INFORMATION AND COMMUNICATION

TECHNOLOGY (ICT) AND PROBLEM BASED

LEARNING (PBL) METHOD TO IMPROVE

STUDENTS’READING SKILL (A Classroom Action

Research of the Tenth Grade Students of SMK N 1

Salatiga in the Academic Year 2014/2015)

Submitted to the Board Examiners as a Partial Fulfillment of the

Requirement for the Degree of Sarjana Pendidikan Islam (S.Pd.I) in

English Teacher Training and EducationFaculty

Directed By:

AYU ROHANI

NIM 11311147

ENGLISH EDUCATION DEPARTMENT OF TEACHER

TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2015

MOTTO

ANYONE WHO HAS NEVER MADE A MISTAKE HAS

NEVER TRIED ANYTHING NEW

-Albert Einstein-

DEDICATION

This graduating paper is whole intended dedicated for:

1. My beloved parents

2. My beloved sister (Anggun) and brother (Agus)

ACKNOWLEDGEMENT

Assalamu’alaikum Wr. Wb.

Alhamdulillahirabbil’ alamin, thanks to Allah because the researcher could

complete this research as one of the requirements for getting Educational

Islamic Studies (S.Pd.I) in the English Education Department of State Institute

for Islamic Studies (IAIN) Salatiga in 2015. Peace and solution always be

given to our last prophet Muhammad SAW who has guided us from the

darkness to the brightness. However, this success would not be achieved

without support from individual, people and institution. For all guidance, the

researcher would like thanks to:

1. Dr. Rahmad Hariyadi, M.Pd, as the Rector of State Institute for Islamic

Studies (IAIN) Salatiga, thanks for the time I spend for studying in IAIN

Salatiga.

2. Suwardi, M.Pd., as the Dean of Teacher Training and Education Faculty,

thanks for Islamic Education that you gave to me.

3. Noor Malihah, Ph.D., as the Head of English Education Department,

thanks for your guidance.

4. Rr. Dewi Wahyu Mustikasari, M.Pd., as the counselor, thanks for advice,

support, suggestion, direction and guidance from the begining until the end

of this research.

5. All of lecturers in English Education Department and all staffs who helped

me to process the graduating paper administration.

6. My beloved parents, thanks for all support, trust, finance, encouragement,

and all of your prayers for me. You are the best parents in this world. I

strongly love you.

7. My beloved sister (Anggun) and brother (Agus). Thank you for all of your

support. I love you.

8. My friends Restu Ayu, Yeni Wulansari, Siti Aliatun, Latifatul Auliana,

thanks for your support and prayer for me.

9. Mrs. Farida, S.Pd. Ing., the English teacher of SMKN 1 Salatiga, thanks

for your guidance and support.

10. The big family of SMKN 1 Salatiga, thanks for your attention and support.

11. My entire friends in TBI who can’t mentioned one by one. Thanks for your

support.

Wassalamu’alaikum Wr. Wb.

Salatiga, August 2015

The researcher

TABLE OF CONTENTS

TITLE ........................................................................................................... i

DECLARATION......................................................................................... ii

ATTENTIVE COUNSELOR NOTES ....................................................... iii

PAGE OF CERTIFICATION .................................................................... iv

MOTTO ........................................................................................................v

DEDICATION ........................................................................................... vi

ACKNOWLEDGEMENT......................................................................... vii

TABLE OF CONTENT ............................................................................. ix

LIST OF TABLE AND FIGURES ............................................................ xi

ABSTRACT ............................................................................................... xi

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

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

B. Problems of the Study ....................................................................4

C. Objectives of the Study ..................................................................4

D. Benefits of the Study ......................................................................4

E. Limitation of the Problems .............................................................5

F. Definition of Key Terms ................................................................6

G. Outlines of the Thesis .....................................................................7

CHAPTER II LITERATURE REVIEW .................................................9

A. Previous Studies .............................................................................9

B. Information and Communication Technology (ICT) ...................12

1. Definition of ICT...................................................................12

2. ICT Capabilties .....................................................................12

3. ICT Devices ..........................................................................12

C. Problem-Based Learning (PBL) Method .....................................13

1. Definition of PBL ..................................................................13

2. Characteristics of PBL ..........................................................14

3. Objectives of PBL .................................................................15

4. Process of PBL ......................................................................16

D. Reading Skill ................................................................................20

1. Definition of Reading ............................................................20

2. Reading Skill .........................................................................21

3. Types of Reading ..................................................................21

4. Principles of Reading Instructions ........................................23

5. Aspects of Reading ...............................................................25

6. Factors which Influnce Students’ Reading Skill ...................26

CHAPTER III RESEARCH METHODOLOGY .................................28

A. Research Setting ...........................................................................28

1. Research Location .................................................................28

2. Research Schedule ................................................................28

3. General Description of SMKN 1 Salatiga .............................29

B. Research Method ..........................................................................30

C. Subject of the Research ................................................................31

D. Design of the Classroom Action Research (CAR) .......................31

1. Cycle 1 ..................................................................................31

2. Cycle 2 ..................................................................................35

E. Techniques of Collecting Data .....................................................36

F. Technique of Analyzing Data ......................................................39

1. Qualitative Data ....................................................................39

2. Quantitative Data ..................................................................39

CHAPTER IV FINDING AND DISCUSSION......................................41

A. Implementation of ICT and PBL ..................................................41

1. Cycle 1 ..................................................................................40

2. Cycle 2 ..................................................................................55

B. Description of Reading Skill Improvement .................................63

1. Test Analysis .........................................................................63

2. Observation Analysis ............................................................69

CHAPTER V CLOSURE ........................................................................71

A. Conclusion ....................................................................................71

B. Suggestions...................................................................................72

REFERENCES

APPENDIXES

LIST OF TABLES

Table 3.1 Research Schedule ........................................................................27

Table 3.2 Observational Checklist for Teacher ............................................37

Table 3.3 Observational Checklist for Students ...........................................37

Table 4.1 Result of Pre-Test and Post-Test Cycle1 ......................................51

Table 4.2 Result of Pre-Test and Post-Test Cycle II ....................................59

Table 4.3 Result of Pre-Test I, Post-Test I, Pre-Test II and Post-Test II ......64

Table 4.4 Students’ Mean Score ...................................................................66

LIST OF FIGURES

Figure 3.1 Procedure of Classroom Action Research ...................................31

Figure 4.1 Students’ Mean Score Improvement ...........................................67

Figure 4.2 Students’ Mean Score Percentage ...............................................68

ABSTRACT

Rohani, Ayu (2015): Information and Communication Technology (ICT)

AND Problem-Based Learning (PBL) Method to Improve Students’ Reading Skill

(A Classroom Action Research of Tenth Grade Students of SMKN 1 Salatiga in

the Academic Year of 2014/2015). Conselor: Rr. Dewi Wahyu Mustikasari, M.Pd.

This research is intent to elevate the students’ reading skill through ICT and

PBL method. This research answer these main questions (1)How is the

implementation of ICT and PBL method improve students reading skill in reading

skill of the eleventh years students of SMK N 1 Salatiga in the academic year

2014/2015? (2)How is the students reading skill improvement after being taught

using ICT and PBL method of the eleventh years students of SMK N 1 Salatiga in

the academic year 2014/2015?. The methodology of this research used Classroom

Action Research (CAR). It was conducted in two cycles. Each cycle consists of

planning, action, observation and reflection. From the result, the researcher found

several findings on it. The result of this research is there is an improvement of

students’ reading skill by using ICT and PBL method. It can be seen from the

mean score of pre-test and post-test. In cycle I post-test is higher than pre-test:

76,8 > 67,1. In cycle II: 88 > 85,7. The students’ mean score percentage in pre-test

cycle 1 31%, post-test cycle I 48%, pre-test cycle II 82,7%, post-test cycle II

89,6%. It meant that the used of ICT and PBL method is able to improve the

students’ reading skill.

Keywords: ICT, PBL, reading skill

CHAPTER 1

INTRODUCTION

A. Background of the Study

Language is a communication instrument to convey information. It is

a method to express feelings, ideas, emotions and desires (Sapir, 1921: 8).

Language itself is a collection of thousands human expressions.

Communication is the purpose of language. People usually communicate

both in writing and speaking form.

English as an international language has four skills such as listening,

speaking, reading and writing. The writing forms are secondary symbols of

the speaking skill. It means the skills do not exist as independent skills, but

as mutually supportive skills (Carroll, 1990: 21). As English as a Second

Language (ESL) learners, students must master the four basic skills above.

Reading is not a simple skill. The abilities of reading includes

classifying ideas, distinguishing between fact and fancy, making

generalization, recognizing reactions and motives and drawing general

conclusion (Dallman, 2010: 25). As a result, the awareness of reading

activity influences the reading ability.

Students need more attention when they learn about the steps of

reading form. According to Grabe (2009:15), reading is a strategic process

in that a number of the skills and processed used in reading call effort on

the part of the reader to anticipate text, select key, organize and summarize

information. The complexity of reading leads for number of students’

reading difficulties.

There are many problems faced by schools to develop the students

reading skill especially the tenth years students of SMK N 1 Salatiga. They

feel lazy to read because the text is not interesting. Besides, students feel

bored with the learning method given by the teacher who’s always

monotone.

In this study, the researcher provides a solution for the students so

that they motivate theirself to read. The writer hopes by applying the

method, it can affect positive impact in students reading skill. Nowdays,

there are many kinds of attractive teaching methods. The method concept

of teaching, the notion of a systematic set of teaching practices based on a

particular theory of language and language learning, is a powerful one

(Richards and Rogers, 2014: 1). The method which is choosen by the

teacher is really important to motivate and interact students.

The researcher offers to use Information and Communication

Technology (ICT) which is a powerful tool as it significantly extend

people’s abilities, and it is particularly effective learning tool (Crawford,

2013: 4). ICT is considered by many techers to have great potential in the

classrooms, supporting both the children’s learning and the work of the

teacher (Loveless, 2003:1). ICT is an interesting teacher as it can make

learning easier and more attractive. ICT could be sound recording, world

wide web and video showing or multimedia software.

Most of the problems the students face in real life are unpredicted.

ICT helps students to gain informations and materials. Besides, ICT can

perform the students’ problem clearly and deeply. Information needs to be

discovered about the problem, but decisions must be made and actions

taken (Uden and Beaumont, 2006: 27). Finally, problem-based learning

(PBL) is a constructivist teaching model that helps students learn how to

solve problems. Students who were taught through PBL become “self-

directed learners” with the desire to know and learn, the ability to

formulate their needs as learners, and the ability to select and use the best

available resources to satisfy their needs (Delisle, 1997: 3). It means that

PBL increases internal and external students motivation in reading.

In this case, ICT and PBL method collaboratively transfer the active

role in the classrooms through problems that connect to their lives and

procedures that require to find needed information, think through a

situation, solve the problem, and develop a final presentation (Delisle,

1997: 6). Therefore, students have to take their own control of their own

learning. Students are expect to be independent and motivator for their real

life.

Based on the explanation above, the writer gives the title of this

research “ Information and Communication Technology (ICT) and

Problem-Based Learning (PBL) Method to Improve Students Reading

Skill (A Classroom Action Research of the Tenth Years Students of

SMK N 1 Salatiga in the Academic Year 2014/ 2015)”.

B. Problems of the Study

Based on the background above, the problem in this study can be

formulated as below:

1. How is the implementation of ICT and PBL method improve students

reading skill in reading skill of the tenth years students of SMK N 1

Salatiga in the academic year 2014/2015?

2. How is the students reading skill improvement after being taught

using ICT and PBL method of the tenth years students of SMK N 1

Salatiga in the academic year 2014/2015?

C. Objectives of the Study

Based on the background above, the objectives of research can be

specified as follow:

1. To desribe the implementation of ICT and PBL method improve

students’ reading skill in reading skill of the tenth years students of

SMK N 1 Salatiga in the academic year 2014/2015.

2. To describe the students’ reading skill improvement after being taught

using ICT and PBL method of the tenth years students of SMK N 1

Salatiga in the academic year 2014/2015.

D. Benefits of the Study

The result of this research is expected to give contribution in some

ways:

1. Practically

a. The research improves the teacher’s ability about the application

of ICT and PBL method in teaching reading. The research gives

description of the procedure teaching English using ICT and PBL

method, kinds of activity, and the problem faced by the teacher.

b. This method motivates the students to study reading skill well,

foster student’s interest in learning, develop problem solving. In

addition, this model improves students in reading skill.

2. Theoritically

a. The research can be used as an input to develop the reading skill.

This research is used as the reference for those who want to

conduct a research in the teaching reading by ICT and PBL

method.

E. Limitation of the Problems

In order to make a focus in this research, especially on the

explanation, the writer limits the study as follows:

1. Deal with ICT and Problem-based learning method to improve

students’ reading skill in the fable text.

2. Focus on the students at the tenth years students of SMK N 1 Salatiga

in the academic year of 2014/2015.

F. Definition of the Key Terms

The definition of the key terms are:

1. ICT

There are numerous definitions of ICT:

a. ICT is a powerful tool.

b. ICT is an interesting teacher.

c. ICT is a patient and responsive teacher.

d. ICT is pupil-centred.

e. ICT supports open, independent and flexible learning.

f. ICT is valuable resource.

g. ICT is unpredictable (Crawford, 2013: 6).

2. Problem-based Learning Method

a. Problem-based Learning

According to Uden and Beaumont (2006: 32), PBL results

from the process of working towards the understanding of, or

resolution of a problem. Boud and Feletti(1991) states that the

main focus of PBL is to confront students with a problem to solve

as a stimulus for learning. Students who are taught using PBL

acquire knowledge when focus in the problem solving. PBL helps

students to be more critizise and expertize to choose and analyze

informations.

b. Method

Anthony (1963) as quoted by Richards and Rodgers (1986:

15) states that method is an overall plan for the orderly

presentation of language material, no part of which contradicts,

and all of which is based upon, the selected approach.

3. Students

Student is (undergraduate or postgraduate) person who is

studying at college, polytechnic or university: boy or girl attending

school: anyone who studies or who is devoted to the acquisition of

knowledge (Hornby, 1974:859).

4. Reading Skill

a. Reading

Reading is a powerful means of learning. Howards states

that reading requires the planning of learning experiences to build

concepts to which language will be attached much more

meaningfully (1980:36). Reading as interpretation of experience

has implications for both the reading teacher and the pupil

learning to read (Dechant, 1982:4). In conclusion, learning

experiences and the proceses lead for the good reader.

b. Skill

Dechant (1982:311) states that:

Skill include the correct association of meanings with

word symbols, the selection of the correct meaning

suggested by the context, the organization and retention of

meanings, the ability to reason one’s way through smaller

idea segments, and the ability to grasp the meaning of a

larger unitary idea.

Students need to understand the material to reach the skill stage.

G. Outlines of the Graduating Paper

In order to make easy to understand this paper, the writer are

following out lines of the thesis as follows:

Chapter I Introduction which covers background of the study;

problems of the study; objectives of the study; benefits of the study;

limitation of the problems; definition of key terms and out lines of the

thesis.

Chapter II Literature review which consists of previous studies;

definition of ICT; ICT capabilities; ICT devices; definition of PBL;

characteristics of PBL; objectives of PBL; process of PBL; definition of

reading; reading skill; types of reading; principles of reading instructions;

aspects of reading; factors which influnces students’ reading skill.

Chapter III Research Methodology that consist of research setting;

research method; subject of the research; design and procedures of

classroom action research; technique of collecting data and technique of

analyzing data.

Chapter IV Findind and Discussion that consist of Implementation of

ICT and PBL and description of reading skill improvement

Chapter V The writer states the study in summary that includes

Conclusion and Suggestion.

CHAPTER II

LITERATURE REVIEW

A. Previous Studies

There are many aspects of reading includes word recognition,

comprehension and reflection. This study only focuses on the ICT and

PBL to improve students reading skill.

The review of literatures present the relevant information that is

needed to understand and support the present study. Therefore there are

three previous studies that would be presented by the researcher.

The first study that has been done by Horton, Liu and Omanson

(2011) from University of Texas entitled “Engaging Learners through

Interactive Media: Finding and Implications from a Technology Enhanced

Problem-based Learning Environment”. The objective of the study were to

explore students’ engagement in a new media enhanced PBL environment

and investigate the characteristics of the environment that facilitates

learning. The methodology of this research was qualitative and

quantitative method. The students were in the sixth grade students in the

middle schools in the southwestern US had been taught using PBL and

Alien rescue game for the second time within their curriculum. Finally, the

researcher recommended that the identifying of linkages between

motivational research (theoritical bases underlying problem) and inquiry-

based approaches to teaching and learning are important.

The second study has been done by Burris and Garton (2007) from

Texas Tech University entitled “Effect of Instructional Strategy on Critical

Thinking and Content Knowldge: Using Problem-Based Learning in the

Secondary Classroom”. The objective of the study was to determine the

effect of problem-based learning (PBL) on critical thinking ability and

content knowledge among selected secondary agriculture culture students

in Missouri. The methodology of the research was quasi-experimental

method. The students were in the secondary classrooms which taught by

twelve teacher who had been selected based on criteria established by the

teacher. The sample was 140 students include 77 students in the problem-

based learning treatment group and 63 students in the supervised study

treatment group. Finally, researchers found that there was significant

difference between treatment groups on critical thinking ability and

content knowledge.

The last research was conducted by Shekary (2010) from University

of Kashan entitled “Comparative Study of the Use of ICT IN English

Teaching-Learning Processes”. The objective of the study were to

compare the amount and the quality of ICT use in English teaching-

learning processes among the faculty members of Medical and Non-

medical Universities in Kashan, Iran and to explore the dimensions in

which the two groups can benefit from one another and from ICT training

in this respect. The methodology of this research was comparative method.

The subject of this research was 255 full-time university teachers who had

taught at medical and no-medical universities in the region, 193 were

chosen to participate in the study using a simple random sampling

technique. The result of this study that there was a significant difference in

the amount of ICT use among the faculty members of medical and non-

medical universities. For reason considered in length, teachers at medical

universities used ICT significantly less than the other group. Results also

indicated that there was a significant difference between the two types of

universities with regard to the availability of computers and the amount of

ICT training and use.

It can be assumed that this research is different from those previous

studies. The objective of the first research that has done by Horton, Liu

and Omanson (2011) was to explore the students’ engagement in the new

PBL media. Instead, this research uses PBL as a method in teaching

learning process. The second research which was conducted by Burris and

Garton (2007) also used PBL as a method of teaching learning process.

However, she used PBL to determine the critical thinking ability and

content knowledge. The objective of this research describes the PBL

method to improve students reading skill. The third research who was

conducted by Shekary (2010) was comparative research. Meanwhile, this

research used ICT as the teaching media combine with PBL in the

classrooms action research

In conclusion, this research was conducted by using ICT and PBL

method to improve students reading skill. Technique of collecting data of

this research used qualitative and quantitative. It means that researcher

conducted classroom action research in SMKN 1 Salatiga used data

collection and data analysis of both qualitative and quantitative.

B. Information and Communication Technology (ICT)

1. Definition of ICT

ICT is powerful tool of teaching and learning. Abbott (2001: 7)

states that ICT has the potential to cause irreversible change in

classrooms and schools. Moreover, ICT is becoming less word-based

text and is now essentially multimedia involving sounds, pictures and

moving images.

2. ICT Capabilities

According to Crawford (2013: 6), people could be considered to

have high levels of ICT capability if they are able to do some elements.

First, people use ICT to support their learning in all subjects. Second,

people use common ICT tools. Third, they take responsibility for their

own learning, developing strategies to help them learn how to use

unfamiliar ICT tools, and work collaboratively. Forth, they understand

that using ICT affects social processes. In conclusion, the capability of

using ICT influences their life learning because their awareness of ICT

used for gain information to improve their quality of learning.

3. ICT Devices

Esteras and Fabre (2007: 48) classifies the devices of ICT such

as:

a. Mobile phone which can be used as digital cameras or agendas,

printers or scanners and faxes.

b. Digital television, uses digital technology to increase the number

of channels and the quality of image.

c. Internet, a global network of computers, enable users to exchange

files, send emails and surf the Web to find information, take part

in e-commerce, etc.

There are many other kinds of ICT devices such as radio, faxes

or even call centres. Those ICT devices can be set up and managed

information and data which is needed for people.

C. Problem-based Learning (PBL) Method

1. Definition of PBL

There are numerous definitions of problem-based learning:

a. PBL is recognized as a progressive active-learning and student-

centered where unstructured problems (real world or simulated

complex problems) are used as a starting point and anchor for the

learning process ( Tan, 2004: 7).

b. Boud and Feletti (1997) as quoted by Matheson and Haas (2010:

9) claims that PBL is an approach to structuring curriculum which

involves confronting students with problems from practice which

provide a stimulus for learning.

c. PBL is one of learning models which is constructed for students

in order to gain important knowledge of solving problems and

team work.

d. Uden and Beumont (2006: 33) states that PBL encourages

students to take an inquisitive and detailed look at all issues,

concepts, and problems within the given problem.

From the definition, it can be concluded that PBL is a teaching

method which allows students to face the problems and solve it by

team work. By working through problems, students learn to think

critically. Moreover, they learn to find and choose the appropriate

information in order to solve the problems.

2. Characteristics of PBL

PBL has many kinds of characteristics which makes it different

with any other method. Boud and Feletti (1997: 2) claims six

characteristics of PBL. These are:

a. Using stimulus material to help students discuss an important

problems, questions or issues.

b. Appropriately guiding students’ critical thinking and providing

limited resources to help them learn from defining and attempting

to resolve the given problem.

c. Having students work cooperatively as a group, exploring

information in or out the class, with access to a tutor (not

necessarily a subject specialist) who knows the problem well and

can facilitate the group’s learning process.

d. Getting students to identify their own learning needs and

appropriate use of available resources.

e. Reapplying this new knowledge to the original problem and

evaluating their learning processes.

Margetson (1991) as quoted by Uden and Beaumont (2006: 36)

also identified certain characteristics of PBL. First, PBL encourages

open-minded, reflective, critical and active learning. PBL is morally

defensible in that it pays due respect to both student and teacher.

Third, PBL reflects the nature of knowledge.

From the definition above, the researcher concludes that PBL

use problem to develop creative thinking, team work and self-directed

learning.

3. Objectives of PBL

Barrows as quoted from Matheson and Haas (2010: 11) list the

objectives of PBL. They are:

a. Acquisition of integrated, applied and extensive knowledge.

b. Development of independent, self-directed lifelong learning

skills.

c. Development of motivation to learn, question and understand.

d. Development of collaboration and team working skills.

e. Problem solving and making reasoned decisions in unfamiliar

situations.

f. Reasoning critically and creatively.

g. Practising with empathy, appreciating the other person’s point of

view.

All those objectives are aimed to create teaching and learning

process effectively. Besides, Uden and Dix as quoted by Uden and

Beaumont (2006: 40) claim that the purpose of PBL is to produce

students who will:

a. Engage a challenge with initiative and enthusiasm.

b. Be able to reason accurately, effectively, and creatively from an

integrated, usable and flexible knowledge base.

c. Be able to address their own perceived inadequancies in

knowledge and skills

d. Collaborate effectively as a team member.

Not all PBL programmes achieve all of these objectives all of

the time for all learners. PBL focuses on the challenge of making

students’ thinking visible (Tan, 2004: 7). It is possible that not all the

objectives can be achieved because teacher should focus on the

problem.

4. Process of PBL

Tan (2003: 34) describes the process of PBL as follow:

a. Meeting the problem

Teachers use any kinds of media which can introduce

students to the problem. The teacher selects or designs problems

that are connected to things students care about in their daily

lives, personal experiences, experiences of family or friends or the

television, film or music that students enjoy (Delisle, 1997: 27).

This way atrract students interest and create their curiousity.

At this stage, the problem scenario acts as a stimulus to

scaffold and extend a realistic context student might encounter in

the future (Tan, 2003: 35). Duch (2001: 48) claims 5

characteristics of good problem of PBL. They are:

1) An effective problem must first engage students’ interest and

motivate them to probe deeper understanding of the concepts

being introduced.

2) Problem that work well sometimes require students to make

decisions or judgements based on facts, informations, logics,

and or rationalization.

3) The problem should be complex enough that cooperation

from all member of student group will be necessary in order

for them to effectively work towad a solution.

4) The initial questions of the first stage of a problem should be

open ended, based on previously learned knowledge.

5) The content objectives of the course should be incorporated

into the problems, connecting previous knowledge to new

concepts, and connecting new knowledge to concepts in other

courses and or discipline.

The activities of this stage include developing

collegiality, individual reading, commitment to team roles

and to the group, brainstorming and articulation of probable

issue, consensus on problem statement and commitment to

deliberate on problem scenaryo and analysis.

b. Problem analysis and learning issue

At this stage, students’ prior knowledge is activated and

ideas are generated that call for further learning. The learning

issue is the list of questions from which students will choose

the line of research they want to pursue (Delisle, 1997: 32).

The students gather information both facts and ideas before

they try to collect the learning issue.

c. Discovery and reporting

In this stage, the important is the students ability to

work and cooperate in group. Students gather to share

information they have individually discovered. Teacher may

stay with a group for 30 seconds or 10 minutes, depending on

what is needed (Delisle, 1997: 33). Teacher also helps ensure

that key areas to be learnt are not overlooked and the quizzes

students on the accuracy, reliability and validity of the

information obtained (Tan, 2003: 36). Thus, teacher helps

students to guide them into a solution without giving the

answer.

d. Solution presentation and reflection

Tan (2003: 37) states that an iterative process follows

with the discovery of learning, reporting, peer teaching and

presentation of solutions. Sometimes more questions may be

asked. The tutor helps students to clarify doubts, to beware of

gaps and to correct misconception.

e. Overview, integration and evaluation

Students are encouraged to critique their learning

resources (their value, reliability and usefullness for future

learning). It is also meant by Delisle (1997: 35), the teacher

encouraged students to evaluate their own performance, their

group performance and the quality of the problem itself. By

evaluating their performance, students take roles as problem

solvers and self-directed learners.

D. Reading Skill

1. Definition of reading

Reading is the processing of written symbols into message. The

readers recognize the symbols from their background knowledge. As a

result, the readers receive information from what they read. Therefore,

it is called linguistic process. Tinker (1975) as quoted by Dallman

(1982: 23) claims that reading involves the identification and

recognition of printed symbols which serve as stimuli for the recall of

meanings built up through past experience, and further the

construction of new meaning’s through the reader’s manipulation of

relevant concept already in his possession.

Moreover, Thorndike (1917) as quoted by Dechant (1982: 5)

states that reading a paragraph involves the same sort of organization

and analysis as does thinking. Based on the definition, the researcher

comes to the summary of the definition of reading:

a. Reading is the identifying language or sign system includes

written or printed symbols.

b. Reading is interaction of the readers through their background

knowledge and the author of the text or paragraph. When reading,

the readers connect their own experience and knowledge. They

recognize the printed symbols and bring the message from the

author to their mind.

c. Reading is seeking meanings, ideas and relationships among

them.

2. Reading skill

Reading process is very crucial and vital. A single reading skill,

although a very important one, well ilustrates the complexity of

reading (Dallmann, 1982: 24). Acccording to Fauziati (2008: 133),

reading skill is the ability to relate the textual material to one’s own

knowledge by comprehending the text. It means that the development

of reading skill depends on the students’ reading comprehension.

3. Types of reading

According to Grabe (2009: 8), types of reading are:

a. Reading to search for information (Scanning)

Scanning is identifying specific graphic form and looking

for specific information. Scanning allows readers to find

information in hurry. Most successful scanning is determined by

the material understanding so that readers can locate the specific

information.

b. Reading for quick understanding (Skimming)

The readers use skimming when they need to read many

texts. Then, they want to determine what a text about and choose

one text to focus more attention on. Besides, the readers skim

when they are under time pressure and need to reach some

decisions about the usefulness of information in a text.

Skimming is reading in the fast speed. Readers don’t want

to read all the materials. They just want to know some materials

in details. Thus, readers use skimming in specific occation.

c. Reading to learn

Reading to learn is often carried out in academic and

professsional setting. The readers not only look for information

but also keep in mind the main information. Hopefully, they can

recall the information when they need it. The expectation of

reading to learn is put the ideas into long-term memory.

d. Reading to integrate information

Reading to integrate information requires when the readers

need to identify and synthesize the different parts of long texts or

books. They are expected to keep the ideas into long-term

memory and create their own understanding or frame about the

information.

Readers often have to decide which aspects to select.

Prioritize, and highlight, and then create coherent organizational

frame around the information. It means that readers not only look

up for some information but also they need to selest, summarize

and analyze the information.

e. Reading to evaluate, critique, and use information

In the academic setting, readers need to read many texts and

give evaluation includes critique or suggestion. It is more

complex that reading to integrate information. Readers need to

give their opinion based on their knowledge by framing what they

read and their interests, emotional responses and reader’s

attitudes. The purpose is readers use the output of evaluation for

some other task.

This type of reading allows readers to involve their own

knowledge relate to the information. After that, readers can give

advice or comment of the text. It advantages both for the reader

and writer.

f. Reading for general comprehension

This stage includes the correct association of meanings with

word symbols, the selection of the correct meaning suggested by

the context, the organization and retention of meanings, the

ability to reason one’s way through small and large idea (Dechant,

1982: 311). Comprehension is a thinking process through reading.

It is the combination of background experience (vocabulary,

knowledge, ideas) and language skills (knowledge of morphology

or syntax).

4. Principles of reading instruction

Here are some principles of teaching reading according to

Dallman, (1982: 7) :

a. Whether or not a teacher’s view of reading is broad enough and in

harmony with the best thought in the area of reading can

determine to a consideration extent the effectiveness of his

program.

b. Reading is a developmental process.

c. An orderly plan of organization of the reading program, yet one

that allows for variations in plans as determined by students’

needs, is conducive to effectiveness.

d. No one method of reading instruction has been established as the

best.

e. What constitutes desirability in methods of instruction varies from

one learner to another.

f. The teacher should help each child develop or maintain self-

respect and self-esteem.

g. The teacher’s aim should be to help each child develop in reading

ability to the extent of his capabilities.

h. Participation by the learner iment of goals in the establishment of

goals is an important educational activity.

i. Use of variety instructional materials is likely to be more

productive of results.

j. No one can force an individual to learn to read, all the teachers

can do is to provide the opportunity to learn.

Those principles of reading is aimed to make good reading

teaching. The teacher view and knowledge of reading can be evaluated

by those principles. Thus, the reading principles can be seen as

guideline for teacher.

5. Aspects of reading

Dallman (1982: 25) claims that some of the aspects of reading

which deserve both attention in isolated learning situations and more

balanced attention in a more normal reading situation are word

recognition, comprehension and reflection.

a. Word recognition

The conception of reading is determined by the ability to

recognize and pronounce words. The process of decoding is

recognizing the oral equivalent of the written symbols.

Frequently, the stress of language is spoken communication and

that writing or print is a graphic representation of speech. Later,

the process is called the grapheme (the written or printed

symbols) and the phoneme (the speech sound).

In conclusion, word recognition is taught by sound the

alphabet. Besides, teacher should teaches the combination of the

symbols or alphabet.

b. Comprehension

Individual who only can read the printed symbols is not

enough to gain the purpose of reading. They need to understand

what he pronounces because they read in order to receive

meaning. The critical fushion of word recognition and

comprehension into meaningful interpretation of print by the

teacher deserves continued attention and stimulation by the

teacher.

Dechant (1982: 7) believes that comprehension occurs only

when meaning is associated with the written symbols and only

when the meaning that the writer wanted to share with the reader

has been received by the reader. In conclusion, teacher who wants

to teach comprehension, they are not only teach about the sounds

of symbols but also the meaning of the symbols

c. Reflection

Many educators have pointed out that word recognition and

comprehension do not comprie the total of the reading act. Gray

(1960) as quoted by Dallman (1982: 26) emphasizes the fact that

the four aspects he identifies are word recognition,

comprehension, reaction and fusion. Reaction refers to the readers

reaction to what he has read. Fusion refers to assimilation of ideas

gained through reading with the reader’s former experiences.

6. Factors which influence students’ reading skill

The students’ reading skill influenced by two factors. The

factors which come from the students itself called internal factors, and

the factors which come from out of the students called external

factors.

a. Internal factors

1) Physical factors include the health of eyes, ears and mouth

2) Mental factors consist of two parts, such as:

a) Intellectual factors include intelligence, students ability

to receive and understanding information which affect

performance on reading.

b) Non-intelligence factors are maturity, background of

experience, attitude, interest and habit.

b. External factors

1) Social factors such as the school and home environment,

social groups like playmates, classmates and society.

2) Cultural factors such as customs, traditions etc.

3) Equipment factors include all techology or tools to support

reading performance both in school and home.

Teacher must providing the necessary conditions in order to

gain the purpose of reading. The lack of reading may comes from

the lacking of one element. In conclusion, the good condition

helps students in the growth of reading skill.

CHAPTER III

RESEARCH METHODOLOGY

A. Research Setting

1. Research Location

This research took place in SMKN 1 Salatiga.

2. Research Schedule

The sequences of data collection and data analysis were April

untill September 2015. The schedule activities are as follows:

Table 3.1

Research Schedule

No Activities Time

April May June July Aug. Sept

1. 1. Preparing the

reseach proposal

2. Observation and

teaching process

3. Data collection

4. Data analysis

5. Concluding the

reseacrh

6. Writing the report

3. General Description of SMKN 1 Salatiga

a. History of SMKN 1 Salatiga

SMKN 1 Salatiga is one of the best and favorite vocational

high schools in Salatiga. This school divided into six departments.

They are Accounting, Office Administration, Sales / Marketing,

Chef, Beautician and designer/clothing design. The headmaster of

SMKN 1 Salatiga is Bambang Dwi H, S.Pd., M.Pd. The founders

of the committee formed State Preparation SMEA known by Mr.

Mayor Salatiga (Bp.Letkol S.Soegiman at the time) and supported

by the Party Muspida. With head offices permit the Department

of Education and Culture, Central Java Province No.IDPE / 435 /

D / 67, dated 1967 17 Januari, then stood SMEA The status of

preparation in Salatiga.

SMEA School 1 Salatiga with the assistance of the State

managed to occupy a new building located in the village of

Kembangarum which has a land area of approximately 15,000

m2. Until now, the title had been changed into SMEA SMK 1 by

decree. Education Minister No. 036 in May 1997.

b. Students of SMKN 1 Salatiga

There are 1299 students of SMKN 1 Salatiga in the

academic year 2014/2015. There are 424 students in the tenth

grade, 455 students of eleventh grade and 420 students of the

twelfth grade. Tenth and eleventh grade consist of thirty classes

and divided into six departments, they are three classes for

accounting, three classes for office administration, two classes for

marketing, two classes for chef, two classes for designers, and

one class for beautician departments.

c. Location of SMKN 1 Salatiga

1) Street : Nakula Sadewa I/3

2) Telp/Fax : (0298) 323566

3) Subdistrict : Sidomukti

4) Post code : 50722

B. Research Method

In this research the researcher used classroom action research. There

are some definitions of classroom action research. According to Ellis

(2012: 27), action research is form of self-reflective enquiry undertaken by

practitioners in their own contexts of action. It can be undertaken by

individual teacher or collaboratively involving a team of teachers. Burns

(2010: 2) claims that the main aims of action research is to identify a

“problematic” situation or issue that the participants consider worth

looking into more deeply and sistematically.

Based on the explanation above, the researcher conclude that

classroom action research is a form of action research that undertaken by

teachers or practitioners to find solutions of examined problems in the

classroom. By doing classroom action research, the researcher can

investigate the students problem. The problem leads for solutions which

can improve teacher comprehension in language teaching.

C. Subject of the Research

The researcher held the research in SMKN 1 Salatiga at the students

of the grade. The researcher took Designer X class as the subject of

the research. The number of students were 35 students.

D. Design and Procedures of the Classroom Action Research (CAR)

The researcher followed Kemmis and Mctaggart (1988) CAR design.

The design consists of several cycles. Each cycles includes planning,

action, observing and reflection of the teaching learning process based on

the lesson plan that has been prepared for one meeting.

Figure 3.1 Procedure of Classroom Action Research

The figure of CAR by Kemmis and Mctaggart (1988), quoted by Burns (2010: 33)

The researcher and English teacher, Mrs. Farida made a

collaboration work since preparation phase, action, observation, and

reflection. The researcher also invited the research with observer from

IAIN Salatiga student, A’yun Masuda. It is meant to improve students

reading skill through the procedures on these phases. Researcher planned

the steps as below:

1. Cycle 1

a. Planning

In this stage, the researcher planned what action would be

done in apllying ICT and PBL in teaching reading. The activities

in the planning were presented as below:

1) Selecting the materials with the teacher’s annual program

based on syllaby.

2) Determining the materials, the materials that would be

explained was about fable text.

3) Designing the lesson plan that would be used as teacher

guideline in teaching reading using ICT and PBL method.

4) Preparing teaching instrument such as computer aplication,

test, observational checklist and students name scoring.

The preparation was designed in order to gain the purpose

of teaching learning process. Students are supposed to improve

their reading skill by the materials given.

b. Action

After the preparation finished, the researcher did teaching

learning process. In action stage as the stage of implementation

the preparation, the researcher presented as below:

1) Giving pre-test I for students.

2) Explaining the materials and the aplication of ICT and PBL

method in teaching reading.

3) Giving occasion for students to ask any difficulties using ICT

and PBL method.

4) Presenting the problem situation for the students.

5) Giving chance for students to work in group and share their

knowledge in order to solve the problem given.

6) Giving chance for studnets to present the result of discussion

to other group.

7) Giving opportunity for other goup to evaluate the presenter.

8) Giving post-test I.

In this phase, researcher and students were working

together. Students gained the materials deeply. Meanwhile the

researcher helped, guided, and monitored the students, she also

identified in the issue being researched.

c. Observation

To evaluate the action, both teacher and students were

observed by the collaborator. The aims of observation is knowing

whether the action was successful or not. The aspect of teacher

activities which were observed are listed below:

1) Greeting students before the lesson begins.

2) Praying before the lessong begins.

3) Checking students attendant.

4) Asking students situation.

5) Preparing of the materials.

6) Giving motivation for students.

7) Giving explanation of the materials.

8) Giving opportunity for asking question and suggestion.

9) Guiding the students activity.

10) Giving feedback after the lesson.

The students that was observed are listed below:

1) Actively participated in the teaching learning process.

2) Evaluating other group presentation.

3) Using the ICT or other media appropriately.

4) Showing enthusiastic in the reading activity.

d. Reflecting

At this point, the researcher reflected on, evaluate, and

describe the effects of the action. Reflection seeks to memorize

sense of process, problem and real issue in action. Moreover, the

purpose of reflection was to understand the issue which have

explored more clearly and decide to do further cycles of action

research in order to improve the situation.

Students minimum score (KKM) was 75. It means that

students passed the test when students’ score was 75 or above.

Researcher expected that 85% students could pass the test in the

cycle 1. When the number of students who pass the KKM was

below than researcher expectation, below from 85%. Researcher

would take the cycle II in order to reach 85% students who passed

the KKM.

2. Cycle 2

a. Planning

In the planning phase of the second cycle, the researcher

would do several activities that would be designed as below:

1) Revising the lesson plan based on the suggestion of class

teacher, collaborator and students needs.

2) Reselecting the materials and teaching instruments to

improve the teaching learning process.

3) Revising the test in order to satisfy the students needs.

b. Action

This cycle II action is quite similar with the cycle I action.

The activities of the cycle II action included:

1) Giving more explanation about the materials and instruments.

2) Giving the post- test II

c. Observation

Researcher observed students improvement, response and

participation in the teaching learning process. Collaborator also

observed the ressarcher and students performance during the

action.

d. Reflection

The researcher evaluated the students reading skill

improvement. English teacher also gave suggestion and advised

for the future teaching performance. Besides, the researcher asked

about the students reading progress according to English teacher.

After did the cycle II, researcher also expected that 85% students

could pass the KKM. When the result was below than 85%,

researcher would conduct the cycle III.

E. Techniques of Collecting the Data

Technique for data collecting was aimed to support the success of

the research. It helped the reseracher to collect information during the

process of research. Related to the research, the researcher used some

techniques for collecting data are presented as below:

1. Observation

The collaborator observed the action by observational checklist.

It is aimed to know the students activities in reading skill when

the English lesson. There were two kinds of observational checklist.

Those are observational checklist for teacher and students.

The table given below is the observational checklist for the

teacher and students.

Table 3.2 Observational Checklist for the Teacher

No. Teacher’s activities

1. Greeting students before the lesson begins.

2. Praying before the lessong begins.

3. Checking students attendant.

4. Asking students situation.

5. Preparing of the materials.

6. Giving motivation for students.

7. Giving explanation of the materials.

8. Giving opportunity for asking question and suggestion.

9. Guiding the students activity.

10. Giving feedback after the lesson.

Table 3.3 Observational Checklist for the Students

No. Students’ activities

1. Actively participated in the teaching learning process.

2. Evaluating other group presentation

3. Using the ICT or other media appropriately.

4. Showing enthusiastic in the reading activity

2. Test

Test is used to measure a student’s basic capabilities and

achievements (Arikunto, 2010: 266). The researcher uses pre- test and

post-test. Pre-test test is given students before the teacher uses her

strategies in teaching learning process and post test is given students

after the teacher uses strategies. Pre-test and post are to know the

differences of the students skill before and after the researcher uses

her strategies.

Researcher would gave both the pre-test and post-test for

students in SMKN 1 Salatiga. Researcher would give the pre-test and

post-test of cycle 1 on May 2015. Then, researcher would anlyze

the result. When number of students who could pass the KKM was

below than 85%, researcher would conduct the cycle II on May

2015. In the cycle II, researcher would gave both the pre-test and post-

test of cycle II.

3. Documentation

The researcher used documentary method as a method of

collecting data about the matters of variables, which in the form notes,

transcript books and photos. Documents improve information during

the research. Besides, the documents which was used by the

researcher are sylabuses, lesson plan both in cycle I and cycle II, pre

and post-test papers, students’ score, students’ attendant list and

observational checklist (enclosed).

4. Interview

Interview was used by the researcher to collect data about

students reading skill before implementation of the research.

Researcher interviewed the English teacher with open-ended

questions. Researcher asked 5 questions for the teacher. The interview

would conduct on March 2015. The interview used as starting

point to select the materials and instruments of research (enclosed).

F. Technique of Analyzing Data

1. Qualitative Data

The qualitative data included documentation and interview were

analyzed by researcher. First, researcher presented the data. Second,

the presented data were selected as the research needs. Third, the data

were concluded and reviewed in the research.

2. Quantitative Data

The quantitative data were analyzed by statistical technique. The

quantitative data includes students pre-test and post-test bot in cycle I

and II. The technique of analyzing data are presented as below:

a. Mean calculation

Mean is formula to know the average of the students’ score.

The formula can be shown below:

M=

Which,

M : Mean

∑ F x : The sum of student’s value

N : The total number of students

b. Calculation percentage

The calculation percentage shows the class percentage of

students’ number who pass the KKM. The formula can be shown

as below:

P =

x 100%

P= percentage of students who pass the KKM

F= number of students who pass the KKM

N= total number of students

CHAPTER IV

FINDING AND DISCUSSION

A. IMPLEMENTATION OF ICT AND PBL

In this implementation of research, the researcher arranged two cycles.

The steps were: planning, acting, observing, and reflecting.

1. Cycle 1

a. Planning

The activities in the planning were:

1) Preparing material and media, making lesson plan, and

design of teaching in the class.

2) Preparing list of students name scoring.

3) Preparing teaching-aids.

4) Preparing sheet for observation in the class.

5) Preparing a test (to know student’s improvement in reading

skill, is there any change or not).

b. Implementation

The researcher did research on May 2015 at 12.55 p.m.

at the class of X BU 1. Actually the class begin at 12.30 p.m.

However, students had to do Zuhur prayer. Thus, the lesson time

was 65 minutes. Actually, the lesson time was 90 minutes. The

atmosphere in the class was so silent and students feel anxious.

Then, the researcher introduced herself and she explained what

her purpose being in SMK N 1 Salatiga. Before started the lesson,

the researcher gave the pre-test. After students finished doing the

pre-test, she began to teach fable text. The situation was follow:

Mrs. Farida : “Assalamualaikum Wr. Wb “

Students : ”Wa’alaikumsalam Wr. Wb “

Mrs. Farida : “Good afternoon students. How are you today?”

Students : “Good afternoon mom, I’m fine, thank you and

you?”

Mrs. Farida : “I’m very well too, thank you. Let’s we start our

lesson today with saying basmallah”

Students : “Bismillahirrahmanirrohiim”

Mrs. Farida : “Ok class. We have special guest. As you see, there

are two students from IAIN Salatiga. What will they

do in SMK N 1 Salatiga? “

Students : “Tidak tahu bu.”

(“We don’t know mom.”)

Mrs. Farida : “Penasaran bukan? Nanti mbak- mbak dari IAIN

yang akan menjelaskan.”

(“Are you curious? Later, they will explain it for

you.”)

Students : “Yes mom”

Mrs. Farida : “Ok, Ms. Ayu and Ms. A’yun. Time is yours”

Researcher : “Good morning everybody”

Students : “No, good afternoon miss”

Researcher : “I know that it is afternoon. However, I want you

to have morning spirit. Good morning students.”

Students :”Good morning mom”

Researcher :”Wow, that sounds morning spirit.”

Students : “Miss jangan pakai bahasa Inggris miss, tidak

mudeng miss.”

(“Miss, don’t use English. We don’t understand.”)

Researcher : “Ok, I will use English and Bahasa.”

Students : “Miss, namanya siapa?”

(“Miss, what is your name?”)

Researcher : “Nama saya Miss Ayu. Saya dari IAIN Salatiga. Ini

Miss A’yun, rekan saya yang akan membantu saya

disini. Kami akan melakukan penelitian untuk

skripsi. Kami memohon bantuan dari adik-adik agar

penelitian kami berjalan dengan lancar.”

(“My name is Miss Ayu. I come from IAIN Salatiga.

This is Miss A’yun, my partner, who will help me to

do the research. We will do research for our

undergraduating paper. We hope all of you can hel

us in order to do the research.”)

Students : “Miss, kenapa penelitiannya disini miss?”

(“Miss, why you do research in this class?”)

Researcher : “Alasannya, saya akan melakukan penelitian yang

berhubungan dengan komputer dan internet.

Sekolah ini telah memiliki fasilitas lengkap termasuk

komputer dan internet.”

(“The reason is, I’ll do a research relate with

computer and internet. This school has complete

facilities include computers and internet.”)

Students : “Sekolah kita kan bagus miss.”

(“Our school is good miss.”)

Researcher : “ I absolutely agree with you. Ok, I want to know

all of you so I want to check the attendant first.

Raise your hand when I call your name.”

Then the researcher check students’ attendant.

Researcher : “Do you know about narrative text?”

Students : “Yes miss”

Researcher : “Would you like to explain what is narrative text?”

Students : “Teks narative adalah teks yang menceritakan

masa lampau miss.”

(Narrative text is a text which tells about past

activities.”)

Researcher : “Good explanation! Anyone else who want to add

about narrative text?”

Students :“Narrative text is legend text miss.”

Researcher :“Yes, it is correct. Narrative text is a text focusing

specific participants. The social function is to tell

stories or past events and enetertain the readers.

Legend, myth, fable are narrative.

Students :”Seperti film pada jaman dahulu miss.”

(“So, it is like “Pada Jaman Dahulu” movie miss.”)

Researcher : “Yes, it is. In the movie you will find many kinds

stories about animals. Those are fable stories.”

Students :”Kalau “Kancil Nyolong Timun” juga fabel miss?”

(“Is “Kancil Nyolong Timun” fable story miss?”)

Researcher :”Yes, it is one of fable stories. Now, I want to give

you a task. I will give you 15 minutes to do the

assignment.”

Students “Boleh kerja kelompok miss?”

( “Can we do it by group working miss?”)

Researcher :”No, you can’t. You have to do it by yourself.”

Researcher gave the assignment to the students. Then,

students did the assignment untill the times up.

Researcher :”Ok class. The time is up. Now, I want you to

collect the paper.”

Students :”Not yet miss”

Researcher :”Ok, I’ll give you five minutes again.”

Students :”Yes miss”

Then, the students continued did their assignment.

Researcher :”Now, I want you to collect the paper.”

Then, the students collected their paper assignment. The

researcher and students checked the right answer.

Researcher :”Guys, now I want to use Problem-based Learning

method. Have you ever heard about Problem-based

Learning?

Students :”No miss”

Researcher :”Problem-based learning method is a teaching

method which uses problem as a starting point. You

have to solve the problem in group. However, you

are free to use any kinds of resources to solve the

problem. In the last, you will present your group

discussion to the other group.

Students : “Jadi, boleh buka buku miss?”

(“So, can we open book miss?”)

Researcher :”Absolutely, you also may ask someone in order to

gain information. Besides, you can open book,

dictionary or open the internet to solve the problem.

However, you have to remember about the time.

You may use any kinds of reources but consider

about the time”

Students :”Ok miss”

Researcher :”Now, I will give you a video. You have to pay

attention in the video.”

Then, the students pay attention to the video.

Researcher :”What do you think about the video?”

Students :”Rabbit miss”

Researcher :”Yes, it is a rabbit or hare. What happen to the

tortoise?”

Students :”Kalah lomba dengan kura- kura miss.”

(“He lost in a race with the toroise.”)

Researcher :”Good. This story is familiar for you, isn’t it?”

Students :”Yes, miss”

Researcher :”Now, I’ll give you an assignment. Write in the

pioece of paper, waht do you think about the video?.

You may write down anything in the paper about the

video.”

Students :”Yes, miss”

Researcher :”Have you finished?. Now, I will divide you into

groups. Please, gather with your group in 2 minutes.

You can see your group on the screen.”

Then, the students gather with their group and discussed

each other.

Researcher :”Remember guys, you can use any kinds of sources.

However, you only have 15 minutes to discuss.”

The students discussed the task with the group. The

researcher monitored the groups.

Researcher :”Ok class, the time is up. Now, I want group 1 to

answer the first and second questions.”

Catur :”Teman- teman ini hasil diskusi kami. Cerita fabel

ini memiliki karakter the hare and the tortoise.”

(“Friends, this is the result of our discussion. This

fable has two characters, they are the hare and the

tortoise.”)

Researcher :”Ok Catur. I want you to speak in English.

However, you can combine it with Bahasa.”

Catur :”The setting is the jungle”

Researcher :”Good job. Are there any other answer?”

Students :”No miss”

Researcher :”Who wants to answer the third question?”

Azizah :”Ok, The conflict is the hare thought that she could

beat anyone in a race. She said so to the Tortoise.”

Researcher :”Why do you choose it to become the conflict?”

Azizah :”Ini karena si Kelinci merasa paling cepat. Jadi,

dia menantang siapa saja untuk lomba.”

(“I choose it because the Hare thought that he’s the

speediest so she chalenged anyone to race.”)

Researcher :”OK, it is correct answer. Now, I want to group 3 to

answer the forth question.”

Tri Dewi :”Not yet mom”

Researcher :”Why it happens?”

Tri Dewi :”Ini koneksi internetnya lama.”

(“The internet connection is really low.”)

Researcher :”Ok. Tadi sudah miss sampaikan di awal, bahwa

kalian hanya punya waktu 15 menit. Pemilihan

sumber belajar kalian sudah bagus, yaitu melalui

internet. Akan tetapi, kita harus mempertimbangkan

kecepatan dan ketepatan sumber. Kalau kelompok 1

menggunakan sumber apa untuk mendapatkan

jawaban?”

(“Ok. I have told you before that you only have 15

minutes to do the task. Your choice to use internet is

good. However, we have to consider about resources

timing and accuracy. How about first group, what is

the resources?”)

Catur :”Kita pakai buku miss. Karena fabel ada di buku

paket.”

(“We use book miss. The fable explanation is in the

book.”)

Researcher :”Dalam kehidupan sehari-hari kita akan menemui

banyak permasalahan. Sumber penyelesaian bisa

bermacam-macam. Jadi, kita harus jeli dan teliti

jenis sumber apa yang cocok untuk masalah kita.

Karena setiap sumber mempunyai karakteristik yang

berbeda-beda.”

(“In our daily life, we will face many kinds of

problems. The problem solver can be various. Thus,

we have to think critically to choose the resources

which match with our problem. It is happen because

every source has different characteristic.”)

Then, students and researcher checked the right answers.

Finally, teacher gave summary of the lesson at the day. The

students felt more satisfied because they can learn many things.

Next, the researcher gave students 20 minutes to do the post-test.

After finishing the post-test, students submitted the answer sheet

and researcher closed the meeting.

Researcher :”Thank you so much for your participation and the

attention. You did the great job today. Let’s say

Hamdallah to close our lesson.”

Students :”Alhamdulillahirabbilaalamiin”

Researcher :”Assalamualaikum Wr. Wb”

Students :”Waalaikumsalam Wr. Wb”

c. Observation

In the first cycle, the researcher obtains the field notes

from her partner. By monitoring the students’ activity in this

action, researcher could see that the students looked excited to

follow the teaching learning process. However, some students still

asked her friends when they had to do the test.

The second obstacle is time. The class should begun at

12.30 p.m. As school rule, students have to do the Zuhur pray for

about 20 minutes. Thus, the lesson time was only 70 minutes.

Students did the post-test normally for about 20 minutes. Because

of the time was not enough, students only did the test in 10-15

minutes. Consequently, most students did the post-test in hurry.

Thus, they were not concentrate enough to do the post-test.

Table 4.1

Results of Pre-Test and Post-Test cycle 1

No. Nama Pre-Test 1 (X) Post-Test 1 (Y)

1. Student 1

73

69

2. Student 2

51

73

3. Student 3

56 69

4. Student 4

53

47

5. Student 5

78*

73

6. Student 6

40

82*

7. Student 7

58

78*

8. Student 8

76*

73

9. Student 9

60

69

10. Student10

64

82*

11. Student 11

82

82*

12. Student 12

78*

100*

13. Student 13

64

73

14. Student 14

60

69

15. Student 15

60

73

16. Student 16

60

78*

17. Student 17

51

78*

18. Student 18

84*

73

19. Student 19

64

67

20. Student 20

82*

69

21. Student 21

84*

100*

22. Student 22

64

62

23. Student 23

89*

100*

24. Student 24

71

91*

25. Student 25

78*

80*

26. Student 26

62

91*

27. Student 27

60

62

28. Student 28

60

80*

29. Student 29

84*

84*

∑= 1946 2227

*Students who pass the KKM

1) Calculating Mean of Pre-Test

a) Mean of Pre-Test 1

M1 =

M1=

M1= 67.1

b) Mean of Post-Test 1

M2=

M2=

M3= 76.8

c) Mean of Pre-Test 1 = 67.1

d) Mean of Post-Test 1 = 76.8

From the calculation, it can be inferred that there were some

improvement toward students’ reading skill after implementation

of ICT and PBL method. It is proven by students’ mean test result

comparison between pre-test and post-test in cycle I, the mean of

pre-test is 67, 1 meanwhile the mean of post-test is 76.8.

The improvement was also can be calculated in percentage

by calculating students’ pre-test and post-test score. The

calculation can be shown below:

P=

x 100%

P=

x 100%

P=

x 100%

P= 6.7 %

The calculation which shows the class percentage of

students who pass the KKM is:

P=

x 100%

P=

x 100%

P= 48%

It means that there were 48% of students’ who pass the

KKM. There were only 14 students who pass the KKM. It means

that the successfull of cycle 1 was still low. Finally, the researcher

would take the second cycle so that 85% students could pass the

KKM.

d. Reflection

After analyzing the result of the action in cycle 1, the

students’ reading skill was improved. It can be seen by average of

post-test, which is higher than the average of pre-test.

From the observation, the researcher has to manage the

time well. In order to give more time to do the test, the researcher

conclude that the assignment should be changed so that it won’t

wasting time. Besides, the researcher suggested students to bring

dictionary to minimize the group working when did the test. The

researcher would use the same method to teach reading with the

different materials for the next cycle to get better result.

2. Cycle II

Based on the result of cycle I, it was better to the teacher to

continue the next cycle:

1. Planning

Before conducting the research, the researcher prepared the

instrument of research, in the following:

a. Preparing material and media, making lesson plan, and

design of teaching in the class.

b. Preparing list of students name scoring.

c. Preparing teaching-aids.

d. Preparing sheet for observation in the class.

e. Preparing a test (to know student’s improvement in reading

skill, is there any change or not).

2. Implementation

The researcher did research on May 13, 2015 at 12.55 p.m.

at the class of X BU 1. Actually the class begin at 12.30 p.m.

However, students had to do Zuhur prayer. Thus, the lesson time

is only 65 minutes. Before started the lesson, the researcher gave

the pre-test. The situation was follow:

Researcher : “Assalamualaikum Wr. Wb”

Students : “Wa’alaikumsalam Wr. Wb”

Researcher : “How are you today?”

Students :”I am fine, thank you. And you?”

Researcher :”I am fine too, thank you.”

Students :”Miss, hari ini belajar apa?”

(“Miss, what will we learn today?”)

Researcher :”Wow, good question. Today we will learn

about the story of The Stork and The fox.”

Students :”Maksudnya miss?”

(“What do you mean miss?”)

Researcher :”Karena sepertinya kalian sudah penasaran, kita

akan langsung melihatnya. Ini adalah test yang

harus kalian kerjakan dalam waktu 15 menit.

Kalian kerjakan secara individu.”

(“Because you seems so curious, we’ll see what is

it. This is the task that tou have to do in 15

minutes. You do the task by yourself.”)

Students : “Ok miss.”

Then, the students do the pre-test of cycle 2. After finished,

students and teacher checked the right answers.

Researcher :”Do you remember our lesson last week?”

Students :”Dikit miss”

(“Just a litle miss.”)

Researcher :”Ok, would you tell me about your litle memory

about our lesson last week?”

Students :”Fable miss”

Researcher :”Good. What is the purpose of fable text?”

Students :”To entertain the readers.”

Researcher :”Wow, excellent. What are the generic structures

of fable text?”

Students :”Setting, conflict, action, rising action, climax and

falling action.”

Researcher :”Perfect. Iam so happy to learn with all of you.”

Students : laughing

Researcher :”Now, .”

Students :”Mengelompok ya miss?”

(“Do we have to make a group?”)

Researcher :”Iya, kalian berkumpul dengan kelompok kemarin.

Miss akan memberi kalian tugas. Tetapi, ingat

dengan waktu dan keefektifan sumber belajar yang

digunakan.”

(“I want you to meet your group again. I will give

you an assignment. You can use book, internet, aor

any kinds of other sources. However, remember

about the time and the effectivity of your source.”)

Then, students gathered with their group. They discussed

the assignment. Researcher monitored the group. After finished,

some of groups presented their discussion.

Researcher :”Who wants to present the group discussion?”

Nurul :”Saya ingin mempresentasikan hasil diskusi

kelompok saya.”

(“I want to present the result of my group

discussion).”

Researcher :”Ok Nurul. Try to use English. You can combine

with Bahasa.”

Nurul :”The story begin from c, d, b, e, g, f, a”

Researcher :”Ok class. Any other opinion?”

Students :”No, miss.”

Researcher :”Good job. It is correct. Thank you Nurul. Thus,

what can you learn from the story?”

Students :”Help your friend.”

Researcher :”Yes, it is good.”

Students :”Don’t forget your friend.”

Researcher :”Excellent. Now, who wants to share what are the

sources that were used in your discussion?”

Students :”I use mobile phone to translate miss.”

Researcher :”It’s good idea.”

After students and researcher discussed the group

assignment, students did the post-test II. Then, researcher

conclude the lesson and give some suggestion to the students.

Finally, teacher closed the lesson.

3. Observation

The observation of the action in the cycle II focused more

on students improvement in reading skill and time management.

Students worked in group cooperatively. They used appropriate

sources to gain information. Moreover, they were so happy to do

the assignment because the topic was so interesting. Researcher

used good time management. Even the time was 65 minutes,

researcher used it effectively. Students did the post-test in

efficient time. They were not feel hurry.

As the result of the cycle II, researcher gained the result of

pre-test and post-test of this cycle. The following table was the

final result score of the students in the cycle II:

The 4.2 Result of Pre-Test and Post-Test cycle II

No. Students Pre-Test II (X) Post-Test II (Y)

1. Student 1 89*

67

2. Student 2

78* 89*

3. Student 3

78* 100*

4. Student 4

72 83*

5. Student 5

94* 83*

6. Student 6

89* 94*

7. Student 7

89* 89*

8. Student 8

100* 100*

9. Student 9

94* 89*

10. Student10

94* 100*

11. Student 11

83* 83*

12. Student 12

94* 94*

13. Student 13

72 94*

14. Student 14

100* 100*

15. Student 15

100* 94*

16. Student 16

100* 94*

17. Student 17

83* 83*

18. Student 18

83* 94*

19. Student 19

78* 67*

20. Student 20

72 100*

21. Student 21 83*

83*

22. Student 22 94*

94*

23. Student 23

89* 61

24. Student 24

72 67

25. Student 25

100* 89*

26. Student 26

67 89*

27. Student 27

78* 89*

28. Student 28

78* 89*

29. Student 29

83* 94*

∑ 2486 2552

*Students who pass the KKM

a) Calculating Mean of Pre-Test

1) Mean of Pre-Test 1

M1 =

M1=

M1= 85.7

2) Mean of Post-Test 1

M2=

M2=

M3= 88

3) Mean of Pre-Test 1 = 85.7

4) Mean of Post-Test 1 = 88

From the calculation, it can be inferred that there were some

improvement toward students’ reading skill after implementation

of ICT and PBL method. It is proven by students’ mean test result

comparison between pre-test and post-test in cycle I, the mean of

pre-test is 85.7 meanwhile the mean of post-test is 88.

The improvement was also can be calculated in percentage

by calculating students’ pre-test and post-test score. The

calculation can be shown below:

P=

x 100%

P=

x 100%

P=

x 100%

P= 1.3%

The calculation which shows the class percentage of

students who pass the KKM is:

P=

x 100%

P=

x 100%

P= 89.6%

It means that 89.6% students pass the KKM. There were 26

students who pass the KKM. Meanwhile, 3 students didn’t pass

the KKM. It can be concluded that students’ progress of their

reading skill was good. Thus, the implementation of ICT and PBL

to improve students’ reading skill was successfull However,

students not only improved their reading skill but also group

working as team. Furthermore, the main factor to improve their

reading skill is their reading habit from theirself.

4. Reflection

The action was comlete and the data was taken from the

action of cycle II. From the observation of collaborator and

English teacher, the second cycle was good. Researcher could use

good time management. Besides, students showed the

improvement of reading skill. It is proven by the calculation.

Students felt happy during the action of the cycle because

the text was interesting. Besides, students could use their sources

based on their favor. They learned how to choose learning

resources and applied it in their learning solving problem. The

PBL method was useful for them because they learn how to solve

problem. Most of students didn’t get the lesson of solving

problem. However, after using PBL, they understand what kind of

ways to solve the difficulties especially in the learning context.

The researcher and English teacher felt happy with the

students’ reading skill improvement. Students who pass the KKM

was 89.6 %. From the calculation, researcher do not need to

conduct more cycle.

B. DESCRIPTION OF READING SKILL IMPROVEMENT

1. Test Analysis

The result of the whole text is compared to know the significant

difference of the treatment. The comparison of the all cycle test is as

follow:

The following table is the result of pre-test and post-test bot

cycle I and cycle II.

Table 4.3 Results of Pre-test 1, Post-test 1, Pre-test II and

Post-Test II

No. Students Pre-Test

1

Post-Test

1

Pre-Test

II

Post-Test

II

1. Student 1

73

69 89* 67

2. Student 2

51

73

78* 89*

3. Student 3

56

69

78* 100*

4. Student 4

53

47

72 83*

5. Student 5

78*

73

94* 83*

6. Student 6

40

82*

89* 94*

7. Student 7

58

78*

89* 89*

8. Student 8

76*

73

100* 100*

9. Student 9

60

69 94* 89*

10. Student10

64

82*

94* 100*

11. Student 11

82

82*

83* 83*

12. Student 12

78*

100*

94* 94*

13. Student 13

64

73

72 94*

14. Student 14

60

69

100* 100*

15. Student 15

60

73 100* 94*

16. Student 16

60

78* 100* 94*

17. Student 17

51

78* 83* 83*

18. Student 18

84*

73 83* 94*

19. Student 19

64

67 78* 67*

20. Student 20

82*

69 72 100*

21. Student 21

84*

100*

83*

83*

22. Student 22

64

62

94*

94*

23. Student 23

89*

100* 89* 61

24. Student 24

71

91* 72 67

25. Student 25

78*

80* 100* 89*

26. Student 26

62

91* 67 89*

27. Student 27

60

62 78* 89*

28. Student 28

60

80* 78* 89*

29. Student 29

84*

84* 83* 94*

*students who pass the KKM

Table 4.3 shows that the students pre-test and post-test in cycle I

and II. The table includes students’ score of each test. From the table

4.3, students who pass the KKM displays with the star sign.

To make easier to show the improvement, researcher design the

table 4.4. The following table is the result of students mean score in

number and percentage.

Table 4.4 Students’ mean score

No. Total score Pre-test

1

Post-

test I

Pre-test

II

Post-test

II

1. Students’ Mean

Score

67, 1 76.8 85.7 88

2. Students’ Mean

score in

percentage

31% 48% 82,7% 89,6%

From the table 4.4, the students mean score of pre-test I is

below from the KKM. The mean of pre-test I is 67.1 and the KKM is

75. Then, in the post-test I students’ mean score is 76.8. It is higher

than the KKM. However, the score only has improvement 1,8 from

the KKM. It is still low. In the cycle 2, the students mean score are

higher than KKM.

From the students percentage, in the pre-test I, 31% students

pass the KKM. However, it is really low percentage from the

researcher expectatin, 85%. In the post-test I also shows that students

percentage is low. Eventhough pre-test II shows high percentage, it is

82,7%. It is still lower than researcher expectation. Then, in the post-

test II, the percentage is higher than 85%, the percentage of post-test II

is 89,6%.

To show the students’ mean score improvement, researcher

designs the table 4.4 number 1 in the figure 4.1. The following figure

below show the students’ score mean improvement.

Figure 4.1 Students’ Mean Score Improvement

The figure 4.1 shows students’ mean score improvement. The

improvement from pre-test I is not higher than post-test I. However,

the improvement from each step is significant. It means that students’

mean score is improve from first step into the last step.

From the table 4.4 number 2, researcher designs the figure 4.2. It

is different from the figure 4.1. The figure 4.2 displays the students’

mean score percentage.

0

10

20

30

40

50

60

70

80

90

Pre-test 1 Post-test 1 pre-test II post-test II

67.1 76.8

85.7 88

Figure 4.2 Students’ Mean Score Percentage

From the figure 4.2 shows that the improvement of students’

number who can pass the KKM. In the both pre-test and post-test 1

show that the number of students who can pass the KKM is lower than

85%. However, in the pre-test II, the percentage is high but still can’t

reach 85%. Finally, in the post-test II, students number percentage is

higher 4,6% from the researcher expectation.

The table and the chart displays the improvement of the

students’ reading skill. The improvement was significant from cycle I

and cycle II. It means that the implementation of ICT and PBL

method can improve students reading skill.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Pre-test I Post-test I Pre-test II Post-test II

31%

48%

82.70% 89.60%

2. Observation Analysis

The researcher did the observation by using interview on

May 2015. The interview involved students and teacher. The main

points of the interview was students improvement of reading skill,

students opinion about the using of ICT and PBL method, and

classroom controlling.

According to the students interview, they claimed that ICT

really helpful for them to read. Most of students not only interested

in using ICT but also the PBL method. The method allowed them to

share their idea and summarize it as group ideas. It helped them to

understand the material. The group working also motivated them to

support their friends. They also satisfied with the instruction and

guidance to solve problem by using PBL method. They were

enthusiastic to read more and discover new knowledge.

Researcher also interviewed the English teacher about

classroom controlling. The students was very active because

researcher gave many motivation and suggestion. Researcher can

guided students from the beginning of the lesson until the end.

Besides, students were understand clearly about the researcher’s

instructions so that they can did the assignment smoothly.

From the explanation, it can be concluded that teaching

reading by using ICT and PBL method are effective to engage

students’ motivation and group working. It means that by the

increasing of motivation and group working, they had improvement

to read. As the result, their reading skill showed good progress.

CHAPTER V

CLOSURE

A. Conclusion

Based on the analysis of the data in pre-test and post-test both in the

cycle I and cycle II, researcher presents the conclusion in this chapter. The

conclusion can be drawn are as follows:

1. The implementation of ICT and PBL method is effective and can

improve students’ reading skill. It can be proven by the data such as

observation result that shows active students’ participation, shows

enthusiastic in the reading activity and actively evaluating other group

presentation.

2. ICT and PBL method are able to improve students’ reading skill. It

can be seen by from the data result that shows 89,6% of students’

score had passed the KKM. Students mean’s score in the pre-test I is

67.1 and post-test I 76.8. Then, students’ mean score in the pre-test II

is 85.7 and post-test II is 88. Meanwhile, the percentage of students’

mean score of pre-test I is 31%, post-test I is 48%, pre-test II is 82,7%

and post-test II is 89,6%. From the definition, it can be meant that 26

of 29 students can pass the KKM after learning by using ICT and PBL

method. As the conclusion, the implementation of ICT and PBL

method to improve students’ reading skill is success.

B. Suggestions

At the end of this chapter, researcher would like to propose some

suggestions which hopefully would be useful for English teachers, students

and other researchers

1. Teachers

a) Using interesting materials to improve students participation.

b) Paying more attention to the students’ needs to select the media of

teaching process.

c) Using group working effectively by monitoring and guiding to the

right track without mentioning the answer.

d) Encouraging students to do the mistake, and evaluating their

mistake so that students can learn something by their mistake.

e) Giving instructions clearly before students use ICT as their

learning media. The instructions help them to use media

appropriately.

f) Giving more research for the students because researcher as a

teacher want all students pass the minimum score. However, 3

students couldn’t pass the minimum score. Thus, researcher hopes

that teacher will continue this research in order to gain 100%

students pass the minimum score.

2. Students

a) Be more confident to use English. Sometimes students can

combine it with Bahasa.

b) Use the media appropriately and effectively. Media should

help students to solve the problem not add more problems.

c) Do not focus too much on the difficult vocabulary. Use

guessing meaning from context to read effectively.

d) Motivating theirself to read more, to discover the new world

and claim theirself as knowledge hunger so that they learn as

much as possible the new information.

e) Mistakes are the best teacher. Doing mistake is one step

closer to the success.

3. Other researchers

a) Trying to select more media to combine with any method. Select

it and analyze it for further research.

b) Using this research as additional reference for further research

with different subject and skill.

REFERENCES

Abbott, Chris. 2001. ICT: Changing Education. London: TJ International.

Arikunto, Suharsimi. 2010. Prosedur Penelitian: Suatu Pendekatan Praktik.

Jakarta: Rineka Cipta.

Burns, Anne. 1999. CollaborativeAction Research for English Language Teacher.

Cambridge: Cambridge University Press.

Carrol, Robert Todd. 1990. Student Success Guide: Study Skills. Online at

www.skepdic.com

Crawford, Roger. 2013. The ICT Teacher’s Handbook: Teaching, Learning and

Managing ICT in Secondary School. London: Library of Congress

Cataloging in Publication Data, Second Edition.

Dallmann, Martha, Roger L. Duch, Lynette Y.C. Char, & John J Deboer. 1982.

The Teaching of Reading. New York: CBS College Publishing, Sixth

Edition.

Dechant, Emerald V. 1982. Improving the Teaching of Reading. London: Prentice

Hall International, Third Edition.

Delisle, Robert. 1997. How to Use Problem-Based Learning in the Classroom.

United States of America: ASCD.

Duch, Barbara J. 2001. The Power of Problem-based Learning. Virginia: Stylus

Publishing.

Esteras, Santiago Remacha, Elena Marco Fabrez.2007, Professional English in

Use ICT. Cambridge: Cambridge University Press.

Grabe, William.2009. Reading in a a Second Language. Cambridge: Cambridge

University Press.

Howards, Melvin. 1980. Reading Diagnosis and Instruction: an Integrated

Approach. Virginia: Reston Publishing Company.

Loveless, Avril. 2003. The Role of ICT. London: British Cataloguing in

Publication Data.

Matheson and Haas. 2010. Exploring the Foundations for Problem-Based

Learning. Oxford: Blackwell Publishing

Richards, Jack C. and Theodore S. Rodgers. 2014. Approaches and Methods in

Language Teaching. Cambridge: Cambridge University Press, Third

Edition.

Uden, Loma and Chris Beaumont. 2006. Technology and Problem- Based

Learning. London: British Cataloguing in Publication Data.

Sapir, Edward. 1921. Language. New York : Borcout, Brance and Company.

Tan, Oon-Seng. 2003. Using Problem to Power Learning in the 21st Century.

Singapore: Seng Lee Press.

Tan, Oon-Seng. 2004. Enhancing Thinking through Problem-based Learning

Approaches. Singapore: Thomson Learning.

CURRICULUM VITAE

Personal details:

Name : Ayu Rohani

Place and date birth : Salatiga, March 1991

Address : Randuares RT 05 RW 01, Kec. Argomulyo, Salatiga.

Phone : 085 640 989 841

Educational Background:

1. SD Negeri 02 Salatiga

2. SMP Negeri 7 Salatiga

3. SMA Negerri 2 Salatiga

4. IAIN Salatiga

Salatiga, September 2015

Ayu Rohani

NIM. 11311147

Observational Checklist For Teacher Cycle 1

Observer : A’yun Masudah

No. Teacher’s

activities

Ya Tidak Faktor

Penghambat

Faktor

Pendukung

Ide

Penyelesaian

1. Greeting

students

before the

lesson

begins.

V

2. Praying

before the

lessong

begins.

V

3. Checking

students

attendant.

V

4. Asking

students

situation.

V

5. Preparing of

the

materials.

V

6. Giving

motivation

for students.

V Guru terlalu

cepat

menyampaikan

dan

menyimpilkan

materi

Lebih rileks

dan tidak

terlalu cepat

menyampaikan

materi,

sehingga ada

waktu untuk

memberi

motivasi

kepada siswa

7. Giving

explanation

of the

materials.

V

8. Giving

opportunity

for asking

question

and

suggestion.

V Guru hanya

sekali

memberi

kesempatan

kepada siswa

untuk bertanya

Setiap

memberi

penjelasan,

guru harus

memberikan

kesempatan

kepada siswa

untuk

bertanya.

9. Guiding the

students

activity.

V

10. Giving

feedback

after the

lesson.

V

Observational Checklist for Students

No. Students’

activities

Ya Tidak Faktor

Penghambat

Faktor

Pendukung

Ide

penyelesaian

1. Actively

participated in

the teaching

learning

process.

v Banyak siswa

yang merasa

penjelasan

guru terlalu

cepat,

sehingga

mereka tidak

memahami

dan tidak mau

ikut aktif di

pembelajaran

Guru harus

melibatkan

peserta didik

dengan

memberikan

pemahaman

yang bagus

sehingga

siswa

memahami

materi dan

aktif

2. Evaluating

other group

presentation

v Guru tidak

memberi

kesempatan

kepada

kelompok lain

untuk

mengevaluasi

Guru harus

memberi

kesempatan

siswa untuk

ikut

mengevaluasi

kel. lain

3. Using the ICT

or other media

appropriately.

v

4. Showing

enthusiastic in

the reading

activity

v

Observational Checklist For Teacher Cycle II

Observer : A’yun Masudah

No. Teacher’s

activities

Ya Tidak Faktor

Penghambat

Faktor

Pendukung

Ide

Penyelesaian

1. Greeting

students

before the

lesson

begins.

V

2. Praying

before the

lessong

begins.

V

3. Checking

students

attendant.

V

4. Asking

students

situation.

V

5. Preparing of

the materials.

V

6. Giving V

motivation

for students.

7. Giving

explanation

of the

materials.

V

8. Giving

opportunity

for asking

question and

suggestion.

V

9. Guiding the

students

activity.

V

10. Giving

feedback

after the

lesson.

V

Observational Checklist for Students

No. Students’

activities

Ya Tidak Faktor

Penghambat

Faktor

Pendukung

Ide

penyelesaian

1. Actively

participated in

the teaching

learning

process.

V

2. Evaluating

other group

presentation

V

3. Using the ICT

or other media

appropriately.

V

4. Showing

enthusiastic in

the reading

activity

V

Infrastructure, Condition of Students and Facilitie of SMKN 1 Salatiga

Table of the Infrastructure

1. Cadaster Large m2

a. Certificate of land 15.000

Table the Condition of Students

Grade

Number of

Class

Number of

Students

X 13 424

XI 13 455

XI 12 420

TOTAL 38 1299

Table of the Facilities

2. Facilities Total Condition

a. Classroom 38 unit fine

b. Library 1 unit fine

c. Accounting laboratory 1 unit fine

d. Secretary Laboratory 1 unit fine

e. Marketing Laboratory 1 unit fine

f. Design Laboratory 1 unit fine

g. Beauty Laboratory 1 unit fine

h. Chef Laboratory 1 unit fine

i. Computer room 1 unit fine

j. Teachers’ room 1 unit fine

k. Headmaster room 1 unit fine

l. Health room 1 unit fine

m. Volley-basket field 1 unit fine

n. OSIS and Scout’s office 1 unit fine

o. Mosque 1 unit fine

p. Mini Bank 1 unit fine

q. Meeting Hall 1 unit fine

r. Honest Canteen 1 unit fine

s. Mini Shop 1 unit fine

t. Language Laboratory 1 unit fine

Cycle 1 on May 2015

Cycle II on May 2015

RENCANA PEMBELAJARAN

Satuan Pendidikan : SMK N 1Salatiga

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : X/II

Materi Pokok : Fable text

Pertemuan ke : 1

Alokasi Waktu : 2 x 45 menit

A. KOMPETENSI INTI

1) Menghayati dan mengamalkan ajaran agama yang dianutnya.

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

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

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

berbagai permasalahan dalam berinteraksi secara efektif dengan

lingkungan sosial dan alam serta dalam menempatkan diri sebagai

cerminan bangsa dalam pergaulan dunia.

3) Memahami, menerapkan, menganalisa pengetahuan faktual,

konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu

pengetahuan, teknologi, seni, budaya dan humaniora dengan wawasan

kemanusiaan, kebangsaan, kenegaraan dan peradaban terkait penyebab

fenomenadan kejadian serta menerapkan pengetahuan prosedural

dalam bidang kajian yang spesifik sesuai dengan bakat dan minatnya

untuk memecahkan masalah.

4) Mengolah, menalar dan menyaji dalam ranah konkret dan ranah

abstrak terkait dengan pengembangan dari yang dipelajari di sekolah

secara mandiri, dan mampu menggunakan metode sesuai kaidah

keilmuan.

B. KOMPETENSI DASAR DAN INDIKATOR

No Kompetensi Dasar Indikator

1. 1.1 Mensyukuri kesempatan

dapat mempelajari bahasa Inggris

sebagai bahasa pengantar

komunikasi internasional yang

diwujudkan dalam semangat

belajar

1. Peserta didik dapat

mengidentifikasi teks berbentuk

fabel.

2. Peserta didik dapat menganalisa

teks berbentuk fabel.

2. 2.2 Menunjukkan perilaku

jujur, disiplin, percaya diri, dan

bertanggung jawab

dalammelaksanakan komunikasi

transaksional dengan guru dan

Jujur

3. Berperilaku selalu dapat

dipercaya dalam perkataan,

perbuatan dan pekerjaan baik

terhadap diri sendiri dan pihak

teman.

orang lain

Peduli

4. Berperilaku peduli dengan

mengajukan pertanyaan-

pertanyaan kritis terhadap masalah-

masalah yang dikemukakan dalam

teks fabel

5. Berperilaku peduli dengan selalu

mengerjakan tugas dengan baik.

Disiplin

6. Berperilaku selalu melaksanakan

tugas dan kewajibannya dengan

baik pada kegiatan pembelajaran

Fable Text.

7. Berperilaku selalu

menyelesaikan tugas dengan data

atau informasi yang dapat

dipercaya pada kegiatan

pembelajaran Fable Text.

Santun

8. Menggunakan pilihan kata,

ekspresi dan gestur santun

9. Berperilaku menunjukkan sikap

halus dan baik dari sudut pandang

bahasa maupun tata perilakunya.

3. 3.10 Menganalisis fungsi

sosial, struktur teks, dan unsur

kebahasaan pada teks

naratifsederhana berbentuk

legenda rakyat, sesuai dengan

konteks penggunaannya.

Menyebutkan unsur-unsur yang

ada dalam Fable Text

4. 4.15 Menangkap makna teks

naratif lisan dan tulis berbentuk

legenda, sederhana.

Peserta didik dapat mengerti

makna yang terdapat dalam teks

berbentuk fabel.

C. TUJUAN PEMBELAJARAN

Siswadapat:

1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks naratif

sederhana

berbentuk legenda rakyat.

2. Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalam

melaksanakankomunikasi terkait teks naratif sederhana berbentuk

legenda rakyat.

3. Mengidentifikasi fungsi sosial, struktur teks, makna dan unsur

kebahasaan dari teks naratifsederhana berbentuk legenda rakyat.

4. Menganalisa fungsi sosial, struktur teks, makna dan unsur kebahasaan

dari teks naratifsederhana berbentuk legenda rakyat.

5. Menangkap makna teks naratif lisan dan tulis berbentuk legenda,

sederhana.

D. MATERI PELAJARAN

1. Fakta : Fables are simple, traditional tales with a moral or lesson.

They were told thousands of years ago by storytellers in countries like

Greece and Persia. Characters are usually animals who behaved as

humans. They often have special qualities.

2. Konsep :FungsiSosial dari teks fabel adalah to amuse/entertain the

readers/listeners.

3. Fungsi sosial : Menjaga hubungan interpersonal dengan guru dan

teman.

4. UnsurKebahasaan :

a) Use of time words; connective conjunction such as then, before,

after that, a few moments later, etc, and temporal conjunctions

such as; once upon a time, one day, long time ago, many years

ago, etc.

a) Use of adjective to build the animals charactersuch as The

dilligent ant.

b) Using past Tense; simple past tense , past perfect, past

continuous, past perfect continuous, or past future continuous

5. StrukturTeks

Parts of Fable Purpose Details

Setting and Character

To introduce setting

and characters

Once upon a time, a

wolf had been

gorging on an animal

he had killed, when

suddenly a small

bone in the meat

stuck in his throat

and he couldnot

swallow it.

Conflict To show the starting

of the conflict

He soon felt terrible

pain in his throat,

and ran up and down

groaning and

groaning and seeking

for something to

relieve the pain.

Plot(Action) To show an action He tried to induce

every one he met to

remove the bone. "I

would give anything,"

said he, "if you would

take it out."

Plot (Rising Action) To show the rising

action

At last the

Craneagreed to try,

and toldthe Wolf to

lie on his side and

open his jaws as wide

as he could. Then the

Crane put its long

neck down the Wolf's

throat, and with its

beak loosened the

bone, till at last it got

it out.

Plot (Climax) To show the climax "Will you kindly give

me the reward you

promised?" said the

Crane.

Plot (Falling Action) To show the falling

action

The Wolf grinned and

showed his teeth and

said: "Be content.

You have put your

head inside a Wolf's

mouth and taken it

out again in safety;

that ought to be

reward enough for

you."

6. Topik :Berbagai hal terkait dengan interaksi antara guru dan siswa

selamaproses pembelajaran, di dalam maupun di luar kelas, dengan

memberikanketeladanan tentang perilaku jujur, disiplin, percaya diri,

dan bertanggungjawab.

7. TujuanPembelajaran :Siswa terampil mengidentifikasi dan

merespon teks tulis fabeluntuk menjaga hubungan interpersonal dengan

guru dan teman, menggunakan ungkapan dengan struktur teks yang

runtut dengan unsur kebahasaan yang benar dan sesuai konteks, secara

jujur, disiplin, percaya diri, bertanggung jawab, peduli, kerja sama, dan

cinta damai (sikap, pengetahuan, keterampilan).percayadiri,

bertanggungjawab, peduli, kerjasama, dancintadamai (sikap,

pengetahuan, keterampilan).

E. PENDEKATAN DAN MODEL PEMBELAJARAN

1. PendekatandalampembelajaraninimenggunakanScientific

approach/pendekatanilmiahdenganlangkah-langkahsebagaiberikut:

mengamati, menanya, menalar, mencoba, danmembuatjejaring.

2. Model pembelajaran yang dipergunakanadalah: PBL/Problem Based

Learing, menggunakanpermasalahansebagai media.

F. STRATEGI PEMBELAJARAN

1. Lecturing

2.Discussion

3.Write sentence based on video given

G. LANGKAH-LANGKAH PEMBELAJARAN

KEGIATAN DESKRIPSI KEGIATAN ALOKASI

WAKTU

Pendahuluan

1. Guru masuk ke kelas dan menyapa menggunakan bahasa

Inggris agar tercipta English Environment.

2. Guru membukapelajarandenganmengucapsalamdanberdoa.

3. Guru memeriksakehadiranpesertadidiksebagaisikapdisiplin.

4. Apersepsi (menyambungkan pelajaran yang sudah

dipelajari sebelumnya)

5. Menyampaikan model dantujuanpembelajaran.

6. Membentukkelompok/rombonganbelajar yang

heterogendenganmenggunakanhasilobservasikelas (

menerapkanprinsiptidakmembedakantingkatkemampuanber

pikir, jeniskelamin, agama, suku, dll)

10 menit

Inti

Mengamati

1. Guru menjelaskan kepada siswa tentang teks fabel (fungsi

sosialnya, kebahasannya, struktur teksnya)

2. Siswa memperhatikan dengan saksama penjelasan guru.

3. Guru memberikan contoh teks fabel kepada siswa untuk

dipelajari (Lampiran 1)

Menanya

70 menit

4. Siswa mempertanyakan isi dari text fabel

Mengeksplorasi dan mengasosiasi

5. Denganbimbingandanarahan guru, siswa menganalisa

language features, social function and structure yang

digunakan dari teks fabel.

6. Guru memberikan pre-test kepada siswa untuk menganalisa

teks fabel(Lampiran 2)

7. Siswa mengumpulkan pre-test untuk dinilai guru.

Pelaksanaan Metode PBL

8. Guru memperkenalkan metode PBL dan menjelaskannya.

9. Guru memberikan contoh penggunaan metode PBL

(orientasi peserta didik kepada masalah, mengorganisasikan

peserta didik, membimbing penyelidikan, menyajikan hasil

karya dan menganalisa/mengevaluasi proses pemecahan

masalah) dalam pembelajaran

a. Meeting the Problem 10. Guru memberikan sebuah video permasalahan kepada

siswa untuk diteliti.(Lampiran 3)

11. b. Problem analysis and learning issue Guru memulai mempertanyakan isi dan struktur

kebahasaaan dari video.

c. Discovery and reporting 12. Guru membentukkelompok/rombonganbelajar yang

heterogendenganmenggunakanhasilobservasikelas (

menerapkanprinsiptidakmembedakantingkatkemampuanbe

rpikir, jeniskelamin, agama, suku, dll)

13.Guru memberikan panduan untuk menyelesaikan masalah

(Lampiran 4)

14.Denganbimbingandanarahan guru, siswa menganalisa teks

video lampiran 3

d.solution, presentation and reflection

15.Siswa dan guru melakukan diskusi kelas untuk menganalisis

pemecahan masalah, menyamakan persepsi.

e.Overview, Integrating and Reflecting

16.Siswa dan guru melakukan menganalisa kelemahan diri

maupun kelompok, dan menyampaikan saran untuk

pembelajaran ke depan.

17.Guru memberikan pos-test cycle 1 (Lampiran 5)

Penutup

1. Siswadenganbimbingan guru, membuatkesimpulan dan

refleksitentangteks fabelyang telahdipelajaribersama.

2. Siswadipersilakanuntukmempelajarimateriselanjutnya.

10 menit

Total Waktu 90 menit

H. MEDIA & SUMBER BELAJAR

1. Media

a. Menggunakanpicture and video from Aesop’s

fablesuntuklebihmudahdalammemahami dialog yang adapadateks.

b. LCD

c. White Board

d. Laptop

2. SumberBelajar

- Buku siswa kurikulum 2013

- Sumberbuku lain yang relevan

I. INSTRUMEN PENILAIAN HASIL BELAJAR

a. PenilaianSikap

Indikator : Siswa menunjukkan perilaku jujur, disiplin,

percaya diri, dan bertanggung jawab dalammelaksanakan komunikasi

transaksional dengan guru dan teman.

Kriteria Skor Indikator

Jujur

5 tidakpernahmenunjukkansikaptidakjujur

4 pernahmenunjukkansikaptidakjujur

3 beberapa kali menunjukkansikaptidakjujur

2 seringmenunjukkansikaptidakjujur

1 sangatseringmenunjukkansikaptidakjujur

Disiplin 5 tidakpernahmenunjukkansikaptidakdisiplin

4 pernahmenunjukkansikaptidakdisiplin

3 beberapa kali menunjukkansikaptidakdisiplin

2 seringmenunjukkansikaptidakdisiplin

1 sangatseringmenunjukkansikaptidakdisiplin

Percaya Diri 5 tidakpernahmenunjukkansikaptidakpercayadiri

4 pernahmenunjukkansikaptidakpercayadiri

3 beberapa kali

menunjukkansikaptidakpercayadiri

2 seringmenunjukkansikaptidakpercayadiri

1 sangatseringmenunjukkansikaptidakpercayadiri

Santun 5 tidakpernahmenunjukkansikaptidaksantun

4 pernahmenunjukkansikaptidaksantun

3 beberapa kali menunjukkansikaptidaksantun

2 seringmenunjukkansikaptidaksantun

1 sangatseringmenunjukkansikaptidaksantun

No Nama Skor Jumlah

Skor

Nilai

Disiplin Disiplin Percaya

diri

Santun

1. Adellah Balqis

Syakinah

2. Agnes Rema

Melati

3. Annida Kumala

Dewi

4. Any Fahrunisak

5. Aprilia Kartika

Dewi

6. Catur Yulianita

7. Eka Lestari

8. Eva Septiyani

9. Fatimah Zahra

10. Fitria Mahya

Sofa

11.

Fransisca

Octaviana

Kristina

12. Friski Yulia

Astuti

13. Garnis

Puspitasari

14. Maria Ulfa

15. Miftakhul

Azizah

16. Noviyani

17. Nurul Istiqomah

18. Nuzulia Mufida

19. Pratiwi Putri

Wiji Utami

20. Pritha Dewi

Oktaviana

21. Puji Lestari

22. Putri Dannisa

23. Qonita

Nurjannah

24. Rafika Hana

Saputri

25. Rahma Putri

Ditho Utami

26. Rina Wahyu

Nugraheni

27. Risma Devita

Sari

28. Salma Putri

Rhamadhani

29. Silvi Anisa

Rahma

30. Siti Anisa Ayu

Nurul Hidayah

31. Siti

Setianingrum

32. Sovia Nurul

Wahyuningtias

33. Tri Dewi

Lestari

34. Tri Mulyani

35. Uby Galih

Sannia Putri

36. Yovi Yossyntha

Maharani M.

b.

c. Penilaiantingkahlaku

Kriteria Skor Indikator

Kerja sama

5 selalubekerjasama

4 seringbekerjasama

3 beberapa kali melakukankerjasama

2 pernahbekerjasama

1 tidakpernahbekerjasama

Keaktifan

berkomunikasi

5 selalumelakukankegiatankomunikasi yang

tepat

4 seringmelakukankegiatankomunikasi yang

tepat

3 beberapa kali

melakukankegiatankomunikasi yang tepat

2 pernahmelakukankegiatankomunikasi

yang tepat

1 tidakpernahmelakukankegiatankomunikasi

yang tepat

No NamaSiswa Skor

Jumlahskor Nilai Kerjasama KeaktifanKomunikasi

1. Adellah Balqis

Syakinah

2. Agnes Rema

Melati

3. Annida Kumala

Dewi

4. Any Fahrunisak

5. Aprilia Kartika

Dewi

6. Catur Yulianita

7. Eka Lestari

8. Eva Septiyani

9. Fatimah Zahra

10. Fitria Mahya

Sofa

11.

Fransisca

Octaviana

Kristina

12. Friski Yulia

Astuti

13. Garnis

Puspitasari

14. Maria Ulfa

15. Miftakhul

Azizah

16. Noviyani

17. Nurul Istiqomah

18. Nuzulia Mufida

19. Pratiwi Putri

Wiji Utami

20. Pritha Dewi

Oktaviana

21. Puji Lestari

22. Putri Dannisa

23. Qonita

Nurjannah

24. Rafika Hana

Saputri

25. Rahma Putri

Ditho Utami

26. Rina Wahyu

Nugraheni

27. Risma Devita

Sari

28. Salma Putri

Rhamadhani

29. Silvi Anisa

Rahma

30. Siti Anisa Ayu

Nurul Hidayah

31. Siti

Setianingrum

32. Sovia Nurul

Wahyuningtias

33. Tri Dewi Lestari

34. Tri Mulyani

35. Uby Galih

Sannia Putri

36. Yovi Yossyntha

Maharani M.

d. PenilaianPre-test cycle 1

NamaSiswa : …………….. Tanggal : ………. Kelas:

Kriteria Skor Indikator

Short

Answer

Taks

5 hampirsempurna

4 adakesalahantapitidakmengganggumakna

3 adakesalahandanmengganggumakna

2 banyakkesalahandanmengganggumakna

1 terlalubanyakkesalahansehinggasulituntukdipahami

No Nama Skor Jumlah

Skor

Nilai

Short answer tasks

1. Adellah Balqis

Syakinah

2. Agnes Rema

Melati

3. Annida

Kumala Dewi

4. Any

Fahrunisak

5. Aprilia

Kartika Dewi

6. Catur

Yulianita

7. Eka Lestari

8. Eva Septiyani

9. Fatimah Zahra

10. Fitria Mahya

Sofa

11.

Fransisca

Octaviana

Kristina

12. Friski Yulia

Astuti

13. Garnis

Puspitasari

14. Maria Ulfa

15. Miftakhul

Azizah

16. Noviyani

17. Nurul

Istiqomah

18. Nuzulia

Mufida

19. Pratiwi Putri

Wiji Utami

20. Pritha Dewi

Oktaviana

21. Puji Lestari

22. Putri Dannisa

23. Qonita

Nurjannah

24. Rafika Hana

Saputri

25. Rahma Putri

Ditho Utami

26. Rina Wahyu

Nugraheni

27. Risma Devita

Sari

28. Salma Putri

Rhamadhani

29. Silvi Anisa

Rahma

30. Siti Anisa Ayu

Nurul Hidayah

31. Siti

Setianingrum

32. Sovia Nurul

Wahyuningtias

33. Tri Dewi

Lestari

34. Tri Mulyani

35. Uby Galih

Sannia Putri

36.

Yovi

Yossyntha

Maharani M.

e. PenilaianPost-test cycle 1

NamaSiswa : …………….. Tanggal : ………. Kelas:

No Nama Skor Jumlah

Skor

Nilai

Short answer tasks

1. Adellah Balqis

Syakinah

2. Agnes Rema

Melati

3. Annida

Kumala Dewi

4. Any

Fahrunisak

5. Aprilia

Kartika Dewi

6. Catur

Yulianita

7. Eka Lestari

8. Eva Septiyani

9. Fatimah Zahra

10. Fitria Mahya

Sofa

11.

Fransisca

Octaviana

Kristina

12. Friski Yulia

Astuti

13. Garnis

Puspitasari

14. Maria Ulfa

15. Miftakhul

Azizah

16. Noviyani

17. Nurul

Istiqomah

18. Nuzulia

Mufida

19. Pratiwi Putri

Wiji Utami

20. Pritha Dewi

Oktaviana

21. Puji Lestari

22. Putri Dannisa

23. Qonita

Nurjannah

24. Rafika Hana

Saputri

25. Rahma Putri

Ditho Utami

26. Rina Wahyu

Nugraheni

27. Risma Devita

Sari

28. Salma Putri

Rhamadhani

29. Silvi Anisa

Rahma

30. Siti Anisa Ayu

Nurul Hidayah

31. Siti

Setianingrum

32. Sovia Nurul

Wahyuningtias

33. Tri Dewi

Lestari

34. Tri Mulyani

35. Uby Galih

Sannia Putri

36.

Yovi

Yossyntha

Maharani M.

Salatiga, April 2015

Guru Bahasa Inggris

Farida, S. Pd. Ing

NIP. 19650221 198903 2 009

Mahasiswa Peneliti

Ayu Rohani

NIM 113- 11- 147

Kepala SMK N 1 Salatiga

Bambang Dwi H. S.Pd. M.Pd

NIP 19570322 198603 1 005

Lampiran 1

The Wolf and the Crane

A Wolf had been gorging on an animal he had killed, whensuddenly a

small bone in the meat stuck in his throat and he couldnot swallow it. He soon felt

terrible pain in his throat, and ranup and down groaning and groaning and seeking

for something torelieve the pain. He tried to induce every one he met to removethe

bone. "I would give anything," said he, "if you would take itout." At last the Crane

agreed to try, and told the Wolf to lieon his side and open his jaws as wide as he

could. Then the Craneput its long neck down the Wolf's throat, and with its

beakloosened the bone, till at last it got it out."Will you kindly give me the reward

you promised?" said theCrane.The Wolf grinned and showed his teeth and said:

"Be content.You have put your head inside a Wolf's mouth and taken it outagain

in safety; that ought to be reward enough for you."

Lampiran 2

Name: Class:

No.: Date:

Pre-test cycle 1

Analyze the fable text and fill in the table!

Ant and Dove

An ant went to the river for a drink. The water rushed so fast that it was

washed off from the bank into the river.

“Help! Help! I shall drown”, but its voice to tiny that it couldn be heard

A dove perched on a tree hanging over the water. It saw the ant struggling

and quickly pecked off a leaf and let it fall into the water. The ant climbed upon it

and floated down the river, untill the leaf was washed upon the bank of the river.

Several day afterwards, the dove again perched on a tree, a hunter crept up

stealthily to the tree. His gun was pointed at the dove and as he was about to

shoot, he was bitten on the leg by an ant.

He screamed in pain and dropped his gun. This frightened the dove and

flew away. “thank you kind ant.” Cooed the dove. The ant heard it and happy that

it could help it.

character1 character 2

1. Setting

2. Conflict

3. Plot (Action)

4. Plot (Rising Action)

5. Plot (Falling Action)

6. Plot (Climax)

The uses of past tenses (give 3 sentences) :

The moral values of the text

ANSWER KEY

character1

Ant

character 2

Dove

1. Setting : An ant went to the river for a drink.

2. Conflict : The water rushed so fast that it was washed off from the bank into the river.“Help!

Help! I shall drown”, but its voice to tiny that it couldn be heard

3. Plot (Action) : A dove perched on a tree hanging over the water. It saw the ant struggling and

quickly pecked off a leaf and let it fall into the water. The ant climbed upon it and floated

down the river, untill the leaf was washed upon the bank of the river.

4. Plot (Rising Action) : Several day afterwards, the dove again perched on a tree, a hunter crept

up stealthily to the tree.

5. Plot (Climax) : His gun was pointed at the dove and as he was about to shoot, he was bitten on

the leg by an ant.He screamed in pain and dropped his gun

6. Plot (Falling Action) : This frightened the dove and flew away. “thank you kind ant.” Cooed

the dove. The ant heard it and happy that it could help it.

The uses of past tenses (give 3 sentences) :

a. An ant went to the river for a drink.

b. A dove perched on a tree hanging over the water.

c. He screamed in pain and dropped his gun.

The moral values of the text : We have to help each other.

Lampiran 4

The Hare and the Tortoise

Once upon a time, The Hare thought she was the

speediest thing on four legs in the forest. She said to the

Tortoise,“You will never find anyone faster than me.”

The Hare thoughtthat she could beat anyone in a race.

She said so to the Tortoise.

The Tortoise said,“Try me.”So a race was organised.

The Hare and Tortoise turned up at thetrack, and when the

judge said,“GO!” the hare shot off. The tortoise set off at a

slow speed,just trundling along.

Further along the track, the Hare decided that she

had time for aquick sleep. She settled down underneath a

huge tree, and dozed off.The Tortoise strolled by

eventually, and tip toed past the Hare so hedidn’t wake her

up.

The race continued, and slowly, the tortoise

gottowards the finishing line. There was still no sign of the

Hare. Thetortoise walked through the winners tape, and was

given a trophy forwinning the race. Just then, the Hare

came hurtling round the corner,shouting,

“I win, I win, I win!!!” But then she saw the tortoise

holding the

trophy, and could not believe her eyes. The tortoise laughed,

and said,“Slow and steady wins the race.”

Mapping a fable

Main characters

Setting

Conflict

Action

Falling action

Rising Action

Climax

The use of past

tenses

Moral

Answer key

Mapping a fable

Main characters The Hare and the Tortoise

Setting in the forest

Conflict Once upon a time, The Hare thought she was the

speediest thing on four legs in the forest. She said to the

Tortoise, “You will never find anyone faster than me.” The

Hare thought that she could beat anyone in a race. She said

so to the Tortoise. The Tortoise said, “Try me.” Action So a race was organised. The Hare and Tortoise turned

up at the track, and when the judge said, “GO!” the hare shot

off. The tortoise set off at a slow speed, just trundling along. Rising action Further along the track, the Hare decided that she had

time for a quick sleep. She settled down underneath a huge

tree, and dozed off. The Tortoise strolled by eventually, and

tip toed past the Hare so he didn’t wake her up. Climax The race continued, and slowly, the tortoise got

towards the finishing line. There was still no sign of the Hare.

The tortoise walked through the winners tape, and was given a

trophy for winning the race. Just then, the Hare came

hurtling round the corner, shouting,

Falling Action “I win, I win, I win!!!” But then she saw the tortoise

holding the

trophy, and could not believe her eyes. The tortoise laughed,

and said, “Slow and steady wins the race.

The use of past

tenses

a. The Hare thought she was the speediest thing on four

legs in the forest.

b. The Hare and Tortoise turned up at the track.

c. The race continued.

Moral Do not underestimate others

Lampiran 5

Name: Class:

No.: Date:

Post-test cycle 1

Analyze the fable text and fill in the table!

The Lion and The Mouse

Once upon a lion was fall asleep. He felt a little Mouse began running up and

down upon him, this soon wakened the Lion. The mouse was very frightened and

asked the lion not to eat him. The mouse said that he would do something for the

lion if he let him go. The Lion was so tickled at the idea of the Mouse being able

to help him. However, he let the mouse go. The Little mouse ran away.

One day the lion was walking along and he stepped into a trap. He was caught in a

net. He called for help and the little mouse came. The mouse had sharp teeth and

he bit through the ropes. The lion was very free and happy. The lion thanked to

the little mouse.

Character1 character 2

7. Setting

8. Conflict

9. Plot (Action)

10. Plot (Rising Action)

11. Plot (Falling Action)

12. Plot (Climax)

The uses of past tenses (give 3 sentences) :

The moral values of the text

Answer key

character1

Lion

character 2

Mouse

1. Setting : In the forest

2. Conflict: Once upon a lion was fall asleep. He felt a little Mouse began running up and down

upon him, this soon wakened the Lion

3. Plot (Action) : The mouse was very frightened and asked the lion not to eat him. The mouse

said that he would do something for the lion if he let him go. The Lion was so tickled at the

idea of the Mouse being able to help him. However, he let the mouse go. The Little mouse

ran away.

4. Plot (Rising Action) : One day the lion was walking along and he stepped into a trap. He was

caught in a net

5. Plot (Climax) : The mouse had sharp teeth and he bit through the ropes.

6. Plot (Falling Action) : The lion was very free and happy. The lion thanked to the little mouse

The uses of past tenses (give 3 sentences) :

a. Once upon a lion was fall asleep.

b. He felt a little Mouse began running up and down upon him, this soon wakened the Lion.

c. The mouse was very frightened and asked the lion not to eat him.

The moral values of the text : Even the small one can help the bigger one.

RENCANA PEMBELAJARAN

Satuan Pendidikan : SMK N 1Salatiga

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : X/II

Materi Pokok : Fable text

Pertemuan ke : 2

Alokasi Waktu : 2 x 45 menit

J. KOMPETENSI INTI

5) Menghayati dan mengamalkan ajaran agama yang dianutnya.

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

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

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

berbagai permasalahan dalam berinteraksi secara efektif dengan

lingkungan sosial dan alam serta dalam menempatkan diri sebagai

cerminan bangsa dalam pergaulan dunia.

7) Memahami, menerapkan, menganalisa pengetahuan faktual,

konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu

pengetahuan, teknologi, seni, budaya dan humaniora dengan wawasan

kemanusiaan, kebangsaan, kenegaraan dan peradaban terkait penyebab

fenomenadan kejadian serta menerapkan pengetahuan prosedural

dalam bidang kajian yang spesifik sesuai dengan bakat dan minatnya

untuk memecahkan masalah.

8) Mengolah, menalar dan menyaji dalam ranah konkret dan ranah

abstrak terkait dengan pengembangan dari yang dipelajari di sekolah

secara mandiri, dan mampu menggunakan metode sesuai kaidah

keilmuan.

K. KOMPETENSI DASAR DAN INDIKATOR

No Kompetensi Dasar Indikator

1. 1.1 Mensyukuri kesempatan

dapat mempelajari bahasa Inggris

sebagai bahasa pengantar

komunikasi internasional yang

diwujudkan dalam semangat

belajar

1. Peserta didik dapat

mengidentifikasi teks berbentuk

fabel.

2. Peserta didik dapat menganalisa

teks berbentuk fabel.

2. 2.2 Menunjukkan perilaku

jujur, disiplin, percaya diri, dan

bertanggung jawab

dalammelaksanakan komunikasi

transaksional dengan guru dan

Jujur

3. Berperilaku selalu dapat

dipercaya dalam perkataan,

perbuatan dan pekerjaan baik

terhadap diri sendiri dan pihak

teman.

orang lain

Peduli

4. Berperilaku peduli dengan

mengajukan pertanyaan-

pertanyaan kritis terhadap masalah-

masalah yang dikemukakan dalam

teks fabel

5. Berperilaku peduli dengan selalu

mengerjakan tugas dengan baik.

Disiplin

6. Berperilaku selalu melaksanakan

tugas dan kewajibannya dengan

baik pada kegiatan pembelajaran

Fable Text.

7. Berperilaku selalu

menyelesaikan tugas dengan data

atau informasi yang dapat

dipercaya pada kegiatan

pembelajaran Fable Text.

Santun

8. Menggunakan pilihan kata,

ekspresi dan gestur santun

9. Berperilaku menunjukkan sikap

halus dan baik dari sudut pandang

bahasa maupun tata perilakunya.

3. 3.10 Menganalisis fungsi

sosial, struktur teks, dan unsur

kebahasaan pada teks

naratifsederhana berbentuk

legenda rakyat, sesuai dengan

konteks penggunaannya.

Menyebutkan unsur-unsur yang

ada dalam Fable Text

4. 4.15 Menangkap makna teks

naratif lisan dan tulis berbentuk

legenda, sederhana.

Peserta didik dapat mengerti

makna yang terdapat dalam teks

berbentuk fabel.

L. TUJUAN PEMBELAJARAN

Siswadapat:

1. Menunjukkan kesungguhan belajar bahasa Inggris terkait teks naratif

sederhana

berbentuk legenda rakyat.

2. Menunjukkan perilaku peduli, percaya diri, dan tanggung jawab dalam

melaksanakankomunikasi terkait teks naratif sederhana berbentuk

legenda rakyat.

3. Mengidentifikasi fungsi sosial, struktur teks, makna dan unsur

kebahasaan dari teks naratifsederhana berbentuk legenda rakyat.

4. Menganalisa fungsi sosial, struktur teks, makna dan unsur kebahasaan

dari teks naratifsederhana berbentuk legenda rakyat.

5. Menangkap makna teks naratif lisan dan tulis berbentuk legenda,

sederhana.

M. MATERI PELAJARAN

8. Fakta : Fables are simple, traditional tales with a moral or lesson.

They were told thousands of years ago by storytellers in countries like

Greece and Persia. Characters are usually animals who behaved as

humans. They often have special qualities.

9. Konsep :FungsiSosial dari teks fabel adalah to amuse/entertain the

readers/listeners.

10. Fungsi sosial : Menjaga hubungan interpersonal dengan guru dan

teman.

11. UnsurKebahasaan :

b) Use of time words; connective conjunction such as then, before,

after that, a few moments later, etc, and temporal conjunctions

such as; once upon a time, one day, long time ago, many years

ago, etc.

c) Use of adjective to build the animals charactersuch as The

dilligent ant.

d) Using past Tense; simple past tense , past perfect, past

continuous, past perfect continuous, or past future continuous

12. StrukturTeks

Parts of Fable Purpose

Setting and Character

To introduce setting and

characters

Conflict To show the starting of the

conflict

Plot(Action) To show an action

Plot (Rising Action) To show the rising action

Plot (Climax) To show the climax

Plot (Falling Action) To show the falling action

13. Topik :Berbagai hal terkait dengan interaksi antara guru dan siswa

selamaproses pembelajaran, di dalam maupun di luar kelas, dengan

memberikanketeladanan tentang perilaku jujur, disiplin, percaya diri,

dan bertanggungjawab.

14. TujuanPembelajaran :Siswa terampil mengidentifikasi dan

merespon teks tulis fabeluntuk menjaga hubungan interpersonal dengan

guru dan teman, menggunakan ungkapan dengan struktur teks yang

runtut dengan unsur kebahasaan yang benar dan sesuai konteks, secara

jujur, disiplin, percaya diri, bertanggung jawab, peduli, kerja sama, dan

cinta damai (sikap, pengetahuan, keterampilan).percayadiri,

bertanggungjawab, peduli, kerjasama, dancintadamai (sikap,

pengetahuan, keterampilan).

N. PENDEKATAN DAN MODEL PEMBELAJARAN

3. PendekatandalampembelajaraninimenggunakanScientific

approach/pendekatanilmiahdenganlangkah-langkahsebagaiberikut:

mengamati, menanya, menalar, mencoba, danmembuatjejaring.

4. Model pembelajaran yang dipergunakanadalah: PBL/Problem Based

Learing, menggunakanpermasalahansebagai media.

O. STRATEGI PEMBELAJARAN

4. Lecturing

5.Discussion

6.Write sentence based on video and picture given

P. LANGKAH-LANGKAH PEMBELAJARAN

KEGIATAN DESKRIPSI KEGIATAN ALOKASI

WAKTU

Pendahuluan

7. Guru masuk ke kelas dan menyapa menggunakan bahasa

Inggris agar tercipta English Environment.

8. Guru membukapelajarandenganmengucapsalamdanberdoa.

9. Guru memeriksakehadiranpesertadidiksebagaisikapdisiplin.

10. Apersepsi (menyambungkan pelajaran yang sudah

dipelajari sebelumnya)

11. Menyampaikan model dantujuanpembelajaran.

5menit

Inti

Mengamati

13. Guru menjelaskan kepada siswa tentang teks fabel

(fungsi sosialnya, kebahasannya, struktur teksnya)

14. Siswa memperhatikan dengan saksama penjelasan guru.

Menanya

15. Siswa mempertanyakan hal-hal yang belum jelas dari

penjelasan guru

Mengeksplorasi dan mengasosiasi

16. Guru memberikan pre-test kepada siswa untuk

menganalisa teks fabel (Lampiran 1)

17. Siswa mengumpulkan pre-test untuk dinilai guru.

Pelaksanaan Metode PBL

a. Meeting the Problem 18. Guru memberikan sebuah gambar sebagai permasalahan

kepada siswa untuk diteliti.(Lampiran 2)

19. b. Problem analysis and learning issue Guru memulai mempertanyakan isi dan struktur

kebahasaaan dari video.

d. Discovery and reporting 12. Guru membentukkelompok/rombonganbelajar yang

heterogendenganmenggunakanhasilobservasikelas (

menerapkanprinsiptidakmembedakantingkatkemampuanberpiki

r, jeniskelamin, agama, suku, dll)

13.Guru memberikan panduan untuk menyelesaikan masalah

(Lampiran 3)

14.Denganbimbingandanarahan guru, siswa menganalisa teks

video lampiran 2

d. Solution, presentation and reflection 15. Siswa dan guru melakukan diskusi kelas untuk

menganalisis pemecahan masalah, menyamakan persepsi,

e. Overview, Integrating and Reflecting

15.Siswa dan guru menganalisa kelemahan diri maupun

kelompok, dan menyampaikan saran untuk pembelajaran ke

depan.

20. 16.Guru memberikan pos-test cycle 1 (Lampiran 4)

60 menit

Penutup

3. Siswadenganbimbingan guru, membuatkesimpulan dan

refleksitentangteks fabelyang telahdipelajaribersama.

4. Siswadipersilakanuntukmempelajarimateriselanjutnya.

10 menit

Total Waktu 75 menit

Q. MEDIA & SUMBER BELAJAR

3. Media

a. Menggunakanpicture from Aesop’s

fablesuntuklebihmudahdalammemahami dialog yang adapadateks.

b. LCD

c. White Board

d. Laptop

4. SumberBelajar

- Buku siswa kurikulum 2013

- Sumberbuku lain yang relevan

R. INSTRUMEN PENILAIAN HASIL BELAJAR

f. PenilaianSikap

Indikator : Siswa menunjukkan perilaku jujur, disiplin,

percaya diri, dan bertanggung jawab dalammelaksanakan komunikasi

transaksional dengan guru dan teman.

Kriteria Skor Indikator

Jujur

5 tidakpernahmenunjukkansikaptidakjujur

4 pernahmenunjukkansikaptidakjujur

3 beberapa kali menunjukkansikaptidakjujur

2 seringmenunjukkansikaptidakjujur

1 sangatseringmenunjukkansikaptidakjujur

Disiplin 5 tidakpernahmenunjukkansikaptidakdisiplin

4 pernahmenunjukkansikaptidakdisiplin

3 beberapa kali menunjukkansikaptidakdisiplin

2 seringmenunjukkansikaptidakdisiplin

1 sangatseringmenunjukkansikaptidakdisiplin

Percaya Diri 5 tidakpernahmenunjukkansikaptidakpercayadiri

4 pernahmenunjukkansikaptidakpercayadiri

3 beberapa kali

menunjukkansikaptidakpercayadiri

2 seringmenunjukkansikaptidakpercayadiri

1 sangatseringmenunjukkansikaptidakpercayadiri

Santun 5 tidakpernahmenunjukkansikaptidaksantun

4 pernahmenunjukkansikaptidaksantun

3 beberapa kali menunjukkansikaptidaksantun

2 seringmenunjukkansikaptidaksantun

1 sangatseringmenunjukkansikaptidaksantun

Mata Pelajaran : ......

Tanggal : ……….

Kelas :

No Nama Skor Jumlah

Skor

Nilai

Disiplin Disiplin Percaya

diri

Santun

1. Adellah Balqis

Syakinah

2. Agnes Rema

Melati

3. Annida Kumala

Dewi

4. Any Fahrunisak

5. Aprilia Kartika

Dewi

6. Catur Yulianita

7. Eka Lestari

8. Eva Septiyani

9. Fatimah Zahra

10. Fitria Mahya

Sofa

11.

Fransisca

Octaviana

Kristina

12. Friski Yulia

Astuti

13. Garnis

Puspitasari

14. Maria Ulfa

15. Miftakhul

Azizah

16. Noviyani

17. Nurul Istiqomah

18. Nuzulia Mufida

19. Pratiwi Putri

Wiji Utami

20. Pritha Dewi

Oktaviana

21. Puji Lestari

22. Putri Dannisa

23. Qonita

Nurjannah

24. Rafika Hana

Saputri

25. Rahma Putri

Ditho Utami

26. Rina Wahyu

Nugraheni

27. Risma Devita

Sari

28. Salma Putri

Rhamadhani

29. Silvi Anisa

Rahma

30. Siti Anisa Ayu

Nurul Hidayah

31. Siti

Setianingrum

32. Sovia Nurul

Wahyuningtias

33. Tri Dewi

Lestari

34. Tri Mulyani

35. Uby Galih

Sannia Putri

36. Yovi Yossyntha

Maharani M.

g. Penilaiantingkahlaku

Kriteria Skor Indikator

Kerja sama

5 selalubekerjasama

4 seringbekerjasama

3 beberapa kali melakukankerjasama

2 pernahbekerjasama

1 tidakpernahbekerjasama

Keaktifan

berkomunikasi

5 selalumelakukankegiatankomunikasi yang

tepat

4 seringmelakukankegiatankomunikasi yang

tepat

3 beberapa kali melakukankegiatankomunikasi

yang tepat

2 pernahmelakukankegiatankomunikasi yang

tepat

1 tidakpernahmelakukankegiatankomunikasi

yang tepat

Mata Pelajaran : ......

Tanggal : ……….

Kelas :

No NamaSiswa Skor

Jumlahskor Nilai Kerjasama KeaktifanKomunikasi

1. Adellah Balqis

Syakinah

2. Agnes Rema

Melati

3. Annida Kumala

Dewi

4. Any Fahrunisak

5. Aprilia Kartika

Dewi

6. Catur Yulianita

7. Eka Lestari

8. Eva Septiyani

9. Fatimah Zahra

10. Fitria Mahya

Sofa

11.

Fransisca

Octaviana

Kristina

12. Friski Yulia

Astuti

13. Garnis

Puspitasari

14. Maria Ulfa

15. Miftakhul

Azizah

16. Noviyani

17. Nurul Istiqomah

18. Nuzulia Mufida

19. Pratiwi Putri

Wiji Utami

20. Pritha Dewi

Oktaviana

21. Puji Lestari

22. Putri Dannisa

23. Qonita

Nurjannah

24. Rafika Hana

Saputri

25. Rahma Putri

Ditho Utami

26. Rina Wahyu

Nugraheni

27. Risma Devita

Sari

28. Salma Putri

Rhamadhani

29. Silvi Anisa

Rahma

30. Siti Anisa Ayu

Nurul Hidayah

31. Siti

Setianingrum

32. Sovia Nurul

Wahyuningtias

33. Tri Dewi Lestari

34. Tri Mulyani

35. Uby Galih

Sannia Putri

36. Yovi Yossyntha

Maharani M.

h. PenilaianPre-test cycle 1

Mata Pelajaran : ......

Tanggal : ……….

Kelas :

Kriteria Skor Indikator

Short Answer

Task

2 sempurna

1 Ada kesalahan

No Nama Skor Jumlah

Skor

Nilai

Short answer tasks

1. Adellah Balqis

Syakinah

2. Agnes Rema

Melati

3. Annida Kumala

Dewi

4. Any Fahrunisak

5. Aprilia Kartika

Dewi

6. Catur Yulianita

7. Eka Lestari

8. Eva Septiyani

9. Fatimah Zahra

10. Fitria Mahya Sofa

11. Fransisca

Octaviana Kristina

12. Friski Yulia Astuti

13. Garnis Puspitasari

14. Maria Ulfa

15. Miftakhul Azizah

16. Noviyani

17. Nurul Istiqomah

18. Nuzulia Mufida

19. Pratiwi Putri Wiji

Utami

20. Pritha Dewi

Oktaviana

21. Puji Lestari

22. Putri Dannisa

23. Qonita Nurjannah

24. Rafika Hana

Saputri

25. Rahma Putri Ditho

Utami

26. Rina Wahyu

Nugraheni

27. Risma Devita Sari

28. Salma Putri

Rhamadhani

29. Silvi Anisa Rahma

30. Siti Anisa Ayu

Nurul Hidayah

31. Siti Setianingrum

32. Sovia Nurul

Wahyuningtias

33. Tri Dewi Lestari

34. Tri Mulyani

35. Uby Galih Sannia

Putri

36. Yovi Yossyntha

Maharani M.

i. PenilaianPost-test cycle 1

NamaSiswa : …………….. Tanggal : ………. Kelas:

No Nama Skor Jumlah Skor Nilai

Short answer tasks

1. Adellah Balqis

Syakinah

2. Agnes Rema

Melati

3. Annida

Kumala Dewi

4. Any

Fahrunisak

5. Aprilia

Kartika Dewi

6. Catur

Yulianita

7. Eka Lestari

8. Eva Septiyani

9. Fatimah Zahra

10.

Fitria Mahya

Sofa

11.

Fransisca

Octaviana

Kristina

12. Friski Yulia

Astuti

13. Garnis

Puspitasari

14. Maria Ulfa

15. Miftakhul

Azizah

16. Noviyani

17. Nurul

Istiqomah

18. Nuzulia

Mufida

19. Pratiwi Putri

Wiji Utami

20. Pritha Dewi

Oktaviana

21. Puji Lestari

22. Putri Dannisa

23. Qonita

Nurjannah

24. Rafika Hana

Saputri

25. Rahma Putri

Ditho Utami

26. Rina Wahyu

Nugraheni

27. Risma Devita

Sari

28. Salma Putri

Rhamadhani

29. Silvi Anisa

Rahma

30. Siti Anisa Ayu

Nurul Hidayah

31. Siti

Setianingrum

32. Sovia Nurul

Wahyuningtias

33. Tri Dewi

Lestari

34. Tri Mulyani

35. Uby Galih

Sannia Putri

36.

Yovi

Yossyntha

Maharani M.

Salatiga, May2015

Guru Bahasa Inggris

Farida, S. Pd. Ing

NIP. 19650221 198903 2 009

Mahasiswa Peneliti

Ayu Rohani

NIM 113- 11- 147

Kepala SMK N 1 Salatiga

Bambang Dwi H. S.Pd. M.Pd

NIP 19570322 198603 1 005

Appendix 1

Match the picture in the left column with the fable story in the right column!

Then, stick the picture on the worksheet below!

1.

a.Once upon a time,

the Fox and the

Stork were on visiting

terms and seemed

very good friends in

the forest.

2.

b.The stork seated

the table for their

dinner. It was

contained in a very

long-necked jar with

a narrow mouth, in

which the Fox could

not insert his snout,

so all he could

manage to do was to

lick the outside of

the jar..

3.

c. The fox was angry

with the Stork.

However, the fox

remembered when he

invited the Stork to

visit him. He served

the soup in a plate.

The stork couldn’t eat

the soup. The fox felt

guilty.

4.

d.Then the fox

apologized to the

Stork. The Stork

didn’t want to revenge.

She wanted the Stork

to realize his fault. At

the end, the fox and

the stork became good

friends .

5.

e."Pray do not

apologise," said the

Stork. "I hope you

will return this visit,

and come and dine

with me soon." Then,

the fork cooked much

soup for the fox at

the fox visiting day

6.

f. The Fox invited

the Stork to dinner,

and for a joke put

nothing before her

but some soup in a

plate. This the Fox

could easily lap up,

but the Stork could

only wet the end of

her long bill in it, and

left the meal as

hungry as when she

began. "I am sorry,"

said the Fox, "the

soup is not to your

liking..

Pre-test cycle 2

Name :

Class :

No. :

Picture Story Generic structure

1. What is the purpose of the text!

2. What is the character of the fox and the stork!

3. What can you learn from the story!

Answer key

Pre-test cycle 2

Name :

Class :

No. :

Picture Story Generic

structure

3.

a.Once upon a time,

the Fox and the

Stork were on

visiting terms and

seemed very good

friends in the

forest.

Setting

and

Characters

1.

f. The Fox invited

the Stork to dinner,

and for a joke put

nothing before her

but some soup in a

plate. This the Fox

could easily lap up,

but the Stork could

only wet the end of

her long bill in it,

and left the meal

as hungry as when

she began. "I am

sorry," said the

Fox, "the soup is

not to your liking.

Conflict

4.

e."Pray do not

apologise," said the

Stork. "I hope you

will return this

visit, and come and

dine with me soon."

Then, the fork

cooked much soup

for the fox at the

fox visiting day

Action

5.

b.The stork seated

the table for their

dinner. It was

contained in a very

long-necked jar

with a narrow

mouth, in which the

Fox could not insert

his snout, so all he

could manage to do

was to lick the

outside of the jar.

Rising

Action

2

c. The fox was angry

with the Stork.

However, the fox

remembered when he

invited the Stork to

visit him. He served

the soup in a plate.

The stork couldn’t

eat the soup. The

fox felt guilty.

Climax

6.

d.Then the fox

apologized to the

Stork. The Stork

didn’t want to

revenge. She wanted

the Stork to realize

his fault. At the end,

the fox and the

Falling

Action

stork became good

friends .

1. What is the purpose of the text!To amuse/entertain the readers

2. What is the character of the fox and the stork!the fox is careless, the stork

is kind-hearted and smart

3. What can you learn from the story!Everybody is uniqe, Everybody has

own strength and weakness

Appendix 2

1.

a. But as soon as the lion came

near to Androcles he

recognised his friend, and

fawned upon him, and licked

his hands like a friendly dog.

The Emperor, surprised at

this, summoned Androcles to

him, who told him the whole

story. Whereupon the slave

was pardoned and freed, and

the Lion let loose to his native

forest.

2.

b.Androcles pulled out the

thorn and bound up the paw

of the Lion, who was soon able

to rise and lick the hand of

Androcles like a dog.

3.

c. It happened in the old days

at Rome that a slave named

Androcles escaped from his

master and fled into the

forest, and he wandered

there for a long time until he

was weary and well nigh spent

with hunger and despair

4.

d. . As Androcles was

wondering about the place, a

Lion lying down moaning and

groaning. As he came near,

the Lion put out his paw,

which was all swollen and

bleeding, and Androcles found

that a huge thorn had got into

it, and was causing all the pain

5.

e.Then the Lion took

Androcles to his cave, and

every day used to bring him

meat from which to live. For

some time the lion continued

to bring the game he had

killed to Androcles, who

became quite fond of the

huge beast. The lion and

Androcles became good

friend.

6.

f. The Emperor and all his

Court came to see the

spectacle, and Androcles was

led out into the middle of the

arena. Soon the Lion was let

loose from his den, and

rushed bounding and roaring

towards his victim

7.

g. However, one day a number

of soldiers came marching

through the forest and found

Androcles, and as he could

not explain what he was doing

they took him prisoner and

brought him back to the town

from which he had fled

Picture Story Generic structure

1. What is the purpose of the text!

2. What is the character of Androcles and the Lion!

3. What can you learn from the story!

Answer key

4.

c.It happened in the old days

at Rome that a slave named

Androcles escaped from his

master and fled into the

forest, and he wandered

there for a long time until he

was weary and well nigh spent

with hunger and despair.

2.

d.As Androcles was

wondering about the place, a

Lion lying down moaning and

groaning. As he came near,

the Lion put out his paw,

which was all swollen and

bleeding, and Androcles

found that a huge thorn had

got into it, and was causing all

the pain

3.

b.Androcles pulled out the

thorn and bound up the paw

of the Lion, who was soon

able to rise and lick the hand

of Androcles like a dog.

1.

e.Then the Lion took

Androcles to his cave, and

every day used to bring him

meat from which to live. For

some time the lion continued

to bring the game he had

killed to Androcles, who

became quite fond of the

huge beast. The lion and

Androcles became good

friend.

7.

g. However, one day a number

of soldiers came marching

through the forest and found

Androcles, and as he could

not explain what he was doing

they took him prisoner and

brought him back to the town

from which he had fled. 5.

f. The Emperor and all his

Court came to see the

spectacle, and Androcles was

led out into the middle of the

arena. Soon the Lion was let

loose from his den, and

rushed bounding and roaring

towards his victim

6,

a. But as soon as the lion

came near to Androcles he

recognised his friend, and

fawned upon him, and licked

his hands like a friendly dog.

The Emperor, surprised at

this, summoned Androcles to

him, who told him the whole

story. Whereupon the slave

was pardoned and freed, and

the Lion let loose to his

native forest.

1. What is the purpose of the text!

To amuse/entertain the readers

2. What is the character of Androcles and the Lion? The Lion is loyal,

Androcles is kind man

3. What can you learn from the story! Gratitude is the sign of noble souls.

Post-test cycle 2

Name :

Class :

No :

1.

a.The giraffe put her head in the

hole. She pushed her head to the

hole, pushed and pushed until she

saw the honey. She ate the

delicious honey for free. The lion

was right, the stomach ache was

gone.

2.

b.Giraffe ate mangoes or apples

everyday. As a result, giraffe

used to have stomach ache. Many

other animals tried to give her

solution. Lion, the jungle king,

told that honey was the best for

stomach ache.

3.

c.Day by day, the giraffe stucK in

the hole. Her neck grew longer,

longer and longer. One day, she

tried so hard to pull her head out.

It worked. The giraffe was free.

At the end, the giraffe had long

neck and she could eat anything

she wanted.

4.

d.Giraffe asked the bee to give

her the honey. “Why do you need

honey?”asked the queen bee. “I

have stomach ache. Would you

give me, please!” said the giraffe.

“oh, you can take it”the bee

pointed the hole which full of

honey.

5.

e.Long years ago, giraffe had a

short legs and short neck. The

giraffe only ate some foods such

as mangoes or grass. Giraffe

couldn’t reach the high trees.

6.

f.After eating the honey, giraffe

tried to pull her head out.

Unfortunately, it seemed that

her head stuck in the hole. Other

animal tried to pull her out by her

legs, but it failed.

1. What is the purpose of the text!

2. What is the character of giraffe?

3. What can you learn from the story

Picture Story Generic structure

ANSWER KEY

6.

e.Long years ago, giraffe had a

short legs and short neck. The

giraffe only ate some foods such

as mangoes or grass. Giraffe

couldn’t reach the high trees

5.

b.Giraffe ate mangoes or apples

everyday. As a result, giraffe

used to have stomach ache. Many

other animals tried to give her

solution. Lion, the jungle king,

told that honey was the best for

stomach ache.

1. .

d.Giraffe asked the bee to give

her the honey. “Why do you need

honey?”asked the queen bee. “I

have stomach ache. Would you

give me, please!” said the giraffe.

“oh, you can take it”the bee

pointed the hole which full of

honey.

4.

a.The giraffe put her head in the

hole. She pushed her head to the

hole, pushed and pushed until she

saw the honey. She ate the

delicious honey for free. The lion

was right, the stomach ache was

gone.

2.

.f.After eating the honey, giraffe

tried to pull her head out.

Unfortunately, it seemed that

her head stuckin the hole. Other

animal tried to pull her out by her

legs, but it failed.

3.

c.Day by day, the giraffe stuck in

the hole. Her neck grew longer,

longer and longer. One day, she

tried so hard to pull her head out.

It worked. The giraffe was free.

At the end, the giraffe had long

neck and she could eat anything

she wanted.

1. What is the purpose of the text!TO AMUSE OR ENTERTAIN THE

READERS

2. What is the character of giraffe? THE GIRAFFE IS STEADY.

3. What can you learn from the story? We should try hard to get what we

want,