IMPROVING STUDENTS’ READING COMPREHENSION

OF NARRATIVE TEXT THROUGH USING STORY

MAPPING
(A Classroom Action Research at Eight Grade Student of SMP PGRI 2 Ciputat)

By:

ANNA AGUS SELVIANA

208014000024

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014
 ACKNOWLEDGEMENT

Praise be to Allah, Lord of the worlds, who has given the writer His love and
compassion to finish the last assignment in her study. Peace and salutation be upon the
prophet Muhammad SAW, his family, his companion, and his adherence.
On this opportunity, the writer would like to express her greates gratitude and
honor to her beloved families, especially her parents – H. Syafi’i and Hj. Nani Rohani –
who have given their greates love, prayer, and moral encouragement. It also will be
expressed to the whole of her families for their biggest love and kindness to support her
in finishing this “skripsi”. Also, she would like to address her greatest thanks to her
advisors Dr. Ratna Sari Dewi, M.Pd. and Zaharil Anasy, M.Hum. for their time,
valuable guidance, helps, corrections, and suggestions during completing this “skripsi”.
The writer’s sincere gratitude also goes to:
1. All lecturers, especially those of in English Education Department, who always
give their motivation and valuable knowledge and also unforgettable experience
during her study at Faculty of Tarbiyah and Teachers’ Training of State Islamic
University Syarif Hidayatullah Jakarta.
2. Drs. Syauki, M.Pd. the chairman of English Education Department and Zaharil
Anasy, M.Hum. the secretary of English Education Department.
3. Dra. Nurlena, MA, Ph.D. the Dean of Faculty of Tarbiyah and Teachers’
Training of State Islamic University Syarif Hidayatullah Jakarta.
4. All her family, especially her beloved brothers Rahmat Hidayat and Ahmad
Ridwan and also their wife.
5. All her beloved friends at syarif Hidayatullah State Islamic University,
especially Syarifatunnisa, Eka Sasmiasih, Iin Suryani and all friends who have
always been great friends and always given their support especially classmates
in English Education Department Class A for academic 2008.

iv
 Hopefully, this “skripsi” can be useful to the readers, particularly to the
researcher. Furthermore, the writer realized that this “skripsi” is far from being
perfect. It is a pleasure for her to recieve constructive suggestions from anyone
who reads her “skripsi" for valuable improvement.

Jakarta, 25 September 2014

The Writer

Anna Agus Selviana

208014000024

v
 ABSTRACT

Selviana, Anna Agus. 2014. Improving Students’ Reading Comprehension of Narrative

Text through Story Mapping (A Classroom Action Research at Eight
Grade Student of SMP PGRI 2 Ciputat), Skripsi, English Education
Department, The Faculty of Tarbiyah and Teachers’ Training, Syarif
Hidayatullah State Islamic University Jakarta.

Advisor : 1. Dr. Ratna Sari Dewi, M.Pd

2. Zaharil Anasy. M.Hum

Keywords : Reading Comprehension, Narrative Text, Story Mapping

The objective of the research was to get empirical evidence of the improving
students’ reading comprehension of narrative text through story mapping technique. The
method of this research was classroom action research which was conducted in two
cycles. The subject of this research was the 2nd Grade of SMP PGRI 2 Ciputat at
Academic Year 2013/2014 with total number of students 34. The research instruments
were the observation and test form. The result of this study shows that the students’
improved their understanding of narrative text during teaching and learning process by
using story mapping. It is proven by the data which derived from this study. From the
observation, it could be seen that the students were more active and interested in
learning narrative text and from the result. There were three tests conducted, those are
pre-test 1 and post-test 2. The improvement of students’ understanding of narrative text
can be seen clearly in the improvement of their achievement in pre-test and post-test.
The result of pre-test and post-test showed the significant improvement. The mean of
pre-test score is 48.35. The minimal mastery level criterion (KKM) in SMP PGRI 2
Ciputat is 70 (seventy). It means there were only 2.94% of the whole students could
pass the KKM. The mean of post-test 1 score is 61.64. It is proven that 17.64% students
passed KKM. Next, the mean of post-test 2 score is 76.58. The percentage of students
who could get the above the KKM in post-test 2 is 85.29%. From this research finding,
it showed that story mapping technique could improve the students’ reading
comprehension of narrative text.

vi
 ABSTRAK

Selviana, Anna Agus 2014. Improving Students’ Reading Comprehension of Narrative

Text through Story Mapping (A Classroom Action Research at Eight
Grade Student of SMP PGRI 2 Ciputat), Skripsi, Jurusan Pendidikan
Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas
Islam Negeri Syarif Hidayatullah Jakarta

Pembimbing : 1. Dr. Ratna Sari Dewi, M.Pd

2. Zaharil Anasy. M.Hum

Kata Kunci : Pemahaman membaca, Teks Naratif, Story Mapping

Tujuan dari penelitian ini adalah untuk mendapatkan bukti empiris tentang
peningkatan pemahaman siswa terhadap teks narasi dengan menggunakan tehnik peta
cerita. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas
yang berlangsung dua putaran. Subjek dari penelitian ini adalah siswa-siswa kelas 8
SMP PGRI 2 Ciputat yang berjumlah 3 siswa. Instrumen penelitian yang digunakan
adalah lembar observasi dan bentuk test. Dari hasil penelitian ini menunjukan bahwa
pemahaman siswa akan teks naratif meningkat selama kegiatan belajar mengajar dengan
menggunakan story mapping. Itu dibuktikan dari data yang diperoleh pada penelitian
ini. Pertama, dari observasi, dapat dilihat bahwa siswa lebih aktif dan tertarik dalam
belajar teks narrative, dan kemudian data dari hasil tes. Ada tiga tes yang dilaksanakan,
yaitu pre-test, post-test 1 dan post-test 2. Peningkatan pemahaman siswa akan teks
naratif dapat dilihat dengan jelas dari pencapaian mereka dalam pre-test dan post-test.
Rata-rata nilai pre-test adalah 48.35. Kriteria Ketuntasan Minimal (KKM) di SMP PGRI
2 Ciputat adalah sebesar 70 (tujuh puluh).itu artinya hanya 2.94% dari keseluruhan
siswa yang dapat melampaui KKM. Rata-rata post-test 1 adalah sebesar 61.64%. Ini
membuktikan bahwa sebanyak 17.64% siswa telah melampaui KKM/. Selanjutnya,
pada post-test 2 didapat didapat rata-rata 76.58. persentase siswa yang mendapat nilai
diatas KKM adalah sebesar 85.29. Dari hasil tersebut dapat disimpulkan bahwa tehnik
peta cerita dapat meningkatkan secara signifikan pemahaman membaca siswa terhadap
teks narasi.

vii
 TABLE OF CONTENT

SURAT PERNYATAAN KARYA SENDIRI ...............................................................i

APPROVAL ................................................................................................................... ii
ENDORSEMENT .......................................................................................................... iii
ACKNOWLEDGEMENT ............................................................................................ iv
ABSTRACT ....................................................................................................................vi
TABLE OF CONTENT ............................................................................................. viii
CHAPTER I : INTRODUCTION
A. Background of the Study ................................................. 1
B. Identification of the Problem ............................................ 3
C. Limitation of the Problem ............................................... 4
D. Formulation of the Problem ............................................. 4
E. Objective of the Study ...................................................... 4

CHAPTER II : THEORETICAL FRAMEWORK

A. Reading ............................................................................ 5
1. Definition of Reading ................................................ 5
2. The Purposes of Reading ........................................... 7
3. Kinds of Reading ....................................................... 8
B. Narrative Text ................................................................. 10
1. The Understanding of Narrative Text ....................... 10
2. The Purposes of Narrative Text ................................ 13
3. The Schematic Structures of Narrative Text ............ 14
4. The Language Features of Narrative Text ................ 17
C. Story Mapping ................................................................ 19
1. The Understanding of Story Mapping ...................... 18
2. The Purposes of Story Mapping ............................... 20
3. The Techniques of Using Story Mapping ................ 20
D. Teaching Narrative Text Using Story Mapping ............. 22
E. Relevant Study ................................................................ 23

viii
 F. Thinking Framework ...................................................... 25
G. Theoretical Hypothesis ................................................... 25

CHAPTER III : RESEARCH METHODOLOGY

A. The Time and Place of The Study ................................... 26
B. The Method of Research ................................................. 26
C. The Subject and the Object of The Study ........................ 26
D. The Writer’s Role on the Study ....................................... 26
E. Action Procedure ............................................................. 27
F. The Classroom Action Research (CAR) Procedures ....... 30
1. Cycle 1 ......................................................................... 30
a. Planning Phase ....................................................... 30
b. Acting Phase ........................................................... 30
c. Observing Phase ..................................................... 30
d. Reflecting Phase ..................................................... 31
2. Cycle 2 ......................................................................... 31
a. Planning Phase ....................................................... 31
b. Acting Phase ........................................................... 31
c. Observing Phase ..................................................... 31
d. Reflecting Phase ..................................................... 32
G. The Technique of Collecting Data ................................... 32
H. The Technique of Data Analysis ...................................... 33
I. The Criteria of the Action Success ................................... 34

CHAPTER IV : RESULT AND DISCUSSION

A. Data Description ................................................................ 35
1. The Result of Pre Observation .................................... 35
2. The Result of Pre Test ................................................. 36

ix
 B. The Implementation of CAR ............................................. 36
1. Cycle 1 ........................................................................ 36
a. Planning ................................................................. 36
b. Acting ..................................................................... 37
c. Observing ............................................................... 38
d. Reflecting ............................................................... 38
3. Cycle 2 ......................................................................... 39
a. Planning ................................................................. 39
b. Acting ..................................................................... 40
c. Observing ............................................................... 40
d. Reflecting ............................................................... 41
C. The Discussion of the Data after CAR .............................. 42

CHAPTER V : CONCLUSION AND SUGGESTION

A. Conclusion ......................................................................... 48
B. Suggestion ......................................................................... 48

BIBLIOGRAPHY ......................................................................................................... 50
APPENDICES................................................................................................................ 52

x
 LIST OF FIGURES

1. Figure 2.1 Graphic Story Map ......................................................... 21

2. Figure 3.1 Kurt Lewin’s Action Research Design............................ 28.
3. Figure 4.1 The Students’ Reading Score of Pretest, Posttest 1, and
Posttest 2......................................................................... 42

xi
 LIST OF APPENDICES

1. Syllabus of Second Grade of High School ................................................ 52

2. Lesson Plan ............................................................................................... 74
3. The Instrument of Pretest ........................................................................... 85
4. The Instrument of Posttest 1 ...................................................................... 91
5. The Instrument of Posttest 2 ...................................................................... 97
6. The Blueprint Test of Pre-test ................................................................... 102
7. The Blueprint Test of Post-test 1 ............................................................... 103
8. The Blueprint Test of Pre-test 2 ................................................................ 104
9. Observational Notes for Need Analysis Before CAR ................................ 111
10. Observational Notes for Need Analysis in Cycle 1.................................... 112
11. Observational Notes for Need Analysis in Cycle 2.................................... 113
12. Answers Key (Pre-test, Post-test 1, Post- test 2) ....................................... 114
13. The Graph Improvement of Students’ Reading Score During CAR .......... 115

xii
 1

CHAPTER I

INTRODUCTION
This chapter presents the general account of the present study. It covers
background of study, identification of the study, limitation of study, research
problems, and objective of the study.

A. Background of the Study

English as an international language has been used by people in the world.
The people of non-native speaker use English as their second language or their
foreign language to communicate in many different kinds of social situation and
for many different purposes. In education, English has important role, it could be
seen that the language has been learned in any levels of education.

English is different from Indonesian. Every language has its own rules and its
own skills. In learning English, there are four skills; listening, speaking, reading
and writing, that should be mastered. Reading is very essential for us in order to
increase our knowledge. This idea is supported by the fact that reading has
become part of our daily life. Through reading we can get a lot of information,
knowledge, enjoyment, and even problem solution. Therefore, the ability to read
the text in any form will give a great deal advantages in our life.

There are some problems for the learners to comprehend English literary or
book or any other printed materials. Most of them just have some means or ability
to pronounce and recognize the individual words from the text without knowing
the message or the meaning of what the author extends.

Narrative is one of reading texts. Narrative is a kind of text that describes a

sequence of fictional events. It consists of orientation, complication or problem
resolution. To solve the problems in teaching narrative text, the teacher can use
suitable and interesting methods or techniques for the learners. Techniques depend
on the teacher, the imagination, his creativity and the condition of class, a certain
problem can be solved using the various techniques.
 2

Ideally, the second year students of Junior High School are learning and
mastering some genres including narrative text applied in any aspects of language
skills. Besides, the policy of the school in determining the minimum passing grade
score should be attained; at least the minimal mastery level criterion (KKM)
considering English subject gains score 70 (seventy). It is adapted from the school
agreement at SMP PGRI 2 Ciputat.

However, most of second grade students of SMP PGRI 2 Ciputat are still
difficult to achieve those targets because their knowledge of English is still low
primarily on reading skill. Based on the unstructured interview result with the
teacher concerning students‟ reading test, there are some difficulties faced by
students in reading activities such as: First, some of students was mastered
vocabulary on the text but they could not understand the story. Second, they are
difficult to find schematic structure of story. Third, they have difficulty
differentiating past tense and present tense. Fourth, they also have difficulty in
taking conclusion of text.

Based on the observation, the writer found the students‟ activity in reading is
not very interesting because the teacher usually asked every student to read orally
then asked them to translate the story. Besides, during teaching and learning
activity, the teacher explained the schematic structures and linguistic features of
the story almost all of the time. Then the teacher gave them some minutes to do
exercises meanwhile most of students did not pay attention to the teacher‟s
explanation before and even they did not do the exercises. Furthermore, the
teacher rarely let his students memorizing the story and let them telling it in front
of class.

After obtaining the causes of the problem, it is needed an alternative way to

create suitable and interesting techniques related to students‟ condition. They need
to be delivered any practices to assist them in improving reading comprehension.
In this research, the writer focuses on narrative text. Then, the writer realizes that
all of those problems are impossible to be solved in a time. Therefore, the writer
and the teacher focus on reading skill in comprehending the schematic structures
 3

of a story because it is the prior reading problem faced by most of students VIII
grade SMP PGRI 2 Ciputat. That is why the writer tries to find out an appropriate
strategy to improve students‟ reading comprehension better that is through story
mapping which is considered as one way of reading comprehension techniques
toward narrative text. Story mapping is a means to provide an overview what a
story discussion concerning the story elements through graphic or semantic map
visualization.1 Here, the writer‟ basic assumption is students need to learn how to
make visual images as they read narrative text in their reading and writing
activities to enhance their reading comprehension. In other words, through the
ability to note details, to organize the sequence of events would be essential to this
type of reading skill.

Based on the description above, the writer interests to propose one teaching
techniques that have been shown to be a beneficial teaching technique. The writer
consequently would like to carry out a study under the title Improving Students’
Reading Comprehension Narrative Text through a Story Mapping (a
Classroom Action Research at SMP PGRI 2 Ciputat).

B. Identifications of the Problem

According to background of the study about improving students narrative text
through story mapping, the writer involves identification of the problem involves:

1. Some of students were mastered vocabulary on the text but they could not
understand the story.
2. Students have difficulties to find schematic structure of story.
3. Students difficult in taking conclusion of the text.

1
Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classroom,
(New York: McGraw-Hill, 2004), p. 345.
 4

C. Limitation of the Problem

Through this paper, the writer would like to limit the problem on Improving
Students Reading Comprehension of Narrative Text through Story Mapping at the
second grade students of SMP PGRI 2 Ciputat. The writer would like to know
how students understand the narrative text and how it is constructed through the
implementation of Story Mapping Technique.

D. Formulation of the Problem

To make the study easy to understand, the writer formulates the problem as
“Can story mapping make students‟ reading comprehension of narrative text
easy?”.

E. Objective of the study

The objective of the study is to know whether story mapping can make
students‟ reading comprehension of narrative text easy for the second year
students of SMP PGRI 2 Ciputat. In addition, the objective of the study is to
describe how the implementation of story mapping in developing students‟
reading comprehension of narrative text.
 5

CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents and discusses about the theoretical framework which is
consists of general concept of reading, narrative text, story mapping, and teaching
narrative text using story mapping

A. Reading
1. Definition of Reading
Reading is one of language skills and also called receptive skills which
should be mastered by learners. By reading, learners could take ideas,
information and message from the text. According to Savage and Mooney in
their book Teaching Reading to Children with Special Need states that reading
2
is a process of moving through printed language to meaning. Based on
definition above, reading is process a reader to extract the meaning or message
from the text so a reader could take an author‟s messages.
To strengthen statement above, according to Arthur W. Heilman, he
defines that reading is a process of getting meaning from printed word or
symbols. 3 It means that reading is to choose and to select word or symbol in
getting meaning, because the readers involved some abilities to grasp the text.
For instance, the readers need eyes movement to select and recognize some
words.
Like De Boer and Dallman in their book The Teaching OF Reading argues
that:
If a letter, a word, or a phrase is to be perceived, the eyes must pause long
enough to take it in. Since in fluent reading the pauses or “fixations” may
be as brief as one – fourth of a second, the reader has the illusion that he is
reading as the eyes move from left to right on the page. Actually, the
movement of the eyes from one stopping point to the next takes a fraction

2
John f Savage and Jean F. Mooney, Teaching Reading to Children with Special needs,
(Boston: Allyn and Bacon Inc, 1979), p. 14
3
Arthur W Heilman, Principles and Practices of Teaching Reading: Second Edition,
(Ohio: a Bell and Howell Company, 1967), p.8
 6

of a second, so that in effect the view of the words in a line seems

continuous.4

It indicates that reading is as an active process which it is proved with eyes

movement to recognize words and it depend on what the readers see and
perceive in the text.
In addition, it refers that reading involved the reader‟s thinking, because
the readers use their prior knowledge and experience background to
comprehend the text. Here, John F. Mooney explains that:
“...the reader‟s background and experience. The more a reader brings to a
printed page in terms of knowledge and background, the better she or he
will be able to understand what she or he reads. Concepts built thorough
experience will enhance concepts gained through reading”.5

Here, to comprehend the texts, the readers need to build concept with
using reader‟s knowledge and experience. With reader‟s knowledge and
experience, it eases the readers to reconstruct the comprehension of reading
text because the readers have sufficient knowledge to read.
Moreover, reading could not separate with reading comprehension. It is
caused that the readers get the meaning with unity. The readers find the main
ideas from one page to other page to take comprehension that the readers
want.
Meanwhile John J. De Boer figured out that reading is an activity which
involves the comprehension and interpretation of ideas symbolized by written
or printed language. 6
Based on statement above, clearly, the readers read printed words together
with getting comprehension through reading. From here, we could see more
definition of reading comprehension from the experts. According to Robert C.
Putt in his book A Basic Guide to Reading Instruction, “reading

4
John J De Boer, and Martha Dallmann, The Teaching of Reading: Revised Edition,
(New York: Holt, Rinehart and Winston Inc., 1964), p, 20
5
John F Savage and Jean F. Mooney, Teaching Reading to Children Special Needs,
(Boston: Allyn and Bacon Inc, 1979), p. 31
6
De Boer , op. cit., p. 17.
 7

comprehension means that the chill is able to get meaning what is being
perceived in writing.”7
In conclusion, reading comprehension is to get ideas, information and
author‟s message from in printed page involved perceives and understands
words relationship. Somehow, reading comprehension is not only to extracting
meaning from printed words but it need active process in which the reader
constructs meaning thorough some ability with a text.

2. The Purposes of Reading

There are many purposes in reading activity. The purpose for reading will
help the readers focus on information, consequently such purpose are most
effective when establish by the reader. Obviously, the purpose for reading
should be established before a selection is read. Afterward, the stated purpose
can be used as basic for discussion to determine whether the reader the reader
has achieved his goal. As McDonough and Shaw quoted from William that
usefully classified reading into:
a. “Getting general information from the text
b. Getting Specific information from a text, and
c. For pleasure or interest” 8

From the statement above it can be concluded there are two kinds purpose
of reading activity. Reading for information usually used in reading task, it is
probably seen an as a type of reading ability. Readers read because they have
to read. It included the materials which are classified as nonfiction, sciences,
social studies, articles, newspaper, etc. Weather reading for pleasure, the
reader may read either quickly or slowly based on the way he/she likes,
associated largely with novel, short stories, and poems.

7
Robert C. Putt, A Basic Guide to Reading Instruction: A Handbook for Classroom
Teachers, (Boson: Universuty Press of AmerikaInc., 1983), p. 46
8
Jo McDonough and Christopher Shaw, Materialand Method in ELT: Teachers’ Guide,
(Massachusetts: Blackwell PublishingLtd, 1993), p. 102.
 8

In addition, Rivers and Temperedly list the following examples of some of

the reasons L2 student may need or want read: 9

a. To obtain information for some purpose or because we are curious

about some topic
b. To obtain instruction how to perform some task for our work or daily
life (e.g. knowing how appliance works)
c. To keep in touch with friends by correspondence or to understand
business letters
d. To know when or where something will take place or what is available
e. To know what happening or has happened (as reported in newspaper to
magazines, reporters)

2. Kinds of Reading
When people read, they read for a different purpose, and it determines how
people read a text. There are two types of reading related to the purpose.
Those are extensive and intensive reading. 10
a. Skimming
Skimming is defined as the ability to identify the main ideas while very
rapidly and selectively skipping over the reading material. This is a
technique used to find out how a news story, magazine article, or textbook
chapter is organized and what is generally about without having to read the
entire selection. When skimming, the reader goes through the reading
material quickly in order to get the gist of it, to know how it is organized is
to gain a quick overview in order to identify the main points. 11

9
Jo McDonough and Christopher Shaw, Materialand Method in ELT: Teachers’ Guide,
(Massachusetts: Blackwell PublishingLtd, 1993), p. 102-103
10
Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman,
1983), p. 16
11
Peter Mather and Rita Mc Carthy, Reading and all that Jazz, (Boston: Mc Graw-Hill,
2007), p. 531
 9

b. Scanning
Peter Mather and Rita Mc Carthy stated that scanning is the process of
quickly searching material in order to locate the specific bits of
information. When scanning, the reader doesn‟t star at the beginning and
read through to the end. Instead, the reader only jumps around in the next
trying to fine and locate specific information needed. 12

c. Intensive Reading
Intensive reading involves approaching the text under the guidance. It is
often refers to the careful reading (or translation). The aim is to arrive at an
understanding, not only of what the text means, but also how the meaning
is produce, the how is as important as the what. 13
In other words, intensive reading is reading shorter text is extract
specific information. This activity is likely more to emphasize the
accuracy activity in evolving reading for detail. It is used to gaining a deep
understanding of a text, which important for the reader. The process of
scanning takes a more prominent role here than skimming. Reader is
trying to absorb all the information given. For example, reading dosage,
instruction for medicine.

d. Extensive Reading
Extensive reading should involve reading for pleasure what Richard
Day calls joyful reading, the reader deals with longer texts as a whole,
which requires the ability to understand the component parts and their
contribution to the overall meaning, example: reading newspaper article,
short story or novel.

12
Ibid., p. 526
13
Christine Nuttal, Teaching Reading Skill: New Edition, (Wales: Heineman, 1996), p.38
 10

According to Jeremy Harmer that one of the fundamental conditions

of a successful extensive reading program is that students should be
reading material which they can understand. 14
This is enhanced if students have a chance to choose what they want
to read, if the students have a chance to choose what they want to read, if
the students are struggling to understand every word, the students can
hardly be reading for pleasure. It is the main goal of this activity. This
means that English teachers need to provide books which either by chance
or because they have been especially written, are readily accessible to the
students.

B. Narrative Text
1. The Understanding of Narrative Text
Before going to the definition of narrative text, it is better to know first
definition of the text itself. The narrative paragraph can be fun to write
because you tell a story or relate an event. Narratives have a beginning,
middle, and an end. Any time you go to a movie or read a fiction book, you
are looking at a narrative. Narrative text often describes events from the
writer's life. According to narrative text describe a sequence of events or tell a
story, in another word, narrative text is describing an experience. Text is a
communicative event that must satisfy several conditions. That term told by
Beaugrande and Dressler. According to that term, a traffic sign, a newspaper
article and a novel are all texts that correspond to the differing rules of
particular genres of text.
The entire genre mentioned before have particular linguistic features,
fulfill particular functions and are bound to specific production and reception
situations. 15

14
Jeremy Harmer, The Practice of English Language Teaching, (Pearson; Longman,
2004), Fourth Edition, p. 383
15
Stefan Titsher, et, al, Methods of Text and Discourse Analysis, (London: SAGE
Publications, 2000), p. 21
 11

16
There are two main categories of texts, literary and factual. Within
these, there are various text types. Each type has a common and usual way of
using language.
“Literary texts include aboriginal dreaming stories, movie scripts,
limericks, fairy tales, plays, novels, song lyrics, mine and soap operas. They
are constructed to appeal to our emotion and imagination”17. Literary texts can
make us laugh or cry, think about our own life or consider our beliefs. There
are main text types in this category such as narrative, poetic and drama. Media
such as films, videos, television shows and CDs can also fall in this category.
Literary text is more emphasize or refers to informal things such as
personal story or poetry. It is because the text attracts our feelings and
imaginations so that we can laugh, be sad, be upset, or be touched after
reading or watching the text itself.
Factual texts include advertisement, announcements, internet web sites,
current affairs show, debates, recipes, reports and instructions. They present
information or ideas and aim to show, tell or invite the audience. The main
text types are recount, response, explanations, discussion, information report,
exposition and procedure.
In the factual texts, the text is more inform the fact event than the literary
text. This text informs about an event that happened and how that event
happens from beginning to the end.
In this paper, the writer will only discuss one of the texts that are being
used for her research that is narrative text. Anderson said:
A narrative is a text that tells a story to entertain the audience.
Narrative can be presented as written or spoken texts. Written
narratives often take the form of novels. The story is usually told by a
narrator. If the narrator is one of the characters in the story it is said to
be told in the first person. If a person outside the story is being told in
the third person. 18

16
Mark and Kathy Anderson, Text Types in English 2 (SouthYarra:Macmillan,1997), p. 1-
2
17
Ibid., p. 8
18
Mark and Kathy Anderson, Text Types in English 3 (SouthYarra:Macmillan,1997), p. 3
 12

The description above shows definition about narrative text. Narrative text
is one of the texts that should be learnt by High School students. For some
students, a narrative is considered as the most interesting text among the
others. In line with it, Phelps-Gunn said that “The least difficult is narration.
Narration involves a simple time ordering of events into an organized plot or
pattern.” 19 But unfortunately, it is not supported by the fact that the students
get low score in this material. Whereas, they ideally get good scores since the
material is easy.
Another definition about narrative is stated by Anderson “narrative is a
piece of text which tells story and in doing so, entertains or informs the
reader or listener”. 20
Narrative text is a text which gives information about all of the factual
text. So those, the reader or listener know more information from the text
which is read.
In terms of media, narrative is the coherence/organization given to a series
of facts. The human mind needs narrative to make sense of things. We
connect events and make interpretations based on those connections. In
everything we seek a beginning, middle and the end. We understand and
construct meaning using our experience of reality and of previous texts. Each
text becomes part of the previous and the next through its relationship with
the audience.
There are many types of narratives. They can be imaginary, factual or a
combination of both. They may include fairy stories, mysteries, science
fiction, romance, horrors stories, fables, myths and legends, historical
21
narratives, ballads, slice of life, personal experience. Narrative text it easy
reading for students because like reading a story. Their difficulties may be in
reading comprehension.

19
Trisha Phelps-Gunn, Written Laguage Instruction, (London : Aspen Publication, 1982),
p. 184
20
Mark, op. cit., p.8
21
Mark and Kathy Anderson, Text Types in English 2 (SouthYarra:Macmillan,1997) p. 18
 13

Chatman classified narrative text into four basic elements as follows:22

a. Characters
In every story, there must be characters that play in it. There are two
characters take place within a story. They are main characters and
secondary characters. A character is the single most important element in
the narrative text. It describes physical of the character such as age,
weight, height, even personality traits including the strength and
weaknesses. 23 A character is the one who acts in the story itself. He or she
plays the role of the story

b. Settings
Settings are what author writes to describe the reader where and when
the story takes place. The setting addresses the location (where) and the
period (when) of the story whether the story tells a reader among realistic,
historical fiction or fantasy.
c. Plot
The plot includes a series of episodes or events written by the author to
hold the reader‟s attention and to build excitement as the story progresses.
The plot contains an initiating event, starting the main character of the
series of events toward problem solving. A good author will make the
reader drown to the plot of the story that he writes.
d. Conclusion
The writer ends up the story by summarizing and telling the solution of
the problems in the story. This part is called by conclusion.
2. The Purposes of Narrative Text
Basically, a narrative is written to amuse the readers. So, the readers are
expected to enjoy the text which being read. It is in line Andersons who stated
that the purpose of narrative that is to present a view of the world that

22
Chatman, S., and B. Attebry, Reading Narrative Fiction. (New York:McMillan, 1993),
p. 23
23
Ibid., p. 23
 14

entertains or informs the reader or listener. 24 In addition, the aim of narrative,

other than providing entertainment, can be to make the audience thinks about
an issue, teach them a lesson, or excite their emotions. 25
3. The Schematic Structures of Narrative Text
In constructing narrative text, there are several steps that should be
considered by the author. The elements of them are also provided to guide the
readers in reading the text.
a. Orientation
This is the part which narrator tells the audience about who is in the
26
story, when the story is taking place and where the action is happening.
It can also be called as introductory part of a story. So the reader can
figure out what will happen next and who are involved in it.
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
27
characters. The complication is the trigger. From this part the story
begins. This is the part where the characters totally play their role.
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
flashbacks. The audience is given the narrator‟s point of view.28
d. Resolution
In this part of the narrative where the complication is sorted out or the
problem is solved. It means that how is the problem that is created in the
complication finally solved.

24
Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra:
Macmillan, 1997), p. 3
25
Ibid., p. 6
26
Ibid., p. 8
27
Mark and Kathy Anderson, Text Types in English 2, p South Yarra: Macmillan, 1997),
p. 12
28
Ibid,. p. 12
 15

In the following is the example of schematic structure of narrative text:29

Title The Smartest Parrot

Once upon time, a man had a wonderful parrot.

Orientation 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

Complication
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 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
Sequence of of Catano.
Events
One day, after he had been trying so many times
making 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

29
Josephine S.M., English on Sky SMP Book VIII, (Jakarta: Erlangga, 2007), p. p. 124.
 16

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

Resolution 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”.

(Adapted from Josephine S.M., 2007)

 17

4. The Language Features of Narrative Text

The language features usually found in a narrative text are:

a. Specific characters or participants

b. Time words that connect events to tell when they occur
c. Verbs to show the actions that occur in the story
d. Descriptive words to portray the characters and settings.30

The language features shown above are being used narrator. There is
always being specific characters in every story. For instance, in the story of
The Smartest Parrot above, the specific character is The Parrot. Time words
are also used in that story, for example “One day...”, and also the last two
language features.
The language features are provided to help the readers in understanding
the story. By past tense used, the readers will know what happened in the
story. Conjunction is also really important to describe the characters and
settings of the story.
In the following is the example of language features of narrative text
related to the story above:

Figure 2.1

Language Features of Narrative Text

No Linguistic Features Examples

1 Specific Participants The smartest parrot

A man
2 Generic Participant
The Chickens

30
Mark and Kathy Anderson, Text Types in English 2, South Yarra: Macmillan, 1997), p.
8.
 18

Had, felt, tried, kept, got, pointed, said,

3 Past Tense shouted, picked, threw, continued, left,
came back, opened, saw
4 Past Perfect Tense -
5 Action Verb -

Once upon a time, one day, the next day,

6 Adverb of Time
at the moment
7 Adverb of Place Catano, the chicken house
8 Coordinate Conjunction But, and, for
9 Temporal Conjunction Then, next, after
10 Saying Verb Say (said), shouted, screaming
11 Linking Verb Was, were
12 Modality Would, could, will
(Adapted from Josephine S.M., 2007)

C. Story Mapping
1. The Understanding of Story Mapping
Before we know exactly what the story mapping is, it is necessary to know
the origin of story maps based on Pamela J. Farris:
The origin of story maps lies within story grammar research. The term
story grammar refers to the hierarchical rules or psychological structures
that people use to create and remember stories, the skeleton underlying a
story, so to speak. These psychological models of comprehension and
memory are used by both adults and children to encode and store in
formation in their long-term memories.31
Based on that definition, in this sense, story mapping would be effective
for the readers recognize the story in their long-term memories. It may be
practical way for them to organize the story content into a coherent whole.

31
Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classrooms,
(New York: McGraw Hill, 2004), p. 345.
 19

Beside of that, Oxford dictionary defines „story‟ as “a description of

events and people that the writer or speaker has invented in order to entertain
people.” In other words story is regarded as a fiction selection to entertain a
reader; as a part of pleasure. Meanwhile the definition of „map‟ is “a drawing
to describe or give information about something, especially the way it is
arranged or organized.” It means that mapping could be defined as a sketch or
drawing that shows location or relation between things or place.

Pamela J. Faris viewed that “mapping is an effective technique in teaching

narrative text, and it is also an effective strategy to improve note taking and
creative thinking skills.”32 Because through story mapping, a reader could be
easily to illustrate the story structures and to categorize the main events in
sequential order by writing key words of a story by using a reader‟s own
words.

The story map or story web present a graphic organizer that prepares a
reader of a short story by previewing six critical components of any work of
fiction:

a. Title
b. Characters
c. Settings
d. Main events
e. Problems and conflicts
f. Solution or resolution33

Considering the explanation above, story map is a graphic or semantic

visual representation of a story. This map illustrates way to provide an
overview of a story. It is usually implemented after a story has been read. It

32
Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classrooms,
(New York: McGraw Hill, 2004), p. 346.
33
Larry Lawin, Paving the Way in Reading and Writing: Strategies and Activities to
Support Struggling Students in Grades 6-12, (San Francisco: Jossey-Bass, 2003), p. 68.
 20

involves identifying and categorizing the main events in sequential order of a

story.

2. The Purposes of Story Mapping

Story mapping has some purposes as follow:
a. Allows readers to create mental images from words in the text
b. Enhances meaning with mental imagery
c. Links past experience to the words and ideas in the text
d. Enables readers to place themselves in the story
e. Strengthens a reader‟s relationship to the text
f. Stimulates the imaginative thinking
g. Heightens engagement with text
h. Brings joy to reading.34
From the purposes that mentioned above it can be concluded that use of
story mapping are expected to facilitate and help the students getting a good
understanding of a story or text.

3. The Techniques of Using Story Mapping

The general procedure to follow when preparing a basic story map
includes the following steps:35
a. Read the story. Write a sequenced summary of the main ideas,
key events, and characters that make up the plot of the story.
b. Place the title, theme, or topic of the story in the center of the
graphic story map in a predominant box or at the top of the
semantic chart.
c. Draw enough ties projecting out symmetrically from the center
of the map to accommodate the major events of the story‟s
plot. Attach related pieces or second-level information from

34
Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classrooms,
(New York: McGraw Hill, 2004), p. 512.
35
Ibid,. p. 346.
 21

the summary list to these ties in chronological order, moving

clockwise around the center. The semantically organized chart
is simply arranged by story elements, so information is
transferred to it accordingly.
d. Draw additional ties projecting out symmetrically from each
secondary box to accommodate the important details
associated with the key plot event, adding relevant information
from the summary list.
Based on the explanation above we can make the graphic of story mapping
as below:

Main Characters Setting

Supporting Characters Problem

Tittle
and
Author

Solution

Story Map
 22

D. Teaching Narrative Text Using Story Mapping

There are some steps to teach narrative text using story mapping compiled
from Farris‟ book. They are: 36
Step 1: Introduce the concept of a story mapping together with what the
benefits for students are. Tell them that story mapping would be helpful to
develop their reading comprehension of a story.
Step 2: Explain the major components of story mapping through identifying a
story first concerning to figure out the title, the theme of the story, the important
characters and personality traits of specific participants of a story, then identifying
the orientation or significant plot developments. It leads to sequence of action to
note characters‟ attempts in overcoming problems, then evoke, to get the solution.
A teacher needs to give the interactive instruction for each story component
clearly. Build questioning to students before or after reading the story to construct
their motivation or check their comprehension. After students read a story, let
them fill out section of the story map worksheet.
Step 3: Direct them when students commit error to reread the story using
guidance question even modeling to help them come up with an appropriate
response.
Step 4: Have students read independently. Encourage them to write the
answers just using key words while the teacher is still questioning such as „who is
the main character? What is he like? Where does the story take place? Etc.‟ Then
gives specific praise to students for appropriately identifying story mapping
elements.
Step 5: Ask students through selected stories and complete the story map
worksheet on their after students use the story mapping technique independently.
Then, check students‟ responses and conference individually with those students
requiring additional guidance and support.
Step 6: Give students an evaluation. It is necessary to check their reading
comprehension of a story using a printed test to gain working individually.
36
Pamela J. Farris, Teaching Reading: A Balanced Approach for Today’s Classrooms,
(New York: McGraw Hill, 2004), p. 346.
 23

E. Relevant Study
Some studies dealing with this study were done by Dawi Anjani and Yuni
Fatha Siskawaty Yantu. The short explanation of those studies explained in
following section.
First research is from Dawi Anjani conducted in an experimental study on
“teaching reading comprehension through story mapping”. She focused on the
effectiveness of the application of using story mapping in teaching reading
comprehension. The purpose of this study was to find out to know the
effectiveness of the application of teaching reading comprehension through story
mapping. The writer also intended to know the students achievement in learning
reading comprehension by using story mapping. She used experimental method
and use 15 questions of essay as an instrument to obtain the data. She took one
class (VIII-A) of MTS Khazanah and she randomly selected the students and took
30 students as a sample of the research. The result was story mapping is effective
to be used in the classroom to improve students‟ achievement in reading
comprehension competence. It can be seen from the result calculation of pretest
and posttest. Also it can be seen from the t-test, the result is 2.04 < 4.67 >2.76. It
proved that there is significant result of pretest and posttest.37
The second is from Yuni Fatha Siskawaty Yantu conducted in an experimental
study on “Developing Students‟ Ability in Writing Narrative Text by Using Story
Map Technique” She focused on the story map technique develop the students‟
ability in writing narrative text? The purpose of this study was to find out to find
out whether the story map technique can improve the students‟ ability in writing
narrative text or not. She used quasi experimental method. She used narrative text
writing about fable as an instrument, and she took second grade students of SMA
Negri 2 Limboto and for the sample she took second grade students of science
class. The result was story mapping are; firstly, it can be concluded that the story
map technique can improve the students‟ ability in writing narrative text also can
increase the students‟ awareness that story characters and events are interrelated.

37
Dawi Anjani, “Teaching Reading Comprehension Through Story Mapping” Skripsi at
Syarif Hidayatullah State university Jakarta, Jakarta, unpublished
 24

It is supported by the result of this research that the hypothesis of this research is
accepted. Secondly, in pre-test data the students‟ highest score is 18 and the
lowest score is 8, differences with the pre-test, in the post-test data the students‟
score was improved where the lowest score is 18 and the highest score is 25. It
means that, there is improvement score in post-test data. In addition, between the
result pre-test and post-test there are significant differences result, it is caused by
the application of story map technique as long the treatment time. Thirdly, the
hypothesis of this research that is the students‟ writing ability can be improved by
using story map technique can be acceptable, because the result of research show
that tcount (-8.70) ≤ tlist (2.02), based on the criteria of 45 hypothesis if tcount less
38
than tlist, it means that the hypothesis of research is acceptable.

F. Thinking Framework

Story mapping is a technique of reading which is conducted to illustrate the

story structures and to categorize the main events in sequential order by writing
key words of a story by using a readers‟ own words.

The Framework of Theoretical Thinking

Students‟
Abilities in
Reading
Increase
Techniques of Story Learning
Reading Mapping of
Narrative There is no
Reading in Increase in
the Class Students‟
Abilities in
Reading

Schema 2.1

38
Yuni Fatha Siskawaty Yantu “Developing Students‟ Ability In Writing Narrative Text
By Using Story Map Technique” Skripsi at Universitas Negri Gorontalo, Sulawesi, 2013
 25

Based on thinking framework above, the writer formulates the basic of

thinking as follows:

1. Reading technique is an implementation of reading teaching learning

process that takes place and conducts in the classroom. Examples of
reading technique include story mapping, mind mapping.
2. Story mapping as one of reading technique can make impact for learner in
stimulating their understanding after they read a paragraph.
3. Learning narrative reading is not easy for some students. The students
have to tell and determine the correct language features and schematic
structure of narrative. In addition, most of students have difficulties to
organize their idea to be good writing. So, story mapping is used in
learning narrative text. As we know that not all reading techniques are fit
for all the kinds of paragraphs. Here, the story mapping will show their
effects in reading narrative text or there is no increasing in the students‟
ability in reading narrative text after applying story mapping.

G. Theoretical Hypothesis

Alternative hypothesis (Ha) : If there is an improvement in students‟

score between pre-test and post-test; story
mapping technique is effective used to teach
reading of narrative text.

Null Hypothsis (Ho) : If there is no improvement in students‟

score between pre-test and post-test; story
mapping not effective used to teach reading
narrative text.
 26

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the object and subject of the research, time and place,
research instrument, data sources, the role of writer in the research, the Classroom
Action Research (CAR) procedures technique of collecting data, and technique of
the data analysis.

A. The Time and Place of the Study

This research is carried out for 3 (three) months started from April up to
June 2014. The place is SMP PGRI 2 Ciputat, academic year 2013/2014.

B. The Method of Research

The method used in this study is Classroom Action Research (CAR). To
begin the Classroom Action Research (CAR), the researcher or the teacher
needs to identify any problems real found in the classroom concerning
students‟ condition in learning.

C. The Subject and the Object of Study

The subject of this study is eight grade students of SMP PGRI 2 Ciputat in
2013/2014 academic year. The number of students consists of 34 as the
population. It is chosen based upon the unstructured interview result with the
English teacher at that class proving that they have the lowest achievement of
reading test among the other second grade classes. The object of this story is
story mapping technique to improve students‟ reading comprehension in terms
of narrative text.

D. The Writer’s Role on the Study

In this role, the writer is not only as the observer whilst the action but the
writer acts as the English teacher in the research. She makes a lesson plan and
pre-test before Classroom Action Research (CAR) and post-test after
 27

Classroom Action Research (CAR) in each final cycle. Then, the teacher
carries out the action based upon the lesson plan that has been made.
Furthermore, the writer also collect and analyzes data then reports the result
of study.

E. Action Procedure
The writer uses Classroom Action Research (CAR) in this study, so she
follows principles of CAR to collect the data. The research takes 2 cycles with
four elements in each cycle as follow:
 28

The Kurt Lewin’s Design of CAR

Planning Action

CYCLE 1

Reflecting Observing

Planning Acting

CYCLE 2

Reflecting Observing

(Adapted from Suharsimi Arikunto)

Figure 3.1

Based on the Kurt Lewin‟s action research design above, the writer would
like to describe further concerning the implementation of Classroom Action
research (CAR) in the cycle one and cycle two as following:
 29

Figure 3.2

Details of Action Plan modified by the writer

CYCLE 1

Planning Acting

d  Makking lesson plan  Implementing lesson plan

 Choosing suitable text that has been made
 Preparing teaching aids  Explaining the instruction for
 Developing evaluation from for practicing
students.

Reflecting Observing
 Asking students‟ difficulties  Asking students‟ responses
 Evaluating teaching and  Observing the class while
learning process students are filling in the story
 Analyzing atudents‟ map
achievement
 Revising lesson planning

CYCLE 2
Planning Acting
 Naking new lesson plan  Implementing new lesson plan
(changing the parts that should be  Emphasizing the students the
revised) schematic stuructures of
 Preparing teaching aids narrative & how to paraphrase
 Preparing evaluation & posttest a story

Reflecting
Observing
 Analyzing students‟ progress
 Obseving students‟
based on their test score
participation.
 Discussing the result of the  Observing students‟
implementation of the modified achievement (Students are
action & deciding wheter the given posttest 2 in the end of
action should be continued or cycle 2)
not
 30

F. The Classroom Action Research (CAR) Procedures

The Classroom Action Research using Kurt Lewin‟s design consists of

four phases within one cycle. Those are planning, acting, observing, and
reflecting. After accomplishing the first cycle, it will be probably found a new
problem or the previous unfinished problems yet. Therefore, it is necessary to
continue to the second cycle in line with the same concept of the first cycle.
To make clear what happens in every phase. Here are the explanations:

1. Cycle 1
a. Planning Phase
By observing and interviewing before implementing CAR, the
teacher can know the problems of the students in learning English reading
especially in understanding narrative texts. So that, in this phase, the
teacher makes the lesson plan to be used in teaching narrative text by using
story mapping. In this phase, the teacher uses narrative texts and story map
chart. The teacher also makes the evaluation from to know students‟
achievement at the end of this cycle.
b. Acting Phase
The writer, as the teacher, carries out the planned action in this
phase. The teacher asks the students about narrative text and their
difficulties in understanding the texts. Then, the teacher explains the
schematic structure and language features of narrative text. Next, the
teacher introduces story map strategy to be used by students in learning
narrative text. After that, students fill in the story map according to the
texts which has been given.
c. Observing Phase

In this phase, the teacher observes the students‟ response,

participation, achievement and everything which is found during teaching
and learning process. Sometimes, the teacher also asks some students‟
opinion about the process of teaching and learning narrative text by using
 31

story mapping. When observing, the teacher should notice all of activities
in the classroom. It is done in order to get accurate result in the end of the
research.

d. Reflecting Phase

In this phase, the teacher reflects the whole action based on data
that have been collected, and then it is necessary to hold evaluation before
starting the next cycle. This phase is the teacher discuss the problems
occurred in the class with students. Thus, the reflection is able to be
determined after implementing the action and observation outcomes. If
there are still some problems, so it needs to move to the next cycle. By
continuing to the next cycle, it is expected that the unfinished problems
yet can be solved and the goals can be reached.

2. Cycle 2
a. Planning Phase
Cycle 2 begins from making new lesson plan. It is aimed to change
some parts that need to be revised during the implementation of cycle 1.
As the planning phase in Cycle 1, here the teacher also makes
preparation of teaching aids. Evaluation and posttest 2 are prepared to
see students‟ achievements in the end of this cycle. The teacher also re-
selects the topics and teaching aids to motivate students, so that they
will get a better understanding of the texts.
b. Acting Phase

In this phase, the teacher implements the new lesson plan. As the
teacher, the writer also emphasizes and reviews schematic structures to
the students in order to make the getting better understanding.

c. Observing Phase

The teacher observes students‟ participation and achievement in

this phase. Here, the writer tries to see whether students improve their
 32

understanding or not and differ their achievements between cycle 1 and

cycle 2.

d. Reflecting Phase

The teacher analyzes students‟ progress based on their test score.

The teacher also discusses the result of the implementation of the
modified action.

G. The Technique of Collecting Data

Technique of collecting data in this research is using qualitative data
(experience-based) and quantitative data (number-based). The qualitative data
consists of observation within the physical activity in the classroom and
interview to be presented for the teacher. On the other side, the quantitative
data uses pre-test and post-test.39 The completely explanation as follows:
1. Observation
In this case, the writer uses the unstructured or opened observation,
to know the occurrences within learning process. It may be about the
teacher‟s performance during Classroom Action Research (CAR), class
situation as reading activity, and students‟ response concerning the use of
story mapping technique. In general, all of the need aspects that should be
noticed are to make sure whether the teaching learning processes in line
with the lesson plan or not.
2. Interview
Before implementing Classroom Action Research, the writer asks
the teacher to know students‟ difficulties in reading narrative text
comprehension, and the method or kinds of strategies usually used by the
teacher. The interview also will be carried out after accomplishing
Classroom Action Research (CAR) to know the teacher‟s response toward
the idea of Story Mapping technique.

39
Suharsimi Arikunto, PenelitianTindakanKelas, (Jakarta: BumiAksara, 2009), p. 127-132.
 33

3. Test
The test used in this study is pre-test and post-test. The pre-test is
done before implementing story mapping technique. It is to measure
students‟ reading comprehension at first. Meanwhile, the post-test is
implemented after using story mapping technique. In this study, the test is
done in form of multiple choices. The test is held on every second action
of each cycle.
H. The Technique of Data Analysis
The analysis qualitative data used in this study is the observation of
students‟ activities during teaching learning process, and the interview before
and after Classroom Action Research (CAR). In this case, the writer collected
the entire data which have gained. In analyzing the numerical data, first the
writer tries to get the average of students‟ reading score per action within one
cycle. It is used to know how well students‟ score as a whole on reading skill.
It uses the formula as below:40

X: mean
x: individual score
n: number of students

Second, the writer tries to get the class percentage which pass the minimal
mastery level criterion (KKM) considering English subject gains score 70
(seventy). It uses the formula:41

P : the class percentage

F : total percentage score
N : number of students

40
Sudjana, MetodaStatistika, (Bandung: PT. Tarsito, 2002), p. 67.
41
AnasSudijono, PengantarStatistisPendidikan, (Jakarta: PT. Raja GrafindoPersada,
2008), p. 43.
 34

Third, after getting mean of students‟ score per actions, the writer
identifies whether or not there might have students‟ improvement score on
reading comprehension from pre-test up to posttest score in cycle 1 and cycle
2. In analyzing that, the writer uses the formula:42

P: percentage of students‟ improvement

y: pre-test result
y1: post-test 1

P: percentage of students‟ improvement

y: pre-test result
y2: post-test 2

I. The Criteria of the Action Success

Classroom Action Research (CAR) is able to be called successful if it can
exceed the criteria which have been determined, and fail if it is cannot exceed
the criteria which have been detained. In this study, the research will succeed
when there is 75% numbers of students could achieve some improvement
scores from the pre-test until the second post-test in cycle two and/or they
could pass the target score of the minimal mastery level criterion (KKM).43
The KKM that must be attained considering reading subject is 70 (seventy)
which is adapted from the school agreement (SMP PGRI 2 Ciputat). If the
criterion of the action success achieved, it means that the next action of the
Classroom Action Research (CAR) would be stopped, but if this condition has
not been reached yet, the alternative action would be done in the next cycle.

42
David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual
Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Iowa:
Department of Physics and Astronomy, 2008), p.3.
43
Syaiful Bahri Djamarah dan Aswan Zain, Strategi Belajar Mengajar, (Jakarta: PT
Rineka Cipta, 2006) p. 108.
 35

CHAPTER IV

RESEARCH FINDINGS

This chapter presents the result of research. In this case, it discusses the
way to develop students‟ reading comprehension of narrative text by using story
mapping at VIII of SMP PGRI 2 Ciputat academic year 2013/2014. Related to the
discussion of the result, it is divided into three parts. Those are before
implementing the action, the implementation of the action, and discussion of all
the data after implementing the action.

A. Data Description
1. The Result of Pre Observation

Pre observation was conducted to observe the process of teaching learning

in reading activity before implementing the action. It was held on at VIII class
of SMP PGRI 2 Ciputat academic year 2013/2014. There consisted of 34
students in the class. The pre-observation was conducted on the 7th and 12th
April 2014. It was started at 07.30 A.M and finished at 09.00 A.M. In general,
during the teaching learning process in the classroom, the teacher liked to
dominate the class. Hence, there was less opportunity for students to be active
in the class. Next, the teacher merely asked the students to read orally the text
then they had to translate it into Bahasa Indonesia. After that, the students
performed their works in front of the class to read that translation had been
made. When the teacher asked students to perform in front of the class, they
seemed not to have motivation moreover most of them were hardly to finish
the task. In other words, they could not finish the work on time and the teacher
often ignored that behavior. Instead, he asked students to continue the task at
home. Furthermore, as the teacher was explaining the generic structure and
language features of the narrative text most of students did not care of the
teacher. Consequently, the students could not analyze the schematic structure
of the story because of their difficulties in comprehending the text.
 36

2. The Result of Pre Test

The pretest had done before the Classroom Action Research (CAR). It was
conducted on Thursday, May 7th 2014. It started at 09.00 A.M. There were
actually 25 questions in multiple-choice form in which the students carried out
the test during 30 minutes.

Based on the result of the pretest, the data showed that the mean score of
pretest was 48.35. There was only one student who derived the score above
the criterion of minimum completeness (KKM) meanwhile the other 32
students were below that criterion. The lowest achievement gained score 28.
From that analyzing, it could be seen that almost of the students‟ class VIII
reading comprehension was still very low.

B. The Implementation of Teaching Narrative Text by Using Story Mapping

a. CYCLE 1
1. Planning

In this phase, the writer and the teacher made a planning for the
action based upon the problems faced by students toward reading
comprehension. In this case, the writer determined the selected material
and exercises into a lesson plan. Therefore, narrative text was chosen as
the text to be delivered for students in which it was needed to break down
into specific information. In the lesson plan, there were some stories
should be identified into story mapping chart as a medium of students‟
learning of narrative text. Beside of making lesson plan, the writer also
prepared the posttest 1 to collect data, in order to know whether there are
students‟ improvement scores from pretest-posttest in cycle 1. So, in the
end of teaching learning process the writer can know whether the
technique works or not.
 37

2. Acting

The action of the cycle 1 was done on May 14th 2014. The teacher
implemented the teaching learning process based on the lesson plan had
been made. In this step the teacher taught the students by using the lesson
plan that had been made before. In the first meeting of cycle one the
teacher taught the students by giving deductive explanation of narrative
text. The teacher asked the students to write down some notes that the
teacher wrote on the whiteboard. The teacher also gave a chance for
students to ask something about the material they do not understand yet.
Students were given some example of narrative story in order they can
analyze the structures of narrative text by themselves. And the teacher
also asked some students to read the text aloud to know how good they
can pronounce the reading text in English.

On the second meeting in the first cycle, the teacher started the lesson
to the students by asked the students about their experience in reading
narrative text and asked them to mention the title of narrative text they
had read. Then, the teacher explained the generic structure of narrative
text. The teacher had to pay more attention to the student. The teacher
had to make sure that all students were ready to start the lesson, so all the
students could pay attention to the teacher‟s explanation. The teacher
implemented the story mapping strategy as a model. The students seemed
confused in the activity. It took quite long time for the students in
understanding and implementing the steps of story map strategy in their
reading activity. The teacher administers the test to measure the students‟
comprehension. The students worked individually. The teacher
monitored the students in their individual working. Some students
seemed find some difficulties in doing the test. The teacher had to pay
more attention in monitoring the students in their individual work,
because there are some students were cheating in the test.
 38

3. Observing
In this phase, the observed the students‟ tried to notice all activities in
the physical classroom activity. It might be about the teacher‟s
performance, class situation, and students‟ response. Related to the
teacher‟s performance, as a whole, he had accomplished the task in line
with the lesson plan had been made. However, in a part of explaining the
use of story mapping, it probably seemed unclear because the teacher‟s
direction was too fast. It could be seen from students‟ task result which
still wrote all sentences into the story mapping sheet not the key word.
In the second action of the first cycle, the students seemed more
enthusiastic to do the exercise and to make note taking into story maps
sheet. There were found some students who actively in answering the
teacher‟s questions correctly related to the schematic structures within
the story maps sheet. In the expert group, the students asked each other
about the vocabulary that they did not know the meaning. So they knew
what the meaning of the words without look dictionary. But there are still
many vocabularies they did not know, so they were forced to look at
dictionary. After teaching learning process finished, in this observing
phase was also carried out the posttest 1 exactly on the second action of
the first cycle to measure how well the students‟ reading comprehension
of narrative text that had been studied. Based on the result of the posttest
1, the mean score of the class derived 61.64 in which there were 6
students who passed the KKM 70 (seventy).
4. Reflecting

The writer analyzed students‟ achievement and progress based on their

test score. In this phase, the writer also discussed the result of the
implementation of the modified action and decided whether the action
should be continued or not. From the writer‟s observation, it could be
seen that some students still got difficulties in elaborating specific
information of the story map chart.
 39

However, regarding the first cycle, the writer and the teacher felt
satisfied enough because their efforts to improve students‟ reading
comprehension of narrative text had been developed although not all the
targets could not accomplish yet. Beside of that, the students seemed to
accept the material easily by using story mapping. Most of them were not
too much complicated anymore in determining and analyzing the
schematic structures of the story.

Next, the teacher and the writer had to still reflect the improper
implementation of using story mapping technique. Here, the writer gave
her perceptions of the teaching learning process related to the last
observation phase. First, the teacher still had difficulties in implementing
the story mapping strategy in the class. In this case, the writer suggested
to the teacher to walk around the class; to check students‟ worksheet to
avoid noting all sentences from the text into story map sheet. Second, the
teacher‟s explanation toward the lesson was too fast; at times it led
students confuse and asked her to repeat the explanation. To solve this
problem, the writer suggested giving explanation more clearly and
slowly.

From the reflecting phase above, there must be more efforts to develop
students‟ reading comprehension of narrative text by using story
mapping. It needed to be improved again in the next cycle. This effort
was done in the next lesson plan of cycle two.

b. Cycle 2
1. Planning

The planning phase of the second cycle was implemented into a lesson
plan. In this case, the writer modified the previous lesson plan based on
the result of reflecting phase in the first cycle. The lesson plan which was
used still related to story mapping in learning schematic structures of
narrative text. However, there were some modifications in the second
 40

cycle; that was the teacher needed to give more time to the students in
doing exercises of story mapping technique. It was caused to ensure their
reading comprehension concerning schematic structure of a story and to
emphasize on the students avoid noting whole sentences into story
mapping worksheet. Beside of that, the writer still also prepared the
unstructured observation sheet to note the classroom activities. And the
writer also prepared the posttest 2 to collect the data.

2. Acting
The action of the cycle two was done on 4th June 2014. After reviewing
the previous schematic structure of narrative text to students in order to
make them getting better understand.
Before the students read the story that given by the teacher, they were
given some minutes to identify and to look up the difficult words
appeared in the text. And then, the students determined the schematic
structures of the text by themselves. Afterwards, the teacher asked
students some questions related to that reading passage. Then, the
students initiated to do exercises into story mapping sheet by using their
own words. Here, the teacher limited the time, it was about 10 minutes to
accomplish the assignment, and hence they were courageous to finish the
task on time. Furthermore, the students discussed the work result of story
map sheet with the entire group in which for each group consists of four
students. In this case, they matched the answers whether there was a
different answer or not. Then, the teacher gave the correct answers of the
questions based on the material discussion in the story mapping sheet.
3. Observing
In the second cycle, generally the class condition in learning process
was better than the previous cycle. It could be seen from the students
who were ready to follow the lesson and when they followed the reading
lesson, most of them were enthusiastic to answer some questions given
by the teacher. In doing task of story mapping, they enjoyed doing the
 41

individual exercises. Then, when they had a group work to discuss the
schematic structures which was made into story mapping sheet, they
were actively to participate within their group. Furthermore, when they
were given exercises by the teacher, they did it individually without
cheating one another. Related to the teacher‟s performance, he showed
some progresses. It meant that students could understand easily and could
note the key words easily because the teacher‟s explanation was explicit
and not so fast. Automatically, it led a good feedback from students‟
response in conveying their opinions. Shortly, most of students seemed
quite active in the classroom and in doing reading exercises. In the
second action of cycle two, the teacher was held on posttest 2 regarding
students‟ reading comprehension of narrative text. Based on the result of
the posttest 2, the mean score of the class in reading test gained 76.58 in
which there were 29 students who passed the KKM 70 (seventy).
4. Reflecting
The reflection of Classroom Action Research (CAR) was carried
out after getting the score result of reading test. The writer and the
teacher felt satisfied has much their efforts to improve the students‟
reading comprehension of narrative text had been realized. The students
could understand the passage easily. It was proven by their improving
scores from the pretest 1. Furthermore, they could easily to analyze the
schematic structures concerning orientation, complication, and resolution
of the story. Indeed, they seemed more interesting during the teaching
learning process.
After achieving the target research of where minimally 70% students
who passed the KKM, therefore the writer and the teacher decided to stop
the Classroom Action Research (CAR) because it had already succeeded.
Hence, the writer and the teacher did not have to revise the plan.
Based on the result of the evaluation between the writer and the
teacher, it could be assumed that the implementing of Classroom Action
Research in developing students‟ reading comprehension in terms of
 42

narrative text by using story mapping strategy was appropriate with the
planning that had been discussed by the writer and the teacher
previously. In this case, every action was planned as good as possible so
that the reading activities could be accomplished well.

C. The Discussion of the Data After Classroom Action Research (CAR)

The discussion of the data after implementing the action consisted of two
parts. Those were the result of the result of posttest. For further descriptions as
following:

Table 4.1
The Reading Scores of Pre-test, Post-test 1 and Post test 2

Students Pre-test Post-test 1 Post-test 2

1 40 60 80*
2 36 56 64
3 52 64 76*
4 76* 72* 92*
5 60 64 92*
6 32 52 80*
7 56 56 80*
8 40 56 76*
9 64 76* 96*
10 56 68 80*
11 40 60 72*
12 40 56 76*
13 36 60 68
14 56 60 80*
15 56 60 80*
16 40 60 80*
 43

17 52 68 80*
18 32 56 80*
19 60 72* 88*
20 28 56 60
21 44 52 72*
22 40 60 60
23 56 60 80*
24 60 76* 72*
25 52 60 76*
26 44 56 76*
27 60 72* 80*
28 52 60 72*
29 52 60 68
30 36 52 68
31 56 60 76*
32 60 72* 76*
33 40 56 72*
34 40 68 76*
Mean:
48.35 61.64 77.67
̅

To compare the test result between pretest and posttest of each cycle, the
writer uses some steps. Those are calculating the students mean score of the test,
calculating the class percentage, and calculating the students‟ improvement score
from pretest to posttest 1 and 2 into percentage. Based on the table above, it is
shown that the lowest score of pre-test is 28 and the highest score of pre-test is 76.
 44

The mean of students‟ scores of pre-test is:

∑ Pre-test:

It is shown from calculation above that student‟ reading means score before
using story mapping or before implementing Classroom Action Research (CAR)
is 48.35. It is taken from the students‟ pre-test score average.

After that, the writer analyzed the data to know the percentage of students‟
score who passed the KKM (70). It is calculated by using formula as follows:

From calculation above, the students‟ score percentage in the pre-test is

2.94%. It means that there is 1 student who passed the KKM and there are 33
students‟ scores which still below the KKM.

After that, in the cycle 1 of CAR, the writer calculates the result of post-test 1
to know the students‟ score improvement from the pre-test to pre-test 1 result.

Still based on the table above, the writer concluded the lowest score of post-
test is 60 and the highest score is 90 which indicated that the post-test 1 score is
higher than the pre-test score.

The mean of students‟ scores of post-test 1 is:

 45

From that calculation, the students‟ mean score of posttest in cycle 1 is 61.64.
It proves that there are some improvements from the pretest mean score. It could
be seen from the pretest mean score 48.35 to the mean score of posttest 1 51.64.

The improvement of the average of students‟ scores in pre-test and post-test 1

is:

∑ Post-test 1 - ∑ Pre-test = 61.64 - 48.35 = 13.29

The next step is to get the percentage of students‟ improvement score from
pretest to posttest 1. The writer computes by using as follows:

According to the calculation above, the percentage of the students‟

improvement score from pre-test to pest-test 1 is 27.48%. It shows that the score
in cycle 1 has improved 27.48% from the pretest score.

After that, the writer calculates data to know the percentage of students who
passed the KKM in post-test 1. The calculation is as follow:
 46

From that calculation, the class percentage which pass the KKM in post-test 1
is 17.64%. It means that in the cycle 1 of Classroom Action Research (CAR),
there are 6 students who passed the KKM and there are 28 students whose score
are below the KKM. The class percentage of posttest 1 shows some students‟
improvement of the class percentage in the pretest (2.94%). The students‟
improvement which passed The KKM is 2.94% (17.64% - 2.94%).

Furthermore, in the cycle 2 of Classroom Action Research (CAR) the writer

also calculates the result of posttest 2 to know further the score improvement
either from the result of pretest or posttest 1. There are three steps to know this
improvement. Those are to calculate the mean score of the class, to calculate the
percentage of the students‟ improvement score, and to calculate the class
percentage which pass the KKM (70).

Firstly is to calculate the mean score of the class in posttest 2. The calculation
using as follows:

After calculating, it is known that the mean score of post-test 2 is 76.58. Next,
the writer calculates percentage of students‟ improvement score.
 47

From calculation above, it could be seen that the post-test 2 improves 58.38%
from pre-test. Next, the writer tries to get the class percentage of students‟ score
which passed the KKM. It uses the calculation as following:

As shown above, it is obtained that the class percentage is 85.29% it means

that in the cycle 2 there are 29 students among 34 students who already passed the
KKM and there are only 5 students are below the KKM.

At last, all of calculation above proves that there is a significant improvement

of the students‟ understanding of narrative text. It means that story mapping
strategy is effective to be used in improving students understanding of narrative
text at the first grade students of SMP PGRI Ciputat. So, the cycle of CAR does
not have to be continued.
 48

CHAPTER V
CONCLUSION AND SUGGESTION

A. Conclusion
After implementing Classroom Action Research at the second grade students
of SMP PGRI 2 Ciputat and according to the result of any tests, it could be
summarized that there was a significant difference before and after implementing
story mapping technique in teaching narrative text. It means that using story
mapping in teaching reading is helpful, especially in improving students' reading
comprehension of narrative text. It can be shown from the result of pre-action test
and some post-action test.
Furthermore, the students‟ improvement of reading comprehension of
narrative text can be seen clearly in the students‟ improvement score of their
achievement in pre-action test and two post-action tests. The result of pre-action
test and post-action test showed the significant improvement. The average score
of pre-action test was 48.35. It means there were only 2.94% of the whole students
could pass the KKM. The average score of post-action test 1 was 61.64. It proved
that 17.64% students passed KKM. The average score of post-action test 2 was
76.58. Then, it was obtained that the percentage of students who could get the
score above the KKM in post-test 2 was 85.29%. It can be concluded that teaching
narrative text through using story mapping, the students‟ reading comprehension
of narrative text can be effectively improved.

B. Suggestion

Based on the conclusion above, it can be delivered some suggestions to be

paid more attention in teaching and learning process go to:

1. Teachers should prepare and select appropriate method and materials to

produce the effective teaching learning process. Also, the teachers should
determine the target of the teaching which must be achieved. It was
 49

important for teachers should pay more attention to students‟ activity

during the teaching learning process in order to achieve the goal of study.
The last, the teachers should be able to create the teaching learning process
enjoyable, such as selecting interesting text or new teaching media.
2. Students should know some methods which may be used in learning to
improve their understanding.
3. Story mapping would be helpful to improve students‟ reading
comprehension, so the teacher needs to maintain using story mapping
technique in the next new academic year in teaching narrative.
 50

BIBLIOGRAPHY

Anderson, Mark, Text Types in English 2, South Yarra: Macmillan, 2003.

Arikunto, Suharsimi. PenelitianTindakanKelas, Jakarta: BumiAksara, 2009.
Chatman, S., and B. Attebery, Reading Narrative Fiction. New York: McMillan,
1993.
De Boer, John J & Dallmann Martha, The Teaching of Reading: Revised Edition,
New York: Holt, Rinehart and Winston Inc 1964
Djamarah, Syaiful Bahri, Strategi Belajar Mengajar, Jakarta: PT Rineka Cipta,
2006.
Farris, Pamela J. and Carol J. Fuhler, Teaching Reading: A Balanced Approach
for Today’s Classroom, New York: McGraw-Hill, 2004.
Gunn, Trisha Phelps, Written Laguage Instruction, London : Aspen Publication,
1982
Harmer, Jeremy, The Practice of English language Teaching, New York:
Longman, 1989.
Heilman, Arthur W, Principles and Practices of Teaching Reading: Second
Edition, Ohio: a Bell and Howell Company, 1967
Lawin, Larry , Paving the Way in Reading and Writing: Strategies and Activities
to Support Struggling Students in Grades 6-12, San Francisco: Jossey-
Bass, 2003
Mather, Peter and Mc Carthy Rita , Reading and all that Jazz, Boston: Mc Graw-
Hill, 2007
Meltzer, David E., The Relationship between Mathematics Preparation and
Conceptual Learning Gains in Physics: A Possible Hidden Variable in
Diagnostic Pretest Scores, Iowa: Department of Physics and Astronomy,
2008.
McDonough, Jo & Shaw Christopher, Materialand Method in ELT: Teachers’
Guide, Massachusetts: Blackwell Publishing Ltd, 1993
Nuttall, Christine, Teaching Reading Skills in a Foreign Language, London:
Macmillan, 2005.
 51

Pusat Kurikulum, Balitbang Depdiknas, Standar Kompetensi Mata Pelajaran

Bahasa Inggris SMP dan MTs, Jakarta: 2003.
Putt, Robert C, A Basic Guide to Reading Instruction: A Handbook for Classroom
Teachers, Boson: University Press of Amerika Inc 1983
Savage, John F & Mooney, Jean F, Teaching Reading to Children with Special
Needs.
Sudijono, Anas, Pengantar Statistis Pendidikan, Jakarta: PT. Raja Grafindo
Persada, 2008.
Sudjana, Metoda Statistika, Bandung: PT. Tarsito, 2002.
Wallace, Michael J., Action Research for Language Teachers, Cambridge:
Cambridge University Press, 2006.
Titsher, Stefan, et, al, Methods of Text and Discourse Analysis, London: SAGE
Publications, 2000
 52

SILABUS PEMBELAJARAN

Sekolah : SMP PGRI 2 Ciputat

Kelas : VIII ( Delapan )
Mata Pelajaran : BAHASA INGGRIS
Semester : 1 (Satu)
Standar Kompetensi : Mendengarkan
1. Memahami makna dalam percakapan transaksional dan interpersonal sederhana untuk berinteraksi dengan lingkungan sekitar.

Penilaian
Kompetensi Materi Kegiatan Indikator Pencapaian Alokasi Sumber
Dasar Pembelajaran Pembelajaran Kompetensi Teknik Bentuk Contoh Waktu Belajar
Instrumen Instrumen
1.1 Merespon Percakapan singkatan 1. Brainstorming 1. Merespon Tes lisan Merespon secara Respond the 2 x 40 1. Script
makna yang memuat ungkapan – bertanya dan ungkapan meminta, lisan following statement menit percakap -
terdapat dalam ungkapan: menjawab memberi, menolak A: Let me help you an
percakapan tentang jasa
B: .... 2. Rekaman
transaksional berbagai hal 2. Merespon
1.A : Let me help you. Percakapan:
(to get things terkait tema ungkapan meminta,
done) dan B : Thank you so topik yang A: Can I have a - Cassette
memberi, menolak
interpersonal much. akan bit?
barang - Tape
(bersosialisasi) dibicarakan. B: ...........
3. Mengakui, Recorder
sederhana 2.A: Can I have a bit? 2. Membahas mengingkari fakta - CD
secara akurat, kosakata (
B: Sure. Here you are. 4. Merespon
lancar, dan noun phrase, Tes lisan Pertanyaan lisan Choose the right - CD Player
berterima ooooungkapan response
verb phrase, - TV
untuk 3.A: Did you break the meminta dan A: Did you break
adverb phrase) 3. Gambar-
berinteraksi glass? memberi pendapat the glass?
tata bahasa
dengan (kalimat Tes tulis Pilihan ganda gambar/
B: Yes I did / No, it B:.......
lingkungan wasn’t me. sederhana benda terkait
sekitar yang a. Yes, I did
tentang
melibatkan tawaran jasa, b. I don’t know
tindak tutur: 4.A: What do you think meminta c. I’m not sure
meminta, of this? sesuatu, d. All right
memberi, B: Not bad. informasi
menolak jasa,
 53

Penilaian
Kompetensi Materi Kegiatan Indikator Pencapaian Alokasi Sumber
Dasar Pembelajaran Pembelajaran Kompetensi Teknik Bentuk Contoh Waktu Belajar
Instrumen Instrumen
meminta, faktual, Give your response
memberi, TataBahasa pendapat A: What do you
menolak terkait materi think of my new
- Auxiliary verb:
barang, percakapan . dress
mengakui, can, may, must,should
3. Mendengarkan B:............
mengingkari - Simple Past percakapan
fakta, dan yang memuat
meminta dan ungkapan-
Kosa Kata
memberi ungkapan
pendapat - Kata Terkait jenis teks dalam materi.
dan tema 4. Menjawab
pertanyaan
tentang isi
percakapan.
5. Memberi
respon lisan
dan tulis 1
terhadap
ungkapan yang
didengar.

 Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)

Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
1.2 Merespon Ungkapan Baku 1. Memberi  Merespon Tes tulis Pertanyaan lisan Write your 2 x 40 2 Script
 54

Penilaian
Kompetensi Materi Kegiatan Indikator Pencapaian Alokasi Sumber
Dasar Pembelajaran Pembelajaran Kompetensi Teknik Bentuk Contoh Waktu Belajar
Instrumen Instrumen
makna yang -It’s a very kind of you respons lisan ungkapan response to the menit percakapan
terdapat dalam Percakapan singkatan Curah mengundang,mener following 3 Rekaman
percakapan memuat ungkapan – pendapat ima, dan menolak statements: percakapan
transaksional ungkapan: tentang hal-hal ajakan
Isian 4 Tape recorder
(to get things terkait
1.A: Would you come to 1.A: Would you go 5 Gambar yang
done) dan topik/ungkapan Tes lisan
interpersonal my party? yang akan  Merespon with me to the relevan
ungkapan movie ?
(bersosialisasi) B: I’d love to / I want dibahas Buku teks yang
sederhana menyetujui / tidak B: ...
to, but ........ 2.Membahas relevan
secara akurat, menyetujui
kosakata dan
lancar, dan tata bahasa Tes lisan Jawaban singkat 2.A: I do agree
2.A; I do agree
berterima terkait topik /  Merespon with you to
untuk B; Thanks for the ungkapan yang ungkapan memuji join the speech
berinteraksi support. dibahas contest.
dengan
3. A; No way .... 3. Mendengarkan  Merespon B: ...
lingkungan
B: It’s O.K. No percakapan ungkapan memberi
sekitar yang
memuat selamat
melibatkan problem 3.A: You have a
ungkapan
tindak tutur: beautiful hair
terkait marteri
mengundang, B: ...
menerima dan 4. A: You have beautiful 4. Tanya jawab
menolak hair. tentang isi
ajakan, B: Thank you. percakapan 4.A:
menyetujui/tid 5. Tanya jawab Congratulation
ak menyetujui, tentang fungsi ! you passed
memuji, dan 5.A: Happy birthday. dan makna your exams
memberi B: Thank you. ungkapan B : ...
selamat dalam
percakapan
Tata Bahasa
- Would you.....
- I’d love to
 55

Penilaian
Kompetensi Materi Kegiatan Indikator Pencapaian Alokasi Sumber
Dasar Pembelajaran Pembelajaran Kompetensi Teknik Bentuk Contoh Waktu Belajar
Instrumen Instrumen
Kosa kata
- Kata terkait tema dan
jenis teks

Ungkapan Baku
- I’d Love to
- No Way
- It’s ok

 Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)

Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
 56

SILABUS PEMBELAJARAN

Sekolah : SMP PGRI 2 Ciputat

Kelas : VIII ( Delapan )
Mata Pelajaran : BAHASA INGGRIS
Semester : 1 (Satu)
Standar Kompetensi : Mendengarkan
2. Memahami makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk descriptive dan recount untuk
berinteraksi dengan lingkungan sekitar.

Penilaian
Kompetensi Materi Indikator Alokasi Sumber
Kegiatan
Pencapaian
Dasar Pembelajaran Pembelajaran Teknik Bentuk Contoh Waktu Belajar
Kompetensi
Instrumen Instrumen
2.1 Merespon Teks fungsioanl pendek 1. Tanya jawab 1. Mengidentifikasi Tes tertulis Melengkapi 1. Complete the 2 x 40 menit 1. Script teks
makna yang berupa : tentang berbagai informasi yang rumpang following undangan
terdapat dalam hal terkait terdapat dalam sentences 2. Rekaman
teks lisan topik/tema yang teks fungsional based undangan
1.Undangan
fungsional akan dibahas pendek berupa
Contoh: on the text you - cassette
pendek 2. Membahas undangan.
sederhana Dear Rio, hear - tape
kosakata yang
secara akurat, I want you to come to my recorder
terkait Menjawab
lancar, dan 222. Mengidentifi- - CD
house for lunch on Sunday tema/topik/unda singkat 2. Listen to the
berterima untuk at 12 a.m. kasi ciri
ngan (noun text and give - CD
berinteraksi phrase, verb kebahasaan dalam short answer Player
Thanks.
dengan phrase) teks fungsional
lingkungan Mona - TV
3. membahas pendek berupa 3. Gambar/
sekitar.
ungkapan- Undangan. realia terkait
2. Short Messages ungkapan yang tema/topik/
Contoh : sering muncul jenis teks
-Dear Intan, dalam undangan:
Meet me after school - I want you to
Aya come to.......
- Please come
 57

Penilaian
Kompetensi Materi Indikator Alokasi Sumber
Kegiatan
Pencapaian
Dasar Pembelajaran Pembelajaran Teknik Bentuk Contoh Waktu Belajar
Kompetensi
Instrumen Instrumen
3. Kosa Kata to .....
- Kata Terkait tema - Don’t forget
dan jenis teks to come
to......
4. Mendengarkan
4. Tata bahasa
teks fungsional
- To Invinitive pendek
- What... for? (undangan)
5. menjawab
5. Ungkapan Baku : pertanyaan
tentang berbagai
- Please.......!
informasi yang
terdapat dalam
teks fungsional,
undangan.
6. Mendengarkan
contoh-contoh
undangan
lainnya dari
teman.
7. Mengidentifikasi
ciri kebahasaan
teks fungsional
pendek :
undangan
- invitee
- occasion
- time
- place
- Invitor
 58

Penilaian
Kompetensi Materi Indikator Alokasi Sumber
Kegiatan
Pencapaian
Dasar Pembelajaran Pembelajaran Teknik Bentuk Contoh Waktu Belajar
Kompetensi
Instrumen Instrumen

 Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines) 3.

Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
2.2 Merespon 1. Teks lisan berbentuk 1 Eliciting kosakata 1. Mengidentifikasi Tes lisan Pertanyaan Answer the 8 x 40 menit 1 Buku teks
makna yang  descriptive terkait Informasi/makna lisan questions orally yang relevan
terdapat dalam tema/topik/ jenis yang terdapat based on the text 2 Gambar
monolog  recount teks dalam teks you listen to terkait tema /
pendek 2 Membahas tata berbentuk topik
sederhana 2.Langkah retorika teks : bahasa terkait descriptive dan
3 Script teks:
secara akurat, recount
 descriptive jenis teks yang descriptive /
lancar, dan akan dibahas 2. Mengidentifikasi
(identification – recount
berterima tujuan komunikatif
descriptions) 3 Mendengarkan 4 Rekaman teks
untuk dan langkah Choose the best
 recount ( orientation teks monolog PG
berinteraksi retorika teks Tes tulis option based on 5 Tape recorder
events – descriptive /
dengan deskriptif dan the text you have 6 OHP
reorientation) recount dengan
lingkungan recount. listened to
topik tertentu 7 Lingkungan
sekitar dalam
sekitar
teks berbentuk 3.Ciri-ciri kebahasaan teks 4 Menjawab
descriptive dan pertanyaan
recount descriptive dan recount. tentang berbagai
informasi terkait
4. Tata Bahasa teks yang
didengar
 Past continuous
5 Menjawab
 Conjunctions pertanyaan
- when...... tentang tujuan
- while ...... komunikatif teks
yang didengar
5. Kosakata terkait tema
dg jenis teks
 Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
 59

Penilaian
Kompetensi Materi Indikator Alokasi Sumber
Kegiatan
Pencapaian
Dasar Pembelajaran Pembelajaran Teknik Bentuk Contoh Waktu Belajar
Kompetensi
Instrumen Instrumen
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
 60

SILABUS PEMBELAJARAN

Sekolah : SMP PGRI 2 Ciputat

Kelas : VIII ( Delapan )
Mata Pelajaran : BAHASA INGGRIS
Semester : 1 (Satu)
Standar Kompetensi : Berbicara
3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan
lingkungan sekitar

Penilaian
Kompetensi Materi Indikator Alokasi Sumber
Kegiatan
Pencapaian
Dasar Pembelajaran Pembelajaran Teknik Bentuk Contoh Waktu Belajar
Kompetensi
Instrumen Instrumen
3.1 Mengungkapkan 1. Percakapan 1. Review kosakata 1. Bertanya dan Unjuk kerja Uji Petik Create a dialogue 4 x 40 1. Buku teks
makna dalam singkatan memuat dan ungkapan- menjawab Berbicara based on the role menit yang
percakapan ungkapan terkait tentang Bermain peran cards and perform relevan
ungkapan –
transaksional (to get materi dan tema meminta,memb it in front of the 2. Gambar-
things done) dan ungkapan. eri, menolak class.
2. Tanya jawab gambar
interpersonal Contoh : menggunakan jasa terkait tema
(bersosialisasi)  A; Let me help you. ungkapan- 2. Bertanya dan 3. Realia
sederhana dengan ungkapan menjawab
menggunakan B: Thank you so Benda sekitar
much. tersebut tentang
ragam bahasa lisan meminta,memb
3. Bermain peran
secara akurat, eri, menolak
melakukan
lancar, dan  A: Can I have a bit. percakapan yang barag
berterima untuk
B: Sure. Here you disediakan guru 3. Bertanya dan
berinteraksi dengan
are. 4. Bermain peran menjawab
lingkungan sekitar
melakukan tentang
yang melibatkan
mengakui,
tindak tutur:  A: Did you break percakapan
berdasarkan mengingkari
meminta, memberi, the
situasi /gambar fakta
menolak jasa, glass?
meminta, memberi, yang disediakan 4. Bertanya dan
menjawab
 61

Penilaian
Kompetensi Materi Indikator Alokasi Sumber
Kegiatan
Pencapaian
Dasar Pembelajaran Pembelajaran Teknik Bentuk Contoh Waktu Belajar
Kompetensi
Instrumen Instrumen
menolak barang, B: Yes, I did / 5. Menggunakan memberi
mengakui, No, it wasn’t me. ungkapan yang pendapat
mengingkari fakta, telah dipelajari
dan meminta dan dalam real life
memberi pendapat  A: What do you situation
think of this?
B: Not bad.

2. Tata Bahasa
- Yes/No Questions
- QW-Questions

3. Kosa kata
- Kata terkait tema
dan jenis teks

4. Ungkapan Baku
- Sorry
- I Think so
- I don’t think so

 Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)

Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
3.2 Memahami dan 1.Percakapan 1. Review kosakata 1. Bertanya dan Unjuk kerja Uji Petik Create a dialogue 4x40 menit 1 Buku teks
merespon singkatan memuat terkait tema, menjawab berbicara based on the role yang
percakapan ungkapan – ungkapan. topik tentang Bermain peran cards and perform relevan
transaksional (to get sebelumnya mengundang, it in front of the 2 Gambar-
things done) dan menerima,
 62

Penilaian
Kompetensi Materi Indikator Alokasi Sumber
Kegiatan
Pencapaian
Dasar Pembelajaran Pembelajaran Teknik Bentuk Contoh Waktu Belajar
Kompetensi
Instrumen Instrumen
interpersonal  A: Would you come 2. Memperkenalka menolak ajakan class. gambar
(bersosialisasi) to n kosakata baru / 2. Bertanya dan terkait tema
sederhana dengan party? ungkapan- menjawab 3 Realia
menggunakan ungkapan yang tentang
ragam bahasa lisan B: I’d love to / I akan dibahas
4 Role cards
wan’t to, but menyetujui.tida
secara akurat, 3. Tanya jawab k menyetujui
lancar, dan .........
menggunakan 3. Bertanya dan
berterima untuk ungkapan- menjawab
berinteraksi dengan  A: I do agree. ungkapan terkait tentang memuji
lingkungan sekitar B: Thanks for the materi
yang melibatkan 4. Bertanya dan
Support. 4. Menirukan menjawab
tindak tutur:
percakapan yang tentang
mengundang,
diucapkan guru memberi
menerima dan  A: No, way, ...
menolak ajakan, 5. Melakukan selamat
B: It’s O.K. I percakapan yang
menyetujui/tidak
menyetujui, understand. diberikan
memuji, dan 6. Melakukan
memberi selamat  A: You have tanya jawab
beautiful menggunakan
ungkapan
hair.
B: Thank you.

 A: Happy birthday.
B; Thank you.

2. Tata Bahasa
 Adjective Phrase
 Noun Phrase
 63

Penilaian
Kompetensi Materi Indikator Alokasi Sumber
Kegiatan
Pencapaian
Dasar Pembelajaran Pembelajaran Teknik Bentuk Contoh Waktu Belajar
Kompetensi
Instrumen Instrumen
3. Kosa Kata
 Kata terkait tema
dan jenis teks

4. Intonations
 Falling
 raising

 Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)

Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
 64

SILABUS PEMBELAJARAN

Sekolah : SMP PGRI 2 Ciputat

Kelas : VIII ( Delapan )
Mata Pelajaran : BAHASA INGGRIS
Semester : 1 (Satu)
Standar Kompetensi : Berbicara
4. Mengungkap kan makna dalam teks lisan fungsional dan monolog pendek sederhana yang berbentuk descriptive dan recount untuk
berinteraksi dengan lingkungan sekitar

Penilaian
Kompetensi Materi Indikator Alokasi Sumber
Kegiatan
Pencapaian
Dasar Pembelajaran Pembelajaran Teknik Bentuk Contoh Waktu Belajar
Kompetensi
Instrumen Instrumen
4.1 .Mengungkapkan 1. Teks fungsional 1. Mendengarkan 1. Mengungkapan Unjuk kerja Uji petik 1. Invite your 2 x 40 menit Buku teks yang
makna dalam pendek berupa : teks fungsional secara lisan teks berbicra friend relevan
bentuk teks lisan pendek: fungsional to come to your
fungsional  Undangan undangan pendek bithday party
Contoh: 1. Gambar
pendek 2. Tanya jawab berbentuk orally!
terkait
sederhana dengan Dear Rio, tentang isi teks undangan.
tema/topik
menggunakan I want you to “undangan” 2. Ask and answer
ragam bahasa
lisan secara
come to my 3. Tanya jawab 2. Bertanya dan Tes lisan Pertanyaan lisan orally based on
house for lunch 2. Benda-benda
tentang struktur menjawab the invitation
akurat, lancar, on Sunday at 12 sekitar
teks secara lisan card given.
dan berterima a.m. 4. Membuat berbagai
untuk berinteraksi
Thanks. kalimat informasi
dengan
Mona sederhana terkait tentangteks
lingkungan
jenis teks bentuk fungsional
sekitar
undangan pendek
 Pesan Singkat, berbentuk
- I want to come
Contoh : undangan
to....
Intan, - Please come to
Meet me ........
 65

Penilaian
Kompetensi Materi Indikator Alokasi Sumber
Kegiatan
Pencapaian
Dasar Pembelajaran Pembelajaran Teknik Bentuk Contoh Waktu Belajar
Kompetensi
Instrumen Instrumen
after school. 5. Berlatih
Aya. mengundang
seseorang
secara lisan
2. Tata Bahasa menggunakan
- I want you to .... gambit-gambit
- Don’t Forget to .... tertentu
Contoh:
3. Kosa kata A: Hi Guys, I
want you all
- Kata terkait tema dan to come
jenis teks to my
birthday
4. Ungkapan Baku party.
- Ungkapan pembuka B: We’d love to!
- Dear....... When?
- Hi,....... A: Tomorrow, at
4.00
- Ungkapan penutup
6. Secara
- Yours berpasangan
- Love atau dalam
kelompok
mengungkapkan
undangan
berdasarkan
konteks/situasi
yang diberikan
7. Secara mandiri
mengungkapkan
undangan lisan
 66

Penilaian
Kompetensi Materi Indikator Alokasi Sumber
Kegiatan
Pencapaian
Dasar Pembelajaran Pembelajaran Teknik Bentuk Contoh Waktu Belajar
Kompetensi
Instrumen Instrumen

1. Teks pendek 1. Tanya jawab

4.2. Mengungkapkan berbentuk berbagai hal 1. Bertanya dan 1. Buku teks
makna dalam descriptive terkait topik menjawab Unjuk kerja Uji petik Ask and answer 6 x 40 menit yang relevan
monolog pendek tertentu ( berbagai infmasi
dan recount. berbicara, based on the
sederhana dengan peristiwa, secara lisan dalam
2. – informasi bertanya dan following 2. Koran/majal-
menggunakan kejadian, teks pendek
faktual menjawab situation ah
ragam bahasa pengalaman ) berbentuk :
lisan secara - informasi rinci 2. Mengembangkan - descriptive Unjuk kerja
akurat, lancar, - gagasan utama kosakata, tata Uji petik 1. Look at this 3. Gambar
- recount berbicara thing and
dan berterima - gagasan bahasa terkait peristiwa
untuk berinteraksi pendukung topik / jenis teks 2. Melakukan mendeskripsika describe it.
dengan descriptive dan monolog pendek n sesuatu
dalam teks 4. Benda-benda
lingkungan recount dalam bentuk
pendek 2. Think of an sekitar
sekitar dalam teks berbentuk 3. Mengidentifikasi - descriptive Uji petik activity or
berbentuk Tes lisan
recount kejadin, - recount berbicara, event that
descriptive dan peristiwa, menceritakan happened to
recount 3. Ciri kebahasaan
teks pengalaman yang kejadian you yesterday
pernah dialami and tell us
descriptive dan melalui tanya about it.
recount jawab
4. Langkah retorika 4. Melakukan
teks descriptive monolog dalam
dan recount. bentuk
5. Kosa kata terkait descriptive dan
tema dan jenis recount
teks
6. Tata Bahasa
- Adverb phrase
- Conjunctions
- and
 67

Penilaian
Kompetensi Materi Indikator Alokasi Sumber
Kegiatan
Pencapaian
Dasar Pembelajaran Pembelajaran Teknik Bentuk Contoh Waktu Belajar
Kompetensi
Instrumen Instrumen
- but
- or etc

 Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)

Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
 68

SILABUS PEMBELAJARAN

Sekolah : SMP PGRI 2 Ciputat

Kelas : VIII ( Delapan )
Mata Pelajaran : BAHASA INGGRIS
Semester : 1 (Satu)
Standar Kompetensi : Membaca
5. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan
lingkungan sekitar

Penilaian
Kompetensi Materi Indikator Alokasi Sumber
Kegiatan
Pencapaian
Dasar Pembelajaran Pembelajaran Teknik Bentuk Contoh Waktu Belajar
Kompetensi
Instrumen Instrumen
5.1. Membaca nyaring 1. Teks fungsional 1. Brain storming  Membaca dengan Tes lisan Membaca Read the the text 6 x 40 menit 1. Buku teks
bermakna teks pendek berupa: tentang berbagai nyaring dan nyaring aloud and yang relevan
tulis fungsional  Undangan hal terkait teks bermakna teks clearly.
dan esei fungsional fungsional
Contoh : 2. Gambar
berbentuk pendek pendek
descriptive dan Dandi, berbentuk 1. Melengkapi 1. Complete the terkait
 Mengidentifikasi Tes tertulis test using tema/topik
recount pendek Please come “undangan” berbagai
dan sederhana /pesan pendek correct
to our meeting informasi dalam
dengan ucapan, 2. Mendengarkan teks fungsional words 3. Benda-benda
tekanan dan Day : Saturday sekitar
undangan yang pendek
intonasi yang Date:March 2. Pilihan ganda
dibacakan oleh 2. Choose the
berterima yang 1st,2008 guru/teman
berkaitan dengan Time : 10.00 correct answer
3. membaca
lingkungan Place : Osis Reuni nyaring teks
sekitar
Don’t be late ! fungsioanl  Mengidentifikasi 3. Uraian
5.2. Merespon makna pendek tentang fungsi sosial teks 3. Answer the
dalam teks tulis Budy
undangan/pesan fungsional following
fungsional Secretary pendek pendek
pendek sederhana Mengidentifikasi questions based
4. menjawab
secara akurat ciri kebahasaan on the text
 Pesan Singkat pertanyaan
 69

Penilaian
Kompetensi Materi Indikator Alokasi Sumber
Kegiatan
Pencapaian
Dasar Pembelajaran Pembelajaran Teknik Bentuk Contoh Waktu Belajar
Kompetensi
Instrumen Instrumen
lancar dan Lia, tentang isi teks teks fungsional
berterima yang I’m out for shopping fungsional pendek
berkaitan dengan pendek
your meal is in
lingungan sekitar “undangan”
refrigerator /pesan pendek
1. Teks fungsional
pendek berupa Mom 5. Menyebutkan
- Undangan tujuan
- pesan singkat 2. Teks esei berbentuk komunikatif teks
2. Tata Bahasa descriptif dan recount fungsional
- Request pendek
3. Kosa kata “undangan”
- kata terkait – /pesan pendek
tema 6. Menjwab
dan jenis teks pertanyaan
4. UngkapanBaku tentang ciri
- Don’t be late ! kebahasaan teks
- Don’t miss it ! fungsional
pendek
“undangan”
/pesan pendek

1. Choose the best 1. Buku teks

1. Tanya jawab
5.3. Merespon makna 1. Teks tulis berbagai hal
1. Menjawab mau tau Tes tulis PG option based on 4 x 40 menit yang
dan langkah berbentuk pertanyaan tentang relevan
terkait the text.
retorika dalam descriptive dan tema/topik : 2. Koran/maja
esei pendek recount bacaan 3. Makna gagasan lah
sederhana secara 2. State whether
 Makna gagasan 2. Review 4. Makna tekstual 3. Gambar
akurat, lancar dan T/F the statements peristiwa/te
kosakata dan dalam teks
berterima yang  Makna tekstual descriptive dan are TRU or mpat
tatabahasa
berkaitan dengan dalam teks recount 4. Lingkunga
descriptive dan terkait jenis teks FALSE.
lingkungan n sekitar
descriptive/reco 5. Langkah retorika
sekitar dalam teks recount
unt teks descriptive
berbentuk 3. Answer the
 70

Penilaian
Kompetensi Materi Indikator Alokasi Sumber
Kegiatan
Pencapaian
Dasar Pembelajaran Pembelajaran Teknik Bentuk Contoh Waktu Belajar
Kompetensi
Instrumen Instrumen
descriptive dan 2. Langkah retorika 3. Membaca teks dan recount questions
recount teks descriptive/reco 6. Tujuan
descriptive dan unt komunikatif teks Read the text
recount 4. Menjawab descriptive dan aloud.
pertanyaan recount
3. Tujuan komunikatif
tentang 7. Ciri kebahasaan
teks descriptive dan
informasi yang teks descriptive Tes lisan Membaca
recount
terdapat dalam dan recount nyaring
4. Ciri kebahasaan teks
teks descriptive dan 8. Membaca nyaring
5. Menjawab teks descriptive
recount
pertanyaan dan recount.
tentang tujuan
komunikatif
tdan langkah
retorika teks
descriptive /
recount
6. Menyebutkan
ciri-ciri
kebahasaan teks
yang dibaca
7. Membaca
nyaring dan
bermakna teks
descriptive /
recount
 Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)
Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
 71

SILABUS PEMBELAJARAN

Sekolah : SMP PGRI 2 Ciputat

Kelas : VIII ( Delapan )
Mata Pelajaran : BAHASA INGGRIS
Semester : 1 (Satu)
Standar Kompetensi : Menulis
6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk descriptive, dan recount untuk berinteraksi
dengan lingkungan sekitar

Penilaian
Kompetensi Materi Indikator Alokasi Sumber
Kegiatan
Pencapaian
Dasar Pembelajaran Pembelajaran Teknik Bentuk Contoh Waktu Belajar
Kompetensi
Instrumen Instrumen
6.1. Mengungkapkan 1. Tanya jawab 1. Melengkapi Melengkapi 1. Complete the 4 x 40 menit 1. Buku teks
makna dalam 1. Teks fungsional berbagai hal terkait rumpang teks rumpang following senten- yang
bentuk teks tulis tema/topik teks fungsional ce / text using relevanConto
pendek berupa :
fungsional fungsional yang pendek suitable word / h undangan,
pendek  Undangan akan dibahas 2. Meyusun words pengumuman,
sederhana  Pengumuman Menyusun kata SMS
2. Penguatan kembali kata menjadi 2. Arrange the word
dengan acak
 Pesan Singkat kosakata dan tata teks into good senten- 2. Gambar yang
menggunakan bahasa terkait jenis fungsional ces. relevan
ragam bahasa 2. Tata Bahasa teks fungsional yang 3. Write simple sen-
tulis secara  Kalimat bermakna
3. Menulis kalimat tences based on
akurat, lancar sederhana
sederhana terkait 3. Menulis teks Essay the situation given
dan berterima - mengundang Tes tulis
jenis teks fungsional 4. Write an invita-
untuk
- mengumumkan 4. Menulis teks pendek tion/ an announ-
berinteraksi
dengan - menyampaikan fungsional pendek cement / messa-ge
lingkungan pesan berdasarkan konteks based on the
sekitar situation given.
3.Kosa kata
- Kata terkait tema
 72

Penilaian
Kompetensi Materi Indikator Alokasi Sumber
Kegiatan
Pencapaian
Dasar Pembelajaran Pembelajaran Teknik Bentuk Contoh Waktu Belajar
Kompetensi
Instrumen Instrumen
dan jenis teks
4.Tanda baca
5. Spelling

1. Complete the
6.2. Mengungkapkan 1. Teks rumpang 1. Review 1. Melengkapi Tes tulis 1. Completion paragraph using 4 x 40 menit 1. Buku teks
makna dan berbentuk ungkapan- rumpang teks the suitable yang relevan
langkah retorika ungkapan yang essai pendek
- descriptive words.
dalam esei terkait jenis teks berbentuk
- recount 2. Gambar
pendek descriptive dan descriptive
terkait
sederhana 2. Tata bahasa recount. 2.Rearrange the
tema/topik
dengan Kalimat sederhana 2. Menulis kalimat 2. Tes tulis 2. Jumbled Following
Menyusun
menggunakan yang berdasarkan
- Simpel present kalimat menjadi sentences sentences
ragam bahasa yang terkait jenis 3. Benda-benda
tense teks yang correctly.
tulis secara teks descriptive sekitar
- Simpel past tense bermakna dalam
akurat, lancar dan recount bentuk
dan berterima - past cont tense gambar/realia. descriptivedan
untuk 3. Kosa kata 3. Melengkapi recount.
berinteraksi
- kata terkait tema rumpang dalam 3.Write an essay
dengan
dan teks descriptif dan
lingkungan 3. Menulis teks essai Tes tulis 3. Essay a. describing
jenis teks recount dengan
sekitar dalam dalam bentuk something or a
kata yang tepat.
teks berbentuk - kata penghubung a. descriptive
descriptive dan 4. Menyusun certain place.
and, then, after dan
recount that, kalimat acak
menjadi teks recount .
before dsb b. Telling what
descriptif dan
4. Tanda Baca, recount yang you did last
Spelling terpadu. Sunday
5. Membuat draft
teks descriptive
dan recount
 73

Penilaian
Kompetensi Materi Indikator Alokasi Sumber
Kegiatan
Pencapaian
Dasar Pembelajaran Pembelajaran Teknik Bentuk Contoh Waktu Belajar
Kompetensi
Instrumen Instrumen
secara mandiri.
6. Mengekspos teks
descriptive dan
recount yang
ditulis di kelas.

 Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)

Rasa hormat dan perhatian ( respect )
Tekun ( diligence )
 74

RENCANA PELAKSANAAN PEMBELAJARAN

( RPP )

SMP/MTs : SMP PGRI 2 Ciputat

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : VIII ( Delapan )

Standar Kompetensi : Mengungkapkan makna dalam teks lisan fungsional dan

monolog pendek sederhana berbentuk recount, dan narrative
untuk berinteraksi dengan lingkungan sekitar.

Kompetensi Dasar : Mengungkapkan makna dalam monolog pendek sederhana

dengan menggunakan ragam bahasa lisan secara akurat, lancar,
dan berterima untuk berinteraksi dengan lingkungan sekitar
dalam teks berbentuk recount dan narrative.

Indikator : 1. Siswa mampu mengidentifikasi tokoh, setting, problem dan

solusi dalam sebuah teks serta melengkapi story maping yang
telah disediakan guru.

2. Siswa mampu menjawab pertanyaan yang berkaitan dengan

teks yang diberikan.

1. Jenis Teks : Narrative Text

2. Aspek / Skill : Membaca
3. Materi Pokok
Teks monolog berbentuk narrative contohnya:

Cinderella
Once upon a time, there was a young girl named Cinderella. She lived with her
step mother and two step sisters.
The step mother and sisters were conceited and bad tempered. They treated
Cinderella very badly. Her step mother made Cinderella do the hardest works in the
house; such as scrubbing the floor, cleaning the pot and pan and preparing the food for
the family. The two step sisters, on the other hand, did not work about the house. Their
mother gave them many handsome dresses to wear.
One day, the two step sisters received an invitation to the ball that the king’s
son was going to giving at the palace. They were excited about this and spent so much
time choosing the dresses they would wear. At last, the day of the ball came, and away
went the sisters to it. Cinderella could not help crying after they had left.
“Why are crying, Cinderella?” a voice asked. She looked up and saw her fairy
godmother standing beside her, “because I want so much to go to the ball” said
 75

Cinderella. “Well” said the godmother, “you’ve been such a cheerful, hardworking,
uncomplaining girl that I am going to see that you do go to the ball”.
Magically, the fairy godmother changed a pumpkin into a fine coach and mice
into a coachman and two footmen. Her godmother tapped Cinderella’s raged dress
with her wand, and it became a beautiful ball gown. Then she gave her a pair of pretty
glass slippers. “Now, Cinderella”, she said; “You must leave before midnight”. Then
away she drove in her beautiful coach.
Cinderella was having a wonderfully good time. She danced again and again
with the king’s son. Suddenly the clock began to strike twelve, she ran toward the door
as quickly as she could. In her hurry, one of her glass slipper was left behind.
A few days later, the king’ son proclaimed that he would marry the girl whose
feet fitted the glass slipper. Her step sisters tried on the slipper but it was too small for
them, no matter how hard they squeezed their toes into it. In the end, the king’s page
let Cinderella try on the slipper. She stuck out her foot and the page slipped the slipper
on. It fitted perfectly.
Finally, she was driven to the palace. The king’s son was overjoyed to see her
again. They were married and live happily ever after.

4. Metode Pembelajaran/Teknik : Individual and Pairs

5. Langkah-langkah Kegiatan
 Kegiatan Awal (10’)
 Guru mengucupkan salam
 Guru memotifasi siswa melalui permainan „missing lyric‟
 Tanya jawab apakah siswa mengetahui narrative text serta
schematic structure di dalamnya.
 Kegiatan Inti (70’)
 Siswa menyebutkan ciri-ciri teks narrative
 Siswa menyebutkan Unsur-unsur yang ada dalam teks narrative
seperti tokoh, waktu dan tempat, plot, dan lain sebagainya
 Siswa diminta berpasangan
 Guru memberikan sebuah teks narrative
 Siswa dijelaskan mengenai story mapping
 Tiap pasangan mengidentifikasi teks dengan mencari tokoh,
setting, problem dan solusinya melalui story mapping yang
telah disediakan.
 Kegiatan Akhir (10’)
 Siswa menyimpulkan kegiatan yang pembelajaran yang
dilakukan
 76

6. Sumber/Bahan/Alat
 Buku Bahasa Inggris SMP Kelas VIII
 Whiteboard
 Spidol
 Laptop
 In-Focus
7. Penilaian
 Teknik: Performance Assessment (responding)
 Hasil: berdasarkan jawaban siswa atas pertanyaan yang diberikan guru

Guru Praktikan

Anna Agus Selviana

 77

RENCANA PELAKSANAAN PEMBELAJARAN READING

(Cycle 1 of CAR)

I. IDENTITAS

Satuan Pendidikan : SMP PGRI 2 Ciputat

Mata Pelajaran : B. Inggris

Kelas/Semester : VIII (Delapan)

Tema : A Friend in Need is a Friend Indeed

Aspek/Skill : Reading

Alokasi Waktu : 2X30 menit

Jenis Teks : Narrative text

Tahun Pelajaran : 2013/2014

II. STANDAR KOMPETENSI

Membaca

Memahami makna dalam esei pendek sederhana berbentuk recount dan narrative untuk
berinteraksi dengan lingkungan sekitar.

III. KOMPETENSI DASAR

Membaca

Membaca nyaring bermakna teks fungsional dan essai pendek sederhana berbentuk
recount dan narrative dengan ucapan, tekanan dan intonasi yang berterima yang
berkaitan dengan lingkungan sekitar.

VI. INDIKATOR

1. Menentukan gagasan utama (main idea) dalam teks narrative

2. Menentukan gagasan pendukung (supporting details) teks narrative
3. Menemukan informasi spesifik (scanning) dalam teks narrative
4. Mengidentifikasi langkah retorika (schematic structure) teks narrative
 78

5. Berpartisipasi aktif selama proses belajar berlangsung

V. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran siswa dapat:

1. Menentukan gagasan utama (main idea) dalam teks narrative

2. Menentukan gagasan pendukung (supporting details) teks narrative
3. Menemukan informasi spesifik (scanning) dalam teks narrative
4. Mengidentifikasi langkah retorika (schematic structure) teks narrative
5. Berpartisipasi aktif selama proses belajar berlangsung
VI. MATERI POKOK DAN URAIAN MATERI

Part I: Read the passage below, underline the simple past tense that you found:

The Prince and His Best Friend

Once upon a time, there lived a kind young prince
named Jonathan. He was loved, and adored by his people. His
Orientation two close friends were Peter Piper, the servant of the palace and
Franklin Greedy, the son of an aristocrat.
One day, the prince, Peter Piper, and Franklin Greedy
were walking through the forest. Suddenly a group of Bandits
attacked the three boys near an old house. They entered the old
house. They entered the old house and blockaded the gate and
doors. The three boys were trapped inside the house.
Franklin was very terrified and asked the prince to
Complication surrender immediately, but Peter was not afraid. He urged and
supported the prince not to give up. The prince decided not to
surrender because he realized that he would become a hostage
for the bandits to ask for ransom to his father, but Franklin was
scared and wanted to make a deal, it made Peter suspicious
about Franklin‟s behavior. So he quietly made up a plan for
him and the prince to escape.
Early at dawn, Franklin opened the front gate and
unlocked the doors. The bandits entered the house in search of
the Prince. When they came to the room where the prince was
supposed to be sleeping, no one was there. Suddenly they heard
a horse running outside the house and saw over the window
that Peter Piper and the Prince were riding away on one of the
Resolution bandit‟s horses.
It turns out; Peter Piper sneaked out of the house and
waited in the yard, while the Prince was hiding behind the
house. The bandits were very angry at Franklin and took him
with them, while the prince and Peter went safely going back to
the capital.
 79

Orientation : It is about the opening paragraph where the characters of the story are
introduced.

Complication : Where the problems in the story developed.

Resolution : Where the problems in the story is solved

The Questions:

1. What kind of person was Prince Jonathan?

2. Who were Prince Jonathan‟s friends?
3. What happened when the prince and his two friends were walking in the forest?
4. Why did Franklin try to persuade the prince to surrender?
5. After you read the story, what did you think of the prince‟s friend?

VII. METODE PEMBELAJARAN

Three-phase technique.

VIII. LANGKAH-LANGKAH KEGIATAN

a. Kegiatan Pendahuluan
 Greeting (memberi salam dan tegur sapa)
 Tanya jawab berbagai hal terkait kondisi siswa.
 Mengabsen siswa.
 Memberi motivasi kepada siswa.
 Penjelasan tentang materi yang akan dibahas.
b. Kegiatan inti.
 Beberapa siswa diminta membaca sebuah cerita (narrative text) dengan
intonasi dan jeda yang benar secara bergantian.
 Membahas ciri-ciri yang terdapat dalam narrative text.
 Siswa diminta menjawab pertanyaan yang berkaitan dengan text.
 Siswa dimita menyusun jumble paragraphs menjadi sebuah cerita yang
utuh. (group work)
 Siswa diminta untuk menulis langkah-langkah retorika berdasarkan cerita
yang sudah disusun ke dalam story mapping dengan redaksi kata sendiri
(individual work)
c. Kegiatan penutup
 Menyimpulkan materi pembelajaran.
 Menanyakan kesulitan siswa selama KBM
 Memberi tugas pada siswa yang berkaitan dengan materi.
 80

IX. SUMBER BELAJAR.

a. Hartono, Rudi, Genres of Texts, Semarang: English Department Faculty of

Language and Art, 2005.
b. Buku teks (Wardiman, Artono, dkk. English in Focus or Junior High School
Student Grade VIII), Pusat pembukuan DEPDIKNAS, 2008, Jakarta.
c. Kurikulum Bahasa Inggris (KTSP grade VIII)

X. PENILAIAN

a. Teknik : Tes Tulis

b. Bentuk : Tertulis.

XI. PEDOMAN PENILAIAN

a. Nilai siswa = Skor prolehan X 100, Max. score: 100

Skor siswa

b. Rubrik penilaian

No Uraian Skor

Part I Jawaban benar 20

Jawaban tidak tepat 0

Part II Jawaban benar 25

Jawaban tidak tepat 0

Guru Praktikan

Anna Agus Selviana

 81

RENCANA PELAKSANAAN PEMBELAJARAN READING

(Cycle 2 of CAR)

I. IDENTITAS

Satuan Pendidikan : SMP PGRI 2 Ciputat

Mata Pelajaran : B. Inggris

Kelas/Semester : VIII (Delapan)

Aspek/Skill : Reading

Alokasi Waktu : 2X30 menit

Jenis Teks : Narrative text

Tahun Pelajaran : 2013/2014

II. STANDAR KOMPETENSI

Membaca

Memahami makna dalam esei pendek sederhana berbentuk recount dan narrative untuk
berinteraksi dengan lingkungan sekitar.

III. KOMPETENSI DASAR

Membaca

Membaca nyaring bermakna teks fungsional dan essai pendek sederhana berbentuk
recount dan narrative dengan ucapan, tekanan dan intonasi yang berterima yang
berkaitan dengan lingkungan sekitar.

VI. INDIKATOR

1. Menentukan gagasan utama (main idea) dalam teks narrative

2. Menentukan gagasan pendukung (supporting details) teks narrative
3. Menemukan informasi spesifik (scanning) dalam teks narrative
4. Mengidentifikasi langkah retorika (schematic structure) teks narrative
5. Berpartisipasi aktif selama proses belajar berlangsung
 82

V. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran siswa dapat:

1. Menentukan gagasan utama (main idea) dalam teks narrative

2. Menentukan gagasan pendukung (supporting details) teks narrative
3. Menemukan informasi spesifik (scanning) dalam teks narrative
4. Mengidentifikasi langkah retorika (schematic structure) teks narrative
5. Berpartisipasi aktif selama proses belajar berlangsung

VI. MATERI POKOK DAN URAIAN MATERI

Part I: Read the story below then write down the schematic structure of the story into ‘story
mapping sheet’ by your own words!

Takatuliang, the Woodcarver

Long time ago on the island of Simbau, in the Sulawesi Sea, there lived a king and his
beautiful daughter. The princess was not only beautiful, but she was also wise and kind.
Many princes wanted to marry the king‟s daughter and this made the king confused.
He, then, announced a contest: whoever presented the princess with the most valuable gift
would marry her.
Takatuliang, a poor woodcarver, wanted to join the contest but he was so poor that he
had nothing to present. Then, he went far into the forest. There he chose the best tree and
carved it into a doll. Next, he took an old piece of cloth and sewed it into a dress for the doll.
After that, he cut his own hair and glued it to the doll‟s head.
On the day of the contest, all of the princes gathered before the king and the princess.
One by one, they presented their gifts: diamonds, silk, gold, jewelry. Then came
Takatuliang‟s turn.
“What do you have?” asked the princess.
“I bring only a doll,” said Takatuliang softly.
“How many dolls like this do you have?” asked the princess.
“Only this one. I carved it by myself and decorated it with my own hair and my father‟s
old cloth. He died and this is the only thing he left me.” answered Takatuliang.
The princess was very touched to hear Takatuliang‟s story. She decided to marry
Takatuliang because he had presented her everything he had. Together, Takatuliang and the
princess lived happily ever after.
 83

(After finished, discuss with your friends in group to get the right answer based on the points
served in a story mapping!)

VII. METODE PEMBELAJARAN

Three-phase technique.

VIII. LANGKAH-LANGKAH KEGIATAN

a. Kegiatan Pendahuluan
 Greeting (memberi salam dan tegur sapa)
 Tanya jawab berbagai hal terkait kondisi siswa.
 Mengabsen siswa.
 Memberi motivasi kepada siswa.
 Me-review materi pertemuan sebelumnya
 Penjelasan tentang materi yang akan dibahas.
b. Kegiatan inti.
 Siswa diminta untuk mencari kata-kata sulit yang terdapat dalam teks (selama
tiga menit)
 Siswa menentukan langkah retorika dalam cerita
 Siswa diminta menjawab pertanyaan yang berkaitan dengan text.
 Siswa diminta untuk menulis langkah-langkah retorika berdasarkan cerita
yang sudah disusun ke dalam story mapping dengan redaksi kata sendiri
(individual work)
 Siswa mendiskusikan hasil kerja dalam bentuk story mapping dengan teman
dalam kelompok (a group of four)
c. Kegiatan penutup
 Menyimpulkan materi pembelajaran.
 Menanyakan kesulitan siswa selama KBM
 Memberi tugas pada siswa yang berkaitan dengan materi.

IX. SUMBER BELAJAR.

a. Hartono, Rudi, Genres of Texts, Semarang: English Department Faculty of

Language and Art, 2005.
b. Buku teks (Wardiman, Artono, dkk. English in Focus or Junior High School
Student Grade VIII), Pusat pembukuan DEPDIKNAS, 2008, Jakarta.
c. Kurikulum Bahasa Inggris (KTSP grade VIII)

X. PENILAIAN

a. Teknik : Tes Tulis

b. Bentuk : Tertulis.
 84

c. Instrumen : Terlampir

XI. PEDOMAN PENILAIAN

a. Nilai siswa = Skor prolehan X 100, Max. score: 100

Skor siswa

b. Rubrik penilaian:

No Uraian Skor

Part I Jawaban benar 100

Jawaban tidak tepat 0

Guru Praktikan

Anna Agus Selviana

 85

The Instrument of Pre-Test

Reading section
In this part of the test, you have to choose the best answer to each question from the
alternatives given.

TEXT I
Read the following text to answer questions 1 to 11.

The Golden Touch

Long time ago there lived a king who was the richest man in the world. His name was
Midas; however he was not happy. Midas longed to be even richer. He wanted to be richer
than all the kings in the world put together.
One day, as Midas sat on his throne thinking of ways to become richer, his servants
came to him with an old man. “Master, this is Silenus, the friend of the God Bacchus,” said
the second servant. Midas had an idea. He welcomed the old man and said, “You shall be my
guest for ten days. Please, eat and drink as much as you like.”
At the end of the ten days, Midas took Silenus back to Bacchus. The god was very
happy to see his lost friend. Bacchus turned to Midas and said, “I will grant you any wish you
make.” “My wish is …that everything I touch will turn into gold!” On his return to his
palace, Midas tried out his new power. He picked up a stone and it turned to gold. He
changed a whole tree into gold by rubbing his hands over the trunk.
Back at the palace, Midas sat down and called for some food and drink. His chair
turned to gold and, although it was uncomfortable, Midas was still happy that all he touched
turned to gold. Next, Midas took a piece of bread. Before he could get it to his mouth, it too
had turned to gold. He could eat nothing without it turns gold.
Miserable, Midas went for walk in his garden. His children ran up to him. Without
thinking, Midas put his arms around them and instantly they turned into little gold statues.
Midas now cried. Then Midas hurried to Bacchus and went down on Bacchus‟ knees and
with golden tears running down his cheeks, begged to Bacchus to show mercy. “I was wrong
to be greedy and to love gold so much.” said Midas. Bacchus asked Midas that he had to go
to the River Pactolus and wash in its clear water. This would take away the golden touch.
Midas did so.
Midas then returned to his palace. On the way, he touched a branch of a tree and it did
not turn to gold. Midas was so relieved. However, in his garden he saw his children still as
golden statues. He quickly grabbed a bucket ran to the River Pactolus and scooped up some
water. He took this back to the garden and poured it over his golden children. Immediately
they came alive and were no longer gold.
Finally, Midas did not want to be the richest of the rich. Midas had found out that all
the gold in the world did not bring happiness.
1. The story above tells you about ….
A. The king Midas‟ power of golden touch
B. The king Midas‟ desire to defeat all of kings
C. The king Midas‟ chair turned to gold
D. The king Midas‟ struggle to be the richest man
 86

2. According to the story, who plays as minor character? EXCEPT….

A. Silenus C. Pactolus
B. Midas D. Bacchus

3. Which of the following is NOT included into sequence of events?

A. Bacchus granted Midas‟ wishes having much gold.
B. Midas met Silenus accompanied by his servants.
C. Midas went to Pactolus to take away the golden touch.
D. Midas‟ children turned into little gold statues.

4. When did Midas take Silenus back to Bacchus?

A. In the ninth day C. In the first day
B. In the tenth day D. In the fourth day

5. What was Midas‟ wish to the God Bacchus?

A. Everything he touched would turn to gold.
B. He wanted to be the richest man in the world.
C. All of the kings must respect him.
D. The god Bacchus should be his friend.

6. Which of the following is included into resolution of the story?

A. Midas welcomed Silenus to live at the palace.
B. Bacchus took away the king‟s golden touch.
C. Midas was not happy to be a richest king.
D. The golden children were no longer gold.

7. Why did Midas go to the River Pactolus? Because ….

A. He would like to meet Bacchus.
B. He wanted to release his golden touch.
C. He scooped up some water to drink.
D. He would like to wash with the clean water.

8. What is the complication of the story?

A. Midas is introduced by his servants to Silenus.
B. Midas changed a whole tree into gold.
C. Midas longed to be the richest king in the world.
D. Midas sick of the sight of gold.
 87

9. Based on the story, what is the main character of King Midas?

A. Stingy C. Arrogant
B. Greedy D. Mean

10. What kind of Midas‟ thing is NOT changed into gold?

A. Statues C. Water
B. Trees D. Clothes

11. “Midas longed to be the richest king in the world.” What part of the schematic structure
do we call this event?
A. Complication C. Coda
B. Orientation D. Resolution

TEXT II
Read the following text to answer questions 12 to 20.

One Thousand Temples

Once upon a time, there was a prince named Bondowoso. he was famous for his
powerful weapon, called Bandung. Therefore, Bondowoso was called Bandung Bondowoso.
Bandung Bondowoso fell in love with a beautiful princess, Lorojonggrang. He wanted to
marry her but she was not interested in him. Lorojonggrang was afraid to refuse his proposal
because Bandung Bondowoso would destroy her kingdom if she refused.
To make things difficult for Bandung Bondowoso to marry her, Lorojonggrang gave
some requirements. She asked him to build her one thousand temples within one night.
Bandung Bondowoso had to finish them before sunrise. Without doubt of his success, he
accepted the requirements.
With the help of genies and spirits, Bandung Bondowoso almost built one thousand
temples. It was amazing how fast Bandung Bondowoso and his allies built the temples. At
four o‟clock in the morning, Bandung Bondowoso had only five more temples to build. Loro
Jonggrang got panic because she knew he would complete the task.
Suddenly, Lorojonggrang had an idea. She called all the women in the kingdom and
asked them to pound rice. She also asked the men to burn a lot of wood at the east side of the
kingdom. Hearing the sound of the pounding and seeing a bright sky, the genies and spirits
were afraid. They ran away with only one more temple to complete. They thought the
morning had come.
Bandung Bondowoso was extremely angry when he found out what Lorojonggrang
had done to him. He cursed Lorojonggrang and turned into a statue.
 88

12. Who is the major character of the story?

A. Genies
B. Lorojonggrang
C. Bandung Bondowoso
D. Spirits

13. Why was Lorojonggrang so afraid to refuse Bondowoso‟s proposal?

A. Because she was afraid to lose her authority
B. Because she knew Bondowoso had genies
C. Because he would destroy her kingdom
D. Because he had a powerful weapon

14. What is the requirement given by Lorojonggrang to Bondowoso?

A. He asked the women in the kingdom to pound rice.
B. He took away his powerful weapon.
C. He built one thousand temples within one night.
D. He helped genies and spirits to build temples.

15. What is the resolution of the story?

A. Bondowoso cursed Lorojonggrang became a statue.
B. The genies and spirits were afraid to see the sunrise.
C. Bondowoso agreed Lorojonggrang‟s requirements.
D. Lorojonggrang would not marry Bondowoso.

16. According to the story, which statement is NOT stated as sequence of events?
A. Lorojonggrang asked the man to burn a lot of wood.
B. Genies ran away and left one more temple to complete.
C. Bondowoso almost finished building one thousand temples.
D. Lorojonggrang was not interested in Bondowoso

17. What time did Bondowoso have only five more temples to build?
A. Five o‟clock in the afternoon
B. Four o‟clock in the morning
C. Four o‟clock in the afternoon
D. Five o‟clock in the morning
 89

18. Lorojonggrang was afraid of refusing Bondowoso. This event is included into schematic
structure of ….
A. Orientation C. Sequence of events
B. Resolution D. Complication

19. What did NOT Lorojonggrang to fail Bondowoso‟s effort?

A. She helped the women in the kingdom to sound the pounding rice.
B. She asked the women in the kingdom to pound rice.
C. She asked the men to burn a lot of wood at the east side.
D. She asked genies and spirits to stop Bondowoso‟s task.

20. Which of the following is NOT implied based on the story?

A. The genies and spirits were afraid of Lorojonggrang.
B. Bondowoso did the task with a help of genies.
C. Bondowoso didn‟t complete the task.
D. Bondowoso couldn‟t marry Lorojonggrang.

TEXT III
Read the following text to answer questions 1 to 11.

The Twins
There was a gentleman who had beautiful twins. Their names were Penelope and
Anastasia. Even though they were identical twins, their behavior was far different. Penelope
was the lazy ones. Anastasia was the diligent ones. She helped her father do the household
chores since their mother had passed away a few years ago. Anastasia would wake up early in
the morning, make her bed up, and start to cook for the family.
Everybody in town knew how different Penelope and Anastasia. Neighbors tried to
remind Penelope that she did not have her mother anymore so she had better start helping in
the house but Penelope never listened.
A few years went by and the father got very old and could not work as hard. He said
to his daughters, “I can‟t work as hard as I used to any longer. You two should try to get a job
somewhere to make some money.
The next day, Penelope and Anastasia asked around in the neighborhood to find a job.
They met Mrs. Robinson, an old lady who was wailed to give them a job.
The next morning, Penelope came to Mrs. Robinson to work. However, she did not
clean underneath the table lamp, the floor mat, or the vase. She was so sloppy that instead of
cleaning the house she made the house a lot dirtier than before. After an hour of cleaning
Penelope was finished then she searched for the money around the house but she could not
 90

find any. Penelope was so upset that she went home at once. She told Anastasia not go to the
lady‟s house.
Anastasia went to Mrs. Robinson‟s house anyway then she started cleaning the house
by dusting the table. She lifted the lamp to clean underneath it. She found money underneath
the lamp. “I‟d better keep it in a safe place and I‟ll ask Mrs. Robinson later.”
Anastasia kept dusting and cleaning the house. Every time she lifted something from
the floor mat to a stack of books, she found money. “My Goodness! Mrs. Robinson‟s money
is everywhere!” said Anastasia.
After several hours of cleaning, Anastasia was about to leave the house when Mrs.
Robinson came back then Anastasia told that she found money around the house. Mrs.
Robinson smiled and said, “Anastasia. You are a very good and diligent girl. That money is
yours; that is your payment.” said Mrs. Robinson.
Anastasia went home so happy and she got 525 dollars from Mrs. Robinson then she
told Penelope what had happened. “I should have worked harder.” said Penelope.

21. What is the main idea of the story?

A. The identical twins looking for a job
B. The twins‟ life after their mother‟s passing away
C. The twins‟ father who got older
D. The lazy Penelope working household chores

22. Based on the text, the minor character of the story is ….

A. The twins C. Anastasia
B. Robinson D. Father

23. Based on the text, which of the following is NOT stated as sequence of events?
A. Mrs. Robinson praised Anastasia as a diligent girl.
B. Penelope made Mrs. Robinson house dirtier than before.
C. Mrs. Robinson put money everywhere around her house.
D. Anastasia kept dusting and cleaning Mrs. Robinson‟s house.

24. Where did Anastasia find Mrs. Robinson‟s money?

A. At closet
B. In cupboard
C. Underneath the vase
D. Under the lamp

25. It is NOT stated in the text that Anastasia kept her house as ….
A. Started to cook for the family
B. Washed all dirty clothes
C. Made her bed up
D. Woke up early in the morning
 91

The Instrument of Post-Test 1

Reading section
In this part of the test, you have to choose the best answer to each question from the
alternatives given.

TEXT I
Read the following text to answer questions 1 to 10.

Malin Kundang

A long time ago, in a small village near the beach in West Sumatra, a woman and her
son lived. They were Malin Kundang and her mother. Her mother was a single parent
because Malin Kundang‟s father had passed away when he was a baby. Malin Kundang had
to live hard with his mother. Malin Kundang was a healthy, dilligent, and strong boy. He
usually went to sea to catch fish. After getting fish he would bring it to his mother, or sold
the caught fish in the town.
One day, when Malin Kundang was sailing, he saw a merchant‟s ship, which was
being raided by a small band of pirates. He helped the merchant. With his brave and power,
Malin Kundang defeated the pirates. The merchant was so happy and thanked to him. In
return he asked Malin Kundang to sail with him. To get a better life, Malin Kundang agreed.
He left his mother alone.
Many years later, Malin Kundang became wealthy. He had a huge ship and was
helped by many ship crews loading trading goods. Perfectly he had a beautiful wife too.
When he was sailing his trading journey, his ship landed on a beach near a small village. The
villagers recognized him. The news ran fast in the town; “Malin Kundang has become rich
and now he is here”.
An old woman ran to the beach to meet the new rich merchant. She was Malin
Kundang‟s mother. She wanted to hug him, released her sadness of being lonely after so long
time. Unfortunately, when the mother came, Malin Kundang who was in front of his well-
dressed wife and his ship crews denied meeting that old lonely woman. For three times his
mother begged Malin Kundang and for three times he yelled at her. At last Malin Kundang
said to her “Enough, old woman! I have never had a mother like you, a dirty and ugly
woman!” After that he ordered his crews to set sail. He would leave the old mother again but
in that time was full of both sadness and angriness.
Finally, enraged, she cursed Malin Kundang that he would turn into a stone if he did
not apologize. Malin Kundang just laughed and really set sail. In the quiet sea, suddenly a
thunderstorm came. His huge ship was wrecked and it was too late for Malin Kundang to
apologize. He was thrown by the wave out of his ship. He fell on a small island. It was really
too late for him to avoid his curse. Suddenly, he turned into a stone.
 92

1. The story above tells you about ….

A. Malin‟s struggle to be a success merchant
B. The affection of Malin‟s mother to his son
C. Malin‟s persistence to fight the pirates
D. The rebellious of Malin to his mother

2. Based on the text, who is the main character of the story?

A. The merchant C. The mother
B. Old woman D. Malin Kundang

3. Based on the story, which one of the following is stated as the sequence of event ….
A. A thunderstorm came when Malin was laughing
B. Malin became wealthy many years later
C. Malin was cursed and turned into a stone
D. Malin had to live hard with his mother

4. How many times Malin yelled at his mother?

A. Two times
B. Three times
C. Four times
D. Five times

5. According to the text, which of the following is NOT true?

A. The villagers still recognized Malin
B. Malin accepted the merchant‟s invitation
C. Malin sold fish as a child
D. Malin‟s mother apologized his son

6. What is the major resolution of the story?

A. Malin could defeat the pirates bravely
B. Malin got married with a beautiful woman
C. Malin‟s father passed away since Malin was child
D. Malin was cursed by his mother turned into a stone

7. According to the text, the main complication was happened when ….

A. Malin‟s mother was a single parent
B. Malin worked as a fish man
C. Malin refused and insulted his mother
D. Malin was sailing his trading journey

8. Why did Malin leave his mother at the first time?

 93

A. Because he was bored with his village

B. Because of getting a better life
C. Because he got married with a rich woman
D. Because of the pirate‟s invitation

9. Why didn‟t Malin deny to see his mother? It‟s because ….

A. Malin was embrace with his wife
B. Malin disliked an old bad woman
C. Malin forgot with his mother
D. Malin didn‟t recognize his mother
10. Which of the following is NOT stated in the story?
A. Malin laughed as his mother cursed him
B. Malin was too late to avoid the curse
C. Malin was begged by his mother for two times
D. Malin‟s wife wore a well-dressed style

TEXT I
Read the following text to answer questions 11 to 20.

Queen of Arabia and Three Sheiks

Maura, who likes to be thought of as the most beautiful and powerful queen of
Arabia, had many suitors. One by one she discarded them, until her list was reduced to just
three sheiks. The three sheiks were all equally young and handsome. They were also rich and
strong. It was very hard to decide who would be the best of them.
One evening, Maura disguised herself and went to the camp of the three sheiks. As
they were about to have dinner, Maura asked them for something to eat. The first gave her
some leftover food. The second Sheik gave her some unappetizing camel‟s tail. The third
sheik, who was called Hakim, offered her some of the most tender and tasty meat. After
dinner, the disguised queen left the sheik‟s camp.
The following day, the queen invited the three sheiks to dinner at her palace about
seven o‟clock. She ordered her servant to give each one exactly what they had given her the
evening before. Hakim, who received a plate of delicious meat, refused to eat it if the other
two sheiks could not share it with him.
This Sheik Hakim‟s act finally convinced Queen Maura that he was the man for her.
“Without question, Hakim is the most generous of you” she announced her choice to the
sheiks. “So it is Hakim I will marry”.

11. What time did the queen invite the three sheiks to have dinner?
A. Five o‟clock
B. Six o‟clock
C. Seven o‟clock
D. Eight o‟clock
 94

12. According to the text, who is the minor character of the text?
A. Suitors
B. Three sheiks
C. Queens of Arabia
D. Maura

13. What is the character of three sheiks? EXCEPT ….

A. Rich
B. Nice
C. Young
D. Strong

14. Which of the following is stated as the sequence of story above?

A. Maura disguised herself and went to the camp
B. Only some suitors proposed Maura
C. The three sheiks were rich and young
D. Maura is a kind queen of Arabia

15. Following are included into the orientation of the story, EXCEPT ….
A. The name of the queen is Maura
B. The queen lived in Arabia
C. Nobody knows Maris‟ disguising
D. The queen chose three sheiks

16. It can be implied from the story that ….

A. The other two sheiks were a kind man
B. The queen got angry at the two sheiks
C. The queen had fallen in love with Hakim before
D. Hakim was really loyal to his friends

17. Who gave Maura some unappetizing camel‟s tail as a menu of having dinner?
A. The first sheik C. The third sheik
B. The second sheik D. The servant

18. The complication of the story began when….

A. Maura had dinner with three sheiks
B. Maura escaped from the palace
C. Maura wanted to decide the best of three sheiks
D. Maura looked for the three sheiks‟ camp

19. Why did Hakim refuse to eat a delicious meat? Because ….

A. He share to his friends
B. He was forbidden by the two sheiks
C. He didn‟t like the reserved food
D. He wanted Maura who gave it to him
 95

20. What is the major resolution of the story?

A. Maura had many strong suitors
B. The queen went to the sheiks‟camp
C. The queen would marry Hakim
D. Maura ate unappetizing camel‟s tail

TEXT III
Read the following text to answer questions 12 to 20.

Beauty and the Beast

Once upon a time, there was a prince. He was good looking and very rich. He lived in
a beautiful castle together with his staffs and servants.
One rainy dark night, a woman came to his castle. She was old and ugly. The prince
didn‟t like her and sent her away. After he sent the woman away, she turned into a beautiful
fairy. She cast a spell over the prince and his castle. The prince became a beast. He was no
longer good looking. He looked very ugly instead and all his servants turned into furniture.
One day, an old man named Maurice was travelling past the castle. It was raining so
hard that he decided to enter the castle. When the Beast saw him, he captured him.
After some time, Maurice‟s daughter, Belle, began to worry about him.
She started to look for him. Finally, she arrived in the castle and she found her father
there. She asked the Beast to let her father go but he refused. Belle, then, agreed to stay in the
castle so that her father could go home.
While Belle was staying at the castle, the Beast slowly changed. He was not mean
anymore. Belle began to like him and finally they fell in love with each other. Right after she
declared her love for him, the spell was broken. The Beast and his servants became human
again. Then, the Beast and Belle got married. They lived happily ever after.

21. Based on the text, the major character of the story is ….

A. Belle C. Maurice
B. Fairy D. The prince

22. Why did the prince not like the woman at the first time?
A. She was angry with the prince.
B. She was old and ugly.
C. She was a mean woman.
D. She mocked the prince.
 96

23. What made the Beast turn into good looking again?
A. He wished to the fairy to release him from the curse.
B. He said sorry to everyone who had hurt by him.
C. He helped Maurice whom being caught in rain.
D. He loved Belle and she declared her love.

24. The character of the prince before turning into the Beast is ….
A. Strong-willed C. lazy
B. Mean D. Greedy

25. Which of the following is NOT stated as the sequence of events?

A. The prince turned into a beast.
B. Maurice entered the castle to take shelter.
C. Belle found her father in the castle.
D. The Beast changed into good looking again.
 97

The instrument of Post Test 2

Reading section
In this part of the test, you have to choose the best answer to each question from the
alternatives given.

TEXT I
Read the following text to answer questions 1 to 10

Snow White
Once upon a time, there lived a little girl named Snow White. She lived with her aunt and
uncle because her parents were dead.
One day, she heard her uncle and aunt talking about leaving Snow White in the castle
because they both wanted to go to America and they didn‟t have enough money to take Snow
White.
Snow White did not want her uncle and aunt to do this, so she decided it would be best if
she ran away. The next morning, she ran away from home when her aunt and uncle were
having breakfast. She ran away into the woods.
She was very tired and hungry. Then, she saw a little cottage. She knocked the door, but
no one answered, so she went inside and fell asleep.
Meanwhile, the seven dwarfs were coming home from work. They went inside. There
they found Snow White sleeping. Then Snow White woke up. She saw the dwarfs. The
dwarfs said, ”What‟s your name?” Snow White answered, “My name is Snow White.”
The other dwarfs asked, “If you wish, you may live here with us.” Snow White said, “Oh,
could I? Thank you!” Then Snow White told the dwarfs the whole story, and the seven
dwarfs lived happily ever after.

1. What is the story about.........?

A. A beautiful Princes
B. The Seven Dwarfs
C. Snow White
D. The Read Riding Hood

2. What kind of text is it?

A. Narrative text C. Recount text
B. Procedure text D. Hortatory Exposition

3. When was Snow white run from home?

A. At noon
B. At midnight
C. In the evening
D. In the morning
 98

4. Who is the main character in this story?

A. A little girl and her parents.
B. Snow White and the 7 dwarfs
C. Aunt and Uncle
D. The 7 dwarfs

5. What is the generic structure of the story?

A. Orientation – Complication – Resolution
B. Orientation – Events – Twist
C. Identification – Description
D. Identification – Events – Reorientation

6. Why did Snow White run a way?

A. Because her parents were dead
B. Because she didn‟t want to go to America with her Aunt and Uncle
C. Because her uncle and aunt wanted to leave her in the castle.
D. Because she wanted to meet the dwarfs.

7. What is the complication part of the story?

A. Snow White ran away from home
B. The seven Dwarfs were coming home
C. Snow White went inside the castle and fell asleep
D. The aunt was talking about leaving Snow white in the castle

8. What is the function of the text

A. To inform about Snow White to the reader
B. To describe the story of Snow white
C. To amuse the reader
D. To retell the events

9. Who is the main character of the story? EXCEPT.....

A. Snow White
B. Uncle
C. 7 dwarfs
D. Girls

10. Snow White ran away from home.

This event is included into schematic structure of?
A. Orientation C. Coda
B. Complication D. Resolution
 99

TEXT II
Read the following text to answer questions 11 to 20.

Rapunzel
A long time ago there lived a young couple, a man and his wife, his wife was
expecting their baby. She wanted a plant that only grew in her neighbor's garden, she wanted
it so much. She even intended to steal it herself, but later on, she sent her husband to steal it.
Unfortunately, mother Gothel, the owner of the garden, caught him doing it. She was
a witch. Then, mother Gothel forced the couple to give their first baby to her.
A few months later, the baby was born. It was a girl and named Rapunzel. Soon, this
baby was taken away to live with mother Gothel. Rapunzel grew to be a beautiful young girl
with her long golden hair. At first she was cared for in a normal way. When she reached
puberty, she was locked in the forest. It could only be entered by climbing on Rapunzel's long
hair. To cheer herself up, she loved to sing.
One day, a young prince was out hunting. He stumbled upon the tower. He heard
Rapunzel's beautiful voice. He decided to meet her. He spied and, by watching Mother
Gothel, learned the words he has to say to have Rapunzel drop her hair. The Prince visited
her often and the two fell in love.
Then, Rapunzel; made a plan to escape from the tower. She wanted to be with the
prince. She asked the prince to bring her a skein of silk each time he visited. She might weave
a ladder for her escape. Unfortunately, Mother Gothel caught on Then, she banished
Rapunzel to the desert. She prince blind and he marred the earth searching for his love.
Eventually, they found each other, and prince's eyes were healed by Rapunzel's tears
of happiness.
11. When Rapunzel usually dropped her hair?
a. Mother Gothel said the certain words.
b. Some one sang a song.
c. She fell in love
d. She was sad.

12. What kind of the text is it?

a. Descriptive.
b. Recount.
c. Report.
d. Narrative.

13. Why Rapunzel‟s father stole the plant?

a. Because Rapunzel wanted to have it.
b. Because Rapunzel‟s mother wanted it.
c. It can grow him rich.
d. It can grow fast.
 100

14. With whom Rapunzel lived...?

a. Her mother.
b. Her parents.
c. Mother Gothel.
d. Prince.

15. Who was Mother Gothel...?

a. Heard a man.
b. Love a baby.
c. Stole the plant
d. Had evil magic power

16. This sentence is right according to the text?

a. Rapunzel was a singer.
b. Mother Gothel grew Rapunzel well
c. Mother Gothel loved and cared Rapunzel.
d. Rapunzel sang to cheer herself up

17. Who is the main character of the story?

a. Mother Gothel.
b. Rapunzel.
c. Mother.
d. Young Prince.

18. “The baby was taken a way to live with Mother Gothel.” This event is included into
schematic structure of ….
a. Orientation c. Coda
b. Complication d. Resolution

19. What is the complication of the story?

a. Mother Gothel was taken away the baby
b. His wife was expecting their baby.
c. The prince‟s eyes were healed by Rapunzel‟s tears of happiness.
d. She sent her husband to steal plant.

20. Which of the following is NOT implied based on the story?

a. Mother gother was wicth.
b. Rapunzel has long golden hair.
c. Rapunzel didn‟t love to sing
d. The Prince fall in love to Rapunzel
 101

The Story of the Smart Parrot

A man in Puerto Rico had a wonderful parrot. There was no another parrot like it.
It was very, very smart. This parrot would say any word-except one. He would not say the
name of the town where he was born. The name of the town was Catano.
The man tried to teach the parrot to say Catano. But the bird would not say the word.
At first the man was very nice, but then he got angry. “You are a stupid bird! Why can‟t you
say the word? Sat Catano, or I will kill you!” but the parrot would not say it. Then the man
got to so angry that the shouted over and over, “Say Catano, or I‟ll kill you!” but the bird
wouldn‟t talk.
One day after trying for many hours to make the bird say Catano, the man got very
angry. He picked up the bird and threw him into the chicken house. “You are more stupid
than the chickens. Soon I will eat them, and I will eat you, too.”
In the chicken house there are four old chickens. They were for Sunday‟s dinner. The
man put the parrot in the chicken house and left.
The next day the man came back to the chicken house. He opened the door and
stopped. He was very surprised at what he saw!
He saw three dead chickens on the floor. The parrot was screaming at the fourth
chicken, “Say Catano, or I‟ll kill you!

21. Where does the story take place?

a. London c. Jakarta
b. Puerto Rico d. Buenos Aires

22. What is the word that the parrot cannot say?

a. Catano c. Canato
b. Tacano d. Nacato

23. How often did the owner teach the bird how to say the word?
a. Always c. Many times
b. Everyday d. Every second

24. Which statement is true according to the text?

a. The parrot could say Catano
b. At last the parrot could say Catano
c. Catano was the name at the parrot
d. The man never got angry at the parrot

25. What does the man do to the bird because the bird cannot say the name of a place?
a. The man ate the bird.
b. The sold the bird.
c. The man killed the bird.
d. The man taught the bird.
 102

KISI – KISI PENULISAN SOAL PRETEST CLASSROOM ACTION RESEARCH (CAR)

TAHUN PELAJARAN 2013/2014

Nama Sekolah : SMP PGRI 2 Ciputat Alokasi Waktu : 30 menit

Mata Pelajaran : Bahasa Inggris Jumlah Soal : 25 (dua lima)
Semester : II (genap)

Jenis
KOMPETENSI DASAR INDIKATOR Nomor soal Jumlah
soal
MEMBACA Merespon teks berbentuk narrative (dengan cara:)
1. Menemukan makna gagasan dalam teks seperti:
11.1 Membaca nyaring bermakna teks
fungsional dan essai pendek  Gagasan pokok 21,
sederhana berbentuk recount dan  Gagasan pendukung 1,
 Informasi faktual 7,13,19
narrative dengan ucapan, tekanan
 Informasi spesifik 5,10,14
dan intonasi yang berterima yang
2. Menentukan langkah retorika (Schematic structure) dalam 4,17,24
berkaitan dengan lingkungan
sekitar. teks seperti:
 Orientation: MC 25
11.3 Merespon makna dan langkah
- Major character
retorika dalam esei pendek 9,12,22
- Minor character
sederhana secara akurat, lancar dan 2, 8,18
 Complication
berterima yang berkaitan dengan 3,16,
lingkungan sekitar dalam teks.  Sequence of events
6,11,15,23
 Resolution 20,25
3. Menentukan makna tersirat dalam cerita/teks.
 103

KISI – KISI PENULISAN SOAL POSTTEST I CLASSROOM ACTION RESEARCH (CAR)

TAHUN PELAJARAN 2013/2014

Nama Sekolah : SMP PGRI 2 Ciputat Alokasi Waktu : 30 menit

Mata Pelajaran : Bahasa Inggris Jumlah Soal : 25 (dua lima)
Semester : II (genap)

Jenis
KOMPETENSI DASAR INDIKATOR Nomor soal Jumlah
soal
MEMBACA Merespon teks berbentuk narrative (dengan cara:)
1. Menemukan makna gagasan dalam teks seperti:
11.1 Membaca nyaring bermakna teks
fungsional dan essai pendek  Gagasan pokok 1
sederhana berbentuk recount dan  Gagasan pendukung 7,13,19
narrative dengan ucapan, tekanan  Informasi faktual 5,9,14
dan intonasi yang berterima yang  Informasi spesifik 4,11
berkaitan dengan lingkungan 2. Menentukan langkah retorika (Schematic structure) dalam
sekitar. teks seperti:
 Orientation: MC 24,10 25
11.3 Merespon makna dan langkah
- Major character 12,15,21,22
retorika dalam esei pendek
- Minor character 2
sederhana secara akurat, lancar dan
 Complication 8,18
berterima yang berkaitan dengan
lingkungan sekitar dalam teks.  Sequence of events 3,16,23
 Resolution 6,17
3. Menentukan makna tersirat dalam cerita/teks. 20,25
 104

KISI – KISI PENULISAN SOAL POSTTEST II CLASSROOM ACTION RESEARCH (CAR)

TAHUN PELAJARAN 2013/2014

Nama Sekolah : SMP PGRI 2 Ciputat Alokasi Waktu : 30 menit

Mata Pelajaran : Bahasa Inggris Jumlah Soal : 25 (dua lima)
Semester : II (genap)

Jenis
KOMPETENSI DASAR INDIKATOR Nomor soal Jumlah
soal
MEMBACA Merespon teks berbentuk narrative (dengan cara:)
4. Menemukan makna gagasan dalam teks seperti:
11.1 Membaca nyaring bermakna teks
fungsional dan essai pendek  Gagasan pokok 1,12
sederhana berbentuk recount dan  Gagasan pendukung 9,19,24
narrative dengan ucapan, tekanan  Informasi faktual 5,14,16
dan intonasi yang berterima yang  Informasi spesifik 4
berkaitan dengan lingkungan 5. Menentukan langkah retorika (Schematic structure) dalam
sekitar. teks seperti:
 Orientation: MC 10 25
11.3 Merespon makna dan langkah
- Major character 15,21,22
retorika dalam esei pendek
- Minor character 2
sederhana secara akurat, lancar dan
 Complication 13,18,25
berterima yang berkaitan dengan
lingkungan sekitar dalam teks.  Sequence of events 3,6,11,23
 Resolution 7,17
6. Menentukan makna tersirat dalam cerita/teks. 8,20
 105

Lembar Observasi Guru

Sekolah : SMP PGRI 2 Ciputat

Nama Guru : Margawati Natalina
Tanggal : 7 April 2014
Penilaian
No Aspek Yang Diamati Keterngan
0 1 2 3 4
I Pendahuluan 0: Tdk melakukan
1. Mengkondisikan kesiapan siswa 1 : Kurang baik
2. Melakukan review materi sebelumnya 2 : Cukup baik
3. Membangkitkan rasa ingin tahu siswa 3 : Baik
II Kegiatan Inti 4 : Baik sekali
1. Penguasaan materi
2. Menjelaskan materi secara sistematis
3. Membimbing siswa untuk mengajukan
pertanyaan
4. Menanggapi pertanyaan dan respon
siswa
5. Membimbing siswa dalam kelompok
6.Manjelaskan Narative Text

7. Membimbing siswa untuk menentukan

Schematic Structures of Narrative Text
8. Mengelola waktu pembelajaran secara
efisien
III Penutup
1. Membahas lembar kerja yang
diberikan
2. Membimbing refleksi dari siswa
3. Memberikan pekerjaan rumah

Observer

Anna Agus Selviana

 106

Lembar Observasi Guru

Sekolah : SMP PGRI 2

Nama Guru : Margawati Natalina
Siklus : 1 (Pertama)
Tanggal : 21 Mei 2014
Penilaian
No Aspek Yang Diamati Keterngan
0 1 2 3 4
I Pendahuluan 0: Tdk melakukan
1. Mengkondisikan kesiapan siswa 1 : Kurang baik
2. Melakukan review materi sebelumnya 2 : Cukup baik
3. Membangkitkan rasa ingin tahu siswa 3 : Baik
II Kegiatan Inti 4 : Baik sekali
1. Penguasaan materi
2. Menjelaskan materi secara sistematis
3. Membimbing siswa untuk mengajukan
pertanyaan
4. Menanggapi pertanyaan dan respon
siswa
5. Membimbing siswa dalam kelompok
6.Manjelaskan Narrative Text
menggunakan Story Mapping
7. Membimbing siswa siswa untuk
menentukan Schematic Structures of
Narrative Text
8. Mengelola waktu pembelajaran secara
efisien
III Penutup
1. Membahas lembar kerja yang
diberikan
2. Membimbing refleksi dari siswa
3. Memberikan pekerjaan rumah

Observer

Anna Agus Selviana

 107

Lembar Observasi Guru

Sekolah : SMP PGRI 2 Ciputat

Nama Guru : Margawati Natalina
Siklus : 2 (Kedua)
Tanggal : 11 Juni 2014
Penilaian
No Aspek Yang Diamati Keterngan
0 1 2 3 4
I Pendahuluan 0: Tdk melakukan
1. Mengkondisikan kesiapan siswa 1 : Kurang baik
2. Melakukan review materi sebelumnya 2 : Cukup baik
3. Membangkitkan rasa ingin tahu siswa 3 : Baik
II Kegiatan Inti 4 : Baik sekali
1. Penguasaan materi
2. Menjelaskan materi secara sistematis
3. Membimbing siswa untuk mengajukan
pertanyaan
4. Menanggapi pertanyaan dan respon
siswa
5. Membimbing siswa dalam kelompok
6.Manjelaskan siswa untuk menentukan
Schematic Structures of Narrative Text
7. Mengelola waktu pembelajaran secara
efisien
III Penutup
1. Membahas lembar kerja yang
diberikan
2. Membimbing refleksi dari siswa
3. Memberikan pekerjaan rumah

Observer

Anna Agus Selviana

 108

Lembar Observasi Siswa

Sekolah : SMP PGRI 2 Ciputat

Tanggal : 7 April 2014

Penilaian
No Aspek yang Diamati
0 1 2 3 4
1 Mendengarkan / memperhatikan penjelasan guru
2 Mencatat materi yang diberikan
3 Berinisiatif mengajukan pertanyaan
4 Menjawab pertanyaan guru dengan benar

5 Memahami pelajaran dengan dengan baik

Menggunakan Bahasa Inggris dalam melaksanakan

6
kegiatan berlangsung
Dapat menjelaskan urutan pristiwa yang ada pada
7
teks narrative
Berantusias melaksanakan kegiatan belajar
8 mengajar dengan menggunakan story mapping
technique

Keterangan skala penilaian:

0 = tidak melakukan
1 = kurang baik
2 = cukup baik
3 = baik
4 = sangat baik
Observer

Anna Agus Selviana

 109

Lembar Observasi Siswa

Sekolah : SMP PGRI 2 Ciputat

Tanggal : 21 Mei 2014
Penilaian
No Aspek yang Diamati
0 1 2 3 4
1 Mendengarkan / memperhatikan penjelasan guru
2 Mencatat materi yang diberikan
3 Berinisiatif mengajukan pertanyaan
4 Menjawab pertanyaan guru dengan benar

5 Memahami pelajaran dengan dengan baik

Menggunakan Bahasa Inggris dalam melaksanakan

6
kegiatan berlangsung
Dapat menjelaskan urutan pristiwa yang ada pada
7
teks narrative
Berantusias melaksanakan kegiatan belajar
8 mengajar dengan menggunakan story mapping
technique

Keterangan skala penilaian:

0 = tidak melakukan
1 = kurang baik
2 = cukup baik
3 = baik
4 = sangat baik

Observer

Anna Agus Selviana

 110

Lembar Observasi Siswa

Sekolah : SMP PGRI 2 Ciputat

Siklus : 2 (Kedua)
Tanggal : 11 Juni 2014
Penilaian
No Aspek yang Diamati
0 1 2 3 4
1 Mendengarkan / memperhatikan penjelasan guru
2 Mencatat materi yang diberikan
3 Berinisiatif mengajukan pertanyaan
4 Menjawab pertanyaan guru dengan benar

5 Memahami pelajaran dengan baik

Menggunakan Bahasa Inggris dalam melaksanakan

6
kegiatan berlangsung
Dapat menjelaskan urutan pristiwa yang ada pada
7
teks narrative
Berantusias melaksanakan kegiatan belajar
8 mengajar dengan menggunakan story mapping
technique

Keterangan skala penilaian:

0 = tidak melakukan
1 = kurang baik
2 = cukup baik
3 = baik
4 = sangat baik
Observer

Anna Agus Selviana

 111

Observational Notes for Need Analysis1

Action : Pre-observation
Date : April, 7th and 12th 2014
Time : 07.00 A.M – 09.00 A.M
Topic : The Schematic Structure of Narrative Text

What this Teacher’s

What learners do Comment
involves purpose
 Listening to the  Students’ are The teacher  Most of students
teacher’s involved into explained the didn’t pay
explanation individual work schematic attention to the
about the - Students read structure of teacher’s
schematic any kinds of narrative text and explanation
structure and served linguistic features  Most of students
linguistic narrative and engage didn’t do the
features of selection with students to exercises and
narrative text the title organize the idea some was out of
 Reading the Cinderella of orientation, the class
story orally one complication, and  Students are
by one in front resolution of the rarely active
of the class story into story because they
 Translating the mapping didn’t
story into opportunity to
Bahasa participate in the
Indonesia classroom
 Doing exercises  The teacher
of some mostly liked to
questions related dominate the
to the story classroom.

1
Penny Ur, A Course in Language Teaching; Practice and Theory, (Cambridge:
Cambridge Univ. Press, 1996), p. 323
 112

Observational Notes for Need Analysis

Action : 1st cycle

Date : Wednesday, May 21th 2014
Time : 07.00 A.M – 09.00 A.M
Topic : The Schematic Structure of Narrative Text

What this Teacher’s

What learners do Comment
involves purpose
 Listening to the  Students’ are The teacher  Most of students
teacher’s involved in: explained the didn’t pay
explanation - Group work schematic attention to the
about the - Individual structure of teacher’s
schematic work narrative text and explanation
structure of  Students read engage students to  Most of students
narrative text any kinds of organize the idea didn’t work
 Doing exercise served narrative of orientation, together
in group work selection with the complication, and  Most of students
(group of five); title: resolution of the cheated each
to arrange - The Prince and story into story other and the
jumble His Best Friend mapping teacher ignored
paragraph into a them
good passage  Most of students
 Doing exercise seemed not
in individual understand how
work (answer to write the
some questions keywords into
based on the story mapping
story) because the
 Doing exercise teacher’s
in organizing direction was
the schematic probably so fast
structure of the and unclear
story into story
mapping sheet
 113

Observational Notes for Need Analysis

Action : 2nd cycle

Date : Wednesday, June 11th 2014
Time : 10.00 A.M – 11.30 A.M
Topic : The Schematic Structure of Narrative Text

What this Teacher’s

What learners do Comment
involves purpose
 Reviewing the  Students’ are The teacher  The teacher
schematic involved in: explained again asked some
structure of - Individual the schematic question related
narrative text work structure of to the concept of
 Doing exercise - Group work narrative text and schematic
in individual  Ss read any kinds engage students to structure and
work(answer the of served organize the idea most of students
questions based narrative of orientation, could answer the
on the story) selection with the complication, and teacher’s
 Doing exercise title: resolution of the questions
in organizing - Takatuliang, story into story correctly
the schematic the mapping
structure of the Woodcarver  Some students
story into story seem
mapping sheet enthusiastic and
 Discussing the feel easy to
result of written write the
form in story keywords of the
mapping sheet story into story
with other mapping sheet.
friends in the
group.  The students
 Scoring discussed
actively in their
group; most of
them spoke out
their arguments.
 114

Answer key of pre-test

1. A 11. B 21. B
2. C 12. C 22. C
3. C 13. C 23. D
4. A 14. B 24. D
5. B 15. C 25. A
6. D 16. B
7. C 17. C
8. B 18. B
9. C 19. D
10.B 20. A

Answer key of post-test 1

1. D 11. C 21. A
2. D 12. C 22. B
3. B 13. C 23. D
4. B 14. A 24. A
5. D 15. D 25. D
6. D 16. D
7. C 17. B
8. B 18. C
9. A 19. A
10. D 20. C

Answer key of post-test 2

1. C 11. A 21. B
2. A 12. D 22. A
3. D 13. B 23. C
4. B 14. C 24. B
5. A 15. D 25. D
6. C 16. C
7. D 17. B
8. B 18. B
9. D 19. A
10. B 20. C
 115

The Improvement of Students’ Reading Score during CAR

100
90
80
70
60
50
40 Pretest
30 Post-test 1
20 Post-Test 2
10
0
1 2 3 4
5 6 7
8 9 10
11 12 13
14 15 16
17 18 19
20 21 22
23 24 25
26 27 28
29 30 31
32 33 34