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THE USE OF NUMBERED HEAD TECHNIQUE TO IMPROVE

STUDENTS’ READING SKILLS(A Classroom Action Research

of the Eighth Years Students of Mts Ma’arif Candimulyo

Magelang in the Academic Year 2015/2016)

A GRADUATING PAPER

Submitted to the Board Examiners as a Partial Fulfillment of the

Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I)

English Education Departement of Teacher Training and Education Faculty

State Institute for Islamic Studies (IAIN) Salatiga

BY:

DWI INA FAKOTIN

113 10 065

ENGLISH EDUCATION DEPARTEMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2015

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PERNYATAAN KEASLIAN TULISAN

Saya yang bertanda tangan dibawah ini:

Nama : DWI INA FAKOTIN

NIM : 113 10 065

Fakultas : Tarbiyah dan Ilmu Keguruan

Jurusan : Tadris Bahasa Inggris

Dengan penuh kejujuran dan tanggung jawab, peneliti menyatakan bahwa skripsi

ini benar-benar merupakan hasil karya saya sendiri, bukan jiplakan atau karya

tulis orang lain. Pendapat atau temuan orang lain yang terdapat dalam skripsi ini

dikutip atau dirujuk berdasarkan kode etik ilmiah.

Demikian deklarasi ini dibuat oleh penulis untuk dapat dimaklumi.

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Motto

““Life cannot become boring when we establish

contact with the one who gives happiness.”

~Dr. Bilal Philips~

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DEDICATION

This work is sincerely dedicated for:

My beloved parents, my mother (Sri Yati) and my father

(Subandi) who always pray, guide, motivate me to become better

person.

My husband who always support me and pray from me

My child Ilyas who always support me

My beloved sisters, brothers and my big familywho fill my life

with love and affection.

All of big family of Mts Ma’arif Candimulyo, the head master, all

of the teachers especially Mr. Rudi Surasa, S.Pd and students of

VIII B class.

My consultant Mrs. Setia Rini, M. Pd who always guides and

support me.

My friends especially Indi, Hasti,Restu and Nanik who always

support and help me do the research.

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ACKNOWLEDGEMENT

Bismillahirrahmanirrahim,

In the name of Allah, the most gracious and merciful, the king of universe

and space. Thank you to Allah because the writer could complete this thesis as

one of requirement to finishthe study in English Department of States for

InstituteIslamicStudiesSalatiga.

This thesis would not have been completed without support, guidance and

help from individual and institution. Therefore, I would like to express special

thank you to:

1. Mr. Dr. Rahmat Hariyadi, M. Pd. as the rector of State Institutefor

Islamic Studies Salatiga.

2. Mrs. Noor Malihah, P. Hd the head of English Department of States

Institute for Islamic Studies (IAIN) of Salatiga and the consultant of this

thesis. Thank you for all of your suggestions, recommendations and

support for this thesis from the beginning until the end.

3. Setia Rini, M. Pd as consultant who has educated, supported, directed

and given the writer advice, suggestion and recomendation for this

graduating paper from beginning until the end. Thank for your patience

and care.

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4. All lecturers in the English Department of IAIN Salatiga. Thank you for

all guidance, knowledge, support, and etc.

5. My beloved mother and father. Thank you for everythings (support and

praying) no one better than you.

6. All my family who always cheering me.

7. Special thanks for my friends who always cheering me up.

8. All of the staffs who help the writer in processing of thesis

administration.

9. Everybody who has helped me in finishing this thesis. Thank you for all

supports, advices, suggestions and other helps that you all give. The

writer hopes that this thesis will be useful for everyone.

Salatiga, 18 Februari 2016

The writer

Dwi Ina Fakotin

113 10 065

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ABSTRACT

Dwi Ina Fakotin. 2015. “THE USE OF NUMBERED HEAD TECHNIQUE TO

IMPROVE STUDENTS’ READING SKILLS(A Classroom Action Research of

the Eighth Years Students of MtsMa’arifCandimulyoMagelang in the Academic

Year 2015/2016)”A Graduating Paper. Educational Faculty English Department

State Institute of Islamic Studies (IAIN). Consultant: SetiaRini, M. Pd

Keywords: Numbered Head; reading skill; recount text

The objectives of the study are to find out the use numbered head technique to

improve readinf skill. This research answer these main questions (1) How is the

implementation of students’ reading skill using numbered heads technique for the

eighth years students of MtsCandimulyoMagelang in the academic year

2015/2016? (2) How far is the significant difference of using Numbered Head

Technique in the students’ reading skill of the eighth years students of

MtsCandimulyoMagelang in the academic year 2015/2016? Thirty students of

eighth years students of Mts Ma’arif Candimulyo 2015 were instructed through

Numbered Head Technique vto improve their reading skill. The methodologi in

this research Classroom Action Research (CAR). Itr is conducted in Two cycles.

Each cycle consists of planing, action, observation, reflection. From the result, the

researcher found several finding on it. The T-calculation result showes that T-

calculator if cycle I is 5,46 and cycle II is 7,31. It means that the use of Numbered

Heads is able to improve the students’ reading skill.

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TABLE OF CONTENTS

TITLE i

DECLARATION ii

ATTENTIVE COUNSELOR NOTES iii

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

MOTTO v

DEDICATION vi

ACKNOWLEDGMENT vii

ABSTRACT ix

TABLE OF CONTENTS x

LIST OF TABLES………............................................................... xii

CHAPTER I: INTRODUCTION

A. Background of the Study 1

B. Problem Statements 4

C. Objectives of the Study 4

D. Benefits of the Study ………. 5

E. Limitation of the Study 5

F. Definition of the Key Terms 5

G. Review of Previous Research 7

H. Research Organization 8

CHAPTER II: THEORITICAL FRAMEWORK

A. Reading 9

1. Definition of Reading 9

2. Kind of Reading 12

3. Factors that Influence Reading ……………………………… 13

4. Principles of Learning Reading 14

B. Reading Skill 16

1. Definition of Reading skill 16

C. Numbered Heads

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1. Definition of Numberted Heads …………………………….. 18

2. Purpose of Numbered Heads..... …………………………….. 20

3. Step of numbered heads......... ………………………………...19

4. The stengs and weakness of numbered heads ……………....... 21

D. Recount text ................................................................................... 22

1. Definition of Recount Text ..................................................... 22

2. Type of RecountText 23

3. Generic Structure of Recount 27

CHAPTER III: METHODOLOGY OF RESEARCH

A. Setting of the Research 28

B. The Situational of the Teacher and Staff ................................... 29

C. The situational of the Students .................................................... 32

D. List of VIII B ...... ........ 33

E. Method of Researh 35

F. Procedures of Research..........……………………………………. 37

G. Technique of Collecting Data……………………………………. 38

H. Technique of Data Analysis ......................................................... 41

CHAPTER IV: DATA ANALYSIS

A. Research Findings …………..……………………………………. 43

B. Analysis and Discussion 62

CHAPTER V: CLOSURE

A. Conclusion ..................................................................................... 65

B. Suggestion ..................................................................................... 66

BIBLIOGRAPHY

CURRICULUM VITAE

APPENDIXES

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LIST OF TABLES

Table 2. 1 Example of recount text 26

Table 3.1 The educational facilities of Mts Ma’arif 29

Table 3. 2 The situational teacher and staff of Mts Ma’arif 30

Table 3. 3 The situational students of Mts Ma’arif 32

Table 3. 4 List of VIII B class of Mts Ma’arif 33

Table 4.1 Group of numbered heads 46

Table 4.2 The result of pre test and post test cycle I 48

Table 4.3 The result of pre test and post test cycle II 57

Table 4.4 The mean of students’ score 62

Table 4.5 The result observation sheet 63

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CHAPTER 1

INTRODUCTION

A. BACKGROUND OF THE STUDY

In order to communicate with others, people use language. They

must use language because language is the main factor to share their ideas

to the others in this life. English is regarded as an international language. It

is very important because it is used broadly in the world that function as a

communication means by which people from different nations or country

interact. In Indonesia, it has been tought in schools from elementary

school up to university.

In many foreign language teaching situations, reading seemed a

special focus. There are a number of reason and one of them is many

foreign language students often have as one of their most important goal.

They want to be able to read for information and pleasure, for the career,

and for study in purposes. In fact most EFL situations, the ability to read in

a foreign language is all that students ever want to acquire (Richards,

2003: 213).

To improve students’ skill in English, there are four main skills

which must be attained by students. They are reading, writing, speaking

and listening skill. Reading is one of skills which has many contribution in

enhancing and enriching students’ knowledge. Through reading, they can

get new information in any aspect. Besides that, they will have to read

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lengthy assignments in which to know what the obligations that should

they do. If they don’t know what the meaning is, so they will fail in

completing the assignments.

Reading is seen as a stucture hierarchy of sequenced and separate

skills which is built up to create meaning. Since it is active cognitive

process, reading is closely related to other activites suc as thinking,

interesting, making preception, making generalization, and of course

comprehending the content (Konza, 2007: 84). Reading is complex

process which involves not only the text but their experience to

comprehend it.

Learning reading is more than just recognizing words in a written

text. Students should be able to comprehend or understand the meaning of

the text. (Duffy, 1997: 60) stated that comprehension appears to happen in

two stages. The first stage occurs during the actual reading activity. The

student examines the message and simultaneously recognize words and

meaning through skill with the graphemic, syntactic, and semantic

systems. The second stage occurs anytime during or following Stage 1. In

this stage, the written message has been translated or received and can be

subjected to a more thoughtful analysis.

There are some factors that influence students’ reading

comprehension, one of them is teacher. The teacher uses a conventional

method in teaching reading and it can make teaching learning boring.

During the teaching learning process, the teacher transfers information in

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monotonous approach. The teacher also spends more time in structure than

in reading skill, so the students do not have time to learn reading. The

strategy is low for helping the student in learning English. The strategy

should be able to motivate and interest the students to study.

From the statement above, we know that comprehension skill is

needed in reading activity. However, the condition of students in Indonesia

especially students in Mts Ma’arif candimulyo have poor comprehension

skill. In teaching and learning process, the eighth years students of Mts

Ma’arif candimulyo face some difficulties when their teacher deliver the

materials. It can be seen from their reactions in learning English. Some of

them are bored, sleepy and do not pay attention to their teacher

explanation. Eventhough their teacher has given some strategies and

methods to make the students excited in learning English. But in the

reality, the students still face the difficulties in reading comprehension.

From the explanation above, it gives an inspiration to the writer to

conduct a research titled on “ THE USE OF NUMBERED HEAD

TECHNIQUE TO IMPROVE STUDENTS’ READING SKILLS (A

Classroom Action Research Of The Eighth Students of Mts Ma’arif

Candimulyo Magelang In The Academic Year of 2015/2016).

B. PROBLEM STATEMENTS

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

arise. The problems identified are as follows:

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1. How is the implementation of students’ reading skill using numbered

heads technique for the eighth years students of Mts Candimulyo

Magelang in the academic year 2015/2016

2. How far is the significant difference of using Numbered Head

Technique in the students’ reading skill of the eighth years students of

Mts Ma’arif Candimulyo Magelang in the academic year 2015/2016

C. OBJECTIVES OF THE STUDY

The general purpose of the study is to be able to know the effect of

numbered head technique that is implemented in the classroom. The specific

objectives of this study are:

1. To identify the implementation of students’ reading skill using

technique for the eighth year students of Mts Candimulyo Magelang

in the academic year 2015/2016

2. To find out the result of the study after using numbered head

technique for the eighth students of Mts Candimulyo Magelang in

the academic year 2015/2016.

D. BENEFIT OF THE STUDY

1. Theoretical advantages are:

a. The result of research can be used as the reference for those

who want to conduct a research in English teaching to build

students’ reading skill.

b. Research is used for teacher in teaching English.

2. Practical advantages are:

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a. Students’ reading skill will be better than before by

understanding this technique.

b. It will give information to the teachers about using a technique

to improve teaching reading quality.

E. LIMITATION OF THE STUDY

Based on the problem statement , the writer realizes that it is

impossibe to carry out a classroom action research based on all the

problem above. The writer limits the problem to the teacher’s monotous

technique in teaching reading skill, the writer used numbered head

technique to teach reading of the eighth grade of Mts Candimulyo

Magelang in the academic Year 2015/2016

F. DEFINITION OF KEY TERMS

Here are some definition as a guidence to understand the terms of

this study:

1. Numbered Heads

Numbered head is one of simplest cooperative learning

method and the best model to start for new teachers who use

cooperative approach. Numbered Heads giving occupation for

students to think or sharing about the ideas. Spenser Kagan (1922).

This method is very interesting activity in the classroom because in

the method infolves student and teacher to activate their selves in

teaching and learning process.

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2. Technique

Technique is a way of doing something, especially one that

needs special skills. (Oxford learner’s pocket dictionary, 2008: 455)

3. Improve

Improve is become or make better, make a good use of

something. (Oxford Dictionary, 2003: 216)

4. Reading

Reading is a learning process in which the skills of word

recognition and comprehension are mutually supportive. In reading

activity, students are expected to recognize and understand about

what they read especially in a text. Without understanding the text

students can’t grasp the implied message in a text. (Duffy, 1977: 5)

5. Student

Student is person who studiying at the collage or university

(Oxford Dictionary, 2003: 429)

6. Skill

According Dunnette (1976: 33) skills is capacity needed to

implementing some tasks, which is the development of training result

sand experience gained.

G. REVIEW OF PREVIOUS RESEARCH

In this graduating paper, the writer takes some reviews from other

thesis as a comparative in this research. “The Use of Paired Story Telling

Technique to Improve Students’ Reading Comprehension” (A Classroom

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Action Research of the Second Grade Students of SMPN 09 Salatiga in the

Academic Year of 2012/2013) (STAIN Salatiga). It is written by Ulil

Hidayah, a student of State Institute of Islamic Studies in the academic

year 2013. She stated that the cooperative atmosphere of working in pair

increase students’ motivation and their confidence using target language.

This oral use of the target language may improve their speaking

performance as development in reading

The second research report by Astri Rahmawati with her research paper

entitled ”The Use of group investigation strategy to improve students’

reading skill” (A Classroom Action Research of X.2 Class of MAN

Tengaran,Semarang in the Academic Year of 2013/2014).There was a

significant improvements. The student has lack motivation so it could

influence of students reading skill. After the using group investigation

strategy the students reading skill increases.

H. RESEARCH ORGANIZATION

In order to make easy to understand this thesis, the researches

uses of a system of presentation as follows:

Chapter I is introduction. It contains the background of the study,

problem statements, objectives of the study, benefit of the study,

limitation of the study, definition of key terms, and review of previous

research.

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Chapter II is literature review. It contains about of theories that relevant

toward research, theory discretion there are: Numbered Heads method,

Reading Skills and Recount text.

Chapter III is research report. It contains about general description of Mts

Candimulyo Magelang.

Chapter IV is Data Analysis. Consist of cycle I, cycle II, cycle III,

analysis, discussion, and result of each cycle.

Chapter V is Closure. The writer states summary of the study includes

Conclusion and Suggestion.

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CHAPTER II

REVIEW OF RELATED THEORIES

A. Reading

1. Definition of Reading

Reading is a learning process in which the skills of word

recognition and comprehension are mutually supportive. In reading

activity, students are expected to recognize and understand about what

they read especially in a text. Without understanding the text students

can’t grasp the implied message in a text. (Duffy, 1977: 5)

According to Nunan (2003: 68), “reading is a fluent process of

readers combines information from text and their own background

knowledge to build meaning”.

Harris and Sipay (1980: 179), states that reading

comprehension ability is taught to be a set of generalized knowledge

acquisition skills that permits people to acquire and exhibit

information gained as a consequence of reading printed language.

Reading is an active process (not a product, like history) in which

readers shift between sources of information (what they know and

what the text says), elaborate meaning strategies, check their

interpretation revising when appropriate, and use the social context to

focus their response (Walker, 1996: 4)

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Manzo (1996: 5) defined reading as the act of simultaneously

reading the lines, reading between the lines, and reading beyond the

lines. The first part, reading the lines refers to the act of decoding the

words in order to construct the author’s basic message. The next part,

reading between the lines, making to the act of making inferences and

understanding the author’s implied message. Thus, reading beyond the

lines involves the judging of the significance of the author’s message

and applying it to the other areas of the background and knowledge.

Currently, Wallace (2001), Richards (2002) argued that reading

is a reader centered activity. A reader, while reading is constantly

employed some strategies, helps himself to obtain whim he or she

wants for reading. In other words, reading presently concerned more

with the process, by which a reader attempts to understand the test he

or she reads.

Reading is used to get the main point or the most important

information. It is an effort to understand the content of the text, and

also to know the massage from the writer. In addition reading is used

to get an idea, pleasure or feeling that is expressed by the writer.

From the information above, the writer thinksthat reading is an

active and interactive activity to produce the word and tries to

understand the content of reading text. By reading, the students can

enlarge on enrich their knowledge and experience because the

information they need is serve in written form.

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There are many experts who present various definition of

reading. According to Dechant (1982: 3) definitions of reading are

divided into two major types:

a. Reading as Interpretation of Experience

With the first type of reading definition, in which reading is

equated with the interpretation of experience generally, we might

speak of reading pictures, reading faces, or reading the weather.

Spencer (1946) as quoted by Dechant (1982: 4) reading is

performed whenever one experiences sensory stimulation. On the

other hand, the meaning of reading based on this type is the

reading- readiness program in which experience with concrete

object is emphasized, visual and auditory discrimination are

stressed and students are required to interpret pictures and

conversation.

Reading as interpretation of experience has implications for

both the reading teacher and also the students who learning to read.

Teacher of reading must become expert in reading students. They

must understand their students and must be able to identify the

personal differences in students which may lead to achievement

differences between students. Another implication is that students

must be readers of experience before they can become further

readers.

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b. Reading as Interpretation of Graphic Symbols

In Dechant (1982: 4-5) there are presented the definition of

reading by many experts. Some of them are DeBoer and Dallmann

(1960: 19) consider that reading involves the comprehension and

interpretation of ideas symbolized by the written or printed page.

While Bond and Thinker (1967: 22) point out that reading involves

the recognition of printed or written symbols which serve as

stimuli for the recall of meanings built up through the reader’s past

experience.

Based on the definition above, the writer concludes that

reading requires identification and comprehension. Reading

involves an interaction between the writer and reader. Without a

reader, communication via printed page is impossible; writing has

no purpose without a reader.

2. Kind of Reading

According to Kustaryo (1988: 11), there are some kind of reading.

They are:

a. Reading for meaning

Reading for meaning is reading to understand the messages which

are written in the text. We didn’t read aloud during we are reading.

The purpose of this reading is not just to understand the text, but

also to to give information to the listeners.

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b. Reading for comprehension

Reading for comprehension means reading with understanding

about what have read.

3. Factors that Influence Reading

Cameron (2001) stated that some factors in foreign language

learning context can influence the learning tasks. They are:

a. The nature of the written forms of the first language.

Each language is structured differently, so when we meet a new

language, we try to apply the first language looking for familiar

cues.

b. The learners’ previous experience in the first language literacy.

When a young learner learns the second language, literacy,

knowledge, and skill he/she only partly develops for the first

language

c. The learners’ knowledge of the language.

Oral skill to learn a new language is an important factor in order to

be literate. Children gain much literary experience before they come

to school. The teacher of foreign language can be expanded

children’s experience of literacy in the new by creating

environmental print for the classroom.

d. Age of starting learn to read clearly overlaps with the first language

reading experience.

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There are many factors that may make learning to read a very

different experience for different ages. Transferability of

knowledge, skills, and strategies across language depends closely on

how the two written language work: it will be different for each pair

of language and for each direction of learning.

4. Principles of Learning Reading

There are some principles behind the teaching of reading (Harmer,

2001: 70), here are:

a. Reading is not passive skills

Reading is an incredibly active occupation. To do it

unsuccessfully, we have to understand what the word mean, see the

pictures the words are painting, understand the arguments, and work

out if we agree with them. If we not do these things – and if students

do not do these things – then we only just scratch the surface of the

text and we quickly forget it.

b. Students need to be engaged with what they are reading

As with everything else in lessons, students who are not

engaged with the reading text, not actively interested in what they

are doing, are less likely to benefit from it.

c. Students should be encouraged to respond to the content of reading

text, not just to the language

It is important to study reading texts for the way they use

language, the number of paragraphs they contain and how many

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times they use relative clauses. But the meaning, the message of

the text, is just as important and we must give students a chance to

respond to that message in some way. It is especially important that

they should be allowed to express their feeling about the topic

d. Prediction is a major factor in reading

When we read texts in our own language, we frequently

have a good idea of the content before we actually read. Books

cover give s a hint what’s in the book, photographs and headlines

hint at what articles are about and report look like report before

single word.

e. Match the task to the topic

One decision has been taken about what reading text to the

students are going to read, we need to choose good reading task,

the right kind of questions, engaging and useful puzzle etc.

f. Good teachers exploit reading texts to the full

Any reading text is full of sentence, words, ideas,

description etc. it does not make sense just to get students to read it

thendrop it to move on to something else. Good teachers integrate

the reading text into interesting class sequences, using the topic for

discussion and further tasks, using the language for study and later

activation.

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B. Reading Skills

Reading skill is the ability to relate the textual material to one’s

own knowledge by comprehending the text (Fauziati, 2008: 133). The

purpose of reading activity is language ideas. In reading, the process of

reading activity is language ideas. In the reading the process of thinking is

very urgent and vital, because the students read the text and do not morely

move their eyes along the sentence they read. Instead the sometime, their

minds work to get the message. Goodman (1982: 135) in Fauziati (2010:

33) states that based on psycholinguistic perceptive reading is considered

as “psycholinguistic guessing game” the reader constructs a message

which is encoded by a writer. This act of meaning construction is a

ongoing, cyclical process of sampling from the input text, predicting,

testing, and confirming or revising these prediction and further sampling.

According to Grant (1991: 79) the aims of using a reading text at

intermediate level and advance level are:

1. To teach basic reading comprehension skills

2. To teach real life reading skill such as reading for gist and

reading for information

3. To develop flexible reading skills, varied according to purpose

4. To develop critical reading skills

5. To develop the students knowledge of vocabulary or idiom

6. To reinforce certain grammatical features

7. To act as stimulus for oral or write work later on.

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According to Johan (2000: 1) reading skills are grouped into:

a. Deducing the meanings of Words from Context.

Deducing the meanings of words from context is way to see

the words of phrases that precede or follow those words, so it can be

functions as a way to know of speech, and finally the right meaning in

the discourse can be known without having to look at the dictionary.

b. Understanding the forms and Meaning of Non-idiomatic Phrases

It is different from idiomatic phrases that the form and

meaning has been fixed, so it tends as the material which memorized

so, the phrases non-idiomatic are formed based on certain rules and

are unlimited.

c. Recognizing and Understanding Rhetorical Structures

Rhetorical structures is functional relationship between the

meaning that described by elements of language in a reading text.

This structure is basic of a text frame and closely related to the type of

topic that written, the purpose of the authors, and readers are

addressed by the authors.

The skills to know and understand this rhetorical structure

includes an understanding of the meaning and function of words,

phrases, punctuation, and specific structure that are used by the writer

to describe or convey an idea or message purposed.

These rhetorical structures are described, explicitly with the

existence of specific discourse markers and there are those only

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known through the readers’ familiarity with the form of reading text

organizing in English.

This rhetorical structure found at the level of sentences,

paragraphs, or intersentence, and at overall reading level.

C. Numbered heads

1. The Definition Numbered Heads

Numbered head is cooperative learning model which emphasizes students

activity in which students are expected to interact with other students in the

group so that they can increase their learning. Students will be divided into

small groups aimed at understanding the material provided by the teacher.

Students have the opportunity to the active to the process of thinking and

learning activities, so there is no separation between students who have a high

level of intelligence and a low. Students will each provide information about

the material being studied, reviewed the materialcovered in the lesson, check or

examine their understanding of the lesson content. This method was introduced

by Spenser Kagan. The cooperative learning types Numbered Heads special

emphasis on structures that are designed to influence the interaction patterns of

students, improving their academic mastery. And also teacher social skills. It

means actively asking, sharing, tasks, willing to explain ideas or opinions, the

opinions of others, work in group, and so on.

According to Soparjono (2009 : 76), Numbered Heads methods begins

with the numbering, then questioning, heads And answering. The numbering is

the teacher formed small groups and the number of each group should consider

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the number of concepts to be learned. For example if a class consist of 40

students and divided into 5 groups according to the concepts that will be the

concepts that will be studied than each group consist of 8 students. Teacher

gives the students a number 1-8. After the teacher gave a number of question to

be answered by the students refered to the questioning. Students with their

group think of the answeres called the Numbered Heads. After that the teacher

called students who have same number from different groups to provide the

answers. It is called the answering. Such as having heterogeneous group. Each

member of the group has a different numbering, and are required are think

together.

2. The Purpose of Numbered Heads

According to the Ibrahim (via Herdian: 2009), the purpose of Numbered

Heads are as follows:

a. To increase students’ creativity and activity on academic .

b. acknowledgment of the diversity to students can accept their friends

who have different background.

c. Development of social skills.

3. Step of Numbered Head method

According to Ibrahim (via Herdian: 2009) who developed the concepts of Kagan

there are six in the implementation of Numbered Heads described bellow:

a. Preparation

At this stage the teacher prepare all the requirements needed to teac such as

preparing lesson plans (preparing materials to be studied) prepare a Students

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Works Sheet ( LKS) in accordance with the model Numbered Heads.

b. Group Formation

In the stage of formotion of a group of teachers divide students into smalls groups

that do not consider the background of the students, such us race, social class,

ethnicity, gender and level of students’ learning abilities. It is intended that there

is so separation between students. Teacher divides the students based on the

concept to be learned. Each group consists of 3-5 students. After the group formed

teacher assigns a number to each member.

c. Guide Books

The formation of each group must have books or guide books to facilited students

working on a task or problem is given by the teachers

d. Discussion of issues

In group work, the teachers gave the materials to be learned or the queations that

must be answered students. Then students think together and discuss the material

to be learned or the questions given by the teachers with their group.

e. Calling the Numbered of Member to Give Answers

After the students finished discussing the materials studied, the next stage is the

teacher calls a number, so that each group should then dialed his number raised

his hand and prepare to answer question from the teacher.

f. Conclusion

After all the students were called and given the opportunity to responds, to next

stage is the teacher gives to the conclution to the answers given by the students so

there is do confidence of the answers.

xxii

4. The strengths and weakneses of Numbered Heads Method

According to lundgren (via Herdian: 2009) the strengths and weaknesses of

Numbered Heads methods are:

a. the strenghts are

1. Sense of self–esterns is highers.

2. Fixing the presence.

3. Acceptance of individuals into larger.

4. Discruptive behavior become smaller.

5. Conflict between reduced personal.

6. deeper understanding.

7. Increasing cultifation kindness, sensitivity and tolerance.

8. Higher learning outcomes’

b. The weakneses of Numbered heads method

D. Recount Texs

1. Definition of recount texs

Hyland (2009 : 5) state that recount text is a text that tells about past

experiences or events. It can be based on the author’s personal experience (not

always factual) or historical events. Recount text tells the reader about somethink

that has happenned. It can be story (a fictional) recount or (factual) recount.

Recount text is recall and reconstructs events, experiences and achievements from

the past in a logical sequence.

Recount text tells about a specific person oir events. It is organized as a

series through time. You may choose a recount if you are teaching students about

xxiii

a famouse person. Recount contain a series of events that pertain to the person or

event that the text focuses on. You may choose to read a recount (biography)

about a famouse author to your students after you complete an author study. Other

recount may present a topic through a series of time Miner and Zitnay(2012:2)

From the devinition above, it can be concluded that recount text tells

about past experiences or events and specific person it can can be fictional or

factual story.

2. Types of Recount teks

Sue stubs (2009 : 5)describe that types that recount teks are:

a. A factual recount

A factual recount is concerned with recalling events accuratelly. It can

range from everyday task such as a school accident report to a formal, structured

research task such as a historical recount. The emphasis is on using language that

is precise, factual and detailed, so that the reader gains the complete picture of the

event, experience or achievement. Extended description, emotive language and

unnecessary details are out of narration are used to give credibility to the

information presented.

b. Literary or imaginative recount

Literary recounts entertain the reader by recreating the events of an

imaginary world as though they are real “ A day in my life as a family pet”. For

example: emotive language, specific detail, and first person naration are used to

give the writing impact and appeal.

c. A procedural recount

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A procedural recount is records the steps taken in completing a task or

proceduren. The use of technical terms, an accurate time sequence and first person

narration (I or we) give credibility to the information provided. Example: Included

a flow chart of the actions required for making bread, a storyboard of a videotaped

script or advertisement, the steps taken to solvea mathematical problem.

d. A biographical recount

A biographical recount told the story the person’s life using a friend person

narrator (he, she, they). In the case, of an authobiography, first person narration

(I, we) is used. It is usually factually ,accurate and records specific names, timnes,

places and events. A purelly factual, informative biography, however, wouldlact

the appeal provided by the personal responses and memorable annecdotes. There

is often an evaluation of the subject’s achievements in the final section.

3. Generic Structure of recount texts

Margaret (2009 : 25) describe that a recount has there parts, there are

orientation, events, and reorientation:

1) Orientation

Orientation suyplies the background information needed to fully

understand the retelling. It retablished the time, setting and who or what

participating. The audience needed to know when the event occured, who was

involved, what happened, where the activity or event took place and sometimes

what the reason was for the event.

2) Event

In this part the writer tells the reader about the important event in the

xxv

orders that key happened. And it is important that students are given adequate

guidelines scaffolds to assist with the structure of their reading. Students should

focus and detailing who, what, where and when.

3) Re orientation

Reorientation means conclution, according to Bremmer and Sedley (1981 :

120) states that conclution to the end of basic forms is one simple variation of that

patter. Reorientation at the end of the recount text and always the writer’s

cmments about the events.

4. Language feature of recount text

Language feature of recount text explaine by Kara Munn(1999:6) there are as

follows:

a. Use of proper nouns and pronouns identify people, animal or things

Example: Mr. Lawrence, The postman, she

b. Word families are used to build topic information

Example: smoke signals, drums, telephone, television

c. Varied action verbs Are used to build word chains. These maybe synonim,

antonim and repetittion.

d. Descriptive words add details about who, what, when, where and how

e. Adverb and adverbial phrase sequence events in time and indicate place

Example: on 26 June 1984

f. Texts are writen in past tens to retail past events. Example: the smiled

g. Conjunction (when, but) to combine clauses and cxonnective to sequences

events ( first, than,finally) are used

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h. Evaluative language is used in factual personal recount.

An example of recount text as follows

Table 2.1

Paragraph

1. Last month my family and I went to Toraja to attend Grandpa’s

funeral. It was my first time to go to such a ceremony. We

gathered there with our kin in the ceremony.

2. Overall, the ceremony was quit elaborate. It took about a week.

Several days before the ceremony was done, grandpa’s body

was kept in a series of houses arranged in a circular row around

an open field called tongkonan. His corpse was dressed in a fine

wearing.

3. First, we slaughtered the pigs and buffaloes, and then moved

the corpse to face north. In this ceremony we wore black

clothes. After that, the corpse was placed in a sandal wood

coffin.

4. Then, it was brought out of the house and placed on an open

platform beneath the granary. Meanwhile, my uncle, my

brother, and I prepared the wooden puppet and a funeral tower

called lakian.

Orientation

Event 1

Event 2

Event 3

xxvii

5. The next phase of the ceremony was held this place. The coffin

is borne from house and placed in the lakian. During the day,

there were also buffalo matches. They were great matches. In

the night, we were feasting, chanting, and dancing.

6. One the last day, the grandpa’s coffin were lowered from the

funeral tower and brought up to the mountain side family

graveyard. It was followed by great shouting and excitement

from the relatives and guests. Finally, we installed the wooden

puppet on a high balcony where other puppets representing the

members of the whole family were already there.

The funeral ceremonies made my family and me tired.

However, we were grateful because it ran smoothly.

Event 5

Event 4

Re-orientation

xxviii

CHAPTER III

METHODOLOGY OF RESEARCH

A. Setting of the Research

Mts ma’arif Candimulyo is an educational organitation under

Lembaga Pendidikan (LP). The school was built in 1991, which was

founded by the religious figures and community leaders the area of

Candimulyo district, who are concerned with Islamic education.

The location in at Jl Barisan Candimulyo magelang Regency,

Central Java. This location is strategic because it is near from high way

and public society. Thus it is very fresh and this location is very condusive

to conduct teaching and learning process.

The name of school is Madrasah Tsanawiyah Ma’arif candimulyo.

This is school is possessed of private. The head master of this school in the

academic of 2015/2016 is Ahmad Ismail.

Mts Ma’arif Candimulyo is permanently subsidized by the

government. The fasilities are text books, Marching Bands Tools, teachers

and officials. The students of Mts Ma’arif Candimulyo in academic year of

2015/2016 are 293. They consist of 120 sttudents of the seventh year, 90

students of eighth year and the students of nine year are 83 students. This

school 10 classrooms for teaching learning process.

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Table 3. 1

The Educational Facilities of Mts Ma’arif Candimulyo in The

Academic of 2015/2016

No Facilities Total Copndition

1. Class room 10 Fine

2. Headmaster room 1 Fine

3. Teacher room 1 Fine

4. Library room 1 Fine

5. Osis room 1 Fine

6. Administrasi room 1 Fine

7. UKS room 1 Fine

8. Toilet 3 Fine

9. Language Laboratory 1 Fine

B. The Situation of the Teacher and Staffs

The situation of the teacher of the staffs of Mts Ma’arif Candimulyoin the

academic year 2015/2016

Table 3. 2

The Situation Teacher and Staffs of Mts Ma’arif Candimulyo In the

Academic Year 2015/2016

No Nama Gol Mata Pelajaran Jumlah jam Keterangan

1. A. Ismail Bahasa Arab 8 Jam Kepala Madrasah

2. Hj. Anirotun Qur’an Hadits 24 Wali Kelas

3. Muh. Ka TU

xxx

No Nama Gol Mata Pelajaran Jumlah jam Keterangan

Mutoyyib

4. Ahmad Kholik

S.Pdi

Ski

Qur.an Hadits

22

2

Pembina Drumb

Band

5. Risnan S.Ag Aqidah Akhlak

Qur.an Hadits

22

6

Waka humas

6. Sholikhin

S.Pdi

Fiqih

Qur.an Hadits

22

2

Wali kelas 8A

7. Iis Nawati S.Pd Bahasa Inggris

TIK

8

20

Kepala lap

komputer

8. Ira Robiyanti Pembina Drum

Band

9. Rudi Surasa

S.Pd

Bahasa Inggris 28 Wali Kelas 8B

10. Ratna S.Pd p.Kewarganegaraan

IPS

22

8

Waka Kurikulum

11 Nurhidayati

S.Si

Bahasa dan Satra

Indonesia

28 Wali Kelas 7C

12 Supriyadi S.Pd Penjasorkes

Seni Budaya

22

6

13. Elis Ekawati

S.Pd

Pengetahuan Alam 28 Wali Kelas 7A

14. Dwi Astuti

S.Pd

Matematika 32 Wali Kelas 9A

15. Rosidi S.Pd Sini Budaya

Pengetahuan Sosial

16

12

Wali Kelas 7D

16. Ika Setia

Ningrum S.Pd

Matematika

Pengetahuan Alam

12

16

Waka Kesiswaan

17. Sri

Lestariningsih

Pengetahuan Sosial 24 Wali kelas 9C

xxxi

No Nama Gol Mata Pelajaran Jumlah jam Keterangan

S.Pd

18. Nur Zaenudin Bimbingan

Konseling

355(24 jam) Wali Kelas 8C

19. Zakaria S.Pdi Bahasa Jawa

Sastra Indonesia

16

4

Wali Kelas 7B

20. Jumali Qur.an Hadits 14 Kepramukaan

21. Kuadi TU

22. Ahmad Arifi

S.Pd

Bahasa Jawa 8 Wali Kelas 9B

23. Sari Nuryati

S.Pdi

Bahasa Arab 10

C. The Situation Of The Student

Table 3. 3

The Situation of The Students of Mts Ma’arif Candimulyo In

The Academic of 2015/2016

No Class Male Female Total

1 VII A 16 13 29

2 VII B 17 15 32

3 VII C 16 11 27

4 VII D 14 13 27

5 VIII A 8 22 30

6 VIII B 14 16 30

7 VIII C 10 19 30

8 IX A 14 17 31

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No Class Male Female Total

9 IX B 13 15 28

10 IX C 12 17 29

Total 10 134 159 293

D. List of VIII B

TABLE 3. 4

List of VIII B Class of Mts Ma’arif Candimulyo in the

Academic Year Of 2015/ 2016

No Name

1 Afim Nur Arifin

2 Afrizka Diah Yuliana

3 Agus Ismanto

4 Ahmad Makhafidin

5 Aji Haryanto

6 Alfi Nur Saadah

7 Anik

8 Atik

9 Avan Tri Aviawan

10 Bayu Nugroho

11 Choerul Yoga Pratama

12 Dwi Kumoro Wati

xxxiii

No Name

13 Dwi Putri Rahayu

14 Eli Triyana

15 Eliatul Musrifah

16 Fitri Yaningrum

17 Heru Pamungkas

18 Ikhwan Rismanto

19 Joko Sulistiyono

20 Lisa Nur Aini

21 Luluk Mufarida

22 M. Arif Miftahudin

23 Muhammad Fajar

24 Muhammad Saefuddin

25 Muhammad Husni Mubarok

26 Nur Fadilah

27 Puji astuti

28 Tantiyati

29 Kalyana Ladi Arifah

30 Kharisma Dwi Cahyani

Source: Mts Ma’arif Candimulyo 2015

E. Method of Research

The writer used classrom action research (CAR) in this research.

The researcher and the observer take a note everything occur in teaching

xxxiv

and learning process. Manurung in Sam’s (2010: 57) stated that classroom

action research is the new actions in decision and implementation process

toward students in a class or another who involved in school as an

alternative problem solving. While according to Arikunto (2010: 130)

classroom action research is an observation toward activity that is

purposely raised and occured in a class to solve the problem in that class.

In this case, the researcher analyzed the problem of the student’s reading

skill occurred in the learning process and found it which was then solved

by Reciprocal Teaching Strategy.

Arikunto (2010: 132) stated that clssroom action research is done

to improve the effectiveness of teaching methods, giving assignments for

students, assessment, and so forth.

This research is focused on the teaching reading in the EFL

process. The strategy of the research is regarded as the appropriate method

for the students. The aim of this research is to enhance the students’

reading skill.

F. Procedures of Research

In the classroom action research there are some models that can be

applied. The model that usually applied is the model by Kemmis&Mc

Taggart. There are four steps in this model i.e planning, action,

observation and reflection. Those four steps in the action research is called

a cycle. In a classroom action research, researcher did two cycles.

(Arikunto, 2010: 140)

xxxv

1. Planning

Sam’s (2010: 74) stated that in the planning, there are three

activities:

a. Decide target competence

b. Design learning in cycle 1 and cycle 2

c. Design test instrument consist of multiple choice question

which is taken representatively from the target competence

that will be developed.

d. Make learning schedule consist of cycle 1 and cycle 2.

While according to Arikunto (2010: 138) when we compose

the planning, we should explain about what, why, when, where,

who, and how the action is done.

In this research, firstly researcher made lesson plan, decided

the schedule, prepared material that appropriate with the strategy

and made test instrument consist of pre- test and post test.

2. Action

Action is the implementation of the planning’s contain. In

this stage, researcher must remember and obey the planning that h/

she made before. (Arikunto, 2010: 139)

In this research, researcher applied the action based on her

planning. Researcher obeyed the lesson plan and applied the

strategy in teaching and learning process.

xxxvi

3. Observation

Sam’s (2010: 74) stated that the observation is done during

the action and the teacher follows the teaching strategy that is

designed by researcher.

In this research, researcher used observation guidance

which consists of indicator that is designed according to the focus

of research. Besides that, researcher also used some tools such

camera or video recorder to help researcher in analyse the data.

This observation focused on students and teacher’s activity in class

such take a note what can be seen, heard, and observed during

teaching and learning process.

4. Reflection

Reflection is done by analyze how far the result of students’

behavior before and after the action. (Sam’s, 2010:74)

In this research, the reflection is done by discussing with

the collaborator to know the result of teaching and learning process

by apply the strategy. By reflection, researcher can get input about

to improve the next action in the next cycle.

G. Technique of Collecting Data

The researcher presents the act of collecting data as follows:

1. Test

xxxvii

Arikunto (2010: 226) stated that test is used to measure the

students’ basic ability and achievement. He mentions that there are two

kinds of achievement test which usually used by school:

a. Test made by the teacher; that arranged by certain procedure, but it

has not been examined many times so its characteristics and

strength has not been known.

b. Standardized test; a test that usually has been available in a testing

institution and has been guaranteed its effectiveness.

In this research, researcher collected data by using test made by

teacher because by doing test, she is able to know the improvement of

student’s ability. Researcher made pre- test and post- test in each cycle.

Pre- test is used to know the students’ ability in learning English

especially in reading lesson. While post- test, is used to measure how far

do their improvement after applying the strategy in reading lesson. Pre

and post-test are to knowing the differences of the students ability before

and after the teacher used the strategy.

2. Observation

Observation is written note about what is seen, heard, and

experienced in collecting data and reflection toward qualitative data.

Observation is used to get the certain target which is observed. (Sam’s,

2010: 93)

In this research, researcher uses observation sheet to know how

far the students’ motivation before and after applying Reciprocal

xxxviii

Teaching Strategy. This instrument gives monitor and records the

students’ involvement during the lesson. In the observation sheet, there

are four aspects that are consider focuses, those are: paying attention,

activeness in asking question, activeness in responding question and

enthusiasm in doing test. In this instrument, the teacher gives point in

each aspect based on the situation of students. The table below show the

example of observation sheet as follow

TABLE 3.2

STUDENTS’ OBSERVATION SHEET

No Name A B C D NOTE

1

2

3

4

5

Explanation:

A: Paying attention,

B: Activeness in asking question

C: Activeness in responding question

D: enthusiasm in doing test

3. Documentation

According to Arikunto (2010: 274), documentation is an

activity to look for variable like notes, transcribes, books,

xxxix

newspapers, magazines, etc. In this method, researcher holds a

check- list to look for the variable that had been decided. Whether

the wanted variable is rises, then the researcher gave a check (√) in

the check- list form.

In this research, researcher used camera or video recording

to help the observation process. After that she would transcribe the

result of observation activity.

H. Technique of Data Analysis

The researcher conducted the classroom action research of teaching

reading using Reciprocal Teaching strategy at eighth years students of

Mtys Ma’arif Candimulyo. In analyzing data, the researcher used

mixing qualitative and quantitative approach. According to Johnson and

Christensen (2007) qualitative research relies primarily on the collection

of qualitative data (i.e., nonnumeric data such as words and pictures).

While Lodico (2006: 6) stated that quantitative approaches

summarize data using numbers. Hypotheses and methods of data

collection are created before the research begins. This technique is used

to know the students’ score of reading skill in each cycle. According to

Hadi (1981: 246) the formula is:

1. Mean

Where,

: Mean of students’ score

xl

: The sum of students’ score

: The total number of students

2. SD (Standard Deviation)

√

(

)

Where,

: Deviation Standart for one sample t-test

: Different between pre-test post-test

: Number of observation in sample

3. T-test

To be able to know whether there is a significant

improvement or not between pre-test and post-test, researcher

using t-test after calculate the SD. The formula is:

ot

1N

SD

N

D

D

Where,

: T-test for the differences of pre-test and post-test

: Deviation Standart for one sample t-test

: Different between pre-test and post-test

N : Number of observation in sample

xli

CHAPTER IV

DATA ANALYSIS

In this chapter, the writer would like to analyze the data gathered from the

action research activities. The data was obtained from teaching learning process

and evaluation. The data analysis is functioned to measure the students’ reading

skill improvements by applying Numbered HeadTechnique.

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

the details of the findings. This chapter is likely the main discussion of the

research conducted. It displays the finding of the collected data since in the

beginning until the end of the research. In the research, the data consist of field

note, the result pre-test and post-test. The action of this research consists of two

cycles, cycle I and cycle II. The two cycles are treatment of implementation of the

Numbered Heads in the reading skills. For the whole stages of every cycle will be

explained in the description below.

A. Research Findings

In this research, the writer acted as the teacher and learning process

observed by his partner Indi Nikmatul Inayah. The writer arranged two

cycles, each cycle consist of planning, action, observing and reflection. The

whole steps of this research are explained in the description bellow:

xlii

1. Cycle 1

a. Planning

The writer prepared some instruments of the research, such

as:

1) Lesson plan

In order to control the teaching learning process, the writer

used the lesson plan as teaching guidance in learning process.

a. Material

In the first cycle, the writer prepared the material about the

explanation of recount text.

b. Teaching aid

The writer prepared some instrument, such as: blank paper

and board marker.

c. Sheet for classroom observation

Sheet for classroom observation was prepared in order to

know the condition of teaching learning process.

d. Test (pre-test and post test)

Pre-test was a test that was given to the students before the

teaching learning process. Meanwhile, post-test was a test that

was given to the students after teaching learning process was

conducted. The test was the teacher asked to the students to

answer some questions about recount text.

xliii

b. Action

On Friday 28 August2015 in VIII B of Mts Ma’arif

Candimulyo. The researches as the teacher opened the class by

salam and say good morning. The script as a follows:

T: “Assalamualaikum, warohmatullahi wa barokatuh”

S: Wa’alaikum salam warohmatullahi wa barokatuh”

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

S: “Good morning miss, I’m fine, and you?”

T: “I’m fine too, thank you”

After that researcher introduce herself because this meeting is

the first meeting.

T: “ Ok, let me introduce my self, my name is Dwi Ina Fakotin,

you can call me bu Ina”

The researcher called the students to know their attendance in

the class after that the researcher gave test to the students

related with recount text.

T:”Now, I will give you a test and please complete this task

S:” Aaaah mosok langsung test bu?”

T:” I need to know your competence so I give test”

After 15 Minutes, the researcher asked the students collect their

work because time is up. Next, the researcher explains about

recount text.

xliv

T:”Now, we will discuss about recount text... who knowns about

recount text?”

S:”Teks bahasa inggris bu, menceritakan tentang liburan”

T:”Who knows about the generic structure of recount text?”

S:”Babar blas bu”

T:”Ok now we will discuss about recount text and part of

recount text, there are generic structure and Language feature of

recount text”.

After the researcher explain about recount text then the

researcher make group to use Numbered Heads technique to identify

the part of recount text and the groups can be showed in the

following table:

Table 4.1

Group of Numbered Heads

Group 1 Group 2 Group 3 Group 4 Group 5

Afim Nur

A.

Anik Dwi Putri

R.

Lisa Nur A. M. Husni

M.

Afriska

Dyah Y.

Atik Eli T. Luluk M. Nur F.

Agus I. Avan Tri

A.

Eliatul M. M. Arif M. Puji A.

Akhmad M. Bayu N. Fitri Y. Muhammad

F.

Tantriyati

xlv

Group 1 Group 2 Group 3 Group 4 Group 5

Aji

Haryanto

Choerul

Y.P.

Heru P. M. Saefudin Chahyana

L.A.

Alfi Nur S. Dwi K.A. Joko S. Karisma D.C Ikhwan R

T: ” Ok, time is up and one students from the group to

presentation in front of class and after it collected your work

each group”

After the group presentation, the teacher divided to givepost-

test to students to know their comprehension about narrative text,

the teacher gave 20 minutes to finish it. The students submitted the

answer then teacher closed the meeting.

c. Observation

The observation was carried out during the implementation

of the action. In the first cycle, the teacher and her collaborator

observed teaching learning process by monitoring the students’

activity and attention during the action. Observation made at the

time of learning narrative text before and after using Reciprocal

Teaching Technique, observation focused on students’ reading

skill.

The teacher also observed the students’ attention,

activeness in asking question, answering question and enthusiasm

in doing test. In this action, almost of them was silence in the class,

only several students who has answered the teachers’ questions The

xlvi

students done the pre-test by self without ask to their friends,

although they still got difficulty in understanding English text.

Some students gave less attention when the teacher explained the

material

d. Reflection

Based on the observation of the cycle I, the researcher had

to reflect the weakness that happened in the learning process to

maximize the students’ skill of reading.

1) The researcher needs to ask the students to bring dictionary to

help their vocabulary difficulties.

2) The researcher needs to explain the material in detail in order

make the students understand well.

3) The researcher has to motivate the students to answer the

teacher’s questions using English.

Furthermore, to know there is a significant improvement in

reading skills, the writer analyzes by using t-test calculation from

the result of pre test and post test. Before analyzing t-test, the

researcher will show the data presentation of pre test and post test.

Table 4.2

The result of pre test and post test cycle I

No. Name Pre-test

I(X)

Post-test

I(Y)

Post –

pre(D) D

2

1. Afim Nur Arifin 70 100 30 900

xlvii

No. Name Pre-test

I(X)

Post-test

I(Y)

Post –

pre(D) D

2

2. Afriska Dyah Yuliana 45 90 45 2025

3. Agus Ismanto 50 65 15 225

4. Ahmad Makhafidin 80 100 20 400

5. Aji Haryanto 50 80 30 900

6. Alfi Nursaadah 60 95 35 1225

7. Anik 70 80 10 100

8. Atik 60 75 15 225

9. Avan Tri Ariawan 60 70 10 100

10. Bayu Nugroho 60 65 5 25

11. Choerul Yoga

Pratama

60 70 10 100

12. Dwi Kumoro Asih 60 60 0 0

13. Dwi Putri Rahayu 70 75 5 25

14. Eli Triyana 50 70 20 400

15. Eliatul Musrifah 50 60 10 100

16. Fitri Yaningrum 60 60 0 0

17. Heru Pamungkas 50 70 20 400

18. Ikhwan Riswanto 50 45 -5 25

19. Joko sulistiyono 40 60 20 400

20. Lisa Nur Aini 50 80 30 900

21. Luluk Mufarida 50 60 10 100

xlviii

No. Name Pre-test

I(X)

Post-test

I(Y)

Post –

pre(D) D

2

22. M. Arif Miftahudin 40 40 0 0

23. Muhammad Fajar 60 70 10 100

24. Muhammad Saefudin 60 80 20 400

25. Muhammad Husni

Mubarak

50 80 30 900

26. Nur Fadilah 50 40 -10 100

27. Puji Astuti 70 70 0 0

28. Tantri Yati 70 85 15 225

29. Kalyana Ladi arifah 50 80 30 900

30. Kharisma Dwi

Cahyani

40 60 20 400

∑ 1685 2135 420 1160

0

a. Mean of pre test I

56,16

b. Mean of post testI

xlix

Mean of pre test =

Mean of post test =

Mean of pre test ≤ than post test

There is an improvement of reading skill Reciprocal

Teaching Technique between pre test I ( before the action) and

the post test I (after the action)

c.SD of post test and pre test

From the data above, the teacher calculates SD pretest and

posttest

SD

22

N

D

N

D

2

30

420

30

11600

19661,386

61,190

= 13,81

T-test calculation

1N

SD

N

D

TD

l

T =

130

81,13

30

420

T =

29

81,13

14

T =

38,5

81,13

14

T = 56,2

14

T= 5,46

T calculation is 5,46

T-table < t-calculation = 2,75< 5,46

The score of the result above shows that the students’ score increases

from the pre test to the post test. The mean of pre test is 56,1 while the

mean of the post test result is .

The T-calculation also shows that there is significant influence of

Numbered Heads in improving the students’ reading skill. It can be seen in

the T- calculation of this cycle. The T-calculation is bigger than T-table

which means that there is considerable influence in cycle I. The T-

calculation shows that The T-table is 2,75 while the T-calculation is 5,46.

After doing first cycle, the teacher conclude that was very important for the

teachers should help to encourage students reading skill by used numbered

li

heads technique. It was very important to continue to the next cycle

increased the students’ reading skill. The implementation of numbered

heads technique in teaching reading skill did not show the good

achievement. The students’ result of cycle 1 still lower than Standardized of

Minimum Score (KKM), the writer’s target was 70% but only 60% who

passed Standardized of Minimum Score (KKM). Teachers needed to

continue to the next cycle by using numbered heads technique.

The researcher needed to explain the material in detail in order make

the students understand well. She must guide the students to discuss and

present the material in front of the class. Besides, the students must be more

active to ask the teacher when they did not understand about the lesson. The

researcher used the same strategy to teach reading with different topic for

the next cycle to get better result

2. Cycle II

Based on the result of cycle 1, it is necessary for the researcher to

continue to the next cycle:

a. Planning

The writer prepared some instrument of the research, such as:

1) Lesson plan

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

teaching and learning process can be controlled.

2) Material (text about narrative).

lii

3) Attending list

The writer prepared the attending list in order to check the

attendance of the students in joining class activity.

4) Teaching aids (Reciprocal Teaching Technique).

5) Sheet for classroom observation

Sheet for classroom observation was prepared in order to

know the condition of teaching learning process.

6) Test (pre-test and post-test).

Pre-test was given to the students before applying Numbered

Heads Technique and post-test was given after applying Numbered

Heads Technique

b. The Implementation of the Action

On Tuesday, 01September 2015 the teacher and her collaborator

came to teach English. In action 2, the teacher revised the teaching

learning process in cycle I where students still have difficulties in reading

skill. Before began the lesson the teacher gave pre test aboutrecount text

and she gave 10 minutes time to finish it. During the students did the test,

her partner observed learning process in the class. After pre test, she

began to teach.The teacher opened the lesson soon.

Teacher : “Assalaamu’alaikumwarohmatullahi

wabarokaatuh.”

Students : “ Wa’alaikumsalamwarohmatullahi

wabarokaatuh.”

liii

Teacher : How are you today?

Students : “ I am fine, and you?

Teacher : “I am very well, thank you.”

Before starting the lesson, the teacher reviewed the previous lesson.

Teacher : “Did you still remember our lesson y

yesterday?”

Students : recount text Bu (Recount text Miss)

Teacher : “(Ya,, hari ini kita akan melanjutkanpembahasan

tentang recount text. Apasajacontohteksrecountitu?). Today wewill

continue our previous meeting about narrative text. What are the

examples of recount text?”

She gave worksheet to do in pair. She asked them read example

about narrative text. They try to analyze the generic structure, language

feature and take some moral value from the text.

Teacher : “Now, there is example of recount text, read then analyze

the generic structure, language feature and take some moral value

from the text.

After it, the teacher gave some questions dealing with skill about

the text. Then teacher gave post test to know whether their reading skill

increase or not.She gave 20 minutes, after time was up students collected

their answer. Teacher closed the meeting.

liv

b. Observation

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

implementation of action. Observing the learning process that

concentrated on the students’ capability which shows their understanding

of the lesson given.

Observing the students when they practiced their work in

Reciprocal Teaching Technique. They can predict correctly the next story

although they didn’t know the story before it and they try to answer the

teacher question in English. Their confident also improved.

c. Reflection

In this cycle, the researcher and teacher as the collaborator

concluded that the treatment of Numbered Heads techniquewas

successful in improving the reading skill. It could be seen that the

students’ reading improvement in the students’ score. They were great in

answering the questions. It means that they really comprehended the

passage so they could answer the questions easily. They completed their

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

attention to the teacher’s explanation and active in engaging in the

learning process; such as asking question, responding question, and

enthusiastic in doing their work.

Then, the following is score from the students’ worksheet which

was given for in the pre test and the post test of cycle II.

lv

Table 4.3

The result of pre test and post test cycle II

No. Name

Pre

test (X)

Post

Test(Y)

Post –

pre (D)

D2

1. Afim Nur Arifin 70 70 0 0

2. Afriska Dyah Yuliana 60 90 30 900

3. Agus Ismanto 50 80 30 900

4. Ahmad Makhafidin 100 100 0 0

5. Aji Haryanto 70 100 30 900

6. Alfi Nur Saadah 80 100 20 400

7. Anik 70 80 10 100

8. Atik 90 100 10 100

9. Avan Tri Ariawan 80 90 10 100

10. Bayu Nugroho 60 80 20 400

11. Choerul Yoga Pratama 70 90 20 400

12. Dwi Kumoro Asih 80 100 20 400

13. Dwi Putri Rahayu 60 100 40 1600

14. Eli Triyana 70 70 0 0

15. Eliyatul Musrifah 80 100 20 400

16. Fitri Yaningrum 50 60 10 100

17. Heru Pamungkas 70 100 30 900

18. Ikhwan Ruswanto 70 80 10 100

lvi

No. Name

Pre

test (X)

Post

Test(Y)

Post –

pre (D)

D2

19. Joko Sulistiyono 70 65 -5 25

20. Lisa Nur Aini 60 85 25 625

21. Luluk Mufarida 60 90 30 900

22. M. Arif Miftahudin 70 90 20 400

23. Muhammad Fajar 80 85 5 25

24. Muhammad Saefudin 60 75 15 225

25. Muhammad Husni

Mubarak

60 80 20 400

26. Nur Fadilah 50 80 30 900

27. Puji Astuti 70 60 -10 100

28. Tantriyati 50 60 10 100

29. Kalyana Ladi Arifah 60 100 40 1600

30. Kharisma Dwi

Cahyani

50 80 30 900

∑ 2020 2545 520 13900

a. Mean of pre test II

lvii

b. Mean of post test II

Mean of pre test =

Mean of post test = 84,83

Mean of pre test ≤ than post test

There is an improvement of reading comprehension by using

Directed Reading Thinking Activity strategy between pre

testII(before the action) and the post test II ( after the action)

c. SD of post test and pre test

From the data above, the teacher calculated SD pretest

and posttest

SD

22

N

D

N

D

2

30

520

30

13900

32,30033,463

01,163

=12,76

lviii

d. T-test calculation

T

1N

SD

N

D

D

130

76,12

30

520

T =

29

76,12

33,17

T =

38,5

76,12

33,17

T = 37,2

33,17

T= 7,31

T calculation is 7,31

T-table < t-calculation = 2,75<7,31

In the cycle II, the result shows that the students’ reading

comprehension increases significantly. It is described in the result

above. It displays that the mean of pre test is 67,33 and the mean of

the post test 84,83.

The result of the t- calculation is bigger than t- tabel that is

7,31 from t- table 2,75. It means that there is significant different

between pre test and post test.

lix

After doing the action research, it can be conclude that using

clustering technique can motivated the student to active in learning

reading skill. Besides, they can be active in respond the question. The

result of the test was also good; the student cloud increase the score in

each cycle.

The result of pre-test and post test were used to know the

score. As stated before, there were cycle in this action research, east

used pre-test and post-test. She gave pre-test to the students before she

tough pre-test after she tough for each cycle. The student’ result of

cycle 2 was show improvement; it is 81% who passed standardized of

minimum score (KKM), it was reached the target. Teacher did not

continue to the next to the next cycle because the students had been

shown an improvement and attained the KKM.

B. Analysis and discussions

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

students improvement from cycle I to cycle II. The improvement as follows:

lx

Table. 4.4

The Mean of Students’ Scores

No Analyze Cycle I Cycle II

1. Mean

Pre-test

Post-test

56,16

71,16

67,33

84,83

2. t-table N= 32 2, 75 2, 75

3. t-calculation 5,46 7,31

Table above shows that there is significant improvement cycle I to

cycle II. The raising of students’ score is equal with their competences.

Students develop vocabulary mastery and reading skill.

The tabel above also shows that t-calculation in cycle I to II are

greater than t-table, it means that there are significant differences between

mean of pre- test and post- test. Based on the comparison among T-

calculation of cycle I, and cycle II, the implementation of Numbered

Heads Technique on reading skill is successful to improve the students’

reading skill.

In addition, the mean of pre- test and post- test of each cycle

increases significantly. The table above displays that the mean of cycle I

improves; the mean of pre test is 56,16 and the mean of post test is 71,16.

In cycle II, the mean of pre test and post test also increases. The mean of

pre test and post test in cycle II is 67,33 and 84,83.

lxi

The result shows that the mean of the findings in cycle I and II are

higher than the standardized score (kriteria ketuntasan minimal) in score

70.The score of mean of post test in cycle I and cycle II is 71,16

and84,83.It means that in cycle I and cycle II is successful to achieve the

standardized score.

Table. 4.5

The Result of Observation Sheet Pre-Test and Post-Test in Cycle I

and Cycle II

Cycle A B C D

Cycle I 19 8 8 19

Cycle II 27 18 15 30

Explanation:

A: Paying attention,

B: Activeness in asking question

C: Activeness in responding question

D: enthusiasm in doing test

The whole meetings are considered as the observation that may

influence in the learning process. Based on the observation, the researcher

can measure the other aster aspects that influence the treatment given.

The table above shows that there is improvement of students’

motivation cycle I andcycle II. The result of observational sheet in cycle II

is better that cycle I. they also participate and enjoy the English class

well.Based on the explanation above, the uses of Numberede Heads

lxii

Technique strategy in English learning can improve students’ motivation.

In other word. In other word, the treatments VIII B students of Mts

Ma’arif Candimulyo are successful.

The implementation of Numbered Heads Technique can improve

students’ reading skill. The improvement can be examined from the results

of the students’ skill by reconstructing of reading assignment in the

classroom. The students could enrich their vocabularies and be confident

to predict the next story although they haven’t read the passage before.

The proof that students’ reading skill had an improvement can also

examined from the score in each cycle has increased. The students’ score

was also considered as one indicators of the improvement. The result of

the students’ work in cycle I and II had improved. The students were able

to predict the recount text and comprehend it.

lxiii

CHAPTER V

CLOSURE

A. Conclusions

Based on the theoretical review and implementation of study, the

writer can draw the conclusion of this graduating paper as follows:

1. From the observation and implementation in classroom, the researcher

could find the result of the study showing that Nmbered Heads Technique

can improve students reading skill in Mts Ma’arif Candimulyo. Based on

the findings of the research, it could be seen from the result of mean score

of each cycle that post-test is 71,16 higher than pre-test 56,16 in the cycle

I, and post-test is 84,83 higher than pre test 71,16 in the cycle II.

Furthermore, the result of t-test calculation in cycle I is 5,46 and cycle II

is 7,31 t table with N = 30 is 2,75. It means, there is significant difference

mean on pre test and post-test. This indicates that by applying Reciprocal

Teaching Technique provides significant contribution in improving the

students’ reading skill

2. The influence of using Numbered Heads to improve students’ motivation

in learning English in Mts Ma’arif Candimulyo runs well. Based on the

observational sheet in learning process, it could be seen from the number

of the students that were observed as the aspect. In cycle I, 19 students

were paying attention and enthuasiasm in doing test, 8 students were

active asking question. In cycle 2, 30 students’ enthuasiasm in doing test,

18 students were active asking question, and 12 students were active

lxiv

responding the question. It means, there is improvements of students’

motivation cycle I and cycle II. The result of observational sheet in

cycleII is better than cycle I. Based on the explanation, the uses of

Numbered Heads Technique in English learning can improve students’

motivation. In other word, the treatments in VIII B students of Mts

Ma’arif Candimulyo.

B. Suggestions

Having known the findings of the research, the researcher gives

suggestions as follows:

1. To the teacher

a) In teaching learning process, teacher should make students more

comfortable to enjoy the activities. The interest can raise their

motivation in learning process. The teacher should use Numbered

Heads Technique. This technique can build students’prior

knowledge before they read a text: it helps students to improve their

reading skill.

b) The teacher should motivate the students to read more in order the

students can comprehend the text they have been read. In addition,

the teacher should know the need of the students related with the

competencies they need.

lxv

2. To the students

The students should take part actively in learning process, do not

shy and wrong to express idea especially in reading skill. They should be

accustomed to discuss about the content of the text for evaluate

theircomprehension. They also must pay attention, quite, seriously when

the teaching learning is going on, and active in asking question when

they do not understand what the teacher explanation.

lxvi

REFERENCE

Arikunto, Suharsimi. 2010. Prosedur Penelitian Suatu Pendekatan Praktik.

Jakarta: Rineka Cipta

Arikunto, Suharsimi. et al. 2007. Penelitian Tindakan Kelas. Jakarta: PT Bumi

Aksara

Baker and brown, 1984.Srategies for Constructing, Meaning http // www.educ

place.com/rdg/res/literacy/st_red 3 htmlsh: An Introduction to the

Practice of English Language Teaching. England: Person Education

Limited.

Elfiani, Nur Ifka. 2013. The use numbered heads together to improve students

speaking skill. Unpublished Graduating paper. Salatiga: Educational

Faculty STAIN Salatiga

Fauziaty, Endang. 2005. Teaching of English as a foreign Language. Sukarta:

Muhammadiyah University Press.

Harmer, Jeremy. 2001. The Practice of English Language Teaching. England:

Pearson Educational Limited.

Konza, Denslea. 2006. Teaching Children with Reading Sosial Science.

Melbourne: South Melbourne Press

Lie, Anita. 2004. Cooperative Learning: Mempraktikan Cooperative Learning di

Ruang Kelas. Jakarta: PT Gramedia Widiasarana Indonesia

Lodico, Marguerite G. et al. 2006. Methods in Educational Research. US: Jossey-

Bass

Muslich, Masnur. 2012. Melaksanakan PTK Itu Mudah (Classroom Action

Research) Pedoman Praktis bagi Guru Professional. Jakarta: PT Bumi

Aksara

Nunan, David. 2003. Practical English Language Teaching. New York: McGraw

Hill

Oxford University. 2008. Oxford Learner’s Pocket Dictionary. New York: Oxford

University Press

Rahmawati, Astri. 2014. The Use of group investigation strategy to improve

students’ reading skill. Unpublised Graduating Paper. Salatiga:

Educational Faculty STAIN Salatiga

lxvii

APPENDIX

lxviii

CURICULUM VITAE

Full Name : Dwi Ina Fakotin

Nick Name : Ina

Place/ Date of birth : Kab. Magelang/ March 13 ,1991

Address : Nglampu RT 01 RW 10, Kel.Bateh, Kec.

Candimulyo, Kab. Magelang

Faculty : English Department

Educational History :

1. Mi Arrosyidin Tampir Kulon Graduated in 2003

2. Mts Ma’arif Candimulyo Graduated in 2006

3. MAN 1 Kota Magelang Graduated in 2009

4. IAIN Salatiga Graduated in 2015

Salatiga, Sept 2015

Dwi Ina Fakotin

11310065

lxix

lxx

lxxi

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMP/Mts

Nama Sekolah : Mts Ma’arif Candimulyo Magelang

Kelas/Semester : VIII/1

Alokasi Waktu : 2 X 45 menit

Standar Kompetensi :Memahami makna teks tulis fungsional dan esei

pendek sederhana berbentuk Recount yang

berkaitan dengan lingkungan sekitar.

Kompetensi Dasar :Merespon makna dan langkah retorika dalam esei

pendek sederhana secara akurat, lancar dan

berterima yang berkaitan dengan lingkungan sekitar

dalam teks berbentuk recount

Indikator : Langkah retorika teks recount

Tujuan komunikatif teks recount

Ciri kebahasaan teks recount

I. Tujuan

Dalamakhirpembelajaran, siswadapatmengetahui:

a. Langkahretorikateksrecount

b. Tujuankomunikatifteksrecount

c. Cirri kebahasaanteksrecount

Karakter siswa yang diharapkan :

Dapat dipercaya

Rasa hormat dan perhatian ( respect)

Tekun ( diligence )

lxxii

II. Materi Pokok

Teks monolog berbentuk recount :

My Grandpa’s Funeral in Toraja

Last month my family and I went to Toraja to attend Grandpa’s

funeral. It was my first time to go to such a ceremony. We gathered there

with our kin in the ceremony.

Overall, the ceremony was quit elaborate. It took about a week.

Several days before the ceremony was done, grandpa’s body was kept in a

series of houses arranged in a circular row around an open field called

tongkonan. His corpse was dressed in a fine wearing.

The funeral was performed in two phases. First, we slaughtered the

pigs and buffaloes, and then moved the corpse to face north. In this

ceremony we wore black clothes. After that, the corpse was placed in a

sandal wood coffin. Then, it was brought out of the house and placed on

an open platform beneath the granary. Meanwhile, my uncle, my brother,

and I prepared the wooden puppet and a funeral tower called lakian. The

next phase of the ceremony was held this place. The coffin is borne from

house and placed in the lakian. During the day, there were also buffalo

matches. They were great matches. In the night, we were feasting,

chanting, and dancing.

One the last day, the grandpa’s coffin were lowered from the

funeral tower and brought up to the mountain side family graveyard. It

was followed by great shouting and excitement from the relatives and

guests. Finally, we installed the wooden puppet on a high balcony where

other puppets representing the members of the whole family were already

there.

lxxiii

The funeral ceremonies made my family and me tired. However,

we were grateful because it ran smoothly.

Generic structure of Recount text above:

Definition Recount text is a text that tell us about a part of experience

Purposeto tell the reader about a part of experience

Generic structure recount text has an orientation, a series of events in

chronological and a reorientation.

Language feature

The use of nouns and pronouns

Personal pronouns Possessive

determiners

Possessive

pronouns as subject

(nominative)

as object

(accusative and

dative)

I Me My Mine

You You Your yours

He Him His His

She Her Her Hers

It It Its Its

We Us Our Ours

You You Your yours

They Them Their theirs

1 2 3 4

We have some

books.

The books are

for us.

These

areour books.

The books

are ours.

Simple past tense => S+VII+O

Example : I went to the zoo last week.

lxxiv

Ordered conjunctions and time connective such as and, but, then, after

that,finally,etc.

Paragraph

7. Last month my family and I went to Toraja to attend Grandpa’s

funeral. It was my first time to go to such a ceremony. We gathered

there with our kin in the ceremony.

8. Overall, the ceremony was quit elaborate. It took about a week.

Several days before the ceremony was done, grandpa’s body was kept

in a series of houses arranged in a circular row around an open field

called tongkonan. His corpse was dressed in a fine wearing.

9. First, we slaughtered the pigs and buffaloes, and then moved the

corpse to face north. In this ceremony we wore black clothes. After

that, the corpse was placed in a sandal wood coffin.

10. Then, it was brought out of the house and placed on an open platform

beneath the granary. Meanwhile, my uncle, my brother, and I

prepared the wooden puppet and a funeral tower called lakian.

11. The next phase of the ceremony was held this place. The coffin is

borne from house and placed in the lakian. During the day, there were

also buffalo matches. They were great matches. In the night, we were

feasting, chanting, and dancing.

12. One the last day, the grandpa’s coffin were lowered from the funeral

tower and brought up to the mountain side family graveyard. It was

followed by great shouting and excitement from the relatives and

guests. Finally, we installed the wooden puppet on a high balcony

where other puppets representing the members of the whole family

were already there.

The funeral ceremonies made my family and me tired.

However, we were grateful because it ran smoothly.

Orientation

Event 1

Event 5

Event 2

Event 3

Event 4

Re-orientation

lxxv

Questions

1. When did the writer attend the funeral?

2. How long did the writer and his family hold the ceremony?

3. What did they do to the corpse before the funeral was done?

4. What did they do after the corpse was placed in a sandal wood coffin?

5. What did they do on the last day of the ceremony?

Key answer

1. The writer attend the funeral last month

2. The writer and his family hold the ceremony for about a week.

3. The corpse was kept in a series of houses arranged in a circular row around an

open field called tongkonan.

4. After the corpse was placed in a sandal wood coffin it was brought out of the

house and placed on an open platform beneath the granary.

5. On the last day the writer’s grandpa’s coffin was lowered from the funeral tower

and brought up to the mountain side family graveyard.

What do the following words refer to based on the text titled “My

grandpa’s funeral in Toraja”

1. We (paragraph 1, sentence 3) refer to…

2. It (paragraph 2, sentence 2) refer to …

3. His (paragraph 2, sentence 4) refer to…

4. It (paragraph 3, sentence 5) refer to…

5. It (paragraph 4, sentence 2) refer to…

Key answer

1. We refers to the writer and his/her family

2. It refers to the funeral ceremony

3. The writer’s grandpa corpse/body

4. It refers to the corpse that was placed in a sandal wood coffin

5. It refers to the writer’s grandpa coffi

II. MetodePembelajaran

a. Tanya Jawab

b. Diskusi

c. Penugasan

III. KKM

70

lxxvi

IV. Langkah-LangkahKegiatanPembelajaran

N

o

Tingkata

n

Aktivitas Waktu

1 Pembuka

an

Apersepsi:

Do’a, salampembuka

Siswa di periksakesiapannya di kelasoleh guru melaluiabsensi,

kebersihandankerapianpakaian

Memotivasisiswadenganmemberikanpertanyaantentangbagaimanamen

diskripsikansesuatu.

Memberitahusiswakompetensidasar yang ingindicapaidalam proses

pembelajaranini.

15menit

2. Kegiatan

Inti

Eksplorasi:

Guru memberikansebuahcontohteks monolog recount

Guru memintabeberapasiswauntukmembacacontohteks

Guru melibatkansiswauntukmengidentifikasistrukturteks yang

digunakandalamteks

Guru bersama-

samadengansiswamengidentifikasicirikebahasaandantujuankomunikati

fdariteks.

Elaborasi:

Guru memberikanpenugasankepadasiswa

Siwamengerjakansoal yang diberikanoleh guru berdasarkanteks yang

telah di diskusikan.

Guru bersama-samadengansiswamembahassoal yang telahdikerjakan

Konfirmasi:

Guru mengklarifikasidanmenyimpulkanhasildiskusi

Guru Menanyakankesulitansiswadalammemahamiteksrecount

Guru memberikanevaluasipadasiswa

60menit

3. Penutup Siswamelakukanrefleksiterhadapkegiatan yang sudahdilaksanakan

Guru memberikantugassiswasebagaipekerjaanrumah

15

menit

lxxvii

V. AlatdanSumberPembelajaran

A. Alatpembelajaran

Alattulis, kertasdanteks

B. SumberBelajar

LKS Flash

Let’s Talk Grade 8 for Junior High School

VI. Penilaian

Teknik penilaian : Tes

Betuksoal : pilihan ganda

Instrumen : Terlampir

VII. PedomanPenilaian

Jawabanbenar = 1

Jawaban salah = 0

Skor maksimal – 10

Nilai siswa – Benar X 1 = .......

Mengetahui,

Guru Mata Pelajaran

Peneliti

Rudi Surasa Sp.d

Dwi Ina Fakotin

11310065

lxxviii

DAFTAR

SATUAN KREDIT KEGIATAN

Nama : Dwi Ina Fakotin

NIM : 11310065

Jurusan : Tarbiyah

Progdi :TadrisBahasaInggrisDosen PA : Drs. Bahroni, M.Pd.

No NamaKegiatan Pelaksanaan Keterangan Nilai

1. PengenalanAkademik

danKemahasiswaan

(OPAK) STAIN

Salatiga25 – 27

Agustus 2010

Peserta

2. UPT

PERPUSTAKAAN

08 Desember 2010 Peserta

3. Lomba Khitobiyah 09 Desember 2010 Panitia

4. National Work shop of

Intrepreneurship and

Basic cooperation

2010

19 dDesember

2010

Peserta

5. Peringatan Maulid

Nabi Muhammad

SAW di masjid sabilal

muttaqin

15 February 2011 Peserta

6. PeringatanMaulidNabi

Muhammad SAW

Masjid Sabilal

28 April 2011 Peserta

7. Seminar nasional

(Brdah buku

Terepesona doi

sidratul muntaha)

15Juli 2011 Peserta

lxxix

8. Sertifikat

(praktikumkepramuka

an)

22 juli 2011 Peserta

9. Seminar

ODK(Orientasi Dasar

Keislaman)

24Agustus 2011 Peserta

10. Lomba takbir keliling 30Agustus 2011 Peserta

11. Sertifikat masa

penerimaan anggota

baru MAPABA

23Oktober 2011 Peserta

12. PeringatanMaulidNabi

Muhammad SAW

Masjid Sabilal

5 februari 2012 Peserta

13. MemperingatiMaulid

Nabi Muhammad

SAW

5 Februari 2012 Peserta

14. Public Hearing

“MeningkatkanKepek

aandanTransparasiKin

erjalembagamenujuKa

mpusygAmanah)

27 Maret 2012 Peserta

15. Practicum “BOOK

RESUME”

28 April 2012 Peserta

16. Seminar Nasional

“BerpolitikuntukKesej

ahteraan Indonesia

ReorientasiGerakanM

ahasiswaPascaReform

asi”

02 Mei 2012 Peserta

17. Seminar Nasional 09 Mei 2012 Peserta

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“PendidikanMultikultu

ralSebagaiPilarKarakt

erBangsa”

18. Public Hearing

“EvaluasiKinerjaLemb

agaMenaggapi Public

Hearing 1”

20 juni 2012 Peserta

19. Seminar Nasional

“MewaspadaiGerakan

Islam Keras di

PerguruanTinggi”

23 Juni 2012 Peserta

20. Seminar “sedekah

Membawa Berkah”

20 Agustus 2013 Peserta

21. Public Hearing

“MeningkatkanKepek

aandanTransparasiKin

erjalembagamenujuKa

mpusygAmanah)

13 Desember 2012 Peserta

22. Seminar “Ayo

MenutupAurat”

20 Januari 2013 Peserta

23. Teacher Training

Workshop on CLT in

I/A/L/F

02 Mei 2013 Peserta

24. Seminar Nasional

“Peran nyata

mahasiswa dalam

menyikapi

perpolitikan

Indonesia”

1 Juni 2013 Peserta

25. KomisiPemilihanUmu 13 Juni 2013 Panitia

lxxxi

mprov JATENG

“partisipasidandedikas

ipenyalenggaraanpemi

luGubernurdanwakilG

ubernurJateng”

26. Seminar “

PengembanganProfesi

onalismeCalon Guru”

28 Juli 2013 Peserta

27. Pelatihan Legal

Drafting

“Implementasi

ORMAWA”

24 - 25 September

2013

Peserta

28. Sertifikat Nasional

”Sosialisasi UU No 1

th 2013, peran sertta

fungsi OJK

30September 2013 Peserta

29. Dialog Energi

“DampakKenaikanTar

ifdasarListrikTerhadap

Perekonomian

Indonesia”

12 Desember 2013 Peserta

30. KomisiPemilihanUmu

mprov JATENG

“partisipasidandedikas

ipenyalenggaraanpemi

luGubernurdanwakilG

ubernurJateng”

23 Desember 2013 Panitia

lxxxii

Salatiga, 11 September 2015

31. Peserta Work shop

membangun

pemahaman sosial,

budaya dan

pendidikan bagi

pelajar menengah ke

atas”

25 –28 Januari

2014

Peserta

32. Seminar bedah buku

LDK IAIN Salatiga

05 Mei 2015 Peserta

JUMLAH

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DOKUMENTASI

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