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ii

ABSTRACT

Rully Amalia (NIM: 109014000188). The Effectiveness of Using Think Pair

Share (TPS) toward Students’ Reading Comprehension of Descriptive Text;

A Quasi-Experimental Study at the Eighth Grade of SMP Al-Fajar Pamulang

Academic Year 2014/2015. A Skripsi of Department of English Education at

Faculty of Tarbiyah and Teachers’ Training of Syarif Hidayatullah State Islamic

University Jakarta, 2015.

Advisor I : Ismalianing Eviyuliwati, M.Hum.

Advisor II : Desi Nahartini, M.Ed.

Keywords : Think Pair Share, Reading Comprehension, Descriptive Text

Skripsi which entitles The Effectiveness of Using Think Pair Share (TPS)

toward Students’ Reading Comprehension of Descriptive Text aimed to analyze

and find out the empirical evidence about whether or not using think pair share

technique is effective toward students’ reading comprehension of descriptive text.

Data were collected through tests comprising pretest and post-test. The tests were

distributed to the 64 eighth grade students of a private senior high school in

Pamulang, Kabupaten Tangerang. The 64 students were divided into two classes,

i.e. experimental class and controlled class in which there were 32 of each class.

The experimental class was given a treatment, i.e. think pair share technique

whereas the controlled one was only given a conventional technique as they are

learning reading descriptive text. Next, after the pretest, treatment, and post-test

were conducted, the data were analyzed by using T-Test. The findings arrive at a

conclusion that using think pair share technique is effective toward students’

reading comprehension of descriptive text. It is indicated by the value of t0 which

is higher than the value of tt at the level of 1% significance (t0 > tt = 3.61 > 3.23).

At last, several suggestions that would assist to enhance the students’ reading

ability were presented.

iii

ABSTRAK

Rully Amalia (NIM: 109014000188). The Effectiveness of Using Think Pair

Share (TPS) toward Students’ Reading Comprehension of Descriptive Text;

A Quasi-Experimental Study at the Eighth Grade of SMP Al-Fajar Pamulang

Academic Year 2014/2015. A Skripsi of Department of English Education at

Faculty of Tarbiyah and Teachers’ Training of Syarif Hidayatullah State Islamic

University Jakarta, 2015.

Advisor I : Ismalianing Eviyuliwati, M.Hum.

Advisor II : Desi Nahartini, M.Ed.

Keywords : Think Pair Share, Reading Comprehension, Descriptive Text

Skripsi yang berjudul The Effectiveness of Using Think Pair Share (TPS)

toward Students’ Reading Comprehension of Descriptive Text bertujuan untuk

menganalisa dan mengetahui bukti empiris mengenai apakah penggunaan tekhnik

think pair share efektif terhadap pemahaman bacaan teks deskriptif siswa. Data

dikumpulkan melalui tes yang terdiri atas pretes dan pos tes. Tes-tes tersebut

didistribusikan kepada 64 siswa kelas delapan di sebuah sekolah swasta tingkat

menengah pertama di Pamulang, Kabupaten Tangerang. 64 siswa tersebut dibagi

menjadi kedalam dua kelas, yaitu kelas eksperimen dan kelas kontrol dimana ada

32 siswa pada tiap kelasnya. Kelas eksperimen diberikan sebuah perlakuaan, yaitu

tekhnik think pair share, sedangkan kelas kontrol hanya diberikan tekhnik

konvensional ketika mereka mempelajari keterampilan membaca teks deskriptif.

Selanjutnya, setelah pretes, perlakuan, dan pos tes dilakukan, data dianalisis

dengan menggunakan uji-t. Temuan penelitian mencapai pada suatu simpulan

bahwa penggunaan tekhnik think pair share efektif terhadap pemahaman bacan

teks deskriptif siswa. Hal ini ditunjukkan oleh nilai t0 yang lebih besar dari tt pada

tingkat signifikansi 1% (t0 > tt = 3.61 > 3.23). Selanjutnya, beberapa anjuran yang

dapat membantu meningkatkan kemampuan membaca siswa turut disajikan.

ii

ABSTRACT

Rully Amalia (NIM: 109014000188). The Effectiveness of Using Think Pair

Share (TPS) toward Students’ Reading Comprehension of Descriptive Text;

A Quasi-Experimental Study at the Eighth Grade of SMP Al-Fajar Pamulang

Academic Year 2014/2015. A Skripsi of Department of English Education at

Faculty of Tarbiyah and Teachers’ Training of Syarif Hidayatullah State Islamic

University Jakarta, 2015.

Advisor I : Ismalianing Eviyuliwati, M.Hum.

Advisor II : Desi Nahartini, M.Ed.

Keywords : Think Pair Share, Reading Comprehension, Descriptive Text

Skripsi which entitles The Effectiveness of Using Think Pair Share (TPS)

toward Students’ Reading Comprehension of Descriptive Text aimed to analyze

and find out the empirical evidence about whether or not using think pair share

technique is effective toward students’ reading comprehension of descriptive text.

Data were collected through tests comprising pretest and post-test. The tests were

distributed to the 64 eighth grade students of a private senior high school in

Pamulang, Kabupaten Tangerang. The 64 students were divided into two classes,

i.e. experimental class and controlled class in which there were 32 of each class.

The experimental class was given a treatment, i.e. think pair share technique

whereas the controlled one was only given a conventional technique as they are

learning reading descriptive text. Next, after the pretest, treatment, and post-test

were conducted, the data were analyzed by using T-Test. The findings arrive at a

conclusion that using think pair share technique is effective toward students’

reading comprehension of descriptive text. It is indicated by the value of t0 which

is higher than the value of tt at the level of 1% significance (t0 > tt = 3.61 > 3.23).

At last, several suggestions that would assist to enhance the students’ reading

ability were presented.

iii

ABSTRAK

Rully Amalia (NIM: 109014000188). The Effectiveness of Using Think Pair

Share (TPS) toward Students’ Reading Comprehension of Descriptive Text;

A Quasi-Experimental Study at the Eighth Grade of SMP Al-Fajar Pamulang

Academic Year 2014/2015. A Skripsi of Department of English Education at

Faculty of Tarbiyah and Teachers’ Training of Syarif Hidayatullah State Islamic

University Jakarta, 2015.

Advisor I : Ismalianing Eviyuliwati, M.Hum.

Advisor II : Desi Nahartini, M.Ed.

Keywords : Think Pair Share, Reading Comprehension, Descriptive Text

Skripsi yang berjudul The Effectiveness of Using Think Pair Share (TPS)

toward Students’ Reading Comprehension of Descriptive Text bertujuan untuk

menganalisa dan mengetahui bukti empiris mengenai apakah penggunaan tekhnik

think pair share efektif terhadap pemahaman bacaan teks deskriptif siswa. Data

dikumpulkan melalui tes yang terdiri atas pretes dan pos tes. Tes-tes tersebut

didistribusikan kepada 64 siswa kelas delapan di sebuah sekolah swasta tingkat

menengah pertama di Pamulang, Kabupaten Tangerang. 64 siswa tersebut dibagi

menjadi kedalam dua kelas, yaitu kelas eksperimen dan kelas kontrol dimana ada

32 siswa pada tiap kelasnya. Kelas eksperimen diberikan sebuah perlakuaan, yaitu

tekhnik think pair share, sedangkan kelas kontrol hanya diberikan tekhnik

konvensional ketika mereka mempelajari keterampilan membaca teks deskriptif.

Selanjutnya, setelah pretes, perlakuan, dan pos tes dilakukan, data dianalisis

dengan menggunakan uji-t. Temuan penelitian mencapai pada suatu simpulan

bahwa penggunaan tekhnik think pair share efektif terhadap pemahaman bacan

teks deskriptif siswa. Hal ini ditunjukkan oleh nilai t0 yang lebih besar dari tt pada

tingkat signifikansi 1% (t0 > tt = 3.61 > 3.23). Selanjutnya, beberapa anjuran yang

dapat membantu meningkatkan kemampuan membaca siswa turut disajikan.

iv

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful

All praises be to Allah, Lord of the worlds, who has granted and bestowed

upon the writer complete this skripsi. Moreover, may Peace be upon the prophet

Muhammad, his family, companions, and adherents.

First of all, the writer would like to address her deepest gratitude to her

loving parents, (Alm) Muhammad Sani and (Almh) Yuyun Jati Wahyuni, my

brothers and sisters, for their prayers, guidance, love, kindness, encouragement.

This skripsi is dedicated to them.

Next, she would like to express her greatest gratitude to her advisors, i.e.

Ismalianing Eviyuliwati, M. Hum., and Desi Nahartini, M. Ed., for their priceless

help, guidance, advice, motivation, and suggestion for this skripsi.

Then, the writer also realized that she will never finish this paper without

the help of some people around her. Therefore, the writer would like to give her

gratitude and appreciations to:

1. Prof. Dr. Ahmad Thib Raya, M.A, the Dean of Faculty of Tarbiya and

Teachers’ Training.

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

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

Education.

4. Drs. Syauki, M. Pd., as academic advisor in Class E of Department of

English Education

5. Mr. Kosasih, the principal of SMP Islam Al-Fajar Pamulang, and Mrs.

Irma Suzita, the English teacher of SMP Islam Al-Fajar Pamulang and all

the teachers of the school who helped and provided her the consent to

carry out a research there.

6. All of her friends in Class E of Department of English Education, class of

2009, that cannot be mentioned one by one who had shared a dozen

precious experiences and memorable moments as she studied in the

department.

v

7. All of her friends of Alfullaila who support her to finish her study.

8. Her close friend especially Amanda

9. The last but not least, special thanks go to Ibnu Nawawi, her sweet heart

who was never tired of giving love, motivation, and support as well as

always accompanied her during she completed this skripsi.

Finally, realized that this skripsi is far from being perfect, hence she would

be pleased to receive any instructive suggestions and criticisms to make it better.

Also, she did not forget to pray to God for every person who has involved and

helped during the completion of this skripsi: “May Allah gives the best thing as

the return. Amien.”

Jakarta, December 2015

The Writer

vi

TABLE OF CONTENTS

ENDORSEMENT SHEET.............................................................. i

ABSTRACT...................................................................................... ii

ABSTRAK........................................................................................ iii

AKNOWLEDGEMENT ................................................................ iv

TABLE OF CONTENTS................................................................ vi

LIST OF TABLES.......................................................................... ix

LIST OF APPENDICES................................................................. x

CHAPTER I : INTRODUCTION

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

B. Identification of the Problem ..................................................... 5

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

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

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

F. Significance of the Study ......................................................... 6

CHAPTER II : THEORETICAL FRAMEWORK

A. Collaborative Learning

1. The Concept of Collaborative Learning ......................... 7

2. The Technique of Collaborative Learning ...................... 8

3. Teacher’s Role in Collaborative Learning ...................... 11

B. Think Pair Share

1. The Concept of Think Pair Share ................................... 12

2. The Characteristic of Think Pair Share .......................... 13

3. The Advantage of Using Think Pair Share in Learning

English………………………….................................... 13

C. Reading

1. Definition of Reading ..................................................... 15

2. Kinds of Reading ............................................................. 16

3. Purpose of Reading ........................................................ 17

vii

D. Descriptive Text

1. Definition of Descriptive Text ....................................... 19

2. Purpose of Descriptive Text .......................................... 20

3. Structure of Descrriptive Text ....................................... 20

4. Grammatical Feature of Descriptive text ...................... 21

E. The Steps of Think Pair Share in Teaching Reading............... 21

F. Previous Studies ........................................................................ 22

G. Theoretical Thinking ................................................................ 25

H. Descriptive Hypothesis ............................................................. 26

CHAPTER III : RESEARCH METHODOLOGY

A. Place and Time of the Study .......................................................... 27

B. Method of the Study ...................................................................... 27

C. Population and Sample .................................................................. 28

D. Technique of Data Collection ........................................................ 28

E. Technique of Data Analysis ........................................................... 30

F. Statistical Hypothesis .................................................................... 31

CHAPTER IV: RESEARCH FINDING

A. Data Description

1. The Data of Experimental Class .......................................... 33

2. The Data of Controlled Class............................................ 34

B. Data Analysis ............................................................................... 36

C. Test of Hypothesis ....................................................................... 42

D. Data Interpretation ....................................................................... 42

CHAPTER V: CONCLUSION AND SUGGESTION

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

B. Suggestion ................................................................................. 44

viii

REFERENCES.................................................................................... 46

APPENDICES.................................................................................... 48

ix

LIST OF TABLES

Table 4.1 The Score of Pre-Test and Post-Test of Experimental Class ...... 33

Table 4.2 The Score of Pre-Test and Post-Test of Controlled Class .......... 34

Table 4.3 One-Sample Kolmogorov-Smirnov Test ................................... 36

Table 4.4 Descriptive Statistics ................................................................... 38

Table 4.5 The Result of Comparison of the Experimental Class and

Controlled Class ......................................................................... 39

x

LIST OF APPENDICES

Appendix 1 Instrument: Pre-test and Post-test ................................................ 48

Appendix 2 Lesson Plan of Experimental Class ............................................. 54

Appendix 3 Lesson Plan of Controll Class ..................................................... 70

Appendix 4 Critical Values of Ft .................................................................... 86

Appendix 5 Validities Result Anates ………………………………………. 87

Appendix 6 Kisi-Kisi Soal Pre-Test dan Post-Test ……………………….... 89

1

CHAPTER I

INTRODUCTION

A. Background of the Study

Language is one characteristic which is owned by human beings and it

is very important to note that the human culture will not exist without

language. Language is the way people communicate to one another. People

from over the world can communicate by using international language; one of

the international languages is English. As Richards and Rogers said that

today, English is the world’s most widely studied foreign language. 1

English is an international language and it is used to communicate and

interact with other people in the world that has different background nation

and language. That is the reason why English has important roles in every life

aspect. This situation is also affects the education in Indonesia. English

became one of foreign languages taught in Indonesian school. In fact, English

is a subject taught from kindergarten to university. The Indonesia government

has a priority in English to be developed and learned. They establish the

objective in learning English based on the students’ grade. Based on the

curriculum KTSP 2006, the purposes of English in SMP/MTs are students

should able to develop their competence in communication in written and oral

way to achieve the functional literacy; they also have an awareness of the

nature and importance of English to improve the nations’ competitiveness in

the global society and develop their understanding of the interrelationship

between language and culture. 2

To achieve those English teaching purposes above, students were

taught four basic language skills in English such as listening, speaking,

reading and writing. In this research, the writer tends to focus in reading skill.

Being able to read English is important because there are many kinds of

1Jack C Richards and Theodore S. Rogers, Approaches and Methods in Language

Teaching, (New York: Cambridge University Press, 1986), p.1. 2Dr. E. Mulyasa, M. Pd, Kurikulum Tingkat Satuan Pendidikan (Jakarta: Badan Standar

Nasional Pendidikan, 2006), p.91.

2

books and information in English. Having this skill students are also able to

broaden their knowledge by reading many kinds of English text. They can

develop their knowledge and get many kinds of information concerning to

their studies through reading academic books, newspaper, magazine,

advertisement and several written language from the internet. By reading,

students are not only get the information or pleasure but also can get new

vocabularies that can be used in writing, speaking, reading and listening. So,

students can enhance their language skill by reading.

According to Harmer, reading is an activity which dominated by the

eyes and the brain. The eyes receive messages and the brain then has to work

out the importance of these messages.3 In other word, reading is a process of

transferring information from the text then our brain will process it and

conclude what the text tells about.

According to the National Council of Teachers of English (NCTE)

Commission on Reading (2004),

“Reading is a cognitive process which has certain purpose in which

readers at the same time use their knowledge spoken and written

language, their knowledge of the text, and their knowledge of their

culture to get meaning. Reading is not a skill that access once and for

all in the primary grades, but rather a development process. A readers’

competence continues to grow through engagement with various types

of texts and wide reading for various purposes over a life time.”4

Based on the KTSP syllabus, the aims of teaching reading is

understanding the meaning of written functional text and simple short essay

in descriptive and recount that relating to the environment. It can be said that

the text taught at the second grade of junior high school in the first semester is

descriptive text and recount text. The writer focuses on the descriptive text

because the students are not understood yet about the descriptive text.

According to Ploeger, description is a development method used to explain

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

1996), p.190. 4Randi Stone, Best Practices for Teaching Reading, (USA: Corwin Press, 2009), p.85.

3

physical items or objects that have concentrate, touchable feature.5 In other

word, description is a writer’s way to explain something which apparent and

can be held and usually has characteristics like color, shape, weight, size,

taste, etc.

In Indonesia, as non-English speaking country, it will be more

difficult for students to comprehend the text in English because its not their

native language. Therefore, sometimes students get confuse in reading

descriptive text because of the unfamiliar vocabularies and the difficulty of

structure that are used in the text. It slows their reading activity meanwhile

the learning time is limited. So they can often use a dictionary.

Based on the writer’s experience at the eight grade of SMP Islam Al-

Fajar when she did Praktek Profesi Keguruan Terpadu (PPKT) during the

teaching of descriptive text in the classroom, the students’ way of thinking

during reading was unorganized and they did not know how to comprehend

the whole content of the text. The writer has also observed the way that

teacher teaches reading to their students. The teacher just asked the students

to read the passages from the beginning until the end of the text. Then, they

discussed it together and answered the questions. This method created

students’ boredom. It decrease the students interest in reading. The student

just read without knowing why they read the material given and what

elements they should look for. They did not know what the important

elements in the text. At the end of reading activity, they could not even tell

other students about what they have already read. It means that they read

without setting a purpose. So, after reading the materials, students got nothing

and did not comprehend the text. Meanwhile, the objective of the reading

class is that students should comprehend the text at the end of the lesson.

The problem occurred in this research there are; the students get

difficulty of understanding of the text, then they lack of vocabularies of

English language, and also students disinterested in reading English.

5Katherine M. Ploeger, Simplified Paragraph Skills, (Illinois: NTC Publishing, 1999),

p.241.

4

According to Nunan, collaborative learning is a model of language. It

provides a class environment and development learner’s social and learning

skills.6 In another word, collaborative learning is the activity in which

students work together and solve together the problems.

Collaborative learning gives many benefits for students in learning

including descriptive reading. The students can interact and share their ideas

with their group and work together to solve a problem. Besides, the students

can complete a task or accomplish a common goal. The important aspect for

this technique is avoiding the student’s boredom and ignoring the lesson or

even sleeping. One of the techniques in collaborative learning is Think Pair

Share (TPS) strategy.

Then, the writer choose Think Pair Share technique in her research;

this technique is hoped to be an effective way to make condition of classroom

discussion has more time to think, to respond and to help each other in pairs.

It means that students can work together with their partner and make the

classroom condition more enjoyable.

Based on the explanation above, the writer hopes that students can

apply and practice this technique in teaching and learning of descriptive text

easily. Moreover, the influence of TPS teaching is not merely to help students

increase their achievement in reading skill but also can build a good rapport

between one student and other students through working collaboratively in

figuring out the matters encountered as the English learning takes place.

Based on the explanation and the reason above, the researcher wanted

to conduct a research entitled:

“The Effectiveness of Using TPS (Think Pair Share) Towards

Students’ Reading Comprehension of Descriptive Text at the Eight Grade of

Al-Fajar Islamic Junior High School.”

6David Nunan, Collaborative Language Learning and Teaching, (Great Britain:

Cambridge University Press, 1992), p.120.

5

B. Identification of the Problem

Based on the background of the study that has describe above, the writer

identified some problems in SMP Islam Al-Fajar, those problems are:

1. It is difficult for students to comprehend the whole content of the text

because they feel unfamiliar with the vocabularies and also because of

they think English is a foreign language.

2. It is difficult for students to understand the meaning of the text because the

students difficulty of structure that used in the text.

3. Students are lack of interest in reading.

C. Limitation of the Problem

According to the background of the study that showed, think pair share

technique would be very helpful in SMP Islam Al-Fajar to solve students’

problem in reading comprehension. The writer focused this study on the

effectiveness of think pair share toward students’ reading comprehension of

descriptive text.

D. Formulation of the Problem

Based on the description above, the writer formulates the problem of the

research as follow: is think pair share technique effective toward students’

reading comprehension of descriptive text at the eighth grade of SMP Islam

Al- Fajar, Pamulang?

E. The Objective of the Study

The objective of the study is to find empirical factual data concerning the

usage of think pair share technique in teaching reading comprehension of

descriptive text at the eighth grade students of SMP Islam Al-Fajar in order to

see whether or not the using think pair share technique is effective toward

students’ reading comprehension.

6

F. Significance of the Study

The result of this study is expected to provide useful information as follows:

1. For Writer

This study is expected to give the new information to the writer about how

to teach reading by using think pair share.

2. For English Teachers

The result of this research is expected to provide useful information about

a technique that used for the English teacher to improve the students’

reading comprehension and it is hoped to be applied in teaching learning

process.

3. For Students

The result of this research is expected to be a useful input for the students

to encourage them to master and improve the students’ reading

comprehension.

4. For Further Researcher

The study is expected to give new knowledge as basic consideration and

information for the further researcher to do the better research of teaching

and learning class doing a further researcher

7

CHAPTER II

THEORETICAL FRAMEWORK

A. Collaborative Learning

1. The Concept of Collaborative Learning

Collaborative learning is not new phenomena. It has been

discussed among the experts, practitioners and decision make in language

education. Collaborative learning offers way to organize group work to

enhance learning and to increase academic achievement.

Collaborative learning has several names as Barbara Gross Davis

quoted from Johnson, and Smith they say that various names has been

given to this from teaching, and there are some distinctions among there;

cooperative learning, collaborative learning, collective learning, learning

communities, peer teaching, peer learning, term learning, study circles,

study group, and work groups.

Meanwhile, David Nunan said that collaborative learning is model

of language. It provides a class environment and development learner‟s

social and learning skills.1

Similarly, Diane- Larsen Freeman elaborated the collaborative

learning involves students learning distinctive; it is way that students learn

how to learn effectively. 2

Based on explain above that collaborative learning is a situation in

which two or more people learn something together. Most specifically,

collaborative learning is based on the model that knowledge can be created

within a population where numbers actively interact by sharing

experiences and takes on asymmetry roles.

The essence of the term „collaborative‟ is to labor together, not

with a sense of hard toil we hope, but with a sense of creating something

1David Nunan, Collaborative Language Learning and Teaching, (New York: University

Press, 1992), p.120. 2Diane Larsen- Freeman, Techniques and Principle in Language Teaching, (New York:

Oxford University Press, 1992), p.164.

8

greater between us than would have been achieved separately. Based on

Watkins, these are two main characteristics of collaboration:

a) During collaboration something new is created that could not have

been created otherwise.

b) Collaboration takes place when all the participants can contribute to

a new shared product. 3

2. The Technique of Collaborative Learning

There are some class activities that use collaborative learning. As

quoted from internet and the book there are eleven kinds activity.

There are jigsaw, think pair share, three step interview, round

robin brainstorming, three minute view, number head, and team

pair solo, circle the sage, partners, formulate- share- listen- create,

and reciprocal teaching.

a) Jigsaw

Group with five students are set up. Each group members is

assigned some unique materials to learn. And to help in the

learning students across the class working on the same sub-section

get together to decide what is important and how to teach it. After

practice in the group expert, the original group‟s reform and

students teach each other. Test or assessment follows.

b) Think Pair Share

Involve three steps collaborative learning. The first step individual

pair up during the second step and exchange thoughts. In the third

steps, the pairs share their responses with other pairs, other teams,

or the entire group.

c) Three- Step Interview

Each number of a team chooses another member to be a partner.

During the first step individual interview their partners by asking

3Christ Watkins, Eileen Carnell and Caroline Lodge, Effective Learning in Classroom,

(London: Paul Chapman Publishing, 2007), p.88.

9

clarifying questions. And the second steps partner the roles. For

the final step, member share partner‟s response with a team.

d) Round Robin Brainstorming

Class divided into small group (4 to 6) with one person appointed

as the recorder. A question is posed with many answers and

students are given time to think about answers. After the „thinking

time‟, members of the team share responses with one another

round robin style. The recorded writes down the answer the group

members. The person in the group in order gives an answer until

time called.

e) Three Minutes Review

Teachers stop any time, during a lecture or discussion and give

teams three minutes to review what has been said, ask clarifying

questions or answer question.

f) Numbered Heads

A team four is established. Each member is given number 1, 2, 3,

and 4. Question is asked for the group. Group work together is to

answer the question so that all can verbally answer the question.

Teacher calls out a number (two) and each two is asked to give the

answer.

g) Team Pair Solo

Students do problems first as team, then with a partner, and finally

on their own. It is designed to motivate students to tackle and

succeed at a problem which initially are beyond their ability. It is

based on a simple notion of mediated learning. Students can do

more things with help (meditation) then they can do alone. By

allowing them to work on problems they could not do alone, first

as a team and then with a partner, they progress to point they can

do alone that which at first they could do only with help.

10

h) Circle The Sage

First the teacher polls the class to see which students have a

special knowledge to share. For example the teacher may ask who

in the class was able to solve a difficult math homework question,

who had visited Mexico, who knows the chemical reactions

involved in how salting the streets help dissipate snow. Those

students (the sage) stand and speared out in a room. The teacher

then has a rest of the classroom each surround a sage, with no two

members of the same team going to the same sage. The sage

explains what they know while classmates listen, ask question, and

takes notes. All students then return to their team. Each in turn,

explains what they learned. Because each one has gone to a

different sage, they compare note. If there is disagreement, they

stand up as team. Finally, the disagreements are aired and

resolved.

i) Partners

The class is divided into terms of four. Partner moves to one side

of the room. Half of each team is given an assignment to master to

able to teach the other half. Partners work to learn and can consult

with other partners working on the same material. Teams go back

together with each set of partners teaching the other set. Partners

quiz and tutor teammates. Team review how well they learned and

taught and how they might improve the process. 4

j) Formulate- Share- Listen- Create

Formulate your answer to the question individually

Share your answer with your partner

Listen carefully to your partner‟s answer. Note similarities and

differences in your answers.

Create a new answer that incorporates the best of the ideas. Be

prepared to present your answer if called upon.

4 http:// edtech.kennesaw.edu/intech/cooperativelearning.htm.7

th 2011

11

With this building block of pairs, a variety of structures is

available. In a structuring practice which developed from research

into helping with literacy, an important shift occurred from teacher

setting the questions to pupils generating them.

k) Reciprocal Teaching

Question : about the content of the text, re-reading where

needed

Summarize : to identify the gist of what has been read and

discussed

Clarify : concepts or phrases which unfamiliar or a source

of confusion

Predict : the next part of the text

In early versions of this practice a teacher might demonstrate an

example of this style of conversation, and then in pupil pair would

act as the teacher for the discussion. 5

3. The Teacher’s Role in Collaborative Learning

a. The teacher as a facilitator

The teacher provides guidance and assistance for the students. The

teacher helps students to understand the materials and develop their

skill. Vygotsky suggest that the teacher acts as a facilitator and

provides assistance that can help students develop their language and

cultural skills. 6 Teacher is prepared to step aside to give the learner a

more meaningful role. Effective facilitators are prepared to intervene

and to assist in the problem-solving process. They support and

encourage learner‟s desire to learn.

5Christ Watkins, Eileen Carnell and Caroline Lodge, Effective Learning in Classrooms

(London: Paul Chapman Publishing, 2007), p.94-95. 6 Rebecca L. Oxford, Cooperative learning classroom, collaborative learning, and

interaction; three communication strands in the language classroom. The modern language journal,

vol. 81 No. 4 1997, p.448.

12

b. The teacher as an observer

Observation is an integral part of the teaching learning process. There

is an opportunity for teacher to observe the students in teaching

process.

c. The teacher as a creator

Key for a successful collaborative learning classroom re found in

creating the social climate, setting goals, planning, and structuring the

task, establishing the physical arrangement of the classroom, assigning

student to group and roles, and selecting materials and time.

B. Think Pair Share

1. The Concept of Think Pair Share

The Think Pair Share is a collaborative learning strategy that has

been used in various classrooms over many years. From early childhood to

adulthood, it is known that Think Pair Share is a good way to create

discussions as well as allow for individual thinking. The low-risk learning

strategy of think pair share was first developed by Professor Frank Lyman

and associates at University of Maryland in 1981. He used it to encourage

student classroom participation.

Lyman is an expert in collaborative learning and critical thinking.

He is known for many innovations that have impacted upon teacher

education as well as curriculum and instruction. Think pair share has been

one of his most internationally utilized cooperative learning techniques.

Since its invention, it was adopted by many other writers in the

collaborative learning field. Think pair share was designed to give students

the opportunity to process information, formulate ideas (develop thinking)

and then share thoughts with others (communication). 7

Collaborative learning is a philosophy: working together, building

together, learning together, changing together, and improving together. It‟s

a philosophy that fits today‟s globalized worlds. If different people learn to

7Frank Lyman, Instruction Strategies Online: What Is Think Pair Share

http://www.eazhull.org.uk/nlc/think,_pair,_share.htm/, 21st January 2014

13

work together in the classroom, then I believe they will become better

citizens of the world. It will be easier for them to interact positively with

people, who think differently, not only on a local scale, but also world-

wide. 8

According to explained above that think pair share technique is a

great strategy because of quick, efficient way it can be used in the

classroom. It does not take a significant amount of preparation time to set

up the actual environment.

2. The Characteristic of Think Pair Share

The principle of characteristic of think pair share is three steps. There are:

1) Think. The teacher provokes students‟ thinking with a question or

prompt or observation. The students should take a few moments

(probably not minutes) just to THINK about the question

2) Pair. Using designated partners (such as with Clock Buddies), nearby

neighbors, or a desk mate, students PAIR up to talk about the answer

each came up with. They compare their mental or written notes and

identify the answers they think are best, most convincing, or most

unique.

3) Share. After students talk in pairs for a few moments (again, usually

not minutes), the teacher calls for pairs to SHARE their thinking with

the rest of the class. She can do this by going around in robin robin

fashion, calling on each pair; or she can take answers as they can call

out (or as hands are raised). Often, the teacher or a designated helper

will record these responses on the board or on the overhead.9

3. The Advantages of Using Think Pair Share in Learning English

The think pair share technique is believed to be useful in the English

learning and teaching process. First, according to Adu-Gyamfi et al, there are

8NicoWiersema, How Does Collaborative Learning Actually Work In A Classroom And

How Do Students React To It?http//www.londonmet.ac.uk/delibetaions/collaborative-

learning/wiersema.cfm/, 21st January 2014

9Lyman, Think Pair Share, http//www.readingquest.org/strat/tps.html/, 21st january 2014

14

a number of advantages of using think pair share technique in the learning

process consisting of:

a. Collaboration is prodded

The think pair share technique facilitates the classroom atmosphere to be

more sociable and tolerable; in this case, the classroom situation makes the

students to work in a team to attain a certain goal.

b. Self-esteem and participation is increased

Through think pair share technique, students can feel more confident

because there is a partner who accompanies them to clarify as well as

confirm their ideas.

c. Understanding of concepts is deepened

Due to the time available to think independently of materials, the students

can have deeper understanding of the materials learnt. Besides, any fruitful

and broad ideas of the materials learnt can be obtained as a result of the

students who work together with their partners.

d. Misunderstandings can be exterminated quickly

Because the students are asked to work together and share their ideas with

their partners, the teacher or instructor may provide them more inputs and

feedbacks that dispel the misinterpretations, errors, and confusions before

the independent practice is started.10

In addition, there are some other benefits associated with using think pair

share technique in the learning and teaching process as follows:

a. Providing “think-time” increases quality of student responses

b. Students become actively involved in thinking about the concepts

presented in the lesson

c. Research tells us that we need time to mentally “chew over” new ideas in

order to store them in memory

10

Kwaku Adu-Gyamfi, et al., Instructional Strategy Lessons for Educators Secondary

Education (ISLES-S), Grouping: Think Pair Share, Jigsaw, (East Carolina University: Teacher

Quality Partnership Grant Program of the U.S. Department of Education, Office of Innovation and

Improvement, 2014), p. 12.

15

d. When student talk over new ideas, they are forced make sense of those

new ideas in terms of their prior knowledge

e. Students are more willing to participant since they do not fell the peer

pressure involved in responding in front of the whole class.11

C. Reading

1. Definition of Reading

Reading is one of the four skill components; it is an important

element that cannot be separated from each other in language learning

process, and since English as foreign language should be learn and master

on it. Reading is an activity or process in getting information. Reading

involves the interaction because it is one of skill which are highly

connected with someone language ability. When people read they

construct and look for meaning based on their own perception to them.

Reading is one important aspect in teaching English, besides

listening, speaking and writing. There are many reasons why to get

students to read English text is important part of teacher‟s job. Many of

them want to be able to read text in English either for their careers, for

study purposes or simply for pleasure. Reading text also provides

opportunities to study language: vocabulary, grammar, punctuation, and

the way we construct sentences, paragraph, and text. Good reading text

can introduce interesting topics, stimulate discussion, and excite

imaginative responses and fascinating. 12

When someone read a text but he or she does not understand what

he or she read, that is not reading. But the opposite, reading is about the

understanding. As Nuttall stated, reading is not about analyze the code

identify or articulate speak pronounce but focus on translate the meaning.

From all definition above, it can be concluded that reading is an

activity to understand the printed language. It is not only how to get the

11

Instructional Strategies Online, http//olc.spsd.sk.ca/DE/pd/instr/strats/think/index.html 12

Jeremy Harmer, How to Teach English: an Introduction to the Practice of English

Language Teaching, (Longman, 1998), P.88.

16

meaning but also how the reader can understand the writer‟s idea.

Understanding is central to the process of reading. Reading is physical

process since there is physical activity, for example an eye movement

when reader reads the passage, meanwhile comprehension is a mental

process. Comprehension will not be founded on the printed passage, but in

the mind of reader who reads the discourse.

2. Kinds of Reading

There are two kinds of reading, extensive and intensive.

a. Extensive reading

Extensive reading is one kind of which function is to find some

information from the text without asking some helping sources such as

dictionary or others; they would find their definition from the whole

text by their ability of reading.

One of the fundamental condition of successful extensive

reading program is that student should read material which they can

understand. If they are struggle with to understand word, they can

easily reading for pleasure.

Extensive reading generally involves rapid reading of large quantities

of material or longer reading (e.g. whole book).

The function of extensive reading is to take the general understanding

from a text. the reader has to read content for meaning.

b. Intensive reading

Intensive reading is also called close reading means that when

a reader read a short passage he/she must give attention into all the

choice the writer has made in i.e. content of reading text, vocabulary,

and organization.

Intensive study of reading texts can be means of increasing

learners‟ knowledge of language features and tehir control of reading

17

strategies. It also can improve their comprehension skill. It fits into the

language focused learning strand of course. 13

If we are teacher something that we need to tell student is

exactly what their reading purpose and gives them instruction about

how to achieve it, they would be asked to find out some information

they could take.

The activity that is done in this type of reading is divided into

some activities such as; predicting, comprehension, main idea,

organization of structure, scanning, skimming, academic reading,

reading rate, literature, and assessment/ evaluation, etc.

3. Purpose of Reading

Good readers should set their purposes in their reading. Purpose of

reading helps the readers focus on information, consequently such

purposes are most effective when establish before a selection read.

Afterward, the stated purpose can be used as a basis for discussion to

determine whether the reader has achieved his goal. As Jo McDonough

and Christopher show quoted from william that usefully classifies reading

into:

a. Getting general information from the etxt

b. Getting spesific information from the text

c. For pleasure or for interest.14

From the statement McDonough stated there are two basic

purposes of reading activity, reading for information and for pleasure.

Reading for information is usually used in reading task it is

probably seen as a type of reading ability. Readers read because they have

to read. It includes the materials such as: non fiction, sciences, social

studies, articles, and mannual instruction, etc. Readers scan to locate

13

I.S.P. Nation, Teaching ESL/EFL Reading and Writing, (UK: Routledge, 2009), p.25. 14

Christine Nutall. Teaching Reading Skills, (Great Britain: The Bath Press: 1996), p. 2-4.

18

spesific information in a text and skim to extract general information form

it. Therefore, the teachers have to match reading skill to reading purpose.

Reading for pleasure is used in reading activity as a hobby. It is

different from reading for information because reader just reads the

materila for fun and they enjoy it, they read because they want to read

there is no pressure. The materials are like a novel, short story, etc.

Different people have different classification of the purposes, as Jo

McDonough and Christopher Shaw quoted from Rivers and temporally list

the following example of some of the reasons that students may need or

want to read:

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

about some topic.

b. To obtain instruction on how to perform some task for our work on

daily life

c. To keep in touch with friends by correspondence or to understand

bussiness letters.

d. To know when or here something will take place or what is available

e. To know what is happening or has happened (as reported in

newspaperd, magazines, reports).

f. For enjoyment or excitement. 15

D. Descriptive Text

Descriptive describe how something looks (a place, a thing, a person,

etc). A descriptive is a verbal picture of person, place or object. Thus, a

descriptive essay describes a person, place, or object. When the writer

describes someone or something, he or she has to do it as clear as real as

possible. He or she can do it by observing and recording spesific details of

person, place or object that attract the reader‟s sense.

15

Jo McDonough and Christopher Shaw, Materiasl and Methods in ELT: a Teachers

Guide, (Massachussets:Blackwell Publishing Ltd, 2003), 2nd Edition, p.90.

19

1. Definition of Descriptive Text

Descriptive text is a text that describes the characteristic of

something like person, place or thing. Before we talked about descriptive

text, it is necessary to know what the text itself. According to Anderson,

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

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

of conveying a message. 16

it can be said text is words that has function to

communicate which created by speaker or writer to inform a message.

Anderson and anderson defined that the descriptive text is kind of

text that describes a particular person, place or thing. 17

usually,

description is based on a writer‟s own experience, also possible for the

description to be partly or totally from the writer‟s imagination, as in

works of fiction. A writer may also retell someone else‟s experience, also

uses details and precise word choices to make the writing vivid. A careful

choice of nouns and verbs gives the reader an accurate mental picture.

Meanwhile, according to Oshima, descriptive text tells about the

senses how something looks, feels, smells, tastes, and sounds. 18

in

description, the writer take a sense or an object captures it in language.

That is, she or he organize the detail of the object or sence they wish to

describe in the way will most effectively convey the image. To be

effective, written description can also be orientation from the general to

spesific or from spesific to the general.

In sum up, descriptive text is a text which describes something and

includes of the characteristic of something. It tells the readers with detail

information that can be help them to imagine and to describe in thier mind

about what the content of the text.

16

Mark Anderson and Katherine Anderson, Text Types in English 3,(Sellanor: Macmillan

Education Australia PTY LTD, 1998), p.2. 17

Ibid., p.26. 18

Alice Hoshima and Ann Hogue, Introduction to Academic Writing, 2nd Edition, (New

York: Pearson Longman, 2007), p.50.

20

2. Purpose of Descriptive Text

Based on definition of the descriptive text before, the purpose of

descriptive text is to present the reader with read a picture of a person,

subject, or setting. Lila Fink that although description is sometimes used

alone, it more often appears in connections with one of the other types of

writing-exposition, narration, or persuasion.

In addition, according to Barbara, there are purposes for

description:

First is to entertain the readers with their humorous column of

magazine or newspaper and then to express feeling when people want to

share their good times, for example when they travel around the sea, then

they try the local cuisine, and interesting people they encounter. Also to

relate experience to the readers, which is the purpose is to share feeling.

Then, people often use description to inform a reader. For example, the

public relations of school make a description of school activity,

environment, and teaching learning activity, etc. Description can also be

an important component of writing meant to persuade. Because well

written description can move a reader‟s emotions, it is often used to

convince a reader think or act a particular way19

3. Structure of Descriptive Text

General structure is the part of explaining the descriptive text to

identify the object. In descriptive text, the first general structure is

introduction and the second is description. In introduction, the writer

identifies the phenomenon to be described, and then they describe the

features of the object in description part.

In addition, Anderson said that description has specific

characteristic in opening paragraph which introducing the subject of the

description, then followed by a series of paragraphs each describing one

feature of the subject. There can also be a final concluding section that

19

Barbara Fine clouse, Patterns for a purpose, (New York: McGraw-Hill, 2003), p. 102

21

signals the end of the description. 20

it can conclude that descriptive

consist of two general structures which are introduction to introduce the

object and description to explain the features of the object one by one and

the last is make a summary about the object.

4. Grammatical Feature of Descriptive

In descriptive text, the writer can describe about person, place, and things.

According to Buscemi, she divided the grammatical features of descriptive

text into two types;

a. In describing place and things; using proper noun, using effective

verbs, and including action and people in the description of a place.

b. In describing people; using physical appearance, action, behaviour, and

the writer also need to ask someone about the subject‟s personality,

lifestyle, morals, disposition and so on.21

Then Anderson stated there are three grammatical features of

descriptive like; verbs in the present tense; adjectives to describe the

feature of the subject and topic sentences to begin paragraphs and

organize the various aspects of the description. 22

To sum up, the grammatical features that the writer used for describing

person, place and things are effective verb, proper and spesific noun,

adjective and action.

E. The Steps of Think Pair Share in Teaching Reading

There are some steps of using think pair share technique in teaching reading,

as follows:

1. With the students seated in teams of 4, have them number them from 1

to 4.

20

Mark Anderson and Kathy Anderson, Text Types in English 3, (Sellanor: Macmillan

Education Australia PTY LTD, 1998), p.26. 21

Santi V. Buscemi, A Reader for Developing Writers, (New York: McGraw-Hill, 2002),

p.267-307 22

Anderson, op. cit., p.26.

22

2. Announce a discussion topic or problem to solve

3. Give students at least 10 seconds of think time to THINK of their own

answer. (Research shows that the quality of student responses goes up

significantly when you allow “think time.”)

4. Using student numbers, announce discussion partners. (Example: for

this discussion, student #1 and #2 was partners. At the same time,

students #3 and #4 will talk over their ideas.)

5. Ask students to PAIR with their partner to discuss the topic or

solution.

6. Finally, randomly call on a few students to share their ideas with the

class.

F. Previous Studies

The writer has found some relevant studies which related to this

research. First, a journal by Dr. Tiur Asih Siburian, from Faculty of

Languages and Arts Universitas Negeri Medan, and the title of the research is

“Improving Students’ Achievement On Writing Descriptive Text Through

Think Pair Share”. The subject of the research were students grade VIII of

Junior High School. She used action research method in her research. in this

research, the data was collected by qualitative and quantitative approach.

quantitative data was collected by administrating composition text and

qualitative was one research method that was describing the situation and the

event. Observation result showed that the students gave their good attitudes

and responses during teaching and learning process by applying the

application of TPS (Think Pair Share) method. questionnaire and interview

report showed that students agree that the application of TPS (Think Pair

Share) method had helped them in writing descriptive text. it can be conclude

23

that the students‟ achievement is improved when they are taught by TPS

Method.23

In addition, The Effect of Think Pair Share Technique on the English

Reading Achievement of the Students Differing Achievement Motivation at

Grade Eight of SMPN 13 Mataram is the next relevant study associated with

the present study. It was conducted by Afan, Marhaeni, and Dantes. The

sample encompassed 80 students taken from the four classes at the eighth

grade of SMPN 13 Mataram academic year 2012/2013 which were determined

through cluster random sampling technique. The four classes were divided

into two groups, i.e. experimental and controlled groups. The design used was

experimental research with the post-test only, control group design. In this

study, the students included into experimental group were given think-pair-

share technique treatment while those who were in the controlled group just

learn reading through a conventional technique. The instruments used covered

a questionnaire gauging the students‟ motivation in terms of reading and an

achievement test measuring the students‟ achievement in reading. The

findings revealed that a significance difference in English reading

achievement between students taught by think-pair-share technique and those

taught by using a conventional technique. In this case, the students who

obtained the think-pair-share technique outperformed the students who did not

receive the treatment. Also, an significance interaction between the think-pair-

share technique applied, reading achievement and the students‟ motivation. 24

Moreover, The Influence of Cooperative Learning (Think Pair Share

Technique) in Teaching Descriptive Writing which was conducted by Sari is

the next relevant study associated with the present study. Its objective was to

investigate whether there was a significant difference between students‟

23

Tiur Asih Siburian, Improving Students‟ Achievement on writing Descriptive Text

Through Think pair Share, International Journal of Languagae Learning and Applied Linguistics

World (IJLLALW), 3, 2013, p. 30.

24

M. Afan, A. A. I. N. Marhaeni, N. Dantes, The Effect of Think Pair Share Technique on

the English Reading Achievement of the Students Differing Achievement Motivation at Grade

Eight of SMPN 13 Mataram, e-Journal Program Pascasarjana Universitas Pendidikan Ganesha, 1,

2013.

24

achievement in learning writing descriptive text through cooperative learning

method and through conventional method. The sample covered 68 students at

the tenth grade of SMAN 2 Kabupaten Tangerang. A quasi experimental

method was employed in this study in which there are two classes, i.e.

experimental and controlled classes. This study applied pre-test and post-test.

The students who were in the experimental class got think-pair-share method;

whereas those who were in the controlled class were only given conventional

method as they were learning descriptive text. The findings arrive at a

conclusion that a significant difference was found between the students who

obtained the think pair share method treatment and those who learn writing

descriptive text with a conventional method. In this case, the students who

obtained the think pair share treatment had better score in writing descriptive

text than those who learn it conventionally.25

Another relevant study by Kathleen Sipos Trent, from Louisiana State

University with the title of the research was “The Effect of Peer Instruction

Technique Think Pair Share on Students’ Performance in Chemistry”. The

students involved in this study were academic-level chemistry students at East

St. John High School. the researcher used experimental method, and devided

into two group, control and experimental group. Both the control and

experiment was taught by lecture from Powerpoint, notes, and hands-on

activities at first meeting. then students were given a practice problem similar

to the examples to work on thier own. when the students were taught how to

write and balance chemical equations, the control group was not instructed to

use Think Pair Share. Examples and practice problems were worked

independently. The experimental group used Think Pair Share to work

examples and practice problems. to determine if Think Pair Share improved

students‟ performance in chemsitry, the result from the control and the

experimental groups were compared. and the result showed that there were

distinction between control and experimental group. both control and

25

Ratna Sari, “The Influence of Cooperative Learning (Think Pair Share Technique) in

Teaching Descriptive Writing,” a Skripsi of Syarif Hidayatullah State Islamic University, Jakarta,

2014, unpublished.

25

experiment were improved, but the result of experimental group more increase

than control. and the conslusion is that Think pair Share effective to teach

chemistry and its improve students achivement. 26

To clarify and confirm the position of the present study with the

relevant studies discussed above, the difference and similarity between the

present study and those relevant studies are discussed. First, in terms of the

variables used, the present study is partially similar to the studies conducted

by Siburian and Sari who investigated think pair share technique as the

independent variable, but in terms of the dependent variable both of the

relevant studies more focus on the writing descriptive text not on the reading

descriptive text. In addition, the present study can also be considered a more

specific study than Afan, Marhaeni, and Dantes‟. Although, the present study

applied the same independent and dependent variables comprising think pair

share technique and reading, the present study is more focused on reading

descriptive text whereas their study is deemed broader since they investigate

reading achievement and they also relate it to motivation. Moreover, the

present study is only similar in terms of the independent variable, i.e. think

pair share, to the study conducted by Trent. Second, in terms of the research

method used, the present study is similar to the studies conducted by Afan,

Marhaeni, and Dantes, Sari, and Trent who applied an experimental research,

but it is different from the study conducted by Siburian who used a classroom

action research as the research method.

G. Theoretical Thinking

According to the theories, reading comprehension is an activity of

understanding and constructing meaning from written language into an

organized way to create representation of the text in reader‟s mind which is

26

Kathleen Sipos Trent, “The Effect of the Peer Instruction Technique Think-Pair-Share

on Students‟ Performance in Chemistry”, A Thesis presented to the Faculty of The Louisiana State

University and Agricultural and Mechanical Collage in Partial fulfillment of the requirement for

the degree of Master of Natural Science in the Interdisciplinary Program in Natural Sciences,

Louisiana, 2013.

26

influenced by several factors such as mastery of basic word skills, the nature of

reading material, the reader‟s background and experience, the reader‟s

understanding of language, the reader‟s purpose or motivation, and the reader‟s

thinking ability. Descriptive text is a text that describes something and includes

the characteristics of something like person, place, or thing. It tells the readers

with detail information that can help them to imagine and to describe in their

mind about what the content of the text. And think pair share is a technique that

was designed to give students the opportunity to process information,

formulate ideas (develop thinking) and then share thoughts with others

(communication).

Think pair share is the technique that approprite to be apply in

teaching reading, because think pair share technique help students to develop

their ideas and they can share their thought about the text that they have read

to another students. The teacher also provokes students‟ thinking with a

question and then students should think for a moment. By doing this, the

students can develop their thinking and also learn how to share the ideas to

another students confidently. Of course this activity attracts them to use their

critical thinking in giving the suggestion that can develop their reading

comprehensiom that finally their feedback can be a benefit in improving their

reading skill.

H. Descriptive Hypothesis

In this research, the hypothesis can be seen as follows:

Think Pair Share is effective to use in teaching reading comprehension of

descriptive text in SMP Islam Al-Fajar.

27

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Study

This research was conducted at the eight grade of SMP Islam Al- Fajar at

Jl. Aria Putra No. 102 Kedaung. The Research was held on November 2014 at

the first semester of the year of the study 2014/2015. SMP Islam Al-Fajar has

an A accreditation and the total students in the academic year 2014/2015 are

253 students.

B. Method of the Study

The method for the research is quantitative research, namely quasi

experimental design which is not random assignment of participants to group.

1 The quantitative data is gained through pre-test and post-test as the

instruments of method of research. The writer used experimental research as

the design of this study to see the effectiveness of using think pair share

toward students’ reading comprehension of descriptive text.

This study was conducted using an experimental design. Experiment is a

procedure for testing a hypothesis by setting up a situation in which the

strength of the relationship between variables can be tested.2 Also, it

establishes possible cause and effect between independent and dependent

variables.

In this research, the writer used the quasi-experiment. A quasi-experiment

design is an experimental design which the variable cannot be randomly

assigned. It is because the interactions of variable with other factors are

possible.3

1Jhon W. Creswell, Educational Research. (Boston: Pearson Eduaction, Inc., 2012), P.

309. 2Ibid., p. 295

3 Prof. Dr. Nana Syaodih Sukmadinata. Metode Penelitian Pendidikan, (Bandung: PT

Remaja Rosdakarya, 2005), p. 59.

28

The writer divided the population into two groups, controlled and

experimental group. The samples were given pre-test and post-test. The

treatment was only given to the experimental group. The result of pre-test and

post-test of both group compared in order to examine whether the treatment

given in experimental group gave more significant effect on students’

descriptive achievement.

C. Population and Sample

1. Population

The population of this study consists of two classes of eight grades at first

semester at SMP Islam Al-Fajar Pamulang in teaching period 2014/2015. The

sample of research of two classes that are VIII A which consist of 32 students

as controlled class and VIII B which consist of thirty 32 as experiment class.

2. Sampling

The sampling technique of this research is Purposive Sampling. This

technique is commonly used because of some reasons; limitation of time,

energy, and cost. Firstly, the writer decided the sample based on the

information of the English teacher about the class, and knowing the average

scores of reading of two classes. For that purposes, the writer took the sample

based on the situation of the class and students that have same characteristics

and ability in learning English.4

D. Technique of Data Collection

1. Test

The test technique was used to see the result of students’ improvement in

their reading comprehension of descriptive text. The test was applied in

experimental and controlled class to find out the score of students’

achievement. The score of the test used as comparison between

experiment and controlled class. The writer conducted the test two times

for both classes. The first was pre-test and the second was post-test. After

4Suharsimi Arikunto, Prosedur Penelitian, (Jakarta: PT Rieneka Cipta, 2011), p. 183.

29

knowing and getting the data, the writer analyzed the data to see the

effectiveness of think pair share to improve students’ comprehension of

descriptive text.

a. Pre-test

Pre-test was applied for experiment class and controlled class and it

was conducted before the technique of think pair share was given. The

purpose of this test is to know wheteher the students as the sample

have the same background knowledge in research variable. The test

used in this pre-test consisted of 25 numbers of questions. The type of

this test was multiple choice test. There are sdescriptive texts in the

test and the students had to answer the questions based on the text of

the questions.

b. Post-test

Post-test was applied also for both classess and it will be conducted

after the treatments were given. The purpose of this test is the test to

find out the growth of the score to measure the effectiveness of using

think pair share to improve students reading comprehension. The test

used in this post-test was multiple choice test which consisted of 25

numbers of questions like pre-test. The descriptive used in this post-

test were same with the descriptive text in pre-test, but the questions

used toward the text given are in the same difficulty level like the

questions used in pre-test.

c. Validity of Instrument

The instrument used in this research is a test. Before the writer applied

this instrument to the students as the sample of this research, this

instrument was tested to another students in the same grade except

students as the sample of this research. But there are some wrong

questions in the book that writer taken from. And also some

inappropriate descriptive text for junior high school. The writer used

Anates software to test the validity of the instrument.

30

E. Technique of Data Analysis

The data which consist of the scores of the pre-test and post-test were

analyzed by using statistical procedure. These analyses constitute the data to

answer the research questions. Before the statistical analysis that was used to

answer the research questions, the data normality and homogeneity were

tested.

The technique of data analysis that is used by the writer in this research is

statistical analysis with t-test formula. It is to test the significant difference of

students reading comprehension score between the experimental class and the

controlled class.

The formula of t-test as follow:

t0 = the value of ‘t’ observation

M1 = mean variable of experimental class

M2 = mean variable of control class

SEM1 = standard error of experimental class

SEM2 = standard error of controlled class

In order to get the calculation of t-test, there are several steps to be taken,

they are as follows:

1. Determining Mean of variable X, with formula:

∑

2. Determining Mean of variable Y, with formula:

∑

3. Determining Standard of Deviation Score of variable X, with

formula:

31

√∑

4. Determining Standard of Deviation Score of variable Y, with

formula:

√∑

5. Determining Standard Error Mean of variable X, with formula:

√

6. Determining Standard Error Mean of variable Y, with formula:

√

7. Determining Standard Error of different Mean of Variable X and

Mean of Variable Y, with formula:

√

8. Determining to with formula:

9. Determining Degrees of Freedom (df), with formula:5

F. The Statistical Hypothesis

The statistical hypothesis of this research can be seen as:

Ho :

Ha :

And then, the creteria used as follows:

5Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,

2006), p. 314.

32

1. If t-test (to) > t-table (tt) in significant degree of 0.01, Ho (null

hypothesis) is rejected. It means that the rates of mean score of the

experimental group are higher than the controlled group. The using of

think pair share is effective toward students’ reading comprehension of

descriptive text.

2. If t-test (to) < t-table (tt) in signifcant degree of 0.01, Ho (null

hypothesis) is accepted. It means that the rates of the means score of

the experimental group are same as or lower the controlled group. The

using of think pair share is not effective toward students’ reading

comprehensiom of descriptive text.

33

CHAPTER IV

RESEARCH FINDINGS

A. Data Description

The data shown in this part were collected from students’ score in pre-test

and post-test of both experimental class and controlled class. The data were

described into two tables. The table 4.1 showed the students’ score and

achievement in experimental class and the table 4.2 showed the students’ score

and achievement in control class.

1. The Data of Experimental Class

Table 4.1

The Score of Pre-Test and Post-Test of Experimental Class

STUDENTS SCORE

GAIN SCORE PRE-TEST POST-TEST

1 44 50 6

2 48 60 12

3 32 46 14

4 36 46 10

5 56 62 6

6 40 58 18

7 48 66 18

8 60 68 8

9 60 70 10

10 60 72 12

11 40 50 10

12 40 52 12

13 40 48 8

14 56 62 6

15 32 46 14

16 56 60 4

17 52 52 0

18 40 56 16

19 64 70 6

20 52 72 10

21 32 44 8

22 64 72 8

34

23 40 58 12

24 24 40 16

25 56 70 14

26 68 76 8

27 56 68 12

28 44 56 12

29 40 50 10

30 60 70 10

31 48 60 12

32 36 44 8

Σ n = 32 Σ X0 = 4251 Σ X1 = 1874 Σ X2 = 330

AVERAGE 47.62 58.56 10.31

MAX 86 76

MIN 42 40

M pre-test = ∑

=

= 47.62

M post-test =∑

=

= 58.56

M gained score = ∑

=

= 10.31

From the description of score in experimental class above, it could be seen

from 32 students in the class, the mean of pre-test was 47.62 and the mean of

post-test was 58.56. So, the writer got the mean of gain score was 10.31. After the

writer giving the treatment using think pair share technique, the writer gave the

students post-test. The data showed in post-test that smallest score was 40 and the

highest score was 76.

2. The Data of Controlled Class

Table 4.2

The Score of Pre-Test and Post-Test of Controlled Class

STUDENTS SCORE

GAIN SCORE PRE-TEST POST-TEST

1 40 44 4

2 44 44 0

35

3 52 58 8

4 36 38 2

5 40 42 2

6 60 68 8

7 60 66 6

8 40 46 6

9 44 46 6

10 36 40 4

11 60 64 4

12 58 62 4

13 60 68 8

14 60 64 4

15 36 40 4

16 36 40 4

17 40 40 0

18 52 58 8

19 36 38 2

20 44 50 6

21 68 74 6

22 48 52 4

23 48 52 4

24 48 54 6

25 68 72 4

26 56 62 6

27 60 66 6

28 36 44 8

29 28 36 8

30 64 64 0

31 32 38 6

32 36 40 4

Σ n = 32 Σ Y0 = 1526 Σ Y1 = 1670 Σ Y2 = 152

AVERAGE 47.68 52.19 4.75

MAX 68 74

MIN 28 36

M pre-test = ∑

=

= 47.68

M post-test =∑

=

= 52.19

36

M gained score = ∑

=

= 4.75

From the description of score in experimental class above, it could be seen

from 32 students in the class, the mean of pre-test was 47.68 and the mean of

post-test was 52.19. So, the writer got the mean of gain score was 4.75. After the

writer giving the treatment using think pair share technique, the writer gave the

students post-test. The data showed in post-test that smallest score was 36 and the

highest score was 74. It can be summarized that the lowest and the highest score

in the post-test were also higher than pre-test.

B. Data Analysis

Before analyzing the data with t-test, the normality distribution and

homogeneity of the data of the experimental class and controlled class are tested

first. The tests of the normality distribution and homogeneity are as follows:

1. Normality Distribution Test

To facilitate the normality distribution test of the data for experimental

class and controlled class, One-Sample Kolgomorov-Smirnov Test of SPSS

program is applied, and the outputs are summarized in Table 4.3 as follows:

Table 4.3

One-Sample Kolmogorov-Smirnov Test

exp.class_

pretest

exp.class_

posttest

cont.class_

pretest

cont.class_

posttest

N 32 32 32 32

Normal Parametersa Mean 47.6250 58.5625 47.6875 52.1875

Std. Deviation 11.28445 10.32672 11.47350 11.95000

Most Extreme

Differences

Absolute .157 .132 .155 .166

Positive .157 .112 .155 .166

Negative -.146 -.132 -.140 -.138

Kolmogorov-Smirnov Z .886 .747 .876 .942

Asymp. Sig. (2-tailed) .412 .632 .427 .338

a. Test distribution is Normal.

37

The outputs of One-Sample Kolmogorov-Smirnov testrepresented in Table

4.3 above are examined based on the following hypotheses:

a. H0: F(x) = F0 (x), the data is normally distributed.

b. Ha: F(x) ≠ F0 (x), the data is not normally distributed.

Meanwhile, the hypotheses above are decided based on the asymptotic

significance (p) with 99% level of confidence (α=0.01) of which criteria are as

follows:

a. If p > 0.01, H0 is accepted.

b. If p < 0.01, H0 is rejected.

The table 4.3 shows that with 99% level of confidence (α=0.01), the scores

of p for experimental class and controlled class in terms of pretest and posttest

obtained are higher than 0.01 (0.412>0.01, 0.632>0.01,0.427>0.01,

and0.338>0.01). Therefore, H0 is accepted. Consequently, the data of

experimental class and controlled class in terms of pretest and posttest are

considered normally distributed.

2. Homogeneity Test

The homogeneity of the data for experimental class and controlled class

are tested through F-test. The F-test is calculated with the following formula:

=

To calculate the F-test above, the variance scores of the data from

experimental class and controlled class are required. In this case, the variance

scores are indicated by the outputs of descriptive statistics from SPSS represented

in Table 4.4 as follows:

38

Table 4.4

Descriptive Statistics

exp.class_

pretest

exp.class_

posttest

cont.class_

pretest

cont.class_

posttest

N Valid 32 32 32 32

Missing 0 0 0 0

Std. Deviation 11.28445 10.32672 11.47350 11.95000

Variance 127.339 106.641 131.641 142.802

With the variance scores (S2) represented in Table 4.4 above, the

homogeneity of pretest and posttestdata by using F-test is calculated. The

calculations are described in details as follows:

a) Homogeneity of Pretest Data

= 1.033 ≈ 1.03

b) Homogeneity of Posttest Data

= 1.339 ≈ 1.34

Next, the results of F scores above are examined with the following

hypotheses:

- H0 : F<Ft

- H1 : F>Ft

Notes:

- H0: the data is homogenous

- H1: the data is not homogenous

With =n-1=32-1=31, and =n-1= 32-1=31, the F table (Ft) score at

99% level of significance (α=0.01) obtained is 2.38 (see Appendix IV). Due to the

fact that the scores of F forpretest and post test data are lower than Ft (1.03<2.38

and 1.34<2.38), H0 is accepted. Therefore, it can be concluded that the pretest and

post data of experimental class and control class are considered homogenous.

39

Because the data of pretest and post-test are normally distributed and

homogenous, the t-test can be conducted. The calculation of t-test is described in

details as follows:

Table 4.5

The Result of Comparison of the Experimental Class and Controlled

Class

Students Experimental

Class (X)

Controlled

Class (Y)

x Y

x2 y

2

(X - MX) (Y - MY)

1 6 4 -4.3 -0.75 18.49 0.56

2 12 -4 1.7 -4.75 2.89 22.56

3 14 8 3.7 3.25 13.69 10.56

4 10 2 -0.3 -2.75 0.09 7.56

5 6 2 -4.3 -2.75 18.49 7.56

6 18 8 7.7 3.25 59.29 10.56

7 18 6 7.7 1.25 59.29 1.56

8 8 6 -2.3 1.25 5.29 1.56

9 10 6 -0.3 1.25 0.09 1.56

10 12 4 1.7 -0.75 2.89 0.56

11 10 4 -0.3 -0.75 0.09 0.56

12 12 4 1.7 -0.75 2.89 0.56

13 8 8 -2.3 3.25 5.29 10.56

14 6 4 -4.3 -0.75 18.49 0.56

15 14 4 3.7 -0.75 13.69 0.56

16 4 4 -6.3 -0.75 39.69 0.56

17 0 0 -10.3 -4.75 106.09 22.56

18 16 8 5.7 3.25 32.49 10.56

19 6 2 -4.3 -2.75 18.49 7.56

20 10 6 -0.3 1.25 0.09 1.56

21 8 6 -2.3 1.25 5.29 1.56

22 8 4 -2.3 -0.75 5.29 0.56

23 12 4 1.7 -0.75 2.89 0.56

24 16 6 5.7 1.25 32.49 1.56

25 14 4 3.7 -0.75 13.69 0.56

26 8 6 -2.3 1.25 5.29 1.56

27 12 6 1.7 1.25 2.89 1.56

40

28 12 8 1.7 3.25 2.89 10.56

29 10 8 -0.3 3.25 0.09 10.56

30 10 0 -0.3 -4.75 0.09 22.56

31 12 6 1.7 1.25 2.89 1.56

32 8 4 -2.3 -0.75 5.29 0.56

∑X = 330 ∑ Y = 148 ∑x = 0 ∑y = 0 ∑x2=49

6.88

∑y2=

174

The formula of T-test was expressed as follows:

The calculation can be seen as follows:

1. Determining Mean of variable X:

∑

2. Determining Mean of variable Y:

∑

3. Determining Standard of Deviation Score of Variable X:

√∑

√

√

4. Determining Standard of Deviation Score of Variable Y:

√∑

√

√

5. Determining Standard Error Mean of Variable X:

√

√

√

6. Determining Standard Error Mean of Variable Y:

41

√

√

√

7. Determining Standard Error of different Mean of Variable X and Mean of

Variable Y, with formula:

√

√ √

√

8. Determining to with formula:

9. Determining Degrees of Freedom (df), with formula:

The value of df 62 at the degrees of significance 1% orttable is 3.227.

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

of t0 or ttest is 3.61 and the degree of freedom (df) was 62. The value of t in the

degree of freedom of 62 and at the degree of significance 1% or ttable of df 62 with

ɑ=0.01 is 3.227.

42

C. Test of Hypothesis

The statistical hypothesis of this research can be seen as:

1. Ho (Null Hypothesis) : Using Think Pair Share is not effective in

teaching reading comprehension of descriptive text

2. Ha (Alternative Hypothesis): Using Think Pair Share is effective in

teaching reading comprehension of descriptive text

And then, the criteria used as follows:

1. If (to) > (tt) in significant degree of 0.01, Ho (null hypothesis)

is rejected.

2. If (to) < (tt) in significant degree of 0.01, Ho (the null

hypothesis) is accepted.

Based on the formula above, the result of the statistic calculation indicated

that the value of = 3.61 and the value of df (degree of freedom) 62 with

significance 1% is 3.227.The result showed that (to) > (tt) (3.61>3.227).

It means that was higher than . Since score in the table is higher than

score obtain from the result of calculating, so the alternative hypothesis

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

D. Data Interpretation

In the description of data, the researcher described the data which had

already taken in both classes clearly. The table 4.1 showed the students’ reading

score in experimental class. From 32 students, mean of pre-test is 47.62 and mean

of post-test is 58.56 then table4.2 showed the students’ reading score in controlled

class. From 32 students, mean of pre-test is 47.68 and mean of post-test is 52.19.

As sudjono stated that if the result of calculation t0(t observation) is

higher than tt (t table), so the null hypothesis (h0) is rejected. It means the

alternative hypothesis (ha) is accepted. Meanwhile, if the result of calculation t0 (t

observation) is lower than tt (t table), so the null hypothesis (h0) is accepted. It

means the alternative hypothesis (ha) is rejected.

43

Based on the analysis on the results in the table above, there is obvious

difference between the result score in the experimental class and controlled class.

They describe that the experimental class got higher gained score than the

controlled class. Therefore, it was a significant measurement score in the

experimental class and the controlled class. The data are M1= 10.31, M2= 4.75,

SD1= 3.94, SD2=1.52, t(32)= 3.61.

From this result, the t-test is higher than t-table (3.61>3.227). It can be

inferred that teaching reading descriptive text by using think pair share is more

effective than without using think pair sharesince alternative hypothesis (Ha) was

accepted and the null hypothesis was rejected. Therefore, teaching reading

descriptive text by using think pair share effective for the students of the eight

grade of SMP Islam Al-Fajar.

44

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusion

Based on the research findings, this study arrives at a conclusion that

using Think Pair Share technique is effective toward students’ reading

comprehension of descriptive text at the eighth grade of SMP Islam Al- Fajar,

Pamulang academic year 2014/2015. It is indicated by the value of to (t

observation), which is 3.61, is higher than the value of tt (t table), which is

3.227, for the degree of significance of 1%.

Moreover, Think Pair Share technique can be considered as an

alternative way to enhance the reading ability of the eighth grade students of

SMP Islam Al-Fajar, Pamulang academic year 2014/2015. It is indicated from

the students’ pre-test and post-test scores in which the sum score of pre-test is

1524 and the sum score of post-test is 1874. It means that the gained score

between both test scores is 350. Then, before implementing the treatment, the

lowest pre-test score is 24 and the highest pre-test score is 68. After

implementing the treatment, the lowest post-test score is 40 and the highest

post-test score is 72.

B. Suggestions

Based on the research findings discussed in the previous chapter, a

number of suggestions associated with teaching reading are for:

1. Teacher

The teacher should be creative in teaching reading. They should

use different technique to avoid students boredome in class.

One of the techniques that the researcher suggest is think pair

share. Beacuse it can make students active, enthusiastic and

help each other in class.

The teacher should not used reading aloud to measure the

reading ability in junior high school. It is only useful for

beginning learners who wants to pratice spelling vocabulary but

45

cannot make them understand about the text. It is not

appropriate with the objective of teaching reading in eight

grade of junior high school.

The teacher should make the students ready before the reading

class begin such as giving question and answer or discussion

about the news that related to the text, such as descriptive,

recount, and narrative text.

2. Students

Students need to share their own information to others which can

motivate them in learning process. By using think pair share, students

can get good process in reading ability.

46

REFERENCES

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Afan, M., A. A. I. N. Marhaeni, N. Dantes. The Effect of Think Pair Share

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Buscemi, Santi V. A Reader for Developing Writers. New York: McGraw-Hill,

2002.

Clouse, Barbara Fine. Patterns for a purpose. New York: McGraw-Hill, 2003.

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Depdiknas, Kurikulum KTSP 2006 Standar Isi Satuan Pendidikan Dasar dan

Menengah, Jakarta: Badan Standar Nasional Pendidikan, 2006.

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McDonough, Jo and Shaw, Christopher. Materials and Methods in ELT: a

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APPENDICES

48

(Appendix I)

Pre-test and Post-test

READING TEST

Name:

Class:

This text is for question number 1 to 3

Borobudur Temple

Borobudur, or Barabudur, is a 9th-century Mahayana Buddhist Temple in Magelang,

Central Java, Indonesia. The monument consists of six square platforms topped by three circular

platforms and is decorated with 2,672 relief panels and 504 Buddha statues. And the statues is

made of rock and bronze. A main dome, located at the center of the top platform, is surrounded

by 72 Buddha statues each of which is seated inside a perforated stupa. It is the world‟s largest

Buddhist temple, as well as one of the greatest Buddhist monuments in the world.

The temples of Buddha located in Magelang among the others are Medut, Pawon, and

Borobudur. This Borobudur is the biggest and the most magnificent among all the temples.

Several descendants like: Dieng, Gebang, Sambisiri, and Prambanan. Generally the temples in

Indonesia were tomb of the king families, but the temples were built by the king embraced

Buddhism used for worship. The attractive power of temples is not only the beauty, but also the

ornaments decorated on them, a lot of the relief on the walls including the statues. The statues

were made of rock and bronze.

Evidence suggests Borobudur was constructed in the 9th century and abandoned following

the 14th-century decline of Hindu kingdoms in Java and the Javanese conversion to Islam.

Worldwide knowledge of its existence was sparked in

1814 by Sir Thomas Stamford Raffles, then the British ruler of Java, who was advised of its

location by native Indonesians. Borobudur has since been preserved through several restorations.

The largest restoration project was undertaken between 1975 and 1982 by the Indonesian

government and UNESCO, following which the monument was listed as a UNESCO World

Heritage Site.

1. Which of the objective of temples is not true according to the text?

a. For historical building

b. For tourism place

c. For Buddhism to worship

d. For tomb the kings families

49

2. What is the purpose of the text?

a. To persuade readers to go to Borobudur temple

b. To describe about Borobudur temple

c. To explain how to build temple

d. To inform the way Buddhism worship

3. Borobudur is a worship place for ...

a. Christian b. Hindhu

b. Buddhist d.Moslem

This text is for question number 4 to 7

My Uncle Fahmi

My uncle Fahmi is my mother‟s elder brother. He is my favorite among my mother‟s

brothers. He is very interesting man. He lives quite near to us with my Aunt Siska and my

cousins Rendy and Intan. I often go to his house.

He is about 45 with grey hair. He is still quit good-looking. He is tall and well-built. He

has blue eyes and a strong face. He wears glasses. He takes them off when he doesn‟t work.

Uncle Fahmi is a textile engineer. He works for a big firm in the city. He travels widely

on his job. He is an expert in solving problems with machines. At present, he is in the United

States. He is visiting the firm‟s costumers there.

He is very fond of the sea. He has a boat at the seaside. He goes there every weekend in

summer to sail it. I sometimes stay with my cousins at their house on the coast. When Uncle

Fahmi is at home he usually takes us out in the boat.

4. How many children does Uncle Fahmi have?

a. Only one b. Three daughter

c. One son and two daughter c. One daughter and one son

5. What is the purpose of the text?

a. To persuade reader to be textile engineer

b. To explain how to sail by boat

c. To describe Uncle Fahmi

d. To inform Uncle Fahmi‟s hobby

6. Who is Siska?

a. She is my cousin

b. she is my mother‟s elder brother

c. She is my mother

d. she is my uncle‟s wife

50

7. He goes there every weekend in summer to sail it. (paragraph 4)

The word „it‟ refers to …

a. Boat c. coast

b. seaside d. fish

This text is for question number 8 to 11

Giraffe

This is the giraffe, one of the tallest and most interesting animals in the zoo. It is male

and it is about six meters tall. The giraffe has big brown eyes which protected by very thick

lashes. The lashes are important source of protection. They can cover the giraffe‟s nostrils in

order to protect its nose. It has brown spots on the skin and this coloring helps protect the giraffe.

The giraffe also has two horns on its head.

Like the camel, the giraffe can go for a long time without drinking water. One source of

water is the leaves which the giraffe eats from trees. Since it is so tall, the giraffe can reach the

other animals. A baby giraffe is two meters tall at birth. It can stand up by itself within a few

minutes after birth and can run well in about two days. The giraffe has two methods of self-

protection. If something frightens an adult giraffe, it can gallop away at about fifty kilometers

per hour or to stay fight with its strong legs.

8. What is the giraffe‟s feed?

a. Tree c. leaves

b. water d. meat

9. When does the baby giraffe start running well?

a. a few minutes after birth

b. about two weeks

c. about two months

d. about two day

10. What the adult giraffe will do when getting something frightens?

a. They gallop away at about fifty kilometers per hour

b. They jump into the highest tree

c. They drink a water and spray it to their enemy

d. They stay and hide behind the tree

11. The writer‟s purpose of writing the text is …

a. To persuade readers to live like giraffe

b. To describe giraffe‟s feature and habit

c. To explain how giraffe getting something frightens

d. To inform readers how to giraffe feed

This text is for question number 12 to 16

51

Duck

Duck is the common name for a number of species of birds. Duck are aquatic birds, it is

smaller than their relatives such as swan and goose, and may be found in both fresh water and

sea water.

Duck has a wide flat beak. It exploits a variety of food sources such as grasses, aquatic

plants, fish, insect, small amphibians, worms, and small molluscs.

Some ducks species are migratory, but those in the tropics, however, are generally not.

Some ducks, particularly in australia, are nomadic, seeking out the temporary lakes and pools

that form after localised heavy rain.

12. What does the text mostly talk about?

a. Species c. Duck

b. Migratory d. Temperature

13. Which statement is not true according to the text?

a. The duck beak is not wide

b. Duck is smaller than goose

c. All ducks are migratory

d. Duck only live in fresh water

14. “some duckss species are migratory but those in the tropics, however, are generally not.”

(paragraph 3).

What does the underlined word refer to? It refers to...

a. Species of birds

b. Some ducks

c. Some birds

d. Swan and goose

15. “......, seeking out the temporary lakes ...” (paragraph 3)

The phrase „seeking out‟ has similar meaning to...

a. Visiting at c. Leaving form

b. Looking at d. Looking for

16. What is the different between duck and cock?

a. Cock has wide flat beak but duck does not

b. Duck has wide flat beak but cock does not

c. Duck is a kind of bird but cock is not

d. Cock is a kind of bird but duck is not

This text is for question number 17 to 19

52

Nina‟s Doll

This is a doll. It belongs to nina. The doll is like a bear. It is very big. It is as big as a child.

Nina likes it very much. She always puts it beside her when she sleeps. It is colorful. The head

and the body are white, the ears and eyes are black, the hands and the feet are black, and it‟s

buttock is also black. The doll is a present of her birthday. It is from her father. She loves it very

much.

17. What does the text tell about?

a. Nina c. A doll

b. Bear d. Present

18. who gives the doll?

a. Nina c. writer

b. Father d. Mother

19. which statement is right?

a. the whole body of the doll is white

b. Nina‟s father never gives a doll to Nina

c. Nina always sleeps with her doll

d. the doll belongs to her father

This text is for question number 20 to 22

Dolphins

Doplhins are sea mammals. They have to breathe air or they will die. They are members

of corphaenidae family.

Dolphins hunt together in a group. A group of dolphins is called a pod. They eat fish,

shrimp and small squid. They live in salt water oceans. Dolphins can hold their breathe for six

minutes.

Dolphins have smooth bare skin. Only baby dolphins are born with a few hairs on their

snouts. These hairs soon fall out. They have a long tail and the fin on top their backs keeping the

dolphins from rolling over. The female dolphins have a thick layer of fat under their skin to keep

them warm when they dive very deep. The dolphins‟ front fins are called flippers. They use them

to turn left and right.

20. Dolphins eat the following except..

a. Fish c. Shrimp

b. Meat d. Small squid

21. “ dolphins have smooth bare skin.” (paragraph 3)

The underlined word has similar meaning with...

a. Rough c. Kind

53

b. Scaly d. Soft

22. What is the main idea of paragraph two?

a. Dolphins can hold their breath for six minutes

b. Dolphins hunt together in a group called a pod

c. Dolphins eat fish, shrimp and small squid

d. Dolphins live in salt water oceans

This text is for question number 23 to 25

My English Teacher

Mr. Dado is an English teacher. He speaks English fluently. With his students, she always

practices English at school everyday. He is kind and smart teacher.

Mr. Dado has two children, one son and one daughter. His son is Aldi and his daughter is

Nira. They are junior high school students now. They learn English at school. They can speak

English a little. They can also read and write English. They are good students. At home their

father always teaches them to speak English. They are very anxiety to learn it.

23. Which statement is not true based on the text?

a. Mr. Dado never speaks English

b. Aldi is an Junior High School students

c. Mr. Dado is a smart teacher

d. Nira is Aldi‟s sister

24. “they are very anxiety to learn it”

The underlined word has a similar meaning to ...

a. Persistent c. Reluctant

b. Stubborn d. Concern

25. What is the Mr. Dado‟s job?

a. Engineer c. English teacher

b. Judges d. Head master

54

APPENDIX II

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

(Experimental Class)

Nama sekolah : SMP Islam Al-Fajar

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII (Tujuh) / 2

Standar Kompetensi : Memahami makna teks tulis fungsional dan esai pendek sangat sederhana

berbentuk descriptive dan procedure yang berkaitan dengan lingkungan

terdekat

Kompetensi Dasar : Merespon makna yang terdapat dalam teks tulis fungsional pendek

sangatsederhana secara akurat, lancar dan berterima yang berkaitan

dengan lingkungan terdekat

Tema : Describing People

Aspek/Skill : Membaca

Alokasi Waktu : 160 menit

Pertemuan ke : 1

1. Tujuan Pembelajaran

Pada akhir pembelajaran, siswa dapat:

a. Siswa dapat mengidentifikasi informasi yang terdapat dalam teks berbentuk

descriptive yang terdiri makna, bentuk, dan tujuan komunikatif teks.

b. Siswa dapat mengkategorikan langkah retorika dalam descriptive text.

c. Siswa mampu menentukan language feature dalam descriptive.

Karakter siswa yang diharapkan :

a. Rasa hormat dan perhatian ( respect )

b. Tekun ( diligence )

c. Berani ( courage ) dan aktif (active)

2. Materi Pembelajaran

a. Generic structure of descriptive text

b. Language features of descriptive teext

c. Spesific information of descriptive text

3. Metode Pembelajaran:

Model Pembelajaran : Collaborative Learning

Metode Pembelajaran : Think Pair Share

4. Alat dan Bahan

a. Buku siswa

55

b. Lembar Kerja Siswa

c. Descriptive text about person

5. Proses Belajar Mengajar

A. Kegiatan pendahuluan

Apersepsi :

Guru mengkondisikan kelas, berdoa bersama dan mengabsen kehadiran siswa

Guru tanyajawab mengenai teks tulis fungsional dan esai pendek sangat sederhana

berbentuk descriptive yang berkaitan dengan lingkungan terdekat

Motivasi :

Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus

dikuasi siswa

B. Kegiatan Inti

Eksplorasi

Dalam kegiatan eksplorasi:

Siswa mendengarkan penjelasan guru mengenai generic structure dan language

features yang terdapat dalam descriptive text

Guru membagi kelas menjadi beberapa kelompok yang terdiri dari 4 siswa

Setiap satu kelompok terdiri dari 2 pasang siswa

Guru memberikan teks descriptive kepada masing-masing siswa yang berjudul “

My Beautiful Mother”

Elaborasi

Dalam kegiatan elaborasi:

Siswa diberi waktu untuk membaca dan memahami teks descriptive tersebut.

Guru memberikan pertanyaan kepada setiap siswa tentang isi teks tersebut.

(Think)

Guru meminta masing-masing siswa menyampaikan pendapatnya mengenai teks

yang berjudul “My Beautiful Mother”

Guru akan memanggil salah satu siswa dalm kelompok untuk menjawab

pertanyaan yang berkaitan dengan teks descriptive tersebut.

Masing- masing siswa menyampaikan pendapatnya tentang teks tersebut

Guru meminta siswa untuk berdiskusi dengan teman sepasang dalam satu grup

(Pair)

Guru memanggil sepasang siswa dalam satu grup untuk menyampaikan

pendapatnya tentang teks descriptive tersebut (Share)

Konfirmasi

Dalam kegiatan konfirmasi:

Guru mengevaluasi hasil siswa dengan memberikan umpan balik

Guru memberikan motivasi kepada siswa yang belum mengerti

56

Guru bersama siswa bertanya jawab meluruskan kesalahan pemahaman,

memberikan penguatan dan penyimpulan

C. Kegiatan Penutup

Dalam kegiatan penutup, guru:

bersama-sama dengan peserta didik dan/atau sendiri membuat

rangkuman/simpulan pelajaran;

melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan

secara konsisten dan terprogram;

memberikan umpan balik terhadap proses dan hasil pembelajaran;

merencanakan kegiatan tindak lanjut dalam bentuk pembelajaran remedi, program

pengayaan, layanan konseling dan/atau memberikan tugas baik tugas individual

maupun kelompok sesuai dengan hasil belajar peserta didik;

menyampaikan rencana pembelajaran pada pertemuan berikutnya.

6. Sumber Belajar

Buku teks yang relevan

Paper descriptive text

7. Penilaian

Indikator

PencapaianKompetensi

Teknik

Penilaian

Bentuk

Instrumen Instrumen/ Soal

1.mengidentifikasi

berbagai informasi

yang terkait pada teks

descriptive

2. Mengidentifikasi langkah

retorika teks descriptive

3.mengidentifikasi ciri

kebahasaan pada teks

descriptive

Tes tulis

Isian

Terlampir

8. Rubrik Penilaian

Setiap jawaban benar diberi skor 2

Jumlah skor maksimal = 10

Nilai maksimal = 8

Nilai siswa =

x 10

57

9. Instrumen/Soal

Read the following text and then answer the questions.

My Beautiful Mother

My name is Farah. I have a mother, and she is a beautiful

person. She is not tall but not short, and she has curly hair and

brown. Her eyes color are like honey and her color skin color light

brown, and she has a beautiful smile. Her weight likes 120 lbs. She

is a very kind person. She is very lovely, friendly, patient, and she

loves to help people. I love my mom, because she is a good

example to me. She loves being in the Church, and she loves sing

and dance too. She is a very good child, wife and mother. She

always takes care of her family. She likes her house to be clean

and organized. She a very organized person, and all things in the

house are in the right place. She doesn't like messes. She always

has a smile on her face. She is so sweet and lovely. I like when I am going to sleep or went I

wake up or when I am going to go to some places, she always give me a kiss, and when the

family have a problem she always be with us to helps us and to give us all her love.

Answer the questions below!

1. What is Farah’s mother eyes color?

2. What kind of type person she is?

3. What does she love to do?

4. Why does Farah love her mother?

5. Is she a good mother for Farah?

Answer Key

1. Her eyes color are like honey

2. She is a very kind person. She is very lovely, friendly, patient, and she loves to help people

3. She loves being in the Church, and she loves sing and dance too

4. Because she is a good example to her and she is a very good child, wife and mother. She

always takes care of her family

5. Yes, she is

Mengetahui;

Guru Mapel Bahasa Inggris

( Irma Yunita, S. Pd. )

Jakarta, September 2015

Mahasiswa Praktikan (Peneliti)

( Rully Amalia )

58

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

(Experimental Class)

Nama sekolah : SMP Islam Al-Fajar

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII (Tujuh) / 2

Standar Kompetensi : Memahami makna teks tulis fungsional dan esai pendek sangat

sederhana berbentuk descriptive dan procedure yang berkaitan dengan

lingkungan terdekat

Kompetensi Dasar : Merespon makna yang terdapat dalam teks tulis fungsional pendek

sangatsederhana secara akurat, lancar dan berterima yang berkaitan

dengan lingkungan terdekat

Tema : Describing Place

Aspek/Skill : Membaca

Alokasi Waktu : 160 menit

Pertemuan ke : 2

1. Tujuan Pembelajaran

Pada akhir pembelajaran, siswa dapat:

a. Siswa dapat mengidentifikasi informasi yang terdapat dalam teks berbentuk

descriptive yang terdiri makna, bentuk, dan tujuan komunikatif teks.

b. Siswa dapat mengkategorikan langkah retorika dalam descriptive text.

c. Siswa mampu menentukan language feature dalam descriptive.

Karakter siswa yang diharapkan :

a. Rasa hormat dan perhatian ( respect )

b. Tekun ( diligence )

c. Berani ( courage ) dan aktif (active)

2. Materi Pembelajaran

a. Generic structure of descriptive text

b. Language features of descriptive teext

c. Spesific information of descriptive text

3. Metode Pembelajaran:

Model Pembelajaran : Collaborative Learning

Metode Pembelajaran : Think Pair Share

4. Alat dan Bahan

a. Buku siswa

59

b. Lembar Kerja Siswa

c. Descriptive text about place

5. Proses Belajar Mengajar

B. Kegiatan pendahuluan

Apersepsi :

Guru mengkondisikan kelas, berdoa bersama dan mengabsen kehadiran siswa

Guru tanyajawab mengenai teks tulis fungsional dan esai pendek sangat sederhana

berbentuk descriptive yang berkaitan dengan lingkungan terdekat

Motivasi :

Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus

dikuasi siswa

B. Kegiatan Inti

Eksplorasi

Dalam kegiatan eksplorasi:

Siswa mendengarkan penjelasan guru mengenai generic structure dan language

features yang terdapat dalam descriptive text

Guru membagi kelas menjadi beberapa kelompok yang terdiri dari 4 siswa

Setiap satu kelompok terdiri dari 2 pasang siswa

Guru memberikan teks descriptive kepada masing-masing siswa yang berjudul

“Monas (National Monument)”

Elaborasi

Dalam kegiatan elaborasi:

Siswa diberi waktu untuk membaca dan memahami teks descriptive tersebut.

Guru memberikan pertanyaan kepada setiap siswa tentang isi teks tersebut.

(Think)

Guru meminta masing-masing siswa menyampaikan pendapatnya mengenai teks

yang berjudul “Monas (National Monument)”

Guru akan memanggil salah satu siswa dalm kelompok untuk menjawab

pertanyaan yang berkaitan dengan teks descriptive tersebut.

Masing- masing siswa menyampaikan pendapatnya tentang teks tersebut

Guru meminta siswa untuk berdiskusi dengan teman sepasang dalam satu grup

(Pair)

Guru memanggil sepasang siswa dalam satu grup untuk menyampaikan

pendapatnya tentang teks descriptive tersebut (Share)

Konfirmasi

Dalam kegiatan konfirmasi:

Guru mengevaluasi hasil siswa dengan memberikan umpan balik

Guru memberikan motivasi kepada siswa yang belum mengerti

60

Guru bersama siswa bertanya jawab meluruskan kesalahan pemahaman,

memberikan penguatan dan penyimpulan

C. Kegiatan Penutup

Dalam kegiatan penutup, guru:

bersama-sama dengan peserta didik dan/atau sendiri membuat

rangkuman/simpulan pelajaran;

melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan

secara konsisten dan terprogram;

memberikan umpan balik terhadap proses dan hasil pembelajaran;

merencanakan kegiatan tindak lanjut dalam bentuk pembelajaran remedi, program

pengayaan, layanan konseling dan/atau memberikan tugas baik tugas individual

maupun kelompok sesuai dengan hasil belajar peserta didik;

menyampaikan rencana pembelajaran pada pertemuan berikutnya.

6. Sumber Belajar

Buku teks yang relevan

Paper descriptive text

7. Penilaian

Indikator

PencapaianKompetensi

Teknik

Penilaian

Bentuk

Instrumen Instrumen/ Soal

1.mengidentifikasi

berbagai informasi

yang terkait pada teks

descriptive

2. Mengidentifikasi langkah

retorika teks descriptive

3.mengidentifikasi ciri

kebahasaan pada teks

descriptive

Tes tulis

Isian

Terlampir

8. Rubrik Penilaian

Setiap jawaban benar diberi skor 2

Jumlah skor maksimal = 10

Nilai maksimal = 8

Nilai siswa =

x 10

61

9. Instrumen/Soal

Read the following text and answer the questions.

Monas (National Monument)

Monas (National Monument) is a 132-meter tower

in the center of Merdeka Square, Central Jakarta,

Indonesia Jakarta, is the capital of the state. It

symbolizes the struggle for Indonesian

independence of our country.

The monument consists of a 117.7 m obelisk on

a 45m square platform at a height of 17 m.

Towering monument symbolizes the philosophy of

Lingga and Yoni. Resembles a phallus, or pestle

mortar pestle and Yoni resembles rice or mortar,

two important things in the tradition of Indonesian

agriculture.

Construction began in 1961 under the direction

of President Sukarno, the first president of

Indonesia and the monument was opened to the

public in 1975. It is topped by a flame covered

with gold foil, and now the monument calls.

Answer the questions below!

1. Where does the Monas National Monument locate?

2. How high is Monas National Monument?

3. The towering monument symbolizes the philosophy of?

4. When did the tower construction begun and open?

5. What does the monument consist of?

Answer Key

1. Center of Merdeka Square, Central Jakarta

2. 132 meters

3. Lingga and Yoni

4. It began 1961 and it opened 1975

5. The monument consists of a 117.7 m obelisk on a 45m square platform at a height of 17 m

Mengetahui;

Guru Mapel Bahasa Inggris

( Irma Yunita, S. Pd. )

Jakarta, September 2015

Mahasiswa Praktikan (Peneliti)

( Rully Amalia )

62

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

(Experimental Class)

Nama sekolah : SMP Islam Al-Fajar

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII (Tujuh) / 2

Standar Kompetensi : Memahami makna teks tulis fungsional dan esai pendek sangat

sederhana berbentuk descriptive dan procedure yang berkaitan dengan

lingkungan terdekat

Kompetensi Dasar : Merespon makna yang terdapat dalam teks tulis fungsional pendek

sangatsederhana secara akurat, lancar dan berterima yang berkaitan

dengan lingkungan terdekat

Tema : Describing Animal

Aspek/Skill : Membaca

Alokasi Waktu : 160 menit

Pertemuan ke : 3

1. Tujuan Pembelajaran

Pada akhir pembelajaran, siswa dapat:

a. Siswa dapat mengidentifikasi informasi yang terdapat dalam teks berbentuk

descriptive yang terdiri makna, bentuk, dan tujuan komunikatif teks.

b. Siswa dapat mengkategorikan langkah retorika dalam descriptive text.

c. Siswa mampu menentukan language feature dalam descriptive.

Karakter siswa yang diharapkan :

a. Rasa hormat dan perhatian ( respect )

b. Tekun ( diligence )

c. Berani ( courage ) dan aktif (active)

2. Materi Pembelajaran

a. Generic structure of descriptive text

b. Language features of descriptive teext

c. Spesific information of descriptive text

3. Metode Pembelajaran:

Model Pembelajaran : Collaborative Learning

Metode Pembelajaran : Think Pair Share

4. Alat dan Bahan

63

a. Buku siswa

b. Lembar Kerja Siswa

c. Descriptive text about animal

5. Proses Belajar Mengajar

A. Kegiatan pendahuluan

Apersepsi :

Guru mengkondisikan kelas, berdoa bersama dan mengabsen kehadiran siswa

Guru tanyajawab mengenai teks tulis fungsional dan esai pendek sangat sederhana

berbentuk descriptive yang berkaitan dengan lingkungan terdekat

Motivasi :

Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus

dikuasi siswa

B. Kegiatan Inti

Eksplorasi

Dalam kegiatan eksplorasi:

Siswa mendengarkan penjelasan guru mengenai generic structure dan language

features yang terdapat dalam descriptive text

Guru membagi kelas menjadi beberapa kelompok yang terdiri dari 4 siswa

Setiap satu kelompok terdiri dari 2 pasang siswa

Guru memberikan teks descriptive kepada masing-masing siswa yang berjudul “

My Lovely Canary”

Elaborasi

Dalam kegiatan elaborasi:

Siswa diberi waktu untuk membaca dan memahami teks descriptive tersebut.

Guru memberikan pertanyaan kepada setiap siswa tentang isi teks tersebut.

(Think)

Guru meminta masing-masing siswa menyampaikan pendapatnya mengenai teks

yang berjudul “My Lovely Canary”

Guru akan memanggil salah satu siswa dalm kelompok untuk menjawab

pertanyaan yang berkaitan dengan teks descriptive tersebut.

Masing- masing siswa menyampaikan pendapatnya tentang teks tersebut

Guru meminta siswa untuk berdiskusi dengan teman sepasang dalam satu grup

(Pair)

Guru memanggil sepasang siswa dalam satu grup untuk menyampaikan

pendapatnya tentang teks descriptive tersebut (Share)

Konfirmasi

Dalam kegiatan konfirmasi:

Guru mengevaluasi hasil siswa dengan memberikan umpan balik

Guru memberikan motivasi kepada siswa yang belum mengerti

64

Guru bersama siswa bertanya jawab meluruskan kesalahan pemahaman,

memberikan penguatan dan penyimpulan

C. Kegiatan Penutup

Dalam kegiatan penutup, guru:

bersama-sama dengan peserta didik dan/atau sendiri membuat

rangkuman/simpulan pelajaran;

melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan

secara konsisten dan terprogram;

memberikan umpan balik terhadap proses dan hasil pembelajaran;

merencanakan kegiatan tindak lanjut dalam bentuk pembelajaran remedi, program

pengayaan, layanan konseling dan/atau memberikan tugas baik tugas individual

maupun kelompok sesuai dengan hasil belajar peserta didik;

menyampaikan rencana pembelajaran pada pertemuan berikutnya.

6. Sumber Belajar

Buku teks yang relevan

Paper descriptive text

7. Penilaian

Indikator

PencapaianKompetensi

Teknik

Penilaian

Bentuk

Instrumen Instrumen/ Soal

1.mengidentifikasi

berbagai informasi

yang terkait pada teks

descriptive

2. Mengidentifikasi langkah

retorika teks descriptive

3.mengidentifikasi ciri

kebahasaan pada teks

descriptive

Tes tulis

Isian

Terlampir

8. Rubrik Penilaian

Setiap jawaban benar diberi skor 2

Jumlah skor maksimal = 10

Nilai maksimal = 8

Nilai siswa =

x 10

65

9. Instrumen/soal

Read the following text and then answer the questions.

My Lovely Canary I have a bird in my house. That is Canary. I named Yellowish

because it has yellow colors. The bird is from my uncle. His name is

Ahmad. He bought it in the Birds Market. The price was Rp 50.000.

He gave me the nice gift last year when I got the winner of bird

competition in my district. It twits every early morning before I

awake up from my sleeping. It sounds melodiously. It has beautiful

furs around its body. Also it has crust on its head. I feed it thrice

every day and give also fresh water. In the morning always put its

cage in front of my house. It needs sun shine to refresh its healthy and its body. And in

the evening, I return it beside of my house. I never forget to brush its furs and water it

every morning. And also I clean its cage every week when I am off from the school.

Everyone likes it very much especially my family and my friends.

Answer the questions below!

1. what kind of bird that he has?

2. Who was gave the bird to him?

3. What is the color of the bird?

4. What are the bird’s need to be healthy?

5. When does he clean the cage?

Answer Key

1. his bird is canary

2. his uncle, named Ahmad was gave it to him

3. yellow is the color of the canary

4. It needs feed, water, sun shine to refresh its healthy and its body

5. every week when he is off from the school

Mengetahui;

Guru Mapel Bahasa Inggris

( Irma Yunita, S. Pd. )

Jakarta, Oktober 2015

Mahasiswa Praktikan (Peneliti)

( Rully Amalia )

66

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

(Experimental Class)

Nama sekolah : SMP Islam Al-Fajar

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII (Tujuh) / 2

Standar Kompetensi : Memahami makna teks tulis fungsional dan esai pendek sangat

sederhana berbentuk descriptive dan procedure yang berkaitan dengan

lingkungan terdekat

Kompetensi Dasar : Merespon makna yang terdapat dalam teks tulis fungsional pendek

sangatsederhana secara akurat, lancar dan berterima yang berkaitan

dengan lingkungan terdekat

Tema : Describing Thing

Aspek/Skill : Membaca

Alokasi Waktu : 160 menit

Pertemuan ke : 4

1. Tujuan Pembelajaran

Pada akhir pembelajaran, siswa dapat:

a. Siswa dapat mengidentifikasi informasi yang terdapat dalam teks berbentuk

descriptive yang terdiri makna, bentuk, dan tujuan komunikatif teks.

b. Siswa dapat mengkategorikan langkah retorika dalam descriptive text.

c. Siswa mampu menentukan language feature dalam descriptive.

Karakter siswa yang diharapkan :

a. Rasa hormat dan perhatian ( respect )

b. Tekun ( diligence )

c. Berani ( courage ) dan aktif (active)

2. Materi Pembelajaran

a. Generic structure of descriptive text

b. Language features of descriptive teext

c. Spesific information of descriptive text

3. Metode Pembelajaran:

Model Pembelajaran : Collaborative Learning

Metode Pembelajaran : Think Pair Share

67

4. Alat dan Bahan

a. Buku siswa

b. Lembar Kerja Siswa

c. Descriptive text about thing

5. Proses Belajar Mengajar

A. Kegiatan pendahuluan

Apersepsi :

Guru mengkondisikan kelas, berdoa bersama dan mengabsen kehadiran siswa

Guru tanyajawab mengenai teks tulis fungsional dan esai pendek sangat sederhana

berbentuk descriptive yang berkaitan dengan lingkungan terdekat

Motivasi :

Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus

dikuasi siswa

B. Kegiatan Inti

Eksplorasi

Dalam kegiatan eksplorasi:

Siswa mendengarkan penjelasan guru mengenai generic structure dan language

features yang terdapat dalam descriptive text

Guru membagi kelas menjadi beberapa kelompok yang terdiri dari 4 siswa

Setiap satu kelompok terdiri dari 2 pasang siswa

Guru memberikan teks descriptive kepada masing-masing siswa yang berjudul

“My School”

Elaborasi

Dalam kegiatan elaborasi:

Siswa diberi waktu untuk membaca dan memahami teks descriptive tersebut.

Guru memberikan pertanyaan kepada setiap siswa tentang isi teks tersebut.

(Think)

Guru meminta masing-masing siswa menyampaikan pendapatnya mengenai teks

yang berjudul “My School”

Guru akan memanggil salah satu siswa dalm kelompok untuk menjawab

pertanyaan yang berkaitan dengan teks descriptive tersebut.

Masing- masing siswa menyampaikan pendapatnya tentang teks tersebut

Guru meminta siswa untuk berdiskusi dengan teman sepasang dalam satu grup

(Pair)

Guru memanggil sepasang siswa dalam satu grup untuk menyampaikan

pendapatnya tentang teks descriptive tersebut (Share)

Konfirmasi

Dalam kegiatan konfirmasi:

Guru mengevaluasi hasil siswa dengan memberikan umpan balik

68

Guru memberikan motivasi kepada siswa yang belum mengerti

Guru bersama siswa bertanya jawab meluruskan kesalahan pemahaman,

memberikan penguatan dan penyimpulan

C. Kegiatan Penutup

Dalam kegiatan penutup, guru:

bersama-sama dengan peserta didik dan/atau sendiri membuat

rangkuman/simpulan pelajaran;

melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan

secara konsisten dan terprogram;

memberikan umpan balik terhadap proses dan hasil pembelajaran;

merencanakan kegiatan tindak lanjut dalam bentuk pembelajaran remedi, program

pengayaan, layanan konseling dan/atau memberikan tugas baik tugas individual

maupun kelompok sesuai dengan hasil belajar peserta didik;

menyampaikan rencana pembelajaran pada pertemuan berikutnya.

6. Sumber Belajar

Buku teks yang relevan

Paper descriptive text

7. Penilaian

Indikator

PencapaianKompetensi

Teknik

Penilaian

Bentuk

Instrumen Instrumen/ Soal

1.mengidentifikasi

berbagai informasi

yang terkait pada teks

descriptive

2. Mengidentifikasi langkah

retorika teks descriptive

3.mengidentifikasi ciri

kebahasaan pada teks

descriptive

Tes tulis

Isian

Terlampir

8. Rubrik Penilaian

Setiap jawaban benar diberi skor 2

Jumlah skor maksimal = 10

Nilai maksimal = 8

Nilai siswa =

x 10

69

9. Instrumen/Soal

Read aloud the following text and then answer the questions.

My School

My school, State Junior High School 8 of

Yogyakarta, is at 20 Jl. Diponegoro in the centre of the

city.

My school is big. It has 18 clean classrooms,

ten clean toilets, three laboratories, a big library, a

teacher room and a headmaster room. It has a beautiful

school in the centre of the school.

The computer room is next to the library and

the sports hall is behind the computer room. There is a

large parking area beside the sports hall. There are

notice boards in every classroom. There is also a

beautiful mosque in front of the teachers’ room.

Questions

1. What is the school located?

2. Is the school small?

3. How are the classrooms?

4. What are the toilets like?

5. Where is the parking area?

Answer Key

1. It is at 20 Jl. Diponegoro in the centre of the Yogyakarta city.

2. No, it is not.

3. It is clean.

4. It is clean.

5. It is beside the sports hall.

Mengetahui;

Guru Mapel Bahasa Inggris

( Irma Yunita, S. Pd. )

Jakarta, Oktober 2015

Mahasiswa Praktikan (Peneliti)

( Rully Amalia )

70

APPENDIX III

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

(Controlled Class)

Nama sekolah : SMP Islam Al-Fajar

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII (Tujuh) / 2

Standar Kompetensi : Memahami makna teks tulis fungsional dan esai pendek sangat sederhana

berbentuk descriptive dan procedure yang berkaitan dengan lingkungan

terdekat

Kompetensi Dasar : Merespon makna yang terdapat dalam teks tulis fungsional pendek

sangatsederhana secara akurat, lancar dan berterima yang berkaitan

dengan lingkungan terdekat

Tema : Describing People

Aspek/Skill : Membaca

Alokasi Waktu : 160 menit

Pertemuan ke : 1

1. Tujuan Pembelajaran

Pada akhir pembelajaran, siswa dapat:

a. Siswa dapat mengidentifikasi informasi yang terdapat dalam teks berbentuk

descriptive yang terdiri makna, bentuk, dan tujuan komunikatif teks.

b. Siswa dapat mengkategorikan langkah retorika dalam descriptive text.

c. Siswa mampu menentukan language feature dalam descriptive.

Karakter siswa yang diharapkan :

a. Rasa hormat dan perhatian ( respect )

b. Tekun ( diligence )

c. Berani ( courage ) dan aktif (active)

2. Materi Pembelajaran

a. Generic structure of descriptive text

b. Language features of descriptive teext

c. Spesific information of descriptive text

3. Metode Pembelajaran:

Metode Pembelajaran : Ceramah

4. Alat dan Bahan

a. Buku siswa

b. Lembar Kerja Siswa

71

c. Descriptive text about person

5. Proses Belajar Mengajar

A. Kegiatan pendahuluan

Apersepsi :

Guru mengkondisikan kelas, berdoa bersama dan mengabsen kehadiran siswa

Guru tanyajawab mengenai teks tulis fungsional dan esai pendek sangat sederhana

berbentuk descriptive yang berkaitan dengan lingkungan terdekat

Motivasi :

Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus

dikuasi siswa

B. Kegiatan Inti

Eksplorasi

Dalam kegiatan eksplorasi:

Siswa menyimak penjelasan guru mengenai generic structure dan language

features yang terdapat dalam descriptive text

Guru memberikan teks descriptive kepada masing-masing siswa yang berjudul “

My Beautiful Mother”

Guru membacakan teks yang berisi descriptive paragraf tersebut.

Siswa menyimak dan mengikuti ucapan guru.

Guru meminta salah satu siswa membacakan ulang paragraf descriptive tersebut

dengan benar.

Salah satu siswa membacakan paragraf yang berisi teks descriptive tersebut dan

siswa yang lainnya menyimak.

Elaborasi

Dalam kegiatan elaborasi:

Siswa diberikan lembar kerja yang berkaitan dengan tema descriptive teks yang

sedang dipelajari.

Siswa diberi waktu untuk membaca dan memahami teks descriptive tersebut.

Guru meminta siswa mengumpulkan hasil kerjanya.

Siswa mengumpulkan tugasnya.

Konfirmasi

Dalam kegiatan konfirmasi:

Guru mengevaluasi hasil kerja siswa dengan memberikan umpan balik

Guru memberikan motivasi kepada siswa yang belum mengerti

Siswa mendengarkan dan menyimak umpan balik yang diberikan guru.

C. Kegiatan Penutup

Dalam kegiatan penutup, guru:

72

bersama-sama dengan peserta didik dan/atau sendiri membuat

rangkuman/simpulan pelajaran;

melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan

secara konsisten dan terprogram;

memberikan umpan balik terhadap proses dan hasil pembelajaran;

merencanakan kegiatan tindak lanjut dalam bentuk pembelajaran remedi, program

pengayaan, layanan konseling dan/atau memberikan tugas baik tugas individual

maupun kelompok sesuai dengan hasil belajar peserta didik;

menyampaikan rencana pembelajaran pada pertemuan berikutnya.

6. Sumber Belajar

Buku teks yang relevan

Paper descriptive text

7. Penilaian

Indikator

PencapaianKompetensi

Teknik

Penilaian

Bentuk

Instrumen Instrumen/ Soal

1.mengidentifikasi

berbagai informasi

yang terkait pada teks

descriptive

2. Mengidentifikasi langkah

retorika teks descriptive

3.mengidentifikasi ciri

kebahasaan pada teks

descriptive

Tes tulis

Isian

Terlampir

8. Rubrik Penilaian

Setiap jawaban benar diberi skor 2

Jumlah skor maksimal = 10

Nilai maksimal = 8

Nilai siswa =

x 10

73

9. Instrumen/Soal

Read aloud the following text and then answer the questions.

My Beautiful Mother

My name is Farah. I have a mother, and she is a beautiful

person. She is not tall but not short, and she has curly hair and

brown. Her eyes color are like honey and her color skin color light

brown, and she has a beautiful smile. Her weight likes 120 lbs. She

is a very kind person. She is very lovely, friendly, patient, and she

loves to help people. I love my mom, because she is a good

example to me. She loves being in the Church, and she loves sing

and dance too. She is a very good child, wife and mother. She

always takes care of her family. She likes her house to be clean

and organized. She a very organized person, and all things in the

house are in the right place. She doesn't like messes. She always

has a smile on her face. She is so sweet and lovely. I like when I am going to sleep or

went I wake up or when I am going to go to some places, she always give me a kiss, and

when the family have a problem she always be with us to helps us and to give us all her

love.

Answer the questions below!

1. What is Farah’s mother eyes color?

2. What kind of type person she is?

3. What does she love to do?

4. Why does Farah love her mother?

5. Is she a good mother for Farah?

Answer Key

1. Her eyes color are like honey

2. She is a very kind person. She is very lovely, friendly, patient, and she loves to help people

3. She loves being in the Church, and she loves sing and dance too

4. Because she is a good example to her and she is a very good child, wife and mother. She

always takes care of her family

5. Yes, she is

Mengetahui;

Guru Mapel Bahasa Inggris

( Irma Yunita, S. Pd. )

Jakarta, September 2015

Mahasiswa Praktikan (Peneliti)

( Rully Amalia )

74

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

(Controlled Class)

Nama sekolah : SMP Islam Al-Fajar

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII (Tujuh) / 2

Standar Kompetensi : Memahami makna teks tulis fungsional dan esai pendek sangat

sederhana berbentuk descriptive dan procedure yang berkaitan dengan

lingkungan terdekat

Kompetensi Dasar : Merespon makna yang terdapat dalam teks tulis fungsional pendek

sangatsederhana secara akurat, lancar dan berterima yang berkaitan

dengan lingkungan terdekat

Tema : Describing Place

Aspek/Skill : Membaca

Alokasi Waktu : 160 menit

Pertemuan ke : 2

1. Tujuan Pembelajaran

Pada akhir pembelajaran, siswa dapat:

a. Siswa dapat mengidentifikasi informasi yang terdapat dalam teks berbentuk

descriptive yang terdiri makna, bentuk, dan tujuan komunikatif teks.

b. Siswa dapat mengkategorikan langkah retorika dalam descriptive text.

c. Siswa mampu menentukan language feature dalam descriptive.

Karakter siswa yang diharapkan :

a. Rasa hormat dan perhatian ( respect )

b. Tekun ( diligence )

c. Berani ( courage ) dan aktif (active)

2. Materi Pembelajaran

a. Generic structure of descriptive text

b. Language features of descriptive teext

c. Spesific information of descriptive text

3. Metode Pembelajaran:

Metode Pembelajaran : Ceramah

4. Alat dan Bahan

a. Buku siswa

b. Lembar Kerja Siswa

75

c. Descriptive text about place

5. Proses Belajar Mengajar

A. Kegiatan pendahuluan

Apersepsi :

Guru mengkondisikan kelas, berdoa bersama dan mengabsen kehadiran siswa

Guru tanyajawab mengenai teks tulis fungsional dan esai pendek sangat sederhana

berbentuk descriptive yang berkaitan dengan lingkungan terdekat

Motivasi :

Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus

dikuasi siswa

B. Kegiatan Inti

Eksplorasi

Dalam kegiatan eksplorasi:

Siswa menyimak penjelasan guru mengenai generic structure dan language

features yang terdapat dalam descriptive text

Guru memberikan teks descriptive kepada masing-masing siswa yang berjudul

“Monas (National Monument)”

Guru membacakan teks yang berisi descriptive paragraf tersebut.

Siswa menyimak dan mengikuti ucapan guru.

Guru meminta salah satu siswa membacakan ulang paragraf descriptive tersebut

dengan benar.

Salah satu siswa membacakan paragraf yang berisi teks descriptive tersebut dan

siswa yang lainnya menyimak.

Elaborasi

Dalam kegiatan elaborasi:

Siswa diberikan lembar kerja yang berkaitan dengan tema descriptive teks yang

sedang dipelajari.

Siswa diberi waktu untuk membaca dan memahami teks descriptive tersebut.

Guru meminta siswa mengumpulkan hasil kerjanya.

Siswa mengumpulkan tugasnya.

Konfirmasi

Dalam kegiatan konfirmasi:

Guru mengevaluasi hasil kerja siswa dengan memberikan umpan balik

Guru memberikan motivasi kepada siswa yang belum mengerti

Guru bersama siswa bertanya jawab meluruskan kesalahan pemahaman,

memberikan penguatan dan penyimpulan

76

C. Kegiatan Penutup

Dalam kegiatan penutup, guru:

bersama-sama dengan peserta didik dan/atau sendiri membuat

rangkuman/simpulan pelajaran;

melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan

secara konsisten dan terprogram;

memberikan umpan balik terhadap proses dan hasil pembelajaran;

merencanakan kegiatan tindak lanjut dalam bentuk pembelajaran remedi, program

pengayaan, layanan konseling dan/atau memberikan tugas baik tugas individual

maupun kelompok sesuai dengan hasil belajar peserta didik;

menyampaikan rencana pembelajaran pada pertemuan berikutnya.

6. Sumber Belajar

Buku teks yang relevan

Paper descriptive text

7. Penilaian

Indikator

PencapaianKompetensi

Teknik

Penilaian

Bentuk

Instrumen Instrumen/ Soal

1.mengidentifikasi

berbagai informasi

yang terkait pada teks

descriptive

2. Mengidentifikasi langkah

retorika teks descriptive

3.mengidentifikasi ciri

kebahasaan pada teks

descriptive

Tes tulis

Isian

Terlampir

8. Rubrik Penilaian

Setiap jawaban benar diberi skor 2

Jumlah skor maksimal = 10

Nilai maksimal = 8

Nilai siswa =

x 10

77

9. Instrumen/Soal

Read the following text and answer the questions.

Monas (National Monument)

Monas (National Monument) is a 132-meter tower

in the center of Merdeka Square, Central Jakarta,

Indonesia Jakarta, is the capital of the state. It

symbolizes the struggle for Indonesian

independence of our country.

The monument consists of a 117.7 m obelisk on

a 45m square platform at a height of 17 m.

Towering monument symbolizes the philosophy of

Lingga and Yoni. Resembles a phallus, or pestle

mortar pestle and Yoni resembles rice or mortar,

two important things in the tradition of Indonesian

agriculture.

Construction began in 1961 under the direction

of President Sukarno, the first president of

Indonesia and the monument was opened to the

public in 1975. It is topped by a flame covered

with gold foil, and now the monument calls.

Answer the questions below!

1. Where does the Monas National Monument locate?

2. How high is Monas National Monument?

3. The towering monument symbolizes the philosophy of?

4. When did the tower construction begun and open?

5. What does the monument consist of?

Answer Key

1. Center of Merdeka Square, Central Jakarta

2. 132 meters

3. Lingga and Yoni

4. It began 1961 and it opened 1975

5. The monument consists of a 117.7 m obelisk on a 45m square platform at a height of 17 m

Mengetahui;

Guru Mapel Bahasa Inggris

( Irma Yunita, S. Pd. )

Jakarta, September 2015

Mahasiswa Praktikan (Peneliti)

( Rully Amalia )

78

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

(Controlled Class)

Nama sekolah : SMP Islam Al-Fajar

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII (Tujuh) / 2

Standar Kompetensi : Memahami makna teks tulis fungsional dan esai pendek sangat

sederhana berbentuk descriptive dan procedure yang berkaitan dengan

lingkungan terdekat

Kompetensi Dasar : Merespon makna yang terdapat dalam teks tulis fungsional pendek

sangatsederhana secara akurat, lancar dan berterima yang berkaitan

dengan lingkungan terdekat

Tema : Describing Animal

Aspek/Skill : Membaca

Alokasi Waktu : 160 menit

Pertemuan ke : 3

1. Tujuan Pembelajaran

Pada akhir pembelajaran, siswa dapat:

a. Siswa dapat mengidentifikasi informasi yang terdapat dalam teks berbentuk

descriptive yang terdiri makna, bentuk, dan tujuan komunikatif teks.

b. Siswa dapat mengkategorikan langkah retorika dalam descriptive text.

c. Siswa mampu menentukan language feature dalam descriptive.

Karakter siswa yang diharapkan :

a. Rasa hormat dan perhatian ( respect )

b. Tekun ( diligence )

c. Berani ( courage ) dan aktif (active)

2. Materi Pembelajaran

a. Generic structure of descriptive text

b. Language features of descriptive teext

c. Spesific information of descriptive text

3. Metode Pembelajaran:

Metode Pembelajaran : Ceramah

4. Alat dan Bahan

a. Buku siswa

b. Lembar Kerja Siswa

79

c. Descriptive text about animal

5. Proses Belajar Mengajar

A. Kegiatan pendahuluan

Apersepsi :

Guru mengkondisikan kelas, berdoa bersama dan mengabsen kehadiran siswa

Guru tanyajawab mengenai teks tulis fungsional dan esai pendek sangat sederhana

berbentuk descriptive yang berkaitan dengan lingkungan terdekat

Motivasi :

Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus

dikuasi siswa

B. Kegiatan Inti

Eksplorasi

Dalam kegiatan eksplorasi:

Siswa menyimak penjelasan guru mengenai generic structure dan language

features yang terdapat dalam descriptive text

Guru memberikan teks descriptive kepada masing-masing siswa yang berjudul “

My Lovely Canary”

Guru membacakan teks yang berisi descriptive paragraf tersebut.

Siswa menyimak dan mengikuti ucapan guru.

Guru meminta salah satu siswa membacakan ulang paragraf descriptive tersebut

dengan benar.

Salah satu siswa membacakan paragraf yang berisi teks descriptive tersebut dan

siswa yang lainnya menyimak.

Elaborasi

Dalam kegiatan elaborasi:

Siswa diberikan lembar kerja yang berkaitan dengan tema descriptive teks yang

sedang dipelajari.

Siswa diberi waktu untuk membaca dan memahami teks descriptive tersebut.

Guru meminta siswa mengumpulkan hasil kerjanya.

Siswa mengumpulkan tugasnya.

Konfirmasi

Dalam kegiatan konfirmasi:

Guru mengevaluasi hasil kerja siswa dengan memberikan umpan balik

Guru memberikan motivasi kepada siswa yang belum mengerti

Guru bersama siswa bertanya jawab meluruskan kesalahan pemahaman,

memberikan penguatan dan penyimpulan

80

C. Kegiatan Penutup

Dalam kegiatan penutup, guru:

bersama-sama dengan peserta didik dan/atau sendiri membuat

rangkuman/simpulan pelajaran;

melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan

secara konsisten dan terprogram;

memberikan umpan balik terhadap proses dan hasil pembelajaran;

merencanakan kegiatan tindak lanjut dalam bentuk pembelajaran remedi, program

pengayaan, layanan konseling dan/atau memberikan tugas baik tugas individual

maupun kelompok sesuai dengan hasil belajar peserta didik;

menyampaikan rencana pembelajaran pada pertemuan berikutnya.

6. Sumber Belajar

Buku teks yang relevan

Paper descriptive text

7. Penilaian

Indikator

PencapaianKompetensi

Teknik

Penilaian

Bentuk

Instrumen Instrumen/ Soal

1.mengidentifikasi

berbagai informasi

yang terkait pada teks

descriptive

2. Mengidentifikasi langkah

retorika teks descriptive

3.mengidentifikasi ciri

kebahasaan pada teks

descriptive

Tes tulis

Isian

Terlampir

8. Rubrik Penilaian

Setiap jawaban benar diberi skor 2

Jumlah skor maksimal = 10

Nilai maksimal = 8

Nilai siswa =

x 10

81

9. Instrumen/soal

Read the following text and then answer the questions.

My Lovely Canary I have a bird in my house. That is Canary. I named Yellowish

because it has yellow colors. The bird is from my uncle. His name is

Ahmad. He bought it in the Birds Market. The price was Rp 50.000.

He gave me the nice gift last year when I got the winner of bird

competition in my district. It twits every early morning before I

awake up from my sleeping. It sounds melodiously. It has beautiful

furs around its body. Also it has crust on its head. I feed it thrice

every day and give also fresh water. In the morning always put its

cage in front of my house. It needs sun shine to refresh its healthy and its body. And in

the evening, I return it beside of my house. I never forget to brush its furs and water it

every morning. And also I clean its cage every week when I am off from the school.

Everyone likes it very much especially my family and my friends.

Answer the questions below!

1. what kind of bird that he has?

2. Who was gave the bird to him?

3. What is the color of the bird?

4. What are the bird’s need to be healthy?

5. When does he clean the cage?

Answer Key

1. his bird is canary

2. his uncle, named Ahmad was gave it to him

3. yellow is the color of the canary

4. It needs feed, water, sun shine to refresh its healthy and its body

5. every week when he is off from the school

Mengetahui;

Guru Mapel Bahasa Inggris

( Irma Yunita, S. Pd. )

Jakarta, Oktober 2015

Mahasiswa Praktikan (Peneliti)

( Rully Amalia )

82

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

(Controlled Class)

Nama sekolah : SMP Islam Al-Fajar

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VII (Tujuh) / 2

Standar Kompetensi : Memahami makna teks tulis fungsional dan esai pendek sangat

sederhana berbentuk descriptive dan procedure yang berkaitan dengan

lingkungan terdekat

Kompetensi Dasar : Merespon makna yang terdapat dalam teks tulis fungsional pendek

sangatsederhana secara akurat, lancar dan berterima yang berkaitan

dengan lingkungan terdekat

Tema : Describing Thing

Aspek/Skill : Membaca

Alokasi Waktu : 160 menit

Pertemuan ke : 4

1. Tujuan Pembelajaran

Pada akhir pembelajaran, siswa dapat:

a. Siswa dapat mengidentifikasi informasi yang terdapat dalam teks berbentuk

descriptive yang terdiri makna, bentuk, dan tujuan komunikatif teks.

b. Siswa dapat mengkategorikan langkah retorika dalam descriptive text.

c. Siswa mampu menentukan language feature dalam descriptive.

Karakter siswa yang diharapkan :

a. Rasa hormat dan perhatian ( respect )

b. Tekun ( diligence )

c. Berani ( courage ) dan aktif (active)

2. Materi Pembelajaran

a. Generic structure of descriptive text

b. Language features of descriptive teext

c. Spesific information of descriptive text

3. Metode Pembelajaran:

Metode Pembelajaran : Ceramah

83

4. Alat dan Bahan

a. Buku siswa

b. Lembar Kerja Siswa

c. Descriptive text about thing

5. Proses Belajar Mengajar

A. Kegiatan pendahuluan

Apersepsi :

Guru mengkondisikan kelas, berdoa bersama dan mengabsen kehadiran siswa

Guru tanyajawab mengenai teks tulis fungsional dan esai pendek sangat sederhana

berbentuk descriptive yang berkaitan dengan lingkungan terdekat

Motivasi :

Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi yang harus

dikuasi siswa

B. Kegiatan Inti

Eksplorasi

Dalam kegiatan eksplorasi:

Siswa menyimak penjelasan guru mengenai generic structure dan language

features yang terdapat dalam descriptive text

Guru memberikan teks descriptive kepada masing-masing siswa yang berjudul

“My School”

Guru membacakan teks yang berisi descriptive paragraf tersebut.

Siswa menyimak dan mengikuti ucapan guru.

Guru meminta salah satu siswa membacakan ulang paragraf descriptive tersebut

dengan benar.

Salah satu siswa membacakan paragraf yang berisi teks descriptive tersebut dan

siswa yang lainnya menyimak.

Elaborasi

Dalam kegiatan elaborasi:

Siswa diberikan lembar kerja yang berkaitan dengan tema descriptive teks yang

sedang dipelajari.

Siswa diberi waktu untuk membaca dan memahami teks descriptive tersebut.

Guru meminta siswa mengumpulkan hasil kerjanya.

Siswa mengumpulkan tugasnya.

Konfirmasi

Dalam kegiatan konfirmasi:

Guru mengevaluasi hasil kerja siswa dengan memberikan umpan balik

Guru memberikan motivasi kepada siswa yang belum mengerti

Guru bersama siswa bertanya jawab meluruskan kesalahan pemahaman,

memberikan penguatan dan penyimpulan

84

C. Kegiatan Penutup

Dalam kegiatan penutup, guru:

bersama-sama dengan peserta didik dan/atau sendiri membuat

rangkuman/simpulan pelajaran;

melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan

secara konsisten dan terprogram;

memberikan umpan balik terhadap proses dan hasil pembelajaran;

merencanakan kegiatan tindak lanjut dalam bentuk pembelajaran remedi, program

pengayaan, layanan konseling dan/atau memberikan tugas baik tugas individual

maupun kelompok sesuai dengan hasil belajar peserta didik;

menyampaikan rencana pembelajaran pada pertemuan berikutnya.

6. Sumber Belajar

Buku teks yang relevan

Paper descriptive text

7. Penilaian

Indikator

PencapaianKompetensi

Teknik

Penilaian

Bentuk

Instrumen Instrumen/ Soal

1.mengidentifikasi

berbagai informasi

yang terkait pada teks

descriptive

2. Mengidentifikasi langkah

retorika teks descriptive

3.mengidentifikasi ciri

kebahasaan pada teks

descriptive

Tes tulis

Isian

Terlampir

8. Rubrik Penilaian

Setiap jawaban benar diberi skor 2

Jumlah skor maksimal = 10

Nilai maksimal = 8

Nilai siswa =

x 10

85

9. Instrumen/soal

Read aloud the following text and then answer the questions.

My School

My school, State Junior High School 8 of

Yogyakarta, is at 20 Jl. Diponegoro in the centre of the

city.

My school is big. It has 18 clean classrooms,

ten clean toilets, three laboratories, a big library, a

teacher room and a headmaster room. It has a beautiful

school in the centre of the school.

The computer room is next to the library and

the sports hall is behind the computer room. There is a

large parking area beside the sports hall. There are

notice boards in every classroom. There is also a

beautiful mosque in front of the teachers’ room.

Questions

1. What is the school located?

2. Is the school small?

3. How are the classrooms?

4. What are the toilets like?

5. Where is the parking area?

Answer Key

1. It is at 20 Jl. Diponegoro in the centre of the Yogyakarta city.

2. No, it is not.

3. It is clean.

4. It is clean.

5. It is beside the sports hall.

Mengetahui;

Guru Mapel Bahasa Inggris

( Irma Yunita, S. Pd. )

Jakarta, Oktober 2015

Mahasiswa Praktikan (Peneliti)

( Rully Amalia )

86

Appendix IV

Critical Values of Ft *)

df2

(denominator)

df1 (numerator)

11 12 14 16 20 24 30 40 50

25 3.05 2.99 2.89 2.81 2.70 2.62 2.54 2.45 2.40

26 3.02 2.96 2.86 2.77 2.66 2.58 2.50 2.41 2.36

27 2.98 2.93 2.83 2.74 2.63 2.55 2.47 2.38 2.33

28 2.95 2.90 2.80 2.71 2.60 2.52 2.44 2.35 2.30

29 2.92 2.87 2.77 2.68 2.57 2.49 2.41 2.32 2.27

30 2.90 2.84 2.74 2.66 2.55 2.47 2.38 2.29 2.24 *) due to the importance of this study only, this table only provides Ft at the 99% level of

significance (α=0.01

) with certain df1values (i.e. from 11 to 50) and df

2 values (i.e. from 25

to 30).

87

(Appendix V)

(Validities Result Anates)

KORELASI SKOR BUTIR DG SKOR TOTAL

=================================

Jumlah Subyek= 42

Butir Soal= 30

Nama berkas: F:\UWI PUNYA\ANA ANATES.ANA

No Butir Baru No Butir Asli Korelasi Signifikansi

1 1 -0.104 -

2 2 -0.046 -

3 3 0.126 -

4 4 0.359 Signifikan

5 5 -0.008 -

6 6 0.333 -

7 7 0.011 -

8 8 0.330 -

9 9 0.487 Sangat Signifikan

10 10 0.128 -

11 11 0.237 -

12 12 0.252 -

13 13 0.556 Sangat Signifikan

14 14 0.617 Sangat Signifikan

15 15 -0.021 -

16 16 0.398 Signifikan

17 17 0.100 -

18 18 0.253 -

19 19 0.093 -

20 20 0.402 Signifikan

21 21 0.108 -

22 22 0.092 -

23 23 -0.043 -

24 24 0.193 -

25 25 0.305 -

26 26 0.569 Sangat Signifikan

27 27 0.431 Signifikan

28 28 0.410 Signifikan

29 29 0.192 -

30 30 0.593 Sangat Signifikan

88

Catatan: Batas signifikansi koefisien korelasi sebagaai berikut:

df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01

10 0,576 0,708 60 0,250 0,325

15 0,482 0,606 70 0,233 0,302

20 0,423 0,549 80 0,217 0,283

25 0,381 0,496 90 0,205 0,267

30 0,349 0,449 100 0,195 0,254

40 0,304 0,393 125 0,174 0,228

50 0,273 0,354 >150 0,159 0,208

Bila koefisien = 0,000 berarti tidak dapat dihitung.

89

(APPENDIX VI)

KISI-KISI SOAL PRE-TEST DAN POST-TEST

Standard Competence: Understanding the meaning of written functional text and simple short

essay in descriptive text and recount text relating to the environment.

Based competence: Responding the meaning and rhetorical in simple short essay accurately,

fluently, and acceptable relating to the environment in the form of descriptive text and recount

text.

No Skill Text Theme Indicator Number & Form of

Question

Total

MC SA E

1 Reading Descriptive Place a. Looking for the

objective of

descriptive text

2 1

b. Looking for

specific

information

1, 3 2

Person a. Looking for

specific

information

4,6,23,

25

4

b. Find the referral

word

24 1

c. Looking for the

objective of

descriptive text

5 1

Animal a. Looking for

specific

information

8,9,10,

12,13,

20,

6

b. Find the referral

word

14,15,

16 21

4

c. Find the

descriptive text

rhetorical

22 1

d. Looking for the

objective of

descriptive text

11 1

Thing a. Looking for

specific

information

17,18,

19

3

Total Soal 25