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IMPROVING STUDENTS’ READING
COMPREHENSION OF NARRATIVE TEXT BY
USING JIGSAW
(A Classroom Action Research in the Second Year of SMP YMJ Ciputat)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers’ Training in Partial Fulfillment
of the Requirements for the Degree of S.Pd (S-1)
In The Department of English Education
By:
IKRIMA HIKMAWATI
NIM. 109014000150
THE DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2016
iii
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent and Merciful
Praised be to Allah, Lord of the worlds, who has given mercy ad blessing
to the researcher in finishing this “skripsi”. Peace and salutation be upon to the
prophet Muhammad SAW, his family, his companion, and his adherence.
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 fo
S.Pd. in English Language Education.
In this occasion, the researcher would like to thank to her beloved
family, , Anasri and Nurhayati as her parents and her younger Sister Elita Sofina
and younger brother Rio for their prayers, understanding, support, and motivation.
who always pray the best, devote an everlasting love, give priceless motivation,
wonderful strength and trust to the writer. They are the reason and everything of
her life.
The researcher would like to address her great honor and attitude to her
advisors, Dr. Ratna Sari Dewi M.Pd and Habsari Dwi Kartika MA TESOL who
have sacrificed their energy and valuable time for the writer to give consultations
with full of help, care guidance, and valuable advices during the writer developing
this “skripsi”.
The researcher’s sincere gratitude also goes to:
1. Prof. Dr. Ahmad Thib Raya, M.A, the Dean of Faculty Tarbiya and
Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.
2. Dr. Alex, M.Pd, the Head of English Education Departement.
3. Zahril Anasy, M.Hum, as the secretary of English Eduaction Departement
4. All lecturers of English Education who have taught the writer useful
knowledge and skills.
5. For the Principal School giving permission to the writer to do observation
and research.
iv
6. Maret Amelia as the English Teacher at MTs. Nur Asy-Syafi’iyah
(Yaspina).
7. All her friends at Islamic State University of Syarif Hidayatullah Jakarta
especially students in D class 2009 English Education Departement for
their support and friendship, she also would like to thank Rahmi Azizah,
Fathia for her help to stay in her home , support, motivation for the writer
during finishing this assigment.
8. Special warm thanks to Rosi, Helza, Nnuy, Bff family, Arsya and Syifa.
9. The people who have helped the writer to finish her study that she cannot
mention one by one.
The researcher admits that her writing is still far from being perfect,
therefore she hopes some suggestions and criticizes from the reader for this
“skripsi” and it will be so valuable for her and for a better thing in the future.
Jakarta, 31 Maret 2016
The Researcher
v
ABSTRACT
Ikrima Hikmawati (NIM: 109014000150). Improving Students’ Reading
Comprehension of Narrative Text by Using Jigsaw; A Classroom Action
Research at the Second Year of SMP YMJ Ciputat in Academic Year 2013/2014.
Skripsi of English Education Departement at Faculty of Tarbiyah and Teachers’
Training of State Islamic University Syarif Hidayatullah Jakarta, 2014.
Keywords: Reading Comprehension, Narrative Text, Jigsaw
This study was designed to improve the students’ reading comprehension
of narrative text by using Jigsaw technique. The objective of the study was to find
out how Jigsaw technique can be used to improve the reading comprehension of
narrative text of the second year students’ of SMP YMJ Ciputat.
This study was categorized as the Collaborative Classroom Action
Research (CAR) method in which the writer and the collaborative teacher worked
together in conducting the study. The researcher acted as observe the
implementation of jigsaw technique while the English teacher became the teacher.
This study was conducted in two cycles by following the procedures of the action
research such as planning, implementing, observing, and reflecting. The data of
the study were gathered through following instrument; interview, observation, and
test. It is initiated through the interview the teacher and through the observation in
VIII A class at SMP YMJ Ciputat; considered as the class whose midterm test
especially in reading test are low. The amounts of students in that class are 45. All
students were taken as the subject of the research.
The finding of the study indicated that Jigsaw technique was effective in
attractive the students’ motivation and participation. First, that there was
improvement % of students’ mean score from pretest to the posttest 2. In the
pretest, there were 4 (18 %) students passed the KKM with the mean score
Then in posttest 1 there were 8 ( %) students passed the KKM with the mean
score69. 9 In the result of posttest 2, there were 19 ( %) students passed the
KKM with the mean score of reading test derived 76.40 Second, the observation
of result showed that the students were more attractive and participate to the
reading material. Third, based on interview result known that the students’
reading comprehension of narrative text successfully improved by using the
Jigsaw technique and also it assisted the teacher in the finding the appropriate
strategy in teaching reading.
vi
ABSTRAK
Ikrima Hikmawati (NIM: 109014000150). Improving Students’ Reading
Comprehension of Narrative Text by Using Jigsaw; A Classroom Action Research
at the Second Year of SMP YMJ Ciputat in Academic Year 2013/2014. Skripsi of
English Education Departement at Faculty of Tarbiyah and Teachers’ Training of
State Islamic University Syarif Hidayatullah Jakarta, 2014.
Kata Kunci : Pemahaman Membaca, Teks Narrative, Jigsaw
Penelitian ini dirancang untuk meningkatkan pemahaman membaca teks
narasi siswa dengan menggunakan teknik Jigsaw. Tujuan dari penelitian ini adalah
untuk mengetahui bagaimana teknik Jigsaw dapat digunakan untuk meningkatkan
pemahaman membaca teks narasi siswa di tahun kedua SMP YMJ Ciputat.
Penelitian ini digolongkan kepada metode kolaboratif Penelitian Tindakan
Kelas (PTK) dimana penulis dan guru bekerjasama dalam melaksanakan penelitian
ini. Penulis berperan mengobservasi pelaksanaan teknik Jigsaw sedangkan guru
Bahasa Inggris berperan sebagai pengajar. Penelitian ini dilaksanakan dalam dua
siklus yang mengacu pada prosedur penelitian tindakan yaitu; planning,
implementing, observing, and reflecting. Data penelitian dikumpulkan melalui
beberapa instrument yaitu wawancara, lembar observasi, dan hasil tes yang diberikan
kepada siswa. Penelitian ini diawali dengan wawancara dengan guru dan melalui
observasi pada kelas delapan VIIIA SMP YMJ Ciputat; diketahui sebagai kelas
dengan perolehan mebaca paling rendah. Jumlah keseluruhan siswa dalam kelas
adalah 22 siswa.
Hasil penelitian menunjukkan bahwa teknik Jigsaw sangat efektif dalam
meningkatkan motivasi dan partisipasi siswa; Pertama, telah terjadi peningkatan nilai
rata-rata siswa sebesar % dari pretest hingga posttest 2. Dalam pretest, ada 4
(18 %) siswa yang lulus KKM dengan nilai rata-rata Kemudian dalam
posttest 1 terdapat 8 ( %) siswa yang lulus KKM dengan nilai rata-rata 69.
9 Hasil dari posttest 2, terdapat 19 ( %) siswa yang lulus KKM dengan nilai
rata-rata 76.40 Kedua, hasil observasi menunjukkan bahwa para siswa lebih terlibat
dan berinteraksi dengan bahan bacaan. Ketiga, berdasarkan hasil interview diketahui
bahwa pemahaman membaca siswa telah berhasil ditingkatkan dengan menggunakan
teknik Jigsaw dan juga nyatanya bahwa Jigsaw juga dapat membantu guru dalam
menemukan cara yang baik dalam mengajar reading.
vii
TABLE OF CONTENTS
TITLE .................................................................................................... i
APPROVAL .......................................................................................... ii
ENDORSEMENT SHEET ................................................................... iii
SURAT PERNYATAAN KARYA SENDIRI ......................................... iv
ABSTRACT ........................................................................................... v
ABSTRAK ............................................................................................... vi
ACKNOWLEDGEMENT .................................................................... vii
TABLE OF CONTENTS ...................................................................... ix
LIST OF APPENDICES ...................................................................... xii
CHAPTER I : INTRODUCTION ....................................................... 1
A. Background of the Study .......................................... 1
B. Identification of Problem .......................................... 5
C. Focus of the Research ............................................... 5
D. Research Question .................................................... 6
E. Objective of the Research ......................................... 6
F. Significance of the Research ..................................... 6
CHAPTER II : THEORETICAL FRAMEWORK ........................... 7
A. Reading .................................................................... 7
1. The General Concept of Reading .......................... 7
2. The Purposes of Reading ...................................... 9
3. The Kinds of Reading ........................................... 10
B. Reading Comprehension of Narrative Text .............. 11
1. The General Concept of Comprehension .............. 11
2. The General Concept of Reading Comprehension 13
3. The General Concept of Narrative Text ................ 15
4. Strategies in Reading Narrative Text ................... 16
4.1. Purposes of Narrative Text …....................... 17
4.2. Schematic Structures of Narrative Text …… 17
viii
4.3. Linguistic Features of Narrative Text ……… 19
C. Jigsaw Technique ..................................................... 19
1. The General Concept of Jigsaw ............................ 19
2. The Procedure to Conduct Jigsaw
classroom Interaction ............................................ 23
D. Teaching Narrative Text by Using Jigsaw ............... 24
E. Previous Studies ....................................................... 26
F. The Hypothesis of the Action. .................................. 27
CHAPTER III : RESEARCH METHODOLOGY ............................ 28
A. Method of Research ................................................. 28
B. The Subject and the Object of Study……………… 29
1. The Subject of the Study…................................. 29
2. The Object of the Study……………………....... 29
C. The Writer’s Role on the Study…………………… 29
D. The Time and Place of the Study ............................. 30
E. The Research Design ................................................ 30
F. The Classroom Action Research (CAR) Procedure.. 31
1. Planning .............................................................. 31
2. Acting .................................................................. 31
3. Observing ............................................................ 32
4. Reflecting ............................................................ . 33
G. Technique of Collecting Data .................................. 33
1. Interview .............................................................. 33
2. Observation .......................................................... 34
3. Test ...................................................................... 34
H. The Technique of Data Analysis .............................. . 34
I. The Validity of Data ................................................ . 36
J. Criterion of the Action Success ................................ . 37
ix
CHAPTER VI : RESULT AND DISCUSSION ................................ 38
A. Before Implementing the Classroom Action Research 38
1. Pre Interview ......................................................... 38
2. Pre Observation ..................................................... 39
3. Pre Test.................................................................. 40
B. The Implementation of Classroom Action Research 42
1. Findings of the First Cycle………………………. 42
a. Planning……………………………………… 42
b. Acting………………………………………... 43
c. Observing……………………………………. 44
d. Reflecting……………………………………. 45
2. Findings of the Second Cycle……………………. 46
a. Planning……………………………………… 46
b. Acting………………………………………… 46
c. Observing…………………………………….. 47
d. Reflecting…………………………………….. 47
C. The Discussion of the Data after CAR……………... 48
1. The Result of Post Interview…………………... 48
2. The Result of Post Test………………………… 49
D. Interpretation of the Test Result…………………….. 53
CHAPTER V : CONCLUSION AND SUGGESTION ...................... 55
A. Conclusion ................................................................ 55
B. Suggestion ................................................................ 55
REFERENCES ...................................................................................... 57
APPENDICES
xii
1
CHAPTER 1
INTRODUCTION
This Chapter presents the general account of the pretest study. It covers
background of study, formulation of the problem, aim of the research, and
contribution of the research
A. Background of the Study
Language cannot be separated from life. People use language as an
instrument of communication in their life. Language is a means of communication
to express a message of the speaker’s idea to listener. There are many languages
in the world but English remains the most important language. In Indonesia,
English as a foreign language takes an important role. Besides for International
communication, English is one of subjects that is included in final examination as
school graduation’s requirement. To master this language, students have to master
four main skills of English such as listening, speaking, reading, and writing.
Besides students, teachers or educators also have to master those components first
before they teach their students. As one of the language skills, reading also plays
an important role because reading has become a part of our daily life. Through
reading various printed materials such as newspaper, magazine, fiction, and
nonfiction books, we are able to get a lot of knowledge, pleasure and problem
solution. Hence, one of the objectives is reading for academic purposes. In this
case, the ability of students to read the texts or some references of their discipline
in English or in any forms will contribute a great deal advantage in their life such
as getting success at school and to reach the objective of reading. There are
numerous reading selections found over the world among fictions or nonfictions
literature. One of reading text types that second year of Junior High School
students learn and should be mastered is narrative text.
In Indonesia, English is taught as foreign language. In non-English
speaking country, it will be more difficult for teachers to train and teach reading in
English to their students especially in reading comprehension. When students are
2
asked to read text in English, it is difficult for them to comprehend English text
than Indonesian text. That is why many students in Indonesia have poor
comprehension in reading English text. As stated by Sharon J. Crawley and King
Merrit, “Poor comprehension may also be the result of the students not having the
necessary background or schema for reading a selection. The students may not
know or understand that comprehension is the major purpose for reading and they
may read without setting a purpose.” 1
Based on the current curriculum Kurikulum Tingkat Satuan Pendidikan
(KTSP) 2006 in Indonesia, the students are not only expected to be able to
communicate both in written and oral language fluently and accurately, but also
expected to understand some kinds of functional written texts.2 There are kinds of
reading text which are studied in Junior High School. Current curriculum,
Kurikulum Tingkat Satuan Pendidikan 2006, stated that students in the second
year of Junior High School have to master some kinds of reading texts including
narrative texts. Narrative text is a kind of text that describes a sequence of
fictional or non-fictional events. It consists of orientation, complication, and
resolution.
Ideally, the second year students of Junior High School are conveyed to
learn and to master some genres including narrative text applied in any aspects of
language skills. It has been stated on Standard of Competency and Basic
Competence (SK,KD) in the current curriculum KTSP 2006.3 Beside of that, the
policy of the school in determining the minimum passing grade score should be
attained; at least the Minimun Mastery Criterion – Kiriteria Ketuntasan Minimal
(KKM) for English subject is getting score 70 (seventy). It is adapted from the
school agreement at SMP YMJ Ciputat
Based on the writer’s observation most of 8th
grade students of SMP YMJ
Ciputat are still difficult to achieve those targets because their knowledge of
1 Sharon J. Crawley & King Merrit, Remediating Reading Difficulties – 3
rd Edition, (USA
: McGraw-Hill, 2000), p. 40.
2 Pusat Kurikulum, Balitbang Depdiknas, Standar Kompetensi Mata Pelajaran Bahasa
Inggris SMP dan MTs, (Depdiknas: Jakarta, 2003), p. 17.
3 Ibid
3
English is still low primarily on reading skill. Based on the unstructured interview
result with the teacher to find a solution concerning students’ reading test, there
are some difficulties probably faced by students in reading activities such as: First,
most of students just have the ability to pronounce and recognize the individual
words without assigning the message what the author extends. Second, they
actually have good knowledge of words and sentence meaning but they fail to
understand longer reading materials like stories. Third, they are hardly to
concentrate as they read. After students read a story, most of them are difficult to
analyze the schematic structures of the story concerning orientation, complication,
and resolution whereas they had read the text for several times. It also could make
the students lack of interest in reading. The students just read without knowing
why they read the material given and what elements they should look for. They
did not know what the important elements in the text. At the end of reading
activity, they could not even tell other people about what they have already read
comprehensively. As a result, they have difficulty in figuring out the plot of the
story. Next, based on the observation, the writer found that the students’ activity
in reading is not very interesting because the teacher just asked the students to
read the passages from the beginning until the end of the text. Then, the teacher
explained the schematic structures and linguistic features of the story almost all of
the time; hence it made students are seldom to participate in the class. After that,
they discussed it together and answer the questions. This method was very boring
for students. It also could make the students lack of interest in reading.
Those cases are quite problematical one and according to the writer, it
should be solved because it can be arisen further difficulties to the next reading
lesson if their low degree of reading comprehension is not improved soon. As the
effect, they will be probably continuous difficulty to understand any other texts.
Furthermore, they probably cannot pass the policy of minimum passing grade
determined by school. Here, the writer assumes that situation could affect their
understanding of a text is influenced by the students’ physical condition, their
interests toward the materials, the difficulty of the text selections, and hardly
continued attention.
4
The writer considers that it is necessary to find out an alternative way to
create suitable and interesting techniques related to students’ condition. They need
to be delivered any practices to help them in developing reading comprehension.
For the need of research, the writer chooses the second year of SMP YMJ Ciputat
because this class derives the lowest achievement scores based on mid-test, the
average score is 45 while the other classes got 70. Therefore, the students’ reading
comprehension needs to be developed. In this research, the writer focuses on
narrative text. It is based on the recommendation from the teacher, because most
of students difficult to understand the text, it could be seen from incorrect answer
of the task and they are also difficult to retell the story from the text that they have
read. Then, the writer realizes that all of those problems are impossible to be
solved in a time. Therefore, the writer and the teacher focus on reading skill in
comprehending the schematic structures of a story because it is the prior reading
problem faced by most of students VIII second year of SMP YMJ Ciputat. That is
why the teacher and the writer try to find out an appropriate strategy to develop
students’ reading comprehension and to create a comfort and interesting method
related to the students’ condition better that is through jigsaw which considered as
one way of reading comprehension techniques or cooperative structure toward
narrative text. Jigsaw technique is effective and efficient in reading subject
especially about narrative text, because it is not necessary for the teacher to
explain the whole theory about type of text or narrative. It is enough to explain the
social function, then to ask the students to find themselves for further information.
Because the material about narrative text has already been served in the students’
textbook, therefore, they can read themselves. Besides that, jigsaw learning is
especially designed to promote these goals effectively and responsibly in the
classroom.4
The jigsaw design facilitates students’ interaction in the classroom as the
learners enabling the students to value each other as contributors.5 The students
have already had the capability to get the knowledge and ready to share or
4 Models of Teaching, p. 270
5 Shlomo Sharan (Ed.), Handbook of Cooperative Learning Methods, (United States :
GreenWood Press, 1999), p. 35.
5
contribute the knowledge. Students can get new knowledge from working together
with their friend as a team work. They can share knowledge with others.
The students in conducting interactional process, negotiate meaning is
necessary to do concerning interaction process in class or society.6 The students
can get many input of learning language from the interaction process. The teacher
is expected to organize the students in order to form the cooperative group
learning. Then, the students can often do interaction with others. They discuss,
share, and contribute knowledge each other. As a result, they get a lot of input
from their group. The teacher merely facilitates them. Thus, it does not spend lots
of time to explain. The students have to read and comprehend narrative text
themselves in order to report to other members of the group.
It is necessary to investigate the effectiveness of using jigsaw technique in
order to know how to make jigsaw technique can improve the student’s ability in
narrative text reading. Based on above explanation, the writer takes a title of this
skripsi “Improving Students’ Reading Comprehension of Narrative Text By
Using Jigsaw”.
B. Identification of the Problem
1. Most of students just have the ability to pronounce and recognize the
individual words without assigning the message what author extends.
2. The students actually have good knowledge of words and sentence
meaning but they fail to understand longer reading material such as stories.
3. The students hardly to concentrate as they read and
4. Jigsaw is one of technique for teaching narrative text.
C. Focus of the Research
Based on the background of the study, the writer focuses this study on
Improving Students’ Reading Comprehension of Narrative Text by Using Jigsaw
Learning Activity.
6 Tamah, s,Jigsaw Technique in Reading Class of Young Learner Revealing Disscusson
on Expert Team (Published Thesis. Widya mandala university: 2007) p. 5
6
D. Research Question
To make the study easy to understand, the writer formulates the problem
as follows:
1. Can jigsaw learning activity develop students’ reading comprehension of
narrative text?
2. How does jigsaw learning activity develop students’ reading
comprehension of narrative text?
E. Objective of the Research
The Objective of the research are :
1. To know whether students at the second grade of SMP YMJ Ciputat can
develop their reading comprehension of narrative text by using jigsaw.
2. To know how jigsaw can develop students’ reading comprehension of
narrative text.
F. Significance of the Research
This paper hopefully can give contribution to the English teacher about
jigsaw technique, in order to the teachers can open their mind about the students'
capability to receive input from their interaction with their fellow students, and
can share or contribute knowledge each other. As the result, the teacher should
give many opportunities to the students in delivering their ideas from their team in
discussion. The teacher should be more careful to monitor their students in doing
interaction and the teacher can apply the jigsaw technique or group discussion
well, effectively, and efficient. The result of this study is expected to make
improvement in teaching English, especially in students’ cooperative learning and
having great a communication skill. This study also is used to inform, other
students, students’ parent, the headmaster, and librarian in the school to provide
more facility, source to study, and share the information each other. Then, the
students can build their knowledge themselves and finally they can interact or
corporate well in solving the assignment. And also this paper for the institution of
SMP YMJ Ciputat. It can be beneficial regarding to improve the education quality
7
CHAPTER II
THEORETICAL FRAMEWORK
In this chapter, the writer discussed and elaborated some theories which
related to the study. The discussion focuses on the reading comprehension,
narrative text, and jigsaw.
A. Reading
1. The General Concept of Reading
Reading is one of language skills that has been defined into several
definitions by some linguists. John F. Savage and Jean F. Mooney stated that
“Reading came to be viewed of defined primarily as a decoding activity; that is, a
process of translating printed symbols into their equivalent spoken sounds. It
means that reading involves an interaction between a reader and a piece of
written material”.1 Based on that definition, the linguists defined that reading is a
process which require reader‟s ability to translete the printed symbols into
spoken sounds.
Normally, reading is a communication between the reader and the words
or the printed word symbols. By reading, the learners could take ideas,
information and message from the text. Reading is the most important foreign
language skill, particularly in cases where students have to read English material
for their own specialist subject.2According to Jo Mc Donough and Cristopher
Shaw in their book Materials and Method in ELT states that reading is useful for
language acquisition. Reading also has a positive effect on students‟ vocabulary
knowledge, on their spelling and on their writing.3 In addition, the reader‟s
knowledge of the world or the prior knowledge the reader has of the topic,
interacts with the text-based and language-based cues to produce efficient
reading. Based on those statements, it means that the reader must have
1 John F. Savage & Jean F. Mooney, Teaching Reading to Children with Special Needs,
(USA: Allyn and Bacon, 1979), p. 13.
2 Jo Mc Donough and Christopher Shaw, Materials and Methods in ELT, (UK: Blackwell
Publishing, 2003), p. 101.
3 Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman,
1989), p.99.
8
background knowledge in reading the text. So the reader can understand what the
text contains and what the text means easily.
“Reading becomes into more complex process as stated by these same
linguists who said that the process of reading also involves the reader sensory,
perceptual, linguistic and cognitive process.”4 The same definition also stated by
Richard Allington and Michael Strange who said, “Reading as a decoding process
with the reader processing each letter in turn, producing the appropriate sounds,
and forming words”.5
In other definition, Pamela J. Farris, et al. explained that:
Reading means getting meaning from print. Reading is not phonics,
vocabulary, syllabication, or other “skills,” as useful as these activities
may be. The essance of reading is a transaction between the words of an
author and the mind of a reader, during which meaning is constructed. This
mean that the main goal of reading instruction must be comprehension.6
Based on those statement, clearly reading is complex process in getting
meaning or in to understanding the message. Because not only as a process of a
reader ability to translete letters (printed material) into phonics (sound), but the
most important in reading is to get meaning from that printed language through
the transaction between the author‟s words into reader‟s mind. It means that the
reading process can produce communication between the author and the reader. It
can be said that reading is also one kind of indirect communications between an
author with a reader.
4 Ibid., p. 19.
5 Richard Allington & Michael Strange, Learning through Reading, (Massachusetts: D.C.
Health, 1980), p. 15. 6 Pamela J. Farris, Carol J. Fuhler, Maria P. Walther, Teaching Reading – A Balanced
Approach For Today’s Classroom, (New York : McGraw-Hill, 2004), p. 324.
9
John F. Savage and Jean F. Mooney stated that “Reading came to be
viewed of defined primarily as a decoding activity; that is, a process of translating
printed symbols into their equivalent spoken sounds. It means that reading
involves an interaction between a reader and a piece of written material”.7 Based
on that definition, the linguists defined that reading is a process which require
reader‟s ability to translete the printed symbols into spoken sounds or meaning.
From the definition of reading which has been described above, it can be
argued that reading has many purposes and benefits in daily life. Any person who
would do it have an intention of reading why he needs to read the text which in
turn could benefit after reading activities take place. The benefits of reading,
among others (1) as a medium of recreation, (2) media self-actualization, (3)
media informative; (4) media enhancer insight, (5) media to sharpen reasoning,
(6) the media to learn a skill, (7) media forming emotional and spiritual
intelligence; etc.
Because reading has many benefits in life, then reading activities need to
be trained intensively in learning at school, mainly starting from the level of
primary education. Learning to read in primary schools intensively trained in
subjects Indonesian.
2. Purposes of Reading
Reading is a skill that must be developed, and can only be developed, by
means of extensive and continual practice. Students learn to read by reading.
Their reading will tend to be effective when they have a purpose and a motivation
to learn first. In teaching reading, there are some purposes of reading where the
reader begins to read, they usually have their own purpose. Commonly, the
important purpose of reading is to get information.
Based on Jo Mc Dough and Christopher Shaw in their book Material and
Method in ELT, classifies into (a) getting general information from the text, (b)
7 John F. Savage & Jean F. Mooney, Teaching Reading to Children with Special Needs,
(USA: Allyn and Bacon, 1979), p. 13.
10
getting specific information from a text, and (c) for pleasure or for interest.8
Similar with John J. De Boer, he figured out the purposes as follows:
The kind of reading a person does will usually depend upon his purpose.
He may read for pure recreation and enjoyment or he may read to study.
Ideally, he will find pleasure in study-type reading too, but his approach,
attitude, and technique will be different. He may read to find the answer to
a question or the solution of a problem, to learn main idea of a selection or
some specific items of information, to discover the outcome of a series of
events or to follow directions, for all of these purposes he employs
different methods in his reading.9
Based on statement above, people read for many purposes. Some of them
read for pleasure and some read for getting information from the text. In
conclusion that purpose of reading will ease the readers in comprehending the
text. No matter what the reader‟s purpose, for learning language or getting
pleasure, it aim to get the meaning or message from the text and also use different
techniques when they read depend on their purposes. And also knowledge about
what students read a text for will lead a teacher to be able in determining and
choosing a material to be read.
3. Kinds of Reading
There are two kinds of reading according to Jeremy Harmer. He divided
reading into intensive and Extensive reading.
a. Intensive Reading
As Christine Nuttal stated, “intensive reading involves approaching
the text under the guidance of a teacher or a task which forces the students
to focus on the text, the aim is to arrive at the understanding, not only of
what the text means, but how the meaning is produce”.10
The emphasis is
8 Jo Mc Donough and Christopher Shaw, op.cit., p. 101.
9 John J de Boer, and Martha Dallman, The Teaching of Reading: Revised Edition, (New
York: Holt, Rinehart and Winston Inc., 1964), p. 24.
10 Christian Nuttal, Teaching Reading Skill in a Foreign Language, (London: Macmillan,
1996), p.38.
11
on comprehending certain reading material. Students have to grasp the
authors‟ message completely so as it requires a deep comprehension. In
addition, Jeremy Harmer said that intensive reading is uses to get details of
reading texts, such poems, magazines, novels, newspapers, and so on. 11
From the statement above, it can be seen that intensive reading use
based on the reader specific purposes like business, science, etc, by carry
out the details of the text meaning. In conclusion, intensive reading is used
to gain a deep understanding of a text which is important for readers. To
reach the comprehension in reading, it is necessary to pay attention of
reading accuracy concerning reading text, vocabulary, and organization.
So, that comprehension of content may by facilities.
b. Extensive Reading
H. Douglas Brown said in his book “Language Assessment,
Principles and Classroom Practices”, extensive reading related to
somewhat longer texts than we have been dealing with up to this point
such as journal articles, technical reports, longer essays, short stories and
books that into this category.12
Based on statement above, in reading
activity a reader does not understand every words because the aims is
merely needs to get an overall understanding of the text.
B. Reading Comprehension of Narrative Text
1. The General Concept of Comprehension
The process of reading cannot be separated with comprehension. The
definition of comprehension comes from John F. Savage and Jean F. Mooney.
They said that “Comprehension means the ability to derive meaning and
understanding from printed language. The act of reading is not complete until
comprehension has taken place”.13
In that definition, comprehension can occur
through the process of reading. If the readers get the meaning and understand
11
Jeremy Harmer, Teaching English, (Oxford: Pearson Education Ltd, 2007), p.110. 12
Brown, H. D. Language Assessment: Principles and Classroom Practices. (New York:
Pearson Education Inc, 2001), p. 212. 13
John F. Savage & Jean F. Mooney, op.cit., p. 29.
12
what they read, it means they have comprehend the printed language they read. In
addition, Harvey F. Silver et al. also stated the concept of comprehension. They
said, “Comprehension involves a repertoire of skills, or reading and thinking
strategies”.14
Comprehension is viewed in terms of a number of specific factors that
include understanding the author‟s use of language, locating and recalling
information, finding main ideas, seeing caused and effect relationships, drawing
conclusions, making generalizations, sequencing events, distinguishing fact from
fancy, determining the author‟s purpose, evaluating the vercity or value of written
passage, applying information to one‟s own experience, identifying with
characters and events, and a number of other reading/thinking processes.15
That factors show that comprehension is a holistic understanding which
requires many language abilities such as mentioned above.
Dale H. Schunk creates a term that relate comprehension and language
called language comprehension. He said, “Language comprehension occurs if in
light of increasing number of students whose native language is not English
(L2)”.16
He added the explanation that language comprehension has three major
components as follows:
a. Perception: It involves attending to and recognizing the input.
b. Parsing: It means mentally dividing the sound patterns into units of
meaning.
c. Utilization: It refers to the disposition of the parsed mental representation
(storing it in LTM if it is a learning task, giving an answer if it is a
question, asking a question if it is not comprehended, so forth).17
Comprehension can be measured indirectly because it occurs inside
reader‟s mind and nobody knows what happened inside reader‟s mind or what
14
Harvey F. Silver, Susan C. Morris, and Victor Klein, Reading for Meaning: How to
Build Students’ Comprehension, Reasoning, and Problem-Solving Skills, (Alexandria: ASCD
Publisher, 2010), p. 10. 15
John F. Savage & Jean F. Mooney, op.cit., p. 30. 16
Dale H. Schunk, Learning Theories: An Educational Perspective-6th Edition-, (Boston:
Pearson Education Inc., 2012), p. 204. 17
Ibid.
13
s/he comprehend. People can only measure reader‟s comprehension through
comprehension product. The product of comprehension is explained by John F.
Savage and Jean F. Mooney who said, “The product of comprehension is easily
identifiable through the conventional multiple choice, true-false, or fill-in-the
blank items on objective test. The process of comprehension is how the child
comes to understand, interprete, store, and react what s/he reads”.18
Briefly in summary, comprehension is the process of holistic
understanding which requires many language abilities especially the ability to
derive meaning which occur through the process of receptive skills such as
reading. Comprehension is something that cannot be seen because it happens
inside reader‟s mind. So, in order to know someone‟s comprehension, it should be
measured by using comprehension product. Comprehension is also the goal of
reading because if the readers have comprehend the whole contents and factors in
printed materials, it means the readers has reached the goal of reading.
2. The General Concept of Reading Comprehension
Reading Comprehension is understanding a text that is read, or the process
of “constructing meaning” from a text. Comprehension is a “construction process”
because it involves all of the elements of the reading process working together as
a text is read to create a representation of the text in the reader‟s mind.19
Good readers are able to take in a stream of discourse and understand the
abstract of it without worrying too much about the details. Reading for such
general comprehension means not stopping for every word, not analyzing
everything that the writer included in the text.20
Many of the students worry about
the meaning of every single word. Given half a chance, many of them would
rather tackle a reading passage with a dictionary (electronic or otherwise) in one
hand and a pen in the other to write the translations all over the page.
18
John F. Savage and Jean F. Mooney. loc.cit. 19
(Http: //www.nifl.gov/partnershipforreading/adult reading/glossary.html, accessed
on_Februari, 10th
2014). 20
Jeremy Harmer, op.cit. p. 202.
14
Clearly, readers need to find some strategies desires to have students
develop particular reading skill. Mikulecky Jeffries states some important
comprehension skills, they are:21
a. Previewing for better comprehension
The aim of previewing is to find out what the readers are going to
be reading before they actual read. For example when they receive a letter,
they usually look first at the return address or the stamp to find out where
it came from and who sent it. Then they make some guesses about what
will be about.
b. Scanning
The readers do not read every word, only key words that will
answer their question. Skip over unimportant words so that they can read
faster.
c. Skimming
It means running the readers eyes over a text to get a quick idea of
the abstract of a text. They skim to get a general sense of what it is all
about.
d. Using vocabulary knowledge for effective reading
Guessing is the best strategy, in order to try and understand what is
being written or talked about. Their reading more enjoy because they don‟t
have to stop often.
e. Making inferences
Good readers constantly make inferences as they read. That means.
Sometimes they look forward, trying to predict what is coming. Then they
use the clues to guess about the text and about the writer‟s ideas.
f. Finding topics
In order to understand what the readers are reading, they need
connect it to something they already know. To make this connection they
need to be sure that they know what it is that they are reading about.
21
Beatrice S. Mikulecky and Linda Jeffries, Reading Power : Second Edition, (New
York : Pearson Education, 1998), pp. 21-150
15
g. Discovering topics of paragraph
It is difficult to understand what the readers are reading if they
don‟t know what it is about! Even when there are no difficult words or
grammar they cannot make sense of the sentences if they don‟t know the
topic.
h. Understanding main idea
The main idea of a paragraph is a statement of the author‟s idea
about the topic. A main idea statement is always a complete sentence that
includes both the topic and the ideas that the author wishes to express
about the topic.
i. Summarizing
Summarizing is the process of retelling the important parts of a
passage in a much shorter form. It is an important reading skill when they
are able to summarize a passage, they can be confident that they have
understood it.
Those comprehension skills allow the students to read well in
English, they think in English as their read. If they think in another language
and translate into English, they will have difficulty with comprehension.
Understanding the words and the grammar is not enough. Students need to be
able to make logical connection between the ideas and information in your
reading. This means using the information you already know to reach a
conclusion. In other words, you need to think logically.
3. The General Concept of Narrative Text
According to Marry K. Ruetten and Cheryl Pavlik gave definition about
narrative, they said, “To narrate is to tell a story or describe and incident. In
academic writing, an incident is often used to illustrate a larger point”.22
Donald
Pharr and Santi V. Buscemi also gave definition about narrative. They said, “The
narrative is the oldest structured form of human communication...Most written
22
Marry K. Ruetten and Cheryl Pavlik, Developing Composition Skills: Academic
Writingand Grammar Third Edition, (Boston: Heinle, 2012), p. 32.
16
narratives are structured – that is, they convey a sense of their significance and a
point or moral”.23
Narrative is story tells us about something interesting that has purpose to
amuse, entertain or the reader with actual experiences in different ways either the
readers or authors should concern how the story is told and how the author
delivers the story in printed materials. The context of the story should be clear and
the readers can get the meaning from how the author construct the story.
In addition, Beatrice S. Mikulecky said that narrative is one kind of untrue
stories. She stated that narrative text can be found in a fiction book. She added,
“Fiction books are not true stories. Reading fiction is helpful in learning English
because in fiction you will find many examples of how people use the language in
everyday life”.24
From that statement, people read narrative text commonly to see
the examples of how people live in daily life and how people use language in
everyday life. Katherine Ploeger writes a narrative is not only tells about untrue
story, but also a story from personal experience. She said, “A narrative is a short
story taken from personal experience, using a chronological sequence of events. A
narrative usually tells of an event with a revelation, insight, lesson, or
understanding”.25
23
Donald Pharr and Santi V. Buscemi, Writing Today, (Boston: McGraw-Hill, 2005), p.
174. 24
Beatrice S. Mikulecky, op.cit., p. 9. 25
Katherine Ploeger, Simplified Paragraph Skills, (Lincolnwood: NTC Publishing Group,
2000), p. 260.
17
4. Strategies in Reading Narrative Text
There are many types of text which are taught to the second grade students
of Junior High School. One of them is narrative text. Narration can be understood
as stories with a beginning, middle, and an end that contains a conclusion or some
experiences of the story teller.26
J. Charles Alderson said that narrative text has a
special feature in which this text can visualise the story/scene in reader‟s head. He
stated, “One interesting feature of narrative texts in particular is that they appear
to induce visualisation in the reader as part of the reading process – readers report
„seeing‟ scenes in their head when they read such texts”.27
The writer conclude
that narrative text is a text that telling a chronological story which based on
writer‟s imagination or personal experience requires intrinsic unsures including
title, setting, characters, events/plot, conflicts, resolution, and language features;
and extrinsic unsures including the point of view of the story and response from
both the author and the reader.
4.1. Purposes of Narrative Text
The purpose of narrative text is to tell a story and to entertains the readers.
Related to this purposes, Mark Anderson wrote in his book that narrative also can
make the audience or reader will think about an issue from the story, teach them a
lesson, and excite their emotions.28
In the aspect of narrative, either the readers or
authors should concern how the story is told and how the author delivers the story
in printed materials. The context of the story should be clear and the readers can
get the meaning from how the author construct the story. The writer can infer that
reading narrative text is categorized as aesthetic reading because as it purposes
that people read narrative text for their enjoyment and pleasure. Through reading
narrative text, the readers can feel enjoy because this text can make them involve
in the story by creating connections in three ways: personal, textual, and within
the world.
26 Stefan Titscher, Michael Meyer, Ruth Wodak, and Eva Vetter, Methods of Text and
Discourse Analysis, (London : SAGE Publication, 2000), p.125. 27
J. Charles Alderson, Assessing Reading, (Cambridge: Cambridge University Press,
2000), p. 64.
28 Mark Anderson and Kathy Anderson, Text Type in English Third Edition, (South
Yarra: Macmillan Education Australia PTY LTD), p. 3.
18
4.2.Schematic Structures of Narrative Text
Narrative has three parts which are orientation, complication, and resolution.
a. Orientation is about the opening paragraph where the characters of the
story are introduced.
Example: “Little Mantu lived in a village deep in the jungle where
elephants helps the men with their work. “
b. Complication is the paragraph where the problems in the story
developed.
Example: “Now, Mantu had an elephant of his very own. His name
was Opie. “
c. Resolution is the paragraph where the problems are the story is solved.
Example: “Mantu then claimed upon his little friend’s back and went
home to the village.”29
Based on the statement above, the writer concludes that the generic
structures of narrative text are:
Firstly is an orientation. The readers are introduced to the main characters
and possibly some minor characters. Some indication is generally given of where
the action and when an action happened. Secondly is complication. This is where
the writer tells how the problem arises; sometimes something unexpected events
will happen. Thirdly is resolution. It is an optional closure of event. The
complication may be resolved for better or for worse, but it is rarely left
completely unresolved. The writer can conclude that resolution is the end of a
story.
Furthermore, the schematic structure of narrative text can be shortened as;
orientation, complication and resolution.
On the other hand, Anderson states that the steps for constructing a narrative are:
a. Orientation/ exposition
29 Artono Wardiman, Masduki B. Jahur, M. Sukirman, Djusma, English in Focus : for
Grade VIII Junior High School, (Jakarta : Pusat Perbukuan Depdiknas, 2008), p.98
19
The readers are introduced to the main characters and possibly some minor
characters. Some indication is generally given of where the action is located and
when it is taking place.
b. Complication/ rising action
The complication is pushed along by a serious of events, during which we
usually expect some sort of complication or problem to arise. It just would not be
so interesting if something unexpected did not happen. This complication will
involve the main characters and oven serves to (temporally) toward them from
reaching their goal.
c. Sequence of event? Climax
This is where the narrator tells how the character reacts to the
complication. It includes their feeling and what they do. The event can be told in
chronological order (the order in which they happen) or with flashback. The
audients is given the narrator‟s point of view.
d. Resolution/ falling action
In this part, the implication may be resolved for better or worse, but it is
rarely left completely unresolved (although this is of course possible in certain
types of narrative which leaves us wondering „How did it end”?)
e. Reorientation
It is an optional closure of event
Briefly, in summary, it can be said that narrative text is a text that contain
a story which deals with the complication or crisis and resolution in the event. As
a result, such rhetorical structure of text can entertain or amuse and educate the
reader.
4.3 Linguistic Features of Narrative Text
The language features usually found in a narrative are:30
(a) Specific characters and pieces in the story
(b) Adjectives that provide accurate descriptions of the characters and
settings,
30
Mark Anderson and Kathy Anderson, Text Type in English Third Edition, (South
Yarra: Macmillan Education Australia PTY LTD), p. 6.
20
(c) Verb to show the action that occurs in the story, and
(d) Time words that connect events to tell when they occur in the story
C. Jigsaw Technique
There are many developed learning techniques that can be applied to help
the students learn language teaching effectively. One of these techniques is
jigsaw.
1. The General Concept of Jigsaw
Jigsaw is one of the alternative strategies which engage students learning
in learning to reading comprehension. The explanation about the essence of
jigsaw cannot be separated from the essence of cooperative learning which is also
known as cooperative language learning (CLL) sometimes called collaborative
learning essentially involves students learning from each other in groups.31
And
also Carolyn Kessler said that Cooperative Learning is an approach to education
relates to the philosophy that students as a centered learning and teacher just as
facilitator and guided the situation rather than the source of all knowledge.32
The
writer can infer that cooperative learning is a centered learner approach and the
teacher just as facilitators. Jigsaw is one of its techniques. Also, the activities in
jigsaw technique are the reflection of cooperative learning, because jigsaw
involves gap information principle which encourages interdependence (structured
information exchange) and individual accountability among students in group
work.
There are five basic principle forms the core of Together We Learn that
should be applied to classroom in order to make group work effective.33
a. Students work in small heterogeneous group
31
Diane Larsen-Freeman and Marti Anderson, Techniques &Principles in Language
Teaching, (New York: Oxford University Press, 2011), (3rd
ed.), p. 186. 32
Carolyn Kessler, Cooperative Language Learning, A Teacher‟s Resource Book, (New
Jersey: Prentice-Hall, Inc, 1992),p. 130 33
Ibid. p. 130-131
21
Group need to be small in order to provide maximum opportunities for
oral interaction. Group of four are very flexible, because they can easily be
regrouped into pairs for some activities.
b. Students work in positive interdependence
Students will work effectively in groups only if it is clear that it is to their
benefit to do. The jigsaw method of curriculum and materials organization
creates strong interdependences. It is impossible for students to complete the
assignment unless they share information and ideas each other.
c. Students are accountable both as individuals and as a group
Although students work together, each is individually accountable to the
group and the teacher for completion of his/her own assignment or portion of
it, and for helping others.
d. Students learn through ample opportunity for purposeful talk
Through this approach the learners come to understand ideas and they has
opportunities to explore, rehearse, and internalize ideas through oral
interaction such as thinking aloud” in a small heterogeneous group.
e. Students learn and practice cooperative skills as they study and explore the
subject matter together
Students who have been socialized into a competitive or individualistic
mode of learning will need to learn how to work effectively in groups.
From these are explained above, to make group work effectively has
special focus on how they make group work learning in multicultural context,
how they create strong interdependence, and on how they apply the Jigsaw
Technique in a particular.
The jigsaw structure is meant to provide students with the chance to
learn a material from their peers34
, it also can make the students have more
motivation to learn, increase the students communication skill, more confident,
and have more togetherness suitable with human as social creature.
Jigsaw technique is like a jigsaw puzzle, the pieces of information fit
together to make one picture in the end are giving many benefit in the classroom.
34 Aronson, Jigsaw Classroom, (Online) (http://www.jigsaw.org,accesed on June,
15th
2013).
22
First of all, they automatically make available motivation by giving students a
reason to communicate: they need their partner‟s information to finish the activity.
Second, they usually involve speaking and pair work which means students get
more time speaking than they would one at a time as part of a group Jigsaw is a
teaching technique used in small group teaching method. Students of a normal-
sized (26- 33 students) class are broken into competency groups.
Each group is given a list of subtopics to research, with individual
members of the group breaking off to work with the "experts" of other groups,
then returning to their starting body in the role of instructor for their subcategory.
The jigsaw strategy is a cooperative learning technique appropriate for students
between 3rd and 12th grade. This strategy is an efficient way of teaching material
that also encourages listening, engagement, interaction, teaching, and cooperation
by giving each member of the group an essential part to play in the academic
activity.
The strategy involves breaking the classroom into small groups of four to
six students. Each group is responsible for a specific piece of knowledge that they
will discuss with other classmates.
Teacher merely facilitates the students‟ activity. Teacher must allow the
students talk although the students make many mistakes. The students are
considered as human being that they have a capability to talk and to deliver their
idea. Because the teacher often corrects the students in oral or written task
intensively, and the way to correct the students‟ mistake is too strict so that the
students are afraid to deliver their idea, and often get criticize from their teacher.
The teacher should be patient, and he should not over criticize them.
Krashen in Liang has explained that accuracy less important than fluency.35
The
teacher does not interrupt the students when they are talking, and delivering their
idea. After they finished talking, the teacher give conclusion, and a positive critic
that can make them happy, have more motivation, build their knowledge, and try
to memorize forever. An important component of the jigsaw classroom is that it
35
Liang, T. Implementing Cooperative Learning In Efl Teaching: Process and Effects
(Published Thesis. National Taiwan Normal University: 2002)
23
encourages cooperation among the students. The jigsaw technique goes beyond
placing students into groups and telling them to cooperate. The jigsaw technique
is a structured technique that provides crucial elements and safeguards that allow
it to work better than typical techniques.36
There are several advantages of the jigsaw classroom, those are: it is easy
to learn, teachers enjoying working with it, it can be used in conjunction to other
teaching strategies, it can be effective even if it just used an hour per a day, and it
is free for the taking.
2. The Procedure to Conduct Jigsaw classroom Interaction
Procedure is there are ten procedures to conduct jigsaw techniques37
:
a. Teacher divides students into 5 or 6 person jigsaw groups. The
groups should be diverse in terms of gender, ethnicity, race, and
ability.
b. Teacher appoints one student from each group as the leader.
Initially, this person should be the most mature student in the
group.
c. Teacher divides the day's lesson into 5-6 segments. For example, if
the teacher want students to learn about the history of Eleanor
Roosevelt, teacher might divide a short biography of her into
stand-alone segments on: (1) her childhood, (2) her family life with
Franklin and their students, (3) her life after Franklin contracted
polio, (4) her work in the White House as First Lady, and (5) her
life and work after Franklin's death.
d. Teacher assigns each student to learn one segment, making sure
students have direct access only to their own segment.
36 Opcit
37
Aronson, Jigsaw Classroom, (Online) (http://www.jigsaw.org,accesed on June,
15th
2013)
24
e. Teacher gives students time to read over their segment at least
twice and become familiar with it. There is no need for them to
memorize it.
f. Teacher forms temporary "expert groups" by having one student
from each jigsaw group join other students assigned to the same
segment. Give students in these expert groups time to discuss the
main points of their segment and to rehearse the presentations they
will make to their jigsaw group.
g. Teacher brings the students back into their jigsaw groups.
h. Teacher asks each student to present her or his segment to the
group. The teacher encourages others in the group to ask questions
for clarification.
i. Teacher floats from group to group, observing the process. If any
group is having trouble (e.g., a member is dominating or
disruptive), the teacher makes an appropriate intervention.
Eventually, it is best for the group leader to handle this task.
Leaders can be trained by whispering an instruction on how to
intervene, until the leader gets the hang of it.
j. At the end of the session, teacher gives a quiz on the material so
that
k. Students quickly come to realize that these sessions are not just fun
and games but really count.
Briefly in summary, the first activity is teacher introduce the concept of
jigsaw; tell them that jigsaw would be helpful to develop their reading
comprehension of a story. Second, teacher divided students into some groups;
each group has 5-6 members. Third, ask students to read the text then teacher give
the explanation about narrative text. Then teacher divided students into 9 groups
and it called as an expert group. After that teacher ask students to analyze or
organize the schematic structure of the text. And then students go back to first
groups to explain to the other member of group what they have in expert group.
And the last, teachers gives the question based on the text.
25
D. Teaching Narrative Text by Using Jigsaw
Firstly, the teachers introduce the concept of jigsaw technique together
with benefits students get before involving students in jigsaw technique. Then, the
teachers explain to the students that jigsaw technique would be helpful to develop
their reading comprehension of a story. Then explain the basic rules in applying
jigsaw technique in reading comprehension of narrative text. Next explain that
narrative texts, as one of the text types learned through four stages, start from the
building knowledge of the field on the characteristics of narrative text followed by
the model of narrative texts with its features.
The following is steps in teaching narrative text using jigsaw:
1. Grouping and division of the task
The teacher divided the class into groups of five or six depending on the
number of the pieces of the text. These are the “home team”. Then the teacher
distributes the pieces of the text. Each receives the pieces from the text
consisting of different information but they are all related constructing a story.
The students are given some time to read and study their text before they leave
their “home team”.
2. Working in the expert group
Each student leaving his/her home team, from a group with people from
other groups who have the same pieces of text. These are their “expert team”.
Each students working in the expert group, has task that is discussing the
pieces of text with the students in his/her expert group: first, learn the pieces of
the text and secondly listen to the other student in his/her expert group to take a
conclusion.
So that, each expert has two tasks, those are:
a. To learn the text so that will be expert about the pieces of the text.
b. To be ready to teach their teammates when they later return to their
home team.
The teacher appoints a discussion leader for each expert team. The
discussion leader does not have to be able students. All students should have an
26
opportunity to fill this role. The teachers‟ job is facilitating the discussion,
calling on team members who raise their hands and trying to see that everyone
participates. Team members should take notes on all points discussed.
While the expert teams are working, the teacher should spend time with
each expert team in turn. Students may wish to answer questions and resolve
the problems, but should not try to take over leadership of the teams, that is the
discussion leaders‟ responsibility.
3. Working in the jigsaw group
The students return their home team, which is called jigsaw group. The
teacher asks the members of each group to teach each other what have learned.
The time to teach other is limited. The teacher emphasized to the students that
they have a responsible to their teammates to be good teacher as well as good
listeners. Teacher may wish to have the experts question after their explains, to
see that they have learned the material and they are ready for the quiz. The
teacher distributes the quizzes and allows time for everyone to finish. It can be a
group or an individual work.
In conclusion, there are some steps in teaching narrative text by using
jigsaw. First, the teacher should divided the students into group four, each group
received a different materials and it called by home team. After that, each
student in home team leaves the group to work in new expert group to learn and
discussed the material. The last, students go back to home team to teach each
member of group the material and after that the teacher gives evaluation.
E. Previous Studies
In this research, the writer summarizes the relevant previous researcher.
The first research is “Developing Students’ Reading Comprehension of
Narrative Text Through Jigsaw Learning Activity” (A Classroom Action
Research in the Second Year of SMPN 1 Pusakanagara) written by Sri Heasti
Lestari (2012). She states that the implementation of jigsaw in teaching reading
27
comprehension of narrative text is success since the criteria of success were
achieved. The criterion of success 75% improvement from pretest to posttest 2.
The Second is “Developing Of Teaching Reading Using Jigsaw Technique
To The First Year Students Of Smp Islam Kartasura” written by Septiana Suci H
(2009). She states that teaching reading using jigsaw technique of SMP Al-Islam
Kartasura yields good and effective result. There are some strength can be
found in reading class : (1) the students have high interest in joining the teaching
learning process, (2) the students have motivated to share the group‟s work, (3)
it causes they get improve in reading comprehension.
The third is “Descriptive Study Of Teaching Reading Comprehension By
Using Jigsaw To The Second Year Students Of Smpn 2 Simo Boyolali Academic
Year’s 2009/1010 (A Classroom Action Research)” written by Dwi Wijayanti.
The result of the research showed that after the writer conducted the action, the
student‟s motivation to read, to study reading, and student‟s activities during the
action, the student‟s reading achievement of reading in the form of score sheet,
and the mean of pre-test and post-test. From the result of post-test in this
meeting, the researcher could know that 86,11% students in Very Good
category. It could be said this research was successful. Because, it had reached
the performance indicator of research: 75% students in Very Good category.
F. Conceptual Framework
The writer and the teacher try to find out an appropriate way to improve reading
students‟ comprehension in narrative text by using jigsaw technique. Kessler said
that Cooperative Learning is an approach to education relates to the philosophy
that students as a centered learning and teacher just as facilitator and guided the
situation rather than the source of all knowledge.38
The writer can infer that
cooperative learning is a centered learner approach and the teacher just as
facilitators. Jigsaw is one of its techniques. Also, the activities in jigsaw technique
are the reflection of cooperative learning, because jigsaw involves gap
38
Carolyn Kessler, Cooperative Language Learning, A Teacher‟s Resource Book, (New
Jersey: Prentice-Hall, Inc, 1992),p. 130
28
information principle which encourages interdependence (structured information
exchange) and individual accountability among students in group work. Through
relating the subject to student real situation, hopefully students are able to
understand the schematic and comprehend in narrative text easily, because
students will have self-motivation to learn schematic feature of narrative text.
Consequently, the writer gave the solution to the teacher regarding the
methodology which is Jigsaw Technique. Furthermore, the teacher and the writer
dealt to use Jigsaw Technique. Jigsaw technique is like a jigsaw puzzle, the pieces
of information fit together to make one picture in the end are giving many benefit
in the classroom. First of all, they automatically make available motivation by
giving students a reason to communicate: they need their partner‟s information to
finish the activity. Second, they usually involve speaking and pair work which
means students get more time speaking than they would one at a time as part of a
group Jigsaw is a teaching technique used in small group teaching method.
Students of a normal-sized (26- 33 students) class are broken into competency
groups. Hopefully, it would be helpfully for students in reading comprehension of
narrative text.
G. The Hypothesis of the Action
Hypothesis of the Action is provisional answer to the problem faced. It is
an alternative action viewed by the writer as the appropriate one used in action
research to solve the problem by the teacher and students.39
The hypothesis is that
jigsaw technique can improve students‟ ability in reading comprehension of
narrative text significantly.
39 Prof. DR. H. E. Mulyasa, M.Pd., Praktik Penelitian Tindakan Kelas, (Bandung, PR.
Remaja Rosdakarya, 2009), p. 63.
29
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the method of research, subject, and object of the
study, time and place, research design, the Classroom Action Research (CAR)
procedures technique of collecting data and technique of the data analysis.
A. Method of Research
The method used in this study is Classroom Action Research method
which is consequent from the root an action research. Because it occurs in the
classroom frame, it called CAR. Based on Ebbut, action research is about the
systematic study of attempts to improve educational practice by group of
participant by means of their practical action and by means of their owns
reflection upon the effects of those action.1 Moreover, Carr and Kemmis define
classroom action research as a form of self reflective inquiry undertaken by
participant in social situation in order to improve the rationality and justice on
their own practices, their understanding of these practices, and the situations in
which these practices are carried out.2
Classroom Action Research (CAR) is able to be called successful if it can
exceed the criteria which have been determined, and fail if it is not exceed the
criteria which have been detained. In this study, the research will succeed when
there is 75% numbers of students could achieve some improvement score from
pro-test until the second post-test in cycle two and/or they could pass the target
score of the minimal level criterion (KKM).3 If the criterion of the action success
achieved, it means that the next action of the Classroom Action Research (CAR)
1 Nurul Zuriah, Metodologi Penelitian Sosial dan Pendidikan Teori-Aplikasi, (Jakarta:
Bumi Aksara, 2007),p.70 2 David Nunan, Understanding Lnguage Classroom, (UnitedKingdom: Prentice
Hall,1989), p.12
3 Syaiful Bahri Djamarah dan Aswan Zain, Strategi Belajar Mengajar, (Jakarta : PT
Rineka Cipto, 2006), p. 108
30
would be stopped, but if the condition has not reached yet, the alternative action
would be done in the next cycle.
B. The Subject and the Object of Study
1. The Subject of the Study
The Subject of this study is students at grade VIII.A of SMP YMJ Ciputat,
academic 2013/2014. The number of students consists of 25 (twenty five). It is
chosen based upon unstructured interview result with English at that class proving
that they have the lowest achievement of reading test among the other second
grade classes. That is why they need an appropriate strategy to help them in
improve their score toward reading.
2. The Object of the Study
The object of this study is jigsaw learning activity to improve students’
reading comprehension in term of narrative text.
C. The Writer’s Role on the Study
In this study, the writer collaborates with the teacher in which she carried
out the research including as the observer. The writer applies some actions in
each cycle in turn with the teacher. She also makes the lesson plan, the tests
before CAR (pre-test) and after CAR (post-test) in each final cycle and
questionnaire in the final of CAR. Then the writer also collects and analyzes the
data and reporting the result of the study. The teachers’ role in this research is to
implement the lesson plan that has been made in the second action of each cycle;
the teacher carries out the action and gives the student the post test at the final of
action in each cycle. The writer and the teacher collaborates in the research by
this procedure based on the criteria of the collaborative research as stated by
Arikuntoro that the teacher and the writer are collaborating in planning,
observing, and teaching each cycle.4
4 Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta : Bumi Aksara, 2009), p.22
31
D. The Time and Place of the Study
For the moment, this research is carried out for 2 month started from
March up to April 2014. The writer held 4 meeting for implemented the jigsaw
technique and held 2 meeting for each cycle. The place is at grade VIII.A class of
SMP YMJ Ciputat, academis year 2013/1014.
E. The Research Design
The Classroom Action Research (CAR) procedure used in this research is
Kurt Lewin’s design. It consists of two cycles in which each cycle contains four
phases; planning, acting, observing, and reflecting. The process can be seen from
following figure.
Figure 3.1
Kurt Lewins’s Action Research Design
F.
CYCLE 1
G.
CYCLE 2
\
Acting
Planning
Acting
Observing
Observing
Reflecting
Planning
Reflecting
32
Based on the figure above, the writer used two cycles with four steps in every
cycle. The steps are planning, actuating, observing, and reflecting.
F. The Classroom Action Research (CAR) Procedure
In this Classroom Action Research, the writer uses Kurt Lewin’s design.
Kurt Lewin’s design for Classroom Action Research consists of four phases
within one cycle. Those are planning, acting, observing, and reflecting.5
This is the collaborative research, the writer collaborate with the English
Teacher of SMP YMJ Ciputat, academic 2013/1014. The steps include.
1. Planning
In this part, after identifying the students’ problem through
observing and interviewing is done, the teacher can know the problems of
the students in learning English in terms of reading lesson especially in
understanding narrative texts.
Therefore, the writer as an English teacher makes the lesson plan.
Then, the purpose of this part is to fix the process of students’ reading skill
in classroom and to improve the result of students’ score by using jigsaw
learning.
Before the teacher acts, does acting the teacher make lesson plan,
hand out related to reading material that will be taught in classroom,
prepares the instrument. Here, the teacher also makes the post-test 1 in
order to know how far the students’ achievement after giving cooperative
learning technique at the end of this cycle.
2. Acting
After the teachers makes lesson plan that has described above then
the teacher arranges the scenario of teaching learning activities related
reading material. The teacher gives the material depend on the syllabus or
annual program designed by the teacher. Then, the teacher explains the
schematic structures of narrative texts and the things that can be found in
narrative texts and asks the students about narrative text and their
difficulties understanding in texts. Next, the teacher introduces cooperative
5 Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), p. 16.
33
learning technique to be used by students in learning narrative texts. The
teacher divides the students into seven groups which is consists of five or
six members and then the teachers gives the narrative text. Each member
has one part of text. After that, the teacher instructs the students to read
carefully then ask them to share and discuss about the text. Next, students
who have the same text join into a group. They discuss the part of text so
deeply. After that, they come back into each jigsaw group and each
member explains what they have got. The teacher asks them to present
they have got properly.
Table 3.1
Schedule of the Research
No. Activity Month and Week
March April
1 2 3 4 1 2 3 4
1. Interview X
2. Observation X
3. Instrument X
4. Cycle 1 X
5. Cycle 2 X
6. Report X
3. Observing
In this part, the writer observes the activities in the classroom.
Sometimes, the writer also asks some students’ opinion about the process
of teaching and learning narrative text by using jigsaw learning technique.
When observing, the observer should notice all of activities in the
classroom. It is done in order to get accurate result in the end of the
research.
34
4. Reflecting
This is the last part in Kurt Lewins’ cycle in which the teacher and
the writer about the implementation and data they collected. In this
reflection, after collecting the data, the writer will evaluate the teaching-
learning process. Then, the writer will reflect herself by seeing the result of
the observation. After the data has been collected, the teacher analyze the
data of teaching- learning process and also identify to teaching narrative
text by using jigsaw learning and how to improve it. Besides, the teacher
will reflect herself by seeing and analyze the result of the observation
whether the teaching learning reading material by using jigsaw learning
technique is good or not. If the first cycle is unsuccessful based on the
result that is from the cycle one and it was not good, the writer decides to
continue the next cycle for getting the acuurate result.
G. Technique of Collecting Data
Technique of collecting data in this research using qualitative data
(experience-based) and quantitative data (number-based). The qualitative data
consists of observation within the physical activity in the classroom and interview
to be presented for the teacher. On the other side, the quantitative data uses pre-
test and post-test.6 The completely explanation as follows:
a. Interview
Before implementing Classroom Action Research, the writer asks
the teacher to know students’ difficulties in reading skill, students’
condition involving in reading activity, and the method or kinds of
strategies usually adopted by the teacher in teaching reading. The
interview also will be carried out after accomplishing Classroom Action
Research (CAR) to know the teacher’s response toward the idea of jigsaw
technique.
6 Ibid, p. 127-132.
35
b. Observation
In this case, the writer uses the unstructured or opened observation
to know the occurrences within learning process. It may be about the
teacher’s performance during Classroom Action Research (CAR), class
situation as reading activity, and students’ response concerning the use of
jigsaw technique. During the observation, the writer interacted with the
students and the teacher. It is conducted to know the students’
achievement in reading.
In general, all of the need aspects that should be noticed are to make sure
whether the teaching learning process in line with the lesson plans or not.
c. Test
The test used in this study is pre-test and post-test. The pre-test is
done before implementing jigsaw technique. It is to measure students’
reading comprehension at first. Meanwhile, the post-test is implemented
after using jigsaw technique. In this study, the test is done in form of
multiple choices. The test is held on every second action of each cycle.
H. The Technique of Data Analysis
The analysis qualitative data used in this study is the observation of
students’ activities during teaching learning process, and the interview before and
after Classroom Action Research (CAR). In this case, the writer collected the
entire data which have gained. In analyzing the numerical data, first the writer
tries to get the average of students’ reading score per action within one cycle. It is
used to know how well students’ score as a whole on reading skill. It uses the
formula:7
7 Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p. 67.
_ ∑x
X = ──
n
36
X : mean
X : individual score
N : number of students
Second, the writer tries to get the class percentage which pass the minimal
mastery level criterion (KKM) considering English subject gains score 70
(seventy) which is adapted from the school agreement at SMP YMJ Ciputat since
2008. It uses the formula:8
P : the class percentage
F : total percentage score
N : number of students
Third, after getting mean of students’ score per actions, the writer
identifies whether or not there might have students’ improvement score on reading
comprehension from pre-test up to posttest score in cycle 1 and cycle 2. In
analyzing that, the writer uses the formula:9
P : percentage of students’ improvement
8 Anas Sudijono, Pengantar Statistis Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
2008), p. 43. 9 David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual
Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Iowa:
Department of Physics and Astronomy, 2008), p.3.
F
P = ── X 100%
N
y1 - y
P = ─── X 100%
y
37
Y : pre-test result
y1: post-test 1
P : percentage of students’ improvement
Y : pre-test result
y2: post-test
I. The Validity of Data
Validity is a measurement instrument which shows whether the
instruments are valid or not10
. It means that validity is one of the crucial
conditions in implementing a research including Classroom Action Research
(CAR). By using data validity, there should be no irrelevant points or misleading
in reflecting the data. To get the validity of the data the writers uses triangulation.
Triangulation technique is a data validation technique by comparing the data.11
In
this case the writer compares the result of the test with the result of observation.
Besides, the writer also uses the criterion of data validity related to Anderson,
et.al. In Mills there are outcome validity, process validity, and dialogic validity.12
To know the outcome validity, the writer compares the test outcomes of cycle 1
and cycle 2. Next, in the process of validity the writer analyzes the result of
observation to know whether there are some problems that need to be solved in
the next cycle or not. After that, to know the dialogic validity, the writer and the
teacher discuss and asses the result of an action in each cycle.
10
Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009),p.210 11
Djunaidi Ghony, Penelitian Tindakan Kelas, (UIN-Malang Press:Malang, 2008),p.81 12
Sukidin, Manajemen Penelitian Tindakan Kelas, ( Jakarta: Insan Cendikia, 2007),p.140.
y2 - y
P = ─── X 100%
y
38
J. Criteria of the Action Success
Classroom Action Research (CAR) is able to be called successful if it can
exceed the criteria which have been determined, and fail if it is cannot exceed the
criteria which have been detained. In this study, the research will succeed when
there is 75% numbers of students could achieve some improvement scores from
the pre-test until the second post-test in cycle two and/or they could pass the target
score of the minimal mastery level criterion (KKM).13
The KKM that must be
attained considering reading subject is 70 (Seventy) which is adapted from the
school agreement (SMP YMJ Ciputat). If the criterion of the action success
achieved, it means that the next action of the Classroom Action Research (CAR)
would be stopped, but if this condition has not been reached yet, the alternative
action would be done in the next cycle.
13
Syaiful Bahri Djamarah dan Aswan Zain, Strategi Belajar Mengajar, (Jakarta: PT
Rineka Cipta, 2006) p. 108.
39
CHAPTER IV
RESEARCH FINDINGS AND INTERPRETATION
This Chapter presents the result of research. In this case, it discusses the
way to develop students’ reading comprehension of narrative text by using jigsaw
at VIII of SMP YMJ Ciputat academic year 2013/2014 based on the analysis of
the collected data from implementation of jigsaw technique. Related to the
discussion of the result, it is divided into three parts. Those are before
implementing the action, the implementation the action, and discussion of all the
data after implementing the action. Moreover, the research finding and discussion
present on the basis of the result in cycle I and cycle II in action research
A. Before Implementing the Classroom Action Research
Before implementing the action research, the writer had done preliminary
study to know the detail condition of the class that would be researched. There are
pre-interview, pre observation, and pretest. Those explanations as following:
1. Pre Interview
Pre interview was held on March, 17th
2014 started at 10.00 A.M and finished
at 10.30 A.M. in this interview, the writer asked to teacher some questions and
divided into three questions; the general condition in English class, the difficulty
faced by students in English especially reading skill, and the strategy used by the
teacher in reading class.
First category discussed about the general condition in English class especially
reading skill. The teacher explained that there are two classes eight grade in SMP
YMJ Ciputat. In the VIII.A class consists of 27 students and VIII.B class consists
of 25 students. There were some problems in VIII. A comparing with VIII-B class
in English lesson; most of students of VIII.A when they read the text in learning
reading, they just have the ability to pronounce and recognize the individual
words but they do not understand the message what the author extends. The
40
teacher said most of students VIII.A class did not like English so they get low
score in English especially at that time the writer saw in mid-term test. It case
implied that they are hardly to pass the Minimal Mastery Criterion- Kriteria
Ketuntasan Minimal (KKM) 75 (seventy five).
The second category discussed the students’ difficulty in reading skill. They
still faced difficulty in following the English lesson because they are lack of
vocabulary. They thought English as complex lesson and they considered that
reading is the most difficult one in learning English, mostly on VIII.A class that
they have low score in mid-term test especially in reading test. But if the students
have low score, the teacher gives an opportunity to improve their score, and it
called Remedial.
The third category discussed to the teachers’ strategy in teaching reading
previously to solve the students’ difficulties in reading skill. It was found in
teaching. The teacher seldom involves student to learning reading in-group work.
She often took reading materials from English text book, which is served by the
school. The teacher also gives opportunity one by one to students to reading
performances in front of the class. It can be improve their motivation to reading.
Based on the observation and the teacher’s consideration, it was found that
VIII.A has the lowest ability in English. It was seen from their enthusiasm in
receiving lesson, their bravery in expressing their idea, and response. These
became the reason why the writer chose VIII.A as the subject of the study.
2. Pre Observation
Pre observation was done to observe the process of teaching learning in
reading activity before implementing the action. The pre observation March 29th
2012 started 10.50 and finished 12.20 P.M. It was held at VIII.A of SMP YMJ
Ciputat Academic Year 2013/2014. At that time the writer observing the teaching
learning process in the classroom, the teacher explained the reading passage
material to the students based on textbook that served by the school. She read the
text and then directly translating the text into Bahasa Indonesia and the students
write the translation in their book. Next, the teacher explained the form of
41
grammar based on the text. Last, the teacher gave assignment to the students
related to the text. The students did their works in long time and they did not
concentrate with the material because some of students annoying other students
who focus on material. Sometimes, the teacher walked around and helps the
students’ difficulties. Next, the teacher asked them to perform their work in front
of the class by writing the answer on the board and she asked them to continue
their task at home.
Moreover, the teacher talked too much when she taught the material so it
made the students did not get opportunity for the students to be active in the class.
These cases made the students did not want to pay attention to their teacher,
because they just sit and listen to their teacher until the instruction from their
teacher. It became the students lazy to learn reading comprehension.
3. Pre Test
The pretest was conducted on Monday, April 7th
2014. It started at 10.50.
It consisted 22 students in the class. There were twenty questions in multiple
choices form; the question were based on indicators in learning reading in term of
narrative text such as: deciding main idea based on the text, factual information,
identification, and linguistic competence to enlarge students’ vocabulary in
learning reading comprehension, the writer gave chance to the students to do the
pre test about twenty minutes.
42
Table 4.1
The Result of Pre-test
Students Score Students Score
1 50 12 30
2 75* 13 40
3 30 14 55
4 60 15 85*
5 35 16 20
6 75* 17 20
7 45 18 30
8 30 19 40
9 75* 20 55
10 45 21 45
11 25 22 75*
Total Score 1040
Mean
43
To get the mean of the students’ pre-test score, the writer used the
following formula:
To get the percentage, the writer uses the following formula:
100%
100%
%
Based on the result of pre-test, the data showed that the mean of pre test score
was 47.27 or % From 22 students, there were only five students who derived
the score above criterion of minimum completeness (KKM) meanwhile the other
17 students below that criterion. The lowest score was 20. So, it can be analyze
that almost of VIII.A students’ reading comprehension was still very low.
B. The Implementation of Classroom Action Research (CAR)
1. Findings of the First Cycle
a. Planning
The first phase in Classroom Action Research was planning. The
writer and the teacher planned what we would do to the action based upon
the problems faced by students toward reading comprehension. Planning
phase is designed after the preliminary study before. The writer prepared
the selected material and exercises into a lesson plan for concerning on the
implementation of jigsaw technique to improve students’ reading
comprehension. Therefore, narrative text was chosen as the text to be
delivered for students in which it was needed to break down into specific
materials; that was only discussing the schematic structures of narrative
text. There was some stories to be identified by using jigsaw technique It
covered by designing lesson plan, setting the criteria of success, and
44
preparing the materials and the instruments. The lesson plan made in this
cycle was 2 lesson plans.
To know the students’ reading comprehension improvement by using
jigsaw technique, the writer made the criteria of success. The criteria of
success were 75% of the students achieved the Minimum Mastery
Criterion or Kriteria Ketuntasan Minimal (KKM) of English subject
(70.0). The aim is to determine the extent of students increase in
descriptive writing before and after the implementation of classroom
action research.
The materials that the writer prepared in this cycle were taken from
the English text books and other sources. Besides, the writer prepared the
instruments for research such as: unstructured observation sheet to observe
the students’ and the teacher’s activities in teaching learning process
whether it was in line with the lesson plan had made before or not and also
prepared the post 1 to collect the data to know whether there are some
students’ improvement score from pretest to posttest.
b. Acting
Action in the first cycle was done on March 14th
, and 18th
2014.
The acting phase is the implementation of what writer had been prepared
in the planning phase. Here, the teacher started implemented the teaching-
learning process based on the lesson plan that had been made. In the first
meeting, the teacher started to ask students to read the text which the
writer’s has prepared silently. After that, some students read the text
loudly. Then, the teacher explained about the concept and characteristics
existed in narrative text not only the schematic structures but also little bit
the explanation of the language feature considering the narrative text. Next
session is the teacher gave them some questions based on the text
including main idea, supporting details and schematic structure of the
story. Then, to make sure students understand how to analyze schematic
structures relating to orientation, complication and resolution, the teacher
45
gave the jumble paragraphs to be arranged into a good passage. Then, the
teacher began explain about jigsaw technique and asked students to make a
group which there are home group and expert group.
c. Observing
In this phase, the observer tried to notice the students’ participation
in the classroom activity including teacher’s performance, class situation,
and students’ responses. Related to teachers’ performance, as a whole, she
had accomplished the task appropriate to the lesson plan had been made.
During the first cycle within two meetings, students already understood
using the technique of jigsaw in reading comprehension. The obstacles
writer found in the class such as: In each meeting, there were some
students who did not come, and it affected the number of students who
collected their work. From 25 students, there were only 22 students who
submitted their post-action test 1. Moreover, related to the reading process,
the class still had problems such as: First, in the first meeting of the first
cycle when the teacher introduced the students with jigsaw technique,
some of the students still confused about the concept of the technique, so
they asked the teacher until they understood. Second, the students lack of
vocabulary and they did not have any idea how to work together in jigsaw
activity, but they did not bring dictionary and they did not try to ask the
teacher. Third, some of the students were chatting with their friends while
the teacher explained, and they did not pay attention to the class activities
and make the class situation was not under control. Fourth, the students
still look forward the other students’ answer sheet and also post-test
reading 1 was not collected in time because some of the students were still
chatting with other students.
46
d. Reflecting
The writer and the teacher discussed about the conclusion of
implementing the action. Then, they tried to modify the action in order
students more comprehend in reading and order 75% of students in the
class could pass KKM because in the result of post test 1 showed only
27.27 % do students who passes the KKM.
Derived from the data found by the writer, it can be said that the
result of the first cycle to improve students’ reading comprehension by
using jigsaw technique has not reached the criteria of success, the
students’ comprehension reading scores were still below the KKM.
Besides of that, regarding the first cycle, the writer and the teacher felt
satisfied enough because their efforts to improve students’ reading
comprehension of narrative text had been improved although not all the
targets could not accomplish yet.
Next, the teacher and writer had to still reflect the improper
implementation of using jigsaw. Here, the writer gave her perceptions of
teaching learning process related to the last observation phase, the writer
gave her perception of the teaching learning process. First, the teacher still
had difficulties in implementing the jigsaw strategy in the class. For the
problem, the writer suggested to the teacher to walk around the class to
check students’ activity during doing the task. Second, the teacher still had
difficulty in managing the class that there were some of the students who
did not understand and they cheated each other in doing the task. For the
problem, the writer suggested to the teacher to give more attention to the
entire group and the teacher should be stricter in order the students did not
cheat any longer.
The main changing in the first cycle was about students’
understanding of jigsaw technique and their participation that was
increased in two meetings. Based on the explanation, the writer did the
cycle 2 to overcome the problem related to the students’ lack of
vocabulary to get better result. Moreover, revising or modifying the plan
47
was needed in order to achieve the criteria of success. Therefore, some
changes were done by the writer to make teaching learning process more
focus and clear when the teacher delivering the material.
2. Findings of the Second Cycle
a. Planning
In the second cycle, the writer repeated what she had done in the
first cycle which was designing lesson plan. The writer modified the
previous lesson plan based on the result of reflecting phase in the first
cycle. Moreover, the strategy used to improve students’ reading
comprehension of narrative text in lesson plan did not change which was
used still related to jigsaw technique. However, there were some
modifications in the second cycle; that was the teacher give more time to
students in doing exercise of jigsaw technique, the material prepared by
the teacher that was changing, and the teacher was going to give a
narrative text which was separated into 5 parts to the students. It was done
to make the students more focus on the exercise and they could work
together with their friend. Besides, the teacher also could control and guide
the students easily. On the other hand, the writer still also prepared the
unstructured observation sheet to note the classroom activities.
b. Acting
The acting phase in the cycle II was done in two meetings, the first
meeting conducted on March 21th
, and 25th
2014. In the first meeting, the
students were asked to make a small group or home group, and the teacher
gave them a narrative text and reviewing the previous lesson. The teacher
asked the students to read the story and identify or look up the difficult
words appeared in the text. Next, the students determined the schematic
structures of the text by themselves. Afterwards, the teacher asked students
to discussed some questions based on the jumble paragraph by using
jigsaw technique with the entire group in which for each group consist of
four or five students. In this case, they answer the question with their
48
group. Then, the teacher gave the correct answer of the question based on
material discussion.
c. Observing
In the second cycle, generally the class condition in learning process
was better than previous cycle. It could be seen from the students who
were ready to follow the lesson and when they followed the reading
lesson, most of them were brave to raise their hand and more speak up to
answer some questions given by the teacher. In doing task by using jigsaw,
they enjoy doing the individual exercises. Then, when they had a jigsaw
discuss the schematic structures, they were given a contribution to find out
the answer or to participate within their group. Furthermore, when they
were given exercises by the teacher, they did it in group without look
forward and walk to another group to find out the answer. Related to the
teacher’s performance, she showed some progresses. It means that student
could understand easily. Automatically, it led a good feedback from
students’ response in conveying their opinion. Shortly, most of students
seemed quite active in the classroom and in doing reading exercises. In the
second action of the cycle two, the teacher was held on posttest 2
regarding students’ reading comprehension of narrative text. Based on the
result of the posttest 2, the mean score of the class in reading test gained
86.36% in which there were 19 students who passed the KKM
d. Reflecting
The reflection of CAR was carried out after getting the score result
of reading test. The writer and the teacher felt satisfied in as much their
efforts to develop the students reading comprehension of narrative text had
been realized. The students could understand the passage easily. It was
proven by their improving score from the pretest 1. Furthermore, they
could easily to analyzed the schematic structures concerning orientation,
sequences of event, and re-orientation of the jigsaw. Indeed, they seems
more interesting during the teaching learning process.
49
After achieving the target research of where minimally 75 %
students who passed the KKM, therefore the writer and the research
decided to stop the CAR because it had already succeeded. Hence, the
writer and the teacher did not have to revise the plan.
According to the result of the evaluation between the writer and the
teacher, it could be assumed that the implementing of CAR in improving
students’ reading comprehension in terms of narrative text by using jigsaw
learning activity was appropriate with the planning that had been discussed
by the writer and the teacher previously, in this case, every action was
planned as good as possible so that the reading activities could be
accomplished well.
C. The Discussion of the Data After CAR
The discussion of the data after implementing the action consisted of
two parts. These were the result of post interview and the result of posttest.
For further description as following
1. The Result of Post-interview
The writer carried out the unstructured interview with the teacher;
it was done Friday, April 25th
2014, after implementing jigsaw technique
at the end of cycle 2. It started at 08.30 A.M and finished 09.00 A.M. It
was to know the teachers’ response concerning Jigsaw technique through c
that had been done. In this case, the writer divided into three criteria of
questions. Those were the general condition in English class during
Classroom Action Research, the difficulties in implementing Jigsaw
technique during Classroom Action Research (CAR), and the strategy that
had been used to overcome the revised plan.
The first category was the general condition in English class during
the action. The teacher said that the students’ condition were better than
before. In this case, the students’ answers showed that most students have
a good response towards jigsaw technique. They felt happy, enthusiastic,
and motivated when learning reading using this technique. Furthermore,
50
they could easily to accept some knowledge from other. Then, the teacher
assumed that Jigsaw technique was a good way to teach narrative text
because through Jigsaw technique, they could express their knowledge and
share each other. Besides of that, they can open their mind through
answers the question in their group.
The second category was the difficulty of the teacher in
implementing Jigsaw technique during Classroom Action Research
(CAR). The teacher said that at the first time, she got difficulty in
explaining the concept and the use of Jigsaw technique. The teacher was
confused because all of students had not recognized yet what jigsaw was.
Hence, the teacher should be more explicit in explaining the Jigsaw
technique. Another difficulty was some of students still confused to
combining scramble paragraph into one narrative text and also they
difficult to elaborate the schematic features of narrative text (orientation,
event, and reorientation). Then, the students spent the time to
accomplishing the jigsaw’s assignment.
The third category was how the teacher overcomes the problem
and difficulties using Jigsaw technique during Classroom Action Research
(CAR). In this case, the writer and the teacher collaborating to discuss the
resolution of those problems above such as the existing of time keeper in
each group in order did the works on time.
2. The Result of Post-test
Here the writer presents the table result of post-test 1 and post-test2
Table 4.2
The Students’ Pre-test and Post-test Score
Students Score
Pre-test Post-test 1 Post-test 2
1 50 67 75*
2 75* 65 80*
51
3 30 55 80*
4 60 75* 85*
5 35 65 75*
6 75* 55 85*
7 45 67 70*
8 30 60 85*
9 75* 65 80*
10 45 75* 85*
11 25 67 65
12 30 55 75*
13 40 76* 80*
14 55 50 65
15 85* 75* 95*
16 20 50 70*
17 20 55 80*
18 30 60 85*
19 40 55 65
20 55 75* 85*
21 45 65 80*
22 75* 70* 80*
∑x 1040 1402 1725
MEAN 63.72 78.40
*: The students who passed the Minimum Mastery Criterion or Kriteria Ketuntasan Minimal
(KKM) which is 70.0.
52
Figure 4.1
The Students’ Improvement in Reading Comprehension
The scores with asterisk (*) and color are above minimum score.
To compare the test result between pretest and posttest of each
cycle, the writer uses some steps. Those are calculating the students
mean score of the test, calculating the class percentage, and calculating
the students’ improvement score from pretest to posttest1 and 2 into
percentage.
The process of getting the mean of the pre-test, before jigsaw
technique implementation, has been presented earlier where it is 47.27.
The next step is to find the mean of post-test 1. The writer uses the
same formula as in pre-test.
After finding the mean of students’ pre-test score, next is to find
the percentage of the students that passed the minimum score in the
cycle 1. As the data showed above, there are eight students that pass
the minimum score (70).
To get the percentage, the writer uses the following formula:
0
10
20
30
40
50
60
70
80
90
Pre-Action Post-Action1 Post-Action2
Post-Action 2
Post-Action 1
Pre-Action
53
100%
100%
%
Based on the percentage above, there are six students or 27.27% of
all students pass the minimum score. It can be clearly seen that there
are improvements made by students from pre-test mean (22.28) to
post-test 1 (27.27). The improvement is 4, 99 points (27.27-22.28)
The next step is to count the improvement of students’ score from
pre-test to post-test 1. To get the percentage, the writer uses the
following formula:
100%
100%
100%
After calculating the mean score, the percentage of students’
improvements in post-test 1, now the writer tries to calculate post-test
2. To get the mean of post-test 2, the same formula as before is used.
Next is to find the percentage of the students who passed minimum
score. There are nineteen students passing minimum score. The same
formula as before is used.
100%
54
100%
%
Compared to post-test 1, there are some improvements. The
improvement is 14.7 points (78.40-63.72). Next is to calculate the
improvement from post-test 1 to post-test 2. The same formula as
before is used.
100%
100%
100%
From the data analysis above, the writer tries to conclude the result
of the test. The students’ score mean in pre-test is
, in post-test 1 is 69. 90, in post-test 2 are 76.40. The
improvement from pre-test to post-test 1 is 19.45 points or %. The
improvement from post-test 1 to post-test 2 is 6.5 points or
The percentage of students who passed minimum score in pre-test
is % (5 students), in post-test 1 is (8 students), in post-
test 2 is % (19 students). The improvement from pre-test to post-
test 1 is . The improvement from post-test 1 to post-test 2
is .
D. The Interpretation of Test Result
As a whole, the interpretation of the data results among the pretest, the
posttest of cycle 1, and the posttest of cycle 2 are as following:
In the pretest, the mean score of students on reading test before carrying
out Classroom Action Research (CAR) is 50.45. It is the students’ reading
score before they use Jigsaw technique. Meanwhile, the class percentage which
55
passes is 22.28%. It means that there are 5 students who are able to pass the
KKM (70) and there are 17students are out of the target.
Furthermore, the mean score in the posttest of cycle 1 is 69.90. It means
that there are some students’ score improvement from the previous test
(pretest), that is 16.45 (63.72-74.27) or 34.80%. Meanwhile, the class
percentages which pass the KKM in posttest 1 are 27.27%. It shows there are 6
students who pas the KKM and there are 16 students whose score still under
KKM. However, it is still needed more improvement because it could not
achieve the target yet of success CAR, that is 75 % (or at least 16 students)
from the class percentage. That is why the writer and the teacher continue to
the second cycle. Next, the mean score in the posttest of second cycle is 76.40.
it shows the students’ improvement score 14.7 points (78.40-63.72) from the
posttest 1 (63.72) or 27.27% students’ improvement in the score percentage
from pretest or (4.99%) students improvement from posttest 1. Meanwhile, the
class percentages which pass the KKM are 86.36%. It means there are 19
students whose score pass the KKM and there are 3 students are under the
target of KKM. This class percentage shows some improvements (19.24%)
From pre test (22.28%) or posttest 1 (27, .27%) in the class percentage. The
posttest of cycle 2 has fulfilled the target of Classroom Action Research (CAR)
success, that is above 75% students could pass the KKM. Automatically, it can
be said that the Classroom Action Research (CAR) is success and the cycle is
stopped.
115
Pedoman Wawancara Guru
(Sebelum PTK)
Friday, March 14th
2014
P : Peneliti
G : Guru
A. Kategori kondisi umum siswa
P : Selama ini bagaimana tanggapan siswa Ibu dalam proses pembelajaran
Bahasa Inggris di kelas?
G : Bermacam-macam tanggapan anak-anak. Sebagian siswa saya ada yang
gemar akan pelajaran Bahasa Inggris karena menurut mereka, pelajaran
Bahasa Inggris adalah salah satu mata pelajaran yang jarang ditugaskan
untuk membuat pekerjaaan rumah. Akan tetapi , kebanyakan dari siswa
saya tidak menyukai pelajaran Bahasa Inggris dengan alas an kurang
paham, susah, dll dan mereka kurang antusias dengan materi yang saya
berikan. Apalagi kalau pelajaran Bshasa inggris sudah dialokasikan pada
jam tearkhir, energi siswa hanya tinggal sisa dan belajarpun menjadi
tidak efektif.
P : Skill Bahasa Inggris apa yang dianggap paling sulit oleh siswa?
G : Tiap siswa memili kesulitan yang berbeda-beda. Banyak yang mengalami
kesulitan dalam speaking. Ada juga yang merasa sulit dalam materi
listening. Namun tidak sedikit juga yang mengalami kesulitan ketika harus
membaca dalam Bahasa Inggris (reading). Pemahaman reading mereka
masih sangat rendah dan kurang.Kesulitannya ya karna terbatasnya
vocabulary yang mereka ketahui membuat mereka malas membaca.
Padahal mereka harus menguasai berbagai jenis teks karena baik didalam
ujina semester hingga ujian nasional pertanyaan seputar reading-lah yang
sangat mendominasi.
P : Berapa standar nilai KKM untuk pelajaran Bahasa Inggris? Dan
bagaimana hasil perolehan nilai Bahasa Inggris siswa Ibu?
116
G : KKM untuk pelajaran Bahasa Inggris yaitu 70(tujuh puluh). Kebanyakan
dari siswa saya harus lebih ditingkatkan lagi nilainya, karena masih
banyak yang belum mencapai nilai KKM
P : Tadi Ibu bilang banyak siswa yang mengalami kesulitan dalam
memahami bacaan Bahasa Inggris atau reading, kelas manakah yang
banyak muridnya menemui kesulitan dalam hal tersebut?
G : Menurut saya kelas VIII.A. Tidak hanya pemahaman mereka dalam
membaca saja, skill lain seperti listening, speaking, dan writing pun masih
kurang. Tetapi memang di skill reading-lah mereka sangat lemah
mengingat skor hasil belajar mereka pada tes reading yang paling rendah.
P : Untuk semester ini, jenis teks apa saja yang harus mereka kuasai?
G : Untuk semester genap ini mereka harus mempelajarai teks recount dan
narrative. Minggu-minggu yang lalu saya sudah memberikan penjelasan
tentang recount teks, untuk saat ini sih masih me-review recount text.
B. Kategori kesulitan siswa yang dialami dalam hal membaca (Reading)
P : Ketika membaca teks Bahasa Inggris, kesulitan apa yang kiranya dialami
oleh siswa?
G : Cukup banyak yang saya temui selama mengajar di kelas. Diantaranya
mereka hanya mampu membaca kata-kata yang terdapat didalam teks secara oral
dengan lantang, akan tetapi ketika mereka ditanya pesan apa atau teks ini tentang
apa? Alhasil mereka hanya diam saja tidak tahu menjawabnya, mereka hanya
bias mengartikan satu persatu kata. Memang ada sebagian siswa yang memahami
bacaan dalam bentuk kalimat atau parargraf pendek tetapi meraka tidak mampu
untuk memahami teks yang lumayan agak panjang/ terdiri dari bebrapa
paragraph. Selain itu, mereka sangat sulit untuk berkonsentrasi pada saat
membaca. Mungkin karena ada teman-teman yang suka mengganggu dan tidak
tertarik terhadap pelajaran B.inggris
P : Menurut ibu, apa saja penyebab kesulitan yang dialami oleh siswa ibu?
G : banyak factor yang bias jadi penyebabnya ya mungkin penyebab dari
kesulitan itu diantaranya karena mereka kurang latihan dan kurang adanya
117
motivasi dari siswa dalam belajar Bahasa Inggris, serta sayapun belum
menemukan strategi pembelajaran apa yang tepat untuk menangani masalah ini.
C. Kategori strategi pengajaran didalam reading
P : Memangnya, teknik mengajar seperti apa yang sudah Ibu gunakan dalam
hal reading skill ?
G : Sejauh ini saya hanya mengajar sesuai dengan materi yang ada di LKS
atau buku paket. Pernah waktu itu saya menggunakan group work dalam aktifitas
reading, tetapi tetap saja malah siswa yang pintar yang aktif sementara siswa
yang lain malas untuk mengerjakan tugas. Kadang saya mengajarkan dengan
menterjemahkan teks tersebut dan siswa menjawab pertanyaan dari teks
tersebut.Sampai saat inipun saya masih mencari laternatif yang cocok untuk
mengajarkan reading.
P : Untuk saat ini, apakah Ibu mempunyai rencana lain untuk mengatasi
kesulitan siswa dalam hal membaca dan apakah Ibu pernah mendengar teknik
Jigsaw?
G : Ya, saya banyak mendengar dari guru-guru lain bahwa Jigsaw mampu
menbantu kesulitan anak dalam membaca. Dan saya banyak membaca teori yang
berkaitan dengan Jigsaw, sepertinya akan membuahkan hasil.
P : Lalu, jenis teks apa yang Ibu sarankan untuk digunakan dalam penelitian
ini?
G : Saran saya, Narrative text saja. Karena konsep penggunaan Jigsaw
cocok dengan narrative text. Disamping itu, hanya teks narrative saja yang belum
saya sampaikan kepada mereka, mengingat untuk minggu-minggu ini siswa
sedang mempelajari teks recount dahulu.
118
Pedoman Wawancara Siswa
(Sebelum Penelitian Tindakan Kelas)
Tuesday, March 18th
2014
P : Peneliti
S1 : Siswa 1
S2 : Siswa 2
P : Bagaimana tanggapan kamu selama ini terhadap proses pembelajaran
Bahasa Inggris di kelas?
S1 : Yah, Lumayanlah bu, gurunya baik tapi kadang-kadang suka ngebosenin
S2 : Gurunya baik kok bu, sering dikasih games yang menyenangkan tapi
kadang kalo nanya suka dikacangin
P : Berapa Standar nilai KKM untuk Pelajaran Bahasa Inggris/ dan
bagaimana perolehan nilai Bahasa Inggris kamu?
S1 : 70. Hasilnya pas-pasan banget bu. Paling dapetnya juga 70
S2 : 70 atau 75 kayanya deh bu. Nilai saya ngga terlalu bagus bu cuma 73
P : Skill Bahasa Inggris apa yang kamu anggap sulit?
S1 : Speaking, reading, ehmmmm sama listening
S2 : Reading dan grammar (past tense)
P : Kalau dalam materi reading, jenis teks apa yang harus kamu kuasai
semester ini? Dan jenis teks apa yang telah diberikan guru?
S1 : Cerita, descriptive, banyaklah pokoknya bu
S2 : Kalo ga salah teks Decriptive, Narrative, Recount bu
P : Apa kesulitan yang biasa kamu temui ketika membaca teks Bahasa
Inggris?
S1 : Banyak vocab yang ngga familiar, jadi rada bingung, teksnya juga
kepanjangan bu jadi ga ngerti deh
S2 : Vocabnya ribet bu, susah diartiin. Gurunya juga ngajarnya gitu-gitu aja
sama kadang berisik jadi ga konsen.
119
P : Menurut kamu, apa penyebab kesulitan tersebut?
S1 : Males baca, bosen sama ngajarnya guru ngajarin readingnya bikin
boring bu
S2 : Kurang latihan mungkin ya bu terus lihat tulisannya yang asing juga
sama gurunya ngajarnya gitu-gitu aja, jadi ga terlalu semangat juga
kitanya.
P : Memangnya teknik mengajar seperti apa yang digunakan guru Bahasa
Inggris daalm materi reading?
S1 : Disuruh nulis, baca, terus latihan
S2 : Hmm,, teknik bseperti biasa bu, terangkan, kerjakan, periksa deh
P : Apakah kamu sudah mengetahui teknik jigsaw dalam pembelajaran
reading?
S1 : Kayaknya belum pernah denger bu
S2 : Belum pernah denger bu
56
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The students’ problem in comprehending is caused by lack of knowledge
of the text. It was because they do not have background knowedge about the text.
So, the teacher do not attract the students’ interest to read. To attract the students’
reading, the writer applied jigsaw technique in reading skill. Based on the analysis
result of this research, it can be concluded that the technique of jigsaw could
develop students’ reading comprehension of narrative text at the 2nd
grade of YMJ
Ciputat Junior High School. It can be seen that after finishing the whole steps of
this CAR , the result showed that the gain score at VIII A class from pre-test,
post-test 1 to post-test2 improvingly. To develop reading comprehension of
narrative text, the students analyzed the schematic structures concerning
orientation, sequence of events, and reorientation of any kinds of stories by using
jigsaw learning activity.
B. Suggestion
There are some suggestions for the English teacher and the school based
on the research findings and discussion:
The writer suggests the teacher to use jigsaw technique in teaching reading
comprehension of narrative text due to the result of this study showed that it is
effective to be applied. For the teacher, students and future writes who would like
to use this technique, there are some points that the writer might suggests:
1. The teacher should be creative in using jigsaw technique. It is better if
teacher makes the students ready before the reading class begin such as
giving question and answer or discussion about the popular narrative text. It
can stimulate students’ background knowledge about the story they have
57
already known and make students more interested in participating in the
activity.
2. The teacher should be more prepared in using this technique including the
preparation of lesson plan, the narrative text used, and the procedure duing
the activity. It is because teacher’s preparation really influences the
successful of teaching and learning process.
3. The teacher should be more creative to find out the various materials. The
narrative text is not only found at students’ guide book, but the teacher can
also find it out in the narrative text collection in internet. It is better if the
teacher select the story in narrative text that is interesting for students.
4. For the students, they should have self-motivation in English Learning and
they should have to practice more the material especially the reading in
order to get better reading comprehension.
5. For the future writers, it is recommended to investigate the use of jigsaw
technique with other class categories in other courses of study. The writer
realizes that this research is far from perfect. Therefore, further writer needs
to be conducted
58
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61
SILABUS PEMBELAJARAN
Sekolah : SMP YMJ Ciputat
Kelas/Semester : VIII (Delapan)/2 (Genap)
Mata Pelajaran : Bahasa Inggris
Standar Kompetensi : 11. Membaca
Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk narrative dan recount yang berkaitan
dengan lingkungan sekitar.
Kompetensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Indikator
Pencapaian
Kompetensi
Penilaian Alokasi
Waktu
Sumber
Belajar Teknik Bentuk
Instrumen
Contoh
Instrumen
11.3 Merespon makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan
1. Teks:
narrative
recount 2. Structure of
the text:
narrative (identification – descriptions)
recount ( orientation events – reorientati
1 Menanyakan semuahal yang berhubungan dengan materi (kejadian, acara,dll)
2 Menjelaskan kosakata yang berhubungan dengan topic (teks narrative dan recount).
3 Memberikan teks berbentuk narrativee dan recount.
1. Mengidentifikasi topic dan informasi factual dalam teks narratif yang dibacakan
2. Mengidentifikasiciri kebahasaan(language features) yang terdapat dalam teks narratif/ recount.
3. Mengidentifikasi tujuan komunikasi teks
Tes tulis
Tes tulis
Pilihangand
a
Pilihangand
a
Listen to your
teacher reading
the following
text carefully.
Then, find the
meanings of the
underlined words
in Indonesian.
Use your
dictionary if
necessary.
4x40
menit
Buku teks
Yang
relevan
Student’s coursebook
L
62
sekitar dalam teks berbentuk descriptivedan recount.
on) 3. Language
features in
narrative and
recount text.
4. Kosakata
yang
berhubungan
dengan jenis
teks.
Memberi tugas kepadasiswa yang berhubungan dengan teks.
yang dibaca. 4. Mengidentifikasi
tokoh daricerita yang dibaca.
5. Mengidentifikasi main idea dari sebuah paragraph.
Read the
following text
carefully. Then
identify its
characteristic
63
The Students’ Reading Score of Pretest, Posttest 1 and Posttest 2
Students Score
Pretest Posttest 1 Posttest 2
1 50 67 75*
2 75* 65 80*
3 30 55 80*
4 60 75* 85*
5 35 65 75*
6 75* 55 85*
7 45 67 70*
8 30 60 85*
9 75* 65 80*
10 45 75* 85*
11 25 67 65
12 30 55 75*
13 40 76* 80*
14 55 50 65
15 85* 75* 95*
16 20 50 70*
17 20 55 80*
18 30 60 85*
19 40 55 65
20 55 75* 85*
21 45 65 80*
22 75* 70* 80*
64
∑x 1040 1402 1725
MEAN 63.72 78.40
*: The students who passed the Minimum Mastery Criterion or Kriteria Ketuntasan Minimal
(KKM) which is 70.0.
65
The Improvement of Students Reading Score During CAR
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
Pre-test
Post-test1
Post-test2
SKOR DATA DIBOBOT=================
Jumlah Subyek = 34Butir soal = 25Bobot utk jwban benar = 1Bobot utk jwban salah = 0Nama berkas: D:\BISMILLAH\FIX\UDH DI EDIT\ANATESV4\VALIDITASIKRIMA.ANA
No Urt No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot 1 1 Eros C... 9 16 0 9 9 2 2 Koriah 15 10 0 15 15 3 3 Ade Ch... 16 9 0 16 16 4 4 Indri ... 11 14 0 11 11 5 5 Meli A... 11 14 0 11 11 6 6 Aora N... 12 13 0 12 12 7 7 Rosant... 13 12 0 13 13 8 8 Aura D... 8 17 0 8 8 9 9 Alifa ... 15 10 0 15 15 10 10 Dedy S... 11 14 0 11 11 11 11 Putri ... 12 13 0 12 12 12 12 Nurul ... 13 12 0 13 13 13 13 Agus I... 11 14 0 11 11 14 14 Bima P... 6 19 0 6 6 15 15 Fikri ... 5 20 0 5 5 16 16 Rifki ... 6 19 0 6 6 17 17 Ridwan... 6 19 0 6 6 18 18 Mela I... 7 18 0 7 7 19 19 Nurlela 6 19 0 6 6 20 20 Ratu O... 6 19 0 6 6 21 21 Mutiar... 8 17 0 8 8 22 22 Dwi Al... 10 15 0 10 10 23 23 Muhamm... 8 17 0 8 8 24 24 Riski ... 11 14 0 11 11 25 25 Ferdian 8 17 0 8 8 26 26 Irwan ... 7 18 0 7 7 27 27 Rachma... 7 18 0 7 7 28 28 Defand... 7 18 0 7 7 29 29 Jatmik... 10 15 0 10 10 30 30 Indah ... 12 13 0 12 12 31 31 Tirani... 11 14 0 11 11 32 32 Merili... 9 16 0 9 9 33 33 Muhamm... 7 18 0 7 7 34 34 Yemina... 6 19 0 6 6
RELIABILITAS TES================
Rata2= 9.41Simpang Baku= 2.99KorelasiXY= 0.69Reliabilitas Tes= 0.81Nama berkas: D:\BISMILLAH\FIX\UDH DI EDIT\ANATESV4\VALIDITASIKRIMA.ANA
No.Urut No. Subyek Kode/Nama Subyek Skor Ganjil Skor Genap Skor Total 1 1 Eros Chandra 5 4 9 2 2 Koriah 8 7 15 3 3 Ade Choirunnisa 8 8 16 4 4 Indri Yanti 6 5 11 5 5 Meli Amelia 7 4 11 6 6 Aora Nabila F... 7 5 12 7 7 Rosanti Pratiwi 6 7 13 8 8 Aura Damayanti 4 4 8 9 9 Alifa Fadia 7 8 15 10 10 Dedy Suryana 6 5 11 11 11 Putri Wijayanti 7 5 12 12 12 Nurul Fadhilah 7 6 13 13 13 Agus Irawan 6 5 11
14 14 Bima Prawira 3 3 6 15 15 Fikri Fafhill... 3 2 5 16 16 Rifki Ramadhan 3 3 6 17 17 Ridwan Muhammad 3 3 6 18 18 Mela Indriyan... 3 4 7 19 19 Nurlela 3 3 6 20 20 Ratu Oliviani 3 3 6 21 21 Mutiara Afrianti 3 5 8 22 22 Dwi Alditia A... 5 5 10 23 23 Muhammad Riski 4 4 8 24 24 Riski Maulansah 6 5 11 25 25 Ferdian 4 4 8 26 26 Irwan Nurdiana 5 2 7 27 27 Rachmat Fauzi 5 2 7 28 28 Defandi Aldia... 5 2 7 29 29 Jatmiko Puji ... 5 5 10 30 30 Indah Yuliani 6 6 12 31 31 Tirani Safitri 5 6 11 32 32 Merilia Adinda 4 5 9 33 33 Muhammad Dima... 3 4 7 34 34 Yemina Lena 3 3 6
KELOMPOK UNGGUL & ASOR======================
Kelompok UnggulNama berkas: D:\BISMILLAH\FIX\UDH DI EDIT\ANATESV4\VALIDITASIKRIMA.ANA
1 2 3 4 5 6 7 No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7 1 3 Ade Choirunnisa 16 - 1 - 1 1 1 1 2 2 Koriah 15 - - - 1 1 - 1 3 9 Alifa Fadia 15 1 - - 1 - 1 1 4 7 Rosanti Pratiwi 13 - - - - - 1 1 5 12 Nurul Fadhilah 13 1 - - 1 1 - 1 6 6 Aora Nabila F... 12 1 - 1 1 1 - - 7 11 Putri Wijayanti 12 1 - - 1 1 - 1 8 30 Indah Yuliani 12 1 - 1 1 1 1 1 9 4 Indri Yanti 11 - 1 1 1 1 - 1 Jml Jwb Benar 5 2 3 8 7 4 8
8 9 10 11 12 13 14 No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14 1 3 Ade Choirunnisa 16 - 1 1 - - - - 2 2 Koriah 15 1 - - - 1 1 1 3 9 Alifa Fadia 15 - - - - 1 - 1 4 7 Rosanti Pratiwi 13 - - 1 - - - 1 5 12 Nurul Fadhilah 13 - - - - 1 - 1 6 6 Aora Nabila F... 12 - - - - - - 1 7 11 Putri Wijayanti 12 - - - - - - 1 8 30 Indah Yuliani 12 - - 1 - 1 - - 9 4 Indri Yanti 11 - - - - 1 - - Jml Jwb Benar 1 1 3 0 5 1 6
15 16 17 18 19 20 21 No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21 1 3 Ade Choirunnisa 16 1 1 1 1 1 1 1 2 2 Koriah 15 1 1 1 1 1 - 1 3 9 Alifa Fadia 15 1 1 1 1 1 1 1 4 7 Rosanti Pratiwi 13 1 1 1 1 1 1 1 5 12 Nurul Fadhilah 13 1 1 1 1 1 1 - 6 6 Aora Nabila F... 12 1 1 1 1 1 1 1 7 11 Putri Wijayanti 12 1 1 1 1 1 1 - 8 30 Indah Yuliani 12 1 1 - - - 1 - 9 4 Indri Yanti 11 1 1 1 - - - - Jml Jwb Benar 9 9 8 7 7 7 5
22 23 24 25 No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 1 3 Ade Choirunnisa 16 - 1 1 - 2 2 Koriah 15 - 1 1 - 3 9 Alifa Fadia 15 1 1 - - 4 7 Rosanti Pratiwi 13 1 1 - - 5 12 Nurul Fadhilah 13 - 1 - - 6 6 Aora Nabila F... 12 - - - - 7 11 Putri Wijayanti 12 - 1 - - 8 30 Indah Yuliani 12 - 1 - - 9 4 Indri Yanti 11 1 1 - - Jml Jwb Benar 3 8 2 0
Kelompok AsorNama berkas: D:\BISMILLAH\FIX\UDH DI EDIT\ANATESV4\VALIDITASIKRIMA.ANA
1 2 3 4 5 6 7 No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7 1 28 Defandi Aldia... 7 - - 1 - 1 1 1 2 33 Muhammad Dima... 7 - 1 1 - - - - 3 14 Bima Prawira 6 - 1 - - 1 - - 4 16 Rifki Ramadhan 6 - 1 - - 1 - - 5 17 Ridwan Muhammad 6 - 1 - - 1 - - 6 19 Nurlela 6 - - - - - - 1 7 20 Ratu Oliviani 6 - 1 - - - - 1 8 34 Yemina Lena 6 - - 1 - - 1 - 9 15 Fikri Fafhill... 5 - 1 - - 1 - - Jml Jwb Benar 0 6 3 0 5 2 3
8 9 10 11 12 13 14 No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14 1 28 Defandi Aldia... 7 - - - - - - - 2 33 Muhammad Dima... 7 - 1 - - - - 1 3 14 Bima Prawira 6 - - - - - - - 4 16 Rifki Ramadhan 6 - - - - - - - 5 17 Ridwan Muhammad 6 - - - - - - - 6 19 Nurlela 6 - - - 1 1 - - 7 20 Ratu Oliviani 6 - - - - - - - 8 34 Yemina Lena 6 - - - - - - - 9 15 Fikri Fafhill... 5 - - - - - - - Jml Jwb Benar 0 1 0 1 1 0 1
15 16 17 18 19 20 21 No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21 1 28 Defandi Aldia... 7 1 1 - - - - - 2 33 Muhammad Dima... 7 - 1 - 1 - - 1 3 14 Bima Prawira 6 1 1 - - - 1 - 4 16 Rifki Ramadhan 6 1 1 - - - 1 - 5 17 Ridwan Muhammad 6 1 1 - - - 1 - 6 19 Nurlela 6 1 1 - - - 1 - 7 20 Ratu Oliviani 6 1 1 - 1 - - - 8 34 Yemina Lena 6 1 1 1 1 - - - 9 15 Fikri Fafhill... 5 1 - - - - 1 - Jml Jwb Benar 8 8 1 3 0 5 1
22 23 24 25 No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 1 28 Defandi Aldia... 7 - 1 - - 2 33 Muhammad Dima... 7 - - - - 3 14 Bima Prawira 6 - 1 - - 4 16 Rifki Ramadhan 6 - 1 - - 5 17 Ridwan Muhammad 6 - 1 - - 6 19 Nurlela 6 - - - -
7 20 Ratu Oliviani 6 - 1 - - 8 34 Yemina Lena 6 - - - - 9 15 Fikri Fafhill... 5 - 1 - - Jml Jwb Benar 0 6 0 0
DAYA PEMBEDA============
Jumlah Subyek= 34Klp atas/bawah(n)= 9Butir Soal= 25Nama berkas: D:\BISMILLAH\FIX\UDH DI EDIT\ANATESV4\VALIDITASIKRIMA.ANA
No Butir Baru No Butir Asli Kel. Atas Kel. Bawah Beda Indeks DP (%) 1 1 5 0 5 55.56 2 2 2 6 -4 -44.44 3 3 3 3 0 0.00 4 4 8 0 8 88.89 5 5 7 5 2 22.22 6 6 4 2 2 22.22 7 7 8 3 5 55.56 8 8 1 0 1 11.11 9 9 1 1 0 0.00 10 10 3 0 3 33.33 11 11 0 1 -1 -11.11 12 12 5 1 4 44.44 13 13 1 0 1 11.11 14 14 6 1 5 55.56 15 15 9 8 1 11.11 16 16 9 8 1 11.11 17 17 8 1 7 77.78 18 18 7 3 4 44.44 19 19 7 0 7 77.78 20 20 7 5 2 22.22 21 21 5 1 4 44.44 22 22 3 0 3 33.33 23 23 8 6 2 22.22 24 24 2 0 2 22.22 25 25 0 0 0 0.00
TINGKAT KESUKARAN=================
Jumlah Subyek= 34Butir Soal= 25Nama berkas: D:\BISMILLAH\FIX\UDH DI EDIT\ANATESV4\VALIDITASIKRIMA.ANA
No Butir Baru No Butir Asli Jml Betul Tkt. Kesukaran(%) Tafsiran 1 1 8 23.53 Sukar 2 2 14 41.18 Sedang 3 3 14 41.18 Sedang 4 4 13 38.24 Sedang 5 5 23 67.65 Sedang 6 6 15 44.12 Sedang 7 7 27 79.41 Mudah 8 8 2 5.88 Sangat Sukar 9 9 3 8.82 Sangat Sukar 10 10 7 20.59 Sukar 11 11 4 11.76 Sangat Sukar 12 12 13 38.24 Sedang 13 13 1 2.94 Sangat Sukar 14 14 8 23.53 Sukar 15 15 33 97.06 Sangat Mudah 16 16 33 97.06 Sangat Mudah 17 17 12 35.29 Sedang 18 18 17 50.00 Sedang
19 19 8 23.53 Sukar 20 20 22 64.71 Sedang 21 21 7 20.59 Sukar 22 22 6 17.65 Sukar 23 23 26 76.47 Mudah 24 24 2 5.88 Sangat Sukar 25 25 2 5.88 Sangat Sukar
KORELASI SKOR BUTIR DG SKOR TOTAL=================================
Jumlah Subyek= 34Butir Soal= 25Nama berkas: D:\BISMILLAH\FIX\UDH DI EDIT\ANATESV4\VALIDITASIKRIMA.ANA
No Butir Baru No Butir Asli Korelasi Signifikansi 1 1 0.464 Signifikan 2 2 -0.219 - 3 3 -0.137 - 4 4 0.733 Sangat Signifikan 5 5 0.161 - 6 6 0.198 - 7 7 0.442 Signifikan 8 8 0.220 - 9 9 0.097 - 10 10 0.300 - 11 11 -0.020 - 12 12 0.240 - 13 13 0.331 - 14 14 0.488 Signifikan 15 15 0.143 - 16 16 0.261 - 17 17 0.671 Sangat Signifikan 18 18 0.380 - 19 19 0.747 Sangat Signifikan 20 20 0.229 - 21 21 0.572 Sangat Signifikan 22 22 0.407 Signifikan 23 23 0.243 - 24 24 0.517 Sangat Signifikan 25 25 0.092 -
Catatan: Batas signifikansi koefisien korelasi sebagaai berikut:
df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01 10 0,576 0,708 60 0,250 0,325 15 0,482 0,606 70 0,233 0,302 20 0,423 0,549 80 0,217 0,283 25 0,381 0,496 90 0,205 0,267 30 0,349 0,449 100 0,195 0,254 40 0,304 0,393 125 0,174 0,228 50 0,273 0,354 >150 0,159 0,208
Bila koefisien = 0,000 berarti tidak dapat dihitung.
KUALITAS PENGECOH=================
Jumlah Subyek= 34Butir Soal= 25Nama berkas: D:\BISMILLAH\FIX\UDH DI EDIT\ANATESV4\VALIDITASIKRIMA.ANA
No Butir Baru No Butir Asli a b c d * 1 1 7++ 8++ 8** 11+ 0 2 2 2- 13-- 5+ 14** 0
3 3 14** 7++ 12-- 1-- 0 4 4 10+ 13** 2- 9+ 0 5 5 9--- 23** 2+ 0-- 0 6 6 15** 6++ 13--- 0-- 0 7 7 2++ 27** 4- 1- 0 8 8 13++ 18- 1-- 2** 0 9 9 23--- 5- 3** 3- 0 10 10 11++ 7** 14- 2-- 0 11 11 6+ 23--- 4** 1-- 0 12 12 7++ 13** 12- 2- 0 13 13 5- 24--- 1** 4- 0 14 14 0-- 16-- 10++ 8** 0 15 15 0-- 33** 1--- 0-- 0 16 16 1--- 33** 0-- 0-- 0 17 17 12** 4+ 9++ 9++ 0 18 18 6++ 9- 2- 17** 0 19 19 4- 8** 17-- 5+ 0 20 20 4++ 8-- 22** 0-- 0 21 21 1-- 0-- 26--- 7** 0 22 22 23--- 4- 6** 1-- 0 23 23 6--- 0-- 26** 2+ 0 24 24 2** 6+ 3- 23--- 0 25 25 7+ 1-- 2** 24--- 0
Keterangan: ** : Kunci Jawaban++ : Sangat Baik+ : Baik- : Kurang Baik-- : Buruk---: Sangat Buruk
REKAP ANALISIS BUTIR=====================
Rata2= 9.41Simpang Baku= 2.99KorelasiXY= 0.69Reliabilitas Tes= 0.81Butir Soal= 25Jumlah Subyek= 34Nama berkas: D:\BISMILLAH\FIX\UDH DI EDIT\ANATESV4\VALIDITASIKRIMA.ANA
Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi 1 1 55.56 Sukar 0.464 Signifikan 2 2 -44.44 Sedang -0.219 - 3 3 0.00 Sedang -0.137 - 4 4 88.89 Sedang 0.733 Sangat Signifikan 5 5 22.22 Sedang 0.161 - 6 6 22.22 Sedang 0.198 - 7 7 55.56 Mudah 0.442 Signifikan 8 8 11.11 Sangat Sukar 0.220 - 9 9 0.00 Sangat Sukar 0.097 - 10 10 33.33 Sukar 0.300 - 11 11 -11.11 Sangat Sukar -0.020 - 12 12 44.44 Sedang 0.240 - 13 13 11.11 Sangat Sukar 0.331 - 14 14 55.56 Sukar 0.488 Signifikan 15 15 11.11 Sangat Mudah 0.143 - 16 16 11.11 Sangat Mudah 0.261 - 17 17 77.78 Sedang 0.671 Sangat Signifikan 18 18 44.44 Sedang 0.380 - 19 19 77.78 Sukar 0.747 Sangat Signifikan 20 20 22.22 Sedang 0.229 - 21 21 44.44 Sukar 0.572 Sangat Signifikan 22 22 33.33 Sukar 0.407 Signifikan 23 23 22.22 Mudah 0.243 - 24 24 22.22 Sangat Sukar 0.517 Sangat Signifikan
25 25 0.00 Sangat Sukar 0.092 -
76
APPENDIX 7
Validity Test
In this study the writer conducted validity test before conducting pre-test and
post-test. It was done in order to check whether the test items are valid or not. The
writer also conducted reliability, index difficulty power, and discriminating power.
The following is formula to calculate the test.
1. Validity Test
rxy =
√( )( )
r : coefficient correlation
: total of X and Y data
The result of validity test shows that there were three items are very
significant, seven items are significant and twenty items are adequate. The following
is description of item analysis result:
Item Validity of Multiple Choice
Table 3.2
Category /
No.
Very Significant Significant Adequate (Need
to be analyzed)
Insignificant
4,17,
19,21,24
1,7,
14,22
2, 3, 5, 6, 8, 9,
10, 11, 12, 13,
15, 16, 18,
20, 23, 25
Total 5 4 16
Source: ANATES V4
From the table above the adequate items require to be check in order to know
if the stem or optional was bad. Therefore, before they will be used as pre-test and
post-test item the error should be corrected.
77
2. Reliability
r =
(
)
r : coefficient reliability (0 < r < 1)
n : number of question
p : number of true answer
q : number of wrong answer
x2 :
Variant
Category of Reliability
Table 3.3
Value Remark
0, 00 – 0, 20 Unreliable
0, 21 – 0, 40 Less reliable
0, 41 – 0, 60 Sufficient
0, 61 – 0, 80 Reliable
0, 81– 1, 00 Very Reliable
For reliability test the writer conducted to forty four students who were not
the sample of this study. It was used in order to know the quality of test. The result of
test reliability showed that the value of multiple choice test is 0, 81 which means that
the test was reliable and good.
3. Difficulty Level
Difficulty level is used in order to know whether the test items are easy or
difficult for students’ good test item defines as the item that can be answer by the
upper group and cannot be answer by the lower group. The following is the formula
of difficulty level calculation:
DL =
DL : difficulty level
Ugr : number of right answer from upper group
Ugr : number of right answer from lower group
n : number of both group
78
Difficulty Level of Multiple Choice Item
Table 3.4
Index of
Difficulty Level
Number of Item Remark Total
0, 00 – 0, 30 2,3,5,6,8,9,
10,11,12,15,
16,20,23,25
Very difficult 14
0, 31 – 0, 50 1, 7, 13, 14, 18,22 Moderately Difficult 6
0, 51 – 0, 70 17, 21, 24 Medium Difficult 3
<0, 71 4,19 Easy 2
Source ANASTES V4
Table 3.4 shows that there are four categories of items which are very
difficult, moderately difficult, medium difficult and easy. There are six items are
difficult level in range 0,31 - 0,70, fourteen items are very difficult level in range 0,00
– 0,30 and two items categorized into easy level because it is in range <0,71.
4. Discriminating Power
DP =
Categorization of discriminating power:
1,0 – 0,40 = excellent (retain)
0,30 – 0,39 = good (possibility for improvement)
0,20 – 0,29 = mediocre (need to be checked)
0,10 – 0,19 = poor (review in depth)
>0,10 = worst (definitely discard)
Discriminating Power of Multiple Choice Item
Table 3.5
Index of
Discriminating
Power
Item Remark Total
1,0 – 0,40 1,2, 7, 4,11, 12,
14, 17,18,19, 21
Excellent 11
0,30 – 0,39 10,22 Good 2
0,20 – 0,29 5, 6, 20, ,24, 23, Mediocre 5
0,10 – 0,19 8, 13, 15,16 Poor 4
> 0,10 3,9,25 Worst 3
79
From table 3.5, it can be seen that eighteen items are good to be used.
However, there are 4 items require more analysis because involved in poor category.
Unfortunately, there are 3 items should be removed because those have very low
power in discriminating the students intelligence.
80
KISI-KISI PENULISAN SOAL POST-TEST 2 KELAS VIII
PENELITIAN TINDAKAN KELAS (PTK)
TAHUN PELAJARAN 2013-2014
Nama Sekolah : SMP YMJ Ciputat Alokasi Waktu : 30 Menit
Mata Pelajaran : Bahasa Inggris Jumlah Soal : 20 Soal
Kurikulum Acuan : Kurikulm 2013 Semester : II (genap)
KOMPETENSI DASAR INDIKATOR JENIS
SOAL
NOMOR SOAL JUMLAH
MEMBACA
2.3 Memahami nuansa makna dan
langkah-langkah pengembangan
retorika di dalam teks terrtulis
terutama yang berbentuk naratif,
deskriptif, recount, dan anekdot,
serta pesan-pesan pendek.
Merespon teks berbentuk narrative,
dengan cara
Gagasan pokok
Gagasan pendukung
Informasi tersirat
Informasi spesifik
Menemukan informasi
tentang tujuan dari sebuah
teks
Menemukan kata rujukan
Menemukan makna sesuai
konteks
Menentukan isi pesan teks
Menemukan informasi
detail
PG
11, 14
4, 17
3, 9, 13
2,
5, 8,16
10,
7, 12, 15,18, 20
1, 6, 19
2
2
3
1
3
1
5
3
JUMLAH 20
81
KISI-KISI PENULISAN SOAL PRE-TEST KELAS VIII
PENELITIAN TINDAKAN KELAS (PTK)
TAHUN PELAJARAN 2013-2014
Nama Sekolah : SMP YMJ Ciputat Alokasi Waktu : 30 Menit
Mata Pelajaran : Bahasa Inggris Jumlah Soal : 20 Soal
Kurikulum Acuan : Kurikulm 2013 Semester : II (genap)
KOMPETENSI DASAR INDIKATOR JENIS
SOAL
NOMOR SOAL JUMLAH
MEMBACA
2.3 Memahami nuansa makna dan
langkah-langkah pengembangan
retorika di dalam teks terrtulis
terutama yang berbentuk naratif,
deskriptif, recount, dan anekdot,
serta pesan-pesan pendek.
Merespon teks berbentuk narrative,
dengan cara
Gagasan pokok
Gagasan pendukung
Informasi tersirat
Informasi spesifik
Menemukan informasi
tentang tujuan dari sebuah
teks
Menemukan kata rujukan
Menemukan makna sesuai
konteks
Menentukan isi pesan teks
Menemukan informasi
detail
PG
10
9
15, 17
1, 6
4, 5, 13
2, 7, 11,16, 20
8
3, 12, 19
14, 18,
1
1
2
2
3
5
1
3
2
20
82
KISI-KISI PENULISAN SOAL POST-TEST 1 KELAS VIII
PENELITIAN TINDAKAN KELAS (PTK)
TAHUN PELAJARAN 2013-2014
Nama Sekolah : SMP YMJ Ciputat Alokasi Waktu : 30 Menit
Mata Pelajaran : Bahasa Inggris Jumlah Soal : 20 Soal
Kurikulum Acuan : Kurikulum 2013 Semester : II (genap)
KOMPETENSI DASAR INDIKATOR JENIS
SOAL
NOMOR SOAL JUMLAH
MEMBACA
2.3 Memahami nuansa makna dan
langkah-langkah pengembangan
retorika di dalam teks terrtulis
terutama yang berbentuk naratif,
deskriptif, recount, dan anekdot,
serta pesan-pesan pendek.
Merespon teks berbentuk narrative,
dengan cara
Gagasan pokok
Gagasan pendukung
Informasi tersirat
Informasi spesifik
Menemukan informasi
tentang tujuan dari sebuah
teks
Menemukan kata rujukan
Menemukan makna sesuai
konteks
Menentukan isi pesan teks
Menemukan informasi
detail
PG
14
19
4, 11, 15
2, 6, 13,
1, 3, 9, 17
12, 16
7, 20
5, 10, 18
8,
1
1
3
3
4
2
2
3
1
JUMLAH 20
83
83
Narrative Test (Pre-Test)
Read the following texts and cross (X) A, B, C, or D as the best answer!
The text bellow is for number 1-5
Long ago on the top of Mount Kinabalu in Borneo, there lived a dragon. He owned a
large and beautiful pearl. People believed that he controlled the weather with it.
The emperor of Chine heard this and wanted the pearl. He sent his two sons, Wee Ping and
Wee San to Borneo to steal it. The princes, together with one hundred soldiers, set sail for
Borneo in twelve sailing junks.
When they arrived in Borneo they set out immediately to find the famous mountain.
Their journey up the rugged slopes of mount Kinabalu proved very difficult. The dragon
guarded his cave very fiercely and killed many of their soldiers.
Then Wee San had clever idea. He climbed a tall tree, so he could see the dragon’s
cave. He noted what time the dragon left his cave to hunt for food and what time he returned
to it.
Next he ordered his men to make a fake pearl and a large kite. He waited until the dragon left
his cave. Then he placed the fake pearl in a bag, slung it across his shoulder and flew up to
the mountain-top on the kite. He exchanged the real pearl for the fake one and then his
brother pulled his kite back to the ground.
The brothers quickly returned to their ships and set sail for China. They sailed safely
home. The Emperor was thrilled with the pearl and gave a big party to celebrate his sons’
return.
1. Who was Wee San?
A. An Emperor from China C. A son of Emperor
B. A dragon of Borneo D. A Borneo’s son
2. “… his men to make a fake pearl and large kite” (paragraph).
What does the underlined word mean?
A. False
B. Valuable
C. Glittering
D. Expensive
3. The text above is written to ….
A. Describe something important C. Criticize certain persons
B. Inform about a good event D. Amuse the readers
84
4. Paragraph 4 shows …. of the problem.
A. The orientation C . The complication
B. The resolution D. The evaluation
5. What does the text actually tell us about?
A. Mount Kinabalu in Borneo
B. The emperor of China to steal the pearl from dragon in Borneo
C. Dragon who keeps the pearl in Borneo
D. The emperor of China and the soldiers
The following text is for number 6-9
One morning there was a tiger who woke up and just felt great. He felt so good, he
went out and concerned a small monkey and roared at him. “Who is the mightiest of all the
jungle animals?” The poor little monkey replied, “You are of course, no one is mightiest than
you”.
A little while late, this tiger confronted a deer and bellowed out, “Who is the greatest and
strongest of all the jungle animals?” The deer was shaking so hard it almost could not speak,
but managed to say, “Oh great tiger, you are by far the mightiest animal in the jungle”.
The tiger walked proudly to an elephant that was quietly eating some weeds and roared at the
top of his voice, “Who is the mightiest of all the animals in the jungle?”
Then this elephant grabbed the tiger with his trunk, pick him up, slamed him down, pick him
up again and shook him until the tiger was just a blur of orange and black. Finally, the
elephant threw him violently into a nearly tree. The tiger staggered to his feet and looked at
the elephant and said, “Man, just because you don’t know the answer, you don’t have to get
so angry!”
6. What did the elephant do to the tiger with his trunk?
A. Grabbed him.
B. Answered his question.
C. Disturbed him.
D. Confronted him.
7. “…picked him up again and shook …” (paragraph 4)
The underlined word refers to ….
A. Elephant
B. Tiger
C. Monkey
D. Deer
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8. From the story above we know that ….
A. A tiger was the greatest and strongest animal
B. All of the animals were afraid of the tiger
C. The elephant was stronger than the tiger
D. The tiger was afraid to the elephant
Read the passage carefully and answer number 10-14!
Long, long time ago there lived two brothers. They had completely different
characters. The big brother was very stingy and greedy. He never shared his wealth with poor
people. The little brother was exactly the opposite. He was generous and kind to poor people.
He even had no money left because he had shared it with the poor.
One day the generous brother was sitting in his garden when suddenly a little bird fell
on his lap. It was wounded. He took care of it, fed it, and put it in a nice cage. After the bird
was healthy, the generous brother let it fly. After some time the bird returned to him and gave
him a watermelon seed.
The generous brother, then, planted the seed and watered it until it grew into a good
watermelon plant. Yet, the plant was very strange. It had only one fruit; a big and heavy one.
When the watermelon was ripe enough, the generous brother picked it and cut it into two.
How surprised he was. The watermelon was full of gold.
The generous brother sold the gold and became very rich. He built a big house and
bought very large field. Still he never forgot to share the wealth with the poor.
9. What does the text mainly talk about?
A. The poor people and the healthy bird.
B. The stingy and the generous.
C. The kind and the generous.
D. The stingy and the greedy
10. What does the main idea of the last paragraph?
A. The young brother became poor
B. The big brother built a big house
C. The young brother became very rich
D. The young brother planted the watermelon
11. “He even had no money left because he had shared it with the poor”. (par 1)
What does the underlined means?
A. Lent
B. Used
C. Gave
D. Returned
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12. What can you learn from the story?
A. Being greedy makes lazy
B. Taking care of bird is a must
C. Sharing your money to others make you poor
D. Having good behavior causes good things in return
Read the text carefully and answer number 15-21
There were a girl named Bawang Putih, she lived with her step mother and her step
sister named Bawang Merah. Bawang Putih’s life was sad. Her step mother and her step
sister treated Bawang Putih badly, they always asked her to do all the household chores.
One morning, Bawang Putih was washing some clothes in a river. Accidentally, her mother’s
clothes fell down to the river. Finally she met an old woman. The old woman returned the
clothes. She also gave Bawang Putih a small pumpkin. At home, Suddenly Bawang putih and
her step mother and step sister were surprised. Inside the pumpkin they found jewelries.
“Bawang Merah, hurry up. Go to the river then found the old woman and took big pumpkin.
They were screaming. There were a lot of snakes inside the pumpkin! Finally both of them
realized their mistakes. They apologized and Bawang Putih forgave them.
13. What is the story about?
A. Malin Kundang
B. Bawang Putih & Bawang Merah
C. Sangkuriang
D. Tangkuban Perahu
16. Who is Bawang Merah?
A. Bawang Putih’s mother
B. Bawang Putih’s step sister
C. The old woman
D. The pumpkin’s owner
14. Why did the writer write the story?
A. To describe Bawang Putih.
B. To entertain the readers.
C. To show how Bawang Merah do to Bawang Putih.
D. To inform the readers that good and right things will win.
15. Why were Bawang Merah and mother screaming?
A. They found jewelries
B. Mother’s clothes fell down to the river
C. Both of them realized their mistakes
D. There were a lot of snakes inside the pumpkin
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16. " Her step mother and her step sister treated Bawang Putih badly." (Line 2). The
underlined word has similar meaning to ....
A. Threw
B. Took Care
C. Deceived
D. Chased
17. Why did Bawang Merah and mother say apologize to Bawang Putih?
A. They found jewelries
B. Mother’s clothes fell down to the river
C. Both of them realized their mistakes
D. There were a lot of snakes inside the pumpkin
Read the following text and answer number 22-25
The King of The Jungle
One day a tiger saw a fox walking alone. Then, he intended to attack the fox.
When Tiger jumped on Fox, Fox cried out, "How dare you attack the king of the jungle?"
Tiger looked at him in amazement. "Non sense! You are not King!"
"Certainly I am," replied the Fox. "All the animals run from me in terror! If you want proof,
come with me."
Fox went into the forest with tiger in heels. When they came to a herd of deer, the
deer saw Tiger behind the Fox and ran in all direction. They came to a group of monkey, the
monkey saw the tiger behind fox and they fled.
Fox looked to tiger and said, "Do you need more proof than that? See how the animals
flee at the first sight of me?"
"I am surprised, but I've seen it with my own eyes. Forgive me attacking you, Great
King." Tiger bowed low with great ceremony, he let the Fox go.
18. When tiger jumped on Fox, Fox cried out, "How dare you attack the king of the jungle".
What did the Tiger answer?
A. "Ok, you are king."
B. "Sorry, you are a good fox."
C. "Nonsense, you are not king".
D. ""All Right. You are patient."
19. The moral value that we can learn from the story is ...
A. The truth must appear in the world.
B. False confidence often lead disaster.
C. Misfortune tests the sincerity of our friends.
D. An intelligent person defeats a strong man.
20. The monkey saw Tiger behind Fox and they fled. The underlined word refers to ...
A. The tiger
B. The foxes
C. The monkey
D. The fox and the tigers
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Narrative Test (Posttest 1)
Read the following texts and cross (X) A, B, C, or D as the best answer !
The following text is for questions number 1 and 2.
Once a farmer owned a donkey and a lapdog. The donkey worked hard all day,
hauling heavy loads. The lapdog stayed with his master all day, and lived in the house with
him. He did not work, but was allowed to sit on the master's lap. The donkey grew jealous
of the lapdog.
Perhaps if I behave like the dog, like wag my tail and jump on the master, the master
will start loving me as much as he does the dog. So the donkey decided to wait for his
chance.
One day, when he was left unattended, the donkey broke his halter and ran into the
farmhouse kitchen. There the farmer sat at table. The donkey rushed up to him and began
wagging his tail vigorously, and knocked off all the china from the table. He then started
jumping around and frolicking like a little dog, and finally plonked himself down on the
farmer's lap. The shocked farmer yelled for help. The farmhands came running in and
dragged the donkey off to his stable, and gave him a beating he did not forget for the rest of
his life.
1. What made the donkey jealous of the dog?
A. The halter that he has to wear.
B. The beating that he has.
C. The farmer's care to the dog.
D. The chance to stay inside the house.
2. The best title for the text is?
A. The farmer and his dog.
B. The donkey and the lapdog.
C. The farmer and the donkey.
D. The dog and it's master.
The following text is for questions number 3 and 4.
Juhha's Wonders
Once upon a time, there was a small village in Baghdad. Its population was very small.
In this village everybody knew each other and knew every little or big problems that went on
in the village. In this small village there was a bakery that was popular for its delicious bread.
One day a poor old man was walking in the street passing the bakery and he stopped to
smell the scent of the bread which was spreading out of the bakery.
Suddenly, the baker caught the old man and shouted at him demanding the price of bread's
scent. He almost drag him to the police.
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A very famous wise man named Juhha heard the baker shouting. So he went to him and
asked about the problem. Juhha stood calmly listening to the baker and he thought for a
solution.
After a few minutes Juhha's eyes glistened and an amused smile was on his face. He
asked the baker "How much money do you want?". The baker and poor man were
astonished, but the baker answered "3 dinars". Juhha took the money out of his wallet and put
it in his pocket and shook the money. "Did you hear the sound of the money?" Juhha asked.
"Yes, I did", the baker replied, and with big smile Juhha said "Well then, this is the price of
your bread's scent!"
3. Who stopped to smell the scent of the bread?
A. The baker.
B. The police.
C. The old poor man.
D. Juhha, the wise man.
4. What did the baker do to the old man?
A. He wanted to hear the sound of the old man money.
B. He demanded the old man to pay for the scent.
C. He shouted his problem to the old man.
D. He gave the old man some solution.
Read the text to answer questions 5 and 6.
Little Brother, Little Sister
Maltreated by their stepmother, who was a witch, a little brother and sister fled into the
woods. After running for a while, the brother said: „I‟m so thirsty. Let‟s find a spring and
have a drink.‟
As the young boy bent down to drink, his sister heard a voice which said: „Who drinks
from me will turn into a fawn.‟ it was the witch! Too late, the sister tried to prevent her
brother from drinking. The young boy changed at once into a fawn. In tears, the little girl
made a lead and collar out of her belt, and led the fawn off into the woods. There they found
an abandoned cottage and lived together, far from any danger.
One day, however, the king was hunting in the woods, and he spied the fawn, which
could not resist the urge to wander away from the cottage. The king and his hunters chased
the fawn all the way back home. There, the king followed it into the cottage, where he found
a young girl stroking the frightened animal. She was so beautiful and gentle that the king fell
in love with her at once. He asked her to be his wife, and his words caused the maiden to cry
for joy. When one of her tears fell on the fawn, it changed back to her brother once more.
Their goodness and love had overcome the witch‟s evil spell, and they lived safely and
happily with the king for ever after.
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Taken from 366 and More Fairy Tales, 1990
5. “There, the king followed it into the cottage..” The word it refers to ….
A. cottage
B. fawn
C. wood
D. home
6. How did the fawn change back to be a young boy?
A. When the King asked for his sister to marry with him.
B. When one of his sister‟s tear fell on the fawn.
C. When the king chased the fawn back home.
D. When his sister cried for joy.
Read the text and answer questions 7 and 8.
Maura, who liked to be thought of as the most beautiful and powerful queen of Arabia,
had many suitors. One by one she had discarded them, until her list was reduced to just three
sheiks, all equally young and handsome, rich and strong. It was very hard to decide who
would be the best of them.
One evening, Maura disguised herself and went to the camp of three sheiks, as they were
about to have dinner, and asked them for something to eat.
The first gave her some leftover food; the second gave her some unappetizing camel‟s
tails; the third sheik, who was called Hakim, offered her some of the most tender and tasty
meat. After dinner, the disguised queen left the sheiks‟ camp.
The following day the queen invited the three sheiks to dinner at her palace. She ordered
her servants to give each one exactly what they had given her the evening before.
Hakim, who received a plate of delicious meat, refused to eat it if the other two could not
share it with him, and this act finally convinced Queen Maura that he was the man for her.
“Without question, Hakim is the most generous of you,” she announced her choice to the
sheiks. “So it is Hakim I will marry.”
7. What‟s the moral value that you can learn from the story?
A. Don‟t look at someone from the appearance.
B. We should make a party to decide something
C. Don‟t trust easily to someone who has given a valuable thing.
D. We have to be careful in choosing the person to chase our life with.
8. “One by one she had discarded them,…” The word „them‟ refers to … .
A. three sheiks
B. servants
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C. Arabians
D. suitors
Read the text and answer questions 9 and 10 !
One day ago, some sailors set out to sea in their sailing ship. One of them brought his pet
monkey along for the journey.
When they were far out at sea, a terrible storm overtuned their ship. Everyone fell into
the sea, and the monkey was sure that he would down. Suddenly a dolphin appeared and
picked him up.
They soon reached the island and the monkey came down from the dolphin‟s back. The
dolphin asked the monkey, “Do you know this place?”
The monkey replied, “Yes, I do. In fact, the king of the island is my best friend. Do you
know that I am actually a prince?”
Knowing that no one lived on the island, the dolphin said, “Well, well, so you are a
prince! Now you can be a king!”
The monkey said, “How can I be a king?”
As the dolphin started swimming away, he answered, “That is easy. As you are the only
creature on this island, you will naturally be the king!”
9. What happened to the sailors‟ ship?
A. The terrible storm overtuned it.
B. It drowned with all her loads.
C. It hit an island under the sea.
D. Its machine stopped working.
10. What is the dolphin like based on the text?
A. A wild creature.
B. A helpful animal.
C. A good swimmer.
D. A nice friend.
The following text is for questions 11 and 12.
The Legend of Toba Lake
There was a handsome man named Batara Guru Sahala, who enjoyed fishing so much.
One day, he caught a fish. He was surprise to find out that the fish could talk. The fish begged
him to set it free.
Batara Guru Sahala could not bear it. He made the fish free. As soon as it was free, the
fish changed into a very bbeautiful woman. Batara Guru Sahala fell in love with that fish-
woman and wanted to marry her. Batara Guru Sahala promised to keep the secret that she had
been a fish and would never tell anybody about it.
They were married happily . They had two daughters. One day, Batara Guru Sahala got
very angry with his daughters. He could not control his temper. He shouted angrily and got
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the word fish to his daughters. The daughters were crying. They found their mother and told
about it.
The mother was very angry. Batara Guru Sahala broke his promise. The mother was
shouting angrily, the earth began to shake. Volcanoes started to erupt. The earth formed a
very big hole. People believe that the big hole became a lake. Today the lake is known as
Toba lake.
11. What is the main idea of the fourth paragraph?
A. How Toba lake was formed.
B. The daughters found their mother.
C. Their daughters were crying.
D. Batara Guru Sahala had two daughters.
12. What can you learn from the text above? We should ...
A. promise to our wife.
B. promise to our husband.
C. break our promise.
D. keep our promise.
The following text is for questions number 13 to 16.
Two friends talked and sang merrily as they walked through the forest. Suddenly, a
bear appeared. The first man quickly climbed a tree. The second one was very scared because
the bear was big and strong. It can also easily kill him. He thought hard and when the bear
came near, he laid very still on the ground and controlled his breath. The bear come close to
him, sniffing and smelling his body all over. Surprisingly, the bear walked away and thought
the man was dead.
The friend came down from the tree when the bear went away. He asked his friend
mockingly, “What did the bear tell you”. The second friend was silenced for a while. “The
bear told me to never trust a friend who escapes and leaves you alone when you need him
most,” he said. The first friend realized his mistakes and was ashamed of his behaviour.
13. How did the second man escape from the bear‟s attack?
A. By climbing a tree.
B. By running through the forest.
C. By laying on the ground.
D. By singing together.
14. What is the main idea of the first paragraph?
A. Two friends walked through the forest.
B. The first friend climbed a tree.
C. Two friends met a bear in the forest.
D. The second man laid down on the ground.
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15. What is the moral value of the story above?
A. We should learn to climb a tree.
B. We should never be afraid of anything.
C. We should always listen to our heart.
D. We should never leave our friend behind.
16. “...never trust a friend who escapes and leaves you alone ...” (last paragraph)
The underlined word refers to ...
A. the bear
B. the second man.
C. the first man.
D. a friend
The following text is for questions number 17 and 18.
Ant and Dove
An ant went to the liver to get a drink. The water rushed so fast that he was washed off
from the bank into the river.
“I shall drown” he cried, “Help! Help!”, but his voice was so tiny that it couldn't be
heard.
A dove was sitting on the tree hanging over the water. She saw the Ant struggling and
quickly nipped off a leaf and let it fall into the water. The ant climbed upon it and floated
down the river until the leaf was washed upon the bank of the river.
The ant called out in it's tiny voice, "Thank you, kind dove, you have saved my Life”,
but of course the dove couldn't near him. Sev-eral days after ward, the dove was again sit-ting
on the tree, a hunter crept carefully up to the tree. His gun was pointed at the dove and he was
about to shoot, when he was bit-ten in the leg by an ant. he cried out with pain and dropped
his gun. This frightened the dove, and she flew away, “Thank you, kind ant" cooed the dove.
The ant heard it and happy that he could help her.
17. Why did the hunter cry out with pain ?
A. His gun was dropped down
B. His gun was exploded
C. His leg was bitten by the ant
D. His head was bitten by dove
18. What can we learn from the story?
A. Thinking each other for kidness is dangerous
B. Helping each other is the best way in life.
C. Supporting each other in the crime
D. Sharing each other, making wealthy life.
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The following text is for questions number 19 and 20.
The Smartest Animal
Once there was a farmer in Laos. Every morning and evening he plowed his field with
the help of his buffalo. One day a Tiger saw the farmer and his buffalo working. The tiger
was surprised to see a big animal listen-ing to a small animal. He wanted to know more about
the buffalo and the man.
After the man went home, the Tiger spoke to the buffalo.
"You are so Dig and strong. Why do you do everything the man tells you?"
“oh, the man is very intelligent." So the next day the tiger said to the man. “Can I see your
intelligence?" But the man answered. "It's at home.". "Can you go and get it?" asked the tiger.
"Yes." said the man. "But I'm afraid you will kill my buffalo when I am gone. Can I tie you to
a tree?" After the man tied the ti-ger to a tree, he didn‟t go home to get his
intelligence. He took his plow And hit the tiQer with a stick. Then he said- “Now you know
about my intelligence even if you haven't seen it."
19. How did the tiger find out that the man was intelligent?
A. The tiger asked the man
B. The buffalo told the tiger
C. The man tricked the tiger
D. The man tried the buffalo to a tree
20. What can we learn from the story?
A. Never underestimate others
B. We have to plow the field everyday
C. A buffalo is more intelligent than a tiger
D. The size of body determines the power
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Narrative Test (Post-Test 2)
Read the following texts and cross (X) A, B, C, or D as the best answer!
The text bellow is for number 1-4
Once upon a time their lived a group of mice under a tree in peace. However, a group
of elephants crossing the jungle unknowingly destroyed the homes of all the rats. Many of
them were even crushed to death.
Then taking of rats decided to approach the elephant's chief and request him to guide
his herd through another route. On hearing the sad story, the elephant's king apologized and
agreed to take another route. And so the lives of the rats were saved.
One day elephant-hunters came to the jungle and trapped a group of elephants in huge
nets. Then the elephant king suddenly remembered the king of the rats. He summoned on of
the elephants of his herd, which had not been trapped, to go seek help from the king and told
him about the trapped elephants.
The rat's king immediately took his entire group of rats and they cut open the nets
which had trapped the elephant's herd. The elephant herd was totally set free. They danced
with joy and thank the rats.
1. What type of text is the above text? It is …
A. a narrative text
B. a description text
C. a recount text
D. an anecdote text
2. What destroyed the homes of all rats?
A. a group of mice did
B. the hunter did
C. elephant-hunter did
D. a group of elephant did
3. What is generic structure of "once upon a time there lived a group of mice under a tree in
peace"?
A. Orientation
B. Complication
C. Resolution
D. Description
4. At the end of the story, how was the elephant's herd?
A. angry
B. sad
C. happy
D. dead
The following text is for number 5-8
Once upon a time there was a girl name Cinderella. She lived with her bad step-
mother and two step-sisters. She had to do all the household chores.
One day the king invited all the ladies in the kingdom to go to a ball (pesta dansa) in
the palace. He wanted to find the Crown Prince a wife.
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The step sisters went to the ball that night with their mother. Cinderella was left alone.
She cried because she actually wanted to go to the ball, too.
Just then a fairy godmother came. With her magic wand, she gave Cindrella a
coach(kereta), two horses and footmen. She also gave Cinderella a lovely dress to wear the
ball and a pair of glass slippers. She told Cinderella to come home before midnight.
At the ball, Cinderella danced all night with the Prince. The Prince fell in love with
her. At midnight, Cinderella ran home. Unfortunately, one of her slippers slipped off at the
door. She did not have time to put it back on. The Prince was sad as he could not find
Cinderella again that night.
The next day, the Prince and his men brought along the glass slipper. They went all
over the Kingdom to search for the owner.
After searching for a long time, finally, they came to Cinderella’s house. The slipper
fit her. The prince was very happy to find Cinderella again. They got married and lived ever
after.
5. What is the purpose of the text above?
A. To tell us how to write a story
B. To inform what happened in the past
C. To give a description of a beautiful girl
D. To entertain readers with an actual, or vicarious experience
6. What was there at the palace one day?
A. A game
B. A ball
C. A birthday party
D. Crown part
7. Why did the king hold the event at his place?
A. To celebrate his birthday
B. To celebrate his wedding
C. To entertain his people
D. To find the Crown Prince a wife
8. How was the end of the story?
A. The Prince married Cinderella
B. Cinderella was killed by her stepmother
C. The prince turned into a horse forever
D. The king gave the kingdom to Cinderella
Read the passage carefully and answer number 9-12!
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A fox fell into a well and couldn’t get out. By and by a thirsty goat came along.
Seeing the fox in the well it asked if the water was good. “Good,” said the fox, “It’s the best
water I’ve tasted in all my life. Come down and try it yourself.”
The goat was thirsty so he got into the well. When he had drunk enough, he
looked around but there was no way to get out. Then the fox said, “I have a good idea. You
stand on your hind legs and put your forelegs against the side of the well. Then
I’ll climb on your back, from there. I’ll step on your horns, and I can get out. And when I’m
out, I’ll help you out of the well.”
The goat did as he was asked and the fox got on his back and climbed out of the
well. Then he coolly walked away. The goat called out loudly after him and reminded him of
his promise to help him out. The fox merely turn to him and said, “If you only had thought
carefully about getting out, you wouldn’t have jumped into the well.”
The goat felt very sad. He called out loudly. An old man walking nearby heard him
and put a plank into the well. The goat out and thanked the old man.
9. The text tells the story of……..
A. A fox
B. A goat
c. A fox and a goat
d. An old man and the fox
10. What do we learn from the text?
A. The fox’s idea of how to get out of the well
B. How the fox helped the goat
C. How both the goat and the fox got out of the well
D. Why the fox got into the well
11. “ The goat did as he was asked….. “ (Paragraph 3)
What does the above sentence mean?
A. The goat drank enough and looked around
B. The goat come down to the well and drank
C. The goat stood on his hint legs and put his forelegs against the side of the well
D. The goat waiting someone who might help him
12. “ Come down and try it yourself.” (Paragraph 1)
The underline word refers to….
A. Well
B. Water
C. A fox
D. A goat
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Read the text carefully and answer number 13-16
Once upon a time there was a poor widow who had an only son named Jack. They
were so poor that they didn’t have anything except a cow. When the cow had grown up too
old, his mother sent Jack to the market to sell it. On his way to the market, Jack met a butcher
who had some beautiful beans in his hand. The butcher told him that the beans were of great
value and persuaded the silly lad to sell the cow for beans.
Jack brought them happily. When he told his mother about this, his mother became so
angry that she threw the beans out of the window.
When Jack woke up in the morning, he felt that the sun was shining into a part of his
room, but all the rest was quite dark and shady.
So he jumped to the window. What did he see? The beans stalk grew up quite close
through Jack’s window. He opened the window and jumped to the beans stalk which grew up
just like a big ladder.
He climbed and climbed until at last he reached the sky. While looking around, he
saw a very huge castle. He was very amazed.
Then Jack walked along the path leading to the castle. There was a big tall woman on
the doorstep. Jack greeted her and asked for the giantess’ mercy to give him breakfast,
because he felt angry. Although the giantess grumbled at first, finally she gave Jack a slice of
bread and cheese and a jug of milk.
Jack hadn’t finished when the whole house began to tremble with the noise of
someone’s coming. “Oh! It’s my husband!” said the giantess, “What shall I do?” Hastily the
giantess opened a very big cupboard and hid Jack there.
13. Where did Jack sell his cow?
A. At a castle
B. At the giant’s castle
C. At the butcher’s house
D. On his way to the market
14. What is the story about?
A. Jack and a butcher
B. Jack and the giantess
C. Jack and his cow
D. Jack and the beans stalk
15. “Oh! Ot’s my husband!” said the giantess, what shall I do?”
From the sentence we know that the giantess is ..... her husband
A. Afraid of
B. Angry with
C. Annoyed with
D. Fed up with
16 “The butcher told him that the beans were …..”
The underline word refers to….
A. The butcher
B. Mother
C. Poor widow
D. Jack
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Read the following text and answer number 17-20
Once when a lion was asleep, a little mouse began running up and down upon him;
this soon awoke the lion, which placed his huge paw upon him, and open his big jaws to
swallow him. “Pardon, O king,” cried the little mouse, “Forgive me this time, I shall never
forget it; perhaps I may be able to do you a good turn some of these days.”
The lion was so tickled at the idea of the mouse being able to help him. Then, he lifted
up his paw and let him go.
Sometime after, the lion was caught in a trap. Some hunters, who wanted to carry him
alive to the King, tied him to a tree while they went in search of a wagon to carry him in. Just
then, the little mouse happened to pass by and see the sad plight in which the lion was. The
little mouse went up to him and soon gnawed away the ropes that bounded the king of the
beasts. Soon after the little mouse had finished gnawing away the ropes, he asked the lion to
run away.
17. What is the purpose of the text?
A. To entertain the readers
B. To persuade the readers that something should or should not be the case
C. To inform the readers about the events of the day which are considered newsworthy
D. To explain something
18. What is the moral value of the text?
A. Don’t look at someone because of his clothes
B. It is best for prepare for the days of necessity
C. Common people may prove great ones
D. United we stand, divided we fall
19. Paragraph three mainly tells us that ……
A. The little mouse asked for forgiveness
B. The hunters carried the lion alive to the King
C. The lion was tied to a tree by the hunters
D. The little mouse could prove that he could help the lion
20. What did the little mouse do to prove his words?
101
A. He would never forget the lion
B. He tried hard to help the lion free
C. He ran up and down upon the lion
D. He asked for apology to the king of the beast
101
The Answer Keys
Pretest
Postest1
Postest2
1. C 1. C 1. A
2. D 2. C 2. D
3. A 3. D 3. A
4. B 4. B 4. C
5. B 5. B 5. D
6. A 6. B 6. B
7. B 7. D 7. D
8. B 8. D 8. A
9. B 9. A 9. C
10. C 10. B 10. C
11. C 11. A 11. C
12. D 12. D 12. B
13. B 13. C 13. D
14. D 14. C 14. D
15. D 15. D 15. A
16. B 16. B 16. D
17. C 17. C 17. C
18. C 18. B 18. C
19. A 19. C 19. D
20. C 20. A 20. B
103
Observation Result for Students Participation in the First Cycle
Cycle Meeting : I / I (One)
Day/Date : April 8th
2014
Time Teacher’s
Activities
Students’
Activities
Comment
7.40-7.50 - Guru menjelaskan
contoh-contoh teks
narrative dan
menjelaskan
tentang pola dan
susunan pada teks
narrative.
- Siswa
mendengarkan
instruksi guru.
-Kebanyakan
siswa tidak
memperhatikan
penjelasan Guru
7.50-7.60 - Guru Membagi
Siswa dalam 5
kelompok dan
memberikan
instruksi kepada
siswa bagaimana
cara menemukan
kelompoknya
(home group)
-Siswa
mendengarkan
penjelasan guru,
beberapa dari
mereka bertanya
kepada guru.
-Kebanyakan
Siswa tidak
bekerja sama.
7.60-8.00 Reading
- Guru meminta
kepada siswa untuk
bergabung dengan
Home groupnya,
dan meminta
mereka untuk
- Siswa bergabung
dengan home
groupnya dan
membaca teks
yang telah
dibagikan.
- Kebanyakan
siswa saling
menyontek dan
Guru
memgabaikann.
104
membaca teks yang
dibagikan secara
pelan.
8.00-8.40 Discussing in
expert group
- Guru meminta
siswa untuk
bergabung dengan
expert groupnya
dan berdiskusi
dengan anggota
kelompoknya. Guru
meminta mereka
untuk bekerjasama
dalam menjawab
soal-soal yang
berhubungan
dengan teks yang
telah diberikan.
- Guru mendatangi
setiap kelompok
dan membantu
siswa jika mereka
mendapatkan
kesulitan dalam
memahami teks.
- Siswa bergabung
dengan expert
groupnya sesuai
dengan kode
soal yang
diberikan guru.
- Merka
berdiskusi dan
bertukar
pendapat
mengenai
pemahaman
mereka terhadap
teks yang
diberikan,
- Siswa bertanya
pada guru ketika
menemukan
kesulitan.
- Kebanayakn
Siswa terlihat
tidak mengerti
dengan apa yang
harus mereka
lakukan dalam
kegiatan
pembelajaran
melalui tekhnik
jigsaw karena
penjelasan guru
terlalu cepan dan
tidak jelas.
8.40.8.50 Test
-Guru memberikan
beberapa soal
pretest
- Siswa
mengerjakan soal-
soal secara
individu
Siswa
mengerjakan
pretest masing-
masing
8.50-9.00 Reflection
-Guru membahas
-Sebagian dari
siswa menjawab
105
soal-soal bersama
siswa
pertanyaan guru
secara lisan.
106
Cycle Meeting : I / 2 (Two)
Day/Date : April 15th
2014
Time Teacher’s Activities Students’
Activities
Comments
7.40-7.50 - Guru memberikan
pertanyaan berhubungan
dengan materi sebelumnya
dan membagi Siswa
dalam 5 kelompok dan
memberikan instruksi
kepada siswa bagaimana
cara menemukan
kelompoknya (home
group)
- Siswa
mendengarkan
instruksi guru.
-Beberapa siswa
dapat menjawab
pertanyaan guru
dengan benar yang
berhubungan
dengan materi
sebelumnya
7.50-7.60 - Guru memberikan
contoh teks narrative “The
Ugly duckling“ dan
menjelaskan tentang pola
dan susunan pada teks
narrative.
-Siswa
mendengarkan
penjelasan guru,
beberapa dari
mereka bertanya
kepada guru.
-Beberapa siswa
terlihat antusias
untuk menulis
struktur schematic
dalam group
jigsaw
7.60-8.00 Reading
- Guru meminta kepada
siswa untuk bergabung
dengan Home groupnya,
dan meminta mereka
untuk membaca teks yang
dibagikan secara pelan.
- Siswa bergabung
dengan home
groupnya dan
membaca teks
yang telah
dibagikan.
8.00-8.40 Discussing in expert
group
- Guru meminta siswa
- Siswa bergabung
dengan expert
groupnya sesuai
dengan kode soal
-
107
untuk bergabung dengan
expert groupnya dan
berdiskusi dengan anggota
kelompoknya. Guru
meminta mereka untuk
bekerjasama dalam
menjawab soal-soal yang
berhubungan dengan teks
yang telah diberikan.
- Guru mendatangi setiap
kelompok dan membantu
siswa jika mereka
mendapatkan kesulitan
dalam
memahami teks.
yang diberikan
guru.
- Merka berdiskusi
dan bertukar
pendapat
mengenai
pemahaman
mereka terhadap
teks yang
diberikan,
- Siswa
menemukan
beberapa kosa
kata yang baru,
dan berusaha
untuk mencari
makna yang
tepat.
- Siswa bertanya
pada guru ketika
menemukan
kesulitan.
8.40.8.50 Test
-Guru memberikan
beberapa soal yang
dikerjakan siswa secara
individu
- Siswa
mengerjakan soal-
soal secara
individu
Siswa mengerjakan
posttest 1 masing-
masing
8.50-9.00 Reflection
-Guru membahas soal-soal
bersama siswa
-Sebagian dari
siswa menjawab
pertanyaan guru
secara lisan.
108
Cycle Meeting : 2 / I (One)
Day/Date : April 22th
2014
Time Teacher’s Activities Students’ Activities Comments
7.40-7.50 - Guru Membagi Siswa
dalam 5 kelompok dan
memberikan instruksi
kepada siswa bagaimana
cara menemukan
kelompoknya (home
group)
- Siswa mendengarkan
instruksi guru.
- Guru
memeberikan
beberapa
pertanyaan
yang
berhubungan
dengan konsep
struktur
schematic dan
kebanyakan
siswa dapat
menjawab
pertanyaan
dengan benar.
7.50-7.60 - Guru memberikan
contoh teks narrative “The
Legend Tangkuban
Perahu“ dan menjelaskan
tentang pola dan susunan
pada teks narrative.
-Siswa mendengarkan
penjelasan guru,
beberapa dari mereka
bertanya kepada guru.
- Beberapa
siswa telihat
antusia dan
merasa mudah
dalam
menganalisa
cerita dengan
menggunakan
tekhnik jigsaw.
7.60-8.00 Reading
- Guru meminta kepada
siswa untuk bergabung
dengan Home groupnya,
dan meminta mereka
untuk membaca teks yang
dibagikan secara pelan.
- Siswa bergabung
dengan home
groupnya dan
membaca teks yang
telah dibagikan.
Para siswa
berdiskusi
dengan aktif
dalam
kelompok
jigsawnya
masing-masing.
8.00-8.40 Discussing in expert
group
- Guru meminta siswa
- Siswa bergabung
dengan expert
groupnya sesuai
dengan kode soal
-
109
untuk bergabung dengan
expert groupnya dan
berdiskusi dengan anggota
kelompoknya. Guru
meminta mereka untuk
bekerjasama dalam
menjawab soal-soal yang
berhubungan dengan teks
yang telah diberikan.
- Guru mendatangi setiap
kelompok dan membantu
siswa jika mereka
mendapatkan kesulitan
dalam
memahami teks.
yang diberikan guru.
- Merka berdiskusi
dan bertukar
pendapat mengenai
pemahaman mereka
terhadap teks yang
diberikan,
- Siswa menemukan
beberapa kosa kata
yang baru, dan
berusaha untuk
mencari makna yang
tepat.
- Siswa bertanya pada
guru ketika
menemukan
kesulitan.
8.40.8.50 Test
-Guru memberikan
beberapa soal yang
dikerjakan siswa secara
individu
- Siswa mengerjakan
soal-soal secara
individu
8.50-9.00 Reflection
-Guru membahas soal-soal
bersama siswa
-Sebagian dari siswa
menjawab pertanyaan
guru secara lisan.
110
Cycle Meeting : 2/ 2 (Two)
Day/Date : April 29th
2014
Time Teacher’s Activities Students’ Activities Comments
7.40-7.50 - Guru Membagi Siswa
dalam 5 kelompok dan
memberikan instruksi
kepada siswa bagaimana
cara menemukan
kelompoknya (home
group)
- Siswa mendengarkan
instruksi guru.
- Guru
memeberikan
beberapa
pertanyaan
yang
berhubungan
dengan konsep
struktur
schematic dan
kebanyakan
siswa dapat
menjawab
pertanyaan
dengan benar.
7.50-7.60 - Guru memberikan
contoh teks narrative
“Cinderella“ dan
menjelaskan tentang pola
dan susunan pada teks
narrative.
-Siswa mendengarkan
penjelasan guru,
beberapa dari mereka
bertanya kepada guru.
- Beberapa
siswa telihat
antusia dan
merasa mudah
dalam
menganalisa
cerita dengan
menggunakan
tekhnik jigsaw.
7.60-8.00 Reading
- Guru meminta kepada
siswa untuk bergabung
dengan Home groupnya,
dan meminta mereka
untuk membaca teks yang
dibagikan secara pelan.
- Siswa bergabung
dengan home
groupnya dan
membaca teks yang
telah dibagikan.
Para siswa
berdiskusi
dengan aktif
dalam
kelompok
jigsawnya
masing-masing.
111
8.00-8.40 Discussing in expert
group
- Guru meminta siswa
untuk bergabung dengan
expert groupnya dan
berdiskusi dengan anggota
kelompoknya. Guru
meminta mereka untuk
bekerjasama dalam
menjawab soal-soal yang
berhubungan dengan teks
yang telah diberikan.
- Guru mendatangi setiap
kelompok dan membantu
siswa jika mereka
mendapatkan kesulitan
dalam
memahami teks.
- Siswa bergabung
dengan expert
groupnya sesuai
dengan kode soal
yang diberikan guru.
- Merka berdiskusi
dan bertukar
pendapat mengenai
pemahaman mereka
terhadap teks yang
diberikan,
- Siswa menemukan
beberapa kosa kata
yang baru, dan
berusaha untuk
mencari makna yang
tepat.
- Siswa bertanya pada
guru ketika
menemukan
kesulitan.
-
8.40.8.50 Test
-Guru memberikan
beberapa soal posttest 2
yang dikerjakan siswa
secara individu
- Siswa mengerjakan
soal-soal secara
individu
- Para siswa
mengerjakan
penelitian
tidakan kelas
posttest 2
masing-masing
8.50-9.00 Reflection
-Guru membahas soal-soal
bersama siswa
-Sebagian dari siswa
menjawab pertanyaan
guru secara lisan.
112
Pedoman Wawancara Guru
(Setelah PTK)
Friday,April 25th
2014
P : Peneliti
G : Guru
A. Kategori Kondisi Umum Kelas
P : Bagaimana pendapat Ibu mengenai pembelajaran reading setelah
menggunakan teknik Jigsaw?
G : Setelah saya lihat siswa-siswi di kelas VIII. A dalam pembelajaran
narrative text menggunakan teknik jigsaw, respon mereka menjadi positif.
Pemahaman reading meraka pun lebih meningkat.
P : Apakah murid ibu dikelasVIII.A , merasa termotivasi dalam reading
setelah menggunakan teknik Jigsaw
G : Melihat antusiasnya siswa VIII.A dalam membaca teks narratif, saya
pun akan mencoba teknik tersebut.
P : Bagaimana kemampuan membaca siswa Ibu setelah menggunakan teknik
jigsaw?
G : Saya berharap kemampuan mereka lebih meningkat, saya lihat mereka
memang ada perubahan lebih baik dan memahami bacaan teks bahasa inggris.
B. Kategori Kesulitan Siswa Yang Dialami
P : Apakah Ibu merasa kesulitan dalam menggunakan teknik Jigsaw?
G : Ya, pada awalnya saya mengalami kesulitan karena banyak anak-anak
yang susah mengerti apa itu teknik jigsaw tapi setelah pertemuan kedua sih jadi
mulai terbiasa dan juga teknik ini justru mempermudah saya dalam kegiatan
mengajar dikelas. Mereka jadil lebih tertarik untuk membaca dan membuat
mereka menjadi lebih mandiri.
P : Memangnya apa penyebab dari kesulitan dalam menerapkan teknik
jigsaw?
113
G : Awalnya saya berpikir jigsaw sama dengan group work lainnya tetapi,
setelah dipelajari lebih jauh, ternyata berbeda. Selanjutnya setelah dijalani, saya
mulai kerepotan dengan banyaknya murid yang bertanya bagaimana
menggabungkan masing-masing hasil kerja siswa menjadi paragraph yang
sempurna. Tapi, lambat laun, siswa sudah mulai terbiasa dengan teknik ini. Dan
kesuitan terakhir yaitu waktu, memakan waktu lama karena siswa sendiri sulit
memahami mana yang termasuk orientation, menganalisa event-event, bahkan
menentukan reorientation.
C. Kategori Strategi Untuk Mengatasi Kesulitan
P : Setelah mengetahui kesuitan yang Ibu hadapi daam menggunakan teknik
jigsaw, maka bagaimna cara ibu mengatasi kesuitan-kesuitan tersebut?
G : Seteah sikus pertama dan posttest dilaksanakan, saya langsung berdiskusi
dengan anda, lalu kita sama-sama mendapatkan solusinya yaitu pertama persoalan
waktu, dapat kita atasi dengan pembatasan waktu pada setiap kelompok, sehingga
siswa tidak bisa bersantai-santai dalam mengerjakan soal, siswa harus
mendiskusikan hasi kerjanya dengan teman kelompoknya seteah itu diadakan
penilaian. Dan untuk permasaah kedua mengenai suitnya siswa menganaisa
skematik stuktur teks narrative, oleh karenanya setiap pertemuan harus mereview
konsep skematik stuktur dalam setiap cerita yg telah disajikan.
114
Pedoman Wawancara Siswa
(Setelah Penelitian Tindakan Kelas)
Tuesday,April 29th
2014
P : Peneliti
S1 : Siswa 1
S2 : Siswa 2
P : Bagaimana tanggapan kamu terhadap proses kpembelajaran reading
dengan menggunakan Jigsaw?
S1 : Asyik banget bu, kita jadi gampang ngerti cerita-cerita Bahasa Inggris
yang panjang
S2 : Enak bu, jadi bisa ngerjain sama-sama. Yah, yang kurang bisa kayak
saya jadi ada yang bantuin
P : Bagaimana perolehan nilai Bahasa Inggris kamu, terutama pada topic
narratve text?
S1 : Wuah, nilai saya naik bu, di tes pertama kan saya dapet 45, yang kedua
60, yang terakhir malah jadi 85
S2 : Lumayan bagus bu, saya dapet 20, 45, 65
P : Apakah nilai yang kamu dapatkan sudah melampau KKM?
S1 : Yang pertama belum, yang kedua pas, yang ketiga sudah melampaui
S2 : Belum bu, tapi saya seneng bu kan nilai saya awalnya kecil banget
P : Apa kesulitan yang kamu temui ketika menggunakan teknik Jigsaw
dalam memahami narrative text?
S1 : Ada sih bu. Banyak temen satu kelompok yang main-main dan ngandelin
yang pinter aja.
S2 : Paling diceritanya aja bu, panjang-panjang. Masih ada vocab yang
belum tau. Klo teknik jigsawnya enak dan bikin kita rileks bu.
115
Pedoman Wawancara Guru
(Sebelum PTK)
Friday, March 14th
2014
P : Peneliti
G : Guru
A. Kategori kondisi umum siswa
P : Selama ini bagaimana tanggapan siswa Ibu dalam proses pembelajaran
Bahasa Inggris di kelas?
G : Bermacam-macam tanggapan anak-anak. Sebagian siswa saya ada yang
gemar akan pelajaran Bahasa Inggris karena menurut mereka, pelajaran
Bahasa Inggris adalah salah satu mata pelajaran yang jarang ditugaskan
untuk membuat pekerjaaan rumah. Akan tetapi , kebanyakan dari siswa
saya tidak menyukai pelajaran Bahasa Inggris dengan alas an kurang
paham, susah, dll dan mereka kurang antusias dengan materi yang saya
berikan. Apalagi kalau pelajaran Bshasa inggris sudah dialokasikan pada
jam tearkhir, energi siswa hanya tinggal sisa dan belajarpun menjadi
tidak efektif.
P : Skill Bahasa Inggris apa yang dianggap paling sulit oleh siswa?
G : Tiap siswa memili kesulitan yang berbeda-beda. Banyak yang mengalami
kesulitan dalam speaking. Ada juga yang merasa sulit dalam materi
listening. Namun tidak sedikit juga yang mengalami kesulitan ketika harus
membaca dalam Bahasa Inggris (reading). Pemahaman reading mereka
masih sangat rendah dan kurang.Kesulitannya ya karna terbatasnya
vocabulary yang mereka ketahui membuat mereka malas membaca.
Padahal mereka harus menguasai berbagai jenis teks karena baik didalam
ujina semester hingga ujian nasional pertanyaan seputar reading-lah yang
sangat mendominasi.
P : Berapa standar nilai KKM untuk pelajaran Bahasa Inggris? Dan
bagaimana hasil perolehan nilai Bahasa Inggris siswa Ibu?
116
G : KKM untuk pelajaran Bahasa Inggris yaitu 70(tujuh puluh). Kebanyakan
dari siswa saya harus lebih ditingkatkan lagi nilainya, karena masih
banyak yang belum mencapai nilai KKM
P : Tadi Ibu bilang banyak siswa yang mengalami kesulitan dalam
memahami bacaan Bahasa Inggris atau reading, kelas manakah yang
banyak muridnya menemui kesulitan dalam hal tersebut?
G : Menurut saya kelas VIII.A. Tidak hanya pemahaman mereka dalam
membaca saja, skill lain seperti listening, speaking, dan writing pun masih
kurang. Tetapi memang di skill reading-lah mereka sangat lemah
mengingat skor hasil belajar mereka pada tes reading yang paling rendah.
P : Untuk semester ini, jenis teks apa saja yang harus mereka kuasai?
G : Untuk semester genap ini mereka harus mempelajarai teks recount dan
narrative. Minggu-minggu yang lalu saya sudah memberikan penjelasan
tentang recount teks, untuk saat ini sih masih me-review recount text.
B. Kategori kesulitan siswa yang dialami dalam hal membaca (Reading)
P : Ketika membaca teks Bahasa Inggris, kesulitan apa yang kiranya dialami
oleh siswa?
G : Cukup banyak yang saya temui selama mengajar di kelas. Diantaranya
mereka hanya mampu membaca kata-kata yang terdapat didalam teks secara oral
dengan lantang, akan tetapi ketika mereka ditanya pesan apa atau teks ini tentang
apa? Alhasil mereka hanya diam saja tidak tahu menjawabnya, mereka hanya
bias mengartikan satu persatu kata. Memang ada sebagian siswa yang memahami
bacaan dalam bentuk kalimat atau parargraf pendek tetapi meraka tidak mampu
untuk memahami teks yang lumayan agak panjang/ terdiri dari bebrapa
paragraph. Selain itu, mereka sangat sulit untuk berkonsentrasi pada saat
membaca. Mungkin karena ada teman-teman yang suka mengganggu dan tidak
tertarik terhadap pelajaran B.inggris
P : Menurut ibu, apa saja penyebab kesulitan yang dialami oleh siswa ibu?
G : banyak factor yang bias jadi penyebabnya ya mungkin penyebab dari
kesulitan itu diantaranya karena mereka kurang latihan dan kurang adanya
117
motivasi dari siswa dalam belajar Bahasa Inggris, serta sayapun belum
menemukan strategi pembelajaran apa yang tepat untuk menangani masalah ini.
C. Kategori strategi pengajaran didalam reading
P : Memangnya, teknik mengajar seperti apa yang sudah Ibu gunakan dalam
hal reading skill ?
G : Sejauh ini saya hanya mengajar sesuai dengan materi yang ada di LKS
atau buku paket. Pernah waktu itu saya menggunakan group work dalam aktifitas
reading, tetapi tetap saja malah siswa yang pintar yang aktif sementara siswa
yang lain malas untuk mengerjakan tugas. Kadang saya mengajarkan dengan
menterjemahkan teks tersebut dan siswa menjawab pertanyaan dari teks
tersebut.Sampai saat inipun saya masih mencari laternatif yang cocok untuk
mengajarkan reading.
P : Untuk saat ini, apakah Ibu mempunyai rencana lain untuk mengatasi
kesulitan siswa dalam hal membaca dan apakah Ibu pernah mendengar teknik
Jigsaw?
G : Ya, saya banyak mendengar dari guru-guru lain bahwa Jigsaw mampu
menbantu kesulitan anak dalam membaca. Dan saya banyak membaca teori yang
berkaitan dengan Jigsaw, sepertinya akan membuahkan hasil.
P : Lalu, jenis teks apa yang Ibu sarankan untuk digunakan dalam penelitian
ini?
G : Saran saya, Narrative text saja. Karena konsep penggunaan Jigsaw
cocok dengan narrative text. Disamping itu, hanya teks narrative saja yang belum
saya sampaikan kepada mereka, mengingat untuk minggu-minggu ini siswa
sedang mempelajari teks recount dahulu.
118
Pedoman Wawancara Siswa
(Sebelum Penelitian Tindakan Kelas)
Tuesday, March 18th
2014
P : Peneliti
S1 : Siswa 1
S2 : Siswa 2
P : Bagaimana tanggapan kamu selama ini terhadap proses pembelajaran
Bahasa Inggris di kelas?
S1 : Yah, Lumayanlah bu, gurunya baik tapi kadang-kadang suka ngebosenin
S2 : Gurunya baik kok bu, sering dikasih games yang menyenangkan tapi
kadang kalo nanya suka dikacangin
P : Berapa Standar nilai KKM untuk Pelajaran Bahasa Inggris/ dan
bagaimana perolehan nilai Bahasa Inggris kamu?
S1 : 70. Hasilnya pas-pasan banget bu. Paling dapetnya juga 70
S2 : 70 atau 75 kayanya deh bu. Nilai saya ngga terlalu bagus bu cuma 73
P : Skill Bahasa Inggris apa yang kamu anggap sulit?
S1 : Speaking, reading, ehmmmm sama listening
S2 : Reading dan grammar (past tense)
P : Kalau dalam materi reading, jenis teks apa yang harus kamu kuasai
semester ini? Dan jenis teks apa yang telah diberikan guru?
S1 : Cerita, descriptive, banyaklah pokoknya bu
S2 : Kalo ga salah teks Decriptive, Narrative, Recount bu
P : Apa kesulitan yang biasa kamu temui ketika membaca teks Bahasa
Inggris?
S1 : Banyak vocab yang ngga familiar, jadi rada bingung, teksnya juga
kepanjangan bu jadi ga ngerti deh
S2 : Vocabnya ribet bu, susah diartiin. Gurunya juga ngajarnya gitu-gitu aja
sama kadang berisik jadi ga konsen.
119
P : Menurut kamu, apa penyebab kesulitan tersebut?
S1 : Males baca, bosen sama ngajarnya guru ngajarin readingnya bikin
boring bu
S2 : Kurang latihan mungkin ya bu terus lihat tulisannya yang asing juga
sama gurunya ngajarnya gitu-gitu aja, jadi ga terlalu semangat juga
kitanya.
P : Memangnya teknik mengajar seperti apa yang digunakan guru Bahasa
Inggris daalm materi reading?
S1 : Disuruh nulis, baca, terus latihan
S2 : Hmm,, teknik bseperti biasa bu, terangkan, kerjakan, periksa deh
P : Apakah kamu sudah mengetahui teknik jigsaw dalam pembelajaran
reading?
S1 : Kayaknya belum pernah denger bu
S2 : Belum pernah denger bu
120
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
CYCLE 1
Nama Sekolah : SMP YMJ Ciputat
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII (Delapan) / I
Standar Kompetensi : 11. Memahami makna dalam esei pendek sederhana berbentuk
recount, dan narrative untuk berinteraksi dengan lingkungan
sekitar
Kompetensi Dasar :11.3 Merespon makna dan langkah retorika dalam esei pendek
sederhana secara akurat, lancar dan berterima yang berkaitan
dengan lingkungan sekitar dalam teks berbentuk recount dan
narrative
Jenis Teks : Monologue
Tema : Narrative text
Aspek/Skill : Membaca
Alokasi Waktu : 2 x 40 menit
1. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat:
a. Membaca dan memahami makna teks bacaan
b. Mengidentifikasi langkah retorika dan ciri kebahasaan dalam teks naratif.
c. Mnemukan ide pada teks narrative
d. Menemukan pesan detail pada teks narratif
2. MateriPembelajaran
a. Generic Structure of narrative text.
b. Elements of narrative text.
c. Social function of narrative text.
3. Metode Pembelajaran: Three-phase technique and pairs work
4. Langkah-langkah Kegiatan
a. Kegiatan Awal
Greeting
Mengabsen siswa
Tanya jawab berbagai hal terkait kondisi siswa
Brainstorming dengan memberi pertanyaan yang berhubungan dengan
tema
121
b. KegiatanInti:
Siswa menyimak guru bercerita tentang cerita – cerita naratif populer
secara singkat.
Siswa diberikan materi serta penjelasan yang berkenaan dengan narrative
text.
Siswa diminta menyusun paragraf dalam sebuah narratif teks dengan
urutan yang benar.
Siswa dibagi menjadi beberapa kelompok dalam home group yang terdiri
dari 4-5 orang dan masing – masing kelompok diberi narrative text
tentang „The Ugly Duckling’.
Siswa diberikan beberapa vocabulary yang berkaitan dengan topic yang
akan dibahas
Siswa dibagi menjadi beberapa dalam kelompok expert ( 2-3 orang setiap
kelompok)
Siswa membaca narrative text yang diberikan secara berkelompok ,
berdiskusi tentang cerita dan menjawab pertanyaan dalam teks tersebut .
Siswa menganalisa struktur kebahasaan dan pola pada narrative text,
„The Ugly Duckling’.
Siswa diminta kembali ke homegroup dan mempresentasikan ke anggota
group yang lain tentang apa yang telah didiskusikan dalam expert group
c. KegiatanPenutup
Dalamkegiatan penutup:
Guru memeriksa hasil pekerjaan siswa.
Guru mengevaluasi hasil pekerjaan siswa dengan memberi feedback.
Siswa dan guru bertanya jawab tentang materi yang belum dimengerti.
Guru bersama siswa bertanya jawab meluruskan kesalahan pemahaman,
memberikan penguatan dan penyimpulan
Guru bersama-sama dengan siswa membuat rangkuman/simpulan
pelajaran.
Guru melakukan penilaian dan/atau refleksi terhadap kegiatan yang
sudah dilaksanakan secara konsisten dan terprogram
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya.
5. SumberBelajar
a. http://www.englishdirection.com/2012/05/contoh-example-of-narrative-
text-king.html
b. LKS Bahasa Inggris SMP Kelas 8.
c. Kurikulum KTSP Bahasa Inggris kelas VIII
d. Silabus SMP Kelas VIII
122
6. Penilaian
Indikator Pencapaian
Kompetensi Teknik
Penilaian Bentuk
Instrumen Instrumen/ Soal
1. Mengidentifikasi
berbagai informasi
dalam teks
monolog narrative.
2. Mengidentifikasi
berbagai makna
dalam teks
narrative.
3. Mengidentifikasi
langkah retorika,
unsur – unsur, dan
ciri kebahasaan
teks narrative.
Tes tulis
Isian
Terlampir
a. Rubrik Penilaian
Uraian Skor
Jawaban benar
Jawaban kurang tepat
Jawaban salah
2
1
0
b. Question dan Kunci Jawaban. : Terlampir
Tangerang, 11 April 2014
Guru Mata Pelajaran, MahasiswaPenelitian,
(Lia Maretnowati, S.Pd.) (Ikrima Hikmawati)
123
The Ugly Duckling
One upon time, a mother duck sat on her
eggs. She felt tired of sitting on them. She just
wished the eggs would break out.
Several days later, she got her wish.
The eggs cracked and some cute little
ducklings appeared. "Peep, peep" the little
ducklings cried. "Quack, quack" their mother
greeted in return.
However the largest egg had not
cracked. The mother duck sat on it for several
days. Finally, it cracked and a huge ugly
duckling waddled out. The mother duck
looked at him in surprise. He was so big and very gray. He didn't look like the
others at all. He was like a turkey.
When the mother duck brought the children to the pond for their first
swimming lesson, the huge grey duckling splashed and paddled about just as
nicely as the other ducklings did. "That is not a turkey chick. He is my very own
son and quite handsome" the mother said proudly.
However, the other animals didn't agree. They hissed and made fun of him
day by day. Even his own sisters and brothers were very unkind. "You are very
ugly" they quacked.
The little poor duckling was very unhappy. "I wish I looked like them." He
thought to himself. One day, the ugly duckling run away and hid in the bushes.
The sad duckling lived alone through the cold and snow winter.
Finally the spring flowers began to bloom. While he was swimming in the
pond, he saw three large white swans swimming toward him."Oh, dear. These
beautiful birds will laugh and peck me too." He said to himself. But the swans did
not attack him. Instead, they swam around him and stroked him with their bills.
As the ugly duckling bent his neck to speak to them, he saw his reflection in the
water. He could not believe his eyes. "I am not an ugly duckling but a beautiful
swan.", he exclaimed. He was very happy. From that day on, he swam and played
with his new friends and was happier than he had never been.
124
Terjemahan “The Ugly Duckling”
Itik Buruk Rupa
Suatu hari, ibu itik sedang duduk mengerami telur – telurnya. Ia merasa
kelelahan mengerami telur-telurnya dalam waktu yang lama. Ia hanya berharap
telur –telur itu akan segera menetas.
Beberapa hari kemudian, keinginannya terkabul. Telur – telur tersebut
menetas dan muncullah beberapa itik yang lucu. “Peep, peep”, itik – itik kecil
berteriak. “Quack – quack”, ibu itik meyahuti mereka.
Namun, telur yang paling besar tak kunjung menetas. Ibu
itikmengeraminya lagi untuk beberapa hari. Akhirnya, telur yang paling besar itu
pun menetas dan muncullah seekor itik besar yang jelek. Ibu itik pun terkejut
melihatnya. Bayi itik itu sangat besar, terlihat kusam dan gelap. Ia tidak terlihat
seperti yang lainnya. Ia terlihat seperti spesies itik yang gagal.
Ketika ibu iti membawa anak – anaknya ke kolam unuk pelajara berenang
mereka yang pertama, itik kelabu yang besar mulai menceburkan diri ke kolam
dan berenang dengan indahnya seperti yang itik lain lakukan. “Ia bukan anak itik
yang gagal. Ia adalah anak laki –laki ku dan terlihat tampan” kata ibu itik dengan
bangganya.
Bagaimanapun, binatang lainnya tidak setuju. Mereka mendesis dan
mengejek itik buruk rupa setiap hari. Bahkan saudara perempuan dan laki-lakinya
pun tidak bersikap baik padanya. “Kau sangat jelek” kata mereka dengan
mengeluarkan suara bebek. Itik kecil yang malang merasa sangat tidak bahagia.
“Aku berharap aku terlihat seperti mereka.” Ia berkata pada dirinya sendiri. Suatu
hari, itik buruk rupa lari dan bersembunyi dalam semak – semak. Itik yang sedih
tinggal sendiri dalan dinginnya salju musim dingin.
Akhirnya, musim semi pun datang dan bunga – bunga mulai bermekaran.
Ketika ia sedang berenang di kolam, ia melihat tiga angsa putih yang berenang
menuju dirinya. “Oh, tidak. Burung – burung indah itu akan menertawakanku dan
mematukku.” Ia berkata pada dirinya. Tetapi angsa – angsa tresebut tidak
menyerangnya. Mereka justru berenang mengelilinginya dan mengelusnya dengan
paruh mereka. Ketika itik buruk rupa membengkokkan lehernya untuk berbicara
dengan angsa – angsa tersebut, ia melihat bayangan dirinya di dalam air. Ia tidak
mempercayai pandangannya. “Aku bukanlah itik buruk rupa, melainkan seekor
angsa yang indah.”, ia berseru. Ia merasa sangat gembira. Sejak hari itu, ia
berenang dan bermain dengan teman – teman barunya dan merasa lebih bahagia
dari yang pernah ia rasakan.
PART I : Answer the questions bellow !
1. Why did the mother duck look surprise when the largest egg cracked?
2. Who were very unkind to Ugly Duckling?
3. Where did the Ugly Duckling hid from other animals?
4. Who did the Ugly Duckling meet in the pond?
5. What did Ugly Duckling say when he saw his reflection in the water? How was
his feeling?
6. What is the value from this story?
125
PART II : Write down the Generic structure with your group !
Kunci Jawaban
1. Because when the largest egg cracked and a huge ugly duckling waddled out.
He was so big and very gray. He didn't look like the others at all. He was like a
turkey.
2. Ugly Duckling‟s brothers and sisters and other animals.
3. In the bushes.
4. Three large white swans.
5. "I am not an ugly duckling but a beautiful swan.". He was very happy.
6. Don‟t underestimate yourself! May be you have a pride inside yourself that
make you better than others.
Narrative text - Generic Structure
Orientation of the Narrative text: It introduces the participants which involve
in the story of the Ugly Duckling. They are duck mother, ugly duckling,
duckling's sister, and the swam.
Complication of the narrative text: In this story of ugly duckling, the major
complication is that the new born duck is different from other little ducks. The
difference made him get bad treatment from others animals. As results, he was
sad, unhappy and ran away.
Resolution of the narrative text: It comes to a solution for the complication. In
narrative texts, a resolution can be a happy ending or sad ending. In this story of
the Ugly duckling, the resolution is happy ending.He got new friends and did not
treat him badly.
126
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
CYCLE 2
Nama Sekolah : SMP YMJ Ciputat
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII (Delapan) / I
Standar Kompetensi : 11. Memahami makna dalam esei pendek sederhana berbentuk
recount, dan narrative untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar :11.3 Merespon makna dan langkah retorika dalam esei pendek
sederhana secara akurat, lancar dan berterima yang berkaitan dengan
lingkungan sekitar dalam teks berbentuk recount dan narrative
Jenis Teks : Monologue
Tema : Narrative text
Aspek/Skill : Membaca
Alokasi Waktu : 2 x 40 menit
1. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat:
a. Membaca dan memahami makna teks bacaan
b. Mengidentifikasi langkah retorika dan ciri kebahasaan dalam teks naratif.
c. Mnemukan ide pada teks narrative
d. Menemukan pesan detail pada teks narratif
2. MateriPembelajaran
a. Generic Structure of narrative text.
b. Elements of narrative text.
c. Social function of narrative text.
3. Metode Pembelajaran: Three-phase technique and pairs work
4. Langkah-langkah Kegiatan
a. Kegiatan Awal
Greeting
Mengabsen siswa
Tanya jawab berbagai hal terkait kondisi siswa
Brainstorming dengan memberi pertanyaan yang berhubungan dengan tema
127
b. KegiatanInti:
Siswa menyimak guru bercerita tentang cerita – cerita naratif populer secara
singkat.
Siswa diberikan materi serta penjelasan yang berkenaan dengan narrative
text.
Siswa diminta menyusun paragraf dalam sebuah narratif teks dengan urutan
yang benar.
Siswa dibagi menjadi beberapa kelompok dalam home group yang terdiri
dari 4-5 orang dan masing – masing kelompok diberi narrative text tentang
„The Legend of Tangkuban Perahu’.
Siswa diberikan beberapa vocabulary yang berkaitan dengan topic yang akan
dibahas
Siswa dibagi menjadi beberapa dalam kelompok expert ( 2-3 orang setiap
kelompok)
Siswa membaca narrative text yang diberikan secara berkelompok ,
berdiskusi tentang cerita dan menjawa pertanyaan dalam teks tersebut .
Siswa menanyakan kesulitan yang dihadapi disaat guru sedang berkeliling
melihat proses diskusi para siswa.
Siswa menganalisa struktur kebahasaan dan pola pada narrative text, „The
Legend of Tangkuban Perahu’.
Siswa diminta kembali ke homegroup dan mempresentasikan ke anggota
group yang lain tentang apa yang telah didiskusikan dalam expert group
c. KegiatanPenutup
Dalamkegiatan penutup:
Guru memeriksa hasil pekerjaan siswa.
Guru mengevaluasi hasil pekerjaan siswa dengan memberi feedback.
Siswa dan guru bertanya jawab tentang materi yang belum dimengerti.
Guru bersama siswa bertanya jawab meluruskan kesalahan pemahaman,
memberikan penguatan dan penyimpulan
Guru bersama-sama dengan siswa membuat rangkuman/simpulan pelajaran.
Guru melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah
dilaksanakan secara konsisten dan terprogram
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya.
5. SumberBelajar
a. http://www.englishdirection.com/2012/05/contoh-example-of-narrative-text-
king.html
b. LKS Bahasa Inggris SMP Kelas 8.
c. Kurikulum KTSP Bahasa Inggris kelas VIII
128
d. Silabus SMP Kelas VIII
6. Penilaian
Indikator Pencapaian
Kompetensi Teknik
Penilaian Bentuk
Instrumen Instrumen/ Soal
1. Mengidentifikasi
berbagai informasi
dalam teks
monolog narrative.
2. Mengidentifikasi
berbagai makna
dalam teks
narrative.
3. Mengidentifikasi
langkah retorika,
unsur – unsur, dan
ciri kebahasaan
teks narrative.
Tes tulis
Isian
Terlampir
a. Rubrik Penilaian
Uraian Skor
Jawaban benar
Jawaban kurang tepat
Jawaban salah
2
1
0
b. Question dan Kunci Jawaban. : Terlampir
129
The Legend of Tangkuban Perahu
Once, there was a kingdom in Priangan Land.
Lived a happy family. There was a father in form of
dog. His name was Tumang. A mother which was
called Dayang Sumbi, and a child which was called
Sangkuriang.
One day, Dayang Sumbi asked her son to go
hunting with his lovely dog, Tumang. After hunting
all day, Sangkuriang began desperate and worried
because he hunted no deer. Then he thought to shot
his own dog. Then he took the dog liver and carried
home. Soon Dayang Sumbi found out that it was not deer lever but Tumang's, his
own dog. So, She was very angry and hit Sangkuriang's head. In that incident,
Sangkuriang got wounded and scar then castaway from their home.
Years go bye, Sangkuriang had travel many places and finally arrived at a
village. He met a beautiful woman and felt in love with her. When they were
discussing their wedding plans, The woman looked at the wound in Sangkuriang's
head. It matched to her son's wound who had left severall years earlier. Soon she
realized that she felt in love with her own son.
She couldn't marry him but how to say it. Then, she found the way. She needed a lake
and a boat for celebrating their wedding day. Sangkuriang had to make them in one
night. He built a lake. With a dawn just moment away and the boat was almost
complete. Dayang Sumbi had to stop it. Then, she lit up the eastern horizon with
flashes of light. It made the cock crowed for a new day.
Sangkuriang failed to marry her. He was very angry and kicked the boat. It
felt over and became the mountain of Tangkuban Perahu Bandung.
Part I : Answer the questions bellow !
1. Who was Sangkuriang?
2. Who was Dayang Sumbi?
3. Why was Sangkuriang castaway from his home?
4. Why did Dayang Sumbi ask Sangkuriang to make her a lake and boat?
5. What did Dayang Sumbi do after she knew that Sangkuriang had almost finished
the boat?
6. What did Sangkuriang do when he realized that he was lost?
Kunci Jawaban
1. A boy who went away from house and finally met his mother as his lover.
130
2. A woman who stay still young and fell in love with her own kid.
3. Because Dayang Sumbi found out that it was not deer lever but Tumang's, his
own dog. So, She was very angry and hit Sangkuriang's head. In that incident,
Sangkuriang got wounded and scar then castaway from their home.
4. Because she has known that Sangkuriang was her son.
5. She lit up the eastern horizon with flashes of light. It made the cock crowed
for a new day.
6. He kicked the boat he built.
PART II : Write down the Generic structure with your group !
Narrative text - Generic Structure
Orientation: It sets the scene and introduces the participants/characters. In that
Sangkuriang story, the first paragraph is the orientation where reader finds time and
place set up and also the participant as the background of the story. Sangkuriang,
Dayang Sumbi and Tumang took place once time.
Complication: It explores the conflict in the story. It will show the crisis, rising crisis
and climax of the story. In the Sangkuriang story, paragraph 2 and 3 are
describing the complication. Readers will find that Sangkuriang made a mistake that
he killed his own dog who was his father and he was castaway from his home. When
he came back, he felt in love with a woman who was his mother.
Resolution: It shows the situation which the problems have been resolved. It must be
our note that “resolved” means accomplished whether succeed or fail. In the last
paragraph of the Sangkuriang story, readers see the problem is finished. Dayang
Sumbi succeed to make Sangkuriang failed marry her. Then Sangkuriang was very
angry and kicked the boat. It felt over and became the mountain of Tangkuban
Perahu Bandung.
131
Students’ Jigsaw Groups
Lion (L)
Text Code
(1a,2a,2a,3a,4a)
-Ardi Sapta
Pamungkas
- Dhita Nabilla
- Fajar Al-Fadhil
- Radwa
- Vhena
Wolf (W)
Text Code
(1a,2a,3a,4a)
- Dhita Nabilla
- Syania
- Savira
- Nadia
Crocodile (C)
Text Code
(1a,2a,2a,3a,4a)
- Novi
- Fahrul
- Ilena
- Rafi
- Wylanda
Shark (S)
Text Code
(1b,2b,3b,4b)
- Ricky
- Vena
- Risna
- Chelvin
Bear (B)
Text Code
(1b,2b,3b,4b)
- Mardiansya
- Multi
- Amelia
- Sulaiman
Students’ Expert Groups
1A
Student :
L-1A
W-1A
C-1A
2A
Student :
L-2A,2A
W-2A
C-2A,2A
3A
Student :
L-3A
W-3A
C-3A
4A
Student :
L-4A
W-4A
C-4A
132
1B
Student :
S-1B
B-1B
2B
Student :
S-2B
B-2B
3B
Student :
S-3B
B-3B
4B
Student :
S-4B
B-4B
