the effectiveness of using reciprocal technique...
TRANSCRIPT
THE EFFECTIVENESS OF USING RECIPROCAL
TECHNIQUE ON STUDENTS’ READING ABILITY OF
NARRATIVE TEXT
(A Quasi Experimental Study of Eleventh Grade Students of SMAN 90 Jakarta
in the Academic Year 2013/2014)
By
Ika Fhatma Sari
NIM. 109014000168
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
iii
ABSTRACT
Ika Fhatma Sari. 109014000168. “The Effectiveness of Using Reciprocal
Technique on Students’ Reading Ability of Narrative Text (A Quasi Experimental
Study of Eleventh Grade Students of SMAN 90 Jakarta in the Academic Year
2013/2014). Skripsi, Education Department, Faculty of Tarbiya and teachers’
training, Syarif Hidayatullah State Islamic University Jakarta, 2014.
Advisor I : Dr. Alek, M.Pd.
Advisor II : Devi Yusnita, M.Pd.
Key Word : Reciprocal Technique, Reading Ability, Narrative Text.
The objective of the research was found out the effectiveness of reciprocal
technique on students’ reading ability of narrative text at the eleventh grade
students’ of SMAN 90 Jakarta academic year 2013/2014. Reciprocal technique
covers four strategies, they are generating question, clarifying, summarizing, and
predicting. The method in this research was quasi-experimental research. The
quasi-experimental research designed were used two classes which were taught
two different techniques. The experiment class was taught with reciprocal
technique, and the controlled class was taught without reciprocal technique. The
populations in eleventh grade students of SMAN 90 consist of 360 students; the
sample was 80 students (40 students’ experimental class and 40 students
controlled class). The research was taken by using simple random sampling.
Moreover, this research was conducted through the following procedures: giving
pretest, applying treatments, and giving posttest. The data analyzed in this
research was gathered through test, after getting the score from the test, it was
analyzed and processed by using statistic data calculation of T-test formula by
using SPSS. The result of the research proved that there was a difference score
between students’ score in learning reading ability of narrative text by using
reciprocal technique and without using reciprocal technique according to the
result of statistical calculation it can be seen that mean of gained score of the
experiment class is 82, 77 and the mean of gained score of controlled score of
controlled class is 79, 25. In conclusion, reciprocal technique can effectively be
used to teach reading ability of narrative text of eleventh grade students of SMAN
90 Jakarta.
iv
ABSTRAK
Ika Fhatma Sari. 109014000168. “The Effectiveness of Using Reciprocal
Technique on Students’ Reading Ability of Narrative Text (A Quasi Experimental
Study of Eleventh Grade Students of SMAN 90 Jakarta in the Academic Year
2013/2014). Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah
dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Pembimbing I : Dr. Alek, M.Pd.
Pembimbing II : Devi Yusnita, M.Pd.
Kata Kunci : Teknik Reciprocal, Kemampuan Membaca, Teks Naratif
Tujuan dari penelitian ini adalah untuk mengetahui keefektifan
penggunaan teknik reciprocal pada kemampuan membaca siswa terhadap teks
naratif pada siswa kelas XI SMAN 90 Jakarta tahun akademik 2013-2014. Teknik
reciprocal mencakup empat strategi yaitu, membuat pertanyaan, mengklarifikasi,
menyimpulkan, dan memprediksi. Metode dalam penelitian ini menggunakan
penelitian eksperimen semu. Penelitian eksperimen semu menggunakan desain
dua kelas diajarkan dengan dua teknik yang berbeda. Kelas eksperimen
menggunakan teknik reciprocal sedangkan kelas kontrol diajarkan tanpa
menggunakan teknik reciprocal. Populasi siswa kelas XI SMAN 90 Jakarta terdiri
dari 360 siswa, dan sampel yang digunakan pada penelitian ini berjumlah 80
siswa (40 siswa kelas eksperimen dan 40 siswa kelas kontrol). Teknik
pengambilan sample pada penelitian ini yaitu dengan menggunakan simple
random sampling. Pada teknik pengumpulan data penelitian ini dilaksanakan
melalui langkah- langkah berikut: pemberian pre-test, pelaksaan tindakan
penelitian dan pemberian post-test. Instrumen yang digunakan dalam penelitian
ini adalah tes, tes yang terdiri dari pre- tes dan post- tes. Bentuk tes berupa pilihan
ganda yang terdiri dari 30 soal. Kemudian teknik analisis data menggunakan
statistik data perhitungan rumus T-test dengan menggunakan SPSS. Hasil yang
didapat dalam penelitian ini membuktikan bahwa ada perbedaan nilai antara hasil
belajar siswa dalam mempelajari kemampuan membaca teks naratif dengan
menggunakan teknik reciprocal dan dengan yang tanpa menggunakan teknik
reciprocal. Berdasarkan hasil perhitungan statistik, dapat diketahui bahwa nilai
rata-rata dari nilai perolehan pada kelas eksperimen adalah 82, 77 dan nilai rata-
rata dari nilai perolehan pada kelas kontrol adalah 79, 25. Dapat disimpulkan
bahwa teknik reciprocal dapat dengan efektif digunakan untuk mengajar
kemampuan membaca teks naratif pada siswa kelas XI SMAN 90 Jakarta.
v
ACKNOWLEDGMENT
In the name of Allah, the Beneficent, the Merciful. All praises to be Allah.
Lord of the world who has given the Mercy and Blessing upon the writer in
completing this “Skripsi.” Peace and salutation be upon the prophet Muhammad, his
family and his followers
In this occasion, the writer would like to express her greatest appreciation,
honor and gratitude to her beloved parents Laila Utama and Arif Rahman S.Kom, for
their financially supports, all their prayers and moral encouragements in motivating
the writer to finish her study. And also her beloved sisters Dwi Athma, Annisa, and
Jasmine for their supports to the writer in writing this “Skripsi”
The writer also would like to express her deepest gratitude to Dr. Alek, M.Pd.
and Devi Yusnita, M.Pd. For their, advices, guidance, corrections, and suggestions
for this “Skripsi”
Her gratitude also goes to:
1. Drs. Syauki, M.Pd. The Head of Department of English Education
2. Zaharil Anasy, S.Pd., M.Hum. the secretary of Department of English
Education
3. Dra. H. Nurlena, M.A., Ph. D. the Dean of Faculty of Tarbiyah and Teachers’
Training.
4. All lecturers of Department of English Education who have taught and
educated the writer during her study at UIN Syarif Hidayatullah Jakarta
5. H. Ahmad Safari, S.Pd, M.Si., the headmaster of SMA Negeri 90 Jakarta, who
has perimitted to the writer to carry out the research at the school he leads.
6. Ilham Syarif, S.Pd., the English Teacher of SMA Negeri 90 Jakarta, who has
helped the writer in applying the treatments
7. All the teachers of SMA Negeri 90 Jakarta
8. All of the eleventh grade students of SMA Negeri 90 Jakarta academic year
2013/2014
vi
9. All of her friends in English Education Department academic year 2009/2010,
especially for D class for sharing the knowledge, care and supports.
10. To any other person who cannot be mentioned one by one for their
contribution to the writer during finishing her “Skripsi” The words are not
enough to say any appreciations for their help.
May Allah bless them for all of what they have done.
Finally, may this “Skripsi” can be useful for the writer in particular and for reader in
general. The writer realizes that this “Skripsi” is still far from being perfect.
Therefore, the writer would like to accept critics and suggestions to make it better.
Jakarta, August 25th
2014
The Writer
vii
TABLE OF CONTENT
APPROVAL SHEET .................................................................................. i
ENDORSEMENT SHEET ......................................................................... ii
ABSTRACT ............................................................................................... iii
ABSTRAK ................................................................................................... iv
ACKNOWLEDGEMENT ......................................................................... v
TABLE OF CONTENT ............................................................................. vii
LIST OF TABLES ...................................................................................... x
LIST OF FIGURES .................................................................................... xi
LIST OF APPENDICES ............................................................................ xii
CHAPTER I : INTRODUCTION ............................................................ 1
A. The Background of the Study .......................................... 1
B. Identification of the Problem .......................................... 4
C. Limitation of the Problem ................................................ 4
D. Formulation of the Problem ............................................. 4
E. The Objective of the Study .............................................. 5
F. Significance of the Study ................................................. 5
CHAPTER II : THEORETICAL FRAMEWORK ................................. 6
A. The Concept of Reading Ability ...................................... 6
1. The Definition of Reading ......................................... 6
2. The Definition of Ability ........................................... 7
3. The Definition of Reading Ability ............................. 8
4. The Purpose of Reading ............................................. 9
B. The Concept of Narrative Text ........................................ 10
1. The Definition of Narrative........................................ 10
2. The Definition of Text ............................................... 11
3. The Definition of Narrative Text ............................... 11
viii
4. The Characteristic of Narrative Text ......................... 12
5. The Purpose of Narrative Text ................................... 13
C. The Concept of Reciprocal Technique ............................. 14
1. The Definition of Technique ...................................... 14
2. The Definition of Reciprocal Technique ................... 15
3. The Characteristic of Reciprocal Technique .............. 16
4. The Purpose of Reciprocal Technique ....................... 18
5. The Advantages of Reciprocal Technique ................. 18
6. The Disadvantage of Reciprocal Technique .............. 19
7. The Implementation of Reciprocal Technique........... 19
D. The Relevant Study .......................................................... 22
E. Conceptual Framework ................................................... 23
F. Theoretical Hypothesis .................................................... 24
CHAPTER III : RESEARCH METHODOLOGY ................................. 25
A. Place and Time of the Study ............................................ 25
B. The Research Design ....................................................... 26
C. The Population and Sample ............................................. 26
D. The Research Instrument ................................................. 26
1. Instrument Validity .................................................... 26
2. Item Discriminating Power ........................................ 27
3. The difficulty Level ................................................... 27
E. The Technique of Collecting Data ................................... 28
F. The Technique of Data Analysis ...................................... 29
G. Statistical Hyphothesis ..................................................... 29
CHAPTER IV : RESEARCH FINDINGS AND
INTEPRETATION.......................................................... 30
A. Research Findings
1. The Description of the Data ...................................... 30
ix
2. The Pre-test Score ...................................................... 30
3. The Post-test Score .................................................... 32
4. The Gain Score .......................................................... 33
5. Data Testing ............................................................... 35
a. Normality of the Pre-test ................................... 35
b. Normality of the Post-test ................................. 37
c. Homogeneity of the Pre-test ............................. 38
d. Homogeneity of the Post-test ............................ 38
6. The Analysis of the Data ............................................ 39
7. The Testing Hypothesis ............................................. 40
B. Interpretation .................................................................... 41
CHAPTER V : CONCLUSION AND SUGGESSTION ......................... 44
A. Conclusion ...................................................................... 44
B. Suggesstion ..................................................................... 45
BIBLIOGRAPHY ....................................................................................... 46
APPENDICES ............................................................................................. 49
x
LIST OF TABLES
Table 3.1 The Time Allocation for the Research........................................... 26
Table 3.2 The Scale of the Difficulty Level and the Discriminating Power.. 29
Table 4.1 The Pre-test score of Experiment Class and Control Class............ 31
Table 4.2 The Post-test score of Experiment Class and Control Class ......... 33
Table 4.3 The Gain Score of Experiment Class and Control Class…….…... 34
Table 4.4 The Normality of the Pre-test ........................................................ . 36
Table 4.5 The Normality of the Post-test ................... ……………………… 37
Table 4.6 The Homogeneity of the Pre-test ................................................... 38
Table 4.7 The Homogeneity of the Post-test ……………………………….. 38
Table 4.8 The Calculation of Group Statistics ................................................ 39
Table 4.9 The Independent Sample Test ........................................................ 40
xi
LIST OF FIGURES
Figure 2.1 The Steps of Implement Reciprocal Technique ........................... 21
xii
LIST OF APPENDICES
Appendix 1 Kisi-kisi Soal
Appendix 2 Test Instrument
Appendix 3 Answer Key
Appendix 4 Test Item Analysis
Appendix 5 The Lesson Plan (RPP)
Appendix 6 t-table
Appendix 7 Surat Pengesahan Proposal Skripsi
Appendix 8 Surat Bimbingan Skripsi
Appendix 9 Surat Permohonan Izin penelitian
Appendix 10 Surat Keterangan Penelitian dari Sekolah
1
CHAPTER I
INTRODUCTION
A. Background of the Study
As one of the prominent aspect of communication, reading is essential to
the existence of the social arrangements. Reading provides some activities to help
comprehend the written expression. Today, the public concern with reading ability
is reflected in many popular books, megazines, articles, pamphletes, newspaper,
etc. It will give many benefits when students able to read English text. Through
reading students can get a lot of information, enjoyment, and increase the
knowledge. So it is true that reading skill becomes important skill have to master
by the students.
Even though students have learned reading since early age, most of them
still find obstacle in the reading process. Reading skill is essential both in first and
foreign language. Students may not find any difficulties when reading a text in the
first languages, but not to the students which is read the text in the foreign
language.
Foreign language reading teachers’ face many challenges in the classroom
to teach students how to utilize the skill and knowledge that they bring from their
first language, developing vocabulary skill, improving reading comprehension,
improving reading rate, teaching reading how to successfully orchestrate the use
of strategies and how to monitor their own improvement are some of the elements
that teacher must consider in preparing for an ESL/EFL reading class.1
Moreover, teachers should have various kinds of teaching technique in
order to make the reading class more interesting and make the students enjoyable
more to read. As Christine Nuttal said that, “the aim of reading program is to
enable students to enjoy (or at least feel comfortable with) reading in the foreign
language, and to read without help unfamiliar authentic text, at appropriate speed,
1Anderson, Exploring Second Language Reading: Issues and Strategies, (Boston (MA)
Heinle & Heinle, 1999), p. 1.
2
silently with adequate understanding.”2 So if the students’ reading ability is well
that could make the students become good reader so the students are easy to
understand the text. Therefore, the ability to read the kind of texts in gives great
advantages to the reader.
There are kinds of reading text such as narrative, expository, procedure,
recount, and descriptive text that should learn by High School Students in
Indonesia. In the standard of competency and basic competence toward the
current curriculum KTSP 2006, some texts are included descriptive, recount,
procedure, and narrative. Among texts which have been mention above, moreover
narrative text must be mastered by students in the eleventh grade students of
Senior High School.
In this study, it is foccus on narrative text, narrative text deals with
problematic events which leads to a crisis or turning point some kind which in
turn finds a resolution.3 Another opinion said that a narrative is a text that tells a
story and, in doing so, entertains the audience. It is consist of orientation,
complication or problems, a sequence of events and resolution.4 Learners are
expected to understand well when reading narrative, but based on the writer
observation when practice teaching in SMAN 90 Jakarta, the writer found that
there are many students got the score below passing grade KKM (Kriteria
Ketuntasan Minimal), the KKM for English lesson in SMAN 90 Jakarta is 76.
Teaching reading skills to non native speakers of English involves some
problems and challenges. Based on the writer observation when she was following
the practical teaching (PPKT) she observed that every student have a different
problem when they are reading the passage, some of them are able to gain the
meaning from the passage, but the other was slowing down their reading pace and
rereading the passages, sometimes when the students found the difficult
vocabulary they just skipped over the part of the stories, whereas the teacher
2Christine Nuttal, Teaching Reading Skills in a Foreign Language, (Great Britain: Bath
Press, 1989), p. 31.
3Pratiningsih, Bahasa Inggris, English for Eleventh Grade Senior High School Students,
(Ketandan: Grafika Dua Tujuh, 2009), p. 29.
4Mark and Kathy Anderson, Text Types in English 3, (South Yara: Macmillan, 2003), p.
3.
3
usually asked the question or give tasks to the students to summarize the passage
or predict what would happen next but the students who did not have rich
vocabulary was doubt to understand and to comprehend of the passage.
For most teachers, to help students increase comprehension is primary
task, teacher need the variation the in teaching to make the students interesting to
learn. Sometimes reading material is difficult to understand by the students and
then many students think that reading is a boring lesson and it is just make the
students have no struggle to learn.
The teacher should have the technique to make reading activities become
interesting and enjoyable to learn. In reading ability there are some techniques that
focus on teaching of reading. The techniques are used by the teacher are
influenced the students reading ability, many teacher only ask the students to read
the text then answer the question that provide in the book, but that is a technique
which is less of effective for the students to comprehend the text.
In order to improve the students’ reading ability, the technique purposed
namely reciprocal technique. Reciprocal technique is developed by Pallinscar and
Brown; it is an instructional procedure to enhance students’ reading
comprehension of a text.5 Reciprocal teaching uses the four strategies of
predicting, clarifying, questioning, and summarizing to increase comprehension.6
The purpose of this technique is to provide opportunities for students to
practice all the English skills, mainly reading, with or without the teacher. This
technique also gives a chance to the students to monitor their own reading as well
as their comprehension. This technique has several benefits, i.e., it can help
improve students’ reading ability and increase their cooperation. Give them bigger
opportunity to practice the four language skills, and give them more self
confidence and motivation.7
5 Jane M. Hashey and Diane J. connoras, “Learn from Our Journey Reciprocal Teaching
action Research, (International Reading Association, 2003), p. 224.
6 Kelley Stricklin, “Hands-on reciprocal teaching: a comprehension method,” 2011, Vol.
64, No. 8.
7Janette Kettmann Klinger, Sharon Vaughn, Reciprocal Teaching of Reading
Comprehension Strategies for Students with Learning Disabilities Who use English as a Second
Language, (The Elementary School Journal Vol 96), No. 3.
4
Based on the background above, it was took quasi-experimental study
under the title: “The Effectiveness of Reciprocal Technique On Students’ Reading
Ability of Narrative Text” (A Quasi Experimental Study of Eleventh Grade of
SMAN 90 Jakarta in the Academic Year 2013/2014).
A. Identification of the Problem
Based on the background of the study explained, the problem was
identified as follow:
1. Many students in SMAN 90 claim reading English language text is a
boring activity.
2. Students do not have rich vocabulary when reading English text.
3. Some students are doubt when the teacher asked them to summarize the
passage or predict what would happen next in the paragraph.
4. The teaching learning process is tend to be monotonous and conventional
5. Learning based on conventional teaching technique makes the students
less active and teacher-centered learning.
B. Limitation of the Problem
The problem of this research limited on discussing the effectiveness of
reciprocal technique on students reading ability of narrative text at the eleventh
grade students at SMAN 90 Jakarta.
C. Problem Formulation
The problem formulation discussed in this paper formulated as follows:
“Is there any effectiveness of using reciprocal technique on students’ reading
ability of narrative text?”
D. The Objective of the Study
The objective of the study is to get empirical evidence about the
effectiveness of reciprocal technique on students’ reading ability of narrative text
for the eleventh grade students of SMAN 90 Jakarta.
5
E. Significance of the Study
The result of this study is expected to be useful not only theoretical
significance but also practical significance:
- Theoretical Significance
Teacher
The result of this study for the teachers it can include the information about
technique in teaching reading skill
- Practical Significance
Students
The result of this study for students is to improve students’ reading ability.
The findings of this study are expected to be useful for the teaching of English
as a foreign language especially in teaching reading and giving useful information
to the teacher so that he/she will be more creative in implementing the reading
comprehension learning.
6
CHAPTER II
THEORETICAL FRAMEWORK
A. The Concept of Reading Ability
1. The Definition of Reading
Reading is one of the fundamental language skills in learning a language.
In most general term, Aebersold and Marry viewed that reading involves the
reader, the text, and the interaction between reader and text.1 By readings learners
could take the ideas, and also get the information from the text. There are some
additions of the definition concerning about reading according to some language
expert.
According to Christine Nuttal, in her book Teaching Reading Skill A
Foreign Language, reading essentially focused on meaning, especially connecting
the writer intention to the reader.2 The assumption is in line with Harmer, who
defines that, reading is working of eyes and brain, the eyes look the reading and
receive the message and then the message is transferred to the brain to work out
the message. An exercise dominated by eyes and the brain. The eyes receive
messages and the brain then has to work out the significance of these messages.3 It
means when reading, the reader have to focus their eyes and brain to get the
information from the printed words as they are reading. Meanwhile Gray added
the four different steps in the total reading process: word perception,
comprehension, reaction, and integration, all of which reach back into the
meaning background of individual.4 In this sense what the reader get from the text
related to the background knowledge of the reader.
1 Jo Ann Aebersold, and Mary Lee Field, From Reader to Reading Teacher, Issues and
Strategies for Second Language Classroom, ( New York: Cambridge University Press, 1997), p. 5.
2 Christine Nuttal, Teaching Reading Skill in a Foreign Language, (London: Macmillan,
1996), p. 3.
3 Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman
Publishing, 1991), p. 153.
4 Miles V. Zintz, Corrective Reading, (Lowa: W.C. Brown Publishers, 1966), p. 353.
7
Moreover, concerning about understanding in reading, Deborah and Nancy
said that, “reading is an active process that depends on both author’s ability to
convey meaning using words and your ability to create meaning from them”.5
Similarly, Richard and William have defined reading as the construction of
meaning from a printed or written message.6 It means that there is a process
communication between the reader and the author in the form of written language
to get the interpretation and understanding of the text. Based on those
explanations given by the experts, the writer can concluded that reading is an
active activity of eyes and brain which convey the meaning of message or the
information in the written form, where people can take the conclusion from the
text.
2. The Definition of Ability
Ability refers to an individual’s capacity to perform the various tasks in a
job. Ability is a noun which has some synonyms; they are power, skill,
competency, capacity, efficiency, capability, aptitude, faculty, talent.7 Based on
Macmillan dictionary, it is define as the fact of being able to do something, the
level of skill that someone has in particular job or activity.8
According to David F. Lohman in his paper defined ability as level of
performance on a particular task or class of tasks.9 The etymological definition of
ability is the physical, mental, or legal power to perform something.
Williams and Morran cited in the research by the College English
Teaching and Research Project of Shanghai Foreign Language Education Press,
“skill is an ability which has been automatized and operates largely
subconsciously, whereas a strategy is a conscious procedure carried out in order to
5 Deborah Daiek and Nancy Anter, Critical Reading for College and Beyond, (New York:
McGraw-Hill, 2004), p. 5.
6 Richard R. Day, and Julian Bamford, Extensive Reading in the Second Language
Classroom, New York: Cambridge University Press, 1998), p. 13.
7 www.english-for-students.com/Ability.htm
8 www.macmillandictionary.com/thesaurus/british/ability
9 David F. Lohman, Issues in the Definition and Measurement of Abilities, (Iowa: The
University of Iowa, 1997), p. 2.
8
solve a problem.”10
It is mean that ability same as skill which the purpose is to
solve the problem.
Widgor and Garner define ability as "systematic observation of
performance on a task."11
There are thus as many different abilities as there are
tasks that can be administered and on which performance can somehow be
observed and scored. Since everyone could fail to accomplish a task, or could
succeed at it, individual differences are not a necessary component of this
definition of ability
It can be synthesized that ability basically mean potential of someone to do
something or to perform a power or to do various tasks in a specific job or
activity, which can be enhance by learning.
3. The Definition of Reading Ability
Getting closer to the definition of reading ability, it can be sum up from
the definition above that reading ability is the potential or the capacity of students
to get the idea and the information of the text. Reading ability is important for the
students. About the importance of reading ability, Karlin stated as follow:
Reading ability is important. While it does not guarantee success in and out
of school, it certainly contributes it. Daily living, jobs, and a place in
society depend in part on the ability to read. The demands of citizenship in
this modern world require that we read and think critically. And although
other activities often crown aside, reading for relaxation and enjoyment
can add to one’s quality of life.12
In addition, it can be described that reading ability is a cognitive ability
which a person is able to use when interacting with text, thus it is unlike
comprehension, which can be viewed as the product of reading a particular text,
ability are seen as part of the generalized reading process.
10 International Education Studies, Reading Abilities and Strategies: A Short Introduction
Vol. 3, No. 3; August 2010, p. 154. 11
A. K. Widgor & W. R. Garner (Eds.), Ability Testing: Uses, Consequences, and
Controversies. Part 1. Report of the Committee, (Washington D.C.: National Academy Press,
1982), p. 9.
12
Robert Kalin, Teading Reading in High School, (New York: Harper & Row, Publisher,
Inc., 1984), p. 5.
9
4. The Purpose of Reading
Every person has their own purpose in reading a text. People read comics,
novels, or magazine it is likely because they think that they can get pleasure from
reading these kinds of reading text. Then, other people may read textbook,
newspaper, journals, or scientific articles because they want to get factual
information about things that they want to know.
Reading is influenced by the purposes of reading. Basically two basic
purposes for reading are: reading for pleasure and for information.13
In addition
Harmer stated that, many students want to be able to read text in English either for
their careers, for study purposes or simply for pleasure.14
There are some purposes
of reading which is defined by some experts such as, according to Christine
Nuttal, she stated that:
Whatever your reasons for reading (excluding any reading for language
learning), it is not very likely that you were interested in the pronunciation
of what you read, and even less likely that you more interested in the
grammatical structure used. You read because you wanted to get
something from the writing.15
The statement indicates that the reason person reading is actually to get
information and message that the writer intended.
The other purposes of reading based on William Grabe and Fredricka L. Stoller,
there are some purposes for reading:
1. Reading to search for simple information
2. Reading to skim quickly
3. Reading to learn from text
4. Reading to integrate information
5. Reading to write (or search for information needed for writing)
13 Francoise Grellet, Developing Reading Skills A Practical Guide to Reading
Comprehension Exercise, (New York: Cambridge University Press, 2010), p. 4.
14
Jeremy Harmer, How to Teach English, (Harlow: Pearson Education Limited, 2007), p.
99.
15
Christine Nuttal, Teaching Reading Skils in a Foreign Language, (London: Mcmillan,
2005), p. 3.
10
6. Reading to critique texts
7. Reading for general comprehension16
Based on the statement above, it can be concluded that there are some
purposes why people read. People read a newspaper, textbook, encyclopedia, and
the like to enhance knowledge or to get information. And another people read to
get pleasure by reading magazines, comics, novel, and so forth. In brief, it can be
believed that people commonly read to get pleasure or enjoyment and to get
information and understanding.
B. The Concept of Narrative Text
1. The Definition of Narrative
Oxford dictionary online define; a narrative (or story) is any account of
connected events, presented to a reader or listener in a sequence of (moving)
pictures. According to Pharr, “the narrative is the oldest structured form of human
communication. The ability to process the standard elements of narrative seems to
be genetically hardwired into the human system”.17
He added, in some sense
every life is a narrative, a chronology of events both small and large.18
Moreover, according to Barbara another name for a story is a narration.19
She added that stories can entertain, instruct, clarify, and persuade. They can show
us how the world works, how people behave, and how people unfold.20
In this
sense narrative is a stories which is contain of morals, value life, and give a better
understand about present life .
Based on those statements above, it can be sum up, narrative is one of the
story style that consist of chronology events, time sequences, and it is usually tells
about living thing, people habit, how something works. It can be fiction or true
and there are of morals values and experience.
16 William Grabe and Fredricka L. Stoller, Teaching and Researching Reading, (Harlow:
Pearson Education, 2002), p. 13.
17
Donald Pharr, Writing Today: Context and Options for the real world, Brief Edition,
(New York: The McGraw-Hill Companies, Inc, 2005), p. 174.
18
Ibid., p. 174.
19
Barbara Fine Close, The Student Writer, (New York: McGraw-Hill Companies, Inc
2008), p. 185.
20
Ibid., p.186.
11
2. The Definition of Text
Text is defined by Peter Knapp and Megan Watkins as language as a
system of communication which is organized as cohesive units.21
According to
Yuri Lotman, in Wikipedia stated, a text is any object that can be “read” whether
this object is a work of literature, a street sign, an arrangement of buildings on a
city block, or styles of clothing. It is coherent set of signs that transmits some kind
of informative message.22
It means that text is a content of information which is
composed in a particular of written form. In addition, according to Mark and
Kathy, when words are put together to communicate a meaning, a piece of text is
created. Texts consist of spoken or written words that have the purpose of
conveying a message.23
Those explanations above showed that text is the description of sentences
which provide information to the reader and has elements of logical relationship
between parts of sentence into paragraph and it is composed in written form.
3. The Definition of Narrative Text
Narrative text is one of the texts that should be learnt by High School
students. According to Anderson, “narrative is a piece text which tells story and in
doing so, entertains the audience”.24
It is in line with another opinion which
explain that a narrative text is design to amuse entertain and to deal with actual or
vicarious experience in different ways.25
It means that narrative text is a kind of
story which gives information to the reader whether to get information or to get
enjoyment from the story.
21
Peter Knapp, and Megan Watkins, Genre, Text, Grammar: Technologies for Teaching
and Assessing Writing, (Kensington: UNSW Press, 2005), p. 29.
22
En.m.wikipedia.org/wiki/text_(literary_theory)
23
Mark, Anderson and Kathy Anderson, Text Types in English. 3, (Macmillan Educated
Australia PTY Ltd, 1998), p. 2.
24
Ibid., p. 3.
25
Pratistiningsih, Celcius Bahasa Inggris, XI Semester Ganjil, Klaten: CV, Grafika 27,
2009), p. 29.
12
Students reading narrative text need to become familiar with the
previously reviewed literary elements of character, setting, problem and solution,
theme, and writing style.26
It means that background knowledge of the reader is
important to make a connection when reading narrative text. In addition, narrative
text allows readers to visualize the story as the characters, action, and setting
come into life in the mind’s eye.27
In sum up, people read narrative basically to get for pleasure and
enjoyment. Narrative text is a type of text which is tells a story in the past, and has
the elements that contain of title, orientation, complication, and resolution.
4. The Characteristic of Narrative Text
Narrative text has it is own characteristic, Barbara mention, narrative
details arranged in chronological (time) order. Usually, you start with what
happened first, move to what happened next, and so forth.28
Another expert stated
that, there are four elements that go into a narrative: point of view, characters,
action (or conflict), and dialogue. 29
According to Mark Anderson, the structure of the Narrative text consists
of four elements:
a. Orientation
In this paragraph the narrator tells the audience who is the story, when it is
happening, where it is happening and what is going on
b. Complication
This is the part of the story where the narrator tells about something that
will begin a chain of events. These events will affect one or more of the
characters.
26 Pamela J. Farris, et al. Teaching Reading a Balance Approach for Today’s Classrooms,
(New York: The McGraw-Hill Company, 2004), p. 494.
27
Ibid., p. 512.
28
Barbara Fine Close, The Student Writer, (New York: McGraw-Hill Companies, Inc
2008), p. 191.
29
Katherine M. Ploeger, Simplified Paragraph Skills, (New York :NTC Contemporary
Publishing Company, 1999) , p. 261.
13
c. Sequence of Events
This is where the narrator tells how the characters react to the
complication. It includes their feelings and what they do. The events can be told in
chronological order (the order in which they happen) or with flashback. The
audience is given the narrator’s point of view
d. Resolution
In this part of the narrative where the complication is sorted out or the
problem is solved. It means that the problems have been solved.
e. Coda
A coda that provides a comment or moral based on what has been learned
from the story.30
Moreover, Jannette and Sharon said that, “the structure of narratives is
often called a “story grammar.” This term refers to the different elements the
reader can expect to find in a story, such as the characters, setting, plot (including
a problem that needs to be solved), and a resolution to the problem”.31
In addition the grammatical feature of narrative text including:
Nouns, that identify the specific characters and places in the story.
Adjectives, that provide accurate descriptions of the characters and settings.
Verbs, that show the actions that occur in the story.
Time words that connect events, telling they occurred.32
5. The Purpose of Narrative Text
The purpose of narrative text is to providing entertainment and
information, can be to make the audience think about an issue, teach them, a
lesson, or excite their emotion.33
It means that the purpose of narrative text is a
story which can amuse the reader contain of the life story, and give the knowledge
about life inside the story.
30 Mark Anderson, Text Types in English 3, (South Yarra: Macmillan, 2003), p. 4.
31
Janette K. Klinger, Sharon Vaughn, and Alison Broadman, Teaching Reading
Comprehension to Students with Learning Difficulties, (New York: The Guilford Press, 2007), p.
77.
32
Mark Anderson, Text Types in English 3, (South Yarra: Macmillan, 2003), p. 3.
33
Ibid., p. 3.
14
To strengthen the statement above based on Barbara statement, the
purpose of narrative are to entertain, to express feeling, to relate experience, to
inform (to explain what happens when a person is arrested), to teach (to teach a
lesson), to persuade (to convince the reader that community service should be
required in high school).34
In sum up, the purpose of narrative text is to amuse the reader or listener
about the events or past story it can be true story or fictitious which is direct to the
crisis and get the resolution at the end of the story.
f. The Concept of Reciprocal Technique
1. The Definition of Technique
To explain more about the definition of technique, there are three terms in
teaching learning activity that must be differentiated which some people are
confuse with these terms, they are approach, method, and technique. According to
Hornby, in the oxford Advance Learners’ Dictionary of current English, technique
is method of doing something expertly.
To explain more about the definition of technique, there are three terms in
teaching learning activity that must be differentiated which some people are
confuse with these terms, they are approach, method, and technique.
According to Hornby, in the oxford Advance Learners’ Dictionary of current
English, technique is method of doing something expertly.
From the statement above, Edward Anthony, identified three levels of
conceptualization and organization, he termed approach, method, and technique.
The arrangement is hierarchical. The organizational key is that techniques carry
out a method which is consistent with an approach.
An approach is set of a correlative assumptions dealing with the
nature of language teaching and learning. An approach is axiomatic. It
describes the nature of the subject matter to be taught. While method is an
overall plan for the orderly presentation of language material, no part of
which contradicts, and all of which is based upon, the selected approach.
So it can be conclude that an approach is axiomatic, a method is
34 Barbara Fine Close, “The Student Writer,” (New York: McGraw-Hill Companies, Inc.,
2008), p. 185.
15
procedural. Within an approach, there can be many methods and a
technique is implementation- that which actually takes place in a
classroom. It is a particular trick, stratagem, or contrivance used to
accomplish an immediate objective.35
Technique must be consistent with a method, and therefore in harmony with
an approach as well36
From the idea previously, it can be concluded that a technique is
implementation that which actually takes place in a classroom, strategy that
planned by the teacher to deliver the learning materials to the students to achieve
the learning objective. It can be said that technique is a way of doing classroom
activities and procedures which derived from an application of the principles. The
technique itself should be based on the teacher’s assumption about language
teaching and learning.
2. The Definition of Reciprocal Technique
There are some understandings related to reciprocal technique, Based on
Farris’s description, she stated that:
Developed by Annemarie Palinscar and Ann Brown, reciprocal teaching is
one of the most carefully researched, prominent formats for teaching
comprehension strategies. In this cooperative-learning procedure, the
teacher and the students work together to develop an understanding of the
text. There are four thoughtfully integrated comprehension strategies at the
core of this approach, prediction, questioning, seeking clarification,
summarization.37
Another expert stated that reciprocal teaching is a model for improving
reading comprehension and helping learners develop comprehension- monitoring
skills. In reciprocal teaching, students and teachers ultimately exchange roles as
they work with the text to generate questions, clarify information, make
35 Jack C. Richards and Theodore S. Rodgers, Approach and Methods in Language
Teaching, (New York: Cambridge University Press, 2002), p. 19. 36
Edward M. Anthony, Approach, Method and Technique, 3 April 2014,
www.sala.org(http://www.sala.org.br/index.php/artigos/615-approach-method-and technique)
37
Pamela J. Farris, et al., Teaching Reading a Balance Approach for Today’s Classrooms,
(New York: The Mc Graw-Hill Company,2004), p. 340.
16
predictions, and summarize.38
It means that, reciprocal technique is the way to
comprehend a text that use four strategies and it can be done with teacher or a
learning group to get the understanding a text.
Reciprocal teaching is a scaffold discussion technique that is built on four
strategies that good readers use to comprehend text: predicting, questioning,
clarifying, and summarizing. This technique asks students working in groups to
use several learning strategies designed to improve reading comprehension.39
Each skill is introduced, modeled, and practiced one at a time by the teacher
modeling the think-aloud approach. Once the students are familiar with it, they
will practice with teacher support. 40
Based on Janette’s description she stated that:
Developed by Palinscar and Brown, reciprocal teaching was originally
designed to improve comprehension for middle school students who could
decode but had difficulty comprehending text. Students learn to use the
four strategies of prediction, summarization, question generation, and
clarification and to apply these while discussing with the teacher and their
peers.41
So it can be sum up that reciprocal technique is a process to comprehend a
text which uses the four strategies of generating question, clarifying information,
summarizing, and making prediction about the text that students’ reading which is
done by the students with or without teacher.
3. The Characteristic of Reciprocal Technique
Reciprocal technique has its own characteristics, as Barack and Carla
explain that, the learning of cognitive strategies such as summarization, question
generation, clarification, and prediction is supported through dialogue between
38Jeanine M. Dell’ Olio and Tony Donk. Models of Teaching (Connecting Students
Learning With Standards), Sage, p. 180.
39
Anna Uhl Chamot, et al, The Learning Strategies Handbook, (New York: Longman,
1999) , p.106.
40
Jane M. Hashey and Diane J. Reciprocal Teaching and Reading Comprehension,
(University of Western Illinois C & I 600, December 8, 2010). p. 18.
41
Janette K. Klinger, Sharon Vaughn, and Alison Broadman, Teaching Reading
Comprehension to Students with Learning Difficulties, (The Guilford Press New York London,
2007), p. 131.
17
teacher and students as they attempt to gain meaning from text.42
In other words
students are presented with multiple models of cognitive processing, through
explanations and think-aloud, from the teacher and their peers.
Jeanine stated the strategies in reciprocal technique: This technique has four
strategies:43
a. Generating Question
This step activates prior knowledge, it is important to help them move beyond
the literal to the interpretative. Students ask a question that can be answered
easily by providing a detail listed in the text
b. Clarifying
This step ensures that readers stay actively engaged with the text and helps
them to clear up confusion when it arises. They check the difficult word, their
understanding of vocabulary, unusual expressions, concepts, or other
information that might be confusing, and they seek clarification during group
discussion
c. Summarizing
This step requires students to pay attention to critical content to determine
what is important and what is not, initially the teacher, and later, the group
leader, summarizes the selection, touching on the main points. If the student
has difficulty in retelling, that is the red flag denoting faulty comprehension.
It is clear warning signal that a review of the material would be a wise
decision to make.
d. Predicting
This step activates prior knowledge and sets the purpose for reading. Students
must review what they have read thus far and develop expectations about
what is coming next. When they are beginning a book, students base their
predictions on such aspects as the illustrations, headings, and the
introduction.
42 Barak Rosenshine and Carla Meister, Reciprocal Teaching: A Review of the Research,
Review of Educational Research,Vol. 64, No. 4 (Winter, 1994), p.479.
43
Jeanine M. Dell’ Olio and Tony Donk. Models of Teaching (Connecting Students
Learning With Standards), Sage, pp. 192—194.
18
4. The Purpose of Reciprocal Technique
Palinscar and Brown stated that, when teacher and students apply
reciprocal procedure, it is purpose that, “the teacher prompts and shapes the
students’ participation by using corrective feedback.”44
Moreover Janette added,
“the premise is that teaching students to use four strategies collaboratively in
dialogue will help them bring meaning to the text as well as promote their
internalization of the use of strategies- thus ultimately improving their reading
comprehension”.45
It means reciprocal technique is to help students, with or
without teacher present, actively bring meaning to the written word, it gives the
students with more experience and confidence to help other students in their group
to decode and understand what being read; students with more experience in
questioning stimulate deeper thinking and understanding in their peers.
It can be sum up; the purpose of reciprocal technique is to help the
students to understand the text and built a comprehension by giving corrective
feedback together with or without teacher cooperatively in dialogue.
5. The Advantages of Reciprocal Technique
There are some advantages if reciprocal technique is applied in the
classroom activities in teaching reading. For the teacher, with reciprocal technique
the teacher become critical partner in learning and providing corrective
feedback.46
So it makes the teacher developing their comprehension ability in
reading. Then reciprocal technique can motivate the student, while they work in
group member they become “expert”, sharing their understanding of the text with
each other, in this way students construct their understanding of the text with each
other.47
44
Pamela J. Farris, et. al., Teaching Reading a Balance Approach for Today’s
Classrooms, (New York: The Mc Graw-Hill Company, 2004), p.341.
45
Janette K. Klinger, Sharon Vaughn, and Alison Broadman, Teaching Reading
Comprehension to Students with Learning Difficulties, (The Guilford Press New York London,
2007), p. 131.
46
Jeanine M. Dell’ O'lio and Tony Donk. Models of Teaching (Connecting Students
Learning With Standards), Sage, p. 204.
47 Ibid
19
Moreover based on the previous study from Nurlia, the percentage score of
students who taught by reciprocal technique shows the gained score of student
who got the score above 7.00 was 81.08% whereas the students’ percentage score
before implemented reciprocal technique was 10.81%.48
In addition, Rosenshine
and Meister quoted: “score on researcher-created measures of reading
comprehension showed significant gains after exposure reciprocal teaching in
controlled studies.49
So, through reciprocal technique, students usually showed
the gain score of students’ reading ability.
6. The Disadvantages of Reciprocal Technique
Reciprocal technique have some disadvantage, based on the writer
experienced when implemented reciprocal technique in the experiment class
showed, the reading level of the reciprocal sheet may be too advance for some
particular student. Many may not be able to properly analyze other’s performance,
thus the feedback may be not accurate, and a fact that a number of students may
not be socially or emotionally developed. Certain students may have difficulty
working with others and accepting the feedback in a positive and helpful manner.
Another fault of this technique is it can be time consuming during the beginning
stages as the students have to adjust and feel comfortable in their new role.
7. The Implementation of Reciprocal Technique
Based on Klinger, the implementation reciprocal technique explains as
follows:
Reciprocal teaching includes three essential components: dialogue,
comprehension strategies, and scaffolding. The dialogue begins after
students read a paragraph from the assigned text. The teacher or a student
in the role of dialogue leader then begins a discussion structured around
the four reading strategies. The dialogue leader is responsible for starting
the discussion by asking questions and helping the group clarify any words
or concepts that are unclear. Answering questions, elaborating or
commenting on others’ answers, and asking new questions are the
48 Nurulia Dwi Febriani by the title: Improving Reading Comprehension Through
Reciprocal Teaching Technique (Skripsi), p. 56.
49 Jeanine M. Dell’ O'lio and Tony Donk. Models of Teaching (Connecting Students
Learning With Standards), Sage, p. 203.
20
responsibility of everyone in the group. The dialogue leader then provides
a summary of the paragraph and invites the group to elaborate or comment
on the summary. The dialogue leader also gives or asks for predictions
about the upcoming paragraph. After the dialogue is finished, the process
begins again with a new section of text and a new leader.50
It can be sum up that, when implement the reciprocal technique, students
assigned to read a paragraph and then teacher or students determine the students’
role into four strategy of reciprocal technique, firstly is questioning, so when
students have read the paragraph, they make a questions about the paragraph
which the answer can be found in the text, and if there is an unclear words,
sentence or the concept they discuss and clarify the unclear text itself. After they
have already asking question, clarifying something unclear in the text, they make
a conclusion from the paragraph. The last is making prediction; students make a
prediction, the upcoming events in the next paragraph that will going to rise from
the previous paragraph
50Janette K. Klinger, Sharon Vaughn, and Alison Broadman, Teaching Reading
Comprehension to Students with Learning Difficulties, (New York: The Guilford Press, 2007) p.
133.
21
This is the figure for a step-by-step guide for how to implement reciprocal
technique. Note that this model includes direct instruction in the strategies.
Figure 2.1
How to Implement Reciprocal Teaching.
Data from Palincsar and Brown (1984) and Quezada, Williams, and Flores (2006). 51
51 Janette K. Klinger, Sharon Vaughn, and Alison Broadman, Teaching Reading
Comprehension to Students with Learning Difficulties, (New York: The Guilford Press, 2007),
p.135.
22
g. The Relevant Study
The method of reciprocal teaching method is already done by some
researchers. The first is from Nurulia Dwi Febriani by the title: Improving
Reading Comprehension Through Reciprocal Teaching Technique, the research
conducted by a classroom action research at the first of MTs Hidayatul Umam,
Cinere Depok in 2012. From the result of the research, reciprocal teaching
technique is succeeded improve the students’ reading comprehension of
descriptive text. The students and the students work cooperatively by the four
steps of the reciprocal teaching, those are predicting, questioning, clarifying, and
summarizing. Based on the research result, the comprehension of the students in
the text through reciprocal teaching in the result of posttest in the second cycle
gained 30 students or 81. 08% students and derived mean score is 72.57 whereas
the passing grade KKM in that school is 68.
Second is from Riski Sulistiyaningsih researcher from Sebelas Maret
University in 2009 by the title is Improving Students’ Reading Comprehension
through Reciprocal Teaching Method, she use A Classroom Action Research
conducted on the 8th grade of SMP Negeri 1 Pekalongan in academic year
2008/2009. The method used in this research is reciprocal teaching method. The
research uses qualitative and quantitative method. The qualitative data are
obtained from observation, notes, interview, and photograph. The qualitative data
are supported by quantitative data that are the mean score of students’ pre test and
post test on reading. The data are analyzed using t-test. In this action research, the
researcher is as the teacher in teaching learning process. Meanwhile, the observer
is the English teacher. The results of this research are teaching reading through
reciprocal teaching method can effectively improve students’ reading
comprehension, increase students’ vocabulary, encourage them to be active, and
enhance their cooperative skills. Through this method, the students were involved
in the teaching learning process. They can share their knowledge and help each
other in understanding the lesson material. The students not only learn from the
23
teacher’s explanation, but they can learn from their friends who also learn the
same thing.
The third one is from Aditya Nugraha, Student from Sebelas Maret
University in Surakarta. The research conducted in 2011, by the title: The Use of
Reciprocal Teaching to Improve Students’ Reading Comprehension. He uses a
classroom action research method in eight grade of SMP 19 Surakarta in year
2007/2008. The researcher uses qualitative and quantitative method. The
qualitative data are obtained from observation, notes, interview, and photograph.
The quantitative data are supported by quantitative data that are the mean score of
students’ pre test and post test. The improvement of students’ score can be seen
from the differences between pre-test and post-test. The test result shows that
there is an improvement of the students’ reading comprehension after the
researcher conducted the research. The results of the research in teaching reading
comprehension by using reciprocal teaching method can improve students’
reading comprehension, increase their vocabulary, encourage them to be active,
and enhance students’ cooperative skills.
The previous study shows that reciprocal teaching Technique in teaching
reading skill is success to improve students reading comprehension for the
students in learning English as their foreign language.
h. Conceptual Framework
Reading is an activity of eyes and brain which convey the meaning of
message or the information in the written form, where people can take the
conclusion from the text. Reading ability is essential both in first and foreign
language. Students may not find any difficulties when reading a text in the first
languages, but not to the students which are read the text in the foreign language,
but then the ability of reading can be enhance by learning. As a foreign language
student, they have to be able to interact with text, which the students can interpret
the general of reading process.
As a student in senior high school, there is a text called narrative text. It
has been learned started form junior high school. Narrative text deals is kind of
24
story consisting of series of events which constructed in chronological order and it
deals with problematic events which leads to a crisis or turning point some kind
which at the end of the story the author presents an event ended with resolution,
insight, or lesson. Narrative text leads to a problem regarding on how students can
master it appropriately.
. Reciprocal teaching is a technique which covers the strategy of
summarizing, questioning, clarifying, and predicting. This technique also gives a
chance to the students to monitor their own reading as well as their
comprehension. This technique has several benefits, i.e., it can help improve
students’ reading ability score and increase their cooperation. Give them bigger
opportunity to practice the four language skills, and give them more self
confidence and motivation.
i. Theoretical Hypothesis
Based on some of the conceptual framework that has been explained
above, it can be made a theoretical hypothesis to this research is, that the using of
Reciprocal technique is effective for students of SMAN 90 Jakarta in reading
ability of narrative text.
25
CHAPTER III
RESEARCH METHODOLOGY
A. The Place and Time of Study
This research was conducted at SMAN 90 Jakarta. It is Located at Jl. Sabar
Petukangan Selatan, Pesanggrahan, South Jakarta, DKI Jakarta, Indonesia. This
research took at eleventh grade students and it was started on 11 February to 28
February 2014
Table 3.1
The Time Allocation for the Research
no. Date Activity Description
1 11 February 2014 Pre test The pre-test is given to the
student
2 13 February 2014 First Treatment
The controlled class is taught by
using conventional technique and
the experiment class is taught by
using reciprocal technique
3 17 February 2014 Second
Treatment
The controlled class is taught by
using conventional technique and
the experiment class is taught by
using reciprocal technique
4 20 February 2014 Third Treatment
The controlled class is taught by
using conventional technique and
the experiment class is taught by
using reciprocal technique
5 24 February 2014 Fourth
Treatment
The controlled class is taught by
using conventional technique and
the experiment class is taught by
using reciprocal technique
6 28 February 2014 Post-Test The post-test is given to the
students.
26
B. The Research Designed
This research used a quantitative research design and used quasi-
experimental research; it is involve the students in groups that the experimental
group and the controlled group, experimental group as a group that got treatment
and the control group that did not get the treatment.
C. The Population and Sample
The population of this research consists of nine classes, namely XI IPA 1
to XI IPA 4, and X1 IPS 1 to IPS 5. The total number of population in eleventh
grade of SMAN 90 consists of 360 students. The sample of the research is 80
students, (40 students of experimental class and 40 students of controlled class)
the sample of this research was taken by convenience sampling technique. From
nine classes, there were chosen two classes as the sample of the research. The
experimental group, it was taught by using reciprocal technique and the controlled
group was not using reciprocal technique.
D. The Research Instrument
The research instruments that was used by the writer to collect data in this
research was written test. The form of the test uses multiple-choice test which
consist of 30 questions items. The test is divided into two parts; pre-test and post
test, in order to see how well the students master reading narrative text through
reciprocal technique.
Before the test administered, the validity of the research of pre-test and
post-test instruments was analyzed to find out whether the test is good to be used
or not. The instruments are tested by using the following criteria:
1. Instrument Validity.
The validity of the test is the extent to which it measure what is supposed
to measure. In this research content validity was implemented to the test. This
kind of validity requires of the language being tested and of the particular
course objective, the course objective of reading narrative text has been
consulted to the English teacher and then made the item test.
27
2. Item Discriminating Power.
The important characteristic of a test item is how well it discriminates
between weak and strong examines in the ability being tested. The first step is
to separate the upper scoring group and the lower scoring group from the entire
sample. And then take only 27% upper group and 27% lower group. Both
examines’ performances are compared by using formula:
D= Discrimination index or discriminating power
n= ½ number of candidates in the whole group
U= Upper group (the number of examinees in the upper group who
answer the item correctly)
L= Lower group (the number of examinees in the lower group who
answer correctly)
3. The Difficulty Level
This characteristic is used to know the difficulties of test. Whether the test
to difficult or too easy. The formula for item difficulty is:
= Index of difficulty or difficulty level
U= Upper group (the number of examinees in the upper group who
answer the item correctly)
L= Lower group (the number of examinees in the lower group who
answer correctly)
N= the total number of examinees including upper and lower group
28
Later on, as stated in Writing English Language Test by J. B. Heaton, the
interpretation of the scale of both discriminating power and index of difficulty
level based is done as follows.1
Table 3.2
The Scale of the Difficulty Level and the Discriminating Power
Discriminating
Power
Difficulty Level
0%-30% 31%-50% 51%-70% 71%-80% 81%-
100%
Very
Difficult
Moderately
Difficult
Medium
Difficult
Moderately
Easy Very Easy
0.40-1.0 Excellent OK OK OK OK OK
0.30-0.39 Good OK OK OK OK OK
0.20-0.29 Mediocre OK OK OK OK OK
0.00-0.19 Poor REVISE REVISE REVISE REVISE REVISE
<0.00 Worst DROP DROP DROP DROP DROP
Based on the result of instrument validation that was examined in SMAN
90 Jakarta and based on the result of calculation that used Table above, it was
gotten the data from 40 questions multiple choices that was examined there are 30
questions was valid .
E. The Technique of Collecting the Data
The writer used the test to collect the data.. The tests consist of narrative
reading. The test was given for getting the objectives data of the students’
achievement in reading ability by using reciprocal technique in the class. The test
was applied two test, those are pretest and posttest. Pretest is given before the
material was taught and posttest given after the material was taught, in the last
meeting of the total number the research. The test consists of thirty questions of
multiple choices.
1 J. B. Heaton, Writing English Language Test, (New York; Longman Inc., 1995), pp.
178—181.
29
The implementation of test is aimed to measure students’ achievement
before and after the treatment is conducted can be measured. This technique is
utilized as the primary technique to collect the research data.
F. The Technique of Data Annaysis
The technique of data of this research, the writer did the test twice that is
pre-test (before treatment) and post-test (after treatment). The data will be
compared from the mean of the score from pre-test and post-test. After got the
data from the score, they were analyzed and processed by using statistic
calculation of T-test formula The calculation by using IBM SPSS Statistics 17
G. Statistical Hypothesis
A hypothesis is a tentative statement about the relationship between two or
more variables. This research is designed to find out whether there is a progress of
using reciprocal technique on students’ reading ability of narrative. In order to get
the answer of that hypothesis, the writer proposed Alternative Hypothesis (Ha) and
the Null Hypothesis (H0) which is described to the following statistical
hypothesis:
a) If ttest (to) > t-table (tt) in significant degree of 0,05, the alternative
hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected
b) If ttest (to) < t-table (tt) in significant degree of 0,05, the alternative
hypothesis (Ha) is rejected and the null (H0) is accepted.
Meanwhile, the degree of freedom (df) = (N1+N2)-2 = (40+40)-2 = 8. It
must be consulted with t-table of df. If df is 78, the value of the significance level
5% is 1,665.
30
CHAPTER IV
RESEARCH FINDING AND INTERPRETATION
A. Research Finding
1. The Description of the Data
The data from students’ pre-test and post-test is collected in this research
as the main instrument. The pre-test was administered before the treatment is
given to the experiment class and controlled class while the post-test was
administered after the treatment is given to the experiment class and control class.
The data that can be used in this research is 40 students’ pre-test and post-test
scores from experiment class and 40 students’ pre-test and post-test scores from
control class. It is due to one experiment class student’s absence in pre-test and
one controlled class student’s absence in post-test. Table 4.1, 4.2, and 4.3 present
the experiment class students’ pre-test score, post-test score, and gained score.
The description presented below:
2. The Pre-test Score
Table 4.1
The Pre-test Score of Experiment Class and Controlled Class
Experimental Class Controlled Class
No Student Score No Students Score
1 1 57 1 1 83
2 2 57 2 2 73
3 3 70 3 3 90
4 4 83 4 4 73
5 5 73 5 5 76
6 6 73 6 6 60
7 7 73 7 7 67
8 8 73 8 8 83
9 9 70 9 9 70
10 10 73 10 10 86
11 11 60 11 11 43
12 12 63 12 12 57
13 13 46 13 13 83
31
Experimental Class Controlled Class
14 14 57 14 14 93
15 15 67 15 15 86
16 16 70 16 16 57
17 17 70 17 17 70
18 18 60 18 18 76
19 19 80 19 19 86
20 20 40 20 20 76
21 21 70 21 21 83
22 22 53 22 22 70
23 23 60 23 23 67
24 24 57 24 24 70
25 25 83 25 25 67
26 26 67 26 26 76
27 27 63 27 27 80
28 28 60 28 28 76
29 29 83 29 29 73
30 30 67 30 30 83
31 31 73 31 31 90
32 32 63 32 32 80
33 33 76 33 33 67
34 34 80 34 34 93
35 35 53 35 35 90
36 36 30 36 36 70
37 37 73 37 37 50
38 38 80 38 38 80
39 39 76 39 39 67
40 40 83 40 40 67
∑ 2665 ∑ 2987
Average 66.62 Average 74.67
It can be seen in Table 4.1 that the experimental class highest pre-test
score is 83 while lowest pre-test score is 30. On the other hand, the control class
highest pre-test score is 93 while lowest pre-test score is 43. Moreover, the
experimental class’ average/ mean score is 66.62, the mode is 73.00, and the
median is 70.00. On the other hand, the controlled class’ average score or mean is
74.67, the mode is 67.00, and the median is 76.00
32
From the students’ pre-test score mean, median, and mode; it can be
assumed that the experimental class has higher ability in reading narrative text
than the experimental class. This assumption will be tested using t-test in the next
section.
3. The Post-test Score
Table 4.2
The Post-test Score of Experiment Class and Controlled Class
Experimental Class Controlled Class
No Student Score No Students Score
1 1 70 1 1 83
2 2 83 2 2 56
3 3 87 3 3 90
4 4 90 4 4 83
5 5 80 5 5 57
6 6 87 6 6 70
7 7 83 7 7 80
8 8 90 8 8 90
9 9 83 9 9 77
10 10 87 10 10 63
11 11 80 11 11 57
12 12 77 12 12 83
13 13 77 13 13 73
14 14 70 14 14 97
15 15 77 15 15 83
16 16 83 16 16 73
17 17 87 17 17 83
18 18 70 18 18 80
19 19 93 19 19 80
20 20 73 20 20 87
21 21 83 21 21 90
22 22 76 22 22 70
23 23 80 23 23 67
24 24 93 24 24 83
25 25 77 25 25 80
26 26 90 26 26 83
27 27 83 27 27 87
33
Experimental Class Controlled Class
28 28 93 28 28 87
29 29 90 29 29 73
30 30 90 30 30 87
31 31 83 31 31 80
32 32 77 32 32 77
33 33 87 33 33 90
34 34 90 34 34 80
35 35 76 35 35 87
36 36 76 36 36 93
37 37 87 37 37 87
38 38 90 38 38 77
39 39 80 39 39 70
40 40 83 40 40 77
∑ 3297 ∑ 3170
Average 82.77 Average 79.25
It can be seen in Table 4.2 that the experimental class highest post-test
score is 93 while lowest post-test score is 70. On the other hand, the control class
highest pos-test score is 97 while lowest post-test score is 56. Moreover, the
experimental class’ average score or mean is 82.77, the mode is 83.00, and the
median is 83.00. On the other hand, the control class’ average score or mean is
79.25, the mode is 83, and the median is 80.00
From the students’ post-test score mean, median, and mode, it can be
concluded that the experimental class students’ ability in reading narrative text
was increased due to the use of reciprocal technique. To know the significance of
the improvement, t-test is conducted and reported in the data analysis.
4. The Gain Score
Table 4.3
The Gain Score of Experiment Class and Control Class
Experimental Class Controlled Class
No Student Score No Students Score
1 1 13 1 1 0
2 2 26 2 2 -17
34
Experimental Class Controlled Class
3 3 17 3 3 0
4 4 7 4 4 10
5 5 7 5 5 -19
6 6 14 6 6 10
7 7 10 7 7 13
8 8 17 8 8 7
9 9 13 9 9 7
10 10 14 10 10 -23
11 11 20 11 11 14
12 12 14 12 12 34
13 13 31 13 13 -10
14 14 13 14 14 4
15 15 10 15 15 -3
16 16 13 16 16 16
17 17 17 17 17 13
18 18 10 18 18 4
19 19 13 19 19 -6
20 20 33 20 20 11
21 21 13 21 21 7
22 22 23 22 22 0
23 23 20 23 23 0
24 24 19 24 24 13
25 25 10 25 25 13
26 26 10 26 26 7
27 27 37 27 27 7
28 28 23 28 28 11
29 29 10 29 29 0
30 30 23 30 30 4
31 31 10 31 31 -10
32 32 14 32 32 -3
33 33 11 33 33 23
34 34 10 34 34 -13
35 35 23 35 35 -3
36 36 46 36 36 23
37 37 14 37 37 37
38 38 10 38 38 0
39 39 4 39 39 3
40 40 0 40 40 10
∑ 642 ∑ 194
Average 16.5 Average 4.85
35
It can be seen in Table 4.3 that highest gain score from the experimental
class is 46 and the lowest score is 0. Later on, from the controlled class the highest
gain score is 37 and the lowest score is -23. This calculation result indicates that
some students, both in experimental class and controlled class, performed better in
their post-test than in their pre-test. But, in the other hand, some students
performed worst in their post-test than in their pre-test.
In addition, based on the data on the Table 4.3, the average gain score for
experimental class is 16.5, while the mode is 10, and the median is 13.5.
Meanwhile, the average gain score for controlled class is 4.85, while the mode is 0,
and the median is 5.5.
5. Data Testing
In this research, the normality test is performed before the calculation of
ttest value to determine if the data set is well-modeled by a normal distribution and
to compute how likely it is for a random variable underlying the data set to be
normally distributed. The data is analyzed by the use of IBM SPSS Statistics 17.
The result of the test can be seen as follows:
a) Normality of the Pre-test
Table 4.4
Normality of the Pre-test
One-Sample Kolmogorov-Smirnov Test
ExpPreScore ContPreScore
N 40 40
Normal Parametersa,,b
Mean 66.63 74.68
Std. Deviation 11.939 11.463
Most Extreme
Differences
Absolute .136 .127
Positive .085 .058
Negative -.136 -.127
Kolmogorov-Smirnov Z .862 .801
Asymp. Sig. (2-tailed) .447 .543
a. Test distribution is Normal.
36
One-Sample Kolmogorov-Smirnov Test
ExpPreScore ContPreScore
N 40 40
Normal Parametersa,,b
Mean 66.63 74.68
Std. Deviation 11.939 11.463
Most Extreme
Differences
Absolute .136 .127
Positive .085 .058
Negative -.136 -.127
Kolmogorov-Smirnov Z .862 .801
Asymp. Sig. (2-tailed) .447 .543
a. Test distribution is Normal.
b. Calculated from data.
The normality test above uses One-Sample Kolmogorov-Smirnov Test.
Table 4.4 above shows that the absolute difference (D) of experimental class data
is 0.136. It is smaller than Dtable with the closest Kolmogorov-Smirnov critical
points of 40 with degree of significance = 0.05 which is 0.210, in other words,
Dexperiment < Dtable (0.136 < 0.210). Meanwhile, the absolute difference (D) of
control class data is 0.127, which is smaller than Dtable with the closest
Kolmogorov-Smirnov critical points of 40 with degree of significance = 0.05
which is 0210, in other words, Dexperiment < Dtable (0.157 < 0.210). The table also
shows that the Kolmogorov-Smirnov Zexperiment is recorded at 0.862 which is
bigger than Ztable of 0.05 or P > 0.05 and the Kolmogorov-Smirnov Zcontrol was
recorded at 0.801 which is bigger than Ztable of 0.05 or P > 0.05. It shows that
there is no difference between the theoretical distribution and the empirical
distribution which means that the data from the experimental and control class is
normal.
37
b) Normality of the Post-test
Table 4.5
Normality of the Post-test
One-Sample Kolmogorov-Smirnov Test
ExpPostCore ContPostScore
N 40 40
Normal Parametersa,,b
Mean 82.43 79.25
Std. Deviation 6.594 9.829
Most Extreme
Differences
Absolute .131 .155
Positive .120 .087
Negative -.131 -.155
Kolmogorov-Smirnov Z .829 .983
Asymp. Sig. (2-tailed) .498 .289
a. Test distribution is Normal.
b. Calculated from data.
From the Table 4.5 above, it can be seen that the absolute difference (D) of
experimental class data is 0.131 and the absolute difference (D) of control class
data is 0.155. The absolute difference (D) of experimental class is smaller than the
Dtable with the closest Kolmogorov-Smirnov critical points of 40 at the degree of
significant 0.05 = 0.210 or Dexperimental<Dtable(0.131 < 0.210). Meanwhile, the
absolute difference (D) of control class 0.155 is also smaller than Dtable with the
closest Kolmogorov-Smirnov critical points of 40 at the degree of significant 0.05
= 0.210 or Dcontrol<Dtable (0.155 < 0.210). The Kolmogorov-Smirnov Z score in
table 4.5 above is used as the parameter to determine whether the data is normal
or not. The experimental class Kolmogorov-Smirnov Z score is 0.829 which is
bigger than Ztable of 0.05 or P > 0.05. On the other hand, the control class
Kolmogorov-Smirnov Z score is also bigger Ztable in the point 0.983 or P > 0.05.
Therefore, it can be concluded that the data from both classes in the post test is
normal.
38
c) Homogeneity of the Pre-test
Table 4.6
Homogeneity of the Pre-tes
Test of Homogeneity of Variance
Levene
Statistic df1 df2 Sig.
NilaiPre Based on Mean .038 1 78 .846
Based on Median .008 1 78 .931
Based on Median and
with adjusted df
.008 1 76.222 .931
Based on trimmed
mean
.022 1 78 .883
From the Table 4.6 above, the degree of significance based on the mean in
the pre-test is 0.846, which is bigger than 0.05. Therefore, it can be concluded that
both groups in the pre-test are homogenous.
d) Homogeneity of the post-test
Table 4.7
Homogeneity of the Post-test
Test of Homogeneity of Variance
Levene
Statistic df1 df2 Sig.
NilaiPost Based on Mean 3.585 1 78 .062
Based on Median 2.971 1 78 .089
Based on Median and
with adjusted df
2.971 1 63.100 .090
Based on trimmed mean 3.197 1 78 .078
From the result of homogeneity test in the Table 4.6 above, it can be seen
that the degree of significance based on mean is 0.62 which is bigger than 0.05.
Therefore, it can be concluded that both groups in the pre-test are homogenous.
39
6. The Analysis of the Data
The ttest formula is employed to find the empirical evidence statistically
and to test the hypothesis of this research. In performing the ttest, SPSS calculation
is used by the writer. The ttest is used to measure the effectiveness using reciprocal
technique on students’ ability in reading narrative text
In this calculation, to make the calculation easier, the symbol ‘X’ will be
used to represent the gain of experimental class student, meanwhile ‘Y’ is the
symbol that will be used to represent the gain of control class student. The manual
calculation of the ttest formula is as follows:
Table 4.8
The Calculation by Using IBM SPSS Statistics 17
Group Statistics
Group N Mean Std. Deviation Std. Error Mean
Gain Score EXP 40 15.80 8.561 1.354
CONTROL 40 4.58 12.256 1.938
Table 4.8 above is the result of group statistic calculation of the analysis
using IBM SPSS STATISTIC 17. The table shows that the experiment class’ mean
of gain score (Mx) was 15.80, meanwhile the control class’ mean gain score (My)
was 4.58. On the other hand, the table also shows that the experiment class’ gain
score standard deviation (SDx) was 8.561 and the control class’ gain score
standard deviation (SDy) was 12,256. The table also shows that the experiment
class’ gain score standard error mean (SEmx) was 1.354 and the control class’
gain score standard error mean (SEmy) was 1.938
40
Table 4.9
Independent Samples Test
Levene's Test
for Equality
of Variances t-test for Equality of Means
95%
Confidence
Interval of the
Difference
F Sig. T Df
Sig. (2-
tailed)
Mean
Differe
nce
Std.
Error
Differe
nce Lower Upper
GainScore Equal
variances
assumed
3.708 .058 4.749 78 .000 11.225 2.364 6.519 15.931
Equal
variances not
assumed
4.749 69.742 .000 11.225 2.364 6.510 15.940
From the result of statistical calculation above, it can be seen that the value
of t0 or ttest is 4.749 and the degree of freedom is 78. The value of significance 5%
or ttable of df 78 with ɑ =0.05 is 1.665.
7. The testing of Hypothesis
The research is held to answer the question whether the use of reciprocal
technique has any effectiveness on students’ reading ability of narrative text on
eleventh grade students of SMAN 90 Jakarta. In order to provide answer for the
question above, the Alternative Hypothesis (Ha) and Null Hypothesis (Ho) are
proposed as follows:
a. Ho (Null Hypothesis): there is no effectiveness using reciprocal technique on
students’ reading ability of narrative text
b. Ha (Alternative Hypothesis): there is an effectiveness of using reciprocal
technique on students’ reading ability of narrative text.
41
To prove the hypothesis, the obtained data from experiment class and
control class are calculated by using ttest formula with assumption as follows:
a. If t0 ≤ ttable, in significant degree of 5%, the Null Hypothesis (Ho) is accepted
and the Hypothesis Alternative (Ha) is rejected. It means that there is an effect
of using reciprocal technique on students’ reading ability of narrative text.
b. If t0 ≥ ttable, in significant degree of 5%, the Null Hypothesis (Ho) is rejected
and the Hypothesis Alternative (Ha) is accepted. It means that there is an
effect of using reciprocal technique on students’ reading ability of narrative
text.
According to the statistical calculation above, the value of t0 is 4.749, and
the degree of freedom is 78 with 5% degree of significance used by the writer.
Based on the significance, it can be seen that on df = 78 in significance 5% the
value of ttable 1.665 by comparing the result of ttable and t0, in the degree of
significance of 5%, t0 < ttable = 4.749 > 1.665 According to those results, it can be
concluded that the (Ho) is rejected and the Hypothesis Alternative (Ha) is
accepted.
B. Interpretation
The research finding above shows, that both in the pretest and posttest
students from experimental class perform better than students from controlled
class. This interpretation is based on the comparison of experimental class and
controlled class students’ average score, median and mode.
Afterward, the experimental class students’ gain score illustrates that the
average gain score for experimental class students is higher than the average gain
score for controlled class students.
From the result of statistical calculation, it was obtained the t-observation
(to) was 4.749; meanwhile, the t-table (tt) of df (78) in significance 5% was 1,665.
It means t-observation (to) was higher than t-table (tt), so the alternative
hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected.
Therefore, it can be inferred that reciprocal technique has effect on students’
ability in reading narrative text.
42
It is in line with another study that showed that the technique could be
used in various settings and that the students maintained the reading gains they
achieved. 1 Moreover, another research which has same technique in another
Skripsi, by the titled Imporving Reading Comprehension Through Reciprocal
Teaching Technique (A Classroom Action Research At the First Yeaar of MTs.
Hidayatul Umam, Cinere, Depok) showed the result of the improvement score of
the posttest gained.2 It can be proved with the recent research which has done by
Rosenshine and Meister, they noted an important issue: scores on researcher-
created measures of reading comprehension showed significant gains after
exposure to reciprocal teaching in controlled studies.3
The writer also concluded that reciprocal technique helps both teacher and
the eleventh grade students of SMAN 90 Jakarta in increasing the reading ability
of narrative text. From the writer experienced in the teaching and learning process
which has conducted in the experiment class for four meetings in experiment class,
the students work in group which contain of four person, every students have their
own role of questioning, clarifying, summarizing and predicting, writer gave the
students a text, and they have to analyze the text in the group, the writer observed
the students’ performance in group and all of the students followed the process
well, it means, they were responsible in mastery their materials and they were
capable of sharing and explaining their materials to the students in their group
while, in order to avoid the students’ mistake in interpreted the meaning of the
text that was given by the teacher, a teacher, demanded to be a critical partner in
learning and providing correcting feedback.
Another thing why reciprocal technique helps the students in increasing
the reading ability of narrative text is a fact when the writer observed the students
while they were in the group. The students made an active engagement with the
text by all group members, they sharing their understanding with each other; they
1 David A. Sousa, How the Brain Learns to Read, (California, Corwin Press, 2005), p
190. 2 Nurlia Dwi Febriani 107014000760, Skirpsi, Imporving Reading Comprehension
Through Reciprocal Teaching Technique (A Classroom Action Research At the First Yeaar of MTs.
Hidayatul Umam, Cinere, Depok), p. i.
3 Jeanine M. Dell’ Olio and Tony Donk. Models of Teaching (Connecting Students
Learning With Standards), Sage, p. 203
43
talked about each section of the text and explored the information of the text. In
the activity the group member took an active role by asking and responding to
question, students asked question about the meaning of vocabulary words or a
section of text that was unclear to them, students made a summary statement that
demonstrated that they do indeed comprehend the text. In this case; it showed the
earnest efforts to make meaning from what they were read and then they were
using the model to actively increase and monitor their understanding.
It simply illustrates that the students who are taught by using reciprocal
technique have better improvement in ability in reading narrative text than those
who are did not taught by using reciprocal technique at eleventh grade students
SMAN 90 Jakarta.
44
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Reciprocal technique is one of the alternative solutions that the teacher can
use to teach reading ability of narrative text to their students. It makes students
have responsibility in mastery their material to share their understanding about the
text with each other in order to get the comprehension from the text.
According to the statistical calculation which has been analyzed the
research in the research finding it can be concluded that the use of reciprocal
technique was effective on students reading ability of narrative text. It can be seen
from the differences of average score of posttest between experimental class and
controlled class before using reciprocal technique and after using reciprocal
technique.
Based on the data from quasi experimental research at the second year
students of SMAN 90 Jakarta, it can be seen that the students’ post test score in the
experimental class is (∑X = 3297), Mean score 82.77, which is learning reading
through reciprocal technique are higher than the students’ posttest score in the
control class (∑X = 3170), Mean score 79.25, without use reciprocal technique. It
is indicated that students who learnt reading with reciprocal technique got a better
score than students who learnt reading without using reciprocal technique. The
conclusion can be seen from the result of statistical calculation in the previous
chapter, where value of “t0” is higher than “t table”. From the explanation above,
it can be concluded that reciprocal technique has the effect on students reading
ability of narrative text.
45
B. Suggestion
Based on the conclusion above, it can be delivered some suggestions that
might be useful. Firstly the suggestions for the teacher, in studying reading ability
at the classroom, the teacher is hoped more creative in teaching students in order
to increase teaching learning process and makes students active in learning, and
reciprocal technique is useful in order to make students become active and
increase students’ reading ability score. For the students, students’ reading ability
can be reached optimally for the students whose go along with reciprocal
technique, moreover this technique give the students opportunity to think aloud in
every detailed of paragraph to analyze the text that they have read and also this
technique requires the students to be active.
46
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www.english-for-students.com/Ability.htm
www.macmillandictionary.com/thesaurus/british/ability
KISI-KISI SOAL
Standard Competence: Understanding the meaning of monologue text/essay in the form of
report, narrative, analytical exposition text accurately, fluently, and comprehensively in the daily
context and to access the knowledge.
Base Competence: Understanding and responding meaning of monologue text/essay that uses
various written language accurately, fluently, and comprehensively in the form of report,
narrative, spoof, and analytical exposition text.
No Skill Text Indicator Number & Form of
Question
Total
MC SA
E
1 Reading Narrative a. Identifying the
general
overview of
the text
7 2
b. Identifying
rhetorical steps
in narrative text
10, 22, 2
c. Identifying
specific
information in
a narrative text
4, 8, 9,
12, 15,
16, 17,
18,
21,25,
26, 29.
12
d. Identifying the
explicit/ stated
information
1, 5, 6,
30
4
No Skill Text Indicator Number & Form
of Question
Total
MC SA
E
1 Reading Narrative e. Identifying the
referral of word
2,
13,
19,
20,
23,2
7, 28
7
f. Identifying the
moral value in
narrative text
3,
14,
24,
3
g. Identifying
main idea
11, 1
1
TEST INSTRUMENT
Bacalah teks dengan seksama, dan jawablah pertanyaan dengan memilih
jawaban yang benar!
Text 1
The Legend of Telaga Warna
Long long ago, there was a kingdom in West Java. The kingdom was
ruled by a king named His Majesty Prabu. Prabu was a kind and wise king. But it
was a pity that Prabu and his queen hadn't got any children. The queen often cried.
That was why Prabu went to the jungle. There he prayed to God every day,
begging for a child.
A few months later, the queen got pregnant. Nine months later, a
princess was born. Prabu and Queen loved their beautiful daughter so much. They
gave whatever she wanted. It made Princess turn into a very spoiled girl. One day,
the princess celebrated her 17th birthday party. Many people gathered in the
palace. Then, Prabu took out a necklace which was made from gold and jewel.
"My beloved daughter, today I give you this necklace. Please, wear this necklace,"
said Prabu.
"I don't want to wear it! It's ugly!" shouted the princess. Then she
threw the necklace. The beautiful necklace was broken. The gold and jewels were
spread out on the floor. Everybody couldn't say anything. They never thought that
their beloved princess would do that cruel thing. In their silence, people heard
the queen crying. Every woman felt sad and began crying, too. Then, everybody
was crying. Then, there was a miracle. Earth was crying.
Suddenly, from the underground, a spring emerged. It made a pool of
water. Soon, the place became a big lake. The lake finally sank the kingdom.
Nowadays, people called the lake "Telaga Warna". It means "Lake of Color". On
a bright day, the lake is full of color. These colors come from shadows of forest,
plants, flowers, and sky around the lake. But some people said that the colors are
from the princess's necklace, which spreads at the bottom of the lake.
Adapted from: Bahasa Inggris KREATIF untuk SMA/MA kelas XI
1. What did the king and the queen do to have a child?
A. Pray to God everyday. B. Prabu went to the jungle
B. The queen cry everyday C. King and Queen went to the
Talaga Warna
2. The word “spoiled” in paragraph two, have the same meaning with...
A. Demolish B. Help C. Independent D. Nice
3. What is the moral value of the text?
A. Should be respect to parents C. Be a fair person
B. Be a grateful person D. don’t be greedy
2
Text 2
The Fly and The Bull
There was once a little fly who thought he was very important. He felt
proud of himself. One sunny morning, he flew around looking for someone to
talk to. He saw a bull grazing in a field. He decided to fly down to talk to him.
The little fly flew down and buzzed around the bull’s head. The bull did not
bother him. He went on chewing grass.
The fly then buzzed right inside the bull’s ear. The bull continued chewing
grass. The fly thought, “What a stupid animal!”
Now the fly decided to land on one of the bull’s horns to make the bull
notice him. He waited for the bull to say something, but the bull kept quite.
The fly then shouted angrily, “oh, Bull, if you find that I am too heavy for
you, let me know and I’ll fly away!”
The bull laughed and said, “Little fly, I don’t care if you stay or leave. You
are so tiny that your weight does not make any difference to me, so please be
quite and leave me alone”
Adapted from: http://myenglish01.wordpress.com/narrative/
4. Which one is true according to the passage?
A. The bull did not pay any attention to the fly
B. The bull is a stupid animal
C. The bull felt proud of the little fly
D. The fly thought that he was a heavy animal
5. What problem did the fly have?
A. He was very important
B. He was very proud of himself
C. The bull didn’t pay any attention to him
D. All the answer are true
6. What is the complication part of the story?
A. The fly waited for the bull to say something, but the bull kept quite
B. The fly flew around looking for someone to talk to
C. The bull was grazing in a field
D. The little fly felt proud of himself
Text 3
Once upon time, a man had a wonderful parrot. There was no other parrot
like it. The parrot could say every word, except one word. The parrot would not
say the name of the place where it was born. The name of the place was Catano.
The man felt excited having the smartest parrot but he could not
understand why the parrot would not say Catano. The man tried to teach the bird
to say Catano however the bird kept not saying the word.
At the first, the man was very nice to the bird but then he got very angry.
“You stupid bird!” pointed the man to the parrot. “Why can’t you say the word?
Say Catano! Or I will kill you” the man said angrily. Although he tried hard to
3
teach, the parrot would not say it. Then the man got so angry and shouted to the
bird over and over; “Say Catano or I’ll kill you”. The bird kept not to say the word
of Catano.
One day, after he had been trying so many times to make the bird say
Catano, the man really got very angry. He could not bear it. He picked the parrot
and threw it into the chicken house. There were four old chickens for next dinner
“You are as stupid as the chickens. Just stay with them” Said the man angrily.
Then he continued to humble; “You know, I will cut the chicken for my meal.
Next it will be your turn, I will eat you too, stupid parrot”. After that he left the
chicken house.
The next day, the man came back to the chicken house. He opened the
door and was very surprised. He could not believe what he saw at the chicken
house. There were three death chickens on the floor. At the moment, the parrot
was standing proudly and screaming at the last old chicken; “Say Catano or I’ll
kill you”.
Adopted from: www.englishdirection.com › Narrative
7. Which of the following would be the best title for this passage?
a. The cruel man
b. The smartest parrot
c. The stupid parrot
d. The three death chickens
8. Who are the main characters in the story?
a. Man
b. Parrot
c. Chicken
d. Chicken and parrot.
9. What was Catano?
a. the name of the chicken house
b. the name of the bird
c. the name of the place where the bird was born
d. the name of the man
Text 4
A powerful king was once lost in a forest. It was late at night. He was
tired, cold, and hungry. He at last reached the hut of poor miner. The miner was
working and his wife was home alone. He was cooking potatoes on the fire when
she heard someone at the door.
The king asked her for help. “We are very poor,” she explained, “but we
can give you potatoes for dinner and a blanket on the floor for a bed.” The king
gratefully accepted the kind old woman’s offer. He sat down to dinner with her
and ate a large plate of potatoes. “These are better than best beef,” he exclaimed.
Then he stretched out on the floor and quickly fell asleep.
4
Early the next morning, the king washed in the river and then returned to
the hut. He thanked the woman for her kindness and gave her a gold coin. Then he
left.
As soon as the miner returned home, his wife told him about the visitor.
Then she showed her husband the gold coin. The husband realized that the visitor
was the king. However, he felt that the gold coin was too generous. He decided to
take a bushel of potatoes to the king.
The miner went to the palace to see the king. “Your Majesty,” he said,
“last night you gave my wife a gold coin for a hard bed and a plate of potatoes.
You were too generous. Therefore, I have brought you a bushel of potatoes, which
you said were better than the best beef. Please accept them.”
The miner’s words pleased the king. He wanted to reward him for his
honesty, so he gave him a beautiful house and a small farm. The miner was very
happy and he returned to tell his wife the news.
The poor miner had a brother. His brother was rich but greedy and jealous
of anyone who had good luck. When he heard his brother’s story. He was very
upset.
Adopted from: Interaction 1, Writing
10. What is the generic structure of the text above?
A. General statement – description
B. Orientation - events – reorientation
C. Orientation – complication – resolution
D. Thesis – arguments – reiteration
11. What is the main idea of paragraph 2?
A. The woman was very poor
B. The potatoes tasted better than the best beef
C. The king was very kind
D. The woman was very kind and humble
12. Below is the miner’s personality according to the story, except.....
A. Greedy
B. Generous
C. Kind
D. Grateful
13. What is the antonym of “upset” in the last line of the paragraph?
A. Bothered
B. Happy
C. Dismayed
D. Chaotic
14. What moral lesson that we can get from the story?
A. Don’t judge a book by its cover
B. If you meet a king, he will give you a lot of money
C. When you do something good, you’ll get something good in return
D. A friend in need is a friend indeed
5
Text 5
Once upon a time there was a fisherman armed with his fishing rod who
would make his way every day from his village to the river bank. There he
would wait patiently for the fish to bite. As soon as he had caught exactly
three fish, he would leave the river and went his way slowly home to the
cottage. Where he lived with his wife and son. This strange routine was much
commented in the village. Then one day, a tourist arrived and began to go for
daily -walks to the river banks. After a few days of watching the lone
fisherman, he finally spoke to him.
“Excuse me, but I’ve been observing your unusual routine for several
days. You always catch exactly three fish and then go away.”
“And why on earth should I want to wait around here after that?”
“For more fish to take the bait”.
“But I only need three fish. There only three of us at home.”
“and you’ve never thought of trying to catch more fish”
“what for?”
“To sell, so that you could buy nets and a fishing boat.”
“What for?”
“So that you can buy a bigger house and then may be another boat and
have people working for you.”
“What for?”
“So that you could have other things, be very rich and do all the things you
like to do”
“The things I like doing? But I like doing is fishing!”
Adopted from: Prediksi Unas SMA09
15. Who were the participants?
A. A fisherman and his son
B. A fisherman and his wife
C. A fisherman and tourist
D. A fisherman and villagers
16. Why did the tourist finally speak to the fisherman?
A. Because he wanted him to sell the fish
B. Because the fisherman was fishing alone
C. Because he would sell nets and a fishing boats
D. Because he wanted to know why the fisherman always caught exactly
three fish every day
17. Why did not fisherman catch more than three fish?
A. Because he ate three fish every day
B. Because he only needs three fish
C. Because he didn’t want to sell the fish
D. Because he was not allowed to catch more fish.
6
18. How did the fisherman wait for the fish to bait
A. Patiently
B. Greedily
C. Excitedly
D. Carefully
19. “This strange routine was much commented on in the village”
The sentence has the same meaning with…
A. The routine was very usual in the village
B. The routine was part of the people’s trandition
C. People didn’t like the routine
D. People criticized the man for doing the routine
20. “this strange routine was much commented on in the village”
A. Common
B. Unusual
C. Unknown
D. Exclusive
Text 6
Once upon a time there lived as neighbors, a bear and a rabbit. The rabbit
was a good shot and the bear, being very clumsy, could not use an arrow to a good
advantage.
The bear was very unkind to the rabbit. Every morning, the bear would call over
to the rabbit and ask the rabbit to take his bow and arrows and come with the bear
to the other side of the hill.
The rabbit, fearing to arouse the bear’s anger by refusing, consented and went
with the bear. The rabbit shot enough buffalo to satisfy the bear’s family. Indeed,
he shot and killed so many that there was still lots of meat left after the bear and
his family had loaded themselves and packed all they could carry home.
However, the bear was so greedy and evil that he didn’t allow the rabbit to
get any of the meat. The poor rabbit could not even taste the blood from the
butchering, as the bear would throw earth on the blood and dry it up. The poor
rabbit would have to go home hungry after his hard day’s work.
The bear was the father of five children. The youngest boy was very kind
to the rabbit. Knowing that the youngest boy was a very hearty eater, the mother
bear always gave him an extra large piece of meat. Instead of eating this extra
meat, the youngest bear would take the meat outside and pretend to play ball with
it, kicking it toward the rabbit’s house, and when he got close to the door he
would give the meat such a great kick that it would fly into the rabbit’s house. In
this way the poor rabbit would get his meal unknown to the papa bear.
Adopted from: www.firstpeople.us/FP.../TheBearandtheRabbitHuntBuffalo-
Sioux.html
7
21. How was the youngest bear according to the writer?
A. Greedy
B. Humble
C. Poor
D. Humorous
22. The complication started when?
A. The bear was very unkind to the rabbit as every morning, the bear
would call over to the rabbit and ask the rabbit to take his bow and
arrows and come with the bear to the other side of the hill
B. The rabbit, fearing to arouse the bear’s anger by refusing, consented to
go with the bear and shot enough buffalo to satisfy the hungry family.
C. The rabbit shot and killed so many that there was lots of meat left after
the bear and his family had loaded themselves and packed all they
could carry home.
D. The bear would throw earth on the blood and dry it up
23. “The poor rabbit could not even taste the blood from the butchering, as
the gluttonous bear would throw earth on the blood and dry it up”.
“Gluttonous” has almost the same meanings as
A. Humble
B. Glad
C. Greedy
D. generous
24. What did we learn from the story?
A. Being honest is not always wise
B. Being a miser is something important
C. All the gliiters is not gold
D. To love means to share
25. The communicative purpose of the text is?
A. To tell the readers what really happened in the past
B. To amuse and entertain the readers with problematic events
C. To inform the readers about how and why something works
D. To present information about current issue
Text 7
One day a farmer, who was well-known in his village as a very mean man,
said, “l will give three meals and twenty five pence to anyone who is willing to do
a day's work for me.” This offer was accepted by a hungry tramp, who was more
interested in the meals than the money.
“You can have your breakfast first.” said the farmer, “and then you can
start working.” The farmer gave the tramp a very small breakfast and the tramp
ate it up.
“Now you can have your lunch. This will save us a lot of time,” the farmer
said The tramp agreed and ate the poor lunch.
Before he had finished, the farmer said, “What would you say to have
supper also while you are about it?”
8
“l will try to enjoy other meals,” replied the tramp. Then he had his supper,
which again was not a very filling meal. When it was over, the farmer looked very
pleased and said, “Now you can do a long day's work.”
“No, thank you.” was the tramp's reply, as he rose to leave, “l never works
after supper!”
Adopted from: Prediksi Unas SMA09
26. What was offered by a farmer?
A. Three meals
B. Twenty five pence
C. The money and the work
D. Three meals and twenty five pence
27. According to the passage, the farmer is a person who…
A. Do not like to help other people by giving money
B. Always spent some of his money for the poor
C. Liked to help others by giving meals
D. Was rich and very generous
28. “…. While you are about it”. The word it refers to…… (paragraph 2)
A. Breakfast
B. Supper
C. Work
D. Lunch
29. This offer has accepted by hungry tramp. A tramp is a person who…
A. Needs money and a job
B. Is homeless and jobless
C. Likes to work in a rice field
D. Has ability to do farming
30. After reading the passage, we may conclude that…
A. The tramp could finish the work well
B. The tramp was cleverer than the farmer
C. The farmer was successful in creating the tramp
D. The farmer served the tramp with full meal three times
GOOD LUCK!
Kunci Jawaban
1. A
2. A
3. A
4. A
5. C
6. A
7. B
8. B
9. C
10. C
11. D
12. A
13. B
14. C
15. C
16. D
17. B
18. A
19. D
20. B
21. B
22. A
23. C
24. D
25. B
26. D
27. D
28. D
29. B
30. B
Notes
VE = Very Easy > 0.80
A B C D ID DP ME = Moderately Easy 0.71 - 0.80
1 UP 10 MeDi = Medium Difficult 0.51 - 0.70
LG 7 2 1 MoDi = Moderately Difficult 0.31 - 0.50
2 UP 10 p VeDi = Very Difficult 0.00 - 0.30
LG 8 1 1
3 UP 10 p E = Excellent 1.0 - 0.40
LG 8 1 1 G = Good 0.30 - 0.39
4 UP 6 1 3 G M = Mediocre 0.20 - 0.29
LG 1 1 5 3 P = Poor 0.00 - 0.19
5 UP 4 2 4 P W= Worst < -0.01
LG 3 2 3 2
6 UP 8 1 1 E
LG 1 2 6 1
7 UP 1 8 1 MoDi E
LG 2 2 1 5
8 UP 10
LG 3 7
9 UP 10
LG 2 8
10 UP 1 9
LG 3 2 4 1
11 UP 1 8
LG 4 6
12 UP 2 8
LG 4 5 1
13 UP 10
LG 10
14 UP 10
LG 1 7 2
15 UP 10
LG 1 2 7
16 UP 10
LG 1 2 7
17 UP 2 8
LG 3 2 4 1
18 UP 8 2
LG 6 1 3
19 UP 10 E
LG 4 4 2
20 UP 10 0.3
LG 2 7 1
21 UP 3 7
LG 1 7 2
22 UP 10 0.2
LG 1 8 1
23 UP 10 0.1
LG 9 1
24 UP 10 0.6
LG 3 2 1 4
25 UP 10 0.3
LG 1 7 2
26 UP 2 8
LG 1 6 3
27 UP 9 1
LG 8 2
28 UP 10 E
LG 5 1 3 1
29 UP 1 1 8 E
LG 3 2 3 2
30 UP 8 2
LG 1 4 3 2
31 UP 10
LG 1 7 2
32 UP 5 3 2
LG 3 4 2 1
33 UP 10
LG 3 1 6
34 UP 1 3 6
LG 7 1 2
35 UP 10 VE E
LG 6 1 1
36 UP 10
LG 3 7
37 UP 5 3 2
LG 4 1 5
38 UP 3 5 1 1
LG 7 3
39 UP 3 6 1
LG 1 4 5
40 UP 9 1
LG 5 4 1
VeDi M
VeDi P
MoDi M
MeDi E
MoDi
G
M
VE E
MoDi E
VE G
G
P
E
MeDi
VE
ME
MoDi
MeDi
VE
G
G
G
P
G
E
P
M
E
MoDi
MeDi
MeDi
VE
VE
VE
ME
VE G
P
M
G
E
E
E
PMeDi
MeDi
VE
MeDi
MeDi
MeDi
VE
VE
VE
VE
D 0.7
B 0.85
C 0.9
A 0.95
C 0.85
B 0.7
0.5
0.1
0.5
0.6
0.4
B 0.5
B 0.7
D 0.1
D 0.05 0.1
0.2
0.4
0.3
0.2
0.4
0.4
0.4
0.2
C
0.4
TEST VALIDITY OF SMA NEGERI 63 JAKARTA
D 0.85 0.3
Option REMARKDP
G
B 0.8
A 0.4
B 0.6
B 0.85
A 0.75
D 0.5
C 0.55
A 0.85
A 0.7
B 0.7 0.6
C 0.85 0.3
D 0.45 0.9
0.2
0.7
B 0.9 0.2
C 0.85 0.3
D 0.85 0.3
B 0.65 0.3
A 1 0
DP
IDVE
IDNO Group Key
A 0.45 0.7
A 0.35 0.1
0.5A 0.35MoDi
MoDi
MoDi
VE
D
0.8
0.30.85A
VE0.20.9B
0
A 0.9 0.2
C 0.45 0.7
B 0.55 0.1
B 0.6 0.4
A 0.65
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
EXPERIMENT CLASS
School’s Name : SMAN 90 Jakarta
Subject : English
Class/Semester : XI / 2
The meeting : 1st meeting, Pretest and explain Narrative text
Time allocation : 2 x 45 minute
Topic of the lesson : Narrative Text
Reading
Standard Competence: Understanding the meaning of monologue text/essay in
the form of report, narrative, analytical exposition text accurately, fluently, and
comprehensively in the daily context and to access the knowledge.
Base Competence: Understanding and responding meaning of monologue
text/essay that uses various written language accurately, fluently, and
comprehensively in the form of report, narrative, spoof, and analytical exposition
text.
Steps of learning activity
10 Minutes
1. Teacher starts the class with greeting to the students.
2. Check the attendant list.
3. Distribute the instrument test and answer sheet to the students
30 Minutes
1. Pre-test
30 minutes
1. Explain the narrative text
5 Minutes
1. Closing
2. review
Source, equipment, material
2. Models of Teaching, Connecting Students Learning With Standards. By
Jeannine M. Dell’Olio and Tony Donk
3. English SMA/MA Grade XI Natural and Social Science Programmes.
By Desmal Darjis, Sophian Fanany and Aisyah Anwar
4. Narrative text “Magic Mirror”
5. Board marker
6. White board
English Teacher Student Research
Ilham Syarif, M. Pd. Ika Fhatma Sari
NIP. 197509012008011018 NIM. 109014000168
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
School’s Name : SMAN 90 Jakarta
Subject : English
Class/Semester : XI / 2
The meeting : 2nd
meeting, in the 1st treatmet
Time allocation : 2 x 45 minute
Topic of the lesson : Narrative Text
Reading
Standard Competence: Understanding the meaning of monologue text/essay in
the form of report, narrative, analytical exposition text accurately, fluently, and
comprehensively in the daily context and to access the knowledge.
Base Competence: Understanding and responding meaning of monologue
text/essay that uses various written language accurately, fluently, and
comprehensively in the form of report, narrative, spoof, and analytical exposition
text.
Steps of learning activity
10 Minutes
1. Teacher starts the class with greeting to the students.
2. Check the attendant list.
70 Minutes
1. Teacher use reciprocal strategy for their technique.
Understanding the reciprocal technique
The purpose of reciprocal technique
Understanding the four stages which is the step of reciprocal
technique
Generating question
Clarifying
Summarizing
Predicting
2. Distribute a text to each students
3. Teacher modeled the process by reading section
Encourage active participation in the process by inviting students
to assume the teacher role by asking question and directing the
discussion of the text.
The 1st paragraph, teacher as a leader, and the next paragraph
every student have a change to be a leader to discuss about the
paragraph of the text until the last paragraph.
Teaching learning process runs slowly, so it will continue to the next
meeting
10 minutes
1. Confirmation the understanding about reciprocal technique
2. Inform the students about the next meeting plan to do
3. Closing
Source, equipment, material
1. Models of Teaching, Connecting Students Learning With Standards. By
Jeannine M. Dell‟Olio and Tony Donk
2. English SMA/MA Grade XI Natural and Social Science Programmes.
By Desmal Darjis, Sophian Fanany and Aisyah Anwar
3. Narrative text “Magic Mirror”
4. Board marker
5. White board
Instrument
Activity 1
A Magic Mirror
Long, long time ago there lived a young girl named Evelin. Evelin was a
brave girl, adventurous, smart, fond of martial and since childhood live alone.
She lived in a small hut in the wilderness. Her best friend was a white horse
named Hose. Hose wasn't ordinary horse, because Hose was a horse is able to
speak like a human.
One day, Evelin and Hose went to somewhere for an adventure. The
farther away and the deeper they ventured until they came to a foreign place.
Quiet, dark, and creepy. It was a strange palace buildings that has not been
disturbed by anyone. The walls of the palace doesn't looked solid again, full
plagued by tree roots. Foreign places like this that Evelin like, because this is
where she encountered something new in her life adventures. Inside the palace,
visited the room one by one. When she arrived in a very dark room which was
different from previous chambers, Evelin shocked when she lit a torch and saw a
giant mirror that almost as big as the wall. Mirror was full of dust and very
outdated. Evelin who was shocked to saw the giant mirror, without a second
thought Evelin immediately called Hose for her soon. Just like Evelin, Hose was
shocked to saw the giant mirror. Not long after, Evelin think it was like a giant
mirror to brought his little hut. However, as opposed Hose and Evelin wouldn‟t
have been able to brought the giant mirror.
Night came, Evelin and Hose decided to spent the night in the palace.
Evelin lit a bonfire and prepared a thick coat to slept. Evelin eventually fell
asleep and dreamed. In the dream, a giant mirror that can spoke like human
beings like Hose. When morning came, Evelin was snapped out of his slept. She
immediately thought of his dream last night, she immediately encountered a giant
mirror that regardless of the Hose was still slept. When she got it in the room, full
of curious Evelin by tapping the mirror, but nothing has changed at all. The
mirror remained silent. Evelin came out of the palace to sought Hose. Hose and
Evelin plan to return. When the middle of the road Evelin felt exhausted, they rest
under an apple tree. Soon Evelin back asleep and dreamed that the giant mirror
calling her to return to the palace. Evelin awoke and immediately asked Hose that
they returned to the palace. Arriving at the palace, Evelin immediately into the
room was a giant mirror. Mirror was knocked over and over again. No one
moved, no sound. Evelin upset and sceaming away from the mirror. But this time
something was different that mirror made a sound. Evelin shocked after hearing
the sound of the mirror. Evelin came back, but the mirror back down and didn't
spoke again.
Short story, Evelin and Hose return to her small hut with a strange feeling
and a little annoyed with what happened on his adventures. Hose was confused
with what happened to Evelin. Night came again, and that night Evelin didn't
want to dream about strange giant mirror. Evelin didn't want to slept so she
wouldn't dream anymore. But, as the night wore on, finally, Evelin fell asleep and
dreamed again. In the dream, the giant mirror cried and asked Evelin for help to
brought the giant mirror to place 'Valley Kalika'. Evelin awoke and screaming in
horror. Hose who were still asleep participate cried out in shocked. Before dawn
appeared Evelin and Hose decided to go back to the palace to brought the giant
mirror to the 'Valley Kalika'. Although, Evelin didn't know at all about the
'Valley Kalika' it where and how. Evelin and Hose continued his journey.
When they came to the palace, Evelin quickly tryiing to bring the giant
mirror, but Evelin not able to because it was too heavy. At last with help of Hose,
eventually mirror thet can be taken out of the palace. Arriving outside the palace
Evelin back confusion about how to move the mirror to the 'Valley Kalika'. Then
with wood and crude equipment Evelin make carts for transporting the mirror.
Once everything was finished, Evelin and Hose promptly seek 'Valley Kalika'.
When Evelin asleep somewhere along the way, again, and again she dreamed
again. In the dream, Evelin get directions existence 'Valley Kalika' and just on
this day in the „Valley Kalika‟ that Evelin had to put a giant mirrors it exactly
centered dusk to get the reflection of the sun. Evelin awoke of the dream and told
Hose in order to more quickly to the 'Valley Kalika'. As time passed, they came
to the 'Valley Kalika'. Evelin and Hose immediately pit it right mirror centered
dusk. Instantly get mirror the reflected sunlight, the mirrors vibrate, vibrate faster
and faster, the mirror was put out tremendous light. The mirror suddenly
changed! and exit the handsome prince that regardless of the devil curse
thousands years ago. Prince was named William. Prince William came with a
full smile for Evelin. He was very impressed over Evelin beauty, Evelin as did.
They love each other and then they also get married. They lived happily ever
after as they always do in fairy tales.
The end
English Teacher Student Research
Ilham Syarif, S. Pd. Ika Fhatma Sari
NIP. 197509012008011018 NIM. 109014000168
Instrument
Activity 1
A Magic Mirror
Long, long time ago there lived a young girl named Evelin. Evelin was a brave girl,
adventurous, smart, fond of martial and since childhood live alone. She lived in a small hut
in the wilderness. Her best friend was a white horse named Hose. Hose wasn't ordinary
horse, because Hose was a horse is able to speak like a human.
One day, Evelin and Hose went to somewhere for an adventure. The farther away and
the deeper they ventured until they came to a foreign place. Quiet, dark, and creepy. It was a
strange palace buildings that has not been disturbed by anyone. The walls of the palace
doesn't looked solid again, full plagued by tree roots. Foreign places like this that Evelin like,
because this is where she encountered something new in her life adventures. Inside the
palace, visited the room one by one. When she arrived in a very dark room which was
different from previous chambers, Evelin shocked when she lit a torch and saw a giant mirror
that almost as big as the wall. Mirror was full of dust and very outdated. Evelin who was
shocked to saw the giant mirror, without a second thought Evelin immediately called Hose
for her soon. Just like Evelin, Hose was shocked to saw the giant mirror. Not long after,
Evelin think it was like a giant mirror to brought his little hut. However, as opposed Hose
and Evelin wouldn’t have been able to brought the giant mirror.
Night came, Evelin and Hose decided to spent the night in the palace. Evelin lit a
bonfire and prepared a thick coat to slept. Evelin eventually fell asleep and dreamed. In the
dream, a giant mirror that can spoke like human beings like Hose. When morning came,
Evelin was snapped out of his slept. She immediately thought of his dream last night, she
immediately encountered a giant mirror that regardless of the Hose was still slept. When she
got it in the room, full of curious Evelin by tapping the mirror, but nothing has changed at
all. The mirror remained silent. Evelin came out of the palace to sought Hose. Hose and
Evelin plan to return. When the middle of the road Evelin felt exhausted, they rest under an
apple tree. Soon Evelin back asleep and dreamed that the giant mirror calling her to return to
the palace. Evelin awoke and immediately asked Hose that they returned to the palace.
Arriving at the palace, Evelin immediately into the room was a giant mirror. Mirror was
knocked over and over again. No one moved, no sound. Evelin upset and sceaming away
from the mirror. But this time something was different that mirror made a sound. Evelin
shocked after hearing the sound of the mirror. Evelin came back, but the mirror back down
and didn't spoke again.
Short story, Evelin and Hose return to her small hut with a strange feeling and a little
annoyed with what happened on his adventures. Hose was confused with what happened to
Evelin. Night came again, and that night Evelin didn't want to dream about strange giant
mirror. Evelin didn't want to slept so she wouldn't dream anymore. But, as the night wore
on, finally, Evelin fell asleep and dreamed again. In the dream, the giant mirror cried and
asked Evelin for help to brought the giant mirror to place 'Valley Kalika'. Evelin awoke and
screaming in horror. Hose who were still asleep participate cried out in shocked. Before
dawn appeared Evelin and Hose decided to go back to the palace to brought the giant mirror
to the 'Valley Kalika'. Although, Evelin didn't know at all about the 'Valley Kalika' it where
and how. Evelin and Hose continued his journey.
When they came to the palace, Evelin quickly tryiing to bring the giant mirror, but
Evelin not able to because it was too heavy. At last with help of Hose, eventually mirror thet
can be taken out of the palace. Arriving outside the palace Evelin back confusion about how
to move the mirror to the 'Valley Kalika'. Then with wood and crude equipment Evelin make
carts for transporting the mirror. Once everyting was finished, Evelin and Hose promptly
seek 'Valley Kalika'. When Evelin asleep somewhere along the way, again, and again she
dreamed again. In the dream, Evelin get directions existence 'Valley Kalika' and just on this
day in the 'Valley Kalika' that Evelin had to put a giant mirror it exactly centered dusk to get
the reflection of the sun. Evelin awoke of the dream and told Hose in order to more quickly
to the 'Valley Kalika'. As time passed, they came to the 'Valley Kalika'. Evelin and Hose
immediately pit it right mirror centered dusk. Instantly get a mirror thet reflected sunlight,
the mirrors vibrate, vibrate faster and faster, the mirror was put out tremendous light. The
mirror suddenly changed! and exit the handsome prince that regardless of the devil curse
thousands years ago. Prince was named William. Prince William came with a full smile for
Evelin. He was very impressed over Evelin beauty, Evelin as did. They love each other and
then they also get married. They lived happily ever after as they always do in fairy tales.
The end
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
School’s Name : SMAN 90 Jakarta
Subject : English
Class/Semester : XI / 2
The meeting : 3rd meeting, in the 2nd
treatmet
Time allocation : 2 x 45 minute
Topic of the lesson : Narrative Text
Reading
Standard Competence: Understanding the meaning of monologue text/essay in
the form of report, narrative, analytical exposition text accurately, fluently, and
comprehensively in the daily context and to access the knowledge.
Base Competence: Understanding and responding meaning of monologue
text/essay that uses various written language accurately, fluently, and
comprehensively in the form of report, narrative, spoof, and analytical exposition
text.
Steps of learning activity
5 Minutes
1. Teacher starts the class with greeting to the students.
2. Check the attendant list.
70 Minutes
1. Put the students in groups of four
2. Divide students into the group identifying each person’s unique role
3. Teacher starts the lesson by reviewing the strategies of reciprocal teaching
4. Together with the students, teacher discusses about the text in the first
meeting.
5. As organizer and facilitator, teacher helps the students with their unique
role during the process of reading
6. Teacher gives a reading comprehension exercise consisting of ten essay
questions include giving the idea of summary, predicting.
Teacher gives new text, and answer the essay consist of ten questions
10 minutes
1. Confirmation the teaching learning process
2. Inform the students about the next meeting plan to do
3. Closing
Source, equipment, material
1. Models of Teaching, Connecting Students Learning With Standards. By
Jeannine M. Dell’Olio and Tony Donk
2. English SMA/MA Grade XI Natural and Social Science Programmes.
By Desmal Darjis, Sophian Fanany and Aisyah Anwar
3. Narrative text “Magic Mirror”
4. Board marker
5. White board
6. Laptop
7. OHP
Instrument
Questions! Do it by yourself!
1. How many characters mentioned in the text?
2. What characters that Evelin has?
3. What makes Evelin would take the mirror to her hut?
4. Quite, dark, and creepy. What does the word creepy means?
5. What is the dream about, when Evelin fell a slept?
6. How did Evelin and Hose bring the giant mirror to the “Valley Kalika”?
7. Write down the short summary of the story based on your own words!
8. What is the next probably happened to them after they married? Give
your own prediction! (Minimum 50 words)
9. What the moral value that you got from the story?
10. How many sequences of events in that story?
Answer
1. There are three characters in the story Evelin, Hose, and Prince William
2. Evelin has brave, adventurous, smart, and fond of martial.
3. She interesting to the mirror
4. Creepy means terrify, afraid or anxious. The word use when we feel
unsafe or in danger.
5. The dreams is random, the mirror able to speak and
Scoring
Test= 10 items x 10= 100
English Teacher Student Research
Ilham Syarif, M. Pd. IkaFhatma Sari
NIP. 197509012008011018 NIM. 109014000168
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
School’s Name : SMAN 90 Jakarta
Subject : English
Class/Semester : XI / 2
The meeting : 4th meeting, in the 3rd
treatment
Time allocation : 2 x 45 minute
Topic of the lesson : Narrative Text
Reading
Standard Competence: Understanding the meaning of monologue text/essay in
the form of report, narrative, analytical exposition text accurately, fluently, and
comprehensively in the daily context and to access the knowledge.
Base Competence: Understanding and responding meaning of monologue
text/essay that uses various written language accurately, fluently, and
comprehensively in the form of report, narrative, spoof, and analytical exposition
text.
Steps of learning activity
5 Minutes
1. Teacher starts the class with greeting to the students.
2. Check the attendant list.
70 Minutes
1. Put the students in groups of four
2. Divide group into four unique roles based on the four strategies.
3. Share a new text to the students, in the text book page, 144-145
4. Students will discuss the passage without asking the teacher any
questions concerning the technique
5. Teacher act as an observer
6. After reading and discussing the passage in their own group, students
will have a class discussion about the contents of the reading
passages.
Students make their own idea as their each role in generating question,
clarifying, summarizing and predicting in every content of the paragraph.
Students read the reading exercises, consisting of six essay, four multiple
choice and ten study phrases
10 minutes
1. Confirmation the teaching learning process
2. Inform the students about the next meeting plan to do
3. Closing
Source, equipment, material
1. Models of Teaching, Connecting Students Learning With Standards. By
Jeannine M. Dell’Olio and Tony Donk
2. English SMA/MA Grade XI Natural and Social Science Programmes.
By Desmal Darjis, Sophian Fanany and Aisyah Anwar
3. Board marker
4. White board
5. Laptop
6. OHP
Instrument
In the text book 145-147
Scoring
Test= 20 items x 5= 100
English Teacher Student Research
Ilham Syarif, M. Pd. Ika Fhatma Sari
NIP. 197509012008011018 NIM. 109014000168
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
School’s Name : SMAN 90 Jakarta
Subject : English
Class/Semester : XI / 2
The meeting : 5th meeting, in the 4rd
treatment
Time allocation : 2 x 45 minute
Topic of the lesson : Narrative Text
Reading
Standard Competence: Understanding the meaning of monologue text/essay in
the form of report, narrative, analytical exposition text accurately, fluently, and
comprehensively in the daily context and to access the knowledge.
Base Competence: Understanding and responding meaning of monologue
text/essay that uses various written language accurately, fluently, and
comprehensively in the form of report, narrative, spoof, and analytical exposition
text.
Steps of learning activity
5 Minutes
1. Teacher starts the class with greeting to the students.
2. Check the attendant list.
70 Minutes
1. Put the students in groups of four
2. Divide group into four unique roles which is from the past
3. Share a new text to the students
4. Students read and discuss the passage by themselves and there are no
questions concerning the techniques as well as the passage.
5. Teacher act as an observer
6. After reading discussing the passage, the teacher and the students discuss
the contents of the passage.
Teacher will give the students reading comprehension exercise
consisting of 20 multiple choice questions.
10 minutes
1. Confirmation the teaching learning process
2. Inform the students about the next meeting plan to do
3. Closing
Source, equipment, material
1. Models of Teaching, Connecting Students Learning With Standards. By
Jeannine M. Dell’Olio and Tony Donk
2. English SMA/MA Grade XI Natural and Social Science Programmes.
By Desmal Darjis, Sophian Fanany and Aisyah Anwar
3. Board marker
4. White board
5. Laptop
6. OHP
Instrument
LKS
Scoring
Test= 20 items x 5= 100
English Teacher Student Research
Ilham Syarif, M. Pd. Ika Fhatma Sari
NIP. 197509012008011018 NIM. 109014000168
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
CONTROLLED CLASS
School’s Name : SMAN 90 Jakarta
Subject : English
Class/Semester : XI / 2
The meeting : 1st meeting
Time allocation : 2 x 45 minute
Topic of the lesson : Narrative Text
Reading
Standard Competence: Understanding the meaning of monologue text/essay in
the form of report, narrative, analytical exposition text accurately, fluently, and
comprehensively in the daily context and to access the knowledge.
Base Competence: Understanding and responding meaning of monologue
text/essay that uses various written language accurately, fluently, and
comprehensively in the form of report, narrative, spoof, and analytical exposition
text.
Steps of learning activity
10 Minutes
1. Teacher starts the class with greeting to the students.
2. Check the attendant list.
70 Minutes
1. Teacher explain about narrative text
2. Teacher explains how to get the main idea or general idea of the passage
3. Teacher shares a hand out, then tries to ask one student to mention the
main idea
4. Some students read the text and others listen to them
5. The students answer the questions according to the reading passages
6. Teacher divides the students into 8 groups and they will discuss the answer
with their friends in a group.
Teacher corrects the answer and students take some notes about the main idea.
10 minutes
1. Confirmation the understanding about the material already discussed
2. Inform the students about the next meeting plan to do
3. Closing
Source, equipment, material
1. English SMA/MA Grade XI Natural and Social Science Programmes.
By Desmal Darjis, Sophian Fanany and Aisyah Anwar
2. Narrative text “Magic Mirror”
3. Board marker
4. White board
Instrument
A Magic Mirror
Long, long time ago there lived a young girl named Evelin. Evelin was a
brave girl, adventurous, smart, fond of martial and since childhood live alone.
She lived in a small hut in the wilderness. Her best friend was a white horse
named Hose. Hose wasn't ordinary horse, because Hose was a horse is able to
speak like a human.
One day, Evelin and Hose went to somewhere for an adventure. The
farther away and the deeper they ventured until they came to a foreign place.
Quiet, dark, and creepy. It was a strange palace buildings that has not been
disturbed by anyone. The walls of the palace doesn't looked solid again, full
plagued by tree roots. Foreign places like this that Evelin like, because this is
where she encountered something new in her life adventures. Inside the palace,
visited the room one by one. When she arrived in a very dark room which was
different from previous chambers, Evelin shocked when she lit a torch and saw a
giant mirror that almost as big as the wall. Mirror was full of dust and very
outdated. Evelin who was shocked to saw the giant mirror, without a second
thought Evelin immediately called Hose for her soon. Just like Evelin, Hose was
shocked to saw the giant mirror. Not long after, Evelin think it was like a giant
mirror to brought his little hut. However, as opposed Hose and Evelin wouldn‟t
have been able to brought the giant mirror.
Night came, Evelin and Hose decided to spent the night in the palace.
Evelin lit a bonfire and prepared a thick coat to slept. Evelin eventually fell
asleep and dreamed. In the dream, a giant mirror that can spoke like human
beings like Hose. When morning came, Evelin was snapped out of his slept. She
immediately thought of his dream last night, she immediately encountered a giant
mirror that regardless of the Hose was still slept. When she got it in the room, full
of curious Evelin by tapping the mirror, but nothing has changed at all. The
mirror remained silent. Evelin came out of the palace to sought Hose. Hose and
Evelin plan to return. When the middle of the road Evelin felt exhausted, they rest
under an apple tree. Soon Evelin back asleep and dreamed that the giant mirror
calling her to return to the palace. Evelin awoke and immediately asked Hose that
they returned to the palace. Arriving at the palace, Evelin immediately into the
room was a giant mirror. Mirror was knocked over and over again. No one
moved, no sound. Evelin upset and sceaming away from the mirror. But this time
something was different that mirror made a sound. Evelin shocked after hearing
the sound of the mirror. Evelin came back, but the mirror back down and didn't
spoke again.
Short story, Evelin and Hose return to her small hut with a strange feeling
and a little annoyed with what happened on his adventures. Hose was confused
with what happened to Evelin. Night came again, and that night Evelin didn't
want to dream about strange giant mirror. Evelin didn't want to slept so she
wouldn't dream anymore. But, as the night wore on, finally, Evelin fell asleep and
dreamed again. In the dream, the giant mirror cried and asked Evelin for help to
brought the giant mirror to place 'Valley Kalika'. Evelin awoke and screaming in
horror. Hose who were still asleep participate cried out in shocked. Before dawn
appeared Evelin and Hose decided to go back to the palace to brought the giant
mirror to the 'Valley Kalika'. Although, Evelin didn't know at all about the
'Valley Kalika' it where and how. Evelin and Hose continued his journey.
When they came to the palace, Evelin quickly tryiing to bring the giant
mirror, but Evelin not able to because it was too heavy. At last with help of Hose,
eventually mirror thet can be taken out of the palace. Arriving outside the palace
Evelin back confusion about how to move the mirror to the 'Valley Kalika'. Then
with wood and crude equipment Evelin make carts for transporting the mirror.
Once everything was finished, Evelin and Hose promptly seek 'Valley Kalika'.
When Evelin asleep somewhere along the way, again, and again she dreamed
again. In the dream, Evelin get directions existence 'Valley Kalika' and just on
this day in the „Valley Kalika‟ that Evelin had to put a giant mirrors it exactly
centered dusk to get the reflection of the sun. Evelin awoke of the dream and told
Hose in order to more quickly to the 'Valley Kalika'. As time passed, they came
to the 'Valley Kalika'. Evelin and Hose immediately pit it right mirror centered
dusk. Instantly get mirror the reflected sunlight, the mirrors vibrate, vibrate faster
and faster, the mirror was put out tremendous light. The mirror suddenly
changed! and exit the handsome prince that regardless of the devil curse
thousands years ago. Prince was named William. Prince William came with a
full smile for Evelin. He was very impressed over Evelin beauty, Evelin as did.
They love each other and then they also get married. They lived happily ever
after as they always do in fairy tales.
The end
English Teacher Student Research
Ilham Syarif, S. Pd. Ika Fhatma Sari
NIP. 197509012008011018 NIM. 109014000168
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
CONTROLLED CLASS
School’s Name : SMAN 90 Jakarta
Subject : English
Class/Semester : XI / 2
The meeting : 2nd
meeting
Time allocation : 2 x 45 minute
Topic of the lesson : Narrative Text
Reading
Standard Competence: Understanding the meaning of monologue text/essay in
the form of report, narrative, analytical exposition text accurately, fluently, and
comprehensively in the daily context and to access the knowledge.
Base Competence: Understanding and responding meaning of monologue
text/essay that uses various written language accurately, fluently, and
comprehensively in the form of report, narrative, spoof, and analytical exposition
text.
Steps of learning activity
10 Minutes
1. Teacher starts the class with greeting to the students.
2. Check the attendant list.
3. Inform the students about the lesson topic for today
70 Minutes
1. The students are divided into 8 groups and given handout, containing
reading passage.
2. Students will finish reading comprehension exercise consisting of five
numbers questions
3. Teacher acts as the class organizer as well as the facilitator
4. Teacher starts the lesson by reviewing how to get general idea
5. Some students read the text and others listen to them
6. Students answer the questions according to the reading passages consisting
of five essay questions and writing opinion.
7. Students discuss it with their friends in a group, and then they made a
conclusion.
Finish with the passages, teacher correct their answers about the content of
the passages in order to review the students’ comprehension of the passages
Instrument:
Text book page 144-145
10 minutes
1. Confirmation the understanding about the material already discussed
2. Inform the students about the next meeting plan to do
4. Closing
Source, equipment, material
1. English SMA/MA Grade XI Natural and Social Science Programmes.
By Desmal Darjis, Sophian Fanany and Aisyah Anwar
2. Board marker
3. White board
English Teacher Student Research
Ilham Syarif, S. Pd. Ika Fhatma Sari
NIP. 197509012008011018 NIM. 109014000168
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
CONTROLLED CLASS
School’s Name : SMAN 90 Jakarta
Subject : English
Class/Semester : XI / 2
The meeting : 3-4th
meeting
Time allocation : 4 x 45 minute
Topic of the lesson : Narrative Text
Reading
Standard Competence: Understanding the meaning of monologue text/essay in
the form of report, narrative, analytical exposition text accurately, fluently, and
comprehensively in the daily context and to access the knowledge.
Base Competence: Understanding and responding meaning of monologue
text/essay that uses various written language accurately, fluently, and
comprehensively in the form of report, narrative, spoof, and analytical exposition
text.
Steps of learning activity
10 Minutes
1. Teacher starts the class with greeting to the students.
2. Check the attendant list.
3. Inform the students about the lesson topic for today
70 Minutes
1. The students are divided into 8 groups and given handout, containing
reading passage.
2. Students will finish reading comprehension exercise consisting of five
numbers questions
3. Teacher acts as the class organizer as well as the facilitator
4. Teacher starts the lesson by reviewing how to get general idea
5. Some students read the text and others listen to them
6. Students answer the questions according to the reading passages consisting
of five essay questions and writing opinion.
7. Students discuss it with their friends in a group, and then they made a
conclusion.
Finish with the passages, teacher correct their answers about the content of
the passages in order to review the students’ comprehension of the passages
Instrument:
Text book page 145-147
10 minutes
1. Confirmation the understanding about the material already discussed
2. Inform the students about the next meeting plan to do
4. Closing
Source, equipment, material
1. English SMA/MA Grade XI Natural and Social Science Programmes.
By Desmal Darjis, Sophian Fanany and Aisyah Anwar
2. Board marker
3. White board
English Teacher Student Research
Ilham Syarif, S. Pd. Ika Fhatma Sari
NIP. 197509012008011018 NIM. 109014000168