THE EFFECTIVENESS OF USING TEAMS GAMES TOURNAMENTS

(TGT)

IN TEACHING READING OF NARRATIVE TEXT

(A Quasi-Experimental Study at SMPN I Pakuhaji)

“A Skripsi”

Presented to the Faculty of Tarbiya and Teachers’ Training

in Partial Fulfillment of the Requirements

for the Degree of S.Pd in English Language Education

By

AGUNG SDAYU

NIM. 109014000163

THE DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYA AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

THE EFFECTIVENESS OF USING TEAMS GAMES TOURNAMENTS

(TGT)

IN TEACHING READING OF NARRATIVE TEXT

(A Quasi-Experimental Study at SMPN I Pakuhaji)

By

AGUNG SDAYU

NIM. 109014000163

THE DEPARTMENT OF ENGLISH EDUCATION

THE FACULTY OF TARBIYA AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

ii

ENDORSEMENT SHEET

The examination committee of the Faculty of Tarbiya and Teachers Training

certifies that the “Skripsi” scientific paper entitled, “The Effectiveness of Using

Teams Games Tournaments in Teaching Reading of Narrative Text (A

Quasi-Experimental Study at SMPN I Pakuhaji)” written by Agung Sdayu,

student’s registration number: 109014000163, was examined by committee on

Tuesday 30th

of September 2014, and was declared to have passed and have

fulfilled one of the requirements for the degree of Strata 1 (S1) in English

language Education at the Department of English Education.

Jakarta, 30th

September 2014

KEMENTERIAN AGAMA

FORM (FR)

No. Dokumen : FITK-FR-AKD-098

UIN JAKARTA Tgl. Terbit : 1 Maret 2010

FITK No. Revisi: : 01 Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia Hal : 1/1

SURAT PERNYATAAN KARYA SENDIRI

iv

Saya yang bertanda tangan di bawah ini,

Nama : Agung Sdayu

Tempat / Tgl. Lahir : Jakarta, 27 Maret1988

NIM : 109014000163

Jurusan / Prodi : Pendidikan Bahasa Inggris

Judul Skripsi : “THE EFFECTIVENESS OF USING TEAMS GAMES

TOURNAMENTS (TGT) IN TEACHING READING OF

NARRATIVE TEXT” (A Quasi-Experimental Study at

SMPN I Pakuhaji)

Dosen Pembimbing : 1.Ismalianing Eviyuliwati, M.Hum

2.Zaharil Anasy, M.Hum

dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan

saya bertanggung jawab secara akademis atas apa yang saya tulis.

Pernyataan ini dibuat sebagai salah satu syarat Ujian Munaqasah.

Jakarta,

Mahasiswa Ybs.

Agung Sdayu

NIM. 109014000163

ABSTRACT

Sdayu, Agung 2014 “The Effectiveness of Using Teams Games Tournaments in

Teaching Reading of Narrative Text, (A Quasi-Experimental Study at the

Second Year Students of SMPN I Pakuhaji)”. Skripsi, English Education

Department, Faculty of Tarbiya and Teachers’ Training, Syarif

Hidayatullah State Islamic University Jakarta, 2014

Advisor I : Ismalianing Eviyuliwati, M.Hum

Advisor II : Zaharil Anasy, M.Hum

Keyword : Teams Games Tournaments (TGT) Technique, Reading,

Narrative Text

The objective of the research was to see the effectiveness Teams Games

Tournaments (TGT) technique in teaching reading of narrative text at the second

year students of SMPN I Pakuhaji and also to help the English teachers create

interactive activities for students while learning reading of narrative text.

The method which applied in this research was quasi-experimental

research. There were two classes, they were experimental class and controlled

class. The experimental class was taught by using Teams Games Tournaments

(TGT) technique while the controlled class was taught without using of Teams

Games Tournaments (TGT) technique. Furthermore, this research was conducted

through the following procedures: giving the pre-test, applying treatments, giving

post-test.

The result of the research proved that Teams Games Tournaments (TGT)

technique is effective to be used in learning reading of narrative text. According to

calculation, it can be seen that the experimental class’ mean of gain score is 9.0,

and the controlled class’s mean of gain score is 5.13. Moreover, based on the

result of analysis data, the value of ttable in the degree of significance of 1% was

2.375. Then the value of t0 was 38.7. Therefore, it can be inferred that Teams

Games Tournaments technique is effective in teaching reading of narrative text on

SMPN I Pakuhaji.

ABSTRAK

Sdayu, Agung 2014 “The Effectiveness of Using Teams Games Tournaments in

Teaching Reading of Narrative Text, (A Quasi-Experimental Study at the

Second Year Students of SMPN I Pakuhaji)”. Skripsi, Jurusan Pendidikan

Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam

Negeri Syarif Hidayatullah Jakarta, 20014.

Pembimbing I : Ismalianing Eviyuliwati, M.Hum

Pembimbing II : Zaharil Anasy, M.Hum

Kata Kunci : Teams Games Tournaments (TGT) Technique, Membaca,

Teks Naratif

Penelitian ini bertujuan untuk melihat efektifitas penggunaan teknik Teams

Games Tournaments (TGT) dalam pengajaran teks naratif di kelas VIII SMPN I

Pakuhaji dan juga untuk membantu guru-guru dalam membuat kegiatan-kegiatan

yang interaktif bagi siswa dalam belajar membaca teks naratif.

Metode yang digunakan dalam penelitian ini adalah metode penelitian

eksperimen semu. Ada dua kelas yaitu kelas eksperimen dan kelas control. kelas

eksperimen diajarkan menggunakan teknik Teams Games Tournaments (TGT)

sementara kelas kontrol diajarkan tanpa menggunakan teknik Teams Games

Tournaments (TGT). Kemudian, penelitian ini dilaksanakan melalui langkah-

langkah berikut: pemberian pre-test, pelaksanaan tindakan penelitian, dan

pemberian post-test.

Hasil dari penelitian ini membuktikan bahwa teknik Teams Games

Tournaments (TGT) memiliki efektifitas untuk digunakan dalam belajar teks

naratif. Berdasarkan perhitungan, dapat dilihat bahwa nilai rata-rata dari nilai

perolehan pada kelas experimen adalah 9.0, dan nilai rata-rata dari nilai perolehan

kelas kontrol adalah 5,13. Selain itu, berdasarkan pada hasil analisis data t-hitung

(t0) adalah sebesar 38,7 dan t-tabel (ttable) pada taraf signifikansi 1% adalah

sebesar 2,375. Oleh karena itu, hal ini berarti bahwa teknik Teams Games

Tournaments (TGT) efektif dalam pengajaran membaca teks naratif di SMPN I

Pakuhaji.

vii

ACKNOWLEDGEMENT

In the name of Allah the Beneficent the Merciful

Praised be to Allah, Lord of the world who has blessed the writer in

completing this „skripsi‟ entitled The Effectiveness of Using Teams Games

Tournaments (TGT) in Teaching Reading of Narrative Text (An Quasi-

Experimental Study at SMPN I Pakuhaji. Peace and Blessing be upon the Prophet

Muhammad SAW, his family, his companion, and his followers.

This “skripsi” is presented to the English Education Departement, the

faculty of Tarbiya and Teacher‟s Training Syarif Hidayatullah State Islamic

University Jakarta as a partial fulfillment of the requirements for the degree of

S.Pd (Bachelor of Art) in English Language Education. The writer realized that

without support and motivation from people around him, he could not finish this

„skripsi.‟ Therefore, he would like to give his deepest appreciation to the writer‟s

parents, Kastari and Sumiati, and also his sister, Gracia Imaniar, who have given

the greatest love, prayer, moral, and financial support to him and also he would

like to give his deepest appreciation to:

1. Nurlena Rifa‟i, M.A., Ph.D, the Dean of Faculty Tarbiya and Teachers‟

Training Syarif Hidayatullah State Islamic University Jakarta.

2. Drs. Syauki, M.Pd., the Head of English Education Departement.

3. Nida Husna, M.Pd., MA TESOL., as the writes‟ academic advisor,

without her guidence and her advices the writer could not become mature

person like now on.

4. Ismalianing Eviyuliwati, M. Hum., as an advisor, for her time, valuable

guidance, help, correction, suggestion, and kindness during completing

this „skripsi.‟

5. Zaharil Anasy, M. Hum., as the secretary of English Eduaction

Departement and as an advisor, for his time, valuable guidance, helps,

correction, suggestion, and kindness during completing this „skripsi.‟

viii

6. All lecturers of English Education who always give motivation and

valuable knowledge and also unforgettable experience during his study at

Faculty of Tarbiya and Teachers Training of State Islamic University

Syarif Hidayatullah Jakarta.

7. H. Firmansyah, S.Pd. M.Pd, the Headmaster of SMPN I Pakuhaji for

giving permission to the writer to do observation and research.

8. Siti Nurhayati, S.Pd, as the English Teacher at SMPN I Pakuhaji.

9. All teachers and students at SMPN I Pakuhaji who involved in this study.

10. His beloved best friends of English Education Department Class D for

academic year 2009 who have always been in the writer side in the facing

all the laughter and tears during his study.

The writer realized that this „skripsi‟ is far from being perfect. It is a

pleasure for him to receive some suggestion and criticizes from the reader for

valuable improvement.

Jakarta, September 2014

Agung Sdayu

ix

TABLE OF CONTENTS

TITLE…………………………………………………………………….. ... i

APPROVAL ................................................................................................... ii

ENDORSEMENT SHEET ............................................................................ iii

CERTIFICATION OF ORIGINALITY ...................................................... iv

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

ABSTRAK ...................................................................................................... vi

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

TABLE OF CONTENTS .............................................................................. ix

LIST OF TABLES ......................................................................................... xii

LIST OF APPENDICES ............................................................................... xiii

CHAPTER I INTRODUCTION

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

B. Identification of the Problem ....................................... 4

C. Limitation of the Problem ........................................... 4

D. Formulation of the Problem ........................................ 4

E. Objective of the Study ................................................. 4

F. Significance of the Study ............................................ 4

CHAPTER II LITERATURE REVIEW

A. The General Concept of Cooperative Learning ......... 6

1. Definition of Cooperative Learning ..................... 6

2. Characteristic of Cooperative Learning ............... 7

3. Benefits of Cooperative Learning ........................ 8

B. The General Concept of Narrative Text ..................... 9

1. Definition of Narrative Text .................................. 9

2. Definition of Text .................................................. 10

x

3. Definition of Narrative Text .................................. 11

4. Characteristics of Narrative Text .......................... 12

5. Types of Narrative Text ....................................... 13

6. Elements of Narrative Text .................................. 13

C. The General Concept of Teams Games Tournaments

(TGT)........................................................................... 14

1. The Understanding of Teams Games Tournaments

(TGT) .................................................................... 14

2. The Principles of Teams Games Tournaments (TGT)

............................................................................... 15

3. The Procedures of Teams Games Tournaments (TGT)

............................................................................... 15

4. The Advantages of Teams Games Tournaments (TGT)

............................................................................... 16

5. The Disadvantages of Teams Games Tournaments

(TGT) .................................................................... 17

6. Teaching Narrative Text Using Teams Games

Tournaments (TGT) ............................................. 17

D. Relevant Studies .......................................................... 17

E. Framework Thinking .................................................. 19

F. Hypotheses .................................................................. 21

CHAPTER III RESEARCH METHODOLOGY

A. Place and Time ........................................................... 22

B. Method of the Study .................................................... 22

C. Population and Sample ............................................... 23

D. Instrument of the Study .............................................. 24

E. Procedures of the Study .............................................. 25

F. Techniques of Data Collection ……………………….. 26

1. Pre-test .................................................................. 26

2. Post-test ................................................................ 26

xi

G. Technique of Data Analysis ........................................ 26

H. Statistical Hypotheses.................................................. 28

CHAPTER IV RESEARCH FINDINGS

A. Description of the Data............................................... 30

1. The Data of the Controlled Class ......................... 30

2. The Data of the Experimental Class ..................... 35

B. Data Analysis and Hypothesis Testing ....................... 33

1. Analysis of Pre-test and Post-test ......................... 33

2. Data Analysis ........................................................ 37

3. Hypothesis Testing ............................................... 38

C. Data Interpretation ....................................................... 39

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ................................................................... 42

B. Suggestion ................................................................... 42

BIBLIOGRAPHY .......................................................................................... 44

APPENDICES ........................................................................................... 46

xii

LIST OF TABLES

Table 3.1 Validity Test Table ............................................................................... 25

Table 4.1 Score of Pre-test and Post-test of the Controlled Class ......................... 30

Table 4.2 Score of Pre-test and Post-test of the Experimental Class ..................... 32

Table 4.3 Normality of Pre-test Using One-Sample Kolmogorov-Smirnov

Test ........................................................................................................ 34

Table 4.4 Normality of Pre-test Using Lilliefors ................................................... 34

Table 4.5 Normality of Post-test Using One-Sample Kolmogorov-Smirnov

Test ........................................................................................................... 35

Table 4.6 Normality of Post-test Using Lilliefors .................................................. 36

Table 4.7 Pre-test Homogeneity ............................................................................ 36

xiii

LIST OF APPENDICES

Appendix 1: Validity Test ..................................................................................... 46

Appendix 2: Lesson Planning of Experimental Class (1st and 2

nd meeting) ......... 48

Appendix 3: Lesson Planning of Experimental Class (3th

and 4th

meeting) ......... 53

Appendix 4: Lesson Planning of Controlled Class (1st and 2

nd meeting) ............. 58

Appendix 5: Lesson Planning of Controlled Class (3th

and 4th

meeting) .............. 64

Appendix 6: Students Work Sheet ........................................................................ 70

Appendix 7: Students Work Sheet ........................................................................ 71

Appendix 8: Test of Pre-test and Post-test ............................................................ 72

Appendix 9: Answer Key ...................................................................................... 76

Appendix 10: Questions of the Tournaments ........................................................ 77

Appendix 11: Table of T-test ................................................................................ 78

1

CHAPTER I

INTRODUCTION

This chapter consists of the explanation about background of the study,

identification of the problem, limitation of the problem, formulation of the

problem, objective of the study, and significance of the study.

A. Background of the Study

In Indonesia English is taught in some level of education. English subject

is taught since the students in the junior high school until they are in the college,

English is taught with different objectives and teaching techniques in some

education levels. However, the field in teaching English is not far away from four

main language skills. The four main language skills should be mastered by the

students in learning English. The four language skills are listening, speaking,

reading and writing.

Reading is one of main language skills. It is taught in teaching English

beside listening, speaking, and writing. Reading skill has a big role for the

students to get some information from English text in order to increase their

knowledge. Reading is receptive skill. As Jeremy Harmer said that “Receptive

skill work, then, should involve students in reading or listening where they are

able to process the language sufficiently at least to extract the meaning”.1 Through

Reading students can increase their competence which is related to the target

language. Students also can improve their fluency in other skill like speaking.

Hence, reading is taught in the second grade of junior high school with

some goals that have been created by the government. Based on the curriculum

2013, there are some texts that taught in the second grade junior high school one

of those texts is narrative text. Students of second grade junior high school should

understand social function, text structure, and the elements of the narrative text in

fable, based on the context function.

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

Publishing, 1991), p. 185.

2

However, teaching English text at second grade junior high school is not

easy. In fact, based on the interview with the students and the English teacher of

SMPN I Pakuhaji on February 24th

2014, some students face difficulties to

achieve the goal in learning reading materials, in the learning process they like to

read the text loudly but they do not understand the messages or information of the

text. And also, it is caused of lack vocabularies they had. Also, some of the

students are de-motivated when they read the materials.

To solve the problems above, the teacher should find strategies to improve

students’ interest and motivation in reading narrative text to overcome this

problem. English teachers are expected to find appropriate technique to make

students understand the narrative text and moreover, enjoy reading.

Based on the explanation above, this research is focused on finding an

alternative technique in teaching reading of narrative text, it is expected can

makes students enjoy in learning and make them confident to show their English

ability. And then, the alternative technique is also expected can encourage

students’ motivation in teaching and learning process. Moreover, the students feel

fun in the classroom while teaching and learning process.

As a professional worker, the teacher is expected to be able to motivate the

students through certain ways. By using Teams Games Tournaments (TGT), the

teacher probably can motivate the students to understand narrative text. Because

by Teams Games Tournaments (TGT), the students can work together with their

friends and they have variation in their learning style in the classroom. So, the

teacher hopes that students will enjoy their learning activities. As Roy Killen said

that “TGT is suited to the same types of subject matter and learning outcomes as

STAD. It requires a little more than STAD, but can be very motivating for

learners”.2 Based on the Roy Killen statement it can be said that TGT can

motivates the learners in teaching and learning process.

There are some methods of teaching in teaching and learning English, one

of them is Cooperative Learning. Based on Wendy Jollife “Cooperative learning

2 Roy Killen, Effective Teaching Strategies 4

th Edition, (South Melbourne: Cengage

Learning, 2007), p, 181.

3

requires pupils work together in small groups to support each other to improve

their own learning and that of others”.3 It means in cooperative learning students

study together and solve problems together, students have a sense of responsibility

to themselves and also to their friends in teaching and learning process to

accomplish the goals. In cooperative learning individuals look for the outcomes

that are beneficial to themselves and beneficial to all group members. Cooperative

Learning has many benefits which are related to students, according to Carolyn

Kessler “Cooperative Learning classes are often more relaxed and enjoyable than

traditional classes. This creates a positive learning environment, with more

students attentive to assigned tasks. As a result, academic achievement increases

for all students”.4

Cooperative Learning has some general or variation methods. As Donald

R. Cruickshank, Deborah Bainer Jenkins, and Kim K. Metcalf stated ”Some

variations on the theme of Cooperative Learning: Students Teams-Achievement

Divisions (STAD), Teams Games Tournaments (TGT), Team Accelerated

Instruction (TAI), Jigsaw, and Cooperative Integrated Reading and Composition

(CIRC)”.5 In this research Teams Games Tournaments (TGT) will be used.

Furthermore, Teams Games Tournaments (TGT) technique originally was

developed by David DeVries and Keith Edward. According to Robert E. Slavin

“Teams Games Tournaments (TGT) originally developed by David DeVries and

Keith Edward, was the first of the John Hopkins Cooperative Learning methods. It

uses the same teacher presentations and team work as in STAD, but replaces the

quizzes with weekly tournaments, in which students play academic games with

members of the teams to contribute points to their team score.6

Based on the explanation above, this research took a title as “The

Effectiveness of Using Teams Games Tournaments (TGT) in Teaching Reading

3 Wendy Jolliffe, Cooperative Learning in the Classroom, (London: Paul Chapman

Publishing, 2007), p. 3. 4 Carolyn Kessler, Cooperative Language Learning, A Teachers’ Resource Book,

(London: Prentice-Hall, 1992), p. 3. 5 Donald R. Cruickshank, Deborah Bainer Jenskins, Kim K. Metcalf, The Art of Teaching

4th

Edition, (Boston: The McGraw-Hill, 2006), p, 238. 6 Robert E Slavin, Cooperative Learning, Theory, Research, and Practice, (Second

Edition (London: Ally and Bacon, 1995) p. 6.

4

of Narrative Text (A Quasi-Experimental Study at second grade of SMPN I

Pakuhaji)

B. Identification of the Problem

Based on background of the study above, the problems could be identified

as follow:

1. Some students of SMPN I Pakuhaji face difficulties to achieve the goal

in learning reading material.

2. Some students of SMPN I Pakuhaji face the difficulties to understand

the message or information of the narrative text because there are

many long sentences and lack of vocabulary.

C. Limitation of the Problem

Based on the explanation of the problems above, the writer limits the study

on the Effectiveness of Using Teams Games Tournaments (TGT) in Teaching

Reading of Narrative Text in Second Grade of Junior High School in SMPN I

Pakuaji.

D. Formulation of the Problem

Based on the explanation above, the research problem is formulated as: “Is

Teams Games Tournaments (TGT) effective to use in Teaching Reading of

Narrative Text?

E. Objective of the Study

The objective of this research is to find out whether Teams Games

Tournaments (TGT) is effective to use in Teaching Reading of Narrative Text at

the Second Grade of Junior High School in SMPN I Pakuaji.

5

F. Significance of the Study

This research is expected to give some benefits for people in teaching and

learning process such as teachers and students. For the students, they are expected

to be more excited in learning English. They feel easier in reading English text,

and they can explore their ability. And for the teachers, they can be more creative

in teaching English by exploiting Cooperative Learning Method so that good

atmosphere can be felt by the students. Further, this research is expected to be

useful for other researchers who conduct the research on teaching reading

narrative text using teams’ games tournaments field.

6

CHAPTER II

LITERATURE REVIEW

This chapter provides some theories related to the study. The theories

focused on cooperative learning, narrative text, and teams games tournaments.

This chapter also provided the relevant studies, framework of thinking, and

research hypotheses.

A. The General Concept of Cooperative Learning

1. Definition of Cooperative Learning

Cooperative learning is the term used to describe instructional procedures

whereby learners work together in small groups and are rewarded for their

collective accomplishments.1 In cooperative learning students learn together in the

groups share the material which taught in order to achieve the goals of teaching

and learning process. Roy Killen said that “Cooperative learning is an

instructional technique in which learners work together in small groups to help

one other achieve a common learning goal”.2 It means in cooperative situations,

individuals seek outcomes that are beneficial to themselves and beneficial to all

other group members.

Cooperative learning enhances students‟ enthusiasm for learning in order

to get academic success. Slavin, one of the founders of cooperative learning,

believes that the group focus of cooperative learning can changes the norm of

youth culture and make it more acceptable to excel in academic learning tasks.3

In addition, cooperative learning encouraged the students to work together

and responsible for all comprehension of the groups‟ members. According to

Donald R. Cruickshank, Deborah Bainer Jenkins, and Kim K. Metcalf, they stated

that:

1 Donald R. Cruickshank, Deborah Bainer Jenskins, Kim K. Metcalf, op. cit., p, 238.

2 Roy Killen, Effective Teaching Strategies 4

th Edition, (South Melbourne: Cengage

Learning, 2007), p, 181. 3 Richard I. Arends, Learning to Teach 7

th Edition, (New York: The McGraw-Hill

Companies, 2007), p, 345.

7

Groups must be heterogeneous in terms gender, academic ability,

race, and other traits. Heterogeneity is promoted for at least three

reasons: First, cooperative learning is based partly on the

humanistic school of thought about learning. One of its major

objectives is to make students feel better about themselves and to

be more accepting of others. A second reason to form

heterogeneous teams is so that each member will have an equal

opportunity to learn, since “talent” is about equally distributed to

each group. Finally, heterogeneity is fostered because students with

lower abilities are more likely to improve their achievement in

mixed group than in homogeneous groups.4

From the statements above, it can be said that members of groups in

Cooperative Learning method consist of various background ability. It conducted

to make the students feel better and accept the others. Moreover, students with

lower abilities will improve their achievement because they will learn with the

students of higher abilities in the same group.

2. Characteristic of Cooperative Learning

Cooperative learning has some characteristics. According to Carolyn

Kessler the characteristics of Cooperative Learning are:

First, Positive Independence. Positive independence occurs when

the gains for one individual are associated with gains for others:

that is, when one student achieves, others benefit, too. Second,

Team Formation. Positive independence implies the grouping has

occurred, either by assignment or by change. Students can group

themselves: “leaders” can take turns selecting teammates: or

teachers can assign students to teams. Informal or spontaneous

grouping is less desirable in many situations than formal or planned

grouping methods. Four types team formation: heterogeneous,

random, interest, and homogeneous/heterogeneous language

ability. Third, Accountability. Research shows that both individual

and group accountability is important for achievement in

Cooperative Learning setting, and most scholars (e.g., Slavin,

1990) consider this to be a defining characteristic of Cooperative

Learning. Methods which use only a group grade or a group

product without making each member accountable do not

consistently produce achieving gains (Slavin, 1983b). Students may

be made individually accountable by signing each student a grade

4 Donald R. Cruickshank, Deborah Bainer Jenskins, Kim K. Metcalf, op. cit., pp, 238,

239.

8

on his or her own portion of the team project or by the rule that the

group may not go on to the next activity until all the team members

finish the task. A primary way to ensure accountability is through

testing. Forth, Social Skills. Johnson et al, (1986) include teaching

social skills as a defining characteristic of Cooperative Learning.

Social skills teaching, however, are not always an element in some

of the most widely researched Cooperative Learning procedures,

such as Students Teams Achievements Divisions (STAD)

discussed in Slavin (1983a). And the last, Structuring and

Structures. Structures are generic, content-free ways of organizing

student interactions with content and with each other. For example,

(Step 1) one student talks while other listen, the (Step 2) the next

student talk, etc. structures describe different ways students are to

interact.5

From Carolyn Kessler‟ statements above, can be said that Cooperative

learning has five general characteristics.

3. Benefits of Cooperative Learning

Based on Donald C. Orlich, Cooperative learning has many benefits. He

stated:

Benefits of Cooperative Learning:

Improves comprehension of basic academic content.

Reinforces social skill.

Allows student decision making.

Creates active learning environment.

Boosts student self-esteem.

Celebrates diverse learning styles.

Promotes student responsibility.

Focuses on success for everyone.6

In addition, Carolyn Kessler said that McGroarty (1989) identifies six

primary benefits of Cooperative Learning students acquiring English. Cooperative

learning offers:

a. Increased frequency and variety of second language practice

through different types of interaction.

5 Carolyn Kessler, Cooperative Language Learning, A Teachers’ Resource Book

(London: Prentice-Hall, 1992), pp, 8-14. 6 Donald C. Orlich. et al., Teaching Strategies: A Guide to Effective Instruction, 9

th

Edition, (Boston: Wadsworth Cengage Learning, 2010), p, 271.

9

b. Possibility for development or use of the first language in ways that

support cognitive development and increased second language

skills.

c. Opportunities to integrate language with content-based instruction.

d. Opportunities to include a greater variety of curricular materials to

stimulate language as well as concept learning.

e. Freedom for teachers to master new professional skills, particularly

those emphasizing communication: and

f. Opportunities for students to act as resources for each other, thus

assuming a more active role and their learning.7

B. The General Concept of Narrative Text

1. Definition of Narrative

As written in the book entitled Text Type in English that written by Mark

and Kathy Anderson. “Narrative is a text that tells a story and, in doing so,

entertains the audience. The purpose of a narrative, other than providing

entertainment, can be to make the audience think about an issue, teach them a

lesson, or excite their emotion”.8

Moreover, according to Donald Pharr and Santi V. Buscemi “The narrative

is the oldest structured form of human communication. The ability to process the

standard elements of a narrative seems to be genetically hardwired into the human

system. Parents teach language to very young children by telling them the story.

Moreover, people spend the rest of their lives telling stories”.9

In addition, narrative has a general purpose, according to Betty Mattix

Dietsch “if the general purpose is to entertain and establish camaraderie, the it

may no matter whether the account is fiction or fact. But when the purpose is

serious – primary to reflect, inform, or persuade-then the audience expects facts

and should receive them”.10

In other word, narrative has two categories are fact

7 Carolyn Kessler, op. cit., p, 2.

8 Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: MacMillan

Education Australia PTY LTD, 2003), p. 3 9 Donald Pharr and Santi V. Buscemi, Writing Today, Contexts and Options for the Real

World, (New York, McGraw-Hill Companies, 2005), p. 174. 10

Betty Mattix Dietsch, Reason and Writing Well, a Rhetoric, Research Guide, Reader,

And Handbook 4th

Edition, (Boston: McGrew-Hill Companies, 2006), p. 124.

10

and fiction. Commonly, the fact narrative can be used to persuade the audience or

the reader. And the fiction one can be used to amuse the reader.

Furthermore, based on Betty Mattix Dietsch “Every narrative must have a

point – a valid reason to be told or written. Whether the point is stated or unstated,

it always shapes the narrative. If the purpose is to inform, the main idea, fact, or

event is often stated first. When writes probe into causes or motives underlying an

event or experience, they may place the point at the end”.11

From some definitions above, it can be said that narrative text is a text that

tells the story by the purpose to entertain the audience, furthermore, the purpose of

narrative text can be to reflect, inform, or persuade the audience. Narrative text

has a point, the point of narrative text can be stated point and unstated point.

2. Definition of Text

As Anderson stated “when words are put together to communicate a

meaning, a piece of text is created”.12

So it means when people speak or write to

communicate a message, people are constructing a text. Moreover, creating a text

needs the proper words to deliver the message correctly.

Over all there are two main categories of text. According to Anderson:

There are two main categories of text- literary text and factual text.

Literary texts include Aboriginal Dreaming stories, movie scripts,

limericks, fairy tales, plays, novels, song lyrics, mimes and soap

operas. They are constructed to appeal to our emotions and

imagination. Literary texts can make us laugh or cry, think about

our own life or consider our beliefs. There are three main text types

in this category: narrative, poetic and dramatic. Media texts such as

films, videos, television shown and CDs can also fall in this

category. In contrast, Factual texts include advertisements,

announcements, internet web sites, current affairs shows, debates,

recipes, reports, and instructions. They present information or ideas

and aim to show, tell to persuade the audience. The main text types

11

Ibid 12

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

MacMillan Education Australia PTY LTD, 1997), p. 1.

11

in this category are recount, response, explanation, discussion,

information report, exposition and procedure.13

Based on the characteristics of text above, it can be said that different

types of text have particular characteristics, depend on the purpose what people

are made for. For example, an advertisement and a novel both are have different

characteristic of language because each made for different aim. The language that

used in the advertisement introduce the product, meanwhile, the language that

used in the novel make the readers go into the story and feel the emotions of the

story.

Furthermore, a text is divided toward two types that are spoken text and

written text. Sanggam Siahaan and Kisno Shinoda stated that a spoken text is any

meaning spoken text. It can be a word or a phrase or a sentence or a discourse. A

spoken discourse can be monolog or a dialog or a conversation. It can be a song or

poetry or a drama or a lecture, etc. a written text is any meaningful written text. It

can be a notice or a direction or an advertisement or a paragraph or an essay or an

article or a book etc.14

3. Definition of Narrative Text

According to Anderson, the definition of Narrative text is “Narrative text

type tells a story using spoken or written language. It can be communicated using

radio, television, books, newspaper, or computer files, picture, facial expression,

and camera angles can also be used to help communicate meaning. Narratives are

usually told by story teller”.15

In addition, in the other book, Anderson also said that “The narrative text

type tells a story, its purpose is to present a view of the world that entertains or

informs the reader or listeners”.16

13

Ibid., pp. 1-3 14

Sanggam Siahaan and Kisno Shinoda, Generic Text Structure, (Yogyakarta; Graha

Ilmu, 2008), p. 1 15

Anderson, op. cit., p. 2. 16

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

MacMillan Education Australia PTY LTD, 1997), p, 6.

12

Here is an example of the narrative text:

A long time ago, there lived an old man in the

Penanggungan Mountain. His name was Kiai Gede Penanggungan.

He had supernatural power. Kiai Gede Penanggungan prayed days

and nights for her daughter to have a husband. One day, a young

handsome man came to his place. The name of the man was Jaka

Pandelengan. He wanted to be Kiai Gede Penanggungan‟s student.

Kiai Gede agreed to have Jaka as his student with one condition

that he would marry her daughter. Jaka Pandelengan and Dewi

Walangangin soon get married. Kiai Gede Penanggungan taught

many things.

After several years, now it was time for the couple to live

separately from Kiai Gede Penanggungan they would move to

another village. Kiai Gede gave some seeds of pari or paddy to the

couple. He asked the couple to plant the seeds. He also warned the

couple not to be arrogant when they were rich. He wanted the

couple to help poor people. The couple started new life. The

planted the seed. Soon, the seed grew and became a lot of rice.

Now the couple became very rich. The poor neighbors came to the

couple to ask for the some pari seeds but the couple refused to help

them.

Kiai Gede heard about the couple‟s bad behavior. Soon he

visited the couple. He met them when the couple as working on the

field. Kiai Gede talked to the couple. He reminded the couple not

to be arrogant. But the couple ignored him. They said nothing to

Kiai Gede. Kiai Gede got very angry. Then he said “You two are

like temples. You didn‟t listen to me. Right after he said those

words, an incredible thing happened. Slowly, Jaka and Dewi turned

into temple. Because the temples stood among the pari, people

named them as Pari Temple.17

4. Characteristics of Narrative Text

Based on Anderson, the characteristics of narrative text as below:

The Narrative scaffold: First, Orientation, in this paragraph the

narrator tell the audience who is in the story, when it is happening,

where it is happening and what is going on. Second, Complication,

this the part of the story where the narrator tells about something

that will begin a chain of events, these events will effect one or

more the characters. The complication is the trigger. Third,

Sequence of Events, this is where the narrator tells how the

characters react to the complication. It includes their feeling and

17

Dra. Erni Prihatin, et. Al., Pendalaman Materi Sukses Ujian Nasional Bahasa Inggris,

(Jakarta: AKASIA, 2012), p, 35.

13

what they do. Forth, Resolution, in this part of the narrative the

complication is sorted out or the problem is solved. And the fifth,

Coda, the narrator includes a coba if there is a moral or message to

be learn from the story.18

From Anderson‟s explanation above, it can be said that there are five

characteristics of narrative text.

5. Types of Narrative Text

There are many different types of narrative text. According to Anderson

“The types of Narrative text including: Humor, Romance, Crime, Real-life

Fiction, History Fiction, Mystery, Fantasy, Science Fiction, Diary-novel, and

Adventure”.19

Those are some types of narrative text. Each can stands alone and can be

combined. Instance, romance narrative can be combined through mystery

narrative and etc.

6. Elements of Narrative Text

There are some elements of narrative text, Where, When, Who, What,

How, and Why.20

“Where” is to explain the place of the event. “When” describes

about the time. “Who” clarify the actors. “What” tells the plot and flow of the

story. “How” also explain the flow of the story. “Why” it means why the tale

happens.

Dietsch stated that “Where and When” means early in the narrative,

the writer sets the scene of the action, event, or conflict that will take

place. Readers need to know basic facts about the place, era, culture,

and conditions that prevail. The “Who” means a narrative usually

revolves around people, although an animal take the central role. The

“What” means whether one event or a series occur, action, conflict,

and change are essential to the story. The “How” of a narrative often

involves cause and effect. The “Why” of a narrative is the reasoning or

motivation, usually of the central character, that propels the action.21

18

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

MacMillan Education Australia PTY LTD, 2003), p, 4. 19

Ibid., p. 18. 20

Betty Mattix Dietsch, Reason and Writing Well, a Rhetoric, Research Guide, Reader,

And Handbook 4th

Edition, (Boston, McGrew-Hill Companies, 2006), p. 125. 21

Ibid.

14

Those are the elements of the narrative text. A good narrative text can be

presented if those elements can be contained in the text. Furthermore, narrative

text has some purposes, and to be close to the purpose, narrative text should have

some points to make the readers easy to understand the message of the text. In

addition, According to Clouse Barbara, he stated that “a narration usually includes

the answers to the journalist‟s questions who, what, when, where, why, and how.

The narrative explains who was involved, what happened, when it happened,

where it happened, why it happened, and how it happened”.22

C. The General Concept of Teams Games Tournaments (TGT)

1. The Understanding of Teams Games Tournaments (TGT)

According to Roy Killen, “TGT was Slavin‟s original version of

cooperative learning (DeVries & Slavin, 1978). It is similar to STAD in that

teachers present information to learners and then they have one another learn. The

difference is the quizzes are replaced with tournaments in which learners compete

with members of other teams in order to gain points for their home team”.23

So

based on the Roy Killen definition, Teams Games Tournaments (TGT) has

similarity with STAD but clearly the quizzes that used in STAD are replaced with

tournaments in TGT.

In addition, Slavin stated that “TGT is the same as STAD in every aspect

but one: instead of the quizzes and the individual improvement score system, TGT

uses academic tournament, in which students compete as representatives of their

teams with members of other teams who are like them in past academic

performance”.24

In other word, TGT and STAD have the same several elements

but different in using quizzes, STAD uses the common quizzes, while TGT uses

academic tournament.

22

Barbara Fine Clouse, Patterns for a Purpose, a Rhetorical Reader 3th Edition, (New

York: McGraw-Hill, 2003), p. 162. 23

Roy Killen, Effective Teaching Strategies 4th

Edition, (South Melbourne: Cengage

Learning, 2007), p, 197. 24

Robert E. Slavin, Cooperative Learning, Theory, Research, and Practice, 2nd

Edition

(Boston: A Simon & Schucter Company, 1995), p, 84.

15

2. The Principles of Teams Games Tournaments (TGT)

According to Slavin, TGT have five principles as follows:

a. Class presentation, what does mean class presentation in TGT is

the same as class presentation in STAD, materials are introduced

here. Slavin said that this is often the direct instruction or a lecture-

discussion conducted by the teacher.

b. Teams, teams in TGT is also same as teams in STAD, teams are

composed of four or five students who represent a cross-section of

the class in terms of academic performance, sex, and race or

ethnicity, the major function of the team is to make sure that all

team members are learning, and, major specifically, to prepare its

members to do well on the quizzes. After the teacher present the

material, the team meet to study worksheets or other material. Most

often, the study involves students discussing problems together,

comparing answer, and correcting any misconceptions if teammates

make mistakes.

c. Games, the games are composed of content-relevant questions

designed to test the knowledge students gain from class

presentations and team practice. Games are played at tables of three

students, each of whom represents of different team. Most games

are simply numbered questions on ditto sheet. A students a

numbered card and attempts to answer the question corresponding

to the number. A challenge rule permits players to challenge one

another‟s answer.

d. Tournaments, the tournament is the structure in which the games

take place. It is usually held of the end of a week or a unit, after the

teacher has made the class-presentation and the team has had time

to practice with their worksheet. Thus, the teams have a good

preparation in participation the tournament.

e. Team Recognition, team scores are computed based on teams‟

members improvement scores, and individual certificated, a class

newsletter, or a bulletin broad recognize high-scoring team.25

3. The Procedures of Teams Games Tournaments (TGT)

To use TGT in teaching and learning process, follow these steps:

a. Divide the learners into groups of four or five.

b. Give the learners an outline of what they will be learning and why.

c. Present new academic information to learners either verbally, in

writing, or through other means such as videotape.

d. Give the learners worksheets or other study devices to help them

master the academic materials. These worksheets should guide

25

Ibid

16

them through the materials and show them how they can help one

other learn through tutoring, quizzing one another, or team

discussing.

e. Give the learners sufficient time to work together to understand the

ideas you have presented-several periods if necessary.

f. While the learners are learning in their groups, review your records

of their learning progress over the past few lessons so that you can

classify each learner as a low, medium, or high achiever at this time

and for their aspect of their learning.

g. When it is time to check on what the learners have learned, select

three at a time for the „tournament‟, the three learners should be

from some category (low, medium, or high achiever), but from

different group.

h. Pose a series of questions (perhaps four) to the „contestant‟ who

will be trying to be the first to answer.

i. At the end of the round the winner earns one points for his/her team

regardless of how many questions they answered correctly or how

difficult the questions were.26

From the explanation above, known that for the first section teachers

should present the material, then, divide the students into several groups based on

their ability, students can be classified as low students achiever, medium students‟

achiever, and high students‟ achiever. When conducting the tournament, students

will compete with the students who have the same level ability. After dividing

students into groups, give them several periods to learn together. The last,

conducting the tournament and the scoring.

4. The Advantages of Teams Games Tournaments (TGT)

As one of the teaching technique in teaching and learning process, Teams

Games Tournament (TGT) has some advantages as follow:

a. Students can interact in the small group.

b. Giving the opportunities for the students to solve problems together.

c. Students will have good attitudes because beside they are responsible

of their own selves, they also responsible of the team.

d. Increase the students‟ desire in learning.

26

Killen. loc. cit.

17

e. Motivating the students to compete.

f. Provides the teachers to use new variation in teaching.

g. Provides the teachers to make good assessment.

h. Provides the good atmosphere in the class.

5. The Disadvantages of Teams Games Tournaments (TGT)

Teams Games Tournament also has some disadvantages for some side in

teaching and learning, such as:

a. Wasting the time, the tournament will take a long time.

b. The absences of the students during tournament period will disturb the

successful of the tournament.

6. Teaching Narrative Text Using Teams Games Tournaments

(TGT)

In teaching narrative text using Teams Games Tournaments (TGT)

teachers should apply some procedures. Firstly, teachers should prepare the

learning material and explain it in the class. Secondly, teachers divide the students

in some groups, each groups should contain of some level students, high, medium,

and low ability. Then, teachers give the opportunity to the groups of the students

to study and deal with the learning materials.

After discussing, teachers conduct the tournaments, before conducting the

tournaments teachers were already prepared the table tournaments and some

questions which taken from the learning materials.

D. Relevant Studies

Here are some relevant studies that related to my study: first, the „Skripsi‟

by Fadillah. She has written a „skripsi‟ in 2011 entitled “Improving Students‟

Understanding of Narrative Text by Using Cooperative Learning”.27

In her

„Skripsi‟ she tried to find out the significance improvement of students‟

27

Nurul Fadilah, Understanding of Narrative Text by Using Cooperative Learning.

(Jakarta: UIN Jakarta, 2011).

18

comprehension of Narrative text in second grade of Mts. Manartul Islam Jakarta.

She used a cooperative learning method in her study. She used Classroom Action

Research to solve students‟ problem in understanding Narrative Text. She also

used test as the instrument of the study, she used both pre-test and post-test. By

the end of the study she concluded that students improved their understanding of

narrative text during the teaching and learning process.

There are similarities and differences between Fadilah‟s study and writer‟s

study. The similarities between us, both of us used test as the instrument of the

study and conducted the study toward junior high school and narrative text

subject. The differences between Fadilah‟s study and writer‟s study are in the

method, design, material, objective, and place of the study. Fadilah used

Classroom Action Research (CAR) to solve students‟ problem in understanding

narrative text and the writer used experimental study to solve students‟ problem in

understanding narrative text.

Second „Skripsi‟ by Saputra. He has written a „skripsi‟ in 2011 entitled

“Improving Students‟ Ability in Reading Narrative Text Through Jigsaw

Technique”,28

he conducted the study at second grade of SMP Al-Hidayah Lebak

Bulus. His „Skripsi‟ purpose is to find out the improvement of students‟ ability in

reading narrative text using jigsaw technique. He used classroom action research.

He conducted the research through two cycles with two meeting in every cycle.

The result of his study is through jigsaw technique students‟ ability in reading

narrative text can be improved. He proved it by some data that he got.

The study above had similarities and differences with writer‟s study. In the

similarities side, both of us conducted the study toward junior high school

students and conducted the study in the reading narrative text. Saputra and the

writer used the test as the instrument of the study. In the other hand, the

differences between us occurred in the method, design, material, objective, and

place of the study. Saputra‟s used Classroom Action Research and Jigsaw

28

Firman Adi Saputra, Improving Students‟ Ability in Reading Narrative Text Through

Jigsaw Technoque, (Jakarta: UIN Jakarta).

19

technique in his study but the writer used experimental study and used Teams

Games Tournaments (TGT) technique in teaching narrative text.

And the last relevant study, „skripsi‟ entitled “Teaching the Simple Past

Tense by Using Teams Games Tournaments”29

written by Sofwan in 2010. He

was conducted the research at second grade of SMP Islam Al-Mukhlisin Bogor,

and the result of his study is teaching simple past tense through Teams Games

Tournaments technique more effective and can improved the students‟

understanding of simple past tense. Sofwan‟s study and the writer‟s study had the

similarities and differences. The similarities between Sofwan and the writer used

Teams Games Tournaments (TGT) as the teaching technique and the study

conducted in the junior high school. In the differences side, Sofwan used Teams

Games Tournaments (TGT) technique in teaching simple past tense but the writer

used Teams Games Tournaments (TGT) technique in teaching in teaching

narrative text.

E. Framework of Thinking

From the theories that have been discussed above, it can be concluded that

reading is a skill that should be acquired by English language learners. Reading is

a skill to develop one‟s knowledge and language skill. Reading is an activity or

process in which the readers make an effort to get information from what they

read. Students‟ purpose when they read a text is to comprehend the meaning and

interpret the ideas from the text, so they can get the actual information and

message that the writer tries to convey.

In reading English language text, some problems are faced by students,

such as some students face difficulties to achieve the goal in learning reading

materials, in the learning process they like read the text loudly but they do not

understand the messages or information of the text. It can be caused of some

factors such students‟ lack of vocabularies; the materials are too complex, and too

29

M. Sifa Sofwan, Teaching the Simple Past Tense by Using Teams Games Tournaments

(TGT), (Jakarta: UIN Jakarta, 2010).

20

difficult. It can be made them de-motivated. It problems might lead to students‟

failure in comprehend the text.

Moreover, English students in Indonesian often do not have sufficient

chance to increase their social skill because teachers mostly use classical

technique in teaching and learning process to deliver the material to the students.

In this case, teachers prefer their students to sit properly on their chair, and pay

attention to the teachers‟ explanation. This technique does not allow students to

interact with their classmates about the material that are being discussed because

when students talk to their friend, they will be seen as students who are not paying

attention to the teacher‟s explanation.

Hence, to solve this problem, teachers may use teams games tournaments

(TGT) technique in the class to give the students opportunity to understand text

they are reading by interacting with their friends about the text. According to

Robet E Slavin, “Teams Games Tournaments (TGT) has many of the same

dynamics as (STAD), but adds a dimension of excitement contributed by the use

of the games. Teammates help one another prepare for the game by studying

worksheets and explaining problems to one other”.30

It means the teams games

tournaments (TGT) technique allows the students to comprehend a text by

understanding this text in their own group. The teams games tournaments (TGT)

technique also allows students to communicate with their teammate about the

material so they can develop their reading skill, and also their communication

skill.

In other word, the writer assumes the teams games tournaments (TGT)

technique can help students to get better understanding in reading by allowing

students to interact in the small group about the material that being discussed,

Giving the opportunities for the students to solve problems together, they will

have good attitudes because beside they are responsible of their own selves, they

also responsible of the team, increasing the students‟ desire in learning process,

motivating the students to compete, providing the teachers to use new variation in

30

Robert E. Slavin, Cooperative Learning, Theory, Research, and Practice, 2nd

Edition

(Boston: A Simon & Schucter Company, 1995), p, 6.

21

teaching, providing the teachers to make good assessment, providing the good

atmosphere in the class.

F. Research Hypotheses

The aim of this study is to get the evidence whether teams games

tournaments (TGT) technique is effective in teaching reading of narrative text or

not. Therefore the research hypotheses are designed as follow:

1. The Null Hypothesis (Ho)

There is no significant difference in teaching reading of narrative text

using teams games tournaments (TGT) and teaching reading of narrative

text without teams games tournaments (TGT) in second grade of SMPN I

Pakuaji.

2. The Alternative Hypothesis (Ha)

There is a significant difference in teaching reading of narrative text using

teams games tournaments (TGT) and teaching reading of narrative text

without teams games tournaments (TGT) in second grade of SMPN I

Pakuaji.

22

CHAPTER III

RESEARCH METHODLOGY

This chapter explains the methodology of the study. It consists of place

and time of the study, population and sample, method of the study, instrument of

the study, procedures of the study, technique of data collection, technique of data

analysis, and statistical hypotheses.

A. Place and Time

This study was conducted at SMPN1 Pakuaji. It is located on Jl. KH.

Sa'adullah Km. 01 Pakualam, Tangerang Regency-Banten. SMPN 1 Pakuhaji is a

public school. There are twenty-seven classrooms. In SMPN 1 Pakuaji teaching

and learning process divides into two part times, morning and afternoon class.

Most of students at first Grade study in the morning class but two classes study in

the afternoon, while all students at second grade and third grade study in the

morning. The focus of this study was second grade junior high school.

This research was conducted on August 2014. The writer conducted 6

meetings for each both experimental class and controlled class. The first meeting

was used to give the pre-test in five classes, next, second meeting until fifth

meeting used to teach in experimental class and controlled class. The writer used

the treatment in the experimental class. The last meeting was used by the writer to

give the post-test. Then, the writer collected all the data and analyzed them.

B. Method of the Study

The study used quantitative research. Furthermore, this study used a quasi-

experimental study. Quasi-experimental is an experimental study in which the unit

of the objects are not decide in randomly conditions.1 In the process of the study,

1 William R. Saddish, Thomas D. Cook, and Donald T. Campbell, Experimental and

Quasi-Experimental Designs for Generalized Causal Inference, (New York: Houghton Mifflin

Company), p. 12.

23

the writer taught two classes, one class as a controlled class and the other one as

experimental class. In the process of the study the experimental class was taught

through Teams Games Tournaments (TGT) technique. On the other hand, the

controlled class was taught through the traditional method which the original

teacher commonly uses in the teaching and learning process.

The writer gave the pre-test for five classes in the beginning of the study. It

conducted to decide which classes became experimental class and controlled

class. After giving pre-test writer decided the experimental class and controlled

class, then, gave the treatment in experimental class, and at the end step of the

study writer gave post-test in order to reach a result whether the students in

experimental class have significance improvement in understanding narrative text

or not.

C. Population and Sample

The population of this study was the second grade students of

SMPN 1 Pakuhaji academic year 2014-2015. The amount of students of the

second grade in this school is 400 students and divided into 10 classes. The

sampling strategy to determine the sample used in this research was purposive

cluster sampling. The writer was only allowed to take five classes as the sample of

this study. Then, the writer took two classes as the sample based on their last

averages score. Furthermore, the classes which are took the last averages score

divided into experimental and controlled class.

Moreover, the writer took the last scores of 8E and 8H. The writer took

that both classes because both classes had close average score. 8E had average

score 32.75 and 8H had average score 32.25. The scores showed that 8E had the

highest averages score then 8H, 8E had averages score 32.75 meanwhile 8H had

averages score 32.25. After getting those scores the writer decided that both

classes became the experimental and controlled class. 8E became the controlled

class and 8H became the experimental class, 8E taught by using technique that

usually the regular English teacher applied in the class and 8H taught by using

special treatment. After giving the treatment in the experimental class, the writer

24

distributed the post-test in both classes and hopefully the experimental class got

highest score then controlled class.

D. Instrument of the Study

The writer used the test as the instrument of this study. The test was

divided into two parts that were pre-test and post-test. The result of pre-test and

post-test became the result of this study. The writer also conducted the

observation and the interview. These observation and interview was conducted in

the school before doing the study to get the important relevant information that

related to this study.

The test that used in this study was pre-test and post-test. Pre-test

distributed in five classes 8D, 8E, 8F, 8G, and 8H class to know the averages

score for each class. The result of the test used to determine the experimental class

and controlled class. Meanwhile, post-test distributed to both experimental class

and controlled class after experimental class got the treatment from the writer in

the teaching and learning process in the class. The treatment is Teams Games

Tournament (TGT). The post-test distributed to know the significance

achievement of experimental class in reading narrative text. The questions that

used in this study were multiple choices.

Before conducting the pre-test the writer already made 30 multiple choice

questions that consist of the narrative text materials. All the questions had passed

the validity and ratability test. Validity of a test is a test in which the test should

measures about what it has to measure and nothing else.2 In the validity test, the

writer used item test validity. Through item test validity excellent and good

remarks are absolutely taken as the questions. The poor remarks revised as the

new one became the questions for students. Here are the criteria of the validity

test3:

2J.B. Heaton, Writing English Language Tests, (New York: Longman Inc., 1990), p. 159.

3 M. Farkhan, The Class of Language Testing, 2002

25

Table 3.1

Validity Test Table

VE = Very easy >0.80

ME = Moderately Easy 0.71 – 0.80

ID MeDi = Medium Difficult 0.51 – 0.70

MoDi = Moderately Difficult 0.31 – 0.50

VeDi = Very Difficult 0.00 – 0.30

E = Excellent 1.0 – 0.40

G = Good 0.30 – 0.39

DP M = Mediocre 0.20 – 0.29

P = Poor 0.00 – 0.19

W = Worst <-0.01

E. Procedure of the Study

These were some steps that writer used while conducting the study:

1. Asking permission to the head master of the school and regular English

teacher to do the study.

2. Distributing the pre-test in the class 8D, 8E, 8F, 8G, and 8H.

3. Teaching in the experimental class using Teams Games Tournament

(TGT) technique, by contrast, teaching not using Teams Games

Tournament in the controlled class.

4. Distributing the post-test in both experimental class and controlled class.

5. Collecting and analyzing all the data.

26

F. Technique of Data collection

In this study, the writer used the quantitative research. Teams Games

Tournaments (TGT) used in teaching narrative text to get the data. There were

tests as the main instrument that used in this study to see the effectiveness of

Teams Games Tournaments (TGT) in teaching narrative text. To collect the data

the writer applied the steps as follows:

1. Pre-test

Pre-test was given to five classes 8D, 8E, 8F, 8G and 8H before the writer

decided the experimental class and controlled class and gave the treatment

of Teams Games Tournaments (TGT) in teaching narrative text in the

experimental class.

2. Post-test

Post-test was the last test that given to the both classes 8E and 8H after

giving the treatment of Teams Games Tournaments (TGT) in the

experimental class. The aim of the giving post-test was to know the

effectiveness of Teams Games Tournaments (TGT) in teaching narrative

text.

Through implementing the pre-test and post-test, it can be seen the

progress of the students and the effectiveness of using Teams Games Tournaments

(TGT) in teaching narrative text.

G. Technique of Data Analysis

The writer analyzes the data which taken from both classes 8E and 8H.

Analyzing the data was the last step of the research to get the result of the

research. In this research the writer used T-test formula as a technique of data

analysis. T-test was used to know the effectiveness of using Teams Games

Tournaments (TGT) and to know the difference of students’ score in both

experimental class and controlled class. Here is the form of the T-test:

27

= Mean of Variable X

= Mean of Variable Y

SE = Standard Error

X = Experimental Class

Y = Controlled Class

N = Students

= t observation

Prior the calculation of the T-test there are several steps to be taken, they

are as follow:

a. Determining the Mean of Variable X, with formula:

b. Determining the Mean of Variable Y, with formula:

c. Determining the Standard Deviation Score of Variable X, with

formula:

d. Determining the Standard Deviation Score of Variable Y, with

formula:

e. Determining the Standard Error Mean of Variable X, with formula:

28

f. Determining the Standard Error Mean of Variable Y, with formula:

g. Determining the Standard Error of different Mean of Variable X and

Mean of Variable Y, with formula:

h. Determining to, with formula:

i. Determining the Degree of Freedom (df), with formula:

H. Statistical Hypotheses

Before deciding the result of the hypotheses, the writer proposed two

hypotheses to be tested:

a. Ho: there is empirical evidence that the use of Teams Games

Tournament (TGT) Technique is not effective in teaching reading in

second grade SMPN 1 Pakuhaji.

b. Ha: there is empirical evidence that the use of Teams Games

Tournament (TGT) Technique is effective in teaching reading in

second grade SMPN 1 Pakuhaji.

c. Ho : µ1 = µ2

d. Ha : µ1 ≠ µ2

29

And then, the criteria used as follows:

a. If ≤ ttable, in significant degree of 1%, the Null Hypothesis (Ho) is

accepted and Ha or Hypothesis Alternative is rejected. It means that

that there is not empirical evidence that the use of Teams Games

Tournament (TGT) Technique is effective in teaching reading.

b. If ≥ ttable, in significant degree of 1%, the Null Hypothesis (Ho) is

rejected and Ha or Hypothesis Alternative is accepted. Therefore, there

is empirical evidence that the use of Teams Games Tournament (TGT)

Technique is effective in teaching reading.

30

CHAPTER IV

RESEARCH FINDING

This chapter describes research findings and discussion of the study, it

consists of research findings and interpretation of the data.

A. Description of the Data

The data were framed into two tables which are from controlled class and

experimental class. Each table consists of students’ score test which given by the

writer. Here are the score of pre-test, post-test, and gain score.

1. The Data of Controlled Class

Table 4.1

Score of Pre-test and Post-test of the Controlled Class

STUDENTS SCORE

GAIN SCORE PRE-TEST POST-TEST

1 45 50 5

2 35 35 0

3 45 50 5

4 50 50 0

5 40 50 10

6 45 45 0

7 50 55 5

8 30 35 5

9 25 35 10

10 10 10 0

11 30 40 10

12 40 40 0

13 30 40 10

14 45 45 0

15 30 30 0

16 30 30 0

17 20 25 5

18 45 50 5

19 20 25 5

20 40 55 15

21 40 45 5

31

22 25 30 5

23 35 35 0

24 25 40 15

25 35 40 5

26 25 40 15

27 40 45 5

28 35 40 5

29 35 45 10

30 25 30 5

31 20 25 5

32 20 30 10

33 25 25 0

34 30 40 10

35 35 35 0

36 35 40 5

37 40 45 5

38 25 25 0

39 30 40 10

40 25 25 0

Σ n = 40 Σ Y0 = 1310 Σ Y1 = 1515 Σ Y2 = 205

AVERAGE 32.75 37.88 5.13

MAX 50 55

MIN 10 10

Mpre-test = = = 32.75

Mpost-test = =

= 37.88

Mgain= =

= 5.13

From the controlled class data shown above, it can be concluded that the

highest score on the pre-test was 50 and the lowest score was 10 with an average

of 32.75. The average of the pretest increased on the post-test up to 37.875. The

highest score of post-test was 55 while the lowest score was 10. It can be seen that

the controlled class could only gained score about 5.13 points.

32

2. The Data of Experimental Class

Table 4.2

Score of Pre-test and Post-test of the Experimental Class

STUDENTS SCORE

GAIN SCORE PRE-TEST POST-TEST

1 30 35 5

2 35 40 5

3 45 60 15

4 40 50 10

5 45 55 10

6 45 45 0

7 30 35 5

8 5 35 30

9 30 35 5

10 30 40 10

11 20 30 10

12 30 30 0

13 30 45 15

14 40 45 5

15 40 45 5

16 30 35 5

17 20 30 10

18 25 30 5

19 45 45 0

20 35 45 10

21 35 45 10

22 25 40 15

23 10 35 25

24 35 40 5

25 50 50 0

26 40 40 0

27 25 35 10

28 35 40 5

29 45 45 0

30 25 35 10

31 25 35 10

32 30 40 10

33

33 25 45 20

34 40 65 25

35 45 50 5

36 25 30 5

37 35 45 10

38 35 50 15

39 35 45 10

40 20 30 10

Σ n = 40 Σ Xo=1290 Σ X1=1650 Σ X2=360

AVERAGE 32.25 41.25 9

MAX 50 65

MIN 5 30

Mpre-test = = = 32.25

Mpost-test = = = 41.25

Mgain= = = 9

Based on the calculation result above, it is shown that the mean of pre-test

in experimental class was 32.25 and the mean of post-test was 41.25. It means that

the students had gained score about 9 points. It is also shown that the highest

score on pre-test was 50 and the lowest score was 5. While on the post-test result

which the average of the post-test was 41.25, the highest score was 65 and the

lowest score was 30.

B. Data Analysis and Hypothesis Testing

1. Analysis of Pre-test and Post-test

a. Normality

Before calculating the t-test value to find out the hypothesis of the

research, a test of normality and homogeneity are needed to know whether the

data has been normally distributed or not; the data are homogeneous or

34

heterogeneous. These tests are valued using SPSS Statistics 17. The normality and

homogeneity tests results can be seen as below:

Table 4.3

Normality of Pre-test Using One-Sample Kolmogorov-Smirnov Test

CONTROLLED EXPERIMENT

N 40 40

Normal Parametersa,,b

Mean 32.7500 32.2500

Std. Deviation 9.33356 9.80254

Most Extreme

Differences

Absolute .122 .110

Positive .122 .091

Negative -.106 -.110

Kolmogorov-Smirnov Z .770 .699

Asymp. Sig. (2-tailed) .593 .713

a. Test distribution is Normal.

b. Calculated from data.

The normality calculation above used One-Sample Kolmogorov-Smirnov

Test. From the table above, it is shown the absolute difference (D) of controlled

class data is 0.122. It is much lesser than Dtable with the closest Kolmogorov-

Smirnov critical points of 40 = 0.210. It means the pre-test of controlled class is

normal. And the absolute different (D) of experimental class data is 0.110. It is

also much lesser than Dtable with the closest Kolmogorov-Smirnov critical points of

40 = 0.210. It also means that the pre-test of experimental class is normal.

Table 4.4

Normality of Pre-test Using Lilliefors

Kolmogorov-Smirnova Shapiro-Wilk

Statistic Df Sig. Statistic Df Sig.

CONTROLLED .122 40 .138 .962 40 .198

EXPERIMENT .110 40 .200* .951 40 .083

35

a. Lilliefors Significance Correction

*. This is a lower bound of the true significance.

Besides using the normality calculation of One-Sample Kolmogorov-

Smirnov Test. The writer also using the Lilliefors test, it shows that the normality

is significant. It is shown the absolute difference (D) in Lilliefors table of

controlled class data is 0.122 and the absolute different (D) in Lilliefors table of

experimental class data is 0.110. Both absolute different (D) of controlled class

data is 0.122 and the absolute different (D) of experimental class data is 0.110 are

much lesser than Dtable critical points of 40 = 0.210. So, it can be concluded that

the data is normal as what has been written down exactly below the table.

Table 4.5

Normality of Post-test Using One-Sample Kolmogorov-Smirnov Test

CONTROLLED EXPERIMENT

N 40 40

Normal Parametersa,,b

Mean 37.8750 41.2500

Std. Deviation 9.86365 8.30122

Most Extreme

Differences

Absolute .160 .151

Positive .090 .151

Negative -.160 -.124

Kolmogorov-Smirnov Z 1.014 .953

Asymp. Sig. (2-tailed) .256 .323

a. Test distribution is Normal.

b. Calculated from data.

The normality calculation of post-test above used One-Sample

Kolmogorov-Smirnov Test. From the table above, it is shown the absolute

difference (D) of controlled class data is 0.160. It is much lesser than Dtable with

the closest Kolmogorov-Smirnov critical points of 40 = 0.210. It means the post-

test of controlled class is normal. While the absolute different (D) of experimental

36

class data is 0.151. It is also much lesser than Dtable with the closest Kolmogorov-

Smirnov critical points of 40 = 0.210. It also means the post-test of experimental

class is normal.

Table 4.6

Normality of Post-test Using Lilliefors

Kolmogorov-Smirnova Shapiro-Wilk

Statistic Df Sig. Statistic Df Sig.

CONTROLLED .160 40 .011 .952 40 .087

EXPERIMENT .151 40 .023 .922 40 .009

a. Lilliefors Significance Correction

The writer also using the Lilliefors test for normality of post-test, it shows

that the normality is significant. It is shown the absolute difference (D) in

Lilliefors table of controlled class data is 0.160 and the absolute different (D) in

Lilliefors table of experimental class data is 0.151. Both absolute different (D) of

controlled class data is 0.160 and the absolute different (D) of experimental class

data is 0.151 are much lesser than Dtable critical points of 40 at degrees

significance 0.05% = 0.210. So, it also can be concluded that the data is normal.

b. Homogeneity

Table 4.7

Pre-Test Homogeneity

Test of Homogeneity of Variance

Levene

Statistic df1 df2 Sig.

VALUE Based on Mean .000 1 78 1.000

Based on Median .000 1 78 1.000

37

Based on Median and

with adjusted df

.000 1 76.300 1.000

Based on trimmed

mean

.000 1 78 1.000

From the result of homogeneity test above, it can be seen that all of degree

of significance is 1.000. It is also higher than 0.01. So, it can be concluded that

both of the groups are homogenous.

2. Data Analysis

Hypothesis testing is the last step to find out the answer of hypothesis. From

the hypothesis test, it will be found whether Teams Games Tournaments give

positives effect to students or not. To analyze the hypothesis the writer used T-test

formula below:

And the statistic calculation can be seen as follows:

a. Determine the Mean of Variable X with formula:

= 9

b. Determine the Mean of Variable X with formula:

= 5.13

c. Determine the Standard Deviation Score of Variable X with formula:

√

= √

38

d. Determine the Standard Deviation Score of Variable Y with formula:

√

= √ = 0.81

e. Determine the Standard Error Mean of Variable X with formula:

√ =

= 0.23

f. Determine the Standard Error Mean of Variable Y with formula

√ =

= 0.13

g. Determine the Standard Error of different Mean of Variable X and Mean of

Variable Y with formula:

√ = √ =√ = 0.26

h. Determine t0 with formula:

=

= 38.7

i. Determine the degree of freedom ( ) with formula:

– = 80 - 2 =78

From the result of statistical calculation above, it can be seen that the value of

t0 or ttest is 38.7 and the degree of freedom (df) was 78. The value of t in the degree

of freedom of 78 and at the degree of significance 1% or ttable of df 78 with

ɑ =0.01 is 2.375.

3. Hypotheses Testing

The research was held to answer the question whether Teams Games

Tournaments techniquehas any effect on students’ ability in reading narrative text

on second gradestudents of SMPN I Pakuhaji. In order to provide answer for the

question above,the Alternative Hypothesis (Ha) and Null Hypothesis (Ho) were

proposed asfollows:

39

a. Ho (Null Hypothesis): Teams Games Tournaments technique has no significant

effectiveness in learning reading of narrative text.

b. Ha (Alternative Hypothesis): Teams Games Tournaments technique has

significant effectiveness in learning reading of narrative text

To prove the hypothesis, the obtained data from experimental class

andcontrolled class were calculated by using ttest formula with assumption as

follows:

a. If t0 ≤ ttable, in significant degree of 1%, the Null Hypothesis (Ho) is acceptedand

the Hypothesis Alternative (Ha) is rejected. It means that there is nosignificant

effect of Teams Games Tournaments technique on students’ reading narrative

textability.

b. If t0 ≥ ttable, in significant degree of 1%, the Null Hypothesis (Ho) is rejectedand

the Hypothesis Alternative (Ha) is accepted. It means that there is asignificant

effect of Teams Games Tournaments technique on students’ reading narrative

textability.

According to the statistical calculation above, the value of t0 is 38.7, and

the degree of freedom is 78 with 1% degree of significance is used by the

writer.Based on the significance, it can be seen that on degree of freedom of 78,

and in 1%degree of significance the value of ttable 2.375. By comparing the result

of ttableandt0, in the degree of significance of 1%, it can be seen that t0>ttable (38.7 >

2.375).

According to those results, a conclusion can be drawn that the Ho was

rejected meanwhile the Ha was accepted.

C. Interpretation

From research findings above shows that in the post test,students from

experimental class perform better than students from controlled class.It can be

seen from the result of the average score of post-test of controlled class and

experimental class. The averages score of post-test of controlled class is 37.88.

While, the average score of post-test of experimental class is 41.25. So the

40

average score of post-test of experimental class higher than average score of post-

test of controlled class. 41.25 > 37.88.

Afterward, the experimental class and controlled class students’ gain

scoreillustrates that the average gain score for experimental class students is

higherthan the average gain score for controlled class students. The average gain

score of experimental class is 9.0. While the average gain score of controlled class

is 5.13.

Then, from the data testing we can infer that both the pre-test and post-

testhave normal distribution as shown by the normality test that was done by the

useof SPSS calculation. The result of normality of pre-test shown the absolute

difference (D) of controlled class data is 0.122. It is much lesser than Dtable with

the critical points of 40 = 0.210. And the absolute different (D) of experimental

class data is 0.110. It is also much lesser than Dtable with the critical points of 40 =

0.210. It means the pre-test of both controlled class and experimental class is

normal. And the result of normality of post-test it is shown the absolute difference

(D) of controlled class data is 0.160. It is much lesser than Dtable with critical

points of 40 = 0.210. While the absolute different (D) of experimental class data is

0.151. It is also much lesser than Dtable with the critical points of 40 = 0.210. It

also means that post-test of both controlled class and experimental class is normal.

Moreover, it is also confirmed that both experimental class and controlled

class are classified as homogenous group according to the SPSS calculation.From

the result of homogeneity test, it can be seen that the degree of significance is

1.000. It is also higher than 0.05. So, it can be concluded that both of the groups

are homogenous.

Last of all, based on the result of analysis data, the value of ttable in the

degree of significance of 1% was 2.375. Then the value of t0 was 38.7. It

meansthat the Null Hypothesis (Ho) was rejected and the Alternative Hypothesis

was accepted. Therefore, it can be inferred that Teams Games Tournaments

technique has effectiveness inlearning reading of narrative text as shown by 38.7

value of t0 which washigher than 0 (zero). The t-observation (t0 = 38.7) which is

higher than t-table (ttable =2.376) shows that the effectiveness of Teams Games

41

Tournaments Technique is significant in learningreading narrative text compared

to the use of othertechnique that currently used by the teacher on SMPN I

Pakuhaji. Theeffectiveness of Teams Games Tournaments Technique in learning

reading narrative text can be seenfrom experimental class students’ active

involvement in the learning process andexperimental class students average gain

score which was recorded at score 9.0.

42

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the findings in the previous chapter, it can be concluded that

Teams Games Tournaments technique is effective to use in teaching narrative

text. It can be seen from the gain score of experimental class which was taught by

using Teams Games Tournaments technique is higher (9.0) then gain score of

controlled class (5.13).

Moreover, based on the result of ttest formula, which figures out the

hypothesis testing, it is shown that tobserved (t0) > ttable (tt) = 38.7> 2.376. It means

that the result of this study indicated Teams Games Tournaments technique is

effective and can be applied in the second grade of SMPN I Pakuhaji. This

method can motivate students in learning English.

B. Suggestion

At last part of this skripsi, the researcher would like to give some

suggestions. The researcher also hopes that this skripsi can give benefit to anyone

who read it. Here are some suggestions that may help teacher, students, or other

researcher that intend to conduct further research.

Firstly, by applying various techniques, such as Teams Games Tournaments

technique, as alternative techniques in teaching English, teacher can help students

to increase their ability in learning English skills, especially reading. Teams

Games Tournaments technique can be used in order to make the students more

interested and more active in reading narrative text so that they may not be bored

in learning reading in English.

Furthermore, in learning English students need to realize that the learning is

not a one way process. To accomplish the goal of learning, students should

involve themselves in the classroom activity built by the teacher. By taking part in

the activity, students can also improve their ability in English and also their social

43

skills. Students’ proficiency in English is not solely teacher’s responsibility; it

also depends on students’ active role in learning English.

Finally, this research can also become a contribution to the research in

education which is intended to find out the effectiveness of certain technique, in

this case the Teams Games Tournaments technique. This research may also be a

relevant previous study that can be used by other researchers to conduct a further

research relating to the implementation of Teams Games Tournaments technique.

44

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Edition. New York: The McGraw-Hill

Companies, 2007.

Clouse, Barbara Fine. Patterns for a Purpose a Rhetorical Reader 3th

Edition.

New York: McGraw-Hill, 2003.

Cruickshank, Donald R. et.al., The Act of Teaching. New York: McGraw-Hills,

2006.

Dietsch, Betty Mattix. Reason and Writing Well a Rhetoric Research Guide

Reader And Handbook 4th

Edition. Boston: McGrew-Hill Companies, 2006.

Farkhan, M. The Class of Language Testing, 2002

Heaton, J.B. Writing English Language Tests. New York: Longman Inc., 1990.

Jolliffe, Wendy. Cooperative Learning in the Classroom. London: Paul Chapman

Publishing. 2007.

Kauchak, P Donald and Paul D Eggen. Learning and Teaching: Research-Based

Methods. Boston: A Division of Simon and Schuster Inc, 1993.

Kessler, Carolyn. Cooperative Language Learning, A Teachers’ Resource Book.

London: Prentice-Hall, 1992.

Killen, Roy. Effective Teaching Strategies 4th

Edition. South Melbourne: Cengage

Learning. 2007.

McMahan, Elizabeth and Susan Day. The Writers’ Rhetoric and Handbook. New

York: McGrew-Hill Book Company, 1984.

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Pharr, Donald and Santi V Buscemi. Writing Today, Contexts and Options for the

Real World, New York: McGraw-Hill Companies, 2005.

Prihatin, Erni dkk. Pendalaman Materi Sukses Ujian Nasional Bahasa Inggris.

Jakarta: AKASIA, 2012.

Ruetten, Mark K. and Cheryl Pavlik, Developing Composition Skills Academic

Writing and Grammar, Boston: Heinle Cengage Learning, 2012.

Saddish, William R. et.al., Experimental and Quasi-Experimental Designs for

Generalized Causal Inference. New York: Houghton Mifflin Company,

2003.

Siahaan, Sanggam and Kisno Shinoda, Generic Text Structure. Yogyakarta; Graha

Ilmu, 2008.

Siahaan, Sanggam. The English Paragraph. Yogyakarta; Graha Ilmu, 2008.

Slavin, Robert E. Cooperative Learning, Theory, Research, and Practice Second

Edition. London: Ally and Bacon, 1995.

Susetyo, Budi. Statistik Untuk Analisis Data Penelitian. Bandung: PT Refika

Aditama, 2010.

Appendix I : Validity Test of MTSN 3 JAKARTA 46

VALIDITY TEST OF MTSN 3 JAKARTA

NO Group Key Option

ID DP Remark

A B C D ID DP

1 UG

C 10

0.75 0.50 ME E LG 4

5 1

2 UP

A 10

0.90 0.20 ME M LG 8 1 1

3 UP

B 1 8

1

0.60 0.40 MeDi E LG 3 4 1 2

4 UP

B 10

0.65 0.70 MeDI E LG 1 3 3 3

5 UP

B 8 2

0.60 0.40 MeDi E LG 1 4 2 3

6 UP

D 1

9

0.65 0.50 MeDi E LG 4 1 1 4

7 UP

C 10

0.70 0.60 ME E LG 2 2 4 2

8 UP

A 8 2

0.55 0.50 MeDi E LG 3 4 1 2

9 UP

B 10

0.75 0.50 ME E LG 2 5 3

10 UP

C 1 2 7

0.50 0.40 ME E LG 2 2 3 3

11 UP

A 9 1

0.65 0.50 MeDi E LG 4 4

2

12 UP

C 10

0.70 0.60 MeDi E LG 3 3 4

13 UP

B 10

0.80 0.40 VE E LG

6 4

14 UP

B 9

1

0.65 0.50 MeDi E LG 2 4 1 3

15 UP

A 10

0.80 0.40 ME E LG 6 3 1

16 UP

B 10

0.80 0.40 ME E LG 3 6 1

17 UP

B 1 9

0.65 0.50 MeDi E LG 3 4 3

18 UP

C 10

0.68 0.45 MeDi E LG 2 3 5

19 UP B 1 8 1

0.60 0.40 MeDi E

Appendix I : Validity Test of MTSN 3 JAKARTA 46

LG 4 4 2

20 UP

C 3 7

0.55 0.30 MeDi G LG 1 2 4

21 UP

D 1

9

0.70 0.40 ME E LG 5

5

22 UP

B 10

0.64 0.55 MeDi E LG 4 4

2

23 UP

C 10

0.75 0.50 ME E LG 1 1 5 3

24 UP

B 10

0.70 0.60 MeDi E LG 4 4 2

25 UP

A 7 1 1 1

0.55 0.30 MeDi G LG 4 2 4

26 UP

B 10

0.68 0.45 MeDi E LG 2 5 2 1

27 UP

B 8 2

0.55 0.36 MeDi G LG 2 4 4

28 UP

D 10

0.85 0.30 VE G LG 3

7

29 UP

A 7 2

1

0.50 0.40 MoDi E LG 3 4 3

30 UP

B 10

0.77 0.27 ME M LG 1 7 2

Appendix II : Lesson Planning of Experimental Class 48

LESSON PLANNING

Unit Study : SMP

Subject : English

Class/Semester : VIII/II

Material : Narrative text, in simple fable form

Skill : Reading

Time : 4 x 2 JP

A. Goal of Learning

Students have a good competence in explaining and asking the oral and

written text of narrative text using the text structure with right language

elements and appropriated with the context, honestly, discipline, confident,

responsible, care, cooperate, and piece.

B. Core Competence and Basic Competence

Core Competence Basic Competence

1. Pricing and feeling the

guidence of the religion

which believed.

3.14 Understanding social function, text

structure, and language element of

narrative text in fable form, based on using

context.

4 Pricing and feeling the

honest behavior, discipline,

responsible, care (tolerance,

mutual cooperation), good

manner, confident in

interaction effectively with

social surrounding and

nature in the society and

existence.

4.18 Getting meaning of narrative text in verbal

and written form, in short and simple fable.

Appendix II : Lesson Planning of Experimental Class 49

5 Understanding the

knowledge (factual,

conceptual, and procedural)

based on the curiousness of

knowledge, technology, art,

culture which related to the

phenomena and to the real

event.

6 Trying, managing, and

presenting in the concrete

field (using, explaining,

arranging, modifying, and

creating) and abstract field

(write, read, count,

describe, and create) based

on the learning in the school

and other source which

same in point of view or

theory.

C. Indicator of Competence

1. Students really involve and participate in teaching and learning process.

2. Students can do and finish the task which given with responsibility, care,

share, and peace.

3. Students can understand, explain, and ask the verbal and written text of the

simple narrative text.

4. Students can use the language elements (Intonation, statement, and word

pressing).

D. Learning Material

Social Function

Pricing the nature, giving the example of good/bad, proud, and etc.

Text Structure

Definition of Narrative Text: Narrative is a text that tells a story to entertain the

audience.

Generic structure of narrative text: Orientation, Complication, and Resolution.

Once upon a time on the island of Java lived a little girl named too-too-

moo. She lived with her mama in a small hut in a forest. They earned money by

Appendix II : Lesson Planning of Experimental Class 50

collecting and selling firewood. They were very poor and unhappy, because a

terrible giant disturbed them. They had to serve the giant a huge pot of sweet

porridge every day. If the giant came and did not find a full pot of porridge, he

would eat Too-too-moo instead.

One day mama did not sell as much as usual. She had only enough food

for the giant. She and too-too-moo had to go hungry. The next day was the same.

And so was the after day. Too-too-moo and mama were very starving.

On the fourth morning, too-too-moo got up, fastened her hair with her long

hairpin. Mama cocked the porridge for the giant, and she left for the market. The

sweet smell of the porridge filled the little house. Too-too-moo was so hungry,

she couldn’t stand it. She ate a quarter of the porridge prepare for the giant.

When the giant came and found the pot was not full, he threw it down.

Then he caught too-too-moo, tossed her in his mouth, and swallowed her in one

big gulp. Too-too-moo cried shook with fear. The all of sudden, she remembered

her long hairpin. Quickly she pulled it from her hair and stuck it hardly into the

giant’s stomach. The bellowing giant race through the woods. Mad with pain, he

did not look where he was going. He tripped on a root and cracked his head on a

rock. He died.

Language Elements

1. Verb in Simple Past Tense.

2. Vocabulary: Noun, Verb, and Adjective which related with human,

animal, thing in the class, school, house, and around it.

3. The using of proper pronoun such as: She, He, They, and It.

4. Statement, word stressing, and intonation.

5. Written.

Topic.

Action, events, satiation, in the class, school, house, and around it which give

the example of honest action, discipline, confident, and responsible.

E. Method of Teaching

Cooperative Learning by using Teams Games Tournaments strategy.

F. Learning Media

Paper and book

G. Learning Source

Books of SMP of second grade, Friends, and Teacher.

Appendix II : Lesson Planning of Experimental Class 51

H. Steps of Learning

1. Teacher introduces and explains the narrative text, definition, generic

structure, and verb that used in it.

2. Teacher divides students into some groups, the groups consist of the

students from different level ability (high, medium, and low).

3. Teacher spreads the students’ work sheet and gives the students chance to

discuss and answer the question on the work sheet.

4. By guidance of the teacher students answer the questions

5. Teacher conducts the tournaments to measure students’ comprehension

6. By guidance of the teachers students follow the tournaments.

7. Scoring of the Result of the Study.

1. Technique of the Scoring:

a. Attitude: Observation

b. Knowledge: Written and Verbal Test.

c. Competent: Hard work

2. Instrument of the Scoring

a. Attitude : students show the responsibility, care, mutual

cooperation, and peace.

b. Knowledge : Content

1. What is story tell us about?

2. What is generic structure of the narrative text?

3. Too-too-moo and her mother got money by selling?

4. Why did the giant eat Too-too-moo?

5. What can we learn from the story?

c. Competence : Conveying the content of the story

3. Column of the Scoring

a. Attitude

The aspect of attitude score Scale (1-4)

Responsibility

Care

Mutual Cooperation

Peace

Explanation: 4 = Very Good

3 = Good

2 = Poor

1 = Worst

b. Knowledge

Appendix II : Lesson Planning of Experimental Class 52

Every right answer has 20 point. Maximum Score is 100

c. Competence

The aspect of the Score Scale (1-4)

Content

Fluency

Pronunciation

Confidence

Explanation: 4 = Very Good

3 = Good

2 = Poor

1 = Worst

Tangerang, August, 25th

2014

Knowing,

Head Master of the School English Teacher

H. FIRMANSYAH, S.Pd. M.Pd SITI NURHAYATI, S.Pd

NIP: 19610726 198810 1 001 NIP

Appendix iii : Lesson Planning of Experimental Class 53

LESSON PLAN

Unit Study : SMP

Subject : English

Class/Semester : VIII/II

Material : Narrative text, in simple fable form

Skill : Reading

Time : 4 x 2 JP

A. Goal of Learning

Students have a good competence in explaining and asking the oral and

written text of narrative text using the text structure with right language

elements and appropriated with the context, honestly, discipline, confident,

responsible, care, cooperate, and piece.

B. Core Competence and Basic Competence

Core Competence Basic Competence

1. Pricing and feeling the

guidence of the religion

which believed.

3.14 Understanding social function, text

structure, and language element of

narrative text in fable form, based on using

context.

4 Pricing and feeling the

honest behavior, discipline,

responsible, care (tolerance,

mutual cooperation), good

manner, confident in

interaction effectively with

social surrounding and

nature in the society and

existence.

4.18 Getting meaning of narrative text in verbal

and written form, in short and simple fable.

Appendix iii : Lesson Planning of Experimental Class 54

5 Understanding the

knowledge (factual,

conceptual, and procedural)

based on the curiousness of

knowledge, technology, art,

culture which related to the

phenomena and to the real

event.

6 Trying, managing, and

presenting in the concrete

field (using, explaining,

arranging, modifying, and

creating) and abstract field

(write, read, count,

describe, and create) based

on the learning in the school

and other source which

same in point of view or

theory.

C. Indicator of Competence

1. Students really involve and participate in teaching and learning process.

2. Students can do and finish the task which given with responsibility, care,

share, and peace.

3. Students can understand, explain, and ask the verbal and written text of the

simple narrative text.

4. Students can use the language elements (Intonation, statement, and word

pressing).

D. Learning Material

Social Function

Pricing the nature, giving the example of good/bad, proud, and etc.

Narrative text

Long time ago, there was a good looking girl. Her beauty was known

everywhere in that country. The people there called her “a Ripe Arica Nut

Princess” many men wanted to marry her, but she didn’t want to be married. The

bad face king from java heard this and wanted to marry her.

Appendix iii : Lesson Planning of Experimental Class 55

The princess was very confused, if she refused him, he would be angry. So

she agreed to be kings’ wife on one condition if he could build her a big palace

completed with household furnishing, swimming pool, and beauty garden in one

night.

The king agreed to fulfill her requirement. He asked his troops to gather

immediately. They started from the sunset. At midnight their job was almost

finished. The princess was very afraid. She couldn’t sleep soundly. Knowing that

the palace almost finished, she went to the chicken coop and brought several

bright lamps. Those chickens assumed that the sun had risen. So they crowed

loudly. Because of the crows the king asked his troops to stop their job.

The troops were confused to stop their job, because it was almost finished and

the sun had not risen yet. But the king promised to the princess to stop when he

heard the crows of chickens. Then he gave all of his wealth to the princess

because he had failed to do his job. The king became impoverished and the

princess took a pity with him so she changed her word. Finally she accepted the

kings’ marriage proposal.

Sincerity, honestly and consistency made her accept the king. He was very

surprised and jumped down to the pool he had made. Suddenly his face changed

to be handsome at that time.

At the end, they married and lived at Arica Nut. In Javanese was Jambe. At

last they lived happily in the city called Jambi. Now it becomes Jambi Province.

Language Elements

1. Verb in Simple Past Tense.

2. Vocabulary: Noun, Verb, and Adjective which related with human,

animal, thing in the class, school, house, and around it.

3. The using of proper pronoun such as: She, He, They, and It.

4. Statement, word stressing, and intonation.

5. Written.

Topic.

Appendix iii : Lesson Planning of Experimental Class 56

Action, events, satiation, in the class, school, house, and around it which give

the example of honest action, discipline, confident, and responsible.

E. Method of Teaching

Cooperative Learning by using Teams Games Tournaments strategy.

F. Learning Media

Paper and book

G. Learning Source

Books of SMP of second grade, Friends, and Teacher.

H. Steps of Learning

1. Teacher introduces and explains the narrative text, definition, generic

structure, and verb that used in it.

2. Teacher divides students into some groups, the groups consist of the

students from different level ability (high, medium, and low).

3. Teacher spreads the students’ work sheet and gives the students chance

to discuss and answer the question on the work sheet.

4. By guidance of the teacher students answer the questions

5. Teacher conducts the tournaments to measure students’ comprehension

6. By guidance of the teacher students follow the tournaments.

7. Scoring of the Result of the Study.

1. Technique of the Scoring:

a. Attitude: Observation

b. Knowledge: Written and Verbal Test.

c. Competent: Hard work

2. Instrument of the Scoring

a. Attitude : students show the responsibility, care, mutual

cooperation, and peace.

b. Knowledge : Content

1. What is story tell us about?

2. What happen to the King if the princess refuses him?

3. The second paragraph tells us about?

4. What did the princess do when she knew the palace was

almost finished?

5. What is the moral value of the story?

c. Competence : Conveying the content of the story

Appendix iii : Lesson Planning of Experimental Class 57

3. Column of the Scoring

a. Attitude

The aspect of attitude score Scale (1-4)

Responsibility

Care

Mutual Cooperation

Peace

Explanation: 4 = Very Good

3 = Good

2 = Poor

1 = Worst

b. Knowledge

Every right answer has 20 point. Maximum Score is 100

c. Competence

The aspect of the Score Scale (1-4)

Content

Fluency

Pronunciation

Confidence

Explanation: 4 = Very Good

3 = Good

2 = Poor

1 = Worst

Tangerang, August, 25th

2014

Knowing,

Head Master of the School English Teacher

H. FIRMANSYAH, S.Pd. M.Pd SITI NURHAYATI, S.Pd

NIP: 19610726 198810 1 001 NIP

Appendix iv : Lesson Planning of Controlled Class 58

LESSON PLAN

Unit Study : SMP

Subject : English Language

Class/Semester : VIII/1

Material : Narrative text, in simple fable form

Skill : Reading

Time : 4 x 2 JP

A. Goal of Learning

Students have a good competence in explaining and asking the oral and

written text of narrative text using the text structure with right language

elements and appropriated with the context, honestly, discipline, confident,

responsible, care, cooperate, and piece.

B. Core Competence and Basic Competence

Core Competence Basic Competence

1. Pricing and feeling the

guidence of the religion

which believed.

3.14 Understanding social function, text

structure, and language element of

narrative text in fable form, based on using

context.

4 Pricing and feeling the

honest behavior, discipline,

responsible, care (tolerance,

mutual cooperation), good

manner, confident in

interaction effectively with

social surrounding and

nature in the society and

existence.

4.18 Getting meaning of narrative text in verbal

and written form, in short and simple fable.

Appendix iv : Lesson Planning of Controlled Class 59

5 Understanding the

knowledge (factual,

conceptual, and procedural)

based on the curiousness of

knowledge, technology, art,

culture which related to the

phenomena and to the real

event.

6 Trying, managing, and

presenting in the concrete

field (using, explaining,

arranging, modifying, and

creating) and abstract field

(write, read, count,

describe, and create) based

on the learning in the school

and other source which

same in point of view or

theory.

C. Indicator of Competence

1. Students really involve and participate in teaching and learning process.

2. Students can do and finish the task which given with responsibility, care,

share, and peace.

3. Students can understand, explain, and ask the verbal and written text of the

simple narrative text.

4. Students can use the language elements (Intonation, statement, and word

pressing).

D. Learning Material

Social Function

Pricing the nature, giving the example of good/bad, proud, and etc.

Text Structure

Definition of Narrative Text: Narrative is a text that tells a story to entertain the

audience.

Moreover, a narrative text has five main parts, these parts are called scaffold

(Generic Structure), there are Orientation, Complication, Resolution.

Appendix iv : Lesson Planning of Controlled Class 60

Once upon a time on the island of Java lived a little girl named too-too-

moo. She lived with her mama in a small hut in a forest. They earned money by

collecting and selling firewood. They were very poor and unhappy, because a

terrible giant disturbed them. They had to serve the giant a huge pot of sweet

porridge every day. If the giant came and did not find a full pot of porridge, he

would eat Too-too-moo instead.

One day mama did not sell as much as usual. She had only enough food

for the giant. She and too-too-moo had to go hungry. The next day was the same.

And so was the after day. Too-too-moo and mama were very starving.

On the fourth morning, too-too-moo got up, fastened her hair with her long

hairpin. Mama cocked the porridge for the giant, and she left for the market. The

sweet smell of the porridge filled the little house. Too-too-moo was so hungry,

she couldn’t stand it. She ate a quarter of the porridge prepare for the giant.

When the giant came and found the pot was not full, he threw it down.

Then he caught too-too-moo, tossed her in his mouth, and swallowed her in one

big gulp. Too-too-moo cried shook with fear. The all of sudden, she remembered

her long hairpin. Quickly she pulled it from her hair and stuck it hardly into the

giant’s stomach. The bellowing giant race through the woods. Mad with pain, he

did not look where he was going. He tripped on a root and cracked his head on a

rock. He died.

Language Elements

1. Verb in Simple Past Tense.

2. Vocabulary: Noun, Verb, and Adjective which related with human,

animal, thing in the class, school, house, and around it.

3. The using of proper pronoun such as: She, He, They, and It.

4. Statement, word stressing, and intonation.

5. Written.

Topic.

Action, events, satiation, in the class, school, house, and around it which give

the example of honest action, discipline, confident, and responsible.

E. Method of Teaching

Scientific Approach Using Project Based Learning.

F. Learning Media

Paper and book

G. Learning Source

Books of SMP of second grade.

Appendix iv : Lesson Planning of Controlled Class 61

H. Steps of Learning

Observing

Students copy some of fable by good writing, short and simple from some

resources, by using spelling and punctuation well.

Students read and listen the fable to comprehend the message of the fable.

By guidance of the teachers, students indentify the social function, and the

text structure (including a.1. main idea and detail information) from each

fable.

Questioning

By guidence and direction of the teacher, students ask the social function,

the text structure, and language elements from each fable.

Collecting Information

Collaboratively, students look for and collect some of short and simple

fable from some resources, including internet, film, newspaper, magazine,

textbook, and etc.

Students read the reference from some resources, including textbook, to

know the social function, text structure, and language element of the fable.

Students read all those fables which were collected, more focus by

indentifying and mentioning such as:

- Social function of each text.

- Character, place, time, and chronology of event.

- The crisis that happens to the character.

- Ending of the story where the crisis ends.

- Commending or public scoring about the fable (optional, if there

is).

- Vocabulary, language system, utterance, word expression, spelling,

punctuation which is used.

Associating

Students determine the social function, text structure, and language

element from some of the fables which were collected from a number of

sources which mentioned above.

Students get a feedback from the teacher and friends about their analysis

result about social function, text structure, and language element which is

used in the fable they read of.

Communicating

Appendix iv : Lesson Planning of Controlled Class 62

Students convey some short and simple fable which was read to their

friends, with some ways, such as reading, writing and posting on wall

magazine. Question and answer, discussing of their opinions of the fable

content, etc.

Students try to read well by utterance, word stressing, right intonation and

write well by right spelling and punctuation, also good and clear writing.

Students discuss the experience that related to the fable and write it down

on simple journal of learning in Bahasa.

I. Scoring of the Result of the Study.

1. Technique of the Scoring:

a. Attitude: Observation

b. Knowledge: Written and Verbal Test.

c. Competent: Hard work

2. Instrument of the Scoring

a. Attitude : students show the responsibility, care, mutual

cooperation, and peace.

b. Knowledge : Content

1. What is story tell us about?

2. What is generic structure of the narrative text?

3. Too-too-moo and her mother got money by selling?

4. Why did the giant eat Too-too-moo?

5. What can we learn from the story?

c. Competence : Conveying the content of the story

3. Column of the Scoring

a. Attitude

The aspect of attitude score Scale (1-4)

Responsibility

Care

Mutual Cooperation

Peace

Explanation: 4 = Very Good

3 = Good

2 = Poor

1 = Worst

b. Knowledge

Every right answer has 20 point. Maximum Score is 100

Appendix iv : Lesson Planning of Controlled Class 63

c. Competence

The aspect of the Score Scale (1-4)

Content

Fluency

Pronunciation

Confidence

Explanation: 4 = Very Good

3 = Good

2 = Poor

1 = Worst

Tangerang, August, 25th

2014

Knowing,

Head Master of the School English Teacher

H. FIRMANSYAH, S.Pd. M.Pd SITI NURHAYATI, S.Pd

NIP: 19610726 198810 1 001 NIP

Appendix v : Lesson Planning of Controlled Class 64

LESSON PLAN

Unit Study : SMP

Subject : English Language

Class/Semester : VIII/1

Material : Narrative text, in simple fable form

Skill : Reading

Time : 4 x 2 JP

A. Goal of Learning

Students have a good competence in explaining and asking the oral and

written text of narrative text using the text structure with right language

elements and appropriated with the context, honestly, discipline, confident,

responsible, care, cooperate, and piece.

B. Core Competence and Basic Competence

Core Competence Basic Competence

1. Pricing and feeling the

guidence of the religion

which believed.

3.14 Understanding social function, text

structure, and language element of

narrative text in fable form, based on using

context.

4 Pricing and feeling the

honest behavior, discipline,

responsible, care (tolerance,

mutual cooperation), good

manner, confident in

interaction effectively with

social surrounding and

nature in the society and

existence.

4.18 Getting meaning of narrative text in verbal

and written form, in short and simple fable.

Appendix v : Lesson Planning of Controlled Class 65

5 Understanding the

knowledge (factual,

conceptual, and procedural)

based on the curiousness of

knowledge, technology, art,

culture which related to the

phenomena and to the real

event.

6 Trying, managing, and

presenting in the concrete

field (using, explaining,

arranging, modifying, and

creating) and abstract field

(write, read, count,

describe, and create) based

on the learning in the school

and other source which

same in point of view or

theory.

C. Indicator of Competence

1. Students really involve and participate in teaching and learning process.

2. Students can do and finish the task which given with responsibility, care,

share, and peace.

3. Students can understand, explain, and ask the verbal and written text of the

simple narrative text.

4. Students can use the language elements (Intonation, statement, and word

pressing).

D. Learning Material

Social Function

Pricing the nature, giving the example of good/bad, proud, and etc.

Narrative text

Long time ago, there was a good looking girl. Her beauty was known

everywhere in that country. The people there called her “a Ripe Arica Nut

Princess” many men wanted to marry her, but she didn’t want to be married. The

bad face king from java heard this and wanted to marry her.

Appendix v : Lesson Planning of Controlled Class 66

The princess was very confused, if she refused him, he would be angry. So

she agreed to be kings’ wife on one condition if he could build her a big palace

completed with household furnishing, swimming pool, and beauty garden in one

night.

The king agreed to fulfill her requirement. He asked his troops to gather

immediately. They started from the sunset. At midnight their job was almost

finished. The princess was very afraid. She couldn’t sleep soundly. Knowing that

the palace almost finished, she went to the chicken coop and brought several

bright lamps. Those chickens assumed that the sun had risen. So they crowed

loudly. Because of the crows the king asked his troops to stop their job.

The troops were confused to stop their job, because it was almost finished and

the sun had not risen yet. But the king promised to the princess to stop when he

heard the crows of chickens. Then he gave all of his wealth to the princess

because he had failed to do his job. The king became impoverished and the

princess took a pity with him so she changed her word. Finally she accepted the

kings’ marriage proposal.

Sincerity, honestly and consistency made her accept the king. He was very

surprised and jumped down to the pool he had made. Suddenly his face changed

to be handsome at that time.

At the end, they married and lived at Arica Nut. In Javanese was Jambe. At

last they lived happily in the city called Jambi. Now it becomes Jambi Province.

Language Elements

1. Verb in Simple Past Tense.

2. Vocabulary: Noun, Verb, and Adjective which related with human,

animal, thing in the class, school, house, and around it.

3. The using of proper pronoun such as: She, He, They, and It.

4. Statement, word stressing, and intonation.

5. Written.

Topic.

Appendix v : Lesson Planning of Controlled Class 67

Action, events, satiation, in the class, school, house, and around it which give

the example of honest action, discipline, confident, and responsible.

E. Method of Teaching

Scientific Approach Using Project Based Learning.

F. Learning Media

Paper and book

G. Learning Source

Books of SMP of second grade.

H. Steps of Learning

Observing

Students copy some of fable by good writing, short and simple from some

resources, by using spelling and punctuation well.

Students read and listen the fable to comprehend the message of the fable.

By guidance of the teachers, students indentify the social function, and the

text structure (including a.1. main idea and detail information) from each

fable.

Questioning

By guidence and direction of the teacher, students ask the social function,

the text structure, and language elements from each fable.

Collecting Information

Collaboratively, students look for and collect some of short and simple

fable from some resources, including internet, film, newspaper, magazine,

textbook, and etc.

Students read the reference from some resources, including textbook, to

know the social function, text structure, and language element of the fable.

Students read all those fables which were collected, more focus by

indentifying and mentioning such as:

- Social function of each text.

- Character, place, time, and chronology of event.

- The crisis that happens to the character.

- Ending of the story where the crisis ends.

- Commending or public scoring about the fable (optional, if there

is).

Appendix v : Lesson Planning of Controlled Class 68

- Vocabulary, language system, utterance, word expression, spelling,

punctuation which is used.

Associating

Students determine the social function, text structure, and language

element from some of the fables which were collected from a number of

sources which mentioned above.

Students get a feedback from the teacher and friends about their analysis

result about social function, text structure, and language element which is

used in the fable they read of.

Communicating

Students convey some short and simple fable which was read to their

friends, with some ways, such as reading, writing and posting on wall

magazine. Question and answer, discussing of their opinions of the fable

content, etc.

Students try to read well by utterance, word stressing, right intonation and

write well by right spelling and punctuation, also good and clear writing.

Students discuss the experience that related to the fable and write it down

on simple journal of learning in Bahasa.

I. Scoring of the Result of the Study.

1. Technique of the Scoring:

a. Attitude: Observation

b. Knowledge: Written and Verbal Test.

c. Competent: Hard work

2. Instrument of the Scoring

a. Attitude : students show the responsibility, care, mutual

cooperation, and peace.

b. Knowledge : Content

1. What is story tell us about?

2. What happen to the King if the princess refuses him?

3. The second paragraph tells us about?

4. What did the princess do when she knew the palace was

almost finished?

5. What is the moral value of the story?

c. Competence : Conveying the content of the story

3. Column of the Scoring

Appendix v : Lesson Planning of Controlled Class 69

a. Attitude

The aspect of attitude score Scale (1-4)

Responsibility

Care

Mutual Cooperation

Peace

Explanation: 4 = Very Good

3 = Good

2 = Poor

1 = Worst

b. Knowledge

Every right answer has 20 point. Maximum Score is 100

c. Competence

The aspect of the Score Scale (1-4)

Content

Fluency

Pronunciation

Confidence

Explanation: 4 = Very Good

3 = Good

2 = Poor

1 = Worst

Tangerang, August, 25th

2014

Knowing,

Head Master of the School English Teacher

H. FIRMANSYAH, S.Pd. M.Pd SITI NURHAYATI, S.Pd

NIP: 19610726 198810 1 001 NIP

Appendix vi : Students’ Work Sheet 70

STUDENTS WORK SHEET

A. Read and understand the text below, then answer five questions!

Once upon a time on the island of Java lived a little girl named too-too-

moo. She lived with her mama in a small hut in a forest. They earned money by

collecting and selling firewood. They were very poor and unhappy, because a

terrible giant disturbed them. They had to serve the giant a huge pot of sweet

porridge every day. If the giant came and did not find a full pot of porridge, he

would eat Too-too-moo instead.

One day mama did not sell as much as usual. She had only enough food

for the giant. She and too-too-moo had to go hungry. The next day was the same.

And so was the after day. Too-too-moo and mama were very starving.

On the fourth morning, too-too-moo got up, fastened her hair with her long

hairpin. Mama cocked the porridge for the giant, and she left for the market. The

sweet smell of the porridge filled the little house. Too-too-moo was so hungry,

she couldn’t stand it. She ate a quarter of the porridge prepare for the giant.

When the giant came and found the pot was not full, he threw it down.

Then he caught too-too-moo, tossed her in his mouth, and swallowed her in one

big gulp. Too-too-moo cried shook with fear. The all of sudden, she remembered

her long hairpin. Quickly she pulled it from her hair and stuck it hardly into the

giant’s stomach. The bellowing giant race through the woods. Mad with pain, he

did not look where he was going. He tripped on a root and cracked his head on a

rock. He died.

1. What is story tell us about?

2. What is second paragraph tells about?

3. Too-too-moo and her mother got money by selling?

4. Why did the giant eat Too-too-moo?

5. What can we learn from the story?

Name of Group : ___

Member of Group : ______________________________________________

Answer

1. ____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________

2. ____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________

3. ____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________

4. ____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________

5. ____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________

Appendix vii : Students’ Work Sheet 71

STUDENTS WORK SHEET

A. Read and understand the text, then answer five questions below!

Long time ago, there was a good looking girl. Her beauty was known

everywhere in that country. The people there called her “a Ripe Arica Nut

Princess” many men wanted to marry her, but she didn’t want to be married. The

bad face king from java heard this and wanted to marry her.

The princess was very confused, if she refused him, he would be angry. So

she agreed to be kings’ wife on one condition if he could build her a big palace

completed with household furnishing, swimming pool, and beauty garden in one

night.

The king agreed to fulfill her requirement. He asked his troops to gather

immediately. They started from the sunset. At midnight their job was almost

finished. The princess was very afraid. She couldn’t sleep soundly. Knowing that

the palace almost finished, she went to the chicken coop and brought several

bright lamps. Those chickens assumed that the sun had risen. So they crowed

loudly. Because of the crows the king asked his troops to stop their job.

The troops were confused to stop their job, because it was almost finished and

the sun had not risen yet. But the king promised to the princess to stop when he

heard the crows of chickens. Then he gave all of his wealth to the princess

because he had failed to do his job. The king became impoverished and the

princess took a pity with him so she changed her word. Finally she accepted the

kings’ marriage proposal.

Sincerity, honestly and consistency made her accept the king. He was very

surprised and jumped down to the pool he had made. Suddenly his face changed

to be handsome at that time.

At the end, they married and lived at Arica Nut. In Javanese was Jambe. At

last they lived happily in the city called Jambi. Now it becomes Jambi Province.

1. What is story tell us about?

2. What happen to the King if the princess refuses him?

3. The second paragraph tells us about?

4. What did the princess do when she knew the palace was almost finished?

5. What is the moral value of the story?

Name of Group : ___

Member of Group : ______________________________________________

Answer

1. ____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________

2. ____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________

3. ____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________

4. ____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________

5. ____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________

Appendix viii : Test of Pre-test and Post-test 72

Read the text carefully and answer the question number 1-5

Time 30 minute

A long time ago, there lived an old man in the Penanggungan Mountain. His

name was Kiai Gede Penanggungan. He had supernatural power. Kiai Gede

Penanggungan prayed days and nights for her daughter to have a husband. One day, a

young handsome man came to his place. The name of the man was Jaka Pandelengan.

He wanted to be Kiai Gede Penanggungan’s student. Kiai Gede agreed to have Jaka as

his student with one condition that he would marry her daughter. Jaka Pandelengan and

Dewi Walangangin soon get merried. Kiai Gede Penanggungan taught many things.

After several years, now it was time for the couple to live separately from Kiai

Gede Penanggungan they would move to another village. Kiai Gede gave some seeds of

pari or paddy to the couple. He asked the couple to plant the seeds. He also warned the

couple not to be arrogant when they were rich. He wanted the couple to help poor

people. The couple started new life. The planted the seed. Soon, the seed grew and

became a lot of rice. Now the couple became very rich. The poor neighborscame to the

couple to ask for the some pari seeds but the couple refused to help them.

Kiai Gede heard about the couple’s bad behavior. Soon he visited the couple. He

met them when the couple as working on the field. Kiai Gede talked to the couple. He

reminded the couple not to be arrogant. But the couple ignored him. They said nothing

to Kiai Gede. Kiai Gede got very angry. Then he said “You two are like temples. You

didn’t listen to me. Right after he said those words, an incredible thing happened.

Slowly, Jaka and Dewi turned into temple. Because the temples stood among the pari,

people named them as Pari Temple.

1. What did Jaka Pandelengan and his wife do to be rich?

a. He helped poor people

b. He had a great power

c. He planted pari seeds

d. He built a temple

2. The second paragraph of narrative text is called?

a. Complication c. Orientation

b. Resolution d. Events

3. The couple becomes temples because….

a. They were rich c. Kiai Gede liked them

b. Kiai Gede said so d. They were good people

4. “….., an incredible thing happened.”

The underlined word means….

a. Untouchable c. Common

b. Unbelievable d. Usual

5. What can we learn from the story?

a. We should live separately from our parents

b. We have to listen to our parent’s advice

c. We have to prepare a good paddy field

d. We should refuse other people’s help

Appendix viii : Test of Pre-test and Post-test 73

Read the text carefully and answer the question number 6-10

Once upon a time, there lived a white snake that had magical power in the

mountain Er-Mei. One day she wanted to go out from her place so she changed herself

into a beautiful young lady. On the way, she met a man named Hsu Sheng at the West

Lake of Hang-Zhou city. The lady White felt in love with Hsu Sheng at first sight. They

got married soon after. The couple lived happily. Then the lady White was pregnant.

A few months late, the Dragon Boat festival came. In this festival, the Chinese

have to drink to drive away spirits. The lady White drank to please her husband. Soon

she changed into a White snake again because she was a spirit. Hsu Sheng was shocked

to see the real Lady White. The White Snake left her husband. Then Hsu Sheng lived

with Fa Hai, the monk, in the golden mountain Temple.

Fa Hai wanted to kill the Snake White. She ordered Hsu Sheng to see his son

with the White Snake. He gave Hsu Sheng a medical hat and asked Hsu Sheng to give it

to the Lady White Snake. The lady White put on the hat and she became weak. Fa Hai

caught the Lady White and imprisoned her inside the Thunder Pagoda.

A few years later, the son of Lady White and Hsu Sheng grew up. He took

revenge by destroying the Thunder Pagoda and rescued White Snake. Finally, the White

Snake reunited with her husband and her son. They lived happily ever after.

6. What is the story about?

a. The White Snake and Hsu Sheng

b. The White Snake and her son

c. Fa Hai and the green snake

d. Fa Hai and Hsu Sheng

7. Where was the Lady White when she was in prison?

a. At the West Lake of Hang-Zhou city

b. In the Golden Mountain Temple

c. Inside the Thunder Pagoda

d. In the dragon boat

8. From the story we can conclude that the son of the Hsu Sheng and the Lady

White was a…

a. Cruel and mean c. Simple and quiet

b. Brave and good d. Dishonest and Coward

9. What can we learn from the story above?

a. A good son will help his parent c. People must keep their promise

b. Kindness will win in the end d. We must obey our parents

10. What is the generic structure of the narrative text?

a. Orientation – Complication – Resolution

b. Identification – Description

c. Identification – Events – Reorientation

d. Thesis – Arguments – Reiteration To report something

Appendix viii : Test of Pre-test and Post-test 74

Read the text carefully and answer the question number 11-15

Once upon a time in Lombok, there was a kingdom named Kuripan. The king of

Kuripan was very wise. He had a daughter, named Mandalika. She was beautiful. Many

princes wanted to marry her. To choose the one that would be his son-in-low. The king

had arrow shooting competition. The best one would be Mandalika’ husband.

On the day of the competition, those princes shoot their arrows. All of them did

it perfectly. The king found it difficult to choose. Therefore, the princes began to fight

and kill each other.

Princess Mandalika was so desperate. She didn’t want anyone kill each other

because of her. That’s why she decided to go to the see. She died in the see south of

Lombok. The king and princes were sad and felt guilty. They regretted and stopped

fighting.

Until now, one day in every year, usually in February or March, people go to the

south see. On that day, a great number of worms come out from the see. People call

these worms Nyale. People believe that those Nyales are Princess Mandalika’s hair.

11. The king of Kuripan was.....

a. Rich c. Arrogant

b. Poor d. Wise

12. What did the King do to choose a good husband for her daughter?

a. Having swimming race on the sea

b. Doing arrow shooting competition.

c. Doing the fighting competition

d. Having arrow making competition.

13. Based on the text, we can conclude that the princess died because

a. One of the princes killed her

b. She was floated by the sea wave

c. She did not like the violence

d. king was hard to choose a prince

14. What is the main idea of the third paragraph?

a. The princes stopped fighting.

b. The princess died to stop fighting.

c. The princes felt so desperate.

d. The princess died to help the king.

15. What can we learn from the story above?

a. Real success comes from sportive and fair competition.

b. Hard working is one of the ways to get a success.

c. A man should be very careful to maintain a friendship.

d. Nobody is strong enough to live in a poverty in their life.

Appendix viii : Test of Pre-test and Post-test 75

Read the text carefully and answer the question number 16-20

In ancient times, a king had a boulder placed on roadway. Then he did himself

and watched to see if everyone would remove the huge rock. Some of the king

wealthiest merchants and courtiers came by a simple walked around it.

Many people loudly blamed the king for not keeping the roads clear. But none

did anything about getting the big stone out of the way. Then a peasant came along

carrying a load of vegetables. On approaching the boulder, the peasant laid down his

burden and tried to move the stone to the side of the road. After much pushing and

straining, he finally succeeded. As the peasant picked up his load of vegetables, he

noticed a purse lying in the road where the boulder had been.

The purse contained many gold coins and note from the king indicating that te

gold was for the person who removed the boulder from the road way. The peasant

learned what many others never understand.

16. What is the synonym of “huge”?

a. Small c. Short

b. Big d. Tall

17. Why did many people blame the king?

a. He like hiding behind the rock

b. He didn’t make good roads for people

c. He did not keep the road clear

d. He showed no care on the rocks

18. What did the peasant get after removing the large rock on the road?

a. A lot of money for him c. A note that threatened him

b. The kings’ vegetables d. A purse with gold coins

19. What is the moral value that we can learn from the story?

a. Every obstacle can make people improve their condition

b. There are so many problems that people will have in life

c. The king do bad thing on the road to show their power

d. Road can be dangerous place for the people who are not skillful

20. What kind of text is it?

a. Descriptive c. News item

b. Narrative d. Recount

Appendix ix : Answer Key of Pre-test and Post-test 76

ANSWER KEY OF PRE-TEST

No Answer key No Answer key

1 C 11 D

2 C 12 B

3 B 13 C

4 B 14 B

5 B 15 A

6 A 16 B

7 C 17 C

8 B 18 D

9 B 19 A

10 A 20 B

Appendix x: Questions of the Tournaments 77

Questions of the First

Tournament:

1. What kind of text that we learn

now?

2. What is narrative text?

3. How many generic structures in

narrative text?

4. Mention the generic structure of

narrative text?

5. What is story tell us about?

6. Who the name of little girl?

7. With whom too-too-moo lives?

8. Where too-too-moo and her

mama live?

9. What is the meaning of forest?

10. How they get money?

11. What is the meaning of money?

12. What is the meaning of poor?

13. Why too-too-moo and mama

were very poor and unhappy?

14. What is the meaning of giant?

15. What is the meaning of huge?

16. What would happen if the giant

did not find a full pot of

porridge?

17. What is the meaning of hungry?

18. What is the meaning of hair?

19. What is the meaning of hairpin?

20. What is the meaning of cock?

21. In third paragraph, where mama

went?

22. What is the meaning of market?

23. Why too-too-moo eat the

porridge?

24. What is the meaning of full?

25. What is the meaning of threw?

26. What happen after the giant

found the porridge was not full?

27. What is the meaning of mouth?

28. What is the meaning of

swallow?

29. What is happen to too-too-moo

when the giant swallowed her?

30. What is the meaning of cry?

31. What is the meaning of fear?

32. After too-too-moo hit the giant

by her hairpin, what happen to

the giant?

33. What is the meaning of

stomach?

34. What is the meaning of wood?

35. Did the giant know where he

goes?

36. What is the meaning of trip?

37. What is the meaning of root?

38. What the meaning of head?

39. At the end the story, what

happen to the giant?

40. What is the meaning of die?

41. What is generic structure of the

narrative text?

42. Too-too-moo and her mother got

money by selling?

43. Why did the giant eat Too-too-

moo?

44. What can we learn from the

story?

Appendix x: Questions of the Tournaments 78

Questions of the Second

Tournament:

1. What is story tell us about?

2. What is the meaning of girl?

3. What is the meaning of beauty?

4. What is the meaning of county?

5. What people called the girl?

6. Why many men want to marry

her?

7. What is the meaning of bad?

8. What is the meaning of face?

9. What is the meaning of hear?

10. Where the king comes from?

11. What is the meaning of

princess?

12. What would happen to the king

if the princess refused him?

13. What is the meaning of refuse?

14. What is the meaning of angry?

15. Did the princess agree to marry

with the king?

16. What is the meaning of wife?

17. What would king do if he wants

to be princess husband?

18. What is the meaning of

furnishing?

19. What is the meaning of

swimming pool?

20. What is the meaning of beauty

garden?

21. Did the king agree to fulfill

princess’ requirement?

22. What is the meaning of troop?

23. When the troops start to built the

big palace?

24. When the troops job almost

finish?

25. What is the meaning of

midnight?

26. What is the meaning if sunset?

27. What is the meaning of afraid?

28. Did the princess can sleep along

the night?

29. What did the princess do when

she knew the palace was almost

finished?

30. What is the meaning of chicken

coop?

31. What is the meaning of lamp?

32. What happen to the chicken,

when they seen the bright

lamps?

33. What is the meaning of crow?

34. What happen to the king when

he heard the chicken crowed

loudly?

35. What is the meaning of wealth?

36. What is the meaning of pity?

37. Where the king and princess live

after they got married?

38. What is the meaning of

handsome?

39. The second paragraph tells us

about?

40. What is the moral value of the

story?

78

Tabel Nilai Kritis Uji Kolmogorov-Smirnov

n = 0,20 = 0,10 = 0,05 = 0,02 = 0,01

1 0,900 0,950 0,975 0,990 0,995

2 0,684 0,776 0,842 0,900 0,929

3 0,565 0,636 0,708 0,785 0,829

4 0,493 0,565 0,624 0,689 0,734

5 0,447 0,509 0,563 0,627 0,669

6 0,410 0,468 0,519 0,577 0,617

7 0,381 0,436 0,483 0,538 0,576

8 0,359 0,410 0,454 0,507 0,542

9 0,339 0,387 0,430 0,480 0,513

10 0,323 0,369 0,409 0,457 0,486

11 0,308 0,352 0,391 0,437 0,468

12 0,296 0,338 0,375 0,419 0,449

13 0,285 0,325 0,361 0,404 0,432

14 0,275 0,314 0,349 0,390 0,418

15 0,266 0,304 0,338 0,377 0,404

16 0,258 0,295 0,327 0,366 0,392

17 0,250 0,286 0,318 0,355 0,381

18 0,244 0,279 0,309 0,346 0,371

19 0,237 0,271 0,301 0,337 0,361

20 0,232 0,265 0,294 0,329 0,352

21 0,226 0,259 0,287 0,321 0,344

22 0,221 0,253 0,281 0,314 0,337

23 0,216 0,247 0,275 0,307 0,330

24 0,212 0,242 0,269 0,301 0,323

25 0,208 0,238 0,264 0,295 0,317

79

Tabel Nilai Kritis Uji Kolmogorov-Smirnov

n = 0,20 = 0,10 = 0,05 = 0,02 = 0,01

26 0,204 0,233 0,259 0,290 0,311

27 0,200 0,229 0,254 0,284 0,305

28 0,197 0,225 0,250 0,279 0,300

29 0,193 0,221 0,246 0,275 0,295

30 0,190 0,218 0,242 0,270 0,290

35 0,177 0,202 0,224 0,251 0,269

40 0,165 0,189 0,210 0,235 0,252

45 0,156 0,179 0,198 0,222 0,238

50 0,148 0,170 0,188 0,211 0,226

55 0,142 0,162 0,180 0,201 0,216

60 0,136 0,155 0,172 0,193 0,207

65 0,131 0,149 0,166 0,185 0,199

70 0,126 0,144 0,160 0,179 0,192

75 0,122 0,139 0,154 0,173 0,185

80 0,118 0,135 0,150 0,167 0,179

85 0,114 0,131 0,145 0,162 0,174

90 0,111 0,127 0,141 0,158 0,169

95 0,108 0,124 0,137 0,154 0,165

100 0,106 0,121 0,134 0,150 0,161

Pendekatan 1,07/√n 1,22/√n 1,36/√n 1,52/√n 1,63/√n