Embed Size (px)
Citation preview
a
THE EFFECTIVENESS OF USING MIND MAPPING TECHNIQUE
ON STUDENTS’ READING OF NARRATIVE TEXT
(A Quasi-Experimental Study at the Second Grade of MAN 19 Jakarta)
By
Leyly Khairani Zahra
NIM. 109014000122
THE DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
‘SYARIF HIDAYATULLAH’ STATE ISLAMIC UNIVERSITY
JAKARTA
2014
b
THE EFFECTIVENESS OF USING MIND MAPPING TECHNIQUE
ON STUDENTS’ READING OF NARRATIVE TEXT
(A Quasi-Experimental Study at the Second Grade of MAN 19 Jakarta)
Presented to the Faculty of Tarbiya and Teachers’ Training in Partial Fulfillment
of the Requirements for the Degree of S.Pd. (S-1)
in the Department of English Education
By
Leyly Khairani Zahra
NIM. 109014000122
THE DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
‘SYARIF HIDAYATULLAH’ STATE ISLAMIC UNIVERSITY
JAKARTA
2014
c
d
e
iv
ABSTRACT
Leyly Khairani Zahra (109014000122). The Effectiveness of Using Mind
Mapping Technique on Students’ Reading of Narrative Text (A Quasi-
Experimental Study at the Second Grade of MAN 19 Jakarta). Skripsi of The
Department of English Education at Faculty of Tarbiyah and Teachers Training of
State Islamic University Syarif Hidayatullah Jakarta, 2014.
Advisors: Dr. Alek, M.Pd. and Devi Yusnita M.Pd.
Keywords: Mind Mapping, Reading Ability, Narrative Text.
The objective of this study was to find out the empirical evidence about the
effectiveness of using mind mapping technique on students’ reading of narrative
text. This study was conducted since February 25 to June 4, 2014 at MAN 19
Jakarta, using 54 students from two classes as samples. The quasi experimental
design was used with pretest and posttest as techniques to collect the data. The
sample that was selected through purposive sampling was then separated into
experimental class and control class. Both of the classes were differently treated.
The experimental class was taught narrative text by using mind mapping
technique while the control class was taught narrative text without using mind
mapping technique. To test the hypothesis, T-test formula was used to calculate
the data.
The research findings of this study reached the conclusion that there was no
significance difference of students’ reading skill between the experimental class
and the control class. This was based on the T-test result which showed that T-test
< T-table (0.706 < 2.05). Therefore, it can be concluded that Ho was accepted and
Ha was rejected.
v
ABSTRAK
Leyly Khairani Zahra (109014000122). The Effectiveness of Using Mind
Mapping Technique on Students’ Reading of Narrative Text (A Quasi-
Experimental Study at the Second Grade of MAN 19 Jakarta). Skripsi, Jurusan
Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas
Islam Negeri Syarif Hidayatullah Jakarta, 2014.
Advisors: Dr. Alek, M.Pd. and Devi Yusnita M.Pd.
Keywords: Mind Mapping, Reading Ability, Narrative Text.
Tujuan dari penelitian ini adalah untuk mengetahui bukti empirik mengenai
keefektifan penggunaan teknik mind mapping terhadap kemampuan siswa dalam
membaca teks narratif. Penelitian ini dilakukan pada tanggal 25 Februari sampai
dengan tanggal 4 Juni 2014 di MAN 19 Jakarta, dengan menggunakan 54 orang
siswa dari dua kelas sebagai sampel. Desain quasi experimental diunakan dengan
pretest dan posttest sebagai teknik untuk mengumpulkan data. Sampel yang
terpilih melalui purposive sampling selanjutnya dipisahkan menjadi kelas
eksperimen dan kelas control. Kedua kelas itu diperlakukan secara berbeda. Kelas
eksperimen diajarkan narrative text dengan menggunakan teknik mind mapping
sedangkan kelas control diajarkan narrative text dengan tidak mengunakan teknik
mind mapping. Untuk menguji hipotesis, rumus T-test digunakan untuk
menghitung data.
Hasil penemuan penelitian ini mengarah pada kesimpulan bahwa tidak ada
perbedaan yang signifikan antara kemampuan membaca di kelas eksperimen dan
kemampuan membaca di kelas kontrol. Hal ini berdasarkan hasil T-test yang
menunjukkan bahwa T-test < T-table atau 0.706 < 2.05. Oleh karena itu, dapat
disimpulkan bahwa Ho diterima dan Ha ditolak.
v
vi
ACKNOWLEDGEMENT
In the name of Allah, The Beneficent, The Merciful. All praises be to
Allah for the blessing given to the writer, so she could eventually accomplish this
skripsi entitled The Effectiveness of Using Mind Mapping Technique on Students’
Reading of Narrative Text (a Quasi-Experimental Study at the Second Grade of
MAN 19 Jakarta). Peace and Blessing be upon to the prophet Muhammad, who
had guided mankind to the right path blessed by the lord.
In this opportunity, the writer would like to remark the utmost thanks from
her deep heart to the following people, who always helped, contributed, and
empowered her to achieve a success in completing this skripsi.
1. For the honorable Dr. Alek, M.Pd. and Devi Yusnita, M.Pd. as the advisors of
the writer, for the guidance and patience in helping and correcting the
researcher in writing this skripsi.
2. For the Head of English Education Department, Drs. Syauki, M.Pd. and the
Secretary, Zaharil Anasy, M.Hum.
3. All lecturers of English Education Department who have given motivation,
guidance, knowledge and happiness during her study in English Education
Department, Syarif Hidayatullah Jakarta State Islamic University Jakarta.
4. For the Principal, Vice-Principal, the English teachers and the students at
MAN 19 Jakarta, for giving chance, permission and helping the writer to
conduct the research there.
5. The writer’s parents and family, Abdul Latif S.Ag. and Siti Maisyaroh S.Pd.I.,
who always motivate and support her, never stop caring, and always pray for
her succeed. In addition, for her older brother who always encourage and
advice her in the making of this skripsi, and for her two younger sisters who
always support her.
6. The writer’s husband, Lilis Sucahyo, S.TP., M.Si. for his patience in guiding
her to finish this skripsi, moreover for doing his best to support and encourage
her.
vi
vii
7. For all of her friends in English Education Department especially at ‘C class’
year 2009, for sharing their lovable experience, both in sadness and happiness.
Especially for Deswinda Andarini, S.Pd. and Yayah Fauziyah, S.Pd.
8. The people who have helped the writer to finish her study that she cannot
mention one by one.
Jakarta, October 2014
viii
TABLE OF CONTENTS
APPROVAL............................................................................................................ i
ENDORSEMENT SHEET ................................................................................... ii
CERTIFICATION OF ORIGINALITY ............................................................ iii
ABSTRACT .......................................................................................................... iv
ABSTRAK ............................................................................................................. v
ACKNOWLEDGEMENT……………………………………………………....vi
TABLE OF CONTENTS ................................................................................... viii
LIST OF TABLES ............................................................................................... xi
LIST OF FIGURES ............................................................................................ xii
LIST OF APPENDICES.................................................................................... xiii
CHAPTER I INTRODUCTION ................................................................... 1
A. Background of the Study ....................................................... 1
B. Identification of the Problem ................................................. 4
C. Limitation of the Problem ...................................................... 4
D. Formulation of the Problem ................................................... 5
E. Objective of the Study ............................................................ 5
F. Significance of the Study ........................................................ 5
CHAPTER II THEORETICAL FRAMEWORK ....................................... 6
A. Reading .................................................................................. 6
1. The Definition of Reading ................................................. 6
2. The Purpose of Reading ..................................................... 7
3. The Model of Reading ....................................................... 9
4. The Kind of Reading ........................................................ 10
5. The Principle of Teaching Reading ................................. 11
ix
B. Narrative Text ...................................................................... 14
1. The Definition of Narrative Text ..................................... 14
2. The Purpose of Narrative Text ......................................... 15
3. Elements of Narrative Text .............................................. 16
4. The Generic Structure of Narrative Text ......................... 17
5. Example of Narrative Text ............................................... 18
C. The Mind Mapping Technique............................................. 19
1. The Definition of Mind Mapping..................................... 19
2. The Purpose of Mind Mapping ....................................... 21
3. The Steps of Mind Mapping ............................................ 22
4. The Advantages of Mind Mapping Technique ................ 24
5. The Disadvantages of Mind Mapping Technique ............ 25
6. Example of Mind Map ..................................................... 26
D. Previous Study ..................................................................... 26
E. Conceptual Framework ........................................................ 28
F. Theoretical Hypothesis ......................................................... 29
CHAPTER III RESEARCH METHODOLOGY ........................................ 30
A. Place and Time of the Research ........................................... 30
B. Method and Research Design............................................... 30
1. Method ............................................................................. 30
2. Research Design ............................................................... 31
C. Population and Sample of the Research ............................... 32
1. Population ........................................................................ 32
2. Sample .............................................................................. 33
D. Instrument of the Research .................................................. 33
E. Technique of Collecting Data............................................... 34
F. Technique of Data Analysis ................................................. 34
G. Statistical Hypothesis ........................................................... 36
x
CHAPTER IV RESEARCH FINDING AND INTERPRETATION ......... 38
A. Research Finding ................................................................. 38
1. The Description of the Data ............................................. 38
2. The Analysis of the Data .................................................. 47
3. Normality Test ................................................................. 52
4. Homogeneity Test ............................................................ 54
5. Hypothesis Testing ........................................................... 55
6. Questionnaire ................................................................... 56
B. Interpretation ........................................................................ 58
CHAPTER V CONCLUSION AND SUGGESTIONS ............................... 60
A. Conclusion ........................................................................... 60
B. Suggestion ............................................................................ 61
REFERENCES .................................................................................................... 56
APPENDICES ..................................................................................................... 59
xi
LIST OF TABLES
Table 3.1 Nonequivalent comparison group design .............................................. 32
Table 3.2 Population ............................................................................................. 32
Table 4.1 Pretest and Posttest Score of Experimental Class….………………….38
Table 4.2 Frequency Distribution Table of Pretest Result of
Experimental Class ............................................................................... 39
Table 4.3 Frequency Distribution Table of Posttest Result of
Experimental Class ............................................................................... 40
Table 4.4 Pretest and Posttest Score of Control Class .......................................... 41
Table 4.5 Frequency Distribution Table of Pretest Result of Control
Class...................................................................................................... 42
Table 4.6 Frequency Distribution Table of Posttest Result of Control
Class...................................................................................................... 43
Table 4.7 Recapitulation Data of Experimental Class .......................................... 47
Table 4.8 Students’ Achievement of posttest in Experimental Class ................... 48
Table 4.9 Recapitulation Data of Control Class.................................................... 49
Table 4.10 Students’ Achievement of posttest in Control Class ........................... 49
Table 4.11 Comparison of Recapitulation Data between Experimental
and Control Class.................................................................................. 50
Table 4.12 Percentage of Students’ Achievement ................................................ 51
Table 4.13 Pretest Normality Test of Experimental Class .................................... 52
Table 4.14 Posttest Normality Test of Experimental Class .................................. 53
Table 4.15 Pretest Normality Test of Control Class ............................................. 53
Table 4.16 Posttest Normality Test of Control Class ............................................ 54
Table 4.17 Homogeneity Pretest Results between Experimental Class
and Control Class.................................................................................. 54
Table 4.18 Homogeneity Posttest Results between Experimental Class
and Control Class.................................................................................. 55
Table 4.19 T-test Result ........................................................................................ 56
xi
xii
LIST OF FIGURES
Figure 2.1 A Handy Check Map to Construct a Mind Map .................................. 23
Figure 2.2 Mind Map of “The Lost Jug” Story ..................................................... 26
Figure 4.1 Bar Diagram of Pretest and Posttest Comparison of Experimental
Class………………………………………………………………....41
Figure 4.2 Bar Diagram of Pretest and Posttest Comparison of
Control Class ...................................................................................... 44
Figure 4.3 Mind Map Result of the Second Treatment ......................................... 45
Figure 4.4 Mind Map Result of the Third Treatment ........................................... 46
Figure 4.5 Pie Chart of Students’ Posttest Achievement of
Experimental Class ............................................................................. 48
Figure 4.6 Pie Chart of Students’ Posttest Achievement of
Control Class ...................................................................................... 50
Figure 4.7 Bar Diagram of Mean Score Comparison between
Experimental and Control Class ......................................................... 51
xii
xiii
LIST OF APPENDICES
Appendix 1. Profil Sekolah dan Sarana dan Prasarana ......................................... 67
Appendix 2. Kisi-Kisi Instrumen Soal Penelitian ................................................. 80
Appendix 3. Soal Uji Validitas ............................................................................. 81
Appendix 4. Soal Pretest dan Posttest ................................................................... 88
Appendix 5. Key Answers .................................................................................... 92
Appendix 6. Test Validity Results ........................................................................ 93
Appendix 7. RPP of Experimental Class .............................................................. 96
Appendix 8. RPP of Control Class ...................................................................... 115
Appendix 9. Pretest and Posttest Result .............................................................. 139
Appendix 10. Mind Map Results of the 2nd
Treatment ....................................... 148
Appendix 11. Mind Map Results of the 3rd
Treatment ........................................ 153
Appendix 12. Activity Documentation .............................................................. 165
xiii
1
CHAPTER I
INTRODUCTION
This chapter explains the background of the study, identification of the
problem, limitation of the problem, formulation of the problem, objective of the
study, and significance of the study.
A. Background of the Study
Reading is one of important skills besides the other three skills in language
learning – listening, speaking and writing. It is obviously one of important skills
in life. It becomes more essential, especially for students who have to read in
order to get information from textbooks, researches, reports, etc. Even, Anderson
states that reading is a basic life skill which is a cornerstone for child’s success in
school and throughout life.1 In addition to the reason that reading takes part in
almost all written tests, including National Examination in Indonesia, the students
should have a good reading ability.
Reading plays an important role in education as a new research conducted
by Alice Sullivan and Matt Brown from the Institute of Education (IOE) state that
children between the ages of 10 to 16 who put reading for pleasure as a habit
make more progress, especially in mathematics, vocabulary and spelling, than
those children who rarely read.2 Based on Anderson, reading is crucial for the
individual as well as for the society, where the opportunities for personal
fulfillment and job success inevitably will be lost without the ability to read well.3
Indonesian government has done efforts to increase student's motivation to
read by providing public libraries and mobile libraries. The facilities in the public
libraries have been improved and well equipped in order to attract people to read.
Even so, it doesn’t guarantee Indonesian students to be motivated. Based on the
1Richard C. Anderson et al., Becoming a Nation of Reader: the Report of the Commission on
Reading, (Washington DC: The National Institute of Education, US Department of Education,
1984), p. 1. 2Alice Sullivan and Matt Brown, Social Inequalities in Cognitive Scores at Age 16: The Role
of Reading, (London: Centre for Longitudinal Studies Working Paper Series, 2013), pp. 2—37. 3Anderson et al., loc. cit.
2
chief of the National Library of Indonesia (Perpusnas RI), Hj. Sri Sularsih, in
2013, Perpusnas RI has distributed 400 units of mobile libraries that cover
districts and cities across Indonesia and also ship used as mobile library to cover
some areas that are not reached by land transportation.4 And by 2013, it has
distributed eight ships as mobile library.5 However, the result from Statistics
Indonesia, known as Badan Pusat Statistik (BPS) shows that the percentage of
students looking for information by reading are decreased each year. BPS stated
that, in 2012, there are 91.68% of students that looking for information by
watching the television, 18.57% by listening to the radio, and there are only
17.66% who search for information by reading magazines or newspapers.6 It can
be concluded that most of the students are not motivated in reading. In addition,
the current study result by The International Association for the Evaluation of
Educational Achievement stated that most of Indonesian students do not like
reading.7
In relation, understanding reading texts becomes difficult along the poor
reading skill. One of the reasons is that teaching and learning process of reading
obviously is not an enjoyable activity. This is happened in MAN 19 Jakarta. After
doing unstructured interview with the English teacher and the students of MAN
19 Jakarta, the writer get some information that the students are not motivated in
reading. The students also assumes that they are less involved in learning process
due to the lack of variety in teaching narrative text. Under that situation, the
students usually get sleepy during the lesson. Moreover, the teacher states that the
students are less active in the process of learning narrative text. The teacher also
finds that most of the students have difficulties in understanding the narrative text.
4Badan Perpustakaan, Kearsipan, dan Dokumentasi Provinsi Kalimantan Barat, Ulang Tahun,
Perpusnas Luncurkan Mobil Pustaka Hydron, 2014, (http://bpkd.kalbarprov.go.id). 5Perpustakaan Dinas Pendidikan TNI AL, TNI Angkatan Laut Ikut Kembangkan Program
Perpustakaan, 2014, (http://perpustakaan-disdikal.tnial.mil.id). 6Badan Pusat Statistik, Indikator Sosial Budaya 2003, 2006, 2009, 2012, 2014,
(http://www.bps.go.id). 7Ina V. S. Mullis, Michael O. Martin, Pierre Foy, and Kathleen T. Drucker, PIRLS 2011
International Results in Reading, (USA: TIMSS & PIRLS International Study Center, 2012), pp.
204–205.
3
The students of MAN 19 Jakarta say that they understand the narrative text,
but when the teacher requests them to retell what the narrative text is about or
answer the questions related to the narrative text, they do not exactly know what
the narrative text is about and have no idea what they suppose to say or even
answer the questions. Narrative text is a story with complication or problematic
events and it tries to find the resolutions to solve the problems.8 The basic purpose
of narrative is to entertain, to gain and hold a readers' interest. However narrative
text can also be written to teach or inform, to change attitudes and social opinions.
They may include fairy stories, mysteries, science fiction, romances, horror
stories, adventure stories, fables, myths and legends, historical narratives, ballads,
slice of life, personal experience. Today, narrative text can be an effective reading
form to transfer knowledge and information to students.
Furthermore, some of the students would say that they forget what the story
is about, some would only remember one or two pieces of the information, and
some other can only tell the beginning and the end of the narrative texts. It is same
as when the students are asked to answer the question related to the story they
read. Most of them will take a look back to the story. It is obvious that most of the
students have difficulty to understanding and often remember unimportant
information from the narrative texts, besides they are not motivated to read the
narrative texts. They become unmotivated to read it and harder to remember the
details due to the length of the text.
To overcome this kind of problem, the teacher should provide the
appropriate method in teaching narrative text. There are so many methods in
teaching narrative text. One of the methods is mind mapping. Mind Mapping is
already frequently used in educational practice. In a Mind Mapping, the main idea
which often represented as an image is located at the middle of the page.
According to Buzan, rather than starting from the top and working down in
sentences or lists, people should start from the centre and branch out some ideas
8Gail L. Riley, A Story Structure Approach to Narrative Text Comprehension, (New York:
The Modern Language Journal 77, 1993), p. 417.
4
related to individual ideas and general form of the central theme.9 By the
emerging of many reading strategies, mind mapping hopefully become one of the
techniques that can be used in understanding reading text, especially narrative
text.
According to the problem mentioned above, this study is focused on finding
out whether mind mapping technique is effective or not on students’ reading of
narrative text. It is hopefully will be useful for them acquiring important details
from the texts and understand the texts more. Based on the explanation above, the
writer would like to write about “the effectiveness of using mind mapping
technique on students’ reading of narrative text (a quasi-experimental study at the
second grade of MAN 19 Jakarta)”.
B. Identification of the Problem
Based on the background of the study above, the writer would like to
identify the problem as follows:
1. Students of MAN 19 Jakarta are not motivated in reading.
2. Most of the students of MAN 19 Jakarta find the difficulties in understanding
the content of the text.
3. The students assumes that they are less involved in learning process due to
the lack of variety in teaching narrative text.
C. Limitation of the Problem
Based on the identification of the problem above, the writer limited the
problem on the teaching technique. In this case, the writer focused on the using of
mind mapping technique on students’ reading of narrative text.
9Tony Buzan, Use Your Head, (London: Book Club Associates, 1984), p. 91.
5
D. Formulation of the Problem
In accordance with the limitation of problem, the writer formulated the
research question as follow: “Is mind mapping technique effective on students’
reading of narrative text at the second grade students of MAN 19 Jakarta?”
E. Objective of the Study
The objective of the study was to find out the effectiveness of using mind
mapping technique on students’ reading of narrative text at the second grade
students of MAN 19 Jakarta.
F. Significance of the Study
The writer expects that the results of this study will be significant to
teachers, students, school and other researchers. For the teachers, the writer hopes
that this study will show that there is an alternative teaching techniques to be
utilized on students’ reading of narrative text. For students, this study is expected
to help them understand the concept of mind mapping and hopefully increase their
motivation in reading narrative texts. The result of this study is also expected to
increase the quality of schools curriculum by disseminating this model to both of
English and other teachers. It is also the writer’s hope that other researchers can
use this study as a comparison to other similar studies. Moreover, other
researchers will be able to utilize the results of this study and apply it to other case
studies of their own.
6
CHAPTER II
THEORETICAL FRAMEWORK
This chapter explains generally about the definition of reading, purpose of
reading, model of reading, kind of reading, reading skill, the principle of teaching
reading, narrative text, mind mapping technique, previous studies, conceptual
framework, and theoretical hypothesis.
A. Reading
1. The Definition of Reading
To get information, people usually do various kinds of things—watching
TV, listening to the radio, reading, communicating with other people, etc. In
learning a language, reading can be ascertained as one of the activities—listening,
speaking, and writing—to get information and to understand the language.
Reading is after all a form of cognitive activity.1 It is an interactive process
between the reader and a text. As Alyousef stated that reading is a process where
the readers with the knowledge they have and the text they read interact
dynamically and finally construct a meaning.2 According to Anderson, reading is
a process in which information from the text and other aspects possessed by the
reader, such as background of the reader and the purpose of the reading act
together to produce meaning.3 So, to interpret the idea of the text, the reader needs
something more than just a text and an ability to read. Moreover, it is a process of
constructing meaning from written text and also a complex skill requiring the
coordination of a number of interrelated sources of information.4 In reading,
understanding the text becomes so essential. Without understanding what the text
is about, it will be hard to acquire the information and of course the purpose of
reading is not achieved.
1Tony Ridgway, Reading Theory and Foreign Language Reading Comprehension, (Reading
in a Foreign Language, 10(2), 1994), p. 55. 2Hesham Suleiman Alyousef, Teaching Reading Comprehension to ESL/EFL Learners, (The
Reading Matrix, Vol. 5, No. 2, 2005), p. 144. 3Anderson et al., op. cit., p. 8.
4Ibid., p. 7.
7
Similar to Anderson, Grabe and Stoller stated that reading is taking general
comprehension which requires the reader to combine information from a text and
knowledge that the reader already has.5 They also defined reading in more general
definition as they presented a single-sentence definition of reading on Teaching
and Researching Reading that reading is the ability to draw meaning from the
printed page and interpret the information appropriately.6 Another statement
comes from Smith who said that reading is not just a visual activity, because both
of visual and nonvisual information are interrelated and really important in
reading to construct the meaning.7 In reading, visual information are intended as
source of information in a form of written text. It can be books, magazines,
newspapers, etc. Whereas, nonvisual information comes from the reader's mind,
experiences, and background knowledge. In addition, reading is important as it
provides the reader with the new ideas and experiences that will change the way
they see the world.8
From some of the definitions above, it can be concluded that reading is a
process in getting the general meaning from written text which requires
collaboration between information from the text and the reader's prior knowledge,
so that the reader can interpret the information appropriately.
2. The Purpose of Reading
Everyone has a reason for their actions. Even something like reading is an
action someone has willfully chosen. The purposes of reading are various from
one to another. According to Smith, people read to make sense of everything that
they experience in the world.9 The purpose of reading is also to help the reader
5William Grabe and Fredricka L. Stoller, Reading for Academic Purposes: Guidelines for the
ESL/EFL Teacher, in Celce-Murcia (ed.) Teaching English as a Second or Foreign Language 3rd
Edition, (Boston: Hainle & Hainle, 2001), p. 188. 6William Grabe and Fredericka L. Stoller, Teaching and Reserching Reading, (England:
Pearson Education, 2002), p. 9. 7Frank Smith, Understanding Reading—a Psycholinguistic Analysis of Reading and Learning
to Read (Sixth Edition), (New Jersey: Lawrence Erlbaum Associates, 2004), p. 94. 8Ibid., p. 47.
9Ibid., p. 2.
8
achieve some clear information and also for pleasure.10
For example, people read
the instruction on a recipe book to know how to cook specific dishes. Moreover,
Harmer stated that reading can be done for some purposes such as identifying a
topic, predicting and guessing, getting general understanding, getting specific
information, and interpreting the text.11
In addition, Grabe and Stoller stated
some purposes of reading which are explained as follow: 12
a. Reading to search for simple information
This is the very common reason of reading a text. Reading to search for
information is a process that aimed to get specific information by scanning
through the sentences and words related to the searched information without
reading every pieces of the words.
b. Reading to skim quickly
This is similar to reading to search for simple information. In reading to skim,
the readers guess where on the text the information they need are supposed to
be, then they read that part on the text until they get the main idea.
c. Reading to learn from texts
Reading to learn from text usually occurs in academic and professional
situation. The process is usually longer than reading to skim and search for
information, because it requires more complex ability to get a deeper
understanding and often require repetition to remember detail information
from the text.
d. Reading to integrate information, write and critique texts
Reading to write and critique text are part of reading to integrate information,
in which reading process requires critical evaluation about which information
that should be integrated or not by composing, selecting and criticize the
information on the text.
e. Reading for general comprehension
10
Jeremy Harmer, The Practice of English Language—Third Edition, (London: Longman,
2007), p. 200. 11
Ibid., pp. 201—202. 12
Grabe and Stoller. op. cit., pp. 13—15.
9
Gaining general comprehension of a text is the most basic purpose of reading.
General reading comprehension is actually more complex than what people
may think which requires more understanding to the whole big ideas instead
of understanding one or two specific ideas in the text.
3. The Model of Reading
Reading model is theory that happens during reading and comprehending a
text of what is going on in the reader’s eyes and mind.13
It tries to explain and
predict reading behavior and focused on two main models of reading, which are
bottom-up and top-down model.
a. A bottom-up model, based on Dr. Zaidah, suggests that reading begins with a
reader processing the visual information showed on a written text.14
While
Grabe and Stoller stated that:
Bottom-up models suggest that all reading follows a mechanical
pattern in which the reader creates a piece-by-piece mental translation
of the information in the text, with little interference from the reader’s
own background knowledge. In the extreme view, the reader
processes each word letter-by letter, each sentence word-by-word and
each text sentence-by-sentence in a strictly linear fashion.15
b. A top-down model represents reading as a process of four cycles—optical,
perception, syntactic, and meaning construction cycles. A reader moves from
one sequence of a cycle to another and start making hypotheses about the
conceptual meaning of the text, in other words, the reader constantly tries to
predict the meaning of the text.16
Top down models assume that reading is
primarily directed by the reader goals and expectations, said Grabe and
Stoller. They then added:
Top-down models characterise the reader as someone who has a set of
expectations about text information and samples enough information
13
F. Davies, Introducing Reading, (London: Penguin, 1995), p. 59.
14Zaidah bt. Zainal, Critical Review of Reading Models and Theories in First and Second
Languages, (Jurnal Kemanusiaan, 2003), p. 105. 15
William Grabe and Fredricka L. Stoller, Teaching and Researching Reading-Second
Edition, in Christopher N. Candlin and David R. Hall (ed), Applied Linguistics in Action Series,
(New York: Routledge, 2013), p. 25. 16
Zainal, op. cit., p. 108.
10
from the text to confirm or reject these expectations. To accomplish
this sampling efficiently, the reader directs the eyes to the most likely
places in the text to find useful information.17
4. The Kind of Reading
Reading can be divided into two kinds which are intensive and extensive
reading. Here are the explanations:
a. Intensive Reading
Intensive reading, according to Harmer, refers to the detailed focus on the
construction of reading texts that usually takes place in classroom and
accompanied by study activities where the teachers encourage the students to
reflect on different reading skills and may ask them to work out what kind of
text they are reading, look at particular uses of grammar and vocabulary,
tease out detail of meaning, and then use the information in the text to move
on to other learning activities.18
b. Extensive Reading
Extensive reading refers to reading which students usually do outside the
classroom, for example reading novels, web pages, newspapers, magazines,
etc which involve reading for pleasure or joyful reading.19
The goal of
extensive reading is to improve reading skills by processing a quantity of
materials that can be comprehended and pleasurable where the teacher’s job
is to guide the reader to comprehensible materials and to let the students
make their own choices of what they want to read.20
17
Grabe and Stoller, op. cit., pp. 25—26. 18
Jeremy Harmer, How to Teach English, (Malaysia: Pearson, 2007), pp. 99—100. 19
Ibid., p. 99. 20
Jerry Greer Gebhard, Teaching English as a Foreign or Second Language—a Self
Development and Methodology Guide, (US: University of Michigan Press, 1996), p. 208.
11
5. The Principle of Teaching Reading
Teaching reading is not as simple as the theory. To be successful in
teaching reading, a teacher should know the basic rule of it. There are eight
principles of teaching reading which will be explained as follow: 21
a. Exploit the reader’s background knowledge
Background knowledge is information that the readers get by experience or
study which is started from the first day of their life. It can be built from the
readers’ personality, surroundings, people they meet, or even from the
television shows that they watch. As Carell said on his journal, interpretation
of the text is influenced by schemata or reader’s background knowledge.22
Every readers have different schema which affect them in interpreting the text
that they read. So, a story may be understood differently from one reader to
another. The teacher can help the students activating their background
knowledge by setting goals, asking questions, making predictions, teaching
text structures, and starting reading process by building up the students’
background knowledge if they are reading on an unfamiliar topic.23
b. Build a strong vocabulary base
Vocabulary teaching is really important as Nation stated that vocabulary
teaching has positive effects for students as it can be really helpful when
learners, especially non-native speakers feel it is most needed.24
The students
will have to spend too much time figuring out the unknown words and will
not be able to understand the passage as a whole if there are too many words
that a reader does not know.25
In other words, the teacher should help the
students to strengthen their vocabulary base as it will bring some advantages
21
David Nunan (ed), Practical English Language Teaching, (New York: McGraw Hill,
2003), pp. 74—78. 22
Patricia L. Carell, Some Issues in Studying the Role of Schemata, or Background
Knowledge, in Second Language Comprehension, (Toronto: TESOL Convention, 1983), pp. 82—
83. 23
Nunan, loc. cit., p. 74. 24
Paul Nation, Teaching Vocabulary, in P. Robertson, P. Dash, and J. Jung (eds), The Asian
EFL Journal Quarterly, (British Virgin Islands: The Asian EFL Journal Press, 2005), p. 48. 25
Laura S. Pardo, What Every Teacher Needs to Know about Comprehension, (International
Reading Association, 2004), p. 274.
12
for the students like improving their reading comprehension and making
reading time more efficient. So, basic vocabulary should be taught clearly and
the students should be taught to use context to guess the meaning of
unfamiliar vocabulary effectively.26
c. Teach for comprehension
Teachers should focus on teaching the students how to comprehend the text
instead of focus on testing reading comprehension by verifying that the
predictions made by the students are correct and make sure that the students
get familiar to the reading material when they don’t get the meaning.27
By
teaching the students how to comprehend the text, the students
comprehension will increase as they predict the meaning of the text correctly
during reading activity.
d. Work on increasing reading rate
Teachers should understand that the focus of reading class is not to develop
speed readers, but fluent readers.28
Teachers can help students become more
fluent by engaging them in repeated readings for real purposes and modeling
fluent reading by reading aloud to students daily so that the students realize
what fluent reading sounds like.29
Teachers also have to find out the way to
balance both assisting students to improve their reading rate and developing
their reading comprehension skills by reducing students’ dependence on a
dictionary, telling the students to not focus on move through the passage one
word at a time but spend more time analyzing and synthesizing the content of
reading.30
26
Nunan, op. cit. 27
Ibid., p. 75. 28
Ibid., p. 76. 29
Pardo, op. cit., p. 273. 30
Nunan, loc. cit., p. 76.
13
e. Teach reading strategies
Reading strategies is associated with a conscious and strategic plan to
improve one’s performance in reading.31
One good technique to make the
students aware of the reading strategy they use that match their purpose for
reading is to get them verbalizing their thought process as they read such as
listening to the verbal report of another reader who has just read the same
material.32
f. Encourage readers to transform strategies into skills
As learners consciously learn and practice specific reading strategies, the
strategies which is defined as conscious actions that learners take to achieve
desired goals move to become a skill, a strategy that has become automatic.33
It means that reading strategy that have been mentioned on the previous point
is purposed to increase students ability in reading by changing conscious
action into unconscious. When the students succeed to achieve this, reading
activity and comprehension will be easier to achieve.
g. Build assessment and evaluation into your teaching
Quantitative assessment such as information from reading comprehension
tests as well as reading rate data and qualitative assessment activities such as
reading journal responses, reading interest surveys, and responses to reading
strategy checklists should be included in reading classroom.34
h. Strive for continuous improvement as a reading teacher
The success of students at school cannot be separated from the quality of the
teacher as an individual. Reading teachers need to be passionate about their
work, view themselves as facilitators, and helping each reader discover what
31
Peter Afflerbach, P. David Pearson, and Scott G. Paris, Clarifying Differences Between
Reading Skills and Reading Strategies, (The Reading Teacher, 61(5), 2008), p. 366. 32
Nunan, op. cit., p. 76. 33
Ibid., p. 77. 34
Ibid.
14
works best, because those can lead to more effective reading instruction in the
classroom.35
B. Narrative Text
1. The Definition of Narrative Text
Narrative text is close to everyday experiences as it usually based on real
events in life and practically do by people on daily basic. Narrative text can be a
fiction, non-fiction or a combination of both which comes from the writer’s real
experience or imagination. According to Anderson, a narrative text is a text that
tells a story and, in doing so, entertains the audience.36
By reading a narrative text,
the readers will get an experience that somehow connected to their prior
knowledge and build an interpretation which is entertaining.
Narrative text is a type of texts which the events are given in chronological
order. As National Assessment Program (NAP) stated that narrative text is a time-
ordered text that is used to tell a story and entertain the reader.37
Regarding to
narrative text and time sequences, Abbott added that narrative text allows the
events to create the order of time.38
The order of time which is formed on a
narrative text is interrelated to each other and makes the story understandable for
the readers.
According to Coffman and Reed, narrative text is described as having
several common components including a setting, plot (series of episodes based on
goals, attempt, outcomes), resolution or story ending.39
These components form
the basic aspect of a narrative text. Related to these components, early researchers
35
Nunan, op. cit., p. 77. 36
Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: Macmillan
Education Australia, 1998), p. 3. 37
National Assessment Program—Literacy and Numeracy, Narrative Marking Guide, 2014,
(http://www.nap.edu.au), p. 4. 38
H. Porter Abbott, The Cambridge Introduction to Narrative, (UK: Cambridge University
Press, 2002), pp. 3—4. 39
Gerry A. Coffman and Melissa D. Reed, the True Story of Narrative Text: from Theory to
Practice, (Kansas: The Reading Professor vol. 32 no. 1, 2010), p. 5.
15
found these terms to be representative of the text-based information in retellings
and that the information recalled was consistent in order.40
What makes narrative text as a narrative is the events provided on the text.
Because, narrative text is the representation of an event or a series of events which
event is used as the key word and it cannot be said as a narrative without it.41
It
means that events are the characteristic that define narrative text from other kind
of texts. Without events or action, a text can be description, argument, exposition
or even combination of those texts. In narrative text, the stories set up one or more
problems which must eventually find a way to be resolved. Aviv said that
narrative text is a kind of text which contains a story and problem which ended by
a resolution—happy or sad ending.42
The writer concluded that a narrative text is a story presented in
chronological order that consists of some components including problem and
problem solving which the purpose is to entertain the reader.
2. The Purpose of Narrative Text
Narrative text has several purpose in reading activity. Narrative text is
aimed to tell a story.43
Based on The Student Writer book by Clouse, there are
some purposes of narrative text, mentioned as follow:
a. To entertain the reader.
b. To express the reader’s feeling.
c. To relate experience.
d. To inform.
e. To teach a lesson.
f. To persuade.44
40
Jean M. Mandler and Nancy S. Johnson, Remembrance of Things Parsed: Story Structure
and Recall, (San Diego: Academic Press, 1977), p. 132. 41
Abbott, op. cit., p. 13. 42
Aviv, Module Pembelajaran Narrative Text SMA Kelas 11 Semester 2, (Kebumen: SPEC
and Academic Pare, 2013), p. 5. 43
Abbott, loc.cit., p. 2. 44
Barbara Fine Clouse, the Student Writer, (New York: The McGraw-Hill Companies, Inc.,
2006), p. 186.
16
Although the basic purpose of narrative text is to tell a story, the detailed
purpose may vary according to the genre.45
Cavanagh stated that it can be to
entertain, create, stimulate emotions, motivate, guide or teach through story.46
Narrative text on a personal level is aimed to describe about who we are, where
we have been, and where we are going to ourselves and to other people which can
be told to others in different ways, in different situations to different people.47
In
other words, the purpose of narrative text is also to tell and retell a story.
The writer concluded that narrative text is aimed to be told and retold and
may entertain the readers, inform them about a particular event, or even teach
them about a lesson by the end of the reading process of narrative text.
3. Elements of Narrative Text
There are four elements included in a narrative text: point of view,
characters, action (conflict), and dialogue. 48
The four elements are described in
detail as follow:
a. Point of View
Point of view can be first-person, second-person, or third-person. It is the
perspective from which something is observed and recounted in the story.49
First-person point of view is used for personal narratives with "I" as the main
character while the third-person point of view is used for narrative about
someone else.
b. Characters
Characters takes part in every story, in other words all stories have them.
Characters can be people, animal, spirits, furnitures, and other animated
45
National Literacy Trust, A Guide to Text Types: Narrative, Non-fiction, and Poetry, 2014,
(http://www.literacytrust.org.uk). 46
Jane Cavanagh, Text Types, (New South Wales: Country Areas Program (CAP) of Dubbo
School of Distance Education), p. 8. 47
Paul Hazel, Narrative: an Introduction, (Mount Pleasant, US: Swansea Institute of Higher
Education, 2007), p. 5. 48
Katherine M. Ploeger, Simplified Paragraph Skills, (London: McGraw-Hill Education,
1999), pp. 261—262. 49
Hallett, Elements of Fiction--Narrator/Narrative Voice, (Tampa, Florida: Carrollwood Day
School, 2014), p. 1.
17
object which is defined as mental, emotional, and social qualities to
distinguish one entitiy to another.50
Narrative text usually uses real people in
real conflicts, with real feelings, needs, and characteristic which are used to
make the story more real and exciting for the reader. But, often the characters
are made up based on the author’s imagination.
c. Action or Conflict
Every narrative text has one major action or event—sometimes involves
conflict—that leads up to the final, climatic scene, the final explosion or
insight.51
All good stories usually have some kind of conflict. The purpose is
to make the story more interesting and keep the reader's interest to finish the
story. Action, according to Amer is something that happen in the story or
something that characters do as a result of a problem which is made up of
events that lead to the resolution.52
In other words, it is a response of
something that happen in the story. It can be character's attitude toward an
event, thoughts, dialogues, or statements.
d. Dialogue
Dialogue in narrative is an action when the character talks between characters
or when the character talks to himself or herself which brings the story alive
for the reader.53
In other words, it is verbal exchanges between characters. In
narrative text, the dialogue used is usually everyday conversation.
4. The Generic Structure of Narrative Text
The generic structure of narrative text is known as orientation,
complication, and resolution which are the most common generic structure of
narrative text.54
Other sources stated that the generic structures of narrative text
50
Hallet, op.cit., p. 7. 51
Ploeger, op. cit., p. 261. 52
Aly A. Amer, The Effect of Story Grammar Instruction on EFL Students’ Comprehension
of Narrative Text, (Reading in a Foreign Language, 8(2), 1992), p. 712. 53
Ploeger, loc. cit., p. 262. 54
National Literacy Trust, op. cit.
18
are orientation, complication, sequence of events, resolution, and coda.55
Here are
the descriptions:
a. Orientation.
This is the very first part of the story which is known as an introductory
paragraph. In orientation, the writer provides information about who is in the
story, when the story is taking place and where the action is happening.
b. Complication.
This part provides events that influences what will happen in the story. in
other words complication is a part where the problem or event start to happen.
c. Sequence of events.
It is a part where the characters in the story react to the complication. It can
be said that sequence of events are character’s reaction that result other events
happened in the story.
d. Resolution.
Resolution is the part in which the characters solve the problem that appear in
complication.
e. Coda.
It is a comment or moral based on what has been learned from the story.
Coda is an optional part which is not always found in narrative text.
5. Example of Narrative Text
Here is one of the examples of narrative text taken from the revised English
K-6 Syllabus by Jane Cavanagh. The title of the text is “The Fight”.56
Orientation gives a
setting for events
and introduces the
“I” the narrator.
Complication
includes
evaluation,
e.g. I didn’t mind
this
It all happened when I was walking home from school.
Two kids from my class decided to pick on me. They started
yelling stupid names like spazzo, pigface, etc. I didn’t mind
this. I also didn’t mind Kelly punching me in the shoulder.
What I did mind was the Kelly kept me occupied while
Matthew (better known as Roberts) rode my bike around the
cul de sac of the street.
55
Anderson and Anderson, op. cit., p. 3. 56
Cavanagh, op. cit., p. 10.
19
Resolution This was harmless. But, still riding, he kicked off my
bag and jumped off the bike leaving it to fall. This made me
sore. I gave in to my temper. When Matthew saw this he took
off. So it was me and David Kelly to battle it out. I chased
him around and around the street. When I finally caught him I
threw punches galore.
Coda Most of them missed. Kelly managed to escape and run
home. I think I was the victor, but if I was, I don’t think it was
worth it.
C. The Mind Mapping Technique
1. The Definition of Mind Mapping
To explore the effective technique for teaching reading of narrative text, this
study adopted mind mapping technique developed by Tony Buzan as a tool to
represent students’ understanding of narrative text. Mind mapping is a process
where the students transfer some information from what they acquired into a
visual design that consists of one main topic which has some branches that leads
into some details related to the major idea.57
According to Bennett and Rolheiser,
mind mapping is analytical process using creative combination of words, visuals,
colour, connector and codes involved along the process.58
But, one thing that
should be remembered is that the students should avoid creating an artistic
masterpiece on a mind map they are making.59
This is applied to any mind maps
which are constructed for a classroom activity like writing or reading activity in
the classroom. It is because the students have to construct a mind map quickly
without pauses and editing. For example, it will time-consuming if the students
pay more attention to draw a perfect symbols or pictures instead of writing down
the important information in a test about narrative text.
57
Tony Buzan, Mind Maps for Kids, an Introduction—the Shortcut to Success at School,
(UK: Thorsons, 2003), pp. 7—9. 58
Barrie Bennett and Carol Rolheiser, Beyond Monet: The Artful Science of Instructional
Integration, (Toronto: Bookation Inc., 2001), p. 289. 59
Writing Centre Learning Guide of the University of Adelaide, Mind Mapping, 2014,
(www.adelaide.edu.au/writingcentre/), p. 2.
20
Buzan stated that mind mapping is a graphical method of taking note which
take tree branch format with idea branching into their subsections that enriched
with colours, pictures, codes, and dimension to add interest, beauty and
individuality which are used as aid creativity, memory and specifically to recall
information.60
Symbols, pictures or drawings can be used to replace a word from
what the students understand about narrative text that they read and put it on the
mind map. Hofland stated that only three percent of one hundred people she asked
about apple said that they actually saw the word a-p-p-l-e spelled out in their
minds.61
So, the mind map can be used to recall the students understanding more
quickly than looking back to the text. By looking back to the text, the students
have to re-read what they have read before, while by transforming what they have
read into a mind map, they just need to take a look back to the mind map where
the information that they need are easily recognized.
Mind mapping is suggested to support a deeper level of thinking with its
interrelated branching links information.62
This is because the information on
every branch in mind map connected to other branches. And putting the
information in the mind map cannot be arbitrary as it can cause misinformation.
Based on Siriphanich, it is a tool used to improve the quality of learning and
thinking which provides a structure showing various aspects of a story such as the
sequence of events, the key points, the cause and effect, the relation of ideas and
so on.63
Moreover, the students can use it to get the deep meaning of a story.64
It
comprises a network of connected and related concepts which any idea can be
connected to any other freely, because creating a mind map requires free form and
60
Tony Buzan, the Mind Map Book, (USA: Penguin Book Ltd, 1994), pp. 59—60. 61
Carolien Hofland, Mind Mapping in the EFL Classroom, (Netherlands: Fontys Teacher
Training College Sittard, 2007), p. 9. 62
Genevieve Zipp and Catherine Maher, Prevalence of Mind Mapping as a Teaching and
Learning Strategy in Physical Therapy Curricula, (Journal of the Scholarship of Teaching and
Learning,vol. 13, No. 5, 2013), p. 21. 63
Panatda Siriphanich, Using Mind Mapping Technique to Improve Reading Comprehension
Ability of Thai EFL University Student, (Songkhla: the 2nd
International Conference on Humanities
and Social Sciences, 2010), p. 4. 64
Ibid.
21
spontaneous thinking to find creative associations between ideas.65
Hofland added
that mind mapping can contribute to learner’s motivation because of its creative
aspect.66
The creative aspect here can be related to the things that the students
like. That is why the students will be motivated to learn using a mind map. And
this creative aspect also will makes someone’s mind map different one to another.
The language used in mind mapping will not be long complete sentences
because they are not required.67
It means that mind mapping only consists of a
word or a phrase which represent an idea in order to focus the students on the
important information. Using a long complete sentence will not make a mind map
effective as it can be messy and contain lots of information which are not
important. Faste supported this idea by adding that keyword, phrases and even
quick sketches, drawings, diagrams, and symbols are fine instead of writing a
complete sentence.68
The writer concluded that mind map is a tool to recall students
understanding better by putting the information in a very recognizable position
supported with hints, keyword, colour, pictures, and symbols.
2. The Purpose of Mind Mapping
Mind map is easy to construct with words, colors, lines and pictures. Based
on Buzan, the purpose of mind map is stated as follow:
a. Remember better.
b. Come up with brilliant ideas.
c. Save time and make the most of the time you have.
d. Get better grades.
e. Organize your thinking, your hobbies and your life.
f. Have more fun. 69
65
Martin Davies, Concept Mapping, Mind Mapping and Argument Mapping: What are the
Differences and do they Matter, (Victoria: Springer, 2010), p. 3. 66
Hofland, op. cit., p. 5. 67
Rolf A. Faste, “Mind Mapping”, an Unpublished Book Chapter Describing the Use of Mind
Maps in Design, US, 1997, p. 4. 68
Ibid. 69
Buzan, op. cit., p. 4.
22
The main purpose of mind mapping, according to Davies is to create an
association between ideas.70
This is based on the tree branch structure of the mind
map with its interrelated information. Mind mapping is also used to brainstorm a
topic, idea or story which is believed as a great strategy for students.71
3. The Steps of Mind Mapping
There are several steps to construct a mind map. According to Buzan,
making a mind map is easy. There are five steps which are explained as follow: 72
a. Preparation.
Students have to prepare a blank sheet and some coloured pens. They have to
make sure that they have enough space to construct a mind map, so it’s better
to placed the paper sideways.
b. Drawing the main idea.
The students should start from the middle by drawing a picture or symbol that
represent the main idea of the narrative text. Starting from the middle will
help the students to freely put branches of information to any directions.
c. Adding supporting ideas.
From the main idea in the center of the page, the students can start drawing
some thick branches that represent supporting ideas of the main topic. These
branches are the main sub-topic of the text. the students have to make sure
that the branches are connected to the main idea.
d. Giving name to each branches.
The students have to name each branches that they made with an idea related
to the narrative text that they read. They can also add small picture if they
want. The name on the branches are the important keyword that will help the
to recall their understanding about the story.
70
Davies, op. cit., p. 3. 71
Writing Centre Learning Guide of the University of Adelaide, op. cit., p. 1. 72
Buzan, op. cit., p. 10.
23
e. Adding more ideas.
To add some additional details, the students can draw other lines that
connected to the branches that they have made. Then, they can give a name to
each of those additional details. As the result, this mind map will look like a
branches of tree.
On a condition where the student are doing a test about narrative text with a
time limit, the students should not make a complete mind map for every narrative
text on the test. It is because the focus is to make the students easier finding
information that they need to answer the questions. Moreover, the tidiness of the
mind map constructed is less concerned than the information written on the mind
map. Therefore, using only one coloured pen and not drawing any pictures or
symbols are permitted. It is because the students have to construct the mind map
quickly and at the same time answering the question on the test.
To make a mind map, the students should be given a clear overview about
how exactly a mind map looks like especially if mind mapping is a new material
in the classroom. Because, if the teacher only explain theoretically, the students
may misunderstand about the concept. Therefore, Buzan provided a handy check
map to help the students started their own mind map. The check map is depicted
as follow:
Figure 2.1
A Handy Check Map to Construct a Mind Map73
73
Buzan, op. cit., p. 22.
24
4. The Advantages of Mind Mapping Technique
Mind mapping technique has several advantages. According to Murley, the
arrangement of information in a mind map makes the relation of each information
easier to see.74
It is because the construction of mind map is always started from
the middle. So, the relation of each ideas can be easily tracked by following the
branch to the middle or out from the middle—main idea. Most students like
making a mind map, because it is fun.75
Moreover, Hofland said that making mind
map saves time especially when the students have mastered the technique.76
Buzan, on his book, stated that mind mapping has a number of advantages
compared to the linear form of written text which are explained as follow: 77
a. The main idea is more clearly defined as it is presented in the center of the
page using a picture or symbol.
b. The importance of each idea is clearly seen, because the branches of ideas
which are closer to the main idea or to the center make them more important
than other branches which is put far from the main idea.
c. The form of a tree branches makes it easier to recognize the connection of
each ideas. This is because each branches only has one word as a keyword to
represent an idea.
d. Recalling and reviewing the information will be both more effective and more
rapid as there are only keywords that lead to particular information. To see a
keyword will save more time than reading one long complete sentence.
e. The nature of the structure makes it easier to add some new information
without ruining the structure of the mind map and or other information. The
starting point which is at the middle leaves lots of space to possibly add other
ideas.
74
Diane Murley, Mind Mapping Complex Information, (Law Library Journal vol. 99(1),
2007), p. 176. 75
Hofland, op. cit., p. 30. 76
Ibid. 77
Buzan, op. cit., pp. 91— 92.
25
f. A mind map made will be special for the maker as an aid recall. What make it
special is because it will look and be different one to another. So, a mind map
which is made by other people may not effectively be used by other people.
g. The open-ended nature of the map will enable the brain to make new
connections far more easily in the more creative note making, such as essay
preparations.
5. The Disadvantages of Mind Mapping Technique
In a mind map, the connections constructed are limited to simple
association.78
Aside from the advantages mentioned by Buzan, other researcher
finds that there are also some disadvantages of mind mapping technique. As
Hofland Said, here are the disadvantages: 79
a. It can be a bit awkward to make a mind mapping when students first start
using the technique. This is because the students are not really understand
about the mind map and what it is for. It is possible for the students to think
that the teacher is just trying to entertain them by drawing funny structure on
the whiteboard.
b. Mind mapping is time-consuming in the beginning, because the students need
time to fully understand about constructing a mind map. So, to make a mind
map may takes time at first until they master how to make it.
c. Mind mapping is very personal because it uses association. The mind map
made by someone is the best mind map and it will not work at all for
someone else, because the creative making of it that makes it works so well.
d. Mind mapping technique is not yet used a lot in school although the
technique is not new. So, to get some students using it is kind of difficult as
they do not familiar with the technique.
78
Davies, op. cit., p. 4. 79
Hofland, op. cit., p. 31.
26
6. Example of Mind Map
Here is one of the examples of mind map taken from the Mind Map for Kids
by Tony Buzan.80
Figure 2.2
Mind Map of “The Lost Jug” Story
D. Previous Study
Before the writer conducted the research, there has been some relevant
research to this study. The first relevant study is a research conducted by Panatda
Siriphanich, entitled “Using Mind Mapping Technique to Improve Reading
Comprehension Ability of Thai EFL University Student”. 81
Siriphanich used one
class of 1st year student—35 students in total— at Songkhla Rajabhat University
as sample. Before conducted the treatment, Siriphanich asked the students to do
pretest in order to check their reading ability. After the explanation of writing
mind mapping, the students were taught mind mapping technique for 4 lesson
plans and were asked to do posttest to assess their reading progress. The
questionnaires were launched after the posttest and followed by oral interview.
80
Buzan, op. cit., pp. 30—31 81
Siriphanich, op. cit., pp. 6—11.
27
The result of the study reveals that after teaching by mind mapping technique the
majority of the students improved their reading ability and their posttest mean
score compared to the pre-test mean score was increased. The posttest mean score
was higher than pre-test mean score. The results of this study showed that mind
mapping technique can enhance the students’ reading ability. In other words,
mind mapping technique is effective.
The second study entitled “The Use of Mind Mapping Strategy in the
Teaching of Writing at SMAN 3 Bengkulu, Indonesia” by Pebri Prandika Putra
and Riswanto.82
This study was aimed to identify whether the use of mind
mapping strategy was effective in improving students’ writing achievement. This
study used non-equivalent groups pretest-posttest design. The population was the
first year students of SMAN 3 Bengkulu in academic year of 2011/2012 with a
total number of 234 students. 66 students were taken as sample and divided into
two groups. The data were collected by using writing test and then analyzed by
using t-test formula. The average of the two group showed that they came from
the same grade. Sixteen meetings of treatment were given to the two groups and
after that the posttest was given. The mean score of experiment group was higer
than the control group. After testing the significant difference between these two
groups, the researchers found that there was a significant difference on students
writing achievement which was taught through mind mapping strategy. Therefore,
it can be concluded that mind mapping strategy improved students’ reading
achievement.
The third study is a research conducted by Issam Abi-El-Mona and Fouad
Adb-El-Khalick, entitled “The Influence of Mind Mapping on Eighth Graders’
Science Achievement”.83
This study assessed the influence of using mind maps as
a learning tool on eighth graders’ science achievement, whether such influence
was mediated by students’ prior scholastic achievement, and the relationship
82
Pebri Prandika Putra and Riswanto, The Use of Mind Mapping Strategy in the Teaching of
Writing at SMAN 3 Bengkulu, Indonesia, (International Journal of Humanities and Social Science,
Vol. 2 No. 21, 2012), pp. 60—68. 83
Issam Abi-El-Mona and Fouad Adb-El-Khalick, The Influence of Mind Mapping on Eighth
Graders’ Science Achievement, (School Science and Mathematics, Vol. 108(7)), pp. 298—312.
28
between students’ mind maps and their conceptual understandings. Sixty-two
students aged 13 to 14 years old were randomly assigned to experimental and
comparison conditions. Participants in experimental group received mind maps
treatment, and the comparison group participants received note summarization
treatment for a month. The study had a 2x3 factorial posttest only comparison
group design. A multiple choice test was used to measure student achievement. At
the end of the month, student feedback on the process was collected using an open
ended questionnaire. Data analyses indicated that the experimental group
participants achieved statistically significant and substantially higher gains than
students in the comparison group. But, results of the present study was necessarily
tentative in nature and further research is needed to ascertain the present findings
across more contexts and content areas.
E. Conceptual Framework
Reading plays an important role in education, because it is proved that
students who often read are significantly do better in school than other students
who seldom read. Indonesian students do not seem to put reading as an essential
thing to do—or even if they do, most of Indonesian students does not like to read
including the students of MAN 19 Jakarta. Many of them are also not motivated
to read.
In reading English narrative text, most of the students of MAN 19 Jakarta
find that understanding the narrative text is difficult. This condition is exacerbated
by students attitude to dislike reading, whereas some purposes of reading narrative
text is to entertain and hold the readers' interest. It can be imagined that it is
difficult for students to comprehend the narrative text, because reading is a form
of cognitive activity where some aspects like schemata, the reader’s knowledge
and the information on the text are included in the process. Without the will to
read, the cognitive activity in reading will be troubled. Moreover, the lack of
variation in teaching narrative text also makes it is quite difficult for the teacher to
motivate students to read narrative text in the classroom. The underlying problem
29
stated here is that the students does not like to read narrative text in and outside
the classroom.
Those explanations above seemed to be the reason why the writer wanted to
conduct this study. Therefore, to get the student's motivation to read and
comprehend the text, the teachers need an appropriate method and technique. One
of the alternative technique is by using mind mapping technique in teaching
narrative text. Mind mapping technique is one solution that can be offered to solve
those problems. Because, in making a mind map, the students requires creative
aspects in the process which is fun to do and hopefully will change the way the
students see the process of learning narrative text. So that, the teacher can
encourages the students to be motivated in learning narrative text and enhance
their reading comprehension.
F. Theoretical Hypothesis
Hypothesis is a temporary answer or a conclusion of the research. To find
out is there any effectiveness of using mind mapping technique on students’
reading of narrative text, therefore the hypothesis of this research is, that reading
of narrative text is more effective by using mind mapping technique compared to
reading of narrative text without using mind mapping technique.
30
CHAPTER III
RESEARCH METHODOLOGY
This chapter describes the place and time of the research, method and
research design, population and sample of the research, technique of collecting
data, technique of data analysis, and statistical hypothesis.
A. Place and Time of the Research
This study was conducted at MAN 19 Jakarta. It was located at Jalan H.
Muchtar Raya H. Jaelan III RT. 05/01, Petukangan Utara, Jakarta Selatan. This
study was conducted since February 25 to June 4, 2014.
B. Method and Research Design
1. Method
This study was conducted using an experimental design to examine cause
and effect relationship between mind mapping technique and students’ motivation
in reading narrative text. According to Hong, this kind of design is used to
examine cause and effect relationships by testing hypothesis about manipulated
variables.1More specifically, the writer used quasi experimental design. Quasi
experimental design is a development design from true experimental design.2
Quasi-experimental design is a research that operates without random assignment
of participants to condition.3 Christensen stated that what makes a design quasi-
experimental is the absence of random assignment.4 It means that the writer
cannot rely on randomization to create comparability of participants in both
experimental and control classes. This is based on the fact that getting control
group for the research such as in educational field is difficult and this design is
1E. Hong, Quasi-Experimentation: Two Group Design, (USA: Elsevier Ltd., 2010), p. 128.
2Sugiyono, Metode Penelitian Pendidikan, (Bandung: Alfabeta, 2012), p. 114.
3Linda Heath, Quasi-Experiment, (USA: Loyola University Chicago, 2005), p. 255.
4Larry B. Christensen, Experimental Methodology, (USA: Pearson Education, Inc., 2006). p.
333.
31
developed to overcome this difficulty faced by the researchers.5 Therefore, the
writer cannot randomize the sample, because if the sample was selected randomly,
the sample would be heterogen which would be difficult to conduct the research.
2. Research Design
Based on Christensen, quasi experimental design is divided into seceral
design which are nonequivalent comparison group design, time-series design, and
regression discontinuity design.6 From those three designs, the writer used
nonequivalent comparison group design, because the limitation of the time and
number of population in this study made it was not possible to use time lapse and
regression design, as it might take a longer time and there might be a cut of some
number of the sample that have been selected. Christensen added that when a
better design cannot be used, nonequivalent comparison group design is
frequently recommended.7
By using nonequivalent comparison group design, the writer did not
randomly assign research units to experimental and control class.8 It means that
the writer cannot randomly assign the treatment given to the sample group and so
does in assigning experimental and control group. In this design, one treatment
group and one no-treatment comparison group are used, with a pretest and posttest
observation for each condition.9 Based on that, this study engaged one
experimental class and one control class. The writer selected two out of five
classes of the same level through a test about narrative text. Two classes that have
been selected then were given a pretest. After that, the experimental class was
treated by teaching narrative text using mind mapping technique while control
class was taught narrative text without using mind mapping technique.
Furthermore the posttests were given to both of the classes and the results were
compared. Nonequivalent comparison group design is formulated as follow:
5Sugiyono, op. cit.
6Christensen, op. cit., p. 328.
7Ibid., p. 332.
8Hong, op. cit.
9Heath, op. cit., p. 258.
32
Table 3.1
Nonequivalent comparison group design10
Where:
: Pretest of both experimental and control class.
: Posttest of both experimental and control class.
X: Implementation of teaching narrative text using mind mapping technique.
C. Population and Sample of the Research
1. Population
The population of this study was the second grade students of MAN 19
Jakarta. It consists of 144 students divided into 5 classes—IPA, IPS I, IPS II,
Agama I, and Agama II. The population number is shown in a table below:
Table 3.2
Population
Class IPA IPS I IPS II Agama I Agama II
Number of
Students 27 31 31 27 28 144
10
Christensen, op. cit., p. 332.
Pre-response
measure Treatment
Post-response
measure Difference
Experimental
class X -
Compare
Control class -
33
2. Sample
In choosing the sample, the writer used purposive sampling technique.
Purposive sampling is a technique that determined by certain considerations.11
Some consideration used by the writer to choose the sample was based on the
location of the place of the research which was accessible. It was really helpful for
writer to conduct the research as the writer could easily accessed the students and
collected the data. Moreover, the consideration was also based on a
recommendation by the English teacher of MAN 19 Jakarta.
Garfield, et al. stated that this sampling technique produces a sample where
the groups are selected according to specific characteristic that are considered to
be important.12
The writer selected 54 students out of the population number
which are class XI IPA and class XI Agama 1. The determination was based on
some consideration that these classes had same amount of students and the test
result about narrative text that was distributed to population class showed that
both of the classes were homogeneous. So, the writer considered that students’
ability in reading and understanding narrative text were on the same level.
According to Schutt, the size of the sample and the homogeneity of the population
affect the degree of error due to chance.13
Therefore, the writer considered that the
same amount of students in both of the classes was helpful to analyze the data.
Schutt added that the more homogeneous the population, the researchers can be
more confident about the representativeness of a sample of any particular size.14
D. Instrument of the Research
The instrument of the research used in this study was a test. The test
consisted of 40 questions of narrative text in the form of multiple choices. The test
were tested out to some students and the results were calculated and analyzed
using ANATES software to find out the validity and reliability of the questions.
11
Sugiyono. op.cit., p. 124. 12
Richard Garfield, et al., Technical brief–Purposive sampling and site selection, (Geneva:
ACAPS, 2011), p. 4. 13
Russell K. Schutt, Investigating the Social World: The Process and Practice of Research,
7th Edition, (Thousand Oaks, CA: SAGE Publications, 2012), p. 158. 14
Ibid.
34
From the validity and reliability test, there were 25 significant questions of 40
questions. The writer then chose 20 questions based on some consideration to be
tested in experimental and control class as pretest and posttest.
E. Technique of Collecting Data
In order to get the data, the writer used tests and questionnaire as the
technique of collecting data. The tests were divided into pretest and posttest.
Pretest was provided by the writer to find out students’ achievement in reading
narrative text before the research was conducted. The writer gave the treatment to
one class and gave no treatment to another class. Then after four meetings of
treatment, the writer gave the posttest to both the classes. Posttest was performed
to measure the acquisition of learning outcomes by the end of the treatment.
Afterward, the results of both the classes were compared by the writer.
The questionnaire was conducted to gain the information about learning
narrative text using mind mapping technique in various aspects. There were 10
questions that were asked to the students about learning narrative text before and
after using mind mapping technique.
F. Technique of Data Analysis
Data analysis was the last procedure of the quasi experimental design used
by the writer. In order to obtain the result of this study, the data was analyzed
using statistical analysis. The data on the pretest and posttest were collected, and
analyzed with the SPSS 15.0 for Windows Evaluation Version program. To find
the final result of this study, several tests should be passed, such as normality test,
homogeneity test, and hypothesis testing.
The purpose of normality test was to make sure that the data were normally
distributed. The population of this study could be said as normal population
because they have received narrative text material at the first grade. And when the
writer distributed a test about narrative text, they could pass it and succeed to
understand the test and answer the questions. Normality test is done with
requirement as follows: If the significance score > 0.05, so the data is come from
35
the normal population, but if it is not fulfilled this requirement, so the data is not
come from normal population. Normality test is formulated as follows:
Where:
= normality
= data from every sample
= deviation standard
= mean15
After that the homogeneity test was done in order to find out the similarity
between experimental class and control class with the requirement as follows: If
the significance score > 0.05, so the data is similar, but if it is not fulfilled this
requirement, so the data is not similar. To know the homogeneity of the data, the
following formula is used:
Where:
= variance of sample
= data from every sample
= mean
= number of population16
After the homogeneity test was done, the writer used T-test formula as a
technique to draw conclusion from the data obtained during this study. T-test was
used to find out whether there were the differences between experimental class
and control class that used different method in learning narrative text. Hypothesis
testing is formulated as:
15
Sugiyono, op. cit., p. 77. 16
Ibid., p. 57.
36
Where:
= mean score of experimental class
= mean score of control class
= standard deviation of experimental class
= standard deviation of control class
= varians of experimental class
= varians of control class
= number of students of experimental class
= number of students of control class
= correlation between two samples17
G. Statistical Hypothesis
The statistical hypothesis of this study can be seen as:
1. There is no effectiveness of using mind mapping technique on students’
reading of narrative text .
2. There is effectiveness of using mind mapping technique on students’ reading
of narrative text .
Where: = Null hypothesis
= Alternative hypothesis
= Students’ pretest achievement
17
Ibid., p. 122.
37
= Students’ posttest achievement
The criterion used to answer the hypothesis of this study was described as
follows:
1. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null hypothesis) is
rejected. It means that the average score rates of the experimental group are
higher than the control group. In other words, the use of mind mapping
technique is effective on students’ reading of narrative text.
2. If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (the null hypothesis) is
accepted. It means that the average score rates of the experimental group are
same as or lower than the control group. In other words, the use of mind
mapping technique is not effective on students’ reading of narrative text.
38
CHAPTER IV
RESEARCH FINDING AND INTERPRETATION
This chapter describes the discussion of research findings. The findings
relate to the research questions that guided the study. The first section describes
general description of the data and analysis of the data, then followed by
interpretation in second section.
A. Research Finding
1. The Description of the Data
The data collected by the writer during the study were derived from the
result of pretest and posttest of both experimental and control class. The data of
each class were depicted into tables and figures below. The first part shows the
data of experimental class and the second part shows the data of control class.
a. The Data of Experimental Class
Table 4.1
Pretest and Posttest Score of Experimental Class
(Students)
X Pretest Posttest
1 70 65
2 70 75
3 65 60
4 60 80
5 85 95
6 95 95
7 85 85
8 60 80
9 85 95
10 90 95
11 80 95
12 60 70
13 100 100
14 95 90
15 90 90
16 85 70
39
17 95 80
18 95 90
19 100 100
20 70 60
21 80 80
22 75 85
23 95 95
24 80 95
25 95 95
26 85 80
27 70 90
From the Table 4.1 above, it could be seen that the scores of pretest and
posttest in experimental class were quite various. The lowest score of the pretest
given to 27 students was 60. And even after the treatment was given to the
experimental class, 60 were still the lowest score in the posttest. Not different
from the lowest score of pretest and posttest, the highest score of the pretest and
posttest given to 27 students was the same, which were 100. The further
information about the pretest and posttest score can be seen trough the Table 4.2
and 4.3 below.
Table 4.2
Frequency Distribution Table of Pretest Result of Experimental Class
No Interval Value Frequency
1 30-40 -
2 41-50 -
3 51-60 3
4 61-70 5
5 71-80 4
6 81-90 7
7 91-100 8
Total 27
40
Table 4.3
Frequency Distribution Table of Posttest Result of Experimental Class
No Interval Value Frequency
1 30-40 -
2 41-50 -
3 51-60 2
4 61-70 3
5 71-80 6
6 81-90 6
7 91-100 10
Total 27
The frequency distribution depicted in Table 4.2 and 4.3 were based on the
pretest and posttest result in experimental class. It could be seen that there were a
decrease in the number of students who get score between 51 and 60. In pretest,
there were 3 students who get the score between 51 and 60, and in posttest it
decreased into 2 students. A decrease was also happened to the students who get
score in interval 61—70 and 81—90. In interval 61—70, the frequency of the
students decreased from 5 into 3 students only while in interval 81—90 the
frequency of the students decreased from 7 into 6 students. Overall, there were 1
to 2 decreases of students in interval 51—60, 61—70, and 81—90. And it means
that the students who get lower score in posttest were fewer compared to the
pretest result.
In addition to decreasing in some interval values, intervals 71—80 and 91—
100 were on increase. There were 2 increases of students in both intervals. It
means that the students who get higher score in posttest are increased than in
pretest. In interval 71—80, the frequency of the students increased from 4 into 6
students and in interval 91—100 the frequency of the students increased from 8
into 10 students. For more details, the comparison between pretest and posttest
results can be more clearly seen on the Figure 4.1 below.
41
Figure 4.1
Bar Diagram of Pretest and Posttest Comparison of Experimental Class
The Figure 4.1 above showed the comparison between pretest and posttest
result in experimental class. The higher and lower frequency could be easily
compared as the blue block represented pretest result and the red block
represented posttest result.
b. The Data of Control Class
Table 4.4
Pretest and Posttest Score of Control Class
(Students)
Y Pretest Posttest
1 95 65
2 100 85
3 90 90
4 80 95
5 95 95
6 95 95
7 85 65
8 90 75
9 85 100
10 80 85
11 95 95
0
2
4
6
8
10
12
30-40 41-50 51-60 61-70 71-80 81-90 91-100
Freq
uen
cy
Interval Value
Experimental Class
Pretest
Posttest
42
12 80 90
13 95 75
14 70 90
15 80 80
16 60 60
17 80 35
18 85 90
19 75 95
20 95 100
21 85 85
22 90 95
23 95 90
24 75 95
25 80 50
26 95 95
27 85 45
From the Table 4.4 above, it could be seen that the scores of pretest and
posttest in experimental class were quite various, just like the result of the pretest
and posttest in experimental class. But in control class, there was a big gap
between the lowest and highest score in posttest. The lowest score of the pretest
given to 27 students was 60. And after the posttest was given, the lowest score
decrease into 35. Even though the highest score of the pretest and posttest given to
27 students was the same, which were 100. The further information about the
pretest and posttest score can be seen trough the Table 4.5 and 4.6 below.
Table 4.5
Frequency Distribution Table of Pretest Result of Control Class
No Interval Value Frequency
1 30-40 -
2 41-50 -
3 50-60 1
4 61-70 3
5 71-80 11
6 81-90 5
7 91-100 7
Total 27
43
Table 4.6
Frequency Distribution Table of Posttest Result of Control Class
No Interval Value Frequency
1 30-40 1
2 41-50 1
3 51-60 2
4 61-70 2
5 71-80 3
6 81-90 8
7 91-100 10
Total 27
The frequency distribution depicted in Table 4.5 and 4.6 were based on the
pretest and posttest result in control class. It could be seen that there were a
significant decrease in the number of students who get score between 71 and 80.
In pretest, there were 11 students who get the score between 71 and 80, and in
posttest it decreased into 3 students. A decrease was also happened to the students
who get score in interval 61—70. In interval 61—70, the frequency of the
students decreased from 3 into 2 students only. Overall, there were 1 to 8
decreases of students in interval 61—70, and 71—80.
In addition to decreasing in some interval values, intervals 30—40, 41—50,
51—60, 81—90 and 91—100 were on increase. There was 1 increase of students
in each interval 30—40, 41—50, and 51—60 and there were 3 increases in each
interval 81—90 and 91—100. In interval 30—40 and 41—50, the frequency of
students increased from 0 into 1. In interval 51—60, the frequency of the students
increased from 1 into 2 students. In interval 81—90, the frequency of the students
increased from 5 into 8 students. And in interval 91—100 the frequency of the
students increased from 7 into 10 students. An increase in interval 30—60 of the
posttest result meant that the students included in lower class were increased
compared to the pretest result. For more details, the comparison between pretest
and posttest results can be more clearly seen on the Figure 4.2 below.
44
Figure 4.2
Bar Diagram of Pretest and Posttest Comparison of Control Class
The Figure 4.2 above showed the comparison between pretest and posttest
result in control class. The higher and lower frequency could be easily compared
as the blue block represented pretest result and the red block represented posttest
result.
c. The Result of Mind Mapping
In experimental class, the result of this study was not only in a form of
scores, but also in a form of mind maps. Here are some results of the mind map:
0
2
4
6
8
10
12
30-40 41-50 51-60 61-70 71-80 81-90 91-100
Freq
uen
cy
Interval Value
Control Class
Pretest
Posttest
45
Figure 4.3
Mind Map Result of the Second Treatment
It could be seen that in the Figure 4.3 above the writer found that it was
difficult to measure students’ understanding about narrative text that they read. It
is because they only copied and pasted the story into a mind map. Also, it seemed
like the students were not fully understand about the concept of mind mapping.
This mind map was constructed in the second meeting of the treatment in
experimental class when the writer asked the students to work in group. In Figure
4.3, the students separated the part of The Miser story based on the generic
structure of narrative text in an attractive way instead of making a mind map. As
the writer observed the students' work, the writer concluded that most of the
students focused on drawing some pictures and decorating the paper into colorful
page. Although not all the students constructed their mind maps like the mind map
46
in Figure 4.3, it could be ascertained that most of the students did the same. There
were only one or two groups that create an almost perfect mind map. Further
results about mind map of the 2nd
treatment can be seen in the appendix 10.
However, the students started to understand the concept of constructing a
mind map on the third and the last day of treatment. On the third treatment, the
writer asked the students to work individually constructing a mind map based on
The Faulty Goods story. And the result was quite satisfying. One of the mind
maps can be seen in the Figure 4.4 below.
Figure 4.4
Mind Map Result of the Third Treatment
In the Picture 4.4 above, it could be seen that the student started to
understand the concept of mind map. It was proved by the way the mind map
constructed. Thus, the writer could measure students’ understanding about
narrative text that they read. In the Picture 4.4, the student succeeded to decide
what idea that should be put on the mind map—the main topic, and the ideas on
each branches. It meant that they understood the story very well. If they did not
understand the story, it was not possible for the students to put the right
information which the relation could be traced one to another. Further results
about mind map of the 3rd
treatment can be seen in the appendix 11.
47
2. The Analysis of the Data
a. Experimental Class
Pretest and posttest result
From the data of experimental class presented previously, both the pretest
and posttest result obtained was presented on the Table 4.7 below.
Table 4.7
Recapitulation Data of Experimental Class
Class Test Mean Min Max Median Mode STDEV
Experimental Pretest 82.04 60 100 85 95 12.73
Posttest 84.81 60 100 90 95 11.89
The pretest and posttest results of 27 students in experimented class were
analyzed. The results of the study, shown in Table 4.7, reveals that after teaching
by mind mapping technique the students’ pretest mean score was increased into
84.81 on posttest where the score was 82.04 on pretest. The median score of
pretest was 85 while on posttest was 90. Median is the numerical value separating
the higher half from the lower half of the data. In other words, it is the middle
number in a sorted list of numbers. The mode in both pretest and posttest was 95.
The mode is the value that appears most often in a set of data. The minimum and
maximum score of the pretest and posttest result in experimental class were same
which were 60 for minimum score and 100 for maximum score. Standard
deviation of the pretest result was 12.73 and standard deviation of the posttest was
11.89. Standard deviation is a number used to tell how measurements for a group
are spread out from the average.
Pretest and posttest comparison of experimental class
The scores were further divided into 3 groups in order to further investigate
in what way the use of mind mapping technique had an effect on the students’
reading abilities. Based on the overall data gained in experimental class, it was
found that there were 11 students whose the score increased on the posttest. There
were 8 students whose the score were stable. And there were 8 other students
48
whose the score decreased. There were 27 students of experimental class in total.
Further information was presented on table 4.8 as follow.
Table 4.8
Students’ Achievement of posttest in Experimental Class
Class Form Increased Stable Decreased Total
Experimental Number 11 8 8 27
Percentage 40.74 % 29.63 % 29.63 % 100 %
As shown, almost half of the class (40.74 %) received higher scores,
29.63% of all the students received lower scores and another 29.63 % of all
students maintained the same scores. This result was depicted in the Figure 4.5
below.
Figure 4.5
Pie Chart of Students’ Posttest Achievement of Experimental Class
b. Control Class
Pretest and posttest result
From the data of control class presented previously, both the pretest and
posttest result obtained was presented on the Table 4.9 below.
41%
29%
30%
Experimental Class
Increased
Stable
Decreased
49
Table 4.9
Recapitulation Data of Control Class
Class Test Mean Min Max Median Mode STDEV
Control Pretest 85.74 60 100 85 95 9.38
Posttest 82.04 35 100 90 95 17.66
The pretest and posttest results of 27 students in control class were
analyzed, and the results were the data as depicted in the Table 4.9 above. The
mean score were decreased from 85.74 in pretest result into 82.04 in posttest
result. The median score of pretest was 85 while on posttest was 90. The mode in
both pretest and posttest was 95. The minimum score of the pretest in control
class was 60 and decreased into 35 on posttest. Standard deviation of the pretest
result was 9.38 and standard deviation of the posttest was 17.66.
Pretest and posttest comparison of control class
Based on the overall data gained in control class, it was found that there
were 10 students whose the score increased on the posttest. There were 8 students
whose the score were stable. And there were 9 other students whose the score
decreased. There were 27 students of control class in total. Further information
was presented on table 4.10 as follow.
Table 4.10
Students’ Achievement of posttest in Control Class
Class Form Increased Stable Decreased Total
Control Number 10 8 9 27
Percentage 37.04 % 29.63 % 33.33 % 100 %
As shown, more than one-third of the class (37.04 %) received higher
scores, one-third (33.33 %) received lower scores and 29.63 % of all students
maintained the same scores. This result was depicted on the Figure 4.6 below.
50
Figure 4.6
Pie Chart of Students’ Posttest Achievement of Control Class
c. The Comparison between Experimental Class and Control Class
The comparison between experimental class and control class was briefly
summarized on the Table 4.11 below.
Table 4.11
Comparison of Recapitulation Data between Experimental and Control Class
Class Test Mean Min Max Median Modus STDEV
Experimental Pretest 82.04 60 100 85 95 12.73
Posttest 84.81 60 100 90 95 11.89
Control Pretest 85.74 60 100 85 95 9.38
Posttest 82.04 35 100 90 95 17.66
The result of pretest mean score in experimental class was lower than in
control class. In experimental class, the mean score was only 82.04 while in
control class the mean score was 85.74. But, the result of posttest mean score in
experimental class increased into 84.81 and the posttest mean score in control
class was decreased into 82.04. The comparison of the mean score between
experimental class and control class was depicted in Figure 4.7 below.
37%
30%
33%
Control Class
Increased
Stable
Decreased
51
Figure 4.7
Bar Diagram of Mean Score Comparison between
Experimental and Control Class
From the Table 4.11, it could be seen that there were increases and
decreases of students’ achievement in both experimental class and control class.
From the data, the mean score comparison of both the classes was formulated into
percentage as on the Table 4.12 follow.
Table 4.12
Percentage of Students’ Achievement
Class Percentage Status
Experimental 3.39% Increased
Control -4.32% Decreased
Percentage in both classes was obtained from the calculation of the posttest
mean score subtracted from the pretest mean score. The result then divided by
pretest the mean score and multiplied by 100.
80,00
81,00
82,00
83,00
84,00
85,00
86,00
87,00
Experimental Class Control Class
Ave
rage
Nu
mb
er
Data Result
Pretest
Posttest
52
3. Normality Test
a. Normality Test of Experimental Class
From the tests implemented in experimental class and control class—pretest
and posttest, normality test was used by the writer at the 0.05 level of
significance.
Table 4.13
Pretest Normality Test of Experimental Class
Pretest
N 27
Normal Parameters(a,b) Mean 82,04
Std. Deviation 12,729
Most Extreme Differences
Absolute ,148
Positive ,124
Negative -,148
Kolmogorov-Smirnov Z ,767
Asymp. Sig. (2-tailed) ,599
From the Table 4.13, it can be seen that the significance of pretest score in
experimental class is 0.599. If the significance score of (Asyim Sig 2 tailed) >
0.05, so the data comes from the normal population, but if (Asyim Sig 2 tailed) <
0.05, so the data does not come from the normal population. It can be concluded
that the data are normally distributed because 0.599 > 0.05. Meanwhile the
significance of posttest in experimental class can be seen on the Table 4.14 below.
The significance of posttest score in experimental class is 0.301. Therefore, the
data are normally distributed because 0.301 > 0.05. In other words, the pretest and
posttest result in experimental class are normally distributed.
53
Table 4.14
Posttest Normality Test of Experimental Class
Posttest
N 27
Normal Parameters(a,b) Mean 84,81
Std. Deviation 11,887
Most Extreme Differences
Absolute ,187
Positive ,122
Negative -,187
Kolmogorov-Smirnov Z ,973
Asymp. Sig. (2-tailed) ,301
b. Normality Test of Control Class
Table 4.15
Pretest Normality Test of Control Class
Pretest
N 27
Normal Parameters(a,b) Mean 85,74
Std. Deviation 9,375
Most Extreme Differences
Absolute ,172
Positive ,125
Negative -,172
Kolmogorov-Smirnov Z ,892
Asymp. Sig. (2-tailed) ,404
From the Table 4.15, it can be seen that the significance of pretest score in
control class is 0.404. According to the explanation earlier that if the significance
score of (Asyim Sig 2 tailed) > 0.05, so the data comes from the normal
population, but if (Asyim Sig 2 tailed) < 0.05, so the data does not come from the
normal population. It can be concluded that the data are normally distributed
because 0.404 > 0.05. Meanwhile the significance of posttest in control class can
be seen on the Table 4.16 below. The significance of posttest score in control
class is 0.106. Therefore, the data are normally distributed because 0.106 > 0.05.
In other words, the pretest and posttest result in experimental class are normally
distributed.
54
Table 4.16
Posttest Normality Test of Control Class
Posttest
N 27
Normal Parameters(a,b) Mean 82,04
Std. Deviation 17,665
Most Extreme Differences
Absolute ,233
Positive ,157
Negative -,233
Kolmogorov-Smirnov Z 1,212
Asymp. Sig. (2-tailed) ,106
4. Homogeneity Test
Based on the calculation of normality, the writer got the result that all data
in pretest and posttest of both the classes have been distributed normally. The next
step of the calculation was finding the pretest and posttest homogeneity of the
data using SPSS 15.0 for Windows Evaluation Version. The result of pretest
homogeneity test of the data is presented as follows:
a. Homogeneity Test of Pretest
Table 4.17
Homogeneity Pretest Results between Experimental Class and Control Class
Levene Statistic
df1 df2 Sig.
3,822 1 52 ,056
The Table 4.17 shows that the significance of pretest result between
experimental class and control class is 0.056. Therefore, it can be concluded that
the data between experimental class and control class are similar, because 0.056 >
0.05.
55
b. Homogeneity Test of Posttest
The posttest homogeneity test is also done by using SPSS 15.0 for
Windows Evaluation Version. The result of posttest homogeneity test of the data
is presented as follows:
Table 4.18
Homogeneity Posttest Results between Experimental Class and Control Class
Levene Statistic
df1 df2 Sig.
3,018 1 52 ,088
The Table 4.18 shows that the significance of postest result between
experimental class and control class is 0.088. Therefore, it can be concluded that
the posttest data between experimental class and control class are similar, because
0.088 > 0.05.
5. Hypothesis Testing
The last calculation was testing the hypothesis. The writer used SPSS 15.0
for Windows Evaluation program which is Paired Sample Test. Based on the
hypothesis that has been explained in chapter III, which is:
There is no effectiveness of using mind mapping on students’ reading of
narrative text.
There is effectiveness of using mind mapping technique on students’ reading
of narrative text.
So, the criteria for hypothesis test are as follow:
If the significance of T-test < T-table the Ho is accepted, Ha is rejected
If the significance of T-test > T-table the Ho is rejected, Ha is accepted
The Table 4.19 below shows the result between the experimental class
which were given mind mapping technique in reading class and the control class
which were not given mind mapping technique. To get the result, first the writer
input the posttest data of experimental and control group into different table in
SPSS program. Then, the writer chose analyze – compare means – Paired-Sample
56
T Test instruction. After that, an output as depicted in Table 4.19 below were
shown up.
Table 4.19
T-test Result
From the Table 4.19, it presents that the T-test of this study is 0.706 and the
T-table of this study is 2.056. It can be seen from the calculation of reading test
result between the experimental class and the control class, Ho is accepted, and
the Ha is rejected because 0.706 < 2.056 or the T-test < T-table. Therefore, it can
be conclude that there is no significance difference between the experimental class
and the control class.
6. Questionnaire
To inquire whether the students found mind mapping technique helpful, the
questionnaire was launched after the completion of the experiment. The result is
shown in Table 4.20 below.
Table 4.20
Recapitulation Data of Experimental Class
No. Questions
Strongly
Disagree
Percentage
Disagree
Percentage
Agree
Percentage
Strongly
Agree
Percentage
1. Reading narrative text is fun. 7.4 74.1 18.5 0
2.
The previous technique to
learn narrative text is better
than using mind mapping
technique.
14.8 66.7 18.5 0
Paired Samples Test
2,778 20,444 3,934 -5,310 10,865 ,706 26 ,486Experimental - ControlPair 1
Mean Std. Dev iation
Std. Error
Mean Lower Upper
95% Conf idence
Interv al of the
Dif f erence
Paired Dif f erences
t df Sig. (2-tailed)
57
No. Questions
Strongly
Disagree
Percentage
Disagree
Percentage
Agree
Percentage
Strongly
Agree
Percentage
3.
Learning narrative text by
using mind mapping
technique is fun.
3.7 18.5 55.6 22.2
4.
Understanding of the concept
about mind mapping in
learning narrative text.
3.7 22.2 59.3 14.8
5.
Mind mapping technique
helps students to understand
narrative text.
0 25.9 40.7 33.3
6.
Mind map helps students to
remember information based
on the narrative text that is
read.
3.7 11.1 25.9 59.3
7.
Ability to retell the narrative
text that you construct into a
mind map.
3.7 7.4 14.8 74.1
8.
Mind mapping techniques
makes it easier to learn
narrative text.
3.7 11.1 74.1 11.1
9.
Motivation to learn narrative
text after using mind
mapping technique.
3.7 7.4 63 25.9
10.
The satisfaction of reading
understanding after using
mind mapping technique.
3.7 22.2 66.7 7.4
As revealed in table 4.20, the majority (74.1%) of the students disagreed
that reading narrative text was fun, while 66.7% of them agreed that mind
58
mapping technique was better than the previous technique used to learn narrative
text. Also, 63% of the students were more motivated to learn narrative text after
using mind mapping technique. Almost half (40.7%) of the students agreed and
33.3% of them strongly agreed that mind mapping technique helped them to
understand narrative text.
B. Interpretation
The pretest mean score in experimental class was 82.04, and after given 4
treatments using Mind Mapping technique, the posttest mean score in
experimental class was 84.81. Meanwhile, in control class showed that the pretest
mean score was 85.74. And after given 4 treatments without using mind mapping
technique, the posttest mean score was 82.04. Therefore, the students who
received higher scores in experimental class were more than the students in
control class. The increase of the mean score in experimental class can be based
on the quality of learning process that get better, because the students ability to
understand the material is developed well, the students may also enjoy the
learning process. While the decrease of the mean score in control class was
because the learning process was monoton, the students were less involved to be
active in the process which make them did not enjoy the lesson.
After finding the mean score in both of the classes, the writer made sure
that the data were distributed normally and homogeneous. In experimental class,
the value 0.599 for pretest and 0.301 for posttest was found through normality
test. And in control class, the value 0.404 for pretest and 0.106 for posttest was
found. All of the values were higher than 0.05 which means that the data were
distributed normally. It means that there was balance distribution between the
students who get low, middle , and high score.
In homogeneity test, the value 0.56 for pretest and 0.88 for posttest was
gained. This result shows that in both of pretest and posttest, the data between
experimental class and control class was homogeneous as the values were higher
than 0.05. It means that the dispersion was relatively similar between the
experimental and control class.
59
After that, the writer calculated the data into T-test formula by using SPSS
program. From the calculation, the result of T-test was 0.706. This result was
needed to be compared to T-table value. Based on 5% degree of significance, the
T-table value obtained was 2.056. The writer then compared T-test and T-table
value and found that the T-test was lower than T-table value, which were 0.706 <
2.056. Based on this result, or null hypothesis was accepted and or
alternative hypothesis was rejected. In other words, there is no effectiveness of
using mind mapping technique on students’ reading of narrative text in MAN 19
Jakarta.
Although the hypothesis testing showed that there is no effectiveness of
using mind mapping technique on students’ reading of narrative text at second
grade of MAN 19 Jakarta, the implementation of the present study showed that
using mind mapping technique had positive responses in the experimental class.
This was based on the questionnaire result showing that 63% of the students were
agree and 25.9% were strongly agree that they were more motivated to learn
narrative text after using mind mapping technique.
60
CHAPTER V
CONCLUSION AND SUGGESTIONS
This chapter describes the conclusions and suggestions based on the result
of this study.
A. Conclusion
Based on the result of analyzing the data, there was no significant difference
between experimental class who learn narrative text using mind mapping
technique and control class who learn narrative text without using mind mapping
technique in this study. It means that there is no effectiveness of using mind
mapping technique on students’ reading of narrative text. Despite the fact that the
implementation of mind mapping technique showed positive responses in
experimental class by the increase of mean score and the number of students who
received higher score. The fact showed that the students who received higher
scores after being given the treatment were no more than half of the class.
Besides, the number of the students who received lower scores and same scores
after the treatment were more than the number of the students who received higher
scores.
Although there was no effectiveness of using mind mapping technique to on
students’ reading of narrative text at second grade students of MAN 19 Jakarta,
The questionaire result showed that most of the students were more motivated to
learn narrative text after using mind mapping technique. Also, It does not rule out
the possibility that mind mapping will show positive effect in long term
implementation. On the condition that the students have a deeper understanding
about the concept of mind mapping technique, so that the mind mapping
technique can be implemented effectively on students’ reading of narrative texts.
61
B. Suggestion
Based on the conclusion of the study, it can be delivered as a consideration,
go to:
1. The students should be aware of the new learning technique that they can
use to support their learning process, because one technique maybe works
better than the other. And every student definitly have one learning
technique that suit them best.
2. The teachers should be careful in determining the term of implementing a
technique, and also to make sure that the students understand any of
material explained by the teachers.
3. The other researchers can use this study as a comparison that mind
mapping technique may not have positive effect to some students.
4. The school should better support the teachers in implementing a technique
by giving proper time, place, and facilities for the success of knowledge
transfer from the teachers to the students.
62
REFERENCES
Abbott, H. Porter. The Cambridge Introduction to Narrative. UK: Cambridge
University Press, 2002.
Abi-El-Mona, Issam and Fouad Adb-El-Khalick. The Influence of Mind Mapping
on Eighth Graders’ Science Achievement. School Science and
Mathematics, Vol. 108(7), 2008.
Afflerbach, Peter, P. David Pearson, and Scott G. Paris. Clarifying Differences
Between Reading Skills and Reading Strategies. The Reading Teacher,
61(5), 2008.
Alyousef, Hesham Suleiman. Teaching Reading Comprehension to ESL/EFL
Learners. The Reading Matrix, Vol. 5, No. 2, 2005.
Amer, Aly A. The Effect of Story Grammar Instruction on EFL Students’
Comprehension of Narrative Text, Reading in a Foreign Language, 8(2),
1992.
Anderson, Mark and Kathy Anderson. Text Types in English 3. South Yarra:
Macmillan Education Australia, 1998.
Anderson, Richard C. et al., Becoming a Nation of Reader: the Report of the
Commission on Reading. Washington DC: The National Institute of
Education, US Department of Education, 1984.
Aviv. Module Pembelajaran Narrative Text SMA Kelas 11 Semester 2. Kebumen:
SPEC and Academic Pare, 2013.
Badan Perpustakaan, Kearsipan, dan Dokumentasi Provinsi Kalimantan Barat.
“Ulang Tahun, Perpusnas Luncurkan Mobil Pustaka Hydron”,
http://bpkd.kalbarprov.go.id, 7th
December 2014.
Badan Pusat Statistik. “Indikator Sosial Budaya 2003, 2006, 2009, 2012”,
http://www.bps.go.id, 7th
December 2014.
Bennett, Barrie and Carol Rolheiser. Beyond Monet: The Artful Science of
Instructional Integration. Toronto: Bookation Inc., 2001.
Buzan, Tony. the Mind Map Book. USA: Penguin Book Ltd, 1994.
63
Buzan, Tony. Mind Maps for Kids, an Introduction—the Shortcut to Success at
School. UK: Thorsons, 2003.
Buzan, Tony. Use Your Head. London: Book Club Associates, 1984.
Carell, Patricia L. Some Issues in Studying the Role of Schemata, or Background
Knowledge, in Second Language Comprehension. Toronto: TESOL
Convention, 1983.
Cavanagh, Jane. Text Types. New South Wales: Country Areas Program (CAP) of
Dubbo School of Distance Education.
Christensen, Larry B. Experimental Methodology. USA: Pearson Education, Inc.,
2006.
Clouse, Barbara Fine. the Student Writer. New York: The McGraw-Hill
Companies, Inc., 2006.
Coffman, Gerry A. and Melissa D. Reed, the True Story of Narrative Text: from
Theory to Practice. Kansas: The Reading Professor vol. 32 no. 1, 2010.
Davies, F. Introducing Reading. London: Penguin, 1995.
Davies, Martin. Concept Mapping, Mind Mapping and Argument Mapping: What
are the Differences and do they Matter. Victoria: Springer, 2010.
Faste, Rolf A. “Mind Mapping”, an Unpublished Book Chapter Describing the
Use of Mind Maps in Design, US, 1997.
Garfield, Richard et al. Technical brief–Purposive sampling and site selection.
Geneva: ACAPS, 2011.
Gebhard, Jerry Greer. Teaching English as a Foreign or Second Language—a Self
Development and Methodology Guide. US: University of Michigan Press,
1996.
Grabe, William and Fredricka L. Stoller. Reading for Academic Purposes:
Guidelines for the ESL/EFL Teacher. in Celce-Murcia (ed.) Teaching
English as a Second or Foreign Language 3rd Edition. Boston: Hainle &
Hainle, 2001.
64
Grabe, William and Fredericka L. Stoller. Teaching and Reserching Reading.
England: Pearson Education, 2002.
Grabe, William and Fredricka L. Stoller. Teaching and Researching Reading-
Second Edition. in Christopher N. Candlin and David R. Hall (ed), Applied
Linguistics in Action Series. New York: Routledge, 2013.
Hallett. Elements of Fiction--Narrator/Narrative Voice. Tampa, Florida:
Carrollwood Day School, 2014.
Harmer, Jeremy. How to Teach English. Malaysia: Pearson, 2007.
Harmer, Jeremy. The Practice of English Language—Third Edition. London:
Longman, 2007.
Hazel, Paul. Narrative: an Introduction. Mount Pleasant, US: Swansea Institute of
Higher Education, 2007.
Heath, Linda. Quasi-Experiment. USA: Loyola University Chicago, 2005.
Hofland, Carolien. Mind Mapping in the EFL Classroom. Netherlands: Fontys
Teacher Training College Sittard, 2007.
Hong, E. Quasi-Experimentation: Two Group Design. USA: Elsevier Ltd., 2010.
Mandler, Jean M. and Nancy S. Johnson. Remembrance of Things Parsed: Story
Structure and Recall. San Diego: Academic Press, 1977.
Mullis, Ina V. S., Michael O. Martin, Pierre Foy, and Kathleen T. Drucker. PIRLS
2011 International Results in Reading. USA: TIMSS & PIRLS
International Study Center, 2012.
Murley, Diane. Mind Mapping Complex Information. Law Library Journal vol.
99(1), 2007.
Nation, Paul. Teaching Vocabulary. in P. Robertson, P. Dash, and J. Jung (eds),
The Asian EFL Journal Quarterly. British Virgin Islands: The Asian EFL
Journal Press, 2005.
National Assessment Program—Literacy and Numeracy, Narrative Marking
Guide, http://www.nap.edu.au, 16th
December 2014.
65
National Literacy Trust. “A Guide to Text Types: Narrative, Non-fiction, and
Poetry”, http://www.literacytrust.org.uk, 19th
December 2014.
Nunan, David (ed). Practical English Language Teaching. New York: McGraw
Hill, 2003.
Pardo, Laura S. What Every Teacher Needs to Know about Comprehension.
International Reading Association, 2004.
Perpustakaan Dinas Pendidikan TNI AL. “TNI Angkatan Laut Ikut Kembangkan
Program Perpustakaan”, http://perpustakaan-disdikal.tnial.mil.id, 7th
Desember 2014.
Ploeger, Katherine M. Simplified Paragraph Skills. London: McGraw-Hill
Education, 1999.
Putra, Pebri Prandika and Riswanto. The Use of Mind Mapping Strategy in the
Teaching of Writing at SMAN 3 Bengkulu, Indonesia. International
Journal of Humanities and Social Science, Vol. 2 No. 21, 2012.
Ridgway, Tony. Reading Theory and Foreign Language Reading Comprehension.
Reading in a Foreign Language, 10(2). 1994.
Riley, Gail L. A Story Structure Approach to Narrative Text Comprehension. New
York: The Modern Language Journal 77, 1993.
Schutt, Russell K. Investigating the Social World: The Process and Practice of
Research, 7th Edition. Thousand Oaks, CA: SAGE Publications, 2012.
Siriphanich, Panatda. Using Mind Mapping Technique to Improve Reading
Comprehension Ability of Thai EFL University Student. Songkhla: the 2nd
International Conference on Humanities and Social Sciences, 2010.
Smith, Frank. Understanding Reading—a Psycholinguistic Analysis of Reading
and Learning to Read (Sixth Edition). New Jersey: Lawrence Erlbaum
Associates, 2004.
Sugiyono. Statistika untuk Penelitian. Bandung: Alfabeta, 2012.
Sullivan, Alice and Matt Brown. Social Inequalities in Cognitive Scores at Age
16: The Role of Reading. London: Centre for Longitudinal Studies
Working Paper Series, 2013.
66
Writing Centre Learning Guide of the University of Adelaide. “Mind Mapping”,
www.adelaide.edu.au/writingcentre/, 16th
December 2014.
Zainal, Zaidah bt. Critical Review of Reading Models and Theories in First and
Second Languages. Jurnal Kemanusiaan, 2003.
Zipp, Genevieve and Catherine Maher. Prevalence of Mind Mapping as a
Teaching and Learning Strategy in Physical Therapy Curricula, Journal of
the Scholarship of Teaching and Learning,vol. 13, No. 5, 2013.
67
APPENDICES
Appendix 1. Profil Sekolah dan Sarana dan Prasarana
PROFIL MADRASAH ALIYAH NEGERI 19 JAKARTA
1. Sejarah Singkat MAN 19 Jakarta
MAN 19 Jakarta adalah filial atau kelas jauh dari MAN 10 Joglo
Jakarta Barat, yang dinegerikan berdasarkan SK Menteri Agama RI
Nomor 93 Tahun 2009 pada tanggal 19 Juni 2009. Madrasah ini di
komandani oleh kepala Madrasah yang berpengalaman dan telah melalang
buana pada lembaga pendidikan Madrasah Aliyah Negeri di Jakarta, yaitu
Bapak Drs. Barkat Guna Harahap yang di bantu oleh Bapak Bahrullah,
S.Pd, sebagai wakil kepala bidang kurikulum, Ibu Dra. Septidewi, M.Si
dipercayakan khusus sebagai wakil kepala dibidang kesiswaan yang
dibantu oleh tenaga pendidik yang profesional dan berpengalaman dalam
bidangnya masing-masing. Bagian tenaga kependidikan di manajemen
oleh Bapak Didi Djukardi, S.Sos, sebagai Kepala TU.
MAN 19 Jakarta diharapkan dapat menghasilkan lulusan/tamatan
yang menguasai teknologi informasi dan bisa mengamalkan
kompetensinya yang bermanfaat di masyarakat. Mereka calon pemimpin
bangsa pada masa depan. Cepat atau lambat estapet kepemimpinan ada di
tangan mereka MAN 19 Jakarta mengharapkan kepada para almaternya
untuk menjadi cinta kepada Allah SWT dan Rosul-Nya.
Guna meraih cita-cita dan harapan yang tinggi, kami dari segenap
Civitas Akademika MAN 19 Jakarta memiliki visi “Mewujudkan MAN
19 Jakarta sebagai wadah pembentukan insan mandiri untuk masa
depan Bangsa, Negara dan Agama”. Untuk mewujudkan visi tersebut
kami mengemban misi sebagai berikut: Menyempurnakan sarana dan
prasarana madrasah sesuai perkembangan teknologi dan tuntutan
akademik, Meningkatkan profesionalitas Pendidik dan Tenaga
Kependidikan, Mengembangkan kemandirian, inovasi dan kreatifitas
67
68
peserta didik dalam proses pembelajaran, Menciptakan lingkungan
madrasah yang Islamik, baik dalam proses interaksi maupun penataan
ruang dan mengikutsertakan peran masyarakat dalam mengembangkan dan
meningkatkan mutu hasil pendidikan dan pembelajaran di MAN 19
Jakarta.
Identitas, Georafis, dan Sarana Prasarana
Nama Madrasah : MANegeri 19 Jakarta
Alamat Madrasah : Jl. H. Muchtar Raya H.
Jaelan III RT. 05/01
Petukangan Utara Jakarta
Selatan
No. Telepon : (021) 7362836
Fax. : (021) 7362987
Kelurahan : Petukangan Utara
Kecamatan : Pesangrahan
Kotamadya : Jakarta Selatan
Provinsi : DKI Jakarta
Kode Pos : 12260
Nama Kepala Madrasah : H. Ismail Nur, Lc., M.Ag.
Status Madrasah : Negeri
Akreditasi Madrasah : A
Standar Madrasah : Rintisan MSN
Keadaan Gedung : Permanen
69
Nomor Statistik Madrasah (NSM) : 311317131013
Tahun Didirikan/Dibangun : 2008/2009
Tahun Beroperasi : 2009/2010
Status Tanah : Sertifikat
Luas Tanah : 13.234.74 M2
Luas Bangunan : 3.870.62 M2
2. Visi, Misi, dan Tujuan
A. Visi MA Negeri 19 Jakarta
“Terwujudnya MA Negeri 19 Jakarta sebagai wadah pembentukan
insan mandiri untuk masa depan Bangsa, Negara, dan Agama”.
B. Misi MA Negeri 19 Jakarta
1. Menyempurnakan sarana prasarana MA Negeri 19 Jakarta sesuai
perkembangan teknologi dan tuntutan akademik.
2. Meningkatkan profesionalitas Pendidik dan Tenaga Kependidikan
MA Negeri 19 Jakarta.
3. Mengembangkan kemandirian, inovasi, dan kreatifitas peserta
didik MA Negeri 19 Jakarta melalui proses pembelajaran.
4. Menciptakan lingkungan MA Negeri 19 Jakarta yang islami, baik
dalam pergaulan maupun penataan.
5. Mengikutsertakan peran masyarakat dalam mengembangkan dan
meningkatkan mutu hasil pendidikan dan pembelajaran di MA
Negeri 19 Jakarta.
C. Moto MA Negeri 19 Jakarta
ITC : (Inovatif, Terampil dan Cerdas)
70
D. Program Pembinaan Peserta Didik
1. Bidang Keagamaan
a. Penyisipan jiwa agama pada setiap mata pelajaran dengan
mengintegrasikan bidang Imtaq dan IPTEK
b. shalawat, doa, dzikir, tadarus Al-qur’an, dan Shalat Duha
c. Shalat Dzuhur dan Ashar berjamaah
d. Pelatihan Shalat Jenazah
e. Pelatihan Imam (Shalat Rawatib, Terawih, Fitri, dan Idul
Adha)
f. Pelatihan Bilal (Shalat Jumat, Terawih, Idul Fitri, dan Idul
Adha)
g. Pelatihan Kultum dan Khotib
h. Amaliah Ramadhan dan Pesantren Kilat
i. Buka puasa bersama
j. Program Tanpa Hari Tanpa Beramal
k. Santunan anak yatim dan kaum dhu’afa
l. Kegiatan Qurban dan bakti sosial
m. Peringatan Hari besar Islam (PHBI)
n. Tahfidz Qur’an
2. Bidang Akademik
a. Mengaktifkan kelompok belajar mandiri dan Bimbingan
Belajar Intensif
b. Program remedial dan pengayaan
c. Mengadakan Try Out Ujian Nasional, Ujian Sekolah, dan
UAMBN
d. Pembinaan Science dan Teknologi
e. Pembinaan peserta Olimpiade Pelajaran
f. Pengarahan Ujian Nasional
g. Pembagian raport bayangan
h. Studi lapangan dan banding
71
3. Bidang Kesiswaan
a. Masa Orientasi Peserta Didik Baru (MOPDB)
b. Inagurasi Ekskul
c. Regenerasi Organisasi Peserta Didik Intra Madrasah (OPDIM)
d. Latihan Dasar Kepemimpinan (LDK)
e. Bakti Sosial (Baksos)
f. Peringatan Hari Besar Nasional (PHBN)
g. Beasiswa
h. Kegiatan-kegiatan/lomba-lomba dari dalam/luar madrasah
4. Bidang Bimbingan Konseling
a. Bimbingan pribadi, sosial, belajar dan karier
b. Layanan informasi, penempatan dan penyaluran, pembelajaran,
konseling perorangan dan kelompok, dan bimbingan kelompok
c. Informasi Perguruan Tinggi dan SNMPTN
d. Psikotes
3. Guru dan Tenaga Kependidikan
Jumlah seluruh personal madrasah sebanyak 62 orang, terdiri atas 39
guru dan 23 orang karyawan tata usaha.
A. Tenaga Pendidik
No Nama J/K Jabatan Mata
Pelajaran No. Telp
1. H. Ismail nur, Lc.
M.Ag L Kepala 085711100722
Madrasah
2. Bahrullah, S.Pd
L Wakabid. Matematika 085242443330
Kurikulum 02190565125
72
No Nama J/K Jabatan Mata
Pelajaran No. Telp
3. Dra. Septidewi, M.Si P Wakabid. Biologi 081382244883
Kesiswaan
4. Dra. Zainah P Wakabid. Bahasa
Inggris 02198078571
Humas &
Sarpras
5. Dra. Hj. Tri Suciati P Staf Kimia 08161333528
Kurikulum
Mariatul Kibtiah,
S.Si P Staf Kimia 081389030147
6. Kurikulum
Ramdan Fauzi, S.Pd L Staf Ekonomi 081316309097
7. Kesiswaan
Heri Siswanto, S.Pd.I L Staf
PKn, Al-
Qur’an
Hadits,
082114982003
8.
Humas &
Sarpras Ilmu Qalam
9. Drs. H. M. Masruri
H, M.Si L
Akhlak,
Aqidah
Akhlak
08159962232
10. Sri Hidayati, S.Pd P Bimbingan
Konseling 02194049489
11. H. Ahmad Ansori,
S.Ag L Fiqih 085216748354
12. Drs. H. Fasyani Hata L Tafsir,
Bahasa Arab 081316795808
13. Drs. H. Abdullah L Kaprog
Bahasa
Arab,
Hadits,
02164816389
73
No Nama J/K Jabatan Mata
Pelajaran No. Telp
Keagamaan Al-Qur’an
Hadits
14. Syarifuddin HA,
S.Ag L
Bahasa
Indonesia 02168122814
15. Muhamad Bakir,
S.Pd L Matematika 087877384298
16. Dian Hadiyani
Sundari, S.Pd P
Kaprog
Bahasa
Bahasa
Inggris 02198210249
17. Ariyanti Puspita R,
S.Pd P Ekonomi 081385741560
18. Rasunah, S.Pd P Kaprog
IPA Biologi 081806928607
19. Alfira Firnanda, S.Pd P Biologi,
Geografi 08129831584
02132925866
20. Lafifah Resti Aulia,
S.S P Sejarah 02151335369
21. Arfan Fitriyadi, S.Si L Fisika 087882653756
22. Dwiana Puji Rahayu,
S.Pd P Kaprog IPS Geografi 085691075244
02194522582
23. Nur Shoimah, S.Pd P Bahasa
Jepang 08568878403
02194393174
24. Habiybah Hanum,
S.Ag P SKI 02193376221
25. Mujahar Randanu,
S.Pd L Matematika 081808871679
26. Achmad Fauzi,
S.Kom L
TIK, Desain
Grafis 02151262286
74
No Nama J/K Jabatan Mata
Pelajaran No. Telp
27. Hendi Irawan, S.Pd L Sosiologi 085695441514
28. Muhammad
Khaddafi, S.Pd L
Penjas
Orkes 085716664801
29. Fahrul Hilal, M.Pd L Bahasa
Inggris 081310389905
30. Ekawati, S.Pd P Al-Qur’an
Hadits 02170621329
31. Wahidatul Hanifah,
S.Pd P
Bahasa
Indonesia, 085711913177
Seni Budaya
32. Diyah Widi Hartati,
S.Pd P
Bahasa
Indonesia 081903917302
33. Fatiah, S.Pd P Bahasa
Indonesia 02197648671
34. Fathan Mubin,
S.Kom L Komputer 08891394868
35. Hafiz Faturrahman,
S.Pd L
Bahasa
Inggris,
Matematika
08568823473
36. Heru Wibowo, S.Pd.I L Quran
Hadist 02198070548
085692288000
37. Frida Agusta, S.Pd P Bimbingan
Konseling 082142207509
38. Vina Roudhatul
Fadhila, S.Psi P
Bimbingan
Konseling 08568631717
39. Hani Inayati, S.Psi P Bimbingan
Konseling 085716490406
75
B. Tenaga Kependidikan
No Nama J/K Jabatan No. Telp
1. Tugiman, M.Si L Kepala Urusan Tata
Usaha 0218784269
2. Abdul Syukur L Bendahara APBN 02199680415
3. Siti Jumariyah P Bendahara Komite 02198373353
4. Abdul Muluk L Staf Tata Usaha 02194003933
5. Salman Hidayat L Staf Tata Usaha 081287301306
6. Farida P Staf Tata Usaha 02196084494
7. Firdaus L Staf Tata Usaha 02197130051
8. Yusuf L Staf Tata Usaha 085776262327
9. Marlan L Staf Tata Usaha 085711175953
10. Imran Maulana L Staf Tata Usaha 081218619766
11. Isti’anah Ahmad,
S.Pd P Staf Tata Usaha 085697091858
12. Umar Syahroni,
S.Th.I L Staf Tata Usaha 087876588330
13. Rohmani L Security 02141608092
14. Slasungsun L Security 02194370317
15. Nur Fadillah L Security 02192209914
16. Abdul Fahman
Hasibuan L Security 087888206839
17. Nana Suryana L Gardener 083895325101
18. Yaya Royadi L Cleaning Service 087723507027
19. Jupriyadi L Cleaning Service 089624862786
20. Habroni L Cleaning Service 08881720697
21. Muhamad
Ramdani L Cleaning Service 02192081425
22. Suhardi L Cleaning Service 087847170005
23. Ellah P Pramusaji 02194699260
76
4. Siswa
Jumlah peserta didik pada tahun pelajaran 2013/2014 semester
Genap seluruhnya berjumlah 464 peserta didik. Jumlah peserta didik
tersebar dalam rombongan belajar Kelas X sebanyak 7 rombongan belajar,
Kelas XI sebanyak 5 rombongan belajar, dan Kelas XII sebanyak 5
rombongan belajar, dengan rincian sebagai berikut:
No. Kelas Jurusan Laki-laki Perempuan Jumlah
murid
1. X IPA 1 10 14 24
2. X IPA 2 7 16 23
3. X IPA 3 6 18 24
4. X IPS 1 14 17 31
5. X IPS 2 14 16 30
6. X AGAMA 1 11 17 28
7. X AGAMA 2 11 20 31
JUMLAH 191
8. XI IPA 5 22 27
9. XI IPS 1 12 19 31
10. XI IPS 2 12 19 31
11. XI AGAMA 1 14 15 29
12. XI AGAMA 2 13 15 28
JUMLAH 146
13. XII IPA 4 20 24
14. XII IPS 1 18 15 33
15. XII IPS 2 17 16 33
16. XII AGAMA 1 6 12 18
17. XII AGAMA 2 10 9 19
JUMLAH 127
77
No. Kelas Jurusan Laki-laki Perempuan Jumlah
murid
JUMLAH SELURUHNYA 184 280 464
5. Sarana dan Prasarana
No. Jenis Fasilitas Jumlah Luas Keterangan
1. Ruang Kelas 21 8 x 9 Baik
2. Ruang Kepala
Madrasah 1 8 x 8 Baik
3. Ruang Wakil Kepala 1 8 x 6 Baik
4. Ruang Guru 1 8 x 12 Baik
5. Ruang Tata Usaha 1 8 x 9 Baik
6. Laboratorium
a. Komputer 1 8 x 9 Baik
b. Fisika 1 8 x 9 Baik
c. Biologi 1 8 x 9 Lab. Biologi,
danKimia
Menyatu
(Baik)
d. Kimia 1 8 x 9
e. Bahasa 1 8 x 9 Baik
7. Perpustakaan 1 8 x 9 Baik
8. Ruang Keterampilan 1 8 x 9 Ruang
Keterampilan
78
No. Jenis Fasilitas Jumlah Luas Keterangan
dan
9. Ruang Kesenian 1 8 x 9
Kesenian
Digabung
(Baik)
10. Ruang BP/BK 1 8 x 9 Baik
11. Ruang UKS 1 8 x 3 Baik
12. Ruang OSIS 1 8 x 3 Baik
13. Ruang Aula 1 8 x 9 x 2 Baik
14. Masjid 1 15 x 15 Sedang
Dibangun
15. Kantin Baik
16. Asrama
17. WC Guru 2 4 x 2 Baik
18. WC TU 2 4 x 2 Baik
19. WC Siswa
a. Putra 16 @ 2 x 2 Baik
b. Putri 16 @ 2 x 2 Baik
20. Tempat Wudhu 16 @ 2 x 2 Baik
21. Lapangan 2 78,4 x 31 Baik
22. Pos Jaga 2 2,5 x 2 Baik
79
No. Jenis Fasilitas Jumlah Luas Keterangan
23. Koperasi 2 2 x 4 Baik
24. Taman 1 17 x 3 Baik
25. Parkir 1 20 x 30 Baik
26. Kebun Praktik 1 30 x 33 Baik
27. Tiang Bendera 1 12 m Baik
28. Gawang Futsal 1 1 unit Baik
29. Tiang volly 1 1 unit Baik
80
Appendix 2. Kisi-Kisi Instrumen Soal Penelitian
KISI-KISI INSTRUMEN SOAL PENELITIAN
Nama Sekolah : MAN 19 Jakarta
Kelas/Semester : XI / 2
Mata Pelajaran : Bahasa Inggris
SK KD Indikator No Soal
Memahami makna teks
fungsional pendek dan esei
berbentuk narrative, spoof dan
hortatory exposition dalam
konteks kehidupan sehari-hari
dan untuk mengakses ilmu
pengetahuan.
Merespon makna dan langkah
retorika dalam esei
yangmenggunakan ragam
bahasa tulis secara akurat,
lancar dan berterima dalam
konteks kehidupan sehari-hari
dan untuk mengakses ilmu
pengetahuan dalam teks
berbentuk narrative, spoof,
dan hortatory exposition.
Mengidentifikasi langkah-
langkah retorika dalam
teks narrative
Mengidentifikasi tujuan
komunikasi teks yang
dibaca
Mengidentifikasi makna
dalam teks yang dibaca
Mengidentifikasi kejadian
dalam teks yang dibaca
15, 26, 28, and 32
11 and 12
16
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 13, 14,
17, 18, 19, 20, 21, 22, 23, 24, 25,
27, 29, 30, 31, 33, 34, 35, 36, 37,
38, 39, 40
81
Appendix 3. Soal Uji Validitas
The text is for questions number 1 to 2
One day a grasshopper was enjoying
the beautiful day singing and dancing.
Suddenly he saw many ants working
together then the grasshopper asked them
what they were doing. One of the ants said
that they carried many foods to their home.
The grasshopper told them that it was good
weather to relax. However, one of the ants
answered that the food was for winter. Then
the grasshopper said that he would find it
later. Finally the winter came. The
grasshopper was confused. He couldn’t find
something to eat because it was cold outside.
The ants enjoyed their food in their home,
but the grasshopper died because of starving. (Taken from: LKS Bahasa Inggris SMA kelas XI-Viva Pakarindo)
1. What did the ants do in that beautiful day?
A. They enjoyed the day.
B. They danced and sang.
C. They did anything.
D. They spent their day at home.
E. They gathered the food.
2. What happened to the grasshopper in
winter?
A. He enjoyed his food at home.
B. He went to the ants’ home.
C. He died because of starving.
D. He looked for ants.
E. He sang and danced.
The text is for questions number 3 to 5
Once upon a time, a lion was in bad
mood. One morning his wife, the Lioness,
has told him that his breath smelled bad.
Therefore his wife asked him to do
something about it. The Lion pretended not
to care about it. He had roared loudly and
angrily. It was just to show his wife that he
was the king. However, he was worried
secretly.
One day when the Lioness went to
work, the Lion called his three counselors.
They were the Sheep, the Wolf, and the Fox.
He asked the Sheep, “Do you think my
breath smells?” The Sheep thought for a
while. He thought that the Lion wanted to
know the truth. Then he said, “Your
Majesty, your breath smells terrible. It
makes me feel quite ill.” The Lion was very
angry. Then he bit the Sheep’s head off.
The Wolf was afraid when he saw the
dead sheep. Then he bowed low before the
Lion and said, “Your Majesty, your breath
smells as sweet as the flowers in spring, as
fresh as ….” Before the Wolf finished, the
Lion shouted, “Later!” Then the Lion
attacked the Wolf into pieces.
At last the lion called the Fox. The
Fox had seen his friends died. The Lion
asked the same question while sharpening
his claws and yawning widely so that the
Fox could see his long sharp teeth. Then the
Fox coughed and sneezed. He blew her nose
and then answered, “Your Majesty, forgive
me I cannot smell a thing.” (Taken from: LKS Bahasa Inggris SMA kelas XI-Viva Pakarindo)
3. Who had bad smell breath?
A. The Lion. D. The Wolf.
B. The Lioness. E. The Fox.
C. The Sheep.
4. What happened with the Wolf after he
answered the Lion’s question?
A. He went home.
B. He was killed by the Lion.
C. He was safe.
D. His head was bit by the Lion.
E. He was saved by the Fox.
5. Which of the following statement is not
true based on the story?
A. The Lion didn’t care about his smelly
breath.
B. The Lioness asked the Lion to find the
solution for his breath.
C. The Sheep answered the Lion’s
question honestly.
D. The Wolf lied to the Lion.
E. The Fox pretended to be unable to
smell the Lion’s breath.
The text is for questions number 6 to 8
Mrs. Brown’s old grandfather lived
with her and her husband. Every morning he
went for a walk in the park and came home
at half twelve for his lunch. But one morning
a police car stopped outside Mrs. Brown’s
house at twelve o’clock, and two policemen
helped Mr. Brown to get out. One of them
said to Mrs. Brown, “The poor old
gentlemen lost his way in the park and
telephoned us for help, so we sent a car to
82
bring him home.” Mrs. Brown was very
surprised, but she thanked the policemen and
they left. “But, Grandfather,” she then said,
“you have been to that park nearly every day
for twenty years. How did you lose your
way there?” The old man smiled, closed one
eye and said, “I didn’t quite lose my way. I
just got tired and I didn’t want to walk
home!” (Taken from: http://www.proprofs.com/quiz-
school/story.php?title=narrative-and-spoof-test)
6. How many persons lived in Mrs. Brown’s
house?
A. Two D. Five
B. Three E. Six
C. Four
7. Why did Mrs. Brown’s grandfather
pretend lost his way?
A. Because he wanted to be sent to his
granddaughter’s house.
B. Because he wanted to get on a police
car.
C. Because he didn’t want to return home
by taking a walk.
D. Because he didn’t like staying in the
park.
E. Because he never took a walk in the
park.
8. Who needed the police’s help?
A. Mr. Brown
B. Mrs. Brown
C. Mrs. Brown’s grandfather
D. Mr. Brown and Mrs. Brown
E. Police’s grandfather
The text is for questions number 9 to 11
Once upon a time there was a miser
who used to hide his gold at the foot of a
tree in his garden, but every week he used to
go and dig it up and gloat over his gains. A
robber, who had noticed this, went and dug
up the gold and decamped with it. When the
miser next came to gloat over his treasures,
he found nothing but the empty hole. He tore
his hair and raised such an outcry that all the
neighbors came around him, and he told
them how he used to come and visit his
gold. “Did you ever take any of it out?”
asked one of them. “Nay,” said he, “I only
come to look at it.” “Then come again and
look at the hole,” said a neighbor, “It will do
you just as much good.” Wealth unused
might as well not exist. (Taken from: LKS Bahasa Inggris SMA kelas XI-Viva Pakarindo)
9. Where did the miser hide his gold?
A. At his foot.
B. At his house.
C. At the foot of a tree.
D. On the tree.
E. In the cupboard.
10. What happened to the gold?
A. It was taken by his neighbor.
B. It was stolen by a robber.
C. The miser lost it.
D. Someone hid it inside his house.
E. Someone sold it to his neighbor.
11. What is the purpose of the text?
A. To amuse the reader with a story.
B. To explain about something.
C. To describe a particular thing.
D. To persuade the readers to read the
story.
E. To tell the readers about an event.
The text is for questions number 12 to 16
The Smartest Parrot
Once upon time, a man had a
wonderful parrot. There was no other parrot
like it. The parrot could say every word,
except one word. The parrot would not say
the name of the place where it was born. The
name of the place was Catano.
The man felt excited having the
smartest parrot but he could not understand
why the parrot would not say Catano. The
man tried to teach the bird to say Catano
however the bird kept not saying the word.
At the first, the man was very nice to
the bird but then he got very angry. “You
stupid bird!” pointed the man to the parrot.
“Why can’t you say the word? Say Catano!
Or I will kill you” the man said angrily.
Although he tried hard to teach, the parrot
would not say it. Then the man got so angry
and shouted to the bird over and over; “Say
Catano or I’ll kill you”. The bird kept not to
say the word of Catano.
One day, after he had been trying so
many times to make the bird say Catano, the
man really got very angry. He could not bear
it. He picked the parrot and threw it into the
chicken house. There were four old chickens
for next dinner “You are as stupid as the
chickens. Just stay with them” Said the man
angrily. Then he continued to humble; “You
know, I will cut the chicken for my meal.
83
Next it will be your turn, I will eat you too,
stupid parrot”. After that he left the chicken
house.
The next day, the man came back to the
chicken house. He opened the door and was
very surprised. He could not believe what he
saw at the chicken house. There were three
death chickens on the floor. At the moment,
the parrot was standing proudly and
screaming at the last old chicken; “Say
Catano or I’ll kill you”. (Taken from: http://febriantoputra1.blogspot.com/2011/01/soal-soal-
bahasa-inggris-kelas-xi-sma.html)
12. From the text above, we know that the
social function of the text is…….
A. to persuade
B. to describe
C. to explain
D. to entertain
E. to advertise
13. Why the man got so angry and tried to
kill the Parrot?
A. because the parrot could not say even
one word
B. because the parrot could say Catano
C. because the parrot hate the man
D. because the parrot could say every
word except Catano
E. because the parrot is stupid
14. What is Catano?
A. the name of the Parrot
B. the name of the man
C. the name of the place where the parrot
was born
D. the name of the place where the man
was born
E. the name of the chicken house
15. The first paragraph of the text above is
called …….. part
A. Resolution
B. Orientation
C. Reorientation
D. Complication
E. Reiteration
16. “Although he tried hard to teach,….”
(Paragraph 3). The word he refers to….
A. the man
B. the parrot
C. Catano
D. the Chicken
E. the Chicken house
The text is for questions number 17 to 19
The Rats and The Elephants
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. (Taken from: http://akhyar1989-wordpres.blogspot.com/2013/10/soal-
ulangan-harian-kelas-xi-sma.html)
17. What destroyed the homes of all rats?
A. a group of mice did
B. elephant-hunter did
C. the hunter did
D. a group of elephant did
E. elephant's herd
18. What helped the elephant's herd free?
A. the elephant-hunter did
B. the trapped elephants did
C. the hunters did
D. a group of king did
E. entire group of rats did
19. At the end of the story, how was the
elephant's herd?
A. Angry
B. Sad
C. Happy
D. Dead
E. Disappointed
The text is for questions number 20 to 21
Poor Boy
A poor boy sold goods from door to
door to pay his school fee. One day he had
only a little money left and he was very
84
hungry. He decided to ask for some food at
the next house he visited. However he was
so nervous when a lovely young woman
opened the door. He only asked for a glass
of water. The woman thought that the boy
was hungry so she gave him a large glass of
milk. He drank it slowly, and then asked.
“How much do owe you?”. “You don’t owe
me anything,” she replied, “Mother has
taught us never to accept pay for a
kindness.” He said, “Thank you from my
heart.” As the poor boy left that house, he
felt stronger. His faith in God was getting
stronger too. He had been ready to stop his
study but now he got a spirit to continue it
until he became a doctor.
Some years later that young woman
became critically ill. She was sent to the big
city to cure her disease. The poor boy was
the doctor. When he knew the name of the
town she came from. He went to meet her.
He recognized her at once. He tried hard to
save the woman’s life. From then on he gave
special attention to the sick woman. After a
long struggle, the woman could be cured.
The poor boy paid all the bills. He wrote
“Paid in full with one glass of milk” under
the bill. When the woman opened the bill,
tears of joy flooded her eyes as her happy
heart prayed,” thank you God that your love
has spread abroad through human hearts and
hands. (Taken from: http://akhyar1989-wordpres.blogspot.com/2013/10/soal-ulangan-harian-kelas-xi-sma.html)
20. What did the poor boy ask when he met
the woman?
A. Some food
B. A large glass of milk
C. A glass of water
D. Health is important in life
E. Wants to be sent to city
21. Why did the woman cry? Because ….
A. She read the bill
B. She thanked to the God
C. She opened the bill and read the text
under it
D. She was given a glass of milk
E. She sold goods from door to door
The text is for questions number 22 to 25
Once when a Lion was asleep a little
Mouse began running up and down on his
face; this soon wakened the Lion, who
placed his huge paw upon him, and opened
his big jaws to swallow him. “Pardon, O
King,” cried the little Mouse: “forgive me
this time, I shall never forget it: who knows
but I may be able to do you a turn
someday?” The Lion was so tickled at the
idea of the Mouse being able to help him
that he lifted up his paw and let him go.
Some times after the Lion was caught
in a net, there were the hunters who desired
to carry him alive to the King, tied him to a
tree while they went in search of a wagon to
carry him on. Just then the little Mouse
happened to pass by, and seeing the Lion in
the net she went up to him and soon gnawed
away the ropes that bound the King of the
Beasts, and then she said, “Was I not right?” (Taken from: http://www.proprofs.com/quiz-
school/story.php?title=narrative-and-spoof-test)
22. What did the mouse do to help the lion?
A. She ran up and down on his face
B. She asked the hunters to help her
C. She cried and begged the lion
D. She gnawed the ropes
E. She cut the ropes with a knife
23. What problem did the little mouse have?
A. She was trapped in a net
B. She was caught by hunters
C. She gnawed the ropes
D. She didn’t have food
E. The lion caught her
24. Who caught the lion?
A. The mouse
B. The Monster
C. The king
D. The hunters
E. The Lion’s brother
25. What problem did the lion have?
A. The mouse awakened him
B. He was caught in a net
C. He was killed by some hunters
D. The mouse gnawed the ropes
E. He couldn’t get the mouse
The text is for questions number 26 to 27
Princess Mandalika
Once upon a time in Lombok, there
was a kingdom named Kuripan. The king of
Kuripan was very wise. He had a daughter,
named Mandalika. She was so beautiful.
Many princes wanted to marry her. To
choose the one that would be his son-in-law,
the king held an arrow shooting competition.
85
The best one would be Mandalika’s
husband.
On the day of the competition, those
princes shot their arrows. All of them did it
perfectly. The king found it difficult to
choose. Therefore, the princes began to fight
and kill each other. Princess Mandalika
was so desperate. She didn’t want anyone
killing each other because of her. That’s
why she decided to go to the sea. She died in
the south sea of the Lombok. The king and
princes were sad and felt guilty. They
regretted and stopped fighting.
Until now, one day in every year, usually in
February or March, people go to the south
sea. On that day, a great number of worms
come out from the sea. People call these
worm nyale. People believe that those nyales
are princess Mandalika’s hair. Taken from: (http://www.proprofs.com/quiz-
school/story.php?title=narrative-and-spoof-test)
26. The structure of the text is.....
A. Orientation - Series of events -
Reorientation
B. Identification - description
C. Orientation - series of events - conflict
resolution
D. General Classification - description
E. Orientation – Complication –
Resolution – Re-orientation
27. Why did the king hold an arrow shooting
competition?
A. To get the best prince for his daughter.
B. To let his people know his beautiful
daughter
C. To replace him as a king
D. To entertainment people in the Kuripan
Kingdom
E. He wanted to take worm from the
beach
The text is for questions number 28 to 31
Once upon a time, a hawk fell in love
with hen. The hawk flew down from the sky
and asked hen, “Won’t you marry me?” The
hen loved the brave, strong hawk and
wished to marry him. But she said, “I cannot
fly as high as you can. If you give me a time,
I may learn to fly as high as you. Then we
can fly together.” The hawk agreed. Before
he went away, he gave hen a ring. “This is to
show that you have promised to marry me,”
said the hawk.
So it happened that the hen had already
promised to marry a rooster. So, when the
rooster saw the ring, he became very angry.
“Throw that ring away at once! Didn’t you
tell me the hawk that you’d already
promised to marry me?” shouted the rooster.
The hen was so frightened at the rooster’s
anger that she threw away the ring
immediately. When the hawk came the next
day, the hen told him the truth. The hawk
was so furious that he cursed the hen. “Why
didn’t you tell me the earlier? Now, you’ll
always be scratching the earth, and I’ll
always be flying above you to catch your
children,” said the hawk. The curse seems to
have come true. (Taken from: UAN D4-P11-2005/2006)
28. The organizations of the text above are
…..
A. Orientation – Events - Reorientation
B. Goal - Materials - Steps
C. General statement – Explanations -
Closing
D. Orientation – Complication -
Resolution
E. Thesis – Arguments – Reiteration
29. What happened after the hawk knew the
truth?
A. He still loved the hen.
B. He came to the rooster to take the hen
C. He flew the hen away
D. He hit the hen
E. He cursed the hen
30. What can we conclude from the text
above?
A. The hawk is very kind
B. The hen is a liar
C. The rooster is fear
D. The hen is very beautiful
E. The hawk is patient
31. What did the hawk do to make the hen
keep her promise?
A. The hawk helped the hen to fly
B. The hawk agreed the hen requirement
C. The hawk came to the rooster
D. The hawk gave a ring to the hen
E. The hawk gave a nest to the hen
The text is for questions number 32 to 34
One morning, one of the Witch’s
friends came over to visit. When she looked
around the room, she said, “Your house is
86
ugly. My house is more beautiful than yours,
and the walls are brighter.” The Witch was
very angry when she heard this and she
shouted, Get out of my house! And don’t
ever come back here.” After her friend left,
the Witch looked around her house and she
said to herself, “My friend was right. My
house looks ugly and the paint is faded. I
have to repaint it.” Then she went to the
shop and bought a can of paint.
After lunch, she started to paint, and
she worked very carefully. In the afternoon
she finished the lower part of the house.
When she wanted to start painting the upper
part, she found out that she couldn’t reach it.
Then she got an idea. “I will use my magic
broom!” she shouted, “Broom, oh my
broom, turn into a paint brush and paint my
walls!” Suddenly the broom turned into a
paint brush and it started to paint the upper
walls. It worked very fast, and in ten
minutes the job was done. The Witch was
very happy. (Taken from: English Text in Use X)
32. What is the resolution of the story
above?
A. The Witch was very angry when she
heard this and she shouted.
B. She went to the shop and bought a can
of paint.
C. She started to paint, and she worked
very carefully
D. The broom turned into a paint brush
and it started to paint the upper walls.
E. The Witch was very happy.
33. What moral can we get from the story?
A. We must be angry if someone criticizes
our house.
B. We must paint our house brighter.
C. We sometimes need criticism to make
something better.
D. We can use magic power to do
something
E. We must be happy.
34. What did the witch do after her friend
criticized her house?
A. She expelled her friend.
B. She was very happy and thanked for
her.
C. She used the magic broom to hit her
friend.
D. She bought a can of paint.
E. She went to the paint shop.
The text is for questions number 35 to 37
Once upon a time there were four little
rabbits. Their names were Flopsy, Mopsy,
Cotton-tail and Peter. One morning they
were allowed to play outside. Their mother
reminded them not to go to Mr. McGregor’s
garden because their father had an accident
there.
Flopsy, Mopsy, and Cotton-tail were
good little rabbits. They went down the lane
to pick blackberries. But Peter was naughty.
He ran straight away to Mr. McGregor’s
garden. He ate some lettuces, French beans,
and radishes. Suddenly, he met Mr.
McGregor. Peter was very frightened and
rushed away as fast as he could. He lost a
pair of shoes and a jacket while he was
running. Peter never stopped running or
looked behind him till he got home. During
the evening, he was sick because he was so
tired. He had to drink some medicine while
three of his brother had bread, mild and
blackberries for supper. (http://andriantanjungenglish.blogspot.com/2012/05/soal-soal-narrative-
pilihan-ganda.html)
35. Who allowed the rabbits to play outside?
A. Mr. McGregor
B. Mopsy
C. Mother Rabbit
D. Mr. McGregor’s mother
E. Peter
36. What did Peter eat in the garden?
A. Radishes, carrots, and French beans.
B. French beans, cabbage, and radishes
C. Lettuces, French beans, and parsnips.
D. Lettuces, French beans, and
blackberries.
E. French beans, lettuces, and radishes.
37. Why Peter had to drink some medicine?
A. Because he was playing outside.
B. Because he was naughty.
C. Because he was eating lettuces, French
beans, and radishes.
D. Because he was ill.
E. Because he went to Mr. McGregor’s
garden.
The text is for questions number 38 to 40
The Cap Seller and the Monkeys
Once, a cap seller was passing through
a jungle. He was very tired and needed to
rest. Then, he stopped and spread a cloth
87
under a tree. He placed his bag full of caps
near him and lay down with his cap on his
head.
The cap seller had a sound sleep for
one hour. When he got up, the first thing he
did was to look into his bag. He was startled
when he found all his caps were not there.
When he looked up the sky, he was
very surprised to see monkeys sitting on the
branches of a tree, each of the monkeys are
wearing a cap of on its head. They had
evidently done it to imitate him
He decided to get his caps back by making a
humble request to the monkeys. In return,
the monkeys only made faces of him. When
he began to make gesture, the monkeys also
imitated him. At last he found a clever idea.
"Monkeys are a great imitator," he thought.
So he took off his own cap and threw it
down on the ground. And as he had
expected, all the monkeys took off the caps
and threw the caps down on the ground.
Quickly, he stood up and collected the caps,
put them back into his bag and went away. http://matiolestari.blogspot.com/2013/06/contoh-narrative-text-pendek-bahasa.html)
38. What did the cap seller do after getting
up?
A. He was surprised.
B. He spread a cloth under a tree.
C. He checked his bag.
D. He fell asleep.
E. He imitated the monkeys.
39. How did the cap seller lose his caps?
A. His caps are stolen by the thief.
B. His caps are left under the tree.
C. His caps were borrowed by a group of
monkeys.
D. His caps fell down when he was
passing through the jungle.
E. His caps were taken by the monkeys.
40. Why the monkeys threw the caps down
on the ground?
A. Because the cap seller made a humble
request.
B. Because the cap seller made a gesture.
C. Because the cap seller took his cap and
threw it down.
D. Because the monkeys felt sorry for
taking the caps.
E. Because the monkeys hate the caps.
88
Appendix 4. Soal Pretest dan Posttest
The text is for questions number 1 to 2
One day a grasshopper was enjoying
the beautiful day singing and dancing.
Suddenly he saw many ants working
together then the grasshopper asked them
what they were doing. One of the ants said
that they carried many foods to their home.
The grasshopper told them that it was good
weather to relax. However, one of the ants
answered that the food was for winter. Then
the grasshopper said that he would find it
later. Finally the winter came. The
grasshopper was confused. He couldn’t find
something to eat because it was cold outside.
The ants enjoyed their food in their home,
but the grasshopper died because of starving. (Taken from: LKS Bahasa Inggris SMA kelas XI-Viva Pakarindo)
1. What did the ants do in that beautiful
day?
A. They enjoyed the day.
B. They danced and sang.
C. They did anything.
D. They spent their day at home.
E. They gathered the food.
2. What happened to the grasshopper in
winter?
A. He enjoyed his food at home.
B. He went to the ants’ home.
C. He died because of starving.
D. He looked for ants.
E. He sang and danced.
The text is for questions number 3 to 5
Once upon a time, a lion was in bad
mood. One morning his wife, the Lioness,
has told him that his breath smelled bad.
Therefore his wife asked him to do
something about it. The Lion pretended not
to care about it. He had roared loudly and
angrily. It was just to show his wife that he
was the king. However, he was worried
secretly.
One day when the Lioness went to
work, the Lion called his three counselors.
They were the Sheep, the Wolf, and the Fox.
He asked the Sheep, “Do you think my
breath smells?” The Sheep thought for a
while. He thought that the Lion wanted to
know the truth. Then he said, “Your
Majesty, your breath smells terrible. It
makes me feel quite ill.” The Lion was very
angry. Then he bit the Sheep’s head off.
The Wolf was afraid when he saw the
dead sheep. Then he bowed low before the
Lion and said, “Your Majesty, your breath
smells as sweet as the flowers in spring, as
fresh as ….” Before the Wolf finished, the
Lion shouted, “Later!” Then the Lion
attacked the Wolf into pieces.
At last the lion called the Fox. The
Fox had seen his friends died. The Lion
asked the same question while sharpening
his claws and yawning widely so that the
Fox could see his long sharp teeth. Then the
Fox coughed and sneezed. He blew her nose
and then answered, “Your Majesty, forgive
me I cannot smell a thing.” (Taken from: LKS Bahasa Inggris SMA kelas XI-Viva Pakarindo)
3. Who had bad smell breath?
A. The Lion. D. The Wolf.
B. The Lioness. E. The Fox.
C. The Sheep.
4. What happened with the Wolf after he
answered the Lion’s question?
A. He went home.
B. He was killed by the Lion.
C. He was safe.
D. His head was bit by the Lion.
E. He was saved by the Fox.
5. Which of the following statement is not
true based on the story?
A. The Lion didn’t care about his smelly
breath.
B. The Lioness asked the Lion to find the
solution for his breath.
C. The Sheep answered the Lion’s
question honestly.
D. The Wolf lied to the Lion.
E. The Fox pretended to be unable to
smell the Lion’s breath.
The text is for questions number 6 to 7
The Rats and The Elephants
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.
89
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. (Taken from: http://akhyar1989-wordpres.blogspot.com/2013/10/soal-
ulangan-harian-kelas-xi-sma.html)
6. What destroyed the homes of all rats?
A. A group of mice did
B. Elephant-hunter did
C. The hunter did
D. A group of elephant did
E. Elephant's herd
7. What helped the elephant's herd free?
A. The elephant-hunter did
B. The trapped elephants did
C. The hunters did
D. A group of king did
E. Entire group of rats did
The text is for questions number 8 to 9
Poor Boy
A poor boy sold goods from door to
door to pay his school fee. One day he had
only a little money left and he was very
hungry. He decided to ask for some food at
the next house he visited. However he was
so nervous when a lovely young woman
opened the door. He only asked for a glass
of water. The woman thought that the boy
was hungry so she gave him a large glass of
milk. He drank it slowly, and then asked.
“How much do owe you?”. “You don’t owe
me anything,” she replied, “Mother has
taught us never to accept pay for a
kindness.” He said, “Thank you from my
heart.” As the poor boy left that house, he
felt stronger. His faith in God was getting
stronger too. He had been ready to stop his
study but now he got a spirit to continue it
until he became a doctor.
Some years later that young woman
became critically ill. She was sent to the big
city to cure her disease. The poor boy was
the doctor. When he knew the name of the
town she came from. He went to meet her.
He recognized her at once. He tried hard to
save the woman’s life. From then on he gave
special attention to the sick woman. After a
long struggle, the woman could be cured.
The poor boy paid all the bills. He wrote
“Paid in full with one glass of milk” under
the bill. When the woman opened the bill,
tears of joy flooded her eyes as her happy
heart prayed,” thank you God that your love
has spread abroad through human hearts and
hands. (Taken from: http://akhyar1989-wordpres.blogspot.com/2013/10/soal-ulangan-harian-kelas-xi-sma.html)
8. What did the poor boy ask when he met
the woman?
A. Some food
B. A large glass of milk
C. A glass of water
D. Health is important in life
E. Wants to be sent to city
9. Why did the woman cry? Because ….
A. She read the bill
B. She thanked to the God
C. She opened the bill and read the text
under it
D. She was given a glass of milk
E. She sold goods from door to door
The text is for questions number 10 to 12
Once when a Lion was asleep a little
Mouse began running up and down on his
face; this soon wakened the Lion, who
placed his huge paw upon him, and opened
his big jaws to swallow him. “Pardon, O
King,” cried the little Mouse: “forgive me
this time, I shall never forget it: who knows
but I may be able to do you a turn
someday?” The Lion was so tickled at the
idea of the Mouse being able to help him
that he lifted up his paw and let him go.
Some times after the Lion was caught
in a net, there were the hunters who desired
to carry him alive to the King, tied him to a
tree while they went in search of a wagon to
carry him on. Just then the little Mouse
happened to pass by, and seeing the Lion in
the net she went up to him and soon gnawed
away the ropes that bound the King of the
Beasts, and then she said, “Was I not right?” (Taken from: http://www.proprofs.com/quiz-school/story.php?title=narrative-and-spoof-test)
90
10. What did the mouse do to help the lion?
A. She ran up and down on his face
B. She asked the hunters to help her
C. She cried and begged the lion
D. She gnawed the ropes
E. She cut the ropes with a knife
11. What problem did the little mouse have?
A. She was trapped in a net
B. She was caught by hunters
C. She gnawed the ropes
D. She didn’t have food
E. The lion caught her
12. What problem did the lion have?
A. The mouse awakened him
B. He was caught in a net
C. He was killed by some hunters
D. The mouse gnawed the ropes
E. He couldn’t get the mouse
The text is for questions number 13 to 15
Once upon a time, a hawk fell in love
with hen. The hawk flew down from the sky
and asked hen, “Won’t you marry me?” The
hen loved the brave, strong hawk and
wished to marry him. But she said, “I cannot
fly as high as you can. If you give me a time,
I may learn to fly as high as you. Then we
can fly together.” The hawk agreed. Before
he went away, he gave hen a ring. “This is to
show that you have promised to marry me,”
said the hawk. So it happened that the hen
had already promised to marry a rooster. So,
when the rooster saw the ring, he became
very angry. “Throw that ring away at once!
Didn’t you tell me the hawk that you’d
already promised to marry me?” shouted the
rooster. The hen was so frightened at the
rooster’s anger that she threw away the ring
immediately. When the hawk came the next
day, the hen told him the truth. The hawk
was so furious that he cursed the hen. “Why
didn’t you tell me the earlier? Now, you’ll
always be scratching the earth, and I’ll
always be flying above you to catch your
children,” said the hawk. The curse seems to
have come true. (Taken from: UAN D4-P11-2005/2006)
13. What happened after the hawk knew the
truth?
A. He still loved the hen.
B. He came to the rooster to take the hen
C. He flew the hen away
D. He hit the hen
E. He cursed the hen
14. What can we conclude from the text
above?
A. The hawk is very kind
B. The hen is a liar
C. The rooster is fear
D. The hen is very beautiful
E. The hawk is patient
15. What did the hawk do to make the hen
keep her promise?
A. The hawk helped the hen to fly
B. The hawk agreed the hen requirement
C. The hawk came to the rooster
D. The hawk gave a ring to the hen
E. The hawk gave a nest to the hen
The text is for questions number 16 to 18
Once upon a time there were four little
rabbits. Their names were Flopsy, Mopsy,
Cotton-tail and Peter. One morning they
were allowed to play outside. Their mother
reminded them not to go to Mr. McGregor’s
garden because their father had an accident
there.
Flopsy, Mopsy, and Cotton-tail were
good little rabbits. They went down the lane
to pick blackberries. But Peter was naughty.
He ran straight away to Mr. McGregor’s
garden. He ate some lettuces, French beans,
and radishes. Suddenly, he met Mr.
McGregor. Peter was very frightened and
rushed away as fast as he could. He lost a
pair of shoes and a jacket while he was
running. Peter never stopped running or
looked behind him till he got home. During
the evening, he was sick because he was so
tired. He had to drink some medicine while
three of his brother had bread, mild and
blackberries for supper. (http://andriantanjungenglish.blogspot.com/2012/05/soal-soal-narrative-pilihan-ganda.html)
16. Who allowed the rabbits to play outside?
A. Mr. McGregor
B. Mopsy
C. Mother Rabbit
D. Mr. McGregor’s mother
E. Peter
17. What did Peter eat in the garden?
A. Radishes, carrots, and French beans.
B. French beans, cabbage, and radishes
C. Lettuces, French beans, and parsnips.
91
D. Lettuces, French beans, and
blackberries.
E. French beans, lettuces, and radishes.
18. Why Peter had to drink some medicine?
A. Because he was playing outside.
B. Because he was naughty.
C. Because he was eating lettuces, French
beans, and radishes.
D. Because he was ill.
E. Because he went to Mr. McGregor’s
garden.
The text is for questions number 19 to 20
The Cap Seller and the Monkeys
Once, a cap seller was passing through
a jungle. He was very tired and needed to
rest. Then, he stopped and spread a cloth
under a tree. He placed his bag full of caps
near him and lay down with his cap on his
head.
The cap seller had a sound sleep for
one hour. When he got up, the first thing he
did was to look into his bag. He was startled
when he found all his caps were not there.
When he looked up the sky, he was
very surprised to see monkeys sitting on the
branches of a tree, each of the monkeys are
wearing a cap of on its head. They had
evidently done it to imitate him
He decided to get his caps back by making a
humble request to the monkeys. In return,
the monkeys only made faces of him. When
he began to make gesture, the monkeys also
imitated him. At last he found a clever idea.
"Monkeys are a great imitator," he thought.
So he took off his own cap and threw it
down on the ground. And as he had
expected, all the monkeys took off the caps
and threw the caps down on the ground.
Quickly, he stood up and collected the caps,
put them back into his bag and went away. http://matiolestari.blogspot.com/2013/06/contoh-narrative-text-pendek-bahasa.html)
19. What did the cap seller do after getting
up?
A. He was surprised.
B. He spread a cloth under a tree.
C. He checked his bag.
D. He fell asleep.
E. He imitated the monkeys.
20. How did the cap seller lose his caps?
A. His caps are stolen by the thief.
B. His caps are left under the tree.
C. His caps were borrowed by a group of
monkeys.
D. His caps fell down when he was
passing through the jungle.
E. His caps were taken by the monkeys.
92
Appendix 5. Key Answers
KEY ANSWERS
Key Answer of Test Validity
Key Answer of Pretest and Posttest
1. E 11. E 21. C 31. D
2. C 12. D 22. D 32. D
3. A 13. D 23. E 33. C
4. B 14. C 24. D 34. A
5. A 15. B 25. B 35. C
6. B 16. A 26. C 36. E
7. C 17. D 27. A 37. D
8. C 18. E 28. D 38. C
9. C 19. C 29. E 39. E
10. B 20. C 30. B 40. C
1. E 6. D 11. E 16. C
2. C 7. E 12. B 17. E
3. A 8. C 13. E 18. D
4. B 9. C 14. B 19. C
5. A 10. D 15. D 20. E
93
No. Soal 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
Kunci Jawaban E C A B A B C C C B E D D C B A D E C C C D E D B C A D E B D D C A C E D C E C
1 Ade Ibrena E B B B C A B A C A E D D A C D D C C E C B A D C B C A C D B B D A E A C 11 27,5
2 Adzani Vio Robi B A B D B B D C C D E D D C B B D B C A B B D D D A D A B D B D C C D E D B E C 17 42,5
3 Ahmad Juanda D A C C A C E D C E E E D C B D B C C B D A B C E E D A B C D D C B C E A A C C 13 32,5
4 Akbar Aji Pamungkas E A B B B B C A C B D E B C B A A A B A D A B A B A A D B D A D B C C B B A C E 14 35
5 Anisha Saraswati Nurina E C A B C B C C B A D D C B B D B C C C D E D B E A E E B C C C E C E B C E A 28 70
6 Bella Putri Dwi B A A B B A C A A D E C E C B A D D C A C A B D B E A D C E D C E A C E A C C A 19 47,5
7 Fasha Alfian E C A B A A D A C C D D D C B A D D C C E A C D B A A A A B D E E C A E C C E B 22 55
8 Hasan Latif D A D B B D C A C D B D D C B A D B C A C A B C E E D A B D B D C B C E C B D C 16 40
9 Hilda Aulia A B B E A A C A C C D B D B B B D B C C D B C D D C B B E E B C A D E D D C D C 14 35
10 Ira Audina A B B E B A A B C B B A A C B B B D C A C A B A C C D C B D B D C C A D C B D C 10 25
11 Linda Khairani B C B E D A E D C B A D A C B A E D C A E B B D E E A D A E A A E E A D A A D C 12 30
12 Lulu Miftahul Huda D C A B E B C C A A A D A C B B D B C C C B C C A C B A E E D C C E C E E D D C 20 50
13 Melinda Saraswati E C A B A B B B C E E D E C B A D C B A C B B A B A A D E B D E C E C E D B D C 25 62,5
14 M. Adib Fuadi B A A B B A A A A C A D D C A A D E C C C B B A A E A A E E D D C C C E C B D C 19 47,5
15 M. Sayyid Quthby E C A D D B C C A D D C A C B A A A C C B A C D A E A A A A C A D B B C C B B A 13 32,5
16 Muhammad Shidiq E C A B A A D B A C D D D C C A D E C D C B C B B E A C E B D E C E C E E C E C 24 60
17 Nailah Rizka Afifah B C A B B A C B C C A D D C B A E A C C C C E D B A A A B E D E C E C E D A D A 22 55
18 Nailah Rizka Afifah A B B D E A C B C C B C A A D E D B B B B A B A D E A A B D C E E B C E D E E C 9 22,5
19 Rahmandila Bagus E C A B A A C C C B A D D C B A D E C C C D C B B E A A E B D E C E C E D C E C 32 80
20 Rahmi Fathani E C A B B B C C C B A D D C B A D E C C C D E D B E A D E B D E C E C E D A E C 34 85
21 Resky F A A B B C B C B A D A E D D E A D A E B C A B C D D A C C E D A A C B B A A B B 9 22,5
22 Rifqi Fitriyanto E A B B C A E B C A D B A C B C B B C B D B B A C E B A A B C A C B A D C D B C 9 22,5
23 Ripan Munawar B A A C B B D A C C A D A A B A D E C B C E C A E E A A B D B C C B E E D D B A 14 35
24 Rizky Afandi A A B B B E C D C D B B A C D A A B A D C C E A A C D A B D B D C C A E C B D C 12 30
25 Robbi Al Ghazali B A B D B B C C C D E D D C B B D B C C C B C D D A D A B D B D C C D E D B E C 20 50
26 Rumaisha H A A A B C A B B A B C A D C A A B A C A C A C C C A A A B A B A E D D A E B C D 9 22,5
27 Saddam Naufal E C A B A A C D C C A D D B B A D E C D C D C B B E A A E B D E C E C E C C E C 27 67,5
28 Septian Diputra A C A B C A A D C C B B D C B B D D E D C A E C D E B A B A B D E C A A C B E D 13 32,5
29 Sifa Fauziyah B A B D E A A B C A A D E C B A B B C B E A C A B E A D A E C B D B D D A C B A 10 25
30 Yunita Vany Andiny A A B D D B A B C A A D A C B A D A C C C A B D D E D D B D B C A C E E C B C D 13 32,5
31 Zulhelmy Azka A A C C B A C A C B B A D D B A B A A A D C B D C C A D C C C D C C E E B B C A 13 32,5
16,87 42,18
No Skor Nilai
Rata-rata
Appendix 6. Test Validity Results
TEST VALIDITY RESULTS
94
REKAP ANALISIS BUTIR
=====================
Rata2= 16,87
Simpang Baku= 7,00
KorelasiXY= 0,77
Reliabilitas Tes= 0,87
Butir Soal= 40
Jumlah Subyek= 31
Nama berkas: D:\ALLABO~1\COLLEG~1\SKRIPS~1\PENELI~1\UJIVAL~1.ANA
Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi
1 1 62,50 Sedang 0,523 Sangat Signifikan
2 2 100,00 Sedang 0,669 Sangat Signifikan
3 3 87,50 Sedang 0,636 Sangat Signifikan
4 4 37,50 Sedang 0,427 Sangat Signifikan
5 5 62,50 Sukar 0,436 Sangat Signifikan
6 6 25,00 Sedang 0,210 -
7 7 12,50 Sedang 0,196 -
8 8 37,50 Sukar 0,514 Sangat Signifikan
9 9 12,50 Mudah 0,057 -
10 10 12,50 Sukar 0,182 -
11 11 0,00 Sukar 0,045 -
12 12 75,00 Sedang 0,591 Sangat Signifikan
13 13 50,00 Sedang 0,373 Signifikan
14 14 25,00 Mudah 0,236 -
15 15 50,00 Mudah 0,281 -
16 16 37,50 Sedang 0,211 -
95
17 17 50,00 Sedang 0,475 Sangat Signifikan
18 18 50,00 Sukar 0,578 Sangat Signifikan
19 19 25,00 Mudah 0,259 -
20 20 62,50 Sedang 0,503 Sangat Signifikan
21 21 25,00 Sedang 0,387 Signifikan
22 22 50,00 Sangat Sukar 0,747 Sangat Signifikan
23 23 25,00 Sukar 0,314 Signifikan
24 24 37,50 Sedang 0,177 -
25 25 87,50 Sedang 0,699 Sangat Signifikan
26 26 -25,00 Sukar -0,195 -
27 27 50,00 Sedang 0,331 Signifikan
28 28 12,50 Sukar 0,054 -
29 29 75,00 Sukar 0,734 Sangat Signifikan
30 30 75,00 Sukar 0,707 Sangat Signifikan
31 31 75,00 Sedang 0,611 Sangat Signifikan
32 32 -25,00 Sedang -0,217 -
33 33 50,00 Sedang 0,456 Sangat Signifikan
34 34 0,00 Sangat Sukar 0,056 -
35 35 75,00 Sedang 0,619 Sangat Signifikan
36 36 75,00 Sedang 0,603 Sangat Signifikan
37 37 37,50 Sukar 0,363 Signifikan
38 38 50,00 Sukar 0,439 Sangat Signifikan
39 39 62,50 Sedang 0,574 Sangat Signifikan
40 40 0,00 Sedang 0,193 -
96
Appendix 7. RPP of Experimental Class
Rencana Pelaksanaan Pembelajaran
(RPP)
Nama Sekolah : MAN 19 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/2
Alokasi Waktu : 2 x 45 menit
Pertemuan Ke : 1
Hari/Tanggal : Senin, 5 Mei 2014
Aspek/Skill : Membaca
Standar Kompetensi : Memahami makna teks fungsional pendek dan esei berbentuk
narrative, spoof dan hortatory exposition dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan
Kompetensi Dasar : Merespon makna dan langkah retorika dalam esei yangmenggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam
teks berbentuk narrative, spoof, dan hortatory exposition
Tema : Narrative Text
Indikator : Mengidentifikasi langkah-langkah retorika dalam teks narrative
Mengidentifikasi tujuan komunikatif dari teks narrative
Mengidentifikasi makna dalam teks tulis narrative
Mengidentifikasi kejadian dalam teks tulis narrative
Mengidentifikasi tujuan dari mind mapping
Mengidentifikasi makna dalam sebuah mind mapping
1. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat:
Mengidentifikasi langkah-langkah retorika dalam teks narrative
Mengidentifikasi tujuan komunikatif dari teks narrative
Mengidentifikasi makna dalam teks tulis narrative
Mengidentifikasi kejadian dalam teks tulis narrative
Mengidentifikasi tujuan dari mind mapping
Mengidentifikasi makna dalam sebuah mind mapping
Karakter siswa yang diharapkan:
Rasa hormat dan perhatian
Percaya diri
Rasa ingin tahu
Komunikatif
Mandiri
97
Jujur
Tanggung jawab
2. Materi Pembelajaran
Narrative text
Narrative text is a text which contains about story and its plot consists of climax of
the story then followed by the resolution. The purpose of narrative text is to amuse,
entertain, and do deal with actual or vicarious experience in different ways. The generic
structure of narrative text is known as orientation, complication, and resolution. These
are the most common generic structure of narrative text. Other sources presented that the
generic structure of narrative text are orientation, complication, sequence of events,
resolution, and coda. Here are the descriptions:
Orientation. This is the very first part of the story which used as an introductory
about who is in the story, when the story is taking place and where the action is
happening.
Complication starts a chain of events that influences what will happen in the
story.
Sequence of events is a part where the characters in the story react to the
complication.
Resolution is the part in which the characters solve the problem created in
complication.
If a narrative text provides a comment or moral based on what has been learned
from the story, this is called coda.
Mind Mapping
Terlampir
Example of narrative text
The Smartest Parrot
Once upon time, a man had a wonderful parrot. There was no other parrot
like it. The parrot could say every word, except one word. The parrot would not
say the name of the place where it was born “Catano”.
The man felt excited having the smartest parrot but he could not
understand why the parrot would not say Catano. The man tried to teach the
bird to say Catano. At the first, the man was very nice to the bird but then he
got very angry. “You stupid bird!” pointed the man to the parrot. “Why can’t
you say the word? Say Catano! Or I will kill you” the man said angrily. Next it
will be your turn, I will eat you too, stupid parrot”. After that he left the
chicken house.
The next day, the man came back to the chicken house. He opened the
door and was very surprised. There were three death chickens on the floor. At
the moment, the parrot was standing proudly and screaming at the last old
chicken; “Say Catano or I’ll kill you”.
98
3. Metode Pembelajaran
Three-phase technique
4. Langkah-langkah Kegiatan
a. Kegiatan pendahuluan (15’)
Dalam kegiatan pendahuluan, guru:
Menyapa siswa dengan ramah.
Mengabsen siswa.
Melakukan icebreaking.
Mengulas materi pada pertemuan sebelumnya.
b. Kegiatan inti (65’)
Eksplorasi
Dalam kegiatan eksplorasi, guru:
Memberi kesempatan kepada siswa untuk mengingat kembali materi pelajaran
pada pertemuan sebelumnya.
Memberikan stimulus berupa pemberian materi mengenai teks narrative.
Memberikan stimulus berupa pemberian materi mengenai mind mapping.
Mendiskusikan materi bersama siswa.
Elaborasi
Dalam kegiatan elaborasi, guru:
Membiasakan siswa membaca teks tulis narrative.
Membiasakan siswa mencermati informasi dalam mind mapping.
Memfasilitasi siswa melalui pemberian tugas mengidentifikasi generic structure
dari sebuah teks narrative untuk didiskusikan secara berpasangan.
Memfasilitasi siswa melalui pemberian tugas mencari informasi dari sebuah mind
mapping.
Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal untuk
dikerjakan secara individu.
Konfirmasi
Dalam kegiatan kolaborasi, guru:
Memberikan umpan balik positif dan penguatan dalam bentuk lisan, tulisan,
isyarat, maupun hadiah terhadap keberhasilan peserta didik.
Memfasilitasi peserta didik melakukan refleksi untuk memperoleh pengalaman
belajar yang telah dilakukan.
Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam
materi teks narrative dan mind mapping.
99
c. Kegiatan penutup (10’)
Dalam kegiatan penutup, guru:
Bersama-sama dengan peserta didik dan/atau sendiri membuat simpulan
pelajaran.
Memberikan umpan balik terhadap proses dan hasil pembelajaran.
Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
5. Sumber/Bahan/Alat
Textbook (Mark Anderson and Kathy Anderson, Text Types in English. 3,
Australia: Macmillan Education Australia, 1998).
Textbook (Tony Buzan, Mind Maps for Kid, an Introduction—The Shortcut to
Success at School, UK: Thorsons, 2003)
Infokus
Laptop
6. Penilaian
Indikator, Teknik, Bentuk, dan Contoh
No.
Indikator Teknik Bentuk Contoh
1.
2.
3.
4.
5.
Mengidentifikasi langkah-
langkah retorika dalam teks
narrative
Mengidentifikasi tujuan
komunikatif dari teks
narrative
Mengidentifikasi makna
dalam teks tulis narrative
Mengidentifikasi tujuan dari
mind mapping
Mengidentifikasi makna dalam
sebuah mind mapping
Tes lisan
Tes tulis
Tes tulis
Tes lisan
Essay
What is the orientation of
the story?
What is the purpose of the
story?
Who are the main
characters involved in the
story?
What are the benefits of
using a mind map?
Based on the mind map,
who is the owner of the
lost jug?
100
Rubrik penilaian mind mapping
Kriteria Neatness and
presentation
Use of images or
symbols Use of colour Understanding
Sangat baik
(25)
Menggambarkan
ide cerita dengan
sangat baik dan
informasinya
mudah dipahami
Kebanyakan
informasi
didukung dengan
gambar atau
simbol sederhana
Menggunakan
warna untuk saling
menghubungkan
informasi dan atau
untuk
mengkategorikan
topik-topik dalam
mind map
Menunjukkan
pemahaman yang
menyeluruh
mengenai cerita
dalam teks
narrative yang
dibaca
Baik
(20)
Menggambarkan
ide cerita dengan
baik dan
kebanyakan
informasinya
mudah dipahami
Beberapa
informasi
didukung dengan
gambar atau
simbol
Menggunakan
warna untuk
menghubungkan
beberapa informasi
dan atau untuk
mengkategorikan
topik-topik dalam
mind map
Menunjukkan
pemahaman yang
baik mengenai
cerita dalam teks
narrative yang
dibaca
Cukup baik
(15)
Menggambarkan
ide cerita dengan
cukup baik, tapi
sebagian
informasi sulit
dipahami
Hanya sedikit
informasi yang
didukung dengan
gambar atau
simbol
Menggunakan
warna tapi tidak
untuk
mengkategorikan
topik-topik dalam
mind map
Menunjukkan
pemahaman yang
cukup baik
mengenai cerita
dalam teks
narrative yang
dibaca
Kurang
(10)
Ide cerita tidak
digambarkan
dengan cukup
baik sehingga
banyak informasi
yang tidak dapat
dimengerti
Terdapat gambar
atau symbol pada
mind map
Menggunakan
sedikit warna dan
bukan untuk
mengkategorikan
topik-topik dalam
mind map
Menunjukkan
pemahaman yang
kurang mengenai
cerita dalam teks
narrative yang
dibaca
Sangat
kurang
(5)
Ide cerita tidak
digambarkan
dengan cukup
baik sehingga
tidak dapat
dimengerti
Tidak terdapat
gambar atau
symbol pada mind
map
Tidak
menggunakan
warna dalam mind
map
Menunjukkan
ketidakpahaman
mengenai cerita
dalam teks
narrative yang
dibaca
101
Pedoman Penilaian
a. Untuk setiap jawaban benar diberi score = 10
b. Nilai maksimum mind mapping = 100
c. Nilai maksimum = 100
d. Nilai siswa =
Jakarta, 4 Mei 2014
Mengetahui,
Guru Bahasa Inggris Peneliti
Dian Hadiyani Sundari, S.Pd Leyly Khairani Zahra
102
Rencana Pelaksanaan Pembelajaran
(RPP)
Nama Sekolah : MAN 19 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/2
Alokasi Waktu : 2 x 45 menit
Pertemuan Ke : 2
Hari/Tanggal : Senin, 19 Mei 2014
Aspek/Skill : Membaca
Standar Kompetensi : Memahami makna teks fungsional pendek dan esei berbentuk
narrative, spoof dan hortatory exposition dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan
Kompetensi Dasar : Merespon makna dan langkah retorika dalam esei yangmenggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam
teks berbentuk narrative, spoof, dan hortatory exposition
Tema : Narrative Text
Indikator : Mengidentifikasi langkah-langkah retorika dalam teks narrative
Mengidentifikasi makna dalam teks tulis narrative
Mengidentifikasi kejadian dalam teks tulis narrative
Merepresentasikan sebuah teks narrative ke dalam mind mapping
1. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat:
Mengidentifikasi langkah-langkah retorika dalam teks narrative
Mengidentifikasi makna dalam teks tulis narrative
Mengidentifikasi kejadian dalam teks tulis narrative
Merepresentasikan sebuah teks narrative ke dalam mind mapping
Karakter siswa yang diharapkan:
Rasa hormat dan perhatian
Percaya diri
Rasa ingin tahu
Komunikatif
Mandiri
Jujur
Tanggung jawab
2. Materi Pembelajaran
Example of narrative text
103
3. Metode Pembelajaran
Three-phase technique
4. Langkah-langkah Kegiatan
a. Kegiatan pendahuluan (15’)
Dalam kegiatan pendahuluan, guru:
Menyapa siswa dengan ramah.
Mengabsen siswa.
Melakukan icebreaking.
Mengulas materi pada pertemuan sebelumnya.
b. Kegiatan inti (65’)
Eksplorasi
Dalam kegiatan eksplorasi, guru:
Memberi kesempatan kepada siswa untuk mengingat kembali materi pelajaran
pada pertemuan sebelumnya.
Memberikan stimulus berupa pemberian materi mengenai teks narrative.
Mendiskusikan materi bersama siswa.
Elaborasi
Dalam kegiatan elaborasi, guru:
Membiasakan siswa membaca teks tulis narrative.
Membiasakan siswa membuat sebuah mind mapping.
Memfasilitasi siswa melalui pemberian tugas mengidentifikasi generic structure
dari sebuah teks narrative untuk didiskusikan dan direpresentasikan kedalam
sebuah mind map secara berpasangan.
Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal untuk
dikerjakan secara berpasangan.
Konfirmasi
Dalam kegiatan kolaborasi, guru:
The Miser
Once upon a time there was a miser who used to hide his gold at the foot
of a tree in his garden, but every week he used to go and dig it up and gloat
over his gains.
A robber, who had noticed this, went and dug up the gold and decamped
with it. When the miser next came to gloat over his treasures, he found nothing
but the empty hole. He tore his hair and raised such an outcry that all the
neighbors came around him, and he told them how he used to come and visit
his gold.
“Did you ever take any of it out?” asked one of them. “Nay,” said he, “I
only come to look at it.” “Then come again and look at the hole,” said a
neighbor, “It will do you just as much good.” Wealth unused might as well not
exist.
104
Memberikan umpan balik positif dan penguatan dalam bentuk lisan, tulisan,
isyarat, maupun hadiah terhadap keberhasilan peserta didik.
Memfasilitasi peserta didik melakukan refleksi untuk memperoleh pengalaman
belajar yang telah dilakukan.
Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam
materi teks narrative dan mind mapping.
c. Kegiatan penutup (10’)
Dalam kegiatan penutup, guru:
Bersama-sama dengan peserta didik dan/atau sendiri membuat simpulan
pelajaran.
Memberikan umpan balik terhadap proses dan hasil pembelajaran.
Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
5. Sumber/Bahan/Alat
Jacob Grimm and Wilhelm Grimm. Folklore and Fable – The Five Foot Shelf of
Classic Series. (US: Cosimo, Inc., 2010).
Infokus
Laptop
6. Penilaian
Indikator, Teknik, Bentuk, dan Contoh
No.
Indikator Teknik Bentuk Contoh
1.
2.
3.
Mengidentifikasi langkah-langkah
retorika dalam teks narrative
Mengidentifikasi makna dalam
teks tulis narrative
Merepresentasikan sebuah teks
narrative ke dalam mind mapping
Tes tulis
Tes tulis
Tes tulis
Essay
What is the complication of
the story?
What did the miser used to do
with his wealth?
Make a mind map based on
the generic structure of The
Miser story!
Rubrik penilaian mind mapping
Kriteria Neatness and
presentation
Use of images
or symbols Use of colour Understanding
Sangat baik
(25)
Menggambarkan
ide cerita dengan
sangat baik dan
informasinya
mudah dipahami
Kebanyakan
informasi
didukung
dengan gambar
atau simbol
sederhana
Menggunakan warna
untuk saling
menghubungkan
informasi dan atau
untuk
mengkategorikan
Menunjukkan
pemahaman
yang
menyeluruh
mengenai cerita
dalam teks
105
topik-topik dalam
mind map
narrative yang
dibaca
Baik
(20)
Menggambarkan
ide cerita dengan
baik dan
kebanyakan
informasinya
mudah dipahami
Beberapa
informasi
didukung
dengan gambar
atau simbol
Menggunakan warna
untuk
menghubungkan
beberapa informasi
dan atau untuk
mengkategorikan
topik-topik dalam
mind map
Menunjukkan
pemahaman
yang baik
mengenai cerita
dalam teks
narrative yang
dibaca
Cukup baik
(15)
Menggambarkan
ide cerita dengan
cukup baik, tapi
sebagian
informasi sulit
dipahami
Hanya sedikit
informasi yang
didukung
dengan gambar
atau simbol
Menggunakan warna
tapi tidak untuk
mengkategorikan
topik-topik dalam
mind map
Menunjukkan
pemahaman
yang cukup
baik mengenai
cerita dalam
teks narrative
yang dibaca
Kurang
(10)
Ide cerita tidak
digambarkan
dengan cukup
baik sehingga
banyak informasi
yang tidak dapat
dimengerti
Terdapat gambar
atau symbol
pada mind map
Menggunakan
sedikit warna dan
bukan untuk
mengkategorikan
topik-topik dalam
mind map
Menunjukkan
pemahaman
yang kurang
mengenai cerita
dalam teks
narrative yang
dibaca
Sangat
kurang
(5)
Ide cerita tidak
digambarkan
dengan cukup
baik sehingga
tidak dapat
dimengerti
Tidak terdapat
gambar atau
symbol pada
mind map
Tidak menggunakan
warna dalam mind
map
Menunjukkan
ketidakpahaman
mengenai cerita
dalam teks
narrative yang
dibaca
Pedoman Penilaian
a. Untuk setiap jawaban benar diberi score = 10
b. Nilai maksimum mind mapping = 100
c. Nilai maksimum = 100
d. Nilai siswa =
Jakarta, 11 Mei 2014
Mengetahui,
Guru Bahasa Inggris Peneliti
Dian Hadiyani Sundari, S.Pd Leyly Khairani Zahra
106
Rencana Pelaksanaan Pembelajaran
(RPP)
Nama Sekolah : MAN 19 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/2
Alokasi Waktu : 2 x 45 menit
Pertemuan Ke : 3
Hari/Tanggal : Senin, 26 Mei 2014
Aspek/Skill : Membaca
Standar Kompetensi : Memahami makna teks fungsional pendek dan esei berbentuk
narrative, spoof dan hortatory exposition dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan
Kompetensi Dasar : Merespon makna dan langkah retorika dalam esei yangmenggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam
teks berbentuk narrative, spoof, dan hortatory exposition
Tema : Narrative Text
Indikator : Mengidentifikasi langkah-langkah retorika dalam teks narrative
Mengidentifikasi makna dalam teks tulis narrative
Mengidentifikasi kejadian dalam teks tulis narrative
Merepresentasikan sebuah teks narrative ke dalam mind mapping
1. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat:
Mengidentifikasi langkah-langkah retorika dalam teks narrative
Mengidentifikasi makna dalam teks tulis narrative
Mengidentifikasi kejadian dalam teks tulis narrative
Merepresentasikan sebuah teks narrative ke dalam mind mapping
Karakter siswa yang diharapkan:
Rasa hormat dan perhatian
Percaya diri
Rasa ingin tahu
Komunikatif
Mandiri
Jujur
Tanggung jawab
2. Materi Pembelajaran
Example of narrative text
107
3. Metode Pembelajaran
Three-phase technique
4. Langkah-langkah Kegiatan
a. Kegiatan pendahuluan (15’)
Dalam kegiatan pendahuluan, guru:
Menyapa siswa dengan ramah.
Mengabsen siswa.
Melakukan icebreaking.
Mengulas materi pada pertemuan sebelumnya.
b. Kegiatan inti (65’)
Eksplorasi
Dalam kegiatan eksplorasi, guru:
Memberi kesempatan kepada siswa untuk mengingat kembali materi pelajaran
pada pertemuan sebelumnya.
Memberikan stimulus berupa pemberian materi mengenai teks narrative.
Mendiskusikan materi bersama siswa.
Elaborasi
Dalam kegiatan elaborasi, guru:
Membiasakan siswa membaca teks tulis narrative.
Membiasakan siswa membuat sebuah mind mapping.
Memfasilitasi siswa melalui pemberian tugas merepresentasikan sebuah teks
narrative kedalam sebuah mind map secara individu.
Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal untuk
dikerjakan secara individu.
Konfirmasi
Dalam kegiatan kolaborasi, guru:
Returning Faulty Goods
Sabrina buys a new kettle. She brings it home and takes it out of the box. She is
excited and shows it to her two children. She fills up the new kettle with water
from the tap. She plugs in the kettle next to the microwave and switches it on.
It is 4.50pm. Sabrina is going to have a cup of tea. After 5 minutes, the water is
not hot so she unplugs the kettle and puts it back in the box. The kettle doesn’t
work. It is faulty. She is disappointed. The next day, Sabrina takes the kettle
back to the shop and goes to ‘Customer Service.’ The man behind the counter
asks “How can I help you?”. Sabrina tells him that she bought the kettle
yesterday but it doesn’t work. He asks “What’s the problem?”. She tells him
that the kettle doesn’t heat up. He asks her for her receipt and she gives it to
him. He tells her that he will get her a replacement kettle. She thanks him. She
goes home and uses her new kettle. It works! She enjoys a nice cup of tea and a
cookie. Her children eat cookies too. They are happy. Sabrina is pleased with
her new kettle.
108
Memberikan umpan balik positif dan penguatan dalam bentuk lisan, tulisan,
isyarat, maupun hadiah terhadap keberhasilan peserta didik.
Memfasilitasi peserta didik melakukan refleksi untuk memperoleh pengalaman
belajar yang telah dilakukan.
Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam
materi teks narrative dan mind mapping.
c. Kegiatan penutup (10’)
Dalam kegiatan penutup, guru:
Bersama-sama dengan peserta didik dan/atau sendiri membuat simpulan
pelajaran.
Memberikan umpan balik terhadap proses dan hasil pembelajaran.
Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
5. Sumber/Bahan/Alat
http://englishlanguage.org.nz/sites/englishlanguage/files/kcfinder/files/ELPNZReturni
ngFaultyGoods2014.pdf
Infokus
Laptop
6. Penilaian
Indikator, Teknik, Bentuk, dan Contoh
No.
Indikator Teknik Bentuk Contoh
1.
2.
3.
Mengidentifikasi langkah-
langkah retorika dalam teks
narrative
Mengidentifikasi makna
dalam teks tulis narrative
Merepresentasikan sebuah
teks narrative ke dalam
mind mapping
Tes tulis
Tes tulis
Tes tulis
Essay
What is the generic
structure of the text?
Why Sabrina returned the
kettle to the shop?
Make a mind map based on
the story of Returning the
Faulty Goods!
Rubrik penilaian mind mapping
Kriteria Neatness and
presentation
Use of images or
symbols Use of colour Understanding
Sangat baik
(25)
Menggambarkan
ide cerita dengan
sangat baik dan
informasinya
Kebanyakan
informasi
didukung dengan
gambar atau
Menggunakan
warna untuk saling
menghubungkan
informasi dan atau
Menunjukkan
pemahaman yang
menyeluruh
mengenai cerita
109
mudah dipahami simbol sederhana untuk
mengkategorikan
topik-topik dalam
mind map
dalam teks
narrative yang
dibaca
Baik
(20)
Menggambarkan
ide cerita dengan
baik dan
kebanyakan
informasinya
mudah dipahami
Beberapa
informasi
didukung dengan
gambar atau
simbol
Menggunakan
warna untuk
menghubungkan
beberapa informasi
dan atau untuk
mengkategorikan
topik-topik dalam
mind map
Menunjukkan
pemahaman yang
baik mengenai
cerita dalam teks
narrative yang
dibaca
Cukup baik
(15)
Menggambarkan
ide cerita dengan
cukup baik, tapi
sebagian
informasi sulit
dipahami
Hanya sedikit
informasi yang
didukung dengan
gambar atau
simbol
Menggunakan
warna tapi tidak
untuk
mengkategorikan
topik-topik dalam
mind map
Menunjukkan
pemahaman yang
cukup baik
mengenai cerita
dalam teks
narrative yang
dibaca
Kurang
(10)
Ide cerita tidak
digambarkan
dengan cukup
baik sehingga
banyak informasi
yang tidak dapat
dimengerti
Terdapat gambar
atau symbol pada
mind map
Menggunakan
sedikit warna dan
bukan untuk
mengkategorikan
topik-topik dalam
mind map
Menunjukkan
pemahaman yang
kurang mengenai
cerita dalam teks
narrative yang
dibaca
Sangat
kurang
(5)
Ide cerita tidak
digambarkan
dengan cukup
baik sehingga
tidak dapat
dimengerti
Tidak terdapat
gambar atau
symbol pada mind
map
Tidak
menggunakan
warna dalam mind
map
Menunjukkan
ketidakpahaman
mengenai cerita
dalam teks
narrative yang
dibaca
Pedoman Penilaian
a. Untuk setiap jawaban benar diberi score = 10
b. Nilai maksimum mind mapping = 100
c. Nilai maksimum = 100
d. Nilai siswa =
Jakarta, 25 Mei 2014
Mengetahui,
Guru Bahasa Inggris Peneliti
Dian Hadiyani Sundari, S.Pd Leyly Khairani Zahra
110
Rencana Pelaksanaan Pembelajaran
(RPP)
Nama Sekolah : MAN 19 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/2
Alokasi Waktu : 2 x 45 menit
Pertemuan Ke : 4
Hari/Tanggal : Senin, 2 Juni 2014
Aspek/Skill : Membaca
Standar Kompetensi : Memahami makna teks fungsional pendek dan esei berbentuk
narrative, spoof dan hortatory exposition dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan
Kompetensi Dasar : Merespon makna dan langkah retorika dalam esei yangmenggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam
teks berbentuk narrative, spoof, dan hortatory exposition
Tema : Narrative Text
Indikator : Mengidentifikasi langkah-langkah retorika dalam teks narrative
Mengidentifikasi makna dalam teks tulis narrative
Mengidentifikasi kejadian dalam teks tulis narrative
Merepresentasikan sebuah teks narrative ke dalam mind mapping
1. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat:
Mengidentifikasi langkah-langkah retorika dalam teks narrative
Mengidentifikasi makna dalam teks tulis narrative
Mengidentifikasi kejadian dalam teks tulis narrative
Merepresentasikan sebuah teks narrative ke dalam mind mapping
Karakter siswa yang diharapkan:
Rasa hormat dan perhatian
Percaya diri
Rasa ingin tahu
Komunikatif
Mandiri
Jujur
Tanggung jawab
2. Materi Pembelajaran
Example of narrative text
Wooden Bowl
In a cold winter, after the death of his sick wife, a frail old man went to live
with his son, daughter-in-law, and four-year old grandson in a small mountain village
in Tailand. The old man’s hands trembled, his eyesight was blurred, and his step
faltered.
111
3. Metode Pembelajaran
Three-phase technique
4. Langkah-langkah Kegiatan
a. Kegiatan pendahuluan (15’)
Dalam kegiatan pendahuluan, guru:
Menyapa siswa dengan ramah.
Mengabsen siswa.
Melakukan icebreaking.
Mengulas materi pada pertemuan sebelumnya.
b. Kegiatan inti (65’)
Eksplorasi
Dalam kegiatan eksplorasi, guru:
Memberi kesempatan kepada siswa untuk mengingat kembali materi pelajaran
pada pertemuan sebelumnya.
Memberikan stimulus berupa pemberian materi mengenai teks narrative.
Mendiskusikan materi bersama siswa.
The family ate together at the table. But the elderly grandfather’s shaky hands and
failing sight made eating difficult. Peas rolled off his spoon onto the floor. When he
grasped the glass, milk spilled on the tablecloth.
The son and daughter-in-law became irritated with the mess. “We must do
something about father,” said the son. “I’ve had enough of his spilled milk, noisy
eating, and food on the floor.” So the husband and wife set a small table in the
corner. There, Grandfather ate alone while the rest of the family enjoyed dinner.
Since Grandfather had broken a dish or two, his food was served in a wooden bowl!
When the family glanced in Grandfather’s direction, sometime he had a tear in his
eye as he sat alone. Still, the only words the couple had for him were sharp
admonitions when he dropped a fork or spilled food. The four-year-old watched it all
in silence.
One evening before supper, the father noticed his son playing with wood
scraps on the floor. He asked the child sweetly, “What are you making?” Just as
sweetly, the boy responded, “Oh, I am making a little bowl for you and Mama to eat
your food in when I grow up.” The four-year-old smiled and went back to work . The
words so struck the parents so that they were speechless. Then tears started to
stream down their cheeks. Though no word was spoken, both knew what must be
done. That evening the husband took Grandfather’s hand and gently led him back to
the family table. For the remainder of his days he ate every meal with the family. And
for some reason, neither husband nor wife seemed to care any longer when a fork
was dropped, milk spilled, or the tablecloth soiled.
112
Elaborasi
Dalam kegiatan elaborasi, guru:
Membiasakan siswa membaca teks tulis narrative.
Membiasakan siswa membuat sebuah mind mapping.
Memfasilitasi siswa melalui pemberian tugas melengkapi mind map secara
bergantian untuk merepresentasikan sebuah teks narrative.
Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal untuk
dikerjakan secara individu.
Konfirmasi
Dalam kegiatan kolaborasi, guru:
Memberikan umpan balik positif dan penguatan dalam bentuk lisan, tulisan,
isyarat, maupun hadiah terhadap keberhasilan peserta didik.
Memfasilitasi peserta didik melakukan refleksi untuk memperoleh pengalaman
belajar yang telah dilakukan.
Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam
materi teks narrative dan mind mapping.
c. Kegiatan penutup (10’)
Dalam kegiatan penutup, guru:
Bersama-sama dengan peserta didik dan/atau sendiri membuat simpulan
pelajaran.
Memberikan umpan balik terhadap proses dan hasil pembelajaran.
Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
5. Sumber/Bahan/Alat
http://eejcc.com/the-wooden-bowl.pdf
Infokus
Laptop
6. Penilaian
Indikator, Teknik, Bentuk, dan Contoh
No.
Indikator Teknik Bentuk Contoh
1.
2.
Mengidentifikasi langkah-
langkah retorika dalam teks
narrative
Mengidentifikasi makna
dalam teks tulis narrative
Tes tulis
Tes tulis
Essay
Essay
True/False
What’s the 1st paragraph
called?
What’s the story mainly
talk about?
The son made a new eating
set as a present for his
113
3.
Merepresentasikan sebuah
teks narrative ke dalam
mind mapping
father.
Make a mind map based on
the story of The Wooden
Bowl!
Rubrik penilaian mind mapping
Kriteria Neatness and
presentation
Use of images or
symbols Use of colour Understanding
Sangat baik
(25)
Menggambarkan
ide cerita dengan
sangat baik dan
informasinya
mudah dipahami
Kebanyakan
informasi
didukung dengan
gambar atau
simbol sederhana
Menggunakan
warna untuk saling
menghubungkan
informasi dan atau
untuk
mengkategorikan
topik-topik dalam
mind map
Menunjukkan
pemahaman yang
menyeluruh
mengenai cerita
dalam teks
narrative yang
dibaca
Baik
(20)
Menggambarkan
ide cerita dengan
baik dan
kebanyakan
informasinya
mudah dipahami
Beberapa
informasi
didukung dengan
gambar atau
simbol
Menggunakan
warna untuk
menghubungkan
beberapa informasi
dan atau untuk
mengkategorikan
topik-topik dalam
mind map
Menunjukkan
pemahaman yang
baik mengenai
cerita dalam teks
narrative yang
dibaca
Cukup baik
(15)
Menggambarkan
ide cerita dengan
cukup baik, tapi
sebagian
informasi sulit
dipahami
Hanya sedikit
informasi yang
didukung dengan
gambar atau
simbol
Menggunakan
warna tapi tidak
untuk
mengkategorikan
topik-topik dalam
mind map
Menunjukkan
pemahaman yang
cukup baik
mengenai cerita
dalam teks
narrative yang
dibaca
Kurang
(10)
Ide cerita tidak
digambarkan
dengan cukup
baik sehingga
banyak informasi
yang tidak dapat
dimengerti
Terdapat gambar
atau symbol pada
mind map
Menggunakan
sedikit warna dan
bukan untuk
mengkategorikan
topik-topik dalam
mind map
Menunjukkan
pemahaman yang
kurang mengenai
cerita dalam teks
narrative yang
dibaca
Sangat
kurang
(5)
Ide cerita tidak
digambarkan
dengan cukup
baik sehingga
tidak dapat
dimengerti
Tidak terdapat
gambar atau
symbol pada mind
map
Tidak
menggunakan
warna dalam mind
map
Menunjukkan
ketidakpahaman
mengenai cerita
dalam teks
narrative yang
dibaca
114
Pedoman Penilaian
a. Untuk setiap jawaban benar diberi score = 10
b. Nilai maksimum mind mapping = 100
c. Nilai maksimum = 100
d. Nilai siswa =
Jakarta, 1 Juni 2014
Mengetahui,
Guru Bahasa Inggris Peneliti
Dian Hadiyani Sundari, S.Pd Leyly Khairani Zahra
115
Appendix 8. RPP of Control Class
Rencana Pelaksanaan Pembelajaran
(RPP)
Nama Sekolah : MAN 19 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/2
Alokasi Waktu : 2 x 45 menit
Pertemuan Ke : 1
Hari/Tanggal : Rabu, 7 Mei 2014
Aspek/Skill : Membaca
Standar Kompetensi : Memahami makna teks fungsional pendek dan esei berbentuk
narrative, spoof dan hortatory exposition dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan
Kompetensi Dasar : Merespon makna dan langkah retorika dalam esei yangmenggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam
teks berbentuk narrative, spoof, dan hortatory exposition
Tema : Narrative Text
Indikator : Mengidentifikasi langkah-langkah retorika dalam teks narrative
Mengidentifikasi tujuan komunikatif dari teks narrative
Mengidentifikasi makna dalam teks tulis narrative
Mengidentifikasi kejadian dalam teks tulis narrative
1. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat:
Mengidentifikasi langkah-langkah retorika dalam teks narrative
Mengidentifikasi tujuan komunikatif dari teks narrative
Mengidentifikasi makna dalam teks tulis narrative
Mengidentifikasi kejadian dalam teks tulis narrative
Karakter siswa yang diharapkan:
Rasa hormat dan perhatian
Percaya diri
Rasa ingin tahu
Komunikatif
Mandiri
Jujur
Tanggung jawab
2. Materi Pembelajaran
Narrative text
116
Narrative text is a text which contains about story and its plot consists of climax of
the story then followed by the resolution. The purpose of narrative text is to amuse,
entertain, and do deal with actual or vicarious experience in different ways. The generic
structure of narrative text is known as orientation, complication, and resolution. These
are the most common generic structure of narrative text. Other sources presented that the
generic structure of narrative text are orientation, complication, sequence of events,
resolution, and coda. Here are the descriptions:
Orientation. This is the very first part of the story which used as an introductory
about who is in the story, when the story is taking place and where the action is
happening.
Complication starts a chain of events that influences what will happen in the
story.
Sequence of events is a part where the characters in the story react to the
complication.
Resolution is the part in which the characters solve the problem created in
complication.
If a narrative text provides a comment or moral based on what has been learned
from the story, this is called coda.
Example of narrative text
3. Metode Pembelajaran
Three-phase technique
4. Langkah-langkah Kegiatan
a. Kegiatan pendahuluan (15’)
The Smartest Parrot
Once upon time, a man had a wonderful parrot. There was no other parrot
like it. The parrot could say every word, except one word. The parrot would not
say the name of the place where it was born “Catano”.
The man felt excited having the smartest parrot but he could not
understand why the parrot would not say Catano. The man tried to teach the
bird to say Catano. At the first, the man was very nice to the bird but then he
got very angry. “You stupid bird!” pointed the man to the parrot. “Why can’t
you say the word? Say Catano! Or I will kill you” the man said angrily. Next it
will be your turn, I will eat you too, stupid parrot”. After that he left the
chicken house.
The next day, the man came back to the chicken house. He opened the
door and was very surprised. There were three death chickens on the floor. At
the moment, the parrot was standing proudly and screaming at the last old
chicken; “Say Catano or I’ll kill you”.
117
Dalam kegiatan pendahuluan, guru:
Menyapa siswa dengan ramah.
Mengabsen siswa.
Melakukan icebreaking.
Mengulas materi pada pertemuan sebelumnya.
b. Kegiatan inti (65’)
Eksplorasi
Dalam kegiatan eksplorasi, guru:
Memberi kesempatan kepada siswa untuk mengingat kembali materi pelajaran
pada pertemuan sebelumnya.
Memberikan stimulus berupa pemberian materi mengenai teks narrative.
Mendiskusikan materi bersama siswa.
Elaborasi
Dalam kegiatan elaborasi, guru:
Membiasakan siswa membaca teks tulis narrative.
Memfasilitasi siswa melalui pemberian tugas mengidentifikasi generic structure
dari sebuah teks narrative untuk didiskusikan secara berpasangan.
Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal untuk
dikerjakan secara individu.
Konfirmasi
Dalam kegiatan kolaborasi, guru:
Memberikan umpan balik positif dan penguatan dalam bentuk lisan, tulisan,
isyarat, maupun hadiah terhadap keberhasilan peserta didik.
Memfasilitasi peserta didik melakukan refleksi untuk memperoleh pengalaman
belajar yang telah dilakukan.
Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam
materi teks narrative.
c. Kegiatan penutup (10’)
Dalam kegiatan penutup, guru:
Bersama-sama dengan peserta didik dan/atau sendiri membuat simpulan
pelajaran.
Memberikan umpan balik terhadap proses dan hasil pembelajaran.
Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
5. Sumber/Bahan/Alat
Textbook (Mark Anderson and Kathy Anderson, Text Types in English. 3, Australia:
Macmillan Education Australia, 1998).
http://dropdebass.blogspot.com/2013/12/story-telling-smartest-parrot.html
118
Infokus
Laptop
6. Penilaian
Indikator, Teknik, Bentuk, dan Contoh
No.
Indikator Teknik Bentuk Contoh
1.
2.
3.
Mengidentifikasi langkah-
langkah retorika dalam teks
narrative
Mengidentifikasi tujuan
komunikatif dari teks
narrative
Mengidentifikasi makna
dalam teks tulis narrative
Tes lisan
Tes lisan
Tes tulis
Essay
What is the orientation of
the story?
What is the purpose of the
story?
Who are the main
characters involved in the
story?
Pedoman Penilaian
a. Untuk setiap jawaban benar diberi score = 10
b. Nilai maksimum = 100
c. Nilai siswa = score perolehan x nilai per-item
Jakarta, 4 Mei 2014
Mengetahui,
Guru Bahasa Inggris Peneliti
Drs. Fahrul Hilal, M.Pd Leyly Khairani Zahra
119
Rencana Pelaksanaan Pembelajaran
(RPP)
Nama Sekolah : MAN 19 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/2
Alokasi Waktu : 2 x 45 menit
Pertemuan Ke : 2
Hari/Tanggal : Rabu, 21 Mei 2014
Aspek/Skill : Membaca
Standar Kompetensi : Memahami makna teks fungsional pendek dan esei berbentuk
narrative, spoof dan hortatory exposition dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan
Kompetensi Dasar : Merespon makna dan langkah retorika dalam esei yangmenggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam
teks berbentuk narrative, spoof, dan hortatory exposition
Tema : Narrative Text
Indikator : Mengidentifikasi langkah-langkah retorika dalam teks narrative
Mengidentifikasi makna dalam teks tulis narrative
Mengidentifikasi kejadian dalam teks tulis narrative
1. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat:
Mengidentifikasi langkah-langkah retorika dalam teks narrative
Mengidentifikasi makna dalam teks tulis narrative
Mengidentifikasi kejadian dalam teks tulis narrative
Karakter siswa yang diharapkan:
Rasa hormat dan perhatian
Percaya diri
Rasa ingin tahu
Komunikatif
Mandiri
Jujur
Tanggung jawab
2. Materi Pembelajaran
Example of narrative text
The Miser
Once upon a time there was a miser who used to hide his gold at the foot
of a tree in his garden, but every week he used to go and dig it up and gloat
over his gains.
120
3. Metode Pembelajaran
Three-phase technique
4. Langkah-langkah Kegiatan
a. Kegiatan pendahuluan (15’)
Dalam kegiatan pendahuluan, guru:
Menyapa siswa dengan ramah.
Mengabsen siswa.
Melakukan icebreaking.
Mengulas materi pada pertemuan sebelumnya.
b. Kegiatan inti (65’)
Eksplorasi
Dalam kegiatan eksplorasi, guru:
Memberi kesempatan kepada siswa untuk mengingat kembali materi pelajaran
pada pertemuan sebelumnya.
Memberikan stimulus berupa pemberian materi mengenai teks narrative.
Mendiskusikan materi bersama siswa.
Elaborasi
Dalam kegiatan elaborasi, guru:
Membiasakan siswa membaca teks tulis narrative.
Memfasilitasi siswa melalui pemberian tugas mengidentifikasi generic structure
dari sebuah teks narrative untuk didiskusikan secara berpasangan.
Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal untuk
dikerjakan secara berpasangan.
Konfirmasi
Dalam kegiatan kolaborasi, guru:
Memberikan umpan balik positif dan penguatan dalam bentuk lisan, tulisan,
isyarat, maupun hadiah terhadap keberhasilan peserta didik.
A robber, who had noticed this, went and dug up the gold and decamped
with it. When the miser next came to gloat over his treasures, he found nothing
but the empty hole.
He tore his hair and raised such an outcry that all the neighbors came
around him, and he told them how he used to come and visit his gold.
“Did you ever take any of it out?” asked one of them. “Nay,” said he, “I
only come to look at it.” “Then come again and look at the hole,” said a
neighbor, “It will do you just as much good.” Wealth unused might as well not
exist.
121
Memfasilitasi peserta didik melakukan refleksi untuk memperoleh pengalaman
belajar yang telah dilakukan.
Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam
materi teks narrative.
c. Kegiatan penutup (10’)
Dalam kegiatan penutup, guru:
Bersama-sama dengan peserta didik dan/atau sendiri membuat simpulan
pelajaran.
Memberikan umpan balik terhadap proses dan hasil pembelajaran.
Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
5. Sumber/Bahan/Alat
Jacob Grimm and Wilhelm Grimm. Folklore and Fable – The Five Foot Shelf of
Classic Series. (US: Cosimo, Inc., 2010).
Infokus
Laptop
6. Penilaian
Indikator, Teknik, Bentuk, dan Contoh
No.
Indikator Teknik Bentuk Contoh
1.
2.
Mengidentifikasi langkah-
langkah retorika dalam teks
narrative
Mengidentifikasi makna
dalam teks tulis narrative
Tes tulis
Tes tulis
Essay
What is the complication
of the story?
What did the miser used to
do with his wealth?
Pedoman Penilaian
a. Untuk setiap jawaban benar diberi score = 10
b. Nilai maksimum = 100
c. Nilai siswa = score perolehan x nilai per-item
Jakarta, 11 Mei 2014
Mengetahui,
Guru Bahasa Inggris Peneliti
Drs. Fahrul Hilal, M.Pd Leyly Khairani Zahra
122
Rencana Pelaksanaan Pembelajaran
(RPP)
Nama Sekolah : MAN 19 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/2
Alokasi Waktu : 2 x 45 menit
Pertemuan Ke : 3
Hari/Tanggal : Rabu, 28 Mei 2014
Aspek/Skill : Membaca
Standar Kompetensi : Memahami makna teks fungsional pendek dan esei berbentuk
narrative, spoof dan hortatory exposition dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan
Kompetensi Dasar : Merespon makna dan langkah retorika dalam esei yangmenggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam
teks berbentuk narrative, spoof, dan hortatory exposition
Tema : Narrative Text
Indikator : Mengidentifikasi langkah-langkah retorika dalam teks narrative
Mengidentifikasi makna dalam teks tulis narrative
Mengidentifikasi kejadian dalam teks tulis narrative
1. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat:
Mengidentifikasi langkah-langkah retorika dalam teks narrative
Mengidentifikasi makna dalam teks tulis narrative
Mengidentifikasi kejadian dalam teks tulis narrative
Karakter siswa yang diharapkan:
Rasa hormat dan perhatian
Percaya diri
Rasa ingin tahu
Komunikatif
Mandiri
Jujur
Tanggung jawab
2. Materi Pembelajaran
Example of narrative text
Returning Faulty Goods
Sabrina buys a new kettle. She brings it home and takes it out of the box.
She is excited and shows it to her two children. She fills up the new kettle with
water from the tap. She plugs in the kettle next to the microwave and switches
it on. It is 4.50pm. Sabrina is going to have a cup of tea. After 5 minutes, the
water is not hot so she unplugs the kettle and puts it back in the box. The kettle
doesn’t work. It is faulty. She is disappointed.
123
3. Metode Pembelajaran
Three-phase technique
4. Langkah-langkah Kegiatan
a. Kegiatan pendahuluan (15’)
Dalam kegiatan pendahuluan, guru:
Menyapa siswa dengan ramah.
Mengabsen siswa.
Melakukan icebreaking.
Mengulas materi pada pertemuan sebelumnya.
b. Kegiatan inti (65’)
Eksplorasi
Dalam kegiatan eksplorasi, guru:
Memberi kesempatan kepada siswa untuk mengingat kembali materi pelajaran
pada pertemuan sebelumnya.
Memberikan stimulus berupa pemberian materi mengenai teks narrative.
Mendiskusikan materi bersama siswa.
Elaborasi
Dalam kegiatan elaborasi, guru:
Membiasakan siswa membaca teks tulis narrative.
Memfasilitasi siswa melalui pemberian tugas mengidentifikasi generic structure
dari sebuah teks narrative untuk dikerjakan secara individu.
Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal untuk
dikerjakan secara individu.
Konfirmasi
Dalam kegiatan kolaborasi, guru:
Memberikan umpan balik positif dan penguatan dalam bentuk lisan, tulisan,
isyarat, maupun hadiah terhadap keberhasilan peserta didik.
The next day, Sabrina takes the kettle back to the shop and goes to
‘Customer Service.’ The man behind the counter asks “How can I help you?”.
Sabrina tells him that she bought the kettle yesterday but it doesn’t work. He
asks “What’s the problem?”. She tells him that the kettle doesn’t heat up. He
asks her for her receipt and she gives it to him. He tells her that he will get her
a replacement kettle. She thanks him. She goes home and uses her new kettle.
It works! She enjoys a nice cup of tea and a cookie. Her children eat cookies
too. They are happy. Sabrina is pleased with her new kettle.
124
Memfasilitasi peserta didik melakukan refleksi untuk memperoleh pengalaman
belajar yang telah dilakukan.
Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam
materi teks narrative.
c. Kegiatan penutup (10’)
Dalam kegiatan penutup, guru:
Bersama-sama dengan peserta didik dan/atau sendiri membuat simpulan
pelajaran.
Memberikan umpan balik terhadap proses dan hasil pembelajaran.
Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
5. Sumber/Bahan/Alat
http://englishlanguage.org.nz/sites/englishlanguage/files/kcfinder/files/ELPNZReturni
ngFaultyGoods2014.pdf
Infokus
Laptop
6. Penilaian
Indikator, Teknik, Bentuk, dan Contoh
No.
Indikator Teknik Bentuk Contoh
1.
2.
Mengidentifikasi langkah-
langkah retorika dalam teks
narrative
Mengidentifikasi makna
dalam teks tulis narrative
Tes tulis
Tes tulis
Essay
What is the generic
structure of the text?
Why Sabrina returned the
kettle to the shop?
Pedoman Penilaian
a. Untuk setiap jawaban benar diberi score = 10
b. Nilai maksimum = 100
c. Nilai siswa = score perolehan x nilai per-item
Jakarta, 25 Mei 2014
Mengetahui,
Guru Bahasa Inggris Peneliti
Drs. Fahrul Hilal, M.Pd Leyly Khairani Zahra
125
Rencana Pelaksanaan Pembelajaran
(RPP)
Nama Sekolah : MAN 19 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/2
Alokasi Waktu : 2 x 45 menit
Pertemuan Ke : 4
Hari/Tanggal : Rabu, 4 Juni 2014
Aspek/Skill : Membaca
Standar Kompetensi : Memahami makna teks fungsional pendek dan esei berbentuk
narrative, spoof dan hortatory exposition dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan
Kompetensi Dasar : Merespon makna dan langkah retorika dalam esei yangmenggunakan
ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks
kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam
teks berbentuk narrative, spoof, dan hortatory exposition
Tema : Narrative Text
Indikator : Mengidentifikasi langkah-langkah retorika dalam teks narrative
Mengidentifikasi tujuan komunikatif dari teks narrative
Mengidentifikasi makna dalam teks tulis narrative
Mengidentifikasi kejadian dalam teks tulis narrative
1. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat:
Mengidentifikasi langkah-langkah retorika dalam teks narrative
Mengidentifikasi tujuan komunikatif dari teks narrative
Mengidentifikasi makna dalam teks tulis narrative
Mengidentifikasi kejadian dalam teks tulis narrative
Karakter siswa yang diharapkan:
Rasa hormat dan perhatian
Percaya diri
Rasa ingin tahu
Komunikatif
Mandiri
Jujur
Tanggung jawab
2. Materi Pembelajaran
Example of narrative text
126
3. Metode Pembelajaran
Three-phase technique
4. Langkah-langkah Kegiatan
a. Kegiatan pendahuluan (15’)
Dalam kegiatan pendahuluan, guru:
Menyapa siswa dengan ramah.
Mengabsen siswa.
Melakukan icebreaking.
Mengulas materi pada pertemuan sebelumnya.
b. Kegiatan inti (65’)
Eksplorasi
Dalam kegiatan eksplorasi, guru:
Memberi kesempatan kepada siswa untuk mengingat kembali materi pelajaran
pada pertemuan sebelumnya.
Wooden Bowl
In a cold winter, after the death of his sick wife, a frail old man went to
live with his son, daughter-in-law, and four-year old grandson in a small
mountain village in Tailand. The old man’s hands trembled, his eyesight was
blurred, and his step faltered. The family ate together at the table.
But the elderly grandfather’s shaky hands and failing sight made eating
difficult. Peas rolled off his spoon onto the floor. When he grasped the glass,
milk spilled on the tablecloth.
The son and daughter-in-law became irritated with the mess. “We must
do something about father,” said the son. “I’ve had enough of his spilled milk,
noisy eating, and food on the floor.” So the husband and wife set a small table
in the corner. There, Grandfather ate alone while the rest of the family enjoyed
dinner. Since Grandfather had broken a dish or two, his food was served in a
wooden bowl! When the family glanced in Grandfather’s direction, sometime
he had a tear in his eye as he sat alone. Still, the only words the couple had for
him were sharp admonitions when he dropped a fork or spilled food. The four-
year-old watched it all in silence.
One evening before supper, the father noticed his son playing with wood
scraps on the floor. He asked the child sweetly, “What are you making?” Just
as sweetly, the boy responded, “Oh, I am making a little bowl for you and
Mama to eat your food in when I grow up.” The four-year-old smiled and went
back to work . The words so struck the parents so that they were speechless.
Then tears started to stream down their cheeks. Though no word was spoken,
both knew what must be done. That evening the husband took Grandfather’s
hand and gently led him back to the family table. For the remainder of his days
he ate every meal with the family. And for some reason, neither husband nor
wife seemed to care any longer when a fork was dropped, milk spilled, or the
tablecloth soiled.
127
Memberikan stimulus berupa pemberian materi mengenai teks narrative.
Mendiskusikan materi bersama siswa.
Elaborasi
Dalam kegiatan elaborasi, guru:
Membiasakan siswa membaca teks tulis narrative.
Memfasilitasi siswa melalui pemberian tugas mengidentifikasi generic structure
dari sebuah teks narrative untuk dikerjakan secara individu.
Memfasilitasi siswa melalui pemberian tugas mengerjakan latihan soal untuk
dikerjakan secara individu.
Konfirmasi
Dalam kegiatan kolaborasi, guru:
Memberikan umpan balik positif dan penguatan dalam bentuk lisan, tulisan,
isyarat, maupun hadiah terhadap keberhasilan peserta didik.
Memfasilitasi peserta didik melakukan refleksi untuk memperoleh pengalaman
belajar yang telah dilakukan.
Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam
materi teks narrative.
c. Kegiatan penutup (10’)
Dalam kegiatan penutup, guru:
Bersama-sama dengan peserta didik dan/atau sendiri membuat simpulan
pelajaran.
Memberikan umpan balik terhadap proses dan hasil pembelajaran.
Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
5. Sumber/Bahan/Alat
http://eejcc.com/the-wooden-bowl.pdf
Infokus
Laptop
6. Penilaian
Indikator, Teknik, Bentuk, dan Contoh
No.
Indikator Teknik Bentuk Contoh
1.
2.
Mengidentifikasi langkah-
langkah retorika dalam teks
narrative
Mengidentifikasi tujuan
komunikatif dari teks
Tes tulis
Tes tulis
Essay
What’s the 1st paragraph
called?
What is the purpose of
the story?
128
3.
narrative
Mengidentifikasi makna
dalam teks tulis narrative
Tes Tulis
Essay
True/False
What’s the story mainly
talk about?
The son made a new
eating set as a present for
his father.
Pedoman Penilaian
a. Untuk setiap jawaban benar diberi score = 10
b. Nilai maksimum = 100
c. Nilai siswa = score perolehan x nilai per-item
Jakarta, 1 Juni 2014
Mengetahui,
Guru Bahasa Inggris Peneliti
Drs. Fahrul Hilal, M.Pd Leyly Khairani Zahra
129
Teaching Materials
Narrative Text
1 2
3 4
5 6
130
7 8
9 10
11 12
131
13 14
15 16
17 18
132
Mind Mapping
133
134
135
The Miser Story
The Miser Mind Map
136
Returning Faulty Goods Story
Sabrina buys a new kettle. She brings it home and takes it out of the box. She is excited
and shows it to her two children. She fills up the new kettle with water fro the tap. She plugs
in the kettle next to the microwave and switches it on. It is 4.50pm Sabrina is going to have a
cup of tea. After 5 minutes, the water is not hot so she unplugs the kettle and puts it back in
the box. The kettle doesn’t work. It is faulty. She is disappointed.
The next day, Sabrina takes the kettle back to the shop and goes to ‘Customer Service.’
The man behind the counter asks “How can I help you?”. Sabrina tells him that she bought the
kettle yesterday but it doesn’t work. He asks “What’s the problem?”. She tells him that the
kettle doesn’t heat up. He asks her for her receipt and she gives it to him. He tells her that he
will get her a replacement kettle. She thanks him. She goes home and uses her new kettle. It
works! She enjoys a nice cup of tea and a cookie. Her children eat cookies too. They are
happy. Sabrina is pleased with her new kettle.
Returning Faulty Goods Mind Map
137
The Wooden Bowl Story
138
139
Appendix 9. Pretest and Posttest Result
Pretest Score of IPS I
No No. Soal 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Skor Nilai Kunci Jawaban E C A B A D E C C D E B E B D C E D C E
1 Abdul A B B A D A D A C E A C A C D A A B A B A 4 20
2 Agiet Anda Saputra B C A C A A E A E D E A E B D C E D C E 14 70
3 Amal Ikhwanuddin E C A C A D E C C D E A E B D C E D C E 18 90
4 Amallia Apinah E B B A A D D C B D E B A C D A E B E E 10 50
5 Anne Rifaidah E B A C A D E C C D E A E B D C E D B C 15 75
6 Annisa Rachmayanti E B B A C D E C C D E A C B D A E B E E 11 55
7 Ariq Anwar E B B A E A D C B D E B C B D A A B B D 7 35
8 Camelia Nisrina F A C A C A E E B C D E E B D A E D E E 13 65
9 Citra N.L B C A C A E E C C D E A E B D A E D E E 14 70
10 Denny Nurfalah B A B A E D D C B A E B C B D A A B B D 6 30
11 Desvia Nursita B C B C A D B C C D E A E C D A E D C E 13 65
12 Eka Wulandari E D B C A D E C C D E B E C B A E C C E 13 65
13 Endiyana Saputra B B B A E D D C B A E B C B D A A B B D 6 30
14 Ilhamina Hanifati E B A C A D E C C D E A E B D A E D B C 14 70
15 Indri Ditha Wulandari E D B C C D E C C D E A C B D A E D C E 13 65
16 Intan Rahmadany E B A A C D E C C D E A C B D A E B E E 12 60
17 M. Ridwan Audhytias E C A B D D E C C D E B E B D C E C C E 18 90
18 M. Rizki E B B A D C B D E B C B D A E B E E 10 50
19 M. Sofyandi E C A C A D E C C D E A E B D C E D B C 16 80
20 Nispatur Rahmah E C B C A D B C C D E B A B D C E B B C 13 65
21 Nuraeni Siti Meinarsi A C A C A E E C C D E A E B D A E D E E 14 70
22 Nur Azizah E D B C C D C C D E A C B D A E D C E 12 60
23 Oktavia Winda A.L E C B C A D B C C D E B E B D E E D B C 14 70
140
24 Pavita Afaera B C B A A D E A B A E B A C D A E B E E 9 45
25 Rahma Qojud A C A C A E E B C D E A E B D A E D E E 13 65
26 Ramadhan Pratama E C A C A D E C C D E A E B D C E D B C 16 80
27 Riva Tulhawa E D A C A E E C C D E A E C B A E D C E 13 65
28 Santi Zubaidah D A A D A D E B C D C B B A C E C B E 10 50
29 Siti Rafidah A D B C A D D C B D E B B C C A E C C E 9 45
30 Sultan Bintang
Ramadhan D C B D B E B C C D E E E B D E E D B C 10 50
31 Zakaria Achmad E C B D E C C D B B C B D C E D C D 15 75
Rata-rata 12,10 60,48
Pretest Score of IPS II
No No. Soal 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Skor Nilai Kunci Jawaban E C A B A D E C C D E B E B D C E D C E
1 Adinda Fajri Aulia B C A D E D E C C D E D E B D C E D C E 16 80
2 Ahmad Kamal Firdaus E C A B A D E C C D E B E B D C E B C B 18 90
3 Alfath Adi S B A A B A B E A B D E B E C D C E C A C 11 55
4 Alfiyah B C A B A D E C C D E B B B D C E D C E 18 90
5 Anis Lailani Shabrina B E A B A D A A C D E B E B B C E D C E 15 75
6 Annisa Nur Shanty E C A D E D E C C D E B E A D C E D A C 15 75
7 Arif Rahman B A B C A D E C C D E B B B D C E D C E 15 75
8 Aris Nur Sadeda H B C A B A D E C C D E B B B D C E D C E 18 90
9 Desty Asih Hardiyanti E C A B E D E C C D E B E A D C E D A C 16 80
10 Dinda Virgiana S B C A B A D E C C D E B B B D C E D C E 18 90
11 Endah Dwi Safitri B C A D E D E A C D E B E B D C E D C E 16 80
12 Fadhil Nurshiam B A A B A B E C B D E B E B D C E C A C 13 65
13 Ferdian Fachri Muhammad B C B C A D E C C D E B B B D C E D C E 16 80
141
14 Fitriah E C A C A D E B B D E B E B D C E C C E 16 80
15 Guruh Kris Prabowo B C A B A D E C C D E B B B D C E D C E 18 90
16 Lilanni S.H E C A C A D E B D B D C E B D C E C A E 12 60
17 Maulidia Anggi Utami E C A B A D E C C D E B E B D C E D C E 20 100
18 Maulina Ulfa D C A B B D E B D D E B E C D C E D A C 13 65
19 M. Rasyid Ridho Putra. D E C A B B D E C C D E B E B D C E D A C 17 85
20 M. Rinaldy B A A D B E D A E C E C A C C C B E E A 3 15
21 M. Sigit B A A B A D B E B E B B B D C E C C E 11 55
22 Muhib B C B A A D B C C D E B B B D C E D C E 15 75
23 Nidaul Gusti E C A B E D E C C D E B E E D C E A D E 16 80
24 Nur Dwi Yulianti E E A B A D A A C D E B E B B C E D C E 16 80
25 Putri Dwi Handayani E C A B A D E C C D E B E B D C E D C E 20 100
26 Saifullah Abror E C A B B D E A C D E B E B D C E D A C 16 80
27 Soviya Ananda E C A B B D E B D D E B E C D C E C A C 13 65
28 Syara Afifah Muthia B C A B A D E C C D E B B B D C E D C E 18 90
29 Yasmin Izati E C A B B D E C C D E B E B D C E D A D 17 85
30 Yulia Nadya Safira E C A B E D E C C D E B E E D C E A D E 16 80
Rata-rata 15,40 77,00
Pretest Score of Agama I
No No. Soal 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Skor Nilai Kunci Jawaban E C A B A D E C C D E B E B D C E D C E
1 Ade Sukma F E C A B A D E C B D E B E B D C E D C E 19 95
2 Afifah Nurfadhillah E C A B A D E C C D E B E B D C E D C E 20 100
3 Alif Fadhil Rabbani E C A B A D E C C D D B E B D C E D A E 18 90
4 Anna Amalia E C A C A B E C C D E B E E D C E D E E 16 80
5 Annisa Dwi Fitrianingrum E C A B A D E C C D E B E E D C E D C E 19 95
142
6 Awaludin Muh. Iqbal E C A B A D E C C B E B E B D C E D C E 19 95
7 Azka Adelaide E C B B A D E C C D E B E E D C E E C E 17 85
8 Dhanang Aryo Wicaksono E E A B A D E C B D E D E B D C E D C E 18 90
9 Diya Hannyzar E C A B A D E B C D E B E B D D E D C E 17 85
10 Eko Setiawan E C B B A D E C C B E B E E D C E E C E 16 80
11 Fadilah E C A B A D E C C D E B E B D C B D C E 19 95
12 Hilda Mahbubah E C B E A D E C C D E B E E D C E E C E 16 80
13 Maulana Yusuf E E A B A D E C C D E B E B D C E D C E 19 95
14 Maulidda Rahim E C A A D E C D A E B E E D C E A C E 14 70
15 Mia Aulia Urmila E C B A A D E C C D E B E E D C E E C E 16 80
16 M. Danu Rabbani B A B B A D D C C D B B E E D E E C E 12 60
17 M. Fahmi E C A B A A E C C D B B A B D C B D C E 16 80
18 M. Faris E C A D B D E C C D E B E B D B E D C E 17 85
19 M. Isnaini E C B B A D E C C D B B E E C E E C E 15 75
20 Muti'ah E E A B A D E C C D E B E B D C E D C E 19 95
21 N. Intan Kamini E C B B A D E C C D E B E E D C E C C E 17 85
22 Novia Yulianti E C A B A D E C C D C B E B E C E D C E 18 90
23 Nurulia Safira E E A B A D E C C D E B E B D C E D C E 19 95
24 Rasifah B C B B A D E C C D B B E E D C E E C E 15 75
25 Rifki Fauzi E C B B A D E C C D B B E E D C E E C E 16 80
26 Siti Fatimah E C A B A D E C B D E B E B D C E D C E 19 95
27 Tanthowi Jauhari E C B B A D E C C D E B E E D C E E C E 17 85
Rata-rata 17,15 85,74
143
Pretest Score of Agama II
No No. Soal 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Skor Nilai Kunci Jawaban E C A B A D E C C D E B E B D C E D C E
1 Adjeng Haryanti E C A B E D E C C D E D E B D C E D C E 18 90
2 Ahmad Fikri Fadhlul Haq D C A B B D C C C D E B E B D C E D C E 17 85
3 Amaliyyah Fadhilah E C A B E D E C C D E B E B D C E D C E 19 95
4 Ayu Rahmawati E C A B E D E C C C D B E B D C E C C E 16 80
5 Devy Anggraii E C A B E D E C C D E B E B D C E D C E 19 95
6 Dhea E C A B E D E C C D E B E B D C E D C E 19 95
7 Diana Septiani E C A B E D E C C D E B E B D C E D C E 19 95
8 Egawafiq E C B B E D E C C D E B E B D C E D C D 17 85
9 Eka Wulandari E C B B E D E C C C D B E B D C E C C E 15 75
10 Fadhillah Ahmad Nahrawi E E A B E D E C C A B A A B D C E C C E 13 65
11 Farhan Fauzan E E A B E D E C C D B D E B D C E D C E 16 80
12 Fathia Suwaninda E C A B E D E C C D E D E B D C E D C E 18 90
13 Kurniawan S D C A B B D C C C D E B E B D C E D C E 17 85
14 Monik Devianawati E C A B E D E C C C D B E B D C E D C E 17 85
15 M. Abdul Kodir E C B B E D E C C D E B E B D C E D C E 18 90
16 M. Ridwan D C A B B E C C C D E B E B D C E D C E 16 80
17 M. Yasser Irfan E C B B E D E C C D E B E B D C E D C E 18 90
18 Niken Dwi Cahyani E C A B E D E C C D E B E B D C E D C E 19 95
19 Novia H.F D C A B E E C C C D E B E B D C E D C E 16 80
20 Nur Adillah E C A B E D E C C D E B D B D C E E C E 17 85
21 Nur Hamdan D C A B B D E B C D E B E B D A E A D D 13 65
22 Rula Tadzkia Mumtaz
Bafagih E C A B E D E C C D E B E B D C E D C E 19 95
23 Salman Faris E C B B E D E C C D E B E B D C E D C E 18 90
24 Silvana Hariani E C A B E D E C C D E B E B D C E D C E 19 95
144
25 Siti Nurmalasari E C A B E D E C C C D B E B D C E D C E 17 85
26 Ubaidillah Baihaqie E C A B E D E C C C D D E B D C E D C E 16 80
Rata-rata 17,15 85,77
Pretest Score of IPA
No No. Soal 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Skor Nilai Kunci Jawaban E C A B A D E C C D E B E B D C E D C E
1 Akbar Marsa E C B B B D E C D D E C E A D C E C C E 14 70
2 Alifia Salsabiila E C A B C D E C C D B C E B D C E E E C 14 70
3 Aryani Anggraeni B C A B C D E C C C E B E D E E C C D 13 65
4 Aqmarina Ajrina B C B B A D E C A D B B C E D C E A B E 12 60
5 Awliya Sholihah E C A D B D E C B D E B E B D C E D C E 17 85
6 Ayu Roihanah Latif E C A B E D E C C D E B E B D C E D C E 19 95
7 Beby Larasati E C A C A D E C C D E B E E D C E D C C 17 85
8 Dayang Sari E C B B B D B C A D E B C E D C E A B E 12 60
9 Dhea Zahra H E C A B E A E C B D E B E B D C E D C E 17 85
10 Dyah Fadjar E C A B A A E C C D E B E D D C E D C E 18 90
11 Elis Nidaliana E C A B C E E C C D E B E B D E E E C E 16 80
12 Erma Hermawati B C B B B D A C C D E B E E D A E E B E 12 60
13 Galuh Satwika P E C A B A D E C C D E B E B D C E D C E 20 100
14 Hafina Rehana Jannah E C A B B D E C C D E B E B D C E D C E 19 95
15 Hendra Hadi Kusuma E C A B B D E C C D E B E B D C E B C E 18 90
16 Irna Khadijah E C A B B D E C C D E B C B D C E D A E 17 85
17 Isnaini Monita Safitri E C A B A D E C C D E B E A D C E D C E 19 95
18 Latifa Husnul Khotimah E C A B A D E C C D E B E B D C E D C C 19 95
19 M. Abdul Karim E C A B A D E C C D E B E B D C E D C E 20 100
20 M. Syauqi Rajabi E A B D D D E C C D E B E B D B E C C E 14 70
145
21 Nur Wulan Khasanah E C A B B D B C C D E B E E D B E D C E 16 80
22 Nurul Anjar Wati C C B C C D E C C D E B A B D C E D C E 15 75
23 Nurul Syafriah E C A B C D E C C D E B E B D C E D C E 19 95
24 Reja Rizki Aditia E C B B B D E A C D E B E B D E E D C E 16 80
25 Rifa Puspita Sari E C A B A D E C C D E B E B D C E C C E 19 95
26 Siska Amelia B C B B A D E C C D E B E B D E E D C E 17 85
27 Widya Nur Alifah Hasanah B C A B B D E C C E E B E A D C E E B E 14 70
Rata-rata 16,41 82,04
Posttest Score of Agama I
No No. Soal 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Skor Nilai Kunci Jawaban E C A B A D E C C D E B E B D C E D C E
1 Ade Sukma F E E A D A D A C C A C C E B D C E D E E 13 65
2 Afifah Nurfadhillah E A A B E B E C C D E B E B D C E D C E 17 85
3 Alif Fadhil Rabbani E C A B A D E C C D D B E B D C E D A E 18 90
4 Anna Amalia E E A B A D E C C D E B E B D C E D C E 19 95
5 Annisa Dwi Fitrianingrum E C A B A D E C C D E B E B D E E D C E 19 95
6 Awaludin Muh. Iqbal E C A B A D E C C B E B E B D C E D C E 19 95
7 Azka Adelaide B C A E B E B B C A E B E B D C E D C E 13 65
8 Dhanang Aryo Wicaksono E E A B B D E C C D E B E B A E E D E E 15 75
9 Diya Hannyzar E C A B A D E C C D E B E B D C E D C E 20 100
10 Eko Setiawan E C B E A D E C C B E B E B D C E D C E 17 85
11 Fadilah E C A B A D E C C D E B E B D C E D A E 19 95
12 Hilda Mahbubah E C A B A D E C C D E B E B D C D D E E 18 90
13 Maulana Yusuf E E A B B D E C C E E B E B D E E D E E 15 75
14 Maulidda Rahim E B B B A D E C C D E B E B D C E D C E 18 90
15 Mia Aulia Urmila B C B E A D E C C B E B E B D C E D C E 16 80
146
16 M. Danu Rabbani B A B B A D D C C D B B E E D E E C E 12 60
17 M. Fahmi E E A B E B B B C B E B B C B D E E E D 7 35
18 M. Faris E C A B A D E C C D E B E B D C E A A E 18 90
19 M. Isnaini E C A B A D E C C D E B E B D C E D A E 19 95
20 Muti'ah E C A B A D E C C D E B E B D C E D C E 20 100
21 N. Intan Kamini E C B B A D E C C D E B E E D C E C C E 17 85
22 Novia Yulianti E C A B A D E C C D E B E B D E E D C E 19 95
23 Nurulia Safira E A A B A B E C C D E B E B D C E D C E 18 90
24 Rasifah E C A B A D E C C D E B E B D C E D A E 19 95
25 Rifki Fauzi B C A B A B E D B A A B A B D E E B D E 10 50
26 Siti Fatimah E C B B A D E C C D E B E B D C E D C E 19 95
27 Tanthowi Jauhari A E B B A A B B D A E B E B C E E D A E 9 45
Rata-rata 16,56 82,04
Posttest Score of IPA
No No. Soal 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Skor Nilai Kunci Jawaban E C A B A D E C C D E B E B D C E D C E
1 Akbar Marsa E C B C C D E B B D E B E C D C E C C E 13 65
2 Alifia Salsabiila B C A B A B E B C D E B E B D E E E C E 15 75
3 Aryani Anggraeni E C A B C A E C C C E B D E D E E B A E 12 60
4 Aqmarina Ajrina E C A B A D E C C D E B E E D E E B D E 16 80
5 Awliya Sholihah E C A D A D E C C D E B E B D C E D C E 19 95
6 Ayu Roihanah Latif D C A B A D E C C D E B E B D C E D C E 19 95
7 Beby Larasati E C A C A D E C C D E B E D D C E D C C 17 85
8 Dayang Sari E C A B A D E C C D E B E E D E E B D E 16 80
9 Dhea Zahra H E C A B E D E C C D E B E B D C E D C E 19 95
10 Dyah Fadjar E C A B A D E C C D E B C B D C E D C E 19 95
147
11 Elis Nidaliana E C A B A D E C C D E B E B D E E D C E 19 95
12 Erma Hermawati A C A B A D E C C D B B E E A E E D E E 14 70
13 Galuh Satwika P E C A B A D E C C D E B E B D C E D C E 20 100
14 Hafina Rehana Jannah E C B B A D E C C D E B E B D C E B C E 18 90
15 Hendra Hadi Kusuma E C A D B D E C B D E B E B D C E D C E 18 90
16 Irna Khadijah E C B B B D E C C A E B E B D C E A A E 14 70
17 Isnaini Monita Safitri E C A B A D E C B D C B A A D C E D C E 16 80
18 Latifa Husnul Khotimah E C A B A E E C C D E B E B D C E D C C 18 90
19 M. Abdul Karim E C A B A D E C C D E B E B D C E D C E 20 100
20 M. Syauqi Rajabi E C B B E E C B D E B E B D A E C B E 12 60
21 Nur Wulan Khasanah D C A B B D E C C D E B E E D B E D C E 16 80
22 Nurul Anjar Wati E C A B A D E B C D E B E B D E E E C E 17 85
23 Nurul Syafriah E C A B C D E C C D E B E B D C E D C E 19 95
24 Reja Rizki Aditia E C A B D D E C C D E B E B D C E D C E 19 95
25 Rifa Puspita Sari E C A B A D E C C D E B E B D C E C C E 19 95
26 Siska Amelia B C A B C D E B C D E B E B D E E D C E 16 80
27 Widya Nur Alifah Hasanah E C A B A D E C C D E B E B D C E E E E 18 90
Rata-rata 16,96 84,81
148
Appendix 10.Mind Map Result of the 2nd
Treatment
149
150
151
152
153
Appendix 11.Mind Map Result of the 3rd
Treatment
154
155
156
157
158
159
160
161
162
163
164
165
Appendix 12. Activity Documentation
ACTIVITY DOCUMENTATION
166
