THE EFFECTIVENESS OF USING RECIPROCAL TECHNIQUE …repository.uinjkt.ac.id/dspace/bitstream/123456789/27117/1/IKA... · THE EFFECTIVENESS OF USING RECIPROCAL TECHNIQUE . ON. STUDENTS’

THE EFFECTIVENESS OF USING RECIPROCAL

TECHNIQUE ON STUDENTS’ READING ABILITY OF

NARRATIVE TEXT

(A Quasi Experimental Study of Eleventh Grade Students of SMAN 90 Jakarta

in the Academic Year 2013/2014)

By

Ika Fhatma Sari

NIM. 109014000168

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

iii

ABSTRACT

Ika Fhatma Sari. 109014000168. “The Effectiveness of Using Reciprocal

Technique on Students’ Reading Ability of Narrative Text (A Quasi Experimental

Study of Eleventh Grade Students of SMAN 90 Jakarta in the Academic Year

2013/2014). Skripsi, Education Department, Faculty of Tarbiya and teachers’

training, Syarif Hidayatullah State Islamic University Jakarta, 2014.

Advisor I : Dr. Alek, M.Pd.

Advisor II : Devi Yusnita, M.Pd.

Key Word : Reciprocal Technique, Reading Ability, Narrative Text.

The objective of the research was found out the effectiveness of reciprocal

technique on students’ reading ability of narrative text at the eleventh grade

students’ of SMAN 90 Jakarta academic year 2013/2014. Reciprocal technique

covers four strategies, they are generating question, clarifying, summarizing, and

predicting. The method in this research was quasi-experimental research. The

quasi-experimental research designed were used two classes which were taught

two different techniques. The experiment class was taught with reciprocal

technique, and the controlled class was taught without reciprocal technique. The

populations in eleventh grade students of SMAN 90 consist of 360 students; the

sample was 80 students (40 students’ experimental class and 40 students

controlled class). The research was taken by using simple random sampling.

Moreover, this research was conducted through the following procedures: giving

pretest, applying treatments, and giving posttest. The data analyzed in this

research was gathered through test, after getting the score from the test, it was

analyzed and processed by using statistic data calculation of T-test formula by

using SPSS. The result of the research proved that there was a difference score

between students’ score in learning reading ability of narrative text by using

reciprocal technique and without using reciprocal technique according to the

result of statistical calculation it can be seen that mean of gained score of the

experiment class is 82, 77 and the mean of gained score of controlled score of

controlled class is 79, 25. In conclusion, reciprocal technique can effectively be

used to teach reading ability of narrative text of eleventh grade students of SMAN

90 Jakarta.

iv

ABSTRAK

Ika Fhatma Sari. 109014000168. “The Effectiveness of Using Reciprocal

Technique on Students’ Reading Ability of Narrative Text (A Quasi Experimental

Study of Eleventh Grade Students of SMAN 90 Jakarta in the Academic Year

2013/2014). Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah

dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta.

Pembimbing I : Dr. Alek, M.Pd.

Pembimbing II : Devi Yusnita, M.Pd.

Kata Kunci : Teknik Reciprocal, Kemampuan Membaca, Teks Naratif

Tujuan dari penelitian ini adalah untuk mengetahui keefektifan

penggunaan teknik reciprocal pada kemampuan membaca siswa terhadap teks

naratif pada siswa kelas XI SMAN 90 Jakarta tahun akademik 2013-2014. Teknik

reciprocal mencakup empat strategi yaitu, membuat pertanyaan, mengklarifikasi,

menyimpulkan, dan memprediksi. Metode dalam penelitian ini menggunakan

penelitian eksperimen semu. Penelitian eksperimen semu menggunakan desain

dua kelas diajarkan dengan dua teknik yang berbeda. Kelas eksperimen

menggunakan teknik reciprocal sedangkan kelas kontrol diajarkan tanpa

menggunakan teknik reciprocal. Populasi siswa kelas XI SMAN 90 Jakarta terdiri

dari 360 siswa, dan sampel yang digunakan pada penelitian ini berjumlah 80

siswa (40 siswa kelas eksperimen dan 40 siswa kelas kontrol). Teknik

pengambilan sample pada penelitian ini yaitu dengan menggunakan simple

random sampling. Pada teknik pengumpulan data penelitian ini dilaksanakan

melalui langkah- langkah berikut: pemberian pre-test, pelaksaan tindakan

penelitian dan pemberian post-test. Instrumen yang digunakan dalam penelitian

ini adalah tes, tes yang terdiri dari pre- tes dan post- tes. Bentuk tes berupa pilihan

ganda yang terdiri dari 30 soal. Kemudian teknik analisis data menggunakan

statistik data perhitungan rumus T-test dengan menggunakan SPSS. Hasil yang

didapat dalam penelitian ini membuktikan bahwa ada perbedaan nilai antara hasil

belajar siswa dalam mempelajari kemampuan membaca teks naratif dengan

menggunakan teknik reciprocal dan dengan yang tanpa menggunakan teknik

reciprocal. Berdasarkan hasil perhitungan statistik, dapat diketahui bahwa nilai

rata-rata dari nilai perolehan pada kelas eksperimen adalah 82, 77 dan nilai rata-

rata dari nilai perolehan pada kelas kontrol adalah 79, 25. Dapat disimpulkan

bahwa teknik reciprocal dapat dengan efektif digunakan untuk mengajar

kemampuan membaca teks naratif pada siswa kelas XI SMAN 90 Jakarta.

v

ACKNOWLEDGMENT

In the name of Allah, the Beneficent, the Merciful. All praises to be Allah.

Lord of the world who has given the Mercy and Blessing upon the writer in

completing this “Skripsi.” Peace and salutation be upon the prophet Muhammad, his

family and his followers

In this occasion, the writer would like to express her greatest appreciation,

honor and gratitude to her beloved parents Laila Utama and Arif Rahman S.Kom, for

their financially supports, all their prayers and moral encouragements in motivating

the writer to finish her study. And also her beloved sisters Dwi Athma, Annisa, and

Jasmine for their supports to the writer in writing this “Skripsi”

The writer also would like to express her deepest gratitude to Dr. Alek, M.Pd.

and Devi Yusnita, M.Pd. For their, advices, guidance, corrections, and suggestions

for this “Skripsi”

Her gratitude also goes to:

1. Drs. Syauki, M.Pd. The Head of Department of English Education

2. Zaharil Anasy, S.Pd., M.Hum. the secretary of Department of English

Education

3. Dra. H. Nurlena, M.A., Ph. D. the Dean of Faculty of Tarbiyah and Teachers’

Training.

4. All lecturers of Department of English Education who have taught and

educated the writer during her study at UIN Syarif Hidayatullah Jakarta

5. H. Ahmad Safari, S.Pd, M.Si., the headmaster of SMA Negeri 90 Jakarta, who

has perimitted to the writer to carry out the research at the school he leads.

6. Ilham Syarif, S.Pd., the English Teacher of SMA Negeri 90 Jakarta, who has

helped the writer in applying the treatments

7. All the teachers of SMA Negeri 90 Jakarta

8. All of the eleventh grade students of SMA Negeri 90 Jakarta academic year

2013/2014

vi

9. All of her friends in English Education Department academic year 2009/2010,

especially for D class for sharing the knowledge, care and supports.

10. To any other person who cannot be mentioned one by one for their

contribution to the writer during finishing her “Skripsi” The words are not

enough to say any appreciations for their help.

May Allah bless them for all of what they have done.

Finally, may this “Skripsi” can be useful for the writer in particular and for reader in

general. The writer realizes that this “Skripsi” is still far from being perfect.

Therefore, the writer would like to accept critics and suggestions to make it better.

Jakarta, August 25th

2014

The Writer

vii

TABLE OF CONTENT

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

ENDORSEMENT SHEET ......................................................................... ii

ABSTRACT ............................................................................................... iii

ABSTRAK ................................................................................................... iv

ACKNOWLEDGEMENT ......................................................................... v

TABLE OF CONTENT ............................................................................. vii

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

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

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

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

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

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

C. Limitation of the Problem ................................................ 4

D. Formulation of the Problem ............................................. 4

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

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

CHAPTER II : THEORETICAL FRAMEWORK ................................. 6

A. The Concept of Reading Ability ...................................... 6

1. The Definition of Reading ......................................... 6

2. The Definition of Ability ........................................... 7

3. The Definition of Reading Ability ............................. 8

4. The Purpose of Reading ............................................. 9

B. The Concept of Narrative Text ........................................ 10

1. The Definition of Narrative........................................ 10

2. The Definition of Text ............................................... 11

3. The Definition of Narrative Text ............................... 11

viii

4. The Characteristic of Narrative Text ......................... 12

5. The Purpose of Narrative Text ................................... 13

C. The Concept of Reciprocal Technique ............................. 14

1. The Definition of Technique ...................................... 14

2. The Definition of Reciprocal Technique ................... 15

3. The Characteristic of Reciprocal Technique .............. 16

4. The Purpose of Reciprocal Technique ....................... 18

5. The Advantages of Reciprocal Technique ................. 18

6. The Disadvantage of Reciprocal Technique .............. 19

7. The Implementation of Reciprocal Technique........... 19

D. The Relevant Study .......................................................... 22

E. Conceptual Framework ................................................... 23

F. Theoretical Hypothesis .................................................... 24

CHAPTER III : RESEARCH METHODOLOGY ................................. 25

A. Place and Time of the Study ............................................ 25

B. The Research Design ....................................................... 26

C. The Population and Sample ............................................. 26

D. The Research Instrument ................................................. 26

1. Instrument Validity .................................................... 26

2. Item Discriminating Power ........................................ 27

3. The difficulty Level ................................................... 27

E. The Technique of Collecting Data ................................... 28

F. The Technique of Data Analysis ...................................... 29

G. Statistical Hyphothesis ..................................................... 29

CHAPTER IV : RESEARCH FINDINGS AND

INTEPRETATION.......................................................... 30

A. Research Findings

1. The Description of the Data ...................................... 30

ix

2. The Pre-test Score ...................................................... 30

3. The Post-test Score .................................................... 32

4. The Gain Score .......................................................... 33

5. Data Testing ............................................................... 35

a. Normality of the Pre-test ................................... 35

b. Normality of the Post-test ................................. 37

c. Homogeneity of the Pre-test ............................. 38

d. Homogeneity of the Post-test ............................ 38

6. The Analysis of the Data ............................................ 39

7. The Testing Hypothesis ............................................. 40

B. Interpretation .................................................................... 41

CHAPTER V : CONCLUSION AND SUGGESSTION ......................... 44

A. Conclusion ...................................................................... 44

B. Suggesstion ..................................................................... 45

BIBLIOGRAPHY ....................................................................................... 46

APPENDICES ............................................................................................. 49

x

LIST OF TABLES

Table 3.1 The Time Allocation for the Research........................................... 26

Table 3.2 The Scale of the Difficulty Level and the Discriminating Power.. 29

Table 4.1 The Pre-test score of Experiment Class and Control Class............ 31

Table 4.2 The Post-test score of Experiment Class and Control Class ......... 33

Table 4.3 The Gain Score of Experiment Class and Control Class…….…... 34

Table 4.4 The Normality of the Pre-test ........................................................ . 36

Table 4.5 The Normality of the Post-test ................... ……………………… 37

Table 4.6 The Homogeneity of the Pre-test ................................................... 38

Table 4.7 The Homogeneity of the Post-test ……………………………….. 38

Table 4.8 The Calculation of Group Statistics ................................................ 39

Table 4.9 The Independent Sample Test ........................................................ 40

xi

LIST OF FIGURES

Figure 2.1 The Steps of Implement Reciprocal Technique ........................... 21

xii

LIST OF APPENDICES

Appendix 1 Kisi-kisi Soal

Appendix 2 Test Instrument

Appendix 3 Answer Key

Appendix 4 Test Item Analysis

Appendix 5 The Lesson Plan (RPP)

Appendix 6 t-table

Appendix 7 Surat Pengesahan Proposal Skripsi

Appendix 8 Surat Bimbingan Skripsi

Appendix 9 Surat Permohonan Izin penelitian

Appendix 10 Surat Keterangan Penelitian dari Sekolah

1

CHAPTER I

INTRODUCTION

A. Background of the Study

As one of the prominent aspect of communication, reading is essential to

the existence of the social arrangements. Reading provides some activities to help

comprehend the written expression. Today, the public concern with reading ability

is reflected in many popular books, megazines, articles, pamphletes, newspaper,

etc. It will give many benefits when students able to read English text. Through

reading students can get a lot of information, enjoyment, and increase the

knowledge. So it is true that reading skill becomes important skill have to master

by the students.

Even though students have learned reading since early age, most of them

still find obstacle in the reading process. Reading skill is essential both in first and

foreign language. Students may not find any difficulties when reading a text in the

first languages, but not to the students which is read the text in the foreign

language.

Foreign language reading teachers’ face many challenges in the classroom

to teach students how to utilize the skill and knowledge that they bring from their

first language, developing vocabulary skill, improving reading comprehension,

improving reading rate, teaching reading how to successfully orchestrate the use

of strategies and how to monitor their own improvement are some of the elements

that teacher must consider in preparing for an ESL/EFL reading class.1

Moreover, teachers should have various kinds of teaching technique in

order to make the reading class more interesting and make the students enjoyable

more to read. As Christine Nuttal said that, “the aim of reading program is to

enable students to enjoy (or at least feel comfortable with) reading in the foreign

language, and to read without help unfamiliar authentic text, at appropriate speed,

1Anderson, Exploring Second Language Reading: Issues and Strategies, (Boston (MA)

Heinle & Heinle, 1999), p. 1.

2

silently with adequate understanding.”2 So if the students’ reading ability is well

that could make the students become good reader so the students are easy to

understand the text. Therefore, the ability to read the kind of texts in gives great

advantages to the reader.

There are kinds of reading text such as narrative, expository, procedure,

recount, and descriptive text that should learn by High School Students in

Indonesia. In the standard of competency and basic competence toward the

current curriculum KTSP 2006, some texts are included descriptive, recount,

procedure, and narrative. Among texts which have been mention above, moreover

narrative text must be mastered by students in the eleventh grade students of

Senior High School.

In this study, it is foccus on narrative text, narrative text deals with

problematic events which leads to a crisis or turning point some kind which in

turn finds a resolution.3 Another opinion said that a narrative is a text that tells a

story and, in doing so, entertains the audience. It is consist of orientation,

complication or problems, a sequence of events and resolution.4 Learners are

expected to understand well when reading narrative, but based on the writer

observation when practice teaching in SMAN 90 Jakarta, the writer found that

there are many students got the score below passing grade KKM (Kriteria

Ketuntasan Minimal), the KKM for English lesson in SMAN 90 Jakarta is 76.

Teaching reading skills to non native speakers of English involves some

problems and challenges. Based on the writer observation when she was following

the practical teaching (PPKT) she observed that every student have a different

problem when they are reading the passage, some of them are able to gain the

meaning from the passage, but the other was slowing down their reading pace and

rereading the passages, sometimes when the students found the difficult

vocabulary they just skipped over the part of the stories, whereas the teacher

2Christine Nuttal, Teaching Reading Skills in a Foreign Language, (Great Britain: Bath

Press, 1989), p. 31.

3Pratiningsih, Bahasa Inggris, English for Eleventh Grade Senior High School Students,

(Ketandan: Grafika Dua Tujuh, 2009), p. 29.

4Mark and Kathy Anderson, Text Types in English 3, (South Yara: Macmillan, 2003), p.

3.

3

usually asked the question or give tasks to the students to summarize the passage

or predict what would happen next but the students who did not have rich

vocabulary was doubt to understand and to comprehend of the passage.

For most teachers, to help students increase comprehension is primary

task, teacher need the variation the in teaching to make the students interesting to

learn. Sometimes reading material is difficult to understand by the students and

then many students think that reading is a boring lesson and it is just make the

students have no struggle to learn.

The teacher should have the technique to make reading activities become

interesting and enjoyable to learn. In reading ability there are some techniques that

focus on teaching of reading. The techniques are used by the teacher are

influenced the students reading ability, many teacher only ask the students to read

the text then answer the question that provide in the book, but that is a technique

which is less of effective for the students to comprehend the text.

In order to improve the students’ reading ability, the technique purposed

namely reciprocal technique. Reciprocal technique is developed by Pallinscar and

Brown; it is an instructional procedure to enhance students’ reading

comprehension of a text.5 Reciprocal teaching uses the four strategies of

predicting, clarifying, questioning, and summarizing to increase comprehension.6

The purpose of this technique is to provide opportunities for students to

practice all the English skills, mainly reading, with or without the teacher. This

technique also gives a chance to the students to monitor their own reading as well

as their comprehension. This technique has several benefits, i.e., it can help

improve students’ reading ability and increase their cooperation. Give them bigger

opportunity to practice the four language skills, and give them more self

confidence and motivation.7

5 Jane M. Hashey and Diane J. connoras, “Learn from Our Journey Reciprocal Teaching

action Research, (International Reading Association, 2003), p. 224.

6 Kelley Stricklin, “Hands-on reciprocal teaching: a comprehension method,” 2011, Vol.

64, No. 8.

7Janette Kettmann Klinger, Sharon Vaughn, Reciprocal Teaching of Reading

Comprehension Strategies for Students with Learning Disabilities Who use English as a Second

Language, (The Elementary School Journal Vol 96), No. 3.

4

Based on the background above, it was took quasi-experimental study

under the title: “The Effectiveness of Reciprocal Technique On Students’ Reading

Ability of Narrative Text” (A Quasi Experimental Study of Eleventh Grade of

SMAN 90 Jakarta in the Academic Year 2013/2014).

A. Identification of the Problem

Based on the background of the study explained, the problem was

identified as follow:

1. Many students in SMAN 90 claim reading English language text is a

boring activity.

2. Students do not have rich vocabulary when reading English text.

3. Some students are doubt when the teacher asked them to summarize the

passage or predict what would happen next in the paragraph.

4. The teaching learning process is tend to be monotonous and conventional

5. Learning based on conventional teaching technique makes the students

less active and teacher-centered learning.

B. Limitation of the Problem

The problem of this research limited on discussing the effectiveness of

reciprocal technique on students reading ability of narrative text at the eleventh

grade students at SMAN 90 Jakarta.

C. Problem Formulation

The problem formulation discussed in this paper formulated as follows:

“Is there any effectiveness of using reciprocal technique on students’ reading

ability of narrative text?”

D. The Objective of the Study

The objective of the study is to get empirical evidence about the

effectiveness of reciprocal technique on students’ reading ability of narrative text

for the eleventh grade students of SMAN 90 Jakarta.

5

E. Significance of the Study

The result of this study is expected to be useful not only theoretical

significance but also practical significance:

- Theoretical Significance

Teacher

The result of this study for the teachers it can include the information about

technique in teaching reading skill

- Practical Significance

Students

The result of this study for students is to improve students’ reading ability.

The findings of this study are expected to be useful for the teaching of English

as a foreign language especially in teaching reading and giving useful information

to the teacher so that he/she will be more creative in implementing the reading

comprehension learning.

6

CHAPTER II

THEORETICAL FRAMEWORK

A. The Concept of Reading Ability

1. The Definition of Reading

Reading is one of the fundamental language skills in learning a language.

In most general term, Aebersold and Marry viewed that reading involves the

reader, the text, and the interaction between reader and text.1 By readings learners

could take the ideas, and also get the information from the text. There are some

additions of the definition concerning about reading according to some language

expert.

According to Christine Nuttal, in her book Teaching Reading Skill A

Foreign Language, reading essentially focused on meaning, especially connecting

the writer intention to the reader.2 The assumption is in line with Harmer, who

defines that, reading is working of eyes and brain, the eyes look the reading and

receive the message and then the message is transferred to the brain to work out

the message. An exercise dominated by eyes and the brain. The eyes receive

messages and the brain then has to work out the significance of these messages.3 It

means when reading, the reader have to focus their eyes and brain to get the

information from the printed words as they are reading. Meanwhile Gray added

the four different steps in the total reading process: word perception,

comprehension, reaction, and integration, all of which reach back into the

meaning background of individual.4 In this sense what the reader get from the text

related to the background knowledge of the reader.

1 Jo Ann Aebersold, and Mary Lee Field, From Reader to Reading Teacher, Issues and

Strategies for Second Language Classroom, ( New York: Cambridge University Press, 1997), p. 5.

2 Christine Nuttal, Teaching Reading Skill in a Foreign Language, (London: Macmillan,

1996), p. 3.

3 Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman

Publishing, 1991), p. 153.

4 Miles V. Zintz, Corrective Reading, (Lowa: W.C. Brown Publishers, 1966), p. 353.

7

Moreover, concerning about understanding in reading, Deborah and Nancy

said that, “reading is an active process that depends on both author’s ability to

convey meaning using words and your ability to create meaning from them”.5

Similarly, Richard and William have defined reading as the construction of

meaning from a printed or written message.6 It means that there is a process

communication between the reader and the author in the form of written language

to get the interpretation and understanding of the text. Based on those

explanations given by the experts, the writer can concluded that reading is an

active activity of eyes and brain which convey the meaning of message or the

information in the written form, where people can take the conclusion from the

text.

2. The Definition of Ability

Ability refers to an individual’s capacity to perform the various tasks in a

job. Ability is a noun which has some synonyms; they are power, skill,

competency, capacity, efficiency, capability, aptitude, faculty, talent.7 Based on

Macmillan dictionary, it is define as the fact of being able to do something, the

level of skill that someone has in particular job or activity.8

According to David F. Lohman in his paper defined ability as level of

performance on a particular task or class of tasks.9 The etymological definition of

ability is the physical, mental, or legal power to perform something.

Williams and Morran cited in the research by the College English

Teaching and Research Project of Shanghai Foreign Language Education Press,

“skill is an ability which has been automatized and operates largely

subconsciously, whereas a strategy is a conscious procedure carried out in order to

5 Deborah Daiek and Nancy Anter, Critical Reading for College and Beyond, (New York:

McGraw-Hill, 2004), p. 5.

6 Richard R. Day, and Julian Bamford, Extensive Reading in the Second Language

Classroom, New York: Cambridge University Press, 1998), p. 13.

7 www.english-for-students.com/Ability.htm

8 www.macmillandictionary.com/thesaurus/british/ability

9 David F. Lohman, Issues in the Definition and Measurement of Abilities, (Iowa: The

University of Iowa, 1997), p. 2.

8

solve a problem.”10

It is mean that ability same as skill which the purpose is to

solve the problem.

Widgor and Garner define ability as "systematic observation of

performance on a task."11

There are thus as many different abilities as there are

tasks that can be administered and on which performance can somehow be

observed and scored. Since everyone could fail to accomplish a task, or could

succeed at it, individual differences are not a necessary component of this

definition of ability

It can be synthesized that ability basically mean potential of someone to do

something or to perform a power or to do various tasks in a specific job or

activity, which can be enhance by learning.

3. The Definition of Reading Ability

Getting closer to the definition of reading ability, it can be sum up from

the definition above that reading ability is the potential or the capacity of students

to get the idea and the information of the text. Reading ability is important for the

students. About the importance of reading ability, Karlin stated as follow:

Reading ability is important. While it does not guarantee success in and out

of school, it certainly contributes it. Daily living, jobs, and a place in

society depend in part on the ability to read. The demands of citizenship in

this modern world require that we read and think critically. And although

other activities often crown aside, reading for relaxation and enjoyment

can add to one’s quality of life.12

In addition, it can be described that reading ability is a cognitive ability

which a person is able to use when interacting with text, thus it is unlike

comprehension, which can be viewed as the product of reading a particular text,

ability are seen as part of the generalized reading process.

10 International Education Studies, Reading Abilities and Strategies: A Short Introduction

Vol. 3, No. 3; August 2010, p. 154. 11

A. K. Widgor & W. R. Garner (Eds.), Ability Testing: Uses, Consequences, and

Controversies. Part 1. Report of the Committee, (Washington D.C.: National Academy Press,

1982), p. 9.

12

Robert Kalin, Teading Reading in High School, (New York: Harper & Row, Publisher,

Inc., 1984), p. 5.

9

4. The Purpose of Reading

Every person has their own purpose in reading a text. People read comics,

novels, or magazine it is likely because they think that they can get pleasure from

reading these kinds of reading text. Then, other people may read textbook,

newspaper, journals, or scientific articles because they want to get factual

information about things that they want to know.

Reading is influenced by the purposes of reading. Basically two basic

purposes for reading are: reading for pleasure and for information.13

In addition

Harmer stated that, many students want to be able to read text in English either for

their careers, for study purposes or simply for pleasure.14

There are some purposes

of reading which is defined by some experts such as, according to Christine

Nuttal, she stated that:

Whatever your reasons for reading (excluding any reading for language

learning), it is not very likely that you were interested in the pronunciation

of what you read, and even less likely that you more interested in the

grammatical structure used. You read because you wanted to get

something from the writing.15

The statement indicates that the reason person reading is actually to get

information and message that the writer intended.

The other purposes of reading based on William Grabe and Fredricka L. Stoller,

there are some purposes for reading:

1. Reading to search for simple information

2. Reading to skim quickly

3. Reading to learn from text

4. Reading to integrate information

5. Reading to write (or search for information needed for writing)

13 Francoise Grellet, Developing Reading Skills A Practical Guide to Reading

Comprehension Exercise, (New York: Cambridge University Press, 2010), p. 4.

14

Jeremy Harmer, How to Teach English, (Harlow: Pearson Education Limited, 2007), p.

99.

15

Christine Nuttal, Teaching Reading Skils in a Foreign Language, (London: Mcmillan,

2005), p. 3.

10

6. Reading to critique texts

7. Reading for general comprehension16

Based on the statement above, it can be concluded that there are some

purposes why people read. People read a newspaper, textbook, encyclopedia, and

the like to enhance knowledge or to get information. And another people read to

get pleasure by reading magazines, comics, novel, and so forth. In brief, it can be

believed that people commonly read to get pleasure or enjoyment and to get

information and understanding.

B. The Concept of Narrative Text

1. The Definition of Narrative

Oxford dictionary online define; a narrative (or story) is any account of

connected events, presented to a reader or listener in a sequence of (moving)

pictures. According to Pharr, “the narrative is the oldest structured form of human

communication. The ability to process the standard elements of narrative seems to

be genetically hardwired into the human system”.17

He added, in some sense

every life is a narrative, a chronology of events both small and large.18

Moreover, according to Barbara another name for a story is a narration.19

She added that stories can entertain, instruct, clarify, and persuade. They can show

us how the world works, how people behave, and how people unfold.20

In this

sense narrative is a stories which is contain of morals, value life, and give a better

understand about present life .

Based on those statements above, it can be sum up, narrative is one of the

story style that consist of chronology events, time sequences, and it is usually tells

about living thing, people habit, how something works. It can be fiction or true

and there are of morals values and experience.

16 William Grabe and Fredricka L. Stoller, Teaching and Researching Reading, (Harlow:

Pearson Education, 2002), p. 13.

17

Donald Pharr, Writing Today: Context and Options for the real world, Brief Edition,

(New York: The McGraw-Hill Companies, Inc, 2005), p. 174.

18

Ibid., p. 174.

19

Barbara Fine Close, The Student Writer, (New York: McGraw-Hill Companies, Inc

2008), p. 185.

20

Ibid., p.186.

11

2. The Definition of Text

Text is defined by Peter Knapp and Megan Watkins as language as a

system of communication which is organized as cohesive units.21

According to

Yuri Lotman, in Wikipedia stated, a text is any object that can be “read” whether

this object is a work of literature, a street sign, an arrangement of buildings on a

city block, or styles of clothing. It is coherent set of signs that transmits some kind

of informative message.22

It means that text is a content of information which is

composed in a particular of written form. In addition, according to Mark and

Kathy, when words are put together to communicate a meaning, a piece of text is

created. Texts consist of spoken or written words that have the purpose of

conveying a message.23

Those explanations above showed that text is the description of sentences

which provide information to the reader and has elements of logical relationship

between parts of sentence into paragraph and it is composed in written form.

3. The Definition of Narrative Text

Narrative text is one of the texts that should be learnt by High School

students. According to Anderson, “narrative is a piece text which tells story and in

doing so, entertains the audience”.24

It is in line with another opinion which

explain that a narrative text is design to amuse entertain and to deal with actual or

vicarious experience in different ways.25

It means that narrative text is a kind of

story which gives information to the reader whether to get information or to get

enjoyment from the story.

21

Peter Knapp, and Megan Watkins, Genre, Text, Grammar: Technologies for Teaching

and Assessing Writing, (Kensington: UNSW Press, 2005), p. 29.

22

En.m.wikipedia.org/wiki/text_(literary_theory)

23

Mark, Anderson and Kathy Anderson, Text Types in English. 3, (Macmillan Educated

Australia PTY Ltd, 1998), p. 2.

24

Ibid., p. 3.

25

Pratistiningsih, Celcius Bahasa Inggris, XI Semester Ganjil, Klaten: CV, Grafika 27,

2009), p. 29.

12

Students reading narrative text need to become familiar with the

previously reviewed literary elements of character, setting, problem and solution,

theme, and writing style.26

It means that background knowledge of the reader is

important to make a connection when reading narrative text. In addition, narrative

text allows readers to visualize the story as the characters, action, and setting

come into life in the mind’s eye.27

In sum up, people read narrative basically to get for pleasure and

enjoyment. Narrative text is a type of text which is tells a story in the past, and has

the elements that contain of title, orientation, complication, and resolution.

4. The Characteristic of Narrative Text

Narrative text has it is own characteristic, Barbara mention, narrative

details arranged in chronological (time) order. Usually, you start with what

happened first, move to what happened next, and so forth.28

Another expert stated

that, there are four elements that go into a narrative: point of view, characters,

action (or conflict), and dialogue. 29

According to Mark Anderson, the structure of the Narrative text consists

of four elements:

a. Orientation

In this paragraph the narrator tells the audience who is the story, when it is

happening, where it is happening and what is going on

b. Complication

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

will begin a chain of events. These events will affect one or more of the

characters.

26 Pamela J. Farris, et al. Teaching Reading a Balance Approach for Today’s Classrooms,

(New York: The McGraw-Hill Company, 2004), p. 494.

27

Ibid., p. 512.

28

Barbara Fine Close, The Student Writer, (New York: McGraw-Hill Companies, Inc

2008), p. 191.

29

Katherine M. Ploeger, Simplified Paragraph Skills, (New York :NTC Contemporary

Publishing Company, 1999) , p. 261.

13

c. Sequence of Events

This is where the narrator tells how the characters react to the

complication. It includes their feelings and what they do. The events can be told in

chronological order (the order in which they happen) or with flashback. The

audience is given the narrator’s point of view

d. Resolution

In this part of the narrative where the complication is sorted out or the

problem is solved. It means that the problems have been solved.

e. Coda

A coda that provides a comment or moral based on what has been learned

from the story.30

Moreover, Jannette and Sharon said that, “the structure of narratives is

often called a “story grammar.” This term refers to the different elements the

reader can expect to find in a story, such as the characters, setting, plot (including

a problem that needs to be solved), and a resolution to the problem”.31

In addition the grammatical feature of narrative text including:

Nouns, that identify the specific characters and places in the story.

Adjectives, that provide accurate descriptions of the characters and settings.

Verbs, that show the actions that occur in the story.

Time words that connect events, telling they occurred.32

5. The Purpose of Narrative Text

The purpose of narrative text is to providing entertainment and

information, can be to make the audience think about an issue, teach them, a

lesson, or excite their emotion.33

It means that the purpose of narrative text is a

story which can amuse the reader contain of the life story, and give the knowledge

about life inside the story.

30 Mark Anderson, Text Types in English 3, (South Yarra: Macmillan, 2003), p. 4.

31

Janette K. Klinger, Sharon Vaughn, and Alison Broadman, Teaching Reading

Comprehension to Students with Learning Difficulties, (New York: The Guilford Press, 2007), p.

77.

32

Mark Anderson, Text Types in English 3, (South Yarra: Macmillan, 2003), p. 3.

33

Ibid., p. 3.

14

To strengthen the statement above based on Barbara statement, the

purpose of narrative are to entertain, to express feeling, to relate experience, to

inform (to explain what happens when a person is arrested), to teach (to teach a

lesson), to persuade (to convince the reader that community service should be

required in high school).34

In sum up, the purpose of narrative text is to amuse the reader or listener

about the events or past story it can be true story or fictitious which is direct to the

crisis and get the resolution at the end of the story.

f. The Concept of Reciprocal Technique

1. The Definition of Technique

To explain more about the definition of technique, there are three terms in

teaching learning activity that must be differentiated which some people are

confuse with these terms, they are approach, method, and technique. According to

Hornby, in the oxford Advance Learners’ Dictionary of current English, technique

is method of doing something expertly.

To explain more about the definition of technique, there are three terms in

teaching learning activity that must be differentiated which some people are

confuse with these terms, they are approach, method, and technique.

According to Hornby, in the oxford Advance Learners’ Dictionary of current

English, technique is method of doing something expertly.

From the statement above, Edward Anthony, identified three levels of

conceptualization and organization, he termed approach, method, and technique.

The arrangement is hierarchical. The organizational key is that techniques carry

out a method which is consistent with an approach.

An approach is set of a correlative assumptions dealing with the

nature of language teaching and learning. An approach is axiomatic. It

describes the nature of the subject matter to be taught. While method is an

overall plan for the orderly presentation of language material, no part of

which contradicts, and all of which is based upon, the selected approach.

So it can be conclude that an approach is axiomatic, a method is

34 Barbara Fine Close, “The Student Writer,” (New York: McGraw-Hill Companies, Inc.,

2008), p. 185.

15

procedural. Within an approach, there can be many methods and a

technique is implementation- that which actually takes place in a

classroom. It is a particular trick, stratagem, or contrivance used to

accomplish an immediate objective.35

Technique must be consistent with a method, and therefore in harmony with

an approach as well36

From the idea previously, it can be concluded that a technique is

implementation that which actually takes place in a classroom, strategy that

planned by the teacher to deliver the learning materials to the students to achieve

the learning objective. It can be said that technique is a way of doing classroom

activities and procedures which derived from an application of the principles. The

technique itself should be based on the teacher’s assumption about language

teaching and learning.

2. The Definition of Reciprocal Technique

There are some understandings related to reciprocal technique, Based on

Farris’s description, she stated that:

Developed by Annemarie Palinscar and Ann Brown, reciprocal teaching is

one of the most carefully researched, prominent formats for teaching

comprehension strategies. In this cooperative-learning procedure, the

teacher and the students work together to develop an understanding of the

text. There are four thoughtfully integrated comprehension strategies at the

core of this approach, prediction, questioning, seeking clarification,

summarization.37

Another expert stated that reciprocal teaching is a model for improving

reading comprehension and helping learners develop comprehension- monitoring

skills. In reciprocal teaching, students and teachers ultimately exchange roles as

they work with the text to generate questions, clarify information, make

35 Jack C. Richards and Theodore S. Rodgers, Approach and Methods in Language

Teaching, (New York: Cambridge University Press, 2002), p. 19. 36

Edward M. Anthony, Approach, Method and Technique, 3 April 2014,

www.sala.org(http://www.sala.org.br/index.php/artigos/615-approach-method-and technique)

37

Pamela J. Farris, et al., Teaching Reading a Balance Approach for Today’s Classrooms,

(New York: The Mc Graw-Hill Company,2004), p. 340.

http://www.sala.org(http/www.sala.org.br/index.php/artigos/615-approach-method-and

16

predictions, and summarize.38

It means that, reciprocal technique is the way to

comprehend a text that use four strategies and it can be done with teacher or a

learning group to get the understanding a text.

Reciprocal teaching is a scaffold discussion technique that is built on four

strategies that good readers use to comprehend text: predicting, questioning,

clarifying, and summarizing. This technique asks students working in groups to

use several learning strategies designed to improve reading comprehension.39

Each skill is introduced, modeled, and practiced one at a time by the teacher

modeling the think-aloud approach. Once the students are familiar with it, they

will practice with teacher support. 40

Based on Janette’s description she stated that:

Developed by Palinscar and Brown, reciprocal teaching was originally

designed to improve comprehension for middle school students who could

decode but had difficulty comprehending text. Students learn to use the

four strategies of prediction, summarization, question generation, and

clarification and to apply these while discussing with the teacher and their

peers.41

So it can be sum up that reciprocal technique is a process to comprehend a

text which uses the four strategies of generating question, clarifying information,

summarizing, and making prediction about the text that students’ reading which is

done by the students with or without teacher.

3. The Characteristic of Reciprocal Technique

Reciprocal technique has its own characteristics, as Barack and Carla

explain that, the learning of cognitive strategies such as summarization, question

generation, clarification, and prediction is supported through dialogue between

38Jeanine M. Dell’ Olio and Tony Donk. Models of Teaching (Connecting Students

Learning With Standards), Sage, p. 180.

39

Anna Uhl Chamot, et al, The Learning Strategies Handbook, (New York: Longman,

1999) , p.106.

40

Jane M. Hashey and Diane J. Reciprocal Teaching and Reading Comprehension,

(University of Western Illinois C & I 600, December 8, 2010). p. 18.

41


Comprehension to Students with Learning Difficulties, (The Guilford Press New York London,

2007), p. 131.

17

teacher and students as they attempt to gain meaning from text.42

In other words

students are presented with multiple models of cognitive processing, through

explanations and think-aloud, from the teacher and their peers.

Jeanine stated the strategies in reciprocal technique: This technique has four

strategies:43

a. Generating Question

This step activates prior knowledge, it is important to help them move beyond

the literal to the interpretative. Students ask a question that can be answered

easily by providing a detail listed in the text

b. Clarifying

This step ensures that readers stay actively engaged with the text and helps

them to clear up confusion when it arises. They check the difficult word, their

understanding of vocabulary, unusual expressions, concepts, or other

information that might be confusing, and they seek clarification during group

discussion

c. Summarizing

This step requires students to pay attention to critical content to determine

what is important and what is not, initially the teacher, and later, the group

leader, summarizes the selection, touching on the main points. If the student

has difficulty in retelling, that is the red flag denoting faulty comprehension.

It is clear warning signal that a review of the material would be a wise

decision to make.

d. Predicting

This step activates prior knowledge and sets the purpose for reading. Students

must review what they have read thus far and develop expectations about

what is coming next. When they are beginning a book, students base their

predictions on such aspects as the illustrations, headings, and the

introduction.

42 Barak Rosenshine and Carla Meister, Reciprocal Teaching: A Review of the Research,

Review of Educational Research,Vol. 64, No. 4 (Winter, 1994), p.479.

43

Jeanine M. Dell’ Olio and Tony Donk. Models of Teaching (Connecting Students

Learning With Standards), Sage, pp. 192—194.

18

4. The Purpose of Reciprocal Technique

Palinscar and Brown stated that, when teacher and students apply

reciprocal procedure, it is purpose that, “the teacher prompts and shapes the

students’ participation by using corrective feedback.”44

Moreover Janette added,

“the premise is that teaching students to use four strategies collaboratively in

dialogue will help them bring meaning to the text as well as promote their

internalization of the use of strategies- thus ultimately improving their reading

comprehension”.45

It means reciprocal technique is to help students, with or

without teacher present, actively bring meaning to the written word, it gives the

students with more experience and confidence to help other students in their group

to decode and understand what being read; students with more experience in

questioning stimulate deeper thinking and understanding in their peers.

It can be sum up; the purpose of reciprocal technique is to help the

students to understand the text and built a comprehension by giving corrective

feedback together with or without teacher cooperatively in dialogue.

5. The Advantages of Reciprocal Technique

There are some advantages if reciprocal technique is applied in the

classroom activities in teaching reading. For the teacher, with reciprocal technique

the teacher become critical partner in learning and providing corrective

feedback.46

So it makes the teacher developing their comprehension ability in

reading. Then reciprocal technique can motivate the student, while they work in

group member they become “expert”, sharing their understanding of the text with

each other, in this way students construct their understanding of the text with each

other.47

44

Pamela J. Farris, et. al., Teaching Reading a Balance Approach for Today’s

Classrooms, (New York: The Mc Graw-Hill Company, 2004), p.341.

45


Comprehension to Students with Learning Difficulties, (The Guilford Press New York London,

2007), p. 131.

46

Jeanine M. Dell’ O'lio and Tony Donk. Models of Teaching (Connecting Students


47 Ibid

19

Moreover based on the previous study from Nurlia, the percentage score of

students who taught by reciprocal technique shows the gained score of student

who got the score above 7.00 was 81.08% whereas the students’ percentage score

before implemented reciprocal technique was 10.81%.48

In addition, Rosenshine

and Meister quoted: “score on researcher-created measures of reading

comprehension showed significant gains after exposure reciprocal teaching in

controlled studies.49

So, through reciprocal technique, students usually showed

the gain score of students’ reading ability.

6. The Disadvantages of Reciprocal Technique

Reciprocal technique have some disadvantage, based on the writer

experienced when implemented reciprocal technique in the experiment class

showed, the reading level of the reciprocal sheet may be too advance for some

particular student. Many may not be able to properly analyze other’s performance,

thus the feedback may be not accurate, and a fact that a number of students may

not be socially or emotionally developed. Certain students may have difficulty

working with others and accepting the feedback in a positive and helpful manner.

Another fault of this technique is it can be time consuming during the beginning

stages as the students have to adjust and feel comfortable in their new role.

7. The Implementation of Reciprocal Technique

Based on Klinger, the implementation reciprocal technique explains as

follows:

Reciprocal teaching includes three essential components: dialogue,

comprehension strategies, and scaffolding. The dialogue begins after

students read a paragraph from the assigned text. The teacher or a student

in the role of dialogue leader then begins a discussion structured around

the four reading strategies. The dialogue leader is responsible for starting

the discussion by asking questions and helping the group clarify any words

or concepts that are unclear. Answering questions, elaborating or

commenting on others’ answers, and asking new questions are the

48 Nurulia Dwi Febriani by the title: Improving Reading Comprehension Through

Reciprocal Teaching Technique (Skripsi), p. 56.

49 Jeanine M. Dell’ O'lio and Tony Donk. Models of Teaching (Connecting Students


20

responsibility of everyone in the group. The dialogue leader then provides

a summary of the paragraph and invites the group to elaborate or comment

on the summary. The dialogue leader also gives or asks for predictions

about the upcoming paragraph. After the dialogue is finished, the process

begins again with a new section of text and a new leader.50

It can be sum up that, when implement the reciprocal technique, students

assigned to read a paragraph and then teacher or students determine the students’

role into four strategy of reciprocal technique, firstly is questioning, so when

students have read the paragraph, they make a questions about the paragraph

which the answer can be found in the text, and if there is an unclear words,

sentence or the concept they discuss and clarify the unclear text itself. After they

have already asking question, clarifying something unclear in the text, they make

a conclusion from the paragraph. The last is making prediction; students make a

prediction, the upcoming events in the next paragraph that will going to rise from

the previous paragraph

50Janette K. Klinger, Sharon Vaughn, and Alison Broadman, Teaching Reading

Comprehension to Students with Learning Difficulties, (New York: The Guilford Press, 2007) p.

133.

21

This is the figure for a step-by-step guide for how to implement reciprocal

technique. Note that this model includes direct instruction in the strategies.

Figure 2.1

How to Implement Reciprocal Teaching.

Data from Palincsar and Brown (1984) and Quezada, Williams, and Flores (2006). 51

51 Janette K. Klinger, Sharon Vaughn, and Alison Broadman, Teaching Reading

Comprehension to Students with Learning Difficulties, (New York: The Guilford Press, 2007),

p.135.

22

g. The Relevant Study

The method of reciprocal teaching method is already done by some

researchers. The first is from Nurulia Dwi Febriani by the title: Improving

Reading Comprehension Through Reciprocal Teaching Technique, the research

conducted by a classroom action research at the first of MTs Hidayatul Umam,

Cinere Depok in 2012. From the result of the research, reciprocal teaching

technique is succeeded improve the students’ reading comprehension of

descriptive text. The students and the students work cooperatively by the four

steps of the reciprocal teaching, those are predicting, questioning, clarifying, and

summarizing. Based on the research result, the comprehension of the students in

the text through reciprocal teaching in the result of posttest in the second cycle

gained 30 students or 81. 08% students and derived mean score is 72.57 whereas

the passing grade KKM in that school is 68.

Second is from Riski Sulistiyaningsih researcher from Sebelas Maret

University in 2009 by the title is Improving Students’ Reading Comprehension

through Reciprocal Teaching Method, she use A Classroom Action Research

conducted on the 8th grade of SMP Negeri 1 Pekalongan in academic year

2008/2009. The method used in this research is reciprocal teaching method. The

research uses qualitative and quantitative method. The qualitative data are

obtained from observation, notes, interview, and photograph. The qualitative data

are supported by quantitative data that are the mean score of students’ pre test and

post test on reading. The data are analyzed using t-test. In this action research, the

researcher is as the teacher in teaching learning process. Meanwhile, the observer

is the English teacher. The results of this research are teaching reading through

reciprocal teaching method can effectively improve students’ reading

comprehension, increase students’ vocabulary, encourage them to be active, and

enhance their cooperative skills. Through this method, the students were involved

in the teaching learning process. They can share their knowledge and help each

other in understanding the lesson material. The students not only learn from the

23

teacher’s explanation, but they can learn from their friends who also learn the

same thing.

The third one is from Aditya Nugraha, Student from Sebelas Maret

University in Surakarta. The research conducted in 2011, by the title: The Use of

Reciprocal Teaching to Improve Students’ Reading Comprehension. He uses a

classroom action research method in eight grade of SMP 19 Surakarta in year

2007/2008. The researcher uses qualitative and quantitative method. The

qualitative data are obtained from observation, notes, interview, and photograph.

The quantitative data are supported by quantitative data that are the mean score of

students’ pre test and post test. The improvement of students’ score can be seen

from the differences between pre-test and post-test. The test result shows that

there is an improvement of the students’ reading comprehension after the

researcher conducted the research. The results of the research in teaching reading

comprehension by using reciprocal teaching method can improve students’

reading comprehension, increase their vocabulary, encourage them to be active,

and enhance students’ cooperative skills.

The previous study shows that reciprocal teaching Technique in teaching

reading skill is success to improve students reading comprehension for the

students in learning English as their foreign language.

h. Conceptual Framework

Reading is an activity of eyes and brain which convey the meaning of

message or the information in the written form, where people can take the

conclusion from the text. Reading ability is essential both in first and foreign

language. Students may not find any difficulties when reading a text in the first

languages, but not to the students which are read the text in the foreign language,

but then the ability of reading can be enhance by learning. As a foreign language

student, they have to be able to interact with text, which the students can interpret

the general of reading process.

As a student in senior high school, there is a text called narrative text. It

has been learned started form junior high school. Narrative text deals is kind of

24

story consisting of series of events which constructed in chronological order and it

deals with problematic events which leads to a crisis or turning point some kind

which at the end of the story the author presents an event ended with resolution,

insight, or lesson. Narrative text leads to a problem regarding on how students can

master it appropriately.

. Reciprocal teaching is a technique which covers the strategy of

summarizing, questioning, clarifying, and predicting. This technique also gives a

chance to the students to monitor their own reading as well as their

comprehension. This technique has several benefits, i.e., it can help improve

students’ reading ability score and increase their cooperation. Give them bigger

opportunity to practice the four language skills, and give them more self

confidence and motivation.

i. Theoretical Hypothesis

Based on some of the conceptual framework that has been explained

above, it can be made a theoretical hypothesis to this research is, that the using of

Reciprocal technique is effective for students of SMAN 90 Jakarta in reading

ability of narrative text.

25

CHAPTER III

RESEARCH METHODOLOGY

A. The Place and Time of Study

This research was conducted at SMAN 90 Jakarta. It is Located at Jl. Sabar

Petukangan Selatan, Pesanggrahan, South Jakarta, DKI Jakarta, Indonesia. This

research took at eleventh grade students and it was started on 11 February to 28

February 2014

Table 3.1

The Time Allocation for the Research

no. Date Activity Description

1 11 February 2014 Pre test The pre-test is given to the

student

2 13 February 2014 First Treatment

The controlled class is taught by

using conventional technique and

the experiment class is taught by

using reciprocal technique

3 17 February 2014 Second

Treatment





4 20 February 2014 Third Treatment





5 24 February 2014 Fourth

Treatment





6 28 February 2014 Post-Test The post-test is given to the

students.

http://id.wikipedia.org/wiki/Pesanggrahan,_Jakarta_Selatan

http://id.wikipedia.org/wiki/Jakarta_Selatan

http://id.wikipedia.org/wiki/DKI_Jakarta

http://id.wikipedia.org/wiki/Indonesia

26

B. The Research Designed

This research used a quantitative research design and used quasi-

experimental research; it is involve the students in groups that the experimental

group and the controlled group, experimental group as a group that got treatment

and the control group that did not get the treatment.

C. The Population and Sample

The population of this research consists of nine classes, namely XI IPA 1

to XI IPA 4, and X1 IPS 1 to IPS 5. The total number of population in eleventh

grade of SMAN 90 consists of 360 students. The sample of the research is 80

students, (40 students of experimental class and 40 students of controlled class)

the sample of this research was taken by convenience sampling technique. From

nine classes, there were chosen two classes as the sample of the research. The

experimental group, it was taught by using reciprocal technique and the controlled

group was not using reciprocal technique.

D. The Research Instrument

The research instruments that was used by the writer to collect data in this

research was written test. The form of the test uses multiple-choice test which

consist of 30 questions items. The test is divided into two parts; pre-test and post

test, in order to see how well the students master reading narrative text through

reciprocal technique.

Before the test administered, the validity of the research of pre-test and

post-test instruments was analyzed to find out whether the test is good to be used

or not. The instruments are tested by using the following criteria:

1. Instrument Validity.

The validity of the test is the extent to which it measure what is supposed

to measure. In this research content validity was implemented to the test. This

kind of validity requires of the language being tested and of the particular

course objective, the course objective of reading narrative text has been

consulted to the English teacher and then made the item test.

27

2. Item Discriminating Power.

The important characteristic of a test item is how well it discriminates

between weak and strong examines in the ability being tested. The first step is

to separate the upper scoring group and the lower scoring group from the entire

sample. And then take only 27% upper group and 27% lower group. Both

examines’ performances are compared by using formula:

D= Discrimination index or discriminating power

n= ½ number of candidates in the whole group

U= Upper group (the number of examinees in the upper group who

answer the item correctly)

L= Lower group (the number of examinees in the lower group who

answer correctly)

3. The Difficulty Level

This characteristic is used to know the difficulties of test. Whether the test

to difficult or too easy. The formula for item difficulty is:

= Index of difficulty or difficulty level

U= Upper group (the number of examinees in the upper group who

answer the item correctly)

L= Lower group (the number of examinees in the lower group who

answer correctly)

N= the total number of examinees including upper and lower group

28

Later on, as stated in Writing English Language Test by J. B. Heaton, the

interpretation of the scale of both discriminating power and index of difficulty

level based is done as follows.1

Table 3.2

The Scale of the Difficulty Level and the Discriminating Power

Discriminating

Power

Difficulty Level

0%-30% 31%-50% 51%-70% 71%-80% 81%-

100%

Very

Difficult

Moderately

Difficult

Medium

Difficult

Moderately

Easy Very Easy

0.40-1.0 Excellent OK OK OK OK OK

0.30-0.39 Good OK OK OK OK OK

0.20-0.29 Mediocre OK OK OK OK OK

0.00-0.19 Poor REVISE REVISE REVISE REVISE REVISE

<0.00 Worst DROP DROP DROP DROP DROP

Based on the result of instrument validation that was examined in SMAN

90 Jakarta and based on the result of calculation that used Table above, it was

gotten the data from 40 questions multiple choices that was examined there are 30

questions was valid .

E. The Technique of Collecting the Data

The writer used the test to collect the data.. The tests consist of narrative

reading. The test was given for getting the objectives data of the students’

achievement in reading ability by using reciprocal technique in the class. The test

was applied two test, those are pretest and posttest. Pretest is given before the

material was taught and posttest given after the material was taught, in the last

meeting of the total number the research. The test consists of thirty questions of

multiple choices.

1 J. B. Heaton, Writing English Language Test, (New York; Longman Inc., 1995), pp.

178—181.

29

The implementation of test is aimed to measure students’ achievement

before and after the treatment is conducted can be measured. This technique is

utilized as the primary technique to collect the research data.

F. The Technique of Data Annaysis

The technique of data of this research, the writer did the test twice that is

pre-test (before treatment) and post-test (after treatment). The data will be

compared from the mean of the score from pre-test and post-test. After got the

data from the score, they were analyzed and processed by using statistic

calculation of T-test formula The calculation by using IBM SPSS Statistics 17

G. Statistical Hypothesis

A hypothesis is a tentative statement about the relationship between two or

more variables. This research is designed to find out whether there is a progress of

using reciprocal technique on students’ reading ability of narrative. In order to get

the answer of that hypothesis, the writer proposed Alternative Hypothesis (Ha) and

the Null Hypothesis (H0) which is described to the following statistical

hypothesis:

a) If ttest (to) > t-table (tt) in significant degree of 0,05, the alternative

hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected

b) If ttest (to) < t-table (tt) in significant degree of 0,05, the alternative

hypothesis (Ha) is rejected and the null (H0) is accepted.

Meanwhile, the degree of freedom (df) = (N1+N2)-2 = (40+40)-2 = 8. It

must be consulted with t-table of df. If df is 78, the value of the significance level

5% is 1,665.

30

CHAPTER IV

RESEARCH FINDING AND INTERPRETATION

A. Research Finding

1. The Description of the Data

The data from students’ pre-test and post-test is collected in this research

as the main instrument. The pre-test was administered before the treatment is

given to the experiment class and controlled class while the post-test was

administered after the treatment is given to the experiment class and control class.

The data that can be used in this research is 40 students’ pre-test and post-test

scores from experiment class and 40 students’ pre-test and post-test scores from

control class. It is due to one experiment class student’s absence in pre-test and

one controlled class student’s absence in post-test. Table 4.1, 4.2, and 4.3 present

the experiment class students’ pre-test score, post-test score, and gained score.

The description presented below:

2. The Pre-test Score

Table 4.1

The Pre-test Score of Experiment Class and Controlled Class

Experimental Class Controlled Class

No Student Score No Students Score

1 1 57 1 1 83

2 2 57 2 2 73

3 3 70 3 3 90

4 4 83 4 4 73

5 5 73 5 5 76

6 6 73 6 6 60

7 7 73 7 7 67

8 8 73 8 8 83

9 9 70 9 9 70

10 10 73 10 10 86

11 11 60 11 11 43

12 12 63 12 12 57

13 13 46 13 13 83

31


14 14 57 14 14 93

15 15 67 15 15 86

16 16 70 16 16 57

17 17 70 17 17 70

18 18 60 18 18 76

19 19 80 19 19 86

20 20 40 20 20 76

21 21 70 21 21 83

22 22 53 22 22 70

23 23 60 23 23 67

24 24 57 24 24 70

25 25 83 25 25 67

26 26 67 26 26 76

27 27 63 27 27 80

28 28 60 28 28 76

29 29 83 29 29 73

30 30 67 30 30 83

31 31 73 31 31 90

32 32 63 32 32 80

33 33 76 33 33 67

34 34 80 34 34 93

35 35 53 35 35 90

36 36 30 36 36 70

37 37 73 37 37 50

38 38 80 38 38 80

39 39 76 39 39 67

40 40 83 40 40 67

∑ 2665 ∑ 2987

Average 66.62 Average 74.67

It can be seen in Table 4.1 that the experimental class highest pre-test

score is 83 while lowest pre-test score is 30. On the other hand, the control class

highest pre-test score is 93 while lowest pre-test score is 43. Moreover, the

experimental class’ average/ mean score is 66.62, the mode is 73.00, and the

median is 70.00. On the other hand, the controlled class’ average score or mean is

74.67, the mode is 67.00, and the median is 76.00

32

From the students’ pre-test score mean, median, and mode; it can be

assumed that the experimental class has higher ability in reading narrative text

than the experimental class. This assumption will be tested using t-test in the next

section.

3. The Post-test Score

Table 4.2

The Post-test Score of Experiment Class and Controlled Class



1 1 70 1 1 83

2 2 83 2 2 56

3 3 87 3 3 90

4 4 90 4 4 83

5 5 80 5 5 57

6 6 87 6 6 70

7 7 83 7 7 80

8 8 90 8 8 90

9 9 83 9 9 77

10 10 87 10 10 63

11 11 80 11 11 57

12 12 77 12 12 83

13 13 77 13 13 73

14 14 70 14 14 97

15 15 77 15 15 83

16 16 83 16 16 73

17 17 87 17 17 83

18 18 70 18 18 80

19 19 93 19 19 80

20 20 73 20 20 87

21 21 83 21 21 90

22 22 76 22 22 70

23 23 80 23 23 67

24 24 93 24 24 83

25 25 77 25 25 80

26 26 90 26 26 83

27 27 83 27 27 87

33


28 28 93 28 28 87

29 29 90 29 29 73

30 30 90 30 30 87

31 31 83 31 31 80

32 32 77 32 32 77

33 33 87 33 33 90

34 34 90 34 34 80

35 35 76 35 35 87

36 36 76 36 36 93

37 37 87 37 37 87

38 38 90 38 38 77

39 39 80 39 39 70

40 40 83 40 40 77

∑ 3297 ∑ 3170


It can be seen in Table 4.2 that the experimental class highest post-test

score is 93 while lowest post-test score is 70. On the other hand, the control class

highest pos-test score is 97 while lowest post-test score is 56. Moreover, the

experimental class’ average score or mean is 82.77, the mode is 83.00, and the

median is 83.00. On the other hand, the control class’ average score or mean is

79.25, the mode is 83, and the median is 80.00

From the students’ post-test score mean, median, and mode, it can be

concluded that the experimental class students’ ability in reading narrative text

was increased due to the use of reciprocal technique. To know the significance of

the improvement, t-test is conducted and reported in the data analysis.

4. The Gain Score

Table 4.3

The Gain Score of Experiment Class and Control Class



1 1 13 1 1 0

2 2 26 2 2 -17

34


3 3 17 3 3 0

4 4 7 4 4 10

5 5 7 5 5 -19

6 6 14 6 6 10

7 7 10 7 7 13

8 8 17 8 8 7

9 9 13 9 9 7

10 10 14 10 10 -23

11 11 20 11 11 14

12 12 14 12 12 34

13 13 31 13 13 -10

14 14 13 14 14 4

15 15 10 15 15 -3

16 16 13 16 16 16

17 17 17 17 17 13

18 18 10 18 18 4

19 19 13 19 19 -6

20 20 33 20 20 11

21 21 13 21 21 7

22 22 23 22 22 0

23 23 20 23 23 0

24 24 19 24 24 13

25 25 10 25 25 13

26 26 10 26 26 7

27 27 37 27 27 7

28 28 23 28 28 11

29 29 10 29 29 0

30 30 23 30 30 4

31 31 10 31 31 -10

32 32 14 32 32 -3

33 33 11 33 33 23

34 34 10 34 34 -13

35 35 23 35 35 -3

36 36 46 36 36 23

37 37 14 37 37 37

38 38 10 38 38 0

39 39 4 39 39 3

40 40 0 40 40 10

∑ 642 ∑ 194


35

It can be seen in Table 4.3 that highest gain score from the experimental

class is 46 and the lowest score is 0. Later on, from the controlled class the highest

gain score is 37 and the lowest score is -23. This calculation result indicates that

some students, both in experimental class and controlled class, performed better in

their post-test than in their pre-test. But, in the other hand, some students

performed worst in their post-test than in their pre-test.

In addition, based on the data on the Table 4.3, the average gain score for

experimental class is 16.5, while the mode is 10, and the median is 13.5.

Meanwhile, the average gain score for controlled class is 4.85, while the mode is 0,

and the median is 5.5.

5. Data Testing

In this research, the normality test is performed before the calculation of

ttest value to determine if the data set is well-modeled by a normal distribution and

to compute how likely it is for a random variable underlying the data set to be

normally distributed. The data is analyzed by the use of IBM SPSS Statistics 17.

The result of the test can be seen as follows:

a) Normality of the Pre-test

Table 4.4

Normality of the Pre-test

One-Sample Kolmogorov-Smirnov Test

ExpPreScore ContPreScore

N 40 40

Normal Parametersa,,b

Mean 66.63 74.68

Std. Deviation 11.939 11.463

Most Extreme

Differences

Absolute .136 .127

Positive .085 .058

Negative -.136 -.127

Kolmogorov-Smirnov Z .862 .801

Asymp. Sig. (2-tailed) .447 .543

a. Test distribution is Normal.

36


ExpPreScore ContPreScore

N 40 40


Mean 66.63 74.68


Most Extreme

Differences

Absolute .136 .127

Positive .085 .058





b. Calculated from data.

The normality test above uses One-Sample Kolmogorov-Smirnov Test.

Table 4.4 above shows that the absolute difference (D) of experimental class data

is 0.136. It is smaller than Dtable with the closest Kolmogorov-Smirnov critical

points of 40 with degree of significance = 0.05 which is 0.210, in other words,

Dexperiment < Dtable (0.136 < 0.210). Meanwhile, the absolute difference (D) of

control class data is 0.127, which is smaller than Dtable with the closest

Kolmogorov-Smirnov critical points of 40 with degree of significance = 0.05

which is 0210, in other words, Dexperiment < Dtable (0.157 < 0.210). The table also

shows that the Kolmogorov-Smirnov Zexperiment is recorded at 0.862 which is

bigger than Ztable of 0.05 or P > 0.05 and the Kolmogorov-Smirnov Zcontrol was

recorded at 0.801 which is bigger than Ztable of 0.05 or P > 0.05. It shows that

there is no difference between the theoretical distribution and the empirical

distribution which means that the data from the experimental and control class is

normal.

37

b) Normality of the Post-test

Table 4.5

Normality of the Post-test


ExpPostCore ContPostScore

N 40 40


Mean 82.43 79.25


Most Extreme

Differences

Absolute .131 .155

Positive .120 .087





b. Calculated from data.

From the Table 4.5 above, it can be seen that the absolute difference (D) of

experimental class data is 0.131 and the absolute difference (D) of control class

data is 0.155. The absolute difference (D) of experimental class is smaller than the

Dtable with the closest Kolmogorov-Smirnov critical points of 40 at the degree of

significant 0.05 = 0.210 or Dexperimental<Dtable(0.131 < 0.210). Meanwhile, the

absolute difference (D) of control class 0.155 is also smaller than Dtable with the

closest Kolmogorov-Smirnov critical points of 40 at the degree of significant 0.05

= 0.210 or Dcontrol<Dtable (0.155 < 0.210). The Kolmogorov-Smirnov Z score in

table 4.5 above is used as the parameter to determine whether the data is normal

or not. The experimental class Kolmogorov-Smirnov Z score is 0.829 which is

bigger than Ztable of 0.05 or P > 0.05. On the other hand, the control class

Kolmogorov-Smirnov Z score is also bigger Ztable in the point 0.983 or P > 0.05.

Therefore, it can be concluded that the data from both classes in the post test is

normal.

38

c) Homogeneity of the Pre-test

Table 4.6

Homogeneity of the Pre-tes

Test of Homogeneity of Variance

Levene

Statistic df1 df2 Sig.

NilaiPre Based on Mean .038 1 78 .846

Based on Median .008 1 78 .931

Based on Median and

with adjusted df

.008 1 76.222 .931

Based on trimmed

mean

.022 1 78 .883

From the Table 4.6 above, the degree of significance based on the mean in

the pre-test is 0.846, which is bigger than 0.05. Therefore, it can be concluded that

both groups in the pre-test are homogenous.

d) Homogeneity of the post-test

Table 4.7

Homogeneity of the Post-test

Test of Homogeneity of Variance

Levene

Statistic df1 df2 Sig.

NilaiPost Based on Mean 3.585 1 78 .062

Based on Median 2.971 1 78 .089

Based on Median and

with adjusted df

2.971 1 63.100 .090

Based on trimmed mean 3.197 1 78 .078

From the result of homogeneity test in the Table 4.6 above, it can be seen

that the degree of significance based on mean is 0.62 which is bigger than 0.05.

Therefore, it can be concluded that both groups in the pre-test are homogenous.

39

6. The Analysis of the Data

The ttest formula is employed to find the empirical evidence statistically

and to test the hypothesis of this research. In performing the ttest, SPSS calculation

is used by the writer. The ttest is used to measure the effectiveness using reciprocal

technique on students’ ability in reading narrative text

In this calculation, to make the calculation easier, the symbol ‘X’ will be

used to represent the gain of experimental class student, meanwhile ‘Y’ is the

symbol that will be used to represent the gain of control class student. The manual

calculation of the ttest formula is as follows:

Table 4.8

The Calculation by Using IBM SPSS Statistics 17

Group Statistics

Group N Mean Std. Deviation Std. Error Mean

Gain Score EXP 40 15.80 8.561 1.354

CONTROL 40 4.58 12.256 1.938

Table 4.8 above is the result of group statistic calculation of the analysis

using IBM SPSS STATISTIC 17. The table shows that the experiment class’ mean

of gain score (Mx) was 15.80, meanwhile the control class’ mean gain score (My)

was 4.58. On the other hand, the table also shows that the experiment class’ gain

score standard deviation (SDx) was 8.561 and the control class’ gain score

standard deviation (SDy) was 12,256. The table also shows that the experiment

class’ gain score standard error mean (SEmx) was 1.354 and the control class’

gain score standard error mean (SEmy) was 1.938

40

Table 4.9

Independent Samples Test

Levene's Test

for Equality

of Variances t-test for Equality of Means

95%

Confidence

Interval of the

Difference

F Sig. T Df

Sig. (2-

tailed)

Mean

Differe

nce

Std.

Error

Differe

nce Lower Upper

GainScore Equal

variances

assumed

3.708 .058 4.749 78 .000 11.225 2.364 6.519 15.931

Equal

variances not

assumed

4.749 69.742 .000 11.225 2.364 6.510 15.940

From the result of statistical calculation above, it can be seen that the value

of t0 or ttest is 4.749 and the degree of freedom is 78. The value of significance 5%

or ttable of df 78 with ɑ =0.05 is 1.665.

7. The testing of Hypothesis

The research is held to answer the question whether the use of reciprocal

technique has any effectiveness on students’ reading ability of narrative text on

eleventh grade students of SMAN 90 Jakarta. In order to provide answer for the

question above, the Alternative Hypothesis (Ha) and Null Hypothesis (Ho) are

proposed as follows:

a. Ho (Null Hypothesis): there is no effectiveness using reciprocal technique on

students’ reading ability of narrative text

b. Ha (Alternative Hypothesis): there is an effectiveness of using reciprocal

technique on students’ reading ability of narrative text.

41

To prove the hypothesis, the obtained data from experiment class and

control class are calculated by using ttest formula with assumption as follows:

a. If t0 ≤ ttable, in significant degree of 5%, the Null Hypothesis (Ho) is accepted

and the Hypothesis Alternative (Ha) is rejected. It means that there is an effect

of using reciprocal technique on students’ reading ability of narrative text.

b. If t0 ≥ ttable, in significant degree of 5%, the Null Hypothesis (Ho) is rejected

and the Hypothesis Alternative (Ha) is accepted. It means that there is an

effect of using reciprocal technique on students’ reading ability of narrative

text.

According to the statistical calculation above, the value of t0 is 4.749, and

the degree of freedom is 78 with 5% degree of significance used by the writer.

Based on the significance, it can be seen that on df = 78 in significance 5% the

value of ttable 1.665 by comparing the result of ttable and t0, in the degree of

significance of 5%, t0 < ttable = 4.749 > 1.665 According to those results, it can be

concluded that the (Ho) is rejected and the Hypothesis Alternative (Ha) is

accepted.

B. Interpretation

The research finding above shows, that both in the pretest and posttest

students from experimental class perform better than students from controlled

class. This interpretation is based on the comparison of experimental class and

controlled class students’ average score, median and mode.

Afterward, the experimental class students’ gain score illustrates that the

average gain score for experimental class students is higher than the average gain

score for controlled class students.

From the result of statistical calculation, it was obtained the t-observation

(to) was 4.749; meanwhile, the t-table (tt) of df (78) in significance 5% was 1,665.

It means t-observation (to) was higher than t-table (tt), so the alternative

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

Therefore, it can be inferred that reciprocal technique has effect on students’

ability in reading narrative text.

42

It is in line with another study that showed that the technique could be

used in various settings and that the students maintained the reading gains they

achieved. 1 Moreover, another research which has same technique in another

Skripsi, by the titled Imporving Reading Comprehension Through Reciprocal

Teaching Technique (A Classroom Action Research At the First Yeaar of MTs.

Hidayatul Umam, Cinere, Depok) showed the result of the improvement score of

the posttest gained.2 It can be proved with the recent research which has done by

Rosenshine and Meister, they noted an important issue: scores on researcher-

created measures of reading comprehension showed significant gains after

exposure to reciprocal teaching in controlled studies.3

The writer also concluded that reciprocal technique helps both teacher and

the eleventh grade students of SMAN 90 Jakarta in increasing the reading ability

of narrative text. From the writer experienced in the teaching and learning process

which has conducted in the experiment class for four meetings in experiment class,

the students work in group which contain of four person, every students have their

own role of questioning, clarifying, summarizing and predicting, writer gave the

students a text, and they have to analyze the text in the group, the writer observed

the students’ performance in group and all of the students followed the process

well, it means, they were responsible in mastery their materials and they were

capable of sharing and explaining their materials to the students in their group

while, in order to avoid the students’ mistake in interpreted the meaning of the

text that was given by the teacher, a teacher, demanded to be a critical partner in

learning and providing correcting feedback.

Another thing why reciprocal technique helps the students in increasing

the reading ability of narrative text is a fact when the writer observed the students

while they were in the group. The students made an active engagement with the

text by all group members, they sharing their understanding with each other; they

1 David A. Sousa, How the Brain Learns to Read, (California, Corwin Press, 2005), p

190. 2 Nurlia Dwi Febriani 107014000760, Skirpsi, Imporving Reading Comprehension

Through Reciprocal Teaching Technique (A Classroom Action Research At the First Yeaar of MTs.

Hidayatul Umam, Cinere, Depok), p. i.

3 Jeanine M. Dell’ Olio and Tony Donk. Models of Teaching (Connecting Students

Learning With Standards), Sage, p. 203

43

talked about each section of the text and explored the information of the text. In

the activity the group member took an active role by asking and responding to

question, students asked question about the meaning of vocabulary words or a

section of text that was unclear to them, students made a summary statement that

demonstrated that they do indeed comprehend the text. In this case; it showed the

earnest efforts to make meaning from what they were read and then they were

using the model to actively increase and monitor their understanding.

It simply illustrates that the students who are taught by using reciprocal

technique have better improvement in ability in reading narrative text than those

who are did not taught by using reciprocal technique at eleventh grade students

SMAN 90 Jakarta.

44

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Reciprocal technique is one of the alternative solutions that the teacher can

use to teach reading ability of narrative text to their students. It makes students

have responsibility in mastery their material to share their understanding about the

text with each other in order to get the comprehension from the text.

According to the statistical calculation which has been analyzed the

research in the research finding it can be concluded that the use of reciprocal

technique was effective on students reading ability of narrative text. It can be seen

from the differences of average score of posttest between experimental class and

controlled class before using reciprocal technique and after using reciprocal

technique.

Based on the data from quasi experimental research at the second year

students of SMAN 90 Jakarta, it can be seen that the students’ post test score in the

experimental class is (∑X = 3297), Mean score 82.77, which is learning reading

through reciprocal technique are higher than the students’ posttest score in the

control class (∑X = 3170), Mean score 79.25, without use reciprocal technique. It

is indicated that students who learnt reading with reciprocal technique got a better

score than students who learnt reading without using reciprocal technique. The

conclusion can be seen from the result of statistical calculation in the previous

chapter, where value of “t0” is higher than “t table”. From the explanation above,

it can be concluded that reciprocal technique has the effect on students reading

ability of narrative text.

45

B. Suggestion

Based on the conclusion above, it can be delivered some suggestions that

might be useful. Firstly the suggestions for the teacher, in studying reading ability

at the classroom, the teacher is hoped more creative in teaching students in order

to increase teaching learning process and makes students active in learning, and

reciprocal technique is useful in order to make students become active and

increase students’ reading ability score. For the students, students’ reading ability

can be reached optimally for the students whose go along with reciprocal

technique, moreover this technique give the students opportunity to think aloud in

every detailed of paragraph to analyze the text that they have read and also this

technique requires the students to be active.

46

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method-and technqiue)

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Comprehension Exercise, New York: Cambridge University Press, 2010.

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http://www.sala.org(http/www.sala.org

47

Harmer, Jeremy, The Practice of English Language Teaching, New York:

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48

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www.english-for-students.com/Ability.htm

www.macmillandictionary.com/thesaurus/british/ability

http://www.english-for-students.com/Ability.htm

http://www.macmillandictionary.com/thesaurus/british/ability

KISI-KISI SOAL

Standard Competence: Understanding the meaning of monologue text/essay in the form of

report, narrative, analytical exposition text accurately, fluently, and comprehensively in the daily

context and to access the knowledge.

Base Competence: Understanding and responding meaning of monologue text/essay that uses

various written language accurately, fluently, and comprehensively in the form of report,

narrative, spoof, and analytical exposition text.

No Skill Text Indicator Number & Form of

Question

Total

MC SA

E

1 Reading Narrative a. Identifying the

general

overview of

the text

7 2

b. Identifying

rhetorical steps

in narrative text

10, 22, 2

c. Identifying

specific

information in

a narrative text

4, 8, 9,

12, 15,

16, 17,

18,

21,25,

26, 29.

12

d. Identifying the

explicit/ stated

information

1, 5, 6,

30

4

No Skill Text Indicator Number & Form

of Question

Total

MC SA

E

1 Reading Narrative e. Identifying the

referral of word

2,

13,

19,

20,

23,2

7, 28

7

f. Identifying the

moral value in

narrative text

3,

14,

24,

3

g. Identifying

main idea

11, 1

1

TEST INSTRUMENT

Bacalah teks dengan seksama, dan jawablah pertanyaan dengan memilih

jawaban yang benar!

Text 1

The Legend of Telaga Warna

Long long ago, there was a kingdom in West Java. The kingdom was

ruled by a king named His Majesty Prabu. Prabu was a kind and wise king. But it

was a pity that Prabu and his queen hadn't got any children. The queen often cried.

That was why Prabu went to the jungle. There he prayed to God every day,

begging for a child.

A few months later, the queen got pregnant. Nine months later, a

princess was born. Prabu and Queen loved their beautiful daughter so much. They

gave whatever she wanted. It made Princess turn into a very spoiled girl. One day,

the princess celebrated her 17th birthday party. Many people gathered in the

palace. Then, Prabu took out a necklace which was made from gold and jewel.

"My beloved daughter, today I give you this necklace. Please, wear this necklace,"

said Prabu.

"I don't want to wear it! It's ugly!" shouted the princess. Then she

threw the necklace. The beautiful necklace was broken. The gold and jewels were

spread out on the floor. Everybody couldn't say anything. They never thought that

their beloved princess would do that cruel thing. In their silence, people heard

the queen crying. Every woman felt sad and began crying, too. Then, everybody

was crying. Then, there was a miracle. Earth was crying.

Suddenly, from the underground, a spring emerged. It made a pool of

water. Soon, the place became a big lake. The lake finally sank the kingdom.

Nowadays, people called the lake "Telaga Warna". It means "Lake of Color". On

a bright day, the lake is full of color. These colors come from shadows of forest,

plants, flowers, and sky around the lake. But some people said that the colors are

from the princess's necklace, which spreads at the bottom of the lake.

Adapted from: Bahasa Inggris KREATIF untuk SMA/MA kelas XI

1. What did the king and the queen do to have a child?

A. Pray to God everyday. B. Prabu went to the jungle

B. The queen cry everyday C. King and Queen went to the

Talaga Warna

2. The word “spoiled” in paragraph two, have the same meaning with...

A. Demolish B. Help C. Independent D. Nice

3. What is the moral value of the text?

A. Should be respect to parents C. Be a fair person

B. Be a grateful person D. don’t be greedy

2

Text 2

The Fly and The Bull

There was once a little fly who thought he was very important. He felt

proud of himself. One sunny morning, he flew around looking for someone to

talk to. He saw a bull grazing in a field. He decided to fly down to talk to him.

The little fly flew down and buzzed around the bull’s head. The bull did not

bother him. He went on chewing grass.

The fly then buzzed right inside the bull’s ear. The bull continued chewing

grass. The fly thought, “What a stupid animal!”

Now the fly decided to land on one of the bull’s horns to make the bull

notice him. He waited for the bull to say something, but the bull kept quite.

The fly then shouted angrily, “oh, Bull, if you find that I am too heavy for

you, let me know and I’ll fly away!”

The bull laughed and said, “Little fly, I don’t care if you stay or leave. You

are so tiny that your weight does not make any difference to me, so please be

quite and leave me alone”

Adapted from: http://myenglish01.wordpress.com/narrative/

4. Which one is true according to the passage?

A. The bull did not pay any attention to the fly

B. The bull is a stupid animal

C. The bull felt proud of the little fly

D. The fly thought that he was a heavy animal

5. What problem did the fly have?

A. He was very important

B. He was very proud of himself

C. The bull didn’t pay any attention to him

D. All the answer are true

6. What is the complication part of the story?

A. The fly waited for the bull to say something, but the bull kept quite

B. The fly flew around looking for someone to talk to

C. The bull was grazing in a field

D. The little fly felt proud of himself

Text 3

Once upon time, a man had a wonderful parrot. There was no other parrot

like it. The parrot could say every word, except one word. The parrot would not

say the name of the place where it was born. The name of the place was Catano.

The man felt excited having the smartest parrot but he could not

understand why the parrot would not say Catano. The man tried to teach the bird

to say Catano however the bird kept not saying the word.

At the first, the man was very nice to the bird but then he got very angry.

“You stupid bird!” pointed the man to the parrot. “Why can’t you say the word?

Say Catano! Or I will kill you” the man said angrily. Although he tried hard to

http://myenglish01.wordpress.com/narrative/

3

teach, the parrot would not say it. Then the man got so angry and shouted to the

bird over and over; “Say Catano or I’ll kill you”. The bird kept not to say the word

of Catano.

One day, after he had been trying so many times to make the bird say

Catano, the man really got very angry. He could not bear it. He picked the parrot

and threw it into the chicken house. There were four old chickens for next dinner

“You are as stupid as the chickens. Just stay with them” Said the man angrily.

Then he continued to humble; “You know, I will cut the chicken for my meal.

Next it will be your turn, I will eat you too, stupid parrot”. After that he left the

chicken house.

The next day, the man came back to the chicken house. He opened the

door and was very surprised. He could not believe what he saw at the chicken

house. There were three death chickens on the floor. At the moment, the parrot

was standing proudly and screaming at the last old chicken; “Say Catano or I’ll

kill you”.

Adopted from: www.englishdirection.com › Narrative

7. Which of the following would be the best title for this passage?

a. The cruel man

b. The smartest parrot

c. The stupid parrot

d. The three death chickens

8. Who are the main characters in the story?

a. Man

b. Parrot

c. Chicken

d. Chicken and parrot.

9. What was Catano?

a. the name of the chicken house

b. the name of the bird

c. the name of the place where the bird was born

d. the name of the man

Text 4

A powerful king was once lost in a forest. It was late at night. He was

tired, cold, and hungry. He at last reached the hut of poor miner. The miner was

working and his wife was home alone. He was cooking potatoes on the fire when

she heard someone at the door.

The king asked her for help. “We are very poor,” she explained, “but we

can give you potatoes for dinner and a blanket on the floor for a bed.” The king

gratefully accepted the kind old woman’s offer. He sat down to dinner with her

and ate a large plate of potatoes. “These are better than best beef,” he exclaimed.

Then he stretched out on the floor and quickly fell asleep.

http://www.englishdirection.com/search/label/Narrative

4

Early the next morning, the king washed in the river and then returned to

the hut. He thanked the woman for her kindness and gave her a gold coin. Then he

left.

As soon as the miner returned home, his wife told him about the visitor.

Then she showed her husband the gold coin. The husband realized that the visitor

was the king. However, he felt that the gold coin was too generous. He decided to

take a bushel of potatoes to the king.

The miner went to the palace to see the king. “Your Majesty,” he said,

“last night you gave my wife a gold coin for a hard bed and a plate of potatoes.

You were too generous. Therefore, I have brought you a bushel of potatoes, which

you said were better than the best beef. Please accept them.”

The miner’s words pleased the king. He wanted to reward him for his

honesty, so he gave him a beautiful house and a small farm. The miner was very

happy and he returned to tell his wife the news.

The poor miner had a brother. His brother was rich but greedy and jealous

of anyone who had good luck. When he heard his brother’s story. He was very

upset.

Adopted from: Interaction 1, Writing

10. What is the generic structure of the text above?

A. General statement – description

B. Orientation - events – reorientation

C. Orientation – complication – resolution

D. Thesis – arguments – reiteration

11. What is the main idea of paragraph 2?

A. The woman was very poor

B. The potatoes tasted better than the best beef

C. The king was very kind

D. The woman was very kind and humble

12. Below is the miner’s personality according to the story, except.....

A. Greedy

B. Generous

C. Kind

D. Grateful

13. What is the antonym of “upset” in the last line of the paragraph?

A. Bothered

B. Happy

C. Dismayed

D. Chaotic

14. What moral lesson that we can get from the story?

A. Don’t judge a book by its cover

B. If you meet a king, he will give you a lot of money

C. When you do something good, you’ll get something good in return

D. A friend in need is a friend indeed

5

Text 5

Once upon a time there was a fisherman armed with his fishing rod who

would make his way every day from his village to the river bank. There he

would wait patiently for the fish to bite. As soon as he had caught exactly

three fish, he would leave the river and went his way slowly home to the

cottage. Where he lived with his wife and son. This strange routine was much

commented in the village. Then one day, a tourist arrived and began to go for

daily -walks to the river banks. After a few days of watching the lone

fisherman, he finally spoke to him.

“Excuse me, but I’ve been observing your unusual routine for several

days. You always catch exactly three fish and then go away.”

“And why on earth should I want to wait around here after that?”

“For more fish to take the bait”.

“But I only need three fish. There only three of us at home.”

“and you’ve never thought of trying to catch more fish”

“what for?”

“To sell, so that you could buy nets and a fishing boat.”

“What for?”

“So that you can buy a bigger house and then may be another boat and

have people working for you.”

“What for?”

“So that you could have other things, be very rich and do all the things you

like to do”

“The things I like doing? But I like doing is fishing!”

Adopted from: Prediksi Unas SMA09

15. Who were the participants?

A. A fisherman and his son

B. A fisherman and his wife

C. A fisherman and tourist

D. A fisherman and villagers

16. Why did the tourist finally speak to the fisherman?

A. Because he wanted him to sell the fish

B. Because the fisherman was fishing alone

C. Because he would sell nets and a fishing boats

D. Because he wanted to know why the fisherman always caught exactly

three fish every day

17. Why did not fisherman catch more than three fish?

A. Because he ate three fish every day

B. Because he only needs three fish

C. Because he didn’t want to sell the fish

D. Because he was not allowed to catch more fish.

6

18. How did the fisherman wait for the fish to bait

A. Patiently

B. Greedily

C. Excitedly

D. Carefully

19. “This strange routine was much commented on in the village”

The sentence has the same meaning with…

A. The routine was very usual in the village

B. The routine was part of the people’s trandition

C. People didn’t like the routine

D. People criticized the man for doing the routine

20. “this strange routine was much commented on in the village”

A. Common

B. Unusual

C. Unknown

D. Exclusive

Text 6

Once upon a time there lived as neighbors, a bear and a rabbit. The rabbit

was a good shot and the bear, being very clumsy, could not use an arrow to a good

advantage.

The bear was very unkind to the rabbit. Every morning, the bear would call over

to the rabbit and ask the rabbit to take his bow and arrows and come with the bear

to the other side of the hill.

The rabbit, fearing to arouse the bear’s anger by refusing, consented and went

with the bear. The rabbit shot enough buffalo to satisfy the bear’s family. Indeed,

he shot and killed so many that there was still lots of meat left after the bear and

his family had loaded themselves and packed all they could carry home.

However, the bear was so greedy and evil that he didn’t allow the rabbit to

get any of the meat. The poor rabbit could not even taste the blood from the

butchering, as the bear would throw earth on the blood and dry it up. The poor

rabbit would have to go home hungry after his hard day’s work.

The bear was the father of five children. The youngest boy was very kind

to the rabbit. Knowing that the youngest boy was a very hearty eater, the mother

bear always gave him an extra large piece of meat. Instead of eating this extra

meat, the youngest bear would take the meat outside and pretend to play ball with

it, kicking it toward the rabbit’s house, and when he got close to the door he

would give the meat such a great kick that it would fly into the rabbit’s house. In

this way the poor rabbit would get his meal unknown to the papa bear.

Adopted from: www.firstpeople.us/FP.../TheBearandtheRabbitHuntBuffalo-

Sioux.html

7

21. How was the youngest bear according to the writer?

A. Greedy

B. Humble

C. Poor

D. Humorous

22. The complication started when?

A. The bear was very unkind to the rabbit as every morning, the bear

would call over to the rabbit and ask the rabbit to take his bow and

arrows and come with the bear to the other side of the hill

B. The rabbit, fearing to arouse the bear’s anger by refusing, consented to

go with the bear and shot enough buffalo to satisfy the hungry family.

C. The rabbit shot and killed so many that there was lots of meat left after

the bear and his family had loaded themselves and packed all they

could carry home.

D. The bear would throw earth on the blood and dry it up

23. “The poor rabbit could not even taste the blood from the butchering, as

the gluttonous bear would throw earth on the blood and dry it up”.

“Gluttonous” has almost the same meanings as

A. Humble

B. Glad

C. Greedy

D. generous

24. What did we learn from the story?

A. Being honest is not always wise

B. Being a miser is something important

C. All the gliiters is not gold

D. To love means to share

25. The communicative purpose of the text is?

A. To tell the readers what really happened in the past

B. To amuse and entertain the readers with problematic events

C. To inform the readers about how and why something works

D. To present information about current issue

Text 7

One day a farmer, who was well-known in his village as a very mean man,

said, “l will give three meals and twenty five pence to anyone who is willing to do

a day's work for me.” This offer was accepted by a hungry tramp, who was more

interested in the meals than the money.

“You can have your breakfast first.” said the farmer, “and then you can

start working.” The farmer gave the tramp a very small breakfast and the tramp

ate it up.

“Now you can have your lunch. This will save us a lot of time,” the farmer

said The tramp agreed and ate the poor lunch.

Before he had finished, the farmer said, “What would you say to have

supper also while you are about it?”

8

“l will try to enjoy other meals,” replied the tramp. Then he had his supper,

which again was not a very filling meal. When it was over, the farmer looked very

pleased and said, “Now you can do a long day's work.”

“No, thank you.” was the tramp's reply, as he rose to leave, “l never works

after supper!”

Adopted from: Prediksi Unas SMA09

26. What was offered by a farmer?

A. Three meals

B. Twenty five pence

C. The money and the work

D. Three meals and twenty five pence

27. According to the passage, the farmer is a person who…

A. Do not like to help other people by giving money

B. Always spent some of his money for the poor

C. Liked to help others by giving meals

D. Was rich and very generous

28. “…. While you are about it”. The word it refers to…… (paragraph 2)

A. Breakfast

B. Supper

C. Work

D. Lunch

29. This offer has accepted by hungry tramp. A tramp is a person who…

A. Needs money and a job

B. Is homeless and jobless

C. Likes to work in a rice field

D. Has ability to do farming

30. After reading the passage, we may conclude that…

A. The tramp could finish the work well

B. The tramp was cleverer than the farmer

C. The farmer was successful in creating the tramp

D. The farmer served the tramp with full meal three times

GOOD LUCK!

Kunci Jawaban

1. A

2. A

3. A

4. A

5. C

6. A

7. B

8. B

9. C

10. C

11. D

12. A

13. B

14. C

15. C

16. D

17. B

18. A

19. D

20. B

21. B

22. A

23. C

24. D

25. B

26. D

27. D

28. D

29. B

30. B

Notes

VE = Very Easy > 0.80

A B C D ID DP ME = Moderately Easy 0.71 - 0.80

1 UP 10 MeDi = Medium Difficult 0.51 - 0.70

LG 7 2 1 MoDi = Moderately Difficult 0.31 - 0.50

2 UP 10 p VeDi = Very Difficult 0.00 - 0.30

LG 8 1 1

3 UP 10 p E = Excellent 1.0 - 0.40

LG 8 1 1 G = Good 0.30 - 0.39

4 UP 6 1 3 G M = Mediocre 0.20 - 0.29

LG 1 1 5 3 P = Poor 0.00 - 0.19

5 UP 4 2 4 P W= Worst < -0.01

LG 3 2 3 2

6 UP 8 1 1 E

LG 1 2 6 1

7 UP 1 8 1 MoDi E

LG 2 2 1 5

8 UP 10

LG 3 7

9 UP 10

LG 2 8

10 UP 1 9

LG 3 2 4 1

11 UP 1 8

LG 4 6

12 UP 2 8

LG 4 5 1

13 UP 10

LG 10

14 UP 10

LG 1 7 2

15 UP 10

LG 1 2 7

16 UP 10

LG 1 2 7

17 UP 2 8

LG 3 2 4 1

18 UP 8 2

LG 6 1 3

19 UP 10 E

LG 4 4 2

20 UP 10 0.3

LG 2 7 1

21 UP 3 7

LG 1 7 2

22 UP 10 0.2

LG 1 8 1

23 UP 10 0.1

LG 9 1

24 UP 10 0.6

LG 3 2 1 4

25 UP 10 0.3

LG 1 7 2

26 UP 2 8

LG 1 6 3

27 UP 9 1

LG 8 2

28 UP 10 E

LG 5 1 3 1

29 UP 1 1 8 E

LG 3 2 3 2

30 UP 8 2

LG 1 4 3 2

31 UP 10

LG 1 7 2

32 UP 5 3 2

LG 3 4 2 1

33 UP 10

LG 3 1 6

34 UP 1 3 6

LG 7 1 2

35 UP 10 VE E

LG 6 1 1

36 UP 10

LG 3 7

37 UP 5 3 2

LG 4 1 5

38 UP 3 5 1 1

LG 7 3

39 UP 3 6 1

LG 1 4 5

40 UP 9 1

LG 5 4 1

VeDi M

VeDi P

MoDi M

MeDi E

MoDi

G

M

VE E

MoDi E

VE G

G

P

E

MeDi

VE

ME

MoDi

MeDi

VE

G

G

G

P

G

E

P

M

E

MoDi

MeDi

MeDi

VE

VE

VE

ME

VE G

P

M

G

E

E

E

PMeDi

MeDi

VE

MeDi

MeDi

MeDi

VE

VE

VE

VE

D 0.7

B 0.85

C 0.9

A 0.95

C 0.85

B 0.7

0.5

0.1

0.5

0.6

0.4

B 0.5

B 0.7

D 0.1

D 0.05 0.1

0.2

0.4

0.3

0.2

0.4

0.4

0.4

0.2

C

0.4

TEST VALIDITY OF SMA NEGERI 63 JAKARTA

D 0.85 0.3

Option REMARKDP

G

B 0.8

A 0.4

B 0.6

B 0.85

A 0.75

D 0.5

C 0.55

A 0.85

A 0.7

B 0.7 0.6

C 0.85 0.3

D 0.45 0.9

0.2

0.7

B 0.9 0.2

C 0.85 0.3

D 0.85 0.3

B 0.65 0.3

A 1 0

DP

IDVE

IDNO Group Key

A 0.45 0.7

A 0.35 0.1

0.5A 0.35MoDi

MoDi

MoDi

VE

D

0.8

0.30.85A

VE0.20.9B

0

A 0.9 0.2

C 0.45 0.7

B 0.55 0.1

B 0.6 0.4

A 0.65

LESSON PLAN

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

EXPERIMENT CLASS

School’s Name : SMAN 90 Jakarta

Subject : English

Class/Semester : XI / 2

The meeting : 1st meeting, Pretest and explain Narrative text

Time allocation : 2 x 45 minute

Topic of the lesson : Narrative Text

Reading

Standard Competence: Understanding the meaning of monologue text/essay in

the form of report, narrative, analytical exposition text accurately, fluently, and

comprehensively in the daily context and to access the knowledge.

Base Competence: Understanding and responding meaning of monologue

text/essay that uses various written language accurately, fluently, and

comprehensively in the form of report, narrative, spoof, and analytical exposition

text.

Steps of learning activity

10 Minutes

1. Teacher starts the class with greeting to the students.

2. Check the attendant list.

3. Distribute the instrument test and answer sheet to the students

30 Minutes

1. Pre-test

30 minutes

1. Explain the narrative text

5 Minutes

1. Closing

2. review

Source, equipment, material

2. Models of Teaching, Connecting Students Learning With Standards. By

Jeannine M. Dell’Olio and Tony Donk

3. English SMA/MA Grade XI Natural and Social Science Programmes.

By Desmal Darjis, Sophian Fanany and Aisyah Anwar

4. Narrative text “Magic Mirror”

5. Board marker

6. White board

English Teacher Student Research

Ilham Syarif, M. Pd. Ika Fhatma Sari

NIP. 197509012008011018 NIM. 109014000168

LESSON PLAN



Subject : English


The meeting : 2nd

meeting, in the 1st treatmet



Reading







text.


10 Minutes



70 Minutes

1. Teacher use reciprocal strategy for their technique.

Understanding the reciprocal technique

The purpose of reciprocal technique

Understanding the four stages which is the step of reciprocal

technique

Generating question

Clarifying

Summarizing

Predicting

2. Distribute a text to each students

3. Teacher modeled the process by reading section

Encourage active participation in the process by inviting students

to assume the teacher role by asking question and directing the

discussion of the text.

The 1st paragraph, teacher as a leader, and the next paragraph

every student have a change to be a leader to discuss about the

paragraph of the text until the last paragraph.

Teaching learning process runs slowly, so it will continue to the next

meeting

10 minutes

1. Confirmation the understanding about reciprocal technique

2. Inform the students about the next meeting plan to do

3. Closing



Jeannine M. Dell‟Olio and Tony Donk




4. Board marker

5. White board

Instrument

Activity 1

A Magic Mirror

Long, long time ago there lived a young girl named Evelin. Evelin was a

brave girl, adventurous, smart, fond of martial and since childhood live alone.

She lived in a small hut in the wilderness. Her best friend was a white horse

named Hose. Hose wasn't ordinary horse, because Hose was a horse is able to

speak like a human.

One day, Evelin and Hose went to somewhere for an adventure. The

farther away and the deeper they ventured until they came to a foreign place.

Quiet, dark, and creepy. It was a strange palace buildings that has not been

disturbed by anyone. The walls of the palace doesn't looked solid again, full

plagued by tree roots. Foreign places like this that Evelin like, because this is

where she encountered something new in her life adventures. Inside the palace,

visited the room one by one. When she arrived in a very dark room which was

different from previous chambers, Evelin shocked when she lit a torch and saw a

giant mirror that almost as big as the wall. Mirror was full of dust and very

outdated. Evelin who was shocked to saw the giant mirror, without a second

thought Evelin immediately called Hose for her soon. Just like Evelin, Hose was

shocked to saw the giant mirror. Not long after, Evelin think it was like a giant

mirror to brought his little hut. However, as opposed Hose and Evelin wouldn‟t

have been able to brought the giant mirror.

Night came, Evelin and Hose decided to spent the night in the palace.

Evelin lit a bonfire and prepared a thick coat to slept. Evelin eventually fell

asleep and dreamed. In the dream, a giant mirror that can spoke like human

beings like Hose. When morning came, Evelin was snapped out of his slept. She

immediately thought of his dream last night, she immediately encountered a giant

mirror that regardless of the Hose was still slept. When she got it in the room, full

of curious Evelin by tapping the mirror, but nothing has changed at all. The

mirror remained silent. Evelin came out of the palace to sought Hose. Hose and

Evelin plan to return. When the middle of the road Evelin felt exhausted, they rest

under an apple tree. Soon Evelin back asleep and dreamed that the giant mirror

calling her to return to the palace. Evelin awoke and immediately asked Hose that

they returned to the palace. Arriving at the palace, Evelin immediately into the

room was a giant mirror. Mirror was knocked over and over again. No one

moved, no sound. Evelin upset and sceaming away from the mirror. But this time

something was different that mirror made a sound. Evelin shocked after hearing

the sound of the mirror. Evelin came back, but the mirror back down and didn't

spoke again.

Short story, Evelin and Hose return to her small hut with a strange feeling

and a little annoyed with what happened on his adventures. Hose was confused

with what happened to Evelin. Night came again, and that night Evelin didn't

want to dream about strange giant mirror. Evelin didn't want to slept so she

wouldn't dream anymore. But, as the night wore on, finally, Evelin fell asleep and

dreamed again. In the dream, the giant mirror cried and asked Evelin for help to

brought the giant mirror to place 'Valley Kalika'. Evelin awoke and screaming in

horror. Hose who were still asleep participate cried out in shocked. Before dawn

appeared Evelin and Hose decided to go back to the palace to brought the giant

mirror to the 'Valley Kalika'. Although, Evelin didn't know at all about the

'Valley Kalika' it where and how. Evelin and Hose continued his journey.

When they came to the palace, Evelin quickly tryiing to bring the giant

mirror, but Evelin not able to because it was too heavy. At last with help of Hose,

eventually mirror thet can be taken out of the palace. Arriving outside the palace

Evelin back confusion about how to move the mirror to the 'Valley Kalika'. Then

with wood and crude equipment Evelin make carts for transporting the mirror.

Once everything was finished, Evelin and Hose promptly seek 'Valley Kalika'.

When Evelin asleep somewhere along the way, again, and again she dreamed

again. In the dream, Evelin get directions existence 'Valley Kalika' and just on

this day in the „Valley Kalika‟ that Evelin had to put a giant mirrors it exactly

centered dusk to get the reflection of the sun. Evelin awoke of the dream and told

Hose in order to more quickly to the 'Valley Kalika'. As time passed, they came

to the 'Valley Kalika'. Evelin and Hose immediately pit it right mirror centered

dusk. Instantly get mirror the reflected sunlight, the mirrors vibrate, vibrate faster

and faster, the mirror was put out tremendous light. The mirror suddenly

changed! and exit the handsome prince that regardless of the devil curse

thousands years ago. Prince was named William. Prince William came with a

full smile for Evelin. He was very impressed over Evelin beauty, Evelin as did.

They love each other and then they also get married. They lived happily ever

after as they always do in fairy tales.

The end


Ilham Syarif, S. Pd. Ika Fhatma Sari

NIP. 197509012008011018 NIM. 109014000168

Instrument

Activity 1

A Magic Mirror

Long, long time ago there lived a young girl named Evelin. Evelin was a brave girl,

adventurous, smart, fond of martial and since childhood live alone. She lived in a small hut

in the wilderness. Her best friend was a white horse named Hose. Hose wasn't ordinary

horse, because Hose was a horse is able to speak like a human.

One day, Evelin and Hose went to somewhere for an adventure. The farther away and

the deeper they ventured until they came to a foreign place. Quiet, dark, and creepy. It was a

strange palace buildings that has not been disturbed by anyone. The walls of the palace

doesn't looked solid again, full plagued by tree roots. Foreign places like this that Evelin like,

because this is where she encountered something new in her life adventures. Inside the

palace, visited the room one by one. When she arrived in a very dark room which was

different from previous chambers, Evelin shocked when she lit a torch and saw a giant mirror

that almost as big as the wall. Mirror was full of dust and very outdated. Evelin who was

shocked to saw the giant mirror, without a second thought Evelin immediately called Hose

for her soon. Just like Evelin, Hose was shocked to saw the giant mirror. Not long after,

Evelin think it was like a giant mirror to brought his little hut. However, as opposed Hose

and Evelin wouldn’t have been able to brought the giant mirror.

Night came, Evelin and Hose decided to spent the night in the palace. Evelin lit a

bonfire and prepared a thick coat to slept. Evelin eventually fell asleep and dreamed. In the

dream, a giant mirror that can spoke like human beings like Hose. When morning came,

Evelin was snapped out of his slept. She immediately thought of his dream last night, she

immediately encountered a giant mirror that regardless of the Hose was still slept. When she

got it in the room, full of curious Evelin by tapping the mirror, but nothing has changed at

all. The mirror remained silent. Evelin came out of the palace to sought Hose. Hose and

Evelin plan to return. When the middle of the road Evelin felt exhausted, they rest under an

apple tree. Soon Evelin back asleep and dreamed that the giant mirror calling her to return to

the palace. Evelin awoke and immediately asked Hose that they returned to the palace.

Arriving at the palace, Evelin immediately into the room was a giant mirror. Mirror was

knocked over and over again. No one moved, no sound. Evelin upset and sceaming away

from the mirror. But this time something was different that mirror made a sound. Evelin

shocked after hearing the sound of the mirror. Evelin came back, but the mirror back down

and didn't spoke again.

Short story, Evelin and Hose return to her small hut with a strange feeling and a little

annoyed with what happened on his adventures. Hose was confused with what happened to

Evelin. Night came again, and that night Evelin didn't want to dream about strange giant

mirror. Evelin didn't want to slept so she wouldn't dream anymore. But, as the night wore

on, finally, Evelin fell asleep and dreamed again. In the dream, the giant mirror cried and

asked Evelin for help to brought the giant mirror to place 'Valley Kalika'. Evelin awoke and

screaming in horror. Hose who were still asleep participate cried out in shocked. Before

dawn appeared Evelin and Hose decided to go back to the palace to brought the giant mirror

to the 'Valley Kalika'. Although, Evelin didn't know at all about the 'Valley Kalika' it where

and how. Evelin and Hose continued his journey.

When they came to the palace, Evelin quickly tryiing to bring the giant mirror, but

Evelin not able to because it was too heavy. At last with help of Hose, eventually mirror thet

can be taken out of the palace. Arriving outside the palace Evelin back confusion about how

to move the mirror to the 'Valley Kalika'. Then with wood and crude equipment Evelin make

carts for transporting the mirror. Once everyting was finished, Evelin and Hose promptly

seek 'Valley Kalika'. When Evelin asleep somewhere along the way, again, and again she

dreamed again. In the dream, Evelin get directions existence 'Valley Kalika' and just on this

day in the 'Valley Kalika' that Evelin had to put a giant mirror it exactly centered dusk to get

the reflection of the sun. Evelin awoke of the dream and told Hose in order to more quickly

to the 'Valley Kalika'. As time passed, they came to the 'Valley Kalika'. Evelin and Hose

immediately pit it right mirror centered dusk. Instantly get a mirror thet reflected sunlight,

the mirrors vibrate, vibrate faster and faster, the mirror was put out tremendous light. The

mirror suddenly changed! and exit the handsome prince that regardless of the devil curse

thousands years ago. Prince was named William. Prince William came with a full smile for

Evelin. He was very impressed over Evelin beauty, Evelin as did. They love each other and

then they also get married. They lived happily ever after as they always do in fairy tales.

The end

LESSON PLAN



Subject : English


The meeting : 3rd meeting, in the 2nd

treatmet



Reading







text.


5 Minutes



70 Minutes

1. Put the students in groups of four

2. Divide students into the group identifying each person’s unique role

3. Teacher starts the lesson by reviewing the strategies of reciprocal teaching

4. Together with the students, teacher discusses about the text in the first

meeting.

5. As organizer and facilitator, teacher helps the students with their unique

role during the process of reading

6. Teacher gives a reading comprehension exercise consisting of ten essay

questions include giving the idea of summary, predicting.

Teacher gives new text, and answer the essay consist of ten questions

10 minutes

1. Confirmation the teaching learning process


3. Closing







4. Board marker

5. White board

6. Laptop

7. OHP

Instrument

Questions! Do it by yourself!

1. How many characters mentioned in the text?

2. What characters that Evelin has?

3. What makes Evelin would take the mirror to her hut?

4. Quite, dark, and creepy. What does the word creepy means?

5. What is the dream about, when Evelin fell a slept?

6. How did Evelin and Hose bring the giant mirror to the “Valley Kalika”?

7. Write down the short summary of the story based on your own words!

8. What is the next probably happened to them after they married? Give

your own prediction! (Minimum 50 words)

9. What the moral value that you got from the story?

10. How many sequences of events in that story?

Answer

1. There are three characters in the story Evelin, Hose, and Prince William

2. Evelin has brave, adventurous, smart, and fond of martial.

3. She interesting to the mirror

4. Creepy means terrify, afraid or anxious. The word use when we feel

unsafe or in danger.

5. The dreams is random, the mirror able to speak and

Scoring

Test= 10 items x 10= 100


Ilham Syarif, M. Pd. IkaFhatma Sari

NIP. 197509012008011018 NIM. 109014000168

LESSON PLAN



Subject : English


The meeting : 4th meeting, in the 3rd

treatment



Reading







text.


5 Minutes



70 Minutes


2. Divide group into four unique roles based on the four strategies.

3. Share a new text to the students, in the text book page, 144-145

4. Students will discuss the passage without asking the teacher any

questions concerning the technique

5. Teacher act as an observer

6. After reading and discussing the passage in their own group, students

will have a class discussion about the contents of the reading

passages.

Students make their own idea as their each role in generating question,

clarifying, summarizing and predicting in every content of the paragraph.

Students read the reading exercises, consisting of six essay, four multiple

choice and ten study phrases

10 minutes



3. Closing






3. Board marker

4. White board

5. Laptop

6. OHP

Instrument

In the text book 145-147

Scoring




NIP. 197509012008011018 NIM. 109014000168

LESSON PLAN



Subject : English


The meeting : 5th meeting, in the 4rd

treatment



Reading







text.


5 Minutes



70 Minutes


2. Divide group into four unique roles which is from the past

3. Share a new text to the students

4. Students read and discuss the passage by themselves and there are no

questions concerning the techniques as well as the passage.

5. Teacher act as an observer

6. After reading discussing the passage, the teacher and the students discuss

the contents of the passage.

Teacher will give the students reading comprehension exercise

consisting of 20 multiple choice questions.

10 minutes



3. Closing






3. Board marker

4. White board

5. Laptop

6. OHP

Instrument

LKS

Scoring




NIP. 197509012008011018 NIM. 109014000168

LESSON PLAN


CONTROLLED CLASS


Subject : English


The meeting : 1st meeting



Reading







text.


10 Minutes



70 Minutes

1. Teacher explain about narrative text

2. Teacher explains how to get the main idea or general idea of the passage

3. Teacher shares a hand out, then tries to ask one student to mention the

main idea

4. Some students read the text and others listen to them

5. The students answer the questions according to the reading passages

6. Teacher divides the students into 8 groups and they will discuss the answer

with their friends in a group.

Teacher corrects the answer and students take some notes about the main idea.

10 minutes

1. Confirmation the understanding about the material already discussed


3. Closing





3. Board marker

4. White board

Instrument

A Magic Mirror

Long, long time ago there lived a young girl named Evelin. Evelin was a

brave girl, adventurous, smart, fond of martial and since childhood live alone.

She lived in a small hut in the wilderness. Her best friend was a white horse

named Hose. Hose wasn't ordinary horse, because Hose was a horse is able to

speak like a human.

One day, Evelin and Hose went to somewhere for an adventure. The

farther away and the deeper they ventured until they came to a foreign place.

Quiet, dark, and creepy. It was a strange palace buildings that has not been

disturbed by anyone. The walls of the palace doesn't looked solid again, full

plagued by tree roots. Foreign places like this that Evelin like, because this is

where she encountered something new in her life adventures. Inside the palace,

visited the room one by one. When she arrived in a very dark room which was

different from previous chambers, Evelin shocked when she lit a torch and saw a

giant mirror that almost as big as the wall. Mirror was full of dust and very

outdated. Evelin who was shocked to saw the giant mirror, without a second

thought Evelin immediately called Hose for her soon. Just like Evelin, Hose was

shocked to saw the giant mirror. Not long after, Evelin think it was like a giant

mirror to brought his little hut. However, as opposed Hose and Evelin wouldn‟t

have been able to brought the giant mirror.

Night came, Evelin and Hose decided to spent the night in the palace.

Evelin lit a bonfire and prepared a thick coat to slept. Evelin eventually fell

asleep and dreamed. In the dream, a giant mirror that can spoke like human

beings like Hose. When morning came, Evelin was snapped out of his slept. She

immediately thought of his dream last night, she immediately encountered a giant

mirror that regardless of the Hose was still slept. When she got it in the room, full

of curious Evelin by tapping the mirror, but nothing has changed at all. The

mirror remained silent. Evelin came out of the palace to sought Hose. Hose and

Evelin plan to return. When the middle of the road Evelin felt exhausted, they rest

under an apple tree. Soon Evelin back asleep and dreamed that the giant mirror

calling her to return to the palace. Evelin awoke and immediately asked Hose that

they returned to the palace. Arriving at the palace, Evelin immediately into the

room was a giant mirror. Mirror was knocked over and over again. No one

moved, no sound. Evelin upset and sceaming away from the mirror. But this time

something was different that mirror made a sound. Evelin shocked after hearing

the sound of the mirror. Evelin came back, but the mirror back down and didn't

spoke again.

Short story, Evelin and Hose return to her small hut with a strange feeling

and a little annoyed with what happened on his adventures. Hose was confused

with what happened to Evelin. Night came again, and that night Evelin didn't

want to dream about strange giant mirror. Evelin didn't want to slept so she

wouldn't dream anymore. But, as the night wore on, finally, Evelin fell asleep and

dreamed again. In the dream, the giant mirror cried and asked Evelin for help to

brought the giant mirror to place 'Valley Kalika'. Evelin awoke and screaming in

horror. Hose who were still asleep participate cried out in shocked. Before dawn

appeared Evelin and Hose decided to go back to the palace to brought the giant

mirror to the 'Valley Kalika'. Although, Evelin didn't know at all about the

'Valley Kalika' it where and how. Evelin and Hose continued his journey.

When they came to the palace, Evelin quickly tryiing to bring the giant

mirror, but Evelin not able to because it was too heavy. At last with help of Hose,

eventually mirror thet can be taken out of the palace. Arriving outside the palace

Evelin back confusion about how to move the mirror to the 'Valley Kalika'. Then

with wood and crude equipment Evelin make carts for transporting the mirror.

Once everything was finished, Evelin and Hose promptly seek 'Valley Kalika'.

When Evelin asleep somewhere along the way, again, and again she dreamed

again. In the dream, Evelin get directions existence 'Valley Kalika' and just on

this day in the „Valley Kalika‟ that Evelin had to put a giant mirrors it exactly

centered dusk to get the reflection of the sun. Evelin awoke of the dream and told

Hose in order to more quickly to the 'Valley Kalika'. As time passed, they came

to the 'Valley Kalika'. Evelin and Hose immediately pit it right mirror centered

dusk. Instantly get mirror the reflected sunlight, the mirrors vibrate, vibrate faster

and faster, the mirror was put out tremendous light. The mirror suddenly

changed! and exit the handsome prince that regardless of the devil curse

thousands years ago. Prince was named William. Prince William came with a

full smile for Evelin. He was very impressed over Evelin beauty, Evelin as did.

They love each other and then they also get married. They lived happily ever

after as they always do in fairy tales.

The end



NIP. 197509012008011018 NIM. 109014000168

LESSON PLAN


CONTROLLED CLASS


Subject : English


The meeting : 2nd

meeting



Reading







text.


10 Minutes



3. Inform the students about the lesson topic for today

70 Minutes

1. The students are divided into 8 groups and given handout, containing

reading passage.

2. Students will finish reading comprehension exercise consisting of five

numbers questions

3. Teacher acts as the class organizer as well as the facilitator

4. Teacher starts the lesson by reviewing how to get general idea


6. Students answer the questions according to the reading passages consisting

of five essay questions and writing opinion.

7. Students discuss it with their friends in a group, and then they made a

conclusion.

Finish with the passages, teacher correct their answers about the content of

the passages in order to review the students’ comprehension of the passages

Instrument:

Text book page 144-145

10 minutes



4. Closing




2. Board marker

3. White board



NIP. 197509012008011018 NIM. 109014000168

LESSON PLAN


CONTROLLED CLASS


Subject : English


The meeting : 3-4th

meeting



Reading







text.


10 Minutes



3. Inform the students about the lesson topic for today

70 Minutes

1. The students are divided into 8 groups and given handout, containing

reading passage.

2. Students will finish reading comprehension exercise consisting of five

numbers questions

3. Teacher acts as the class organizer as well as the facilitator

4. Teacher starts the lesson by reviewing how to get general idea


6. Students answer the questions according to the reading passages consisting

of five essay questions and writing opinion.

7. Students discuss it with their friends in a group, and then they made a

conclusion.

Finish with the passages, teacher correct their answers about the content of

the passages in order to review the students’ comprehension of the passages

Instrument:

Text book page 145-147

10 minutes



4. Closing




2. Board marker

3. White board



NIP. 197509012008011018 NIM. 109014000168

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