The Effectiveness of Using Concept Mapping on Fostering

Students’ Writing of Narrative Text

(A Quasi-experimental Study at the Tenth Grade of MA Al-Falah

in Academic Year 2017/2018)

A Skripsi

Presented to the Faculty of Educational Sciences

in a Partial Fulfillment of the Requirements

for the Degree of S.Pd. (Strata-1) in English Education

By

ISMA MUFIDA

11140140000019

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2018

iv

ABSTRACT

Isma Mufida (11140140000019). The Effectiveness of Using Concept

Mapping on Fostering Students’ Writing of Narrative Text (A Quasi-

Experimental Study at the Tenth Grade of MA Al-Falah in Academic Year

2017/2018). A skripsi of Department of English Education, Faculty of

Educational Sciences of Syarif Hidayatullah State Islamic University, Jakarta,

2018.

Advisor I : Yenny Rahmawati, M.Ed.

Advisor II : Devi Yusnita, M.Pd.

Keywords : Writing, Narrative Text, Concept Mapping

The study had quasi-experimental design which was intended to get the empirical

evidence of the effectiveness of using concept mapping on fostering students’

writing of narrative text. The population was the tenth grade students of MA Al-

Falah. The sample was 50 students chosen through convenience sampling

technique and classified into two classes, experimental and controlled class. The

instruments were writing tests which were given at the beginning and at the end of

the treatment by concept mapping technique. The data of pre-test and post-test

were analyzed by using t-test. The result of pre-test score from both classes

showed that the mean score of controlled class was higher than experimental

class. Meanwhile, the result of post-test score revealed that the score of

experimental class was significantly higher than controlled class. The result

showed the to was 3.035 while the tt was 2060 in significant 5% (0.05). In other

word, it could be said that to (3.035) > tt (2060). It clearly proved that applying

concept mapping technique was effective on students’ writing of narrative text at

tenth grade of MA Al-Falah in academic year 2017/2018.

v

ABSTRAK

Isma Mufida (1114014000019). Keefektifan Penggunaan Peta Konsep

Terhadap Kemampuan Menulis Siswa Teks Naratif (Penelitian Kuasi

eksperimental pada Kelas Sepuluh MA Al-Falah Tahun Ajaran 2017/2018).

Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan

Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2018.

Dosen Pembimbing I : Yenny Rahmawati, M.Ed.

Dosen Pembimbing II: Devi Yusnita, M.Pd.

Kata Kunci : Menulis, Teks Naratif, Peta Konsep

Penelitian ini menggunakan quasi-experimental design yang bertujuan untuk

mendapatkan bukti empiris tentang keefektifan dari penggunaan peta konsep

dalam meingkatkan tulisan siswa pada teks naratif. Populasi penelitian ini adalah

siswa kelas sepuluh MA Al-Falah. Sempel yang digunakan sejumlah 50 siswa

yang dipilih dengan menggunakan tekinik sample convenience dan kemudian

diklasifikasikan menjadi dua kelas, yakni kelas eksperimen dan kelas control.

Instrumen yang digunakan adalah tes menulis yang diberikan pada awal dan akhir

treatment dengan teknik peta konsep. Data dari nilai awal dan nilai akhir dianalisa

menggunakan formula t-test. Hasil nilai awal siswa dari kedua kelas menunjukkan

bahwa nilai rata-rata kelas kontrol lebih tinggi daripada kelas eksperimen

sedangkan hasil nilai akhir menunjukkan bahwa nilai kelas eksperimen secara

signifikan lebih tinggi daripada kelas kontrol. Hasil menjukkan bahwa nilai t

hitung adalah 3.035 sedangkan t table bernilai 2060 dalam signifikan 5%. Dengan

kata lain, itu bisa dikatakan bahwa t hitung (3.035) > t table (2060). Hal itu

dengan jelas membuktikan bahwa pengaplikasian teknik peta konsep efektif

terhadap kemapuan menulis teks naratif pada kelas sepuluh di MA Al-Falah tahun

ajaran 2017/2018.

vi

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent and the Merciful.

All praise be to Allah, the Lord of the worlds, who has been giving and

blessing until the reseracher can finish this research entitled “The Effectiveness of

Using Concept Mapping on Fostering Students’ Writing of Narrative Text (A

Quasi-Experimental Study at the Tenth Grade students of MA Al-Falah in

Academic Year 2017/2018).” Peace and salutation be upon to our Prophet

Muhammad who has brought from the darkness into the lightness.

The researcher would like to express her deepest honour and gratitude to her

beloved parents, H. Abdul Mukti and Sumiati, who always support the reseracher

to finish this research and give their love and patiently guide to give the best

result. And, thank also to her brother and sister, Abdul Rauf, Mufti hidayat and

Yusri Nur Fadilah, who always motivate her to finish this research.

The researcher realizes that she would never finish this research without the

help of some people around her. Therefore, she would like to express her gratitude

to the advisors, Mrs. Yenny Rahmawati, M.Ed. and Mrs. Devi Yusnita, M.Pd. for

the valuable advice, suggestion, guidance, comments and support in completing

this research paper.

Furthermore, the reseracher would like to express her gratitude appreciation

to:

1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of the Faculty of Educational

Sciences.

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

3. Zaharil Anasy, M.Hum., as the Secretary of the Department of English

Education.

4. All lecturers especially those of in the Department of English Education for

the knowledge, motivation, and support for the reseracher during his study.

5. H. Bahroin HN, S.Pd.I., as the Headmaster of MA Al-Falah for the

permission and help to conduct this research.

6. Abdul Rauf, M.Pd., as the English teacher at the tenth grade of MA Al-Falah

for his guidance during this research.

vii

7. The students of X IPS 2 and X Agama of MA Al-Falah for the willingness to

be the participants in this research.

8. Her big family who has supported her in finishing this research.

9. All beloved friends of the Department of English Education A 2014 for the

friendship and support during this study.

10. All her beloved friends, Cynthia, Sarah, Etek, Siti, Elly, Erni, Nindy, Annisa,

Naila, and Utari for the powerful support and moodbooster during completing

this research.

11. All the people who the names can not be mentioned one by one for the

constribution in finishing this research.

Finally, the researcher realizes that this research still has some weakness and

mistakes. Therefore, the researcher would mind accepting any constructive

suggestions and critics to make this research better.

Jakarta, September 6th

2018

Isma Mufida

viii

TABLE OF CONTENT

APPROVAL SHEET .......................................................................................... i

ENDORSMENT SHEET .................................................................................... ii

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

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

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

ACKNOWLEDGEMENT .................................................................................. vi

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

LIST OF TABLES .............................................................................................. x

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

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

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

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

B. The Identification of the Problem ....................................... 4

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

D. The Formulation of the Problem ......................................... 5

E. The Objective of the Study .................................................. 5

F. The Significance of the Study ............................................. 5

CHAPTER II: THEORETICAL FRAMEWORK ........................................... 7

A. Writing ................................................................................. 7

1. Definition of Writing ..................................................... 7

2. The Purpose of Writing ................................................ 8

3. The Process of Writing .................................................. 9

4. Types of Writing ............................................................ 10

5. Narrative Writing ........................................................... 11

B. Narrative Text ...................................................................... 11

1. Understanding of Narrative .......................................... 11

2. Types of Narrative Text ................................................. 12

3. Generic Structure of Narrative Text .............................. 13

4. Language Feature of Narrative Text .............................. 15

ix

C. Concept Mapping ................................................................ 15

1. Understanding of the Concept Mapping ...................... 15

2. The Advantages of Concept Mapping ........................... 16

3. Teaching Writing through Concept Mapping ................ 17

D. Previous Study ................................................................... 19

E. Thinking Framework .......................................................... 21

F. Theoretical Hypothesis....................................................... 22

CHAPTER III: RESEARCH METHODOLOGY .............................................. 23

A. Place and Time of the Study .............................................. 23

B. Research Method and Design ........................................... 23

C. Population and Sample ...................................................... 24

D. Research Instrument .......................................................... 24

E. Technique of Data Collecting ............................................ 27

F. Technique of Data Analysis ............................................... 28

1. Normality Test .............................................................. 28

2. Homogeneity Test ......................................................... 29

3. Test of Hypotheses ........................................................ 29

4. The Effect of Size Measurement ................................... 30

G. Statistical Hypothesis ......................................................... 31

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ........................ 32

A. Research Findings ............................................................... 32

1. Data Description ............................................................ 32

2. Data Analysis ................................................................ 36

B. Discussion ........................................................................... 43

CHAPTER V: CONCLUSION AND SUGGESTION .................................... 46

A. Conclusion .......................................................................... 46

B. Suggestion ........................................................................... 47

REFERENCES .................................................................................................... 48

APPENDICES ................................................................................................... 52

x

LIST OF TABLES

Table 3.1 Pre- and Post-test Design .................................................................... 23

Table 3.2 Rubric of Scoring ................................................................................ 25

Table 4.1 Students’ Score in Controlled Class ................................................... 32

Table 4.2 Students’ Score in Experimental Class ............................................... 34

Table 4.3 Normality of Pre-test ........................................................................... 36

Table 4.4 Normality of Post-test ......................................................................... 37

Table 4.5 Homogeneity Test of Pre-test ............................................................. 38

Table 4.6 Homogeneity Test of Post-test ............................................................ 38

Table 4.7 The Comparison of Students’ Gained Score between the Experimental

and Controlled Class ........................................................................... 40

xi

LIST OF FIGURES

Figure 1.1 The Writing Process ......................................................................... 9

Figure 4.1 Diagram of Students’ Score Comparison between Controlled and

Experimental Class ......................................................................... 35

xii

LIST OF APPENDICES

Appendix 1 Syllabus ........................................................................................... 52

Appendix 2 Lesson Plan of the Experimental Class ........................................... 59

Appendix 3 Lesson Plan of the Control Class .................................................... 87

Appendix 4 Instrument of Pre-Test ..................................................................... 115

Appendix 5 Instrument of Post-Test ................................................................... 116

Appendix 6 The Pre-test and Post-test Result of Experimental Class ................ 117

Appendix 7 The Pre-test and Post-test result of controlled Class ....................... 119

Appendix 8 Frequency Distribution of Pre-test Normality Testing .................... 121

Appendix 9 Frequency Distribution of Post-test Normality Testing .................. 123

Appendix 10 Homogeneity Testing Pre-test and Post-test ................................. 125

Appendix 11 Surat Bimbingan Skripsi ............................................................... 127

Appendix 12 Surat Keterangan Penelitian dari Sekolah ..................................... 129

Appendix 13 References Examination Paper ...................................................... 130

Appendix 14 Pictures .......................................................................................... 134

Appendix 15 Student’s Work .............................................................................. 136

1

CHAPTER I

INTRODUCTION

This chapter presents a general account of the study which covers

background of the study, identification of the problem, limitation of the problem,

formulation of the problem, the objective of the study, and significance of the

study.

A. Background of the Study

Writing is one of the important skills in learning English for

communication. It is important because it is one of media to help us for

expressing our ideas to readers in written form. Through writing, we can deliver

ideas that will be used as factual and reliable information for the readers. Besides,

writing is also one of productive skill which is more detailed than speaking. It

because writing involves more complex elements such as grammatical structure

where the writer should be able to think critically to make the reader understand

about the message delivered. Therefore, it makes writing as one of skills that

should be mastered by everyone.

Looking at education in Indonesia, unfortunately writing is considered as a

difficult skill to be mastered by some students. As mentioned above, writing

involves complex elements such as grammatical structure but in fact some

students are still weak in understanding grammatical structure. This statement is

supported by Ariyanti, she stated that writing is difficult because Bahasa and

English have some differences as in term of grammatical and style. Besides,

students need an ability to translate or transform the meaning from Bahasa to

English context to make people, especially native speaker, understand contents of

the writing.1 In this case, students have some obstacle in writing so they need

someone to help and teach them in order to master this skill. This is the important

thing for teacher’s role to teach students by means to make them easy mastering

this skill.

1 Ariyanti. (2016), “The Teaching of EFL Writing in Indonesia”, Dinamika Ilmu, Vol.

16(2), pp. 264.

2

In general, teachers teach the students writing skill by asking them to write

various types of English text. There are text for describing something called

descriptive text, text for giving information about something called announcement

text, text for delivering opinion or argument called argumentative text, text for

giving instruction about how to make or do something called procedure text, text

for reporting or describing something in general called report text, text for

retelling past event called recount text, and text for telling story and entertain the

readers called narrative text. Those statements are taken from the writer’s

experience when she studied in Senior High School. In addition, all types of the

texts are taught to the students according to education curriculum in Indonesia.

Surely, narrative text is taught in tenth grade of Senior High School based on

curriculum 2013 and the students still have to improve their writing skill to master

it.

Based on Anderson, narrative text is a text which contains a story and it

aims to entertain the readers or listener.2 In teaching narrative text, the teacher

will explain the material about narrative text such as the purpose of narrative text,

generic structure, language feature and the example of narrative text. It aims to

make the students understand about narrative text and they can write narrative text

in well organized and well grammatically. Even though the students have been

taught about narrative text, most of them still have difficulties to write narrative

text.

Based on the preliminary study conducted by the researcher, there are

several problems that encountered by students at MA Al-Falah. First, they have

lack knowledge of vocabulary selection. Sometimes students want to look for

synonyms of the word in order to make a sentence more varied in the vocabulary.

But because of their lack knowledge of appropriate vocabulary, it makes the

meaning of their sentence to be incompatible with the context of its use. It is in a

line with Muhammad Fareed statement, he said that “one of students’ problem is

2 Mark Anderson and Kathy Anderson, Text Types in English 2, (South Yarra: Macmillan,

1997), p. 6.

3

they do not know the appropriate use of words.”3 Second, they are lack of ideas

developing. Some students have ideas about the topic of their writing,

unfortunately they do not know how develop these ideas. So, it makes them feel

stuck and stop writing. Third, students are lazy to practice their writing. When

teacher asks students to make writing, students feel burdened with task given, so

they get bore and lazy to finish their writing. Meanwhile, Writing is a skill that

needs a lot of practice to get students accustomed in writing. According to Kaplan

(cited by Dr. Ibrahim Mohamed Alfaki), he stated that “writing does not come

naturally but rather gained through continuous effort and much practice.”4 Forth,

students do not have motivation during teaching writing activity. Writing is

activity that needs many ideas and motivation. While teacher teaches writing, she

needs an interesting technique or method to attract students’ attention. It is useful

to make students feel passionate and motivated during writing activity.

To overcome those problems, the teacher can use some techniques to

improve students’ interest in teaching and learning activity. The technique teacher

use for teaching gives big effects on improving of students’ motivation. In

addition, the technique is also expected to change the atmosphere of the class

becomes enthusiastic. Therefore, the teacher must be creative and innovative by

using some technique that can attract students’ attention. Teachers need to

consider suitable technique for teaching writing of narrative text in order to make

teaching and learning activity becomes effective. The technique should be

appropriate with condition of class and students’ level.

There are many ways that can be used by teacher to help students easy in

writing. Actually, the teachers can make writing enjoyable for students by using a

variety of activities, approaches, methods, strategies, and techniques. Hence, the

researcher considered to find out alternative ways to create interesting technique,

3 Muhammad Fareed, Almas Ashraf, and Muhammad Bilal, (2016), “ESL Learners’

Writing Skill: Problem, Factor and Suggestions”, Journal of Education and Social Science: Geist

Science, Vol 4(2), pp. 87.

4 Ibrahim Mohamed Alfaki, (2015), “University Students’ English Writing Problems:

Diagnosis and Remedy”, International Journal of English Language Teaching, Vol 3(3), pp. 48.

4

in order to enhance the students writing ability. Based on the explanation above

the researcher is interested in applying concept mapping as a technique for

teaching narrative text in the classroom. Concept mapping technique is applied to

help students in writing narrative text and to attract their attention during learning

activity.

According to Novak and Cañas, “concept maps are graphical tools for

organizing and representing relationships between concepts indicated by a

connecting line linking two concepts.”5 The implementation of concept mapping

is supposed to be a good way to turn a broad idea into a limited and more

manageable story which actually gives the words closely related to the theme

provided. Moreover, story mapping can help students to motivate them in writing.

This technique could be effective as prewriting stage of writing process.

Based on the explanation, the use concept mapping in learning activity can

help the teacher to deliver material more easily and attractively so that the

students will be more motivated during learning activity. Besides, it helps the

students in organizing their idea into good writing narrative text. In addition,

through this research the researcher wants to prove whether the use of concept

mapping application gives a positive effect on learning writing skill of narrative

text. Therefore, the researcher would like to conduct a research entitled “The

Effectiveness of Using Concept Mapping on Fostering Students’ Writing of

Narrative Text at MA Al-Falah.”

B. The Identification of the Problem

Based on the background of study above, the problems can be identified as

follow:

1. The students have lack of knowledge in vocabulary selection.

2. The students are lack of ideas developing.

3. The students are lazy to practice their writing.

4. The students do not have motivation during teaching writing activity.

5 Joseph D. Novak and Alberto J. Cañas, (2007), “Theoritical Origins of Concept Maps,

How to Construct Them, and Uses in Education”, Reflecting Education, Vol 3(1), pp. 29.

5

C. The Limitation of the Problem

Based on the identification of the problem, the writer limits the problem of

the study on the effectiveness of using concept mapping on students’ writing of

narrative text at MA Al-Falah in the academic year 2017/2018.

D. The Formulation of the Problem

Based on the limitation of the problem, the research is intended to answer

the following research question:

“Is the use of concept mapping effective on students’ writing skill of

narrative text in MA Al-Falah?”

E. The Objective of the Study

The objective of the study is to find out whether the use of concept mapping

is effective on students’ writing skill of narrative text.

F. The Significance of the Study

The result of this study was expected to be useful for:

1. For the researcher

a. To know the effectiveness of using concept mapping on fostering

students writing of narrative text.

b. To know how strong the effect of concept mapping on students’

writing of narrative text.

2. For the teachers

a. To know the suitable technique that can be used to teach writing

narrative text.

b. To get information about the effectiveness of concept mapping on

improving students writing skill, especially in narrative text

3. For the students

a. To help students in getting inspiration through concept mapping they

already made

6

b. To help students in making coherence paragraph of narrative text by

using concept mapping

c. To improve students’ interest in writing narrative text

4. For the next researcher

This research is expected to give useful information for other

researchers when they conducted a research in same field.

7

CHAPTER II

THEORITICAL FRAMEWORK

This chapter covers several theories related to the study. The discussion is

focus on the narrative text and concept mapping. The researcher tries to give some

explanation about theoretical framework which consists of:

A. Writing

1. Definition of Writing

Writing is one way of communicating which is done by delivering our

message for the reader in written form. Writing is a skill which involves writer’s

ability in arranging letter, words and certain language sentence into written

communication so that the readers understand the message or information that

wants to be conveyed.1 From this statement, it can be said that writing is one of

skills to convey ideas that have been compiled in words up to paragraphs so that

the readers understand purpose of the text. In addition, writers should choose the

right sentences that are appropriate to express their idea, because they cannot

write meaningless words in writing.

In addition, writing becomes one of active skills which are very important

for any student because writing has several elements to learn English. Golkova

and Hubackova stated that writing is one of active skills that involve grammatical

structures, words and their proper use, and certain extent of accurate need to be

respected.2 In writing, the writers should consider those elements so that the

reader can understand the ideas they write. In a line with Golkova and

Hubackovas’ statement, Patel and Jain also said that “writing is essential features

of learning a language because it provides a very good means of foxing the

1 Ubaidillah Rahman, Farid Yahya Kano and Aris Setiawan, “Developing Ability In

Writing Recount Text Trugh Guiding Question”, JournE, Vol 1(2), pp. 1-2.

2 Dita Golkova and Sarka Hubackova, (2014), “Productive Skill in Second Language

Learning”, Procedia-Social and Behavioral Sciences, pp. 478.

8

vocabulary, spelling, and sentence pattern”3 From the theories above writing is a

complex process that allows writers to explore thoughts and ideas into type in

form sentences in other to be good sentences in a paragraph through follow step in

writing and also they are requiring to learn grammar, vocabulary, and spelling,

they are relating to the correct use of words in a sentences well form.

From all those statements, the definition of writing can be synthesized

writing as a communication process that allows writers to explore thoughts and

ideas into sentences up to paragraph with correct grammatical structure to make

the reader understand what it is.

2. The Purposes of Writing

Purpose is the reason why we write, and every people certainly have

purpose of their writing. The purpose is used to convey writers’ message for

readers. There are several purposes of writing according to Betty Mattix Dietsch:4

a. To inform, it aims to give information to the readers about the topic of

writing. Besides, it aims to convince the readers about fact, data or

event. For examples: report and news item.

b. To persuade, it means that the writers want to persuade the readers to

believe or do something. It aims to change opinions, actions, or beliefs

of the readers to be better. For example: hortatory exposition.

c. To express, it has function for revealing the writers’ feeling and

opinions. Through writing the writers try to describe their feeling,

emotions, and thought so that the readers understand contain of their

writing. For examples: argumentation and discussion.

d. To entertain, it aims to bring pleasure to others through the writing

itself. The writers might choose a joke, humor or story to entertain the

readers and attract their attention. For examples: spoof and narrative.

3 M.F. Patel and Praveen M. Jain, English Language Teaching (Methods, Tools and

Techniques), (Jaipur: Sunrise Publishers & Distributors, 2008), p. 125.

4 Betty Mattix Dietsch, Reasoning and Writing Well, (New York: McGraw-Hill, 2003), 3

rd

Edition, p. 4.

9

3. The Process of Writing

There are five steps of the writing process that is carried out by the students

before they begin to write:

Figure 1.

The Writing Process Based Upon Research By Graves, 1983, 1991; Tompkins

And Hoskisson, 1995; And Poindexter And Oliver, 1999 (cited by Kamehameha

School) 5

Based on the writing process above, the researcher assumes that writing has

five processes before it becomes complete writing. First, pre-writing. In this stage,

the students get ready to write by deciding on the topic. They should choose the

topic that they want to express. Next, they start thinking and designing ideas.

They have arrange ideas into organize ideas.

Second, drafting and writing. In this stage, the students make a concept

about their ideas into paragraph, but they must refine right sentences or

paragraphs that are appropriate to express their ideas. Then, the content of their

writing must focus on their topic to deliver their idea clearly.

Third, sharing and responding. The students will get feedback to revise

their writing. It can be obtained from sharing work, peer editing or writing

workshops. It aims improve the students’ critical thinking, so they will know their

friend’s mistake and their own writing.

5 Kamehameha Schools, The Writing Process: An Overview of Research on Teaching

Writing as a Process, (Hawaii: Kamehameha Schools, 2007), p. 2.

10

Fourth, revising & editing. Though revising our writing, the students are

able to add some ideas and remove any ideas that do not have any relation to the

topic. In revising, the students also have to pay attention to the existence of their

writing and what our writing contains of. It can be said that better rising, our

writing will be better too.

Last, Publishing. This is the final stage of writing process where students

can publish their writing. Commonly, the students’ writing is good enough to be

presented for other people. And also, in this stage, students feel more confidence

as writers.

4. Types of Writing

According to Wishon and Burks, writing has several types; narration,

description, exposition, and argumentation.6

1. Narration

Narration is kind of writing form that relate to story of acts or events

and It tells the event according to natural time sequence. Narration is

written to amuse readers and to make them enjoy the story. Types of

narration are short story, novel and news stories.

2. Description

Description is writing form that gives a visual image of people, places,

or unit of time (such as day or seasons). For describing people,

narration is not only describing appearance of people, but it also may

tell about character or personality of people.

3. Exposition

Exposition is writing form to give information, make explanation and

interpret meaning. It might be used to give explanation of a process or

to tell how to make or do something.

6 George E. Wishon and Julia M. Burks, Let’s Write English, (New York: Litton

Educational Publishing, Inc. 1980), p. 378-383.

11

4. Argumentation

Argumentation is writing form that has purpose for persuading and

convincing. It contains of some evidence to support writers’ statement.

It used to make a case to prove or disapprove a statement.

5. Narrative Writing

Narrative writing can be defined as a story writing in the form of imaginary

stories, real-life story, or fable that has a purpose to entertain the reader. Narrative

text tells a story that has series of interconnected chronological event. According

to Hasan and Wijaya, writing narrative text must be written in sequent.7 It means

that narrative tells an event in natural time sequence. It is written in sequence to

make readers understand the time of events that occur in the story.

In addition, Masiello stated that narrative is a written text which is useful for

describing critical elements that build a story such as setting, character, sequence

of events, and resolution.8 That statement explains that narration has some

elements that have function as parts of the story. Those elements are really

important to make the story interesting and entertaining to the reader.

From those definitions, narrative writing can be synthesized as a story

writing that tells about fiction or personal experience in the past and it has

character, setting, plot written by sequence as elements to build the story.

B. Narrative text

1. Understanding of Narrative

Narrative is one of texts that is widely known in written or spoken form.

Besides, narrative is kind of text that could be enjoyed by all people. Based on

Barthes (cited by Hazel), he said that “narrative is present in every age, in every

7 Dewi Nashri Hasan and M. Sayid Wijaya, (2016), “Storyboard in Teaching Writing

Narrative Text”, English Education: jurnal Tadris Bahasa Inggris, Vol. 9(2), pp. 265.

8 Lea Masiello, Writing in Action: A Collaborative Rhetoric for Collage Writers, (New

York: Mcmillan Publishing Company, 1986), p. 108.

12

place, in every society.”9 It means that there are no limits on age, place, class or

human group; everybody has freedom to enjoy narrative.

According to Pardyono (cited by Rodearta Purba), narrative is text that tells

activity or event in the past, show problematic experience and resolution, and

aims to entertain oftentimes means to give moral lesson to readers.10

From the

statement it shows that narrative is kind of retelling story that has problem

experience and it will be resolved in the resolution. Besides, the story includes

some events which are presented to amuse and give moral lesson to the readers.

In addition, narrative text is organized according to time order or

chronological order.11

It means narrative text is written by sequence and

organizing. It is arranged to make readers understand the time of events that occur

in the story. Narrative text commonly contains linking and signal words to make

order of the events clear. There are examples of signal words that commonly used

in narrative text: once upon a time, long time ago, yesterday, tomorrow, then,

after that, finally and so on.

From all those statements, the definition of Narrative text can be

synthesized as a text for telling story in the past by organizing that has problem

experience and resolution in the end of story, and it aims to entertain and give

moral lesson to the readers.

2. Types of Narrative Text

According to Mark and Kathy said that there are many types of narrative

text. They are humor, romance, crime, real-life fiction, historical fiction, mystery,

9 Paul Hazel, (2007), “Narrative: An Introduction”, Swansea Institute of Higher Education,

pp. 1.

10 Rodearta Purba, (2018), “Improving the Achievement on Writing Narrative Text through

Discussion Starter Story Technique”, Advances in Language and Literary Studies (ALLS), Vol.

9(1), pp. 29.

11 Maria Arina Luardini and Natalina Asi, (April 2014), “An Analysis of Linguistic

Competence in Writing Texts by Teachers in Palang Raya”, International Journal of English and

Education, Vol 3(2), pp. 82.

13

fantasy, science fiction, diary-novels, and adventure.12

The definitions of those

types come from the writer’s understanding.

a. Humor, the aims to make the audience feel pleasure and enjoy, even

laugh by story.

b. Romance, it usually tells about love story or focus on relationship

between to people or more.

c. Crime, it is genre of fiction deal with crime and the readers kept

guessing clues that given in the story.

d. Real-life fiction, it is genre of story that might happen to people in real

life.

e. Historical fiction, the story which tells about event in the past. It tells

about history of country that could be real or not.

f. Mystery, it tells about horror story and builds the readers’ fright.

g. Fantasy, the story which could not occur in real life because plot of the

story involves supernatural or magic.

h. Science fiction, the story which often tell about science and technology

of the future.

i. Diary – novels, it is a book or novel written like diary.

j. Adventure, it tells of exciting journey of experience.

3. Generic Structure of Narrative Text

Narrative text consists of generic structure that can be provided as follow:

a. Orientation

This is the part in which the narrator tells the readers about who is in the

story, when the story is taking place and where the action is happening. In other

words, orientation introduces the setting in time and place, and characters. It can

also be called as introductory part of a story. So the reader can figure out what

will happen next and who are involved in it.

12

Anderson, Text Types in English 2, Op.Cit., p. 8.

14

b. Complication

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

will begin a chain of events. It becomes the beginning problem that builds the

story and preface to the climax.

c. Climax

Climax is the part of narrative text that the conflict or tension hits the

highest point. In other words, it could be say as the problems which lead to the

crisis. In general, climax is in complication of the story.

d. Resolution

This is the part that can be found in the end of the story. In this part, the

characters of story find a problem solving of the event. The problem is resolved,

either in a happy ending or in a sad ending. In some narratives, the narrator

includes the part which is called by 'coda' if there is a moral or message to be

learned from the story.

The Example of Narrative Text:

Monkeys and Cap Seller

Once, a cap seller was passing through a jungle. He

was very tired and needed to rest. Then, he stopped and

spread a cloth under a tree. He placed his bag full of caps

near him and lay down with his cap on his head.

The cap seller had a sound sleep for one hour. When

he got up, the first thing he did was to look into his bag.

He was startled when he found all his caps were not there.

When he looked up the sky, he was very surprised to see

monkeys sitting on the branches of a tree, each of the

monkeys are wearing a cap of on its head. They had

evidently done it to imitate him. He decided to get his caps

back by making a humble request to the monkeys. In

return, the monkeys only made faces of him. When he

begun to make gesture, the monkeys also imitated him.

Orientarion

The text decribes

who, when and where

of the story

Complication

The problem began

when cap seller did

not find his cap.

Climax

The problem is in

climax while

monkeys stole all of

caps and they did not

want to turn it back

to the cap seller.

15

At last he found a clever idea. ” Monkeys are a great

imitator,” he thought. So he decided to take off his own

cap and throw it down on the ground. And as he had

expected, all the monkeys imitated what he did by taking

off the caps and throwing it down on the ground. Quickly,

he stood up and collected the caps, put them back into his

bag and went away.

4. Language Features of Narrative Text

a. Using noun

b. Using adjective to describe the appearance of characters. For example:

beautiful girl, brave man, etc.

c. Using adverb of time and place. For example:

Adverb of time: once upon a time, one day, long time ago

Adverb of place: in the forest, in the sea

d. Coordinate conjunction, such as: and, but

e. Temporal conjunction, such as: then, next, after that

f. Using past tense

Simple past tense = S + V2 + complement

C. Concept mapping

1. Understanding of the concept mapping

According to Azlinda et al, concept mapping is one of the techniques that

can be used to organize and represent knowledge that consists of concepts, where

the concepts are usually enclosed in circles or squares, and lines that connect the

concepts.13

Through concept mapping, the students have an opportunity to

identify their own key concepts. Then they draw lines to connect and show

relationships between the concepts. Linking words or phrases are used to define

these connections.

13

Wan Azlinda Wan, Mohamed and Badrul Omar, (2008), “Using Concept Map to

Facilitate Writing Assignment”, Universiti Tun Hussein Onn Malaysia, pp. 1.

Resolution

The main character

finds solusion by

acting of throwing his

own cap and

monkeys imitate what

he has done.

16

Cañas et al state that concept mapping can be applied in education, business

and government.14

In education, it is can be used to assess what a student knows.

Concept mapping can be used as a tool in organizing information that student

received, so they will more easily remember and understand the information of

topic. According to Shakoori, “the concept map is believed to enhance recall and

memory, aid in negotiation and balancing of conflicting needs, and create mutual

understanding.”15

In addition, concept mapping is prewriting activity that can be used as the

first stage of the writing process. It is in a line with Sturm and Erickson, they state

that concept mapping has been used for vocabulary development, reading

comprehension, study skill, and pre-writing organizers.16

Through concept

mapping, it helps the students to narrow their focus if their topic is too broad.

Besides, teaching writing trough concept mapping will help the students to make

composition and develop their idea.

2. The Advantages of Concept Mapping

Concept mapping is one of techniques that can be used as pre-writing step in

writing process. In pre-writing step, students start thinking and designing ideas.

They have to arrange ideas and develop it into good writing. Therefore, using

concept mapping is assumed can bring more benefits to students’ wring. Based on

article of Inspiration website with title “Concept Mapping” (cited by Narmeen

14

Alberto J. Cañas, et al, A Summary of Literature Pertaining to the Use of Concept

Mapping Techniques and Technologies for Education and Performance Support, (The Institute for

Human and Machine Cognition, 2003), p. 7.

15 Maryam Shakoori, (May 2017), “The Effect of Concept Mapping Strategy as a Graphical

Tool in Writing Achievement among EFL Learners”, International Journal of Information and

Education Technology, Vol. 7(5), pp. 358.

16 Janet M. Sturm, Joan L and Rankin-Erickson, (2002), “Effects of Hand-Drawn and

Computer-Generated Concept Mapping on the Expository Writing of Middle School Students with

Learning Disabilities”, Learning Disabilities Research & Practice, Vol 17(2), pp. 125.

17

Mahmood), concept mapping is assumed can bring more benefits to students’

wring. has several advantages for students:17

a. Helping students brainstorm and generate new idea

b. Encouraging students to discover new concept and the propositions that

connect them

c. Allowing students to more clearly communicate ideas, thoughts and

information

d. Helping students integrate new concept with older concepts

e. Enabling students to gain enhance knowledge of any topic and evaluate

the information.

3. Teaching Writing through Concept Mapping

Before a teacher teaches in the classroom, make sure she has prepared

everything related to teaching materials. Teacher must prepare lesson plan,

teaching material, learning media, method, technique, strategy, and so on. If they

have been prepared then learning process will be effective and conductive.

Furthermore, a good cooperation between teacher and students becomes important

role during the learning activity. When teacher and student make a

communication, feedback will be happened. The feedback is useful as teacher’s

evaluation about progress of technique which she used.

According to Harris and Graham (cited by Shakoori), there are some step

for implementing concept mapping in teaching writing. They are: first, Strategy

description. In this step, concept mapping was explained as a technique that can

be used to categorize information in a graphic form through drawing. Second,

teacher gives explanation about benefits of using the concept mapping in writing

composition. Third, modeling the strategy. In this step, teacher gave example of

concept mapping based on the topic that students had chosen. Then, teacher made

a concept mapping in the board ant taught the students where main topic and sub-

17

Narmeen Mahmood Muhammad, “The Effect of Using Concept Mapping as a Pre-

Writing Stage Strategy on Iraqi EFL College Students’ Achievement in Essay Writing”, University

of Bagdad-College of Education for Women, pp. 776

18

topic are. Fourth, Student mastery of strategy steps. During this stage, students

rehearsed and memorized the sequence of activities for concept map construction.

Fifth,guided practice and Feedback. In this step, students asked to create concept

mapping to compose essays and teacher gave feedback for students’ work.18

In this research, the researcher modifies procedure of teaching writing

through concept mapping from the original source. So, the procedure teaching

writing through concept mapping that has been modified by the researcher are:

a. The teacher gives explanation about concept mapping to the students.

The teacher should introduce concept mapping, such as: the usage,

advantage and how to make concept mapping. It is to make student

understand so that they have basic knowledge about concept mapping

itself.

b. The teacher gives example of concept mapping by her own. Before

asking students to make their own concept map, teacher should give

example of concept map by creating her own concept map that related

with narrative text. The mapping must consist of some elements of

narrative text such as setting of place, characters, and plot. It aims to

make students more understand about concept map.

c. The teacher gives blank concept mapping that should be completed by

the students. The teacher gives blank concept mapping and some

narrative text with different topic to the students, and then she asks the

students to fulfill the mapping by their own information. Based on the

stories was given, the students have to identify element of narrative text

to fill out the concept map.

d. The teacher asks students to create their own concept mapping. If the

students already understand about concept mapping and they know how

to make it, then teacher asks them to make individual concept. After they

finished in making their concept mapping with their ideas, they could

start writing their story by using concept mapping as guidance.

18

Shakoori, loc. cit.

19

D. Previous Study

There are some previous studies related with the researcher’s study. The

first research comes from Kalsum Maloho. She has investigated Using Concept

Mapping to Improve the Writing Ability of the Eight Graders. The objective of

study was to find out whether the use concept mapping improves students’ writing

ability. She conducted classroom action research with two cycles. The sample of

the study was twenty students from VIII-B of MTs PKP Manado, North Sulawesi

in the academic year 2015-2016. The findings of the study showed that concept

mapping is not only effective on improving students’ writing ability of descriptive

text, but also it is effective on enhancing their knowledge to generate and organize

their ideas.19

The second study comes from Anak Agung Wulan Kartini (2014) conducted

a study, the title Improving Descriptive Paragraph Writing through Concept

Mapping at the Eighth Grade Students of SMP Sapta Andika Denpasar in

Academic Year 2013/2014. This study aimed to investigate students’ improving in

writing skill of descriptive text by using concept mapping. This study used the

present classroom action research. The sample of the study was 19 males and 15

female students of eighth grade at SMP Sapta Andika Denpasar. The result

concluded that the concept mapping could improve students’ writing skill of

descriptive text.20

In addition, Muhidin (2012) conducted a study with the title Using Concept

Mapping to Improve Students’ Ability in Teaching Recount Text (an Experimental

Research at the Eighth Grade of SMP H. Isriati baiturrahman Semarang in the

Academic Year of 2011/2012). The objective of his study was to know the effect

of using concept map to improve students' writing ability in teaching recount

texts. The research method was an experimental research, which conducted in two

19

Kalsum Maloho, (2017), “Using Concept Mapping to Improve the Writing Ability of the

Eight Graders”, Voices of English Language Education Society (VELES,) Vol 1(2), pp. 11-23.

20 Anak Agung Wulan Kartini, Descriptive Paragraph Writing through Concept Mapping

at the Eighth Grade Students of SMP Sapta Andika Denpasar in Academic Year 2013/2014, Thesis

of Mahasaraswati Denpasar University, 2014. Unpublished.

20

classes; the experimental group as VIII A and controlled group as VIII C. The

result showed that writing a recount text by concept map was better than the

writing recount text without concept map because the post-test score of

experimental class (75.58) was higher than the controlled class (70.73).21

Based on the explanation, the previous relevant study above has similarities

and differences with this study. The similarities among the three studies and

researcher’s study are the study used concept mapping as a technique for

improving students’ writing skill. Then, third study and writer’s study have

similarity in research design. It is experimental study where the researchers

conducted a research for two classes, one class was taught by using concept

mapping called experimental class while another class was taught without concept

mapping called controlled class. Meanwhile, those studies also have differences

with writer’s study. First is the difference in sample. The sample of those studies

was eighth grade, while the sample of writer’s study was tenth grade. Second,

kind of the text of those studies and this study was different. In the first and

second study used descriptive text as target of the text, third study used recount

text as the target, and this study conducted a research for writing of narrative text.

The next difference is design of the research. Between first and second study used

classroom action research as a design, while this study used quasi experimental

study.

Even though the previous studies have some similarity and differences with

this study, the researcher used those studies as reference to conduct the research in

the same field. Those previous studies gave motivation and information how to

apply concept mapping in the classroom. In addition, the researcher sees that

concept mapping is easy technique to be taught to the students.

After comparing with previous studies, the researcher found that this

research had advantages in term of teaching. In this research, the researcher used

teaching strategies by her own. She created simple teaching strategies to be

implemented in the classroom.

21

Muhyidin, Using Concept Mapping to Improve Students’ Ability in Teaching Recount

Text, Thesis of Walisongo State Institute for Islamic Studies, 2012. Unpublished.

21

E. Thinking Framework

Writing is one of media used for communication. It helps us for expressing

our ideas to readers in written form. When people do writing, they are not only

delivering their message in written form, but writing also trains them to think

critically. By writing, people will be accustomed to think critically, because there

are many things to be considered, such as the appropriate word selection,

grammatical structure, punctuation and so on. In addition, writing can reinforce

memory. People will have long term memory when they do writing. It is because

by writing people will automatically record words that have been written by hand.

In education, writing is one of English skill that is taught in the school. It is

taught as compliment to other skills that is useful for mastering English.

According to the curriculum, students are taught several kind of the text,

sometime they are often asked to write the text. One of them is narrative text

which is taught at tenth grade of Senior High School. Narrative is a text for telling

story that has main idea, plot, characters and it aims to amuse or entertain the

reader.

Even students are taught about narrative text, they still have several

problems in writing the text. First, the students have lack knowledge of

vocabulary selection. Then, the students are lack of ideas developing, third, the

students are lazy to practice more, last, the students do not have motivation during

teaching writing activity.

To overcome those problems, concept mapping technique in teaching

narrative text will be used as a solution. Concept mapping is prewriting activity

that can be used as the first stage of the writing process. By using concept

mapping, the students have an opportunity to identify their own key concepts.

Then they draw lines to connect and show relationships between the concepts.

Linking words or phrases are used to define these connections.

Concept mapping is a good technique to help students in organizing

information they received, so they will more easily remember and understand the

information of topic. In addition, it helps the students to narrow their focus if their

22

topic is too broad. Teaching writing trough concept mapping will help the

students to make composition and develop their idea.

Through concept mapping, it is expected that concept mapping can give

positive effect on students’ writing skill of narrative text. The students can

improve their writing skill and develop their idea into good narrative text. Beside,

concept mapping can be used as a technique to solve students’ problem in

arranging their word and connecting their ideas.

F. Theoretical Hypothesis

Ho: There was effectiveness of using concept mapping on students’ writing of

narrative text at tenth grade of MA Al-Falah.

Ha: There was no effectiveness of using concept mapping on students’ writing

of narrative text at tenth grade of MA Al-Falah.

23

CHAPTER III

RESEARCH METHODOLOGY

This part consists of several parts. They are research method rubric design,

place and time of the study, population and sample of the study, research

instrument, technique of data collecting, technique of data analysis, and statistical

hypothesis.

A. Place and Time of the Study

This study was conducted at MA Al-Falah, which is located in Jl. Kh. Tohir

No. 43, RT. 03/RW. 07, Sukabumi Selatan, Kb. Jeruk, Jakarata Barat. The time

for conducting the research is on 23rd

of March- 27th

of April 2018.

B. Research Method and Design

The researcher used a quantitative method and quasi experimental study as

design of the study that aimed to find out the effectiveness of using concept

mapping to foster students’ writing skill of narrative text.

The researcher conducted a study for two classes; they are experimental and

controlled class. In the experimental class, the researcher gave treatment by using

concept mapping technique in teaching writing of narrative text. Meanwhile, the

researcher taught narrative text without using the concept mapping technique in

controlled class. It is described as the following table:1

Table 3.1

Pre- and Posttest Design

Time

Select Control

Group

Pretest No Treatment Posttest

Select Experimental Pretest Experimental Treatment Posttest

1 John W. Creswell, Educational Research – Planning, Conducing and Evaluating

Quantitative and Qualitative Research, (Boston: Pearson, 2012), 4th

Edition, p. 310.

24

This study was conducted for six meetings. In the first meeting, the

researcher gave pre-test for both classes. Then, four meetings was used to give

treatment for the experimental class by using concept mapping technique in

teaching writing, whereas without using concept mapping technique in controlled

class. In the last meeting, the researcher gave posttest for both of the classes.

C. Population and Sample

The population of this study was the whole students of tenth grade of MA

Al-Falah which consist of 125 students in academic year 2017/2018. The sample

of this research was two classes. They are X IPS 2 as an experimental class which

consists of 25 students and X Agama as a controlled class which consists of 25

students. Thus, total of sample in this study is 50 students.

Convenience sampling was used to take the sample. According to James and

Sally, they state that “In convenience sampling, a group of subject is selected on

the basis of being accessible or expedient.”2 It means that the writer chose sample

based on samples that have been available. The writer chose X IPS 2 and X

Agama as samples because they were the classes that had been taught by the

researcher during teaching performance program at MA Al-Falah. In addition, to

know students’ knowledge about the researcher’s study topic, the researcher asked

teacher who teaches English subject in both classes about students’ ability of

English language in writing narrative text. It is useful to get the information to

address the purpose of the writer.

D. Research Instrument

In the research, the researcher used a test as research instrument. The test is

written form of essay. The test was divided into two tests, they are pre-test and

post-test. Pre-test was given before treatment and post-test was given after

treatment. The tests aim to improve students’ understanding of narrative text, so

that they were able to create narrative text using their own words.

2 James H. McMillan, and Sally Schumacher, Research Education Evidence-Based Inquiry,

(Boston: Pearson Education, 2006), 6th

Edition, p. 125.

25

In pre-test, the researcher gave free topic to the students in writing narrative

text. While, in post-test, the researcher gave four topics (romance story, historical

story, humor story and journey story) and students are asked to choose one of

topic given to be developed into narrative text.

To determine score, the researcher used rubric of scoring by Jacobs et al.’s

(1981). The rubric of scoring focused on five components; they are content,

organization, vocabulary, language use, and mechanics. The score was showed in

table 3.23

Table 3.2

Rubric of scoring

3 Arthur Hughes, Testing for Language Teachers, (UK: Cambridge, 2003), 2

rd Edition, p.

104.

LEVEL, SCORE AND CRITERIA

CONTENT

Excellent to Very Good (30 - 27)

Knowledgeable – Substantive – Thorough development of thesis –

Relevant to assigned topic

Good to Average (26 - 22)

Some knowledge of subject – Adequate range – Limited

development of thesis – Mostly relevant to topic, but lack detail

Fair to Poor (21-17)

Limited knowledge of subject – Little substance – Inadequate

development of topic

Very Poor (16 - 13)

Does not show knowledge of subject – Non-substantive – Not

pertinent – Not to evaluate

ORGANIZATION

Excellent to Very Good (20 - 18)

Fluent expression – Ideas clearly stated/supported – Succinct –

Well-organized – Logical sequencing – Cohesive

26

Good to Average (17 - 14)

Somewhat choppy – Loosely organized but main idea stand out –

Limited support – Logical but incomplete sequencing

Fair to Poor (13 - 10)

Non-fluent – Ideas confused or disconnected – Lacks logical

sequencing and development

Very Poor (9 - 7)

Does not communicative – No organization – Not to evaluate

VOCABULARY

Excellent to Very Good (20 - 18)

Sophisticated range – Effective word/idiom choice and usage –

Word form mastery – Appropriate register

Good to Average (17 - 14)

Adequate range – Occasional errors of word/idiom form, choice,

usage but meaning not obscured

Fair to Poor (13 - 10)

Limited range – Frequent errors of word/idiom form, choice, usage –

Meaning confuse or obscured

Very Poor (9 - 7)

Essentially translation – Little knowledge of English vocabulary,

idiom, word form – Not enough to evaluate

LANGUAGE USE

Excellent to Very Good (25 - 22)

Effective complex constructions – Few errors of agreement, tense,

number, word order/function, article, pronoun, preposition

Good to Average (21 - 18)

Effective but simple construction – Minor problem in complex

construction – Several errors of agreement, tense, number, word

order/function, article, pronoun, preposition but meaning seldom

obscured

27

E. Technique of Data Collecting

The researcher used test as the technique of data collecting. The test was

divided into two tests, they are pre-test and post-test. Pre-test will be given before

the researcher teaches students and post-test will be given at the end of the study.

1. Pre-test

This test was conducted in the first meeting for both classes on 23rd

of

March 2018. The researcher asked the students to make narrative text. The

researcher gives a free topic to the students in writing narrative text. The students

are asked to make narrative text with minimum 150 words in 60 minutes. It aims

to find out the average score of writing skill both classes.

Fair to Poor (17 - 11)

Major problem in simple/complex construction rules dominated by

error – Frequent errors of negation, agreement, tense, number, word

order/function, article, pronoun, preposition and/or fragments, run-ons,

deletions – Meaning confused or obscured

Very Poor (10 - 5)

Virtually no mastery of sentence construction rules – Dominated by

error – Does not communicate – Not enough to evaluate

MECHANICS

Excellent to Very Good (5)

Demonstrates mastery of conventions – Few errors of spelling,

punctuation, capitalization, paragraphing

Good to Average (4)

Occasional errors of spelling, punctuation, capitalization, paragraphing

but meaning not obscured

Fair to Poor (3)

Frequent errors of spelling, punctuation, capitalization, paragraphing

Poor handwriting – Meaning confused or obscured

Very Poor (2)

No mastery of conventions – Dominated by error errors of spelling,

punctuation, capitalization, paragraphing – Handwriting illegible –

Not enough to evaluate

28

2. Post-test

Post-test was conducted in the last meeting where the researcher has given

treatment to the experimental class. The post test was held on 27th

of April 2018.

In this test, the researcher carried out post-test by asking the students to make

narrative text with concept mapping as technique to help them organize coherence

paragraph. The researcher gave four topics (romance story, historical fiction,

humor story and journey story) and students are asked to choose one of topic

given to be developed into narrative text. The students had to make narrative text

with minimum 150 words in 60 minutes. This technique is to know the

effectiveness of using concept mapping to foster students’ writing skill of

narrative text.

F. Technique of Data Analysis

1. Normality Test

The normality test is performed to determine whether the samples

studied are normally distributed or not. The normality test will be done for

both classes (experimental and controlled class). In this study, normality test

was using Liliefors test (by significant a 0.05). The formulation is:4

Lo = F(Zi) – S(Zi)

Specification:

Lo = the highest absolute value

F(Zi) = opportunities figure raw

S(Zi)= proportions figure raw

Normality testing criteria:

If Ltable > Lobserve , so the data distribution are normal.

If Ltable < Lobserve, so the data distribution are not normal.

4 Kadir, Statistika: Untuk Penelitian Ilmu-Ilmu Sosial, (Jakarta: Rosemata Sampurna,

2005), p. 107.

29

2. Homogeneity Test

Homogeneity test is performed to determine whether the data from the

two groups belong to a heterogeneous or homogeneous group. This study

uses Barlet test on Riduwan5 with significance level α = 0.05, with db1=

(N1 -1) and db2 = (N2 -1).

F =

Terms homogeneous:

If Fo ≤ Ft, then Ho is accepted (homogeneous) and Ha rejected.

If Fo ≥ Ft, then Ho is rejected (not homogeneous) and Ha accepted.

3. Test of Hypotheses

In test of hypotheses, the t-test is used to find out the effectiveness of

using concept mapping on students’ skill of writing of narrative text. This is

the formula of t-test:6

to=

Mx : The mean of gained score of experimental class

My : The mean of gained score of controlled class

SEᴍx : Standard error of pre-test

SEᴍy : Standard error of post-test

Procedure used as follow:

a. Determining Mean Variable X:

Mx = ∑

b. Determining Mean Variable Y:

My = ∑

5 Riduwan, Dasar-dasar Statistika, (Bandung: 2010), p.186.

6 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: Rajawali Pers, 2014), p.314-

316.

30

c. Determining Deviation Standard of Score of Variable X:

SDx = √∑

d. Determining Deviation Standard of Score of Variable Y:

SDy = √∑

e. Determining Standard Error of Mean Variable X:

SEmx =

√

f. Determining Standard Error of Mean Variable Y:

SEmx =

√

g. Determining Standard Error of difference of Mean Variable X and

Mean Variable Y:

SEMx – My = √

h. Determining degree of freedom:

df = (Nx + Ny) – 2

4. The Effect of Size Measurement

Then, the researcher conducted test of effect size which aims to

measure how strong the effect of concept mapping on students’ writing skill

of narrative text. The writer was using Cohen’s d to measure the effect.

Formula for this effect size is as follows7

d =

Pooled SD =

After calculate the data by the formula, there are the guideline from

Cohen to determine the size effect of the independent variable of this study:

7 Daniel Muijs, Doing Quantitative Research in Education With SPSS, (London: SAGE

Publications Ltd, 2004), p. 136.

31

0-0.20 = weak effect

0.21-0.50 = modest effect

0.51-1.00 = moderate effect

> 1.00 = strong effect

G. Statistical hypothesis

The statistical hypothesis of this study can be seen as:

Ho : µ1 = µ2

Ha : µ1 ≠ µ2

Ho: There was no effectiveness of using concept mapping on fostering

students’ writing of narrative text.

Ha: There was effectiveness of using concept mapping on fostering

students’ writing of narrative text.

And then, the criteria used as follows:

1. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null

hypothesis) is rejected accepted and Ha (alternative hypothesis) is

accepted. It means that the use of concept mapping is effective on

fostering students’ writing of narrative text.

2. If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (the null

hypothesis) is accepted and Ha (alternative hypothesis) is rejected. It

means that the use of concept mapping is not effective on fostering

students’ writing of narrative text.

32

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter talks about result of the study. It discusses research finding

which consists of description and data analysis, and it also presents discussion of

the study.

A. Research Finding

This chapter presents the result of the test that given to the samples. The

result is used to get empirical evidence about the effectiveness of using concept

mapping on fostering student's writing of narrative text at tenth grade of MA al-

Falah in academic year 2017/2018. Therefore, the following description will

show the research finding obtained from the participants' pre-test and post-test

score.

1. Data Description

In this research, data collection is obtained based on students’ score of pre-

test and post-test at MA Al Falah. The writer chose class X Agama as controlled

class and X IPS 2 as experimental class. The total number of students is 50

students which consist of 25 students from each class. Writing test was given for

both of classes where students have to write narrative text using their own words.

The test results have been accumulated and presented in table below.

a. The Data of controlled Class

Table 4.1

Students’ score in controlled class

Students’ Number Pre-test Post-test Gained Score

1 52 76 24

2 67 69 2

3 65 65 0

4 63 64 1

5 70 63 -7

6 67 70 3

33

Students’ Number Pre-test Post-test Gained Score

7 58 74 16

8 53 73 20

9 63 63 0

10 50 61 11

11 69 69 0

12 66 66 0

13 74 65 -9

14 52 72 20

15 70 74 4

16 57 65 8

17 62 76 14

18 74 67 -7

19 57 65 8

20 58 64 6

21 64 67 3

22 62 76 14

23 50 77 27

24 66 78 12

25 66 75 9

∑ 1555 1734 179

Mean 62.2 69.36 7.16

Minimum 50 61 -9

Maximum 74 78 27

Table 4.1 shows that the highest score of pre-test in controlled class is

74 and the lowest score is 50 with mean 62.2. Meanwhile, the highest score

of post-test is 78 and the lowest score is 61 with mean 69.36. The gain score

of mean is 7.16.

34

b. The Data of Experimental Class

Table 4.2

Students’ score in experimental class

Students’ Number Pre-test Post-test Gained Score

1 68 85 17

2 67 67 0

3 63 83 20

4 60 65 5

5 55 66 11

6 66 77 11

7 66 67 1

8 54 73 19

9 72 76 4

10 64 79 15

11 71 74 3

12 70 86 16

13 62 81 19

14 56 76 20

15 57 77 20

16 52 74 22

17 64 63 -1

18 51 69 18

19 53 75 22

20 56 80 24

21 64 85 21

35

62.2

69.36

61.24

76.52

50

55

60

65

70

75

80

pretest posttest

Controlled Class Experimental Class

Students’ Number Pre-test Post-test Gained Score

22 51 83 32

23 51 85 34

24 68 87 19

25 70 80 10

∑ 1531 1913 382

Mean 61.24 76.52 15.28

Minimum 51 63 -1

Maximum 72 87 34

Table 4.2 shows that the highest score of pre-test in experimental class

is 72 and the lowest score is 51 with mean 61.24. Meanwhile, the highest

score of post-test is 87 and the lowest score is 63 with mean 76.52. The gain

score of mean is 15.28. It explained that students’ writing skill of narrative

text had slightly increase

c. Comparison of Students’ Score in Pretest and Posttest

The following chart will give description about comparison of pre-test

and post-test scores from controlled and experimental class.

Figure 4.1

Diagram of Students’ Scores Comparison between

Controlled and Experimental Class

36

Based on diagram above, it can be seen that the controlled class got higher

score than the experimental class in pre-test. While in post-test, the experimental

class got higher score than controlled class. The data is derived from mean score

of pre-test and post-test. In controlled class, the mean score of pre-test in

controlled class is 62.2, while the mean score of pre-test in experimental class is

61.24. Furthermore, the mean score of post-test in controlled class is 69.36,

whereas the mean score of post-test in experimental class is 76.52. Based on the

data, the researcher interprets that using concept mapping is effective to foster

students’ writing skill of narrative text.

2. Data Analysis

In data analysis, the writer used Microsoft Excel to analyze normality test

and homogeneity test, while hypotheses test was analyzed by using t-test formula.

The data analysis will be explained by following explanations and tables below.

a. Normality Test

The normality test is performed to determine whether the samples

studied are normally distributed or not. Liliefors table was used for this test.

The provision of data can be said normal distribution if the data has a

significant value is more than 5% (α > 0.05) or Ltable is higher than Lobserve

(Ltable > Lobserve). The results of normality test of both pre-test and post-test

are presented as follows:

1) Normality of Pre-test

Table 4.3

Normality of Pre-test

Statistic Pre-test

Controlled Class Experimental Class

Sample (N) 25 25

Average 62.2 61.24

Lobserve 0.101 0.131

Ltable (α = 0.05) 0.173

Conclusion Normal

37

It can be seen from the table above, the value of Lobserve in controlled

class is 0.101 with Ltabel is 0.173. It means that Lobserve is lower than Ltabel

(0.101 < 0.173). So, it could be said that data of pre-test in controlled class

is normally distributed. Meanwhile, the value of Lobserve in experimental

class is 0.131 with Ltabel is 0.173. It means that Lobserve is lower than Ltabel

(0.131 < 0.173). So, it could be said that data of pre-test in experimental

class is normally distributed. In conclusion, pre-test data of both classes are

normally distributed.

2) Normality of Post-test

Table 4.4

Normality of Post-test

Statistic Post-test

Controlled Class Experimental Class

Sample (N) 25 25

Average 69.36 76.52

Lobserve 0.156 0.107

Ltable (α = 0.05) 0.173

Conclusion Normal

It can be seen from the table above, the value of Lobserve in controlled

class is 0.156 with Ltabel is 0.173. It means that Lobserve is lower than Ltabel

(0.156 < 0.173). So, it could be said that data of post-test in controlled class

is normally distributed. Meanwhile, the value of Lobserve in experimental

class is 0.107 with Ltabel is 0.173. It means that Lobserve is lower than Ltabel

(0.107 < 0.173). So, it could be said that data of post-test in experimental

class is normally distributed. In conclusion, pre-test data of both classes are

normally distributed.

b. Homogeneity Test

Homogeneity test is performed to determine whether the data from the

two groups, experimental and controlled class, belong to a heterogeneous or

homogeneous group. This test needs to be done so that the hypothesis can

be tested by t-test formula. Same as the test of normality, the data could be

38

said as homogeneous if the significance value of the data is more than 5% (α

= 0.05) or Ftable is higher than Fobserve (Ftable > Fobserve). Here is the result of

homogeneity test of the data:

1) Homogeneity Test of Pre Test

Table 4.5

Homogeneity Test of Pre-test

Statistic Pre-test

Controlled Class Experimental Class

Sample (N) 25 25

Varians 51.167 49.773

Fcount 0.972

Ftable (α = 0.05) 1.955

Conclusion Homogenous

Table 4.5 shows the value of Fcount in pre-test between experimental

class and controlled class is 0.972 where it is lower than Ftable.in significant

degree (α = 0.05) is 1.955. So, it means that the samples of experimental

class and controlled class are homogenous.

2) Homogeneity Test of Post Test

Table 4.6

Homogeneity Test of Post-test

Statistic Post-test

Controlled Class Experimental Class

Sample (N) 25 25

Varians 27.283 51.76

Fcount 1.860

Ftable (α = 0.05) 1.955

Conclusion Homogenous

Table 4.6 shows the value of Fcount in post-test between experimental

class and controlled class is 1.860 where it is lower than Ftable.in significant

degree (α = 0.05) is 1.955. So, it means that the samples of experimental

class and controlled class are homogenous.

39

c. Test of Hypotheses

Test of hypotheses is done when normality test and homogeneity test

have been done and obtained the result of those test, they are normal

distribution and homogeneous variety. Besides, hypotheses test is done to

prove whether the use of concept mapping is effective to improve students’

skill of narrative text. The researcher was using t-test Formula to compare

score between Experimental Class (X) and Controlled Class (Y).

to=

to : Value of “t” count

Mx : The mean of gained score of experimental class

My : The mean of gained score of controlled class

SEᴍx : Standard error of pre-test

SEᴍy : Standard error of post-test

X : Gained score of experimental class

Y : Gained score of controlled class

∑X : The total score of experimental class’ gain score

∑Y : The total score of contolled class’ gain score

∑x2 : The total score of experimental class’ gain minus Mx

∑y2

: The total score of contolled class’ gain score minus My

SDx : The standard deviation of gained score of experimental class

SDy : The standard deviation of gained score of controlled class

SEmx : the standard error mean of experimental class

SEmy : the standard error mean of controlled class

Nx : The total number of students in experimental class

Ny : The total number of students in controlled class

40

Following table presents comparison scores between experimental and

controlled class which is calculated by using t-test formula:

Table 4.7

The Comparison of Students’ Gained Score between the

Experimental and Controlled Class

No Experimental

Class (X)

Controlled

Class (Y)

x

(X-MX)

y

(Y-MY) x

2 y

2

1 17 24 1.72 16.84 2.9584 283.5856

2 0 2 -15.28 -5.16 233.4784 26.6256

3 20 0 4.72 -7.16 22.2784 51.2656

4 5 1 -10.28 -6.16 105.6784 37.9456

5 11 -7 -4.28 -14.16 18.3184 200.5056

6 11 3 -4.28 -4.16 18.3184 17.3056

7 1 16 -14.28 8.84 203.9184 78.1456

8 19 20 3.72 12.84 13.8384 164.8656

9 4 0 -11.28 -7.16 127.2384 51.2656

10 15 11 -0.28 3.84 0.0784 14.7456

11 3 0 -12.28 -7.16 150.7984 51.2656

12 16 0 0.72 -7.16 0.5184 51.2656

13 19 -9 3.72 -16.16 13.8384 261.1456

14 20 20 4.72 12.84 22.2784 164.8656

15 20 4 4.72 -3.16 22.2784 9.9856

16 22 8 6.72 0.84 45.1584 0.7056

17 -1 14 -16.28 6.84 265.0384 46.7856

18 18 -7 2.72 -14.16 7.3984 200.5056

41

No Experimental

Class (X)

Controlled

Class (Y)

X

(X-MX)

Y

(Y-MY) x

2 y

2

19 22 8 6.72 0.84 45.1584 0.7056

20 24 6 8.72 -1.16 76.0384 1.3456

21 21 3 5.72 -4.16 32.7184 17.3056

22 32 14 16.72 6.84 279.5584 46.7856

23 34 27 18.72 19.84 350.4384 393.6256

24 19 12 3,72 4.84 13.8384 23.4256

25 10 9 -5.28 1.84 27.8784 3.3856

∑ 382 179 2099.04 2199.36

Mean 15.28 7.16 61.73647 68.73

Procedure of calculation as follow:

1) Determining Mean Variable X:

Mx = ∑

=

= 15.28

2) Determining Mean Variable Y:

My = ∑

=

= 7.16

3) Determining Deviation Standard of Score of Variable X:

SDx = √∑

= √

= √ = 9.163

4) Determining Deviation Standard of Score of Variable Y:

SDy = √∑

= √

= √ = 9.379

5) Determining Standard Error of Mean Variable X:

SEmx =

√ =

√ =

√ =

= 1.870

6) Determining Standard Error of Mean Variable Y:

42

SEmy =

√ =

√ =

√ =

= 1.914

7) Determining Standard Error of difference of Mean Variable X and

Mean Variable Y:

SEMx – My = √

= √

= √

= √

= 2.675

8) Statistical t-test formula:

to=

=

=

= 3.035

9) Determining degree of freedom:

df = (Nx + Ny) – 2

= (25 + 25) – 2

= 50 - 2 = 48

From the calculation above, it shows that the value of df is 48 at

significance 5% (0.05). So, it means that the value of Ttable is 2.060.

The statistical hypothesis can be seen as follows:

Ho: There was no effectiveness of using concept mapping on fostering

students’ writing of narrative text.

Ha: There was effectiveness of using concept mapping on fostering

students’ writing of narrative text.

And then, the criteria used as follows:

1. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null

hypothesis) is rejected accepted and Ha (alternative hypothesis) is

accepted. It means that the use of concept mapping is effective on

students’ writing of narrative text.

43

2. If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (the null

hypothesis) is accepted and Ha (alternative hypothesis) is rejected. It

means that the use of concept mapping is not effective on students’

writing of narrative text.

Based on the calculation above shows value of t-test from both classes

is 3.035 and df is 48. Then, ttable from df 48 with the significance degree 5%

is 2.060. Then, hypothesis was tested based on statistical hypothesis of this

research. It can be summarized that:

Ha = to > tt

= 3.035 > 2.060

From the calculation above, the writer assumed that Ho was rejected

and Ha was accepted. It means that “The use of concept mapping is

effective on students’ writing of narrative text.” It because to is higher than

ttable in significant 5%.

d. The Effect of Size Measurement

d =

Pooled SD =

=

= 9.271

d =

=

= 0.875

Based on calculation above, it shows that the use of concept mapping

has moderate effect on fostering students’ writing of narrative text. It is

because the result of effect size is 0.875 which is between interval 0.51-

1.00.

B. Discussion

In data description above, the data was taken from 50 students in two

classes of experimental and controlled class. The pre-test data indicated that

students got minimum score for their writing of narrative text. It was showed from

the mean pre-test score of controlled class was 62.2 with lowest score was 50 and

44

highest score was 74. Moreover, the mean of pre-test score in experimental class

was 61.24 with lowest score 51 and highest score was 72.

After the writer gave treatment, the mean score of both classes has

increased. It can be seen from the mean of post-test score in both classes were

better than the mean of pre-test score. The mean of post-test in controlled class

was 69.36 and experimental class was 76.52. Then, the students’ minimum score

of post-test in controlled class was 61 and highest score was 78. While, the

students’ minimum score in experimental class was 63 and highest score was 87.

Additionally, table 4.1 and 4.2 showed that maximum gained score of

controlled class 27 and experimental class was 34. Then, the mean gained score of

controlled class was 7.16 and experimental class was 15.28. It proves that using

concept mapping is effective on students’ writing skill of narrative text.

Moreover, based on the calculation of the t-test indicated that to was higher

than tt (3.035> 2.060). It means that Ho was rejected and Ha was accepted. It is

also supported by the test of size effect which resulted 0.875, means that the effect

is categorized as moderate effect because it is in the interval 0,51-1.00. Hence,

there is a significant difference between the students’ score in students’ writing

that learned by using concept mapping and the students’ writing score without

learned by using concept mapping at the tenth grade of MA Al-Falah. It means

students’ who learned narrative text using concept mapping had a significant

effect on writing compared to those who did not learn narrative text by using

concept mapping.

Unfortunately, even concept mapping can improve students’ score in

writing, they are still lack of integrating new concept with older concept. It is

because the plot of their story is still based on narrative text that has existed.

Through using concept mapping, it is expected can help students brainstorm and

generate new idea, so that they can be more creative in developing and

discovering their new ideas.

All in all, from data analysis of the study, it proved that using concept

mapping is effective on students’ writing skill in narrative text. It is because the

score of students’ writing after being taught by using concept mapping technique

45

is higher than before the researcher gave treatment. So, the final result answers

the question whether using concept mapping is effective on fostering students’

writing of narrative text. This is related the title of the research, “The

Effectiveness of Using Concept Mapping on Foster Students’ Writing of Narrative

Text.”

46

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents conclusion and suggestion after finishing the whole

steps of this study.

A. Conclusion

In this study, the researcher used a quantitative method and quasi

experimental study as design of the study to solve students’ problem in writing

narrative text. Additionally, this study aimed to find out whether using concept

mapping is effective on students’ writing skill of narrative text at tenth grade of

MA Al-Falah.

Based on students’ score in pre-test and post-test, it showed that

experimental class got higher score than controlled class. It could be seen from the

mean score of both classes, the mean score of pre-test in controlled class was 62.2

and experimental class was 61.24. Meanwhile, the mean of post-test in controlled

class was 69.36 and experimental class was 76.52. Based on the mean scores in

experimental class and controlled class, it can be seen that both of classes have a

gap. It is concluded there is a significant effect of using concept mapping to foster

students writing of narrative text at MA Al-Falah.

Beside, hypothesis test also proved that concept mapping gave positive

effect on students writing skill. It could be seen from the result of hypothesis test

on t-test. It indicated that t-test was higher than t-table (3.035 > 2.060). So, Ho

was rejected and Ha was accepted. It means that the result of the study has

answered formulation of this study that there was a significant difference between

students’ achievement in writing narrative text which was taught using concept

mapping and without using concept mapping.

Then, the researcher conducted test of effect size which aims to measure

how strong the effect of concept mapping on students’ writing skill of narrative

text. Based on the calculation, it shows that the use of concept mapping has

moderate effect on fostering students’ writing of narrative text. It because the

result of effect size is 0.875 which is between interval 0.51-1.00.

47

To sum up, concept mapping is effective on students’ writing skill of

narrative text at tenth grade of MA Al-Falah in academic year 2017/2018. It also

can be used as one of techniques in teaching writing of narrative text.

B. Suggestion

Based on the study conducted, the writer would like to suggest several

points:

1. For teacher

During teaching and learning activity, teachers should be able to

attract students’ attention so that students can focus on material

delivered. Teacher need to consider suitable technique that can be

used to attract students’ attention so that teaching and learning activity

becomes effective. So it is recommended to use concept mapping in

teaching writing narrative text. Furthermore, teacher should have good

preparation before teaching in the classroom, by mastering material or

technique that will be taught to students.

2. For students

By using concept mapping, the students should be more creative in

developing their ideas. They do not have to always make a story based

on narrative story that have existed before. They can modify an old

story with their new ideas, so that their story becomes more

entertaining.

3. For other researchers

This study is expected to give useful information to other researchers

about the impact of concept mapping on students’ writing skill in

narrative text. So, for other researches who are going to conduct a

research about writing skill are suggested to apply concept mapping to

improve students’ writing skill.

48

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52

APPENDIX 1

Syllabus

Kelas: X

Alokasi waktu : 2 jam pelajaran/minggu

Kompetensi Sikap Spiritual dan Sikap Sosial dicapai melalui pembelajaran tidak

langsung (indirect teaching) pada pembelajaran Kompetensi Pengetahuan dan

Kompetensi Keterampilan melalui keteladanan, pembiasaan, dan budaya sekolah

dengan memperhatikan karaktersitik mata pelajaran serta kebutuhan dan kondisi

peserta didik.

Penumbuhan dan pengembangan Kompetensi Sikap dilakukan sepanjang proses

pembelajaran berlangsung dan dapat digunakan sebagai pertimbangan guru dalam

mengembangkan karakter peserta didik lebih lanjut.

Pembelajaran untuk kompetensi pengetahuan dan kompetensi keterampilan sebagai

berikut ini.

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

3.1 Menerapkan fungsi

sosial, struktur teks, dan

unsur kebahasaan teks

interaksi transaksional

lisan dan tulis yang

melibatkan tindakan

memberi dan meminta

informasi terkait jati diri

dan hubungan keluarga,

sesuai dengan konteks

penggunaannya.

(Perhatikan unsur

kebahasaan pronoun:

subjective, objective,

possessive)

4.1 Menyusun teks interaksi

transaksional lisan dan

tulis pendek dan

sederhana yang

melibatkan tindakan

memberi dan meminta

informasi terkait jati diri,

dengan memperhatikan

fungsi sosial, struktur

teks, dan unsur

kebahasaan yang benar

Fungsi Sosial

Mengenalkan, menjalin

hubungan interpersonal

dengan teman dan guru

Struktur Teks

- Memulai

- Menanggapi (diharapkan/di

luar dugaan)

Unsur Kebahasaan

- Sebutan anggota keluarga

inti dan yang lebih luas dan

orang-orang dekat lainnya;

hobi, kebiasaan

- Verba: be, have, go, work,

live (dalam simple present

tense)

- Subjek Pronoun: I, You,

We, They, He, She, It

- Kata ganti possessive my,

your, his, dsb. - Kata tanya Who? Which?

How? Dst.

- Nomina singular dan plural

dengan atau tanpa a, the, this,

those, my, their, dsb.

- Ucapan, tekanan kata,

intonasi, ejaan, tanda baca,

dan tulisan tangan

- Menyimak dan

menirukanbeberapa contoh

interaksi terkait jati diri dan

hubungan keluarga, dengan

ucapan dan tekanan kata

yang benar

- Mengidentifikasi

ungakapan-ungkapan

penting dan perbedaan

antara beberapa cara yang

ada

- Menanyakan hal-hal yang

tidak diketahui atau yang

berbeda.

- Mempelajari contoh teks

interaksi terkait jati diri dan

hubungan keluarganya yang

dipaparkan figur-figur

terkenal.

- Saling menyimak dan

bertanya jawab tentang jati

diri masing-masing dengan

teman-temannya

- Melakukan refleksi tentang

proses dan hasil belajarnya

53

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

dan sesuai konteks

Topik

Deskripsi diri sendiri sebagai

bagian dari keluarga dan

masyarakat yang dapat

menumbuhkan perilaku yang

termuat di KI

3.2 Menerapkan fungsi

sosial, struktur teks, dan

unsur kebahasaan teks

interaksi interpersonal

lisan dan tulis yang

melibatkan tindakan

memberikan ucapan

selamat dan memuji

bersayap (extended),

serta menanggapinya,

sesuai dengan konteks

penggunaannya

4.2 Menyusun teks interaksi

interpersonal lisan dan

tulis sederhana yang

melibatkan tindakan

memberikan ucapan

selamat dan memuji

bersayap (extended), dan

menanggapinya dengan

memperhatikan fungsi

sosial, struktur teks, dan

unsur kebahasaan yang

benar dan sesuai konteks

Fungsi Sosial

Menjaga hubungan

interpersonal dengan guru,

teman dan orang lain.

Struktur Teks

- Memulai

- Menanggapi (diharapkan/di

luar dugaan)

Unsur Kebahasaan

- Ungkapan memberikan

ucapan selamat dan memuji

bersayap (extended), dan

menanggapinya

- Nomina singular dan plural

dengan atau tanpa a, the, this,

those, my, their, dsb.

- Ucapan, tekanan kata,

intonasi, ejaan, tanda baca,

dan tulisan tangan

Topik

Interaksi antara guru dan

peserta didik di dalam dan di

luar kelas yang melibatkan

ucapan selamat dan pujian

yang dapat menumbuhkan

perilaku yang termuat di KI

- Menyimak dan menirukan

beberapa contoh

percakapan mengucapkan

selamat dan memuji

bersayap (extended) yang

diperagakan guru/rekaman,

dengan ucapan dan tekanan

kata yang benar

- Bertanya jawab untuk

mengidentifikasi dan

menyebutkan ungkapan

pemberian selamat dan

pujian serta tambahannya, n

mengidentifikasi persamaan

dan perbedaannya

- Menentukan ungkapan

yang tepat secara lisan/tulis

dari berbagai situasi lain

yang serupa

- Membiasakan menerapkan

yang sedang dipelajari.

dalam interaksi dengan

guru dan teman secara

alami di dalam dan di luar

kelas.

- Melakukan refleksi tentang

proses dan hasil belajar

3.3 Menerapkan fungsi

sosial, struktur teks, dan

unsur kebahasaan teks

interaksi transaksional

lisan dan tulis yang

melibatkan tindakan

memberi dan meminta

informasi terkait niat

Fungsi Sosial

Menyatakan rencana,

menyarankan, dsb.

Struktur Teks

- Memulai

- Menanggapi (diharapkan atau

di luar dugaan)

Unsur Kebahasaan

- Mencermati beberapa

contoh interaksi terkait niat

melakukan suatu

tindakan/kegiatan

dalam/dengan tampilan

visual(gambar, video)

- Mengidentifikasidengan

menyebutkan persamaan

dan perbedaan dan dari

contoh-contoh yang ada

54

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

melakukan suatu

tindakan/kegiatan, sesuai

dengan konteks

penggunaannya.

(Perhatikan unsur

kebahasaan be going to,

would like to)

4.3 Menyusun teks interaksi

transaksional lisan dan

tulis pendek dan

sederhana yang

melibatkan tindakan

memberi dan meminta

informasi terkait niat

melakukan suatu

tindakan/kegiatan,

dengan memperhatikan

fungsi sosial, struktur

teks, dan unsur

kebahasaan yang benar

dan sesuai konteks

- Ungkapan pernyataan niat

yang sesuai, dengan modalbe

going to, would like to

- Nomina singular dan plural

dengan atau tanpa a, the, this,

those, my, their, dsb.

- Ucapan, tekanan kata,

intonasi, ejaan, tanda baca,

dan tulisan tangan

Topik

Interaksi antara guru dan

peserta didik di dalam dan di

luar kelas yang melibatkan

pernyataan niatyang dapat

menumbuhkan perilaku yang

termuat di KI

dalam video tersebut,

dilihat dari isi dan cara

pengungkapannya

- Bertanya jawab tentang

pernyataan beberapa tokoh

tentang rencana melakukan

perbaikan

- Bermain game terkait

dengan niat mengatasi

masalah

- Membiasakan menerapkan

yang sedang dipelajari.

dalam interaksi dengan

guru dan teman secara

alami di dalam dan di luar

kelas.

- Melakukan refleksi tentang

proses dan hasil belajar.

3.4 Membedakan fungsi

sosial, struktur teks, dan

unsur kebahasaan

beberapa teks deskriptif

lisan dan tulis dengan

memberi dan meminta

informasi terkait tempat

wisata dan bangunan

bersejarah terkenal,

pendek dan sederhana,

sesuai dengan konteks

penggunaannya

4.4 Teks deskriptif

4.4.1 Menangkap makna

secara kontekstual terkait

fungsi sosial, struktur

teks, dan unsur

kebahasaan teks

deskriptif, lisan dan tulis,

pendek dan sederhana

Fungsi Sosial

Membanggakan, menjual,

mengenalkan,

mengidentifikasi, mengkritik,

dsb.

Struktur Teks

Dapat mencakup

- Identifikasi (nama

keseluruhan dan bagian)

- Sifat (ukuran, warna, jumlah,

bentuk, dsb.)

- Fungsi, manfaat, tindakan,

kebiasaan

Unsur kebahasaan

- Kosa kata dan istilah terkait

dengan tempat wisata dan

bangunan bersejarah terkenal

- Adverbia terkait sifat seperti

quite, very, extremely, dst.

- Kalimat dekalraif dan

interogatif dalam tense yang

benar

- Menyimak dan menirukan

guru membacakan teks

deskriptif sederhana tentang

tempat wisata dan/atau

bangunan bersejarah

terkenaldengan intonasi,

ucapan, dan tekanan kata

yang benar.

- Mencermati danbertanya

jawab tentang contoh

menganalisisdeskripsi

dengan alat seperti tabel,

mind map, dan kemudian

menerapkannya untuk

menganalisis beberapa

deskripsi tempat wisata dan

bangunan lain

- Mencermati cara

mempresentasikan hasil

analisis secara lisan,

mempraktekkan di dalam

kelompok masing-masing,

dan kemudian

mempresentasikan di

55

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

terkait tempat wisata dan

bangunan bersejarah

terkenal

4.4.2 Menyusun teks

deskriptif lisan dan tulis,

pendek dan sederhana,

terkait tempat wisata dan

bangunan bersejarah

terkenal, dengan

memperhatikan fungsi

sosial, struktur teks, dan

unsur kebahasaan, secara

benar dan sesuai konteks

- Nomina singular dan plural

secara tepat, dengan atau

tanpa a, the, this, those, my,

their, dsb. - Ucapan, tekanan kata,

intonasi, ejaan, tanda baca,

dan tulisan tangan

Topik

Deskripsi tempat wisata dan

bangunan bersejarah yang

dapat menumbuhkan perilaku

yang termuat di KI

kelompok lain

- Mengunjungi tempat wisata

atau bangunan bersejarah

untuk menghasilkan teks

deskriptif tentang tempat

wisata atau bangunan

bersejarahsetempat.

- Menempelkan teks di

dinding kelas dan bertanya

jawab dengan pembaca

(siswa lain, guru) yang

datang membacanya

- Melakukan refleksi tentang

proses dan hasil belajar.

3.5 Membedakan fungsi

sosial, struktur teks, dan

unsur kebahasaan

beberapa teks khusus

dalam bentuk

pemberitahuan

(announcement), dengan

memberi dan meminta

informasi terkait

kegiatan sekolah, sesuai

dengan konteks

penggunaannya

4.5 Teks pemberitahuan

(announcement)

4.5 1 Menangkap makna

secara kontekstual terkait

fungsi sosial, struktur

teks, dan unsur

kebahasaan teks khusus

dalam bentuk

pemberitahuan

(announcement)

4.5.2 Menyusun teks khusus

dalam bentuk

pemberitahuan

(announcement), lisan

dan tulis, pendek dan

sederhana, dengan

Fungsi Sosial

Menjalin hubungan

interpersonal dan akademik

antar peserta didik, guru, dan

sekolah

Struktur Teks

- Istilah khusus terkait dengan

jenis pemberitahuannya

- Informasi khas yang relevan

- Gambar, hiasan, komposisi

warna

Unsur Kebahasaan

- Ungkapan dan kosa kata yang

lazim digunakan dalam

announcement

(pemberitahuan)

- Nomina singular dan plural

secara tepat, dengan atau

tanpa a, the, this, those, my,

their, dsb.

- Ucapan, tekanan kata,

intonasi, ejaan, tanda baca,

dan tulisan tangan

Topik

Pemberitahuan kegiatan,

kejadian yang dapat

menumbuhkan perilaku yang

termuat di KI

Multimedia

Layout dan dekorasi yang

- Menyimak dan menirukan

guru membacakan beberapa

teks pemberitahuan

(announcement) dengan

intonasi, ucapan, dan

tekanan kata yang benar.

- Bertanya dan

mempertanyakan tentang

persamaan dan perbedaan

fungsi sosial, struktur teks

dan unsur kebahasaannya

- Mencermati danbertanya

jawab tentang contoh

menganalisisdeskripsi

dengan alat seperti tabel

dan kemudian

menerapkannya untuk

menganalisis beberapa teks

pemberitahuan lain

- Membuat teks

pemberitahuan

(announcement) untuk

kelas atau teman

- Melakukan refleksi tentang

proses dan hasil belajar.

56

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

memperhatikan fungsi

sosial, struktur teks, dan

unsur kebahasaan, secara

benar dan sesuai konteks

membuat tampilan teks

pemberitahuan lebih

menarik.

3.6 Menerapkan fungsi

sosial, struktur teks, dan

unsur kebahasaan teks

interaksi transaksional

lisan dan tulis yang

melibatkan tindakan

memberi dan meminta

informasi terkait

keadaan/tindakan/

kegiatan/kejadian yang

dilakukan/terjadi di

waktu lampau yang

merujuk waktu

terjadinya dan

kesudahannya, sesuai

dengan konteks

penggunaannya.

(Perhatikan unsur

kebahasaan simple past

tense vs present perfect

tense)

4.6 Menyusun teks interaksi

transaksional, lisan dan

tulis, pendek dan

sederhana, yang

melibatkan tindakan

memberi dan meminta

informasi terkait

keadaan/tindakan/

kegiatan/kejadian yang

dilakukan/terjadi di

waktu lampau yang

merujuk waktu

terjadinya dan

kesudahannya, dengan

memperhatikan fungsi

sosial, struktur teks, dan

unsur kebahasaan yang

Fungsi Sosial

Menjelaskan,

mendeskripsikan,

menyangkal, menanyakan,

dsb.

Struktur Teks

- Memulai

- Menanggapi (diharapkan/di

luar dugaan)

Unsur Kebahasaan

- Kalimat deklaratif dan

interogative dalam simple

past tense, present perfect

tense.

- Adverbial dengan since, ago,

now; klause dan adveribial

penunjuk waktu

- Nomina singular dan plural

secara tepat, dengan atau

tanpa a, the, this, those, my,

their, dsb.

- Ucapan, tekanan kata,

intonasi, ejaan, tanda baca,

dan tulisan tangan

Topik

Kegiatan, tindakan, kejadian,

peristiwa yang dapat

menumbuhkanperilaku yang

termuat di KI

- Menyimak dan menirukan

beberapa contoh

percakapan terkait dengan

intonasi, ucapan dan

tekanan kata yang tepat

- Guru mendiktekan

percakapan tersebut dan

peserta didik

menuliskannya dalam buku

catatannya untuk

kemudianbertanya jawab

terkait perbedaan dan

persamaan makna kalimat-

kalimat yang menggunakan

kedua tense tersebut

- Membaca beberapa teks

pendek yang menggunakan

kedua tense tersebut, dan

menggunakan beberapa

kalimat-kalimat di

dalamnya untuk

melengkapi teks rumpang

pada beberapa teks terkait.

- Mencermati beberapa

kalimat rumpang untuk

menentukan tense yang

tepat untuk kata kerja yang

diberikan dalam kurung

- Diberikan suatu kasus,

peserta didik membuat satu

teks pendek dengan

menerapkan kedua tense

tersebut

- Melakukan refleksi tentang

proses dan hasil belajar

57

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

benar dan sesuai konteks

3.7 Membedakan fungsi

sosial, struktur teks, dan

unsur kebahasaan

beberapa teks recount

lisan dan tulis dengan

memberi dan meminta

informasi terkait

peristiwa bersejarah

sesuai dengan konteks

penggunaannya

4.7 Teks recount – peristiwa

bersejarah

4.7.1 Menangkap makna

secara kontekstual terkait

fungsi sosial, struktur

teks, dan unsur

kebahasaan teks recount

lisan dan tulis terkait

peristiwa bersejarah

4.7.2 Menyusun teks recount

lisan dan tulis, pendek

dan sederhana, terkait

peristiwa bersejarah,

dengan memperhatikan

fungsi sosial, struktur

teks, dan unsur

kebahasaan, secara benar

dan sesuai konteks

Fungsi Sosial

Melaporkan, menceritakan,

berbagi pengalaman,

mengambil teladan,

membanggakan

Struktur Teks

Dapat mencakup:

- orientasi

- urutan kejadian/kegiatan

- orientasi ulang

Unsur Kebahasaan

- Kalimat deklaratif dan

interogatif dalam simple past,

past continuous, present

perfect, dan lainnya yang

diperlukan

- Adverbia penghubung waktu:

first, then, after that, before,

when, at last, finally, dsb.

- Adverbia dan frasa

preposisional penujuk waktu

- Nomina singular dan plural

dengan atau tanpa a, the, this,

those, my, their, dsb.

- Ucapan, tekanan kata,

intonasi, ejaan, tanda baca,

dan tulisan tangan

Topik

Peristiwa bersejarah yang

dapat menumbuhkan perilaku

yang termuat di KI

- Menyimak guru

membacakan peristiwa

bersejarah, menirukan

bagian demi bagian dengan

ucapan dan temakan kata

yang benar, dan bertanya

jawab tentang isi teks

- Menyalin teks tsb dalam

buku teks masing-masing

mengikuti seorang siswa

yang menuliskan di papan

tulis, sambil bertanya jawab

terkait fungsi sosial,

struktur teks, dan unsur

kebahasaan dalam teks

- Mencermati analisis

terhadap fungsi sosial,

rangkaian tindakan dan

kejadian dengan

menggunakan alat seperti

tabel, bagan, dan kemudian

mengerjakan hal sama

dengan teks tentang

peristiwa bersejarah lainnya

- Mengumpulkan informasi

untuk menguraikan

peristiwa bersejarah di

Indonesia

- Menempelkan karyanya di

dinding kelas dan bertanya

jawab dengan pembaca

(siswa lain, guru) yang

datang membacanya - Melakukan refleksi tentang

proses dan hasil belajar.

3.8 Membedakan fungsi

sosial, struktur teks, dan

unsur kebahasaan

beberapa teks naratif

lisan dan tulis dengan

memberi dan meminta

informasi terkait legenda

rakyat, sederhana, sesuai

dengan konteks

penggunaannya

Fungsi Sosial

Mendapat hiburan,

menghibur, mengajarkan

nilai-nilai luhur, mengambil

teladan

Struktur Teks

Dapat mencakup:

- Orientasi

- Komplikasi

- Menyimak guru

membacakan legenda,

sambil dilibatkan dalam

tanya jawab tentang isinya

- Didiktekan guru

menuliskan legenda

tersebut dalam buku catatan

masing-masing, sambil

bertanya jawab terkait

fungsi sosial, struktur teks,

dan unsur kebahasaan yang

ada

58

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

4.8 Menangkap makna secara

kontekstual terkait fungsi

sosial, struktur teks, dan

unsur kebahasaan teks

naratif, lisan dan tulis

sederhana terkait legenda

rakyat

- Resolusi

- Orientasi ulang

Unsur Kebahasaan

- Kalimat-kalimat dalamsimple

past tense, past continuous,

dan lainnya yang relevan

- Kosa kata: terkait karakter,

watak, dan setting dalam

legenda

- Adverbia penghubung dan

penujuk waktu

- Ucapan, tekanan kata,

intonasi, ejaan, tanda baca,

dan tulisan tangan

Topik

Cerita legenda yang dapat

menumbuhkan perilaku yang

termuat di KI

- Dalam kelompok masing-

masing berlatih

membacakan legenda tsb

dengan intonasi, ucapan

dan tekanan kata yang

benar, dengan saling

mengoreksi

- Membaca satu legenda lain,

bertanya jawab tentang

isinya, dan kemudian

mengidentifikasi kalimat-

kalimat yang memuat

bagian-bagian legenda yang

ditanyakan

- Melakukan refleksi tentang

proses dan hasil belajar.

3.9 Menafsirkan fungsi sosial

dan unsur kebahasaan

lirik lagu terkait

kehidupan remaja

SMA/MA/SMK/ MAK

4.9 Menangkap makna terkait

fungsi sosial dan unsur

kebahasaan secara

kontekstual lirik lagu

terkait kehidupan remaja

SMA/MA/SMK/MAK

Fungsi sosial

Mengembangkan nilai-nilai

kehidupan dan karakter yang

positif

Unsur kebahasaan

- Kosa kata dan tata bahasa

dalam lirik lagu

- Ucapan, tekanan kata,

intonasi, ejaan, tanda baca,

dan tulisan tangan

Topik

Hal-hal yang dapat

memberikan keteladanan dan

menumbuhkan perilaku yang

termuat di KI

- Membaca, menyimak, dan

menirukan lirik lagu secara

lisan

- Menanyakan hal-hal yang

tidak diketahui atau berbeda

- Mengambil teladan dari

pesan-pesan dalam lagu

- Menyebutkan pesan yang

terkait dengan bagian-

bagian tertentu

- Melakukan refleksi tentang

proses dan hasil belajarnya

59

APPENDIX 2

Lesson Plan of the Experimental Class

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Sekolah : MA Al Falah

Mata Pelajaran : Bahasa Inggris

Pokok Bahasan : Narrative Text

Kelas/semester : X / 2 (Genap)

Pertemuan ke- : 1

Alokasi Waktu : 2 x 45 menit

A. Kompetensi Inti (KI)

1. Menghargai dan menghayati ajaran agama yang dianutnya.

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli

(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara

efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan

keberadaannya.

3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,

kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan

kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang

spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menyaji, dan menalar dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara

mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan

B. Kompetensi Dasar (KD)

1.1 Mensyukuri kesempatan dalam mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi internasional yang diwujudkan dalam semangat belajar

2.1 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab

dalam melaksanakan komunikasi transaksional dengan guru dan teman.

2.2 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks

naratif lisan dan tulis dengan memberi dan meminta informasi terkait legenda

rakyat, sederhana, sesuai dengan konteks penggunaannya.

4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan

unsur kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat.

60

C. Indikator

4.8.1 Membuat teks naratif sederhana

D. TUJUAN PEMBELAJARAN

1. Siswa mampu membuat teks naratif sederhana

E. METODE PEMBELAJARAN

Pendekatan : Scientific Learning

F. SUMBER DAN MEDIA PEMBELAJARAN

Media : Spidol, kertas

Bahan : lembar pre-test

G. TAHAP PEMBELAJARAN

Pertemuan ke-1 (Pre-Test)

KEGIATAN DESKRIPSI ALOKASI

WAKTU

Pendahuluan

1. Guru masuk ke kelas dan menyapa siswa

2. Guru memperkenalkan diri dan menjelaskan

maksud dan tujuan kedatangannya

3. Guru bertanya kepada siswa tentang apa yang

mereka ketahui mengenai narrative text

4. Guru menyiapkan lembar pre-test

10 menit

Inti

Mengamati

1. Siswa mendengarkan penjelasan guru mengenai

instruksi untung mengerjakan pre-test

Menanya

2. Guru memberikan kesempatan pada siswa untuk

bertanya berkaitan lembar pre-test yang akan

dikerjakan

Mengeksplorasi

3. Siswa mengerjakan lembar pre-test dengan tema

yang bebas

Mengomunikasikan dan konfirmasi

4. Guru mengevaluasi hasil kerja siswa dan

memberikan feedback

70 Menit

Penutup

5. Guru menjelaskan pada siswa bahwa 5 pertemuan

selanjutnya akan ada pembelajaran lebih lanjut

tentang menulis teks narrative

6. Guru mengucapkan terima kasih dan mengakhiri

dengan salam

10 Menit

H. PENILAIAN HASIL PEMBELAJARAN

61

Penilaian hasil lembar kerja siswa berdasarkan penilaian dari Jacobs et al.’s (1981).

LEVEL, SCORE AND CRITERIA

CONTENT

Excellent to Very Good (30 - 27) Knowledgeable – Substantive – Thorough development of thesis –

Relevant to assigned topic

Good to Average (26 - 22) Some knowledge of subject – Adequate range – Limited

development of thesis – Mostly relevant to topic, but lack detail

Fair to Poor (21-17) Limited knowledge of subject – Little substance – Inadequate

development of topic

Very Poor (16 - 13) Does not show knowledge of subject – Non-substantive – Not

pertinent – Not to evaluate

ORGANIZATION

Excellent to Very Good (20 - 18) Fluent expression – Ideas clearly stated/supported – Succinct –

Well-organized – Logical sequencing – Cohesive

Good to Average (17 - 14) Somewhat choppy – Loosely organized but main idea stand out –

Limited support – Logical but incomplete sequencing

Fair to Poor (13 - 10) Non-fluent – Ideas confused or disconnected – Lacks logical

sequencing and development

Very Poor (9 - 7) Does not communicative – No organization – Not to evaluate

VOCABULARY

Excellent to Very Good (20 - 18) Sophisticated range – Effective word/idiom choice and usage –

Word form mastery – Appropriate register

Good to Average (17 - 14) Adequate range – Occasional errors of word/idiom form, choice,

usage but meaning not obscured

Fair to Poor (13 - 10) Limited range – Frequent errors of word/idiom form, choice, usage –

Meaning confuse or obscured

Very Poor (9 - 7) Essentially translation – Little knowledge of English vocabulary,

idiom, word form – Not enough to evaluate

LANGUAGE USE

Excellent to Very Good (25 - 22) Effective complex constructions – Few errors of agreement, tense,

number, word order/function, article, pronoun, preposition

Good to Average (21 - 18) Effective but simple construction – Minor problem in complex

construction – Several errors of agreement, tense, number, word

order/function, article, pronoun, preposition but meaning seldom

obscured

62

Jakarta, 20 Maret 2018

Mengetahui,

Guru Mata pelajaran Peneliti

Abdul Rauf, M.Pd. Isma Mufida

Fair to Poor (17 - 11) Major problem in simple/complex construction rules dominated by

error – Frequent errors of negation, agreement, tense, number, word

order/function, article, pronoun, preposition and/or fragments, run-ons,

deletions – Meaning confused or obscured

Very Poor (10 - 5) Virtually no mastery of sentence construction rules – Dominated by

error – Does not communicate – Not enough to evaluate

MECHANICS

Excellent to Very Good (5) Demonstrates mastery of conventions – Few errors of spelling,

punctuation, capitalization, paragraphing

Good to Average (4) Occasional errors of spelling, punctuation, capitalization, paragraphing

but meaning not obscured

Fair to Poor (3) Frequent errors of spelling, punctuation, capitalization, paragraphing

Poor handwriting – Meaning confused or obscured

Very Poor (2) No mastery of conventions – Dominated by error errors of spelling,

punctuation, capitalization, paragraphing – Handwriting illegible –

Not enough to evaluate

63

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Lesson Plan of the Experimental Class

Nama Sekolah : MA Al Falah

Mata Pelajaran : Bahasa Inggris

Pokok Bahasan : Narrative Text

Kelas/semester : X / 2 (Genap)

Pertemuan ke- : 2

Alokasi Waktu : 2 x 45 menit

A. Kompetensi Inti (KI)

1. Menghargai dan menghayati ajaran agama yang dianutnya.

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli

(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara

efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan

keberadaannya.

3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,

kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan

kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang

spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menyaji, dan menalar dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara

mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan

B. Kompetensi Dasar (KD)

1.1 Mensyukuri kesempatan dalam mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi internasional yang diwujudkan dalam semangat belajar

2.1 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab

dalam melaksanakan komunikasi transaksional dengan guru dan teman.

2.2 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks

naratif lisan dan tulis dengan memberi dan meminta informasi terkait legenda

rakyat, sederhana, sesuai dengan konteks penggunaannya.

4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan

unsur kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat.

C. Indikator

3.8.1 Menentukan karakter, latar tempat dan

plot yang terdapat dalam teks dengan

menggunakan concept mapping

4.8.1 Membuat concept mapping

berdasarkan teks yang diberikan

64

D. TUJUAN PEMBELAJARAN

1. Siswa mampu menentukan karakter, latar tempat dan plot yang terdapat dalam

teks dengan menggunakan concept mapping

2. Siswa mampu membuat concept mapping berdasarkan teks yang diberikan

E. MATERI PEMBELAJARAN

1. Definition of concept mapping

2. Function of concept mapping

F. METODE PEMBELAJARAN

Pendekatan : Scientific Learning

Metode : Diskusi, student center, kerja kelompok dan tanya jawab

G. SUMBER DAN MEDIA PEMBELAJARAN

Media : Laptop, LCD Proyektor, Power Point, Spidol, kertas

Bahan : Wacana/teks

Sumber Belajar : Buku pelajaran dan artikel bahasa inggris mengenai narrative text

H. TAHAP PEMBELAJARAN

KEGIATAN DESKRIPSI ALOKASI

WAKTU

Pendahuluan

1. Guru masuk ke kelas dan menyapa siswa

2. Guru mengabsen kehadiran siswa

3. Guru meminta katua kelas untuk memimpin doa

sebelum kegiatan belajar dimulai

4. Guru menanyakan kesiapan siswa untuk belajar

5. Guru mereview materi pembelajaran sebelumnya

dengan cara bertanya

6. Guru menyampaikan tujuan pembelajaran hari ini

10 menit

Inti

Problem Based Learning

Mengamati

7. Guru menjelaskan tentang concept mapping dan

bagaimana cara membuatnya.

8. Guru menjelaskan pada siswa bagaimana

membuat narrative text melalui concept mapping

technique.

Menanya

9. Guru memberikan kesempatan pada siswa untuk

bertanya berkaitan dengan materi pembelajaran

yang telah dijelaskan

Mengeksplorasi

10. Siswa dibagi menjadi 6 kelompok

11. Siswa diminta membuat narrative text berjudul

70 Menit

65

“Tangkuban Perahu” berdasarkan concept

mapping yang mereka buat.

Mengomunikasikan dan konfirmasi

12. Guru memeriksa hasil kerja siswa dengan cara

meminta setiap kelompok untuk menjelaskan

hasil kerja mereka di depan kelas.

13. Guru mengevaluasi hasil kerja siswa dan

memberikan feedback

Mengasosiasi/Menalar

14. Siswa membuat kesimpulan dari hasil kerja

mereka terkait dengan unsur-unsur yang terdapat

dalam concept mapping untuk pembelajaran

nerrative text.

Penutup

15. Guru mereview materi pembelajaran hari ini

dengan cara bertanya pada siswa

16. Guru menanyakan bagaimana perasaan siswa

setelah belajar narrative text dengan

menggunakan concept mapping.

17. Guru menutup kegiatan pembelajaran dengan

hamdallah.

10 Menit

I. PENILAIAN HASIL PEMBELAJARAN

Pemahaman siswa:

Mata Pelajaran: Bahasa Inggris Kelas/Semester: X/Genap

No Nama Siswa

Skor

Nilai Tata

bahasa

Susunan

teks

Makna isi

dari teks

Jumlah

Skor

Keterangan:

Kriteria Penskoran Kriteria Penilaian

1. Baik sekali 4 10 - 12 : A

2. Baik 3 7 - 9 : B

3. Cukup 2 4 - 6 : C

4. Kurang 1 < 3 - : D

Keaktifan siswa:

Mata Pelajaran: Bahasa Inggris Kelas/Semester:

X/Genap

No Nama Siswa Skor

Nilai Menjawab Menanyakan Kepercayaan Jumlah

66

pertanyaan pertanyaan diri Skor

Keterangan Skor:

4 = Sangat Baik

3 = Baik

2 = Cukup

1 = Kurang Cukup

Skor maksimal = Skor diperoleh x 100

Skor maksimal

Jakarta, 27 Maret 2018

Mengetahui,

Guru Mata pelajaran Peneliti

Abdul Rauf, M.Pd. Isma Mufida

67

LAMPIRAN MATERI

1. Definition of concept mapping

Concept mapping is one of the techniques that can be used for organizing and

representing knowledge that include concepts, which are usually enclosed in circles or

squares, and lines connecting the concepts.

2. Function of concept mapping

To helps the students to narrow their focus if their topic is too broad.

Lembar Tugas

Example of concept mapping with the story

Tangkuban Perahu

Long time ago in West Java, there lived a woman named Dayang Sumbi. She was

thirsting for a husband. Along her life she kept praying and praying. At last, God heard her

pray. A male dog picked her up and Dayang Sumbi got married to the dog and called the

dog „Tumang‟. After years, Dayang Sumbi gave a birth to baby and named him

Sangkuriang. Unfortunately, Dayang Sumbi never told Sangkuriang who his father was.

One day, Sangkuriang was hunting with Tumang in the forest and he found nothing

except a little animal. He blamed Tumang for the failure and then he killed Tumang. When

Dayang Sumbi knew that she hit Sangkuriang‟s head with a big spoon and expelled him.

Many years later, Sangkuriang wandered and found an old house in the forest. Sangkuriang

came closer to the house and there was an old beautiful woman. The woman, Dayang

Sumbi, recognized the wanderer as Sangkuriang.

Unintentionally, Sangkuriang forced Dayang Sumbi to marry him. Dayang Sumbi

agreed to marry him but Sangkuriang had to build a vast boat, just in one night.

At night, Sangkuriang called his friends, ghosts and fairies to help him. Feared with the

68

boat to complete, Dayang Sumbi asked other women in her village to help her. Then the

women punched the grains with grain puncher to make noise which disturbed the ghosts

and fairies.

The morning came before Sangkuriang completed the boat. Unfortunately the fairies

and the ghosts also left Sangkuriang alone. Finaly Sangkuriang got very angry and kicked

away the boat to the downside, which finally turned into a mountain, called Tangkuban

Parahu.

69

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Lesson Plan of the Experimental Class

Nama Sekolah : MA Al Falah

Mata Pelajaran : Bahasa Inggris

Pokok Bahasan : Narrative Text

Kelas/semester : X / 2 (Genap)

Pertemuan ke- : 3

Alokasi Waktu : 2 x 45 menit

A. Kompetensi Inti (KI)

1. Menghargai dan menghayati ajaran agama yang dianutnya.

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli

(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara

efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan

keberadaannya.

3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,

kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan

kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang

spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menyaji, dan menalar dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara

mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan

B. Kompetensi Dasar (KD)

1.1 Mensyukuri kesempatan dalam mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi internasional yang diwujudkan dalam semangat belajar

2.1 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab

dalam melaksanakan komunikasi transaksional dengan guru dan teman.

2.2 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks

naratif lisan dan tulis dengan memberi dan meminta informasi terkait legenda

rakyat, sederhana, sesuai dengan konteks penggunaannya.

4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan

unsur kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat.

C. Indikator

3.8.1 Menentukan karakter, latar tempat dan

plot yang terdapat dalam teks

4.8.1 Membuat teks naratif sederhana

berdasarkan berdasarkan concept

mapping yang telah dibuat

70

D. TUJUAN PEMBELAJARAN

1. Siswa mampu menentukan karakter, latar tempat dan plot yang terdapat dalam

teks

2. Siswa mampu membuat teks naratif sederhana berdasarkan berdasarkan concept

mapping yang telah dibuat

E. MATERI PEMBELAJARAN

1. Writing process

F. METODE PEMBELAJARAN

Pendekatan : Scientific Learning

Metode : Diskusi, student center, kerja kelompok dan tanya jawab

G. SUMBER DAN MEDIA PEMBELAJARAN

Media : Laptop, LCD Proyektor, Power Point, Video, Spidol, kertas

Bahan : Wacana/teks

Sumber Belajar : Buku pelajaran dan artikel bahasa inggris mengenai narrative text

H. TAHAP PEMBELAJARAN

KEGIATAN DESKRIPSI ALOKASI

WAKTU

Pendahuluan

1. Guru masuk ke kelas dan menyapa siswa

2. Guru mengabsen kehadiran siswa

3. Guru meminta katua kelas untuk memimpin doa

sebelum kegiatan belajar dimulai

4. Guru menanyakan kesiapan siswa untuk belajar

5. Guru mereview materi pembelajaran sebelumnya

dengan cara bertanya

6. Guru menyampaikan tujuan pembelajaran hari ini

10 menit

Inti

Problem Based Learning

Mengamati

7. Guru menjelaskan mengenai tahapan menulis dan

bagaimana cara membuat narrative text yang baik

dengan mempertimbangkan unsur-unsurnya

Menanya

8. Siswa diberikan kesempatan bertanya

Mengekplorasi

9. Guru meminta setiap siswa membuat teks

narrative sederhana bedasarkan dengan bantuan

concept mapping dalam mengembangkan ide-ide

mereka.

Mengomunikasikan dan konfirmasi

10. Guru memeriksa hasil kerja siswa dengan cara

meminta satu perwakilan siswa untuk

70 Menit

71

menjelaskan hasil kerjanya di depan kelas.

11. Guru mengevaluasi hasil kerja siswa dan

memberikan feedback

Menanya

12. Guru memberikan kesempatan pada siswa untuk

bertanya ataupun memberi tanggapan berkaitan

dengan hasil kerja temannya

Penutup

13. Guru mereview materi pembelajaran hari ini

dengan cara bertanya pada siswa

14. Guru menanyakan bagaimana perasaan siswa

setelah belajar narrative text dengan

menggunakan concept mapping.

15. Guru menutup kegiatan pembelajaran dengan

hamdallah.

10 Menit

I. PENILAIAN HASIL PEMBELAJARAN

Pemahaman siswa:

Mata Pelajaran: Bahasa Inggris Kelas/Semester: X/Genap

No Nama Siswa

Skor

Nilai Tata

bahasa

Susunan

teks

Makna isi

dari teks

Jumlah

Skor

Keterangan:

Kriteria Penskoran Kriteria Penilaian

1. Baik sekali 4 10 - 12 : A

2. Baik 3 7 - 9 : B

3. Cukup 2 4 - 6 : C

4. Kurang 1 < 3 - : D

Keaktifan siswa:

Mata Pelajaran: Bahasa Inggris Kelas/Semester: X/Genap

No Nama Siswa

Skor

Nilai Menjawab

pertanyaan

Menanyakan

pertanyaan

Kepercayaan

diri

Jumlah

Skor

Keterangan Skor:

4 = Sangat Baik

3 = Baik

72

2 = Cukup

1 = Kurang Cukup

Skor maksimal = Skor diperoleh x 100

Skor maksimal

Jakarta, 4 April 2018

Mengetahui,

Guru Mata pelajaran Peneliti

Abdul Rauf, M.Pd. Isma Mufida

73

LAMPIRAN MATERI

1. Writing process

First, pre-writing. In this stage, the students get ready to write by deciding on the

topic. They should choose the topic that they want to express. Next, they start

thinking and designing ideas. They have arrange ideas into organize ideas.

Second, drafting and writing. In this stage, the students make a concept about

their ideas into paragraph, but they must refine right sentences or paragraphs that are

appropriate to express their ideas. Then, the content of their writing must focus on

their topic to deliver their idea clearly.

Third, sharing and responding. The students will get feedback to revise their

writing. It can be from sharing work, peer editing or writing workshops. It aims

improve the students’ critical thinking, so they will know their friend’s mistake and

their own writing.

Fourth, revising & editing. Though revising our writing, the students are able to

add some ideas and remove any ideas that do not have any relation to the topic. In

revising, the students also have to pay attention to the existence of their writing and

what our writing contains of. It can be said that better rising, our writing will be

better too.

Last, Publishing. This is the final stage of writing process where students can

publish their writing. Commonly, the students’ writing is good enough to be

presented for other people. And also, in this stage, students feel more confidence as

writers.

Lembar Tugas

Name :

Class :

Write a short story with your own words using the concept map below!

Character Place Plot

74

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Lesson Plan of the Experimental Class

Nama Sekolah : MA Al Falah

Mata Pelajaran : Bahasa Inggris

Pokok Bahasan : Narrative Text

Kelas/semester : X / 2 (Genap)

Pertemuan ke- : 4

Alokasi Waktu : 2 x 45 menit

A. Kompetensi Inti (KI)

1. Menghargai dan menghayati ajaran agama yang dianutnya.

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli

(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara

efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan

keberadaannya.

3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,

kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan

kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang

spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menyaji, dan menalar dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara

mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan

B. Kompetensi Dasar (KD)

1.1 Mensyukuri kesempatan dalam mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi internasional yang diwujudkan dalam semangat belajar

2.1 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab

dalam melaksanakan komunikasi transaksional dengan guru dan teman.

2.2 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks

naratif lisan dan tulis dengan memberi dan meminta informasi terkait legenda

rakyat, sederhana, sesuai dengan konteks penggunaannya.

4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan

unsur kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat.

C. Indikator

3.8.1 Menentukan karakter, latar tempat dan

plot yang terdapat dalam teks

4.8.1 Membuat teks naratif sederhana

berdasarkan berdasarkan concept

mapping yang telah dibuat

75

D. TUJUAN PEMBELAJARAN

1. Siswa mampu menentukan karakter, latar tempat dan plot yang terdapat dalam

teks

2. Siswa mampu membuat teks naratif sederhana berdasarkan berdasarkan concept

mapping yang telah dibuat

E. MATERI PEMBELAJARAN

1. Types of narrative text

F. METODE PEMBELAJARAN

Pendekatan : Scientific Learning

Metode : student center dan tanya jawab

G. SUMBER DAN MEDIA PEMBELAJARAN

Media : Laptop, LCD Proyektor, Power Point, Video, Spidol, kertas

Bahan : Wacana/teks

Sumber Belajar : Buku pelajaran dan artikel bahasa inggris mengenai narrative text

H. TAHAP PEMBELAJARAN

KEGIATAN DESKRIPSI ALOKASI

WAKTU

Pendahuluan

1. Guru masuk ke kelas dan menyapa siswa

2. Guru mengabsen kehadiran siswa

3. Guru meminta katua kelas untuk memimpin doa

sebelum kegiatan belajar dimulai

4. Guru menanyakan kesiapan siswa untuk belajar

5. Guru mereview materi pembelajaran sebelumnya

dengan cara bertanya

6. Guru menyampaikan tujuan pembelajaran hari ini

10 menit

Inti

Problem Based Learning

Mengamati

7. Guru menjelaskan types of narrative text,yaitu

romance story, historical fiction, humor story and

journey story

Menanya

8. Siswa diberikan kesempatan bertanya

Mengekplorasi

9. Guru meminta siswa untuk memilih salah satu

jenis teks naratif yang telah dijelaskan, kemudian

meminta siswa membuat teks narrative sederhana

dengan bantuan concept mapping dalam

mengembangkan ide-ide mereka.

70 Menit

76

Mengomunikasikan dan konfirmasi

10. Guru memeriksa hasil kerja siswa dengan cara

meminta satu perwakilan siswa untuk

menjelaskan hasil kerjanya di depan kelas.

11. Guru mengevaluasi hasil kerja siswa dan

memberikan feedback

Menanya

12. Guru memberikan kesempatan pada siswa untuk

bertanya ataupun memberi tanggapan berkaitan

dengan hasil kerja temannya

Penutup

13. Guru mereview materi pembelajaran hari ini

dengan cara bertanya pada siswa

14. Guru menanyakan bagaimana perasaan siswa

setelah belajar narrative text dengan

menggunakan concept mapping.

15. Guru menutup kegiatan pembelajaran dengan

hamdallah.

10 Menit

I. PENILAIAN HASIL PEMBELAJARAN

Pemahaman siswa:

Mata Pelajaran: Bahasa Inggris Kelas/Semester: X/Genap

No Nama Siswa

Skor

Nilai Tata

bahasa

Susunan

teks

Makna isi

dari teks

Jumlah

Skor

Keterangan:

Kriteria Penskoran Kriteria Penilaian

1. Baik sekali 4 10 - 12 : A

2. Baik 3 7 - 9 : B

3. Cukup 2 4 - 6 : C

4. Kurang 1 < 3 - : D

Keaktifan siswa:

Mata Pelajaran: Bahasa Inggris Kelas/Semester:

X/Genap

No Nama Siswa

Skor

Nilai Menjawab

pertanyaan

Menanyakan

pertanyaan

Kepercayaan

diri

Jumlah

Skor

77

Keterangan Skor:

4 = Sangat Baik

3 = Baik

2 = Cukup

1 = Kurang Cukup

Skor maksimal = Skor diperoleh x 100

Skor maksimal

Jakarta, 11 April 2018

Mengetahui,

Guru Mata pelajaran Peneliti

Abdul Rauf, M.Pd. Isma Mufida

78

LAMPIRAN MATERI

1. Types of Narrative Text

According to Mark and Kathy said that there are several types of narrative text. They

are humor, romance, historical fiction, and mystery

a. Humor, the aims to make the audience feel pleasure and enjoy, even laugh by

story.

b. Romance, it usually tells about love story or focus on relationship between to

people or more.

c. Historical fiction, the story which tells about event in the past. It tells about

history of country that could be real or not.

d. Adventure, it tells of exciting journey of experience

.

Lembar Tugas

Name :

Class :

Write a short story with your own words using the concept map below!

Character Place Plot

79

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Lesson Plan of the Experimental Class

Nama Sekolah : MA Al Falah

Mata Pelajaran : Bahasa Inggris

Pokok Bahasan : Narrative Text

Kelas/semester : X / 2 (Genap)

Pertemuan ke- : 5

Alokasi Waktu : 2 x 45 menit

A. Kompetensi Inti (KI)

1. Menghargai dan menghayati ajaran agama yang dianutnya.

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli

(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara

efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan

keberadaannya.

3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,

kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan

kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang

spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menyaji, dan menalar dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara

mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan

B. Kompetensi Dasar (KD)

1.1 Mensyukuri kesempatan dalam mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi internasional yang diwujudkan dalam semangat belajar

2.1 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab

dalam melaksanakan komunikasi transaksional dengan guru dan teman.

2.2 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks

naratif lisan dan tulis dengan memberi dan meminta informasi terkait legenda

rakyat, sederhana, sesuai dengan konteks penggunaannya.

4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan

unsur kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat.

C. Indikator

3.8.1 Menentukan karakter, latar tempat dan

plot yang terdapat dalam teks

4.8.1 Membuat teks naratif sederhana

berdasarkan berdasarkan concept

mapping yang telah dibuat

80

D. TUJUAN PEMBELAJARAN

1. Siswa mampu menentukan karakter, latar tempat dan plot yang terdapat dalam

teks

2. Siswa mampu membuat teks naratif sederhana berdasarkan berdasarkan concept

mapping yang telah dibuat

E. MATERI PEMBELAJARAN

1. Types of narrative text

F. METODE PEMBELAJARAN

Pendekatan : Scientific Learning

Metode : student center dan tanya jawab

G. SUMBER DAN MEDIA PEMBELAJARAN

Media : Laptop, LCD Proyektor, Power Point, Video, Spidol, kertas

Bahan : Wacana/teks

Sumber Belajar : Buku pelajaran dan artikel bahasa inggris mengenai narrative text

H. TAHAP PEMBELAJARAN

KEGIATAN DESKRIPSI ALOKASI

WAKTU

Pendahuluan

1. Guru masuk ke kelas dan menyapa siswa

2. Guru mengabsen kehadiran siswa

3. Guru meminta katua kelas untuk memimpin doa

sebelum kegiatan belajar dimulai

4. Guru menanyakan kesiapan siswa untuk belajar

5. Guru mereview materi pembelajaran sebelumnya

dengan cara bertanya

6. Guru menyampaikan tujuan pembelajaran hari ini

10 menit

Inti

Problem Based Learning

Mengamati

7. Guru menjelaskan types of narrative text,yaitu

romance story, historical fiction, humor story and

journey story

Menanya

8. Siswa diberikan kesempatan bertanya

Mengekplorasi

9. Guru meminta siswa untuk memilih salah satu

jenis teks naratif yang telah dijelaskan, kemudian

meminta siswa membuat teks narrative sederhana

dengan bantuan concept mapping dalam

mengembangkan ide-ide mereka.

70 Menit

81

Mengomunikasikan dan konfirmasi

10. Guru mengevaluasi hasil kerja siswa dan

memberikan feedback

Menanya

11. Guru memberikan kesempatan pada siswa untuk

bertanya ataupun memberi tanggapan berkaitan

dengan hasil kerja temannya

Penutup

12. Guru mereview materi pembelajaran hari ini

dengan cara bertanya pada siswa

13. Guru menanyakan bagaimana perasaan siswa

setelah belajar narrative text dengan

menggunakan concept mapping.

14. Guru menutup kegiatan pembelajaran dengan

hamdallah.

10 Menit

I. PENILAIAN HASIL PEMBELAJARAN

Pemahaman siswa:

Mata Pelajaran: Bahasa Inggris Kelas/Semester: X/Genap

No Nama Siswa

Skor

Nilai Tata

bahasa

Susunan

teks

Makna isi

dari teks

Jumlah

Skor

Keterangan:

Kriteria Penskoran Kriteria Penilaian

1. Baik sekali 4 10 - 12 : A

2. Baik 3 7 - 9 : B

3. Cukup 2 4 - 6 : C

4. Kurang 1 < 3 - : D

Keaktifan siswa:

Mata Pelajaran: Bahasa Inggris Kelas/Semester:

X/Genap

No Nama Siswa

Skor

Nilai Menjawab

pertanyaan

Menanyakan

pertanyaan

Kepercayaan

diri

Jumlah

Skor

Keterangan Skor:

4 = Sangat Baik

3 = Baik

82

2 = Cukup

1 = Kurang Cukup

Skor maksimal = Skor diperoleh x 100

Skor maksimal

Jakarta, 16 April 2018

Mengetahui,

Guru Mata pelajaran Peneliti

Abdul Rauf, M.Pd. Isma Mufida

83

LAMPIRAN MATERI.

Lembar Tugas

Name :

Class :

Write a short story with your own words using the concept map below!

Character Place Plot

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

84

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Lesson Plan of the Experimental Class

Nama Sekolah : MA Al-Falah

Mata Pelajaran : Bahasa Inggris

Pokok Bahasan : Narrative Text

Kelas/semester : X / 2 (Genap)

Pertemuan ke- : 6

Alokasi Waktu : 2 x 45 menit

A. Kompetensi Inti (KI)

1. Menghargai dan menghayati ajaran agama yang dianutnya.

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli

(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara

efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan

keberadaannya.

3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,

kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan

kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang

spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menyaji, dan menalar dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara

mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan

B. Kompetensi Dasar (KD)

1.1 Mensyukuri kesempatan dalam mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi internasional yang diwujudkan dalam semangat belajar

2.1 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab

dalam melaksanakan komunikasi transaksional dengan guru dan teman.

2.2 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks

naratif lisan dan tulis dengan memberi dan meminta informasi terkait legenda

rakyat, sederhana, sesuai dengan konteks penggunaannya.

4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan

unsur kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat.

C. Indikator

4.8.1 Membuat teks naratif sederhana

85

D. TUJUAN PEMBELAJARAN

1. Siswa mampu membuat teks naratif sederhana

E. METODE PEMBELAJARAN

Pendekatan : Scientific Learning

F. SUMBER DAN MEDIA PEMBELAJARAN

Media : Spidol, kertas

Bahan : lembar post-test

G. TAHAP PEMBELAJARAN

Pertemuan ke-6 (Post-Test)

KEGIATAN DESKRIPSI ALOKASI

WAKTU

Pendahuluan

1. Guru masuk ke kelas dan menyapa siswa

2. Guru mengabsen kehadiran siswa

3. Guru meminta katua kelas untuk memimpin doa

sebelum kegiatan belajar dimulai

4. Guru menanyakan kesiapan siswa untuk belajar

5. Guru mereview materi pembelajaran sebelumnya

dengan cara bertanya

6. Guru menyampaikan tujuan kegiatan akhir

pembelajaran hari ini, yaitu pemberian tugas post-test

7. Guru menyiapkan lembar post-test

10 menit

Inti

Mengamati

1. Siswa mendengarkan penjelasan guru mengenai

instruksi untuk mengerjakan post-test

Menanya

2. Guru memberikan kesempatan pada siswa untuk

bertanya berkaitan lembar post-test yang akan

dikerjakan

Mengeksplorasi

3. Siswa mengerjakan lembar post-test dengan tema

yang telah diberikan (romance story, historical

fiction, humor story and journey story)

Mengomunikasikan dan konfirmasi

4. Guru mengevaluasi hasil kerja siswa dan

memberikan feedback

70 Menit

Penutup

5. Guru menanyakan tanggapan siswa mengenai

pembelajaran yang telah berlangsung selama ini.

6. Guru mengucapkan terima kasih dan mengakhiri

dengan salam

10 Menit

86

H. PENILAIAN HASIL PEMBELAJARAN

Penilaian hasil lembar kerja siswa berdasarkan penilaian dari Jacobs et al.’s (1981).

Penilaian yang digunkan sama dengan penilaian saat pre-test.

Jakarta, 25 April 2018

Mengetahui,

Guru Mata pelajaran Peneliti

Abdul Rauf, M.Pd. Isma Mufida

87

APPENDIX 3

Lesson Plan of the Controlled Class

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Sekolah : MA Al Falah

Mata Pelajaran : Bahasa Inggris

Pokok Bahasan : Narrative Text

Kelas/semester : X / 2 (Genap)

Pertemuan ke- : 1

Alokasi Waktu : 2 x 45 menit

A. Kompetensi Inti (KI)

1. Menghargai dan menghayati ajaran agama yang dianutnya.

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli

(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara

efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan

keberadaannya.

3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,

kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan

kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang

spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menyaji, dan menalar dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara

mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan

B. Kompetensi Dasar (KD)

1.1 Mensyukuri kesempatan dalam mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi internasional yang diwujudkan dalam semangat belajar

2.1 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab

dalam melaksanakan komunikasi transaksional dengan guru dan teman.

2.2 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks

naratif lisan dan tulis dengan memberi dan meminta informasi terkait legenda

rakyat, sederhana, sesuai dengan konteks penggunaannya.

4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan

unsur kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat.

88

C. Indikator

4.8.1 Membuat teks naratif sederhana

D. TUJUAN PEMBELAJARAN

1. Siswa mampu membuat teks naratif sederhana

E. METODE PEMBELAJARAN

Pendekatan : Scientific Learning

F. SUMBER DAN MEDIA PEMBELAJARAN

Media : Spidol, kertas

Bahan : lembar pre-test

G. TAHAP PEMBELAJARAN

Pertemuan ke-1 (Pre-Test)

KEGIATAN DESKRIPSI ALOKASI

WAKTU

Pendahuluan

1. Guru masuk ke kelas dan menyapa siswa

2. Guru memperkenalkan diri dan menjelaskan

maksud dan tujuan kedatangannya

3. Guru bertanya kepada siswa tentang apa yang

mereka ketahui mengenai narrative text

4. Guru menyiapkan lembar pre-test

10 menit

Inti

Mengamati

1. Siswa mendengarkan penjelasan guru mengenai

instruksi untung mengerjakan pre-test

Menanya

2. Guru memberikan kesempatan pada siswa untuk

bertanya berkaitan lembar pre-test yang akan

dikerjakan

Mengeksplorasi

3. Siswa mengerjakan lembar pre-test dengan tema

yang bebas

Mengomunikasikan dan konfirmasi

4. Guru mengevaluasi hasil kerja siswa dan

memberikan feedback

70 Menit

Penutup

5. Guru menjelaskan pada siswa bahwa 5 pertemuan

selanjutnya akan ada pembelajaran lebih lanjut

tentang menulis teks narrative

6. Guru mengucapkan terima kasih dan mengakhiri

dengan salam

10 Menit

H. PENILAIAN HASIL PEMBELAJARAN

89

Penilaian hasil lembar kerja siswa berdasarkan penilaian dari Jacobs et al.’s (1981).

LEVEL, SCORE AND CRITERIA

CONTENT

Excellent to Very Good (30 - 27) Knowledgeable – Substantive – Thorough development of thesis –

Relevant to assigned topic

Good to Average (26 - 22) Some knowledge of subject – Adequate range – Limited

development of thesis – Mostly relevant to topic, but lack detail

Fair to Poor (21-17) Limited knowledge of subject – Little substance – Inadequate

development of topic

Very Poor (16 - 13) Does not show knowledge of subject – Non-substantive – Not

pertinent – Not to evaluate

ORGANIZATION

Excellent to Very Good (20 - 18) Fluent expression – Ideas clearly stated/supported – Succinct –

Well-organized – Logical sequencing – Cohesive

Good to Average (17 - 14) Somewhat choppy – Loosely organized but main idea stand out –

Limited support – Logical but incomplete sequencing

Fair to Poor (13 - 10) Non-fluent – Ideas confused or disconnected – Lacks logical

sequencing and development

Very Poor (9 - 7) Does not communicative – No organization – Not to evaluate

VOCABULARY

Excellent to Very Good (20 - 18) Sophisticated range – Effective word/idiom choice and usage –

Word form mastery – Appropriate register

Good to Average (17 - 14) Adequate range – Occasional errors of word/idiom form, choice,

usage but meaning not obscured

Fair to Poor (13 - 10) Limited range – Frequent errors of word/idiom form, choice, usage –

Meaning confuse or obscured

Very Poor (9 - 7) Essentially translation – Little knowledge of English vocabulary,

idiom, word form – Not enough to evaluate

LANGUAGE USE

Excellent to Very Good (25 - 22) Effective complex constructions – Few errors of agreement, tense,

number, word order/function, article, pronoun, preposition

Good to Average (21 - 18) Effective but simple construction – Minor problem in complex

construction – Several errors of agreement, tense, number, word

order/function, article, pronoun, preposition but meaning seldom

obscured

90

Jakarta, 20 Maret 2018

Mengetahui,

Guru Mata pelajaran Peneliti

Abdul Rauf, M.Pd. Isma Mufida

Fair to Poor (17 - 11) Major problem in simple/complex construction rules dominated by

error – Frequent errors of negation, agreement, tense, number, word

order/function, article, pronoun, preposition and/or fragments, run-ons,

deletions – Meaning confused or obscured

Very Poor (10 - 5) Virtually no mastery of sentence construction rules – Dominated by

error – Does not communicate – Not enough to evaluate

MECHANICS

Excellent to Very Good (5) Demonstrates mastery of conventions – Few errors of spelling,

punctuation, capitalization, paragraphing

Good to Average (4) Occasional errors of spelling, punctuation, capitalization, paragraphing

but meaning not obscured

Fair to Poor (3) Frequent errors of spelling, punctuation, capitalization, paragraphing

Poor handwriting – Meaning confused or obscured

Very Poor (2) No mastery of conventions – Dominated by error errors of spelling,

punctuation, capitalization, paragraphing – Handwriting illegible –

Not enough to evaluate

91

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Lesson Plan of the Controlled Class

Nama Sekolah : MA Al Falah

Mata Pelajaran : Bahasa Inggris

Pokok Bahasan : Narrative Text

Kelas/semester : X / 2 (Genap)

Pertemuan ke- : 2

Alokasi Waktu : 2 x 45 menit

A. Kompetensi Inti (KI)

1. Menghargai dan menghayati ajaran agama yang dianutnya.

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli

(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara

efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan

keberadaannya.

3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,

kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan

kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang

spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menyaji, dan menalar dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara

mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan

B. Kompetensi Dasar (KD)

1.1 Mensyukuri kesempatan dalam mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi internasional yang diwujudkan dalam semangat belajar

2.1 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab

dalam melaksanakan komunikasi transaksional dengan guru dan teman.

2.2 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks

naratif lisan dan tulis dengan memberi dan meminta informasi terkait legenda

rakyat, sederhana, sesuai dengan konteks penggunaannya.

4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan

unsur kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat.

A. Indikator

3.8.1 Mengidentifikasi karakter yang ada

dalam suatu teks naratif

3.8.2 Mengidentifikasi nilai moral yang ada

dalam teks naratif

92

3.8.3 Mengidentifikasi unsur kebahasaan

dalam teks naratif

3.8.4 Menentukan struktur teks dalam teks

naratif

B. TUJUAN PEMBELAJARAN

1. Siswa mampu mengidentifikasi karakter yang ada dalam suatu teks naratif

2. Siswa mampu mengidentifikasi nilai moral yang ada dalam teks naratif

3. Siswa mampu mengidentifikasi unsur kebahasaan dalam teks naratif

4. Siswa mampu menentukan struktur teks dalam teks naratif

C. MATERI PEMBELAJARAN

Narrative text

1. Definition of narrative text

2. Social function of narrative text

3. Generic structure of narrative text

4. Language features

D. METODE PEMBELAJARAN

Pendekatan : Scientific Learning

Metode : Diskusi, student center, kerja kelompok dan tanya jawab

E. SUMBER DAN MEDIA PEMBELAJARAN

Media : Laptop, LCD Proyektor, Power Point, Spidol, kertas

Bahan : Wacana/teks

Sumber Belajar : Buku pelajaran dan artikel bahasa inggris mengenai narrative text

F. TAHAP PEMBELAJARAN

KEGIATAN DESKRIPSI ALOKASI

WAKTU

Pendahuluan

1. Guru masuk ke kelas dan menyapa siswa

2. Guru mengabsen kehadiran siswa

3. Guru menanyakan kesiapan siswa untuk belajar

4. Memberikan ice breaking

5. Guru menyampaikan tujuan pembelajaran hari ini

10 menit

Inti

Problem Based Learning

Mengamati

6. Guru menjelaskan materi yang akan dibahas hari

ini, yaitu narrative text dengan menggunakan

power point yang telah disiapkan

a. Definition of narrative text

b. Purpose of narrative text

c. Generic structure

70 Menit

93

d. Languange feature

e. Example of narrative text

Menanya

7. Guru memberikan kesempatan pada siswa untuk

bertanya berkaitan dengan materi pembelajaran

yang telah dijelaskan

Mengekplorasi

8. Siswa dibagi menjadi 6 kelompok dengan cara

berhitung dari 1 sampai 6

9. Guru memberikan teks naratif yang berjudul

“Monkey and Cap Seller”, dan meminta siswa

menganalisis karakter, generic structure dan

pesan moral dari cerita tersebut.

Mengomunikasikan dan konfirmasi

10. Guru memeriksa hasil kerja siswa dengan cara

meminta setiap kelompok untuk menjelaskan

hasil kerja mereka di depan kelas.

11. Guru mengevaluasi hasil kerja siswa dan

memberikan feedback

Mengasosiasi/Menalar

12. Siswa membuat kesimpulan dari hasil kerja

mereka terkait dengan unsur-unsur yang terdapat

dalam nerrative text yang mereka buat.

Penutup

13. Guru mereview materi pembelajaran hari ini

dengan cara bertanya pada siswa

14. Guru menanyakan bagaimana perasaan siswa

setelah belajar narrative text.

15. Guru menutup kegiatan pembelajaran dengan

hamdallah.

10 Menit

G. PENILAIAN HASIL PEMBELAJARAN

Pemahaman siswa:

Mata Pelajaran: Bahasa Inggris Kelas/Semester: X/Genap

No Nama Siswa

Skor

Nilai Tata

bahasa

Susunan

teks

Makna isi

dari teks

Jumlah

Skor

94

Keterangan:

Kriteria Penskoran Kriteria Penilaian

1. Baik sekali 4 10 - 12 : A

2. Baik 3 7 - 9 : B

3. Cukup 2 4 - 6 : C

4. Kurang 1 < 3 - : D

Keaktifan siswa:

Mata Pelajaran: Bahasa Inggris Kelas/Semester: X/Genap

No Nama Siswa

Skor

Nilai Menjawab

pertanyaan

Menanyakan

pertanyaan

Kepercayaan

diri

Jumlah

Skor

Keterangan Skor:

4 = Sangat Baik

3 = Baik

2 = Cukup

1 = Kurang Cukup

Skor maksimal = Skor diperoleh x 100

Skor maksimal

Jakarta, 28 Maret 2018

Mengetahui,

Guru Mata pelajaran Peneliti

Abdul Rauf, M.Pd. Isma Mufida

95

LAMPIRAN MATERI

1. Definition of narrative text:

Narrative is text that tells story or communication of chain events, fictive or real.

2. Social function of narrative text:

a. To entertain, to gain and hold a readers interest.

b. To amuse or to tell a story or to provide an aesthetic literary experience.

3. Generic structure of narrative text

a. Orientation: the part which introduces the setting in time and place.

b. Complication: the part of the story where the narrator tells about something that

will begin a chain of events. It becomes the beginning problem that build the story

and preface to the climax.

c. Climax: the part of narrative text that the conflict or tension hits the highest point.

d. Resolution: this is the part that can be found in the end of the story. In this part, the

characters of story find a problem solving of the event.

5 Language features:

a. Using noun

b. Using adjective to describe the appearance of characters. For example: beautiful

girl, brave man, etc.

c. Using adverb of time and place. For example:

1) Adverb of time: once upon a time, one day, long time ago

2) Adverb of place: in the forest, in the sea

d. Coordinate conjunction, such as: and, but

e. Temporal conjunction, such as: then, next, after that

f. Using past tense

Simple past tense = S + V2 + complement

Lembar Tugas

Identify the character and generic structure of the narrative text below!

Monkeys and Cap Seller

Once, a cap seller was passing through a jungle. He was very tired and needed to rest.

Then, he stopped and spread a cloth under a tree. He placed his bag full of caps near him

and lay down with his cap on his head.

The cap seller had a sound sleep for one hour. When he got up, the first thing he did

was to look into his bag. He was startled when he found all his caps were not there.

When he looked up the sky, he was very surprised to see monkeys sitting on the branches

of a tree, each of the monkeys are wearing a cap of on its head. They had evidently done it

to imitate him. He decided to get his caps back by making a humble request to the

monkeys. In return, the monkeys only made faces of him. When he begun to make gesture,

the monkeys also imitated him.

At last he found a clever idea. ” Monkeys are a great imitator,” he thought. So he

decided to take off his own cap and throw it down on the ground. And as he had expected,

all the monkeys imitated what he did by taking off the caps and throwing it down on the

96

ground. Quickly, he stood up and collected the caps, put them back into his bag and went

away.

KUNCI JAWABAN

1. Characters of the story are monkeys and cap seller

2. The generic structure of the story:

a. Orientation: It introduces the character (monkey and cap seller) and where the story

happened.

b. Complication: In this story, the major complication began when cap seller did not

find his cap.

c. Climax: The problem is in climax while monkeys stole all of caps and they did not

want to turn it back to the cap seller.

d. Resolution: The main character finds solution by acting of throwing his own cap and

monkeys imitate what he has done.

97

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Lesson Plan of the Controlled Class

Nama Sekolah : MA Al Falah

Mata Pelajaran : Bahasa Inggris

Pokok Bahasan : Narrative Text

Kelas/semester : X / 2 (Genap)

Pertemuan ke- : 3

Alokasi Waktu : 2 x 45 menit

A. Kompetensi Inti (KI)

1. Menghargai dan menghayati ajaran agama yang dianutnya.

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli

(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara

efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan

keberadaannya.

3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,

kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan

kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang

spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menyaji, dan menalar dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara

mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan

B. Kompetensi Dasar (KD)

1.1 Mensyukuri kesempatan dalam mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi internasional yang diwujudkan dalam semangat belajar

2.1 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab

dalam melaksanakan komunikasi transaksional dengan guru dan teman.

2.2 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks

naratif lisan dan tulis dengan memberi dan meminta informasi terkait legenda

rakyat, sederhana, sesuai dengan konteks penggunaannya.

4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan

unsur kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat.

C. Indikator

3.8.1 Menentukan karakter, latar tempat dan

plot yang terdapat dalam teks

4.8.1 Membuat teks naratif sederhana

98

D. TUJUAN PEMBELAJARAN

1. Siswa mampu menentukan karakter, latar tempat dan plot yang terdapat dalam

teks

2. Siswa mampu membuat teks naratif sederhana

E. MATERI PEMBELAJARAN

1. Writing process

F. METODE PEMBELAJARAN

Pendekatan : Scientific Learning

Metode : Diskusi, student center, kerja kelompok dan tanya jawab

G. SUMBER DAN MEDIA PEMBELAJARAN

Media : Laptop, LCD Proyektor, Power Point, Video, Spidol, kertas

Bahan : Wacana/teks

Sumber Belajar : Buku pelajaran dan artikel bahasa inggris mengenai narrative text

H. TAHAP PEMBELAJARAN

KEGIATAN DESKRIPSI ALOKASI

WAKTU

Pendahuluan

1. Guru masuk ke kelas dan menyapa siswa

2. Guru mengabsen kehadiran siswa

3. Guru meminta katua kelas untuk memimpin doa

sebelum kegiatan belajar dimulai

4. Guru menanyakan kesiapan siswa untuk belajar

5. Guru mereview materi pembelajaran sebelumnya

dengan cara bertanya

6. Guru menyampaikan tujuan pembelajaran hari ini

10 menit

Inti

Prblem Based Learning

Mengamati

7. Guru menjelaskan mengenai tahapan menulis dan

bagaimana cara membuat narrative text yang baik

dengan mempertimbangkan unsur-unsurnya

Menanya

8. Siswa diberikan kesempatan bertanya

Mengekplorasi

9. Guru membagi siswa menjadi 6 kelompok

10. Guru meminta setiap kelompok membuat teks

narrative sederhana tentang “Snow White”

Mengomunikasikan dan konfirmasi

11. Guru memeriksa hasil kerja siswa dengan cara

meminta satu perwakilan siswa untuk

menjelaskan hasil kerjanya di depan kelas.

70 Menit

99

12. Guru mengevaluasi hasil kerja siswa dan

memberikan feedback

Menanya

13. Guru memberikan kesempatan pada siswa untuk

bertanya ataupun memberi tanggapan berkaitan

dengan hasil kerja temannya

Penutup

14. Guru mereview materi pembelajaran hari ini

dengan cara bertanya pada siswa

15. Guru menanyakan bagaimana perasaan siswa

setelah belajar narrative text

16. Guru menutup kegiatan pembelajaran dengan

hamdallah.

10 Menit

I. PENILAIAN HASIL PEMBELAJARAN

Pemahaman siswa:

Mata Pelajaran: Bahasa Inggris Kelas/Semester: X/Genap

No Nama Siswa

Skor

Nilai Tata

bahasa

Susunan

teks

Makna isi

dari teks

Jumlah

Skor

Kriteria Penskoran Kriteria Penilaian

1. Baik sekali 4 10 - 12 : A

2. Baik 3 7 - 9 : B

3. Cukup 2 4 - 6 : C

4. Kurang 1 < 3 - : D

Keaktifan siswa:

Mata Pelajaran: Bahasa Inggris Kelas/Semester: X/Genap

No Nama Siswa

Skor

Nilai Menjawab

pertanyaan

Menanyakan

pertanyaan

Kepercayaan

diri

Jumlah

Skor

Keterangan Skor:

4 = Sangat Baik

3 = Baik

2 = Cukup

1 = Kurang Cukup

Skor maksimal = Skor diperoleh x 100

Skor maksimal

100

Jakarta, 4 April 2018

Mengetahui,

Guru Mata pelajaran Peneliti

Abdul Rauf, M.Pd. Isma Mufida

101

LAMPIRAN MATERI

1. Writing process

First, pre-writing. In this stage, the students get ready to write by deciding on the

topic. They should choose the topic that they want to express. Next, they start

thinking and designing ideas. They have arrange ideas into organize ideas.

Second, drafting and writing. In this stage, the students make a concept about

their ideas into paragraph, but they must refine right sentences or paragraphs that are

appropriate to express their ideas. Then, the content of their writing must focus on

their topic to deliver their idea clearly.

Third, sharing and responding. The students will get feedback to revise their

writing. It can be from sharing work, peer editing or writing workshops. It aims

improve the students’ critical thinking, so they will know their friend’s mistake and

their own writing.

Fourth, revising & editing. Though revising our writing, the students are able to

add some ideas and remove any ideas that do not have any relation to the topic. In

revising, the students also have to pay attention to the existence of their writing and

what our writing contains of. It can be said that better rising, our writing will be

better too.

Last, Publishing. This is the final stage of writing process where students can

publish their writing. Commonly, the students’ writing is good enough to be

presented for other people. And also, in this stage, students feel more confidence as

writers.

Lembar Tugas

Name :

Class :

Write a short story about “Snow White” with your own words!

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

102

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Lesson Plan of the Controlled Class

Nama Sekolah : MA Al Falah

Mata Pelajaran : Bahasa Inggris

Pokok Bahasan : Narrative Text

Kelas/semester : X / 2 (Genap)

Pertemuan ke- : 4

Alokasi Waktu : 2 x 45 menit

A. Kompetensi Inti (KI)

1. Menghargai dan menghayati ajaran agama yang dianutnya.

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli

(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara

efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan

keberadaannya.

3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,

kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan

kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang

spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menyaji, dan menalar dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara

mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan

B. Kompetensi Dasar (KD)

1.1 Mensyukuri kesempatan dalam mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi internasional yang diwujudkan dalam semangat belajar

2.1 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab

dalam melaksanakan komunikasi transaksional dengan guru dan teman.

2.2 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks

naratif lisan dan tulis dengan memberi dan meminta informasi terkait legenda

rakyat, sederhana, sesuai dengan konteks penggunaannya.

4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan

unsur kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat.

C. Indikator

3.8.1 Menentukan karakter, latar tempat dan

plot yang terdapat dalam teks

4.8.1 Membuat teks naratif sederhana

103

D. TUJUAN PEMBELAJARAN

1. Siswa mampu menentukan karakter, latar tempat dan plot yang terdapat dalam

teks

2. Siswa mampu membuat teks naratif sederhana

E. MATERI PEMBELAJARAN

1. Types of narrative text

F. METODE PEMBELAJARAN

Pendekatan : Scientific Learning

Metode : student center dan tanya jawab

G. SUMBER DAN MEDIA PEMBELAJARAN

Media : Laptop, LCD Proyektor, Power Point, Video, Spidol, kertas

Bahan : Wacana/teks

Sumber Belajar : Buku pelajaran dan artikel bahasa inggris mengenai narrative text

H. TAHAP PEMBELAJARAN

KEGIATAN DESKRIPSI ALOKASI

WAKTU

Pendahuluan

1. Guru masuk ke kelas dan menyapa siswa

2. Guru mengabsen kehadiran siswa

3. Guru meminta katua kelas untuk memimpin doa

sebelum kegiatan belajar dimulai

4. Guru menanyakan kesiapan siswa untuk belajar

5. Guru mereview materi pembelajaran sebelumnya

dengan cara bertanya

6. Guru menyampaikan tujuan pembelajaran hari ini

10 menit

Inti

Problem Based Learning

Mengamati

7. Guru menjelaskan types of narrative text,yaitu

romance story, historical fiction, humor story and

journey story

Menanya

8. Siswa diberikan kesempatan bertanya

Mengekplorasi

9. Guru meminta siswa untuk memilih salah satu

jenis teks naratif yang telah dijelaskan, kemudian

meminta siswa membuat teks narrative sederhana

secara berkelompok

Mengomunikasikan dan konfirmasi

10. Guru memeriksa hasil kerja siswa dengan cara

meminta satu perwakilan siswa untuk

70 Menit

104

menjelaskan hasil kerjanya di depan kelas.

11. Guru mengevaluasi hasil kerja siswa dan

memberikan feedback

Menanya

12. Guru memberikan kesempatan pada siswa untuk

bertanya ataupun memberi tanggapan berkaitan

dengan hasil kerja temannya

Penutup

13. Guru mereview materi pembelajaran hari ini

dengan cara bertanya pada siswa

14. Guru menanyakan bagaimana perasaan siswa

setelah belajar narrative text

15. Guru menutup kegiatan pembelajaran dengan

hamdallah.

10 Menit

I. PENILAIAN HASIL PEMBELAJARAN

Pemahaman siswa:

Mata Pelajaran: Bahasa Inggris Kelas/Semester: X/Genap

No Nama Siswa

Skor

Nilai Tata

bahasa

Susunan

teks

Makna isi

dari teks

Jumlah

Skor

Keterangan:

Kriteria Penskoran Kriteria Penilaian

1. Baik sekali 4 10 - 12 : A

2. Baik 3 7 - 9 : B

3. Cukup 2 4 - 6 : C

4. Kurang 1 < 3 - : D

Keaktifan siswa:

Mata Pelajaran: Bahasa Inggris Kelas/Semester: X/Genap

No Nama Siswa

Skor

Nilai Menjawab

pertanyaan

Menanyakan

pertanyaan

Kepercayaan

diri

Jumlah

Skor

105

Keterangan Skor:

4 = Sangat Baik

3 = Baik

2 = Cukup

1 = Kurang Cukup

Skor maksimal = Skor diperoleh x 100

Skor maksimal

Jakarta, 11 April 2018

Mengetahui,

Guru Mata pelajaran Peneliti

Abdul Rauf, M.Pd. Isma Mufida

106

LAMPIRAN MATERI

1. Types of Narrative Text

According to Mark and Kathy said that there are several types of narrative text. They

are humor, romance, historical fiction, and mystery

a. Humor, the aims to make the audience feel pleasure and enjoy, even laugh by

story.

b. Romance, it usually tells about love story or focus on relationship between to

people or more.

c. Historical fiction, the story which tells about event in the past. It tells about

history of country that could be real or not.

d. Adventure, it tells of exciting journey of experience.

Lembar Tugas

Name :

Class :

Write a short story with your own words!

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

__________________________________________________________________

107

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Lesson Plan of the Controlled Class

Nama Sekolah : MA Al Falah

Mata Pelajaran : Bahasa Inggris

Pokok Bahasan : Narrative Text

Kelas/semester : X / 2 (Genap)

Pertemuan ke- : 5

Alokasi Waktu : 2 x 45 menit

A. Kompetensi Inti (KI)

1. Menghargai dan menghayati ajaran agama yang dianutnya.

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli

(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara

efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan

keberadaannya.

3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,

kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan

kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang

spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menyaji, dan menalar dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara

mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan

B. Kompetensi Dasar (KD)

1.1 Mensyukuri kesempatan dalam mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi internasional yang diwujudkan dalam semangat belajar

2.1 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab

dalam melaksanakan komunikasi transaksional dengan guru dan teman.

2.2 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks

naratif lisan dan tulis dengan memberi dan meminta informasi terkait legenda

rakyat, sederhana, sesuai dengan konteks penggunaannya.

4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan

unsur kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat.

C. Indikator

3.8.1 Menentukan karakter, latar tempat dan

plot yang terdapat dalam teks

4.8.1 Membuat teks naratif sederhana

108

D. TUJUAN PEMBELAJARAN

1. Siswa mampu menentukan karakter, latar tempat dan plot yang terdapat dalam

teks

2. Siswa mampu membuat teks naratif sederhana

E. MATERI PEMBELAJARAN

1. Writing test

F. METODE PEMBELAJARAN

Pendekatan : Scientific Learning

Metode : student center dan tanya jawab

G. SUMBER DAN MEDIA PEMBELAJARAN

Media : Laptop, LCD Proyektor, Power Point, Video, Spidol, kertas

Bahan : Wacana/teks

Sumber Belajar : Buku pelajaran dan artikel bahasa inggris mengenai narrative text

H. TAHAP PEMBELAJARAN

KEGIATAN DESKRIPSI ALOKASI

WAKTU

Pendahuluan

1. Guru masuk ke kelas dan menyapa siswa

2. Guru mengabsen kehadiran siswa

3. Guru meminta katua kelas untuk memimpin doa

sebelum kegiatan belajar dimulai

4. Guru menanyakan kesiapan siswa untuk belajar

5. Guru mereview materi pembelajaran sebelumnya

dengan cara bertanya

6. Guru menyampaikan tujuan pembelajaran hari ini

10 menit

Inti

Problem Based Learning

Mengamati

7. Guru menjelaskan types of narrative text,yaitu

romance story, historical fiction, humor story and

journey story

Menanya

8. Siswa diberikan kesempatan bertanya

Mengekplorasi

9. Guru meminta siswa untuk memilih salah satu

jenis teks naratif yang telah dijelaskan, kemudian

meminta siswa membuat teks narrative sederhana

secara individu.

Mengomunikasikan dan konfirmasi

10. Guru memeriksa hasil kerja siswa dengan cara

meminta satu perwakilan siswa untuk

70 Menit

109

menjelaskan hasil kerjanya di depan kelas.

11. Guru mengevaluasi hasil kerja siswa dan

memberikan feedback

Menanya

12. Guru memberikan kesempatan pada siswa untuk

bertanya ataupun memberi tanggapan berkaitan

dengan hasil kerja temannya

Penutup

13. Guru mereview materi pembelajaran hari ini

dengan cara bertanya pada siswa

14. Guru menanyakan bagaimana perasaan siswa

setelah belajar narrative text

15. Guru menutup kegiatan pembelajaran dengan

hamdallah.

10 Menit

I. PENILAIAN HASIL PEMBELAJARAN

Pemahaman siswa:

Mata Pelajaran: Bahasa Inggris Kelas/Semester: X/Genap

No Nama Siswa

Skor

Nilai Tata

bahasa

Susunan

teks

Makna isi

dari teks

Jumlah

Skor

Keterangan:

Kriteria Penskoran Kriteria Penilaian

1. Baik sekali 4 10 - 12 : A

2. Baik 3 7 - 9 : B

3. Cukup 2 4 - 6 : C

4. Kurang 1 < 3 - : D

Keaktifan siswa:

Mata Pelajaran: Bahasa Inggris Kelas/Semester: X/Genap

No Nama Siswa

Skor

Nilai Menjawab

pertanyaan

Menanyakan

pertanyaan

Kepercayaan

diri

Jumlah

Skor

110

Keterangan Skor:

4 = Sangat Baik

3 = Baik

2 = Cukup

1 = Kurang Cukup

Skor maksimal = Skor diperoleh x 100

Skor maksimal

Jakarta, 11 April 2018

Mengetahui,

Guru Mata pelajaran Peneliti

Abdul Rauf, M.Pd. Isma Mufida

111

LAMPIRAN MATERI

1. Types of Narrative Text

According to Mark and Kathy said that there are several types of narrative text. They

are humor, romance, historical fiction, and mystery

a. Humor, the aims to make the audience feel pleasure and enjoy, even laugh by

story.

b. Romance, it usually tells about love story or focus on relationship between to

people or more.

c. Historical fiction, the story which tells about event in the past. It tells about

history of country that could be real or not.

d. Adventure, it tells of exciting journey of experience.

Lembar Tugas

Name :

Class :

Write a short story with your own words!

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

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112

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Lesson Plan of the Controlled Class

Nama Sekolah : MA Al-Falah

Mata Pelajaran : Bahasa Inggris

Pokok Bahasan : Narrative Text

Kelas/semester : X / 2 (Genap)

Pertemuan ke- : 6

Alokasi Waktu : 2 x 45 menit

A. Kompetensi Inti (KI)

1. Menghargai dan menghayati ajaran agama yang dianutnya.

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli

(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara

efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan

keberadaannya.

3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan,

kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan

kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang

spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

4. Mengolah, menyaji, dan menalar dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara

mandiri, dan mampu menggunakan metode sesuai kaidah keilmuan

B. Kompetensi Dasar (KD)

1.1 Mensyukuri kesempatan dalam mempelajari bahasa Inggris sebagai bahasa

pengantar komunikasi internasional yang diwujudkan dalam semangat belajar

2.1 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab

dalam melaksanakan komunikasi transaksional dengan guru dan teman.

2.2 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks

naratif lisan dan tulis dengan memberi dan meminta informasi terkait legenda

rakyat, sederhana, sesuai dengan konteks penggunaannya.

4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan

unsur kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat.

C. Indikator

4.8.1 Membuat teks naratif sederhana

113

D. TUJUAN PEMBELAJARAN

1. Siswa mampu membuat teks naratif sederhana

E. METODE PEMBELAJARAN

Pendekatan : Scientific Learning

F. SUMBER DAN MEDIA PEMBELAJARAN

Media : Spidol, kertas

Bahan : lembar post-test

G. TAHAP PEMBELAJARAN

Pertemuan ke-6 (Post-Test)

KEGIATAN DESKRIPSI ALOKASI

WAKTU

Pendahuluan

1. Guru masuk ke kelas dan menyapa siswa

2. Guru mengabsen kehadiran siswa

3. Guru meminta katua kelas untuk memimpin doa

sebelum kegiatan belajar dimulai

4. Guru menanyakan kesiapan siswa untuk belajar

5. Guru mereview materi pembelajaran sebelumnya

dengan cara bertanya

6. Guru menyampaikan tujuan kegiatan akhir

pembelajaran hari ini, yaitu pemberian tugas post-test

7. Guru menyiapkan lembar post-test

10 menit

Inti

Problem Based Learning

Mengamati

1. Siswa mendengarkan penjelasan guru mengenai

instruksi untuk mengerjakan post-test

Menanya

2. Guru memberikan kesempatan pada siswa untuk

bertanya berkaitan lembar post-test yang akan

dikerjakan

Mengeksplorasi

3. Siswa mengerjakan lembar post-test dengan tema

yang telah diberikan (romance story, historical

fiction, humor story and journey story)

Mengomunikasikan dan konfirmasi

4. Guru mengevaluasi hasil kerja siswa dan

memberikan feedback

70 Menit

Penutup

5. Guru menanyakan tanggapan siswa mengenai

pembelajaran yang telah berlangsung selama ini.

6. Guru mengucapkan terima kasih dan mengakhiri

dengan salam

10 Menit

114

H. PENILAIAN HASIL PEMBELAJARAN

Penilaian hasil lembar kerja siswa berdasarkan penilaian dari Jacobs et al.’s (1981).

Penilaian yang digunkan sama dengan penilaian saat pre-test.

Jakarta, 25 April 2018

Mengetahui,

Guru Mata pelajaran Peneliti

Abdul Rauf, M.Pd. Isma Mufida

115

APPENDIX 4

Instrument of Pre-Test

Name :

Class :

A. Write a narrative story about a story you like most from story books you have ever

read or movie you ever watched!

B. Write a story with minimum 150 words!

C. You only have 60 minutes to write a story

116

APPENDIX 5

Instrument of Post-Test

Name :

Class :

A. Choose one the theme of story below!

1. romance story

2. historical story

3. humor story

4. journey story

B. Make a story based on theme you have chosen by using your own word with

minimum 150 words in 60 minutes!

C. Draw a concept mapping before you start to write!

117

APPENDIX 6

The Pre-test and Post-test Result of Experimental Class

a. Result of Pre-test

No Name Content Organization Vocabulary Language

Use Mechanics Nilai

1 S1 18 15 17 15 3 68

2 S2 16 17 15 17 2 67

3 S3 17 15 13 15 3 63

4 S4 16 14 15 12 3 60

5 S5 15 12 13 13 3 55

6 S6 18 14 15 16 3 66

7 S7 16 15 15 17 3 66

8 S8 15 13 12 12 2 54

9 S9 21 15 14 19 3 72

10 S10 19 13 15 14 3 64

11 S11 20 15 14 19 3 71

12 S12 17 17 16 17 3 70

13 S13 17 14 13 15 3 62

14 S14 15 12 13 13 3 56

15 S15 17 12 12 14 2 57

16 S16 15 12 11 12 2 52

17 S17 20 13 14 14 3 64

18 S18 15 11 11 12 2 51

19 S19 16 12 12 11 2 53

20 S20 17 13 12 12 2 56

21 S21 17 16 13 15 3 64

22 S22 17 10 11 10 2 51

23 S23 15 12 10 11 3 51

24 S24 16 17 15 17 3 68

25 S25 17 16 17 17 3 70

b. Result of Post-test

118

No Name Content Organization Vocabulary Language

Use Mechanics Nilai

1 S1 26 18 17 20 4 85

2 S2 20 15 14 15 3 67

3 S3 25 18 17 19 4 83

4 S4 20 15 14 13 3 65

5 S5 18 16 16 13 3 66

6 S6 24 17 16 17 3 77

7 S7 19 16 15 14 3 67

8 S8 19 16 17 18 3 73

9 S9 22 16 16 18 3 76

10 S10 25 17 16 17 3 79

11 S11 19 18 16 17 4 74

12 S12 25 20 18 18 5 86

13 S13 24 17 16 19 5 81

14 S14 19 19 19 16 3 76

15 S15 18 16 21 17 5 77

16 S16 19 16 16 18 5 74

17 S17 17 13 14 15 4 63

18 S18 16 17 17 16 3 69

19 S19 18 19 16 17 5 75

20 S20 23 17 17 18 5 80

21 S21 25 19 19 17 5 85

22 S22 20 19 19 20 5 83

23 S23 24 17 20 20 4 85

24 S24 26 18 20 18 5 87

25 S25 22 18 17 18 5 80

119

APPENDIX 7

The Pre-test and Post-Rest result of Controlled Class

a. Result of Pre-test

No Name Content Organization Vocabulary Language

Use Mechanics Nilai

1 S1 15 10 12 12 3 52

2 S2 16 17 15 16 3 67

3 S3 18 14 15 15 3 65

4 S4 15 15 16 14 3 63

5 S5 18 17 15 17 4 70

6 S6 16 16 15 17 3 67

7 S7 15 13 12 16 2 58

8 S8 14 11 10 15 3 53

9 S9 15 16 14 14 4 63

10 S10 14 10 11 12 3 50

11 S11 19 15 15 17 3 69

12 S12 18 15 14 15 4 66

13 S13 19 17 16 19 3 74

14 S14 14 10 11 14 3 52

15 S15 20 14 14 18 4 70

16 S16 15 13 12 15 2 57

17 S17 15 15 13 16 3 62

18 S18 21 16 16 17 4 74

19 S19 14 13 13 14 3 57

20 S20 14 14 12 15 3 58

21 S21 19 13 13 15 4 64

22 S22 17 14 13 15 3 62

23 S23 14 12 11 14 3 50

24 S24 20 15 14 14 3 66

25 S25 18 13 16 16 3 66

120

b. Result of Post-test

No Name Content Organization Vocabulary Language

Use Mechanics Nilai

1 S1 24 16 16 17 3 76

2 S2 19 17 15 15 3 69

3 S3 18 15 15 14 3 65

4 S4 17 14 16 14 3 64

5 S5 16 13 14 15 3 63

6 S6 20 16 16 15 3 70

7 S7 20 16 16 18 4 74

8 S8 19 17 19 18 3 73

9 S9 17 15 15 13 3 63

10 S10 16 14 13 13 3 61

11 S11 19 17 14 16 3 69

12 S12 20 16 13 14 3 66

13 S13 19 14 15 14 4 65

14 S14 18 17 16 17 4 72

15 S15 19 16 17 18 4 74

16 S16 17 16 14 15 3 65

17 S17 22 16 16 18 4 76

18 S18 21 16 13 14 3 67

19 S19 17 16 15 17 3 65

20 S20 20 14 13 14 3 64

21 S21 21 16 13 14 3 67

22 S22 21 17 17 17 4 76

23 S23 22 17 17 18 3 77

24 S24 20 18 17 19 4 78

25 S25 22 15 17 18 3 75

121

APPENDIX 8

Frequency Distribution of Pre-test Normality Testing

A. Controlled Class

No Xi F Zn Zi F(Zi) S(Zn) F(Zi)-S(Zi)

1 50 2 2 -1.705557 0.044045 0.08 0.036

2 52 2 4 -1.425958 0.07694 0.16 0.083

3 53 1 5 -1.286158 0.099194 0.2 0.101

4 54 0 5 -1.146358 0.125824 0.2 0.074

5 55 0 5 -1.006558 0.157074 0.2 0.043

6 57 2 7 -0.726959 0.233626 0.28 0.046

7 58 2 9 -0.587159 0.278548 0.36 0.081

8 62 2 11 -0.02796 0.488847 0.44 0.049

9 63 2 13 0.1118398 0.544525 0.52 0.025

10 64 1 14 0.2516396 0.59934 0.56 0.039

11 65 1 15 0.3914393 0.652264 0.6 0.052

12 66 3 18 0.5312391 0.702373 0.72 0.018

13 67 2 20 0.6710389 0.748902 0.8 0.051

14 68 0 20 0.8108386 0.791271 0.8 0.009

15 69 1 21 0.9506384 0.829106 0.84 0.011

16 70 2 23 1.0904382 0.86224 0.92 0.058

17 71 0 23 1.2302379 0.890696 0.92 0.029

18 72 0 23 1.3700377 0.914662 0.92 0.005

19 74 2 25 1.6496372 0.950491 1 0.050

Keterangan Data

NORMAL

L HITUNG < L TABLE, DATA BERDISTRIBUSI NORMAL

B. Experimental class

NORMALITAS

L hitung L tabel

0.101 0.173

122

No Xi F Zn Zi F(Zi) S(Zn) F(Zi)-S(Zi)

1 50 0 0 -1.59319 0.055559 0 0.056

2 51 3 3 -1.45145 0.073328 0.12 0.047

3 52 1 4 -1.30971 0.095148 0.16 0.065

4 53 1 5 -1.16796 0.121411 0.2 0.079

5 54 1 6 -1.02622 0.152394 0.24 0.088

6 55 1 7 -0.88448 0.18822 0.28 0.092

7 56 2 9 -0.74273 0.228822 0.36 0.131

8 57 1 10 -0.60099 0.273923 0.4 0.126

9 58 0 10 -0.45925 0.323028 0.4 0.077

10 59 0 10 -0.3175 0.37543 0.4 0.025

11 60 1 11 -0.17576 0.430241 0.44 0.010

12 61 0 11 -0.03402 0.486431 0.44 0.046

13 62 1 12 0.107725 0.542893 0.48 0.063

14 63 1 13 0.249468 0.5985 0.52 0.079

15 64 3 16 0.391211 0.652179 0.64 0.012

16 65 0 16 0.532954 0.702967 0.64 0.063

17 66 2 18 0.674697 0.750066 0.72 0.030

18 67 1 19 0.81644 0.792876 0.76 0.033

19 68 2 21 0.958183 0.831015 0.84 0.009

20 69 0 21 1.099926 0.864318 0.84 0.024

21 70 2 23 1.241669 0.892821 0.92 0.027

22 71 1 24 1.383412 0.916731 0.96 0.043

23 72 1 25 1.525155 0.93639 1 0.064

NORMALITAS

L hitung L table

0.131 0.173

keterangan Data

NORMAL

L HITUNG < L TABLE, DATA BERDISTRIBUSI NORMAL

123

APPENDIX 9

Frequency Distribution of Post-test Normality Testing

A. Controlled Class

No Xi F Zn Zi F(Zi) S(Zn) F(Zi)-S(Zi)

1 60 0 0 -1.774481 0.037992 0 0.038

2 61 1 1 -1.584899 0.056495 0.04 0.016

3 62 0 1 -1.395318 0.08146 0.04 0.041

4 63 2 3 -1.205737 0.113959 0.12 0.006

5 64 2 5 -1.016156 0.154778 0.2 0.045

6 65 4 9 -0.826574 0.204239 0.36 0.156

7 66 1 10 -0.636993 0.262065 0.4 0.138

8 67 2 12 -0.447412 0.327289 0.48 0.153

9 68 0 12 -0.257831 0.398269 0.48 0.082

10 69 2 14 -0.068249 0.472794 0.56 0.087

11 70 1 15 0.121332 0.548286 0.6 0.052

12 71 0 15 0.310913 0.622067 0.6 0.022

13 72 1 16 0.500495 0.691637 0.64 0.052

14 73 1 17 0.690076 0.754927 0.68 0.075

15 74 2 19 0.879657 0.810477 0.76 0.050

16 75 1 20 1.069238 0.857519 0.8 0.058

17 76 3 23 1.25882 0.895952 0.92 0.024

18 77 1 24 1.448401 0.926248 0.96 0.034

19 78 1 25 1.637982 0.949287 1 0.051

NORMALITAS

L hitung L tabel

0.098 0.156648

L HITUNG < L TABLE, DATA BERDISTRIBUSI NORMAL

Keterangan Data

NORMAL

124

B. Experimental Class

No Xi F Zn Zi F(Zi) S(Zn) F(Zi)-S(Zi)

1 61 0 0 -2.15722 0.015494 0 0.015

2 63 1 1 -1.87923 0.030107 0.04 0.010

3 65 1 2 -1.60124 0.054662 0.08 0.025

4 66 1 3 -1.46224 0.071838 0.12 0.048

5 67 2 5 -1.32324 0.092877 0.2 0.107

6 69 1 6 -1.04525 0.147953 0.24 0.092

7 73 1 7 -0.48927 0.312326 0.28 0.032

8 74 2 9 -0.35027 0.363068 0.36 0.003

9 75 1 10 -0.21127 0.416337 0.4 0.016

10 76 2 12 -0.07228 0.47119 0.48 0.009

11 77 2 14 0.066718 0.526597 0.56 0.033

12 79 1 15 0.344711 0.634844 0.6 0.035

13 80 2 17 0.483707 0.685703 0.68 0.006

14 81 1 18 0.622703 0.73326 0.72 0.013

15 83 2 20 0.900695 0.816125 0.8 0.016

16 84 0 20 1.039691 0.850758 0.8 0.051

17 85 3 23 1.178688 0.880739 0.92 0.039

18 86 1 24 1.317684 0.906195 0.96 0.054

19 87 1 25 1.45668 0.927398 1 0.073

NORMALITAS

L hitung L Tabel

0.107 0.173

Keterangan Data

NORMAL

L HITUNG < L TABLE, DATA BERDISTRIBUSI NORMAL

125

APPENDIX 10

Homogeneity Testing Pre-test

a. Pre-test

No Experimental Class Controlled Class

1 68 52

2 67 67

3 63 65

4 60 63

5 55 70

6 66 67

7 66 58

8 54 53

9 72 63

10 64 50

11 71 69

12 70 66

13 62 74

14 56 52

15 57 70

16 52 57

17 64 62

18 51 74

19 53 57

20 56 58

21 64 64

22 51 62

23 51 50

24 68 66

25 70 66

Varian 49.77333333 51.16666667

F tabel 1.955447207

F hitung 0.97276873

Keterangan Data = HOMOGEN, karena F hitung < F table

126

b. Post-test

No Experimental Class Controlled Class

1 85 76

2 67 69

3 83 65

4 65 64

5 66 63

6 77 70

7 67 74

8 73 73

9 76 63

10 79 61

11 74 69

12 86 66

13 81 65

14 76 72

15 77 74

16 74 65

17 63 76

18 69 67

19 75 65

20 80 64

21 85 67

22 83 76

23 85 77

24 87 78

25 80 75

Varian 51.76 27.82333333

F tabel 1.955447207

F hitung 1.860309093

127

APPENDIX 11

Surat Bimbingan Skripsi

128

129

APPENDIX 12

Surat Keterangan Penelitian dari Sekolah

130

APPENDIX 13

References Examination Paper

131

132

133

134

APPENDIX 14

Picture

135

136

APPENDIX 15

Student’s Work

Pre-test

137

Post-test

138

139

Pre-test

140

Post-test

141