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THE USE OF SUPER SEVEN COMPREHENSION STRATEGIES TOIMPROVE STUDENTS’ READING COMPREHENSION
(A Classroom Action Research at the Twelve Grade of SMA KartikaWirabuana I Makassar)
A THESIS
Submitted to the Faculty of Teacher Training and Education Makassar
Muhammadiyah University in Partial Fulfillment of the Requirement for
Degree of Sarjana Pendidikan
By:WAHYUDI USMAN
10535 3501 08
MUHAMMADIYAH UNIVERSITY OF MAKASSARFACULTY TEACHERS AND TRAINING EDUCATION
ENGLISH EDUCATION DEPARTMENT2015
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UNIVERSITAS MUHAMMADIYAH MAKASSARFAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
SURAT PERJANJIAN
Saya yang bertanda tangan di bawah ini:
Nama : Wahyudi Usman
NIM : 10535 3501 08
Jurusan : Pendidikan Bahasa Inggris
Fakultas : Keguruan dan Ilmu Pendidikan
Dengan ini menyatakan perjanjian sebagai berikut:1. Mulai dari penyusunan proposal sampai selesai penyusunan skripsi ini, saya
akan menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan
pembimbing yang telah ditetapkan oleh pemimpin fakultas.3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi.4. Apabila saya melanggar perjanjian seperti pada butir 1, 2, dan 3, saya bersedia
menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, Mei 2016Yang Membuat Perjanjian
Wahyudi UsmanNIM: 10535 3501 08
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SURAT PERNYATAAN
Saya yang bertanda tangan di bawah ini:
Nama : WAHYUDI USMAN
Nim : 10535 3501 08
Jurusan : Bahasa Inggris
Judul Skripsi : The Use of Super Seven Comprehension Strategies to
Improve Students’ Reading Comprehension (A Classroom
Action Research at Twelve Grade SMA Kartika Wirabuana I
Makassar)
Dengan ini menyatakan bahwa :
Skripsi yang saya buat di depan Tim penguji adalah ASLI karangan sendiri bukan
hasil ciplakan atau di buat oleh siapapun.
Demikianlah pernyataaan ini saya buat dengan sebenar-benarnya dan saya
bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, Mei 2016
Yang Membuat Pernyataan
WAHYUDI USMAN
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LIST OF CONTENTS
Page
HALAMAN JUDUL ........................................................................................ i
APPROVAL SHEET ....................................................................................... ii
COUNSELLING SHEET ................................................................................. iii
SURAT PERJANJIAN ............................................................... ...................... v
SURAT PERNYATAAN................................................................................... vi
LIST OF CONTENTS ..................................................................................... vii
LIST OF TABLE ............................................................................................... ix
ABSTRACT ...................................................................................................... x
ACKNOWLEDGMENT ................................................................................. xi
MOTTO ............................................................................................................. xiii
CHAPTER I INTRODUCTION
A. Background .................................................................................... 1B. Problem Statement ......................................................................... 5C. Objective of the Study.................................................................... 5D. Significant of the Study.................................................................. 6E. Scope of the Study ......................................................................... 6
CHAPTER II REVIEW OF RELATED LITERATURE
A. Previous Related Research Findings .............................................. 7B. Super Seven Comprehension Strategies......................................... 9C. Concept of Reading........................................................................ 17D. Reading Comprehension ................................................................ 21E. Conceptual Framework .................................................................. 26
CHAPTER III RESEARCH METHOD
A. Research Design............................................................................. 28B. Research Subjects........................................................................... 32C. Research Instrument....................................................................... 32D. The Produce Of Collecting The Data............................................. 32E. Techniques for Data Analysis ........................................................ 33
CHAPTER IV FINDING AND DISCUSSION
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A. Findings.......................................................................................... 37B. Discussion ...................................................................................... 53
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ..................................................................................... 57B. Suggestion ...................................................................................... 58
BIBILIOGRAPHY
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LIST OF TABLE
Table 3.1 …………………………………………………………….. 34Table 3.2 …………………………………………………………….. 36Table 4.1 …………………………………………………………….. 38Table 4.2 …………………………………………………………….. 40Table 4.3 …………………………………………………………….. 41Table 4.4 …………………………………………………………….. 43Table 4.5 …………………………………………………………….. 45Table 4.6 …………………………………………………………….. 46Table 4.7 …………………………………………………………….. 48
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ABSTRACT
WAHYUDI USMAN, 2015. The Use of Super Seven Comprehension Strategyto improve students’ reading comprehension (A classroom action research atthe twelve grade students of SMA Kartika Wirabuana I Makassar), under thethesis of English Education Department the Faculty of Teachers Training andEducation, Makassar Muhammadiyah University, guided by Erwin Akib andNurdevi Bte Abdul.
This research aimed to find the improvement of the students’ readingcomprehension in terms of literal comprehension and interpretive comprehensionthrough response journal technique of SMA Kartika Wirabuana I Makassar.
To explain the improvement, the researcher used a classroom actionresearch (CAR) which was conducted in two cycles in which every cycleconsisted of four meetings. The location of this research was taken at the twelvegrade students of SMA Kartika Wirabuana I Makassar with a number of thesubject were 30 students.
The research findings indicated that the application of Super SevenComprehension Strategy was significant in improving the students’ readingcomprehension in terms of literal comprehension and interpretive comprehension.It was proved by the mean score of cycle I was 62.68. It was classified as fair thenimproved to be 77.25. It was classified as good in cycle II. They are higher thanthe mean score of diagnostic test namely 54.40 that classified as poor.
From the dedescription above there was the improvement of the students’reading comprehension in terms of literal comprehension and interpretivecomprehension.
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ACKNOWLEDGEMENTS
By reciting Bismillahi Rahmani Rahim, the researcher started the process of
ther activity including the primarily observation, literature review, writing
process, getting research, and consultation. Therefore, the very gratefulness is
adhered to almighty God (Allah SWT) and her messenger Muhammad SAW, who
has given me the best everything to complete the whole process of ther research.
Further, the researcher also expresses sincerely unlimited thanks to her beloved
father and mother (Alm. Drs.Usman Kunnu.’ and Rosdani) and him beloved
brother (Zulfiqar Usman) who love her very much and always give the love,
support sincerely and purely without time. Therefore, the researcher hopes that
they can be always better and success in following thier next life day by day to
respond the love much more till their grand children born then grow up like their
expectation and thanks to headmaster of SMA Kartika Wirabuana I Makassar
(Dra. Ratny Gandrawaty) and My beloved friends and my cousins who has given
supports to me every time and everywhere.
Special thanks are given to Muhammadiyah University of Makassar because
of giving an opportunity to the researcher in getting undergraduate education.
Therefore, the researcher also includes the thanks to the all people and instances
that provide the best four years moment in the blue campus.
1. Rector of Muhammadiyah University of Makassar, Dr. Irwan Akib,
S.Pd.,M.Pd
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2. Dean and vices dean of Faculty of Teacher Training and Education (FKIP),
Dr. A. Sukri Syamsuri, S.Pd.,M.Hum, Dra. Syahribulan. K, M.Pd (PD I)
Khaeruddin S.Pd.,M.Pd (PD II), Drs. H. Nurdin, M.Pd (PD III), and Drs.
Hambali, S.Pd., M.Hum ( PD IV)
3. Head of English Department, Erwin Akib, S.Pd., M.Pd and her vice Ummi
Khaerati, S.Pd., M.Pd .
4. Supervisors who help very much from the beginning to the end of ther work
(Erwin Akib, S.Pd., M.Pd and Nurdevi Bte Abdul, S.Pd., M.Pd.)
5. The last gratitude also goes to all my friends from EDSA and especially for
class K in 2008 that cannot mentioned one by one. It never been forgotten. I
love u all.
Finally, by reciting Alhamdulillahi Robbil Alamin, the researcher has been
success to finish his work or research according to the target of time and also
target of the research, nothing left or forgotten to do.
Researcher
Wahyudi Usman
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CHAPTER I
INTRODUCTION
A. Background
Language plays an important role in human life, people tries to acquire,
learn and use language as a tool of communication and simultaneously as social
symbol of humanity. A language is considered to be a system of communicating
with other people using sounds, symbols and words in expressing, ideas or
thought (Smith, 1981:211). As Ba’dulu (2009:5) described that language can have
an informational function in which language is used to convey information to
other persons. This language can be used in many forms through oral and written
communications as well as using expressions through body language. People need
language as a system of communicating to interact to other people and keep social
relation among the language user. These indicate that by means of language,
people can express their ideas and get information through communication
(Fromkin & Rodman, 1983:7).
Language learning is important for human’s social development because
we need language as a tool of communications while communications become one
of tools to create human’s social relationship (Robert M. Krauss & Chiy Yue
Chiu, 1990). As a language which is used by more than a half of population in the
world, English is considered and applied as international language. Since then, it
is very popular and has been spoken and learn by almost people in the world.
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English is a tool of communication among peoples of the world to get trade,
social-cultural, science, and technology goals.
In such developing country like Indonesia, English has a vital role in all
aspects of life, particularly in science and technology. As Ampa (2010:6) noted
that the expansion of science and technology on international scale created a
world unified and dominated by two forces, technology and commerce, which in
their progress soon generated a demand for an international language. Further
more, it can be used for developing relationship in the international forum, to
tighten the relationship among nation in the world, etc. Moreover, English
competence is important in career development, therefore students need to
understand and use English to improve their confidence to face global
competition. The students learn English are intended to comprehended and
understand the text book learned in English, to gain knowledge and skill, and to
be ready entering to the university, as one of the text recruitment for students of
senior high school and university.
English is a formal subject in each school in Indonesia which the goals of
teaching and learning English are improving the four English skills. Those are
receptive skills (reading and listening) and the productive skills (speaking and
writing), within a specified word level and relevant grammatical structure in the
context of the specified themes, Bambamg Sugeng & Husna (1988). Suhendar &
Supinah (1992:35), in the communication process there are four different
activities that may be identified in language. Those are reading, speaking,
listening, and writing. They are support each other and cannot be separated one to
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each other. Therefore, it named macro skill of language. These skills are
important. So, the students not only learns and masters one skill and ignores the
other. But, they should be learned and mastered in equal degrees.
Among the four skills mentioned above, reading gets the greatest
attention than other skills. Reading is the most important skill that the students
need for success in their studies. Students may rarely have opportunities to talk to
native speakers, but they have to read lengthily assignments in different subjects
with varying degrees of detail and difficulty. As Farhady in Faramazzi, (2000:3),
because of the rapid explosion in the world of science and technology, reading in
English has received priority among other objectives of English language
teaching. That is why the main goal of teaching English in many countries,
especially within the educational programs, is to improve the reading ability of the
students in order to enable them to extract new information from the original
sources in their fields.
In senior high school, to find out the students ability in comprehending
reading materials is very difficult because of some factors, these factor include,
attendance problems, behaviour problems, problems low academic achievement,
low socio economic status, lack vocabulary, frustrating level and defict disorder or
attention defict hyperactivity disorder (Brooks, 1977; slavin, 1989). One of them
is the students lack vocabulary or they are put in frustrating level. So the students
can not understand what they have read. Many students consider English is
difficult and not as their own language. So they lose their interest in learning
English, especially in reading English text. If the strategy of the teaching is
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suitable for the students they will enjoy learning it. Students may have ability to
read English reading material, but it does not mean that they can also comprehend
reading material.
Based on the result of observation at the tenth grade students of SMA
Kartika Wirabuana 1 Makassar, the student’s ability to read passage is very less in
comprehend the meaning of the text. The students are really difficult to
comprehend what they read. The difficulties of the students faced in reading
comprehension are how to find out the main idea of each paragraph, this difficulty
is one of part of level comprehension namely literal comprehension and the other
difficulty is interpretive comprehension in which the students conclude the main
point of the text and what the text talk about. Therefore, the students need
teaching strategy that can develop their skill in reading comprehension. Many
strategies have been applies in schools or collage just to make the students
understand what they have learned, and of course each strategy has good values
for students. This research tries to apply a new strategy namely super seven
comprehension strategies that never been applied at the tenth grade students of
SMA Kartika Wirabuana 1 Makassar.
In this way, students work in pairs by applying seven comprehension
strategies such as making connection, predicting, questioning, monitoring,
visualising, making outline of pov and summarising. It provides an opportunity
for students discuss each other with their pair and promoted social interactions
among class members. This method is also helps them learn when and how to use
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different strategies to monitor comprehension and to repair comprehension
problems.
Based on the statement above, the writer is interested to study entitled
“The Use of Super Seven Comprehension Strategies to improve the Students’
Reading Comprehension at the Tenth Grade Students of SMA Kartika
Wirabuana 1 Makassar.”
B. Problem Statement
Based on the background above, the researcher formulated the research
questions as follows:
1. How does super seven comprehension strategies increase the students’
literal comprehension at the tenth grade students of SMA Kartika
Wirabuana 1 Makassar?
2. How does super seven comprehension strategies increase the students’
interpretive comprehension at the tenth grade students of SMA Kartika
Wirabuan 1 Makassar?
C. Objectives of the Study
Based on the problem statements above, the objectives of the study are to
find out:
1. To find out the increasing of the students’ literal comprehension at the
tenth grade students of SMA Kartika Wirabuana 1 Makassar.
2. To find out the increasing of the students’ interpretive comprehension at
the tenth grade students of SMA Kartika Wirabuana 1 Makassar.
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D. Significance of the Study
This study is expected to be a piece of useful information and
contribution for the teaching and learning process. Super seven comprehension
strategies is a good strategy to apply in teaching and learning process. It is also
expected to become a meaningful contribution for the teacher, as a new alternative
to increase the students’ reading comprehension and encourage students’ to read
effectively in teaching and learning process.
E. Scope of the Study
This study is restricted to the use of super seven comprehension
strategies in teaching reading comprehension dealing with the levels of
comprehension namely, literal and interpretive to the tenth grade students of SMA
Kartika Wirabuan 1 Makassar, academic year 2014/2015. In this study, students
learn to use seven comprehension strategies in pairs by using narrative text for
reading comprehension.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Related Research Findings
The importance of reading comprehension is stated by many scholars in
many previous researches in English language teaching that supports and to be
references of this study. The previous studies that have implemented some
strategies like super seven comprehension strategies with positive results in
classrooms are as noted below:
Oczuks (2004:2), English language learners in a fifth grade classroom
improved when students used super seven comprehension strategies with their
science textbook. Student assisted one another in understanding word meaning,
getting the main idea, asking and answering questions, and relating what they
were learning to previous knowledge;
Green in Bedell and Oxford, (1996:49) studied 213 students of English
and found that high proficiency students used more strategies than low proficiency
ones, but moderately proficient students used more strategies than either high or
low proficiency students. It indicate that the collection of reading comprehension
strategies which apply in teaching reading significantly work well in improving
the students’ reading comprehension;
Curtis (2002), found that students need to be given numerous
opportunities to apply the different strategies they are learning, and that the
practice must take place in situations that are meaningful to students;
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The National Reading Panel, (2000) found that readers need to learn to
work in groups, listen and understand their peers as they read, and help one
another promote effective reading comprehension. Readers who participate in
cooperative learning activities learn to focus and discuss reading materials. The
panel also found that readers learn comprehension strategies and do better on
comprehension tests when they participate in cooperative learning activities.
Related to the previous studies above, it can be that super seven is an
effective way to be apply for reading activity. It covers two parts of language
skill, which are reading and listening, this is focus on receptive skill in
comprehending. Hence, the goal of reading activity can be achiev naturally.
Through those findings, the research is going to apply super seven as how Oczuks
did in her previous research, where the students will read the material together
with their couple for some times then end by reading alone.
The differences super seven comprehension strategies with the other
strategies are the other strategies just allows the students to focus in reading and
find the meaning of the passage. In super seven the students will learn
cooperatively in pairs. This model combines some strategies that will be more
suitable to increase the receptive skills of English, they will apply seven strategies
such as making connections, predicting, questioning, monitoring, visualizing,
making outline of pov and summarizing.
The advantages of this model allow the students to work and learn
together with their couples to find the knowledge from the text they have been
read without further help from the teacher by applying some strategies which
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related each other before, during and after reading. This model also gives the
students more control over their learning and social interactions with peers.
B. Super Seven Comprehension Strategies
1. What is Super Seven Comprehension Strategies ?
Super seven comprehension strategies is a reading comprehension
practice that use a number of comprehension strategies. Oczkus (2004:9),
explained that super seven comprehension strategies include seven strategies that
the students or readers apply when they are reading in pair using reciprocal
teaching based on the instructional elements. These reading strategies are: making
connection, predicting, questioning, monitoring, visualizing, making outline of
pov and summarizing. This have a similarity with the Collaborative Strategic
Reading while consist of some strategies that the students apply before, during
and after reading to build their background knowledge about the text and also
consist of two instructional elements. Those are modified reciprocal teaching
(Palincsar & Brown, 1984) and cooperative learning or students pairing (Johnson
& Johnson, 1987).
In reciprocal teaching, teacher and students take turns reading a dialogue
concerning key features of the text through summarizing, questioning, clarifying,
and predicting. Reciprocal teaching was designed as discussion technique and
developed with the intention of aiding students having difficulty with reading
comprehension. Students work independently using some strategies to
comprehend the content of the text. At any time, students can and should received
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the teacher support, which helps them to move and solve their problem through
more difficult texts and reading tasks (Oczuks, 2003:2).
The National Reading Panel (2000) identifies the use of cooperative
learning as a proven way to successfully teach comprehension. Cooperative
learning involves students working together as partners or in small groups on
clearly defined tasks. Because reciprocal teaching is intended as a discussion
technique, cooperative learning is vital to its use (Oczuks, 2003:2). Reciprocal
teaching builds on the cooperative nature of learning that causes one’s reading
comprehension to be deepened through social interactions.
2. Implementation of Super Seven Comprehension Strategies
Super seven can be implemented in two phases: (a) teaching the
strategies, and (b) student pairing activity. The implementation steps describe
below:
a. Teaching Strategies
Students learn seven strategies: making connections, predicting,
questioning, monitoring, visualizing, making outline of pov and summarizing.
Making connections and predicting is used before reading the entire text for the
lesson; questioning and monitoring is used during reading the text, after each
paragraph; and after reading the entire text, the students apply visualizing, making
outline and summarizing, Mauren Mclaughlin (2009:202)
1). Making Connections. Making connections is a strategy to activate the students’
prior knowledge and to generate interest that the students apply before
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reading. A teacher introduce making connections to students by asking them
to make personal connections from the text with something in their own life
(text to self), another text (text to text), and something occurring in the world
(text to world). The teacher prompts students to tell what they learn from
making connections by giving questions or statements such as, “This story
reminds me of a holiday to my grandfather’s farm” or “does this remind you
of something?” Then the teacher asks them to skim information such as
headings, pictures, and words that are bolded or underlined to determine what
they know about the topic.
2). Predicting. Predicting is a strategy to facilitate their predictions about what
they will read before reading. Students use information from graphics, text and
experiences to anticipate what will be read. When you make a prediction, you
make a guess as to the content of the text based on clues the teacher provides.
As you read, you will either confirm or revise your prediction. You might also
make other predictions. Model how to predict for students by looking and
noting the title, author, cover illustrations (if using a book), and illustrations or
graphics within the text. The teacher may use questions to activate the students
predicting such as “What do you think will happen next?” or “what words or
images do you expect to see in this text?” By this prediction they will easier to
comprehend the content of the text.
3). Questioning. Questioning is a strategy that help the students identify the main
ideas of the text during reading. The students generate questions refers to the
content of the passage. Explain to students that asking questions helps the
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reader monitor and understand their reading. "When I ask a question, I ask
something that can be answered as I read." Model for students how to generate
questions. Students can also develop questions based on the text by using 5W
and H questions to identify the most important person, place, or thing. The
questions can be like “who or what is it about?” and “what is the most
important about the who or what?”. One way to identify the main ideas is to
answer these questions. By the pose and answer the questions, the students can
identify the important things of the text.
4). Monitoring. Monitoring is a strategy that teaches the students to monitor their
understanding during reading, and to use fix-up strategy when they realize
their failure to understand text. The students stop and think about the text and
know what to do when the meaning is disrupted. The teacher may ask the
students to reread the passage if they have a problem in understanding the
meaning of the text.
5). Visualizing.Visualizing is a strategy that helps the students to improve their
understanding by using imaginations after reading. The students asked to
create a mental image from a text that have been read. Visualizing brings the
text to life, engages the imaginations and uses all of the sense. The teacher
may ask the students some questions for create a mental image from the text
such as “what are the pictures you have in your head as you read to this text?”
or “can you describe the picture or image you made after you read that part?”.
The students can make a connections between their imaginations and the text
they have been read.
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6). Making outline of pov. Is a strategy of considering a story. In the first person
point of view (POV) the story is told as though the author is in it, the I is the
character who tell story, in the third person pov the story is told as it happens
to one of the character: she,he,it,or they.
7).Summarizing. Summarizing is a strategy that teaches the students to review
important ideas in the text they have read after reading. After reading a text,
students are able to recall important points and details from what they have
read. Knowledge of text and story structure will help students develop good
summaries. Model for students how to identify key ideas and how to put those
key ideas together to create a summary. When they summarize, the teacher
may ask them to think about “What are the important things and significant
details that the students have learned from the day’s reading assignment. The
students identify and accumulated the most important ideas and restate in their
own words.
b. Student Pairing
Once students have learn the seven strategies (making connections,
predicting, questioning, monitoring, visualizing, making outline of pov and
summarizing), they are ready to apply super seven comprehension strategies in
pairing cooperative learning. Some teachers find it easier to have students work in
pairs and that has also proven to be a successful practice. Procedures for using in
pairs are outlined below (Pressley.M, 2000)
1). Set the stage. First, the teacher assigns students in pairs. Then, the teacher
assigns roles to students.
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2). Materials. super seven is design to be used in content area textbooks. It has
been successfully applied in narrative text. To teach the strategy, the teacher
may using text that interesting for the students and provides sufficient context
for vocabulary terms and comprehension. When selecting reading materials
for super seven comprehension strategies, the following factors are
recommended for consideration: (a) reading materials at students’
instructional level, which generally refers to the students being able to decode
about 80% of the words correctly, (b) reading materials having themes and
supporting details to make them easy to make a prediction about the text that
will be read, (c) reading materials consisting of several paragraphs so the
students can practice to determine the main idea of each paragraph, and (d)
reading materials may containing clues/pictures for predicting if any.
3). Process. The basic steps to apply super seven in pairing are as follows:
Step 1: Whole class introduction. The teacher introduces the topic, teaches key
vocabulary, and provides instructions.
Step 2: Students pairing activity during making connections, predicting,
questioning, monitoring, visualizing, making outline of pov and
summarizing. Each pair plays these activities.
Step 3: Whole class discusses the day’s reading passage, answer questions and
shares some review ideas.
c. Teacher’s Role in Students Pairing Activity
Teacher’s role is to circulate among the pairs and provide on going
assistance. Teacher can help by actively listening to the students’ conversations
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and if necessary clarifying difficult words, modeling strategy usage, encouraging
students to participate, and modeling a helpful attitude. It is expected that students
will need assistance learning to work in pairing activity, implementing the
strategies, and mastering academic content (Klingner & Vaughn, 1999).
3. Comprehension Strategies
Comprehension strategies are conscious plans that are under the control
of a reader, who makes decisions about which strategies to use and when to use
them. Skilled readers construct meaning before, during, and after reading by using
a set of comprehension strategies to integrate information from a text with their
background knowledge (NRP, 2000).
Comprehension strategies are routines and procedures that active readers
use to better understand what they read. For example, active readers may think
about what they already know about a specific topic after they read the title of a
magazine article. They may predict what the article will be about. They may
visualize parts of the text. They may summarize the main points as they are
reading. They may ask questions as they read. They are aware of when the text is
making sense and when it is confusing or unclear. If they do not understand,
active and strategic readers know how to repair comprehension breakdowns. All
of these procedures are strategies active readers use to make sense of text (Dole,
2000).
Researchers have identified and examined an array of comprehension
strategies. (Palinscar, & Brown, 1984). Studies of good readers also identified a
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number of comprehension strategies that were shown to be especially helpful and
to lend them selves particularly well to instruction.
Clearly, comprehension strategies are useful to teach and useful to learn.
Some evidence indicates that teaching a set of strategies is more effective than
teaching one on its own (NRP, 2000). However, using strategies help readers
become active and engaged in the reading process (Dole, 2000). As part of
comprehensive strategy use, skilled readers tend to monitor their understanding
continually. They are actively aware of whether they are understanding or
remembering what they have read. Specifically, they are able to clarify the
purpose for reading, identify the important information in a text, and engage in
self-questioning about the text. When skilled readers realize that they do not
understand what they are reading, they are able to apply strategies to “repair” or
“fix-up” their lack of understanding. The students in particular can benefit from
instruction that helps them learn when and how to use different strategies to
monitor comprehension and to repair comprehension problems.
The following seven reading comprehension strategies are taught through
super seven comprehension strategies: making connections, predicting,
questioning, monitoring, visualizing, making outline of pov and summarizing.
NRP in Dole (2000), says that the value of these different strategies is that they
can be useful for developing instructional procedures to teach students. With
instruction and practice, students can learn to use the strategies on their own when
they read. The use of these strategies will help readers become independent of the
teacher.
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C. Concept of Reading
1. Definition of Reading
In United States of America, there are three basic definition of reading.
First, reading means learning to pronounce words. When we read something, we
will study about the words and how to pronounce it to make someone understand
about the reading. Second, reading is learning to identify words and get their
meaning. Of course we read something we want to know the meaning of the
reading. When we understand the meaning, it can make us easier to understand
what the reading purposes and understand what we are reading is a key and
certainly it is a point of teaching reading. Third, reading means learning to bring
meaning to a text in order to get a meaning from it. When we have studied about
the words and the meaning it, we must put the meaning of the words in a context
to make our understanding or comprehension be clear (Harris, 2000:787).
Brown in Asrul (2011:6), describes reading as the ability to draw
meaning from printed page and interpreted the information appropriately. In this
case, reading can be seen as an “interactive” process between a reader and a text
which leads to reading fluency. The reader interacts with the text as they tries to
elicit the meaning.
Nation of Readers (Anderson, Hiebert, Scott, & Wilkinson, 1985) stated,
“Reading is a process in which information from the text and the knowledge
possessed by the reader act together to produce meaning”.
Leipzig, (2001:352) explain that reading is a process involving word
recognition, comprehension, fluency, and motivation. Learn how readers integrate
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these facets to make meaning from print. The readers change the symbols or
writing form into the meaning form. In the reading process, there are many
activities. Those are recognize the words, comprehend the content of the text,
what the readers read fluently or not and how to raise the motivation of the readers
to interest in reading the text.
Based on the description above, it is clear that reading is an active
process that involves eye speed to interact with the writer through the
written materials which requires the motivation and concentration for the
reader in order to catch some useful information from the writing or the
text that we read.
2. Kinds of Reading
There are three kinds of reading that is known as reading aloud,
silent reading, and speed-reading every term of which will be discussed
below:
a. Reading Aloud
Reading aloud is a kind of reading that is expressed orally every
word in the text. It aims to improve the student ability in pronouncing
the word and stressing the word. Teachers can evaluate how far their
students’ pronunciation through reading aloud. The student who
involved in reading aloud activity will get progress because they always
measure their own skill of pronunciation and stressing the words that
shown by the teacher in reading activity.
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The objective of reading aloud is to have the learner read
slightly ahead silently for textual comprehension, then “speak” the text
with natural rhythm, intonation, and speed. Reading aloud can be
considered a natural developmental stage of reading that precedes the
stage of silent reading for comprehension. We occasionally need to read
aloud a letter; we may be called upon to read aloud announcements; we
like to read aloud quotes, news items, and sections of articles to friends
(Lado, 1988:183).
b. Silent Reading
Silent reading means that read by heart where there is no voice
is expressed, it is usually done to comprehend the text in reading
comprehension process. Reading silently needsa full attention to what
we are reading. In silent reading a reader tries to find out the main ideas
and supporting ideas during teaching reading process, teacher usually
takes control the class while the student are reading to give some help if
necessary or needed by the students to overcome the students problem
in developing reading skill.
c. Speed Reading
Speed reading is reading faster to get the ideas in answering
some specific question. Speed reading need speed eyes (eye speed) that
help to find out the ideas very quickly. If the eye speed is getting
trouble, it means that a reader will get trouble in speed reading. In doing
speed reading, teacher should evaluate the student about how far they
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are and how quick they are finding out some certain ideas regarded to
the given questions his students’ competence in reading comprehension
(Smith, 1978:339).
3. Reading Techniques
According to Team of Five (2006), there are two types of reading
techniques that used to understanding the content of the literatures. The types are
mentioned above are as follows:
a. Scanning
Scanning is the ability to locate specific information that we know
what we are looking for. After we read the normal speed in reading we can
look the specific information, whether to find the main idea of writing or to
locate specific information in the text. When we read to find information, we
move our eyes very quickly across the text. We don’t read every word or stop
reading when we see a word we don’t understand. We look for the information
we want to find.
b. Skimming
Skimming is the ability to identify main ideas. After we read the
normal speed in reading we can look for the specific information, whether to
find the main idea of a text. The eyes run quickly, over the text to discover
what is about the main idea and the gist. This skimming occurs when the
reader’s looks quickly at the content page of a book, or at the chapter heading,
subheading, act. This is called previewing, when the reader glances quickly
trough a news paper to see what the items of the day are, this will often mean
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just glancing at headlines. What the reader goes to trough a particular passage
such as a news paper article merely to get the gist.
D. Reading Comprehension
1. Definition of Reading Comprehension
Reading comprehensionis focus in understanding the meaning of the
text. The writer intentionally presents opinions of some authors or writer as
follows. Before dealing with the definition of reading comprehension, it is
necessary to define the words reading and comprehension. Hornby, (1974:711)
explain that reading is “the act of one who reads; knowledge, especially of books;
the ways in which something is interpreted”. While comprehension is “the act of
understanding, the ability of the mind to understand”.
Comprehension is the reason for reading. If the readers can read the
words, but not understand the meaning of what they are reading, they are not
really reading. Gifted readers, because they are capable of thinking with more
maturity and complexity, will make the step from fluency to comprehension very
quickly. It is important to provide instruction for comprehension, not only to help
readers understand and remember what they read (which may come easily), but
also to teach them how to communicate with others about what they read (which
may not come as easily) (Dole, 2000).
Now we come to the definition of reading comprehension. Reading
comprehension means understanding what have been read. Thus, reading
comprehension is the process of understanding or comprehending what has or
have been read.
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Smith in Faramazzi, (2000:9) explain that reading comprehension is the
capability to understand the idea of one passage. Reading comprehension refers to
reading with comprehension. Thus, reading comprehension is reading by
comprehending the meaning of passage what is or has been read. People who read
something by understanding it can be said that he does reading comprehension.
Chastain, (1988:216) “Reading is a basic and complementary skill in
language learning” second language learners need to read and to read greater and
greater quantities of authentic materials for communication. It involves
comprehension and when readers do not comprehend, they are not reading. When
we comprehend what we read it is like taking a trip around the world, staying as
long as we like, visiting all the places we wish. Reading can be an escape that
takes us outside the bounds of our existence. Reading is our ticket to whatever we
choose to do and become. Reading is our future as well as our past. Don’t be a
reader who reads without thinking or who reads without a purpose.
The NRP (2002), defines reading comprehensionas the process of
simultaneously extracting and constructing meaning. Translating print to sounds
and words while simultaneously making meaning is a highly complex act that is
often over whelming for a struggling reader.
Reading comprehension is the act of constructing meaning from text.
Reading comprehension requires an interaction between the text and the reader’s
knowledge. Reading comprehension is hindered greatly by students’ lack of
background knowledge and by their inability to use comprehension strategies to
integrate information from the text with their background knowledge.
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The goal of reading is to comprehendor understand what we read. Simply
decoding or reading the words isn’t enough if the reader cannot make sense of the
text.Getting a complete understanding of what we are reading is important and by
practising reading comprehension techniques it make readers easier to understand
the meaning of the text. Not only will be improve our understanding of the
content, but we will be better able to utilize in reading critically (Khaeratisyam,
2008).
2. Reading Comprehension Levels
According to Smith in Ashar (2007:22), there are four categories of
comprehension levels:
a. Literal Comprehension
Literal comprehension refers to the main idea, details and sequence.
The literal level of comprehension is fundamental to all reading skill at any
levels because a reader must understand what the writers said before draw
inference or make an evaluation. In other word, this category requires a lower
level thinking skill than the others.
According to Quinn & Applegate in Ashar (2007:22), Literal
comprehension requires that students recall what they have read from the text.
Students use the skill of locating information from the text to answer literal
comprehension questions, as well as their own rote memory skills. Literal
recall students’ opportunities to discuss ideas related to the text. Literal
reading strategies include (a) word recognition, (b) vocabulary meaning, (c)
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finding important information in text, and (d) identification of setting,
characters, problems, key events, and outcomes as presented in the text.
b. Interpretive Comprehension
Interpretive reading is based on a literal understanding in the text,
students must use information from various part of the text and combine them
for additional understanding. The students have to put together two piece of
information that is from different part of the text.
Interpretive reading comprehension includes thinking skills in which
reader identify ideas and meaning that are not stated explicit in the text. So,
the reader may make generalization, drawing conclusion, predicting outcomes,
determine cause and effect relationship, identify motivation and make
comparison. In other words, interpretative reading requires the reader to
understand not only what the author means. At this level teachers can ask
more challenging question such asking students to the following:
1) Re-arrange the ideas or topics discussed in the text
2) Explain the authors’ purpose of writing
3) Summarize the main idea when this not explicitly stated on the text
4) Select conclusion which can be deduced from the text they have read.
c. Critical Reading
Critical reading is reading with an awareness of similarities and
differences between what the reader has already seen and what he is seeing in
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the work is reading critically. Critical such as expression, overstatement, ides,
opinions repetition and values of an author.
d. Creative Reading
Creative reading is reading with awareness of the stimuli of
imaginative through present in reading materials. The stimulated may be in the
form of problems sensed of new idea or ways of expressions. Creative reading
requires the readers to use their imaginations, it requires readers feeling for the
text and subject. The answer is not found in the text, they come strictly from
the readers while no personal responses are incorrect. They cannot be
unfounded, they must relate to the content of the text and reflect a literal
understand of the material.
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E. Conceptual Framework
Conceptual framework underlying the research is presented in the
following diagram:
Figure 2.1
INPUT
Teaching Reading Comprehension
A classroom Action Research (CAR)
Literal comprehension Interpretive comprehension
Cycle I
Planning
1
CHAPTER 1
INTRODUCTION
A. Background
Language plays an important role in human life, people tries to acquire,
learn and use language as a tool of communication and simultaneously as social
symbol of humanity. A language is considered to be a system of communicating
with other people using sounds, symbols and words in expressing, ideas or
thought (Widdowson, 1978). As Ba’dulu (2009) describes that language can have
an informational function in which language is used to convey information to
other persons. This language can be used in many forms through oral and written
communications as well as using expressions through body language. People need
language as a system of communicating to interact to other people and keep social
relation among the language user. These indicate that by means of language,
people can express their ideas and get information through communication.
Language learning is important for human’s social development. As a
language which is used by more than a half of population in the world, English is
considered and applied as international language. Since then, it is very popular
and has been spoken and learnt by almost people in the world. English is a tool of
communication among peoples of the world to get trade, social-cultural, science,
and technology goals.
6
Action
Implementation of super sevencomprehension Strategies
(making connections, predicting,questioning, monitoring,
visualizing, making outline ofpov and summarizing)
ObservationReflection
OUTPUT
The increase ofstudents’ readingcomprehension
Cycle II
Planning
Action
Observation
Reflection
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The conceptual framework above explains the process of teaching
English reading in improving the students’ reading skill in terms of reading
comprehension dealing with the literal and interpretive comprehension through
super seven comprehension Strategies. In this method includes some strategies
that help the students to activate the students’ prior knowledge, to generate
interest and identify main ideas by collaborative learning in pairing
activity. So, the students can increase their reading comprehension ability
particularly in identifying main ideas, details of text, and how the students
make conclusion and prediction of outcomes from the text through super
seven comprehension strategies.
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CHAPTER III
RESEARCH METHOD
A. Research Design
This research used a classroom action research (C.A.R). The research
was conducted in SMA Kartika Wirabuana 1 Makassar in June 2014-2015
academic year in two cycles, and it has been continued in the cycle 3 if the result
of cycle 2 is not significant. It aimed at observing The Use of Super Seven
Comprehension Strategies in Improving the Students’ Reading Comprehension.
In this classroom action research (C.A.R), the reseacher used the C.A.R
principle in two cycles to collected the data, in which each cycle are covered with
four stages of activities, namely: (1) the planning, (2) the observation, (3) action
and (4) the reflection. In the following parts, each passage of the activities explain
in details respectively. The details of the research procedures are as follows:
Cycle I
Cycle I refers to the teaching and learning process and it is conducted four
meetings in one cycle, and each meeting is recognized as four steps namely
planning, action, observation and reflection as follows:
1. Planning
In this phase, the teacher made:
a. The lesson plan before doing classroom action reseach, the teacher prepared
set up equipment such as, lesson plan and observation sheet.
b. Instrument evaluation that used in classroom action research cycle.
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2. Action
a. The teacher entered the class and introduced the material to the students
b. The teacher began by described the process of Super Seven Comprehension
Strategy on gave overview of each of the strategies.
c. The teacher asked the students to choosen their couple.
d. The teacher introduced the topic, taught the key vocabulary, and gave
instructions to the whole class.
e. The students apply the Super Seven Comprehension Strategies in students
pairing activity during making connections, predicting, questioning,
monitoring, visualizing, making outline of pov and summarizing with their
couples.
1. Before reading, the students applied to making connections and
predicting strategies. They made connections between their prior
knowledge to the topic and what they have learned.
2. During reading, the students applied questioning and monitoring
strategies. They looked for the main idea of the text by using generating
and answering questions and then to monitor their understanding about
the passage.
3. After reading, the students applied visualizing and summarizing
strategies. They imagined what they have read in their mind and wrote
some important ideas about the text.
f. Teacher and students discussed about the day’s reading passage. Answered
questions and shared some review ideas.
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3. Observation
In this phase, the teacher have observed:
a. Students’ participation and response during teaching and learning process.
b. Students’ competence in reading a text.
4. Reflection
After collected the data, the teacher evaluated the teaching-learning
process. Then, do reflection by saw the result of the observation, whether the
teaching learning process of increasing reading comprehension through Super
Seven Comprehension Strategies reach success criteria based on the test result
of the first action.
Cycle II
It was like cycle I, cycle II also consisted of planning, action, observation
and reflection as follows:
1. Planning
In this phase, the teacher have made:
a. Continued the activities in the first cycle.
b. Repaired the weakness in the first cycle.
c. Designed planning again from the result of cycle I reflection.
d. Action research repair.
2. Action
a. The teacher applied super Seven Comprehension Strategies.
b. The teacher divided the students into pairs.
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c. The teacher introduced the topic, taught the key vocabulary, and gave
instructions to the whole class.
d. The students did the making connections and predicting strategies before
reading, each pairs have discussed about their background knowledge about
the topic and what they have learned about the topic.
e. The students did the questioning and monitoring strategies during reading,
each pairs discussed about the main point of the text by using questions and
their understanding about the text.
f. The students did the visualizing, made outline of pov and summarizing
strategies after reading, students imagined in their mind about the topic and
wrote some important ideas about the text.
g. Teacher and students discussed the day’s reading passage. Answered the
questions and shared some review ideas.
3. Observation
In this phase, the teacher observed:
a. Students’ participation and response during teaching and learning process.
b. Students’ competence in reading a text.
4. Reflection
After collected the data, the teacher evaluated the teaching-learning
process. Then, did reflection by seeing the result of the observation, whether
the teaching learning process of reading comprehension using Super Seven
Comprehension Strategies has reached success criteria based on the test result
of the second action. Then the researcher made conclusion of the applying
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Super Seven Comprehension Strategies Increasing Students’ Reading
Comprehension at The Twelveth Grade Students of SMA Kartika Wirabuana I
Makassar.
B. Research Variables and Indicators
1. Variables
a. Independent variableis the use of super seven comprehension
strategies in teaching reading comprehension.
b. Dependent variable is the increase of students’ reading
comprehension at the tenth grade students of SMA Kartika
wirabuana 1 Makassar.
2. Indicators
a. The indicators of the students’ literal comprehension is main ideas
and detail information.
b. The indicators of the students’ interpretive comprehension is drawing
conclusion.
C. Research Subjects
The research subjects of this classroom action research were the twelveth
grade students of class XII SMA Kartika Wirabuana 1 Makassar in 2014-2015
academic years.
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D. Research Instrument
There were two instruments that used in teaching and learning process:
1. Observation sheet.
It used to find out the students’ data about their activeness in teaching learning
process.
2. Test
Test used to get information about the students’ improvement after teaching
and learning process.
E. The Procedure of Collecting Data
In collecting the data, the researcher used two instruments. The type of
collecting data consist of quantitative and qualitative data in which the instrument
use test and observation. The way to took data as follows:
1. Observation, the observer observed the students’ activeness and presence in the
teaching and learning process by using observation sheet that will be checklist
by the observer based on their activeness.
2. Test, the researcher gaive essay test to the students in other to know their prior
ability and their improvement after taking actions in cycles, each test consist
of 5-10 questions based on reading test material.
F. Techniques for Data Analysis
In analyzing the data, the researcher used some techniques of data
analysis were as follows:
1. Test
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a. Rubric of Reading Comprehension
Table 3.1 Rubric of Reading Comprehension
No Criteria Score
1. The meaning and grammar are correct 4
2. The meaning is correct and some errors of grammar 3
3. Some errors of meaning and grammar 2
4. The meaning and grammar are incorrect 1
5. No answer 0
(Sudiyono, 2005:43)
b. Scoring the students’ correct answer by using the following formula:
(Mason & Bramble in Hariani, 1978:73)
c. Calculating the mean score by using the following formula:
∑
Where:
= Mean score
∑ = The sum of all the score
N = Total number of subjects
(Gay 1981:298)
d. Categorizing the whole score into the following classification
9.6 – 10 is classified as excellent
8.6 – 9.5 is classified as very good
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7.6 – 8.5 is classified as good
6.6 – 7.5 is classified as fairly good
5.6 – 6.5 is classified as fair
4.6 – 5.5 is classified as poor
0 – 4.5 is classified as very poor
(Depdikbud, 1985 : 6)
e. To calculated the percentage of the students’ improvement in reading
comprehension
%
Where:
P = Percentage of improvement
X1 = Mean Score of Cycle 1
X2 = Mean Score of Cycle 2
(Depdikbud, 1985)
2. Observation
The researcher identify the students’ participation in teaching and
learning process by checklist the observation sheet.
Table 3.2 Observation Sheet
Indicator The students
participation Score
Students respond the material very actively Very active 4
Students respond the material actively Active 3
Students respond the material just one or twice Fairly Active 2
Students just sit down during the activity without
doing something Not Active 1
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CHAPTER IV
FINDINGS AND DISCUSSION
This chapter consists of the findings of the research and its discussion. The
findings of the research present the increase of the students‟ reading
comprehension in terms of literal and interpretive comprehension and the
discussion of the research covers further explanation of the finding.
A. Findings
The findings of this research shows that Super Seven Comprehension
Strategies at the tenth grade students of SMA Kartika Wirabuan 1 Makassar
increased the students reading comprehension in terms of literal comprehension
dealing with main ideas and detail information and interpretive comprehension
dealing with drawing conclusion, as follows:
1. Literal Reading Comprehension
a. The Increase of the Students’ Literal Comprehension
The increase of the students „ literal comprehension at the tenth grade
students of SMA Kartika Wirbuana 1 Makassar through Super Seven
Comprehension Strategies. The result of diagnostic test indicated that the mean
score of the students‟ literal reading comprehension was still low. The researcher
then began to teach in the cycle I through Super Seven Comprehension Strategies.
In each meeting, the researcher gave each students a text then did some activities
based on the procedure of Super Seven Comprehension Strategies. In the
activities, the researcher gave some questions to build up the students‟ prior
37
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knowledge before they read the text and explained about how to identify the main
idea in the text and know the detail information in text. The researcher asked the
students to do excercises about identify the main idea and detail information.
After did teaching and learning process for some meeting, the researcher then
gave tested to the students. The result of this test indicated that the mean score of
students in terms of main idea and detail informaton in reading comprehension
was still out of target. So, the researcher continued the action to the cycle II. And
the result of the cycle II there was significant improvement.
The increase of the students‟ literal reading comprehension in terms of
main idea and detail information through Super Seven comprehension strategies
can be seen clearly based on the following table:
Table 4.1: The Students’ Increase in Literal Comprehension
N
o Indicators
The students’ mean score of
literal comprehension Increase (%)
D–test Cycle I Cycle II DT-CI DT-CII CI-CII
1. Main Idea 5.4 6.0 7.0 11.11 29.62 16.66
2. Detail Information 5.5 6.9 7.1 25.45 29.09 2.89
∑ 10.9 12.9 14.1 36.56 58.71 19.55
5.45 6.45 7.05 18.28 29.35 9.77
The table above shows that the significant increase of the students literal
reading comprehension dealing with main idea and detail information through
Super Seven comprehension strategies. The students‟ mean score in diagnostic
test (D-test) before applied those strategies was 5.4 classified into poor. But after
applied those strategies in cycle I, the assessment of their literal comprehension
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increased became 6.0 classified into fair. It was greater than mean score of
diagnostic test but it‟s not significant from the target expected based on criteria of
minimum completeness (KKM) was 7.0. So, the researcher decided to organize
cycle II, the mean score of cycle II was 7.0 and classified into fairly good. The
result of cycle II was well enough from the target expected. And than the increase
of the students‟ literal comprehension was D-test to cycle II was greater than D-
test to cycle I in which D-test to cycle I was 18.28 %and D-test to cycle II was
29.35 %. To see the significant increase of the students‟ literal reading
comprehension clearly It indicates that there was significant increase for the
students‟ literal reading comprehension dealing with main idea and detail
information in applying Super Seven Comprehension Strategies at the tenth grade
students of SMA Kartika Wirabuana 1 Makasar.
b. The Classification of the Students’ Score in Literal Comprehension
The classification of the students‟ score in literal reading comprehension
through Super Seven comprehension strategies in diagnostic-test, cycle I and
cycle II was shown in the table as follows:
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Table 4.2: The Classification of the Students’ Score in Literal
Comprehension
No Classification Score
The Students’ Literal Comprehension Score
D-Test Cycle I Cycle II
F % F % F %
1. Excellent 9.6 - 10 0 0 % 0 0 % 0 0 %
2 Very Good 8.6 – 9.5 0 0 % 0 0 % 0 0 %
3. Good 7.6 – 8.5 0 0 % 0 0 % 2 12.5 %
4. Fairly Good 6.6 – 7.5 0 0 % 6 37.5 % 14 87.5 %
5. Fair 5.6 – 6.5 6 37.5 % 10 62.5% 0 0 %
6. Poor 3.6 – 5.5 10 62.5 % 0 0 % 0 0%
7. Very Poor 0.0 – 3.5 0 0 % 0 0 % 0 0%
Total 16 100 % 16 100 % 16 100 %
The table above shows the classification of the students‟ score in literal
comprehension. The classification of the students‟ score in diagnostic test was six
(37.5 %) students got fair score, ten (62.5 %) students got poor score and none
students got excellent, very good, good, fairly good and very poor. In cycle I, six
(37.5 %) students got fairly good score, ten (62.5 %) students got fair and none
students got excellent, very good, good, poor and very poor score. In cycle II, two
(12.5 %) students got good score, fourteen (87.5 %) students got fairly good score
and none students got excellent, very good, fair, poor and very poor score. From
the result, it can be concluded that the students literal comprehension achievement
from D-test to cycle II ranges “poor” to “good” score, classification score in literal
comprehension from the ranges very poor to excellent was the students score in
diagnostic test were poor to fair and most of the students got poor score. In cycle I
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the students ranges score was fair to fairly good, there was the increase of the
students score from D-test to cycle I. In cycle II, most of the students got fairly
good score from the ranges score was fairly good to good score. It was better than
cycle I and D-test because none students got fair, poor and very poor in this cycle.
Based on the classification score above indicates that there was the increase of the
students score in literal comprehension.
2. Interpretive Reading Comprehension
a. The Increase of the Students’ Interpretive Comprehension
The increase of the students‟ interpretive comprehension at the tenth grade
students of SMA Kartika Wirabuana 1 Makassar through Super Seven
comprehension strategies was raising. There was significant increase from
diagnostic test to cycle I, it‟s also like cycle I to cycle II. Its increase can be seen
clearly based on the following table:
Table 4.3: The Students’ Increase in Interpretive Comprehension
N
o Indicators
The students’ interpretive
comprehension Increase (%)
D –test Cycle I Cycle II DT-CI DT- CII CI - CII
1 Drawing
Conclusion 4.9 5.9 7.0 20.40 42.85 18.64
Based on the table above, we can see the significant increase of the
students‟ interpretive comprehension dealing with drawing conclusion through
Super Seven comprehension strategies in which at the students‟ diagnostic test
(D-Test), the mean score was 4.9 classified into poor and at the students‟ test of
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cycle I, the mean score was 5.9 classified into fair. It was greater than the mean
score of diagnostic test but it‟s not significant from the target expected i.e. 7.0
while at the students‟ test of cycle II, the significant mean score was acquired
namely 7.0 and it‟s classified into fairly good. Interpretive reading comprehension
from diagnostic test to cycle I was 20.40 %, the increase of the students‟
interpretive comprehension from diagnostic test to cycle II was 42.85 % and the
increase of the students‟ interpretive comprehension from cycle I to cycle II was
18.64 %. It indicates that there was significant increase for the students‟
interpretive reading comprehension dealing with drawing conclusion in applying
Super Seven Comprehension Strategies at the tenth grade students of SMA
Kartika Wirabuana 1 Makassar.
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b. The Classification of the Students’ Score in Interpretive Comprehension
The classification of the students‟ score in interpretive reading
comprehension through Super Seven comprehension strategies in diagnostic-test,
cycle I and cycle II was shown in the table as follows:
Table 4.4: The Classification of the Students’ Score in Interpretive
Comprehension
No Classification Score
The Students’ Interpretive Comprehension
Score
D-Test Cycle I Cycle II
F % F % F %
1. Excellent 9.6 - 10 0 0 % 0 0 % 0 0 %
2 Very Good 8.6 – 9.5 0 0 % 0 0 % 0 0 %
3. Good 7.6 – 8.5 0 0 % 0 0 % 2 12.5 %
4. Fairly Good 6.6 – 7.5 0 0 % 1 6.25 % 9 56.25%
5. Fair 5.6 – 6.5 0 0 % 8 50 % 5 31.25%
6. Poor 3.6 – 5.5 16 100 % 7 43.75% 0 0%
7. Very Poor 0.0 – 3.5 0 0 % 0 0 % 0 0%
Total 16 100 % 16 100 % 16 100 %
The table above shows the classification of the students‟ score in
interpretive comprehension through Super Seven comprehension strategies. The
classification of the students‟ score in diagnostic test was sixteen (100 %) students
got poor score or all of students got poor score and none students got excellent,
very good, good, fairly good, fair and very poor. In cycle I, seven (43.75 %)
students got poor score, eight (50 %) students got fair, one (6.25 %) students got
fairly good and none students got excellent, very good, good, poor and very poor
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score. In cycle II, five (31.25 %) students got fair score, nine (56.25 %) students
got fairly good score, two (12.5 %) students got good score and none students got
excellent, very good, poor and very poor score. From the result, it can be
concluded that the students classification score in interpretive comprehension
achievement from D-test to cycle II ranges “poor” to “good” score. In the table
above too shows that the percentage of the students‟ classification score in
interpretive comprehension from the ranges very poor to excellent was increased.
The students score in diagnostic test was 100 % students got poor score, It means
that all of students got poor score in diagnostic test. In cycle I, the students ranges
score were poor to fairly good score, most of the students got fair score and none
students got excellent, very good, good and very poor. In cycle II, most of the
students got fairly good score from the ranges score was fairly good to good
score and none students got excellent, very good, fair, poor and very poor score.
Based on the classification score above indicates that there was the increase of the
students score in interpretive comprehension.
2. The Students’ Reading Comprehension
a. The Increase of the Students’ Reading Comprehension
Based on the result from table 4.1 and table 4.3 indicates that the ability of
the students in reading comprehension in terms of literal comprehension and
interpretive comprehension was increased.
The increase of the students‟ reading comprehension at the tenth grade
students of SMA Kartika Wirabuana 1 Makassar through Super Seven
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comprehension strategies as a result of table 4.1 and table 4.3, will explain in a
table as follows:
Table 4.5: The Students’ Increase in Reading Comprehension
N
o
Indicators
The students’ Reading
Comprehension Increase (%)
D –test Cycle I Cycle II DT-CI DT- CII CI - CII
1. Literal 5.45 6.45 7.05 18.34 29.35 9.30
2. Interpretive 4.9 5.9 7.0 20.40 42.85 18.64
∑ 10.35 12.35 14.05 38.75 72.2 27.94
5.17 6.17 7.0 19.37 36.1 13.97
The table above shows that the students‟ reading comprehension in terms
of literal and interpretive comprehension before implematation the strategies
indicates that diagnostic test assessment was 5.17 classified into poor, but after
implematation of cycle I the assessment of their reading comprehesion increase in
each result of cycle I, namely 6.17 it was greater than diagnostic test (D-test). It
means that there was an increase of the students‟ reading comprehension, but it
was clasified into fair. So, the researcher decided to orginize cycle II. The
assessment of cycle II was greater than cycle I while the result of cycle II was 7.0
it was classified into fairly good. The increase from D-test to cycle II was greater
than the increase from D-test to cycle I where 36.1 % > 19.37 %. Based on the
table and explanation above indicates that there were significant increase of the
students‟ reading comprehension through Super Seven comprehension strategies.
It indicates that there was significant increase for the students‟ reading
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comprehension in applying Super Seven Comprehension Strategies at the twelve
grade students of SMA Kartika Wirabuana 1 Makassar.
b. The Classification of the Students’ Score in Reading Comprehension
The classification of the students‟ score in reading comprehension through
Super Seven comprehension strategies in was shown in the table as follows:
Table 4.6: The Classification of the Students’ Score in Reading
Comprehension
No Classification Score
The Students’ Reading Comprehension Score
D-Test Cycle I Cycle II
F % F % F %
1. Excellent 9.6 -
10 0 0 % 0 0 % 0 0 %
2 Very Good 8.6 –
9.5 0 0 % 0 0 % 0 0 %
3. Good 7.6 –
8.5 0 0 % 0 0 % 2 12.5 %
4. Fairly Good 6.6 –
7.5 0 0 % 6 37.5 % 14 87.5 %
5. Fair 5.6 –
6.5 3 18.75 % 10 62.5 % 0 0 %
6. Poor 3.6 –
5.5 13 81.25 % 0 0 % 0 0%
7. Very Poor 0.0 –
3.5 0 0 % 0 0 % 0 0%
Total 16 100 % 16 100 % 16 100 %
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Table above shows the classification of the students‟ score in reading
comprehension consists of D-test, cycle I and cycle II. The classification score of
the students‟ D-test were none of the students got excellent, very good, good and
fairly good score category, three (18.75 %) students got fair score and 13 (81.25
%) students got poor score and none students got very poor score. From the result,
it can be concluded that the students reading achievement on D-test ranges “poor”
to “fair” and dominant of the students got poor score.
The rate percentage of the cycle I was presented as follows: there were
none of the students got excellent, very good score and good, six (37,5 %)
students got fairly good score, ten (62,5 %) students got fair score and there were
none students got poor and very poor score. It can concluded that the students‟
achievement on cycle I ranges “fair” to “fairly good” and from the table dominant
students got fair and fairly good score.
The classification score of the students in cycle II were none students got
excellent and very good score, two (12.5 %) students got good score, 14 (87.5 %)
students got fairly good score and none students got fair, poor and very poor
score. So, it can be concluded that the students reading achievement on cycle II
ranges “fairly good” to “good” score and dominant of the students got fairly good
score.
Based on result of the students‟ classification score above shows that the
students‟ classification score from D-test, cycle I and cycle II ranges “poor” to
“good” score and it was also increased. The above too shows the students‟ score
classification or precentage clearly of the students achievement before and after
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given treatments in apllying Super Seven comprehension strategies that consists
of D-test, cycle I and cycle II while in teaching and learning reading
comprehension process as a result of the students test. The table shows the
percentage of the students‟ classification score, from the ranges very poor to
excellent. The students score in diagnostic test were poor to fair score and most of
the students got poor score. In cycle I, the students ranges score were fair to fairly
good score, most of the students got fair score and none students got excellent,
very good, good, poor and very poor. In cycle II, most of the students got fairly
good score from the ranges score was fairly good to good score and none students
got excellent, very good, fair, poor and very poor score. So, its result shows that
students‟ classification score from D-test, cycle I and cycle II ranges poor to good
score and it was also increased.
2. The Result of the Students’ Participation Based on the Observation
This table shows the students‟ increase of activate and presence based on
the observation result in learning process of cycle I and cycle II after applied
Super Seven comprehension strategies as follows:
Table 4.7: The Persentage of the Students’ Participation in Learning
Process
Cycle
Meetings
Mean Score
( )
Increase (%) I II III VI
(%) (%) (%) (%)
I 45 48 51 53 49.25
10.75
II 54 59 60 67 60
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Based on the table above, the students‟ participation was increased. It
shows that the process of the students‟ activity in teaching and leraning process in
each meeting of applying Super Seven comprehension strategies. The percentages
of the cycle I from the firts meeting to the fourth meeting were 54%, 48%, 51%
and 53%. Moreover, the percentages of the cycle II from the firts meeting to the
fourth meeting were 54%, 59%, 60% and 67%. In addition, the mean score in
every cycle, while cycle I was 49.25% and in cycle II was 60%. So, the result of
percentage of cycle I to cycle II was increased. Its increase was 10.47. The table
above too shows the students‟ participation as a result of observation in learning
reading comprehension through Super Seven comprehension strategies at the
tenth grade students of SMA Kartika Wirabuana 1 Makassar. The table above
presented the students‟ situation during teaching and learning process dealing with
the students‟ activeness and presence in teaching and learning reading
comprehension from cycle I to the cycle II while each cycle consist of fourth
meetings. Based on the chart above, there was changing of the students‟
participation in learning reading comprehension from the first meeting until the
eight meeting in cycle I to cycle II. It was indicated that there was the increase of
the students‟ participation during teaching and learning reading comprehension
process through Super Seven comprehension strategies at the tenth grade students
of SMA Kartika Wirabuna 1 Makassar.
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B. Discussions
Based on the procedure of data analysis in the findings shows that the
application of the model of learning reading comprehension through Super Seven
comprehension strategies was significant increased the students reading
comprehension at the tenth grade students of SMA Kartika Wirabuana 1
Makassar. It increased the students‟ achievement and their ability to understand
the materials of reading comprehension in cycle I and cycle II. It can be proved by
the result of findings about the students‟ literal reading comprehension dealing
with main ideas and detail information, interpretive reading comprehension
dealing with drawing conclusion and the result of the observation of the students‟
activeness, participation and presence in teaching and learning process.
1. The Improvement of the Students’ Reading Comprehension
During the teaching and learning process in cycle I, the researcher
found that the students were difficult to identify main ideas and drawing
conclusion. As Smith in Ashar (2007:22) stated that literal comprehension refers
to the main idea, details and sequence. The literal level of comprehension is
fundamental to all reading skill at any levels because a reader must understand
what the writers said before draw inference or make an evaluation. In other word,
this category requires a lower level thinking skill than the others.
To solve this problem the researcher had done cycle II and revised the
previous lesson plan. The researcher devided into some pairs so the students can
did their excercise together. They worked together to solve the problem. The
researcher also gave deep explanation about the way to determine the main ideas
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and understand the content of the text that concluded in literal comprehension and
drawing conclusion in interpretive comprehension of the narrative text so the
students can understand well.
In the analysis of the students‟ achievement, the researcher found that the
mean score of students in reading comprehension in terms of literal and
interpretive comprehension through Super Seven comprehension strategies was
increased. The students‟ means score in D-test was 5.17 (poor), in the cycle I the
students‟ mean score was 6.17 (fair) and in the cycle II the students‟ mean score
was 7.0 (fairly good). The increase of the students‟ achievement from mean score
of D-test to cycle I was 19.37 %, whereas the increase of students‟ achievement
from mean score of D-test to cycle II was 36.1 %.
The students‟ mean score in teaching literal reading comprehension in D-
test was 5.45 (poor), cycle I was 6.45 (fair) and cycle II was 7.05 (fairly good).
The increase of the students‟ score from D-test to cycle I was 18.28 % and D-test
to cycle II was 29.35 %. The students‟ mean score in teaching interpretive reading
comprehension in D-test was 4.9 (poor), cycle I was 5.9 (fair) and cycle II was
7.0 (fairly good). The increase of the students‟ score from D-test to cycle I was
20.40 % and D-test to cycle II was 42.85 %.
The classification of the students‟ score in learning reading comprehension
through Super Seven comprehension strategies was increased. The students‟
classification score in D-test from 100 % in 16 students was 18.75 % students got
fair score, 81.25 % students got poor and none students got excellent, very good,
good, fairly good and very poor score. In cycle I was 37.5 % students got fairly
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good, 62.5 % students got fair and none students got excellent, very good, good,
poor and very poor score. The classification score in cycle II was 12.5 % students
got good, 87.5 % students got fairly good score and none students got excellent,
very good, fair, poor and very poor score.
From the explanation above the researcher analyzed that through Super
Seven comprehension strategies in narrative reading text can increase the
students‟ reading comprehension in learning reading to identify main ideas, detail
information and drawing conclusion, where the students‟ mean score in cycle I
and cycle II was higher than D-test based on the table in the findings.
2. The Increase of the Students’ Participation in Learning Reading
Comprehension
Based on result of observation, the students‟ participation in learning
reading comprehension process through Super Seven comprehension strategies
was increased. The mean score of the students‟ participation in the firts meeting
untill the fourth meeting in cycle I was 49.25 % and the students‟ mean score in
cycle II was 60 %. There was the increase of participation of the students from the
first meeting in cycle I untill the fourt meeting in cycle II. The increase of the
students‟ participation score from cycle I to cycle II was 10.75 %. It indicates that
the application of Super Seven comprehension strategies can stimulate the
students‟ activeness and presence in teaching and learning process, particularly in
teaching and learning reading comprehension.
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CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusions
Based on the findings and discussion in the previous chapter it can be
concluded that the model of learning reading comprehension through Super Seven
comprehension strategies was significantly increased the students‟ reading
comprehension at the tenth grade students of SMA Kartika Wirabuana 1
Makassar. This was shown by the following result:
1. Super Seven comprehension strategies increase the students‟ literal reading
comprehension dealing with identifying main ideas and detail information.
The data in the findings indicated that the students‟ means score in cycle I
was 6.45 and cycle II was 7.05, the increase of the students‟ literal
comprehension from cycle I to cycle II was 9.77 %. So, these trategies had
succeeded to increase the students‟ achievement in learning reading
comprehension in terms of literal comprehension at the tenth grade students
of SMA Kartika Wirabuana 1 Makassar.
2. Super Seven comprehension strategies increase the students‟ interpretive
reading comprehension dealing with drawing conclusion. The data in the
findings indicated that the students‟ means score in cycle I was 5.9 and cycle
II was 7.0, the increase of the students‟ literal comprehension from cycle I to
cycle II was 18.64 %. So, these trategies had succeeded to increase the
students‟ achievement in learning reading comprehension in terms of
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interpretive reading comprehension at the tenth grade students of SMA
Kartika Wirabuana 1 Makassar.
3. Super Seven comprehension strategies was effective to make the students
active in reading at class. This shown by the result of percentage of the
students‟ participation in the first meeting of cycle I was 45 % and it was
increased became 67 % in the last meeting of cycle II.
Based on the explanation above, it can be concluded that there was a
significant difference before and after the students given the treatment in cycle I
and cycle II in teaching and learning reading comprehension through Super Seven
comprehension strategies at the tenth grade students of SMA Kartika Wirabuana 1
Makassar.
B. Suggestions
In relation to the conclusion above, the researcher further states
suggestions as follows:
1. There are so many strategies, models or approaches in teaching English
especially in reading that was developed by the expert. Therefore, the teacher
should leave the conventional strategies in teaching. As the researcher saw
when applying Super Seven comprehension strategies, the students enjoyed to
work in collaborative. They did not feel boredom because this strategies
allowed other strategies work together.
2. The teacher is not the source of knowledge, one of their functions is as the
facilitator for their students to guide or give them instructions to get the
knowledge. Therefore, the teacher should give the students many
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opportunities to find the knowledge from the text they have been read or
learnt through teaching them the strategies.
3. For further researchers, it is suggested to conduct further research of Super
Seven comprehenson strategies that applied seven strategies in control pair to
find out the effectiveness of this model.
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BIBLIOGRAPHY
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nation ofreaders: The report of the Commission on Reading.Washington,
DC: National Institute of Education.
Ampa, A. Tenri. 2010. English for Specific Purposes.Makassar.
Ashar. 2007. Improving the students’ reading comprehension through Reading-
Speaking Based on Cooperative Learning.A thesis of FBS Universitas
Negeri Makassar.
Asrul. 2011. Improving the students’ reading comprehension through Cooperative
Integrated reading and composition (CIRC) strategy at the second year of
MA Gupp iSamata. A thesis of Unismuh Makassar.
Ba‟dulu, A. Muis. 2009. Introduction to Linguitics. Makassar.
Bedell, D., Oxford R. 1996. Language Learning Strategies around the World:
Cross Cultural Perspectives. Honolulu: University of Hawai‟i: Second
Language Teaching and Curriculum Center, pp. 35-60.
Chastain, K. 1988. Developing Second Language Skills: Theory and Practice.The
3rd.
ed. Orlando, Harcourt Brace Jovanovich.
Curtis, M. E. 2002. Adolescent reading: A synthesis of research. Baltimore.
Partnership for Reading.
Dalle, M. Basri. 2010. Fundamentals of Research Methodology. Makassar.
Davis, Paul. & Rinvolucri, Mario. 1988. Dictation (New methods, new
possibilities). New York: Cambridge University Press.
Depdikbud. 1985. Petunjuk Pelaksanaan Proses Belajar Mengajardan Petunjuk
Pelaksanaan Sistem Penilaian. Jakarta :Depdikbud.
Dole, J. A. (2002). Comprehension strategies. In B. Guzzetti (Ed.), Literacy in
America: An encyclopedia of history, theory and practice, Volume I, pp.
85–88. New York: ABC-CLIO.
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Faramazzi, Habibullah. 2000. The role of Collaborative Strategic Reading in the
Improvement of Reading Comprehension Ability. Thesis Tarbiat Modarres
University of Iran. Available online, (Accessed on January 22th
2009)
Ferre, John P. 1983. Merrill Guide to the Research Paper.Sidney: Charles E.
Merrill Publishing Company.
Fromkin, Victoria & Rodman, Robert. 1983. An Introduction to Language. New
York: CBS College Publishing.
Gay,L.R. 1981. Educational Research Competencies for analysis and Application.
Ohio : Charles E. Merril Publishing. Co.
Hariani, Ika. 2011. Improving the students’ reading comprehension through
discovery learning method at the second year of SMK Gunung Sari
Makassar (A Classroom Action Research). A thesis of Unismuh Makassar.
Harris, Roy. 2000. Rethinking Writing. (Online). (Accessed on May 28th
2010).
Hornby, Jeremy. 1991. Advance Learner Dictionary of Current English.London:
Oxford University Press.
Johnson, D. W., & Johnson, R.T. 1987. Learning Together and alone (2nd
ed.).
Englewood Cliffs, NJ: Prentice-Hall.
Khaeratisyam, Ummi. 2008. Materials for Reading Comprehension.Makassar:
Lembaga Penerbitan Unismuh Makassar.
Klingner, J.K. & Vaughn, S. 1999. Promoting reading comprehension, content
learning, and English acquisition through Collaborative Strategic Reading
(CSR). The Reading Teacher, 52(7), 738-747.(Online).
(Http://www.Idonline.org/Id_indepth/teaching_techniques/collab_reading.h
tml.)Accessed on December 2010.
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APPENDIX A
DIAGNOSTIC TEST
Name : …………………………
Nis : ………………………....
Date : …………………………
A. Read the text quickly and answer the question!
The Smartest Parrot
Once upon a time, a man had a wonderful parrot. There was no other
parrot like it. The parrot could say every word, except one word. The parrot would
not say the name of the place where it was born. The name of the place was
Catano.
The man felt excited having the smartest parrot but he could not
understand why the parrot could not say Catano. The man tried to teach the bird to
say Catano however the bird kept not saying the word.
At the first, the man was very nice to the bird but then he got very angry.
“You stupid bird!” pointed the man to the parrot. “Why can‟t you say the word?
Say Catano! Or I will kill you” the man said angrily. Although he tried hard to
teach, the parrot would not say it. Then the man got so angry and shouted to the
bird over and over; “Say Catano or I‟ll kill you”. The bird kept not say the word
of Catano.
One day, after he had been trying so many times to make the bird say
Catano, the man really got very angry. He could not bear it. He picked the parrot
and threw it into the chicken house. There were four old chickens for next dinner
“You are as stupid as the chickens. Just stay with them”. Said the man angrily.
Then he continued to humble; “You know, I will cut the chicken for my meal.
Next, it will be your turn, I will eat you too, stupid parrot”. After that he left the
chicken house.
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The next day, the man came back to the chicken house. He opened the
door and was very surprised. He could not believe what he saw at the chicken
house. There were three death chickens on the floor. At the moment, the parrot
was standing proudly and screaming at the last old chicken; “Say Catano or I‟ll
kill you”.
B. Answer the questions below based on the story above!
I. Answer the questions below based on the story above!
1. Where was the Parrot born?
2. Why did the man angry to the bird?
3. Could the bird say every word?
4. What makes the man surprised in the chicken house?
5. Why did the Parrot kill the chickens?
II. Write down the main ideas of each paragraph!
1. Paragraph 1 : ...................................................................................
2. Paragraph 2 : ...................................................................................
3. Paragraph 3 : ...................................................................................
4. Paragraph 4 : ...................................................................................
5. Paragraph 5 : ...................................................................................
III. Answer the questions below based on your understanding about the
story above!
1. What are the story talking about?
2. What can we learn from the story?
3. How are your prediction outcomes of the text above?
4. Write down the list of chronological on the story!
5. Make the conclusion of the text above based on your own word!
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ANSWER KEY :
I. The answer of the questions based on the story
1. The Parrot was born in Catano
2. The man angry to the bird because he could not say Catano
3. No, he couldn‟t
4. The man surprised in chicken house because he saw their chickens death
on the floor that was killed by the Parrot
5. Because the chickens could not say “Catano”.
II. The main ideas of each paragraph
1. Paragraph 1 : A man had a wonderful Parrot
2. Paragraph 2 : The man felt excited having the smartest parrot but he
could not understand why the parrot could not say Catano
3. Paragraph 3 : The man was very angry to the bird.
4. Paragraph 4 : After he had been trying so many times to make the bird
say Catano, the man really got very angry
5. Paragraph 5 : The man came back to the chicken house.
III. The answer of the questions based on the story
1. The story talking about the man who have a smartest Parrot but could not
say “Catano”.
2. a. Be patient to face something
b. Something have the benefits and the weakness.
3. If the man can not force the Parrot to say “Catano” and bring it into the
chicken house, their chickens do not died.
4. a. A man had a wonderful Parrot
b. The Parrot could not say “Catano”
c. The man angry to the bird and shouted to the bird “Say Catano or I‟ll
kill you”.
d. The man teach the bird so many times but it keep not say “Catano”
e. The man become so angry and threw the bird into the chicken house
f. The Parrot killed the chickens because they could not say “Catano”
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CYCLE 1 TEST
Name : …………………………
Nis : ………………………....
Date : …………………………
A. Read the text below carefully and answer the queastions!
CINDERELLA
Once upon a time, there was a young girl named Cinderella. She lived
with her step mother and to step sisters. The step mother and sisters were
conceited and bad tempered. They treated Cinderella very badly. Her step
mother made Cinderella do the hardest works in the house; such as scrubbing
the floor, cleaning the pot and pan, and preparing the food for the family. The
two step sisters, on the other hand, did not work about the house. Their mother
gave them many beautiful dresses to wear.
One day, the two step sisters received an invitation to the ball that the
king‟s son was going to give at the palace. They were excited about this and
spent so much time choosing the dresses they would wear. At last, the day of
the ball came, and away went the sisters to it. Cinderella could not help crying
after they had left.
“Why are you crying, Cinderella?” A voice asked. She looked up and
saw her fairy godmother standing beside her, “because I want so much to go to
the ball” said Cinderella. “Well” said the godmother, “you have been such a
cheerful, hardworking, uncomplaining girl that I am going to see that you do
go to the ball”.
Magically, the fairy godmother changed a pumpkin into a fine coach and
mice into a coachman and two footmen. Her godmother tapped Cinderella‟s
raged dress with her wand, and it became a beautiful ball gown. Then she gave
her a pair of pretty glass slippers. “Now, Cinderella”, she said; “You must
leave before midnight”. Then away she drove in her beautiful coach.
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Cinderella was having a wonderfully good time. She danced again and
again with the Prince. Suddenly the clock began to strike twelve, she ran
toward the door as quickly as she could. In her hurry, one of her glass slipper
was left behind
A few days later, the Prince on proclaimed that he would marry the girl
whose feet fitted the glass slipper. Her step sisters tried o the slipper but it was
too small for them, no matter how hard they squeezed their toes into it. In the
end, the king‟s page let Cinderella try on the slipper. She stuck out her foot
and the page slipped the slipper on. It fitted perfectly.
Finally, she was driven to the palace. The prince was overjoyed to see
her again. They were married and life happily ever after.
B. Answer the questions below based on the story above!
I. Answer the questions below based on the story above!
1. Why did they treated Cinderella very badly?
2. Why did she cry?
3. Who help her go to the ball?
4. Is she spent her time to dance with the prince at the ball?
5. Why did she left the ball at the midnight?
II. Write down the main ideas of each paragraph!
1. Paragraph 1 : ..................................................................................
2. Paragraph 2 : ..................................................................................
3. Paragraph 4 : ..................................................................................
4. Paragraph 5 : ..................................................................................
5. Paragraph 6 : ..................................................................................
III. Answer the questions below based on your understanding of the story
above!
1. What are the story talking about?
2. What can we learn from the story?
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3. How are your prediction outcomes of the text above?
4. Write down the list of chronological on the story!
5. Make the conclusion of the text above based on your own word!
ANSWER KEY :
I. The answer of the questions above
1. They treated Cinderella very badly because she was beutifull
2. Because she want to go to the ball.
3. Her Godmother
4. Yes, she is
5. Because the magic will stop working
II. The main ideas of paragraph
1. Paragraph 1: There was a young girl named Cinderella. She lived with
her step mother and to step sisters. The step mother and sisters were
conceited and bad tempered.
2. Paragraph 2: The two step sisters received an invitation to the ball that
the king‟s son was going to give at the palace.
3. Paragraph 4: Godmother change her with her magic
4. Paragraph 5: Cinderella was having a wonderfully good time
5. Paragraph 6: Prince on proclaimed that he would marry the girl whose
feet fitted the glass slipper.
III. The answer of the questions above
1. The story talking about the Cinderella‟s life.
2. We may not treated someone badly and the evil could never win.
3. If she could not help by her Godmother she could not go to the ball and
meet with the Prince.
4. a. Cinderella live with their Stepmother, and two stepsisters
b. They treated Cinderella very badly
c. The king‟s son was going to give a party at the palace
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d. Cinderella could not help crying after they had left
e. Godmother helped her and change her with her magic
f. She go to the ball and meet with the Prince.
g. The Prince look for the girl whose feet fitted the glass slipper
h. Cinderella and the Prince marry and live happly ever after.
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CYCLE 2 TEST
Name : …………………………
Nis : ………………………....
Date : …………………………
A. Read the text below carefully!
ROMEO AND JULIET
Once upon a time there lived in Verona two great families named Montagu
and Capulet. They were both rich but they were hostile each other.
One day, the Capulet family gave a party, a grand supper and a dance. The
head of that family was so hospitable that he said “anyone may come to this party
except the Montagues”. But there was a young Montagu named Romeo who
wanted very much to be there because Rosaline, the lady he loved had been asked.
The Capulet‟s grand party came, he went to be there with his friends
Mercutio and Benvolio. The old Capulet welcomed him and his two friends very
kindly, he didn‟t know that they were Montagues. So, they enjoy the party. The
amid of the dancers, he saw a lady that so beautifull and so lovable. Romeo‟s eyes
fell upon Juliet and he thought Rosaline no more.
Asking around to learnt the identity of Juliet, Romeo‟s voice is recognized
by Tybalt, a member of the Capulet clan. Tybalt being very angry, went at once to
his uncle and told him how a Montague had come uninvited to the feast. But, old
Capulet intervenes,insisting that no blood be shed in his home. So Romeo is
tolerated long enough to find an opportunity to speak to Juliet alone, still unaware
of her identity.
The vision of Juliet now invades her every thought. Unable to sleep,
Romeo returns late that night to the bedroom window of his love, hiding in the
bushes below. There, he was surprised to find Juliet on the balcony, professing her
love for him and wishing that he were not a Montague. Romeo appears from the
bushes, ready to deny his name and profess his love. They agree to meet at nine
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o‟clock the next morning to be merried. And the next morning Romeo and Juliet
were married by the Friar Lawrence.
On the way home, Romeo chances upon his friend Mercutio arguing with
Tybalt in the Public square. And then, he was not deliberately to kill Tybalt. Friar
Lawrence adviced him to travel to Mantua until things cool down and he promises
to inform Juliet.
When Juliet Received the news of Tybalt‟s death and Romeo‟s exile, she
didn‟t ask her father about her marriage. Then, her father wanted she marry to
Paris, a kinsman of Mercutio. Juliet looked for a way to make her marriage with
Paris was canceled. So, she drunk a Potion that made her death for three days.
Friar Lawrence sent a letter to Romeo, but he had back before the letter arrived to
him. He found Juliet had die and found a poison beside Juliet. So, he took it and
drunk it. When the effects of the sleeping potion wear off and Juliet awakens
called for Romeo. Finding him next to her, dead, with a cup in his hand, she tries
to kiss the poison from his lips, but failing that, then she took the dagger of
Romeo and plunged it into her breast.
B. Answer the questions below based on the text above!
I. Answer the questions below based on the story above!
1. What are the name of Romeo‟s family?
2. Whom the lady did he want meet at the party?
3. What made Juliet unable to slept?
4. Why did Romeo travel to Mantua?
5. Why did Juliet kill herself?
II. Write down the main ideas of each paragraph!
1. Paragraph 2 : ....................................................................................
2. Paragraph 3 : ....................................................................................
3. Paragraph 5 : ....................................................................................
4. Paragraph 6 :.....................................................................................
Page 78
5. Paragraph 7 : ....................................................................................
III. Answer the questions below based on your understanding of the story
above!
1. What are the story talking about?
2. What can we learn from the story?
3. How are your prediction outcomes of the story above?
4. Write down the list of chronological on the story?
5. Make the conclusion of the story above based on your own word!
ANSWER KEY:
I. The answer of the questions above
1. The names of Romeo‟s family was Montagues
2. The lady that he wanted meet at party was Rosaline
3. Julieat unable to slept because the vision of her invades her every thought
to devised Romeo.
4. Romeo travel to Mantua because he had kill Tybalt
5. Juliet killed herself because she saw her husbant Romeo had dead the next
of her by a poison in his hand.
II. The main ides of paragraph
1. Paragraph 2: The Capulet family would give a party, a supper and a
dance.
2. Paragraph 3: Romeo met with a beautifull lady Juliet in a party
3. Paragraph 5: Romeo and Juliet was marriage.
4. Paragraph 6: Romeo chances upon his friend Mercutio arguing with
Tybalt in the Public square.
5. Paragraph 7: Romeo and Juliet were death by love
III. The answer of the questions above
1. The story talking about the love story of two peoplethat is brought to
death because their family are hostile each other.
2. a. Do not hasty in taking action
Page 79
b. The evil could not pacifier
c. Loyal for something
3. If the letter of Juliet was received by Romeo, they were not dead each
other and live happily ever after.
4. a. Romeo meet Juliet in the Capulet family‟s party and they are falling in
love each other.
b. Their family oppose their relation because their family are hostile each
other.
c. Romeo and Juliet was marriage without without their family‟s lisence
d. Romeo travel to Mantua because he had kill Tybalt.
e. The Capulet family wanted Juliet marry to Paris.
f. Juliet drunk a poison that made her death for three days.
g. Romeo back and saw Juliet was dead and then he also drunk a poison
and dead.
h. Juliet woke up and killed herself by the dagger of Romeo because
Romeo had dead.
Page 80
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMA Kartika Wirabuana I Makassar
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XII / I
Tahun Pelajaran : 2014/2015
Aspek/Skill : Reading
Jenis Teks : Narrative Text
Pertemuan : Pertama (Siklus 1)
Alokasi Waktu : Menit / 1 X Pertemuan
A. Standar Kompetensi
5. Memahami makna teks tulis fungsional pendek dan esei sederhana
berbentuk recount, narrative dan procedure dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan.
B. Kompetensi Dasar
5.2 Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar
dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses
ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan
procedure.
C. Indikator
1. Mengidentifikasi berbagai informasi dalam teks fungsional pendek
berbentuk narrative.
2. Menemukan main idea dalam teks fungsional pendek berbentuk narrative.
3. Memeberikan tanggapan tentang isi bacaan berdasarkan pengalaman dan
pengetahuan.
Page 81
D. Tujuan Pembelajaran
1. Pada akhir pembelajaran siswa dapat membuat catatan tentang berbagai
informasi, menemukan main idea dan membuat kesimpulan pada teks
fungsional pendek berbentuk narrative.
2. Pada akhir evaluasi siswa diharapkan mencapai nilai minimal KKM.
E. Materi Pembelajaran
Read the text quickly and answer the question!
The Broken Egg
“I have no eggs for breakfast, Mr. Brown,” said Mrs. Brown to her
husband early one morning, “so if you want your egg today, you‟ll have to
go over to our neighbour and ask for two eggs, one for you and one for
me.”
“Yes my dear,” said Mr. Brown and he went next door and got two
eggs. Since it had been raining, the path was wet. On his way back to his
house, he slipped and fell, breaking one of the two eggs.
When he got home, he said to his wife, “I had an accident. I‟m
sorry my dear, but I broke your egg!”
From Casy Corner I, p. 22.
F. Metode/Strategi Pembelajaran
Super Seven Comprehension Strategies
G. Langkah-langkah Kegiatan Pembelajaran
1. Kegiatan Awal (10 Menit)
Greetings and motivation
Guru mengabsensi siswa guna menanamkan sikap patuh pada peraturan
Guru menyampaikan kompetensi dasar dan tujuan pembelajaran
2. Kegiatan Inti (70 Menit)
a. Eksplorasi
Dalam eksplorasi, siswa menerapkan dua strategi yang akan membantu
dalam mengaktifkan pengetahuan awal mereka sebelum proses
membaca.
Page 82
1). Making connections.
Dalam making connections, siswa diminta untuk menghubungkan
antara topik dengan latar belakang pengetahuan mereka, dengan
berbagai referensi lainnya atau dengan kehidupan di sekeliling kita
untuk membangkitkan penegetahuan awal siswa tentang topik
tersebut.
2). Predicting
Siswa diminta untuk membuat prediksi tentang apa yang akan
dipelajari selanjutnya terkait topik pembelajaran, hal ini untuk
membangkitkan ketertarikan siswa dalam belajar.
b. Elaborasi
Dalam elaborasi, siswa menerapkan dua strategi selanjutnya yang
diterapkan selama proses membaca berlangsung untuk membantu siswa
dalam memahami makna teks.
3). Questioning
Siswa diminta membuat pertanyaan untuk diri mereka sendiridengan
menggunakan 5W+H Questions untuk memudahkan mereka
menetukan ide pokok paragraph dan mengetahui isi teks secara detail
selama proses membaca.
4). Monitoring
Siswa menerapkan monitoring untuk mengukur sejauh mana
pemahaman mereka terhadap teks yang dibaca, dan melakukan fix-
up ketika terjadi kesalahan pemahaman.
c. Konfirmasi
Sebagaiman dalam konfirmasi yaitu terjadi umpan balik antara guru dan
siswa serta memberikan penguatan kepada siswa, maka siswa diminta
untuk menerapkan visualizing dan summarizing untuk mengetahui
sejauh mana pemahaman mereka terhadap teks yang dibaca setelah
proses membaca selesai.
Page 83
5) Visualizing
Siswa diminta untuk memikirkan atau membayangkan sesuatu di
pikiran mereka tentang teks yang telah dibaca.
6). Summarizing
Siswa diminta untuk menyimpulkan isi teks yang telah dibaca
menggunakan kata-kata sendiri berdasarkan pemahaman masing-
masing.
Berdasarkan dari hasil visualizing dan summarizing siswa, guru
memberikan umpan balik dan penguatan dalam bentuk lisan, melakukan
refleksi untuk memperoleh pengalaman belajar yang sudah dilakukan
dan memberikan motivasi kepada siswa yang kurang dan belum bisa
mengikuti pelajaran dengan baik.
3. Kegiatan Akhir (10 Menit)
Guru memberi kesempatan kepada siswa untuk menanyakan materi
pelajaran yang kurang dipahami.
Guru memberikan tugas kepada siswa terkait materi pelajaran yang telah
diajarkan.
Menutup pelajaran.
H. Sumber Pembelajaran
1. Developing English Competences for Grade X Senior High School
(SMA/MA)
2. Script text
3. Kamus Bahasa Inggris
I. Penilaian
Penilaian meliputi :
Teknik : Tes membaca dan menulis
Bentuk Instrument : Menjawab pertanyaaan berdasarkan isi teks
Instrument : Narrative text
Pedoman Penilaian
Page 84
1. Tiap jawaban benar diberi skor 4
2. Jumlah skor maksimal yaitu jumlah soal kali 4
3. Nilai siswa :
NilaiAkhir:
x 10 = ...
Rubrik Penilaian
Aspek Keterangan Score
Pemahaman
Memahami semua tanpa mengalami
kesulitan
5
Memahami hampir semuanya, walau
ada pengulangan pada bagian tertentu
4
Memahami sebagian besar apa yang
dikatakan bila bicara agak diperlambat
walau ada pengulangan
3
Susah mengikuti apa yang dikatakan.
2
Tidak bisa memahami walaupun
percakapan sederhana
1
Makassar, 2015
Peneliti
Wahyudi Usman
Page 85
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMA Kartka Wirabuana 1 Makassar
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XII / I
Tahun Pelajaran : 2014/2015
Aspek/Skill : Reading
Jenis Teks : Narrative Text
Pertemuan : Kedua
Alokasi Waktu : 2 X 45 Menit / 1 X Pertemuan
A. Standar Kompetensi
5. Memahami makna teks tulis fungsional pendek dan esei sederhana
berbentuk recount, narrative dan procedure dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan.
B. Kompetensi Dasar
5.2Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar
dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses
ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan
procedure.
C. Indikator
1. Mengidentifikasi berbagai informasi dalam teks fungsional pendek
berbentuk narrative.
2. Menemukan main idea dalam teks fungsional pendek berbentuk narrative.
3. Memeberikan tanggapan tentang isi bacaan berdasarkan pengalaman dan
pengetahuan.
Page 86
D. Tujuan Pembelajaran
1. Pada akhir pembelajaran siswa dapat membuat catatan tentang berbagai
informasi, menemukan main idea dan membuat kesimpulan pada teks
fungsional pendek berbentuk narrative.
2. Pada akhir evaluasi siswa diharapkan mencapai nilai minimal KKM.
E. Materi Pembelajaran
Read the text below carefully!
The Fox and The Bird
One day, a fox saw a bird sitting on the branch of a tree. In it mouth the
bird had some food. The fox wanted this food because he was very hungry.
“You are a beautiful bird,” the fox said, “but can you sing?”
“Of course I can sing,” thought the bird, “this is a very stupid fox.” He
opened his mouth to sing and dropped the food. The fox caught the food and
said, “Yes you can sing, and you are very beautiful, but you are not very
smart.” And the fox ran away with the food.
F. Metode/Strategi Pembelajaran
Super Seven Comprehension Strategies
G. Langkah-langkah Kegiatan Pembelajaran
1. Kegiatan Awal (10 Menit)
Greetings and motivation
Guru mengabsensi siswa guna menanamkan sikap patuh pada
peraturan
Guru menyampaikan kompetensi dasar dan tujuan pembelajaran
2. Kegiatan Inti (70 Menit)
a. Eksplorasi
Dalam eksplorasi, siswa menerapkan dua strategi yang akan membantu
dalam mengaktifkan pengetahuan awal mereka sebelum proses
membaca.
1). Making connections.
Dalam making connections, siswa diminta untuk menghubungkan
antara topik dengan latar belakang pengetahuan mereka, dengan
Page 87
berbagai referensi lainnya atau dengan kehidupan di sekeliling kita
untuk membangkitkan penegetahuan awal siswa tentang topik
tersebut.
2). Predicting
Siswa diminta untuk membuat prediksi tentang apa yang akan
dipelajari selanjutnya terkait topik pembelajaran, hal ini untuk
membangkitkan ketertarikan siswa dalam belajar.
b. Elaborasi
Dalam elaborasi, siswa menerapkan dua strategi selanjutnya yang
diterapkan selama proses membaca berlangsung untuk membantu
siswa dalam memahami makna teks.
3). Questioning
Siswa diminta membuat pertanyaan untuk diri mereka sendiri
dengan menggunakan 5W+H Questions untuk memudahkan
mereka menetukan ide pokok paragraph dan mengetahui isi teks
secara detail selama proses membaca.
4). Monitoring
Siswa menerapkan monitoring untuk mengukur sejauh mana
pemahaman mereka terhadap teks yang dibaca, dan melakukan fix-
up ketika terjadi kesalahan pemahaman.
c. Konfirmasi
Sebagaiman dalam konfirmasi yaitu terjadi umpan balik antara guru
dan siswa serta memberikan penguatan kepada siswa, maka siswa
diminta untuk menerapkan visualizing dan summarizing untuk
mengetahui sejauh mana pemahaman mereka terhadap teks yang
dibaca setelah proses membaca selesai.
5). Visualizing
Siswa diminta untuk memikirkan atau membayangkan sesuatu di
pikiran mereka tentang teks yang telah dibaca.
Page 88
6). Summarizing
Siswa diminta untuk menyimpulkan isi teks yang telah dibaca
menggunakan kata-kata sendiri berdasarkan pemahaman masing-
masing.
Berdasarkan dari hasil visualizing dan summarizing siswa, guru
memberikan umpan balik dan penguatan dalam bentuk lisan,
melakukan refleksi untuk memperoleh pengalaman belajar yang sudah
dilakukan dan memberikan motivasi kepada siswa yang kurang dan
belum bisa mengikuti pelajaran dengan baik.
3. Kegiatan Akhir (10 Menit)
Guru memberi kesempatan kepada siswa untuk menanyakan materi
pelajaran yang kurang dipahami.
Guru memberikan tugas kepada siswa terkait materi pelajaran yang
telah diajarkan.
Guru menutup pelajaran.
H. Sumber Pembelajaran
1. Buku Look Ahead 1 , English for Better Life
2. Buku Inter-Language Kelas X
3. Teks Otentik
4. Kamus Bahasa Inggris
I. Penilaian
Penilaian meliputi :
Teknik : Tes membaca dan menulis
Bentuk Instrument : Menjawab pertanyaaan berdasarkan isi teks
Instrument : Narrative text
Pedoman Penilaian
1. Tiap jawaban benar diberi skor 4
2. Jumlah skor maksimal yaitu jumlah soal kali 4
3. Nilai siswa :
Page 89
NilaiAkhir:
x 10 = ...
Rubric Penilaian
Aspek Keterangan Score
Pemahaman
Memahami semua tanpa mengalami
kesulitan
5
Memahami hampir semuanya, walau
ada pengulangan pada bagian tertentu
4
Memahami sebagian besar apa yang
dikatakan bila bicara agak diperlambat
walau ada pengulangan
3
Susah mengikuti apa yang dikatakan.
2
Tidak bisa memahami walaupun
percakapan sederhana
1
Makassar, 2015
Peneliti
Wahyudi Usman
Page 90
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMA Kartika Wirabuana 1 Makassar
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XII / I
Tahun Pelajaran : 2014/2015
Aspek/Skill : Reading
Jenis Teks : Narrative Text
Pertemuan : Ketiga
Alokasi Waktu : 2 X 45 Menit / 1 X Pertemuan
A. Standar Kompetensi
5. Memahami makna teks tulis fungsional pendek dan esei sederhana
berbentuk recount, narrative dan procedure dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan.
B. Kompetensi Dasar
5.2Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar
dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses
ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan
procedure.
C. Indikator
1. Mengidentifikasi berbagai informasi dalam teks fungsional pendek
berbentuk narrative.
2. Menemukan main idea dalam teks fungsional pendek berbentuk narrative.
3. Memberikan tanggapan tentang isi bacaan berdasarkan pengalaman dan
pengetahuan.
Page 91
D. Tujuan Pembelajaran
1. Pada akhir pembelajaran siswa dapat membuat catatan tentang berbagai
informasi, menemukan main idea dan membuat kesimpulan pada teks
fungsional pendek berbentuk narrative.
2. Pada akhir evaluasi siswa diharapkan mencapai nilai minimal KKM
E. Materi Pembelajaran
Narrative dapat dijelaskan sebagai berikut:
a. Purpose
To amuse, entertain, and to deal with actual or vicarious experiences
in different ways. (Untuk menghibur pembaca melalui cerita).
b. Generic structure.
1) Orientation: Sets the scene and introduces the participants.
(Memperkenalkan tokoh dan setting)
2) Complication : A crisis arises (Munculnya masalah).
3) Resolution : the crisis is resolved (Terselesainya masalah).
F. Metode/Strategi Pembelajaran
Super Seven Comprehension Strategies
G. Langkah-langkah Kegiatan Pembelajaran
1.Kegiatan Awal (10 Menit)
Greetings and motivation
Guru mengabsensi siswa guna menanamkan sikap patuh pada peraturan
Guru menyampaikan kompetensi dasar dan tujuan pembelajaran
2. Kegiatan Inti (70 Menit)
a. Eksplorasi
Dalam eksplorasi, siswa menerapkan dua strategi yang akan membantu
dalam mengaktifkan pengetahuan awal mereka sebelum proses
membaca.
1). Making connections.
Dalam making connections, siswa diminta untuk menghubungkan
antara topik dengan latar belakang pengetahuan mereka, dengan
Page 92
berbagai referensi lainnya atau dengan kehidupan di sekeliling kita
untuk membangkitkan penegetahuan awal siswa tentang topik
tersebut.
2). Predicting
Siswa diminta untuk membuat prediksi tentang apa yang akan
dipelajari selanjutnya terkait topik pembelajaran, hal ini untuk
membangkitkan ketertarikan siswa dalam belajar.
b. Elaborasi
Dalam elaborasi, siswa menerapkan dua strategi selanjutnya yang
diterapkan selama proses membaca berlangsung untuk membantu siswa
dalam memahami makna teks.
3). Questioning
Siswa diminta membuat pertanyaan untuk diri mereka sendiri
dengan menggunakan 5W+H Questions untuk memudahkan
mereka menetukan ide pokok paragraph dan mengetahui isi teks
secara detail selama proses membaca.
4). Monitoring
Siswa menerapkan monitoring untuk mengukur sejauh mana
pemahaman mereka terhadap teks yang dibaca, dan melakukan fix-
up ketika terjadi kesalahan pemahaman.
c. Konfirmasi
Sebagaiman dalam konfirmasi yaitu terjadi umpan balik antara guru dan
siswa serta memberikan penguatan kepada siswa, maka siswa diminta
untuk menerapkan visualizing dan summarizing untuk mengetahui
sejauh mana pemahaman mereka terhadap teks yang dibaca setelah
proses membaca selesai.
5). Visualizing
Siswa diminta untuk memikirkan atau membayangkan sesuatu di
pikiran mereka tentang teks yang telah dibaca.
6). Summarizing
Page 93
Siswa diminta untuk menyimpulkan isi teks yang telah dibaca
menggunakan kata-kata sendiri berdasarkan pemahaman masing-
masing.
Berdasarkan dari hasil visualizing dan summarizing siswa, guru
memberikan umpan balik dan penguatan dalam bentuk lisan, melakukan
refleksi untuk memperoleh pengalaman belajar yang sudah dilakukan
dan memberikan motivasi kepada siswa yang kurang dan belum bisa
mengikuti pelajaran dengan baik.
3. Kegiatan Akhir (10 Menit)
Guru memberi kesempatan kepada siswa untuk menanyakan materi
pelajaran yang kurang dipahami.
Guru memberikan tugas kepada siswa terkait materi pelajaran yang telah
diajarkan.
Guru menutup pelajaran.
H. Sumber Pembelajaran
1.BukuEnglish Texts in Use jilid XI, English for Better Life XI
2.Teks Otentik
3. Kamus Bahasa Inggris
I. Penilaian
Penilaian meliputi :
Teknik : Tes membaca dan menulis
Bentuk Instrument : Menjawab pertanyaaan berdasarkan isi teks
Instrument : Narrative text
Pedoman Penilaian
1. Tiap jawaban benar diberi skor 4
2. Jumlah skor maksimal yaitu jumlah soal kali 4
3. Nilai siswa :
NilaiAkhir:
x 10 = ...
Page 94
Rubric Penilaian
Aspek Keterangan Score
Pemahaman
Memahami semua tanpa mengalami
kesulitan
5
Memahami hampir semuanya, walau
ada pengulangan pada bagian tertentu
4
Memahami sebagian besar apa yang
dikatakan bila bicara agak diperlambat
walau ada pengulangan
3
Susah mengikuti apa yang dikatakan.
2
Tidak bisa memahami walaupun
percakapan sederhana
1
Makassar 2015
Peneliti
Wahyudi Usman
Page 95
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMA Kartika Wirabuana 1 Makassar
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XII / I
Tahun Pelajaran : 2014/2015
Aspek/Skill : Reading
Jenis Teks : Narrative Teks
Pertemuan : Keempat
Alokasi Waktu : 2 X 45 Menit / 1 X Pertemuan
A. Standar Kompetensi
5. Memahami makna teks tulis fungsional pendek dan esei sederhana
berbentuk recount, narrative dan procedure dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan.
B. Kompetensi Dasar
5.2Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar
dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses
ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan
procedure.
C. Indikator
1. Mengidentifikasi berbagai informasi dalam teks fungsional pendek
berbentuk narrative.
2. Menemukan main idea dalam teks fungsional pendek berbentuk narrative.
3. Memberikan tanggapan tentang isi bacaan berdasarkan pengalaman dan
pengetahuan
Page 96
D. Tujuan Pembelajaran
1. Pada akhir pembelajaran siswa dapat membuat catatan tentang berbagai
informasi, menemukan main idea dan membuat kesimpulan pada teks
fungsional pendek berbentuk narrative.
2. Pada akhir evaluasi siswa diharapkan dapat mencapai nilai minimal KKM
E. Materi Pembelajaran
Read the text below!
THE BLIND MAN AND THE SUN
Once upon a time, there lived a blind man who had never seen the sun. He
asked a friend to tell him what it was like.
“It‟s like a brass plate”, his friend said. The blind man struck a brass plate
with a stick and listened to the sound. Every time he heard a similar sound, he
thought it was the sun.
His friend explained that “the sun is like a candle‟. The blind man felt a
candle with his hand. He believed it was the same shape as the sun.
Then his friend told him that the sun is like a great ball of fire. Later that
winter, whenever the blind man sat in front of a fire, he thought it was the sun.
The sun is really quite different from all these things; but the blind man did
not know this because he could not see it.
In the same way, the Truth is often hard to see. If you cannot see it when it
is right in front of you, then you are just like the blind man.
Answer these Questions below:
1. What did the blind man‟s friend compare the sun to?
2. Which one of these things do you think is most similar to the sun?
3. What would you compare the sun to? Why?
4. Why is the truth like the sun?
5. Write down the main idea of each paragraph!
F. Metode/Strategi Pembelajaran
Super Seven Comprehension Strategies
Page 97
G. Langkah-langkah Kegiatan Pembelajaran
1. Kegiatan Awal (10 Menit)
Greetings and motivation
Guru mengabsensi siswa guna menanamkan sikap patuh pada peraturan
Guru menyampaikan kompetensi dasar dan tujuan pembelajaran
2. Kegiatan Inti (70 Menit)
a. Eksplorasi
Dalam eksplorasi, siswa menerapkan dua strategi yang akan membantu
dalam mengaktifkan pengetahuan awal mereka sebelum proses
membaca.
1). Making connections.
Dalam making connections, siswa diminta untuk menghubungkan
antara topik dengan latar belakang pengetahuan mereka, dengan
berbagai referensi lainnya atau dengan kehidupan di sekeliling kita
untuk membangkitkan penegetahuan awal siswa tentang topik
tersebut.
2). Predicting
Siswa diminta untuk membuat prediksi tentang apa yang akan
dipelajari selanjutnya terkait topik pembelajaran, hal ini untuk
membangkitkan ketertarikan siswa dalam belajar.
b. Elaborasi
Dalam elaborasi, siswa menerapkan dua strategi selanjutnya yang
diterapkan selama proses membaca berlangsung untuk membantu siswa
dalam memahami makna teks.
3). Questioning
Siswa diminta membuat pertanyaan untuk diri mereka sendiri
dengan menggunakan 5W+H Questions untuk memudahkan
mereka menetukan ide pokok paragraph dan mengetahui isi teks
secara detail selama proses membaca.
Page 98
4). Monitoring
Siswa menerapkan monitoring untuk mengukur sejauh mana
pemahaman mereka terhadap teks yang dibaca, dan melakukan fix-
up ketika terjadi kesalahan pemahaman.
c. Konfirmasi
Sebagaiman dalam konfirmasi yaitu terjadi umpan balik antara guru dan
siswa serta memberikan penguatan kepada siswa, maka siswa diminta
untuk menerapkan visualizing dan summarizing untuk mengetahui
sejauh mana pemahaman mereka terhadap teks yang dibaca setelah
proses membaca selesai.
5). Visualizing
Siswa diminta untuk memikirkan atau membayangkan sesuatu di
pikiran mereka tentang teks yang telah dibaca.
6). Summarizing
Siswa diminta untuk menyimpulkan isi teks yang telah dibaca
menggunakan kata-kata sendiri berdasarkan pemahaman masing-
masing.
Berdasarkan dari hasil visualizing dan summarizing siswa, guru
memberikan umpan balik dan penguatan dalam bentuk lisan, melakukan
refleksi untuk memperoleh pengalaman belajar yang sudah dilakukan
dan memberikan motivasi kepada siswa yang kurang dan belum bisa
mengikuti pelajaran dengan baik.
3. Kegiatan Akhir (10 Menit)
Guru memberi kesempatan kepada siswa untuk menanyakan materi
pelajaran yang kurang dipahami.
Guru memberikan tugas kepada siswa terkait materi pelajaran yang telah
diajarkan.
Guru menutup pelajaran.
H. Sumber Pembelajaran
1.BukuEnglish Texts in Use jilid XI, English For Better Life XI
Page 99
I. Penilaian
Penilaian meliputi :
Teknik : Tes membaca dan menulis
Bentuk Instrument : Menjawab pertanyaaan berdasarkan isi teks
Instrument : Narrative text
Pedoman Penilaian
1. Tiap jawaban benar diberi skor 4
2. Jumlah skor maksimal yaitu jumlah soal kali 4
3. Nilai siswa :
NilaiAkhir:
x 10 = ...
Rubric Penilaian
Aspek Keterangan Score
Pemahaman
Memahami semua tanpa mengalami
kesulitan
5
Memahami hampir semuanya, walau
ada pengulangan pada bagian tertentu
4
Memahami sebagian besar apa yang
dikatakan bila bicara agak diperlambat
walau ada pengulangan
3
Susah mengikuti apa yang dikatakan.
2
Tidak bisa memahami walaupun
percakapan sederhana
1
Makassar, 2015
Wahyudi Usman
Page 100
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMA Kartika Wirabuana 1 Makassar
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X II/ I
Tahun Pelajaran : 2014/2015
Aspek/Skill : Reading
Jenis Teks : Narrative Teks
Pertemuan : Kelima (Siklus 2)
Alokasi Waktu : 2 X 45 Menit / 1 X Pertemuan
A. Standar Kompetensi
5. Memahami makna teks tulis fungsional pendek dan esei sederhana
berbentuk recount, narrative dan procedure dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan.
B. Kompetensi Dasar
5.2 Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar
dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses
ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan
procedure.
C. Indikator
4. Mengidentifikasi berbagai informasi dalam teks fungsional pendek
berbentuk narrative.
5. Menemukan main idea dalam teks fungsonal pendek berbentuk narrative.
6. Memberikan tanggapan tentang isi bacaan berdasarkan pengalaman dan
pengetahuan.
Page 101
D. Tujuan Pembelajaran
3. Pada akhir pembelajaran siswa dapat membuat catatan tentang berbagai
informasi, menemukan main idea dan membuat kesimpulan pada tekk
fungsional pendek berbentuk narrative.
4. Pada akhir evaluasi siswa diharapkan mencapai nilai minimal KKM
E. Materi Pembelajaran
Read the text below carefully !
SNOW WHITE
Once upon a time there lived a little girl named Snow White. She
lived with her aunt and uncle because her parents were dead.
One day she heard her uncle and aunt talking about leaving Snow
White in the castle because they both wanted to go to America and they
didn‟t have enough money to take Snow White.
Snow White did not want her uncle and aunt to do this so she
decided it would be best if she ran away. The next morning she ran away
from home when her aunt and uncle were having breakfast. She ran away
into the woods.
She was very tired and hungry.
Then she saw this little cottage. She knocked but no one answered
so she went inside and fell asleep.
Meanwhile, the seven dwarfs were coming home from work. They
went inside. There they found Snow White slipping. Then Snow White
woke up. She saw the dwarfs. The dwarfs said, what is your name? Snow
White said, „My name is Snow White‟.
Doc said, „if you wish, you may live here with as”. Snow White
said, „oh could? Thank you‟. Then Snow White told the dwarfs the whole
story. She and the 7 dwarfs lived happily ever after.
F. Metode/Strategi Pembelajaran
Super Seven Comprehension Strategies
G. Langkah-langkah Kegiatan Pembelajaran
4. Kegiatan Awal (10 Menit)
Greetings and motivation
Guru mengabsensi siswa guna menanamkan sikap patuh pada peraturan
Guru menyampaikan kompetensi dasar dan tujuan pembelajaran
Page 102
5. Kegiatan Inti (70 Menit)
d. Eksplorasi
Dalam eksplorasi, siswa menerapkan dua strategi yang akan membantu
dalam mengaktifkan pengetahuan awal mereka sebelum proses
membaca.
1). Making connections.
Dalam making connections, siswa diminta untuk menghubungkan
antara topik dengan latar belakang pengetahuan mereka, dengan
berbagai referensi lainnya atau dengan kehidupan di sekeliling kita
untuk membangkitkan penegetahuan awal siswa tentang topik
tersebut.
2). Predicting
Siswa diminta untuk membuat prediksi tentang apa yang akan
dipelajari selanjutnya terkait topik pembelajaran, hal ini untuk
membangkitkan ketertarikan siswa dalam belajar.
e. Elaborasi
Dalam elaborasi, siswa menerapkan dua strategi selanjutnya yang
diterapkan selama proses membaca berlangsung untuk membantu siswa
dalam memahami makna teks.
3). Questioning
Siswa diminta membuat pertanyaan untuk diri mereka sendiri dengan
menggunakan 5W+H Questions untuk memudahkan mereka
menetukan ide pokok paragraph dan mengetahui isi teks secara detail
selama proses membaca.
4). Monitoring
Siswa menerapkan monitoring untuk mengukur sejauh mana
pemahaman mereka terhadap teks yang dibaca, dan melakukan fix-
up ketika terjadi kesalahan pemahaman.
f. Konfirmasi
Sebagaiman dalam konfirmasi yaitu terjadi umpan balik antara guru dan
siswa serta memberikan penguatan kepada siswa, maka siswa diminta
Page 103
untuk menerapkan visualizing dan summarizing untuk mengetahui
sejauh mana pemahaman mereka terhadap teks yang dibaca setelah
proses membaca selesai.
5) Visualizing
Siswa diminta untuk memikirkan atau membayangkan sesuatu di
pikiran mereka tentang teks yang telah dibaca.
6). Summarizing
Siswa diminta untuk menyimpulkan isi teks yang telah dibaca
menggunakan kata-kata sendiri berdasarkan pemahaman masing-
masing.
Berdasarkan dari hasil visualizing dan summarizing siswa, guru
memberikan umpan balik dan penguatan dalam bentuk lisan, melakukan
refleksi untuk memperoleh pengalaman belajar yang sudah dilakukan
dan memberikan motivasi kepada siswa yang kurang dan belum bisa
mengikuti pelajaran dengan baik.
6. Kegiatan Akhir (10 Menit)
Guru memberi kesempatan kepada siswa untuk menanyakan materi
pelajaran yang kurang dipahami.
Guru memberikan tugas kepada siswa terkait materi pelajaran yang telah
diajarkan.
Menutup pelajaran.
H. Sumber Pembelajaran
1. Developing English Competencies for Grade XII Senior High School
(SMA/MA)
I. Penilaian
Penilaian meliputi :
Teknik : Tes membaca dan menulis
Bentuk Instrument : Menjawab pertanyaaan berdasarkan isi teks
Instrument : Narrative text
Pedoman Penilaian
Page 104
1. Tiap jawaban benar diberi skor 4
2. Jumlah skor maksimal yaitu jumlah soal kali 4
3. Nilai siswa :
NilaiAkhir:
x 10 = ...
Rubric Penilaian
Aspek Keterangan Score
Pemahaman
Memahami semua tanpa mengalami
kesulitan
5
Memahami hampir semuanya, walau
ada pengulangan pada bagian tertentu
4
Memahami sebagian besar apa yang
dikatakan bila bicara agak diperlambat
walau ada pengulangan
3
Susah mengikuti apa yang dikatakan.
2
Tidak bisa memahami walaupun
percakapan sederhana
1
Makassar, 2015
Peneliti
Wahyudi Usman
Page 105
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMA Kartika Wirabuana 1 Makassar
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X II/ I
Tahun Pelajaran : 2014/2015
Aspek/Skill : Reading
Jenis Teks : Narrative Text
Pertemuan : Keenam (Siklus 2)
Alokasi Waktu : 2 X 45 Menit / 1 X Pertemuan
A. Standar Kompetensi
5. Memahami makna teks tulis fungsional pendek dan esei sederhana
berbentuk recount, narrative dan procedure dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan.
B. Kompetensi Dasar
5.2 Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar
dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses
ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan
procedure.
C. Indikator
1. Mengidentifikasi berbagai informasi dalam teks fungsional pendek
berbentuk narrative.
2. Menemukan main idea dalam teks fungsional pendek berbentuk narrative.
3. Memberikan tanggapan tentang isi bacaan berdasarkan pengalaman dan
pengetahuan.
Page 106
D. Tujuan Pembelajaran
1. Pada akhir pembelajaran siswa dapat membuat catatan tentang berbagai
informasi, menemukan main idea dan membuat kesimpulan pada teks
fungsional pendek berbentuk narrative.
2. Pada akhir evaluasi siswa diharapkan mencapai nilai minimal KKM
E. Materi Pembelajaran
Read the text below carefully!
A CLEVER PRISONER
A potato farmer was sent to prison just at the time when he should
have been digging the ground for planting the new crop of potatoes. He knew
that his wife was not strong enough to do the digging, although she could
manage to do the planting. He also knew that none of his friends or neighbours
would be willing to do the digging for him. So he wrote a letter to his wife
saying, “Please do not dig the potato field. I hid the money and the gun there”.
Ten days later, he got a letter from his wife saying, “I think somebody
must have read your letter before it left the prison. Some policemen came two
days ago and dug up the entire potato field. What should I do now?”
The prisoner wrote back at once, “Plant the potatoes of cource.”
F. Metode/Strategi Pembelajaran
Super Seven Comprehension Strategies
G. Langkah-langkah Kegiatan Pembelajaran
4. Kegiatan Awal (10 Menit)
Greetings and motivation
Guru mengabsensi siswa guna menanamkan sikap patuh pada
peraturan
Guru menyampaikan kompetensi dasar dan tujuan pembelajaran
5. Kegiatan Inti (70 Menit)
d. Eksplorasi
Dalam eksplorasi, siswa menerapkan dua strategi yang akan membantu
dalam mengaktifkan pengetahuan awal mereka sebelum proses
membaca.
Page 107
1). Making connections.
Dalam making connections, siswa diminta untuk menghubungkan
antara topik dengan latar belakang pengetahuan mereka, dengan
berbagai referensi lainnya atau dengan kehidupan di sekeliling kita
untuk membangkitkan penegetahuan awal siswa tentang topik
tersebut.
2). Predicting
Siswa diminta untuk membuat prediksi tentang apa yang akan
dipelajari selanjutnya terkait topik pembelajaran, hal ini untuk
membangkitkan ketertarikan siswa dalam belajar.
e. Elaborasi
Dalam elaborasi, siswa menerapkan dua strategi selanjutnya yang
diterapkan selama proses membaca berlangsung untuk membantu
siswa dalam memahami makna teks.
3). Questioning
Siswa diminta membuat pertanyaan untuk diri mereka sendiri
dengan menggunakan 5W+H Questions untuk memudahkan
mereka menetukan ide pokok paragraph dan mengetahui isi teks
secara detail selama proses membaca.
4). Monitoring
Siswa menerapkan monitoring untuk mengukur sejauh mana
pemahaman mereka terhadap teks yang dibaca, dan melakukan fix-
up ketika terjadi kesalahan pemahaman.
f. Konfirmasi
Sebagaiman dalam konfirmasi yaitu terjadi umpan balik antara guru
dan siswa serta memberikan penguatan kepada siswa, maka siswa
diminta untuk menerapkan visualizing dan summarizing untuk
mengetahui sejauh mana pemahaman mereka terhadap teks yang
dibaca setelah proses membaca selesai.
Page 108
5). Visualizing
Siswa diminta untuk memikirkan atau membayangkan sesuatu di
pikiran mereka tentang teks yang telah dibaca.
6). Summarizing
Siswa diminta untuk menyimpulkan isi teks yang telah dibaca
menggunakan kata-kata sendiri berdasarkan pemahaman masing-
masing.
Berdasarkan dari hasil visualizing dan summarizing siswa, guru
memberikan umpan balik dan penguatan dalam bentuk lisan,
melakukan refleksi untuk memperoleh pengalaman belajar yang sudah
dilakukan dan memberikan motivasi kepada siswa yang kurang dan
belum bisa mengikuti pelajaran dengan baik.
6. Kegiatan Akhir (10 Menit)
Guru memberi kesempatan kepada siswa untuk menanyakan materi
pelajaran yang kurang dipahami.
Guru memberikan tugas kepada siswa terkait materi pelajaran yang
telah diajarkan.
Guru menutup pelajaran.
H. Sumber Pembelajaran
1. Buku Look Ahead 1 , English for Better Life
2. Buku Inter-Language Kelas X
3. Script Text
4. Kamus Bahasa Inggris
I. Penilaian
Penilaian meliputi :
Teknik : Tes membaca dan menulis
Bentuk Instrument : Menjawab pertanyaaan berdasarkan isi teks
Instrument : Narrative text
Page 109
Pedoman Penilaian
1. Tiap jawaban benar diberi skor 4
2. Jumlah skor maksimal yaitu jumlah soal kali 4
3. Nilai siswa :
NilaiAkhir:
x 10 = ...
Rubric Penilaian
Aspek Keterangan Score
Pemahaman
Memahami semua tanpa mengalami
kesulitan
5
Memahami hampir semuanya, walau
ada pengulangan pada bagian tertentu
4
Memahami sebagian besar apa yang
dikatakan bila bicara agak diperlambat
walau ada pengulangan
3
Susah mengikuti apa yang dikatakan.
2
Tidak bisa memahami walaupun
percakapan sederhana
1
Makassar, 2015
Peneliti
Wahyudi Usman
Page 110
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMA Kartika Wirabuana 1 Makassar
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XII / I
Tahun Pelajaran : 2014/2015
Aspek/Skill : Reading
Jenis Teks : Narrative Text
Pertemuan : Ke tujuh (Siklus 2)
Alokasi Waktu : 2 X 45 Menit / 1 X Pertemuan
A. Standar Kompetensi
5. Memahami makna teks tulis fungsional pendek dan esei sederhana
berbentuk recount, narrative dan procedure dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan.
B. Kompetensi Dasar
5.2 Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar
dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses
ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan
procedure.
C. Indikator
Mengidentifikasi berbagai informasi dalam teks fungsional pendek
berbentuk narrative.
Menemukan main idea dalam teks fungsional pendek berbentuk narrative.
Memeberikan tanggapan tentang isi bacaan berdasarkan pengalaman dan
pengetahuan.
Page 111
D. Tujuan Pembelajaran
1. Pada akhir pembelajaran siswa dapat membuat catatan tentang berbagai
informasi, menemukan main idea dan membuat kesimpulan pada teks
fungsional pendek berbentuk narrative.
2. Pada akhir evaluasi siswa diharapkan dapat mencapai nilai minimal KKM.
E. Materi Pembelajaran
Teks tulis monolog/esei sederhana berbentuk narrative,contohnya:
The Lady and the Mouse
One day a lady saw a mouse run across her kitchen floor. She was afraid
of mice, so she ran out of the house, got on a bus and went to a store. There
she bought a mouse-trap. The shopkeeper said to her, “Put some cheese in it,
and you will soon catch the mouse.”
The lady went home with her mouse-trap, but when she looked in her
cupboard, she could not find any cheese. She did not want to go back to the
store because it was very late, so she cut out a picture of some cheese out from
a magazine and put it in the trap.
Surprisingly, the picture was quite successful. When the lady came down
to check the trap the next morning, she found a picture of a mouse next to the
picture of the cheese.
F. Metode/Strategi Pembelajaran
Super Seven Comprehension Strategies
G. Langkah-langkah Kegiatan Pembelajaran
1. Kegiatan Awal (10 Menit)
Greetings and motivation
Guru mengabsensi siswa guna menanamkan sikap patuh pada peraturan
Guru menyampaikan kompetensi dasar dan tujuan pembelajaran
2. Kegiatan Inti (70 Menit)
a. Eksplorasi
Dalam eksplorasi, siswa menerapkan dua strategi yang akan membantu
dalam mengaktifkan pengetahuan awal mereka sebelum proses
membaca.
Page 112
1). Making connections.
Dalam making connections, siswa diminta untuk menghubungkan
antara topik dengan latar belakang pengetahuan mereka, dengan
berbagai referensi lainnya atau dengan kehidupan di sekeliling kita
untuk membangkitkan penegetahuan awal siswa tentang topik
tersebut.
2). Predicting
Siswa diminta untuk membuat prediksi tentang apa yang akan
dipelajari selanjutnya terkait topik pembelajaran, hal ini untuk
membangkitkan ketertarikan siswa dalam belajar.
b. Elaborasi
Dalam elaborasi, siswa menerapkan dua strategi selanjutnya yang
diterapkan selama proses membaca berlangsung untuk membantu siswa
dalam memahami makna teks.
3). Questioning
Siswa diminta membuat pertanyaan untuk diri mereka sendiri
dengan menggunakan 5W+H Questions untuk memudahkan
mereka menetukan ide pokok paragraph dan mengetahui isi teks
secara detail selama proses membaca.
4). Monitoring
Siswa menerapkan monitoring untuk mengukur sejauh mana
pemahaman mereka terhadap teks yang dibaca, dan melakukan fix-
up ketika terjadi kesalahan pemahaman.
d. Konfirmasi
Sebagaiman dalam konfirmasi yaitu terjadi umpan balik antara guru dan
siswa serta memberikan penguatan kepada siswa, maka siswa diminta
untuk menerapkan visualizing dan summarizing untuk mengetahui
sejauh mana pemahaman mereka terhadap teks yang dibaca setelah
proses membaca selesai.
5). Visualizing
Page 113
Siswa diminta untuk memikirkan atau membayangkan sesuatu di
pikiran mereka tentang teks yang telah dibaca.
6). Summarizing
Siswa diminta untuk menyimpulkan isi teks yang telah dibaca
menggunakan kata-kata sendiri berdasarkan pemahaman masing-
masing.
Berdasarkan dari hasil visualizing dan summarizing siswa, guru
memberikan umpan balik dan penguatan dalam bentuk lisan, melakukan
refleksi untuk memperoleh pengalaman belajar yang sudah dilakukan
dan memberikan motivasi kepada siswa yang kurang dan belum bisa
mengikuti pelajaran dengan baik.
3.Kegiatan Akhir (10 Menit)
Guru memberi kesempatan kepada siswa untuk menanyakan materi
pelajaran yang kurang dipahami.
Guru memberikan tugas kepada siswa terkait materi pelajaran yang telah
diajarkan.
Guru menutup pelajaran.
H. Sumber Pembelajaran
1. Buku English Texts in Use jilid XI, English for Better Life XI
2. Script Text
3. Kamus Bahasa Inggris
I. Penilaian
Penilaian meliputi :
Teknik : Tes membaca dan menulis
Bentuk Instrument : Menjawab pertanyaaan berdasarkan isi teks
Instrument : Narrative text
Pedoman Penilaian
1. Tiap jawaban benar diberi skor 4
2. Jumlah skor maksimal yaitu jumlah soal kali 4
3. Nilai siswa :
Page 114
NilaiAkhir:
x 10 = ...
Rubric Penilaian
No Criteria Score
1. The meaning and grammar are correct 4
2. The meaning is correct and some errors of grammar 3
3. Some errors of meaning and grammar 2
4. The meaning and grammar are incorrect 1
5. No answer 0
Makassar 2015
Mengetahui
Guru Pembimbing
Page 115
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMA Kartika Wirabuana 1 Makassar
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XII / I
Tahun Pelajaran : 2014/2015
Aspek/Skill : Reading
Jenis Teks : Narrative Teks
Pertemuan : Ke delapan (Siklus 2)
Alokasi Waktu : 2 X 45 Menit / 1 X Pertemuan
A. Standar Kompetensi
5. Memahami makna teks tulis fungsional pendek dan esei sederhana
berbentuk recount, narrative dan procedure dalam konteks kehidupan
sehari-hari dan untuk mengakses ilmu pengetahuan.
B. Kompetensi Dasar
5.2 Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar
dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses
ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan
procedure.
C. Indikator
4. Mengidentifikasi berbagai informasi dalam teks fungsional pendek
berbentuk narrative
5. Menemukan main idea dalam teks fungsional pendek berbentuk narrative
6. Memberikan tanggapan tentang isi bacaan berdasarkan pengalaman dan
pengetahuan.
Page 116
D. Tujuan Pembelajaran
3. Pada akhir pembelajaran siswa dapat membuat catatan tentang berbagai
informasi, menemukan main idea dan membuat kesimpulan pada teks
fungsional pendek berbentuk narrative.
4. Pada akhir evaluasi siswa diharapkan dapat mencapai nilai minimal KKM.
E. Materi Pembelajaran
Read the text carefully!
The Legend of Prambanan Temple
Once the re was a beautiful Javanese princess whose name was
Rara Jonggrang. Rara Jonggrang whose beauty was very famous in the
land was the daughter of Prabu Baka, an evil King.
One day, a handsome young man with supernatural power named
Bandung Bondowoso defeated and killed Prabu Baka. On seeing Princess
Rara Jonggrang‟s beuty, Bandung Bondowoso felt in love with her and
wanted to marry her.
Meanwhile, Rara Jonggrang felt sad due to her death father. She
did not want to marry Bandung because he had killed her father. But she
was also afraid of Bandung. So to refuse politely, she made a condition.
“I will marry with you but you have to build one thousand temples
in one night as a wedding gift.” Requested Rara Jonggrang. Bandung
agreed with the condition.
Helped by the spirit of the demos, Bandung started building the
temples. Approaching midnight the work would nearly be done. Rara
Jonggrang knew and thought. “What shall I do? Bandung is smarter than I.
I would lose against Bandung.”
Suddenly she God an idea. She woke up all the women in the place
and ordered them to make the noisy sounds of grinding rice so that the
roosters thought it had already been dawn Bandung Bondowoso got
fristated because he failed completing the thousandth temple.
“The Princess has deceived me!”
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Following his anger, he cursed Rara Jonggrang, “You have been
cheated. Now the thousandth temple is you!”
At once, the Princess turned into a statue. Knowing this, Bandung
Bondowoso regretted and the went away into a far land. From then people
called it the Prambanan Temple and princess statue as Rara Jonggrang
statue.
F. Metode/Strategi Pembelajaran
Super Seven Comprehension Strategies
G. Langkah-langkah Kegiatan Pembelajaran
1. Kegiatan Awal (10 Menit)
Greetings and motivation
Guru mengabsensi siswa guna menanamkan sikap patuh pada peraturan
Guru menyampaikan kompetensi dasar dan tujuan pembelajaran
2. Kegiatan Inti (70 Menit)
a. Eksplorasi
Dalam eksplorasi, siswa menerapkan dua strategi yang akan membantu
dalam mengaktifkan pengetahuan awal mereka sebelum proses
membaca.
1). Making connections.
Dalam making connections, siswa diminta untuk menghubungkan
antara topik dengan latar belakang pengetahuan mereka, dengan
berbagai referensi lainnya atau dengan kehidupan di sekeliling kita
untuk membangkitkan penegetahuan awal siswa tentang topik
tersebut.
2). Predicting
Siswa diminta untuk membuat prediksi tentang apa yang akan
dipelajari selanjutnya terkait topik pembelajaran, hal ini untuk
membangkitkan ketertarikan siswa dalam belajar.
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b. Elaborasi
Dalam elaborasi, siswa menerapkan dua strategi selanjutnya yang
diterapkan selama proses membaca berlangsung untuk membantu siswa
dalam memahami makna teks.
3). Questioning
Siswa diminta membuat pertanyaan untuk diri mereka sendiri
dengan menggunakan 5W+H Questions untuk memudahkan
mereka menetukan ide pokok paragraph dan mengetahui isi teks
secara detail selama proses membaca.
4). Monitoring
Siswa menerapkan monitoring untuk mengukur sejauh mana
pemahaman mereka terhadap teks yang dibaca, dan melakukan fix-
up ketika terjadi kesalahan pemahaman.
c. Konfirmasi
Sebagaiman dalam konfirmasi yaitu terjadi umpan balik antara guru dan
siswa serta memberikan penguatan kepada siswa, maka siswa diminta
untuk menerapkan visualizing dan summarizing untuk mengetahui
sejauh mana pemahaman mereka terhadap teks yang dibaca setelah
proses membaca selesai.
5). Visualizing
Siswa diminta untuk memikirkan atau membayangkan sesuatu di
pikiran mereka tentang teks yang telah dibaca.
6). Summarizing
Siswa diminta untuk menyimpulkan isi teks yang telah dibaca
menggunakan kata-kata sendiri berdasarkan pemahaman masing-
masing.
Berdasarkan dari hasil visualizing dan summarizing siswa, guru
memberikan umpan balik dan penguatan dalam bentuk lisan, melakukan
refleksi untuk memperoleh pengalaman belajar yang sudah dilakukan
dan memberikan motivasi kepada siswa yang kurang dan belum bisa
mengikuti pelajaran dengan baik.
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3. Kegiatan Akhir (10 Menit)
Guru memberi kesempatan kepada siswa untuk menanyakan materi
pelajaran yang kurang dipahami.
Guru memberikan tugas kepada siswa terkait materi pelajaran yang telah
diajarkan.
Guru menutup pelajaran.
H. Sumber Pembelajaran
1. Buku English Texts in Use jilid XI, English For Better Life XI
2. Teks Otentik
3. Kamus Bahasa Inggris
I. Penilaian
Penilaian meliputi :
Teknik : Tes membaca dan menulis
Bentuk Instrument : Menjawab pertanyaaan berdasarkan isi teks
Instrument : Narrative text
Pedoman Penilaian
4. Tiap jawaban benar diberi skor 4
5. Jumlah skor maksimal yaitu jumlah soal kali 4
6. Nilai siswa :
NilaiAkhir:
x 10 = ...
Rubric Penilaian
No Criteria Score
1. The meaning and grammar are correct 4
2. The meaning is correct and some errors of grammar 3
3. Some errors of meaning and grammar 2
4. The meaning and grammar are incorrect 1
5. No answer 0
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APPENDIX C
TEACHING MATERIALS
CYCLE 1
THE 1th
MEETING
Narrative Text
The purpose of narrative text is to entertain, to tell a story or to provide an
esthetic literacy experience. Narrative text is based on life experience and is
person oriented using dialogue and familiar language.
Narratives deal with problematic events which lead to a crisis or turning
point of some kind (climax), which in turn finds a resolution. Someone tells a
narrative text in order to entertain, stimulate emotion or to teach. A narrative
text uses simple past tense.
A narrative is a story containing the setting, the characters, the problems,
and solutions. The middle of a narrative is organized round a plot. The plot
includes a series of episodes that are written by the author to hold our attention
and build excitement as the story progresses.
Text Organization:
Orientation
Introducing the characters of the story, the setting (the time and place the
story happened (Who/What, When, and Where).
Complication
A series of events or problems (a series of problems) was faced by the
main character and he/she was trying to overcome it in which the main
character attempts to solve the problem.
Resolution
The ending of the story containing the solution of the problem.
Grammatical Features:
The use of noun phrases, such as a beautiful princess, a huge temple
The use of connectives, such as first, before that, then, finally
The use of adverbial phrases, such as in the garden, two days ago
The use of simple past tense, he walked away from the village
The use of action verbs (walk, sleep, wake up)
The use of saying verbs (say, tell, ask)
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Read the text quickly and answer the question!
The Broken Egg
“I have no eggs for breakfast, Mr. Brown,” said Mrs. Brown to her
husband early one morning, “so if you want your egg today, you‟ll have to go
over to our neighbour and ask for two eggs, one for you and one for me.”
“Yes my dear,” said Mr. Brown and he went next door and got two
eggs. Since it had been raining, the path was wet. On his way back to his
house, he slipped and fell, breaking one of the two eggs.
When he got home, he said to his wife, “I had an accident. I‟m sorry
my dear, but I broke your egg!”
From Casy Corner I, p. 22.
The use of thinking verbs, feeling verbs, verbs of senses (she felt hungry,
she thought she was clever, she smelt something burning)
Focus specific and usually individually participants
Use of material processes, behavioral and verbal processes
Use of temporal conjunction and temporal circumstances.
Types:
Tales
Folktales
Story
Historical fiction
Mystery, science fiction, realistic fiction
Myth
Legend
Fables
A. Answer the questions below based on the text above!
1. Write down the main ideas of each paragraph!
2. What is the problem of Mrs. Brown faced?
3. Where did hey look for eggs?
4. Did he find the eggs?
5. How is your prediction outcomes of the text above?
6. Write down the list of chronological on the story!
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7. Make the conclusion of the text above based on your own word!
THE 2nd
MEETING
SIMPLE PAST TENSE
Simple past tense digunakan untuk menyatakan suatu perbuatan yang
telah terjadi pada masa lampau dan tidak ada hubungannya sama sekali
dengan masa sekarang.
a. Bentuk Nominal
(+) S + To Be + Non Verb
(-) S + To be + Not + Non Verb
(?) To be + S + Non verb
Where To be here are was/were
Example :
1. She was in my house yesterday
2. She was not in my house yesterday
3. Was she in my house yesterday?
b. Bentuk Verbal
(+) S + V2 + O/C
(-) S + Did + Not + V1
(?) Did + S + V1
Example :
1. He went to school yesterday
2. He did not go to school yesterday
3. Did he go to school yesterday?
READING TEXT
Read the text below carefully!
The Fox and The Bird
One day, a fox saw a bird sitting on the branch of a tree. In it
mouth the bird had some food. The fox wanted this food because he was
very hungry.
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“You are a beautiful bird,” the fox said, “but can you sing?”
“Of course I can sing,” thought the bird, “this is a very stupid fox.”
He opened his mouth to sing and dropped the food. The fox caught the food
and said, “Yes you can sing, and you are very beautiful, but you are not very
smart.” And the fox ran away with the food.
True or false!
(…..) 1. The fox heard the bird sing.
(…..) 2. The fox not as clever as the bird.
(…..) 3. The bird said to the fox, “Of course I can sing!”
(…..) 4. The fox outsmarted the bird.
(…..) 5. The bird was sitting on a bench.
Answer the questions below based on the text above.
1. Why did the fox want the food ?
2. Why did the bird open its mouth ?
3. Why did the bird want to sing ?
4. Did the fox have any food at first ?
5. What did the fox do when the bird dropped the food ?
6. Write down the main ideas of each paragraph!
7. Make the conclusion of the story by using your own word!
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THE 3rd
MEETING
Read the following narrative text carefully!
MALIN KUNDANG
Long time ago there lived in West Sumatra a poor window with her
son called Malin Kundang. Everyday they went to the forest to look for
firewood to sell. Malin Kundang didn‟t satisfy with their life. He wanted to
become a rich man. He asked his mother to let him go abroad. His mother was
very sad. She let him go away, however she loved him much.
Day by day, year by year she waited by from him but she never got
any news from him.
One day a big ship cast anchor for the night. The owner of the ship
was a rich merchant called Malin Kundang. The poor window was very glad.
She went to the ship to see Malin.
Went Malin saw an old lady like a beggar come to see him, he refused
to meet her. He knew that the old woman was his mother, but he was ashamed
to confess her as his mother. He scolded her before his man and his beautiful
wife.
The old woman was very sad. She cried sorrowly and cursed him to be
a stone.
Finally the hand wind blew violently and the ship sack down not far
away from the beach. Suddenly it turned into a stone.
Now when we go to the beach not far away from Padang, we still can
see the stone shaped like a ship. People say, that is was Malin Kundang‟s ship.
Malin Kundang was really a sinful boy.
Practice 1
Answer the questions below!
1. Write down the main idea of each paragraph!
2. What are the story talking about?
3. Write down the chronological story of the text!
4. What is the main problem of the text?
5. Make the conclusion about the text?
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THE 4th
MEETING
Read the text below!
THE MAGIC CANDLE
One day, a young wanderer got lost in a wood. Suddenly he saw a light
from an old hut. He knocked on the door, and an old woman opened it. She
was crying. She said that the devil had stolen her magic candle. The candle
could grant anything she asked. The wanderer asked her where the devil lived.
“In a castle not far from here,” said the old woman. The wonderer went to the
castle. There she found the devil, but he was old and weak.
Therefore when the wanderer grabbed the magic candle from the devil‟s
table and ran a way, he couldn‟t chase him.
But the wanderer was not a kind man. He didn‟t return the candle to the
old woman, but kept it for himself he lit the candle and made a wish, “I want
to go far away from here.” Suddenly the genies appeared and took him to a
beautiful palace. There was party in the palace. The wanderer wanted to make
some money. So he lit the candle again and wished for some jewelry. He sold
them to the guests and was soon making a lot of money. Then the princess
came to buy the jewelry, but there was nothing left. The wanderer fell in love
with her and asked her to marry him. The kind princess said yes, and they got
married the next day. In his happiness, the wanderer told the princess about his
adventure and the magic candle. Hearing that, the princess got very angry. At
night she lit the candle and wished that the wanderer disappear.
In the morning the wanderer a woke and found himself back in his ugly
house in the village.
Answer the questions below!
1. a. Who got lost in a wood?
b. Why was the old woman crying?
c. Did the wanderer return the candle to the old woman?
2. What are the story talking about?
3. Write down the main idea of each paragraph?
4. Make the conclusion of the story by using your own word?
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CYCLE 2
THE 1st
MEETING
Practice 1
Read the text below carefully !
SNOW WHITE
Once upon a time there lived a little girl named Snow White. She lived
with her aunt and uncle because her parents were dead.
One day she heard her uncle and aunt talking about leaving Snow White in
the castle because they both wanted to go to America and they didn‟t have
enough money to take Snow White.
Snow White did not want her uncle and aunt to do this so she decided it
would be best if she ran away. The next morning she ran away from home
when her aunt and uncle were having breakfast. She ran away into the woods.
She was very tired and hungry.
Then she saw this little cottage. She knocked but no one answered so she
went inside and fell asleep.
Meanwhile, the seven dwarfs were coming home from work. They went
inside. There they found Snow White slipping. Then Snow White woke up.
She saw the dwarfs. The dwarfs said, what is your name? Snow White said,
„My name is Snow White‟.
Doc said, „if you wish, you may live here with as”. Snow White said, „oh
could? Thank you‟. Then Snow White told the dwarfs the whole story. She
and the 7 dwarfs lived happily ever after.
Practice 2
Write down the meaning of the words below!
a. Snow White d. Cottage g. Work
b. Castle e. Dwarfs h. Aunt
c. Woods f. Uncle i. Sleeping.
Practice 3
Answer the questions below based on the text above!
1. What are the text talking about?
2. Why did Snow white ran away?
3. Who helped her into the woods?
4. Write down the main idea of each paragraph!
5. Write down the conclusion of the story!
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THE 2nd
MEETING
READING TEXT
Read the text below carefully!
A CLEVER PRISONER
A potato farmer was sent to prison just at the time when he should have
been digging the ground for planting the new crop of potatoes. He knew that
his wife was not strong enough to do the digging, although she could manage
to do the planting. He also knew that none of his friends or neighbours would
be willing to do the digging for him. So he wrote a letter to his wife saying,
“Please do not dig the potato field. I hid the money and the gun there”.
Ten days later, he got a letter from his wife saying, “I think somebody
must have read your letter before it left the prison. Some policemen came two
days ago and dug up the entire potato field. What should I do now?”
The prisoner wrote back at once, “Plant the potatoes of cource.”
Answer the questions below based on the text above!
1. Who is the “prisoner”?
2. Who dug the potato field?
3. When was the Potato farmer sent to prison?
4. Would his wife be strong enough to do the digging?
5. Was she strong enough to do the planting?
6. Did he have any friends or neighbors who would be willing to help?
7. Write down the main idea of each paragraph?
8. Make the conclusion of the story by using your own word?
Page 128
THE 3rd
MEETING
Read the text carefully!
THE PROUD LION
One day, a rat walked past a lion sleeping ina deep for est. just then, the
lion woke up and saw the rat. He caught it with his paw.
“What a tasty meal!” he said.
“Mr. Lion, King of the Forest,” cried the rat, “please have a pity on me.
I‟m too small to make a good meal for you. If you let me go, I‟ll always be
grateful to you. Perhaps one day I shall be able to repay you for your
kindness.”
The lion laughed, “How can you ever repay me?”
But since he was not feeling very hungry, he let the rat go.
The next day, the rat heard a loud noise in the forest. He ran to see what it
was. It was the lion. He had falled into a hole in the ground and was caught in
a rope net.
The lion looked up and saw the rat. “Mr. Rat,” he called out, “Mr. Rat,
please jump down and help me.”
The rat jump down into the hole and started to bite through the rat. The
lion was soon able to climb out of the hole.
“Mr. Lion,” said the rat, “yesterday you were very proud. You thought I
was small and helpless. Today, I was able to save your life. I hope you will
never forget that, although you are big and strong, even someone as small as I
can help you.”
Answer these Questions below:
4. What did the lion say when he caught the rat?
5. Did the lion let the rat go because he took a pity on him or simply because
he wasn‟t hungry?
6. Write down the main ideas of each paragraph?
7. What was the lion caught in?
8. Make a conclusion of the story by using your own word?
Page 129
THE 4th
MEETING
Practice 1
Read the text carefully!
The Legend of Prambanan Temple
Once the re was a beautiful Javanese princess whose name was Rara
Jonggrang. Rara Jonggrang whose beauty was very famous in the land was the
daughter of Prabu Baka, an evil King.
One day, a handsome young man with supernatural power named Bandung
Bondowoso defeated and killed Prabu Baka. On seeing Princess Rara
Jonggrang‟s beuty, Bandung Bondowoso felt in love with her and wanted to
marry her.
Meanwhile, Rara Jonggrang felt sad due to her death father. She did not
want to marry Bandung because he had killed her father. But she was also
afraid of Bandung. So to refuse politely, she made a condition.
“I will marry with you but you have to build one thousand temples in one
night as a wedding gift.” Requested Rara Jonggrang. Bandung agreed with the
condition.
Helped by the spirit of the demos, Bandung started building the temples.
Approaching midnight the work would nearly be done. Rara Jonggrang knew
and thought. “What shall I do? Bandung is smarter than I. I would lose against
Bandung.”
Suddenly she God an idea. She woke up all the women in the place and
ordered them to make the noisy sounds of grinding rice so that the roosters
thought it had already been dawn Bandung Bondowoso got fristated because
he failed completing the thousandth temple.
“The Princess has deceived me!”
Following his anger, he cursed Rara Jonggrang, “You have been cheated.
Now the thousandth temple is you!”
At once, the Princess turned into a statue. Knowing this, Bandung
Bondowoso regretted and the went away into a far land. From then people
called it the Prambanan Temple and princess statue as Rara Jonggrang statue.
Practice 2
Write down the main idea of each paragraph!
Practice 3
Make the conclusion of the story above!
Page 130
APPENDIX D
THE RESULT OF THE STUDENTS’ READING TEST
TEST RESULT OF DIAGNOSTIC-TEST
No CODE/
NAME
Literal Interpretive
Mean
Score
Main Idea Detail
Information
Drawing
Conclusion
Raw
Score
Valid
Score
Raw
Score
Valid
Score
Raw
Score
Valid
Score
1. CINDI 12 6 12 6 11 5.5 5.8
2. FINI 10 5 9 4.5 11 5.5 5
3. HERRY 12 6 13 6.5 8 4 5.5
4. IRENDA 11 5.5 11 5.5 11 5.5 5.5
5. KARINA 10 5 10 5 8 4 4.6
6. DETA 11 5.5 10 5 11 5.5 5.3
7. FUAD 9 4.5 12 6 10 5 5.1
8. NATASIA 13 6.5 13 6.5 10 5 6
9. FIAN 11 5.5 10 5 10 5 5.1
10. ANISA 12 6 11 5.5 10 5 5.5
11. AYU 10 5 11 5.5 9 4.5 5
12. ILHAM 9 4.5 10 5 10 5 4.8
13. NANDA 11 5.5 12 6 11 5.5 5.6
14. AVIS 9 4.5 12 6 8 4 4.8
15. CHIATA 12 6 11 5.5 10 5 5.5
16. GIOVANI 11 5.5 11 5.5 10 5 5.3
Total 173 86.5 178 89 158 79 84.4
Mean Score 10.8 5.4 11.12 5.5 9.8 4.9 5.2
Scoring the Students’ correct answer :
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Mean Score of Students in Diagnostic-Test
1. Mean Score for Literal Reading Comprehension
a. Mean Score of Main Idea b. Mean Score of Detail Information
∑
∑
5.4 5.5
2. Mean Score for Interpretive Reading Comprehension
Mean score of Drawing Conclusion
∑
4,9
3. Total Means Score for Reading Comprehension
Mean score of students‟ reading comprehension
∑
5.2
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TEST RESULT OF CYCLE I
No CODE/
NAME
Literal Interpretive
Mean
Score
Main Idea Detail
Information
Drawing
Conclusion
Raw
Score
Valid
Score
Raw
Score
Valid
Score
Raw
Score
Valid
Score
1. CINDI 13 6.5 16 8 13 6.5 7
2. FINI 12 6 13 6.5 12 6 6.1
3. HERRY 11 5.5 14 7 11 5.5 6
4. IRENDA 12 6 15 7.5 12 6 6.5
5. KARINA 12 6 14 7 12 6 6.3
6. DETA 11 5.5 12 6 11 5.5 5.6
7. FUAD 11 5.5 14 7 11 5.5 6
8. NATASIA 15 7.5 15 7.5 14 7 7.3
9. FIAN 12 6 14 7 11 5.5 6.1
10. ANISA 14 7 13 6.5 12 6 6.5
11. AYU 12 6 13 6.5 12 6 6.1
12. ILHAM 11 5.5 13 6.5 11 5.5 5.8
13. NANDA 13 6.5 15 7.5 13 6,5 6.8
14. AVIS 10 5 13 6.5 11 5.5 5.6
15. CHIATA 13 6.5 13 6.5 12 6 6.3
16. GIOVANI 11 5.5 14 7 11 5.5 6
Total 193 96.5 221 110.5 189 94.5 100
Mean Score 12 6.0 13.8 6.9 11.8 5.9 6.25
Scoring the Students’ correct answer :
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Mean Score of Students in Cycle I
1. Mean Score for Literal Reading Comprehension
a. Mean Score of Main Idea b. Mean Score of Detail Information
∑
∑
6.0 6.9
2. Mean Score for Interpretive Reading Comprehension
Mean score of Drawing Conclusion
∑
5.9
3. Total Means Score for Reading Comprehension
Mean score of students‟ reading comprehension
∑
6.25
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TEST RESULT OF CYCLE II
No CODE/
NAME
Literal Interpretive
Mean
Score
Main Idea Detail
Information
Drawing
Conclusion
Raw
Score
Valid
Score
Raw
Score
Valid
Score
Raw
Score
Valid
Score
1. CINDI 15 7.5 16 8 16 8 7.8
2. FINI 14 7 14 7 13 6.5 6.8
3. HERRY 13 6.5 14 7 14 7 6.8
4. IRENDA 15 7.5 14 7 14 7 7.1
5. KARINA 13 6.5 14 7 13 6.5 6.6
6. DETA 14 7 13 6.5 14 7 6.8
7. FUAD 14 7 14 7 14 7 7
8. NATASIA 16 8 17 8.5 16 8 8.1
9. FIAN 14 7 14 7 14 7 7
10. ANISA 13 6.5 14 7 14 7 6.8
11. AYU 14 7 15 7.5 13 6.5 7
12. ILHAM 13 6.5 14 7 13 6.5 6.6
13. NANDA 15 7.5 15 7.5 15 7.5 7.5
14. AVIS 14 7 13 6.5 13 6.5 6.6
15. CHIATA 15 7,5 13 6.5 14 7 7
16. GIOVANI 13 6.5 14 7 14 7 6.8
Total 225 112.5 228 114 224 112.5 112.3
Mean Score 14 7.0 14.25 7.1 14 7.0 7.0
Scoring the Students’ correct answer :
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Mean Score of Students in Cycle II
1. Mean Score for Literal Reading Comprehension
a. Mean Score of Main Idea b. Mean Score of Detail Information
∑
∑
7.0 7.1
2. Mean Score for Interpretive Reading Comprehension
Mean score of Drawing Conclusion
∑
7.0
3. Total Means Score for Reading Comprehension
Mean score of students‟ reading comprehension
∑
7.0
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THE SCORE OF THE STUDENTS’ READING COMPREHENSION
No CODE/NAME The Students’ Score
DT Cycle 1 Cycle 2
1. CINDI 5.8 7 7.8
2. FINI 5 6.1 6.8
3. HERRY 5.5 6 6.8
4. IRENDA 5.5 6.5 7.1
5. KARINA 4.6 6.3 6.6
6. DETA 5.3 5.6 6.8
7. FUAD 5.1 6 7
8. NATASIA 6 7.3 8.1
9. FIAN 5.1 6.1 7
10. ANISA 5.5 6.5 6.8
11. AYU 5 6.1 7
12. ILHAM 4.8 5.8 6.6
13. NANDA 5.6 6.8 7.5
14. AVIS 4.8 5.6 6.6
15. CHIATA 5,.5 6.3 7
16. GIOVANI 5.3 6 6.8
Total 84.4 100 112.3
Mean Score 5.2 6.25 7.01
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Mean Score of Students Reading Comprehension
1. Mean Score of the Students’ Diagnostic Test
∑
5.2
2. Mean Score of the Students’ Test of Cycle 1
∑
6.25
3. Mean Score of the Students’ Test of Cycle 2
∑
7.01
Page 138
THE INCREASE OF THE STUDENTS’ READING
COMPREHENSION SCORE
1. The Increase of the Students’ Literal Comprehension
a. The increase of Main Ideas
1). Diagnostic Test → Cycle I 3). Cycle I → Cycle II
P =
x 100 % P =
x 100 %
P =
x 100 % P =
x 100 %
P = 11.11 % P = 16.66 %
2). Diagnostic Test → Cycle II
P =
x 100 %
P =
x 100 %
P = 30 %
b. The increase of Detail Information
1). Diagnostic Test → Cycle I 3). Cycle I → Cycle II
P =
x 100 % P =
x 100 %
P =
x 100 % P =
x 100 %
P = 25.45 % P = 2.89 %
2). Diagnostic Test → Cycle II
P =
x 100 %
P =
x 100 %
P = 29.45 %
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2. The Increase of the Students’ Interpretive Comprehension
The Increase of Drawing Conclusion
1). Diagnostic Test → Cycle I 3). Cycle I → Cycle II
P =
x 100 % P =
x 100 %
P =
x 100 % P =
x 100 %
P = 20.40 % P = 18.64 %
2). Diagnostic Test → Cycle II
P =
x 100 %
P =
x 100 %
P = 43.46 %
3. The Increase of the Students’ Reading Comprehension
a. The Increase of Literal Comprehension
1). Diagnostic Test → Cycle I 2). Diagnostic Test → Cycle II
P =
x 100 % P =
x 100 %
P =
x 100 % P =
x 100 %
P = 18.34 % P = 29.35 %
3). Cycle I → Cycle II
P =
x 100 %
P =
x 100 %
P = 9.30 %
Page 140
b. The Increase of Interpretive Comprehension
1). Diagnostic Test → Cycle I 2). Diagnostic Test → Cycle II
P =
x 100 % P =
x 100 %
P =
x 100 % P =
x 100 %
P = 20.40 % P = 42.85 %
3). Cycle I → Cycle II
P =
x 100 %
P =
x 100 %
P = 18.64 %
Page 141
THE STUDENTS’ CLASSIFICATION SCORE OF LITERAL
COMPREHENSION
1. DIAGNOSTIC TEST
No Code/Name
Literal Mean
Score Classification Main
Idea
Detail
Information
1. CINDI 6 6 6 Fair
2. FINI 5 4.5 4.75 Poor
3. HERRY 6 6.5 6.25 Fair
4. IRENDA 5.5 5.5 5.5 Poor
5. KARINA 5 5 5 Poor
6. DETA 5.5 5 5.25 Poor
7. FUAD 4.5 6 5.25 Poor
8. NATASIA 6.5 6.5 6.5 Fair
9. FIAN 5.5 5 5.25 Poor
10. ANISA 6 5.5 5.75 Fair
11. AYU 5 5.5 5.25 Poor
12. ILHAM 4.5 5 4.75 Poor
13. NANDA 5.5 6 5.75 Fair
14. AVIS 4,5 6 5.25 Poor
15. CHIATA 6 5.5 5.75 Fair
16 GIOVANI 5.5 5.5 5.5 Poor
Calculating the students‟ percentage of classification score :
1). “FAIR” Score 2). “POOR” Score
P =
x 100 % P =
x 100 %
P = 37.5 % P = 62.5 %
Page 142
2. CYCLE I
No Code/Name
Literal Mean
Score Classification Main
Idea
Detail
Information
1. CINDI 6.5 8 7.25 Fairly Good
2. FINI 6 6.5 6.25 Fair
3. HERRY 5.5 7 6.25 Fair
4. IRENDA 6 7.5 6.75 Fairly Good
5. KARINA 6 7 6.5 Fair
6. DETA 5.5 6 5.75 Fair
7. FUAD 5.5 7 6.25 Fair
8. NATASIA 7.5 7.5 7.5 Fairly Good
9. FIAN 6 7 6.5 Fair
10. ANISA 7 6.5 6.75 Fairly Good
11. AYU 6 6.5 6.25 Fair
12. ILHAM 5.5 6.5 6 Fair
13. NANDA 6.5 7.5 7 Fairly Good
14. AVIS 5 6.5 5.75 Fair
15. CHIATA 6.5 6.5 6.5 Fairly Good
16 GIOVANI 5.5 7 6.25 Fair
Calculating the students‟ percentage of classification score :
1). “FAIRLY GOOD” Score 2). “FAIR” Score
P =
x 100 % P =
x 100 %
P = 37.5 % P = 62.5 %
Page 143
3. CYCLE II
No Code/Name
Literal Mean
Score Classification Main
Idea
Detail
Information
1. CINDI 7.5 8 7.75 Good
2. FINI 7 7 7 Fairly Good
3. HERRY 6.5 7 6.75 Fairly Good
4. IRENDA 7.5 7 7.25 Fairly Good
5. KARINA 6.5 7 6.75 Fairly Good
6. DETA 7 6.5 6.75 Fairly Good
7. FUAD 7 7 7 Fairly Good
8. NATASIA 8 8.5 8.25 Good
9. FIAN 7 7 7 Fairly Good
10. ANISA 6.5 7 6.75 Fairly Good
11. AYU 7 7.5 7.25 Fairly Good
12. ILHAM 6.5 7 6.75 Fairly Good
13. NANDA 7.5 7.5 7.5 Fairly Good
14. AVIS 7 6.5 6.75 Fairly Good
15. CHIATA 7.5 6.5 7 Fairly Good
16 GIOVANI 6.5 7 6.75 Fairly Good
Calculating the students‟ percentage of classification score :
1). “GOOD” Score 2). “FAIRLY GOOD” Score
P =
x 100 % P =
x 100 %
P = 20 % P = 87.5 %
Page 144
THE STUDENTS’ CLASSIFICATION SCORE OF INTERPRETIVE
COMPREHENSION
1. DIAGNOSTIC TEST
No Code/Name Interpretive
(Drawing Conclusion) Classification
1. CINDI 5.5 Poor
2. FINI 5.5 Poor
3. HERRY 4 Poor
4. IRENDA 5.5 Poor
5. KARINA 4 Poor
6. DETA 5.5 Poor
7. FUAD 5 Poor
8. NATASIA 5 Poor
9. FIAN 5 Poor
10. ANISA 5 Poor
11. AYU 4.5 Poor
12. ILHAM 5 Poor
13. NANDA 5.5 Poor
14. AVIS 4 Poor
15. CHIATA 5 Poor
16 GIOVANI 5 Poor
Calculating the students‟ percentage of classification score :
1). “POOR” Score
P =
x 100 %
P = 100 %
Page 145
2. CYCLE I
No Code/Name Interpretive
(Drawing Conclusion) Classification
1. CINDI 6.5 Fair
2. FINI 6 Fair
3. HERRY 5.5 Poor
4. IRENDA 6 Fair
5. KARINA 6 Fair
6. DETA 5.5 Poor
7. FUAD 5.5 Poor
8. NATASIA 7 Fairly Good
9. FIAN 5.5 Poor
10. ANISA 6 Fair
11. AYU 6 Fair
12. ILHAM 5.5 Poor
13. NANDA 6.5 Fair
14. AVIS 5.5 Poor
15. CHIATA 6 Fair
16 GIOVANI 5.5 Poor
Calculating the students‟ percentage of classification score :
1). “FAIRLY GOOD” Score 2). “FAIR” Score
P =
x 100 % P =
x 100 %
P = 6.25 % P = 50 %
3). “POOR” Score
P =
x 100 %
P = 43.75 %
Page 146
3. CYCLE II
No Code/Name Interpretive
(Drawing Conclusion) Classification
1. CINDI 8 Good
2. FINI 6.5 Fair
3. HERRY 7 Fairly Good
4. IRENDA 7 Fairly Good
5. KARINA 6.5 Fair
6. DETA 7 Fairly Good
7. FUAD 7 Fairly Good
8. NATASIA 8 Good
9. FIAN 7 Fairly Good
10. ANISA 7 Fairly Good
11. AYU 6.5 Fair
12. ILHAM 6.5 Fair
13. NANDA 7.5 Fairly Good
14. AVIS 6.5 Fair
15. CHIATA 7 Fairly Good
16 GIOVANI 7 Fairly Good
Calculating the students‟ percentage of classification score :
1). “GOOD” Score 2). “FAIRLY GOOD” Score
P =
x 100 % P =
x 100 %
P = 12.5 % P = 56.25 %
3). “FAIR” Score
P =
x 100 %
P = 31.25 %
Page 147
THE STUDENTS’ CLASSIFICATION SCORE OF READING
COMPREHENSION
No Code/
Name
The Students’ Classification Score
Diagnostic-Test Cycle I Cycle II
Score Classification Score Classification Score Classification
1. CINDI 5.8 Fair 7.1 Fairly Good 7.8 Good
2. FINI 5 Poor 6.3 Fair 6.8 Fairly Good
3. HERRY 5.5 Poor 6.1 Fair 6.8 Fairly Good
4. IRENDA 5.5 Poor 6.8 Fairly Good 7.1 Fairly Good
5. KARINA 4.6 Poor 6.5 Fair 6.6 Fairly Good
6. DETA 5.3 Poor 5.6 Fair 6.8 Fairly Good
7. FUAD 5.1 Poor 6.1 Fair 7 Fairly Good
8. NATASIA 6 Fair 7.3 Fairly Good 8.1 Good
9. FIAN 5.1 Poor 6.1 Fair 7 Fairly Good
10. ANISA 5.5 Poor 6.6 Fairly Good 6.8 Fairly Good
11. AYU 5 Poor 6.3 Fair 7 Fairly Good
12. ILHAM 4.8 Poor 6.1 Fair 6.6 Fairly Good
13. NANDA 5.6 Fair 7 Fairly Good 7.5 Fairly Good
14. AVIS 4.8 Poor 6.5 Fair 6.6 Fairly Good
15. CHIATA 5.5 Poor 6.6 Fairly Good 7 Fairly Good
16 GIOVANI 5.3 Poor 6.1 Fair 6.8 Fairly Good
Calculating the students‟ percentage of classification score :
A. Diagnostic Test
1). “FAIR” Score 2). “POOR” Score
P =
x 100 % P =
x 100 %
P = 18.75 % P = 81.25 %
Page 148
B. Cycle I
1). “FAIRLY GOOD” Score 2). “FAIR” Score
P =
x 100 % P =
x 100 %
P = 37.5 % P = 62.5 %
C. Cycle II
1). “GOOD” Score 2). “FAIRLY GOOD” Score
P =
x 100 % P =
x 100 %
P = 12.5 % P = 87.5 %
Page 149
APPENDIX E
OBSERVATION SHEET
IN TEACHING AND LEARNING PROCESS
School : SMA Kartika Wirabuana 1 Makassar
Academic Year : 2014/2015
Class/Semester : XII/1
Subject : Bahasa Inggris
Meeting : 1
Aspect/Skill : Reading
Cycle : I
No Name/Code Activate
4 3 2 1
1. CINDI
2. FINI
3. HERRY
4. IRENDA
5. KARINA
6. DETA
7. FUAD
8. NATASIA
9. FIAN
10 ANISA
Page 150
11 AYU
12 ILHAM
13 NANDA
14 AVIS
15 CHIATA
16 GIOVANI
Jumlah 0 12 10 7
Pattern of the students‟ activeness:
FQ
P = --- x 100 %
4N
% 100 x 16 x 4
71012 0 Percentage
Percentage = 45 %
Explanation :
The valuation of the students‟ activeness in teaching and learning process
Indicator The students
participation Score
Students respond the material very actively Very active 4
Students respond the material actively Active 3
Students respond the material just one or twice Fairly Active 2
Page 151
Students just sit down during the activity without
doing something Not Active 1
OBSERVATION SHEET
IN TEACHING AND LEARNING PROCESS
School : SMA Kartika Wirabuana 1 Makassar
Academic Year : 2014/2015
Class/Semester : XII/1
Subject : Bahasa Inggris
Meeting : 2
Aspect/Skill : Reading
Cycle : I
No Name/Code Activate
4 3 2 1
1. CINDI
2. FINI
3. HERRY
4. IRENDA
5. KARINA
6. DETA
7. FUAD
Page 152
8. NATASIA
9. FIAN
10 ANISA
11 AYU
12 ILHAM
13 NANDA
14 AVIS
15 CHIATA
16 GIOVANI
Jumlah 4 9 12 6
Pattern of the students‟ activeness:
FQ
P = --- x 100 %
4N
% 100 x 16 x 4
6129 4 Percentage
Percentage = 48 %
Explanation :
The valuation of the students‟ activeness in teaching and learning process
Indicator The students
participation Score
Students respond the material very actively Very active 4
Students respond the material actively Active 3
Page 153
Students respond the material just one or twice Fairly Active 2
Students just sit down during the activity without
doing something Not Active 1
Page 154
OBSERVATION SHEET
IN TEACHING AND LEARNING PROCESS
School : SMA Kartika Wirabuana 1 Makassar
Academic Year : 2014/201
Class/Semester : XII/1
Subject : Bahasa Inggris
Meeting : 3
Aspect/Skill : Reading
Cycle : I
No Name/Code Activate
4 3 2 1
1. CINDI
2. FINI
3. HERRY
4. IRENDA
5. KARINA
6. DETA
7. FUAD
8. NATASIA
9. FIAN
10 ANISA
Page 155
11 AYU
12 ILHAM
13 NANDA
14 AVIS
15 CHIATA
16 GIOVANI
Jumlah 8 9 10 6
Pattern of the students‟ activeness:
FQ
P = --- x 100 %
4N
% 100 x 16 x 4
6109 8 Percentage
Percentage = 51 %
Explanation :
The valuation of the students‟ activeness in teaching and learning process
Indicator The students
participation Score
Students respond the material very actively Very active 4
Students respond the material actively Active 3
Students respond the material just one or twice Fairly Active 2
Students just sit down during the activity without
doing something Not Active 1
Page 156
OBSERVATION SHEET
IN TEACHING AND LEARNING PROCESS
School : SMA Kartika Wirabuana 1 Makassar
Academic Year : 2014/2015
Class/Semester : XII/1
Subject : Bahasa Inggris
Meeting : 4
Aspect/Skill : Reading
Cycle : I
No Name/Code Activate
4 3 2 1
1. CINDI
2. FINI
3. HERRY
4. IRENDA
5. KARINA
6. DETA
7. FUAD
8. NATASIA
9. FIAN
Page 157
10 ANISA
11 AYU
12 ILHAM
13 NANDA
14 AVIS
15 CHIATA
16 GIOVANI
Jumlah 8 9 12 5
Pattern of the students‟ activeness:
FQ
P = --- x 100 %
4N
% 100 x 16 x 4
5129 8 Percentage
Percentage = 53 %
Explanation :
The valuation of the students‟ activeness in teaching and learning process
Indicator The students
participation Score
Students respond the material very actively Very active 4
Students respond the material actively Active 3
Students respond the material just one or twice Fairly Active 2
Students just sit down during the activity without
doing something Not Active 1
Page 158
OBSERVATION SHEET
IN TEACHING AND LEARNING PROCESS
School : SMA Kartika Wirabuana 1 Makassar
Academic Year : 2014/2015
Class/Semester : XII/1
Subject : Bahasa Inggris
Meeting : 1
Aspect/Skill : Reading
Cycle : II
No Name/Code Activate
4 3 2 1
1. CINDI
2. FINI
3. HERRY
4. IRENDA
5. KARINA
6. DETA
7. FUAD
8. NATASIA
9. FIAN
10 ANISA
11 AYU
Page 159
12 ILHAM
13 NANDA
14 AVIS
15 CHIATA
16 GIOVANI
Jumlah 8 9 14 4
Pattern of the students‟ activeness:
FQ
P = --- x 100 %
4N
% 100 x 16 x 4
4149 8 Percentage
Percentage = 54 %
Explanation :
The valuation of the students‟ activeness in teaching and learning process
Indicator The students
participation Score
Students respond the material very actively Very active 4
Students respond the material actively Active 3
Students respond the material just one or twice Fairly Active 2
Students just sit down during the activity without
doing something Not Active 1
Page 160
OBSERVATION SHEET
IN TEACHING AND LEARNING PROCESS
School : SMA Kartika Wirabuna 1 Makassar
Academic Year : 2014/2015
Class/Semester : XII/1
Subject : Bahasa Inggris
Meeting : 2
Aspect/Skill : Reading
Cycle : II
No Name/Code Activate
4 3 2 1
1. CINDI
2. FINI
3. HERRY
4. IRENDA
5. KARINA
6. DETA
7. FUAD
8. NATASIA
9. FIAN
10 ANISA
11 AYU
Page 161
12 ILHAM
13 NANDA
14 AVIS
15 CHIATA
16 GIOVANI
Jumlah 12 12 10 4
Pattern of the students‟ activeness:
FQ
P = --- x 100 %
4N
% 100 x 16 x 4
41012 12 Percentage
Percentage = 59 %
Explanation :
The valuation of the students‟ activeness in teaching and learning process
Indicator The students
participation Score
Students respond the material very actively Very active 4
Students respond the material actively Active 3
Students respond the material just one or twice Fairly Active 2
Students just sit down during the activity without
doing something Not Active 1
Page 162
OBSERVATION SHEET
IN TEACHING AND LEARNING PROCESS
School : SMA Kartika Wirabuana 1 Makassar
Academic Year : 2014/2015
Class/Semester : XII/1
Subject : Bahasa Inggris
Meeting : 3
Aspect/Skill : Reading
Cycle : II
No Name/Code Activate
4 3 2 1
1. CINDI
2. FINI
3. HERRY
4. IRENDA
5. KARINA
6. DETA
7. FUAD
8. NATASIA
9. FIAN
10 ANISA
Page 163
11 AYU
12 ILHAM
13 NANDA
14 AVIS
15 CHIATA
16 GIOVANI
Jumlah 12 12 12 3
Pattern of the students‟ activeness:
FQ
P = --- x 100 %
4N
% 100 x 16 x 4
31212 12 Percentage
Percentage = 60 %
Explanation :
The valuation of the students‟ activeness in teaching and learning process
Indicator The students
participation Score
Students respond the material very actively Very active 4
Students respond the material actively Active 3
Students respond the material just one or twice Fairly Active 2
Students just sit down during the activity without
doing something Not Active 1
Page 164
OBSERVATION SHEET
IN TEACHING AND LEARNING PROCESS
School : SMA Kartika Wirabuana 1 Makassar
Academic Year : 201/2015
Class/Semester : XII/1
Subject : Bahasa Inggris
Meeting : 4
Aspect/Skill : Reading
Cycle : II
No Name/Code Activate
4 3 2 1
1. CINDI
2. FINI
3. HERRY
4. IRENDA
5. KARINA
6. DETA
7. FUAD
8. NATASIA
9. FIAN
10 ANISA
11 AYU
Page 165
12 ILHAM
13 NANDA
14 AVIS
15 CHIATA
16 GIOVANI
Jumlah 16 15 10 2
Pattern of the students‟ activeness:
FQ
P = --- x 100 %
4N
% 100 x 16 x 4
21015 16 Percentage
Percentage = 67 %
Explanation :
The valuation of the students‟ activeness in teaching and learning process
Indicator The students
participation Score
Students respond the material very actively Very active 4
Students respond the material actively Active 3
Students respond the material just one or twice Fairly Active 2
Students just sit down during the activity without
doing something Not Active 1
Page 166
CURRICULUM VITAE
Wahyudi Usman, was born on May 20th
, 1990 in
Makassar, South Sulawesi. He is the first child from two
brothers from the marriage of his parents Alm. Drs.
Usman Kunnu and Rosdani.
In 1996 the writer registered as student elementary
school at SD Inpres Tamalnrea 2 in Makassar and he
graduated in 2002. The next in the same year the writer registered as a junior high
scholar in SMP Negeri 30 Makassar and graduated in 2005. Then the writer
registered in senior high school, SMA Kartika Wirabuana I Makassar and
graduated in 2008. In 2008, the writer registered to study of English department in
Muhammadiyah University of Makassar.
