BIBLIOGRAPHYetheses.iainkediri.ac.id/346/7/Daftar Pustaka.pdfWriting Narrative text in ... E. Materi...

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BIBLIOGRAPHY

Akhmadi.Pokoknya Menulis: Cara Baru Menulis dengan Metode

Kolaborasi.Bandung: Adira,1990.

Alamsyahril, Zazili haryadi, Dewi utari,Increasing the eleventh year students’

abilities in writing descriptive paragraph at SMA Negri Lubuklinggau

through integrating Clustering and journalist’s question metodh.

Acessed on October 28, 2009. (online)

Ary Setya Budhi. N., Scaffolding strategy in the process of writing to improve the

students’ writing ability, Jakarta: Direktorat Pendidikan Tinggi Islam,

2012.

A. Chaedar Alwasilah, senny suzanna Alwasilah, Pokoknya menulis, Bandung :

PT. Kiblat Buku Utama, 2007.

Pica, Writing paragraphs essays. California: Wadsworth,Inc,1986

Dawson and Essid. Using Clustering Technique for Writing. in http:

www.writing2.richmond.edu/writing/wweb/cluster.html-4k. Accessed on

June 27, 2014. (online)

“Generic Structure of Narative text, Englishindo, http:/www.Englishindo.com,

Accessed on April 15, 2014. (online)

Henry, The Practice of English Language Teaching, New York: Prentice Hall.

1986.

Liang Gie. Writing Narrative text in

http://blog.lifejournal.com/2009/06/2012/gabriele-losser-rico-talks-

about-the -benefit-of -journaling/. Accessed on october 7, 2002.(online)

Link Ward Beck, Language skill and use, USA: Foresman and Company, 1984.

Mahmud. Writing Narrative text.inhttp://www.elraz.co.ce/english-text/teks-

monolog/narrative. Accesedon april25,2014. (online)

Iskandar,Penelitian tindakan kelas, Ciputat: Gaung Persada, 2009.

Nurchasanah and widodo, “A Procedural Approach to Process Theory of Writing:

Pre writing Technique, New York: Mc.Grow.Hill.1993.

Nurudin, Writing English Language Test. New York: New York Inc.2007.

http://www.writing2.richmond.edu/writing/wweb/cluster

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http://blog.lifejournal.com/2009/06/2012/gabriele-losser-rico-talks-about-the%20-benefit-of%20-journaling/.%20Accessed%20on%20october%207

http://www.elraz.co.ce/english-text/teks-monolog/narrative

http://www.elraz.co.ce/english-text/teks-monolog/narrative

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Roekhan, principle of Language Learning and Teaching, New York: Harcourt

Brace Jovanovic Inc. 1991.

Oshima,Alice,Ann Hogue,Writing Academic English, New York: Addison

Wesley Longman, 1996.

Reid, Joy M.,Teaching ESL Writing.Newyork: Prenrtice Hall Regents, 1993.

V. Faye Hartfield and Jane B. Hughey, Learning ESL Composition Rowley:

Newbury House Publiser,Inc.1985.

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APPENDIX 1

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMA NEGERI 1 PLOSOKLATEN

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XI IPA-4

Alokasi Waktu : 2 x 45 menit ( 1x pertemuan )

Topik Pembelajaran : Narrative Texts

A. Standar Kompetensi

Menulis

12. Mengungkapkan makna dalam teks fungsional pendek dan esei

berbentuk narrative, spoof dan hortatory exposition dalam konteks

kehidupan sehari-hari.

B. Kompetensi Dasar

12.1 Mengungkap-kan makna dalam teks fungsional pendek (misalnya

banner, poster, pamphlet, dll.) resmi dan tak resmi dengan

menggunakan ragam bahasa tulis secara akurat, lancar dan berterima

dalam konteks kehidupan sehari-hari.

12.2 Mengungkap-kan makna dan langkah retorika dalam esei dengan


dalam konteks kehidupan sehari-hari dalam teks berbentuk:

narrative, spoof, dan hortatory exposition.

4

C. Indikator Pencapaian Kompetensi

IndikatorPencapaianKompetensi NilaiBudaya Dan

KarakterBangsa

Menggunakan tata bahasa, kosa kata,

tanda baca, ejaan, dan tata tulis dengan

akurat

Menulis gagasan utama

Mengelaborasi gagasan utama

Membuat draft, merevisi, menyunting

Menghasilkan banner, poster, atau

pamphlet

Religius, jujur, toleransi, disiplin, kerja

keras, mandiri, demokratis, rasa ingin tahu,

semangat kebangsaan, cinta tanah air,

menghargai prestasi, bersahabat, cinta

damai, gemar membaca, peduli

lingkungan, peduli sosial, tanggung jawab,

mandiri

Kewirausahaan/ Ekonomi Kreatif :

Percayadiri (keteguhanhati, optimis).

Berorientasipadatugas (bermotivasi, tekun/tabah, bertekad, enerjik).

Pengambilresiko (sukatantangan, mampumemimpin)

Orientasikemasadepan (punyaperspektifuntukmasadepan

D. Tujuan Pembelajaran

Pada akhir pembelajaran :

Siswa dapat memahami apa itu teks naratif .

Siswa dapat mengetahui struktur dalam teks naratif.

Siswa dapat Menuliskan sebuah teks naratif secara individu.

5

E. Materi Pokok

Narative text

The purpose: to amuse or entertain the readers.

The structure:

Orientation : introduce the main character of the story, the place and the

time the story happened.

Complication :shows the problem in the story.

Resolution : shows the problem is solved

Re-orientation :shows the writer’s coment or presents the moral value of

the story.

Example:

Legend (legenda)

Folklore(ceritarakyat)

Tale (dongeng)

Myth (ceritakhayalan)

Fable (ceritahewan)

Ballad (kisah)

Etc.

Simple past tense

- Nominal: S + to be(was, were) + adj

- Verbal : S + V2

F. Metode Pembelajaran/Teknik:

Watching movie, discussion, Clustering technique

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G. Strategi Pembelajaran

TatapMuka Terstruktur Mandiri

1.Siswa mampu

mengidentifikasi tokoh,

karakter, dan masalah

yang terjadi dalam

sebuah cerita

2 Siswa mampu menganalisa

generic structure sebuah cerita

narrative yang didengar dan

dibaca

3 Siswa mampu mengerjakan

dan mengerti bagian-bagian

dari narrative text dan isi

ceritanya

Langkah-langkah Kegiatan Pembelajaran

KegiatanAwal (10’)

- Mengucapkan salam

- Mengecek kehadiran siswa

- Melakukan brain storming yang berkaitan dengan topic

KegiatanInti (70’)

Eksplorasi

Dalam kegiatan eksplorasi guru:

- Menjelaskankembali materi tentang teks naratif

- Melakukan Tanya jawab pada siswa tentang materi yang diajarkan

Elaborasi

Dalam kegiatan elaborasi guru:

- Menyampaikan bahan yang harus dipelajari oleh siswa

- Menjelaskan pada para siswa tentang konsep dari clustering technique

- Mengajar siswa tentang narrative teks menggunakan Clustering

technique

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Konfirmasi

Dalam kegiatan konfirmasi guru:

- Memberiumpanbalikkepadasiswasetelahmengarjakantugas

- Memberikesepatansiswauntukbertanyamengenaihal yang

belumdifahami

KegiatanAkhir (10’)

- Menyimpulkansemuamateri yang telahdipelajari

- Penutup (Do’adansalam)

H. Sumber/Bahan/Alat

BukuPR Kelas XI semester 2

LCD

Sound

Papantulis

I. Penilaian

a. Jenispenilaian

1. written test : practice writing narative text

b. bentukpenilaian

1. Objective

2. Individu

Guru Pamong

Sudarmono

8








Menulis




B. Kompetensi Dasar









9



KarakterBangsa



akurat





pamphlet







mandiri



Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).








10

E. Materi Pokok

Narative text


The structure:






the story.

Example:

Legend (legenda)


Tale (dongeng)


Fable (ceritahewan)

Ballad (kisah)

Etc.

Simple past tense


- Verbal : S + V2



11

G. Strategi Pembelajaran


1.Siswa mampu

mengidentifikas itokoh,

karakter, dan masalah yang

terjadi dalam sebuah cerita




dibaca




ceritanya



J. Strategi Pembelajaran


1.Siswa mampu







dibaca




ceritanya



- Mengucapkan salam




Eksplorasi



- Melakukan Tanya jawab pada siswa tentang materi yang diajarkan

Elaborasi


- Memberikan siswa beberapa pilihan topik cerita narrative

- Meminta siswa untuk memilih salah satu topik cerita narrative

- Meberikan tugas siswa untuk membuat Clustering Technique

12

Konfirmasi




belumdifahami




K. Sumber/Bahan/Alat


LCD

Sound

Papantulis

L. Penilaian

b. Jenispenilaian


b. bentukpenilaian

1. Objective

2. Individu

Guru Pamong

Sudarmono

13








Menulis




B. Kompetensi Dasar









14



KarakterBangsa



akurat





pamphlet







mandiri



Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).








15

E. Materi Pokok

Narative text


The structure:






the story.

Example:

Legend (legenda)


Tale (dongeng)


Fable (ceritahewan)

Ballad (kisah)

Etc.

Simple past tense


- Verbal : S + V2



16

M. Strategi Pembelajaran


1.Siswa mampu







dibaca




ceritanya



- Mengucapkan salam




Eksplorasi



- Melakukan Tanya jawab pada siswa tentang materi yang

diajarkan

Elaborasi


- Meberikan tugas siswa untuk mengedit draft mereka

- Meberikan tugas siswa untuk menukarkan hasil tulisan mereka

- Meberikan tugas siswa untuk mengumpulkan draft terakhir siswa

17

Konfirmasi




belumdifahami




N. Sumber/Bahan/Alat


LCD

Sound

Papantulis

O. Penilaian

c. Jenispenilaian


b. bentukpenilaian

1. Objective

2. Individu

Guru Pamong

Sudarmono

18

Appendix 2

Observation Checklist of the Students’ Activities in Cycle

Step Activity Score Score

1 2 3 4 5

Opening

activity

1. Give attention to the opening activities 5

2. Prepare their selves to the material 5

3. Give attention on the teacher’s

explanation goal of the method and

material

4

Main

activity

1. The students pay attention to the

teacher’s explanation relates to the

material.

5

2. The students do the instruction well 5

3. The students do assigment from the

researcher

4

4. The students get point for their

assigment

5

Close

activity

1. The students make a conclution about

the material

4

2. The students ask the researcher if they

do not understand about the material

5

3. Give attention to the teacher’s activity

to motivate

5

4. The students give attention to the

closing activities

5

Scale :

1. Very poor :0%-25% students do the activities

2. Poor : 26%-44% students do the activities

3. Fair : 45%-64% students do the activities

4. Good : 65%-84% students do the activities

5. Very good : 85%-100% students do the activities

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Observation Checklist of the Teacher’s Activities in Cycle

Step Activity Score

Good Good

Enough

Less

Opening

activity

1. Opening the meeting by greeting and

praying

2. Take the students attention

3. Give explanation about the material’s

goal

4. Prepare the teaching media

Main

activity

5. Mastery the material

6. Communicative Learning Approach

7. Guide the students in doing clustering

technique and discuss with their

friends

8. Help students if they get difficult

9. Reinforcement technique

10. Asking technique

11. Mastery the classroom

Close

activity

12. Give reinforcements by giving

correction and conclution about the

material

13. Doing evaluation

14. Giving motivation to the students

15. Closing the meeting with prating

20

Appendix 3

Field Notes in the cycle

FIELD NOTES

No Meeting Day/ Date Time Points

1

1 Wednesday

April, 27th

2016

08.15 -

09.45

1. The students pay attention on the

teachers’ explanation

2. Students looked interested and

motivated

3. Some students feel easierto find out

the vocabulary they need than

before because the researcher

motivated them to open dictionary

4. The researcher ask them to

memorize some vocabularies

2 2 Saturday

April, 30th

2016

07.00 –

08.15

1. Students looks cooperative

2. Students are enthusiatic in revising

their draft

3. The teacher gives activit to get the

goal of teaching

4. The teacher must pay attention in

the manage the time that needed in

order that easy to the goal

3 3 Wednesday

May, 4th

2016

08.15 -

09.45

1. Students are interested with using

clustering technique

2. Researcher check the students’

work by walking to their tableand

giving comment

3. Students public their writing result

and teir friends give comments

4. Reseracher masters clustering

technique

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Appendix 4

Students’ Writing Test :

Writting Test on pre-test.

Make your own story about narrative text based on topic that you have

choosen!

1. Timun Emas

2. Malin Kundang

3. Sangkuriang

4. Running Hare and Snail Race

5. Mouse deer and Crocodile

Writting Test on post-test.

Make your own story about narrative text based on topic that you have

choosen!

1. Timun Emas

2. Malin Kundang

3. Sangkuriang

4. Running Hare and Snail Race

5. Mouse deer and Crocodile

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Appendix 5

Students’ Score in The Pre Test

No. Name G O V M O Score Pass Fail

1 ASL 2 4 3 2 3 70

2 ASR 2 3 3 3 3 70

3 CLDP 3 3 3 3 3 75

4 DDASD 2 3 3 3 2 70

5 DSN 2 3 3 2 3 70

6 DCA 2 3 4 3 3 75

7 FETP 3 4 3 3 4 85

8 FNKD 3 3 3 2 2 70

9 GP 2 3 3 3 2 70

10 GNY 2 3 3 2 3 70

11 KWP

3 3 3 3 3 80

12 LH

2 3 3 2 3 70

13 MM 3 3 4 4 3 85

14 NAW 3 3 3 2 2 70

15 P GA 3 3 3 3 3 75

16 PINF 3 3 4 3 2 80

17 RB 3 3 4 4 3 85

18 RAY

2 3 3 3 2 70

19 RW

3 3 3 3 3 75

20 SK 3 3 3 3 3 75

21 SR 3 3 4 3 3 80

22 VAS 3 3 3 3 3 80

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Appendix 6

Students’ Score in The Post Test

No. Name R1 R2 R3 Score Pass Fail

G O V M O S G O V M O S G O V M O S

1 ASL 3 3 4 3 4 85 3 3 4 4 3 85 2 4 4 3 4 85 85 -

2 ASR 2 3 3 3 4 75 3 3 3 3 3 75 2 3 4 3 3 75 75 -

3 CLDP 2 3 4 3 4 80 2 3 3 4 4 80 3 3 3 3 4 80 80 -

4 DDAS 3 3 3 3 4 80 3 3 3 3 4 80 3 3 3 3 4 80 80 -

5 DSN 2 4 4 3 4 85 3 4 3 3 4 85 3 4 3 3 4 85 85 -

6 DCA 2 3 4 3 3 75 3 3 3 3 3 75 3 3 4 3 3 75 75 -

7 FETP 3 3 4 3 3 80 3 3 4 3 3 85 3 4 4 4 4 90 85 -

8 FNKD 3 3 4 4 4 85 3 3 3 3 3 80 3 4 4 4 4 90 85 -

9 GP 3 3 3 3 4 80 3 3 4 4 3 85 3 4 4 4 4 90 85 -

10 GNY 3 3 3 3 3 75 3 3 4 3 3 75 3 3 4 3 3 75 75 -

11 KWP 3 3 4 4 4 85 3 3 4 4 4 85 3 3 4 4 4 85 85 -

12 LH 2 3 4 3 3 75 2 3 4 3 3 75 3 3 3 3 3 75 75 -

13 MM 3 3 4 3 3 80 2 3 4 4 3 80 3 4 3 3 3 80 80 -

14 NAW 3 3 3 3 3 75 3 3 3 3 3 75 3 3 3 3 3 75 75 -

15 P GA 3 3 4 3 4 85 3 3 4 4 3 85 3 3 4 4 3 85 85 -

16 PINF 2 3 3 4 4 80 2 3 3 4 4 80 3 3 4 4 3 80 80 -

17 RB 3 3 4 4 3 85 3 3 4 4 3 85 3 3 4 4 3 85 85 -

18 RAY 3 3 4 3 4 85 3 3 3 4 3 80 3 3 3 4 3 80 80 -

19 RW 3 3 4 3 4 85 3 3 3 3 3 75 3 3 3 4 3 80 80 -

20 SK 2 3 3 4 4 80 3 3 3 3 4 80 3 3 4 3 3 80 80 -

21 SR 2 3 3 4 3 75 2 3 4 3 4 80 3 3 4 3 4 85 80 -

22 VAS 3 3 4 4 3 85 3 4 3 4 3 85 3 3 4 4 3 85 85

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