the effectiveness of using authentic materials...

THE EFFECTIVENESS OF USING AUTHENTIC MATERIALS

TOWARDS STUDENTS’ READING COMPREHENSION OF SHORT

FUNCTIONALTEXTS

(A Quasi-Experimental Study of Second Grade Students of SMP Al-Hasra Bojongsari)

By

Sari Anjani

NIM 109014000201

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

ii

THE EFFECTIVENESS OF USING AUTHENTIC MATERIALS

TOWARDS STUDENTS’ READING COMPREHENSION OF

SHORT FUNCTIONAL TEXTS

(A Quasi Experimental Study of Second Grade Students of SMP Al-Hasra Bojongsari)

“Skripsi”

Presented to the Faculty of Tarbiyah and Teachers’ Training

In Partial Fulfillment of the Requirements

for the Degree of S.Pd (Bachelor of Arts) In English Language Education

Compiled by:

Sari Anjani

109014000201

Approved by:

Advisor I Advisor II

Dr. Ratna Sari Dewi, M.Pd Zaharil Anasy, M.HumNIP.19720501 199903 2 012 NIP. 19761007 200710 1 002

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2014

iii

ENDORSEMENT SHEET

The Examination Committee of the Faculty of Tarbiyah and Teachers Training

certified the skripsi, entitled THE EFFECTIVENESS OF USING

AUTHENTIC MATERIALS TOWARDS STUDENTS’ READING

COMPREHENSION OF SHORT FUNCTIONAL TEXTS (A Quasi-

Experimental Study of Second Grade Students of SMP Al-Hasra Bojongsari ),written by Sari Anjani (109014000201). It was examined by the Committee on

Tuesday, 22nd April 2014. The skripsi has been accepted and declared to fulfill

one of the requirements for the degree of Education in the English Education

Department.

Jakarta, April, 22nd 2014

EXAMINATION COMMITTEE

CHAIRMAN : Drs. Syauki, M.Pd (…………………)NIP. 19641212 199103 1 002

SECRETARY : Zaharil Anasy, M.Hum (…………………)

NIP. 19761007 200710 1 002

EXAMINER I : Drs. Syauki, M.Pd (…………………)

NIP. 19641212 199103 1 002

EXAMINER II : Desi Nahartini, M.Ed (...………………)

Acknowledged by

Dean of Faculty of Tarbiyah and Teachers Training

Nurlena Rifa’I, M.A., Ph.DNIP. 19591020 198603 2 001

v

ABSTRACTSARI ANJANI, 2014, The Effectiveness of Using Authentic Materials Towards

Students’ reading Comprehension of short FunctionalTexts (A Quasy Experimental Study of second GradeStudents of SMP Al-Hasra Bojongsari). Skripsi ofEnglish Education Department at Faculty of Tarbiyahand Teachers’ Training of Syarif Hidayatullah StateIslamic University.

Key words : Authentic Materials, Reading Comprehension, ShortFunctional Texts

The purpose of this study is to know whether using authentic materials toteach reading comprehension of short functional texts at second grade of SMP Al-Hasra Bojongsari is effective. The technique is intended for the English teacher tocreate a better technique in teaching reading. The sample of this study is 70students taken from second grade of SMP Al-Hasra Bojongsari, which are 35students as experimental class and 35 students as controlled class. The methodused in this study was a quantitative method and the design used in this study wasa quasi-experimental design. In collecting the data, the writer conducted pre-testand post-test by serving reading comprehension test which consists 20 multiplechoice items for each test. In analyzing the data, the writer used t-test.

The result of this study shows that there is significant difference onstudents’ comprehension of short functional text by using authentic material. Inthe table of significance, it can be seen that on the df = 68 and in the degree ofsignificance 5% the value of degree of significance is 1.66. By comparing thevalue to is bigger than tt. The result showed that t-test (to) > t-table (tt) (2.29 >1.66).The alternative hypothesis (Ha) is accepted and null hypothesis (Ho) isrejected. Therefore, it can be interpreted that teaching reading by using authenticmaterials can enhance the students’ comprehension of short functional text. It canbe said that, using authentic materials in students’ reading comprehension of shortfunctional texts is effective.

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ABSTRAKSARI ANJANI, 2014, The Effectiveness of Using Authentic Materials Towards

Students’ reading Comprehension of short FunctionalTexts (A Quasy Experimental Study of second GradeStudents of SMP Al-Hasra Bojongsari). Skripsi JurusanPendidikan Bahasa Inggris di Fakultas Ilmu Tarbiyahdan Keguruan Universitas Islam Negeri SyarifHidayatullah Jakarta.

Kata Kunci : Authentic Materials, Reading Comprehension, ShortFunctional Texts

Penelitian ini bertujuan untuk mengetahui apakah penggunaan materiotentik efektif dalam pengajaran keterampilan membaca teks fungsional pendek dikelas dua SMP Al-Hasra Bojongsari. Teknik ini ditujukan kepada guru bahasainggris supaya dapat mendesain teknik yang lebih baik dalam pengajaranmembaca. Sampel yang digunakan dari penelitian ini adalah 70 siswa yangdiambil dari kelas dua SMP Al-Hasra Bojongsari, 35 siswa merupakan kelaseksperimen dan 35 siswa sebagai kelas control. Metode yang digunakan dalampenelitian ini adalah kuantitatif dan desainnya menggunakan eksperimen semu(quasi-eksperimental study). Dalam pengumpulan data penulis menggunakan pre-test dan post-test dengan menyajikan tes kemampuan membaca berupa 20 soalpilihan ganda. Dalam menganalisis data, penulis menggunakan t-test.

Hasil dari penelitian ini menunjukkan bahwa adanya perbedaan yangsignifikan dalam pemahaman siswa dalam membaca teks fungsional pendekdengan menggunakan materi otentik. Dalam tabel signifikansi, dapat dilihatbahwa df= 68 dimana derajat signifikansi 5% adalah 1,66. Denganmembandingkan, nilai to lebih besar dari tt yaitu, hipotesis alternatif (Ha) diterimadan hipotesis nihil ditolak. Oleh Karena itu, (2.29 > 1.66) dapat disimpulkanbahwa mengajar membaca teks fungsional pendekmenggunakan materi otentikdapat meningkatkan pemahaman siswa akan teks yang dibaca.Kesimpulan daripenelitian ini yaitu terdapat perbedaan yang signifikan dalam kemampuan siswa,dalam membaca teks fungsional pendek dengan menggunakan materi otentikdalam pengajarannya.

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ACKNOWLEDGEMENTIn the name of Allah, the Beneficent and Merciful

All praises be to Allah, Lord of the world, for the health and the strength

that Allah has given to the writer in writing this ‘skripsi’. Peace and salutation be

upon the prophet Muhammad, his family, his companions as well as his followers.

Firstly, the writer also would thank to her beloved parents, Amir and

Dedah who always never stop teaching their precious meaning of life, giving their

knowledge, giving their time and who always pray her every time; her sisters,

Lina Anjelina, Shinta Farida and Nabila Nisa Amelia, who always give support

and motivation to her.

Secondly, the writer would like to address her thank and great gratitude to

Dr. Ratna Sari Dewi, M.Pd and Zaharil Anasy, M.Hum as the writer’s advisors,

who give consultation with full of patience, help and guidance as valuable advice

during developing this “Skripsi” and completing her work, may Allah SWT

respond to their kindness much better.

Thirdly, the writer thought that she would never finish this skripsi fluently

without their supports and their helps. Her gratitude also goes to:

1. All lecturers of English Education Department for teaching precious

knowledge, sharing philosophy of life and giving wonderful experiences.

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

3. Zaharil Anasy, M.Hum, as the Secretary of English Education Department.

4. Nurlena Rifa’i, M.A.,Ph. D, the Dean of Faculty of Tarbiyah and Teachers

Training.

5. Sri Nurhayati Apriliani, S.Pd, the Headmaster of SMP Al-Hasra Bojong Sari

for giving permission to the writer to do observation and conduct the research.

6. Hertika Widyaningtyas, S.Pd as the English teacher at SMP Al-Hasra Bojong

Sari, for all sincere help, time, and guidance.

7. The students of second grade of SMPAl-Hasra especially 8.3 and 8.4, for being

participants in this research.

8. All of her best friends in English Education Department 2009 academic year in

E class, especially for Reni Septiani, Hari Supriyatna, Bayyini Rosyada Elka,

viii

Hayin Azizah, Trianti Kumala, Zein Zarkasih, and Zaki Habibillah, she thanks

them being her best friends.

9. All of her friends in UKM Bahasa-FLAT.

Finally, the writer admits that her writing is still far from being perfect.

Therefore she hopes some suggestions and criticism from the reader for this paper.

Hopefully this ‘skripsi’ will have some values for her and the reader.

Sawangan, March17th 2014

Sari AnjaniNIM 109014000201

ix

TABLE OF CONTENT

COVER ................................................................................................................... i

PAGE OF APPROVAL........................................................................................ ii

THE ENDORSEMENT SHEET....................................................................... . iii

CERTIFICATE OF ORIGINALITY................................................................. iv

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

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

ACKNOWLEDGEMENT.................................................................................. vii

TABLE OF CONTENT....................................................................................... ix

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

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

CHAPTER I INTRODUCTION

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

B. Identification Problem............................................................................. .. 4

C. Limitation of the Problem ....................................................................... .. 4

D. Formulation of the Problem .................................................................... .. 5

E. Purpose of the Study ............................................................................... .. 5

F. Significance of the Study ........................................................................ .. 5

CHAPTER II LITERATURE REVIEWA. Reading ................................................................................................... .. 6

1. The Definition of Reading .......................................................... .. 6

2. Definition of Reading Comprehension ....................................... .. 7

3. Kinds of Reading ........................................................................ .. 8

a. Extensive Reading........................................................... .. 8

b. Intensive Reading............................................................ .. 8

4. The Purpose of Reading .............................................................. . 10

B. Short Functional Text.............................................................................. . 12

1. The Understanding of Text ......................................................... . 12

x

2. The Understanding of Short Functional Text.............................. . 12

3. Kinds of Short Functional Texts ................................................. . 14

C. Authentic Materials ................................................................................. . 21

1. The Understanding of Authentic Materials................................. . 21

2. The Understanding of Non Authentic Material .......................... . 23

3. The Advantages and Disadvantages of Authentic Materials ...... . 23

a. The Advantages............................................................... . 23

b. The Disadvantages ......................................................... . 25

4. The Advantages and Disadvantages of Non-Authentic Materials 26

a. The Advantages .............................................................. . 26

b. The Disadvantages .......................................................... . 26

5. The Application of Teaching Reading comprehension of Short

Functional Text by Using Authentic Materials ........................... . 266. The Application of Teaching Reading Comprehension of Short

Functional Text by Using Textbook .......................................... . 27D. Textbook ................................................................................................. . 28

1. Textbook in Teaching and Learning Activity ............................. . 28

2. The Advantages and Disadvantages Using Textbook............... . 29

a. The Advantages .............................................................. . 29

b. The Disadvantages ......................................................... . 31

E. Previous of the Study ............................................................................ . 33

F. Theoretical Thinking............................................................................... . 34

G. Hypotheses .............................................................................................. . 35

CHAPTER III RESEARCH METHODOLOGY

A. Time and Place of the Study ................................................................... . 36

B. Research Method..................................................................................... . 36

C. Population and Sample............................................................................ . 36

D. Techniqueof Data Collection Method .................................................... . 37

E. Instrument of the Study........................................................................... . 37

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F. Techniques of Data Analysis .................................................................. . 37

G. Statistic Hypotheses ............................................................................... . 39

CHAPTER IV RESEARCH FINDINGS

A. Description of the Data ........................................................................... . 41

B. Analysis of the Data ................................................................................ . 44

C. Interpretation of the Data ........................................................................ . 48

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion .............................................................................................. . 49

B. Suggestions ............................................................................................. . 49

BIBLIOGRAPHY .............................................................................................. 51

APPENDICES ..................................................................................................... 54

xii

LIST OF THE TABLESTable 2.1. Authentic material.................................................................................25

Table 4.1. Category of Reability ............................................................................40

Table 4.2. Score of Pre-test and Post-test of Experimental Class..........................41

Table 4.3. Score of Pre-test and Post-test of Controlled Class ..............................42

Table 4.4. The Result of Comparison of Experimental and Controlled Class .......44

xiii

LIST OF THE APPENDICES

Appendix 1. Kisi-kisi Soal Pre-test........................................................................54

Appendix 2. Pre-Test .............................................................................................55

Appendix 3. The Answer Key of Pre-Test.............................................................64

Appendix 4. Lesson Plan(Eksperiment and Controll Class)..................................65

Appendix 5. Kisi-kisi Soal Post-Test ...................................................................114

Appendix 6. Post-Test..........................................................................................115

Appendix 7. The Answer Key of Post-Test .........................................................123

Appendix 8.Anates Result....................................................................................124

Appendix 9. Surat Permohonan Izin Penelitian. ..................................................135

Appendix 10. Surat Keterangan Pelaksanaan Penelitian .....................................136

1

CHAPTER I

INTRODUCTION

A. Background of the Study

English has an effect towards the changing of curriculum in Indonesia. As

we know that English is very popular among people in every country, and so does

with our country – Indonesia. English popularity affects many points of view,

especially in curriculum for education. Indonesian government has changed

Competence Based Curriculum, as the previous curriculum into School Based

Curriculum. School Based Curriculum is applied since 2006 as an operational

curriculum which is mandated in Government Regulation No.23/2006 about the

System of National Education and Government regulation No. 19/2005 about

Standard of National Education. The impacts in educational field, English become

local content subject in Primary School and compulsory subject in Junior and

Senior High School.

In Sistem Pendidikan Nasional, improving the four skills of English

becomes the primary goal of English education in Indonesia. As stated in the

‘Standar Kompetensi’ and the ‘Kompetensi Dasar’ of reading skill for Junior High

School, the students must be able to understand kinds of text such as narrative,

recount, functional, procedural, etc. In Junior High School level, before the

students mastering the other skill such as writing, listening, and speaking, the

students are emphasized to mastering reading comprehension. The students will

learn various short functional texts which related with their daily life such as

advertisement, memo, announcement, greeting card, invitation, letter, etc. Since

Junior High School period is the appropriate time to examine their reading ability,

so it is important for students to understand functional English texts.

Reading is one of four skills that is learned at school. There are two main

reasons for reading; the first is reading for pleasure and the second is reading for

information.1 Reading is also something crucial and indispensable for the students

because the success of their study depends on the greater part of their ability to

1 Francoise Grellet, Developing Reading Skill, (Cambridge;Cambridge University Press,2010), p. 4.

2

read. If their reading skill is poor they are likely to fail in their study or at least

they will have difficulty in making progress. On the other hand, if they have a

good ability in reading, they will have a better chance to succeed in their study. In

reading, to comprehend the text the readers should be able to manage every part of

the text, because reading is a constant process of guessing, and what one brings to

the text is often more important than what one finds in it. This is why, from the

beginning the students should be taught to use what they know to understand

unknown elements, whether these are ideas or simple words.2 Comprehending

English can be difficult thing for students if they do not like reading activity.

In school curriculum, reading is one of the subjects taught in English

subject. The students are taught to understand kinds of text such as short

functional text, narrative text, recount text, descriptive text, etc. However, most

students are still cannot understand and get difficulties in comprehend reading,

because reading is receptive skill and most of the students have difficulty in

understand the text, understand vocabulary, and purpose of the text.

This phenomenon can be caused from the lack of examples about those

kinds of text by the teacher to students. It was found, when the writer did PPKT

(Praktek Profesi Keguruan Terpadu) at SMP Al-Hasraand observed the teacher in

teaching reading about short functional texts. Properlly, when the teacher taught

English class about short functional text, the teacher had to give or show the

authentic of the texts. They did not just attach the materials even just the text from

the book. The students just learned about the material without knowing the

authentic or the original version of that text. Some students got difficulties to

differentiate and analyze the differences about the kinds of short functional text

because the teacher does not create the materials well.

The impact can be seen when the students should develop their reading

comprehension skill, but they are still lack of comprehending the purpose of the

text. Most of the students are only like reading when they were in the classroom,

but when they do not in the classroom they still have a low interest in reading.

Because in fact, it makes their reading comprehension ability do not improve well.

2Ibid p. 7.

3

Moreover, in process of transferring information to the students, the lack of the

examples can be a big impact to the students. That is why their reading

comprehension skill is still not in a good progress; because the students just learn

with limited sources of texts without knowing the real example of the text. This

phenomenon occurs as the effect of the method of the teaching that the teacher

implemented, because teaching process really affects the result of the study, so

does the learning process.

Actually, that problem can be solved if the teacher could be more creative

in teaching, so the students are attracted to study. In KTSP curriculum, the

teachers are required to be creative in improving the materials for teaching. A

teacher should have an initiative and should be smart to arrange materials that will

be taught. Therefore, it is important for a teacher to deliver materials as fun as

possible and also give the authentic materials to get the students’ attention.

Teacher should introduce other materials as an alternative to give various

situations to student in classroom process. A good teaching reading process can

involve the reader in active interaction with what is presented in the text.

Especially in teaching reading of short functional texts that have many various

kinds of texts, the teacher has to make the students interested in learning about it.

Short functional texts are different from another text, because it always

appears in students’ daily life because the students must be familiar and must

comprehend those texts well. One of the ways to make reading class about short

functional texts more active is by using authentic materials for the students.

Authentic materials are materials used in the target culture for actual

communicative needs in teaching English. Using authentic materials in teaching

reading can give a lot of benefits for the students. Because the students can have

more inspiration to use the language and they have become accustomed to

exposure the language in real communication.

From the explanation above the writer wants to conduct a research to

knows the effectiveness of authentic materials in students’ reading

comprehension. Finally, the writer concludes to make a research as “The

4

Effectiveness of Using authentic Materials towards Students’ Reading

Comprehension of Short Functional Texts”.

B. Identification Problem

Based on the discussion in the background of the study, the researcher

identifies the problem as below:

1. School curriculum expects the students to have good reading comprehension

in target language.

2. Most of the students find difficulties in understanding of short functional

texts.

3. Students’ comprehension is still not progressing because the lack of examples

and authentic materials used by the teacher about those kinds of the texts in

teaching learning process.

4. Teaching reading comprehension about short functional text is not easy if the

students do not have interest in reading.

5. Authentic materials are rarely used by the teacher in teaching reading about

short functional texts.

C. Limitation of the Problem

This study is focused onthe effectivenessof authentic materials towards

reading comprehension of the students. The research conducted in the second

grade junior high school in SMP Al-Hasra Bojong Sari, Depok.

D. Formulation of the Problem

Based on the background of the study that mentioned previously, the

research question can be formulated as “Is there any effectiveness of using

authentic materials towards students’ reading comprehension of short functional

texts?”

5

E. Purpose of the Study

The purposes of this study are to get the information about the effectiveness

of using authentic materials towards students’ reading comprehension of short

functional texts.

F. Significance of the Study

This study hopefully will give some benefits to;

1. Teacher

The teacher can enrich their teaching strategy to teach reading

comprehension using authentic materials in reading class, especially about

short functional text materials.

2. Students

The students can get some input to encourage their reading comprehension

about short functional text by using authentic materials.

3. Researcher

It is expected that the researcher will know how to teach reading

comprehension towards authentic materials. When the research has a benefit,

it can be an experience for the researcher to know whether the method

researched has a good influence. Then, the researcher can use this method for

teaching in the future.

6

CHAPTER II

LITERATURE REVIEW

A. Reading

1. The Definition of Reading

Reading is about understanding written text. This skill is dominated to

exercise the eyes and the brain. Reading consists of two related processes, word

recognition and comprehension. As the one of four skills that learned at the school,

reading becomes one of the important skills to be comprehended by the students.

According to Silberstein on her book, Techniques and Resources in Teaching

Reading, “Reading is a complex information processing skill in which the reader

interacts with text in order to re (create) meaningful discourse”1. Reading is the most

important foreign language skill, because the other skills like listening, speaking and

writing involving reading as their part of activity.

Reading also means as dealing with language messages in written or printed

form2 or it can be stated that reading is the ability to draw meaning from the printed

page and can be interpreted the information from the texts appropriately. The best

way to understand reading is see it as a process of active guessing and understanding

the texts in which the readers use some clues to understand the text. Harmer also

stated on his book, “How to Teach English, “reading is useful for other purposes too:

any exposure to English (provided students understand it more or less) is a good thing

for English students”.3 From that definition, it can be concluded that reading is the

process of people to learn and to get knowledge by understanding of the text or

printed words, in written form and have many purposes which related with other skill

in English.

1Sandra Silberstein, Techniques and Resources in Teaching Reading, (Oxford: OxfordUniversity Press, 1994), p. 6.

2John S. Hedgcock and Dana R. Ferris, Teaching Readers of English Students, Texts, andContexts, (New York: Routledge, 2009), p. 15.

3Jeremy Harmer, How to Teach English, (Harlow: Longman, 1998), p. 68.

7

2. Definition of Reading Comprehension

Reading comprehension is the way of readers in getting information from the

text relatively. Not all readers are capable to comprehend the text quickly, that ability

normally taken by fluent readers because they usually have the habit of reading.

According to Susan E. Israel and Gerald G. Duffy “Reading comprehension is only a

subset of an ill-defined larger set of knowledge that reflects the communicative

interaction among the intentions of the author/the speaker, the content text/message,

the abilities and purpose of the reader/listener, and the context/situation of the

interaction”.4 This ability makes the students construct meaning from a given written

text. It is not a static competency, because it depends on the purpose of reading and

the text is involved. It means that the purpose of reading the kinds of the text is

related each other. When we read a text, the ability to identify the idea of the text is

the important point after we know the topic of that text. After read the text, the

readers hopefully know what the text means because reading comprehension is a

process of connecting the topic of the text to student’s prior knowledge.5

The process of comprehension is like making a cake, that mental process in

achieving something and to check that a step has not been missed. To comprehend the

text of reading, the students must be able to predict the text. Although they do not

know the vocabulary, but it is hoped they know the key of the text. Some processes

happen when you are reading, as you read your brain tells your eyes what to look in

order to make connections. To be successful in reading comprehension, students need

to actively comprehend what they read. It means that the readers must be able to

decode the words or recognize words from the text that they read.6 In conclusion,

reading comprehension is the ability to comprehend the meaning of the text with a set

of knowledge which reflect communicative interaction which including a good

4Susan E. Israel and Gerald G. Duffy, Handbook of Research on Reading Comprehension,(New York: Routledge, 2009), p. 32.

5 John T. Guthrie, Engaging Adolescents in Reading, (Thousand Oaks: Corwin Press, 2008),p. 11

6Judy Willis, Teaching the Brain to Read, (Alexandria: ASCD, 2008), p.128.

8

mental process. It also needs a good reading skill to reach the ability of understanding

the texts to identify and decode the idea of the text.

3. Kinds of Reading

Studying about reading cannot be separated by kinds of reading. Because

reading skill is trained by studying some texts to get the detail information; short

texts, longer texts and complete books. There are two kinds of reading, extensive

reading and intensive reading.

a. Extensive Reading

Extensive reading is a form of learning form meaning focused input.

Extensive reading is one kinds of reading with one of the function is to find

the general information without any helping from some sources such as

dictionary or others. In extensive reading, reading is a source of learning and a

source of enjoyment. It can be a goal in its own right and a way of reaching

others goal. Extensive reading provides the conditions for fluency

development of a course depending on the level of the books that the learners

read.

Extensive reading generally involves rapid reading of the large

quantities of material or longer reading to understand the whole book. The

function of extensive reading is to take general understanding of the text. The

reader has to read and understand the content for the meaning.

b. Intensive Reading

Intensive reading is the activity of intensive study of the texts that can

increase learners’ knowledge of language features and their control of reading

strategy. Intensive reading focuses on comprehension of particular text and it

will be useful when reading other texts. It is also called as aclose reading

means that when a reader read a short passage he/she must give all the

attention into vocabulary, reading text, and organization. According to

9

Nuttall“the aim of intensive reading is to arrive at an understanding, not only

of the text means, but of how the meaning is produced”7.

In intensive work on a reading text, the ‘how’ is as important as the

‘what’ which can be used by the students to train the strategy that can go on to

use with other text. These are the following aspects which influence the

following aspect of intensive reading.

1. Comprehension

In comprehension intensive reading can aim the understanding a particular

text.

2. Vocabulary

Learners’ attention can be drawn to useful words, underlying the meaning

and use of these words for later study.

3. Grammar

Difficult grammatical features can be explained and analysed.

4. Cohesion

Learners can practice to interpreting of the text, what pronouns refer to,

conjunction relationships between sentences are, and how different words

are used to refer to the same idea.

5. Regular and irregular sound-spelling relations

This can be done by teaching of phonics, spelling rules, and reading aloud.

6. Information structure

Certain texts contain certain kinds of information. Learners can be helped

to identify these different kinds of information.

7. Genre features

Intensive reading can focus on how the text achieves its communicative

purpose through these features and what this communicative purpose is.

7Christine Nuttall, Teaching Reading Skills in a Foreign Language, (Oxford: Heinemann,1996), p. 38.

10

8. Strategies8

Intensive reading can be used to help learners develop useful reading

strategies.

4. The Purpose of Reading

Reading is one of the activities that usually do by people in everywhere and

every time. Many people have different purposes when they are reading a text or a

book, it can be for searching information or for reading pleasure. Because of this

condition, the purposes of reading are become complex and vary. Many experts have

different idea about definition and explanation of reading. As Jo McDonough and

Christopher Shaw in their book quote usefully classifies reading into:

a. Getting general information from the text

b. Getting specific information from a text

c. For pleasure or for interest 9

McDonough and Shaw divide the purpose of reading above, getting general it

is mean that the reader want to know about the information from that book in

generally. The reader wants to know about all of the important information from that

book/ text. While, getting specific information means that the reader want to know

the detail of the text, to know when or where something happen, to know what is

happening or has happened in detail information which written in the text. The last is

reading for pleasure or interest, in this purpose the reader just want to feel relax and

for their enjoyment in leisure time.

William Grabe and Fredricka L. Stoller state in their book about the purposes

of reading as follows:

a. Reading to search for simple information and reading to skim

b. Reading to learn from texts

8I . S. P. Nation, Teaching ESL/EFL Reading and Writing, (New York: Routledge, 2009), p.27.

9 Jo McDonough and Christopher Shaw, Materials and Methods in ELT: A Teacher’s Guide,(Oxford: Blackwell Publishing, 2003), p. 90.

11

c. Reading to integrate information, write and critique texts

d. Reading for general comprehension 10

The first purpose is as same as with the purpose of reading above that is for

search or gets the information. Because most people believe that this is a common

reading ability. It can use scan or skim. Scan is the ability to see the keywords for

specific piece of information or a specific word in the text. Same with scan, skim is a

common part of reading task and it is useful skill in reading ability. Skim needs a

good combination of strategy in reading also a good basic reading comprehension

skill. The second is reading to learn from texts, it occurs in academic and

professional context. It includes about the main idea, rhetorical frames, and link about

the prior knowledge of the reader itself. The third is reading to integrated information,

write and critique texts. This purpose require critical evaluation of the information

which being read, so the reader can integrate the information for the reader’s goal.

Meanwhile reading to write and critique text need ability to compose, select, and

critique the information from the text. The last is reading for general comprehension,

it is the most basic purpose of reading. This ability usually occurs automatically by

fluent reader.

Francoise Grellet said in her book that the reasons for purpose of reading are

reading for pleasure and reading for information (in order to find out something or in

order to do something with the information you get).11 Reading become the activity to

spending leisure time and also gets the information from the text after we read it.

In generally the idea of purpose of reading by some experts above have

similarity. They agree that the first and the basic purpose of reading are to get

information and general comprehension from the text, which can use scan and skim

technique. Reading also can be a pleasure activity in leisure time. Based on the

10 William Grabe and Fredricka L. Stoller, Teaching and Researching Reading, (Harlow:Longman, 2002), p. 13.

11Grellet.loc. cit.

12

explanation above, we can conclude that the purpose of reading is depending by the

readers. It can be established by the readers before doing reading activity.

B. Short Functional Text

1. The Understanding of Text

Talking about reading, it cannot be separated with text as the material.

Because, for centuries text have the important role in language teaching, especially in

teaching reading. Because reading need text to be read. Based on Floriasti cited by

Anderson, text are pieces of written or spoken language created for a particular

purpose and context.12 That definition tells us that text is not always in written form.

It can be spoken text, not always in printed form because it can be a word or as thick

as a book. When the words put together although spoken or written but the meaning

is to communicate meaning, the text is created. Reading intent of a text can affect to

the nature of the information that required from text. Text is valuable as units of

communication rather than sentences.13

The text aims at convincing the reader to know the purpose, and giving him

information. When we use language for various purposes, numerous of text is

resulted. There were many several of text types, so the text types that were given to

the students were various, such as narrative, recount, procedural, functional, and

descriptive. The important thing about text is text should be communicative to

convey the meaning. In conclusion, text is a product of language not only about

words or sentence but also convey about the meaning on it because it can be written

or spoken.

2. The Understanding of Short Functional Text.

Short Functional Text or factual text is a short text that contains the command,

direction, something to do or not to do that can be a prohibition, invitation, Greeting

12 Tri WahyuniFloriasti,Developing Character Building Through Multicultural ReadingText,The Asian Conference on Language Learning,2012. p. 5

13 J. House, “Text”, in Bernard Spolky, Concise Encyclopedia of Educational Linguistics,(Oxford: Elsevier, 1999). p. 599.

13

Cards, short message, shopping list, warning (notice), announcement, and others that

contain meaning and use in everyday communication. While the essay texts in the

form of descriptive, narrative, recount, report, and the procedure is a lengthy text that

can be categorized into Long Functional Text (The term is not raw / not commonly

used).14

Short Functional text is a transcription that meant to help the reader to

accomplish an everyday task. Based on Halliday and Hasan states, a text can be said

as functional. By functional, it means that language in a text is doing something in a

context.15 Examples of functional text might include a recipe for cooking; directions

to a location; a memo notifying of a change in a company's address, or a store's

opening time; a schedule of event times and locations during a seminar; a directory of

addresses, phone numbers or e-mail addresses; directions on a test; a menu from a

restaurant; a pamphlet notifying the public of a grand opening, store closing, or a

foreclosure; or a how-to manual just to name a few.

Functional text is used for everyday information. Its presents information or

ideas and aim to show, tell or persuade the audience.16 It is called functional because

it helps you function in your day-to-day life. For example, if I want to make chocolate

chip cookies, I will read a recipe. If I want to know my friend's phone number, I will

look in a phone book. If my English teacher gives a test, I will need to read the

directions.

14http://www.smpn1depok.com/mediapembelajaran/daryanto/kelas8/bahasainggris/materi1/short_functional_text.html

15M.A.K. Halliday and RuqaiyaHasan, Bahasa, Konteks, danTeks; Aspek-aspekBahasadalamPandanganSemiotikSosial, Terj.AsrudinBaroriTou, (Yogyakarta: GadjahMadaUniversity Press, 1994). p. 13.

16 Mark and Kathy Anderson, Text Types in English, (South Yarra: Macmillan, 1997). p. 3.

14

2.Kinds of Short Functional Texts

A. Announcement

Announcement is an important or official statement that informs people aboutsomething.Examples of announcements:

a. School Announcements

b. Wedding Announcement

ANNOUNCEMENT

There will be a flag ceremony next Monday. All students must wear whiteuniforms. Do not be late.

Principal

To: All grade IX Students

From: Headmaster

Please choose one of the activities: swimming, painting or singing. Report toyour class teacher or class captain which activity you choose.

Mr. Lowrence James Fox

And

Miss Eleanor Rebecca Smith

Announce their marriage on Saturday, the sixth of November two thousand and ten

Chesterfield, Derbyshire

15

c. Outdoor Program Announcement

B. Advertisement

Advertisement is a picture and/or set of words used to persuade people to buya product or use of service, or that gives information about a job that is available.

Examples of advertisements:

Weekend Outbound

Let’s have weekend outbound!

If you’re the nature lovers, please join us on ourprogram. It will be held on Sunday, 26 September2010 in Puncak Campsite. The opening ceremony willbe held at 7.am. If you are interested, please comeand join us.

Contact us and register your group of four. Wearyour blue jeans and white T-shirt. Don’t forget tobring necessary equipments, foods and drinks areprovided by the committee.

The Chairman,SecondaAlthafContact person: MikaelaAhnaf (085814143801)Jl. Kintamani 75, Bekasi.

Grand OpeningSpecial offer

HAPPY-HAPPY MALLALL ITEMS

50%

Start from 28th November until 8th December 2010

16

C. Greeting Cards

A greeting card is a card, with a picture in front and a message inside, that yousend to someone on their birthday or on a special occasion/holiday.

An example of a greeting card:

HAPPY BIRTHDAY

May your wish come true..

URGENTLY REQUIREDAN ENGLISH TEACHER

Male max 35 years old S1 in English Education program 3 to 5 years working experience

Send your application not later thanOctober 31st, 2010 to:

SMAN 101 Bekasi, JalanBekasi RayaNo. 12

17

D. Short Message

A short message is a written piece of information that you send/leave toanother to another person.

Examples of short messages:

E. Notice

A notice is a sign or printed statement that gives information or a warning topeople.

Examples of notices:

Hey Tina, I don’t think I can meet you tonight because Ihave to pick up my grandma at the airport. (Tony)

Dear Vera,

Meet me in the library after school. I have something to showyou. Please be there.

Angga

Please switch offthe light whenyou don’t use it.

WAIT FOR LIFT

DOORS TO CLOSE

BEFORE PRESSING

BUTTON

18

F. Caution

A caution is a warning or piece of advice telling you to be careful.

An example of caution

G. Invitation Cards

An invitation card is used to invite someone to attend the event like birthdayparty, wedding party, informal dinner, etc.

An invitation card should give more information about: The name of the event When the event will be held Where the event will take place Additional information (e.g., dress code, RSVP)

Some common expressions used in an invitation cards are: You are invited to …… …… cordially invites you to …… Come and share our wedding.

Examples of invitation cards:

DANGER!

DO NOT GOINTO THE

WATER

You and Your partner are invited to attend Jessica’s14 Birthday in Hilton hotel.

December 12, 2013 at 7:00 p.m.

Jessica

19

H. Postcard

A postcard is a card that can be sent in the post without an envelope,especially with a picture on it. It is used for sending a short message.

The message in a postcard usually consists of several parts:

a) Opening (greeting/salutation)b) Body (the message)c) Pre-Closing (it may be the conclusion of the message)d) Closing (the writer’s regard and signature)

An example of postcard:

Mr. and Mrs. Tailor Lopes request the pleasure of yourcompany at the marriage of their daughter

Jessica Spears Lopes

And

Steven Martinez

On Sunday, the twenty-first of November 2010 at 10 a.m

Plaza Juanda

021 Juanda Street, Bekasi

Dear Maria,

Yesterday, Uncle Tumijo took me and my cousin to the beach. It’s called Parangtritis Beachand we had most beautiful view. Its large wave was really awesome. Unfortunately, we couldnot swim in this beach. There were so many deep hollows along the beach. People can easilybe drowned. We played beach volleyball in the afternoon. Then, we took a traditional cartcalled andong and enjoyed the sunset. It was fun!

Yours.

Annete

20

I. Shopping list

A shopping list is a list that you make of all the things you want to buy when you goshopping.

An example of shopping list:

J. Food Label

A food label can be found on the back of most food products. This label givesinformation about the products, and can be useful if one is trying to eat healthy or oneneeds to avoid anything one is allergic to.

An example of food label:

SILVER QUEEN

NUTRITION INFORMATIONServing per package: Avg.2 / serving

size: 30g

Ingredients:Sugar,

Cashew,Milk Solids,

CocoaMass,Cocoabutter,

Vegetableat,

Emulsifier(322: Soy),

Salt,Flavor.

Averagequantity

Perserving

Averagequantity

Per 100g

EnergyProteinAt total

SaturatedCarbohydrate

Sugars

Sodium

709kj3.6g

10.5g4.8g

14.4g11.9g45mg

2360kj12.0g35.9g15.9g47.6g39.6g

148mg

Some celery

1 ounce garlic

1 ounce onion

1 kilos chicken

21

C. Authentic Materials

1. The Understanding of Authentic Materials

There are many discussions of the use of authentic texts or materials in

English as a foreign language (EFL) classroom. Jack C. Richards stated in his book

that authentic materials refers to the use in teaching of texts, photographs, video

selections, and other teaching resources that were not specially prepared for

pedagogical purposes.17 Jeremy Harmer said about the definition of authentic text

which is designed for native, it is a real text not designed for language students, but

for the speakers of the language. Thus English language newspapers are composed of

what we would call authentic English, and so are radio programs of English speakers.

A British advertisement is an example of authentic English, so is a chapter from

novel written for an English-speaking audience.18

FeritKilickaya also explains that the common definition of authentic materials

is ‘exposure’ to real language and its use in its own community. He wrote:

Many teachers have discussed that English presented in the classroom should beauthentic, not produced for instructional purposes. Generally what this means ismaterials which involve language naturally occurring as communication in nativespeaker context of use, or rather those selected contexts where Standard English isthenorm: real newspaper report, for example, real magazine articles, real advertisements,cooking recipes, horoscopes, etc.19

Authentic materials can be called as appropriate and quality in terms of goals,

objectives, learner’s need and interest and natural in terms of real life and meaningful

communication.Authentic materials is the materials which not written for teaching

language purposes and it is designed for the native speaker of the language. To make

it meaningful in communication those objective and goal should represent the

learner’s need.

17 Jack C. Richards, Curriculum Development in Language Teaching, (Cambridge:Cambridge University press, 2001), p. 252.

18 Jeremy Harmer, The Practice of English Language Teaching, New Edition, (London andNew York: Longman, 1991), p. 181.

19FeritKilickaya, Authentic Materials and Cultural Content in EFL Classrooms, retrieved on5th June 2013 from http://www.metu.edu.tr/-kilickaya/. p. 1

22

Grellet said authenticity means that nothing of the original text is changed and

also that its presentation and layout retained.20 It means that the using of authentic

materials should be represented as it first appeared in the paper, for the example a

newspaper article. First appeared means that article still has the same typeface, the

same space by the headline and same picture. Because the reprint or the changes of

article will never be completely authentic, to keep them as authentic as possible in

order to help the students anticipate meaning by using non-linguistic clues.

The description of authentic text could be defined as “materials that what

students will need and want to be able to read when travelling, studying abroad, or

using the language as it is used outside the classroom. The aim of authentic text is not

literary form or stylistic but it should be to understand the meaning and to emphasis

on what is being said”21

One of the main ideas of using authentic materials in the classroom is to

‘expose’ the students as much as real language as possible. Even if the classroom is

not in real life situation, authentic materials have a very important within it. The

sources of authentic materials that can be used in the classroom are infinite, but the

most common are newspaper, magazines, TV programs, movies, songs, and

literatures. Newspaper is as a part of authentic materials because it an invaluable

source of authentic materials and their use in the language classroom is very much in

keeping with current thinking and practice in teaching pedagogy.22

The writer can conclude that authentic materials are designed for native

speakers and not for language teaching. In this research, the writer want to use

authentic materials adopted from English newspaper and magazine that include short

story, announcement and advertising, that written by English people and designed for

native speakers.

20Grellet, op. cit., p. 8.21Sacha Anthony Berardo, The Use of Authentic Materials in the Teaching of Reading, (The

Reading Matrix:Vol.6, No.2, September 2006), p. 62.22Paul Sanderson, Using Newspaper in the Classroom, (Cambridge: Cambridge University

Press, 1999) p. 3.

23

2. The Understanding of Non Authentic Material

Using non authentic materials is not only the way to improve reading

comprehension because students only study the language in the classroom and not

being exposed in the real life. The term of non authentic materials or text is the

opposite of authentic text.

There is several discussion of non authentic text in language teaching terms.

According to Jeremy Harmer, “non authentic text could be described as a text that has

been written for language teaching purpose especially for language students.”23In the

other words, non authentic materials are designed especially for language learning

purposes.

The language that use in non authentic materials is artificial and varied,

because it concentrate on something that has to be taught and often containing a

series of false-text indicators that include:

Perfectly formed sentences (all the time);

A question using grammatical structure, gets a full answer;

Repetition of structure;

Very often does not ‘read’ well.24

From discussion above the writer defines that non-authentic text or materials

are text or materials that have intentionally been written for language teaching

purpose, it is often focused on grammatical structure like short story, label, and

personal letter.

3. Advantages and Disadvantages of Authentic Materials

a. The Advantages

The importance of using authentic materials for the students as stated by

Kilickaya, those students benefiting to exposure the real language being used in a real

23Harmer,op. cit., p. 185.24Berardo, op. cit., p. 62.

24

context. The main advantages of using authentic materials in the classroom therefore

include:

Having a positive effect on students motivation;

Giving authentic cultural information;

Exposing students to real language;

Relating more closely to student’s needs;

Supporting a more creative approach to teaching.25

Grellet said in her book that it is important to use authentic texts whenever

possible. There are several reasons for this.

a) Simplifying a text often results in increased difficulty because the system of

references, repetition and redundancy as well as the discourse indicators one

relies on when reading are often removed or at least significantly altered.

b) Getting the students accustomed to reading authentic texts from the very

beginning does not necessarily mean a much more difficult task on their

part.26

Based on the explanation above, by using authentic materials enables students

to interact with real language, real situation and more focus on the content than the

form. The students can feel that they are learning a target language as it used outside

the classroom. Also it’s to complete the gap between the competency and the

performance of the language learners, which is a common problem of non native

speaker. Because it requires in exposing the language patterns being put into practice

in real life situation and communication

25Kilickaya, op.cit., p. 2.26Grellet, op.cit., p. 7.

25

b. The Disadvantages

The disadvantages of using authentic materials have explained by Berardo

that authentic materials often contain difficult language, unneeded vocabulary items

and complex language structures, which can often create problems. Sometimes the

vocabulary may not be relevant to the learner’s need and too many structures can

create difficulty.27 For more detail this is the comparison about the advantages and

disadvantages of using authentic materials.

Authentic Materials

Table 2.1

Advantages Disadvantages

Real language exposure with language

change/variation being reflected.

Often too culturally biased, difficult to

understand outside the language

community.

Students are informed about what is

happening in the world.

Vocabulary might not be relevant to the

student’s needs.

Textbooks tend not to include improper

English and become outdated very

quickly.

Too many structures are mixed so lower

levels have problems decoding the texts.

The same piece of materials can be used

for different tasks.

Special preparation is necessary, can be

time consuming.

Ideal for teaching/practicing mini-skill-

skimming/scanning.

Can become outdated easily, e.g. news

stories, article.

Contain a wide variety of text types,

language styles not easily found in

conventional teaching materials.

Using authentic materials is a burden for

teachers.28

27Berardo, op.cit., p.65.28 Richards,op.cit.,p. 253.

26

Encourage reading for pleasure, likely to

contain topics of interests.

So the use of authentic materials for teaching reading should be relevant and

matched with the learner’s need or interest. It is also important to consider the ability

level of the students. Moreover, the students can feel comfortable and confidence

when they using authentic materials in reading class.

4. The Advantages and Disadvantages of Non-Authentic Materials

a. The Advantages

The good aspects of using non authentic materials are to make the students

easy to cope with reading text, because non authentic texts are artificial language and

varied. Non authentictext is emphasized on grammatical structures. It will be easier to

analyze the text because it contains with formed sentences, simple grammatical

structure and easy vocabulary, unlike with authentic materials which contains with

complicated structures and vocabulary.


The disadvantages of using non authentic is the students are hardly to be a

good reader because they would not be acquiring real language.29 Students will be

bored with the same reading texts that are not attracting them, and it will make them

passive and become be a slow reader. The students can feel that they are not used to

be challenged to be good reader by variety of the texts.

5. The Application of Teaching Reading Comprehension of Short Functional

Text by Using Authentic Materials.

The teaching reading comprehension of short functional text by using

authentic materials have some activities on it.

1. Teacher ask the students’ idea or experience related the material will be

discussed.

29 Harmer, op.cit., p. 187.

27

2. Teacher gives the students the example of short functional text.

3. Teacher explains about each functional text that will be discussed, such as

announcement, invitation, notice, advertisement and short message.

4. Teacher show the authentic materials of short functional texts to the students.

5. Teacher asks the students to read and understand the authentic material of

short functional text.

6. Teacher asks the students to identify the features of short functional text based

on the authentic material.

7. Teacher makes groups of students.

8. Each group gets the authentic materials of short functional text.

9. Each group has to make the functional text with good arrangement and

features based on the authentic material which they have.

10. The teacher makes quiz related to the functional text discussed in each

meeting.

11. After four meeting, the teacher conducts a test to measure students’

comprehension of short functional text.

6. The Application of Teaching Reading Comprehension of Short Functional

Text by Using Textbook.

The application of teaching reading comprehension of short functional text by

using textbook in the classroom, as below:

1. Teacher ask the students’ idea or experience related the material will be

discussed.

2. Teacher gives the students the example of short functional text.

3. Teacher explains about each functional text that will be discussed, such as

announcement, invitation, notice, advertisement and short message.

4. Teacher asks the students to read and understand of short functional text in

textbook.

5. Teacher asks the students to identify the features of short functional in

textbook.

28

6. Teacher makes groups of students.

7. Each group has to make the functional text with good arrangement and

features based on the example in textbook which they read.

8. The teacher makes quiz related to the functional text discussed in each

meeting.

9. After four meeting, the teacher conducts a test to measure students’

comprehension of short functional text.

D. Textbook

1. Textbook in Teaching and Learning Activity

Textbook becomes a familiar source that the students and the teachers need

which provides materials used by the students in the learning process. Most of the

teachers using text book in their teaching activity. There is nothing wrong when the

teachers using textbook, because in textbook the materials consist of the exercise, the

discussion, and the example of the topic learned by the students. Textbook are used in

different ways in language programs. Textbook serves the basic communicative

function of instructing/informing a readership which is taken to be uninformed.30 For

example, a reading textbook might be the basis for a course on reading skills,

providing both a set of reading texts and exercises for skill practice.31There are some

reasons why teachers use textbook. Textbook become the guidance for them in

managing the materials for teaching in the classroom. The teachers just need to adapt

the materials from textbook. Textbook also can facilitate them in managing the

materials, because it contains various activities that can make the teaching activity

more effective such as exercise, discussion, etc.

Teachers have different options for using textbook. Firstly is omit, teacher can

omitting the materials from textbook. They can pick or choose the materials or the

approach for their students. Second option is to replace. Replace means that the

30,F.I. Davies, “Textbooks”, in Bernard Spolky, Concise Encyclopedia of EducationalLinguistics,(Oxford: Elsevier, 1999). p. 337.

31 Richards,op.cit., p. 254.

29

teachers replace the textbook lesson or materials with one the teacher’s own. This has

advantages that the teacher’s own materials probably more interest than textbook and

it may be appropriate for the students. Third option is to add what is in the book.

When the lesson is too boring and too controlled and do not give the students to use

what they learned, teachers can add some activities and exercise. Those are to extend

the students’ engagement with the language or topic. Addition is the good alternative

for the teacher when they use textbook for teaching activities.

The last option is to adapt what is in the book. When the materials such as

reading text in textbook are boring or uncreative for the students, teachers can adapt

the lesson. They can use the same basic material but doing it in their own style in

teaching. Using textbook creatively is one of the premier teaching skills.32 A good

teacher is someone who can adapt the materials and exercises, replace textbook

material with their own ideas and occasionally they may omit textbook lesson

completely.

2. The Advantages and Disadvantages Using Textbook.

a. The Advantages

There are some advantages and disadvantages in using the textbooks in

teaching and learning activity. According to Ur the advantages of using the textbooks

are:

1) Framework: textbooks gives clear framework for students and teachers so,

they know where they are going to learn and to teach.

2) Syllabus: it provides clear and systematic syllabus.

3) Ready-made texts and tasks: provides the students with ready-made texts

and learning task which are appropriate for their level. So, the teachers don’t

need to prepare the materials.

32Harmer, op. cit. p. 112.

30

4) Economy: compare to the photocopied papers or computer software,

textbooks are the cheapest way of learning materials.

5) Convenience: the packaging of the textbook is convenient. They are easily to

be carried out, and textbooks do not depend for its use on hardware or supply

or electricity.

6) Guidance: the textbook can provide a guidance for the teacher who are

inexperienced or unsure about their own knowledge.

7) Autonomy: the learners will learn the new materials, reviews, and monitor

progress provided in the textbook autonomously.33

Jack C. Richards state in his book about the advantages of textbook as

follows:

1) It provides structure and syllabus for a program.

It means that textbook has significant position in teaching learning. Without

textbook a program may have no central core and learners may not receive a

syllabus that has been systematically planned and developed.

2) It helps standardize instruction

Using textbook in the classroom can ensure that the students in different

classes receive similar content and therefore can be tested in the same way.

3) It maintain quality

When a well-developed textbook is used, students are exposed to materials

that have been tried and tested.

4) It provide a variety of learning resources

Textbooks are often accompanied by workbooks, CDs and cassettes, videos,

CD-ROMs, and comprehensive teaching guides, providing a rich and varied

resource for teachers and learners.

33Penny Ur, A Course in Language Teaching: Practice and Theory, (New York: CambridgeUniversity Press, 2001) p. 184.

31

5) Textbook is efficient

Textbook can save teachers’ time, enabling teachers to devote time to

teaching rather than materials production.

6) Textbook can provide effective language models and input

It can provide support for teachers whose first language is not English and

who may not be able to generate accurate language input on their own.

7) Textbook can train teachers34

When the teachers have limited experience in teaching, a textbook can be the

guideline for the teacher and can serve as a medium of initial teachers

training.


Besides the advantages, textbooks also have some disadvantages. Based on

Ur, the disadvantages of textbooks are:

1)Inadequacy: textbooks cannot fulfill every students’ learning needs because

they have their own different learning needs.

2)Irrelevance, lack of interest: the textbook should provide interesting topic and

activities for students because they may be unmotivated if the topic of the

textbook is not interesting.

3)Limitation: the materials and activity may make the teacher become dependent

to the textbook, and it will inhibit their creativity in designing their own

materials and activity for their students.

4)Homogeneity: textbook is created with the different author who has different

approach or teaching technique, so it’s not always appropriate with the variety

of levels, ability and learning styles.

34 Richards, op.cit., pp. 254--255

32

5)Over-easiness: sometimes, teachers find it too easy to follow the course book

uncritically instead of using their initiatives.35

Jack C. Richards also states in his book about the disadvantages of textbooks

are:

1) Textbook may contain inauthentic language

Textbook sometimes present inauthentic language because texts, dialogues,

and other aspects of content tend to be specially written to incorporate

teaching points and it often not representative of real language use.

2) It may distort content

Textbook often present an idealized view of the world or fail to represent real

issues.

3) It may not reflect students’ needs

Textbook is often written for global markets, they may not reflect the interest

and need of students and hence may require adaptation.

4) It can deskill teachers

When teacher use textbook as the primary source of their teaching, teacher’s

role can become reduced to that of a technician whose primary function is to

present materials prepared by others.

5) Textbook is expensive36

Commercial textbook represent a financial burden for students in many part of

the world.

35 Ur, op.cit,.p.185.36 Richards, op.cit., pp. 255-256.

33

F. Previous of the Study

The studies about the use of authentic materials for language teaching are

abounding. The firststudy is byPujiSayekti, she did a study about the use authentic

materials in teaching speaking, especially in the first grade of junior high school. Her

participants were three teachers from different junior high school in different area of

Jakarta. The result showed that most of the school had not implemented CBC 2004

and the teachers had not fully understood about authentic materials.37

The differences of this research with her studies are this research did a study

about the use of authentic materials towards reading comprehension, especially in

functional texts. Participants of this research are second grade students of junior high

school.

The second research is by SitiSundari.Her research was conducted to find the

effectiveness of picture as authentic materials to improve students’ writing in

descriptive text. This research was designed in the one-group pre-test and post-test.

The participants of this study were 22 students (12 boys and 10 girls). The result of

this study showed that the writing score achieved by the eighth grade of MTs

RadenPaku improved after they were taught using pictures as authentic material.

Based on analytic scoring using jacobet al, pictures were effective to improve the

content and organization, but less effective to improve vocabulary, language use and

mechanics. Even though pictures could not improve all of aspects of writing in the

same time, but overall the students’ writing, pictures as authentic materials could

improve students’ writing in descriptive texts.38



37PujiSayekti, How to Teachers Use authentic Materials in Teaching Speaking in the FirstGrade of SMP in Jakarta: A Case Study. Thesis. (English Department, Faculty of Language and Art,State Islamic University of Jakarta, Jakarta, 2006). Tidakdipublikasikan.

38SitiSundari, The Effectiveness of Pictures as Authentic Materials to Improve Students’Writing in Descriptive Text (A Case Study of Eight grade of MtsPlusRadenPakutrenggalek2010/2011).Thesis.(English Department, Faculty of Humanities, Airlangga University, Surabaya,2011).Tidak dipublikasikan.

34

functional texts. She did her studies using a case study, but in this research the writer

conducted using quasi experimental with control and experiment class.

The thirdresearch is by SitiHalijah.She was conducted study to describe

whether or not use the authentic materials improve the students vocabulary to develop

descriptive paragraph of the ten grade of students of SMAN 2 Sugguminasa. The

research used pre-experimental method with one group, and the samples of the study

were 35 students of tenth grade of SMAN 2 Sungguminasa. The result of this study

showed that the mean score of post-test was higher than pre-test in writing skill. She

used t-test in data analysis. Based on data analysis, she concluded that the

implementation by using authentic materials improved of the students’ vocabulary.39



functional texts. She did her studies using pre-experimental method, but in this

research the writer conducted using quasi experimental with control and experiment

class and the participants are second grade junior high school students.

F.Theoretical Framework

Reading is one of four skills that are learned at the school. Reading is also

something crucial and indispensable for the students because the success of their

study depends on the greater part of their ability to read. If their reading skill is poor

they are very likely to fail in their study or at least they will have difficulty in making

progress. On the other hand, if they have a good ability in reading, they will have a

better chance to succeed in their study. Most of the students are still cannot

understand and get difficulties in comprehend reading; because reading is receptive

skill and most of the students have difficulty in understand the text, vocabulary and

purpose of the text.

39SitiHalidjah, The Effectiveness of Using Authentic Materials to Improve StudentsVocabulary to Develop Descriptive Paragraph, (JurnalSastraTammadun, ISSN. 0216-809, Vol. 7 No.2, Desember, 2010), p. 91-94.

35

A good teaching reading process can involve the reader in active interaction

what is presented in the text. A good teacher must have a strategy and appropriate

technique to teach reading. In order the students are not bored to learn English

especially when teach reading, the teacher should more creative. Using authentic

materials in teaching reading can give a lot of benefits for the students. Because the

students can have more inspiration to use the language and they have become

accustomed to exposure the language in real communication.

In second grade junior high, standard competence of reading skill is the

students are able to comprehend kinds of short functional texts. Short functional texts

itself divided by kinds of text, such as memo, invitation, poster, announcement, letter,

etc. One of way to make the students more appreciate in English reading class in

learning functional text is with use the authentic of that text or authentic materials in

teaching reading. So the writer tries to apply authentic materials in teaching reading

comprehension to make the students appreciate and do not confuse again when they

should develop their reading comprehension of short functional texts.

G. Hypotheses

Null Hypothesis ( ): there is no significance influence difference between the

students’ reading comprehension of short functional texts through using authentic

materials and without using authentic materials to the second grade students of SMP

Al-HasraBojongsari.

Alternative Hypothesis ( ): there is significant influence difference between the


materials and without using authentic materials to the second grade students of SMP

Al-Hasra Bojongsari.

36

36

CHAPTER III

RESEARCH METHODOLOGY

A. Time and Place of the Study

The research was conducted by the researcher on 3rd February until 19th

February in 2014. The place for this research study is SMP Al-HasraBojongsari,

Depok.

B. Research Method

This study was conducted with quantitative method because this research

explaining phenomena by collecting numerical data that are analyzed using

mathematically based methods (in particular statistics).1 The research design is quasi

experimental study. The experimental class which is taught reading by using

authentic materials then the control class which the writer taught by using textbook.

C. Population and Sample

Population is a place of generalization that consist of subject and object of the

research with certain quality and characteristic that are standardized by the researcher

in order to learn from them and then to draw a conclusion from them.2 In this

research, the populations are the students at the second grade of SMP Al-Hasra

Bojongsari. Realizing in second grade of junior high school they will learn a lot of

kinds of the text which is suitable for researcher doing her research.

In this research, the sample of the population was taken from two classes in

SMP Al-HasraBojongsari. The class was divided into four classes, and they are 8.1

(plus), 8.2 (plus), 8.3 (regular), and 8.4 (regular). The samples are from regular class

8.3 and 8.4., the writer choose those classes because their quantity fulfill for doing the

experimental method.

1 Daniel Muijs. Doing Quantitative Research in Education with SPSS, (London: SagePublications, 2004), p. 1.

2 Etta MamangSangadji&Sopiah, MetodologiPenelitian, (Yogyakarta: Andi YogyakartaPublisher, 2010), p. 185.

37

D. Technique of Data Collection

Technique and instruments in data collection are:

Test

1. Pre-test

Pre-test is the test which is given in the first meeting before the teaching and

learning process due to measure in which level the knowledge of the students is.

2. Post-test

Post-test is the test that was given after finishing the learning of the materials

in the classroom. This test is held in order to know if there any progress before and

after teaching and learning activity by using authentic materials or without authentic

materials.

E. Instrument of The study

The instrument that the researcher used for collecting data is test. The test was

divided into two tests, pre-test and post-test. The pre-test will give to the students

before the treatment and the post-test after the treatment. The test using multiple

choices contains 20 numbers about short functional texts. To get the validity and

reliability of the data, the writer did the validity of the test to 32 students from 8.1 and

8.2. The test contained 30 numbers multiple choices. After the calculation in

ANATES 4, it was found that there were 10 items is very significant, 5 items is

significant, 11 items is adequate and 4 items is insignificant. The reliability of the test

is 0.54, based on Arifin the category of reliability of the test is sufficient.

Category of Reliability3

Table 3.1

Value Remark

0.00 – 0.20 Unreliable

0.21 – 0.40 Less reliable

3 Zainal Arifin, Evaluasi Pembelajaran, (Bandung: PT REMAJA ROSDAKARYA, 2009), p.257.

38

0.41 – 0.60 Sufficient

0.61 – 0.80 Reliable

0.81 – 1.00 Very Reliable

F. Technique of Data Analysis

The next step of the research, the writer will process and analyze the data. The

writer analyzes the score pre-test and post-test. This is to find out the differences of

students’ scores by using authentic materials and without using authentic materials.

The technique of data analysis that is used by the writer in this research is statistic

analysis with t-test, the formula is: = −With the explanation:M = Mean of the differences of Experiment Class

M2 = Mean of the differences of Controlled Class

SE = Standard Error of Experiment Class

SE = Standard Error of Controlled Class

X = Teaching Reading Comprehension using authentic materials

in Experiment Class

Y = Teaching Reading Comprehension using textbook in

Controlled Class

The procedures of were calculations as follows:

1. Determining Mean of variable X:= ∑2. Determining Mean of variable Y:

39

= ∑3. Determining Standard of Deviation Score of Variable:

= ∑4. Determining Standard of Deviation Score of Variable Y:

= ∑5. Determining Standard Error Mean of Variable X:= − 16. Determining Standard Error Mean of Variable Y:= − 17. Determining Standard Error of different Mean of Variable X and Mean of

Variable Y, with formula:= +8. Determining to with formula:= −9. Determining Degrees of Freedom (df), with formula:= ( + ) − 2G. Statistic Hypotheses

Hypothesis in the research is a guessing that leads to the research which mean

that hypothesis have to be tested and not always be right, but to measure how far the

truth which is served to the problem researched. Besides, in formulating hypothesis,

40

the researcher has to ensure the information. In this research, the researcher proposing

a hypothesis:

Null Hypothesis ( ): there is no significance influence difference between the


materials and without using authentic materials to the second grade students of

SMP Al-Hasra Bojongsari.

Alternative Hypothesis ( ): there is significant influence difference between the


materials and without using authentic materials to the second grade students of

SMP Al-Hasra Bojongsari.

If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null hypothesis) is

rejected.

If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (the null hypothesis)

is accepted.

df = (N1 + N2) – 2 = (35 + 35) – 2 = 70-2 = 68. (It must be consulted with “t”

table of df. If df 68, the value is: the significance level at 5 % is 1.66).

41

CHAPTER IV

RESEARCH FINDINGS

A. Description of the Data

The experiment class and the controlled class were taught with different

technique in teaching reading. The experimental class was taught short functional

text using authentic materials, whereas the controlled class used the text from

textbook. The data shown in this part were collected from students’ score in pre-

test and post-test of both experiment class and controlled class. The data were

described into two tables. The table 4.2 showed the students’ score in experiment

class and the table 4.3 showed the students’ score in control class.

1. The Data of Experiment Class

Table 4.2

Score of Pre-test and Post-test ofExperiment Class

(Students )X

Pre-test Post-test Gained Score

1 55 80 252 65 75 103 60 65 54 70 75 55 60 60 06 50 80 307 80 80 08 35 65 309 35 35 010 45 65 2011 60 70 1012 75 70 -513 60 70 1014 70 85 1515 40 80 4016 60 75 1517 70 90 2018 50 70 2019 75 80 520 80 85 5

42

21 60 50 -1022 60 90 3023 70 90 2024 65 90 2525 60 75 1526 90 95 527 45 70 2528 60 65 529 80 95 1530 55 85 3031 65 85 2032 60 65 533 70 80 1034 40 75 3535 35 65 30

∑ 2110 2630 520(Mean) 60.28 75.14 14.85

From the description of score in experimental class above, it could be seen

that from 35 students in the class, the mean of pre-test was 60.28 and the mean of

post-test was 75.14. So, the writer got the mean of gain score was 14.85. Based on

the table previously, the highest students’ score in pre-test was 90 obtained by one

student. Meanwhile, the lowest of students’ score in pre-test was 35 by three

students. From differences score obtained between the highest students’ score was

90 and the lowest students’ score was 35 before the students get treatments in

using authentic materials. And based on the table above, it showed that the highest

student’s score in post-test was 95 by two students. And the lowest students’ score

in post-test was 35 by one student. For the differences between the students’ score

in prê-test and students’ score in post-test, it can be conclude that there was a

positive effects of using authentic materials in students’ reading comprehension of

short functional texts.

43

2. The Data of Controlled Class

Table 4.3

Score of Controlled Class

(Students)X

Pre-test Post-test Gained score(X)

1 55 65 102 80 85 53 80 75 -54 90 85 -55 80 95 156 70 85 157 75 85 108 80 85 59 60 65 510 55 65 1011 75 95 2012 75 90 1513 55 50 -514 70 75 515 60 90 3016 70 80 1017 85 95 1018 75 75 019 60 60 020 75 75 021 85 95 1022 65 60 -523 55 85 3024 65 85 2025 80 80 026 60 75 1527 50 65 1528 40 65 2529 45 50 530 50 65 1531 75 95 2032 40 50 1033 45 35 -10

44

34 65 75 1035 50 45 -5

∑ 2295 2600 305(Mean) 65.57 74.28 8.71

From the description of score in controlled class above, it could be seen

that from 35 students in the class, the mean of pre-test was 65.57 and the mean of

post-test was 74.28. The writer got the mean of gain score was 8.71. The smallest

score in the pre-test was 40 by two students and the highest score was 90 by one

student. After the writer giving the treatment without using authentic materials,

the writer gave the students post-test. The data showed in post-test that the

smallest score was 35 by one student and the highest score was 95 by five

students. From the differences of table 4.1 and 4.2 above it, it can be concluded

that there was positive effect in teaching reading comprehension of functional text

through authentic materials.

B. Analysis of the Data

Before calculating the t value of the observation, the writer would like to

calculate gain (d).

Table 4.4

The Result of Comparison of the Experiment Class and Controlled

Class

Students’Identification

ExperimentClass

ControlledClass

X Y x2 y2

(X - MX) (Y - MX)

1 25 10 10.15 1.29 103.0225 1.66412 10 5 -4.85 -3.71 23.5225 13.76413 5 -5 -9.85 -13.71 97.0225 187.96414 5 -5 -9.85 -13.71 97.0225 187.96415 0 15 -14.85 6.29 220.5225 39.56416 30 15 15.15 6.29 229.5225 39.56417 0 10 -14.85 1.29 220.5225 1.66418 30 5 15.15 -3.71 229.5225 13.76419 0 5 -14.85 -3.71 220.5225 13.764110 20 10 5.15 1.29 26.5225 1.6641

45

11 10 20 -4.85 11.29 23.5225 127.464112 -5 15 -19.85 6.29 394.0225 39.564113 10 -5 -4.85 -13.71 23.5225 187.964114 15 5 0.15 -3.71 0.0225 13.764115 40 30 25.15 21.29 632.5225 453.264116 15 10 0.15 1.29 0.0225 1.664117 20 10 5.15 1.29 26.5225 1.664118 20 0 5.15 -8.71 26.5225 75.864119 5 0 -9.85 -8.71 97.0225 75.864120 5 0 -9.85 -8.71 97.0225 75.864121 -10 10 -24.85 1.29 617.5225 1.664122 30 -5 15.15 -13.71 229.5225 187.964123 20 30 5.15 21.29 26.5225 453.264124 25 20 10.15 11.29 103.0225 127.464125 15 0 0.15 -8.71 0.0225 75.864126 5 15 -9.85 6.29 97.0225 39.564127 25 15 10.15 6.29 103.0225 39.564128 5 25 -9.85 16.29 97.0225 265.364129 15 5 0.15 -3.71 0.0225 13.764130 30 15 15.15 6.29 229.5225 39.564131 20 20 5.15 11.29 26.5225 127.464132 5 10 -9.85 1.29 97.0225 1.664133 10 -10 -4.85 -18.71 23.5225 350.064134 35 10 20.15 1.29 406.0225 1.664135 30 -5 15.15 -13.71 229.5225 187.9641

∑X = 520 ∑ Y =305 ∑x = 0.25 ∑y =0.15 ∑x2=5074.2875

∑y2=3467.1435

The formula of T-test was expressed as follows:= −The calculation can be seen as follows:

1. Determining Mean of variable X:= ∑ = 52035 = 14.85

46

2. Determining Mean of variable Y:= ∑ = 30535 = 8.713. Determining Standard of Deviation Score of Variable X:

= ∑ = 5074.287535 = √144.97 = 12.044. Determining Standard of Deviation Score of Variable Y:

= ∑ = 3467.143535 = √99.06 = 9.955. Determining Standard Error Mean of Variable X:= − 1 = 12.04√35 − 1 = 12.04√34 = 2.066. Determining Standard Error Mean of Variable Y:= − 1 = 9.95√35 − 1 = 9.95√34 = 1.707. Determining Standard Error of different Mean of Variable X and Mean of

Variable Y, with formula:= += 2.06 + 1.70 = √4.2436 + 2.89= √7.1336= 2.678. Determining to with formula:= −

= 14.85 − 8.712.67

47

= 6.142.67= 2.299. Determining Degrees of Freedom (df), with formula:= ( + ) − 2= (35 + 35) − 2 = 68

The value of df 68 at the degrees of significance 5% or ttable is 1.66

10. The Testing of Hypothesis

The statistical hypothesis of this research can be seen as:

Null Hypothesis ( ): there is no significance influence difference between

the students’ reading comprehension of short functional texts through using

authentic materials and without using authentic materials to the second grade

students of SMP Al-Hasra Sawangan.

Alternative Hypothesis ( ): there is significant influence difference between

the students’ reading comprehension of short functional texts through using

authentic materials and without using authentic materials to the second grade

students of SMP Al-Hasra Sawangan.

And then, the criteria used as follows:

1. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null

hypothesis) is rejected.

2. If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (the null

hypothesis) is accepted.

C. Interpretation of the Data

Based on the formula above, the result of the statistic calculation indicated

that the value of = 2.29 and the value of df (degree of freedom) 68 with significance

5% is 1.66.The result showed that t-test (to) > t-table (tt) (2.29 > 1.66). It means

that t-test was higher in the value 2.29 than t-table. Since score in the table is

higher than score obtain from the result of calculating, so the alternative

hypothesis ( ) is accepted and the null hypothesis ( ) is rejected.

48

Based on the explanation about the result on the table above, we can

conclude that teaching reading comprehension of short functional texts using

authentic materials is quite success. From the data of students’ score was increase

after they using authentic material. Moreover, it can be said that using authentic

materials affect students’ reading comprehension of short functional text.

Based on the analysis of the result on the tables above, it can be interpreted

that teaching reading by using authentic materials can enhance the students’

reading comprehension of short functional texts. According to Harmer, some

authentic written material is appropriate for beginner students. Because the topics

and the types of reading text should has a balance with students’ capabilities and

interests on the other. The important thing is that such texts are much like real

English as possible. The writer found that the students in the experimental class

more interesting to learn reading about short functional text, when they know the

authenticity of those texts.

49

CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

Based on the research that carried out in eight grade of SMP Al-Hasra

Bojong Sari academic year 2014/2015, it concluded that using authentic materials

is effective in teaching students’ reading comprehension of short functional texts.

The result of the statistic said that the result of the statistic calculation

indicated that the value of = 2.29 and the value of df (degree of freedom) 68

with significance 5% is 1.66. Comparing the with each values of degree

significance, the writer finds that is higher than .The result showed that t-

test (to) > t-table (tt) (2.29 > 1.66).

Since score in the table is higher than score obtain from the result

of calculating, so the alternative hypothesis ( ) is accepted and the null

hypothesis ( ) is rejected.

It can be said that, using authentic materials in students’ reading

comprehension of short functional texts is effective.

B. Suggestion

The writer wants to give some suggestions that might be useful for teachers

and students. These suggestions hopefully can helpthe teachers when they teach

reading and students when they learn about reading in the class, as follow:

1. Using authentic materials in teaching reading can attract the students’

interest. Because they will not just read the text but also know the

authentic of the text.

2. Use the authentic materials that related with their daily life, so they easy to

understand about the materials and about the purposes of the text.

50

3. Give the example of short functional texts that the students more familiar

with those sentences and they can apply it in their daily life.

4. The teacher should be more creative when giving the reading materials

especially when they want to teach about functional text. Because short

functional text contains many kinds of type text and it appears in daily life

activity.

As stated above, the writer believes that using authentic materials give a

positive effect for the students. Using authentic materials in teaching reading

can be a solution and an alternative way for teacher to make the students more

interesting in reading class.

51

BIBLIOGRAPHY

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Arifin, Zainal.Evaluasi Pembelajaran, Bandung: PT REMAJA ROSDAKARYA, 2009.

Arikunto, Suharsimi. Prosedur Penelitian: Suatu Pendekatan Praktik, Jakarta:Rineka Cipta, 2010.

Berardo, Sacha Anthony. The Use of authentic Materials in the Teaching ofReading, The Reading Matrix: Vol. 6, No. 2, September 2006.

Emzir. Metodologi Penelitian Pendidikan Kuantitatif dan Kualitatif, Jakarta:Rajawali Pers, 2012.

Spolky,Bernard. Concise Encyclopedia of Educational Linguistics, Oxford:Elsevier, 1999.

Floriasti, Tri Wahyuni. Developing Character Building Through MulticulturalReading Text, The Asian Conference on Language Learning, 2012.

Grabe, William and Fredricka Stoller. Teaching and Researching Reading,Harlow: Longman, 2002.

Grellet, Francoise. Developing Reading Skill, Cambridge: Cambridge UniversityPress, 2010.

Guthrie, John T. Engaging Adolescents in Reading, Thousand Oaks: CorwinPress, 2008.

Halidjah, Siti. The Effectiveness of Using Authentic Materials to Improve StudentsVocabulary to Develop Descriptive Paragraph, Jurnal Sastra Tammadun,ISSN. 0216-809, Vol. 7 No. 2, Desember 2010.

Harmer, Jeremy. How to Teach English, Harlow: Longman, 1998.

Harmer, Jeremy. The Practice of English Language Teaching: New Edition,London and New York: Longman, 1991.

Hedgcock, John S. and Dana R. Ferris. Teaching Readers of English Students,Texts, and Contexts, New York: Routledge, 2009.

Israel, Susan E. and Gerald G. Duffy. Handbook of Research on ReadingComprehension, New York: Routledge, 2009.

52

Kilickaya, Ferit. Authentic Materials and Cultural Content in EFL Classrooms,retrieved on 5th June 2013 from http://www.metu.edu.tr/kilickaya/.

M.A.K. Halliday dan Ruqaiya Hasan. Bahasa, Konteks dan Teks ; Aspek-aspekBahasa dalam Pandangan Semiotik Sosial, Terj. Asrudin barori Tou,Yogyakarta: Gadjah Mada University Press, 1994.

McDonough, Jo and Christopher Shaw . Materials and Methods in ELT : Ateacher’s Guide, Oxford: Blackwell Publishing, 2003.

Muijs, Daniel. Doing Quantitative Research in Education with SPSS, London:Sage Publications, 2004.

Nation, I.S.P . Teaching ESL/EFL Reading and Writing, New York: Routledge,2009.

Nuttall, Christine. Teaching Reading Skills in a Foreign Language, Oxford:Heinemann, 1996.

Richards, Jack C. Curriculum Development in Language Teaching, Cambridge:Cambridge University Press, 2001.

Sanderson, Paul. Using Newspaper in the Classroom, Cambridge: CambridgeUniversity Press, 1999.

Sangadji, Etta Mamang dan Sopiah. Metodologi Penelitian, Yogyakarta: AndiYogyakarta Publisher, 2010.

Sayekti, Puji. How to Teachers Use authentic Materials in Teaching Speaking inthe First Grade of SMP in Jakarta: A Case Study. Thesis. EnglishDepartment, Faculty of language and Art, State University of Jakarta.Jakarta, 2006.

Silberstein, Sandra. Techniques and Resources in Teaching Reading, Oxford:Oxford University Press, 1994.

Sudijono, Anas. Pengantar Statistik Pendidikan, Jakarta: Raja Grafindo Persada,2011.

Sundari, Siti. The Effectiveness of Pictures as Authentic Materials to ImproveStudents’ Writing in Descriptive Text (A Case Study of Eight grade of MtsPlu Raden Paku Trenggalek 2010/2011). Thesis. English Department,Faculty of Humanities, Airlangga University. Surabaya, 2011.

53

Ur, Penny. A Course in language Teaching: Practice and Theory, New York:Cambridge University Press, 2001.

Willis, Judy. Teaching the Brain to Read, Alexandria: ASCD, 2008.

http://www.smpn1depok.com/mediapembelajaran/daryanto/kelas8/bahasainggris/materi1/short_functional_text.htmlretrieved on 25th May 2013.

54

APPENDICES

56

PRE-TEST1. Look at the notice below.

What does the notice mean?

A. We should accept the thing if the seal is broken.B. We have to accept the thing if the seal is broken.C. We should not accept the thing if the seal is broken.D. We must not accept the thing if the seal is not broken.

Read the text and answer the questions number 2 and 3.

2. To whom we usually give the above card?A. To someone who is sick.B. To people who are healthy.C. To a person who celebrates his birthday.D. To a couple who have their wedding party.

3. How is Bertha’s condition?A. She is pale.B. She is healthy.C. She is unhappy.

Do not accept if the seal is broken

Dear Bertha,

I heard that you are not in a good condition. I am very sorry to hear that. Anyway,listen to the doctor’s advice and take a rest. I hope you’ll get well soon.

Your best friend,

Maria

57

D. She is in a poor health.

This text is for question number 4

4. What is the purpose of the text?A. Ms. Lim persuades Mr. Chew to marry herB. Mr. Chew invites Ms. Lim to go on holidayC. Ms. Lim invites Mr. Chew to come to her partyD. Mr. Chew invites their colleagues to come to the party.

5. Look at the notice below.

What does the notice means?

A. We must leave our shoes outside the room.

Mr. & Mrs. Chew Kok Key&

Mr. & Mrs. Lim Kau

Request the pleasure of your company to awedding dinner at

Holiday InnJalan Syed Abdul Aziz

Melaka, 75000 MalaysiaTel: 06.2859000Fax: 06.2859111

At 7.00p.m.On the occasion of the marriage of

Mr. Chew Choong SengWith

Ms. Lim Bong Eng

PUT YOUR SHOES OFF

BEFORE ENTERING THIS ROOM

58

B. We can wear our shoes inside the room.C. We may bring the shoes into the room.D. We enter the room with our shoes.

Read the text and answer question number 6

6. Which statement is TRUE according to the text?A. UNO sells not only fashion but also electrical products.B. We only pay Rp 5,000 for a broom priced Rp 20,000.C. The time of giving discount is more than one month.D. There are less than four products sold in UNO

UNO Department Store

BIG SALE ALL THE PRODUCT

28th February—25th March 2012

Discount up to:

50% for the fashion products

30 % for the electrical products

60% for the furniture products

25% for the household appliances

HURRY, HURRY, HURRY

THIS IS YOUR CHANCE OF A LIFE TIME

ANNOUNCEMENT

To: All students

To celebrate the National Education Day, the Students Board Organization will hold someinteresting programs. They are English Speech Contest, English Story Telling contest, andWall Magazine Competition. The programs will be held on May 4th, 2012, 8 a.m.-1 p.m.

All classes must take part in programs and should report their participation to their ownteachers.

For detailed information, please contact Mrs. Erika, the coordinator of this program.

59

7. What does the text tell us about?A. Programs to celebrate the National Education Day.B. Inviting students to come to school in May.C. Informing some programs on May 4th, 2012.D. Explaining special programs in May.

8. Who is in charge of the program?A. HeadmasterB. StudentsC. Mrs. Erika.D. Student organization.


9. What is the purpose of the text above?A. To greet someone for the New Year.B. To remind someone about New Year.C. To invite someone to a New Year Celebration.D. To give information to everyone about New Year.

This text is for question number 10 and 11

Surabaya, January 1st , 2013

Dear Irman,This card comes with living wishes especially for you. To wish you lots of happinesstoday and all year through. Happy New Year 2013.

Love, Sandra

Sinta,

Your music teacher called at 4 p.m. to say thattonight’s lesson has been cancelled.

Please call her at 6452 9128 to arrange for amake-up lesson.

Love,Mom

60

10. Which statement is TRUE based on the text?A. Sinta will meet her music teacher at 4 p.m.B. Music lesson will not be cancel tonight.C. Sinta is expected to call her music teacher.D. Sinta’s teacher will meet her mother that night.

11. “please call herat ….”What does the underlined word refer to?A. Sinta.B. Sinta’s mother.C. Sinta’s music teacher.D. The teacher’s mother.


12. What requirements should the applicant have to be an accounting staff?A. Fluency in two foreign languages.B. Mastering of making tax report.C. Management graduated.D. At least 28 years old.

Urgently neededAn accounting staff

Requirements: Age not more than 28 years old Smart, discipline and good motivation Understand a financial report and tax Accounting graduated Good English Having ability to operate a computer

Send your application, CV, and recent photograph to:P.O. Box 1111 Jakarta.Not more than one week from now.

61

13. What must be sent by an applicant to be an accounting staff?A. A computer certificate.B. Photographs and CVC. A computer certificate, application, and CVD. Photographs, CV, and application.

Read the text and answer the question number 14 and 15.

14. Who is the winner of the badminton championship?A. Ilham.B. Satria.C. Ilham’s father.D. Satria’s father.

15. Which one is TRUE according to the text?A. Satria won the badminton championship.B. Ilham’s father gave information to Satria.C. Satria congratulated Ilham on his success.D. Ilham and his father were badminton players.


16. Which one is TRUE according to the text?A. Steven greeted Karels of their wedding anniversary.B. Mr. and Mrs. Karel got married at 25 years old.C. The invitation is sent to Steven and his friends.

To: Satria

I heard from your father that you won thebadminton championship last night.Congratulation on your success!

Ilham

Dear Mr. and Mrs. Karel

Congratulation on your 25th wedding

anniversary.

May happiness comes to your life.

Love, Steven

62

D. Steven was going to marry at his 25 years old.

This text is for question number 17.

17. What does the advertisement above tell us about?A. A travel agent.B. A tour service.C. A schedule of a tour.D. A holiday package tour.

This text is for questions number 18

18. What is the main idea of the text above?A. May God bless all of us.B. Our behavior had to be better.C. Expressing Happy New Year.D. May God bless you.

BLACKBIRDWe provide : 52 passenger bus

: 29 passenger bus

Full AC, Music, Toilet, TV, Video.We serve Java, Bali, Sumatra.

Office: Jl. Wijaya 12 Jakarta

For further information call 68802309

To: ArmanHappy New Year 2014!I wish our behavior had to be better than last year.May God bless us.

From your fan,Dani

63

19. What information can we get from the text?A. The color of the car is white.B. The car is in not good condition.C. We cannot phone the owner of the car.D. We can nego the price of the car.

Grand Livina, 2010

Silver, DVD Tv, double AC,new tyres, excellent

condition, 196 million (nego)

Call: 081325444333

Dear friends,

We request the pleasure of your company for the 5th birthdayparty of our son “NAZEED” on 14th September, 2003, Sunday at6.30 p.m.

AtBandan Basera Party HallOpp. Sona TheatreShantivanNear National Park, Borivali (East)Mumbai-400066

Please join us to fill our day with happiness and color.

With love,Amit, Leena & Family

64

20. Where will the party be held?A. In DelhiB. In national park, Borivali (east)C. Bandan Basera Party HallD. Sona Theatre

65

The Answer Key of Pre-test

1. C2. A3. D4. D5. A6. A7. A8. C9. A10. C11. C12. C13. D14. B15. A16. A17. B18. C19. D20. C

66

Kelas Eksperiment pertemuan ke-1

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : SMP Al-Hasra

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII/ semester genap

Alokasi Waktu : 1 Pertemuan (2 x 40 pertemuan)

Standar Kompetisi : (Membaca) Memahami makna teks tulis fungsional dan eseipendek sederhana berbentuk descriptive dan recount yangberkaitan dengan lingkungan sekitar.

Kompetensi Dasar : Merespon makna dalam teks tulis fungsional pendeksederhana secara akurat, lancar, dan berterima yang berkaitandengan lingkungan sekitar.

Indikator Pencapaian Kompetensi:1. Mempelajari teks fungsional pendek berupa advertisement.

2.Mengidentifikasi karakteristik teks fungsional pendek berupa advertisement.

3. Mencirikanjenis-jenis advertisement dalam fungsional teks.

Tujuan Pembelajaran

Setelah mempelajari materi ini, peserta didik diharapkan dapat:

1.Siswa mampu mempelajari jenis teks fungsional pendek berupa advertisement yangada dilingkungan sekitar mereka.

2.Siswa mampu mengidentifikasi karakteristik teks fungsional pendek berupaadvertisement.

67

3. Siswa mampu mencirikan jenis-jenis advertisement yang ada dalam fungsionalteks.

Karakter yang diharapkan :

Jujur, tanggung jawab, dan percaya pada diri sendiri. Keterampilan sosial, melatih menjadi pendengar yang baik, keberanian untuk

berkomentar, danmenyumbangkan ide.

Materi pembelajaran :

a. Teks Fungsional Pendek: Advertisement

b. Advertisement is a picture and or set of words used to persuade people to buy a

product or use of service or that gives information about a job that is available.

c. Kinds of Advertisement: 1. Products, 2. Service, 3. Job vacancy.

d. Characteristic of advertisement;

1. Name of products

2. The selling point/ attentive point

3. How to get the product

4. Interesting design

e. Some expressions used in advertisement;

1. Sale off

2. 30 % discount item

3. Wanted

4. Urgently required

5. Job vacancy

Model dan Metode Pembelajaran

Model : Pendekatan kontekstual

Metode: Memberi penjelasan berdasarkan materi otentik/authentic materials, diskusiper kelompok, tanya jawab, latihan, dan penyelidikan

68

Media Pembelajaran:

Materi otentik/Authentic materials

Langkah-Langkah Pembelajaran

A. Kegiatan Awal ( 10 menit ) Mengkondisikan kelas (Mempersiapkan siswa untuk mengikuti

pembelajaran yang akan dilakukan dengan meminta siswa untuk dudukdengan rapi (teratur), berdoa bersama dan mengabsen kehadiran siswa)

Apersepsi Siswa menyimak tujuan pembelajaran yang disampaikan guru yang

meliputi tujuan pembelajaran proses, produk, karakter, keterampilansosial, dan psikomotor.

B. Kegitatan Inti ( ± 60 menit ) Eksplorasi Siswa mendengarkan penjelasan dari guru mengenai materi yang akan

dipelajari, yaitu fungsional teks berupa iklan/advertisement. Guru menanyakan kepada siswa tentang jenis-jenis iklan yang ada

disekitar siswa. Siswa diminta aktif dan mengikuti pengulasan tentang materi yang

akan dipelajari bersama guru.

Elaborasi Guru memperkenalkan terlebih dahulu tentang materi otentik yang

akan siswa gunakan.

Siswa diberikan contoh materi otentik berupa iklan.

Siswa diminta untuk mempelajari teks fungsional pendek berupa iklan

yang merupakan materi otentik dari fungsional teks.

Guru menjelaskan ciri-ciri iklan yang ada dalam teks otentik dari

fungsional teks.

Tanya jawab mengembangkan pemahaman tentang definisi iklan.

Guru menjelaskan tentang karakteristik dan ciri kebahasaan yang ada

dalam iklan.

69

Tanya jawab menggali informasi dalam memahami karakteristik iklan.

Guru memfasilitasi terjadinya interaksi antarpeserta didik serta antara

peserta didik dengan guru, lingkungan, dan sumber belajar lainnya.

Konfirmasi Siswa dibagi menjadi kelompok. Masing-masing kelompok diberikan materi otentik tentang iklan dari

fungsional teks. Siswa diminta untuk membaca dan memahami contoh iklan yang ada

dalam materi otentik tersebut. Guru meminta siswa untuk mengidentifikasi karakteristik iklan

tersebut secara berkelompok. Siswa menjawab berbagai pertanyaan tentang informasi dalam teks

yang telah mereka baca dan pelajari.

C. Kegiatan Akhir ( 10 menit ) Guru membimbing siswa untuk merangkum materi pelajaran hari ini

dengan mengemukakan materi yang telah dipelajari. Memberikan kesempatan kepada siswa untuk bertanya sebelum KBM

berakhir. Pemberian tindak lanjut berupa tugas rumah (PR).

Sumber Pelajaran

Contoh iklan dalam Bahasa Inggris yang ada di media cetak.

Penilaian

IndikatorPencapaianKompetensi

TeknikPenilaian

BentukInstrumen Instrumen/ Soal

1. Mempelajari teks

fungsional pendek berupa

advertisement.

2.Mengidentifikasikarakteristik teks

Tes lisan

Tes tulis

1.membacadanmempelajariteks

2.isian

Read and comprehending the text!

Answer the question based on thetext!

70

fungsional pendekberupa advertisement.

3. Mencirikanjenis-jenisadvertisement dalamfungsional teks.

Tes tulis

singkat

3.isiansingkat

Find some expressions ofadvertisement on the text.

Instrument

Find some expressions of advertisement on the text above!Answer the question based on the advertisement above!

1. What is the name of the product?2. What is the selling point of this advertisement?3. How to get the product or to get that job?4. Is the design interesting for an advertisement? Why?

Penilaian

Rubrik penilaian APengucapan, pemahaman, accuraccy, dan mannerSkor max= 5

Rubrik Penilaian bagian B1. Untuk tiap nomor, tiap jawaban benar skor 22. Jumlah skor maksimal x 2 = 103. Nilai maksimal = 10

4. Nilai Siswa =10x

alSkorMaksimhanSkorPerole

Rubrik penilaian bagian C1. Untuk tiap nomor, tiap jawaban benar skor 52. Jumlah skor maksimal x 4 = 203. Nilai maksimal = 10

4. Nilai Siswa =10x


71

Bojong Sari, 11 Februari 2014

Mengetahui,

Guru Mata Pelajaran Mahasiswa Peneliti

(Hertika Widyaningtyas, S.Pd ) (Sari Anjani)

72

Kelas control pertemuan ke-1


(RPP)




Alokasi Waktu : 1 Pertemuan ( 2 x 40 pertemuan )

Standar Kompetisi : (Membaca) Memahami makna teks tulis fungsional dan eseipendek sederhana berbentuk descriptive dan recount yangberkaitan dengan lingkungan sekitar.

Kompetensi Dasar : Merespon makana dalam teks tulis fungsional pendeksederhana secara akurat, lancer, dan berterima yang berkaiatandengan lingkungan sekitar.

Indikator Pencapaian Kompetensi:1. Mempelajari teks fungsional pendek berupa advertisement.

2. Mencirikanjenis-jenis advertisement dalam fungsional teks.

3. Mengidentifikasi karakteristik teks fungsional pendek berupa advertisement

Tujuan Pembelajaran

Setelah mempelajari materi ini, peserta didik diharapkan dapat :

1. Siswa mampu mempelajari jenis teks fungsional pendek berupa advertisementyang ada dilingkungan sekitar mereka.

2. Siswa mampu mencirikan jenis-jenis advertisement yang ada dalam fungsionalteks.

73

3. Siswa mampu mengidentifikasi karakteristik teks fungsional penderk berupaadvertisement.




Materi pembelajaran:

a. Teks Fungsional Pendek: Advertisement

b. Advertisement is a picture and or set of words used to persuade people to buy a

product or use of service or that gives information about a job that is available.

c. Kinds of Advertisement: 1. Products, 2. Service, 3. Job vacancy.

d. Characteristic of advertisement;

1. Name of product

2. The selling point/ attentive point

3. How to get the product

4. Interesting design

e. Some expressions used in advertisement;

1. Sale off

2. 30 % discount item

3. Wanted

4. Urgently required

5. Job vacancy

Metode Pembelajaran

Model : Ceramah.

Metode: Memberi penjelasan berdasarkan penjelasan dari buku teks, diskusi, tanyajawab, latihan, dan penyelidikan

74

Media Pembelajaran:

Buku Bahasa Inggris untuk siswa SMP kelas VIII.







dipelajari, yaitu fungsional teks berupa iklan/advertisement. Guru menanyakan kepada siswa tentang jenis-jenis iklan yang ada



Elaborasi Siswa diminta untuk mempelajari teks fungsional pendek berupa iklan

yang ada dalam buku teks.

Guru menjelaskan ciri-ciri iklan yang ada dalam teks pendek

fungsional.

Tanya jawab mengembangkan pemahaman tentang definisi iklan.


dalam iklan.

Tanya jawab menggali informasi dalam memahami karakteristik iklan.



75

Konfirmasi Siswa dibagi menjadi kelompok. Siswa diminta untuk membaca dan memahami contoh iklan yang ada

dalam buku teks. Guru meminta siswa untuk mengidentifikasi karakteristik iklan

tersebut secara berkelompok. Siswa menjawab berbagai pertanyaan tentang informasi dalam teks

yang telah mereka baca




Sumber Pelajaran

Bates, Nina. Real Time: An Interactive English Course for Junior High SchoolStudents Year VIII, Penerbit Erlangga.

Penilaian


TeknikPenilaian


1. Mempelajari teks


advertisement.

2. Mencirikanjenis-jenisadvertisement dalamfungsional teks.

3.Mengidentifikasikarakteristik teksfungsional pendek

Tes lisan

Tes tulis

Tes tulis


2.isiansingkat

3.isiansingkat




76

berupa advertisement

Instrument1.

URGENTLY REQUIRED

AN ENGLISH TEACHER

Male max 35 years old

S1 in English Education program

3 to 5 years working experience

Send your application

not later than October 31st, 2010 to :

SMAN 101 Bekasi, Jalan Bekasi Raya No. 12

Find some expressions of advertisement on the text above!Answer the question based on the advertisement above!

1. What is the name of the product?2. What is the selling point of this advertisement?3. How to get the product or to get that job?4. Is the design interesting for an advertisement? Why?

Penilaian



4. Nilai Siswa =10x


77


4. Nilai Siswa =10x



Mengetahui,


(Hertika Widyaningtyas, S.Pd) (Sari Anjani)

78

Kelas Eksperimen pertemuan ke-2


(RPP)




Alokasi Waktu : 1 Pertemuan ( 2 x 40 pertemuan )

Standar Kompetisi : (Membaca) Memahami makna teks tulis fungsional dan eseipendek sederhana berbentuk descriptive dan recount yangberkaitan dengan lingkungan sekitar..


Indikator Pencapaian Kompetensi:1. Mempelajari teks fungsional pendek berupa announcement.

2. Mencirikan struktur announcement dalam fungsional teks.

3. Mengidentifikasi karakteristik teks fungsional pendek berupa announcement.

Tujuan Pembelajaran


1. Siswa mampu mempelajari jenis teks fungsional pendek berupa announcementyang ada dilingkungan sekitar mereka.

2. Siswa mampu mencirikan struktur announcement yang ada dalam fungsional teks.

79

3. Siswa mampu mengidentifikasi karakteristik teks fungsional penderk berupaannouncement.





a. Teks Fungsional Pendek: Announcement

b. Announcement is an important or official statement that informs people about

something events or occasion.

c. Some Characteristic of announcement:

1. Straight forward and ease the readers to get information quickly.

2. Keep it short, inviting and to the point.

3. Clear and complete

4. For a bad news, make a direct and not nonsense statement.

e. Structure of announcement:

1. The title or type of events

2. Date and time

3. Place

4. Contact person/ address

Metode Pembelajaran

Model : Pendekatan Kontekstual

Metode : Memberi penjelasan berdasarkan materi otentik/authentic materials, diskusiper kelompok, tanya jawab, latihan, dan penyelidikan

Media Pembelajaran:

Materi otentik/Authentic material

80







dipelajari, yaitu fungsional teks berupa pengumuman/announcement. Guru menanyakan kepada siswa tentang jenis-jenis announcement

yang ada disekitar siswa. Siswa diminta aktif dan mengikuti pengulasan tentang materi yang



akan siswa gunakan.

Siswa diberikan contoh materi otentik berupa pengumuman.

Siswa diminta untuk mempelajari teks fungsional pendek berupa

pengumuman yang merupakan materi otentik dari fungsional teks.

Guru menjelaskan struktur pengumuman yang ada dalam teks otentik

dari fungsional teks.

Tanya jawab mengembangkan pemahaman tentang definisi

pengumuman.


dalam pengumuman.

Tanya jawab menggali informasi dalam memahami karakteristik

pengumuman.

81



Konfirmasi Siswa dibagi menjadi kelompok. Masing-masing kelompok diberikan materi otentik tentang

pengumuman dari fungsional teks. Siswa diminta untuk membaca dan memahami contoh pengumuman

yang ada dalam materi otentik tersebut. Guru meminta siswa untuk mencirikan struktur pengumuman tersebut

secara berkelompok. Guru meminta siswa untuk mengidentifikasi karakteristik kebahasaan

dalam pengumuman secara berkelompok. Siswa menjawab berbagai pertanyaan tentang informasi dalam teks





Sumber Pelajaran

Pengumuman dalam Bahasa Inggris.

Penilaian


TeknikPenilaian


1. Mempelajari teks


pengumuman.

2. Mencirikan strukturannouncement dalam

Tes lisan

Tes tulis


2.isian



82

fungsional teks.

3. Mengidentifikasikarakteristik teksfungsional pendekberupa announcement.

Tes tulis

singkat

3.isiansingkat


Instrument

Answer the question based on the announcement above!1. What is the name of the event?2. When the event is will be held?3. Where the event is will be held?4. Who are the contact persons of that announcement?

Penilaian



4. Nilai Siswa =10x



83

4. Nilai Siswa =10x



Mengetahui,

Guru Mata Pelajaran Mahasiswa Praktikan

( Hertika Widyaningtyas, S.Pd ) (Sari Anjani)

84

Kelas Control pertemuan ke-2


(RPP)







Indikator Pencapaian Kompetensi:1. Mempelajari teks fungsional pendek berupa announcement.

2. Mencirikan struktur announcement dalam fungsional teks.

3. Mengidentifikasi karakteristik teks fungsional pendek berupa announcement.

Tujuan Pembelajaran


1. Siswa mampu mempelajari jenis teks fungsional pendek berupa announcementyang ada dilingkungan sekitar mereka.

2. Siswa mampu mencirikan struktur announcement yang ada dalam fungsional teks.

85

3. Siswa mampu mengidentifikasi karakteristik teks fungsional penderk berupaannouncement.





a. Teks Fungsional Pendek: Announcement

b. Announcement is an important or official statement that informs people about

something events or occasion.

c. Some Characteristic of announcement:

1. Straight forward and ease the readers to get information quickly.

2. Keep it short, inviting and to the point.

3. Clear and complete

4. For a bad news, make a direct and not nonsense statement.

e. Structure of announcement:

1. The title or type of events

2. Date and time

3. Place

4. Contact person/ address

Metode Pembelajaran

Model : Ceramah,


Media Pembelajaran:


86







dipelajari, yaitu fungsional teks berupa pengumuman/announcement. Guru menanyakan kepada siswa tentang jenis-jenis announcement

yang ada disekitar siswa. Siswa diminta aktif dan mengikuti pengulasan tentang materi yang


Elaborasi Siswa diminta untuk mempelajari teks fungsional pendek berupa

pengumuman yang ada didalam textbook.

Guru menjelaskan struktur pengumuman yang ada didalam textbook.

Tanya jawab mengembangkan pemahaman tentang definisi

pengumuman.


dalam pengumuman.


pengumuman.



Konfirmasi

87

Siswa dibagi menjadi kelompok. Siswa diminta untuk membaca dan memahami contoh pengumuman

yang ada dalam textbook. Guru meminta siswa untuk mencirikan struktur pengumuman tersebut

secara berkelompok. Guru meminta siswa untuk mengidentifikasi karakteristik kebahasaan

dalam pengumuman secara berkelompok. Siswa menjawab berbagai pertanyaan tentang informasi dalam teks





Sumber Pelajaran

Bates, Nina. Real Time: An Interactive English Course for Junior High SchoolStudents Year VIII, Penerbit Erlangga.

Akhmadi, Ali dan Ida Safrida, Smart Steps: An English Textbook for Junior HighSchool, Jakarta: Ganeca Exact, 2007.

Penilaian


TeknikPenilaian

BentukInstrumen

Instrumen/ Soal

1. Mempelajari teks


pengumuman.

2. Mencirikan strukturannouncement dalamfungsional teks.

3. Mengidentifikasi

Tes lisan

Tes tulis


2.isiansingkat



Answer the question based on the

88

karakteristik teksfungsional pendekberupa announcement.

Tes tulis 3.isiansingkat

text!

Instrument

Answer the question based on the announcement above!1. What is the name of the event?2. When the event is will be held?3. Where the event is will be held?4. Who are the contact persons of that announcement?

Penilaian



4. Nilai Siswa =10x



4. Nilai Siswa =10x



Mengetahui,

Guru Mata Pelajaran Mahasiswa Praktikan

89

( Hertika Widyaningtyas, S.Pd ) (Sari Anjani)

Kelas eksperimen pertemuan ke-3


(RPP)






Kompetensi Dasar : Merespon makana dalam teks tulis fungsional pendeksederhana secara akurat, lancar, dan berterima yang berkaiatandengan lingkungan sekitar.

Indikator Pencapaian Kompetensi:1. Mengidentifikasi teks fungsional pendek berupa undangan/invitation.

2. Mencirikanciri kebahasaan dari undangan/invitation dalam fungsional teks.

3. Memproduksi teks fungsional pendek berupa undangan/invitation.

Tujuan Pembelajaran

Setelah mempelajari materi ini, peserta didik diharapkan dapat :

1. Siswa mampu mengidentifikasi jenis teks fungsional pendek berupaundangan/invitation yang ada dilingkungan sekitar mereka.

2. Siswa mampu mencirikan kebahasaan dari undangan/invitation yang ada dalamfungsional teks.

90

3. Siswa mampu memproduksi teks fungsional pendek berupa undangan/invitation.





a. Teks Fungsional Pendek: Invitation

b.Invitation is used to invite someone to attend the event like birthday party,

wedding party, informal dinner, etc.

c. Structure of invitation :

Addressee

Main message

Ending

d. An invitation card should give more information about:

1. The name of the event

2. When the event will be held

3. Where the event will take place

4. Additional information (e.g., dress code, RSVP)

e. Some common expressions used in an invitation are:

1. You are invited to . . . . .

2. . . . . . cordially invites you to . . . .

3. Come and share our wedding.

Example :

To : VinaI will be glad if you come to my 17th birthday party.Day/date : Sunday, February 16, 2014Time : 7 p.m.Place : Hilton Hotel

Sincerely,Harry

91

Metode Pembelajaran



Media Pembelajaran:








dipelajari, yaitu fungsional teks berupa undangan/invitation. Guru menanyakan kepada siswa tentang jenis-jenis undangan yang ada




akan siswa gunakan.

Siswa diberikan contoh materi otentik berupa contoh undangan.

92

Siswa diminta untuk mengidentifikasi teks fungsional pendek berupa

undangan yang merupakan materi otentik dari fungsional teks.

Guru menjelaskan ciri-ciri kebahasaan yang ada dalam teks otentik

dari fungsional teks yang berupa undangan.

Tanya jawab mengembangkan pemahaman tentang definisi undangan.

Guru menjelaskan tentang ungkapan-ungkapan yang biasanya ada

dalam undangan berdasarkan teks otentik yang digunakan. .


undangan .



Konfirmasi Siswa dibagi menjadi kelompok. Masing-masing kelompok diberikan contoh undangan sebagai materi

otentik. Siswa diminta untuk membaca dan memahami contoh undangan yang

ada. Guru meminta siswa untuk membuat contoh undangan berdasarkan

contoh yang telah mereka pelajari.




Sumber Pelajaran

Script undangan ulang tahun dalam Bahasa Inggris.

Penilaian

93


TeknikPenilaian


1. Mengidentifikasi teks


undangan/invitation.

2. Mencirikan cirikebahasaan dariundangan/invitationdalam fungsional teks.

3. Memproduksi teks



Tes tulis

Tes tulis

Unjukkerja

Isian singkat Answer the question based on thetext!

Make an invitation based on yourexperience!

Instrument

Answer the question based on the invitation above!

1. Who is the host of the invitation?2. When the birthday party is will be held?3. Where the birthday party is will be held?4. How long the party will be held?

Make an invitation based on your experience!

Penilaian

Rubrik Penilaian bagian A1. Untuk tiap nomor, tiap jawaban benar skor 52. Jumlah skor maksimal x 4 = 203. Nilai maksimal = 10

94

4. Nilai Siswa = 10xalSkorMaksim

hanSkorPerole

Rubrik penilaian bagian B

Bojong Sari, 17Februari 2014

Mengetahui,



Uraian Skor

Vocabulary sesuai, tata bahasa benarVocabulary sesuai, tata bahasa kurangtepatIsi dan tata bahasa kurang tepatTidak menjawab

3

210

95



(RPP)







Indikator Pencapaian Kompetensi:1. Mengidentifikasi teks fungsional pendek berupa undangan/invitation.

2. Mencirikanciri kebahasaan dari undangan/invitation dalam fungsional teks.

3. Memproduksi teks fungsional pendek berupa undangan/invitation.

Tujuan Pembelajaran


1. Siswa mampu mengidentifikasi jenis teks fungsional pendek berupaundangan/invitation yang ada dilingkungan sekitar mereka.

2. Siswa mampu mencirikan kebahasaan dari undangan/invitation yang ada dalamfungsional teks.

96

3. Siswa mampu memproduksi teks fungsional pendek berupa undangan/invitation.





a. Teks Fungsional Pendek: Invitation

b.Invitation is used to invite someone to attend the event like birthday party,

wedding party, informal dinner, etc.

c. Structure of invitation :

Addressee

Main message

Ending

d. An invitation card should give more information about:

1. The name of the event

2. When the event will be held

3. Where the event will take place

4. Additional information (e.g., dress code, RSVP)

e. Some common expressions used in an invitation are:

1. You are invited to . . . . .

2. . . . . . cordially invites you to . . . .

3. Come and share our wedding.

Example:

To : VinaI will be glad if you come to my 17th birthday party.Day/date : Sunday, February 16, 2014Time : 7 p.m.Place : Hilton Hotel

Sincerely,Harry

97

Metode Pembelajaran

Model : Ceramah


Media Pembelajaran:

Buku Bahasa Inggris untuk SMP kelas VIII.







dipelajari, yaitu fungsional teks berupa undangan/invitation. Guru menanyakan kepada siswa tentang jenis-jenis undangan yang ada



Elaborasi Siswa diminta untuk mengidentifikasi teks fungsional pendek berupa

undangan yang ada dalam buku teks.

Guru menjelaskan ciri-ciri iklan yang ada dalam teks pendek

fungsional.

98

Tanya jawab mengembangkan pemahaman tentang definisi undangan.

Guru menjelaskan tentang ciri kebahasaan yang ada dalam undangan.

Siswa diminta untuk mencirikan cirri-ciri kebahasaan yang ada dalam

undangan.


undangan.



Konfirmasi Siswa dibagi menjadi kelompok. Siswa diminta untuk membaca dan memahami contoh undangan yang

ada dalam buku teks. Guru meminta siswa untuk membuat contoh undangan berdasarkan

contoh yang telah mereka pelajari.C. Kegiatan Akhir ( 10 menit )

Guru membimbing siswa untuk merangkum materi pelajaran hari inidengan mengemukakan materi yang telah dipelajari.

Memberikan kesempatan kepada siswa untuk bertanya sebelum KBMberakhir.

Pemberian tindak lanjut berupa tugas rumah (PR).

Sumber Pelajaran

Bates, Nina, Real Time: An Interactive English Course for Junior High SchoolStudents Year VIII, Penerbit Erlangga.


Penilaian


TeknikPenilaian


1. Mengidentifikasi teks Tes tulis

99



2. Mencirikan cirikebahasaan dariundangan/invitationdalam fungsional teks.

3. Memproduksi teks



Tes tulis

Unjukkerja


Make an invitation based on yourexperience!

Instrument

Answer the question based on the invitation above!1. Who is the host of the invitation?2. When the birthday party is will be held?3. Where the birthday party is will be held?4. How long the party will be held?

Penilaian


Dear friends,

I would like to invite you to my birthday party on Sunday, November 23, 2014. The partystarts at 7:30 until 09:30 p.m. at 678 Main Street, Ciganjur.

Sincerely,

Aulia Sujatmiko

100


hanSkorPerole



Mengetahui,



Uraian Skor


3

210

101

Kelas eksperimen pertemuan ke-4


(RPP)







Indikator Pencapaian Kompetensi:1. Mengidentifikasi teks fungsional pendek berupa pesan pendek/short message dan

pemberitahuan/notice.

2. Mencirikanciri kebahasaan dari pesan pendek/short message dan

pemberitahuan/notice dalam fungsional teks.

3. Memproduksi teks fungsional pendek berupa pesan pendek/short message dan


Tujuan Pembelajaran


102

1. Siswa mampu mengidentifikasi jenis teks fungsional pendek berupa pesan

pendek/short message dan pemberitahuan/notice yang ada dilingkungan sekitar

mereka.

2. Siswa mampu mencirikan kebahasaan dari pesan pendek/short message dan

pemberitahuan/notice yang ada dalam fungsional teks.

3. Siswa mampu memproduksi teks fungsional pendek berupa pesan pendek/short

message dan pemberitahuan/notice.





a. Teks Fungsional Pendek: Short Message and Notice

b.Short Message is a written piece of information that you send or leave for another

person. Composing short message is an easy way for everyone, because someone

may send many times in a day.

Structure of short message:

Addressee

Main message

Sender

Example of short message:

To Mom,I will be late going home, we have anadditional English after school.

Ilham

103

C. Noticeis one of short functional texts. Notice a sign or printed statement that gives

information or a warning to people. People usually use notice to give information,

instruction or warning. That’s why in the notice, people use a simple font which is

written in a placard or notice board.

d. Types of notices:

1. Command

2. Caution

3. Information

Metode Pembelajaran



Media Pembelajaran:





Apersepsi

Keep The Door Closed

CAUTION Wet Floor

For Staff Only

104

Siswa menyimak tujuan pembelajaran yang disampaikan guru yangmeliputi tujuan pembelajaran proses, produk, karakter, keterampilansosial, dan psikomotor.

B. Kegiatan Inti ( ± 60 menit ) Eksplorasi Siswa mendengarkan penjelasan dari guru mengenai materi yang akan

dipelajari, yaitu fungsional teks yaitu berupa pesan pendek/shortmessage dan pemberitahuan/notice

Guru menanyakan kepada siswa tentang jenis-jenis pesan pendek danpemberitahuan yang ada disekitar siswa.

Siswa diminta aktif dan mengikuti pengulasan tentang materi yangakan dipelajari bersama guru.


akan siswa gunakan.

Siswa diperlihatkan contoh materi otentik berupa pesan pendek dan

teks pemberiathuan.

Siswa diminta untuk mengidentifikasi teks fungsional pendek berupa

pesan pendek dan teks pemberiathuan yang merupakan materi otentik

dari fungsional teks.

Guru menjelaskan ciri-ciri pesan pendek dan pemberitahuan yang ada

dalam teks pendek fungsional.

Tanya jawab mengembangkan pemahaman tentang definisi pesan

pendek dan pemberitahuan.

Guru menjelaskan tentang struktur kebahasaan yang ada dalam pesan


Siswa diminta untuk mencirikan struktur kebahasaan yang ada dalam

pesan pendek berdasarkan materi otentik.

Siswa diminta untuk mencirikan jenis-jenis teks pemberitahuan yang

ada dalam fungsional pendek.

105

Tanya jawab menggali informasi dalam memahami pesan pendek dan

pemberitahuan.



Konfirmasi Siswa dibagi menjadi kelompok. Siswa diminta untuk membaca dan memahami contoh pesan pendek

dan pemberiathuan yang ada dalam buku teks. Guru meminta siswa untuk membuat contoh pesan pendek dan

pemberitahuan berdasarkan contoh yang telah mereka pelajari.




Sumber Pelajaran

Contoh pesan pendek, teks pemberitahuan dari lingkungan sekitar.

Penilaian


TeknikPenilaian




pesan pendek/short

message dan


2. Mencirikan ciri

kebahasaan dari pesan

Tes tulis

Tes tulis


Make a short message based on

106

pendek/short message dan


dalam fungsional teks.

3. Memproduksi teks


pesan pendek/short

message dan


Unjukkerja

your experience!

Make a notice based on your dailylife and your environment!

Instrument

Make a short message based on your experience!Make a notice based on your daily life and your environment!

Penilaian



hanSkorPerole


Uraian Skor

Vocabulary sesuai, tata bahasa benarVocabulary sesuai, tata bahasa kurangtepatIsi dan tata bahasa kurang tepat

3

21

107


Mengetahui,



Tidak menjawab 0

108



(RPP)







Indikator Pencapaian Kompetensi:1. Mengidentifikasi teks fungsional pendek berupa pesan pendek/short message dan


2. Mencirikan ciri kebahasaan dari pesan pendek/short message dan

pemberitahuan/noticedalam fungsional teks.

3. Memproduksi teks fungsional pendek berupa pesan pendek/short message dan


Tujuan Pembelajaran


109

1. Siswa mampu mengidentifikasi jenis teks fungsional pendek berupa pesan

pendek/short message dan pemberitahuan/notice yang ada dilingkungan sekitar

mereka.

2. Siswa mampu mencirikan kebahasaan dari pesan pendek/short message dan

pemberitahuan/notice yang ada dalam fungsional teks.

3. Siswa mampu memproduksi teks fungsional pendek berupa pesan pendek/short

message dan pemberitahuan/notice.





a. Teks Fungsional Pendek: Short Message and Notice

b.Short Message is a written piece of information that you send or leave for another

person. Composing short message is an easy way for everyone, because someone

may send many times in a day.

Structure of short message:

Addressee

Main message

Sender

Example of short message:

To Mom,I will be late going home, we have anadditional English after school.

Ilham

110

C. Noticeis one of short functional texts. Notice a sign or printed statement that gives

information or a warning to people. People usually use notice to give information,

instruction or warning. That’s why in the notice, people use a simple font which is

written in a placard or notice board.

d. Types of notices:

1. Command

2. Caution

3. Information

Metode Pembelajaran

Model : ceramah.

Metode : Memberi penjelasan berdasarkan penjelasan dari buku teks, diskusi, tanyajawab, latihan, dan penyelidikan

Media Pembelajaran:





Apersepsi

Keep the Door Closed

CAUTION Wet Floor

For Staff Only

111

Siswa menyimak tujuan pembelajaran yang disampaikan guru yangmeliputi tujuan pembelajaran proses, produk, karakter, keterampilansosial, dan psikomotor.


dipelajari, yaitu fungsional teks yaitu berupa pesan pendek/shortmessage dan pemberitahuan/notice

Guru menanyakan kepada siswa tentang jenis-jenis pesan pendek danpemberitahuan yang ada disekitar siswa.

Siswa diminta aktif dan mengikuti pengulasan tentang materi yangakan dipelajari bersama guru.

Elaborasi Siswa diminta untuk mengidentifikasi teks fungsional pendek berupa

pesan pendek dan pemberitahuan yang ada dalam buku teks.

Guru menjelaskan ciri-ciri pesan pendek dan pemberitahuan yang ada

dalam teks pendek fungsional.

Tanya jawab mengembangkan pemahaman tentang definisi pesan


Guru menjelaskan tentang struktur kebahasaan yang ada dalam pesan


Siswa diminta untuk mencirikan struktur kebahasaan yang ada dalam

pesan pendek.

Siswa diminta untuk mencirikan jenis-jenis teks pemberitahuan yang

ada dalam fungsional pendek.

Tanya jawab menggali informasi dalam memahami pesan pendek dan

pemberitahuan.



112

Konfirmasi Siswa dibagi menjadi kelompok. Siswa diminta untuk membaca dan memahami contoh pesan pendek

dan pemberiathuan yang ada dalam buku teks. Guru meminta siswa untuk membuat contoh pesan pendek dan

pemberiathuan berdasarkan contoh yang telah mereka pelajari.




Sumber Pelajaran

Bates, Nina, Real Time: An Interactive English Course for Junior High SchoolStudents Year VIII, Penerbit Erlangga.


Penilaian


TeknikPenilaian




pesan pendek/short

message dan


2. Mencirikan ciri

kebahasaan dari pesan

pendek/short message dan


Tes tulis

Tes tulis

Unjukkerja


Make a short message based onyour experience!

113

dalam fungsional teks.

3. Memproduksi teks


pesan pendek/short

message dan


.

Make a notice based on your dailylife and your environment!

Instrument

Make a short message based on your experience!Make a notice based on your daily life and your environment!

Penilaian



hanSkorPerole


Uraian Skor


3

210

114


Mengetahui,



116

Post-test

1. Look at the notice below.

What does the notice mean?

A. Children can access this area.B. Everybody can access this area.C. Only authorized persons can access this area.D. All authorized persons cannot access this area.

Read the text and answer the questions number 2 and 3.

2. What is Sinta’s purpose of sending the card?A. Just to make a joke.B. To say ‘thank’.C. To make herself diligent.D. To tell about her achievement.

3. Why did Miss Lia send gift to Sinta?A. Because to spend her money.B. Because to appreciate Sinta.C. Because to support Sinta.D. Because to honour Sinta.

No access for unauthorized persons

Dear, Miss Lia

Miss Lia, I just want to thank you for your support. I am so pleased with thebeautiful you gave me. I appreciate your support to make me more diligent. Ipromise to be a smart student.

Thank you so much for your support. May God bless us.

Sincerely,

Sinta

117


4. When will the wedding matrimony be held?A. May 18th, 2011.B. May 17th, 2011.C. At 11.00 a.m.D. At 09.00 p.m.

Look at the notice below.

5. What does the notice means?A. We have to let the garbage in its place.B. We may put the rubbish wherever we like.C. We have to put the rubbish in the right place.D. We may throw the garbage around our environments.

Mr. and Mrs. James CookTogether with

Mr. and Mrs. Prawiro Putra

Warmly invite you to share a day happiness at the marriageuniting their beloved children.

Wedding Reception will be:Sunday, may 18th, 2011 at the Queen Room Prince Hotel Jakarta,

At 11 a.m.- 2 p.m.

Wedding matrimony will be held on Saturday may 17th, 2011 at09.00 a.m.

At Mr. and Mrs. Prawiro Putra’s sweet home.

THROW THE GARBAGE INTO THE DUSTBIN

118

Read the text and answer question number 6

6. Which statement is NOT TRUE according to the text?A. There will be a music show at the Art Building.B. The music show will start in the afternoon.C. There are two kinds of ticket in the show.D. Gita Gutawa will perform in the show.

IN THE ANNIVERSARY OF JAYA ANCOL Co.Presenting GITA GUTAWA

Wednesday, April 30, 2011ART BUILDING

TAMAN IMPIAN JAYA ANCOL

Music by Purwacaraka’s Junior Band

Join us at 8.00 p.m.Just buy the entrance ticket Rp 20.000,- in the main gate

And the ticket on the spot Rp 75.000,-

You can enjoy the music very much!

ANNOUNCEMENT

Next Monday, May 2nd 2013 is the National Education day, so all of the students of Class VII-A have to wear blue and white uniform to join the ceremony on

Day : MondayDate :May 2nd 2013Time :at 08.00 a.m.Place : at the town hallNote : Come in timeThank for your attendace.

Semarang, April 28th 2013Headmaster

119

7. What is the content of the announcement about?A. National Education Day.B. Joining the ceremony.C. Wearing uniform.D. Attendance of ceremony.

8. Which statement is TRUE according to the text?A. The ceremony will be held in April.B. The students do not need wear uniform.C. The students may come at 08.00.D. The ceremony will be place at the town hall.


9. What is the main idea of the text above?A. Congratulating on Rehan’s birthday.B. Expressing the Sendi’s success.C. Congratulating on Rehan’s success.D. Congratulating on Sendi’s birthday.

10. Which statement is TRUE according to the text above?A. Sendi get the best player honour at ping-pong.B. Rehan is the best player of the table tennis.C. Sendi and Rehan are the best player of ping-pong.D. Rehan congratulates Sendi on his success.


To: Rehan

Congratulation on your getting first champion of Ping-Pong Championship.

The second winner,Sendi

Ani, ask your father to pick me up at 4pm !I finish working at 3.30 pm,Thanks for your help.

From your mother.

120

11. What is the text tell us about?A. News of mother’s working hour from morning.B. Message of picking mother up at 4 pm.C. Information of working in the company.D. Father’s interest of picking mother up at 4 pm.


12. What requirements should the applicant have to be a tentor?A. Fluency in two foreign languages.B. Be able to teach English or Math.C. Be able to teach English and Science.D. Not more than 3rd semester.

Read the text and answer the question number 13 and 14.

Job vacancyUrgently needed (Tentor)

Requirements: Candidate must be at 3rd semester or above Able to teach English or Math Have a strong will and fighting spirits Able to work as a team Experienced

Send your application, CV, and recent photograph to:Bimbingan Belajar Rumah IlmuJl. Kebagusan IV No. 94D Rt.006/05 Pasar Minggu,Jakarta Selatan (085784711628)

To: Janice

Congratulation on your getting a car

as the greatest prize of fun bike.

From your close friend,

Kadek (8.b)

121

13. What is the Kadek’s purpose of sending this card?A. To tell Janice about the big prize.B. To congratulate her friend.C. To inform good news to Janice.D. To persuade Janice to join the fun bike.

14. Which one is TRUE according to the text?A. Kadek also get the greatest prize in the program.B. Janice and Kadek are sister.C. Janice gives half of the prize which she got.D. Janice is the luckiest girl in fun bike program.


15. What is the purpose of the text?A. To neglect the New Year.B. To inform the New Year.C. To hope in a New Year.D. To greet the New Year.

This text is for question number 16 and 17.

Wishing you joy and laughter…

From January To December!

Happy New year!

Black & Dekker DCM2500 CoffeeMaker

Silver-Auto Timer-Auto Shut Off- 12 Cups-

We designed the perfect Pourcarafe to deliver a dripless pour

122

16. What does the advertisement above tell us about?A. Coffee makerB. Black cups.C. Auto timer.D. Black Coffee.

17. Which statement is true according to the text above?A. There are more than 12 cups.B. The coffee maker delivers a drip pour.C. The cup can be closed automatically.D. The type of the coffee maker is DCM3500.

This text is for questions number 18

18. This label that usually of the box means that. . .A. The box may not be stepped on.B. We can step on the box freely.C. The box is possibly broken by you.D. The label is not needed on the box.

19. What kind of course is advertised?A. Mathematic course.B. Common Course.C. English Course.

DO NOT STEP ON

‘Effective’ English Course

Registration number:20100817/321Supplied: AC, Notebook, Materials, CertificateCall Number: (021) 55667788Private Class- Maximum ten students

123

D. Effective Course.

20. What is the purpose of sending the invitation?A. To entertain Ann’s friend, Johnny.B. To tell the importance of celebration.C. To celebrate the birthday party in Ann’s house.D. To invite Johnny to come to the party.

INVITATION LETTER

Dear, Johnny.

John, this time I would like to celebrate my birthday. I invite youto come to my house tomorrow morning at 8.

I really wish you could come. Please, come on time. I need yourhelp before I begin the party. I have some games and you arethe only friend who can manage friends of ours.

That’s all. I wait for your attendance.Palembang, December 18th, 2013Sincerell,Ann.

124

The Answer Key of Post-test

1. C2. B3. C4. B5. C6. B7. A8. D9. C10. B11. B12. B13. B14. D15. D16. A17. B18. A19. C20. D

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