english teaching learning process for reading at …
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ENGLISH TEACHING LEARNING PROCESS FOR READING AT ISLAMIC
JUNIOR (MTs) NEGERI MODEL JAMBI
THESIS
Submitted as Partial Fulfillment Fulfillment of Requirement to get
Undergraduate Degree (S.1) in English Ecducation
MENTARI ARINI KUNANTI
NIM. TE 130526
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY STUDIES
SULTAN THAHA SAIFUDDIN
JAMBI
2019
DEDICATION
First of all, the writer gives praise and thankfulness to Allah SWT because his blessing and the
merciful with deeply this thesis can be finished.
I dedicated this thesis especially for:
My beloved parents, there are my beloved Mother (Henny Pertiwi DJ) and my beloved Father
(Ariyon), thank you for your love, material, advices, best support, motivation, care and prayer for me.
Both of you always make me strong to face the life. Your love gives a power for me to finish this
thesis.
I really love you all.
My beloved Husband ( Tambiyanto) thank you for your support, your time, prayer for me. You are
also so patiently when I’m dizzy and worry with my problems and this thesis. You always support and
help me. Thank you and I love you.
My beloved Little Sister( Bulan Nabilah Putri Arini) thank you for your material, support, kindness, I
love you so much.
For all my beloved family, my beloved lecturers, my first advisor (Mr. Kholid Musyaddad,M.Ag) and
my second advisor ( Miss Juliana Mesalina, M.Pd) thank you for your times, helps, and advice,
teaching me until I finished my thesis.
My best friend which like my sisters (Maisyaroh and Mia Kurniati) and also my best friend since
senior high school (Indah Milati) thank you for being my best friends in giving support, always hear
my troubles, and making a joke especially when I’m falling down it really helps me.
All my friends and especially my classmates EMCB (English Member Class of B 2013 ) who can’t be
mentioned one by one thank you for being my friends and giving support to me. Good Luck and
success for you all.
Abstract
The purpose of this study to find out the strategies on teacher’s lesson plan in
teaching reading comprehension at MTS Negeri Model Jambi, the teaching learning process
in reading comprehension at MTS Negeri Model Jambi and the teacher evaluate teaching
learingh process in reading comprehension at MTS Negeri Model Jambi. In this study, the
researcher uses a qualitative design with a case study. In qualitative research the researchers
study things in their natural settings, attempting to make sense or interpret phenomena. The
researcher will get the answer about the question in analyzing the strategies on teaching
reading comprehension applied by the teacher to the eight grade student’s MTS Negeri
Model Jambi. Based on research finding and discussion, it can be concluded that : (1)
Teacher’s lesson plan in teaching reading comprehension at MTS Negeri Model Jambi used
K 13 as Permendikbud No. 65 of 2013 concerning Process Standards, Learning
Implementation Plans (RPP) are plans for face-to-face learning activities for one or more
meetings. RPP was developed from the syllabus to direct the learning activities of students in
an effort to achieve Basic Competency. (2) Learning Process divides into 3 activities. They
are a). Preliminary ; Introduction is the initial activity in a learning meeting aimed at
generating motivation and focusing the attention of students to actively participate in the
learning process. b) Core; The core activity is a learning process to achieve KD. Learning
activities are carried out interactively, inspiring, fun, challenging, motivating students to
actively participate, as well as providing sufficient space for initiative, creativity, and
independence in accordance with the talents, interests, and physical and psychological
development of students. This activity is carried out systematically and systemically through
the process of exploration, elaboration, and confirmation and c). Closing; Closing is an
activity carried out to end learning activities that can be done in the form of a summary or
conclusion, assessment and reflection, feedback, and follow-up. (3) The teacher in MTsN
Model uses 3 stages in assessment. First is the daily test. It is held twice a month. Beside, the
teacher also uses daily task in assessment. The teacher also gives homework to make the
students remember the previous materials. Second, assessment is taken from mid test made
by the teacher. It is held in the middle of a semester. The last assessment is the final test.
Final test is held in the last of a semester. The goal of the final test is to know the result of the
students’ learning in English teaching-learning process in a semester. It supports the theory
that was explained in the previous chapter. It also has been explained in the previous study.
Key Words ; strategies, learning process, reading comprehension
bstrak
Tujuan penelitian ini untuk mengetahui strategi rencana pembelajaran guru dalam
pembelajaran membaca pemahaman di MTS Negeri Model Jambi, proses belajar mengajar
dalam membaca pemahaman di MTS Negeri Model Jambi dan guru mengevaluasi proses
belajar mengajar dalam membaca pemahaman di MTS Negeri Model Jambi. Dalam
penelitian ini, peneliti menggunakan desain kualitatif dengan studi kasus. Dalam penelitian
kualitatif, para peneliti mempelajari hal-hal dalam latar alami mereka, berusaha memahami
atau menafsirkan fenomena. Peneliti akan mendapatkan jawaban tentang pertanyaan dalam
menganalisis strategi dalam pengajaran membaca pemahaman yang diterapkan oleh guru
untuk siswa kelas delapan MTS Negeri Model Jambi. Berdasarkan temuan dan diskusi
penelitian, dapat disimpulkan bahwa: (1) Rencana pembelajaran guru dalam pengajaran
membaca pemahaman di MTS Negeri Model Jambi menggunakan K 13 sebagai
Permendikbud No. 65 tahun 2013 tentang Standar Proses, Rencana Pelaksanaan
Pembelajaran (RPP) adalah rencana untuk kegiatan pembelajaran tatap muka untuk satu atau
lebih pertemuan. RPP dikembangkan dari silabus untuk mengarahkan kegiatan belajar siswa
dalam upaya mencapai Kompetensi Dasar. (2) Proses Pembelajaran terbagi menjadi 3
kegiatan. Mereka adalah). Pendahuluan; Pendahuluan adalah kegiatan awal dalam pertemuan
pembelajaran yang bertujuan untuk membangkitkan motivasi dan memusatkan perhatian
siswa untuk secara aktif berpartisipasi dalam proses pembelajaran. b) Inti; Aktivitas inti
adalah proses pembelajaran untuk mencapai KD. Kegiatan pembelajaran dilakukan secara
interaktif, menginspirasi, menyenangkan, menantang, memotivasi siswa untuk berpartisipasi
aktif, serta memberikan ruang yang cukup untuk inisiatif, kreativitas, dan kemandirian sesuai
dengan bakat, minat, dan perkembangan fisik dan psikologis siswa. Kegiatan ini dilakukan
secara sistematis dan sistemik melalui proses eksplorasi, elaborasi, dan konfirmasi dan c).
Penutupan; Penutupan adalah kegiatan yang dilakukan untuk mengakhiri kegiatan belajar
yang dapat dilakukan dalam bentuk ringkasan atau kesimpulan, penilaian dan refleksi, umpan
balik, dan tindak lanjut. (3) Guru dalam Model MTsN menggunakan 3 tahap dalam penilaian.
Pertama adalah tes harian. Itu diadakan dua kali sebulan. Selain itu, guru juga menggunakan
tugas harian dalam penilaian. Guru juga memberikan pekerjaan rumah untuk membuat siswa
mengingat materi sebelumnya. Kedua, penilaian diambil dari tes tengah yang dilakukan oleh
guru. Ini diadakan pada pertengahan semester. Penilaian terakhir adalah ujian akhir. Tes akhir
diadakan pada semester terakhir. Tujuan dari tes akhir adalah untuk mengetahui hasil belajar
siswa dalam proses belajar-mengajar bahasa Inggris dalam satu semester. Ini mendukung
teori yang dijelaskan pada bab sebelumnya. Ini juga telah dijelaskan dalam penelitian
sebelumnya.
Kata-kata kunci; strategi, proses pembelajaran, pemahaman membaca
TABLE OF CONTENTS
PAGE OF TITTLE...............................................................................................i
OFFICIAL NOTE..................................................................................................ii
STATEMENT OF ORIGINALITY.....................................................................iv
DEDICATION........................................................................................................v
MOTTO..................................................................................................................vi
ABSTRACT..........................................................................................................vii
ACKNOWLADGEMENTS..................................................................................viii
TABLE OF CONTENT..........................................................................................ix
LIST OF APPENDICES.........................................................................................x
CHAPTER I INTRODUCTION
A. Background of The Study ................................................................................. 1
B. Research Question ............................................................................................ 4
C. Purpose of the Study ......................................................................................... 4
D. Significance of the Study .................................................................................. 4
CHAPTER II REVIEW OF LITERATURE
A.Theoretical Review ............................................................................................. 6
1. Lesson Plan ................................................................................. .................. 6
2. Teaching and Learning Process .................................................. .................. 8
3. Teaching Strategies....................................................................................... 13
4. Concept of Reading....................................................................................... 16
5. Reading Comprehension................................................................................19
6. Factor Affecting Reading Comprehension.....................................................20
B. Previous Studies ................................................................................................ ..22
CHAPTER III METHODOLOGY
A. Research Design................................................................................................ 27
B. Setting Description............................................................................................ 28
C. Instrument of the Research ............................................................................... 29
D. Types and Sources of Data ............................................................................... 29
E. Technique of Data Collection ........................................................................... 30
F. Technique of Data Analysis .............................................................................. 32
CHAPTER IV FINDING AND DISCUSSION
A. Research Finding .............................................................................................. 35
1. Teacher’s lesson plan in teaching reading comprehension at MTS Negeri
Model Jambi................................................................................................... 35
2. Teacher’s Process in teaching reading comprehension at MTS Negeri Model
Jambi............................................................................................................. 42
3. Teacher evaluate teaching learning process in reading comprehension at MTS
Negeri Model Jambi...................................................................................... 50
B. Discussion ......................................................................................................... 52
CHAPTER V CLOSING
A. Conlussion......................................................................................................... 57
B. Suggestion ......................................................................................................... 58
REFERENCES................................................................................................................................. 59
APPENDIX
LIST OF APPENDIX
APPENDIX I : Sheet of Interview
APPENDIX II : Field Note
APPENDIX III : Documentation
APPENDIX IV : Lesson Plan
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CHAPTER I
INTRODUCTION
A. Background of the Study
Teaching is a process that the teacher instructs the students to do
something. While, learning is the acquisition of knowledge or skills through
study, experience, or something being taught. In teaching, the teacher is not the
only learning source, but also she or he needs to make the students be active to
explore many sources to increase their knowledge. The students can get it from
many sources, such as books in the library, other friends or articles from the
internet (Harmer, 2001, p. 40). It means that teaching and learning cannot be
separated each other, because English is a tool both for spoken and written
communication. Thus, the students must be able to share their ideas, opinions,
and feelings through spoken and written texts in every situation and place.
There are four skills in English, there are speaking, writing, reading, and
listening (Brown, 2000, 105). It is better for English learners to master in all those
skills, but the fact is different. Many English learners do not master in all of those
skills. For example, some of English learner are good in writing skill, but do not
for reading skill. The other example, some English learners are good in speaking,
but do not well in listening. It means that those English learners have different
ability in acquiring language.
Reading is one of the language skills that play an important role in foreign
language acquisition. Richard (1992, p. 306), said “reading perceives a written in
the text in order to understand the contents. The understanding that result is called
reading comprehension”. It means that reading does not occur in vacuum, it done
for a purpose to achieve some ends. During reading the reader processes the text
with regard to the purpose. To be a good reader, the learner must learn how to
comprehend and understand the passage. So, she or he can achieve the purpose of
reading is done.
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Reading is very important for English learners because reading can enlarge
their knowledge, vocabulary, and information. From reading, English learner also
can learn about foreign language people‟s habit and culture (Harmer, 1998, p. 68).
When learners want to learn about language, they have to learn about the habit
and the culture of those foreign peoples. It can help them to learn about those
foreign languages easily. In teaching English, especially teaching reading teachers
should have their own strategies. The teachers need to encourage students to
acknowledge some responsibilities. Brown, (2000) said that the teacher has to
identify properly about the student achievement ability. It means that the teacher
should have a plan as accurate as possible to get an effective teaching and
learning. Especially, to reach a good development in teaching reading, teacher
should create various teaching strategies to enhance student‟s motivation to
understand the texts easily. There are many strategies of teaching reading used by
the teachers which are interesting and it can enhance student‟s ability to be fluent
readers.
The goal of teaching and learning is to produce and comprehend language
that are spoken and written. Some people think that successful English learner is a
person who can speak English fluently. They do not know that a person who is
said a success English learner is a person who is master in all of English skills..
According to Aswan et al. (2010) teaching strategy is a teacher‟s plan in teaching
and learning process to achieve a purpose which have plan. In other word,
teaching strategies are approaches to teaching students. The teacher have to apply
the strategy to balance between the method which the teacher‟s used and the way
of the teacher‟s used to apply the material.
Nunan (1999, p. 249) said that success in teaching depends on many factors,
one of them is teaching strategies. In fact, it is probably true to say that more time
is spent teaching reading than other skill. The function of the teacher does not tell
the students what they should learn, but to help them to select what they want to
learn. Mittag (2011, p. 126) stated that the teacher becomes a facilitator of
learning of personal and social change by assisting the developing person at those
points where help is requested. The students in mastering the subject will greatly
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depend on the presentation of material given by the teacher beside the ability of
the students themselves. The teacher may use the goal formulated as a guide in
choosing the strategy of the teaching (Smithmco, 2005, p. 22). It is really pleasure
and positive experience to try various classroom activities because successful
lessons depend on the using of a variety of teaching strategies.
Based on the researcher observation, the researcher found that MTS Negeri
Model Jambi is one of the favorite schools for the students after they have
graduated from elementary school at MTS Negeri Model Jambi the students
always follow the activities such as storytelling in other school and this school is
often being the winner when there are competitions around the MTS Negeri
Model Jambi. Students also get knowledge, experience, money and certificate. In
addition, their name and school‟s name are known in other school. This school
also has activities such as Speech and Reading Poetry, these activities are
exstraculiculer which can make students‟ have chance to enhance their bravest.
That is why some students are interesting in learning in this school. The
teachers provide students to enhance their motivations to read the texts and
enhance their academic performance. The teachers also help the students to
communicate or express their thoughts, feeling, and opinions in English as they
can. Based on interview the researcher get information that the students in MTS
Negeri Model Jambi has good knowledge in learning English especially in
reading comprehension. Based on documentation the researcher get information
about students score in reading comprehension. There were 7 students got 100
score, 14 students got 95 score, and 8 students got 85 score from 29 students in
the classroom. In this research English teacher have good knowledge, experience
in making comfortable atmosphere and interest in teaching reading, were the
teacher make a good preparation before she teach reading in the classroom. She
uses many strategies two of them skimming and scanning were teacher ask the
student to read the point of the texts and also the students are asked to read from
the beginning until the end. After the teacher apply the strategies she has her
students to evaluate the text that they have read. She also did some evaluation to
solve the problems that she had found.
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Based on the reasons above, the researcher analyzes this proposal entitled
“English Teaching Learning Process at MTS Negeri Model Jambi”.
B. Research Questions
The researcher decides to focus on three relevant questions to address
for the purpose of this study is formulated as follow:
1. How does teacher‟s lesson plan in teaching reading comprehension at MTS
Negeri Model Jambi?
2. How does teaching learning process in reading comprehension at MTS
Negeri Model Jambi?
3. How does teacher evaluate teaching learning process in reading
comprehension at MTS Negeri Model Jambi?
C. Purpose of the Study
The purpose of this study to find out the teacher‟s strategies in teaching
reading comprehension of The Eight Grade Student‟s MTS Negeri Model
Jambi. Therefore, the purpose of this study is formulated as follow:
1. To find out the strategies on teacher‟s lesson plan in teaching reading
comprehension at MTS Negeri Model Jambi.
2. To find out the teaching learning process in reading comprehension at MTS
Negeri Model Jambi.
3. To find out the teacher evaluate teaching learingh process in reading
comprehension at MTS Negeri Model Jambi.
D. Significance of the Study
In this study, there are two significances of the study, namely;
1. Theoretically Contribution
The ultimate outcome of this study is expected to be input in
practicing and learning process especially for reading comprehension and
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give additional information and knowledge to the readers especially to the
students and lectures in English Department who want to read this paper.
2. Practically Contribution
Practically, this study is expected to have contribution for;
a. For the lectures or teachers
The researcher hopes this study can give some suggestion for the
teachers in enhancing student‟s reading comprehension.
b. For the researcher
The researcher hopes this study will give new knowledge to the
researcher itself about teaching learning process in reading
comprehension at MTS Negeri Model Jambi. The researcher hopes
this can be developed the writing ability and this study will be done
by the researcher as one of requirement on getting S1 Degree in
English Education, Faculty of Teacher Training and Education,
University Islamic Studies.
c. For Others
The researcher hopes this study will be useful as guidance of
reference to the next researcher in enhancing student‟s reading
comprehension and it can give contribution to the society.
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CHAPTER II
REVIEW OF LITERATURE
A. Theoretical Review
1. Lesson Plan
Lesson plan is a set of planned activities in learning process to
reach a certain goal. In Indonesian context, especially in the
implementation of KTSP (Kurikulum Tingkat Satuan Pendidikan), as cited
by Amin, Mulyasa explains that “lesson plan is defined as a plan
describing the procedures and management of learning to achieve one or
more basic competence determined in the Content Standard and explained
in the syllabus”.(Amin, 2012:78)
According to Aggarwal, a lesson plan is considered as a blue print,
a guide map for action, or a comprehensive chart of classroom teaching
learning activities. Aggarwal describes it as elastic but a systematic
approach to teaching of the concepts, skills, and attitudes. (Amin, 2012:79)
In this case, a lesson plan can be defined as a teacher‟s daily plan of
activities to be conducted in a teaching and learning process.
The same definition of lesson plan is proposed by Lester as quoted
by Kochhar. Lester states that a lesson plan is actually a plan of action.
According to him, it is the heart of effective teaching in which the teacher
indicates the objectives of the lesson, the materials to be taught,and the
effective methods to be applied to achieve the instructional
objectives.(Aggarwal,2011:322)
Arrends also states similar definition regarding lesson plan.
According to him, daily lesson plan outlines what content is to be taught,
motivational techniques to be used, specific steps and activities for
students, the materials needed, and the evaluation process.(Arends,
2013:88). It means that a lesson plan is a description of expected teaching
and learning process and outcomes.
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Furthermore, Harmer explains that lesson planning is the art of
combining a number of different elements into a coherent whole so that a
lesson has an identity which students can recognize, work within, and
react to – whatever metaphor teachers may use to visualize and create that
identity.13 From Harmer‟s statement, it can be concluded that a lesson
plan is such a teacher‟s ideas and creativity to provide and create a lesson
in which the students can engage to.
2. Teaching and Learning Process
Teaching is showing or helping someone to learn to do something,
giving instruction, guiding in the study of something, providing with
knowledge, causing to know or understand. The definition of teaching
cannot be separated from the definition of learning. The understanding
towards the concepts of teaching and learning may underlie the success of
language teaching and learning process. Therefore, the following presents
a discussion on the notion of teaching and learning. Harsono (2007, p.
173) states that learning is normally considered to be a conscious process
which consists of the committing to memory of information relevant to
what is being learned. It means that learning is a process that brings
together cognitive, emotional, and environmental influences for the
purpose of making changes in one‟s knowledge, skills, values, and
worldviews.
Supporting the above definition, Talis (2009, p. 9) processes that
an effective teaching considers some crucial aspects. It includes well-
planned curriculum, efficient classroom activities, focused teacher, and the
like. With regard to the above aspects, teaching is not only a matter of
transferring knowledge. Many aspects are involved in the process of
teaching which determine in effectiveness of teaching process. Those
important aspects of teaching can be some guidance to create an effective
teaching in the English teaching and learning process. According to Aajmc
(2010, p. 13) there are ten tips teaching English in the classroom such as:
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1) Concentrate on building a community first, content second. Establish
norms with students and giving them a stake in their own learning and
education.
2) Revisit class norms throughout the quarter or semester. This is an
excellent opportunity to reflect and remind the class of its purpose and
evaluate if they have maintained the expectations established at the
beginning of class.
3) Allow for multiple forms of representation. Writing is not the only
means to demonstrate mastery over content. Provide opportunities for
projects that can access a variety of mediums and student strengths.
4) Try one new thing every quarter or semester. Whether that be a new
technology, resource, reading, or project.
5) Do not talk too much. Powerful learning can happen when teachers let
students verbalize the thoughts and ideas for the teachers.
6) Make time for reflection. Reading excellent opportunities to make
connections and continue the learning even after class is dismissed.
7) Do not let the reflections go unnoticed. Allow opportunities for
students to comment on and read their peers reflections and make sure
to reference them in class discussion. Affirmation does wonders for
confidence and learning.
8) If teachers need help, just ask. A community relies on all of its
members to run efficiently. Access the knowledge and expertise that
exists right in front of them.
9) Be respectful of time, stress, and workload of students but do not
sacrifice the rigor or course expectations.
10) Make advising a priority. Many students seek guidance but do not
know how to ask for help or advice. Make connections to advisees by
investing some time in them. Discover their passions and interests and
help them to make connections within and outside the school.
Teaching and learning are very important in learning process
because it can help the students to get knowledge that teacher has given.
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So, teachers should have strategies to make their students are enjoy in
learning because teaching strategies is to make it easier to implement a
variety of teaching strategies or techniques and also help students take
more responsibility for their own learning and enhance the process of
teaching for learning. The key is to create learning environments that are
more interactive, to integrate technology where applicable into the learning
experience, and to use collaborative learning strategies when appropriate.
To achieve a basic competence in learning activities must be
included steps of activities in each meeting. Basically, the activity steps
contain elements of activity (Iskandar ,2011):
a. preliminary
Introduction is the initial activity in a learning meeting aimed at
generating motivation and focusing the attention of students to actively
participate in the learning process.
b. Core
The core activity is a learning process to achieve KD. Learning
activities are carried out interactively, inspiring, fun, challenging,
motivating students to actively participate, as well as providing sufficient
space for initiative, creativity, and independence in accordance with the
talents, interests, and physical and psychological development of students.
This activity is carried out systematically and systemically through the
process of exploration, elaboration, and confirmation. In the learning
process to achieve this competence the teacher does
1. Exploration
In teacher exploration activities:
a) Provide a stimulus in the form of giving material by the teacher
b) Discuss material with students
c) Provide opportunities for students to communicate orally or present
how to solve a problem.
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d) Involve students in discussing examples in the Book
2. Elaboration
In teacher elaboration activities:
a) Familiarize students to read and make data in the form of tables or
diagrams.
b) Facilitate students through the provision of tasks to do exercises on
the questions contained in textbooks
3. Confirm
In the teacher confirmation activity:
a) Provide feedback to students by giving reinforcement in verbal
form to students who have been able to complete their assignments.
b) Provide confirmation on the results of work done by students
through other book sources.
c) Facilitate students to reflect to get the learning experience that has
been done
d) Provide motivation to students with less education and cannot
participate in the material on how to read and make data in the
form of tables (lists), how to read and make data in the form of
diagrams
c. Closing
Closing is an activity carried out to end learning activities that
can be done in the form of a summary or conclusion, assessment and
reflection, feedback, and follow-up.
The quality of teaching learning process in Junior High School
should be effective in order to gain the learning objective. There are some
components which affect the quality of English teaching and learning
process. They are listed as follows.
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a. The Goals of the Learning
There are two goals can be achieved by the students, those
are long- and short-term goals. According to Brown (2001, p. 53), long-
term goals may include the mastery of English, the passing of an exam
(at the end of the year), the possibility of a better job in the future, etc.
The teacher can encourage the students to learn English and active in
the reading class to achieve the long-term goals by emphasizing those
long-terms goals is more important for them to be achieved by them. To
motivate them in learning English, the teacher also can use the short-
terms goal by giving them some points to them. If they can involve in
teaching and learning English, they are active in the reading class, and
they can get high score in the reading class, the teacher can give the
class rank and some rewards for them.
b. Teacher
Teacher plays a very important role in bringing the class to
get a good quality of learning. Teacher has some roles in the classroom
activities. Harmer (2001, p. 27) proposes the roles of a teacher during
the teaching and learning process. The following presents a discussion
about the roles of a teacher.
1) Controller: when teachers act as controllers, they are in charge of the
class and of the activity-taking place and are often leading from the
front.
2) Prompter: in this stage, the teacher often gives a prompt or takes
charge in order to encourage the students to be active during the
lesson.
3) Participant: teacher sometimes wants to join the activity done in the
teaching and learning process. In this stage, the teachers are expected
to take part during the classroom activities.
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4) Resource: in this stage, the teacher can be one of the most important
resources in the teaching and learning process. She/he can provides
all information needed by students.
5) Tutor: acting as tutor, the teacher can combine both prompter and
resource role during the teaching and learning process.
The role of the teacher during the teaching and learning process
is dependent, based on what the students need to achieve. The teacher
needs to be able to switch between those various roles. The teacher
should know the role based on the needs of the teaching and learning
process. It can be concluded that teacher as one of essential components
to the quality of teaching and learning process should consider many
aspects in order to be an ideal teacher for the learners. The teacher
should know well how to control the class. A good teacher also needs to
have a good classroom management.
c. Student
Another essential component in the teaching and learning is
students or learners. Students or learners are all very different. They
differ in obvious ways such as age, gender, nationality, language level
and personality. The student‟s attitudes in the classroom are affected by
their motivation, needs, educational and cultural background, and
learning styles and personalities (Branch, 2005, p. 3).
In English teaching and learning process, the students
should be given an equal opportunity in using English during the
classroom activities. In other words, the students have to actively
involved in every stages of teaching and learning, so that the teaching
and learning activities run well. However, student‟s active involvement
does not go far from active learning. Bonwell and Shapes (2003, p. 292)
define active learning as that which involve students in doing things and
thinking about the things they are doing. They list the following general
characteristics of strategies that utilize active learning in the classroom.
1) Students are involved in more than listening
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2) Less emphasis is placed on transmitting information and more on
developing student‟s skill
3) Students are involved in higher-order thinking (analysis, synthesis,
evaluation)
4) Students are engaged in activities (e.g. discussing, writing,
reading) Related to the quality of teaching and learning,
Mulyasa (2004, p. 174) defines that the quality of teaching
and learning process can be seen from two aspects, p. process and
products. From the process, it can be said that the quality of teaching
and learning is effective if all of the students get actively involved
physically, mentally, and socially in teaching and learning process.
From the product, it can be said that the quality of teaching and learning
is effective if all of the students have positive changes towards their
behavior.
3. Teaching Strategies
There are a variety of teaching strategies that teachers can use to
improve student learning. Kimbly and Garmezy in Brown (2000, p. 7)
define that teaching is the activities to show or help someone to learn how
to do something, give instructions, guide in the study of something,
provide with the knowledge, causes to know, understand knowledge and
give new knowledge. Brown (2000, p. 7) also says that “teaching cannot
be defined apart from learning. Teaching is guiding and facilitating
learning, enabling the learners to learn, setting the conditions for learning”.
Meanwhile learning is getting the knowledge or the acquisition of the
knowledge. From the definitions above, it can be known that teaching as
helping, facilitating, and giving instructions how to learn and get
something or knowledge. Here the teacher is the subject in doing those
because the teacher has the obligation to help the students getting or
acquiring the second language that is English.
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a. Lowering Inhibitions
In the classroom, students need some activities to decrease their
difficulties in studying English. The teacher can apply these activities,
those are, playing guess and communication games, doing role-replay
and skits; sing a songs, using group work, laughing with the students,
having them share fears in small groups (Richards and Renandya,
2002, p. 16).
b. Encouraging risk-taking
When students feel afraid in making mistakes in studying or
doing exercises, some efforts can be applied in the classroom, those
are, praising students for making science efforts to try out language,
using fluency exercises where errors are not corrected at that time,
giving outside-of-class assignments to speak or write or to try out the
language (Richards and Renandya, 2002, p. 18).
c. Building students‟ self-confidence
Teacher need to build the students‟ confident in studying
English because self-confident is one of important factor which
influents the students‟ success in studying English. To do that, teacher
should tell students explicitly (verbally and nonverbally) that he or she
do indeed believe in them that their students can do their job. Teacher
should ask them make lists of their strengths of what they know or
what they have accomplished so far in the course (Richards and
Renandya, 2002, p. 18).
d. Helping students develop intrinsic motivation
Developing intrinsic motivation can help students to improve
their achievement in studying English. Some efforts that can be done
by the teacher are reminding students explicitly about the rewards for
learning English, describing students that many jobs requires English,
playing down the final examination in favor of helping students to see
15
rewards for themselves beyond the final exam (Richards and
Renandya, 2002, p. 21).
e. Promoting cooperative learning
In studying English in the classroom, teacher needs explain that
cooperative learning in the class is more important than competition
between the students. some activities can be done in cooperative
learning are directing students to share their knowledge in a group,
asking the students to think of themselves as a team so that the students
who have a good ability in learning can help the students who do not
have it (Richards and Renandya, 2002, p. 21).
f. Encouraging students to use right-brain processing
In studying English, teacher should insist that learning is not
only doing exercises and decide the right and the wrong answer but the
teacher also needs some activities to develop the students‟ creativity in
learning English. Some activities which can be done are using movies
and tapes in class, having students read passages rapidly, doing
skimming exercises, doing rapid „free writes‟, doing oral fluency
exercises where the object is to get students to talk or to write a lot
without being corrected (Richards and Renandya, 2002, p. 23)
g. Promoting ambiguity tolerance
Making the classroom is enjoyable and comfortable is a good
way to make students feel relax in studying English. Some activities
can be done are encouraging the students to ask you and each other,
questioning when they do not understand something, making your
theoretical explanations very simple and briefly by doing translation
into a native language to clarify a word or meaning (Richards and
Renandya, 2002, p. 23).
h. Helping students use their intuition
Making the students not depend to the teacher is a good way to
building their intuition. Some strategies can be done by the teacher are
praising the students for good guesses, doing not always give
16
explanation of errors, letting a correction suffice and correcting only
selected errors (Richards and Renandya, 2002, p. 24)
i. Getting students to make their mistakes work for them
Teacher does not need to correct and always explain why the
students make errors in their learning. Asking the students to do self-
learning activities is good way for them. Some activities can be done
are recording students‟ oral production and getting them to identify
their errors, letting students catch and correct each other‟s errors,
encouraging students to make lists of their common errors and to work
on them on their own (Richards and Renandya, 2002, p. 25).
j. Getting students to set their own goals
Setting the students‟ own goals are good way to improve their
study. The activities are asking them to make list of what they will
achieve on their own particular week, getting students to make specific
time commitments at home to study the language, and giving “extra
credit”.
These are the ten principles which can be implemented in the
teaching reading in the classroom. Teacher can select one or two
appropriate principles as the need of the students because the appropriate
principle influences the students‟ achievement. From ten principles above,
it will be used to know the strategies on teaching reading applied by the
teacher to the eight grade student‟s MTS Negeri Model Jambi.
4. Concept of Reading
According to Webster‟s Dictionary and Thesaurus, teaching is
giving instruction to, to train, the act of someone to teach. Besides, Joyce
(1996:3) stated that teaching well mean helping the students learn well.
Powerful learners have expanded repertoires strategies for acquiring
education. Models of teaching are designed to import these strategies
while help students to develop as persons, increase their capacity to think
clearly and wisely, build a social skill commitment. Teaching is the
17
process of building communities of learners who use their skill to educate
themselves.
According to Hopson (2016:92) teaching is a noble, caring
profession, but teacher should be clear about the line that is drawn between
caring and doing too much for people. Teaching has its rewards. However,
the rewards are quiet, internal. A teacher is rewarded when a student show
improvement in his work, when a student seek out the teacher for help,
when a connection develops between the students and teacher. A teacher is
rewarded in countless ways, and all the rewards are unique as the
individual teacher.
According to Brown (2010:17) teaching may be defined as
“showing or helping someone to learn how to do something, providing
with knowledge, causing to know or understand.” Teaching is not
primarily telling. It‟s helping other people learn. That means the focus is
on the learners, not the teachers. People learn best through experiencing
something themselves.
From the definition above, it can be concluded that teaching is the
process of learning that giving by the teacher with the train or instruction
and causing to know or understand. Teaching reading seems to have its
own importance in language teaching. According to Nunan (2003:68),
teaching reading usually has at least two aspects. First, who are learning to
read for the very first time. A second, who already have reading skills in
their first language.
Furthermore, Harmer (2003:70) notes that there are six basic
reasonsto teach reading:
1) Reading is not passive skill.
Reading is an incredibly active skill, to do reading successfully. The
students have to understand the argument what the words means. See
the pictures, the words are painting, understand the arguments if the
students do not do this, and they only start surface of the text might be
quickly forget it.
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2) Students need to be engaged with what they are reading.
Students who are not engaged with reading text they are actively
interested in what they are doing. The reading texts are not benefit for
them. They are really fired up by the topic or the task. They get much
more from what they are read. Here, Teacher needs to give the
motivatio to the student for reading the text, by telling them about the
topic, and the purpose of reading so the student will be interested by the
text, and they eager to read the text.
3) Students should be encouraged to respond the content of reading text.
It is important for students to study reading text not just they use
language. The members of paragraph, they contain and how many times
they use relative clause but just as important if the student must give a
chance to respond the massage.
4) Prediction is a major factor in reading.
When the students read the text they frequently have a good idea of
content, book covers give us a hunt of what article are about, and our
brain start up to predicting what we are going to read and the article
process of reading is ready to begin. The teacher should give student
“hunt” so that they can predict what is coming too. It will make them
better and more engaged reader.
5) Match the task to the topic.
We could give students what reading text the student are going to read.
We need to choose good reading task. The right kinds of question,
engaging and useful puzzle etc. the most interesting text can be under
mind by asking boring and appropriate questions. The most common
place can be made really exciting with imaginative and challenging
task.
6) The good teachers exploit reading texts to the full.
Any reading of text is full of sentences, word, ideas, description etc.
good teachers integrate the reading text into interesting class sequences,
using the topic or discussion and further task using the language for
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study and later activities. In short, the teachers have to realize that
reading is complex process, not only sound out the word in text but also
need a comprehension. The readers said comprehending a text when
they can respond or apply the content of reading.
5. Reading Comprehension
Comprehension is a complex process that has been understood and
explained in a number of ways. Comprehension is seen as a complex
process as proposed by Harmer, (2001, P. 82) that it is consuming,
continuous, and provides complex activity, but it is satisfying and
productive for good readers. According to Snow (2002, p. 11),
comprehension is the process of simultaneously extracting and
constructing meaning through interaction and involvement with written
language‖. This process is seen as an interactive process that consists of
three elements: the text as being comprehended, the reader that is doing
the comprehending, and the activity in which comprehension is a part, as it
is proposed in the definition of reading comprehension In line with Snow,
Ghazo, (2015). states that comprehension is a process in which readers
construct meaning from texts. In order to construct meaning, the readers
are interacting with the texts through the combination of their prior
knowledge and previous experience, information in the text, and the stance
how the readers connect with the texts. In reference to the definitions
above, reading comprehension is a process that enables readers to actively
interact with the texts through communicative way in order to get meaning
from the texts. Comprehension processes result in three levels of
representation of a text„s meaning.
They are sentence level representation, proposition level of
representation, and situation model Mahmud, Q. (2008) The sentence level
representation is literally a word-for-word rendering of the text being read.
While the proposition level of representation is a level in which the reader
extracts the core ideas from the literal text. In this level, with word
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meaning available, syntax is parsed to establish relations between words
leading to construction proposition level meaning. The highest level
representation of a text„s meaning i.e. the situation model that represents
the integrated situation described in a text.
Situation models describe the representation constructed when
readers integrate and update what they already know about the topic into a
more complex and holistic conceptualization of it. Specifically, reading
comprehension depends upon a number of cognitive processes. Ghazo, A.
A. (2015) add that the readers must be able to hold onto‖ new information
as it is being read, while retrieving relevant information from background
knowledge and the readers must integrate information to construct
representation of meaning.
McNeil (1992) stated that comprehension is making sense out of the
text. From an interaction perspective, reading comprehension is acquiring
information from context and combining disparate elements into a new
whole. According to Cahyono (2011) stated that reading is means of
transferring information between the writer and the reader. Therefore
reading comprehension understands a written text means extracting the
required information from it as efficiently as possible.
Reading with comprehension means understanding what has been
read. It is an active, thinking process that depends not only on
comprehension skills but also on the student‟s experiences and prior
knowledge. Comprehension involves understanding the vocabulary seeing
the relationship among word and concepts, organizing ideas, recognizing
the author‟s purpose, making judgments, and evaluating.
Smith and Robinson (1980) stated that reading comprehension
means the understanding, evaluating and utilize of information and ideas
gained through an interaction between the reader and the author. Reading
comprehension is such a kind of dialogue between an author and a reader
in which the written language becomes the medium that cause the dialogue
happen when the two persons communicate through the medium of print.
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Reading comprehension depends on many factors; a. the reader‟s
ability to attend the printed idea; b. the reader‟s background knowledge to
which new information must be added; the quality of writing itself; d. the
reader‟s purpose or goal in reading material. In this research the reading
comprehension understands of the text idea where in reading there are
some interaction between teacher and students in classroom activity.
From those definitions, the main point of reading is
comprehension. In addition, the readers should develop to get the main
point from a text. Acquiring the main point of a reading passage is the
most important idea for a reader to develop the comprehension of the text,
because according to Lynne (2004) getting the main idea makes reading
more purposeful to make easy remembering and helps to make the
supporting details.
6. Factors Affecting Reading Comprehension
In teaching reading comprehension, a teacher should be aware of
some factors because the success or the failure of reading comprehension
can be affected by some factors such as meta-cognition, decoding/fluency,
knowledge, and vocabulary and language skills (Harmer,, 2001, P. 82).
The meta-cognition factor is closely related to motivation. Weak self-
monitoring skills and a lack of useful strategies can impede reading
comprehension. Furthermore, students will be more successful in reading
comprehension if they are motivated to understand and engage in text they
read Mukhroji (2011) in Abraham (2010, p. 22). Weaknesses in the area of
decoding and fluency are the main causes of poor reading comprehension.
When the students have weaknesses in these areas, they are unable to
focus on comprehending what they are reading.
The next factor is knowledge. In this case, knowledge is related to
background knowledge and knowledge of text structure. A lack of life
experience or vast reading experience can affect the amount of background
knowledge that the students can access when they are reading because
without sufficient background knowledge they cannot relate to the
22
information to construct meaning. In order to comprehend the texts, a
reader must have knowledge of text structure at the sentence, paragraph,
and discourse levels. They must be able to understand each sentence and to
link the ideas from one sentence to others. In support to this, Harmer,
(2001, P. 82) propose that students who have good grammatical awareness
tend to be good readers.
Besides meta-cognition, decoding/fluency, knowledge, and
vocabulary, the success or the failure of reading comprehension can be
affected by other factors such as vocabulary and language skills. Mastery
of vocabulary has strong relationship with reading comprehension. This
relationship arises since the texts entail recognizing words even
comprehending the texts. Thus, a reader with wide vocabulary will be able
to recognize words in the texts so that he/she has possibility to easily
comprehend the texts rather than them who lacks of vocabulary.
Based on the factors above, there are some learning weaknesses that
the students may have which also affect reading comprehension. Those
factors are attention, short or long-term memory, visualizing and creating
images, expressive language skills, and English as a second language.
The researcher will use theory of Mukhroji to find out the strategies on
teaching reading applied by the teacher to the The Eight Grade Student‟s MTS
Negeri Model Jambi..
B. Previous Studies
In this study, the researcher will do the research about teacher‟s strategies in
teaching reading comprehension of The Eight Grade Student‟s Junior High School
MTs Negeri Model Jamb. There are some previous researchers that have
discussed about teacher‟s strategies in teaching reading, they are;
Firstly, the student from Department of English and Education School of
Teacher Training And Education Muhammadiyah University of Surakarta named
Oktavia Dwi Munika (2016, p. 5) by thesis entitled “Descriptive Study On
Teaching Reading to The Eighth Grade Students of SMP Muhammadiyah 4
23
Surakarta in 2015/ 2016 Academic Year” this research discussed about the
teaching reading to the eighth grade students of SMP Muhammadiyah 4 Surakarta
in 2015/2016 Academic Year. The data are taken from all elements of teaching
reading committed by the teacher and the students and other sources such as field
note, syllabus, textbook, and lesson plan. The methods of collecting data are
observation, interview, and documentation. The result of the research shows that
the methods of teaching reading used by the teacher at the eighth grade of
SMP Muhammadiyah 4 Surakarta in 2015/2016 academic year are Grammar
Translation Method, Direct Method, and Cognitive Code Language. The
problems of teaching reading are limited students‟ vocabulary, uncontrolled class
situation, and limited media used.
Secondlyy, the student from FKIP Teacher Training and Education Faculty
of Slamet Riyadi University named Taufik Nur Haryanto (2016, p. 1) by journal
entitled “A Descriptive Study on Teaching Learning Process of Students’
Reading Comprehension” this research discussed about the teaching learning
process of students‟ reading comprehension of 8th grade at SMP Purnama 2
Surakarta. This research used descriptive qualitative method. The research was
conducted at 8th grade students SMP Purnama 2 Surakarta. There are two kinds
of data: qualitative and quantitative data. The qualitative data and quantitative
data were collected by using observation, interview, documents, and
photographs. Qualitative data were analyzed by using data display, data
reduction, and conclusion. The result of the study showed the description such as:
(1) teaching learning process of students‟ reading comprehension which was
based on lesson plan to stage the activities until evaluation. (2) the material
delivered by the teacher. (3) the media used by the teacher were handbooks,
LKS, etc. (4) the technique applied by the teacher were three phase technique
that was arranged into three phases such as introduction, main activities, and
closing. The researcher came to the conclusion that this study had a purpose to
describe the teaching learning process of students‟ reading comprehension at 8th
grade of SMP Purnama 2 Surakarta in the academic year of 2015/2016.
24
The third, the study of Achmatika Putra Mahardinata, etc about a
descriptive study on teaching reading at the second year students of SMP N
1 Polanharjo. This research paper is intended to describe a descriptive study on
teaching reading comprehension in the second year of SMP N 1 Polanharjo.
Natural Approach method adopted to teach reading is to enable students in being
active in practicing English language. The present curriculum has been based on
teaching reading, where the students are expected to master not only one skill, but
all skills of English namely listening, reading, speaking and writing. Those skills
must be one package of teaching. So, the four language skills have been taught in
integrative way. The writer focuses the English teaching-learning process on the
second year students. The purpose of this research is to know the implementation
of teaching reading comprehension in the second year of SMP N 1 Polanharjo.
The data are taken from all elements of teaching-learning process committed by
the teacher and the students and other sources such as books, student‟s worksheet,
and hand lesson. The method of collecting data is descriptive method by
employing interview, documentation and observation. This research is descriptive
qualitative which does not include any calculation or statistic procedure. The
result of the research is the implementation of teaching reading is divided into two
main sections; (1) Teacher activity consists of all preparations of the teacher in
teaching reading, and (2) The elements of reading course. The problems of
teaching reading are about the less of the materials that can influence teaching
learning process. Vocabulary or unfamiliar words and the level of difficulty of
reading skills cause boring to the students in joining reading activity. Based on the
data the portion of teaching reading is enough because the reading activity will be
integrated with other English skills.
The fourth, the study of Winda Laili Kurnia Rahman about A Descriptive
Study on Teaching Learning Process of Reading of the Eighth Grade
Students of Mts Miftahul Hasanah Tawangharjo in the Academic Year
2016/2017. The objectives of this research are (1) to describe the method of
teaching learning process of reading comprehension of the eighth grade students
of MTs Miftahul Hasanah Tawangharjo in the Academic Year 2016/2017, (2) to
25
describe the problem faced by the teacher and (3) to describe the solution of the
problems faced by the teacher. It was Descriptive qualitative research. The
subjects of this research were the students of the reading class consisted of 30
students and a teacher. The data was collected from the observations, interviews,
and documentations. This research used data triangulation to analyze the
qualitative data, to examine the data from interview with the result of the
observation, to examine the information with the document, and the last was to
know the relation among the theories used in this research toward the data
research. The result of this research is, first, that the teacher used KWL method.
This method was more suitable in teaching Reading comprehension of the eighth
grade students of MTs Miftahul Hasanah Tawangharjo in the Academic Year
2016/2017. The students got more understandings of reading comprehension by
using this method. Second, the problems faced by the teacher in English teaching
at eighth grade of MTs Miftahul Hasanah Tawangharjo. They were: the teacher
difficulty in managing the students in the class and the student‟s capability. Third,
the solutions of the problem faced by the teacher in teaching learning process, to
solve the problems stated above the teacher should walk around the class in order
to make the students listen to the explanation seriously and the solution about the
students‟ capability, the problem was about the students‟ capability is different
each other. The teacher should had paid more attention to the slow learners‟ and
more often to ask them to answer the questions or to read the text in teaching
learning process
From the preview related research above, most of them analyzed about
teaching learning process of students‟ reading comprehension, and the different
between the researchers with them as like as Oktavia Dwi Munika she analyzed
about the the teaching reading to the eighth grade students of SMP
Muhammadiyah 4 Surakarta in 2015/2016 Academic Year, and Tiin Nurlaili she
discussed about the teacher‟s strategies in teaching reading comprehension in
second grade of MTs Tarbiyatul Ulum Panungasri Panggungrejo Blitar, and also
Taufik Nur Haryanto, he discussed about the teaching learning process of
students‟ reading comprehension, but in this proposal, the researcher will analyze
26
teaching learning process in teaching reading comprehension of The Eight Grade
Student‟s MTS Negeri Model Jambi.
27
CHAPTER III
RESEARCH METHOD
A. Research Design
In this study, the researcher uses a qualitative design with a case study. In
qualitative research the researchers study things in their natural settings,
attempting to make sense or interpret phenomena (Creswell, 1997, p. 16). A
qualitative design with a case study aimed to describe a phenomenon accurately
based on the characteristic of research. The case such as event, problems, process,
activity, program, a single person, or several people (Merriam, 1998, p. 4).
Qualitative researchers are concerned with the „emic‟ perspective to explore the
ideas and perceptions of the participants. The researcher tries to examine the
experience from the participant‟s point of view in order to interpret his/her words.
The researcher therefore becomes involved and immersed in the phenomenon to
become familiar with it. The immersion of the researcher helps to provide dense
descriptions from the narrative data gathered from the participants, to interpret
and portray their experiences, and to generate empathetic and experiential
understanding. However, immersion cannot be obtained without a researcher-
participant trusting relationship. The relationship is built through basic
interviewing and interpersonal skills (Merriam, 1998, p. 27).
Based on explanations above, it can be concluded that qualitative research is
analyzing about descriptive data that is collected is in the form of the situation of
the natural object. Where descriptive data such as writer or spoken, by using
qualitative research the researcher will get the answer about the question in
analyzing the strategies on teaching reading comprehension applied by the teacher
to the eight grade student‟s MTS Negeri Model Jambi.
B. Setting Description
This research is carried out at MTS Negeri Model Jambi. It is located on
TheHok, Jambi City, Jambi province. The reason for conducting this study in the
strategies on teaching reading comprehension applied by the teacher to the eight
28
grade student‟s MTS Negeri Model Jambi. English teachers in MTS Negeri
Model Jambi have good knowledge, understanding, style and interest in
enhancing students reading comprehension, some students can be assessed their
learning styles, strengths and weaknesses and most of the students are active when
they are studying in classroom and also they can meke decision or arguing for
their opinions.
C. Instrument of the Research
The subjects of this study is a English teacher, and students of eight grade
Student‟s MTS Negeri Model Jambi in the academic year of 2017.
D. Types and Sources of Data
1. Types of Data
a. Primary Data
Primary data are the main data directly related to the
discussion of the study. In this research the researcher takes the
primary data from the teacher and students. The primary data are from
the original source, observations, interviews, documents and field
notes (Hox and Boeiji, 2005, p. 595). The source of data are the
information about applying, learning, and practicing process
including:
a. Strategies, those are teacher strategies can be enhanced student‟s
reading comprehension of The Eight Grade Student‟s MTS
Negeri Model Jambi. Respondents related with the study as
b. The teacher as the subject of applying, strategies and practicing
process.
c. The students as the object of applying, strategies, and practicing
process.
d. Documents: the student‟s data, evaluation result and any related
documents.
29
b. Secondary Data
The secondary data are taken from the surroundings where the
researcher may get additional information (Hox and Boeiji, 2005, p. 597).
The researcher uses as resources in support or data indirectly but closely
related to the discussion, the data which support this research such as some
internet and cyber data, books, dictionaries, news papers, and the other
source that have correlation with the research.
2. Sources of Data
The sources of data in this study are people, situation, papers, and
videos, which are:
1) Subjects
1 (one) teacher
2) Situations
Student‟s interactions and situations process teacher‟s strategy to
enhance student‟s reading comprehension.
3) Papers and Videos
Source data is documentation which can be student‟s note, videos,
photos, modules.
E. Technique of Data Collection
This research uses three kinds of methods to collect the data. They are
observations, interviews, and documents. Collecting data from observations,
interviews and documents to be presented in field notes including 1) field notes
identify: observations, interviews or documents analysis, 2) description: the result
of observation or interview from the data gained in the field, 3) reflection:
analysis and concluding the data.
1. Observation
Observation is a method of data collection that employs the sense
of vision as its main source. There are various types of observation,
differing from each other in the degree to which the observer participates
in the environment, the setting in which it occurs, and in the way in which
30
it is organized Creswell (1997, p. 125). In observation there are many
ways which can do by researcher. Observation has been categorized as
native (in everyday life) or scientific (planned), participant or
nonparticipant, structured or unstructured, natural or laboratory, open or
hidden, active of passive, and direct or indirect observation.
Mansel (2011, p. 2) stated that some limited information on
student‟s learning processes may be gained by observation. The researcher
uses this technique is to observe direct observation to get the data of the
condition of the teacher‟s strategy to enhance student‟s reading
comprehension. The observations sheet includes date/time, students
classes, teacher strategy, course class activities and also topic of activities
in enhancing student‟s reading comprehension. So, the researcher also
included those variables that occur from every activity in the class. The
researcher will conduct a direct observation for two or three months when
the teacher uses the strategies to enhance student‟s reading comprehension
then make such field note.
2. Interview
Interview is a conversation which is conducted by two sides, the
interview who give the questioner and the answer the questioner.
Interview is a technique to get information by asking information to the
respondents. Creswell (1997, p. 124) concluded that interview is the
process to get explanation by asking questions face to face between
researcher and respondent using interview guide. Interviews will be
conducted individually for 10 to 20 minutes and the researcher followed
the following steps with each interview:
a. Made an appointment with each participant at a time which suited them.
b. Created a quiet place conducive to conversation.
c. Arranged chairs or place to enhance face-to-face interviewing.
d. Prepared a tape recorder or camera‟s videos.
Before the researcher conducted each interview, he:
31
1) Thanked the participant for the time and willingness to be part of
the study.
2) Reminded the participant about the agreement.
3) Explained that the interview was to be unstructured and that
probing questions would be determined by the information given
by the participant.
e. Asked permission to record the interview.
The first and most important, the researcher asks questions and
followed up the respondents‟ answers (Deriscol, 2010, p. 165). An
unstructured interview is used to collect data. The researcher uses this
technique to answer all the formulations of the study, related to the
objectives of teacher‟s strategy to enhance student‟s reading
comprehension. The researcher starts with a general guiding question
based on formulations and allow the respondents to talk freely. Later
the interview take shape as themes emerged from the information given
by the informants. A topic guide, which included themes to be covered,
is designed and the informants then ask questions pertaining to the
guide, although these are completely unstructured. It is used to get their
point of view about all the formulations. The interviewees are teacher
and students, the researcher hopes by using this technique it will be
answer the formulations or the study.
3. Documentation
The last method is documentation. Documentation is a technique to
look written document, transcripts, book related to teacher‟s strategy (Gog
and Paas,2015, p. 774). The documentation also can be the record of
activities, it can be photos, audios, and videos. The researcher uses the
documentation method to get the data from the source that has documented
at MTS Negeri Model Jambi Documentation will be used by the researcher
to get the data about:
a. Histories about MTS Negeri Model Jambi
b. Teacher condition and background in MTS Negeri Model Jambi
32
c. Student‟s condition and background in MTS Negeri Model Jambi
d. Facilities condition in MTS Negeri Model Jambi
The researcher will collect the notes of the teacher‟s strategy to
enhance student‟s reading comprehension written by the students. The
documentation of their notes will help the researcher gets additional data
because it is possible to know the teacher‟s strategy that may be
unconsciously used. In this research, the researcher observed and
documented the teacher‟s strategy to enhance student‟s reading
comprehension were done by the student, the interview and the student‟s
expression follow the student‟s reading comprehension.
F. Technique of Data Analysis
The technique of data analysis in this research is descriptive analysis.
Using this technique, the researcher collects, arranges and presents the data.
The qualitative method is a kind of research without using any calculation or
statistic procedures. The scheme above is the techniques in analyzing data by;
1. Data Reduction
During the field notes processes, the data gained grow much and
complex. The data need to be reduced. Data reduction means to
summarize, to choose the points, to focus on the important matters, in
order to find the theme. Reduction of data means shift, being focus on
implication shortens the data and transformation original of data
documentation which gated from field (Morrill, 2000, p. 320). The
researcher reduces from the whole data collected and get the more suitable
data that would be analyzed. The researcher avoids unimportant data so
that in the next steps the researcher can focus on the topic.
2. Presentation
The data are organized and managed for they are able to be
understood. Data presentation enables the researcher to understand the
problem and the whole situation and to plan the next steps. Creswell
(1997, p. 139) presentation of data gives possibility of taking of
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conclusion and taking action. In this study presentation of dada is
descriptive. Descriptive means giving or showing about description of the
research situation in the narrative way. The researcher is collecting the
information from the lectures and students, after taking the information
then give data encode and take the conclusion.
3. Conclusion or Verification
The conclusion needs to be verified for its credibility. Verification
is some programs to check the researcher‟s carefulness and to the accurate
data. Taking conclusion is only the part of activity in though configuration
(Morrill, 2000, p. 321). In analyze data qualitative begin to seek
supporting information, then the reduction data, presentation data, and the
last is making conclusion. After reduces and presents the data, the last step
will be done by the researcher is verification data. This is the final step
then the researcher will make the conclusion about teacher‟s strategy to
enhance student‟s reading comprehension.
4. Triangulation
Triangulation is a technique that use to examine and check the data
validity or in other word knows like “trustworthiness” with use something
other out of data for check and compare the data are collected (Yeasmin,
2012, p. 156), triangulation of data is a technique that is used to compare
and check back of time and different equipment in qualitative research that
will be rich through the observations, interviews or documents.
Triangulation can be done by:
a. Comparing between the results of observations data with the result of
interviews.
b. Comparing about people saying in public with what he or she says in
private.
c. Comparing between someone‟s opinions in front of public with
researcher observation.
d. Comparing the interviews result to the data document that related to
the object of the study.
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e. Comparing between observation data and documentation of MTS
Negeri Model Jambi.
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CHAPTER IV
FINDING AND DISCUSSION
This chapter presented finding and discussion. The analysis of the
collected data was carried out answer the research problem that was to analysis
English Teaching Learning Process at MTS Negeri Model Jambi.
A. Research Finding
In this term, the researcher divided the finding into three subs, they are
teacher „s lesson plan, teacher „s learning process and teacher‟s evaluation.
Based on observation teacher did all the subs well. In more detail, the
explanation can be seen as follows:
1. Teacher’s lesson plan in teaching reading comprehension at MTS
Negeri Model Jambi.
According to Permendikbud No. 65 of 2013 concerning Process
Standards, Learning Implementation Plans (RPP) are plans for face-to-face
learning activities for one or more meetings. RPP was developed from the
syllabus to direct the learning activities of students in an effort to achieve
Basic Competency.
In this school the curriculum used is K 13. K 13 has some standard
competency. Teacher should follow that standard. There are four
competences. First, KI 1 is about appreciate and appreciate the teachings
of the religion he adheres to. Then, KI 2 is about appreciate and live
honest, disciplined, responsible, caring (tolerance, mutual cooperation),
courteous, confident behavior, in interacting effectively with the social and
natural environment within the reach of association and existence. Next,
KI 3 is about understanding knowledge (factual, conceptual, and
procedural) based on his curiosity about science, technology, art, culture
related to phenomena and visible events. The last , KI 4 is about trying,
processing, and presenting in the concrete domain (using, decomposing,
assembling, modifying, and making) and the abstract realm (writing,
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reading, counting, drawing, and composing) according to what is learned
in schools and other sources same in perspective / theory.
Based on the results of interviews conducted by researcher with a
teacher :
INTERVIEWER : Bagaimana menentukan standar kompetensi untuk
setiap lesson plan yang anda buat?
INTERVIEWEE : saya menentukannya dari buku guru. Karena disana
sudah tertera standar kompetensi serta langkah -
langkah yang harus dilakukan guru
As it known, the competency standard is a minimum ability
qualification of students that describes the mastery of knowledge,
attitudes, and skills that are expected to be achieved in each class and / or
semester in a subject. In K 13standard competency has been written on
teacher‟s book as a guide in learning activity.
INTERVIEWER : Selain kompetensi standar, bagaimana anda
menentukan kompetensi dasarnya?
INTERVIEWEE :sama seperti standar kompetensi, kompetensi dasar
juga telah tertera di buku guru.
Basic competence is a number of abilities that must be mastered by
the participants in certain subjects as a reference for the preparation of
competency indicators in a lesson. Same as the standar competency, the
basic competence has been written in the teacher‟s book.
INTERVIEWER : Bagaimana anda menentuksn indikator?
INTERVIEWEE : Indikator ditentukan dari kompetensi dasar. Isinya
tentang apa yang akan siswa lakukan pada
pembelajaran. Jadi kalau kompetensi dasar ada 2,
indikatornya juga dua.
Indicators of competency are behaviors that can be measured and /
or observed to show the achievement of certain basic competencies that
are subject to assessment of subjects. Indicators of achievement of
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competencies are formulated using operational verbs that can be observed
and measured, which includes knowledge, attitudes and skills. In the
interview, teacher said that indicator come from the basic competence.
INTERVIEWER : Bagaimana anda menentukan tujuan pembelajaran
INTERVIEWEE :Sama seperti indikator, tujuan pembelajaran ditentukan
setelah ada indikatornya. Kalau dua indikator maka dua
juga tujuan pembelajaran.
Learning objectives describe the learning process and
outcomes that are expected to be achieved by students in accordance with
basic competencies. In this term consist of what will students get after
learning.
INTERVIEWER : Apakah anda menggunakan full Bahasa Inggris saat
mengajar?
INTERVIEWEE :Tidak. Saya menggunakan dua bahasa yaitu Bahasa
Indonesia dan Bahasa Inggris. Hal ini dikarenakan anak
anak belum meguasai Bahasa Inggris secara fasih.
Sehingga jika menggunakan Bahasa Inggris full
tentunya mereka akan bingung.
The English teacher of MTsN Model uses Indonesian and
English to teach the students, because most students of MTsN Model
don‟t master English well. Using both Indonesian and English makes the
students easier to understand the materials.
INTERVIEWER : Bagaimana anda menemukan bahan pembelajaran?
INTERVIEWEE : semua materi sudah ada di buku, jadi saya tinggal
menerapkan
Teaching materials contain facts, concepts, principles and
procedures that are relevant, and are written in the form of items in
accordance with the formulation of indicators of achievement of
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competencies. The teacher got the material from the teacher book. In K 13,
the teacher only follow the rule and make it more fun.
INTERVIEWER : Metode apa yang digunakan dalam pembelaran?
INTERVIEWEE : banyaklah, paling sering communicative language
teaching. ada interaksi antara guru dan murid.
The learning method is used by the teacher to realize the learning
atmosphere and the learning process so that students achieve basic
competencies or a set of indicators that have been set. The choice of
learning methods is tailored to the situation and condition of the students,
as well as the characteristics of each indicator and competencies to be
achieved in each subject. Based on the teacher said, teacher has some
method in teaching.
INTERVIEWER : Apakah anda memahami tentang teacher roles?
INTERVIEWEE : Ya, guru itu harus mengerti akan teacher roles.
Sebagai seorang guru, kami harus bisa menjadi
pengawas, motivator, pengontrol, contoh, pengembang
materi dan juga evaluator.
In teaching, teacher has some roles. There are several roles of the
teacher, those are as a monitor, as motivator, as a controller, as a model, as
a material developer, and as an evaluator. If teacher understood about
those roles, it will make teacher more valuable.
INTERVIEWER : apa yang anda lakukan sebagai monitor ?
INTERVIEWEE : Saya mengecek pekerjaan siswa dan memberikan
masukan .
As monitor, the teacher is monitoring the students while
teachinglearning process. It includes checking the attendance and check
whether the students understand or not. Sometime teacher need to explain
more to some students.
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INTERVIEWER : apa yang anda lakukan sebagai motivator?
INTERVIEWEE : Saya memberikan mereka motivasi untuk tidak
gampang menyerah belajar Bahasa Inggris.
As a motivator, teacher should be able to give motivation and
advice to the students about mental, attitude, and behaviour. Teacher can
give them motivation through the wise words, experience or a story of
succees public figure.
INTERVIEWER : apa yang anda lakukan sebagai controller?
INTERVIEWEE : Saya mengontrol penuh kelas. Saya bertanggung
jawab untuk keamanan dan kenyamanan kelas.
As controller, the teacher takes full control in the class. So the
teacher should be responsible in English teaching-learning process. It is
done in order to make the situation of the class more comfortable for
learning.
INTERVIEWER : apa yang anda lakukan sebagai model?
INTERVIEWEE : Saya memberikan mereka arahan dan contoh di dalam
sekolah maupun diluar sekolah dengan berperilaku
yang baik.
As model, the teacher should give a good guide to the students
inside or outside the class. Because the students sometimes imitate what
the teacher does.
INTERVIEWER : apa yang anda lakukan sebagai material developer?
INTERVIEWEE : Saya harus mampu mengembangkan materi yang ada
jadi menarik.
As material developer, the teacher has to develop the material using
facilities and media. It is conducted in order that the English teaching-
learning process runs more smoothly. So the students can understand the
content of the material delivered by teacher.
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INTERVIEWER : apa yang anda lakukan sebagai evaluator?
INTERVIEWEE : Saya bertanggung jawab dengan nilai mereka. Mulai
dari latihan, PR hingga ujian semester.
As evaluator, the teacher must evaluates the students‟ work. It
includes daily task, homework, daily test, mid test,final test, etc. It is done
to measure how far the students understand the materials. The teacher can
evaluate the students by using both oral and written question. Based on the
explanation above, the roles of the teacher are appropriate with Richards‟
theory and previous study and it is almost appropriate with the teacher‟s
role in MTsN Model Jambi.
Besides teacher, students also has roles. The students have two
roles. They are as listener and as performer. As listener, the students have
to listen what the teacher said in the classroom. It includes explanation of
the material, motivation, advice, instruction, etc. As performer, the
students do what the teacher asks in the English teaching-learning process.
It means the students perform or practice their work. They are expected to
develop their mental. Based on the theory, the research finding about
students‟ roles is not appropriate but it is appropriate with previous study.
INTERVIEWER : Apa yang anda lakukan di aktivitas belajar?
INTERVIEWEE : seperti biasanya untuk awal yaitu apersepsi, membaca
doa, mengabsen, memotivasi siwa sebelum belajar.
Ketika masuk ke inti ya mulai menerangkan, dan post
activity nya ya mengulang kembali apa yang telah
dipelajari.
In general , the teacher activity divided into opening ; the teacher
came to the class and let the students praytogether. Then, in this
apperception section, the teacher greeted the students by saying “good
morning students? How are you today?” and then the students answered
“Good morning mom, I am fine and you” and then the teacher answered “I
am fine too, thank you”then the teacher read the students attendance list,
41
and asked the students to prepare their books, dictionary and also their
homework. This activity took 5 minutes for the opening class.
The second step was learning section or explanation. The
explanation took twenty five minutes for reading comprehension.
The third step was closing. Which the teacher closed the meeting in
the end of the lesson. The teacher reviewed what was learned that day.
Then, the teacher concluded the material. He asked again whether the
students understood or not. “Students do you understand?”. Before closing
the teaching learning process, the teacher asked “any question about it?”
then the teacher gave homework to the students. After that the teacher said
“if there is no question thanks you for your attention” the students
answered “you are welcome”, the teacher said “let‟s pray together”.
INTERVIEWER : Darimana sumber belajar yang anda dapatkan?
INTERVIEWEE : Biasanya dari buku guru K13 yang telah diwajibkan
oleh sekolah dan dinas, tapi adakalanya saya
menambahkan beberapa buku sebagai referensi.
Teacher usually used the book from school and commitee, but for
better teaching, teacher can take the source for some books. It is effective
to make students more interested and motivated in learning English.
INTERVIEWER : Media apa yang anda gunakan dalam mengajar?
INTERVIEWEE : Dalam proses pembelajaran, saya menggunakan
gambar sebagai media, gambar langsung, kartu, papan
tulis, spidol, laptop, power point dan LCD
The medias used by teacher in the teaching process ware not
always the same every day. The teacher used multiple media ecery
teaching. In the learning process the teacher used the media image, the
image directly, card, white board, board maker, laptop, power point and
LCD to explain the material.
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INTERVIEWER : bagaimana anda mengevaluasi siwa ?
INTERVIEWEE : ya dengan oral dan tulisan. Penilaiannya disesuaikan
dengan skill yang dipelajari dan di buku guru juga
sudah disiapkan cara memberi nilainya.
Assessment of learning outcomes is procedures and instruments for
evaluating processes and learning outcomes are adjusted to indicators of
achievement of competencies and refer to the Assessment Standards.
Teacher said that the evaluation depend on skill and the way to assess has
been witten in teacher book too.
2. Teacher’s Process in teaching reading comprehension at MTS Negeri
Model Jambi
The research was on Monday, April 17th 2018, the VIII B class.
The class consisted of 30 students in this class. The teacher applied three
steps to teach reading comprehension process .
INTERVIEWER : Apa yang anda lakukan di aktivitas belajar?
INTERVIEWEE : seperti biasanya untuk awal yaitu apersepsi, membaca
doa, mengabsen, memotivasi siwa sebelum belajar.
Ketika masuk ke inti ya mulai menerangkan, dan post
activity nya ya mengulang kembali apa yang telah
dipelajari.
Learning Activities divides into 3 activities. They are a).
Preliminary ; Introduction is the initial activity in a learning meeting aimed
at generating motivation and focusing the attention of students to actively
participate in the learning process. b) Core; The core activity is a learning
process to achieve KD. Learning activities are carried out interactively,
inspiring, fun, challenging, motivating students to actively participate, as
well as providing sufficient space for initiative, creativity, and
independence in accordance with the talents, interests, and physical and
psychological development of students. This activity is carried out
systematically and systemically through the process of exploration,
elaboration, and confirmation and c). Closing; Closing is an activity
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carried out to end learning activities that can be done in the form of a
summary or conclusion, assessment and reflection, feedback, and follow-
up.
The observation result can be seen as follows:
The research was on Monday, April 17th 2018, the VIII B class.
The class consisted of 30 students in this class. The teacher applied three
steps to teach reading comprehension process such as: the opening, study
session, and closing. It was included the teacher‟s activity to start the class
using greeting and praying together.
In opening, before starting the lesson, teacher said the greetings
and invited students to pray together. After praying, he greeted to students.
After greeted them, the teacher asked their condition of the students and
then she checked the student‟s attendance.
For Example:
Teacher : Assalamu‟alaikum warrohmatullahi wabarrokatu. Before we
start our study we must pray together. Let‟s Pray together.
Students:Wa‟alaikumsalam warohmatullahi wabarokatu. Bismilla
hirrahma nirrahim. Alhamdulillahi rabbil 'alamin. Arrahma .
Maliki yaumiddin. Iyyaka na'kbudu waiyyaka nasta'in.
Ihdinassiratal mustaqim. Siratal lazina an'amta'alaihim ghairil
maghdubi 'alaihim waladdhalin. Robbii zidnii „ilma warzuqnii
fahmaa, Waj‟alnii minasha-shaalihiin. Aamiin
Teacher : Good morning students.
Students : Good morning sir.
Teacher : How are you today?
Students : I‟m fine thank you. And you?
Teacher : Fine too. Thanks. Who‟s absent today?
Students : Nihil Sir.
Teacher : Good. Are you ready to study?
The first observation, at the opening of teacher activities were
consistent with the implementation of a scientific approach to learning and
44
using the English language to communicate, for example, when starting
the lesson the teacher greets children with eager and excited tone
(greetings), check for the presence of students and student absent ask if
one is not present.
Then the teacher asked the students to prepare their books,
dictionary and also their homework. This activity took 5 minutes to the
opening class. Then, the teacher explained about the topic before reading.
This advanced organizer provided the students with a background to the
new material. First activity the teacher said “what do you think about your
mothers, students?” and the students answered together with their opinion
about their mothers.
Here, the teacher gave background knowledge of the text. The
teacher explained descriptive text, its social function, and its generic
structure of descriptive text. The teacher led students to get as much
information as possible concerning with the topic. The students and
teacher read the text for period of the time. The material that day was
about descriptive text, including how to describe about animal, thing and
person. In that occasions, the teacher wanted to give a text and asked the
students to read and discuss it together about the meaning of the text. The
text was entitled “My mother”. If they found some difficult vocabularies
or find the difficult words they could find out the meaning in the
dictionary, or asked to the teacher. The next section, the teacher asked the
students to read the text. The teacher gave an illustration of a paragraph:
In this section, the students were asked to read the text entitled
“My mother” loudly. The teacher asked four students to read in order to
save the time and the other students attended their friends. The student
read loudly and the teacher corrected the pronunciation. When the student
finished on the last sentence, they were asked about the meaning of the
sentences. After reading a text the teacher discussed the text with the
student.
45
The teacher gave some questions or tasks that must be answered.
The teacher wrote some questions about the previous text on the board.
The responses from the students were good relatively. They responded
with enthusiasm that they were active in the class. Their scores were good
enough, from that activity for instance. The teacher ordered the students to
make group consisted of 4 students to practice making a descriptive text
based on the picture about person. The teacher gave fifteen minutes to the
students to do the task. After fifteen minutes, the teacher asked the
students to present their results of discussion.
The closing session was that the teacher closed the meeting in the
end of the lesson. The teacher reviewed what was learned that day. Then,
the teacher concluded the material. He asked again whether the students
understood or not, “students, do you understand?” before closing the
teaching learning process. The teacher asked “any questions about it?” “if
there is no question, thanks for your attention” the students answered “you
are welcome” the teacher let them pray together.
The observation on Monday, April 24th 2018, the teacher applied
three steps to teach reading comprehension process such as: the opening,
study session, and closing. It was included the teacher‟s activity to start the
class using greeting and praying together. In the next apperception of the
section, the teacher greeted the students by saying “good morning
students? How are you today?” and then the students answered “Good
morning mom, I am fine and you” and then the teacher answered “I am
fine too, thanks you”, then the teacher read the students attendance list,
and asked the students to prepare their books, dictionary and also their
homework. This activity took 5 minutes for the opening class.
Teacher : Assalamu‟alaikum warrohmatullahi wabarrokatu. Before
we start our study we must pray together. Let‟s Pray
together.
Students : Wa‟alaikumsalam warohmatullahi wabarokatu. Bismilla
hirrahma nirrahim. Alhamdulillahi rabbil 'alamin.
46
Arrahma . Maliki yaumiddin. Iyyaka na'kbudu waiyyaka
nasta'in. Ihdinassiratal mustaqim. Siratal lazina
an'amta'alaihim ghairil maghdubi 'alaihim waladdhalin.
Robbii zidnii „ilma warzuqnii fahmaa, Waj‟alnii
minasha-shaalihiin. Aamiin Teacher : How are you
today?
Students : I‟m fine thank you. And you?
Teacher : Fine too. Thanks. Who‟s absent today?
Students : Nihil Sir
Teacher : Good. Did you remember our material last meeting?
Students : Yes...
The second step was learning section or explanations. The
explanation took twenty five minutes for reading comprehension. The
teacher asked the students about the topic. The teacher asked some
questions related to the topic and let the students respond. The teacher
reviewed the previous material about simple present tense, the teacher
asked “contohnya apa saja?” some students answered “I eat breakfast
every morning” another student raised his hand and said “I sleep every
night”. The teacher directly said that the answer was correct, “iya benar”
the teacher‟s explained that the word “every morning andevery night”
indicated about habitual activity. The teacher said what they will learn that
day “now we will study the description about a famous place .
Based on the observation, most of the students were active in
teaching learning process. They were enthusiastically answering the
teacher‟s questions. Generally, the students used English in answering the
questions although their answer were sometimes inappropriate. When the
teacher read the text aloud while the students followed the silently by
looking at the text given by the teacher to each students. Here, the teacher
read the text twice. The first reading was to give the students experience
how to read the text as a meaningful unit, and the second reading was the
time for them to comprehend the text. In order to keep their attention, the
47
teacher asked three students in turn to continue reading the text after the
teacher. Among those students, there was a students who got problems in
reading the sentences they had read. He still read the sentences word by
word. Some students sometimes asked the teacher or their friends the
unfamiliar words they found in the text. This condition might be caused by
the students limited English vocabulary. Before the teacher gave the
excercises dealing with the text, the teacher and the students discussed the
meaning of the text together by guesssing the unfamiliar words. At the end
of the lesson, the teacher guided the students by giving some clues to make
a conclusion about the text.
In order to make students more understand about the reading text,
the teacher always asked them to repeat at home. Then he asked students
to find another story that similar. After that, they brougth the story to class
and read together”.
Then the teacher gave an example of the material, the text entitle
“Nusa Tenggara”.
The teacher asked the students to open their books and asked the
students to read every sentence in the passage. Then, the teacher asked the
students to ask to the teacher if they had problems about vocabulary. The
teacher asked the students to find out the meaning of difficult words by
opening the dictionary as well. After that, the teacher read the text and the
students listened her. Then, the teacher asked each student to read the text
and the teacher corrected the pronunciation and grammar.
In this text, the teacher explained the description of Nusa
Tenggara. It was one example of descriptive text. After explaining the
material, the teacher ordered the students to do the exercise for twenty
minutes. He asked them to answer some questions that consist of retelling
the text, comprehending the text and answered the questions related to the
text.
The third step is closing. The teacher closed the meeting in the end
of the lesson. The teacher reviewed what was learned that day. Then, the
48
teacher concluded the material. He asked again whether the students
understood or not. “Students do you understand?”. Before closing the
teaching learning process, the teacher asked “any question about it?”, then
the teacher gave homework to the students. After that, the teacher said “if
there is no question thanks for your attention” the students answered “you
are welcome” the teacher said “let‟s pray together”.
The eighth grade students in MTs N Model Jambi still depended on
the teacher‟s explanation. However, they had experienced a variety of
activities. They got a challenge to solve it and eventually they had to
communicate with their friends like a discussion. In every English lesson,
the students were trying to be actively involved. It could be seen when
they answered the questions from the teacher in oral or written questions.
It seemed that they were considered that they had to be responsible to their
own process of learning. From the research, researcher found that the
students was as well as communicators as listeners and as negotiators. The
students as communicators, it means that in every teaching learning
process they could not do everything alone. They discussed the material
with their friends. When they found difficult questions, they often
discussed them together and the teacher also allowed them to discuss. For
example, when there was a task to do, they did it in pairs, discussed the
exercise together with his or him partner. From the statement, the
researcher knew that the students often discussed the task with their
friends, especially the complicated task. Students as listeners means that in
teaching learning process the students listened to the teacher‟s explanation
and tried to understand the material. Students as negotiators, when they
worked in group and interacted with their friends in the class.
INTERVIEWER : Bagaimana tanggapan siswa selama belajar reading?
INTERVIEWEE : Sebagian dari mereka terlebih yang kosa katanya
masih rendah tentu mengalami kesulitan, namun saya
memotivasi mereka bahwa tidak ada yang tidak
mungkin ika mau berusaha
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Students‟ respon during the learning reading was variative. Some
of them whose low vocabulary feel difficult to understand the text. But as
agood teacher, the tecaher gave a motivation to them. So that, it can be
concluded that teacher and students should have good communication.
INTERVIEWER : Apakah anda menemukan kendala saat mengajar?
INTERVIEWEE : Ya, pastinya selalu ada masalah namun saya berusaha
mengatasinya. Saya akan mencari solusinya dengan
sesegera mungkin.
In teaching, teacher often find some problems . Based on the
interview, teacher believe that he can handle it. As a good teacher, he
always try to solve his problem quickly.
INTERVIEWER : Apa saja kendala tersebut?
INTERVIEWEE : Yang paling sering itu adalah siswa tidak
memperfhatikan guru saat diterangkan. Merek
sering sibuk sendiri dan ribut di kelas. Ya, mereka
kan masih anak anak, jadi guru harus sabar dan
berusaha membuat kelas menyenangkan.
The first problems faced by the teacher are the students often give
little attention to the English teaching-learning process. The students
always make noise. They are still childish. They sometimes didn‟t pay
attention to the teacher and talked to the each other.
INTERVIEWER : Apakah ada kendala yang lain?
INTERVIEWEE : Ya tentunya. Saya jadi memiliki keterbatasan waktu
dalam mentransfer ilmu. Karena mereka awalnya
tidak perhatian.
The next problem is the teacher has limited time to deliver the
material. The teacher also faced the difficulty in managing the class. The
students often make noise, so that the instruction from the teacher couldn‟t
be heard. It makes the situation of the class difficult to manage. Over all it
is similar with the previous study. But some problems that the writer found
are different with the previous study. The teacher is difficult in managing
class and has limited time are not explained in the previous study.
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INTERVIEWER : Apa yang anda lakukan untuk mengatasi hal tersebut?
INTERVIEWEE : Saya biasanya akan mengajak mereka bermain
sebentar baru ekmbali belajar.
So far, games was still effective to make students paying attention.
After they felt fun, the teacher can continue the lesson. Of course,
students‟ mood was good to follow the instruction.
3. Teacher evaluate teaching learning process in reading comprehension
at MTS Negeri Model Jambi
Evaluating was very important, because it can make the students
know clearly about their mistakes on their works and they also know how
to correct them. The teacher gave the post-test after the end of the material
to evaluate the students‟ understanding.
INTERVIEWER : Tes seperti apa yang anda berikan untuk skill reading?
INTERVIEWEE : saya biasanya memberikan tes tertulis seperti
menjawab pertanyaan berdasarkan teks atau multiple
choice yaitu pilihan berganda.
Reading comprehension is the ability to understand the meaning of
a text, and reading assessment is the evaluation of an individual's ability to
understand text. Reading assessment can be a daunting task; however,
there are many skills teacher can look for in order to evaluate a student's
ability.
INTERVIEWER : Bagaimana respon siswa?
INTERVIEWEE : Ada yang senang ada juga yang bilang susah.
Students respons is variative. As it known reading used text. The
students sometimes are lazy to read the text. So teacher need to make the
text short or give them a trick to read fast.
In the reading test, the teacher asked the students to read the text
and answered the questions according to the text. The teacher also had
standard rule to score from rubic scoring. The score was not only got from
51
the true answer of the test, but also from the attitude of the students during
the teaching learning process.
This section was about 20 minutes. The students finished their short
answer tasks. A reading passage was presented. The questions had to be
answered with one or two sentence(s). The teacher and the students
corrected that conversation whether their works were correct or not. When
there were some mistakes, the teacher and the students should have
corrected them.
The validity of the test is content validity, because the teacher took
from the book. Content validity reflects the representation and relevance
of a set of item used to measure a concept carried out through rational
analysis regarding the content of the test through expert panel assessment.
This validity refers to accuracy measurement is based on the content of the
instrument to ensure that the item the scale used already meets the overall
contents of the concept or the suitability of the item.
INTERVIEWER : Bagaimana penilaian untuk siwa? Berapa skor
tertiunggi yang diberikan?
INTERVIEWEE : Penilaian untuk siswa kalau yang reading
comprehension menggunakan pilihan berganda yang
dijawab setelah membaca teks. Jadi tergantung berapa
soalnya, namun tertinggi pasti angka 100.
Based on interview, the teacher gave the highest score 100. For
reading comprehension the teacher used multiple choice pattern, so
students answer it after they read the text.
INTERVIEWER : Berapa kali anda meberikan evaluasi?
INTERVIEWEE : Evaluasi yang saya berikan ada latihan harian, ada
uga pekerjaan rumah, ulangan, mid semster dan final
tes atau ujian semester.
First is the daily test. It is held twice a month. Beside, the teacher
also uses daily task in assessment. The teacher also gives homework to
make the students remember the previous materials. Second, assessment is
52
taken from mid test made by the teacher. It is held in the middle of a
semester. The last assessment is the final test. Final test is held in the last
of a semester. The goal of the final test is to know the result of the
students‟ learning in English teaching-learning process in a semester.
B. Discussion
The English teacher in MTsN Model made the lesson plan based on
teacher book as the guide. It is appropriate to the PERMENDIKNAS NOMOR 41
TAHUN 2007 Tentang STANDAR PROSES UNTUK SATUAN PENDIDIKAN
DASAR DAN MENENGAH. The lesson plan is consist of standard competency,
basic competence, indicator, learning purpose, learning activity, method and
assessment.
There are several roles of the teacher, those are as a monitor, as motivator,
as a controller, as a model, as a material developer, and as an evaluator. As
monitor, the teacher is monitoring the students while teachinglearning process. It
includes checking the attendance and check whether the students understand or
not. As motivator, teacher should be able to give motivation and advice to the
students about mental, attitude, and behaviour. As controller, the teacher takes full
control in the class. So the teacher should be responsible in English teaching-
learning process. It is done in order to make the situation of the class more
comfortable for learning. As model, the teacher should give a good guide to the
students inside or outside the class. Because the students sometimes imitate what
the teacher does. As material developer, the teacher has to develop the material
using facilities and media. It is conducted in order that the English teaching-
learning process runs more smoothly. So the students can understand the content
of the material delivered by teacher. As evaluator, the teacher must evaluates the
students‟ work. It includes daily task, homework, daily test, mid test,final test, etc.
It is done to measure how far the students understand the materials. The teacher
can evaluate the students by using both oral and written question. Based on the
explanation above, the roles of the teacher are appropriate with Richards‟ theory
53
and previous study and it is almost appropriate with the teacher‟s role in MTsN
Model Jambi.
The students have two roles. They are as listener and as performer. As
listener, the students have to listen what the teacher said in the classroom. It
includes explanation of the material, motivation, advice, instruction, etc. As
performer, the students do what the teacher asks in the English teaching-learning
process. It means the students perform or practice their work. They are expected
to develop their mental. Based on the theory, the research finding about students‟
roles is not appropriate but it is appropriate with previous study.
Classroom procedure is important to make the English teaching-learning
process more effective. The English teacher of MTsN Model uses Indonesian and
English to teach the students, because most students of MTsN Model don‟t
master English well. Using both Indonesian and English makes the students easier
to understand the materials.
The teacher also combines some teaching methods to make the teaching
learning process fun and easy to understand. The teacher used Grammar
Translation Method (GTM) combined with Communicative Language Teaching
(CLT) to make the English teaching learning process fun and the materials are
acceptable to the students. Based on the interview, the teacher sometimes also
used media to make the students easier to understand. While in English teaching-
learning process, the teacher gives opportunity for the students to be active in the
classroom. It is different from the previous study. The teaching methods that are
used in previous study are Communicative Language Teaching (CLT) and
Cooperative Language Learning (COOp-LL).
The text used during researcher‟s observation is my mother and Nusa
Tenggara Barat. Both of text is descriptive which appropriate to the text material
for eight grade.
The “ my mother” text described about mother‟s description and her
activity. The relation to the basic standard of K13. It tells about how students
should appreciate her mother. Beside, they must able to create their own story
about their mother. So that for Nusa Tenggara Barat which described about the
54
view of it. Indeed, students should able to aprreciate in their attitude and also their
behave.
The medias used by teacher in the teaching process ware not always the
same every day. The teacher used multiple media ecery teaching. In the learning
process the teacher used the media image, the image directly, card, white board,
board maker, laptop, power point and LCD to explain the material.
Then, the learning activity consist of pre activity, core and post activity. It
appropriate to Iskandar theory that say about he learning activity divided into
three activities. In evaluation, teacher gave students reading test as a reading
comprehension standard. The assessment also appropriate to the teacher book and
material for students.
In reading class, class management was very difficult thing in teaching
learning process. Sometimes, students liked to speak with their friends rather than
listened to their teacher‟s explanation. Because of this matter, the teacher should
be creative in order to attract the student attention. The teacher not only give
stimulates but also give motivates students to learn, it related with Jacob Kounins
(1970) stated that the mastery of classroom management must include the ability
to teach to the learning style of the group instead of the individual, and organizing
of lessons and teaching methods, the goal of classroom management is to create
an environment which not only stimulates students learning but also motivates
students to learn. Here was the way of teacher in managing the class if the
students were noisy. The teacher walked around the class in order to make the
students listen the explanation seriously. If there was a student made noisy, the
teacher would point the students who did not pay attention to the teacher‟s
explanation and the teacher would give question about the material. The students
must read then answered the question.
Based on Taufik Nur Haryanto with his research A Descriptive Study on
Teaching Learning Process of Students’ Reading Comprehension. The result
of the study showed the description such as: (1) teaching learning process of
students‟ reading comprehension which was based on lesson plan to stage the
activities until evaluation. (2) the material delivered by the teacher. (3) the
55
media used by the teacher were handbooks, LKS, etc. (4) the technique applied
by the teacher were three phase technique that was arranged into three phases
such as introduction, main activities, and closing. So that thi research also has the
same result as him.
Based on the research finding, the teacher in MTsN Model uses 3 stages
in assessment. First is the daily test. It is held twice a month. Beside, the teacher
also uses daily task in assessment. The teacher also gives homework to make the
students remember the previous materials. Second, assessment is taken from mid
test made by the teacher. It is held in the middle of a semester. The last
assessment is the final test. Final test is held in the last of a semester. The goal of
the final test is to know the result of the students‟ learning in English teaching-
learning process in a semester. It supports the theory that was explained in the
previous chapter. It also has been explained in the previous study.
Based on the research finding, the writer found several problems faced by
the teacher. The students often give little attention to the English teaching-
learning process. The students always make noise. They are still childish. They
sometimes didn‟t pay attention to the teacher and talked to the each other. The
next problem is the teacher has limited time to deliver the material. The teacher
also faced the difficulty in managing the class. The students often make noise, so
that the instruction from the teacher couldn‟t be heard. It makes the situation of
the class difficult to manage. Over all it is similar with the previous study. But
some problems that the writer found are different with the previous study. The
teacher is difficult in managing class and has limited time are not explained in the
previous study.
Based on the research finding, the writer found some problems faced by
the students. First, English is the second language for the students, it is hard for
the students to understand English fluently. Second, the students have limited
vocabulary. Third, the students have limited facility to learning English. In other
hand, the problems faced by the students are same, such as the students have
limited vocabulary, and the students have limited facilities. In the other hand, the
writer found new problem faced by the students that was not explained in the
56
previous study. The problem is that the English is the second language for the
students, so they don‟t understand well on the word in English form.
57
CHAPTER V
CLOSING
A. Conclussion
Based on research finding and discussion, it can be concluded that :
1. Teacher‟s lesson plan in teaching reading comprehension at MTS Negeri
Model Jambi used K 13 as Permendikbud No. 65 of 2013 concerning
Process Standards, Learning Implementation Plans (RPP) are plans for
face-to-face learning activities for one or more meetings. RPP was
developed from the syllabus to direct the learning activities of students in
an effort to achieve Basic Competency.
2. Learning Process divides into 3 activities. They are a). Preliminary ;
Introduction is the initial activity in a learning meeting aimed at generating
motivation and focusing the attention of students to actively participate in
the learning process. b) Core; The core activity is a learning process to
achieve KD. Learning activities are carried out interactively, inspiring,
fun, challenging, motivating students to actively participate, as well as
providing sufficient space for initiative, creativity, and independence in
accordance with the talents, interests, and physical and psychological
development of students. This activity is carried out systematically and
systemically through the process of exploration, elaboration, and
confirmation and c). Closing; Closing is an activity carried out to end
learning activities that can be done in the form of a summary or
conclusion, assessment and reflection, feedback, and follow-up.
3. The teacher in MTsN Model uses 3 stages in assessment. First is the daily
test. It is held twice a month. Beside, the teacher also uses daily task in
assessment. The teacher also gives homework to make the students
remember the previous materials. Second, assessment is taken from mid
test made by the teacher. It is held in the middle of a semester. The last
assessment is the final test. Final test is held in the last of a semester. The
goal of the final test is to know the result of the students‟ learning in
58
English teaching-learning process in a semester. It supports the theory that
was explained in the previous chapter. It also has been explained in the
previous study.
B. Suggestion
Then, the researcher give some suggestion as follows :
1. The teacher should get the students‟ attention in order to make the students
get the material deeply sometimes. The teacher can use Teams Games
Tournament (TGT) to be applied to the students for having their attentions.
2. The teacher of reading should give the material in a series to make the
students study the reading text from the basic easily.
3. The teacher should give more motivation to the students in order to
improve the students‟ motivation to try reading a text loudly although it
cannot be same with the master of reader.
59
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Appendix 1
Sheet of Interview
INTERVIEWER : Bagaimana menentukan standar kompetensi untuk setiap lesson
plan yang anda buat?
INTERVIEWEE : saya menentukannya dari buku guru. Karena disana sudah tertera
standar kompetensi serta langkah - langkah yang harus dilakukan
guru
INTERVIEWER : Selain kompetensi standar, bagaimana anda menentukan
kompetensi dasarnya?
INTERVIEWEE :sama seperti standar kompetensi, kompetensi dasar juga telah
tertera di buku guru
INTERVIEWER : Bagaimana anda menentuksn indikator?
INTERVIEWEE : Indikator ditentukan dari kompetensi dasar. Isinya tentang apa
yang akan siswa lakukan pada pembelajaran. Jadi kalau
kompetensi dasar ada 2, indikatornya juga dua.
INTERVIEWER : Bagaimana anda menentukan tujuan pembelajaran
INTERVIEWEE :Sama seperti indikator, tujuan pembelajaran ditentukan setelah ada
indikatornya. Kalau dua indikator maka dua juga tujuan
pembelajaran
INTERVIEWER : Apakah anda menggunakan full Bahasa Inggris saat mengajar?
INTERVIEWEE :Tidak. Saya menggunakan dua bahasa yaitu Bahasa Indonesia dan
Bahasa Inggris. Hal ini dikarenakan anak anak belum meguasai
Bahasa Inggris secara fasih. Sehingga jika menggunakan Bahasa
Inggris full tentunya mereka akan bingung.
INTERVIEWER : Bagaimana anda menemukan bahan pembelajaran?
INTERVIEWEE : semua materi sudah ada di buku, jadi saya tinggal menerapkan
INTERVIEWER : Metode apa yang digunakan dalam pembelaran?
INTERVIEWEE : banyaklah, paling sering communicative language teaching. ada
interaksi antara guru dan murid.
INTERVIEWER : Apakah anda memahami tentang teacher roles?
INTERVIEWEE : Ya, guru itu harus mengerti akan teacher roles. Sebagai seorang
guru, kami harus bisa menjadi pengawas, motivator, pengontrol,
contoh, pengembang materi dan juga evaluator.
INTERVIEWER : apa yang anda lakukan sebagai monitor ?
INTERVIEWEE : Saya mengecek pekerjaan siswa dan memberikan masukan .
INTERVIEWER : apa yang anda lakukan sebagai motivator?
INTERVIEWEE : Saya memberikan mereka motivasi untuk tidak gampang
menyerah belajar Bahasa Inggris.
INTERVIEWER : apa yang anda lakukan sebagai controller?
INTERVIEWEE : Saya mengontrol penuh kelas. Saya bertanggung jawab untuk
keamanan dan kenyamanan kelas.
INTERVIEWER : apa yang anda lakukan sebagai model?
INTERVIEWEE : Saya memberikan mereka arahan dan contoh di dalam sekolah
maupun diluar sekolah dengan berperilaku yang baik.
INTERVIEWER : apa yang anda lakukan sebagai material developer?
INTERVIEWEE : Saya harus mampu mengembangkan materi yang ada jadi
menarik.
INTERVIEWER : apa yang anda lakukan sebagai evaluator?
INTERVIEWEE : Saya bertanggung jawab dengan nilai mereka. Mulai dari latihan,
PR hingga ujian semester.
INTERVIEWER : Apa yang anda lakukan di aktivitas belajar?
INTERVIEWEE : seperti biasanya untuk awal yaitu apersepsi, membaca doa,
mengabsen, memotivasi siwa sebelum belajar. Ketika masuk ke
inti ya mulai menerangkan, dan post activity nya ya mengulang
kembali apa yang telah dipelajari.
INTERVIEWER : Darimana sumber belajar yang anda dapatkan?
INTERVIEWEE : Biasanya dari buku guru K13 yang telah diwajibkan oleh sekolah
dan dinas, tapi adakalanya saya menambahkan beberapa buku
sebagai referensi.
INTERVIEWER : Media apa yang anda gunakan dalam mengajar?
INTERVIEWEE : Dalam proses pembelajaran, saya menggunakan gambar sebagai
media, gambar langsung, kartu, papan tulis, spidol, laptop, power
point dan LCD
INTERVIEWER : bagaimana anda mengevaluasi siwa ?
INTERVIEWEE : ya dengan oral dan tulisan. Penilaiannya disesuaikan dengan skill
yang dipelajari dan di buku guru juga sudah disiapkan cara
memberi nilainya.
INTERVIEWER : Apa yang anda lakukan di aktivitas belajar?
INTERVIEWEE : seperti biasanya untuk awal yaitu apersepsi, membaca doa,
mengabsen, memotivasi siwa sebelum belajar. Ketika masuk ke
inti ya mulai menerangkan, dan post activity nya ya mengulang
kembali apa yang telah dipelajari.
INTERVIEWER : Bagaimana tanggapan siswa selama belajar reading?
INTERVIEWEE : Sebagian dari mereka terlebih yang kosa katanya masih rendah
tentu mengalami kesulitan, namun saya memotivasi mereka bahwa
tidak ada yang tidak mungkin ika mau berusaha
INTERVIEWER : Apakah anda menemukan kendala saat mengajar?
INTERVIEWEE : Ya, pastinya selalu ada masalah namun saya berusaha
mengatasinya. Saya akan mencari solusinya dengan sesegera
mungkin
INTERVIEWER : Apa saja kendala tersebut?
INTERVIEWEE : Yang paling sering itu adalah siswa tidak memperfhatikan guru
saat diterangkan. Merek sering sibuk sendiri dan ribut di kelas.
Ya, mereka kan masih anak anak, jadi guru harus sabar dan
berusaha membuat kelas menyenangkan.
INTERVIEWER : Apakah ada kendala yang lain?
INTERVIEWEE : Ya tentunya. Saya jadi memiliki keterbatasan waktu dalam
mentransfer ilmu. Karena mereka awalnya tidak perhatian.
INTERVIEWER : Apa yang anda lakukan untuk mengatasi hal tersebut?
INTERVIEWEE : Saya biasanya akan mengajak mereka bermain sebentar baru
ekmbali belajar.
INTERVIEWER : Tes seperti apa yang anda berikan untuk skill reading?
INTERVIEWEE : saya biasanya memberikan tes tertulis seperti menjawab
pertanyaan berdasarkan teks atau multiple choice yaitu pilihan
berganda
INTERVIEWER : Bagaimana respon siswa?
INTERVIEWEE : Ada yang senang ada juga yang bilang susah.
INTERVIEWER : Bagaimana penilaian untuk siwa? Berapa skor tertiunggi yang
diberikan?
INTERVIEWEE : Penilaian untuk siswa kalau yang reading comprehension
menggunakan pilihan berganda yang dijawab setelah membaca
teks. Jadi tergantung berapa soalnya, namun tertinggi pasti angka
100
INTERVIEWER : Berapa kali anda meberikan evaluasi?
INTERVIEWEE : Evaluasi yang saya berikan ada latihan harian, ada uga pekerjaan
rumah, ulangan, mid semster dan final tes atau ujian semester.
Appendix 2
Field Note
Date : Monday, April 17th 2018
The research was on Monday, April 17th 2018, the VIII B class. The class consisted of
30 students in this class. The teacher applied three steps to teach reading comprehension
process such as: the opening, study session, and closing. It was included the teacher‟s activity
to start the class using greeting and praying together.
In opening, before starting the lesson, teacher said the greetings and invited students
to pray together. After praying, he greeted to students. After greeted them, the teacher asked
their condition of the students and then she checked the student‟s attendance.
At the opening of teacher activities were consistent with the implementation of a
scientific approach to learning and using the English language to communicate, for example,
when starting the lesson the teacher greets children with eager and excited tone (greetings),
check for the presence of students and student absent ask if one is not present. Then the
teacher asked the students to prepare their books, dictionary and also their homework. This
activity took 5 minutes to the opening class. Then, the teacher explained about the topic
before reading. This advanced organizer provided the students with a background to the new
material. First activity the teacher said “what do you think about your mothers, students?”
and the students answered together with their opinion about their mothers.
Here, the teacher gave background knowledge of the text. The teacher explained
descriptive text, its social function, and its generic structure of descriptive text. The teacher
led students to get as much information as possible concerning with the topic. The students
and teacher read the text for period of the time. The material that day was about descriptive
text, including how to describe about animal, thing and person. In that occasions, the teacher
wanted to give a text and asked the students to read and discuss it together about the meaning
of the text. The text was entitled “My mother”. If they found some difficult vocabularies or
find the difficult words they could find out the meaning in the dictionary, or asked to the
teacher. The next section, the teacher asked the students to read the text. The teacher gave an
illustration of a paragraph:
In this section, the students were asked to read the text entitled “My mother” loudly.
The teacher asked four students to read in order to save the time and the other students
attended their friends. The student read loudly and the teacher corrected the pronunciation.
When the student finished on the last sentence, they were asked about the meaning of the
sentences. After reading a text the teacher discussed the text with the student.
The teacher gave some questions or tasks that must be answered. The teacher wrote
some questions about the previous text on the board. The responses from the students were
good relatively. They responded with enthusiasm that they were active in the class. Their
scores were good enough, from that activity for instance. The teacher ordered the students to
make group consisted of 4 students to practice making a descriptive text based on the picture
about person. The teacher gave fifteen minutes to the students to do the task. After fifteen
minutes, the teacher asked the students to present their results of discussion.
The closing session was that the teacher closed the meeting in the end of the lesson.
The teacher reviewed what was learned that day. Then, the teacher concluded the material.
He asked again whether the students understood or not, “students, do you understand?”
before closing the teaching learning process. The teacher asked “any questions about it?” “if
there is no question, thanks for your attention” the students answered “you are welcome” the
teacher let them pray together.
Field Note
Date : Monday, April 24th 2018
The observation on Monday, April 24th 2018, the teacher applied three steps to teach
reading comprehension process such as: the opening, study session, and closing. It was
included the teacher‟s activity to start the class using greeting and praying together. In the
next apperception of the section, the teacher greeted the students by saying “good morning
students? How are you today?” and then the students answered “Good morning mom, I am
fine and you” and then the teacher answered “I am fine too, thanks you”, then the teacher
read the students attendance list, and asked the students to prepare their books, dictionary and
also their homework. This activity took 5 minutes for the opening class.
The second step was learning section or explanations. The explanation took twenty
five minutes for reading comprehension. The teacher asked the students about the topic. The
teacher asked some questions related to the topic and let the students respond. The teacher
reviewed the previous material about simple present tense, the teacher asked “contohnya apa
saja?” some students answered “I eat breakfast every morning” another student raised his
hand and said “I sleep every night”. The teacher directly said that the answer was correct,
“iya benar” the teacher‟s explained that the word “every morning andevery night” indicated
about habitual activity. The teacher said what they will learn that day “now we will study the
description about a famous place .
Most of the students were active in teaching learning process. They were
enthusiastically answering the teacher‟s questions. Generally, the students used English in
answering the questions although their answer were sometimes inappropriate. When the
teacher read the text aloud while the students followed the silently by looking at the text
given by the teacher to each students. Here, the teacher read the text twice. The first reading
was to give the students experience how to read the text as a meaningful unit, and the second
reading was the time for them to comprehend the text. In order to keep their attention, the
teacher asked three students in turn to continue reading the text after the teacher. Among
those students, there was a students who got problems in reading the sentences they had read.
He still read the sentences word by word. Some students sometimes asked the teacher or their
friends the unfamiliar words they found in the text. This condition might be caused by the
students limited English vocabulary. Before the teacher gave the excercises dealing with the
text, the teacher and the students discussed the meaning of the text together by guesssing the
unfamiliar words. At the end of the lesson, the teacher guided the students by giving some
clues to make a conclusion about the text.
In order to make students more understand about the reading text, the teacher always
asked them to repeat at home. Then he asked students to find another story that similar. After
that, they brougth the story to class and read together”. Then the teacher gave an example of
the material, the text entitle “Nusa Tenggara”.
The teacher asked the students to open their books and asked the students to read
every sentence in the passage. Then, the teacher asked the students to ask to the teacher if
they had problems about vocabulary. The teacher asked the students to find out the meaning
of difficult words by opening the dictionary as well. After that, the teacher read the text and
the students listened her. Then, the teacher asked each student to read the text and the teacher
corrected the pronunciation and grammar.
In this text, the teacher explained the description of Nusa Tenggara. It was one
example of descriptive text. After explaining the material, the teacher ordered the students to
do the exercise for twenty minutes. He asked them to answer some questions that consist of
retelling the text, comprehending the text and answered the questions related to the text.
The third step is closing. The teacher closed the meeting in the end of the lesson. The
teacher reviewed what was learned that day. Then, the teacher concluded the material. She
asked again whether the students understood or not. “Students do you understand?”. Before
closing the teaching learning process, the teacher asked “any question about it?”, then the
teacher gave homework to the students. After that, the teacher said “if there is no question
thanks for your attention” the students answered “you are welcome” the teacher said “let‟s
pray together”.
The eighth grade students in MTs N Model Jambi still depended on the teacher‟s
explanation. However, they had experienced a variety of activities. They got a challenge to
solve it and eventually they had to communicate with their friends like a discussion. In every
English lesson, the students were trying to be actively involved. It could be seen when they
answered the questions from the teacher in oral or written questions. It seemed that they were
considered that they had to be responsible to their own process of learning. From the
research, researcher found that the students was as well as communicators as listeners and as
negotiators. The students as communicators, it means that in every teaching learning process
they could not do everything alone. They discussed the material with their friends. When they
found difficult questions, they often discussed them together and the teacher also allowed
them to discuss.
Appendix 3
Documentation
Appendix 4
RENCANA PELAKSANAAN PEMBELAJARAN
Sekolah : MTs Negeri Model Jambi
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : VIII
Materi Pokok : Describing people, animal, and thing Alokasi Waktu : 8 pertemuan ( 16 jam )
A. Kompetensi Inti KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli (toleransi,
gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan
sosial dan alam dalam jangkauan pergaulan dan keberadaannya.
KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin
tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian
tampak mata.
KI 4 : Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai,
merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung,
menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang
sama dalam sudut pandang/teori.
B. Kompetensi Dasar dan Indikator
No. Kompetensi Dasar Indikator
1.1 Mensyukuri kesempatan dapat
mempelajari bahasa Inggris
sebagai bahasa pengantar
komunikasi internasional yang
diwujudkan dalam semangat
belajar.
1.1.1 Bersemangat dalam melaksanakan setiap kegiatan
pada pembelajaran Bahasa Inggris.
1.1.2 Serius dalam melaksanakan setiap kegiatan pada
pembelajaran Bahasa Inggris.
2.1 Menunjukkan
perilaku santun dan peduli da
lam melaksanakan komunikasi
interpersonal dengan guru dan
teman.
2.1.1
3.10 Menerapkan struktur teks dan
unsur kebahasaan untuk
melaksanakan fungsi sosial
teks deskriptif dengan
menyatakan dan menanyakan
tentang deskripsi orang,
binatang, dan benda, pendek
dan sederhana, sesuai dengan
konteks penggunaan nya .
3.1.1 Mengidentifikasi fungsi sosial teks deskriptif.
3.1.2 Mengidentifikasi struktur teks dan unsur
kebahasaan dalam teks deskriptif lisan dan tulis
tentang orang.
3.1.3 Mengidentifikasi makna dalam teks deskriptif
lisan dan tulis, pendek dan sederhana
3.1.4 Mengidentifikasi struktur teks dan unsur
kebahasaan dalam teks deskriptif lisan dan tulis
tentang binatang sesuai dengan konteks
penggunaannya.
3.1.5 Mengidentifikasi struktur teks dan unsur
kebahasaan dalam teks deskriptif lisan dan tulis
tentang benda sesuai dengan konteks
penggunaannya.
4.11 Menangkap makna
dalam teks deskriptif lisan dan
tulis, pendek dan sederhana.
4.12 Menyusun teks deskriptif lisan
dan tulis, pendek dan
sederhana, tentang orang,
binatang, dan benda, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan
sesuai konteks.
4.11.1 Melengkapi teks deskriptif tulis sangat pendek dan
sederhana
4.11.2 melengkapi teks deskripsif lisan sangat pendek dan
sederhana
4.12.1 Menyusun teks deskriptif lisan dan tulis sangat
pendek dan sederhana, tentang orang dengan
memperhatikan fungsi sosial, struktur teks, dan
unsur kebahasaan, secara benar dan sesuai konteks.
4.12.2 Menyusun teks deskriptif lisan dan tulis sangat
pendek dan sederhana, tentang binatang dengan
memperhatikan fungsi sosial, strukturteks, dan
unsure kebahasaan, secara benar dan sesuai konteks.
4.12.3 Menyusun teks deskriptif lisan dan tulis sangat
pendek dan sederhana, tentang benda dengan
memperhatikan fungsi sosial, struktur teks, dan
unsure kebahasaan, secara benar dan sesuai konteks.
4.12.4 Melengkapi teks deskriptif lisan dan tulis sangat
pendek dan sederhana, tentang orang dengan
memperhatikan fungsisosial, strukturteks, dan
unsure kebahasaan, secara benar dan sesuai konteks.
4.12.5 Melengkapi teks deskriptif lisan dan tulis sangat
pendek dan sederhana, tentang binatang, dengan
memperhatikan fungsisosial, strukturteks, dan unsur
kebahasaan, secara benar dan sesuai konteks.
4.12.6 Melengkapi teks deskriptif lisan dan tulis sangat
pendek dan sederhana, tentang benda, dengan
memperhatikan fungsi sosial, struktur teks, dan
unsur kebahasaan, secara benar dan sesuai konteks.
`
C. Tujuan Pembelajaran
Peserta didik:
1.1.1.1.1 bersemangat dalam melaksanakan setiap kegiatan pada pembelajaran Bahasa Inggris;
1.1.1.1.2 Serius dalam melaksanakan setiap kegiatan pada pembelajaran Bahasa Inggris;
2.1.1.1
3.11.1.1 Mengidentifikasi fungsi sosial teks deskriptif.
3.11.1.2 Mengidentifikasi struktur teks dan unsur kebahasaan dalam teks deskriptif lisan dan tulis
tentang orang.
3.11.1.3 Mengidentifikasi makna dalam teks deskriptif lisan dan tulis, pendek dan sederhana
3.11.1.4 Mengidentifikasi struktur teks dan unsur kebahasaan dalam teks deskriptif lisan dan tulis
tentang binatang sesuai dengan konteks penggunaannya.
3.11.1.5 Mengidentifikasi struktur teks dan unsur kebahasaan dalam teks deskriptif lisan dan tulis
tentang benda sesuai dengan konteks penggunaannya.
4.11.1 Melengkapi teks deskriptif tulis sangat pendek dan sederhana
4.11.2 Melengkapi teks deskripsif lisan sangat pendek dan sederhana
4.12.1 Menyusun teks deskriptif lisan dan tulis sangat pendek dan sederhana, tentang orang, dengan
memperhatikan fungsisosial, strukturteks, dan unsure kebahasaan, secara benar dan sesuai
konteks.
4.12.2 Menyusun teks deskriptif lisan dan tulis sangat pendek dan sederhana, tentang
binatang dengan memperhatikan fungsi sosial, strukturteks, dan unsure kebahasaan,
secara benar dan sesuai konteks.
4.12.3 Menyusun teks deskriptif lisan dan tulis sangat pendek dan sederhana, tentang benda dengan
memperhatikan fungsi sosial, struktur teks, dan unsure kebahasaan, secara benar dan sesuai
konteks.
4.12.4 Melengkapi teks deskriptif lisan dan tulis sangat pendek dan sederhana, tentang orang
dengan memperhatikan fungsisosial, strukturteks, dan unsure kebahasaan, secara benar dan
sesuai konteks.
4.12.5 Melengkapi teks deskriptif lisan dan tulis sangat pendek dan sederhana, tentang binatang,
dengan memperhatikan fungsisosial, strukturteks, dan unsur kebahasaan, secara benar dan
sesuai konteks.
4.12.6 Melengkapi teks deskriptif lisan dan tulis sangat pendek dan sederhana, tentang benda,
dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan
sesuai konteks.
D. Materi Pembelajaran Teks deskriptif pendek dan sederhana tentang orang, binatang dan benda
1. Fungsi Sosial dari ungkapan:
Membanggakan, menjual, mengenalkan, mengidentifikasi, mengkritik, dsb nya.
2. Struktur Teks ( gagasan utama dan informasi rinci ) a. menyebutkan nama orang, binatang, benda dan nama bagian-bagiannya yang dipilih untuk
dideskripsikan.
b. menyebutkan sifat orang, binatang, benda dan bagiannya.
c. menyebutkan tindakan dari atau terkait dengan orang, binatang, benda yang semuanya
sesuai dengan fungsi sosial yang hendak dicapai. Panjang teks kurang lebih 6 (tiga) kalimat
3. Unsur Kebahasaan dari ungkapan sapaan dan pamitan, yaitu: (1) a. Penyebutan kata benda singular dengan a dan the, dan plural (-s).
(2) Kata ganti it, they, she, we, dst.; our, my, your, their, dst.
(3) Kata sifat tentang orang, binatang, benda dalam kehidupan siswa di rumah, sekolah, dan
sekitarnya, dengan atau tanpa kata keterangan quite, very.
(4) Frasa nominal seperti dark brown, cute little cat, beautiful red flower
(5) Kata kerja untuk menyatakan keadaan dan tindakan rutin dalam simple present tense: be,
have, go, play,get, take, dll.
(6) Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a, the, this, those,
my, their, dsb secara tepat dalam frasa nominal
(7) Ucapan, tekanan kata, intonasi
(8) Ejaan dan tanda baca
(9) Tulisan tangan
E. Metode Pembelajaran 1. Pendekatan Saintifik
2. Pendekatan Komunikatif
F. Media, Alat, dan Sumber Pembelajaran 1. Media
a. Gambar orang, binatang, benda.
b. Video
c. Flashcard terbuat dari kertas BC berwarna, berukuran 15 cm x10 cm, berisi kata kunci.
2. Alat/Bahan
· Komputer & LCD
3. SumberBelajar
· KementerianPendidikandanKebudayaan.2014. Bahasa Inggris When English Rings a
Bell SMP/MTs Kelas VIII. Jakarta: KementerianPendidikandanKebudayaan
G. Langkah-langkah Kegiatan Pembelajaran
1. Pertemuan Kesatu
a. Pendahuluan (10 menit) 1) Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran
dengan memberi salam,mengajak peserta didik untuk merapikan kelas dan penampilan
mereka, mengajak peserta didik untuk mengawali kegiatan dengan berdoa, dan memeriksa
kehadiran peserta didik.
2) Guru mengajak peserta didik menyanyikan lagu “Good Morning” untuk membangkitkan
motivasi belajar Bahasa Inggris.
3) Guru mengajukan pertanyaan tentang materi Bahasa Inggris yang dipelajariatau telah dikenal
sebelumnya.
4) Guru menyampaikan tentang tujuan pembelajaran atau kompetensi dasar yang akan dicapai.
5) Guru menyampaikan cakupan materi dan uraian kegiatan sesuai RPP.
b. Inti (60 menit)
1) Mengamati a) Peserta didik menyaksikan video yang menayangkan kata sifat
b) Peserta didik menuliskan kata sifat yang telah dibaca dari tayangan
2) Menanya a) Dengan bimbingan guru peserta didik merumuskan pertanyaan terkait dengan isi, fungsi
sosial, dan struktur teks, serta unsur kebahasaan dalam teks yang telah disaksikan.
b) Dengan bimbingan guru merumuskan pertanyaan tentang kata sifat ( physical appearance)
c) Dengan bimbingan guru peserta didik merumuskan pertanyaan tentang bagaimana
mendeskripsikan orang
3) Mencoba/Mengumpulkan Data atau Informasi a) Secara individu peserta didik menjawab pertanyaan tentang isi teks
b) Secara individu peserta didik menjawab pertanyaan tentang fungsi sosial teks dari contoh
teks yang ditayangkan ( teks descriptive tentang orang)
c) Secara individu peserta didik menjawab pertanyaan tentang struktur teks dari contoh teks
yany ditayangkan ( teks deskriptif tentang orang)
d) Secara individu peserta didik mendeskripsikan salah satu dari teman sekelasnya masing-
masing.
4) Mengasosiasi/Menganalisis Data atau Informasi a) Dalam kelompok yang terdiri dari 4 peserta didik, dengan teks yang diperoleh dari guru
peserta didik menjawab pertanyaan-pertanyaan
b) Peserta didik meminta bantuan guru bila memerlukannya.
5) Mengomunikasikan a) Setiap kelompok mempresentasikan jawaban terhadap pertanyaan-pertanyaan melalui wakil
kelompok.
b) Peserta didik menerima umpan balik dan/atau penguatan (isi, fungsi sosial, struktur, dan
unsur kebahasaan teks) dari guru.
c. Penutup (10 Menit) 1) Guru dan peserta didik secara bersama-sama membuat ringkasan bahan yang sudah dipelajari
pada pertemuan ini.
2) Guru mengajukan pertanyaan kepada peserta didik untuk membantu mereka melakukan
refleksi terhadap kegiatan belajar yang telah mereka lakukan.
3) Guru memberikan tugas kepada peserta didik untuk mempraktikkan ungkapan sapaan dan
mencatat kepada siapa saja peserta didik mengucapkan ungkapan tersebut.
4) Guru menjelaskan rencana kegiatan pembelajaran yang akan datang.
2. Pertemuan Kedua
a. Pendahuluan (10 menit) 1) Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran
dengan memberi salam, mengajak peserta didik untuk merapikan kelas dan penampilan
mereka, mengajak peserta didik untuk mengawali kegiatan dengan berdoa, dan memeriksa
kehadiran peserta didik.
2) Guru mengajukan pertanyaan tentang materi yang dipelajari sebelumnya.
3) Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar yang akan dicapai.
4) Guru menyampaikan cakupan materi dan uraian kegiatan sesuai RPP.
b. Kegiatan inti (60 menit)
1) Mencipta a) Secara individu peserta didik melengkapi teks deskriptif rumpang tentang orang
b) Secara individu peserta didik membuat teks deskriptif dengan menggunakan kata-kata kunci
yang terdapat dalam flashcard.
c) Secara individu peserta didik mengungkapkan deskripsi tentang orang dengan menggunakan
kata-kata kunci yang terdapat dalam flashcard.
c. Penutup (10 Menit) 1) Guru dan peserta didik secara bersama-sama membuat ringkasan bahan yang sudah dipelajari
pada pertemuan ini.
2) Guru mengajukan pertanyaan kepada peserta didik untuk membantu mereka melakukan
refleksi terhadap kegiatan belajar yang telah mereka lakukan.
3) Guru menjelaskan rencana kegiatan pembelajaran yang akan datang.
H. Penilaian
1. Kompetensi Sikap Spiritual a. TeknikPenilaian : Observasi dan Penilaian Diri
b. Bentuk Instrumen : Lembarobservasi dan Lembar Penilaian Diri
c. Kisi-kisi :
No. Butir Nilai Indikator Jumlah Butir
Instrumen
1
Bersyukur Bersemangat dalam melaksanakan setiap
kegiatan pada pembelajaran
Bahasa Inggris. 1
Serius dalam melaksanakan setiap kegiatan
pada pembelajaran
Bahasa Inggris 1
JUMLAH 2
d. Instrumen: lihat Lampiran 1A dan Lampiran 1B.
e. Petunjuk Penentuan Skor: lihat Lampiran 3.
2. Kompetensi Sikap Sosial a. TeknikPenilaian : Observasi dan Penilaian Diri
b. Bentuk Instrumen : Lembar observasi dan Lembar Penilaian Diri
c. Kisi-kisi :
No. Butir Nilai Indikator
Jumlah
Butir
Instrumen
1. Santun
Berkomunikasi dengan guru dan teman
menggunakan Bahasa Inggris yang berterima.
1
1
2. Peduli Menjawab atau menjelaskan pertanyaan teman yang
kurang paham dengan konteks/materi tentang
mendeskripsikan orang
1
Menjawab pertanyaan guru dan teman
menggunakan Bahasa Inggris yang berterima 1
Menjawab pertanyaan guru dan teman
menggunakan Bahasa Inggris yang berterima
1
Jumlah 5
d. Instrumen: lihat Lampiran2A dan Lampiran2B.
e. Petunjuk Penentuan Skor: lihat Lampiran 3.
3. Kompetensi Pengetahuan a. Teknik Penilaian :TesTertulis
b. j. Bentuk Instrumen : Pilihan Ganda, Menjodohkan, dan Melengkapi.
c. k. Kisi-kisi :
No. Indikator Jumlah Butir
Soal
Nomor Butir
Soal
1 Disajikan rumpang teks deskriptif orang, peserta
didik dapat melengkapinya 4 I.1-4
2
Disajikan flascard peserta didik dapat membuatnya
menjadi sebuah tek deskriptif tentang orang.
6
II.1-6
3
Disajikan 1 gambar orang , peserta didik dapat
mendeskripsikanya dengan ungkapan dan struktur
kebakasaan yang benar.
6 III.1-6
JUMLAH 16
d. Instrumen: lihat Lampiran 4A.
e. Petunjuk Penentuan Skor: lihat Lampiran 4B.
4. Keterampilan a. TeknikPenilaian :Tes Tertulis dan Praktik
b. Bentuk Instrumen : Pilihan Ganda (Tes Tertulis Keterampilan Mendengarkan),
c. Tes Praktik Keterampilan Berbicara), dan Rubrik Penilaian Tes Praktik
d. Kisi-kisi:
1) Tes Tertulis
2) Tes Praktik
No.
Indikator Jumlah
Butir
Soal
Disajikan gambar orang, peserta didik diminta untuk
menceritakan/ mendeskripsikan secara tulis dan lisan
1
e. Instrumen: lihat Lampiran 5Adan Lampiran 5B.
f. Petunjuk Penentuan Skor: lihat Lampiran 5C.
3. Pertemuan Ketiga
a. Pendahuluan (10 menit) 1) Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran
dengan memberi salam,mengajak peserta didik untuk merapikan kelas dan penampilan
No.
Indikator
Jumlah
Butir Soal
Nomor
Butir Soal
1
Diperlihatkankan teks deskritif tentang orang peserta didik
dapat menjawab pertanyaan tentang konteks situasi dari teks
tersebut.
3
1-3
2
Diperlihatkan teks deskriptif tentang orang, peserta
didikndapat menjawab pertanyaan tentang informasi
tertentu (unsur kebahasaan) pada teks tersebutdenganbenar.
2
4-5
3
Diperlihatkan teks deskriptif tentang orang, peserta didik
dapat mejawab pertanyaan tentang mendeskripsikan orang 3 6-8
JUMLAH 8
mereka, mengajak peserta didik untuk mengawali kegiatan dengan berdoa, dan memeriksa
kehadiran peserta didik.
2) Guru mengajak peserta didik menyanyikan lagu “Good Morning” untuk membangkitkan
motivasi belajar Bahasa Inggris.
3) Guru mengajukan pertanyaan tentang materi Bahasa Inggris yang dipelajariatau telah dikenal
sebelumnya.
4) Guru menyampaikan tentang tujuan pembelajaran atau kompetensi dasar yang akan dicapai.
5) Guru menyampaikan cakupan materi dan uraian kegiatan sesuai RPP.
b. Inti (60 menit)
1) Mengamati a) Peserta didik menyaksikan video yang menayangkan kata sifat dan gambar binatang
b) Peserta didik menuliskan kata sifat yang telah dibaca dari tayangan
2) Menanya a) Dengan bimbingan guru peserta didik merumuskan pertanyaan terkait dengan isi, fungsi
sosial, dan struktur teks, serta unsur kebahasaan dalam teks yang telah disaksikan.
b) Dengan bimbingan guru merumuskan pertanyaan tentang kata sifat ( physical appearance)
c) Dengan bimbingan guru peserta didik merumuskan pertanyaan tentang bagaimana
mendeskripsikan binatang
3) Mencoba/Mengumpulkan Data atau Informasi a) Secara individu peserta didik menjawab pertanyaan tentang isi teks
b) Secara individu peserta didik menjawab pertanyaan tentang fungsi sosial teks dari contoh
teks yang ditayangkan ( teks descriptif tentang binatang)
c) Secara individu peserta didik menjawab pertanyaan tentang struktur teks dari contoh teks
yany ditayangkan ( teks deskriptif tentang binatang)
d) Secara individu peserta didik mendeskripsikan salah satu binatang dari beberapa gambar
binatang yang di tampiljan guru
4) Mengasosiasi/Menganalisis Data atau Informasi a) Dalam kelompok yang terdiri dari 4 peserta didik, dengan teks yang diperoleh dari guru
peserta didik menjawab pertanyaan-pertanyaan
b) Peserta didik meminta bantuan guru bila memerlukannya.
5) Mengomunikasikan a) Setiap kelompok mempresentasikan jawaban terhadap pertanyaan-pertanyaan melalui wakil
kelompok.
b) Peserta didik menerima umpan balik dan/atau penguatan (isi, fungsi sosial, struktur, dan
unsur kebahasaan teks) dari guru.
c. Penutup (10 Menit) 1) Guru dan peserta didik secara bersama-sama membuat ringkasan bahan yang sudah dipelajari
pada pertemuan ini.
2) Guru mengajukan pertanyaan kepada peserta didik untuk membantu mereka melakukan
refleksi terhadap kegiatan belajar yang telah mereka lakukan.
3) Guru memberikan tugas kepada peserta didik untuk mempraktikkan ungkapan sapaan dan
mencatat kepada siapa saja peserta didik mengucapkan ungkapan tersebut.
4) Guru menjelaskan rencana kegiatan pembelajaran yang akan datang.
4. Pertemuan Keempat
a. Pendahuluan (10 menit)
1) Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran
dengan memberi salam, mengajak peserta didik untuk merapikan kelas dan penampilan
mereka, mengajak peserta didik untuk mengawali kegiatan dengan berdoa, dan memeriksa
kehadiran peserta didik.
2) Guru mengajukan pertanyaan tentang materi yang dipelajari sebelumnya.
3) Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar yang akan dicapai.
4) Guru menyampaikan cakupan materi dan uraian kegiatan sesuai RPP.
b. Kegiatan inti (60 menit)
1) Mencipta a) Secara individu peserta didik melengkapi teks deskriptif rumpang tentang binatang
b) Secara individu peserta didik menjawab pertanyaan berdasarkan teks deskriptif
c) Secara individu peserta didik mengungkapkan deskripsi tentang binatang dari gambar
binatang yang di persiapkan
c. Penutup (10 Menit) 1) Guru dan peserta didik secara bersama-sama membuat ringkasan bahan yang sudah dipelajari
pada pertemuan ini.
2) Guru mengajukan pertanyaan kepada peserta didik untuk membantu mereka melakukan
refleksi terhadap kegiatan belajar yang telah mereka lakukan.
3) Guru menjelaskan rencana kegiatan pembelajaran yang akan datang.
H. Penilaian
1. Kompetensi Sikap Spiritual a. TeknikPenilaian : Observasi dan Penilaian Diri
b. Bentuk Instrumen : Lembarobservasi dan Lembar Penilaian Diri
c. Kisi-kisi :
No. Butir Nilai Indikator Jumlah Butir
Instrumen
1
Bersyukur Bersemangat dalam melaksanakan setiap
kegiatan pada pembelajaran
Bahasa Inggris. 1
Serius dalam melaksanakan setiap kegiatan
pada pembelajaran
Bahasa Inggris 1
JUMLAH 2
d. Instrumen: lihat Lampiran 1A dan Lampiran 1B.
e. Petunjuk Penentuan Skor: lihat Lampiran 3.
2. Kompetensi Sikap Sosial d. TeknikPenilaian : Observasi dan Penilaian Diri
e. Bentuk Instrumen : Lembar observasi dan Lembar Penilaian Diri
f. Kisi-kisi :
No. Butir Nilai Indikator
Jumlah
Butir
Instrumen
1. Santun Berkomunikasi dengan guru dan teman 1
menggunakan Bahasa Inggris yang berterima.
1
2. Peduli Menjawab atau menjelaskan pertanyaan teman yang
kurang paham dengan konteks/materi tentang
mendeskripsikan binatang dengan menggunakan
bahasa inggris yang berterima
1
Menjawab pertanyaan guru dan teman
menggunakan Bahasa Inggris yang berterima 1
Mendeskripsikan gambar sebuah binatang dengan
menggunakan Bahasa Inggris yang berterima
1
Jumlah 5
d. Instrumen: lihat Lampiran2A dan Lampiran2B.
e. Petunjuk Penentuan Skor: lihat Lampiran 3.
3. Kompetensi Pengetahuan d. Teknik Penilaian :TesTertulis
e. j. Bentuk Instrumen : Pilihan Ganda, Menjodohkan, dan Melengkapi.
f. k. Kisi-kisi :
No. Indikator Jumlah Butir
Soal
Nomor Butir
Soal
1 Disajikan rumpang teks deskriptif tentang seekor
binatang, peserta didik dapat melengkapinya 4 I.1-4
2
Disajikan teks deskriptif tentang binatang peserta
didik dapat menjawab pertanyaan berdasarkan teks
tersebut.
6
II.1-6
3
Peserta didik menyiapkan 1 gambar binatang ,
kemudian peserta didik dapat mendeskripsikanya
dengan ungkapan dan struktur kebakasaan yang
benar.
6 III.1-6
JUMLAH 16
d. Instrumen: lihat Lampiran 4A.
e. Petunjuk Penentuan Skor: lihat Lampiran 4B.
4. Keterampilan d. TeknikPenilaian :Tes Tertulis dan Praktik
e. Bentuk Instrumen : Pilihan Ganda (Tes Tertulis Keterampilan Mendengarkan), Kartu situasi
f. Tes Praktik Keterampilan Berbicara), dan Rubrik Penilaian Tes Praktik
d. Kisi-kisi:
1) Tes Tertulis
No.
Indikator
Jumlah
Butir Soal
Nomor
Butir Soal
1
Diperlihatkankan teks deskritif tentang binatang peserta
didik dapat menjawab pertanyaan tentang konteks situasi
dari teks tersebut.
3
1-3
2 Diperlihatkan teks deskriptif tentang binatang, peserta didik 2 4-5
2) Tes Praktik
No.
Indikator Jumlah
Butir
Soal
Disajikan gambar binatang, peserta didik diminta untuk
menceritakan/ mendeskripsikan secara tulis dan lisan
1
e. Instrumen: lihat Lampiran 5Adan Lampiran 5B.
f. Petunjuk Penentuan Skor: lihat Lampiran 5C.
3. Pertemuan Kelima
a. Pendahuluan (10 menit) 1) Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran
dengan memberi salam,mengajak peserta didik untuk merapikan kelas dan penampilan
mereka, mengajak peserta didik untuk mengawali kegiatan dengan berdoa, dan memeriksa
kehadiran peserta didik.
2) Guru mengajak peserta didik menyanyikan lagu “Good Morning” untuk membangkitkan
motivasi belajar Bahasa Inggris.
3) Guru mengajukan pertanyaan tentang materi Bahasa Inggris yang dipelajariatau telah dikenal
sebelumnya.
4) Guru menyampaikan tentang tujuan pembelajaran atau kompetensi dasar yang akan dicapai.
5) Guru menyampaikan cakupan materi dan uraian kegiatan sesuai RPP.
b. Inti (60 menit)
1) Mengamati a) Peserta didik menyaksikan video yang menayangkan kata sifat dan gambar benda
b) Peserta didik menuliskan kata sifat yang telah dibaca dari tayangan
2) Menanya a) Dengan bimbingan guru peserta didik merumuskan pertanyaan terkait dengan isi, fungsi
sosial, dan struktur teks, serta unsur kebahasaan dalam teks yang telah disaksikan.
b) Dengan bimbingan guru merumuskan pertanyaan tentang kata sifat benda
c) Dengan bimbingan guru peserta didik merumuskan pertanyaan tentang bagaimana
mendeskripsikan benda
3) Mencoba/Mengumpulkan Data atau Informasi a) Secara individu peserta didik menjawab pertanyaan tentang isi teks
b) Secara individu peserta didik menjawab pertanyaan tentang fungsi sosial teks dari contoh
teks yang ditayangkan ( teks descriptif tentang benda)
c) Secara individu peserta didik menjawab pertanyaan tentang struktur teks dari contoh teks
yany ditayangkan ( teks deskriptif tentang benda)
dapat menjawab pertanyaan tentang informasi tertentu
(unsur kebahasaan) pada teks tersebutdenganbenar.
3
Diperlihatkan teks deskriptif tentang binatang, peserta didik
dapat mejawab pertanyaan tentang mendeskripsikan
binatang
3 6-8
JUMLAH 8
d) Secara individu peserta didik mendeskripsikan suatu benda dari beberapa gambar benda yang
di tampiljan guru
4) Mengasosiasi/Menganalisis Data atau Informasi a) Dalam kelompok yang terdiri dari 4 peserta didik, dengan teks yang diperoleh dari guru
peserta didik menjawab pertanyaan-pertanyaan
b) Peserta didik meminta bantuan guru bila memerlukannya.
5) Mengomunikasikan a) Setiap kelompok mempresentasikan jawaban terhadap pertanyaan-pertanyaan melalui wakil
kelompok.
b) Peserta didik menerima umpan balik dan/atau penguatan (isi, fungsi sosial, struktur, dan
unsur kebahasaan teks) dari guru.
c. Penutup (10 Menit) 1) Guru dan peserta didik secara bersama-sama membuat ringkasan bahan yang sudah dipelajari
pada pertemuan ini.
2) Guru mengajukan pertanyaan kepada peserta didik untuk membantu mereka melakukan
refleksi terhadap kegiatan belajar yang telah mereka lakukan.
3) Guru memberikan tugas kepada peserta didik untuk mempraktikkan ungkapan sapaan dan
mencatat kepada siapa saja peserta didik mengucapkan ungkapan tersebut.
4) Guru menjelaskan rencana kegiatan pembelajaran yang akan datang.
6. Pertemuan Keenam
a. Pendahuluan (10 menit) 1) Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran
dengan memberi salam, mengajak peserta didik untuk merapikan kelas dan penampilan
mereka, mengajak peserta didik untuk mengawali kegiatan dengan berdoa, dan memeriksa
kehadiran peserta didik.
2) Guru mengajukan pertanyaan tentang materi yang dipelajari sebelumnya.
3) Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar yang akan dicapai.
4) Guru menyampaikan cakupan materi dan uraian kegiatan sesuai RPP.
b. Kegiatan inti (60 menit)
1) Mencipta a) Secara individu peserta didik melengkapi teks deskriptif rumpang tentang benda
b) Secara individu peserta didik menjawab pertanyaan berdasarkan teks deskriptif yang di
sediakan oleh guru.
c) Secara individu peserta didik mengungkapkan deskripsi tentang benda dari gambar yang
dipersiapkan masing-masing peserta didik.
c. Penutup (10 Menit) 1) Guru dan peserta didik secara bersama-sama membuat ringkasan bahan yang sudah dipelajari
pada pertemuan ini.
2) Guru mengajukan pertanyaan kepada peserta didik untuk membantu mereka melakukan
refleksi terhadap kegiatan belajar yang telah mereka lakukan.
3) Guru menjelaskan rencana kegiatan pembelajaran yang akan datang.
H. Penilaian
1. Kompetensi Sikap Spiritual a. TeknikPenilaian : Observasi dan Penilaian Diri
b. Bentuk Instrumen : Lembarobservasi dan Lembar Penilaian Diri
c. Kisi-kisi :
No. Butir Nilai Indikator Jumlah Butir
Instrumen
1
Bersyukur Bersemangat dalam melaksanakan setiap
kegiatan pada pembelajaran
Bahasa Inggris. 1
Serius dalam melaksanakan setiap kegiatan
pada pembelajaran
Bahasa Inggris 1
JUMLAH 2
d. Instrumen: lihat Lampiran 1A dan Lampiran 1B.
e. Petunjuk Penentuan Skor: lihat Lampiran 3.
2. Kompetensi Sikap Sosial g. TeknikPenilaian : Observasi dan Penilaian Diri
h. Bentuk Instrumen : Lembar observasi dan Lembar Penilaian Diri
i. Kisi-kisi :
No. Butir Nilai Indikator
Jumlah
Butir
Instrumen
1. Santun
Berkomunikasi dengan guru dan teman
menggunakan Bahasa Inggris yang berterima.
1
1
2. Peduli Menjawab atau menjelaskan pertanyaan teman yang
kurang paham dengan konteks/materi tentang
mendeskripsikan benda dengan menggunakan
bahasa inggris yang berterima
1
Menjawab pertanyaan guru dan teman
menggunakan Bahasa Inggris yang berterima 1
Mendeskripsikan gambar benda dengan
menggunakan Bahasa Inggris yang berterima
1
Jumlah 5
d. Instrumen: lihat Lampiran2A dan Lampiran2B.
e. Petunjuk Penentuan Skor: lihat Lampiran 3.
3. Kompetensi Pengetahuan g. Teknik Penilaian :TesTertulis
h. j. Bentuk Instrumen : Pilihan Ganda, Menjodohkan, dan Melengkapi.
i. k. Kisi-kisi :
No. Indikator Jumlah Butir
Soal
Nomor Butir
Soal
1 Disajikan rumpang teks deskriptif tentang benda,
peserta didik dapat melengkapinya 4 I.1-4
2
Disajikan sebuah teks deskriptif tentang benda (
monument nasional) peserta didik dapat menjawab
pertanyaan berdasarkan teks
6
II.1-6
3
Peserta didik mempersiapkan 1 gambar benda
(rumah peserta didik masing-masing) , peserta didik
dapat mendeskripsikanya dengan ungkapan dan
struktur kebakasaan yang benar.
6 III.1-6
JUMLAH 16
d. Instrumen: lihat Lampiran 4A.
e. Petunjuk Penentuan Skor: lihat Lampiran 4B.
4. Keterampilan g. TeknikPenilaian :Tes Tertulis dan Praktik
h. Bentuk Instrumen : Pilihan Ganda (Tes Tertulis Keterampilan Mendengarkan), Kartu situasi
i. Tes Praktik Keterampilan Berbicara), dan Rubrik Penilaian Tes Praktik
d. Kisi-kisi:
1) Tes Tertulis
2) Tes Praktik
No.
Indikator Jumlah
Butir
Soal
Disajikan gambar benda, peserta didik diminta untuk
menceritakan/ mendeskripsikan secara tulis dan lisan
1
e. Instrumen: lihat Lampiran 5Adan Lampiran 5B.
f. Petunjuk Penentuan Skor: lihat Lampiran 5
No.
Indikator
Jumlah
Butir Soal
Nomor
Butir Soal
1
Diperlihatkankan teks deskritif tentang benda peserta didik
dapat menjawab pertanyaan tentang konteks situasi dari teks
tersebut.
3
1-3
2
Diperlihatkan teks deskriptif tentang benda, peserta
didikndapat menjawab pertanyaan tentang informasi
tertentu (unsur kebahasaan) pada teks tersebutdenganbenar.
2
4-5
3
Diperlihatkan teks deskriptif tentang benda, peserta didik
dapat mejawab pertanyaan tentang mendeskripsikan
binatang
3 6-8
JUMLAH 8
Materi Pelajaran
Pengertian, Tujuan, Struktur, Ciri dan Contoh Descriptive Text
The definition/ pengertian text descriptive Descriptive text is a text which says what a person or a thing is like.
Teks Deskriptif yaitu teks yang menjelaskan gambaran seseorang atau benda.
The Purpose/ tujuanya :
Its purpose is to describe and reveal a particular person, place or thing.
Tujuannya adalah untuk menggambarkan atau mengungkapkan orang, tempat atau benda
tertentu.
Bisa dikatakan juga bahwa Descriptive text adalah teks yang menjelaskan tentang seperti
apakah orang atau benda yang dideskripsikan, baik bentuknya, sifat-sifatnya, jumlahnya dan
lain-lain.
Struktur Descriptive Text (generic structure) adalah : 1. Identification (identifikasi) adalah pendahuluan , berupa gambaran umum tentang suatu
topik.
2. Description (deskripsi) adalah berisi ciri-ciri khusus yang dimiliki benda, tempat, atau
orang yang dideskripsikan.
Ciri-ciri Descriptive Text : - Menggunakan simple present tense
- Menggunakan attribute verb, seperti be (am, is, are)
- Hanya fokus pada satu objek tersebut.
Irfan Bachdim
Irfan bachdim is a popular football player in Indonesia. His full name is Irfan Haarys
Bachdim. He was born in Amsterdam,Neterlands,on Agust 11,1988. He is twenty five
years old now.
He is 1,72m tall . He has black hair and white skin. He is very handsome with his
pointed nose. He is an Indonesian footballer dutch descent, He is a naturalized player
results by PSSI together with Christian Gonzales for Indonesia to strengthen the
national team. Currently,he is strengthening PERSEMA Malang in Indonesia super
league.
CONTOH TEXT DESCRIPTIVE
Generic Structure Irfan Bachdim
Identification Irfan bachdim is a popular football player in Indonesia. His full
name is Irfan Haarys Bachdim. He was born in
Amsterdam,Neterlands,on Agust 11,1988. He is twenty five years
old now.
Descriptions He is 1,72m tall . He has black hair and white skin. He is very
handsome with his pointed nose. He is an Indonesian footballer
dutch descent, He is a naturalized player results by PSSI
together with Christian Gonzales for Indonesia to strengthen the
national team. Currently,he is strengthening PERSEMA Malang
in Indonesia super league.
a. Complete the paragraph by the word in the suitable word below!
b. Love c. is e. doesn‟t g. tall i. color
c. a problem d. us f. has h. take care j. friendly
My mother
My mother …(1) a beautiful person. She is not tall but not short, and she …(2) curly hair and
brown. Her eyes color are like honey and her skin …(3) is light brown, and she has a
beautiful smile. She is 160 …(4) .
She is a very kind person. She is very lovely… (5), patient, and she loves to help people.
I …(6) my mom, because she is a good example to me. She loves being in the Church, and
she loves sing and dance too.
She is a very good woman, wife and mother. She always …(7) of her family. She likes her
house to be clean and organized. She is a very organized person, and all things in the house
are in the right place. She …(8) like messes.
She always has a smile on her face. She is so sweet and lovely. I like when I am going to
sleep or went I wake up or when I am going to go to some places, she always give me a kiss,
and when the family have …(9) she always be with us to helps us and to give …(10) all her
love.
b. Create the simple descriptive text by using the clues words ! - Mr. Dodi
- English teacher
- SMP Purnama Bhakti Bandung
- Palem street no 30 bandung
- 175 cm
- Black hair
- Bright skin
- Smart
- Flat nose
c. Describe the people of the picture!
a. Complete the paragaraph with the suitable words below!
a. Run away c. have e. has g. selects
b. Sleepy d. sleep f. a different h. jumps
My Dog
I …(1) two pets, over all are dogs. The first dog„s name is Blacky
and the second is Chico. That is blacky, he …(2) black and white
fur. Thats one is Chico with brown, white, and black fur. Because
of his fur, several people not called it dog, but cat.
Although they all are dog, they have …(3) habits. Blacky likes
walking and going to anywhere by motorcycle. He always …(4) to
my motorcycle when I sit on the motorcycle.
Blacky likes to …(5) his food before he eats it, he will not eat his food when his food
was in bad conditions or he doesnt like it, he does not ever eat for one day because
there‟s not food he like. He just eats bakso, meat, and bone, he never eat dog„s food
because he doesn‟t like the taste And then Blacky just … (6) on sofa or on his bed, and he
usually barks when someone come to my house.
Chico are very like to eat, he always hungry and hungry again. He was eat 6 time or more
on a day, so he‟s body going fat. He also sleeps anywhere when he was…(7) . Then he
was scary when someone or another dog (except blacky) come to my house so he
was …(8) and hide on my room.
RABBIT
A rabbit is a small mammal with a short tail and pointed ears. Rabbits live in burrows
in the ground. Each burrow is the home of a single family. The first fossils which can be
attributed to this family came from North America but now they are found in every part of
the world. Compared to is small body, rabbit has large sized ears.
A rabbit is a weak and timid animal and is always surrounded by many enemies.
Therefore nature has gifted it with large ears to help it to hear even the fun of drop sound.
The large area of the ear catches almost every sound wave produced in the air and transfers
them into the inner ear. This makes the rabbit to detect its enemies in time and run to safety
zones.
b. Answer the questions based on the teks!
1. What kind of animal is the rabbit?
2. How is the physical appearance of the rabbit?
3. What make the rabbit to detect its enemies and run to safety zones?
4. What is the synonym of produced?
5. Therefore, nature has gifted it …
The underlined word refers to …
c. Create the descriptive text based on the picture of animal you bring!
a. Complete the paragraph with the suitable word below!
- Painted - bananas -fresh - trees -a place
- Rooms - a garage - activities - vegetables - clean
Our house is …(1) where we stay and have our daily …(2) . it is important for our
family to have the house. Our house is large and …(3) . it is beautiful, too. My house has
brick wall. It is …(4) light brown. The door and windows are brown. The house has
some …(5) . they are : a living room, 3 bedrooms, a kitchen, a bedroom, and …(6) . it
has also a verandah and a front yard. The garden is beside the house. There are also
many other … (7)and plant in the garden. They are fruit trees and … (8), such as
orange, mango, … (9), beans and spinach. At he front yard, there are flower plants and
mango trees. The plants make our home …(10) and beautiful.
b. Answer the question based on the text!
THE GARUDA PANCASILA
The Garuda Pancasila is the symbol of our country, the Republic of Indonesia. It
has philosophical meanings. Garuda was the transport of God wisnu in Hindus believe.
The garuda has the specific feathers, 17 on the wings, 8 on tail, and 45 on the
neck. They symbolizes the date of Indonesia proclamation on August 17, 1945. The
Garuda has a bed hanging on the neck. It has the 5 principles, Pancasila. They are (1)
believe in the One Supreme God (2) just and Civilized humanity, (3) The Unity of
Indonesia, (4) Democracy led by the wisdom of deliberation among reperesentative, (5)
Social justice for the whole of the people of Indonesia.
1. What does the text tell us about?
2. What does the symbol belong to?
3. What was garuda in Hindus believe
4. “ It “ has phylosopical … . it refers to …
5. Symbolizes has the same meaning with …
c. Create the descriptive text of thing of the picture you have prepared!
Ada empat aspek yang dinilai dalam tes berbicara di atas:
1. Kelancaran, dengan skor 5 bila sangat lancar,
Skor 4 bila lancar,
Skor 3 bila cukup lancar
Skor 2 bila kurang lancar
Skor 1 bila tidak lancar.
2. Pengucapan, dengan skor 5 bila pengucapan hampir sempurna,
Skor 4 bila ada kesalahan tetapi tidak mengganggu makna,
Skor 3 bila ada beberapa kesalahan dan mengganggu makna,
Skor 2 bila banyak kesalahan dan mengganggu makna,
Skor 1 bila terlalu banyak kesalahan sehingga sulit dipahami.
3. Intonasi, dengan skor 5 bila pengucapan hampir sempurna,
Skor 4 bila ada kesalahan tetapi tidak mengganggu makna,
Skor 3 bila ada beberapa kesalahan dan mengganggu makna,
Skor 2 bila banyak kesalahan dan mengganggu makna,
Skor 1 bila terlalu banyak kesalahan sehingga sulit dipahami.
4. Pilihan kata, dengan skor 5 bila sangat variatif dan tepat,
Skor 4 bila variatif dan tepat
Skor 3 bila cukup variatif dan tepat
Skor 2 bila kurang variatif dan tepat
Skor 1 bila tidak variatif dan tidak tepat
Penilaian:
1. KINERJA (praktik)
1.1. Melakukan monolog tentang deskripsi orang, binatang dan benda di depan kelas /
berpasangan
1.2. Ketepatan dan kesesuaian dalam menggunakan struktur teks dan unsur kebahasaan dalam
membuat teks deskriptif.
2. Observasi:
Penilaian untuk tujuan memberi balikan. Sasaran penilaian:
· Perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan
Komunikasi
· Ketepatan dan kesesuaian dalam menyampaikan dan menulis teks deskriptif
· Kesungguhan siswa dalam proses pembelajaran dalam setiap tahapan
· Ketepatan dan kesesuaian menggunakan strategi dalam membaca
3. Portofolio · Kumpulan catatan kemajuan belajar siswa atau rekaman monolog teks deskriptif.
· Kumpulan karya siswa yang mendukung proses penulisan teks diskriptif berupa: draft,
revisi, editing sampai hasil terbaik untuk dipublikasi
Scoring of Task 1 and Task 2:
Nilai siswa x 100
20
· Kumpulan hasil tes dan latihan.
· Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar atau cara
penilaian lainnya
4. Penilaian Diri dan Penilaian Sejawat
· Bentuk: diary, jurnal, format khusus, komentar, atau bentuk penilaian lain
Lampiran 4: Rubrik Penilaian
Rubrik Penilaian:
a. Aspek Sikap
No. Butir Sikap Deskripsi Perolehan
skor
1. Sungguh-sungguh 5: selalu sungguh-sungguh
4: sering sungguh-sungguh
3: kadang-kadang sungguh-sungguh
2: jarang sungguh-sungguh
1: tidak pernah sungguh-sungguh
2. Tanggung jawab 5: selalu tanggung jawab
4: sering tanggung jawab
3: kadang-kadang tanggung jawab
2: jarang tanggung jawab
1: tidak pernah tanggung jawab
3. Peduli 5: selalu peduli
4: sering pedul
3: kadang-kadang peduli
2: jarang peduli
1: tidak pernah peduli
4. Kerjasama 5: selalu kerjasama
4: sering kerjasama
3: kadang-kadang kerjasama
2: jarang kerjasama
1: tidak pernah kerjasama
5. Cinta damai 5: selalu cinta damai
4: sering cinta damai
3: kadang-kadang cinta damai
2: jarang cinta damai
1: tidak pernah cinta damai
b. Aspek Pengetahuan
No. Butir Sikap Deskripsi Perolehan
skor
1. Pengucapan 5 = Hampir sempurna
4 = ada kesalahan tapi tidak mengganggu makna
3 = ada beberapa kesalahan dan mengganggu
makna
2 = banyak kesalahan dan mengganggu makna
1 = terlalu banyak kesalahan sehingga sulit
dipahami
2. Intonasi 5 = Hampir sempurna
4 = ada kesalahan tapi tidak mengganggu makna
3 = ada beberapa kesalahan dan mengganggu
makna
2 = banyak kesalahan dan mengganggu makna
1 = terlalu banyak kesalahan sehingga sulit
dipahami
3. Ketelitian 5 = sangat teliti
4 = teliti
3 = cukup teliti
2 = kurang teliti
1 = tidak teliti
4. Pemahaman 5 = sangat memahami
4 = memahami
3 = cukup memahami
2 = kurang memahami
1 = tidak memahami
c. Aspek Tingkah laku
No. Butir Sikap Deskripsi Perolehan
skor
1. Melakukan
tindak
komunikasi
yang tepat
5 = Selalu melakukan kegiatn komunikasi yang tepat
4 = Sering melakukan kegiatan komunikasi yang tepat
3 = Beberapa akli melakukan kegiatan komunikasi
yang tepat
2 = Pernah melakukan kegiatan komunikasi yang tepat
1 = tidak pernah melakukan kegiatan komunikasi yang
tepat
CURRICULUM VITAE
Name : Mentari Arini Kunanti
Gender : Female
Birthday : Jambi, June , 1996
Address : Jl. Adityawarman,Rt.14,Lrg.Pacitan,Sukarejo,
Kel.Thehok, Kec.Jambi Selatan,Jambi City
Email : [email protected]
Contanct Person : 0823-7237-7414
Education Background :
No Education Place Graduated Year
1 The Elementary School (SD. N)
No. 103/IV Jambi Jambi 2007
2 The Islamic Junior High School
(MTs.) Negeri Model Jambi Jambi 2010
3 The Islamic senior High School
Al-Arief Muaro Jambi Muaro Jambi 2013
4 The State Islamic University of
Sulthan Thaha Saifuddin Jambi Jambi 2019
Jambi, Mei 2019
The writer
Mentari Arini Kunanti
TE. 130526