THE EFFECTIVENESS OF NUMBER HEAD TOGETHER (NHT)...

THE EFFECTIVENESS OF NUMBER HEAD

TOGETHER (NHT) TECHNIQUE ON STUDENTS’

READING ABILITY OF NARRATIVE TEXT (A Quasi-Experimental Study at the Second Grade Students of

MTs. Nur Asy-Syafi’iyah Rempoa, South Tangerang)

By

FITHIAWATI

NIM. 109014000147

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

THE EFFECTIVENESS OF NUMBER HEAD

TOGETHER (NHT) TECHNIQUE ON STUDENTS’

READING ABILITY OF NARRATIVE TEXT (A Quasi-Experimental Study at the Second Grade Students of

MTs. Nur Asy-Syafi’iyah Rempoa, South Tangerang)

“Skripsi”

Presented to the Faculty of Tarbiyah and Teachers Training

in Partial Fulfillment of the Requirements for the Degree of Strata-1 (S.Pd.)

in English Language Education

By

FITHIAWATI

NIM. 109014000147

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

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ABSTRACT

Fithiawati (NIM. 109014000147). The Effectiveness of Number Head

Together (NHT) Technique on Students’ Reading Ability of Narrative Text:

A Quasi-Experimental Study at the Second Grade Students of MTs. Nur Asy-

Syafi’iyah Rempoa, South Tangerang. Skripsi of English Education at Faculty of

Tarbiyah and Teachers’ Training of State Islamic University Syarif Hidayatullah

Jakarta, 2014.

Advisors:

1. Dr. Alek, M.Pd.

2. Devi Yusnita, M.Pd.

Keywords: Students’ Reading Ability, Narrative Text, Number Head Together

(NHT) Technique.

The objective of this study was to know the effectiveness of Number Head

Together (NHT) technique on students’ reading ability of narrative text at the

second grade students of MTs. Nur Asy-Syafi’iyah Rempoa, South Tangerang

academic year 2013/2014. Population of the research was all of the second grade

students. Number of students at the second grade were 50 students that consist of

two classes VIII.1 and VIII.2. Because all of the population used as a sample, this

research used purposive sampling technique.

As Number Head Together (NHT) technique consists of four steps: numbering

each students, asking questions, head together, and answering questions. The

method of the research was quasi-experimental study. There were two classes

namely experimental class and controlled class. The research conducted into six

meetings. Before the research did, the instrument had tested at the second grade

students of SMPN 3 South Tangerang. There were 25 questions that used in this

research. In the first meeting, the pre-test was given before the teaching and

learning activity in those classes. Then, in the second up to fourth meeting, the

students in the experimental class were given treatment by using Number Head

Together (NHT) technique and the students in the controlled class were given

Grammar Translation Method. Finally, in the sixth meeting, the students in those

classes were given post-test.

The research result shown that in the pre-test, those two classes had similar

score. The mean of the experimental class was 61,44 and the mean of the

controlled class was 61,44 too. After the treatment did, the post-test result shown

that the mean of experimental class was 83,84 and mean of the controlled class

was 71,68. It means, the students’ score in the experimental class was higher than

the students’ score in the controlled class. To know the effectiveness of this

technique, statistical hypothesis was used by using ttest formula. The result was

tobservation score was 12,42 and ttable was 2,01 (12,42 > 2,01). It means, tobservation was

higher than ttable. So, the alternative hypothesis (Ha) was accepted. Based on the

result, it can be concluded that Number Head Together (NHT) technique was

effective on students’ reading ability of narrative text.

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ABSTRAK

Fithiawati (NIM. 109014000147). Keefektifan Teknik Number Head Together

(NHT) terhadap Kemampuan Membaca Siswa dalam Teks Naratif:

Eksperimen Semu Pada Siswa Kelas Dua MTs. Nur Asy-Syafi’iyah Rempoa,

Tangerang Selatan. Skripsi Jurusan Pendidikan Bahasa Inggris di Fakultas Ilmu

Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta,

2014.

Advisors:

1. Dr. Alek, M.Pd.

2. Devi Yusnita, M.Pd.

Kata Kunci: Kemampuan Membaca Siswa, Teks Naratif, Teknik Number Head

Together (NHT).

Penelitian ini bertujuan mengetahui keefektifan teknik Number Head Together

(NHT) terhadap kemampuan membaca siswa dalam teks naratif pada siswa kelas

dua MTs. Nur Asy-Syafi’iyah Rempoa, Tangerang Selatan tahun akademik

2013/2014. Populasi penelitian adalah seluruh siswa kelas dua yang berjumlah 50

siswa. Siswa di bagi menjadi 2 kelas yaitu kelas VIII.1 yang berjumlah 25 siswa

dan kelas VIII.2 yang berjumlah 25 siswa. Semua populasi digunakan sebagai

sampel dengan menggunakan teknik purposive sampling.

Sebagaimana teknik Number Head Together (NHT) terdiri dari empat tahap:

penomoran, mengajukan pertanyaan, berfikir bersama, dan menjawab pertanyaan.

Penelitian ini menggunakan metode eksperimen semu. Siswa di bagi ke dalam dua

kelas yaitu kelas eksperimen dan kelas kontrol. Instrumen penelitian berupa

pilihan ganda dengan menggunakan 25 soal yang telah di uji terlebih dahulu di

SMPN 3 Tangerang Selatan. Pada pertemuan pertama, kelas eksperimen dan kelas

kontrol sama-sama diberikan tes awal sebelum proses belajar mengajar dengan

menggunakan teknik Number Head Together (NHT) dilaksanakan. Pada

pertemuan kedua sampai pertemuan keempat, di kelas eksperimen di berikan

perlakuan dengan menggunakan teknik Number Head Together (NHT) dan di

kelas kontrol menggunakan metode Grammar Translation Method. Pada

pertemuan keenam, siswa di kelas eksperimen dan kelas kontrol diberikan test

akhir.

Hasil Penelitian menunjukkan bahwa hasil test awal pada kelas eksperimen

dan kelas kontrol memiliki nilai rata-rata 61,44. Setelah dilakukan perlakuan

selama empat kali pertemuan, dari test akhir menunjukkan bahwa nilai rata-rata

pada kelas eksperimen adalah 83,84 dan nilai rata-rata kelas kontrol adalah 71,68.

Berarti, nilai siswa pada kelas eksperimen lebih tinggi di bandingkan dengan nilai

siswa pada kelas kontrol. Untuk mengetahui keefektifan teknik, peneliti

menggunakan hipotesis statistik dengan menggunakan uji “t”. Hasil “thitung”

adalah 12,42 dan “ttabel” adalah 2,01 (12,42 > 2,01). Jadi, hipotesis alternatif (Ha)

di terima. Berdasarkan hasil penghitungan tersebut, dapat disimpulkan bahwa

teknik NHT efektif terhadap kemampuan membaca siswa dalam teks naratif.

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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent and Merciful

Praised be to Allah, Lord of the world, who has given mercy and blessing to

the writer in finishing this skripsi. Peace and salutation be upon to the prophet

Muhammad SAW, his family, his companion, and his adherence.

This skripsi is presented to the Departement of English Education, the Faculty

of Tarbiyah and Teacher’s Training Syarif Hidayatullah State Islamic University

Jakarta as partial fulfillment of the requirements for the degree of S.Pd. in the

Departement of English Education.

In this occasion, the writer would like to thank to her beloved parents H.

Asmat Kaelani and Hj. Siti Julfah, her grandparents H. Soleh and Hj. Sawiyah,

and her sisters Hernawati, Teti Lidiyawati, Yusniawati for their praying,

understanding, support, and motivation.

The writer also would like to address her great honor and attitude to her

advisors, Dr. Alek, M.Pd. and Devi Yusnita, M.Pd. who have sacrificed their

energy and valuable time for the writer to give consultations with full of help, care

guidance, and valuable advices during the writer arranging this skripsi.

The writer’s sincere gratitude also goes to:

1. All lecturers of the Departement of English Education who have taught the

writer useful knowledge and skills.

2. Drs. Syauki, M.Pd., the Head of the Departement of English Education.

3. Nida Husna, M.Pd., MA TESOL as the writer’s academic advisor for her

support and motivation for the writer during finishing this skripsi.

4. Moh. Husni Thamrin, S.Sos., the Headmaster of MTs. Nur Asy-Syafi’iyah

Rempoa, South Tangerang.

5. Yuli Ambar Utami, S.Pd., as the English Teacher at MTs. Nur Asy-Syafi’iyah

Rempoa, South Tangerang.

6. Her friends in D-Class academic year 2009 who helped the writer in giving

idea and spirit in doing this skripsi.

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7. For her lovely friends in the rent-house such as Restie Maya Puspita Hidayati,

Ii Suryani, Tri Pujiati Dewiningsih who have accompanied and motivated the

writer in finishing this skripsi.

8. To any other people whose are named cannot be mentioned one for their

contribution to the writer during finishing her skripsi.

The writer admits that her writing is still far from being perfect, therefore she

hopes some suggestions and criticizes from the reader for this skripsi and it will

be so valuable for her and for a better thing in the future.

Jakarta, September 2nd

2014

The Writer

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TABLE OF CONTENTS

TITLE ............................................................................................................. i

APPROVAL ................................................................................................... ii

SURAT PERNYATAAN KARYA SENDIRI .............................................. iii

ENDORSEMENT SHEET ........................................................................... iv

ABSTRACT ................................................................................................... v

ABSTRAK ..................................................................................................... vi

ACKNOWLEDGMENT ............................................................................... vii

TABLE OF CONTENTS .............................................................................. ix

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

LIST OF APPENDICES ............................................................................... xiii

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

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

B. Limitation of the Problem ............................................. 5

C. Formulation of the Problem .......................................... 5

D. Objective of the Study .................................................. 5

E. Significance of the Study .............................................. 5

CHAPTER II. THE ORETICAL FRAMEWORK .................................. 6

A. Reading ......................................................................... 6

1. Understanding of Reading ....................................... 6

2. Purpose of Reading .................................................. 9

3. Types of Reading ..................................................... 12

4. Principles in Teaching Reading .............................. 12

5. Reading Ability ........................................................ 13

B. Narrative Text ............................................................... 14

1. Understanding of Narrative Text ............................. 14

2. Purpose of Narrative Text ........................................ 15

3. Features of Narrative Text ...................................... 16

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4. Types of Narrative Text ........................................... 17

C. Number Head Together (NHT) .................................... 18

1. Understanding of Number Head Together

(NHT) Technique ......................................................... 18

2. Purpose of Number Head Together

(NHT) Technique ..................................................... 21

3. Technique of Number Head Together

(NHT) Technique ..................................................... 22

4. Advantages of Number Head Together

(NHT) Technique ........................................................ 22

D. Grammar Translation Method ...................................... 23

1. Understanding of Grammar Translation Method ..... 23

2. Principal Characteristics of Grammar Translation

Method ..................................................................... 24

3. Technique of Grammar Translation Method ........... 25

E. Relevant Study .............................................................. 27

F. Conceptual Framework ................................................. 29

G. Theoretical Hypothesis ................................................. 31

CHAPTER III. RESEARCH METHODOLOGY ..................................... 32

A. Place and Time of the Research.................................... 32

B. Method and Design of the Research ............................. 32

C. Population and Sample ................................................. 32

D. Instrument of the Research ........................................... 32

E. Technique of Collecting Data ....................................... 33

F. Technique of Data Analysis.......................................... 33

G. Statistical Hypothesis ................................................... 34

CHAPTER IV. RESEARCH FINDINGS AND INTERPRETATION ..... 36

A. Research Findings ......................................................... 36

B. Testing the Analysis Requirement and the Hypotheses 37

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1. Normality of the Data ............................................ 37

2. Homogeneity of the Data ...................................... 37

3. Testing Hypothesis ................................................ 38

C. Interpretation ................................................................ 39

CHAPTER V. CONCLUSION AND SUGGESTION .............................. 41

A. Conclusion .................................................................... 41

B. Suggestion .................................................................... 41

BIBLIOGRAPHY .......................................................................................... 43

APPENDICES ............................................................................................... 45

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LIST OF TABLES

Table Page

Table 3.1: Index of Difficulty ......................................................................... 32

Table 3.2: Discriminating Power .................................................................... 32

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LIST OF APPENDICES

Page

Appendix 1 Test Instrument ............................................................................ 47

Appendix 2 Lesson Planning .......................................................................... 56

Appendix 3 Calculation of the Research ......................................................... 92

Appendix 4 Tabel Distribusi Probabilitas Normal Baku ................................ 100

Appendix 5 Tabel Lilyfors .............................................................................. 101

Appendix 6 Tabel Distribusi Sebaran F .......................................................... 102

Appendix 7 Tabel Distribusi Probabilitas t-Student ....................................... 103

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CHAPTER I

INTRODUCTION

This chapter presents the general account of the present resesarch. It covers

background of the study, limitation of the study, formulation of the problem,

objective of the study, and significance of the study.

A. Background of the Study

Reading English text is necessary since many texts are written in English.

Many people learn to understand English text because they need it whether to

their education or for their profession that the sources are written in English. In

the field of education, students from different country need to read English text

because English as a language of international education.

Students need to learn English text to get the knowledge. Therefore, reading

ability became very important because the success of students in studying depends

on the greater part of their ability to read. As McDonough and Shaw stated,

“Reading is the most important foreign language skill, particularly in cases where

students have to read English material for their own specialist subject but may

never actually have to speak the language; such cases are often referred to as „

English as a library language‟.1 The important of English related to the position of

English in Indonesia as a foreign language.

English is as one of subjects that is stated in Indonesian education curriculum.

In learning English, there are four language skills namely listening, reading,

speaking, and writing. Listening and reading referred to as receptive skills and

speaking and writing referred to as productive skills.2 From four skills above, this

research only focuses on reading skill because reading text provides opportunities

to learn other language skills and other language components such as writing,

speaking, listening, vocabulary, and grammar.

1 Jo McDonough and Christopher Shaw. Materials and Methods in ELT; A Teacher’s Guide.

Cambridge: Blackwell Publishers, 1993, p. 101.

2 Jeremy Harmer, The Practice of English Language Teaching-New ed., (New York: Longman

Publishing), p. 16.

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Reading is one of the competences that should be learnt by the students of

Junior high school. In Kurikulum Tingkat Satuan Pendidikan (KTSP), the purpose

of learning reading in eighth grade is “to comprehend the meaning of short

functional text and essay in the form of narrative text and recount text in the

context of daily life activities and to access knowledge”.3 It means that the

students in Junior High School should be able to comprehend narrative and

recount text that related to their life.

Narrative text is a text focusing specific participants which tells an interesting

story. Its social function is to tell stories or past events and entertain or amuse the

readers. There are three generic structures of narrative text: orientation

(Introducing the participants and informing the time and the place), complication

(Describing the rising crises which the participants have to do with), and

resolution (Showing the way of participant to solve the crises, better or worse). By

understanding narrative text, the students can learn the event that did in the past.

Although reading is one of ways to increase knowledge and to practice

language, many students of MTs. Nur Asy-Syafi‟iyah who still did not understand

the English text in the form of narrative text. Based on the observation, there are

some problems that effect the students of MTs. Nur Asy-Syafi‟iyah in

uderstanding reading text.

The students‟ problem in understanding English reading text influence by the

students‟ mastery of English vocabulary. Mastery vocabulary related to the

students‟ understanding of the text contain. As Allington and Strange stated that

word-identification abilities and understanding the massage is a way of measure

reading ability and this ability is definitely complex.4 It is related what Harmer

had stated before that learning reading is a good model for language components

such as learning vocabulary but is is become a problem when the students did not

understand what the word means.

3 Badan Standar Nasional Pendidikan (BSNP), Standar Kompetensi dan Kompetensi Dasar

SMP/MTs, (Jakarta: 2006), p. 132. 4 Richard Allington, & Michael Strange, Learning through Reading in the Content Areas,

(Canada: D.C. Heath and Company, 1980), p. 5.

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Next, the students‟ problem in understanding reading text is affecting by the

way of teaching reading. Teaching reading is related to the other language skills

and language components such as vocabulary and grammar but in teaching

reading the main focus is how to make students understand the text.

The English teacher of MTs. Nur Asy-Syafi‟iyah used Grammar Translation

Method in teaching reading. In the teaching process, she asked each students to

bring their own dictionary and they they could find difficult vocabulary in the

dictionary. When the teaching reading is focus on transleting difficult vocabulary,

this teaching process will take a lot of time. Finding difficult vocabulary in

dictionary is not a good way in understanding the text because the students will

focus on finding each word and not all students bring their dictionary. When some

students brought their dictionary and the other did not bring it, the students who

bring the dictionary focused on finding the word means and the students who did

not bring it made noise. This activity makes teaching process is not effective.

Furthermore, in teaching and learning activity, the students listen to the

teacher‟s explanation and they did the exercise individually. In fact, not all of

students did the exercise well because some of the students understand the

material and the other did not understand the material. In this problems, the

teacher needs to make the students work cooperaively in order the students who

understand the material easily can help the students who difficult to understand

the material.

Reading is an active process, in understanding the text is also an active

process. As Sofan and Ahmadi stated that “Kurikulum Tingkat Satuan Pendidikan

(KTSP) demand the students to be active. So, the learning process is students

center, teacher as a motivator and facilitator.”5 The students not only hear what

the teacher has explained but also they should have the ability to interpret it or

answer the questions based on the text. In reading class, the students not only as a

reader but also as a listener, writer, and speaker. This ability is related to one and

others.

5 Sofan Amri and Iif Khoiru Ahmadi, Konstruksi Pengembangan Pembelajaran: Pengaruhnya

terhadap Mekanisme dan Praktik Kurikulum, (Jakarta: Prestasi Pustaka Publisher, 2010), p. 89.

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Generally, in one class, there are different types of students. The smart

students can understand the material easily and learn independently. The weak

students sit in isolation as they lose confidence in their ability to learn English.

Working in groups is believed can solve this problem. Shy students who do not

like to speak in a large class are more comfortable speaking out in smaller groups.

So, in this case, cooperative learning can be applied in the teaching and learning

process.

Cooperative learning contributes to high levels of motivation is in the pro-

academic attitudes that it fosters among group members. The students in

cooperative-learning groups felt more strongly than other students that their

group-mates wanted them to come to school every day and work hard in class.

Cooperative learning is a strategy that is now widely recognized as one of the

most promising practices in the field of education.

Several types of cooperative learning are Jigsaw, Number Head Together

(NHT), Think-Pair-Share and Picture, Problem Solving, and Problem Posing.

Each type has its advantages and disadvantages. In this research, the writer uses

Number Head Together (NHT) technique. Number Head Together (NHT) is one

of cooperative learning models that as alternative to the traditional teaching.

Number Head Together firstly designed by Spenser Kagen as an alternative to the

traditional classroom structure. “Number Head Together (NHT) involve more

students analyze materials in a lesson and check their understanding to the content

the materials about”.6

Based on the explanation above, the writer is interested in finding out the

effectiveness of Number Head Together (NHT) technique on students‟ reading

ability of narrative text at the second grade students of MTs. Nur Asy-Syafi‟iyah

Rempoa, south Tangerang.

6 Trianto, Model Pembelajaran Inovatif Berorientasi Konstruktivistik, (Jakarta: Prestasi

Pustaka, 2007), p. 62.

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B. Limitation of the Problem

To avoid misunderstanding and to clarify the study, the making of limitation

of the study should be made. The writer limits the study on the effectiveness of

Number Head Together (NHT) technique on students‟ reading ability of narrative

text.

C. Formulation of the Problem

Based on limitation of the problem above, the formulation was as follows: Is

there any effectiveness of Number Head Together (NHT) technique on students‟

reading ability of narrative text?

D. Objective of the Study

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

effectiveness of using Number Head Together (NHT) technique on students‟

reading ability of narrative text.

E. Significance of the Study

The result of the study is expected useful for the teachers, students, and the

other researchers.

1. For teachers, in order to use various technique in teaching English.

2. For students, this research result can make students increase their score and

their understanding in reading everything.

3. For other researchers, this research finding is expected to get useful

information in leading them to further research on different aspects in the

same field of study.

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CHAPTER II

THEORETICAL FRAMEWORK

This chapter discusses theoretical framework which consists of four main

topics: Reading, Narrative Text, Number Head Together (NHT), and Cooperative

Learning.

A. Reading

1. Understanding of Reading

The term of reading has many interpretations. Different people use the term

reading in different ways. It is because people have different purposes, different

basic knowledge, and different importance when they are reading. For that

reasons, reading would be described and defined in various way.

In the field of language teaching, reading has been interpreted in several ways.

The differences of how reading is interpreted are reflective in the following group

of words: “1) decode, decipher, identify. 2) articulate, speak, pronounce. 3)

understand, interpret, meaning, sense”.1

Teachers who agree with group one (decode, decipher, identify) usually put

their special emphasis on teaching the first thing of all about reading to their early

reading level students. The key task for teachers here is to help learners to

recognize the written words.

Words in group two (articulate, speak, pronounce, etc.) are another idea used

by the teachers whose students are early readers as well; they are already able to

recognize printed, but they still get difficulty in sounding them. Accordingly, the

teaching activity is concerned on reading aloud.

Those whose ideas belong to what is stated in group three (Understand,

respond, meaning, etc.) would see reading as the purposes of understanding. To

them, reading activity would not mean anything if the students could tell nothing

about the text they read. Therefore, their fundamental goal in teaching reading is

to make students comprehend what is being read.

1 Christine Nuttal, Teaching Reading Skills in a Foreign Language, (London: Heinemann

Educational Books Ltd., 1982), p. 2.

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Furthermore, Reading is not only understanding the word means, the sentence

structure, or the word pronunciation but also reading is a process of getting an

information and building understanding. Vocabulary, structure, and pronunciation

are ways to develop the understanding of text. The person called reading if he or

she can understand what he or she has read.2 So, reading is related to the other

language components such as vocabulary, structure, and pronunciation. Those

language components help the reader to understand the text. The reader is a

person who understand what he or she has read from the printed or written text.

Allington and Strange stated that “Reading is an active cognitive process that

does indeed require using graphic (letters) and phonic (sounds) information; but

for fluent readers particularly, the language based cues – semantic (meaning) and

syntactic (grammar)-seem far and away more important than graphic and phonic

cues”3. For beginner reader, reading activity focused on reading aloud because

reading required letters and sounds. It same with Nuttal explanation that reading is

decode and pronounce the word. And for fluent reader, reading activity focused

on understanding of the text contents whether on meaning or structure of the

sentences.

In reading process, not only use the eyes which decode the print symbols but

also use the brain to create an understanding.4 The eyes have a function to see the

printed or written text. The process of reading not only see the printed or written

text because many people see the text in the way but he or she does not read it. So,

the reading process is seeing the printed or written text and trying to understand

the text that he or she has read.

Then, Ahuja stated that “Reading is both a sensory and a mental process. It

involves use of the eye and the mind. Reduced to word calling-which is not

reading, it becomes only a sensorial activity which only takes into account the

work of the eye without taking into consideration the brain mechanism. Reading is

2 Pramila Ahuja and G.C. Ahuja, How to Increase Reading Speed - Procedures and Practices,

(Kuala Lumpur: Syenergy Books International, 1995), pp. 9 - 10.

3 Richard Allington, & Michael Strange, Learning Through Reading in the Content Areas,

(Canada: D.C. Heath and Company, 1980), p. 16. 4 Jeremy Harmer, The Practice of Language Teaching, (Essex: Longman, 1991), p. 153.

8

a visual and mental phenomenon”.5 It means that reading is a process between

eyes and brain. The eyes which see the text and the brain which understand the

text and connect the information from the text with the information that has saved

in the brain.

According to McDonough and Shaw, “traditionally, the reader was seen as the

„recipient‟ of information or as an „empty vessel‟ who brought nothing to the text.

this notion of „text as object‟ is now frequently discredited in reading circles as

readers are not entirely passive”.6 Before the reading process, the reader has an

empty place in his or her brain to receive the information from the text. after the

reading process, the reader has the information. The information that has got by

the reader is usefull to communicate with other people. To use the information

that the reader has got from the text, the reader interpret the text by using his or

her own language. So, the reader is an active process because the reader activelly

understand and interpret the text contents.

The understading of reading ability can be developed by the reader‟s

responding to the text that he or she has read. As Staiger stated that “reading has

been defined as the act of responding to printed symbols so that the meaning is

created. Any definiton of the reading process, therefore, must include

interpretation and evaluation of meaning as well as construction of meaning.7 It

means, reading is a process of responding to the text content. The responding

process by giving the reader‟s own interpretation or reader‟s own understanding.

And also evaluating the understanding by constructing or analyzing the text

content.

Related to the result of reading process, Cashdan stated that “reading is an

activity that one does; comprehension is understanding something that one does.

For instance, a reader who understands what he has read can answer questions

about it or he can reproduce the gist of it in the form of a written or spoken

5 Ahuja, op. cit., p. 5.

6 Jo McDonough and Christopher Shaw, Materials and Methods in ELT; A Teacher’s Guide.

(Cambridge: Blackwell Publishers, 1993), p. 104.

7 Ralph C. Staiger, The Teaching of Reading, (Massachusetts: Xerox Education Company,

1973), p. 45.

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summary”.8 So, after reading process, the reader is not only can understand but

also can interpret the text content by using his own word either written or spoken.

For a good reader, this process happen once reading.

The receptive written language skill is called reading. It is the skill of a

reader or a group of reader to interpret information transferred by a writer.

This skill is also realized by the ability of the reader(s) to identify the rules

of the language used by the writer to transfer the information s/he puts in the

language she or he is writing. The ability s/he has includes the identification

of all the correct grammatical aspects of the language the writer is writing,

the types of the information s/he is transferring, and the rhetoric s/he is

conducting is a communicative event.9

It means that reading is a receprive skill because the reader is recepting the

information from the text. And the reader also should interpret the text that has

been transfered by the writer. The reading ability is the ability to identify the

language rules such as grammatical structure, information types, and rhetoric that

used by the writer as a sender of information.

It can be concluded that reading is a process of decoding the written symbols,

pronounce the words, and understanding the text contain. For beginner, reading is

a process of decoding the symbols and pronouncing the words. And for a good

reader, reading is a process of understanding and interpreting of the text that he

has read. Reading is an active process. The reader not only receive the information

writtenly but also he should able to interpret it by using their own language eirther

written or spoken. So, the reader became a new being after they have read the text.

2. Purpose of Reading

People read because they have purpose. The purpose in reading is not only to

get an information but also to have enjoyment while reading. As McDonough and

Shaw stated that “the essential purpose of all reading generally is to get new

information and/or for pleasure, not to go over what is known already or what is

inconsequential to the reader in the first place”.10

8 Asher Cashdan, Language, Reading, and Learning, (Baltimore: University Park Press,

1979), p. 65.

9 Sanggam Siahaan, The English Paragraph, (Yogyakarta: Graha Ilmu, 2008), p. 3.

10

McDonough and Shaw, loc. cit.

10

Moreover, Grallet explained that “reading for pleasure and reading for

informatrion (in order to find out something or in order to do something with the

information you get)”.11

So, eventhough the reader reads comic or novel just for

spending time, the reading process still has a purpose. In this case, the purpose of

reading is to waste a time or for pleasure. It is different when the reader reads a

textbook or recipe. The reader reads this text because s/he needs information. In

this case, the purpose of reading is to get information.

Furthermore, Harmer divided the purpose of reading into two general

purposes. “First, reading for pleasure. People reading the material is interesting,

such as comics, novels, or magazines. Second, reading for usefulness of the text.

People read because they need the information contained in the text, such as book,

encyclopedia, newspaper, and article”.12

It means, different purpose of reading

related with different kinds of text that is being read by the reader. Reading for

pleasure means that the reader reads the text because the text is interesting. And

reading for usefullness means that the reader wants to get information from the

text such as news or idea.

Then, Nuttal stated reason for reading:

First, reading in different ways for different purposes. Next, authentic

reasons for reading. You read because you wanted to understand the

language (how to pronounce and how its grammatical structures used) and

to get something from writing: facts, ideas, enjoyment, even feelings of

family community: whatever it was, you want to get the message that the

writer had expressed. The last, People read FL because to learn to read it.13

It means that the purpose of reading is related to reader reads the text. If the

purpose of the reader is to find specific information such as the telephone number,

the reader uses scanning technique. And if the purpose of the reader is to find

general idea from the article, the reader uses skimming technique. Then, learning

structure, pronunciation, or learning other subjects also become a purpose in

reading something. By reading, people will get the ideas, fact, or enjoyment. In

11Francoise Grellet, Developing Reading Skills: A Practical Guide to Reading Comprehension

Exercises, (Cambridge: Cambridge University Press, 1981), p. 4.

12 Harmer, op. cit., p. 182.

13

Nuttal, op. cit., pp. 2 - 3.

11

another word, learning foreign language is a purpose of why people read the

English text. As many indonesian students who read English text in form of novel,

article, or essay because they have a purpose to learn it wherher to understand the

language or to get the information.

In detail, Richards and Ranandya stated the purpose of reading:

First, many foreign language students often have reading as one of their

most important goals. They want to be able to read for information and

pleasure, for their career, and for study purposes. Second, written texts serve

various pedagogical purposes. Good reading texts also provide good models

for writing, and provide opportunities to introduce new topics, to stimulate

discussion, and to study language (e.g. vocabulary, grammar, and idioms).14

It means that the purpose of reading as a goal for foreign language students.

Because by reading, the students not only can get the ideas or information but also

they can learn the language such as grammatical structure, new vocabulary, or

even idiom. So, reading is important because it is useful for the students to get

success in their education and for general people to get success in their career.

Alderson stated that “different readers read texts with different purposes. If all

you wish to do is get a general idea of text content, you will pay less attention to

the detail of the text, and you may well read in very different ways than if you are

studying a text in order to identify key information. And so you may well need

different skills suited to these different purposes”.15

It means, reader needs

different skill for different purpose.

To sum up, specifically, purpose of reading is divided into two: reading for

information and reading for pleasure. In getting the information, People can read

book, article, newspaper, essay, letter, and journal. And for pleasure, people can

read novel, magazine, and comic. The purpose of reading is affecting the reader in

reading a text. So, the reader needs different skill in different purpose.

14 Jack C. Richards and Willy A. Ranandya, Methodology in Language Teaching: An

Anthology of Current Practice, (Cambridge: Cambridge University Press, 2002), p. 273.

15

J. Charles Alderson, Assessing Reading, (New York: Cambridge University Press, 2000), p.

50.

12

3. Types of Reading

According to Grellet, the main ways of reading are as follows: Skimming,

scanning, extensive reading, and intensive reading16

Skimming is the way of

reading to get general understanding and skimming is the way of reading to get

specific information. Extensive reading is the reading activity that is done outside

the classroom and intensive reading is the reading activity that is done in the

classroom.

Nuttal stated that “Intensive reading involves approaching the text under the

guidance of a teacher or a task which forces the student to focus on the text. The

aim is to arrive at an understanding, not only of what the text means, but of how

the meaning is produced”.17

In conclusion, intensive reading is how the reader can

understand the detail information and the teacher guides the students in

understanding the text.

Nuttal also stated that ”the students need an extensive reading programme that

will actively promote reading out of class.18

So, extensive reading is done out of

the teaching and learning process that happen in the class. It can be done in

everywhere.

In conclusion, intensive reading is related to the scanning technique. its

purpose is to find specific information by the teacher‟s guide. It means, intensive

can be done in the classroom or when the teaching of learning process. And

Extensive reading related to the skimming technique. its purpose is to find general

understanding. The reader can use this technique outside of the classroom or

without the teacher‟s help. Whether scanning or skimming technique, it can be

practiced in teaching and learning reading process.

4. Principles in Teaching Reading

According to Harmer, the principles behind the teaching of reading are:

(1) Reading is not a passive skill. (2) Students need to be engaged with what

they are reading. (3) Students should be encouraged to respond to the

16 Grellet, loc. cit.

17 Nuttal, op. cit., p. 23.

18

Ibid.

13

content of a reading text, not just to the language. It is especially important

that they should be allowed to express their feelings about the topic-thus

provoking personal engagement with it and the language. (4) Prediction is a

major factor in reading.(5) Match the task to the topic. (6) Good teachers

exploit reading texts to the full.19

In conclusion, because reading is an active skill, it should be engaged with the

students when the learning process. Not only receive the information about the

text contain and understand the technique that has been used by the teacher, the

readers or students also can interpret it by using their own language. In this case,

the students actively give a respond to the text. Before the reading process, the

teacher can guide the students to predict what the text will talk about. Then, match

the prediction to the topic to improve students‟ understanding.

5. Reading ability

Reading ability is the ability to recognise words rapidly and accurately. The

ability to make inferences becomes defined as the ability to answer a question

relating to meanings not directly stated in text. According to Alderson, “readers

not only have knowledge, but also abilities: abilities not only to learn new

knowledge, but also abilities to process information”.20

Related to the abilities in processing information, Allington and Strange stated

several skills used in learning to read: “(1) Basic visual skills. (2) Sight

recognition of words. (3) Word analysis. (4) Structural analysis. (5) Contextual

analysis. (6) Use of the dictionary”.21

It means that the ability of reading starts

from the basic visual skill. After the students can recognize the symbols, they also

learn how to analyze the words and structure. The meaning of the text does not

come from the text it self without connect it to the context. So, the reader also

should be able to analyze the context of the text about. Finally, using dictionary is

helpful in understanding the text and finding strange words. But if using

dictionary just takes time, it is useless of reading process.

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

Language Teaching, (Essex: Longman, 1998), pp. 70 - 71.

20

Alderson, op. cit., p. 48.

21 Allington and Strange, op. cit., pp. 17 - 22.

14

Actually, fluent readers have the ability to extract message from the text.

according to Allington and Strange, “reader must be actively involved with the

reading process-predicting upcoming words, evaluating incoming information,

and thinking. Without comprehension, reading does not occur”.22

It means that the

reader should have the ability to predict the text content before s/he reads the text.

the prediction did to make the reader background knowledge with the information

in the text. then, the evaluation did to know the reader‟s understanding of the text

and the thinking did to analyze and critique the information and to develop the

reader‟s understanding.

The ability to read the text in any form will give a great deal of advantages in

our life. But, mastering English reading is not easy because reading

comprehension is remarkably complex. This activity is not only to show the

symbols but there are many skills which are needed by the readers to comprehend

the material which they have read. The readers try to make the symbols that they

found meaningful for them.

B. Narrative Text

1. Understanding of Narrative Text

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

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

to be genetically hardwired into the human system”.23

Then, Anderson stated, “A narrative is a text that tells a story and in doing so,

entertains the audience. The purpose of a narrative, other than providing

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

lesson, or excite their emotions”.24

Moreover, Farris stated that “narrative text enable students to make

connections as they read in three different ways. First, they may see similarities

22 Ibid., p. 16.

23

Donald Pharr, Writing Today: Contexts and Options for the Real World Brief Edition, (New

York: McGraw-Hill Companies, Inc., 2004), p. 174.

24

Mark Anderson and Kathy Anderson, Text Types in English, (South Yarra: National Library

of Australia, 1998), p. 3.

15

between the text and their own lives. A second connection is making links

between the text they are presently reading and another text they have previously

read. Lastly, students may see connections between the text and the real world”.25

In conclusion, narrative is a kind of text that related to the human life. It

connects with the story or past event. By reading narrative text, students can learn

something from the text and connect it with their daily activity, also they can

practice their critical thinking because they can connect their experience with the

story that they are reading.

2. Purpose of Narrative Text

The basic purpose of narrative is to entertain, to gain and hold a readers'

interest. However narratives can also be written to teach or inform, to change

attitudes/social opinions. Narratives sequence people/characters in time and place

but differ from recounts in that through the sequencing, the stories set up one or

more problems, which must eventually find a way to be resolved.

According to Clouse, “the purpose of narrative are to entertain, to express

feelings, to relate experience, to inform (to explain what happens when a person is

arrested), to inform (to teach a lesson), to persuade (to convince the reader that

community service should be required in high school)”.26

Furthermore, people read narrative text might be basically for enjoyment and

pleasure; to gain a reader interest. It means, they like enjoying themselves to read

any kinds of stories because they may posses similar feelings or find themselves

in like situations. This is in line with Anderson‟s statement “the purpose of

narrative other than providing entertainment, can be to make the audience think

about an issue, teach them a lesson, or excite their emotions”.27

So, the purpose of

narrative text is the readers as if involve within story to get the pleasure.

25 Pamela J. Farris, Carol J. Fuhler, Maria P. Walther, Teaching Reading: A Balanced

Approach for Today’s Classroom, (New York: The McGraw-Hill Companies, Inc. 2004), p. 492.

26

Barbara Fine Clouse, The Student Writer Seventh Editon, (New York: McGraw-Hill

Companies, Inc., 2008), p. 186.

27

Anderson, loc. cit.

16

To sum up, the purpose of narrative text is to entertain the reader. The moral

value that include in the text makes the reader learns and connect it with his life

experience.

3. Features of Narrative Text

The steps for constructing a narrative text based on Anderson are:

“Orientation, complication, Sequence of events, resolution, coda”.28

In

orientation, the narrator tells the audience who is in the story, when it is

happening, where it is happening and what is going on. In complication, the

narrator tells about something that will begin a chain of events. These events will

affect one or more of the characters. The complication is the trigger.

Then, Sequence of events means where the narrator tells how the characters

react to the complication. It includes their feelings and what they do. The events

can be told in chronological order (the order in which they happen) or with

flashback. The audience is given the narrator‟s point of view. In resolution, the

complication is sorted out or the problem is solved. The last is coda. In this part,

the narrator includes a coda if there is a moral or message to be learned from the

story.

The features above show the elements that contains in the narrative text. By

knowing these features, the reader can understand the narrative text easily. And

the reader also can compare one of the text of narrative and the other texts of

narrative. So, the narrative text helps reader in understanding the life.

According to Ploeger, there are four elements of narrative text: “ Point of

view, characters, action, and dialogue”.29

Point of view can be first-person (I),

second-person (you), or third-person (he, she, it). For most personal narratives, the

first-person point of view is used. Characters of narrative uses real people in real

conflicts, with real feelings, needs, and fears. Next, action (conflict). Every

narrative has one major action or event. All discussion leads up to the final,

climatic scene, the final explosion or insight. The last, Dialogue. Recording

28 Ibid.

29

Katherine M. Ploeger, Simplified Paragraph Skills, Richmond: NTC Publishing Group,

2000), pp. 261 - 262.

17

dialogue between characters-or having the character talk to himself or herself-

brings the story alive for the reader.

Acccording to Anderson, narrative usually include the following grammatical

features:

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

b. Adjectives that provide accurate descriptions of the characters and

settings.

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

d. Time words that connect events, telling when the occured.30

The grammatical features above are identify the narrative text. so, the reader

knows the features of narrative text by knowing its grammatical features such as

nouns, adjectives, verbs, and time word.

4. Types of Narrative Text

Narrative text have some types. The types of narrative text according to

Anderson are: “Myths, fairytales, aboriginal dreaming stories, science fiction,

historical fiction, and romance novels”.31

It means that the types of narrative

based on Anderson is a text that tells about the story whether this story happened

or did not happen in the past.

Moreover, types of narrative are tale (a story about things that happened long

ago, or things that may not have really happened), myth (a very old story about

gods, magical creatures, etc.), legend (an old story about brave people or magical

events), and fable (a traditional story that teaches a moral lesson).

These types of narrative text are telling about the story in the past event. It is

related to the human life. By reading different types of narrative text, students can

increase their understanding by comparing it with other people‟s experience.

Different types of narrative text generally tells about the story. Whether the story

happened or did not happened in the past. By this kind of story, the students have

the ability to read an English text.

30 Anderson, loc. cit.

31

Ibid.

18

C. Number Head Together (NHT)

1. Understanding of Number Head Together (NHT)

According to Kagan, “Number Head Together (NHT) is a simple four-step

structure. Its main strengths are in building mastery and in reviewing previously

learned information”.32

It means that NHT has four steps in implemeting the

technique. The purpose of Number Head Together (NHT) is to develop the

students‟ understanding and to review the material that has been learned.

Huda stated that “numbered heads together gives the students chance to share

ideas and discuss the best answer. Then, numbered head together also can

improve students‟ motivation, and it can be used in all materials and all students‟

level”.33

It means, Number Head Together technique facilitate the students to

share the idea with their friends to find the corect answer. This technique also can

motivate the students to learn and to compete positively with their friends in the

other groups. Then, Number Head Together can be implemented in any kind of

material and any students level.

Moreover, Numbered Heads Together is a cooperative learning strategy that

holds each student accountable for learning the material. Students are placed in

groups and each person is given a number (from one to the maximum number in

each group). The teacher poses a question and students "put their heads together"

to figure out the answer. The teacher calls a specific number to respond as

spokesperson for the group. By having students work together in a group, this

strategy ensures that each member knows the answer to problems or questions

asked by the teacher. Because no one knows which number will be called, all

team members must be prepared.34

It means that in cooperative learning class,

each student has his/her own understanding. By using his/ her own understanding,

the student can share the idea. Then, after the students share their idea or their

32

Spencer Kagan and Miguel Kagan, Kagan Kooperative Learning, (San Clemente,

California: Kagan Publishing, (Kagan Publishing, 2000), p. 74.

33

Miftahul Huda, Cooperative Learning: Metode, Teknik, Struktur dan Model Penerapan,

(Yogyakarta: Pustaka Pelajar, 2011), p. 138.

34

https://www.teachervision.com/group-work/cooperative-learning/48538.html., 22 September

2014.

https://www.teachervision.com/pro-dev/cooperative-learning/48531.html

https://www.teachervision.com/group-work/cooperative-learning/48538.html

19

answer to their friends in group, each student adds his/her own understanding. In

another word, each student in group has a chance to give his/her idea.

According to Rahayu that stated by Ahsan, Number Head Together is a model

of learning that consider as most to the students activity in searching, processing,

and reporting the information from different sources.35

It means that Number

Head Together technique facilitates the students to be an independent learner. The

students find, understand, and evaluate the information to be their own

udenrstanding. This learning process makes the students have a critical thinking.

So, Number Head Together is one of techniques of cooperative learning that

can be applied in any kind of material. This technique can motivate students in

learning and increase their understanding because it has a simple four-step

structure. Then, It develops team-building skills and also provides a safe risk-

taking environment. Group members must arrive at a consensus in terms of the

answer. This situation is less threatening for students who are shy or have diffi

culty speaking orally.

Number Head Together technique is one of cooperative learning method.

Cooperative learning activities provide an ideal vehicle for teachers to structure

the environment for successful peer interactions and to provide students with the

coaching and support they need to develop their social and emotional skills and

understanding.

According to Slavin, “cooperative learning refers to a variety of teaching

methods in which students work in small group to help one another learn

academic content”.36

It means that cooperative learning is an alternative to the

teaching method. In cooperative learning class, the students divide into groups.

And this method help the students to learn the content of the material.

Cruickshank, et.all., stated that “cooperative learning is the term used to

describe instructional procedures whereby learners work together in small groups

35Arfiyadi Ahsan. “Model Pembelajaran Number Head Together (NHT)”,

http://modelpembelajarankooperatif.blogspot.com, 22 September 2014. 36

Robert E. Slavin, Cooperative Learning: Theory, Research, and Practice Second Edition,

(Needham Heights, Massachusetts, 1995), p. 2.

http://modelpembelajarankooperatif.blogspot.com/2012/08/numbered-head-together-nht.html

20

and are rewarded for their collective accomplishments”.37

It means that in

cooperative learning, the students get the reward collectively. This technique

make the students to have social principle.

When co-operative groups function well, students learn from one another, and

come to like and respect one another, yet at the same time they learn to think for

themselves and to explain the reasons for their opinions. Shy students can become

contributors to the group, assertive students can learn to solicit the opinions of

others, and all group members deepen their understanding of what it means to

collaborate, negotiate, and compromise to achieve fairness for everyone.

Cooperative learning has been viewed as the solution for educational

problems: it can promote students‟ academic achievement and thinking skills,

enhance positive learning attitudes and learning motivation, increase higher –

order learning, serve as an alternative to grouping, remediation, or special

education, improve interpersonal relations, and prepare students for collaborative

work.

In cooperative classrooms, students are expected to help each other, to discuss

and argue with each other, to assess each other‟s current knowledge and fill in

gaps in each other‟s understanding. According to Slavin, “cooperative work rarely

replaces teacher instruction, but rather replaces individual seatwork, individual

study, and individual drill. When properly organized, students in cooperative

groups work with each other to make certain that everyone in the group has

mastered the concepts being taught”.38

It means that in cooperative learning class,

the teacher also has his/her rules. The teacher‟s rule is as a guide who facilitate the

students to understand the material. This technique makes the teaching and

learning process dynamic.

Furthermore, Kagan stated that “the most important tool for understanding the

positive impact of cooperative learning is the four basic principles, symbolized by

the acronym PIES (Positive Interdependence, Individual Accountability, Equal

37 Donald R. Cruickshank, Deborah Bainer Jenkins, and Kim K. Metcalf, The Act of Teaching,

(New York: The McGraw-Hill Companies, Inc., 2006), p. 238.

38

Slavin, op. cit., p. 2.

21

Participation, and Simultaneous Interaction)”.39

Positive interdependence creates

mutual support among students, creates peer norms favoring achievement, and

increases the frequency and quality of peer tutoring. Next, individual

accountability dramatically increases student participation and motivation to

achieve. Then, in equal participation, students who otherwise would not

participate or who would participate very little become engaged when we equalize

participation. The last, simultaneous interaction. The amount of participation per

student and our efficiency in teaching and managing the classroom are increased

enormously when we use simultaneous rather than sequential structures.

The purpose of cooperative learning according to Slavin are “to increase

student achievement, as well as such other outcomes as improved intergroup

relations, acceptance of academically handicapped classmates, and increased self-

esteem, another reason is the growing realization that students need to learn to

think, to solve problems, and to integrate and apply knowledge and skills, and

that cooperative learning is an excellent means to that end.40

In conclusion, the purpose of cooperative learning is to increase students

outcomes. Whether academic outcomes or social outcomes. It means that, by

appliying cooperative leaning method, the teacher not only can help the students

to be more understand about the material but also he can help the students to build

their social skill.

2. Purpose of Number Head Together (NHT)

Number Head Together of cooperative larning model has been developed to

achieve at least three important instructional objectives such as academic

achievement, improved race relation, and cooperative problem solving skills.41

a. Academic achievment is improving student performance on important

academic tasks. The belief is that the model cooperative incentive structure

raises the value placed on academic learning and change the norm associated

39 Spencer Kagan and Miguel Kagan, Kagan Kooperative Learning, (San Clemente,

California: Kagan Publishing, 2009), p. 4.

40

Slavin, op. cit., pp. 2 - 3.

41

Richard I. Arend, Learning to Teach, (New York: McGraw-Hill, 1986), pp. 407 – 408.

22

with achievement. In addition, to change norm associated with achievement,

cooperative learning can benefit low achieving and high achieving students

who work on academic material together. High achievers tutors low achievers.

In the process, high achievers gain academically because serving as a tutor

requires thinking deeply about the relationship and the meaning of particular

subject.

b. Improve race relation is the students have wider tolerance and acceptance of

people who are different by virtue of the race, culture, social class and ability.

c. Cooperative problem and solving skills is that the students learn skills of

cooperation and collaboration. These are important skills in a society where

much adult work is carried out in large, independent organization and where

communities become more global in their orientation.

3. Technique of Number Head Together (NHT)

According to Kagan, the method of Number Head Together are: “In step one,

the students in each team number off from one to four. Step two, the teacher then

asks a high consensus question. In step 3, the students put their heads together,

discuss the correct answer, and make sure that everyone knows the answer. In step

4, the teacher calls a number and those students raise their hands to respond.42

It means, in step one, the teacher give the students their number. Each students

has his/her number from 1 to 4 or 5. The teacher can give the number randomly.

In step two, the teacher asks a questions to make the students predict about the

material. In this step, the teacher also can give the students text with its question

and the students do the task by him/herself. In step three, the students discuss the

answer. The students who understand the material easily help the students who

difficult in understanding the material. And in step four, the teacher calls the

students by using their numbers. This technique make the students to keep their

concentration because they do not know which number that will be called by the

teacher.

42 Kagan, loc. cit.

23

4. Advantages of Number Head Together (NHT)

There are some advantages of Number Head Together (NHT) technique:

a. Number Head Together (NHT) can improve students‟ academic achievement

and be applied to almost all subject areas. According to Slavin (1995), quoted

by Richard) cooperative learning strategies including NHT technique is helpful

in fostering the four language skills, strengthening grammar and vocabulary

power, and improving English competence.

b. Number Head Together (NHT) can increase students‟ engagement.

c. Number Head Together (NHT) decreases dominance from clever students so

that students‟ equal participation will be apparent. Since students have to

answer the questions, all students including the shy or weak ones should

participate in reporting the answer.

d. Number Head Together (NHT) motivates students to learn. NHT can motivate

students since the technique has the sense of competition and fun for students.

Besides, students will be motivated because they are helped by their

teammates. Being motivated, students will participate actively during the

lesson.

e. Number Head Together (NHT) encourages peer tutoring from smart students

who know the answer to other team members who do not. Having to tutor

peers and receive peer tutoring readers the exchange of information much

more dynamic than rote memorization and individual textbook work.43

D. Grammar Translation Method

1. Understanding of Grammar Translation Method

The Grammar Translation Method is not a new method. It used by language

teachers for many years. Long time ago, it called a classical method since it had

used in the teaching of the classical language, such as Latin and Greek. Earlier in

this century, this method used for the purpose of helping students to read and

appreciate foreign language literature. It was also hoped that, through studying

grammar of target language, students would become more familiar with the

43 Arend, op.cit., p.349

24

grammar of their native language and that his familiarity would help them to

speak and write their native language better.

The Grammar Translation dominated European and foreign language teaching

from the 1840s to the 1940s and modified from it continues to be widely used in

the same part of the world today. Although the Grammar Translation method

often makes the students frustration, it makes few demands on teachers. It is still

used in situation where understanding literary texts is the primary focus of foreign

language study and there is little need for a speaking knowledge of the language.

The Grammar Translation method instructs students in grammar and provides

vocabulary with direct translations to memorize. By mastering grammar rules and

memorizing vocabularies, students will be able to comprehend several texts

without misinterpretation. Moreover, if the students have mastered grammar rules

and vocabularies, they are able to comprehend and translate the target language

into their native language; they will be able to write a text in the target language

correctly.

From the statement above we know that Grammar Translation Method is not

a new method. It was called classical method and used in teaching Latin and

Greek. It was widely used in several countries. Grammar Translation Method

stresses in structure and vocabularies. The teacher‟s role in this method is to teach

students patterns in grammar, give students vocabularies, list and ask them to

memorize the vocabularies.

2. Principal Characteristics of Grammar Translation Method

According to Richards and Rodgers, the principal characteristics of Grammar

Translation Method divided into seven points:

1. The goal of foreaign language study is to learn a language in order to read

its literature or in order to benefit from the mentall discipline and

intellectual development that result from foreign-language study.

2. Reading and writing are the major focus; little or no systematic attention is

paid to speaking or listening.

3. Vocabulary selection is based solely on the reading texts used, and words

are taught through bilingual word lists, dictionary study, and

memorization.

4. The sentence is the basic unit of teaching and language practice.

25

5. Accuracy is emphasized.

6. Grammar is taught deductively – that is, by presentation and study of

grammar rules, which are then practiced through translation exercises.

7. The students‟ native language is the medium of instruction.44

It can be conclude that the Grammar Translation Method is focus on the

learning the language such as grammar and vocabulary. The major skills are

reading and writing. This method uses the native language as medium of

instruction or communicatio between the teacher and the students.

3. Technique of Grammar Translation Method

There are some useful techniques associated with the Grammar Translation

Method. Below is an expanded description about some of these techniques.45

a. Translation of a literary passage

Students translate a reading passage from the target language into their native

language. The reading passage then provides the focus for several classes:

vocabulary and grammatical structures in the passage are studied in subsequent

lessons. The passage may be excerpted from some work of the target language

literature, or a teacher may write a passage carefully which designed consist of

particular grammar rules and vocabulary. The translation may be written or

spoken. Students should not translate idiom, but rather in a way that shows that

they understand it meaning.

b. Reading comprehension question

Students answer the questions in the target language based on their

understanding of the reading passage. The questions are sequenced so that the first

part of questions asks for information contained within the reading passage. In

order to answer the second part of questions, students will have to make

inferences based on their understanding of the passage. It means that they will

44 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language

Teaching; A Description and Analysis, (New York: Cambridge University Press, 1992), p. 3 – 4.

45

Diane Larsen Freeman, Technique and Principles..........(New York: Oxford University

Press, 2000), p. 19 – 20.

26

have to answer questions about the passage even though their answers are nor

exist in the passage itself. The third part of questions requires students to relate

the passage to their own experience.

c. Antonyms/ Synonyms

Students are given one set of words and are asked to find antonyms in the

reading passage. A similar exercise could be done by asking students to find

synonyms for a particular set of words. Or students might be asked to define a set

of words based on their understanding of the passage they read in the reading

passage. Other exercises that ask students to work with the vocabulary of the

passage are also possible.

d. Cognates

Students are taught to recognize cognates by learning the spelling or sound

patterns that correspond to the languages. Students are also asked to memorize

several words that look like cognates but have meanings in the target language

that are different from those in the native language. This technique would only be

useful in languages that share cognates.

e. Deductive application of rule

Grammar rules are presented with examples. Exceptions to each rule are also

noted. Once students understand a rule, they are asked to apply it to some

different examples.

f. Fill-in-the-blanks

Students are given a series of sentences with words missing. They fill in the

blanks with new vocabulary items or with items of a particular grammar type,

such as prepositions or verbs with different tenses.

27

g. Memorization

Students are given lists of target language vocabulary words and their native

language equivalents and are asked to memorize grammatical rules and

grammatical paradigms such as verb conjunctions.

h. Use words in sentences

In order to show that students understand the meaning and using of new

vocabularies item, they make up sentences in which using the new words.

i. Composition

The teacher gives the students a topic to write about in the target language.

The topic based upon some aspect of the reading passage of the lesson.

Sometimes, instead of creating a composition, students are asked to prepare a

precise reading passage.

From those lists of techniques which is used in Grammar Translation Method,

the writer briefs that this method only focus on the development of reading and

writing skills in the context of translation, while very little attention was place on

any productive aspects of the language.

E. Relevant Study

There are some research that have conducted by other researchers related to

this research.

First, the study was done by Ahmad Marzuki by the title: Improving Students‟

Reading Comprehension of Narrative Text through Number Head Together

(NHT) Technique. The objective of this study is to know students‟ improvement

in reading comprehension of narrative text through NHT technique. This research

had carried out about three months. The subject of the research were students of

XIth

grade of Islamic class at MAN 11 Jakarta, academic year 2012/2013. The

number of students consist of 27. The method of the study is used Classroom

28

Action Research. The data is taken by using inteview, questionnaire, observation,

and test.

The finding of this research are: from the interview result, it could be known

that the students reading comprehension in term of narrative text has improved

and also assisted the teacher in finding the appropriate strategy in teaching reading

narrative text. Related to the questionnaire result, there was 77,34% of students

have a good improvement in learning reading of narrative text after implementing

NHT technique. And observation result shows that the students were more active

and interested in learning reading activity in the classroom. The result of the post

test shows that there are 81,48% or 22 students passed the KKM from 27

students.46

Second research was done by Akhmad Japar by the title Improving the

Students‟ Reading Comprehension through Number Head Together (NHT)

technique. This research was designed to improve the students‟ reading

comprehension through NHT technique. the subject of this study were second

grade students at MTs N Model Samarinda.

The design of this research was Classroom Action Research (CAR) The

research result show that using NHT technique could increase students motivation

and help students in understanding the text. Besides, the finding also showed that

NHT technique was effective in enhancing the students‟ participation especially in

raising their hands competitively to answer the questions during the answer-

checking session.47

Third, the study was conducted by Jep Lesmana by the title: The Effectiveness

of Using Number Head Together (NHT) Technique in Teaching Reading

Narrative Text. This study took place at second year students of SMPN 1

Tangerang Selatan. The objective of this study was to know a significant

46 Ahmad Marzuki, “Improving Students‟ Reading Comprehension of Narrative Text through

Numbered Heads Together (NHT) Technique: A Classroom Action Research in the XIth Grade of

Islamic Class at MAN 11 Jakarta”, Skripsi of English Education Department, Syarif Hidayatullah

State Islamic University Jakarta, Jakarta, 2013.

47

Akhmad Japar, “ Improving the Students‟ Reading Comprehension through Number Head

Together Technique“, Thesis of English Language Education, State Islamic University of Malang,

Malang, 2008.

29

difference between students‟ achievement scores learning reading narrative ability

through NHT technique.

The method of this research was experimental study. From 323 students as

population, the researcher took two classes as sample. Each class consist of 20

students that chose randomly. The instrument of this research was test (pre-test

and post-test) that consist of 20 multiple choice question. The research result

showed that NHT technique was effective by comparing t-value and t-table. t-

value was higher than t-table. The t-table result was 2,02 in significant 5% and

2,70 in significant 1%. And t-observation result was 3,03. So, 3,03 > 2,02/2,70. It

means, Ho was rejected and NHT technique was effective.48

The relevant study above have similarities and differences with this study. The

study that had conducted by Marzuki, Japar, and Lesmana had the same technique

with this resesarch. The technique that used was Number Head Together (NHT)

technique. And this research also study about using NHT technique in

understanding reading skill of narrative text. If Marzuki and Japar studied to know

students‟ improvement in reading skill of narrative text, this research aimed to

know the effectiveness of NHT technique in reading ability of narrative text. It

was same with Lesmana‟s research. The subjects of this research was students of

second grade students of junior high school level. It was same with Japar and

Lesmana‟s research but it was different with Marzuki‟s research.

F. Conceptual Framework

Reading is one of the language skills that students need to be acquired,

because reading can develop their knowledge and their language skill. When

students read a text, they have to comprehend and interpret the ideas from the text,

so they can get the information and message from the writer.

One of problems in understanding reading text is difficult vocabulary. In fact,

vocabulary is one factor in understanding written text. The aim of learning

48 Jep Lesmana, “The Effectiveness of Using Number Head Together (NHT) Technique in

Teaching Reading Narrative Text: An Experimental Study at the Second Year Students of SMPN

1 South Tangerang”, Skripsi of English Language Department, Syarif Hidayatullah State Islamic

University Jakarta, Jakarta, 2013.

30

English text in Junior high school, students should understand main idea and

spesific information related to the text. if the technique in teaching reading by

translating word by word, reading activity will take a lot of time and students feel

bored. Because the teaching process just happens one way communication. So, if

using the translation technique always makes students passive, teacher needs

different technique in order students will have participation and active in the class.

In order to solve the students‟ problem, teachers may use Number Head

Together (NHT) technique in reading activity; it may provide the students to

develop their reading skill. Number Head Together (NHT) technique is one of

activities where students work cooperatively to solve the problem when they read

a foreign language.

In a group, students can share ideas and exchange their knowledge or

information each other. It is useful to make them enjoy in the class. If they find

strange word in the text, they can share with their friend in group.

The implementation of NHT technique, 1. Think Time. Everyone thinks how

to answer the question. No talking. 2. Asking question/Write Answer. The teacher

ask general question to the students and the students try to answer the question

individually or Everyone privately writes his/her own answer on his/her own sheet

of paper or response board. 3. Heads Together. Teammates put their heads

together and share their answers. They reach consensus on a team answer and

discuss and teach if necessary so every knows the answer or knows how to solve

the problem. 4. Who Answers? Using the game‟s Student Selector spinner, one

student on each team is selected. All selected students stand, ready to answer

independently. They may no longer consult with teammates. 5. Answer Question.

The teacher decides how to have students answer the question. Here are some

options: Standing students all show their response boards, teacher calls on one

standing student to share answer aloud, teacher calls on multiple standing students

to share, students use response cards or fingers for True/False or Multiple Choice

questions, teacher has the selected team representative solve a similar problem.

31

G. Theoretical Hypothesis

Based on the theories were elucidated above, it can be made a theoretical

hypothesis. A hypothesis to this research was: NHT technique was effective in

understanding narrative text at the second grade students of MTs. Nur Asy-

Sayfi‟iyah.

32

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents place and time of the research, method and design of the

research, population and sample, instrument of the research, technique of

collecting data, technique of data analysis, and statistical hypothesis.

A. Place and Time of the Research

This research took place in an Islamic junior high school called Madrasah

Tsanawiyah Nur Asy-Syafi’iyah. It is located in Rempoa-Tangerang Selatan. The

research held in 22 April to 22 May 2014.

B. Method and Design of the Research

The method used in this study was quasi-experimental study; there were two

different classes: Experiment class and control class. There were two times of test

namely pre-test and post-test. Pre-test was given before teaching and learning

process and post-test was given after teaching and learning process.

C. Population and Sample

1. Population

The population of this study was all the second grade students of MTs. Nur

Asy-Syafi’iyah year 2013/2014 that consist of 50 students.

2. Sample

All of the population was used as a sample. All students have same chance to

be sample in this research. So, this research used purposive sampling technique. It

means, there is no ramdom sampling because the limitation amount of population.

D. Instrument of the Research

The instrument used in this research is test. The test is an objective test which

is multiple-choice type. The reason was the multiple-choice type can be scored

objectively and can measure learning outcome directly. There are 40 questions of

multiple choice are tested in SMPN 3 Tangerang Selatan to know the validity of

32

33

the test. The instruments were analyzed by using the formula of item analysis in

test to see the validity of this instruments. The validity could be seen from the

result of calculation in index of difficulty (ID) and discriminating power (DP) of

each answer of question. The criteria of index of difficulty can be seen in table 3.1

and discriminating power in table 3.2.

Table 3.1

Index of Difficulty

VE = Very Easy >0.80

ME = Moderately Easy 0.71 – 0.80

MeDi = Medium Difficult 0.51 – 0.70

MoDi = Moderately Difficult 0.31 – 0.50

VeDi = Very Difficult 0.00 – 0.30

Table 3.2

Discriminating Power

E = Excellent 1.0 – 0.40

G = Good 0.30 – 0.39

M = Mediocre 0.20 – 0.29

P = Poor 0.00 – 0.19

W = Worst < -0.01

After the instuments were analyzed, there were only 25 numbers of questions

which were valid to be used as the test of this research. There were 15 questions

eliminated from this test. So, the final test used in this research was a test

consisted of 25 multiple choice questions.

E. Technique of Collecting Data

The technique used in this study is the technique which consists of pre-test and

post-test. Pre-test is a test arranged or designed to measure students’ abilities

before beginning a program of learning to do. Post-test is a test to determine how

far the basic competencies or indicators presented in the learning has been

34

mastered by learners. Post-test is to find out the differences that occur between

tests conducted at the beginning of learning with tests after the lesson. Test

instruments in the form of objective tests which is multiple choice test.

F. Technique of Data Analysis

After getting the data, the scores are compared between experiment and

control class. To find out the differences of students’ score which have taught by

using different technique, Statistical calculation is used of the t-test with

significant degree 5% and 1% as follow.1

But, before accounting the data using t-test, the procedure of calculation are

follows:

1. Determining mean of variable X (Mx), with formula:

∑

2. Determining mean of variable Y (My), with formula:

∑

3. Determining standard deviation X (SDx), with formula:

√∑

4. Determining standard deviation Y (SDy), with formula:

√∑

5. Determining standard errors mean of variable X (SEMX), with formula:

1 Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2005),

p. 314.

35

∑

√

6. Determining standard errors mean of variable Y (SEMY), with formula:

∑

√

7. Determining standard errors different mean of variable X and mean of

variable Y, with formula:

√

After all data were calculated, the last procedure is determining df (degree of

freedom) with formula:

( )

Where:

M = the average of student score

SD = standard deviation

SE = standard errors

X = experiment class

Y = control class

N = number of students

df = degree of freedom

G. Statistical Hypothesis

The statistical hypothesis of this research can be seen as:

36

Ho: Null Hypothesis

There is no difference in understanding narrative text by using Number

Head Together (NHT) technique at the second grade students of MTs. Nur

Asy-Syafi’iyah.

Ha: Alternative Hypothesis

There is a difference in understanding narrative text by using Number

Head Together (NHT) technique at the second grade students of MTs. Nur

Asy-Syafi’iyah.

And then, the criteria used as follows:

1. If t-test (to) > t-table (tt) in significant degree of 0,05, Ho (null hypothesis) is

rejected. It means that the rates of mean score of the experimental group are

higher than the controlled group. It means, Number Head Together (NHT)

technique is effective on students’ reading ability of narrative text.

2. If t-test (to) < t-table (tt) in significant degree of 0,05, Ho (the null hypothesis)

is accepted. It means that the rates of the means score of the experimental

group are same as or lower than the controlled group. It means, Number Head

Together (NHT) technique is not effective on students’ reading ability of

narrative text.

37

37

CHAPTER IV

RESEARCH FINDING AND INTERPRETATION

This chapter presents research finding (The students pre-test and post-test in

experimental class and in controlled class), testing the analysis requirement and

the hypothesis (It includes normality of the data pre-test and post-test in

experimental and controlled class and testing hypothesis), and interpretation.

A. Research Finding

The data were framed into two tables which are from experimental and

controlled class. Each table consists of students who have taken the tests that have

been given by writer. The tables and the calculation can be seen in appendices.

Based on the result of pre-test and post-test from the experimental class, it

could be seen from 25 students in the experimental class, the mean of pre-test was

61,44 and the mean of post-test was 83,84. So, the average of gain score was 22,4.

Before the treatment of using Number Head Together technique, the lowest score

of pre-test was 32, the highest was 76. Then after the treatment, the lowest score

of post-test was 68 and the highest score was 96. In this class, there were two

students who passed the minimal scored (KKM=75) in the pre-test, then it

increases become 23 students who passed the minimal scored in the post-test.

Next, from to the result of pre-test and post-test from the controlled class, it

could be seen from 25 students in the controlled class, the mean of pre-test was

61,44 and the mean of post-test was 71,68. So, the average of gain score was 10.

Before the teaching process, the lowest score of pre-test was 40, the higher was

76. There are four students who passed the minimal score (KKM=75) and twenty

one students have not passed the minimal score. Then after the teaching process,

the lowest score of post-test was 60 and the highest score was 80. There are

twelve students who passed the minimal score and and thirteen students who have

not passed the minimal score.

38

Therefore, based on the both scores from experimental and controlled class,

the average of scores from the students who got treatment using Number Head

Together (NHT) technique was higher than the students from controlled class.

B. Testing the Analysis Requirement and the Hypotheses

Before analyzing the hypothesis, the writer had to analyze the normality of

the data. This analysis is used to see whether the data got in the research has been

normally distributed or not. When it is normally distributed, its dissemination is

also normal and can represent the population. The formula of normality test is

taken from Susetyo. Because the object of this study belongs to little sample, it is

recommended using Lillyfors.1 The writer used the Lyllifors formula to test the

normality. In this formula, the data was transformed into the basic value. The

maximum dispute (T) got from the calculation must be in absolute value (+). The

result of normality can be seen by comparing the value of Tmax to Ttable.

The criteria of hypothesis: H1 : T > Ttable

Ho : T < Ttable

1. Normality of the Data

Hypothesis

Ho : Data of X is normally distributed.

H1 : Data of X is not normally distributed.

From the result of statistical calculation, it can be seen that normality of pre-

test is (0.0146), post-test (-0,012) in the experiment class, while Ttable = 0,173 and

normality of pre-test (0,0058), post-test (0,0001) in the controlled class. Since

those values Tmax are lower than Ttable (Tmax < Ttable), it means the dissemination of

population is normally chosen, distributed normally.

2. Homogeneity of the Data

Based on the calculation of normality, the result that all data in pre-test and

post-test of both experiment class and controlled class have been distributed

1 Budy Susetyo, Statistika untuk Analisis Data Penelitian, (Bandung: PT. Refika

Aditama), p. 148.

39

normally. The next step of the calculation was finding the homogenity of the data.

The purpose of this calculation was to see whether the data or sample in both

classes was homogenous or heterogonous.

Hypothesis:

Ho: The condition of experiment class is not different from controlled class.

H1: The sample of experiment class is different from controlled class.

From the calculation, it can be seen that F < Fα (n1-1, n2-1) (1,428< 1,98). Based

on the criteria, it can be concluded that Ho is accepted. It means that the sample in

experiment class and controlled class were homogenous.

3. Testing Hypotheses

From the hypothesis testing, it can be concluded that using Number Head

Together (NHT) technique is effective in understanding narrative text. It can

be proven from t-test formula as follows:

a. The Testing of Hypothesis

The statistical hypothesis of this research can be seen:

Ho : There is no significant difference in understanding narrative text

by using Number Head Together (NHT) technique and without

Number Head Together (NHT) technique.

Ha : There is a significant difference in understanding narrative text by

using Number Head Together (NHT) technique and without

Number Head Together (NHT) technique.

And then, the criteria used as follows:

1. If t-test (to) > t-table (tt) in significant degree of 0,05, Ho (null hypothesis)

is rejected.

2. If t-test (to) < t-table (tt) in significant degree of 0,05, Ho (null hypothesis)

is accepted.

40

The degree of freedom (df) = 48.

- The to with degree of freedom 48 at significant level 5% = 12,42.

- The tt with degree of freedom 48 at significant level 5% = 2,01.

- The tt with degree of freedom 48 at significant level 1% = 2,68.

Comparing t-observation (to = 12,42) and t-table (tt5% = 2,01), we know that to is

higher than tt. The result is 12,42 > 2,01.

C. Interpretation

Based on the calculation the students mean score, the interpretation of the

data result among the pre-test and the post-test as following:

Before the treatment, it can be seen that the mean of pre-test in the

experimental class was 61,44. there were two students who passed the KKM

(KKM=75) and the other students still failed to pass the KKM. In the controlled

class, the mean of pre-test was 61,44. There were four students who passed the

KKM and twenty one students who did not passed the KKM. From the mean

score of the two classes, the pre-test of the experimental and controlled class had

the similar mean score.

The mean of post-test in the experimental class was 83,84. There were 24

students who passed the KKM and just one students who did not pass the KKM.

in the controlled class, the mean of post-test was 71,68. There were twelve

students who passed the KKM and there were thirteen students who did not pass

the KKM. The gain score of experimental class was 22,4 and the gain score of

controlled class was 10. The gain score of the experimental class was higher than

the controlled class.

Then to get t-observation, the gain score from the experimental class (22,4)

minus the gain score from controlled class (10) then divided by determining

standard error of different mean of variable X and mean of variable Y (0.998).

The result is 12,42.

On the other hand, the t-table (tt) of degree of freedom (df=48) in

significance 5% is 2,01 and in significance 1% is 2,68 (see table of t-

distribution). It means that t-observation (to) is higher than t-table (tt) or (to= 12,42

41

> tt = 2,01/ 2,68), so the alternative hypothesis (Ha) is accepted and the null

hypothesis (Ho) is rejected. Hence, there is a significant difference between the

students’ reading ability of narrative text score taught by using Number Head

Together (NHT) technique and taught without using Number Head Together

(NHT) technique.

42

CHAPTER V

CONCLUSION AND SUGGESTION

After finding and interpretation the research result, the last step in this

research is making conclusion and giving suggestion that related to the

conclusion.

A. Conclusion

Based on the result of calculation, it was obtained that the value of t-

observation (to) was 12,42 and degree of freedom (df) was 48. In the table of

significance 5%, the value of degree of significance was 2,01. Comparing those

values, the result was 12,42 > 2,01 which means t-observation (to) score was

higher than t-table (tt) score. In other word, the Alternative Hypothesis (Ha) was

accepted and the Null Hypothesis (Ho) was rejected.

It can be concluded that Number Head Together (NHT) technique was

effective to use in teaching reading ability of narrative text. It can be seen from

the gain score of experimental class that was taught by using Number Head

Together (NHT) technique wass higher (22,4) than that of controlled class (10).

B. Suggestion

After making conclusion, there are some suggestions specially for the

teacher as a person whose concern on the teaching learning in the classroom.

There are some suggestions that can be given in relation to the writer’s

conclusion. The suggestion are as follow:

1. Before entering the class, the teacher should have already prepared the material

that must be taught. It is necessary for the teacher to find material from other

sources, to get more and clear explanation.

2. The teacher should be able to select method which suitable with situation and

condition of class.

3. Number Head Together can be alternative strategy in teaching English. It can

be used in teaching reading narrative text, or it also can be used in teaching

other language skills or other language components and other type of texts.

43

4. The teacher should give positive motivation to the students, and manage the

class creatively in order to the students really pay attention to what is being

taught.

44

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46

Appendix 1

Test Instruments

Read the text carefully and choose the best answer from a, b, c, or d!

The Story of the Smart Parrot

Once upon time, a man had a wonderful parrot. There was no other parrot like it. The

parrot could say every word, except one word. The parrot would not say the name of the

place where it was born. The name of the place was Catano.

The man felt excited having the smartest parrot but he could not understand why the

parrot would not say Catano. The man tried to teach the bird to say Catano however the bird

kept not saying the word.

At the first, the man was very nice to the bird but then he got very angry. “You stupid

bird!” pointed the man to the parrot. “Why can’t you say the word? Say Catano! Or I will kill

you” the man said angrily. Although he tried hard to teach, the parrot would not say it. Then

the man got so angry and shouted to the bird over and over; “Say Catano or I’ll kill you”. The

bird kept not to say the word of Catano.

One day, after he had been trying so many times to make the bird said Catano, the man

really got very angry. He could not bear it. He picked the parrot and threw it into the chicken

house. There were four old chickens for next dinner “You are as stupid as the chickens. Just

stay with them” Said the man angrily. Then he continued to humble; “You know, I will cut

the chicken for my meal. Next it will be your turn, I will eat you too, stupid parrot”. After

that he left the chicken house.

The next day, the man came back to the chicken house. He opened the door and was

very surprised. He could not believe what he saw at the chicken house. There were three

death chickens on the floor. At the moment, the parrot was standing proudly and screaming at

the last old chicken; “Say Catano or I’ll kill you”.

1. The first paragraph of the text above is called ……..

a. Orientation c. reorientation

b. Resolution d. complication

2. From the text above, we know that the social function of the text is …

a. to persuade c. to explain

b. to describe d. to entertain

3. Why the man got so angry and tried to kill the Parrot?

a. because the parrot could not say even one word

b. because the parrot could not say Catano

c. because the parrot hate the man

d. because the parrot is stupid

4. What is Catano?

a. the name of the Parrot

b. the name of the man

c. the name of the place where the parrot was born

d. the name of the place where the man was born

5. What is the story about?

a. A parrot and a cat c. A parrot and the owner

b. A parrot and a chicken d. a parrot, the owner, and chickens

47

The Story of Smart Monkey and Dull Crocodile

One day, there was a monkey. He wanted to cross a river. There, he saw a crocodile, so

he asked the crocodile to take him across the other side of the river. The crocodile agree and

told the monkey to jump on its back. Then, the crocodile swam down the river with the

monkey on his top.

Unluckily, the crocodile was very hungry, he stopped in the middle of the river and said

to the monkey, “my father is very sick. He has to eat the heart of the monkey. So, he will be

healthy again.”

At the time, the monkey was in dangerous situation and he had to think hard. Then, he

had a good idea. He told the crocodile to swim back to the river bank. “What’s for?” asked

the crocodile. “Because I don’t bring my heart,” said the monkey. “I left it under a tree, near

some coconuts in the river bank.”

The crocodile agreed and turned around. He swam back the bank of the river. As soon as,

they reached the river bank, the monkey jumped off the crocodile’s back. Then, he climbed

up to the top of a tree. “Where is your heart?” asked the crocodile. “You are foolish,” said the

monkey to the crocodile. “Now, I am free and I have my heart.”

6. What is the form of text above ….

a. Descriptive c. Recount

b. Narrative d. Report

7. We know from the first paragraph that the monkey actually wanted ….

a. to cross the river c. to meet a crocodile

b. to swim across the river d. to count the crocodile

8. Why did the monkey ask the crocodile to swim back to the river bank …..

a. because he did not bring his heart

b. because he wanted to back to the tree

c. because he did not want to give his heart to the crocodile

d. because he had a good idea

The Rabbit and The Bear

Once upon the time, there lived a bear and the rabbit. The rabbit was a good shot. On the

contrary, the bear was always clumsy and could not use the arrow to shoot.

One day, the bear called over the rabbit and asked the rabbit to take his bow and arrows.

Because he was afraid to arouse the bear’s anger, he did not refuse the challenge. He went

with the bear and shot buffaloes. He shot and killed so many that there were lots of meats left

after.

However, the bear did not make the rabbit get any of the meat. Even he could not taste it.

The poor rabbit went home hungrily after a day of hard work.

Fortunately, the youngest child of the bear was very kind to the rabbit. His mother bear

always gave him an extra-large piece of meat, but he did not eat it all. He took some outside

with him and pretended to play ball with the meat. He kicked the ball of the meat toward the

rabbit’s house. The meat flew into the rabbit’s house. In this way, the hungry rabbit got his

meal.

9. The text tells the story of ….

a. The rabbit c. the rabbit and the bear

b. The rabbit and the youngest child of bear d. the rabbit and his house

48

10. Paragraph 2 mainly tells ….

a. The bear asked the rabbit to shot the animal c. the rabbit got a lot of meat

b. The bear shot a lot of animal d. the bear help the rabbit to get the meat

11. “the bear did not make the rabbit get any of the meat ….” (Paragraph 3)

What does the above sentence mean?

a. The rabbit shot a lot of meat c. The bear did not get a lot of meat

b. The rabbit got a lot of meat d. The rabbit did not get even a few meat

The Legend of Prambanan Temple

A long time ago, in Prambanan palace lived a king named Baka with his beautiful

daughter called Roro Jonggrang. Many rules wanted to marry Roro, so they competed for her.

When Bandung Bondowoso conquered Prambanan, he managed to kill King Baka in a battle.

Bandung let Roro live, but she was supposed to marry Bandung. However, she refused to

marry him voluntarily. Her refusal made Bandung humiliated and offended. Although Roro

had tried to escape, her struggle was in vain.

Finally, Roro agreed to marry Bandung, but on one condition. Bandung had to build her a

big wonderful palace with one thousand statues in it. Also, the task must be completed before

the sun rise. Bandung agreed he was so confident; he could complete the task easily.

Bandung immediately called his invisible friends for help. They did what their master

ordered. The work had started and it seemed the palace would be soon completed before

dawn. Knowing it, Roro was worried. “What can I do?” Roro thought in panic. Suddenly, she

had an idea. She awoke her maids and nannies, and then asked them to do their daily routines

as if morning had come. They also made shadow as if there was a sun in the sky. Bandung

was stunned. The sky looked red, the roosters started crowing, and the people pounded rice.

Meanwhile, the job had not been finished yet. The evil spirits disappeared, because they were

scared of light. They hurriedly left Bandung worked to build his palace and temples alone.

When Bandung realized that Roro had used tricks, he was very angry. He then cursed her. He

turned her into a stone, which completed the palace and temples. Even today, the statue of

Roro Jonggrang remains in the temple.

12. What is the purpose of this text?

a. To entertain c. to persuade

b. To describe d. to retell

13. Who was Roro Jonggrang?

a. Bandung Bondowoso’s wife c. King Baka’s daughter

b. The Queen of Pengging d. The Queen of Prambanan

14. Why did Bandung turn Roro into a stone?

a. because Roro agreed to marry him

b. because the job has been finished

c. because Roro turned into a statue

d. because he thought that the morning had come

The Story of Sangkuriang and Tangkuban Perahu Mountain

One day, Dayang Sumbi asked her son to go to hunting with his lovely dog, Tumang.

After hunting all day, Sangkuriang began desperate and worried, because he did not see any

dear to be hunted. Then, he thought to shot his own dog. Then, he took the dog’s liver and

carried home.

49

Soon, Dayang Sumbi found out that it was not deer liver, but Tumang’s her own dog. So,

she was very angry and hit Sangkuriang’s head. In that incident, Sangkuriang got wounded

and scar then cast away from their home.

Years go by, Sangkuriang had travel many places and finally arrived at a village. He met

a beautiful woman and felt in love with her. When they were discussing their wedding plans,

the woman looked at the wound in Sangkuriang’s head. It matched to her son’s wound that

had left several years earlier. Soon, she realized that she felt in love with her own son.

She could not marry him but how to say it. Then, she found the way. She needed a lake

and a boat for celebrating their wedding day. Sangkuriang had to make them in one night. He

built a lake. With a dawn just moment away and the boat was almost complete. Dayang

Sumbi had to stop it. Then, she lit up the eastern horizon with flashes of light. It made the

cock crowed for a new day. Sangkuriang failed to marry her. He was very angry and kicked

the boat. It felt over and became the mountain of Tangkuban Perahu Bandung.

15. What kind of the text is about?

a. narrative text c. descriptive text

b. recount text d. procedural text

16. Who are the main characters of the story?

a. Dayang Sumbi c. Tumang

b. Sangkuriang and Dayang Sumbi d. Sangkuriang

17. What is complication of the story?

a. Sangkuriang killed Tumang

b. Sangkuriang did not see any dear to be hunted

c. Sangkuriang wanted to marry his mother

d. Sangkuriang failed to marry Dayang Sumbi

The Legend of Toba Lake

Once upon a time, there was a man who was living in north Sumatra. He lived in a simple

hut in a farming field. He did some gardening and fishing for his daily life.

One day, while the man was do fishing, he caught a big golden fish in his trap. It was the

biggest catch which he ever had in his life. Surprisingly, this fish turned into a beautiful

princess. He felt in love with her and proposed her to be his wife. She said; "Yes, but you

have to promise not to tell anyone about the secret that I was once a fish, otherwise there will

be a huge disaster". The man made the deal and they got married, lived happily and had a

daughter.

Few years later, this daughter would help bringing lunch to her father out in the fields.

One day, his daughter was so hungry and she ate his father’s lunch. Unfortunately, he found

out and got furious, and shouted; “You damned daughter of a fish”. The daughter ran home

and asked her mother. The mother started crying, felt sad that her husband had broken his

promise.

Then she told her daughter to run up the hills because a huge disaster was about to come.

When her daughter left, she prayed. Soon there was a big earthquake followed by non-stop

pouring rain. The whole area got flooded and became Toba Lake. She turned into a fish again

and the man became the island of Samosir.

18. What is the purpose of the text above?

a. to inform c. to inform

b. to entertain d. to describe

50

19. The third paragraph called …..

a. Orientation c. Coda

b. Complication d. Reorientation

20. What did the man do in his daily life?

a. gardening c. sailing

b. fishing d. gardening and fishing

21. Why did the man say that his daughter is a daughter of a fish?

a. he was angry because she had eaten his lunch

b. he was angry because she gave the lunch late

c. he was angry because the food was not delicious

d. ha was angry because she did not eat his lunch

Jack and the Beanstalk

Once upon a time, there was a poor widow who had an only son named Jack. They were

so poor that they did not have anything except a cow. When the cow had grown too old, his

mother sent Jack to the market to sell it. On the way to the market, Jack met a butcher who

had some beautiful beans in his hand. The butcher told the boy that the beans were of great

value and persuaded the silly fad to sell the cow for the beans.

Jack brought them happily. When he told his mother about this, his mother became so

angry that she threw the beans out of the window.

When Jack woke up in the morning, he felt the sun shining into a part of his room, but all

the rest was quite dark and shady.

So, he jumped to the window. What did he see? The beanstalk grew up quite close past

Jack’s window. He opened the window, and jumped to the beanstalk which ran up just like a

big ladder. He climbed and climbed till at last he reached the sky. While looking around, a

saw a very huge castle. He was very amazed

Then, Jack walked along the path leading to the castle. There was a big tall woman on the

doorstep. Jack greeted her and asked for the giant mercy to give him breakfast, because he

felt very hungry. Although the giant grumbled at first, she gave jack a hunk of bread and

cheese and a jug of milk.

Jack had not finished when the whole house began to tremble with the noise of someone’s

coming. “Oh! It’s my husband!” cried the giantess. “What on earth shall I do?”

Hastily, a giant opened a very big cupboard and hid Jack there.

22. Who is the main character of the text above ….

a. Giant Mercy b. Giantess c. Jack d. beanstalk

23. What is the form of the text above?

a. Descriptive c. Narrative

b. Recount d. Procedure

24. What is the main idea of the first paragraph?

a. There was a poor widow who had sons

b. There was a poor widow who had a son

c. There was a widow who had a poor son

d. There was a widow who had sons

25. What did the giant mercy give to the Jack?

a. he did not give anything

b. he gave some bread

c. he gave a cup of coffee

d. he gave a hunk of bread and cheese and a jug of milk.

Source: Tri Suwarsini, S.Pd. dan Sri Nuryani, S.Pd., Modul Bahasa Inggris VIII Tandas

(Terampil dan Cerdas) Semester 2, Jakarta: PT. Pustaka Global Mandiri.

51

ANSWER KEY

1. D 6. B 11. D 16. B 21. A

2. B 7. A 12. A 17. D 22. C

3. C 8. C 13. C 18. B 23. C

4. C 9. C 14. D 19. B 24. B

5. A 10. A 15. A 20. D 25. D

52

NAME:

ANSWER SHEET

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

A

B

C

D

21 22 23 24 25

A

B

C

D

_______________________________________________________________________________________

NAME:

ANSWER SHEET

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

A

B

C

D

21 22 23 24 25

A

B

C

D

53

KISI-KISI PENULISAN SOAL

NARRATIVE TEXT

Nama Sekolah : MTs. Nur Asy-Syafi’iyah

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII/2 (Genap)

Jumlah Soal/Waktu : 25/80 menit

Standar

Kompetensi

Kompetensi

Dasar

Indikator Soal Jenis

Soal

Soal

Nomor Jumlah

Memahami

makna

dalam esei

pendek

sederhana

berbentuk

recount, dan

narrative

untuk

berinteraksi

dengan

lingkungan

sekitar.

Merespon makna

dan langkah

retorika dalam

esay pendek

sederhana secara

akurat, lancar dan

berterima yang

berkaitan dengan

lingkungan

sekitar dalam teks

berbentuk recount

dan narrative.

1. Mengidentifikasi

tujuan komunikatif

teks narrative.

2. Mengidentifikasi

langkah retorika

teks narrative

(Orientation,

Complication,

Resolution).

3. Mengidentifikasi

bentuk teks

narrative.

4. Menentukan topik

dan ide pokok teks

narrative.

5. Menentukan

informasi spesifik

teks narrative.

6. Menentukan

informasi tersurat

teks narrative.

7. Menentukan

informasi tersirat

teks narrative.

Multiple

choices

1) 2, 12, 18

2) 1, 17,

19.

3) 6, 15,

23.

4) 5, 9, 10,

24.

5) 4, 13,

20, 22.

6) 3, 7, 8,

25.

7) 11, 14,

16, 21.

3

3

3

4

4

4

4

54

Group Key Notes

A B C D ID DP VE = Very Easy > 0.80

UP 1 9 0.71 - 0.80

LG 5 5 MeDi = Medium Difficult 0.51 - 0.70

UP 1 9 MoDi = Moderately Difficult 0.31 - 0.50

LG 5 5 VeDi = Very Difficult 0.00 - 0.30

UP 10

LG 3 2 5 E = Excellent 0.40 - 1.0

UP 1 9 0.30 - 0.39

LG 1 2 5 2 M = Mediocre 0.20 - 0.29

UP 10 0.00 - 0.19

LG 1 3 6 < -0.01

UP 1 9

LG 4 5 1

UP 10

LG 6 2 3

UP 10

LG 10

UP 9 1

LG 4 6

UP 1 9

LG 4 6

UP 10

LG 4 2 4

UP 10

LG 1 3 6

UP 10

LG 6 3 1

UP 1 9

LG 1 9

UP 10

LG 10

UP 10

LG 4 3 2 1

UP 10

LG 2 5 3

UP 10

LG 5 1 4

UP 10

LG 2 7 1

UP 9 1

LG 9 1

UP 10

LG 4 5 1

UP 10

LG 1 2 5 2

UP 1 9

LG 3 3 4

UP 8 2

LG 2 8

UP 1 9

LG 5 2 3

UP 10

LG 1 4 3 2

UP 10

LG 6 4

UP 10

LG 3 3 4

UP 10

LG 1 9

UP 10

LG 3 6 1

UP 10

LG 1 4 5

UP 1 9

LG 4 4 1 1

UP 10

LG 5 2 3

UP 10

LG 9 1

UP 10

LG 6 1 3

UP 4 1 5

LG 2 5 1 2

UP 9 1

LG 1 7 2

UP 10

LG 10

UP 10

LG 9 1

UP 1 9

LG 2 3 5

Option

A

D

B

C

C

A

B

D

A

C

A

A

B

D

C

A

C

C

C

B

A

D

D

A

B

DP

MoDi M

No.

1

Remark

D

A

C

D

B

B

C

A

D

D

B

C

0,35 0,2

ID

B

B

D

8

9

10

11

2

3

4

5

6

12

13

14

15

16

7

40

0,35

0,375

0,35

0,275

0,35

0,4

0,5

0,325

0,125

0,35

0,275

0,275

32

33

34

35

36

37

38

39

23

24

25

26

17

18

19

20

21

27

28

29

30

31

22

0,2 MoDi M

EVeDi0,45

0,2 MoDi M

MMoDi0,25

0 MoDi P

MMoDi0,25

0,2 MoDi M

MMoDi0,2

0,45 VeDi E

EVeDi0,45

-0,15 VeDi W

GMoDi0,3

M

0 0 VeDi P

P0,5 0 MoDi

0,25

0,35 0,3 MoDi G

MoDi G

EVeDi0,5

MMoDi0,250,375

0,25 0,4 VeDi E

PMoDi0,050,475

0,325 0,35 MoDi G

GMoDi0,350,325

0,175 0,15 VeDi P

MMoDi0,250,375

0,475 0,05 MoDi P

PMoDi0,050,475

0,075 -0,15 VeDi W

PVeDi00

0,5 0 MoDi P

ID

ME = Moderately Easy

DP

G = Good

P = Poor

W= Worst

0,025

0,35

-0,05

0,3

0,4

0,25

0,1

0,05

0,3

0,025

0,35

0,3

0,325

0,05

GMoDi0,30,35

VALIDITY OF SMPN 3 KOTA TANGERANG SELATAN

VeDi

P

W

G

E

M

P

P

VeDi

MoDi

MoDi

MoDi

VeDi

0,425 0,15 MoDi

GMoDi0,30,35

0,375 0,25 MoDi

55

Appendix 2

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

EXPERIMENTAL CLASS



Kelas/Semester : VIII/2

Alokasi Waktu : 2 x 40 menit

Tema : Narrative text

Skill : Reading

Pertemuan ke : 1

I. Standar Kompetensi

Memahami makna dalam teks tulis fungsional dan esay pendek sederhana berbentuk

recount dan narrative untuk berinteraksi dengan lingkungan sekitar.

II. Kompetensi Dasar

Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat,

lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk

recount dan narrative.

III. Indikator

1. Menjelaskan pengertian teks narrative

2. Menyebutkan langkah retorika teks narrative

3. Penggunaan simple past tense dengan tepat

IV. Tujuan Pembelajaran

Pada akhir pembelajaran, siswa dapat:

1. Menjelaskan pengertian teks narrative.

2. Menyebutkan langkah retorika teks narrative.

3. Memahami penggunaan simple past dalam kehidupan sehari-hari.

V. Materi Pelajaran

Teks Narrative (lampiran)

VI. Metode Pembelajaran

NHT (Number Head Together)

Tanya Jawab

56

VII. Langkah–Langkah Pembelajaran

A. Kegiatan Pendahuluan

1. Guru memberikan salam, berdoa, dan absensi

2. Guru menyampaikan tujuan pembelajaran

3. Guru menyampaikan bahwa metode pembelajaran yang akan digunakan adalah

cooperative learning (Number Head Together)

B. Kegiatan Inti

Eksplorasi

1. Guru bertanya kepada siswa, “do you know the story of Malin Kundang/

Gunung Bromo/ Cinderella?”

2. Guru meminta beberapa siswa untuk menceritakan kembali cerita tentang Malin

Kundang/ Gunung Bromo/ Cinderella sesuai dengan yang telah mereka ketahui.

Elaborasi

1. Siswa menyimak penjelasan guru tentang teks narrative

2. Guru memberikan sebuah teks narrative berjudul The Legend of Prambanan

Temple dan siswa diminta untuk membacanya.

3. Guru menjelaskan langkah retorika dalam teks narrative.

4. Siswa di bimbing guru untuk menemukan langkah retorika dari teks narrative

berjudul The Legend of Prambanan Temple.

5. Siswa menyimak penjelasan guru tentang simple past tense yang merupakan ciri

kebahasaan teks narrative.

6. Siswa siap dilatih untuk meningkatkan keterampilannya dalam memahami teks

narrative melalui penerapan Number Head Together.

7. Siswa di bagi menjadi 5 kelompok. Setiap siswa dalam kelompok memiliki

nomor dari 1 sampai 5.

8. Guru memberikan teks narrative berjudul The Creation of Mount Bromo kepada

setiap siswa beserta soal yang berkaitan dengan teks tersebut.

9. Siswa secara sendiri – sendiri belajar memahami teks narrative dan menjawab

pertanyaan terkait informasi didalam teks.

10. Siswa berdiskusi terkait informasi didalam teks.

11. Guru memanggil siswa secara bergantian sesuai nomor yang mereka miliki.

Setiap siswa yang nomornya dipanggil berdiri dan siap menjawab pertanyaan

yang sudah di diskusikan.

12. Siswa secara bergantian menjadi perwakilan dari setiap kelompoknya menjawab

setiap pertanyaan yang ditanyakan oleh guru. Siswa yang tercepat menjawab

pertanyaan akan mendapatkan poin untuk kelompoknya. Kegiatan ini diulangi

sampai semua siswa dalam setiap kelompok dapat menjawab pertanyaan.

Konfirmasi

1. Siswa memberikan kesimpulan umum tentang materi narrative teks yang telah

mereka pelajari.

57

C. Penutup

1. Guru memberikan kesempatan kepada siswa untuk bertanya seputar materi

narrative text

2. Guru memberikan homework tentang narrative teks

3. Guru menutup pembelajaran dengan meminta perwakilan siswa untuk memimpin

doa setelah belajar

VIII. Sumber Belajar

- Interactive English Junior High School 2nd

grade, 2009.

- Buku paket bahasa inggris kelas VIII (EOS English on Sky 2)

- LKS (Lembar Kerja Siswa)

IX. Penilaian

No Indikator Teknik Bentuk Instrumen

1 Menyebutkan langkah

retorika teks narrative

Tes tulis Essay Calssify the generic

structure of the text

above!

2 Menyebutkan informasi

terkait isi teks secara

tersurat ataupun tersirat

Tes Tulis Essay Answer the

questions below

based on the text

4 Penggunaan simple past

tense dengan tepat

Tes tulis Fill in the

blank

Fill in the blanks

with the suitable

answer in the box!

Mengetahui, Rempoa, 24th

of April 2014

Guru Mata Pelajaran Peneliti

Yuli Ambar Utami, S.Pd. Fithiawati

NIM: 109014000147

58


EXPERIMENTAL CLASS






Skill : Reading

Pertemuan ke : 2


Memahami makna teks tulis fungsional dan esay pendek sederhana berbentuk recount

dan narrative untuk berinteraksi dengan lingkungan sekitar.


Merespon makna dan langkah retorika dalam esay pendek sederhana secara akurat,



III. Indikator

1. Mengidentifikasi generic structure dari teks narrative

2. Menemukan stated and unstated information dari teks narrative dengan tepat



1. Mengidentifikasi generic structure teks narrative setelah diberikan contoh dalam

bentuk cerita.

2. Menemukan stated and unstated information dari teks narrative setelah

mengidentifikasi text.

V. Materi Pelajaran




Tanya Jawab


A. Kegiatan Awal

1. Salam dan tegur sapa

59

2. Apersepsi: mengingat kembali pelajaran yang lalu dan meminta siswa untuk

bersiap melakukan NHT (Number Head Together) teknik

B. Kegiatan Inti

Eksplorasi

1. Membahas homework secara bersama

2. Guru bertanya kepada siswa tentang perbedaan generic structure dalam teks

narrative dan teks recount

3. Guru meminta beberapa siswa untuk menjawab perbedaan tersebut

Elaborasi

1. Guru menjelaskan generic structure yang ada dalam teks narrative

2. Guru menjelaskan perbedaan generic structure yang ada dalam teks teks

narrative dengan teks recount

3. Guru menjelaskan secara rinci mengenai stated and unstated information dan

siswa mendengarkan dengan seksama

4. Guru menginstruksikan siswa untuk berkumpul kedalam kelompok awal sesuai

pembagian kelompok yang telah dibentuk diawal pertemuan

5. Guru mendistribusikan potongan paragraph dari sebuah teks “The Golden

Compass” pada setiap anggota kelompok dan setiap kelompok diminta untuk

bekerjasama dalam menyusun paragraph tersebut menjadi sebuah teks atau

cerita

6. Setelah semua kelompok selesai menyusun paragraph tersebut, perwakilan

kelompok secara bergantian mengidentifikasi generic structure dari teks tersebut

7. Siswa secara berkelompok menjawab pertanyaaan yang berkaitan dengan teks

(stated and unstated information)








10. Guru memberikan reward bagi kelompok yang menjawab dengan benar dan

memberikan semangat bagi kelompok yang belum berhasil

Konfirmasi

1. Guru membimbing siswa untuk merangkum materi pelajaran

C. Penutup

1. Guru memberikan kesempatan kepada siswa untuk bertanya seputar generic

structure teks narrative

60

2. Guru memberikan tugas kepada siswa untuk latihan mengerjakan soal yang

berhubungan dengan teks narrative

3. Guru menginformasikan materi selanjutnya

4. Guru mengucapkan salam



grade, 2009.



IX. Penilaian Penilaian


1 Mengidentifikasi generic

structure dari teks narrative

tulis Jumble

paragraph

Arrange the

paragraph into a

good story and then

identify the story

2 Menemukan stated and

unstated information dari

teks narrative dengan tepat

tulis Short answer

question

Check your

comprehension

(answer the

questions below

based on the text)


of April 2014



NIM: 109014000147

61


EXPERIMENTAL CLASS






Skill : Reading

Pertemuan ke : 3


Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk recount






III. Indikator

1. Menemukan ide pokok dalam sebuah peragraph dengan benar

2. Penggunaan past continuous tense dengan benar



1. Menemukan ide pokok dalam sebuah paragraph dengan benar dari sebuah teks

narrative.

2. Memahami penggunaan past continuous tense dengan benar.

V. Materi Pelajaran




Tanya Jawab




62


bersiap melakukan NHT (Number Head Together) teknik.

B. Kegiatan Inti

Eksplorasi

1. Guru bertanya kepada siswa, “What is the recent book or the story that you have

read?”

2. Guru menunjukkan gambar Malin Kundang dan Pinokio.

3. Siswa diminta untuk menyebutkan moral value dari cerita Malin Kundang dan

Pinokio.

Elaborasi

1. Siswa menyebutkan pengertian teks narrative

2. Guru meminta siswa untuk mengidentifikasi generic structure dan language

feature dari teks narrative berjudul Cinderella

3. Guru menjelaskan secara rinci mengenai ide pokok dan siswa mendengarkan

dengan seksama

4. Guru memberikan contoh ide pokok dari teks yang telah disediakan

5. Siswa menyimak penjelasan guru tentang past continuous tense

6. Guru memberikan sebuah teks narrative kepada setiap kelompok sebagai bahan

diskusi

7. Siswa diminta untuk menuliskan ide pokok dan menjawab soal-soal yang

berkaitan dengan teks tersebut








10. Guru memberikan point bagi kelompok yang menjawab dengan benar dan

memberikan semangat bagi kelompok yang belum berhasil

Konfirmasi


mereka pelajari.

C. Penutup


narrative text

2. Guru menutup pembelajaran dengan berdoa setelah belajar

63



grade, 2009.



IX. Penilaian



structure dan linguistic

feature dari teks narrative

Tes tulis Essay Answer the

question based on

the text

2 Menemukan main idea

dalam sebuah peragraph

dengan benar

Tes tulis Essay Write the main idea

from each paragraph

above!

3 Memahami penggunaan

past continuous tense

dengan benar


questions below

using past

continuous tense


of May 2014



NIM: 109014000147

64


EXPERIMENTAL CLASS






Skill : Reading

Pertemuan ke : 4


Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk recount






III. Indikator

1. Menemukan stated and unstated information dari teks narrative dengan tepat.

2. Menyimpulkan teks dari setiap paragraph dengan benar



1. Menemukan stated and unstated information dari teks narrative

2. Menyimpulkan text dari setiap paragraph setelah membaca teks narrative.

V. Materi Pelajaran




Tanya Jawab





bersiap melakukan NHT (Number Head Together) teknik

65

B. Kegiatan Inti

Eksplorasi

1. Guru bertanya kepada siswa mengenai teks narrative yang telah mereka pahami.

2. Guru bertanya kepada siswa mengenai penggunaan past continuous tense yang

sesuai dengan lingkungan sekitar

Elaborasi


siswa mendengarkan secara seksama.

2. Guru menjelaskan cara mendapatkan kesimpulan dari setiap teks narrative

3. Guru menjelaskan past continuous tense secara rinci sebagai language feature

dari teks narrative.

4. Siswa secara sendiri – sendiri mengerjakan latihan menyimpulkan makna dari

setiap paragraf dan latihan past continuous tense.

5. Siswa diminta untuk bertukan jawaban dan mengecek jawaban temannya

6. Guru membimbing siswa untuk menjawab latihan menyimpulkan makna dari

setiap paragraph dan latihan past continuous tense

7. Guru menginstruksikan siswa untuk berkumpul ke dalam kelompok sesuai

kelompok yang telah dibentuk dalam pertemuan sebelumnya

8. Guru membagikan teks narrative kepada setiap kelompok

9. Guru meminta setiap kelompok berdiskusi untuk menjawab pertanyaan yang

berkaitan dengan teks








Konfirmasi


mereka pelajari.

2. Siswa memberikan kesimpulan umum tentang materi past continuous tense yang

telah mereka pelajari.

C. Penutup


narrative text dan past continuous tense.

2. Guru menutup pembelajaran dengan meminta perwakilan siswa untuk

memimpin doa setelah belajar

66



grade, 2009.



IX. Penilaian




teks narrative dengan

tepat.

Tes tulis Short

answer

question

Check your

comprehension

(answer the

questions below

based on the text)

2 Menyimpulkan text dari

setiap paragraph dengan

benar

Tes tulis Essay Conclude every

paragraph of the

text below!


of May 2014



NIM: 109014000147

67


CONTROLLED CLASS






Skill : Reading

Pertemuan ke : 1


Memahami makna dalam teks fungsional dan esay pendek sederhana berbentuk recount






III. Indikator

1. Menjelaskan pengertian narrative text

2. Menjelaskan langkah retorika teks narrative

3. Penggunaan simple past tense dengan tepat



1. Memahami makna teks narrative.

2. Mengidentifikasi langkah retorika teks narrative.

3. Memahami penggunaan simple past dalam kehidupan sehari-hari.

V. Materi Pelajaran



Ceramah

Tanya Jawab



1. Guru memberikan salam, berdoa, dan absensi

68

2. Guru menyampaikan tujuan pembelajaran

B. Kegiatan Inti

Eksplorasi

1. Guru bertanya kepada siswa, apakah mereka mengetahui cerita tentang Malin

Kundang/ Gunung Bromo/ Cinderella?

2. Guru meminta beberapa siswa untuk menceritakan kembali cerita tentang Malin

Kundang/ Gunung Bromo/ Cinderella sesuai dengan yang telah mereka ketahui.

3. Guru bersama dengan siswa menyimpulkan bahwa cerita tentang Malin

Kundang/ Gunung Bromo/ Cinderella adalah salah satu contoh dari teks

berbentuk narrative.

Elaborasi

1. Guru menjelaskan kepada siswa contoh-contoh teks narrative.

2. Guru memberikan sebuah teks narrative berjudul The Legend of Prambanan

Temple dan siswa diminta untuk membacanya.

3. Guru menjelaskan langkah retorika dalam teks narrative.

4. Siswa di bimbing guru untuk menemukan langkah retorika dari teks narrative

berjudul The Legend of Prambanan Temple.

5. Guru menjelaskan Simple Past tense yang merupakan ciri kebahasaan teks

narrative.

6. Siswa dilatih untuk memahami teks narrative dengan judul “The Legend of

Mount Bromo” secara sendiri-sendiri.

Konfirmasi


mereka pelajari.

C. Penutup


narrative text

2. Guru memberikan homework tentang narrative teks

3. Guru menutup pembelajaran dengan meminta perwakilan siswa untuk memimpin

doa setelah belajar



grade, 2009.


69

IX. Penilaian


1 Menyebutkan langkah

retorika teks narrative

Tes tulis Essay Calssify the generic

structure of the text

above!

2 Menyebutkan informasi

terkait isi teks secara

tersurat ataupun tersirat

Tes Tulis Essay Answer the

questions below

based on the text

4 Penggunaan simple past

tense dengan tepat

Tes tulis Fill in the

blank

Fill in the blanks

with the suitable

answer in the box!


of April 2014



NIM: 109014000147

70


CONTROLLED CLASS






Skill : Reading

Pertemuan ke : 2








III. Indikator

1. Mengidentifikasi generic structure dari teks narrative

2. Menemukan stated and unstated information dari teks narrative dengan tepat



1. Mengidentifikasi generic structure teks narrative setelah diberikan contoh dalam

bentuk cerita.

2. Menemukan stated and unstated information dari teks narrative setelah

mengidentifikasi text.

V. Materi Pelajaran



Ceramah

Tanya Jawab


A. Kegiatan Awal


71

2. Apersepsi: mengingat kembali pelajaran yang lalu

B. Kegiatan Inti

Eksplorasi

1. Membahas homework secara bersama

2. Guru bertanya kepada siswa tentang perbedaan generic structure dalam teks

narrative dan teks recount

3. Guru meminta beberapa siswa untuk menjawab perbedaan tersebut

Elaborasi

1. Guru menjelaskan generic structure yang ada dalam teks narrative

2. Guru menjelaskan perbedaan generic structure yang ada dalam teks teks

narrative dengan teks recount


siswa mendengarkan dengan seksama

4. Guru mendistribusikan potongan paragraph dari sebuah teks “The Golden

Compass” pada setiap siswa dan setiap siswa diminta untuk menyusun

paragraph tersebut menjadi sebuah teks atau cerita

5. Setelah semua siswa selesai menyusun paragraph tersebut, perwakilan siswa

secara bergantian mengidentifikasi generic structure dari teks tersebut

6. Guru memberikan reward bagi siswa yang menjawab dengan benar dan

memberikan semangat bagi siswa yang belum berhasil

Konfirmasi

1. Guru membimbing siswa untuk merangkum materi pelajaran

C. Penutup

1. Guru memberikan kesempatan kepada siswa untuk bertanya seputar generic

structure teks narrative

2. Guru memberikan tugas kepada siswa untuk latihan mengerjakan soal yang

berhubungan dengan teks narrative

3. Guru menginformasikan materi selanjutnya

4. Guru mengucapkan salam



grade, 2009.

- Media text (jumble paragraph)


72

IX. Penilaian Penilaian



structure dari teks narrative

tulis Jumble

paragraph

Arrange the

paragraph into a

good story and then

identify the story



teks narrative dengan tepat

tulis Short answer

question

Check your

comprehension

(answer the

questions below

based on the text)


of April 2014



NIM: 109014000147

73


CONTROLLED CLASS






Skill : Reading

Pertemuan ke : 3








III. Indikator

1. Menemukan main idea dalam sebuah peragraph dengan benar

2. Penggunaan past continuous tense dengan benar



1. Menemukan ide pokok sebuah paragraf dalam teks narrative.

2. Menggunakan past continuous tense dengan benar.

V. Materi Pelajaran



Ceramah

Tanya Jawab




2. Apersepsi: mengingat kembali pelajaran yang lalu.

74

B. Kegiatan Inti

Eksplorasi

1. Guru bertanya kepada siswa, “What is the recent book or story you have read?,

2. Guru menunjukkan gambar Malin Kundang dan Pinokio.

3. Siswa diminta untuk menyebutkan moral value dari cerita Malin Kundang dan

Pinokio.

Elaborasi

1. Siswa menyebutkan pengertian teks narrative

2. Guru meminta siswa untuk mengidentifikasi generic structure dan language

feature dari teks narrative berjudul Cinderella

3. Guru menjelaskan secara rinci mengenai ide pokok dan siswa mendengarkan

dengan seksama

4. Guru memberikan contoh ide pokok dari teks yang telah disediakan

5. Siswa mnyimak penjelasan guru tentang past continuous tense

6. Guru memberikan sebuah teks narrative kepada setiap siswa

7. Siswa diminta untuk menuliskan ide pokok dan menjawab soal-soal yang

berkaitan dengan teks tersebut

8. Siswa secara bergantian diberi kesempatan untuk menjawab pertanyaan dari

guru berkaitan dengan ide pokok dari teks narrative.

9. Guru memberikan point bagi siswa yang menjawab dengan benar dan

memberikan semangat bagi siswa yang belum bisa menjawab dengan benar.

Konfirmasi


mereka pelajari dan cara untuk mendapatkan ide pokok.

C. Penutup


narrative text

2. Guru menutup pembelajaran dengan berdoa setelah belajar



grade, 2009.


IX. Penilaian



structure dan linguistic

feature dari teks narrative


question based on

the text

75

2 Menemukan main idea

dalam sebuah peragraph

dengan benar

Tes tulis Essay Write the main idea

from each paragraph

above!

3 Memahami penggunaan

past continuous tense

dengan benar


questions below

using past

continuous tense


of May 2014



NIM: 109014000147

76


CONTROLLED CLASS






Skill : Reading

Pertemuan ke : 4








III. Indikator

1. Menemukan stated and unstated information dari teks narrative dengan tepat.

2. Menyimpulkan teks dari setiap paragraf dengan benar.



1. Menemukan stated and unstated information dari teks narrative

2. Menyimpulkan teks dari setiap paragraf dengan benar.

V. Materi Pelajaran



Ceramah

Tanya Jawab




2. Apersepsi: mengingat kembali pelajaran yang lalu.

77

B. Kegiatan Inti

Eksplorasi

1. Guru bertanya kepada siswa mengenai teks narrative yang telah mereka pahami.

2. Guru bertanya kepada siswa mengenai penggunaan past continuous tense yang

sesuai dengan lingkungan sekitar

Elaborasi


siswa mendengarkan secara seksama.

2. Siswa berlatih untuk menjawab pertanyaan berkaitan dengan teks narrative

3. Guru menjelaskan cara mendapatkan kesimpulan dari setiap paragraf.

4. Guru membagikan teks narrative kepada setiap siswa

5. Siswa berlatih untuk menyimpulkan makna dari setiap paragraf

6. Perwakilan siswa di minta untuk menyebutkan hasil kerjanya

7. Siswa yang menjawab dengan benar akan diberikan reward dan siswa yang

belum bisa menjawab dengan benar di berikan motivasi

Konfirmasi

Siswa memberikan kesimpulan umum tentang materi narrative teks yang telah

mereka pelajari.

C. Penutup


narrative text

2. Guru menutup pembelajaran dengan meminta perwakilan siswa untuk

memimpin doa setelah belajar



grade, 2009.


IX. Penilaian




teks narrative dengan

tepat.

Tes tulis Short

answer

question

Check your

comprehension (answer

the questions below

based on the text)

2 Menyimpulkan text dari

setiap paragraph dengan

benar

Tes tulis Essay Conclude every

paragraph of the text

below!

78


of May 2014



NIM: 109014000147

79

Lampiran RPP 1

MATERI AJAR

I. A Narrative Text

Narrative is a text which contains about story. Some examples of narrative are: tale (a

story about things that happened long ago, or things that may not have really happened),

myth (a very old story about gods, megical creatures, etc.), legend (an old story about brave

people or megical events), fable (a traditional story that teaches a moral lesson). The purpose

of narrative text is to amuse or entertain people.

II. Generic Structure:

Orientation: introduce the reader to the characters, the settings, and the conflict

Complication: a crisis arises

Resolution: the crisis is resolved, for the better or for worse

The Legend of Prambanan Temple

A long time ago, in Prambanan palace lived a king named Baka with his

beautiful daughter called Roro Jonggrang. Many rules wanted to marry

Roro, so they competed for her. When Bandung Bondowoso conquered

Prambanan, he managed to kill King Baka in a battle. Bandung let Roro

live, but she was supposed to marry Bandung. However, she refused to

marry him voluntarily. Her refusal made Bandung humiliated and offended.

Although Roro had tried to escape, her struggle was in vain.

Finally, Roro agreed to marry Bandung, but on one condition. Bandung

had to build her a big wonderful palace with one thousand statues in it.

Also, the task must be completed before the sun rise. Bandung agreed he

was so confident; he could complete the task easily. Bandung immediately

called his invisible friends for help. They did what their master ordered. The

work had started and it seemed the palace would be soon completed before

dawn. Knowing it, Roro was worried. “What can I do?” Roro thought in

panic.

ORIENTATION

COMPLICATION

80

Suddenly, she had an idea. She awoke her maids and nannies, and then

asked them to do their daily routines as if morning had come. They also

made shadow as if there was a sun in the sky. Bandung was stunned. The

sky looked red, the roosters started crowing, and the people pounded rice.

Meanwhile, the job had not been finished yet. The evil spirits disappeared,

because they were scared of light. They hurriedly left Bandung worked to

build his palace and temples alone.

When Bandung realized that Roro had used tricks, he was very angry.

He then cursed her. He turned her into a stone, which completed the palace

and temples. Even today, the statue of Roro Jonggrang remains in the

temple.

III. Language Features of Narrative Text are:

1. Use past tense: The simple past tense indicates that an activity or situation bagan and

ended at a particular time in the past.

- Pattern:

Subject + Verb 2

- The forms of simple past tense are:

Subject Verb 2 Keterangan

+ He, She, It

I, we, you, they went to Bandung last week

Subject Did not / didn’t Verb 1 Keterangan

- He, She, It

I, we, you, they didn’t go

to Bandung last

week

Did Subject Verb 1 Keterangan

? Did He, She, It

I, we, you, they go

to Bandung last

week?

REGULAR AND IRREGULAR VERBS

Regular verbs: the simple past end in -ed

Simple Form Simple Past

Stop Stopped

Listen Listened

Work Worked

Start Started

RESOLUTION

COMPLICATION

81

Irregular verbs: the simple past do not end in –ed

Simple Form Simple Past

Come Came

Break Broke

Find Found

Hit Hit

Read Read

Eat Ate

Teach Taught

Think Thought

2. Use conjunction: one day, a week, once upon a time, long time ago, later, then, etc.

3. Use adjective: beautiful girl, long black hair, two red apples.

Read the following text below!

The Legend of Mount Bromo

This is a legend about the creation of Mount Bromo, a famous mountain in East Java,

which is so famous with its beautifulness of sun rises panorama on its peak.

Hundred years ago, during the reign of the last king of Majapahit (13-14 century AD),

Brawijaya, one of the king’s wives gave birth to a girl, Roro Anteng. Later she got married to

Joko Seger, from Brahman (priests) caste. Because of an unfortunate situation, they were

forced to leave the kingdom. They settled in an area in the mountain, and named it “Tengger.”

For years, they were unhappy because they did not have a child. They climbed the peak

of the mountain, prayed to gods. Betara Bromo (God of Fire) promised them many children,

but they have to sacrifice the youngest one.

They finally got 25 children, and it was the time for them to sacrifice the youngest,

Kesuma. Roro Anteng and Joko Seger did not want to do that and tried to hide him. But an

eruption happened and Kesuma fell into the crater. Then his voice heard: “I have to be

sacrificed so that you will all stay alive. From now on you should arrange an annual ceremony

on the 14th of Kesodo.”

Kesodo’s brothers and sisters held the offering ceremony every year by offering fruits,

vegetables, and rice, and meats. This has been done until todayby Kejawen sects (the Javanese

original religion that mixed with Islam).

82

Classify the generic structure of the text above!

Title

Orientation

Complication

Resolution

Answer these questions based on the text!

1. Where did the story take place?

2. When did the story happen?

3. Why did the couple sad?

4. What did Betara Bromo promise to the couple?

5. Who was Kesuma?

6. Why should Kesuma be sacrified?

7. How did Kesuma die?

8. What kinds of offerings the Tengger people give to the God?

9. What is the purpose of the story?

10. What is the moral value of the story?

Fill in the blanks with the suitable answer in the box!

Once upon a time, two bandits (1) ..... an old lady. The robbery (2) ..... near the old

bridge over the river. The old lady (3) ..... shopping and (4) ..... toward the bridge. When she

saw near the bridge, two bandits (5) ..... toward her and (6) ..... her purse. She (7) ..... and they

(8) ..... it. Then, they (9) .....

- robbed - happened - finished - walked - escaped

- grabbed - screamed - pushed - took

83

Lampiran RPP II

MATERI AJAR

Generic structure: parts of narrative text

The text consists of:

1. Orientation (beginning or introduction)

Introduce main characters, setting, and time. The opening paragraph introduces

characters/participants of the story and sets the scene (it answer the questions who, when,

what, and where).

2. Complication (Middle)

The problem happens among the characters. It is about the problems which involve the

main characters in the story developed.

3. Resolution (Ending)

The problem is dissolved. It is about how the problems in the story are solved (better or

worse). Here, the main characters find ways to solve the problems.

Example:

The Fairy Tulip

Once upon a time, there was an old woman who lived alone in a little house. Actually

she had a bed in her beautiful striped tulip garden but she did not relize it. She never took

care for her garden but Tulip can grow very well on it. Orientation

One night, she was awakened by the sound of sweet singing and babies laughing. The

sound seemed to come from the tulip bed but she could not see anything. On the following

night, she was awakened again by the sweet singing and the babies laughing. She arose and

walked quietly to the garden. Complication

To her surprise, she saw a little fairy mother crooning and rocking at the flower like a

cradle. In each cup of the flower lay a little fairy baby playing and laughing. The old woman

walked back to her house. From that time she made a promise to hersef that she will take care

of her garden actually to the Tulip plant. Resolution

84

Exercise:

The paragraphs below have been made jumbled. However, originally they make up a story.

Rearrange these sentences to reconstruct the story and answer the following question!

The Golden Compass

Lyra Belaqua, and her daemon Pantalaimon, had lived as an orphan in Jordan

College for years. She just had an uncle as her relative. His named was Lord Asriel. He

was a scientist and an adventurer. He always busy in doing his experment in North Pole.

Therefore, Lyra was taken care by the Professors and Scholars of Jordan College because

she had no other place to go.

One day Lyra overheard the conversation between her uncle and the Colege

Senate. It was an extraordinary conversation about a microsco-pic particle, called Dust.

This particle was said to unit different worlds, and was feared by many who want to

destroy it forever. It was what Lord Asriel experimenting in the North. At the time, she

did not know that this conversation would drag her into a dangerous adventure of her

faith.

Soon after that, her uncle was reported missing in the North. And Lyra had to

leaved Jordan College to live under the care of a woman named Mrs. Coulter. At the

beginning, she liked her new life, and learned many thing as a young girl. However, soon

she discovered that Mrs. Coulter was the leader of the Gobbler. Gobbler had kidnapped

many childrent to be sent away to the North. Lyra finally managed to escape from her

and runaway with the Gypsies. They helped her went to the North to find Lord Asriel and

freed the kidnapped children.

During the journey, Lyra and her Gysies friends met lots of danger and interesting

people. One of them was Lorek Birnisson, an armored bear. Lored and Lyra became best

friend. He helped her freed the kidnapped children and faced Mrs. Coulter and her

company. He also took her to her uncle whereabouts.

Lyra had learned that Lord Asriel was actually her real father. At the end of her

dangerous adventure, she managed to rejoin him and helped him with his experiment on

Dust.

85

Check your comprehension. Answer the questions below!

1. What is the topic of the text?

2. The orientation

a. Who was Lyra Belaqua?

b. What was Lord Asriel’s occupation?

c. Where did Lord Asriel do his experiment?

3. Complication

a. What was Lord Asriel and College Senate talking about?

b. Why did Lyra escape from Mrs. Coulter?

c. How was Lyra’s journey in finding Lord Asriel?

4. What is the purpose of the story?

5. What is the moral value from the text above?

86

Lampiran RPP III

MATERI AJAR

Once upon a time, there was a young girl named Cinderella. She lived with her step

mother and two step sisters. The step mother and sisters were conceited and bad tempered.

They treated Cinderella very badly. Her step mother made Cinderella do the hardest works in

the house; such as scrubbing the floor, cleaning the pot and pan and preparing the food for the

family. The two step sisters, on the other hand, did not work about the house. Their mother

gave them many cute dresses to wear. (Main Idea: A young girl named Cinderella who lived

with her step mother and step sisters)

One day, the two step sister 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.

(Main Idea: There was an invitation and Cinderelle did not permit to go)

Magically, the fairy godmother changed a pumpkin into a fine coach and mice into a

coachman and two footmen. Her godmother tapped Cinderella’s raged dress with her wand,

and it became a beautiful ball gown. Then she gave her a pair of pretty glass slippers. Now,

Cinderella, she said; you must leave before midnight. Then away she drove in her beautiful

coach. Cinderella was having a wonderfully good time. She danced again and again with the

king’s son. Suddenly the clock began to strike twelve, she ran toward the door as quickly as

she could. In her hurry, one of her glass slipper was left behind. (Main Idea: Cinderella went

to the party by fairy godmother’s helping and she lost her glass slipper)

A few days later, the king son proclaimed that he would marry the girl whose feet fitted

the glass slipper. Her step sisters tried on the slipper but it was too small for them, no matter

87

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. (Main

Idea: the king son found Cinderella by the glass slipper)

Finally, she was driven to the palace. The king’s son was overjoyed to see her again.

They were married and live happily ever after. (Main Idea: Cinderella married with the king

son and live happily forever)

Past Continuous Tense

- The past continuous indicates an action which was going on at some time in the past.

- Pattern:

Subject + was/were + Verb-ing + object

- The forms of past continuous tense are:

Subject to be Verb-ing Object

+ He, She, It was

cleaning the room I, we, you, they were

- He, She, It was not

sweeping the floor I, we, you, they were not

to be Subject Verb-ing Object

? was He, She, It

cleaning the room? were I, we, you, they

? Wh- was He, She, It

sweeping the floor? were I, we, you, they

- The usage of past continuous tense are:

To talk about an action going on at a certain time in the past.

Examples: - The Adams family was moving into a new house near the lake

- What were you doing at 11.30 this afternoon?

- Was her grandfather a war hero?

- My sister and I were not coming to the party because of the rain.

To say that a new action happened in the middle of a longer action (in the past).

Examples: - I met my English teacher in the way, when I was going to the post office.

- The milkman came while we were having breakfast in the kitchen this

morning.

88

Exercise 1

Discuss this text below with your group !

The Story of Sangkuriang and Tangkuban Perahu Mountain

One day, Dayang Sumbi asked her son to go to hunting with his lovely dog, Tumang.

After hunting all day, Sangkuriang began desperate and worried, because he did not see any

dear to be hunted. Then, he thought to shot his own dog. Then, he took the dog’s liver and

carried home.

Soon, Dayang Sumbi found out that it was not deer liver, but Tumang’s her own dog. So,

she was very angry and hit Sangkuriang’s head. In that incident, Sangkuriang got wounded

and scar then cast away from their home.

Years go by, Sangkuriang had travel many places and finally arrived at a village. He met

a beautiful woman and felt in love with her. When they were discussing their wedding plans,

the woman looked at the wound in Sangkuriang’s head. It matched to her son’s wound that

had left several years earlier. Soon, she realized that she felt in love with her own son.

She could not marry him but how to say it. Then, she found the way. She needed a lake

and a boat for celebrating their wedding day. Sangkuriang had to make them in one night. He

built a lake. With a dawn just moment away and the boat was almost complete. Dayang

Sumbi had to stop it. Then, she lit up the eastern horizon with flashes of light. It made the

cock crowed for a new day. Sangkuriang failed to marry her. He was very angry and kicked

the boat. It felt over and became the mountain of Tangkuban Perahu Bandung.

Answer the following questions!

1. What kind of text is it?

2. What does the text tell us about?

3. Who are the main characters of the story?

4. What is complication of the story?

5. What is the moral value of the story?

6. Write the main idea from each paragraph above!

a. Paragraph 1:

b. Paragraph 2:

c. Paragraph 3:

d. Paragraph 4:

Exercise 2

Answer the questions below using past continuous tense. Use the expression of place in the

parentheses and add your own words.

1. A: Where was Andi last monday? (at the library)

B: _____________________________________

2. A: What was Selamet doing on Saturday? (work)

B: _____________________________________

3. A: Where were you going yesterday? (Prambanan temple)

B: ____________________________________________

4. A: Why were they going to Bandung last month? (study tour)

B: _______________________________________________

89

Lampiran RPP IV

MATERI AJAR

The Story of Smart Monkey and Dull Crocodile

One day, there was a monkey. He wanted to cross a river. There, he saw a crocodile,

so he asked the crocodile to take him across the other side of the river. The crocodile

agree and told the monkey to jump on its back. Then, the crocodile swam down the river

with the monkey on his top.

Unluckily, the crocodile was very hungry, he stopped in the middle of the river and

said to the monkey, “my father is very sick. He has to eat the heart of the monkey. So,

he will be healthy again.”

At the time, the monkey was in dangerous situation and he had to think hard. Then,

he had a good idea. He told the crocodile to swim back to the river bank. “What’s for?”

asked the crocodile. “Because I don’t bring my heart,” said the monkey. “I left it under

a tree, near some coconuts in the river bank.”

The crocodile agreed and turned around. He swam back the bank of the river. As

soon as, they reached the river bank, the monkey jumped off the crocodile’s back. Then,

he climbed up to the top of a tree.

“Where is your heart?” asked the crocodile. “You are foolish,” said the monkey to

the crocodile. “Now, I am free and I have my heart.”

A. Answer the questions based on the text above!

1. What does the text talk about?

Answer:

2. What did the monkey want to do?

Answer:

3. What is the main idea of paragraph three?

Answer:

4. Why did the crocodile stop in the middle of the river?

Answer:

5. Why did the monkey asked the crocodile to swim back to the river bank?

Answer:

6. Where did the monkey leave his heart?

Answer:

7. What did the monkey do after they reach the river bank?

Answer:

8. Why did the monkey say that the crocodile is foolish?

Answer:

9. What can we learn from the story above?

Answer:

90

B. Mention the conclusion of each paragraph above!

Paragraph Conclusion

I

II

III

IV

V

91

Table 4.1

Students’ Score of VIII.1 (Experimental Class)

Students Pretest (X1) Postest (X2) Gained score (X)

1 68 76 8

2 32 92 60

3 60 88 28

4 60 80 20

5 64 88 24

6 64 80 16

7 60 88 28

8 68 76 8

9 76 96 20

10 68 88 20

11 72 72 0

12 60 68 8

13 68 96 28

14 56 80 24

15 40 88 48

16 68 80 12

17 76 88 12

18 52 88 36

19 68 76 8

20 56 84 28

21 52 76 24

22 60 84 24

23 68 96 28

24 56 76 20

25 64 92 28

N = 25

∑X1 =1536

Mean:61,44

∑X2 =2096

Mean:83,84

∑X = 560

Mean:22,4

Appendix 3

92

Table 4.2

Students’ Score of VIII.2 (Controlled Class)

Students Pretest (Y1) Posttest (Y2) Gained score(Y)

1 56 72 16

2 64 64 0

3 68 76 8

4 60 68 8

5 72 72 0

6 76 80 4

7 64 72 8

8 40 60 20

9 76 76 0

10 60 72 12

11 48 76 28

12 40 76 30

13 64 68 4

14 72 76 4

15 64 64 0

16 60 76 16

17 76 76 0

18 76 80 4

19 44 76 32

20 72 76 4

21 52 68 16

22 56 60 4

23 56 76 20

24 52 60 8

25 68 72 4

N = 25

∑Y1 = 1536

Mean:61,44

∑Y2 = 1792

Mean: 71,68

∑Y = 250

Mean:10

93

1. Normality of the Data

a. Normality of Pre-test in the Experimental Class

Hypothesis



Table 4.3

Calculation of Pre-test Normality in Experimental Class

∑

[∑

]

[

]

= 3873,28 – [61,44]2

= 3873,28 – 3774,87

= 98,41

s = √

Criteria of the test:

In the significant degree of 0,05, the value in the table of Lillyfors shows:

T (0,05)(25) = 0,173.

X F fX fX2 p = f/n Σp z = (Xi- )/s Φ T = φ – Σp

32 1 32 1024 0,04 0,04 -2,967741935 0,0015 -0,0385

40 1 40 1600 0,04 0,08 -2,161290323 0,0154 -0,0646

52 2 104 5408 0,08 0,16 -0,951612903 0,1711 0,0111

56 3 168 9408 0,12 0,28 -0,548387096 0,2946 0,0146

60 5 300 18000 0,20 0,48 -0,14516129 0,4443 -0,0357

64 3 192 12288 0,12 0,60 0,258064516 0,5987 0,0013

68 7 476 32368 0,28 0,88 0,661290322 0,7454 -0,1346

72 1 72 5184 0,04 0,92 1,064516129 0,8554 -0,0646

76 2 152 11552 0,08 1 1,467741935 0,9279 -0,0721

ΣX Σf ΣfX ΣfX2

520 25 1536 96832

s = 9,92

s2 = 98,41

= 61,44

Tmax = 0,0146

Ttable = 0,173

94

H1 = T > 0,173

Ho = T < 0,173

The result showed that Tmax < Ttable (0,0146 < 0,173), it means that the

data is normally distributed.

b. Normality of Post-test in the Experimental Class

Hypothesis



Table 4.4

Calculation of Post-test Normality in Experiment Class

X F Fx fX2 p = f/n Σp z = (Xi- )/s Φ T = φ – Σp

68 1 68 4624 0,04 0,04 -2,076015727 0,0192 -0,0208

72 1 72 5184 0,04 0,08 -1,551769332 0,0606 -0,0194

76 5 380 28880 0,20 0,28 -1,027522936 0,1539 -0,1261

80 4 320 25600 0,16 0,44 -0,50327654 0,3085 -0,1315

84 2 168 14112 0,08 0,52 0,020969855 0,5080 -0,0120

88 7 616 54208 0,28 0,80 0,545216251 0,7054 -0,0946

92 2 184 16928 0,08 0,88 1,069462647 0,8554 -0,0246

96 3 288 27648 0,12 1 1,593709043 0,9441 -0,0559

ΣX Σf ΣfX ΣfX2

656 25 2096 177184

∑

[

∑

]

[

]

[ ]

√



T (0,05)(25) = 0,173.

H1 = T > 0,173

s = 7,63

s2 = 58,21

= 83,84

Tmax = -0,012

Ttable = 0,173

95

Ho = T < 0,173

The result showed that Tmax < Ttable (-0,012 < 0,173), it means that the data

is normally distributed.

c. Normality of Pre-test in the Controlled Class

Hypothesis

Ho : Data of Y is normally distributed.

H1 : Data of Y is not normally distributed.

Table 4.5

Calculation of Pre-test Normality in Controlled Class

Y F FY fY2 p = f/n Σp z = (Xi- )/s Φ T = φ – Σp

40 2 80 3200 0,08 0,08 -1,966972477 0,0250 -0,055

44 1 44 1936 0,04 0,12 -1,6 0,0548 -0,0652

48 1 48 2304 0,04 0,16 -1,233027523 0,1093 -0,0507

52 2 104 5408 0,08 0,24 -0,866055045 0,1949 -0,0451

56 3 168 9408 0,12 0,36 -0,499082568 0,3121 -0,0479

60 3 180 10800 0,12 0,48 -0,132110091 0,4483 -0,0317

64 4 256 16384 0,16 0,64 0,234862385 0,5902 -0,0498

68 2 136 9248 0,08 0,72 0,601834862 0,7258 0,0058

72 3 216 15552 0,12 0,84 0,968807339 0,8315 -0,0085

76 4 304 23104 0,16 1 1,335779817 0,9082 -0,0918

ΣY Σf ΣfY ΣfY2

580 25 1536 97344

∑

[

∑

]

[

]

= 3893,76 – [61,44]2

= 3893,76 – 3774,87 = 118,89

s = √



T (0,05)(25) = 0,173.

s = 10,90

s2 = 118,89

= 61,44

Tmax = 0,0058

Ttable = 0,173

96

H1 = T > 0,173

Ho = T < 0,173

The result showed that Tmax < Ttable (0,0058 < 0,173), it means that the data

is normally distributed.

d. Normality of Post-test in the Controlled Class

Hypothesis

Ho : Data of Y is normally distributed.

H1 : Data of Y is not normally distributed.

Table 4.6

Calculation of Post-test Normality in Controlled Class

Y F fY fY2 p = f/n Σp z = (Yi- )/s Φ T = φ - Σp

60 3 180 10800 0,12 0,12 -1,953177258 0,0256 -0,0944

64 2 128 8192 0,08 0,2 -1,284280936 0,1003 -0,0997

48 3 204 13872 0,12 0,32 -0,615384615 0,2709 -0,0491

72 5 360 25920 0,2 0,52 0,053511705 0,5199 0,0001

76 10 760 57760 0,4 0,92 0,722408026 0,7642 -0,1558

80 2 160 12800 0,08 1 1,391304348 0,9177 -0,0823

ΣY Σf ΣfY ΣfY2

420 25 1792 129344

∑

[

∑

]

[

]

= 5173,76 – [71,68]2

= 5173,76 – 5138,02 = 35,74

s = √



T (0,05)(25) = 0,173.

H1 = T > 0,173.

Ho = T < 0,173.

s = 5,98

s2 = 35,74

= 71,68

Tmax = 0,0001

Ttable = 0,173

97

The result showed that Tmax < Ttable (0,0001 < 0,173), it means that the data is

normally distributed.

2. Homogeneity of the Data

The criteria of the test:

α = 0,05

Ho: Fα(n1-1, n2-2) < F < Fα(n1-1, n2-2)

H1: F > Fα(n1-1, n2-2)

The formula used can be seen as follows1:

or

The calculation can be seen as follows:

1,098

1,275

n1-1 = 25-1 = 24

n2-1 = 25-1 = 24

F0,05(n1-1, n2-1) / F0,05(24, 24) = 1,98 (Ftable)

3. Testing Hypothesis

The calculation can be seen as follows:

a. Determining Mean of variable X:

∑

b. Determining Mean of variable Y:

1 Budi Susetyo, Statistika Untuk Analisis Data Penelitian, (Bandung: PT Refika Aditama,

2010), p.160.

98

∑

c. Determining Standard of Deviation Score of Variable X:

√∑

√

√

d. Determining Standard of Deviation Score of Variable Y:

√∑

√

√

e. Determining Standard Error Mean of Variable X:

√

√

√

f. Determining Standard Error Mean of Variable Y:

√

√

√

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

of Variable Y, with formula:

√

√ √

h. Determining to with formula:

99

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

( )

100

101

102

103

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