THE EFFECT OF'JAMBINESE FOLKTALES ON STUDENTS'READING COMPREHENSION AT ISLAMIC SE,IVOR HIGH
SCHOOL AL IKHLAS JAMBI
THESIS
By
Alyssa Ayuningtyas
NIM. T8151539
ENGLISH STUDY PROGRAMTEACHER TRAINING AND EDUCATION FACULTY
STATE ISLAMIC UNTYERSITY Or' SULTHAN THATIASAIFTIDDIN JAMBI
2018
THE EFF'ECT OF JAMBINESE FOLKTALBS ON STUDENTS'READING COMPREHENSIOI{ AT ISLAMIC SENIOR HIGH
SCHOOL AL IKTILAS JAMBI
THESIS
submitted as a Partial Fulfillment of The Requirements ta gain an S.Pd Degree in
English Education
By
Alyssa Ayuningtyas
NIM. T8151539
ENGLISH STTIT}Y PROGRAMTEACHTR TRAINII\G AND EDUCATION TACULTY
STATE ISLAMIC UI{IYERSITY OF STTLTHAN THAIIASAMUTDIN JAMBI
. 2018
Advisor 1
Advisor IIAddress
Jambi,22 April2019
: Dr. Jamaluddir, S.Ag M.Pd.I
: HilmaSuryani, M.Pd
: Faculty of Education and Teacher Training UUIN STS Jambi
To Dean of Education Faculty and Teacher Training
LIIN STS Jambi
In
Jambi
OFFICIAL NOTE
Assalamuaiaikum Wr. Wb.
After reading and fixing something, we stated that thesis by:
Name : Alyssa Ayuningtyas
Students ID : TE. 151539
Title : The Effect OfJambinese Folktales On Students' ReadingComprehension At MAS Al-Ikhlas Jambi
Could be submitted to Munaqasah exam as partial fulfillment of the requirementto get an undergraduate degree (S1) in English Education faculty and TeacherTraining of The State Islamic University Sultan ThahaSyaifuddin Jambi, assertthe thesis can be accepted well.
Thus, we hope this thesis will useful for education, religion and nation.
Wassalammualaikum, Wr. Wb
First Advisor
r. Jamaluddin S.As. M.Pd.I
Second Advisor
&,I
HilmaSui'varii, M.PdNIP:1986122620fi0B2405197412292003121002
KEMEF{T l{fi '[{F,l A GAI,IAt il{tr}'ERsIT.4"5 lri LAM NEG ER{ {L] &'}
$[JL?H-.{]X Tffi{ TIA SATFT]}I}I}{ JA&*B[FAKLI LT';{S TAR&IYAH TAIT KXGtIRtiAN
Ji. Jaft:hi-.M,a-$ul;q Kry. 16 Sir;:p." s
Ratifiaati**r af Tk*sisDocurns* Ccde FormC*da' Page
[n.08-PP-05-01
Number: B - tsr 1 D.t / ??. Mlo;/eots
Thesis entitled : The Effect of Jambinese Folktales on Sflrdents'Reading Cornprehension at lsiamjc SeniorHigh School A1Ikhlas Jarlbi.
That have prepared and arranged byI'{ame : Alyssa AyuninglyasNIM :TE. 15i539lfave examine* on . l"!ay, tdh:,ttqScore of exarnination : 80.82 (A)And stated tp be accepted by Facultr, of Education and Teacher Training of State IslamicUniversity Sulthan Thaha Saifuddin Jambi.
MUI.{AQASYAH TEAM:Chief of Examiner
Amalia Nurhasanah. S.Pd.. NI.HumNrP.198401 12 zottot 2 AA7
axniner IA
N1P.1975051s 200003 2 004Advisor I
Secretar-vNrP.19861226 201503 2 005
NIP.19870417 201503 2 003
Jambi, 18 June 2019Fneuig of Eiiueation and Teacher Training
State Islamit flniversity Sulthan Thaha Saifuddin Jambi
&*visismD*te
In.08-FM-PP-05-07
Exarxriner {l
WahvunJTitria. Nl.PdNIP.198606S5 2S1503 2
Dlt Jamaluddin. S.As.. M.Pd.INrh19741279 200312 I 002
Hilma Survdni. M.Pd
DEAN
NIr.1962l223 r99t)03 2 0$1
KEMENTRIAN AG.A.MA RIUNIVERSITAS ISLAM NEGERI
SULTIIAN TIIAHA SAIFUDDIN JAMBIFAKULTAS TARBIYAH DAN KEGURUAN
JURUSAN TADRIS BAHASA INGGRISJl. Jambi - Ma. Bulian KM. 15 Desa Simpang Sei Duren Kab. Muaro Jambi
Telefax (0741) 58 4l1B-583183 website : hup:/lwww.iairdambi.ac.id
ORIGINALITY THESIS STATEME.NT
I who signed below stated that the thesis thhat i affange as arequirement toget undergraduate degree which is entitled "The Effect of Jambinose Folktales onStudents Reading Comprehension at Islamic Senior High School Al Ikhlas Jambi"is originally and truly my own work.
As certain parts of the thesis which I quoted from the work of otherpeople, I have written the source clearly in accordance with the norms, rules and
ethics of acientific writing.
If later found that some parts of the thesis are not my owrl work orindicated any element of plagiarism, I am willing to accept the consequences inaceordance with rules and regulation prevail. Therefore, in writing this statement,
I am in good health and mind.
IV
arnbi, 13 }day 2019
v
DEDICATION
Alhamdulillahirabbil’alamin. I cannot finish this thesis without all support, affection, and the power to be successful. I would like to present this work sincerely for:
1. Allah SWT, who blessing me so that I can finish this thesis.
2. My great inspiration, the prophet Muhammad SAW, from whom I try to
implement his behaviors and attitudes.
3. My beloved family, who really understand me and give much time for me
alone without distrub me while i write my thesis. Especially my mother who
always motivate me and remind me to write my thesis, my aunt who always
help me getting idea for the content of my thesis, and my grandma who
always ask me “have you completed your thesis?” , which make my spririt on
fire, but always ask me tp not work so hard too.
4. My lovely Rengginang (Ardia Wulandari, Astari Maylani, Bella Utary, and
Intan Hartama) who always guidance and support me.
5. My bestfriends kembar 7 (Wak Esih, Bijen, Ayuk Nadiya, Buyut Jija, Ayufa,
and Siti). You all are will always be number one for me.
6. All of my friends in English Department 2015, especially my classmates, PBI
A, gratitude for our togetheeness and friendship for four years.
vi
MOTTO
Meaning:
“(1) Recite in the name of your Lord who created -, (2) Created man from a clinging substance. (3) Recite, and your Lord is the most Generous -, (4) Who taught by the pen - (5) Taught man that which he knew not.“
Source: https://quran.com/96/1-5
vii
ACKNOWLEDGMENTS
By reciting Alhamdulillahirabbil’alamin, with all of mercies and blessing of Allah, finally the writer accomplished this thesis. The objective of this thesis is a partial requirement for the undergraduate degree (S1) in English Education Program, Faculty of Education and Teacher Training in the State Islamic University Sulthan Thaha Saifuddin Jambi which is entitled “The Effect of Jambinese Folktales on Students’ Reading Comprehension At Islamic Senior High School Al Ikhlas Jambi”
I would like to express my sincere gratitude to Dr. Jamaluddin, M.Pd.I as the first advisor and Hilma Suryani, M.Pd as the second advisor who have given guidance and support to accomplish in this thesis. The writer would also like to express many thanks to the following people who have contributed much in accomplishing this thesis, namely:
1. Dr. H. Hadri Hasan, MA as the Rector of the State Islamic University Sulthan Thaha Saifuddin Jambi.
2. Dr. Hj. Armida, M.Pd as the Dean of Faculty of Education and Teacher Training of the State Islamic University Sulthan Thaha Saifuddin Jambi.
3. Amalia Nurhasanah, M.Hum as Chief of English Study Program of Faculty of Education and Teacher Training of the State Islamic University Sulthan Thaha Saifuddin Jambi.
4. Dr. Jamaluddin, M.Pd.I and Hilma Suryani, M.Pd as first and second advisor. 5. All lecturers at Faculty of Education and Teacher Training of the State
Islamic University Sulthan Thaha Saifuddin Jambi. 6. All teachers in Islamic Senior High School Al Ikhlas Jambi. 7. All students in Islamic Senior High School Al Ikhlas Jambi.
Finally, the writer expects this thesis will give contribution, to be teaching of English especially. The writer hopes hopes critics and suggestions of the readers for the erfection of this thesis. May Allah SWT always gives guidance and blessing for me and readers. Amin ya rabbalalamin.
The writer
Alyssa Ayuningtyas NIM. TE151539
viii
ABSTRAK
Nama : Alyssa Ayuningtyas Jurusan : Tadris Bahasa Inggris Judul : Kefektifan Cerita Rakyat Jambi Terhadap Pemahaman Membaca
Pada Siswa di Madrasah Aliyah Al Ikhlas Jambi
Penelitian ini bertujuan untuk menemukan apakah ada perbedaan yang signifikan antara sebelum dan sesudah diberikan perlakuan Cerita Rakyat Jambi pada pemahaman membaca kelas sepuluh di MA Al Ikhlas Jambi. Penelitian ini menggunakan quasi experimen dengan bentuk pretest posttest control group design, sedangkan instrumen ppenelitiannya berupa pemberian soal dengan tes pilihan ganda. Sampel diambil dari siswa kelas sepuluh MA Al Ikhlas Jambi. Pada kelas eksperimental diajarkan menggunakan Cerita Rakyat Jambi, sedangkan pada kelas kontrol diajarkan tanpa menggunakan Cerita Rakyat Jambi. Sebelum diberikan perlakuan, kedua kelas eksperimental dan kontrol diberikan tes awal untuk mengetahui kemampuan mereka dalam pemahaman membaca. Pada akhir perlakuan, siswa diberikan tes akhir. Tes yang digunakan sebagai instrumen terdiri dari 25 soal pilihan ganda. Nilai rata-rata akhir diperoleh dari kedua kelas dan dianalisis dengan menggunakan rumus the pooled variance mode t-test dengan taraf signifikan α = 0,05 nilai rata-rata di kelas eksperimental adalah 0000 sedangkan di kelas kontrol adalah 0000. Hasil t-test menyatakan p > 0.05, p = 0.304. maka, Ha2 diterima bahwa tidak ada peningkatan yang signifikan pada pemahaman membaca menggunakan Jambinese Folktales di kelas sepuluh di MA Al Ikhlas Jambi.
Kata Kunci : Jambinese Folktales, Teks Naratif, Pemahaman Membaca
ix
ABSTRACT
Name : Alyssa Ayuningtyas Subject : Tadris Bahasa Inggris Title : The Effect of Jambinese Folktales on Students’ Reading
Comprehension At Islamic Senior High School Al Ikhlas Jambi
This study was aimed to find out whether or not there is a significant effect of Jambinese Folktales between before and after giving treatment in the experimental class and also a significant different between experimental and control class. This research used quasi experimental design with pre-test post-test control group design, while the research instrument is the form of giving question with multiple choice test. The sample was taken from the tenth grade students of Islamic Senior High School Al Ikhlas Jambi. The experimental class was taught by using Jambinese Folktales as the supporting material, meanwhile the control class was taught without using Jambinese folktales as the supporting material. Before giving the treatment, the students from both the classes were given a pre-test to know their ability in reading comprehension. At the end of treatment, the students were given a pot-test. The tests used as instrument were consisting of 25 multiple choice questions. The final mean scores gained from both classes was analyzed by using t-test with significance level α = 0.05 by using the pooled variance mode t-test, it was found that the mean score of experimental class was 80.53 meanwhile, the control class was 78.84. the result related that was significant was determined by p > 0.05, p = 0.304. Thus, Ha2 was accepted that there was no significant improvement of Jambinese Folktales to the tenth grade students’ reading comprehension at Islamic Senior High School Al Ikhlas Jambi.
Keywords : Jambinese Folktales, Narrative Text, Reading Comprehension
x
LIST OF CONTENT TITLE COVER ........................................................................... OFFICIAL NOTE ....................................................................... ii RATIFICATION OF THESIS ................................................... iii ORIGINAL STATEMENTS ...................................................... iv DEDICATION ............................................................................. v MOTTO........................................................................................ vi ACKNOWLEDGEMENTS ........................................................ vii ABSTRAK (Indonesian) ............................................................. viii ABSTRACT (English) ................................................................ ix LIST OF CONTENT .................................................................. x LIST OF TABLE......................................................................... xii LIST OF FIGURE....................................................................... xiii LIST OF APPENDIXES ............................................................ xiv CHAPTER I INTRODUCTION
A. Background of The Study .................................................................. 1 B. Formulation of The Problem .............................................................. 4 C. Limitation of The Problem ................................................................. 4 D. Objectives of The Study ..................................................................... 4 E. The Significance of The Research ..................................................... 5
CHAPTER II REVIEW OF LITERATURE
A. Reading Comprehension in Narrative Text ....................................... 6 1. Reading ........................................................................................ 6 2. Comprehension ............................................................................ 7 3. Reading Comprehension .............................................................. 9 4. Narrative Text .............................................................................. 12
B. Folktales ............................................................................................. 13 1. Definition of Folktale ................................................................... 13 2. Jambinese Folktale ....................................................................... 15
C. Related Studies ................................................................................... 18 D. Action Hypothesis .............................................................................. 22
CHAPTER III RESEARCH METHODOLOGY
A. Time and Place of The Study ............................................................. 23
xi
B. Method and Design of The Study ...................................................... 23 C. Population and Sample ....................................................................... 23
1. Population .................................................................................... 23 2. Sample .......................................................................................... 24
D. Technique of Data Collection ............................................................ 24 E. The Validity and Reliability of The Data ........................................... 24
1. Validity ......................................................................................... 24 2. Reliability ..................................................................................... 25
F. Data Analysis ..................................................................................... 25 1. Normality Test ............................................................................. 26 2. Homogeneity Test ........................................................................ 26 3. Sign Test ...................................................................................... 26 4. T-test ............................................................................................ 27
G. Research Prosedure ............................................................................ 27 H. Statistics Hypothesis .......................................................................... 28 I. Schedule of Research ......................................................................... 28
CHAPTER IV RESEARCH FINDING AND DISCUSSION
A. Finding of The Study ......................................................................... 29 1. Descriptive Analysis .................................................................... 29
a. The Result of Pre-test and Post-Test in Experimental Class ....................................................................................... 29
b. The Result of Pre-test and Post-Test in Control Class ........... 31 2. Statistical Analysis ....................................................................... 33
a. Assessing Normality .............................................................. 33 b. Homogeneity Test .................................................................. 34 c. The Analysis of One-Sample Sign Test in Experimental
Class ....................................................................................... 35 d. The Analysis of Indepentent Sample T-Test .......................... 36
B. Discussion ......................................................................................... 37
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ......................................................................................... 41 B. Suggestion .......................................................................................... 41
REFERENCES APPENDIXES CURRICULUM VITAE
xii
LIST OF TABLE
Table 4.1 ........................................................................................................ 29 Table 4.2 ........................................................................................................ 31 Table 4.3 ........................................................................................................ 33 Table 4.4 ........................................................................................................ 34 Table 4.5 ........................................................................................................ 34 Table 4.6 ........................................................................................................ 35 Table 4.7 ........................................................................................................ 35 Table 4.8 ........................................................................................................ 35 Table 4.9 ........................................................................................................ 36
xiii
LIST OF FIGURE
Figure 4.1 ...................................................................................................... 30 Figure 4.2 ...................................................................................................... 31 Figure 4.3 ...................................................................................................... 32 Figure 4.4 ...................................................................................................... 33
xiv
LIST OF APPENDIX
Appendix 1 The Instrument of The Test .................................................................... Appendix 2 Answer Key ............................................................................................ Appendix 3 List Attendances Try Out ....................................................................... Appendix 4 The Score of The Try Out ...................................................................... Appendix 5 The result of Reliability Test .................................................................. Appendix 6 List Attendances of Pre-Test in Experimental Class .............................. Appendix 7 The result of Pre-test in Experimental Class .......................................... Appendix 8 List Attendances of Post-Test in Experimental Class ............................ Appendix 9 The result of Post-Test in Experimental Class ....................................... Appendix 10 List Attendances of Pre-Test in Control Class ..................................... Appendix 11 The result of Pre-Test in Control Class ................................................ Appendix 12 List Attendances of Post-Test in Control Class ................................... Appendix 13 The result of Post-Test in Control Class .............................................. Appendix 14 Normality of Pre-Test and Post-Test in Experimental Class ............... Appendix 15 Normality of Post-Test Experimental Class and Post-Test in Control Class ..................................................................................................... Appendix 16 Homogeneity Test ................................................................................ Appendix 17 One-Sample Sign Test of Experimental Class ..................................... Appendix 18 Independent Sample T-test ................................................................... Appendix 19 Lesson Plan Experimental Class .......................................................... Appendix 20 Lesson Plan Control Class .................................................................... Appendix 21 Jambinese Folktales .............................................................................. Appendix 22 T-Table ................................................................................................. Appendix 23 Documentation ..................................................................................... Appendix 24 Consultation Card .................................................................................
1
CHAPTER I
INTRODUCTION
A. Background of The Study
Reading has a significant place in learning English. It is important
because it can help the students to gain information such as general
knowledge, subject of school. According to Harmer (2007,p.98), Through
reading people can improve their own knowledge which is needed to ensure
the continuing personal growth and adapt the change in the world. Harvey (as
cited in Alam, 2008,p.1) argues that the purpose of reading is to inform
something, or challenges our knowledge on certain matters. In other word,
reading can help the students to broaden their experience of the world in
which they live.
Moreover, reading is an activity to get information from newspaper,
textbook, internet and other source, to gain their knowledge to enrich their
vocabulary or just pleasure. According to Harmer (2007,p.99), reading is not
beneficial for students career, study or simply for pleasure but also reading is
useful for language acquisition. In English Education field, reading skill
would be improving students to understand the text or integrate new idea
from the text. According to Baumel (as cited in Asriani, 2015,p.2), reading
does not need to comprehend the content of the message but also need to
understand the language used in the text.
Students have studied reading since it has been taught to learners as a
local curriculum lesson. In Curriculum 2013 it is stated that the senior high
school students should be able to comprehend various meanings
(interpersonal, idetional, textual) in various interactual text and monologue,
especially in form of descriptive, narrative, recount, procedure, report, news
items, anecdot, exposition, explanation, discussion, commentary, and
reviews.
However, most of students in Indonesia have difficulties in
comprehending English texts although they have studied English since they
2
were in elementary schools. There are some factors affecting the students’
reading comprehension. According to Ruston (2006,p.3-5), those factors can
be categorized into two major factors; from the students and the other parties
surrounding the students. The factors from outside the students are related to
the teaching technique, material and media while the students’ factors are
related to vocabulary, interest and reading strategy.
In PISA report 2015, 540,000 students (representing about 29 million
15-year-olds) in 72 participating countries and economies partisipated in the
test. From 72 countries, Indonesia ranked 64th with 397 poins for reading
competency. Indonesia shows some improvements in the skills of students.
In particular, girls are performing better than boys in all subjects, significantly
better in reading (Pellini, 2016). On the contrary, the ability of senior high
school students in comprehending a reading text, as a matter of fact is still far
from the objectives stated in the curriculum.
Many senior high school students have difficulties in comprehending
the English text. Based on the researcher’s experience in a teacher training
program (PPL) in one of senior high schools in Kota Jambi, the writer found
some problems in reding activities for students such as: first, students have
limited vocabulary. It is the problem which made the students fail to answer
the question because they did not know the meanings of many words on the
text. Second, students had different background knowledge that did not
connect with the unfamiliar text. Third, teaching and learning environment
were problems that made them not interested in the subject.
Since Indonesian students learn English as a foreign laguage and they
can be called beginner in English, learning in pleasant circumtances is very
important for them. Interesting supporting material in learning can attract
their interest and help their concentration stay longer. The reading materials
in the text book were not interesting for them because the stories often came
from other countries and the reading texts were not appropriate to the
student’s background knowledge. Hence, it was difficult for the students to
comprehend the text. Eskey (as cited in Simanjuntak, 1988,p.12) says that
3
once reading material appropriate to the level and interest of particular
student has been identified, the more of the material that students read, the
better and the more quickly his reading compehension will develop.
Using the interesting supporting material, students will be curious to
read the story and often enjoy the book, even though there are some difficult
words that have to be looked up in the dictionary to get their meanings.
Therefore, the writer chooses folktales, especially Jambinese Folktales as a
teaching material that hopefully can solve the problem found. She chooses the
Jambinese Folktales because folktales is a kind of a narrative text. It is the
more suitable choice for learning story in learning narrative text because the
stories are familiar to the students, transmission of values and entertainment
value. In addition, narrative provides the climax and resolution of the
problem. This is the most exciting part of narrative and it will make the
students fun and enjoy the lesson.
Styasih (2009) in her study, She focused on the use of Indonesian
Fables to develop students’ reading comprehension skills. she found that her
students became better after the use of fables upon them along the study.
Fable is an effective tool for mastering reading skill, because it is easy to be
understood and it is quite interesting for anyone. Rahma Mustikarini (2009)
in her study, She focused on the use of Illustrated Folktale “The Careless Jaka
Tarub” to Improve the Students’ Ability in Understanding Narrative Reading
Text. She found that the experimental group’s understanding of narrative text
was better than the control group. The students were interested and
understood the story easily from the illustrated picture, so it can make them
enjoyed it. Another study was conducted by Badharul Nurtika Sari (2016). In
her study, She focused on the use of Illustrated Folktale “The Princess
Farmer” to Teach Reading Comprehension of Narrative Text. She found that
the use of illustrated folktale “The Princess Farmer” in teaching narrative
reading text to tenth grade students of SMK Diponegoro Juwana was very
useful and effective. Learning narrative reading text through illustrated
folktale “The Princess Farmer” made learning process more interesting.
4
Students study with pleasure. It made students participate actively. Since the
students study with pleasure, it will be easier for them to understand and
memorize the learning material.
Based on the explanation above, the writer is interested in investigating
the study in title “The Effect of Jambinese Folktales on Students’ Reading
Comprehension at Islamic Senior High School Al Ikhlas Jambi”.
B. Formulation of the Problem
The writer formulates the problem of this reseach, as follows:
1. Is there any significant effect in students’ reading comprehension between
before and after using Jambinese Folktales?
2. Is there any significant different in students’ reading comprehension
between experimental class and control class?
C. Limitation of the Problem
In this reseach, the writer focused on the effect of Jambinese Folktales on
Students’ Reading Comprehension for second grade students of Islamic
Senior High School Al Ikhlas Jambi Academic Year 2018. The type of
folktales are legend stories with title The Origins of The Name of The
Batanghari River Name, The Legend of Putri Ayu, Putri Rainun and Rajo
Mudo, Putri Reno Pinang Masak, Origin of the Jambi Villages of Lempur,
Tebat Gelang, and Tebat, Pendekar Bujang Sanaya, and Bujang Selamat
which the writer took from Sumatfeet’s Blog that already written in English
by American couple who resided in the Jambi Province of Sumatra from
2009-2015.
D. Objectives of the study
Based on the reasearch question above, the objectives of this study are to find
out whether or not:
5
1. There is the significant effect on students’ reading comprehension
between before and after using Jambinese Folktales as supporting
material.
2. There is the significant difference on students’ reading comprehension
between experimental class and control class.
E. The Significance of The Reseach
1. For the writer:
• To fulfill the requirement of bachelor degree of English Education
Department.
2. For the English teachers:
• To enrich teachers' knowledge in teaching English reading
comprehension.
• To encourage the English teacher to be more creative in teaching
reading comprehension.
3. For the Students
• To improve students' reading comprehension.
• To encourage the students to be more active in teaching learning
process.
6
CHAPTER II REVIEW OF RELATED LITERATURE
A. Reading Comprehension in Narrative Text 1. Reading
There are so many understanding in the meaning of reading.
One of another definition is from Carnie (1990, p. 30), she stated that
reading is defined as getting information from the text and
interpretation. In other words, reading is the ability to draw from the
printed text and interpret the information appropriately. Carnie says
that reading is the ability to get information from the text.
According to Daiek as stated in Nancy (2004, p. 5), reading is
an active process that depends on both an author’s ability to convey
meaning using words and your ability to create meaning from them.
Based on theory of Daiek, reading is a process that depends on the
skill of author to explain or convey the meaning in a text by using the
words and how the author delivers the opinion to create new word or
meaning of sentence and then explore it to be sentences or paragraph.
Another definition proposed by Grabe (2002, p. 11). He stated
that reading is a centralized process of understanding. People read to
understand what the author intended to convey on writing, although
they also do more. In addition, he said that one of the reasons to show
that reading assumes an understanding is becoming clear that all
cognitive processes involved in reading related to this basic purpose.
There are many different purposes of reading. Sometimes
people read a text to learn material, sometimes people read for pure
pleasure, and sometimes they need to follow a set direction. If a reader
wishes to get a general idea of text content, they will pay less attention
to the detail of the text and he may read in very different ways than if
he is studying a text in order to identify key information. Thus, it
becomes inevitable to say that the reason he is reading a text will
7
influence the way he reads it. Reading short story at bedtime is likely
different from reading a hand out for an examination to the next
morning of course. A readers’ purpose determines the way in which
he treats a passage and which comprehension skills he uses. Because,
according to Hennings (2003, p. 2), what the readers get from reading
also depends on what they bring to the reading of selection and the
purpose for reading it. On the other hands, it is clear to say that
reading purpose will influence the skills required or used. Skill is not
only to learn knowledge, but also abilities to process information.
Based on opinion above, reading is one form of the language,
which used the reader to get information by the author through
writtent language. Readers will read words, phrases, sentences, and
another.
2. Comprehension
Comprehension is an active process that involves the child
integration of prior knowledge with information the text in order to
comprehend that text. According to Richards, Platt, and Weber (1998,
p. 558), comprehension is as the process by which a person
understand the meaning of the written or spoken language. It means
that someone can understand the meaning of written or spoken
language through the process of listening seriously, and it can make
him to be understood the meaning of the written or spoken language.
Another definition of comprehension was stated by Kustaryo
(2000, p. 67), he states that comprehension is the relationship among
the elements of reading skills, they are competence, reading
techniques, and good comprehension. It means it is dependent on
several cognitive processes, including decoding, word recognition,
and knowledge.
According to Danielle (2007, p. 28), comprehension means
different things to different people. Indeed, comprehension is not a
unitary phenomenon but rather a family of skills and activities. The
8
different types of comprehension share a common core set of
processes. A general component in many definitions of
comprehension is the interpretation of the information in the text, the
use of prior knowledge to interpret this information and, ultimately,
the construction of a coherent representation of picture in the reader’s
mind of what the text is about.
Level of comprehension refer to the degree in which a reader
can be categorized as good as poor readers, proficiency or less
proficiency readers. Heilman (2001, p. 22) states there are three main
level of comprehension: (1) Literal Comprehension:Understanding the
ideas and information explicitly stated in the passage. Abilities: (a)
Knowledge of words meanings. (b) Recall of detail directly stated or
paraphrased in own words. (c) Understanding of grammatical clues-
subject, verb, pronouns, conjunctions, and so forth. (d) Recall of main
idea explicitly stated. And (e) Knowledge of sequence of information
presented in passage.(2) Interpretative Comprehension: Understanding
of ideas and information not explicitly stated in the passage. Abilities:
(a) Reason with information presented to understand the author‟s
tone, purpose and attitude. (b) Infer factual information, main ideas,
comparisons, cause-effect relationships, not explicitly stated in the
passage. And (c) Summarization of story content.. (3) Critical
Comprehension: Analyzing, evaluating and personally reacting to
information presented in a passage. Abilities : (a) Personally reacting
to information in a passage indicating it meaning to the reader. And
(b) Analyzing and evaluating the quality of written information in
terms of some standards. (4) Creative Comprehension: Understanding
of ideas and information not explicitly stated in the passage. Abilities:
(a) Reason with information presented to understand the cause effect
relationship in a text, although it is not stated directly. (b) It must be
able to think and use the imaginations. And (c) Solving problem,
producing new creations or new ideas and develop new insights.
9
3. Reading Comprehension
Reading comprehension is complex skill that requires an active
interaction between text elements and the reader. The reader is an
active participant with a text and the reader makes sense of how ideas
based on the text relate to one another by interpretive interactions
between what the reader gleans from the text and what the reader
already knows. From the statement, it is clearly understood that
comprehension is the most important in reading. Since comprehension
of the text is the ultimate goal in reading. Understanding
comprehension processes is crucial to the study of reading.
According to Grabe and Stoller (2002, p. 7), reading
comprehension is an ability to understand or to gain the information
from a text. Furthermore, Partnership for reading defined reading
comprehension as the understanding of a text that is read, or the
process of constructing meaning from a text (Partnership for reading,
August 10, 2010). It means that a reader must be able to interpret what
the meaning of the text well.
Otto (1979, p. 70) states reading comprehension is as an
interaction between thought and language. It means that an interaction
in reading, it can produce a thought and then we are thinking, and we
has a question for asked to someone, that called is language.
A crucial factor affecting comprehension is the importance of
the reader‟s background of experience. One important area of a
student‟s background of experiences is that related to language
development and growth. The following factors are among those that
affect the comprehension of written material Otto (1979, p. 70): (1)
Oral language development related to real objects, experiences, and
pictures. (2) Ability to listen with understanding to stories read aloud.
(3) Firsthand experiences with people, object, and place. (4)
Continuous development of syntactic and semantic features of our
10
language. And (5) Oral language development of syntactic and
semantic features of our language.
Furthermore, Shepherd as stated in Edithia (1988) states some
principles of learning that must be applied to reading comprehension,
they are: (1) A background knowledge of experience and knowledge
is necessary for learning. A reader‟s background knowledge influence
reading comprehension. Background knowledge includes all of the
experiences that a reader brings to a text: life experiences, educational
experiences, knowledge of how text can be organized rhetoritically,
knowledge of how one‟s first language works, knowledge of how the
second language works, and cultural background knowledge. If
students are reading on an unfamiliar topic, teachers need to begin the
reading process by building up background knowledge. New ideas
must be connected to existing ideas and information. A background
that provides a basic understanding of the vocabulary and enables the
student to apply concrete illustrations of the new ideas forms the base
on which he can build the new information. (2) Learning must have
meaning for the learner. The goal of reading is to enable the reader to
get meaning from the printed material it means that he reader must be
able to understand the information and to determine its significance.
(3) The students must have a purpose and a motivation to learn. It is
the fact that practice is a necessary part of skill development, so, if the
students do not read because of lack of a purpose and a motivation, he
does not get the practice he needs in reading skills. As a result, any
instruction he may get in the skills of reading will be useless to him,
and it makes him unsuccessful in comprehending. (4) The learner
must be active in his learning. Learning to read is not a passive
process. It is nearly impossible to teach skills to a student if he puts
forth little or no effort. The teacher can tech techniques, but the
students must practice and apply them. (5) Learning requires the
forming of habits. When a student learns how to use reading skills and
11
how to attack a reading assignment he is learning techniques habits
that will insure success and efficiency in his effort. For the student to
become an efficient reader, many of the skill must be so well
development that they function smoothly and simply. (6) Much
learning is by association. Learning to read is no exception. The
students learns first to use and understand language through listening
and speaking. Reading is one additional from the form of using
language. When he reads he recognizes the words and attaches
meanings to them from his oral knowledge about them. In addition, a
new meaning for a word is easier to remember if the students already
knows the word another meaning. (7) Learning requires practice. This
is particularly true of learning to read. The student does not learn an
effective reading technique merely by being shown.(8) Favorable
attitudes toward learning foster toward learning foster effective
learning. Students who have difficulty in reading and who develop
negative attitudes toward the reading act will find it difficult to use
reading an effective learning tool. Their whole mental set will oppose
this avenue of learning. (9) Students learn at different rates and in
different modes. Humans vary in their traits, capabilities, and
development, and the teacher must take these differences into account.
Therefore, the teacher cannot expect all students to have the same
abilities, needs, and levels of reading. (10) Learning is more effective
if the learner knows the reason for what he is learning. In reading skill
development the students need to understand the importance and
usefulness of each skill. He needs to understand how he skills can
increase his reading competence. Such realizations will not only help
his improvement in reading, but his motivation will also improve.
4. Narrative Text
Narrative text is one of English text types. In narrative text,
students are expected to understand about the context and to find the
moral value of the story. There are many types of narrative. They can
12
be imaginary, factual or a combination of both. They may include
fairy stories, horror stories, fable, legend, folktale, short story, etc.
According to Anderson (2003,p. 3), narrative text is a text that
has a purpose to entertain the reader or listener. However, narrative
can also be written to teach or inform, to change attitudes or social
opinions and to show the moral of a story. Similarly, Meyers
(2005:52) argues that narrative is telling a story and to be interesting
for readers to respond to some event in your life as if it were their
own.
In addition, Pradiyono (2007,p. 94) defines narrative text is a
kind of text to retell the story that past tense. The purpose and social
function of the narrative text is to entertain or to amuse the readers or
listeners about the story. So, narratives text is text that tells a story
which raises the problematic expeerience in the past and resolution to
amuse the reader which consist of some character, plot, setting, and
action wich have the problematic like fable,legend, folktale, etc and to
teach the students of story’s lesson which divided into orientation,
complication, sequence of events and coda (moral value).
According to Anderson (2003,p. 3), the steps of narative text
are an orientation, a complication, a sequence of events, a resolution,
and a coda. An orientation is about the opening paragraph where the
characters are introduced, where and when the story takes place. A
complication is about the problems that the participants have. The
complication is pushed along by a serious of events, during which we
usually expect some sort of complication or problem to arise. It just
would not be so interesting if something unexpcted did not happen.
This complication will involve tha main charcters and oven serves to
(temporally) toward them from reaching their goal. A sequence of
events where the characters react to the complication. A resolution is
about how the problem is solved. It includes their feeling and what
they do. The event can be told in chronological order (the order in
13
which they happen) or with flashback. The audiens is given the
narrator’s point of view. And a coda provides a comment or moral
based on what has been learned from the story, but it is an optional
step.
There are language features of narrative text. According
Anderson (2003,p. 4), the language features usually found in a
narrative text are specific characters such as The King, time words to
tell when they occur such as one upon a time, verbs to show the
action, and descriptive words to portray the characters and settings.
Beside that, the reader usually found direct and indirect sentences in
narrative text and the writer uses past tense ; simple past, past
continuous and past perfect tense.
According to Anderson (2003,p. 6), the purpose of narratives is
to present a view of the world that entertains or informs the reader or
listening. Similarly, the basic purpose of narrative is to entertain, to
amuse and to hold reader’s interes. Therefore, narrative is a kind of
text which make the reader enjoy and interest with the story and to
teach or inform narrative. The readers more than enjoy to read kinds
of story that them feel amuse and make them laughing.
In conclusion, reading narrative text is the activity of getting
information from the text which aims to entertain or amuse the readers
through a sequence of events and ends in resolution.
B. Folktale 1. Definition of Folktale
Folktale is the general term of any kinds of narrative story.
According to Hucks and Kiefer (2010,p. 227), folktale is all forms of
narratives, written or oral, which have come to be handed down
through the years. This definition is in line with Thompson (1977,p.
4), he stated that folktale is legitimately employed in a much broader
sense to incude all forms of prose narrative, written or oral, which has
14
come to be handed down through the years. It means that folktale is all
forms of narratives, written or oral, which have come to be handed
down through the years from generation to generation. Frequently the
story is taken from the people, recorded in a literary document, carried
across continents or preserved through centuries, and then retold to a
humble entertainer who adds it to his repertory.
In addition, The American Heritage Dictionary of the English
Language (2000,p. 628) defined folktale as a story or legend forming
part of an oral tradition. In other words, it can be said that folktale is
one of the stories passed on by word of mouth rather than by writing.
In another source, folktale defined as oral narratives that do not
have a singular, identifiable author, expanded and shaped by the
tongues of tellers over time d passed down from one generation to the
next; folktales often reflect the values and customs of the culture from
which they come (Kiwi, April 5, 2016). It is in line with this definition
that stated folktale is a general term for different varieties of
traditional narrative. The telling of stories appears to be a cultural
univer al, common to basic and complex societies alike (Kiwi,
November 14, 2018). It means that folktale is a narrative story which
had a culture or traditional values passed down from generation to
generation, but it does not have an identifiable author.
Meanwhile, according to Hornby (2003,p. 521), folktale is a
very old traditional story from a particular place that was originally
passed on to peop n a spoken form. It means that folktale is form of
traditional story passed down orally to the people in the particular
place.
From the definitions above, the writer concludes that folktale is
a general term for any varieties of traditional narrative which has a
cultural values; the story which has been handed down from one
generation to the next either spoken or written.
2. Jambinese Folktales
15
Jambinese Folktale is a story from ancient times in the form of
oral literature from birth and until it developed from the traditional
Jambi community which contained speeches and described a
phenomenon or event in Jambi. There are more than 40 folktales in
various categories which are myths, legends, and also fable. In this
study, researchers will only focus on folktale in the legend category.
The researcher will use several Jambinese Folktales which are The
Origins of The Name of The Batanghari River Name, The Legend of
Putri Ayu, Putri Rainun and Rajo Mudo, Putri Reno Pinang Masak,
Origin of the Jambi Villages of Lempur, Tebat Gelang, and Tebat,
Pendekar Bujang Sanaya, and Bujang Selamat as the supporting
material for teaching reading comprehension in narrative text.
The researcher got both folktales in English from a blog which
name is Sumatfeet. It was written by an American couple, Chet
Swearingen and his wife Phyllis Swearingen, who resided in the
Jambi Province of Sumatra from 2009-2015. It was written from a
perspective of great appreciation and love for the Jambi People and
for their way of life. To got those folktales and the content of their
blog, they went to various regions in Jambi Province and also to other
cities in Indonesia, which can be seen on their YouTube
channel https://www.youtube.com/user/sumatfeet. So it can be
concluded that they got this folktale orally from Jambi culturalists and
also in writen from books and blogs in Indonesian then they
translated into English.
The first is The Origin of The Name of The Batanghari River.
This legend illustrates the “stranger-king” theme that was common
throughout the Austronesian culture. It’s as if these cultures believed
that outsiders were always more competent to lead than they
themselves, thus legends illustrate these peoples looking to other
nations from which they would find their kings. Becoming the king
was not easy, they had to enter the mouth of Batang hari River. When
16
the candidate to become Jambi’s king entered the mouth of the
Batanghari River, he was asked if he knew the name of it. At that time
the name of the river wasn’t known by the other travelers, and the
candidate’s quick and witty response named the river, and brought
amazement to the Jambi people who were looking for a wise and
capable candidate to become their king (Sumatfeet, May 22, 2012).
Next is The Legend of Putri Ayu. In Jambi’s history there is a
legend of a woman with the name of Nyi Mas Rahima, or Putri Ayu,
as she is commonly known today. She was a young beautiful girl who
also happened to be the wife of Sultan Muhammad, who ruled the
Jambi kingdom from 1812-1833 (that’s around 178 years ago). Not
only was she beautiful physically, she was also beautiful in character.
She always supported the war effort of her husband with diligence and
willingly sacrificed her desires of always having her husband together
with her and her son (Sumatfeet, July 25, 2011).
Then, the folktales titled Putri Rainun and Rajo Mudo. This
legend gives a little insight into the customs of forced marriages.
Through this story the reader learns about the dangers that could be
involved with this practice. This legend also has elements of
witchcraft, as a deceased person is brought back to life again.
(sumatfeet, June 16, 2014)
Moreover is Putri Reno Pinang Masak. In the village of Pasir
Mayang, located in the Bungo-Tebo regency of the Jambi Province,
there is a famous grave named “Makam Upih Jatuh” (literal
translation of the 3 words: grave; pinang tree bark; fall). The name is
used in reference to the main character in this story, who was said to
have died, and when she did, “she floated to and fro as she fell to the
earth, just like the thin pinang tree bark falls.” This grave is
considered to be sacred, and many people go there to pray for spiritual
and physical blessings. There are even yearly observances that are
held there to commemorate the person who is buried there. Below is a
17
legend that describes the story behind the grave called “Makam Upih
Jatuh.” (Sumatfeet, June 23, 2012)
Furthermore, the folktale about Origin of the Jambi Villages of
Lempur, Tebat Gelang, and Tebat. This legend describes how several
Jambi villages obtained their names. It also gives insight into the
Indonesian view of how children are to respect their mother, or dire
consequences will result! The moral lesson Indonesians get from this
legend is that children have a responsibility to honor and respect their
mothers. Another lesson derived from this legend is that they must
never do anything that will hurt their mother’s feelings. From the
western mindset, this legend is disturbing. It’s possibly disturbing to
many Indonesians as well. The westerner’s view of God is that he is a
God of reconciliation and forgiveness, even of the most serious of
offenses. He is not a God that delights in judgment or retribution, like
what we see in the below story. Another thing from the western
mindset: if a mother truly loved her daughter, no matter how
rebellious her daughter would be, and no matter how much hurt she
would cause, the mother would continue to love, forgive, and always
be ready to welcome her back into a relationship with her. (Sumatfeet,
June 23, 2014)
After that is Pendekar Bujang Sanaya. This legend originated
from the Kerinci region of the Jambi Province. The dominant
character is Pendekar Bujang Sanaya. In this story the main character
is guided by the spirit of his deceased grandmother, who would appear
to him in dreams. This legend could not be translated to make it
comprehensible without us making adjustments in several areas. The
legend was written with gaps and different threads that did not
connect. We did add a small amount of additional story line, just to
connect the errors the original writer made. The plot and story in
general was not altered. (Sumatfeet, July 28, 2012)
18
The last is Bujang Selamat. This story is about a young man,
who though not very educated, was extremely honest and obedient
towards his King. Through fortunate circumstances, this young man,
without it ever having entered his mind, was raised up and was placed
in the position as a king. (Sumatfeet, June 14, 2012)
C. Related Studies
There are several researches that have been done by researcher
which relevant with this study. First, Susilowati (2014) in her study, “The
Effectiveness of Using Javanese Folktale to Improve Reading
Comprehension of Narrative Text (A Case of The Eight Grade Students of
MTs NU Demak in The Academic Year 2013/2014)”. The objectives of this
study are to explain how teaching reading comprehension using Javanese
Folktale can improve students’ comprehension of texts and to find out the
significant difference in reading achievement between the student who are
taugh using short story. The analysis of data showed that the students’
achievement on the pre-test was 65.1 for control group and 62.6 for
experimental group. However, in the post-test they showed the different
mean scores. The mean score of the control group was 65.5 and thet of the
experimental group was 80.2. based on the result, it could be seen that the
treatment gave a significant improvement in the students’ reading
achievement. Based on observation, Javanese Folktale could motivate the
students to read the material. Beside that, it also helps the students to
understand the material and improve their vocabularies.
Second, Rahma Mustikarini (2009) conducted a research entitle
“The Use of Illustrated Folktale “The Careless Jaka Tarub” to Improve
the Students’ Ability in Understanding Narrative Reading Text (An
Experimental Research at the Eight Year Students of MTs Abadiyah
Gabus-Pati in the Academic Year of 2009/2010)”. The objectives of this
study were: 1) to know the effectivenessof using ilustrated folktale “the
Careless Jaka Tarub” in improving students’ understanding of narratve
19
texts and 2) to find out the way the illustrated folktale “the Careless jaka
Tarub” are effective to teaceh narrative reading. The result of the pre-test
and post-test showed that the average score of pre-test for the experimental
group was higher than the control group. After the treatment, the average
score of post-test for the experimental group was 78.00, and the average
score of post-test for the control group was 64.93. After the test of
significance, the t-test number (4.359) was higher than t-table (1.66). It
means that the experimental group’s understanding of narrative texts was
better than the control group. Besides using test, this study was also using
questionnaire. From the result of the questionnaire, it can be seen that the
use of illustrated folktale “The Careless Jaka Tarub” was effective to teach
narrative reading because of some reasons: 1) the students like to read
English story books, 2) the students were interested in the illustrated
pictures of the story “The Careless Jaka Tarub”, 3) the students could
understand the story easily from the illustrated pictures, 4) the students
knew the meaning of vii the words in the story from the illustrated
pictures, 5) the students enjoyed reading the story “The Careless Jaka
Tarub” more than the story from other countries.
Third, Sari (2016) conducted a research entitle “The Effectiveness
of Using Illustrated Folktale “The Princess Farmer” to Teach Reading
Comprehension of Narrative Text (A Quasi Experimental Research at the
Tenth Year Students of SMK Diponegoro Juwana in the Academic Year of
2015/2016)”. The aim of this study is to find out whether or not the use of
illustrated folktale “The Princess Farmer” is effective to teach reading
comprehension of narrative text at the tenth grade students of SMK
Diponegoro Juwana in the academic year 2015/2016. The result of the
posttest showed that the average score of experimental group was 90.25
and the average score of the control group was 82.75. It can be seen that
the average score of experimental group was higher than the average score
of control group. To determine the significance of score between two
groups, t-test was done. The result of the t-value was 3.02 and the critical
20
value of the t-table was 1.68 since the t-value was higher than the t-table, it
showed that there was significant difference between the two means of
pre-test and post-test. It means that the use of illustrated folktale “The
Princess Farmer” to teach reading comprehension of narrative text was
more effective.
Fourth, Styasih (2009) in her study, “The Use of Indonesian Fables
To Develop Students’ Reading Comprehension Skills In Junior High
School. The Case of The Eighth Grade Students In SMP N 1 Prembun,
Kebumen In Academic Year of 2009/2010”. She held a research on eighth
grade students og junior high school class VIII-4. The result of her study is
that after conducted her study, she found out that her students became
better after the use of fables upon them along the study. She stated that
fable is an effective tool for mastering reading skill, because it is easy to
be understood and it is quite interesting for anyone.
Fifth, Widyatmoko (2017) in his study, “The Effectiveness of Using
Folktales to Improve Speaking Skill of The Seventh Grade Students at
Madrasah Tasanawiyah Raudhatul Mujawwidin Rimbo Bujang Jambi”.
The research was an experimental research which involved two groups:
first grups was VII-A as the experimental group who were taught using
narrative speaking and the other one was VII-B as the control group who
were taught using text book. Each class consisted of 20 students. The
writer used speaking test in the pre-test and post-test to get the data. As
soon as the students finished the pre-test, they were given a treatment. The
result of the analysis indicated the mean score of students’ speaking test by
using folktales was higher than the mean score of students’ speaking test
ability not using folktales. The second, the researcher has computed these
to means scpre by using t-test formula; the value of t-test was higher than
the value of t-table. It indicated that there was a difference on the students’
ability that was taught using folktales. It means that the effect of using
folktales or students’ speaking ability at MTs Raudhatul Mujawwidin
Rimbo Bujang Jambi was accepted.
21
Those researches also produced results in which pictures, games,
and stories were effective supporting material for attracting students’
interest in lesson. All of above researches used experimental research as
the method for solving the problems. Those materials are needed to help
students in increasing their interest toward English. Although the writers
of those studies used different supporting material, the result of the studies
showed that the subjects of the researches were more motivated and they
made better achievement because they engaged to the teaching process and
did the tasks given by the teachers.
Based on the explanation above, the writer is interested in
investigating the study in title “The Effect of Jambinese Folktales on
Students’ Reading Comprehension at MAS Al Ikhlas Jambi”. The writer
apply several Jambinese Folktales which are The Origins of The Name of
The Batanghari River Name, The Legend of Putri Ayu, Putri Rainun and
Rajo Mudo, Putri Reno Pinang Masak, Origin of the Jambi Villages of
Lempur, Tebat Gelang, and Tebat, Pendekar Bujang Sanaya, and Bujang
Selamat.
D. Action Hypothesis Action hypothesis is proposed in this research has a formula as
follows: Jambinese Folktales are affect on students' reading
comprehension and improve their ability in comprehending text at the first
grade of Class XA MA Al Ikhlas, Mayang, Jambi.
22
CHAPTER III
RESEARCH METHODOLOGY
A. Time and Place of the Study This research was conducted in Islamic Senior High School Al
Ikhlas Jambi in the academic year of 2018/2019 from February to March
2019. There are six classes in Islamic Senior High School Al Ikhlas Jambi
and each grade consists of two classes. Each class has their own facilities
such as a board, some tables, and some chairs. In addition, the school
provides some facilities to support the learning and teaching process such
as a computer laboratory, and a library. The school is on the process of
completing the facilities.
B. Method and Design of the Study
Research method deals with how the research questions proposed
in the first chapter are process with a particular method. According to
Cohen, Manion & Morrison (2007: p. 446), method is an approach used in
educational research to gather data which is to be used as a basis for
inference and interpretation, for explanation and prediction. It means that
method is the way use to discuss and examine the problem.
The researcher applies a quasi-experimental research design,
involving pre-test and post-test to measure students’ ability in reading
comprehension. The pre-test will be give in the first meeting and the post
test in the last meeting. It is to know about the effect of Jambinese
folktales on students’ reading comprehension.
C. Population and Sample
1. Population
The total number of students in Islamic Senior High School Al
Ikhlas Jambi especially in grade tenth are 61 students, and the classes
are into second classes. The distribution of population is as follows:
23
Class Male Female Total
A 20 10 30
B 19 11 31
Total 39 21 61
Source: Islamic Senior High School Al Ikhlas Jambi 2. Sample
Creswell (2012) states that sample is the group of participants in a
study selected from target population from which the researcher
generalizes to the target population. The sample in this research are
class XA and XB. Technique that will be made to take a sample is total
sampling. Creswell (2012) state that total sampling is sampling
technique when all of the number of population used as the sample.
D. Technique of Data Collection
In order to collect the data, the researcher used reading test. The
test (pretest and posttest) was identifying the quality of students’ reading
comprehension before and after treatment. This test was monologue. It
was intend to administer in order to gain the needed data. It was addressed
to both experimental group and control group. The researcher used a
ready-made test. It was in the form of multiple choice items which was
consist of 25 questions with six passages. The expected answer were A, B,
C, D, and E. Each correct answer had 4 point and incorrect answer got 0
point.
E. The Reliability of the Data
1. Reliability
Reliability was referring to the consistency of scores obtain by
consistent they were for any other individual. Problem the realibility
demonstrated in a sense that an instrument was reliable for use as a
means of collecting data because the instrument is good and the
24
coefficient reliability is 0.70 Arikunto, S (2015,p. 102). In this case the
researcher used Cronbach Alpha and calculate it using SPSS 21.
Table 3.1 The Result of Reliability Test
F. Technique of Data Analysis In order to find out whether there was significant effect of folktales
to students’ reading comprehension, the researcher used prerequisite
analysis and statistical analysis. After the writer getting students’ score of
reading pre-test and post-test between experimental and control classes.
The writer analyzed the data by using requirement test before. It consists
of normality test, homogeneity test, sign test, and T-test.
1. Normality test
According to Susetyo (2010, p. 137), Normality test was to
determine whether the data from population normal or not. This test
was purpose for ensuring the distribution of data which were
accomplished from the population had normal distribution or not.
Normality test used is the Chi Square test. The writer tested normality
of test by using SPSS 21. The criteria of the testing follow:
1) If the value (p) > significant (α=0,05) it means H0 was
accepted and H1 was rejected (normal distribution).
2) If the value (p) < significant (α=0,05) it means H0 was rejected
and H1 was accepted (not normal distribution).
2. Homogeneity test
Homogeneity test was done to know the variance in population of
research homogeny or not. Homogeneity test was to measure the data
of the population homogeny or not. The writer used SPSS 21 in this
research. The criteria of the testing follow:
1) If the value (p) > significsnt (α=0.05), h0 is accepted, it means
that sample has homogenous vatiant which means, the students
Cronbach's Alpha N of Items .725 25
25
had the same characters on reading comprehension in narrative
text, moreover the data was valid.
2) If the value (p) < significant (α=0.05) H0 is rejected, it means
that sample does not have homogenous variant which means,
the students had the same characters on reading comprehension
in narrative text, moreover the data was valid.
3. Sign test
According to Sudijono (2009, p. 273) sign test use when the
population not normally distribute. It use to evaluate any significant
effect from a certain treatment. Standart significant of the successful
test is 0.05 between pre-test and post-test in experimental class.
This research used one-sample sign test to see whether or not there
is significant effect to students’ reading comprehension before and
after the treatment. The data will be calculate using SPSS 21.
4. T-test
T-test use to look any different between experimental class and
control class. Standart significant of the successful test is 0.05
between pretest and post-test or experimental class and control class
(Anas Sudijono, 2009, p:346).
This reserach used test, with independent sample t-test. The
independent sample t-test is used to compare the means of one
variable for two groups of cases. The data calculated using SPSS 21.
G. Research Procedure
1. The writer observed the location and population were carried out. The
research was done in two classes (experimental class and control
class). Before treating the students with Jambinese Folktales, the writer
administered the pre-test to the students in both classes with the same
instrument to know the homogeneity of students’ reading
comprehension.
26
2. The treatment was the application of Jambinese folktales in XA class as
the experiment class and without the application of Jambinese
Folktales in XB class as the control class. The presentation of the
lesson was done by the writer.
3. Post-test was administeres after finishing the treatment. The writer
used the same format of the test for both of classes. Even though the
test instrument was same, students did not realize that would examined
again later. Finally, the writer made a calculation of the result from
both of the tests. The further explanation will discuss later.
H. Statistics Hypothesis The hypothesis of this research as follow :
Ha1 : There was significant effect of jambinese folktales on students’ reading
comprehension at Islamic Senior High School Al Ikhlas Jambi.
Ho1 : There was no significant effect of jambinese folktales on students’
reading comprehension at Islamic Senior High School Al Ikhlas Jambi.
Ha2 : There was significant difference between the students taught by
jambinese folktales and students’ who were not.
Ho2 : There was no significant difference between the students taught by
jambinese folktales and students’ who were not.
27
I. Schedule of Research
No Activities Month
November December January February March 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 Preparation of proposal √
2 Arranging proposal √
3 Preparation of seminar √
4 Seminar √
5 Improvement of seminar √
6 Making research permission
√
7 Collecting data √ √ √ √
8 Arranging research list √
9 Writing final report √
28
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Finding of The Study
The data of students’ reading comprehension in the pre-test and post-test in
experimantal and control class were scored by the writer. After the writer got the
data, the writer analyzed the data by using t-test in using Statistical Product and
Service Solution (SPSS) version 21 program. The finding include: 1. Descriptive
analysis of students’ reading comprehension test, 2. Statistical analysis of
students’ reading comprehension test.
1. Descriptive Analysis
In this section, the writer explain the frequencies, percentages and means score of
the test based on the result of the tests before and after the treatment in both
experimental and control class. The score categories used in the results can be
seen in table 4.1
Table 4.1 Score categories
Range 100 Range 10 IKIP Characters Qualification
80 – 100 8.0 – 10 8.1 – 10 A Very good
66 – 79 6.6 – 7.9 6.6 – 8.0 B Good
56 – 65 5.6 – 6.5 5.6 – 6.5 C Satisfactory
40 - 55 4.0 – 5.5 4.1 – 5.5 D Poor
30 – 39 3.0 – 3.9 0 – 4.0 E Very poor
Source: Arikunto,S (2015)
a. The Result of Pre-Test and Post-Test in Experimental Class
The experiment class consisted of 30 students. The lowest score achieved
by this class before the interventation was 48.00. then the lowest score was in
fairly good interval, it was between 40-55 and the highest score was in very good
29
interval that was between 66-79, it checked the result using Statistical Product and
Service Solution (SPSS) version 21 program.
Figure 4.1 Pre-test experimental class
Based on calculation, it can be seen that from 30 students, there were 43.3%
(13) students got score between 40-55 (Poor), 46.7% (14) students got score
between 56-65 (Satisfactory), and 10% (3) students got score between 66-79
(Good).
After the treatment, the writer gave post-test to the class to see the
improvement of the students’ reading comprehension. The average score achieved
by this class was 80.53. Then the lowest score was in very good interval, because
it was between 66-79 score and the highest score was in excellentinterval that was
between 80-100 score. The calculaton by using SPSS version 21 program.
30
Figure 4.2 Post-Test Experimental Class
Based on calculation, it can be seen that from 30 students, there were
43.3% (13) students got score 66-79 (Good), and 56.6% (17) students got scored
80-100 (Very Good). The result provide, after the interventions by using
Jambinese Folktales, more students were categorized as very good and excellent.
In fact, the mean score differences between pre-test (56.13) and post-test
(80.53) in experimental class shows that there was some improvement in
experimental class after the students were taught by using Jambinese Folktales.
The completed calculation can be seen in the table below.
Table 4.2 Descriptive Statistics
N Minimum Maximum Mean Std. Deviation Preexperimental 30 48 68 56.13 6.516 Postexperimental 30 72 92 80.53 6.947 Valid N (listwise) 30
b. The Result of Pre-Test and Post-Test in Control Class
In order to strengthen the evidence that Jambinese Folktales bring effect to
teh students’ reading comprehension, the writer also calculated the result in
control class.
31
The control class consisted of 31 students. The result of pre-test and post-
test in control class showed that the lowest score obtained was 48,00. Then the
lowest score in fairy good interval, because it was between 40-55 score and the
highest score was in excellent interval, it was between 80-100.
Figure 4.3 Pre-Test Control Class
Then the result of pre-test of control class showed that from 31 srudents
there were 35.5% (11) students got score between 40-55 (Poor), 51.6% (16)
students got score between 56-65 (Satisfactory), and 12.9% (4) students got score
between 66-79 (Good).
After the teaching and learning activities, the writer calculated the students
post-test. The result of post-test showed that the lowest score was 72.00. Then the
lowest score was in very good interval, because it was between 66-79 score and
the highest score was in excellent interval, it was between 80-100.
32
Figure 4.4 Post-test Control Class
The result of post-test of control class showed that from 31 students tere
were 61.3% (19) students got score between 66-79 (Good) and 38.7% (12)
students got score between 80-100 (Very Good).
Moreover, the mean score difference between the result of pre-test and
post-test in control class is 21.42 between pre-test (57.42) and post-test (78.84).
Thus, it can be said that the treatment applied in experimental class
Jambinese folktales gave better effect, the completed calculation can be seen in
the table below.
Table 4.3 Descriptive statistics
N Minimum Maximum Mean Std. Deviation Precontrol 31 48 72 57.42 7.046 Postcontrol 31 72 92 78.84 5.768 Valid N (listwise) 31
2. Statistical Analysis of The Test
a. Assessing Normality
This test was carried out in order to check whether or not the data was
normal. If the data was normal, the parametric test was used, if the data was
not normal, the non-parametric test was used. The normality was employed
33
by using chi-square test to find out whether or not score that students were
obtained normality distributed. The result of the analysis was presented in
table below
Table 4.4 Test Statictics of Pre-test and Post-test of Experimental Class
Value df Asymp. Sig. (2-sided) Pearson Chi-Square 131.250a 25 .000 Likelihood Ratio 96.057 25 .000 Linear-by-Linear Association 24.794 1 .000 N of Valid Cases 30
In the test, the level of significance was set up at 0.05. As presented in
table 4.5, the data of pre-test experimental and post-test experimental class
are lower than the level of significance (0.05) or 0.000 < 0.05. It suggested
the data are not normally distributed.
Table 4.5 Test Statictics of Post-test Experimental and Post-test Control
Class
Value df
Asymp. Sig. (2-sided)
Pearson Chi-Square 25.065a 25 .459 Likelihood Ratio 24.431 25 .495 Linear-by-Linear Association 1.195 1 .274 N of Valid Cases 30
In the test, the level of significance was set up at 0.05. As presented in
table 4.8, the data are higher than the level of significance (0.05) or 0.459 >
0.05. It suggested the data are normally distributed.
b. Homogeneity Test
Homogeneity test is done to see whether the both samples have a
homogeneous variance or not, the assumption of variance is that the variance
each of the population is equal. And to know the data homogeneous or no, we
can see the result of the analysis was presented in table 4.6.
34
Table 4.6 Test of Homogeneity of Variances Levene Statistic df1 df2 Sig.
2.580 1 59 .114
In the test, the level of significance was set up at 0.05. As presented in
table 4.10, the Significance is 0.114. to test the variance if the significant
value > 0.05 then the data has the same variance. If the significant value <
0.05 then the data has a different variance. The result of data above, the
significant is 0.114 > 0.05, then the data above has the same variance or
homogeneous.
c. The Analysis of One-Sample Sign Test in Experimental Class
Firstly, to see whether or not significant effect by using Jambinese
Folktales between before and after treatment. The writer used one-sample
sign test. The result of the calculation showed that the differences between
positive and negative was (30 > 0), it means there is some significant effect
between before and after treatment. The result can be seen in table 4.7.
Table 4.7 One-Sample Statistics
N post_experimental - pre_experimental
Negative Differencesa 0 Positive Differencesb 30 Tiesc 0 Total 30
a. post_experimental < pre_experimental b. post_experimental > pre_experimental c. post_experimental = pre_experimental
Secondly, to look whether or not differences by using Jambinese
Folktales between before and after treatment can be seen in table 4.8.
Table 4.8 One-Sample Sign Test
post_experimental - pre_experimental Z -5.295 Asymp. Sig. (2-tailed) .000
35
In line with this, the result of the calculation showed that the
significance score was 0.000 with (0.000<0.05). Based on the hypothesis, If
the value (p)>significant (α=0.05) then it can be said Ho1 there is no
significant effect of Jambinese Folktales on students’ reading
comprehension. If the value (p) <significant (α=0.05) then it can be said Ha1
there is significant effect of using Jambinese Folktales on students’ reading
comprehension. It means Ho1 is rejected and Ha1 is accepted or indicated
Jambinese Folktales affected students’ reading comprehension at Islamic
Senior High School Al Ikhlas Jambi.
d. The Analysis of Independent Sample T-test
An independent sample t-test was conducted to find out whether or
not any significant difference between experimental and control class after
the students’ were given the treatment, the calculation of independent
sample t-test was used to analyzed the score of post-test in experimental and
control class. The result can be seen in table 4.9.
Table 4.9 Independent Sample Test
Firstly, we read Levene’s test for equality of variances to look
homogeneity test. The result of the calculation showed that the score was
F=2.580 (p=0.114) because p above 0.05 it can be said there is no difference
Levene's Test for Equality of Variances t-test for Equality of Means
F Sig. T Df
Sig. (2-
tailed)
Mean Differenc
e
Std. Error Differenc
e
95% Confidence Interval of the
Difference Lower Upper
Equal variances assumed
2.580 .114 1.038 59 .304 1.69462 1.63264 -1.57229 4.96153
Equal variances not assumed
1.035 56.357 .305 1.69462 1.63765 -1.58553 4.97478
36
of variances data between experimental and control class (the data
equal/homogeny).
Secondly, because the data homogeny, we read left line, there is equal
varianceses assumed. If the data not homogeneity, we read right line, there is
equal variance not assumed. From the data above, we can conclude that the
data is homogeny because 0.114>0.05.
Third, the purpose is wanted to know the hypothesis. The hypothesis
is when Ttable<Tobtained then it can be said Ho2, there is no difference between
students taught by Jambinese Folktales and those who were not. If
Ttable>Tobtained then it can be said Ha2, there is significant differences of using
Jambinese Folktales on students’ reading comprehension.
Then we can look at the table 4.9. The T=1.038 (p=0.304) and df=59.
The result is (T=2.001>1.038) and (p=0.304>0.05) then Ho2 was rejected and
Ha2 was accepted or indicated there is no significant difference of variances
data between experimental and control class at Islamic Senior High School Al
Ikhlas Jambi.
B. Discussion
The use of Jambinese Folktales was faced by the students when the
researcher did the treatment. At the first meeting was pre-test and students do the
test confusely. At the second meeting, the researcher explained the material about
narrative text to the students with the Jambinese Folktales as supporting material.
At the third meeting, students are still confused about the applying of Jambinese
Folktales as the supporting material, and the class was noisy. So the result of the
third meeting was not satisfied. At the fourth meeting, some of students began
understand in the application of Jambinese Folktales, but the class situation was
still crowded because the researcher divided the students into groups and they
must disscussed it with their friends. At the fifth meeting, the first group presented
their discussion and the most of students have clearly understanding of the
application of Jambinese Folktales and students become active. The sixth meeting
untill the ninth meeting, the group presentation was continued with the second
37
until the fifth grups. Most of students were more active because they mastered
Jambinese Folktales. They read Jambinese Folktales very enthusiastic. At each
presentation, each group presents their result of discussion about the generic
stuctures and language features of different Jambinese Folktales. After that, the
researcher asked another group to respond the story by asking questions or
comment about the story that has been presented. The last meeting was post-test
and the students can do the test carefully.
The result of experimental class students’ test at the last meeting increas
very well. The mean score for the pre-test was 56.13 with the maximum score was
68 and minimum score was 48. After the treatment the maximum score for the
post-test was 92 and the minimum score was 72 with the mean score was 80.53.
So, it can be conclude that there was some improvement on students after taught
by using Jambinese Folktales. The result of the present study was congruent with
the study conducted by Mustikarini (2009). The result of her study reveald that the
result of the pre-test and post-test showed that the average score of pre-test for the
experimental group was 61.02. After the treatment, the average score of post-test
was 78.00.
The result of the post-test in experimental and control class showed
differences. The score of the post-test in experimental class was higher the the
control class. The mean score for the post-test of experimental class was 80.53.
Besides, the mean score for the post-test of control class was 78.84. this result was
in line with Susilowati (2014). In her study, the analysis of data showed that the
students’ achievement on the post-test they showed the different mean scores. The
mean score of the control group was 65.5 and the experimental group was 80.2.
Based on the result, it could be seen that the treatment gave a significant
improvement in the students’ reading achievement.
The writer used one-sample sign test to see whether or not significant effect
by using Jambinese Folktales between before and after treatment. The result of the
calculation showed that the significance score was 0.000 (0.000<0.05). Based on
the hypothesis, Ho1 is rejected and Ha1 is accepted or indicated Jambinese
Folktales affected students’ reading comprehension at Islamic Senior High School
38
Al Ikhlas Jambi. Based on the analysis, it is found that there is improvement
between before and after taught by using Jambinese Foktales. The difference can
be seen from the pre-test and the post-test result in experimental class.
The result of the T-test in this present study was The T=1.038 (p=0.304)
and df=59. The result is (T=2.001>1.038) and (p=0.304>0.05) then Ho2 was
rejected and Ha2 was accepted or indicated there is no significant difference of
variances data between experimental and control class at Islamic Senior High
School Al Ikhlas Jambi. On the contrary, Widyatmoko (2017) computed the
tobtained was 4.8191 and ttable was 2.0930. the result was (T= 2.0930<4.8191) orthe
value of t-test was higher than the value of t-table. It indicated that there was a
difference on the students’ ability that was taught using folktales. This study also
in reverse with the study conducted by Sari (2016). On her study, The result of the
t-value was 3.02 and the critical value of the t-table was 1.68 since the t-value was
higher than the t-table (T=1.68<3.02), it showed that there was significant
difference between the two means of pre-test and post-test.
In this research, the researcher found that the students very enthusiast to
read Jambinese Folktales, and they easily understood the meaning of the folktale.
Students were interested with Jambinese Foktales because they just know about
the folktales and they want to know about the interesting story. It hepls the
students to understand narrative text. This study was congruent with the previous
study conducted by Styasih (2009). She found out that her students became better
after the use of fables upon them along the study. She stated that fable is an
effective tool for mastering reading skill, because it is easy to be understood and it
is quite interesting for anyone. So, Jambinese Folktales and Fables were an
effective supporting material to teach reading skill especially narrative texts.
It could be concluded from the description above, the mean score of post-
test in experimental class which given treatment Jambinese Folktales had higher
score compared with control class was using traditional method while reading
comprehension process. So, the researcher conclude that there was a significant
effect of Jambinese Folktales on students’ reading comprehension at Islamic
Senior High School Al Ikhlas Jambi.
39
39
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion Based on the results of this research activity can be concluded as
follows: 1) In this research activity, the average score of the students in pre-
test was 56,13 and increase very well to 80,53 in the post test was, so there
is a significant effect in students’ reading comprehension between before and after
using Jambinese Folktales. 2) There is no significant different in students’ reading
comprehension between experimental class and control class. It is shown by the
mean score of post-test in both classes. That was 80,53 for the experimental
class and 78,84 for the control class.
B. Suggestion There are some suggestion that the writer would like to suggest
based on the result of the study suggested for the school, English teacher,
students, and other researcher.
Firstly, the school can support the learning process of English by
facilitating and infrastructuring the students which aims to enhance the
creativity, activeness, and motivation of the students in learning English.
Then, teacher should use Jambinese Folktales in teaching reading,
because it helps students to improve reading comprehension by using
Jambinese Folktales. Otherwise, students will not get bored in teaching
learning process because they can interact and share one other about their
material since use Jambinese Folktales involves.
Besides, students are expected to be more active in the learning
process especially in Islamic Senior High School Al Ikhlas Jambi. Because
English is very important in life and English also an international language
that will greatly help you in the future if you study it seriously.
Moreover, Other researcher who going to conduct an experimental
research, it suggested to using more passage in teaching learning process. It
also suggested that the study consider the students’ reading comprehension
relation to the students’ motivation or students’ learning style.
40
REFERENCES
Anderson, M. (2003). Text Types in English 2. South Yarra: Macmillan.
Anderson, M. (2003). Text Types in English 3. South Yarra: Macmillan.
Arikunto, S. (2006). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.
Arikunto, S. (2015). Dasar-Dasar Evaluasi Pendidikan. Edisi 2. Jakarta: Bumi Aksara.
Asriani, T. (2015). The Effectiveness of Sugestopedia on Students’ Reading Comrehension in Narrative Text (A Quasi-Experimental Study at the Third Grade Students of MTsN II Pamulang). Final Project of Department of English Education Faculty of Tarbiyah and Teachers Training of Syarif Hidayatullah State Islamic University Jakarta.
Carnie. (1990), Instruction Reading. Columbus Ohio: Meril Publishing Company.
Cohen. et al. (2007). Research Methods in Education (6th edition). New York: The Taylor and Francis e-Library.
Cresswell, John W . (2012). Educational Research: Planning, Conduction, and Evaluating Quantitative and Qualitative Research. (4th ed). Boston: MA Person Educational Inc.
Dorothy, F.H. (2003), Reading with Meaning, Edinburg: Education Limited.
Erlinda, L. (2013, September 24). Soal Narrative Pilihan Ganda 2. Retrieved from http://lenyerlinda.blogspot.com/2013/09/soal-narrative-pilihan-ganda-2.html
Frangkle, J. R., Wallen, N. E & Hyun, H. H. (2012). How to Design and Evaluate Research in Educational. (8th ed). New York: Mcgraw Hill Comparies Inc.
Grabe, W., & Stoller, F. L. (2002). Teaching and Researching Reading. New York: Pearson Education Limited.
Heilman, A.W. et al. (2001). Principles and Practices Reading 5th Edition. Washington: A Bell and Howell Company.
Hucks, C & Barbara, Z.K. (2010). Children’s Literature. New York: McGraw Hill.
PISA. (2016, December 18). PISA 2015 Indonesia. Retrieved December 10, 2018, from https://www.oecd.org/pisa/PISA-2015-Indonesia
Kiwi. (2018, November 14). Folktale. Retrieved December 5, 2018, from http://en.wikipedia.org/wiki/Folktale
41
Kustaryo, S. (2000). Reading Technique For College Students. Jakarta: Publication LTD.
McNamara, D.S. (2007). Reading Comprehension Strategies. New York: Lawrence Erlbaum Associates.
Meters, A. (2005). Gateways to Academic Writing. New York: Pearson Education. Inc.
Mustikarini, R. (2009). The Use of Illustrated Folktale “The Careless Jaka Tarub” to Improve the Students’ Ability in Understanding Narrative Reading Text (An Experimental Research at the Eighth Year Students of MTs Abadiyah Gabus-Pati in the Academic Year of 2009/2010). Final Project, English Department. Languages and Arts Faculty. Semarang State University.
Nancy, A. (2004). Critical Reading for College and Beyond, New York: Mc Graw Hill.
Otto, W. (1979). How To Teach Reading. Philippines: Addison-Wesley Publishing Company. Inc.
Pardiyono. (2007). Pasti Bisa!Teaching Genre-Based Writing. Yogyakarta: Andi.
Parthenership for Reading. (n.d). Reading Comprehension. Retrieved from Http://www.nifl.gov/partnershipforreading/.
Ruston. (2006). Kontribusi Strategi Membaca dan Penguasaan Kosakata terhadap Kemampuan Memahami Alinea Bahasa Inggris Siswa Kelas II SMP Negeri 1 Ranah Batahan Kabupaten Pasaman Barat. Tesis. Padang: PPs Universitas Negeri Padang.
Sari, B.N. (2016). The Effectiveness of Using Illustrated Folktale “The Pricess Farmer” to Teach Reading Comprehension of Narrative Text. Final Project, English Department. Faculty of Languages and Arts. State University of Semarang.
Simanjuntak, E.G. (1988). Developing Reading Skills for EFL Students. Jakarta: Departemen Pendidikan dan Kebudayaan, Direktorat Jenderal Pendidikan Tinggi, Proyek Pengembangan Lembaga Pendidikan Tenaga Kependidikan.
Styasih, R.D. (2009). The Use of Indonesian Fables to Develop Students’ Reading Comprehension Skills in Junior High School: The Case of The Eighth Grade Students in SMP N 1 Prembun, Kebumen in The Academic Year of 2009/2010. Final project English Department FBS Unnes.
Sudijono, A. (2009). Pengantar Statistik Pendidikan. Jakarta: PT. RajaGrafindo Persada.
Sumatfeet. (2011, July 25). Legend of Putri Ayu. Retrieved from https://sumatfeet.wordpress.com/2011/07/25/legend-of-putri-ayu/
42
Sumatfeet. (2012, May 22). Batang Hari River’s Name. Retrieved from https://sumatfeet.wordpress.com/2012/05/22/batang-hari-rivers-name/
Sumatfeet. (2014, June 16). Putri Rainun and Rajo Mudo. Retrieved from https://sumatfeet.wordpress.com/2014/06/16/dead-comes-back-to-life/#more-7077
Sumatfeet. (2012, June 23). Putri Reno Pinang Masak. Retrieved from https://sumatfeet.wordpress.com/2012/06/23/putri-reno-pinang-masak/#more-6020
Sumatfeet. (2014, June 23). Origin of the Jambi Villages of Lempur, Tebat Gelang, and Tebat. Retrieved from https://sumatfeet.wordpress.com/2014/06/23/names-of-3-jambi-villages/#more-7089
Sumatfeet. (2012, July 28). Pendekar Bujang Sanaya. Retrieved from https://sumatfeet.wordpress.com/2012/07/28/spirit-guide/#more-6746
Sumatfeet. (2012, June 14). Bujang Selamat. Retrieved from https://sumatfeet.wordpress.com/2012/06/14/bujang-selamat/#more-5974
Susetyo, B. (2010). Statistika untuk Analisis Data Penelitian. Bandung: Aditama.
Susilowati, Y. (2014). The Effectiveness of Using Javanese Folktale to Improve Reading Comprehension of Narrative Text (A Case of The Eight Grade Students of MTs NU Demak in The Academic Year 2013/2014). Final Project, English Language Education Study Program, College of Language Sultan Agung Islamic University.
The American Heritage Dictionary of English Language fourth Edition. (2000). Boston: Houghton Mifflin Company
Thompson, S.(1977). The Folktale. London: University of California Press.
Widyatmoko, G. (2017). The Effectiveness of Using Folktales to Improve Speaking Skill of The Seventh Grade Students at Madrasah Tasanawiyah Raudha tul Mujawwidin Rimbo Bujang Jambi. Final Project, English Education Program, Tarbiyah Faculty and Teacher Training, State Islamic University Sulthan Thaha Saifuddin Jambi.
Appendix 1 Instrument of the test
Reading Comprehension Test Specification
Kompetensi Dasar:
3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai dengan konteks penggunaannya.
4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat.
Test specification of reading comprehension
Rated aspect Indicator Item instrument total
Narrative
The main idea 4, 11, 16, 3
Vocabulary 5, 10, 13, 18, 4 Scan for supporting details in the text and stated fact
1, 2, 3,6 ,7, 8, 9, 12, 14, 15, 17, 19, 20, 21, 22, 23, 24, 25
18
Total 25
Range of students’ reading comprehension
Range 100 Range 10 IKIP Characters Qualification
80 – 100 8.0 – 10 8.1 – 10 A Very Good
66 – 79 6.6 – 7.9 6.6 – 8.0 B Good
56 – 65 5.6 – 6.5 5.6 – 6.5 C Satisfactory
40 - 55 4.0 – 5.5 4.1 – 5.5 D Poor
30 – 39 3.0 – 3.9 0 – 4.0 E Very Poor Source: Arikunto, S (2015, p. 281)
http://lenyerlinda.blogspot.com/2013/09/soal-narrative-pilihan-ganda-2.html Page 1
READING COMPREHENSION TEST
Read this text and then aswer the question by yourself! Text for number 1-5
A farmer came across a bird with a broken wing. He picked it up, took it home and looked after it lovingly, even though his wife complained bitterly about his wasting too much time on the creature. After some time, the wing mended and, because the bird did not want the farmer to have kept on arguing with his wife all the time, it decided to go back to its nest. When the farmer discovered that the bird was gone, he was so upset that he went out to look for it. Eventually, he found it again, and was greeted happily by the whole family of the bird. As a sign of their thanks for his care and attention, the birds gave him a little box, and told him not to open it until he got home. To his surprise, the farmer found the box full of precious stones. When his wife saw them, she decided that she too deserved a reward, and she went to see the birds. The birds gave her a little casket; but this one was full of devils. The devils jumped on her as soon as she opened the casket and chased her away. Left alone, the farmer went to live near his friend, the bird. There he built a hut of perfumed wood; and the birds decorated it with flowers of every kind.
1. Which of the following statements
do you agree with ?
A. The farmer chased his wife away.
B. The farmer lived happily with his wife.
C. The farmer’s wife took care of the bird.
D. The bird was very thankful to the farmer.
E. The farmer’s wife was a very kind woman.
2. The farmer’s new hut was…. A. Well furnished B. Built by the birds C. A gift from the birds D. decorated luxuriously E. built of perfumed wood
3. What do we learn from the text? A. A gift shows kindness. B. Sufferings bring happiness. C. Arguing makes you distressed. D. A good deed deserves a
reward. E. Having no heart makes you
isolated. 4. What is the main information
discussed in the third paragraph? A. The bird left the farmer. B. The birds welcomed the farmer C. The farmer got a little casket
from the birds. D. The farmer was so angry and
went out to find the bird. E. The farmer was happy having
got a box of precious stones. 5. The word “discovered” (p3)
means…. A. Proved B. Found out C. Saw D. Invented E. Believed
Read this text and then aswer the question by yourself! Text for number 6-10
Once upon a time, there lived a group mice under a tree in peace. However, a group of elephants crossing the jungle unknowingly destroyed the homes of all the rats. Many of them were crushed to death.
Then the king of rats decided to approach the elephant’s chief and request him to guide his herd through another route. On hearing the sad story, the elephant’s king apologized and agreed to take another route. And so the lives the rats were saved.
One day elephant hunters came to the jungle and tripped a group of elephants in huge nets. Then the elephant king suddenly remembered the king of rats. He summoned one of the elephant of his herd which had not been trapped, to go seek help from the king and told him about the trapped elephants.
The rat’s king immediately took his entire group of rats and they cut the nets which had trapped the elephant’s herd. The elephant’s herd was totally set free. They danced with joy and thanked the rats.
6. What destroyed the homes of all
rats? A. Group of mice did. B. The hunters did. C. Elephant hunters did. D. A group of elephants did E. Elephant’s herd did.
7. What helped the elephant’s herd free?
A. The elephant’s herd did. B. The hunter did. C. A trapped elephant did. D. A group of kings did. E. Entire group of rats did.
8. When did the story occur? A. Deep in the writer’s mind B. In the jungle C. In the black forest D. In the home of mice group E. In the nests which had trapped
the elephant’s herd 9. At the end of the story, how was
the elephants’ herd? A. Angry B. Sad C. Happy D. Dead E. Disappointed
10. The word “ summoned” means …. A. ordered to come B. asked to do C. offered to come D. got to make E. forced to do
Read this text and then aswer the question by yourself! Text for number 11-14
The Good Stepmother The old witch locked Hansel in a cage and set Gretel to clean the house. She planned to eat them both. Each night the children cried and begged the witch to let them go. Meanwhile, at home, their stepmother was beginning to wish she had never tried to get rid of the children. “I must find them,” she said and set off into the forest. Many hours later, when her feet were tired from walking and her lips were dry from thirst, she came to the
cottage belonging to the witch. The stepmother peeped though the window. Her heart cried out when she saw the two children. She picked up the broom leaning against the door and crept inside. The witch was putting some stew in the oven when the stepmother gave her an almighty push. The witch fell into the oven and the stepmother shut the door. “Children, I have come to save you,” she said hugging them tightly. I have done a dreadful thing. I hope in time you will forgive me. Let me take you home and become a family again. They returned to their home and the stepmother became the best mother anyone could wish to have, and of course they lived happily ever after! 11. The story is about a stepmother
who …… A. cried every night B. planned to eat her children C. begged a witch for money D. tried to run away from a witch E. saved her children from a witch
12. Which statement is TRUE about the step mother? A. She was the witch’s friend. B. She loved her stepchildren. C. She hit the witch with a broom. D. She locked her children in a
cage. E. She visited the witch to see her
children. 13. “The witch fell into the oven and
the stepmother shut the door.” (Paragraph 4) The underlined word can be replaced by the word ………….. A. Closed B. Opened C. Painted
D. Marked E. Polished
14. How did the witch die? A. She was burn in the oven. B. She was trapped in a cage. C. She was hit with a broom. D. She was locked in her house. E. She was pushed against the
wall.
Read this text and then aswer the question by yourself! Text for number 15-18
The Lion and The mouse Once when a lion was asleep, a little mouse began up and down upon him; this soon awoke the lion, who placed his huge paw upon the mouse, and opened his big jaws to swallow him. “Pardon, O King “cried the little mouse “forgive me this time. I shall never forget it: who knows I may be able to do you a good turn some of these days? ”. The lion was so tickled at the idea of the mouse being able to help him. Then he lifted up his paw and let him go. On day the lion was caught in a trap. Some hunters who to carry him alive to the king, tied him to a tree while they went in search of a wagon to carry him in. Just then the little mouse happened to pass by and see the sad plight in which the lion was. The little mouse went up to him and soon gnawed away the ropes that bound the king of the beats. Soon the little mouse had finished growing away the ropes, he asked the lion to run away.
15. What is the moral lesson from the text? A. Don’t look at someone because
of his clothes B. It is best to prepare for the days
of necessity C. .Common people may prove
great ones D. United we stand, divided we
fall E. Honesty begins at home.
16. Paragraph three mainly tells that… A. the little mouse asked
forgiveness B. the hunters carried the lion alive
to the king C. the lion was tied to a tree by the
hunters D. the little mouse could prove that
he could help the lion E. from the first, the lion believed
in what the little mouse said 17. What did the little mouse do to
prove his words? A. He would never forget the lion. B. He tried hard to help the lion
free. C. He ran up and down upon the
lion D. He asked for apology to the
king of the beast E. He tied the lion to the tree so
that the hunters could carry him 18. The word “huge” (p.1) means
very….. A. Old B. Large C. Tall D. Tiny E. Giant
Read this text and then aswer the question by yourself! Text for number 19-21
Once upon a time there lived as neighbors, a bear and a rabbit. The rabbit was a good shot, and the bear, being very clumsy, could not use the arrow to good advantage. The bear would call over the rabbit, and asked the rabbit to take his bow and arrows and came with the bear to the other side of the hill. The rabbit, fearing to arouse the bear’s anger by refusing, consented and went with the bear and shot enough buffaloes to satisfy the hungry family. Indeed he shot and killed so many that the was lots of meat left after the bear and his family had loaded themselves, and packed all they could carry home. The bear was gluttonous and did not want the rabbit to get any of the meat, so the poor rabbit could not even taste the blood from butchering. As the bear would throw e blood and dry it up. Poor rabbit would have to go home hungry after his hard day’s work. The bear was the father of five children. The youngest child was very kind to the rabbit. The mother bear, knowing that her youngest child was very hearty eater, always gave him an extra large piece of meat, but the youngest child didn’t eat. He would take with him and pretend to play ball with it, kicking it toward the rabbit’s house. When he got close to the door, he would give the meat with such a great kick, that it would fly into the rabbit’s house, and in this way the poor rabbit would get his meal unknown to the papa bear. 19. The poor rabbit didn’t get any of
the meat because ….. A. They are already given to the
butcheR
B. They are eaten by the youngest bear
C. The bear carried all the meat home
D. They are already dried up E. The bear ate all the meat
20. Which statement is NOT TRUE according to the text ? A. The papa bear was not very
kind to the rabbit B. The rabbit got nothing from his
shooting C. The mother bear always gave
her youngest extra meat D. The papa bear didn’t like giving
the rabbit some meat E. The papa bear knew that his
youngest child gave the rabbit some meat.
21. The story teaches us that …… A. Poverty makes people suffer B. We must keep our promise C. Being greedy makes other
people happy D. People should love each other E. We must keep our relationship
with others
Read this text and then aswer the question by yourself! Text for number 22-25
The Magic Box Once upon a time, there was a
poor farmer who lived with his wife. One day, he dug up his field and found a big box. He took it home with him and showed it to his wife. His wife cleaned the box and kept it in their house.
One sunny morning his wife dropped an apple into it. Suddenly the box began fill up with apples. No matter how many the apples were taken out, more apples took their place, So the
farmer and his wife decide to sell the apples and in short time they were able to live quite comfortably.
One day, the farmer dropped a gold coin into the box. At once, apples disappeared and the box began to fill itself with coins. Everyday, the farmer and his wife collected hundreds of gold coins from the box. Soon they became very rich.
Having heard that his son had gone rich, the farmer’s grandfather visited the couple. He was not very strong and he could not go out to work anymore. So the farmer asked the old man to help him take the money out of the box. When his grandfather told his son that he was tired and wanted to have arrest, the farmer shouted at him,” why are you so lazy? Why can’t you work harder?”
The old man didn’t say anything, and continued to work until he fell into the box and suddenly died. At once, the money disappeared and the box began to fill up with dead grandfathers.
The farmer had to pull them out and bury them. To do this, he had to spend all the money he had collected. When he had used up all the money, the box broke and the farmer was just as poor as he was before.
22. How was the farmer according to
the writer ? He was…. A. Mean B. Generous C. Kind D. Humorous E. Rich
23. The complication started when …… A. the farmer dug up a big box in
his field, took it home, and showed it to his wife.
B. his wife dropped an apple into a big box and suddenly the box filled up with apples.
C. the farmer and his wife sold the apples were able to live quite comfortably
D. the farmer dropped a gold coin into the box
E. the apple disappeared and the box began to fill itself with coins.
24. Which statement is TRUE according to the story ?
A. His wife cleaned and kept the box for her.
B. The box was full of valuable things when it was found
C. The farmer had to pull dead grandfathers out and bury them
D. The poor farmer was finally killed by his grandfather
E. The farmer’s wife was happy after the grandfather passed away
25. What did we learn from the story ? A. Being honest is not always wise B. All that glitters is not good C. It is good to be honest in life D. We must respect our parents E. Being a miser is sometimes
important.
Appendix 2 Answer key
Answer key
1. D 2. E 3. D 4. B 5. B 6. D 7. E 8. B 9. C 10. A 11. E 12. B 13. A
14. A 15. A 16. D 17. B 18. B 19. C 20. E 21. D 22. A 23. B 24. C 25. D
No Nama Tanda Tangan1 Adam Rizki lWt--.
3 b$ile/"2kb4 k+r1
,W
t2
M4krc1,,,,W
22 MP\21
z-)
25
27
29
31
24
26
28
30
32r p,_I)34 lltrh3694
38vfu40nr,,/)-
35
a-.)t
5
7,411
13
15
11lt
sofii*
2 Akmal Lukman Agung3 Anggi Prasetyan
4 Afrilia Amelizar5 Dea Fitri Anggraini6 Dimas Dwi Andika7 Ayu Wulandari8 Gino Ramadaniel
9 Imelda Shelfianita10 M. Albari Abrar1i Maulana Saputra
I2 Nurhalisyahr3 Rahan Rizki Pratama
t4 fuansyah Adha15 M. Syahrul Z1k:ra
16 Sasa Afrilial7 Sask a Isabela
18 Sandi Fimansyaht9 Tesa Ameiia20 Rano Damara21 Tri Saraswati
22 M. Abi Ramadhan
Z) Muhammad Raihan24 Muhammad Rizki Fadillah25 Amelia Rahmawati26 Agung Anugrah Bakti27 Ade Aulia Alfani28 Fadilaturrahma29 Dita Inayatul Afifah30 A.nggraini Suharti3i Darul Awal Ridwan32 Dewi RahaluJ-) Hendra Aji Maulana34 M. Mario Ardiansyah35 Mardikal Leonardo
36 Rima Hanifah)t Rahmad Ardiansyah38 Pradinda Wulandari39 Triana40 M. Noval Riski Putra
Appendix 3 List Attendances Try Out
List of Attendances Try Out MAS Nururrodhiyah Kota Jambi
\/---
orW-44
46
48
50
52
me{*%ag4u
"f/r)R&_Ss-\Wt-Ur/
qr4
43
45
47
49
51
53
Winaldi
Fina Aliva
Riski OktavianiSaskia AiniSari YulistiarVivi Havizah
Vera Gustia Ra
Nadia Permata PutriAditva Pratama
Appendix 4 The Score of The Try Out
The Score of The Try Out MAS Nururrodhiyah Kota Jambi
No Nama Nilai 1 Adam Rizki 44 2 Akmal Lukman Agung 68 3 Anggi Prasetyan 36 4 Afrilia Amelizar 32 5 Dea Fitri Anggraini 44 6 Dimas Dwi Andika 28 7 Ayu Wulandari 60 8 Gino Ramadaniel 36 9 Imelda Shelfianita 28 10 M. Albari Abrar 60 11 Maulana Saputra 32 12 Nurhalisyah 68 13 Rahan Rizki Pratama 28 14 Riansyah Adha 68 15 M. Syahrul Zikra 68 16 Sasa Afrilia 28 17 Saskia Isabela 60 18 Sandi Firmansyah 44 19 Tesa Amelia 36 20 Rano Damara 60 21 Tri Saraswati 32 22 M. Abi Ramadhan 60 23 Muhammad Raihan 60 24 Muhammad Rizki Fadillah 60 25 Amelia Rahmawati 32 26 Agung Anugrah Bakti 36 27 Ade Aulia Alfani 28 28 Fadilaturrahma 28 29 Dita Inayatul Afifah 60 30 Anggraini Suharti 32 31 Darul Awal Ridwan 44 32 Dewi Rahayu 68 33 Hendra Aji Maulana 28 34 M. Mario Ardiansyah 32
35 Mardikal Leonardo 60 36 Rima Hanifah 28 37 Rahmad Ardiansyah 36 38 Pradinda Wulandari 44 39 Triana 68 40 M. Noval Riski Putra 36 41 Winaldi 60 42 Wahyu Afzal 28 43 Fina Aliya 28 44 Muhammad Zaki 60 45 Fahrurrozi 36 46 Riski Oktaviani 28 47 Saskia Aini 60 48 Sari Yulistiar 68 49 Vivi Havizah 44 50 Vera Gustia Rahayu 60 51 Nadia Permata Putri 28 52 Aditya Pratama 60 53 Izky Wardaniah 44
Appendix 5 The result of Reliability Test
Case Processing Summary
N %
Cases Valid 53 100.0
Excludeda 0 .0
Total 53 100.0
a. Listwise deletion based on all
variables in the procedure.
Item-Total Statistics
Scale Mean if
Item Deleted
Scale Variance if
Item Deleted
Corrected Item-
Total Correlation
Cronbach's Alpha
if Item Deleted
Q1 10.83 13.682 .406 .704
Q2 10.83 12.067 .903 .659
Q3 10.83 13.682 .406 .704
Q4 11.09 14.510 .300 .715
Q5 10.83 13.682 .406 .704
Q6 10.47 15.408 -.055 .739
Q7 11.09 15.587 -.109 .737
Q8 10.45 13.637 .511 .698
Q9 10.72 14.130 .270 .716
Q10 10.87 16.271 -.281 .758
Q11 10.72 14.899 .066 .733
Q12 10.72 13.899 .334 .710
Q13 10.72 14.438 .187 .723
Q14 10.96 13.037 .676 .684
Q15 10.57 12.712 .724 .677
Q16 11.09 14.510 .300 .715
Q17 10.23 15.409 .000 .726
Q18 10.49 14.947 .077 .730
Q19 10.87 17.655 -.610 .780
Q20 11.09 14.510 .300 .715
Q21 10.96 13.037 .676 .684
Q22 11.09 14.510 .300 .715
Q23 10.96 13.037 .676 .684
Q24 10.23 15.409 .000 .726
Q25 10.72 14.438 .187 .723
Scale Statistics
Mean Variance Std. Deviation N of Items
11.23 15.409 3.925 25
Reliability Statistics
Cronbach's Alpha N of Items
.725 25
Appendix 6 List Attendances of Pre-Test in Experimental Class
List of Attendances Pre-Test Experimental Class
No Nama Tanda Tansan1 Atika Purnama Sari
' 1--/^r%
8k,,WnY,,,4
tlbt*-13wn4-,,Wto\uar0-
,rw
14
16
18
20
22Y;,o@,,N28 q)P
,,d*f
^az)
2?w**,.1
2 Alba RidwanaJ Al Akib Wiiaya4 Danti Wulandari5 Dinda Suci Ramadhani6 Doni Saputra
7 Esi Putra Wiiava8 Firmansyah9 Handa Nur10 I]ham YanuarII Jefri Ananda12 Kardiyansyah Putra13 Mario Pattimura
14 M. Arip15 Natasya l(rairunnisa16 Ningsih Safitri17 Rahma Dwi Lestari18 Rand Gustiawan19 Rend Septian
20 Rina Mariana2t Tiara Indriawansyah22 Yeyen FebriantiZ) Marvira24 Said Abdurrahman25 Ramadhani26 M. Akbar27 Erlanssa Deski Saputra
28 Ade Baeus Saputra
29 Syahrul Hasan
30 Bima Ramadhan
Appendix 7 The result of Pre-test in Experimental Class
The Score of The Pre-Test Experimental Class
No Nama Nilai 1 Ade Bagus Saputra 56 2 Al Akib Wijaya 52 3 Alba Ridwan 56 4 Atika Purnama Sari 68 5 Bima Ramadhan 60 6 Danti Wulandari 48 7 Dinda Suci Ramadhani 68 8 Doni Saputra 60 9 Egi Putra Wijaya 52 10 Erlangga Deski Saputra 48 11 Firmansyah 64 12 Handa Nur 48 13 Ilham Yanuar 52 14 Jefri Ananda 60 15 Kardiyansyah Putra 48 16 M. Akbar 60 17 M. Arip 52 18 Mario Pattimura 60 19 Marvira 56 20 Natasya Khairunnisa 48 21 Ningsih Safitri 68 22 Rahma Dwi Lestari 52 23 Ramadhani 60 24 Randi Gustiawan 60 25 Rendi Septian 48 26 Rina Mariana 64 27 Said Abdurrahman 48 28 Syahrul Hasan 52 29 Tiara Indriawansyah 56 30 Yeyen Febrianti 60
Appendix 8 List Attendances of Post-Test in Experimental Class
List of Attendances Post-Test Experimental Class
No Nama Tanda Tangan
1 Atika Purnama Sari 1
n-)
5
7
9
11
4
6
8
P,CI10
12
14
t6
18
20
22
24
26
28
30
Ld413
15
17
19
21
23
25
27
29
W
Wq^+h,r^[
4w
2 Alba RidwanaJ Al Akib Wiiaya4 Danti Wulandari5 Dinda Suci Ramadhani6 Doni Saputra
1 Esi Putra Wiiava8 Firmansyah
9 Handa Nur10 Ilham Yanuar11 Jefri Ananda12 Kardiyansyah Putra13 Mario Pattimura14 M. Arip15 Natasya Khairunnisat6 Ningsih Safitri17 Rahma Dw Lestari18 Rand Gust awan
l9 Rend Sept an
20 Rina Mariana2t Tiara lndriawansyah22 Yeyen Febrianti23 Marvira24 Said Abdurrahman25 Ramadhani26 M. Akbar27 Erlangga Deski Saputra
28 Ade Bagus Saputra
29 Syahrul Hasan
30 Bima Ramadhan
Appendix 9 The result of Post-Test in Experimental Class
The Score of The Post-Test Experimental Class No Nama Nilai 1 Ade Bagus Saputra 88 2 Al Akib Wijaya 80 3 Alba Ridwan 76 4 Atika Purnama Sari 72 5 Bima Ramadhan 88 6 Danti Wulandari 84 7 Dinda Suci Ramadhani 76 8 Doni Saputra 92 9 Egi Putra Wijaya 72 10 Erlangga Deski Saputra 76 11 Firmansyah 84 12 Handa Nur 72 13 Ilham Yanuar 84 14 Jefri Ananda 76 15 Kardiyansyah Putra 72 16 M. Akbar 88 17 M. Arip 76 18 Mario Pattimura 84 19 Marvira 72 20 Natasya Khairunnisa 92 21 Ningsih Safitri 80 22 Rahma Dwi Lestari 84 23 Ramadhani 80 24 Randi Gustiawan 72 25 Rendi Septian 84 26 Rina Mariana 92 27 Said Abdurrahman 72 28 Syahrul Hasan 80 29 Tiara Indriawansyah 76 30 Yeyen Febrianti 92
Appendix 10 List Attendances of Pre-Test in Control Class
List of Attendances Pre-Test Control Class
No Nama Tanda Tangan1 Aldian Syaputra
2 4q4+
od*.,s\'410
12
14
16
18
20
22
24
26
15
17
19
2I
Z-\
25
27
29
31
w@'@w
$,,4
h*t
2 AldoJ Anggara Suharto
4 Bintang5 Dito Lesmono6 Eka Widia Ninesih7 Firdaus
8 Juliansyah
9 Lisa Aul a Putri10 M. Nurd n
t1 M. Rifki Adryan12 M. Ridwan Maulana13 M. Rivo Siregar14 Nayla Ayu Maharani15 Putri Eleanora Aldina16 Putri Rahma Fitri17 Prawirva Yuda Widavan18 Raditya Prayoga
19 Revandi Erlan.sga
20 Rifaldi Syaputla21 Rini Lestari
22 Rio Darmawan23 Sarnia Sri Aniani24 Syaka Nurdiansyah25 Vira Aulia26 Wahru Alfath Sidiq27 Winami28 Winda Sari
29 Yuhandri
30 Yulinda31 Zaki Abdurrahman
Appendix 11 The result of Pre-Test in Control Class
The Score of The Pre-Test Control Class No Nama Nilai 1 Aldian Syaputra 56 2 Aldo 52 3 Anggara Suharto 60 4 Bintang 52 5 Dito Lesmono 60 6 Eka Widia Ningsih 48 7 Firdaus 72 8 Juliansyah 56 9 Lisa Aulia Putri 72 10 M. Nurdin 56 11 M. Rifki Adryan 64 12 M. Ridwan Maulana 52 13 M. Rivo Siregar 64 14 Nayla Ayu Maharani 48 15 Putri Eleanora Aldina 52 16 Putri Rahma Fitri 48 17 Prawirya Yuda Widayan 56 18 Raditya Prayoga 60 19 Revandi Erlangga 48 20 Rifaldi Syaputra 56 21 Rini Lestari 60 22 Rio Darmawan 64 23 Sarnia Sri Anjani 56 24 Syaka Nurdiansyah 60 25 Vira Aulia 56 26 Wahyu Alfath Sidiq 52 27 Winarni 68 28 Winda Sari 72 29 Yuhandri 52 30 Yulinda 56 31 Zaki Abdurrahman 52
Appendix 12 List Attendances of Post-Test in Control Class
List of Attendances Pre-Test Control Class
No Nama Tanda Tangan1 Aldian Syaputra 1
3
5
7
I
Xulillt ,AN+
4 HI',2ww-r4\10wt2
t4
16 l'Xr,+
18
20
22
24
a1ZJ
25
26 UI,"+
,r D,t,r{4
27,ss#
2e$x4
31{a
,r?*[nawre Prrr,4
,,b,,^L
2 Aldo-) Anggara Suharto
4 Bintang5 Dito Lesmono
6 Eka Widia Ninesih7 Firdaus8 Juliansyah
9 Lisa Aulia Putril0 M. Nurdin11 M. Rifki Adryanl2 M. Ridwan Maulana13 M. Rivo Siregar14 Nayla Ay-r Maharanr15 Putri Eleanora Aldina16 Putri Rahma Fitri17 Prawirya Yuda Widayan18 Raditya Prayoga
19 Revandi Erlangga20 Rifaldi Syaputra
2t Rini Lestari22 Rio Darmawan23 Sarnia Sri Aniani24 Syaka Nurdiansyah25 Vira Aulia26 Wahr.u Alfath Sidiq27 Winarni28 Winda Sari
29 Yuhandri30 Yulinda3l Zaki Abdurrahman
Appendix 13 The result of Post-Test in Control Class
The Score of The Post-Test Control Class No Nama Nilai 1 Aldian Syaputra 76 2 Aldo 76 3 Anggara Suharto 80 4 Bintang 76 5 Dito Lesmono 80 6 Eka Widia Ningsih 72 7 Firdaus 92 8 Juliansyah 76 9 Lisa Aulia Putri 92 10 M. Nurdin 76 11 M. Rifki Adryan 84 12 M. Ridwan Maulana 76 13 M. Rivo Siregar 84 14 Nayla Ayu Maharani 72 15 Putri Eleanora Aldina 76 16 Putri Rahma Fitri 72 17 Prawirya Yuda Widayan 76 18 Raditya Prayoga 80 19 Revandi Erlangga 72 20 Rifaldi Syaputra 76 21 Rini Lestari 80 22 Rio Darmawan 84 23 Sarnia Sri Anjani 76 24 Syaka Nurdiansyah 80 25 Vira Aulia 76 26 Wahyu Alfath Sidiq 76 27 Winarni 88 28 Winda Sari 92 29 Yuhandri 76 30 Yulinda 76 31 Zaki Abdurrahman 76
Appendix 14 Normality of Pre-Test and Post-Test in Experimental Class
Case Processing Summary
Cases
Valid Missing Total
N Percent N Percent N Percent
Pre_experimental * Post_Experimental 30 56.6% 23 43.4% 53 100.0%
Pre_Experimental * Post_Experimental Crosstabulation
Count
Post_Experimental
Total 72 76 80 84 88 92
Pre_Experimental 48 7 0 0 0 0 0 7
52 0 6 0 0 0 0 6
56 0 0 4 0 0 0 4
60 0 0 0 6 0 2 8
64 0 0 0 0 0 2 2
68 0 0 0 0 3 0 3
Total 7 6 4 6 3 4 30
Chi-Square Tests
Value df
Asymp. Sig. (2-
sided)
Pearson Chi-Square 131.250a 25 .000
Likelihood Ratio 96.057 25 .000
Linear-by-Linear Association 24.794 1 .000
N of Valid Cases 30
a. 36 cells (100.0%) have expected count less than 5. The minimum expected
count is .20.
Appendix 15 Normality of Post-Test Experimental Class and Post-Test in Control Class
Case Processing Summary
Cases
Valid Missing Total
N Percent N Percent N Percent
POST_EX * POST_CON 30 56.6% 23 43.4% 53 100.0%
Post_Experimental * Post_Control Crosstabulation
Count
Post_Control
Total 72 76 80 84 88 92
Post_Experimental 72 1 3 1 0 1 1 7
76 1 3 1 0 0 1 6
80 0 2 1 0 0 1 4
84 1 1 1 3 0 0 6
88 1 1 1 0 0 0 3
92 0 4 0 0 0 0 4
Total 4 14 5 3 1 3 30
Chi-Square Tests
Value df
Asymp. Sig. (2-
sided)
Pearson Chi-Square 25.065a 25 .459
Likelihood Ratio 24.431 25 .495
Linear-by-Linear Association 1.195 1 .274
N of Valid Cases 30
a. 36 cells (100.0%) have expected count less than 5. The minimum expected
count is .10.
Appendix 16 Homogeneity Test
Test of Homogeneity of Variances
SCORE
Levene Statistic df1 df2 Sig.
2.580 1 59 .114
ANOVA
SCORE
Sum of Squares df Mean Square F Sig.
Between Groups 43.782 1 43.782 1.077 .304
Within Groups 2397.660 59 40.638 Total 2441.443 60
Appendix 17 One-Sample Sign Test of Experimental Class
Frequencies
N
POST_EX - PRE_EX Negative Differencesa 0
Positive Differencesb 30
Tiesc 0
Total 30
a. POST_EX < PRE_EX
b. POST_EX > PRE_EX
c. POST_EX = PRE_EX
Test Statisticsa
POST_EX -
PRE_EX
Z -5.295
Asymp. Sig. (2-tailed) .000
a. Sign Test
Appendix 18 Independent Sample T-test
Group Statistics CLASS N Mean Std. Deviation Std. Error Mean
SCORE EXPERIMENTAL CLASS 30 80.53 6.947 1.268
CONTROL CLASS 31 78.84 5.768 1.036
Independent Samples Test
Levene's Test
for Equality
of Variances
t-test for Equality of Means
F Sig. t df
Sig. (2-tailed)
Mean D
ifference
Std. Error
Difference
95%
Confidence
Interval of the
Difference
Lower Upper
SCOR
E
Equal variances
assumed
2.580 .114 1.038 59 .304 1.695 1.633 -1.572 4.962
Equal variances not
assumed 1.035 56.357 .305 1.695 1.638 -1.586 4.975
SchoolSubjectClass/SemesterText Typeski1lTime Alocation
A. KOMPETENSI INTIKI 1
Kt2
KI3
KI4
LESSON PLAN
(EXPERIMENTAL CLASS)
MA Al-ikhlas Kota JambiEnglish)VIINarrative TextReading72 x 40 Minutes (6 Meetings)
B. KOMPETENSI DASAR DAN INDIKATOR PEI{CAPAIAN KON{PETENSI
: Menghargai dan menghayati ajaran agama yang dianutnya.: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,peduli (toleransi, gotong royong), santun, percaya diri, dalamberinteraksi secara efektif dengan lingkungan sosial dan alam dalamj angkauan pergaulan dan kebera daanny a.
: Memahami pengetahuan (faktual, konseptual, dan prosedural)berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,seni, budaya terkait fenomena dan kejadian tampak mata.
: Mencoba, mengolah, dan menyajidalam ranah konkret (menggunakan,mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak(menulis, membaca, menghitung, menggambar, dan mengarang)sesuaidengan yang dipelajari di sekolah dan sumber lain yang sama dalamsudut pandang/teori.
KOMPETENSI DASAR TNDIKATOR
1.1 Mensyrkuri kesempatan dapatmempelajari bahasa Inggris sebagaibahasa pengantar komunikasiinternational yang diwujudkan dalamsemangat belajar
1.1.1 Mengagumi suara, dialek, dangesfure temannya sebagaikesempurnaan makhluk ciptaantuhan.
2.1 Menunjukkan perilaku santun danpeduli dalam melaksanakan komunikasiinterpersonal dengan guru dan teman.
2.2 Menunjukkan perilaku jujur, disipiin,percaya diri, dan bertanggung jawabdalam melaksanakan komunikasitransaksional dengan guru dan teman.
2.3 Menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cintadamai, dalam melaksanakan komunikasifungsional.
2.1.1 Menunjukkan sikap sopan, dalambertutur kata baik terhadap gurumaupun teman.
2.2.1 Menunjukkan sikap percaya dirisaat melakukan percakapan BahasaInggris di depan kelas.
2.3.1 Menunjukkan sikap tanggung jawabdalam mengerjakan tugas BahasaInggris.
3.8 Membedakan fungsi sosial, strukturteks, dan unsur kebahasaan beberapa teksnaruif lisan dan tulis dengan memberidan meminta informasi terkait legenda
3.8.1 Menentukan gambaran umum teksterlulis berbentuk naratif.
3.8.2 Menentukan informasi rinci tersuratteks tertulis berbentuk naratif.
Page | 1
rakyat, sederhana, sesuai dengan kontekspenggunaannya.
3.8.3 Menentukan informasi tertentu teksteftulis berbentuk naratif.
3.8.4 Menentukan makna kata tekstertulis berbentuk nai atif.
4.8 Menangkap makna secara kontekstualterkait fungsi sosial, struktur teks, danunsur kebahasaan teks naratif, lisan dantulis sederhana terkait legenda rakyat.
4.8.1 Menyusun teks lisan dan tulispendek dan sederhana terkaitlegenda rakyat denganmemperhatikan fungsi sosial,struktur teks, dan unsur kebahasaanyang benar sesuai dengan konteksDengzunaannva.
C. TUJUAN PEMBELAJARAN
Setelah mempelajari materi teks naratif, siswa diharapkan mampu:
l. Menjelaskan tujuan komunikasi, struktur teks, dan unsur kebahasaan dari teksnaratif lisan dan tulis sederhana tentang legenda rakyat sesuai kontekspenggunaannya.
2. Menjelaskan isi cerita legenda rakyat lisan dan tulis dengan memperhatikan tujuankomunikasi, strukfur teks, dan unsur kebahasaan teks naratif sesuai kontekspenggunaannya.
3. Menceritakan legenda rakyat secara iisan dan tertulis dengan memperhatikantujuan komunikasi, struktur teks, dan unsur kebahasaan teks naratif sesuai kontekspenggunaannya
D. MATERI PEMBELAJARAN
1. Narative text : text that tells a story which raises the problematic experience inthe past.
2. Purpose of nanative text : to enterlain the reader about the story.3. Generic Structure of narrative text4. Language features:
a. Using the simple past tenseb. Using adver'b of time (Once upon a time, one day, etc)c. Using time conjunction (when, then, suddenly, etc)d. Using action verte. Direct speech
E. METODE PEMBELAJARANCooperative Learning : Jambinese Folktales
F. MEDIA DAN SUMBER BELAJAR
1. Media/Alat : \Mhite Board, LCD, Laptop
2. Sumber : - Internet Sources
- Buku Bahasa Inggris
- English Dictionary
Page | 2
G. KEGIATAN PEMBELAJARAN
Pertemuan ke-1
Activity Experimental Class Time
Pendahuluan
o Guru mengucapkan salam dan siswa merespono Berdoa bersama sebelum pembelajaran dimulaio Guru memeriksa kehadiran siswao Guru menielaskan tuiuan pembelaiaran
10
menit
Inti
. Guru membagi siswa menjadi lima kelompok yangmasing-masing kelompok terdiri dari 6 orang.
o Guru membagikan narrative text kepada tiap-tiapkelompok dengan cara masing-masing perwakilankelompok maju ke depan untuk mengambil gulungankertas yang sudah dituliskan judul JambineseFolktales yang berbeda.
. Guru meminta siswa untuk membaca teks secaraberkelompok dan menerj emahkannya.
o Guru meminta- siswa menggaris-bawahi kosa katayang sulit dan menemukan artinya di kamus.
o Guru meminta tiap kelompok untuk mengidentifikasinarrative text vanq mereka daoatkan.
10menit
Penutup
o Siswa diminta membuat presentasi dari hasil yangdidapatkan dari diskusi kelompok dan mempersiapkandiri untuk tampil ke depan kelas pada pefiemuanselanjutnya.
o Menutup pelaiaran dengan berdoa bersama.
10
menit
Pertemuan ke-2
Activity Experimental Class Time
Pendahuluan
. Guru mengucapkan salam dan siswa merespono Berdoa bersama sebelum pembelajaran dimulaio Guru memeriksa kehadiran siswao Guru merrielaskan fuiuan pembelaiaran
10
menit
Inti
Guru meminta siswa duduk sesuai dengan kelompokyang telah dibagikan.Guru meminta kelompok yang pertama untuk maju kedepan kelas yang mempersiapkan presentasinya danmeminta kelompok lain untuk mengeluarkan teksnaratif kelompok pertama yang dibagikan seharisebelumnya.
Kelompok pertama membagikan hasil diskusi merekakepada kelompok yang 1ain.
Kelompok pertama menyajikan hasil diskusi mereka.
Kelompok lain memberikan pertanyaan, komentar,dan saran untuk kelompok pertama berdasarkanpresentasi dan hasil diskusi mereka.Kelompok pertama menyimpulkan hasil diskusimereka serta menambahkan saran dan masukan dari
70menit
Page | 3
kelompok lain.
Penutup
. Guru memberikan pertanyaan untuk mengetahuiapakah siswa sudah memahami topik.
o Guru memberikan masukan dan saran terhadappenampilan kelompok pertama.
o Guru dan siswa membuat kesimpulan pembelajaranpada pertemuan ini.
o Menutup pelaiaran dengan berdoa bersama.
10
menit
Pertemuan ke-3
Activitv Experimental Class Time
Pendahuluan
. Guru mengucapkan salam dan siswa merespon
. Berdoa bersama sebelum pembelajaran dimulaio Guru memeriksa kehadiran siswao Guru menielaskan tuiuan oembelaiaran
10
menit
Inti
Guru meminta siswa duduk sesuai dengan keiompokyang telah dibagikan.Guru meminta kelompok yang kedua untuk maju kedepan kelas yang mempersiapkan presentasinya danmeminta kelompok lain untuk mengeluarkan teksnaratif kelompok pertama yang dibagikan seharisebelumnya.
Kelompok kedua membagikan hasil diskusi merekakepada kelompok yang lain.Kelompok kedua menyajikan hasil diskusi mereka.Kelompok lain memberikan pefianyaan, komentar,dan saran untuk kelompok kedua berdasarkanpresentasi dan hasil diskusi mereka.Kelompok kedua menyimpulkan hasil diskusi merekasefia menambahkan saran dan masukan dari kelompoklain.
70menit
Penutup
. Guru memberikan perlanyaan untuk mengetahuiapakah siswa sudah memahami topik.
. Guru memberikan masukan dan saran terhadappenampilan kelompok kedua.
. Guru dan siswa membuat kesimpulan pembelajaranpada pertemuan ini.
o Menutup pelaiaran densan berdoa bersama.
10
menit
Pertemuan ke-4
Activitv Experimental Class Time
Pendahuluan
. Guru mengucapkan salam dan siswa merespono Berdoa bersama sebeium pembelajaran dimulai. Guru memeriksa kehadiran siswao Guru menielaskan tuiuan pembelaiaran
10menit
Intio Guru meminta siswa duduk sesuai dengan kelompok
yang telah dibaeikan.70
menit
Page | 4
o Guru meminta kelompok yang ketiga untuk maju kedepan kelas yang mempersiapkan presentasinya danmeminta kelompok lain untuk mengeluarkan teksnaratif kelompok ketiga yang dibagikan seharisebelumnya.
o Kelompok ketiga membagikan hasil diskusi merekakepada kelompok yang lain.
o Kelompok ketiga menyajikan hasil diskusi mereka.o Kelompok lain memberikan perlanyaan, komentar,
dan saran untuk kelompok ketiga berdasarkanpresentasi dan hasil diskusi mereka.
o Kelompok ketiga menyimpulkan hasil diskusi merekaserta menambahkan saran dan masukan dari kelompoklain.
Penutup
o Guru memberikan pertanyaan untuk mengetahuiapakah siswa sudah memahami topik.
o Guru memberikan masukan dan saran terhadappenampilan kelompok keti ga.
o Guru dan siswa membuat kesimpulan pembelajaranpada pertemuan ini.
o N{enutuo oelaiaran densan berdoa bersama.
10menit
Perlemuan ke-5
Activitr, Experimental Class Time
Pendahuluan
. Guru mengucapkan salam dan siswa merespon
. Berdoa bersama sebelum pembelajaran dimulaio Gum memeriksa kehadiran siswao Guru menielaskan tuiuan pembelaiaran
10
menit
Inti
Guru meminta siswa duduk sesuai dengan kelompokyang telah dibagikan.Guru meminta kelompok yang keempat untuk maju kedepan kelas yang mempersiapkan presentasinya danmeminta kelompok lain untuk mengeluarkan teksnaratif kelompok keempat yang dibagikan seharisebelumnya.
Kelompok keempat membagikan hasil diskusi merekakepada kelompok yang lain.Kelompok keempat menyajikan hasil diskusi mereka.Kelompok lain memberikan pertanyaan, komentar,dan saran untuk kelompok keempat berdasarkanpresentasi dan hasil diskusi mereka.Kelompok keempat menyimpulkan hasil diskusimereka serta menambahkan saran dan masukan darikelompok lain.
70menit
Penutup
. Guru memberikan pertanyaan untuk rnengetahuiapakah siswa sudah memahami topik.
. Guru memberikan masukan dan saran terhadapoenamoilan kelomook keemoat.
10
menit
Page | 5
a Guru dan siswa membuat kesimpulan pembelajaranpada pertemuan ini.
a aiaran denMenutuo oelaiaran densan berdoa bersama.
Pertemuan ke-6
Activity Experimental Class Time
Pendahuluan
o Guru mengucapkan salam dan siswa merespono Berdoa bersama sebelum pembelajaran dimulaio Guru memeriksa kehadiran siswao Guru menielaskan tuiuan pembelaiaran
10menit
Inti
Guru meminta siswa duduk sesuai dengan kelompokyang telah dibagikan.Guru meminta kelompok yang kelima untuk maju kedepan kelas yang mempersiapkan presentasinya danmeminta kelompok lain untuk mengeluarkan teksnaratif kelompok kelima yang dibagikan seharisebelumnya.
Kelompok kelima membagikan hasil diskusi merekakepada kelompok yang lain.Kelompok kelima menyajikan hasil diskusi mereka.Kelompok lain memberikan pertanyaan, komentar,dan saran untuk kelompok keiima berdasarkanpresentasi dan hasil diskusi mereka.Kelompok kelima menyimpulkan hasil diskusi merekaserta menambahkan saran dan masukan dari kelompoklain.
70menit
Penutup
o Guru memberikan pertanyaan untuk mengetahuiapakah siswa sudah memahami topik.
o Guru memberikan masukan dan saran terhadappenampilan kelompok kelima.
. Guru dan siswa membuat kesimpulan pembelajaranpada pertemuan ini.
o Menufup pelaiaran dengan berdoa bersama.
10
menit
H. PENILAIANt. Teknik penilaian
. Sikap : Observasi
. Keterampilan : Praktik dan Project
Page | 6
z. Rubrik Penilaian dan
a. Rubrik Penilaian
Pedoman Penskoran
Keterampilan (Praktik/Kinerj a/Proj ect)
.. KRITERIA.i..
. t.l
Deskrinsi::
)
Rentang
Skor.!kor .,,::.
Perolehan
Mendeskripsikan
;ecara lisan,ancar mencapai fungsi sosial, struktur
engkap dan unsur kebahasaan sesuai(8e - 100)
ancar dan kosa kata dan kalimat;rkembang, selta ada transisi
(76-88)
esekali melihat teks, kosa kata terbatas tapi(61-7 s)
embaca script, kosa kata terbatas, dan tidak(0-60)
JUMLAH
Menulis Teks Fungsi sosial tercapai, struktur dan unsur
<ebahasaan tepat(8e - 100)
Fungsi sosial tercapai, struktur tepat dan
:nsur kebahasaan kurang tepat(76-88)
ungsi sosial tercapai, struktur dan unsur
ebahasaan kurang tepat(6r-75)
3ungsi sosial, Penggunaan kata, kalimat, dan
;truktur tidak sesuai(0-60)
JUMLAH
Guru Mata Pelajaran
NIP. 1 96702112001 012005
Jambi, 26 Februai 2019
Mahasiswa PPL
ILd
Alyssa Ayuningtyas97008 1 02000t2t002
Page | 7
SchoolSubjectClass/SemesterText TypeskillTime Alocation
A. KOMPETENSI INTIKI 1
KI2
KI3
KI4
LESSON PLAN
(EXPERIMENTAL CLASS)
MA Al-Ikhlas Kota JambiEnglishxlIINarrative TextReading2 x 40 Minutes (1 Meetings)
: Menghargai dan menghayati ajaran agama yang dianutnya.: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,peduli (toleransi, gotong royong), santun, percaya diri, dalamberinteraksi secara efektif dengan lingkungan sosial dan alam dalamj angkauan pergaulan dan keberadaannya.
: Memahami pengetahuan (faktual, konseptual, dan prosedural)berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,seni, budaya terkait fenomena dan kejadian tampak mata.
: Mencoba, mengolah, dan menyajidalam ranah konkret (menggunakan,mengurai, merangkai, memodihkasi, dan membuat) dan ranah abstrak(menulis, membaca, menghitung, menggambar, dan mengarang)sesuaidengan yang dipelajari di sekolah dan sumber lain yang sama dalamsudut pandang/teori.
B. KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN KOMPETENSI
KOMPETENSI DASAR INDIKATOR1.1 Mensyukuri kesempatan dapatmempelajari bahasa Inggris sebagaibahasa pengantar komunikasiinternational yang diwujudkan dalamsemangat belajar
1.1.1 Mengagumi suara, dialek, dangesture temannya sebagaikesempurnaan makhluk ciptaantuhan.
2.1 Menunjukkan perilaku santun danpeduli dalam melaksanakan komunikasiinterpersonal dengan guru dan teman.
2.2 Menunjukkan perilaku jujur, disiplin,percaya diri, dan bertanggung jawabdalam melaksanakan komunikasitransaksional dengan guru dan teman.
2.3 Menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cintadamai, dalam melaksanakan komunikasifungsional.
2.1.1 Menunjukkan sikap sopan, dalambertutur kata baik terhadap gurumaupun teman.
2.2.1 Menunjukkan sikap percaya dirisaat melakukan percakapan BahasaInggris di depan kelas.
2.3.1 Menunjukkan sikap tanggung jawabdalam mengerjakan tugas BahasaInggris.
3.8 Membedakan fungsi sosial, strukturteks, dan unsur kebahasaan beberapa teksnaratif lisan dan tulis dengan memberi
3.8.i Menentukan gambaran umum tekstertulis b erbentuk naratif.
3.8.2 Menentukan informasi rinci tersuratteks tertulis berbentuk naratif.
dan meminta informasi terkait legendarakyat, sederhana, sesuai dengan kontekspenggunaannya.
3.8.3 Menentukan informasi tertentu teksterlulis berb entuk naratif.
3.8.4 Menentukan makna kata tekstertulis berb entuk naratif.
4.8 Menangkap makna secara kontekstualterkait fungsi sosial, struktur teks, danunsur kebahasaan teks naratif, lisan dantulis sederhana terkait legenda rakyat.
4.8.1 Menyrsun teks lisan dan tulispendek dan sederhana terkaitlegenda rakyat denganmemperhatikan fungsi sosial,struktur teks, dan unsur kebahasaanyang benar sesuai dengan konteksDenssunaannva.
C. TUJUAN PEMBELAJARAN
Setelah mempelajari materi teks naratif, siswa diharapkan mampu:
1. Menjelaskan tujuan komunikasi, struktur teks, dan unsur kebahasaan dari teksnaratif lisan dan tulis sederhana tentang legenda rakyat sesuai kontekspenggunaannya.
2. Menjelaskan isi cerita legenda rakyat lisan dan tulis dengan memperhatikan tujuankomunikasi, struktur teks, dan unsur kebahasaan teks naratif sesuai kontekspenggunaannya.
3. Menceritakan legenda rakyat secara lisan dan tertulis dengan memperhatikantujuan komunikasi, struktur teks, dan unsur kebahasaan teks naratif sesuai kontekspenggunaannya
MATERI PEMBELAJARAN
1. Narrative text : text that tells a story which raises the problematic experience inthe past.
2. Purpose of narrative text : to entertain the reader about the story.3. Generic Strucfure of narrative text4. Language features:
a. Using the simple past tenseb. Using adverb of time (Once upon a time, one day, etc)c. Using time conjunction (when, then, suddenly, etc)d. Using action verbe. Direct speech
Example of the text:
Pendekar Bujang Sanaya
A long time ago there were four young brothers: 1) Pendekar Bujang Sanaya;2) Bujang Pengukir; 3) Bujang Penakuk Mato; and 4) Bujang Buruk. These fourbrothers always got along well with each other. They were very considerate ofeach other, and always ready to defend each other. They had a Queen over theirKingdom that was loved and honored by all the citizens (and she happened to betheir mother).
From the time he was very young, Pendekar Bujang Sanaya was educated inthe sciences. Because of his knowledge, he rose to take the position of his father
D.
who had recently passed away. His three younger brothers didn't hold anyposition of great importance in the Kingdom, they were just like all the othercitizens, but they were very loyal to their Kingdom. The three brothers wouldfrequently visit their older brother in the palace to discuss topics of inrportanceand to work on plans that would help the Kingdom and their people to becomemore prosperous.
One day while the four brothers were in the palace discussing a matterconcerning a problem in their Kingdom, having to do with security and safety,Bujang Buruk said to Pendekar Bujang Sanaya, "My King, would you like toinvite our uncle to come and join in on our discussion?" Bujang Pengukir added,"It would be good that he was invited, because he is the only brother our latefather had."
The younger brother of the late King was living at that time far across theocean. At the ceremony to inaugurate Pendekar Bujang Sanaya as their new King,their uncle had come for a visit, but he hadn't been back to visit their Kingdom inRanah Keiinci Alam Sakti since that time. "Yes! I also desire to meet with ouruncle. But, now isn't the time. Let's wait a while," replied Pendekar BujangSanaya.
Si Jelita was an extremely beautiful young lady, and she also happened to bethe daughter of the newly inaugurated King's uncle. This beautif;l young ladywas advised by her mother to go and visit her older cousin, King PendekarBujang Sanaya. The reason her mother told her to go see the King was becausethe clothing that Si Jelita desired to have could not be obtained in their country.Her mother thought that maybe there was a possibility that Pendekar BujangSanaya would be able to fuIfilI her desires. "If that's what you think is best,mother. I'11 go and meet King Pendekar Bujang Sanaya," said Si Jelita to hermother.
When Si Jelita arrived at the Kingdom of her older cousin, she approachedhim using the culturally appropriate honors that is always given to kings. It wasthen that Si Jelita informed the King of the reason why she had come. PendekarBujang Sanaya responded after he heard her explanation: "You surprise me withyour request! What you have asked for is an extremely difficult thing to fulfiIl,Jelita! Do you think I'm a merchant? I'm not! I'm just an ordinary person. Doyou expect me to sell our Kingdom's ancient treasures and heirlooms so we canbuy you fine clothing, bracelets, earrings, and a necklace filled with jewels?"
Si Jelita was offended by the King's reply. She sadly bowed in submission.The tears from her eyes began to trail down her face. In her hearl she whispered:"Even if you're not willing to give rne what I ask, you don't need to be so
offensive and hurt my feelings with such a harsh response."Si Jelita pouted, but quietly she left the palace and made her way toward the
shoreline. She was hoping she would be able to find a ship that was preparing tosail on which she could immediately return to her home. To attract the attentionof passing ships, she would wave her scarf so she would be noticed and theywould then stop and bring her on board. She wanted to take any ship she could,just so she could leave. She didn't ever want to see the face of her older cousinagain.
Spread out in front of her was the sea's surface that was covered with mist andfog. The waves were rolling in, crashing down on the beach's coral. Her eyeswere transfixed toward the middle of the sea when she finally saw a ship.Following prayer, she began waving her scarf. The lookout on the ship saw the
scarf waving in the distance and they altered course towards the shoreline. Whenthey got a little closer to land they 1et down a small row boat to go and pick uptheir new passenger.
The captain of the ship was very happy to have such a pretty ioung lady (Sijelita) as a passenger. That ship was currently heading toward a port along thesame coast that was not too far from the palace of Pendekar Bujang Sanaya. TheKing himself was at that time heading there to meet that ship and to see whattypes of interesting cargo he could purchase. On his walk to the port he wasthinking to himself what a fine wife and queen Si Jelita would have been.
King Pendekar Bujang Sanaya was surprised when he got to the pier and sawSi Jelita on that ship. He asked her why she would ever want leave such a secureand prosperous kingdom such as his. With a voice that was harsh and loud, SiJelita told him why she was so upset. "Okay! Just be calm and listen to me a
second. All the things you ask of me I'11 give you. The entire Kingdom, as well as
every beautiful thing within it, and yet more, I'11 give you bracelets, earrings, andnecklaces of gold studded with all types ofjewelry."
Si Jelita decided to remain on the ship, and after they conducted their businesswith the merchants at that port they pu1led out again, heading to a distant shore.King Pendekar Bujang Sanaya considered the tragic error he had made. In hisheart he said: "Why did I respond so harshly to Si Jelita when she came to see methe first time? Where on earth would that ship have taken Si Jelita? And, whatwould her father say to me when he found out that she ran off to a distant shorebecause I was so cold and heartless?"
The King then commanded an aid to call his three brothers. After they arrivedthe King said to them, with a loud and clear voice, "Yesterday Si Jelita, ouryorlnger cousin came to the palace. She requested from me extremely fineclothing, bracelets, earrings, and necklaces studded with diamonds and all typesof jewels. I said that I didn't have the ability to give ail that she requested.Evidently she became so offended that she doesn't ever r.vant to see me again. Golook for her! Bring her to the palace. We will fulfiII all that she has requested."
The three brothers quickly went out and began their search for Si Jelita. Inevery nook and cranny of surrounding kingdoms they looked for her. Everyperson they met in their search they asked if they knew her, or if they knew whereshe was. It was evident that there wasq't a single person that had seen thatbeautiful young lady. Si jelita was no longer in the entire region. It was a
possibility that the ship she was on had retumed across the sea and that She wasgoing back to her father's home.
King Pendekar Bujang Sanaya became extremely depressed hearing the reportfrom his brothers that she could not be found. He felt as though his hearl had beenstabbed with a knife. The great sadness he experienced made him lose strength.And because of that he said to his brothers, "Take a break from your search!Tomorrow go out and look again."
That night the King tossed and turned on his bed and couldn't sleep. For abrief time he drifted off to sleep, and when he did he had a dream. In the dreamhis grandfather and grandmother, who had already been dead a long time, came tohim. He was cxtremely angry with himself because he had hurt the t-eelings of SiJelita. In his dream his grandmother said, "Si Jelita is already written about inLuh Mahfus (Lauh Mahfuzh-is a book that God maintains. In it are all theevents that will take place throughout all of history). She will become your wife.At this time she's at a palace across the sea. Both you and Si Jelita fe1l in love
with each other at the same time. Now hurry! Go find Si Jelita! Bring her back toyour palace and marry her."
Immediately the King lept from his bed and called for an aid to go and get histhree brothers. When his brothers arrived he communicated .Lo them his dream.After hearing the dream retold the three brothers said, "Okay King! We'llimmediately saii and find your wife. We will search for her in every kingdomuntil we find her. And we will find her!". "To sail, we need supplies for the trip,"said Bujang Buruk. "And we certainly need a ship that is seaworlhy. But, ourKingdom doesn't have a ship like that. What are we going to do?"
An old boat stuck in the mud on the bank of the Batang Hari River. This islocated in front of Ancol, also known as Tanggo Rajo. "There is an old ship," saidBujang Pengukir. "It's been laying along the beach for years. We can repair anduse it.". "Good idea," said Bujang Penakuk Mato. "We'll install a sail on it. We'Ilequip it with oars as well. Hopefully with a ship like that we'll get to the kingdomthat our grandmother told you about in your dream.". "Okay! We need to go toihe coast no'w," said the King. "But, we need to keep our plan a secret so thecitizens won't know what we're up to."
After the four brothers arrived at the coast they inspected the condition of theship that was half buried in mud. While mumbling to himself, King PendekarBujang Sanaya rolled a sirih leaf cigarette and then srnoked it. It seemed as
though the sea was proudly welcoming them to set sail using that ship, so thateventually it would be able to swallow them up during a storm. The ship was invery poor shape!
The four brothers were drenched in sweat as they labored to free the ship fromthe mud. Even with all their effort the ship was sti1l in its original position. Theyrealized that they didn't have the ability to free the ship from the thick slipperymud. Each one of them felt as though they had been cursed. They then left theshore and returned to their homes.
After bathing and eating, Pendekar Bujang Sanaya went to bed. Like before,he tossed and turned in his sleep. In a dream his grandmother came to him again.She said to him in a very stern tone, "You al1 appear as though you wanteverything to come to you easy and free. You ali know that you are not allowedto disturb what doesn't belong to you without first getting permission from theowner. That ship is the property of your deceased father. It appears as though youwant to rob him of his property without permission. If you actually need a ship tofind your future wife, make one yourself. If you need one, you can cut down atree from the jungle, but remember, trees that you don't need, you shouldn't cutdown. You always need to remember to preserve those trees for yourdescendants, because someday they will be in need of them."
The four brothers obeyed the guidance of their dead grandmother. Through thejungle they searched for a tree that would be big enough from which they couldmake a ship, but after several days of searching they still hadn't found one. KingPendekar Bujang Sanaya said, "Let's go horne! 'Ihere isn't a tree that will work.All the trees are just too small."
That night as Pendekar Bujang Sanaya tried to sleep, but he was very restless.He was finally able to drift off to sleep, and when he did his grandmother againcame to him in a dream and said to him, "You're not able to sleep well again areyou Sanaya? Why is it that you would rather sleep than think about your futurewife?" Pendekar Bujang Sanaya responded, "Grandma, we haven't been able tofind a tree that has a trunk large enough for us to make a ship. The trees we found
were only large enough to make a boat. We've already searched through manyjungles, grandma. There's no use in us trying again if it's impossible to find whatwe need.". "Your attempts aren't sufficient. You still haven't searched in the areaof Mount Perentak Cermin. There is a tree there that would be large enough tomake a ship," replied his grandmother.
Pendekar Bujang Sanaya asked, "What type of tree do you mean? What does itlook like?" She replied, "The top of that tree is in the clouds. The roots reach andpenetrate throughout the entire earth. If you would attempt to walk around it, itwould take you three months.". "That's impossible, grandmother," said PendekarBujang Sanaya. "There isn't a word "impossible! Now go to Mount PerentakCermin! Cut down that tree and make the ship you need and go and get Si Jelita,"said his grandmother.
After discussing his dream with his brothers, he said, "If there really is a treethat would take three months to walk around, it's not possible for us four to cut itdown. I'll command all the people in my Kingdom to work together and get it cutdown. With a joint effort we can make it happen. I'11 prepare all the tools, as wellas supplies we'll need for the job. What do you all think about this plan?" askedPendekar Bujang Sanaya. "We agree," responded Bujang Pengukir, "But, itwould be best if we went there ourselves first. We need to first confirm that therereally is a tree there as large as our grandmother told you in that dream."
The four brothers agreed with Bujang Pengukir and set off to confirm thedream. When they arrived at Mount Perentak Cermin, there it was, just as it wasdescribed by their grandmother in the dream. That giant tree was thousands ofyears old. It was the tallest, the largest around, and the one with the most leavesthat has ever been seen. "It would take the entire population of our Kingdom 4-5years to cut this tree down, and that is if they would work every single day,"blurted out Bujang Buruk. "My King," said Bujang Panakuk iVlato, "We'llattempt it, although some may say that it is impossible to be cut down, even in a10 year time period, and even if thousands of axes and picks w'ere striking itevcry second. But, if God so r,vills, it's not impossible for this tree to come downin the blink of an eye. With that, many hundreds of citizens began to work on thatgiant tree. Even so, there was little to show for all their work. Not even a smalldent was made in the task that needed to be accomplished. The edges of the axesand picks were always chipping and breaking because the wood was so hard. Thesound of steel striking steel would be heard when the axes would come intocontact with the tree!"
A delegation returned to the palace to report to the King about the situationwith the tree. "Oh, King, Please forgive the thousands of workers, because eventhough we have been working with all of our strength, there still hasn't been anynoticeable progress. Please present an offering to the spirits so they will bedelighted in us and allow that tree to be cut down."
Pendekar Bujang Sanaya contemplated the situation, and without giving a
reply to that report, he immediately went to his bedroom and went to sleep. Assoon as he closed his eyes, his thoughts began to roam, but they didn't disturb andkeep him from drifting off to sleep. Like before, in his sleep his grandmothercame to him in a dream. His grandmother listened to the explanation of hergrandson about all the citizens who were working to cut down that mammothtree. "You are wrong," his grandmother said to him. "You commanded yourpeople to go and sweat to fuIfilI your desires. But you and your three brothers sitwith your hands in your laps. Is that praiseworthy? You should, as a leader, stand
before that tree yourself. You should be swinging that ax. Your people willfollow your example. You four must do the work. Now, I'll te1l you again, youfour go and cut that tree down." After the King awoke, he told his three brothersthe dream and then they discussed the situation. Tliey all agreed that they werecertain that they were the ones that should go there and cut down that tree.
When the four arrived at Mount Perentak Cermin, fear and worry began toarise. They were shocked to see such a huge tree which had been worked on by somany people, and yet there was so little progress. They then bowed down inweakness. Bujang Penakuk Mato complained: "Dozens and dozens, no, hundredsand hundreds of people haven't had the ability to cut down this tree, what can wefour do? Let's just retum home." The King then said, "You should give it all yourenergy, Penakuk! It seems that before you've tried you're ready to admit defeatand start complaining. Let's start our work right now, and don't 1et it be said byany of our people that we are women."
The four brothers didn't take a break during their work. They continually laidinto the tree with their axes. Is seemed as though the tree had become weak andsoft when struck by the edges of their axes. In less than a half a day they began tohear sounds of things beginning to crack and splinter. "Hey! If this tree is to comedown, we need it to fall into the sea so that a huge wave will be created, whichwill reach all the way to where Si Jelita is located.". "Yes, we did it!" was the crythat rang out when the tree came down with a reverberating echo. The waves itmade in the sea were thrown all the way to the beach of distant side of the ocean.The tree was then cut up so that it could be made into the ship that would enablethem to find Si Jelita. To make that tree into boards, with which they would makethat ship, they used 700 chosen people. Those 700 worked very hard to preparethat ship so that it would safely reach the other side of the ocean.
After 40 fu1l months the ship was completed, and now the task of getting theship off land and launched into the sea was on hand. Hundreds of people r,vorkedvery hard to pull and push that ship to the beach, but they failed. They triedeverything to get it off dry land, but they couldn't.
As usual, King Pendekar Bujang Sanaya retumed home, took a bath, atesupper, and went to sleep. Again his grandmother came to him in a dream he saidto her, "Grandma, the ship is ready, but we don't have the energy to pull the shipto the sea. I'm very disappointed, grandma! What more do I have to do? Or whatmore do I have to make?". "I've already told you! You and your four brothersneed to do the work. Up until now the people have been trying to pull the boat,whereas you have only been standing around watching. You have only beencommanding this and that! It's not hard to pull the ship to the beach," sheexplained.
The four brothers were then certain that their grandmother's directions wouldwork. They themselves, without the rest of the workers, in just a short period oftime had the ship launched and floating on sea. With the ship ready to sail, thefour brothers departed for the opposite side of the sea. After a full month theyarrived at a kingdom that they were to search for Si Jelita. The four brotherssearched for her when they landed. Several people were asked if they had heardof her. One person responded, "Yes, actuaily that young lady, Si Jelita, is beingkept in seclusion, because next week there's to be a huge celebration. The capitalcity will become extremely festive and full of people, because our King willmarry her. It will be a great event that will last 7 days and 7 nights."
E.
F"
The four brothers had a discussion, and they developed a strategy on how theycould kidnap Si Jelita and get her back to their Kingdom. The strategy theydecided on was that the King Pendekar Bujang Sanaya would pretend that he wasa guest that wanted to present a greeting of congratulations to the bride. At thesame time, two others would sneak into the room where Si Jelita was being heldin seclusion. Before that step, those same two would act as though they were alsobringing special gifts for Si Jelita. During this time Bujang Pengukir had the dutyto guard the ship.
Their strategy and tactics were successful. The King that had hoped to marrySi Jelita that week was tricked. When they saw King Pendekar Bujang Sanaya'sship leaving the port, that King realized that he had been deceived. That Kingwished he had a ship he could use to chase them and get his would be bride back,but they didn't. With that Si Jelita was rescued from being married to that King.While on their ship, King Pendekar Bujang Sanaya said to his brothers, "Let'sdon't go straightway to our kingdom." Let's first go and visit our uncle, SiJelita's father. We will go with him to the capital city of their kingdom, and thereI'll marry Si Jelita."(Source: https://sumatfeet.wordpress.com,/2012/07128/spir-it-euide/#more-6746)
METODE PEMBELAJARANCooperative Learning : Jambinese Folktales
MEDIA DAN SUMBER BELAJAR
1. Media/Alat
2. Sumber
: White Board, LCD, Laptop
: - Interrret Sources
- Buku Bahasa Inggris
- English Dictionary
G. KEGIATAN PEMBELAJARAN
Activitv Experimental Class Time
Pendahuluan
o Guru mengucapkan salam dan siswa merespono Berdoa bersama sebelum pembelajaran dimulai. Guru memeriksa kehadiran siswa. Guru menielaskan tuiuan pembelaiaran
10
menit
Inti
. Guru membaca text di depan kelas.
. Guru meminta siswa secara bergantian membacanarrative text yang diberikan kepada siswa danmeminta siswa unfuk menerj em ahkannya.
. Guru meminta siswa menggaris-bawahi kosa katayang sulit dan menemukan arlinya di kamus.
. Guru meminta siswa menjawab soal yangberhubungan dengan text yang mereka baca untukmemeriksa kepemahaman siswa terhadap narrativetext yang diberikan dan membahasnya bersama.
70menit
Penutupo Guru memberikan pertanyaan untuk mengetahui
apakah siswa sudah memahami topik.10
menit
o Siswa diminta membuat kesimpulan pembelajaranpada pertemuan ini.
o Menutuo oelaiaran densan berdoa bersama.
H. INSTRUMEN DAN PENILAIAN1. Instrument
Penilaian
a. Teknik penilaianb. Bentuk penilaianc. Cara penilaian
: Test tertulis: Isian: Nilai : Jumlah BenarX2
Guru Bahasa Inggris
NIP. 1 967021 7 2007 01 200 5
Jambi, 72Fehruai2}l9
Peneliti
lndicatorForm of
instrumentInstrument
Giving a narrativetext to the students
and they are able toanswer questionbased on thereading text given.
Isian 1. What is the main idea of the text?2- Who is Pendekar Bujang Sanaya?
3. What does Pendekar Bujang sanaya and histree brothers do to find Si Jelita?
4. Why the ship cannot launch to the beach?
5. What their strategy to kidnap si Jelita?
Alfssa Ayuningtyas008102000121002
LESSON PLAN
(EXPERIMENTAL CLASS)
School : MA Al-Ik'hlas Kota JambiSubject : EnglishClass/Semester : )UIIText Type : Narrative TextSkill :ReadingTime Alocation: 2 x 40 Minutes (1 Meetings)
A. KOMPETEKI 1
KT2
KI3
KI4
NSI INTIMenghargai dan menghayatr ajaran agama yang dianutnya.Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,peduli (toleransi, gotong royong), santun, percaya diri, dalamberinteraksi secara efektif dengan lingkungan sosial dan alam dalamj angkauan pergaulan dan keberadaannya.Memahami pengetahuan (faktua1, konseptual, dan prosedural)berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,seni, budaya terkait fenomena dan kejadian tampak mata.Mencoba, mengolah, dan menyajidalam ranah konkret (menggunakan,mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak(menulis, membaca, menghitung, menggambar, dan mengarang)sesuaidengan yang dipelajari di sekolah dan sumber lain yang sama dalamsudut pandang/teori.
B. KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN KOMPETENSI
KOMPETENSI DASAR INDIKATORi.1 Mensyukuri kesempatan dapatmempelajari bahasa Inggris sebagaibahasa pengantar komunikasiinternational yang diwujudkan dalamsemangat belajar
Mengagumi suara, dialek, dangesture temannya sebagaikesempurnaan makhluk ciptaantuhan.
2.1 Menunjukkan perilaku santun danpeduli dalam melaksanakan komunikasiinterpersonal dengan guru dan teman.
2.2 Menunjukkan perilaicu jujur, disiplin,percaya diri, dan bertanggung jawabdalam melaksanakan komunikasitransaksional dengan guru dan teman.
2.3 Menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cintadamai, dalam melaksanakan komunikasifungsional.
2.1.1 Menunjukkan sikap sopan, dalamberfutur kata baik terhadap gurumaupun teman.
2.2.1 Menunjukkan sikap percaya dirisaat melakukan percakapan BahasaInggris di depan kelas.
2.3.1 Menunjukkan sikap tanggung jawabdalam mengerjakan tugas BahasaInggris.
3.8 Membedakan fungsi sosial, strukturteks, dan unsur kebahasaan beberapa teksnaratif lisan dan tulis dengan memberi
3.8.1 Menentukan gambaran umum tekstertulis berbentuk nar attf .
3.8.2 Menentukan informasi rinci tersuratteks tertulis berbentuk naratif.
dan meminta informasi terkait legendarakyat, sederhana, sesuai dengan kontekspenggunaannya.
3.8.3 Menentukan informasi tertentu tekstertulis berbentuk naratif.
3.8.4 Menentukan makna kata tekstertulis berbentuk naratif.
4.8 Menangkap makna secara kontekstualterkait fungsi sosial, struktur teks, danunsur kebahasaan teks naratif, lisan dantulis sederhana terkait legenda rakyat.
4.8.1 Menyusun teks lisan dan tulispendek dan sederhana terkaitlegenda rakyat denganmemperhatikan fungsi sosial,struktur teks, dan unsur kebahasaanyang benar sesuai dengan konteksDenggunaannva.
C. TUJUAN PEMBELAJARAN
Setelah mempelajari materi teks naratif siswa diharapkan mampu:
1. Menjelaskan tujuan komunikasi, struktur teks, dan unsur kebahasaan dari teksnaratif lisan dan tulis sederhana tentang legenda rakyat sesuai kontekspenggunaannya.
2. Menjelaskan isi cerita legenda rakyat lisan dan tulis dengan memperhatikan tujuankomunikasi, struktur teks, dan unsur kebahasaan teks naratif sesuai kontekspenggunaannya.
3. Menceritakan legenda rakyat secara lisan dan tertulis dengan memperhatikantujuan komunikasi, struktur teks, dan unsur kebahasaan teks naratif sesuai kontekspenggunaannya
D. MATERI PEMBELAJAR.AN
1. Narrative text : text that tells a story which raises the problematic experience inthe past.
2. Purpose of narrative text : to entertain the reader about the story.3. Generic Structure of narrative text4, Language features:
a. Using the simple past tenseb. Using adverb of time (Once upon a time, one day, etc)c. Using time conjunction (when, then, suddenly, etc)d. Using action verbe. Direct speechExample of the text:
The Origin of the Name of the Batanghari River
A long, long time ago, when the population of the Jambi w-as beginning toincrease, it was evident that they were in need of king that could unite all of thevillages and regions and enable them to become one united kingdom. In theireffort to find a fitting king, they conducted a competition that would weed outthose who didn't have the qualification to ru1e. The testing process was extreme,because to become a candidate, you had to have the ability to:
1. Endure a roaring fire.2. Endure immersion in the river for three days and three nights.
3. Survive being shot out of a cannon like a cannon ball.4. Withstand being ground in an iron mill.The people living in Jambi didn't have the ability to withstand the testing that
was required, so the wise leaders from the villages of Tujuh i(oto, SembilanKoto, and Batin Duo Belas, agreed to look outside their region for potentialcandidates to become their king. The people of Jambi assembled delegates totravel to distant countries in their search for a qualified individual. It was veryhard for this delegation to travel, because they at times had to walk considerabledistances on footpaths, then at times breakthrough very dense jungle vegetation.They also had to travel far on the rivers, all the while facing robbers and wildanimals. Finally the delegates arrived at a very distant country, namely thesouthern part of the country of India, a people who's skin was very dark. Aftertheir arrival in India they began traversing that country in their search for a
candidate to become their king.Fortunately for them they didn't lose hope, because they did finally meet a
man who expressed his abilities to fulfiII Jambi's testing requirements, and thenbecome their king (all of which were mentioned above). It was the deiegation'shope and expectation that this man would be able to rule their country withwisdom, and turn the Jambi Kingdom into a safe and prosperous place for themall to live. Being overjoyed at finding a high quality candidate, they boarded theirship and cornmenced their traveis back to Jambi. The joumey was long, as theyhad a very wide ocean to cross, and it took a very long time. Sometimes therewere great fears, as the travelers experience typhoons, high and very rough seas,heavy rains, mixed with lightening. Fortunately there were days when things r.vere
bright and clear, and the sailing was enjoyable, being brought along by favorablewinds and a clear bright moon to give them iight during the nights.
During the journey back to Jambi the delegates were unrelenting in askingtheir potential king many questions. As they discussed many things with him, hiswisdom and knowledge of many aspects of life emerged. He had a tremendousamount of knowledge of the stars. Due to this Indian's knowledge, the delegateswanted to continue to test him with many questions, but they were a littlehesitant, because they were concerned that they may ask him a question thatwould offend him, and then he might lose his interest in becoming their king. Asthey continued their journey there was a continual change in the weather, fromrough seas, blasting winds, striking heat from the sun, to beautiful and pleasantdays. This was the way the joumey progressed, with the weather successivelychanging. Due to their need for fresh water and supplies, they stopped in thecountry of Aceh, rested, and took on much needed supplies. They also stoppedand rested in the country of Malaysia. The journey was becoming increasinglylong as they continued their journeyback to Jambi.
One day as their ship was approaching Jambi, they entered the mouth of ahuge river. The travelers had departed from that river on their journey to India.Although this particular river w..as very large and well known, and that they hadalready sailed it and had drank of its water, they had not yet learned the river'sname. Seeing this as an opporlunity to test their would be king, they discussedamong themselves if this man, who knew the answers to so many of their otherquestions, would know the name of this river. They hesitated asking him becausethey thought it would be impolite to do so, seeing that he had never been to thislocation before. At the time they were entering the mouth of this river the
E.
F.
darkness of night was beginning to fall ("petang" is this time of day). The Jambidelegates agreed together to ask this Indian man if he knew the name of this river.
"My lord, we have a question we would like to present to you," said a delegatefrom Batin Duo Belas. "Ask whateyer question you wouid like," rcphed theIndian. "This huge river that we've just entered, whqt in the world could its namebe," asked the man from Batin Duo Belas. "Haa... This river is namedKepetangan Hari," said the Indian.
The candidate responded very fast, even though he never had any knowledgeof that river. A11 of the delegates were very happy when they heard his quickresponse, which was without hesitation. They all became strengthened andincreasingly energetic as they continued rowing their ship up the river toward thevillage of Mukomuko.
When they arrived at Mukomuko they quickly spread the news about thisIndian man that they had met. They also told everyrbody that the name of the hugeriver was Kepetangan Hari. After a number of years the name of the rivergradually transformed and became Petang Hari River, and then finally, its namebecame B atanghari River.(Source: https://sumattbet.r.vordpress.com/201 2/05/22lbatang-hari-rivers-name/)
METODE PEMBELAJARANCooperative Learning : Jambinese Folktales
MEDIA DAN SUMBER BELAJAR
1. Media/Alat
2. Sumber
: White Board, LCD, Laptop
: - Intemet Sources
- Buku Bahasa Inggris
- English Dictionary
G. KEGIATAN PEMBELAJARAN
Activity Experimental Class Time
Pendahuluan
o Guru mengucapkan salam dan siswa merespono Berdoa bersama sebelum pembelajaran dimulaio Guru memeriksa kehadiran siswa. Guru ment'elaskan tuiuan pembelaiaran
10
menit
Inti
. Guru memberikan penjelasan tentang mediapembelajaran yang akan digunakan selama riset.
o Guru memberikan dan menjelaskan materi tentangnarrative text.
. Guru mengidentifikasikan ciri-ciri dan unsurkebahasaan narrative text.
. Guru meminta siswa untuk membaca teks di dalamhati, setelahnya guru membaca text itu di depan kelasdan mengidentifi kasikannya.
. Guru meminta siswa secara bergantian membacanarrative text yang diberikan kepada siswa danmeminta siswa untuk menerj emahkannya.
. Guru meminta siswa menggaris-bawahi kosa kata
70menit
yang sulit dan menemukanartinya di kamus.o Guru merninta siswa menjawab soal yafiE
berhubungan dengan text yang mereka baca untukmemeriksa kepemahaman siswa terliadap narrativetext yang diberikan dan membahasnya bersama.
Penutup
r Guru memberikan pertanyaan untuk mengetahuiapakah siswa sudah memahami topik.
o Siswa diminta membuat kesimpulan pembelajaranpada pertemuan ini.
o Menutup pelaiaran dengan berdoa bersama.
10menit
TI. INSTRUMEN DAN PENILAIAN
1. Instrument
2. Penilaian
a. Teknik penilaianb. Bentuk penilaianc. Cara penilaian
: test tertulis: isian: Nilai : Jumlah BenarX2
Guru Bahasa lnggris
Jambi, 11 Februari 2019
Peneliti
WAlyssa Ayuningl
IndicatorForm of
instrumentInstrument
Giving a narrative text to thestudents and they are able toanswer question based on thereading text given.
Isian 1. What is the main idea of the text?2. What ability that someone must
have if they want to become thecandidate to be the king?
3. Mention the name of thecountries that the delegates
stopped?
4. Where they found the man whofullfi I the requirements?
5. how can the man become theking of Jambi?
700810200u21a02 NrP. 1 9670211 2007 At2005yas
LESSON PLAN
(CONTROL CLASS)
SchoolSubjectClass/SemesterText Typeski11
Time Alocation
MA Al-Ikhlas Kota JambiEnglish)(/IINarrative TextReading2 x 40 Minutes (1 Meetings)
A. KOMPETENSI INTIKI 1 : Menghargai dan menghayati ajaran agama yang dianutnya.KI2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalambennteraksi secara efektif dengan lingkungan sosial dan alam dalamjangkauan pergaulan dan keberadaannya.
KI3 : Memahami pengetahuan (faktual, konseptual, dan prosedural)berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,seni, budaya terkait fenomena dan kejadian tampak mata.
KI4 : Mencoba, mengolah, dan menyajidalam ranah konkret (menggunakan,mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak(menulis, membaca, menghifung, menggambar, dan mengarang)sesuaidengan yang dipelajari di sekolah dan sumber lain yang sama dalamsudut pandang/teori.
B. KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN KOMPETENSI
KOMPETENSI DASAR INDIKATOR1.1 Mensyukuri kesempatan dapatmempelajari bahasa Inggris sebagaibahasa pengantar komunikasiintemational yang diwujudkan dalamsemangat belajar
Mengagumi suara, dialek, dangesture temannya sebagaikesempumaan makhluk ciptaantuhan.
2.1 Menunjukkan perilaku santun danpeduli dalam melaksanakan komunikasiinterpersonal dengan guru dan teman.
2.2 Menunjukkan perilaku jujur, Cisiplin,percaya diri, dan bertanggung jawabdalam melaksanakan komunikasitransaksional dengan guru dan teman.
2.3 Menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cintadamai, dalam melaksanakan komunikasifungsional.
2.1.1 Menunjukkan sikap sopan; dalambertutur kata baik terhadap gurumaupull teman.
2.2.1 Menunjukkan sikap percaya dirisaat melakukan percakapan BahasaInggris di depan kelas.
2.3.1 Menunjukkan sikap tanggung jawabdalam mengeq'akan tugas BahasaInggris.
3.8 Membedakan fungsi sosial, strukturteks, dan unsur kebahasaan beberapa teks
3.8.1 Menentukan gambaran umum tekstertulis berbentuk narati f.
naratif lisan dan tulis dengan memberidan meminta informasi terkait legendarukyat, sederhana, sesuai dengan kontekspenggunaannya.
3.8.2 Menentukan informasi rinci tersuratteks tertulis berbentuk naratif.
3.8.3 Menentukan informasi tertentu tekstertulis berbentuk nai atif.
3.8.4 Menentukan makna kata tekstertulis berbentuk narati f.
4.8 Menangkap makna secara kontekstualterkait fungsi sosial, struktur teks, danunsur kebahasaan teks naratif, lisan dantulis sederhana terkait legenda rakyat.
4.8.1 Menyusun teks lisan dan tuhspendek dan sederhana terkaitlegenda rakyat denganmemperhatikan fungsi sosial,struktur teks, dan unsur kebahasaanyang benar sesuai dengan konteksDenggunaannva.
C. TUJUAN PEMBELAJARAN
Setelah mempelajari materi teks naratif siswa diharapkan mampul
1. Menjelaskan tujuan komunikasi, struktur teks, dan unsur kebahasaan dari teksnaratif lisan dan tulis sederhana tentang legenda rakyat sesuai kontekspenggunaannya.
2. Menjelaskan isi cerita legenda rakyat lisan dan tulis dengan memperhatikan tujuankomunikasi, struktur teks, dan unsur kebahasaan teks naratif sesuai kontekspenggunaannya.
3. Menceritakan legenda rakyat secara lisan dan tertulis Cengan memperhatikantujuan komunikasi, struktur teks, dan unsur kebahasaan teks naratif sesuai kontekspenggunaannya
D. MATERI PEMBELAJARAN
1. Narrative text : text that tells a story which raises the problematic experience inthe past.
2. Purpose of narrative text : to entertain the reader about the story.3. Generic Structure of narrative text4. Language features:
a. Using the simple past tenseb. Using adverb of time (Once upon a time, one day, etc)c. Using time conjunction (when, then, suddenly, etc)d. Using action verte. Direct speech
E. METODE PEMBELAJARANo Metode Scientifico Model Pembelajaran Cooperative Learning
F. MEDIA DAN SUMBER BELAJARo Media/Alat : White Boardo Sumber : - Buku When English Rings A Bell
- English DictionaryG. KEGIATAN PEMBELAJARAN
Activit Experirnental Class Time
Pendahuluan
o Guru mengucapkan salam dan siswa merespono Berdoa bersama sebelum pembelajaran dimulai. Gunr memeriksa kehadiran siswao Guru menielaskan tuiuan pembelajaran
10menit
Inti
Exploration. Guru memberikan dan menjelaskan materi tentang
narrative text.. Guru mengidentifikasikan ciri-ciri dan unsur
keb ahasaan narrative text.o Gum menuliskan kosa kata yang sulit.
Elaborationo Siswa befianya tentang narative text.. Siswa membuat narrative text sederhana.
Confirmationo Memberikan konfirmasi terhadap hasil explorasi dan
elaborasi.
70menit
Penutup
r Untuk mengetahui sejauh mana mereka pahamtentang text tersebut, guru memberikan pertanyaaankepada murid.
o Menutup pelaiaran dengan berdoa bersama.
10
menit
H. INSTRUMEN DAN PENILAIAN
1. Instrument
IndicatorForm of
instrument Question
Giving a narrativetext to the studentsand they are able toanswer questionbased on the readingtext given.
MultipleChoice
Read the following and answer the question.
Once upon a time there was a poor widowwho had an only son named Jack. They wereso poor that they didn't have anything except
a cow. When the cow had grown too,old, hismother sent Jack to the market to sell it. Onthe way to the market, Jack met a butcherwho had some beautiful beans in his hand.
The butcher told the boy that the beans wereof great value and persuaded the si1ly 1ad tosell the cow for the beans.
Jack brought them, happily. When he toldhis mother about this, his mother became so
angry that she threw the beans out of the
window. When Jack woke up in themorning, he felt the sun shining into a pan ofhis room, but all the rest was quite dark and
shady. So he iumped to the window. What
did he see? The beanstalk grew up quite
close past Jack's window. He opened thewindow and jumped to the beanstalk whichran up just like a big ladder
He climbed and climbed till at last he
reached the sky. While looking around, hesaw a very huge castle. He was veryarnazed- Then Jack walked along the path
leading to the castle. There was a big tailwoman on the doorstep. Jack greeted herand asked for the giantess mercy to give himbreakfast, because he fsll 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'scoming. "Oh! It's my husband!" cried thegiantess. "What on earth shall I do?" Hastilythe giantess opened a verybig cupboard and
hid Jack there.
1. what is the story aboutA. jack and a butcherB. jack and the giantess
C. a poor widow and his son
D. Jack and the bean stalkE. The giantess and her husband
2- "Oh ! It's my husband !" cried thegiantess" (paragraph 7). From thesentence we know that the grantess is -..-.her husband
A. afraid ofB. angry withC. fed up withD. annoyed withE. displeased with
3. Jack's mother looked very furious whenjack told that...A. the beans were precious
B. the butcher bought his cowC. he traded his cow for the beans
D. he had sold his cow to a butcherE. he met a butcher an the way to the
market
4. What do learn from the text ?
A. Jack's mother was a furious motherB. Poverty makes people hopeless
C. The giantess pity on jackD. Jack was innocent boyE. Sincerity makes jack get something
Penilaian
a. Teknik penilaianb. Bentuk penilaianc. Cara penilaian
: test tertulis: Pilihan Ganda: Nilai : Jumlah Benar X2.5
Guru Bahasa Inggris
Jambi, 26 Februai 2019
Peneliti
Alyssa AyuningtyasNrP. 1 9670217 2407 01200s102000121042
LESSON PLAN
(CONTROL CLASS)
SchoolSubjectClass/SemesterText TypeskillTime Alocation
A. KOMPETENSI INTIKI 1
Kt2
KI3
KI4
MA Al-Ikhlas Kota JambiEnglishxlilNarrative TextReading2 x 40 Minutes (1 Meetings)
Menghargai dan menghayati ajaran agarna yang dianutnya.Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,peduli (toleransi, gotong royong), santun, percaya diri, dalamberinteraksi secara efektif dengan lingkungan sosial dan alam dalamj angkauan pergaulan dan kebera daannya.Memahami pengetahuan (faktual, konseptual, dan prosedural)berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,seni, budaya terkait fenomena dan kejadian tampak mata.Mencoba, mengolah, dan menyajidalam ranah konkret (menggunakan,mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak(menulis, membaca, menghitung, menggambar, dan mengarang)sesuaidengan yang dipelajari di sekolah dan sumber lain yang sama dalamsudut pandang/teori.
B. KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN KOMPETENSI
KOMPETENSI DASAR iNDIKATOR1.1 Mensyukuri kesempatan dapatmempelajari bahasa Inggris sebagaibahasa pengantar komunikasiinternational yang diwujudkan dalamsemangat belajar
Mengagumi suara, dialek, dangesture temannya sebagaikesempumaan makhluk ciptaantuhan.
2.1 Menunjukkan perilaku santun danpeduli dalam melaksanakan komunikasiinterpersonal dengan guru dan teman.
2.2 Menunjukkan perilaku jujur, disiplin,percaya diri, dan bertanggung jawabdalam melaksanakan komunikasitransaksional dengan guru dan teman.
2.3 Menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cintadamai, dalam melaksanakan komunikasifungsional.
2.1.1 Menunjukkan sikap sopan; dalambertutur kata baik terhadap gurumaupun teman.
2.2.1 Menunjukkan sikap percaya dirisaat melakukan percakapan BahasaInggris di depan kelas.
2.3.1 Menunjukkan sikap tanggung jawabdalam mengerjakan tugas BahasaInggris.
3.8 Membedakan fungsi sosial, strukturteks, dan unsur kebahasaan beberapa teks
3.8.1 Menentukan gambaran umum tekstertulis bertentuk naratif.
naratif lisan dan tulis dengan memberidan meminta informasi terkait legendarakyat, sederhana, sesuai dengan kontekspenggunaannya.
3.8.2 Menentukan informasi rinci tersuratteks tertulis berbentuk naratif.
3.8.3 Menentukan informasi tertentu tekstertulis berbent.rk naratif.
3.8.4 Menentukan makna kata teksterlulis berbentuk naratif.
4.8 Menangkap makna secara kontekstualterkait fungsi sosial, struktur teks, danunsur kebahasaan teks naratif, lisan dantulis sederhana terkait legenda rakyat.
4.8.1 Menyrsun teks lisan dan tulispendek dan sederhana terkaitlegenda rakyat denganmemperhatikan fungsi sosial,strukfur teks, dan unsur kebahasaanyang benar sesuai dengan kontekspengzunaannYa.
C. TUJUAN PEMBELAJARAN
Setelah mempelajari materi teks naratif, siswa diharapkan mampu:
1. Menjelaskan tujuan komunikasi, struktur teks, dan unsur kebahasaan dari teksnaratif lisan dan tulis sederhana tentang legenda rakyat sesuai kontekspenggunaannya.
2. Menjelaskan isi cerita legenda rakyat iisan dan tulis dengan memperhatikan tujuankomunikasi, struktur teks, dan unsur kebahasaan teks naratif sesuai kontekspenggunaannya.
3. Menceritakan legenda rakyat secara lisan dan terlulis dengan memperhatikantujuan komunikasi, struktur teks, dan unsur kebahasaan teks naratif sesuai kontekspenggunaannya
D. MATERI PEMBELAJARAN
1. Narrative text : text that tells a story r.vhich raises the problematic experience inthe past.
2. Purpose of narrative text : to entertain the reader about the story.3. Generic Structure of narative text4, Language features:
a. Using the simple past tenseb. Using adverb of time (Once upon a time, one day, etc)c. Using time conjunction (when, then, suddenly, etc)d. Using action verbe. Direct speech
E. METODE PEMBELAJARAN. Metode Scientific. Model Pembelajaran Cooperative Leaming
F. MEDIA DAN SUMBER BELAJARo Media/Alat : White Board. Sumber : - Buku When English Rings A Bell
- English DictionaryG. KEGIATAN PEMBELAJARAN
Activi Exoerimental Class Time
Pendahuluan
. Guru mengucapkan salam dan siswa merespono Berdoa bersama sebelum pembelajaran dimulai. Guru memeriksa kehadiran siswa. Guru menielaskan tuiuan pembelaiaran
10
menit
Inti
Explorationo Guru memberikan dan menjelaskan materi tentang
narative text.. Guru mengidentifikasikan ciri-ciri dan unsur
kebahasaan narrative text.o Guru menuliskan kosa kata yang sulit.
Elaborationo Siswa bertanya tentang narrative text.o Siswa membuat narrative text sederhana.
Confirmationo Memberikan konfirmasi terhadap hasil explorasi dan
elaborasi.
10menit
Penutup
o Untuk mengetahui sejauh mana mereka pahamtentang text tersebut, guru memberikan pertanyaaankepada murid.
o Menutup pelaiaran dengan berdoa bersama.
10
menit
H. INSTRUMEN DAN PENILAIAN
1. Instrument
IndicatorForm of
instrument Question
Giving a narrativetext to the studentsand they are able toanswer questionbased on the readingtext given.
MultipleChoice
Read the following and answer the question.
Once upon a time there was a prince he
wanted to get himself a princess, but she hadto be real princess. So he traveled all overthe world to find one, but in every case
something was the matter. There were lotsof princess, but he could never quite makeout whether they were real or not. So he
came home feeling very unhappy, for reallywanted to find a true princess.
One evening a terrible storm came;
lightening flashed, thunder rolled, and therain poured down in torents-it was simplyawfu1 ! suddenly there was a knock at thectty gate, and the old king went out to answerit.
There was a princess standins outside. but
what a sight the rain and the bad weather hadmade of her ! The water streamed down herhair and her clothes, and yet she said she was
a real princess.
"It won't take long to find that out," thoughtthe old Queen. Without saying anything, she
went into bed chamber, took off all the
bedclothes, and places one pea on the bottomboards of the bed. Then she took twentymattresses and put them on top of the pea,
and after that she put twenty feather-pillowson top of the mattresses. That was where theprincess was to spend the night.
In the morning they asked her how she hadslept.
"Oh, dreadfully! said the princess. "I hardlyslept a wink all night. Whatever could havebeen in the bed ? I was lying on somethingso hard that I'm black and blue all over."
So of course they could see that she was areal princess, since she had felt the pea
through twenty mattresses and twentyfeather-pillows. No one but a real princesscould have such a tender skin as that. So theprince took her for his wife, and they livedhappily ever after.
l. What kind of the text is it?A. ReportB. RecountC. NarrativeD. DescriptiveE. news item
2. The generic structure of the text is....A. Orientation Complication
Resolution - Re-OrientationB. Orientation - Events - ReorientationC. General Classification - DescriptionD. Identification - DescriptionE. Newsworthy Events - Background
Events - Sources
3. What is the purpose of the text ?A. to inform about princess and the pea
B. to describe the storv of the orincess
4.
and the pea
C. to give information that the princelooked for the real princess
D. to amuse the reader with the story ofthe princess and the pea
E. to describe how the princess couldfeel the pea on the bottom boards ofthe bed
What is the dominant structure used in thetext ?
A. the simple present tanse
B. the simple past tense
C. the present continuous tense
D. passive voiceE. imperativeNo one but a real princess could havesuch a tender skin as that. TheSYNONYM of 'tender'is ...A. HardB. LishtC. WeakD. StrongE. Soft
5.
2. Penilaian
a. Teknik penilaianb. Bentuk penilaianc. Cara penilaian
: test tertulis: Pilihan Ganda: Nilai : Jumlah Benar X 2
Jambi, 25 Februari 2019
PenelitiGuru Bahasa Inggris
A'#artatiffiaNIP. 1 9670217 2007 At2A0 5
A16u Ayuningtyasr02040,21402
LESSON PLAN
(CONTROL CLASS)
SchoolSubjectClass/SemesterText TypeskillTime Alocation
A. KOMPETE NSI INTIKI 1
KI2
KI3
KI4
MA Al-Ikhlas Kota JambiEnglishxlrNarrative TextReading2 x 40 Minutes (1 Meetings)
Menghargai dan menghayatt ajaran agama yang dianutnya.Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,peduli (toleransi, gotong royong), santun, percaya diri, dalamberinteraksi secara efektif dengan lingkungan sosial dan alam dalamj angkauan pergaulan dan keberadaannya.Memahami pengetahuan (faktual, konseptual, dan prosedural)berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,seni, budaya terkait fenomena dan kejadian tampak mata.Mencoba, mengolah, dan menyajidalam ranah konkret (menggunakan,mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak(menu1is, membaca, menghitung, menggambar, dan mengarang)sesuaidengan yang dipelajari di sekclah dan sumber lain yang sama dalamsudut pandang/teori.
B. KOMPETENSI DASAR DAI{ INDIKATOR PENCAPAIAN KOMPETENSI
KOMPETENSI DASAR TNDIKATOR
1.1 Mensyukuri kesempatan dapatmempelajari bahasa Inggris sebagaibahasa pengantar komunikasiinternational yang diwujudkan dalamsemangat belajar
Mengagumi suara, dialek, dangesture temannya sebagaikesempumaan makhluk ciptaantuhan.
2.1 Menunjukkan perilaku santun danpeduli dalam melaksanakan komunikasiinterpersonal dengan guru dan teman.
2.2 Menunjukkan perilaku jujur, disiplin,percaya diri, dan bertanggung jawabdalam melaksanakan komunikasitransaksional dengan guru dan teman.
2.3 Menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cintadamai, dalam melaksanakan komunikasifungsional.
2.1.1 Menunjukkan sikap sopan; dalambertutur kata baik terhadap gurumaupun teman.
2.2.1 Menunjukkan sikap percaya dirisaat melakukan percakapan BahasaInggris di depan kelas.
2.3.1 Menunjukkan sikap tanggung jawabdalam mengerjakan tugas BahasaInggris.
3.8 Membedakan fungsi sosial, strukturteks, dan unsur kebahasaan beberapa teks
3.8.1 Menentukan gambaran umum teksterlulis berbentuk naratif.
naratif lisan dan tulis dengan memberidan meminta informasi terkait legendarakyat, sederhana, sesuai dengan kontekspenggunaannya.
3.8.2 Menentukan informasi rinci tersuratteks tertulis berbentuk naratif-.
3.8.3 Menentukan informasi terlentu tekstertulis berbentuk naratif.
3.8.4 Menentukan makna kala teksterlulis berbentuk naratif.
4.8 Menangkap makna secara kontekstualterkait fungsi sosial, struktur teks, danunsur kebahasaan teks naratif, lisan dantulis sederhana terkait legenda rakyat.
4.8.1 Menyusun teks lisan dan tulispendek dan sederhana terkaitlegenda rakyal denganmemperhatikan fungsi sosial,struktur teks, dan unsur kebahasaanyang benar sesuai dengan konteksDengzunaannYa.
C. TUJUAN PEMBELAJARAN
Setelah mempelajari materi teks naratif, siswa diharapkan mampu:
1. Menjelaskan tujuan komunikasi, struktur teks, dan unsur kebahasaan dari teksnaratif lisan dan tulis sederhana tentang legenda rakyat sesuai kontekspenggunaannya.
2. Menjelaskan isi cerita legenda rakyat lisan dan tulis dengan memperhatikan tujuankomunikasi, struktur teks, dan unsur kebahasaan teks naratif sesuai kontekspenggunaannya.
3. Menceritakan legenda rakyat secara lisan Can tertulis dengan memperhatikantujuan komunikasi, struktur teks, dan unsur kebahasaan teks naratif sesuai kontekspenggunaannya
D. NIATERI PEMBELAJARAN
1. Narrative text : text that tells a story which raises the problematic experience inthe past.
2. Purpose of narative text : to entertain the reader about the story.3. Generic Structure of narative text4. Language features:
a. Using the simple past tenseb. Using adverb of time (Once upon a time, one day, etc)c. Using time conjunction (when, then, suddenly, etc)d. Using action verbe. Direct speech
E. METODE PEMBELAJARANo Metode Scientific. Model Pembelajaran Cooperative Learning
I.-. MEDIA DAN SUMBER BELAJARo Media/Alat : White Board. Sumber : - Buku When English Rings A Bell
- English DictionaryG. KEGIATAN PEMBELAJARAN
Activit Exoerimental Class Time
Pendahuluan
o Guru mengucapkan salam dan siswa merespono Berdoa bersama sebelum pembelajaran dimulai. Guru memeriksa kehadiran siswa. Guru menielaskan tuiuan oembelaiaran
10
menit
Inti
Exploration. Guru memberikan dan menjelaskan materi tentang
narative text.o Gur-u mengidentifikasikan ciri-ciri dan unsur
kebahasaan narative text.. Guru menuliskan kosa kata yang sulit.
Elaboration. Siswa bertanya tentang narrative text.. Siswa membuat narrative text sederhana.
Confirmationo Memberikan konfirmasi terhadap hasil explorasi dan
elaborasi.
70menit
Penutup
r Untuk mengetahui sejauh rlana mereka pahamtentang text tersebut, guru memberikan pertanyaaankepada murid.
o Menutup pelaiaran dengan berdoa bersama.
10
menit
H. INSTRUMEN DAN PENILAIAN
1. Instrument
IndicatorForm of
instrument Question
Giving a narativetext to the studentsand they are able toanswer questionbased on the readinotext given.
MultipleChoice
Read the follow,ing and answer the question.
In the Kingdom of Medang Kamulan, inJava, came a young when man, by the name
of Aji Saka to fight Dewatacengkar, the r:ruel
King of The Country who had a habit to eat
human flesh of his own people. Aji Saka
himself he came from Bumi Majeti.
One day he told his two servants, by thename of Dara and Sembodo, that he was
going to java. He told them that while he
was away, both of them have to guards hisHeirloom / Pusoko. No one except Aji Saka
himself not a allowed to take the Pusoko. Inthe big battle, Aji Saka could successfullypush Dewata Cengkar to fall to the South
Sea. Dewata Cengkar did not die, he became
a Bajul Putih (White Crocodile). Aji Saka
became a ruler of Medanekamulan.
Meanwhile a woman of the village ofDadapan, found an egg. She put the egg inher L',imbung (Rice Barn). After a certainperiod the egg vanished, instead a snake
found in the rice barn. The villagers wouldlike to kill the snake, but the snake said :
"I'm the son Aji Saka, bring me to him".
Aji Saka told the snake, that he would berecognized as his son, if the could kll theBajul Putih in the South Sea. After a longstormybattle which both sides demonstratingphysical strength and showing skillfullability of fighting, the snake could kill BajulPutih.
As had been promised the snake wasrecognized as Aji Saka's son and he wasgiven a name Jaka Linglung (a stupid boy).
In the palace Jaka Linglung greedily ate
domestic pets of the palace. He waspunished by the Krg, expelling him to livein the Jungle of Pesanga. he was tightlyroped until he could not move his head. Hewas instructed only to eat things which fal1 tohis mouth.
One day, a group of 9 (nine) village boyswere playing around in that Jungle.
Suddenly it was raining heavily. They had tofind a shelter, luckily there was a cave. Only8 (eigh| boys went inside the cave, the otherone who was suffering from very b,ad skindisease, sting and dirty, he had to stay out ofthe cave. All of a sudden, the cave was
falling apart. The 8 (eieh| boys vanished,only the one who stayed outside was sat-e.
The cave in fact was the mouth of Jaka
Linglung.
1. Who was Dewatacengkar ?
A. a young wise manB. The cruel kingC. White crocodileD. Bajul PutihE. Jaka linglung
2. Where did the woman put the ese ?
a
A. In a rice barnB. In the south sea
C. In the palace
D. In the jungle ofpasangaE. Inside the caye
Where did Aji Saka come from ?A. Medang KamulanB. South Sea
C. Jungle of Pesanga
D. Bumi MajetiE. Dadapan VillageWho was Jaka Linglung ?
A. A greedy pet belong to Aji Saka
B. The cruel kingC. A stupid boyD. The snake was recognized as
Dewaracengkar's son
E. The snake was recognized as AjiSaka's son
Why did the king punish Jaka linglung tolive in the jungle of Pesanga? because
A. Jaka linglung greedily ate humanflesh of the village
B. Jaka linglung greedily ate domesticpets of the palace
C. Jaka linglung put the egg in the riceborn
D. Jaka linglung could kill Bajul PutihE. Jaka linglung pushed Dewata
4.
5.
Cenekor to fall to the Sout sea
2. Penilaian
a. Teknik penilaianb. Bentuk penilaianc. Cara penilaian
: test tertulis: Pilihan Ganda: Nilai : Jumlah Benar X 2
Guru Bahasa Inggris
Jambi; 23 Februai2079
Peneliti
WAlyssa Ayuningtyas
102000121002 NrP. 1 96702172007 A1200s
LESSON PLAN
(CONTROL CLASS)
SchoolSubjectClass/SemesterText Typeski11
Time Alocation
A. KOMPETENSI INTIKIiKI2
KI4
MA Al-Ikhlas Kota JambiEnglishxlilNar:rative TextReading2 x 40 Minutes (1 Meetings)
KI3
Menghargai dan menghayatr qaran agama yang dianutnya.Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,peduli (toleransi, gotong royong), santun, percaya diri, dalamberinteraksi secara efektif dengan lingkungan sosial dan alam dalamj angkauan pergaulan dan keberadaannya.Memahami pengetahuan (faktua1, konseptual, dan prosedural)berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,seni, budaya terkait fenomena dan kejadian tampak mata.Mencoba, mengolah, dan menyajidalam ranah konkret (menggunakan,mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak(menulis, membaca, menghitung, menggambar, dan mengarang)sesuaidengan yang dipelajari di sekolah dan sumber lain yang sama dalamsudut pandang/teori.
B. KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN KOMPETENSI
KOMPETENSI DASAR INDIKATOR1.1 Mensyukuri kesempatan dapatmempelajari bahasa Inggris sebagaibahasa pengantar komunikasiinternational yang diwujudkan dalamsemangat belajar
Mengagumi suara, dialek, dangesture temannya sebagaikesempurnaan makhluk ciptaantuhan.
2.1 Menunjukkan perilaku santun danpeduli dalam melaksanakan komunikasiinterpersonal dengan guru dan teman.
2.2 Menunjukkan perilaku jujur, disiplin,percaya diri, dan bertanggung jawabdalam melaksanakan komunikasitransaksional dengan guru dan teman.
2.3 Menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cintadamai, dalam melaksanakan komunikasifungsional"
2.1.1 Menunjukkan sikap sopan; dalamberlutur kata baik terhadap gulumaupun teman.
2.2.1 Menunjukkan sikap percaya dirisaat melakukan percakapan BahasaInggris di depan kelas.
2.3.1 Menunjukkan sikap tanggung jawabdalam mengerjakan tugas BahasaInggris.
3.8 Membedakan fungsi sosial, strukturteks, dan unsur kebahasaan beberapa teks
3.8.1 Menentukan gambaran umum tekstertulis b erbentuk naratif.
naratif lisan dan tulis dengan memberidan meminta informasi terkait legendarakyat, sederhana, sesuai dengan kontekspenggunaannya.
3.8.2 Menentukan informasi rinci tersuratteks tertulis berbentuk naratif.
3.8.3 Menentukan informasi tertentu tekstertulis berbentuk naratif.
3.8.4 Menentukan makna kata tekstertulis berbentuk naratif.
4.8 Menangkap makna secara kontekstualterkait fungsi sosial, struktur teks, danunsur kebahasaan teks naratif, lisan dantulis sederhana terkait legenda rakyat.
4.8.1 Menlusun teks lisan dan tuhspendek dan sederhana terkaitlegenda rakyat denganmemperhatikan fungsi sosial,struktur teks, dan unsur kebahasaanyang benar sesuai dengan kontekspengzunaannva.
C. TUJUAN PEMBELAJARAN
Setelah mempelajari materi teks naratif, siswa diharapkan mampu:
1. Menjelaskan tujuan komunikasi, struktur teks, dan unsur kebahasaan dari teksnaratif lisan dan tulis sederhana tentang legenda rakyat sesuai kontekspenggunaannya.
2. Menjelaskan isi cerita legenda rakyat lisan dan t,:lis dengan memperhatikan tujuankomunikasi, struktur teks, dan unsur kebahasaan teks naratif sesuai kontekspenggunaannya.
3. Menceritakan legenda rakyat secara lisan dan terlulis dengan memperhatikantujuan komunikasi, struktur teks, dan unsur kebahasaan teks naratif sesuai kontekspenggunaannya
D" MATERI PEMBELAJARAN
1. Narrative text : text that tells a story which raises the problematic experience inthe past.
2. Purpose of narrative text : to entertain the reader about the story.3. Generic Structure of narrative text4, Language features:
a. Using the simple past tenseb. Using adverb of time (Once upon a time, one day, etc)c. Using time conjunction (when, then, suddenly, etc)d. Using action verbe. Direct speech
E. METODE PEMBELAJARANo Metode Scientific. Model Pembelajaran Cooperative Leaming
F. MEDIA DAN SUMBER BELAJAR. Media/A1at : White Boardo Sumber : - Buku When English Rings A Bell
- English DictionaryG. KEGIATAN PEMBELAJARAN
Activit Experimental Class Time
Pendahuluan
o Guru mengucapkan salam dan siswa merespono Berdoa bersama sebelum pembelajaran dimulaio Guru memeriksa kehadiran siswao Guru menielaskan tujuan pembelaiaran
10
menit
Inti
Explorationr Guru memberikan dan menjelaskan materi tentang
narrative text.. Gur-u mengidentifikasikan ciri-ciri dan unsur
kebahasaan narrative text.. Gunr menuliskan kosa kata yang sulit.
Elaboration. Siswa bertanya tentang narrative text.. Siswa membuat narrative text sederhana.
Confirmationr Memberikan konfirmasi terhadap hasil explorasi dan
elaborasi.
70menit
Penutup
o Untuk mengetahui sejauh mana mereka pahamtentang text tersebut, guru memberikan pertanyaaankepada murid.
o Menutup pelaiaran dengan berdoa bersama.
10menit
TNSTRUMEN DAN PENILAIAN
1. Instrument
IndicatorForm of
instrument Question
Giving a narrativetext to the studentsand they are able toanswer questionbased on the readinotext given.
MultipleChoice
Read thefollowing and answer the question.
Once upon a time, there r.vas an old womanwho lived in a very old hut near a forest withher only daughter. The dauglrter's name isMisna. She is beautiful but she had pnvious
heart.
One day she saw girl of her age passing byher hut. The girl was joining her fatherhunting. She dressed in beautiful cloth. Hisfather's assistants respected her. Misnacould not sleep when she was rememberingthis. 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 mostbeautiful gown in the markets for her. Ofcourse 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 1and, the onlyvaluable thing that she had. She bought herbeloved daughter a very beautiful dress.
Misna admired herself. She wanted to showeverybody that she was a very beautiful girl.She asked her mother to bring her to anothervillage. Along the way, she smiled toeveryone. People in the village thought thatshe was a princess. They gave her a highrespect and invited her to have meal in theirhouse. Misna enjoyed this and toldeverybody that she was princess and motherwas 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 wantedto marry her. Misna told the prince that hermother had died and father went married toanother woman. She was having a long tripwith her loyal maid. Listening to this, hermother was very upset. She cried loudlyMisna was very angry to her and told her tobe away from her.
Suddenly there was a heavy rainaccompanied with big thunders. Everyonerun away to save themselves. Misna was
very afraid. She cried. Her mother wantedto help her but she did not want to at thattime a big thunder hit her to dead.
1. "She is beautiful but she had enviousheart." What is the synonym of the word"envious"?A. AmbiguousB. Jealous
C. FierceD. FestiveE. Humble
2. When did she ask her mother a beautifuldress?
A. After she saw another gtrl withbeautiful dress
B. on the wav home she met a handsome
aJ.
princeC. after her mother sold a piece of her
landD. when a heavy rain and big thunders
came
E. since the villagers invited her to havemeal in their house
How could her mother buy her a beautifuldress?
A. from her savingB. by asking her relative some moneyC. by robbed a bankD. from her salaryE. by selling the only land she had
What made her mother cried aloud?
A. she told everyone that she was hermaid
B. she told the prince that her mother haddied
C. she told the prince that she was hermaid
D. she wanted her mother to buy themost beautiful gown
E. she was joining her father hunting fora long time
What happened at last?
A. Misna got married to a princeB. Misna was wet in rainC. Her mother bought her the most
beautiful gownD. A thunder hit Misna to dead
4.
5.
E. She had meal in villasers house
2. Penilaian
a. Teknik penilaianb. Bentuk penilaianc. Cara penilaian
: test terlulis: Pilihan Ganda: Nilai : Jumlah Benar X 2
Jambi, 19 Februari 2019
Peneliti
008i02000121002 NIP. 1 96702t1 2AA7 01200 5Alyssa Ayuningtyas
LESSON PI,AN
(CONTROL CLASS)
SchoolSubjectClass/SemesterText TlpeskillTime Alocation
A. KOMPETENSI INTIKI 1
KI2
KI3
KI4
MA Al-Ikhlas Kota JambiEnglishXiIINarrative TextReading2 x 40 Minutes (1 Meetings)
: Menghargai dan menghayati ajaran agama yang dianutnya.: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,peduli (toleransi, gotong royong), santun, percaya diri, dalamberinteraksi secara efektif dengan lingkungan sosial dan ala-m dalamj angkauan pergaulan dan keberadaannya.
: Memahami pengetahuan (faktual, konseptual, dan prosedural)berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,seni, budaya terkait fenomena dan kejadian tampak mata.
: Mencoba, mengolah, dan menyajidalam ranah konkret (menggunakan,mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak(menulis, membaca, menghitung, menggambar, dan mengarang)sesuaidengan yang dipelajari di sekolah dan sumber lain yang sama dalamsudut pandang/teori.
B. KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN KOMPETENSI
KOMPETENSI DASAR INDIKATOR1.1 Mensyukuri kesempatan dapatmempelajari bahasa Inggris sebagaibahasa pengantar komunikasiinternational yang diwujudkan dalamsemangat belajar
1.1.1 Mengagumi suara, dialek, dangesture temannya sebagaikesempumaan makhluk ciptaantuhan.
2.1 Menunjukkan perilaku santun danpeduli dalam melaksanakan komunikasiinterpersonal dengan guru dan teman.
2.2 Menunjukkan perilaku jujur, disiplin,percaya diri, dan bertanggung jawabdalam melaksanakan komunikasitransaksional dengan guru dan teman.
2.3 Menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cintadamai, dalam melaksanakan komunikasifungsional.
2.1.1 Menunjukkan sikap sopan,' dalambertutur kata baik terhadap gurumaupun teman.
2.2.1 Menunjukkan sikap percaya dirisaat melakukan percakapau BahasaInggris di depan kelas.
2.3.1 Menunjukkan sikap tanggung jawabdalam mengerjakan tugas BahasaInggris.
3.8 Membedakan fungsi sosial, strukturteks, dan unsur kebahasaan beberapa teks
3.8.1 Menentukan gambaran umum tekstertulis berb entuk naratif.
naratif lisan dan tulis dengan membendan meminta informasi terkait legendarakyat, sederhana, sesuai dengan kontekspenggunaannya.
3.8.2 Menentukan informasi rinci tersuratteks tertulis berbentuk naratif.
3.8.3 Menentukan informasi terlentu tekstertulis berbentuk naratif.
3.8.4 Menentukan makna kata teksterlulis ber'bentuk naratif.
4.8 Menangkap makna secara kontekstualterkait fungsi sosial, struktur teks, danunsur kebahasaan teks naratif, lisan dantulis sederhana terkait legenda rakyat.
4.8.1 Menyusun teks lisan dan tuhspendek dan sederhana terkaitlegenda rakyat denganmemperhatikan fungsi sosial,struktur teks, dan unsur kebahasaanyang benar sesuai dengan kontekspengzunaannYa.
C. TUJUAN PEMBELAJARAN
Setelah mempelajari materi teks naratif, siswa diharapkan mampu:
1. Menjelaskan tujuan komunikasi, struktur teks, dan unsur kebahasaan dari teksnaratif lisan dan tulis sederhana tentang legenda rakyat sesuai kontekspenggunaannya.
2. Menjelaskan isi cerita legenda rakyat lisan dan tulis dengan memperhatikan fujuankomunikasi, struktur teks, dan unsur kebahasaan teks naratif sesuai kontekspenggunaannya.
3. Menceritakan legenda rakyat secara lisan dan terlulis dengan rnemperhatikanfujuan komunikasi, struktur teks, dan unsur kebahasaan teks naratif sesuai kontekspenggunaannya
MATERI PtrMBELAJARAN
1. Narrative text : text that tells a story which raises the problematic experience inthe past.
2. Purpose of narrative text : to entertain the reader about the story.3. Generic Structure of narrative text4. Language features:
a. Using the simple past tenseb. Using adverb of time (Once upon a time, one day, etc)c. Using time conjunction (when, then, suddenly, etc)d. Using action verbe. Direct speech
METODE PEMBELAJARANo Metode Scientific. Model Pembelajaran Cooperative Leaming
MEDIA DAN SUMBER BELAJARo Media/Alat : White Boardo Sumber : - Buku When English Rings A Bel1
- English DictionaryKEGIATAN PEMBELAJARAN
Activit Experimental Class Time
D.
E.
F.
G.
Pendahuluan
o Guru mengucapkan salam dan siswa merespon. Berdoa bersama sebelum pembelajaran dimulaio Guru memeriksa kehadiran siswa. Guru menielaskan fuiuan pembelaiaran
10
menit
Inti
Explorationo Guru memberikan dan menjelaskan materi tentang
narrative text.. Guru mengidentifikasikan ciri-ciri dan unsur
kebahasaan narrative text.o Guru menuliskan kosa kata yang sulit.
Elaboration. Siswa bertanya tentang narrative text.o Siswa membuat nar:rative text sederhana.
Confirmationr Memberikan konfimasi terhadap hasil explorasi dan
elaborasi.
t0menit
Penutup
r Untuk mengetahui sejauh mana mereka paharrrtentang text tersebut, guru memberikan pertanyaaankepada murid.
o Menutup pelaiaran dengan berdoa bersama.
10
menit
H. INSTRUMEN DAN PENILAIAN
1. Instrument
Giving a narrativetext to the studentsand they are able toanswer questionbased on the readingtext given.
MultipleChoice
Read the /bllowing ond answer the question.
The old witch locked Hansel in a cage and
set Gretel to clean the house. She planned toeat them both. Each night the children criedand begged the witch to let them go.
Meanwhile, at home, their steprnother was
beginning to wish she had never tried to get
rid of the children. "I must find them," she
said and set offinto the forest.
Many hours later, whel her feet were tiredfrom walking and her lips were dry fromthirst, she came to the cottage belonging tothe witch. The stepmother peeped throughthe window. Her hearl cried out when she
saw the two children.
She picked up the broom leaning against the
IndicatorForm of
instrument
door and creot inside. The witch was outtin
some stew in the oven when the stepmothergave her an almighty push. The witch fellinto the oven and the stepmother shut thedoor.
'Children, I have come to save you,' she said
hugging thern tightly. I have done a dreadfulthing.
I hope in time you will forgive me. Let metake you home and become a family again.
They returned to their home and thestepmother became the best mother anyonecould wish to have, and of course they livedhappily ever after!
l. The story is about....A. Two children went to school for the
first timeB. A witch who is really kindC. A father who begged a witch for
moneyD. A stepmother who saved her children
from a witchE. Two children saved their stepmother
from a witchWhich statement is FALSE about thewitch?A. She locked Hansel in a cage
B. She planned to eat Hansel & GretelC. She fell into the ocean
D. She hated the childrenE. She set Gretel to clean the house
"The witch fell into the oven pnd thestepmother shut the door." (Paragraph 4).The underlined word "shut" can bereplaced by the word...A. MarkedB. PaintedC. Opened
D. PolishedE. ClosedHow did the stepmother find herchildren?
A. She walked into the forestB. She got tired and met her childrenC. She the window of
2.
J.
4.
the witch's cottageD. She fell into the cliffE. She was pushed against the wall
5. How did the stepmother savo herchildren?
A. She run to the witch,s houseB. Her children come by theirselfC. She peeped through the window of
the witch's cottage and call herchildren to come out
D. She fell into the oven with the witchE. She was pushed the witch into the
oven
2. Penilaian
a.
b.c.
Teknik penilaianBentuk penilaianCarapenilaian
: test tertulis: Pilihan Ganda: Nilai : Jumlah tsenar X 2
Guru Bahasa Inggris
A4Artati. S.ildNrP. 1 9670 217 2007 U2oA5
Jambi, 18 Februari 2019
Peneliti
WAIyssa Ayuningtyas
102000121002
LESSON PLAN
(CoNTROL CLASS)
SchoolSubjectClass/SemesterText TypeskillTime Alocation
A. KOMPETENSI INTIKI 1
KI2
KI3
KI4
MA Al-Ikhlas Kota JambiEnglish)vIINarrative TextReading2 x 40 Minutes (1 Meetings)
Menghargai dan menghayati ajaran agaTta yang dianutnya.Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,peduli (toleransi, gotong royong), santun, percaya diri, dalamberinteraksi secara efektif dengan lingkungan sosial dan alam dalamj angkauan pergaulan dan keberadaannya.Memahami pengetahuan (faktual, konseptual, dan prosedural)berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,seni, budaya terkait fenomena dan kejadian tampak mata.Mencoba, mengolah, dan menyajidalam ranah konkret (menggunakan,mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak(menulis, membaca, menghitung, menggambar, dan mengarang)sesuaidengan yang dipelajari di sekolah dan sumber lain yang sama dalamsudut pandang/teori.
B. KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN KOMPETENSI
KOMPETENSI DASAR INDIKATOR
1.1 Mensyukuri kesempatan dapat
mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasiinternational yang diwujudkan dalamsemangat belajar
1.1 Mengagumi suara, dialek, dan
gesture temannya sebagai
kesempurnaan makhluk ciptaan
tuhan.
2.1 Menunjukkan perilaku santun danpeduli dalam melaksanakan komunikasiinterpersonal dengan guru dan teman.
2.2 Menunjukkan perilaku jujur, disiplin,percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasitransaksional dengan guru dan teman.
2.3 Menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cintadamai, dalam melaksanakan komunikasifungsional.
2.1.1 Menunjukkan sikap sopan, dalambertutur kata baik terhadap guru
maupun teman.
2.2.1 Menunjukkan sikap percaya dirisaat melakukan percakapan Bahasa
Inggris di depan kelas.
2.3.1 Menunjukkan sikap tanggung jawab
dalam mengeq'akan tugas Bahasa
Inggris.
3.8 Membedakan fungsi sosial, struktur 3.8.1 Menentukan gambaran umum teks
teks, dan unsur kebahasaan beberapa teks
naratif lisan dan tulis dengan memberidan meminta inforrnasi terkait legenda
rakyat, sederhana, sesuai dengan kontekspenggunaannya.
tertulis berb entuk narati f.
3.8.2 Menentukan informasi rinci tersuratteks tertulis berbentuk naratif.
3.8.3 Menentukan informasi terlentu teks
tertulis b erbentuk narati f.
3.8.4 Menentukan makna kata teks
tertulis berbentuk naratif.
4.8 Menangkap makna secara kontekstualterkait fungsi sosial, struktur teks, dan
unsur kebahasaan teks naratif, lisan dan
tulis sederhana terkait legenda rakyat.
4.8.1 Menyusun teks lisan dan tuhspendek dan sederhana terkaitlegenda rakyat dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaanyang benar sesuai dengan kontekspenggunaannya.
C. TUJUAN PEMBELAJARAN
Setelah mempelajari materi teks naratif, siswa diharapkan mampu:
1. Menjelaskan tujuan komunikasi, struktur teks, dan unsur kebahasaan dari teksnaratif lisan dan tulis sederhana tentang legenda rakyat sesuai kontekspenggunaannya.
2. Menjelaskan isi cerita legenda rakyat lisan dan tulis dengan memperhatikan tujuankomunikasi, struktur teks, dan unsur kebahasaan teks naratif sesuai kontekspenggunaannya.
3. Menceritakan legenda rakyat secara lisan dan tertulis dengan memperhatikantujuan komunikasi, struktur teks, dan unsur kebahasaan teks naraiif sesuai kontekspenggunaannya
D. MATERI PEMBELAJARAN
1. Narrative text : text that tells a story which raises the problematic experience inthe past.
2. Purpose of narrative text : to entertain the reader about the story.3. Generic Structure of narrative text4. Language features:
a. Using the simple past tenseb. Using adverb of time (Once upon a time, one day, etc)c. Using time conjunction (when, then, suddenly, etc)d. Using action verbe. Direct speech
E. METODE PEMBELA.IARANo Metode Scientifico Model Pembelajaran Cooperative Learning
F. MEDIA DAN SUMBER BELAJARo Media/Alat : White Board. Sumber : - Buku When English Rings A Bell
- English Dictionary
G. KEGIATAN PEMBELAJARAN
II{STRUMEN DAN PENILAIAN
1. Instrument
H.
Activity Experimental Class Time
Pendahuluan
o Guru mengucapkan salam dan siswa merespono Berdoa bersama sebelum pembelajaran dimulaio Guru memeriksa kehadiran siswao Guru menielaskan tujuan pembelaiaran
10
menit
Inti
Explorationo Guru memberikan dan menjelaskan materi tentang
narrative text.. Guru mengidentifikasikan ciri-ciri dan unsur
kebahasaan narrative text.o Guru menuliskan kosa kata yang sulit.
Elaborationo Siswa berlanya tentang narative text.. Siswa membuat narrative text sederhana.
Confirmation. Memberikan konfirmasi terhadap hasil explorasi dan
elaborasi.
l0menit
Penutup
r Untuk mengetahui sejauh mana mereka pahamtentang text tersebut, guru memberikan pertanyaaankepada murid.
o Menutuo pelaiaran densan berdoa bersama.
10
menit
IndicatorForm of
instrument Question
Giving a narativetext to the students
and they are able toanswer questionbased on the readingtext given.
MultipleChoice
Read the,following and answer the question.
Once upon a time in west java, lived a writerking who had a beautiful daughtet. Hername was Dayang Sumbi. She likedweaving very much. Once she was weavinga cloth when one of her tools fell to theground. She was very tired, at the same timeshe was tao lazy to take it. Then she justshouted out loudly.
Anybody there! Bring me my tool. I willgive you special present. If you are female.I will consider you as my sister if you are
male, I will many you sunddenly a male dog,
its name was Tumang came. He brought herthe falline tool. Dayans Sumbi was very
surprised. She regretted her words but she
could not deny it. So she had marry Tumangand leave her father. Then they lived in a
small village. Several months later they had
a son. His name was Sangkuriang. He was ahandsome and healthy boy.
Sangkuriang liked hunting very much,
especially deer. He often hunted to the woodusying his arrow. When he went hunting ,
Tumang was always with him.
One day Dayang Sumbi wanted to have
deer's heart so she asked Sangkuriang tohunt for a deer. Then Sangkuriang when tothe wood with his affow and his faithful dog.
Tumang, but afher several days in the woodSangkuriang could not find any deer. Thenwhere all disappeared. Sangkuriang was
exhausted and desperate. He did not want todisappoint her mother so he killed Tumang.He did not know that Tumang was his father.
Tumang's heart to her mother. But DayangSumbi knew that it was Tumang's heart. She
was so angry that she could not control heremotion. She hit Sangkuriang at his head
Sangkuriang was wounded. There was a scar
in his head. She also repelled her son.
Sangkuriang left her mother in sadness.
Many years passed and Sangkuriang became
a strong young man. He wanderedeverywhere. One day he arrived. at his ownvillage but he did not reahze it. There he metDayang Sumbi. At the time Dayang Sumbiwas given an etemal beauty by God so she
stayed young forever. Both of them didknow each other. So they fall in love and
then they decided to marry. But then DayangSumbi recognized a scar on Sangkuriang'shead. She knew that Sangkuriang was hisson. It was impossible for them to marry.
She told him but he did not beliave her. He
wished that they maffy soon. So DayangSumbi gave very difficult oondition. She
asked Sangkuriang to build a lake and a boatin one nieht! She said she needed that for
honeymoon.
Sangkuriang agreed. With the help of genie
and spiritis, Sangkuriang tired to build them.By midnight he had completed the lake bybuilding a dam in Citarum river. Then hestarted making the boat. It was almost dawnwhen he almost finished it. MeanwhileDayang Sumbi kept watching on him. She
was very worried when she knew this. Sc
she made lights in the east. Then the spiritisthought that was already dawn. It was timefor them to leave. They left Sangkuriangalone. Without their help he could not finishthe boat.
Sangkuriang was angy. He kicked the bcat.Then the boat turned upside down. It, leter,became Mounth Tangkuban Perahu. Whichmeans an upside-down boat. From a distantthe mount really looks like an upside downboat.
1. What is the story about?
A. A wrath son
B. West java's tales
C. Tumang a Dog husband
D. The legend of Tangkuban Perahu
E. Dayang Sumbi's rejection to marrySangkuriang
2. According to he story, Tumang was....A. actually a handsome princeB. married to Dayang SumbiiC. Sangkuriang pet dogD. good at hunting deer
E. in fact Dayang Sumbi's father3. What did Dayang Sumbi look like?
A. She liked weaving clothersB. She looked for the heart of a deer
C. She vras beautifulD. She was looking at her fallen toolE. She and her son were alike
4. What made Dayang Sumbi stay young?
A. She set up conditions in doing thingsB. A young man fall in love with herC. She married a dogD. She knew how to take care her bod
E. God gave her an eternal beautyWho are the main caracthers in the story?
A. Dayang Sumbi and SangkuriangB. The king Dayang Sumbi, the dog and
SangkuriangC. The king, Dayang Sumbi, the dog,
Sangkuriang, the ganie, and thespiritis
D. The king, Dayang Sumbi, the dog,
Sangkuriang, the mount, the boat, thegenie, and the spiritis
E. The king, Dayang Sumbi, sister,
daughter, the dog, a young man,Sangkuriang, the mount, the boat, thegenie, the spiritis and God
What moral value can we learn fiom thestory?
A. People must keep their words all thetime
B. Do not make a promise to easilyC. Never be reluctant to do good thingsD. We should not hate our decendants
E. Just do what vre have planned
"He brought her the falling tool". Theunderline word "He" refers 1o".....A. SangkuriangB. TumangC. Dayang SumbiD. The kingE. Father"if you are male, I will marry you'(paragraph 2). the sentence mean that theone who helped Dayang Sumbi'becameher....A. HusbandB. MaidC. Boss
D. Son
E. KingThe complication starts when....A. Sangkuriang arrived at his own
villageB. Tumang came bringing Dayang
Sumbi fallen thingC. Dayang Sumbi asked Sangkuriang to
find deer's heart
D. Dayang Sumbi and Sangkuriangfellinlove and decided to marry
E. Dayang Surnbi asked Sangkuriang tobuild a lake and a boat in one night
10. "once upon a time, in west java,
Indonesia lived a wise king who had
beautiful daughter." (paragraph 1). Whatis the function of the above sentence?
A. A crisisB. A complicationC. An orientationD. A reorientationE. A resolution
Jambi, 16 Februari 2019
Peneliti
^r%:
Penilaian
a. Teknik penilaianb. Bentuk penilaianc. Cara penilaia-n
: test tertulis: Pilihan Ganda: Nilai : Jumlah Benar X 2
Guru Bahasa Inggris
NIP. 1 9670217 2007 0 1200 s7008 1 02000t2t002
LESSON PLAN
(CONTROL CLASS)
SchoolSubjectClass/SemesterText T1,pe
skillTime Alocation
A. KOMPETENSI INTIKI 1
Kt2
KI4
MA Al-Ikhlas Kota JambiEnglish)VIINarrative TextReading2 x 40 Minutes (1 Meetings)
KI3
: Menghargai dan menghayati ajaran agama yang dianutnya.: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,peduli (toleransi, gotong roycng), santun, percaya diri, dalamberinteraksi secara efektif dengan lingkungan sosial dan alam dalamj angkauan pergaulan dan keberadaannya.
: Memahami pengetahuan (faktual, konseptual, dan prosedural)berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,seni, budaya terkait fenomena dan kejadian tampak mata.
: Mencoba, mengolah, dan menyajidalam ranah konkret (menggunakan,mengurai, merangkai, memodifikasi, dan rnembuat) dan ranah abstrak(menulis, membaca, menghitung, menggambar, dan mengarang)sesuaidengan yang dipelajari di sekolah dan sumber lain yang sama dalamsudut pandang/teori.
B. KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN KOMPETENSI
KOMPETENSI DASAR TNDIKATOR
1.1 Mensyukuri kesempatan dapat
mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasiintemational yang diwujudkan dalamsemangat belajar
Mengagumi suara, dialek, dangesture temannya sebagai
kesempumaan makhluk ciptaantuhan.
2.1 Menunjukkan perilaku santun danpeduli dalam melaksanakan komunikasiinterpersonal dengan guru dan teman.
2.2 Menunjukkan perilaku jujur, disiplin,percaya diri, dan bertanggung jawabdalam melaksanakan komunikasitransaksional dengan guru dan teman.
2.3 Menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cintadamai, dalam melaksanakan komunikasifungsional.
2.1.1 Menunjukkan sikap sopan, dalamberlutur kata baik terhadap gurumaupun teman.
2.2.1 Menunjukkan sikap percaya dirisaat melakukan percakapan Bahasa
Inggris di depan kelas.
2.3.1 Menunjukkan sikap tanggung jawab
dalam mengerjakan tugas Bahasa
Inggris.
3.8 Membedakan fungsi sosial, struktur 3.8.1 Menentukan gambaran umum teks
teks, dan unsur kebahasaan beberapa teks
naratif lisan dan tulis dengan memberidan meminta informasi terkait legenda
rakyat, sederhana, sesuai dehgan kontekspenggunaannya.
terlulis berbentuk naratif.3.8.2 Menentukan informasi rinci tersurat
teks terlulis berbentuk naratif.3.8.3 Menentukan informasi tertentu teks
tertulis berbentuk naratif.3.8.4 Menentukan makna kata teks
terlulis b erbentuk naratif.
4.8 Menangkap makna secara kontekstualterkait fungsi sosial, struktur teks, dan
unsur kebahasaan teks naratif, lisan dantulis sederhana terkait legenda rakyat.
4.8.1 Menyusun teks lisan dan tulispendek dan sederhana terkaitlegencia rakyat dengan
memperhatikan fungsi sosial,
strukfur teks, dan unsur kebahasaanyang benar sesuai dengan kontekspenggunaannya.
C. TUJUAN PEMBELAJARAN
Setelah mempelajari materi teks naratif, siswa diharapkan mampu:
1. Menjelaskan tujuan komunikasi, str-rikfur teks, dan unsur kebahasaan dari teksnaratif lisan dan tulis sederhana tentang legenda rakyat sesuai kontekspenggunaannya.
2. Menjelaskan isi cerita legenda rakyat lisan dan tulis dengan memperhatikan tujuankomunikasi, struktur teks, dan unsur kebahasaan teks naratif sesuai kontekspenggunaannya.
3. Menceritakan legenda rakyat secara lisan dan tertulis dengan mernperhatikantujuan komunikasi, strukfur teks, dan unsur kebahasaan ieks naratif sesuai kontekspenggunaannya
D. MATERI PEMBELAJARAN
1. Narrative text : text that tells a story which raises the problematic experience inthe past.
2. Purpose of narrative text : to entefiain the reader about the story.3. Generic Structure of narative text4. Language features:
a. Using the simple past tenseb. Using adverb of time (Once upon a time, one day, etc)c. Using time conjunction (when, then, suddenly, etc)d. Using action verbe. Direct speech
E. METODE PEMBELAJARANo Metode Scientifico Model Pembelajaran Cooperative Learning
F. MEDIA DAN SUMBER BELAJARo Media/Alat : White Board. Sumber : - Buku When English Rings A Bell
- English Dictionary
G. KEGIATAN PEMBELA.IARAN
INSTRUMEN DAN PENILAIAN
1. Instrument
H.
Activity Experimental Class Time
Pendahuluan
o G'ltu mengucapkan salam dan siswa merespono Berdoa bersama sebelum pembelajaran dimulaio Guru memeriksa kehadiran siswao Guru menielaskan tuiuan pembelaiaran
10
menit
Inti
Explorationo Guru memberikan dan menjelaskan materi tentang
narative text.o Guru mengidentifikasikan ciri-ciri dan unsur
kebahasaan narative text.o Guru menuliskan kosa kata yang sulit.
Elaborationo Siswa berlanya tentang narrative text.. Siswa membuat narrative text sederhana.
Confirmationo Memberikan konfirmasi terhadap hasil explorasi dan
elaborasi.
70menit
Penutup
o Untuk mengetahui sejauh mana mereka pahamtentang text tersebut, gurrt memberikan pertanyaaankepada murid.
o Menutup pelaiaran dengan berdoa bersama.
10
menit
IndicatorForm of
instrument Question
Giving a narrativetext to the students
and they are able toanswer questionbased on the readin"text given.
MultipleChoice
Read the following and answer the question.
A long time ago, there lived on the island ofBali a giant-like creature named Kbo lwo.The people of Bali used to say that Kbo Iwowas everything, a destroyer as well as a
creator. He was satisfied with the meal, butthis meant for the Balinese people enoughfood for a thousand men.
Difficulties arose when for the first time the
bams were almost empty and the new halestwas still a long way off. This made Kbo Iwowild with great anger. In his hunger, he
destroyed all the houses and even all thetemples. It made the Balinese turn to rage.
So, they came together to plan steps to
oppose this powerful giant by using hisstupidity. They asked Kbo Iwo to build therna very deep well, and rebuild all the houses
and temples he had destroyed. After they fedKbo Iwo, he began to dig a deep hole.
One day he had eaten too much, he fellasleep in the hole. The oldest man in thevillage gave a sign, and the villagers began tothrow the limestone they had collectedbefore into the hole. The limestone made thewater inside the hole boiling . Kbo Iwo wasburied alive. Then the water in the well rose
higher and higher until at last it overflowedand formed Lake Batur. The mound of earth
dug from the well by Kbo Iwo is known as
Mount Batur.
1. Which the fcllowing fact is true aboutKbo Iwo?A. Kebo Iwo ate a little amount of meatB. Kebo Iwo is a destroyer that cannot
make anythingC. Kebo Iwo was ansy because his food
was stolen by Balinese people
D. Kebo Iwo destroyed all the house butnot the temple
E. Kebo eat food was equal for food ofthousand people
Why did Kbo Iwo feel angry to theBalinese people?
A. Because Balinese people ate his mealB. Because Balinese people tdok his
food so his barns was emptyC. Because Balinese people didn't give
him foodBecause
hungerBecause
rage
According to the story, if Kbo Iwa isnever existed in Bali island, what do youthink will happen?
A. There will be no Bali island
D.
E.
Balinese people were in
Balinese people tumed to
B. Bali le will never be
C. All Bali people will live in a
prosperous wayD. We are not able see the beauty of
Lake BaturE. Mount Batur will not be a sacred
place now4. "So, they came together to plan steps to
oppose this powerfulgiant..... ."(Paragraph 3). The antonym ofthe word "oppose " is....A. SupportB. DefeatC. Turn AgainstD. BeatE. Change
5. What is mount batur?
A. A lake build by Kbo IwaB. A well dugby Kbo iwaC. The mountain build by Kbo IwaD. A mound of earth dug from the well
by Kbo iwaE. A home build by Balinese peopie to
Kbo Iwa
2. Penilaian
a. Teknik penilaianb. Bentuk penilaianc. Cara penilaian
: test tertulis: Pilihan Ganda: Nilai : Jumlah Benar X 2
Guru Bahasa Inggris
NIP. 1 96702t7 2007 0 nA} 5
Jambi, l2Februai20l9
Peneliti
WAlyssa Ayuningtyas
008102000t21002
LESSON PLANI
(CONTROL CLASS)
School : MA Al-Ikhlas Kota JambiSubject : EnglishClass/Semester : )UIIText Type : Narrative TextSkil1 : ReadingTimeAlocation: 2 x 40 Minutes (1 Meetings)
A. KOMPETENSI INTIKI 1
KI2
KI3
KI4
Menghargai dan menghayati ajarat agaffia yang dianutnya.Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,peduli (toleransi, gotong royong), santun, percaya diri, dalamberinteraksi secara efektif dengan lingkungan sosial dan alam dalamj angkauan pergaulan dan keberadaannya.Memahami pengetahuan (faktual, konseptual, dan prosedural)berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,seni, budaya terkait fenomena dan kejadian tampak mata.Mencoba, mengolah, dan menyajidalam ranah konkret (menggunakan,mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak(menulis, membaca, menghitung, menggambar, dan mengarang)sesuaidengan yang dipelajari di sekolah dan sumber lain yang sama dalamsudut pandany'teori.
B. KOMPETENSI DASAR DAN INDIKATOR PENCAPAIAN KOMPETENSI
KOMPETENSI DASAR INDIKATOR
1.1 Mensyukuri kesempatan dapat
mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasiinternational yang diwujudkan dalamsemangat belajar
1.1.1 Mengagumi suara, dialek, dangesture temannya sebagai
kesempurnaan makhluk ciptaantuhan.
2.I Menunjukkan perilaku santun danpeduli dalam melaksanakan komunikasiinterpersonal dengan guru dan teman.
2.2 Menunjukkan perilaku jujur, disiplin,percaya diri, dan berlanggung jawabdalam melaksanakan komunikasitransaksional dengan guru dan teman.
2.3 Menunjukkan perilaku tanggungjawab, peduli, kerjasama, dan cintadamai, dalam melaksanakan komunikasifungsional.
2.1.1 Menunjukkan sikap sopan, dalambertutur kata baik terhadap guru
maupun teman.
2.2.1 Menunjukkan sikap percaya dirisaat melakukan percakapan Bahasa
Inggris di depan kelas.
2.3.1 Menunjukkan sikap tanggung jawab
dalam mengerjakan tugas Bahasa
Inggris.
3.8 Membedakan fungsi sosial, struktur 3.8.1 Menentukan gambaran umum teks
teks, dan unsur kebahasaan b"be.apa t k.naratif lisan dan tulis dengan memberidan meminta informasi terkait legendarakyat, sederhana, sesuai dengan kontekspenggunaannya.
terlulis berbentuk naratif.3.8.2 Menentukan informasi rinci tersurat
teks tertulis berbentuk naratif.3.8.3 Menentukan informasi tertentu teks
tertulis berbentuk naratif.3.8.4 Menentukan makna kata teks
tertulis berb entuk narati f.4.8 Menangkap makna secara kontekstualterkait fungsi sosial, struktur teks, danunsur kebahasaan teks naratif, lisan dantulis sederhana terkait legenda rakyat.
Menyusun teks lisan dan tuLispendek dan sederhana terkaitlegenda rakyat denganmemperhatikan fungsi sosial,struktur teks, dan unsur kebahasaanyang benar sesuai dengan konteks
ggunaannya.
C. TUJUAN PEMBELAJARAN
Setelah mempelajari materi teks naratif siswa diharapkan mampu:1' Menjelaskan tujuan komunikasi, struktur teks, dan unsur kebahasaan dari teksnaratif lisan dan tulis sederhana tentang legenda rakyat sesuai konteks
penggunaannya.2' Menjelaskan isi cerita legenda rakyat lisan dan tulis dengan memperhatikan tujuankomunikasi, sttuktur teks, dan unsur kebahasaan teks naratif sesuai konteks
penggunaannya.3 ' Menceritakan legenda rakyat secara lisan dan tertulis dengan memperhatikan
tujuan komunikasi, strukfur teks, dan unsur kebahasaan teks naratif sesuai kontekspenggunaannya
MATERI PEMBELAJARAN
1' Narrative text : text that tells a story which raises the problematic experience inthe past.
2- Purpose of narrative text : to entefiain the reader about the story.3. Generic Structure of narrative text4. Language features:
a. Using the simple past tenseb. Using adverb of time (Once upon a time, one day, etc)c. Using tirne conjunction (when, then, suddenly, eic)d. Using action verbe. Direct speech
METODE PEMBELAJARANo Metode Scientific. Model Pembelajaran Cooperative Learning
MEDIA DAN SUMBER BELAJARo Media/Alat : White Board
: - Buku When English Rings A Bell- English Dictionary
D.
F.
r Sumber
G. KEGIATAN PEMBELAJARAN
INSTRUMEN DAN PENILAIAN
1. Instrument
H.
Activity Experimental Class Time
Pendahuluan
o Guru mengucapkan salam dan siswa merespon. Berdoa bersama sebelum pembelajaran dimulai. Guru memeriksa kehadiran siswao Guru menielaskan tuiuan pembelaiaran
10
menit
Inti
Explorationo Guru memberikan dan menjelaskan materi tentang
narrative text.o Guru mengidentifikasikan ciri-ciri dan unsur
kebahasaan narrative text.. Guru menuliskan kosa kata yang sulit.
Elaborationo Siswa bertanya tentang narrative text.. Siswa membuat narrative text sederhana.
Confirmation. Memberikan konfirmasi terhadap hasil explorasi dan
elaborasi.
'70
menit
Penutup
Untuk mengetahui sejauh mana mereka pahamtentang text tersebut, gun: memberikan pertanyaaankepada murid.Menutup pelaiaran dengan berdoa bersama.
a
a
10
menit
IndicatorForm of
instrument Question
Giving a narrative text to thestudents and they are able toanswer question based on thereading text given.
MultipleChoice
Read the.following and answer thequestion.
Long, long ago, when the gods
and goddesses used to mingle in the
affairs of mortals, there was a smallkingdom on the slope of Mo.mtWayang in West Java. The King,named Sang Prabu, was a wiseman. He had an only daughter,called Princess Teja Nirmala, whowas famous for her beauty but she
was not married. One day Sang
Prabu made up his mind to settle thematter by a show of strength.
After that, Prince of Blambangan,named Raden Begawan had won the
competition. Unfortunalely, the
wicked fairy, Princess Segara fell inlove with Raden Begawan and used
magic power to render himunconscious and he forgot hiswedding. When Sang Prabu was
searching, Raden Begawan saw himand soon realized that he had been
enchanted by the wicked fairy. Thefairy could not accept this, so she
killed Raden Begawan. WhenPrincess Teja Nirmala heard this,she was very sad. So a nice fairytook her to the Kahyangan.
1. Which one of the followingstatements is false about Sang
Prabu?
A. Sang Prabu was a father of hisonly daughter
B. Sang Prabu was a king of a
kingdom in West Java
C. Sang Prabu was taken toKahyangan by a wicked fairy
D. Sang Prabu was a wise manE. Sang Prabu didn't have a son
Why the wicked fairy did used hermagic to make Raden Begawanunconscious?A. She didn't like Raden
BegawanB. She didn't want Raden Prabu
marry the princess
C. She wanted Teja Nirmala toforget about her wedding
D. She didn't want the prince ofBlambangan marry theprincess
E. She didn't want the prince ofBlambangan feel love with her
Slhat do you think will happen ifgods or goddesses cannot minglein the affairs of people in the earth
at that time?
A. Princess Segara will havemarried with Raden Begawan
B. Sang Prabu will not holdstrength competition
C. Raden Begawan will not die
D. Teja Nirmala will stay in theKahyangan
E. Wicked Fairy will not takeRaden Begawan's life
So a nice fairy took her to theKahyangan. (Paragraph 2) Theword her in the sentence refersto...A. The wicked fairyB. The nice fairyC. Princess NirmalaD. Prince TejaE- The prince of Blambangan
The similarity between fairy and
human according to the text.A. The place they liveB. The jealousy that they posses
C. The way they don't feel a loveD. The strength they haveE. Their life that is immortal
2. Penilaian
a. Teknik penilaianb. Bentuk penilaianc. Cara penilaian
: test tertulis: Pilihan Ganda: Nilai : Jumlah Benar X 2
Jambi, 11 Februari 2019
PenelitiGuru Bahasa Inggris
Ayuningtyas102000121002 NIP. 1 9670217 2007 41200 5
Appendix 21 Jambinese Folktales
The Origin of the Name of the Batanghari River
A long, long time ago, when the population of the Jambi was beginning to
increase, it was evident that they were in need of king that could unite all of the
villages and regions and enable them to become one united kingdom. In their
effort to find a fitting king, they conducted a competition that would weed out
those who didn’t have the qualification to rule. The testing process was extreme,
because to become a candidate, you had to have the ability to:
1. Endure a roaring fire.
2. Endure immersion in the river for three days and three nights.
3. Survive being shot out of a cannon like a cannon ball.
4. Withstand being ground in an iron mill.
The people living in Jambi didn’t have the ability to withstand the testing
that was required, so the wise leaders from the villages of Tujuh Koto, Sembilan
Koto, and Batin Duo Belas, agreed to look outside their region for potential
candidates to become their king. The people of Jambi assembled delegates to
travel to distant countries in their search for a qualified individual. It was very
hard for this delegation to travel, because they at times had to walk considerable
distances on footpaths, then at times breakthrough very dense jungle vegetation.
They also had to travel far on the rivers, all the while facing robbers and wild
animals. Finally the delegates arrived at a very distant country, namely the
southern part of the country of India, a people who’s skin was very dark. After
their arrival in India they began traversing that country in their search for a
candidate to become their king.
Fortunately for them they didn’t lose hope, because they did finally meet a
man who expressed his abilities to fulfill Jambi’s testing requirements, and then
become their king (all of which were mentioned above). It was the delegation’s
hope and expectation that this man would be able to rule their country with
wisdom, and turn the Jambi Kingdom into a safe and prosperous place for them
all to live. Being overjoyed at finding a high quality candidate, they boarded their
ship and commenced their travels back to Jambi. The journey was long, as they
had a very wide ocean to cross, and it took a very long time. Sometimes there
were great fears, as the travelers experience typhoons, high and very rough seas,
heavy rains, mixed with lightening. Fortunately there were days when things were
bright and clear, and the sailing was enjoyable, being brought along by favorable
winds and a clear bright moon to give them light during the nights.
During the journey back to Jambi the delegates were unrelenting in asking
their potential king many questions. As they discussed many things with him, his
wisdom and knowledge of many aspects of life emerged. He had a tremendous
amount of knowledge of the stars. Due to this Indian’s knowledge, the delegates
wanted to continue to test him with many questions, but they were a little hesitant,
because they were concerned that they may ask him a question that would offend
him, and then he might lose his interest in becoming their king. As they continued
their journey there was a continual change in the weather, from rough seas,
blasting winds, striking heat from the sun, to beautiful and pleasant days. This was
the way the journey progressed, with the weather successively changing. Due to
their need for fresh water and supplies, they stopped in the country of Aceh,
rested, and took on much needed supplies. They also stopped and rested in the
country of Malaysia. The journey was becoming increasingly long as they
continued their journey back to Jambi.
One day as their ship was approaching Jambi, they entered the mouth of a
huge river. The travelers had departed from that river on their journey to India.
Although this particular river was very large and well known, and that they had
already sailed it and had drank of its water, they had not yet learned the river’s
name. Seeing this as an opportunity to test their would be king, they discussed
among themselves if this man, who knew the answers to so many of their other
questions, would know the name of this river. They hesitated asking him because
they thought it would be impolite to do so, seeing that he had never been to this
location before. At the time they were entering the mouth of this river the
darkness of night was beginning to fall (“petang” is this time of day). The Jambi
delegates agreed together to ask this Indian man if he knew the name of this river.
“My lord, we have a question we would like to present to you,” said a
delegate from Batin Duo Belas. “Ask whatever question you would like,” replied
the Indian. “This huge river that we’ve just entered, what in the world could its
name be,” asked the man from Batin Duo Belas. “Haa… This river is named
Kepetangan Hari,” said the Indian.
The candidate responded very fast, even though he never had any
knowledge of that river. All of the delegates were very happy when they heard
his quick response, which was without hesitation. They all became strengthened
and increasingly energetic as they continued rowing their ship up the river toward
the village of Mukomuko.
When they arrived at Mukomuko they quickly spread the news about this
Indian man that they had met. They also told everybody that the name of the huge
river was Kepetangan Hari. After a number of years the name of the river
gradually transformed and became Petang Hari River, and then finally, its name
became Batanghari River.
(Source: https://sumatfeet.wordpress.com/2012/05/22/batang-hari-rivers-name/)
The Legend of Putri Ayu
Many years ago in the Jambi Province there was a young beautiful girl
named Putri Rahima. She was the only daughter of Kemas Mahmud, an honorable
man that lived in that area. The beauty of Putri Rahima was like an angelic being.
Besides her beauty, she also was blessed with a beautiful voice. She was known to
have very good manners, both with her actions and her words. She was also gifted
with the ability to cook, sew, weave, and embroider. All of these qualities caused
this young lady to become the longed for ideal of every young man. The news
about the beauty of Putri Rahima spread so much that she was known throughout
the entire Jambi area.
During that time period there was continual battles with the Dutch colonial
powers that had dominated the people of Jambi. Even though many of the
guerrilla soldiers were living deep in the jungles, the news of Putri Rahima
reached even to them. The news about this beautiful young girl, with excellent
character qualities, also reached the ears of Sultan Muhammad. Sultan
Muhammad was a still a young man, very handsome, filled with honorable power
and authority, and was well known as being devout, pious, and obedient toward
his religion.
One day Sultan Muhammad quitely left the palace to confirm that the
news about Putri Rahima’s beauty was true. The moment he saw her he was
amazed and exclaimed, “Oh, Putri Rahima truely is a perfect young lady. Her
beauty is absolutely extraordinary, and cannot be compared with any other in the
entire country.”
The beauty of Putri Rahima so overwhelmed Sultan Muhammad that he
immediately wanted to ask her to marry him. But following his customs, he
returned to the palace and gathered several dignitaries from his kingdom and
delegated them with the task of proposing to Putri Rahima’s father on his behalf.
The delegation immediately left to speak with Kemas Mahmud, the father
of Putri Rahima. When the delegation arrived at the home of Kemas Mahmud a
spokesman from the group said: “Excuse us Mr Kemas, our arrival here is for the
purpose of extending a proposal for the marriage of your daughter to Sultan
Muhammad.”
Kemas Mahmud responded: “We all wish the best for the king, but let us
have one day for my family to discuss this situation. Please come back tomorrow
and we will give you the decision our family has reached concerning your
proposal for the marriage of Putri Rahima.”
The delegation from Sultan Muhammad said good-bye and returned to the
palace. On the next day they returned to the home of Kemas Mahmud, and the
spokesman from the delegation asked, “What is the decision of your family Mr.
Kemas?”
Mr. Kemas Mahmud responded that his family did indeed agree to the
wedding proposal, and they were all in favor of it. The wedding plans could not
be conducted according to the cultural norm because the war was still going on. A
large wedding party would attract the attention of the Dutch colonialists, so the
wedding ceremony was conducted in a quiet and secret manner.
After the wedding Putri Rahima moved to the palace and had the title of
“Nyi Mas Rahima.” The couple lived in harmony and mutually loved each other
deeply. After two years Nyi Mas Rahima gave birth to a son whom they named
Prince Adipati. The arrival of the son brought great happiness to Sultan
Muhammad and Nyi Mas Rahima. The love Sultan Muhammad had for his wife
continually grew, although in the middle of their happiness the war was still going
on, and it continued to grow with intensity. As an honorable leader of their
people, Sultan Muhammad sensed his great need to defend their land.
Sultan Muhammad frequently left the palace to actively be involved in the
war against the Dutch colonialists. Due to his absences, he wasn’t able to give
attention to his family as he would have liked. Fortunately for him Nyi Mas
Rahima was a wise mother. She always gave their son the attention required.
Prince Adipati grew strong and became very understanding about the war that his
father had to be involved with.
One day Nyi Mas Rahima said to Prince Adipati” “My son, your father is
a soldier, that is the reason he always leaves us. He has a responsibility to defend
our land.” Statements like that were continually made to Prince Adipati by his
mother every time Sultan Muhammad left the palace.
During this time the Dutch military were increasing their activity. They
continued to spread their authority and control over larger and larger areas of
Jambi, until almost the entire area was subdued. They had even built a fortress
close to the palace. This situation caused Nyi Mas Rahima to become increasingly
concerned. On top of all that, she was also expecting their second child.
Putri Ayu and her son, Prince Adipati, observing the Dutch soldiers
patrolling outside the palace window. When Sultan Muhammad would leave the
palace the Dutch soldiers would frequently roam the area outside the palace. This
caused Nyi Mas Rahima to feel that the security and future of Jambi was in great
jeopardy. She was carrying a tremendous load of stress because of her concerns
for the safety of her husband, and that of her people’s freedom. The child within
her was growing rapidly, but she was becoming weaker and weaker, and was
frequently sick. Finally her body and spirit could no longer take the stress and she
passed away, before she was able to give birth.
The death of Nyi Mas Rahima brought great grief and sadness to Prince
Adipati, especially because his father still had not heard the news of his mother’s
death. Because Nyi Mas Rahima was so friendly, loving, and always supportive of
her husband during the war, the families living in the palace erected a beautiful
gravesite as a memorial to her. After it was built they diligently maintained it to
keep the memory of her alive, as well as to honor the values she demonstrated as
an example to all who came after her.
Due to the continual threat from the Dutch fortification outside the palace,
the families living in the palace decided to flee into the jungle where they could
find security. One evening, when it was very dark, the families secretly fled the
palace, taking Prince Adipati with them. The next day the Dutch soldiers
immediately took possession of the palace, which they found had been vacated the
night before. When they entered they were startled to see a beautiful and well
maintained tomb.
The Dutch soldiers began to ask: “Hey, whose grave is this? It has been
decorated very beautifully and maintained with diligence.” Their thoughts were
that it couldn’t be just some ordinary person. It had to be someone of special
importance.
The curiosity of the Dutch soldiers led them to begin questioning the
Jambi citizens who were still living in the area.
“Whose grave is that which is located close to the palace?” asked one
Dutch soldier. One person responded, “The grave is that of the young beautiful
girl named Nyi Mas Rahima, who also happened to be the wife of Sultan
Muhammad. Not only was she beautiful physically, she was also beautiful in
character. She always supported the war effort of her husband with diligence and
willingly sacrificed her desires of always having her husband together with her
and her son.”
At that time the Dutch soldiers named the grave of Nyi Mas Rahima
“Makam Putri Ayu,” which means, the grave of the beautiful princess.
(source: https://sumatfeet.wordpress.com/2011/07/25/legend-of-putri-ayu/)
Putri Rainun and Rajo Mudo
A long, long time ago, in the area of Jambi, there was a young lady from
the royal family named Putri Rainun. She was a very pretty, as well as elegant. In
addition to her outward beauty, she also had a very beautiful nature. Her outer
beauty could be seen with the eyes, and her inner beauty could be heard with the
ears, because when she would talk she was always sweet, forgiving, kind, and
gentle. Because of these tremendous qualities, she became the desire of many
young men. Many young men from the royal families proposed to her, as well as
those from outside the royal families. In spite of the many marriage proposals, she
rejected them all. It had become obvious to everyone that Putri Rainun had her
heart and affection set on one person, Rajo Mudo. Though this young man was
very handsome, he wasn’t from one of the wealthy families of the Kingdom, nor
from one of the royal families. He was merely an ordinary person. In spite of his
family origin, he had many inner qualities that made Putri Rainun very attached to
him, and those qualities were that he was very deeply in love with Putri Rainum,
he was devoted to God, and he was very intelligent.
To expand Rajo Mudo’s knowledge, he decided he needed to travel
outside the Kingdom to obtain more exposure to the outside world. After deciding
that he really needed to do this for his education, he approached Putri Rainun one
day and said to her, “Hey Putri Rainun, I want you to know that you are the pearl
of my heart. I need to let you know that I need to cross the ocean to gain more
knowledge to make me a better and more equipped person. If you would give me
permission to go, I want to sail on the ship that’s departing from the port
tomorrow morning.”
“Yes, my love, you can go, I’ll pray for God to bless your travels, but don’t
be gone long. Come back to me as fast as possible. I don’t want you to be
separated from me for a long period of time.” said Putri Rainun to Rajo Mudo.
“Okay Putri Rainun! I’ll come back as fast as I can. If we really are meant to get
married and spend our life together, God will certainly bring us back together
again,” said Rajo Mudo.
The next day, Rajo Mudo boarded the ship and they set sail to a country
across the ocean. Seeing the center of her heart’s affection depart was more than
she could bear, and the tears began to pour from the eyes of Putri Rainun. When
the ship sailed out of eye sight, she left the port and returned home.
The news of Rajo Mudo’s departure quickly spread throughout the
Kingdom. It brought great happiness and joy to all the young men because they
knew that with Rajo Mudo’s departure, they had a chance to get Putri Rainun for
themselves. The young men conducted a competition for the purpose of attracting
attention to themselves, so that hopefully they would be able to endear Putri
Rainun to themselves, and away from Rajo Mudo. Even though many handsome
young men were showing their strength, bravery, and courage, trying to impress
Putri Rainun, her deep love for Rajo Mudo was not shaken. She easily rejected
every young man’s attempt to turn her affections away from Rajo Mudo.
After many months had passed there was still no news of Rajo Mudo and
Putri Rainun was beginning to grow concerned. Down deep in her heart she was
yearning for his return. To try to comfort her heart and not think about him so
much, she tried to fill her time with activities like working in the rice fields.
One day a young man was passing by the home of Putri Rainun, and when
he saw Putri Rainun he was very much interested in her when he saw how pretty
she was. That young man’s name was Biji Kayo. He was the son of an extremely
wealthy man, but he had a very bad nature about him. He was known to
frequently disturb young ladies and always brought trouble into their lives. He
accomplished all his nasty work through his clever ability to capture the hearts of
people. He would then persuade them to do whatever he wanted them to do.
The next day Biji Kayo came to the home of Putri Rainun. He wasn’t so
bold as to immediately propose to her, because he knew that Putri Rainun was still
deeply in love with Rajo Mudo. So, instead of speaking with Putri Rainun, Biji
Kayo spoke with her mother. Using his clever skills in getting people to feel sorry
for him, or to believe what he says and to go along with him, he succeeded in
winning over the heart of Putri Rainun’s mother.
“Okay, Biji Kayo. I’ll try to persuaded my daughter to accept your
wedding proposal,” said the mother of Putri Rainun. Receiving the response he
was hoping for, Biji Kayo smiled, then said goodbye as he returned to his home.
That evening, Putri Rainun’s mother began to persuade her daughter to accept the
wedding proposal from Biji Kayo.
“My daughter, you know that Biji Kayo is very wealthy. I think it would be
a very good match if you were to marry him. I think it would even be a better
match than you and Rajo Mudo,” said her mother. “Biji Kayo is quite wealthy and
will always have everything you could ever need, while Rajo Mudo is only an
ordinary person and rarely has enough to meet his basic necessities. And on top
of all that, we haven’t heard any news about Rajo Mudo for a very long time. Who
knows, maybe he already married a sweet young girl from across the ocean in
another country.”
“Mother, please don’t compare Biji Kayo with Rajo Mudo,” said Putri
Rainun. “Although Rajo Mudo doesn’t possess tremendous wealth, he has a heart
that is very sweet and special, and I’m deeply in love with him.”
This discussion would go on and on, with Putri Rainun always rejecting
Biji Kayo’s proposals. However, the continual skills he used to win over Putri
Rainun’s mother, by making her feel sorry for him won out, and Putri Rainun was
forced to marry him. One week later a huge wedding was planned and there was a
tremendous celebration. Sitting in his wedding seat, Biji Kayo had a huge smile
on his face, while Putri Rainun was evidently very sad. She felt she had betrayed
her one true love, Rajo Mudo.
When the wedding was over the newlyweds lived in an elaborate home.
Nevertheless, Putri Rainun refused to sleep in the same room with her new
husband, and she decided to not let him come close to her. At this same time Rajo
Mudo returned from his journey. He was devastated upon hearing that his
precious Putri Rainun had married. He then invited Putri Rainun to meet with him
in a secret place. But, Putri Rainun sent one of her servants to meet with him
instead. When the servant and Rajo Mudo met, he said, “Hey, where’s Putri
Rainun?” asked Rajo Mudo. “I’m sorry, Sir. Putri Rainun is very ashamed and
feels that she couldn’t stand to look you in the face after what has happened. But,
if you would want me to set up another meeting with her, just let me know. When
would you want to meet with her,” asked the servant.
Rajo Mudo, took a deep breath and then paused for a few moments, then
responded, “It’s okay, just pass along my greeting to Putri Rainun, and, please
give her this ring.” said Rajo Mudo, “Okay, Sir,” said the servant as she was
saying goodbye. When the servant returned to the home of Putri Rainun she
immediately gave her the ring from Rajo Mudo. Putri Rainun was extremely sad
when she received that ring. She thought Rajo Mudo felt disappointed in her and
that she had betrayed him. She never wanted to marry Biji Kayo. She did it
because she was forced into it!
In her heart Putri Rainun said, “I’m sorry, my love. Please forgive me. I
didn’t want to betray you. I did it because I was forced into it.” Feeling that she
had terribly disappointed Rajo Mudo, Putri Rainun then killed herself. When her
mother found out what she had done. She began screaming hysterically. However,
she seemed startled when she saw the ring on her ring finger, the ring that was
given to her by Rajo Mudo. Her mother then realized she had done something
terribly wrong and deeply regretted that she had forced her daughter to marry Biji
Kayo.
Rajo Mudo was present at the funeral of Putri Rainun. He was very
overwhelmed by what had happened to his true love. When the funeral was over
and all the people had left the grave side, Rajo Mudo sat down next to the grave.
He immediately felt that someday his true love would live again.
Not many days after that, as Rajo Mudo went to visit the grave of Putri
Rainun, he noticed that a stem of a flower immediately sprung up from the grave.
That stem then budded, and the wind caught it and it began to fly. “I’m positive
that that flower is the reincarnation of Putri Rainun, “ said Rajo Mudo. Rajo
Mudo immediately chased that flower until he caught up with it and grabbed it out
of the air. One of Putri Rainun’s servants happened to be there, and she saw Rajo
Mudo catch that flower.
She said to him, “It would be best if we would immediately take that flower
to Nenek Rubiah (an elderly woman named Rubiah), since she has magical
powers.” Rajo Mudo and that servant immediately took that flower to the home of
Nenek Rubiah. When they arrived there they told her the events which had
transpired at the grave. After that Rajo Mudo asked Nenek Rubiah to transform
the flower back into Putri Rainun.
“Nenek, please transform this flower! I’m certain this flower is the
reincarnation of Putri Rainun,” said Rajo Mudo. Nenek Rubiah then performed a
magical ceremony and the flower transformed back into Putri Rainun. Rajo Mudo
was overjoyed! He immediately hugged his lover, and finally in the end the two
were married and they lived happily ever after.
(source: https://sumatfeet.wordpress.com/2014/06/16/dead-comes-back-to-
life/#more-7077)
Putri Reno Pinang Masak
A long time ago there was a small kingdom that was called the Limbungan
Kingdom. Its Queen was a woman named Putri Reno Pinang Masak. This young
woman was beautiful, intelligent, and had a very pleasant nature. She was the
desire of all young eligible bachelors, both those of royalty, as well as those of the
general populace.
It was a sad situation, however, because although she was approaching 30
years of age, it wasn’t possible to count the number of proposals she turned down.
It was evident that there wasn’t a single young man that could gain favor in her
eyes. She always gave a reason for every proposal that she refused. She was very
careful though, since she didn’t want to offend people, she always presented her
refusals to marry in a manner that was very polite and inoffensive.
“What are you waiting for my Queen?” said the foremost of her three
advisers. “Our Kingdom is increasingly prosperous. The economics of our
Kingdom has put almost everybody on the same economical footing, so that the
chasm between the wealthy and the poor is not very great. We are very secure,
stable, and safe. It’s time for the Queen to seriously think about settling down and
building a family.”
The Queen replied, “We have already spoken about that topic at length,
Datuk Dengar Kitab. There will be time for that later on. Don’t spend time
searching for candidates for marriage, and especially don’t try to force me! It’s
best that we prioritize our efforts and give all our thoughts and attention to the
prosperity and safety of our Kingdom.”
The citizens of the Limbungan Kingdom were very much aware of the
Queen’s rejection of many marriage proposals. Actually, she was prioritizing, and
placing the Kingdom’s well-being over that of her own. This was the very reason
why the Kingdom was as prosperous as it was. Any of the citizens of the
Kingdom that were considered in poverty were well taken care of. They had the
guarantee of food, drink, as well as a home. They were also all employed, and
there weren’t any beggars, or homeless wanderers.
The Queen’s three advisers were all very wise and discerning. All three of
them were devoutly loyal and could be trusted. The citizens had full confidence in
the leadership of the Queen and her advisers. The beauty and wise leadership of
Queen Putri Reno Pinang Masak was known by all the Kings living on the
thousands of islands surrounding the Kingdom of Limbungan. One of those
Kings, from the Island of Java, was struck with desire when he heard of the story
about the Limbungan Kingdom and it’s Queen.
The Javanese King then ordered a small delegation from his Kingdom to
go and propose to Queen Putri Reno Pinang Masak. With that delegation was sent
many nice gifts that were to be offered as a gesture of peace to the Limbungan
Kingdom. But, as with all the proposals for marriage from many other Kings, this
proposal was also refused. The consequence of this refusal was that the Javanese
King felt offended.
When his delegation returned and reported to him the news of what had
transpired, he said, “I swear by heaven and earth that I will marry Queen Putri
Reno Pinang Masak. If I can’t have here by means of peace, I will marry her by
war.” One of the delegates replied to the Javanese King, “Actually, if you force
the Queen of the Limbungan Kingdom so that she fulfills all your wishes, we don’t
need to go to war to make it happen. A war will create much suffering for our
people, as well as for theirs. The feelings of hatred will last for many generations
and will not be easy to remove. These feelings of hatred and bitterness may lie
dormant, and they could emerge at any time, creating much havoc in the future.”
“What is your suggestion?” replied the Javanese King with an explosive
voice. “If not through war, how will this be accomplished?”. “We’ll kidnap her!”
replied the delegate. “Kidnap? That’s a disgusting and insulting thought. No, let’s
attack the Limbungan Kingdom now!” said the King. Because it was still the age
when Kings ruled with an iron fist, and every command they gave had to be
obeyed, without question or argument, the planning for the attack on the
Limbungan Kingdom commenced immediately.
All the military commanders from the Javanese Kingdom conducted so
they could develop a war strategy that could quickly be launched. War ships were
prepared to transport the troops. Weapons and every type of supply were
prepared. Finally, after all was prepared the ships left and headed for the Strait of
Berhala, and upstream on the Batanghari River. The military forces proceeded as
quietly as possible, not wanting to alert the Limbungan Kingdom’s military
forces. The Javanese King told his military commander, try to kill as few people
as possible, and bring the Queen to me totally unharmed.
The Javanese military commander had previously sent an intelligence
gathering squad ahead of them to collect information about the Limbungan
Kingdom. This was done so that he would have clear information about the
strengths and weaknesses of that kingdoms’ military force, as well as what
defenses they may have. He wanted to know: 1) what type of weapons they had;
2) how many people were in their military; 3) what type of defensive fortification
they had, etc. All of these questions he had to know if he was to overcome and
defeat the Limbungan Kingdom.
It was highly unfortunately for the Javanese intelligence squad, because
they were captured by the Limbungan military. That squad was interrogated by
Datuk Rajo Penghulu, Datuk Dengar Kitab, and Datuk Mangun, the Limbungan
Queen’s three advisors. The advisers were interrogating them so they could
determine the plans of the Javanese military. After the interrogation was
complete, the information was passed along to Queen Putri Reno Pinang Masak.
After the Queen heard the news she responded, “We didn’t look for an
enemy, and we also don’t want to destroy other kingdoms and take their
independence away from them. But, if our Kingdom is being threatened, and all
it’s great blessings for our people are at risk, we must take steps to protect
ourselves. I want you, my trusted advisers, to convene a meeting and invite all
that are necessary so that a strategy can be developed which will repel any attack
from our enemy,” said the Queen.
“My Queen, it would be best if we would relocate you to a much safer
location, “said one of her advisers. “Isn’t our Kingdom safe for me?” She
responded. The Queen’s face displayed full assurance and not the slightest trace
of fear from the threat posed by the Javanese King.
The following week the Limbungan citizens commenced building
defensive fortifications. Some of them were digging ditches that were circling the
capital city of the Limbungan Kingdom. Some of them were gathering bamboo
poles, and others were gathering branches that were layered with thorns, while
others were transporting these gathered supplies and placing them along the
trenches that were being dug. All of this would enhance their defensive position.
In one month the defensive fort was completed. It had a wall of bamboo
and a thick fence of thorns on the inside. There was also the ditch that was dug in
front of the bamboo wall, which would make any attack extremely difficult. The
Queen then, along with her three advisers, inspected the fortifications surrounding
the city.
“You did an outstanding job!” exclaimed the Queen. “There’s only one
gate with which to enter or go out of the city, correct?”. “Yes!” replied Datuk Rajo
Penghulu. “The gate will be guarded by Datuk Mangun and his children. He has
taught his sons to inspect every person who wants to either come in or go out of
the city. If people don’t have permission, and they are not well-known, no matter
who they are, they are not allowed to go out or come in.” The queen being
directed to go into the tower.
The ensuring war was impossible to be prevented. The troops from Java
had arrived and immediately commenced their fierce attack. From the river, as
well as from land, the attack was launched. The war lasted three days and nights.
The two sides fought fiercely to gain the victory over the other. Because the
fortification was of a simple construction, although well built, it was obvious that
the Javanese troops at one location of the wall were gaining the upper hand.
Though the bamboo wall was built very well, the Javanese forces broke through
and entered the city. As they entered, their bodies and clothing were immediately
stabbed and stuck on all the thorns that were lining the fence on the inside of that
wall. The thorns made it impossible for them to proceed, so they quickly retreated.
In their retreat, that squad of Javanese troops were attacked from behind by the
Limbungan forces totally defeated.
The Javanese squad of soldiers that tried to break through the gate also
failed. Datuk Mangun, together with his sons, obstinately held off the attackers.
Finally, the Javanese forces retreated, leaving behind a large number of their
fallen soldiers. After the retreat, the Javanese King gathered his commanding
officers and said, “That Queen, who will become my wife, is very clever! Their
fortifications, which includes the ditch, bamboo wall, and the thorn fence on the
inside is not a problem. We will overcome them with a cleverly devised scheme.”
“My King, what do you mean?” asked one of the commanding officers.
“Ha ha ha….,” exploded the Javanese King with laughter. After wiping the spit
that had drooled down on his chin, he leaned over to the right ear of that
commanding officer and said, “Money! Metal coins can be ground small like a
stone, and we’ll make a canon that can shoot those metal coins. We will use silver
and gold coins with which to make our canon shot.” “And then?” asked the
officer. “Then we will shoot the gun at the entire length of one of those bamboo
walls!” said the King. “Wouldn’t it be useless to do something like that?” replied
the officer. The King responded, “You will see what I mean later, just do what I
said and make the canon. Gather together those who have the skill in
manufacturing weapons. I hope that in six months our forces will launch an
offensive and destroy the Limbungan Kingdom’s fort.”
The officer didn’t argue with the Javanese King, but immediately gathered
the workers to build the canon. Exactly six months later the Javanese forces
returned with the newly forged canon. They were going to use it to destroy the
Limbungan Kingdom’s fort.
After getting the gun set up outside the Limbungan Kingdom’s fort, they
immediately commenced firing. After several shots all the silver and gold coins
were used up, and they retreated from the attack and moved outside the area of the
Limbungan Kingdom. There were only 2-3 chosen soldiers that were ordered to
stay in that area, being disguised as citizens of the Limbungan Kingdom.
During that short attack of canon fire there wasn’t a single soldier from
either side that was killed. Two days after the attack one of the Limbungan
soldiers, who was outside the walls inspecting he fortification, returned and
reported to the Queen’s adviser, Datuk Dengar Kitab, “Sir, I discovered something
amazing that we need to report to the Queen. Their canon was loaded with silver
and gold coins when they shot at us!”Limbungan Kingdom soldiers collecting the
gold and silver coins that were shot from the Javanese canon.The other two
advisers also heard the report and they said, “Let’s all go inspect it ourselves to
confirm that this report is true!” said Datuk Rajo Penghulu and Datuk Mangun.
“If it is true, those silver and gold coins that were shot at our walls will be a great
blessing for our Kingdom!”
The report turned out to be just as it was described. Fragments of silver
and gold coins were scattered all around the ground by the walls, as well as
embedded in the bamboo itself. After returning and reporting to the Queen, she
was asked, “What do you want us to do?” “Collect it all! We will all be greatly
benefited by this wealth!” said the Queen. Because it was very difficult to get the
coins out of the bamboo, the walls were torn apart so that every piece of silver and
gold could be collected. The coin fragments were then brought inside the palace.
Seeing that the fort walls were all taken apart, and the defenses were no
longer in place, the Javanese spies that stayed behind immediately reported the
news to the Javanese military leaders. The next day an attack was made on the
Limbungan capital, and it quickly fell into the hands of the Javanese victors. The
Queen realized her tragic error, and in her heart she whispered, “That Javanese
King is truly amazing! Too bad for us that I rejected his wedding proposal. What
more can I do, ‘The rice has already become porridge” (nasi telah menjadi
bubur—That is a parable which means: I waited too long, there’s no need to talk
about it any longer.).
Putri Reno Pinang Masak, as she observes the Dutch soldiers break
through the Limbungan Kingdom defenses. Pandemonium struck the citizens of
the Limbungan Kingdom. The Queen’s three advisers, as well as all the loyal
citizens were searching for the Queen, but they couldn’t find her in the palace.
The Javanese troops were also searching for her, but they all came up empty
handed.
“There’s no need for us to return to a palace that’s been defeated by its
enemy! Let’s look for our Queen, Putri Reno Pinang Masak, whether she’s dead
or alive,” said Datuk Rajo Penghulu. “We agree!” replied the Queen’s other two
advisers, Datuk Mangun and Datuk Dengar Kitab.
At the time those events were unfolding, the citizens in the distant village
of Tenaku were gathered at a little stream not far from their village. They were
shocked when they heard the news from a farmer in that area who said, “There’s a
corpse of a young beautiful girl laying in my field. She fell to the earth as if she
were a piece of pinang bark that floats to and fro as it floats to the ground. She’s
now laying in front of my little home. Let’s go there together so it can be
witnessed by all and then we can bury her.”
There wasn’t a single person in the Village of Tenaku that knew who that
dead girl was. They were all confused as to who she was. To discover the identity
of that girl, the famous dukun (village witchdoctor) was called. In just a short
period of time after he conducted his ritual, he revealed that the girl was actually
the Queen of the Limbungan Kingdom, Putri Reno Pinang Masak.
They all immediately decided to bury here in the Village of Tenaku. One
month later, when the three advisors of the Queen passed by that area, still in
search of her, they were told by the farmer of the young lady they found as well as
what the dukun revealed about her identity. The farmer then showed the three
advisors the grave of their Queen, Putri Reno Pinang Masak.
“This is her grave!” said the farmer as he explained what happened to her.
“We named this grave Makam Upih Jatuh, because as she fell to the earth she
floated down as if she were a piece of pinang bark.” When the three advisers
heard that news they immediately fainted and then died. They are also buried
there in the very same place.
(source: https://sumatfeet.wordpress.com/2012/06/23/putri-reno-pinang-
masak/#more-6020)
Origin of the Jambi Villages of Lempur, Tebat Gelang, and Tebat
A long, long time ago, in the Kerinci regency (kabupaten) of the Jambi
Province, there was a kingdom named Puncak Tiga Kaum. It was named that
because that kingdom was led by three brothers. The oldest was Pamuncak
Rencong Talang. The middle was Pamuncak Tanjung Sari. And the youngest was
Pamuncak Koto Tapus. Together with the citizens, each one of the three brothers
had the responsibility to manage their region of the Kingdom. Even though all
three of the regions were managed independently, whenever there was the need
for help in one region, the other two regions would provide whatever help was
needed to take care of the situation. That cooperative effort was also reflected in
how they discussed their problems, and that is, through joint discussions.
Pamuncak Rencong Talang and his two younger brothers provided just
and wise leadership. All three regions were prosperous, safe, and calm. If one of
the regions would be in need of help during the planting or harvest season, the
others would come and work together. During the harvest season, they would
conduct a thanksgiving festival (Kenduri). The Kenduri festival of thanksgiving
was normally carried out with great celebrations. All the citizens from the area
would be invited, with the famous and most honored of citizens being seated in
the places of greatest honor.
One year during the rice harvest season, when Pamuncak Rencong
Talang’s region was having a bountiful harvest, they conducted a Kenduri
festival. “Hey, everyone, our harvest this season is overflowing! To express
thanksgiving for this great blessing, let’s conduct a festival right away,” said
Pamuncak Rencong Talang. “Please prepare everything that is needed, including
inviting all the guests!”. “Okay, Your Majesty,” said the leaders of the community
in unison.
The preparations for the huge feast that was to take place was immediately
started. All the citizens of the area were very busy trying to make sure the feast
would be a great time of celebration and thanksgiving. Pamuncak Rencong Talang
sent out invitations to his brothers, Pamuncak Tanjung Sari and Pamuncak Koto
Tapus. Their entire families were also included in the invitation. The festival was
to last three days. The first day was uniquely a feast for people from outside the
area. The second day was a special feast only for the main leaders of the regions,
as well as the older mature citizens. The third day was uniquely for the young men
and women.
When the Kenduri festival started, on the very first day of that three day
event, those who were invited began to arrive. The celebration proceeded as
scheduled and it was a time of great exuberance. On the second day of the event,
the invited guests from the leading families arrived. Pamuncak Koto Talang was
present with his family, as well as several of his close advisors and guards.
Pamuncak Tanjung Sari also arrived, being accompanied by several of the leaders
in the various districts within the region he governed.
On the third and final day of the event, which was uniquely for the young
men and women, Putri, the very beautiful daughter of Pamuncak Tanjung Sari
arrived, being accompanied by her mother. When they entered the location where
the party was being conducted, Putri became the center of all the young men’s
attention. Seated at the very back of the area were two young men who were
whispering to each other about Putri’s beauty. “Hey, who is that pretty girl? Do
you know her?” whispered one of the young men to the other. “Who knows? I’ve
never seen her before,” responded the second young man, “But her appearance
and clothing clearly shows that she’s not merely an ordinary citizen in our
Kingdom.”. “Hmmm… perhaps she’s from the family of Pamuncak Rencong
Talang,” said the first young man.
While the program got started Putri’s mother went to a different location
and assembled with the family of Pamuncak Rencong Talang. Putri’s mother
intentionally didn’t sit close to her daughter because the celebration conducted on
that day was especially for the young men and women. As the feast started,
everybody was happy and pleased to be able to be together. All the guests enjoyed
a wide assortment of foods, as well as a presentation of various forms of arts, like
dancing, singing, and music. Because they were all so absorbed in the events of
the festival, they weren’t aware they had been there so long, because they didn’t
even give it a thought when the roosters began to crow early in the morning. The
festival was still going on!
Putri’s mother, realizing they had been there a long time, went over to the
location where the program was still in process and told her daughter they needed
to return home. Her mother was worried that she would become sick due to not
having sufficient sleep. “Come on my daughter, let’s go home,” said her mother.
Putri heard her mother, but she totally ignored her. She was still enjoying the
celebration together with the other guests. Because she wouldn’t listen to her
mother, her mother returned and joined with the family of Pamuncak Rencong
Talang again. After a period of time, her mother again returned to the location
where the festival was being held and called for her daughter. “Come on my
daughter, let’s go home! It’s already day time,” said her mother. Again and again
Putri ignored her mother. She even began to feel annoyed by her mother’s
repeated efforts to take her away from the party and return home. There was a
young man sitting together with Putri, and he asked her, “Hey! Who in the world
is that woman?”. “Oh… that old woman is my house maid,” said Putri.
Her mother heard Putri’s response to that young man’s question, and she
never thought that her precious beautiful daughter would ever have the heart to
say something like that. The mother was deeply hurt and her heart was broken to
pieces. The mother’s thought was, “How could my daughter, whom I love so
dearly, ever say that I’m not her mother?”. “Oh, God. Forgive my daughter’s
sins!” prayed the mother.
After the festival was over, the wife of Pamuncak Tanjung Sari, together
with her daughter Putri, said goodbye to Pamuncak Rencong Talang’s family and
returned to their home. It was a long distance to their home, so they knew the
journey was going to take a long time. They had to pass through valleys, over
hills, through rice fields, and open fields. In the middle of their journey they met
with a group of young men that had spent a lot of time with Putri the night before.
Because they were all very tired, both groups decided to rest together at the same
place. While resting, one of the young men came over to Putri and asked her
something. “Excuse me, Putri. Who is that old woman that’s accompanying you?”
asked the young man. “Didn’t I already tell you she was my house servant?” she
replied.
Though she clearly heard her daughter’s reply to that young man, the
mother remained silent. However, in her heart she concealed the sharp deep pain
those words caused. After their rest they continued on their journey and they
arrived in the area of Pulau Sangkar and Lolo, which is full of swamps. When the
mother saw the swamps, she felt resentful of her daughter’s behavior and words,
and prayed for God to curse her rebellious daughter so she would be swallowed
up and drown in the swamp’s mud.
The prayers of Putri’s mother went straight to God, the One that is All
Powerful, and he granted her the thing she prayed for. When her daughter was
walking through the swamp, her feet got stuck in the mud. Little by little she
began to sink, deeper and deeper, until she was almost completely submerged.
That rebellious and disobedient Putri screamed out for her mother for help.
“Mother,… Mother… help me!” screamed Putri. “I’m not your mother! I’m only
your old and ugly house servant!” responded her mother. Putri continued to
scream for her mother’s help, and even promised she would never act
disobediently to her again. “Forgive me, Mother! I promise I’ll never rebel
against you again,” said Putri in a state of desperation.
Thinking there was nothing more that could be done for her daughter, and
that she was already sunk too far down into the mud, she gave no further
consideration to helping her. But she quickly went over to her, when she saw that
she was sunk in the mud up to her chin, and she took the decorative bracelet off
her wrist. She also took from Putri her beautiful and extremely expensive shaw
(songket selendang) that had gold thread woven into its fabric. After that Putri
was totally submerged in the mud. Since then that area was named “Lempur,”
which comes from the word “mud” (lumpur).
Seeing that Putri had completely vanished below the mud, her mother
continued on her journey home. Suddenly she arrived at a location that was a
good place to rest. While resting she saw a pool (tebat) and began to bathe. When
she was washing her face the bracelet she took from her daughter accidently fell.
When she picked it back up, that bracelet reminded her of her deceased daughter.
Not wanting to have painful memories of her dearly loved daughter anymore, she
threw the bracelet out into the depths of the pool (tebat) and left it there. Since
then that area has been known as Tebat Gelang (bracelet pool).
After she finished resting, the wife of Pamuncak Tanjung Sari continued
on her journey. Arriving at another place where another pool was located, she
again decided to rest and take another bath. While bathing, the shaw (songket
selendang) that she took from her daughter accidentally fell. Again, like with the
bracelet, memories of her daughter came back to her. Not wanting to continually
be troubled and disturbed with thoughts of Putri anymore, she threw the shaw into
the pool (tebat) so it would sink clear to the bottom. Since then that area has been
called Tebat Jambi.
(Source: https://sumatfeet.wordpress.com/2014/06/23/names-of-3-jambi-
villages/#more-7089)
Pendekar Bujang Sanaya
A long time ago there were four young brothers: 1) Pendekar Bujang
Sanaya; 2) Bujang Pengukir; 3) Bujang Penakuk Mato; and 4) Bujang Buruk.
These four brothers always got along well with each other. They were very
considerate of each other, and always ready to defend each other. They had a
Queen over their Kingdom that was loved and honored by all the citizens (and she
happened to be their mother).
From the time he was very young, Pendekar Bujang Sanaya was educated
in the sciences. Because of his knowledge, he rose to take the position of his
father who had recently passed away. His three younger brothers didn’t hold any
position of great importance in the Kingdom, they were just like all the other
citizens, but they were very loyal to their Kingdom. The three brothers would
frequently visit their older brother in the palace to discuss topics of importance
and to work on plans that would help the Kingdom and their people to become
more prosperous.
One day while the four brothers were in the palace discussing a matter
concerning a problem in their Kingdom, having to do with security and safety,
Bujang Buruk said to Pendekar Bujang Sanaya, “My King, would you like to invite
our uncle to come and join in on our discussion?” Bujang Pengukir added, “It
would be good that he was invited, because he is the only brother our late father
had.”
The younger brother of the late King was living at that time far across the
ocean. At the ceremony to inaugurate Pendekar Bujang Sanaya as their new King,
their uncle had come for a visit, but he hadn’t been back to visit their Kingdom in
Ranah Kerinci Alam Sakti since that time. “Yes! I also desire to meet with our
uncle. But, now isn’t the time. Let’s wait a while,” replied Pendekar Bujang
Sanaya.
Si Jelita was an extremely beautiful young lady, and she also happened to
be the daughter of the newly inaugurated King’s uncle. This beautiful young lady
was advised by her mother to go and visit her older cousin, King Pendekar Bujang
Sanaya. The reason her mother told her to go see the King was because the
clothing that Si Jelita desired to have could not be obtained in their country. Her
mother thought that maybe there was a possibility that Pendekar Bujang Sanaya
would be able to fulfill her desires. “If that’s what you think is best, mother. I’ll go
and meet King Pendekar Bujang Sanaya,” said Si Jelita to her mother.
When Si Jelita arrived at the Kingdom of her older cousin, she approached
him using the culturally appropriate honors that is always given to kings. It was
then that Si Jelita informed the King of the reason why she had come. Pendekar
Bujang Sanaya responded after he heard her explanation: “You surprise me with
your request! What you have asked for is an extremely difficult thing to fulfill,
Jelita! Do you think I’m a merchant? I’m not! I’m just an ordinary person. Do
you expect me to sell our Kingdom’s ancient treasures and heirlooms so we can
buy you fine clothing, bracelets, earrings, and a necklace filled with jewels?”
Si Jelita was offended by the King’s reply. She sadly bowed in
submission. The tears from her eyes began to trail down her face. In her heart she
whispered: “Even if you’re not willing to give me what I ask, you don’t need to be
so offensive and hurt my feelings with such a harsh response.”
Si Jelita pouted, but quietly she left the palace and made her way toward
the shoreline. She was hoping she would be able to find a ship that was preparing
to sail on which she could immediately return to her home. To attract the attention
of passing ships, she would wave her scarf so she would be noticed and they
would then stop and bring her on board. She wanted to take any ship she could,
just so she could leave. She didn’t ever want to see the face of her older cousin
again.
Spread out in front of her was the sea’s surface that was covered with mist
and fog. The waves were rolling in, crashing down on the beach’s coral. Her eyes
were transfixed toward the middle of the sea when she finally saw a ship.
Following prayer, she began waving her scarf. The lookout on the ship saw the
scarf waving in the distance and they altered course towards the shoreline. When
they got a little closer to land they let down a small row boat to go and pick up
their new passenger.
The captain of the ship was very happy to have such a pretty young lady
(Si Jelita) as a passenger. That ship was currently heading toward a port along the
same coast that was not too far from the palace of Pendekar Bujang Sanaya. The
King himself was at that time heading there to meet that ship and to see what
types of interesting cargo he could purchase. On his walk to the port he was
thinking to himself what a fine wife and queen Si Jelita would have been.
King Pendekar Bujang Sanaya was surprised when he got to the pier and
saw Si Jelita on that ship. He asked her why she would ever want leave such a
secure and prosperous kingdom such as his. With a voice that was harsh and loud,
Si Jelita told him why she was so upset. “Okay! Just be calm and listen to me a
second. All the things you ask of me I’ll give you. The entire Kingdom, as well as
every beautiful thing within it, and yet more, I’ll give you bracelets, earrings, and
necklaces of gold studded with all types of jewelry.”
Si Jelita decided to remain on the ship, and after they conducted their
business with the merchants at that port they pulled out again, heading to a distant
shore. King Pendekar Bujang Sanaya considered the tragic error he had made. In
his heart he said: “Why did I respond so harshly to Si Jelita when she came to see
me the first time? Where on earth would that ship have taken Si Jelita? And, what
would her father say to me when he found out that she ran off to a distant shore
because I was so cold and heartless?”
The King then commanded an aid to call his three brothers. After they
arrived the King said to them, with a loud and clear voice, “Yesterday Si Jelita,
our younger cousin came to the palace. She requested from me extremely fine
clothing, bracelets, earrings, and necklaces studded with diamonds and all types
of jewels. I said that I didn’t have the ability to give all that she requested.
Evidently she became so offended that she doesn’t ever want to see me again. Go
look for her! Bring her to the palace. We will fulfill all that she has requested.”
The three brothers quickly went out and began their search for Si Jelita. In
every nook and cranny of surrounding kingdoms they looked for her. Every
person they met in their search they asked if they knew her, or if they knew where
she was. It was evident that there wasn’t a single person that had seen that
beautiful young lady. Si jelita was no longer in the entire region. It was a
possibility that the ship she was on had returned across the sea and that she was
going back to her father’s home.
King Pendekar Bujang Sanaya became extremely depressed hearing the
report from his brothers that she could not be found. He felt as though his heart
had been stabbed with a knife. The great sadness he experienced made him lose
strength. And because of that he said to his brothers, “Take a break from your
search! Tomorrow go out and look again.”
That night the King tossed and turned on his bed and couldn’t sleep. For a
brief time he drifted off to sleep, and when he did he had a dream. In the dream
his grandfather and grandmother, who had already been dead a long time, came to
him. He was extremely angry with himself because he had hurt the feelings of Si
Jelita. In his dream his grandmother said, “Si Jelita is already written about in
Luh Mahfus (Lauh Mahfuzh—is a book that God maintains. In it are all the events
that will take place throughout all of history). She will become your wife. At this
time she’s at a palace across the sea. Both you and Si Jelita fell in love with each
other at the same time. Now hurry! Go find Si Jelita! Bring her back to your
palace and marry her.”
Immediately the King lept from his bed and called for an aid to go and get
his three brothers. When his brothers arrived he communicated to them his dream.
After hearing the dream retold the three brothers said, “Okay King! We’ll
immediately sail and find your wife. We will search for her in every kingdom until
we find her. And we will find her!”. “To sail, we need supplies for the trip,” said
Bujang Buruk. “And we certainly need a ship that is seaworthy. But, our Kingdom
doesn’t have a ship like that. What are we going to do?”
An old boat stuck in the mud on the bank of the Batang Hari River. This is
located in front of Ancol, also known as Tanggo Rajo. “There is an old ship,” said
Bujang Pengukir. “It’s been laying along the beach for years. We can repair and
use it.”. “Good idea,” said Bujang Penakuk Mato. “We’ll install a sail on it. We’ll
equip it with oars as well. Hopefully with a ship like that we’ll get to the kingdom
that our grandmother told you about in your dream.”. “Okay! We need to go to
the coast now,” said the King. “But, we need to keep our plan a secret so the
citizens won’t know what we’re up to.”
After the four brothers arrived at the coast they inspected the condition of
the ship that was half buried in mud. While mumbling to himself, King Pendekar
Bujang Sanaya rolled a sirih leaf cigarette and then smoked it. It seemed as
though the sea was proudly welcoming them to set sail using that ship, so that
eventually it would be able to swallow them up during a storm. The ship was in
very poor shape!
The four brothers were drenched in sweat as they labored to free the ship
from the mud. Even with all their effort the ship was still in its original position.
They realized that they didn’t have the ability to free the ship from the thick
slippery mud. Each one of them felt as though they had been cursed. They then
left the shore and returned to their homes.
After bathing and eating, Pendekar Bujang Sanaya went to bed. Like
before, he tossed and turned in his sleep. In a dream his grandmother came to him
again. She said to him in a very stern tone, “You all appear as though you want
everything to come to you easy and free. You all know that you are not allowed to
disturb what doesn’t belong to you without first getting permission from the
owner. That ship is the property of your deceased father. It appears as though you
want to rob him of his property without permission. If you actually need a ship to
find your future wife, make one yourself. If you need one, you can cut down a tree
from the jungle, but remember, trees that you don’t need, you shouldn’t cut down.
You always need to remember to preserve those trees for your descendants,
because someday they will be in need of them.”
The four brothers obeyed the guidance of their dead grandmother.
Through the jungle they searched for a tree that would be big enough from which
they could make a ship, but after several days of searching they still hadn’t found
one. King Pendekar Bujang Sanaya said, “Let’s go home! There isn’t a tree that
will work. All the trees are just too small.”
That night as Pendekar Bujang Sanaya tried to sleep, but he was very
restless. He was finally able to drift off to sleep, and when he did his grandmother
again came to him in a dream and said to him, “You’re not able to sleep well
again are you Sanaya? Why is it that you would rather sleep than think about
your future wife?” Pendekar Bujang Sanaya responded, “Grandma, we haven’t
been able to find a tree that has a trunk large enough for us to make a ship. The
trees we found were only large enough to make a boat. We’ve already searched
through many jungles, grandma. There’s no use in us trying again if it’s
impossible to find what we need.”. “Your attempts aren’t sufficient. You still
haven’t searched in the area of Mount Perentak Cermin. There is a tree there that
would be large enough to make a ship,” replied his grandmother.
Pendekar Bujang Sanaya asked, “What type of tree do you mean? What
does it look like?” She replied, “The top of that tree is in the clouds. The roots
reach and penetrate throughout the entire earth. If you would attempt to walk
around it, it would take you three months.”. “That’s impossible, grandmother,”
said Pendekar Bujang Sanaya. “There isn’t a word “impossible! Now go to Mount
Perentak Cermin! Cut down that tree and make the ship you need and go and get
Si Jelita,” said his grandmother.
After discussing his dream with his brothers, he said, “If there really is a
tree that would take three months to walk around, it’s not possible for us four to
cut it down. I’ll command all the people in my Kingdom to work together and get
it cut down. With a joint effort we can make it happen. I’ll prepare all the tools, as
well as supplies we’ll need for the job. What do you all think about this plan?”
asked Pendekar Bujang Sanaya. “We agree,” responded Bujang Pengukir, “But, it
would be best if we went there ourselves first. We need to first confirm that there
really is a tree there as large as our grandmother told you in that dream.”
The four brothers agreed with Bujang Pengukir and set off to confirm the
dream. When they arrived at Mount Perentak Cermin, there it was, just as it was
described by their grandmother in the dream. That giant tree was thousands of
years old. It was the tallest, the largest around, and the one with the most leaves
that has ever been seen. “It would take the entire population of our Kingdom 4-5
years to cut this tree down, and that is if they would work every single day,”
blurted out Bujang Buruk. “My King,” said Bujang Panakuk Mato, “We’ll attempt
it, although some may say that it is impossible to be cut down, even in a 10 year
time period, and even if thousands of axes and picks were striking it every second.
But, if God so wills, it’s not impossible for this tree to come down in the blink of
an eye. With that, many hundreds of citizens began to work on that giant tree.
Even so, there was little to show for all their work. Not even a small dent was
made in the task that needed to be accomplished. The edges of the axes and picks
were always chipping and breaking because the wood was so hard. The sound of
steel striking steel would be heard when the axes would come into contact with the
tree!”
A delegation returned to the palace to report to the King about the
situation with the tree. “Oh, King, Please forgive the thousands of workers,
because even though we have been working with all of our strength, there still
hasn’t been any noticeable progress. Please present an offering to the spirits so
they will be delighted in us and allow that tree to be cut down.”
Pendekar Bujang Sanaya contemplated the situation, and without giving a
reply to that report, he immediately went to his bedroom and went to sleep. As
soon as he closed his eyes, his thoughts began to roam, but they didn’t disturb and
keep him from drifting off to sleep. Like before, in his sleep his grandmother
came to him in a dream. His grandmother listened to the explanation of her
grandson about all the citizens who were working to cut down that mammoth tree.
“You are wrong,” his grandmother said to him. “You commanded your people to
go and sweat to fulfill your desires. But you and your three brothers sit with your
hands in your laps. Is that praiseworthy? You should, as a leader, stand before
that tree yourself. You should be swinging that ax. Your people will follow your
example. You four must do the work. Now, I’ll tell you again, you four go and cut
that tree down.” After the King awoke, he told his three brothers the dream and
then they discussed the situation. They all agreed that they were certain that they
were the ones that should go there and cut down that tree.
When the four arrived at Mount Perentak Cermin, fear and worry began to
arise. They were shocked to see such a huge tree which had been worked on by so
many people, and yet there was so little progress. They then bowed down in
weakness. Bujang Penakuk Mato complained: “Dozens and dozens, no, hundreds
and hundreds of people haven’t had the ability to cut down this tree, what can we
four do? Let’s just return home.” The King then said, “You should give it all your
energy, Penakuk! It seems that before you’ve tried you’re ready to admit defeat
and start complaining. Let’s start our work right now, and don’t let it be said by
any of our people that we are women.”
The four brothers didn’t take a break during their work. They continually
laid into the tree with their axes. Is seemed as though the tree had become weak
and soft when struck by the edges of their axes. In less than a half a day they
began to hear sounds of things beginning to crack and splinter. “Hey! If this tree is
to come down, we need it to fall into the sea so that a huge wave will be created,
which will reach all the way to where Si Jelita is located.”. “Yes, we did it!” was
the cry that rang out when the tree came down with a reverberating echo. The
waves it made in the sea were thrown all the way to the beach of distant side of
the ocean.
The tree was then cut up so that it could be made into the ship that would
enable them to find Si Jelita. To make that tree into boards, with which they
would make that ship, they used 700 chosen people. Those 700 worked very hard
to prepare that ship so that it would safely reach the other side of the ocean.
After 40 full months the ship was completed, and now the task of getting
the ship off land and launched into the sea was on hand. Hundreds of people
worked very hard to pull and push that ship to the beach, but they failed. They
tried everything to get it off dry land, but they couldn’t.
As usual, King Pendekar Bujang Sanaya returned home, took a bath, ate
supper, and went to sleep. Again his grandmother came to him in a dream he said
to her, “Grandma, the ship is ready, but we don’t have the energy to pull the ship
to the sea. I’m very disappointed, grandma! What more do I have to do? Or what
more do I have to make?”. “I’ve already told you! You and your four brothers
need to do the work. Up until now the people have been trying to pull the boat,
whereas you have only been standing around watching. You have only been
commanding this and that! It’s not hard to pull the ship to the beach,” she
explained.
The four brothers were then certain that their grandmother’s directions
would work. They themselves, without the rest of the workers, in just a short
period of time had the ship launched and floating on sea. With the ship ready to
sail, the four brothers departed for the opposite side of the sea. After a full month
they arrived at a kingdom that they were to search for Si Jelita. The four brothers
searched for her when they landed. Several people were asked if they had heard of
her. One person responded, “Yes, actually that young lady, Si Jelita, is being kept
in seclusion, because next week there’s to be a huge celebration. The capital city
will become extremely festive and full of people, because our King will marry her.
It will be a great event that will last 7 days and 7 nights.”
The four brothers had a discussion, and they developed a strategy on how
they could kidnap Si Jelita and get her back to their Kingdom. The strategy they
decided on was that the King Pendekar Bujang Sanaya would pretend that he was
a guest that wanted to present a greeting of congratulations to the bride. At the
same time, two others would sneak into the room where Si Jelita was being held
in seclusion. Before that step, those same two would act as though they were also
bringing special gifts for Si Jelita. During this time Bujang Pengukir had the duty
to guard the ship.
Their strategy and tactics were successful. The King that had hoped to
marry Si Jelita that week was tricked. When they saw King Pendekar Bujang
Sanaya’s ship leaving the port, that King realized that he had been deceived. That
King wished he had a ship he could use to chase them and get his would be bride
back, but they didn’t. With that Si Jelita was rescued from being married to that
King. While on their ship, King Pendekar Bujang Sanaya said to his brothers,
“Let’s don’t go straightway to our kingdom.” Let’s first go and visit our uncle, Si
Jelita’s father. We will go with him to the capital city of their kingdom, and there
I’ll marry Si Jelita.”
(Source: https://sumatfeet.wordpress.com/2012/07/28/spirit-guide/#more-6746)
Bujang Selamat
A long time ago, in the area (kecamatan) known as Tungkul Ulu
(Kabupaten Tanjung Jabung Barat), there was a small kingdom named the
Merlungraya Kingdom. The King over that kingdom had a son who was very dear
to him and his wife. The son’s name was Baidawi, who also had the title of
Pangeran Muda (young prince). Pangeran Muda was fully aware that he was a
descendant of the royal family, so he always worked hard at gaining as much
education as he possibly could. Since he knew the time would come when he
would be raised to the position of King, taking his father’s position, he wanted to
know as much as he possibly could so he could lead his kingdom to become as
prosperous as it possibly could.
It was too bad though, because Pangeran Muda, being overly cautious, was
very reluctant to take risks. Because of his carefulness in weighing each decision
for its potential for loss, he frequently didn’t do anything. The Merlungraya
Kingdom had a close friendship with the Pelabuhandagang Kingdom. The
Pelabuhandagang Kingdom was famously known for its princesses, Putri
Rembulan. She was the only child of King Betuah. As part of a marriage proposal
ritual, Putri Rembulan would present to young men riddles which they would be
required to answer correctly, if they were to be considered for marriage. In the
process of time, the prince from the Merlungraya Kingdom, Pangeran Muda
(young prince Baidawai), also made a proposal for marriage, which required him
to answer questions presented to him by the princess.
The news that Pangeran Muda was proposing to Putri Rembulan travelled
throughout the two kingdoms. Everybody wanted to come and witness the event.
For several nights before it took place, Pangeran Muda was in deep meditation,
because he didn’t want shyness to hinder him from giving a clear and correct
answers to the princess’ questions. One afternoon, Pangeran Muda called out to
one of his young male servants who had the responsibility to tend to his goats,
“Bujang Selamat, take your late afternoon bath, and after that meet me at the
porch of the palace. There’s something I want to say to you.”. “What is it that you
can’t tell me right here, Sir,” said Bujang Selamat. “it’s a secret! Remember,
nobody can hear what we have to say. Even my goats aren’t allowed to hear it. If
somebody knows my plans, we both could be killed,” said Pangeran Muda.
After the evening prayers, Bujang Selamat was served a meal that was
very delicious. He had been the servant of Pangeran Muda since he was 12 years
old. He was at this time a little over 25 years old, and he had never had anybody
serve him such good food. “Bujang Selamat, please help me!” said Pangeran
Muda, in a voice that was a half-whisper. “Tomorrow there will be a ceremony in
the center of the Pelabuhandagang Kingdom (alun-alun). I will be watched by
many people, because I’ll be proposing to Putri Rembulan, and this requires me
to answer whatever questions she has for me.”. “What is it that you want your
servant to do tomorrow? I’d be more than happy to do it for you, whatever it
might be. Your servant feels greatly honored, and happy that you can trust me to
do whatever you ask,” said Bujang Selamat. “Thank you for your willingness to
help. Tomorrow we will do something very different. You will take my place as
Pangeran Muda, and I’ll become you, Bujang Selamat. Tonight we will practice
so that our imitations of each other can be perfected,” said Pangeran Muda in a
hushed voice.
“How will we do it?” questioned Bujang Selamat. “Easy! Tomorrow I’ll
wear your clothes, and act as if I’m a shepherd, and you’ll wear my clothes and
act as if you are royalty. So, we’ll have to practice our language, behavior, and
attitude,” said Pangeran Muda. “When do you want to begin?” said Bujang
Selamat. “Tonight we will begin practicing, and tomorrow morning I will follow
you to the center of the Pelabuhandagang Kingdom. When we arrive there we’ll
split up. You will sit in the place that has been prepared specifically for me,” said
Pangeran Muda. “So, your servant will be seated at the front, in the very center of
the Pelabuhandagang Kingdom all by myself?” asked Bujang Selamat. “Don’t
call yourself a servant any longer! From this very second you must refer to
yourself as Pangeran Muda, the son of the King from the Merlungraya Kingdom.
I will immediately begin thinking of, and calling myself, Bujang Selamat, the well-
known goat shepherd,” said Pangeran Muda. “It’s too strange for me Pangeran
Muda! I’m still wearing the shepherd’s clothing,” said Bujang Selamat. “Okay,
let’s immediately exchange our clothes,” said Pangeran Muda.
The sun was then beginning to emerge over the eastern horizon. The
weather that day was very clear and bright. The two young men, Bujang Selamat
and Pangeran Muda, had very successfully altered their appearance to resemble
each other, and they proceeded to the center of the Pelabuhandagang Kingdom
together. When the two entered the area and they saw that it was packed with
people, and the leaders of the program sitting in their respective seats of honor,
the crowd burst out with shouts and clapping of hands. The entire area was
echoing from the happiness of the moment. But, Bujang Selamat, who was
dressed as Pangeran Muda, didn’t enter into the merriment, he quickly moved
forward to the center of the crowd and took his position, as “Pangeran Muda.”
“All that are present, I respectfully honor,” said the leader of the
ceremony, and he continued to explain to all that Pangeran Muda is proposing to
marry Putri Rembulan. The princess will present questions to Pangeran Muda, and
if he answers correctly, she will become his bride. Putri Rembulan questioning
Bujang Selamat, as he posed himself as Pangeran Muda. Putri Rembulan began
with her first question: “Will you rob all the treasures and wealth of my father’s
kingdom, the Kingdom of Pelabuhandagang?” With a clear signal, Pangeran
Muda, who was really Bujang Selamat, indicated “No.” That response made the
princess very happy. Her second question was then presented: “Will you,
Pangeran Muda, take a second wife, in addition to myself.” And again, he clearly
signaled, “No.” With her third and final question she asked: “Will you love but
only one person?” The response he gave, with the nod of his head, was a clear
“Yes.” All of the responses were favorable to Putri Rembulan, and plans were then
made for all the citizens to conduct a huge wedding party the following week,
which would last 7 days and nights. When the time for the wedding arrived, every
type of entertainment was present: dances, music, singing, etc.
One year after the wedding, after Pangeran Muda (who was really Bujang
Selamat) was trained and prepared by a group of teachers, he was raised to
become the King over the Pelabuhandagang Kingdom. After his inauguration as
King, he was no longer referred to as “Pangeran” (prince), he was now “Raja
Muda” (young king). This King, although he was really Bujang Selamat, was no
longer able to retain the deep secret that he was not who everyone believed him to
be. He then told his wife what he had done, and how it was he that answered her
questions, and it wasn’t really Pangeran Muda.
She responded, “My husband, that secret you must never repeat again,
ever. Not even to a single person! Wherever you are from, I love you! If you would
agree to it, let’s invite ‘Bujang Selamat’ (who is really Pangeran Muda) to come
and see that ‘you’ are really and truly loved by me, and that he can see what has
become of you.”
“Yes, my precious wife, because of Pangeran Muda I have the great
blessing of being able to be married to you,” said Raja Muda. “You are truly a
very wise woman!”
“Yes, I hope that my attitude and behavior will be imitated by all of my
friends, and that the deceitfulness used by Pangeran Muda won’t become a
behavior of mine,” said the queen (Putri Rembulan).
“And, I ask that you would forgive me my wife, for that deceitfulness on
my part, when I played the part of Pangeran Muda,” said Raja Muda.
The queen replied, “Yes, or course I forgive you. And you must remember
never to allow that secret to leak out to others. I want you to permanently become
Pangeran Muda, and don’t you ever change back and become Bujang Selamat!”
(Source: https://sumatfeet.wordpress.com/2012/06/14/bujang-selamat/#more-
5974)
Appendix 22 T-table
Pr
df
0.25
0.50
0.10
0.20
0.05
0.10
0.025
0.050
0.01
0.02
0.005
0.010
0.001
0.002
1 1.00000 3.07768 6.31375 12.70620 31.82052 63.65674 318.30884
2 0.81650 1.88562 2.91999 4.30265 6.96456 9.92484 22.32712
3 0.76489 1.63774 2.35336 3.18245 4.54070 5.84091 10.21453
4 0.74070 1.53321 2.13185 2.77645 3.74695 4.60409 7.17318
5 0.72669 1.47588 2.01505 2.57058 3.36493 4.03214 5.89343
6 0.71756 1.43976 1.94318 2.44691 3.14267 3.70743 5.20763
7 0.71114 1.41492 1.89458 2.36462 2.99795 3.49948 4.78529
8 0.70639 1.39682 1.85955 2.30600 2.89646 3.35539 4.50079
9 0.70272 1.38303 1.83311 2.26216 2.82144 3.24984 4.29681
10 0.69981 1.37218 1.81246 2.22814 2.76377 3.16927 4.14370
11 0.69745 1.36343 1.79588 2.20099 2.71808 3.10581 4.02470
12 0.69548 1.35622 1.78229 2.17881 2.68100 3.05454 3.92963
13 0.69383 1.35017 1.77093 2.16037 2.65031 3.01228 3.85198
14 0.69242 1.34503 1.76131 2.14479 2.62449 2.97684 3.78739
15 0.69120 1.34061 1.75305 2.13145 2.60248 2.94671 3.73283
16 0.69013 1.33676 1.74588 2.11991 2.58349 2.92078 3.68615
17 0.68920 1.33338 1.73961 2.10982 2.56693 2.89823 3.64577
18 0.68836 1.33039 1.73406 2.10092 2.55238 2.87844 3.61048
19 0.68762 1.32773 1.72913 2.09302 2.53948 2.86093 3.57940
20 0.68695 1.32534 1.72472 2.08596 2.52798 2.84534 3.55181
21 0.68635 1.32319 1.72074 2.07961 2.51765 2.83136 3.52715
22 0.68581 1.32124 1.71714 2.07387 2.50832 2.81876 3.50499
23 0.68531 1.31946 1.71387 2.06866 2.49987 2.80734 3.48496
24 0.68485 1.31784 1.71088 2.06390 2.49216 2.79694 3.46678
25 0.68443 1.31635 1.70814 2.05954 2.48511 2.78744 3.45019
26 0.68404 1.31497 1.70562 2.05553 2.47863 2.77871 3.43500
27 0.68368 1.31370 1.70329 2.05183 2.47266 2.77068 3.42103
28 0.68335 1.31253 1.70113 2.04841 2.46714 2.76326 3.40816
29 0.68304 1.31143 1.69913 2.04523 2.46202 2.75639 3.39624
30 0.68276 1.31042 1.69726 2.04227 2.45726 2.75000 3.38518
31 0.68249 1.30946 1.69552 2.03951 2.45282 2.74404 3.37490
32 0.68223 1.30857 1.69389 2.03693 2.44868 2.73848 3.36531
33 0.68200 1.30774 1.69236 2.03452 2.44479 2.73328 3.35634
34 0.68177 1.30695 1.69092 2.03224 2.44115 2.72839 3.34793
35 0.68156 1.30621 1.68957 2.03011 2.43772 2.72381 3.34005
36 0.68137 1.30551 1.68830 2.02809 2.43449 2.71948 3.33262
37 0.68118 1.30485 1.68709 2.02619 2.43145 2.71541 3.32563
38 0.68100 1.30423 1.68595 2.02439 2.42857 2.71156 3.31903
39 0.68083 1.30364 1.68488 2.02269 2.42584 2.70791 3.31279
40 0.68067 1.30308 1.68385 2.02108 2.42326 2.70446 3.30688
41 0.68052 1.30254 1.68288 2.01954 2.42080 2.70118 3.30127
42 0.68038 1.30204 1.68195 2.01808 2.41847 2.69807 3.29595
43 0.68024 1.30155 1.68107 2.01669 2.41625 2.69510 3.29089
44 0.68011 1.30109 1.68023 2.01537 2.41413 2.69228 3.28607
45 0.67998 1.30065 1.67943 2.01410 2.41212 2.68959 3.28148
46 0.67986 1.30023 1.67866 2.01290 2.41019 2.68701 3.27710
47 0.67975 1.29982 1.67793 2.01174 2.40835 2.68456 3.27291
48 0.67964 1.29944 1.67722 2.01063 2.40658 2.68220 3.26891
49 0.67953 1.29907 1.67655 2.00958 2.40489 2.67995 3.26508
50 0.67943 1.29871 1.67591 2.00856 2.40327 2.67779 3.26141
51 0.67933 1.29837 1.67528 2.00758 2.40172 2.67572 3.25789
52 0.67924 1.29805 1.67469 2.00665 2.40022 2.67373 3.25451
53 0.67915 1.29773 1.67412 2.00575 2.39879 2.67182 3.25127
54 0.67906 1.29743 1.67356 2.00488 2.39741 2.66998 3.24815
55 0.67898 1.29713 1.67303 2.00404 2.39608 2.66822 3.24515
56 0.67890 1.29685 1.67252 2.00324 2.39480 2.66651 3.24226
57 0.67882 1.29658 1.67203 2.00247 2.39357 2.66487 3.23948
58 0.67874 1.29632 1.67155 2.00172 2.39238 2.66329 3.23680
59 0.67867 1.29607 1.67109 2.00100 2.39123 2.66176 3.23421
60 0.67860 1.29582 1.67065 2.00030 2.39012 2.66028 3.23171
61 0.67853 1.29558 1.67022 1.99962 2.38905 2.65886 3.22930
62 0.67847 1.29536 1.66980 1.99897 2.38801 2.65748 3.22696
63 0.67840 1.29513 1.66940 1.99834 2.38701 2.65615 3.22471
64 0.67834 1.29492 1.66901 1.99773 2.38604 2.65485 3.22253
65 0.67828 1.29471 1.66864 1.99714 2.38510 2.65360 3.22041
66 0.67823 1.29451 1.66827 1.99656 2.38419 2.65239 3.21837
67 0.67817 1.29432 1.66792 1.99601 2.38330 2.65122 3.21639
68 0.67811 1.29413 1.66757 1.99547 2.38245 2.65008 3.21446
69 0.67806 1.29394 1.66724 1.99495 2.38161 2.64898 3.21260
Appendix 23 Documentation
KEMENTERIAI\ AGAMA RIUIYT\TERSITAS ISLAM NEGERI
ST]LTAN THAHA SAITTiI}DIN JAMBIFAKULTAS TARBTYAH DAN KEGT]-RUAN
Alilnst' Fslkultas Ilmu Tarbiyah daa Keguru*n UIN STS Jambi. Jl. Jsrnbi-Ma. Bulien Km.16 Simp.Sungai Duren Kab. Muaro Jambi 36163
Consultation Card/ f inal Task
ku 08-PP-05-01 l -3 -2019
NameStudent IDAdvisor ITitle
Faculty
: Alyssa Ayuningtyas:TE. 151539: Dr. Jamaluddin, S.Ag., M.Pd.I:"The Effet of Jambinese Folktalss On Students'Comprehension At MAS Al- Ikhlas Jambi ': Faculty of Education and Teacher Training
Jambi,29 April2019The First Advisor,
Reading
Dr. Jamaluddin-S.Ag"M.Pd. I
NO DAYfl}ATE MATEnIALCONSTILTATION
STGNATUREI
1 Friday, 7e December 2018 Revision Chapter I /r2 Thursday,3'd January 20 1 9 Revision Chapter II u /nJ Friday,4th January 20 I 9 Proceed to sendnar U/n4 Monday,2 le January 20 19 Rertsion Refferences /^u5 Monday, 22f, April}}lg Revision Discussion I u/t6 Thurday, 25eApril2019 Revision Discussion II lr //7 Friday, 26n Aptil2}l9 Shown the table based on
AFA sMeolt
8 Saturday, 27ft April 20 19 Approved to Munaqosah U
NrP. 1 974 1 2 292003 L2 rcAz
NameStudent IDAdvisor IITitle
Faculty
KEMENTERIAN AGAMA RIfINTYERSITAS ISLAM NIEGERI
SULTAhI THATIA SAIFT]DDIN JAMBIFAKT'LTAS TARBTYAH DAI\ KEGT]RUAI\
: Alyssa Ayuningtyas: TE151539: Hilma Suryani, M.Pd:o'The Effet of Jambinese Folktales On Students' ReadingComprehension At MAS Al- Ikhlas Jambi': Faculty of Education and Teacher Training
Jambi, 18 April2019The Second Advisor,
Alamat: Fakultaq 4mu Tarbiyah dan Seguruan Unli lIt Jambl. ,Jl. Jaob:i::Ma. Bulim Km.l6 Simp.Sungai Duren Kab. Muaro Jambi 36363
Consultation Card/ Final Task
1 -3 -20t9
NO DAY/DATE MATERIALCONSULTATION
SIGNATURE-n
1 Friday, 7* December 2018 Revision Chapter I (2 We4l9'December20lS Revision Chapter Itr :.KJ Thursday,3'" January 20 1 9 Add Instrument t
4 Friday,4*Janua4t 2019 Proceedto seminar
5 Friday, s*April2019 Revision Chapter IV L
6 wdd, 10-Aiii1l2019 PidSent fie fuidings in grtphs ,7 Friday, l2*April2019 Books with English expert &8 Monday l5-April2019 Add manual calculation
9 Tuesday, l6*April2019 Related the discussion withorevious studv d
\
l0 ?hursday, 18th April 2019 Approved to Munaqosah &,
Hihna Strvani. M.PdNrP. 1 986 1 2 2620 t s 03200s
A. PERSONAL DATAName
Studcnt IDDate of BifrhAddress
Gender
ReligionNationalityIdentityEmailContact Person
}AFTARRTWAYAT HIDUP
{CURRICTILUM \,TTAE)
: Alyssa Ayuningtyas: TE 151539
: Jambi,04 September 1997
: Jl. Perdana Raya Rt. 33 Kel. Paal tima, Kota Jambi:Perempuan
: Islam
: Indonesia
: Coilege Student
: alyssa.echaO 1 @grnail. com:0813 73863288
: Tahun 2AA7 *zAD: Tahun 20Ag -2A14
EDUCATIONAL BACKGROUND1. Formal Education
a. SDIT Nurul Ilmi :2AA3 * 2009b. MTsN Kenali Besar :20A9 -2012c. MAN Model Jambi :2A12 -2}rcd. UIN Sulthan Thaha Saifuddin Jambi : 2015 -zA]-9
2. AdditionalEducationa. Ganesha Operation
b. Lia English Course
ORGANIZATION AND EXPERIENCE S
1. Member of Palang Merah Remaja (PMR) MAN Model Jambi2. Member of Pergerakan Mahasiswa Islam Indonesia (PMII) UIN STS Jambi3. Teacher in Pensil Privat
Jambi, 13May2019
Alyfsa AyuningtyasTE. 151539
