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THE EFFECTIVENESS OF USING JIGSAW TECHNIQUE IN
TEACHING NARRATIVE TEXT
(An Experimental Study of the Second Grade Students of MTs Pembangunan Nurul Islam –
Tangerang Selatan)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teacher’s Training
in a Partial Fulfillment of the Requirements
for the Degree of S.Pd. (Bachelor of Art) in English Language Education
By
Maya Indriyani
207014000436
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
i
ABSTRACT
Indriyani, Maya. 2014.The Effectiveness of Using Jigsaw Technique in Teaching
Narrative Text (An Experimental Study of the Second Grade Students of MTs
Pembangunan Nurul Islam – Tangerang Selatan), Skripsi, Department of English
Education, The Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah
State Islamic University Jakarta.
Advisor :Drs. Nasrun Mahmud, M.Pd.
Key words : Jigsaw Technique, Narrative Text, Expository Technique
The purpose of this study is to describe the objective condition of
effectiveness of Jigsaw Technique in teaching Narrative Text. It includes the
mastery of students’ Narrative Text by using Jigsaw Technique, the difference
between student's’ ability taught by using Jigsaw Technique and that by
Expository Technique, and the students’ achievement by using Jigsaw Technique
in teaching Narrative Text.
The Sample of the research is 40 students. This research is using
experimental method in the quantitative design by collecting data from
observation and test.The data collected in this research are analyzed by using t-
test. According to the result of statistical calculation, it is obtained the value of
“t0” (t-observation) is 3.517. And the value of “tt” (t-table) from the df (40) on
degree of significance of 5% is 2.02.It means that the value of t0 is higher than the
value of tt. Based on the result, the null hypothesis (Ho)which says it is not
effective to use Expository Technique in teaching narrative text is rejected.And
the alternative hypothesis (Ha) which says it is effective to use Jigsaw Technique
in teaching narrative text is accepted.
Based on the finding of the study it can be concluded that Jigsaw
Technique in teaching narrative text is effective and successful because this
method made students able to learn narrative text well.
ii
ABSTRAK
Maya Indriyani. 2014. The Effectiveness of Using Jigsaw Technique in Teaching
Narrative Text (An Experimental Study of the Second Grade Students of MTs
Pembangunan Nurul Islam – Tangerang Selatan), Skripsi, Pendidikan Bahasa
Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam
SyarifHidayatullah Jakarta.
Pembimbing : Drs. Nasrun Mahmud, M.Pd.
Kata Kunci : Teknik Jigsaw, Teks Narrative, Teknik Ekspositori
Tujuan dari penelitian ini adalah untuk menggambarkan kondisi obyektif
dari keefektifan Teknik Jigsaw dalam mengajar narasi teks. Ini mencakup
penguasaan siswa naratif teks dengan menggunakan teknik Jigsaw, perbedaan
antara kemampuan siswa yang diajarkan dengan menggunakan teknik jigsaw dan
dengan teknik ekspository, dan prestasi siswa dengan menggunakan teknik jigsaw
dalam mengajar Narrative Text.
Sampel penelitian ini adalah 40 siswa. Penelitian ini menggunakan metode
eksperimen dalam desain kuantitatif dengan mengumpulkan data dari data
dikumpulkan dari test.Dalam penelitian ini dianalisis dengan menggunakan t-test.
Menurut hasil perhitungan statistik, diperoleh nilai "t0" (t-observasi) adalah 3,517.
Dan nilai "tt" (t-tabel) dari df (40) dari tingkat signifikansi 5% adalah 2.02.ini
berarti bahwa nilai t0 lebih tinggi dari nilai tt. Berdasarkan hasil penelitian,
hipotesis nol (Ho) yang mengatakan itu tidak efektif untuk menggunakan teknik
ekspositori di teks pengajaran narasi adalah ditolak. Dan hipotesis alternatif (Ha)
yang mengatakan itu efektif untuk menggunakan Teknik Jigsaw dalam teks
pengajaran narasi diterima.
Berdasarkan temuan studi dapat disimpulkan bahwa Teknik Jigsaw dalam
mengajar teks narasi adalah efektif dan berhasil karena metode ini membuat siswa
dapat belajar teks naratif dengan baik.
iii
ACKNOWLEDGEMENT
In The Name of Allah, The Beneficent, The Merciful
All praise is to Allah, the beneficent and the merciful, who has given the
writer His love and compassion to finish the last assignment in her study. Peace
and salutation be upon to the prophet Muhammad SAW, his family, his
companion, and his adherence.
In this occasion, the writer would like to express my sincere gratitude to
her advisor, Drs. Nasrun Mahmud, M.Pd who has patiently given her valuable
help, guidance, and corrections to finish this skripsi.
The writer also would like to say her great honor and deepest gratitude to
her beloved parents: Akor Ginting and Masitoh, S.Pdi, her lovely sister Hestiana
Febriyanti,A.Md and my boyfriend Farhan Yazid SE, and whole family who
always gives their love, support, motivation, and advice in accomplishing her
study.
The writer also realizes that she would never finish writing this skripsi
without the help of some people around him. Therefore, she would like to say a
lot of thanks to:
1. All lecturers of English Department, who have taught and given their
valuable knowledge for the writer during her study in English
Departement
2. Drs. Syauki, M.Pd.The head of English Department.
3. Zaharil Anasy,M.Hum. the secretary of English Department and staffs
of English Education Department
4. Nurlena Rifa’i,MA,Ph.D.the Dean of the Faculty of Tarbiyah and
Teachers’ Training Syarif Hidayatullah State Islamic University
Jakarta.
5. Tuti Sumiati, S.Ag. M.Pd, the head master of Madrasah Tsanawiyah
Pembangunan Nurul Islam
6. Drs. Baharudin Wahid, the English teacher of Madrasah Tsanawiyah
Pembangunan Nurul Islam
iv
7. All friends in English Department 2007/2008, her beloved friends
Atifatur Rahmaniyah, Khodirin, Ane Rufaidah, Rhabiati Sari Kartika,
Eri Fathoni, Rita Gestari, Nenden Kurniati, Rafli Rasydi, and all
friends of English Education Department that writer can not mention
one by one. Thanks for the advice, kindness, support, and everything.
The words are not enough to say any appreciations for their help and
contributions on this skripsi. May Allah SWT protect and give them happiness
throughout their life. Finally, the writer realizes that the skripsi is far from being
perfect. It is a pleasure for her to receive constructive critiques and suggestions
from the readers.
Bogor, June 2014
The Writer
v
TABLE OF CONTENT
ABSTRACT ....................................................................................................... i
ABSTRAK ........................................................................................................ ii
ACKNOWLEDGEMENT ................................................................................ iii
TABLE OF CONTENT .................................................................................... v
LIST OF TABLES ............................................................................................ vii
LIST OF CHART .............................................................................................. viii
LIST OF APPENDICES .................................................................................. ix
CHAPTER I : INTRODUCTION ............................................................ 1
A. The Background of Study ............................................. 1
B. The Identification of the Study .................................... 4
C. The Limitation of the Study ......................................... 5
D. The Formulation of the Study ...................................... 5
E. The Objective of the Study ........................................... 5
F. The Significance of the Study ..................................... 5
CHAPTER II : THEORITICAL FRAMEWORK .................................. 7
A. Reading .......................................................................... 7
1. The General Concept of Reading ............................ 7
2. The Purposes of Reading ......................................... 8
3. The Level of Reading Comprehension .................... 11
4. The Problems of Reading ……………………….. . 12
B. Narrative Text ............................................................... 15
1. The Understanding of Narrative Text ..................... 15
2. The Purposes ofNarrative Text ............................... 17
3. The Schematic Structure ofNarrative Text……… .. 18
4. The Language Features of Narrative text………... . 21
C. Jigsaw Technique .......................................................... 13
1. The Understanding of Jigsaw……………………. 21
2. The Steps of Jigsaw …………………………....... 23
D. Expository Technique ...................................... ............ 24
1. The Definition of Expository Technique ............ ... 24
2. The Procedure of Expository Technique ................ 25
3. The Advantages and Disadvantages of Expository
Technique ................................................................ 26
E. Teaching Narrative Text Using Jigsaw............................. 26
F. Relevant Study ………………………………………. 27
vi
G. Conceptual Framework................................................. 28
H. The Hypotheses of Study .............................................. 29
1. Alternative Hypothesis ........................................... 29
2. Null Hypothesis ...................................................... 29
CHAPTER III : RESEARCH METHODOLOGY ................................... 30
A. Place and Time of The Research ................................... 30
B. Population and Sample of The Research ....................... 30
C. Method of The Research .............................................. 31
D. Instrument of The Research ......................................... 31
E. The Technique of Collecting Data ............................... 32
1. Test ......................................................................... 32
F. The Technique of Analyzing Data ................................ 32
CHAPTER IV : RESEARCH FINDINGS ................................................ 34
A. Data Description ............................................................ 34
B. Hypothesis Testing ........................................................ 40
C. Findings………………………………………………. 41
D. Discussion ............................................. ....................... 41
CHAPTER V : CONCLUSION AND SUGGESTION ........................... 43
A. Conclusion .................................................................... 43
B. Suggestion .................................................................... 44
REFERENCES .................................................................................................. 45
APPENDICES ................................................................................................... 47
vii
List of Tables
Table 3.1 The Blue Print of the Test Items ......................................................... 31
Table 4.1 The Result of Students in Control Class ............................................. 34
Table 4.2 The Result of Students in Experimental Class .................................... 35
Table 4.3 The Statistical Calculation of the Gain Score ..................................... 36
viii
List of Chart
Chart 4.1The Pre Test, the Post Test, and the Gain Scores of the Control Class
and the Experiment Class .............................................................. 38
ix
List of Appendices
Appendix 1: Lesson Planning of Experimental Class .........................................
Appendix 2: Lesson Planning of Control Class ..................................................
Appendix 3: Validity and Reliability of Pre Test and post Test .........................
Appendix 3: Pre Test of Narrative text ...............................................................
Appendix 4: Post Test of Narrative Text ............................................................
Appendix 5: Key Answers of the Pre Test.................................................. ........
Appendix 6: Key Answers of the Post Test ........................................................
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Language is an important tool for communication. For human being,
language is very important for interaction. People use language to tell and share
stories, feeling, and ideas, even for sending messages. People have to learn how to
use it and understand it, so people get the meaning and communicate the messages
to others. We can get a lot of information by language. Language used in many
different purposes. When a person wants to explain about something, the person
needs a language.
In the globalization era, English is used as an international language,
which is spoken in international events and is used as the medium of transferring
information flow on science, technology, and culture as well. English is the most
widely spoken and distributed language in the world, it referred becomes global
language. English language is also as the foreign language that is taught as a
second language around the world. After that, English is also used as a subject
learned at school . Recently, English is taught in entire of school from Junior High
School, Senior High School and University. Even, it is introduced to some
elementary schools and kindergartens.
Most of information is in English. Even though, in order to improve
English language, the government announced to learn English since primary
school to University. It can be seen, that English language is very important. It is
stated in English curriculum 2004:
“Mata pelajaran Bahasa inggris bertujuan mengembangkan kemampuan
berkomunikasi dalam bahasa tersebut, dalam bentuk lisan dan tulis. Kemampuan
2
berkomunikasi meliputi mendengarkan(listening), berbicara (speaking),
membaca(reading), dan menulis (writing)”.1
In every subject, students learning activities involve reading. Reading is
important for everybody in order cope with new knowledge in the changing world
of technological age.
Reading is one of the important skills in English language. Because
English language help students to learn to think in English, built English
vocabulary and it is one way to use or to practice English language in non English
speaking country.
In reading, we need kinds of texts. Texts are pieces of spoken or written
language created for a particular purpose. When we speak or write, we create
texts.2 Text have two main kind are literary and factual. Literary text is the
reading is used to tell about human experiences, it is usually an imaginative story.
The purposes of the text are to make readers and listeners laugh, think, and cry or
be entertained. The types of the text are narrative, poem and drama. Factual text is
the reading that presents information or ideas. The purpose of the text is to inform
or persuade the readers and listeners. Types of the texts are explanation,
information, discussion, exposition, etc.
One of the main subjects in English lesson for junior high school students
is Text types. Various text types taught in junior high school, and Narrative text is
the one of text type which should learn in junior high school level. For writing,
narrative text is not only to entertain the students but also need comprehension to
learn and analyzes the text. Narrative text needs comprehensive writing. The
narrative text can be defined as a story that is created in a constructive format that
describes a sequence of fictional events. It is not easy way for students to
1 Depdiknas, Kurikulum 2004 standar kompetensi SMP dan MTs (Jakarta: Departemen Pendidikan
Nasional , 2003),p.7 2 Mark Anderson and Kathy Anderson, text Types in English 2,(south yarra: macMilan, 2007), p.1
3
comprehend narrative text. It needs teacher innovation in applying teaching
methods; in order to make the students can be easier to learn and understand it.
As an English teacher, the teachers have to be able to teach English skill
especially reading skill. Teachers have to use good strategies in teaching English
lesson that compatible for the students. Many students still less motivation to
learn english.
Many students have difficulty in reading a text, especially to understand
the content of a text. Main problem is the lack of English vocabulary. Lacks of
vocabulary make students feel lazy to learn English language, because students do
not know the meaning of the text. So that students do not have the motivation and
enthusiasm in learning English.
Besides, many teachers’ still use traditional methods to explain the subject.
Teachers just explain the material and students just listen to what the teacher
explained and as a result, students feel bored with the existing learning and
students feel uncomfortable in learning English. Eventually, students achievement
will be not good.
KTSP is imperially suggested for the teacher to use innovative technique.
Technique is the whole of procedure which is implemented by the teacher.
Innovative means something new and full of creativity. Innovation can be
building new knowledge in the mind concept students through experience.
Students will be getting new concept and experience from an innovation. Teacher
tries to make new method or ways to teach a subject.
The jigsaw design facilitates students’ interaction in the class enabling
the students to value each other as contributors. The students have already had
the capability to get the knowledge and ready to share and contribute the
knowledge based on constructivism views. Students can get knowledge from
working together with their friends as a team work. The students can share
knowledge with others.
4
Moreover, there are various methods and techniques can be use in teaching
and learning activities. Teacher must choose effective teaching methods to
achieve the goal of teaching. Choosing suitable method for language teaching is
very difficult, because each method has strengths and weaknesses. To teach
narrative text, Jigsaw technique seems to be effective. To prove it, therefore the
writer is interested in doing research under the title: “THE EFFECTIVENESS
OF USING JIGSAW TECHNIQUE IN TEACHING NARRATIVE TEXT”.
B. The Identification of Problem
From explanation above, the writer can identify some conditions that promote
the problem of this sudy to occur as follows:
1. Students have problems in understanding the content of a text, because
students do not know the meaning of the text.
2. Students do not have the motivation in learning narrative text.
3. Teachers tend to use traditional method in teaching, make students feel
bored.
C. The Limitation of the Study
To avoid misunderstanding and to clarify the problems, it is important to
set some limitation of the problem. The writer limits the problem in teaching
narrative text by using jigsaw technique in the second grade students of “MTs
Pembangunan Nurul Islam”.
D. The Formulation of the Study
Based on the limitation of the problems above, the writer formulates the
problems as follow: “ is teaching narrative text by using jigsaw technique
effective for students?”
5
E. The Objective of the Study
The purposes of the study as follow:
“ To know how extent the effectiveness of teaching narrative text using jigsaw
technique”.
F. The Significance of the Study
The result of this study is expected to make improvement in teaching English,
especially in students’ cooperative learning and having great a communication
skill. The students can build their knowledge themselves and finally they can
interact or corporate well in solving the assignment.
This paper hopefully can give contribution to the two groups of people, they
are: for English teacher and for students. They are described as follow:
a. It is useful to the teacher; this study is expected to give the alternative
solution in teaching reading skill.
b. It is also useful for the students; it is expected to be useful input for the
students to improve their reading skill.
6
CHAPTER II
THEORITICAL FRAMEWORK
This chapter covers some theories related to the study. The discussion focuses on
the reading, narrative text, jigsaw technique, and expository technique
A. Reading
1. The General Concept of Reading
In a great many classrooms, the reading lesson is used as an opportunity to
teach pronunciation, practice fluent and expressive speaking, and so on.
According to Gerald Prince,”Reading as an activity presupposing a text (a set of
visually presented linguistic symbols from which meaning can be extracted)”.3
Reading is one of English skills that need relatively mechanical skills. Elizabeth
B. Bernhardt assumed ”reading is viewed as not merely taking written information
on the printed matter but also attributing a meaning – extracting process as the
essence of the act of reading”.4 It means reading is not only to get information
from the text passively but also to process it on mind to understand the meaning.
That assumption is in line with a linguistic expert, Dorothy Rubin stated that
“reading as the conveying of meaning to and the processing the printed word
symbols to decode the words and to know the meaning of the selections”.5
From the explanation above, it can be seen that learning to read is a
complex process because reading requires thinking. When readers read to get the
meaning of the printed written selection, it is obviously needed a great number of
mechanical skills and comprehension skills as thinking process. Therefore, it can
be said that reading includes many aspects of skills. Davis in J. Charles Alderson
state that “reading skills involves recalling, drawing, finding, weaving,
recognizing, identifying, and following which are considered towards the readers
3 Gerald Prince, Narratology: The form and functioning of narrative,(Berlin:Mouton Publisher,
1982),p.103 4 Elizabeth B. Bernhardt, Reading Development in a second language: Theoritical, empirical,
and Classroom Perspective,(New Jersey: Ablex Publishing, 1991),p.5 5 Dorothy Rubin, A Practical Approach to Teaching Reading,(New York: CBS, 1982),p.8
7
in understanding the printed symbols as a mental process”.6 That is why readers
have to integrate their skills when reading texts because as a complex process,
reading needs understanding to process the information on mind.
Therefore, to understand the meaning of a text in reading activity, the
reader makes use of interaction among eyes and mind to grasp the message related
to what the author is trying to communicate.
Based on those statements above, reading is a complex process in getting
meaning or in understanding the message. According to Christine Nuttall,”reading
is essentially concerned with meaning, specifically with the transfer of meaning
from mind to mind: the transfer of a message from writer to reader”.7 Elizabeth
Bernhardt also states that “Reading is regarded as a cognitive process in which it
demands a process to apprehend the meaning, to gain information, and to learn in
which those should be considered to the process of mind”.8
2. The Purpose of Reading
Reading is an activity with a purpose. A person may read in order to gain
information or verify existing knowledge, or in order to critique a writer’s ideas or
writing styles a person may also read for enjoyment, or to enhance knowledge of
the language being read. According to Rivers and Temporally, they suggest that
“second language learners will want to read for the following purposes:
a. To obtain information for some purposes or because we are curious about
some topic.
b. To obtain instructions on how to perform some task for our work or daily
life (e.g. knowing how an appliance works).
c. To act in a play, play a game, do a puzzle.
d. To keep in touch with friends by correspondence to understand business
letters.
6 J.Charles Alderson, Assessing Reading, (Cambridge: Cambridge University Press, 2000),p. 9-
10 7Christine Nuttall, Teaching Reading Skills in A Foreign Language, (Oxford: Hainemann,
1996), p.3. 8 Elizabeth B. Bernhardt, Loc Cit.
8
e. To know when or where something will take place or what is available.
f. To know what is happening or has happened (as reported in newspapers,
magazines, reports).
g. For enjoyment or excitement”.9
In real life, our reading purposes constantly vary and therefore, when
devising exercises, we should vary the questions and the activities according to
the type of text studied and purpose in reading it. And it prevents students to
develop their reading strategies adapted to the true purposes of reading.
There are some purposes of reading which is declared by Francoise Grellet
who stated that ” there are two main reason for reading; reading for pleasure and
reading for information(in order to find out something or in order to do something
with the information you get)”.10
People read for many purposes. Some of them read for pleasure and some
read for getting information in which different purposes gain different technique
used. Christine Nuttall stated that” whatever your reasons for reading (excluding
any reading for language learning), it is not very likely that you were interested in
the pronunciation of what you read, and even less likely that you were interested
in the grammatical structures used. You read because you wanted to get
something from the writing”.11
This statement also emphasizes on no matter the
reader’s technique used in reading, it aims to convey the message of the text.
According to William Grabe and Frederica L. Stoller,” the purposes of
reading are:
a. Reading to search for simple information.
b. Reading to learn from texts.
c. Reading to integrate information, write and critique texts.
d. Reading for general comprehension”. 12
9 David Nunan, Designing Task for The Communicative Classroom, (Cambridge: Cambridge
University Press, 1989). P.34. 10
Francoise Grellet, Developing reading Skills: A Practical Guide to Reading Comprehension
Exercises, (Cambridge: Cambridge University Press, 1986),p.4. 11
Christine Nuttall, Loc Cit. 12
Nida Husna, Step by Step to Reading Skills, (Jakarta: UIN Jakarta, 2005),p. 9-10.
9
Another statement from Jeremy Harmer.” the purposes of reading divided
into some areas:
a. Predictive skills
b. Extracting specific information
c. Getting the general picture
d. Extracting detailed information
e. Recognizing function and discourse patterns
f. Deducing meaning from context”.13
Generally, based on the purposes above is to understand or to comprehend
the reading passage from the printed text. Whether there is an action or not after
reading a text. Related to the purpose of reading itself, it embraces a wide variety
of tasks, skills, activities, and mental process. For example, when reading to get
specific information, a reader needs to consider the accuracy of words meaning in
order to comprehend the information of the text.
Based on all statements above, the general purposes of reading is to be
able to use any techniques of reading activity and to reach the meaning or
message toward kind of reading.
According to the purpose of reading classified by Francoise Grellet, “there
are main ways of reading are as follows:
a. Skimming
Skimming is reading quickly running one’s eyes over a text to get the gisit of it.
b. Scanning
Scanning is reading quickly going through a text to find a particular piece of
information.
c. Extensive reading
Extensive reading is reading using longer texts, usually for one’s own pleasure.
This is a fluency activity, mainly involving global understanding.
d. Intensive reading
13
Jeremy harmer, The Practice of English language Teaching,(New York: Longman, 1983),
p.183-184.
10
Intensive reading is reading shorter texts, to extract specific information. This is
more an accuracy activity involving reading for detail”.14
In conclusion, the purposes of reading will ease the readers in reading
appropriate text. That is why they have to decide and know exactly what kind of
purposes they have in reading text because in one reading text may have multiple
purposes in which for each purpose has its own reading technique.
3. The Levels of Reading Comprehension
Comprehension needs differ in terms of the goals of an individual, the
nature of the reading material, and the purposes of reading. The terms of
comprehension can be called “level”. The levels of comprehension divided into
three levels: literal, interpretive, and applied.
a. Level One
Literal- what is actually stated.
Literal comprehension is getting primary, direct, literal meaning of an idea
in context. In literal comprehension, readers attempt to understand the
words the author has written on the page as exactly as possible-in light of
their experiential backgrounds.
Tests in this level are objective test dealing with true/ false, multiple
choice, and fill in the blank question. Common questions used to illicit this
type of thinking are who, what, when, and where questions.
b. Level Two
Interpretive- what is implied or meant, rather than what is actually stated.
In interpretive level, readers “read between the lines,” make connections
among individual stated ideas, make inferences, draw conclusions, or
experience emotional reactions. The readers probe for greater depth than in
literal level. They are concerned with supplying meanings not directly
stated in the text.
Tests in this level are subjective, and the types of questions asked are
open-ended, thought-provoking questions like why, if, and how.
14
Francoise Grellet, Loc Cit.
11
c. Level Three
Applied- taking what was said (literal) and then what was meant by what
was said (apply) the concepts or ideas beyond the situation.
o Analyzing
o Synthesizing
o Applying
In this level we are analyzing or synthesizing information and applying in
to other information.15
4. The Problems of Reading
According to Paula Flaming,” there are some typical causes which then
arise towards students’ difficulties in reading such as:
a. Limited intelligence
b. Over emphasizes on word recognition
c. Over emphasizes on oral reading.
d. Insufficient background for reading selections.
e. Failure to adjust reading technique to reading purposes.
f. Lack of appropiate teacher guidance”.16
The six problems above would be explained concerning the causes and
how to overcome those shortcomings in order a reader is able to comprehend
kinds of resding selections. In the first problem, it is fairly close relationship
exists between intelligence and the ability to read. Since general intelligence
become the most important factor for readiness in reading.intelligence tests are
useful for appraising phrase of readiness to read.17
There is correlation between intelligence and reading ability that child’s
ability to comprehend in reading is limited by the conceptual load that his mental
ability enable to carry. As a teacher, we should adjust the task to students
capability to grows student’s power toward reading.
15
http://academic.cuesta.edu/acasupp/as/303.htm.Retrieved April 7, 2010 16
Paula Flaming, Better Reading Skills,(Hong Kong: Oxford University Press, 1981),p.6 17
J.Charles Alderson, Op.Cit, p. 101.
12
The second problem is word recognition. Students may get difficulty in
recognizing the word as students read. The caused of this problems is difference s
in syntactical patterns of students native language and target language.18
In order
students are able to understand the text, they have to know the words meaning
based on context sentences. Students often look up dictionary to know the
meaning of sentences, but sometimes the meaning is not appropiate to the
sentences. And that is way teacher must introduce new words toward familiar
words which students have known first.
The third problem is oral reading, if doesn’t work well, it can have an
undesirable effect on comprehension.the reader become conscious that he was fail
what readers read. Reading orally of a selection is particularly difficult for the
reader to increase students understanding. Over emphasizes on oral reading also
make a reader self conscious while reading to others that his concentration how
and what students read.
The fourth problem is related to insufficient background for reading a
selection. This statemnet means that the lack of experience background causing
of poor comprehension what students read. According to J. Charles Alderson
state that “self –evident that if readers do not the language of the text, then they
will great difficulty in processing the text: indeed in studies of first language
reading the language knowledge of the reader is often taken for granted”.19
Based on experiencing background is what we called schema theory. In preparing
for reading, student mentally access their schemata on the incoming reading topic
and consider what they already know. The students who gain sufficient
knowledge about many reading selections, they are able to connect the
information they hae with incoming text, so it would be helpful for students to
build their comprehension in reading.
The fifth problem is failure to adjust reading techniques to reading purpose
and type of reading material. Appropiate techniques should be taught for the
18
Jo Ann Aebersold, From Reader to Teaching Reading,(New York: CBS, 1982),p.17. 19
J. Charles Alderson, Op.Cit, p.31
13
reading specific types of material whenever new material is assigned. As a
teacher, teacher should recognize his students many ways in reading technique,
such as bottom up approaches and top down approaches.
Tom Hudson stated that,” bottom up approaches is a reader construct
meaning from letters, words, phrases, clauses, and sentences by processing the
text into phonemic units that represent lexical meaning, and then builds meaning
in a linear manner. This approach assumes that the reading task can be understood
by examining it as a series of stages that proceed in a fixed order, from sensory
input to comprehension and appropiate response”.20
Based on definition above, when a reader learns to read , a reader make the
simplest units that make up a word first, learning names, sound, and shapes. After
that, he blend letters together becomes more complete units. Words grow into
phrases, and eventually simple sentence is read. In this model, learning is regarded
as a one way process, from the text to the reader, and progress is made one skill at
a time.
On the other hand, top down approaches assumed that; a reader
approaches a text with conceptualizations above the textual level already in
operation and then works down to the text itself. Consequently, the reader make
continually changing hyphotheses about the incoming information. This reader
applies background knowledge, both formal and content, to the text in order to
create meaning that is personally and contextually sensible.21
In this way, reading become an active process which the reader brings to
bear not only knowledge of language, but also internal concepts of how language
is processed, past experiental background, and general conceptual
background.efficient reading is not the result of close perception and identification
of all textual features.
20
Tom Hudson, Teaching Second Language Reading,(New York: Oxford University Press,
2007),p.33 21
Ibid,p.33
14
The last problem is lack of appropiate teacher guidance. Normally,
students should learn to approach reading assignment, students must know what
they are looking and why, such as class demonstrations, or experiments.
B. Narrative Text
1. The Understanding of Narrative Text
One of genres that junior high school students learn is narrative text.
Gerald Prince state that “A narrative recounts a certain number of situation and
events occuring in certain world”.22
Another statement from Chatman, S and B.
Attebery state that” the narrative text is a kind of story either fictive or real which
contain a series of events in which how the story is told and how the context is
presented as aspects of the story constructions”.23
Thus, special features of
narrative text could be found in its sequence of events to attract the readers in
order to build their curiosity throughout the story. In addition, based on Longman
dictionary,” narrative means a description of events in a story”.24
According to Gerald Prince, “ Narrative presents situations and activities
which we can group into sets having certain names because we know how such
situations and activities combine to yield larger ones. Many narratives contain
various elements which may function symbolically”.25
Indeed, narrative text requires a content background for understanding.
Pamela J. Farris state , “reading a narrative text in a historical period or related to
the scientific finding usually necessitates having some related knowledge in that
specific area”.26
Consequently, readers need to develop background knowledge
for literary elements in order to make connections. Students who are reading
narrative text need to become familiar with the previously reviewed literary
elements of character, setting, problem and solution, theme, and writing style.
22
Gerald Prince, Op.Cit, p.61 23
Chatman,S. And B. Attebery, Reading Narrative Fiction.(New York: McMilan,1993),p.15 24
Longman, Dictionary of Contemporary English,(London: Pearson,2004),p.1092 25
Gerald Prince, Op.Cit, p.110 26
Pamela J. Farris, Teaching Reading: A Balanced Approach For Today’s Classroom,...p.496.
15
Mark Anderson state “There are numerous types of narrative. They are
fairy stories, mysteries, science fiction, horrors, romances, fables, myths, legends,
ballads, etc”. 27
Those can be classified into imaginary and factual, or even
combination of both.
Besides of various of narrative texts, narrative text classified into four
basic elements. Those are following:
a. Characters
What we usually call a character ia a topic (or logical participant) common
to set of propositions predicating of it at least some characteristics generally
associated with human being: the logical participant may be endowed with certain
human physical attributes, for instance, and think, speak, will, laugh, etc.
Characters will be defined mainly by their actions, or by their words, or by their
feelings, and so on.28
There are two characters takes place within a story. They are main
characters and secondary characters. Characters is the single most important
element in the narrative text. It describes physical of the character such as age,
weight, height, even personality traits including the strenght and weaknesses. This
who plays action in kinds of different situations or reacts the problems in the
story. The author can also depict character into dialogue. It tells a reader what the
character says or thinks.
b. Settings
The setting addresses the location (where) and the period (when) of the
story whether the story tells a reader among realistic, historical fiction or fantasy.
At times, the authors gives details in any imagination to tell where and when the
story takes place.
27
Mark Anderson, Text Types in English 2, (South Yarra:MacMillan,2003),p.18. 28
Gerald Prince, Op.Cit, p.71-72
16
According to Gerald prince, “setting is equivalent to a set of propositions
referring to the same (backgrounded)spatio-temporal complex. Setting are not
essential to narrative although they play a very important role in many a novel or
story”.29
c. Plot
The plot includes a series of episodes or events written by the author to
hold the reader’s attention and to build excitement as the story progresses. The
plot contains an initiating event, starting the main character of the series of events
toward problem solving. The excitement builds the climax or tension; the high
point in the story where the problem is solved.
d. Conclusion
At the end of a story, the writers ends up the story through figuring out all
the important things happened in the story led to a “conclusion”. This is the most
exciting point in the whole story and tells how the events work out for the
characters.
2. The Purposes of Narrative Text
People read narrative text might be basically for enjoyment and pleasure;
to gain and hold readers’ interest. However narrative can also be written to teach
or inform. It means they like enjoying themselves to read any kinds of stories
because they may possess similar feelings or find themselves in like situations.this
is in line with Mark Anderson’s statement “ the purposes of narrative text is to
present a view of the world that entertains or informs the reader or listener.”30
In
sum up, the purpose of narrative text is the readers as if involved within story to
get the pleasure.
29
Gerald Prince, Op.Cit, p.73-74 30
Mark Anderson, Op.Cit, p.6
17
3. The Schematic Structure of Narrative Text
A narrative text can have as many paragraph as you want.however it has
mainly three parts, they are:
Mark Anderson also state, “An effective narrative text has several
significant characteristic which a reader may use as standard to guide his reading.
In a traditional narrative, the focus of the text is on series of actions. Those are
following”:31
a. Orientation
Josephine S.M states that “orientation tells about the setting in time, place,
and characters. Thus, in the first paragraph the narrator tells the audience who is
in the story, when it is happening, where it is happening and what is going on.
b. Complication
This is the part of the story where the narrator tells about something that
will begin a chain of events. These events will affect one or more of the
characters. Then, telling the problems to be solved by characters.
c. Sequence of events
This is where the narrator tells how the characters react to the
complication. It includes their feelings what they do. The events can be told in
chronological order(the order in which they happen) or with flashbacks. The
audience is given the narrator’s point of view.
d. Resolution
In this of the narrative where the complication is sorted out or the problem
is solved. It means that how is the problem that is created in the complication
finally solved.
31
Mark Anderson, Op.Cit, p.36
18
And for the example:
Malin Kundang
A long time ago, in a small village near the beach in West Sumatra, a
woman and her son lived. They were Malin Kundang and her mother. Her mother
was a single parent because Malin Kundang's father had passed away when he
was a baby. Malin Kundang had to live hard with his mother. Malin Kundang was
a healthy, dilligent, and strong boy. He usually went to sea to catch fish. After
getting fish he would bring it to his mother, or sold the caught fish in the town.
One day, when Malin Kundang was sailing, he saw a merchant's ship
which was being raided by a small band of pirates. He helped the merchant. With
his brave and power, Malin Kundang defeated the pirates. The merchant was so
happy and thanked to him. In return the merchant asked Malin Kundang to sail
with him. To get a better life, Malin Kundang agreed. He left his mother alone.
Many years later, Malin Kundang became wealthy. He had a huge ship
and was helped by many ship crews loading trading goods. Perfectly he had a
beautiful wife too. When he was sailing his trading journey, his ship landed on a
beach near a small village. The villagers recognized him. The news ran fast in the
town; “Malin Kundang has become rich and now he is here”. An old woman ran
to the beach to meet the new rich merchant.
She was Malin Kundang’s mother. She wanted to hug him, released her
sadness of being lonely after so long time. Unfortunately, when the mother came,
Malin Kundang who was in front of his well dressed wife and his ship crews
denied meeting that old lonely woman. For three times her mother begged Malin
Kundang and for three times he yelled at her. At last Malin Kundang said to her
"Enough, old woman! I have never had a mother like you, a dirty and ugly
woman!" After that he ordered his crews to set sail. He would leave the old
mother again but in that time she was full of both sadness and angriness.
19
Finally, enraged, she cursed Malin Kundang that he would turn into a
stone if he didn't apologize. Malin Kundang just laughed and really set sail. In the
quiet sea, suddenly a thunderstorm came. His huge ship was wrecked and it was
too late for Malin Kundang to apologize. He was thrown by the wave out of his
ship. He fell on a small island. It was really too late for him to avoid his curse.
Suddenly, he turned into a stone.
Narrative Analysis on Generic Structure
Orientation; the first paragraph is set to be the story introduction. Reading
the orientation, reader will know that the story is characterized with Malin
Kundang and his mother. Wes Sumatra is set as the place.
Complication; this is the main element of narrative story. From the Malin
Kundang myth, we know that there are more than one complication. Many
stories are composed with multi complications. They are minor
complication and major complication. When Malin Kundang and her
mother did life hard, it can be the minor complication. this hard life in the
first time was solved by his successful trading as new merchant. However
this narrative story is more interesting when we see the major complication
among the participants- Malin Kundang denied his mother after being
successful merchant. In every story, complication must be ended; happy
ending or sad one
Resolution; this is the end of the story, the sad ending one. Malin
Kundang faces his curse of turning into a stone.
4. The Language Features of Narrative Text
In narrative there are some linguistic features such as:
a. Specific characters of participants
b. Time words that connect events to tell when they occur, the use of simple
past tense and past continous tense.
c. Verbs to show the actions that occurs in the story.
20
d. Relational verbs to describes the characters and settings.
e. Connectives or conjunctions to sequence the story.32
In conclusion, the language features play significant role to assist in
getting the meaning of a story. For instance, through past tense appeared, it tells
the readers exactly as a major feature of a story used. Next, the use of conjunction
is relatively necessary to describe the characters and settings. Hence, all of the
language features are conveyed to construct the story more alive.
C. Jigsaw Technique
1. The Understanding of Jigsaw
Cooperative Learning has recently been at the focus of education research.
It has several types, one of them is Jigsaw technique. The jigsaw technique is very
simple to apply. It is observe that Jigsaw technique used in cooperative learning
effects increasing the academy success in addition to the social and intellectual
abilities of the students. Various research have shown that especially at the
primary, secondary and university level that using jigsaw technique is effective in
leaning process of theoretical course, in the development of critical thinking
process of students, not only in their ability to express themselves, but also in their
communication skill. In Jigsaw technique, student may enjoy from time to time
getting away from usual pattern of reading the story or article aloud at sight. This
is particular true of better readers; what may be undesirable as routine procedure
has real value as an occasional variation. By seeing the problem, it is important
that study English especially reading should be done.
Jigsaw is a cooperative learning strategy that enables each student of a
"home" group to specialize in one aspect of a topic (for example, one group
studies habitats of rainforest animals, another group study predators of rainforest
animals). Students meet with members from other groups who are assigned the
32
Mark Anderson, Text Types in English 2, (South Yarra:MacMillan,2003),p.8
21
same aspect, and after mastering the material, return to the "home" group and
teach the material to their group members. With this strategy, each student in the
"home" group serves as a piece of the topic's puzzle and when they work together
as a whole, they create the complete jigsaw puzzle.33
Jigsaw is a teaching technique use in small group instruction. Student of a
normal sized class (26 to 33 students) are divided into competency group of four
to six students, each of which is given a list of sub topic to research. Individual
members of each group then break off to work with the “expert” from other group,
researching a part of the material being studied, after which they return to their
starting body in the role of instructor for their subcategory”.34
Jigsaw was developed and tested by Elliot Aronson and his colleagues.
Using jigsaw, students are assigned to five or six member heteregenous study
teams. Academic materials are presented to the students in text form, and each
student is responsible for learning portion of the material. For example, if the
textual material was on cooperative learning, one student on the team would be
responsible for STAD, another for jigsaw, another for group investigation, and
perhaps the other two would become experts in the research base and history of
cooperative learning. Members from different teams with the same topic
(sometimes called the expert group) meet to study and help each other learn the
topic. Then students return to their home teams and teach other members what
they have learned. Following home team meetings and discussions, students take
quizzes individually on the learning materials.35
Jigsaw technique differents with traditional team work. In jigsaw
technique, each member of the group has unique information (heliping to promote
equal status) that they must share with group matters in order to the group to
achieve its common goal. In traditional team work, the students not master a
33 http://www.readingrockets.org/strategies/jigsaw/
34 http://en.wikipedia.org/wiki/Cooperative_learning
35 Richard I. Arends, Learning to Teach, (New York: McGraw Hill, 2007),p.352
22
different learning assignment. The students are given the same information. It
causes some students not contribute their ideas and rely on a person.
The Jigsaw technique is an efficient way to learn the course material in a
cooperative learning style. The jigsaw process encourages reading, engagement,
and empathy by giving each member of the group an essential part to play in the
academic activity. Group members must work together as a team to accomplish a
common goal; each person depends on all the others. No student can succeed
completely unless everyone works well together as a team. This "cooperation by
design" facilitates interaction among all students in the class, leading them to
value each other as contributors to their common task.
2. The Procedure of Jigsaw
The Jigsaw Classroom is very simple to use. According to Aronson (2008)
“there are ten steps considered important in the implementation of the Jigsaw
classroom
a. Divide students into 5- or 6-person jigsaw groups. The groups should be
diverse in terms of gender, ethnicity, race, and ability.
b. Appoint one student from each group as the leader. Initially, this person
should be the most mature student in the group.
c. Divide the day's lesson into 5-6 segments. For example, if you want
history students to learn about Eleanor Roosevelt, you might divide a short
biography of her into stand-alone segments on: (1) Her childhood, (2) Her
family life with Franklin and their children, (3) Her life after Franklin
contracted polio, (4) Her work in the White House as First Lady, and (5)
Her life and work after Franklin's death.
d. Assign each student to learn one segment, making sure students have
direct access only to their own segment.
e. Give students time to read over their segment at least twice and become
familiar with it. There is no need for them to memorize it.
23
f. Form temporary "expert groups" by having one student from each jigsaw
group join other students assigned to the same segment. Give students in
these expert groups time to discuss the main points of their segment and to
rehearse the presentations they will make to their jigsaw group.
g. Bring the students back into their jigsaw groups.
h. Ask each student to present her or his segment to the group. Encourage
others in the group to ask questions for clarification.
i. Float from group to group, observing the process. If any group is having
trouble (e.g., a member is dominating or disruptive), make an appropriate
intervention. Eventually, it's best for the group leader to handle this task.
Leaders can be trained by whispering an instruction on how to intervene,
until the leader gets the hang of it.
j. At the end of the session, give a quiz on the material so that students
quickly come to realize that these sessions are not just fun and games but
really count”.36
The simple description of Jigsaw group is:
Home Teams
(five or six members grouped heterogeneously)
Expert Teams
The picture of Jigsaw Group
(Each expert team has one member from each of the home teams)37
36
http://www.jigsaw.org/steps.htm 37
Richard I. Arends, Learning to Teach, (New York: McGraw Hill, 2007),p.353
X X X
X X
X X X
X X
X X X
X X
X X X
X X
X X X
X X
X X X
X X
24
Jigsaw is model learning technique of cooperative learning, with students
learn in small group consist of four or six person, diverse inter gender ethnicity,
race and ability, cooperative in positive interdependence and responsible to
present the task for each member.
D. Expository Technique
1. The Definition of Expository Technique
Expository technique is basically direct instruction. A teacher is in the
front of the room lecturing and students are taking notes. Students are being told
(expository learning), what they need to know. However, expository instruction
goes beyond just presenting students with the facts. It involves presenting clear
and concise information in a purposeful way that allows students to easily make
connections from one concept to the next. The structure of an expository lesson
helps students to stay focused on the topic at hand.
Expository technique is a teaching technique where the teacher presents
students with the subject matter rules and provides examples that illustrate the
rules. Examples include pictorial relationships, application of the rules, context
through historical information, and prerequisite information. Examples are
provided to give contextual elaboration and to help students see the subject matter
from many different perspectives.38
In expository technique teacher gives both the principles and the problem
solutions. According to Donald Johnson and Paul Stratton” a situation where the
teacher may give the priciple and problem solutions”. 39
In contrast to his role in is
to be learned in final form; the student is not required to make any independent
discoveries. The usual verbal instruction of the lecture hall exemplifies expository
38 Dr. V.K. Maheshwari, Ph.D ,2013, Expository Teaching – A Direct Instructional Strategy,India,
Formal Principal college,p.1 39
Prem Lata Sharma,2005, Discovery Teaching and Learning,New Delhi, Sarup & Son, p.46
25
technique. The technique sometimes called deductive teaching because the teacher
often begins with a definition of concepts or principles, illustrates them, and
unfold their implications. The students, presumably, can only memorize the
lectures by constant review and repetition. Indeed, it is possible to present a body
of material so poorly that unless the students commit it to rote memory (as in the
case of nonsense syllables), students have no way of remembering it. Expository,
however, can present a rich body of highly related facts, concepts, and principles
which the students can learn and transfer. Textbooks are examples in teaching by
expository technique.40
2. The Procedure of Expository Technique
Expository technique is a lecture, presentation or telling strategy used during
instruction. The teacher is in control of presenting the subject matter and directs
the students through the lesson. A rule is presented with an example and then
practice is provided. The teacher focuses the students’ attention on the key points
of the subject and may use graphics, diagrams, or other representations to
elaborate on the subject.
Generally the expository begins with an introduction and overview of the
topic before providing more specific information and detail. This expository
strategy sets up the lesson and prepares the students for what’s to come. By
moving from the general to the specific, it allows students to understand the
increasingly detailed explanations of the information and link those explanations
to information that was presented previously as part of the general overview.
The expository have in common is that teacher provide transitions and
sometimes a storyline to lead students through the lesson. Expository instruction
involves an organized teaching method where information is presented in a
specific order. This helps to keep Students’ focus and attention, and lays out all of
the information students need to know in a way that helps students to remember it.
40
Ibid
26
Once all of the new information has been presented, lessons typically end with a
summary. The summary serves as a quick review and points out the most
important facts to remember.
3. The Advantages and Disadvantages of Expository Technique
The Advantages are:
a. Relatively low cost(time, space, and personnel). Can cover more material
in shorter time, makes students more accountable for listening and taking
notes.
b. Can be completed by large number simultaneously.
c. Mimic professional environment.
d. And the modular friendly.41
Disadvantages are:
a. Slower learners get lost, generally most students will lose interest listening
to long lectures, lots of daydreaming.
b. Students don't learn to interact in discussion type of activities.
c. Little planning or interpretation required by students.
d. Little meaningful in learning.
e. The product over process.42
E.Teaching Narrative Text Using Jigsaw
The writer modifies these following steps concerning teaching narrative
text using jigsaw technique follow as:
41
Ingo Eilks and Bill Byers,2009, Innovative Methods of Teaching and LearningChemistry in Higher Education,Germany,RSC Publishing,p.90 42
Ibid.
27
Step 1: The teacher introduce the schemata about the generic structures of the
narrative text and explains the procedure of the Jigsaw who would be helpful to
develop their reading comprehension of a story.
Step 2: Teacher making groups divided 5 or 6 person each home/ jigsaw group.
Teacher giving an article and each person of home/jigsaw group have different
parts appropiate with their own numbers. And then, teacher describes the students
the role in jigsaw group and distributes the text and asks the students to read the
whole text individually and silently.
Step 3: The teacher asks some students to read aloud the text, discuss the difficult
words as well as the content of the text. And then, teacher distributes Discussion
in their home/jigsaw group.
Step 4: The student group themselves into their expert groups who have same part
of article and discussing with experts group from other teams which functions to
write the expert group discussion result.
Step 5: The teacher ask the students to regroup themselves into their home/jigsaw
groups and discussion in their home/jigsaw groups. The teacher asks the
home/jigsaw groups to discuss the gathered information.
Step 6: The students do Presentation to the class, and teacher test the students
comprehension randomly. Teacher determines the students scores.
F. Relevant Study
There are two relevant studies that writer takes about narrative text. They
are Improving Students’ Ability in Reading Narrative Text Through Jigsaw
Technique, The Effectiveness of Jigsaw in Teaching Narrative Text.
The first relevant study is about Improving Students’ Ability in Reading
Narrative Text through Jigsaw Technique, a classroom action research in second
28
grade of SMP Al-Hidayah Lebak Bulus written by Saputra. The objective of this
study is to know the use of jigsaw in improving students’ The subjects of this
resesarch are the second grade students of SMP Al- Hidayah, Lebak Bulus which
consists of one class and it is located in Lebak Bulus. The technique of data
collecting was done by observation, written test, interview, and questionnaire.
According to the result of statistical calculation of tt” (t-table), “t0” (t-observation)
is 18.18. Whereas the result of tt” (t-table) with degree of significance 5% is 2.05.
it means to is higher than both ttable. So, the hyphothesis of action is accepted. It
means that there is significant improvement in the result of teaching narrative text
through jigsaw technique. This means jigsaw technique was effective and it could
improve students’ reading ability in teading narrative text significantly.
The second is The Effectiveness of Teaching Reading Using Jigsaw
Technique to the first year students of SMP Al Islam Kartasura written by Suci
H(2009). She states that teaching reading using jigsaw technique of SMP Al Islam
Kartasura had good and effective result. There are some strengths that can be
found in reading class such as; the students have high interest in joining the
teaching and learning process, the students are motivated to do the task and to
reform in the class, and the students can improve their self esteem.
The previous study above can be a good reference for the writer in doing her
research. She will compare about the methodology of the research and the result.
Especially for the first previous study, it is similar to the current study.
G. Conceptual Framework
In learning English, the students sometimes have problems especially in
reading. Some students think that reading is difficult subject because students are
not familiar with the language.
According to Paula Flaming,” there are some typical causes which then arise
towards students’ difficulties in reading such as:
29
1 Limited intelligence
2 Over emphasizes on word recognition
3 Over emphasizes on oral reading.
4 Insufficient background for reading selections.
5 Failure to adjust reading technique to reading purposes.
6 Lack of appropiate teacher guidance”.43
The achievement of materials depends on teachers’ technique in teaching
activities. In English language teaching, there are many kinds of technique that
can be used by teacher. One of the techniques is Jigsaw technique was developed
by Elliot Aronson. In Jigsaw process eoncourages reading, engagement, and
emphaty by giving each member of the group an essential part to play in the
academic activity.
To overcome this problem, the teacher should have an alternative method or
technique in teaching and learning reading especially Narrative text. In this case,
the writer proposes Jigsaw technique in teaching narrative text. By using Jigsaw
Technique the students are expected to enjoy, active and be easier to learn it.
H. The Hypotheses of Study
1. Alternative Hypothesis (Ha)
There is a significant difference of the students’ results between using Jigsaw
Technique and using Expository Technique in teaching Narrative Text.
2. Null Hypothesis (Ho)
There is no a significant difference the students’ results between using Jigsaw
Technique and using Expository Technique in teaching Narrative Text.
43
Paula Flaming, , op.cit,p.6
30
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the description of the research method used in this study,
including time and place of the research, population and sample, method of
research, instrument of research, technique of data collecting and technique of
analyzing data.
A. Place and Time of Research
This research was held in MTs Pembangunan Nurul Islam Tangerang Selatan,
which is located at Kp.Sarimulya RT03/01 Desa Setu Kecamatan Setu Kota
Tangerang Selatan. The research began by an observation in February.
Afterwards, the writer conducted experiment class using jigsaw on February up to
March 2012.
The research was done in 10 meetings. The writer gave the pre-test in the first
meeting. This pre-test is tried out to know the validity and reliability also. Then,
after 6 meetings the writer gave post test to both of the class. The test was same in
quality and quantity to keep the reliability of the test. It was given to know which
class got better learning achievement and how effective of Jigsaw technique
toward students’ narrative text.
B. Population and Sample
In this research the writer took the population of the second grade students of
MTS Pembangunan Nurul Islam Setu Tangerang Selatan, academic year
2011/2012. The sample was taken proposive; the writer took sample 20 students
from class VIIIA and 20 from class VIIIB, and total sample 40 students.
31
C. Method of Research
The method which used in this study is experimental study which the
experiment class and control class were conducted by the writer. In this research,
the experimental class is taught using Jigsaw technique and the control class is
taught using Expository Technique.
D. Instrument of the Research
The instrument of the research was the test of narrative text to know students’
score in learning narrative text. The test had been given twice, the pre-test and the
post-test. It consists of 20 questions. The form of the test is multiple choice
questions with various items. The items are topic and main idea, pronoun referent,
vocabulary item, inference or implied information, restatement or stated detailed
information, and unstated detailed information, and schematic features.
Table 3.1
The Test Items
No Narrative text Question Number Total
1 Main idea 1,7,13 3
2 Pronoun referent 8,17 2
3. Generic structure 2,3,18 3
4 Social function 5 1
5 Restatement 4,6,12 3
6 Unstated detailed
information
11,15 2
7 Kind of text 20 1
8. Characters 9,10,14,19 4
9. Setting 16 1
20
32
E. Technique of Collecting Data
The techniques of collecting the data used in this research are:
1. Test
The test used in this study is pre-test and post-test. The pre-test was done
before implementing the technique. It is to know the students’ ability and their
difficulties in reading narrative text. It was given to the students before giving the
treatment using jigsaw technique. Meanwhile, the post-test is implemented after
using the jigsaw technique. In this study, the test was used to know the students’
ability in reading the materials after being taught using jigsaw technique. The test
was done in form of multiple choices.
F. Technique of Analyzing Data
To analyze the data, the writer used t-test. The writer compared the score
between the experimental class and the control class. This technique is useful to
prove statistically which is more effective using Jigsaw technique or using
Expository Technique.
To find out the differences of students’ score in using Jigsaw compared to the
students’ score that used Expository Technique, the writer used t-test formula, as
follows:
to = M 1 – M 2
SEM 1 – M 2
to = t - Observation
M 1 = Mean of Variable X (Variable I)
M 2 = Mean of Variable Y (Variable II)
SEM 1 = Standard Error of mean Variable X
SEM 2 =Standard Error of mean Variable X
And after getting mean differences of variables, the writer had to find out the
standard of deviation of variable and standard error mean of variable by using
formula as follows:
33
1. Determining Mean I with formula
Mean Variable I =
2. Determining Mean II with formula
Mean Variable II =
3. Determining of Standard Deviation of Variable I
SD x= √
4. Determining of Standard Deviation of Variable II
SDy= √
5. Determining Standard of Error Mean of Variable I
SEMx =
√
6. Determining Standard of Error Mean of Variable II
SEMy =
√
7. Determining Standard of Error Mean of Variable I
SEMx – My = √
8. Determiningtowith formula
to = M x – M y
SEMx – M y
9. Determining t – table in significance level 5% and 1 % with df.
df = (N2+ N1) – 2
34
CHAPTER IV
RESEARCH FINDINGS
A. Data Description
To know the result of the tests (pre-test and post-test) the writer made the table
of students score from both classes (experimental class and control class). Here
the result of students’ scores in the control class through Expository Technique in
teaching narrative text.
Table 4.1
The Results of Pre-test and Post-Test of the Control Class
Students
(N) Pre-test
Post-
test
Gained
Score
1 65 70 5
2 60 70 10
3 40 60 20
4 50 70 20
5 70 75 5
6 60 70 10
7 50 55 5
8 30 60 30
9 50 60 10
10 55 65 10
11 80 85 5
12 75 80 5
13 60 60 0
14 50 60 10
15 30 55 15
16 40 60 20
17 55 60 5
32
35
18 70 75 5
19 60 75 15
20 70 75 5
Total 1120 1340 210
Average 56 67 10,5
The table above describes the students’ score of the control class in learning
narrative by using Expository Technique at the second grade students of Madrasah
Tsanawiyah Setu Tangerang Selatan in odd semester. Based on table above, the
writer concluded that the average score is 56,3 for pre-test, 66,65 for post-test and
the gain score is 10,35.
The following table is the result of students’ score of the experiment class
through Jigsaw technique in teaching narrative text.
Table 4.2
The Results of Pre-test and Post-Test of the Experimental Class
Students
(N) Pre-test Post-test
Gained
Score
1 35 55 20
2 45 60 15
3 45 70 25
4 70 75 5
5 55 70 15
6 60 80 20
7 30 60 30
8 50 70 20
9 45 60 15
10 25 60 30
11 40 75 35
36
12 40 55 15
13 40 50 10
14 70 85 15
15 55 70 20
16 65 80 25
17 50 80 30
18 60 85 30
19 55 65 10
20 75 80 5
Total 1010 1390 390
Average 50,5 69,5 19,5
The table above describes the students’ score of the experiment class in
learning narrative text by using Jigsaw technique at the second grade students of
Madrasah Tsanawiyah at Setu Tangerang Selatan in odd semester. Based on table
above, the writer concluded that the average score is 50,5 for pre-test, 69,5 for
post-test and 19,5 for the gain score.
The next table is the statistical calculation of the gain scores both the
experiment class through Jigsaw technique and the control class through
Expository Technique in Narrative text.
37
Table 4.3
The Statistical Calculation of the Gain Score of Both
The Control and the Experimental Class
Student X Y X Y X2 y
2
1 20 5 0,5 -5,5 0,25 30,25
2 15 10 -4,5 -0,5 20,25 0,25
3 25 20 5,5 9,5 30,25 90,25
4 5 20 -14.5 9,5 210,25 90,25
5 15 5 -4,5 -5,5 20,25 30,25
6 20 10 0,5 -0,5 0,25 0,25
7 30 5 10,5 -5,5 110,25 30,25
8 20 30 0,5 19,5 0,25 380,25
9 15 10 -4,5 -0,5 20,25 0,25
10 30 10 10,5 -0,5 110,25 0,25
11 35 5 15,5 -5,5 240,25 30,25
12 15 5 -4,5 -5,5 20,25 30,25
13 10 0 -9,5 -10,5 90,25 110,25
14 15 10 -4,5 -0,5 20,25 0,25
15 20 15 0,5 4,5 0,25 20,25
16 25 20 5,5 9,5 30,25 90,25
17 30 5 10,5 -5,5 110,25 30,25
18 30 5 10,5 -5,5 110,25 30,25
19 10 15 -9,5 4,5 90,25 20,25
20 5 5 -14,5 -5,5 210,25 30,25
Total ∑X = 390
∑Y =
210 ∑X = 0 ∑Y = 0
∑X2 =
1445
∑Y2 =
1045
The table above describes the result calculation of the gain score of the
experiment class (X) and the control class (Y) in learning narrative text. Based on
38
table above, it can be concluded that the total score of the experimental class (∑X)
is 390 and the control class (∑y) is 210.
Chart 4.1
The Pre Test, the Post Test, and the Gain Scores of
The Control Class and the Experimental Class
The diagram above describes the score of both classes in average level. It
shows that the students’ achievement in teaching narrative text using jigsaw
technique (experimental class) higher than using Expository Technique (control
class)
From the table above, the writer calculated them based on the steps of t-test
formula, as follows:
1. Determining Mean I with formula
Mean Variable I =
=
= 19.5
2. Determining Mean II with formula
0
10
20
30
40
50
60
70
Control class ExperimentClass
Pre-Test
Post-Test
Gain Score
39
Mean Variable II =
=
= 10.5
3. Determining of Standard Deviation of Variable I
SD x = √
= √
= √ = 8.5
4. Determining of Standard Deviation of Variable II
SDy = √
= √
=√ = 7.228
5. Determining Standard of Error Mean of Variable I
SEMx =
√
=
√ =
√
=
= 1.949
6. Determining Standard of Error Mean of Variable II
SEMy =
√
=
√ =
√
=
= 1.658
7. Determining Standard of Error Mean of Variable I
SEMx – My = √
= √
= √
= √ = 2.558906 = 2.559
8. Determining towith formula(hasil observasi yg tlah dilakukan)
to = M x – M y
SEM x – M y
40
= 19.5 – 10,5
2,559
= 9 = 3.516998 = 3.517
2.559
9. Determining t – table in significance level 5% and 1 % with df.
df = (N2 + N1) – 2
= (20 + 20 ) – 2
= 40 – 2 = 38
Because the value of 38 is not mentioned in the table, the writer use the value
that closer to 38 is 40 (df) degree of freedom.
1. The significance level of 5% tt (t-table) = 2.021
2. The significance level of 1% tt (t-table) = 2.704
10. The comparison between t-score with t-table:
T-score = 2.021 < 3.517 > 2.704
B. Hypothesis Testing
The statistic hypothesis states:
If to (t-observation) higher than tt (t-table), it means Jigsaw Technique is
effective in teaching narrative text. Ha is accepted and Ho is rejected.
If to (t-observation) lower than tt (t-table), it means Jigsaw Technique is not
effective in teaching narrative text. Ha is rejected and Ho is accepted.
The writer states the hypothesis is follows: (1) Ha:”There is a significant
difference between the students’ narrative text scores taught by Jigsaw Technique
and taught by Expository Technique”, (2) H0 = “There is no a significant
difference between students’ narrative text scores taught by using Jigsaw
Technique and taught by Expository Technique”.
C. Findings
41
From the result of the statistic calculation indicates that the value of to is
3.517. The degree of the freedom (df) is 38 (obtain from (N1+N2-2) = (20+20-2))
in this skripsi, the writer used the degree of significance of 5% and 1%. In the
table of significance, it can be seen that on df = 38 and on the degree of
significance of 5% and 1%, the value of the degree of significance are 2.02 and
2.70.
The result of comparing the calculation of to with each values of degree of
significance is 2.02< 3.517 >2.70. It means that the result of calculating is higher
than tt, so the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho)
is rejected.
It means that the Jigsaw Technique has significance influence to teach
narrative text. It can be seen from the result of statistic calculation from both the
experimental class and the control class. It concluded that Jigsaw Technique has
good influence in teaching narrative text in the second grade students of Madrasah
Tsanawiyah Setu-Tangerang Selatan.
D. Discussion
Based on the explanations above, the Jigsaw Technique in teaching Narrative
text is effective to solve students’ problems about English Reading, especially in
reading Narrative text. Teaching narrative text using Jigsaw technique made
students be more activated, interested to participate actively and enjoy in group
activities. Jigsaw technique may become the alternative technique to teach
narrative text because it can be makes students are more motivated to comprehend
the material.
According to the result of hypothesis testing, it is known that using jigsaw
technique has significance influence to increase students’ understanding,
especially in learning narrative text. It can be shown from the score of the
experimental class which is higher than the control class. It means that teaching
narrative text by using jigsaw technique is more effective than using Expository
Technique.
42
The application of Jigsaw technique in teaching narrative text that the writer
presented is for Second Grade of Junior High School students. And it will be
better if will be applied in Senior High School, because this technique was
evident to make students motivated and interested in learning and being active in
class.
43
CHAPTER V
CONCLUSION AND SUGESTION
This chapter presents the conclusion and the suggestion. In this chapter the
writer would like to give some conclusion and offer some suggestions that may
have relation to the subject.
A. CONCLUSION
The result of the research reflects that jigsaw technique can overcome the
students’ difficulties in comprehending the reading material and teacher’s
difficulties in teaching reading. The conclusion drawn from the result of
research is follows:
It can be said that using Jigsaw technique in teaching narrative text is
effective. It showed from the students’ score of narrative text taught using
Jigsaw technique is higher than the students’ score of narrative text taught
using Expository Technique. It means that using Jigsaw technique is effective
to teach narrative text.
The result of the research, showed that the value of “t0” (t-observation) is
3.262 and the value of “tt” (t-table) from the df (40) on degree of significance
of 5% is 2.02. It means that the value of t0 is higher than the value of tt. So, the
alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected,
or it can be said that is effective using Jigsaw technique in teaching narrative
text.
B. SUGGESTION
There are some suggestions that can be given in relation to the writer’s
conclusion. The suggestions are follows:
44
1. The English teacher should learn the teaching methods more and use it
such as Jigsaw technique to make the teaching learning process is more
effective.
2. The English teacher should give the students more chance to practice
English.
3. The English teacher should give motivation for students in learning
English by visual aids such as picture, to make students easier to
understand the material.
4. The English teacher should be aware that the students have a good
potential to comprehend the material, so teacher must give them more
activities.
5. The students should be aware for reading habit it can be improving their
language.
6. The students must be more practice their language through reading.
7. The researcher should improve her knowledge about teaching methods in
order to be creative and good teacher. And the researcher should practice it
in teaching.
Those are some suggestions as an addition to complete the way of teaching
learning process in the classroom.
45
REFERENCES
Anderson, Mark and Kathy Anderson, text Types in English 2, South Yarra:
macMilan, 2007.
Alderson, J.Charles, Assessing Reading, Cambridge: Cambridge University Press,
2000.
Aebersold, Jo Ann, From Reader to Teaching Reading,New York: CBS, 1982.
Attebery B, And Chatman,S, Reading Narrative Fiction.New York:
McMilan,1993.
Arends, Richard I, Learning to Teach, New York: McGraw Hill, 2007.
Bernhardt, Elizabeth B, Reading Development in a second language: Theoritical,
empirical, and Classroom Perspective,New Jersey: Ablex Publishing, 1991.
C, Verner,and Gary Dickinson, The Lecture. An Analysis and Review of Research,1967.
Depdiknas, Kurikulum 2004 standar kompetensi SMP dan MTs ,Jakarta:
Departemen Pendidikan Nasional , 2003.
Flaming, Paula, Better Reading Skills,Hong Kong: Oxford University Press, 1981.
Farris, Pamela J, Teaching Reading: A Balanced Approach For Today’s
Classroom.
Grellet, Francoise, Developing reading Skills: A Practical Guide to Reading
Comprehension Exercises, Cambridge: Cambridge University Press, 1986.
Hudson,Tom, Teaching Second Language Reading,New York: Oxford University
Press, 2007.
Maheshwari Ph.D, V.K, Expository Teaching – A Direct Instructional Strategy,
India: Formal Principal college, 2013
Husna,Nida, Step by Step to Reading Skills, Jakarta: UIN Jakarta, 2005.
Longman, Dictionary of Contemporary English,London: Pearson,2004.
Nunan, David, Designing Task for the Communicative Classroom, Cambridge:
Cambridge University Press, 1989.
46
Nuttall,Christine, Teaching Reading Skills in A Foreign Language, Oxford:
Hainemann, 1996.
Prince, Gerald, Narratology: The form and functioning of narrative,Berlin:
Mouton Publisher, 1982.
Rubin,Dorothy, A Practical Approach to Teaching Reading,New York: CBS,
1982.
Sharma,Prem Lata, Discovery Teaching and Learning,New Delhi: Sarup & Son,
2005
http://academic.cuesta.edu/acasupp/as/303.htm.Retrieved April 7, 2010
http://www.jigsaw.org/steps.htm
http://www.readingrockets.org/strategies/jigsaw/
http://en.wikipedia.org/wiki/Cooperative_learning
RPP
(Rencana Pelaksanaan Pembelajaran)
Control Class
Expository Technique
Satuan Pendidikan : MTs Pembangunan Nurul Islam
Mata Pelajaran : Bahasa Inggris
Aspek/Skill : Reading
Alokasi Waktu : 4 x 45 menit
Sub-Theme : Narrative Text
Tahun Pelajaran :2011/2012
I. Standar Kompetensi
- Memahami makna dalam esei pendek sederhana berbentuk recount dan narrative untuk
berinteraksi dengan lingkungan sekitar.
II. Kompetensi Dasar
- Membaca nyaring bermakna teks fungsional dan esei pendek sederhana berbentuk
recount dan narrative dengan ucapan, tekanan dan intonasi yang berterima yang
berkaitan dengan lingkungan sekitar.
III. Indikator
1. Membaca dengan baik sebuah teks narrative.
2. Menemukan berbagai informasi dalam teks narrative.
3. Menemukan berbagai arti kata dari teks narrative.
4. Menjawab pertanyaan tertulis mengenai teks narrative.
IV. Tujuan Pembelajaran
1. Siswa dapat membaca sebuah teks narrative dengan baik dan lancar.
2. Siswa mampu mengartikan berbagai kata sesuai teks narrative yang dibaca.
3. Siswa mampu menjawab pertanyaan sederhana mengenai sebuah teks narrative.
V. Materi Pembelajaran
NARRATIVE TEXT is a text tells a story using spoken or written language. It can be
communicated using radio, television, books, newspapers, and computer files. Pictures,
facial expressions and camera angles can also be used to help communicate meaning. The
Purpose is to amuse/entertain the readers and to tell a story
Generic Structure:
1. Orientation
2. Complication
3. Resolution
4. Reorientation
Dominant Language Features:
1. Using Past Tense
2. Using action verb
3. Chronologically arranged
Read the text below!
The Little Red Hen
Once upon a time there was a little red hen. She lived on a farm with her three friends; a
dog, a cat and a rat. The little red hen had a garden. She was very proud of her garden and loved
working there. In the garden there was an apple tree. It was the little red hen’s favourite tree,
and she looked after it very well.
One day, the little red hen wanted to water her apple tree. “Who can help me to water the
tree?” she asked her friends.
“Not me!” said the dog.
“Not me!” said the cat.
“Not me!” said the rat. “We are much too busy to help you water the tree.”
So the little red hen watered the tree herself, and lots of lovely red apples grew on it.
Finally, the time came to pick the apples. The little red hen said to her friends, “Who will
help me to pick these beautiful apples?”
“Not me!” said the dog.
“Not me!” said the cat.
“Not me!” said the rat. “We are much too busy to help you pick the apples!”
So the little red hen picked all the apples herself.
The little red hen decided to make a pie with the beautiful, shiny apples. “Who can help
me to make an apple pie?” she asked her three friends.
“Not me!” said the dog.
“Not me!” said the cat.
“Not me!” said the rat. “We are much too busy to help you make a pie!”
So the little red hen made the pie all by herself. When it was finished, it smelled
delicious! The smell made everybody on the farm feel hungry. The dog, the cat and rat got up
and came into the kitchen. They could see a beautiful, brown apple pie with a delicious, crispy
crust standing on the kitchen table. The little red hen looked at them and said, “Who can help
me to eat the pie?”
“I can!” said the dog.
“I can!” said the cat.
“I can!” said the rat. “We’re not busy now!”
But the little red hen smiled at them and said, “No, you can’t! I shall eat it all myself!’ and she
did.
VI. Langkah-Langkah Pembelajaran
1. Kegiatan Awal
- Berdoa, mengabsen dan mengkondisikan kelas
-
2. Kegiatan Inti
Eksplorasi
- Guru meminta siswa untuk menyebutkan berbagai cerita narrative yang siswa ketahui.
- Guru menjelaskan tentang definisi narrative text.
- Guru menjelaskan tentang generic structure narrative text.
Elaborasi
- Guru memberikan sebuah teks narrative kepada siswa.
- Guru meminta siswa untuk membaca teks yang telah diberikan.
- Guru memberikan pertanyaan pertanyaan mengenai teks yang telah dibaca.
Konfirmasi
Siswa menyimpulkan materi yang telah disampaikan oleh guru
3. Kegiatan Akhir
- Guru menarik kesimpulan dari materi yang telah disampaikan
- Guru memberikan tugas kepada siswa.
VII. Metode, sumber dan alat pembelajaran
Metode : expository technique
Sumber dan alat pembelajaran :
- Buku Paket
- LKS
- Hand out
VIII. Penilaian
- Penilaian proses : dilakukan pada saat proses belajar berlangsung
- Penilaian hasil : diambil dari jawaban siswa yang diberi nilai
Setu, Februari 2012
Mengetahui,
Kepala Madrasah Tsanawiyah Guru Bahasa Inggris
Pembangunan Nurul Islam
TUTI SUMIATI, S.Ag.M.Pd MAYA INDRIYANI
RPP
(Rencana Pelaksanaan Pembelajaran)
Control Class
Expository Technique
Satuan Pendidikan : MTs Pembangunan Nurul Islam
Mata Pelajaran : Bahasa Inggris
Aspek/Skill : Reading
Alokasi Waktu : 2 x 45 menit
Sub-Theme : Narrative Text
Tahun Pelajaran :2011/2012
I. Standar Kompetensi
- Memahami makna dalam esei pendek sederhana berbentuk recount dan narrative untuk
berinteraksi dengan lingkungan sekitar.
II. Kompetensi Dasar
- Membaca nyaring bermakna teks fungsional dan esei pendek sederhana berbentuk
recount dan narrative dengan ucapan, tekanan dan intonasi yang berterima yang
berkaitan dengan lingkungan sekitar.
III. Indikator
- Siswa dapat membaca nyaring dan bermakna teks essai berbentuk narrative.
- Siswa dapat mengidentifikasi berbagai makna dalam teks narrative.
- Siswa dapat mengidentifikasi langkah langkah retorika dalam kelas.
- Mengidentifikasi berbagai informasi dalam teks narrative.
- Mengidentifikasi pesan / hikmah dari teks narrative yang dibaca.
- Mengidentifikasi karakteristik teks narrative.
IV. Tujuan Pembelajaran
- Siswa dapat membaca sebuah teks narrative dengan baik dan lancar.
- Siswa mampu mengartikan berbagai kata sesuai teks narrative yang dibaca.
- Siswa mampu menjawab pertanyaan sederhana mengenai sebuah teks narrative
V. Materi Pembelajaran
The Generic Structure
1. Orientation: Introducing the participants and informing the time and the place
2. Complication: Describing the rising crises which the participants have to do with
3. Resolution: Showing the way of participant to solve the crises, better or worse
VI. Langkah-Langkah Pembelajaran
1 Kegiatan Awal
- Berdoa, mengabsen dan mengkondisikan kelas
2 Kegiatan Inti
Eksplorasi
- Guru mendistribusikan hand out berisi reading teks pada siswa.
- Guru menginstruksikan pada siswa untuk membaca teks tersebut.
Elaborasi
- Guru menjelaskan arti teks tersebut perkalimat.
- Guru menerangkan arti narrative text dan menjelaskan ciri ciri narrative teks.
Konfirmasi
- Siswa mengerjakan latihan yang telah diberikan.
- Siswa menyimpulkan materi yang telah disampaikan oleh guru
3 Kegiatan Akhir
- Guru dan siswa membahas soal dan latihan bersama sama.
- Guru menarik kesimpulan dari materi yang telah disampaikan
VII. Metode, sumber dan alat pembelajaran
Metode : Expository technique
Sumber dan alat pembelajaran :
- Buku Paket
- LKS
- Hand out
VIII. Penilaian
- Penilaian proses : dilakukan pada saat proses belajar berlangsung
- Penilaian hasil : diambil dari jawaban siswa yang diberi nilai
Setu, Februari 2012
Mengetahui,
Kepala Madrasah Tsanawiyah Guru Bahasa Inggris
Pembangunan Nurul Islam
TUTI SUMIATI, S.Ag.M.Pd MAYA INDRIYANI
RPP
(Rencana Pelaksanaan Pembelajaran)
Experiment Class
(Jigsaw Technique)
Satuan Pendidikan : MTs Pembangunan Nurul Islam
Mata Pelajaran : Bahasa Inggris
Aspek/Skill : Reading
Alokasi Waktu : 4 x 45 menit
Sub-Theme : Narrative text
Tahun Pelajaran : 2011/2012
I. Standar Kompetensi
- Memahami makna dalam esei pendek sederhana berbentuk recount dan narrative untuk
berinteraksi dengan lingkungan sekitar.
II. Kompetensi Dasar
- Membaca nyaring bermakna teks fungsional dan esei pendek sederhana berbentuk
recount dan narrative dengan ucapan, tekanan dan intonasi yang berterima yang
berkaitan dengan lingkungan sekitar.
III. Indikator
1 Membaca dengan baik sebuah teks narrative.
2 Menemukan berbagai informasi dalam teks narrative.
3 Menjelaskan isi cerita dalam teks.
4 Menjawab pertanyaan baik lisan maupun tertulis mengenai teks narrative.
IV. Tujuan Pembelajaran
1 Siswa dapat membaca sebuah teks narrative dengan baik dan lancar.
2 Siswa dapat bekerjasama dan berinteraksi dengan siswa lain.
3 Siswa mampu menjelaskan isi cerita dalam teks yang telah dibaca.
4 Siswa mampu menjawab pertanyaan sederhana mengenai sebuah teks narrative
V. Materi Pembelajaran
NARRATIVE TEXT
Read the text below!
The Little Red Hen
Once upon a time there was a little red hen. She lived on a farm with her three friends; a
dog, a cat and a rat. The little red hen had a garden. She was very proud of her garden and loved
working there. In the garden there was an apple tree. It was the little red hen’s favourite tree,
and she looked after it very well.
One day, the little red hen wanted to water her apple tree. “Who can help me to water the
tree?” she asked her friends.
“Not me!” said the dog.
“Not me!” said the cat.
“Not me!” said the rat. “We are much too busy to help you water the tree.”
So the little red hen watered the tree herself, and lots of lovely red apples grew on it.
Finally, the time came to pick the apples. The little red hen said to her friends, “Who will
help me to pick these beautiful apples?”
“Not me!” said the dog.
“Not me!” said the cat.
“Not me!” said the rat. “We are much too busy to help you pick the apples!”
So the little red hen picked all the apples herself.
The little red hen decided to make a pie with the beautiful, shiny apples. “Who can help
me to make an apple pie?” she asked her three friends.
“Not me!” said the dog.
“Not me!” said the cat.
“Not me!” said the rat. “We are much too busy to help you make a pie!”
So the little red hen made the pie all by herself. When it was finished, it smelled
delicious! The smell made everybody on the farm feel hungry. The dog, the cat and rat got up
and came into the kitchen. They could see a beautiful, brown apple pie with a delicious, crispy
crust standing on the kitchen table. The little red hen looked at them and said, “Who can help
me to eat the pie?”
“I can!” said the dog.
“I can!” said the cat.
“I can!” said the rat. “We’re not busy now!”
But the little red hen smiled at them and said, “No, you can’t! I shall eat it all myself!’ and she
did.
VI. Langkah-Langkah Pembelajaran
1. Kegiatan Awal
- Berdoa, mengabsen dan mengkondisikan kelas
- Guru memberikan gambaran materi yang akan dipelajari
2. Kegiatan Inti
Eksplorasi
- Guru menerangkan mekanisme aktifitas yang akan dilakukan ,dalam aktifitas ini masing
masing siswa secara individu harus memproduksi narrative teks yang mereka sukai.
Elaborasi
- Guru membagi siswa dalam 6 kelompok setiap kelompok diberikan sub bab yang berbeda
dari narrative teks.
- Setiap siswa dalam 1 kelompok mendapatkan nomor yang berbeda.
- Setiap siswa berkumpul menurut nomor yang mereka dapatkan.
- Setiap siswa wajib mengajarkan kepada teman yang lainnya dan mendapatkan sub bab
yang lain.
- Setelah diskusi siswa kembali ke kelompok awal dan mengumpulkan semua informasi
yang mereka dapatkan.
- Siswa diminta kembali kepada grup awalnya(home group)
- Guru meminta siswa untuk menjelaskan kepada anggota grupnya mengenai isi teks yang
telah diberikan dan didiskusikan.
Konfirmasi
- Setiap kelompok mengerjakan latihan yang berhubungan dengan teks yang mereka
dapatkan.
- Guru menunjuk beberapa siswa dari setiap kelompok untuk mempresentasikan hasil dari
diskusi.
- Guru meminta setiap grup untuk menyimpulkan isi cerita dengan singkat.
3. Kegiatan Akhir
- Guru menarik kesimpulan dari materi yang telah disampaikan
- Guru memberikan tugas kepada siswa mengenai teks yang telah diberikan.
VII. Metode, sumber dan alat pembelajaran
Metode : Jigsaw technique
Sumber dan alat pembelajaran :
- Buku Paket
- LKS
- Hand out
VIII. Penilaian
- Penilaian proses : dilakukan pada saat proses belajar berlangsung(keaktifan dalam grup)
- Penilaian hasil : diambil dari jawaban siswa yang diberi nilai
Setu, Maret 2012
Mengetahui,
Kepala Madrasah Tsanawiyah Guru Bahasa Inggris
Pembangunan Nurul Islam
Tuti Sumiati S.Ag, M.Pd Maya Indriyani
RPP
(Rencana Pelaksanaan Pembelajaran)
Experimet Class
(Jigsaw Technique)
Satuan Pendidikan : MTs Pembangunan Nurul Islam
Mata Pelajaran : Bahasa Inggris
Aspek/Skill : Reading
Alokasi Waktu : 2 x 45 menit
Sub-Theme : Narrative Text
Tahun Pelajaran :2011/2012
I. Standar Kompetensi
- Memahami makna dalam esei pendek sederhana berbentuk recount dan narrative untuk
berinteraksi dengan lingkungan sekitar.
II. Kompetensi Dasar
- Membaca nyaring bermakna teks fungsional dan esei pendek sederhana berbentuk
recount dan narrative dengan ucapan, tekanan dan intonasi yang berterima yang
berkaitan dengan lingkungan sekitar.
III. Indikator
- Siswa dapat membaca nyaring dan bermakna teks essai berbentuk narrative.
- Siswa dapat mengidentifikasi berbagai makna dalam teks narrative.
- Siswa dapat mengidentifikasi langkah langkah retorika dalam kelas.
- Mengidentifikasi berbagai informasi dalam teks narrative.
- Mengidentifikasi pesan / hikmah dari teks narrative yang dibaca.
- Mengidentifikasi karakteristik teks narrative.
IV. Tujuan Pembelajaran
- Siswa dapat membaca sebuah teks narrative dengan baik dan lancar.
- Siswa mampu mengartikan berbagai kata sesuai teks narrative yang dibaca.
- Siswa mampu menjawab pertanyaan sederhana mengenai sebuah teks narrative
V. Materi Pembelajaran
The Generic Structure
1. Orientation: Introducing the participants and informing the time and the place
2. Complication: Describing the rising crises which the participants have to do with
3. Resolution: Showing the way of participant to solve the crises, better or worse
VI. Langkah-Langkah Pembelajaran
4. Kegiatan Awal
- Berdoa, mengabsen dan mengkondisikan kelas
- Guru memberikan gambaran materi yang akan dipelajari
5. Kegiatan Inti
Eksplorasi
- Guru menerangkan mekanisme aktifitas yang akan dilakukan ,dalam aktifitas ini masing
masing siswa secara individu harus memproduksi narrative teks yang mereka sukai.
Elaborasi
- Guru menunjuk satu siswa untuk mempresentasikan hasil karyanya.
Konfirmasi
- Siswa pertama yang mempresentasikan karyanya menunjuk teman lainnya untuk
mempresentasikan hasil karyanya juga, dan seterusnya.
6. Kegiatan Akhir
- Guru menarik kesimpulan dari materi yang telah disampaikan
- Guru memberikan tugas kepada siswa mengenai teks yang telah diberikan.
VII. Metode, sumber dan alat pembelajaran
Metode : Jigsaw technique
Sumber dan alat pembelajaran :
- Buku Paket
- LKS
- Hand out
VIII. Penilaian
- Penilaian proses : dilakukan pada saat proses belajar berlangsung(keaktifan dalam grup)
- Penilaian hasil : diambil dari jawaban siswa yang diberi nilai
Setu, Maret 2012
Mengetahui,
Kepala Madrasah Tsanawiyah Guru Bahasa Inggris
Pembangunan Nurul Islam
Tuti Sumiati S.Ag, M.Pd Maya Indriyani
Validity and Reliability of Pre-Test
Item
No. Group
Options DIF
(%) DES Status
A B C D
1 UG 1 6* 2 1
50% 0,2 Used LG 2 4* 2 2
2 UG 1 8* 1 0
60% 0,4 Used LG 0 4* 6 0
3 UG 1 2 7* 0
40% 0,6 Used LG 2 6 1* 1
4 UG 1 3 6* 0
20% 0,4 Used LG 2 5 2* 1
5 UG 4 6* 0 0
35% 0,5 Used LG 5 1* 4 0
6 UG 1 1 8* 0
55% 0,5 Used LG 1 2 3* 4
7 UG 0 1 2 7*
45% 0,5 Used LG 2 5 1 2*
8 UG 6* 2 2 0
40% 0,4 Used LG 2* 1 2 5
9 UG 1 4* 2 3
30% 0,2 Used LG 2 2* 2 4
10 UG 2 0 0 8*
50% 0,9 Used LG 7 1 0 2*
11 UG 2 6* 2 1
20% 0,4 Used LG 2 2* 5 0
12 UG 4 1 4* 1
25% 0,3 Used LG 0 5 1* 4
13 UG 1 8* 1 0
60% 0,4 Used LG 5 4* 1 0
14 UG 0 2 6* 2
40% 0,4 Used LG 8 0 2* 0
15 UG 4* 2 3 1
30% 0,2 Used
LG 2* 3 4 1
16
UG 1 8* 1 0
60% 0,4
Used
LG 5 4* 1 0
17 UG 0 2 6* 2
40% 0,4 Used LG 8 0 2* 0
18 UG 4* 2 3 1
30% 0,2 Used LG 2* 3 4 1
19 UG 1 6* 2 1
50% 0,2 Used LG 2 4* 2 2
20 UG 1 8* 1 0
60% 0,4 Used LG 0 4* 6 0
Pedoman Penilaian
DISCRIMINATION
DIFFICULTY
0% - 30% 30% - 79% 80% - 100%
High Medium Low
-1 – 0,0 Bad DROPPED DROPPED DROPPED
0,1 – 0,3 OK USED REVISED USED
0,4 – 0,6 Good USED USED USED
0,6 – 1,0 Very Good USED USED USED
Validity and Reliability of Post-Test
Item
No. Group
Options DIF
(%) DES Status
A B C D
1 UG 9* 0 1 0
75% 0,3 Used LG 6* 1 3 0
2 UG 1 9* 0 0
50% 0,8 Used LG 2 1* 5 2
3 UG 1 2 6* 1
40% 0,4 Used LG 4 2 2* 2
4 UG 1 1 0 *8
50% 0,6 Used LG 3 3 2 *2
5 UG 2 1 6* 1
40% 0,4 Used LG 4 2 2* 2
6 UG 0 *10 0 0
80% 0,4 Used LG 2 *6 2 0
7 UG 3 3* 1 3
20% 0,2 Used LG 2 1* 3 4
8 UG 0 1 1 8*
40% 0,8 Used LG 3 2 5 0*
9 UG 8* 2 0 0
60% 0,4 Used LG 4* 0 4 2
10 UG 0 1 0 9*
45% 0,9 Used LG 1 6 3 0*
11 UG 1 0 0 9*
80% 0,2 Used LG 1 0 2 7*
12 UG 2 0 *8 0
60% 0,4 Used LG 4 0 *4 2
13 UG 0 6* 2 2
40% 0,4 Used LG 1 2* 5 2
14 UG 1 *9 0 0
45% 0,9 Used LG 4 *0 1 5
15 UG 4 0 *5 1
30% 0,4 Used LG 3 0 *1 6
16 UG 0 *10 0 0
80% 0,4 Used LG 2 *6 2 0
17 UG 6* 2 2 0
40% 0,4 Used LG 2* 1 2 5
UG 1 4* 2 3 30% 0,2 Used
LG 2 2* 2 4
19 UG 1 2 6* 1
40% 0,4 Used LG 4 2 2* 2
20 UG 2 1 6* 1
40% 0,4 Used LG 4 2 2* 2
Pedoman Penilaian
DISCRIMINATION
DIFFICULTY
0% - 30% 30% - 79% 80% - 100%
High Medium Low
-1 – 0,0 Bad DROPPED DROPPED DROPPED
0,1 – 0,3 OK USED REVISED USED
0,4 – 0,6 Good USED USED USED
0,6 – 1,0 Very Good USED USED USED
'qi
PRE TEST INSTRI]1\{ENT
Text 1
Several centuries ago, the rnice held a meeting to consider their sad situation.
All the speakers agreed on the fact that it rvas all the fault of the cats, and they debated rvays
in rv*.f,'tfre1'could avoid being hunted by them'
Finaily, a solution was proposed and-everyone approved. It rvas decided ro arrach a
bell to every i"t to that the mice lvould hear them corning'
Thii larv is still in force, but unfortunately no mouse has come forrvard to volunteer to
put the bells on the cats'
l. What is the suitable title-of the text above?
a. A cat and mice b' the mice
c. the cat d. The bell on the cat
2. What did they debate in the meeting?
a. The rvaY to kill the catsh The ,',law avoid beine hunted by the catsV' L"' ' "J
:
c. Horv to have a nelv house
d. How to collect much food.
3. What should theY do to the cats?
a. Throrving them rvith stones
b. Attaching a bell to everl'catc. Hitting them rvitlt sticks
d. Avoiding them b1'hiding in the hole
4. 6.'har iioes the '*'ord ,/:e,r? !:r parsgraph 3 refer to?
a- The cats b' The mice
c. The cats and the mice d. a cat and a mouse
Text 2
The text is for questions number 5-9
Long time ago, there lived a king and his bdautiful and kind doughter in Sular.vesi Sea.
Manl' princes rvanted to marry the king's daughter and the king.rvas confused. He, then,
announce,J a conrest: rvhoever presented rvith the most valuable gift would marry her.
Takatuliang, a poor rvood carver, rvanted it but nothing he had. Then he went to the iorest,took the best tree anci carvstl iitio a doo!.lrlext, lre took an old piece of cloth and served it into
a dress for the doll. After that, he cut his own hair and glued it to the doll's head.
One day of the contest, everyone presented their gifts then came takatuliang's turn.
"What do 1'ou have?" asked the princess' -
"I bring ontl'u doll'''said Takatuliang softly'
"Ho$' i,un1: dolls do you have?"the King asked'
I
'Tii
I4
IH
"Onlt' this one", I carved myself and decorated ii rr ith m1
rrl'li.J *a this is the only thing he left rne. "He said."
ifr" p.in."ss was touched to hear Takatuliang's
They live haPPitY ever after'
.-,i,.n hair and m1'father's otd cloth.
sron'. She decided to marrY him.
5. $/hat did the King do to choose a h.usband tbr his darrghter?- ' '-;.
;"rved a doll b' Joined the contest
.. *utri"a the princess d' lvlade a contcst
6. Where did Takatuliang take the tree? -
a. castle b. Forest
c. village d' Sea
7. What is the message of the story'l
a'cut your hair before doing a thtng
6. Xindn"tt is giving expensive things
c. Valuable doesn't mean expenslve
d. an old cloth is the best gift
g...He died and this is the only thing he-left rne"' wl':at does the llord'ohe" refer to?^'-
u. iututuliang b' The Princess
". futututi'ng's father d' The contestant
9. What/who made the princess touched?' a.her father b' Her orvn life
c. ths contest d' Takatuliang's story
Text 3
itre text is for questions number 10-13
one day a rabbit rvas in the garden eating carrots' when he rvas about to go home he
sarv the farmer. ss he negded to hide. But *.hJe could he hide? The carrots are under the
gro.rind onry the ,.;; ,*,-#-.ou, He. cculd nor hid: there but the farmer ..vas comi*g croser to
him, then he had ^n'ia"u
,o dig a hore and cover the top of the hole rvith leaves and nvigs and
,""ii rrtir the farmer leaves'' *^r-^ -^,But the f;;. aid not leave because he neede'J some carrots to make soup' Then the
rabbit had anothe;; il;ourd dig under to the rettuce patch and go home. He will get
muddy if he did m"t uni that was the only want to go -hoP::
so he did it' By the tirne he got
home, he was,".y-*,aoyand tirel|. Sole:le1: to bed. \Vhen he got up, he took a.bath.
iil;; i" g", ouL he had a nice meaftvith his fanilv'
10. The story haPPens in""'a. a ioresic. at home
I 1. What does the \vord "he"
a. Farmerc. The rabbit
U. tllc Z.L!L!
d. a farm
in the first paragraph line I refers to' "'b. his famill'd. hole
\
YJ
12.
t3.
" ,. ... .he was verv mudiil' and tired." The underiined x'ord means...
a. dirt1, b. haPPl
c. exhausted d. SleeP
From the text above , \ve can kno*'that...'a. a rabbit like eating carrots
b. the farmer has a rabbitc. the fanner knerr. that a rabbit $'as eating his carrots
d. the rabbit rvas tarttter pet
l'cxt 4
Thc text is for questions nuntbcr l4-16
One day a monkel.'rvanted to cross a rive. He sarv a crocodile in the rive, so he asked
the crocodile in the river, so he asked the crocodile to take him across the other side. l-lte
crocodile told the monkey' to jurnp on its back. Then the brocodile swam dorr'tt the river.
Now, the crocodile was very hungry, so u,hen it rvas in the middle of the river, itstopped and said to the rnonkey, ''tltonkey, my failrer is very sick- He lnust eat the heat of the
nronkey. The he will be strong again-"The monkey thought for a rvhile. Then he told the crocodile to swim back to the river
bank. .'What's for?" asked the crocodiie. "because I didn't bring my heart rvith me,"said ihe
monkey."l left it under the tree, near scme coconuts."So, the crocodile turned around anC
swam back to the bank of the rive. As soon as tlrey eached the river bank, the monkey jumped
off the crocodile's back and climed up to the top of a tree'
"rvhere is your lreart?" asked the crocodile.,.you are folish.'the moankey said to the crocodile."Norv I am free and you have
nothing."The monkey told the crocodile not to try to fool him again. The crocodile swam awa)',
hungry.14. The crocodile stopped in the nriddle of the river because "'
a his father waflted to eat a heart of a tnonkeY
b. he had to help the nronkel'c. his l'atl'rer was verl'sickd. he was hungry and rvanted to eat the monkey
15.'l'he monkey wanted to return to the river bank "a. in order to get his heart
b. as he talked to the crocodile.' d. so he could get some coconuts :
d. to run awaY tiom the crocodile
16. What a we learn from text?" ; ;;"iii""s; is everythingb. strength will rvin the game
c. strength wi!l defeat sll1a!"lness
d. smartness rtitlrout strengil-' is not!'lil'13
;+.., i'--
Y+Y
Text 5
The text is for questions number 17-20
Liule Mantu lived in a village deep in the jungle where elephants helped tire men rvith
their rvork. These elophants were so big and strong. They could lift up the heaviest logs rvith
their trunks and toss them high in the air.'Now, Mantu had an elephant of his very orvn. His name was Opie. He rvas just a baby'
and Mantu loved him very much. Mantu rvhispered to Opie's ear that scrmeda)' he rvould
become the biggest, strongest and bravest elephant in the jungle. The other elepliants heard
this. They begin to laugh and made rude noises with their trunks. "We're so big and tall, but
you're so small. You're ncthing at all. "Said one of the big elephants
iUerrtu looked up at the huge elephant rvith a mischievous glint in Lis e1'e. "You're so tall
and.can see far away. We can see what is happening do'*'n here in the jungle. In fact, rve
would be the first to'see any slithering snakes that may be a danger. "After hearing the word
snakes, the elephants screeched and off their gwents thundering in fright'"Did I say there were snakes?" giggled Mantu.'No, I don't think so." smiled Opie.
MAntu then climbed upon his little friend's back artd rvent home to the village to tell
everyone about the foolish elephants.
17. The following information are incorect according to the text' except . '..a. Little Mantu live in village.b. There were not slithering snakes in the jungle'
c. Ivlantu saw'slithering snakes in the jungle'
d. Opie is Mantu's best friend.
18. Which is incorrect statement about the text?
a. Little Manfi lived in the village-b. The huge elephants rql away slithering snakes-
c. Opie is Mantu best friend.d. Mantu whispered that opie rvould not be a strong and big elephant.
19. What does the text above talk about?
a. Foolish elephantb. Junglec. Mantu's little elephant
20. What is the word "you" in the second line of the third paragraph refers to ....a. Opie '
b. Mantuc. The other elePhantsd. A big ahd strong elePhant
t for no. 1-6
MONKEY AND CROCODILE
One day, a monkey wanted to cross a river. He saw crocodile in the river, so he askedcrocodile to take him across the other side. The crocodile told the monkey to jump on its
back. Then the crocodile swam down the river. Now, the crocodile was very hungry, so whenhewas in the middle of the river, it stopped and said to lhe monkey, "Monkey, my father isvery sick. He rnust eat the heart of the monkey. Then he will be strong again."
The monkey thought for a while. Then he told the crocodilb to swim back to the riverk. "What's for?" asked the crocodile. "Because I didn't bring rny heart with rne," said the.
qOOkey. "Because I didn't bring rny heart with me1', said the monkey. "I left it under the treeOei r some coconuts. So the crocodile tumed around and swam back to the bank of the river.
y'ns soon as they reached the river bank, the rnonkey jumped off the crocodile's back-andclimUea up to the top of the tree. "Wherels your heart?" asked the crocodile. "You are
foolish," the monkey said to the crocodile. "Now I am free and you have nothing."'T\e monkey told the crocodile not to try to fool him again. The crocodile swam away,hunery.
1. What is the story about?a- A smart crocodileb. A crocodile and a monkey's friendshipc. A srnart monkey and a foolish crocodiled. A crocodile's fathere. A monkey and a crocodile life l
2. Which one is the orientation part in this story?a. The monkey told the crocodile to swim back to the river bankb. The monkey wanted to cross a river then asked the crocodile to take him acrossc. The crocodile turned around and swam back to the bank of the riverd. The crocodile swam away, hungry.e. The monkey climbed up to the top of the tree
3. The generic structure of the text is..a. . orientation>resolution>conflictb. orientation>conflict>introductionc. orientation>conflict>reorientationd. orientaiion>complication>resolutione. introduction>conflict>reorientation
4. Why did the monkey ask the crocodile to help him when he saw the crocodile for thefirst time?a. Because the monkey couldn't cross the riverb. Because the crocodile was very kindc- Because the monkey wanted to look for the foodd. Because theywere old friendse- Because the monkey wanted to escape
5. What is the function of the text?
a. to inform about the monkey and the crocodile's friendship
Y-,!'
tb amuse the readerto describe about the wellto persuade the readerto describe how animals live
6. The crocodile tried to fool the monkey because he rvas..a. Sman-b. Hungry i .
c. Lazyd. Scarcde. Lonely
Text for no.7-1.2
MOMOTARO
Once upon a time, there lived in Japan a peasant and his wife. They were sad couplecause they had nochildren. They kept praying to their god pleading to give them a child.hile cutting woodiby a,stream one day, the man saw a iargipeach no"tLg
"n tt
" *uir.'n"
- r to pick it up. His wife was excited because she had neuer seen such a li'rge peach before.They were about to cut the peach when they heard a voice from inside.
The couples were surprised to do anything. The peach then cracked open, and thereulss a beautiful baby inside. The couples were very huppy, of course. They named the babyllenrotaro, which meant 'peach boy'.
Mornotaro grew up to be clever, courage young man. His parents loved him veryOuch.
One day, Momotaro told his parents that he was going to fight the pirates who always.. -acked
their village. These pirates lived on an island a f"* kiloireters u*"y. Mornotaro,sb6ther packed his food, and his father gave him a sword. Having blessed Momotaro, they
at him off on his joumeySailing on his boat, Momotaro met an eagle going in the same direction. They became
good friends; soon, both of them arrived on the island ofihe pirates.momotaro drew out the sacred sword his father had given him and began to fight the pirates.The eagle flew over the thieves' heads, pecking i't their eyes. Finally, the pirates were
:eated.
Momotaro brought horne all the goods that pirates had stolen. His parents were proudto him, and they were overjoyed at his victory and save return.
7. The main idea of paragraph one is..a. The peasant likes to cut the woodb. There livei a peasant and his wife who are sad because they had no childrenc. The peasant's wife had never seen such a large peach before.d. The peasant's wife often helped the peasant to cut the woode. There was a baby inside the peach
8. The pronoun "he" in line l l refers to..a. Thepeasantb. The piratec. Momotarod. The eaglee. The thief
b.
c.
d.
e.
9. Based on the text, the supporting character of the story isa. Momotarob. The peasantc. The eagled. The peasant's wifee. The peach,boy
10. Who is called'the peach boy'?The eagle 'The peasantThe pirate
'
The thiefMomotaro
a.
b.c.
d.
e.
11. It is NOT stated in the text that Momotaro....
,a. was going to,figlt the pirates who always attacked their villageb. likes to help his father cutting the woodc. met an eagle on his way to the piratesd. grew up to be smart mane. won the fight with the pirates
12. Momotaro. was going to fight the pirates because..a. they attacked his villageb. they killed his motherc. he wanted to help the eagled. they stole his foode. he wanted to rescue his father
fbr no.lt-20
Maura, who liked to be thought of as the most beautiful and powerful queen nfia, had many suitors. One by one she discarded them, until her iirt ,ru, reduced to justs sheiks, all equally young and handsome, rich and sirong. It was very hard to decidewould be the best of them.
One evening, Maura disguised herself and went to the camp of the three sheiks, aswere about to have dinner, and asked them for something to eat.irst gave her some leftover food; the second gave her roir. unappetizing camel,s tail;rird shbik, who was called Hakim, offered heisome of the most tencler and tasty meat.'dinner, the disguised queen left the sheiks, camp. - '---.'--a
.p9 following uay the queen invited the threeiheiks to dinner at her palace. sheed her servants to give each one exactly what they had given her the ru"ning b"for".T, *19 received a plate of delicious meat, refusei to .ulit if the other two could notit with him, and this act finally convinced Queen Maura that he was the man for her.
rout question, Hakim is the most generous of you," she announced her choice to thes, "So, it is Hakim I will marry.',
13. What is the best title for the srory?a. The generous menb. The three sheiksc. The three sheiks and eueen offuabiad. Maura and her servantse. The Arabia Kingdom
'qi
14. According to the text, who is the supporting character of the text?a. Servants
b. Three sheiks
c. Queen of Arabiad. Maurae. Hakim
:
15. one of the following is not included into the orientation of the story..a. The name of the queen is Maurab. The queen chose Hakim to be her husbandc. Maura had many suitors
e. Maura was the most beautifirl and powerful queen
l6' where did Maura invite the three sheiks to have dinner the day after her disguise..a. In the viilageb. At forestc. In thc campd. At her palacee. In hetroom
17. The word 'they' in line 6 refers to..
c. The suitorsd. Hakim and maurae. The three sheiks
18. What is the resolution of the story?a. Maura had many strong suitorsb. The quqgn went to the sheiks,campc. The queen would marry Hakimd. Maura ate unappetizing camel's taile. Maura disguised herself
19. Following are the characters of three sheiks, EXCEPT ....a. Richb. Handsomec. Youngd. Stronge. Arrogant
20. What is the kind of the text?a. Procedureb. Recountc. Descriptived. Expositione. Narrative
';\
Key Answer Pre-Test
1. B 11. C
2. B 12. A
3. B 13. A
4. A 14. A
5. D 15. A
6. B 16. A
7. C 17. C
8. C 18. D
9. D 19. C
10. D 20. C
Key Answer Post-Test
1. C 11. B
2. B 12. A
3. C 13. B
4. A 14. A
5. B 15.B
6. B 16. D
7. B 17. E
8. C 18. C
9. C 19. E
10. E 20. E
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