improving the students’ reading ... the students’ reading comprehension of narrative text...

IMPROVING THE STUDENTS’ READING COMPREHENSION OF

NARRATIVE TEXT THROUGH STORY MAPPING

(A Classroom Action Research of the Second Grade of MTs Tarbiyatul Falah)

A ‘Skripsi’

Presented to Department of English Education

in Partial Fulfillment of Requirements for the Degree of Strata 1 (S-1)

By

Muhamad Romli

NIM. 107014001134

THE DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYA AND TEACHERS’ TRAINING

THE STATE ISLAMIC UNIVERSITY OF ‘SYARIF HIDAYATULLAH’

JAKARTA

2014

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IMPROVING THE STUDENTS' READING COMPREI{ENSION OF'

NARRATIVE TEXT THROUGH STORY MAPPING

(A Classroom Action Research of the Second Grade of MTs Tarbiyatul Falah)

A'Skripsi'Presented to Deparftnent of English Education

In Partial Fulfillment of Requirements for the Degree of Strata I (S-1)

By

Muham*d RsmliiNIM. 107014001134

Approved by the Advicer,

TIIE DEPARTMENT OX' ENGLISH EDUCATIONTIIE FACULTY OF TARBIYA AND TEACHERS' TRAII\IING

STATE ISLAMIC I]NTYERSTTY OF 'SYARIF HIDAYATT]LLAITJAKAK'TA

zOt4

.19690912 20090r

SURAT PERNYATAAI\I KARYA SENDIRI

Saya yang bertanda tangan dibawah ini,

Nama

Tempat/Tgl. Lahir

NIM

Program Studi

Judul Skripsi

Muhamad Romli

Tangerang, l0 Desember 1987

107014001 134

Pendidikan Bahasa Inggris

Improving The Students' Reading

Comprehension of Narrative Text Through Story

. Mapping (,4 Classrcom Action Research of the

second Grade of MTs Tarbiyatul Falah Bogor).

Dosen Pembimbing : Dr. Alek, M"Pd.

Dengan ini menyatakan bahwa:

1. Skripsi ini merupakan hasil karya asli penulis yang diajukan untuk

memenuhi salah satu persyaratan memperoleh gelar strata I (S-1) di

UIN Syarif Hidayafullah Jakarta.

2. Semua sumber yang penulis gunakan dalam penulisan skripsi ini telah

penulis cantumkan sesuai ketensran yang berlaku di UIN Syarif

Hidayatullah Jakarta.

3. Jika dikemudian hari terbukti bahwa hasil/skripsi ini bukan hasil karya

penulis, maka penulis bersedia menerirha sanksi yang berlaku di UIN

Syarif Hidayatullah J al<arta,

Muhamad RomliNM. 107014001134

Jakart4 27 April2}l4

ENDORSEMENT SHEET

The examination committee of the Faculty of Tarbiyah and Teachers Training

certifies that the ooSkripsi" (Scientific Paper) entitled "IMPROVING THE

STUDENTS' READING COMPREHENSION OF NARRATIVE TEXT

THROUGH STORY MAPPING" (A Classroom Action Research af the Second

Grade of MTs Tarbiyatul Falah Bogor) " written by Muhamad Romli, student's

registration number: 107014001134, was examined at examination session of the

Faculty of Tarbiyah and Teachers Training on Wednesday, April 30 th 2014. The

"Skripsi" has been accepted and declared to have fulfilled one of the requirements

for academic title of 'S.Pd' in English Language Education at the English

Education Department.

J akarta, 30tr April, 20 I 4

EXAMINATION COMMITTEE

Drs. Syauki" M.Fd

NrP. 19641212 199103 1 0A2

ZahrilAnesvtM, HlLtrB

NrP. 19761007 2007101 002

D rs H.-Bab rulHas ib_uan-M.&l

NIP. 1973062s t99903 2 001

Acknowledged by

,(CHA"IRMAN:

SECRETARY :

EXAMINER I

EXAMINER II

Dean of Faculty of Tarbiyah and Teachers' Training

Dra. Nurlena Rifa'i. M.A., Ph.D.NrP. 19591020 198603 2 001

v

ABSTRACT

MUHAMAD ROMLI. NIM. 107014001134. “Improving the Students’

Reading Comprehension of Narrative Text through Story mapping” (A

Classroom Action Research of the second Grade of MTsTarbiyatul Falah Bogor)

Skripsi of English Education Department, the Faculty of Tarbiyah and Teachers’

Training, Syarif Hidayatullah State Islamic University Jakarta, 2014.

Advisor : Dr. Alek

Keywords : Improving, Narrative Text, Story Mapping Method and Classroom

Action Research.

The objective of the research was to get empirical evidenceof the

improving students’ reading comprehension of narrative text through story

mapping method. The method of this research was classroom action research

which was conducted in two cycles. The subject of this research was the 2nd

Grade of MTs tarbiyatul Falah Bogor at Academic Year 2013/2014 with total

number of students 35. The research instruments were the observation sheet,

interview guidelines, questionnaire and test form. Based on the results of data

analysis since pre-test up post-test of cycle 2, the average of study result gained in

tests with the average value was 65.14. Whereas in post-test of first cycle after

applying story mapping method had enhanced 10.29 point or 15.79% from

pre-test being 75.43. Next, the second cycle had enhanced 17.43 point from

pre-test or 26.75% to the average value being 82.57. Based on the learning

activities which have occurred the enhancing from the first to second cycle. From

this research findings, it showed that story mapping method could improve the

students’ reading comprehension of narrative text.

ABSTRAK

MUHAMAD ROMLI. NIM. 107014001134. “Improving the students’ Reading

Comprehension of Narrative Text through Story Mapping” (A Classroom Action

Research of the Second Grade of MTs Tarbiyatul Falah Bogor), “Skripsi”, Pendidikan

Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negri Syarif

Hidayatullah Jakarta, 2014.

Pembimbing : Dr. Alek, M.Pd.

Kata Kunci : Peningkatan, teks narasi, metode story peta cerita, dan penelitian tindakan

kelas.

Tujuan dari penelitian ini adalah untuk mendapatkan bukti empiris tentang

peningkatan pemahaman siswa terhadap teks narasi dengan menggunakan metode peta

cerita. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas yang

berlangsung dua putaran. Subjek dari penelitian ini adalah siswa-siswa kelas 8 MTs

tarbiyatul Falah Bogor yang berjumlah 35 siswa. Instrumen penelitian yang digunakan

adalah lembar observasi, wawancara yang tersusun, lembar kuisioner, dan bentuk test. Dari

hasil analisis data dari mulai pre-test sampai dengan post-test 2 menyatakan bahwa nilai

rata-rata yang didapat siswa pada pre-tes adalah 65,14. Kemudian setelah menerapkan

metode peta cerita dalam pengajaran terdapat peningkatan 10,29 poin atau 15,79% menjadi

75,43. Kemudian, dalam putaran kedua terdapat peningkatan sebesar 17,43 poin dari hasil

pre-tes atau sebesar 26,75% atau didapatkan nilai rata-rata siswa sebesar 82,57.

Berdasarkan kegiatan belajar mengajar sudah terjadi perubahan yang signifikan antar pre-

tes sampai dengan pos-tes 2. Dari hasil tersebut dapat disimpilkan bahwa metode peta cerita

dapat meningkatkan secara signifikan pemahaman membaca siswa terhadap teks narasi.

iii

ACKNOWLEDGEMENT

In the name of Allah, the Most Gracious, the Most Merciful

All praised be to Allah, Lord of the world, for the blessing given in

finishing the “Skripsi” entitled “The Improving the Students’ Reading

Comprehension of Narrative Text through story mapping” (A Classroom action

Research of the Second Grade of MTs Tarbiyatul Falah Bogor). Peace and

blessing be upon to the lovely prophet Muhammad SAW, his family, his

companion and his followers.

This “Skripsi” is presented to The Faculty of Tarbiyah and Teachers’

Training as partial fulfillment of the requirements for the degree of S.Pd in the

Department of English Education.

In this opportunity, the writer would like to express the greatest honor and

deepest gratitude to his Parents, H. Da’ih and Hj. Rokayah also his beloved

family.

The writer also would like to express his gratitude to Dr. Alek, M.Pd. as

his advisor for his time, kindness, suggestions, guidance and patience in

correcting and helping him in finishing this “skripsi”.

His Gratitude also goes to those who helped him in finishing this

“Skripsi”, among others:

1. Dra. Nurlena Rifa’i, MA., Ph.D., the Dean of the Faculty of Tarbiyah and

Teachers’ Training Syarif Hidayatullah State Islamic University.

2. Drs. Syauki, M.Pd., the Chairman of the Department of English Education.

3. Zahril Anasyi, M. Hum., the secretary of the Department of English

Education.

4. All lecturers at the Department of English Education, for their knowledge,

guidance, motivation and patient during his study at UIN Jakarta.

5. Sofyan Adenansi, S.Pd.I., the Head of MTs Tarbiyatul Falah Bogor, for giving

permission to the writer to do observation and conduct the research.

6. Ibnatul Wathan HM who has given her spirit and motivation to the writer.

iv

7. All his friends in the Department of English Education for sharing their

knowledge, time and being good friends.

Finally, the writer confesses that his writing is still far from being perfect,

hence, he hopes some suggestions and criticisms from the readers of this paper for

a better in future.

Jakarta, April 30th 2014

The Writer

viI

TABLE OF CONTENTS

APPROVAL.................................................................................................... i

ENDORESMENT SHEET ............................................................................ ii

ACKNOWLADGEMENT ............................................................................. iii

ABSTRACT .................................................................................................... v

TABLE OF CONTENTS ............................................................................... vi

LIST OF TABLES ........................................................................................ vii

CHAPTER I. INTRODUCTION ............................................................... 1

A. The Background of Study ............................................... 1

B. The Formulation of the Problem ..................................... 4

C. The Objective of Study ................................................... 4

D. The Significant of Study ................................................. 4

CHAPTER II. THEORETICAL FRAMEWORK ................................... 6

A. Narrative Text ................................................................. 6

1. The Understanding of Narrative Text ........................ 6

2. The Purpose of Narrative Text ................................... 7

3. The Schematic Structure of Narrative Text ............... 7

4. The Language Features of Narrative Text ................. 10

B. Story Mapping................................................................. 10

1. The Understanding of Story Mapping........................ 10

2. The Purpose of Story Mapping .................................. 12

3. The Technique of Using Story Mapping .................... 12

4. The Advantages and Disadvantages of Story

Mapping ..................................................................... 14

C. Teaching Narrative Text by Using Story

Mapping ........................................................................... 15

CHAPTER III . RESEARCH METHODOLOGY ..................................... 17

A. The Time and Place of the Research ............................... 17

B. The Subject of the Research ............................................ 17

viI

C. The Research Instrument ................................................ 17

D. The Data Sources ............................................................ 19

E. The Role of the Researcher in the Research .................. 20

F. The Data Collecting Procedure ....................................... 20

G. The Technique of Data Analysis ..................................... 25

CHAPTER IV. RESEARCH FINDING & INTERPRETATION ........... 28

A. Research Finding............................................................. 28

1. The Result of Pre Action ............................................ 28

2. The Result after Implementing CAR ......................... 36

B. Interpretation ......................... 45

1. Pre-action Class......................................................... 45

2. Cycle 1 ...................................................................... 45

3. Cycle 2 ...................................................................... 46

CHAPTER V. CONCLUSION AND SUGGESTION .............................. 48

A. The Conclusion ............................................................... 48

B. The Suggestion ................................................................ 48

BIBLIOGRAPHY ......................................................................................... 50

APPENDIXES ......................................................................................... 52

viii

LIST OF TABLES

Table 4.1 The result of Observation ...................................................... 29

Table 4.2 Questionnaire Rate ................................................................ 33

Table 4.3 The Result of Students’ Pre-action Test ............................... 34

Table 4.4 The Result of Post-action Test 1 ........................................... 37

Table 4.5 The Result of Post-action Test 2 ........................................... 42

1

CHAPTER I

INTRODUCTION

A. The Background of Study

English language has an important role in educational world, especially in

Indonesia. It could be seen that English has been learnt in some level of education.

For instance, in Indonesia, this language has been taught from kindergarten level

to university level. It says that English is learnt for all level of education in

Indonesia.

However, every language has its own rules and uniqueness, English does

too. English has four basic language skills. They are listening, speaking, writing,

and reading. Speaking and writing involve language production, so they are

regarded as productive skills. On the other hand, listening and reading involve

receiving message, so they are regarded as receptive skills.1

Reading, as one of language skills, has a very important role. The students

should comprehend the reading for certain purpose, however it needs a practical

and suitable method.

The idea is supported by the fact that reading now has a part of daily life.

Reading can not be separated from daily activities. People read many kinds

written materials such as newspapers, magazines, novels, academic books and so

on. Through reading people can get a lot of information, knowledge, enjoyment

and even problem solution. Therefore, the ability to read the text in any form will

bring great advantages to the readers. All those purposes need reading skill

enough.

So that way, when people talk about reading, it might be automatically

related to comprehension or understanding. For instance, a reader who

understands what he has read can answer questions about it. It means that

understanding something is the main goal of reading.

1Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman,

1989), p. 16.

2

Reading becomes an important part of language teaching, and it has

complicated problem. Some teachers considered that reading is not favorite

activity for most students. Therefore, English teachers should find strategies to

overcome this problem. They are expected to find appropriate strategies or

activities to make students understand reading text and moreover enjoy reading.

Talking about reading activities, there are some techniques that can be

used by the English teachers. Absolutely, every teacher should choose the

appropriate one to reach their goals. For example in Indonesia, it is known that

most of the classes are big. These classes can consist of 35 up to 45 students or

more for each class. Consequently, it is hard for the teacher to manage such big

classes. It is difficult for the teacher to make the contact to the student directly,

moreover students at the back row. The teachers will be difficult to control every

students on by one. On the other side, it is also difficult for the students to ask for

and receive individual attention. Moreover, if the teacher wants to actively engage

the students in the students in learning activities, it will take more time to do it.

According to Diane’s statement that good language learners are who have a strong

desire to communicate.2

From explanation above, it means that teachers must consider a strategy

that suitable for teaching reading in order to make the learning process becomes

effective. The strategy its self should be adjusted with the condition of the class

and the ability of the students. Because every class has its condition its self, it also

will determine the suitable strategy its self.

Also, the strategy used by English teachers in teaching reading must be

be adjusted to the kinds of reading text. In the current curriculum- School based

curriculum (Kurikuum Tingkat Satuan Pendidikan) There are several texts which

are ought to be learnt by high school students in Indonesia. According to the

Standard of Competence (SK) and Basic Competence (KD) in the current

curriculum KTSP 2006, some of those texts are procedure, descriptive,

argumentative and narrative text.

2Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (New York:

Oxford University Press, 2000), p. 159.

3

Among the texts which are mentioned above, narrative text is considered

as the most interesting text. A narrative text is a piece of text which tells a story

and, in doing so, entertains or informs the reader or listener.3 The text consists of

orientation, complication, or problems and resolution. Students are expected to

understand the text, but many students still find difficulties in reaching the goal.

They sometimes can not find the ideas of whole the text. The students are difficult

to comprehend the text, it makes them confused. Finally, the students do not

understand the plot of the whole story.

In teaching narrative text, the students often feel bored because the

teachers sometimes ask the students to translate the story whereas it is ineffective

method of making students understand the text. Absolutely, the student can not

enjoy the text its self.

To overcome those problems in teaching narrative text, the teacher can use

suitable and interesting methods or techniques which are also suitable for the

learners. Every methode has its own features and weakness. Also, to minimize

these problems, studens should be a centre activity of teaching and learning

process or cooperative learning. It is based on Sharan’s idea about cooperative

learning in her book that cooperative learning is a group-centered and student-

centered approach to classroom teaching and learning.4

Even though cooperative study has its problems, it becomes advantages

and disadvantages of the method. Slavin explains more about the problems and

how to solve them.5

From the explanation above, the writer would like to propose one teaching

technique which has been shown to be a beneficial teaching technique in

improving students’ understanding of narrative text, that is by using story

mapping. Story mapping is a graphic or semantic visual representation of a story.

The map illustrates ways to show an overview of a story. It also tell the

3Mark and Kathy Anderson, Text Types in English 2, (South Yarra: Macmillan, 2003), p.

8. 4 Shlomo Sharan, Handbook of Cooperative Learning Methods, (London: Preager

Westport, 1994), p. 336. 5Robert E. Slavin, Cooperative Learning, (Needham Heights: Allyn & Bacon, 1995), p.

141.

4

information about its generic structure, such as characters, setting, goal, event and

resolution.6

In teaching narrative text by using story mapping, the teacher asks the

students to read first the text then make a summary by drawing graphic and filling

it with everything that related to the story. Its purpose is to improve their

understanding of what they read. These steps are preceded by pre-test then

finalized by post test to get the summary of the whole research to show the

effectiveness of the method.

B. The Formulation of the Problem

In this study, the writer necessarily does classroom action research to see

the students’ improvement in reading comprehension of narrative text at MTs

Tarbiyatul falah Bogor. The writer applies story mapping method in this research.

The main problem of this study is ”Can story mapping improve the students’

reading comprehension of narrative text at MTs Tarbiyatul Falah Bogor?”.

In addition, “How does story mapping improve students’ reading

comprehension of narrative text at MTs Tarbiyatul falah Bogor?”

C. The Objective of Study

Based on the formulation of the problem which posed above, the main

objective of the study is to evaluate the English teaching learning process

especially in learning narrative text at MTs Tarbiyatul Falah Bogor. The objective

of the study are:

1. To know whether story mapping can improve students’ reading comprehension

of narrative text at MTs Tarbiyatul Falah Bogor.

2. To know how story mapping improve the students’ reading comprehension of

narrative text at MTs Tarbiyatul Falah Bogor.

6Pamela J. Farris, et al., Teaching Reading: A Balanced Approach for Today’s

Classroom, (New York: McGraw-Hill, 2004), p. 345.

5

D. The Significant of Study

The results of the research was expected to help English teachers applying

appropriate method in teaching narrative text to make teaching learning process

will get more understanding about the material, so it will get some improvement

quickly.

Also, this research may be used by other researcher as a tool to make a

comparison of other similar research particularly to comepare some methods

which are used to improve the students’ understanding of English texts especially

to improve the understanding of narrative text. Finally the teaching learning

process will be innovative and effective. This research may be called as

participant research, which is based on Agung’s opinion in his book that the

researcher takes part of the study.7

Also this research was used to give the ideas of empirical evidence about

using story mapping method on improving the students’ understanding of

narrative text. The explaination above agrres with Nazir’s argumentation in his

book. He states that a research is a research of knowladge and giving meaning

continuelly about something.8

Morever, this research was regarded as one of ways for the researcher to

widen his knowladge about teaching reading method, especially the idea about

story mapping method in teaching narrative text.

7 I Gusti Ngurah Agung, Metode penelitian Sosial, (Jakarta: PT Gramedia, 1992), p. 9. 8 Moh. Nazir, Metode Penelitian, (Bogor: Ghalia Indonesia, 2005), p. 13.

CHAPTER II

THEORETICAL FRAMEWORK

A. Narrative Text

1. The Understanding of Narrative Text

There are two main categories of texts, literary and factual. Within these,

there are various text types. Each type has a common and usual way of using

language. In this paper, the writer will only dicuss one of the texts that is being

used for his researach, that is narrative text.

A narrative is a text that tells a story and, in doing so, entertains the

audience.1 Also, its narrative purpose is mainly to inform often contains large

passage arranging the events in a story strictly in chronological order.

Narrative can be imaginary or factual (fairy tales, mysteries, fables,

romances and adventure stories, myths and legends). Anderson and Kathy

describe many different types of narrative; namely humour, romance, crime, real

life fiction, historical fiction, mystery, fantasy, science fiction, diary novel, and

adventure.2

From the explanation above, narrative text is a story occurred in past time

which its social funtion is to emuse or entertain the readers. It is written with

certain characteristics and its language features.

Chatman classified narrative text into four basic elements as follows:3

a. Characters

In every story, there must be characters that play in it. There are two

characters take place within a story. They are main characters and

secondary characters. Character is the single most important element in the

narrative text. It describe physical of the character such as age, weight,

height, even personality traits including the strength and weaknesses.4

1Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: Mcmillan,

1998), p. 3. 2Mark Anderson and Kathy Anderson, Text Types in English 2, (South Yarra: Mcmillan,

2003), p. 18. 3Chatman, S., and B. Attebery, Reading Narrative Fiction, (New York: McMillan, 1993),

p. 23. 4Ibid., p. 23.

A character is the most important part in the story which will be more

focus in it. He or she plays the role of the story.

b. Settings

Settings are what author writes to describe the reader where and when the

story takes place. The setting addresses the location (where) and period (when) of

the story whether the story tells a reader among realistic, historical fiction or

fantasy.5

c. Plot

The plot includes a series of episodes or events written by the author to

hold the reader’s attention and to build excitement as the story progresses. The

plot contains an initiating event, starting the main character of the series of events

toward problem solving.6A good writer will make the reader drown to the plot of

the story that he writes. The writer will be as an actor of the story its self.

d. Conclusion

The writer ends up the story by summarizing and telling the solution of the

problems in the story. This last part is called by conclusion.

2. The Purpose of Narrative Text

People write narrative text might be basically for pleasure, to gain and

hold the reader’ interest in a story. It means that they like to write any kinds of

stories to entertain or even to teach the readers about the writer’s reflection on

experience.

This is one idea to Anderson’s explanation that narrative is used to present

a view of the world that entertains or informs the reader or listener.7 It is also to

eentertain the readers or listener by presenting a story.

From the explanation above, it means that the social function of narrative

text is to emuse the reader or listener, other than providing entertainment, can be

5 Ibid.,p. 23. 6 Ibid.,p. 23. 7Mark Anderson and Kathy Anderson., Op.Cit., 2003, p. 6.

to make the audience thinks about an issue, teach them a lesson, or excite their

emotions.

3. The Schematic Structures of Narrative Text

The generic structures of narrative texts are orientation, complication,

sequence of events, resolution, and Coda.8 A more detailed generic structure of

narrative text has been proposed by Anderson and Anderson who argue that a

narrative text includes

a. Orientation that sets the scene (when and where) and introduces

participants/character (who).

b. Complication where a crisis arises and something happened unexpectedly.

c. Resolution when the crisis is resolved in which the characters finally sort out

the complication.

d. A code which is closing to the narrative (an optional step).

8 Mark Anderson and Kathy Anderson, op.cit., 1998, p. 4.

Chart 2.1

Schematic of Narrative Text

SNOW WHITE Once upon time there lived a little girl named Snow White. She lived with her Aunt and Uncle. She lived with her Aunt and Uncle because her parents were died. One day she heard her Uncle and Aunt talking about leaving Snow White in the castle because they both wanted to go to America and they didn’t have enough money to take Snow White. Snow White didn’t want her Uncle and Aunt to do this so she decided it would be best if she ran away. The next morning she ran away from home when her Aunt and Uncle were having breakfast. She ran away into the woods. She was very tired and hungry. Then she saw a little cottage. She knocked but no one answered so she went inside and fell asleep. Meanwhile, the seven dwarfs were coming home from work. They went inside. There they found Snow White sleeping. Then Snow White woke up. She saw the dwarfs. The dwarfs said, What is your name? Snow White said, ‘My name is Snow White’. Doc said, If you wish, you may live here with us’. Snow White said, ‘Oh could (I)? Thank you’. Then Snow White told the dwarfs the whole story and Snow White and the 7 dwarfs lived happily ever after.

Schematic Structures

Orientation

Major

Complication

Resolution

Complication

Resolution

Complication

Major Resolution

Language Features

Specific Participants

Past Tense action

Samples of temporal

sequence

4. The Linguistic Features of Narrative Text

The language features usually found in a narrative are:

Specific characters

Time words that connect events to tell when they occur.

Verbs to show the actions that occur in the story.

Descriptive words to portray the characters and settings.9

The language features shown above are being used by a narrator. There

always be specific characters in every story. For instance, in the story of Snow

White above, the specific character is Snow White. Time words are also used in

that story, for example "One day.....”. And also the last two language features.

The language features are provided to help the readers in understanding

the story. By past tense used, the readers will know what happened in the story.

Conjunction is also really important to describe the characters and settings of the

story.

From the explanation above, narrative text has certain language features

which is adapted from a story. It shows how the whole story is, also it becomes a

special characteristic of narrative text among other texts.

B. Story Mapping

1. The Understanding of Story Mapping Method

Generally, the target of a reading activity is to get understanding of a text.

That is why sometimes the students are being taught in a less teacher directed

manner in order to make them practicing the previous lesson and then use their

skill to improve their knowledge. Idol-Maestas and Croll (1985) demonstrate this

using a reader-directed story map study guide procedure structured to take

readers’ attention to the elements of story grammar (e.g., setting, problem, goal,

action) during reading.10 One of the easy way to make the students understand the

text easily is by using story mapping.

9Mark Anderson and Kathy Anderson, Text Types in English 2, (South Yarra: Mcmillan,

1998), p. 8.

10Zephaniah T. Davis, The Journal of Educational Research: Effects of Prereading Story

Mapping on Elementary Readers’ Comprehension, (Sacramento: California State University,

1994), p. 353.

Before explaining more about story mapping method, it should be better to

know first the origin of this method. According to Pamela J. Farris, the origin of

story maps lies within story grammar research. the term story grammar refers to

the hierarchical rules or psychological structures that people use to create and

remember stories, the skeleton underlying a story, so to speak. These

psychological models of comprehension and memory are used by both adults and

children to encode and store in formation in their long-term memories.11

The term story mapping consists of two different words. They are story

and mapping. Based on Hornby in Oxford Advanced learner’s Dictionary ‘story’

is a description of events and people that the writer or speaker has invented in

order to entertain people.12

Story is also regarded as a fiction selection to entertain a reader; as a part

of pleasure. On the other side, map is defined as a drawing to describe or give

information about something, especially the way it is arranged or organized. So, if

the word is added with –ing, become mapping, it could be defined as a sketch or

drawing that shows location or relation between things or place. In other word it is

an action to make a map.

From the explanation above, it means that story map is a graphic or

semantic visual representation of a story. The map will illustrate a way to provide

an overview af a story. It may consist of brief information about characters,

setting, problem, goal, events and resolution.13

It means that story mapping is a technique used after story has ben read. It

includes identifying the main elements, and categorizing the main events in

sequential order. A graphic representation is often used to illustrate the story

structureand sequence of events. Story mapping also can be referred as word

mapping or idea mapping. They are strategies which designed to show how the

concept or key words of a story are related one another. The result is shown

11Pamela J Farris, Teaching reading: A Balanced Approach for Today’s Classroom, (New

York: McGraw Hill, 2004), p. 345. 12A. S. Hornby, Oxford Advanced Learner’s Dictionary of Current English, (New York:

Oxford University Press, 2003), p. 815. 13Pamela J Farris, Op.Cit., p. 345.

through graphic representation. So, the whole story will be shown at the end

systematically.

Based on the concept of some experts above, it could be concluded that

story mapping method is a way to understand a story by illustrating it into a chart

of map. It describes how the story is. Some clues of a story are attached in the

map, so it guides the reader to understand the whole story.

2. The Purposes of Story Mapping

Pamela stated that there are some purposes of story mapping. They are:

Enhances meaning with mental imagery.

Links past experience to the words and ideas in the text.

Allows readers to create mental images from words in the text.

Enables readers to place themselvesin the story.

Strengthens a reader’s relationship to the text.

Stimulates the imaginative thinking.

Brings joy to reading.

Heightens engagement with text.14

Based on the purposes above it means that the function of story mapping

method are expected to facilitate and help the students getting a good

understanding of a story or text and supposed to comprehen the mean of whole

text.

3. The Technique of Using Story Mapping Method

Before applying this method, the teacher is supposed to know well how to

apply and use it. The following steps are the general procedure to follow when

preparing a basic story map:15

14Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classrooms,

(New York: McGraw Hill, 2004), p. 512. 15Ibid., p. 346.

a. Read the story. Write a sequenced summary of the main ideas, key events,

and characters that make up the plot of the story.

b. Place the title, theme, or topic of the story in the center of the graphic story

map in a predominant box or at the top of the semantic chart.

c. Draw enough ties projecting out symmetrically from the center of the map

to accommodate the major events of the story’s plot. Attach related pieces

or second-level information from the summary list to these ties in

chronological order, moving clockwise around the center. The

semantically organized chart is simply arranged by story elements, so

information is transferred to it accordingly.

d. Draw additional ties projecting out symmetrically from each secondary

box to accommodate the important details associated with the key plot

event, adding relevant information from the summary list.

e. Review the final semantic chart or story map for completeness.

Those steps are preview of procedure how to apply the story mapping

method theoretically. Here the writer will make the graphic of story mapping to

draw the steps above.

P

r

o

b

l

e

m

Figure 2.1.

Main Character

Title

Setting

Supporting Character

Solution

Story Map16

4. The Advantages and disadvantages of Story Mapping Method

In every techniques or methods, they have some advantages and

disadvantages, and story mapping does too. Its advantages, it could be helpful for

students and also the teacher. In her book, Pamela stated that when created as part

of the process of preparing a reading lesson, teachers become more involved in

thinking about the structure of the story they are to teach and how each part of the

story relates to the others.17 It means that completing a story map chart helps

students to focus on lesson, leads to more purposeful teaching, and the result is a

better quality learning experience for the students. So, the target of learning will

be closer to get perfectly.

Also, there are some advantages of story mapping for the students. They

are:

a. Students will be more easily understand how the story pieces mesh.

b. By mapping, students can store some information of the story from their

personal schema.

c. It facilitates to recall of story elements more completely.

d. It enhances the students’ ability to interpret the story by visualizing story

characters, events and setting.

e. To increase the students’ comprehension of selection by organizing and

sequencing main story events.

f. It will increase the students’ awareness that story characters and events are

interrelated.

g. To develop the students’ sense of story which will assist story telling,

retelling and writing.

h. The students’ knowledge continually applies when they predict what might

happen next in one story after another.

16Ibid., p. 347. 17Ibid., p. 346.

On the other side, story mapping has also some disadvantages. They are :

a. Story mapping can be applied only for certain kinds of text, such as

narrative text, then the maps can be applied to the stories, particularly the

shorter text.18

b. Applying story mapping in teaching narrative text needs a longer time than

without using this method. Therefore, this method can not be used for

anytime of teaching.

C. Teaching Narrative Text by Using Story Mapping Method

Jeanne M. Stone suggests to give the students an idea of what is expected

before the students begin creating their own maps.19Using story mapping in

teaching narrative text, there are some steps which should be done by the teacher

systematically. Pamela told clearly about these steps. They are:20

Step 1

Introduce to the students the concept of story mapping together with what

benefits for students are. Tell the students that story mapping would be helpful to

develope their reading comprehension of a story. Make them sure using story

mapping will give more understanding about narrative text.

Step 2

Explain the major components of story mapping through identifying a

story first concerning to figure out the title, the theme of the story, the important

characters and personality traits of specific participants of a story, after that

identifying the orientation or significant plot developements. It leads to sequence

of action to note characters’ attempts in overcoming problems, then evoke to get

18Ibid., p. 346. 19Jeanne M. Stone, Comparative Learning Reading Activities, (San Clemente: Kagan

Publishing, 2000), p. 160. 20Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classrooms,

(New York: McGraw Hill, 2004), p. 346.

the solution. A teacher needs to give the interactive instruction for each story

component clearly. Build questioning to the students before or after reading the

story to construct their motivation or to check their comprehension. After students

read a story, let them fill out section of the story map worksheet. Make sure that

all the components of story mapping form are defined.

Step 3

Direct them when the students commit errors to reread the story using

guidance question even modeling to help them come up with an appropriate

response, to make the students get the focus on the target of reading.

Step 4

Ask students to read independently. Encourage them to write the answers

using key words only while the teacher is still questioning such as ‘who is the

main character? what is he like? where does the story take place? what problem

does happen mostly? how is the end of the story? Etc.’ After that give some

comments to the students for appropriately identifying story mapping elements.

And then evaluate the answers to make sure them fix to the appropriate questions.

Step 5

Have students through selected stories and complete the story map

worksheet on theirs after students use the story mapping technique independently.

And then, check students’ responses and share individually with those students

requiring additional guidance and support them.

Step 6

Prepare some exercises and give them to the students to evaluate. It will

measure the students’ comprehension of the story. It is done individually through

to take students’ daily score.

Based on Joy’s statement in his book that various kinds of graphic

representation have also been successfully used with students learning as a second

language.21

21 Joy M. Reid, Understanding Learning Styles in the Second Language Classroom, (New

Jersey: Prentice Hall Regents, 1998), p. 116.

CHAPTER III

RESEARCH METHODOLOGY

A. The Time and Place of the Research

The research was conducted from August up to November 2013. The

research took place at MTs Tarbiyatul Falah Bogor which was located at Cibadak-

Sukamakmur Bogor. The reason of taking the research for this educational level,

because this level should master narrative text. It was one of the important kinds

of texts for final test or national final examination.

B. The Subject of the Research

The subject of this research was the second grade students of MTs

Tarbiyatul Falah Bogor in 2013/2014 academic year. Exactly, it was at the first

semester of the year. There were 35 students in class VIII B as respondents of the

research. There were some reasons why the subject was chosen. Such as; the

students of this class had lower ability in English lesson, especially in reading

English text, the class had a enough quantity of the students to do research.

C. The Research Instrument

There were four kinds of instruments used to get the data in this research.

They are observation sheet, interview guidelines, questionnaires, and test form.

Observation sheet and interview guidelines were used to get qualitative data, and

to abtain quantitative data, questionnaires and test form were used. Two both

research methods were applied to support each other. Both methods can be used

together or combined.1

To make it clearer, here are some explanations about each instrument.

1. Observation Sheet

1 Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R&D, (Bandung: Alfabeta,

2008), p. 27.

Observation is a research instrument which has special character among

other research instruments. It observes not only about the person, but also the

environment.2

Observation sheet was used as the first research instrument. This season,

the researcher as only an observer. Because the researcher took a nonparticipant

observation. The observer was not involved and only as an independent observer.3

This season was used to monitor and record the data of the teacher’s and

students’ performance during learning and teaching process in the class. The data

from this season was used as a basis data to continue to the next season. Also, the

data was used to prepare all the materials needed in the following steps.

2. Interview guideline

Interview guideline was used as a tool to collect data, if the researcher had

known the information which will be gotten. So, the researcher had prepared a

research instrument as some questions with their answer.4

This season was used also to get the data needed. It was done direct to the

subject orally. The interview was conducted to the English teacher and students of

MTs Tarbiyatul Falah second grade B. This process was applied before and after

Classroom Action Research. This season was used to complete the qualitative

data.

3. Questionnaires

Questionnaires is a technique of collecting data by giving some questions

or written statements to respondents to be answered.5

Much information can be gathered by means of a written questionneir

presented to the subject. As compared with interviewing, the written questionnaire

is typically more efficient and practical and allows for the use of a larger sample.6

2Ibid., p. 145. 3Ibid., p. 145. 4Ibid., p. 138. 5Ibid., p. 142. 6Donald Ary, Introduction to Research in Education, (DeKalb: Library of Congress

Cataloging, 1979), p. 174.

Further some advantages of this technique are that standard instructions

are given to all subjects and personal appearance, mood, or conduct of the

investigator will not color the result. There are two types of questionnaire. They

are structured and unstructured questionnaire. Otherwise, the structured

questionnaire was used in this research which contains the questions and

alternative answers to them.

4. Test

Written test was used to collect data in this season. There were two kinds

of tests used to gain the data . They were pre-test and post-test. Both were done

before and after the implementation of using story mapping in teaching narrative

text. The purpose of this season was to measure students’ understanding of

narrative text, also to obtain the quantitative data. Tasks are proposed as useful

vehicles for applying these principles.7

D. Data Sources

The data of this research was got from the process and procedure of the

research instrument and the result of teaching narrative text by using story

mapping. According to Arikunto in his book that data sources is subject which is

got from.8 All the instruments to get the data were prepared and made before

implementing CAR. Such as; time table, observation sheet, interview gudelines,

pre action test form, lesson plan, teaching materials, post action test, and so on.

Also, some data was got from English teacher of MTs Tarbiyatul Falah Bogor

which was based on himself document. And the data of the students’ evaluation

was given and calculated by the researcher. In the final, the result of comparison

between pre action test and post action test score become a real evidence to

measure the students’ achievement.

E. The Role of the Researcher in the Research

7Jack C. Richards & Theodore S. Rodgers, Approaches and Methods in Language

Teaching, (Cambridge: Cambridge University Press, 2001), p. 223. 8 Suharismi Arikunto, Procedur Penelitian, (Jakarta: Rineka Cipta, 2010), p. 172.

The role of the researcher in this reserach was a main actor. In the

observation season, the writer acted as an independent observer, he did not

involve in teaching learning process. Then, in the next season, the writer took a

part of teaching learning process. The writer acted as the English teacher in the

research process. Therefore, the writer prepared a lesson plan and pre action test

before implementing story mapping method in teaching narrative text process,

also post action test form after implementation. In the final, he calculated and

analyzed data to make a report as a result of the research.

F. The Data Collecting Procedure

In gathering the data of this research, there were some techniques used,

namely; observation, interview, questionnaire and test. To make it clearer, here

are the following details:

1. Observation

Through the observation as the first technique of collecting data. In this

technique, the data was taken from the notes about everything happened during

teaching learning process which were about the teacher’s treatment to the

students, which method the teacher used and how the process worked. The

observation also were about students’ responses and participation in teaching

learning process. This method also as a barometer to do previous data collecting.

By direct observing, there are possibilities to take some notes, behavior,

development, and so on, which happens any time.9

2. Interview

The way of collecting data of pre-action was used also interview

guidelines. It was the second technique to get more information in collecting data.

There two kinds of interview which were used. They were: unstructured interview

and structured interview.10 The interview conducted to both English teacher and

some students who were the participants of teaching learning process. The

9 Moh Nazir, Metode Penelitian, (Bogor: Gralia Indonesia, 2005), p. 175. 10 Suharismi Arikunto, Prosedur Penelitian, (Jakarta: Rineka Cipta, 2010), p. 172.

interview was about the English teaching learning process at MTs Tarbiyatul falah

which was conducted before and after implementing story mapping in teaching

narrative text. Then, the result of interview was taken as guidelines to complete

the data needed.

3. Questionnaire

In this collecting data technique, gaining the data was conducted twice,

pre-action and after implementing CAR. It was used structured questionnaire

which contained the questions and alternative answers to them. In this technique,

the students were supposed to choose one of the alternative answers according to

their personal estimation of each question. After conducting this phase, it resulted

a percentage of students’ response. Its aim was to support other data to get a valid

research result.

4. Test

The test was the last technique used to know about the students’

improvement of understanding narrative text by using story mapping method.

This technique was used to know the students’ achievement in learning narrative

text by using story mapping. It may be as the main technique in collecting data.

So, this technique would be told more how this technique worked to prove that

story mapping could improve the students’ understanding of narrative text.

The result of tests were provided by some tables to make it more eficient

and communicative enough.11

11 Sugiyono, Statistika untuk Penelitian, (Bandung: Alfabeta, 2005), p. 22.

The wholeness of the research process would be drawn in the Chart 3.1

below:

(Adapted from Suharsimi Arikunto)12

Chart 3.1

The Kurt Lewins’s Design of CAR

In General, there are many Classroom Action Research designed by

some experts. Otherwise, in this research used Kurt Lewin’s design for many

12Ibid., p. 137.

Planning Acting

Reflecting Observing

Planning Acting

Reflecting Observing

Cycle 1

Cycle 2

reasons. It is easy to be applied, applicable, suitable for this study. Kurt

Lewin’s design consists of four phases within one cycle. They are planning,

acting, observing, and reflecting.13 Teacher is possible to find a new problem

or the previous unfinished problems yet after applying first cycle. If it

happens, it is necessary to do same way to submit the second cycle. Here some

explanations about each phase and how it works.

1. Cycle 1

a. Planning

In this season, the research was conducted as a real action. Its aim was

to know what problems of the students in learning English in terms of reading

lesson especially in understanding narrative texts. So, the English teacher

would know what he should do. Therefore, in this phase, there were many

things should be prepared to start the action. Firstly, lesson plan was prepared

to make a scenario of the action. Then, choosing teaching materials, After that,

making time table, preparing all of media which needed, also preparing

evaluation sheet to measure the students’ achievement in the end of this cycle.

b. Acting

In this phase, everything which was determined on the lesson plan was

done as on the scenario. Firstly, The teacher asked the students about narrative

text and their difficulties in understanding the texts. Then, the teacher

explained the schematic structures of narrative texts and everything that can be

found in narrative texts. After that, the teacher introduced and explained what

story map was with the strategy used by students in learning narrative text.

Next, asked The students to filled out some points in the story map according

to the texts which has been given.

13Ibid., p. 137.

c. Observing

In this phase, the teacher observed the process worked also the

students’ response, participation, achievement and everything which was found

during the teaching and learning process.Also, it was necessary to ask some

students’ opinion about the process of teaching and learning narrative text by

using story mapping to get feedback. When observing, the teacher should notice

all of activities in the classroom. It was done in order to get accurate result in the

end of the research and to prepare for the next agenda.

d. Reflecting

In this last phase, the teacher reflected the whole action based on data that

have been collected, and then it was necessary to give some evaluation before

continue to the next cycle. This phase was carried out collaboratively, that was to

discuss some further problems occurred in the class with the students. Its aim, the

reflection was able to be determined after implementing the action and

observation outcomes. If there were still some problems, so it was needed to start

the next cycle. By continuing to the next cycle, it was expected that the unfinished

problems yet can be overcome and the target can be achieved. The researcher tried

to find some more interesting stories, it is based on sarah’s suggestion in her

book.14

2. Cycle 2

a. Planning

Cycle 2 began from making new lesson plan with some revised part. It was

aimed to get better of implementation the method. As the planning phase in Cycle

1, Also the teacher mde preparation of teaching aids. Evaluation and post test 2

were prepared to know students' achievements in the end of this cycle. The

teacher also re-selected the topics and teaching aids to motivate students, so that

they would get a better understanding of the texts.

14Sarah Philips, Young Learners, (New York: Oxford University Press, 1993), p. 46.

b. Acting

In this phase; the researcher applied the new lesson plan. As the teacher,

the researcher also emphasized and reviews schematic structures to the students in

order to make them getting better understanding. In this phase, the students were

also taught to paraphrase a story. Generally, it did all the activities in cycle 1, to

make sure the students understand well about the concept.

c. Observing

The researcher observed students’ participation and achievement in this

phase. Here, the researcher tried to make sure whether students improved their

understanding or not and differed their achievements between cycle 1 and cycle 2.

d. Reflecting

The teacher discussed about the implementation of the method also the

result of the implementation of the modified action and decides whether the action

should be continued or not.

G. The Techniques of Data Analysis

The observaion and interview were conducted before and after Classroom

Action Research used to analyze qualitative data. On the other side, to conduct the

quantitative data, it was conducted questionnaire and test. Here several steps were

done to get the data. There was some numerical data to be processed. First, the

researcher measured the average or mean of students’ reading score per-action

within one cycle. It was used to know how the students’ reading skills were

improved. It used the formula as below:15

X̅ = Σx

n

X̅ : mean or average.

x : total score of all students.

n : number of students.

15 Sudjana, Metoda Statistika, (Bandung: PT Tarsiti, 2002), p. 67.

Next, the writer tried to get the class percentage which passed the minimal

mastery level kriterian (KKM) considering English subject gains score 75

(seventy five). The formula is:16

P = F

n x 100%

P : Pre test presentage.

F : Total students who get score ≥ 75.

n : Number of students.

Then, after getting average of students’ score per-action, the researcher

identified whether the students improved their understanding of narrative text

from pre-test up to post test 1 in cycle 1 and post test 2 in cycle 2. The writer used

the formula below to analyze the data :

P = y1 − y

y x 100%

P : Presentage of students’ improvement.

y1 : Average of post test 1.

y : Mean of pre-test.

P = y2 − y

y x 100%

P1 : Presentage of students’ improvement.

Y2 : Average of post test 2.

y : Mean of pre-test.

16Anas Sudjono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo Persada,

2008), p. 43.

CHAPTER IV

RESEARCH FINDING AND INTERPRETATION

A. Rsearch Finding

In this sbutitle would be described some findings which were found on

classroom action resrach of implementing story mapping method on teaching

narrative text at second grade of MTs Tarbiyatul Falah Bogor. This reserach was

conduted in 2 phases. First phase was conducted before implementing story

mapping method and the second one was conducted after applying story mapping

method. Its aim to know whether the students’ score got improvement before and

after applying story mapping method in teaching narrative text.

1. Result of Pre-action

This first phase was conducted before applying story mapping in teaching

narrative text. In this phase, the data which was collected about teaching method

that English teacher used in teaching learning process, condition of the class,

students’ participation. Those information was collected by conducting

observation sheet, interview, questioner guidelines, also pre-action test for the

students.

a. Observation

After conducting observation season, it resulted a preview of the teaching

classroom condition. The data was collected before Classroom Action Research

applied. The result of observation would be summarized in the following table.

Table 4.1

The Result of Observation before CAR

NO Observation Aspects Condition Interpretation

A. Preparation

1. Teacher prepared lesson plan Enough

Teacher prepared lesson

plan before teaching

infrequently.

2. The goal of the teaching in the lesson

plan was clear Enough

Sometimes the teacher

determined the goal of the

teaching

3. Teacher prepared teaching media Enough Teaching media was

limited

4. Teacher prepared setting of the class for

teaching Enough

Teacher only used the

ordinary setting, without

making any variation

setting

5. Teacher prepared the students’

condition physically or mentality Enough

Teacher did not too care

about the students’

condition

B. Presentation/delivering material

1. Teacher told the target of teaching

which should be achieved Poor

Teacher did not tell the

goal of teaching before

teaching learning started

2.

Teacher motivated students, took

students’ attention to join teaching

process well

Enough

Teacher never gave the

students motivation but

sometimes he took the

students’ attention

3.

Teacher explained the lesson using

certain technique to make it clearer and

easier to understand

Poor Less of method variation

4. Teaching process was based on logical

steps Good

Teaching process was

based on the truth steps.

They were preparing,

acting, main and closing.

5.

While teaching learning process, the

teacher made time to ask some

questions to the students

Enough Teacher seldom asked the

students some questions

6. The teacher answered students’

question clearly Good

Teacher could answer

students’ question clearly

and could make them

satisfied.

7. Teacher asked the students to conclude

lesson in the end of the class Enough

Teacher did not ask the

students to mak a summary

of teaching learning of the

day

C. Teaching Method/Acting

1.

Teaching was done variantly as long as

the time location possible,

not classical and boring

Poor

Lees of the technique

variety in delivering

Material

2. Material was based on the purpose of

teaching Good

Teacher could deliver the

material based on the

target

3.

During teaching learning process,

teacher gave the students reinforcement

positively

Enough Sometimes the teacher

emphasize the materials

4.

Illustration and example were chosen

carefully, so those could be effective

and easy to understand

Enough Teacher gave a common

example

Based on the table 4.1, the condition of the class was not so effective to do

teaching learning process. The observation was conducted on August 21st 2013, it

describe how English teaching learning process works. Especially, the process of

Teaching reading text at the second grade of MTs Tarbiyatul Falah Bogor. First,

the teacher taught reading by explaining what kind of text is. After that, the

teacher asked students to read the text (a story). Then, the teacher explained the

students the schematic structure and content of the story. And then, he asked

students to answer some questions related to the story. And the last, he asked the

students about their achievement to submit the students’ daily score. The writer

assumes that this teaching technique could not help the students to understand

about the lesson. Furthermore, this technique caused many problems in teaching

reading, especially in teaching narrative texts. The writer will try to describe some

problems based on the observation.

First, it is related to the students’ skill who are lack of vocabulary. So, it

makes them hard to understand the words used in the story. Second, the students

only know about the theory (schematic structures) of the text without

understanding the whole text. The students do not get the ideas of the text well.

Consequently, the students get bored and difficult to answer some questions given

related to the story. And the real effect is the students’ English score is low

relatively.

According to Ngalim Purwanto, observation is a direct method of social

behavior, so it is important tool of evaluation.1

b. Interview

1. Data from Interview of the Teacher

The interview was conducted the English teacher for many times. First

interview was conducted on 26 of August 2013. This study used two kinds of

interview. Structured and unstructured interview. It asked about the condition of

teaching learning process generally. First, it was asked about problems in the

classroom happened frequently. Furthermore, the researcher conducted structured

interview using interview guidelines. Here, the teacher answered some questions

based on the interview guidelines which made by the researcher about English

teaching learning process at MTs Tarbiyatul Falah Bogor. Those were the general

condition in English class primarily on students’ reading achievement and

performance, the difficulties faced by students in reading lesson, and the kinds of

strategies implemented by the teacher previously to improve the students’

understanding of English texts.

Firstly, the teacher answered some questions about general condition of

the class. The teacher described much about what the writer asked. The teacher

said that sometimes the students followed the lesson enthusiastically but

sometimes they did not really reactive with the lesson. He added that the students

were easy to feel bored. Reading and listening were considered as hard English

skills to be mastered by the students. The students were easier to master speaking

skill. On the contrary, the students were hard to understand about reading text,

also the teacher got difficulties to teach this skill, he added. The teacher said that

there were some difficulties faced by students in understanding English texts. In

this semester, the teacher tough recount text, descriptive text, and narrative text,

based on Standard Competence (SK) and Basic Competence (KD). The teacher

got the texts from some books. The teacher also said that it was hard for some

1M. Ngalim Purwanto, Prinsip-Prinsip dan Teknik Evaluasi Pengajaran, (Bandung: PT

Remaja Rosdakarya, 2004), p. 149.

students to pass the criterion of minimum completeness (KKM) concerning the

school policy. So that, the teacher still tried to solve that problem by giving

additional score to get KKM standard. This method used to get the information

directly from the source of the research.2

2). Data from Interview of the Students

The second interview was conducted to the students using interview

guidelines. It consist of how teaching learning process, how effective the process,

and what their hope in teaching process. Through interview guidelines, the

researcher asked their opinions about the teacher technique of teaching. Some of

them said that English teaching learning process is interesting enough. Some

others said they were not really interested in following the lesson. Then, the

students told the researcher about their difficulties in learning English. Some of

them feel that reading is the most difficult skill to master. They stated that they

were hard to understand the ideas of the text. They said that their difficulties

caused by their lack of vocabularies. For example, in reading lessons, it was hard

for them to understand the text, because they did not know the meaning of several

words so they could not find what the ideas of the text. The students also said that

the teacher’s teaching techniques did not make the students interested in following

the lessons. Consequently, they could not receive what has been given by the

teacher well.

c. Questionnaire

From the students’ answer of the questioner sheet given, its calculation

used Likert Scale which 5 options scale.3

Table 4.2

Questionnaire Rate

Option of Answer Score

2Riduwan, Skala Pengukuran Variable-Variabel Penelitian, (Bandung: Alfabeta, 2002),

p. 29. 3 Sasmoko, Metode Penelitian, (Jakarta: UKI Press, 20014), p. 95.

Positive Question Negative Question

Really agree 5 1

Agree 4 2

Rather agree 3 3

Disagree 2 4

Really disagree 1 5

To calculate the total score which is got from 35 respondents used the

following pattern:

Total Score = T x Pn

Which T : Total respondents

Pn : Rate option

To estimate the interpretation used by calculating % index, the following

pattern :

Index % = 𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒

𝑌 𝑥 100

Which Y : The highest score of Likert Skor x total respondents

= 5 x 35

= 175

To search criteria of interpretation score, it is calculated by interval

pattern. As the following:

Interval = 100

𝑇𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒 𝑜𝑓 𝐿𝑖𝑘𝑒𝑟𝑡

= 100

5

= 20

So, it resulted Criteria interpretation score based on interval. As the

following:

0%—19.99% = Really Disagree

20%—39.99% = Disagree

40%—59.99% = Rather Agree

60%—79.99% = Agree

80%—100% = Really Agree

d. Result of Pre-action Test

Table 4.3

The Result of Students’ Pre-action Test

Total of

Students Total Score Average

35 2280 65,14

Note. For the complete data can be seen in the appendix III

1. Class Average Score

To get class average score, the observer used following formula :

X̅ = Σx

n

Which X̅ : Class average score

x : Total Score

n : Total student

a. Class Average Score of Pre-action Test.

X̅ = Σx

n

X̅ = 2280

35 = 65.14

From the calculation above, it says that class average score is 65.14.

b. Persentage of KKM Pre-action Test

P = F

n x 100%

Which P : Percentage of pre-test KKM

F : Total students who get score ≥ 75

n : Total students

So:

P =8

35 x 100%

= 22.86%

From calculation above, it says that percentage of pre-test KKM is

22.86%.

Based on the result of pre-action research, there were some conclussions.

The data was got from some instruments given to the students. Such as:

Observation, questioner, interview and pre-action test. Its aim was to know the

condition of the students, classroom, also the teacher. Generally, the condition

was not ready to do teaching learning process. It effected that teaching learning

process was not effective. It can be shown on Table 4.3, the result of pre action

test which class average score was only 65.14. Meanwhile, English KKM score

was 75. It means that students were on the serious problem. They needed a special

treatement to improve their English score.

2. Result after Implementing CAR

a. Cycle 1

In this phase, data was collected after implementing story mapping method

in teaching narrative text at second grade of MTs Tarbiyatul Falah Bogor. The

data was collected by conducting questioner sheet and post test 1.

1. Planning

In this phase, the researcher made a time table which described about the

steps of the research. After that, it was prepared lesson plan for the action based

on the problems faced by students according to the observation step done by the

researcher. The teacher selected material and exercises into a lesson plan.

Absolutely, narrative text was chosen as the text to be delivered for students in

which was needed to prove that teaching narrative text will be active by using

story mapping method. In the lesson plan, there were some scenario steps which

must be done by the researcher. Beside of making lesson plan, also prepared the

post-action test 1 form to collect the data needed, in order to know whether there

were students' improvement scores from pre-action test to post-action test in cycle

1. So that, in the end of teaching learning process the researcher will know

whether the strategy worked or not. In this phase, the researcher also prepared a

sheet of questioner guidelines to know the students’ opinion about the strategy

used for first time.

2. Acting

Here, all the preparations and plans were implemented. It was begun in

September 2013. In the beginning of teaching learning process, the teacher asked

the students about narrative text and their difficulties in understanding the text,

because the reseracher knew that this material has been taught by the English

teacher. After that, the teacher asked the students to tell everything about narrative

text that they knew. It may be about the definition, purpose, the characteristic, the

schematic structures. Afteropening by brainstorming, the teacher explained the

schematic structures of narrative texts. The teacher told the students about what

they should find in narrative text such as the characters, settings, problems, and

solution of the problems. Next, the students were divided into several groups then

each group. After that the teacher gave an example of narrative text, that is a story

about narrative text. The teacher also give every group a chart of story mapping.

Every group is supposed to fulfill a chart based on the story given. After that the

teacher asked them to deliver the story by using a story mapping chart.

3. Observing

In this phase, the researcher observed the students’ activities, response,

participation, achievement and everything happened which was found during the

teaching and learning process. Sometimes, the teacher also asked some students’

opinion about the process of teaching and learning narrative text by using story

mapping. When observing season, the observer noticed all of activities in the

classroom to get the data. There were some students who asked about the meaning

of some words they did not know. Some others asked about the questions which

they did not understand. Also, there was a student asked about story mapping

chart its self. In the final section, the students were given a post action test 1 as

seen in the table 4.4 below.

Table 4.4

The Result of Post-action Test 1

Incorrect

Answer

Correct

answer Score KKM Mastery

Number

of

Student

1 5 15 75

75

2 6 14 70

3 6 14 70

4 5 15 75

5 4 16 80

6 3 17 85

7 3 17 85

8 5 15 75

9 5 15 75

10 4 16 80

11 6 14 70

12 5 15 75

13 5 15 75

14 4 16 80

15 5 15 75

16 5 15 75

17 6 14 70

18 5 15 75

19 3 17 85

20 2 18 90

21 7 13 65

22 6 14 70

23 5 15 75

24 5 15 75

25 5 15 75

26 4 16 80

27 2 18 90

28 5 15 75

29 7 13 65

30 6 14 70

31 5 15 75

32 5 15 75

33 6 14 70

34 7 13 65

35 5 15 75

Total 2640 68.57%

Average 75,43

a. Class Average Score (mean)

Mean states the condition generally.4To get class average score, it used the

following formula:

X̅ = Σx

n

Which X̅ : Class average score

x : Total Score

n : Total student

By using that formula, it got the following class average score of post-

action test 1:

X̅ = Σx

n

X̅ = 2640

35 = 75.43

4Subino, Konstruksi dan Analisis Tes Suatu Pengantar kepada Teori Tes dan pengukuran,

(Jakarta: P2LPTK, 1987), p. 79.

From the calculation above, it shows that class average score of post-

action test 1 was 75.43.

b. Percentage of Post-action Test KKM

P = F

n x 100%

Which P : Percentage of post-test KKM 1

F : Amount students who get score ≥ 75

n : Total students

It means:

P =24

35 x 100%

P = 68.57%

From calculation above, it stated that percentage of post-test KKM 1 was

68.57%

c. Improvement of Class Average Score from Pre-action Test to Post-action

Test 1

X̅post test 1 − X̅pre test = 75.43 – 65.14

= 10.29

1. Percentage of class average score from pre-action test to post-action test 1:

P1 = y1 − y

y x 100%

Which P1 = Percentage of improvement score from pre-test to

post-test 1

y1 = Class average score of post-test 1

y = Class average score of pre-test

It means:

P1 = 75.43 − 65.14

65.14 x 100%

= 10.29

65.14 x 100%

= 15.79%

From the calculation above, it shown that percentage of class average

score improvement from pre-action test to post-action test 1 was 15.79%

4. Reflecting

In this phase, the researcher analyzed students’ achievement and progress

based on their test score got. In this phase, the researcher also discussed the result

of the implementation of the modified action and decided whether the action

should be continued or not. From the data and observation, it could be seen that

some students still got difficulties in elaborating specific information of a story to

the story mapping chart. Therefore, according to the discussion and the result of

post-action test 1, the researcher decided that it was necessary to continue to the

second cycle because the researcher found only few students who got significant

progress.

Based on the result of previous cycle, the research must be continued to

the next cycle (Cycle 2) with doing some improvements, not only about the

students activities but also everything that supported the teaching learning

process.

b. Cycle 2

In this phase, data was collected to support the data before to prove that

students’ understanding of narrrative text could be improved by using story

mapping method. Also to complete the data which has not be achieved.

1. Planing

In this cycle, it was begun from making new lesson plan. It was aimed to

change some parts that need to be revised, also to select more interesting story and

easier to understand. This cycle was hold in the end of September 2013. Exactly,

it began on 25 September. As in the planning season in Cycle l, here the

researcher also made preparation of teaching materials and media. Evaluation and

post-action test 2 form also were prepared to get students’ achievements in the

end of this second cycle. The new texts were also selected to motivate students.

The teacher chosen ‘Why the Sun and the Moon live in the sky’ and ‘Lake Batur’

as materials stories in the teaching process.

2. Acting

In this phase, it was implemented the new lesson plan which had been

made. Because this is the second cycle, the researcher emphasized and reviewed

schematic structures of narrative texts to the students in order to make them

getting better understanding. In this phase, the students were also taught how to

paraphrase a story. Its aim was to make students were able to retell the story.

Different with the activity in the first cycle, here the researcher shown a

story, then he give them a limited time to read that story. When the time was over,

the students started to fill story map sheet with the information from the story

which they got, but they were not allowed to look back to the story. The first story

was given (Why the Sun and the Moon live in the sky) the students were easier to

get ideas needed than in the first cycle.

3. Observing

In this stage, the students were observed to know whether students

improve their understanding or not, then the teacher measured their achievements

between cycle 1 and cycle 2. The teacher found that in this second cycle, students

had a significant progress. They improved their understanding of narrative text

significantly. Also they could do the task easier faster than before. The students’

participation also was observed to know the students’ enthusiastic.

In the end of this phase, the students were given the second post action

test. The following was a result of students’ score of post-action test 2.

Table 4.5

The Result of Post-action Test 2

Number of

Student Correct Score KKM Mastery

1 17 85

75

2 16 80

3 15 75

4 16 80

5 17 85

6 18 90

7 18 90

8 16 80

9 17 85

10 17 85

11 18 90

12 16 80

13 17 85

14 17 85

15 17 85

16 16 80

17 15 75

18 15 75

a. Class Average Score

To get class average score, the researcher used following formula :

19 18 90

20 18 90

21 14 70

22 16 80

23 17 85

24 17 85

25 16 80

26 17 85

27 19 95

28 17 85

29 14 70

30 16 80

31 16 80

32 17 85

33 17 85

34 14 70

35 17 85

Total/Average 2890 82.57 91.43%

X̅ = Σx

n

Which X̅ :Class average score

x : Total Score

N : Total student

by using that formula, so it resulted the following class average score of

post-test 2

X̅ = Σx

n

X̅ = 2890

35 = 82.57

From the calculation above, there was class average score of post-action

test 2. That was 82.57.

2. Persentage of KKM of Post-action Test 2

P = F

n x 100%

which P : Percentage of post-test KKM 2

F : Amount students who get score ≥ 75

n : Total students

So:

P =32

35 x 100%

P = 91.43%

From the calculation above, it stated that percentage of post-test KKM 2

was 91.43%.

3. Class average score improvement from pre-test to post-test 2

X̅post test 1 − X̅pre test = 82.57 – 65.14

= 17.43

Percentage of average score from pre-action test to post-action test 2 :

P2 = y2 − y

y x 100%

Which P2 : Percentage of average score improvement from pre-test

to post-test 2.

y2 : Class average score of post-test 2.

y : Class average score of pre-test.

It means that:

P1 = 82.57 – 65.14

65.14 x 100%

= 17.43

65.14 x 100%

= 26.75%

From the calculation above, it stated that percentage of average score

improvement from pre-action test to post-action test 2 was 26.75%.

4. Reflecting

Based on the results of cycle 2, showed that students’ progress was

significant. The researcher also discussed the result of the implementation of the

modified action and decided whether the action should be continued or not. Based

on the observation which had been done in teaching narrative text by using story

mapping method The students got easier to understand the text. So that way, the

researcher decided that the implementation of story mapping in teaching narrative

was successful and the research could be ended.

B. Interpretation

1. Pre-action Class

The students were given some treatements before implementing Classroom

Action Research. They were: Observation, questioner, interview and pre-action

test. Its aim is to know the condition of the students, classroom, also the teacher.

Based on the data collected, it resulted some points. Generally, the condition was

not ready to do teaching learning process. It effected that teaching learning

process was not effective. It could be shown on the result of pre action test which

class average score was only 65.14. Meanwhile, English KKM score is 75. It

means that students were on the serious problem. They needed a special

treatement. Also, the result of observation sheet said that many students less

motivativation of studying in the class. It may be caused by environment factor,

such as teacher, media also the technique used.

The data above were got from the research before implementing CAR. It

was based on the Sugiono opinion in his book about the aim of research that

methodological research basically is a scientific way to get the data for certain

purposes.5

2. Cycle 1

In this cycle, all preparation were done. Such as; making lesson plan, time

table, making teaching materials, preparing post-action test 1 form. It started

implement Classroom Action Research which using story mapping in teaching

narrative text to improve the students’ understanding at second grade of MTs

Tarbiyatul Falah Bogor. There were some treatements applied in this step. To

know the result of first cycle, it was applied questionnaire sheet also the students

were provided by post-action test 1. This was to measure the students’

achievement of first treatment. And the result said that there was an improvement

of the students’ achievement of understanding narrative text. It was supportd by

the data gotten.

5 Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R&D, (Bandung: Alfabeta,

2008), p. 2.

The students could improve their score on post-action test 1. Based on

the data that class average score was 75.43, which score was higher than before. It

means that there was an improvement for about 15.79%. To make sure about the

effectiveness of the technique and to maximize the result, so it was decided to

continue to the second cycle.

3. Cycle 2

In this cycle, the researcher did what he did in the first cycle. This steps is

to strengthen the students’ achivement of understanding narrative text by using

story mapping. In this cycle, the students also were provided by post action test,

which purpose to get the final result achivement. To show the result of the

research, here are some graphs of students’ achivement during implementing

classroom action reserch in teaching narrative text by using story mapping.

It stated that class average score before implementing CAR was 65.14, and

after implementing CAR it gets improvement. The students’ improvement of post-

action test 1 was 75.43 and 82.57 of post action test 2. It indicates there was an

improvement of students’ achievement of English class. Its improvement was so

significant, which in the first post-action test was 15.79% and the most

significant improvement was 26.75% of the second post test.

Thus, the calculation of KKM improvement also occurs significant

changes. Before implementing CAR, the students who achieve KKM standard

was only 22.86%. It indicated there was a serious problem of students’

achievement in English class. Based on the data, after applying story mapping of

teaching narrative text in the classroom, it resulted a significant improvement. It

stated that 68.57% of the students who achieve KKM standard in the first cycle.

And the second cycle, the students who could achieve KKM was 91.43%.

Based on the graph above, it states that there is an improvement of KKM

percentage. It occurs after students are treated by teaching narrative text using

story mapping. It means that using story map in teaching narrative text was an

effective way to improve the students’ English score, specially in reading skill.

Based on the theory of Nazir in his book about the purpose the research.

The research was used to give the ideas of empirical evidence about using story

mapping method on improving the students’ understanding of narrative text. It

was proved by the data got that story mapping could improve the students

understanding of narrative text.

1

CHAPTER V

CONCLUSSION AND SUGGESTION

A. Conclusion

After implementing Classroom Action Research at the second grade

students of MTs Tarbiyatul Falah Bogor and according to the result of any tests, it

could be summarized that there was a significant difference before and after

implementing story mapping method in teaching narrative text. It means that

using story mapping in teaching reading is helpful, especially in improving

students' reading comprehension of narrative text. It can be shown from the result

of pre-action test and some post-action test.

Furthermore, the students’ improvement of reading comprehension of

narrative text can be seen clearly in the students’ improvement score of their

achievement in pre-action test and two post-action tests. The result of pre-action

test and post-action test shown the significant improvement. The average score of

pre-action test was 65.14. It means there were only 22.86% of the whole students

could pass the KKM. The average score of post-action test 1 was 75.43. It proved

that 68.57% students passed KKM. The average score of post-action test 2 was

82.57. Then, it was obtained that the percentage of students who could get the

score above the KKM in post-test 2 was 91.43%. It can be concluded that teaching

narrative text by using story mapping, the students’ reading comprehension of

narrative text can be effectively improved.

B. Suggestion

Based on the conclusion above, it can be delivered some suggestions to be

paid more attention in teaching and learning process go to:

- Teachers should prepare and select appropriate method and materials to

produce the effective teaching learning process. Also, the teachers should

determine the target of the teaching which must be achieved. It was

important for teachers should pay more attention to students’ activity

during the teaching learning process in order to achieve the goal of study.

2

The last, the teachers should be able to create the teaching learning process

enjoyable, such as selecting interesting text or new teaching media.

- Students should know some methods which may be used in learning to

improve their understanding.

- Other reserchers may use this research result as a guidelines to complete

the project in similar problem of the stude.

- Readers can take notes from this rsearch for certain academic purposes.

50

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Chatman, S., and B. Attebery. Reading Narrative Fiction. New York: McMillan,

1993.

Davis, Zephaniah T. The Journal of Educational Research: Effects of Prereading

Story Mapping on Elementary Readers' Comprehension. Sacramento:

California State University, 1994.

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York: Oxford University Press. 2000.

Gay, L. R. Educational Research. New Jersey: Prentice-Hall, 1996.

Harmer, Jeremy. The Practice of English language Teaching. New York: Longman,

1983.

Hornby A. S. Oxford Advanced Learner's Dictionary of Current English. New York:

Oxford University Press, 2003.

Nazir, Moh. Metode Penelitian. Bogor: Gralia Indonesia, 2005.

Phillips, Sarah. Young Learners. New York: Oxford University Press, 2001.

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Purwanto, M. Ngalim. Prinsip-Prinsip dan Teknik Evaluasi Pengajaran. Bandung:

PT Remaja Rosdakarya, 2004.

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New Jersey: Prentice Hall Regents, 1998.

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Teaching. Cambridge: Cambridge University Press, 2001.

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Sharan, Shlomo. Handbook of Cooperative Learning Methods. London: Prager

Westport, 1994.

Slavin, Robert E. Cooperative Learning. Needham Heights: Allyn & Bacon, 1995.

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Sugiono. Metode Penelitian Kuantitatif dan R&D. Bandung: Alfabeta, 2008.

Sugiyono. Statistika untuk Penelitian. Bandung: Alfabeta, 2005.

LIST OF APPENDIXES

1. Silabus MTs Tarbiyatul Falah ..................................................... 52

2. Lesson Plan ................................................................................. 69

3. Pre-action Test Score .................................................................. 82

4. Post-action Test Score 1 .............................................................. 83

5. Students’ work on Story Mapping .............................................. 84

6. Questionnaire before CAR .......................................................... 85

7. Questionnaire after CAR ............................................................. 86

8. Graphic of Story Mapping........................................................... 87

9. Surat Pengajuan Judul ................................................................. 88

10. Surat Bimbingan Skripsi ............................................................. 89

11. Surat Keterangan Penelitian ........................................................ 90

12. Surat Keterangan KKM ............................................................... 91

13. Result of Observation .................................................................. 92

14. Analysis Score ............................................................................. 94

SILABUS Sekolah : MTs. Tarbiyatul Falah Kelas : VIII ( Delapan ) Mata Pelajaran : BAHASA INGGRIS Semester : 1 (Satu)

Standar Kompetensi : Mendengarkan 1. Memahami makna dalam percakapan transaksional dan interpersonal sederhana untuk berinteraksi dengan lingkungan sekitar.

Kompetensi Dasar

Materi Pokok/Pembelajaran

Kegiatan Pembelajaran

Indikator Penilaian

Alokasi Waktu

Sumber Belajar

Karakter

Teknik Bentuk

Instrumen Contoh

Instrumen

1.1 Merespon makna yang terdapat dalam percakapan transaksional (to getthings done ) daninterpersonal (bersosialisasi) sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta,memberi, barang, mengakui, mengingkari fakta, dan meminta dan memberi pendapat

1.2 Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi)

Percakapan singkatan memuat ungkapan – ungkapan: A : Let me help you. B : Thank you so much. A: Can I have a bit? B: Sure. Here you are. A: Did you break the glass? B: Yes I did / No, it wasn’t me. A: What do you think of this? B: Not bad. Percakapan singkatan memuat ungkapan – ungkapan: A: Would you come to my party? B: I’d love to / I want to, but ........ A; I do agree B; Thanks for the support. A; No way .... B: It’s O.K. No problem A: You have beautiful

1. Brainstorming bertanya dan menjawab tentang berbagai hal terkait tema topik yang akan dibicarakan.

2. Membahas kosakata ( noun phrase, verb phrase, adverb phrase) tata bahasa (kalimat sederhana tentang tawaran jasa, meminta sesuatu, informasi faktual, pendapat terkait materi percakapan

3. Mendengarkan percakapan yang memuat ungkapan ungkapan dalam materi dengan cermat

4. Menjawab pertanyaan tentang isi percakapan.

5. Memberi respon lisan dan tulis terhadap ungkapan yang didengar.

1. Memberi respons

• Merespon ungkapan meminta, memberi, menolak jasa

• Merespon ungkapan meminta, memberi, menolak barang

• Mengakui, mengingkari fakta

• Merespon ungkapan meminta dan memberi Pendapat

• Merespon ungkapan mengundang,menerima, dan menolak ajakan

• Merespon ungkapan menyetujui / tidak menyetujui

• Merespon ungkapan memuji

Tes lisan Tes lisan Tes lisan Tes lisan Tes lisan

Merespon secara lisan Pertanyaan lisan Pilihan ganda Pertanyaan lisan Isian

Respond the following statement

Q: Let me help you A:....... Q: Can I have a bit? A: ........... Choose the right response Q: Did you break the

glass? a. Yes, I did b. I don’t know c. I’m not sure d. All right Q: What do you think

of my new dress A:............ Write your response to the following statements: 1. Would you go

with me to the movie?

2. I do agree with you to join the speech

contest 3. You have beautiful hair. 4. You passed your exams.

2 x 40 menit

1. Script percakapan

2. Rekaman Percakapan: - Cassette - Tape Recorder - CD - CD Player - TV 3.

Gambargambar/ benda terkait

1 Script

percakapan 2 Rekaman

percakapan 3 Tape recorder 4 Gambar yang

relevan Buku teks yang

Bersahabat, komunikatif Cermat. Percaya diri. Kreatif. Kerja sama. Ulet. Rasa ingin tahu. Toleransi

sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yangmelibatkan tindak tutur: mengundang,menerima dan menolak ajakan, menyetujui/ tidak menyetujui, memuji, dan memberi selamat

hair. B: Thank you. A: Happy birthday. B: Thank you.

lisan Curah pendapat tentang hal-hal terkait topik/ungkapan yang akan dibahas

2. Membahas kosakata dan tata bahasa terkait topik/ ungkapan yangdibahas

3. Mendengarkan percakapan memuat ungkapan terkait marteri

4. Tanya jawab tentang isi percakapan

5. Tanya jawab tentang fungsi dan makna ungkapan dalam percakapan

• Merespon ungkapan memberi selamat

Congratulations. relevan

Standar Kompetensi : Mendengarkan 2. Memahami makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk descriptive dan recount untuk berinteraksi dengan lingkungan sekitar.

Kompetensi Dasar



Indikator Penilaian

Alokasi Waktu

Sumber Belajar

Karakter

Teknik Bentuk

Instrumen Contoh

Instrumen

2.1 Merespon makna yangterdapat dalam teks lisan fungsional pendek sederh ana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar.

2.2 Merespon makna yang terdapat dalam monolog pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan

• Teks fungsioanl pendek berupa : Undangan Contoh: Dear Rio, I want you to come to my house forlunch on Sunday at 12 a.m. Thanks. Mona

• Ciri kebahasaan teks fungsional pendek

• Langkah retorika teks: - descriptive (identification –

1. Tanya jawab tentang berbagai hal terkait topik/tema yang akan dibahas dengan rasa ingin tahu

2. Membahas kosakata yang terkai tema/topik/undang an (noun phrase, verb phrase)

3. membahas ungkapanungkapan yang sering muncul dalam undangan: - I want you to come to....... - Please come to ... - Don’t forget to

• Mengidentifikasi informasi yang terdapat dalam teks fungsional pendek berupa undangan.

• Mengidentifikasi ciri kebahasaan dalam teks fungsional pendek berupa Undangan.

• Mengidentifikasi Informasi/makna yang terdapat dalam teks Berbentuk descriptive dan recount

Tes tertulis Tes lisan Tes tulis

Melengkapi rumpang Pertanyaan lisan PG

Complete the following sentences based on the text you hear Answer the questions orally based on the text you listen to Choose the best option based on the text you have listened to

2 x 40 menit 2 x 40 menit

1. Script teks undangan

2. Rekaman undangan

- cassette - tape

recorder - CD - CD Player - TV 3. Gambar/

realia terkait tema/topik/ jenis teks

1 Buku teks

Rasa Ingin tahu Kreatif, mandiri

lingkungan sekitar dalam teks berbentukdescriptive dan recount

descriptions) - recount ( orientation events) - reorientation Teks lisan berbentuk

• descriptive • recount Langkah retorika teks : • descriptive (identification – descriptions) • recount (orientation events – reorientation)

Come to...... 4. Mendengarkan

teks fungsional pendek (undangan)

5. menjawab pertanyaan tentang berbagai informasi yang terdapat dalam teks fungsional, undangan.

6. Mendengarkan contoh-contoh undangan lainnya dari teman dengan cermat

7. Mengidentifikasi ciri kebahasaan teks fungsional pendek : undangan - invite - occasion - time - place - Invitor

1 Eliciting kosakata terkait tema/topik/ jenis teks

2 Membahas tata bahasa terkait jenis teks yang akan dibahas

3 Mendengarkan teks Monolog descriptive / recount dengan topik tertentu dengan ingin tahu

4 Menjawab pertanyaan tentang berbagai informasi terkait teks yang didengar

5 Menjawab pertanyaan tentang tujuan komunikatif teks yang didengar

• Mengidentifikasi fungsional dan langkah retorika teks deskriptif

dan recount.

yang relevan

2 Gambar terkait tema / topik

Script teks: descriptive /

recount 4 Rekaman

teks 5 Tape

recorder 6 OHP 7 Lingkungan

sekitar

Standar Kompetensi : Berbicara 3. Mengungkap kan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar



Indikator Penilaian

Alokasi Waktu

Sumber Belajar

Karakter

Teknik Bentuk

Instrumen Contoh

Instrumen 3.1 Mengungkapkan makna

dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: meminta,memberi,menolak jasa meminta, memberi, menolak barang, mengakui,mengingkari fakta, dan meminta dan memberi pendapat

3.2 Memahami dan merespon percakapan transaksional (to get things done) dan Interpersona l(bersosialisasi) sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: mengundang, menerima dan menolak ajakan, menyetujui/tidak

Percakapan singkatan memuat ungkapan – ungkapan. A; Let me help you. B: Thank you so much. A: Can I have a bit. B: Sure. Here you are. A: Did you break the glass? B: Yes, I did / No, it wasn’t me. A: What do you think of this? B: Not bad. A: Would you come to party? B: I’d love to / I wan’t to, but ......... A: I do agree. B: Thanks for the Support. A: No, way, ... B: It’s O.K. I understand. A: You have beautiful hair. B: Thank you. A: Happy birthday. B; Thank you.

1. Review kosakata dan ungkapanungkapan terkait materi dan tema

2. Tanya jawab Menggunakan ungkapan ungkapan tersebut

3. Bermain peran melakukan percakapan yang disediakan guru dengan percaya diri

4. Bermain peran Melakukan percakapan Berdasarkan situasi /gambar yang disediakan percaya diri

5. Menggunakan ungkapan yang telah dipelajari dalam real life situation dengan mandiri

1. Review kosakata terkait

tema, topik sebelumnya 2. Memperkenalkan

kosakata baru / ungkapanungkapan yang akan dibahas

3. Tanya jawab menggunakan ungkapanungkapan terkait materi dengan bersahabat

4. Menirukan percakapan yang diucapkan guru

tentang meminta , memberi, menolak jasa

menjawab tentang meminta,memberi, menolak barag

menjawab tentang mengakui, mengingkari fakta

pendapat

tentang mengundang, menerima, menolak ajakan

tentang menyetujui.tidak menyetujui

tentangmemuji

tentang memberi selamat

Tes lisan Tes lisan

Bermain peran Bermain peran

Create a dialogue based on the role cards and perform it in front of the class. Create a dialogue based on the role cards and perform it in front of the class.

2 x 40menit 1. Buku teks yang relevan 2. Gambar-gambar terkait tema 3. Realia Benda sekitar

Kreatif, toleransi, bersahabat, komunikatif Percaya diri Kreatif, toleransi, bersahabat, komunikatif

menyetujui, memuji, dan memberi selamat

5. Melakukan percakapan yang diberikan

6. Melakukan tanya Jawab menggunakan Ungkapan tersebut

Standar Kompetensi : Berbicara 4. Mengungkap kan makna dalam teks lisan fungsional dan monolog pendek sederhana yang berbentuk descriptive dan recount untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar



Indikator

Penilaian Alokasi Waktu

Sumber Belajar

Karakter

Teknik Bentuk

Instrumen Contoh

Instrumen

4.1 .Mengungkapkan makna dalam bentuk teks lisan fungsional pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan

4.2. Mengungkapkan makna dalam monolog pendek sederhanadengan menggunakan ragam bahasa nista secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount

Teks fungsional pendek berupa :Undangan 1. Teks pendek

berbentuk recount 2. – informasi faktual-

informasi rinci - gagasan utama - gagasan pendukung dalam teks pendek berbentuk recount

3. Ciri kebahasaan teks recount

1. Mendengarkan teks fungsional pendek: undangan dengan cermat

2. Tanya jawab tentang isi teks“undangan”

3. Tanya jawab tentang struktur teks

4. Membuat kalimat sederhana terkait jenis teks bentuk undangan - I want to come to.... - Please come to........

5. Berlatih mengundang seseorang secara lisan menggunakan gambit-gambit tertentu dengan kreatif dan komunikatif Contoh:

A: Hi Guys, I want you all to come to my birthday party.

B: We’d love to! When? A: Tomorrow, at 4.00

6. Secara berpasangan atau dalam kelompok mengungkapkan undangan berdasarkan konteks /

• Mengungkapan secara lisan teks fungsional pendek berbentuk undangan.

Contoh: Dear Rio, I want you to come to my house for lunch on Sunday at 12 a.m. Thanks. Mona • Bertanya dan menjawab

secara lisan berbagai Informasi tentang teks fungsional pendek berbentuk undangan

1. Bertanya dan menjawab berbagai infmasi secara lisan dalam teks pendek berbentuk : - Recount

2. Melakukan monolog pendek dalam bentuk recount

Tes lisan Performance Invite your friend to come to your bithday party orally! Think of an activity or event that happened to you yesterday and tell us about it.


1. Buku teks yang relevan

2. Gambar terkait tema/topik

3. Benda-benda sekitar

1. Buku teks

yang Relevan 2.

Koran/majalah

3. Gambar peristiwa

Cermat Kreatif, Bersahabat Kreatif, komunikatif

situasi yang diberikan 7. Secara mandiri

Mengungkapkan undangan lisan

1. Tanya jawab berbagai hal terkait topik tertentu ( peristiwa, kejadian, pengalaman )

2. Mengembangkan kosakata, tata bahasa terkait topik / jenis teks recount

3. Mengidentifikasi kejadian, peristiwa, pengalaman yang pernah dialami melalui tanya jawab

4. Melakukan monolog dalam bentuk recount

Standar Kompetensi : Membaca 5. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar

Kompetensi Dasar



Indikator Penilaian

Alokasi Waktu

Sumber Belajar

Karakter

Teknik Bentuk

Instrumen Contoh

Instrumen 5.1. Membaca nyaring

bermakna teks tulis fungsional dan esei berbentuk descriptive dan recount pendek dan sederhana dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar

5.2. Merespon makna

dalam teks tulis fungsional pendek sederhana secara

Teks fungsional pendek berupa: Undangan

descriptive dan recount


1. Brain storming tentang berbagai hal terkait teks fungsional pendek berbentuk “undangan”

2. Mendengarkan undangan yang dibacakan oleh guru/ teman dengan cermat

3. membaca nyaring teks fungsioanl pendek tentang undangan dengan percaya diri

4. menjawab pertanyaan tentang isi teks fungsional pendek “undangan”

5. Menyebutkan tujuan komunikatif teks fungsional pendek “undangan”

nyaring dan bermakna teks fungsional pendek berbentuk undangan

berbagai informasi dalam teks fungsional pendek berbentuk undangan

fungsi sosial teks fungsional pendek berbentuk undangan

asi ciri kebahasaan teks fungsional pendek

Tes lisan Tes tertulis Tes tulis

Membaca nyaring Uraian PG Membaca nyaring

Read the the text aloud and clearly. Answer the following questions based on the text Choose the best option based on the text. Read the text aloud.

2 x 40menit

1. Buku teks yangrelevan



Percaya diri Kreatif, cermat, komunikatif mandiri

akurat lancar dan berterima yang berkaitan dengan lingungan sekitar

5.3. Merespon makna

dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount

descriptive dan recount descriptive

dan recount

6. Menjwab pertanyaan tentang ciri kebahasaan teks fungsional pendek “undangan”

1. Tanya jawab berbagai hal

terkait tema/topik bacaan 2. Review kosakata dan

tatabahasa terkait jenis teks descriptive/recount

3. Membaca teks descriptive/recount dengan rasa ingin tahu

4. Menjawab pertanyaan tentang informasi yang terdapat dalam teks

5. Menjawab pertanyaan tentang tujuan komunikatif dan langkah retorika teks descriptive/recout

6. Menyebutkan ciriciri Kebahasaan teks yang dibaca dengan antusias

berbentuk undangan

dalam teks descriptive dan recount


teks descriptive dan recount


Tes lisan

4 x 40menit

1. Buku teks

yang relevan

2. Koran/majalah

3. Gambar peristiwa/temp at

4. Lingkungan sekitar

Rasa ingin tahu antusias

Standar Kompetensi : Menulis 6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk descriptive, dan recount untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar



Indikator


Sumber Belajar

Karakter

Teknik Bentuk

Instrumen Contoh

Instrumen 6.1. Mengungkapkan

makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar

Teks fungsional pendek berupa : - Undangan - Pengumuman - Pesan Singkat

1. Tanya jawab berbagai hal terkait tema/topik teks fungsional yang akan dibahas

2. Penguatan kembali kosakata dan tata bahasa terkait jenis teks fungsional

3. Menulis kalimat sederhana terkait jenis teks

4. Menulis teks fungsional pendek berdasarkan konteks dengan kreatif dan

• Melengkapi rumpang teks fungsional pendek

• Meyusun kata menjadi teks fungsional yang bermakna

• Menulis teks fungsional pendek

Tes tulis Tes tulis

Essay Completion Jumbled sentences Essay

1. Write simple sentences based on the situation given.

2. Write an invitation/ an announcement / message based on the situation given.

• Complete the paragraph using the suitable words.

• Rearrange the following sentences correctly.

2 x 40 menit

1. Buku teks yang relevanContoh undangan, pengumuman, SMS

2. Gambar yang relevan

Kreatif Cermat Komunikatif

6.2. Mengungkapkan

makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount

Teks rumpang berbentuk - descriptive - recount Kalimat acak

komunikatif 1. Review Ungkapan

ungkapan yang mendeskripsikan benda, orang atau tempat.

2. Menulis kalimat yang Mendeskripsikan benda, tempat, orang atau binatang berdasarkan gambar/realia.

3. Melengkapi rumpang dalam teks deskriptif dengan kata yang tepat.

4. Menyusun kalimat acak menjadi teks deskriptif yangterpadu.

5. Membuat draft teks

deskriptive secara mandiri.

6. Mengekspos teks descriptive yang ditulis di kelas dengan mandiri dan percaya diri

• Melengkapi

rumpang teks essai pendek berbentuk descriptive

• Menyusun kalimat menjadi teks yang bermakna dalam bentuk descriptive

• Menulis teks essai dalam bentuk descriptive .

Tes tulis Tes tulis

• Write an essay describing something or a certain place.

4 x 40 menit

1. Buku teks

yang relevan



Kreatif Cermat Komunikatif Percaya diri Mandiri

SILABUS Sekolah : SMP Kelas : VIII (Delapan ) Mata Pelajaran : Bahasa Inggris Semester : 2 (Dua)

Standar Kompetensi : Mendengarkan 7. Memahami makna dalam percakapan transaksional dan interpersonal pendek sederhana untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar



Indikator


Sumber Belajar

Karakter

Teknik Bentuk

Instrumen Contoh

Instrumen 7.1 Merespon makna

yang terdapat dalam percakapan transaksional (to getthings done) dan interpersonal (bersosialisasi) pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta, memberi, menolak barang, dan meminta, memberi dan mengingkari informasi, meminta, memberi, dan menolak pendapat, dan menawarkan / menerima / menolak sesuatu

Percakapan yang memuat ungkapanungkapan berikut: A: Do you mind lending

me some money? B: No Problem / I want to, but ... A: Can I have a bit B: Sure, here you are A:Here’s some money for you B: I can’t take this, sorry A: Do you like it? B: Yes I do A: Have you done it? B: Sorry, I haven’t A: Do you think it’s good? B: I think so / Sorry, I can’t say

anything A: Would you like some... B: Yes, please / No, thanks Percakapan yang memuat ungkapan ungkapan berikut: A: What if it I do it again. B: Fine, with me. A: I have to go now. B: Do you have to? A: .......... B: Right / I see / Hm...m.

Hello, excuse me ..... Did you? / Were you? Thanks/ Bye.../ See you. Could I speak to ....please? Well, I’m calling to....

1. Eliciting kosakata terkait topik yangakan dibahas (noun, verb, adjective, adverb)

2. Menentukan makna kata dan menggunakannya dalam kalimat

3. Mendengarkan guru dan menirukan ungkapan-ungkapan terkait materi dengan

cermat 4. Mendengarkan

percakapan tentang materi terkait

5. Menjawab berbagai informasi yang terdapat dalam percakapan

6. Merespon ungkapan-ungkapan yang terkait materi dengan

bersahabat dan komunikatif

erespon ungkapan meminta,memberi, menolak jasa

meminta,memberi, menolak barang

meminta, memberi, mengingkari informasi

meminta,memberi, menolak pendapat

ungkapan meminta, menerima, menolak tawaran

meminta,memberi persetujuan

Pernyataan

memberi perhatian terhadap pembicara

Memperpanjang dan menutup percakapan

mengawali, memperpanjang dan menutup percakapan

Tes tertulis Tes lisan

Isian singkat Jawaban Singkat

Listen to the expression and write your response to it. Listen to the expression and give your response to it.

2 x 40 menit

1. Script percakapan uku teks

2. Rekaman percakapan

3. Tape recorder

4. CD 5. CD player 6. gambar 7. Benda

sekitar 8. model

benda

Bersahabat, komunikatif Cermat. Percaya diri. Kreatif. Kerja sama. Ulet. Rasa ingin tahu.

7.2 Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta, memberi persetujuan, merespon pernyataan, memberi perhatian terhadap pembicara, mengawali, memperpanjang, dan menutup percakapan, telepon

1. Tanya jawab berbagai hal terkait tema/topik yang akan dibahas

2. Mendaftar kosakata yang digunakan dalam percakapan

3. Menentukan makna kosakata dalam daftar

4. Menggunakan kosakata dalam kalimat

5. Tanya jawab menggunakan ungkapan – ungkapan terkait dengan santun

6. Menirukan ungkapan yang diucapkan guru dengan

antusias 7. Mendengarkan percakapan 8. Menjawab pertanyaan

tentang percakapan dengan bekerja sama

telepon Tes tulis Tes lisan

Merespon ungkapan Melengkapi percakapan

Listen to the expressions and give your response to them. Listen to the dialogue and complete the text

2 x 40 menit 1 Buku teks yang relevan

2 Script percakapan

3 Rekaman percakapan

4 Tape recorder

5 Gambar yang relevan

Percaya diri Antusias Kerja sama

Standar Kompetensi : Mendengarkan 8. Memahami makna dalam percakapan transaksional dan interpersonal pendek sederhana untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar



Indikator


Sumber Belajar

Karakter

Teknik Bentuk

Instrumen Contoh

Instrumen 8.1 Merespon makna

yangterdapat dalam teks lisan fungsional pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar

8.2 Merespon makna yang terdapat dalam

• Teks fungsional pendek : - undangan, - pengumuman, - pesan singkat

• Tujuan komunikatif teks fungsional pendek : - undangan, - pengumuman, - pesan singkat

• Teks monolog berbentuk : - narrative

1. Tanya jawab tentang berbagai hal menggunakan kosakata dan ungkapan yang telah dipelajari

2. Review berbagai jenis teks fungsional pendek yang sering dijumpai

3. Mendengarkan teks fungsional pendek terkait tema/topik tertentu dengan cermat

• Mengidentifikasi berbagai informasi dalam teks fungsional pendek undangan,pengumuman,pesan singkat

• Mengidentifikasi tujuan komunikatif teks fungsional pendek

Tes tulis Tes tulis

Melengkapi rumpang Pilihan ganda

Listen to the dialogue and complete the following text. Listen to the t and choose th

2x 40 menit 1 Buku teks yang relevan

2 Script teks fungsional

3 Rekaman percakapan

4 Tape recorder

5 Gambar yang

Cermat Rasa ingin tahu

monolog pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk narrative

dan recount

- recount • Tujuan komunikatif teks

berbentuk : - narrative - recount

4. Menjawab berbagai pertanyaan terkait informasi dalam taeks fungsional yang didengar

5. Menentukan tujuan komunikatif dari teks yang didengar

1. Tanya jawab berbagai hal ter kait tema/topik/jenis teks

2. Eliciting cerita yang dikenal siswa

3. Tanya jawab tentang salah satu cerita yang dikenal siswa - tokoh, tempat kejadian - problem, solusi, akhir cerita

4. Mendengarkan cerita terkait tema/topik dari guru/teman dengan rasa ingin tahu

5. Tanya jawab tentang informasi dalam cerita yang di dengar

6. Tanya jawab tentang tujuan komunikati dari teks yang di dengar

• Mengidentifikasi berbagai informasi dalam teks monolog narative

• Mengidentifikasi tujuan komunikatif teks naratif

right answer relevan

Standar Kompetensi : Berbicara 9. Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar



Indikator


Sumber Belajar

Karakter

Teknik Bentuk

Instrumen Contoh


makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan

Percakapan singkat memuat ungkapan – ungkapan : A: Do you mind lending me some money? B: No, problems A: Can I have a bit? B: Sure, here you are. A: Here is some money fo you. B: Sorry, I can’t take this. A: Do you like it ? B: Yes, I do. A: Have you done it?

1. Mengembangkan kosakata terkait dengan jenis ungkapan dan tema/topik yang terkait

2. Tanya jawab tentang berbagai hal menggunakan ungkapan terkait materi/topik.tema yang di pillih dengan santun

3. Menirukan

• Bertanya dan menjawab tentang

meminta,memberi, menolak jasa

• Bertanya dan menjawabtentang meminta,memberi, menolak barang

• Bertanya dan menjawab tentang meminta, memberi danmengingkari

Tes lisan

Bermain peran

Create a dialogue based on the role cards and perform it in front of the class

2 x 40 menit



3. Benda sekitar

Santun Cermat Percaya diri Semangat

berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta, memberi, menolak barang, meminta, memberi dan mengingkari informasi, meminta, memberi, dan menolak pendapat, dan menawarkan / menerima / menolak sesuatu

9.2. Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam akurat, lancar, dan berterima untuk berinteraksi denganlingkungan terdekat yang melibatkan tindak tutur: meminta, memberi persetujuan, merespon pernyataan, memberi perhatian terhadap pembicara, mengawali, memperpanjang, dan menutup percakapan, serta mengawali, memperpanjang, dan menutup percakapan telepon

B:No, I haven’t. A: Do you think it’s good? B: I think it is / Sorry I can’t say any thing A: Would you like some .....? B: Yes, please / No, Thanks Teks percakapan memuat ungkapan berikut: A: what if I do it again? B: Fine with me. A: I Must go now B: Do you have to? • Right. • I see. • Hm...m yeah • Hello,excuse me • Did you? / Were you? • Thanks/ Bye / see you • Could I speak to ..? • Well,I’m calling to ...? • Nice talking to you.

ungkapanungkapan terkait materi yang diucapkan guru dengan cermat

4. Latihan bertanya dan menjawab menggunakan ungkapan yang telah dipelajari secara berpasangan 5. Bermain peran melakukan percakapan berdasarkan situasi yang diberikan

1. Tanya jawab menggunakan berbagai kosakata dan ungkapan yang telah dipelajari

2. Mendengarkan percakapan yang memuat ungkapanungkapan yang telah dipelajari

3. Menjawab pertanyaan tentang isi percakapan

4. Menjawab pertanyaan tentang makna dan fungsi ungkapan terkait

5. Menggunakan ungkapan – ungkapan terkait berdasarkan konteks dengan percaya diri

6. Bermain peran mengunakan ungkapan yang telah dipelajari dengan semangat

informasi • Bertanya dan

menjawabtentang meminta,memberi danmenolak pendapat

• Bertanya dan menjawab tentang menawarkan, menerima, menolak sesuatu

• Bertanya dan menjawab tentang meminta, memberi persetujuan

• Bertanya dan menjawab tentang merespon pernyataan

• Bertanya dan menjawab tentang memberi perhatian terhadap lawan bicara

• Mengawali, memperpanjang menutup percakapan

• Mengawali, memperpanjang menutup percakapan telepon

Tes lisan

Bermain peran

Create a dialogue based on the role cards and perform it in front of the class.

2 x 40 menit

1. Buku teks

yang relevan


3. Benda sekitar

4. Kartu peran

Standar Kompetensi : Berbicara 10. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar



Indikator Penilaian

Alokasi Waktu

Sumber Belajar

Karakter

Teknik Bentuk

Instrumen Contoh

Instrumen 10.1 Mengungkapkan

makna dalam teks lisan fungsional pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar

10.2 Mengungkap kan

makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk recount dan narrative

• Teks fungsional pendek : - Undangan - Pengumuman - Pesan singkat • Teks monolog berbentuk narrative

1. Review kosakata dan ungkapan yang digunakan dalam teks fungsional pendek terkait materi

2. Membuat kalimat sederhana untuk:

- mengundang- mengumumkan - memberi pesan 3. Membahas gambitgambit yang

sering muncul dalam teks fungsional terkait

4. Mengungkapkan secara lisan: - undangan - pengumuman - pesan singkat dengan santun dan

komunikatif 1. Review kosakata dan tata bahasa

terkait jenis teks narrative dan tema yang dipilih

2. Membuat kalimat sederhana secara lisan terkait ciri-ciri kebahasaan teks narrative

- simple past - past continuous - temporal conjunctions - connective words - adverbs - adjectives 3. Menceritakan kembali cerita

populer di kotanya menggunakan gambit-gambit yang sesuai. Contoh: Really? That’s terrible!, How then?, First,...., then....,finally... dengan percaya diri dan komunikatif

4. Menceritakan kembali teks narative yang pernah didengar dengan semangat

.

• Mengungkapkan secara lisan teks fungsional :

- Pengumuman - Undangan - Pesan singkat • Bertanya dan

menjawab secara lisan berbagai info dalam teks pengumuman, undangan, pesan singkat

• Melakukan

monolog pendek sederhana dalam bentuk narrative dan recount

Tes lisan Tes lisan

Performance Performance

1. Invite your friend orally to join a discussion on the danger of drugs.

2. Give announcement orally about the plan of the trip to Borobudur Temple.

3. Tell your friend to wait for you after school.

1. Retell a stor that

you know very well. 2. Tell a story based

on theseries of a pictures given.



2. Gambar terkait materi dan topik

3. Benda sekitar

4. Teks bentuk khusus:

- undangan, pengumuman pesan singkat 1.Buku teks

yang relevan

2.Gambar yang relevan

3.Benda sekitar

4. Buku cerita dalam bahasa Inggris

Aantun Percaya diri Komunikatif Cermat Semangat

Standar Kompetensi : Membaca 11. Memahami makna dalam esei pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar



Indikator Penilaian

Alokasi Waktu

Sumber Belajar

Karakter

Teknik Bentuk

Instrumen Contoh

Instrumen 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

11.2 Merespon makna

dalam teks tulis fungsional pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar

11.3 Merespon makna

dan langkah retorika dalam esei pendek sederhana secaraakurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk recount dan nararative

• Teks Essai berbentuk narrative / recount • Ciri kebahasaan Teks Essai berbentuk narrative / recount • Tujuan komunikatif teks essai narratif / recount • Langkah retorika narrative / recount • Teks fungsional : - undangan - pengumuman - pesan • Tujuan komunikatif Teks narrative/ recount • Ciri kebahasaan teks narrative/ recount

1. Tanya jawab mengembangkan kosakata berdasarkan gambar cerita popular

2. Tanya jawab menggali informasi dalam cerita berdasarkan gambar

3. Mendengarkan teks narrative / recount yang dibaca guru dengan rasa ingin tahu

4. Membaca nyaring teks narrative / recount dengan ucapan dan intonasi yang benar dengan percaya diri

5. Menjawab berbagai pertanyaan tentang informasi dalam teks yang di baca dengan teliti

1. Menentukan tujuan komunikatif

teks fungsional yang dibaca 2. Menentukan langkah retorika dari

teks fungsional yang dibaca 3. Menentukan ciri kebahasaan teks

fungsional yang di baca 4.. Membaca teks fungsional undangan, pengumuman dan pesan dengan teliti 1. Mencermati teks monolog terkait materi 2. Menyebutkan jenis teks monologl

yang dicermati 3. Menjawab pertanyaan tentang

informasi yang terdapat dalam teks monolog dengan cermat

4. Menyebutkan ciri-ciri teks fungsional yang dibaca

• Membaca nyaring danbermakna teks fungsional/ essai berbentuk narrative / recount

• Mengidentifikasi

berbagai makna teks narrative / recount

.Mengidentifikasi rujukan kata dalam teks narrative/ recount yang dibaca

• Mengidentifikasi

berbagai informasi dalam teks fungsional yang dibaca

• Mengidentifikasi tujuan komunikatif teks fungsional

• Mengindentifikasi ciri kebahasaan teks fungsional

. Mengidentifikasi tujuan komunikatif teks narrative / recount • Mengidentifikasi

langkah retorika dan ciri kebahasaan teks narrative / recount

Tes lisan Tes tulisan Tes tulis

Membaca nyaring Pilihan ganda Pertanyaan tertulis

Read the story aloud. Choose the right answer based on the text. Answer the following questions based on the text.


1.Buku teksyang relevan

2. Buku cerita bahasa Inggris

3. Gambar -gambar terkait cerita

4. Rekaman cerita

5. Tape recorder

6. CD 7. VCD player 1. Buku teks

yang relevan

2. Contoh teks fungsional


4. Benda sekitar

Rasa ingin tahu Percaya diri Teliti Cermat

Standar Kompetensi : Menulis 12. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar



Indikator


Sumber Belajar

Karakter

Teknik Bentuk

Instrumen Contoh


makna dalam bentuk teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar

12.2. Mengungkap kan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative

Teks fungsional : - undangan - pengumuman - pesan singkat • Teks Essai narrative /

recount • Ciri kebahasaan teks

narrative / recount • Langkah retorika teks

narrative / recount

1. Review tujuan komunikatif dan ciriciri kebahasaan teks fungsional pendek terkait materi

2. Menulis kalimat sederhana untuk mengundang, mengumumkan, pesan singkat

dengan sopan 3. Melengkapi taeks fungsional

pendek 4. Menulis teks fungsional

pendek dengan cerman dan teliti

1. Review ciri kebahasaan teks

narrative 2. Membuat kalimat sederhana

terkait teks narrative 3. Mengembangkan langkah

retorika teks recount dan narrative dengan kerja sama

4. Membuat draft teks recount dan narrative dengan mandiri

5. Menulis teks recount dan narrative berdasarkan draft yang dibuat

6. Memajang hasil tulisan di dinding percaya diri

Menulis teks fungsional pendek berbentuk : - Pengumuman - Undangan - pesan singkat Menulis teks pendek dan sederhana dalam bentuk narrative dengan langkah retorika yang benar

Tes tulis Tes tertulis

Essay Uraian

1. Write sentences based on the situation given.

2. Complete the text using suitable word/words.

3. Write a text of invitation on your farewell party.

Write a short narrative text based on: a. The story you have

ever read. b. Series of pictures

given.



2. Contoh teks fungsional


4. Benda sekitar

1.Buku teks

yang relevan

2. Buku cerita bahasa Inggris

3. Gambar - gambar terkait

Sopan Cermat Teliti Kerja sama Mandiri Percaya diri

LEMBAR PENGESAHAN

Bogor, Juli 2012

Kepala MTs Tarbiyatul Falah Bogor Guru Mata Pelajaran

Sofyan Adenansi, S.Pd.I Syaepul Irsyad,S.Pd.I

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RENCANA PELAKSANAAN PEMBELAJARAN

( RPP )

SMP/MTs : MTs. Tarbiyatul Falah

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : VIII ( Delapan ) / 1 ( satu )

Standar Kompetensi : 10. Mengungkapkan makna dalam teks lisan fungsional dan

monolog pendek sederhana berbentuk recount, dan narrative

untuk berinteraksi dengan lingkungan sekitar.

Kompetensi Dasar : 10.2. Mengungkapkan makna dalam monolog pendek

sederhana dengan menggunakan ragam bahasa lisan secara

akurat, lancar, dan berterima untuk berinteraksi dengan

lingkungan sekitar dalam teks berbentuk recount dan narrative.

Indikator : Melakukan monolog pendek sederhana dalam bentuk

narrative dan recount

Jenis Teks : Narrative Text

Tema : Once Upon Time

Aspek / Skill : Membaca

Alokasi Waktu : 4 x 40 menit

1. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat:

1. Menambah pengetahuan siswa tentang berbagai macam teks

2. Membuat teks narasi

3. Memaknai isi teks narasi

4. Membedakan berbagai macam teks

2. Materi Pembelajaran

a. Text Narasi

THE PRINCE AND HIS BEST FRIENDS

Once upon a time, there lived a kind young Prince named Jonathan. He was

loved, and adored by his people. His two close friends were Peter Piper, the servant of

the palace and Franklin Greedy, the son of an Aristocrat.

One day, The Prince, Peter Piper, and Franklin Greedy were walking through

the forest. Suddenly a group of bandits attacked the three boys near an old house.

They entered the old house and blockaded the gate and doors. The three boys were

trapped inside the house.

Franklin was very terrified and asked the Prince to surrender immediatly, but

Peter was not affraid. He urged and supported the Prince not to give up. The Prince

decided not to surrender because he realised that he would become a hostage for the

bandits tto ask for ransom to his father, but Franklin was scared and wanted to make a

deal, it made Peter suspicious about Franklin’s behaviour. So he quietly made up a

plan for him and Prince to escape.

Early at dawn, Franklin opened the front gate and unlocked the doors. The

bandits entered the house in search of the Prince. When they came to the room where

the Prince was supposed to be sleeping, no one was there. Suddenly they heard a

horse running outside the house and saw over the window that Peter Piper and the

Prince were riding away on one of the bandit’s horses.

It turns out, Peter Piper sneaked out of the house and waited in the yard, while

the Prince was hiding behind the house. The bandits were very angry at Franklin and

took him with them while the Prince and Peter went safely going bac to the Capital.

Dalam narrative text terdapat:

1. Orientation

2. Complication

3. Resolution

b. Kosakata terkait tema / jenis teks.

Misalnya : Prince, Friends, Palace, Servant, Bandits, etc .

c. Verbs : Loved, Walking, Give, Attacked, Entered, Trapped,

Urged, etc .

d. To be : was, were

e. Adjective : Angry, Afraid,

f. Personal pronouns : I, You, we, They, He, it.

g. Ungkapan Baku : - Once upon a time

- One Day

- Early at dawn

- It turns Out

3. Metode Pembelajaran / Teknik

Story Mapping method

4. Langkah – Langkah Kegiatan

a. Kegiatan Pendahuluan

Motivasi

Greeting (memberi salam dan tegur sapa)

Tanya jawab berbagai hal terkait kondisi siswa

Guru menanyakan pertanyaan yang berkaitan dengan materi

Guru menyebutkan judul materi yang akan diajarkan

b. Kegiatan inti

Guru menanyakan siswa tentang cerita yang pernah ditemui siswa

Guru memberi contoh cerita

Guru memberikan hand out yang berisi sebuah teks narrative

Meminta siswa untuk memahami teks tersebut

Meminta siswa untuk menterjemahkan

Meminta beberapa siswa untuk membaca teks secara maraton

Meminta siwa untuk mengisi form story mapping sesuai dengan cerita

Meminta siswa untuk menjawab beberapa pertanyaan secara lisan dan tulisd

Meminta siswa untuk membuat 5 kelompok

Meminta siswa menulis perkelompok apa yang diinstruksikan oleh guru pada karton

c. Kegiatan Penutup

Evaluasi

Menyimpulkan materi pembelajaran.

Menanyakan kesulitan siswa selama KBM (Kegiatan Belajar Mengajar).

Guru meminta siswa untuk membuat narrative text di rumah sebagai pekerjaan

rumah

Memberi salam

5. Sumber Belajar

1. English in Focus, Artono dkk, Pt. JePe Press Media Utama, 2008,hal 92-93

2. Teks Narasi

3. Alat Peraga Kertas A3 dan Amplop

6. Penilaian

a. Teknik : Meminta siswa untuk menjawab beberapa pertanyaan

b. Bentuk : Pertanyaan tulisan

c. Instrumen :

Answers the questions based onthe story above!

1. What kind of person was Prince Jinathan?

2. Who were Prince Jonathan’s friends?

3. What happened when the Prince and his two friends were walking in theforest?

4. Why did Franklin try to persuade the Prince to surrender?

5. What did Peter Piper do when Franklin tried to persuade the Prince to surrender?

d. Pedoman Penilaian:

1. Setiap nomor benar diberi skor 20

2. Skor maksimal : 5 x 5 = 100

3. Nilai maksimal 100

4. Nilai Siswa Skor perolehan x 10

Skor Maksimal

e. Rubrik Penilaian

NO URAIAN SCORE

1 Tata bahasa tepat, grammatical tepat, conten tepat 20

2 Tata Bahasa tepat, grammatical tepat, conten kurang 15

3 Tata Bahasa tepat, grammatical kurang tepat, content kurang 10

4 Tata Bahasa kurang tepat, grammatical kurang tepat, content

kurang 5

Bogor, 25 September 2014

Mengetahui:

Guru Mata pelajaran Researcher

Saepul Irsyad, S.Pd.I Muhamad Romli

NIP.- NIM: 107014001134

69


( RPP )



Kelas / Semester : VIII ( Delapan ) / 1 ( Satu )

Standar Kompetensi : 11. Memahami makna dalam essai pendek sederhana

berbentuk recount, dan narrative untuk berinteraksi dengan

lingkungan sekitar.

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.

Indikator : Membaca nyaring dan bermakna teks essai berbentuk

narrative / recount


Tema : Old Story





1. Membaca teks narrative dengan suara nyaring, jelas dan dapat dipahami


3. Membuat teks narasi yang sesuai dengan elemen narrative text



70


- Teks Narasi adalah : Teks yang menceritakan sebuah kejadian pada masa lampau,

yang berfungsi untuk memberi tahu, menceritakan atau menghibur.

- Someone tells a narrative text in order to entertain, stimulate emotion or to teach.

Seseorang menceritakan teks narasi itu untuk menghibur, membangkitkan

semangat seseorang atau mengajarkan kepada mereka.

- Dalam narrative text terdapat 3 elemen, yaitu:

1. Orientation

The orientation introduces main characters in a setting of place and time.

Orientasi itu mengenalkan tentang karakter-karakter utama dalam

keadaan tempat dan waktu

2. Complication

The complication tells the problems of the story and how the main

characters solve them.

Komplikasi itu menceritakan tentang masalah-maslah yang ada pada

cerita dan bagaimana pokok-pokok karakter itu memecahkan masalah-

masalah tersebut.

3. Resolution

The resolution tells the ending of the story

Resolusi itu menceritakan tentang akhir dari cerita.


Story Mapping



Motivasi





71

b. Kegiatan inti

Guru membagi siswa kedalam 7 kelompok



Guru memperkenalkan konsep metode story mapping beserta keuntungannya

menggunakan metode tersebut

Menjelaskan komponen-komponen yang terdapat dalam story mapping

Meminta beberapa siswa untuk membaca teks secara maraton dalam masing-masing

kelompok

Meminta siswa untuk mencari beberapa kata kunci yang terdapat dalam cerita

tersebut

Meminta siswa untuk melengkapi lembar kerja story mapping sesuai dengan kata

kunci yang didapatkan

Guru menyiapkan lembar latihan dan kemudian diberikan kepada siswa untuk

mengadakan evaluasi

5. Kegiatan Penutup




rumah

Memberi salam

6. Sumber Belajar

1. English in Focus, Artono dkk, Pt. JePe Press Media Utama, 2008, hal 92-93

2. Bahasa Inggris 1, Tim Penulis Ahmad Thomy Hanafie, Diterbitkan oleh PT Tiga

Serangkai Pustaka Mandiri KTSP 2006, Hal 115-116

3. Teks Narasi

4. Lembar kerja story mapping

5. Hand out

7. Penilaian


72

b. Bentuk : Pertanyaan tulisan (Pilihan Ganda)

c. Pedoman Penilaian:




Bogor, 28 Agustus 2013

Mengetahui:

Guru Mata Pelajaran Researcher

Syaepul Irsyad, S.Pd.I Muhamad Romli

NIP. - NIM: 107014001134

73


( RPP )



Kelas / Semester : VIII ( Delapan ) / 1 ( satu )



lingkungan sekitar.





Indikator : Membaca nyaring dan bermakna teks essai berbentuk

narrative / recount


Tema : Old Story





1. Siswa dapat membaca teks narrative dengan suara nyaring, jelas dan dapat

dipahami





74


a. Text Narasi

THE LEGEND OF LAKE TOBA

Once, a fisherman named Batara Guru Sahala lived in Batak land. One day e caught a

fish. He was surprised to find that the fish could talk. It begged Sahala to set it free. He did

accordingly.

As soon as the fish was free, it changed into a woman. She was so beautiful that

Sahala fell in love with her at once. He asked her to marrry him. The woman agreed to marry

Sahala. However, she told him that he must never let out the secret that she was once a fish.

Sahala promised her that he would not tell anyone about it.

They were happily merried, and had two daughters. Every morning Sahala went out

fishing. His daugthers would bring him his lunch. Once day, however, instead of bringing the

food to their father, the two girls ate it. When Sahala knew what they had done with the meal,

he very angry. He shouted at the saying. “You behaved exactly like the daughters of a fish!”.

The girls did not know what their father meant. They went home and asked their

mother about it. Their mother was very annoyed. Although Sahala apologized ti her later, she

would not forgive him for breaking his promise.

Then the earth began to shake, and volcanoes started to erupt. The earth cracked and

formed a big hole. People said that hole become Lake Toba.

- Teks Narasi adalah : Teks yang menceritakan sebuah kejadian pada masa lampau,


- Some one tells a narrative text in order to entertain, stimulate emotion or to teach.

Seseorang menceritakan teks narasi itu untuk menghibur, membangkitkan

semangat seseorang atau mengajarkan kepada mereka.


1. Orientation


Orientasi itu mengenalkan tentang karakter-karakter utama dalam

keadaan tempat dan waktu

75

2. Complication



Komplikasi itu menceritakan tentang masalah-maslah yang ada pada

cerita dan bagaimana pokok-pokok karakter itu memecahkan masalah-

masalah tersebut.

3. Resolution

The resolution tells the ending of the story

Resolusi itu menceritakan tentang akhir dari cerita.


Misalnya : Fisherman, Land, Beautiful, Earth, Lake, Married,

Shake, Annoyed, Erupt, Volcanoes, etc

c. Verbs : Went, Talked,

d. To be : was, were

e. Adjective : Beautiful

f. Personal pronouns : You, They, She, He, It.

g. Ungkapan Baku : - Once

- As soon as


Story Mapping method



Motivasi





b. Kegiatan inti




Meminta siswa untuk memahami teks tersebut

Meminta siswa untuk menterjemahkannya

76

Meminta siswa untuk mengisi form metode story mapping sesuai dengan cerita

Meminta siswa untuk menjawab beberapa pertanyaan yang guru berikan

c. Kegiatan Penutup

Evaluasi




rumah

Memberi salam

5. Sumber Belajar

1. English in Focus, Artono dkk, Pt. JePe Press Media Utama, 2008, hal 92-93

2. Bahasa Inggris 1, Tim Penulis Ahmad Thomy Hanafie, Diterbitkan oleh PT Tiga

Serangkai Pustaka Mandiri KTSP 2006, Hal 115-116

3. LKS Bahasa Inggris, Juli Waskito, S. Si dkk, CV Media Kreasi, KTSP 2006, hal

41.

4. Teks Narasi

5. Hand out

6. Penilaian



c. Instrumen :

Chose the correct answer by crossing a, b, c, d.

1. Batara Guru Sahala was a....

a. Farmer c. Sailor

b. Villager d. Fisherman

2. Batara Guru Sahala had.......daughter.

a. Two c. Four

b. Three d. Five

3. How did they fell when Batara Guru Sahala were married and have two

daughters?

a. Happy c. Said

77

b. Doubt d. Angry

4. His wife was annoyed because.....

a. Sahala apologized to her

b. He forgave her for the mistake she made

c. Sahala broke his promise

d. His daughters ate Sahala’s meal

5. What happened when the earth shook?

a. The earth began to shake

b. The earth cracken and made a big hole

c. The earth became Lake Toba

d. Volcanoes started to erupt





4. Nilai Siswa Skor perolehan x 10

Skor Maksimal

Bogor, 04 September 2013

Mengetahui:

Guru Mata Pelajaran Researcher

Syaepul Irsyad, S.Pd.I Muhamad Romli

NIP.- NIM: 107014001134


( RPP )

SMP/MTs : MTs. Tarbiyatul falah


Kelas / Semester : VIII ( Delapan ) 1 / 1 ( Satu )



lingkungan sekitar.





Indikator : - Mengenali berbagai macam teks

- Mengidentifikasi berbagai macam teks

- Memahami model text narrative

- Mendemonstrasikan text narrative


Tema : A Friend in Need Is a Friend Indeed





1. Siswa dapat membaca teks narrative dengan suara nyaring, jelas dan dapat

dipahami






a. Text Narasi

THE HARE AND THE TORTOISE

Once upon a time there lived two closed friend, the hare and the tortoise. They

liked to race against each other, but the hare always won.

One day, the hare asked the tortoise to race down to the beach. The tortoise

refused, he said that he will loose anyway. The hare laughed at a tortoise for his

slowness. Because of that the hare agreed to have a race.

When the race started, the hare ran very fast and was ahead of the tortoise. The

day was hot and the tortoise was left far behind him; therefore, the hare decided to

sleep for a while. While the hare was sleeping, the tortoise crawled on.

When the hare awoke, he directly ran to the finish line as fast as he could.

However, the tortoise was already there. “I am slow but sure.” said the tortoise.

- Teks Narasi adalah : teks yang menceritakan sebuah kejadian pada masa lampau,


- Someone tells a narrative in order to entertain, stimulate emotion or to tell

someone about something

(Seseorang menceritakan teks narasi itu untuk menghibur, membangkitkan

semangat seseorang atau untuk memberitahukan seseorang tentang sesuatu.)


1. Orientation


(Orientasi itu mengenalkan tentang karakter-karakter utama, tempat dan

waktu.)

2. Complication



(Komplikasi itu menceritakan tentang masalah – masalah yang ada pada

cerita dan bagaimana pokok – pokok karakter itu memecahkan masalah–

masalah tersebut.)

3. Resolution

The resolution tells the ending of the story.

(Resolusi itu menceritakan tentang akhir dari cerita)


- Verbs : Lived, liked, won, asked, refused, laughed, agreed,

started, ran, and awoke.

- Adjective : Hot, slow, sure.

- Nouns : Hare, tortoise, slowness, race, day.

- Personal pronouns : I, He.

- Ungkapan Baku : Once upon a time


Three-phase technique



Motivasi





b. Kegiatan inti



Guru memperkenalkan kembali tentang konsep metode story mapping beserta

keuntungannya menggunakan metode tersebut

Menjelaskan komponen-komponen yang terdapat dalam story mapping


Meminta siswa untuk mencari beberapa kata kunci yang terdapat dalam cerita

tersebut

Meminta siswa untuk melengkapi lembar kerja story mapping sesuai dengan kata

kunci yang didapatkan

Guru menyiapkan lembar latihan dan kemudian diberikan kepada siswa untuk

mengadakan evaluasi

5. Kegiatan Penutup




rumah

Memberi motivasi kepada siswa

Memberi salam

6. Sumber Belajar

1. English in Focus, Artono dkk, Pt. JePe Press Media Utama, 2008, hal 88, 116-117

2. Teks Narasi

3. Bahasa Inggris SMART, Sri Eti Muchtinah dkk, Swadaya Murni, 2012, hal 22

7. Media Pembelajaran

1. Lembar kerja story mapping

2. Hand Out soal-soal

3. White board

4. Teks Narrative

8. Penilaian



c. Instrumen :

Answers the questions based on the story above!

1. Who were the two friends?

2. What did the hare ask the tortoise?

3. How was the end of the story?

4. Why did the hare decide to sleep for a while

5. What is the lesson which we can take from the text above?





Bogor, 11 september 2014

Mengetahui:

Guru Mata pelajaran Researcher

Saepul Irsyad, S.Pd.I Muhamad Romli

NIP.- NIM: 107014001134

SUNNT BIMBINGAN SKRIPSI

KEMENTERIAN AGAMAUIN JAKARTAFITKJt. k. t'i. Juanda No 95 Ciputat 15412 lndanesa

Nomor : Un.0 1/F. l/KM .01' 3 I 2'?9.k.12012

Lamp. :-Hal : Bimbingan SkriPsi

Nama

NIM

Jurusan

Semester

Judul Skripsi

Tembusan:l. DekanFITK2. Mahasiswa ybs.

FORM {FR)

i No. Dokurnen rtix-rR-RXO-0At

Tgl. Terbit '. 1 Maret 20i0

Jakarta,23Desember 2012

Kepada Yth.

Dr. Alek. M.PdPembimbing SkripsiFakultas Ilmu Tarbiyah dan Keguruan

UIN Syarif HidayatullahJakarta.

As s alarnu' al aikum wr.wb.

Dengan ini diharapken kesediaan Saudara untuk menjadi Pembimbing I/II

(materi/teknis) penulisan skripsi maliasiswa:

Muhamad Romli

107014001 134

NARRATI/E TEXT BY

Pendidikan Bahasa Inggris

XI (Sebelas)

IMPROVING TTiE STUDENTS' . LINDERSTANDING OF

USING STORY MAPPING

Judul tersebut telah disetujui oleh Jurusan yang bersang\utan pada tanggal 2? Desember

2012, abstraksrloutline teilampir. Saudara iupit m*lutui<an perubahan redaksional pada

judul tersebut. epaUita perubahan substansial dianggap perlu, mohon pembirnbing

inenghubungi Jurusan terlebih dahulu.

Bimbingan skripsi ini diharapkan selesai dalam waktu 6 (enam) bulan, dan dapat

diperpaijang selama 6 (enam) bulan berikutnya tanpa surat perpanjangan.

Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih.

Was s al amu' al aihtm -wr.w b.

Bahasa Inggris

1

1964-tr99103 1 002

NoLampHal

Jakarta 27 Desernber 2012

: istirnewa: I (satu) berkas: Penqajuan Judul Skiripsi

Kepada Yth,Ketua Jurusan Fendidikan Bahasa InggrisFakultas Ilmu Tarbiyah dan KeguruanUIN Syarif Hidayatullah JakartaDi

Ternpat

Assalamu'alaikum Wr. Wb

Mengingat akan berakhirnya masa studi saya di tingkat strata satu (Si), maka saya

yang bertanda tangan dibawah ini:

NamaNIMFakultasJurusan / Smtr

Muhamad Romli107014001134Ilmu Tarbiyah dan KeguruanPendidikan Bahasa Inggris / XI C

Mengetahui,Ketua Jurusan PBI

Bermaksud mengajukanjudul skripsi sebagai salah satu syarat menyelesaikan

prograrn strata satu (S-l) LJIN Syarif Hidayatullah JakartA adapun judul yang saya

ajukan adalah:

''IMPROVING TIIE STUDENTS' UNDERSTANDING OF NARRATIVETEXT BY USING STORY IVIAPPINGII

(A Classroom Action Research at the Second Year Students of Ws Tarbiyatul FolahBogo)

Bersama ini saya lampirkan satu berkas proposal skripsi yang terdiri dari:

l. Outline Skripsi2. Abstract Skripsi, dan3. Bibliography sementara

Demikianlah surat pengajuan ini saya sampaikan. Atas segala pertimbangan dan

perhatiannya saya ucapkan banyak terima kasih.Wassalamu' alaikum Wn Wb.

Menyetujui, Pemohon,

Dosentw*" ffi;/L

Pemohon,

Drs. Svauki" M.PdNIP:T9il41212 199103 I 002

YAYASAN PENDIDIKAN ISLAMMTs TARBIYATUL FALAH SURUPANAlamat : Kp. Surupan RT 03/05 Desa Cibadak Kec. Sukamakmur Bogor

Kode Pos 16830 Telp"/HP. 085695005855

SURAT KETERANGANNo. 0 I 5/]vITs. S-TF/XIU20I3

Yang bertanda tangan dibawah ini:

: Soffan Adenansi, S.Pd.I

: Kepala Madrasatr

Dengan ini menerangkan bahwa:

Muhamad Romli

107014001 134

Ilmu Tarbiyah da4 Keguruan

Pendidikan Bahasa lnggrrs

13 (Tigabelas)

201312014

Nama

Jabatan

Nama

NIM

Fakultas

Jurusan/Prodi

Semester

Tahun Akademik

Adatah benar telah mengadakan penelitian d MTs Tarbiyatul Falah Bogor dalam

rangka menyelesaikan penelitian skripsi yang berjudul "Improving the Students'

Understanding of Narrative Textby Using Slqry Mapping".

Demikianlah syrat keterangan ini dibuat dengan sebenarnya dan kepada

yang berkepentingan dapat dipergunakan seperlunya.

CiUaiat<, l8 Desemb er2013

improving the students’ reading ... the students’ reading comprehension of narrative text...

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