THE EFFECTIVENESS OF STORY FACE IN TEACHING …eprints.iain-surakarta.ac.id/1835/1/ZAHRIYATUL...

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THE EFFECTIVENESS OF STORY FACE IN TEACHING READING

COMPREHENSION AT THE TENTH GRADE OF SMK BATUR JAYA 2

CEPER KLATEN IN THE ACADEMIC YEAR OF 2017/2018

THESIS

Submitted as A Partial Requirements

for the Undergraduate Degree in IAIN Surakarta

By:

ZAHRIYATUL MUFIDAH

SRN. 143221138

ENGLISH EDUCATION DEPARTMENT

ISLAMIC EDUCATION AND TEACHER TRAINING FACULTY

THE STATE ISLAMIC INSTITUTE OF SURAKARTA

2018

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DEDICATION

This thesis is dedicated to:

My beloved mother, Ibu Endah Dwi Ningsih who always gives great praying,

suggestion and spirit to me while I make and arrange this thesis,

My beloved father, Bapak Basir who always gives support, motivation and

praying to me. I really thank you,

My dearest brother M. Fahruddin Arrozi, thanks for your pray and supports,

My best friends who give me opportunities among my weaknesses,

My Almamater IAIN Surakarta

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MOTTO

Vision without action is merely a dream. Action without vision just passes the

time. Vision with action can change the world

(Joel A Barker)

Education is the most powerful weapon we can use to change the world

(Nelson Mandela)

Success is not a final and failure is not initial

(Anonymous)

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ACKNOWLEDGMENT

Alhamdulillah, all praises be to Allah, the single power, the Lord of the

universe, master of the day of judgment, Almighty God, for all blessing and

mercies so the researcher was able to finish this thesis entitled “The Effectiveness

of Story Face in Teaching Reading Comprehension at the Tenth Grade of

SMK Batur Jaya 2 Ceper Klaten in the Academic Year of 2017/2018” Peace

be upon Prophet Muhammad SAW, the great leader and good inspiration of world

revolution.

The researcher is sure that this thesis would not be completed without the

helps, support, ho had helped, support, and suggestion from several sides. Thus,

the researcher would like to express her deepest thanks to all of those who had

helped, supported, and suggested her during the process of writing this thesis. In

this occasion, the researcher would like to express my great gratitude due to:

1. Dr. H. Mudhofir, S.Ag., M.Pd as the Rector of the State Islamic Institute of

Surakarta.

2. Dr. H. Giyoto, M. Hum as the Dean of Islamic Education and Teacher Training

Faculty of State Islamic Institute of Surakarta.

3. Dr. Imroatus Solikhah, M.Pd as the Head of English Education Department of

Islamic Education and Teacher Training Faculty of State Islamic Institute of

Surakarta.

4. Budiasih, S.Pd., M. Hum and Dr. Imroatus Solikhah, M.Pd as the advisors with

their valuable guidance, precious advices, correction and help to revise the

mistake during the entire process of writing this thesis, motivation for the

researcher and great patient.

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5. All the lecturers in English Education Department for their precious

knowledge, guidance, motivation and patient during her study at IAIN

Surakarta.

6. Drs. Suryani, M.Pd as the Head of SMK Batur Jaya 2 Ceper Klaten and all

teachers and all staffs. Thanks for giving permission and the facility to the

researcher to do the research.

7. Her beloved parents and her family who always give the researcher support and

motivation.

8. Her best friends, Siti, Anni, Zahro, Ima, Yuni, Junita, Nomi, Rendra, Tyo and

Prasma who always help and support the researcher finished the research.

Thank you for the beautiful and unforgettable moment.

9. All of her friends who can not mention one by one in The State Islamic

Institute of Surakarta who support me.

The researcher realizes that this thesis is still far from being perfect. The

researcher hopes that this thesis is useful for the researcher in particular and the

readers in general. Finally, I realize that this thesis is far from being perfect.

Therefore, any constructive criticism and suggestion will be gladly accepted.

Surakarta, August , 2018

The researcher

Zahriyatul Mufidah

SRN. 143221138

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TABLE OF CONTENTS

TITLE .............................................................................................................. i

ADVISOR SHEET ......................................................................................... ii

RATIFICATION ............................................................................................. iii

DEDICATION ................................................................................................ iv

MOTTO ........................................................................................................... v

PRONOUNCEMENT ..................................................................................... vi

ACKNOWLEDGMENT ................................................................................. vii

TABLE OF CONTENTS ................................................................................ ix

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

LIST OF FIGURE ........................................................................................... xii

LIST OF TABLE ............................................................................................ xiii

LIST OF APPENDICIES ................................................................................ xiv

CHAPTER I INTRODUCTION

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

B. Identification of Problems ................................................................... 5

C. The Limitation of the Problem ............................................................ 5

D. The Problem Statement ....................................................................... 6

E. The Objective of Study ....................................................................... 6

F. The Benefits of the Study .................................................................... 6

G. The Definition of key Terms ............................................................... 7

CHAPTER II REVIEW ON RELATED LITERATURE

A. Review on Reading Comprehension ................................................... 9

1. The Nature of Reading .................................................................. 9

2. Definition of Reading Comprehension ......................................... 10

3. The Purpose of Reading ................................................................ 12

4. The Levels of Reading Comprehension ........................................ 13

5. Micro-Skill and Macro-Skill for Reading Comprehension ........... 15

6. Teaching Reading Comprehension ............................................... 17

7. Principles for Teaching reading Comprehension .......................... 19

8. Types of Reading Comprehension ................................................ 20

9. Techniques in Teaching Reading ................................................... 22

10. Assessment on Reading .................................................................. 23

B. Review on story Face Strategy ............................................................. 27

1. Definition of Story Face Strategy ................................................... 27

2. Procedure of Story Face Strategy ..................................................... 28

3. Advantages of Story Face Strategy .................................................. 29

4. The Shape of Story Face Strategy .................................................... 29

C. Review on Direct Reading Thinking Activity (DRTA) ....................... 30

1. The Definition of DRTA .................................................................. 30

2. The Purposes of DRTA .................................................................... 32

3. The Advantages and Disadvantages of DRTA ................................ 32

4. Steps of DRTA ................................................................................. 33

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D. D. Review on Genre ............................................................................ 35

1. Definition of Genre ......................................................................... 35

2. Kinds of genre ................................................................................. 35

E. Review on Narrative Text .................................................................... 37

1. The Definition of Narrative Text ..................................................... 37

2. The Social Function of Narrative Text............................................. 38

3. The Generic Structure of Narrative Text ......................................... 38

4. The Language Features of Narrative Text ....................................... 39

F. Previous Related Study ........................................................................ 40

G. Rationale .............................................................................................. 42

H. Hypothesis ............................................................................................ 43

CHAPTER III RESEARCH METHODOLOGY

A. Research Design .................................................................................. 44

B. Setting of the Research ........................................................................ 45

C. Population, Sample, and Sampling ..................................................... 46

D. The Technique of Collecting Data ...................................................... 47

E. Technique of Analaysis Data .............................................................. 52

CHAPTER IV RESEARCH FINDING AND DISCUSSION

A. Data Description ................................................................................... 57

B. Data Analysis ....................................................................................... 61

C. Discussion ............................................................................................ 65

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ............................................................................................ 68

B. Implication ........................................................................................... 68

C. Suggestion ............................................................................................ 69

BIBLIOGRAPHY ............................................................................................ 71

APPENDICES ................................................................................................. 74

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ABSTRACT

Mufidah, Zahriyatul. 2018. The Effectiveness of Story Face in Teaching Reading Comprehension

at the Tenth Grade of SMK Batur Jaya 2 Ceper Klaten in the Academic Year of

2017/2018. Thesis. English Education Department. Islamic Education and Teacher

Training Faculty. IAIN Surakarta.

Advisor: Dr. Imroatus Solikhah, M.Pd

Keywords: Reading Comprehension, Story Face, Quasi Experimental

McNeil (1984:2) states that reading comprehension as an interaction between reader and

text by which meaning is created. Reading comprehension also an interactive process to

understand the meaning and the ideas of the written text using code, context analysis, prior

knowledge, readers‟ background and their mastery of language skill so the students do not only

know about the text generally but also especially from the contain. The main objectives of this

research is to find out the effectiveness of Story Face in teaching reading comprehension on

narrative text at tenth grade students of SMK Batur Jaya 2 Ceper Klaten in the academic year of

2017/2018.

This research was carried out from September 2017 up to May 2018 at SMK Batur Jaya 2

Ceper Klaten in the academic year of 2017/2018. The research used experimental research, the

design of the research was quasi experimental with pre-test post-test design. The population of this

research was tenth grade of SMK Batur Jaya 2 Ceper Klaten in the academic year 2017/2018 are

158 students, which consist of 5 classes that are X TSM (Teknik Sepeda Motor) 1, X TSM (Teknik

Sepeda Motor) 2, X KI (Kimia Industri), X AK (Akuntansi), X AP (Administrasi Perkantoran).

The sample of the research was the tenth grade students of X TSM 2 as experimental class consist

of 30 students who taught using Story Face strategy and X TSM 1 as control class consist of 27

students who taught using Direct Reading Thinking Activity (DRTA) both classes were taught

narrative text in 4 meetings. For the first meeting the title of the class is The legend of Malin

Kundang, second is The Crying Stone, third is Pinocchio and in the fourth meeting is The Legend

of Lake Toba. It is same material of experimental and control class. In taking the sample, the

researcher used purposive sampling because the researcher choose the class based on the purpose

of the research and the two class are homogeneous so the researcher choose the class. The

technique of collecting the data was reading comprehension test that consist of 30 items. Before

the test was given, the test has been trial out in X Kimia to see validation and reliability. The data

was analyzed using descriptive analyzed, perquisite-test and hypothesis testing (Independent t-

test).

Based on the result of data analysis, it was found that the pre-test average score in

experimental class was 57.73 and control class was 58.14. Meanwhile, the post-test average score

of in experimental class was 71.43 and control class was 66.03. It was obtained that t-test was 2.24

and the t-table was 2.00 for alpha (α) 5%. The t-test was higher than t-table (2.24 > 2.00) It means

that Ha was accepted and Ho was rejected. Based on the result, the researcher concludes that Story

Face was effective in teaching reading comprehension at tenth grade of SMK Batur Jaya 2 Ceper

Klaten in the academic year of 2017/2018. Teaching English is difficult, so to make the students

interested teacher should use various strategy in learning process. The teacher can choose

appropriate strategy according to the situation and topic. Teachers can use Story Face strategy to

teach reading comprehension and makes students achievement improved.

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LIST OF FIGURE

Figure 2.1 Story Face ..................................................................................... 30

Figure 4.1 Histogram of Pre Test Reading Comprehension Score in

Experiment and Control Group .................................................... 59

Figure 4.2 Histogram of Post Test Reading Comprehension Score in

Experiment and Control Group ................................................... 60

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LIST OF TABLE

Table 2.1 Direct Reading Thinking Activity.................................................... 34

Table 3.1 Research Design ............................................................................... 44

Table 3.2 Validity of Tryout ........................................................................... 49

Table 3.3 Categories of Reliability .................................................................. 50

Table 3.4 Index of Difficulty Level ................................................................. 52

Table 4.1 Frequency Distribution of Reading Comprehension Pre-Test

Data in Experiment Class and Control Class .................................. 58

Table 4.2 Frequency Distribution of Reading Comprehension Post-Test

data in Experiment Class and Control Class ................................... 60

Table 4.3 The Summary of Normality Test Using Liliefors ........................... 61

Table 4.4 Table Computation of Homogeneity Test ........................................ 62

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LIST OF APPENDICIES

Appendix 1 Syllabus ....................................................................................... 75

Appendix 2 Lesson Plan of Experimental Class ............................................. 80

Appendix 3 Lesson Plan of Control Class ....................................................... 123

Appendix 4 Sample of Try-out Test................................................................. 166

Appendix 5 Sample of Pre-test and Post Test .................................................. 178

Appendix 6 Sample of Students Answer Sheet................................................ 188

Appendix 7 Students List and Score in Experimental Class ............................ 196

Appendix 8 Students List and Score in Control Class ..................................... 197

Appendix 9 Validity ......................................................................................... 198

Appendix 10 Reliability ................................................................................... 201

Appendix 11 Standard Deviation Pre-test of Students‟ Reading Score ........... 203

Appendix 12 Standard Deviation Post-test of Students‟ Reading Score ......... 204

Appendix 13 Normality Test ............................................................................ 205

Appendix 14 Homogeneity Test ...................................................................... 209

Appendix 15 The Photographs ......................................................................... 210

Appendix 16 Letter of Permission ................................................................... 211

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CHAPTER I

INTRODUCTION

In this chapter, the researcher explains about: (1) the background of the

study; (2) the identification of the problems; (3) the limitation of the problem; (4)

the problem statement; (5) the objective of the study; (6) the benefits of the study

and (7) the definition of key terms.

A. Background of the Study

Language is use for communication (Brown, 2000:5). Based on the

statement, language is the most important things in communication, and it is

used as a tool of communication among the people around the world.

Language is a bridge for those who want to make a good relationship.

Without language, the problems will come when the people want to express

their wants or to give information. Every country has its own language to one

another. For Indonesia, English is as a foreign language.

In teaching and learning process of English as a foreign language, the

students have to master all of English skill such as listening, speaking,

reading and writing. Brown (2004:185) states that reading arguably the most

essential skill for success in all educational contexts. That statement is

supported by Carrel (1988:1) states that reading is the most important of the

four skills, particularly in second/foreign language.

Knowing the fact that English is used in larger field and sciences also

informed mostly in the form of written and printed text using English, people

need to have ability to read well as the responsibility of their passion. That is

why mastery reading skill is very important. Many teaching and learning

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strategy have been used on the teaching and learning activities, but

there are many students encountered difficulty on reading skill.

Nurdwiansyah (2013:2) states that the poor comprehend of students because

they are lack of fluency in lower order processes.

The researcher tries to find the phenomenon of the problems

associated with reading comprehension of senior high school, especially in

SMK Batur Jaya 2 Ceper Klaten. The researcher did observation and

interview to English teacher and the tenth grade students of SMK Batur Jaya

2 Ceper Klaten. Based on the observation and interview to the teacher that

was done by the researcher, the most of students considered that English

subject is very difficult. If the teacher taught using new strategy, for the first

time the students were interested but after a few minute the students were

bored. But, because of the students did not interested with the new teacher‟s

strategy, the teacher only taught using textbook.

Based on the observation and interview that was done by the

researcher to the students, most of the students considered that reading was

the most difficult part. It was because that they had some problems when they

read the English text, they still had low reading comprehension in English

text. Therefore, English lesson, especially an English reading lesson was a

difficult lesson for them, the students less vocabulary, students confuse to

understand the contain of the text because they did not know the meaning of

the text, the students get difficulties to analyze a text to determine the generic

structure, the students get difficulties to find the main idea of the text. Finally,

during the teaching and learning process they only did the teacher‟s

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instruction to do the works. Even though they actually did not understand the

text.

The students‟ English reading competency is related to the students‟

learning achievement. In fact, the students‟ score that was gained in a final

exam for English subject showed that the students had low scores than other

subjects. The students who achieve a good learning achievement in this

subject were generally those who attended an extra course in informal

education (out of school).

Regarding the importance of reading skill, Indonesian students are

taught to read English text from elementary to university level. In reading, the

students are expected to have a competence of understanding various kinds of

text types. Based on the curriculum in Senior High School at the tenth grade

students, there are 3 genre of text, namely: descriptive, recount and narrative

text which are the scopes of English subject in the Senior High School level,

but in this research, the researcher only focused on narrative text.

The English teacher can use the method or technique or strategy to

help the students comprehend the reading text fully. The teaching strategy is

needed by the students in order to help the students to know about the

meaning of the text, so the teaching strategy must be organized. Related to

some problems above, the researcher intended to try students‟ reading

comprehension using Story Face strategy.

Staal in Klingner et al (2007:79) states that Story Face is an adaptation

of story mapping that provides a visual frame work for understanding,

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identifying, and remembering elements in narrative text. The Story Face

constructed by making the eyes, eyelashes, nose, mouth.

It is supported by Whitten et al (2009:188) Story Face is an adaptation

of story mapping, which also uses a visual framework for understanding,

identifying and remembering elements in narrative text. In this theory, he

explains that Story Face used the frame work to make students understand

about a text. Before the students reads a text the students should be

identifying and remember about element of narrative text, so that the students

reading the narrative text the students have background knowledge about text.

Whitten et al (2009:188) writes that in these steps the teacher; first,

the teacher give the students an illustration about the text before they read the

text. Next, the teacher tells the students about the text. The last when the

teacher read the story, the teacher will pause and give each character a chance

to tell the class what they are thinking and feeling.

This strategy gives some advantages to the students according to Staal

in Klinger et al (2007:79); first, it easy to construct. Second, it is easy to

remember. Third, it can guide retelling. Then is collaboratively learned

through discovery. Next, it is flexible. Finally, it provides a frame work that

can facilitate narrative text.

The researcher proposes the effectiveness of Story Face strategy in

teaching reading comprehension consideration that it can facilitate the teacher

to monitor and guide the process of students‟ activities in comprehend the

text. While this strategy will take time and practice to master, once it is

learned and applied, it will no longer be necessary to re-read the text. This

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strategy when applied in the learning process will help the students to

comprehend the content of text, especially in narrative text.

Thus, considering the explanation above, the researcher will carry out

the research entitled “The Effectiveness of Story Face in Teaching Reading

Comprehension at the Tenth Grade of SMK Batur Jaya 2 Ceper Klaten in the

Academic Year of 2017/2018”.

B. Identification of Problems

Based on the background of the study above, there are some problems

in teaching learning reading narrative text, the problems are:

1. The students still lack of vocabulary makes the students difficult to

understand the meaning of the text.

2. The students confuse to understand about the contain of the text because

they don‟t know the meaning of the text.

3. The students get difficulties to catch the main idea and generic structure

of the text.

4. During the teaching learning process the students only instructed to do the

works, although they actually did not understand the text.

C. The Limitation of the Problem

In this research, the researcher focuses on reading comprehension skill

by using Story Face strategy that conducted in the tenth grade students of

SMK Batur Jaya 2 Ceper Klaten. The researcher focused on narrative text

because it is one of the kinds of the text in the Senior High School. The

researcher used Story Face to teach the students‟ reading comprehension skill.

Story Face put as experimental variable and Direct Reading Thinking

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Activity (DRTA) put as control variable in teaching reading comprehension

on narrative text.

D. The Problem Statement

Based on the research background above, the problem of the research is

formulated as follow: How is the effectiveness of teaching reading

comprehension on narrative text through Story Face strategy at the tenth

grade students in SMK Batur Jaya 2 Ceper Klaten in the academic year of

2017/2018?

E. The Objective of Study

In line with the problem statement above, the objective of the research

is to find out the effectiveness of Story Face in teaching reading

comprehension on narrative text at tenth grade students of SMK Batur Jaya 2

Ceper Klaten in academic year 2017/2018.

F. The Benefits of the Study

This research is practically expected to be able to contribute some

benefits for English teachers, the students, the other researcher, and the

school itself.

a. For English teacher

It would help teachers to design effective lesson plans based on individual

differences, active learning, learning habits, effective feedback, and

consistence. It will also help English teachers for preparing and choosing

current attractive and interesting strategy which would be given to the

students in teaching reading. The teacher would also be aware that

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teaching strategy is so important in teaching learning process especially in

teaching reading by applying Story Face.

b. For students

The teaching using strategy can increase the students‟ motivation in

reading performance. It may also give them inputs of interesting, current,

and attractive strategy in teaching reading so they can learn with strong

motivation. It is provided with more comfortable and supporting situations

in the classroom, students would be more interested in joining the class.

c. For other researcher

The result of this study would be a good reference for other researcher to

seek the effectiveness of Story Face to teach reading to students with

different characteristics. Moreover, it also gives contribution as the starting

point to conduct next research by evaluating this research.

d. For School

It will be beneficial for school in improving the quality of the education in

the school. If the school has a good quality of the education in the school,

the society will trust and they would be motivated to register their children

to the school.

G. The Definition of Key Terms

1. Reading Comprehension

Grellet (1999:3) states that reading comprehension is understanding

a written to extract the required information from it as efficiently as

possible

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2. Story Face Strategy

Staal in Klingner et al (2007:98), Story Face is an adaptation of

story mapping that provides a visual frame work for understanding,

identifying, and remembering elements in narrative text. The Story Face

constructed by making the eyes, eyelashes, nose, mouth.

3. Narrative Text

Anderson (1997:9) states that a narrative text is a piece of text

which tells a story and, in doing so, entertains of informs the reader or

listener.

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CHAPTER II

REVIEW ON RELATED LITERATURE

This chapter given the explanation of literature review based on some

linguistics and experts including: the review reading comprehension and the

review story face, the review of Direct Reading Thinking Activity (DRTA), the

review of narrative text, previous study, rational and hypothesis.

A. Review on Reading Comprehension

In the review on reading comprehension, the researcher divides it into

ten parts. It includes: (1) the nature of reading (2) definition of reading

comprehension (3) the purpose of reading (4) the levels of reading

comprehension (5) micro-skill and macro-skill for reading comprehension (6)

teaching reading comprehension (7) principles for teaching reading

comprehension (8) types of reading comprehension (9) techniques in teaching

reading (10) assessment on reading.

1. The Nature of Reading

Reading is a very important activity in human‟s life. This is due to

in the fact that people mostly get information through reading. Mikulecky

(2008:1) writes that reading is a conscious and unconscious thinking

process. With reading we can get more information about something and

increase our knowledge. The following are some definitions of reading

proposed by some expert:

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Reading skill is one of the skills that should be mastered by the

students in almost all levels of school. Reading can be defined as

perceiving a written text in order to understand its content (Richard et al,

2002:454).

Aebersold and Field (1997:15) states that reading is what happens

when people look at the text and assign meaning to the written symbols in

that text, further, the text and reader are two physical entities necessary for

the reading process to begin. Thus, there is an interaction between the text

and the reader that constitute actual reading.

Harmer (1998:68) writes that reading is useful for other purposes

too; any exposure to English (provided students understand it more or less)

is a good thing for language students. At the very least, some of the

language sticks in their minds as part of the process of language

acquisition, and, if the reading text is especially interesting and engaging,

acquisition is likely to be even more successful.

Based on the definition above, the researcher conclude that reading

is the reader‟s activity in order getting information and comprehend from

printed text using eyes and brain to understand what the writer thinks in

his/her written.

2. Definition of Reading Comprehension

Reading is not only to get information but also needs

understanding and comprehension to get some points from the text. In this

case, reading and understanding are related to each other. Reading itself

contains the activity to understand the text and information in the text. In

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order to understand or to get points from the text, we need comprehension

for it. Therefore, reading cannot be separated from comprehension. The

following are the definition reading comprehension proposed by some

experts.

Grellet (1999:3) states that reading comprehension is

understanding a written to extract the required information from it as

efficiently as possible. While, Kennedy (1981:192) states that reading

comprehension is a through which reader becomes aware of an idea,

understanding it in terms of their experimental background and interprets

it relation is not a skill or ability that can be developed once for all at any

level of instruction. It is a cumulative process that begin in early childhood

on continues as long as individual reads for information.

Meanwhile, reading comprehension is the act of understanding

what you are reading. Without comprehension, reading is nothing more

than tracking symbols on a page with your eyes and sounding them out.

Imagine being handed a story written in Egyptian hieroglyphics with no

understanding of their meaning. You may appreciate the words

aesthetically and even be also to draw some small bits of meaning from the

page, but you are not truly reading the story. The words on the page have

on meaning. They are simply symbols. People read for many reasons but

understanding is always a part of their purpose. Reading comprehension is

important because without it reading doesn‟t provide the reader with any

information (K12 Reader).

12

From those theories above, it can be concluded that reading

comprehension is a process of understanding, evaluating and utilizing of

information to get an idea or meaning from a written text, to understand it

according to experiential background or prior knowledge, and to interpret

it with the reader‟s need and strategies to achieve message or information

from a written text.

3. The Purpose of Reading

Nunan (1999:3) stated that, “We read because we wanted to get

something from the writing; facts, ideas, enjoyment even feelings of

family community (from a letter): whatever it was, you wanted to get the

message that the writer had expressed.

Nuttal (1982:3) states that reading has purpose to get something

from the writing such as fact, ideas, and enjoyment. Furthermore,

Harmer (1998:182) stated that, “divided the purpose of reading into two

general purposes. First, reading for pleasure. People reading the material is

interesting, such as comics, novels or magazines. Second, reading for

usefulness of the text. People read because they need the information

contained in the text, such as book, newspaper, encyclopedia, and so on.

From the theories above, it can conclude that there are the purpose

in reading, they are: to get information, reading for pleasure and reading is

usefulness. If the people want to read for spending time, it means that

reading is just for pleasure. It is different when they read a textbook or a

recipe. They read it because we need information. In this case, reading is

to get information.

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4. The Levels of Reading Comprehension

Kennedy (1981:224) writes that the skills of comprehension are

grouped under three major division of reading: literal reading, inferential

reading and critical reading.

a. Literal Reading

Literal reading is related on what a writer says. It involves

acquiring information that is directly stated in a section and is also

prerequisite for higher levels understanding. It requires ability to: locate

specific facts, identify happening that are described directly, find

answer to question based on given facts, summarize the details

expressed in a section.

b. Inferential Reading

Inferential reading involves reading between the lines or making

inferences. It is the process of deriving ideas that are implied rather than

directly started. Skills for inferential reading include: finding implied

meaning, anticipating outcomes, making generalization, detecting the

author‟s purpose, drawing conclusion.

c. Critical Reading

Critical reading is evaluating material, comparing the ideas

discovered with known standard and drawing conclusion about their

accuracy and appropriateness. The critical reader must be an active

reader, questioning, searching for fact and suspending judgment until he

or she has considered all of the material.

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McNeil (1984:4) states that there are three of comprehension, as

follows:

a. Literal

The literal level focuses on reading the passages, hearing the

words or viewing the image. It includes of identifying the important

information. The level is considered as the simplest level. In this level,

the reader tries to get the information that is stated in the text by the

author directly or explicitly. The guidance of this level is essential

because students can differentiate between the important and less

important ideas. Test in this category are objective test dealing with true

false, multiple choice and fill in the blank. The common question used

to illicit this type of thinking are what, who, when and where question.

For example:

Example: When did Henry‟s family go on vacation?

b. Interpretive

The interpretive level requires to the reader in understanding the

information in the passage implicitly. This is the ability to understand

the significance of the data, such as to note cause effect and relation of

the part to the whole, to make comparisons or generalizations, to draw

conclusions and inferences. The students‟ comment and ideas can help

develop each other‟s interpretation in this level. For the example:

Example: Why did Henry roll his eyes when his dad started to

play guitar?

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c. Applied

Understanding at the literal and interpretive levels is combined,

reorganized and restructured at the applied level to express opinions,

draw new insight and develop fresh ideas. Guiding students through the

applied level shows them how synthesize information, to read between

the lines and to develop a deeper understanding of the concepts,

principles and implications presented in the text.

In this level we are analyzing or synthesizing information and

applying it to other information. For example:

Example: if Henry‟s friend Tom was the one playing guitar, do

you think Henry would have rolled his eyes? Why or why not?

Based on the explanation above, it can be concluded that to

comprehend well, readers must have literal reading, inferential reading,

and critical reading. The researcher did not discuss three levels of

reading comprehension but only discussed literal and inferential reading

because the text for senior high school students particularly covers

literal and inferential reading.

5. Micro-Skill and Macro-Skill for Reading Comprehension

Brown (2004:187-189) states that proposes micro-skills and

macro-skills the students of English as a foreign language need to have in

order to become efficient readers. They are follows:

a. Micro-Skills

1) Discriminate among the distinctive graphemes and orthographic

pattern of English.

2) Retain chunks of language of different lengths in short-term

memory.

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3) Process writing at an efficient rate of speed to suit the purpose.

4) Recognize a core of words, and interpret word order patterns and

their significance.

5) Recognize grammatical word classes (nouns, verbs, etc.), system

(tense, agreement, and pluralization), patterns, rules, and elliptical

forms.

6) Recognize that a particular meaning may be expressed in different

grammatical forms.

7) Recognize cohesive devices in written discourse and their role in

signaling the relationship between and among clauses.

b. Macro-Skills

1) Recognize the rhetorical forms of written discourse and their

significance for interpretation.

2) Recognize the communicative function of written texts, according to

form and purpose.

3) Infer context that is not explicit by using background knowledge.

4) From described events, idea, etc; infer link and connection between

events, deduce cause and effects, and detect such relations as main

idea, supporting idea, new information, given information,

generalization, and exemplification.

5) Distinguish between literal and implied meanings.

6) Detect culturally specific reference and interpret them in a context of

the appropriate cultural schemata.

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7) Develop and use a battery of reading strategies such as scanning and

skimming, detecting discourse markers, guessing the meaning of

words from context, and activating schemata, for the interpretation

of texts.

Based on the skills that offered by Brown, the researcher used

some spectrums for objectives in the assessment of reading

comprehension based on the syllabus of Senior High School as follows:

communication function, detect main idea, supporting idea and given

information, distinguish between literal and implied meaning, detect

culturally specific references, guessing the meaning of words from the

context.

6. Teaching Reading Comprehension

Kennedy (1981:252) states that effective teaching reading is

virtually impossible if the teacher does not know the basic skills that are

necessary for recognizing words and understanding content. Knowledge of

the skills that are essential to reading can be learned through a study of

methods in reading, teaching manuals, and list of development reading

skills. It means that the teachers should attend in-service reading skills to

subject matter materials.

Teachers are expected to teach the reading skills and abilities

needed in the content areas, event through they are not responsible for

achievement in the teaching reading. The major problem in teaching

reading in content areas and gives suggestions for applying reading skills

to decode and comprehend subject matter materials ( Kennedy, 1981:240).

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It means that the complexity of skills needed for reading content, and the

basic reading skills must be made applicable to the materials.

Harmer (1998:70) suggests five principles in teaching reading:

a. Reading is not a passive skill

The teacher should motivate the students to be active in reading,

they have to guess what the word means, see the picture and understand

the arguments. Then work out it order that they do not forget it quickly.

b. The students need to be engaged with what they are reading

The students who are not engaged with the reading text and not

actively interested in what they are doing will not get benefit from it.

Hence, the teacher should select an interesting topic.

c. The students should be encouraged to respond to the context of a

reading text, not just to the language.

In studying reading text the students not only study the number

of paragraph but also study the meaning and the message of the text.

The teacher must give the students a chance to respond to that message

of the text.

d. Prediction is a major factor in reading

When the students read text, they often look at hints, such as the

contents or book covers, photographs, and headline. These hints are

useful for the students to predict what they are going to read. The

teacher should give the students “hints” so that they can predict what is

coming.

e. Match the task to the topic

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The teacher should choose the good reading tasks for students,

the right kind of question, engaging and useful puzzles, etc.

f. Good teachers exploit reading texts to fun

Good teachers integrate the reading texts into interesting class

sequence, using the topic for discussion, and further tasks, using the

language for study activation.

From the explanation above, it can be conclude that teaching is

helping someone to learn something not transfer knowledge or strategy

to study. Teaching reading is an important job for teacher. The teacher

must use a suitable technique and learning media in teaching based on

the students‟ condition. Because of the condition of the students in

certain school is different from the condition of the students in another

school, it is important for the teachers to know their students‟ condition

first and then choose appropriate technique and media to teach their

students.

7. Principles for Teaching Reading Comprehension

For most second language learners who are already literate in a

previous language, reading comprehension is primarily a matter of

developing appropriate, efficient comprehension strategies.

Brown (2004:188-189) stated in language Assessment: Principles

and Classroom Practice, that there are ten such strategies which can be

practically applied in the classroom:

a. Identify young purpose in reading a text.

b. Apply spelling rules and conversation for bottom-up decoding.

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

meaning.

d. Guess at meaning (of words, idioms, etc.) when you aren‟t certain.

e. Skim the text for the gist and for main idea.

f. Scan the text for specific information (names, dates, key words).

g. Use silent reading strategies for rapid processing.

h. Use marginal notes, outlines, charts, or semantic maps for

understanding and retaining information.

i. Distinguish between literal and implied meanings.

j. Capitalize on discourse markers to process relationship.

Based on the skills that offered by Brown, the researcher used some

spectrums for objectives in the principles for teaching reading

comprehension as follows: identify the purpose of the text, skim the text

for the gist and main idea, scan the text for specific information and the

last is distinguish between literal and implied meanings.

8. Types of Reading Comprehension

Brown (2004:189) writes that there are several types of reading

performance are typically identified:

a. Perceptive

Perceptive reading task involve attending to the components of

large stretches of discourse: letters, words, punctuation, and other

graphemic symbols. Bottom-up processing is implied.

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b. Selective

Selective category is largely an artifact of assessing format that

a combination of bottom-up and top-down processing maybe used. In

order to ascertain one‟s reading recognition of lexical, grammatical. Or

discourse features of language within a very short stretch of language,

certain typical tasks are use: picture-cued tasks, matching, true/false,

multiple-choice, etc. Stimuli include sentences, brief paragraphs, and

simple charts and graphs. Brief responses are intended as well.

c. Interactive

Reading is a process of negotiating meaning; the reader brings

to the text a set of schemata for understanding it, and in take is the

product of that interaction. Typically genres that lend themselves to

interactive reading are anecdotes, short narrative and description,

excerpts from longer texts, questionnaires, memos, announcements,

direction, recipes, and the like. The focus of an interactive task is to

identify relevant features (lexical. Symbolic, grammatical, and

discourse) within texts of moderately short length with the objective of

retaining the information that is processed. Top-down processing is

typical of such tasks, although some instances of bottom-up

performance may be necessary.

d. Extensive

Extensive reading applies to texts of more than a page, up to and

including professional articles, essays, technical refers to “extensive

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reading as longer stretches of discourse, such as long articles and books

that are usually read outside a classroom hour.

From the explanation above, it can conclude that most important

that applied in senior high school is interactive reading, because it is

about the process of negotiation meaning to understand the text for the

example is narrative text.

9. Techniques in Teaching Reading

Grellet (1999:4) states that there are the main ways of reading as

follow:

a. Skimming

Skimming is quickly running one‟s eyes over a text to get the

gist of it. Skimming is used to gather information quickly. The reader

skims in order to satisfy a very general curiosity about a text. It also

helps the readers to recognize their thought and specify what

information they can get from a book, so that their subsequent reading

is more efficient. For example, reading a newspaper (quickly to get

general news of the day), business and travel brochures (quickly to get

the information).

b. Scanning

Scanning is quickly going through a text to find a particular

piece of information. Scanning occurs when a reader goes through a

text very quickly in order to find a particular point of information

(Williams, 1999:100). For example, a conference guide and airplane

schedule. Scanning involves these steps:

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1) Determine what key word to look for

2) Look quickly through the text for those words

3) When you find each word, read the sentences around it to see if

they provide the information being sought.

4) If they do, not read further. If they do not continue scanning

c. Extensive reading

Extensive reading is longer texts, usually for one‟s own

pleasure. This is a fluency activity, mainly involving global

understanding. The text is always to be read for comprehension of main

ideas, not for every detail word. For example, reading business book.

d. Intensive reading

Intensive reading is reading shorter text, to extract specific

information. This is more an accuracy activity involving reading for

detail. In this ways, each text is read carefully and thoroughly for

maximum comprehension. For example, a contract, a book keeping

report.

From the explanation above, it can conclude that the technique

in teaching reading is very important to apply to the students to read

some text, especially in narrative text. Skimming, scanning and

extensive reading is best technique applied in reading the text.

10. Assessment on Reading

Brown (2004:190-214) states that in his books explains some

reading assessment based on the type of reading. The explanation as

follows:

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a. The design of assessment task for perceptive reading.

Brown (2004:190-193) states that at the beginning level of

reading a second language lies a set of task that are fundamental and

basic : recognition of alphabetic symbols, capitalize and lower case

letters, punctuation, words, and grapheme phoneme correspondences

assessment of basic reading may be carried out in a number of different

ways. Here the design of assessment of perceptive reading, as follows:

1) Reading aloud

The task taker sees separate a letters, words, and/or short

sentences and reads them aloud, one by one, in presence of an

administrator. Since the assessment is reading comprehension, any

recognizable oral approximation of the target response is considers

correct.

2) Written response

The same stimuli are presented, and the test taker‟s task is

to reproduce the probe in writing. The evaluation of test taker's

response must be carefully treated.

3) Multiple-choices

Multiple-choices responses are not only a matter of

choosing one of four or five possible answers. Others format, some

of which are especially useful at the low levels of reading, include

same different, circle the answer, true/false, choose the letter, and

matching.

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4) Pictured-cued item

Test-takers are shown a picture, such as the one on the text

page, along with a written text and are given on of a number of

possible tasks to perform or a true/false procedure might be

presented with the same picture.

b. The design of assessment for selective reading

Brown (2004:194-201) writes that selective reading is largely

the artefact of assessment format. In order to ascertain one's reading

recognition of lexical, grammatical, or discourse feature. Certain typical

tasks are used: pictures-cued tasks, matching, true/false, multiple

choices.

1) Multiple choices (for form-focused criteria)

The mainly reason, so many teacher use this multiple choice

because it is easier to administer and can be scored quickly.

2) Matching task

The test taker's tasks simply to respond correctly which

makes matching an appropriate format.

3) Gap-fillings task

Gap-fillings task or filling in the blank is the item in which

the best taker's response is write a word or phrase.

c. The design of assessment for interactive reading

Brown (2004:201-212) states that reading is a process of

negotiating meaning; the reader brings the text a set of schemata to

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understand it. Typical genre of the interactive reading anecdote, short

narrative, and description.

1) Cloze task

The text taker should give the answer to deleting paragraph

based on their mastering the vocabulary. Even, close task also

made in the form of multiple choices to make raped scoring.

2) Multiple choice plus comprehension question

The test takers should answer the question that has created

by using the criteria of comprehending the text.

3) Short answer task

A popular alternative multiple choice question following

reading passages is the age-old short answer format. A reading

passage is presented, and the rest taker reads question then

answered a sentence or two.

4) Editing (linger task)

Test taker should edit the sentence by choosing one wring

word.

d. The design of assessment reading for extensive reading

Brown (2004:212-215) writes that extensive reading applies to

text of a book more than a page, up to an including professional article,

essay, technical report, etc. The purpose of assessment usually is to tap

into the learner's global understanding of the text design of assessment

of reading for extensive reading as follows:

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1) Skimming

It is the processes of rapid converge of reading matter to

determine its gist or the main idea.

2) Summarizing and responding

Asking the test taker to write the summary of the text, then

give to another test taker to get the response about the summary.

Based on Brown definition of assessing teaching reading above,

the researcher used designing assessment perceptive and extensive as

the assignment in daily activities and designing assessment interactive

as designing for Pre and Post-test.

B. Review on Story Face Strategy

Many teaching strategies have been contributed by teachers and

professional to improve students‟ ability in comprehending English text.

Every teacher strategy has a variety of purposes. As mentioned before, this

research tends to use story face as teaching strategy that has benefits in the

students‟ reading comprehension of narrative text. Therefore, the researcher

only presents literature about the story face that has benefits in students‟

reading comprehension of narrative text.

1. Definition of Story Face Strategy

Story Face is by giving a picture to make the students interest

reading process. Staal in Klingner, et al (2007:98) states that Story Face is

an adaptation of story mapping that provides a visual frame work for

understanding, identifying, and remembering elements in narrative text.

The story face constructed by making the eyes, eyelashes, nose, mouth.

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It is supported by Whitten et al (2009:188) Story Face is an

adaptation of story mapping, which also uses a visual framework for

understanding, identifying and remembering elements in narrative text. In

this theory, he explains that Story Face used the frame work to make

students understand about a text. Before the students reads a text the

students should be identifying and remember about element of narrative

text, so that the students reading the narrative text the students have

background knowledge about text.

Whitten (2009:188) writes that Story Face is a strategy in which

students read a story and generate a map of its events, ideas and key

elements. It means that before students should read the frame work first.

By understanding, the frame work, the students will remember with the

content of the text. When the students read the text the students will be

easy to understanding the text.

Based on the explanation avove, it can conclude that Story Face is

one of the kinds of strategy in teaching learning process. Story Face is a

graphic organizer of a story that is adapted from the story map in order to

help students to recognize the basic pieces of a narrative text. The story

face constructed by making the eyes, eyelashes, nose, mouth.

2. Procedure of Story Face Strategy

Whitten (2009:188) states that in these steps the teacher First, the

teacher give the students an illustration about the text before they read the

text. Next, the teacher tells the students about the text. The last when the

29

teacher read the story, the teacher will pause and give each character a

chance to tell the class what they are thinking and feeling.

Based on the website of allof skripsi.blogspot.co.id Procedures that

we can use to teach the strategy of story face. The procedure is as follows:

a. Preview the Story Face with students prior to reading a narrative text.

b. Review the information (setting, main characters, problem, events,

and resolution) that students are expected to find.

c. Have students read the text and complete the Story Face, either

individually, in pairs, or as a group. Some teachers prefer to have

students fill out the story face as they read, while others prefer that

students fill it out after reading.

Beside that, Morellion in Bedrimiati (2012:23) also contributes the

teaching procedure. The procedure is as follows:

a. Web the main ideas on sketch paper.

b. Negotiate three to five main ideas and circle them.

c. Number the ideas in the order they happened in the book.

d. Record them on the story face.

e. Copy notes from the class story face.

3. Advantages of Story Face Strategy

Staal in Klingner et al (2007:98) states that this strategy gives some

advantages to the students; first, easy to construct. Second, it is easy to

remember. Third, it can guide retelling. Then is collaboratively learned

through discovery. Next, it is flexible. Finally, it provides a frame work

that can facilitate narrative text.

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4. The Shape of Story Face Strategy

Staal in Klingner et al (2007:98) states that it looks like a story

map, only it is shaped like a face. Staal provides examples of “happy” and

“sad” faces. We offer an adaptation of the happy version (for the sad face,

the smile is upside down).

Staal write that the Story Face is constructed by:

a. Making the eye: two circles representing the setting and main

character.

b. Eyelashes: specific description and secondary characters.

c. Nose: problem.

d. Mouth: comprises a series of circles representing the man events that

lead to the solution.

Figure 2.1 Story Face

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C. Review on Direct Reading Thinking Activity (DRTA)

1. The Definition of Direct Reading Thinking Activity (DRTA)

Stauffer in Guzzetti (2002:134) states that DRTA strategy engages

students in active reading and thinking and places the teacher in the role

of facilitator. DRTA is an instructional approach that requires students to

predict, set purposes for reading, and actively seek evidence in the text t

support prediction. The process of predicting, confirming, and refuting

predictions, help students connect prior knowledge with information

from the text.

Al-Hameed (2012:141) writes that the direct reading thinking

activity is associated with the DRA (Directed Reading Activity)

developed by Stauffer (1969). The direct reading thinking activity is a

lesson plan which involves (a) preparation/readiness/motivation for

reading a lesson; (b) silent reading; (c) vocabulary and skills

development; (d) silent and /or oral reading; and (e) follow-up or

culminating activities.

Kern (2000:135) writes that DRTA is one teaching strategy useful

for guiding learners‟ thinking process during reading for enhancing their

motivation. DRTA developed by Stauffer (1969), the DRTA encourages

readers (1) to establish goals and read purposefully, (2) to make

inferences and predictions while reading, and (3) to evaluate the fit

between information in the text and their own mental representations of

the text.

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The statements above can be concluded that DRTA strategy is a

comprehension strategy that guides the students in asking questions about

a text, making prediction, and then reading to confirm or refute the

prediction. The DRTA process encourage the students to be active and

thoughtful, enhancing the prediction.

2. The Purposes of Direct Reading Thinking Activity (DRTA)

Brunner (2011:56) writes that the purpose of the DRTA strategy

from Stauffer is to help students read critically and reflect upon what

they read. This strategy help students determine a purpose for reading,

carefully examine the text, and remain engaged throughout the lesson.

Although this strategy can be modifier for nonfiction, it is easily

implemented with fiction.

The basic of DRTA involves the teacher working with a small

group of students (6-12) as they read a short story or selection, pausing at

teacher. Selected stopping points to think and predict. The purpose of this

teacher guided reading of the text is to help students think actively and

become personally engaged in the reading (Blachowicz, 2008:138-139)

From the statement above it is clear that DRTA intents on

supporting students to think critically and examine reading experience.

This strategy also can be implemented in both fiction and nonfiction

material.

3. The Advantages and Disadvantages of DRTA

Brunner (2011:57) states that the advantages of DRTA, there are:

a. Easily implemented

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b. Requires active participation from the reader

c. Requires only moderate advance preparation from the teacher

d. Encourages a positive students attitude toward strategy

e. Encourages silent reading

f. Helpful in classroom when students have a wide range of academic

ability

g. Can easily be implemented with nonfiction text

Brunner (2011:57) states that the disadvantages of DRTA, there

are:

a. This strategy may slow the reading of advanced readers

b. Opportunities for participation are diminished

c. It needs long time (can be completed in 30 to 40 minutes)

d. It requires a sufficient number of texts for all students to read. They

also need paper and pencils.

4. Steps of Direct Reading Thinking Activity

Mary (1995) states that the guidelines for helping students apply

DRTA in each of the three stages of reading:

a. Pre-Reading

1) Survey the text with the students, looking for clues aout the

content-clues such as title, section headings, key words,

illustration.

2) Help the students make predictions about the text‟s content.

34

3) Have students write their prediction down on a PREDICTION

Verification Checklist, as you write them on the board or

overhead transparency.

4) Make sure the students understand how to use the checklist to

classify their predictions as: proved, disproved, partially

right/wrong, requires revision, not mentioned, not enough

information.

5) Help the students stablish a purpose for reading by directing them

to read the text to determine whether it proves or disproves their

prediction.

b. During Reading

1) Have the students read the text, silently or aloud, individually or

in group, to verify their predictions.

2) Instruct the students to place a check mark under the appropriate

category on the Prediction Verification Checklist as they read the

text.

c. Post-Reading

1) Have the students compare their prediction with the actual content

of the text.

2) Ask the students to analyze their checklist and determine how

well they predicted the content of the text.

3) Verify that the students have learned the DRTA strategy by

having them answer the following metacognitive questions.

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Crawford (2005:46) writes that the table of Direct Reading

Thinking Activity Chart.

Table 2.1 Direct Reading Thinking Activity Chart

What will do you think

will happen?

Why do you think so? What did happen?

After reading the

title

After reading the

first part

After read the

second part

After reading to

the end

D. Rewiew on Genre

1. Definition of Genre

Pardiyono (2007:2) states that genre is the text type that functions

as frame reference that a text can construct effectively, effective purpose

and construction of text element also diction. Hartono (2005: 4) states that

genre is used to refer to particular text types not to traditional varieties of

literature. It means that genre is a type or kinds of text, defined in terms of

its social purposes, also the level of context dealing with social purpose.

Based on the explanation above, it can be concluded that genre is a

text type that has function, stage, goal and social process. So every genre

has different purpose, generic structure and language features.

2. Kinds of Genre

Pardiyono (2007:2) classifies the text into nine types, they are:

descriptive, recount, narrative, discussion, exposition, news item, report,

anecdote, and review. It can be explained as below:

1) Descriptive

36

It is a type of text, which has specific function to give description about

object or thing or people.

2) Recount

It is a type of text, which has specific function to inform about the past

activity.

3) Narrative

It is a type of text to retell activity or past event for narrating

problematic and resolution to amuse or entertain and often intended to

give morality to the reader.

4) Discussion

It is kind of text to package information in the general ideas or options

about the phenomenon that occurs in the community from the two point

of view.

5) Exposition

It is kind of text to argue that something is the case (analytical

exposition) and something should be or no (hortatory exposition).

6) News item

It informs the readers, listeners or viewers about newsworthy event.

7) Report

It is type of text to give information natural or non natural phenomenon

or things in the world to add knowledge to the reader.

8) Anecdote

The text uses for sharing with other an account of unusual or amusing

event.

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9) Review

It is kind of text to evaluate the quality of books and other works of art.

Furthermore, the syllabus of tenth grade of SMK Batur kaya 2

ceper Klaten, genres of the text which are taught namely: Descriptive,

Recount and Narrative. Hence, the researcher only focuses on narrative

text.

E. Review on Narrative Text

Narrative text is one of the genre text form. It is the material which has

been used by researcher in the teaching reading text. The researcher measured

the students‟ reading narrative text ability. Therefore the researcher discusses

some points which relates with narrative among other, the definition, the

social function, generic structure and language features of narrative text.

1. The Definition of Narrative Text

Anderson (1997:9) states that a narrative text is a piece of text

which tells a story and, in doing so, entertains of informs the reader or

listener. Based on website duolala.blogspot.co.id Narrative text is a story

with complication or problematic events and it tries to find the resolution

to solve the problems.

Nurdwiansyah (2015:2) writes that narrative text is a text about

telling a story which tells conflicts among the participants and there is a

plot of problem solving in it. Furthermore Wagner (2008:8) states that

narrative text is a kind of text that is suitable to tells about the activity or

the past events that is using the problematic experience and resolution to

amuse and entertain the readers

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Based on the definition above, it can be concluded that narrative

text is a story tell us about events or something interesting in the past that

has purpose to amuse and entertain the reader.

2. The Social Function of Narrative Text

Herlina (2012:149) states that the social function of narrative text

are to amuse, entertain and deal with actual and vicarious experience.

Based on the website of Aris Munand, the purpose of narrative text is to

amuse or entertain the reader with a story Based on the explanation above,

it means that the social functions of narrative text is quite similar to the

purpose of the text. Related to narrative text, the social function is to

amuse and entertain the readers about a story and to deal with actual or

various experience in different ways.

3. The Generic Structure of Narrative Text

Anderson (1997:8) states that the steps for constructing a narrative

are:

a. Orientation

In which the narrator tells the audience about who is in the story

are, when the action is taking place, and where the action is happening.

(Can be a paragraph, a picture or opening chapter).

b. Complication

Sets off a chain of events that influences what will happen in the

story.

c. Sequence of events

Where the characters react to the complication.

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d. Resolution

In which the characters finally sort out the complication.

e. Coda

A coda is optional step in constructing a narrative text. It provides

a comment or moral based on what has been learned from the story.

4. The Language Features of Narrative Text

Wagner (2008:9-10) states that the language features usually found

in narrative text are:

a. Can use either past or present tense, but consistency needs to be

maintained.

b. Use varied sentence length. Varied sentence types-simple, compound

and complex.

c. Use particular rather than general nouns, especially for main

character/s: „Harry‟ instead of „the boy‟.

d. Use personal pronouns to avoid overuse of proper nouns when referring

characters.

e. Use preposition in phrase telling where, when and how.

f. Use conjunction related to time, such as „before‟, and other connectives,

such as „suddenly‟.

g. Generally, the active voice is preferred over the passive, as it gives

more of a sense of immediacy: „the falling branch hit her‟ instead of

„she was hit by the falling branch.

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F. Previous Related Study

The researcher present the previous study dealing with topic. The first

title is: The Effect of Story Face on Students‟ Reading Comprehension of

Narrative Text in Grade VIII of Islamic Junior High School Nurul Hidayah

Pematang Kayu Arang. This thesis is arranged by Bedrimiati from

Department of English Education Faculty of Education and Teacher Training

of The State Islamic University of Sultan Syarif Kasim Riau in Academic

Year 2012. The aim of this research is to find out whether teaching reading

using story face is effective to increase the students‟ reading comprehension.

The subject of the study was the students of Islamic junior high school Nurul

Hidayah in grade VIII in the academic year 2011/2012. The research method

which was used in this research is pre-experimental design. The research

using pre-test and post-test in the collecting the data. The result that t-test was

bigger than t-table, that was 2.06 < 3.43 > 2.79. The researcher said that

students‟ reading comprehension increased significantly after the researcher

implemented the use of story face when teaching narrative text. In the other

words, story face had significance effect on improving students‟ reading

comprehension of narrative text. It can be proved from the result of pre-test

and post-test.

The similarities this thesis with researcher‟s thesis is this study used

story face strategy to teach reading comprehension. The differences are; (1)

the thesis used pre experimental research design but the researcher‟s thesis

used quasi experimental design (2) the subject of this thesis is in junior high

school but the researcher‟s thesis is in senior high school. The conclusion of

41

this thesis is the students‟ reading comprehension achievement increased

significantly after the researcher implemented the story face when teaching

narrative text.

The second title is: The Effectiveness of Story Mapping Technique

toward Students‟ Reading Comprehension of Narrative Text (A Quasi-

Experimental Study at the Tenth Grade Students of SMAN 1 Kota Tangerang

Selatan in The Academic Year of 2014/1015. This thesis is arranged by Dewi

Nurpitriyani from department of English Education Faculty of Tarbiyah and

Teachers‟ Training Syarif Hidayatullah State Islamic University in Academic

Year 2015. The aim of this research is to find out the effectiveness of story

mapping technique in teaching reading comprehension of narrative text to

tenth grade students in order to see whether or not using story mapping

technique is effective toward students‟ reading comprehension and to find out

what extent story mapping technique is effective towards students‟ reading

comprehension of narrative text. The subject of the study was the students of

SMAN 1 Kota Tangerang Selatan in grade tenth in the academic year of

2014/1025. The research method which was used in this research is

quantitative method and the design used in this study was purposive a quasi-

experimental design. The sampling technique used in this study was

purposive sampling. In this technique, two classes were chosen as

experimental class and control class. The technique of collecting data used in

this study was test which conducted twice as pre-test and post-test. The result

of this study showed that there was significant difference toward students‟

42

reading achievement of narrative text using story mapping technique. It can

be proved from the result of pre-test and post-test.

The similarities this thesis with the researcher are; (1) the aim of this

thesis is the effective toward students‟ reading comprehension of narrative

text at the tenth grade, (2) the thesis use quasi experimental design, (3) the

technique of collecting the data used test with pre and post-test. But the

differences is the name of the strategy is different from the thesis of the

researcher.

G. Rationale

The students in SMK Batur Jaya 2 Ceper Klaten have problems in

reading comprehension, especially in the tenth grade in learning English have

difficult to comprehending the text. The factor of the problems are: the

students‟ less vocabulary, students confuse to understand the contain of the

text because they don‟t know the meaning of the text, the students get

difficulties to analyse a text to determine its generic structure, the students get

difficulties to catch the main idea of the text, bored with the situation during

learning process, etc.

The one of teaching reading purpose is to enhance the students reading

comprehension. It is needed strategy that is able in teaching reading

comprehension. Here the researcher suggest implementing Story Face

strategy. Story Face strategy help the students to easy comprehend the text. It

also can be applied for the narrative text. Story Face strategy has unique

shape namely face to make students interest to study about narrative text.

43

From the explanation above, it can be concluded that Story Face

strategy can overcome the students‟ reading comprehension problem in the

tenth grade students of SMK Batur Jaya 2 Ceper Klaten in the academic year

of 20172018.

H. Hypothesis

To know the effectiveness of teach students‟ reading comprehension

by using Story Face, the researcher formulates two hypotheses that will be

tested by using t-test. They are:

1. Alternative Hypothesis (Ha)

There is a significant effect of using Story Face in teaching reading

comprehension at the tenth grade of SMK Batur Jaya 2 Ceper Klaten in the

academic year of 2017/2018.

2. Null Hypothesis (Ho)

There is no significant effect of using Story Face in teaching reading

comprehension at the tenth grade of SMK Batur Jaya 2 Ceper Klaten in the

academic year of 2017/2018.

44

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher discusses five points. It includes: (1)

research design (2) setting of the research (3) population, sample and sampling (4)

the technique of collecting data (5) technique analysis data.

A. The Research Design

This research applies experimental design. Frankel and wallen

(2012:265) states that experimental research is one of the most powerful

research methodologies that researchers can use. Sugiyono (2015:108) states

that there are several forms of experimental design that can be used in research

namely, Pre-Experimental Design, True Experimental Design, Factorial Design

and Quasi-Experimental.

The design of this research used Quasi-Experimental design,

specifically one group pre-test and post-test design. Sugiyono (2015:114) states

that a quasi-experimental research refers when a research conducted in the

classroom setting and the researcher cannot control all of the external factors

throughly that may influence the process of treatment in the control class.

Cohen (2000:214) states that one of the most commonly used quasi-

experimental design in educational research can be represented as:

Table 3.1 Research Design

Experimental O1 X1 O2

Control O3 X2 O4

45

Where:

O1 : the pre-test in experimental group

O2 : the post-test in experimental group

O3 : the pre-test in control group

O4 : the post-test in control group

X1 : treatment in experimental group

X2 : treatment in control group

The research dealt with two variables. They are Story face and reading

comprehension. The story face represented the independent variable and the

reading comprehension as the dependent variable. In this research, the

researcher wanted to know how is the effectiveness of teaching reading

comprehension on narrative text through story face at the tenth grade students

in SMK Batur Jaya 2 Ceper Klaten. So, there were two groups‟ namely

experimental group and control group. Experimental group was the class who

taught by story face and control group was the class who taught another

strategy. The strategy is Direct Reading Thinking Activity (DRTA).

B. Setting of the Research

In conducted the research, the researcher should decide the place of the

research and the time of the research.

1. Place of the Research

This research was carried out at SMK Batur Jaya 2 Ceper Klaten. It

is located on Besole-Ceper street no. 02, Krenekan Klepu Ceper Klaten

Jawa Tengah 57465.

46

2. Time of the Research

This research was conducted in four meeting at the tenth grade of

SMK Batur Jaya 2 Ceper Klaten in the academic year of 2017/ 2018.

This research was carry out on September 2017 up to May 2018.

C. Population, Sample, and Sampling

1. Population

Arikunto (2013:173) states that populations is all subject of a

research. The population in this research of this research is tenth grade of

SMK Batur Jaya 2 Ceper Klaten in academic year 2017/2018. There are five

classes for the tenth grade students of the school. They are X AK

(Akuntansi), X KI (Kimia Industri), X AP (Administrasi Perkantoran), X

TSM (Tekhnik Sepeda Motor) 1 and X TSM (Tekhnik Sepeda Motor) 2.

Each class contained different total students. And the total numbers of

students is 158. The researcher used two classes as the sample. They are the

experimental class and control class.

2. Sample

Sugiyono (2010:62) states that sample is a part of the total and

characteristic which is has by the population. The samples which are taken

must be representative.

The sample of the research are the X TSM (Tekhnik Sepeda Motor) 1

and X TSM (Tekhnik Sepeda Motor ) 2 in the tenth grade students of SMK

Batur Jaya 2 Ceper Klaten in the academic year 2017/2018. The number of

students in the X TSM 1 is 27 students and the number of X TSM 2 is 30

students. So, the total number of the students in both classes is 57 students.

47

The tenth grades X TSM 2 was experimental class and the tenth grades X

TSM 1 was control class. The experimental class would be taught using

Story Face and the control class would be taught using Direct Reading

Thinking Activity (DRTA).

3. Sampling

Sampling is the way or technique of taking sample out of population.

Fraenkel and Wallen (2012:91) states that sampling refers to the process of

selecting the individuals (a sample) from a population preferably in such a

way that the individuals are representative of the larger group from which

they are selected.

There are two types of sampling such as probability sampling and

non probability sampling (Sugiyono, 2010:62). The researcher used

purposive sampling. Purposive sampling technique is a technique which

selects the sample based on the purpose of the research, (Sugiyono,

2012:85).

D. The Technique of Collecting Data

In collecting the data, this researcher used test. A test is used to

examine and measure the qualities of someone or the knowledge or abilities of

someone. Brown (2004:3) states that a test is a method of measuring a person‟s

ability, knowledge, or performance in a given domain. The test is pre-test and

post-test that is tasted in experimental and control group and the form of the

test an objective test in the form of a multiple choices type.

48

Before doing test, the researcher did try out first. The result of the try

out then is analyzed to know the instrument‟s validity and reliability and to

know whether any of items should be revised or not.

1. Validity of the Test Instrument

Arikunto (2013: 211) writes that validity is a measure that indicates

the levels of validity or validity of an instrument. A test is considered valid

if it able to measure what is to be measured. Cohen (2000:105) states that

Validity is an important key to effective research. If a piece of research is

invalid then it is worthless. In quantitative research validity might be

improved through careful sampling, appropriate instrumentation and

appropriate statistical treatments of the data.

To calculate the validity of the items used formula Product Moment

Pearson as follow:

∑ (∑ )(∑ )

√{ ∑ (∑ )} { ∑ (∑ )}

(Arikunto, 2013:213)

Where:

n: the number of the students

X: the number of the scores of each item

Y: the number of the scores of each students

rxy: the coefficient of correlation between X and Y

49

The criteria in this research is, if rcount higher than rtable (rxy > rtable), so

the item is valid. However, if rcount lower than rtable (rxy < rtable), so the item is

invalid.

From the formula above, the researcher had done tryout test. The

result of rhis research was consulted to critical score for r-product moment

or rtable. If the obtained coefficient of correlation was higher than the critical

score for r-product moment, it mean that a test was valid at 5% level

significance. On the contrary, if rcount < rtable the item test was invalid and

must be deleted from the test.

Table 3.2 Validity of Tryout

Criteria R table Number of question Total

Valid 0,444 1,2,5,7,8,11,13,14,15,17,18,20,23,24,25,26,28,30,31,

33,34,36,38,40,41,42,44,45,47,59

30

Invalid 3,4,6,9,10,12,16,19,21,23,27,29,32,35,37,39,43,46,48

,50

20

2. Reliability of the Test Instrument

Arikunto (2013:221) states that reliability shows in one sense that

something quite reliable instrument to be used as a data gathering tool

because the instrument is good. Reliable means reliable, so reliable. While

Cohen (2000:117) states that reliability in quantitative research is a

synonym for consistency and replicability over time, over instruments, over

groups of respondents.

In this research, to measure the question by using Belah Dua

method. This method was chosen because the point that used only one

50

device. Belah Dua method is a method of reliability testing that is done by

dividing the side problems into two parts, next correlating the total score of

both. The way of way of splitting the side in this research by using butir

awal dan butir akhir (Purwanto, 2009:160).

In this research, Spearman-Brown formula is used to examine the

reliability of the test instrument. The formula is as follows:

Where:

= reliability of item test

= correlation of product moment between two side of item test

The criteria in this research is, if rcount higher than rtable (r11 > rtable) so

the item is reliable. However, if rcount lower than rtable (r11 < rtable) so the item

is not reliable (Purwanto, 2009:180)

The value of reliability is categorized as follows:

Table 3.3 Categories of Reliability

Value r11 Description

0,8 – 1, 000 Very High

0,6 – 0,799 High

0,4 – 0,599 Adequate

0,2 – 0,399 Low

51

< 2,000 Very Low

(Arikunto, 2013:319)

The researcher has done validity test, then performed reliability

testing on those instruments. Reliability test used to determine the level of

consistency in answer to the instrument. A good instrument accurately has

consistent answers to the instrument whenever it is presented. Based on the

calculation point about the reliability of tryout coefficient obtained by r11=

0,884. From the result above it can be concluded that the instrument can be

trusted to be used as a data collection tool.

3. Degree of Test Difficulty

The level of difficulty the tests show how difficult or how much

easier to items test or test overall held. Thus, it will be known whether a test

item is very difficult, difficult, medium, easy, or very easy (Solikhah,

2015:55)

A good question is a question that not too difficult and not too easy

either. Formula for degree difficulty is:

P = JJB : JPT X 100%

Where:

P : index of difficulty

JJB : the number of students who answer an item correctly

JPT : the total number of students

52

The index of difficulty level can be classified as follow:

Table 3.4 Index of Difficulty Level

Value Description

81-100% Very easy

70-80 Easy

41-69 Medium

20-40 Difficult

10-20 Very difficult

(Solikhah, 2015:76)

Based on the result of the tryout conducted to 29 students of class X

kimia have been obtained some result. the result of the tryout from 50

questions there are 15 questions of matter within the category of very easy,

10 questions of matter within the category of easy, 7 questions of matter

within the category of medium, 6 questions of matter within the category of

difficult, 12 questions of matter within the category of very difficult.

E. Technique of Analysis Data

To prove the hypothesis, the score of experimental and control class

were analyzed the first was unit analyzing. It includes mean mode, median and

standard deviation.

1. Unit Analyzing

a. Mean

Sugiyono (2010:49) states that mean is average that obtained from

the sum of all score and divided with the total of the individual. The

formula to obtain the mean in this research is as follows:

53

X = ∑

Where:

X : the mean

x : raw score

∑ : the sum of

N: the number of cases

b. Mode

Sugiyono (2010:47) writes that mode is a score of group which has

a biggest frequency. To calculate mode, the formula used is:

(

)

Where:

Mo: the mode

L : the lower limit of the interval within which the mode lies

I : the interval size

f1 : the frequency of the interval containing mode reduced by that of

the previous interval

f2 : the frequency of the interval containing mode reduced by that of

the following interval

c. Median

Sugiyono (2010:48) states that median is a score who limits a half

of frequency in under distribution from the upper distribution. The

formula used is:

(

)

54

Where:

Me: the median

L : the lower limit of the interval within which the median lies

I : the interval size

n : the number of cases in the distribution

cfb: the cumulative frequency in all intervals below the interval

containing the median

fw : the frequency of cases within the interval containing the median.

d. Standard Deviation

Standard deviation is the distance of an individual value from the

mean.

√∑( )

Where:

S: the symbol for standart deviation

∑ : the mean of students score

X : value of the item

n : total number of items

2. Pre-requisite Test

A requirement for the t-test, firstly the data instrument of

experimental class and control class must be calculated using

normality and homogeneity test. The researcher use T-test to find out the

differences between the students‟ scores which were taken from pre-test

and post-test in experimental class and control class. Before calculate the

55

hypothesis testing, the researcher first measure normality and homogeneity

test.

a. Normality Test

Normality test is implemented to find out whether the class have

normal distribution index or not in this research. In order to test the

normality, the researcher used liliefors formula as follows:

;

∑

; √

∑ ∑

Lo (L obtained) > Lt (L table) = data do not have normal distribution.

Lo (L obtained) < Lt (L table) = data have normal distribution.

b. Homogeneity test

Homogeneity test is conducted to find out whether the variances

of scores in control and experimental groups are homogeneous or not.

In order to test the homogeneity, formula as follow:

The criteria in this test is to compare the F count with F table.

Where if Fcount lower or equal with Ftable ( ≤ ), so Ho is accepted and

Ha is rejected. Ho accepted means homogeneous variance (Sugiyono,

2015:276)

3. Hypothesis Test (T-test)

In analyzing the data, the researcher uses t-test. T-test is used to

compare the means of two groups. The formula of the t-test used in

analyzing the data is as follow:

56

√( ) ( )

( )

Where :

t : The effectiveness of the treatment

e : The average of experiment group

c : The average of control group

s1 : The deviation from the individual in group 1

s2 : The deviation from the individual in group 2

n1 : The number of subject in group 1

n2 : The number of subject in group

Sugiyono (2012: 197)

Criteria of examination if tcount > ttable so Ha accepted and Ho rejected.

However, if tcount < ttable so Ha rejected and Ho accepted.

57

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

This chapter discusses the result of the research conducted in the tenth

grade students of SMK Batur Jaya 2 Ceper Klaten. This chapter provides some

findings and discussion about the use of Story Face in reading comprehension.

This chapter consists of the research finding, data analysis, and discussion.

A. Data Description

The objective of this research is to find out the effectiveness of applying

Story Face for the students‟ reading comprehension in SMK Batur Jaya 2

Ceper Klaten in academic year of 2017/2018. The researcher chose two classes

as the sample. They are X TSM 2 as the experimental group that consists of 32

students and X TSM 1 as the control group that consists of 27 students.

The researcher gave the pre-test to both experimental group and control

group to know that both classes are homogeneous. After that, the researcher

gave the treatment in four times and then gave the post-test. The result of the

post-test of both group are compared by using t-test formula. The data of two

groups can be seen as follow:

1. Pre Test Result

a. Experimental group

The experimental group is a class that was taught by using Story

Face for students‟ reading comprehension. X TSM 2 as experimental

group consist of 30 students. They have performed the test presented by

the researcher. The descriptive data analysis of pre-test reading

58

comprehension in experimental class the students got score 40 up to 77.

Based on the table frequency can be found that the mean of the test is

57.73, the mode is 43, the median 58,5 and the standard deviation is

11.33.

b. Control group

The control group is a class that was taught by using Direct

Reading Thinking Activity (DRTA) for students‟ reading

comprehension. X TSM 1 as control group consists of 27 students. They

have performed the test presented by the researcher. The descriptive data

analysis of pre-test reading comprehension in control class the students

got score 40 up to 80. Based on the table frequency can be found that the

mean of the test is 58.14, the mode is 50, the median 57 and the standard

deviation is 10.58.

The data frequency of students‟ score can be showed by the table

as follow: Table 4.1 Frequency Distribution of Reading Comprehension Pre-Test Data in

Experimental Class and Control Class

Pre Test Experiment Pre Test Control

No Score Frequency

Frequency

Cumulative

No Score Frequency Frequency

Cumulative

1 40 2 2 1 40 1 1

2 43 4 6 2 43 1 2

3 47 1 7 3 47 3 5

4 50 3 10 4 50 4 9

5 53 3 13 5 53 3 12

6 57 2 15 6 57 3 15

7 60 3 18 7 60 2 17

8 63 3 21 8 63 3 20

9 67 3 24 9 67 1 21

10 70 2 26 10 70 3 24

11 73 2 28 11 73 1 25

12 77 2 30 12 77 1 26

13

12 80 1 27

59

Figure 4.1 Histogram of Pre Test Reading Comprehension Score in Experimental and

Control Group

2. Post Test Result

a. Experimental Class

The descriptive data analysis of post-test reading comprehension in

experimental class the students got score 50 up to 83. Based on the table

frequency can be found that the mean of the test is 71.43, the mode is

80, the median is 73 and the standard deviation is 9.07.

b. Control Class

The descriptive data analysis of post-test reading comprehension

in control class the students got score 50 up to 83. Based on the table

frequency can be found that the mean of the test is 66.03, the mode is

63, the median is 67 and the standard deviation is 9.04.

60

Table 4.2 Frequency Distribution of Reading Comprehension Post-Test Data in

Experimental Class and Control Class

Post Test Experiment Post Test Control

No Score Frequency

Frequency

Cumulative

No Score Frequency Frequency

Cumulative

1 50 1 1 1 50 2 2

2 57 2 3 2 53 1 3

3 60 2 5 3 57 2 5

4 63 3 8 4 60 4 9

5 67 3 11 5 63 4 13

6 70 2 13 6 67 4 17

7 73 4 17 7 70 2 19

8 77 4 21 8 73 3 22

9 80 6 27 9 77 2 24

10 83 3 30 10 80 2 26

11

11 83 1 27

Figure 4.2 Histogram of Post Test Reading Comprehension Score in Experimental and

Control Group

61

B. Data Analysis

The data obtained from both experimental and control group are used to

be analyzed to know the difference between the experimental group and

control group. To reveal the difference, the researcher uses t-test. The t-test

requires normality and homogeneity were tested first based on the pre-test and

post-test score.

1. Normality and Homogeneity

Before analyzing the data using t-test, the normality homogeneity test must

be done. The normality test had to reveal that the samples are in normal

distribution, while, homogeneity test had to be done to know the data of the

sample that were taken from population were homogeneous. The test as

presented as follow:

a. Normality

Normality is used to test the sample from the population whether they

have normal distribution or not. In this research, the researcher used

Liliefors formula for the normality.

Table 4.3 The Summary of Normality Test Using Liliefors

No Data Number

of

Sample

L Obtained

(LO)

L Table

(Lt)

Distribution of

Population

1 Post Test

(Exp)

30 0.10128 0.16176 NORMAL

2 Post Test

(Ctrl)

27 0.1129 0.17051 NORMAL

62

The explanation of the table above is follow:

1) The result of normality test of the post test data of the students who

was taught by using Story Face shows that the highest score (Lo

max) is 0.10128 and the Ltable for n 30 is 0.16176, it means that Lo is

lower than L table so the sample is in normal distribution.

2) The result of normality test of the post test data of the students who

was taught by using Direct Reading Thinking Activity (DRTA)

shows that the highest score (Lo max) is 0.1129 and the Ltable for n

27 is 0.17051, it means that Lo is lower than L table so the sample is

in normal distribution.

b. Homogeneity

The homogeneity test is used to know whether the two samples of group

are homogeneous. The data of the sample that were going to be analyzed

if XO2 is lower that XI

2 with α = 0.05. The table of homogeneity test

could be showed as follow:

Table 4.4 The Computation of Homogeneity Test

Data The number of

sample X0

2 X1

2 Alfa (α) Verb

Post Test 57 1.006 1.907 0.5 Homogeny

Based on the table above can be concluded that Xo 1.006 lower

than X1 at the level of significant 0.05= So Xo² < X1² (1.006 < 1.907)

and the data were homogeneous.

2. The hypothesis testing

The hypothesis test can be done after the normality and the homogeneity

test are done. In this research, the researcher used t-test for the research.

63

a. Seeking mean

Mean Experimental class (Xe)

Xe = ∑

Xe =

Xe = 71.43

Mean Control class (Xc)

Xc = ∑

Xc=

Xc = 66.03

b. Seeking variance

Variance (standard deviation) of Experimental class

√∑( )

√

√

Variance (standard deviation) of Control class

√∑( )

64

√

√

c. Seeking t

√( ) ( )

( )

√( ) ( )

(

)

√( ) ( )

( )

√

( )

√

( )

√ ( )

√

65

The result of t computation (t-test) stated that tscore is 2.24 and t table is

2.00 with degree freedom 55 and the level significant is 0.05. The result

provides that tscore is higher than t table so the null hypothesis (h0) is rejected.

It means that there is any significant different in reading comprehension

achievement between students that taught by using Story Face and the

students that taught by using Direct Reading Thinking Activity (DRTA).

C. Discussion

The result of the test showed that the mean of reading comprehension

before given treatment in experimental class is 57.73 while control class is

58.14. After given treatment, the mean of reading comprehension in

experiment class is 71.43 while control class is 66.03. The calculation above

can be concluded that there is significant difference between experiment class

and control class where the mean of students‟ reading comprehension in

experiment class (71.43) is higher than students‟ reading comprehension in

control class (66.03) which indicated that the students scored better after being

taught using the Story Face. Story Face uses the frame work to make students

understand about a text. Before the students read a text, their should be

identfying and remember about element of narrative text, so that the students

reading the narrative text, the students have background knowledge about text.

The second findings prevailed was before giving the treatment,

researcher checked the balance of the students‟ initial ability of both classes.

The data used to test the balance was the score of pre-test. Analysis of initial

data was conducted through normality test that aimed at showing whether the

66

data is normally distributed or not. This can be seen from the normality test

with liliefors formula, where Lcount < Ltable , α =5%. On the normality test of

pre-test of the experimental class, it can be seen L count (0.101) < L table

(0.161) and the control class L count (0.112) < L table (0.170). Since

homogeneity test shows F count (1.006) < F table (1.907), it can be concluded

that the two classes are homogeneous.

The normality test of post-test of experimental class result was L count

(0.101) < L table (0.161) and control class results L count (0.112) < L table

(0,170). Ho accepted if L count < L table. The post-test demonstrate that the

hypothesis of those classes is normal on the distribution. It is proved with F

count (1.006) < Ftable (1.907) from the homogeneity test that had the same

variant. The last phase of the t-test, it is obtained tcount = 2.24 with t table = 2.00

with the standard of significant 5%. Because of t count > t table = (2.24> 2.00) so

Ho was rejected. It means that using Story Face in teaching reading

comprehension was effective.

Based on the teaching learning process, the students are interested in

learning reading using Story Face strategy than using Direct Reading Thinking

Activity (DRTA). The implementation of Story Face strategy in the class is

effective to their reading comprehension which activities make them active in

learning process. The teacher asks the students to fill in the shape of Story Face

based on the place of the part of text. for the example in a eyes is part of setting

and main character. The eyelashes for the specific description and secondary

characters. The nose for the problems and than the mouth is for the generic

structure for narrative text. It is fun to be done in the team work.

67

Based on the explanation above, it can be said teaching reading

comprehension by using Story Face in the tenth grade of student SMK Batur

Jaya 2 Ceper Klaten is significantly effective and different from teaching by

using Direct Thinking Reading Activity (DRTA). Therefore, Story Face is

effective for teaching reading comprehension on narrative. It is proved by

acceptability of Ha because the students treated by using Story Face in

experimental group achieved better score than the students taught by using

Direct Thinking Reading Activity (DRTA) in the control group.

68

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter discusses about the conclusion, implication, and suggestion

of the research finding. The explanation of each section can be seen as follows:

A. Conclusion

After analyzing the data, the researcher gets the result of the analysis.

The researcher got the result of the analysis. The result is that tscore 2.249076

whereas t table at level significant 0.05 is 2.004044769. It shows that t score

higher than t table. It means there is significant difference in reading

comprehension score between the students taught by using Story Face and the

students taught by using Direct Reading Thinking Activity (DRTA) at tenth

grade students of SMK Batur Jaya 2 Ceper Klaten in the academic year of

2017/2018.

Based on the finding, it could be concluded that Story Face

contributed to the enhanced comprehension of reading materials during the

reading lessons specifically to the students with average proficiency level of

English. Finding from the study discovered that cogently it could be argued

that the integration shape of face and words in reading materials for reading

comprehension of tenth grade students enhanced reading comprehension.

Hence the students could understand what is read better and display their

understanding by answering the comprehension question more accurately.

B. Implication

The result of the research shows that use Story Face and Direct

Reading Thinking Activity (DRTA) shows a significant different in the

69

achievement of reading comprehension. The use of Story Face is able to give

higher in reading comprehension than use Direct Reading Thinking Activity

(DRTA). It implies that Story Face is better applied in teaching reading

comprehension, particularly to tenth grade students of SMK Batur Jaya 2 Ceper

Klaten in the academic year of 2017/2018. The application of Story Face in

teaching reading comprehension is more effective than use Direct Reading

Thinking Activity (DRTA).

C. Suggestion

Related to the conclusion on the result of this research positively

indicates that there is positive effect using Story Face in teaching Reading

comprehension. Some suggestions for the teaching and learning English are

proposed as follows:

1. To the students

a. The students have to stay focus on teacher‟s direction in order to be able

to practice and apply the group discussion used by the teacher.

b. The students must have high motivation to follow the English lesson,

especially in reading comprehension.

c. The students are suggested to read the reading text accurately to find the

difficult words to comprehend the text.

d. Students should help each other to finish the reading task so each member

can understand how to do the task.

70

2. To the English teacher

a. Teaching English is difficult, so to make the students interested teacher

should use various strategies in learning process. The teacher can choose

appropriate strategy according to the situation and topic.

b. Teachers can use Story Face strategy to teach reading comprehension and

makes students achievement improved.

c. The English teacher should give motivation to the students in teaching

learning process.

3. To the other researcher

This research can be used as a reference to the other researcher. The

researcher knows that this research paper can not give many contributions

especially in reading comprehension. Hopefully this research can be

developed by the other researcher realize that this research paper is not

perfect. There are many weakness of this research because of the limited

skills of the research. Hopefully, this research can be used as the reference

for the other researcher who wants complete the research in different point.

71

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/2018, 01:34 p.m)

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(Feb/4th

/2018, 10:55 p.m)

https://r.search.yahoo.com/_ylt=Awrxg3zpicNaf0MAf1z3RQx.;_ylu=X3oDMTEyMmRyY2dmBGNvbG8Dc2czBHBvcwMxBHZ0aWQDQjQzNzFfMQRzZWMDc3I-/RV=2/RE=1522793066/RO=10/RU=http%3a%2f%2fhomepages.wmich.edu%2f~whitten%2fStudentsatWesternMichigan%2fsped534strategies%2fReading%2520Comprehension%2fThe%2520Story%2520Face.doc/RK=2/RS=T6m5ZHG.2z.98cUGmDIAfK6Qqas-

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http://duoulala.blogspot.co.id/2013/07/narrative-text-definition-purpose.html?m=1

http://duoulala.blogspot.co.id/2013/07/narrative-text-definition-purpose.html?m=1

https://www.collinsdictionary.com/dictionary/english/teaching






http://allofskripsi.blogspot.co.id/2012/12/story-face-strategy-to-improve-students.html

74

APPENDICES

75

SILABUS SMA/MA/SMK

Mata Pelajaran : BAHASA INGGRIS - WAJIB

Kelas : X

Kompetensi Inti :

KI 1 : 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 menunjukkan 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 pengetahuan faktual, konseptual, prosedural

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.

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

Kompete

nsi Dasar

Materi

Pokok Pembelajaran Penilaian Alo

kasi

Wa

ktu

Sumber

Belajar

1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internatio

Teks

naratif

lisan dan

tulis

berbentuk

legenda

sederhana.

Fungsi

sosial

Menelada

ni nilai-

nilai

moral,

Mengamati

Siswa menyimak berbagai contoh teks legenda yang diberikan/ diperdengarkan guru

Siswa mengamati fungsi sosial, struktur dan unsur kebahasaannya

Siswa mengamati

Kriteria

penilaian:

Pencapaian fungsi sosial

Kelengkapan dan keruntutan struktur teks naratif

6 x 2

JP Audio

CD/ VCD/DVD

SUARA GURU

Koran/ majalah berbahasa Inggri

76

nal yang diwujudkan dalam semangat belajar

2.3

Menunjuk

kan

perilaku

tanggung

jawab,

peduli,

kerjasam

a, dan

cinta

damai,

dalam

melaksan

akan

komunika

si

fungsiona

l.

3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks naratif sederhana berbentuk legenda rakyat, sesuai dengan konteks penggunaannya.

4.15.

Menangk

cinta

tanah air,

mengharg

ai budaya

lain.

Struktur

a. Pengenalan tokoh dan setting

b. Komplikasi terhadap tokoh utama

c. Solusi dan akhir cerita

Unsur

kebahasaan

(1) Kata-kata terkait karakter, watak, dan setting dalam legenda

(2) Modal auxiliary verbs.

(1) Ejaan dan tulisan tangan dan c etak yang jelas dan rapi

(5) Ucapan,

keteladanan dari cerita legenda

Siswa belajar menemukan gagasan utama, informasi rinci dan informasi tertentu dari teks legenda

Mempertanyakan

(questioning)

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

Siswa mempertanyakan gagasan utama, informasi rinci dan informasi tertentu

Mengeksplorasi

Siswa membaca beberapa text legenda dari berbagai sumber.

Siswa berlatih menemukan gagasan utama, informasi rinci dan informasi tertentu

Siswa melengkapi rumpang dari

Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, dan tulisan tangan

Kesesuaian format penulisan/ penyampaian

Unjuk

kerja

Melakukan monolog dalam bentuk teks naratif dalam kelompok / berpasangan/ didepan kelas

Menggunakan struktur teks dan unsur kebahasaan dalam

s

www.dailyenglish.com

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

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

http://www.dailyenglish.com/





















77

ap

makna

teks

naratif

lisan dan

tulis

berbentu

k

legenda,

sederhan

a

tekanan kata, intonasi, ketika mempresentasikan secara lisan

(6) Rujukan kata

Topik

Keteladana

n tentang

perilaku

dan nilai-

nilai luhur

dan budaya.

beeberapa teks legenda sederhana

Siswa secara berkelompok menuliskan /menyalin teks recount dengan memperhatikan fungsi sosial, struktur, dan unsur kebahasaan dengan runtut

Siswa membacakan teks recount kepada teman dengan menggunakan unsur kebahasaan yang tepat

Mengasosiasi

Secara berpasangan siswa menganalisis beberapa teks legenda 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

teks naratif

Pengamat

an

(observati

ons):

Bukan

penilaian

formal

seperti tes,

tetapi

untuk

tujuan

memberi

balikan.

Sasaran

penilaian:

Berperilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melakukan Komunikasi

Ketepatan dan kesesuaian menggunakan strategi dalam membaca

78

menyampaikan informasi fungsi social, struktur, dan unsure kebahasanyang ditemukan setelah membaca teks legenda.

Siswa menceritakan kembali teks legenda sederhana yang dibaca dengan memperhatikan fungsi sosial, struktur dan unsur kebahasaannya.

Siswa membuat kliping teks legenda dengan menyalin dan beberapa sumber.

Siswa membuat ‘learning journal’

Kesungguhan siswa dalam proses pembelajaran di setiap tahapan

Portofolio

Kumpulan catatan kemajuan belajar berupa catatan atau rekaman monolog teks naratif

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

Kumpulan hasil tes dan

79

latihan.

Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya

Penilaian

Diri dan

Penilaian

Sejawat

Bentuk:

diary,

jurnal,

format

khusus,

komentar,

atau

bentuk

penilaian

lain

80

RENCANA PELAKSANAAN PEMBELAJARAN

(KELAS EKSPERIMEN PERTEMUAN PERTAMA)

Mata Pelajaran : Bahasa Inggris

Kelas/ Program : X/ TSM 2 (Teknik Sepeda Motor)

Sekolah : SMK Batur Jaya 2 Ceper Klaten

Materi Pokok : Narrative Text

Alokasi Waktu : 1 pertemuan (2 x 45 menit)

KOMPETENSI INTI (KI)

KI 1: Menghargai dan menghayati ajaran agama yang dianutnya.

KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung

jawab, peduli (gotong royong, kerja sama, toleransi, damai), santun,

responsife dan pro-aktif dan menunjukan sikap sebagai bagian dari

solusi atas berbagai permasalahan dalam beriteraksi secara efektif

dengan lingkungan sosial alam serta dalam menempatkan diri sebagai

cerminan bangsa dalam pergaulan dunia.

KI 3: Memahami, menerapkan, menganalisis pengetahuan, faktual,

konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu

pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan

kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait

penyebeab fenomena dan kejadian, serta menerapkan pengetahuan

prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan

minatnya untuk memecahkan masalah.

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 metode sesuai

kaidah keilmuan.

KOMPETENSI DASAR

81

1.1. Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai

bahasa pengantar komunikasi internasional yang diwujudkan dalam

semangat belajar.

2.3. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta

damai, dalam melaksanakan komunikasi fungsional.

3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada

teks naratif sederhana berbentuk legenda rakyat, sesuai dengan

konteks penggunaannya.

4.15. Menangkap makna teks naratif lisan dan tulis berbentuk legenda,

sederhana.

INDIKATOR PENCAPAIAN KOMPETENSI

1.1.1. Siswa dapat menghargai Bahasa Inggris sebagai pengantar

komunkasi internasional yang diwujudkan dalam semangat belajar.

2.3.1. Melaksanakan perilaku kerjasama dalam melaksanakan kerja

kelompok dengan teman.

3.9.1. Siswa dapat mengidentfikasi gagasan utama, informasi rinci, dan

informasi tertentu yang ada dalam cerita rakyat (naratif).

3.9.2. Siswa dapat mengidentifikasi karakter yang ada dalam suatu cerita

rakyat (teks naratif).

3.9.3. Siswa dapat mengidentifikasi setting (latar) cerita.

3.9.4. Siswa dapat mengidentifikasi nilai moral yang ada dalam cerita.

3.9.5. Siswa dapat mengidentifikasi penggunaan kata-kata khusus dalam

cerita.

4.15.1. Siswa dapat menjawab pertanyaan terkait dengan tekks ceita rakyat

yang dibaca.

4.15.2. Siswa dapat menceritakan kembali suatu cerita rakyat yang dibaca

secara lisan.

TUJUAN PEMBELAJARAN

82

Siswa dapat mengungkapkan makna teks naratif dan tulis berbentuk cerita

rakyat sederhana dengan menunjukkan perilaku kerjasama dan

melaksanakan komunikasi fungsional.

MATERI PEMBLEAJARAN

1. Materi Pembelajaran

a) Basic Material

Narrative text is a kind of text to retell the story that past tense.

The purpose of the text is to entertain or to amuse the readers or

listeners about the story.

Function:

To entertain the readers.

To teach or inform.

To change social opinion.

b) Structure of Narrative text:

- Orientation: It set the scene and introduce the participants (it

answers the question: who, when, what, and where).

- Complication: Tells the problems of the story and how the main

characters solve them. This part includes situations, activities, or

events that lead problem/complication to the climax.it shows

when the crisis arise.

- Resolution: The crisis is revolved, for better or worse.

- Re-orientation: The ending of the story.

Other generic structures of narrative text:

- Evaluation : (optional) The stepping back to evaluate the

story or the moral message of the story

- Coda : (optional) changes of the characters of lesson /

value of the story.

- Re-orientation : (optional) The ending of the story.

c) The kind of narrative texts are :

- Legend: Lake Toba, Malin Kundang, etc.

83

- Fable: Crocodile and Mouse Deer, etc.

- A fairy tale: Snow White, Cinderella, Pinocchio etc.

- Mystery: Mirror, The Ring, Ghost Ship, etc.

- Science fiction: SpiderMan, Fantastic 4, etc.

d) Language features

The grammatical features of narrative text are:

- Use of adjectives to build noun groups to describe the

people, animals, or things in the story, such as…a nice,

diligent and kind-hearted man. Etc.

- Use of time connectives and conjunctions to sequence

events trough time, such as however, although, later, then.

- Use of adverbs and adverbial phrases to locate the

particular events, such as once upon a time, long time ago.

- Use of past events, such as Aji Saka went to the kingdom,

measured the size of the turban, etc.

- Use of action verbs to indicate the action, such as stood,

explained, provided, smashed.

- Use of saying and thinking verbs to indicate what

characters are feeling thinking or saying, such as told,

realized, decided.

Example of narrative text:

A long time ago, there were two animals, Sura and Baya.

Sura was the name of shark and Baya was a crocodile. They lived

in a sea.

Once Sura and Baya were looking for some food. Suddenly,

Baya saw a goat “Yummy, this is my lunch,” said Baya. “No way!

This is my lunch. You are greedy” said Sura. Then they fought for

the goat. After several hours, they were very tired.

Feeling tired of fighting, they lived in the different places.

Sura lived in the water and Baya lived in the land. The border was

the beach, so they would never fight again.

Orientation

Complication

84

One day, Sura went to the land and looked for some food in

the river. He was very hungry and there was not much food in the

sea. Baya was very angry when he knew that Sura broke the

promise. They fought again.

They both hit each other. Sura bit Baya‟s tail. Baya did the

same thing to Sura. He bit very hard until Sura finally gave up and

went back to the sea. Baya was happy.

2. Fungsi Sosial

Meneladani nilai-nilai moral, cerita tanah air, menghargai budaya lain.

3. Topik

Keteladanan tentang perilaku dan nilai-nilai luhur dan budaya.

STRATEGI PEBELAJARAN

1. Pendekatan : Scientific Approach

2. Model : Cooperative Learning

3. Metode : Ceramah, tanya jawab, pemberian tugas, diskusi,

presentasi

4. Strategi : Story Face

KEGIATAN PEMBELAJARAN

1. PENDAHULUAN

Guru Murid Waktu

- Guru menyapa menggunakan

Bahasa Inggris: “Good morning

students?”

- Berdoa sebelum belajar dan

mengucap salam.

- Guru mengabsen siswa.

- Guru membuat apersepsi:

menghubungkan materi hari ini

dengan kehidupan sehari-hari.

- Siswa menjawab: “Good

morning, Miss”


menjawab salam.

- Siswa menanggapi

pertanyaan guru.

10 menit

Resolution

Re-

Orientatio

n

85

- Guru menjelaskan tujuan dari

pembelajaran.

2. KEGIATAN INTI (65 Menit)

a. Mengamati

Guru Siswa Waktu

- Guru menjelaskan pengantar

materi tentang narrative teks yang

meliputi fungsi sosial, struktur

teks, dan unsur kebahasaan.

- Siswa memperhatikan apa

yang dijelaskan guru.

10 menit

b. Mempertanyakan

Guru Siswa Waktu

- Guru menanggapi pertanyaan

siswa.

- Dengan bimbingan dan

arahan guru, siswa

mempertanyakan kesulitan

yang di hadapi mengenai

fungsi sosial, struktur teks,

unsur kebahasaan, maupun

format penyampaian /

penulisan yang digunakan

pada teks naratif.

10 menit

c. Mencoba

Guru Siswa Waktu

- Guru membagi siswa menjadi

beberapa kelompok secara

heterogen. Setiap kelompok

terdiri dari 4-5 siswa.

- Guru meminta siswa membuka

buku paket materi tentang teks

naratif yang berjudul “The

Legend of Malin Kundang”.

- Guru meminta siswa membaca

- Siswa terbentuk menjadi




- Siswa membuka buku paket

yang berisi cerita naratif

yang berjudul “The Legend

of Malin Kundang”.

- Siswa membaca cerita

15 menit

86

cerita yang berjudul “The Legend

of Malin Kundang” secara

bergantian dalam kelompok dan

siswa lainnya menyimak serta

membenarkan apabila ada

kesalahan dalam pengucapan

kata.


Legend of Malin Kundang”

secara bergantian dalam

kelompok dan siswa lainnya

menyimak serta


kesalahan dalam

pengucapan kata.

d. Menalar

Guru Siswa Waktu

- Guru meminta siswa

menganalisis dan mengerjakan

soal yang berkaitan dengan

fungsi sosial, struktur teks, pesan

yang terkandung dalam cerita


Legend of Malin Kundang”

dengan cara meletakkan bagian-

bagian dari cerita naratif di

gambar yang berbentuk wajah

yang sesuai dengan tempatnya

masing-masing.

- Secara berkelompok siswa

berdiskusi mengerjakan

tugas yang telah diberikan

oleh guru.

15 menit

e. Mengkomunikasi

Guru Siswa Waktu

- Guru meminta siswa untuk maju

kedepan kelas untuk

menceritakan kembali cerita

rakyat dengan Bahasa mereka

sendiri serta mempresentasikan

hasil diskusi berupa gambar

wajah yang berkaitan dengan isi

- Siswa maju kedepan kelas

untuk menceritakan

kembali cerita yang

berjudul “The Legend of

Malin Kundang” yang telah

di baca kemudian

mempresentasikan hasil

15 menit

87

dari teks naratif yang sesuai

dengan bentuk dan bagiannya

masing-masing.

- Guru memberikan penguatan.

diskusi.

3. PENUTUP

Guru Siswa Waktu

- Guru menanyakan kepada siswa

materi apa saja yang sudah

dipelajari hari itu dan

menanyakan simpulan materi

yang dipelajari.

- Guru menutup pembelajaran

dengan mengucapkan salam.

- Siswa menyampaikan

tanggapan serta simpulan

atas materi yang dipelajari.

- Siswa menjawab salam.

5 menit

MEDIA/ALAT BAHAN DAN SUMBER BELAJAR

1. Media/bahan

a) White board

b) Board marker

2. Sumber belajar

a) Buku paket Bahasa Inggris untuk kelas X

b) Dictionary

PENILAIAN

Penilaian ini hanya untuk mengetes kemampuan siswa seberapa jauh

dalam memahami materi.

Question:

1) How is Malin Kundang like?

2) How is the mother like?

3) Why did Malin Kundang and his mother had to live hard?

4) What happened to the Malin Kundang after his mother

prayed to God?

88

5) Why Malin‟s Kundang mother sad and angry

6) What is the purpose of the story?

7) Analyze the generic structure of the story!

Orientation :

Complication :

Resolution :

Re-orientation :

8) What are the moral values of the story?

9) Find the synonym of these words:

a. Small

b. Passed away

c. Strong

d. Rich

e. Journey

10) Where Malin‟s Kundang mother met Malin after he has

become rich?

Klaten, 7 Mei 2018

Mengetahui,

Guru Mata Pelajaran,

Arifah Dian A, S.Pd

NIY. 04. 11. 047

Mahasiswa/peneliti

Zahriyatul Mufidah

NIM. 143221138

89

LAMPIRAN MATERI PERTEMUAN PERTAMA

1) Basic Material


The purpose of the text is to entertain or to amuse the readers or listeners

about the story.

Function:


To teach or inform.


2) Structure of Narrative text:

- Orientation: It set the scene and introduce the participants (it answers

the question: who, when, what, and where).


characters solve them. This part includes situations, activities, or events

that lead problem/complication to the climax.it shows when the crisis

arise.




- Evaluation : (optional) The stepping back to evaluate the story or

the moral message of the story

- Coda : (optional) changes of the characters of lesson / value

of the story.


3) The kind of narrative texts are :






Lampiran teks naratif yang berjudul The Legend of Malin Kundang

90

THE LEGEND OF MALIN KUNDANG

A long time ago, in a small village near the beach in West Sumatra lived a

woman and her son, Malin Kundang. Malin Kundang and his mother had to live

hard because his father had passed away when he was a baby. Malin Kundang was

a healthy, diligent, and strong boy. He usually went to sea to catch fish. After

getting fish he would bring it to his mother, or sell the caught fish in the town.

One day, when Malin Kundang was sailing, he saw a merchant‟s ship being

raided by a band of pirates. With his bravery, Malin Kundang helped the merchant

defeat the pirates. To thank him, the merchant allowed Malin Kundang to sail with

him. Malin Kundang agreed in the hope to get a better life. He left his mother

alone.

Many years later, Malin Kundang became wealthy. He has a huge ship and a

lot of crews who worked loading trading goods. He was also married to a

beautiful woman. When he was sailing on his trading journey, his ship landed on a

coast near a small village. The local people recognized that it was Malin Kundang,

a boy from the area. The news ran fast in town; “Malin Kundang has become rich

and now he is here”.

An old woman, who was Malin Kundang‟s mother, ran to the beach to meet

the new rich merchant. She wanted to hug him to release her sadness of being

lonely after a long time. When his mother came near him, Malin Kundang who

was with his beautiful wife and his ship crews denied that the sea was his mother.

She had pleaded Malin Kundang to look at her and admit that she was her mother.

But he kept refusing to do it and yelling at her. At last Malin Kundang said to her

“Enough, old woman! I have never had a mother like you, a dirty and ugly

woman!” after that he ordered his crews to set sail to leave the old woman who

was then full of sadness and anger. Finally, feeling enraged, she cursed Malin

Kundang that he would turn into a stone if he didn‟t apologize to her. Malin

Kundang just laughed and set sail. Suddenly a thunderstorm came in the quiet sea,

wrecking his huge ship. He was thrown out to a small island. It was really too late

for him to avoid his curse; he had turned into a stone

91


(KELAS EKSPERIMEN PERTEMUAN KEDUA)
























kaidah keilmuan.

KOMPETENSI DASAR

92



semangat belajar.







sederhana.













cerita.


yang dibaca.


secara lisan.

TUJUAN PEMBELAJARAN

93




MATERI PEMBLEAJARAN


a) Basic Material




Function:


To teach or inform.















value of the story.





94



















realized, decided.




in a sea.








Orientation

Complication

95








2. Fungsi Sosial


3. Topik





3. Metode : Ceramah, tanya jawab, pemberian tugas,

diskusi, presentasi

4. Strategi : Story face


PENDAHULUAN

Guru Murid Waktu



students?”


mengucap salam.






morning, Miss”


menjawab salam.

- Siswa menanggapi

pertanyaan guru.

10 menit

Resolution

Re-

Orientatio

n

96


pembelajaran.

KEGIATAN INTI (65 Menit)

a. Mengamati

Guru Siswa Waktu







10 menit

b. Mempertanyakan

Guru Siswa Waktu


siswa.


arahan guru, siswa







pada teks naratif.

10 menit

c. Mencoba

Guru Siswa Waktu








Legend of Crying Stone”.









of Crying Stone”.


15 menit

97


of Crying Stone” secara

bergantian dalam kelompok dan

siswa lainnya menyimak serta



kata.


Legend of Crying Stone”



menyimak serta


kesalahan dalam

pengucapan kata.

d. Menalar

Guru Siswa Waktu







Legend of Crying Stone”dengan

cara meletakkan bagian-bagian

dari cerita naratif di gambar yang

berbentuk wajah yang sesuai

dengan tempatnya masing-

masing.




oleh guru.

15 menit

e. Mengkomunikasi

Guru Siswa Waktu


kedepan kelas untuk







untuk menceritakan

kembali cerita yang


Crying Stone” yang telah di

baca kemudian


15 menit

98



masing-masing.


diskusi.

PENUTUP

Guru Siswa Waktu





yang dipelajari.







5 menit


1. Media/bahan

a) White board

b) Board marker

2. Sumber belajar


b) Dictionary

PENILAIAN



Question:

1) How is daughter like?


3) What are the daughter activities in her home?

99

4) Why the mother prayed to God to punish her ungrateful

child?

5) What happened to the girl after her mother prayed to God?

6) Why do people name it “Crying Stone”?


Orientation :

Complication :

Resolution :

Re-orientation :



a) Big

b) Beautiful

c) Clothes

d) Servant


Klaten, 8 Mei 2018

Mengetahui,


Arifah Dian A, S.Pd

NIY. 04. 11. 047

Mahasiswa/Peneliti

Zahriyatul Mufidah

NIM. 143221138

100

LAMPIRAN MATERI PERTEMUAN KEDUA

The grammatical features of narrative texts are:

1) Use of adjectives to build noun groups to describe the people, animals or

things in the story,

a. Some adjectives tell about the size of people or things

A big house, A huge ship, A thin boy, Long trousers

b. Some adjective tell about the color or things

A red carpet, A white swan, A brown bear, An orange balloon, Black

shoes, Green plastic box

c. Some adjective tell what people or things are like by describing their

quality

- A beautiful girl

- A handsome boy

- A poor family

- A rich couple

- A strange A young soldier

- place

- A hot drink

- A sunny day

2) Use of time connectives and conjunctions to sequence events through time

a. FANBOYS : for, and, nor, but, or, yet, so

b. Subordinat conjunction:

- Regarding time: before, after, until, when, whenever, since, during, as

soon as, while

- Regarding place: where, wherever, there

c. Use of adverbs and adverbial phrases to locate the particular events.

once upon a time, long time ago, a long day, last year, two days ago, in the

castle, in the jungle

Lampiran teks naratif yang berjudul The Legend of Crying Stone

THE LEGEND OF CRYING STONE

101

In a small village, a girl lives with her mother. The girl is very beautiful.

Everyday she puts make-up and wears her best clothes. She doesn‟t like to help

her mother work in a field. The girl is very lazy.

One day, the mother asks the girl to accompany her to go to the market to

buy some food. At first the girl refuses, but the mother persuades her by saying

they are going to buy new clothes. The girl finally agrees. But she asks her mother

to walk behind her. She doesn‟t want to walk side by side with her mother.

Although her mother is very sad, she agrees to walk behind her daughter.

On the way to the market, everybody admires the girl‟s beauty. They are

also curious. Behind the beautiful girl, there is an old woman with a simple dress.

The girl and her mother look very different!

“Hello, pretty lady. Who is the woman behind you?” asks them.

“She is my servant,” answers the girl.

The mother is very sad, but she doesn‟t say anything.

The girl and the mother meet other people. Again they ask who the woman

behind the beautiful girl. Again the girl answers that her mother is her servant.

She always says that her mother is her servant every time they meet people.

At last, the mother cannot hold the pain anymore. She prays to God to

punish her daughter. God answers her prayer. Slowly, the girl‟s leg turns into

stone. The process continues to the upper part of the girl‟s body. The girl is very

panicky.

“Mother, please forgive me!” she cries and ask her mother to forgive her.

But it‟s too late. Her whole body finally becomes a big stone. Until now

people still can see tears falling down the stone. People then call it the crying

stone or batu menangis.

102


(KELAS EKSPERIMEN PERTEMUAN KETIGA)
























kaidah keilmuan.

KOMPETENSI DASAR

103



semangat belajar.







sederhana.













cerita.


yang dibaca.


secara lisan.

TUJUAN PEMBELAJARAN

104




MATERI PEMBLEAJARAN


a) Basic Material




Function:


To teach or inform.















value of the story.





105



















realized, decided.




in a sea.








Orientation

Complication

106








2. Fungsi Sosial


3. Topik






presentasi



PENDAHULUAN

Guru Murid Waktu



students?”


mengucap salam.






morning, Miss”


menjawab salam.

- Siswa menanggapi

pertanyaan guru.

10 menit

Resolution

Re-

Orientatio

n

107


pembelajaran.


a. Mengamati

Guru Siswa Waktu







10 menit

b. Mempertanyakan

Guru Siswa Waktu


siswa.


arahan guru, siswa







pada teks naratif.

10 menit

c. Mencoba

Guru Siswa Waktu





- Guru menayangkan materi

tentang teks naratif yang berjudul

“Pinocchio” dikelas dengan

bantuan LCD projector.








yang berjudul “Pinocchio”.


naratif yang berjudul

15 menit

108

cerita yang berjudul “Pinocchio”



menyimak serta membenarkan

apabila ada kesalahan dalam

pengucapan kata.

“Pinocchio” secara

bergantian dalam kelompok

dan siswa lainnya

menyimak serta


kesalahan dalam

pengucapan kata.

d. Menalar

Guru Siswa Waktu






naratif yang berjudul “Pinocchio”

dengan cara meletakkan bagian-

bagian dari cerita naratif di

gambar yang berbentuk wajah

yang sesuai dengan tempatnya

masing-masing.




oleh guru.

15 menit

e. Mengkomunikasi

Guru Siswa Waktu


kedepan kelas untuk









untuk menceritakan

kembali cerita yang

berjudul “Pinocchio” yang

telah di baca kemudian


diskusi.

15 menit

109

masing-masing.


PENUTUP

Guru Siswa Waktu





yang dipelajari.







5 menit


1. Media/bahan

a) White board

b) Board marker

c) LCD projector

2. Sumber belajar


b) Dictionary

PENILAIAN



Question:

1) Why Geppetto made puppet?

2) Why Geppetto felt sad after he has puppet?

3) What is the Geppetto‟s character?

4) What prayers are asked by Geppetto to the God?

5) What we can learn from the story?

6) Why Pinocchio‟s nose became log?

110

For number 7-10, from the text have you read, please

choose the best answer by giving the cross mark in the

letter T if the statement is true and the letter F is the

statement is false

7) T – F Geppetto made a puppet all night without resting.

8) T – F Pinocchio became owner for the circus.

9) T – F Geppetto wish was Pinocchio became a real girl,

human.

10) T – F Pinocchio met Geppetto in whale's stomach

Klaten, 14 Mei 2018

Mengetahui,


Arifah Dian A, S.Pd

NIY. 04. 11. 047

Mahasiswa/Peneliti

Zahriyatul Mufidah

NIM. 143221138

LAMPIRAN PERTEMUAN KETIGA

Materi Pembelajaran : Language feature

1. Simple Past Tense

111

Past tense is a verb that serves to indicate a work or action that has passed or

happened in the past. Therefore, Past sentence must be followed by a

description of the past tense. It could have happened yesterday, a year ago, a

month ago, etc.

Pattern of Past Tense

Positif (+) S + V2 + O

Negatif (- ) S + Did + Not + V1 + O

Introgative (?) Did + S + V2 + O+ ?

Keterangan: S = subject, V = verb, O = object

Example:

(+) Aji Saka went to the kingdom

(- ) Aji Saka did not go to the kingdom

(?) Did Aji Saka go to the kingdom?

2. Action verbs are verbs that specifically describe what the subject of the

sentence is doing (Use of action verbs to indicate the actions, such as stood,

explained, provided, smashed, slept, ran)

Example:

We saw cockatoos having a shower.

My cat ate the food quickly.

3. Use of saying and thinking verbs to indicate what characters are feeling

thinking or saying, such as told, realized, decided.

PINOCCHIO

Once upon a time, there was a puppeteer named Geppetto. He really

wanted a boy but his wife has been died for a long time ago. One day, he had an

idea. He wanted to make a puppet so he would never felt lonely again. He made a

puppet all night without resting. In the morning, finally he finished his work. He

112

named the puppet, Pinocchio. He played whole day with Pinocchio. However, he

felt lonely again because Pinocchio couldn't talk or walk by himself. In the middle

of the night, Geppetto prayed to the God. His wish was Pinocchio became a real

boy, human. He thought it on his mind in his dream.

In the next morning, he surprised. Pinocchio was alive. He really was

happy. He tough Pinocchio how to walk, how to speak, how to read etc. like a

teacher. Pinocchio learned fast. He entered an elementary school. One day,

Pinocchio felt bored. So, he went home late. Geppetto worried about him. When

Pinocchio came to home, Geppetto asked him. He said he was on school but he

didn't. Suddenly, Pinocchio's nose grow longer. It meant that Pinocchio lied.

The next day, Pinocchio got caught by thieves. The thieves was the owner

of circus. Pinocchio became a slave for the circus. He was famous because he was

a talking puppet. Geppetto worried him. Pinocchio didn't come home for 2 days.

He found Pinocchio everywhere. When he discovered the sea, big wave smashed

him. He was on whale's stomach when he awoke. He couldn't find the way out.

In different place, Pinocchio finally could get out from circus. He went to home

but Geppetto wasn't on there. He found Geppetto at sea. He had the same accident

like Geppetto. He met Geppetto in whale's stomach. They got out from its

stomach by made a fire.They went home back together. In the end, they lived

happy forever after.

113


(KELAS EKSPERIMEN PERTEMUAN KEEMPAT)
























kaidah keilmuan.

KOMPETENSI DASAR

114



semangat belajar.







sederhana.













cerita.


yang dibaca.


secara lisan.

TUJUAN PEMBELAJARAN

115




MATERI PEMBLEAJARAN


a) Basic Material




Function:


To teach or inform.















value of the story.





116



















realized, decided.




in a sea.








Orientation

Complication

117








2. Fungsi Sosial


3. Topik






presentasi



PENDAHULUAN

Guru Murid Waktu



students?”


mengucap salam.






morning, Miss”


menjawab salam.

- Siswa menanggapi

pertanyaan guru.

10 menit

Resolution

Re-

Orientatio

n

118


pembelajaran.


a. Mengamati

Guru Siswa Waktu







10 menit

b. Mempertanyakan

Guru Siswa Waktu


siswa.


arahan guru, siswa







pada teks naratif.

10 menit

c. Mencoba

Guru Siswa Waktu







“The Legend of Lake Toba”

dikelas dengan bantuan LCD

projector.








of Lake Toba”


15 menit

119



of Lake Toba” secara bergantian

dalam kelompok dan siswa

lainnya menyimak serta



kata.


Legend of Lake Toba”



menyimak serta


kesalahan dalam

pengucapan kata.

d. Menalar

Guru Siswa Waktu







Legend of Lake Toba” dengan

cara meletakkan bagian-bagian

dari cerita naratif di gambar yang

berbentuk wajah yang sesuai

dengan tempatnya masing-

masing.




oleh guru.

15 menit

e. Mengkomunikasi

Guru Siswa Waktu


kedepan kelas untuk







untuk menceritakan

kembali cerita yang


Lake Toba” yang telah di

baca kemudian


15 menit

120



masing-masing.


diskusi.

PENUTUP

Guru Siswa Waktu





yang dipelajari.







5 menit


1. Media/bahan

a) White board

b) Board marker

c) LCD projector

2. Sumber belajar


b) Dictionary

PENILAIAN



Question:



121


statement is false

1) T – F The golden fish turned into a beautiful princess.

2) T – F The man and his wife lived happily forever.

3) T – F The daughter was so hungry and she ate her

mother‟s lunch.

4) T – F The husband had broken his promise.

5) T – F They have a son.

6) Why the man broke his promise?

7) What are the daughter‟s characters?

8) What did happen when the mother prayed after her husband

broke his promise?


10) What is the communicative purpose of the text?

Klaten, 15 Mei 2018

Mengetahui,


Arifah Dian A, S.Pd

NIY. 04. 11. 047

Mahasiswa/Peneliti

Zahriyatul Mufidah

NIM. 143221138

122

THE LEGEND OF LAKE TOBA

Once upon a time, there was a man who was living in north Sumatra. He

lived in a simple hut in a farming field. He did some gardening and fishing for his

daily life.

One day, while the man was do fishing, he caught a big golden fish in his

trap. It was the biggest catch which he ever had in his life. Surprisingly, this fish

turned into a beautiful princess. He felt in love with her and proposed her to be his

wife. She said; "Yes, but you have to promise not to tell anyone about the secret

that I was once a fish, otherwise there will be a huge disaster". The man made the

deal and they got married, lived happily and had a daughter.

Few years later, this daughter would help bringing lunch to her father out

in the fields. One day, his daughter was so hungry and she ate his father‟s lunch.

Unfortunately, he found out and got furious, and shouted; “You damned daughter

of a fish”. The daughter ran home and asked her mother. The mother started

crying, felt sad that her husband had broken his promise.

Then she told her daughter to run up the hills because a huge disaster was

about to come. When her daughter left, she prayed. Soon there was a big

earthquake followed by non-stop pouring rain. The whole area got flooded and

became Toba Lake. She turned into a fish again and the man became the island of

Samosir.

123


(KELAS KONTROL PERTEMUAN PERTAMA)
























kaidah keilmuan.

KOMPETENSI DASAR

124



semangat belajar.







sederhana.













cerita.


yang dibaca.


secara lisan.

TUJUAN PEMBELAJARAN

125




MATERI PEMBLEAJARAN


a) Basic Material




Function:


To teach or inform.















value of the story.





126



















realized, decided.




in a sea.








Orientation

Complication

127








2. Fungsi Sosial


3. Topik






presentasi

4. Strategi : Direct Reading Thinking Activity (DRTA)


PENDAHULUAN

Guru Murid Waktu



students?”


mengucap salam.




dengan kehidupan sehari-hari


morning, Miss”


menjawab salam.

- Siswa menanggapi

pertanyaan guru.

10 menit

Resolution

Re-

Orientatio

n

128


pembelajaran.


a. Mengamati

Guru Siswa Waktu

- Guru memberikan teks naratif

yang berjudul “The Legend of

Malin Kundang”.

- Guru menyuruh siswa untuk

mengamati fungsi sosial, struktur

teks dan unsur kebahasaannya.


menentukan gagasan pokok dan

informasi rinci dari teks yang

berjudul “The Legend of Malin

Kundang”.

- Siswa menyimak teks


Legend of Malin

Kundang”.

- Siswa mengamati fungsi

sosial, struktur teks dan

unsur kebahasaannya.

- Siswa belajar menentukan

gagasan pokok dan

informasi rinci dari teks



10 menit

b. Mempertanyakan

Guru Siswa Waktu

- Guru membimbing dan

mengarahkan siswa untuk

bertanya tentang fungsi sosial,

gagasan pokok, dan informasi

tertentu dalam teks yang berjudul

“The Legend of Malin Kundang”.


arahan guru, siswa



fungsi sosial, dan informasi

tertentu dalam teks yang


Malin Kundang”.

10 menit

c. Mencoba

Guru Siswa Waktu





15 menit

129






- Guru berfikir langsung tentang

jalan cerita berdasarkan judul

yang telah di baca.

- Guru memberikan tanda

(stopping point) pada teks yang

akan di baca .






- Siswa berfikir secara

langsung tentang jalan

cerita berdasarkan judul

yang telah di baca.

- Siswa memberikan tanda

(stopping point) pada teks

yang akan di baca.

d. Menalar

Guru Siswa Waktu


membaca teks sesuai dengan

tanda (stopping point) yang telah

diberikan.


menganalisis dan mendiskusikan

teks tersebut serta membuat

prediksi tentang jalan cerita

selanjutnya.

- Siswa membaca teks yang


Malin Kundang” sesuai

dengan tanda yang sudah

diberikan.

- Siswa mendiskusikan teks

tersebut serta membuat


selanjutnya.

15 menit

e. Mengkomunikasi

Guru Siswa Waktu


menyampaikan prediksinya

tentang jalan cerita selanjutnya.

- Guru mendiskusikan bersama

siswa tentang kebenaran prediksi

tersebut mengenai teks tersebut.


tentang jalan cerita

selanjutnya.

- Siswa mendiskusikan

kebenaran prediksi tentang

teks naratif bersama guru.

15 menit

130

- Guru membagikan soal-soal

berdasarkan wacana yang

dibahas.

- Siswa mengerjakan soal-

soal yang diberikan guru

tentang wacana yang

dibahas.

PENUTUP

Guru Siswa Waktu





yang dipelajari.







5 menit


1. Media/bahan

a) White board

b) Board marker

2. Sumber belajar


b) Dictionary

PENILAIAN



Question:

1) How is Malin Kundang like?


3) Why did Malin Kundang and his mother had to live hard?

4) What happened to the Malin Kundang after his mother

prayed to God?

131

5) Why Malin‟s Kundang mother sad and angry



Orientation :

Complication :

Resolution :

Re-orientation :



e) Small

f) Passed away

g) Strong

h) Rich

i) Journey

10) Where Malin‟s Kundang mother met Malin after he has

become rich?

Klaten, 7 Mei 2018

Mengetahui,


Arifah Dian A, S.Pd

NIY. 04. 11. 047

Mahasiswa/Peneliti

Zahriyatul Mufidah

NIM. 143221138

132

LAMPIRAN MATERI PERTEMUAN PERTAMA

1) Basic Material


The purpose of the text is to entertain or to amuse the readers or listeners

about the story.

Function:


To teach or inform.


2) Structure of Narrative text:

- Orientation: It set the scene and introduce the participants (it answers the

question: who, when, what, and where).

- Complication: Tells the problems of the story and how the main characters

solve them. This part includes situations, activities, or events that lead

problem/complication to the climax.it shows when the crisis arise.




- Evaluation : (optional) The stepping back to evaluate the story or the

moral message of the story

- Coda : (optional) changes of the characters of lesson / value of

the story.


3) The kind of narrative texts are :






Lampiran teks naratif yang berjudul The Legend of Malin Kundang

133











alone.



















for him to avoid his curse; he had turned into a ston

134


(KELAS KONTROL PERTEMUAN KEDUA)
























kaidah keilmuan.

KOMPETENSI DASAR

135



semangat belajar.







sederhana.













cerita.


yang dibaca.


secara lisan.

TUJUAN PEMBELAJARAN

136




MATERI PEMBLEAJARAN


a) Basic Material




Function:


To teach or inform.















value of the story.





137



















realized, decided.




in a sea.








Orientation

Complication

138








2. Fungsi Sosial


3. Topik






presentasi



PENDAHULUAN

Guru Murid Waktu



students?”


mengucap salam.






morning, Miss”


menjawab salam.

- Siswa menanggapi

pertanyaan guru.

10 menit

Resolution

Re-

Orientatio

n

139


pembelajaran.


a. Mengamati

Guru Siswa Waktu



Crying Stone”.







berjudul “The Legend of Crying

Stone”.

-








gagasan pokok dan



of Crying Stone”.

-

10 menit

b. Mempertanyakan

Guru Siswa Waktu






“The Legend of Crying Stone”.


arahan guru, siswa






Crying Stone”.

10 menit

c. Mencoba

Guru Siswa Waktu





15 menit

140





of Crying Stone”.



yang telah di baca.



akan di baca.


of Crying Stone”.







yang telah di baca.



yang akan di baca.

d. Menalar

Guru Siswa Waktu




diberikan.





selanjutnya.



Crying Stone” sesuai


diberikan.




selanjutnya.

15 menit

e. Mengkomunikasi

Guru Siswa Waktu









selanjutnya.




15 menit

141



dibahas.



tentang wacana yang

dibahas.

PENUTUP

Guru Siswa Waktu





yang dipelajari.







5 menit


1. Media/bahan

a) White board

b) Board marker

2. Sumber belajar


b) Dictionary

PENILAIAN



Question:

1) How is daughter like?


3) What are the daughter activities in her home?

4) Why the mother prayed to God to punish her ungrateful

child?

142

5) What happened to the girl after her mother prayed to God?

6) Why do people name it “Crying Stone”?


Orientation :

Complication :

Resolution :

Re-orientation :



a) Big

b) Beautiful

c) Clothes

d) Servant


Klaten, 9 Mei 2018

Mengetahui,


Arifah Dian A, S.Pd

NIY. 04. 11. 047

Mahasiswa/Peneliti,

Zahriyatul Mufidah

NIM. 143221138

LAMPIRAN MATERI PERTEMUAN KEDUA

The grammatical features of narrative texts are:

1) Use of adjectives to build noun groups to describe the people, animals or

things in the story,

143

a. Some adjectives tell about the size of people or things

A big house, A huge ship, A thin boy, Long trousers

b. Some adjective tell about the color or things

A red carpet, A white swan, A brown bear, An orange balloon, Black

shoes, Green plastic box

c. Some adjective tell what people or things are like by describing their

quality

- A beautiful girl

- A handsome boy

- A poor family

- A rich couple

- A strange place

- A young soldier

- A hot drink

- A sunny

- day

2) Use of time connectives and conjunctions to sequence events through time

a. FANBOYS : for, and, nor, but, or, yet, so

b. Subordinat conjunction:

- Regarding time: before, after, until, when, whenever, since, during, as

soon as, while

- Regarding place: where, wherever, there

c. Use of adverbs and adverbial phrases to locate the particular events.

once upon a time, long time ago, a long day, last year, two days ago, in the

castle, in the jungle

144

Teks naratif yang berjudul The Legend of Crying Stone

THE LEGEND OF CRYING STONE

In a small village, a girl lives with her mother. The girl is very beautiful.

Everyday she puts make-up and wears her best clothes. She doesn‟t like to help

her mother work in a field. The girl is very lazy.

One day, the mother asks the girl to accompany her to go to the market to

buy some food. At first the girl refuses, but the mother persuades her by saying

they are going to buy new clothes. The girl finally agrees. But she asks her mother

to walk behind her. She doesn‟t want to walk side by side with her mother.

Although her mother is very sad, she agrees to walk behind her daughter.

On the way to the market, everybody admires the girl‟s beauty. They are

also curious. Behind the beautiful girl, there is an old woman with a simple dress.

The girl and her mother look very different!

“Hello, pretty lady. Who is the woman behind you?” asks them.

“She is my servant,” answers the girl.

The mother is very sad, but she doesn‟t say anything.

The girl and the mother meet other people. Again they ask who the woman

behind the beautiful girl. Again the girl answers that her mother is her servant.

She always says that her mother is her servant every time they meet people.

At last, the mother cannot hold the pain anymore. She prays to God to

punish her daughter. God answers her prayer. Slowly, the girl‟s leg turns into

stone. The process continues to the upper part of the girl‟s body. The girl is very

panicky.

“Mother, please forgive me!” she cries and ask her mother to forgive her.

But it‟s too late. Her whole body finally becomes a big stone. Until now

people still can see tears falling down the stone. People then call it the crying

stone or batu menangis.

145


(KELAS KONTROL PERTEMUAN KETIGA)
























kaidah keilmuan.

KOMPETENSI DASAR

146



semangat belajar.







sederhana.













cerita.


yang dibaca.


secara lisan.

TUJUAN PEMBELAJARAN

147




MATERI PEMBLEAJARAN


a) Basic Material




Function:


To teach or inform.















value of the story.





148



















realized, decided.




in a sea.








Orientation

Complication

149








2. Fungsi Sosial


3. Topik






presentasi



PENDAHULUAN

Guru Murid Waktu



students?”


mengucap salam.





morning, Miss”


menjawab salam.

- Siswa menanggapi

pertanyaan guru.

10 menit

Resolution

Re-

Orientatio

n

150



pembelajaran.


a. Mengamati

Guru Siswa Waktu









berjudul “Pinocchio”.



“Pinocchio”.





gagasan pokok dan



10 menit

b. Mempertanyakan

Guru Siswa Waktu






“Pinocchio”.


arahan guru, siswa





berjudul “Pinocchio”.

10 menit

c. Mencoba

Guru Siswa Waktu



“Pinocchio” dikelas dengan

bantuan LCD projector.

- Siswa melihat materi yang

berjudul “Pinocchio” di

LCD projector.


15 menit

151


cerita yang berjudul “Pinocchio”.



yang telah di baca.



akan di baca.


“Pinocchio”.




yang telah di baca.



yang akan di baca.

d. Menalar

Guru Siswa Waktu




diberikan.





selanjutnya.


berjudul “Pinocchio”.sesuai


diberikan.




selanjutnya.

15 menit

e. Mengkomunikasi

Guru Siswa Waktu









dibahas.



selanjutnya.






tentang wacana yang

15 menit

152

dibahas.

PENUTUP

Guru Siswa Waktu





yang dipelajari.







5 menit


1. Media/bahan

a) White board

b) Board marker

c) LCD projector

2. Sumber belajar


b) Dictionary

PENILAIAN



Question:

1) Why Geppetto made puppet?

2) Why Geppetto felt sad after he has puppet?

3) What is the Geppetto‟s character?

4) What prayers are asked by Geppetto to the God?


6) Why Pinocchio‟s nose became log?

153




statement is false

7) T – F Geppetto made a puppet all night without resting.

8) T – F Pinocchio became owner for the circus.

9) T – F Geppetto wish was Pinocchio became a real girl,

human.

10) T – F Pinocchio met Geppetto in whale's stomach

Klaten, 14 Mei 2018

Mengetahui,


Arifah Dian A, S.Pd

NIY. 04. 07. 034

Mahasiswa/Peneliti,

Zahriyatul Mufidah

NIM. 143221138

LAMPIRAN PERTEMUAN KETIGA

Materi Pembelajaran : Language feature

1. Simple Past Tense

154

Past tense is a verb that serves to indicate a work or action that has passed or

happened in the past. Therefore, Past sentence must be followed by a

description of the past tense. It could have happened yesterday, a year ago, a

month ago, etc.

Pattern of Past Tense

Positif (+) S + V2 + O

Negatif (- ) S + Did + Not + V1 + O

Introgative (?) Did + S + V2 + O+ ?

Keterangan: S = subject, V = verb, O = object

Example:

(+) Aji Saka went to the kingdom

(- ) Aji Saka did not go to the kingdom

(?) Did Aji Saka go to the kingdom?

2. Action verbs are verbs that specifically describe what the subject of the

sentence is doing (Use of action verbs to indicate the actions, such

as stood, explained, provided, smashed, slept, ran)

Example:

We saw cockatoos having a shower.

My cat ate the food quickly.

3. Use of saying and thinking verbs to indicate what characters are feeling

thinking or saying, such as told, realized, decided.

PINOCCHIO

Once upon a time, there was a puppeteer named Geppetto. He really

wanted a boy but his wife has been died for a long time ago. One day, he had an

idea. He wanted to make a puppet so he would never felt lonely again. He made a

puppet all night without resting. In the morning, finally he finished his work. He

named the puppet, Pinocchio. He played whole day with Pinocchio. However, he

155

felt lonely again because Pinocchio couldn't talk or walk by himself. In the middle

of the night, Geppetto prayed to the God. His wish was Pinocchio became a real

boy, human. He thought it on his mind in his dream.

In the next morning, he surprised. Pinocchio was alive. He really was

happy. He tough Pinocchio how to walk, how to speak, how to read etc. like a

teacher. Pinocchio learned fast. He entered an elementary school. One day,

Pinocchio felt bored. So, he went home late. Geppetto worried about him. When

Pinocchio came to home, Geppetto asked him. He said he was on school but he

didn't. Suddenly, Pinocchio's nose grow longer. It meant that Pinocchio lied.

The next day, Pinocchio got caught by thieves. The thieves was the owner

of circus. Pinocchio became a slave for the circus. He was famous because he was

a talking puppet. Geppetto worried him. Pinocchio didn't come home for 2 days.

He found Pinocchio everywhere. When he discovered the sea, big wave smashed

him. He was on whale's stomach when he awoke. He couldn't find the way out.

In different place, Pinocchio finally could get out from circus. He went to home

but Geppetto wasn't on there. He found Geppetto at sea. He had the same accident

like Geppetto. He met Geppetto in whale's stomach. They got out from its

stomach by made a fire.They went home back together. In the end, they lived

happy forever after.

156


(KELAS KONTROL PERTEMUAN KEEMPAT)
























kaidah keilmuan.

KOMPETENSI DASAR

157



semangat belajar.







sederhana.













cerita.


yang dibaca.


secara lisan.

TUJUAN PEMBELAJARAN

158




MATERI PEMBLEAJARAN


a) Basic Material




Function:


To teach or inform.















value of the story.





159



















realized, decided.




in a sea.








Orientation

Complication

160








2. Fungsi Sosial


3. Topik






presentasi



PENDAHULUAN

Guru Murid Waktu



students?”


mengucap salam.





morning, Miss”


menjawab salam.

- Siswa menanggapi

pertanyaan guru.

10 menit

Resolution

Re-

Orientatio

n

161



pembelajaran.


a. Mengamati

Guru Siswa Waktu



Lake Toba”.







berjudul “The Legend of Lake

Toba”.



Legend of Lake Toba”.





gagasan pokok dan



of Lake Toba”.

10 menit

b. Mempertanyakan

Guru Siswa Waktu






“The Legend of Lake Toba”.


arahan guru, siswa






Lake Toba”.

10 menit

c. Mencoba

Guru Siswa Waktu



- Siswa melihat materi yang


15 menit

162

“The Legend of Lake Toba”

dikelas dengan bantuan LCD

projector.



of Lake Toba”.



yang telah di baca.



akan di baca.

Lake Toba” di LCD

projector.



Legend of Lake Toba”.




yang telah di baca.



yang akan di baca.

d. Menalar

Guru Siswa Waktu




diberikan.





selanjutnya.



Lake Toba” sesuai dengan

tanda yang sudah diberikan.




selanjutnya.

15 menit

e. Mengkomunikasi

Guru Siswa Waktu









selanjutnya.




15 menit

163



dibahas.



tentang wacana yang

dibahas.

PENUTUP

Guru Siswa Waktu

- Guru menanyakan kepada

siswa materi apa saja yang

sudah dipelajari hari itu dan


yang dipelajari.





atas materi yang

dipelajari.


5 menit


1. Media/bahan

a) White board

b) Board marker

c) LCD projector

2. Sumber belajar


b) Dictionary

PENILAIAN



Question:




statement is false

164

1) T – F The golden fish turned into a beautiful princess.

2) T – F The man and his wife lived happily forever.

3) T – F The daughter was so hungry and she ate her

mother‟s lunch.

4) T – F The husband had broken his promise.

5) T – F They have a son.

6) Why the man broke his promise?

7) What are the daughter‟s characters?

8) What did happen when the mother prayed after her husband

broke his promise?


10) What is the communicative purpose of the text?

Klaten, 16 Mei 2018

Mengetahui,


Arifah Dian A, S.Pd

NIY. 04. 11. 047

Mahasiswa/Peneliti,

Zahriyatul Mufidah

NIM. 143221138

165

THE LEGEND OF LAKE TOBA

Once upon a time, there was a man who was living in north Sumatra. He

lived in a simple hut in a farming field. He did some gardening and fishing for his

daily life.

One day, while the man was do fishing, he caught a big golden fish in his

trap. It was the biggest catch which he ever had in his life. Surprisingly, this fish

turned into a beautiful princess. He felt in love with her and proposed her to be his

wife. She said; "Yes, but you have to promise not to tell anyone about the secret

that I was once a fish, otherwise there will be a huge disaster". The man made the

deal and they got married, lived happily and had a daughter.

Few years later, this daughter would help bringing lunch to her father out

in the fields. One day, his daughter was so hungry and she ate his father‟s lunch.

Unfortunately, he found out and got furious, and shouted; “You damned daughter

of a fish”. The daughter ran home and asked her mother. The mother started

crying, felt sad that her husband had broken his promise.

Then she told her daughter to run up the hills because a huge disaster was

about to come. When her daughter left, she prayed. Soon there was a big

earthquake followed by non-stop pouring rain. The whole area got flooded and

became Toba Lake. She turned into a fish again and the man became the island of

Samosir.

166

TRYOUT TEST


Sat. Pendidikan : SMK

Kelas/ Program : X/ Kimia Industri

PETUNJUK UMUM

1. Tulis nama dan nomor Anda pada lembar jawaban yang disediakan.

2. Periksa dan bacalah soal dengan teliti sebelum Anda kerjakan.

3. Kerjakanlah soal pada lembar jawaban.

4. Gunakan waktu dengan efektif dan efisien.

5. Periksalah pekerjaan Anda sebelum diserahkan kepada Guru.

Answer the question by choosing the best answer between a, b, c, d, or e

The following text is for questions number 1 to 5

The Hen with the Silver Eggs

One day, in Arabian city, a woman went to the market and bought a

beautiful hen. A few days later to her surprise the hen she bought laid a silver egg.

If the hen could only be persuaded to lay more than one egg each day, the woman

was sure she would never to work again.

So the woman decided to make the hen eat more, so that it could lay more

eggs. But the only result was that the hen died of indigestion and did not lay more

eggs at all.

Source: Kupas Tuntas Pola Soal Bahasa Inggris SMA/MA:8

1. Paragraph 2 mostly discusses about…..

a. The hen‟s eggs

b. What the woman did to her hen

c. What the hen did for the woman

d. What the hen eats to lay more eggs

e. Why the woman wanted to get more eggs

2. The hen died because it…..

a. Ate nothing

b. Ate to much

c. Laid more eggs

d. Was badly injured

e. Was forced to lay egg

3. From the text, we may conclude that the woman was…

a. Active

b. Miserly

c. Greedy

d. Furious

e. Dangerous

4. “If the hen could only be persuaded…..” (Paragraph 2).

The underline word means…..

a. Commanded

b. Influenced

c. Obliged

d. Brought

e. Told

5. What is the moral value from the text?

a. We must care with the animals

b. We must give food for the animal

c. We should not be greedy person

d. We should be generous person

167

e. We must be honest person


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

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

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

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

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

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

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

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

side to other side of the river.

Just then, the rabbit started to count while jumping from one crocodile to

another. One…two…three…four…until twenty, and finally, he thanked all

crocodiles because he had crossed the river.

6. The story mainly tells about…..

a. Twenty crocodiles

b. The boss of the crocodile

c. A rabbit and twenty crocodiles

d. A rabbit and the boss of crocodile

e. The boss of the crocodile and all his friends

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

a. To cross the river

b. To swim across the river

c. To meet the boss of crocodile

d. To know where the crocodiles are

e. To know the number of crocodiles there

8. “All of you are good, nice, gentle, and kind…” (Paragraph 2).

The underline word is synonymous with…..

a. Wild

b. Diligent

c. Cheerful

d. Easygoing

e. Honorable

9. ”So I want to make a line in order”. The word “I” in paragraph 2 refers to?

a. The boss of the rabbit

b. The rabbit

c. The boss of the crocodile

d. The crocodile

e. Twenty crocodiles

10. Which statement is false according the text above?

a. The rabbit wanted to cross the river

b. The rabbit saw a boss of crocodile swimming in the river

c. The rabbit started to count while running from one crocodile to another

d. The total number of the crocodiles is twenty

e. The boss of the crocodile called all his friends






168







alone.



















for him to avoid his curse; he had turned into a stone.

11. Why did Malin Kundang and his mother have to live hard?

a. Because his father had passed away when he was a baby

b. Because he lived in village

c. Because Malin‟s mother just sell the caught fish in the town

d. Because he lived with his mother

e. Because they don‟t work to get money

12. Where Malin‟s Kundang mother met Malin after he has become rich?

a. At town

b. At village

c. At beach

d. At his ship

e. In front of his house

13. What made Malin Kundang‟s mother sad and angry?

a. Because Malin gived surprise for her mother

b. Because Malin denied that she was her mother and he yelled at her

c. Because Malin had beautiful wife

d. Because Malin has become rich

e. Because Malin has new rich merchant

14. What is the moral value of the story?

a. We have to respect our parents, especially our mother

b. We must keep fight to reach the dreams

c. We should be rich people

d. We should be rebellious people

e. We should be honest people

169


The White Butterfly

An old man named Takahama lived in a little house behind the cemetery of

the temple of Sozanji. He was extremely friendly and generally liked by his

neighbors, though most of them considered him a little mad. That was because he

was very old but he did not want to get married. He did not have the desire for

intimate relationship with women.

One summer day became very ill, so ill, in fact, that he sent for his sister-in-

law and her son. They both came and did all they could to bring comfort during

his last hours. While Takahama fell asleep, they watched a large white butterfly

flew into the room and rested on the old man‟s pillow. The young man tried to

drive it away with a fan; but it came back there time, as if was very loath to leave

the sufferer.

At last Takahama‟s nephew chased it out into the garden, though the gate,

and into the cemetery beyond, where it lingered over a woman‟s tomb, and then

mysteriously disappeared. On examining the tomb the young man found the name

“Akiko” written upon it, together with a description narrating how Akiko died

when she was eighteen. Though the tomb was covered with moss and must have

been erected fifty years previously, the boy saw that it was surrounded with

flowers, and that the little water tank had been recently filled.

When the young man returned to the house he found that Takahama had

passed away, and he returned to his mother and told her what he had seen in the

cemetery.

“Akiko?” murmured his mother. “When your uncle was young he was

betrothed to Akiko. She dies shortly before wedding day. When Akiko left the

world your uncle resolved never to marry, and kept in his heart all the sweet

memories of his one and only love. Every day Takahama went to the cemetery,

whether the air was fragrant with summer breeze or thick with falling snow. Every

day he went to her grave and prayed for her happiness, swept the tomb and set

flowers there. When Takahama was dying, and he could no longer perform his

loving task, Akiko came for him. That white butterfly was her sweet loving soul.

Source: Myths and Legends of Japan, Penerbit GG Harrap, London, 1931

15. The text The White Butterfly tells about…..

a. An old man with his faith

b. An old man with his neighbors

c. A mad old man

d. A crazy old man

e. Dying old man

16. How was Takahama‟s character?

a. He was a humorous person

b. He was an indolent person

c. He was a pathetic person

d. He was a sociable person

e. He was a hilarious person

17. Which statement is not true according to the text?

a. Takahama went every day to Akiko‟s grave and prayed for her

happiness

b. Takahama lived near Akiko‟s grave

170

c. Takahama resolved not to marry after Akiko‟s death

d. Takahama became very ill on summer day

e. Takahama chased the white butterfly out into the garden

18. At last Takahama‟s nephew chased it out into the garden. (Paragraph 3)

The underline word refers to…..

a. The garden

b. The cemetery

c. The white butterfly

d. The flower

e. The gate

19. Which of the following words is the antonym of “resolved”?

(Paragraph 5)

a. Undecided

b. Resolute

c. Unyielding

d. Determined

e. Unbendable

20. How was Akiko?

a. She was Takahama‟s fiance

b. She was Takahama‟s niece

c. She was Takahama‟s sister-in-law

d. She was Takahama‟s sister

e. She was Takahama‟s mother


Cinderella

Once upon a time, there was a beautiful girl called Cinderella. She lived

with her stepsister & stepmother. They were very bossy. She had to do all the

housework.

One day, an invitation to the ball came to the family. Her stepsister did not

let her go, so Cinderella was very sad. The stepsister went to the ball without her.

Fortunately, the fairy godmother came and helped her to get to the ball. At

the ball, Cinderella danced with the prince, who fell in love with her, then later he

married her. They lived happily ever after.

21. Which of the following is false according to the text?

a. Cinderella lived with her stepsister

b. Cinderella felt happy with her husband

c. Cinderella felt annoyed with her stepsister

d. Cinderella was helped by a fairy to get to the ball

e. Cinderella was helped by her stepsister to do all the housework

22. The communicative purpose of the text is to.....

a. To entertain the reader about story Cinderella

b. Describe how Cinderella went to the ball

c. Persuade the readers to read the story

d. The reader with a fairy tale

e. Explain to the readers why Cinderella‟s stepsister hated her so much

23. “They were very bossy.” (Paragraph 1). The word „bossy‟ means.....

a. Furious

b. Arrogant

c. Sensitive

d. Offensive

e. Domineering

24. “They were very bossy”. (Paragraph 1). The word “They” refers to…..

171

a. Cinderella

b. Her father

c. Step mother

d. Step sister

e. Her stepmother and stepsister

25. What is the characteristic of her stepmother and stepsister?

a. Kind person

b. Suspicious

c. Bad person

d. Greedy

e. Generous

The following text is for questions number 26 to 30 A farmer came across a bird with a broken wing. He picked it up, took it

home and looked after it lovingly, even though his wife complained bitterly about

his wasting too much time on the creature.

After some time, the wing mended and, because the bird did not want the

farmer to have kept on arguing with his wife all the time, it decided to go back to

its nest. When the farmer discovered that the bird was gone, he was so upset that

he went out to look for it. Eventually, he found it again, and was greeted happily

by the whole family of the bird. As a sign of their thanks for his care and

attention, the birds gave him a little box, and told him not to open it until he got

home.

To his surprise, the farmer found the box full of precious stones. When his

wife saw them, she decided that she too deserved a reward, and she went to see

the birds. The birds gave her a little casket; but this one was full of devils. The

devils jumped on her as soon as she opened the casket and chased her away.

Left alone, the farmer went to live near his friend, the bird. There he built a

hut of perfumed wood; and the birds decorated it with flowers of every kind.

Source: Leyerlinda.blogspot.co.id

26. Which of the following statements do you agree with?

a. The farmer chased his wife away

b. The farmer lived happily with his wife

c. The farmer‟s wife took care of the bird.

d. The bird was very thankful to the farmer

e. The farmer‟s wife was a very kind woman.

27. The farmer‟s new hut was….

a. Well furnished

b. Built by the birds

c. A gift from the birds

d. Decorated luxuriously

e. Built of perfumed wood

28. What do we learn from the text?

a. A gift shows kindness

b. Sufferings bring happiness

c. Arguing makes you distressed

d. A good deed deserves a reward

e. Having no heart makes you isolated

172

29. What is the main information discussed in the third paragraph?

a. The bird left the farmer

b. The birds welcomed the farmer

c. The farmer got a little casket from the birds

d. The farmer was so angry and went out to find the bird

e. The farmer was happy having got a box of precious

30. The word “discovered” (Paragraph 3) means…..

a. Proved

b. Found out

c. Saw

d. Invented

e. Believe


Once upon a time, there lived a group mice under a tree in peace. However,

a group of elephants crossing the jungle unknowingly destroyed the homes of all

the rats. Many of them were crushed to death.

Then the king of rats decided to approach the elephant‟s chief and request

him to guide his herd through another route. On hearing the sad story, the

elephant‟s king apologized and agreed to take another route. And so the lives the

rats were saved.

One day elephant hunters came to the le and tripped a group of elephants in

huge nets. Then the elephant king suddenly remembered the king of rats. He

summoned one of the elephant of his herd which had not been trapped, to go seek

help from the king and told him about the trapped elephants.

The rat‟s king immediately took his entire group of rats and they cut the

nets which had trapped the elephant‟s herd. The elephant‟s herd was totally set

free. They danced with joy and thanked the rats.

Source: www.academia.edu

31. What destroyed the homes of all rats?

a. Group of mice did

b. The hunters did

c. Elephant hunters did

d. A group of elephants did

e. Elephant‟s herd did

32. What helped the elephant‟s herd free?

a. The elephant‟s herd did

b. The hunter did

c. A trapped elephant did

d. A group of kings did

e. Entire group of rats did

33. When did the story occur?

a. Deep in the writer‟s mind

b. In the jungle

c. In the black forest

d. In the home of mice group

e. In the nests which had trapped the elephant‟s herd

34. At the end of the story, how was the elephants‟ herd?

a. Angry

b. Sad

c. Happy

d. Dead

e. Disappointed

173

35. The word “summoned” means ….(Paragraph 3).

a. Ordered to come

b. Asked to do

c. Offered to come

d. Got to make

e. Forced to do

36. ”Many of them were crushed to death” (Paragraph 1). The word “them”

refers to……

a. Mice

b. Elephant

c. The king of the elephant

d. The king of the mice

e. Elephant‟s chief


a. Live must be arrogant

b. Live must forgive

c. Don‟t assume that little people is weak

d. If we live in the world we must evil among others

e. Live is challenge


The Legend of the Kesodo Ceremony

Once upon a time on Mount Bromo, East Java, there were a couple living

there. The new couple wanted to have a child. They had married for a long time

but they hadn‟t got a baby. Every time they prayed to the Gods, asking for a child.

One day, there was a loud voice in the sky when they were praying.

“You are going to born a baby, and later you will give birth to many

children. But I have a requirement for you to obey, if you really want to have

children”, said the voice.

“Whatever you ask, my Lord”, the couple answered, “We will do it”,

“You must sacrifice your first son for the gods”.

The couple agreed to sacrifice their first son in the time that was asked by

the voice. Then, the wife got pregnant and gave birth to a son. The baby grew up

into a handsome, taught man. He was named Kesuma. The couple loved Kesuma

very much. The wife gave birth to eleven more children after Kesuma. And, they

forget their promise to sacrifice their first son to the god.

One day, the volcano erupted. Before that, there were series of earthquakes

followed by thunders in the sky. The sky was very dark, as if it was going to fall

down. On the next occasion, there was a voice in the sky, reminding the couple

about their promise. The couple was very afraid, but they just couldn‟t sacrifice

their beloved son, Kesuma. However, because the earthquakes and the thunders

were becoming more and more horrifying, Kesuma couldn‟t let his family and all

the people in the village die.

Kesuma knew the situation. Then he said to his parents. “I would sacrifice

myself in order that our family and all the people in our village will live in peace.

For the next times, you all have to sacrifice animals and crops to the gods.” Then

he jumped onto the crater of the volcano. Amazingly, the earthquakes and the

eruption stopped at once.

Source:scribd.com/document/207251268/soal-narative

38. What does the first paragraph talk about?

a. The earthquakes and thunders in the sky

174

b. The voice in the sky

c. The condition of the volcano on one day

d. The couple‟s promise

e. The condition of Kesuma‟s family

39. How was Kesuma‟s personal characteristic?

a. Melancholic

b. Fearful

c. Heroic

d. Shameful

e. Tragic

40. What problem was faced by Kesuma‟s parents?

a. They had to give sacrifices for the Gods

b. They couldn‟t get a baby after getting married for a long time

c. They couldn‟t bring their children to the Gods to be sacrificed

d. The villagers would force them to sacrifice themselves

e. They couldn‟t save all their children from the earthquake

41. How was the couple‟s effort to get a baby?

a. They took another baby from other parents

b. They meditated and prayed to their Gods

c. They gave sacrifices to the God

d. They asked other people to give them a baby

e. They asked other people to give sacrifices to the Gods.

42. What lesson can we get from the story?

a. Kesuma is very brave

b. Everyone must keep his promise

c. Kesuma‟s parents loved him very much

d. A promise must be said clearly

e. Gods want sacrifices from the people

43. “The couple was very afraid.” (Paragraph 4). What is the antonym of the

underlined word?

a. Strong

b. Very firm

c. Handsome

d. Brave

e. Hard

44. What is the communicative purpose of the text?

a. To amuse or entertain the readers

b. To tell the readers what happened in the past

c. To persuade the readers that something a case

d. To describe a particular place or thing

e. To invite people to do something


Long time ago, there lived on the island of Bali a giant-like creature named

Kbo Iwo. The people of Bali used to say that Kbo Iwo was everything, a destroyer

as well as a creator. He was satisfied with the meal, but this meant for the

Balinese people enough food for a thousand men.

Difficulties arose when for the first time the barns were almost empty

and the new harvest was still a long way off. This made Kbo Iwo wild with great

anger. In his hunger, he destroyed all the houses and even all the temples. It made

the Balinese turn to rage.

175

So, they came together to plan steps to oppose this powerful giant by

using his stupidity. They asked Kbo Iwo to build them a very deep well, and

rebuild all the houses and temples he had destroyed. After they fed Kbo Iwo, he

began to dig a deep hole.

One day he had eaten too much, he fell asleep in the hole. The oldest

man in the village gave a sign, and the villagers began to throw the limestone they

had collected before into the hole. The limestone made the water inside the hole

boiling. Kbo Iwo was buried alive. Then the water in the well rose higher and

higher until at last it overflowed and formed Lake Batur. The mound of earth dug

from the well by Kbo Iwo is known as Mount Batur.

45. Which the following fact is true about Kbo Iwo?

a. Kebo Iwo ate a little amount of meat

b. Kebo Iwo is a destroyer that cannot make anything

c. Kebo Iwo was angry because his food was stolen by Balinese people

d. Kebo Iwo destroyed all the house but not the temple

e. Kebo eat food was equal for food of thousand people

46. Why did Kbo Iwo feel angry to the Balinese people?

a. Because Balinese people ate his meal

b. Because Balinese people took his food so his barns was empty

c. Because Balinese people didn‟t give him food

d. Because Balinese people were in hunger

e. Because Balinese people turned to rage

47. According to the story, if Kbo Iwa is never existed in Bali island, what do

you think will happen?

a. There will be no Bali island

b. Bali People will never be angry

c. All Bali people will live in a prosperous way

d. We are not able see the beauty of Lake Batur

e. Mount Batur will not be a sacred place now

48. So, they came together to plan steps to oppose this powerful

giant……(Paragraph 3) The antonym of the word “oppose “ is…..

Support

Defeat

Turn Against

Beat

Change

49. What is mount batur?

A lake build by Kbo Iwa

A well dug by Kbo iwa

The mountain build by Kbo Iwa

A mound of earth dug from the well by Kbo iwa

A home build by Balinese people to Kbo Iwa

50. So, they came together to plan steps to oppose this powerful giant by using

his stupidity. The underline word refers to…..

Kbo iwa

Balinese

Mount batur

People in Bali

People in mount batur

176

KEY ANSWER TRYOUT

1. B 18. C 35. A

2. B 19. A 36. A

3. C 20. A 37. C

4. B 21. E 38. D

5. C 22. A 39. C

6. C 23. E 40. B

7. A 24. E 41. B

8. E 25. C 42. B

9. B 26. D 43. D

10. C 27. E 44. A

11. A 28. D 45. E

12. C 29. E 46. C

13. B 30. B 47. D

14. A 31. D 48. A

15. A 32. E 49. D

16. D 33. B 50. B

17. E 34. C

177

THE BLUEPRINT OF TRY OUT TEST

N

o Question indicator Number of question

Total

1. Recognize the communication

functions of written texts,

according to purpose.

- Communicative

purpose

22, 44

2

2. Detect such relation as main idea,

supporting idea, and given

information.

- Finding the main idea

- Finding the topic

- Identify main

point/important

information.

- Analyze the character

1, 7, 29

6, 15, 26

2,11,12,13,27,31,32,33,38,40,4

1,46,47,49

3, 16, 20, 25, 34,39

3

3

14

6

3. Distinguish between literal and

implied meaning.

- Evaluation

(TRUE/FALSE) –

critical reading

- Making inferences

(analyze moral value)

10, 17, 21,45

5, 14, 28, 37,42

4

5

4. Detect culturally specific

references.

- Referring

9, 18, 24, 36,50

5

178

5. Guessing the meaning words from

the context.

- Synonym

- Antonym

4, 8, 23, 30, 35,

19, 43, 48

6

2

Indicator Level Reading Comprehension

No Indicator Number of question Total

1 Literal 2, 4, 8, 9, 12, 18, 19, 23, 24, 30, 33, 34,

35, 36, 43, 48, 50

17

2 Inferential 1, 6, 7, 10, 13, 15, 17, 20, 21, 25, 27,

29, 31, 32, 38, 39, 40, 41, 45

19

3 Critical 3, 5, 11, 14, 16, 22, 26, 28, 37, 42, 44,

46, 47,49

14

179

PRE TEST AND POST TEST


Sat. Pendidikan : SMK

Kelas/ Program : X TSM 1 & XTSM 2

PETUNJUK UMUM

1. Tulis nama dan nomor Anda pada lembar jawaban yang disediakan.

2. Periksa dan bacalah soal dengan teliti sebelum Anda kerjakan.

3. Kerjakanlah soal pada lembar jawaban.

4. Gunakan waktu dengan efektif dan efisien.

5. Periksalah pekerjaan Anda sebelum diserahkan kepada Guru.

Answer the question by choosing the best answer between a, b, c, d, or e


The Hen with the Silver Eggs

One day, in Arabian city, a woman went to the market and bought a

beautiful hen. A few days later to her surprise the hen she bought laid a silver egg.

If the hen could only be persuaded to lay more than one egg each day, the woman

was sure she would never to work again.

So the woman decided to make the hen eat more, so that it could lay more

eggs. But the only result was that the hen died of indigestion and did not lay more

eggs at all.

Source: Kupas Tuntas Pola Soal Bahasa Inggris SMA/MA:8

1. Paragraph 2 mostly discusses about…..

a. The hen‟s eggs

b. What the woman did to her hen

c. What the hen did for the woman

d. What the hen eats to lay more eggs

e. Why the woman wanted to get more eggs

2. The hen died because it…..

a. Ate nothing

b. Ate to much

c. Laid more eggs

d. Was badly injured

e. Was forced to lay

egg

3. What is the moral value from the text?

a. We must care with the animals

b. We must give food for the animal

c. We should not be greedy person

d. We should be generous person

e. We must be honest person


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

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

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

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

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

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

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

180

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

side to other side of the river.

Just then, the rabbit started to count while jumping from one crocodile to

another. One…two…three…four…until twenty, and finally, he thanked all

crocodiles because he had crossed the river.

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

a. To cross the river

b. To swim across the river

c. To meet the boss of crocodile

d. To know where the crocodiles are

e. To know the number of crocodiles there

5. “All of you are good, nice, gentle, and kind…” (Paragraph 2).

The underline word is synonymous with…..

f. Wild

g. Diligent

h. Cheerful

i. Easygoing

j. Honorable












alone.



















for him to avoid his curse; he had turned into a stone.

6. Why did Malin Kundang and his mother have to live hard?

181

a. Because his father had passed away when he was a baby

b. Because he lived in village

c. Because Malin‟s mother just sell the caught fish in the town

d. Because he lived with his mother

e. Because they don‟t work to get money

7. What made Malin Kundang‟s mother sad and angry?

a. Because Malin gived surprise for her mother

b. Because Malin denied that she was her mother and he yelled at her

c. Because Malin had beautiful wife

d. Because Malin has become rich

e. Because Malin has new rich merchant


a. We have to respect our parents, especially our mother

b. We must keep fight to reach the dreams

c. We should be rich people

d. We should be rebellious people

e. We should be honest people


The White Butterfly

An old man named Takahama lived in a little house behind the cemetery of

the temple of Sozanji. He was extremely friendly and generally liked by his

neighbors, though most of them considered him a little mad. That was because he

was very old but he did not want to get married. He did not have the desire for

intimate relationship with women.

One summer day became very ill, so ill, in fact, that he sent for his sister-in-

law and her son. They both came and did all they could to bring comfort during

his last hours. While Takahama fell asleep, they watched a large white butterfly

flew into the room and rested on the old man‟s pillow. The young man tried to

drive it away with a fan; but it came back there time, as if was very loath to leave

the sufferer.

At last Takahama‟s nephew chased it out into the garden, though the gate,

and into the cemetery beyond, where it lingered over a woman‟s tomb, and then

mysteriously disappeared. On examining the tomb the young man found the name

“Akiko” written upon it, together with a description narrating how Akiko died

when she was eighteen. Though the tomb was covered with moss and must have

been erected fifty years previously, the boy saw that it was surrounded with

flowers, and that the little water tank had been recently filled.

When the young man returned to the house he found that Takahama had

passed away, and he returned to his mother and told her what he had seen in the

cemetery.

“Akiko?” murmured his mother. “When your uncle was young he was

betrothed to Akiko. She dies shortly before wedding day. When Akiko left the

world your uncle resolved never to marry, and kept in his heart all the sweet

memories of his one and only love. Every day Takahama went to the cemetery,

whether the air was fragrant with summer breeze or thick with falling snow. Every

day he went to her grave and prayed for her happiness, swept the tomb and set

flowers there. When Takahama was dying, and he could no longer perform his

loving task, Akiko came for him. That white butterfly was her sweet loving soul.

182

Source: Myths and Legends of Japan, Penerbit GG Harrap, London, 1931

9. The text The White Butterfly tells about…..

a. An old man with his faith

b. An old man with his neighbors

c. A mad old man

d. A crazy old man

e. Dying old man

10. Which statement is not true according to the text?

a. Takahama went every day to Akiko‟s grave and prayed for her

happiness

b. Takahama lived near Akiko‟s grave

c. Takahama resolved not to marry after Akiko‟s death

d. Takahama became very ill on summer day

e. Takahama chased the white butterfly out into the garden

11. At last Takahama‟s nephew chased it out into the garden. (Paragraph 3)

The underline word refers to…..

a. The garden

b. The cemetery

c. The white butterfly

d. The flower

e. The gate

12. How was Akiko?

f. She was Takahama‟s fiance

g. She was Takahama‟s niece

h. She was Takahama‟s sister-in-law

i. She was Takahama‟s sister

j. She was Takahama‟s mother


Cinderella

Once upon a time, there was a beautiful girl called Cinderella. She lived

with her stepsister & stepmother. They were very bossy. She had to do all the

housework.

One day, an invitation to the ball came to the family. Her stepsister did not

let her go, so Cinderella was very sad. The stepsister went to the ball without her.

Fortunately, the fairy godmother came and helped her to get to the ball. At

the ball, Cinderella danced with the prince, who fell in love with her, then later he

married her. They lived happily ever after.

13. The communicative purpose of the text is to.....

a. To entertain the reader about story Cinderella

b. Describe how Cinderella went to the ball

c. Persuade the readers to read the story

d. The reader with a fairy tale

e. Explain to the readers why Cinderella‟s stepsister hated her so much

14. “They were very bossy”. (Paragraph 1). The word “They” refers to…..

a. Cinderella

b. Her father

c. Step mother

d. Step sister

e. Her stepmother and stepsister

183

15. What is the characteristic of her stepmother and stepsister?

a. Kind person

b. Suspicious

c. Bad person

d. Greedy

e. Generous

The following text is for questions number 16 to 18 A farmer came across a bird with a broken wing. He picked it up, took it

home and looked after it lovingly, even though his wife complained bitterly about

his wasting too much time on the creature.

After some time, the wing mended and, because the bird did not want the

farmer to have kept on arguing with his wife all the time, it decided to go back to

its nest. When the farmer discovered that the bird was gone, he was so upset that

he went out to look for it. Eventually, he found it again, and was greeted happily

by the whole family of the bird. As a sign of their thanks for his care and

attention, the birds gave him a little box, and told him not to open it until he got

home.

To his surprise, the farmer found the box full of precious stones. When his

wife saw them, she decided that she too deserved a reward, and she went to see

the birds. The birds gave her a little casket; but this one was full of devils. The

devils jumped on her as soon as she opened the casket and chased her away.

Left alone, the farmer went to live near his friend, the bird. There he built a

hut of perfumed wood; and the birds decorated it with flowers of every kind.

Source: Leyerlinda.blogspot.co.id

16. Which of the following statements do you agree with?

a. The farmer chased his wife away

b. The farmer lived happily with his wife

c. The farmer‟s wife took care of the bird.

d. The bird was very thankful to the farmer

e. The farmer‟s wife was a very kind woman.

17. What do we learn from the text?

a. A gift shows kindness

b. Sufferings bring happiness

c. Arguing makes you distressed

d. A good deed deserves a reward

e. Having no heart makes you isolated

18. The word “discovered” (Paragraph 3) means…..

a. Proved

b. Found out

c. Saw

d. Invented

e. Believe


Once upon a time, there lived a group mice under a tree in peace. However,

a group of elephants crossing the jungle unknowingly destroyed the homes of all

the rats. Many of them were crushed to death.

Then the king of rats decided to approach the elephant‟s chief and request

him to guide his herd through another route. On hearing the sad story, the

184

elephant‟s king apologized and agreed to take another route. And so the lives the

rats were saved.

One day elephant hunters came to the le and tripped a group of elephants in

huge nets. Then the elephant king suddenly remembered the king of rats. He

summoned one of the elephant of his herd which had not been trapped, to go seek

help from the king and told him about the trapped elephants.

The rat‟s king immediately took his entire group of rats and they cut the

nets which had trapped the elephant‟s herd. The elephant‟s herd was totally set

free. They danced with joy and thanked the rats.

Source: www.academia.edu

19. What destroyed the homes of all rats?

a. Group of mice did

b. The hunters did

c. Elephant hunters did

d. A group of elephants did

e. Elephant‟s herd did

20. When did the story occur?

a. Deep in the writer‟s mind

b. In the jungle

c. In the black forest

d. In the home of mice group

e. In the nests which had trapped the elephant‟s herd

21. At the end of the story, how was the elephants‟ herd?

a. Angry

b. Sad

c. Happy

d. Dead

e. Disappointed

22. ”Many of them were crushed to death” (Paragraph 1). The word “them”

refers to……

a.

Mice

b. Elephant

c. The king of the elephant

d. The king of the mice

e. Elephant‟s chief


The Legend of the Kesodo Ceremony

Once upon a time on Mount Bromo, East Java, there were a couple living

there. The new couple wanted to have a child. They had married for a long time

but they hadn‟t got a baby. Every time they prayed to the Gods, asking for a child.

One day, there was a loud voice in the sky when they were praying.

“You are going to born a baby, and later you will give birth to many

children. But I have a requirement for you to obey, if you really want to have

children”, said the voice.

“Whatever you ask, my Lord”, the couple answered, “We will do it”,

“You must sacrifice your first son for the gods”.

The couple agreed to sacrifice their first son in the time that was asked by

the voice. Then, the wife got pregnant and gave birth to a son. The baby grew up

185

into a handsome, taught man. He was named Kesuma. The couple loved Kesuma

very much. The wife gave birth to eleven more children after Kesuma. And, they

forget their promise to sacrifice their first son to the god.

One day, the volcano erupted. Before that, there were series of earthquakes

followed by thunders in the sky. The sky was very dark, as if it was going to fall

down. On the next occasion, there was a voice in the sky, reminding the couple

about their promise. The couple was very afraid, but they just couldn‟t sacrifice

their beloved son, Kesuma. However, because the earthquakes and the thunders

were becoming more and more horrifying, Kesuma couldn‟t let his family and all

the people in the village die.

Kesuma knew the situation. Then he said to his parents. “I would sacrifice

myself in order that our family and all the people in our village will live in peace.

For the next times, you all have to sacrifice animals and crops to the gods.” Then

he jumped onto the crater of the volcano. Amazingly, the earthquakes and the

eruption stopped at once.

Source:scribd.com/document/207251268/soal-narative

23. What does the first paragraph talk about?

a.The earthquakes and thunders in the sky

b. The voice in the sky

c. The condition of the volcano on one day

d. The couple‟s promise

e. The condition of Kesuma‟s family

24. What problem was faced by Kesuma‟s parents?

a.They had to give sacrifices for the Gods

b. They couldn‟t get a baby after getting married for a long time

c. They couldn‟t bring their children to the Gods to be sacrificed

d. The villagers would force them to sacrifice themselves

e. They couldn‟t save all their children from the earthquake

25. How was the couple‟s effort to get a baby?

a.They took another baby from other parents

b. They meditated and prayed to their Gods

c. They gave sacrifices to the God

d. They asked other people to give them a baby

e. They asked other people to give sacrifices to the Gods.

26. What lesson can we get from the story?

a.Kesuma is very brave

b. Everyone must keep his promise

c. Kesuma‟s parents loved him very much

d. A promise must be said clearly

e. Gods want sacrifices from the people

27. What is the communicative purpose of the text?

a.To amuse or entertain the readers

b. To tell the readers what happened in the past

c. To persuade the readers that something a case

d. To describe a particular place or thing

e. To invite people to do something


186

Long time ago, there lived on the island of Bali a giant-like creature named

Kbo Iwo. The people of Bali used to say that Kbo Iwo was everything, a destroyer

as well as a creator. He was satisfied with the meal, but this meant for the

Balinese people enough food for a thousand men.

Difficulties arose when for the first time the barns were almost empty

and the new harvest was still a long way off. This made Kbo Iwo wild with great

anger. In his hunger, he destroyed all the houses and even all the temples. It made

the Balinese turn to rage.

So, they came together to plan steps to oppose this powerful giant by

using his stupidity. They asked Kbo Iwo to build them a very deep well, and

rebuild all the houses and temples he had destroyed. After they fed Kbo Iwo, he

began to dig a deep hole.

One day he had eaten too much, he fell asleep in the hole. The oldest

man in the village gave a sign, and the villagers began to throw the limestone they

had collected before into the hole. The limestone made the water inside the hole

boiling. Kbo Iwo was buried alive. Then the water in the well rose higher and

higher until at last it overflowed and formed Lake Batur. The mound of earth dug

from the well by Kbo Iwo is known as Mount Batur.

28. Which the following fact is true about Kbo Iwo?

a.Kebo Iwo ate a little amount of meat

b. Kebo Iwo is a destroyer that cannot make anything

c. Kebo Iwo was angry because his food was stolen by Balinese people

d. Kebo Iwo destroyed all the house but not the temple

e. Kebo eat food was equal for food of thousand people

29. According to the story, if Kbo Iwa is never existed in Bali island, what

do you think will happen?

a.There will be no Bali island

b. Bali People will never be angry

c. All Bali people will live in a prosperous way

d. We are not able see the beauty of Lake Batur

e. Mount Batur will not be a sacred place now

30. What is mount batur?

a. A lake build by Kbo Iwa

b. A well dug by Kbo iwa

c. The mountain build by Kbo Iwa

d. A mound of earth dug from the well by Kbo iwa

e. A home build by Balinese people to Kbo Iwa

KEY ANSWER PRE TEST AND POST TEST

1. B

2. B

3. C

4. A

5. E

187

6. A

7. B

8. A

9. A

10. E

11. C

12. A

13. A

14. E

15. C

16. D

17. D

18. B

19. D

20. B

21. C

22. A

23. E

24. B

25. B

26. B

27. A

28. E

29. D

188

THE BLUEPRINT OF PRE POST TEST

N

o Question indicator Number of question

Total

f. Recognize the communication

functions of written texts,

according to purpose.

- Communicative

purpose

13, 27

2

g. Detect such relation as main idea,

supporting idea, and given

information.

- Finding the main idea

- Finding the topic

- Identify main

point/important

information.

- Analyze the character

1, 4

9, 16

2, 6, 7, 19, 20, 23, 24, 25,

29,30

12, 15

22

2

2

10

2

h. Distinguish between literal and

implied meaning.

- Evaluation

(TRUE/FALSE) –

critical reading

- Making inferences

(analyze moral value)

10, 28

3, 8, 17, 21, 26

2

5

i. Detect culturally specific

references.

- Referring

11, 14, 22

3

j. Guessing the meaning words from

the context.

- Synonym

- Antonym

18

5

1

1

197

Appendix: 7

STUDENTS SCORE IN EXPERIMENTAL CLASS X TSM 2

No Students' Name Pre-Test Post-Test Gain

1 ADP 43 60 17

2 AP 43 50 7

3 ATP 53 70 17

4 AUAB 47 57 10

5 BAS 67 80 13

6 DTP 43 63 20

7 DB 63 80 17

8 DA 50 73 23

9 ENR 40 63 23

10 FNA 60 73 13

11 FAN 43 57 14

12 FH 70 73 3

13 FE 67 77 10

14 HAD 73 83 10

15 JF 63 80 17

16 KNW 53 77 24

17 MF 77 80 3

18 MI 60 80 20

19 ML 57 70 13

20 MHD 77 83 6

21 NN 50 63 13

22 NBS 67 83 16

23 NS 73 80 7

24 RMI 70 77 7

25 RM 50 73 23

26 RMS 53 67 14

27 ROO 40 60 20

28 SMA 63 77 14

29 VPS 60 67 7

30 WI 57 67 10

198

Appendix: 8

STUDENTS SCORE IN CONTROL CLASS X TSM 1

No Students' Name Pre-Test Post-Test Gain

1 AP 63 63 0

2 ADI 50 57 7

3 ADP 57 67 10

4 BG 73 83 10

5 BRS 40 50 10

6 CBR 53 70 17

7 DNM 47 60 13

8 DP 47 50 3

9 DBA 50 57 7

10 DS 70 73 3

11 DFR 57 63 6

12 DRE 77 77 0

13 JP 43 53 10

14 KBBC 63 80 17

15 LR 70 80 10

16 MC 53 67 14

17 MFP 67 73 6

18 MI 53 73 20

19 MM 70 77 7

20 MS 50 60 10

21 RM 63 63 0

22 RAP 60 60 0

23 RNY 57 63 6

24 SW 60 67 7

25 TPS 50 67 17

26 WA 80 70 -10

27 WS 47 60 13

206

Appendix: 13

NORMALITY TEST

1. Normality Pre-test

a. Experimental class

NORMALITY OF PRE TEST

X f Fk x-X z (x-X/SD) f(z) s(z) |f(z)-s(z)|

40 2 2 -17.73333 -1.564501 0.05885 0.066667 0.0078166

43 4 6 -14.73333 -1.299829 0.0968297 0.2 0.1031703

47 1 7 -10.73333 -0.946935 0.1718361 0.233333 0.0614973

50 3 10 -7.733333 -0.682263 0.2475362 0.333333 0.0857971

53 3 13 -4.733333 -0.417592 0.3381226 0.433333 0.0952107

57 2 15 -0.733333 -0.064697 0.4742075 0.5 0.0257925

60 3 18 2.2666667 0.1999738 0.5792494 0.6 0.0207506

63 3 21 5.2666667 0.4646449 0.6789071 0.7 0.0210929

67 3 24 9.2666667 0.8175398 0.79319 0.8 0.00681

70 2 26 12.266667 1.0822109 0.8604206 0.866667 0.0062461

73 2 28 15.266667 1.3468821 0.9109909 0.933333 0.0223424

77 2 30 19.266667 1.6997769 0.9554136 1 0.0445864

Jumlah 30

mean

(X) 57.7333

Keterangan: 0.103 < 0.161 maka test yang

diujikan normal

SD 11.3348

NORMAL

L table 0.16176

L hitung 0.10317

b. Control class

207

NORMALITY OF PRE TEST

X f fk x-X z (x-X/SD) f(z) s(z) |f(z)-s(z)|

40 1 1 -18.14815 -1.715013 0.0431714 0.037037 0.0061344

43 1 2 -15.14815 -1.431511 0.0761419 0.074074 0.0020678

47 3 5 -11.14815 -1.053508 0.1460541 0.185185 0.0391311

50 4 9 -8.148148 -0.770006 0.2206482 0.333333 0.1126852

53 3 12 -5.148148 -0.486504 0.313305 0.444444 0.1311394

57 3 15 -1.148148 -0.108501 0.4567992 0.555556 0.0987563

60 2 17 1.8518519 0.1750014 0.5694607 0.62963 0.0601689

63 3 20 4.8518519 0.4585036 0.6767046 0.740741 0.0640361

67 1 21 8.8518519 0.8365065 0.798565 0.777778 0.0207872

70 3 24 11.851852 1.1200087 0.868645 0.888889 0.0202439

73 1 25 14.851852 1.4035109 0.9197677 0.925926 0.0061582

77 1 26 18.851852 1.7815138 0.9625857 0.962963 0.0003772

80 1 27 21.851852 2.065016 0.9805393 1 0.0194607

Jumlah 27

mean

(X) 58.1481

NORMAL

SD 10.5819

Keterangan: 0.131 < 0.170 maka test yang

diujikam normal L table 0.17051

L hitung 0.13114

208

2. Normality of Post-test

a. Experimental Class

NORMALITY OF POST TEST

X f fk x-X z =(x-X/SD) f(z) s(z) |f(z)-s(z)|

50 1 1 -21.43333 -2.3612791 0.009106 0.0333333 0.02422732

57 2 3 -14.43333 -1.5900993 0.0559062 0.1 0.04409379

60 2 5 -11.43333 -1.2595937 0.103908 0.1666667 0.06275867

63 3 8 -8.433333 -0.929088 0.1764217 0.2666667 0.09024493

67 3 11 -4.433333 -0.4884139 0.3126284 0.3666667 0.05403831

70 2 13 -1.433333 -0.1579082 0.4372646 0.4333333 0.00393122

73 4 17 1.5666667 0.17259738 0.568516 0.5666667 0.00184938

77 4 21 5.5666667 0.61327155 0.7301516 0.7 0.0301516

80 6 27 8.5666667 0.94377717 0.8273582 0.9 0.07264176

83 3 30 11.566667 1.27428279 0.8987184 1 0.10128161

Jumlah 30

mean

(X) 71.4333

SD 9.077

NORMAL

L table 0.16176

Keterangan: 0.101 < 0.161 maka test

yang diujikan normal

L hitung 0.10128

209

b. Control class

NORMALITY OF POST TEST

X f fk x-X z (x-X/SD) f(z) s(z) |f(z)-s(z)|

50 2 2 -16.03704 -1.7722572 0.0381759 0.0740741 0.03589814

53 1 3 -13.03704 -1.4407264 0.074831 0.1111111 0.03628012

57 2 5 -9.037037 -0.9986854 0.1589736 0.1851852 0.02621162

60 4 9 -6.037037 -0.6671546 0.2523367 0.3333333 0.08099663

63 4 13 -3.037037 -0.3356238 0.3685773 0.4814815 0.11290418

67 4 17 0.962963 0.10641729 0.5423744 0.6296296 0.08725527

70 2 19 3.962963 0.43794809 0.669288 0.7037037 0.03441566

73 3 22 6.962963 0.76947888 0.7791955 0.8148148 0.03561935

77 2 24 10.962963 1.21151994 0.8871519 0.8888889 0.00173699

80 2 26 13.962963 1.54305074 0.9385908 0.962963 0.0243722

83 1 27 16.962963 1.87458153 0.9695748 1 0.03042516

Jumlah 27

mean (X) 66.037

SD 9.04893

NORMAL

L table 0.17051

Keterangan: 0.112 < 0.170 maka test yang diujikan

normal L hitung 0.1129

210

Appendix: 14

HOMOGENEITY TEST

1. Homogeneity Test of Pre Test

F max (hitung) = variansi terbesar/Variansi terkecil

(128.478/111.977= 1.147)

F (max) tabel = 1.907

Kesimpulan= Ho diterima karena F(max) hitung < F(max) tabel

Yang berarti variansi kedua kelompok homogen

2. Homogeneity Test of Post Test

F max (hitung) = variansi terbesar/Variansi terkecil

(82.391/81.883= 1.006)

F (max) tabel = 1.907

Kesimpulan= Ho diterima karena F(max) hitung < F(max) tabel

Yang berarti variansi kedua kelompok homogen

211

Appendix: 15

THE PHOTOGRAPHS

The researcher explain about narrative

text

The students presented their work in

front of the class

The students was doing pre test

The students was doing post test

The students presented their work

in front of the class

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