iii

IMPROVING STUDENTS’ READING

COMPREHENSION THROUGH COURSE REVIEW

HORAY (CRH) METHOD

(A Classroom Action Research of the Eighth Grade Students of Mts

Matholi’ul Ulum Pucakwangi - Pati in the Academic Year of 2015/2016)

A GRADUATING PAPER

Submitted to the Board Examiners as a Partial Fulfillment of the

Requirement for the Degree of Sarjana Pendidikan (S.Pd) in English

Education Department

SINTA PURWATININGSIH

113 12 080

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2016

MOTTO

“TODAY MUST BE BETTER THAN YESTERDAY”

“O you who believe! Do your duty to Allah and fear Him. Seek

the means of approach to Him, and strive hard in His Cause (as

much as you can), So that you may be successful.”

(Holy Qur’an : Al-Ma’idah : 35)

vi

DEDICATION

I dedicate this graduation paper to:

1. My great parents (Kamijan and Sumini). Thank you very much for everything.

May Allah keep you and give you happiness. I do love you.

2. My beloved husband (Nur Kolif). He always gives and motivates me in doing

eveything that I want. Thanks for your support, help, pray, and patience. I

love you.

3. My “Abah” (K.H. Muhyiddin Alawy). Thank you for your advice, he always

motivates me to do my best. I love you so much.

vii

ACKNOWLEDGEMENT

Alhamdulillahirobbil ‘alamin, First and foremost, I deliver the greatest

attitude to Allah Almighty for the Blessing and Mercy who has led me finished

my graduating paper, peace and blessing to the Allah’s Messenger, Muhammad

SAW. However, this graduating paper will not be finished without supports,

advices, help and encouragement from some people and the institution. I would

like to say thanks to:

1. Dr. Rahmat Hariyadi, M. Pd as the Rector of IAIN Salatiga, thank you for

the time I spent for studying in IAIN Salatiga.

2. Suwardi, M. Pd as the Dean of Teacher Training and Education Faculty of

IAIN Salatiga.

3. Noor Malihah, Ph.D as the head of English Education Department.

4. Hanung Triyoko, SS., M.Hum, M.Ed as my graduating paper counselor,

thank you to have sacrificed his vacant time to guide, gave suggestions,

corrected, and encouraged me in completing my graduating paper.

5. All of my lecturers in IAIN Salatiga, thanks for teaching me and given a

lot of their worth knowledge to me along of my study in this Institute.

6. All official staffs of IAIN Salatiga.

7. My great parents (Kamijan and Sumini). Thank you very much for

everything. May Allah keep you and give you happiness. I do love you.

8. My beloved husband (Nur Kolif). Thank you very much for your patience

and support. I love you.

9. My “Abah” (KH. Muhyidin Alawy). Thank you very much for your

advices. Your advice always motivates me to do my best. I love you so

much.

10. My beloved friends “TBI C 2012”. Thank you very much for our

memories.

11. My boarding house’s friends who always give me support.

12. PPL SMK N 1 Tengaran 2015 and KKN Kajoran, Magelang 2016. Thank

you for our unforgettable experience.

13. All of my friends at IAIN Salatiga that I cannot mention one by one.

14. Thank you for everyone who supports my live.

Salatiga, June 26th 2016

The writer

Sinta Purwatiningsih

NIM. 113 12 080

ABSTRACT

Purwatiningsih, Sinta. 2016. “Improving Students’ Reading Comprehension Through Course Review Horay (CRH) Method (A Classroom Action Research of the Eighth Grade Students at Mts Matholi’ul Ulum Pucakwangi- Pati in the Academic Year of 2015/2016)”. A Graduating Paper. English Education Department of Teacher Training and Education Faculty. State Institute for Islamic Studies (IAIN) Salatiga. Consultant: Hanung Triyoko,SS. M.Hum, M.Ed.

Key Words: Reading Comprehension, Course Review Horay The research is about improving students’ reading comprehension through course review horay as a method of language teaching of the eighth grade students at Mts Matholi’ul Ulum in the academic year of 2015/2016. The objective of this research is to improve student’s reading comprehension focus on recount text through course review horay method. Based on the observation of the researcher during teaching and learning process, the students were difficult to understand the text and reading fluency. The methodology of the research was classroom action research which consists of two cycles. The number of the students in this research was 24 students. In completing the research, the researcher used observation sheet, documentation and multiple choice tests as the instrument of collecting data. By conducting classroom action research, it was found that the implementation of course review horay improved students’ reading comprehension. The result of this research showed that the findings in cycle II was higher than the KKM (Minimum Completeness Criteria) at Mts Matholi’ul Ulum on score 70 in the academic year of 2015/2016. The mean score of post test in cycle II was 76,58. 87.5% students passing the KKM (Minimum Completeness Criteria) and the target, 87.5% > 85%. Based on the result of this research, it could be concluded that the implementation of course review horay improved students’ reading comprehension of the eighth grade students at Mts Matholi’ul Ulum in the academic year of 2014/2015.

TABLE OF CONTENTS

TITLE PAGE ………………………………………………..………....……... i

DECLARATION ............................................................................................... ii

ATTENTIVE COUNSELOR NOTES ............................................................ iii

CERTIFICATION PAGE .................................................................................. iv

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

DEDICATION ................................................................................................ vi

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

ABSTRACT ...................................................................................................... ix

TABLE OF CONTENTS.................................................................................... x

CHAPTER I INTRODUCTION

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

B. Problem Statements …………............................................... 4

C. Limitation of the Study ....................................................... 4

D. Research Objectives ……….................................................. 5

E. Benefits of the study …........................................................ 5

F. Definition of Key Terms ……………………….................... 6

G. Research Methodology….………………………………….. 6

H. Graduating Paper Outline…………………………………….6

CHAPTER II THEORETICAL FRAMEWORK

A. Reading………….................................................................. 8

1. Definition of Reading…………………………..……… 8

2. Purposes of Reading …………………………………… 9

B. Reading Comprehension ………………………………........ 10

1. Comprehension… ………………………………...……. 11

2. Definition of Reading Comprehension ………………..11

3. Level of Comprehension…………………………...…..11

4. Types of Reading Comprehension……………………..12

5. Process of Comprehension……………………………..13

6. The Importance of Teaching Reading……………..…..15

C. General Concept of Cooperative Learning………......….... 16

D. General Concept of Course Review Horay ………………..20

E. Procedure or Steps of Course Review Horay ……………...21

F. General Concept of Text Types………………………….....22

G. General Concept of Recount Text……………………….....24

1. Definition of Recount Text……………………………..24

2. Generic Structure of Recount Text……………………..25

3. Language Features in Recount Text……………………26

4. Types of Recount Text…………………………………26

CHAPTER III RESEARCH METHODOLOGY

A. Setting of the Research …………………............................ 28

B. Subject of the Research ....................................................... 34

C. Type of the Research ............................................................35

D. Procedure of the Research ………………………………... 36

E. Technique of Collecting Data …………………………….. 39

F. Rubric of Reading Skill..........................................................40

G. Technique of Analyzing Data …………………………….. 42

H. Schedule of the Research…………………………….……..44

CHAPTER IV FINDINGS AND DISSCUSSION

A. The implementation of Course Review Horay…………….45

B. The improvement of Course Review Horay…………...….60

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion .......................................................................... 69

B. Implication…………………………………………………70

C. Sugesstion ........................................................................... 71

REFERENCES

APPENDICES

LIST OF TABLES

Table 3.1 List of Mts Matholi’ul Ulum Students …………………………....29

Table 3.2 Educational facilities and tool of Mts Matholi’ul Ulum ..………...30

Table 3.3 List of Teacher and staff of Mts Matholi’ul Ulum………………. 31

Table 3.4 Teacher’s structure organization at Mts Matholi’ul Uum.....……. 33

Table 3.5 List of VIII B class of Mts Matholi’ul Ulum ..………………….. 35

Table 3.6 The criteria of students’ score.........................................................42

Table 3.7 The criteria of groups’ score............................................................43

Table 3.8 Schedule of the research…………………… ……….………….. 45

Table 4.1 The mean of pre test and post test cycle I……..………………… 55

Table 4.2 The Mean of pre test and post test cycle …………………...….... 65

Table 4.3 Score of group’s summary………………………..……………….70

Table 4.4 Mean of group score………………………………………………71

LIST OF APPENDICES

Appendix 1 Lesson Plan

Appendix 2 Student’s Pre-test

Appendix 3 Student’s Post-test

Appendix 4 Student’s work sheet

Appendix 5 Observation Sheet

Appendix 6 Consultation Sheet

Appendix 7 Research Permission Letter

Appendix 8 Recommendation from Mts Matholi’ul Ulum

Appendix 9 Documentation

Appendix 10 Curriculum Vitae

CHAPTER I

INTRODUCTION

A. Background of the study

Language is the important tool to make a communication

with others. English is one of kinds of language. It is very important

language in the world, because English as an international language so

English can be found in most fields such as Education, Politics,

Business, religion, economic, science, technology and so on.

Nowadays, many students in Indonesia learn English and it does not

only help students to get more knowledge and information but also as

a media to communicate with other people in the world.

English had been known by people from all over the world.

Everyone knows this language and some of them want to learn this

language, although they are able or not to practice English well in

their daily life. There are four language skills that must be mastered

by people, especially students. They are consists of reading, speaking,

listening, and writing.

In language learning, one of the aspects that should be

improved is reading skill. In daily life, when we read a passage, it is

very important to get information and understand the meaning of it,

especially when we read English. According to Elizabeth (2003:6)

Reading is about understanding written texts. It is a complex activity

that involves both perception and thought. Reading is one of basic

skill which is not simply to translate word by word but need to be

acquired during language course. Therefore, when the students learn

to read and they should be able to comprehend the reading texts

during the reading process. They are not only expects to read in good

pronunciation but also to find the meaning of each word in the text.

The students should be able to comprehend the real meaning of the

texts.

According to Danielle (2007:3) Reading is an extraordinary

achievement when one considers the number of levels and

competence that be mastered. Due to the importance of reading, it is

fundamental skill upon which all formal education depends. But many

students still have some difficulties that they are having not interest to

read English. In reading, we need more effort and we have to think

harder to understand it. When student lacks of reading ability it may

influence the other skills in Language.

Many students of Mts (Islamic Junior High School) get

several problems in reading comprehension when they have to

understand reading text. It is influenced by several factors. Firstly,

students who lack of vocabularies are difficult to understand the

meaning of English word in a text. Secondly, students have difficulty

to find the main idea of the text. Thirdly, teachers do not have an

interesting method to teach their students in reading class.

To solve the problems in English learning, the teacher needs

some of method, media or strategy to make students interest while

studying English. There are many strategies to teach reading

comprehension. Such as In The News strategy. In Fuaida, (2012) said

that In The News strategy is an interesting way to get students

involved and arouse their interest in the topic even before they

attend the class.

Another, there is Course Review Horay (CRH) to teach

reading comprehension. Course Review Horay (CRH) is one of

methods in cooperative learning that can be applied to teach reading

comprehension. Acording to Huda (229:2013) state that Course

Review Horay (CRH) is one of method that can create comfort

atmosphere in purpose to handle students’ comprehension. Using

Course Review Horay (CRH) method, it can be effective for the

students to make them feel enjoyable while getting involved in the

process of learning. The superiority of Course Review Horay method

is to make an interesting classroom. In the learning process of Course

Review Horay (CRH), there are some ways to make students entertain

in the classroom so it does not make students feel so bored. Using

interesting method, the teacher hopes that it will be easier to students

in understanding of reading comprehension. The researcher chooses

this method in doing the research. Further, the students easily

understand reading comprehension.

According to those considerations, the writer interests in

doing research entitle “IMPROVING STUDENTS’ READING

COMPREHENSION THROUGH COURSE REVIEW HORAY (CRH)

METHOD (A Classroom Action research of Eighht Grade Students in

Mts Matholi’ul Ulum Pucakwangi Pati in the Academic Year of

2015/2016)

B. Problem of Study

Based on the research above, in order to learn more obvious

and more directed problem can be summarized as follows:

1. How is the implementation of Course Review Horay (CRH)

method for the eighth grade students’ reading

comprehension?

2. How is the improvement of Course Review Horay (CRH)

in improving the students’ ability in reading

comprehension?

C. Research Objectives

This research has some following purposes:

1. To identify the implementation of Course Review Horay

(CRH) method for the eighth grade students’ reading

comprehension.

2. To know the improvement of Course Review Horay (CRH) in

improving the students’ ability in reading comprehension.

D. Limitation of the Study

This study focuses on the students’ ability in reading

comprehension. To limit the research, the writer chooses recount text

in doing the paper of the eighth grade in MTs MATHOLI’UL ‘ULUM

PUCAKWANGI-PATI. In this research, the writer takes one class of

eighth grade. This action research is used to measure the students’

ability of reading comprehension through Course Review Horay

(CRH) as a learning method.

E. Benefits of the Study

The study has several benefits for the researchers, the readers,

the students and the teachers. This study provides new innovation of

English language teaching. The result of the study can be applied in

the English teaching-learning process, especially in the reading class.

The researcher hopes that this research will be useful for:

1. The researcher

The researcher will comprehend the way to improve students’

reading comprehension in recount text through Course Review

Horay (CRH) method deeply.

2. The readers

The result of the research will be useful for the reader to understand

the importance of using Course Review Horay (CRH) Method to

improve reading comprehension in recount text.

3. The students

The students can upgrade their reading comprehension in recount

text by using Course Review Horay (CRH) method.

4. The teachers

The finding of the research can be applied in English teaching and

learning process to make the students more interest in reading and

understanding recount text using Course Review Horay (CRH)

method.

F. Definition of Key Terms

This study is one of the classroom action researches with the

title “Improving Students’ Reading Comprehension through Course

Review Horay (CRH) Method. It conducts for the eight grades in Mts

Matholi’ul Ulum Pucakwangi-Pati in the academic year of 2015/2016.

There are the key terms of this research:

1. Improving

Process of becoming or making better. (Hornby 2008:222)

2. Reading Comprehension

Reading Comprehension is the process of making meaning from

text. (Wolley (2011:15)

3. Course Review Horay (CRH)

Acording to Huda (2013:229) state that Course Review Horay

(CRH) is one of method that can create comfort atmosphere in

purpose to try hand the students’ comprehend.

G. Graduating Paper Outline

This research is organized into five chapters, that is Chapter I

presents the introduction. It explains the background of the study,

problem statements, limitation of the study, the benefits of the study,

key terms of the research and organization of the graduating paper.

Chapter II is theoritical framework, which contains the theories that

related and support the research. Chapter III consists of description of

general situation in Mts Matholi’ul Ulum, Methodology of research

that discuss approaches and types of research, setting of the research,

subject of the research, procedure of the resesarch, technique of

collecting data, and technique of analyzing data. Chapter IV is data

analysis, it concists of field note cycle I and Cycle II and discussion of

cycle I and cycle II. Chapter V is closure that consists of conclusions

and suggestions. For the attachment there are appendixes and

references.

CHAPTER II

THEORETICAL FRAMEWORK

This chapter discusses some theories and ideas related to the

study. It consists of definition of reading and reading comprehension by

experts. The next section the writer describes the method which is used in

this study. And for addition the writer describes about text types.

A. Reading

1. Defintion of Reading

Reading is about understanding written texts. It is a complex

activity that involves both perception and thought ( Elizabeth 2003:6).

Smith (1982:2) explains as a matter of making sense of written

language rather than of decoding print to sound.

According to Danielle (2007:3) Reading is an extraordinary

achievement when one considers the number of levels and components

that must be mastered. Sofiandi et al (2013) states that reading is

information-processing: transforming print to speech, or print to

meaning. It means that, throuhg read, people can identifies in order to

recognize words in order to get the meaning of written text.

Reading can be seen as an “interactive” process between a

reader and a text which leads to automaticity or (reading fluency). In

this process, the reader interacts dynamically with the text as he/she

tries to licit the meaning and where various kinds e are being used:

linguistic or systemic knowledge (through bottom-up of knowledge

processing) as well as schematic knowledge (through top-down

processing) as offered by Alyousef (2016:64).

2. Purposes of Reading

In accordance to Mahmoed (1992:103-104) there are at least

five main purposes for comprehensive reading. All these purposes

require necessary skills in order to be accomplished efficiently.

These purposes include:

a. Reading for Specific Information

Reading for specific information is a common form of

reading used to discover specific or limited information.

Reading for this purpose involves looking for specific

information and finding it quickly. Looking up a word in the

dictionary or a number in the telephone book is the example of

reading for specific information.

b. Reading for Application

Reading for application is used to accomplish a special

task. This type of reading may consist of reading a cake recipe or

following instruction to make or fix something.

c. Reading for Pleasure and Entertainment

Individuals read for many pleasurable reasons. This

includes reading popular magazines, newspapers, novels, and

other similar material. It is a slower form of reading, which

allows the reader to envision the scenery and contemplate the

background and characters with enjoyment and appreciation. This

form of reading calls for total involvement of the reader.

d. Reading for Ideas

This type of reading requires paying special attention to main

ideas, concepts and the nature of the presented information. The

reader skims through major topics, headings, illustrations, and

conclusions in order to obtain a general idea of the content.

Reading for idea is enhanced through familiarity with the

overall field of study, related topics, facts, and discussions.

e. Reading for Understanding

Reading for understanding requires comprehension of

the relationship between the information introduced and overall

knowledge of the subject. It requires understanding the relationship

of topics to sentences, paragraphs, and the main ideas.

B. Reading Comprehension

The writer has written the definition of reading above. To

completed the theories the writer add the definition of comprehension,

reading comprehension, levels of reading comprehension, type of reading

comprehension, process of comprehension, and the important of teaching

reading.

1. Definition of Comprehension

According to Elizabeth et al (2003:14) said that

comprehension is the process of deriving meaning from connected

text. It involves word knowledge (vocabulary) as well as thinking and

reasoning. Therefore, comprehension is not a passive process, but an

active one. The reader actively engages with the text to construct

meaning. This active engagement includes making use of prior

knowledge. It involves drawing inferences from the words and

expressions that a writer uses to communicate information, ideas and

viewpoints.

2. Definition of Reading Comprehension

Reading comprehension is about relating prior knowledge to

new knowledge contained in written texts. Prior knowledge, in turn,

depends on lived experience as offered by Elizabeth (2003:19).

According to Wolley (2011:15) states that reading

comprehension is the process of making meaning from text. The goal,

therefore, is to gain an overall understanding of what is described in

the text rather than to obtain meaning from isolated words or

sentences.

According to Sofiandi (2013:4) claims that reading

comprehension as the process of simultaneously extracting and

constructing meaning through interaction and involvement with

written language.

3. Levels of Comprehension

According to Alyousef (2005) defines reading is the ability to

comprehend, not simply to recognize, letters, forms, and symbols.

Reading may prove to be almost useless without comprehension.

There are six levels of comprehension, these are:

a. Literal comprehension is state fact in text based on data, specific,

dates, traits and setting.

b. Inferential comprehension is prediction using fact from text,

sequence, traits and setting.

c. Evaluative comprehension is judgment of the text based on fact or

opinion from the text, validity, appropriateness, acceptable or

desirable ideas, comparison and cause-effect.

d. Appreciative comprehension is response to the text based on

personal reaction and reflection (place reader in story) and author’s

purpose

e. Essential comprehension is response to the text based on drown

from entire text, looks at the big ideas and themes from text, word

view that the text bring up, applies the themes to today’s word.

f. Critique comprehension is response to the text based on author’s use

of language, reaction to author’s ideas, and reaction to author’s

values, imaginary, style, and execution.

Total comprehension requires reading at all of the above

levels. Thus, to

comprehend a chapter in a textbook well, one must have ability

to read at all levels.

4. Types of Reading Comprehension

There are four types of reading comprehension:

a. Intensive reading means that the readers take a text, study it line by

line, and refer at very moment to the dictionary about the grammar

of the text itself as offered by Risdianto (2012:63). Intensive

reading possibly the fastest way to build vocabulary.

b. Extensive reading is considered as being reading rapidly as offered

by Risdianto (2012:38). Extensive reading has the purpose to train

the student to read directly and fluently in the target for enjoyment,

without the aid of the teacher.

c. According to Patel and Jain (2011) reading aloud is also play

important role in teaching of English. Teacher should know that the

training of reading aloud must be given at primary level because it

is the base of words pronunciation.

d. According to Patel and Jain (2011) silent reading is very important

skill in teaching of English. This reading should be employed to

increase reading ability among learners. Silent reading is done to

acquire a lot of information. Teacher has to make them read silently

as and when they are able to read without any difficulties.

5. Process of Comprehension

According to Allan (1980: 5) said that there are two aspects of

comprehension processes that we think are important to teach, they

are:

1. Comprehension Monitoring

Comprehension monitoring skills range from handling local

word-level failures to global text-level failures. There are four

basic types:

a. Failure to understand a word

The simplest kind of problem occurs when the reader

does not understand a word, either because it is novel, or

because its known meaning does not make sense in the current

context.

b. Failure to Understand a Sentence

There are several different ways a reader can fail to

understand a sentence. One possibility is that he or she fails to

find any interpretation at all. Another is that the only

interpretation found is so abstract as to seem hopelessly vague.

Alternatively, the reader may find several interpretations,

because of some semantic or syntactic ambiguity. A fourth

problem occurs if the reader's interpretation conflicts with his

or her prior knowledge.

c. Failure to understand how one sentence relates to another

There are two other kinds of failures that can occur at

the inter sentence level: the reader can find no connection

between two sentences that by juxtaposition should be related,

and the reader can find several possible connections

between two sentences.

d. Failure to understand how the entire text fits together

There are a number of failures that can occur at more

global levels. These include failures to understand the point of

the text or some part of it, failure to understand why certain

episodes or sections were included, and failure to understand

the motivations of one or more characters in the text.

2. Hypothesis generation, evaluation, and revision

Hypotheses are distinguish between two basic kinds, they are:

predictions and interpretations. Predictions are hypotheses about

what will happen, and interpretations are hypotheses about

what is happening.

6. The Importance of Teaching Reading

According to Alyousef (2005) states that any reading

component of an English language course may include a set of

learning goals for:

1. The ability to read a wide range of texts in English. This is the

long-range goal most teachers seek to develop through independent

readers outside EFL/ESL classroom

2. Building a knowledge of language which will facilitate reading

ability

3. Building schematic knowledge.

4. The ability to adapt the reading style according to reading purpose

(i.e. skimming, scanning)

5. Developing an awareness of the structure of written texts in

English

6. Taking a critical stance to the contents of the texts

C. General Concept of Cooperative Learning

According to David et al (1991) states that cooperative learning

is the instructional use of small groups so that students work together to

maximize their own and each other's learning.

Johnson and Holubec (1994) defines cooperative learning as the

instructional use f small groups so that students work together to maximize

their own and each other’s learning. None of us is as smart as all of us.

Cooperative learning can improve students’ achievement, their effort to

succeed, their critical thinking, their attitudes toward the subjects studied,

their psychological adjustment, and their self-esteem. Cooperative

learning can also foster students’ interpersonal relationship, improve their

ability to work with others, and build interrelations among diverse racial,

ethnic, and social groups.

According to David et al (1991) asserted that there are 5

essential components in cooperative learning. They are;

a. Positive interdependence

It means that each group member depends on each other to

accomplish the shared goal or task. Without the help of one member

the group is not able to reach the desired goal.

Positive interdependence promotes a situation in which

students to see that their work benefits other members of the group

and other members' work benefits them and work together in small

groups to maximize the learning of all members by sharing their

resources, providing mutual support and encouragement, and

celebrating their joint successes.

Positive interdependence can be structured in a number of

ways within a learning group:

1. Positive goal interdependence

To ensure that students believe they sink or swim

together and care about how much each other learns, the

instructor must structure a clear group or mutual goal,

such as "learn the assigned material and make sure that all

members of your group learn the assigned material." The

group's goal always has to be part of the lesson.

2. Positive reward/celebration interdependence

To supplement goal interdependence, the instructor might

want to add joint rewards (if all members of the group

score 90 percent or better on the test, each will receive

five bonus points). Sometimes instructors give students a

group grade for the group's overall production, individual

grades resulting from tests, and bonus points if all

members of the group achieve up to the criterion on the

tests. Regular celebrations of the group's efforts and

successes enhance the quality of cooperation.

3. Positive resource interdependence

The instructor might highlight cooperative relationships

by giving students limited resources that must be shared

(one copy of the problem or task per group) or giving

each student part of the required resources that the group

must then fit together (the jigsaw procedure).

4. Positive role interdependence

The instructor creates role interdependence among

students by assigning them complementary roles, such as

reader, recorder, checker (of understanding), encourager

(of participation), and elaborator (of knowledge). Such

roles are vital to high-quality learning. The role of

checker, for example, focuses on periodically asking each

member of the group to explain

b. Face-to-face interaction

It means that promote the success of the group members

by praising, encouraging, supporting, or assisting to each other.

c. Individual accountability

It means that each group member is held accountable for

his or her work. Individual accountability helps to avoid members

from "hitchhiking" on other group members' accomplishments.

Individual accountability can be structured in several

common ways:

1. Keeping the size of the group small. The smaller the

group, the greater individual accountability could be.

2. Giving an individual test to each student.

3. Examining students orally by randomly calling on one

student to present his or her group's work to you (in the

presence of the group) or to the entire class.

4. Observing each group and recording the frequency with

which each member contributes to the group's work.

5. Assigning one student in each group the role of

checker,who then asks other group members to explain

the reasoning and rationale underlying the group's

answers.

6. Having students teach what they learned to someone

else.When all students do so, it is called "simultaneous

explaining.

d. Social skills

Cooperative learning groups set the stage for students to learn

social skills. These skills help to build stronger cooperation among

group members. Leadership, decision-making, trust-building,

communication, and conflict management empower students to

manage both teamwork and task work successfully.

e. Group processing

Group processing is an assessment of how groups are

functioning to achieve their goals or tasks. By reviewing group

behavior the students and he teacher get a chance to discuss special

needs or problems within the group. The groups get a chance to

express their feelings about beneficial and unhelpful aspects of

the group learning process in order to correct unwanted behavior and

celebrate successful outcomes in the group work.

Groups need to describe what actions of the members were

helpful and unhelpful in completing the group's work and decide

what behaviors to continue or change. Such processing:

a. Enables learning groups to focus on maintaining good

working relationships among members,

b. Facilitates the learning of cooperative skills,

c. Ensures that members receive feedback on

theirparticipation,

d. Ensures that students think on the metacognitive as well

as the cognitive level

e. Provides the means to celebrate the success of the group

and reinforce the positive behaviors of group members.

D. General Concept of Course Review Horay (CRH)

A teacher should have various teaching method in delivering

the material in order to make the students enjoy the lesson. According to

Kurniasih and Sani (2015:80) Course Review Horay is one of innovative

method of cooperative learning model. In this method the make groups,

then conveys the competence that will be achieved, then demonstrates

the material. After dividing the class into groups, the teacher distributes

material learning. This technique is expected to make the class condition

become fun and examine the students‟ understanding and cooperation in

accomplishing their work.

According to Huda (2013:231) said that Course Review

Horay have several excesses, they are;

1. This method has interest structure in the learning process

2. It makes students more enthusiasm because the

atmosphere of classroom does not monotonous when

learning process

3. It can improve students’ skill in play along with the

others.

E. Procedure or Step of Course Review Horay (CRH)

According to Huda (2013:229), there are step to implement

Course Review Horay as follows:

1. Teacher extend the competence need to be arrived

2. Teacher distributes learning materials and explains the

materials briefly

3. After that the students are asked to discuss the

material that has been explained by the teacher in groups

in 10 minutes

4. Teacher distributes the “Understanding Card” to each

group. After that the teacher distributes the worksheet to

every member of the groups. The next, teacher chooses

one question of the worksheet and reads it randomly

at the time

5. The groups immediately discuss the questions and answer

the question. The question is answered in

“understanding card” and appropriate to the number

that has mentioned by the teacher. After that the teacher

will shout stop as signal that the time discussion is over

6. The groups who have correct answer should shout

“HORAY” and give checklist (v) to the number of

the “understanding card”

7. The score of each group is calculated from the checklist

or correct sign (v). The group’s score is calculated from

correct answer (horay) gained. The groups have more

checklists they will be the winner.

F. General Concept of Text Types

We know there are many text types in English. The types are

narrative, descriptive, exposition, recount, procedure, anecdote, news item,

discussion, and report.

The explanation of the text types above are :

a. Narrative

Narrative is an account of events, usually in the past, that

employs verbs of speech, motion, and action to describe a series of

events that are contingent one on another, and that typically

focuses on one or more performers of actions (Risdianto 2012:129)

b. Description

It is type of writing in which the objective is to describe a

certain object, especially about person, place or thing. It consists of

identification and description. (Cavanagh 1996:17)

c. Exposition

Exposition is text to persuade by arguing one side of an issue.

(Cavanagh 1996:35)

d. Recount

According to Rosyadi (2014) said that recount is a piece of

text that retells past events, usually in the order in which they

happened. The purpose of a recount text is to give the audience a

description of what happened and when it happened.

e. Procedure

Procedure texts are common factual genres that provide

instructions on how to do something. The purpose of procedural

texts is to provide sequenced information or directions so that

people can successfully perform activities in safe, efficient and

appropriate ways (Goverment of South America:2016)

f. Anecdote

Anecdote is a story about funny or story events that have

occured in order to invite the readers to share emotion with the

readers. Its purpose is to entertain the readers. The generic

structures of thus text are abstract, orientation, crisis and incidents.

g. News Item

News item is a type of writing that has the main function or

communicative purpose is to inform the readers about events of the

day that are conssidered news worthy.

h. Discussion

Discussion is text that written to present argument and

information from differing viewpoint. Discussions are used to

consider an issue from more than one point of view in order to

persuade the reader to act or think in a particular way. (Cavanagh

1996:39)

i. Report

Information reports are essentially descriptions that

classify and describe things in general and specific terms. They

are particularly important in subject such as Science, TAS and

Geography, which classify and describe the physical world and

subjects such as Creative Arts and History. (Cavanagh 1996:22)

G. General Concept of Recount Text

This study focus on recount text that will be taught when

conducted the research. Therefore, the writer describes about the definition

of recount text, Generic structure of recount text, language features of

recount text, and types of recount text as follows:

1. Definition of Recount text

According to Rosyadi (2014) said that recount is a piece of

text that retells past events, usually in the order in which they

happened. The purpose of a recount text is to give the audience a

description of what happened and when it happened.

According to Hyland (2009:iii) claims that recount is a text that

tells about past experiences of event. Recount has the same key

ingredient as the narrative and is thus comfortingly familiar, the

difference is that whereas narrative is imaginative, recount text should

be a retelling of events that have actualy happened.

2. Generic Structure of Recount Text:

According to Rosyadi (2014) recount focuses on a squence of event

relating to a particular activity. The recount follows three step:

a. Orientation

The orientation form is the first paragraph of the written

recount. This paragraph give the information background about

time setting, who or what the participating. Its consist of who

was involved, when the events occurred, what happened and

where the activity or event took place.

b. Series of Event

At this paragraph the students need to focus on supplying

details of the who, what when and where. Generally recount is

sequenced in time order. A record of events usually recounted in

chronological events

c. Reorientation and personal or evaluative comment (optional)

This is an optional step and its often used to finish

writing by rounding the series of events. It refers back some

information in the paragraph orientation.

3. Language Features in Recount text:

The language feature of recount text are as follows:

a. Noun and pronoun are use to identify the people, animal or thing.

e.g. Mr. dewi, the milkman, our cat, he.

b. Action verb are use when disscusing events. e.g. he jumped, he

walked, they slept.

c. Written in past tense to locate events in the writer’s time.

d. Connection word are used to squence events. e.g. first, then ,

finally.

e. Combine clause by using conjungtion. e.g. when, then, and but.

f. Used adverbs and adverbial phrases to to indicate place and time.

e.g. yesterday, after lunc, to the beach, at my house.

g. Evaluative language is used in factual and personal recounts. e.g.

this trip was a wonderful experience.

4. Types of Recount Text

The types of recount text are as follows:

d. Personal recount

Personal recount is recount which is a retelling of an

activity that the writer or speaker has experianced.

e. Factual recount

Factual recount is record the details of something that has

happened. The form of a historical recount such as science,

experiment, a trafict report or a sort report

f. An imaginative recount

An imaginative recount is taking the imaginarry role and

creating imaginary details but places them in realistic context.

The writer has written all theories above by experts, the

theories is about definition of reading, reading comprehension, cooperative

learning, course review horay (CRH), and recount text. Those theories are

advocates the writers to conduct the research about reading

comprehension.

CHAPTER III

RESEARCH METHODOLOGY

A. Setting of the Research

The research will take place at Mts Matholi’ul Ulum, located

at Terteg, Pucakwangi,-Pati. The school is the only state Islamic Junior

High School at the region. Yayasan Matholi’ul Ulum is managing three

educational institutions namely Islamic Kindergarten (RA), Islamic

Elementary School (MI), and Islamic Junior High School (Mts). Mts

Matholi’ul Ulum is located at Terteg- Pucakwangi ± 40 Km from Pati

regency. It has area of ± 1230 m2.

a. The Qualification of the Students

. In the academic year of 2015/2016, this school has four

classes. One class is for seventh grade students, two classes are for

eighth grade students, and one class is for ninth grade students. It has

100 students with the calculation as follows:

Table 3.1

Mts Matholi’ul Ulum’s Students in the Academic Year of

2015/2016

No Class Students CLASS

ROOM L P Total

1 VII 17 18 35 1

2 VIII 30 17 47 2

3 IX 6 12 18 1

Total General 53 47 100 4

b. The Educational Facilities and Tools

Mts Matholi’ul Ulum has 14 rooms, it is lack of facilities.

This school implied in developing school. To support the acceleration

of teaching process, Mts Matholiul Ulum is completed by necessarily

facilities:

Table 3.2

Educational facilities and Tool in Mts Matholiul Ulum in the

Academic Year of 2015/2016

No. Facilities Total

1. Classroom 4

2. Headmaster room 1

3. Teacher room 1

4. Administrations’ room 1

5. Computer’s room 1

6. UKS room 1

7. Living room 1

8 Library 1

9. Toilets 3

10. Television 1

11. Computer 5

13. Sound system 2

14. Cupboard 2

15. Table’s teacher 4

16. Chair’s teacher 8

17. Table’s teacher 53

18. Chair’s students 106

19. White board 4

20. Information board 2

c. The Qualification of the Teacher

There are 19 teachers and Mr. Warno, M. Pd. I took as

headmaster. Most of teachers in Mts Matholi’ul Ulum graduated from

S1 (Bachelor).

Table 3. 3

List of Teachers and Staff of Mts Matholiul Ulum in the Academic

Year of 2015/2016

No. Name Educational Duty

1 Warno, M.Pd.I S1 The headmaster of

Mts matholiul ulum

2 Rumiadi

Senior high

school Teacher

3 M. Mujib, S.Pd.I S1 Teacher

4 Parmin, S. Pd.

S1

Teacher /the vice

headmaster of

counseling

guidance

5 Satib, S.Pd.I S1 Teacher /librarian

6

Sutaman, S.Pd

S1

Teacher /the vice

headmaster of

curriculum affairs

7 Mustopa, S.Pd S1 Teacher

8 Suyono, S.Pd S1 Teacher

9 Subari, S.Pd.I S1 Teacher

10 Supeno, S.Pd S1 Teacher

11 Suwodo, S.Pd.I S1 Teacher

12 Suprapto, S.Pd.I S1 Teacher

13 A. S. Budi U., S.Pd.I S1 Teacher

14 Sukahar, S.Pd.I S1 Teacher

15 Warso S1 Teacher

16 Syaifur R., S.Pd.I S1 Staff

17 Dra. Pariyati D3 Teacher

18 Warsho S1 Teacher

19 Nurul Khoiriyyah

Senior high

school Teacher

d. Teacher’s Structure Organization

Mts Matholiul Ulum has structure organization to manage

learning process. To know in detail the writer likes to show in

following table:

Table 3. 4

Teacher’s Structure Organization at Mts Matholiul Ulum in the

Academic Year of 2015/2016

No. Name Duty

1. Wasito The Headmaster of

Yayasan Mts Matholi’ul

Ulum

2. Parmin, S.Pd The vice headmaster of

committee

3. Warno, M. Pd. I The Head Master of Mts

Matholi’ul Ulum

4. M. Surif, S. Pd. I Treasurer

5. Sutaman, S. Pd The vice of administration

staff

6. Sutaman, S. Pd The vice of headmaster of

curriculum affairs

7. Supeno, S. Pd The vice headmaster of

students affairs

8. Rumiadi The vice of headmaster of

public relations

9. Subari The vice of facilities affairs

10. Parmin, S. Pd The vice of headmaster

counseling guidance

11. A. Budi. S. U, S. Pd. I OSIS’s management

12. Satib, S. Pd Librarian

13. Suwodo, S. Pd. I The vice teacher’s VII

classroom

14. Sukahar, S. Pd. I The vice teacher’s VIII

classroom

15. Parmin, S. Pd The vice teacher’s IX

classroom

16. Ngasiban Security

17. Sukahar, S. Pd. I Scoutmaster

18. Suprapto, S. Pd. I UKS

The research take place at Mts Matholi’ul Ulum based on the

consideration that the school is near the place of the researcher and the

institution has never conducted research about improving students’ reading

comprehension through Course Review Horay (CRH) method. The

research applied at the second semester in the academic year of 2015/2016

and began in May 2016.

B. Subject of the Research

The subject of the research was the eighth grade students of

Mts Matholi’ul Ulum. They consist of two groups of study, but the

researcher took one group study, it was VIII B. The researcher was chose

VIII B because before conducted the research the researcher made a

conversation with the English’s teacher in that school. He gave 2 types

class to the researcher that is VIII A and VIII B. VIII A is passive class

and VIII B is active and noisy class because this class male students

dominant, but they were getting fast achieved the lesson. Finally, the

English’s teacher in that school suggested to the researcher to choose VIII

B, based on the reason to apply the method of the research that is course

review horay, it is one of cooperative learning method so that the

researcher need active class. The class consists of 24 students, 16 males

and 8 females. The reseacher performed as the teacher and her patner, Nur

Kolif as the observer of the action.

Table 3. 5

The List of VIII B Class of Mts Matholi’ul Ulum

NO NAME Sex

1 Ahmad Nasrudin Male

2 Ahmad Sandy Alawi Male

3 Ali Abu Asnan Male

4 Andi Supardiyono Male

5 Anggita Yoga Pratama Male

6 Arkan Mufid Al Maulidiy Male

7 Ferry Kurniawan Male

8 Kholidah Arum Purnamasari Female

9 Laili Ulfatussa’adah Female

10 Latifatul Hasanah Female

11 M. Agung Prayogo Male

12 Muh. Sayful Anam Male

13 Moh. Humam Musta’an Male

14 Muhammad Askhorin Male

15 Muhammad Taufiqur Rohman Male

16 Nanda Choirul Arqi Male

17 Nur Khoiriya Female

18 Rizky Agung Santoso Male

19 Septiana Fatimiyah Female

20 Siti Suprihatin Female

21 Sri Indah Febrianti Female

22 Steven Aderico Male

23 Sulastri Female

24 Wildan Alwi Male

C. Type of the Reseach

This research is classroom action research. According to Burns

(2010:2) action research is part of a broad movement that has been going

on in education generally for some time. It is related to the ideas of

‘reflective practice’ and ‘the teacher as researcher.

According to Mettetal (2001) states that classroom action research

is a method of finding out what works best in a classroom so that a teacher

can improve student learning.

According to Hadley (2003) define that action research as a

systematic and collaborative exertion with the purpose to solving

classroom problems.

From the definitions above, the understanding of classroom action

research is clear. The research involves the researcher as the teacher.

While conducted this research, the researcher as the teacher who teach the

students and her partner Nur Kolif as the observer who observe students

and teacher’s activities in the class. The classroom action research is one

of the responsibilities of the teacher who is reflective and professional. In

addition, the innovation and development of the teaching and learning

process of the school can be realized by the teacher him/herself.

D. Procedure of the Research

The study is classroom action research. There are two cycles in this

research. According to Burn (2010:7) action research typically involves

four broad phases in a cycle of research. The first cycle may become a

continuing, or iterative, spiral of cycles which recur until the action

researcher has achieved a satisfactory outcome and feels it is time to stop.

1. Cycle 1

a. Planning:

1) Preparing materials, making lesson plan and designing the

steps in doing action research

2) Preparing list of students’ name and scoring

3) Preparing teaching aids

4) Preparing sheets for classroom observation (to know the

situation of teaching learning process when the strategy is

applied)

5) Preparing a test (to know whether students’ reading

comprehension improved or not)

b. Acting

1) Giving pre test

2) Teaching reading through Course Review Horay method

3) Giving the chance to the students to ask any difficulties or

problems.

4) Giving the post test

c. Observing

Observation is one of the techniques of collecting data in

this research. The stage is done by observing the implementation

of Course Review Horay method during the teaching learning

process, especially in reading learning outcomes. The researcher

observes whether through Course Review Horay method can

improve student’s reading comprehension. It is a step to observe

the effects of the action that occurs. The researcher also records

the action and opinions to collect information about what is

happening. The result of the observation was recorded on

observation sheets as the data. The data collected can be used as

the basic to decide the activity that involved in the next meetings.

d. Reflecting

At this stage, the researcher collects the data from

observation, evaluate and describe the effects of the action. If the

researcher found the problems, it moved to next cycle with the

same concept.

Figure 1: Cyclical Action Research Model.

(Kemmis&McTaggart, 1988, 11-14) in Burn (2010:8)

1. Cycle II

a. Planning

1) Lesson plan

The lesson plan was arranged based on the problem in the result

of cycle I.

2) Material.

3) Teaching aid (white board, copy of material, and the tools for

doing Course Review Horay)

4) Pre test and post test.

5) Observation sheet.

b. Acting

1) Giving pre test

2) Teaching reading through Course Review Horay method

3) Giving the chance to the students to ask any difficulties or

problems.

4) Giving the post test

c. Observing

In the cycle II, the researcher also asked her partner to

observe the teaching and learning process in the class. Her partner

as collaborator also helped in monitoring the class. It is a step to

observe the effects of the action that occurs. The researcher also

records the action and opinions to collect information about what is

happening. The result of the observation was recorded on

observation sheets as the data.

d. Reflecting

In this stage, the researcher and her partner made

conclusion after analyzing the data. The conclusion was made by

comparing the student’s score between cycle I and cycle II.

E. Technique of Collecting Data

In the classroom action research, the researcher uses some

techniques to collect qualitative and quantitative data. Test is used by

researcher to get quantitative data. The researcher uses Pre-test and Post-

test to get the quantitative data. First, pre-test is done before using Course

Review Horay method to improve reading comprehension. Second, post

test is done after using Course Review Horay method. By doing this pre-

test and post-test, the researcher knows the result of this study before and

after using Course Review Horay method.

In collecting qualitative data, the researcher uses two technique,

they are observation and documentation. The explanation of each

technique is below:

1. Observation

The researcher did observation during the English teaching

learning process. It involved the process during the lesson, the

condition and the attitude of students. The researcher observed all of

activities in the class include the progress of the research.

2. Documentation

According to Joseph (2012) defines documentation as a

collection of data, regardless of the medium on which it is recorded,

that generally has permanence and can be read by human an

machines. Document includes both paper and electronic document.

F. Rubric of Reading Skill

In this research the writer prefers test made by teachers because

teacher can measure student’s difficulties in learning English, especially in

reading. The writer uses pre-test and post test in order to get the data and

to find the differences of the students ability before and after the teacher

use the method.

a. Rubric for pre test and post test

The writer uses pre test and post test in order to get the data.

In every test teacher give 15 item multiple choice test, 1 item

= 1 score. And the score calculation for 15 item multiple

choice is (score x 20 : 3).

Table 3.6

The Criteria of Students’ Score

No Score Criteria

1 91-100 Excellent

2 81-90 Very Good

3 71-80 Good

4 61-70 Fair

5 51-60 Poor

6 0-50 Very Poor

b. Rubric for the implementation of Course Review Horay

(CRH)

Table 3.7

The criteria of groups’ score

Aspects Criteria Score

Grammar

All the grammar

are correctly

90-100

Most of grammar

are correctly

70-80

Several grammar

are correctly

50-60

Most of grammar

is wrong

0-40

Content

All of the content

are right

90-100

Most of the

content are right

70-80

Some of the

content are right

50-60

Most of the

content is wrong

0-40

G. Technique of Analyzing Data

The researcher conduct the action research of teaching reading

comprehension through Course Review Horay as a method of language

teaching at the eightt grade students of Mts Matholi’ul Ulum Pucakwangi

Pati.

In analyzing the data, the researcher uses mixed research. It is

involves quantitative and qualitative research. According to Odhiambo,

(2005), et al said that quantitative approaches are best suited to answering

questions related to poverty measurement. Qualitative research enables a

researcher to gain empathic understanding of social phenomena, to

facilitate recognition of subjective aspects of human behavior and

experiences, and to develop insights into group’s lifestyles and

experiences that are meaningful, reasonable and normal to those

concerned. According to Weisis (2011) the formula is:

Mean

M = ∑X

N

Where,

M : Mean of students’ score

∑X : The sum score of students’ writing test

N : The total number of students

And to know the difference score improvement between pre test and post

test the writer use formula:

SDD = �∑��

�− ��∑�

���2

Where :

SDD = Deviation Standard

D = Different between pre test and post test

N= Number of observation in sample

H. Schedule of the Research

The researcher made the schedule of the research as in the table below:

Table 3.8

Schedule of the Research

No. Activities Time

1. The action of pre cycle April 30 2016

2. The action of cycle I May 7-8 2016

3. The action of cycle II May 14-15 2016

CHAPTER IV

FINDINGS AND DISSCUSSION

This chapter focuses on analyzing the collected data. The researcher gives

the details of the finding. It describes activities from each step of the cycles. The

data consist of the results of the cycle I, and cycle II. The data of pre test and post

test will present the improvement of students’ score in acquiring reading

comprehension through Course Review Horay (CRH) method.

A. The Implementation of Course Review Horay (CRH) for the Eighth

Grade Students’ Reading Comprehension at Mts Matholi’ul Ulum

Pucakwangi - Pati

This research consist of two cycle, they are cycle I and cycle II.

For the whole steps of this research will be explained in the description as

follows:

1. Cycle 1

a. Planning

Before doing this research, the researcher prepare the instruments,

they are as follows:

1) Lesson plan

Lesson plan was used to control the teaching and

learning process of this research. The research used the lesson

plan as guidance to manage time and activities during learning

process in the class. Lesson plan cycle I was implementation on

Saturday and Sunday, May 7th and 8th 2016. (Detail look at the

appendix)

2) Material

In the first cycle, the researcher focuses on recount text

as teaching material. It consists of definition, generic structure,

language features, and types of recount text. And for the

example teacher gave example text entitle “Unforgettable

moment”. (Detail look at the appendix)

3) Teaching Aid

The researcher prepared some instrument, such as

board marker, photocopy material task for applied, pre test and

post test sheet.

4) The observation sheet

The writes was made 2 observation sheets. They are

student’s observation sheet and teacher’s observation sheet.

Observation sheet was prepared in order to know the student’s

activities, students’ politeness in the class. Meanwhile,

teacher’s observation sheet was made to observe teacher’s

readiness, teacher’s activities, and student’s communication

with the students when teaching learning process. (Detail look

at appendix)

5) Test ( Pre-test and Post-test)

The researcher used pre-test and post-test in her action.

Pre-test was done before using Course Review Horay (CRH)

method to know students’ competence in reading

comprehension. The teacher gave 30 minutes to finished pre

test sheet. Meanwhile, post-test was done after using Course

Review Horay (CRH) as a method of language teaching to see

the result of study before and after using Course Review Horay

(CRH) method. Post test also finished in 30 minutes. (Detail

look at appendix)

b. The Implementation of Action

The action of cycle I was done on Saturday and Sunday,

May 7th and 8th 2016. The reseacher performed as a teacher and

her patner Nur Kholif as the observer of the action.

On Saturday, May 7th, the teacher applied the teaching

learning process based on the lesson plan which had been made.

The teacher opened the lesson, introduced herself, and checked

the students’ attendance.

Before starting the lesson, the researcher gave the pre-

test to the students. It was around 30 minutes. The pre-test was

about multiple choice tests. It is 15 items and about recount text.

She divided the sheets and walk around the class in order to check

students along doing in the test. Actually, she found that some of

students were nervous and confuse to do the test. The teacher

explained to the students what should they do. Most of students

asked difficulties words because they were not bring dictionaries.

After doing the test, the teacher collected students’ work

sheet and began to teach English lesson. The situation in the class

was summarized below:

Teacher : “ Assalamu’alaikum Wr. Wb.”

Students : “Wa’alaikumsallam Wr. Wb.”

Teacher : “good morning, students?”

Students : “good morning, mom”

Teacher : “How are you today?”

Students : I’m fine, and you?”

Teacher : “I’m fine to thank you. Are you ready to study this

morning?”

Students : “not yet”

Some of students were noisy and jokes with the others. The teacher

wait for a minute up to the students were ready. After that teacher

asked to the students to be quite, pay attention and sit down.

Teacher : Ok, if you are ready. Before we start the lesson, let’s

reciting Basmallah all together”

Students : “Bismillahirahmanirrahim”

Teacher : “Ok class, you have done the pre-test before, what is the

text type in the test?”

The class was silent, it seemed nobody knows the answer.

Teacher : “the text is about recount text, do you know about recount

text?”

All students kept silent again. They seemed confuse. After several

minutes one Ria answered it.

Ria : “past event” ( Ria answered the question and seemed be

wary to speak up).

Teacher : “Right, recount text is a text retells past event, good answer

Ria. And what is the purpose of recount text?”

Wildan : “tell story to the audience mom”

Teacher : “good, the purpose of recount text is to retell to the

audience”

After that, the teacher gave more explanation about recount

text and gave a piece of copy material to the students. The material

provided the text organization, language feature and some example of

recount text.

Teacher : “Any question so far?”

Students : “no, mom”

Teacher : “Ok, if there is no question, I will give you homework,

please read the material about recount text and search the

example of recount text”

Laili : “Individually or groups, mom?”

Teacher : “Individually. One group takes one text.”

Then, the teacher closed the meeting. And the teacher asked to the

students to bring the dictionaries in the next meeting.

Teacher : “thank you for your attention. See you next meeting”

Students : “See you, mom”

Teacher : Wassalamu’alaikum Wr. Wb.

Students : Wa’alaikumsallam Wr. Wb.

On Sunday, May 8th, the researcher and her partner entered

to the class and started the class then ask about the last material about

recount text. The situation as follow:

Teacher : “Assalamu’alaikum Wr. Wb.

Students : “Wa’alaikumsallam Wr. Wb.

Teacher : “Good morning class? How are you today?”

Students : “Good morning mom, I’m fine, and you?

Teacher : “I’m very well, thank you. Okay, now please submit your

homework!

Few of students submitted their homework, but some of they did not

finished it.

Teacher : Okay, Before we continue the lesson, did you remember

what have we discussed yesterday?”

Students : “Yes, Recount text, mom”

Teacher : “Good, what is recount text?”

Laili : “Recount text is a text that retell past event”

Then, the teacher continued gave more explained about recount text,

generic structure, language features, types of recount text, and

example of recount text. Teacher called some of students name and

asked them to read the material in order to know their pronunciations

and fluency in reading text. The teacher faced some students got

difficulties to express the words. After they finished read the text, she

gave opportunities the students to ask difficulties word. Then, students

and teacher translation the text together, so that the material easy to

understand in Indonesian language.

Teacher : “Did you understand?”

Students : “Yes, mom”

Teacher : Ok, now we will try to practice using Course Review Horay

(CRH)”.

Student : “What is Course Review Horay, mom ?”

Teacher : “It is a method of learning to teach reading comprehension.

“Course” it is teaching the material, “Review” to measure

your understanding about the material, I will give you

several questions and “Horay for the groups who get right

answer they have to shout “Horaayy”. Are you ready?”

Students : “Yes, mom”

Teacher : “Okay, now please make a group every group consists of 4

students, and I will gives you some questions!”

Then, the teacher gives some questions to the students and after that

they are correct the answer. The group which gets high score will get

prize.

After that, the teacher gave post test to the students. It was

about multiple choice tests 15 items. She gave question sheets to the

students and walk around the class in order to check students. All

students kept silent and do the test and submit it after they done.

c. Observation

In the first cycle, the researcher and her partner observed

teaching learning process by monitoring the students’ activity and

attention during the action. Observation made at the time of

learning recount text before and after using CRH method,

observation focused on students’ reading comprehension. Beside

that, the observer also observes teacher activities when teaching

learning process. The result of this action, the writer can see that

the students were not ready yet and noisy when the teacher came to

class. Some of them asked the answer to their friends. Most of them

look confused when teacher gave to them first question about the

material. Because their teacher has never taught about recount text,

it is mean they got first lesson about recount text from the

researcher.

The teacher also observed the students’ activeness in

asking, answering question, ad giving feedback. In this action, most

of students were silence in the class, only several students who

have answered the teacher’s question. After several lesson, they

looked conscious and enjoy the learning process.

The class looked conductive until the end of the lesson.

After teaching the material, teacher implements the CRH method.

A good point is, students were enjoy and enthusiastic to the next

meeting. The teacher made observation sheet, the purpose of this

activity was to evaluate the teaching and learning process, collect

the data and monitor the class.

d. Reflection

Based on the observation of cycle I, there were some

reflections that should be given attention to maximize the ability of

students reading comprehension. The teacher should give brief

explanation because some students confused and did not

understand. And one of the students was noisy and disturbed the

others. researcher found several weaknesses that happened during

the teaching and learning process. The weaknesses are as follows:

1) Most of students were not ready yet, when the teacher

came and started lesson. And some of the students was

noisy and disturbed the others. To solve the problem, we

think that it is important to give students more exercise to

analyze and understand text. It will maximize their time

for discussion and analyze text. That will motivate and

attract students to study tomorrow.

2) They faced difficulties words and to pronoun words as

fluency and they did not know the meaning of word by

word. For these reasons, the teacher needed to ask

students to bring their dictionary.

3) .The passing grade KKM (Minimum Completeness

Criteria) was 70. The target of the passing grade was

85%, but only 4.16 % from the students could reach the

KKM (Minimum Completness Criteria) from pre test

cycle I and 50% students could reach the KKM

(Minimum Completness Criteria) from post test cycle II.

The students did not achieve the target of the passing

grade in the pre-test and post-test of cycle I. The groups’

score for the implementation of course review horay did

not pass the KKM (Minimum Completness Criteria ), it

was 50%. Therefore, the researcher would conduct the

cycle II to achieve the target of the passing grade.

2. Cycle II

Based on the result of cycle I, it is necessary for the teacher to continue

to the next cycle :

a. Planning

The activities are prepared :

1) Lesson plan as a guide for teacher, activities in the class, so

teaching and learning process can be controlled. (look at the

appendix)

2) Material (look at the appendix)

3) Teaching aids ( board marker, materials and task to doing

Course Review Horay)

4) Observation sheet (look at the appendix)

5) Pre-test and post-test (look at the appendix)

b. The implementation of action

The action of cycle II was completed on May. The

researcher taught the lesson based on lesson plan arranged. Before

beginning the lesson, the teacher gave pre-test about multiple

choice tests to the students. On the other hand, the partner observed

teaching and learning process in the class, includes when the

students did pre test and post test. Before teaching the lesson

teacher gave pre test to the students, teacher divided the sheets it is

about multiple choice test 15 items, and walk around the class to

check students along doing the test. After pre-test she began to

teach. The teacher revised the teaching learning process in the

cycle I where students still difficulties comprehend recount text,

especially in language features in recount text, and students still

have difficulties to understand the meaning of word by word. In the

addition she explained about simple past tense that used in recount

text. The situation was follows :

Teacher : “Assalamu’alaikum Wr. Wb.”

Students : “Wa’alaikumsallam Wr. Wb”

Teacher : “Good morning students. How are you?”

Students : “Good morning mom, I’m fine. And you?”

Teacher : “I’m fine to thank you. Who is absent today?

Student : “No one. mom.”

Teacher : “Okay, today we go on to the next material, Did you

remember what we have learned last week?”

Students : “Yes, mom. We learned about recount text”

Teacher : “Good, and what are language features of recount text?

Endah : “use noun and pronoun, written in past tense..”

Teacher : “Right, today we will discussed about simple past tense.

Did you know what the formula of simple past tense is?”

Students : “S + V2”

Then, the teacher gave more explanation about simple past tense,

formula of simple past tense (active, negative, and interrogative),

example of simple past tense and asked to the students to come

forward one by one and wrote the other examples of simple past tense.

Firstly, teacher wrote one example of simple past tense, and then

Wildan came forward and wrote the negative and interrogative

sentence. Secondly, teacher wrote example of negative sentence, then

Laili came forward and wrote active and interrogative sentence.

Thirdly, the teacher wrote example of interrogative sentence and

asked Rizky to write active and negative sentence from the example,

but he refuse it. Finally, Endah came forward and done it.

Teacher : “Did you understand?”

Latifah : “Miss, How to identify V2?”

Teacher : “To identified V2, you can look at the dictionary and

searched the word in regular and irregular verb.”

Wildan : “How to differentiate to be in past tense and present tense?”

Teacher : “verb in present tense used V1 and verb in past tense use V2.

Or use (is, am, are) to present tense and use (was, were)

to past tense. Did you understand?”

Wildan : “Yes, mom.”

Teacher : “any question so far?”

Students “no, mom”

Teacher : “Okay, there is no more question, see you tomorrow. And

we close this meeting with reciting hamdalah all

together.”

Students : “Alhamdulillahirobbil’alamin”

Teacher : “Assalamu’alaikum Wr. Wb.”

Students : “Wa’alaikumsallam Wr. Wb.”

On Sunday, May 15th 2016 the researcher and her observer

entered in the English class. The teacher applied the teaching learning

process based on the lesson plan which had been made. The teacher

opened the lesson and checked the students’ attendance. The situation

was follows:

Teacher : “Assalamu’alaikum Wr. Wb.”

Students ; “Wa’alaikumussalam Wr. Wb. “

Teacher : “Good morning students, how are you today?”

Students : “Good morning. I’m fine, and you?”

Teacher : “I’m fine to thank you. Ok class, before we start the lesson

today, let’s reciting Basmallah all together!”

Students : “Bismillahirahmanirrahim”

Teacher : “Today we will study about “Visiting Bali” text, are you

ready students?

Students : “Yes, mom”

Teacher : “Now, read the text “Visiting Bali”. Open your dictionary

to search meaning of difficult words.”

Teacher time to the students to read the text. After that, teacher asked

to some students to read the text, one student one paragraph. When

students read the text teacher walk around the class to check their

pronunciation, and manage other students to keep attention. After read

the text teacher asked to analyze the text.

Teacher asked to analyze language feature from the text, generic

structure of recount text. Then, teacher and students give translation

the text.

Teacher : Ok class, now we will applied course review horay method.

Are you ready?”

Students : “yes, mom”

After that, teacher gave the question and students have to discussion

with their group when answer the question. Teacher read the question

time after time because most of students still confused to understand

question in English. After they finished answered the question, teacher

answered it. And the winner is Laili’s group. The teacher give door

prize to she’s group and got applause from the others.

And the finally, before close the meeting teacher gave post test to the

students. Teacher divided sheets and walk around the class to check

students along doing the test. After 30 minutes, students submitted

their test. Teacher say goodbye to the students because that day is the

last meeting in doing research.

Teacher : “This day is our last meeting, thank you for your

participation. See you in the next opportunities. And let’s

say hamdallah all together!”

Students : “Alhamdulillahirrabil’alamin”

Teacher : “Assalamu’alaikum Wr. Wb.”

Students : “Wa’alaikummusalam Wr. Wb.”

c. Observation

In the cycle II, observation was also carried out during the

implementation of action. The teacher also asked the partner to

observe the teaching and learning process in the class. Her partner

as collaborator also helped in monitoring the class.

In this action, the teacher taught the students about simple

past tense, it is part of language features of recount text. When

learning process, teacher asked to the students made simple past

tense sentence. After that, teacher gave to them example of recount

text entitle “Visiting Bali”. The students have to analysis those

sentences; it is about generic structure of recount text, language

feature, and their comprehension about the text.

Observation was concentrated on the students’ capability

which shows their understanding of the lesson given. The observer

was observed the students when they practiced Course Review

Horay (CRH) method.

d. Reflection

In this cycle, the researcher and her partner made

conclusion after analyzing the data.

Based on the researcher and her partner discussion, it

was believed that the implementation of Classroom Action

Research through Course Review Horay (CRH) as a method in

language teaching was appropriate. It could be seen the students’

improvement in the students’ score. And they completed their work

before the time was over. In addition, all students seriously paid

attention to the teacher’s explanation in the learning process. The

passing grade (Minimum Completeness Criteria) was 70, and the

target was 85%. 50% of the students could pass the passing grade

from pre test cycle II, and 87.5% students could pass the passing

grade from post test cycle II. The result of the post-test in cycle II

was more than the target of the passing grade. And the groups’

score for the implementation of course review horay passed the

KKM (Minimum Completness Criteria ), it was 83%. Therefore,

the students achieved the target of the passing grade, so the

researcher stopped the research until cycle II.

B. The Improvement of Course Review Horay (CRH) Improve Students’

Reading Comprehension at Mts Matholi’ul Ulum Pucakwangi - Pati

The researcher collected the data of cycle I and cycle II from the

students. They consisted of 24 students of the eighth grade in Mts

Matholi’ul Ulum Pucakwangi Pati. In this study, the researcher and

observer elaborated to collect scores of the students. Then, the researcher

calculated the scores from the researcher and observer.

1. Cycle I

In cycle I, The researcher analyze the data of pre test and

post test. The calculation and result of both tests are presented

below:

Table 4.1

The Result of Pre-test and Post-test Cycle I

NO. NAME PRE-TEST POST-TEST

1 Ahmad Nasrudin 47 67

2 Ahmad Sandy Alawi 53 67

3 Ali Abu Asnan 60 87

4 Andi Supardiyono 47 67

5 Anggita Yoga Pratama 60 67

6 Arkan Mufid Al Maulidiy 53 60

7 Ferry Kurniawan 60 67

8 Kholidah Arum P. 67 73

9 Laili Ulfatussa’adah 73 93

10 Latifatul Hasanah 53 73

11 M. Agung Prayogo 60 80

12 Muh. Sayful Anam 47 67

13 Moh. Humam Musta’an 53 67

14 Muhammad Askhorin 53 60

15 Muhammad Taufiqur R. 47 60

16 Nanda Choirul Arqi 53 73

17 Nur Khoiriya 60 80

18 Rizky Agung Santoso 53 87

19 Septiana Fatimiyah 60 80

20 Siti Suprihatin 47 60

21 Sri Indah Febrianti 53 80

22 Steven Aderico 53 67

23 Sulastri 47 73

24 Wildan Alwi 67 80

∑= 1326 1735

a. Mean of pre test in cycle I

M = ∑�

�

M = ����

��

M = 55.25

b. Mean of post test in cycle I

M = ∑X

N

M = 1735

24

M = 72.29

From the result of the tests above, there is

improvement of students’ reading comprehension before and

after the implementation of course review horay method in cycle

I. Mean of post test ( 72.29) is higher than mean of pretest

(55.25). Where in pre test cycle I 4.16% students passed the

KKM (Minimum Completeness Criteria) and 95.83% did not

passed the KKM (Minimum Completeness Criteria), and 50%

students passed the KKM (Minimum Completeness Criteria) and

50% did not passed the KKM (Minimum Completeness

Criteria).. Therefore, the researcher continued the research in

cycle II.

2. Cycle II

The researcher analyze the data of pre test and post test. The

calculation and result of both tests are presented below:

Table 4.2

The Result of Pre-test and Post-test in Cycle II

NO NAME PRE-TEST POST-TEST

1 Ahmad Nasrudin 47 67

2 Ahmad Sandy Alawi 73 80

3 Ali Abu Asnan 73 80

4 Andi Supardiyono 53 73

5 Anggita Yoga Pratama 73 80

6 Arkan Mufid Al M 67 73

7 Ferry Kurniawan 67 80

8 Kholidah Arum P. 80 87

9 Laili Ulfatussa’adah 73 93

10 Latifatul Hasanah 53 73

11 M. Agung Prayogo 67 73

12 Muh. Sayful Anam 53 73

13 Moh. Humam Musta’an 73 80

14 Muhammad Askhorin 60 73

15 Muhammad Taufiqur R. 47 67

16 Nanda Choirul Arqi 73 80

17 Nur Khoiriya 73 80

18 Rizky Agung Santoso 73 73

19 Septiana Fatimiyah 73 80

20 Siti Suprihatin 47 60

21 Sri Indah Febrianti 60 80

22 Steven Aderico 73 73

23 Sulastri 60 73

24 Wildan Alwi 80 87

∑= 1571 1838

a. Mean of pre test in cycle II

M = ∑�

�

M = ����

��

M = 65.45

b. Mean of post test in cycle II

M = ∑�

�

M = ����

��

M = 76.58

From the result of the tests above, there is

improvement of students’ reading comprehension before and after

the application of course review horay method in cycle II. Mean of

post test (76.33) is higher than mean of pretest (65.45). Where 50%

students passed the KKM (Minimum Completeness Criteria) and

50% students did not passed the KKM (Minimum Completeness

Criteria) from pre test cycle II, and 87.5% students passed the

KKM (Minimum Completeness Criteria). It is mean the result of

the post test cycle II achieved the target, 87.5% > 85%. Therefore,

the researcher stopped the research in cycle II.

3. Groups’ Scores

a) Scores of group summary

The implementation of course review horay, teacher made 6

groups and each groups consist of 4 students from 24 students. The

writer would like to show the groups as follow:

Table. 4. 3

Score of Groups’ Summary

Group I Score Group II Score

Cycle

I

Cycle

II

Cycle

I

Cycle

II

A. Nasrudin

50

80

Kholidah A.

70

80

Ali Abu A. M. Agung P.

Andi S. M. Humam M.

Arkan M. M. Taufiqur

Group III Score Group IV Score

Cycle

I

Cycle

II

Cycle

I

Cycle

II

Nur K.

50

70

A. Sandy A.

60

80

M. Syaiful A Anggita Y.

Steven A. Laili U.

Sulastri Latifah H.

Group V Score Group VI Score

Cycle

I

Cycle

II

Cycle

I

Cycle

II

Ferry K.

40

60

Septiana F.

70

90

M. Askhorin Siti Suprihatin

Nanda C. Sri Indah F.

Rizky Wildan Alwi

b) Analysis of groups’ scores

From the result in cycle I and cycle II, the writer analyzed

the students’ improvement from cycle I and cycle II. The

improvement as follows:

Table 4. 4

Mean of Group’s score

No Groups Score

Cycle I Cycle II

1. Group I 50 80

2. Group II 70 80

3. Group III 50 70

4. Group IV 70 90

5. Group V 40 60

6. Group VI 70 90

∑ = 350 470

The result of the table above we can conclude that the

implementation of course review horay can improve students’ reading

comprehension. The result of the data show that the mean of cycle II is

470, it means the result of cycle II is higher than cycle I, Where the cycle

I groups’ percentage was 50% . For cycle II group percentage was 83%.

It is mean the percentage from cycle II passed KKM (Minimum

Completeness Criteria)

Course review horay method can improve reading

comprehension because this method has several excess. There are;

student can share their ideas to others and discussion to answered the

question in groups. Cooperative learning students can drill their ability to

communication or discussion with the others.

Based on the comparison among mean of cycle I and cycle II,

the implementation of course review horay on reading comprehension is

succesfull to improve students’ reading comprehension. It can be seen in

the table, the result of cycle II is higher than cycle II.

CHAPTER V

CLOSURE

A. Conclusion

Based on the result of the research, there are some conclusions that

will be described as follow:

1. The implementation of course review horay (CRH) for the eighth

grade students’ reading comprehension at Mts Matholi’ul Ulum

Pucakwangi – Pati. From this research, the researcher could conclude

that the implementation of teaching reading comprehension through

course review horay (CRH) was successful. The researcher got the

information from cycle I and cycle II. From the research, the

researcher could know that the students were still difficult to give

understand reading text. The students had limited vocabularies so they

got difficult to understand the text. The students got difficult to

pronoun difficult words. The researcher needed to find the solution

after the study. The researcher analyzed the problem that students

faced in the class. the researcher asked the students to bring the

dictionaries and asked to them to read the text one by one. Finally,

they could improve their reading comprehension time to time in every

cycle.

2. The improvement of course review horay (CRH) in improving

students’ reading comprehension at Mts Matholi’ul Ulum Pucakwangi

Pati. Based on the finding research, the mean score of pre test is 55.25,

where 4.16% students pass the test and 95.83% did not pass the KKM

(Minimum Completeness Criteria). Mean of post test is 72.29, where

50% students pass the test and 50% did not pass the KKM (Minimum

Completeness Criteria. The groups’ score for the implementation of

course review horay did not pass the KKM (Minimum Completness

Criteria ), it was 50%. In cycle II, the mean of pre test and post test

also increases. Mean of pre test and post test in cycle II is 65.45,

where 50% students pass the test and 50% did not pass the KKM

(Minimum Completeness Criteria. Mean of post test in cycle II is

76.33, where 87.5% students pass the test and 12.5% did not pass the

KKM (Minimum Completeness Criteria and over than the target. And

the groups’ score for the implementation of course review horay

passed the KKM (Minimum Completness Criteria ), it was 83%. The

result shows that the mean of the findings in cycle II is higher than

KKM (Minimum Completeness Criteria).

B. Implication

The result of the action shows that using course review horay

method can improve reading comprehension. The implementation of

course review horay is reasonable because it encourage students to learn,

it can be motivate students to study hard, and drilled them to

discussion to the other students. Course Review Horay (CRH) is good to

improve students’ motivation, students’ interest and students’

achievement on reading. Beside that students fell enjoy in learning

and easier to understand the learning subject. The teacher also easier to

explain because they do not need much time explain and apply, course

review horay will make the students feel happy because it is

interesting method.

C. Suggestion

Based on the result of study and conclusion above, the

writer would like to suggest as follows :

1. To the Teacher

a. Teacher should have sensitivity toward students’ problem.

Cooperative method can be alternative solution for students

who get trouble in their motivation, interest and their

achievement.

b. The use of interesting method should be encouraged. It would

facilitate the students to understand the learning subject and

possibly supply impressive instruction.

c. The teacher should well prepare and controlled the students

before applying Course Review Horay. This kind of teaching

method needs good preparation and readiness.

2. To the Students

a. Students should always active in learning process. Students do

not be afraid to study English. Students more pay attention to

teacher explanation. If teacher have command students can do

maximally and they can do exercise well.

b. Students should improve their motivation. Because motivation is

an important factor in the process of English learning.

c. Students should study English harder, to reduce their difficulties

of English learning.

d. It is necessary for the students to bring English dictionary. It will

help the students to enrich vocabulary.

3. To other Researcher

The researcher suggests other researchers that the result of

the study can be used as additional reference to further research with

different sample and occasion. They could see that the application of

course review horay method can improve students’ reading

comprehension.

REFERENCES

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Burn, Anne. 2010. Doing Action Research in English Language Teaching: A Guidance for Practitioners. New York: Routledge Taylor &Francis Group.

Cavanagh, jane. 1998. Text Types. Country Areas Program: Dubbo school of distance education.

Collins, Allan and Smith, Edward E. 1980. Teaching the Process of Reading Comprehension. Urbana : University of illinois

David, Jhonson. W. et al. 1991. Cooperative Learnim: Increasing College Faculty Instructiona Productivity. Washinton: The george washington university.

Fuaida, Inayatul. 2012. The Application of “IN THE NEWS” Strategy to Improve Students’ Reading Comprehension (Classroom Action Research in the Third Year Students of SMP Bumi Madina Salatiga in the Academic Year of 2012/2013). Salatiga: English Department of Educational Faculty State Institute for Islamic Studies (STAIN).

Hadley, Gregory. 2003. Action Research in Action. Singapore: SEAMEO Regional Language Center.

Hall, Walton and Keynes, Milton. 2005. Action Research : A Guide for Associate Lectures. Cobe: The Open University.

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Mahmoud, Shah. 1992. RESEARCH and Writing: A Complete Guide & Handbook.

McNamara, Danielle S., 2007. Reading Comprehension Strategies: Theories, Interventions and Technologies. New York: Lawrence Erlbaum Associates.

Odhiambo, Walter., et al. (2005). Quantitative and Qualitative Methods for Proverty Analysis. Kenya : Kenya Institute for Public policy Research and Analysis.

Pang, Elizabeth S., et al, 2003. Teaching Reading. Chicago: University of Illinions.

Philippot, Raymond and Graves, Michael F. 2009. Fostering Comprehension in English Classes. New York : The Guilford Press.

Risdianto, Faizal. 2012. Effective & Efficient Reading: A Handbook of Reading Better and Faster. Indonesia: Rustam Publising.

Smith , Frank. 1982. Understanding Reading : A Psycholinguistic analysis of reading and learning to read. New York: CBS COLLEGE PUBLISHING

Sofiandi, 2013. Improving students’ reading comprehension through group work technique. Tanjungpura University.

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Weiss, Neil. 2011. Elementary Statistic Formulas. Pearson.

Wolley, G. 20011. Reading Comprehension: Assisting Children with learning Difficulties: Springer.

ARENCANA PELAKSANAAN PEMBELAJARAN SIKLUS I

(LESSON PLAN CYCLE I)

Nama Sekolah :Mts Matholi’ul Ulum

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : VIII B/Genap

Alokasi Waktu : 4x 40 menit (2 x pertemuan)

Tahun Pelajaran : 2015/2016

A. Standar Kompetensi

11. Membaca

Memahami makna dalam esei pendek sederhana berbentuk recount, dan

narrative untuk berinteraksi dengan lingkungan sekitar

B. Kompetensi Dasar

11.1 Membaca nyaring bermakna teks fungsional dan essai pendek

sederhana berbentuk recount dan narrative dengan ucapan, tekanan

dan intonasi yang berterima yang berkaitan dengan lingkungan

sekitar.

C. Indikator

11.1.1 Membaca nyaring dan bermakna teks essai berbentuk narrative /

recount

D. Tujuan Pembelajaran

1. Siswa mampu memahami dan mengidentifikasi communicative

purpose, generic structure dan language features of recount text.

2. Siswa mampu membaca dan memahami recount text dengan tata

bahasa, kosa kata, tanda baca,ejaan dan tata tulis yang akurat secara

individual

E. Materi Pembelajaran

Penjelasan recount text, generic structure, language features, dan contoh

reount text (Terlampir)

F. Metode Pembelajaran

1. Ceramah/ Penjelasan

2. Course Review Horay

3. Diskusi kelompok dan latihan

G. Langkah-Langkah Pembelajaran

TAHAP KEGIATAN ALOKASI

WAKTU

METODE

Kegiatan

Awal

a. Salam, pembukaan dengan doa, dan

memeriksa kehadiran siswa

b. Memberikan motivasi belajar.

c. mengajukan pertanyaan-pertanyaan yang

mengaitkan pengetahuan sebelumnya

dengan materi yang akan dipelajari.

d. menjelaskan tujuan pembelajaran atau

kompetensi dasar yang akan dicapai; dan

menyampaikan cakupan materi dan

penjelasan uraian kegiatan sesuai silabus.

5 menit Tanya

jawab

Pertemuan 1

Kegiatan Inti a. Eksplorasi

Guru menggali pemahaman siswa

tentang materi Recount text

Guru meminta siswa untuk

mengerjakan soal Pre test tentang

Recount text (Soal terlampir)

Guru memberikan penjelasan

Recount text secara lisan dan

meminta siswa mendengarkan.

b. Elaborasi

Guru memberikan kesempatan siswa

untuk memahami materi dan

mengajukan pertanyaan sesuai

dengan materi.

Guru memberikan tugas tentang

materi Recount text

c. Konfirmasi

Guru bersama siswa melakukan

pembahasan tentang Recount text

yang telah dikerjakan siswa.

Guru memberikan balikan

40 menit

15 menit

15 menit

Penjelasan,

tanya

jawab,

penugasan

(feedback) dan penguatan materi

kepada siswa.

Pertemuan 2

a. Eksplorasi

Siswa menonton/mendengarkan

penjelasan Recount text dengan

memperhatikan fungsi sosial,

struktur teks dan unsur

kebahasaannya

Guru memberikan penjelasan Recunt

text secara lisan dan meminta siswa

memperhatikan konsep Course

Review Horay method.

Di akhir pelajaran guru meminta

siswa untuk mengerjakan soal post

test tentang recount text (soal

terlampir)

b. Elaborasi

Guru meminta siswa membuat

kelompok, setiap kelompok terdiri 4-

5 orang

Guru membaca soal secara acak dan

siswa masing-masing kelompok

menulis jawaban di dalam kotak.

Siswa yang jawabannya benar harus

berteriak Horay.

c. Konfirmasi

Guru bersama siswa melakukan

pembahasan tentang Recount text

yang telah dikerjakan siswa.

Guru memberikan balikan

(feedback) dan penguatan materi

kepada siswa

40 menit

25 menit

5 menit

Penjelasan,

tanya

jawab,

penugasan

Penutup a. Guru bersama siswa menyimpulkan

materi yang telah di pelajari.

b. Guru bersama peserta didik melakukan

refleksi berkaitan dengan kegiatan yang

sudah dilakukan

5 Menit

H. Sumber dan Media Pembelajaran

1. Sumber : Suara guru, Teacher-made materials

2. Media : Text and white board

I. Penilaian

1. Teknik : Tes tertulis

2. Bentuk : Menjawab pertanyaan berupa multiple choice

3. Instrumen : (Terlampir)

4. Rubrik Penilaian Pre test dan Post test

5. Pedoman Penilaian

a.15 item soal multiple-choice, masing-masing jawaban betul

bernilai 1.

b. Nilai akhir : Total score x 20 : 3

c. Contoh: Siswa menjawab benar 12 soal, maka: 12 x 20 : 3 = 80

Pati, 7 Mei 2016

Mengetahui,

Kepala Madrasah Guru Pamong Guru Praktikan

Warno, M. Pd. I Mustofa , S. Pd Sinta Purwatiningsih

NIM. 11312080

RENCANA PELAKSANAAN PEMBELAJARAN SIKLUS II

(LESSON PLAN CYCLE II)

Nama Sekolah :Mts Matholi’ul Ulum

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : VIII B/Genap

Alokasi Waktu : 4x 40 menit (2 x pertemuan)

Tahun Pelajaran : 2015/2016

J. Standar Kompetensi

11. Membaca

Memahami makna dalam esei pendek sederhana berbentuk recount, dan

narrative untuk berinteraksi dengan lingkungan sekitar

K. Kompetensi Dasar

11.1 Membaca nyaring bermakna teks fungsional dan essai pendek

sederhana berbentuk recount dan narrative dengan ucapan, tekanan

dan intonasi yang berterima yang berkaitan dengan lingkungan

sekitar.

L. Indikator

11.1.1 Membaca nyaring dan bermakna teks essai berbentuk narrative /

recount

M. Tujuan Pembelajaran

3. Siswa mampu memahami dan mengidentifikasi communicative

purpose, generic structure dan language features of recount text.

4. Siswa mampu membaca dan memahami recount text dengan tata

bahasa, kosa kata, tanda baca,ejaan dan tata tulis yang akurat secara

individual

N. Materi Pembelajaran

Penjelasan recount text, contoh reount text , dan pembahasan simple past

tense (Terlampir).

O. Metode Pembelajaran

4. Ceramah/ Penjelasan

5. Course Review Horay

6. Diskusi kelompok dan latihan

P. Langkah-Langkah Pembelajaran

TAHAP KEGIATAN ALOKASI

WAKTU

METODE

Kegiatan

Awal

e. Salam, pembukaan dengan doa, dan

memeriksa kehadiran siswa

f. Memberikan motivasi belajar.

g. mengajukan pertanyaan-pertanyaan yang

mengaitkan pengetahuan sebelumnya

dengan materi yang akan dipelajari.

h. menjelaskan tujuan pembelajaran atau

kompetensi dasar yang akan dicapai; dan

menyampaikan cakupan materi dan

penjelasan uraian kegiatan sesuai silabus.

5 menit Tanya

jawab

Pertemuan 1

Kegiatan Inti d. Eksplorasi

Guru menggali pemahaman siswa

tentang materi Recount text

Guru meminta siswa untuk

mengerjakan soal Pre test tentang

Recount text (Soal terlampir)

Guru memberikan penjelasan

Recount text secara lisan dan

meminta siswa mendengarkan.

e. Elaborasi

Guru memberikan kesempatan siswa

untuk memahami materi dan

mengajukan pertanyaan sesuai

dengan materi.

Guru memberikan tugas tentang

materi Recount text

f. Konfirmasi

Guru bersama siswa melakukan

pembahasan tentang Recount text

yang telah dikerjakan siswa.

Guru memberikan balikan

40 menit

15 menit

15 menit

Penjelasan,

tanya

jawab,

penugasan

(feedback) dan penguatan materi

kepada siswa.

Pertemuan 2

d. Eksplorasi

Siswa menonton/mendengarkan

penjelasan Recount text dengan

memperhatikan fungsi sosial,

struktur teks dan unsur

kebahasaannya

Guru memberikan penjelasan Recunt

text secara lisan dan meminta siswa

memperhatikan konsep Course

Review Horay method.

Di akhir pelajaran guru meminta

siswa untuk mengerjakan soal post

test tentang recount text (soal

terlampir)

e. Elaborasi

Guru meminta siswa membuat

kelompok, setiap kelompok terdiri 4-

5 orang

Guru membaca soal secara acak dan

siswa masing-masing kelompok

menulis jawaban di dalam kotak.

Siswa yang jawabannya benar harus

berteriak Horay.

f. Konfirmasi

Guru bersama siswa melakukan

pembahasan tentang Recount text

yang telah dikerjakan siswa.

Guru memberikan balikan

(feedback) dan penguatan materi

kepada siswa

40 menit

25 menit

5 menit

Penjelasan,

tanya

jawab,

penugasan

Penutup c. Guru bersama siswa menyimpulkan

materi yang telah di pelajari.

d. Guru bersama peserta didik melakukan

refleksi berkaitan dengan kegiatan yang

sudah dilakukan

6 menit

Q. Sumber dan Media Pembelajaran

3. Sumber : Suara guru, Teacher-made materials

4. Media : Text and white board

R. Penilaian

1. Teknik : Tes tertulis

2. Bentuk : Menjawab pertanyaan berupa multiple choice

3. Instrumen : (Terlampir)

4. Rubrik Penilaian Pre test dan Post test

5. Pedoman Penilaian

a.15 item soal multiple-choice, masing-masing jawaban betul

bernilai 1.

b. Nilai akhir : Total score x 20 : 3

c. Contoh: Siswa menjawab benar 12 soal, maka: 12 x 20 : 3 = 80

Pati, 14 Mei 2016

Mengetahui,

Kepala Madrasah Guru Pamong Guru Praktikan

Warno, M. Pd. I Mustofa , S. Pd Sinta Purwatiningsih

NIM. 11312080

Lampiran RPP

Recount Text

Recount is a text that retells past events, usually in the order in which they

happened. The purpose of a recount text is to reteel to the audience what

happened and when it happened (past event).

a. Generic Structure of Recount Text:

1. Orientation

This paragraph give the information background about time

setting, who or what the participating. Its consist of who was

involved, when the events occurred, what happened and where

the activity or event took place.

2. Series of Event

At this paragraph the students need to focus on supplying details

of the who, what when and where. Generally recount is

sequenced in time order. A record of events usually recounted in

chronological events.

Example : "In the first day... . And in the next day... . And in the

last day...

3. Reorientation and personal or evaluative comment (optional)

This is an optional step and its often used to finish writing by

rounding the series of events. It refers back some information in

the paragraph orientation.

b. Language Features in Recount text:

The language feature of recunt text are as follows:

h. Noun and pronoun are use to identify the people, animal or thing.

e.g. Mr. dewi, the milkman, our cat, he.

i. Action verb are use when disscusing events. e.g. he jumped, he

walked, they slept.

j. Written in past tense to locate events in the writer’s time.

k. Connection word are used to squence events. e.g. first, then ,

finally.

l. Combine clause by using conjungtion. e.g. when, then, and but.

m. Used adverbs and adverbial phrases to to indicate place and time.

e.g. yesterday, after lunc, to the beach, at my house.

n. Evaluative language is used in factual and personal recounts. e.g.

this trip was a wonderful experience.

c. Types of Recount Text

The types of recount text are as follows:

g. Personal recount

Personal recount is recount which is a retelling of an activity that

the writer or speaker has experianced.

h. Factual recount

Factual recount is record the details of something that has

happened. The form of a historical recount such as science,

experiment)

i. An imaginative recount

An imaginative recount is taking the imaginarry role and creating

imaginary details but places them in realistic context.

Example :

Unforgettable Moment

Two days ago, Jenny and Eric had dinner at an Italian

restaurant. Both of them ordered one medium pizza. Jenny had a

bowl of soup as the appetizer and Eric had a bowl of fruit salad.

They ordered soft drink for Eric and orange for Jenny.

They enjoyed their meal until Jenny found a piece of button

in her soup. They made a complaint to the restaurant manager.

They asked for a replacement. The manager was very sorry about it

and gave them the replacement of the soup.

Lampiran RPP

Example of Recount text:

Visiting Bali

There were so many places to see in Bali that my friend decided to join the tours

to see as much as possible. My friend stayed in Kuta on arrival. He spent the first

three days swimming and surfing on Kuta beach. He visited some tour agents and

selected two tours. The first one was to Singaraja, the second was to Ubud.

On the day of the tour, he was ready. My friend and his group drove on through

mountains. Singaraja is a city of about 90 thousands people. It is a busy but

quiet town. The streets are lined with trees and there are many Old Dutch

houses. Then they returned very late in the evening to Kuta.

The second tour to Ubud was a very different tour. It was not to see the

scenery but to see the art and the craft of the island. The first stop was at

Batubulan, a center of stone sculpture. There my friend watched young boys

were carving away at big blocks of stone. The next stop was Celuk, a center for

silversmiths and goldensmiths. After that he stopped a little while for lunch

at Sukawati and on to mass. Mass is a tourist center.

My friend ten-day-stay ended very quickly beside his two tours, all his day

was spent on the beach. He went sailing or surfboarding every day. He was

quiet satisfied.

Lampiran RPP

SIMPLE PAST TENSE

Simple past tense digunakan untuk menunjukan suatu kejadian yang terjadi pada

waktu lampau dan berakhir pada saat tertentu di waktu lampau dan waktu

terjadinya diketahui.

RUMUS:

Patern :

Affirmative (+) Negative (-) Interrogative (?)

S + Verb II S + did + not + Verb I Did + S + Verb I

I + Verb II

We + Verb II

They + Verb II

You + Verb II

She + Verb II

He + Verb II

It + Verb II

I + did + not + Verb I

We + did + not + Verb I

They +did + not + Verb I

You + did + not + Verb I

She + did + not + Verb I

He + did + not + Verb I

It + did + not + Verb I

Did + I +Verb I

Did + We + Verb I

Did + They + Verb I

Did + You + Verb I

Did + She + Verb I

Did + He + Verb I

Did + It + Verb I

A : S + To be (was/were) +……….

B : S + Verb II +………..

Example :

(+) I bought a book two days ago.

(-) I did not buy a book two days ago.

(?) Did I buy a book two days ago?

(+) He was at my house two days last week.

(-) He was not at my house two days last week.

(?) Was he at my house two days last week?

PRE TEST FOR CYCLE I

Petunjuk Soal :

1. Berdoalah sebelum Anda mengerjakan soal

2. Bacalah secara teliti setiap soal yang disajikan

3. Kerjakan sendiri dengan percaya diri dan optimis

Choose the correct answer by crossing A,B,C,or D!

Read the text and answer questions 1-6!

On Wednesday, my students and I went to Yogyakarta. We stayed at Dirgahayu

Hotel which is not far from Malioboro.

On Thursday, we visited the temples in Prambanan. There are three big temples,

the Brahmana, Syiwa and Wisnu temples. They are really amazing. We visited

only Brahmana and Syiwa temples, because Wisnu temple is being renovated.

On Friday morning we went to Yogya Kraton. We spent about two hours there.

We were lucky because we were led by a smart and friendly guide. Then we

continued our journey to Borobudur. We arrived there at four p.m. At 5 p.m. we

heard the announcement that Borobudur gate would be closed.

In the evening we left for Jakarta by wisata bus.

1. The text above mainly discusses about……..

A. The writer’s trip to Yogyakarta

B. The writer’s first visit to Prambanan

C. The writer’s impression about the guide

D. The writer’s experience at Yogya Kraton

Nama : Mata Pelajaran : Bahasa Inggris

No : Waktu : 30 menit

Kelas : VIII B Hari/Tanggal : 07 Mei 2016

2. The text is written in the form of a/an………

A. Recount C. Report

B. Narrative D. Anecdote

3. The purpose of the text is to……….

A. Tell past events C. Describe the smugglers

B. Entertain readers D. Report an event to the police

4. What are the big temples in Prambanan?

A. angkor wat, syiwa, and sudra temples

B. paria, brahmana, and temples

C. brahmana, syiwa, and wisnu temples

D. wisnu, syiwa, and borobudur temples

5. When did they go home?

A. On Saturday morning C. On Thursday evening

B. On Friday evening D. On Friday afternoon

6. Why did they only visit Brahmana and Syiwa temples?

A. because there was no wisnu temple

B. because wisnu temple was amazing

C. because wisnu temple was too small

D. because wisnu temple was being repaired

Read the text and answer questions 7-10!

WHERE DO HIPPOS LIVE?

River hippos live half their lives in water. They … (7 ) and let the water carry

their great weight. They … (8) sink completely below the surface, however.

Instead, they paddle around with the tops of their heads sticking out of the water.

A river hippo‟s eyes, ears, and nose are all at the top of its head. It can (9).... and

see what‟s going on even while most of its body is below water.

If it has to, a river hippopotamus can go underwater and hold its breath for as

much as half an hour. River hippos can swim underwater, or walk on the river

bottom. Pygmy hippos can swim, too, but they spend … (10) time in the water.

They stay mostly on the riverbanks.

7. A. Div C. Drown

B. Sink D. Float

8. A. Usually C. Always

B. Rarely D. Often

9. A. Less C. Longer

B. More D. Great

10. A. Eat C. Breathe

B. Hear D. Blow

Read the text and answer questions 11-15!

Vacation to Surabaya

Last Holiday, I went to Surabaya with my friend for vacation. We went there on a

night bus.

When we arrived in Lamongan, the bus stopped at a small restaurant for a rest. I

got of the bus to get a cup of ginger tea, and my friend drank some cold lemonade.

Then I went to the toilet. It took only a few minutes.

When I came out again the bus was not there. It had gone!. My friend was not

there too. Feeling shocked and confused, I asked a waitress about the bus. She

said that the bus departed about five minutes ago.

I tried to call my friend on my cell-phone, but the battery was running low.

I could not do anything but hope and pray. After several minutes, my wish came

true. The bus came back! I got on the bus and walked to my seat.

I was so ashamed when everybody on the bus looked at me. I could feel my face

turn red.

11. What is the topic of the text above?

A. My vacation

B. Vacation to Surabaya

C. Vacation with family

D. Vacation to foreign country

12. What did the writer do when the bus stop for rest in Lamongan?

A. The writer bought some souvenirs

B. The writer drank some cold lemonade

C. The writer went to the toilet

D. The writer got off the bus to get a cup of ginger tea

13. What did the writer feel when the bus is not there?

A. Ashamed C. Sad and angry

B. Shocked and confused D. Disappointed

14. How many friend that the writer had to join the vacation?

A. One C. Three

B. Two D. Four

15. … was not there. It had gone! The word it in paragraph three refers to?

A. The writer C. The bus

B. The writer’s friend D. The waitress

---GOOD LUCK---

POST TEST FOR CYCLE I

Petunjuk Soal :

1. Berdoalah sebelum Anda mengerjakan soal

2. Bacalah secara teliti setiap soal yang disajikan

3. Kerjakan sendiri dengan percaya diri dan optimis

Choose the correct answer by crossing A,B,C,or D!

Read the text and answer questions 1-4!

GO CAMPING

The weather was very clear. My family and I decided to go camping last holiday.

Father prepared the tent and other equipment. Mother prepared the cooking and

eating utensils. I took my fishing rod and my brother brought his sport equipment.

When everything was ready, we left for the camping site in countryside.

There were many campers when we arrived at the camping site. Unfortunately,

the good location near the river had been occupied by other campers so we had to

look for another place. Finally, we found a good place little bit further. It was near

a big tree. After setting up the tent, my father and I went fishing. We joined other

people sitting on the rock near the river.

In the evening, father made a fire. Mother cooked the fish we caught. I could say

that it was the best fish I had ever tasted. Sleeping in the tent was a very

wonderful experience. I woke up early in the morning. I felt fresh. Then I

accompanied my brother playing ball.

In the afternoon, we went back home.

1. Where did the writer and his family set up their tent?

A. Near the river.

B. Near the big tree.

C. At the back of the river.

Nama : Mata Pelajaran : Bahasa

Inggris

No : Waktu : 30 menit

Kelas : VIII B Hari/Tanggal : Minggu, 08

D. Far away from other campers.

2. What is the purpose of the text above?

A. To describe a camping site.

B. To give instruction how to set up the tent.

C. To retell the writer’s past camping experience .

D. To inform people the new camping site.

3. What is the writer and his father’s hobby?

A. Camping. C. Fishing.

B. Cooking. D. Playing ball.

4. “…the river had been occupied by…” The underlined word is similar in

meaning to…

A. . Inhabited C. Bought

B. Authorized D. Grabbed

Read the text and answer questions 5-9!

Two days ago, Jenny and Eric had dinner at an Italian restaurant. Both of them

ordered one medium pizza. Jenny had a bowl of soup as the appetizer and Eric

had a bowl of fruit salad. They ordered soft drink for Eric and orange for Jenny.

They enjoyed their meal until Jenny found a piece of button in her soup. They

made a complaint to the restaurant manager. They asked for a replacement. The

manager was very sorry about it and gave them the replacement of the soup.

5. Based on the text above we know that . . . .

A. The manager of the restaurant didn't feel sorry

B. The first meal that Jenny had was pizza

C. Eric and Jenny had orange juice

D. Both Eric and jenny enjoyed their meal in the restaurant

6. What is the main idea of the second paragraph?

A. Jenny and Eric complained about the soup

B. jenny and Eric had dinner together

C. The manager asked for apology

D. Eric ate a bowl of fruit of salad

7. Why did Jenny make a complaint?

A. She found a piece of button in her soup

B. She asked for replacement

C. The meal was very nice

D. The manager was angry

8. "Jenny had a bowl of soup as the appetizer and . . . ."

The word "appetizer" means a small of food that we have . . . . . a meal.

A. After C. Before

B. When D. Over

9. What is the purpose of the writer to write the text above?

A. To tell the writer's experience in the past

B. To describe an Italian restaurant

C. To inform to eat in a restaurant

D. To entertain the readers

Complete the following paragraph with correct words!

I went to Germany with my family ... (43) a school

holiday a few years ago. It was getting dark, so we

were looking for a hotel. Then we ... (44) upon two

hotels next each other with park opening. We just

randomly chose one and settled for the night.

10. A. For C. Since

B. From D. During

11. A. Come C. Comes

B. Came D. Coming

Read the text and answer questions 12-15!

It was early in the morning we left Ubud and travelled to Gili Air which is one of

three islands of Lombok. It took 4 hours in total by boat. The travelling was not

bad but it was a hot day. I said to Jane on the slow boat " It`s alright babe, it won`t

be so hot and stuffy once we get moving.”

When we got to Gili Air it was still quiet so we were able to get a bungalow near

the beach for about $ 15 a night plus breakfast. We shared our room with quite a

number of geckos. Some of them were quite large ones. The weather was still hot

when I went diving. Jane waited for me at the seashore. She observed some

fishermen who had just caught some fish. She did not want to dive because she

had a trauma with sea animals. We had three days here which we spent walking

around the island which takes about an hour. Every night, we sat on the couches

near the beach and watched the waves and the stars. It was a fantastic journey that

I ever had.

12. The purpose of writing the text above is …

A. To amuse the readers.

B. To advertise a tourism object.

C. To retell the writer‟s experience.

D. To describe the view in Lombok.

13. Jane did not join diving with the writer because …

A. The weather was hot at that time.

B. She had a bad experience with sea animals.

C. There were some fishermen catching the fish.

D. She preferred to wait for the writer at the seashore.

14. “It was a fantastic journey that I ever had.” (last paragraph)

The underlined word is similar in meaning to …

A. Meaningful.

B. Wonderful.

C. Interesting.

D. Amazing.

15. We can conclude from the text we know that the hotel they stayed ini …

A. Had geckos farm.

B. Was not luxurious.

C. Served lunch and dinner.

D. Only had bungalow

---GOOD LUCK---

PRE TEST FOR CYCLE II

Petunjuk Soal :

1. Berdoalah sebelum Anda mengerjakan soal

2. Bacalah secara teliti setiap soal yang disajikan

3. Kerjakan sendiri dengan percaya diri dan optimis

Choose the correct answer by crossing A,B,C,or D!

Read the text and answer questions 1-5!

It was my Grandpa’s birthday last Sunday.

On Friday, my sister and I went shopping. We found a nice Batik shirt. We bought

it and wrapped in a blue paper. Blue is my Grandpa’s favourite colour.

On Saturday morning, my brother and I were in the kitchen. We made a birthday

cake . It was a big and beautiful. I wrote Happy Birthday on it. We put some

chocolate on it and a big candle on top it. On Sunday evening, we had a party. My

uncle and my aunt come to my house. They bought some cake a flowers for my

Grandpa. We sat together in our living room. My dad said a beautiful prayer.

Then, wa sang “Happy Birthday” and my Grandpa blew out the candle. He cut the

cake and gave it to everyone in that room. He opened his present and he was very

happy with the shirt.

Finally. My grandma told us some stories about my Grandpa.

1. What is the topic of the text?

A. Party C. Grandpa’s birthday

B. Nice Shopping D. Weekend in grandpa’s house

2. What did the writer do in the kitchen?

A. Cooked meal C. Roasted a lobster

B. Prepared for lunch D. Made a cake

3. How many the siblings that the writer has?

A. One C. Three

Nama : Mata Pelajaran : Bahasa Inggris

No : Waktu : 30 menit

Kelas : VIII B Hari/Tanggal : Sabtu, 14 Mei

2016

B. Two D. Four

4. What was the present from the writer?

A. Cake C. Chocolate

B. Flowers D. Batik shirt

5. It was a big and beautiful cake.the word it in paragraph three refers to?

A. Batik shirt C. Flowers

B. Cake D. Chocolate

Read the following text and answer the questions number 6 -7!

I am used to travelling by ir but only on one occasion I felt frightened. After

taking off, we flew low over the city. It slowly went high to the sky.

But suddenly it turned round and flew back to the airport. An air-hostess told

us to keep calm and to get off the plane quietly as soon as it landed. After we

landed, the police searched the plane carefully. Everybody on board. Earlier

somebody told the police that there was a bomb on the plane. Fortunately, they

didn’t find a bomb and five hours later we were able to take off again.

6. Who searched the plane carefully?

A. The pilot C. The air-hostess

B. The police D. The passengers

7. Why did the plane fly back to the airport?

A. The pilot was afraid of bombs

B. The pilot forgot about something

C. The passengers were frightened

D. Police suspected that there was a bomb on the plane

Complete the following paragraph for number 8 -10 with the correct word!

I(8) .... to Germany with my family… (9) a school holiday a few years ago. It was

getting dark, so we were looking for a hotel. Then we …(10) upon two hotels next

each other with room opening. We just randomly chose one and settled for the

night.

8. ...

A. Go C. Going

B. Went D. Gone 9. ...

A. For C. During

B. From D. Since

10. ...

A.Came C. Comes

B. Come D. Coming

Read the text and answer the questions number 10 and 11!

It was Sunday morning December 26th 2004. The day that I would never

forget forever. We went to the beach in Meulaboh, Aceh. Many people were there

when I arrived.When we were enjoying the beautiful sunrise, suddenly we were

shocked by a violent shake in the ground. Everybody in the beach was panic. We

soon realized that it was a very big earthquake although it struck in a very short

period of time.After that, we saw the water going on into the middle of the sea.

No wonder if there were many kinds of fish left behind on the sand. We all

seemed to be astonished by the view until we realized that there was a huge wave

coming towards us and destroying everything in its way.

I didn’t realize what had happened until I found myself hanging on a branch of a

tree.

11. The text mainly discusses …

A. the story about terrible a earthquake

B. the writer’s experience with a big earthquake

C. the steps to avoid danger in your life

D. the description of a beach in Meulaboh

12. Everybody in the beach was panic because …

A. the sun rose brightly

B. there was an earthquake

C. the beach was very enjoyable.

D. there was an amazing view in the sea.

One day, a boy got up with feeling that the day was going to be unlucky

day for him. He found that it was already 6.50 a.m., He rushed into the

bathroom. In a hurry he did not see a piece of soap lying on the floor, he

stepped on it and slipped.

Then, he went into the dining room for his breakfast. He gulped down the

tea without realizing that it was very hot, so it burnt his tongue. He got

dressed and rushed to the bus stop. Unfortunately, he just missed the bus.

His heart sank and knew that he would be late for school and his teacher

would be angry with him again.

13. "He gulped down the tea without realizing that it was very hot,...' (paragraph 2)

The word it refers to....

A. the tongue

B. the toast

C. the tea

D. the coffee

14. What happened with the boy when he got his breakfast?

A. His breakfast was not ready

B. He did not prepare it

C. He burned his toast

D. He hurt his tongue

15. The text tell us about the boy's....

A. good day

B. lucky day

C. bad day

D. fine day

---GOOD LUCK----

POST TEST FOR CYCLE II

Petunjuk Soal :

1. Berdoalah sebelum Anda mengerjakan soal

2. Bacalah secara teliti setiap soal yang disajikan

3. Kerjakan sendiri dengan percaya diri dan optimis

Choose the correct answer by crossing A,B,C,or D!

Read the text and answer questions 1-10!

On Saturday night, we went to the Town Hall. It was the last day or the year and a

large crowd of people had gathered under the Town Hall clock. It would strike

twelve in twenty minutes’ time. Fifteen minutes passed and then, at five to twelve,

the clock stopped. The big minute hand did not move. We waited and waited, but

nothing happened. Suddenly someone shouted, “It’s two minutes past twelve! The

clock has stopped!”

I looked at my watch. It was true. The big clock refused to welcome the New

Year. At that moment, everybody began to laugh and sing.

1. What did the clock stopped?

A. At 05.12 C. 12.00

B. At 11.55 D. 12.02

2. Why did the people gather under the Town Hall clock?

A. To welcome the New Year C. To strike the laughing people

B. To see the newly bought clock D. To stop people who shouted

3. Based on the text, Where was the writer?

A. At the center of the town C. At the beach

B. At home D. At the market

4. When did the event happen?

A. In the middle of the year C. Christmas celebration

B. The end of the year D. At the weekend as usual

Nama : Mata Pelajaran : Bahasa Inggris

No : Waktu : 30 menit

Kelas : VIII B Hari/Tanggal : Minggu, 15 Mei

2016

5. Which of the following is not true according to the text?

A. The writer was waiting to celebrate the New Year.

B. The writer brought a watch

C. The writer was very happy

D. The writer celebrated the New Year with his family

6. What probably happened when someone shouted that the clock stopped?

A. Everybody directly celebrated the New Year

B. Everybody sing and laugh

C. Everybody looked for a watch

D. Everybody shouted too

7. What does the first sentence tell you?

A. The problem that the writer met C. The opening of the story

B. The funny thing in the story D. The pas event

8. “It would strike twelve in twenty minutes’ time.”

The underlined word refers to…

A. The clock C. The Town

B. Author’s watch D. The place

9. It was the last day of the year and a large crowd of people had gathered

under the Town Hall clock.

What is the closest meaning of the underlined word?

A. Mass C. Many

B. Big D. Lots of

10. “The big clock refused to welcome the New Year”

What is the synonym of the word…

A. Reject C. Admit

B. Accept D. Hate

Read the text and answer questions 1-10!

“Don’t eat just before going to bed!” my mother used to tell me. “You might get a

nightmare”. How right she was. I never believed her until it happened to me.

It was on a night when I felt hungry just as I was about to go to bed. So I made

myself a peanut-butter sandwich and a large cold glass of milk. After consuming

them I went to bed.

Soon I drifted off into a trouble sleep. I dreamt that I was with a group of people

looking for an old woman. I was not sure why we were looking for her but we all

seemed afraid of her. Somehow we had to find her. So there I was, searching high

and low for her in frightful places I had never been before. Sometimes I seemed to

be flying while at other times I seemed unable to move. The whole atmosphere

was one of fear, like a dreadful horror-movie in which I was a victim.

After some searching I entered a darkened room and I saw a figure sleeping on a

bed. As I got nearer the figure suddenly threw away the blanket, got up and stared

at me. It was an ugly old woman with shiny golden teeth. She raised her claw-like

fingers and walked towards me.

I wanted to run but was unable to. I tried to scream but found that could not. In

horror I struggled and struggled to get away from the frightful woman.

The next moment I gave a muffled yell and found myself panting on my bed. My

goodness, what a horrible nightmare it was! For a minute or so I lay on my bed

not daring to close my eyes for fear of falling asleep again and continuing the

nightmare. Then I sat up on my bed until the horrible feeling passed. From then

on I never eat just before going to sleep.

11. Why did writer never eat again before going to sleep?

A. He was afraid being a fat boy

B. He was afraid to meet an old woman

C. He didn’t want to have trouble sleep

D. He didn’t want to get a horrible nightmare

12. “The next moment I gave a muffled yell and..”

The underlined word means..

A. Quiet and less clear C. Loud and screaming

B. Noisy and shooting D. Forceful and talkative

13. “I never believed her until it happened to me..”

A. A bed C. A sandwich

B. A nightmare D. Peanut butter

14. What is the purpose of the writer to write the text?

A. To share a bad dream C. To retell a frightening experience

B. To describe an old woman D. To advice not to eat before

sleeping

15. What is text types above?

A. Recount C. Procedure

B. Narratice D. Report

---GOOD LUCK----

Questions for Implementation of Course Review Horay (CRH)

Cycle I

1. What is recount text?

2. What is the purpose of recount text?

3. How many types of recount text?

4. How many generic structures in recount text? Please mention it!

5. Please mention simple past tense words from the “Unforgettable moment”

text!

6. What is the main idea from the text?

7. What they were ordered in the restaurant?

8. Why they made complained to restaurant manager?

9. What is personal recount?

10. Please mention the example of connection word!

Cycle II

1. What is that (Visting Bali) text type?

2. How many place they were visited? Please mention it!

3. Where they were got lunch?

4. Where they were spent first three days?

5. How many events in that text?

6. How many generic structures in the text? Please mention it!

7. Does the text use connection word? If yes, please mention it!

8. What is the purpose of “Visiting Bali” text?

9. What is personal recount text?

10. What is the main ideas from the text?

STUDENTS’ OBSERVATION SHEET

NO Name Students’

Involvement

Note

1 Ahmad

Nasrudin

Less Got difficulty when understand

the material and done the test.

2 Ahmad Sandy Good Understand the material and

done the test well.

3 Ali Abu A Good Understand the material and

done the test well.

4 Andi S Less Got difficulty when done the

test.

5 Anggita Yoga Less Got difficulty understand the

material, and he does not active

to asked question.

6 Arkan Mufid Less Got difficulties understand the

material and noisy in the class.

7 Ferry K Good Active, always asked when got

difficulty words and done the

test well.

8 Kholidah Arum Good Understand the material and

done the test well

9 Laili

Ulfatussa’adah

Good Active, rich of vocabularies

and reading fluency.

10 Latifatul Good Understand the material and

Hasanah done the test well.

11 M. Agung

Prayogo

Good Understand the material and

done the test well.

12 Muh. Sayful

Anam

Less Passive, he just keep silent.

13 Moh. Humam

Musta’an

Good Understand the material and

done the test well.

14 Muhammad

Askhorin

Good Understand the material and

done the test well.

15 Muhammad

Taufiqur R.

Good Asked several difficulty words

and done the test well.

16 Nanda Choirul

Arqi

Less He just kept silent.

17 Nur Khoiriya Good She asked several question

words and done the test well.

18 Rizky Agung

Santoso

Good Active to asked difficulty

words, but he was noisy in the

class.

19 Septiana

Fatimiyah

Good Understand the material and

done the test well.

20 Siti Suprihatin Good Understand the material and

done the test well.

21 Sri Indah

Febrianti

Good Understand the material and

done the test well.

22 Steven Aderico Less Keep silent, he got difficulty

understand the material.

23 Sulastri Less She did not fluency in reading

the text.

24 Wildan Alwi Good Active, he always asked several

questions and done the test

well.

TEACHER’S OBSERVATION SHEET

NO INDICATOR YES NO Note 1 Teacher prepared

the material. √ Teacher made the material to

teach the lesson, and all the material ready to use..

2 Teacher communicates goals and objectives in lesson opening and closing.

√ Teacher gave explanation about the goal and sometimes motivates them in the opening.

3 Teacher responds to misunderstanding students

√ Teacher asked to several students to read the text, but they made an error in pronunciation part, teacher checked it and corrected it.

4 The teacher gave some questions to the students

√ The teacher gave some question, some of students were enthusiastic responding teacher’s question. Although some of them made an error and answered it in Indonesian language.

5 Teacher uses varied media to present content, visual, auditory

√ Teacher using only white board and paper of material, she did not use laptop or other technology to present the content.

6 Teacher demonstrating effective teaching practices

√ Teacher circulates around the classroom, monitoring students’ performance and providing assistance as needed to complete the assigned task.

7 Teacher uses varied of method of language teaching

√ When teaching the lesson, the teacher used course review horay method only.

8 Teacher using full English in teaching learning process

√ When teaching learning process the teacher did not use full English, but she mix language with Indonesian language.

9 The teacher gives reading test to the students

√ Teacher gave reading test to the students; it is about multiple choice 15 items in pre test and post test. The students submit their worksheet on time.

10 The teacher gives the material with

√ Teacher gave explanation to the students clearly, because in

clear explanation doing research the teacher focus on recount text, and it explained in four meeting.

11 The teacher gives the evaluation after explaining the material

√ The teacher gives evaluation to the students after explaining the material to check their comprehension.

12 The teacher completely prepares the material for doing Course Review Horay

√ Teacher was prepared teaching material sheet and some question about the material and text for doing course review horay method.

13 Teacher give daily/ weekly assignment.

√ In every meeting teacher give homework to the students, hopefully students can study hard.

14 Teacher repeat the procedures of the method in every meeting

√ When explain the procedure of the method, the teacher explain it once.

15 The teacher applies Course Review Horay as a method in teaching reading comprehension

√ The teacher applies course review horay method in teaching learning process. The students participate in the activities and answered the question.

CURRICULUM VITAE

Name : SINTA PURWATININGSIH

NIM : 113 12 080

Place and Date of Birth : Pati Regency, December, 4th 1994

Faculty/Department : Educational Faculty / English Department 2012

Address : Kletek, RT 05/ RW 01, Pucakwangi, Pati, 59183

Phone Number : 085 328 858 004

Motto : Today must be better than yesterday

Education Background :

1. SDN 01 Kletek 2006

2. Mts Matholi’ul Huda (MMH) 2009

3. MA Matholi’ul Huda (MMH) 2012

4. Institute for Islamic Studies (IAIN) Salatiga

2016

DAFTAR SKK

Nama : Sinta Purwatiningsih

NIM : 11312080

Jurusan/ Progdi : FTIK / Tadris Bahasa Inggris (TBI)

Dosen PA : Ari Setiawan, S.Pd., M.M.

No Nama Kegiatan Pelaksanaan Sebagai Nilai

1. OPAK STAIN Salatiga 2012 07 September

2012

Peserta 3

2. Orientasi Pengenalan Akademik dan

Kemahasiswaan (OPAK) Jurusan

Tarbiyah STAIN Salatiga

09 September

2012

Peserta 3

3. Orientasi Dasar Keislaman (ODK)

STAIN Salatiga

10 September

2012

Peserta 2

4. Seminar Entrepreneurship dan

Perkoperasian 2012 “Explore Your

Entrepreneur Talent” STAIN

Salatiga

11 September

2012

Peserta 2

5. Seminar Achievment Motivation

Training “Bangun Karakter Raih

Prestasi” STAIN Salatiga

12 September

2012

Peserta 2

6. LIBRARY USER EDUCATION

(Pendidikan Pemakai Perpustakaan)

13 September

2012

Peserta 2

7. Seminar Pra Youth Leadership

STAIN Salatiga

03 Oktober 2012 Peserta 2

8. Pendidikan dan Latihan Calon

Pramuka Pandega ke-22 (PLCPP

12-15 Oktober

2012

Peserta 2

XXII) STAIN Salatiga

9. Seminar Dialog Publik dan

Silaturahim NASIONAL

“Kemanakah Arah Kebijakan BBM?

Mendorong subsidi BBM Untuk

Rakyat”

10 Nopember

2012

Peserta 8

10. Seminar “ Tabligh Akbar Bertajuk

Tafsir tematik dan upaya menjawab

persoalan Israel dan Palestina”

STAIN Salatiga

01 Desember

2012

Peserta 2

11. SEMINAR NASIONAL Dengan

Tema Hiv/Aids Bukan Kutukan Dari

Tuhan

13 Maret 2013 Peserta 8

12. Seminar Pendidikan HMJ Tarbiyah

STAIN Salatiga

02 Mei 2013 Peserta 2

13. Seminar TAFSIR TEMATIK “Sihir

dalam Perspektif Al-Qur’an dan

Hukum Negara” STAIN Salatiga

04 Mei 2013 Peserta 2

14. Seminar EPST, “It’s Your Chance to

Express and Show Up Your Skill”

11 Mei 2013 Peserta 2

15. SEMINAR NASIONAL Dengan

Tema Norma Hukum Serta

Kebijakan Pemerintah Dalam

Mengendalikan Harga BBM

Bersubsidi

27 Mei 2013 Peserta 8

16. Bertempat tinggal dan Akhirussanah

Ma’had STAIN Salatiga

30 Juni 2013 Peserta 2

17. Penerimaan Anggota Baru (PAB)

JQH STAIN Salatiga 2013

23-24 November

2013

Peserta 2

18. SEMINAR NASIONAL bertema

“Optimalisasi Sumber Daya Insani

Terhadap Lembaga Keuangan

14 Oktober 2014 Peserta 8

Syariah”

19. Pentas Seni & Diskusi “Potret

Kebudayaan Papua Bagaian dari

Kekayaan Indonesia” IAIN Salatiga

11 Desember

2014

Peserta 2

20. Seminar “Training Kepribadian”

IAIN Salatiga

19 Mei 2015 Peserta 2

21. A Two-hour Teacher Training

Workshop focusing on “ Learning

Strategies in Using Authentic

Materials for SMP and SMA

students” by IALF Bali Langage

Centre

27 Mei 2015 Peserta 2

22. IAIN Salatiga Bersholawat dan

Orasi Kebangsaan

03 Nopemver

2015

Peserta 2

23. Seminar Training and Sharing on

“Young Leadership”

11 Nopember

2015

Peserta 2

24. SEMINAR NASIONAL LDK IAIN

Salatiga “Muslimah Sejati Bertabur

Inspirasi”

29 Nopember

2015

Peserta 8

25. SEMINAR NASIONAL “How to be

a Young Entrepreneur”

03 Desember

2015

Peserta 8

26. CHARITY SEMINAR “Stay

Positive! Can’t live a positive life

with a negative mind”

08 Desember

2015

Peserta 2

27. SEMINAR NASIONAL “Hak

gender difabel dalam perspektif

sosiologi dan hukum islam

himpunan mahasiswa jurusan ahwal

as-syakhshiyyah” IAIN Salatiga

24 Desember

2015

Peserta 8

28. Sosialisasi Pendidikan di Desa

Bambusari Kecamatan Kajoran

Kabupaten Magelang

20 Februari 2016 Panitia 3

29. SEMINAR NASIONAL “Penguatan

wawasan kebangsaan dan

nasionalisme” IAIN Salatiga

28 April 2016 Peserta 8

JUMLAH 109

Salatiga, 23 Mei 2016

Mengetahui

Wakil Dekan Bidang

Kemahasiswaan dan

Kerjasama

Achmad Maimun,M.Ag.

NIP.19700510 199803 1003