90 thousands people. It is a busy but
quiet town. The streets are lined with trees and there are many Old Dutch
houses. Then they returned very late in the evening to Kuta.
The second tour to Ubud was a very different tour. It was not to see the
scenery but to see the art and the craft of the island. The first stop was at
Batubulan, a center of stone sculpture. There my friend watched young boys
were carving away at big blocks of stone. The next stop was Celuk, a center for
silversmiths and goldensmiths. After that he stopped a little while for lunch
at Sukawati and on to mass. Mass is a tourist center.
My friend ten-day-stay ended very quickly beside his two tours, all his day
was spent on the beach. He went sailing or surfboarding every day. He was
quiet satisfied.
Lampiran RPP
SIMPLE PAST TENSE
Simple past tense digunakan untuk menunjukan suatu kejadian yang terjadi pada
waktu lampau dan berakhir pada saat tertentu di waktu lampau dan waktu
terjadinya diketahui.
RUMUS:
Patern :
Affirmative (+) Negative (-) Interrogative (?)
S + Verb II S + did + not + Verb I Did + S + Verb I
I + Verb II
We + Verb II
They + Verb II
You + Verb II
She + Verb II
He + Verb II
It + Verb II
I + did + not + Verb I
We + did + not + Verb I
They +did + not + Verb I
You + did + not + Verb I
She + did + not + Verb I
He + did + not + Verb I
It + did + not + Verb I
Did + I +Verb I
Did + We + Verb I
Did + They + Verb I
Did + You + Verb I
Did + She + Verb I
Did + He + Verb I
Did + It + Verb I
A : S + To be (was/were) +……….
B : S + Verb II +………..
Example :
(+) I bought a book two days ago.
(-) I did not buy a book two days ago.
(?) Did I buy a book two days ago?
(+) He was at my house two days last week.
(-) He was not at my house two days last week.
(?) Was he at my house two days last week?
PRE TEST FOR CYCLE I
Petunjuk Soal :
1. Berdoalah sebelum Anda mengerjakan soal
2. Bacalah secara teliti setiap soal yang disajikan
3. Kerjakan sendiri dengan percaya diri dan optimis
Choose the correct answer by crossing A,B,C,or D!
Read the text and answer questions 1-6!
On Wednesday, my students and I went to Yogyakarta. We stayed at Dirgahayu
Hotel which is not far from Malioboro.
On Thursday, we visited the temples in Prambanan. There are three big temples,
the Brahmana, Syiwa and Wisnu temples. They are really amazing. We visited
only Brahmana and Syiwa temples, because Wisnu temple is being renovated.
On Friday morning we went to Yogya Kraton. We spent about two hours there.
We were lucky because we were led by a smart and friendly guide. Then we
continued our journey to Borobudur. We arrived there at four p.m. At 5 p.m. we
heard the announcement that Borobudur gate would be closed.
In the evening we left for Jakarta by wisata bus.
1. The text above mainly discusses about……..
A. The writer’s trip to Yogyakarta
B. The writer’s first visit to Prambanan
C. The writer’s impression about the guide
D. The writer’s experience at Yogya Kraton
Nama : Mata Pelajaran : Bahasa Inggris
No : Waktu : 30 menit
Kelas : VIII B Hari/Tanggal : 07 Mei 2016
2. The text is written in the form of a/an………
A. Recount C. Report
B. Narrative D. Anecdote
3. The purpose of the text is to……….
A. Tell past events C. Describe the smugglers
B. Entertain readers D. Report an event to the police
4. What are the big temples in Prambanan?
A. angkor wat, syiwa, and sudra temples
B. paria, brahmana, and temples
C. brahmana, syiwa, and wisnu temples
D. wisnu, syiwa, and borobudur temples
5. When did they go home?
A. On Saturday morning C. On Thursday evening
B. On Friday evening D. On Friday afternoon
6. Why did they only visit Brahmana and Syiwa temples?
A. because there was no wisnu temple
B. because wisnu temple was amazing
C. because wisnu temple was too small
D. because wisnu temple was being repaired
Read the text and answer questions 7-10!
WHERE DO HIPPOS LIVE?
River hippos live half their lives in water. They … (7 ) and let the water carry
their great weight. They … (8) sink completely below the surface, however.
Instead, they paddle around with the tops of their heads sticking out of the water.
A river hippo‟s eyes, ears, and nose are all at the top of its head. It can (9).... and
see what‟s going on even while most of its body is below water.
If it has to, a river hippopotamus can go underwater and hold its breath for as
much as half an hour. River hippos can swim underwater, or walk on the river
bottom. Pygmy hippos can swim, too, but they spend … (10) time in the water.
They stay mostly on the riverbanks.
7. A. Div C. Drown
B. Sink D. Float
8. A. Usually C. Always
B. Rarely D. Often
9. A. Less C. Longer
B. More D. Great
10. A. Eat C. Breathe
B. Hear D. Blow
Read the text and answer questions 11-15!
Vacation to Surabaya
Last Holiday, I went to Surabaya with my friend for vacation. We went there on a
night bus.
When we arrived in Lamongan, the bus stopped at a small restaurant for a rest. I
got of the bus to get a cup of ginger tea, and my friend drank some cold lemonade.
Then I went to the toilet. It took only a few minutes.
When I came out again the bus was not there. It had gone!. My friend was not
there too. Feeling shocked and confused, I asked a waitress about the bus. She
said that the bus departed about five minutes ago.
I tried to call my friend on my cell-phone, but the battery was running low.
I could not do anything but hope and pray. After several minutes, my wish came
true. The bus came back! I got on the bus and walked to my seat.
I was so ashamed when everybody on the bus looked at me. I could feel my face
turn red.
11. What is the topic of the text above?
A. My vacation
B. Vacation to Surabaya
C. Vacation with family
D. Vacation to foreign country
12. What did the writer do when the bus stop for rest in Lamongan?
A. The writer bought some souvenirs
B. The writer drank some cold lemonade
C. The writer went to the toilet
D. The writer got off the bus to get a cup of ginger tea
13. What did the writer feel when the bus is not there?
A. Ashamed C. Sad and angry
B. Shocked and confused D. Disappointed
14. How many friend that the writer had to join the vacation?
A. One C. Three
B. Two D. Four
15. … was not there. It had gone! The word it in paragraph three refers to?
A. The writer C. The bus
B. The writer’s friend D. The waitress
---GOOD LUCK---
POST TEST FOR CYCLE I
Petunjuk Soal :
1. Berdoalah sebelum Anda mengerjakan soal
2. Bacalah secara teliti setiap soal yang disajikan
3. Kerjakan sendiri dengan percaya diri dan optimis
Choose the correct answer by crossing A,B,C,or D!
Read the text and answer questions 1-4!
GO CAMPING
The weather was very clear. My family and I decided to go camping last holiday.
Father prepared the tent and other equipment. Mother prepared the cooking and
eating utensils. I took my fishing rod and my brother brought his sport equipment.
When everything was ready, we left for the camping site in countryside.
There were many campers when we arrived at the camping site. Unfortunately,
the good location near the river had been occupied by other campers so we had to
look for another place. Finally, we found a good place little bit further. It was near
a big tree. After setting up the tent, my father and I went fishing. We joined other
people sitting on the rock near the river.
In the evening, father made a fire. Mother cooked the fish we caught. I could say
that it was the best fish I had ever tasted. Sleeping in the tent was a very
wonderful experience. I woke up early in the morning. I felt fresh. Then I
accompanied my brother playing ball.
In the afternoon, we went back home.
1. Where did the writer and his family set up their tent?
A. Near the river.
B. Near the big tree.
C. At the back of the river.
Nama : Mata Pelajaran : Bahasa
Inggris
No : Waktu : 30 menit
Kelas : VIII B Hari/Tanggal : Minggu, 08
D. Far away from other campers.
2. What is the purpose of the text above?
A. To describe a camping site.
B. To give instruction how to set up the tent.
C. To retell the writer’s past camping experience .
D. To inform people the new camping site.
3. What is the writer and his father’s hobby?
A. Camping. C. Fishing.
B. Cooking. D. Playing ball.
4. “…the river had been occupied by…” The underlined word is similar in
meaning to…
A. . Inhabited C. Bought
B. Authorized D. Grabbed
Read the text and answer questions 5-9!
Two days ago, Jenny and Eric had dinner at an Italian restaurant. Both of them
ordered one medium pizza. Jenny had a bowl of soup as the appetizer and Eric
had a bowl of fruit salad. They ordered soft drink for Eric and orange for Jenny.
They enjoyed their meal until Jenny found a piece of button in her soup. They
made a complaint to the restaurant manager. They asked for a replacement. The
manager was very sorry about it and gave them the replacement of the soup.
5. Based on the text above we know that . . . .
A. The manager of the restaurant didn't feel sorry
B. The first meal that Jenny had was pizza
C. Eric and Jenny had orange juice
D. Both Eric and jenny enjoyed their meal in the restaurant
6. What is the main idea of the second paragraph?
A. Jenny and Eric complained about the soup
B. jenny and Eric had dinner together
C. The manager asked for apology
D. Eric ate a bowl of fruit of salad
7. Why did Jenny make a complaint?
A. She found a piece of button in her soup
B. She asked for replacement
C. The meal was very nice
D. The manager was angry
8. "Jenny had a bowl of soup as the appetizer and . . . ."
The word "appetizer" means a small of food that we have . . . . . a meal.
A. After C. Before
B. When D. Over
9. What is the purpose of the writer to write the text above?
A. To tell the writer's experience in the past
B. To describe an Italian restaurant
C. To inform to eat in a restaurant
D. To entertain the readers
Complete the following paragraph with correct words!
I went to Germany with my family ... (43) a school
holiday a few years ago. It was getting dark, so we
were looking for a hotel. Then we ... (44) upon two
hotels next each other with park opening. We just
randomly chose one and settled for the night.
10. A. For C. Since
B. From D. During
11. A. Come C. Comes
B. Came D. Coming
Read the text and answer questions 12-15!
It was early in the morning we left Ubud and travelled to Gili Air which is one of
three islands of Lombok. It took 4 hours in total by boat. The travelling was not
bad but it was a hot day. I said to Jane on the slow boat " It`s alright babe, it won`t
be so hot and stuffy once we get moving.”
When we got to Gili Air it was still quiet so we were able to get a bungalow near
the beach for about $ 15 a night plus breakfast. We shared our room with quite a
number of geckos. Some of them were quite large ones. The weather was still hot
when I went diving. Jane waited for me at the seashore. She observed some
fishermen who had just caught some fish. She did not want to dive because she
had a trauma with sea animals. We had three days here which we spent walking
around the island which takes about an hour. Every night, we sat on the couches
near the beach and watched the waves and the stars. It was a fantastic journey that
I ever had.
12. The purpose of writing the text above is …
A. To amuse the readers.
B. To advertise a tourism object.
C. To retell the writer‟s experience.
D. To describe the view in Lombok.
13. Jane did not join diving with the writer because …
A. The weather was hot at that time.
B. She had a bad experience with sea animals.
C. There were some fishermen catching the fish.
D. She preferred to wait for the writer at the seashore.
14. “It was a fantastic journey that I ever had.” (last paragraph)
The underlined word is similar in meaning to …
A. Meaningful.
B. Wonderful.
C. Interesting.
D. Amazing.
15. We can conclude from the text we know that the hotel they stayed ini …
A. Had geckos farm.
B. Was not luxurious.
C. Served lunch and dinner.
D. Only had bungalow
---GOOD LUCK---
PRE TEST FOR CYCLE II
Petunjuk Soal :
1. Berdoalah sebelum Anda mengerjakan soal
2. Bacalah secara teliti setiap soal yang disajikan
3. Kerjakan sendiri dengan percaya diri dan optimis
Choose the correct answer by crossing A,B,C,or D!
Read the text and answer questions 1-5!
It was my Grandpa’s birthday last Sunday.
On Friday, my sister and I went shopping. We found a nice Batik shirt. We bought
it and wrapped in a blue paper. Blue is my Grandpa’s favourite colour.
On Saturday morning, my brother and I were in the kitchen. We made a birthday
cake . It was a big and beautiful. I wrote Happy Birthday on it. We put some
chocolate on it and a big candle on top it. On Sunday evening, we had a party. My
uncle and my aunt come to my house. They bought some cake a flowers for my
Grandpa. We sat together in our living room. My dad said a beautiful prayer.
Then, wa sang “Happy Birthday” and my Grandpa blew out the candle. He cut the
cake and gave it to everyone in that room. He opened his present and he was very
happy with the shirt.
Finally. My grandma told us some stories about my Grandpa.
1. What is the topic of the text?
A. Party C. Grandpa’s birthday
B. Nice Shopping D. Weekend in grandpa’s house
2. What did the writer do in the kitchen?
A. Cooked meal C. Roasted a lobster
B. Prepared for lunch D. Made a cake
3. How many the siblings that the writer has?
A. One C. Three
Nama : Mata Pelajaran : Bahasa Inggris
No : Waktu : 30 menit
Kelas : VIII B Hari/Tanggal : Sabtu, 14 Mei
2016
B. Two D. Four
4. What was the present from the writer?
A. Cake C. Chocolate
B. Flowers D. Batik shirt
5. It was a big and beautiful cake.the word it in paragraph three refers to?
A. Batik shirt C. Flowers
B. Cake D. Chocolate
Read the following text and answer the questions number 6 -7!
I am used to travelling by ir but only on one occasion I felt frightened. After
taking off, we flew low over the city. It slowly went high to the sky.
But suddenly it turned round and flew back to the airport. An air-hostess told
us to keep calm and to get off the plane quietly as soon as it landed. After we
landed, the police searched the plane carefully. Everybody on board. Earlier
somebody told the police that there was a bomb on the plane. Fortunately, they
didn’t find a bomb and five hours later we were able to take off again.
6. Who searched the plane carefully?
A. The pilot C. The air-hostess
B. The police D. The passengers
7. Why did the plane fly back to the airport?
A. The pilot was afraid of bombs
B. The pilot forgot about something
C. The passengers were frightened
D. Police suspected that there was a bomb on the plane
Complete the following paragraph for number 8 -10 with the correct word!
I(8) .... to Germany with my family… (9) a school holiday a few years ago. It was
getting dark, so we were looking for a hotel. Then we …(10) upon two hotels next
each other with room opening. We just randomly chose one and settled for the
night.
8. ...
A. Go C. Going
B. Went D. Gone 9. ...
A. For C. During
B. From D. Since
10. ...
A.Came C. Comes
B. Come D. Coming
Read the text and answer the questions number 10 and 11!
It was Sunday morning December 26th 2004. The day that I would never
forget forever. We went to the beach in Meulaboh, Aceh. Many people were there
when I arrived.When we were enjoying the beautiful sunrise, suddenly we were
shocked by a violent shake in the ground. Everybody in the beach was panic. We
soon realized that it was a very big earthquake although it struck in a very short
period of time.After that, we saw the water going on into the middle of the sea.
No wonder if there were many kinds of fish left behind on the sand. We all
seemed to be astonished by the view until we realized that there was a huge wave
coming towards us and destroying everything in its way.
I didn’t realize what had happened until I found myself hanging on a branch of a
tree.
11. The text mainly discusses …
A. the story about terrible a earthquake
B. the writer’s experience with a big earthquake
C. the steps to avoid danger in your life
D. the description of a beach in Meulaboh
12. Everybody in the beach was panic because …
A. the sun rose brightly
B. there was an earthquake
C. the beach was very enjoyable.
D. there was an amazing view in the sea.
One day, a boy got up with feeling that the day was going to be unlucky
day for him. He found that it was already 6.50 a.m., He rushed into the
bathroom. In a hurry he did not see a piece of soap lying on the floor, he
stepped on it and slipped.
Then, he went into the dining room for his breakfast. He gulped down the
tea without realizing that it was very hot, so it burnt his tongue. He got
dressed and rushed to the bus stop. Unfortunately, he just missed the bus.
His heart sank and knew that he would be late for school and his teacher
would be angry with him again.
13. "He gulped down the tea without realizing that it was very hot,...' (paragraph 2)
The word it refers to....
A. the tongue
B. the toast
C. the tea
D. the coffee
14. What happened with the boy when he got his breakfast?
A. His breakfast was not ready
B. He did not prepare it
C. He burned his toast
D. He hurt his tongue
15. The text tell us about the boy's....
A. good day
B. lucky day
C. bad day
D. fine day
---GOOD LUCK----
POST TEST FOR CYCLE II
Petunjuk Soal :
1. Berdoalah sebelum Anda mengerjakan soal
2. Bacalah secara teliti setiap soal yang disajikan
3. Kerjakan sendiri dengan percaya diri dan optimis
Choose the correct answer by crossing A,B,C,or D!
Read the text and answer questions 1-10!
On Saturday night, we went to the Town Hall. It was the last day or the year and a
large crowd of people had gathered under the Town Hall clock. It would strike
twelve in twenty minutes’ time. Fifteen minutes passed and then, at five to twelve,
the clock stopped. The big minute hand did not move. We waited and waited, but
nothing happened. Suddenly someone shouted, “It’s two minutes past twelve! The
clock has stopped!”
I looked at my watch. It was true. The big clock refused to welcome the New
Year. At that moment, everybody began to laugh and sing.
1. What did the clock stopped?
A. At 05.12 C. 12.00
B. At 11.55 D. 12.02
2. Why did the people gather under the Town Hall clock?
A. To welcome the New Year C. To strike the laughing people
B. To see the newly bought clock D. To stop people who shouted
3. Based on the text, Where was the writer?
A. At the center of the town C. At the beach
B. At home D. At the market
4. When did the event happen?
A. In the middle of the year C. Christmas celebration
B. The end of the year D. At the weekend as usual
Nama : Mata Pelajaran : Bahasa Inggris
No : Waktu : 30 menit
Kelas : VIII B Hari/Tanggal : Minggu, 15 Mei
2016
5. Which of the following is not true according to the text?
A. The writer was waiting to celebrate the New Year.
B. The writer brought a watch
C. The writer was very happy
D. The writer celebrated the New Year with his family
6. What probably happened when someone shouted that the clock stopped?
A. Everybody directly celebrated the New Year
B. Everybody sing and laugh
C. Everybody looked for a watch
D. Everybody shouted too
7. What does the first sentence tell you?
A. The problem that the writer met C. The opening of the story
B. The funny thing in the story D. The pas event
8. “It would strike twelve in twenty minutes’ time.”
The underlined word refers to…
A. The clock C. The Town
B. Author’s watch D. The place
9. It was the last day of the year and a large crowd of people had gathered
under the Town Hall clock.
What is the closest meaning of the underlined word?
A. Mass C. Many
B. Big D. Lots of
10. “The big clock refused to welcome the New Year”
What is the synonym of the word…
A. Reject C. Admit
B. Accept D. Hate
Read the text and answer questions 1-10!
“Don’t eat just before going to bed!” my mother used to tell me. “You might get a
nightmare”. How right she was. I never believed her until it happened to me.
It was on a night when I felt hungry just as I was about to go to bed. So I made
myself a peanut-butter sandwich and a large cold glass of milk. After consuming
them I went to bed.
Soon I drifted off into a trouble sleep. I dreamt that I was with a group of people
looking for an old woman. I was not sure why we were looking for her but we all
seemed afraid of her. Somehow we had to find her. So there I was, searching high
and low for her in frightful places I had never been before. Sometimes I seemed to
be flying while at other times I seemed unable to move. The whole atmosphere
was one of fear, like a dreadful horror-movie in which I was a victim.
After some searching I entered a darkened room and I saw a figure sleeping on a
bed. As I got nearer the figure suddenly threw away the blanket, got up and stared
at me. It was an ugly old woman with shiny golden teeth. She raised her claw-like
fingers and walked towards me.
I wanted to run but was unable to. I tried to scream but found that could not. In
horror I struggled and struggled to get away from the frightful woman.
The next moment I gave a muffled yell and found myself panting on my bed. My
goodness, what a horrible nightmare it was! For a minute or so I lay on my bed
not daring to close my eyes for fear of falling asleep again and continuing the
nightmare. Then I sat up on my bed until the horrible feeling passed. From then
on I never eat just before going to sleep.
11. Why did writer never eat again before going to sleep?
A. He was afraid being a fat boy
B. He was afraid to meet an old woman
C. He didn’t want to have trouble sleep
D. He didn’t want to get a horrible nightmare
12. “The next moment I gave a muffled yell and..”
The underlined word means..
A. Quiet and less clear C. Loud and screaming
B. Noisy and shooting D. Forceful and talkative
13. “I never believed her until it happened to me..”
A. A bed C. A sandwich
B. A nightmare D. Peanut butter
14. What is the purpose of the writer to write the text?
A. To share a bad dream C. To retell a frightening experience
B. To describe an old woman D. To advice not to eat before
sleeping
15. What is text types above?
A. Recount C. Procedure
B. Narratice D. Report
---GOOD LUCK----
Questions for Implementation of Course Review Horay (CRH)
Cycle I
1. What is recount text?
2. What is the purpose of recount text?
3. How many types of recount text?
4. How many generic structures in recount text? Please mention it!
5. Please mention simple past tense words from the “Unforgettable moment”
text!
6. What is the main idea from the text?
7. What they were ordered in the restaurant?
8. Why they made complained to restaurant manager?
9. What is personal recount?
10. Please mention the example of connection word!
Cycle II
1. What is that (Visting Bali) text type?
2. How many place they were visited? Please mention it!
3. Where they were got lunch?
4. Where they were spent first three days?
5. How many events in that text?
6. How many generic structures in the text? Please mention it!
7. Does the text use connection word? If yes, please mention it!
8. What is the purpose of “Visiting Bali” text?
9. What is personal recount text?
10. What is the main ideas from the text?
STUDENTS’ OBSERVATION SHEET
NO Name Students’
Involvement
Note
1 Ahmad
Nasrudin
Less Got difficulty when understand
the material and done the test.
2 Ahmad Sandy Good Understand the material and
done the test well.
3 Ali Abu A Good Understand the material and
done the test well.
4 Andi S Less Got difficulty when done the
test.
5 Anggita Yoga Less Got difficulty understand the
material, and he does not active
to asked question.
6 Arkan Mufid Less Got difficulties understand the
material and noisy in the class.
7 Ferry K Good Active, always asked when got
difficulty words and done the
test well.
8 Kholidah Arum Good Understand the material and
done the test well
9 Laili
Ulfatussa’adah
Good Active, rich of vocabularies
and reading fluency.
10 Latifatul Good Understand the material and
Hasanah done the test well.
11 M. Agung
Prayogo
Good Understand the material and
done the test well.
12 Muh. Sayful
Anam
Less Passive, he just keep silent.
13 Moh. Humam
Musta’an
Good Understand the material and
done the test well.
14 Muhammad
Askhorin
Good Understand the material and
done the test well.
15 Muhammad
Taufiqur R.
Good Asked several difficulty words
and done the test well.
16 Nanda Choirul
Arqi
Less He just kept silent.
17 Nur Khoiriya Good She asked several question
words and done the test well.
18 Rizky Agung
Santoso
Good Active to asked difficulty
words, but he was noisy in the
class.
19 Septiana
Fatimiyah
Good Understand the material and
done the test well.
20 Siti Suprihatin Good Understand the material and
done the test well.
21 Sri Indah
Febrianti
Good Understand the material and
done the test well.
22 Steven Aderico Less Keep silent, he got difficulty
understand the material.
23 Sulastri Less She did not fluency in reading
the text.
24 Wildan Alwi Good Active, he always asked several
questions and done the test
well.
TEACHER’S OBSERVATION SHEET
NO INDICATOR YES NO Note 1 Teacher prepared
the material. √ Teacher made the material to
teach the lesson, and all the material ready to use..
2 Teacher communicates goals and objectives in lesson opening and closing.
√ Teacher gave explanation about the goal and sometimes motivates them in the opening.
3 Teacher responds to misunderstanding students
√ Teacher asked to several students to read the text, but they made an error in pronunciation part, teacher checked it and corrected it.
4 The teacher gave some questions to the students
√ The teacher gave some question, some of students were enthusiastic responding teacher’s question. Although some of them made an error and answered it in Indonesian language.
5 Teacher uses varied media to present content, visual, auditory
√ Teacher using only white board and paper of material, she did not use laptop or other technology to present the content.
6 Teacher demonstrating effective teaching practices
√ Teacher circulates around the classroom, monitoring students’ performance and providing assistance as needed to complete the assigned task.
7 Teacher uses varied of method of language teaching
√ When teaching the lesson, the teacher used course review horay method only.
8 Teacher using full English in teaching learning process
√ When teaching learning process the teacher did not use full English, but she mix language with Indonesian language.
9 The teacher gives reading test to the students
√ Teacher gave reading test to the students; it is about multiple choice 15 items in pre test and post test. The students submit their worksheet on time.
10 The teacher gives the material with
√ Teacher gave explanation to the students clearly, because in
clear explanation doing research the teacher focus on recount text, and it explained in four meeting.
11 The teacher gives the evaluation after explaining the material
√ The teacher gives evaluation to the students after explaining the material to check their comprehension.
12 The teacher completely prepares the material for doing Course Review Horay
√ Teacher was prepared teaching material sheet and some question about the material and text for doing course review horay method.
13 Teacher give daily/ weekly assignment.
√ In every meeting teacher give homework to the students, hopefully students can study hard.
14 Teacher repeat the procedures of the method in every meeting
√ When explain the procedure of the method, the teacher explain it once.
15 The teacher applies Course Review Horay as a method in teaching reading comprehension
√ The teacher applies course review horay method in teaching learning process. The students participate in the activities and answered the question.
CURRICULUM VITAE
Name : SINTA PURWATININGSIH
NIM : 113 12 080
Place and Date of Birth : Pati Regency, December, 4th 1994
Faculty/Department : Educational Faculty / English Department 2012
Address : Kletek, RT 05/ RW 01, Pucakwangi, Pati, 59183
Phone Number : 085 328 858 004
Motto : Today must be better than yesterday
Education Background :
1. SDN 01 Kletek 2006
2. Mts Matholi’ul Huda (MMH) 2009
3. MA Matholi’ul Huda (MMH) 2012
4. Institute for Islamic Studies (IAIN) Salatiga
2016
DAFTAR SKK
Nama : Sinta Purwatiningsih
NIM : 11312080
Jurusan/ Progdi : FTIK / Tadris Bahasa Inggris (TBI)
Dosen PA : Ari Setiawan, S.Pd., M.M.
No Nama Kegiatan Pelaksanaan Sebagai Nilai
1. OPAK STAIN Salatiga 2012 07 September
2012
Peserta 3
2. Orientasi Pengenalan Akademik dan
Kemahasiswaan (OPAK) Jurusan
Tarbiyah STAIN Salatiga
09 September
2012
Peserta 3
3. Orientasi Dasar Keislaman (ODK)
STAIN Salatiga
10 September
2012
Peserta 2
4. Seminar Entrepreneurship dan
Perkoperasian 2012 “Explore Your
Entrepreneur Talent” STAIN
Salatiga
11 September
2012
Peserta 2
5. Seminar Achievment Motivation
Training “Bangun Karakter Raih
Prestasi” STAIN Salatiga
12 September
2012
Peserta 2
6. LIBRARY USER EDUCATION
(Pendidikan Pemakai Perpustakaan)
13 September
2012
Peserta 2
7. Seminar Pra Youth Leadership
STAIN Salatiga
03 Oktober 2012 Peserta 2
8. Pendidikan dan Latihan Calon
Pramuka Pandega ke-22 (PLCPP
12-15 Oktober
2012
Peserta 2
XXII) STAIN Salatiga
9. Seminar Dialog Publik dan
Silaturahim NASIONAL
“Kemanakah Arah Kebijakan BBM?
Mendorong subsidi BBM Untuk
Rakyat”
10 Nopember
2012
Peserta 8
10. Seminar “ Tabligh Akbar Bertajuk
Tafsir tematik dan upaya menjawab
persoalan Israel dan Palestina”
STAIN Salatiga
01 Desember
2012
Peserta 2
11. SEMINAR NASIONAL Dengan
Tema Hiv/Aids Bukan Kutukan Dari
Tuhan
13 Maret 2013 Peserta 8
12. Seminar Pendidikan HMJ Tarbiyah
STAIN Salatiga
02 Mei 2013 Peserta 2
13. Seminar TAFSIR TEMATIK “Sihir
dalam Perspektif Al-Qur’an dan
Hukum Negara” STAIN Salatiga
04 Mei 2013 Peserta 2
14. Seminar EPST, “It’s Your Chance to
Express and Show Up Your Skill”
11 Mei 2013 Peserta 2
15. SEMINAR NASIONAL Dengan
Tema Norma Hukum Serta
Kebijakan Pemerintah Dalam
Mengendalikan Harga BBM
Bersubsidi
27 Mei 2013 Peserta 8
16. Bertempat tinggal dan Akhirussanah
Ma’had STAIN Salatiga
30 Juni 2013 Peserta 2
17. Penerimaan Anggota Baru (PAB)
JQH STAIN Salatiga 2013
23-24 November
2013
Peserta 2
18. SEMINAR NASIONAL bertema
“Optimalisasi Sumber Daya Insani
Terhadap Lembaga Keuangan
14 Oktober 2014 Peserta 8
Syariah”
19. Pentas Seni & Diskusi “Potret
Kebudayaan Papua Bagaian dari
Kekayaan Indonesia” IAIN Salatiga
11 Desember
2014
Peserta 2
20. Seminar “Training Kepribadian”
IAIN Salatiga
19 Mei 2015 Peserta 2
21. A Two-hour Teacher Training
Workshop focusing on “ Learning
Strategies in Using Authentic
Materials for SMP and SMA
students” by IALF Bali Langage
Centre
27 Mei 2015 Peserta 2
22. IAIN Salatiga Bersholawat dan
Orasi Kebangsaan
03 Nopemver
2015
Peserta 2
23. Seminar Training and Sharing on
“Young Leadership”
11 Nopember
2015
Peserta 2
24. SEMINAR NASIONAL LDK IAIN
Salatiga “Muslimah Sejati Bertabur
Inspirasi”
29 Nopember
2015
Peserta 8
25. SEMINAR NASIONAL “How to be
a Young Entrepreneur”
03 Desember
2015
Peserta 8
26. CHARITY SEMINAR “Stay
Positive! Can’t live a positive life
with a negative mind”
08 Desember
2015
Peserta 2
27. SEMINAR NASIONAL “Hak
gender difabel dalam perspektif
sosiologi dan hukum islam
himpunan mahasiswa jurusan ahwal
as-syakhshiyyah” IAIN Salatiga
24 Desember
2015
Peserta 8
28. Sosialisasi Pendidikan di Desa
Bambusari Kecamatan Kajoran
Kabupaten Magelang
20 Februari 2016 Panitia 3
29. SEMINAR NASIONAL “Penguatan
wawasan kebangsaan dan
nasionalisme” IAIN Salatiga
28 April 2016 Peserta 8
JUMLAH 109
Salatiga, 23 Mei 2016
Mengetahui
Wakil Dekan Bidang
Kemahasiswaan dan
Kerjasama
Achmad Maimun,M.Ag.
NIP.19700510 199803 1003