THE EFFECTIVENESS OF USING RECIPROCAL TEACHING TECHNIQUE ON

STUDENTS’ READING ABILITY IN NARRATIVE TEXT

(A Quasi-Experimental Study at the Second Grade Students of MTs 20 Jakarta)

By

Hanifah AzZahra

NIM. 1112014000017

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2016

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ABSTRACT

Hanifah AzZahra (1112014000017). The Effectiveness of Using Reciprocal

Teaching on Students’ Reading Ability in Narrative Text (A Quasi-

Experimental Study at the Second Grade Students of MTs 20 Jakarta).

Keywords: Reciprocal Teaching, students’ reading ability, Narrative Text

The aim of this research is to know whether using Reciprocal Teaching

Technique can improve the students’ reading ability in narrative text. The

population in this research is the eighth grade students of MTs N 20 Jakarta. The

writer uses cluster random sampling technique to take randomly 2 classes of 5

classes which have the same characteristics in terms of age and the average. The

sample of the research was VIII-2 as the experiment class and VIII-3 as the

controlled class. The experimental class that was given treatment by using

reciprocal teaching and the controlled class was taught by using non-reciprocal

teaching (explanatory strategy). Instruments that are used in the study were pre-

test and post-test. Then, T-test was used to analyze the data.

The result of this study showed that reciprocal teaching is more effective

than the explanatory strategy in teaching reading narrative text. It can be proven

from mean of post-test score in experimental class which was 79.24 while the

mean of post-test score in controlled class was 70.05. It means that the mean of

post-test score experimental class was higher than the controlled class one (79.24

> 70.05). Moreover, the statistical calculation by using t-test that have described

before showed that t0= 4.38 > tt= 1.99. It means that the Alternative Hypothesis

(Ha) is accepted and the Null Hypothesis (Ho) is rejected. From the research

result, it can be concluded that reciprocal teaching is effective in teaching reading

of narrative text.

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ABSTRAK

Hanifah AzZahra (1112014000017). The Effectiveness of Using Reciprocal

Teaching on Students’ Reading Ability in Narrative Text (A Quasi-

Experimental Study at the Second Grade Students of MTs 20 Jakarta).

Kata Kunci: Reciprocal Teaching, students’ reading ability, Narrative Text

Penelitian ini bertujuan untuk mengetahui apakah penggunaan reciprocal

teaching dapat meningkatkan kemampuan membaca siswa dalam narrative text.

Populasi dalam penelitian ini adalah siswa kelas VIII MTs N 20 Jakarta. Penulis

menggunakan teknik cluster random sampling untuk mengambil 2 kelas secara

acak dari 5 kelas yang memiliki karakteristik yang sama dalam hal umur dan rata-

rata kemampuan kelasnya. Sampel penelitiannya adalah VIII-2 sebagai kelas

eksperimen dan kelas VIII-3 sebagai kelas kontrol. Kelas eksperimen yang diberi

perlakuan dengan menggunakan reciprocal teaching dan kelas kontrol diajar

dengan menggunakan pengajaran non-reciprocal teahing (explanatory strategy.

Instrumen yang digunakan dalam penelitian ini adalah pre-test dan post-test.

Kemudian, untuk menganalisa data, penulis menggunakan uji-t.

Hasil penelitian ini menunjukkan bahwa pengajaran reciprocal teaching

lebih efektif daripada strategi explanatory dalam pengajaran membaca narrative

text. Hal ini dapat dibuktikan dari nilai rata-rata post-test pada kelas eksperimen

yaitu 79.24 sedangkan nilai rata-rata post-test pada kelas kontrol adalah 70.05. Ini

berarti bahwa nilai rata-rata post-test kelas eksperimen lebih tinggi dari pada kelas

kontrol (79.24> 70.05). Selain itu, perhitungan statistik dengan menggunakan uji-t

yang telah dijelaskan sebelumnya menunjukkan bahwa to = 4.38> tt = 1.99.

Artinya Hipotesis Alternatif (Ha) diterima dan Hipotesis Null (Ho) ditolak. Dapat

disimpulkan bahwa pengajaran reciprocal teaching efektif terhadap kemampuan

membaca narrative text siswa.

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ACKNOWLEDGEMENT

Bismillah

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

All praises be to Allah, Lord of the World, who has given His guidance

and blessing to the writer in accomplishing the last assignment in her study. Peace

and salutation be upon to Prophet Muhammad SAW, his families, his companions

and his followers.

This “skripsi” entitled “The Effectiveness of Using Reciprocal Teaching

on Students’ Reading Ability in Narrative Text” is presented to the English

Education Department of the Faculty of Tarbiyah and Teachers’ Training State

Islamic University Syarif Hidayatullah Jakarta as partial fulfillment of the

requirement for the degree of Strata- 1 (S1).

Firstly, the writer would like to give the greatest gratitude to her beloved

parents, Burhanudin Achmad and Afiati who always never stop loving their

children, teaching their precious meaning of life, giving support to accomplish her

skripsi and who always never stop mentioning their children’s names in every

their prayers. Also for her sister, Sarah Afifah and her brother, Hamzah

Taqyuddin who have cheered her up when she was down, and all her family who

always give the best support and motivation in finishing her last study.

Secondly, the writer would like to express her best thanks to advisors, Dr.

Farida Hamid, M.Pd and Ertin, M.A. TESOL who have given consultation and

guidance as valuable advice during this skripsi and finishing her work, may Allah

bless and gives the best reward for them.

Thirdly, the writer also extends her gratitude and appreciation to:

1. All lectures at English Education Department, who have taught and

given knowledge to the writer, whose names cannot be mentioned one

by one.

2. Dr. Alek, M.Pd as the Head of English Education Department, Syarif

Hidayatullah Jakarta State Islamic University.

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3. Zaharil Anasyi, M.Hum as the Secretary of English Education

Department, Syarif Hidayatullah Jakarta State Islamic University.

4. Ahmad Thib Raya, the Dean of the Faculty of Tarbiyah and Teacher’s

Training, Syarif Hidayatullah Jakarta State Islamic University.

5. The Principle, all teachers, staffs, and the students of second grade of

MTs N 20 Jakarta.

6. All beloved friends, Hanifa US, Dwi Rahmawati, Mega Wulandari,

Mayristanti, Rizqa Fathurrahmah, Suci Rahmawati, Suryani

Humayyah, Shofi Farhana, Lisa Larasati, Ida Farida, Novi Ardini and

classmates of EED A ‘12, thanks for the sincere support and prayer,

then reminding her in completing this skripsi. May we all get success.

7. To any other persons whose names cannot be mentioned one by one,

thank you all.

Finally, may this skripsi can be useful for the writer in particular and for

reader in general. The writer realizes that this research is still far from being

perfect, therefore, she hopes some suggestions and critic from the reader to make

this skripsi better.

Jakarta, May 4th,

2017

The Writer

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TABLE OF CONTENT

PAGE OF APPOVAL ................................................................................ i

ENDORSEMENT SHEET ....................................................................... ii

SURAT PERNYATAAN SENDIRI ....................................................... iii

ABSTRACT .............................................................................................. iv

ABSTRAK .................................................................................................. v

ACKNOWLEDGMENT ......................................................................... vi

TABLE OF CONTENT ......................................................................... viii

LIST OF TABLE ....................................................................................... x

LIST OF FIGURES ................................................................................. xi

LIST OF APPENDICES ........................................................................ xii

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

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

B. Identification of the Problem ......................................... 3

C. Limitation of the Problem .............................................. 3

D. Formulation of the Problem ........................................... 3

E. Objective of the Study .................................................... 3

F. Significances of the Study .............................................. 3

CHAPTER II. THEREOTICAL FRAMEWORK ................................. 5

A. The Review of Reading .................................................. 5

1. Reading ..................................................................... 5

2. The Models of Reading ............................................ 5

3. The Purposes of Reading .......................................... 6

4. The Importance of Reading ...................................... 7

B. The Review of Reciprocal Teaching .............................. 9

1. Definition of Reciprocal Teaching ........................... 9

2. The Purposes of Reciprocal Teaching .................... 10

3. The Strategy of Reciprocal Teaching ..................... 11

C. The Review of Narrative Text ...................................... 13

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1. Definition of Narrative Text ................................... 13

2. Aim of Narrative Text ............................................ 12

3. Features of Narrative Text ...................................... 14

4. Example of Narrative Text ..................................... 15

D. Previous Study .............................................................. 16

E. Conceptual Thinking .................................................... 18

F. Hypotheses .................................................................... 19

CHAPTER III. RESEARCH METHODOLOGY ................................ 20

A. Place and Time of the Research ................................... 20

B. Method and Research Design ...................................... 20

C. Population and Sample ................................................. 20

D. Research Instrument ..................................................... 21

E. Technique of Data Collection ...................................... 21

F. Technique of Analyzing Data ...................................... 21

1. Normality Test ....................................................... 22

2. Homogeneity Test .................................................. 22

3. Hypothesis Testing ................................................. 22

CHAPTER IV. RESEARCH FINDONGS AND DISCUSSIONS ....... 23

A. Description of the Data ................................................ 23

B. Analysis of the Data ..................................................... 30

C. Interpretation ................................................................ 34

CHAPTER V. CONCLUSION AND SUGGESTIONS ........................ 36

A. Conclusion ................................................................... 36

B. Suggestions .................................................................. 36

BIBLIOGRAPHY ................................................................................... 38

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LIST OF TABLES

Table 4.1: Students’ Score of Experimental Class ................................................. 23

Table 4.2: The Recapitulation Statistics of Experimental Class ............................ 24

Table 4.3: Frequency Distribution of Pre-Test and Post-Test in Experimental

Class ............................................................................................................. 25

Table 4.4: Students’ Score of Controlled Class ..................................................... 26

Table 4.5: The Recapitulation Statistics of Controlled Class ................................ 28

Table 4.6: Frequency Distribution of Pre-Test and Post-Test in Controlled Class 29

Table 4.7: Normality Test Result of Pre-Test and Post-Test in Experimental and

Controlled Class .................................................................................... 30

Table 4.8: Homogeneity Test of Pre-Test .............................................................. 31

Table 4.9: Homogeneity Test of Post-Test ............................................................ 32

Table 4.10: T-Test Result of Post-Test .................................................................. 32

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LIST OF FIGURES

Figure 2.1: The Narrative Scaffold ........................................................................ 14

Figure 2.2: Example and Structure of Narrative Text ............................................ 16

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LIST OF APPENDICES

Appendix 1: Validity Pre-Test Instrument ............................................................. 39

Appendix 2: Validity Post-Test Instrument ........................................................... 49

Appendix 3: Validity and Reliability of Pre-Test Using Anates............................ 58

Appendix 4: Validity and Reliability of Posy-Test Using Anates ......................... 70

Appendix 5: RPP Kelas Eksperimen ..................................................................... 81

Appendix 6: RPP Kelas Kontrol ............................................................................ 91

Appendix 7: Handout for Treatment .................................................................... 100

Appendix 8: Pre-Test Instrument ......................................................................... 101

Appendix 9: Post-Test Instrument ....................................................................... 108

Appendix 10: Answer Key of Tests ..................................................................... 114

Appendix 11: Surat Permohonan Izin Penelitian ................................................. 116

Appendix 12: Surat Keterangan Penelitian dari Sekolah ..................................... 117

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CHAPTER I

INTRODUCTION

A. The Background of the Study

Nowadays, the importance of English cannot be hesitated since English is

the most common language played everywhere. It has become an international

language which also plays as a major role in many areas, such as pharmacy,

engineering, technology, business, politics, education and etc.

In some countries which are non-English speaking, English is divided by a

foreign language and a second language. In Indonesia, English is generally

considered as a foreign language. Foreign language means a language that is not

used or spoken in daily life by the people in certain countries.

In education sector, Indonesian students are expected to be able to master

the four English language skills, there are speaking, listening, reading and

writing. Reading skill is one of the basic skills and should be a crucial skill for

every people in this world that plays important role towards the others skills.

Reading activity can help students to get knowledge and information around the

world then can be broaden the students’ horizon. Even, there is a proverb

explaining about the importance of reading a book. “A book holds a house of

gold” that has meaning there is a wealth of knowledge in books. This proverb

clearly describes the benefits of reading that open and extend the information,

insight and knowledge.

According to Harmer, there are the reasons for reading. First, reading is

useful for language acquisition. It means the more they read, the more things they

will get. Then, reading also has a positive effect on student's vocabulary

knowledge, spelling and writing.1

1 Jeremy Harmer, How to Teach English, (Essex: Pearson Education Limited, 2007), p. 99.

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Meanwhile, according to the writer’s observation while doing teaching

training in school (PPKT), the students’ motivation in reading was still low. It

was proved by the result of reading scores’ students which is still low. Most of

them got under average of scores (KKM – Kriteria Ketuntasan Minimal) in

reading test. It can be seen from the way they learn. The way they learn was not

conducive. Students just sat and listened to what teacher said without analyzing

the information. They were also sometimes preferred to chat with other students.

Automatically, it would disrupt the learning and teaching process. When they

were given a long text, they seemed lazy to read, even having conversations with

other students without finishing their task.

The teacher and how her/his teaching method’s factor is one of the

important elements in achieving the aims of the learning process. How the

demeanor and the personality of the teacher, more or less the knowledge and the

way her/his teaching, determine the outcome of students. The creative strategies

should exist in that condition which can make students pay more attention to the

material what teacher conveyed. To make students more motivated in learning

reading, the writer suggest this technique and the teacher should use the one.

According to Harmer, motivation is some kind of internal drive that drives

someone to pursue the action.2

One of the suitable technique in learning reading is reciprocal teaching.

Reciprocal teaching technique has been developed by Annemarie Palinscar and

Ann Brown. Reciprocal teaching is a strategy that takes place in the form of a

dialogue between teachers and students or students and the other students the

substance and meaning of texts they just read. Students are put in position where

they have to stay focus on what they read then the teacher gives them an

opportunity to have discussion about the text. Reciprocal teaching involves four

strategies, they are predicting, summarizing, questioning, and clarifying.

2 Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 1991)

p. 3

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B. The Identification of the Problem

The identifications of the problem in this study started in the following

question;

1. The students are low motivated in reading.

2. Teaching and learning process tends to be monotonous and conventional with

the lecture method.

3. The outcomes of students learning in reading are still low.

4. The cooperative learning among students is still lack.

C. The Limitation of the Problem

The scope of this study focuses on using Reciprocal teaching technique to

improve students’ reading ability in narrative text at the second grade students of

MTs N 20 Jakarta.

D. The Formulation of the Problem

The formulation of the problem in this study is started in the following

question, “Is Reciprocal Teaching Technique effective to improve students’

reading ability in narrative text?”

E. The Objective of the Study

The objective of the study is to know whether using Reciprocal Teaching

Technique can improve the students’ reading ability in narrative text.

F. The Significances of the Problem

The result of the study expected to give benefits for writer, teachers,

students and school:

1. For Writer

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This study can provide feedback in the learning process and enlarge

the information and the knowledge of learning strategy in reading.

2. For Teachers

The research provides benefits to determine appropriate learning

strategy in improving students’ motivation and the outcomes in reading. It

also can improve the professionalism of teacher in teaching and learning in

the classroom.

3. For Students

The use of Reciprocal teaching technique provides benefits in building

students’ motivation in reading subject and also helps students to increase the

result of reading scores.

4. For School

This research is expected to be material consideration in making

policy to improve the quality of teaching and learning process.

CHAPTER II

THEREOTICAL FRAMEWORK

A. The Review of Reading

1. Definition of Reading

There are many definitions of reading who come from the expert or

explaining contents. According to Merriam-Webster Dictionary, reading is the

act of reading something to look at and understand the meaning of letters, words,

symbols, etc. According to Joffe, reading is a process of thinking that involves

making sense of interpreting symbols. It means the reader’s mind has to match

with author’s mind. The reader must look at the printed symbols on the page

closely and carefully and create the same ideas with the author when the author

considers the using of symbols.1

From the explaining of definition of reading above, it can be concluded

that reading is one of skills that has an important role that can be also called as an

effort to see and to understand contents of passage or a literature in the

development of horizon, knowledge and point view and has a function as a

communication tool for every people’s life.

Reading is not just a basic skill, reading is a simple process that readers

decode each word in a text and then automatically comprehend the meaning of

the word, as they can do with their everyday spoken language. Reading is also

not easy process of dealing with words of the page. It is a complex process of

problem solving in which reader should work to construct a text not just from the

words and sentences on the page but also from the ideas, memories, and

knowledge elicited by those words and sentences.

2. The Models of Reading

1 Irwin L. Joffe, Opportunity for Skilful Reading Second Edition, (California: Wadsworth

Publishing Company, Inc., ) p. 287

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Models of the reading process often describe the act of reading as a

communication process between the writers to reader. Generally in speaking, the

writer gives information, sends a message and forwards it through print to the

reader who then in charge interpret the meaning. Models of reading have been

developed to show the way of readers use the information to set the meaning

from print. How the readers interpret that meaning is the key issue in

constructing models of the reading process.2 There are three classes of models.

1) Bottom-Up Models of Reading

These models happen when a reader understand meaning by looking at

individual meanings or the most basic units of the text such as graphic

symbols and sounds. Therefore, the reader first identifies features of letters,

links these features together to recognize letters, combines letters to recognize

spelling patterns, links spelling patterns to recognize words, and then proceeds

to sentence, paragraph, and text level processing. Then from there, the reader

can try to understand the whole text.

2) Top-Down Models of Reading

Top-Down Models are often contrasted with bottom-up models, which

is thought to be more efficient. These models characterize the reader as

someone who has a set of expectation about text information and samples

enough information from the text to confirm or reject these expectations.3

Top-down models happen when a reader understand meaning begin from the

reader’s prior knowledge. The process is initiated by making predictions what

will be in the context.

3) Interactive Models of Reading

These models combine bottom-up model and top-down model. That

means interactive model involves prior knowledge and the surface structure

2 Jo Anne L. Vacca et.al, Reading and Learning to Read 3

rd Edition, (USA: Harper Collins

College Publishers, 1995) p. 31 3 Nida Husna, Step by Step to Reading Skills Step 1, (Jakarta: English Education Department

Faculty of Tarbiyah and Teachers Training UIN Syarif hidayatullah, 2010) p. 14

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systems. The process is initiated by making predictions about meaning and

decoding graphic symbols.

3. The Purposes of Reading

These are the purposes of reading4:

a. Reading to search for simple information

Most people said that reading to search for simple information is a

common reading ability, though some researchers see it as a reflectively

independent cognitive process. It is used so often in reading tasks that it is

probably best seen as type of reading ability. In reading to search, we

typically scan the text for a specific piece of information or a specific

word. Sometimes we slow down to process the meaning of a sentence or

more to find out if we are reading the right page, sections, or chapter.

Skimming is also including in this type of aim. It is a common part of

many reading tasks and a useful skill in its own right.

b. Reading to learn from texts

It is usually occurs in academic and professional contexts when people

need to learn a considerable amount of information from a text. It requires

abilities to:

- Remember main ideas as well as a number of details that elaborate the

main and supporting ideas in the text.

- Recognize and build rhetorical frames that organize the information in

the text.

- Link the text to the reader’s knowledge base.

c. Reading to integrate information, write and critique texts

This purpose requires additional decisions about the relative

importance of complementary, mutually supporting or conflicting

4 Nida Husna, Step by Step to Reading Skills Step 1, ibid. p. 9

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information and the likely restructuring of a rhetorical frame to

accommodate information from multiple sources.

4. The Importance of Reading

Harmer said that reading is a practice which is dominated by eyes and

brain. Eyes receive the message and brain continues to work out the

significance of the messages.5 It can be seen that reading is a vital skill which

plays an important role in everyone’s life. People activities really depend on

the ability of reading. One reads in various purposes, such as to get

knowledge from the textbook, to find the name in telephone directory book,

to know a list of menu in a restaurant, to know the schedule of a train heading

to its destination, to collect new recipes from magazines or to get information

from the newspaper. All those activities involve eyes and brain. In other

words, by the ability of reading, people can do many things that is useful for

them. Reading also can expose yourself to new things, new information, new

ways to solve a problem and new ways to achieve one thing.

Wiener and Bazerman state in ”Reading Skills Handbook”, the

function of reading is for information. It means reading for specific

information and the first step is to look for the main idea. In a one-paragraph

selection, all sentences are read to find the main idea. In a longer work, you

read and try to find the main idea of the various paragraph in order to figure

out the main idea from the whole selection.6 In addition, reading is a way to

get information from a text and to compose the interpretation and to take a

conclusion from that information.7

About 85% in college, reading plays important role in all of study

involves reading, especially in a computer age. If, as it truly does, progress

5 Jeremy Harmer, The Practice of English Language Teaching, op.cit p. 190

6 Harvey S. Wiener and Charles Bazerman, Reading Skills Handbook, (USA: Houghton

Muffin Company, 1988) p. 101 7 Nida Husna, Step by Step to Reading Skills Step 1, op.cit p. 7

9

can be expected by studying, then reading is the chief means to academic

progress.8

Baker also stated that since reading is so vitally significant, everyone

need to take a close examine reading habits. The ability to read and the ability

to choose good reading materials can determine kind of people based on their

appearance and speech.

B. The Review of Reciprocal Teaching

1. Definition of Reciprocal Teaching

Reciprocal teaching is an instruction model which is first developed

by Annemarie Pallinscar and Ann Brown (1984). The beginning of reciprocal

teaching emerges when Pallinscar found some of his students who have

difficulty in understanding a text. The students could only read a set of words

but could not understand the meaning of the text.

Reciprocal teaching is an instructional activity in which students

become the teacher in small group reading sessions. Teacher helps students to

guide group discussions using four strategies: summarizing, question

generating, clarifying, and predicting. Once students have learned the

strategies, they take turns assuming the role of teacher in leading a dialogue

about what has been read.9

Reciprocal teaching also defined as an instructional strategy used to

develop reading comprehension of both informational and narrative text

through interactive dialogue between the teacher and the students.10

8 William D. Baker, Reading Skills Improving Speed and Comprehension, (USA: Prentice

Hall, 1989) p. 3 9 http://www.readingrockets.org/strategies/reciprocal_teaching

10 https://extension.ucdavis.edu/sites/default/files/Reciprocal%20Teaching.pdf

10

Based on the definitions above, reciprocal teaching is a strategy in

teaching cooperative learning that involve students’ thinking process towards

comprehending texts.

Teacher scaffolding provides readers the support they need in order to

become successful at using all four strategies. Students view the teacher

modeling each of the strategies, try the strategies out for themselves in a

supported environment, and work independently using the strategies to

comprehend text. At any time, students can and should receive teacher

support, which helps them move through more difficult texts and reading

tasks.

Reciprocal teaching was designed as a discussion technique in which

think-aloud play an integral part. During a think-aloud, the reader talks aloud

as they use each of the four strategies. Both teachers and students should

conduct think-aloud each time they are engaged in reciprocal teaching

lessons Thinking-aloud helps students clearly see the steps to creating

understanding while reading and the teacher is able to see the reading

processes the students is using.

Metacognition is an essential component of reciprocal teaching. It is

the awareness of one’s own thinking processes. Using the reciprocal teaching

strategies, students learn to consciously think about, monitor, and reflect on

their strategy use. Throughout instruction, students should engage in

reflective thinking and answer the question, "How did the reciprocal teaching

strategies help me comprehend the text?"11

Reciprocal teaching is a learning model used to enhance the

understanding of a topic. Stages of reciprocal can help students build

motivation and creative thinking about what is being learned.

11

Glass, C. & Zygouris-Coe, V.,Reciprocal Teaching, (Florida: College of Education and

Administere, 2005) p. 1

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Reciprocal is a model constructivism approach. Teacher teaches

cognitive the skills essential to students in creating a learning experience

through specific behavior modeling and then help students develop these

skills on their own business with the encouragement, support and scaffolding

systems.

2. The Purpose of Reciprocal Teaching

These are the following of the purpose of reciprocal teaching12

:

a. It encourages students to think about their own thinking processes during

reading.

b. It helps students learn to be engaged actively and monitor their

comprehension as they read.

c. It shows students to ask questions during reading and helps make the text

that would be easier to be understood.

Reciprocal teaching helps students in particular13

:

a. Focuses on reading for meaning, supporting students to develop

comprehension strategies in a supportive context

b. Engages students in meaningful dialogue about texts

c. supports students to develop a language for talking about texts

d. Makes explicit what readers do – question, clarify, predict and

summarize

e. Extends students’ ability to talk about their interpretation of a text

f. Supports students in understanding complex texts

g. Develops students’ content knowledge and topic vocabulary

h. Helps students to develop skills in locating, organizing and recording

information about a topic for writing.

12

http://www.readingrockets.org/strategies/reciprocal_teaching 13

www.education.vic.gov.au/studentlearning/teachingresources/esl/

12

3. The Strategy of Reciprocal Teaching

Applying reciprocal teaching in learning process, teacher gives the

procedure of learning, explains the objective and the indicator of achievement

of study, and plays the four activities of reciprocal teaching. These activities

include predicting questioning, clarifying, and summarizing.

a. Predicting

Predictions happen when the students hypothesize about the story.

This can occur many times during the story, not just at the beginning. By

making predictions about the text before and during reading, teacher can

help students to provide a purpose for reading. Predicting also helps students

to be more involved in a story. Students can use the title, or the chapter

headings, subheadings, illustrations and other features to make a prediction

of what the content of it. Predict or anticipate can be also made by properly

interpretation the indication of granting the writer. The writer usually gives

that the indication through choice of words function.14

b. Questioning

Questioning means teacher instruct students to generate question,

first, questions about main ideas in the text and then questions that would

address supporting details after students read the text. They create questions

to be answered by group members. Students should create the questions

leading in 5W + 1 H formula of questions.

c. Clarifying

Clarifying means students are asked to connect the background

knowledge with the information of text, then, it is purposed to predict the

answer of question that are asked before. In this step, students allows to

reread the text or to search in another sources to answer the questions.

d. Summarizing

14

Nida Husna, Step by Step to Reading Skills Step 3, (Jakarta: English Education Department

Faculty of Tarbiyah and Teachers Training UIN Syarif hidayatullah, 2010) p. 96

13

Although summarization has received less empirical attention, this

activity provides an excellent opportunity for students to extract and

integrate the gist of the material read. Students begin their summaries by

stating, “This paragraph was about …” They are encouraged to complete

their summaries without referring to the text.

In creating summary, it needs to have an ability to differentiate which

is necessary things or which is not.

Summarizing forces you to need a comprehension, it means that to do

it well you must get what the content means and the relation to one another,

you must determine the key points in a connected form and you must choose

an economical and exact method of expression.15

C. The Review of Narrative Text

1. Definition of Narrative Text

Narrative text is one of the text that studied in high school for

students. Narrative text is a text that tells a story and, in doing so, entertains

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

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

excite their emotions.16

Narratives can be presented as written or spoken text. Written

narratives often take the form of novels. The story is usually told by a

narrator. If the narrator is one of the characters in the story, the story is said

to be told in the first person. If a person outside the story is the narrator, then

the story is being told in the third person.17

15

William D. Baker, opcit, p. 63 16

Bambang Yudi Cahyono, Teaching English by Using Various Text Types, (Malang: State

University of Malang Press, 2012) p. 2 17

Mark Anderson and Kathy Anderson, Text Type in English III, (Sydney: Macmillan, 1998),

p. 3-4

14

Narrative text is a story with complication or problematic events and

it tries to find the resolutions to solve the problems. An important part of

narrative text is the narrative mode, the set of methods used to communicate

the narrative through a process narration.

2. Aim of Narrative Text

The aim of a narrative, other than providing entertainment, can be to

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

emotions.

Its purpose is to present a view of the world that entertains or informs

the reader or listener.

3. Features of Narrative Text

a. Constructing a narrative

The steps for constructing a narrative text are:

a) An orientation in which the narrator tells the audience about who is

in the story, when the story is taking place and where the action is

happening.

b) A complication that sets off a chain of events that influences what

will happen in the story.

c) A sequence of events where the characters react to the

complication.

d) A resolution in which the characters solve the problem created in

the complication.

e) A coda that provides a comment or moral based on what has been

learned from the story.

b. Grammatical features of a narrative

Narratives usually include the following grammatical features:

15

a) Nouns that identify the specific characters and places in the story.

b) Adjectives that provide accurate descriptions of the characters and

settings.

c) Verbs that shows the actions that occur in the story.

d) Time words that connect events, telling when they occurred.

Figure 2.1

The Narrative Scaffold18

1. Orientation

In this paragraph the narrator tells the audience who is in the story, when it is

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

2. Complication

This is the part of the story where the narrator tells about something that will

begin a chain of events. These events will affect one or more of the

characters. The complication is the trigger.

3. Sequence of events

This is where the narrator tells how the characters react to the complication. It

includes their feelings and what they do. The events can be told in

chronological order (the order in which they happen) or with flashbacks. The

audience is given the narrator’s point of view.

4. Resolution

In this part of the narrative the complication is sorted out or the problem is

solved.

5. Coda

The narrator includes a coda if there is a moral or message to be learned from

the story.

18

Mark Anderson and Kathy Anderson. Op.cit. p. 4

16

4. Example of Narrative Text

Here is the example of narrative text including the generic structure.

A fox fell into a well and could not get out. By and by, a

thirsty goat came along. Seeing the fox in the well it

asked if the water was good. “Good,” said the fox, “It’s

the best water I’ve tasted in all my life. Come down and

try it yourself.”

The goat was thirsty so he got into the well. When he

had drunk enough, he looked around but there was no

way to get out. Then the fox said, “I have a good idea.

You stand on your hind legs and put your forelegs

against the side of the well. Then I will climb on your

back, from there. I will step on your horns, and I can get

out. And when I’m out, I’ll help you out of the well.”

The goat did as he was asked and the fox got on his

back and climbed out of the well. Then he coolly

walked away. The goat called out loudly after him and

reminded him of his promise to help him out. The fox

merely turn to him and said, “If you only had thought

carefully about getting out, you would not have jumped

into the well.”

The goat felt very sad. He called out loudly. An old man

walking nearby heard him and put a plank into the well.

The goat out and thanked the old man.

Figure 1.2

Example and Structure of Narrative Text

D. Previous Study

Orientation

Complication

Resolution

Coda

17

There are some previous studies that have relevance with this kind of

study the writer conducted. The first is from Deasy Yurika Fyanaya with the title

The Effectiveness of Using Reciprocal Teaching Technique towards Students’

Reading Ability of Recount Text. The research conducted by an experimental

study at the second grade at MTs Jam’iyyatul Khair, Tangerang Selatan. The

result of this research showed that there was a positive effect of using Reciprocal

Teaching Technique towards students’ reading ability. It was seen from the mean

gained score of the experimental class (18.83) which were higher than that of the

controlled class (5.83). Thus, it is effective to use reciprocal teaching technique in

teaching reading of recount text.

The second is from Dian Putri Utami with the title Using Reciprocal

Teaching (RT) to Improve the Reading Comprehension of Grade VIII Students of

SMPN 13 Yogyakarta. She used a classroom class research in her study. The data

of her study were qualitative and quantitative. The qualitative data were obtained

by observing the teaching learning process, interviewing the English teacher and

the collaborator, interviewing the students, holding discussions with the English

teacher and the collaborator, and taking pictures. Meanwhile the quantitative data

were obtained by holding a pre-test and post-test to see the improvement of

students’ reading comprehension. The instruments of this research were the

observation guidelines, interview guidelines, reading comprehension test, camera,

and recorder. The validity of the data was attained by applying democratic

validity, dialogic validity, process validity, outcome validity, and catalytic

validity. Meanwhile, to make the data trustworthy or become reliable, it were

used time triangulation, investigator triangulation, and theoretical triangulation.

The research results show that reading comprehension of most students

improved after the reciprocal teaching (RT) was conducted. First, students made

improvement of some aspects such as predicting the content of the text, finding

details information or important information of a text, guessing meaning of the

difficult word, finding main idea of a paragraph, made conclusion or summary of

18

a text. Second, students were enthusiastic in the reading activity. The activity

motivated them to learn. Third, students became more confident in doing the

reading activity and reporting their work. Fourth, the interaction among the

students and between the students and the teacher improved after the

implementation of the group discussion and class discussion. The last, students’

reading comprehension improved. It was indicated of the increase of the mean of

students’ reading comprehension score in pre-test and post-test (4.63 to 6.30).

The third is Ika Fhatma Sari by the title The Effectiveness of Using

Reciprocal Teaching Technique on Students’ Reading Ability of Narrative Text.

The method in this research was quasi-experimental research. The quasi-

experimental research designed were used two classes which were taught two

different techniques. The experiment class was taught with reciprocal technique,

and the controlled class was taught without reciprocal technique. The populations

in eleventh grade students of SMAN 90 consist of 360 students; the sample was

80 students (40 students’ experimental class and 40 students controlled class).

The research was taken by using simple random sampling. Moreover, this

research was conducted through the following procedures: giving pretest,

applying treatments, and giving posttest. The data analyzed in this research was

gathered through test, after getting the score from the test, it was analyzed and

processed by using statistic data calculation of T-test formula by using SPSS. The

result of the research proved that there was a difference score between students’

score in learning reading ability of narrative text by using reciprocal technique

and without using reciprocal technique according to the result of statistical

calculation it can be seen that mean of gained score of the experiment class is

82,77 and the mean of gained score of controlled score of controlled class is

79,25. In conclusion, reciprocal technique can effectively be used to teach reading

ability of narrative text of eleventh grade of SMAN 90 Jakarta.

E. Conceptual Thinking

19

When the writer’s was doing teaching training in school, there were some

problems that arouse in English subject, especially in reading text. The students’

motivation in reading English text is still low. It was proved by the result of

reading scores’ students which is under average. As the writer could see, the

reason why the problem can be emerged, because, the condition of the class while

English subject is held was quite bored. It means the way they learn was not

interesting. Teacher always stood in front of them explaining the materials while

students’ listened her explanation with the hopeless expression. Although some

clever students tended to be active but the other students tended to be passive.

Sometimes, students just sit and listen to what the teacher said without analyzing

the information. Even, they were asked to read a long text, they seemed lazy and

prefer rely on the clever friends when they were given a task.

Then to solve these problem, the writer use reciprocal teaching technique

in teaching learning in the classroom. Reciprocal teaching techniques genuinely

developed first by Annemarie Pallinscar and Anne Brown. Reciprocal teaching is

an instructional procedure to improve students’ text comprehens ion skills

through scaffold instruction of four strategies, they are predicting, questioning,

clarifying and summarizing.

The nature of this technique can be cooperative learning. Therefore,

students can easily understand the material together with friends within group

without being worried each other. This technique can also make students more

active in learning reading. Reciprocal teaching is one of cooperative learning

technique that reduces conflict among students, promotes better learning, improve

students’ motivation and increase enjoyment of the learning.

F. Hypotheses

The research hypothesis that will be used in this research concerned to the

influence of using reciprocal teaching in reading narrative text. There are two

kinds of hypothesis, they are:

20

1) Null Hypothesis (Ho)

The null hypothesis stated that reciprocal teaching is not effective to increase

students’ reading ability in narrative text. It can be seen from the difference

between controlled class and experimental class. If there is no significant

difference between the population means, the null hypothesis is accepted.

2) Alternative Hypothesis (Ha)

The alternative hypothesis stated that reciprocal teaching is effective to

increase students’ reading ability in narrative text. It can be seen from the

difference between controlled class and experimental class. If there is a

significant difference between the population means, the alternative hypothesis

is accepted.

Based on the theory in concept above, the hypotheses of this study are

designed as follows:

Ha : Reciprocal teaching is effective to increase students’ reading

ability in narrative text.

Ho : Reciprocal teaching is not effective to increase students’

reading ability in narrative text.

21

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Research

The research was conducted at MTs N 20 Jakarta, which is located on Jl.

Rawa Kuning No. 63 Pulo Gebang Jakarta Timur 13950. The research was begun

during a month, on January 2017, from 9th

January up to 27th

January 2017.

B. Method and Research Design

The method in this research is quantitative method. It is a systematic

process that uses a numerical data to obtain information about a study. The design

of the research was a quasi-experimental that defined as an experiment that has

treatment, impact measurement, and experimental units but do not use random

assignment to create a comparison in order to conclude the changes caused by

treatment. In this research, there are two variables, which are reciprocal teaching

technique as independent variable and students’ reading ability as dependent

variable.

There are two kinds of classes used. There are the experimental class that

was given treatment by using reciprocal teaching and the controlled class was

taught by using non reciprocal teaching (explanatory strategy). In both classes

studied reading by narrative text.

C. Population and Sample

The population in this research is the eighth grade students of MTsN 20

Jakarta. The total class of eight grade is 5 classes (81-85). The sample of the

research was VIII-2 as the experiment class and VIII-3 as the controlled class.

Each of class consisted of 37 students. The writer uses cluster random sampling

technique to take randomly 2 classes of 5 classes which have the same

characteristics in terms of age and the average.

22

D. Research Instrument

Instrument can be defined as a tool or media, such as tests and questionnaires

used for measuring or collecting the data in the research process. In this case, it took

test. The test is used for measuring students’ reading ability in narrative text. The test

was used for pre-test and posttest.

Pre-test is a test that is given in controlled class and experiment class before

reciprocal teaching treatment in the classroom. Conducting pre-test aimed to see the

students' initial ability in knowing how many students comprehend the narrative text.

Post-test is a test given in the control class and the experiment class after

reciprocal teaching treatment done in the classroom. The purpose of the post test is to

see the difference of result between the experiment class which is given the treatment

and the control class which is not having any treatment.

E. Technique of Data Collection

Before the test are given in both class, the instrument tests was given first to

other class to know the validity and reliability. The writer used software ANATES to

count the instruments’ validity and reliability.

Pre-test is given by the writer to both classes at the first meeting. The test

consisted of 25 questions of multiple choices of narrative text.

Then, each of two classes was given treatments in three meetings. The

experimental class was given reciprocal teaching treatment in reading narrative text

and the controlled class was given treatment of explanatory method in reading

narrative text.

The post-test also consisted of 25 questions of multiple choices of narrative

text which is different with the pre-test.

F. Technique of Analyzing Data

In analyzing the data, the writer will need the comparative method which

compares the score of the experiment class and the control class. The writer used T-

23

test to see the differences between the students’ scores of pre-test and post-test in

experiment class and controlled class. Before calculate the hypothesis testing, the

writer first calculate the normality and the homogeneity test. The writer used software

SPSS v.23 to analyze the data which is the normality test, the homogeneity test and

T-Test.

1. Normality Test

The normality test used to determine whether the obtained data from experiment

class and controlled class is well-modelled by a normal distribution or not. The

normality test is done with SPSS v.23 which has requirements as follows: if the

significance scores of (Asyim Sig 2 tailed) > 0.05, so the distribution of data is

normal, but if the significance scores of (Asyim Sig 2 tailed) < 0.05, so the

distribution of data is not normal.

2. Homogeneity Test

The homogeneity test used to know whether the sample of the research have the

same variants or not. The homogeneity test also uses SPSS v.23 with the step as

follows: Analyze – Compare Means – One Way ANOVA.

3. Hypothesis Testing

The writer used T-Test to find out whether there is the difference between two

variables in this study. To calculate hypothesis testing also used SPSS v.23 and the

writer proposed alternative hypothesis and null hypothesis as the following:

a. If t-test (to) > t-table (tt): the alternative hypothesis (Ha) is accepted and the

null hypothesis (Ho) is rejected. It means that reciprocal teaching is effective

to increase students’ reading ability in narrative text.

b. If t-test (to) < t-table: the alternative hypothesis (Ha) is rejected and the null

hypothesis (Ho) is accepted. It means that reciprocal teaching is not effective

to increase students’ reading ability in narrative text.

CHAPTER IV

RESEARCH FINDINGS AND INTERPRETATION

A. Description of the Data

In the following description, the data were collected from students’ score

in pre-test and post-test of experimental class and controlled class. The writer put

the data into tables to see the differences of students’ score before and after the

treatments.

1. The Data of Experimental Class

Table 4.1

Students’ score of Experimental Class

STUDENTS

(X) PRETEST POSTTEST

GAINED

SCORE

1 68 88 20

2 64 84 20

3 60 72 12

4 64 92 28

5 52 84 32

6 68 80 12

7 60 76 16

8 60 72 12

9 52 80 28

10 60 80 20

11 56 84 28

12 60 72 12

13 56 80 24

14 56 76 20

25

15 72 92 20

16 52 72 20

17 60 84 24

18 64 72 8

19 84 88 4

20 56 64 8

21 72 80 8

22 56 76 20

23 64 92 28

24 60 84 24

25 56 80 24

26 48 76 28

27 36 60 24

28 40 80 40

29 68 80 12

30 52 76 24

31 48 64 16

32 72 96 24

33 60 84 24

34 60 76 16

35 64 84 20

36 60 72 12

37 68 80 12

∑ 2208 2932 724

MEAN 59.68 79.24 19.56

Table 4.2

26

The Recapitulation Statistics of Experimental Class’ Score

Statistics

PRE_TEST POST_TEST

N Valid 37 37

Missing 0 0

Mean 59.68 79.24

Std. Error of

Mean 1.490 1.314

Median 60.00 80.00

Mode 60 80

Std. Deviation 9.062 7.991

Variance 82.114 63.856

Minimum 36 60

Maximum 84 96

Sum 2208 2932

Based on the description of score of experimental class above, it

shows that from 37 students in that class, the sum pre-test score of

experimental class was 2208 and the sum post-test score was 2932. The mean

of pre-test is 59.68 and the mean of post-test is 79.24. From the tables, it also

can be seen that the lowest score of pre-test is 36 and the higher score is 84.

Meanwhile, the lowest score of post-test is 60 and the higher score is 96.

Table 4.3

Frequency Distribution of Pre-test and Post-test In Experimental Class

PRE_TEST

Frequency Percent

Valid

Percent

Cumulative

Percent

27

Valid 36 1 2.7 2.7 2.7

40 1 2.7 2.7 5.4

48 2 5.4 5.4 10.8

52 4 10.8 10.8 21.6

56 6 16.2 16.2 37.8

60 10 27.0 27.0 64.9

64 5 13.5 13.5 78.4

68 4 10.8 10.8 89.2

72 3 8.1 8.1 97.3

84 1 2.7 2.7 100.0

Total 37 100.0 100.0

POST_TEST

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid 60 1 2.7 2.7 2.7

64 2 5.4 5.4 8.1

72 6 16.2 16.2 24.3

76 6 16.2 16.2 40.5

80 9 24.3 24.3 64.9

84 7 18.9 18.9 83.8

88 2 5.4 5.4 89.2

92 3 8.1 8.1 97.3

96 1 2.7 2.7 100.0

Total 37 100.0 100.0

28

Based on table 4.3, it can be seen that the number of interval class was 9

with the valid percent was 100.0.

2. The Data of Controlled Class

Table 4.4

Students’ score of Controlled Class

STUDENTS

(Y) PRETEST POSTTEST

GAINED

SCORE

1 48 60 12

2 68 72 4

3 56 64 8

4 52 60 8

5 64 88 24

6 72 76 4

7 72 80 8

8 52 68 16

9 52 92 40

10 68 64 -4

11 48 60 12

12 52 56 4

13 56 60 4

14 56 72 16

15 44 56 12

16 64 80 16

17 72 80 8

29

18 72 92 20

19 56 64 8

20 76 76 0

21 48 60 12

22 60 64 4

23 52 72 20

24 64 80 16

25 60 76 16

26 60 68 8

27 44 80 36

28 52 60 8

29 56 72 16

30 64 64 0

31 44 76 32

32 68 56 -12

33 72 68 -4

34 48 80 32

35 60 60 0

36 64 68 4

37 68 68 0

∑ 2184 2592 408

MEAN 59.02 70.05 11.02

Table 4.5

The Recapitulation Statistics of Controlled Class’ Score

Statistics

30

PRE_TEST POST_TEST

N Valid 37 37

Missing 0 0

Mean 59.03 70.05

Std. Error of

Mean 1.522 1.630

Median 60.00 68.00

Mode 52 60

Std. Deviation 9.257 9.916

Variance 85.694 98.330

Range 32 36

Minimum 44 56

Maximum 76 92

Sum 2184 2592

From table 4.5, it shows that from 37 students in that class, the sum

pre-test score of controlled class was 2184 and the sum post-test score was

2592. The mean of pre-test is 59.03 and the mean of post-test is 70.05. From

the tables, it also can be seen that the lowest score of pre-test is 44 and the

highest score is 76. Meanwhile, the lowest score of post-test is 56 and the

highest score is 92.

Table 4.6

Frequency Distribution of Pre-test and Post-test In Controlled Class

PRE_TEST

Frequency Percent

Valid

Percent

Cumulative

Percent

31

Valid 44 3 8.1 8.1 8.1

48 4 10.8 10.8 18.9

52 6 16.2 16.2 35.1

56 5 13.5 13.5 48.6

60 4 10.8 10.8 59.5

64 5 13.5 13.5 73.0

68 4 10.8 10.8 83.8

72 5 13.5 13.5 97.3

76 1 2.7 2.7 100.0

Total 37 100.0 100.0

POST_TEST

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid 56 3 8.1 8.1 8.1

60 7 18.9 18.9 27.0

64 5 13.5 13.5 40.5

68 5 13.5 13.5 54.1

72 4 10.8 10.8 64.9

76 4 10.8 10.8 75.7

80 6 16.2 16.2 91.9

88 1 2.7 2.7 94.6

92 2 5.4 5.4 100.0

Total 37 100.0 100.0

32

Based on table 4.6, it can be seen that the number of interval class was 9 with

the valid percent was 100.0.

B. Analysis of the Data

a) Normality Test

Before doing the hypothesis of study, there some steps that have to be

examined before. They are normality and homogeneity test. Examining the

normality test in this study used Kolmogorov-Smirnov methods in SPSS v.23

with criteria p > 0.05. The aim of this analysis was used to know whether the

data was normally distributed or not. The result of the normality test can be seen

as follows.

Table 4.7

Normality Test Result of Pre-test and Post-Test in Experimental and Controlled

Class

Tests of Normality

Class Kolmogorov-Smirnova Shapiro-Wilk

Statistic Df Sig. Statistic Df Sig.

POST_TES

T

Experimental

Class .132 37 .100 .964 37 .275

Controlled

Class .135 37 .088 .936 37 .034

PRE_TEST Experimental

Class .136 37 .082 .960 37 .201

Controlled

Class .127 37 .135 .947 37 .076

a. Lilliefors Significance Correction

33

From the table 4.7, it can be seen that the significance of normality pre-

test score in experimental class was 0.100. The significance of normality pre-test

score in controlled class was 0.088. It means the data are normally distributed

because 0.100 and 0.088 > 0.05. Meanwhile, the significance of normality post-

test score in experimental class was 0.082. The significance of normality post-

test score in controlled class was 0.135. It can be concluded the data are also

normally distributed because 0.082 and 0.135 > 0.05.

b) Homogeneity Test

Besides testing normality test, the next step is testing homogeneity test.

The aim of homogeneity test is to see whether the variance of the data is

homogenous or not. This analysis used Levene’s statistics test in SPSS v.23.

Here are the results of the calculation:

Table 4.8

Homogeneity Test of Pre-test

Levene

Statistic df1 df2 Sig.

1.305 1 72 .257

1.344 1 72 .250

1.344 1 66.713 .250

1.367 1 72 .246

Table 4.8 shows that degree of significance of homogeneity test of

pre-test in experimental and controlled class are bigger than 0.05. It can be

concluded that both class in pre-test are homogeneous.

Table 4.9

Homogeneity Test of Post-test

34

Test of Homogeneity of Variance

Levene

Statistic df1 df2 Sig.

POST_TES

T

Based on Mean 3.291 1 72 .074

Based on Median 2.737 1 72 .102

Based on Median and

with adjusted df 2.737 1 71.130 .102

Based on trimmed

mean 3.194 1 72 .078

From the result of calculation of homogeneity test in the table 4.9, it can

be concluded the degree of significance are bigger than 0.05. It means that the

both groups in the post-test is homogenous.

c) Hypothesis Test

The next calculation was testing the hypothesis by using t-test.

Table 4.10

T-test Result of Post-test

Independent Samples Test

Levene's

Test for

Equality of

Variances t-test for Equality of Means

F Sig. t df

Sig.

(2-

tailed

)

Mean

Differenc

e

Std.

Error

Differen

ce

95% Confidence

Interval of the

Difference

Lower Upper

35

The research was conducted to answer the question whether Reciprocal

Teaching has any effect on students’ ability in reading Narrative Text on Second

grade students of MTsN 20 Jakarta. Therefore, to answer the question above, the

Alternative Hypothesis (Ha) and Null Hypothesis (Ho) were proposed as follows:

a. Ho (Null Hypothesis): Reciprocal teaching is not effective to increase

students’ reading ability in narrative text.

b. Ha (Alternative Hypothesis): Reciprocal teaching is effective to increase

students’ reading ability in narrative text.

To prove the hypothesis, the data was obtained from experimental class and

controlled class were calculated by using ttest formula with assumption as follows:

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

and the Alternative Hypothesis (Ha) is rejected. It means that reciprocal

teaching is not effective to increase students’ reading ability in narrative text.

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

and the Alternative Hypothesis (Ha) is accepted. It means that Reciprocal

teaching is effective to increase students’ reading ability in narrative text.

Based on to the statistical calculation above, the value of t0 is 4.38, and the

degree of freedom (df) is 72 with 5% degree of significance is used by the writer.

According to the significance the value of ttable is 1.99. By comparing the result of

ttable and t0, it can be seen t0 > ttable (4.38 > 1.99). Therefore, the result can be

POST_TES

T

Equal

variances

assumed

3.291 .074 4.389 72 .000 9.189 2.094 5.016 13.363

Equal

variances

not

assumed

4.389 68.888 .000 9.189 2.094 5.012 13.366

36

concluded that Alternative Hypothesis (Ha) is accepted and the Null Hypothesis (Ho)

is rejected.

C. Interpretation

This research which about using reciprocal teaching technique on students’

ability in narrative text in Madrasah Tsanawiyah Negeri 20 Jakarta Timur was

conducted two classes. Experimental class consists 37 students which was 8.2 class.

The learning activities of experimental class use reciprocal teaching technique while

controlled class that consists 37 students was 8.3 class. The learning activities of

controlled class did not use reciprocal teaching technique which was the explanatory

strategy.

The learning was held five meetings in each class. Both classes did pre-test in

first meeting. Then, the second meeting in experimental class discussed about the

definition of narrative text. Including the purpose, the generic structure, the

characteristics, the examples and the exercises of narrative text. The third and the

fourth meetings discussed narrative text by using reciprocal teaching. The last

meeting was post-test. In controlled class, the first, the second and the last meetings

was same as experimental class. However, the third and the fourth meetings in

controlled class the researcher used the explanatory strategy.

Before doing test in both classes, the researcher examined the instrument of

test in another class. The grade of the class was same as experimental and controlled

class which was the second grade. After examining the instrument of test, the next

step is testing the validity and the reliability of the test. The result of calculation

obtained the valid of the test and the reliability got 0.73 score in the instrument of

pre-test while the reliability of instrument test of post-test got 0.77. The more

calculation was attached at appendices 7 which was output of ANATEST software.

The final calculation by using t-test is Ha is accepted and Ho is rejected

because t0 > ttable (4.38 > 1.99) which means that there is significant effect of

Reciprocal Teaching on Students’ reading ability of Narrative Text.

37

The result of this study are in line with previous study conducted by Deasy

Yurika Fyanaya that showed that there was a positive effect of using Reciprocal

Teaching Technique towards students’ reading ability. It was seen from the mean of

post-test score experimental class (79.24) which were higher than that of the

controlled class (70.05). Thus, it is effective to use reciprocal teaching in teaching

reading of narrative text.

38

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusion

According to the analysis of research and discussions, the writer found that

the reciprocal teaching is more effective than the explanatory strategy in teaching

reading narrative text. It can be proven from mean of post-test score in experimental

class which was 79.24 while the mean of post-test score in controlled class was

70.05. It means that the mean of post-test score experimental class was higher than

the controlled class (79.24 > 70.05)

Moreover, the statistical calculation by using t-test that have described before

showed that t0= 4.38 > tt= 1.99. It means that the Alternative Hypothesis (Ha) is

accepted and the Null Hypothesis (Ho) is rejected. At last, it can be concluded that

reciprocal teaching is effective in teaching reading of narrative text.

B. Suggestions

There are some suggestions that could be suggested related to the result of the

research. They are as follows:

1. The English teacher should be more creative in choosing method of learning.

Teacher should know what students need to improve in learning English.

Teacher could use reciprocal teaching in teaching as a good option to

influence students’ motivation in learning English especially reading.

Teacher also must be smart in choosing the story. In the selecting the story,

the teacher must consider several considerations that one of which is the age

appropriateness of students of a story.

2. The students should practice reading more. It can be broaden students’

knowledge that can be useful for students themselves. Students also should

apply reciprocal teaching when they read a text. It can do together with other

friends. If they some difficulties, students can ask teacher.

39

3. The other researchers who want to do the research about reciprocal teaching

should understand what reciprocal teaching is. Researches should prepare and

evaluate the mastering of the four strategies of reciprocal teaching.

40

BIBLIOGRAPHY

Anderson, Mark and Anderson, Kathy. (1998). Text Type in English III. Sydney:

Macmillan.

Cahyono, Bambang Yudi Cahyono. (2012). Teaching English by Using Various

Text Types. Malang: State University of Malang Press.

Glass, C. and Coe, V, Zygouris. (2005). Reciprocal Teaching. Florida: College of

Education and Administere.

Harmer, Jeremy. (1991). The Practice of English Language Teaching. New York:

Longman.

Harmer, Jeremy. (2007). How to Teach English. Essex: Pearson Education

Limited.

Husna, Nida. (2010). Step by Step to Reading Skills Step 1. Jakarta: English

Baker, Education Department Faculty of Tarbiyah and Teachers Training UIN

Syarif hidayatullah.

Husna, Nida. (2010). Step by Step to Reading Skills Step 3. Jakarta: English

Baker, Education Department Faculty of Tarbiyah and Teachers Training UIN

Syarif hidayatullah.

Joffe, Irwin L. (1975). Opportunity for Skilful Reading Second Edition. California:

Wadsworth Publishing Company, Inc.

Vacca, Jo Anne L. et.al,. (1995). Reading and Learning to Read 3rd

Edition. USA:

Harper Collins College Publishers.

Wiener, Harvey S. and Bazerman, Charles. (1988). Reading Skills Handbook.

USA: Houghton Muffin Company.

William D., (1989). Reading Skills Improving Speed and Comprehension. USA:

Prentice Hall.

http://www.readingrockets.org/strategies/reciprocal_teaching

https://extension.ucdavis.edu/sites/default/files/Reciprocal%20Teaching.pdf

http://www.readingrockets.org/strategies/eciprocal_teaching

Appendix 1

VALIDITY PRE-TEST

Text 1 for questions 1 to 5

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 one 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 thanked the rats.

1. What destroyed the homes of all rats?

A. A group of mice did

B. The hunter did

C. A group of elephant did

2. Elephant-hunter didWhat helped the elephant's herd free?

A. The elephant-hunter did

B. The hunters did

C. The trapped elephants did

D. Entire group of rats did

3. What is generic structure of "once upon a time there lived a group … a tree in

peace"?

A. Identification B. Complication C. Orientation D. Description

4. They danced with joy and thanked … (Paragraph 4). The synonym of joy, EX

-CEPT …

A. Gladness B. Happiness C. Sadness D. Bliss

5. At the end of the story, how was the elephant's herd?

A. Angry B. Sad C. Happy D. Dead

Text 2 for questions 6 to 11

Once upon a time there was a girl name Cinderella. She lived with her bad

step-mother and two step-sisters. She had to do all the household chores. One day

the king invited all the ladies in the kingdom to go to a ball in the palace. He

wanted to find the Crown Prince a wife.

The step sisters went to the ball that night with their mother. Cinderella

was left alone. She cried because she actually wanted to go to the ball, too. Just

then a fairy godmother came. With her magic wand, she gave Cinderella a coach,

two horses and footmen. She also gave Cinderella a lovely dress to wear the ball

and a pair of glass slippers. She told Cinderella to come home before midnight.

At the ball, Cinderella danced all night with the Prince. The Prince fell in

love with her. At midnight, Cinderella ran home. Unfortunately, one of her

slippers slipped off at the door. She did not have time to put it back on. The Prince

was sad as he could not find Cinderella again that night. The next day, the Prince

and his men brought along the glass slipper. They went all over the Kingdom to

search for the owner. After searching for along time, finally, they came to

Cinderella‟s house. The slipper fit her. The prince was very happy to find

Cinderella again. They got married and lived ever after.

6. What is the purpose of the text above?

A. To tell us how to write a story

B. To inform what happened in the past

C. To retell about Cinderella‟s experience/memory

D. To amuse readers with an actual, or vicarious experience

7. What was there at the palace one day?

A. A game B. A ball C. A birthday party D. Crown part

8. Why did the king hold the event at his palace?

A. To celebrate his birthday

B. To find his crown prince a wife

C. To show give amusement to his guests

D. To celebrate his wedding

9. How was the end of the story?

A. The prince married Cinderella

B. The king gave the kingdom to Cinderella

C. Cinderella was betrayed by the king

D. Cinderella was killed by her step mother

10. “She also gave Cinderella a lovely dress …”(P4). The underlined has synony

m …

A. Boring B. Honest C. Pretty D. Loyal

Text 3 for questions 11 to 15

Snow White

Once upon a time there lived a little girl named Snow White. She lived

with her aunt and uncle because her parents were dead.

One day she heard her uncle and aunt talking about leaving Snow White in the

castle because they both wanted to go to America and they didn‟t have enough

money to take Snow White.

Snow White didn‟t want her uncle and aunt to do that so she decided that it would

be best if she ran away. The next morning she ran away into the woods. She was

very tired and hungry. Then she saw a little cottage. She knocked but no one

answered so she went inside and fell asleep.

Meanwhile, the seven dwarfs were coming home from work. They found

Snow White sleeping. Then Snow White woke up. She saw the dwarfs. The

dwarfs said, “What is your name?”

Snow White said, “My name is Snow White.” Then, Snow White told the dwarfs

the whole story.

The dwarfs said, “If you want, you may live here with us.” Snow White answered,

“Oh, could I? Thank you.” Finally, Snow White and the seven dwarfs lived

happily ever after.

11. Why Snow White ran away to the woods?

A. Her parents passed away

B. Her uncle was angry with her

C. Her uncle and aunt would go to America

D. Snow White was happy to run away

12. When did Snow White run away to the woods?

A. In the afternoon

B. In the morning

C. In the evening

D. In the full moon

13. Where did Snow White live after she ran away to the woods?

A. She lived in the cave

B. She lived in the lion nest

C. She lived everywhere in the woods

D. She lived in the dwarfs‟ cottage

14. According to the text, before she ran away into the woods, why did Snow

White live with her uncle and aunt?

A. Because she loved them very much

B. As a result of forcing attitude from them

C. Because her parents were dead

D. Because she were afraid of the dwarfs

15. ”Then she saw a little cottage” (Paragraph 1). The underlined word has

synonym …

A. A small house C. A small city

B. A big car D. A tiny dress

This text is for questions number 16 to 19

Little Red Riding Hood

One day there was a little girl named little red riding hood. She was asked

by her mother to deliver cake to her grandmother. When she was heading for his

grandmother‟s house, little riding hood met a wolf. “Where are you going, a little

girl?” The wolf asked. “I‟m willing to give this cake to my grandmother” replied

little riding hood.

The wolf had an evil plan that he wanted to eat them both. Then he ran through a

shortcut to her grandmother‟s house. After arriving to grandmas‟ house, he

knocked on her door. When Grandma opened the door, the wolf caught her and

locked her in a closet. The bad wolf then wore Grandma‟s clothes and laid in bed,

waiting for Little Red Riding Hood.

When little riding hood arrived, the wolf in disguise told her to come in.

little riding hood did not realize that it was the wolf. Then the wolf ate a little

riding hood and her grandmother. After eating them, the wolf fell asleep beside

the river. Suddenly, a woodcutter came; he saw a large wolf‟s belly and knew

what had been done by the wolf. Then he saved them by releasing them out from

the belly of the wolf and filled the wolf‟s stomach with a big stone. Then he threw

the wolf into the river.

16. What is the story about?

A. A kind wolf who wants to help little riding hood

B. A little riding hood meet wolf

C. Grandma asked wolf to take little riding hood

D. A bad wolf who wants to eat little riding hood and grandma

17. Why did little riding hood do not realize the wolf who in disguise as her

grandma?

A. Because she was blind

B. Because the wolf wore grandma‟s clothes

C. Because the wolf was kind

D. Because the wolf wore little riding hood‟s clothes

18. Who did save little riding hood and her grandma from the wolf?

A. The woodcutter C. The grandfather

B. The stranger D. The little riding hood‟s mother

19. What is the moral value of the story?

A. Don‟t be greedy C. Don‟t believe in stranger

B. Don‟t use riding hood D. Don‟t go to Grandma‟s house

This text is for number 20 to 22

Once upon a time, a rabbit wanted to cross a river, but he could not swim.

He had an idea. He saw a boss of crocodile swimming in the river. The rabbit

asked the boss of crocodile, “How many crocodiles are there in the river?” The

boss of crocodile answered, “We are twenty here.” Where are they?” the rabbit

asked for the second time. “What is it for?” the boss of crocodile asked.

All of you are good, nice, gentle and kind, so I want to make a line in

order. Later I‟ll know how kind you are,” said the rabbit. Then, the boss of

crocodile called all his friends and asked them to make a line in order from one

side to the other side of the river. Just then, the rabbit started to count while

jumping from one crocodile to another; one ….. two…… three….. four ….. until

twenty, and finally, he thanked all crocodiles because he had crossed the river.

20. The story mainly tells us about ...

A. Twenty crocodiles C. A rabbit and twenty crocodiles

B. The boss of crocodile D. A rabbit and the boss of

crocodile

21. We know from the first paragraph that the rabbit actually wanted …

A. To cross the river C. To meet the boss of crocodile

B. To swim across the river D. To know where the crocodiles

are

22. All of you are good, nice, gentle, and kind ... (Paragraph 2). The underlined

word is synonymous with …

A. Wild B. Diligent C. Easygoing D. Honest

This text is for number 23 to 25

A Milk-maid had been in the meadow to milk her cows. Now she was

returning home with a pail of milk on her head. She thought, “I will make cream

and butter out of this milk. Then after selling them, I will buy eggs. And when

they hatch, I shall have a good poultry farm”.

She further thought, "I shall sell some of my chickens and buy a fine dress.

Seeing it on my body at the party, all the boys will admire me. But I will turn

them away”.

She went on day dreaming; she forgot about the pail her head. She moved her

head suddenly and the pail of milk came tumbling down. It was broken and all the

milk split. “Dear, O dear!” she cried, “I have lost mine all”

23. What did the milk-maid carry on her head?

A. Some cream

B. Some butter

C. A pail of milk

D. A pail of eggs

24. What does the text tell us about?

A. Spilled milk

B. A pail of milk

C. A hardworking girl

D. A day dreaming milk-maid

25. What can we learn from the story above?

A. Don‟t cry over the spilled milk

B. Don‟t cry before you are hurt

C. Don‟t dream when you sleep

D. Don‟t count your chickens before they are hatched

This text is for number 26 to 29

Two frogs had lived in a village all their lives. They thought they would

like to go and see the big city that was about ten miles away.

They talked about it for a long time and at last they set off to the city.

It was a hot day, and they soon began to feel tired. They had only gone a

little way when one said to the other, "we must be nearly there, can you see the

city?"

"No," said the other frog, "but if I climb on your back I might be able to

see it."

So he climbed up on the back of the other frog to see the city.

Now when the frog put up his head, his eyes could only see what was

behind. And not what was in the front. So he saw the village they had just left.

"Can you see the city?" asked the frog who was below.

"Yes," answered the frog who had climbed up." I can see it. It looks just

like our village."

Then the frogs thought that it was not worthwhile going any further. They

went back and told the frogs in the village that they had seen the city, and it was

just like theirs.

26. What did they feel on their way to find a big city?

A. Happy B. Glad C. Awesome D. Tired

27. Why did one of the frogs climb on the other's back?

A. It felt tired C. It could not see the city

B. It was a hot day D. It thought it was worthwhile

28. “...at last they set off to see the city." (Paragraph 2). The underlined word

means …

A. Left B. Gave up C. Decided D. Stopped

29. What is the moral value of the text?

A. Never do something useless with your friends

B. Never trust within a single opinion without other evidences

C. We have to accept whatever information we receive

D. We can always ask someone's opinions for anything

This text is for number 30 to 34

Once a farmer owned a donkey and a lapdog. The donkey worked hard all

day, hauling heavy loads. The lapdog stayed with his master all day, and lived in

the house with him. He did not work, but was allowed to sit on the master's lap.

The donkey grew jealous of the lapdog.

Perhaps if I behave like the dog, like wag my tail and jump on the master,

the master will start loving me as much as he does the dog. So the donkey decided

to wait for his chance.

One day, when he was left unattended, the donkey broke his halter and ran

into the farmhouse kitchen. There the farmer sat at table. The donkey rushed up to

him and began wagging his tail vigorously, and knocked off all the china from the

table. He then started jumping around and frolicking like a little dog, and finally

plonked himself down on the farmer's lap. The shocked farmer yelled for help.

The farmhands came running in and dragged the donkey off to his stable, and

gave him a beating he did not forget for the rest of his life.

30. What made the donkey jealous of the dog?

A. The halter that he has to wear

B. The beating that he has

C. The farmer's care to the dog

D. The chance to stay inside the house

31. What is the main idea of paragraph 3?

A. The donkey wanted to be loved by its master

B. The way the farmer treated the donkey

C. The things done by the donkey to be loved

D. The dog‟s habit is liked by the master

32. The best title for the text is?

A. The farmer and his dog

B. The donkey and the lapdog

C. The farmer and the donkey

D. The dog and its master

33. What can we learn from the text?

A. It is good to share things with others

B. It is not good to help others

C. It is not good to be envious to others

D. It is good to keep your promise

34. “The donkey grew jealous of the lapdog” (Paragraph 1). The word jealous has

synonym …

A. Happy B. Envy C. Willing D. Love

Appendix 2

VALIDITY POST-TEST

Choose the right answer!

This text is for questions 1 to 4

The Origin of the City of Banyuwangi

Once upon a time, there was a local ruler named King Sulahkromo. His Prime

Minister King is Raden Sidopekso. The Prime Minister‟s wife is Sri Tanjung. She

is so beautiful and sweet that the king wanted her to be his wife.

One day, the King sent the Prime Minister for long missions. While the Prime

Minister went, the King tried to get Sri Tanjung. But the King failed.

He was very angry and upset. So, when Sidopekso back, the King told him

that his wife was unfaithful to him. Prime Minister was very angry with his wife.

Sri Tanjung said that was not true. However, Sidopekso said that he would kill

her. He took her to the river bank.

Before he killed her and threw her into the river, she said that she would be

proven innocent, Once Sidopekso killed her, he threw her body into the dirty

river. River soon became clean started spreading the wonderful aroma and very

fragrant. Sidopekso said, “….. Banyu Wangi…. Banyuwangi”. It means „fragrant

water‟. Banyuwangi proof of love born of noble and sacred. That‟s the origin of

the town of Banyuwangi.

1. What is the topic of the text?

A. The story of Banyuwangi C. Sidopekso, the Prime Minister

B. Sri Tanjung, the beautiful wife D. The story of Sri Tanjung

2. What is the main idea of the last paragraph?

A. Sri Tanjung proved that she was innocent

B. Sidopekso killed his wife

C. Banyuwangi means fragrant water

D. Soon the river became clean

3. What made Raden Sidopekso kill his wife?

A. The provocation of his King C. The jealousy of the King

B. The affection of his wife D. The honor of his wife

4. What was the message of the writer?

A. Do not ask what we have done

B. Do not imitate the things we do not know

C. Trust your wife more than others

D. Think twice before you decide something

Text 2 for questions 5 to 10

A fox fell into a well and couldn‟t get out. By and by a thirsty goat came

along. Seeing the fox in the well it asked if the water was good. “Good,” said the

fox, “It‟s the best water I‟ve tasted in all my life. Come down and try it yourself.”

The goat was thirsty so he got into the well. When he had drunk enough,

he looked around but there was no way to get out. Then the fox said, “I have a

good idea. You stand on your hind legs and put your forelegs against the side of

the well. Then I‟ll climb on your back, from there. I‟ll step on your horns, and I

can get out. And when I‟m out, I‟ll help you out of the well.”

The goat did as he was asked and the fox got on his back and climbed out

of the well. Then he coolly walked away. The goat called out loudly after him and

reminded him of his promise to help him out. The fox merely turn to him and said,

“If you only had thought carefully about getting out, you wouldn‟t have jumped

into the well.”

The goat felt very sad. He called out loudly. An old man walking nearby

heard him and put a plank into the well. The goat out and thanked the old man.

5. The text tells the story of …

A. A fox C. The goat and an old man

B. A fox and a goat D. An old man and the fox

6. What is the purpose of the text?

A. To entertain the readers

B. To persuade the readers that something should or should not be the case

C. To inform the readers about the events of the day which are considered

newsworthy

D. To present at least two points of view about an issue

7. What is the setting for this story?

A. A well B. A city C. A market D. A house

8. Why did the goat jump into the well? Because …

A. The goat was hungry C. The goat was thirsty

B. The goat was sad D. The goat lazy

9. What is the type of the text?

A. Myths B. Folk tales C. Modern fantasy D. Fable

10. Why did the fox get the goat into the well? Because …

A. The fox was very hungry and thirsty

B. The goat was very hungry and thirsty

C. The fox promised that it would help to get out of the well

D. The fox needed the goat to get out of the well

This text is for questions number 11 to 14

Sura and Baya

A long time ago, there were two animals, Sura and Baya. Sura was the

name of a shark and Baya was a crocodile. They lived in a sea.

Once Sura and Baya were looking for some food. Suddenly, Baya saw a

goat.

"Yummy, this is my lunch," said Baya.

"No way! This is my lunch. You are greedy" said Sura. Then they fought for the

goat. After several hours, they were very tired.

Feeling tired of fighting, they lived in the different places. Sura lived in

the water and Baya lived in the land. The border was the beach, so they would

never fight again.

One day, Sura went to the land and looked for some food in the river. He

was very hungry and there was not much food in the sea. Baya was very angry

when he knew that Sura broke the promise.

They fought again. They both hit each other. Sura bit Baya‟s tail. Baya did

the same thing to Sura. He bit very hard until Sura finally gave up and Awent

back to the sea. Baya was happy.

11. The writer wrote the text in order to …

A. Share the story of Surabaya C. Learn the event of the story

B. Write the story about Surabaya D. Take the wisdom of the events

12. From the text we can conclude that Sura and Baya …

A. Have hard character C. Know each other well

B. Love each other very much D. Hit each other badly

13. What did Sura look for on the land in the stream?

A. His dinner C. The sandy shore

B. Two animals D. Some nourishment

14. Who is the main character of the story?

A. Sura B. Baya C. Goat D. Sura and Baya

This text is for number 15 to 18

Little Red Riding Hood

One day there was a little girl named little red riding hood. She was asked

by her mother to deliver cake to her grandmother. When she was heading for his

grandmother‟s house, little riding hood met a wolf. “Where are you going, a little

girl?” The wolf asked. “I‟m willing to give this cake to my grandmother” replied

little riding hood.

The wolf had an evil plan that he wanted to eat them both. Then he ran through a

shortcut to her grandmother‟s house. After arriving to grandmas‟ house, he

knocked on her door. When Grandma opened the door, the wolf caught her and

locked her in a closet. The bad wolf then wore Grandma‟s clothes and laid in bed,

waiting for Little Red Riding Hood.

When little riding hood arrived, the wolf in disguise told her to come in.

little riding hood did not realize that it was the wolf. Then the wolf ate a little

riding hood and her grandmother. After eating them, the wolf fell asleep beside

the river. Suddenly, a woodcutter came; he saw a large wolf‟s belly and knew

what had been done by the wolf. Then he saved them by releasing them out from

the belly of the wolf and filled the wolf‟s stomach with a big stone. Then he threw

the wolf into the river.

15. What is the story about?

A. A kind wolf who wants to help little riding hood

B. A little riding hood meet wolf

C. Grandma asked wolf to take little riding hood

D. A bad wolf who wants to eat little riding hood and grandma

16. Why did little riding hood do not realize the wolf who in disguise as her

grandma?

A. Because she was blind

B. Because the wolf wore grandma‟s clothes

C. Because the wolf was kind

D. Because the wolf wore little riding hood‟s clothes

17. Who did save little riding hood and her grandma from the wolf?

A. The woodcutter C. The grandfather

B. The stranger D. The little riding hood‟s mother

18. What is the moral value of the story?

A. Don‟t be greedy C. Don‟t believe in stranger

B. Don‟t use riding hood D. Don‟t go to Grandma‟s house

This text is for number 19 to 23

Two Brothers

Long ago, there were two brothers called Akomi and Ombah. They were

ambitious and winning. Akomi, the elder brother, said, "If we become the King's

employees, we can make laws to collect more money from the people. We will

become very rich."

They went to see King Aruya. Akomi said, "Your Majesty, let us be your

ministers. We will make good laws. All your subjects will be happy. I am wise

and clever. I know everything."

King Aruya said angrily, "That is not true! Nobody knows everything. For

example, do you know how many stars there are in the sky? Guards! Throw this

liar into the river of crocodiles!"

Ombah's hands trembled. Then he thought to himself, "King Aruya will

also punish me if I say the wrong thing. My brother said he knew everything and

his answer was wrong. So if I say the opposite, my answer will be right." Ombah

then said, to King Aruya, "Your majesty, I know nothing."

King Aruya said, "That is also a lie. Nobody knows nothing, truly!

Everybody knows at least something. For example, you know your father's name,

don't you? Guards! Throw him into the river of crocodiles, too!"

19. The two brother's ambition was to …

A. Become rich C. Help the King make good laws

B. Become ministers D. Make the King's subjects happy

20. King Aruya called Akomi a liar because Akomi …

A. Knew everything C. Did not tell the truth

B. Made him angry D. Wanted to collect money

21. Ombah said I know nothing because he …

A. Did not want to lie to King Aruya

B. Wanted to see the crocodiles

C. Did not know how many stars there were

D. Thought that the answer would be right

22. Ombah's hands trembled because he …

A. Was afraid C. Was thinking hard

B. Knew nothing D. Had the right answer

23. From the story, we can see that King Aruya …

A. Kept many crocodiles C. Did not need any ministers

B. Could make good laws D. Disliked people who told lies

This text is for number 24 to 26

Once upon time there was a lion named Ando who was very poor. He

lived in a small lion‟s village outside the big kingdom. All his neighboring lions

were very poor. He wished to become rich.

So he quit being a lumber worker. He went to the rich lion‟s kingdom to

find a new job. The rich lion liked him and hired him as a jeweler in the kingdom.

In one month he made $ 1.000.000.

Everyone in the village ask the rich people for money. In three months he

was poor because the poor village people asked him for money and gave it to

them.

Now he was poorer that before. So Ando quit his job and went back to being

lumber worker. From that day he never again wished that he was rich.

24. What is the purpose of the text?

A. To entertain the readers

B. To describe something particularly

C. To tell about past event

D. To describe something in general

25. The introduction on narrative text is called …

A. Orientation B. Complication C. Solution D. Reorientation

26. We usually find a good advice in …

A. Orientation B. Complication C. Solution D. Definition

The text is for number 27 to 31

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.

27. Who was the naughtiest rabbit?

A. Flopsy B. Mopsy C. Cotton-tail D. Peter

28. What did Flopsy, Mopsy and Cotton-tail eat?

A. Carrots B. Blackberries C. Lettuce D.

Strawberry

29. What did Peter lose while he was running?

A. Medicine B. A book C. Vegetable D. A pair of

shoes

30. Why did Peter get sick? Because …

A. He was so tired C. He caught a cold

B. He did not eat D. He was naughty

31. Whom did Peter meet at the garden?

A. Flopsy B. Mr. McGregor C. Mrs. McGregor D. His father

The text is for questions 32 to 35

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 one 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 thanked the rats.

32. What destroyed the homes of all rats?

A. A group of mice did C. A group of elephant did

B. The hunter did D. Elephant-hunter did

33. What helped the elephant's herd free?

A. The elephant-hunter did C. The trapped elephants did

B. The hunters did D. Entire group of rats did

34. They danced with joy and thanked … (Paragraph 4). The synonym of joy,

EXCEPT …

A. Gladness B. Happiness C. Sadness D. Bliss

35. At the end of the story, how was the elephant's herd?

B. Angry C. Happy

C. Sad D. Dead

Appendix 3

SKOR DATA DIBOBOT

=================

Jumlah Subyek = 27

Butir soal = 34

Bobot utk jwban benar = 1

Bobot utk jwban salah = 0

Nama berkas: F:\DATA SASHA\SKRIPSI\SEMENTARA - COPY.ANA

No Urt No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot

1 1 NABELA 13 21 0 13 13

2 2 NABILA... 27 7 0 27 27

3 3 WAHYU ... 13 21 0 13 13

4 4 RIZKI Z. 21 13 0 21 21

5 5 ZAHRA ... 23 11 0 23 23

6 6 WAHYU ... 27 7 0 27 27

7 7 WALYO ... 22 12 0 22 22

8 8 SYAHDA... 25 9 0 25 25

9 9 NOVAL A. 19 15 0 19 19

10 10 SALSA ... 23 11 0 23 23

11 11 SYAIDA... 19 15 0 19 19

12 12 PUTRI ... 21 13 0 21 21

13 13 NATASY... 13 21 0 13 13

14 14 SARAH ... 25 9 0 25 25

15 15 PARADI... 21 13 0 21 21

16 16 RASYA ... 23 11 0 23 23

17 17 RIZKI ... 13 21 0 13 13

18 18 NURAIN... 22 12 0 22 22

19 19 VANDU ... 26 8 0 26 26

20 20 ZAIFA ... 26 8 0 26 26

21 21 SHIFA ... 24 10 0 24 24

22 22 MUTIAR... 14 20 0 14 14

23 23 NIKEN H. 15 19 0 15 15

24 24 FAJRI 20 14 0 20 20

25 25 NABILA... 24 10 0 24 24

26 26 PUTRA ... 11 23 0 11 11

27 27 RIFDAH... 23 11 0 23 23

RELIABILITAS TES

================

Rata2= 20.48

Simpang Baku= 4.93

KorelasiXY= 0.58

Reliabilitas Tes= 0.73

Nama berkas: F:\DATA SASHA\SKRIPSI\SEMENTARA - COPY.ANA

No.Urut No. Subyek Kode/Nama Subyek Skor Ganjil Skor Genap Skor Total

1 1 NABELA 7 6 13

2 2 NABILA AWALIY... 13 14 27

3 3 WAHYU MALIKA 6 7 13

4 4 RIZKI Z. 12 9 21

5 5 ZAHRA PUTRI N... 13 10 23

6 6 WAHYU NUR CHOLIS 13 14 27

7 7 WALYO ILYUN 12 10 22

8 8 SYAHDAM APRIAN 12 13 25

9 9 NOVAL A. 12 7 19

10 10 SALSA APRILIA 11 12 23

11 11 SYAIDAH TUDDI... 12 7 19

12 12 PUTRI ANDINI 12 9 21

13 13 NATASYA KAMILAH 9 4 13

14 14 SARAH LIZIARAH 12 13 25

15 15 PARADISA SAFITRI 12 9 21

16 16 RASYA DIDIT P. 13 10 23

17 17 RIZKI ARDIANSYAH 4 9 13

18 18 NURAINI PUTRI 10 12 22

19 19 VANDU FALUHTFI 13 13 26

20 20 ZAIFA NAFDIRA... 12 14 26

21 21 SHIFA NAZMA F... 12 12 24

22 22 MUTIARA HAISUNAH 7 7 14

23 23 NIKEN H. 8 7 15

24 24 FAJRI 10 10 20

25 25 NABILA PUTRI A. 12 12 24

26 26 PUTRA TAWASUL 7 4 11

27 27 RIFDAH HASNA ... 14 9 23

KELOMPOK UNGGUL & ASOR

======================

Kelompok Unggul

Nama berkas: F:\DATA SASHA\SKRIPSI\SEMENTARA - COPY.ANA

1 2 3 4 5 6 7

No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7

1 2 NABILA AWALIY... 27 1 1 1 1 1 1 1

2 6 WAHYU NUR CHOLIS 27 - 1 1 1 1 - 1

3 19 VANDU FALUHTFI 26 1 1 1 1 1 - 1

4 20 ZAIFA NAFDIRA... 26 1 - - 1 1 1 1

5 8 SYAHDAM APRIAN 25 - 1 1 1 1 - 1

6 14 SARAH LIZIARAH 25 1 1 1 - 1 - 1

7 21 SHIFA NAZMA F... 24 1 - 1 1 1 1 1

Jml Jwb Benar 5 5 6 6 7 3 7

8 9 10 11 12 13 14

No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14

1 2 NABILA AWALIY... 27 1 1 1 1 1 1 -

2 6 WAHYU NUR CHOLIS 27 1 1 1 1 1 1 1

3 19 VANDU FALUHTFI 26 1 1 1 - 1 1 -

4 20 ZAIFA NAFDIRA... 26 1 1 1 1 1 1 1

5 8 SYAHDAM APRIAN 25 1 1 1 - 1 1 -

6 14 SARAH LIZIARAH 25 1 1 1 - 1 1 1

7 21 SHIFA NAZMA F... 24 1 1 1 1 1 1 1

Jml Jwb Benar 7 7 7 4 7 7 4

15 16 17 18 19 20 21

No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21

1 2 NABILA AWALIY... 27 1 1 1 1 - 1 1

2 6 WAHYU NUR CHOLIS 27 1 1 - - - 1 -

3 19 VANDU FALUHTFI 26 1 1 1 1 1 1 1

4 20 ZAIFA NAFDIRA... 26 1 1 - - - 1 1

5 8 SYAHDAM APRIAN 25 1 1 1 1 1 1 1

6 14 SARAH LIZIARAH 25 1 1 1 1 1 1 -

7 21 SHIFA NAZMA F... 24 1 - - - - - 1

Jml Jwb Benar 7 6 4 4 3 6 5

22 23 24 25 26 27 28

No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27 28

1 2 NABILA AWALIY... 27 1 - 1 1 1 - -

2 6 WAHYU NUR CHOLIS 27 1 1 1 1 - 1 1

3 19 VANDU FALUHTFI 26 1 1 - - - 1 1

4 20 ZAIFA NAFDIRA... 26 1 1 1 - 1 1 1

5 8 SYAHDAM APRIAN 25 - - 1 - - 1 1

6 14 SARAH LIZIARAH 25 1 - - - 1 1 1

7 21 SHIFA NAZMA F... 24 1 - 1 - 1 1 -

Jml Jwb Benar 6 3 5 2 4 6 5

29 30 31 32 33 34

No.Urut No Subyek Kode/Nama Subyek Skor 29 30 31 32 33 34

1 2 NABILA AWALIY... 27 1 1 - - 1 1

2 6 WAHYU NUR CHOLIS 27 1 1 1 1 1 1

3 19 VANDU FALUHTFI 26 - 1 - 1 1 1

4 20 ZAIFA NAFDIRA... 26 1 - - 1 1 1

5 8 SYAHDAM APRIAN 25 - 1 1 1 1 1

6 14 SARAH LIZIARAH 25 1 1 - - 1 1

7 21 SHIFA NAZMA F... 24 1 1 - 1 1 1

Jml Jwb Benar 5 6 2 5 7 7

Kelompok Asor

Nama berkas: F:\DATA SASHA\SKRIPSI\SEMENTARA - COPY.ANA

1 2 3 4 5 6 7

No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7

1 23 NIKEN H. 15 - - 1 1 1 - 1

2 22 MUTIARA HAISUNAH 14 1 - 1 - - - 1

3 1 NABELA 13 - 1 - 1 - - 1

4 3 WAHYU MALIKA 13 - - - 1 - - -

5 13 NATASYA KAMILAH 13 - - 1 1 1 - 1

6 17 RIZKI ARDIANSYAH 13 - - 1 - - - 1

7 26 PUTRA TAWASUL 11 1 - 1 - 1 - -

Jml Jwb Benar 2 1 5 4 3 0 5

8 9 10 11 12 13 14

No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14

1 23 NIKEN H. 15 1 - - - 1 1 -

2 22 MUTIARA HAISUNAH 14 1 1 - - - 1 1

3 1 NABELA 13 - 1 - - 1 1 1

4 3 WAHYU MALIKA 13 - 1 1 - - - -

5 13 NATASYA KAMILAH 13 - 1 - - 1 1 -

6 17 RIZKI ARDIANSYAH 13 - 1 1 - 1 - 1

7 26 PUTRA TAWASUL 11 1 1 - - 1 - -

Jml Jwb Benar 3 6 2 0 5 4 3

15 16 17 18 19 20 21

No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21

1 23 NIKEN H. 15 1 - 1 - - - -

2 22 MUTIARA HAISUNAH 14 - - - - - - -

3 1 NABELA 13 1 - - - - - 1

4 3 WAHYU MALIKA 13 1 1 - - - - -

5 13 NATASYA KAMILAH 13 - - 1 - - - -

6 17 RIZKI ARDIANSYAH 13 - - - - - 1 -

7 26 PUTRA TAWASUL 11 1 1 - - - - -

Jml Jwb Benar 4 2 2 0 0 1 1

22 23 24 25 26 27 28

No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27 28

1 23 NIKEN H. 15 1 - 1 - - - -

2 22 MUTIARA HAISUNAH 14 1 1 1 - 1 - -

3 1 NABELA 13 - 1 - - - 1 -

4 3 WAHYU MALIKA 13 - - 1 - - 1 1

5 13 NATASYA KAMILAH 13 - 1 - - - - 1

6 17 RIZKI ARDIANSYAH 13 1 - 1 - - - -

7 26 PUTRA TAWASUL 11 - 1 1 - - 1 -

Jml Jwb Benar 3 4 5 0 1 3 2

29 30 31 32 33 34

No.Urut No Subyek Kode/Nama Subyek Skor 29 30 31 32 33 34

1 23 NIKEN H. 15 1 - - 1 1 1

2 22 MUTIARA HAISUNAH 14 - 1 - - 1 1

3 1 NABELA 13 - - - 1 - 1

4 3 WAHYU MALIKA 13 1 - 1 1 1 1

5 13 NATASYA KAMILAH 13 1 - - - 1 1

6 17 RIZKI ARDIANSYAH 13 1 1 - 1 - 1

7 26 PUTRA TAWASUL 11 - - - - - -

Jml Jwb Benar 4 2 1 4 4 6

DAYA PEMBEDA

============

Jumlah Subyek= 27

Klp atas/bawah(n)= 7

Butir Soal= 34

Nama berkas: F:\DATA SASHA\SKRIPSI\SEMENTARA - COPY.ANA

No Butir Baru No Butir Asli Kel. Atas Kel. Bawah Beda Indeks DP (%)

1 1 5 2 3 42.86

2 2 5 1 4 57.14

3 3 6 5 1 14.29

4 4 6 4 2 28.57

5 5 7 3 4 57.14

6 6 3 0 3 42.86

7 7 7 5 2 28.57

8 8 7 3 4 57.14

9 9 7 6 1 14.29

10 10 7 2 5 71.43

11 11 4 0 4 57.14

12 12 7 5 2 28.57

13 13 7 4 3 42.86

14 14 4 3 1 14.29

15 15 7 4 3 42.86

16 16 6 2 4 57.14

17 17 4 2 2 28.57

18 18 4 0 4 57.14

19 19 3 0 3 42.86

20 20 6 1 5 71.43

21 21 5 1 4 57.14

22 22 6 3 3 42.86

23 23 3 4 -1 -14.29

24 24 5 5 0 0.00

25 25 2 0 2 28.57

26 26 4 1 3 42.86

27 27 6 3 3 42.86

28 28 5 2 3 42.86

29 29 5 4 1 14.29

30 30 6 2 4 57.14

31 31 2 1 1 14.29

32 32 5 4 1 14.29

33 33 7 4 3 42.86

34 34 7 6 1 14.29

TINGKAT KESUKARAN

=================

Jumlah Subyek= 27

Butir Soal= 34

Nama berkas: F:\DATA SASHA\SKRIPSI\SEMENTARA - COPY.ANA

No Butir Baru No Butir Asli Jml Betul Tkt. Kesukaran(%) Tafsiran

1 1 18 66.67 Sedang

2 2 11 40.74 Sedang

3 3 22 81.48 Mudah

4 4 18 66.67 Sedang

5 5 21 77.78 Mudah

6 6 6 22.22 Sukar

7 7 24 88.89 Sangat Mudah

8 8 17 62.96 Sedang

9 9 24 88.89 Sangat Mudah

10 10 18 66.67 Sedang

11 11 7 25.93 Sukar

12 12 24 88.89 Sangat Mudah

13 13 21 77.78 Mudah

14 14 12 44.44 Sedang

15 15 22 81.48 Mudah

16 16 11 40.74 Sedang

17 17 13 48.15 Sedang

18 18 10 37.04 Sedang

19 19 7 25.93 Sukar

20 20 16 59.26 Sedang

21 21 17 62.96 Sedang

22 22 17 62.96 Sedang

23 23 18 66.67 Sedang

24 24 17 62.96 Sedang

25 25 3 11.11 Sangat Sukar

26 26 14 51.85 Sedang

27 27 21 77.78 Mudah

28 28 17 62.96 Sedang

29 29 19 70.37 Sangat Mudah

30 30 14 51.85 Sedang

31 31 10 37.04 Sedang

32 32 15 55.56 Sedang

33 33 23 85.19 Sangat Mudah

34 34 26 96.30 Sangat Mudah

KORELASI SKOR BUTIR DG SKOR TOTAL

=================================

Jumlah Subyek= 27

Butir Soal= 34

Nama berkas: F:\DATA SASHA\SKRIPSI\SEMENTARA - COPY.ANA

No Butir Baru No Butir Asli Korelasi Signifikansi

1 1 0.395 Sangat Signifikan

2 2 0.322 Signifikan

3 3 0.067 -

4 4 0.314 Signifikan

5 5 0.495 Sangat Signifikan

6 6 0.370 Signifikan

7 7 0.400 Sangat Signifikan

8 8 0.361 Signifikan

9 9 0.133 -

10 10 0.509 Sangat Signifikan

11 11 0.430 Sangat Signifikan

12 12 0.327 Signifikan

13 13 0.384 Signifikan

14 14 0.096 -

15 15 0.323 Signifikan

16 16 0.354 Signifikan

17 17 0.318 Signifikan

18 18 0.494 Sangat Signifikan

19 19 0.378 Signifikan

20 20 0.534 Sangat Signifikan

21 21 0.536 Sangat Signifikan

22 22 0.346 Signifikan

23 23 0.038 -

24 24 0.092 -

25 25 0.281 -

26 26 0.387 Signifikan

27 27 0.366 Signifikan

28 28 0.377 Signifikan

29 29 0.148 -

30 30 0.371 Signifikan

31 31 0.161 -

32 32 0.151 -

33 33 0.494 Sangat Signifikan

34 34 0.384 Signifikan

Catatan: Batas signifikansi koefisien korelasi sebagaai berikut:

df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01

10 0,576 0,708 60 0,250 0,325

15 0,482 0,606 70 0,233 0,302

20 0,423 0,549 80 0,217 0,283

25 0,381 0,496 90 0,205 0,267

30 0,349 0,449 100 0,195 0,254

40 0,304 0,393 125 0,174 0,228

50 0,273 0,354 >150 0,159 0,208

Bila koefisien = 0,000 berarti tidak dapat dihitung.

KUALITAS PENGECOH

=================

Jumlah Subyek= 27

Butir Soal= 34

Nama berkas: F:\DATA SASHA\SKRIPSI\SEMENTARA - COPY.ANA

No Butir Baru No Butir Asli a b c d *

1 1 1- 0-- 18** 8--- 0

2 2 8+ 0-- 8+ 11** 0

3 3 3-- 0-- 22** 2++ 0

4 4 3++ 3++ 18** 3++ 0

5 5 4-- 2++ 21** 0-- 0

6 6 5+ 0-- 16--- 6** 0

7 7 0-- 24** 1++ 2-- 0

8 8 4++ 17** 2+ 4++ 0

9 9 24** 1++ 2-- 0-- 0

10 10 0-- 9--- 18** 0-- 0

11 11 6++ 8++ 7** 6++ 0

12 12 1++ 24** 2-- 0-- 0

13 13 0-- 0-- 6--- 21** 0

14 14 3+ 8- 12** 4++ 0

15 15 22** 2++ 3-- 0-- 0

16 16 2- 14--- 0-- 11** 0

17 17 0-- 13** 4++ 10--- 0

18 18 10** 2- 1-- 14--- 0

19 19 7** 8++ 6++ 6++ 0

20 20 2+ 3++ 6- 16** 0

21 21 17** 4++ 5+ 1- 0

22 22 1- 9--- 17** 0-- 0

23 23 2+ 6-- 18** 1- 0

24 24 2+ 6-- 2+ 17** 0

25 25 18--- 0-- 6+ 3** 0

26 26 6+ 1-- 6+ 14** 0

27 27 4-- 1- 21** 1- 0

28 28 2+ 0-- 17** 8--- 0

29 29 7--- 19** 1- 0-- 0

30 30 2- 1-- 14** 10--- 0

31 31 7++ 9- 10** 1-- 0

32 32 1-- 11--- 15** 0-- 0

33 33 3--- 0-- 23** 1+ 0

34 34 0-- 26** 1--- 0-- 0

Keterangan:

** : Kunci Jawaban

++ : Sangat Baik

+ : Baik

- : Kurang Baik

-- : Buruk

---: Sangat Buruk

REKAP ANALISIS BUTIR

=====================

Rata2= 20.48

Simpang Baku= 4.93

KorelasiXY= 0.58

Reliabilitas Tes= 0.73

Butir Soal= 34

Jumlah Subyek= 27

Nama berkas: F:\DATA SASHA\SKRIPSI\SEMENTARA - COPY.ANA

Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi

1 1 42.86 Sedang 0.395 Sangat Signifikan

2 2 57.14 Sedang 0.322 Signifikan

3 3 14.29 Mudah 0.067 -

4 4 28.57 Sedang 0.314 Signifikan

5 5 57.14 Mudah 0.495 Sangat Signifikan

6 6 42.86 Sukar 0.370 Signifikan

7 7 28.57 Sangat Mudah 0.400 Sangat Signifikan

8 8 57.14 Sedang 0.361 Signifikan

9 9 14.29 Sangat Mudah 0.133 -

10 10 71.43 Sedang 0.509 Sangat Signifikan

11 11 57.14 Sukar 0.430 Sangat Signifikan

12 12 28.57 Sangat Mudah 0.327 Signifikan

13 13 42.86 Mudah 0.384 Signifikan

14 14 14.29 Sedang 0.096 -

15 15 42.86 Mudah 0.323 Signifikan

16 16 57.14 Sedang 0.354 Signifikan

17 17 28.57 Sedang 0.318 Signifikan

18 18 57.14 Sedang 0.494 Sangat Signifikan

19 19 42.86 Sukar 0.378 Signifikan

20 20 71.43 Sedang 0.534 Sangat Signifikan

21 21 57.14 Sedang 0.536 Sangat Signifikan

22 22 42.86 Sedang 0.346 Signifikan

23 23 -14.29 Sedang 0.038 -

24 24 0.00 Sedang 0.092 -

25 25 28.57 Sangat Sukar 0.281 -

26 26 42.86 Sedang 0.387 Signifikan

27 27 42.86 Mudah 0.366 Signifikan

28 28 42.86 Sedang 0.377 Signifikan

29 29 14.29 Sangat Mudah 0.148 -

30 30 57.14 Sedang 0.371 Signifikan

31 31 14.29 Sedang 0.161 -

32 32 14.29 Sedang 0.151 -

33 33 42.86 Sangat Mudah 0.494 Sangat Signifikan

34 34 14.29 Sangat Mudah 0.384 Signifikan

REKAP ANALISIS BUTIR

=====================

Rata2= 20.48

Simpang Baku= 4.93

KorelasiXY= 0.58

Reliabilitas Tes= 0.73

Butir Soal= 34

Jumlah Subyek= 27

Nama berkas: F:\DATA SASHA\SKRIPSI\SEMENTARA - COPY.ANA

Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi

1 1 42.86 Sedang 0.395 Sangat Signifikan

2 2 57.14 Sedang 0.322 Signifikan

3 3 14.29 Mudah 0.067 -

4 4 28.57 Sedang 0.314 Signifikan

5 5 57.14 Mudah 0.495 Sangat Signifikan

6 6 42.86 Sukar 0.370 Signifikan

7 7 28.57 Sangat Mudah 0.400 Sangat Signifikan

8 8 57.14 Sedang 0.361 Signifikan

9 9 14.29 Sangat Mudah 0.133 -

10 10 71.43 Sedang 0.509 Sangat Signifikan

11 11 57.14 Sukar 0.430 Sangat Signifikan

12 12 28.57 Sangat Mudah 0.327 Signifikan

13 13 42.86 Mudah 0.384 Signifikan

14 14 14.29 Sedang 0.096 -

15 15 42.86 Mudah 0.323 Signifikan

16 16 57.14 Sedang 0.354 Signifikan

17 17 28.57 Sedang 0.318 Signifikan

18 18 57.14 Sedang 0.494 Sangat Signifikan

19 19 42.86 Sukar 0.378 Signifikan

20 20 71.43 Sedang 0.534 Sangat Signifikan

21 21 57.14 Sedang 0.536 Sangat Signifikan

22 22 42.86 Sedang 0.346 Signifikan

23 23 -14.29 Sedang 0.038 -

24 24 0.00 Sedang 0.092 -

25 25 28.57 Sangat Sukar 0.281 -

26 26 42.86 Sedang 0.387 Signifikan

27 27 42.86 Mudah 0.366 Signifikan

28 28 42.86 Sedang 0.377 Signifikan

29 29 14.29 Sangat Mudah 0.148 -

30 30 57.14 Sedang 0.371 Signifikan

31 31 14.29 Sedang 0.161 -

32 32 14.29 Sedang 0.151 -

33 33 42.86 Sangat Mudah 0.494 Sangat Signifikan

34 34 14.29 Sangat Mudah 0.384 Signifikan

Appendix 4

SKOR DATA DIBOBOT

=================

Jumlah Subyek = 27

Butir soal = 35

Bobot utk jwban benar = 1

Bobot utk jwban salah = 0

Nama berkas: F:\DATA SASHA\SKRIPSI\POSTTEST.ANA

No Urt No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot

1 1 FAJRI 15 20 0 15 15

2 2 MUTIAR... 23 12 0 23 23

3 3 NABELA 19 16 0 19 19

4 4 NABILA... 22 13 0 22 22

5 5 NABILA... 21 14 0 21 21

6 6 NATASY... 21 14 0 21 21

7 7 NIKEN H. 17 18 0 17 17

8 8 NOVAL A. 21 14 0 21 21

9 9 NURAIN... 15 20 0 15 15

10 10 PARADI... 19 16 0 19 19

11 11 PUTRA ... 16 19 0 16 16

12 12 PUTRI ... 11 24 0 11 11

13 13 RASYA ... 22 13 0 22 22

14 14 RIFDAH... 14 21 0 14 14

15 15 RIZKI ... 11 24 0 11 11

16 16 RIZKI Z. 18 17 0 18 18

17 17 SALSA ... 19 16 0 19 19

18 18 SARAH ... 21 14 0 21 21

19 19 SHIFA ... 24 11 0 24 24

20 20 SYAHDA... 21 14 0 21 21

21 21 SYAIDA... 22 13 0 22 22

22 22 VANDU ... 26 9 0 26 26

23 23 WAHYU ... 26 9 0 26 26

24 24 WAHYU ... 29 6 0 29 29

25 25 WALYO ... 19 16 0 19 19

26 26 ZAHRA ... 22 13 0 22 22

27 27 ZAIFA ... 26 9 0 26 26

RELIABILITAS TES

================

Rata2= 20.00

Simpang Baku= 4.45

KorelasiXY= 0.63

Reliabilitas Tes= 0.77

Nama berkas: F:\DATA SASHA\SKRIPSI\POSTTEST.ANA

No.Urut No. Subyek Kode/Nama Subyek Skor Ganjil Skor Genap Skor Total

1 1 FAJRI 7 8 15

2 2 MUTIARA HAISUNAH 12 11 23

3 3 NABELA 8 11 19

4 4 NABILA AWALIY... 11 11 22

5 5 NABILA PUTRI A. 10 11 21

6 6 NATASYA KAMILAH 11 10 21

7 7 NIKEN H. 8 9 17

8 8 NOVAL A. 8 13 21

9 9 NURAINI PUTRI 9 6 15

10 10 PARADISA SAFITRI 9 10 19

11 11 PUTRA TAWASUL 9 7 16

12 12 PUTRI ANDINI 5 6 11

13 13 RASYA DIDIT P. 10 12 22

14 14 RIFDAH HASNA ... 8 6 14

15 15 RIZKI ARDIANSYAH 6 5 11

16 16 RIZKI Z. 10 8 18

17 17 SALSA APRILIA 10 9 19

18 18 SARAH LIZIARAH 10 11 21

19 19 SHIFA NAZMA F. 12 12 24

20 20 SYAHDAM APRIAN 10 11 21

21 21 SYAIDAH TUDDI... 13 9 22

22 22 VANDU FALUTHFI 15 11 26

23 23 WAHYU MALIKA 14 12 26

24 24 WAHYU NUR CHOLIS 14 15 29

25 25 WALYO ILYUN 11 8 19

26 26 ZAHRA PUTRI N. 12 10 22

27 27 ZAIFA NAFDIRA A. 13 13 26

KELOMPOK UNGGUL & ASOR

======================

Kelompok Unggul

Nama berkas: F:\DATA SASHA\SKRIPSI\POSTTEST.ANA

1 2 3 4 5 6 7

No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7

1 24 WAHYU NUR CHOLIS 29 - 1 1 1 1 1 1

2 22 VANDU FALUTHFI 26 1 1 1 - 1 1 1

3 23 WAHYU MALIKA 26 1 1 1 1 1 1 1

4 27 ZAIFA NAFDIRA A. 26 1 1 1 1 1 1 1

5 19 SHIFA NAZMA F. 24 1 1 1 1 1 1 1

6 2 MUTIARA HAISUNAH 23 1 1 - 1 1 1 1

7 4 NABILA AWALIY... 22 1 1 1 1 - - -

Jml Jwb Benar 6 7 6 6 6 6 6

8 9 10 11 12 13 14

No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14

1 24 WAHYU NUR CHOLIS 29 1 1 1 - 1 1 1

2 22 VANDU FALUTHFI 26 1 1 1 1 1 1 1

3 23 WAHYU MALIKA 26 1 1 1 1 1 1 -

4 27 ZAIFA NAFDIRA A. 26 1 1 - - 1 - 1

5 19 SHIFA NAZMA F. 24 1 1 1 - 1 1 1

6 2 MUTIARA HAISUNAH 23 1 1 - - - 1 -

7 4 NABILA AWALIY... 22 1 - - 1 1 1 -

Jml Jwb Benar 7 6 4 3 6 6 4

15 16 17 18 19 20 21

No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21

1 24 WAHYU NUR CHOLIS 29 1 1 1 1 1 1 -

2 22 VANDU FALUTHFI 26 1 - 1 1 1 - 1

3 23 WAHYU MALIKA 26 - 1 1 1 1 - -

4 27 ZAIFA NAFDIRA A. 26 1 1 1 - - - -

5 19 SHIFA NAZMA F. 24 - 1 1 1 1 - -

6 2 MUTIARA HAISUNAH 23 1 1 1 1 - - 1

7 4 NABILA AWALIY... 22 - 1 1 - - - -

Jml Jwb Benar 4 6 7 5 4 1 2

22 23 24 25 26 27 28

No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27 28

1 24 WAHYU NUR CHOLIS 29 - 1 - - 1 1 1

2 22 VANDU FALUTHFI 26 - - - - - - 1

3 23 WAHYU MALIKA 26 1 1 1 - - - 1

4 27 ZAIFA NAFDIRA A. 26 1 - - 1 1 1 1

5 19 SHIFA NAZMA F. 24 - 1 - - - 1 1

6 2 MUTIARA HAISUNAH 23 1 - - - - 1 1

7 4 NABILA AWALIY... 22 1 - 1 1 1 1 -

Jml Jwb Benar 4 3 2 2 3 5 6

29 30 31 32 33 34 35

No.Urut No Subyek Kode/Nama Subyek Skor 29 30 31 32 33 34 35

1 24 WAHYU NUR CHOLIS 29 1 1 1 1 1 1 1

2 22 VANDU FALUTHFI 26 1 1 1 1 1 1 1

3 23 WAHYU MALIKA 26 1 - 1 1 1 - 1

4 27 ZAIFA NAFDIRA A. 26 1 1 1 1 1 1 1

5 19 SHIFA NAZMA F. 24 1 1 - 1 - - 1

6 2 MUTIARA HAISUNAH 23 1 1 1 1 1 1 -

7 4 NABILA AWALIY... 22 1 1 1 1 1 1 1

Jml Jwb Benar 7 6 6 7 6 5 6

Kelompok Asor

Nama berkas: F:\DATA SASHA\SKRIPSI\POSTTEST.ANA

1 2 3 4 5 6 7

No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7

1 7 NIKEN H. 17 1 1 1 - - - 1

2 11 PUTRA TAWASUL 16 1 - - 1 1 - -

3 1 FAJRI 15 - - 1 1 1 1 -

4 9 NURAINI PUTRI 15 - - 1 - 1 1 -

5 14 RIFDAH HASNA ... 14 1 - - - - - -

6 12 PUTRI ANDINI 11 - 1 - - - - -

7 15 RIZKI ARDIANSYAH 11 - 1 - - - 1 1

Jml Jwb Benar 3 3 3 2 3 3 2

8 9 10 11 12 13 14

No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14

1 7 NIKEN H. 17 1 1 - - 1 - 1

2 11 PUTRA TAWASUL 16 1 1 - 1 - 1 -

3 1 FAJRI 15 - - - - 1 1 1

4 9 NURAINI PUTRI 15 - 1 - 1 1 1 -

5 14 RIFDAH HASNA ... 14 1 - 1 1 1 - -

6 12 PUTRI ANDINI 11 1 - - - - - 1

7 15 RIZKI ARDIANSYAH 11 - 1 - - - - 1

Jml Jwb Benar 4 4 1 3 4 3 4

15 16 17 18 19 20 21

No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21

1 7 NIKEN H. 17 - - 1 1 1 - -

2 11 PUTRA TAWASUL 16 - - 1 - 1 - -

3 1 FAJRI 15 - 1 1 - 1 - -

4 9 NURAINI PUTRI 15 - - 1 - 1 - -

5 14 RIFDAH HASNA ... 14 1 - - 1 1 - 1

6 12 PUTRI ANDINI 11 - - 1 - 1 1 -

7 15 RIZKI ARDIANSYAH 11 - 1 - - 1 - -

Jml Jwb Benar 1 2 5 2 7 1 1

22 23 24 25 26 27 28

No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27 28

1 7 NIKEN H. 17 1 - - - 1 - -

2 11 PUTRA TAWASUL 16 1 - - - 1 - 1

3 1 FAJRI 15 1 - - - 1 1 -

4 9 NURAINI PUTRI 15 1 - 1 1 - - 1

5 14 RIFDAH HASNA ... 14 1 1 - - - 1 1

6 12 PUTRI ANDINI 11 - 1 - - - - -

7 15 RIZKI ARDIANSYAH 11 - - - 1 1 - -

Jml Jwb Benar 5 2 1 2 4 2 3

29 30 31 32 33 34 35

No.Urut No Subyek Kode/Nama Subyek Skor 29 30 31 32 33 34 35

1 7 NIKEN H. 17 - - 1 1 - 1 1

2 11 PUTRA TAWASUL 16 - 1 1 1 - - 1

3 1 FAJRI 15 - - 1 1 - - -

4 9 NURAINI PUTRI 15 - - - 1 1 - -

5 14 RIFDAH HASNA ... 14 1 - - - - - -

6 12 PUTRI ANDINI 11 1 1 - 1 - - 1

7 15 RIZKI ARDIANSYAH 11 - - 1 - 1 - -

Jml Jwb Benar 2 2 4 5 2 1 3

DAYA PEMBEDA

============

Jumlah Subyek= 27

Klp atas/bawah(n)= 7

Butir Soal= 35

Nama berkas: F:\DATA SASHA\SKRIPSI\POSTTEST.ANA

No Butir Baru No Butir Asli Kel. Atas Kel. Bawah Beda Indeks DP (%)

1 1 6 3 3 42.86

2 2 7 3 4 57.14

3 3 6 3 3 42.86

4 4 6 2 4 57.14

5 5 6 3 3 42.86

6 6 6 3 3 42.86

7 7 6 2 4 57.14

8 8 7 4 3 42.86

9 9 6 4 2 28.57

10 10 4 1 3 42.86

11 11 3 3 0 0.00

12 12 6 4 2 28.57

13 13 6 3 3 42.86

14 14 4 4 0 0.00

15 15 4 1 3 42.86

16 16 6 2 4 57.14

17 17 7 5 2 28.57

18 18 5 2 3 42.86

19 19 4 7 -3 -42.86

20 20 1 1 0 0.00

21 21 2 1 1 14.29

22 22 4 5 -1 -14.29

23 23 3 2 1 14.29

24 24 2 1 1 14.29

25 25 2 2 0 0.00

26 26 3 4 -1 -14.29

27 27 5 2 3 42.86

28 28 6 3 3 42.86

29 29 7 2 5 71.43

30 30 6 2 4 57.14

31 31 6 4 2 28.57

32 32 7 5 2 28.57

33 33 6 2 4 57.14

34 34 5 1 4 57.14

35 35 6 3 3 42.86

TINGKAT KESUKARAN

=================

Jumlah Subyek= 27

Butir Soal= 35

Nama berkas: F:\DATA SASHA\SKRIPSI\POSTTEST.ANA

No Butir Baru No Butir Asli Jml Betul Tkt. Kesukaran(%) Tafsiran

1 1 15 55.56 Sedang

2 2 17 62.96 Sedang

3 3 16 59.26 Sedang

4 4 12 44.44 Sedang

5 5 17 62.96 Sedang

6 6 15 55.56 Sedang

7 7 13 48.15 Sedang

8 8 20 74.07 Mudah

9 9 20 74.07 Mudah

10 10 10 37.04 Sedang

11 11 13 48.15 Sedang

12 12 17 62.96 Sedang

13 13 19 70.37 Sangat Mudah

14 14 18 66.67 Sedang

15 15 9 33.33 Sedang

16 16 14 51.85 Sedang

17 17 23 85.19 Sangat Mudah

18 18 15 55.56 Sedang

19 19 16 59.26 Sedang

20 20 7 25.93 Sukar

21 21 7 25.93 Sukar

22 22 19 70.37 Sangat Mudah

23 23 7 25.93 Sukar

24 24 12 44.44 Sedang

25 25 14 51.85 Sedang

26 26 19 70.37 Sangat Mudah

27 27 15 55.56 Sedang

28 28 17 62.96 Sedang

29 29 17 62.96 Sedang

30 30 17 62.96 Sedang

31 31 23 85.19 Sangat Mudah

32 32 21 77.78 Mudah

33 33 13 48.15 Sedang

34 34 15 55.56 Sedang

35 35 18 66.67 Sedang

KORELASI SKOR BUTIR DG SKOR TOTAL

=================================

Jumlah Subyek= 27

Butir Soal= 35

Nama berkas: F:\DATA SASHA\SKRIPSI\POSTTEST.ANA

No Butir Baru No Butir Asli Korelasi Signifikansi

1 1 0.336 Signifikan

2 2 0.292 -

3 3 0.443 Sangat Signifikan

4 4 0.379 Signifikan

5 5 0.415 Sangat Signifikan

6 6 0.386 Signifikan

7 7 0.374 Signifikan

8 8 0.280 -

9 9 0.389 Signifikan

10 10 0.286 -

11 11 -0.023 -

12 12 0.340 Signifikan

13 13 0.371 Signifikan

14 14 0.194 -

15 15 0.374 Signifikan

16 16 0.387 Signifikan

17 17 0.413 Sangat Signifikan

18 18 0.370 Signifikan

19 19 -0.218 -

20 20 0.013 -

21 21 0.145 -

22 22 0.141 -

23 23 0.108 -

24 24 0.113 -

25 25 0.153 -

26 26 -0.027 -

27 27 0.386 Signifikan

28 28 0.391 Signifikan

29 29 0.271 -

30 30 0.340 Signifikan

31 31 0.343 Signifikan

32 32 0.320 Signifikan

33 33 0.390 Signifikan

34 34 0.386 Signifikan

35 35 0.310 Signifikan

Catatan: Batas signifikansi koefisien korelasi sebagaai berikut:

df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01

10 0,576 0,708 60 0,250 0,325

15 0,482 0,606 70 0,233 0,302

20 0,423 0,549 80 0,217 0,283

25 0,381 0,496 90 0,205 0,267

30 0,349 0,449 100 0,195 0,254

40 0,304 0,393 125 0,174 0,228

50 0,273 0,354 >150 0,159 0,208

Bila koefisien = 0,000 berarti tidak dapat dihitung.

KUALITAS PENGECOH

=================

Jumlah Subyek= 27

Butir Soal= 35

Nama berkas: F:\DATA SASHA\SKRIPSI\POSTTEST.ANA

No Butir Baru No Butir Asli a b c d *

1 1 15** 0-- 10--- 2- 0

2 2 17** 5+ 5+ 0-- 0

3 3 16** 1- 10--- 0-- 0

4 4 3+ 0-- 12--- 12** 0

5 5 3++ 17** 7--- 0-- 0

6 6 15** 4++ 7- 1-- 0

7 7 13** 11--- 3+ 0-- 0

8 8 1- 3+ 20** 3+ 0

9 9 3+ 3+ 1- 20** 0

10 10 0-- 1-- 16--- 10** 0

11 11 13** 0-- 14--- 0-- 0

12 12 9--- 17** 1- 0-- 0

13 13 19** 2+ 1- 5-- 0

14 14 5- 4+ 0-- 18** 0

15 15 1-- 15--- 2- 9** 0

16 16 2- 14** 0-- 11--- 0

17 17 23** 2+ 1+ 1+ 0

18 18 15** 0-- 12--- 0-- 0

19 19 16** 9--- 1- 1- 0

20 20 4+ 12-- 7** 4+ 0

21 21 19--- 0-- 1-- 7** 0

22 22 19** 3++ 3++ 2+ 0

23 23 1-- 19--- 0-- 7** 0

24 24 12** 0-- 14--- 1-- 0

25 25 14** 4++ 5++ 4++ 0

26 26 4+ 0-- 19** 4+ 0

27 27 9--- 3+ 0-- 15** 0

28 28 2+ 17** 7--- 1- 0

29 29 2+ 0-- 8--- 17** 0

30 30 17** 0-- 2+ 8--- 0

31 31 0-- 23** 3--- 1+ 0

32 32 2++ 0-- 21** 4-- 0

33 33 1-- 0-- 13--- 13** 0

34 34 1-- 9--- 15** 2- 0

35 35 9--- 0-- 18** 0-- 0

Keterangan:

** : Kunci Jawaban

++ : Sangat Baik

+ : Baik

- : Kurang Baik

-- : Buruk

---: Sangat Buruk

REKAP ANALISIS BUTIR

=====================

Rata2= 20.00

Simpang Baku= 4.45

KorelasiXY= 0.63

Reliabilitas Tes= 0.77

Butir Soal= 35

Jumlah Subyek= 27

Nama berkas: F:\DATA SASHA\SKRIPSI\POSTTEST.ANA

Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi

1 1 42.86 Sedang 0.341 Signifikan

2 2 57.14 Sedang 0.386 Signifikan

3 3 42.86 Sedang 0.379 Signifikan

4 4 57.14 Sedang 0.341 Signifikan

5 5 42.86 Sedang 0.351 Signifikan

6 6 42.86 Sedang 0.375 Signifikan

7 7 57.14 Sedang 0.390 Signifikan

8 8 42.86 Mudah 0.367 Signifikan

9 9 28.57 Mudah 0.367 Signifikan

10 10 42.86 Sedang 0.368 Signifikan

11 11 0.00 Sedang -0.017 -

12 12 28.57 Sedang 0.333 Signifikan

13 13 42.86 Sangat Mudah 0.353 Signifikan

14 14 0.00 Sedang 0.090 -

15 15 42.86 Sedang 0.359 Signifikan

16 16 57.14 Sedang 0.356 Signifikan

17 17 28.57 Sangat Mudah 0.429 Sangat Signifikan

18 18 42.86 Sedang 0.375 Signifikan

19 19 -42.86 Sedang -0.224 -

20 20 0.00 Sukar 0.019 -

21 21 14.29 Sukar 0.135 -

22 22 -14.29 Sangat Mudah -0.056 -

23 23 14.29 Sukar 0.077 -

24 24 14.29 Sedang 0.136 -

25 25 0.00 Sedang 0.017 -

26 26 -14.29 Sangat Mudah 0.000 -

27 27 42.86 Sedang 0.341 Signifikan

28 28 42.86 Sedang 0.386 Signifikan

29 29 71.43 Sedang 0.368 Signifikan

30 30 57.14 Sedang 0.333 Signifikan

31 31 28.57 Sangat Mudah 0.382 Signifikan

32 32 28.57 Mudah 0.326 Signifikan

33 33 57.14 Sedang 0.390 Signifikan

34 34 57.14 Sedang 0.409 Sangat Signifikan

35 35 42.86 Sedang 0.341 Signifikan

Appendix 5

Experimental Class

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : MTs N 20 Jakarta

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII/Ganjil

Alokasi Waktu : 2 x 45

Tema : Narrative Text

A. Kompetensi Inti

KI 1. Menghargai dan menghayati ajaran agama yang dianutnya.

KI 2. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab,

peduli (toleransi, gotong royong), santun, percaya diri, dalam

berinteraksi secara efektif dengan lingkungan social dan alam dalam

jangkauan pergaulan dan keberadaannya.

KI 3. Memahami pengetahuan (faktual, konseptual dan prosedural)

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,

seni budaya terkait fenomena dan kejadian tampak mata.

KI 4. Mencoba, mengolah dan menyaji dalam ranah konkret (menggunakan

mengurai, merangkai memodifikasi dan membuat) dan ranah abstrak

(menulis, membaca, menghitung, menggambar dan mengarang) sesuai

dengan yang dipelajari di sekolah dan sumber lain yang sama dalam

sudut pandang/teori.

B. Kompetensi Dasar

1.1. Mensyukuri kesempatan dapat mempelajari bahasa inggris sebagai

bahasa pengantar komunikasi internasional.

2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan

komunikasi interpersonal dengan guru dan teman.

2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung

jawab dalam melaksanakan komunikasi transaksional dengan guru dan

teman.

2.3. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta

damai, dalam melaksanakan komunikasi fungsional.

3.14. Memahami fungsi social, struktur teks, dan unsure kebahasaan dari teks

naratif berbentuk fable, sesuai dengan konteks penggunaanya.

4.18. Menangkap makna teks naratif lisan dan tulis berbentuk fable pendek

dan sederhana.

C. Indikator

1.1.1. Menunjukkan kesungguhan dalam belajar bahasa inggris tentang

pemaparan jati diri.

2.1.1. Menunjukkan perilaku santun dan peduli dalam komunikasi

pemaparan jati diri.

2.2.1. Menunjukkan perilaku disiplin, percaya diri dan bertanggung jawab

dalam melaksanakan komunikasi tentang pemaparan jati diri.

2.3.1. Melaksanakan komunikasi fungsional secara kerjasama, peduli, cinta

damai dan tanggung jawab.

3.14.1. Menentukan fungsi sosial dari teks narrative.

3.14.2. Menentukan karakteristik teks narrative.

3.14.3. Menentukan struktur umum dati teks narrative.

3.14.4. Mengemukakan unsur kebahasaan dari teks naratif berbentuk fable,

fairytale atau cerita fiksi lainnya dari teks narrative.

3.14.5. Mengklasifikasi struktur umum dari teks narrative, mana yang

orientation, complication dan resolution.

3.14.6. Menentukan kata kerja kedua (verb 2) pada teks narrative.

3.14.7. Mengubah kalimat present tense menjadi past tense.

3.14.8. Menentukan unsur instrinsik yang terkandung dalam teks narrative.

3.14.9. Mengemukakan gagasan utama dan gagasan pendukung.

3.14.10. Mengemukakan pesan moral yang terkandung pada teks narrative.

4.18.1. Mencirikan karakteristik yang dimiliki di teks narrative.

4.18.2. Menguraikan sturuktur umum dari teks narrative.

4.18.3. Menemukan unsur kebahahasaan teks narrative.

4.18.4. Mencari kata kerja kedua (verb 2) yang terdapat di teks narrative.

4.18.5. Menemukan pesan moral yang terkandung pada cerita narrative.

4.18.6. Mengaitkan pesan moral yang didapat dengan kehidupan sehari-hari.

4.18.7. Menyimpulkan isi cerita narrative.

D. Tujuan Pembelajaran

1. Siswa dapat menentukan fungsi sosial dari teks narrative.

2. Siswa dapat menentukan karakteristik yang ada di teks narrative.

3. Siswa dapat menentukan struktur umum.

4. Siswa dapat mengemukakan unsur kebahasaan dari teks naratif berbentuk

cerita fiksi.

5. Siswa dapat menentukan mana kata kerja kedua.

6. Siswa dapat menyebutkan perubahan dari kata kerja kesatu ke kata kerja

kedua.

7. Siswa dapat membuat beberapa kalimat past tense.

8. Siswa dapat mengemukakan gagasan utama (main idea).

9. Siswa dapat mengemukakan gagasan pendukung (supporting idea).

10. Siswa dapat mengidentifikasi unsur intrinsik dari teks narrative.

11. Siswa dapat menentukan para tokoh dan setting dari cerita naratif.

12. Siswa dapat menemukan pesan moral dari isi cerita dan dapat mengaitkan

pesan moral tersebut ke kehidupan sehari-hari.

13. Siswa dapat menyimpulkan dengan singkat isi cerita narrative.

E. Materi Pembelajaran

NARRATIVE TEXT

A. Definition of Narrative Text

Narrative has a social purpose which is to amuse, entertain and to

deal with problematic events which lead to a crisis or turning point of

some kind, which in turn finds a resolution.

B. Generic Structure of Narrative Text

1. Orientation - In this paragraph, the narrator introduces the

background of the story. It includes the participants, setting of the

place, and time of the story. Therefore, the reader can get the exact

situation of the story.

2. Complication - Here in complication, the problems happen. This is the

part of the story where the narrator tells about something that will

begin a chain of events. These events will affect one or more of the

characters/

3. Resolution - In this part, the problem is solved. It has two possibilities;

it can end in sad or happy ending

4. Reorientation – This is the part where reader can take a moral or

message from the story.

C. Language Features

Narrative usually includes the following grammatical features:

a. Nouns that identify the specific characters and places in the

story

b. Adjectives that provides accurate description of the characters

and setting.

c. Verbs that show the actions that occur in the story

d. Time words that connect events, telling when they occur

D. Instrumen

Teks berbentuk narrative:

Pertemuan Pertama

The Princess Who Loved to Sing

Princess Isabel loved to sing very much. She sang anytime and

anywhere. When she was singing, everyone must be quiet. If not, she

would punish them.

One day an old beggar asked her some money while she was

singing. Princess Isabel was very angry, but the beggar was angry too.

The old beggar was actually a witch. She cursed Isabel, “From now on,

you cannot sing!”

Fortunately, there was a fairy. She was a good one. She said,

“You can sing again after you do a good thing to someone else.”

From then on, Isabel was always good to everybody. She wanted

her voice back. However, it never came back. So, she traveled from

one city to another to do good things.

One day, when she took a rest in a forest after her long journey,

she saw a thin little boy. The boy was hungry. Without thinking of

herself, Isabel gave her only sandwich. Suddenly, she sang. The

beautiful voice was back.

Pertemuan Kedua

A Fox and A Goat

A fox fell into a well and could not get out. By and by, a thirsty

goat came along. Seeing the fox in the well it asked if the water was

good. “Good,” said the fox, “It‟s the best water I‟ve tasted in all my

life. Come down and try it yourself.”

Resolution

Reorientation

Complication

Orientation

Orientation

The goat was thirsty so he got into the well. When he had drunk

enough, he looked around but there was no way to get out. Then the

fox said, “I have a good idea. You stand on your hind legs and put your

forelegs against the side of the well. Then I will climb on your back,

from there. I will step on your horns, and I can get out. And when I‟m

out, I‟ll help you out of the well.”

The goat did as he was asked and the fox got on his back and

climbed out of the well. Then he coolly walked away. The goat called

out loudly after him and reminded him of his promise to help him out.

The fox merely turn to him and said, “If you only had thought carefully

about getting out, you would not have jumped into the well.”

The goat felt very sad. He called out loudly. An old man walking

nearby heard him and put a plank into the well. The goat out and

thanked the old man.

Pertemuan Ketiga

Farmer

and

Goose

Once a farmer went to the nest of his goose and found there an

egg. It was yellow and shiny. When he picked it up, it was heavy as a

rock. He was about to throw it away because he thought that someone

was playing a trick on him. But on the second thought, he took it

home, and discovered to his delight that it was an egg of pure gold!

He sold the egg for a lot of money. Every morning the goose

laid another golden egg, and the farmer soon became rich by selling

the eggs. As he grew rich, he also grew greedy. “Why should I have

to wait to get only one egg a day?” he thought, “I will kill the goose

and take all the eggs out of her at once”.

When the goose heard the farmer‟s plan, she flew away to a

nearby farm. So when the farmer came out the next day, do you know

what he found in the goose‟s nest? Nothing.

Orientation

Reorientation

Complication

Reorientation

Resolution

Complication

F. Metode Pembelajaran

Model Pembelajaran : Cooperative Learning (Pembelajaran Kooperatif)

Metode Pembelajaran : Reciprocal Teaching

G. Langkah-langkah Pembelajaran

1. Kegiatan awal (10 menit)

Kegiatan

Guru menyapa siswa dengan mengucapkan salam.

Guru memperkenalkan diri dihadapan siswa, menanyakan kabar siswa

dan mengabsen siswa.

Guru memberikan penjelasan tentang pentingnya materi yang akan

dipelajari dan mengaitkan materi dengan pengalaman siswa untuk

memunculkan keinginan siswa untuk mempelajari materi tersebut.

Guru memulai materi dengan ice breaking. Ice breaking disini

berfungsi sebagai menyiapkan siswa untuk tetap berkonsentrasi saat

materi dimulai.

2. Kegiatan inti (50 menit)

Kegiatan

Guru menjelaskan materi pokok Narrative text dengan

memperkenalkan strategi Reciprocal Teaching

Guru membagi kelompok. Satu kelompok terdiri dari 8 orang siswa.

Guru memberikan teks narrative pada tiap kelompok

Guru meminta siswa mengidentifikasi teks narrative tersebut dengan

Resolution

menggunakan strategi Reciprocal Teaching – praktisnya, guru

membagikan form Reciprocal Teaching (yang berisikan kolom empat

tahapan strategi Reciprocal Teaching). Setelah itu siswa diminta melihat

judul dan membaca sekilas paragraph 1.

Tahap 1 : Prediction

Guru bertanya kepada siswa “What is the title of the text? What is

your opinion of the text? What is your prediction of the text?”

Guru memberikan feedback atas jawaban siswa. Lalu, guru meminta

siswa membaca teks keseluruhan.

Tahap 2 : Questioner

Guru bertanya pada siswa, apakah ada pertanyaan setelah siswa

membaca teks keseluruhan?

Guru mengkonfirmasi pertanyaan siswa. Siswa diharapkan

berpedoman kepada 5W+1H

Tahap 3 : Clarifier

Guru bertanya pada siswa adakah yang bisa menjawab pertanyaan

yang tadi telah di sampaikan?

Guru memberi feedback terhadap jawaban siswa

Tahap 4 : Summarizer

Guru mengarahkan siswa untuk merangkum singkat teks yang telah

dibahas sebelumnya.

Setelah guru menjelaskan, siswa diminta berdiskusi dengan panduan

form Reciprocal Teaching yang tadi telah diberikan.

3. Kegiatan akhir (20 menit)

Kegiatan

Guru mengoreksi pekerjaan siswa dengan menuliskan hasil pekerjaan

tiap kelompok di papan tulis

Guru mengapresiasi siswa yang turut aktif dalam pembelajaran dan

menyimpulkan materi dan memberikan umpan balik kepada siswa.

Guru menutup kelas dengan membaca hamdallah.

H. Sumber/Bahan/Alat

Sumber belajar : Website Narrative Text

I. Penilaian Hasil Pembelajaran

Lembar Pengamatan Sikap

Aspek yang Dinilai Catatan Skor

K C B SB K : 60

C : 60 – 69

B : 70- 79

SB : 80 – 100

Kedisiplinan, kejujuran,

kesantunan, kepercayaan

diri dan tanggung jawab

Pedoman penilaian:

1. Jarang menunjukkan sikap disiplin, jujur, santun, percaya diri dan

tanggung jawab.

2. Kadang- kadang menunjukkan sikap disiplin, jujur, santun, percaya diri

dan tanggung jawab.

3. Sering menunjukkan sikap disiplin, jujur, santun, percaya diri dan

tanggung jawab.

4. Selalu menunjukkan sikap disiplin, jujur, santun, percaya diri dan

tanggung jawab

Untuk penilaian Sikap Spiritual dan Sosial (KI 1 dan KI 2) menggunakan

nilai Kualitatif sebagai berikut:

SB (Sangat Baik) : 80 - 100

B (Baik) : 70 - 79

C (Cukup) : 60 - 69

K (Kurang) : < 60

Rubrik Penilaian Sikap

Aspek Deskripsi

Jujur Menentukan urutan gambar Narrative teks sendiri/tidak

mencontek teman

Disiplin Mengikuti alur kegiatan sesuai dengan waktu yang

diberikan oleh guru

Santun Menanggapi simpulan perbedaan yang disampaikan siswa

lain dengan menggunakan pilihan kata yang tidak

menyinggung orang lain

Percaya diri Mencoba menjawab pertanyaan guru dengan sebaik-

baiknya

Tanggung

jawab

Menyelesaikan tugas dan menganalisis dengan sungguh-

sungguh dan tepat waktu

Kerja sama Dapat berkerjasama dalam kelompok

Rubrik Penilaian Hasil Tugas

1. Teknik : tulisan

2. Bentuk : tugas

Skor maksimal 100.

Part Uraian Skor

Predicting Tepat 20 – 25

Kurang Tepat

Tidak Tepat

Tidak dijawab

10 – 15

5

0

Questioning Tepat

Kurang Tepat

Tidak Tepat

Tidak dijawab

20 – 25

10 – 15

5

0

Classifying Tepat

Kurang Tepat

Tidak Tepat

Tidak dijawab

20 – 25

10 – 15

5

0

Summarizing Tepat

Kurang Tepat

Tidak Tepat

Tidak dijawab

20 – 25

10 – 15

5

0

Jakarta, 21 November 2016

Mengetahui,

Guru Mata Pelajaran Mahasiswa

Sermayeni Purba Hanifah AzZahra

NIM. 1112014000017

Appendix 6

Controlled Class

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : MTs N 20 Jakarta

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII/Ganjil

Alokasi Waktu : 2 x 45

Tema : Narrative Text

A. Kompetensi Inti

KI 1. Menghargai dan menghayati ajaran agama yang dianutnya.

KI 2. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab,

peduli (toleransi, gotong royong), santun, percaya diri, dalam

berinteraksi secara efektif dengan lingkungan social dan alam dalam

jangkauan pergaulan dan keberadaannya.

KI 3. Memahami pengetahuan (faktual, konseptual dan prosedural)

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,

seni budaya terkait fenomena dan kejadian tampak mata.

KI 4. Mencoba, mengolah dan menyaji dalam ranah konkret (menggunakan

mengurai, merangkai memodifikasi dan membuat) dan ranah abstrak

(menulis, membaca, menghitung, menggambar dan mengarang) sesuai

dengan yang dipelajari di sekolah dan sumber lain yang sama dalam

sudut pandang/teori.

B. Kompetensi Dasar

1.1. Mensyukuri kesempatan dapat mempelajari bahasa inggris sebagai

bahasa pengantar komunikasi internasional.

2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan

komunikasi interpersonal dengan guru dan teman.

2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung

jawab dalam melaksanakan komunikasi transaksional dengan guru dan

teman.

2.3. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta

damai, dalam melaksanakan komunikasi fungsional.

3.14. Memahami fungsi social, struktur teks, dan unsure kebahasaan dari teks

naratif berbentuk fable, sesuai dengan konteks penggunaanya.

4.18. Menangkap makna teks naratif lisan dan tulis berbentuk fable pendek

dan sederhana.

C. Indikator

1.1.1. Menunjukkan kesungguhan dalam belajar bahasa inggris tentang

pemaparan jati diri.

2.1.1. Menunjukkan perilaku santun dan peduli dalam komunikasi

pemaparan jati diri.

2.2.1. Menunjukkan perilaku disiplin, percaya diri dan bertanggung jawab

dalam melaksanakan komunikasi tentang pemaparan jati diri.

2.3.1. Melaksanakan komunikasi fungsional secara kerjasama, peduli, cinta

damai dan tanggung jawab.

3.14.1. Menentukan fungsi sosial dari teks narrative.

3.14.2. Menentukan karakteristik teks narrative.

3.14.3. Menentukan struktur umum dati teks narrative.

3.14.4. Mengemukakan unsur kebahasaan dari teks naratif berbentuk fable,

fairytale atau cerita fiksi lainnya dari teks narrative.

3.14.5. Mengklasifikasi struktur umum dari teks narrative, mana yang

orientation, complication dan resolution.

3.14.6. Menentukan kata kerja kedua (verb 2) pada teks narrative.

3.14.7. Mengubah kalimat present tense menjadi past tense.

3.14.8. Menentukan unsur instrinsik yang terkandung dalam teks narrative.

3.14.9. Mengemukakan gagasan utama dan gagasan pendukung.

3.14.10. Mengemukakan pesan moral yang terkandung pada teks narrative.

4.18.1. Mencirikan karakteristik yang dimiliki di teks narrative.

4.18.2. Menguraikan sturuktur umum dari teks narrative.

4.18.3. Menemukan unsur kebahahasaan teks narrative.

4.18.4. Mencari kata kerja kedua (verb 2) yang terdapat di teks narrative.

4.18.5. Menemukan pesan moral yang terkandung pada cerita narrative.

4.18.6. Mengaitkan pesan moral yang didapat dengan kehidupan sehari-hari.

4.18.7. Menyimpulkan isi cerita narrative.

D. Tujuan Pembelajaran

14. Siswa dapat menentukan fungsi sosial dari teks narrative.

15. Siswa dapat menentukan karakteristik yang ada di teks narrative.

16. Siswa dapat menentukan struktur umum.

17. Siswa dapat mengemukakan unsur kebahasaan dari teks naratif berbentuk

cerita fiksi.

18. Siswa dapat menentukan mana kata kerja kedua.

19. Siswa dapat menyebutkan perubahan dari kata kerja kesatu ke kata kerja

kedua.

20. Siswa dapat membuat beberapa kalimat past tense.

21. Siswa dapat mengemukakan gagasan utama (main idea).

22. Siswa dapat mengemukakan gagasan pendukung (supporting idea).

23. Siswa dapat mengidentifikasi unsur intrinsik dari teks narrative.

24. Siswa dapat menentukan para tokoh dan setting dari cerita naratif.

25. Siswa dapat menemukan pesan moral dari isi cerita dan dapat mengaitkan

pesan moral tersebut ke kehidupan sehari-hari.

26. Siswa dapat menyimpulkan dengan singkat isi cerita narrative.

E. Materi Pembelajaran

NARRATIVE TEXT

A. Definition of Narrative Text

Narrative has a social purpose which is to amuse, entertain and to

deal with problematic events which lead to a crisis or turning point of

some kind, which in turn finds a resolution.

B. Generic Structure of Narrative Text

1. Orientation - In this paragraph, the narrator introduces the

background of the story. It includes the participants, setting of the

place, and time of the story. Therefore, the reader can get the exact

situation of the story.

2. Complication - Here in complication, the problems happen. This is the

part of the story where the narrator tells about something that will

begin a chain of events. These events will affect one or more of the

characters/

3. Resolution - In this part, the problem is solved. It has two possibilities;

it can end in sad or happy ending

4. Reorientation – This is the part where reader can take a moral or

message from the story.

C. Language Features

Narrative usually includes the following grammatical features:

a. Nouns that identify the specific characters and places in the

story

b. Adjectives that provides accurate description of the characters

and setting.

c. Verbs that show the actions that occur in the story

d. Time words that connect events, telling when they occur

D. Instrumen

Teks berbentuk narrative:

Pertemuan Pertama

The Princess Who Loved to Sing

Princess Isabel loved to sing very much. She sang anytime and

anywhere. When she was singing, everyone must be quiet. If not, she

would punish them.

One day an old beggar asked her some money while she was

singing. Princess Isabel was very angry, but the beggar was angry too.

The old beggar was actually a witch. She cursed Isabel, “From now on,

you cannot sing!”

Fortunately, there was a fairy. She was a good one. She said,

“You can sing again after you do a good thing to someone else.”

From then on, Isabel was always good to everybody. She wanted

her voice back. However, it never came back. So, she traveled from

one city to another to do good things.

One day, when she took a rest in a forest after her long journey,

she saw a thin little boy. The boy was hungry. Without thinking of

herself, Isabel gave her only sandwich. Suddenly, she sang. The

beautiful voice was back.

Pertemuan Kedua

A Fox and A Goat

A fox fell into a well and could not get out. By and by, a thirsty

goat came along. Seeing the fox in the well it asked if the water was

good. “Good,” said the fox, “It‟s the best water I‟ve tasted in all my

life. Come down and try it yourself.”

Resolution

Reorientation

Complication

Orientation

Orientation

The goat was thirsty so he got into the well. When he had drunk

enough, he looked around but there was no way to get out. Then the

fox said, “I have a good idea. You stand on your hind legs and put your

forelegs against the side of the well. Then I will climb on your back,

from there. I will step on your horns, and I can get out. And when I‟m

out, I‟ll help you out of the well.”

The goat did as he was asked and the fox got on his back and

climbed out of the well. Then he coolly walked away. The goat called

out loudly after him and reminded him of his promise to help him out.

The fox merely turn to him and said, “If you only had thought carefully

about getting out, you would not have jumped into the well.”

The goat felt very sad. He called out loudly. An old man walking

nearby heard him and put a plank into the well. The goat out and

thanked the old man.

Pertemuan Ketiga

Farmer

and

Goose

Once a farmer went to the nest of his goose and found there an

egg. It was yellow and shiny. When he picked it up, it was heavy as a

rock. He was about to throw it away because he thought that someone

was playing a trick on him. But on the second thought, he took it

home, and discovered to his delight that it was an egg of pure gold!

He sold the egg for a lot of money. Every morning the goose

laid another golden egg, and the farmer soon became rich by selling

the eggs. As he grew rich, he also grew greedy. “Why should I have

to wait to get only one egg a day?” he thought, “I will kill the goose

and take all the eggs out of her at once”.

When the goose heard the farmer‟s plan, she flew away to a

nearby farm. So when the farmer came out the next day, do you know

what he found in the goose‟s nest? Nothing.

Orientation

Reorientation

Complication

Resolution

Reorientation

Resolution

Complication

H. Metode Pembelajaran

Metode Pembelajaran : Explanatory Strategy

I. Langkah-langkah Pembelajaran

1. Kegiatan awal (10 menit)

Kegiatan

Guru menyapa siswa dengan mengucapkan salam.

Guru memperkenalkan diri dihadapan siswa, menanyakan kabar siswa

dan mengabsen siswa.

Guru memulai materi dengan ice breaking. Ice breaking disini berfungsi

sebagai menyiapkan siswa untuk tetap berkonsentrasi saat materi

dimulai.

2. Kegiatan inti (50 menit)

Kegiatan

Guru menjelaskan materi pokok Narrative text

Guru membagikan sebuah teks agar dibaca siswa

Setelah dibacakan, guru menjelaskan kembali isi cerita

Setelah menjelaskan, guru memberi tugas pertanyaan berdasarkan teks

kepada siswa untuk dikerjakan.

3. Kegiatan akhir (20 menit)

Kegiatan

Guru mengoreksi pekerjaan siswa dengan menuliskan hasil pekerjaan

tiap kelompok di papan tulis

Guru mengapresiasi siswa yang turut aktif dalam pembelajaran dan

menyimpulkan materi dan memberikan umpan balik kepada siswa.

Guru menutup kelas dengan membaca hamdallah.

J. Sumber/Bahan/Alat

Sumber belajar : Website Narrative Text

K. Penilaian Hasil Pembelajaran

Lembar Pengamatan Sikap

Aspek yang Dinilai Catatan Skor

K C B SB K : 60

C : 60 – 69

B : 70- 79

SB : 80 – 100

Kedisiplinan, kejujuran,

kesantunan, kepercayaan

diri dan tanggung jawab

Pedoman penilaian:

1. Jarang menunjukkan sikap disiplin, jujur, santun, percaya diri dan

tanggung jawab.

2. Kadang- kadang menunjukkan sikap disiplin, jujur, santun, percaya diri

dan tanggung jawab.

3. Sering menunjukkan sikap disiplin, jujur, santun, percaya diri dan

tanggung jawab.

4. Selalu menunjukkan sikap disiplin, jujur, santun, percaya diri dan

tanggung jawab

Untuk penilaian Sikap Spiritual dan Sosial (KI 1 dan KI 2) menggunakan

nilai Kualitatif sebagai berikut:

SB (Sangat Baik) : 80 - 100

B (Baik) : 70 - 79

C (Cukup) : 60 - 69

K (Kurang) : < 60

Rubrik Penilaian Sikap

Aspek Deskripsi

Jujur Menentukan urutan gambar Narrative teks sendiri/tidak

mencontek teman

Disiplin Mengikuti alur kegiatan sesuai dengan waktu yang

diberikan oleh guru

Santun Menanggapi simpulan perbedaan yang disampaikan siswa

lain dengan menggunakan pilihan kata yang tidak

menyinggung orang lain

Percaya diri Mencoba menjawab pertanyaan guru dengan sebaik-

baiknya

Tanggung

jawab

Menyelesaikan tugas dan menganalisis dengan sungguh-

sungguh dan tepat waktu

Kerja sama Dapat berkerjasama dalam kelompok

Rubrik Penilaian Hasil Tugas

1. Teknik : tulisan

2. Bentuk : tugas

Skor maksimal 100.

Part Uraian Skor

Predicting Tepat

Kurang Tepat

20 – 25

10 – 15

Tidak Tepat

Tidak dijawab

5

0

Questioning Tepat

Kurang Tepat

Tidak Tepat

Tidak dijawab

20 – 25

10 – 15

5

0

Classifying Tepat

Kurang Tepat

Tidak Tepat

Tidak dijawab

20 – 25

10 – 15

5

0

Summarizing Tepat

Kurang Tepat

Tidak Tepat

Tidak dijawab

20 – 25

10 – 15

5

0

Jakarta, 21 November 2016

Mengetahui,

Guru Mata Pelajaran Mahasiswa

Sermayeni Purba Hanifah AzZahra

NIM. 1112014000017

Appendix 7

HANDOUT FOR TREATMENT

RECIPROCAL TEACHING

PREDICTOR (MEMPREDIKSI)

Bertugas memprediksi isi cerita dari teks

QUESTIONER (MENANYAKAN)

Bertugas menanyakan dan menjawab isi

cerita dengan menggunakan 5W+1H

The text tells about

What

Who

When

Why

Where

How

CLARIFIER (MENGKLARIFIKASI)

Bertugas mengklarifikasi kata-kata sulit

SUMMARIZER (MERANGKUM)

Bertugas merangkum isi cerita

Appendix 8

PRE-TEST INSTRUMENT

Text 1 for questions 1 to 5

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 one 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 thanked the rats.

1. What destroyed the homes of all rats?

A. A group of mice did

B. The hunter did

C. A group of elephant did

D. Elephant-hunter did

2. What helped the elephant's herd free?

A. The elephant-hunter did

B. The hunters did

C. The trapped elephants did

D. Entire group of rats did

3. They danced with joy and thanked … (Paragraph 4). The synonym of joy, EX

-CEPT …

A. Gladness B. Happiness C. Sadness D. Bliss

4. At the end of the story, how was the elephant's herd?

A. Angry B. Sad C. Happy D. Dead

Text 2 for questions 6 to 11

Once upon a time there was a girl name Cinderella. She lived with her bad

step-mother and two step-sisters. She had to do all the household chores. One day

the king invited all the ladies in the kingdom to go to a ball in the palace. He

wanted to find the Crown Prince a wife.

The step sisters went to the ball that night with their mother. Cinderella

was left alone. She cried because she actually wanted to go to the ball, too. Just

then a fairy godmother came. With her magic wand, she gave Cinderella a coach,

two horses and footmen. She also gave Cinderella a lovely dress to wear the ball

and a pair of glass slippers. She told Cinderella to come home before midnight.

At the ball, Cinderella danced all night with the Prince. The Prince fell in

love with her. At midnight, Cinderella ran home. Unfortunately, one of her

slippers slipped off at the door. She did not have time to put it back on. The Prince

was sad as he could not find Cinderella again that night. The next day, the Prince

and his men brought along the glass slipper. They went all over the Kingdom to

search for the owner. After searching for along time, finally, they came to

Cinderella‟s house. The slipper fit her. The prince was very happy to find

Cinderella again. They got married and lived ever after.

5. What is the purpose of the text above?

A. To tell us how to write a story

B. To inform what happened in the past

C. To retell about Cinderella‟s experience/memory

D. To amuse readers with an actual, or vicarious experience

6. What was there at the palace one day?

A. A game B. A ball C. A birthday party D. Crown part

7. Why did the king hold the event at his palace?

A. To celebrate his birthday

B. To find his crown prince a wife

C. To show give amusement to his guests

D. To celebrate his wedding

8. “She also gave Cinderella a lovely dress …”(P4). The underlined has synony

m …

A. Boring B. Honest C. Pretty D. Loyal

Text 3 for questions 11 to 15

Snow White

Once upon a time there lived a little girl named Snow White. She lived

with her aunt and uncle because her parents were dead.

One day she heard her uncle and aunt talking about leaving Snow White in the

castle because they both wanted to go to America and they didn‟t have enough

money to take Snow White.

Snow White didn‟t want her uncle and aunt to do that so she decided that it would

be best if she ran away. The next morning she ran away into the woods. She was

very tired and hungry. Then she saw a little cottage. She knocked but no one

answered so she went inside and fell asleep.

Meanwhile, the seven dwarfs were coming home from work. They found

Snow White sleeping. Then Snow White woke up. She saw the dwarfs. The

dwarfs said, “What is your name?”

Snow White said, “My name is Snow White.” Then, Snow White told the dwarfs

the whole story.

The dwarfs said, “If you want, you may live here with us.” Snow White answered,

“Oh, could I? Thank you.” Finally, Snow White and the seven dwarfs lived

happily ever after.

9. Why Snow White ran away to the woods?

A. Her parents passed away

B. Her uncle was angry with her

C. Her uncle and aunt would go to America

D. Snow White was happy to run away

10. When did Snow White run away to the woods?

A. In the afternoon

B. In the morning

C. In the evening

D. In the full moon

11. Where did Snow White live after she ran away to the woods?

A. She lived in the cave

B. She lived in the lion nest

C. She lived everywhere in the woods

D. She lived in the dwarfs‟ cottage

12. ”Then she saw a little cottage” (Paragraph 1). The underlined word has

synonym …

A. A small house C. A small city

B. A big car D. A tiny dress

This text is for questions number 16 to 19

Little Red Riding Hood

One day there was a little girl named little red riding hood. She was asked

by her mother to deliver cake to her grandmother. When she was heading for his

grandmother‟s house, little riding hood met a wolf. “Where are you going, a little

girl?” The wolf asked. “I‟m willing to give this cake to my grandmother” replied

little riding hood.

The wolf had an evil plan that he wanted to eat them both. Then he ran through a

shortcut to her grandmother‟s house. After arriving to grandmas‟ house, he

knocked on her door. When Grandma opened the door, the wolf caught her and

locked her in a closet. The bad wolf then wore Grandma‟s clothes and laid in bed,

waiting for Little Red Riding Hood.

When little riding hood arrived, the wolf in disguise told her to come in.

little riding hood did not realize that it was the wolf. Then the wolf ate a little

riding hood and her grandmother. After eating them, the wolf fell asleep beside

the river. Suddenly, a woodcutter came; he saw a large wolf‟s belly and knew

what had been done by the wolf. Then he saved them by releasing them out from

the belly of the wolf and filled the wolf‟s stomach with a big stone. Then he threw

the wolf into the river.

13. What is the story about?

A. A kind wolf who wants to help little riding hood

B. A little riding hood meet wolf

C. Grandma asked wolf to take little riding hood

D. A bad wolf who wants to eat little riding hood and grandma

14. Why did little riding hood do not realize the wolf who in disguise as her

grandma?

A. Because she was blind

B. Because the wolf wore grandma‟s clothes

C. Because the wolf was kind

D. Because the wolf wore little riding hood‟s clothes

15. Who did save little riding hood and her grandma from the wolf?

A. The woodcutter C. The grandfather

B. The stranger D. The little riding hood‟s mother

16. What is the moral value of the story?

A. Don‟t be greedy C. Don‟t believe in stranger

B. Don‟t use riding hood D. Don‟t go to Grandma‟s house

This text is for number 20 to 22

Once upon a time, a rabbit wanted to cross a river, but he could not swim.

He had an idea. He saw a boss of crocodile swimming in the river. The rabbit

asked the boss of crocodile, “How many crocodiles are there in the river?” The

boss of crocodile answered, “We are twenty here.” Where are they?” the rabbit

asked for the second time. “What is it for?” the boss of crocodile asked.

All of you are good, nice, gentle and kind, so I want to make a line in

order. Later I‟ll know how kind you are,” said the rabbit. Then, the boss of

crocodile called all his friends and asked them to make a line in order from one

side to the other side of the river. Just then, the rabbit started to count while

jumping from one crocodile to another; one ….. two…… three….. four ….. until

twenty, and finally, he thanked all crocodiles because he had crossed the river.

17. The story mainly tells us about ...

A. Twenty crocodiles C. A rabbit and twenty crocodiles

B. The boss of crocodile D. A rabbit and the boss of

crocodile

18. We know from the first paragraph that the rabbit actually wanted …

A. To cross the river C. To meet the boss of crocodile

B. To swim across the river D. To know where the crocodiles

are

19. All of you are good, nice, gentle, and kind ... (Paragraph 2). The underlined

word is synonymous with …

A. Wild B. Diligent C. Easygoing D. Honest

This text is for number 20 to 22

Two frogs had lived in a village all their lives. They thought they would

like to go and see the big city that was about ten miles away.

They talked about it for a long time and at last they set off to the city.

It was a hot day, and they soon began to feel tired. They had only gone a

little way when one said to the other, "we must be nearly there, can you see the

city?"

"No," said the other frog, "but if I climb on your back I might be able to

see it."

So he climbed up on the back of the other frog to see the city.

Now when the frog put up his head, his eyes could only see what was

behind. And not what was in the front. So he saw the village they had just left.

"Can you see the city?" asked the frog who was below.

"Yes," answered the frog who had climbed up." I can see it. It looks just

like our village."

Then the frogs thought that it was not worthwhile going any further. They

went back and told the frogs in the village that they had seen the city, and it was

just like theirs.

20. What did they feel on their way to find a big city?

A. Happy B. Glad C. Awesome D. Tired

21. Why did one of the frogs climb on the other's back?

A. It felt tired C. It could not see the city

B. It was a hot day D. It thought it was worthwhile

22. “...at last they set off to see the city." (Paragraph 2). The underlined word

means …

A. Left B. Gave up C. Decided D. Stopped

This text is for number 30 to 34

Once a farmer owned a donkey and a lapdog. The donkey worked hard all

day, hauling heavy loads. The lapdog stayed with his master all day, and lived in

the house with him. He did not work, but was allowed to sit on the master's lap.

The donkey grew jealous of the lapdog.

Perhaps if I behave like the dog, like wag my tail and jump on the master,

the master will start loving me as much as he does the dog. So the donkey decided

to wait for his chance.

One day, when he was left unattended, the donkey broke his halter and ran

into the farmhouse kitchen. There the farmer sat at table. The donkey rushed up to

him and began wagging his tail vigorously, and knocked off all the china from the

table. He then started jumping around and frolicking like a little dog, and finally

plonked himself down on the farmer's lap. The shocked farmer yelled for help.

The farmhands came running in and dragged the donkey off to his stable, and

gave him a beating he did not forget for the rest of his life.

23. What made the donkey jealous of the dog?

A. The halter that he has to wear

B. The beating that he has

C. The farmer's care to the dog

D. The chance to stay inside the house

24. What can we learn from the text?

A. It is good to share things with others

B. It is not good to help others

C. It is not good to be envious to others

D. It is good to keep your promise

25. “The donkey grew jealous of the lapdog” (Paragraph 1). The word jealous has

synonym …

A. Happy B. Envy C. Willing D. Love

Appendix 9

POST-TEST INSTRUMENT

Choose the right answer!

This text is for questions 1 to 4

The Origin of the City of Banyuwangi

Once upon a time, there was a local ruler named King Sulahkromo. His Prime

Minister King is Raden Sidopekso. The Prime Minister‟s wife is Sri Tanjung. She

is so beautiful and sweet that the king wanted her to be his wife.

One day, the King sent the Prime Minister for long missions. While the Prime

Minister went, the King tried to get Sri Tanjung. But the King failed. He was very

angry and upset. So, when Sidopekso back, the King told him that his wife was

unfaithful to him. Prime Minister was very angry with his wife. Sri Tanjung said

that was not true. However, Sidopekso said that he would kill her. He took her to

the river bank.

Before he killed her and threw her into the river, she said that she would be

proven innocent, Once Sidopekso killed her, he threw her body into the dirty

river. River soon became clean started spreading the wonderful aroma and very

fragrant. Sidopekso said, “… Banyu Wangi…Banyuwangi”. It means „fragrant

water‟. Banyuwangi proof of love born of noble and sacred. That‟s the origin of

the town of Banyuwangi.

1. What is the topic of the text?

A. The story of Banyuwangi C. Sidopekso, the Prime Minister

B. Sri Tanjung, the beautiful wife D. The story of Sri Tanjung

2. What is the main idea of the last paragraph?

A. Sri Tanjung proved that she was innocent

B. Banyuwangi means fragrant water

C. Sidopekso killed his wife

D. Soon the river became clean

3. What made Raden Sidopekso kill his wife?

A. The provocation of his King C. The jealousy of the King

B. The affection of his wife D. The honor of his wife

4. What was the message of the writer?

A. Do not imitate the things we do not know

B. Think twice before you decide something

C. Do not ask what we have done

D. Trust your wife more than others

Text 2 for questions 5 to 10

A fox fell into a well and couldn‟t get out. By and by a thirsty goat came

along. Seeing the fox in the well it asked if the water was good. “Good,” said the

fox, “It‟s the best water I‟ve tasted in all my life. Come down and try it yourself.”

The goat was thirsty so he got into the well. When he had drunk enough,

he looked around but there was no way to get out. Then the fox said, “I have a

good idea. You stand on your hind legs and put your forelegs against the side of

the well. Then I‟ll climb on your back, from there. I‟ll step on your horns, and I

can get out. And when I‟m out, I‟ll help you out of the well.”

The goat did as he was asked and the fox got on his back and climbed out

of the well. Then he coolly walked away. The goat called out loudly after him and

reminded him of his promise to help him out. The fox merely turn to him and said,

“If you only had thought carefully about getting out, you wouldn‟t have jumped

into the well.”

The goat felt very sad. He called out loudly. An old man walking nearby

heard him and put a plank into the well. The goat out and thanked the old man.

5. The text tells the story of …

A. A fox C. The goat and an old man

B. A fox and a goat D. An old man and the fox

6. What is the purpose of the text?

A. To entertain the readers

B. To persuade the readers that something should or should not be the case

C. To inform the readers about the events of the day which are considered ne

-wsworthy

D. To present at least two points of view about an issue

7. What is the setting for this story?

A. A well B. A city C. A market D. A house

8. Why did the goat jump into the well? Because …

A. The goat was hungry C. The goat was thirsty

B. The goat was sad D. The goat lazy

9. What is the type of the text?

A. Myths B. Folk tales C. Modern fantasy D. Fable

10. Why did the fox get the goat into the well? Because …

A. The fox was very hungry and thirsty

B. The goat was very hungry and thirsty

C. The fox promised that it would help to get out of the well

D. The fox needed the goat to get out of the well

This text is for questions number 11 to 12

Sura and Baya

A long time ago, there were two animals, Sura and Baya. Sura was the

name of a shark and Baya was a crocodile. They lived in a sea.

Once Sura and Baya were looking for some food. Suddenly, Baya saw a

goat. "Yummy, this is my lunch," said Baya. "No way! This is my lunch. You are

greedy" said Sura. Then they fought for the goat. After several hours, they were

very tired.

Feeling tired of fighting, they lived in the different places. Sura lived in

the water and Baya lived in the land. The border was the beach, so they would

never fight again.

One day, Sura went to the land and looked for some food in the river. He

was very hungry and there was not much food in the sea. Baya was very angry

when he knew that Sura broke the promise.

They fought again. They both hit each other. Sura bit Baya‟s tail. Baya did

the same thing to Sura. He bit very hard until Sura finally gave up and Awent

back to the sea. Baya was happy.

11. What did Sura look for on the land in the stream?

A. His dinner C. The sandy shore

B. Two animals D. Some nourishment

12. “… Sura finally gave up and went back to the sea.” (Paragraph 5). The

synonym of gave up is …

A. Keep B. Surrender C. Maintain D. Continue

This text is for number 13 to 16

Little Red Riding Hood

One day there was a little girl named little red riding hood. She was asked

by her mother to deliver cake to her grandmother. When she was heading for his

grandmother‟s house, little riding hood met a wolf. “Where are you going, a little

girl?” The wolf asked. “I‟m willing to give this cake to my grandmother” replied

little riding hood.

The wolf had an evil plan that he wanted to eat them both. Then he ran

through a shortcut to her grandmother‟s house. After arriving to grandmas‟ house,

he knocked on her door. When Grandma opened the door, the wolf caught her and

locked her in a closet. The bad wolf then wore Grandma‟s clothes and laid in bed,

waiting for Little Red Riding Hood.

When little riding hood arrived, the wolf in disguise told her to come in.

little riding hood did not realize that it was the wolf. Then the wolf ate a little

riding hood and her grandmother. After eating them, the wolf fell asleep beside

the river. Suddenly, a woodcutter came; he saw a large wolf‟s belly and knew

what had been done by the wolf. Then he saved them by releasing them out from

the belly of the wolf and filled the wolf‟s stomach with a big stone. Then he threw

the wolf into the river.

13. What is the story about?

A. A kind wolf who wants to help little riding hood

B. A little riding hood meet wolf

C. Grandma asked wolf to take little riding hood

D. A bad wolf who wants to eat little riding hood and grandma

14. Why did little riding hood do not realize the wolf who in disguise as her

grandma?

A. Because she was blind

B. Because the wolf was kind

C. Because the wolf wore grandma‟s clothes

D. Because the wolf wore little riding hood‟s clothes

15. Who did save little riding hood and her grandma from the wolf?

A. The woodcutter C. The grandfather

B. The stranger D. The little riding hood‟s mother

16. What is the moral value of the story?

A. Don‟t be greedy C. Don‟t believe in stranger

B. Don‟t use riding hood D. Don‟t go to Grandma‟s house

The text is for number 17 to 21

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.

17. Who was the naughtiest rabbit?

A. Flopsy B. Mopsy C. Cotton-tail D. Peter

18. What did Flopsy, Mopsy and Cotton-tail eat?

A. Carrots B. Blackberries C. Lettuce D.

Strawberry

19. What did Peter lose while he was running?

A. Medicine

B. A book

C. Vegetable

D. A pair of shoes

20. Why did Peter get sick? Because …

A. He was so tired C. He caught a cold

B. He did not eat D. He was naughty

21. Whom did Peter meet at the garden?

A. Flopsy B. Mr. McGregor C. Mrs. McGregor D. His father

The text is for questions 22 to 25

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 one 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 thanked the rats.

22. What destroyed the homes of all rats?

A. A group of mice did C. A group of elephant did

B. The hunter did D. Elephant-hunter did

23. What helped the elephant's herd free?

A. The elephant-hunter did C. The trapped elephants did

B. The hunters did D. Entire group of rats did

24. They danced with joy and thanked … (Paragraph 4). The synonym of joy, EX

CEPT …

A. Gladness B. Happiness C. Sadness D. Bliss

25. At the end of the story, how was the elephant's herd?

B. Angry C. Happy

C. Sad D. Dead

Appendix 10

ANSWER KEY

The Answer Key (Pre-test)

1. C

2. D

3. C

4. C

5. D

6. B

7. B

8. C

9. C

10. B

11. D

12. A

13. D

14. B

15. A

16. A

17. D

18. A

19. C

20. D

21. C

22. C

23. C

24. C

25. B

The Answer Key (Post-test)

1. A

2. A

3. A

4. B

5. B

6. A

7. A

8. C

9. D

10. D

11. A

12. B

13. D

14. C

15. A

16. A

17. D

18. B

19. D

20. A

21. B

22. C

23. D

24. C

25. C