THE INFLUENCE OF THINK PAIR SHARE (TPS) ON STUDENTS’
READING NARRATIVE TEXT
(A Quasi-Experimental Study at the Eighth Grade of SMP N 3 Kota Tangerang Selatan
Academic Year 2015/2016)
By:
Yudhistira Adi Nugraha
1111014000026
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2018
i
ABSTRACT
Yudhistira Adi Nugraha (1111014000026). The Influence of Think Pair Share (TPS)
on Students‘ Reading Narrative Text; A Quasi-Experimental Study in the Eight Grade
of SMP Negeri 3 Kota Tangerang Selatan In Academic Year 2015/2016. Skripsi of
Department of English Education at Faculty of Educational Sciences of Syarif
Hidayatullah State Islamic University Jakarta, 2018.
Keyword: Reading, Narrative Text, TPS Strategy
The objective of this study is to know the empirical evidence of the influence of using
think pair share strategy on students‘ reading narrative text. The method used in this
study was quantitative method. Design this study was quasi-experimental design with
pre-test and post-test. The sample of this study is 60 students, which are 30 students
as control class and 30 students as experimental class. Before giving the treatment,
the students from both classes were given a pre-test to know their ability in reading
narrative text. At the end of treatment, the students were given a posttest. The test
used as the primary instrument were concisting of 30 multiple choice questions. In
analyzing the data, the writer used t-test. The result of the calculation showed The
value of ttable in the significance and 5% (0.05) is 1.67 and the value of to is 1.85. So
the result is 1.85 > 1.67. It means than to (t-observation) is higher that tt (t-table), the
rates of the means score of the experimental class are higher than the controlled class.
The use of Think Pair Share (TPS) strategy gives influence on the students‘ reading
narrative text in the eighth grade students of SMP N 3 Kota Tangerang Selatan
ii
ABSTRAK
Yudhistira Adi Nugraha (1111014000026). The Influence of Think Pair Share (TPS) on
Students‘ Reading Narrative Text; sebuah penilitian kuasi eksperimental di kelas delapan
SMP Negeri 3 Kota Tangerang Selatan Tahun Ajaran 2015/2016. Skripsi Jurusan
Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam
Syarif Hidayatullah Jakarta 2018.
Kata kunci: Membaca, Teks Narasi, Strategi TPS
Tujuan penelitian ini adalah untuk mengetahui bukti empiris tentang penggunaan strategi
think pair share terhadap membaca siswa dalam teks narasi. Metode yang digunakan
dalam penelitian ini adalah metode kuantitatif. Desain penelitian ini adalah kuasi
eksperimental dengan menggunakan tes awal dan tes akhir. Sampel yang digunakan
dalam penelitian adalah 60 siswa, 30 siswa sebagai kelas kontrol, dan 30 siswa sebagai
kelas eksperimen. Sebelum diberikan perlakuan, siswa dari kedua kelas diberikan tes
awal untuk mengetahui kemampuan mereka dalam teks narasi. Di akhir perlakuan, siswa
diberikan tes akhir. Tes yang diguanakan sebagai instrumen utama terdiri 30 soal pilihan
ganda. Dalam menganalisa data, penulis mengguanakan uji-t. Hasil dari perhitungan
menunjukkan bahwa nilai dari ttable dalam signifikasi dan 5% (0.05) adalah 1.67 dan nilai
dari to (t-hitung) adalah 1.85. jadi hasilnya adalah 1.85 > 1.67. ini menunjukkan bahwa to (t-
observasi) lebih besar dari tt (t-tabel), nilai rata rata dari kelas eksperimental lebih tinggi
dari kelas kontrol. Penggunaan strategi Think Pair Share (TPS) memberikan pengaruh
membaca teks narasi siswa kelas delapan SMP N 3 Kota Tangerang Selatan.
iii
ACKNOWLEDGMENT
In the Name of Allah, the Most Gracious, the Most Merciful
Praised be to Allah, the Lord of the Worlds, who has given the writer His love and compassion to
finish the last assignment in his study. Peace and salutation be upon to the prophet Muhammad,
his family, his companion, and his adherence.
This paper is submitted to fulfill one of the requirements for the Degree of S. Pd., at the
Department of English Education of Faculty of Tarbiya and Teachers‘ Training, State Islamic
University Syarif Hidayatullah Jakarta.
First of all, the writer would like to thank to his beloved parents, Sigit Budiyanto and Iis
Agustiani, his beloved sister, Laksmi Devi Savitri, and also all of his family for their love,
sincere prayers, support, advice, motivation, and patience, for this writerin finishing this paper.
Secondly, the writer would like to address his thank and great gratitude to Mr. Dr. Alek, M.Pd.,
and Mr. Zaharil Anasy, M.Hum., as the writers‘ advisors, who gave him help, valuable advice,
and guidance with full of patience during writing and completing this paper. Hopefully, may
Allah always bless them with their family and grant all of the wishes.
The writer realizes that he could not finish writing this paper without help from people around
him. Therefore, he would like to give his gratitude and appreciation to:
1. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Educational Sciences, State
Islamic University Syarif Hidayatullah Jakarta.
2. All lecturers in the Department of English Education, for teaching precious knowledge
and for giving wonderful study experience.
3. Dr. Alek, M. Pd., the Head of Department of English Education.
4. Zaharil Anasy, M. Hum., the secretary of Department of English Education.
5. The Principal and all of teachers in SMP Negeri 3 Kota Tangerang Selatan for giving
permission to the writer to do observation and conduct the research.
iv
6. Students of SMP Negeri 3 Kota Tangerang Selatan especially class VIII.3 and VIII.6 for
giving the writer chance to teach them
7. The writers‘ beloved friends from A class academic year 2011.
8. The CAGURS‘ Family (Rismalia, Fauziah, Eka, Utul, Miryanti, Rosya, Nurul, Afra,
Imam).
9. The writers‘ best friends ( Lita Monica, Akhmad Furqon, Hakim Hasan, Harry
Dermawan) and all of the writers‘ friends whom the writer cannot write all of their name
who helped him and had given great support and suggestion to the writer in finishing this
paper.
Finally, the writer admits that his paper is still far from the perfection. Therefore, he hope some
suggestion and criticism from the reader and hopefully, this paper will give valuable information
to the reader.
Jakarta, June 2018
Yudhistira Adi Nugraha
v
TABLE OF CONTENTS
ABSTRACT ................................................................................................................................. ii
ABSTRAK ................................................................................................................................... iii
ACKNOWLEDGEMENTS ....................................................................................................... iv
TABLE OF CONTENTS ........................................................................................................... v
LIST OF TABLES ...................................................................................................................... vi
LIST OF PICTURES …………………………………………………………………………..ix
LIST OF APPENDICES ............................................................................................................. x
CHAPTER I. INTRODUCTION ............................................................................................... 1
A. Background of the Study ................................................................................. 1
B. Identification of the Problem ........................................................................... 2
C. Limitation of the Problem ................................................................................ 2
D. Formulation of the Problem ............................................................................. 3
E. Objective of the Study ..................................................................................... 3
F. Significance of the Study ................................................................................. 3
CHAPTER II. THEORITICAL FRAMEWORK .................................................................... 5
A. Reading ........................................................................................................... 5
1. The Understanding of Reading .................................................................. 5
2. Purposes of Reading .................................................................................. 6
3. Kinds of Reading ....................................................................................... 8
B. Narrative Text .................................................................................................. 9
1. The Understanding of Narrative Text ........................................................ 9
2. The Purposes of Narrative Text ................................................................. 9
3. The Schematic of Narrative Text ............................................................. 10
vi
4. The Grammatical Features of Narrative Text .......................................... 11
5. The Types of Narrative Text .................................................................... 11
C. Think Pair Share (TPS) .................................................................................. 13
1. The Understanding of Think Pair Share Strategy .................................... 13
2. The Purposes of Think Pair Share Strategy ............................................. 13
3. The Procedure of Think Pair Share Strategy ........................................... 14
D. Teaching Reading Narrative Text Using Think Pair Share Strategy ............. 15
E. Previous Related Study .................................................................................. 15
F. Conceptual Framework .................................................................................. 17
G. Research Hypothesis ...................................................................................... 18
CHAPTER III. RESEARCH METHODOLOGY ....................................................................... 19
A. Place and Time of the Research ..................................................................... 19
B. Research Design............................................................................................. 19
C. Population and Sample .................................................................................. 20
D. Instrument of the Research ............................................................................ 21
E. Data Collection Technique ............................................................................ 21
F. Data Analysis Technique ............................................................................... 21
1. Normality Test ......................................................................................... 22
2. Homogeneity Test .................................................................................... 22
3. Hypothesis Test ........................................................................................ 23
G. Statistical Hypothesis ..................................................................................... 25
CHAPTER IV. FINDINGS AND INTERPRETATION ............................................................. 26
A. Data Description ............................................................................................ 26
B. Data Analysis ................................................................................................. 30
1. Result of Pre-test of Experimental and Controlled Class ........................ 30
2. Result of Post-test of Experimental and Controlled Class ....................... 33
3. Normality Test ......................................................................................... 36
4. Homogeneity Test .................................................................................... 37
5. Hypothesis Testing................................................................................... 38
vii
C. Data Interpretation ......................................................................................... 42
CHAPTER V. CONCLUSION AND SUGGESTION ................................................................ 44
A. Conclusion ..................................................................................................... 44
B. Suggestion ...................................................................................................... 44
REFERENCES ............................................................................................................................ 45
APPENDICES ............................................................................................................................ 47
viii
LIST OF TABLES
TABLE 4.1 .....................................................................................................................................26
TABLE 4.2 .....................................................................................................................................28
TABLE 4.3 .....................................................................................................................................30
TABLE 4.4 .....................................................................................................................................31
TABLE 4.5 .....................................................................................................................................32
TABLE 4.6 .....................................................................................................................................32
TABLE 4.7 .....................................................................................................................................33
TABLE 4.8 .....................................................................................................................................34
TABLE 4.9 .....................................................................................................................................35
TABLE 4.10 ...................................................................................................................................35
TABLE 4.11 ...................................................................................................................................36
TABLE 4.12 ...................................................................................................................................37
TABLE 4.13 ...................................................................................................................................38
TABLE 4.14 ...................................................................................................................................38
TABLE 4.15 ...................................................................................................................................39
ix
LIST OF APPENDICES
SOAL PRE TES .............................................................................................................................48
SOAL POST TES ..........................................................................................................................58
RPP KELAS EKSPERIMEN ........................................................................................................66
RPP KELAS KONTROL ..............................................................................................................82
SURAT IZIN PENELITIAN .........................................................................................................98
SURAT KETERANGAN PENELITIAN ......................................................................................99
DOKUMENTASI ........................................................................................................................100
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Reading is a means of language acquisition, communication, and sharing information and
ideas1 one of the most important skills because reading has become parts of daily lives. Through
reading, people are able to get information, idea, knowledge, problem solution and pleasure.
People cannot avoid reading because they always find reading materials everywhere through
novel, magazine, newspaper, academic book, internet, and so on. Based on William and
Fredricka book‘s reading is ability to draw meaning from the printed page and interpret this
information appropriately.2 It can be seen from general students‘ understanding about topic in the
text. Through reading activity, the students can improve their knowledge, attitudes, and wise in
thinking. Reading activity can be trained by parents and teachers starting from kindergarten until
university level. Developmental reading activities are those in which the main purpose of the
teacher is to bring about an improvement in reading skill. Reading program in junior high school
studies must be developmental, corrective and remedial in nature and must be natural
continuation of the elementary school program and also linked to reading instruction in the
senior high school.
Since reading is one of competence standards taught through English subject, students should
understand reading text such as descriptive text, narrative text, recount text, argumentative text,
and procedure text. In further, based on competence standards ―Kurikulum 13 (K-13),‖ the goal
of teaching reading in English subject for the eighth grade students is that the students can
understand the meaning of simple functional text and short essay in the form of recount text,
narrative text, and procedure text.3 Based on Abbott narrative is the principal way in which our
1 https://en.m.wikipedia.org/wiki/reading_(process)
2 William Grabe & Fredricka L . Stoller, Teaching and Researching Reading, (New York: Routledge,
2013), p. 3. 3Badan Standar Nasional Pendidikan, Standar Isi untuk Satuan Pendidikan Dasar dan Menengah, Standar
Kompetensi dan Kompe tensi Dasar SMP/MTS, (Jakarta, 2016), p. 162
2
species organizes understanding of time.4 It is common text used in teaching reading purposed to
present a view of the world that entertains or informs the reader or listener.5
According previous related study the researcher found the problems. First problems are
teacher used teacher-centered method. It means that the teacher was more active than the
students. The second problem is the student had low motivation to understand the reading text.
Based on the writer‘s experience when he did teaching practice and taught the eighth grade
students at SMP Negeri 3 Kota Tangerang Selatan, he found the similarities problem. There are
some difficulties faced by the students in learning reading, especially in narrative text material.
Reading narrative text is considered as a complicated activity for the students because they feel
difficult to understand the text and conclude the meaning of the text by themselves. Unfamiliar
words in the reading text are sometimes faced by the students because they do not have basic
knowledge of the given text. Moreover, their teacher did not have varieties of strategy in helping
the students understand the text because the teacher only asked they to read, and answer the
question related the text.
According those problems above, as the teacher, it is important to help students to master
reading narrative text. Teacher should be implementing a strategy to teach reading narrative text
that is effective and helpful for students. There are many strategies which can helpful student to
improving their reading narrative text. One of strategies is Think Pair Share (TPS) strategy. TPS
is a cooperative discussion strategy developed by Frank Lyman and his colleagues in Maryland.
It gets its name from the three stages of student action with emphasis on what students are to be
doing at each of those stages6. Students will be easier to understand what they read with using
TPS strategy, because, after students read the text, they will think about what they just read, and
then they will share about what they just read to their pair. In pair session, students will get new
information from their pair and they will share each other what they got from the text.
4 Abbott, H. Porter, The Cambridge Introduction to Narrative (Cambridge: Cambridge University Press,
2002), p.3. 5 Mark Anderson & Kathy Anderson, Text Types in English, (Australia: MacMillan Education Australia
PTY Ltd, 1997), p. 6. 6 Frank Lyman, Reading Comprehension Think-Pair-Share (Lyman, 1981), p.1 (Porter 2002)
3
In this research, writer was got the empirical data about the influence of TPS strategy on
students‘ reading narrative text. Based on the explanation above, the writer will conduct a
research with the tittle ―The Influence of Think Pair Share on Students‘ Reading narrative Text.‖
B. Identification of the Problem
The problems that students faced in reading narrative text can be identified as follows:
1. Teachers used only teacher-centered method
2. Low motivation to learn reading text
3. Student had difficulties in understanding the text
4. Student lack of vocabulary
C. Limitation of the Study
Based on the problem identification, the writer limits the study on ―The influence of
Think Pair Share on students‘ reading narrative text‖ in the eighth grade students of SMP
Negeri 3 Kota Tangerang Selatan in 2015/2016 academic year.
D. Formulation of the Problems
Based on the description above, the writer formulated the problem: ―Does TPS strategy
influence students‘ reading narrative text at the eighth grade of SMP Negeri 3 Kota
Tangerang Selatan.
E. The Objective of the Study
The objective of the study is to see whether TPS strategy can influence students‘ reading
narrative text at the eighth grade of SMP Negeri 3 Kota Tangerang Selatan
F. The Significance of the Study
Finally, it is hoped that this study can produce significant result for:
1. The writer
4
The result of this study is expected to give new information to the writer about the
teaching of narrative text using Think Pair Share strategy. In addition, it is hoped that this
strategy can influence in improving students‘ reading skill. The important one is that the
writer can use the result of this study to accomplish the requirements for graduating from
UIN Syarif Hidayatullah Jakarta.
2. The English Teachers
It is hoped that the result of this study can giving teachers‘ knowledge about teaching and
learning strategy such as Think Pair Share that can be used in teaching many text such as
narrative text. In addition, it is hoped that the result of this study can motivate teachers to
implement a better language teaching strategy which can improve students‘ learning
motivation
3. The school of SMP N 3 Kota Tangerang Selatan
In conducting this study, it is expected that the school can gain benefit in improving the
educational quality of English teaching, especially the teaching about reading in narrative
text.
4. The students
From the study result, it is assumed that the students especially as a sample for this study
can know Think pair Share strategy can be effective for them in reading narrative text.
5
CHAPTER II
THEORITICAL FRAMEWORK
A. Reading
1. The Understanding of Reading
There are many linguists that have defined reading. Here will be delivered some of them.
According to Grabe and Fredicka, ―reading is the ability to draw meaning from the printed
page and interpret this information appropriately.‖7 According Aebersold and Lee, ―reading
is what happens when people look at a text and assign meaning to the written symbols in that
text. The text and the reader are the two physical entities necessary for the reading process to
begin.‖8
Another definition of reading is proposed by Savage and Mooney who mentioned that
reading involves an interaction between a reader and a piece of written material. At the very
basic level, the interaction starts with the reader seeing black lines surrounded by white
space. These lines register on the retina of the eye and are transmitted to the brain. The reader
recognizes the symbols—individually and in combination—and attaches significance to
them. The words create an image or an idea in the reader‘s mind.9
Pamela, carol, and Maria explained reading is not phonics, vocabulary, syllabication, or
other ―skills,‖ as useful as these activities may be. The essence of reading is a transaction
between the words of an author and the mind of a reader, during which meaning is
constructed. This means that the main goal of reading instruction must be comprehension.10
From the definitions above, it can be concluded that reading is a process for obtaining the
writer‘s intention, getting information and ideas from the writer‘s writing properly. Reading
7 William Grabe and Fredricka L Stoller, Teaching and Researching Reading, (New York: Routledge,
2013),p. 3. 8 Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher: Issues and strategies for
Second language classrooms, (New York: Cambridge University Press, 1997),p. 15. 9 John F. Savage and Jean F. Mooney, Teaching Reading to Children with Special Needs, (Boston: Allyn
and Bacon Inc., 1979),p. 13.
10
Pamela J. Farris, Carol J. Fuhler and Maria P. Walther, Teaching Reading: A Balanced Approach for
Today’s Classroom, (New York: McGraw-Hill, 2004),p. 234.
6
is not only an activity to see the words printed in a text, but also as a form of communication
between the writer and the reader through a text.
2. The Purpose of Reading
People read something because they have purpose.11
Generally, the purpose of reading is
to get information from the text. For example, when people driving to school or work, they
may read sign about road construction in progress so they can avoid traffic delays.
Nuttal said ―you read because you wanted to get something from writing: facts, ideas,
enjoyment, even feelings of family community (from a letter): whatever it was, you wanted
to get the message that the writer had expressed.‖12
According William and Fredricka, there are the purposes of reading:
1) Reading to search for simple information and reading to skim
Reading to search for simple information is also called scanning which the reader to find
the specific words, specific piece of information, or a few representative phrases. In other
hand, skimming is can be described as combination of strategies for guessing where
important information might be located in the text, and then using basic reading
comprehension skills on those segments of the text until a general idea is formed.
The example: when people get lost in somewhere area, they will read the map or GPS
(Global Positioning System) to find the right way.
2) Reading to learn from text
Reading to learn is condition when the reader needs to learn a considerable amount of
information from a text. They get main and supporting ideas in the text, and they connect the
text to their knowledge.
The example: students in one class read grammar and vocabulary book for final
examination.
11
Aebersold and Field, op. cit.,p. 15 12
Christine Nuttal, Teaching Reading Skills in Foreign language, (Oxford: Heinemann, 1989),p. 3.
7
3) Reading to integrate information, write and critique texts
Reading to integrate information requires critical evaluation of the information being read
so that the reader can decide what information to integrate and how to integrate it for reader‘s
goal. Reading to write and to critique task may be task variants of reading to integrate
information.
The example: people give review after they read novels.
4) Reading for general information
Reading for general information is when a reader reads very rapidly and processes words
automatically. Meanwhile, the reader gets a general meaning representation of main idea
because they focused on overall understanding of the text.13
The example: when people read the schedule of train or city bus.
Based on Jo and Christoper on their book, the purpose of reading is:
1) To obtain information for some purpose or because we are curious about some topic
Ex: read the maps
2) To obtain instructions on how to perform some task for our work or daily life
Ex: read cooking recipe
3) To keep in touch with friends by correspondence or to understand business letters
Ex: read the result of presentation
4) To know when or where something will take place or what is available
Ex: read birthday invitation
5) To know what is happening or has happened
Ex: read newspapers
6) For enjoyment or excitement.14
Ex: Read comics or novels
13
Grabe and Stoller, op. cit., p. 7. 14
Jo McDonough and Christopher Shaw, Materials and Methods in ELT: A Teacher’s Guide, (Malden:
Blackwell publishing, 1993),p.102.
8
From the purposes of reading defined by some experts above, it can be concluded that the
goals of the readers in reading activity are to get, to know, and to understand the detail
information of a text or only to get information that they need. In other hand, the readers read
because they want to get enjoyment.
3. The Kinds of Reading
When people read, they have their own purpose and it determines how people read a text.
According Harmer, there are two kinds of reading:
1) Extensive reading
Extensive reading is students‘ reading program in outside classroom. The purposed of this
program is reading for pleasure. The material used in this program is novels, newspaper,
magazines, internet, etc.
2) Intensive reading
Intensive reading refers to detailed focus on the construction of reading text like usage of
grammar, detailed of words meaning, vocabulary and usually implemented in classrooms.15
Beside those two kinds of reading, Broughton identified kinds of reading such as:
1) Reading Aloud
The characteristic of reading aloud is oral matter, including pronunciation, speed, tone, and
pause. Other activity in reading aloud is conversation. Few people are required to read aloud as
matter of daily routine, radio newscasters, clergymen, perhaps actors, and that is all.
2) Silent Reading
The goal of silent reading understands. While the readers do silent reading, there is no oral
expression. In silent reading, the readers use their ability to understand the meaning of the
written sign.16
15
Jeremy Harmer, How to Teach English, (England: Pearson Educational Limited, 2007),p. 99
9
In other side, Grellet added two more kinds of reading:
1) Scanning: a process of reading in which quickly going through a text to find a particular
piece of information
2) Skimming: a process of reading in which quickly running one‘s eyes over a text to get the
gist of it.17
B. Narrative Text
1. Definition of Narrative Text
According Farris, Fuhler, and Walther in their book, narrative text enables readers to make
connection: personal, textual and with the worlds.18
It means reading narrative text enables the
readers to create connections as they long as they read such as they can imagine the story like in
the real life and find similarities between the story and their real life.
Based on Mark and Kathy Anderson, Narrative text is types of text which tells a story.19
Regarding to the explanation above, it can be concluded that narrative text is a text which
tells series or sequences of even in certain time. Narrative text tells the readers about a story
which is able to entertain them. By reading narrative story, readers are able to connect the story
to their personal lives, to another story and to what are in their world.
2. Purposes of Narrative Text
Generally, a purpose of narrative is to amuse the readers. So, the readers are expected to
enjoy the story of the text while they are reading. It is in line with Fahris, Fuhler, and Walther
who stated that reading narrative text also called aesthetic reading because the readers reads for
enjoyment and pleasure.20
16
Geoffrey Broughton, et. al., Teaching English as a Foreign Language, (New york: Taylor & Francis e-
Library, 2003), pp. 91-92. 17
Francoise Grellet, Developing Reading Skill, (Cambridge: Cambridge University Press, 2010), p. 4 18
Pamela J. Farris, Carol J. Fuhler, Maria P. Walther, op. cit., p. 477 19
Mark Anderson, Kathy Anderson, Text Types in English 2, (South Yarra: MacMillan, 2003), p. 6. 20
Pamela J. Farris, Carol J. Fuhler, Maria P. Walther, op. cit., p. 477
10
Based on Anderson and Anderson statement, the purposes of narrative text are to construct a
world view to entertain the readers.21
It means, when people read the text they can make their
point of view based on the text. In addition, the goal of narrative is able to make the readers
teach them a lesson, excite their emotions and think about an issue.
3. The Schematic of Narrative Text
Based on Anderson and Anderson on their book22
, the schematic of narrative text consist of
orientation, complication, sequence of events, resolution, and coda.
1) Orientation
The narrator tells the readers about who is in the story, when and where it is happening, and
what is going on the story. This part can also be called as introductory part of a story.
Example: Cinderella lived whom the ugly stepsister and cruel stepmother.
2) 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. In this part the characters of the
story play their role.
Example: Cinderella wants to go to the party but she has so stay at home to do cleaning the
house by her stepmother.
3) Sequence of events
The narrator tells about 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.
Example: clock begins to strike 12 and Cinderella run off but leaves a glass shoes behind.
4) Resolution
21
Mark Anderson, Kathy Anderson, loc, cit., p. 3 22
Mark Anderson, Kathy Anderson, loc. cit., p. 12
11
Part of the narrative story where the complication is sorted out or the problem is solved
Example: Cinderella and the prince marry and live happily ever after.
5) Coda
The narrator input a coda if there is to be a moral or message to be learned from the story
Example: as the human, we must to be honest and don‘t to be envy with other people
4. The Grammatical Features of Narrative Text
Narrative texts usually include the following grammatical features:23
1) Nouns that identify the specific characters and places the story.
Example: castle, forest, sea, Pinocchio, Cinderella, dwarfs
2) Adjectives that provide accurate descriptions of the characters and setting.
Example: handsome prince, beautiful princess, envy stepmother
3) Verbs that show the actions that occur in the story.
Example: Cinderella run off, Pinocchio jump to the sea
4) Time words that connect events, telling when they occurred.
Long time ago, once upon a time
5. The Types of Narrative Text
There are some common types of narrative texts and those are usually some popular ones:24
1) Humor
The purpose of humor story is to make the reader laugh as part of telling a story.
Example: Donald Duck.
2) Romance
The romance narrative typically tells of two people as lovers who overcome difficulties to
end up together.
23
Anderson, and Anderson, Text Types in English 3, (South Yarra: MacMillan, 2003), p. 3.
24
Mark Anderson, Kathy Anderson, op. cit., p. 18
12
Example: Romeo and Juliet.
3) Crime
The literary genre that fictionalizes crimes, their detection, criminals, and their motives.
Example: murder on the orient express.
4) Real-life fiction
Story that is true to life
Example: To Kill a Mocking Bird.
5) Historical fiction
Story with fictional characters and events in an historical setting.
Example: The Three Musketeers.
6) Mystery
Fiction dealing with the solution of a crime or the revealing of secrets.
Example: The Big Sleep.
7) Fantasy
Fiction in unreal setting that often includes magic, magical creatures, or the supranatural.
Example: Snow White.
8) Science fiction
Story based on the impact of actual, imagined, or potential science, often set in the future or
on other planet.
Example: Pipeline to Pluto
9) Diary-novels
Relatively long work of narrative fiction, normally in prose, which is typically published as
a book.
Example: Little Woman
10) Adventure
Fiction that usually present danger, or gives the reader a sense of excitement.
Example: Adventure of Tintin
There is one example text of narrative:
13
Once upon a time there were four little rabbits. Their names were Flopsy, Mopsy, Cotton-tail
and Peter. One morning they were allowed to play outside. Their mother reminded them not to
go to Mr. McGregor‘s garden because their father had an accident there.
Flopsy, Mopsy, and Cotton-tail were good little rabbits. They went down the lane to pick
blackberries. But Peter was naughty. He ran straight away to Mr. McGregor‘s garden. He ate
some lettuces, French beans, and radishes. Suddenly, he met Mr. McGregor. Peter was very
frightened and rushed away as fast as he could. He lost a pair of shoes and a jacket while he was
running. Peter never stopped running or looked behind him till he got home. During the evening,
he was sick because he was so tired. He had to drink some medicine while three of his brother
had bread, mild and blackberries for supper.
C. Think Pair Share (TPS)
1. The Understanding of Think Pair Share Strategy
Think Pair Share is a strategy designed to provide students with ―food for thought‖ on given
topics enabling them to formulate individual ideas and share their ideas with another student.25
Think Pair Share is a collaborative learning strategy in which students work together to
solve a problem or answer to a question and share ideas with classmates. Discussing an answer
with a partner serve to maximize participation, focus attention and engage students in
comprehending the reading material.26
Based on the explanation from the expert, it can be concluded the think pair strategy is
collaborative learning can help to improve students‘ reading ability, especially in reading
narrative text.
2. The Purpose of Think Pair Share Strategy
Think Pair Share strategy engages students in a step-by-step process that guides them
through informational text. The students are able to provide opportunities to talk about a story or
25
Keney, J. et al, Literacy Strategies for Improving Mathematics Instruction, (Association for Supervision
and Curriculum Development, 2005), p. 1. 26
TPS Strategy retrieved from http://www.readingrockets.org/strategies/think-pair-share?theme=print
14
text as they read it. It means that the use of Think Pair Share strategy helps students to develop
their critical thinking based on the information they read.
Based on reading rockets journal, the purpose of think pair share is:
1) Helps students to think individually about a topic or answer to a question
2) Teaches students to share ideas with classmates and builds oral communication skills
3) Help focus attention and engage students in comprehending the reading material
Meanwhile, other source of internet, the purpose of Think pair Share strategy is:
1) Providing think time increases quality of student responses
2) Students become actively involved in thinking about the concepts presented in the lesson
3) Research tells us that we need time to mentally new ideas in order to store them in memory.
4) When students talk over new ideas, they are forced to make sense of those new ideas in
terms of their prior knowledge.
5) Students are more willing to participate since they don‘t feel the pressure involved in
responding in front of the whole class
6) Think pair share is easy to use on the spur of the moment, and it is a strategy that can be
adapted in many ways
7) Easy to use in large class27
3. The Procedure of Think Pair Share Strategy
In one source of internet, there is the procedure of using Think Pair Share strategy:28
1) Announce the discussion topic or problem to solve. The topics are endless, from problem
solving, to explaining course content.
2) Give students at least 10s of think time to think of their answer.
3) Ask students to pair with their partner to discuss the topic or solution. Teacher can time
them and give each partner a certain time to talk and listen to the other.
4) Finally, randomly call on a student to share their ideas with the class.
27
TPS Strategy retrieved from http://www.readingrockets.org/strategies/think-pair-share?theme=print 28
Keney, J. et al, Op. Cit., p. 1
15
Meanwhile, Rasinkski and Padak proposed procedures to conduct TPS strategy in
teaching reading as follows:
1) Student find partners
2) The teacher identifies stopping points for discussion and shares these with students.
3) Students read to the first stopping point and then think about the reading. They might
consider such issues as what they found interesting or puzzling, making brief notes about
their thoughts as they are reading the passage
4) After each partner has completed this thinking, the pairs talk with one another using their
notes to remind them of the points they wish to make.
5) The larger group shares, focusing on interesting issues that arose during the partner
discussions. Depending on students‘ interests and needs, these discussions may be brief
or lengthy
6) When the first Think Pair Share cycle is complete, students read the text portion of the
story and begin the cycle again.29
D. Teaching Reading Narrative Text Using Think Pair Share Strategy
1. Teachers ask students to seat beside their pair
2. After that, teacher explain about technique of Think Pair Share Strategy
3. Next, students try to answer 10 multiple choice question in 10 minutes
4. After they answer the question, students try to apply Think Pair Share strategies:
Students think about their answer
Students discuss about their answer to their pair, and give the reason, why their
pair choose these answer
After discussion time was over, every student share their answer and question in
front of class.
The steps of this strategies used in every treatment at 4 times meeting.
1. Previous Related Study
29
Rasinkski, T., & Padak, N, Holistic reading strategies: Teaching children who find reading difficult
(Englewood Cliffs, NJ: Merrill/Prentice Hall, 2003), pp. 112-113.
16
M. Afan & Dantes was used TPS in his research. He wants to know reading achievement
level of students differing in their achievement motivation.30
His experimental research used
post-test only and he was used students at eighth grade as his sample. The result of his
research is, the researchers concluded there was a significance difference in English reading
achievement between students who are taught by Think-Pair- Share teaching technique and
those who are taught by using conventional technique, there was an interaction effect
between the teaching technique and Think-Pair-Share teaching technique and students‘
achievement motivation in the students‘ English reading achievement, the students should be
aware on their own achievement motivation. When they do it, they must support and
maximized the strength and minimized the weakness to reach a god achievement in learning
the language and for the next researcher, it is recommended to conduct a research on some
variables that tended to the result of the study used Think-Pair-Share teaching technique and
the students achievement motivation as moderator variable. The research can be conducted in
a different setting, time, subjects, and materials in the purposed to obtain a more
comprehensive study.
Dr. Siti Aisyah Ginting, M.Pd and Fenny Friska Sormin also created research which
related with reading and Think Pair Share strategy. They want to found is what Think Pair
Share can improve students‘ achievement in reading.31
The research was conducted in two
cycles and each cycle consists of three meetings. The instruments for collecting data were
quantitative data (reading test) and qualitative data (diary notes, observation sheets, and
interview sheet). Based on reading score, students‘ score kept improving in every test. In
orientation test the mean score was 62.50, in cycle I the mean of writing score was 70.52, in
cycle II the mean of reading score was 80.13. Based on diary notes, observation sheets and
interview sheet, it was found that teaching learning process ran well. Students were active
and interested in reading. The result of the research showed that Think Pair Share Technique
(TPS) can improve students‘ achievement in reading.
30
Affan , & Dantes "The Effect of TPS Technique on The English Reading Achievement of The Students
Differing In Achievement Motivationa at Grade Eight of SMPN 13 Mataram." e-Journal Program Pascasarjana
Universitas Pendidikan Ganesha Program Studi Pendidikan Bahasa Inggris (Volume 1 Tahun 2013), pp. 1-12.
31 Dr. Siti Aisyah Ginting, M.Pd & Fenny Friska Sormin. "Improving Students’ Achievement in Reading
Comprehension Through Think Pair Share Technique." n.d.: 1-16.
17
Andik also used this research to examine how TPS technique can improve reading at the
first grade of MA Miftahul Ulum Karangduring Karangpenang Sampang. The researcher
implemented Classroom Action Research (CAR) in order to improve students‘ reading by
using TPS (Think, Pair, and Share) technique.32
The subject of study was the students of the
XD class consisting of 47 students. This study carried out some steps; they were planning,
action, observation, and reflection. The researcher used test, observation checklist, and
questionnaire to collect the data during teaching and learning process. The research was
conducted in one cycle that consisted of three meetings. The finding of this research
disclosed that the TPS technique could improve students‘ reading comprehension. It was
proven by the mean score or reading comprehension increased from 65.85 to 90. Based on
the result of this research, the research improved the students‘ reading at the first grade of
MA Miftahul Ulum Karangduring Karangpenang Sampang successfully.
Based on the previous related study, it can be concluded if reading narrative text still
becomes one of difficult lesson for students‘ of junior high school. Lack of motivation and
unfamiliar words become main problems in this case. Think Pair Strategy can be one way to
solve these problems, because the strategy was easy to use. One of the advantages using this
strategy improves students‘ skill to understand about narrative text story.
Conceptual Framework
According to the theories, reading is an activity of understanding and constructing
meaning from written language into an organized way to create representation of the text in
readers‘ mind. Narrative text is a text that tells an imaginative story which contains some
events and also makes the readers have the messages of the text. Think Pair Share (TPS)
strategy is that strategy that encourages students to use their minds while reading a text. It
guides students to think the answer of the question, discuss the answer with their pairs and
share the answer or ideas with the class.
The writer thought that those definitions have close connection to one another. Based on
some theories from many linguists, it can be said that narrative text is effective to be used in
32
Andik. "Improving Reading Comprehension by Using Think, Pair, and Share Technique." JP3, Volume
1, No. 12, Agustus, 2013: 1-6.
18
teaching reading. Because narrative text is a text telling a story, it can make the readers
imagine the story so that the readers will be easier in understanding the story.
With Think Pair Share (TPS) strategy, students are given time to think through their own
answers to the question(s) before the questions are answered by other peers and the
discussion moves on. This strategy provides an opportunity for all students to share their
thinking with at least one other student. TPS also benefits students in the areas of peer
acceptance, peer support, academic achievement, and increased interest in other students and
school. Based on explanation above, the writer thought that there will be significant influence
on students‘ reading narrative text by using TPS strategy.
2. Research Hypothesis
The hypothesis of this research can be seen as follows:
H1 : Think Pair Share strategy gives influence on students‘ reading narrative text.
H0 : Think Pair Share Strategy does not give influence on students‘ reading narrative text.
19
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Research
This research was conducted at SMP Negeri 3 Tangerang Selatan which is located at Jl.
Ir. H. Juanda No.1 Ciputat Tangerang Selatan, on the first semester. The school had 720
students divided into 32 classes. There were 11 classes for the seventh grade, 11 classes for the
eighth grade and 10 classes for the nines grade, but the research was only conducted to two
classes of the eighth grade students. The research was conducted for five weeks. It began on
February 29th
2016 and ended on March 30th
2016.
B. Research Design
In this research, quantitative research was used. According Creswell on his book, in
quantitative research there are three design; experimental, correlation and survey.33
The
experimental design was chosen in this research. Experiment is a procedure for testing a
hypothesis by setting up a situation in which the strength of the relationship between variables
can be tested.34
Also, it established possible cause-effect between independent and dependent
variables.35
This research used Quasi-Experiment Design. Quasi-experiment is the next logical step in
a long research process where laboratory-based experimental findings need to be tested in
practical situations to see if the findings are really useful. Quasi-Experiment Design is one of
approaches of a research that uses two groups; those are experimental class and control class.
According White and S, Quasi-experimental methods that involve the creation of a comparison
group are most often used when it is not possible to randomize individuals or groups to treatment
and control groups. 36
33
John W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and
Qualitative Reasearch – International Edition, (Boston: Pearson, 2008), p. 60. 34
David Nunan, Research Method in Language Learning, (New York: Cambridge University Press, 1992),
pp. 24 – 25. 35
John W. Creswell, op.cit., p. 299. 36
Howard White and Shagun Sabarwal, Quasi-Experimental Design and Methods, (Florence: UNICEF,
2014), p.2.
20
The following is the design of the research:
Pattern:
Group Pretest Treatment Posttest
E O1 X O2
C O3 - O4
In which:
E = Experiment Class C = Controlled Class
O1 = Pretest Experiment Class O2 = Posttest Experiment Class
O3 = Pretest Controlled Class O4 = Posttest Controlled Class
X = Using Treatment
This research was done to the students from two classes that have the same level. They
were given different teaching approaches. Each class consisted of 30 students. The first class
which was as experimental class was given reading comprehension of narrative text by using
Think Pair Share; TPS strategy was the treatment or ―new‖ method. At the same time, the second
class – controlled class – was given reading narrative text by the conventional method which was
mostly used by the teacher to teach reading.
This research was focused on giving treatment to the experimental class by applying TPS
strategy to measure students‘ achievement and to find out the influence of TPS strategy on
students‘ reading narrative text. Then, the results from reading test were calculated.
C. Population and Sample
The population of the research was the eighth grade students of SMP Negeri 3 Kota
Tangerang Selatan. There were 11 classes of the eighth grade. The total number of students or
population was 266 students.
Meanwhile, the sampling technique used for this research was purposive sampling
because this research took the sample with any consideration. This research was conducted to
21
VIII.3 class as the experimental class and VIII.5 class as the controlled class because of the
suggestion of the English teacher in that school. The teacher said that the two classes had the
same level, and they were appropriate to be the sample of the research. In other words, purposive
sampling was used because both classes were considered as knowledgeable and informative so
that those classes were able to be the sample of this research. This research was conducted to
those two classes in order to see whether the given treatment in experimental class gives
influence on students‘ reading narrative text or not.
D. Instrument of the Research
The instrument of this research was a reading test of English consisted of 30 multiple
choice questions taken from some books of English for the eighth grade students of junior high
school. The test that will be given to the students in experimental and controlled class must be
valid and reliable so that the 40 questions had been tested first to the students from other class in
order to measure the test‘s validity and reliability by using AnatestV4.
E. Data Collection Technique
In collecting the data, pretest and posttest consisting of 30 questions in multiple choice
forms were given to the students. This type was chosen because it was common test model which
is usually used by many researchers in conducting their research especially in a school. This type
was also chosen because narrative text questions are usually formed in multiple choices. Both
experimental class and controlled class were given the pretest and the posttest. The pretest was
given to see the students‘ capability in their reading skill before using TPS strategy. The posttest
was given to measure which class had better scores.
F. Data Analysis Technique
After the data of the pretest and the posttest scores were collected, the data then were
analyzed by using statistic calculation of t-test formula in manual calculation and software
calculation using SPSS (Statistic Product and Statistic Solution) version 22. The t-test was used
22
to test the hypothesis. Before calculating t-test, normality and homogeneity tests were done
first.37
1. Normality test
Normality test is performed to show whether the data from the sample is normal or not,
the data are both pretest and posttest result taken from experimental and controlled class. If the
normality of the data is more than the level of significance α (0.05), scores are normally
distributed. The normality test is performed by using Kolmogrov-Smirnov and Shapiro-Wilk
gained as follows: Analyze → Descriptive Statistics → Explore. Insert Pretest/Posttest in
Dependent List and Class in Factor List. Click Plots and Checklist Normality plots with tests →
Continue → OK.
The criterion of hypothesis is:
H0: Significance score > 0, 05 means the data is normally distributed.
H1: Significance score > 0, 05 means the data is not normally distributed.
2. Homogeneity test
Homogeneity test is performed to test whether the data from the two groups,
experimental and controlled class, have the same variant in order that the hypothesis can be
tested by t-test or not. Homogeneity test is calculated by using Levine and gained as follows:
Analyze → Compare means → One Way Anova → Put Pretest/Posttest in Dependent list and
Class in Factor List → Click option and Checklist Homogeneity of variance test → Continue →
OK. Here is the example of homogeneity test result of the data:
Test of Homogeneity of Variances
Pretest
Levene Statistic df1 df2 Sig.
.140 1 38 .711
37
Budi Susetyo, Statistika untuk Analisis Data Penelitian, (Bandung: PT. Refika Aditama, 2010), pp. 137 –
138.
23
3. Hypothesis test
After getting the data from pre-test and post-test taken from experimental and controlled
class, it needs to find out the differences score in the students‘ reading narrative text by using
Think Pair Share (TPS) Strategies. Here, the two classes are compared to the independent
variable, the experimental class is X variable and the controlled class is Y variable. Statistical
calculation of the t-test with significant degree 5% (0.05) and 1% (0.01) is used. The formula of
t-test is expressed as follows:38
In which:
Mx = Mean of variable X
My = Mean of variable Y
SE = Standard error
Prior the calculation of the t-test; there are several steps as follows:
1. Determining Mean of Variable X with formula:
∑
2. Determining Mean of Variable Y with formula:
∑
3. Determining Standard of Deviation Score of Variable X with formula:
√∑
38
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), p. 314.
24
4. Determining Standard of Deviation Score of Variable Y with formula:
√∑
5. Determining Standard Error of Mean of Variable X with formula:
√
6. Determining Standard Error of Mean of Variable Y with formula:
√
7. Determining Standard Error of Difference of Mean of Variable X and Y with
formula:
√
The last procedure is determining df (degree of freedom) with formula:
( )
In which:
M = The average of students score
SD = Standard deviation
SE = Standard errors
X = Experimental class
Y = Controlled class
Nx = Number of students of Experimental class
Ny = Number of students of Controlled class
df = Degree of freedom
25
G. Statistical Hypothesis
The t-test is used to test the hypothesis to see whether H1 is accepted; Ho is rejected or
not. The statistical hypothesis of this research can be seen as follows:
H1: µ1 ≠ µ2
H0: µ1 = µ2
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 the means score of the experimental class are higher than the
controlled class. The use of Think Pair Share (TPS) strategy gives influence on the
students‘ reading narrative text.
2. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null hypothesis) is
accepted. It means that the rates of the means score of the experimental class are the
same as or lower than the controlled class. The use of Think Pair Share (TPS) strategy
does not give influence on the students‘ reading narrative text.
26
CHAPTER IV
FINDINGS AND INTERPRETATION
A. Data Description
The research was conducted at SMP Negeri 3 Kota Tangerang Selatan for four weeks.
The research was conducted to two classes; experimental class and controlled class. Those
classes were the eighth grade of SMP Negeri 3 Kota Tangerang Selatan consisting of 30 students
in each class. The material that was taught for the research was narrative text. Pretest was given
to the students in the first meeting while posttest was given in the last meeting to both classes
(experimental and controlled class) in order to know the students‘ achievement before and after;
using Think Pair Share (TPS) strategy on the students‘ reading narrative text and without using
TPS strategy.
The data of the experimental class were collected from the result of the students‘ scores
of pretest and posttest. Table 4.1 below shows the description of the students‘ scores in the
experimental class (variable X).
Table 4.1
The students’ scores of Experimental Class (X)
No Pretest Posttest Gained
1 61 77 16
2 71 72 1
3 72 65 -7
4 68 68 0
5 72 76 4
6 62 73 11
7 67 70 3
8 65 77 12
9 66 63 -3
10 61 60 -1
27
11 73 85 12
12 62 76 14
13 71 81 10
14 65 75 10
15 70 74 4
16 69 72 3
17 73 73 0
18 64 72 8
19 76 70 -6
20 70 67 -3
21 70 73 3
22 65 70 5
23 68 72 4
24 66 71 5
25 67 80 13
26 70 72 2
27 72 83 11
28 70 73 3
29 54 78 24
30 71 84 13
∑ 2031 2202 171
Mean 67.70 73.40 5.70
Table 4.1 shows the students‘ pretest scores, their posttest scores and their gained scores.
Based on the result of pretest in experimental class, it can be showed the highest score and the
lowest score of 30 students in the experimental class. In pretest, it can be seen the highest score
28
was 76 and the lowest score was 54. The mean score of the pretest was 67.70. After pretest was
conducted, treatment was given to the experimental class. The students of the experimental class
were given Think Pair Share (TPS) strategy in learning narrative reading. After giving the
treatment four times, posttest was given to the students. In posttest, it can be seen that the mean
score of posttest was improved and it was 73.40. Furthermore, the mean of gained score was
5.70. The highest score of posttest was 85 and the lowest score in posttest was 60 obtained only
by one student. It can be concluded that there was positive influence of using TPS strategy for
students to learn narrative text.
Table 4.2 below shows the description of the students‘ scores in the controlled class
(variable Y).
Table 4.2
The students’ scores of Controlled Class (Y)
No Pretest Posttest Gained
1 58 66 8
2 67 66 -1
3 71 65 -6
4 64 69 5
5 66 70 4
6 70 71 1
7 63 69 6
8 65 74 9
9 66 70 4
10 70 67 -3
11 63 58 -5
12 61 69 8
13 65 75 10
14 77 78 1
15 67 68 1
29
16 66 65 -1
17 63 70 7
18 57 60 3
19 71 74 3
20 76 85 9
21 65 67 2
22 74 74 0
23 63 73 10
24 65 70 5
25 70 67 -3
26 66 68 2
27 68 75 7
28 74 70 -4
29 64 67 3
30 72 73 1
∑ 2007 2093 86
Mean 66.9 69.77 2.87
Table 4.2 shows the students‘ pretest scores, their posttest scores and their gained scores.
Based on the result of pretest in controlled class, it can be showed the highest score and the
lowest score of 30 students in the controlled class. In pretest, the highest score was 77 and the
lowest score was 57. The mean score of pretest was 66.90. It was higher than the experimental
class. In posttest, it can be seen that the mean score of posttest was improved and it was 69.77
and the mean gained score was 2.87. Those are lower than posttest mean score in experimental
class. Meanwhile, the highest score of posttest was 85 and the lowest score in posttest was 58. It
can be concluded that there was still improvement of the students‘ achievement in learning
narrative text although they were not taught by using TPS strategy.
30
B. Data Analysis
1. Result of Pretest of Experimental and Controlled Class
The result of pretest of experimental and controlled class based on SPSS version 22 was
gained from the steps as follows: Analyze → Descriptive Statistics → Frequencies. Insert
Experimental (X) in variable → Click Statistics and Checklist Mean, Median, Mode, Sum, Std.
deviation, Variance, Minimum and Maximum → Continue → OK. Result gained from the
pretest in class X.5 as the experimental class of the research is presented in Table 4.3 below:
Table 4.3
Table of Data Description of Pretest Result of Experimental Class
Statistics
Pretest Experiment
N Valid 30
Missing 0
Mean 67.70
Median 68.50
Mode 70
Minimum 54
Maximum 76
Sum 2031
Table 4.3 shows that the data of the experimental class is 30 students. The total of all data
which are divided into the number of data determined as mean score from the experimental class
is 67.70. Median score is 68.50. The median is the numerical value separating the higher half of
a data sample, a population, or a probability distribution, from the lower half. The mode is
defined as the element that appears most frequently in a given set of elements and the mode
score of the experimental class is 70. The highest score of the experimental class is 76 and the
lowest score is 54. The summation of the pretest score in experimental class is 2031.
From the Table 4.3, it can be made a table of frequency distribution which is presented as
follows:
31
Table 4.4
Table of Frequency Distribution of Pretest Result of Experimental Class
Pretest Experiment
Frequency Percent Valid Percent
Cumulative
Percent
Valid 54 1 3.3 3.3 3.3
61 2 6.7 6.7 10.0
62 2 6.7 6.7 16.7
64 1 3.3 3.3 20.0
65 3 10.0 10.0 30.0
66 2 6.7 6.7 36.7
67 2 6.7 6.7 43.3
68 2 6.7 6.7 50.0
69 1 3.3 3.3 53.3
70 5 16.7 16.7 70.0
71 3 10.0 10.0 80.0
72 3 10.0 10.0 90.0
73 2 6.7 6.7 96.7
76 1 3.3 3.3 100.0
Total 30 100.0 100.0
Table 4.4 is a tool of presentation consisting of columns and rows and there are numbers
which describe the division and the percentage of frequency distribution.
In analyzing the result of pretest has the same steps except the inserted variable is not the
experimental (X) but the controlled (Y). Result gained from the pretest in class 8.3 as the
controlled class of the research is presented in Table 4.5 below:
32
Table 4.5
Table of Data Distribution of Pretest Result of Controlled Class
Table 4.5 shows that the data of the controlled class is 30 students with the sum score of
the pretest 2007. Mean score from the controlled class is 66.90. The highest score of the
controlled class is 77 while the lowest score is 57. The median score is 66.00 and the mode score
is 63. The table of frequency distribution from the data is presented as follows:
Table 4.6
Table of Frequency Distribution of Pretest Result of Controlled Class
Pretest Control
Frequency Percent Valid Percent
Cumulative
Percent
Valid 57 1 3.3 3.3 3.3
58 1 3.3 3.3 6.7
61 1 3.3 3.3 10.0
63 4 13.3 13.3 23.3
64 2 6.7 6.7 30.0
65 4 13.3 13.3 43.3
66 4 13.3 13.3 56.7
67 2 6.7 6.7 63.3
68 1 3.3 3.3 66.7
70 3 10.0 10.0 76.7
Statistics
Pretest Control
N Valid 30
Missing 0
Mean 66.90
Median 66.00
Mode 63a
Minimum 57
Maximum 77
Sum 2007
a. Multiple modes exist. The
smallest value is shown
33
71 2 6.7 6.7 83.3
72 1 3.3 3.3 86.7
74 2 6.7 6.7 93.3
76 1 3.3 3.3 96.7
77 1 3.3 3.3 100.0
Total 30 100.0 100.0
2. Result of Posttest of Experimental and Controlled Class
The result of posttest of experimental and controlled class based on SPSS version 22 was
gained from the steps as follows: Analyze → Descriptive Statistics → Frequencies. Insert
Experimental (X) in variable → Click Statistics and Checklist Mean, Median, Mode, Sum, Std.
deviation, Variance, Minimum and Maximum → Continue → OK. Result gained from the
pretest in class 8.5 as the experimental class of the research is presented in Table 4.7 below:
Table 4.7
Table of Data Description of Posttest Result of Experimental Class
Statistics
Posttest Experiment
N Valid 30
Missing 0
Mean 73.40
Median 73.00
Mode 72
Minimum 60
Maximum 85
Sum 2202
Table 4.7 shows that the posttest data of the experimental class is 30 students with the
sum score of the posttest 2202. Mean score from the experimental class is 73.40. The highest
score of the experimental class is 85 while the lowest score is 60. The median score is 73.00 and
the mode score is 72. The table of frequency distribution from the data is presented as follows:
34
Table 4.8
Table of Frequency Distribution of Posttest Result of Experimental Class
Posttest Experiment
Frequency Percent Valid Percent
Cumulative
Percent
Valid 60 1 3.3 3.3 3.3
63 1 3.3 3.3 6.7
65 1 3.3 3.3 10.0
67 1 3.3 3.3 13.3
68 1 3.3 3.3 16.7
70 3 10.0 10.0 26.7
71 1 3.3 3.3 30.0
72 5 16.7 16.7 46.7
73 4 13.3 13.3 60.0
74 1 3.3 3.3 63.3
75 1 3.3 3.3 66.7
76 2 6.7 6.7 73.3
77 2 6.7 6.7 80.0
78 1 3.3 3.3 83.3
80 1 3.3 3.3 86.7
81 1 3.3 3.3 90.0
83 1 3.3 3.3 93.3
84 1 3.3 3.3 96.7
85 1 3.3 3.3 100.0
Total 30 100.0 100.0
In analyzing the result of posttest has the same steps except the inserted variable is not
the experimental (X) but the controlled (Y). Result gained from the posttest in class 8.3 as the
controlled class of the research is presented in Table 4.9 below:
35
Table 4.9
Table of Data Description of Posttest Result of Controlled Class
Table 4.9 shows that the posttest data of the controlled class is 38 students with the sum
score of the posttest 2093. Mean score from the controlled class is 69.77. The highest score of
the controlled class is 85 while the lowest score is 58. The median score is 69.50 and the mode
score is 70. The table of frequency distribution from the data is presented as follows:
Table 4.10
Table of Frequency Distribution of Posttest Result of Controlled Class
Posttest Control
Frequency Percent Valid Percent
Cumulative
Percent
Valid 58 1 3.3 3.3 3.3
60 1 3.3 3.3 6.7
65 2 6.7 6.7 13.3
66 2 6.7 6.7 20.0
67 4 13.3 13.3 33.3
68 2 6.7 6.7 40.0
69 3 10.0 10.0 50.0
70 5 16.7 16.7 66.7
71 1 3.3 3.3 70.0
73 2 6.7 6.7 76.7
74 3 10.0 10.0 86.7
Statistics
Posttest Control
N Valid 30
Missing 0
Mean 69.77
Median 69.50
Mode 70
Minimum 58
Maximum 85
Sum 2093
36
75 2 6.7 6.7 93.3
78 1 3.3 3.3 96.7
85 1 3.3 3.3 100.0
Total 30 100.0 100.0
In addition, in analyzing the data, the experimental class and the controlled class were
compared to one another. It was done in order to prove statistically whether there is any
significant difference between the two classes. There were two things needed to analyze before
calculating statistical hypothesis; test of normality and homogeneity. After getting the data which
are the results of the students‘ reading comprehension of both classes, then the data were
analyzed by using statistic calculation of the test formula.
3. Normality Test
The normality test was performed by using Kolmogorov-Smirnnov and Shapiro-Wilk. The
test was done to determine if the distribution of the data from the sample is normal or not. Thus,
SPSS version 22 was used. If the normality is more than the level of significance α (0.05), the
test is normally distributed. The result was gained as follows: Analyze → Descriptive Statistics
→ Explore. Insert Pretest/Posttest in Dependent List and Class in Factor List. Click Plots and
Checklist Normality plots with tests → Continue → OK.
The results of normality test of the data are presented as follows:
Table 4.11
Normality of Pretest Result between Experimental and Controlled Class
Tests of Normality
Class
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Pretest Experimental .131 38 .099 .968 38 .346
Control .123 38 .154 .953 38 .109
a. Lilliefors Significance Correction
37
From the Table 4.11, it can be seen on Kolmogorov-Smirnov that the significance of the
pretest in experimental class is 0.099. It can be concluded that the data are normally distributed
because of 0.099 > 0.05. Meanwhile, the significance of the pretest in controlled class is 0.154.
Therefore, the data are also normally distributed because 0.154 > 0.05. In other words, the data
of the pretest in both classes are normally distributed.
Table 4.12
Normality of Posttest Result between Experimental and Controlled Class
Tests of Normality
Class
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Posttest Experimental .130 38 .106 .960 38 .184
Control .116 38 .200* .963 38 .231
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
From the Table 4.12, it can be seen on Kolmogorov-Smirnov that the significance of the
posttest in experimental class is 0.106. It can be concluded that the data are normally distributed
because of 0.106 > 0.05. Meanwhile, the significance of the posttest in controlled class is 0.200.
Therefore, the data are also normally distributed because of 0.200 > 0.05. In other words, the
data of the pretest in both classes are also normally distributed.
4. Homogeneity Test
The homogeneity test was used to test whether the data from both classes have the same
variant so that the hypotheses can be tested by t-test. SPSS version 22 was also used to do
homogeneity test. Homogeneity test was calculated by using Levine. The result was gained as
follows: Analyze → Compare means → One Way Anova → Put Pretest/Posttest in Dependent
list and Class in Factor List → Click option and Checklist Homogeneity of variance test →
Continue → OK.
The following tables contained the results of homogeneity test between both classes:
38
Table 4.13
Homogeneity of Pretest Result between Experimental and Controlled Class
Test of Homogeneity of Variances
Pretest
Levene Statistic df1 df2 Sig.
.040 1 58 .842
Table 4.13 shows that the significance of pretest results between experimental and
controlled class is 0.842. Therefore, it can be concluded that both classes have the same variant
because of 0.842 > 0.05.
Table 4.14
Homogeneity of Posttest Result between Experimental and Controlled Class
Test of Homogeneity of Variances
Posttest
Levene Statistic df1 df2 Sig.
.465 1 58 .498
Table 4.14 shows that the significance of posttest results between experimental and
controlled class is 0.498. Therefore, it can be concluded that both classes have the same variant
because of 0.498 > 0.05. In other words, the data of pretest and posttest in both classes are
homogen.
5. Hypothesis Testing
The last calculation was testing the hypothesis. This was the crucial calculation to answer
the problem formulation of the research that whether Think Pair Share (TPS) strategy gives
influence on students‘ reading narrative text or not. Comparative technique was used to test the
39
hypothesis in which the result tests (pretest and posttest) of both classes (experimental and
controlled class) were compared as follows:
Table 4.15
The Comparison Score between Students in Experimental Class (X) and
Students in Controlled Class (Y)
No X Y x = X-Mx y = Y – My x2 y
2
1 16 8 10.3 5.13 106.09 26.35
2 1 -1 -4.7 -3.87 22.09 14.95
3 -7 -6 -12.7 -8.87 161.29 78.62
4 0 5 -5.7 2.13 32.49 4.55
5 4 4 -1.7 1.13 2.89 1.28
6 11 1 5.3 -1.87 28.09 3.48
7 3 6 -2.7 3.13 7.29 9.82
8 12 9 6.3 6.13 39.69 37.62
9 -3 4 -8.7 1.13 75.69 1.28
10 -1 -3 -6.7 -5.87 44.89 34.42
11 12 -5 6.3 -7.87 39.69 61.88
12 14 8 8.3 5.13 68.89 26.35
13 10 10 4.3 7.13 18.49 50.88
14 10 1 4.3 -1.87 18.49 3.48
15 4 1 -1.7 -1.87 2.89 3.48
16 3 -1 -2.7 -3.87 7.29 14.95
17 0 7 -5.7 4.13 32.49 17.08
18 8 3 2.3 0.13 5.29 0.02
19 -6 3 -11.7 0.13 136.89 0.02
40
20 -3 9 -8.7 6.13 75.69 37.62
21 3 2 -2.7 -0.87 7.29 0.75
22 5 0 -0.7 -2.87 0.49 8.22
23 4 10 -1.7 7.13 2.89 50.88
24 5 5 -0.7 2.13 0.49 4.55
25 13 -3 7.3 -5.87 53.29 34.42
26 2 2 -3.7 -0.87 13.69 0.75
27 11 7 5.3 4.13 28.09 17.08
28 3 -4 -2.7 -6.87 7.29 47.15
29 24 3 18.3 0.13 334.89 0.02
30 13 1 7.3 -1.87 53.29 3.48
∑ = 30 171 86 1428.3 595.47
The data were calculated based on the step of the test. The formulation is as follows:
1. Determining mean of variable X(Mx), with the formula:
∑
2. Determining mean of variable Y(My), with the formula:
∑
3. Determining of standard of deviation X (SDx), with the formula:
√∑
√
√
41
4. Determining of standard of deviation Y(SDy), with the formula:
√∑
√
√
5. Determining of standard errors mean of variable X(SEmx), with the formula:
√
√
6. Determining of standard errors mean of variable Y(SEmy), with the formula:
√
√
7. Determining of standard errors of different mean of variable X and mean of variable Y,
with the formula:
√
√( ) ( )
√
√
8. Determining with the formula:
9. Determining of degree of freedom (df), with the formula:
42
( )
( )
( )
Based on the hypotheses that have been explained in chapter II, which are:
H1 : Think Pair Share (TPS) strategy gives influence on students‘ reading narrative text.
H0 : Think Pair Share (TPS) strategy does not give influence on students‘ reading narrative
text.
To prove the hypothesis, the data obtained from the experimental and the controlled
classes were calculated by using t-test formula with assumption as follows:
If to > ttable the Null Hypothesis (H0) is rejected. It means that there is a significant
difference achievement in learning narrative reading by using TPS strategy. On the other
hand, if to < ttable, the H0 is accepted. It means that there is no significant difference in
learning narrative reading by using TPS strategy.
Based on the description of the calculation above, it can be inferred that:
a) The value of ttable in the significance and 5% (0.05) is 1.67
b) The value of to is 1.85
c) So the result is 1.85 > 1.67. It means than to (t-observation) is higher that tt (t-table),
the rates of the means score of the experimental class are higher than the controlled
class. The use of Think Pair Share (TPS) strategy gives influence on the students‘
reading narrative text.
C. Data Interpretation
Based on the analysis of the data, it shows that there is a significant difference between
students‘ achievement in reading in experimental class which was given Think Pair Share (TPS)
strategy and controlled class which was not. It can be seen from the students‘ pretest and posttest
score. The mean score of students‘ pretest in experimental class was 67.70 and the posttest mean
43
score was 73.40. Meanwhile, the mean score of pretest in controlled class was 66.90 and the
posttest mean score was 69.77.
Therefore, it can be concluded that teaching reading by using TPS strategy gave influence
on the students‘ reading narrative text. It was showed by the students‘ reading score after they
were given the treatment of using TPS strategy that they were higher than their reading score
before the treatment.
The results of the present study are considered to solve the problems identified
previously. By using TPS strategy, the students are more able to understand the narrative text.
The students are helped to understand the text together. New narrative texts or unfamiliar texts
given to the students helped them in learning new words and in extending their knowledge
related to narrative story.
In other words, TPS strategy is found to be helpful and effective to improve the students‘
reading narrative text, especially for the eighth grade students of SMP Negeri 3 Kota Tangerang
Selatan. Moreover, the result of the present study is able to be a reference and TPS strategy is
used by the teachers in helping them teach reading narrative.
44
CHAPTER V
CONCLUSION AND SUGGESTION
D. Conclusion
Based on the result of data analysis, a major conclusion is drawn that there was a
significant increase of the students‘ reading narrative text after being taught by Think Pair Share
(TPS) strategy. It can be seen from t-test result which showed the significance degree (α) of 5 %
is ttest (t0) > ttable (tt) or (1.85 > 1,67). Thus, null hypothesis (H0) was rejected and alternative
hypothesis (H1) was accepted. It can be concluded that Think Pair Share (TPS) strategy can give
influence on the students‘ reading narrative text. It is showed by students‘ reading score after
being given the treatment of Think Pair Share (TPS) strategy were higher than before the
treatment. By using TPS strategy, the students are more able to understand the narrative text and
the students are helped in learning new words and in extending their knowledge related to
narrative story. TPS strategy can be used by the teachers in helping them teach reading narrative
text.
E. Suggestion
Based on the conclusion above, it can be delivered some suggestions as follows:
1. Think Pair Share (TPS) strategy should be used by English teachers especially for Junior
High School students as an alternative technique in teaching since it has been proven that
Think Pair Share (TPS) strategy gives influence in increasing students‘ reading Skill.
2. The students should be accustomed to use Think Pair Share (TPS) strategy so that they
will be easier to understand the text and more interested in reading texts. The students
have to read more reading text in order to improve their knowledge.
3. The teacher and the students have significant roles in achieving their success in a subject
so that it should be realized that learning has two ways process, not only teacher-centered
but also student-center. In other words, the students should be more active in
participating in teaching-learning process.
4. For other researchers, this research will be a reference for further analysis related to
teaching reading of other kinds of texts not only for teaching narrative text.
45
References
Anderson, Mark anderson & Kathy. Text Types in English 2. South Yarra: MacMillan, 2003.
Anderson, Mark Anderson & Kathy. Text Types in English 3. South Yarra: 2003, 2003.
Andik. "IMPROVING READING COMPREHENSION BY USING THINK, PAIR, AND
SHARE TECHNIQUE." JP3, Volume 1, No. 12, Agustus, 2013: 1-6.
Certau, Michel De. Wikipedia. 1984. (accessed july 17, 2018).
Creswell, John W. Educational Research. Boston: Pearson, 2008.
Field, Jo Ann Aebersold & Mary Lee. From Reader to Reading Teacher. Cambridge: Cambridge
University Press, 1997.
Grellet, Francoise. Developing Reading Skill. Cambridge: Cambridge University Press, n.d.
Harmer, Jeremy. How to Teach English. England: Pearson Educational Limited, 2007.
Kenney, J. et al. Literacy Strategies for Improving Mathematics Instruction, Association for
Supervision and Curriculum. Glenbard East High School, 2005.
Lyman. "Strategies for Reading Comprehension Think-Pair-Share." 1981: 1.
M.afan, A. A. I. N. Marhaeni, N. Dantes. "THE EFFECT OF THINK PAIR SHARE
TECHNIQUE ON THE ENGLISH READING ACHIEVEMENT OF THE STUDENTS
DIFFERING IN ACHIEVEMENT MOTIVATION AT GRADE EIGHT OF SMPN 13
MATARAM." e-Journal Program Pascasarjana Universitas Pendidikan Ganesha
Program Studi Pendidikan Bahasa Inggris (Volume 1 Tahun 2013), 2003: 1-12.
M.Pd, Dr Budi Susetyo. Statistika Untuk Analisis data Penelitian. Bandung: Refika Aditama,
2010.
Mooney, John F savage & Jean F. Teaching Reading to Children with Special Needs. n.d.
Nunan, David. Research Method in Language Learning. New York: Cambridge University
Press, 1992.
Nutall, Christine. Teaching reading skills in a foreign Laguage. Oxford: hainemann
International, 1982.
46
Porter, Abbott H. the cambridge introduction to narrative. cambridge: cambridge university
press, 2002.
Sabarwal, Howard White & Shagun. Quasi-Experimental Design & Methods. Florence: Unicef,
2014.
Shaw, Jo McDonough & Christopher. Materials & Methods in ELT. Oxford: Blackwell
Publishes, 1993.
Stoller, William Grabe & Fredricka. Teaching & Researching Reading. New York: Routledge,
2013.
Sudijono, Prof Drs Anas. Pengantar Statistik Pendidikan. Jakarta, n.d.
"Think Pair Share." Reading Rockets, 2009: 1.
University of London Institute of Education. Teaching English as a Foreign Language. USA:
Routledge, 1980.
47
APPENDICES
48
SOAL PRE-TEST
CHOOSE THE BEST ANSWER!
Text 1
Once upon a time, there lived a happy family in a village. A man and his wife
lived happily on a little farm, breeding their flock of geese and selling their eggs at the
market. They were not rich, but they were happy with their life together.
Then one day, a new goose flew in among their flock. The couple was surprised
to find a shiny golden egg in her nest. Each and every day after that, the goose laid
another egg of solid gold.
The couple was soon richer than they had ever dreamed of but they were not
happy. They grew impatient with only one golden egg a day. The farmer said to his wife,
―our goose must be full of gold. Why should we wait to have more egg?‖
―If we cut her open,‖ his wife agreed, ―we can get all the eggs at once.‖ So they
killed the goose! They were very surprised to find that it was just like any other goose
inside. Even worse, there would never be any more golden egg.
1. How did the man and his wife make their living?
a. By planting rice
b. By breeding geese
c. By selling eggs
d. By selling geese
2. How many golden eggs did the couple get each day?
a. One
b. Two
c. Three
d. Four
3. They were not rich (paragraph one). The opposite of the underlined word above is …
a. Simple
b. Poor
c. Cruel
49
d. Arrogant
4. What moral value can we learn from the story?
a. We must be impatient to be richer
b. We should not work hard to get richer
c. We must be patient; we must not be greedy to be richer
d. We should be impatient; we should not be greedy to be richer
Text 2
Once upon a time, there lived an old lady crow that was mean and ugly. One day,
Miss Crow had stolen a big piece of cheese. And then, she flew on to a branch to enjoy it.
On the other place, under the tree, a sly creature, Mr. Fox, who wanted the cheese
for himself, came up and spoke politely to her.
―Oh. Miss Crow, how beautiful you are! What a lovely beak, what lovely feathers
you have! What pretty eyes! If you only could sing, you would be the most beautiful bird
in the world!‖
Very pleased to hear all of this about her, Miss Crow gave a loud croak to show
that she could, sing. Of course, the moment she opened her beak, the cheese fell down, and
Mr. Fox ran away with it, laughing loudly.
5. What is the best title of the story?
a. Old Lady Crow
b. Beautiful Miss Crow
c. The Fox and the Crow
d. Ugly Mr. Fox
6. Why the crow did give a loud croak? Because it wanted …
a. To show her pretty eyes
b. To show her beautiful beak
c. To show her lovely feathers
d. To show that she could sing
50
7. An old lady crow that was mean and ugly.‖ The opposite of the underlined word is …
a. Bad
b. Poor
c. Beautiful
d. Rich
8. Miss Crow gave a loud croak to show that she could, sing. The underlined word means
…
a. Expand
b. Exhibition
c. Expense
d. Expedition
Text 3
Once upon a time, there were a king and his queen who lived in the Kingdom of
Belinyu. They didn‘t have any child. Until one night, the queen had a dream of a turtle. It
said that the queen would have a baby, and she had to give a Komala necklace to her baby.
The queen woke up and she was holding a Komala necklace in her hand. She told her
dream to the king, and he was very happy.
Shortly, the queen‘s dream became reality. She delivered a beautiful baby girl.
The king named her, Komala. She grew up as a pretty girl. However, she had a bad
attitude because her parents always spoiled her too much.
One day, Komala heard her parents were talking about the turtle in her mother‘s
dream. She thought that the turtle was very interesting animal, so she wanted it as her pet.
She insisted to find it, and the king allowed her to look for the animal.
Accompanied with the king‘s guards, Komala searched the turtle, and finally, she
found it in a beach. She shouted to it, ―Penyu busuk, wait for me,‖ in several times, but the
turtle kept swimming. Komala ran after it into the sea, she tried to catch it. Until then she
finally drowned and disappeared, and all of her guards could not save her. Now, people
call the beach, Penyusuk.
51
9. What does the story tell us?
a. A bad attitude girl
b. A kingdom in Belinyu
c. The legend of Penyu Busuk
d. The legend of Penyusuk Beach
10. What is the main idea of the last paragraph?
a. The king permitted Komala to find the turtle
b. The celebration of Komala‘s birthday
c. Komala drowned into the sea
d. The turtle disappeared
11. Komala had a bad attitude because …
a. She was a princess
b. Her father was a king
c. She was a beautiful girl
d. Her parents spoiled her very much
12. Until then she finally drowned and disappeared. The underlined word means …
a. Vanished
b. Appeared
c. Disappointed
d. Appointed
Text 4
A wolf saw a goat grazing at the edge of a high cliff. The wolf smacked his lips at
the thought of a fine goat dinner.
―My dear friend,‖ said the wolf in his sweetest voice, ―aren‘t you afraid you will
fall down from that cliff? Come down here and graze on this fine grass beside me on safe,
level ground.‖
―No, thank you,‖ said the goat.
―Well then,‖ said the wolf, ―aren‘t you cold up there in the wind? You would be
warmer grazing down here beside me in this sheltered area.‖
52
―No, thank you,‖ said the goat.
―But the grass tastes better down here!‖ said the exasperated wolf, ―Why dine
alone?‖
―My dear wolf,‖ the goat finally said, ―are you quiet sure that it is my dinner you
are worrying about and not your own?‖
13. What did the wolf ask when he saw the goat grazing at the edge of a high cliff?
a. To be his friend
b. To graze on the level ground
c. To climb up higher
d. To be his dinner
14. ―Aren‘t you cold up there in the wind?‖ The word ‗there‘ refers to …
a. At the edge of a high cliff
b. A sheltered area
c. Grass
d. Ground
15. What we can learn from the story?
a. Don‘t look down to other creatures
b. Don‘t easily believe in well-behaved creatures
c. Don‘t judge others by their appearance
d. Don‘t easily beat other creatures
16. ―… On this fine grass beside me on safe‖ the opposite of the underlined word is …
a. Secure
b. Peace
c. Destroy
d. Dangerous
53
Text 5
Long ago in the Never land, there was lived a very beautiful princess, Snow
White. The queen was her stepmother. She was very jealous of her beauty. So, she wanted
Snow White died.
Snow White knew about the evil plan. She escaped into a forest. There she made
friends with seven dwarfs.
The queen turned into a witch. Snow White did not realize it. The witch gave her
a poisoned apple. As a result, Snow White was put into sleep for years.
Fortunately, in the end, charming prince revival her with his kiss. They lived
together happily ever after.
17. Who were involved in the story?
a. Cinderella and Glass Shoes
b. Snow White and Seven Dwarfs
c. Alice in Wonderland
d. Sleeping Beauty
18. Why was the queen jealous to Snow White? We can find the answer in …
a. Paragraph 1
b. Paragraph 2
c. Paragraph 3
d. Paragraph 4
19. Why did Snow White‘s stepmother turn into a witch?
a. Because of Snow White‘s beauty
b. Because of Snow White‘s wealth
c. Because of Snow White‘s boyfriend
d. Because Snow White was her step daughter
Text 6
54
In a field one summer‘s day a grasshopper was hoping about, chirping and singing
to its heart‘s content. An ant passed by, bearing along with the great toil an ear of corn he
was taking to the nest.
―Why not come and chat with me?‖ said the grasshopper, ―instead of toiling and
moiling in that why?‖ ―I‘m helping to lay up food for the winter,‖ said the ant, ―and
recommend you to do the same.‖
―Why bother about winter?‖ said the grasshopper, ―we have got plenty at
present.‖ But the ant went on its way and continued its toil. When the winter came, the
grasshopper had no food and found itself dying of hunger, while it saw the ants
distributing everyday corn and grain from the stores they had collected in the summer.
20. What animals are in the story above?
a. Dragonfly and ant
b. Butterfly and grasshopper
c. Grasshopper and ant
d. Grasshopper and bee
21. The seasons that do mentioned in the text are …
a. Summer and winter
b. Summer and spring
c. Spring and autumn
d. Winter and autumn
22. What happened to grasshopper when the winter came?
a. He had full of food
b. He was dying of hunger
c. He came to ant‘s nest
d. He moved to another place
Text 7
55
There was once a shepherd-boy who kept his flock at a little distance from the
village. Once he thought he would play a trick on the villagers and have some fun at their
expense. So he ran toward the village crying out, with all his might.
―Wolf! Wolf! Come and help! The wolves are at my lambs!‖
The kind villagers left their work and ran to the field to help him. But when they
got there, the boy laughed at them for their pains, there was no wolf there.
Still another day, the boy tried the same trick, and the villagers came running to
help and got laughed at again. Then one day a wolf did break into the fold and began
killing the lambs. In great fright, the boy ran for help. ―Wolf! Wolf!‖ he screamed. ―There
is a wolf in the flock! Help!‖
The villagers heard him, but they thought it was another mean trick, no one paid
the least attention, or went near him. And the shepherd-boy lost all his sheep.
23. What did the boy think on the villagers?
a. He would help the villagers
b. He would play a trick on the villagers
c. He wanted to take care of the villagers‘ lamb
d. He would cry in front of the villagers
24. The boy played a trick to the villagers …
a. Once
b. Twice
c. Three times
d. Four times
25. What did happen to the boy‘s sheep at the end?
a. All the sheep were lost
b. The sheep were healthy and fat
c. All the sheep were safe
d. All the sheep were killed by the wolf
26. The moral value of the story is …
a. We should help someone else
b. We should do our job well
56
c. We can tell a lie sometimes
d. The people who lie, are not trusted by someone else although they tell the truth
Text 8
Cinderella lived with a very mean family. She had to do all the chores. She made
the bed. She did the dishes. She cooked the meals. She even took out the garbage.
One day, the family went to a party at the prince‘s palace. Cinderella was sad. She
said, ―I want to go the party, too!‖
Suddenly, fairy princess came and said, ―I can help you.‖ She gave Cinderella a
party dress and some glass slippers. Then she said, ―Come home early. My magic ends at
midnight; I‘m just learning this job.‖
Cinderella went to the party and danced with the prince. She forgot about time.
Then she saw a clock. It was almost midnight! Cinderella ran home, but she lost one of her
glass slippers on the way.
The prince wanted to marry Cinderella, but all he had was a glass slipper. Some
women tried on the slipper, but it did not fit. The prince thought, ―Everyone has such big
feet!‖ Then one day, Cinderella tried it on and it fit!
The prince and Cinderella got married, and they lived happily ever after.
27. The main character of the story was...
a. A fairy princess
b. A prince
c. Cinderella
d. Cinderella‘s mother
28. What did Cinderella do in the family?
a. She went all the chores
b. She did all the chores
c. She ordered her sister to do the chores
d. She did nothing
29. Where did the family go one day?
57
a. They went to the market
b. They went to the prince‘s palace
c. They went to the party in the prince‘s palace
d. They did shopping
30. What happened when Cinderella was sad?
a. Her mother mocked her
b. Her sisters laughed at her
c. A fairy princess helped her
d. A prince came to her
58
SOAL POST-TEST
CHOOSE THE BEST ANSWER!
Once upon a time there were four little rabbits. Their names were Flopsy, Mopsy, Cotton-tail
and Peter. One morning they were allowed to play outside. Their mother reminded them not to
go to Mr. McGregor‘s garden because their father had an accident there.
Flopsy, Mopsy, and Cotton-tail were good little rabbits. They went down the lane to pick
blackberries. But Peter was naughty. He ran straight away to Mr. McGregor‘s garden. He ate
some lettuces, French beans, and radishes. Suddenly, he met Mr. McGregor. Peter was very
frightened and rushed away as fast as he could. He lost a pair of shoes and a jacket while he was
running. Peter never stopped running or looked behind him till he got home. During the evening,
he was sick because he was so tired. He had to drink some medicine while three of his brother
had bread, mild and blackberries for supper.
1. Who was the naughtiest rabbit?
a. Flopsy
b. Mopsy
c. Cotton-tail
d. Peter
2. What did Flopsy, Mopsy and Cotton-tail eat?
a. carrot
b. blackberries
c. lettuce
d. French beans
3. What did Peter lose while he was running?
a. a book
b. vegetable
c. medicine
d. a pair of shoes
4. Why did Peter get sick? Because ….
a. He was so tired
b. He did not eat
c. He caught a cold
d. He was eating too much
5. Peter was very frightened and rushed away as fast as he could. The opposite of the underlined
word above is …
a. Walk
b. Slow
c. Stop
d. Go
59
Once upon a time there was a poor widow who had an only son named Jack. They were so poor
that they didn't 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 lad to sell the cow for the beans.
Jack brought them, happily. When he told his mother about this, his mother became so furious
that she threw the beans out of the window.
When Jack woke up in the morning, he felt the sun shining into a pan 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, he saw a very huge
castle. He was very amazed.
Then Jack walked along the path leading to the castle. There was a big tail woman on the
doorstep. Jack greeted her and asked for the giantess mercy to give him breakfast, because he fell
very hungry. Although the giantess grumbled at first, finally she gave Jack a hunk of bread and
cheese and a jug of milk.
Jack hadn't 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 the giantess opened a very big cupboard and hid Jack there.
6. Where did Jack sell his cow?
a. at a castle
b. at the market
c. at the giants castle
d. at the butchers house
7. what is the story about
a. jack and a butcher
b. a poor widow and his son
c. Jack and the bean stalk
d. The giantess and her husband
8. Oh! It‘s my husband !" cried the giantess (paragraph 7) from the sentence we know that the
giantess is … her husband
a. afraid of
b. angry with
c. fed up with
d. annoyed with
9. His mother became so furious that she threw the beans out of the window. The synonym of the
underlined word above is …
a. Sad
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b. Happy
c. Angry
d. Confused
10. What do learn from the story?
a. Jack's mother was a furious mother
b. Poverty makes people hopeless
c. The giantess pity on jack
d. Sincerity makes jack get something precious
Once upon a time, there was an old woman who lived in a very old hut near a forest
with her only daughter. The daughter‘s name is Misna. She is beautiful but she had envious
heart.
One day she saw girl of her age passing by her hut. The girl was joining her father
hunting. She dressed in beautiful cloth. His father‘s assistants respected her. Misna could not
sleep when she was remembering this. She was very angry with her condition. She hated her
hopeless mother.
In the morning she shouted at her mother. She wanted her mother to buy the most
beautiful gown in the markets for her. Of course her mother could not afford it. Then she cried
and cried. She did not want to eat anything. Her mother was very sad. She decided to sell a piece
of land, the only valuable thing that she had. She bought her beloved daughter a very beautiful
dress.
Misna admired herself. She wanted to show everybody that she was a very beautiful girl.
She asked her mother to bring her to another village. Along the way, she smiled to everyone.
People in the village thought that she was a princess. They gave her a high respect and invited
her to have meal in their house. Misna enjoyed this and told everybody that she was princess and
mother was maid. Her mother was very sad but she kept her felling deep in the heart.
On the way home Misna met a handsome prince. He was interested in her and wanted to
marry her. Misna told the prince that her mother had died and father went married to another
woman. She was having a long trip with her loyal maid. Listening to this, her mother was very
upset. She cried loudly Misna was very angry to her and told her to be away from her.
Suddenly there was a heavy rain accompanied with big thunders. Everyone run away to save
themselves. Misna was very afraid. She cried. Her mother wanted to help her but she did not
want to at that time a big thunder hit her to dead.
11. When did she ask her mother a beautiful dress?
a. After she saw another girl with beautiful dress
b. on the way home she met a handsome prince
c. after her mother sold a piece of her land
d. when a heavy rain and big thunders came
12. How could her mother buy her a beautiful dress?
a. from her saving
b. by asking her relative some money
c. from her salary
d. by selling the only land she had
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13. What made her mother cried aloud?
a. she told everyone that she was her maid
b. she told the prince that her mother had died
c. she told the prince that she was her maid
d. she wanted her mother to buy the most beautiful gown
14. What happened at last story?
a. Misna got married to a prince
b. Misna was wet in rain
c. Her mother bought her the most beautiful gown
d. A thunder hit Misna to dead
15. She is beautiful but she had envious heart. What is the synonym of the underlined word?
a. Ambiguous
b. Jealous
c. Fierce
d. Festive
e. Humble
The Rabbit Revenge
Long, long ago a rabbit and lion were neighbors. The lion was very proud, and was fond
of boasting about his strength. And thought they were such close neighbors, the lion look down
upon the rabbit, and use to bully and frighten her. Finally, the rabbit could stand it no longer and
wanted to get her own back.
One day she went to the lion and said,‖ Good day, respected elder brother. Image it, I met
an animal over there that looked exactly like you, and he said to me, ‗Is there anyone in the
world who dares stand up to me? If there is, let me come and have a duel with me. If there is no
one, all of you have to submit to my rule and be my servants!‖ ―Oh, he was an intolerable
braggart! He is so puffed up with pride that his eyes can‘t even light on anymore!‖ added the
rabbit.
―Oho,‖ the lion said. ―Didn‘t you mention me to him?‖
―Yes, indeed, ―the rabbit replied. ―But it would have been better if I hadn‘t. When I
described how strong you were, he just sneered and said dreadfully rude things. He even went so
far as to say that he wouldn‘t take you for his attendant!‖
The lion flew into a rage and roared, ―Where is he? Where is he?‖
Soon the rabbit took the lion a hill and, not going to near herself, pointed to a well from a
distance, and said, ―He is down there, in the well.‖
The lion hastened to the well and glared angrily into it. Yes there was his rival who even
glared back at him angrily. The lion roared, and his enemy roared back. The lion become so
furious that his hair stood on end. So did his enemy on the well. The lion show his teeth and
lashed out with his paws to scare his rival and his enemy in the well retaliated! In a fit of anger
the lion sprang into the air with all his might and then flung himself at the enemy in the well. The
result was that the proud lion was instantly drowned.
62
16. What animals are in the story above?
a. Lion and tiger
b. Rabbit and tiger
c. Rabbit and lion
d. Rabbit and snake
17. The lion was proud of his…
a. Hair
b. Teeth
c. Paws
d. Strength
18. The proud lion was instantly drowned. The underlined word means….
a. Jump
b. Run
c. Fall
d. Sleep
19. What can we learn from the story?
a. Be a good neighbor.
b. Don’t be so arrogant.
c. We must help each other.
d. An enemy can be a good friend.
e. A friend in need is a friend indeed.
BLUE-TONGUE LIZARD
Blue-Tongue Lizard and his wife camped near a swamp long ago. One day Blue-Tongue
Lizard went to get some food, and while he was down at the swamp, he left his wife sitting under
a shady tree. He had not been gone very long when Taipan the Snake passed by Blue-Tongue
Lizard‘s camp. Taipan saw Blue-Tongue Lizard‘s wife sitting under the tree, and he decided he
would steal her away from Blue-Tongue Lizard. He made her come with him and together they
ran a long way away.
Taipan the Snake did not know that Black Bird had been watching him, and as soon as he ran
away with Blue-Tongue Lizard‘s wife, Black Bird began singing out to Blue-Tongue Lizard.
‗Your wife is gone, Taipan has taken her away‘, he cried. Blue-Tongue Lizard was still at the
swamp getting food when he heard Black Bird‘s call. He went back to the shady tree where he
had left his wife and saw she was gone. He put down his bag which was full of food and made a
fire. He cooked his food and after he had finished eating it, he went to get his spears.
He found they had all been broken by Taipan. Then he found the tracks of his wife and
Taipan, and he followed them. Blue-Tongue Lizard followed their tracks until he came to a tree
in which a freshly killed emu had been hung. It had been killed by Taipan and left there to be
eaten that night. Blue-Tongue Lizard knew that Taipan and his wife must be nearby and he soon
63
found them near a river. When Taipan saw Blue-Tongue Lizard he ran to get his spears but Blue-
Tongue Lizard had already broken them.
‗We can fight with our teeth‘, said Blue-Tongue Lizard. Taipan agreed and the two of them
fought wildly, each of them trying to get a hold of the other. Until finally Blue-Tongue Lizard
caught hold of Taipan‘s body in his powerful jaws, and bit him in half. With Taipan the Snake
dead, Blue-Tongue took back his wife and together they returned to the swamp.
20. Who are the main characters in this folktale?
a. Blue-Tongue Lizard and Black Bird
b. Blue-Tongue Lizard and Taipan the Snake
c. Taipan the Snake and Black Bird
d. Blue-Tongue Lizard‘s wife and Black Bird
21. Who passed by Blue-Tongue Lizard‘s camp?
a. Black Bird
b. Blue-Tongue Lizard
c. Blue-Tongue Lizard‘s wife
d. Taipan the Snake
22. Who was watching when Taipan took Blue-Tongue‘s wife?
a. Black Bird
b. Lizard
c. The swamp
d. Blue Bird
23. The setting of this story is….
a. Forest
b. Mountain
c. River
d. Swamp
24. What was Blue-Tongue Lizard doing when Taipan took his wife?
a. He was swimming
b. He was going to get some food
c. He was going to get some money
d. He was watching
25. Why do you think Blue-Tongue Lizard ate a meal before going to look for his wife?
a. so he would be strong enough to fight
b. so he would be full enough to fight
c. so he would be strong enough to walk
d. so he would be full enough to walk
26. ‗We can fight with our teeth‘. The underlined word refers to….
64
a. Blue-Tongue Lizard and Black Bird
b. Blue-Tongue Lizard and Taipan the Snake
c. Taipan the Snake and Black Bird
d. Blue-Tongue Lizard‘s wife and Black Bird
The Princess and the Pea
Once upon a time in the dream kingdom there was a prince he wanted to get himself a
princess, but she had to be real princess. So he traveled all over the world to find one, but in
every case something was the matter. There were lots of princess, but he could never quite make
out whether they were real or not. So he came home feeling very unhappy, for really wanted to
find a true princess.
One evening a terrible storm came; lightening flashed, thunder rolled, and the rain poured
down in torrents-it was simply awful! Suddenly there was a knock at the city gate, and the old
king went out to answer it.
There was a princess standing outside, but what a sight the rain and the bad weather had
made of her! The water streamed down her hair and her clothes, and yet she said she was a real
princess.
―It won‘t take long to find that out,‖ thought the old Queen. Without saying anything, she
went into bed chamber, took off all the bedclothes, and places one pea on the bottom boards of
the bed. Then she took twenty mattresses and put them on top of the pea, and after that she put
twenty feather-pillows on top of the mattresses.
That was where the princess was to spend the night.
In the morning they asked her how she had slept.
―Oh, Dreadfully! Said the princess. ―I hardly slept a wink all night. Whatever could have
been in the bed? I was lying on something so hard that I‘m black and blue all over.‖
So of course they could see that she was a real princess, since she had felt the pea through
twenty mattresses and twenty feather-pillows. No one but a real princess could have such a
tender skin as that.
So the prince took her for his wife, and they lived happily ever after.
27. The main character of this story is…..
a. The princess
b. The king
c. The queen
d. The prince
28. The setting of this story is
a. Forest
b. Village
c. Dream kingdom
d. City
29. So he traveled all over the world to find one. The underlined word refers to…
a. The soul mate
b. The princess
65
c. The enemy
d. The pea
30. No one but a real princess could have such a tender skin as that. The synonym of ‗tender‘ is …
a. Hard
b.weak
c. strong
d. soft
66
RENCANA PELAKSANAAN PEMBELAJARAN
1st Treatment
Nama Sekolah : SMP N 3 Tangerang Selatan
Kelas/ Semester : VIII / Ganjil (Eksperimental)
Mata Pelajaran : Bahasa Inggris
Topik : Narrative Text
Alokasi Waktu : 1 x 2jp
A. Kompetensi Inti
1. Menghargai dan menghayati ajaran agama yang dianutnya
2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,
gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan
lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
3. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait
fenomena dan kejadian tampak mata.
4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,
merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,
menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan
sumber lain yang sama dalam sudut pandang/teori.
B. Kompetensi Dasar
1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi Internasional yang diwujudkan dalam semangat belajar.
2.1.Menunjukan perilaku santun dan peduli dalam melaksanakan komuknikasi antar pribadi
dengan guru dan teman.
2.2.Menunjukkan jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan
komunikasi transaksional dengan guru dan teman.
2.3.Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam
melaksanakan komunikasi fungsional.
3.14. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif berbentuk
fabel, sesuai dengan konteks penggunaannya.
4.18. Menangkap makna teks naratif lisan dan tulis, berbentuk fabel pendek dan sederhana.
C. Materi Pembelajaran
Definisi : teks yang berisi cerita yang sudah terjadi di masa lampau dan
bukan merupakan kejadian sehari hari
Tujuan teks narasi : untuk menghibur pembaca
Generic struktur : orientasi: berisi pengenalan tokoh, tempat dan waktu
67
Komplikasi: masalah atau problem yang muncul dalam cerita
Resolusi: pemecahan/jalan keluar dari masalah yang terjadi
Lexical grammatical Features : menggunakan Past tense ; simple past, past perfect tense,
past continuous tense, past perfect continuous tense.
Frequent use of conjunctions of time (temporal conjunction), for example: once upon a
time, one day, long time ago, etc
Contoh teks narasi fabel:
Once upon a time there were four little rabbits. Their names were Flopsy, Mopsy,
Cotton-tail and Peter. One morning they were allowed to play outside. Their mother
reminded them not to go to Mr. McGregor‘s garden because their father had an accident
there.
Flopsy, Mopsy, and Cotton-tail were good little rabbits. They went down the lane to
pick blackberries. But Peter was naughty. He ran straight away to Mr. McGregor‘s garden.
He ate some lettuces, French beans, and radishes. Suddenly, he met Mr. McGregor. Peter
was very frightened and rushed away as fast as he could. He lost a pair of shoes and a jacket
while he was running. Peter never stopped running or looked behind him till he got home.
During the evening, he was sick because he was so tired. He had to drink some medicine
while three of his brother had bread, mild and blackberries for supper.
D. Kegiatan Pembelajaran
FASE DESKRIPSI KEGIATAN ALOKASI
WAKTU
Pendahuluan Apersepsi dan Motivasi
1. Salam.
2. Menanyakan kabar.
3. Absensi hanya dengan menanyakan siapa saja yang
tidak masuk dan alasannya.
4. Menanyakan kesiapan siswa untuk menerima
pelajaran hari ini dan membuka pelajaran dengan
membaca basmalah bersama-sama.
5. Menyebutkan tujuan pembelajaran.
3’
Inti Mengamati:
1. Siswa memperhatikan slide yang berisi materi tentang
teknik Think Pair Share dalam teks narasi
2. Guru memberikan penjelasan singkat tentang
bagaimana mengaplikasikan teknik Think pair Share
Mengasosiasi:
1. Posisi tempat duduk siswa sesuai seperti proses KBM
Eksperimen:
75’
68
1. Masing masing siswa mengerjakan 10 soal pertama
dalam waktu 10 menit
2. Siswa diminta untuk mengerjakan soal secara individu
tanpa melihat teman semeja
3. Setelah itu diskusikan jawaban dengan teman semeja
mereka selama 5 menit (jawaban harus memiliki
alasan yang logis)
4. Kemudian siswa kembali mengerjakan soal berikutnya
dengan metode yang sama (10 soal, 10 menit)
Komunikasi:
Guru akan melihat beberapa hasil kerja siswa dan
membandingkannya dengan hasil kerja siswa yang lain, dan
coba melihat dimana letak kesalahan pengerjaan soal tersebut
Menanyakan:
1. Siswa diperlihatkan kembali materi tentang metode
Think Pair Share
2. Guru memberi pertanyaan tentang apakah teknik
tersebut mudah digunakan atau tidak
Penutup 1. Siswa dan guru bersama-sama menyimpulkan tentang
materi yang telah dipelajari hari ini.
2. Guru dan murid bersama-sama menutup pertemuan
hari ini dengan hamdalah.
2’
E. Penilaian
1. Instrumen Penilaian Sikap (seluruh instrument yang diperlukan terlampir)
a. Pertemuan pertama : Observasi dan Jurnal
2. Instrumen Penilaian Ketrampilan (seluruh instrument yang diperlukan terlampir)
a. Pertemuan pertama : Praktik
3. Instrumen Penilaian Pengetahuan (seluruh instrument yang diperlukan terlampir)
a. Pertemuan Pertama : Penugasan
69
F. Sumber/Media Pembelajaran
1. Sumber : Sumber dari internet, suara guru
2. Media : Worksheet, Notebook, LCD Proyektor
Mengetahui Guru Mata Pelajaran
Hj. Eti Hernawati, S.Pd
70
RENCANA PELAKSANAAN PEMBELAJARAN
2nd
Treatment
Nama Sekolah : SMP N 3 Tangerang Selatan
Kelas/ Semester : VIII / Ganjil (Eksperimental)
Mata Pelajaran : Bahasa Inggris
Topik : Narrative Text
Alokasi Waktu : 1 x 2jp
G. Kompetensi Inti
5. Menghargai dan menghayati ajaran agama yang dianutnya
6. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,
gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan
lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
7. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya
terkait fenomena dan kejadian tampak mata.
8. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,
merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,
menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah
dan sumber lain yang sama dalam sudut pandang/teori.
H. Kompetensi Dasar
1.2. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi Internasional yang diwujudkan dalam semangat belajar.
2.4.Menunjukan perilaku santun dan peduli dalam melaksanakan komuknikasi antar pribadi
dengan guru dan teman.
2.5.Menunjukkan jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan
komunikasi transaksional dengan guru dan teman.
2.6.Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam
melaksanakan komunikasi fungsional.
3.15. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif
berbentuk fabel, sesuai dengan konteks penggunaannya.
4.18. Menangkap makna teks naratif lisan dan tulis, berbentuk fabel pendek dan sederhana.
71
I. Materi Pembelajaran
Definisi : teks yang berisi cerita yang sudah terjadi di masa lampau
dan bukan merupakan kejadian sehari hari
Tujuan teks narasi : untuk menghibur pembaca
Generic struktur : orientasi: berisi pengenalan tokoh, tempat dan waktu
Komplikasi: masalah atau problem yang muncul dalam
cerita
Resolusi: pemecahan/jalan keluar dari masalah yang terjadi
Lexical grammatical Features : menggunakan Past tense ; simple past, past perfect
tense, past continuous tense, past perfect continuous tense.
Frequent use of conjunctions of time (temporal conjunction), for example: once upon
a time, one day, long time ago, etc
Contoh teks narasi fabel:
Once upon a time there was a poor widow who had an only son named Jack. They
were so poor that they didn't 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 lad to sell the cow for the beans.
Jack brought them, happily. When he told his mother about this, his mother
became so furious that she threw the beans out of the window.
When Jack woke up in the morning, he felt the sun shining into a pan 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, he
saw a very huge castle. He was very amazed.
Then Jack walked along the path leading to the castle. There was a big tail woman
on the doorstep. Jack greeted her and asked for the giantess mercy to give him breakfast,
because he fell very hungry. Although the giantess grumbled at first, finally she gave
Jack a hunk of bread and cheese and a jug of milk.
Jack hadn't 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 the giantess opened a very big cupboard and hid Jack there.
J. Kegiatan Pembelajaran
FASE DESKRIPSI KEGIATAN ALOKASI
WAKTU
Pendahuluan Apersepsi dan Motivasi
6. Salam.
72
7. Menanyakan kabar.
8. Absensi hanya dengan menanyakan siapa saja yang
tidak masuk dan alasannya.
9. Menanyakan kesiapan siswa untuk menerima
pelajaran hari ini dan membuka pelajaran dengan
membaca basmalah bersama-sama.
10. Menyebutkan tujuan pembelajaran.
3’
Inti Mengamati:
3. Siswa memperhatikan kembali slide yang berisi
materi tentang teknik Think Pair Share dalam teks
narasi
4. Guru kembali memberikan penjelasan singkat tentang
bagaimana mengaplikasikan teknik Think pair Share
Mengasosiasi:
2. Posisi tempat duduk awal siswa sesuai seperti proses
KBM
3. Guru memberi perintah untuk bertukar pasangan satu
meja dengan menyebut dengan menggunakan absen
Eksperimen:
5. Masing masing siswa mengerjakan 20 soal dalam
waktu 10 menit
6. Kemudian guru memberi perintah untuk
menggunakan teknik pair share seperti pertemuan
sebelumnya
Komunikasi:
Guru akan kembali melihat beberapa hasil kerja siswa dan
membandingkannya dengan hasil kerja siswa yang lain, dan
coba melihat dimana letak kesalahan pengerjaan soal tersebut
Menanyakan:
3. Guru memberi pertanyaan tentang apakah adanya
peningkatan dari pertemuan sebelumnya dalam
pengerjaan soal
75’
Penutup 3. Siswa dan guru bersama-sama menyimpulkan tentang
materi yang telah dipelajari hari ini.
73
4. Guru dan murid bersama-sama menutup pertemuan
hari ini dengan hamdalah.
2’
K. Penilaian
4. Instrumen Penilaian Sikap (seluruh instrument yang diperlukan terlampir)
b. Pertemuan pertama : Observasi dan Jurnal
5. Instrumen Penilaian Ketrampilan (seluruh instrument yang diperlukan
terlampir)
b. Pertemuan pertama : Praktik
6. Instrumen Penilaian Pengetahuan (seluruh instrument yang diperlukan
terlampir)
b. Pertemuan Pertama : Penugasan
L. Sumber/Media Pembelajaran
1. Sumber : Sumber dari internet, suara guru
2. Media : Worksheet, Notebook, LCD Proyektor
Mengetahui Guru Mata Pelajaran
Hj. Eti Hernawati, S.Pd
74
RENCANA PELAKSANAAN PEMBELAJARAN
3rd
Treatment
Nama Sekolah : SMP N 3 Tangerang Selatan
Kelas/ Semester : VIII / Ganjil (Eksperimen)
Mata Pelajaran : Bahasa Inggris
Topik : Narrative Text
Alokasi Waktu : 1 x 2jp
M. Kompetensi Inti
9. Menghargai dan menghayati ajaran agama yang dianutnya
10. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,
gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan
lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
11. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait
fenomena dan kejadian tampak mata.
12. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,
merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,
menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan
sumber lain yang sama dalam sudut pandang/teori.
N. Kompetensi Dasar
1.3. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi Internasional yang diwujudkan dalam semangat belajar.
2.7.Menunjukan perilaku santun dan peduli dalam melaksanakan komuknikasi antar pribadi
dengan guru dan teman.
2.8.Menunjukkan jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan
komunikasi transaksional dengan guru dan teman.
2.9.Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam
melaksanakan komunikasi fungsional.
3.16. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif berbentuk
fabel, sesuai dengan konteks penggunaannya.
4.18. Menangkap makna teks naratif lisan dan tulis, berbentuk fabel pendek dan sederhana.
O. Materi Pembelajaran
Definisi : teks yang berisi cerita yang sudah terjadi di masa lampau dan
bukan merupakan kejadian sehari hari
Tujuan teks narasi : untuk menghibur pembaca
75
Generic struktur : orientasi: berisi pengenalan tokoh, tempat dan waktu
Komplikasi: masalah atau problem yang muncul dalam cerita
Resolusi: pemecahan/jalan keluar dari masalah yang terjadi
Lexical grammatical Features : menggunakan Past tense ; simple past, past perfect tense,
past continuous tense, past perfect continuous tense.
Frequent use of conjunctions of time (temporal conjunction), for example: once upon a
time, one day, long time ago, etc
Contoh teks narasi fabel:
Once upon a time, there was an old woman who lived in a very old hut near a forest
with her only daughter. The daughter‘s name is Misna. She is beautiful but she had envious
heart.
One day she saw girl of her age passing by her hut. The girl was joining her father
hunting. She dressed in beautiful cloth. His father‘s assistants respected her. Misna could not
sleep when she was remembering this. She was very angry with her condition. She hated her
hopeless mother.
In the morning she shouted at her mother. She wanted her mother to buy the most
beautiful gown in the markets for her. Of course her mother could not afford it. Then she
cried and cried. She did not want to eat anything. Her mother was very sad. She decided to
sell a piece of land, the only valuable thing that she had. She bought her beloved daughter a
very beautiful dress.
Misna admired herself. She wanted to show everybody that she was a very beautiful
girl. She asked her mother to bring her to another village. Along the way, she smiled to
everyone. People in the village thought that she was a princess. They gave her a high respect
and invited her to have meal in their house. Misna enjoyed this and told everybody that she
was princess and mother was maid. Her mother was very sad but she kept her felling deep in
the heart.
On the way home Misna met a handsome prince. He was interested in her and
wanted to marry her. Misna told the prince that her mother had died and father went married
to another woman. She was having a long trip with her loyal maid. Listening to this, her
mother was very upset. She cried loudly Misna was very angry to her and told her to be
away from her.
Suddenly there was a heavy rain accompanied with big thunders. Everyone run away
to save themselves. Misna was very afraid. She cried. Her mother wanted to help her but she
did not want to at that time a big thunder hit her to dead.
P. Kegiatan Pembelajaran
FASE DESKRIPSI KEGIATAN ALOKASI
WAKTU
Pendahuluan Apersepsi dan Motivasi
11. Salam.
12. Menanyakan kabar.
13. Absensi hanya dengan menanyakan siapa saja yang
tidak masuk dan alasannya.
14. Menanyakan kesiapan siswa untuk menerima
pelajaran hari ini dan membuka pelajaran dengan
3’
76
membaca basmalah bersama-sama.
15. Menyebutkan tujuan pembelajaran.
Inti Mengamati:
5. Siswa memperhatikan kembali slide yang berisi
materi tentang teknik Think Pair Share dalam teks
narasi
6. Guru kembali memberikan penjelasan singkat tentang
bagaimana mengaplikasikan teknik Think pair Share
Mengasosiasi:
4. Posisi tempat duduk awal siswa sesuai seperti proses
KBM
5. Guru mengubah posisi duduk dengan menggunakan
absen sebai acuan
Eksperimen:
7. Masing masing siswa mengerjakan 25 soal dalam
waktu 10 menit
8. Siswa diminta untuk mengerjakan soal secara individu
9. Kemudian siswa diminta kembali untuk menerapkan
metode Think pair Share (berdiskusi dengan teman
satu meja)
Komunikasi:
Guru akan kembali melihat beberapa hasil kerja siswa dan
membandingkannya dengan hasil kerja siswa yang lain, dan
coba melihat dimana letak kesalahan pengerjaan soal tersebut
Guru akan melihat apakah ada perkembangan dari setiap soal
yang telah dikerjakan sebelumya
Menanyakan:
4. Guru akan bertanya apakah siswa dapat merasakan
pengaruh dari teknik Think pair Share dalam
membantu mengerjakan soal teks narasi
75’
Penutup 5. Siswa dan guru bersama-sama menyimpulkan tentang
materi yang telah dipelajari hari ini.
6. Guru dan murid bersama-sama menutup pertemuan
hari ini dengan hamdalah.
2’
Q. Penilaian
77
7. Instrumen Penilaian Sikap (seluruh instrument yang diperlukan terlampir)
c. Pertemuan pertama : Observasi dan Jurnal
8. Instrumen Penilaian Ketrampilan (seluruh instrument yang diperlukan terlampir)
c. Pertemuan pertama : Praktik
9. Instrumen Penilaian Pengetahuan (seluruh instrument yang diperlukan terlampir)
c. Pertemuan Pertama : Penugasan
R. Sumber/Media Pembelajaran
1. Sumber : Sumber dari internet, suara guru
2. Media : Worksheet, Notebook, LCD Proyektor
Mengetahui Guru Mata Pelajaran
Hj. Eti Hernawati, S.Pd
78
RENCANA PELAKSANAAN PEMBELAJARAN
4th
Treatment
Nama Sekolah : SMP N 3 Tangerang Selatan
Kelas/ Semester : VIII / Ganjil (Eksperimen)
Mata Pelajaran : Bahasa Inggris
Topik : Narrative Text
Alokasi Waktu : 1 x 2jp
S. Kompetensi Inti
13. Menghargai dan menghayati ajaran agama yang dianutnya
14. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,
gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan
lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
15. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya
terkait fenomena dan kejadian tampak mata.
16. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,
merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,
menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah
dan sumber lain yang sama dalam sudut pandang/teori.
T. Kompetensi Dasar
1.4. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi Internasional yang diwujudkan dalam semangat belajar.
2.10. Menunjukan perilaku santun dan peduli dalam melaksanakan komuknikasi antar
pribadi dengan guru dan teman.
2.11. Menunjukkan jujur, disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
2.12. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,
dalam melaksanakan komunikasi fungsional.
3.17. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif
berbentuk fabel, sesuai dengan konteks penggunaannya.
4.18. Menangkap makna teks naratif lisan dan tulis, berbentuk fabel pendek dan sederhana.
79
U. Materi Pembelajaran
Definisi : teks yang berisi cerita yang sudah terjadi di masa lampau
dan bukan merupakan kejadian sehari hari
Tujuan teks narasi : untuk menghibur pembaca
Generic struktur : orientasi: berisi pengenalan tokoh, tempat dan waktu
Komplikasi: masalah atau problem yang muncul dalam
cerita
Resolusi: pemecahan/jalan keluar dari masalah yang terjadi
Lexical grammatical Features : menggunakan Past tense ; simple past, past perfect
tense, past continuous tense, past perfect continuous tense.
Frequent use of conjunctions of time (temporal conjunction), for example: once upon
a time, one day, long time ago, etc
Contoh teks narasi fabel:
Long, long ago a rabbit and lion were neighbors. The lion was very proud, and
was fond of boasting about his strength. And thought they were such close neighbors, the
lion look down upon the rabbit, and use to bully and frighten her. Finally, the rabbit could
stand it no longer and wanted to get her own back.
One day she went to the lion and said,‖ Good day, respected elder brother. Image
it, I met an animal over there that looked exactly like you, and he said to me, ‗Is there
anyone in the world who dares stand up to me? If there is, let me come and have a duel
with me. If there is no one, all of you have to submit to my rule and be my servants!‖
―Oh, he was an intolerable braggart! He is so puffed up with pride that his eyes can‘t
even light on anymore!‖ added the rabbit.
―Oho,‖ the lion said. ―Didn‘t you mention me to him?‖
―Yes, indeed, ―the rabbit replied. ―But it would have been better if I hadn‘t. When
I described how strong you were, he just sneered and said dreadfully rude things. He even
went so far as to say that he wouldn‘t take you for his attendant!‖
The lion flew into a rage and roared, ―Where is he? Where is he?‖
Soon the rabbit took the lion a hill and, not going to near herself, pointed to a well
from a distance, and said, ―He is down there, in the well.‖
The lion hastened to the well and glared angrily into it. Yes there was his rival
who even glared back at him angrily. The lion roared, and his enemy roared back. The
lion become so furious that his hair stood on end. So did his enemy on the well. The lion
show his teeth and lashed out with his paws to scare his rival and his enemy in the well
retaliated! In a fit of anger the lion sprang into the air with all his might and then flung
himself at the enemy in the well. The result was that the proud lion was instantly
drowned.
V. Kegiatan Pembelajaran
FASE DESKRIPSI KEGIATAN ALOKASI
WAKTU
80
Pendahuluan Apersepsi dan Motivasi
16. Salam.
17. Menanyakan kabar.
18. Absensi hanya dengan menanyakan siapa saja yang
tidak masuk dan alasannya.
19. Menanyakan kesiapan siswa untuk menerima
pelajaran hari ini dan membuka pelajaran dengan
membaca basmalah bersama-sama.
20. Menyebutkan tujuan pembelajaran.
3’
Inti Mengamati:
7. Siswa memperhatikan kembali slide yang berisi
materi tentang teknik Think Pair Share dalam teks
narasi
8. Guru kembali memberikan penjelasan singkat tentang
bagaimana mengaplikasikan teknik Think pair Share
Mengasosiasi:
6. Posisi tempat duduk awal siswa sesuai seperti proses
KBM
7. Kemudian guru merubah urutan duduk menggunakan
absen sebagai pedoman
Eksperimen:
10. Masing masing siswa mengerjakan 30 soal dalam
waktu 20 menit
11. Siswa diminta untuk mengerjakan soal secara individu
12. Kemudian siswa diminta kembali untuk menerapkan
metode Think pair Share (berdiskusi dengan
memberikan alasan)
Komunikasi:
1. Guru akan kembali melihat beberapa hasil kerja siswa
dan membandingkannya dengan hasil kerja siswa
yang lain, dan coba melihat dimana letak kesalahan
pengerjaan soal tersebut
2. Guru akan melihat apakah ada perkembangan dari
75’
81
setiap soal yang telah dikerjakan sebelumya
Menanyakan:
5. Guru akan bertanya apakah siswa dapat merasakan
pengaruh dari teknik Think pair Share dalam
membantu mengerjakan soal teks narasi
Penutup 7. Siswa dan guru bersama-sama menyimpulkan tentang
materi yang telah dipelajari hari ini.
8. Guru dan murid bersama-sama menutup pertemuan
hari ini dengan hamdalah.
2’
W. Penilaian
10. Instrumen Penilaian Sikap (seluruh instrument yang diperlukan terlampir)
d. Pertemuan pertama : Observasi dan Jurnal
11. Instrumen Penilaian Ketrampilan (seluruh instrument yang diperlukan
terlampir)
d. Pertemuan pertama : Praktik
12. Instrumen Penilaian Pengetahuan (seluruh instrument yang diperlukan
terlampir)
d. Pertemuan Pertama : Penugasan
X. Sumber/Media Pembelajaran
1. Sumber : Sumber dari internet, suara guru
2. Media : Worksheet, Notebook, LCD Proyektor
Mengetahui Guru Mata Pelajaran
Hj. Eti Hernawati, S.Pd
82
RENCANA PELAKSANAAN PEMBELAJARAN
1st Treatment
Nama Sekolah : SMP N 3 Tangerang Selatan
Kelas/ Semester : VIII / Ganjil (Kontrol)
Mata Pelajaran : Bahasa Inggris
Topik : Narrative Text
Alokasi Waktu : 1 x 2jp
Y. Kompetensi Inti
17. Menghargai dan menghayati ajaran agama yang dianutnya
18. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,
gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan
lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
19. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya
terkait fenomena dan kejadian tampak mata.
20. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,
merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,
menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah
dan sumber lain yang sama dalam sudut pandang/teori.
Z. Kompetensi Dasar
1.5. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi Internasional yang diwujudkan dalam semangat belajar.
2.13. Menunjukan perilaku santun dan peduli dalam melaksanakan komuknikasi antar
pribadi dengan guru dan teman.
2.14. Menunjukkan jujur, disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
2.15. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,
dalam melaksanakan komunikasi fungsional.
3.18. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif
berbentuk fabel, sesuai dengan konteks penggunaannya.
4.18. Menangkap makna teks naratif lisan dan tulis, berbentuk fabel pendek dan sederhana.
AA. Materi Pembelajaran
83
Definisi : teks yang berisi cerita yang sudah terjadi di masa lampau
dan bukan merupakan kejadian sehari hari
Tujuan teks narasi : untuk menghibur pembaca
Generic struktur : orientasi: berisi pengenalan tokoh, tempat dan waktu
Komplikasi: masalah atau problem yang muncul dalam
cerita
Resolusi: pemecahan/jalan keluar dari masalah yang terjadi
Lexical grammatical Features : menggunakan Past tense ; simple past, past perfect
tense, past continuous tense, past perfect continuous tense.
Frequent use of conjunctions of time (temporal conjunction), for example: once upon
a time, one day, long time ago, etc
Contoh teks narasi fabel:
Once upon a time there were four little rabbits. Their names were Flopsy, Mopsy,
Cotton-tail and Peter. One morning they were allowed to play outside. Their mother
reminded them not to go to Mr. McGregor‘s garden because their father had an accident
there.
Flopsy, Mopsy, and Cotton-tail were good little rabbits. They went down the lane
to pick blackberries. But Peter was naughty. He ran straight away to Mr. McGregor‘s
garden. He ate some lettuces, French beans, and radishes. Suddenly, he met Mr.
McGregor. Peter was very frightened and rushed away as fast as he could. He lost a pair
of shoes and a jacket while he was running. Peter never stopped running or looked behind
him till he got home. During the evening, he was sick because he was so tired. He had to
drink some medicine while three of his brother had bread, mild and blackberries for
supper.
BB. Kegiatan Pembelajaran
FASE DESKRIPSI KEGIATAN ALOKASI
WAKTU
Pendahuluan Apersepsi dan Motivasi
21. Salam.
22. Menanyakan kabar.
23. Absensi hanya dengan menanyakan siapa saja yang
tidak masuk dan alasannya.
24. Menanyakan kesiapan siswa untuk menerima
pelajaran hari ini dan membuka pelajaran dengan
membaca basmalah bersama-sama.
25. Menyebutkan tujuan pembelajaran.
3’
Inti Mengamati:
84
9. Siswa memperhatikan slide yang berisi materi tentang
teknik mencari informasi dalam teks narasi
10. Guru memberikan penjelasan singkat tentang cara
mencari petunjuk untuk mendapatkan informasi dalam
teks narasi
Mengasosiasi:
8. Posisi tempat duduk siswa sesuai seperti proses KBM
Eksperimen:
13. Masing masing siswa mengerjakan soal yang
diberikan guru dan diminta untuk mengerjakan secara
individu
14. Setelah waktu habis, hasil kerja siswa ditukar dengan
teman semeja untuk dikoreksi bersama
Komunikasi:
Guru akan melihat beberapa hasil kerja siswa dan
membandingkannya dengan hasil kerja siswa yang lain, dan
coba melihat dimana letak kesalahan pengerjaan soal tersebut
Menanyakan:
6. Guru memberi pertanyaan soal yang mana saja yang
termasuk mudah dan sulit
75’
Penutup 9. Siswa dan guru bersama-sama menyimpulkan tentang
materi yang telah dipelajari hari ini.
10. Guru dan murid bersama-sama menutup pertemuan
hari ini dengan hamdalah.
2’
CC. Penilaian
13. Instrumen Penilaian Sikap (seluruh instrument yang diperlukan terlampir)
e. Pertemuan pertama : Observasi dan Jurnal
14. Instrumen Penilaian Ketrampilan (seluruh instrument yang diperlukan
terlampir)
e. Pertemuan pertama : Praktik
15. Instrumen Penilaian Pengetahuan (seluruh instrument yang diperlukan
terlampir)
e. Pertemuan Pertama : Penugasan
DD. Sumber/Media Pembelajaran
85
1. Sumber : Sumber dari internet, suara guru
2. Media : Worksheet, Notebook, LCD Proyektor
Mengetahui Guru Mata Pelajaran
Hj. Eti Hernawati, S.Pd.
86
RENCANA PELAKSANAAN PEMBELAJARAN
2nd
Treatment
Nama Sekolah : SMP N 3 Tangerang Selatan
Kelas/ Semester : VIII / Ganjil (Kontrol)
Mata Pelajaran : Bahasa Inggris
Topik : Narrative Text
Alokasi Waktu : 1 x 2jp
EE. Kompetensi Inti
21. Menghargai dan menghayati ajaran agama yang dianutnya
22. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,
gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan
lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
23. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya
terkait fenomena dan kejadian tampak mata.
24. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,
merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,
menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah
dan sumber lain yang sama dalam sudut pandang/teori.
FF. Kompetensi Dasar
1.6. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi Internasional yang diwujudkan dalam semangat belajar.
2.16. Menunjukan perilaku santun dan peduli dalam melaksanakan komuknikasi antar
pribadi dengan guru dan teman.
2.17. Menunjukkan jujur, disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
2.18. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,
dalam melaksanakan komunikasi fungsional.
3.19. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif
berbentuk fabel, sesuai dengan konteks penggunaannya.
4.18. Menangkap makna teks naratif lisan dan tulis, berbentuk fabel pendek dan sederhana.
87
GG. Materi Pembelajaran
Definisi : teks yang berisi cerita yang sudah terjadi di masa lampau
dan bukan merupakan kejadian sehari hari
Tujuan teks narasi : untuk menghibur pembaca
Generic struktur : orientasi: berisi pengenalan tokoh, tempat dan waktu
Komplikasi: masalah atau problem yang muncul dalam
cerita
Resolusi: pemecahan/jalan keluar dari masalah yang terjadi
Lexical grammatical Features : menggunakan Past tense ; simple past, past perfect
tense, past continuous tense, past perfect continuous tense.
Frequent use of conjunctions of time (temporal conjunction), for example: once upon
a time, one day, long time ago, etc
Contoh teks narasi fabel:
Once upon a time there was a poor widow who had an only son named Jack. They
were so poor that they didn't 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 lad to sell the cow for the beans.
Jack brought them, happily. When he told his mother about this, his mother
became so furious that she threw the beans out of the window.
When Jack woke up in the morning, he felt the sun shining into a pan 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, he
saw a very huge castle. He was very amazed.
Then Jack walked along the path leading to the castle. There was a big tail woman
on the doorstep. Jack greeted her and asked for the giantess mercy to give him breakfast,
because he fell very hungry. Although the giantess grumbled at first, finally she gave
Jack a hunk of bread and cheese and a jug of milk.
Jack hadn't 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 the giantess opened a very big cupboard and hid Jack there.
HH. Kegiatan Pembelajaran
FASE DESKRIPSI KEGIATAN ALOKASI
WAKTU
Pendahuluan Apersepsi dan Motivasi
26. Salam.
88
27. Menanyakan kabar.
28. Absensi hanya dengan menanyakan siapa saja yang
tidak masuk dan alasannya.
29. Menanyakan kesiapan siswa untuk menerima
pelajaran hari ini dan membuka pelajaran dengan
membaca basmalah bersama-sama.
30. Menyebutkan tujuan pembelajaran.
3’
Inti Mengamati:
1. Guru memberikan keterangan tenatang kosakata yang
familiar dalam teks narasi
Mengasosiasi:
9. Posisi tempat duduk awal siswa sesuai seperti proses
KBM
10. Guru memberi perintah untuk bertukar pasangan satu
meja dengan menyebut dengan menggunakan absen
Eksperimen:
15. Masing masing siswa mengerjakan 20 soal dalam
waktu 10 menit
16. Setelah selesai, soal yang telah dikerjakan dikoreksi
bersama dengan teman satu meja
Komunikasi:
Guru akan kembali melihat beberapa hasil kerja siswa dan
membandingkannya dengan hasil kerja siswa yang lain, dan
coba melihat dimana letak kesalahan pengerjaan soal tersebut
Menanyakan:
7. Guru memberi pertanyaan tentang apakah soal soal
yang dikerjakan lebih mudah atau sulit dari soal yang
diberikan pada pertemuan sebelumnya
75’
Penutup 11. Siswa dan guru bersama-sama menyimpulkan tentang
materi yang telah dipelajari hari ini.
12. Guru dan murid bersama-sama menutup pertemuan
hari ini dengan hamdalah.
2’
II. Penilaian
89
16. Instrumen Penilaian Sikap (seluruh instrument yang diperlukan terlampir)
f. Pertemuan pertama : Observasi dan Jurnal
17. Instrumen Penilaian Ketrampilan (seluruh instrument yang diperlukan
terlampir)
f. Pertemuan pertama : Praktik
18. Instrumen Penilaian Pengetahuan (seluruh instrument yang diperlukan
terlampir)
f. Pertemuan Pertama : Penugasan
JJ. Sumber/Media Pembelajaran
1. Sumber : Sumber dari internet, suara guru
2. Media : Worksheet, Notebook, LCD Proyektor
Mengetahui Guru Mata Pelajaran
Hj. Eti Hernawati, S.Pd
90
RENCANA PELAKSANAAN PEMBELAJARAN
3rd
Treatment
Nama Sekolah : SMP N 3 Tangerang Selatan
Kelas/ Semester : VIII / Ganjil (Kontrol)
Mata Pelajaran : Bahasa Inggris
Topik : Narrative Text
Alokasi Waktu : 1 x 2jp
KK. Kompetensi Inti
25. Menghargai dan menghayati ajaran agama yang dianutnya
26. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,
gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan
lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
27. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait
fenomena dan kejadian tampak mata.
28. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,
merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,
menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan
sumber lain yang sama dalam sudut pandang/teori.
LL. Kompetensi Dasar
1.7. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi Internasional yang diwujudkan dalam semangat belajar.
2.19. Menunjukan perilaku santun dan peduli dalam melaksanakan komuknikasi antar
pribadi dengan guru dan teman.
2.20. Menunjukkan jujur, disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
2.21. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam
melaksanakan komunikasi fungsional.
3.20. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif berbentuk
fabel, sesuai dengan konteks penggunaannya.
4.18. Menangkap makna teks naratif lisan dan tulis, berbentuk fabel pendek dan sederhana.
MM. Materi Pembelajaran
Definisi : teks yang berisi cerita yang sudah terjadi di masa lampau dan
bukan merupakan kejadian sehari hari
Tujuan teks narasi : untuk menghibur pembaca
91
Generic struktur : orientasi: berisi pengenalan tokoh, tempat dan waktu
Komplikasi: masalah atau problem yang muncul dalam cerita
Resolusi: pemecahan/jalan keluar dari masalah yang terjadi
Lexical grammatical Features : menggunakan Past tense ; simple past, past perfect tense,
past continuous tense, past perfect continuous tense.
Frequent use of conjunctions of time (temporal conjunction), for example: once upon a
time, one day, long time ago, etc
Contoh teks narasi fabel:
Once upon a time, there was an old woman who lived in a very old hut near a forest
with her only daughter. The daughter‘s name is Misna. She is beautiful but she had envious
heart.
One day she saw girl of her age passing by her hut. The girl was joining her father
hunting. She dressed in beautiful cloth. His father‘s assistants respected her. Misna could not
sleep when she was remembering this. She was very angry with her condition. She hated her
hopeless mother.
In the morning she shouted at her mother. She wanted her mother to buy the most
beautiful gown in the markets for her. Of course her mother could not afford it. Then she
cried and cried. She did not want to eat anything. Her mother was very sad. She decided to
sell a piece of land, the only valuable thing that she had. She bought her beloved daughter a
very beautiful dress.
Misna admired herself. She wanted to show everybody that she was a very beautiful
girl. She asked her mother to bring her to another village. Along the way, she smiled to
everyone. People in the village thought that she was a princess. They gave her a high respect
and invited her to have meal in their house. Misna enjoyed this and told everybody that she
was princess and mother was maid. Her mother was very sad but she kept her felling deep in
the heart.
On the way home Misna met a handsome prince. He was interested in her and
wanted to marry her. Misna told the prince that her mother had died and father went married
to another woman. She was having a long trip with her loyal maid. Listening to this, her
mother was very upset. She cried loudly Misna was very angry to her and told her to be
away from her.
Suddenly there was a heavy rain accompanied with big thunders. Everyone run away
to save themselves. Misna was very afraid. She cried. Her mother wanted to help her but she
did not want to at that time a big thunder hit her to dead.
NN. Kegiatan Pembelajaran
FASE DESKRIPSI KEGIATAN ALOKASI
WAKTU
Pendahuluan Apersepsi dan Motivasi
31. Salam.
32. Menanyakan kabar.
33. Absensi hanya dengan menanyakan siapa saja yang
tidak masuk dan alasannya.
34. Menanyakan kesiapan siswa untuk menerima
pelajaran hari ini dan membuka pelajaran dengan
3’
92
membaca basmalah bersama-sama.
35. Menyebutkan tujuan pembelajaran.
Inti Mengamati:
11. Siswa memperhatikan kembali slide yang berisi
materi tentang teknik Think Pair Share dalam teks
narasi
12. Guru kembali memberikan penjelasan singkat tentang
bagaimana mengaplikasikan teknik Think pair Share
Mengasosiasi:
11. Posisi tempat duduk awal siswa sesuai seperti proses
KBM
12. Guru mengubah posisi duduk dengan menggunakan
absen sebai acuan
Eksperimen:
17. Masing masing siswa mengerjakan 25 soal dalam
waktu 10 menit
18. Siswa diminta untuk mengerjakan soal secara individu
19. Kemudian siswa diminta mencari petunjuk dari setiap
soal agar mudah dalam menjawab
Komunikasi:
Guru akan kembali melihat beberapa hasil kerja siswa dan
membandingkannya dengan hasil kerja siswa yang lain, dan
coba melihat dimana letak kesalahan pengerjaan soal tersebut
Guru akan melihat apakah ada perkembangan dari setiap soal
yang telah dikerjakan sebelumya
Menanyakan:
8. Guru akan bertanya apakah siswa dapat merasakan
perbedaan yang signifikan dari pertemuan sebelumnya
75’
Penutup 13. Siswa dan guru bersama-sama menyimpulkan tentang
materi yang telah dipelajari hari ini.
14. Guru dan murid bersama-sama menutup pertemuan
hari ini dengan hamdalah.
2’
OO. Penilaian
19. Instrumen Penilaian Sikap (seluruh instrument yang diperlukan terlampir)
g. Pertemuan pertama : Observasi dan Jurnal
93
20. Instrumen Penilaian Ketrampilan (seluruh instrument yang diperlukan terlampir)
g. Pertemuan pertama : Praktik
21. Instrumen Penilaian Pengetahuan (seluruh instrument yang diperlukan terlampir)
g. Pertemuan Pertama : Penugasan
PP. Sumber/Media Pembelajaran
1. Sumber : Sumber dari internet, suara guru
2. Media : Worksheet, Notebook, LCD Proyektor
Mengetahui Guru Mata Pelajaran
Hj. Eti Hernawati, S.Pd
94
RENCANA PELAKSANAAN PEMBELAJARAN
4th
Treatment
Nama Sekolah : SMP N 3 Tangerang Selatan
Kelas/ Semester : VIII / Ganjil (Kontrol)
Mata Pelajaran : Bahasa Inggris
Topik : Narrative Text
Alokasi Waktu : 1 x 2jp
QQ. Kompetensi Inti
29. Menghargai dan menghayati ajaran agama yang dianutnya
30. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,
gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan
lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
31. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya
terkait fenomena dan kejadian tampak mata.
32. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,
merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,
menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah
dan sumber lain yang sama dalam sudut pandang/teori.
RR. Kompetensi Dasar
1.8. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi Internasional yang diwujudkan dalam semangat belajar.
2.22. Menunjukan perilaku santun dan peduli dalam melaksanakan komuknikasi antar
pribadi dengan guru dan teman.
2.23. Menunjukkan jujur, disiplin, percaya diri, dan bertanggung jawab dalam
melaksanakan komunikasi transaksional dengan guru dan teman.
2.24. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,
dalam melaksanakan komunikasi fungsional.
3.21. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif
berbentuk fabel, sesuai dengan konteks penggunaannya.
4.18. Menangkap makna teks naratif lisan dan tulis, berbentuk fabel pendek dan sederhana.
95
SS. Materi Pembelajaran
Definisi : teks yang berisi cerita yang sudah terjadi di masa lampau
dan bukan merupakan kejadian sehari hari
Tujuan teks narasi : untuk menghibur pembaca
Generic struktur : orientasi: berisi pengenalan tokoh, tempat dan waktu
Komplikasi: masalah atau problem yang muncul dalam
cerita
Resolusi: pemecahan/jalan keluar dari masalah yang terjadi
Lexical grammatical Features : menggunakan Past tense ; simple past, past perfect
tense, past continuous tense, past perfect continuous tense.
Frequent use of conjunctions of time (temporal conjunction), for example: once upon
a time, one day, long time ago, etc
Contoh teks narasi fabel:
Long, long ago a rabbit and lion were neighbors. The lion was very proud, and
was fond of boasting about his strength. And thought they were such close neighbors, the
lion look down upon the rabbit, and use to bully and frighten her. Finally, the rabbit could
stand it no longer and wanted to get her own back.
One day she went to the lion and said,‖ Good day, respected elder brother. Image
it, I met an animal over there that looked exactly like you, and he said to me, ‗Is there
anyone in the world who dares stand up to me? If there is, let me come and have a duel
with me. If there is no one, all of you have to submit to my rule and be my servants!‖
―Oh, he was an intolerable braggart! He is so puffed up with pride that his eyes can‘t
even light on anymore!‖ added the rabbit.
―Oho,‖ the lion said. ―Didn‘t you mention me to him?‖
―Yes, indeed, ―the rabbit replied. ―But it would have been better if I hadn‘t. When
I described how strong you were, he just sneered and said dreadfully rude things. He even
went so far as to say that he wouldn‘t take you for his attendant!‖
The lion flew into a rage and roared, ―Where is he? Where is he?‖
Soon the rabbit took the lion a hill and, not going to near herself, pointed to a well
from a distance, and said, ―He is down there, in the well.‖
The lion hastened to the well and glared angrily into it. Yes there was his rival
who even glared back at him angrily. The lion roared, and his enemy roared back. The
lion become so furious that his hair stood on end. So did his enemy on the well. The lion
show his teeth and lashed out with his paws to scare his rival and his enemy in the well
retaliated! In a fit of anger the lion sprang into the air with all his might and then flung
himself at the enemy in the well. The result was that the proud lion was instantly
drowned.
TT. Kegiatan Pembelajaran
FASE DESKRIPSI KEGIATAN ALOKASI
WAKTU
96
Pendahuluan Apersepsi dan Motivasi
36. Salam.
37. Menanyakan kabar.
38. Absensi hanya dengan menanyakan siapa saja yang
tidak masuk dan alasannya.
39. Menanyakan kesiapan siswa untuk menerima
pelajaran hari ini dan membuka pelajaran dengan
membaca basmalah bersama-sama.
40. Menyebutkan tujuan pembelajaran.
3’
Inti Mengamati:
13. Siswa memperhatikan kembali penjelasan guru
tentang bagaimana menjawab pertanyaaan dari teks
narasi
14. Guru kembali memberikan penjelasan singkat tentang
bagaimana mengaplikasikan teknik Think pair Share
Mengasosiasi:
13. Posisi tempat duduk awal siswa sesuai seperti proses
KBM
14. Kemudian guru merubah urutan duduk menggunakan
absen sebagai pedoman
Eksperimen:
20. Masing masing siswa mengerjakan 30 soal dalam
waktu 20 menit
21. Siswa diminta untuk mengerjakan soal secara individu
Komunikasi:
3. Guru akan kembali melihat beberapa hasil kerja siswa
dan membandingkannya dengan hasil kerja siswa
yang lain, dan coba melihat dimana letak kesalahan
pengerjaan soal tersebut
4. Guru akan melihat apakah ada perkembangan dari
setiap soal yang telah dikerjakan sebelumya
Menanyakan:
9. Guru akan bertanya apakah siswa paham tentang cara
75’
97
menjawab soal tentang teks narasi
Penutup 15. Siswa dan guru bersama-sama menyimpulkan tentang
materi yang telah dipelajari hari ini.
16. Guru dan murid bersama-sama menutup pertemuan
hari ini dengan hamdalah.
2’
UU. Penilaian
22. Instrumen Penilaian Sikap (seluruh instrument yang diperlukan terlampir)
h. Pertemuan pertama : Observasi dan Jurnal
23. Instrumen Penilaian Ketrampilan (seluruh instrument yang diperlukan
terlampir)
h. Pertemuan pertama : Praktik
24. Instrumen Penilaian Pengetahuan (seluruh instrument yang diperlukan
terlampir)
h. Pertemuan Pertama : Penugasan
VV. Sumber/Media Pembelajaran
1. Sumber : Sumber dari internet, suara guru
2. Media : Worksheet, Notebook, LCD Proyektor
Mengetahui Guru Mata Pelajaran
Hj. Eti Hernawati, S.Pd
EXPERIMENT CLASS
CONTROL CLASS