e-repository.perpus.iainsalatiga.ac.ide-repository.perpus.iainsalatiga.ac.id/5947/1/Skripsi Fuji...

THE USE OF FACTS QUESTIONS RESPONSES STRATEGY

TO IMPROVE STUDENTS’ READING COMPREHENSION

(A Classroom Action Research for the Twelfth Grade of SMA N 1

Wonosegoro in the Academic Year 2019/2020)

A GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of the

Requirements for the Degree of Sarjana Pendidikan (S.Pd) of

EnglishEducation Department of Teacher Training and Education

FacultyState Institute for Islamic Studies (IAIN) Salatiga

By:

FUJI ASTUTI

203030 15 0138

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2019

iii

THE USE OF FACTS QUESTIONS RESPONSES STRATEGY

TO IMPROVE STUDENTS’ READING COMPREHENSION

(A Classroom Action Research for the Twelfth Grade of SMA N 1

Wonosegoro in the Academic Year 2019/2020)

A GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of the

Requirements for the Degree of Sarjana Pendidikan (S.Pd) of

EnglishEducation Department of Teacher Training and Education

FacultyState Institute for Islamic Studies (IAIN) Salatiga

By:

FUJI ASTUTI

203030 15 0138

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2019

v

Salatiga, August 22nd 2019

Dr. Mashlihatul Umami, M.A.

The lecturer of English Education Department

State Institute of Islamic Studies (IAIN) Salatiga

ATTENTIVE COUNSELOR’S NOTE

Case: Fuji Astuti’s graduating paper.

Dear

Dean of Teacher Training and Education Faculty

Assalamualaikum, Wr. Wb.

After reading and correcting Fuji Astuti’s graduating paper entitled THE USE

OF FACTS QUESTIONS RESPONSES STRATEGY TO IMPROVE

STUDENTS’ READING COMPREHENSION (A Classroom Action

Research for the Twelfth Grade of SMA N 1 Wonosegoro in the Academic

Year of 2019/2020), I have decided and would like to propose that this paper can

be accepted by the Teacher Training and Education Faculty. I hope this paper will

be examined as soon as possible.

Wassalamualaikum, Wr. Wb.

Counselor

Dr. Mashlihatul Umami, M.A.

NIP. 19800513 200312 2003

vii

MOTTO

“For indeed, with hardship [will be] ease (5)

Indeed, with hardship [will be] ease (6)”

(QS: 94 Al-Insyirah, verse: 5-6)

(Qur’an English)

viii

DEDICATION

This graduating paper is dedicated to:

1. My Lord, Allah SWT, Thanks Allah for giving me bless, grace, spirit and

healthy in my life, especially to finish this graduating paper.

2. My beloved father and mother (Bapak Mukhtar and Ibu Mukini) who

always give me everlasting love, motivate, support, spirit and inspiration,

thanks for all generosity, finance, and encouragement, so that the writer can

finish the study. Thanks a lot for your praying and guidance. I hope Allah

always blesses you and His affection around you.

3. My brothers (Mas Aziez, Rizal Asmawi and Ibnu Maulana Akbar) and my

sister (mbak Lia) who always motivates and supports me to do the best.

4. My big family (Keluarga Mbah Slamet) thanks for help and support me.

ix

ACKNOWLEDGEMENT

Bismillahirrahmanirrahim,

Assalamu’alaikum Wr. Wb.

Alhamdulillahirobbil’alamin, all praise is to Allah SWT, the Most Gracious

and the Most Merciful who always blesses and helps the writer so that the writer

can finish the graduating paper. Bless and mercy is upon great Prophet

Muhammad SAW for his guidance that leads the writer to the truth.

However, this paper will not be completed without supports, advices, and

encouragement from several people and institution. Hence, the writer would like

to express special thanks to:

1. Prof. Dr. Zakiyuddin Baidhawy, M.Ag., the Rector of State Institute

for Islamic Studies (IAIN) Salatiga.

2. Prof. Dr. Mansur, M.Ag., as the Dean of Teacher Training and

Education Faculty.

3. Norwanto, S.Pd., M.Hum., Ph.D., the Head of English Education

Department

4. Dr. Mashlihatul Umami, M.A., as consultant who has educated,

supported, directed and given the writer advice, suggestion and

recommendation for this graduating paper from beginning until the

end. Thanks for your patience and care.

5. Miftachudin, M.A., as my Academic Counselor thanks for your

support and guidance.

xi

ABSTRACT

Astuti, Fuji. 2019. The Use of Facts Questions Responses Strategyto Improve

Students’ Reading Comprehension (A Classroom Action

Research of Twelfth Grade of SMA N 1 Wonosegoro in the

Academic Year of 2019/2020). A Graduating Paper. English

Departement. Teacher Training and Education Faculty. State

Institute for Islamic Studies: Dr. Mashlihatul Umami, M.A.

Keyword: Reading Comprehension, Facts Questions Responses Strategy

The objectives of the research are: (1) To find out the implementation of

Facts Questions Responses strategy improves students’ reading comprehension of

the twelfth grade of SMA N 1 Wonosegoro. (2)To find out whether the use of

Facts Questions Responses strategy improves students’ reading comprehension of

the twelfth grade of SMA N 1 Wonosegoro or not. (3) To know the extent of the

students’ improvement in reading comprehension after the use of Facts Questions

Responses strategy for the twelfth grade of SMA N 1 Wonosegoro. The

methodology of the research was Classroom Action Research. There were two

cycles; each cycle comprised of planning, acting, observing and reflecting. The

collecting data were observation, test and documentation. The implementation of

FQR strategy to improve students’ reading comprehension was successful. It

analyzed by using students’ observation sheet and average score of students from

each cycle. The result of the research shows that the mean of pre-test cycle 1 was

57.2 and post-test cycle 1 was 72.2. Meanwhile, the mean of pre-test cycle 2 was

68.7 and post-test cycle 2 was 82.0. The percentage of minimum passing grade of

cycle 1 was 18.7% and 62.5%. In cycle 2, the percentage of minimum passing

grade was 43.7% and 93.7%. The improvement in cycle 1 was 43.8% and cycle 2

was 50%. The result of t-test in cycle 1 (9.93) and 2 (10.23) were higher than t-

table (2.040). It means that there was an improvement of students’ reading

comprehension after the use FQR strategy.

xii

TABLES OF CONTENTS

LOGO ................................................................................................................ ii

TITLE PAGE ................................................................................................. iii

DECLARATION ............................................................................................. iv

ATTENTIVE COUNSELOR’S NOTE .......................................................... v

CERTIFICATION PAGE .............................................................................. vi

MOTTO ......................................................................................................... vii

DEDICATION .............................................................................................. viii

ACKNOWLEDGEMENTS ............................................................................ ix

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

TABLE OF CONTENT ............................................................................... xii

LIST OF TABLES AND FIGURE ............................................................... xv

CHAPTER I: INTRODUCTION

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

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

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

D. Benefits of the Study ....................................................................... 5

E. Hypothesis and Success Indicator ................................................... 6

F. The Methodology of the Research .................................................. 7

1. Research Design .................................................................... 7

2. The Subject of the Research .................................................. 8

3. Steps of the Research ............................................................. 9

4. The Techniques of Collecting Data ..................................... 10

xiii

5. Research Instruments ........................................................... 12

6. The Techniques of Data Analysis ........................................ 15

G. Graduating Paper’s Outline ............................................................ 17

CHAPTER II: THEORETICAL FRAMEWORK

A. Related Theories ............................................................................. 19

1. Reading ................................................................................ 19

a. Definition of Reading ................................................. 19

b. The Purpose of Reading ............................................. 20

c. Components of Reading ............................................. 21

d. Types of Reading ....................................................... 22

2. Reading Comprehension ...................................................... 23

a. Definition of Reading Comprehension ...................... 23

b. Components of Reading Comprehension ................... 25

c. Levels of Reading Comprehension ............................ 27

3. Teaching Reading Comprehension ...................................... 29

a. Models of Reading Process ........................................ 29

b. Principal Strategies of Reading Comprehension ........ 29

c. Strategies of Reading Comprehension ....................... 31

d. Reading Comprehension Evaluation Rubric ............... 32

4. Facts Questions Responses Strategy ..................................... 34

a. Definition of Facts Questions Responses Strategy ..... 34

b. Concept of Facts Questions Responses Strategy ......... 35

c. Procedure of Facts Questions Responses Strategy ...... 36

d. The Advantages of Facts Questions Responses ......... 37

e. The Disadvantages of Facts Questions Responses ..... 38

5. News Item Text .................................................................... 39

B. Review of Previous Research ........................................................ 39

CHAPTER III: IMPLEMENTATION OF RESEARCH

A. Procedures of the Study ................................................................. 43

xiv

1. Cycle 1 ................................................................................. 44

2. Cycle 2 ................................................................................. 47

B. Minimal Standart of Passing Grade ............................................... 49

CHAPTER IV: RESEARCH FINDING AND DATA ANALYSIS

A. The Result of the Research ............................................................ 50

1. Research Finding ................................................................. 50

2. Discussions .......................................................................... 80

CHAPTER V: CLOSURE

A. Conclusion ..................................................................................... 84

B. Suggestions .................................................................................... 85

BIBLIOGRAPHY

APPENDICES

xv

LIST OF TABLES AND FIGURE

Table 1.1 The List of students in the twelfth grade SMA N 1 Wonosegoro .. 8

Table 1.2 Students’ Observation Sheet ........................................................ 13

Table 1.3 Teacher’s Obseration Sheet ......................................................... 14

Table 2.1 Reading Comprehension Evaluation Rubric ................................ 33

Table 2.2 The Example of FQR Chart ......................................................... 37

Figure 3.1 The Procedure of Classroom Action Research ............................. 43

Table 4.1 Students Observation Sheet Cycle 1 ............................................ 55

Table 4.2 The Teacher’s Observation Sheet Cycle 1 ................................... 57

Table 4.3 Students’ Score in the Pre-test of Cycle 1 .................................... 59

Table 4.4 Calculation of Passing Grade of Pre-test in Cycle 1 .................... 60

Table 4.5 Students’ Score in the Post-test of Cycle 1 .................................. 60

Table 4.6 Calculation of Passing Grade of Post-test in Cycle 1 .................. 61

Table 4.7 Differences Square of Pre and Post-test Score in Cycle 1 ........... 62

Table 4.8 Students’ Observation Sheet Cycle 2 ........................................... 69

Table 4.9 The Teacher’s Observation Sheet of Cycle 2 ............................... 71

Table 4.10 Students’ Score in the Pre-test of Cycle 2 .................................. 73

Table 4.11 Calculation of Passing Grade of Pre-test in Cycle 2 ................... 74

Table 4.12 Students’ Score in the Post-test of Cycle 2 ................................. 75

Table 4.13 Calculation of Passing Grade of Post-test in Cycle 2 ................. 76

Table 4.14 Differences Square of Pre and Post-test Score in Cycle 2 .......... 77

Table 4.15 The Calculation of Students’ Observation Sheet Cycle 1 &2 ....... 81

Table 4.16 The Analysis of Students’ Improvement ...................................... 82

1

CHAPTER I

INTRODUCTION

This chapter deals with the introduction of the beginning of the research,

which includes the background of the study, problems of the study, objectives of

the study, benefits of the study, hypothesis and success indicator, research

methodology, and graduating paper outline.

A. Background of the Study

Every human needs language to communicate in their life. A language

is a tool to gain information or to convey their mind to other people in

society. According to Mahadi& Jafari (2012: 230), Language is an

instrument for humans’ communication with each other, the growth and

development of their talents, causing creativity, innovation, and novelty,

exchanging and transferring their experiences, and on the whole, for the

formation of society.

One of the international languages in the world is English. English is

used a lot of the countries in the world including Indonesia.

Handayani(2017: 48) states that English becomes one of the subjects in the

curriculum of education in Indonesia and taught formally from elementary

school up to the university level. It is important to learn about the English

language.

In English subject, there are four skills mastered by the students. The

skills are listening, speaking, reading and writing. For the teaching of

2

English to be successful, the four skills, reading, listening, speaking and

writing, should be integrated ineffective way (Manaj., 2015: 29). All of

English skills are important, such as reading skill.

According to Fahmi, D., Luwandi, A., &Arifin, Z. (2015: 1), Reading

gives many advantages for students because they can receive more

information after reading. Through reading the students can get information

that they need. The students must comprehend about they read because if

the student does not comprehend what they read, they will not receive about

the information in a text.

According to PorhoseinGilakjani(2016: 230), Comprehension is the

process of eliciting and making meaning through interaction and

involvement with written language. The students have to read in detail is

getting the right information and get the content of the writers’ information.

In order to improve students’ reading comprehension, not only using

the textbook method. The textbook method is not wrong, but it may make

the students feel bored and have not motivation to learn English, especially

in teaching reading. They just sit and listen when the teacher delivers the

materials. They don’t take an opportunity to practice reading in the class. It

is one of the reasons why the English subject is difficult for students.

Based on the syllabus of English subject for the twelfth grade of the

senior high school, there are some texts that have to be learnt by the

students. One of them is news item text. According to Sudarwati and Grace

(2007) cited in Handayani(2017: 49), News item text is a text used to inform

3

the readers, or viewers about the events of the day which are considered

newsworthy or important. It means that, news item text is one of the types

of the text that contain about information of the day and often find in

newspaper or television. In this research, the researcher focuses on the study

in news item text, because it is suitable with the demand of the curriculum

that exists in this school.

The result of the researcher’ observation and interview with the

English teacher of SMA N 1 Wonosegoro, there were some problems that

the researcher found there in reading comprehension; first, the students get

difficulties to interpret the meaning of unfamiliar words of the text given by

the teacher. Second, the students cannot restate understanding of theme or

message and identify supporting details of the text. Third, the students get

difficulties to make inferences if they are not coached or given obvious

clues from the teacher. Fourth, when the students are asked by the teacher to

summarizes the text, they cannot summarize in own words by identifying

main points from the text.

From the problems above, the researcher offers using Facts Questions

Responses (FQR) strategy to improve students’ reading comprehension.

According to Dorfmanand Cappeli (2009: 29), Fact-question-response (F-Q-

R) is a strategy that helps students synthesize information as they read by

asking questions, determining important facts, and integrating their own

thoughts and opinions. This strategy used to improve students’ reading

comprehension easily.

4

Based on the explanation above, the researcher is used the other way

to teach reading comprehension. The researcher conducted research entitled

"The Use of Facts Questions Responses Strategy to Improve Students’

Reading Comprehension of The Twelfth Grade of SMA N 1 Wonosegoro in

the Academic Year 2019/2020.”

B. Problems of the Study

1. How is the implementation of Facts Questions Responses strategy to

improve students’ reading comprehension for the twelfth grade of

SMA N 1 Wonosegoro in the academic year 2019/2020?

2. Does the use of Facts Questions Responses strategy improve students’

reading comprehension for the twelfth grade of SMA N 1

Wonosegoro in the academic year 2019/2020?

3. To what extent is the improvement of the students’ reading

comprehension after the use of Facts Questions Responses strategy for

the twelfth grade of SMA N 1 Wonosegoro in the academic year

2019/2020?

C. Objectives of the Study

1. To find out the implementation of Facts Questions Responses strategy

improves students’ reading comprehension of the twelfth grade of

SMA N 1 Wonosegoro in the academic year of 2019/2020.

5

2. To find out whether the use of Facts Questions Responses strategy

improves students’ reading comprehension of the twelfth grade of

SMA N 1 Wonosegoro in the academic year 2019/2020 or not.

3. To know the extent of the students’ improvement in reading

comprehension after the use of Facts Questions Responses strategy for

the twelfth grade of SMA N 1 Wonosegoro in the academic year

2019/2020.

D. Benefits of the Study

1. Theoretical Benefit

The result of the research is expected to give a clear explanation

about the improvement of the students' reading comprehension used

Facts Questions Responses strategy and also to support the theory that

has been there before about it.

2. Practical Benefit

a. School

The researcher is expected to the school can give policy in

the learning process especially the English subject used this

strategy. One of the strategies is the use of Facts Questions

Responses to improve students’ reading comprehension.

b. Teacher

6

The researcher is expected to the teacher to use this

strategy in the English learning process when teaching about

reading comprehension.

c. Students

Help the students to comprehend the text easily used Facts

Questions Responses strategy.

d. The Other Researcher

Teaching reading comprehension used Facts Questions

Responses can give more information to the other researcher

who committed similar research or want to push and discuss

with the related study.

E. Hypothesis and Success Indicator

According to Mourougan and Sethuraman(2017: 34), the Research

hypothesis is the statement created by researchers when they speculate upon

the outcomes of a research or experiment.

The researcher hypotheses are:

Ho: There is no significant improvement of students’ reading

comprehension used Facts Questions Responses strategy of the

twelfth grade of SMA N 1 Wonosegoro in the academic year

2019/2020.

Ha: There is a significant improvement of students’ reading

comprehension used Facts Questions Responses strategy of the

7

twelfth grade of SMA N 1 Wonosegoro in The Academic Year

2019/2020.

The success indicator of this research is taken from the students’ basic

competence or ability shown in Lesson Plan (RPP). The students’ success

and failure in doing the activities in cycle 1 and cycle 2 is assessed by

referring to the criterion of passing grade (KKM). The passing grade

ofEnglish lesson in SMA N 1 Wonosegoro is 67. The teacher and the

researcher expect that there are at least 85% of the students who pass the

passing grade.

F. The Methodology of the Research

1. Research Design

This research conducted in Classroom Action Research.

According to Mettetal(2001: 7), Classroom Action Research is a

method of finding out what works best in your own classroom so that

you can improve student learning. It means that Classroom Action

Research is a way of research to identify and find the problems that

faced the teacher in the classroom.

This research is collaborative which is the teacher as executor

and teaches in the class and the researcher as an observer and

examined the implementation of the action.

In conducting the research, the researcher works together with

the English teacher and one class (XII MIPA 1) try to solve the

8

students’ problem in teaching reading comprehension used Facts

Questions Responses strategy of the twelfth grade of SMA N 1

Wonosegoro in academic year 2019/2020.

2. The Subject of the Research

The subject of this research is the twelfth grade of students SMA

Negeri 1 Wonosegoro. The class consists of 32 students. English

teacher who becomes the subject of the research is Mrs. Wiji

Kurniasih, S. Pd. The researcher chooses the twelfth-grade class (XII

MIPA 1) as a research subject.

Table 1.1

The List of Students in the Twelfth Grade Students of SMA N 1

Wonosegoro in the Academic Year 2019/2020

No. Name Gender

1. AM Male

2. AB Male

3. AP Male

4. AI Female

5. ANH Female

6. ATA Female

7. CRD Male

8. DNL Female

9. EW Female

10. EP Female

11. FK Female

12. IDP Male

13. IL Female

14. I Female

15. IS Female

16. JAM Female

17. KR Male

18. MRS Male

19. MAW Male

20. MWS Male

9

3. Steps of the Research

In conducting the research, the researcher carries out the steps

which used four steps in classroom action research; those are

Planning, Action, Observing and Reflection. Here is the explanation

of four steps:

a. Planning

In this step, the researcher explained what, when, where,

who, why and how the research be going. In this research, the

researcher made the schedule observe the school condition, the

class and the students’ condition, the school facilities and the

learning method and process which the teacher used in the class.

In this planning, the researcher also made the lesson plan to be

applied in the next step.

b. Action

The second step of classroom action research is action. In

this step, the researcher implements the planning that has been

compiled and used classroom action. The researcher should do

21. NA Female

22. NAW Female

23. RDRP Male

24. RH Male

25. SA Male

26. SE Female

27. SK Male

28. SNS Female

29. SR Female

30. TDM Male

31. VIL Female

32. W Female

10

the action the same with the content that has been planned

before.

c. Observing

The third step of classroom action research is observing.

The observation should do while the action is going. While

doing the observation, the researcher takes note and record what

happened in the action to get accurate information from the

observation.

d. Reflection

The last step of classroom action research is reflection.

This step activity is very appropriate from implementation the

teacher has finished the action, then dealing with discuss the

implementation of the research.

4. The techniques of Collecting Data

The techniques of collecting data that are used in this research

can be seen as follows:

a. Observation

According to Powell and Steele (1996: 1), Observation is

an essential element in good teaching and program development

and also in evaluation; it can be used to descriptive data during

program initiation and to document program activities,

processes and outcomes. According to Johnson (2008) the

11

function of observation is to examine people in natural setting or

naturally occurring situations.

In this research, the researcher does observation before

conducted this research to find out the students’ condition in

SMA N 1 Wonosegoro. The researcher observes the learning

process in the class and interview with the English teacher. The

result of the observation before conducted the research, there

were some problem found especially in the twelfth grade.

Beside it, the researcher asks to the teacher about the problems

of the students’ in English subject, the passing grade and the

target of students passed the passing grade. So, the researcher

decided to conduct the research and chooses the twelfth grade

(XII MIPA 1) as the research subject and continues the

observation in each cycle.The researcher uses the observation

sheet during the learning process in cycle 1 and cycle 2.

b. Test

1) Pre-test

Before conducting in cycle 1 and cycle 2, the

researcher gives a pre-test for each cycle in order to know

how far the students can comprehend when reading before

they get the treatment use Facts Questions Responses

strategy. The students of the twelfth grade of science class

get a sheet paper about news item text. They have to

12

answer the questions based on the text. Then, the

researcher observed the score of the students’ pre-test to

get the data analysis.

2) Post-test

After got the pre-test and get the treatment in cycle 1

and cycle 2, the students got the post-test at the end of

each cycle. Post-test is to know the improvement of

students’ reading comprehension uses Facts Questions

Responses strategy after getting the treatment. The

students have to answer the questions based on the news

item text which they have read in the paper.

c. Documentation

According to Arikunto (2010: 274), documentation is an

activity to look for variable likes notes, transcribes, books,

meeting note, agenda and soon.

In this research, the researcher gets the data through the

documentation during a learning activity of cycle 1 and cycle 2.

The documentation of this research conducted pictures of

students’ activities during learning process of each cycle.

5. Research Instruments

The instruments used in collecting data are:

a. Observation sheet

13

The observation sheet uses to know how far the students’

improvement before and after applying Facts Questions

Responses strategy. This instrument gives a monitor and records

the students’ involvement during the lesson. The table below

shows the observation sheet as follows:

Table 1.2.

Students’ Observation Sheet

No. Name Gender

Payin

g a

tten

tion

Ask

ing/r

esp

on

din

g

qu

esti

on

s

Bei

ng e

nth

usi

ast

ic

in F

QR

Str

ate

gy

Pre

sen

tin

g t

he

gro

up

’s

work

shee

t

Doin

g w

ork

wit

h

gro

up

Giv

ing r

esp

on

ses

or

refl

ecti

ng w

hat

they

lea

rned

1. AM Male

2. AB Male

3. AP Male

4. AI Female

5. ANH Female

6. ATA Female

7. CRD Male

8. DNL Female

9. EW Female

10. EP Female

11. FK Female

12. IDP Male

13. IL Female

14. I Female

15. IS Female

16. JAM Female

17. KR Male

18. MRS Male

19. MAW Male

20. MWS Male

21. NA Female

22. NAW Female

14

23. RDRP Male

24. RH Male

25. Sa Male

26. Se Female

27. SK Male

28. SNS Female

29. SR Female

30. TDM Male

31. VIL Female

32. W Female

Table 1.2.

Teacher’ Observation Sheet

No. The Teacher’ Activities Yes No Note

1. Greeting and praying before

the lesson begins.

2. Checked students’ attendant

3. Convey the methodology.

4. Giving the students’

opportunity to ask

questions.

5. Giving an example of news

item text and applied the

Facts Questions Responses

strategy.

6. Guide the students to

identify the definition,

social function, and generic

structure and language

features of news item text.

7. Guide and divide the

students to some group.

8. Guide the students’ doing

the worksheet with the

groups used FQR strategy.

9. Asked the students to

present their worksheet.

10. Asked the students to give

opinions or responses.

11. Facilitate the students to

have a reflection what they

have learned.

12. Giving feedback after the

15

lesson.

13. Closure

b. Test

The test conducted 2 steps are pre-test and post-test. The

result of the test is conducted on how much the improvement

students' reading comprehension used Facts Questions

Responses strategy before treatment and after treatment.

c. Documentation

According to Collins (2014), documentation aimed to

provide proof or evidence of something or record something.

The documentation conducted the school document and learning

process of teaching reading comprehension.

6. The Techniques of Data Analysis

In this research, the researcher used mixed-method. It used

qualitative and quantitative research.

To assess the result of students learning after learning process

the data will count with the formula as follows:

a. Descriptive qualitative technique

It is used to know students’ participation and their abilities

along the learning process in the classroom. In this case, the

researcher uses an observation sheet in which measure the

students’ abilities along the learning process in the classroom. It

16

describes the students’ improvement in reading comprehension

using Facts Questions Responses strategy.

b. Statistical Technique

It uses to know the improvement of students’ reading

comprehension from the score of the test before the cycle, cycle

1 and cycle 2. The formula that is used to account the score can

be seen as follow:

The formulas according to Kariadinata, R and

Abdurahman, M., (2015: 197) are:

1) Mean of The Class

𝑋 =∑X

∑𝑁

Explanation:

X: Mean

∑X: Sum of the whole students' score

∑N: The whole score

2) SD (Standard Deviation)

𝑆𝐷 = √∑𝐷

𝑁

2

− (∑𝐷

𝑁)2

Explanation:

SD: Deviation Standard for one sample t-test

D: Different between pre-test post-test

17

N: Number of observation in the sample

3) T-test

After calculating the SD, the researcher will

calculate t-test to know is there any significant differences

or no between pre-test and post-test,

𝑡𝑜=

(∑𝐷

𝑁)

𝑆𝐷𝐷

√𝑁−1

Explanation:

to: T-test for the differences between pre-test and post-test

SD: Deviation standard for one sample t-test

D: Different between pre-test and post-test

N: Number of observations in the sample

G. Graduating Paper’s Outline

This paper divided into five chapters; here are the topics that will be

discussed in each chapter:

Chapter I is about the Introduction. It consists of the background of

the study, problems of the study, objectives of the study, benefits of the

study, hypothesis, research methodology, and graduating paper’s outline.

Chapter II is the Theoretical Framework. It consists of supporting

theories; definition of reading, the definition of reading comprehension,

teaching reading comprehension, reading comprehension evaluation rubric,

the definition of Facts Questions Responses (FQR) strategy, the procedure

18

of FQR strategy, the advantages of Facts Questions Responses (FQR), and

review of previous research.

Chapter III is the Implementation of Research. It consists of the

procedure of the research (cycle of Classroom Action Research) and a

minimal standard of success.

Chapter IV is Findings and Discussion. It contains the implementation

of using facts questions responses strategy to improve students’ reading

comprehension. It also describes the improvement of using facts questions

responses strategy to improve students' reading comprehension on news

item text.

Chapter V is Closure. It presented by giving conclusions and

suggestions.

References

Appendices

19

CHAPTER II

THEORETICAL FRAMEWORK

This chapter, the researcher attempts to explain the theoretical foundations

which consist of supporting theories and review of the previous study. Supporting

theories consist of definition of reading, definition of reading comprehension,

teaching reading comprehension, reading comprehension evaluation rubric,

definition of Facts Questions Responses (FQR) strategy, and review of previous

research.

A. Related Theories

1. Reading

a. Definition of Reading

Reading is one of the skills in learning the language

mastered by someone. Reading means a process which is the

readers get new information of the text written by the author.

According to Weber and Roeber (1987) cited in

PourhoseinGilakjani(2016: 230), reading is the process of

creating meaning that involves: (a) the readers existing

knowledge; (b) the text information; and (c) the reading context.

Sartika(2018: 31) defined reading is the process of getting

information and doing communication with the writer through

the text. It can conclude that reading is the process of

understanding the meaning and information of the text that

delivers the writer to the reader.

20

Reading is an activity of understanding meaning, without

understanding the meaning of the text, reading is nonsense

because the readers will lose the important message (Elfira.,

Marhum., &Mashuri., 2015: 2).

According to Rina(2014:9), the process of reading is the

reader will try to find the meaning of the text and try to

comprehend the text by seeing the picture, guessing the words,

predicting, checking and giving responses after reading the text.

In foreign language learning, reading is likewise a skill

that teachers simply expect learners to acquire (Brown,

2004:185). According to Fahmi., Suhartono., and Arifin (2015:

1), reading is the learning process of transferring information

from the writer to the reader in written form.

Based on the explanation above, it can be concluded that

reading is the process of the readers not just creating meaning of

the text, but also understand what they read of the writers'

delivery of the written text. Itmeans that reading comprehension

includes important components of this skill.

b. The Purpose of Reading

According to Fahmi, Suhartono, and Arifin (2015: 1), the

aim of reading is to attain an optimal level of comprehension of

21

meaning. Reading gives many advantages for students because

they can receive more information after reading.

It means that the purpose of reading is giving the readers

get new information on that what they read and get information

that they need.

c. Components of Reading

According to IL, Naperville (2004: 1) there is five

essential components of reading, as follows;

1) Phonemic Awareness

Phonemic awareness is commonly defined as the

understanding that spoken words are made up of separate

units of sounds that are blended together when words are

pronounced.

2) Phonics

Phonics is as a set of rules that specify the

relationship between letters in the spelling of words and

the sounds of spoken language.

3) Fluency

Fluency was understood to mean rapid word

recognition that freed up space in the readers’ working for

use in comprehending the message of the text.

22

4) Vocabulary

Vocabulary is important in word recognition. The

readers use the pronunciations and meanings of words in

their oral vocabulary to help them recognize words they

see in print.

5) Comprehension

Comprehension involves constructing meaning that

is reasonable and accurate by connecting what has been

read to what the readers already know and thinking about

all of this information until it is understood.

d. Types of Reading

According to Brown(2004: 189), there are four types of

reading. They are presented in the following:

1) Perceptive

This type involves attending to the components of

larger stretches of discourse: letters, words, punctuation,

and other graphemic symbols. Bottom-up processing is

implied.

2) Selective

This type is largely an artifact of assessment format.

In order to ascertain one’s reading recognition of lexical,

grammatical, or discourse features of language within a

23

very short stretch of language. A combination of bottom-

up and top-down processing may be used.

3) Interactive

Interactive reading is stretches of the language of

several paragraphs to one page or more in which the

reader must, in psycholinguistic sense interact with the

text. Top-down processing is typical of such task, although

some instance of bottom-up performance may be

necessary.

4) Extensive

Extensive reading applies to the text of more than a

page. Extensive reading is as longer stretches of discourse,

such as articles and books. Top-down processing is

assumed for most extensive tasks.

2. Reading Comprehension

a. Definition of Reading Comprehension

1) Comprehension

According to Duffy (2009) in Rina(2014: 11),

comprehension is the essence of reading because the goal

of written language is the communication of the message.

It means that comprehension is the process of between the

24

readers and the authors do communication by the written

text.

Comprehension depends not only on characteristics

of the reader, such as prior knowledge and working

memory but also on language process, such as basic

reading skills, decoding, vocabulary and inference

(Moore, 2014: 1)

According to Hamra and Syatriana (2010: 30),

Comprehension deals with the relationship of meanings

with word symbols, the choice of correct meaning based

on the context, the organization, and retention of meaning,

and the ability to grasp meaning form words, phrases, and

sentences.

Based on the explanation above, the researcher can

conclude that comprehension is the process of reading to

get information depends on prior knowledge and language

process of the readers.

2) Reading Comprehension

According to Sanford (2015) in Jayanti(2016: 297),

reading comprehension is phonemic awareness, the ability

to process the individual sounds of letters, which is needed

for word recognition. While, Handayani(2017: 50),

25

reading comprehension is the ability to comprehend the

text in depth that includes sub-skills in reading.

According to Hornby (1998) cited in Elfira.,

Marhum., and Mashuri (2015: 2), reading comprehension

is not only reading with a loud voice but also establishing

to understand the meaning of the word, sentences, and

sense relationship among the idea.

The outcome of reading comprehension is the

mental representation of a text meaning that is combined

with the readers’ previous knowledge

(PourhouseinGilakjani, 2016: 230).

From the explanation above, it be concluded that

reading comprehension is a process the readers

comprehend of the text deeply and also read a text with

combined the readers’ previous background knowledge

what they read.

b. Components of Reading Comprehension

According to Olviayanti, Rismaya, and Arifin (2015: 3),

there are five components of reading comprehension. They are

as follows;

26

1) Main Idea

The main idea is the central idea of the text.

Comprehending main and supporting ideas is a skill that

the readers can find what is the reading text telling about

in general. Besides that, there is a supporting idea of the

text that should be supported by the main idea.

2) Factual or Detail Information

Factual or detail information usually to answer of

5W 1H questions. It consists of specific reading goals,

such as finding a name, place, number, and date based on

the information of the text.

3) Vocabulary

Vocabulary is an important component to know

what the authors message in the text. Vocabulary means

requires the readers to guess a certain word or phrase from

the text. However, the readers should not define every

word or phrase, if the readers meet the unfamiliar words or

phrases of the text try to guess the meaning related to the

text.

4) Referent

Referent word is repeating the same word or phrase

several times after it has been used. Referent words are

usually consisting of pronouns, such as he, she, it, they,

27

you, and etc. When the readers can know the referent

words in the text, it can help the readers to comprehend

the information of the text.

5) Inference

The inference is an idea that is implied or not

directly stated in the text. It usually the readers give a

conclusion or suggestion about the text.

c. Levels of Reading Comprehension

According to Mardianti, Ohoiwutun, and Wahyudin

(2014: 3), there are four levels of reading comprehension;

1) Literal Comprehension

Literal comprehension is used to ask the students to

find out the answer in the text itself because the answer is

explicitly stated in the text (Mardianti, Ohoiwutun, and

Wahyudin, 2014: 3). It means, literal comprehension is the

understanding of the ideas explicitly, such as the definition

of the key terms, contain the text and the main idea of the

text.

2) Inferential Comprehension

Inferential comprehension focus on reaching the

conclusion or drawing inferences from what is read since

the answers are not clearly stated in the text or implicitly.

28

On the other word, inferential comprehension which is

readers give inferences about things not directly delivers

of the authors, such as theme and value of the text.

3) Critical Comprehension

Critical comprehension involves evaluation, the

making of personal judgment on the accuracy, value, and

truthfulness of what is read. It can conclude that critical

comprehension is the readers give a suggestion or evaluate

of the text quality.

4) Creative Comprehension

Creative comprehension is the highest level of

reading comprehension which leads the students to think

beyond the truth and look for alternate ways to solve

problems. It means that creative reading comprehension is

the readers give respond about the text, usually include

creating new ideas from what they read.

In this research, the researcher uses literal comprehension

in levels of reading comprehension. The reason is the strategy

that the researcher used related to with it level. The students

must be understood of the main ideas explicitly, and found the

facts of the text.

29

3. Teaching Reading Comprehension

a. Models of Reading Process

According to Fauziati(2005: 139), there is two principle

model of teaching reading:

1) Bottom-up model

The bottom-up model is when a person is reading,

he/she employs special skills and strategies to process

information based on linguistic input from the text. It

means the readers focus on the smaller units of the text

like letters, words, and sentences before they find the

information of the text.

2) Top-down model

The top-down model is when a person reading,

he/she process information from his/her prior knowledge

to make predictions about the data from the text. It means,

the readers have not to read every word of the text but the

readers focus on guess the main information from the text

based on their previous prior knowledge related to the text.

b. Principal Strategies of Reading Comprehension

According to Brown(2004: 188), there are several

principal strategies of reading comprehension;

1) Identify your purpose in reading text

30

2) Apply spelling rules and conventions for bottom-up

decoding

3) Use lexical analysis (prefixes, roots, suffixes, etc.) to

determine the meaning

4) Guess at meaning (of words, idioms, etc.) when you aren’t

certain

5) Skim the text for the gist and for main ideas.

6) Scan the text for specific information

7) Use silent reading techniques for rapid processing

8) Use marginal notes, outlines, charts, or semantic maps for

understanding and retaining information

9) Distinguish between literal and implied meanings

10) Capitalize on discourse markers to process relationships.

From the principal strategies from Brown (2004: 188), it

can conclude that the steps of principal strategies for reading

comprehension can make the students understand and

comprehend the text easily. This is an effective principal

strategy that can apply in the classroom.

31

c. Strategies of Reading Comprehension

There are some strategies for reading comprehension

according to PourhoseinGilakjani(2016: 234);

1) Activating and Using Background Knowledge

In this strategy, the readers activate and used their

background knowledge related to the text what they read.

Their background knowledge gets from the readers'

experiences of their prior knowledge to the new

knowledge of what they read.

2) Generating and Asking Questions

In this strategy, the readers ask themselves about the

text what they read. It helps the reader comprehend the

text that they do not understand before.

3) Making Inferences

In this strategy, the readers should make inferences

from the text consists of the main information and new

knowledge that they get after reading the text.

4) Predicting

In this strategy, the readers try to guess the meaning

from the text by applying what they know about the

readers focus on the text. According to

PourhoseniGilakjani(2016:235), during reading,

successful readers can make predictions about what will

32

occur next, or what opinions the writer offers to support a

discussion.

5) Summarizing

This strategy, the readers combine the information

of the text with their own words after they read the text.

Summarizing is a significant strategy that allows readers

to remember text rapidly (Pourhuseingilakjani, 2016: 235).

6) Comprehension Monitoring

In this strategy, according to

PourhuseinGilakjani(2016: 235), the readers have the

ability to know when they comprehend what they read

when they do not perceive and to apply suitable strategies

to make better their understanding.

d. Reading Comprehension Evaluation Rubric

According to Castanon (2013), there are some assessed

targets in reading comprehension rubric; such as comprehends,

analyzes, and thinks critically.

In this study, the researcher uses comprehends as assessed

target in reading comprehension evaluation rubric. The

explanation of the reading comprehension evaluation rubric can

be seen in the bellow:

33

Table 2.1

Assessed

Targets

Advanced

4

Proficient

3

Basic

2

Below Basic

1

Identifies

theme or

message

and

supporting

details

Explains

theme or

message in

own words,

acknowledging

different

interpretations,

and offering

supportive

evidence

Restate

understanding

of theme or

message and

identifies

supporting

details

Identifies

theme or

message

inconsistently

Identifies

theme or

message with

guidance

Summarizes

with

evidence

Summarizes in

own words by

identifying

three main

points and

elaborating

with evidence

using correct

form

Summarizes

in own words

by identifying

three or more

main points

from text

Attempts to

summarize in

own words,

but lacks one

or more main

points or

includes

unnecessary

details

Recognizes a

summary

statement, but

lacks the

ability to

write a

summary

independently

or retells

selection

randomly

Makes

inferences

Recognizes

subtle clues in

the selection

and

consistently

makes valid

inferences

Makes

independent

inferences

based on

numerous

ideas in the

selection

Makes

inferences

when

coached or

given

obvious clues

from the

selection

Works with

others to

understand

inference

when

explained

Interprets

vocabulary

Applies word

structure,

origin, and

context clues

to interpret

meanings of

unfamiliar

words

Interprets the

meaning of

unfamiliar

words

Decodes

unfamiliar

words but is

not always

able to

interpret

meaning

from context

Attempts to

decode

unfamiliar

words in the

text, but does

not

independently

interpret the

meaning

34

4. Facts Questions Responses Strategies

a. Definition of Facts Questions Responses

According to Dorfmanand Cappelli(2009: 29) “Fact-

Question-Response (F-Q-R) is a strategy that helps students

synthesizes information as they read by asking questions,

determining important facts, and integrating their own thoughts

and opinions.”

According to Buehl (2007) cited in Handayani(2017:50),

FQR is an acronym for “Facts, Questions, Responses,” which

are outlined in a graphic organizer that students use to monitor

their comprehension.

Facts Questions Responses is an assessment strategy for

examine piece of text. The implementation in the classroom is

the students use sticky notes to label areas in the passage that

either represent factual information, elicit questions, personal

reactions.

According to Sartika(2018: 32) Facts Questions

Responses is used for reading nonfiction text, recording

information, and responding to the information as they read.

This strategy can improve the students’ reading

comprehension with make note of the facts from the text, make

questions that they not understand about the text and give

response about what they read.

35

b. Concept of Facts Questions Responses Strategy

Facts Questions Responses strategy is a comprehension

strategy that builds students’ to find out the facts of the text

during reading and after reading, they make questions and give

responses what they read.

Facts Questions Responses provides a graphic, structure in

which student can records new facts, pose questions that the new

facts may generate, and pay attention to their responses to the

information (Rina,2014: 19).

According to Buehl (2007) cited in Rina(2014: 21), the

concept of Facts Questions Responses strategy, they are:

1) The first column is designated for significant factual

information from a text of students is reading.

2) The second column related to this fact that might be

wondering. These are entered in the “Question” column.

3) The third column is the “Response” prompts students to

interject their background experiences into the chart and

engages them in synthesizing new learning

4) The students are now ready to read the rest of the article

and complete the chart for themselves.

36

c. Procedure of Facts Questions Responses

According to Harvey and Goudvis (2007) cited in

Handayani(2017: 50), the procedures of FQR strategy as follow:

1) First, the teacher introduces the passage that students will

read and describes the details of the FQR focused reading

strategy.

2) As students read the text, they should make note of the

facts, questions, and responses that arise as they read the

material. Paste these in appropriate places in the reading.

a) Facts: materials presented as truthful items. Students

can also include items in this category that they want

to verify or have clarified.

b) Questions: items from the text that are confusing or

for which further information is needed.

c) Responses: personal reactions to specific sections of

the reading.

3) After students complete the reading, teacher asks them to

enter their data in the student discovery guide or FQR

chart.

4) Discuss the results of the reading with the entire class; the

example of graphic organizer can be seen in the bellow:

Table 2.2.

37

The Example of FQR Chart


• Stars are made of

gas.

• Comets are made of

snow and dust.

• Comets turn to gas

when they get close

to the sun.

• Meteors are pea-

sized pieces of space

rock.

• Where do the snow

and dusts come

from?

• How long do

comets and meteors

live?

• Do meteor showers

occur all over the

world?

• Do meteor showers

occur at certain

times of the year?

• I never thought of

snow as part of space

• They must burn up-

that’s the end of

them!

• I remember seeing a

meteor shower

Finally, based on the explanation above, using Facts

Questions Responses strategyhelps students in reading text

because the entire process of teaching reading by using Facts

Questions Responses strategycan activate students in reading.

They can interact with others to discuss the option of target

language. In this strategy, students can motivate to gain the

meaning of the text.

c. The Advantages of Facts Questions Responses

According to Buehl (2007) cited in Handayani (2017: 50),

the advantages used facts questions responses, as follows:

1) FQR strategy walks students through productive thinking

as they construct an understanding of written texts.

38

2) Students learn to entertain their personal questions about

material they are reading.

3) Students are encouraged to personalize their learning by

integrating new ideas into previous understandings and

respond to what an author has shared with them.

4) The response column prompts readers to interject their

background experiences into the chart and engages them

in synthesizing new learning related to the factual

information.

d. The Disadvantages of Facts Questions Responses Strategy

1) Facts Questions Responses strategy is not suitable for

reading fiction text.

2) In some case, the students get difficulties to make a

question related to the text in the question column.

3) During the learning process, Facts Questions Responses

strategy take a long time for the students enter the data in

FQR chart after they read the text.

Using Facts Questions Responses strategy can improve

students’ reading comprehension and content learning with fill

the F-Q-R graphic. After that, it engages struggling readers in

classroom discussion and helps the students to comprehend the

material presented orally.

39

5. News Item Text

According to Rina(2014: 18), News item is a type of the text

that has the main function or communicative purpose to inform the

readers or viewers about events of the day that are considered

newsworthy or important.

In addition, Priyana, and Mumpuni (2008) in Handayani (2017:

51) state that the generic structure of news item is divided into three

parts; first, newsworthy events tell about the events in a summary

form. Second, background events that consists of elaborates what

happened, and explains what caused the incident. Third, source

consists of comments by participants or authorities.

Based on the definition above, it can be conclude that news item

is an information text about what happen the events of the day. The

generic structure of the news item text is newsworthy events,

background events and source.

B. Review of Previous Research

To see whether there are relevant researches related to the title

discussed, there are several related studies about the variables used in this

research:

The first research was conducted by Handayani, Retna (2017). The

study aimed to find out whether or not there was significant improvement

on the tenth grade students’ news item text before and after the treatment,

40

and to find out whether or not there was a significant difference on the tenth

grade students’ news item text using Facts Questions Responses strategy.

The subject was the tenth grade students of SMA Nurul Iman Palembang.

She found that the significant value of students’ pretest scores in control

group was 0.540, while the experimental group was 0.680. Moreover, the

result showed that significant value of students’ posttest scores in control

group was 0.716, while the experimental group was 1.060.

The second research conducted by Rina, Ismi (2014). The objective of

the research: to find out the students’ reading comprehension taught by

using FQR strategy, to find out the students’ reading comprehension taught

without using FQR strategy, and to find out whether there is a significant

effect of using FQR strategy on news item text. The subject of that research

is the first year students of SMAN 12 Pekanbaru. The result of this research

is the students’ reading comprehension taught by using Facts Questions

Responses (FQR) strategy of the first year at SMAN 12 Pekanbaru is

categorized into a good level with the mean score, 70.38.

The third research conducted by Sartika, Dewi (2018). The purpose of

the study was to find out whether there was a significant difference in

students’ reading achievement of report text between the students who were

taught using Fact Question Response (FQR) strategy. The research was a

quasi experimental. The subject of the research was the eleventh grade

students of SMAN 1 Tanjung Lubuk. She found that there was the

improvement that the students’ reading achievement after using FQR

41

strategy. The average score before the treatment is 40.76 in the experimental

group and 47.75 in the control group. Then, the average score after

treatment is 66.60 in the experimental group and 60.52 in the control group.

The next research conducted by Sari, Dian Nofita., Perpisa, Lili., &

Sevrika, Hevriani (2013). The objective of the research was to find out the

influence of using Facts Questions Responses strategy in teaching reading

comprehension. The subject was the tenth grade students of SMA N 1 Pulau

Punjung in the academic year 2012/2013. They found that used Facts

Questions Responses strategy give the significance effect of students’

reading comprehension.

The last, conducted by Jevitsa, Metra., & Analido, Belinda (2013).

The aimed research was to find out the improvement of students’ reading

comprehension using combining Listen, Read, Discuss (LRD) and Facts

Questions Responses (FQR) strategy. The findings showed the FQR strategy

statically impacted students’ reading comprehension combined to the one

taught using LRD strategy.

Based on some research above, it has been found that there are

differences among Facts Questions Responses (FQR) strategy applied for

reading comprehension. In the first research, it was find out that teaching

reading comprehension in news item text by using FQR strategy had

significant effect on the students’ reading comprehension achievement of

the tenth grade of SMA Nurul Iman Palembang. The research used the

experimental research. The second research showed the effect of using FQR

42

strategy on news item text at the first year at SMAN 12 Pekanbaru is

categorized into a good level and the study was classroom action research.

The third research, it was find out that reading achievement of report

text using Fact Question Response (FQR) strategy and the subject was the

eleventh grade. The fourth research, the objective was to find out the

influence of using Facts Questions Responses strategy in teaching reading

comprehension. The last research, the subject of the research was the ninth

students’ of junior high school. Moreover, the result of those all previous

research was same, FQR strategy can improve students’ reading

comprehension.

It can be concluded that compared to the previous studies above, this

research have some differences from the previous ones such as the subject

of the research in which researcher examines Facts Questions Responses

strategy for SMA N 1 Wonosegoro of the twelfth grade students. By

considering the five previous pieces of the research, the researcher would

like to conduct research entitled “The Use of Facts Questions Responses to

Improve Students’ Reading Comprehension of The Twelfth Grade of SMA

N 1 Wonosegoro in The Academic Year of 2019/2020.”

43

CHAPTER III

IMPLEMENTATION OF RESEARCH

This chapter, the researcher carries out the implementation of the research,

include; the procedure of the study (cycle I and cycle II), and minimal standard of

successful.

A. Procedures of the Study

In this research, the researcher applies Classroom Action Research

(CAR). It consists of two cycles. The procedures of each cycle consist of

planning, action, observation, and reflection. The cycle is based on Kemmis

and Mc Taggart figure in Classroom Action Research. They are presented

below:

Figure 3.1

The Procedure of Classroom Action Research, adopted from Kemmis

and McTaggart in Widayati(2008: 91)

44

The figure above shows that it has four steps like what explained.

Each one of these phases is validated by previous phase and looks forward

to the next. The researcher acts as the collaborator that observes the learning

process and Mrs. Wiji Kurniasih, S.Pd. acts as the teacher. The further

explanation can be seen as below:

1. Cycle 1

a. Planning

Planning is the first step in the Classroom Action Research

(CAR). It is the most important part of the development of the

strategy. In this step, there are some activities are done by the

researcher, they are;

1) Preparing materials, making a lesson plan, and designing

the steps in doing the action.

2) Preparing a list of students’ names and scoring.

3) Preparing teaching materials.

4) Preparing the instruments of analyzing data, such as

observation sheets and documentation.

5) Preparing the test as the instrument to know the students’

improvement in reading comprehension.

b. Acting

The second step of CAR is acting. In this step, the strategy

is implemented in the learning process. They are some activities

do by the researcher, they are;

45

1) Pre activity

a) Doing learning activities based on the lesson plan.

b) The teacher does an introduction or greeting.

c) Checking the students’ presences.

d) Explaining the objectives of the study/learning

activities.

e) Informing the students about the title of materials

that learned.

2) Main activity

a) The teacher gives introducing to the students about

Facts Questions Responses strategy.

b) The teacher delivers the material.

c) The teacher divides the students into some groups.

The group is heterogeneous that consist of four or

five students.

d) The teacher gives a text in each group.

e) The teacher asks the students to read the text and

analyze the text with fill FQR graphic in each group.

f) Ask volunteers to read their speeches aloud.

3) Post activity

a) The teacher gives time to the students to ask about

the material delivered.

b) The teacher asks the students to review the material.

46

c) The teacher gives an evaluation.

c. Observing

The third step of classroom action research is observing.

The observation should do while the action is going. They are

some activities do by the researcher;

1) The researcher observes what students and teacher do

during teaching and learning process.

2) Observing students’ behavior in the classroom.

d. Reflecting

The last step of classroom action research is reflection.

This step activity is very appropriate from implementation the

teacher has finished the action, then dealing with discuss the

implementation of the research. They are some activities do by

the researcher;

1) The researcher asks the students weather they have some

difficulties when they are studying.

2) The researcher checks the score of the students in the pre-

test and post-test cycle I. It would be found that the

students’ scores in the test know the improvement of the

students' reading comprehension in cycle I.

47

2. Cycle 2

In cycle 2, the researcher attempted to make a better way of the

technique more effective in the learning process after cycle 1.

a. Planning

1) Preparing materials, making a lesson plan, and designing


2) Preparing a list of students' names and scoring.

3) Preparing teaching materials.

4) Preparing an observation sheet.

5) Preparing the tests (to know whether students’

achievement improves or not). It is pre-test and post-test.

b. Acting

1) Pre activity

a) Doing learning activities based on the lesson plan.

b) The teacher does an introduction or greeting.

c) Checking the students’ presences.

d) Explaining the objectives of the study/learning

activities.

e) Informing the students about the title of materials

that learned.

2) Main activity

a) The teacher reminds the students about Facts

Questions Responses strategy.

48

b) The teacher delivers the material.

c) The teacher divides the students into some groups.

The group is heterogeneous that consist of four or

five students.

d) The teacher gives a text in each group.

e) The teacher asks the students to read the text and

analyze the text with fill FQR graphic in each group.

f) Ask volunteers to read their speeches aloud.

3) Post Activity

a) The teacher gives time to the students to ask about

the material delivered.

b) The teacher asks the students to review the material.

c) The teacher gives an evaluation.

c. Observing

1) The researcher observes what students and teacher do

during teaching and learning process.

2) Observing students’ behavior in the classroom.

d. Reflecting

1) The researcher asks the students weather they have some

difficulties when they are studying.

2) The researcher checks the score of the students in the pre-

test and post-test cycle II. It would be found that the

49

students' score in the test knows the improvement of the

students' reading comprehension in cycle II.

B. Minimal Standard of Passing Grade

The students’ success and failure in doing the activities in cycle 1 and

cycle 2 is assessed by referring to the criterion of passing grade (KKM). The

passing grade ofEnglish lesson in SMA N 1 Wonosegoro is 67. The teacher

and the researcher expect that there are at least 85% of the students who

pass the passing grade.

50

CHAPTER IV

RESEARCH FINDING AND DATA ANALYSIS

In this chapter, the writer focuses on analyzing the collected data. The writer

gives the details of the findings. It shows the finding of collected data since in the

beginning until the end of the research. This research is implementing on two

cycles. The findings consist of the results of the cycle I, cycle 2. These cycles

show the improvement of the students’ improvement in reading

comprehension.The data analysis is functioned to measure the students’ reading

comprehension improvements by applying Facts Questions Responses (FQR)

strategy.

A. Result of the Research

The study consists of two cycles, each cycles consists of planning,

acting, observing, and reflecting. The whole steps of this research would be

explained in description bellow:

1. Research Finding

In this study, the researcher acts as the collaborator that observes

the learning process and Mrs. Wiji acts as the teacher. The researcher

arranged two cycles, each cycle consist of planning, action,

observation, and reflection. The further explanation can be seen as

below:

a. Cycle 1

1) Planning

51

a) Preparing materials, making a lesson plan, and

designing the steps in doing the action.

b) Preparing a list of students’ names and scoring.

c) Preparing teaching materials.

d) Preparing an observation sheet.

e) Preparing the tests (to know whether students’

achievement improves or not). It is pre-test and post-

test.

2) Acting

On Monday, July 29th 2019 Mrs. Wiji Kurniasih as

English teacher and the researcher entered to the English

class. The situation was crowded before the teacher come

in the class. Some students talked to their friend, ate their

snack, and the other were outside of the class.

The teacher opened the lesson by greeting and

checked the students’ presents. Before the lesson, the

teacher gave the pre-test for students in 30 minutes for

students to do pre-test before using Facts Questions

Responses strategy.

When pre-test going on, the students still often asked

and discussed to other students. The teacher said to the

students to do by themselves as they can. After the

52

students had finished the pre-test, she collected and began

the teaching learning process.

Then, before the teacher inform about the material

that day, the teacher asked “Have you read the news

today?” the students answer “Yes, mom” then she asked

again, “What is the news about? Did you get it from TV or

newspaper?” Some students answer “The news is about

the Blackout in Jakarta and get it from the television.”

The teacher said “It’s good.”

Furthermore, the teacher told the students the

material that day is about news item text and then she

asked the students about what is news item. Most of the

students were silent, but there was student answered

“News item is a text tells about news.” The teacher said,

“It almost right. Actually, the definition of news item is a

text which inform the readers about events of the day.”

The teacher showed the example of news item texts

in power point slides and introduced to students about

FQR strategy. She explained clearly and guided the

students to analyze the text together about “6.3-magnitude

earthquake rocks Papua.”She guided the students to find

the social function, generic structure and language features

of the text. Besides, she said that news always contain

53

about facts. She showed some example about facts

contained in the news.

Furthermore, the teacher gave instruction to work in

groups. She divided the group randomly and each group

discussed about the content of the text with their friend

and then answers the questions. They have to find what is

the newsabout and social function of the text. In addition,

the students should find the facts, make questions that still

confused of the text and give responses after read it. Most

of them were confused to finding the answer, but the

teacher guide the students to found the answer in the text.

After they finished answering the questions, they

presented in front of class. The teacher and students

discussed together the answers of the questions. The

teacher gave chance to other students to give responses

toward the students’ presentation. Some students asked the

question and give responses.

The second meeting is on August 2nd 2019; Mrs.

Wiji reviewed the learning material of the previous

meeting. She asked about what is the material in first

meeting. Most of the students still remember about the

material is news item text. Then, she explained again about

the social function, generic structures and language

54

features. In addition, the teacher introduced again about

FQR strategy. The teacher asks, “Do you understand, so

far?” the students answer, “Yes, mom.”

Then, she divided the students into some group

randomly to answer some questions based on the text

given the teacher. They presented their discussion in front

of class. Then, the teacher facilitated the students to have a

reflection what they have learned and gave feedback of it.

The teacher gave post-test in the end learning

process for students in 30 minutes.

3) Observing

In the cycle 1, the researcher observed teaching

learning process by monitoring the students’ activity and

attention during the action. The researcher also observed

the students’ attention, activeness in asking questions,

answering questions and enthusiasm in learning process.

Some of students done the pre-test by themselves

without asked to their friends, although they still got

difficulty in understanding English text. While, in the

post-test were all of the students done by themselves.

Some students gave less attention when the teacher

explained the material, so they got bad score when doing

post-test cycle 1.

55

The students’ involvement during the lesson of cycle

1 can be seen on the table below:

Table 4.1

Students’ Observation Sheet Cycle 1

No. Name Gender

P

ayin

g a

tten

tion

Ask

ing/r

esp

on

din

g

qu

esti

on

s

Bei

ng e

nth

usi

ast

ic

in F

QR

Str

ate

gy

Pre

sen

tin

g t

he

gro

up

’s

work

shee

t

Doin

g w

ork

wit

h

gro

up

Giv

ing r

esp

on

ses

or

refl

ecti

ng w

hat

they

lea

rned

1. AM Male √

2. AB Male √ √

3. AP Male √

4. AI Female √ √ √

5. ANH Female √ √ √

6. ATA Female √ √ √

7. CRD Male √ √

8. DNL Female √ √ √ √ √

9. EW Female √ √ √

10. EP Female √ √ √

11. FK Female √ √

12. IDP Male √ √

13. IL Female √ √ √

14. I Female √ √ √ √ √

15. IS Female √ √ √

16. JAM Female √ √ √ √

17. KR Male √ √

18. MRS Male √

19. MAW Male √

20. MWS Male √ √ √

21. NA Female √ √ √ √ √ √

22. NAW Female √ √ √

23. RDRP Male √

24. RH Male √

25. SA Male √ √ √

26. SE Female √ √ √ √

56

27. SK Male √ √

28. SNS Female √ √ √ √

29. SR Female √ √ √ √

30. TDM Male √

31. VIL Female √ √ √ √ √

32. W Female √ √ √ √

Total 20 6 19 15 21 7

Based on the students’ observation sheet above, the

researcher was observing and monitoring all the students on the

learning activity. There were twelve students not paying

attention. When the question and answer session was opened,

only six students were active in respond the teacher’ question.

They were Ahmad, Dewi, Imrona, Niken, Rio and Sariyanto.

They asked about the material that still confused for them. In

last session of learning process, the teacher gave chance to

reflected what they learned. There were seven students who

gave their responses; Dewi, Ibnu, Ida, Imrona, Wahid, Niken,

and Vina. The students were very active and responsive during

the learning process in cycle 1 only 3 students. They were Dewi,

Imrona, and Niken.

Meanwhile, some students did not active and responsive

especially the students who sit in the last line, such as Abdul and

Miko. The result of this learning process in cycle 1 was needed

improvement. There was some of the students showed that they

still difficult in comprehending the text.

57

Table 4.2

The Teacher’s Observation Sheet of Cycle 1

No. The Teacher’s Activities Yes No Description


the lesson begin

√ The teacher greeted and

prays in the class.

2. Checked students’ attendant √ The teacher asked who

the students absent that

day.

3. Convey the methodology √ The teacher conveyed the

methodology of the

learning process.


opportunity to ask questions

√ The teacher gave the

students to ask some

questions about the

material that day.




strategy

√ The teacher showed

example of news item

text in power point

slides.


identify the definition,

social function, generic

structure and language

features of news item text

√ The teacher guided the

students to analyze the

text and guided them

interactively.

7. Guide and divide the

students to some group

√ The teacher divided the

students to group

randomly.



groups used FQR strategy

√ The teacher introduced

the strategy is FQR and

showed the example

using it and guided the

students to read the text.


presented their worksheet

√ The teacher asked the

students to present their

worksheet in front of

class.


opinions or responses

√ The teacher gave chance

to the students to give

opinion or responses

58

when the other students

presentation.



have learned

√ The teacher asked

students about the lesson

that day.


lesson

√ The teacher gave

feedback to the result of

the learning.

13. Closure √ The teacher closed the

class with greeting.

The researcher observed the teacher’s activities during

learning process in cycle 1. The teacher has done the activities

well. The teacher greeted the students before the lesson and

checked the students’ attendance.

Then, the teacher told to the teacher about the purpose of

the learning process that day. She guides the students and

explained the material clearly. The teacher gave opportunity to

the students for asking if there was any difficulty. The last, the

teacher gave feedback and guided students to reflected what

they learned that day. The teacher closed the meeting by saying

“Wassalamualikum Wr. Wb.”

The researcher analyzed the data of pre-test and post-test

of cycle 1. The calculation and result of both tests are presented

below:

59

a) Pre-test

Table 4.3

Students’ Score in the Pre-test of Cycle 1

No. Name Gender Pre-test

1. AM Male 50

2. AB Male 53

3. AP Male 40

4. AI Female 60

5. ANH Female 60

6. ATA Female 53

7. CRD Male 43

8. DNLH Female 76

9. EW Female 46

10. EP Female 56

11. FK Female 63

12. IDP Male 50

13. IL Female 50

14. I Female 70

15. IS Female 56

16. JAM Female 66

17. KRC Female 56

18. MRS Male 33

19. MAWH Male 63

20. MWS Male 73

21. NA Female 80

22. NAW Female 56

23. RDRP Male 33

24. RH Male 63

25. SA Male 46

26. SE Female 53

27. SK Male 50

28. SNS Female 76

29. SR Female 63

30. TDM Male 56

31. VIL Female 80

32. W Female 60

60

The passing grade of English lesson in SMA N 1

Wonosegoro was 67. Based on the students’ score in pre-test

cycle 1 above, the researcher calculated of the number who

passed the passing grade was:

Table 4.4

Calculation of Passing Grade of Pre-test in Cycle 1

Criteria Number of Students Presentation

≥ 67 6 18.7%

≤ 67 26 81.3%

Total 32 100%

From the data above, it showed that the students of twelfth

grade of SMA N 1 Wonosegoro in academic years of 2019/2020

got bad score in pre-test. There were only 18.7% of the students

who got score higher than the minimum passing grade.

b) Post-test

Table 4.5

Students’ Score in the Post-test of Cycle 1

No. Name Gender Post-test

1. AM Male 43

2. AB Male 70

3. AP Male 66

4. AI Female 66

5. ANH Female 70

6. ATA Female 76

7. CRD Male 66

8. DNLH Female 83

9. EW Female 76

10. EP Female 73

11. FK Female 80

12. IDP Male 60

13. IL Female 63

61

Based on the students’ score in post-test cycle 1 above, the

researcher calculated of the number who passed the passing

grade was:

Table 4.6

Calculation of Passing Grade of Post-test in Cycle 1

The minimum passing grade that is uses in SMA N 1

Wonosegoro is 67. Most of them can reach the minimum

passing grade in post-test. There were 20 students who got score

> 67, but 12 of them got score < 67. It means that there

14. I Female 80

15. IS Female 73

16. JAM Female 80

17. KRC Female 76

18. MRS Male 66

19. MAWH Male 63

20. MWS Male 80

21. NA Female 93

22. NAW Female 76

23. RDRP Male 60

24. RH Male 73

25. SA Male 66

26. SE Female 66

27. SK Male 63

28. SNS Female 76

29. SR Female 86

30. TDM Male 80

31. VIL Female 86

32. W Female 76


≥ 67 20 62.5%

≤ 67 12 37.5%

Total 32 100%

62

were62.5% students passed the minimum passing grade and

there were37.5% students cannot pass the minimum passing

grade. There was an improvement from the pre-test to post-test

as many as 43.8%. However, the teacher and researcher

expected 85% students passed the minimum passing grade.

c) Calculating of Cycle 1

Table 4.7

Difference Square of Pre and Post-test Score in Cycle 1

No. Name Pre-test

(X)

Post-test

(Y)

Post-Pre

(D)

D2

1. AM 50 43 -7 14

2. AB 53 70 17 289

3. AP 40 66 26 676

4. AI 60 66 6 36

5. ANH 60 70 10 100

6. ATA 53 76 23 529

7. CRD 43 66 23 529

8. DNLH 76 83 7 49

9. EW 46 76 30 900

10. EP 56 73 17 289

11. FK 63 80 17 289

12. IDP 50 60 10 100

13. IL 50 63 13 169

14. I 70 80 10 100

15. IS 56 73 17 289

16. JAM 66 80 14 196

17. KRC 56 76 20 400

18. MRS 33 66 33 1089

19. MAWH 63 63 0 0

20. MWS 73 80 7 49

21. NA 80 93 13 169

22. NAW 56 76 20 400

23. RDRP 33 60 27 729

24. RH 63 73 10 100

63

d) Mean of pre-test

𝑀𝑥 =∑X

∑𝑁

𝑀𝑥 =1833

32

𝑀𝑥 = 57.2

e) Mean of post-test

𝑀𝑦 =∑Y

∑𝑁

𝑀𝑦 =2311

32

𝑀𝑦 = 72.2

f) Standard Deviation

𝑆𝐷 = √∑𝐷

𝑁

2

− (∑𝐷

𝑁)2

25. SA 46 66 20 400

26. SE 53 66 13 169

27. SK 50 63 13 169

28. SNS 76 76 0 0

29. SR 63 86 23 529

30. TDM 56 80 24 576

31. VIL 80 86 6 36

32. W 60 76 16 256

Total 1833 2311 478 9625

Average 57.2 72.2

Percentage of Minimum

Passing Grade

18.75% 62.5%

64

𝑆𝐷 = √9625

32− (

478

32)2

𝑆𝐷 = √300.7 − (14.9)2

𝑆𝐷 = √ 300.7 − 222.0

𝑆𝐷 = √ 78.7

𝑆𝐷 = 8.87

g) T-test Calculation

𝑡𝑜=

(∑𝐷

𝑁)

𝑆𝐷𝐷

√𝑁−1

𝑡𝑜=

(478

32)

8.87

√32−1

𝑡𝑜=

14.98.87

√31

𝑡𝑜=

14.98.87

5.56

𝑡𝑜=

14.9

1.5

𝑡𝑜= 9.93

From the data of cycle 1 above, it showed that the T-test

was 9.93 with N-1 was 2.040. The value of the T-test was bigger

65

than the value of the T-table. So, the alternative hypothesis (Ha)

was accepted and the null hypothesis (Ho) was rejected. It

means that there was a significant difference between pre-test

and post-test.

However, the successful of cycle I was still low, which the

teacher and researcher expected 85% students passed the

minimum passing grade. In cycle 1, the students passed the

passing grade were less than 85%. Finally, the teacher and the

researcher would take the cycle 2.

4) Reflecting

After analyzing the results of cycle I, the researcher

inferred that there were was little bit improvement in students’

score.

From the analysis of the cycle I, the researcher had to

reflect the weakness that happened in the teaching learning

process in cycle 1 to make students could 85% passed the

passing grade and optimize the students’ reading

comprehension. They were:

a) The teacher has to change the students’ seat of the students

with low attention and passive during learning process of

cycle 1 in the first line.

b) The teacher has to increase her mobility in teaching

position in order to be more active.

66

c) The teacher has not enough time to reviewing the material.

d) The teacher give chance all of the students to presentation

their task in front of class not just volunteer.

e) The students don’t be shy asked to the teacher if they

didn’t understand about the materials.

b. Cycle 2

1) Planning

a) Preparing materials, making a lesson plan, and designing


b) Preparing a list of students’ names and scoring.

c) Preparing teaching materials.

d) Preparing an observation sheet.

e) Preparing the tests (to know whether students’

achievement improves or not). It is pre-test and post-test.

2) Acting

On Monday, August 5th 2019, the teacher and the

researcher entered the English class. In the action 2, the teacher

revised the teaching learning process in cycle 1 in order to be

better than before. The situation is better than cycle 1.

The teacher opened the lesson by greeting and praying,

and checked the students’ attendant. The teacher started the

67

lesson by saying “Assalamualiakum Wr. Wb” and asked about

the students attendance, “Who absent today?”

Then, the teacher gave pre-test to the students during 30

minutes to answer the questions by themselves. After finish it,

the teacher continued the lesson that day.

Furthermore, the teacher reviewed about the previous

material, some students still remember about what is the news

item text. She asked them about “6.3 magnitude earthquake

rocks Papua”, most of them still remember about it.

The teacher asked to the students “Do you consider the

news item interesting, important, or surprising?” Most of the

students answer, “Yes, it’s important.” She continued the

question, “Why do you think so? Raise your hand if you can

answer it.” There was student answer it, “Because, the news

item is important for me, I can get new information what happen

in the world and it can be new knowledge for me.” The teacher

said, “Its good opinion.”

Then, she showed the example of the news item text in

power point slides about “A fire of cigarette lighter factory in

North Sumatera.” The teacher explained the material clearly and

guided the students to comprehend and analyze the facts of the

text. Then, the teacher asked the students to read the text and

68

found what the text is about. Some students can found it and the

teacher showed the answer about it.

Moreover, the teacher gave worksheet to do in group

discussion. In the cycle 2, the students were not too confused to

answer the questions. After finish it, the students presented their

work in front of class. The teacher guided the students to give

responses to their friends that presented in front of class. In the

cycle 2, the students were more active, confidence and

responsive when the other students presented their worksheet.

They are being enthusiastic to give responses or suggestion with

the students’ presentation.

The second meeting was on August, 9th 2019; Mrs. Wiji

reviewed the learning material of the previous meeting. She

asked the students about the social function, generic structure

and language features about news item text. Most of them can

answer it.

The teacher divided the students into some group

randomly to answer some questions based on the text given the

teacher. They presented their discussion in front of class. Most

of the students are active to give responses toward the students’

presentation. Moreover, the teacher facilitates the students to

have a reflection what they have learned and give feedback of it.

69

Then, the teacher gave post-test in the end learning

process for students in 30 minutes.

3) Observing

The researcher observed the learning activities since the

cycle 2 was going on. In this cycle, almost of them was active in

the class based on the observation from the observer during the

lesson, the students gave more attention when the teacher

explained material than before. The teacher checked the students

understanding about the material in previous cycle.

The students’ involvement during the lesson of cycle 2 can

be seen on the table below:

Table 4.8

Students’ Observation Sheet Cycle 2

No. Name Gender

Payin

g a

tten

tion

Ask

ing/r

esp

on

din

g

qu

esti

on

Bei

ng e

nth

usi

ast

ic

in F

QR

Str

ate

gy

Pre

sen

tin

g t

he

gro

up

’s

work

shee

t

Doin

g w

ork

wit

h

gro

up

Giv

ing r

esp

on

ses

or

refl

ecti

ng w

hat

they

lea

rned

1. AM Male √ √ √

2. AB Male √ √ √ √ √

3. AP Male √ √ √ √

4. AI Female √ √ √ √

5. ANH Female √ √ √ √

6. ATA Female √ √ √

7. CRD Male √ √

8. DNL Female √ √ √ √ √ √

9. EW Female √ √

10. EP Female √ √ √

11. FK Female √ √

70

12. IDP Male √ √ √ √

13. IL Female √ √

14. I Female √ √ √ √

15. IS Female √ √ √

16. JAM Female √ √ √ √ √

17. KR Male √ √ √ √

18. MRS Male √ √ √ √

19. MAW Male √

20. MWS Male √ √ √ √

21. NA Female √ √ √ √ √ √

22. NAW Female √ √ √ √

23. RDRP Male √ √ √ √

24. RH Male √

25. SA Male √ √ √

26. SE Female √ √ √

27. SK Male √ √

28. SNS Female √ √ √ √

29. SR Female √ √ √ √

30. TDM Male √ √ √ √ √

31. VIL Female √ √ √ √ √

32. W Female √ √ √ √ √

Total 29 14 23 15 24 10

Based on the students’ observation sheet of cycle 2 above,

the researcher was observing and monitoring all the students on

the learning activity. Most of the students’ paying attention to

the teacher, except two students did not paying attention. They

were Muhammad Andhika and Rio Handoko. When the

question and answer session was opened, there were fourteen

students’ active in respond the teacher’ question. It was

improved than cycle 1 who only six students active in respond

the teacher’ question.

71

Most of the students active and responsive in learning

process, but there were the students’ who very active in the

class; Ahmad, Dewi, Janu, Niken, Vina, and Wahyuningsih. It’s

better than cycle 1 which only three students’ active in the class.

All of the students can comprehend the text that delivered

of the teacher. The result of observational sheet in cycle 2 is

better than cycle 1. They also participate and enjoy the English

class well.

Table 4.9

The Teacher’s Observation Sheet of Cycle 2

No. The Teacher’ Activities Yes No Description


the lesson begin

√ The teacher greeted and

prays in the class.

2. Checked students’ attendant √ The teacher asked who the

students absent that day.

3. Convey the methodology √ The teacher conveyed the

methodology of the

learning process.


opportunity to ask questions

√ The teacher gave the

students to ask some

questions about the

material that day.




strategy

√ The teacher showed

example of news item text

in power point slides.


identify the definition, social

function, generic structure

and language features of

news item text

√ The teacher guided the

students to analyze the text

and guided them

interactively.

7. Guide and divide the √ The teacher divided the

72

students to some group students to group

randomly.



groups used FQR strategy

√ The teacher introduced the

strategy is FQR and

showed the example using

it and guide the students to

read the text.


presented their worksheet


students to present their

worksheet in front of class.


opinions or responses

√ The teacher gave chance to

the students to give

opinion or responses when

the other students

presentation.



have learned


students about the lesson

that day.


lesson

√ The teacher gave feedback

to the result of the

learning.

13. Closure √ The teacher closed the

class with greeting.

The researcher observed the teacher’s activities during

learning process in cycle 2. In the beginning, the teacher

greeted the students before the lesson and checked the students’

attendance.

Then, the teacher told to the teacher about the purpose and

the material of the learning process that day. She guides the

students and explained the material clearly. The teacher gave

opportunity to the students for asking if there was any difficulty.

73

The last, the teacher gave feedback and guided students to

reflected what they learned that day.

The researcher analyzed the data of pre-test and post-test

of cycle 1. The calculation and result of both tests are presented

below:

a) Pre-test

Table 4.10

Students’ Score in the Pre-test of Cycle 2

No. Name Gender Pre-test

1. AM Male 50

2. AB Male 56

3. AP Male 66

4. AI Female 63

5. ANH Female 80

6. ATA Female 76

7. CRD Male 66

8. DNLH Female 80

9. EW Female 66

10. EP Female 76

11. FK Female 66

12. IDP Male 60

13. IL Female 66

14. I Female 73

15. IS Female 66

16. JAM Female 76

17. KRC Female 66

18. MRS Male 66

19. MAWH Male 63

20. MWS Male 80

21. NA Female 86

22. NAW Female 63

23. RDRP Male 66

24. RH Male 66

74

The minimum passing grade of English lesson in SMA N

1 Wonosegoro was 67. Based on the students’ score in pre-test

cycle 2 above, the researcher calculated of the number who

passed the passing grade was:

Table 4.11

Calculation of Passing Grade of Pre-test in Cycle 2


≥ 67 14 43.7%

≤ 67 18 56.3%

Total 32 100%

From the data above, the researcher knew that were only

43.7% of the students who got score higher than the passing

grade and 56.3% of the students’ who got score lower than the

passing grade in pre-test cycle 2.

25. SA Male 66

26. SE Female 70

27. SK Male 50

28. SNS Female 70

29. SR Female 80

30. TDM Male 73

31. VIL Female 76

32. W Female 73

75

b) Post-test

Table 4.12

Students’ Score in the Post-test of Cycle 2

No. Name Gender Post-test

1. AM Male 73

2. AB Male 86

3. AP Male 86

4. AI Female 83

5. ANH Female 86

6. ATA Female 83

7. CRD Male 86

8. DNLH Female 83

9. EW Female 80

10. EP Female 80

11. FK Female 90

12. IDP Male 76

13. IL Female 76

14. I Female 93

15. IS Female 86

16. JAM Female 93

17. KRC Female 76

18. MRS Male 73

19. MAWH Male 66

20. MWS Male 83

21. NA Female 93

22. NAW Female 83

23. RDRP Male 80

24. RH Male 83

25. SA Male 66

26. SE Female 76

27. SK Male 73

28. SNS Female 83

29. SR Female 96

30. TDM Male 83

31. VIL Female 90

32. W Female 83

76

Table 4.13

Calculation of Passing Grade of Post-test in Cycle 2

The minimum passing grade that is uses in SMA N 1

Wonosegoro is 67. Most of them passed the minimum passing

grade in post-test. There were 30 students who got score > 67,

but only 2 of them got score < 67. It means that there were

93.7% students passed the minimum passing grade and there

were 6.3% studentscannot pass the minimum passing grade.

There was an improvement of cycle 2 from the pre-test to post-

test as many as 50%.

The students’ improvement of reading comprehension

using Facts Questions Responses strategy was success, which

the teacher and the researcher expected 85% students passed the

minimum passing grade.


≥ 67 30 93.7%

≤ 67 2 6.3%

Total 32 100%

77

c) Calculating of Cycle 2

Table 4.14

Difference Square of Pre and Post-test Score in Cycle 2

No. Name Pre-test

(X)

Post-test

(Y)

Post-Pre

(D)

D2

1. AM 50 73 23 529

2. AB 56 86 30 900

3. AP 66 86 20 400

4. AI 63 83 20 400

5. ANH 80 86 6 36

6. ATA 76 83 7 49

7. CRD 66 86 20 400

8. DNLH 80 83 3 9

9. EW 66 80 14 196

10. EP 76 80 4 16

11. FK 66 90 24 576

12. IDP 60 76 16 256

13. IL 66 76 10 100

14. I 73 93 20 400

15. IS 66 86 20 400

16. JAM 76 93 17 289

17. KRC 66 76 10 100

18. MRS 66 73 7 49

19. MAWH 63 66 3 9

20. MWS 80 83 3 9

21. NA 86 93 7 49

22. NAW 63 83 20 400

23. RDRP 66 80 14 196

24. RH 66 83 17 289

25. SA 66 66 0 0

26. S 70 76 6 36

27. SK 50 73 23 529

28. SNS 70 83 13 169

29. SR 80 96 16 256

30. TDM 73 83 10 100

31. VIL 76 90 14 196

32. W 73 83 10 100

78

Total 2200 2627 427 7443

Average 68.7 82.0

Percentage of Minimum

Passing Grade

53.1% 93.75%

d) Mean of pre-test

𝑀𝑥 =∑X

∑𝑁

𝑀𝑥 =2200

32

𝑀𝑥 = 68.7

e) Mean of post-test

𝑀𝑦 =∑Y

∑𝑁

𝑀𝑦 =2627

32

𝑀𝑦 = 82.0

f) Standard Deviation

𝑆𝐷 = √∑𝐷

𝑁

2

− (∑𝐷

𝑁)2

𝑆𝐷 = √7443

32− (

427

32)2

𝑆𝐷 = √ 232.5 − (13.3) 2

𝑆𝐷 = √232.5 − 176.8

79

𝑆𝐷 = √55.7

𝑆𝐷 = 7.46

g) T-test Calculation

𝑡𝑜=

(∑𝐷

𝑁)

𝑆𝐷𝐷

√𝑁−1

𝑡𝑜=

(427

32)

7.46

√32−1

𝑡𝑜=

13.37.46

√31

𝑡𝑜=

13.37.46

5.56

𝑡𝑜=

13.3

1.3

𝑡𝑜= 10.23

From the data of cycle 2 above, it showed that the T-test

was 10.23 with N-1 was 2.040. The value of the T-test was

bigger than the value of the T-table. So, the alternative

hypothesis (Ha) was accepted and the null hypothesis (Ho) was

rejected. It means that there was a significant difference between

pre-test and post-test of cycle 2.

It can be concluded that students’ improvement of reading

comprehension was good. There were 93.7% students passed the

80

minimum passing grade from 85% expectation of the teacher

and the researcher. Thus, the use of Facts Questions Responses

strategy was successful.

4) Reflecting

From the result of cycle 2 it shown that 93.7% students

passed the minimum passing grade. The researcher concluded

that using Facts Questions Responses strategy can improve

students’ reading comprehension and their activeness in the

class. It means that the target of this research has been

completed and successful.

2. Discussions

In this research, the researcher conducted of classroom action

research that consists of 2 cycles. The encountered data proved that

there are improvements in the students’ activity and score. In the other

hand, the students’ motivation rises and they could easily answer the

questions without spending too much time.

The implementation of Facts Questions Responses strategy to

improve students’ reading comprehension of the twelfth grade of

SMA N 1 Wonosegoro was successful. The implementation of Facts

Questions Responses strategy build the students’ to find out the factual

information, make questions related to the text and give responses

what they read. Then, they enter the data in Facts Questions

81

Responses (FQR) chart. After finish it, the students presented the

result in the class.

Facts Questions Responses strategy makes the students interest

and active in the class. It proved by the pictures of the documentation

in the students’ activities during learning process and the result of the

observation sheet cycle 1 and cycle 2. The result of students’

observation sheet can be seen below:

Table. 4.15

The Calculation of Students’ Observation Sheet Cycle 1 and Cycle 2

Cycle

Payin

g a

tten

tion

Ask

ing/r

esp

on

din

g

qu

esti

on

Bei

ng e

nth

usi

ast

ic

in F

QR

Str

ate

gy

Pre

sen

tin

g t

he

gro

up

’s

work

shee

t

D

oin

g w

ork

wit

h

gro

up

Giv

ing r

esp

on

ses

or

refl

ecti

ng w

hat

they

lea

rned

Cycle 1 20 6 19 15 21 7

Cycle 2 29 14 23 15 24 10

The table above shows that there was an improvement of

students’ activities during the lesson of cycle 1 and cycle 2. The result

of observational sheet in cycle 2 is better than cycle 1. It means that

the most of the students participate and enthusiastic in the learning

process of cycle 1 and cycle 2 and they can comprehend the text easily

using Facts Questions Responses as astrategy in reading

comprehension class.

82

The use of Facts Questions Responses strategy can improve

students’ reading comprehension. It can be seen from the data result of

pre-test and post-test cycle 1 and cycle 2 below:

Table 4.16

The Analysis of Students’ Improvement

No. Analysis Cycle 1 Cycle 2

1. Mean

Pre-test

Post-test

57.2

72.2

68.7

82.0

2. Total of the students who

pass the passing grade (≥67)

Pre-test

Post-test

Improvement

18.7%

62.5%

43.8%

43.7%

93.7%

50%

3. t-table N= 32 2.040 2.040

4. t-test 9.93 10.23

From the table above, can be seen that in the cycle 1, the mean

of post-test was higher than the mean of pre-test. The mean of post-

test was 72.2 and pre-test was 57.2. In the cycle 2, the mean of post-

test was higher than the mean of pre-test. The mean of post-test was

82.0 and pre-test was 68.7.

The improvement of cycle 1 was as many as 43.8%, and the

improvement of cycle 2 was as many as 50%. It means that there was

an improvement as many as 6.2% from the cycle 1 up to cycle 2.

The comparison among t-test of cycle 1 and cycle 2, where

cycle 1 (9.93) then cycle 2 (10.23) were higher than t-table (2.040).

From the result, t-test was bigger than t-table. It means that there was

83

an improvement of the students’ reading comprehension after using

Facts Questions Responses strategy.

Based on the result above, the researcher concluded that using

Facts Questions Responses strategy can improve the students’ reading

comprehensionfor the twelfth grade of SMA N 1 Wonosegoro in the

academic year 2019/2020.

Facts Questions Responses is a strategy that helps students

synthesize the information as they read by asking questions,

determining important facts, and integrating their own thought and

opinion (Dorfman, R and Cappelli, R. 2009: 29). It means that, FQR

strategy can helps students to comprehend the text easily with find the

facts, ask the questions the text are confusing and give personal

responses after read the text. So, this research that use Facts Questions

Responses strategy was successful to improve students’ reading

comprehension in the twelfth grade students of SMA N 1 Wonosegoro

in the academic year of 2019/2020.

CHAPTER V

CLOSURE

A. Conclusion

84

After conducting the research of using Facts Questions Responses

strategy to improve students’ reading comprehension of the twelfth grade of

SMA N 1 Wonosegoro, the researcher concludes that:

1. The implementation of Facts Questions Responses (FQR) strategy to

improve students’ reading comprehension was successful. As the

result, they were paying attention and being enthusiastic when the

teacher uses Facts Questions Responses as the strategy in the class.

The students use FQR chart to label areas in the passage that represent

factual information, elicit questions and give personal reactions what

they read. Facts Questions Responses strategy makes students more

active and participates in learning reading comprehension. It can be

proven by the pictures of the documentation in the students’ activities

during learning process and the result of the observation sheet cycle 1

and cycle 2.

2. The Use of Facts Questions Responses can improve students’ reading

comprehension. It can be seen from the data result that the post-test

scores are greater than the pre-test score. The cycle 1 shows that the

pre-test score was 57.2 and post-test score was 72.2. Meanwhile, the

cycle 2 shows that the pre-test score was 68.7 and the post-test score

was 82.0. This result that by using Facts Questions Responses strategy

can improve students’ reading comprehension for the twelfth grade of

SMA N 1Wonosegoro in the academic year 2019/2020.

85

3. The extent of the students’ improvement in reading comprehension

after the use of Facts Questions Responses strategy can be seen from

the percentage of minimum passing grade of cycle 1 was 18.7% and

62.5%. In cycle 2, the percentage of minimum passing grade was

43.7% and 93.7%. The improvement in cycle 1 was 43.8% and cycle 2

was 50%.There was an improvement as many as 6.2% from the cycle

1 up to cycle 2.The result of t-test in cycle 1 (9.93) and 2 (10.23) were

higher than t-table (2.040). It means that there was an improvement of

students’ reading comprehension after the use of Facts Questions

Responses strategy for the twelfth grade of SMA N 1 Wonosegoro in

the academic year 2019/2020.

B. Suggestions

At the end of this chapter, the researcher would like to recommend

some suggestions. They are:

1. For the English Teacher

a. The teachers are suggested to implement Facts Questions

Responses strategy in teaching and learning process, especially

in teaching reading comprehension. This strategy can make the

students know about the facts, ask the questions to get more

information and can give personal responses after they read the

text.

86

b. The English teacher should give motivation to the students that

learning English especially reading is interesting and easy to

learn with the implement of interesting strategy or media in

learning process.

2. For the Students

a. The students have to pay attention more when the teaching

learning is going on.

b. The students should active in learning process and be confidence

to present, asking the questions and give opinions in the learning

process.

c. The students should also have high motivation and desire in

improving their reading comprehension. They can find out their

own learning style to help them learn reading easily.

3. For the Other Researcher

Based on the result of the study, the use of Facts Questions

Responses strategy can improve students’ reading comprehension.

Hereby, it is expected that the result of the study can be use the

English teacher as an appropriate strategy in improving students’

reading comprehension. Moreover, the result of the study can be used

as a reference for further research with the different sample and

occasion.

REFERENCES

87

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Jakarta: Bumi Aksara.

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Practices. San Fransisco: Longman.

Castanon, Mariana. 2013. Lake Elmo Grade 6: Reading Comprehension Grading

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6/mrs.castanon.

Dorfman, Lynne R.,& Cappeli, Rose. 2009. Nonfiction Mentor Texts. Portland:

Stenhouse Publishers.

Elfira., Marhum, Mochtar., & Mashuri. 2015. Improving Reading Comprehension

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Surakarta: Muhammadiyah University Press.

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Responses (FQR) – a note-taking/connection strategy. Retrieved on May,

25th 2019, from https://mrsgannon.wordpress.com/2010/07/02/facts-

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Jayanti, Fernandita Gusweni. 2016. Reading Difficulties: Comparison on

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Listening in A Lesson Hour.European Journal of Language and Literature

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Comprehension Skill?Journal of Studies in Education,Vol. 6(2).

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Sari, Dian Nofita., Perpisa, Lili and Sevrika, Hevriani. 2013. The Effect of Using

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90

APPENDINCES

The students did the pre-test in cycle 1

91

The teacher explained the material - Cycle 1

Applying FQR Strategy – Cycle 1

The students did presentation in front of class – cycle 1

92

The students did post-test in cycle 1

The teacher did pre-test in cycle 2

The teacher explained the material – cycle 2

93

Applying FQR Strategy – Cycle 2

The students did the presentation in front of class – cycle 2

The students did post-test in cycle 2

1

SILABUS

MATA PELAJARAN: BAHASA INGGRIS - WAJIB Kelas :XII

Kompetensi Inti:

KI1:Menghayati dan mengamalkan ajaran agama yang dianutnya

KI 2:Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia

KI 3: Memahami, menerapkan, menganalisis dan mengevaluasi pengetahuan faktual, konseptual, proseduraldan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkaitpenyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

KI4: Mengolah, menalar, menyaji, dan mencipta dalam ranah konkret dan ranah abstrak terkait

dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri serta bertindak

secara efektif dan kreatif, dan mampu menggunakan metoda sesuai kaidah keilmuan

1

KOMPETENSI DASAR MATERI POKOK PEMBELAJARAN PENILAIAN ALOKASI

WAKTU SUMBER BELAJAR

1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar

2.1 Menunjukan perilaku

santun dan peduli

dalam melaksanakan

komunikasi

interpersonal dengan

guru dan teman.


jujur, disiplin, percaya

diri, dan bertanggung

jawab dalam

melaksanakan

komunikasi

transaksional dengan

guru dan teman.

3.1 Menganalisis fungsi

Teks lisan dan tulis untuk

menawarkan jasa dan

responnya.

Fungsi sosial

Menawarkan jasadengan baik, untuk menjaga hubungan interpersonal dengan guru, teman dan orang lain

Struktur teks

May I help you? What can I

do for you? What if ...? Yes,

please. No, thanks, I’m ok.

Thanks a lot.

Unsur kebahasaan

Kosa kata, tata bahasa,

ucapan, tekanan kata, dan

intonasi.

Topik

Berbagai hal terkait dengan

interaksi antara guru dan

MENGAMATI

• Siswa mendengarkan/menontoninteraksimenawarkan jasa.

• Siswa mengikuti interaksi menawarkan jasa.

• Siswa menirukan model interaksi menawarkan jasa

• Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri interaksi menawarkan jasa (fungsi sosial, struktur teks, dan unsur kebahasaan).

MEMPERTANYAKAN

Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai ungkapan menawarkan jasa dalam bahasa Inggris, perbedaan ungkapan dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain, dsb.

KRITERIA PENILAIAN:

- Tingkat ketercapaian fungsi sosialmenawarkan jasa

- Tingkat kelengkapan dan keruntutan struktur teks menawarkan jasa

- Tingkat ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi

- Kesesuaian format penulisan/ penyampaian

CARA PENILAIAN:

Unjuk kerja

• Bermain peran (role play) dalam bentuk interaksi yang berisi menawarkan jasa dan responnya

• Ketepatan dan kesesuaian menggunakan struktur dan unsur kebahasaan dalam

1 x 2 JP

Suara guru

Audio CD/ kaset

www.dailyenglish.co

m

http://americanenglish

.state.gov/files/ae/res

ource_files

http://learnenglish.briti

shcouncil.org/en/

http://www.dailyenglish.com/


http://americanenglish.state.gov/files/ae/resource_files



http://learnenglish.britishcouncil.org/en/


2



sosial, struktur teks,

dan unsur kebahasaan

pada ungkapan

menawarkan jasa dan

responnya, sesuai

dengan konteks

penggunaannya.

4.1 Menyusun teks lisan

dan tulis untuk

menyatakan dan

merespon ungkapan

menawarkan jasa,

dengan

memperhatikan fungsi



yang benar dan sesuai

konteks.

siswa selama proses

pembelajaran, di dalam

maupun di luar

EKSPERIMEN (Explore)

Siswa menawarkan jasa dengan bahasa Inggris dalam konteks simulasi, role-play, dan kegiatan lain yang terstruktur.

MENGASOSIASI

• Siswa membandingkan ungkapan menawarkan jasa yang telah dipelajari dengan yang ada di berbagai sumber lain.

• Siswa membandingkan antara ungkapan dalam bahasa Inggris dan dalam bahasa siswa.

KOMUNIKASI

• Siswa menawarkan jasa dengan bahasa Inggris, di dalam dan di luar kelas.

• Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menawarkan jasa dalam jurnal belajar (learning journal).

menawarkan jasa serta responnya

Pengamatan (observations):

Bukan penilaian formal seperti

tes, tetapi untuk tujuan

memberi balikan. Sasaran

penilaian adalah:

• Upaya menggunakan bahasa Inggris untuk menawarkan jasaketika muncul kesempatan.

• Kesungguhan siswa dalam proses pembelajaran di setiap tahapan.

• Perilaku santun dan peduli dalam melaksanakan komunikasi

• Perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi

3



1.1. Mensyukuri

kesempatan dapat

mempelajari bahasa

Inggris sebagai

bahasa pengantar

komunikasi

International yang

diwujudkan dalam

semangat belajar

2.1. Menunjukan perilaku

santun dan peduli

dalam melaksanakan

komunikasi


guru dan teman.




jawab dalam

melaksanakan

komunikasi



mengawali

penyampaianberita atau

informasi yang mengejutkan

Fungsi sosial

Menyampaikan berita atau

informasi yang mengejutkan

dengan baik, untuk menjaga

hubungan interpersonal

dengan guru, teman dan

orang lain

Struktur teks

Guess what! Surprise! You

know what?

Unsur kebahasaan



intonasi.

Topik


• Siswa mendengarkan/menonton interaksi mengawali penyampaian berita atau informasi yang mengejutkan

• Siswa mengikuti interaksi mengawali penyampaian berita atau informasi yang mengejutkan

• Siswa menirukan model interaksi mengawali penyampaian berita atau informasi yang mengejutkan

• Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri interaksi yang mengawali penyampaian berita atau informasi yang mengejutkan (fungsi sosial, struktur teks, dan unsur kebahasaan).

MEMPERTANYAKAN

Dengan bimbingan dan arahan guru, siswa mempertanyakan

KRITERIA PENILAIAN:

- Tingkat ketercapaian fungsi sosialmengawali penyampaian berita atau informasi yang mengejutkan

- Tingkat kelengkapan dan keruntutan struktur teksmengawali penyampaian berita atau informasi yang mengejutkan


CARA PENILAIAN:

Unjuk kerja

• Bermain peran (role play) dalam bentuk interaksi yang berisi penyampaikan berita atau informasi yang

1 x 2 JP

Suara guru

Audio CD/ kaset

www.dailyenglish.co

m



ource_files


shcouncil.org/en/








4



guru dan teman.

3.2 Menganalisis fungsi



pada ungkapan yang

mengawali

penyampaian berita

atau informasi yang

mengejutkan dan

responnya, sesuai

dengan konteks

penggunaannya.

4.2 Menyusun teks lisan

dan tulis untuk

menyatakan dan

merespon ungkapan

yang mengawali

penyampaian berita

atau informasi yang

mengejutkandengan





siswa selama proses


maupun di luar

antara lain perbedaan antar berbagai ungkapan yang mengawali penyampaian berita atau informasi yang mengejutkan dalam bahasa Inggris, perbedaan ungkapan dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain, dsb.

MENGEKSPLORASI

Siswa mengawali penyampaian berita atau informasi yang mengejutkan dengan bahasa Inggris dalam konteks simulasi, role-play, dan kegiatan lain yang terstruktur.

MENGASOSIASI

• Siswa membandingkan ungkapan yang mengawali penyampaian berita atau informasi yang mengejutkan yang telah dipelajari dengan yang ada di berbagai sumber lain.

• Siswa membandingkan antara ungkapan dalam bahasa Inggris

mengejutkan


• Upaya menggunakan bahasa Inggris untuk mengawali penyampaian berita atau informasi yang mengejutkan ketika muncul kesempatan.

• Kesungguhan siswa dalam proses pembelajaran di setiap tahapan.

5



yang benar dan sesuai

konteks.

dan dalam bahasa siswa.

MENGKOMUNIKASIKAN

• Siswa mengawali penyampaian berita atau informasi yang mengejutkan dengan bahasa Inggris, di dalam dan di luar kelas.

• Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk mengawali penyampaian berita atau informasi yang mengejutkan dalam jurnal belajar (learning journal).

1.1. Mensyukuri

kesempatan dapat

mempelajari bahasa

Inggris sebagai

bahasa pengantar

komunikasi

International yang

diwujudkan dalam

semangat belajar


meminta perhatianbersayap

(extended) dan responnya.

Fungsi sosial

Meminta perhatian dengan baik, untuk menjaga hubungan interpersonal dengan guru, teman dan orang lain

MENGAMATI

• Siswa mendengarkan/menontoninteraksimeminta perhatian.

• Siswa mengikuti interaksi meminta perhatian dan responnya.

• Siswa menirukan model interaksi meminta perhatian

KRITERIA PENILAIAN:

- Tingkat ketercapaian fungsi sosialmeminta perhatian

- Tingkat kelengkapan dan keruntutan struktur teksmeminta perhatian

- Tingkat ketepatan unsur

1 x 2 JP

Suara guru

Audio CD/ kaset

www.dailyenglish.co

m



6




santun dan peduli

dalam melaksanakan

komunikasi


guru dan teman.




jawab dalam

melaksanakan

komunikasi


guru dan teman

3.3. Menganalisis fungsi


dan unsur

kebahasaan pada

ungkapan meminta

perhatian bersayap

(extended), sesuai

dengan konteks

penggunaannya.

Struktur teks

May I have your attention, please. Everybody, excuse me!

Unsur kebahasaan



intonasi.

Topik



siswa selama proses


maupun di luar

• Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri interaksi meminta perhatian (fungsi sosial, struktur teks, dan unsur kebahasaan).

MEMPERTANYAKAN

Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai ungkapan meminta perhatian dalam bahasa Inggris, perbedaan ungkapan dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain, dsb.

EKSPERIMEN (Explore)

Siswa meminta perhatian dengan bahasa Inggris dalam konteks simulasi, role-play, dan kegiatan lain yang terstruktur.

MENGASOSIASI

• Siswa membandingkan ungkapan meminta perhatian yang telah dipelajari dengan

kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi

- Tingkat kesesuaian format penulisan/ penyampaian

CARA PENILAIAN:

Unjuk kerja

• Bermain peran (role play) dalam bentuk interaksi yang berisi pernyataan meminta perhatian

• Ketepatan dan kesesuaian menggunakan struktur dan unsur kebahasaan dalam ungkapan berisi pernyataan meminta perhatian serta responnya





penilaian adalah:



ource_files


shcouncil.org/en/






7



4.3. Menyusun teks lisan

dan tulis untuk

menyatakan dan

merespon ungkapan

untuk meminta

perhatian bersayap

(extended), dengan



dan unsur

kebahasaan, yang

benar dan sesuai

konteks.

yang ada di berbagai sumber lain.

• Siswa membandingkan antara ungkapan dalam bahasa Inggris dan dalam bahasa siswa.

KOMUNIKASI

• Siswa meminta perhatian dengan bahasa Inggris, di dalam dan di luar kelas.

• Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk meminta perhatian dalam jurnal belajar (learning journal).

• Upaya menggunakan bahasa Inggris untuk meminta perhatian ketika muncul kesempatan


• Ketepatan dan kesesuaian dalam menyampaikan dan menulis ungkapan meminta perhatian

• Kesungguhan siswa dalam proses pembelajaran dalam setiap tahapan


Teks khusus, lisan dan tulis,

berbentuk surat lamaran

kerja

Fungsi sosial

Membuat surat lamaran kerja dengan baik, untuk membuat pembaca terkesan

Mengamati

• Siswa membaca beberapa surat lamaran kerja dari berbagai sumber

• Siswa mengamati fungsi sosial, struktur, dan unsur kebahasaan surat lamaran kerja dari berbagai

KRITERIA PENILAIAN:

- Tingkat ketercapaian fungsi sosial penggunaan teks lamaran kerja

- Tingkat kelengkapan dan keruntutan struktur teks surat lamaran kerja

2 x 2 JP

Suara guru

www.dailyenglish.co

m





8



2.3. Menunjukkan perilaku

tanggung jawab,

peduli, kerjasama,

dan cinta damai,

dalam melaksanakan

komunikasi fungsional



dan unsur

kebahasaan dari teks

khusus, lisan dan

tulis, berbentuk surat

lamaran kerja

4.4. Menangkap makna

dalam teks berbentuk

surat lamaran kerja.

4.5. Menyunting surat

lamaran kerja, dengan



dan unsur

kebahasaan yang

benar dan sesuai

sehingga mencapai tujuannya.

Struktur teks

Ungkapan yang lazim digunakan oleh sumber-sumber otentik: surat lamaran kerja

Unsur kebahasaan

(1) Kata dan tata bahasa yang lazim

(2) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi.

(3) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan

(4) rujukan kata

Topik

Kegiatan atau acara penting

dalam kehidupan pribadi

sumber.

• Siswa belajar membaca cepat untuk menemukan gagasan utama teks (skimming), dan membaca memindai untuk menemukan informasi tertentu (scanning), serta menentukan jeda pada tempatnya untuk membaca dengan bermakna

Mempertanyakan

• Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai surat lamaran yang ada dalam bahasa Inggris, perbedaan teks dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia

• Siswa mempertanyakan cara menemukan gagasan utama, informasi tertentu, informasi rinci dan kesimpulan dalam surat lamaran kerja.

Experimen/explore

• Siswa membacakan surat

- Tingkat ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan


CARA PENILAIAN:


Untuk tujuan memberi balikan.

Sasaran penilaian adalah:

• Perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,dalam melaksanakan komunikasi

• Ketepatan dan kesesuaian dalam menulis surat lamaran kerja


• Ketepatan dan kesesuaian menggunakan strategi


ource_files


shcouncil.org/en/





9



konteks.

4.6. Menyusun surat

lamaran kerja, dengan



dan unsur

kebahasaan yang

benar dan sesuai

konteks.

siswa, dengan memberikan

keteladanan tentang

tanggungjawab dan pro-aktif

lamaran kerja kepada teman dan guru dengan tekanan, intonasi, dan pengucapan yang tepat.

• Siswa berlatih menemukan gagasan utama dan informasi tertentu dalam surat lamaran kerja

• Siswa menulis surat lamaran kerja dengan memperhatikan fungsi sosial, struktur, dan unsur kebahasaan.

• Siswa memperoleh balikan (feedback) dari guru dan teman tentang surat lamaran kerja yang ditulis.

• Siswa melakukan perbaikan terhadap surat lamaran kerja yang ditulis berdasarkan masukan dari teman dan guru

Mengasosiasi

• Siswa menganalisis berbagai surat lamaran kerja dan membandingkannya dengan contoh yang diberikan

dalam membaca

Portofolio

• Kumpulan catatan kemajuan belajar

• Kumpulan karya siswa yang mendukung proses penulisan surat lamaran kerja berupa:draft, revisi, editing sampai hasil terbaik untuk dipublikasi

• Kumpulan hasil tes dan latihan.

• Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar ataucara penilaian lainnya

Penilaian Diri dan Penilaian

Sejawat

Bentuk: diary, jurnal, format

khusus, komentar, atau

bentuk penilaian lain

10



• Siswa menganalisis bentuk kalimat yang digunakan dalam surat lamaran kerja.

• Siswa menyunting sebuah surat lamaran kerja yang diambil sumber lain

• Secara individu, siswa menulis surat lamaran kerja dan

• Dalam kerja kelompok terbimbing siswa membahas kesulitan yang dihadapi pada saat membaca dan menulis surat lamaran kerja dalam bahasa Inggris dengan fokus pada fungsi sosial, struktur, dan unsur kebahasaan

• Siswa memperoleh balikan (feedback) dari guru dan teman tentang setiap permasalahan yang disampaikan dalam kerja kelompok.

Komunikasi

• Siswa menyampaikan hasil suntingan terhadap sebuah surat lamaran kerja.

11



• Siswa menggunakan kalimat simple present dan present perfect dalam menulis lamaran kerja.

• Siswa mempresentasikan surat lamaran kerja yang sudah diberbaiki berdasarkan masukan dari guru dan teman

• Siswa menyampaikan kesimpulan hasil belajar secara lisan

1.1. Mensyukuri

kesempatan dapat

mempelajari bahasa

Inggris sebagai

bahasa pengantar

komunikasi

International yang

diwujudkan dalam

semangat belajar


tanggung jawab,

peduli, kerjasama,

dan cinta damai,

Teks penyerta gambar

(caption).

Fungsi sosial

Membuat teks penyerta

gambar (caption) dengan

baik, untuk mendapatkan

perhatian dari pembaca

sehingga mencapai

tujuannya.

Struktur teks

Ungkapan yang lazim

digunakan oleh sumber-

Mengamati

• Siswa membaca beberapa teks

penyerta gambar dari berbagai

sumber

• Siswa mengamati fungsi sosial, struktur, dan unsur kebahasaan teks penyerta gambar dari berbagai sumber.

• Siswa belajar membaca

memindai untuk mendapatkan

informasi tertentu dari teks

KRITERIA PENILAIAN:

- Tingkat ketercapaian fungsi sosial penggunaan teks penyerta gambar

- Tingkat kelengkapan dan keruntutan struktur teks penyerta gambar


- Tingkat kesesuaian format

2 x 2 JP

Suara guru

Audio CD/ kaset

www.thejakartapost.c

om

www.dailyenglish.co

m



ource_files






12



dalam melaksanakan



teks penyerta gambar

(caption).

4.8. Menyusun teks penyerta gambar (caption), dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

sumber otentik: teks

penyerta gambar (caption).

Unsur kebahasaan

(1) Kata dan tata bahasa yang lazim



Topik

Kegiatan atau acara penting

dalam kehidupan pribadi

siswa, dengan memberikan

keteladanan tentang perilaku

peduli dan cinta damai.

(scanning) dan menentukan jeda

pada tempatnya untuk membaca

dengan bermakna

Mempertanyakan

• Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai teks penyerta gambar (caption )yang ada dalam bahasa Inggris, perbedaan teks dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia

• Siswa mempertanyakan cara

menemukan informasi tertentu

dalamteks penyerta gambar

Experimen/explore

• Siswa membacakan teks

penyerta gambar kepada teman

dan guru dengan tekanan,

intonasi, dan pengucapan yang

tepat.

penulisan/ penyampaian

CARA PENILAIAN:





penilaian:

• Perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

• Ketepatan dan kesesuaian dalam menulis teks penyerta gambar


• Ketepatan dan kesesuaian menggunakan strategi dalam membaca

Portofolio

• Kumpulan pekerjaan siswa yang mendukung proses penulisan teks penyerta


shcouncil.org/en/



13



• Siswa berlatih menemukan

informasi tertentu dan rinci dalam

teks penyerta gambar

• Siswa menulis teks penyerta

gambar dengan memperhatikan

fungsi sosial, struktur, dan unsur

kebahasaan.

• Siswa memperoleh balikan (feedback) dari guru dan teman tentang teks penyerta gambar yang ditulis.

• Siswa melakukan perbaikan

terhadap surat lamaran kerja

yang ditulis berdasarkan

masukan dari teman dan guru

Mengasosiasi

• Siswa menganalisis berbagai teks penyerta gambar dan membandingkannya dengan contoh yang diberikan

• Siswa menganalisis bentuk

berupa:draft, revisi, editing dan hasil terbaik untuk dipublikasi

• Kumpulan karya siswa yang mencerminkan hasil atau capaian belajar teks penyerta gambar




Sejawat




14



kalimat yang digunakan dalam teks penyerta gambar

• Dalam kerja kelompok terbimbing siswa membahas kesulitan yang dihadapi pada saat membaca dan menulis teks penyerta gambar dalam bahasa Inggris dengan fokus pada fungsi sosial, struktur, dan unsur kebahasaan


Mengkomunikasikan

• Siswa menggunakan kalimat

simple present dalam menulis

teks penyerta gambar.

• Siswa mempresentasikan teks

penyerta gambar yang sudah

diperbaiki berdasarkan masukan

dari guru dan teman

15



• Siswa menyampaikan kesimpulan

hasil belajar secara lisan

1.1. Mensyukuri

kesempatan dapat

mempelajari bahasa

Inggris sebagai

bahasa pengantar

komunikasi

International yang

diwujudkan dalam

semangat belajar


tanggung jawab,

peduli, kerjasama,

dan cinta damai,

dalam melaksanakan




dan unsur

kebahasaan pada

teks ilmiah berbentuk

Teks ilmiah faktual

(factualreport) lisan dan tulis

tentang benda, binatang dan

gejala/peristiwa alam, terkait

dengan mata pelajaran lain

di Kelas XII.

Fungsi sosial

Menguraikan gambaran

umum tentang gejala alam,

sosial, dan benda-benda

buatan manusia, secara

objektif dan ilmiah.

Struktur text

(1) Penyebutan jenis atau golongan dari obyek yang dipaparkan

(2) Deskripsi obyek termasuk nama, sifat dan perilaku

Mengamati

• Siswa membaca/mendengarkan/menonton berbagai macam teks ilmiah faktual tentang benda, binatang dan gejala/peristiwa alam, terkait dengan mata pelajaran lain di Kelas XII.

• Siswa memperhatikan fungsi sosial, struktur teks, unsur kebahasaan, maupun format penyampaian/penulisan teks ilmiah faktual

• Siswa belajar membaca cepat untuk mendapatkan gambaran umum dari teks (skimming) dan menentukan jeda pada tempatnya untuk membaca dengan bermakna

Mempertanyakan

• Dengan bimbingan dan arahan

KRITERIA PENILAIAN:

- Tingkat ketercapaian fungsi sosial penggunaan teks ilmiah faktual

- Tingkat kelengkapan dan keruntutan struktur teks ilmiah faktual



CARA PENILAIAN:

Unjuk kerja

• Melakukan monolog berupa teks factual

10 x 2 JP

Suara guru

Audio CD/ kaset

Jakarta Post

Reader Digest


om

www.dailyenglish.co

m



ource_files








16



factual report, sesuai

dengan konteks

pembelajaran di mata

pelajaran lain di Kelas

XII.


dalam teks ilmiah

faktual (factual report)

lisan dan tulis tentang

benda, binatang dan

gejala/peristiwa alam,

terkait dengan mata


XII.

4.10. Menyusun teks

ilmiah faktual (factual

report) lisan dan tulis,

tentang benda,

binatang dan

gejala/peristiwa alam,

terkait dengan mata


XII, dengan

yang umum ditemukan/ dilihat.

Unsur kebahasaan

(1) Penyebutan kata benda umum, singular dan plural

(2) Kalimat dengan kata kerja be, have, look, need, breed, dll., dalam Simple Present tense, atau Simple Past tense jika sudah punah atau tidak ada lagi.

(3) Penamaan dengan istilah ilmiah.

(4) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi

(5) Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan.

(6) Rujukan kata

Topik

guru, siswa mempertanyakan antara lain perbedaan antar berbagai teks ilmiah faktual (factual report )yang ada dalam bahasa Inggris, perbedaan teks dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia

• Siswa mempertanyakan cara menemukan gagasan pokok, informasi tertentu, informasi rinci dan kesimpulan dalam teks ilmiah faktual.

Experimen/explore

• Siswa membaca/mendengarkan beberapa teks factualreport dari berbagai sumber.

• Siswa membacakan teks factual report kepada teman dengan menggunakan unsur kebahasaan yang tepat

• Siswa berlatih menemukan gagasan utama, informasi tertentu dan makna kata dalam teks factual report.

reporttentang benda, binatang dan gejala/peristiwa alam, terkait dengan mata pelajaran lain di Kelas XIIdidepan kelas/berpasangan

• Ketepatan menggunakan struktur dan unsur kebahasaan dalam membuat teks factual report


Untuk tujuan memberi balikan.

Sasaran penilaian adalah:


• Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks factual report

• Kesungguhan siswa dalam proses pembelajaran

shcouncil.org/en/


17





dan unsur

kebahasaan yang

benar dan sesuai

konteks.

Benda, binatang dan

gejala/peristiwa alam terkait

dengan mata pelajaran lain

di Kelas XII

• Siswa secara berkelompok menuliskan teks factual report tentang benda, binatang dan gejala/peristiwa alam, terkait dengan mata pelajaran lain di Kelas XII dengan memperhatikan fungsi sosial, struktur, dan unsur kebahasaan

Mengasosiasi

• Secara berpasangan siswa saling menganalisis teks report teks factual report yang tulis dengan fokus pada fungsi sosial, struktur, dan unsur kebahasaan.

• Siswa memperoleh balikan (feedback) dari guru dan teman tentang hasil analisis yang disampaikan dalam kerja kelompok.

Mengkomunikasikan

• Siswa membuat kliping teks report dengan menyalin dan beberapa sumber.

• Siswa membuat jurnal belajar

dalam setiap tahapan


Portofolio

• Kumpulan catatan kemajuan belajar siswa dalam melakukan monolog dan penyusunan teks tulis ilmiah faktual tentang benda, binatang dan gejala/peristiwa alam

• Kumpulan karya siswa yang mendukung proses penulisan teks tulis ilmiah faktual berupa:draft, revisi, editing sampai hasil terbaik untuk dipublikasi



Sejawat


18



(learning journal) khusus, komentar, atau


1.1. Mensyukuri

kesempatan dapat

mempelajari bahasa

Inggris sebagai

bahasa pengantar

komunikasi

International yang

diwujudkan dalam

semangat belajar




jawab dalam

melaksanakan

komunikasi


guru dan teman.



dan unsur


menyatakan dan

menanyakan tentang

keharusan

Fungsi sosial

Menyatakan dan menanyakan keharusan untukmenyarankan dan mengingatkan.

Struktur teks

You are supposed to hand

in your assignment today.

She is tomeet the principal

as soon as possible.

Unsur kebahasaan

Kata kerja modal be supposed to, be to; tata bahasa, ucapan, tekanan kata, intonasi, ejaan, tanda baca, tulisan tangan dan

MENGAMATI

• Siswa mendengarkan dan membaca banyak kalimat dengan ungkapan keharusan, dalam berbagai konteks.

• Siswa mengikuti interaksi tentang keharusan selama proses pembelajaran, dengan bimbingan guru.

• Siswa menirukan contoh-contoh kalimat yang menyatakan dan menanyakan keharusan.

• Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri kalimat yang menyatakan dan menanyakan keharusan (fungsi sosial, struktur teks, dan unsur kebahasaan).

Mempertanyakan

Dengan bimbingan dan arahan

KRITERIA PENILAIAN:

- Tingkat ketercapaian fungsi sosialmenyampaikan keharusan

- Tingkat kelengkapan dan keruntutan struktur teksmenyampaikan keharusan



CARA PENILAIAN:

Unjuk kerja

• Bermain peran (role play)

1 x 2 JP

Suara guru

Audio CD/ kaset

Jakarta Post

Reader Digest

www.dailyenglish.co

m



ource_files


shcouncil.org/en/








19



kebahasaan pada

pernyataan dan

pertanyaan tentang

keharusan dan

responnya, sesuai

dengan konteks

penggunaannya.


dan tulis untuk

menyatakan dan

menanyakantentang

keharusan, dengan

memperhatikan

fungsi sosial, struktur

teks, dan unsur

kebahasaan, yang

benar dan sesuai

konteks.

cetak yang jelas dan rapi.

Topik



siswa selama proses


maupun di luar kelas.

guru, siswa mempertanyakan antara lain perbedaan antar berbagai ungkapan keharusan yang ada dalam bahasa Inggris, perbedaan ungkapan dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain, dsb.

Mengeksplorasi

• Siswa menyatakan dan menanyakan keharusan dalam bahasa Inggris dalam konteks simulasi, role-play, dan kegiatan lain yang terstruktur.

• Siswa berusaha menyatakan dan menanyakan keharusan dalam bahasa Inggris dalam proses pembelajaran.

Mengasosiasi

• Siswa membandingkan ungkapan keharusan yang telah dipelajari dengan ungkapan-ungkapan lainnya.

• Siswa membandingkan antara

dalam bentuk interaksi yang berisi keharusan

• Ketepatan dan kesesuaian menggunakan struktur dan unsur kebahasaan dalam ungkapan berisi keharusan serta responnya





penilaian adalah:

• Upaya menggunakan bahasa Inggris untuk keharusan ketika muncul kesempatan.


• Ketepatan dan kesesuaian dalam menyampaikan dan menulis ungkapan

20



ungkapan keharusan dalam bahasa Inggris dengan ungkapan keharusan dalam bahasa ibu atau bahasa Indonesia.

Mengkomunikasikan

• Siswa menyatakan dan menanyakan keharusan dengan bahasa Inggris, di dalam dan di luar kelas.

• Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menyatakan dan menanyakan keharusan dalam jurnal belajarnya.

keharusan


1.1. Mensyukuri

kesempatan dapat

mempelajari bahasa

Inggris sebagai

bahasa pengantar

komunikasi

International yang

diwujudkan dalam


menyatakan dan

menanyakan fakta dan

pendapat serta responnya

Fungsi sosial

Menyatakan dan

MENGAMATI

• Siswa mendengarkan dan membaca banyak kalimat pernyataan dan pertanyaan fakta dan pendapat, dalam berbagai konteks.

KRITERIA PENILAIAN:

- Tingkat ketercapaian fungsi sosialmenyampaikan menanyakan fakta dan pendapat

- Tingkat kelengkapan dan keruntutan struktur

1 x 2 JP

Suara guru

Audio CD/ kaset

Jakarta Post

Reader Digest

www.dailyenglish.co


21



semangat belajar


santun dan peduli

dalam melaksanakan

komunikasi

interpersonaldengan

guru dan teman.




jawab dalam

melaksanakan

komunikasi


guru dan teman.



dan unsur

kebahasaan pada

teks yang

menyatakan fakta dan

pendapat, sesuai

dengan konteks

menanyakan keharusan untukmenyarankan dan mengingatkan.

Struktur teks

The accident killed 2 women

and one child. The building

need renovation

Unsur kebahasaan

Kata kerjabe; tata bahasa, ucapan, tekanan kata, intonasi, ejaan, tanda baca, tulisan tangan dan cetak yang jelas dan rapi.

Topik



siswa selama proses



• Siswa mengikuti interaksi tentang fakta dan pendapat selama proses pembelajaran, dengan bimbingan guru.

• Siswa menirukan contoh-contoh kalimat yang menyatakan dan menanyakan fakta dan pendapat.

• Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri kalimat yang menyatakan dan menanyakan fakta dan pendapat(fungsi sosial, struktur teks, dan unsur kebahasaan).

Menpertanyakan

Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai ungkapan fakta dan pendapat yang ada dalam bahasa Inggris, perbedaan ungkapan dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan

teksmenyampaikan dan menanyakan fakta dan pendapat



CARA PENILAIAN:

Unjuk kerja

• Bermain peran (role play) dalam bentuk interaksi yang berisi penyampaikan dan menanyakan fakta dan pendapat

• Ketepatan dan kesesuaian menggunakan struktur dan unsur kebahasaan dalam ungkapan berisi penyampaikan dan menanyakan fakta dan

m



ource_files


shcouncil.org/en/







22



penggunaannya.

4.12. Menyusun teks

lisan dan tulis,

untuk menyatakan

fakta dan

pendapat, dengan

memperhatikan

fungsi sosial,

struktur teks, dan

unsur kebahasaan,

yang benar dan

sesuai konteks.

ungkapan lain, dsb.

Mengeksplorasi

• Siswa menyatakan dan menanyakan fakta dan pendapat dalam bahasa Inggris dalam konteks simulasi, role-play, dan kegiatan lain yang terstruktur.

• Siswa berusaha menyatakan dan menanyakan fakta dan pendapat dalam bahasa Inggris dalam proses pembelajaran.

MENGASOSIASI

• Siswa membandingkan ungkapan fakta dan pendapat yang telah dipelajari dengan ungkapan-ungkapan lainnya.

• Siswa membandingkan antara ungkapan fakta dan pendapat dalam bahasa Inggris dengan ungkapan fakta dan pendapat dalam bahasa ibu atau bahasa Indonesia.

pendapat serta responnya





penilaian adalah:

• Upaya menggunakan bahasa Inggris untuk menyatakan dan menanyakan fakta dan pendapat ketika muncul kesempatan.


• Ketepatan dan kesesuaian dalam menyampaikan dan menulis ungkapan menyatakan dan menanyakan fakta dan pendapat

• Kesungguhan siswa dalam proses pembelajaran

23



Mengkomunikasikan

• Siswa menyatakan dan menanyakan fakta dan pendapat dengan bahasa Inggris, di dalam dan di luar kelas.

• Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menyatakan dan menanyakan fakta dan pendapat dalam jurnal belajarnya.

dalam setiap tahapan



24





tanggung jawab,

peduli, kerjasama,

dan cinta damai,

dalam melaksanakan

komunikasi

fungsional.


dalam teks berita

sederhana dari

koran/radio/TV.

4.14. Menyusun teks

lisan dan tulis untuk

menyatakan dan

menanyakan

Teks berita sederhana.dari

koran, radio, dan TV

Fungsi sosial

Menyampaikan informasi

kepada pembaca, pemirasa,

pendengar, berita yang

menarik dan layak menjadi

berita dan dengan cara

pemberitaan yang

mengundang perhatian.

Struktur text

(1) Kejadian yang menarik menjadi berita: ringkasan kejadian/peristiwa/kegiatan

(2) Uraian kejadian/peristiwa/ kegiatan secara rinci, pihak yang terlibat atau terkait, waktu, tempat, dsb.

(3) Penyebutan sumber berita: komentar, pernyataan, pendapat dari pihak terlibat/terkait, saksi, pihak berwenang, ahli,

Mengamati

• Siswa menonton/membaca /

mendengarkan/membacakan

berbagai macam teks berita

sederhanadari koran, radio, dan

TV.

• Siswa belajar membaca cepat

untuk mendapatkan gambaran

umum dari teks (skimming) dan

menentukan jeda pada

tempatnya untuk membaca

dengan bermakna

Mempertanyakan

• Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai teks berita (news item)yang ada dalam bahasa Inggris, perbedaan teks dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia

KRITERIA PENILAIAN:

- Tingkat ketercapaian fungsi sosial penggunaan teks

- Tingkat kelengkapan dan keruntutan struktur teks


- Tingkat kesesuaian formatpenulisan/ penyampaian

CARA PENILAIAN:

Unjuk kerja

• Melakukan monolog berupa teks berita didepan kelas/berpasangan

• Membacakan berita

• Ketepatan menggunakan struktur dan unsur

6 x 2 JP

Suara guru

Audio CD/ kaset

Koran Jakarta Post


om

www.dailyenglish.co

m



ource_files


shcouncil.org/en/








25



tentang

pengandaian diikuti

perintah/saran,

dengan

memperhatikan

fungsisosial, struktu

rteks, dan unsur

kebahasaan yang

benar dan sesuai

konteks.

dsb., tentang yang diberitakan

Unsur kebahasaan

(1) Kata dan ungkapan yang menarik perhatian tentang isi berita pada judul (headline)

(2) Penghilangan kata-kata fungsional atau gramatikal (the, a, kata kerja bantu, dll.)

(3) Kalimat langsung dengan kutipan, dan kalimat tidak langsung.

(4) Kalimat pasif (5) Adverbial dan frasa

preposisional tentang waktu, tempat, cara, dll.

(6) Ejaan dan tulisan tangan dan cetak yang jelas dan rapi


Topik

• Siswa mempertanyakan cara

menemukangagasan utama,

informasi tertentu dan informasi

rinci dalamteks berita.

Mengeksplorasi

• Siswa mendengarkan berbagai

berita TV/radio atau membaca

berbagai berita koran

• Siswa menggunakan strategi

membaca cepat dalam membaca

berita

• Siswa membacakan teks berita

kepada teman dengan

menggunakan unsur kebahasaan

yang tepat

• Siswa secara berkelompok

membahas teks berita untuk

menemukan berbagai informasi

Mengasosiasi

kebahasaan dalam membuat teks berita





penilaian:


• Ketepatan dan kesesuaian dalam menyampaikan,membacakan, dan menulis teks berita



Portofolio

• Kumpulan catatan

26



Kejadian, peristiwa, kegiatan

yang menarik dan layak

menjadi berita

• Dalam kerja kelompok terbimbing siswa menganalis fungsi sosial, struktur, dan unsur kebahasaan dari teks berita yang dibaca/didengarkan/ditonton..

• Siswa membahaspemilihan kata dan tata bahasa yang digunakan dalam teks berita

• Siswa mengelola balikan (feedback) dari guru dan teman tentang hasil analis tentang fungsi sosial, struktur, dan unsur kebahasaan dari teks berita yang disampaikan dalam kerja kelompok untuk memperbaiki tindakan

• Siswa membuat klipping dengan menyalin berita Koran

Mengkomunikasikan

• Siswa mempresentasikan hasil klipping kepada teman dan guru

• Siswa membuat jurnal belajar (learning journal)

kemajuan belajar siswa dalam melakukan monolog dan penyusunan teks tulis berita

• Kumpulan karya siswa yang mencerminkan hasil atau capaian belajar berupa rekaman monolog dan naskah berita

• Kumpulan karya siswa yang mendukung proses penulisan teks berita berupa:draft, revisi, editing sampai hasil terbaik untuk dipublikasi




Sejawat


27





1.1. Mensyukuri

kesempatan dapat

mempelajari bahasa

Inggris sebagai

bahasa pengantar

komunikasi

International yang

diwujudkan dalam

semangat belajar


santun dan peduli

dalam melaksanakan

komunikasi


menyatakan dan

menanyakan tentang

pengandaian diikuti

perintah/saran

Fungsi sosial

Menyatakan dan menanyakan pengandaian diikuti perintah/saran untukmenyarankan danmemerintah.

Struktur teks

MENGAMATI

• Siswa mendengarkan dan membaca banyak kalimat pengandaian diikuti perintah/saran, dalam berbagai konteks.

• Siswa mengikuti interaksi tentang pengandaian diikuti perintah/saran selama proses pembelajaran, dengan bimbingan guru.

• Siswa menirukan contoh-contoh kalimat yang menyatakan dan menanyakan pengandaian diikuti

KRITERIA PENILAIAN:

- Tingkat ketercapaian fungsi sosialpengandaian diikuti perintah/saran

- Tingkat kelengkapan dan keruntutan struktur tekspengandaian diikuti perintah/saran


- Tingkat kesesuaian format

1 x 2 JP Suara guru

Audio CD/ kaset

www.dailyenglish.co

m



ource_files






28



interpersonaldengan

guru dan teman.




jawab dalam

melaksanakan

komunikasi


guru dan teman.


sosial, struktur

teks, dan unsur

kebahasaan untuk

menyatakan dan

menanyakan

tentang

pengandaian diikuti

oleh

perintah/saran,

sesuai dengan

konteks

penggunaannya.

If you want to pass the exam,

why don’t you study hard? If

you want to be a chef, join

cooking academy. If you

want to make your cake look

gorgeous, put some cherry

on it.

Unsur kebahasaan

Kallimat imperativediawali If.. ucapan, tekanan kata, intonasi, ejaan, tanda baca, tulisan tangan dan cetak yang jelas dan rapi.

Topik



siswa selama proses



perintah/saran

• Dengan bimbingan dan arahan guru, siswa mengidentifikasi ciri-ciri kalimat yang menyatakan dan menanyakan pengandaian diikuti perintah/saran(fungsi sosial, struktur teks, dan unsur kebahasaan).

MEMPERTANYAKAN

Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai ungkapan pengandaian diikuti perintah/saran yang ada dalam bahasa Inggris, perbedaan ungkapan dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia, kemungkinan menggunakan ungkapan lain, dsb.

Mengeksplorasi

a. Siswa menyatakan dan menanyakan pengandaian diikuti perintah/saran dalam bahasa Inggris dalam konteks simulasi, role-play, dan kegiatan lain yang

penulisan/ penyampaian

CARA PENILAIAN:

Unjuk kerja

• Bermain peran (role play) dalam bentuk interaksi yang berisi pengandaian diikuti perintah/saran

• Ketepatan dan kesesuaian menggunakan struktur dan unsur kebahasaan dalam ungkapan berisi pengandaian diikuti perintah/saran





penilaian:

• Upaya menggunakan bahasa Inggris untuk menyampaikan dan menanyakan pengandaian


shcouncil.org/en/



29




dan tulis untuk

menyatakan dan

menanyakan

tentang

pengandaian diikuti

perintah/saran,

dengan

memperhatikan

fungsisosial, struktu

rteks, dan unsur

kebahasaan yang

benar dan sesuai

konteks.

terstruktur.

b. Siswa berusaha menyatakan dan menanyakan pengandaian diikuti perintah/saran dalam bahasa Inggris dalam proses pembelajaran.

MENGASOSIASI

• Siswa membandingkan ungkapan pengandaian diikuti perintah/saran yang telah dipelajari dengan ungkapan-ungkapan lainnya.

• Siswa membandingkan antara ungkapan pengandaian diikuti perintah/saran dalam bahasa Inggris dengan ungkapan pengandaian diikuti perintah/saran dalam bahasa ibu atau bahasa Indonesia.

Mengkomunikasikan

• Siswa menyatakan dan menanyakan pengandaian diikuti perintah/saran dengan bahasa Inggris, di dalam dan di

diikuti perintah/saran

• Perilaku jujur, disiplin, percaya diri, dan bertanggung jawab,dalam melaksanakan komunikasi


30



luar kelas.

• Siswa menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menyatakan dan menanyakan pengandaian diikuti perintah/saran dalam jurnal belajarnya.

1.1. Mensyukuri

kesempatan dapat

mempelajari bahasa

Inggris sebagai

bahasa pengantar

komunikasi

International yang

diwujudkan dalam

semangat belajar


tanggung jawab,

peduli, kerjasama,

dan cinta damai,

dalam melaksanakan

komunikasi

Teks prosedur lisan dan

tulis berbentuk resep

Fungsi sosial

Menguraikan cara membuat

makanan langkah demi

langkah dalam resep untuk

mencapai hasil terbaik

secara efisien, menghindari

kecelakaan, kerusakan, dan

pemborosan.

Struktur teks

(1) Tujuan (2) Bahan (tidak selalu

harus ada)

Mengamati

• Siswa membaca/membacakan/

menonton/ mendengarkan

berbagai macam resep.

• Siswa mengamati fungsi sosial,

struktur, dan unsur kebahasaan

dari teks prosedur yang

dibaca/dibacakan/ditonton/didenga

rkan

• Siswa belajar membaca intensif

untuk menemukan informasi rinci

dan nentukan jedah yang tepat

untuk membaca bermakna

KRITERIA PENILAIAN:





CARA PENILAIAN:

Unjuk kerja

4 x 2 JP

Suara guru

Audio CD/ kaset

Buku resep

www.dailyenglish.co

m



ource_files








31



fungsional.

3.11. Menganalisisfungsis

osial, strukturteks,

danunsurkebahasaa

n dari teks prosedur

berbentuk resep,

sesuaidengankontek

spenggunaannya.

4.15. Menangkap

makna dalam teks

prosedur lisan dan

tulis berbentuk

resep

(3) Langkah-langkah secara berurut)

Unsur kebahasaan

(1) Uraian tindakan dalam Simple Present tense, biasanya dalam bentuk kalimat imperatif

(2) Ukuran/takaran (3) Adverbia penghubung

langkah (4) Adverbia dan frasa

preposisional untuk cara (5) Ejaan dan tulisan

tangan dan cetak yang jelas dan rapi


Topik

Cara membuat kue, lauk,

penganan, dsb., dengan

memberikan keteladanan

tentang perilaku efisien,

Mempertanyakan

• Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai teks prosedur berbentuk resep yang ada dalam bahasa Inggris, perbedaan teks dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia

• Siswa memperoleh pengetahuan

tambahan tentang fungsi sosial,

struktur, dan unsur kebahasaan

dari teks prosedur,

Mengeksplorasi

• Siswa membacakan resep

kepada teman dengan

menggunakan unsur kebahasaan

yang tepat

• Secara individu siswa menyalin

resep favoritnya

• Siswa secara berpasangan

• Membacakan resep (monolog)

• Ketepatan dan kesesuaian menggunakan struktur dan unsur kebahasaan dalam membacakan resep





penilaian:

• Perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

• Ketepatan dan kesesuaian dalam menyampaikan, membacakan, dan menyalin teks prosedur berbentuk resep


Portofolio

shcouncil.org/en/


32



ramah lingkungan, dan

tanggung jawab.

Multimedia

Foto, gambar, yang

membuat tampilan teks lebih

menarik

memberikan penilaian terhadap

resep yang ditulis pasangannya

Mengasosiasi

• Siswa membandingkan beberapa resep makan dan mengelompokan kata-kata yang digunakan

• Dalam kerja kelompok terbimbing siswa membahas tentang masalah yang dihadapi pada saat membaca, mendengarkan, dan menulis teks resep dengan fokus pada fungsi sosial, struktur, dan unsur kebahasaan.


Mengkomunikasikan

• Siswa mempublikasikan resep yang dibuat pada mading kelas.

• Siswa membuat jurnal belajar

• Kumpulan catatan kemajuan belajar siswa dalam melakukan monolog atau membacakan resep

• Kumpulan karya siswa yang mencerminkan hasil atau capaian belajar berupa rekaman monolog




Sejawat




33



(learning journal)

1.1. Mensyukuri

kesempatan dapat

mempelajari bahasa

Inggris sebagai

bahasa pengantar

komunikasi

International yang

diwujudkan dalam

semangat belajar


tanggung jawab,

peduli, kerjasama,

dan cinta damai,

dalam melaksanakan


3.12. Memahami fungsi

sosial dan unsur

kebahasaan dalam

lagu.

4.16. Menangkap pesan

Lagu

Fungsi sosial

Menghibur, mengungkapkan perasaan, mengajarkan pesan moral

Unsur kebahasaan

(1) Kata, ungkapan, dan tata bahasa dalam karya seni berbentuk lagu.



Topik

Keteladanan tentang perilaku

yang menginspirasi.

Mengamati

• Siswa mendengarkan berbagai lagu berbahasa Inggris dan menyalinnya

• Siswa menirukan penguncapan dengan menyanyikan sesuai dengan lagu yang didengar

• Siswa belajar membaca intensif untuk menemukan informasi rinci dan nentukan jedah yang tepat untuk membaca bermakna

Mempertanyakan

• Dengan pertanyaan pengarah dari guru, siswa terpancing untuk mempertanyakan pesan pada lagu yang didengar atau dibaca.

• Siswa mempertanyakan cara menemukan informasi rinci dan kesimpulan dalam lagu

Mengeksplorasi

KRITERIA PENILAIAN:





CARA PENILAIAN:




memberi balikan.Sasaran

penilaian adalah

- Perilaku tanggung jawab, peduli, kerjasama dan

2 x 2 JP

Suara guru

Audio CD/ kaset

www.dailyenglish.co

m



ource_files


shcouncil.org/en/








34



dalam lagu.

• Siswa membacakan teks lagu dengan pengucapan dan tekanan kata yang tepat

• Siswa belajar menemukan informasi rinci dan kesimpulan dari lagu

• Siswa berdiskusi dalam kelompok kecil tentang pesan yang terdapat dalam lagu yang dibaca

Mengasosiasi

• Siswa dalam kelompok menganalisis pesan dari lagu yang didengar/dibaca

• Siswa membuat beberapa catatan

Mengkomunikasikan

• Siswa menyalin lagu dengan tulisan yang rapi dan menuliskan pesan yang disampaikan dalamnya.

• Siswa melaporkan hal-hal yang dipelajari dari lagu dan kesulitan dalam menentukan pesan lagu

cinta damai dalam melaksanakan komunikasi

- Ketepatan dan kesesuaian dalam pengucapan dan penyalinan lirik lagu

- Kesungguhan siswa

dalam proses

pembelajaran dalam

setiap tahapan

Portofolio

• Kumpulan kemajuan siswa berupa kumpulan lagu yang disalin dengan tulisan tangan beserta kesan terhadap lagu


• Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentarataucara penilaian lainnya

35



tersebut. Penilaian Diri dan Penilaian

Sejawat




1

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP) – SIKLUS 1

Satuan Pendidikan : SMA Negeri 1 Wonosegoro

Materi Pokok : KD 3.4 dan 4.4

Kelas/Semester : XII/1

Mata Pelajaran : Bahasa Inggris

Topik : News Item Text

Alokasi Waktu :2 x 45 menit (Pertemuan 1)

Aspek/Skill : Reading

A. Kompetensi Inti

KI 1 Menghayati dan mengamalkan ajaran agama yang dianutnya.

KI 2 Menghayati dan mengamalkan perilaku jujur, disiplin, santun,

peduli (gotong royong, kerjasama, toleran, damai), bertanggung

jawab, responsif dan pro-aktif dalam berinteraksi secara efektif

sesuai dengan perkembangan anak di lingkunganm, keluarga,

sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara,

kawasan regional dan kawasan internasional.

KI 3 Memahami, menerapkan, menganalisis pengetahuan faktual,

konseptual, prosedural dan metakognitif berdasarkan rasa ingin

tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan

humaniora dengan wawasan kemanusiaan, kebangsaan,

kenegaraan, dan peradaban terkait penyebab fenomena dan

kejadian, serta menerapkan pengetahuan prosedural pada bidang

kajian yang spesifik sesuai dengan bakat dan minatnya untuk

memecahkan masalah.

2

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

abstrak terkait dengan pengembangan dari yang dipelajarinya di

sekolah secara mandiri, dan mampu menggunakan metoda sesuai

kaidah keilmuan.

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator

3.4. Membedakan fungsi sosial,

struktur teks, dan unsur

kebahasaan beberapa teks news

item lisan dan tulis dengan

memberi dan meminta

informasi terkait berita

sederhana dari koran/radio/TV,

sesuai dengan konteks

penggunaannya.

3.4.1 Siswa mampu

mengidentifikasi fungsi

sosial teks news item terkait

berita sederhana sesuai

dengan konteks

penggunaannya.

3.4.2 Siswa mampu

mengidentifikasi struktur

teks news item terkait berita

sederhana sesuai dengan

konteks penggunaannya.

3.4.3 Siswa mampu

mengidentifikasi unsur

kebahasaan teks news item

terkait berita sederhana


penggunaannya.

4.4. Menangkap makna secara

kontekstual terkait fungsi

sosial, struktur teks, dan unsur


item lisan dan tulis, dalam

4.4.1 Siswa mampu menangkap

informasi secara kontekstual

terkait fungsi sosial, struktur

teks dan unsur kebahasaan

teks news item dalam bentuk

3

bentuk berita sederhana

koran/radio/TV.

berita sederhana.

4.4.2. Siswa mampu menuliskan

fakta-fakta dalam teks,

membuat pertanyaan dan

memberikan respon terhadap


berita sederhana.

C. Tujuan Pembelajaran

Setelah mengikuti serangkaian kegiatan pembelajaran, siswa dapat:

1) Mengidentifikasi fungsi sosial, struktur dan unsur kebahasaan teks

news item sesuai dengan konteks penggunaannya dalam kehidupan

sehari-hari.

2) Menemukan fakta dan isi dari teks news item sederhana dalam bentuk

berita sederhana.

3) Menuliskan fakta, membuat pertanyaan dan merespon teks news item

yang disajikan dalam kolom atau tabel.

4) Mempresentasikan atau mengkomunikasikan teks news item di dalam

kelas.

D. Materi Pembelajaran

Materi Pembelajaran Pokok

1. Definition of News Item

News item text is a text which informs readers about events of

the day. The events are considered newsworthy or important. News

item text is a type of the text that has the main function or

communicative purpose to informs readers of listeners or viewers

about events of the day.

2. Generic structure of news item

4

a. Newsworthy events that consist of main event recounts in

summary form

b. Background events that consist of what happened, to whom, and

in what circumstance

c. Source that consist of comments by participants in, witnesses to

and authorities’ expert on the event.

3. Language features of news item

a. Using action verbs

b. Using saying verbs

c. Using adverbs: time, place and manner

d. Short, telegraphic information about story captured in headline

4. Contoh teks bacaan news item (terlampir)

5. Lembar Kerja Siswa (terlampir)

E. Metode Pembelajaran

Strategi pembelajaran : Facts Questions Responses Strategy

F. Media dan Bahan Pembelajaran

1. Whiteboard dan spidol

2. Teks news item

3. FQR Chart

4. Ppt

G. Sumber Belajar

1. Link internet www.jakartapost.com

2. Buku paket kelas XII Bahasa Inggris (Edisi revisi 2018)

H. Kegiatan Pembelajaran

Pre-test 30’

http://www.jakartapost.com/

5

Pendahuluan Alokasi

Waktu

• Guru membuka pembelajaran dengan salam

• Guru memeriksa kehadiran siswa

• Guru menyampaikan tujuan pembelajaran dan

memperkenalkan strategi pembelajaran.

10’

Kegiatan Inti 40’

Mengamati

• Guru memberikan persepsi berupa pertanyaan

keterkaitan proses pembelajaran dengan nilai

kehidupan sehari-hari merujuk pada konsep

materi news item.

• Guru menampilkan beberapa contoh judul teks

tentang news item.

• Guru meminta siswa untuk mengaitkan judul

yang ditampilkan dengan pengalaman siswa

terkait dengan news item.

• Guru dan siswa menganalisis fungsi sosial dan

unsur kebahasaan yang digunakan dalam teks

news item.

Menanya

• Guru membimbing siswa untuk mempertanyakan

informasi yang terdapat dalam teks news item

Mengeksplorasi

• Guru membagi siswa dalam beberapa kelompok

diskusi untuk menganalisis teks news item

dengan menggunakan strategi Facts Questions

Responses.

6

• Guru membagi beberapa teks dan table FQR

kepada setiap kelompok diskusi

Facts

• Siswa diminta untuk menemukan dan menuliskan

fakta-fakta dalam teks news item.

Questions

• Siswa diminta membuat pertanyaan-pertanyaan

berdasarkan dari teks tersebut.

Responses

• Siswa diminta untuk memberikan respon

terhadap teks news item yang diberikan oleh

guru.

Mengasosiasi

• Guru mengamati dan merespon siswa selama

diskusi kelompok berlangsung.

• Guru meminta siswa untuk menuliskan jawaban

di tabel FQR (Facts Questions Responses).

Mengkomunikasikan

• Guru meminta siswa untuk mempresentasikan

hasil diskusi setiap kelompok kepada kelompok

lain tentang isi/informasi dari teks news item

yang telah mereka baca.

• Guru meminta kelompok lain memberikan

respon terhadap kelompok yang sedang

mempresentasikan hasilnya.

• Guru mengamati dan menilai hasil presentasi

setiap kelompok dari aspek ketrampilan.

Penutup 10’

• Guru mengajak siswa untuk memberikan

komentar dan kesimpulan tentang materi

7

pembelajaran secara bersama-sama.

• Guru menyampaikan rencana pembelajaran pada

pertemuan yang akan datang

• Guru menutup kelas dengan salam.

I. Penilaian

1. Teknik/Jenis Penilaian

No. Ranah

Kompetensi

Teknik Penilaian Bentuk

Penilaian

1. Sikap Pengamatan/Observasi Lembar

Observasi

2. Pengetahuan Tes tulis dan penugasan Terlampir

3. Ketrampilan Tes tulis dan penugasan Terlampir

2. Bentuk instrument penilaian

a. Task 1 (Pre-test) – Terlampir

b. Task 2 (Post-test) - Terlampir

3. Scoring rubric of reading comprehension

Assessed

Targets

Advanced

4

Proficient

3

Basic

2

Below Basic

1

Identifies

theme or

message

and

supporting

details

Explains

theme or

message in

own words,

acknowledging

different

interpretations,

and offering

supportive

evidence

Restate

understanding

of theme or

message and

identifies

supporting

details

Identifies

theme or

message

inconsistently

Identifies

theme or

message with

guidance

Summarizes

with

Summarizes in

own words by

Summarizes

in own words

Attempts to

summarize in

Recognizes a

summary

8

evidence identifying

three main

points and

elaborating

with evidence

using correct

form

by identifying

three or more

main points

from text

own words,

but lacks one

or more main

points or

includes

unnecessary

details

statement, but

lacks the

ability to

write a

summary

independently

or retells

selection

randomly

Makes

inferences

Recognizes

subtle clues in

the selection

and

consistently

makes valid

inferences

Makes

independent

inferences

based on

numerous

ideas in the

selection

Makes

inferences

when

coached or

given

obvious clues

from the

selection

Works with

others to

understand

inference

when

explained

Interprets

vocabulary

Applies word

structure,

origin, and

context clues

to interpret

meanings of

unfamiliar

words

Interprets the

meaning of

unfamiliar

words

Decodes

unfamiliar

words but is

not always

able to

interpret

meaning

from context

Attempts to

decode

unfamiliar

words in the

text, but does

not

independently

interpret the

meaning

Source: Castanon, Mariana (2013)

10

LAMPIRAN

1. Observasi

Guru melakukan observasi sebelum membahas materi dengan

menanyakan pertanyaan yang berkaitan dengan kehidupan sehari-hari:

− Where did you get the news item from? Did you get it from TV,

radio, newspaper, or people around you?

− What is the news about?

− Where did it happen?

− When did it happen?

− Do you consider the news item interesting, important, or suprising?

Why do you think so?

2. Learning Materials 1

Example of news item text

A 6.3-magnitude earthquake hit Papua, in eastern Indonesia Thursday,

US seismologists said, but no tsunami warning was issued.\

The quake hit about 250 kilometers west of the town of Abepura in

Papua province at 12:46 local time, at depth of 12 kilometers, according to

the US Geological Survey.

The quake was felt weakly in Abepura, but most people did not notice

it.

“I was still awake at home but I did not feel it all and none of my

neighbors ran out their home.” Abepura resident Arul Firmansyah.

There were no immediate reports of casualties after the earthquake.

Indonesia experiences frequent seismic and volcanicactivity due to its

position on the Pacific “Ring of Fire”, where tectonic plates collide.

Last year, a 7.5 magnitude quake and subsequent tsunami in Palu on

Sulawesi Island killed more than 2.200 with a thousand more declared

missing. On December 26, 2004, a 9.1 magnitude earthquake struck Aceh

province, causing a tsunami and killing more than 170.000.

(The Jakarta Post, June 20, 2019)

11


• 6.3 magnitude

earthquakes hit Papua

on Thursday.

• What is the

definition of “Ring

of Fire?”

• I think, the Indonesia’

government should care

and set “buoy tsunami”

or tsunami detection

equipment in coastal sea

in Indonesia.

• According to US

Geological Survey, the

quake hit about 250 km

west of the town of

Abepura.

• What will happen

if Indonesia

position on the

pacific “Ring of

Fire?”

• Everyone should care

with the nature.

• Last year, 7.5

magnitude quake and

subsequent tsunami in

Palu killed more 2.200

people.

• On December 26, 2004,

9.1 magnitude

earthquake struck Aceh

province.

Questions:

1. What is the text about? What is the social function of the

text?

2. When the earthquakes happen in Papua?

3. Where did it happen?

4. How far the quake hit in Papua?

5. From the text above, we can conclude that ...

Answer Key:

1. Earthquake rocks Papua. To inform the readers about 6.3

magnitude earthquake rocks Papua.

2. The earthquake hit Papua on Thursday.

3. Papua

4. The quake hit about 250 km west of the town of Abepura

in Papua

5. A 6.3 magnitude earthquake on Thursday which hit about

250 km west of the town of Abepura in Papua.

12

Learning Material 1 - Worksheet

Read carefully and analyze the text below!

Sitting on the floor MRT Jakarta stations will get you a Rp. 500.000

fine, according to flyers that were photographed and posted on instagram

account @kontibutorjakarta and @dkiinfo.

MRT Jakarta corporate secretary Muhammad Kamaludin confirmed

the new policy. “The rule has been in place since June, 6.” Kamaludin said

on Wednesday as reported by Kompas.com.

However, it is not known whether any commuters have been fined yet.

MRT Jakarta also enforces fine of Rp. 500.000 for littering. Kamaluddin

said both policies had been approved by the Jakarta Administration.

(From: The Jakarta Post, June, 26 2019)

Questions:

1. What is the text about?

2. What is the social function of the text?

3. When did the rule apply?


5. How many fines have to pay if the society breaks the rule?

6. Mentions 3 facts according to the text above!

7. Make 2 questions according to the text above!

8. Give 3 your responses according to the text above!

13

Answer Key

1. The text about MRT Jakarta applies the rule that sitting on MRT

floor will get fines.

2. To inform the readers about sitting on MRT station floor pay

Rp. 500.000 fine.

3. On June 6.

4. In MRT Jakarta.

5. Rp. 500.000 fine.


• Sitting on the floor of

MRT Jakarta stations

will pay Rp. 500.000

fine.

• What is MRT?

(flexible)

• The society should

obey that rule.

(flexible)

• The secretary of MRT

Jakarta is Muhammad

Kamaluddin.

• Why the MRT

corporate apply

that rule? (flexible)

• The society should

care about MRT

Jakarta. (flexible)

• The rule has been in

place since June 6.

• We should use

public

transportation to

reduce personal

transportation.

(flexible)

• The policies had been

approved by the

JakartaAdministration.

14


(RPP) – SIKLUS 1








A. Kompetensi Inti















memecahkan masalah.

15




kaidah keilmuan.







memberi dan meminta




penggunaannya.

3.4.1 Siswa mampu




dengan konteks

penggunaannya.

3.4.2 Siswa mampu





3.4.3 Siswa mampu





penggunaannya.











16


koran/radio/TV.

berita sederhana.






berita sederhana.





sehari-hari.


berita sederhana.




kelas.











summary form

17
















2. Teks news item

3. FQR Chart

4. Ppt

G. Sumber Belajar




Pendahuluan Alokasi

Waktu

• Guru membuka pembelajaran dengan salam 10’


18




Kegiatan Inti 40’

Mengamati




materi news item.

Menanya



Mengeksplorasi




Responses.



Facts



Questions



Responses



guru.

Mengasosiasi

19





Mengkomunikasikan










Penutup 10’







Post-test 30’

I. Penilaian


No. Ranah

Kompetensi


Penilaian

20


Observasi




c. Task 1 (Pre-test) – Terlampir

d. Task 2 (Post-test) – Terlampir


Assessed

Targets

Advanced

4

Proficient

3

Basic

2

Below Basic

1

Identifies

theme or

message

and

supporting

details

Explains theme

or message in

own words,

acknowledging

different

interpretations,

and offering

supportive

evidence

Restate

understanding

of theme or

message and

identifies

supporting

details

Identifies

theme or

message

inconsistently

Identifies

theme or

message with

guidance

Summarizes

with

evidence

Summarizes in

own words by

identifying three

main points and

elaborating with

evidence using

correct form

Summarizes

in own words

by identifying

three or more

main points

from text

Attempts to

summarize in

own words,

but lacks one

or more main

points or

includes

unnecessary

details

Recognizes a

summary

statement, but

lacks the

ability to write

a summary

independently

or retells

selection

randomly

Makes

inferences

Recognizes

subtle clues in

the selection

and consistently

makes valid

inferences

Makes

independent

inferences

based on

numerous

ideas in the

selection

Makes

inferences

when

coached or

given

obvious clues

from the

selection

Works with

others to

understand

inference when

explained

Interprets

vocabulary

Applies word

structure, origin,

and context

Interprets the

meaning of

unfamiliar

Decodes

unfamiliar

words but is

Attempts to

decode

unfamiliar

21

clues to

interpret

meanings of

unfamiliar

words

words not always

able to

interpret

meaning

from context

words in the

text, but does

not

independently

interpret the

meaning


23

Learning Material 2 – Worksheet


The Surabaya administration has banned smoking in public places.

The legislative council of the East Java city passed a bylaw on smoke-free

zones on Thursday.

Surabaya Council deputy speaker Masduki Toha said the areas where

smoking would be prohibited included private or government buildings, as

well as places of worship, playgrounds, shopping malls, hospitals and other

health facilities.

The regulation also mandates that business owners and government

officials place smoke-free zone signs at their offices or buildings. Smokers

who violate the rule will be fined up to Rp. 250.000 (USS 17.66), while

private companies or government institutions that do not put up smoking

ban signs at their establishments may have to pay up to Rp. 50 million in

fines.

According to Masduki, the regional regulation is different from the

prevailing regulation on the same issue, Bylaw No. 5/2008, on designated

smoking areas.

“In my opinion, the previous bylaw is no longer effective. This new

regulation is more specific.” he said as quoted by kompas.com on Thursday.

Moreover, Hendro also said the Surabaya administration would

inform the public of the new regulation.

(From: The Jakarta Post,April, 7 2019)

Questions:

1. What is the social funtion of the text?

2. Who sets the regulation?

3. What is the source of the text?

4. Where the areas are would be prohibited from smoking zone?

5. How many fine to the smokers that violate the rule?




24

Answer Key

1. To inform the readers about the Surabaya administration has banned

smoking in some public area.

2. The Surabaya administration

3. The source: The Jakarta Post, April 7 2019

4. Private or government buildings: place of worship, playgrounds,

shopping malls, hospitals.

5. Rp. 250.00 – 50 million.


• The legeslative council

of the East Java city

passed a bylaw on

smoke-free zones on

Thursday.

• What the reason of

the Surabaya council

make this new

regulation?

(flexible)

• I think the rule is good

to be applied all of

province in Indonesia.

(flexible)

• According to Surabaya

Council deputy said the

private and government

buildings would be

prohibited from

smoking.

• Does the rule will

be adhered all of

smokers? (flexible)

• The smokers should

obey the rule well.

(flexible)

• Smokers who violate

the rule will be fined

Rp. 250.000 – 50

million.

• The Surabaya council

should monitor the rule

sustanble. (flexible)

25

SOAL PRE-TEST – SIKLUS 1

Name :

Class :

Student’ Number :

MULTIPLE CHOICES

Read carefully and choose the correct answer below!

Yogyakarta (JP) - National flag carrier Garuda Indonesia has

temporarily diverted its flights intended for Adisucipto Airport in

Yogyakarta to Adisumarmo Airport in Surakarta, Central Java, after one of

its planes overshot an Adisucipto runway lane on Wednesday night.

“All of Garuda Indonesia flights heading toward Yogyakarta, for a

total of 34 flights, now will [be diverted] to Surakarta,” Garuda Indonesia

VP of corporate communications Benny S. Butarbutar said in an official

statement on Thursday.

The flights include 10 coming from and going to Jakarta, three to and

from Denpasar, Bali, two to and from Makassar, South Sulawesi, and one

flight from Surabaya, East Java.The airline would provide a bus at

Adisumarmo Airport to transport passengers to Yogyakarta.

Garuda Indonesia is still evacuating the Boeing 737-800 NG, which

slipped on the runway and overshot a lane on Wednesday night. It carried

123 passengers, none of whom were harmed.

Garuda aims to finish evacuating the aircraft on Thursday afternoon.

(bbn) Taken from: thejakartapost.com

1. What is the kind of the text above?

a. Spoof c. News Item Text

b. Desciptive Text d. Report Text


a. Redirect flights of Garuda Indonesia from Yogyakarta to Surakarta

because of runway accident.

b. Slipped plane accident in Adisucipto runway lane

26

c. Evacuation of Garuda Indonesia after its accident

d.The delay of Garuda Indonesia after one of its planes overshot an

Adisucipto runway lane

3. It can be concluded from the text that ….

a. Adisucipto Airport will be closed after the incident.

b. because of the incident, Garuda Indonesia redirected Yogyakarta

flights to Surakarta permanently.

c. Garuda Indonesia supplied bus to support passengers from

Surakarta to Yogyakarta.

d. there are a lot of passengers were harmed due to that accident.

4. The reason why Garuda Indonesia diverted Yogyakarta flights to

Surakarta is because of….

a. maintenance one of Garuda Indonesia’s aircraft

b. the accident of its plane which slipped on the runway lane

c. many flights in Adisucipto Airport

d. the statement of Garuda Indonesia VP of corporate

communications

5. Which the statement is FACT according to the text?

a. Garuda aims to finish evacuating the aircraft on Tuesday.

b. Redirect flights of Garuda Indonesia from Yogyakarta to

Surakarta.

c. The planes overshot in Adisucipto runway on Wednesday morning.

d. There are 123 passengers were harmed due to that accident.

Growing Number of High School Student Smoking a survey has

found about 13 percent of first-time smokers in the country are junior high

school students. It also revealed 89 percent of young female employees

were smokers. The survey was conducted in five major cities across the

country, including Surakarta in Central Java.

Muhammad Syahril Mansyur, the Surakarta Health Agency’s

respiratory illness division, said that the finding of the survey showed an

alarming growth rate of Indonesian smokers. “This situation is a cause for

concern,” he said. “It appears the country’s younger generation is

uneducated about the health risks of smoking.”

27

The Indonesian anti-tobacco campaign has reportedly been deemed as

ineffective as the government refuses to sign the international convention on

tobacco control. It said that cigarette producers contributed to a large

amount to state revenue and gave jobs to thousands of workers.

6. What is the social function of the text above?

a. To entertain the readers about the growing number’ smokers of

High School Student.

b. To inform the readers about the growing number’ smokers of High

School Student.

c. To retell past events about the growing number’ smokers of High

School Student.

d. To explain the readers about growing number’ smokers of High

School Student.

7. 89 percent represents the percentage of …

a. the number of female smokers c. the number of students

smokers

b. the number of male smokers d. the number of children

smokers

8. “This situation is a cause for concern,” he said (paragraph 2). The

word he refers to...

a. the students c. Muhammad Syahril

Mansyur

b. the male smokers d. the country’s younger

generation

9. What is the main idea of the second paragraph?

a. The Sukarata Health Agency’s respiratory illness division.

b. That situation is not concern.

c. The country’s younger generation is educated about the health risks

of smoking.

d. The survey showed an alarming growth rate of Indonesian smokers.

10. “The Indonesian anti-tobacco campaign has reportedly been deemed

as ineffective as….”(Paragraph 3). The ineffective word has similar

meaning to ….

a. useful c. functional

b. useless d. fall

28

ESSAY

Read carefully and answer the questions below!

The Surabaya administration has banned smoking in public places.

The legislative council of the East Java city passed a bylaw on smoke-free

zones on Thursday.

Surabaya Council deputy speaker Masduki Toha said the areas where

smoking would be prohibited included private or government buildings, as

well as places of worship, playgrounds, shopping malls, hospitals and other

health facilities.

The regulation also mandates that business owners and government

officials place smoke-free zone signs at their offices or buildings. Smokers

who violate the rule will be fined up to Rp. 250.000 (USS 17.66), while

private companies or government institutions that do not put up smoking

ban signs at their establishments may have to pay up to Rp. 50 million in

fines.

According to Masduki, the regional regulation is different from the

prevailing regulation on the same issue, Bylaw No. 5/2008, on designated

smoking areas.

“In my opinion, the previous bylaw is no longer effective. This new

regulation is more specific.” he said as quoted by kompas.com on Thursday.

Moreover, Hendro also said the Surabaya administration would

inform the public of the new regulation.

(From: The Jakarta Post,April, 7 2019)

Questions:


2. What is the source of the text?

3. Where the areas are would be prohibited from smoking zone?

4. How many fine to the smokers that violate the rule?

5. Mention Facts according to the text above! (minimal 2)

29

SOAL POST-TEST – SIKLUS 1

Name :

Class :

Student’ Number :

MULTIPLE CHOICES


“No sitting on MRT station floor, or else pay Rp. 500.000 fine”

Sitting on the floor MRT Jakarta stations will get you a Rp. 500.000

fine, according to flyers that were photographed and posted on instagram

account @kontibutorjakarta and @dkiinfo.

MRT Jakarta corporate secretary Muhammad Kamaludin confirmed

the new policy. “The rule has been in place since June, 6.” Kamaludin said

on Wednesday as reported by Kompas.com.

However, it is not known whether any commuters have been fined yet.

MRT Jakarta also enforces fine of Rp. 500.000 for littering. Kamaluddin

said both policies had been approved by the Jakarta Administration.


1. What is the social function of the text above?

a. To retell pas events about the rule of MRT Jakarta.

b. To entertain the readers about the rule of MRT Jakarta.

c. To inform the readers about the rule of MRT Jakarta.

d. To describe the readers about the rule of MRT Jakarta.

2. How many fines have to pay if the society breaks the rule?

a. Rp. 50.000 fine c. Rp. 5.000 fine

b. Rp. 500.000 fine d. Rp. 5.000.000 fine

3. Which the statetements is FACT according to the text?

a. MRT Jakarta not confirmed the new policy.

b. The rule has been in place since June, 16.

c. Sitting on the floor MRT Jakarta get pay Rp. 500.000 fine

d. The policies had not approved by the Jakarta Administration.

30

4. The text above reported by...

a. The Jakarta Post c.DKIinfo

b. Kontributor Jakarta d. Kompas.com


a. Jakarta C. Surakarta

b. MRT Jakarta D. Yogyakarta

Taufik Hidayat quiting national badminton team after 13 years of

service, which culminated in an Olympic gold medal, shuttler Taufik

Hidayat announced Friday his resignation from the national training camp in

Jakarta.

“My decision to resign is final. It’s not an impulse or emotional

decision. I’ve been thinking about quitting the national team since 2004,

after I won at the Athens Olympics,” he said.

In 2001, Taufik threatened to quit the training camp because of

Mulyo’s exclusion. Mulyo is his mentor. He only joined the national team

after the head of PBSI Djoko Santoso has agreed to restore Mulyo.

In 2004, Taufik made yet another threat to quit, and again backed

down from it. “It’s time for younger players to take the baton. I’m giving

way to them.

It’s all about regeneration in Indonesian badminton,” he said.

(By kompas.com 2008)

6. How many years Taufik Hidayat played badminton with the national

team …

a. 14 years c. 13 years

b. 15 years d. Until now

7. Since the year how he plans to quit the national team …

a. 2004 c. 2011

b. 2008 d. 2002

8. What is the generic structure of the text above?

a. Newsworthy event – Background events – Sources

b.Orientation – Complication – Reorientation

c. Orientation – Series of event – Reorientation

31

d. Goal – Equipments – Steps

9. Who the head of PBSI according to the text above?

a. Mulyo c. Taufik hidayat

b. Djoko Santoso d. Agung gumelar

10. It’s all about regeneration in Indonesian badminton,” he said

(paragraph 4). The word he refers to ...

a. Taufik hidayat c. Djoko santoso

b. Mulyo d. Youngers playes

ESSAY

Read Carefully and anwer the questions below!

Four pet birds worth Rp. 16 million were stolen from a pet shop on Jl.

Muchtar Tabrani, North Bekasi.

According to the police, the robbery happened at around 4 a.m. on

Thursday. Angga, owner of the shop was at mosque for subuh (dawn)

prayers.

An employee passing by the shop noticed that the store doors were

open and found that four birds (two magpies and two lovebirds) were

missing. He immediately informed Angga.

The theft was caught by the store’s security cameras. North Bekasi

Police criminal investigation unit head First Insp. Bahrudin said there were

two robbers. “We have two suspects.” said Bahruddin on Friday as reported

by kompas.com. “The one who stole the birds was wearing a helmet, while

the other waited on their motorcycle.”

The police are investigating the case.

(Source: The JakartaPost, June, 23 2019)

1. From the text above, it is reported by ...


3. What is the social funtion of the text above?

4. When the robbery happened?

5. Mention the FACTS according to the text! (Minimal 2)

32

Answer Key – Cycle 1

A. Pre-test

Multiple Choices

1. c 6. b

2. a 7. a

3. c 8. c

4. b 9. d

5. b 10. b

Essay

1. To inform the readers about the Surabaya administration has

banned smoking in some public area.

2. Source: The Jakarta Post,April, 7 2019

3. Private or governement bulidings: place of worship, playgrounds,

shopping malls, hospitals.

4. Rp. 250.000 – Rp. 50 million.

5. - The legislative council of the East Java city passed a bylaw on

smoke-free zones on Thursday.

- Surabaya Council deputy speaker Masduki Toha said the areas

where smoking would be prohibited included private or

government buildings.

B. Post-test

Multiple Choices

1. c 6. c

2. b 7. a

3. c 8. a

4. a 9. b

5. b 10. a

Essay

1. The JakartaPost, June, 23 2019

2. On Jl. Muchtar Tabrani, North Bekasi.

3. To inform the readers about the robbery four birds worth Rp. 16

million in Bekasi

4. On Thursday around 4 a.m.

5. – 4 pets birds worth Rp. 16 million were stolen in Bekasi

- The theft was caught by the store’s security camera.

33


(RPP) – SIKLUS 2








A. Kompetensi Inti















memecahkan masalah.

34




kaidah keilmuan.







memberi dan meminta




penggunaannya.

3.4.1 Siswa mampu




dengan konteks

penggunaannya.

3.4.2 Siswa mampu





3.4.3 Siswa mampu





penggunaannya.











35


koran/radio/TV.

berita sederhana.






berita sederhana.





sehari-hari.


berita sederhana.




kelas.










36


summary form
















2. Teks news item

3. FQR Chart

4. Ppt

G. Sumber Belajar




1. Pertemuan 1

Pre-test 30’


37

Pendahuluan Alokasi

Waktu

• Guru membuka pembelajaran dengan salam




10’

Kegiatan Inti 40’

Mengamati




materi news item.

• Guru menampilkan beberapa contoh judul teks

tentang news item.

• Guru meminta siswa untuk mengaitkan judul

yang ditampilkan dengan pengalaman siswa

terkait dengan news item.

• Guru dan siswa menganalisis fungsi sosial dan

unsur kebahasaan yang digunakan dalam teks

news item.

Menanya



Mengeksplorasi




Responses.

38



Facts



Questions



Responses



guru.

Mengasosiasi





Mengkomunikasikan










Penutup 10’



39





I. Penilaian


No. Ranah

Kompetensi


Penilaian


Observasi





b. Task 2 (Post-test) - Terlampir


Assessed

Targets

Advanced

4

Proficient

3

Basic

2

Below Basic

1

Identifies

theme or

message

and

supporting

details

Explains

theme or

message in

own words,

acknowledging

different

interpretations,

and offering

supportive

evidence

Restate

understanding

of theme or

message and

identifies

supporting

details

Identifies

theme or

message

inconsistently

Identifies

theme or

message with

guidance

Summarizes

with

evidence

Summarizes in

own words by

identifying

three main

points and

Summarizes

in own words

by identifying

three or more

main points

Attempts to

summarize in

own words,

but lacks one

or more main

Recognizes a

summary

statement, but

lacks the

ability to

40

elaborating

with evidence

using correct

form

from text points or

includes

unnecessary

details

write a

summary

independently

or retells

selection

randomly

Makes

inferences

Recognizes

subtle clues in

the selection

and

consistently

makes valid

inferences

Makes

independent

inferences

based on

numerous

ideas in the

selection

Makes

inferences

when

coached or

given

obvious clues

from the

selection

Works with

others to

understand

inference

when

explained

Interprets

vocabulary

Applies word

structure,

origin, and

context clues

to interpret

meanings of

unfamiliar

words

Interprets the

meaning of

unfamiliar

words

Decodes

unfamiliar

words but is

not always

able to

interpret

meaning

from context

Attempts to

decode

unfamiliar

words in the

text, but does

not

independently

interpret the

meaning


42

LAMPIRAN

1. Observasi

Guru melakukan observasi sebelum membahas materi dengan

menanyakan pertanyaan yang berkaitan dengan kehidupan sehari-hari:

− Where did you get the news item from? Did you get it from TV,

radio, newspaper, or people around you?

− What is the news about?

− Where did it happen?

− When did it happen?

− Do you consider the news item interesting, important, or suprising?

Why do you think so?

2. Learning Materials 1

Example of news item text

Following a fire that killed 30 people at cigarette lighter factory in

Sambirejo village, Langkat regency, North Sumatra. Binjai police have

arrested the owner and manager.

The owner, Burhan (37) and factory manager, Lisnawati (37), have

been named suspects of negligence. They stand accused of failing to ensure

the safety of the workers who died in the blaze that broke out on Friday.

Binjai Police chief Nugroho Tri Nuryanto said the suspects had

denied to police that they had given an order to lock the doors during

operational hours. They also said they did not know about the locked doors,

saying the factory’s daily operation was monitored by a supervisor who also

died in the incident.

The two suspects could be subject to multiple charges under articles

359 and 360 of the Criminal Code on negligence causing injury or death.

“They could face more than five years of imprisonment.” He added.

Five children were among 30 people who died as fire engulfed the

home-based factory on Friday. Most of the victims were female workers

who lived nearby and brought their children to work.

(The Jakarta Post, June 22, 2019)

43


A fire that killed 30 people at

cigarette lighter factory in

Sambirejo village, Langkat

regency, North Sumatra

What is the cause of

the cigarette lighter

factory fire?

The owner should

monitor about the

factory’ daily

operation.

Binjai police have arrested the

owner and manager.

The other owner

factory should give

safety to the

workers, in order to

this incident not

repeat again.

The owner and manager stand

accused of failing to ensure the

safety of the workers who died

in the blaze that broke out on

Friday.

44



Local police announced that the body of a 10 years old boy identified

as BG had been recovered on Monday from the Ciliwung River, after he

was reported missing and presumed drowned on Sunday.

The body was found near the Puspa Raya housing complex in

Bojonggede district in Bogor, West Java.

Bojonggede Police chief Cmr. Agus Koster Sinaga said the fatal

drowning occured while BG was rafting with his friends, when their boat

suddenly capsized and BG fell overboard and drowned. BG’s body was

dicovered at 10.04 a.m. on Monday, lodged between rocks at the bottom of

the river, said Agus.

“The body was found on the riverbed. The search and rescue team’s

initial search produced no results. It was found moments later. The team had

to dive and raise the body using rope.” Said Jajang Rahmat.

Questions:



3. Who is the victim of the incident?

4. How the accident occurs?

5. Where the police found the victim?




45

Answer Key:

1. The text about the police found the body of a 10 years old boy as BG

at Ciliwung River.

2. To inform the readers that the police recover body drowned child from

Ciliwung River.

3. The victim is a boy identified as BG.

4. The accident occurs when BG rafting with his friends, then their boat

suddenly capsized and BG fell overboard and drowned.

5. The police found BG on the riverbed near the Puspa Raya in district in

Bogor.


• The police announced

that the body of 10

years old identified as

BG on Monday.

• Where are the

parents when the

incident occurs?

• The parents should care

about their children’

safety when they go

play.

• The body was found

near the Puspa Raya

housing complex in

Bojonggede, Bogor,

West Java.

• How about the

condition of

victim’ friends?

• I think, the victims and

his friends not care

about their safety.

• The accident occurs

when BG was rafting

and their boat suddenly

capsized.

• BG’s body was

discovered at 10.04

a.m. on Monday

46


(RPP) – SIKLUS 2








A. Kompetensi Inti















memecahkan masalah.

47




kaidah keilmuan.







memberi dan meminta




penggunaannya.

3.4.1 Siswa mampu




dengan konteks

penggunaannya.

3.4.2 Siswa mampu





3.4.3 Siswa mampu





penggunaannya.











48


koran/radio/TV.

berita sederhana.






berita sederhana.





sehari-hari.


berita sederhana.




kelas.











summary form

49
















2. Teks news item

3. FQR Chart

4. Ppt

G. Sumber Belajar




Pendahuluan Alokasi

Waktu

• Guru membuka pembelajaran dengan salam 10’


50




Kegiatan Inti 40’

Mengamati




materi news item.

Menanya



Mengeksplorasi




Responses.



Facts



Questions



Responses



guru.

Mengasosiasi

51





Mengkomunikasikan










Penutup 10’







Post-test 30’

I. Penilaian


No. Ranah

Kompetensi


Penilaian

52


Observasi





b. Task 2 (Post-test) – Terlampir


Assessed

Targets

Advanced

4

Proficient

3

Basic

2

Below Basic

1

Identifies

theme or

message

and

supporting

details

Explains theme

or message in

own words,

acknowledging

different

interpretations,

and offering

supportive

evidence

Restate

understanding

of theme or

message and

identifies

supporting

details

Identifies

theme or

message

inconsistently

Identifies

theme or

message with

guidance

Summarizes

with

evidence

Summarizes in

own words by

identifying three

main points and

elaborating with

evidence using

correct form

Summarizes

in own words

by identifying

three or more

main points

from text

Attempts to

summarize in

own words,

but lacks one

or more main

points or

includes

unnecessary

details

Recognizes a

summary

statement, but

lacks the

ability to write

a summary

independently

or retells

selection

randomly

Makes

inferences

Recognizes

subtle clues in

the selection

and consistently

makes valid

inferences

Makes

independent

inferences

based on

numerous

ideas in the

selection

Makes

inferences

when

coached or

given

obvious clues

from the

selection

Works with

others to

understand

inference when

explained

Interprets

vocabulary

Applies word

structure, origin,

and context

Interprets the

meaning of

unfamiliar

Decodes

unfamiliar

words but is

Attempts to

decode

unfamiliar

53

clues to

interpret

meanings of

unfamiliar

words

words not always

able to

interpret

meaning

from context

words in the

text, but does

not

independently

interpret the

meaning


55


Read the text carefully and answer the question below!

Tenants advised to obey regulations on apartment

Jakarta: A building architect has advised families planning to livein

an apartment to study all the relevant regulations prior to movingin to help

preventunexpected security-related occurrences.

“Tenants must obey certain regulations when living in anapartment,

which is far different from living in a landed-house,”Fendhi Ibuhindar said.

“Tenants of an apartment should abide by regulations set by theowner

of the high-rise building,” he added.

“This is important, especially for a family that has a young child,”he

was quoted as saying by okezone.com.

According to him, the trend of living in an apartment in Jakartastarted

only 10 years ago. Living in an apartment has increasinglybecome popular.

“Most of Jakarta’s residents are more accustomed to living ina landed

house and when they live in an apartment, many are notready for apartment-

living habits and regulations. They have toabandon their mindset of living in

a landed-house,” he said.

He said that an owner of apartment should also consider aspectsof

designing and building materials that are safe for children. “Thequality of

building materials should be prioritized,” he said.

“Children’s safety should be the main concern with regards to

thebuilding materials that are used,” he said.

(Adapted from: The Jakarta Post, May 9, 2014)

Questions:


2. Why do you think living in an apartment is getting popular?

3. Who sets the regulations?

4. What are some regulations of living in an apartment?

5. “He said that an owner of apartment should also ...” (paragraph 7).

The word he refers to ...




56

Answer Key:

1. The social function is to inform readers about an advice by a building

architect to tenants of apartments.

2. No more land to build houses; more practical for city people,

especially if they are single; etc.

3. Owners of apartments.

4. - Tenants of an apartment should abide by regulations set by theowner

of the high-rise building

- Tenants should care about the safety especially for a family that

has a young child.

5. Fendhi Ibuhindar

FACTS QUESTIONS RESPONSES

According to Fendi,

tenants must obey

certain regulations

when living in an

apartment, which is

far different from

living in a landed-

house

How are

apartments

different from

houses?

I think, the trend living

in apartment occur

because of no more land

in big city especially in

Jakarta.

Tenants of an

apartment should

abide by regulations

set by the owner of

the high-rise

building

What are the

advantages and

disadvantages

living in

apartment?

One of the

disadvantages of living

in apartment is tenants

just have buildings but

haven’t the land.

The trend of living

in an apartment in

Jakarta started only

10 years ago

Tenants who live in

apartment should obey

the regulations.

57

SOAL PRE-TEST – SIKLUS 2

Name :

Class :

Student’ Number :

MULTIPLE CHOICES


Geneva (AP): Indonesia has recorded another human case of the

H5N1 strain of the bird flu, raising its world-leading total to 117 cases,

according to the World Health Organization.

The agency said Friday night that the Indonesian Health Ministry had

reported that a 16-years-old girl from West Java Province has been

hospitalized since Jan. 4 with symptoms of the disease. It said the strain had

been confirmed as H5N1.

Of the total number of human cases in Indonesia, 94 have been fatal.

WHO says that globally 349 people have been infected with H5N1 since the

2003 outbreak of the disease. Of those, 216 have died.

After Indonesia, the country with the next highest number of cases is

Vietnam with 101, followed by Egypt with 43, according to the U.N. health

agency.

1. What is the news about?

a. Vietnam is the next highest number of bird flu cases after Indonesia.

b. WHO said 349 people have been infected with H5N1.

c. Indonesia’s 117th human case of bird flu was found in West Java.

d. Indonesia has recorder the highest human case of bird flu.

2. Which of the following statement is FACT according to the text?

a. Egypt ranked second as the highest number of bird flu cases

b. Indonesia’s 117th human case of bird flu was found in West Java

c. Since 2003, it has been reported that all 117 Indonesians died of

bird flu

58

d. According to WHO, there have been 349 people in Indonesia

infected by H5N1

3. In the WHO release, the country ranked after Indonsia with the next

highest number of bird flu case found is ….

a. Indonesia c. Egypt

b. Vietnam d. USA

4. How many total number of human cases in Indonesia?

a. 349 people c. 94 people

b. 43 people d. 216 people

5. The word “fatal” in the third paragraph has the closest meaning to ….

a. harmless c. tedious

b. deadly d. extreme

Local police announced that the body of a 10 years old boy identified

as BG had been recovered on Monday from the Ciliwung River, after he

was reported missing and presumed drowned on Sunday.

The body was found near the Puspa Raya housing complex in

Bojonggede district in Bogor, West Java.

Bojonggede Police chief Cmr. Agus Koster Sinaga said the fatal

drowning occured while BG was rafting with his friends, when their boat

suddenly capsized and BG fell overboard and drowned. BG’s body was

dicovered at 10.04 a.m. on Monday, lodged between rocks at the bottom of

the river, said Agus.

“The body was found on the riverbed. The search and rescue team’s

initial search produced no results. It was found moments later. The team had

to dive and raise the body using rope.” Said Jajang Rahmat.


6. What is the the social function of the text?

a. To inform the readers about the police found the body of child from

Ciliwung river.

b. To entertain the readers about the police found the body of child

from Ciliwung river.

59

c. To retell past events about the police found the body of child from

Ciliwung river.

d. To explain how the police found the body of child from Ciliwung

river.

7. Who is the victim of the incident?

a. The police c. The rescue teams

b. BG’s friends d. A boy identified as BG

8. How the incident occurs?

a. BG had been recovered from the Ciliwung river.

b. BG and his friend was rafting and their boat capsized.

c. The body was found on the riverbed.

d. The team had to dive and raise the body using rope.

9. Where the police found the victim?

a. In the riverbed near the Pupsa Raya in Bogor.

b. West Java

c. Jakarta

d. Ciliwung river


a. Orientation – Complication – Reorientation

b. Orientation – Series of event – Reorientation

c. Goal – Equipments – Steps

d. Newsworthy event – Background events – Sources

ESSAY

Read carefully and answer the questions below!

A military commander has requested the Bekasi administration to

relocate an elementary school building located within an infantry training

area because of safety concerns.

Bekasi’s 202 Tajimalela Infantry Battalion commander Maj. Kadek

Abriawan recommended that SD III Bojong Rawalumbu state elementary

school be merged with SD V state elementary school that is located closer to

the street and outside the battalion’s grounds.

“We are worried about the safety of the students because we use the

proximity for the battle training.” said Kadek. “There is also military

60

equipment that can be dangerous if the students go close to it. We are asking

the Bekasi administration for a solution.” Kadek added.

If the land is, in fact, owned by the military, then the ownership will

be given fully to the battalion.

However, it the land is actually owned by the Bekasi administration,

and then a land-use system should be in place between the school and the

military.

(From, The Jakarta Post, June, 20 2019)

Questions:


2. What is the requested of military commander to the Bekasi

administration?

3. What it the reason that SDN III Bojong Rawalumbu must relocated?

4. From the text about, it is reported by ...

5. Mention facts according the text above! (minimal 2)

61

SOAL POST-TEST – SIKLUS 2

Name :

Class :

Student’ Number :

MULTIPLE CHOICES


A delivery truck fell into the Cengkareng Drain in West Jakarta after

crashing into tree on Tuesday.

Kadaung Kali Angke village supervisory non-commissioned officer

(Babinsa) Second Sgt. Eko Setiawan said the accident occured at 10.30 a.m.

Eko said the incident occured when the truck, which was driven by Afandi,

from Kapuk to Jl. Daan Mogot tried to pass another vehicle using the

opposite traffic lane.

“However, when he was trying to pass the cargo box of the truck got

caught by tree branches, which caused the truck to swerve and fall into the

Cengkareng Drain right next to the road.” Eko told tribunnews.com.

Despite the truck falling into the river, the driver and his assistant

were not injured.

(From, The Jakartapost, June, 25 2019)

1. What is the social function of the news about?

a. To inform the readers about a delivery truck fell into the

Cengkareng Drain.

b. To retell pass events about a delivery truck fell into the Cengkareng

Drain.

c. To describe the readers about a delivery truck fell into the

Cengkareng Drain.

d. To know the readers about a delivery truck fell into the Cengkareng

Drain.

2. How is the incident occur?

a. The driver was sleepy

b. The truck tried to pass another vehicle

c. The truck was hurry

d. The driver break the traffic rule


62

a. Kapuk c. The Cengkareng Drain

b. Jl. Daan Mogot d. On the road

4. What is the generic structure of the text?





5. Which the statement is FACT according to the news?

a. The accident occured at 10.30 a.m.

b. The driver and his assistant were injured.

c. The driver not tried to pass another vehicle.

d. The driver was sleepy.

The Surabaya Police have arrested a man, identified only as MN, for

allegedly buying an infant via Instagram.MN was arrested at his house on Jl.

Karah in Jambangan district in Surabaya, East Java, on Sunday. He was

found to have paid some Rp 3.8 million (US$250) for a baby boy when he

was only three days old.

Surabaya police Chief Sr. Comr. Rudi Setiawan said recently that the

transaction was conducted in Semarang, Central Java, on Sept. 23. The

baby’s parents live in Tangerang in Banten.

“The baby is now safe with the Surabaya administration,” Rudi said

on Monday.

(The Jakarta Post, October 16, 2018)

6. What is the purpose of the text?

a. To inform readers about arrested man for buying an infant

b. To describe the important person for readers

c. To argue that arresting the man is important

d. To explain how police arrested the man

7. Where the police arrested a man identified as MN?

a. Surabaya c. Tangerang

b. Semarang d. Banten


63





9. “MN was arrested at his house…” (paragraph 1). The underlined word

refers to a house belongs to…….

a. the police officer c. the arrested man

b. the infant parent d. a Surabaya administration

officer

10. How many the man have paid for a baby boy?

a. Rp. 3.8 billion c. Rp. 3.8 million

b. Rp. 380.000 d. Rp. 38.000

ESSAY

Read the text carefully and answer the questions below!

Police have arrested a couple, identified only as DP and NN, for

allegedly killing a female employee of Mandiri Syariah Bank in Pandan

subdistrict, Central Tapanuli, North Sumatra last week.

Central Tapanuli Police Chief Adj. Sr. Comr. Sukamat said that after

killing Santi Devi Malau, the bank employee, the couple escaped to their

family’s house in Medan city, where the police later arrested them without

resistance on Tuesday.

“They killed the victim because of an economic motive.” Sukamat

told The Jakarta Post on Wednesday.

He said the husband worked as an Internet cafe attendant and had been

fired, while the wife worked as waitress. After killing the victim, they took

her cell phone and bag believed to contain some money.

Santy, who worked in customer service at the bank, was found dead at

her dormitory in Lingkungan 1, Pandan subdistrict, Pandan district, on

Friday. The police’s post-mortem examination revealed traces of

strangulation on her neck, scratch wounds on her face, and rope marks on

her wrists. Her family buried her body on Saturday.


Questions:


64

2. Where did happen?

3. What they take from employee of Mandiri Syariah Bankafter killing

the victim?

4. What is the motive from the incident?

5. Mention the FACTS according to the news above! (Minimal 2)

65

Answer Key – Cycle 2

A. Pre-test

Multiple Choices

1. d 6. a

2. b 7. d

3. b 8. b

4. c 9. a

5. b 10. d

Essay

1. To inform the readers about a millitary commander has requsted to

relocate school building.

2. To relocated SDN III within an infantry training area.

3. To safety concern to the students

4. The Jakarta Post

5. – The school within the military area is danger.

- The own of the land is the Bekasi administration.

B. Post-test

Multiple Choices

1. a 6. a

2. b 7. a

3. c 8. d

4. d 9. c

5. a 10. c

Essay

1. To inform the readers about the police arrested the couple who

killing bank employee

2. In Pandan subdistrict, Central Tapanuli, North Sumatra.

3. They take cell phone and bag

4. The economic motive.

5. – The police arrested a couple kill bank employee in North Sumatra

- The police arrasted on Tuesday.

84

CURRICULUM VITAE

Personal Details

Full Name : Fuji Astuti

Gender : Female

Place, Date of Birth : Grobogan, December 8th 1997

Religion : Muslim

Address : Kleben, Karanglangu Rt/Rw 04/01 Kec. Kedungjati, Kab.

Grobogan

E-mail : [email protected]

Educational Background

2002 – 2003 : TK Dharma Wanita Karanglangu

2003 – 2009 : SD N 2 Karanglagu

2009 – 2012 : SMP N 2 Kedungjati

2012 – 2015 : SMA N 1 Wonosegoro

2015 – 2019 : English Education Department, of State Institute for

Islamic Studies (IAIN) Salatiga.

mailto:[email protected]

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