designing english worksheet to teach reading skill …
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DESIGNING ENGLISH WORKSHEET TO TEACH READING SKILL
FOR THE ELEVENTH GRADE STUDENTS OF MAS
NURURRODHIYAH KOTA JAMBI
THESIS
BY
SUCI APRILIANA PERTIWI
NIM : TE 151630
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINNING
STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN JAMBI
2019
DESIGNING ENGLISH WORKSHEET TO TEACH READING SKILL
FOR THE ELEVENTH GRADE STUDENTS OF MAS
NURURRODHIYAH KOTA JAMBI
THESIS
presented to the Faculty and Teacher’s Training
in Partial Fulfillment of Requirenment for the Degree of Strata 1 (S.Pd) in
English Language Education
BY
SUCI APRILIANA PERTIWI
REG. NUMBER: TE 151630
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINNING
STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN JAMBI
2019
DEDICATION
In the name of Allah SWT for His blessing an merciful, with deep thanks and
proud. I dedicated thesis especially to :
My parents, my beloved mother (Mrs.Mardiana) and my beloved father
(Mr.Armen Dani) who always be my reason to do my best. Thanks for your love,
support, motivation and endless pray.
Do you know? You are the light that shines my life, thank you for all you have
given to me. Without you, I cannot do anything.
My beloved brother (Mailan Putra Anugrah and Oktodio Purnama Wibawa)
thankyou for support and praying to me.
My great advisor (Amalia Nurhanasah. S.Pd.,M.Hum and Faiqah
Mahmudah.S.S.,M.Pd) thanks for support, advices and patience on guiding me to
finish this research.
My POTATO GIRLS : Siti Aisyah, Umi Rizkiana, Ulfa Hanis Mutia, Yuliana
Febriani, and Suci Nurul Fajri. Thank you for the time we spent together. Thank
you for helping me passing my bad moments, thank you for being here when I
need you, Thank you for understanding me, thank you for your patience, kindness,
and thanks for accepting me. However, the most important is thanks for loving me
like you love yourself and thank you for becoming the my best friend.
For my classmate, the big family of English Education’15 Class D and those who
cannot mentioned one by one who has accompanying me to do anything
All my friends, may Allah bless them.
Amiin. Ya Allah
ACKNOWLEDGEMENT
Firstly, the researcher wants to say Ahamdulillahirabbil’alamin, all the
praise to Allah SWT the lord of all creatures, for His Blessing from the starting
point of my study until now the end of my study. After that, shalawat and salam
be upon to our Prophet Muhammad SAW, hopefully we will get His syafa’at later
at the Last Day.
Secondly, the researcher would like to say thanks a lot of peole who
helped the writer in writing this thesis. The researcher wants to say thanks to my
edvisors Amalia Nurhasanah.S.Pd.,M.Hum and Faiqah Mahmudah,S.S.,M.Pd who
have helped, guide, supported and suggested me in writing this thesis. I also want
to say thas for all classmates TBI’15, who have given additional suggestion and
support to finish this thesis. To accomplish tis thesis, the sriter had been given one
great deal to many people. So, the writer would like to say thanks their
contribution, they are:
1. Dr. H. Hadri Hasan, MA as a Rector of the State Islamic University of
Sulthan Thaha Saifuddin Jambi.
2. Dr. Hj. Armida.M.Pd, as the Dean of the Faculty of Education and Taecher
Training
3. Dr. H. Lukman Hakim.M.Pd as the vice of Academic Affair Dean Faculty
of Education and Teacher Training. Dr. Zawaqi Afdhal Jamil.M.Pd.I as the
Vive General Administration Dean Faculty of Education and Teacher
Training, and Dr. H. Kemas Imron Rosadi.M.Pd as the Vice of Students
Affair Dean Faculty of Education and Teacher Training.
4. The Head of English Education Program Study of Tarbiyah and Teachers’
Training Amalia Nurhasanah, S.Pd.,M.Hum and the secretary of English
Education Study Program Wahyuni Fitria,S.Pd.,M.Pd
5. The validadators who has validated my product o be better. The expert
English Material is Dr. Faurina Anastasia.SS.,M.Hum and the dsign expert
is Wahyuni Fitria,S.Pd.,M.Pd
6. All the lecturers and staffs of English Education Program Faculty of
Tarbiyah and Teachers Training then contribution and assistans during
studying in the State Islamic University of Sulthan Thaha Saifuddin Jambi.
7. The Head and officers of the library of UIN Jambi nad public library of
Jambi Province
8. Islamic Senior High School Nururrodhiyah Kota Jambi
9. The last but not least, to my beloved parent and brothers who givefully
supporting to the researcher.
This thesis is still far away from perfection. I need some crities and
suggestions, so that I can be better in the future. Finally, the researcher
hopes this thesis will give positive contributions for readers, especially for
the students of English Education Program Faculty of Tarbiyah and
Teacher Training.
Jambi, 08 Oktober
2019
The Reseacher
Suci Apriliana
Pertiwi
TE.151630
ABSTRAK
Suci Apriliana Pertiwi : Designing English Worksheet to Teach Reading
Skill for The Eleventh Grade Stuents of MAS
Nururrodhiyah Kota Jambi
Pembimbing I : Amalia Nurhasanah,S.Pd.,M.Hum
Pembimbing II : Faiqah Mahmudah,S.S.,M.Pd
Penelitian ini dilakukan dengan menggunakan metode penilitian dan
pengembangan. Penelitian ini bertujuan untuk mendesain sebuah lembar kerja
siswa dalam keterampilan Membaca Bahasa Inggris yang baik dan sesuai untuk
mengajar Bahasa Inggrsi untuk siswa kelas XI MAS Nururrodhiyah. Proses dalam
mengembangkan lembar kerja untuk keterampilan membaca mengikuti model
prosedur penelitian yang disederhanakan berdasarkan Dick dan Carey didalam
Borg, yang terdiri dari delapan langkah; meniliti dan mengumpulkan informasi,
perencanaan, menulis draf yang pertama dari lembar kerja bahasa Inggris,
melakukan tinjauan uji coba atau validasi oleh para ahli, memiliki draf kedua,
melakukan uji coba, melakukan evaluasi dan penulisan draft akhir. Lembar kerja
telah divalidasi dan diujicobakan kepada siswa. Hasil dari kuisioner menunjukkan
83,2% diterima dan sukes dan 16,8% tidak memenuhi criteria. Hal ini
menunjukkan bahwa siswa tersebut memilik minat dan motivasi dalam belajar
Basaha Inggris dengan menggunakan Lembar kerja. Khususnya dalam
keterampilan membaca.
Kata kunci : penelitian dan pengembangan, worksheet, kemampuan membaca
ABSTRACT
Suci Apriliana Pertiwi : Designing English Worksheet to Teach Reading
Skill for The Eleventh Grade Stuents of MAS
Nururrodhiyah Kota Jambi
Pembimbing I : Amalia Nurhasanah,S.Pd.,M.Hum
Pembimbing II : Faiqah Mahmudah,S.S.,M.Pd
This research was conducted by following the design of research and development
method. This research aims at designing a good and appropriate English
worksheet of reading skill to teach for elevent grade student of MAS
Nururrodhiyah. The process in developing the worksheets for reading skill
followed the simplified model of research procedure based on Dick and Carey in
Borg, that consisted of eight steps : reseaching and collecting information,
planning, writing the first draft of English worksheet, having the test review by
expert, having the second draft, conducting try-out, conducting evaluation and
writing the final draft. The worksheet was validated and was tried out to the
student. The result from the questionnaire showed 83,2% accepted and success
and 16,8% did not fill the criteria. The finding show cased that the product
(worksheet) is qualified.
Keyword: Research and Development, Worksheet, Reading Skill.
CONTENTS
TITLE COVER ........................................................................................... .... i
PAGE TITLE ............................................................................................. … ii
OFFICIAL NOTE ....................................................................................... … iii
ORIGINAL THESIS STATEMENT .......................................................... … iv
DEDICATION ........................................................................................... … v
MOTTO ..................................................................................................... … vi
ACKNOWLEDGEMENT ......................................................................... … vii
ABSTRAK ................................................................................................ … viii
ABSTRACT ................................................................................................ … ix
TABLE OF CONTENT .............................................................................. .... x
TABLE OF APPENDIX ............................................................................ .... xi
CHAPTER I INTRODUCTION
A. Background of the Study ......................................................... 1
B. Identification of the Problem .................................................. 2
C. Limitation of the Research ....................................................... 3
D. Statement of the Research ................................................ ...... . 3
E. Limitation of the Problem ..................................................... . 3
F. Significance of the Research .................................................... 3
G. The Product specification of the Research ............................... 4
CHAPTER II REVIEW RELATED LITERATURE
A. The Definition of Reading ...................................................... 5
B. Reading Purpose ..................................................................... 6
C. Worksheet ............................................................................... 7
D. Need of Students and teachers ................................................ 9
E. Previous Sudy ......................................................................... 9
CHAPTER III METHODOLOGY OF RESEARCH
A. Setting of the Research............................................................. 11
B. Characteristic Target of the Reseach ………………………… 11
C. Approach and Procedure Development …………………….. 11
1. Need Assessment …………………………………………
11
2. Research Procedure ............................................................ 12
3. Data Collecting Technique ................................................. 14
D. Technique of Data Analysis .................................................... 17
CHAPTER IV DEVELOPMENT RESEARCH AND DISCUSSION
A. Result of Research .................................................................. .. 18
B. Developmet Research .............................................................. 18
C. Discussion................................................................................
47
CHAPTE V CONCLUSION AND SUGGESTION
A. Conclusion .............................................................................. 50
B. Suggestion ............................................................................. 51
REFERENCES .............................................................................................. 52
APPENDIXES ................................................................................................ 54
LIST OF APPENDIXES
Appendix 1 Observation Sheets
Appendix 2 List Question of Interview
Appendix 3 Syllabus Curriculum 2013
Appendix 4 Angket Instrumen
Appendix 5 Letter of Instrument From Teacher
Appendix 6 Attendance List of Try-Out
Appendix 7 Students Try-Out
Appendix 8 Letter of Validation Approval the Product pf Advisor
Appendix 9 Letter of Validation Result from Design Expert
Appendix 10 Letter of Validation Result from Material Expert
Appendix 11 Letter of Permit the Research
Appendix 12 Letter of conducting the Resesach from Scholl
Appendix 13 Card First Advisor
Appendix 14 Card Second Advisor
Appendix 15 Curriculum Vitae
CHAPTER I
INTRODUCTION
A. Background of the Study
Teaching English is challenging because many things should be considered
by the teachers. Those are situation analysis, societal, project, instructional,
teacher, learner, and adoption factor. Harmer (2003). It is makes how important
material. There is school that the material is not good based on place, society, and
student environment.
Teachers’ duty are prepare material, lesson planning assessment, and
classroom management. The good material must be attend gender, language use,
and language feature. Gender in an English are not always describe that male and
female are different. But the English material can be learned anyone regardless
gender. Language used in English material can be simple and clear. Then,
language features is a requirement the technical language should be sufficiently
expressive to distinguish relevant classes of situations means, among other things,
that they be nether ambiguous nor vague where this would have consequences for
the task to be solved. Natural language facilitates communication is several others
respects, besides the use of presuppositions.
However, English teacher always give the best to their student so they can
learn English subject well. There are variety ways to teachers model to teach
English, and so many media or instrument to teach English. The teacher make
student interest with the material and the teacher should be more creative and
innovative. The teacher can use textbook, worksheet, picture and etc. moreover,
most of student is eleventh grade is still childish and beginner so we should give
an appropriate material, tast, some exercise based on student need and student
learning.
Furthermore, we know that in Learning English there are four skills that
student should masteres. There are listening, writing, reading and speaking. The
skills divide into two types. First, receptive skill is skill that include Listening and
reading. Second, productive skill is skill that include writing and speaking skill.
Arifin in Suyitno stated that student worksheet is one of appropriate learning
media for student. It is helping student to ad informationn about concept learned
trough systematic learning activity (2014,p.73)
While reading, presumably, many things can be happened. Not only is the
reader looking at the printed page and deciphering marks. The readers is
presumably thinking about what he is reading, how useful, useless, entertaining,
boring text is. He may find some difficulties and ways of overcoming those or
continuing the pleasure. Many different things can be going on when a reader
reads with a different purpose of reading.
Beside that if the worksheet can be used by student, it will give many
advantages. First, worksheet is one of alternative for teacher to give
instruction or introduce for a specific activity in learning process. Second,
worksheet can use to accelerate learning process and minimalize time to present a
topic. Third, worksheet make student more active in learning process and can
optimize limited learning media. Fourth, the function of worksheet can encourage
students’ interest if the worksheet arranged systematically and can growth
students’ motivation to learning and curiosity (Endang, 2008,p.2)
Student in lower grade should get more attention, and can matter the basic
materials. But the research found some cases in MAS Nurur Rodhiyah Jambi City
which had done a grand tour there. As the result from the interview with the
teacher and from the observation are: first, the teacher use Senior high school year
XI Talk Active in context curriculum 2013,Which is the content is hard to
understand to students, that’s why the teacher chose another material for students,
which is worksheet . Second, the worksheet is unattractive for student because
the worksheet less illustration or picture, the color only black and white, and there
are so many grammar and long explanation that’s make student less motivation to
learn it.
It is better if the student have the worksheet based on students need. That’s
why the researcher want to find the solution by “Designing English Worksheet to
teach Reading Skill for the Eleventh Grade of MAS Nurur Rodhiyah Kota Jambi”
B. Identification of the Problem
Based on the background of the research, the researcher identified some problem s
as follow:
1. The material existing in the ready-to-use worksheet don’t alight with the
material the teacher used in MAS Nurur Rodhiyah Kota Jambi.
2. Some task of the worksheet used in the school is difficult to understand and
unattractive, thus make the students are not interested to learn English and
cannot study by use the worksheet.
3. Students find difficulty in using the existing worksheet
C. Limitation of the research
This research focus on designing Worksheet for Reading Skill to teach English
for grade elevent students based on student needs or appropriate task and the
curriculum of the school in the MAS Nurur Rodhiyah Kota Jambi. The researcher
hopefully that this worksheet can help student to learn English and can measure
their English subject. Then the researcher hope this worksheet can help teacher to
teach and useful for be one of reference.
D. Statement of the Research
Based on the background of the reaserch, identification of the research and
limitation of the research the statement is formulated as follow : A good and
qualified English worksheets is needed in to teach reading skill for the eleventh
grade students of MAS Nurur Rodhiyah Kota Jambi.
E. Limitation of the Problem
In order to reach the expected goal, the researcher limit the problem on
designing English worksheet to teach reading skill for the eleventh grade students
of MAS Nururrodhiyah Kota Jambi.
F. Significance of the Research
The researcher hopes that this research will be beneficial to be the following:
1. Student
The result of the research is useful fo elevent grade Student of MAS Nurur
Rodhiyah Kota Jambi to learn English subject.
2. Teacher
The result of the research is useful for English teacher of MAS Nurur
Rodhiyah Kota Jambi to learn English subject
3. Another researcher
The result of this research will encourage other student of the English
language department to conduct similar research with different field of the
research and this research can be used as a one of reference.
G. The Product Specification of the Research
This development research developed students’ English Worksheet to teach
reading skill for the MAS Nurur Rodhiyah Kota Jambi at grade elevent student.
The content of those worksheet designed based on the student and teacher need,
syllabus and curiculum. The product that is expected by the researcher is a
worksheet of English subject which able to fulfill one of assessment aspect for
elevent grade students.
CHAPTER II
REVIEW RELATED LITERATURE
A. The Definition of Reading
In school there are four skills that the students have to master. They are
speaking, listening, reading, and writing. According to the KTSP (Kurikulum
Tingkat Satuan Pendidikan), basic competence of reading understands the
meaning in a simple short passage in some genres in order to be able to have
interaction with around the surrounding. This aim is reasonable since the punch
line of teaching foreign language is to be able to communicate in other language.
Communicate using other language is not simple as talking in native language
because it means shifting frames and norms. There is something we should not
say or taboo. Shortly, studying other language involves not only words and
structures, it is kind of thinking differently about language and communication.
The end of process in studying other language is cross culture understanding. The
big question is, how can we begin to understand another way of thinking? The
answer is by reading.
According to Jeremy Harmer (2001: 199), Reading is a receptive skill.
Receptive skills are the ways in which people extract meaning from the discourse
they see or hear. In this aspect, the cognitive processes involved in reading are
similar to those employed while listening. Though, in both, students are engaged
in decoding a message rather than encoding, reading is not simply an act of
absorbing information only. It is communicative act that involves creating
discourse from text.
Thus, it is not astonishing to see because reading experts’ definition of reading
is an active process of thinking. It is a thinking process that sets two people in
action together an author and a reader (Hennings, 1990: 2). To read is to develop
relationships among ideas. They also explain that what you bring to the reading of
a selection is as important to your understanding of it as what the author has put
into it. You bring a purpose for reading,you bring understanding of vocabulary,
your ability to figure out meanings and your attitudes toward reading. Reading is
an active process in which people attempt to extract idea, concept, or image from
the pattern words set forth on the printed page.
From those definition, reading can be regarded as a complex process, means to
get information from the printed page, it is receiving ideas and impression from
author via printed page. It can be said that reading is interpreting sign, letters, or
symbols by taking meaning. It other words, reading is interpreting graphic
symbols, which involves an interaction between the researcher and the reader
through text. In a very short and proper definition, reading is interaction between a
reader and the text.
B. Reading Purpose
There is possible cause of the variation between readers and reading which we
need to consider that is readers’ different purposes. If a reader wishes to get a
general idea of text content, he will pay less attention to the detail of the text and
he may read in very different ways than if he is studying a text in order to identify
key information. Thus, it becomes inevitable to say that the reason he is reading a
text will influence the way he reads it. Reading short story at bedtime is likely
different from reading a hand out for an examination to the next morning of
course. A readers’ purpose determines the way in which he treats a passage and
which comprehension skills he uses. Because according to Hennings, what the
readers get from reading also depends on what they bring to the reading of
selection and the purpose for reading it.
While reading, presumably, many things can be happened. Not only is the
reader looking at the printed page and deciphering marks. The readers is
presumably thinking about what he is reading, how useful, useless, entertaining,
boring text is. He may find some difficulties and ways of overcoming those or
continuing the pleasure. Many different things can be going on when a reader
reads with a different purpose of reading. Basically, reading experts divide
purposes of reading into two broad categories (Harmer, 1986: 150):
a. Instrumental: a large amount of reading takes place because it will help us to
achieve some clear aim. For example, we read a road sign or instruction on
aticket machine because we want to know how to operate it. In other words,
we read because we have some kind of utilitarian or instrumental purpose.
b. Pleasurable: another kind of reading takes place largely for pleasure. Such
as read a magazine or poetry. Familiar sensations: you are at the wheel of
your car, waiting at traffic light, you take a book out of the bag, rip off the
transparent wrapping, and start reading the first line. A storm of honking
breaks over you. For this purpose, the reader maybe completely unconscious
of how he is reading and of what is happening around him.
In term of skill, Harmer (2003:202) highlight that there are six skills in
reading. These skills are described as:
1. Identitying the topic: good readers are able to pick up the topic
of a written text very quickly
2. Predicting and guessing: reader sometimes quess in order to
tryand understand what is being written, sepecially if they have
first identified the topic.
3. Reading for general understanding: goodreaders are able to
take in a stream of discourse and understand the gist of it
without worrying too much about the details.
4. Reading for specific information: in contrast for reading for
gist, we frequently go to written text because we want to
specific details.
5. Reading for detailed information: sometimes we read in order
to understand everything we are reading in detail.
6. Interpreting text: reader are able to see beyond the literal
meaning of word in passage, using variety of clues to
understand what the writer is implying or suggesting.
C. Worksheet
Worksheet is one of the most important materials for achieving the goals of
educational activities. Worksheet is a kind of printed instructional material that is
prepared and frequently used by teachers in order to help students to gain
knowledge, skills and values by providing helpful comments about the course
objectives and enabling students to engage in active learning and learning-
bydoing in and out of the school (Kaymakc, 2006: 5).
According to Depdiknas (2006) worksheet is a student worksheet is a sheet
containing tasks that must be done by students, worksheet usually in form of
instructions, steps to complete a task, a task that ordered in activity sheet must be
clear about the basic competence that has to be achieved. It is also an instrument
in which steps are given to students to learn.
Same with Bull (2008: 514) defined of worksheet is a sheet with question to be
answered, usually in the spaces provided. According to Palepong (2001:12), the
definition of the worksheet is sheet given to the students in the class or act the
teaching learning activity. It is a paper that provides information and instruction
from teacher or application of learning value to get the objective.
Worksheet is one of the instructional instruments to convince effectiveness of
teaching and learning process and students worksheet is learning medium.
Worksheet could support students to learn English based on practice in the paper.
Learning value of the students in thi activity gave satisfaction to students and it
was unforgettable thing in their life.
The worksheet also help learners to engage more thoroughly. Students can
study of a foreign language English in the classroom and at home . this only
works if the worksheets are well-designed, however this is easily achieved with
the right structure and a few tricks.
There are several structure for making good worksheet. First, a header
containing general information which places the worksheet within the lesson
context. The header is the foundation for an organized approach to learning and
contains information: about the subject, about the stage, class or level, about the
topic and lesson unit, about futher materialssuch as the textbook, and possibly any
source references. This make it easier for learners to keep their worksheets well
organized, to review specific topics and to repeat exercises when necessary.
Content must have some relevance to rhe lives of the learners. It must also be age-
appropriate. Second, Clear instruction. Students need to know not only what
action to do but also how they should be doing that action and its important for
students to understand why they are doing what you asked them to do. Secondly,
The exercise itself, including illustrations, highlighted points and suffient space
for answer. Where a worksheet contains several exercise, all of them should
related to the same topic preferably in terms of grammatical topic and content.
This ensures that learners will not be overburdened or distracted by too much new
vocabulary. Furthermore, intensitive engagement with a single topic anchors the
content more firmly in the memory.
Teachers should therefore avoid poor-quality photocopies of worksheets.
Worksheets shiuld provide sufficient space for answers so that students are not
forced to write illegibly. Wherever possible, pictures should be use to illustrate
content. It may be useful to underline the forms to be learnt, or to print them in
bold type. Empirical studies show that learning is facilitated and accelerated in
particular by illustrations (Carney et al.2002)
D. Need of Students and Teachers
Procedure used to collect information about learners’ needs are known as
needs analysis (Jack C. Richards 2001: 51). In this study, the students’ and
teachers’ need are something that is needed by the students and teachers in
education. The different types of the studentshave different need, and what they
are taught should be restricted to what they need. The identification needs of
students are considered important since the actual success of a program is
determined by the result of it. In order to suit the needs of the students, the
development of English worksheet in this study based on the result of need
assessment from the diagrams. According to Graves in Suita, needs assessment
involves finding out what the learners know and can do and what they need learn
or do so that the course can bridge the gap (Ratna Suita, p.37)
E. Previous Studies
The first previous was conducted by Mauliya Novita (2013) entitled
“Devloping Vocabulary Material for Elemenary School Students”. Her research
use qualitative approach and use questioner to valid the data from expert. The
result of this research from material expert shows that supplementary vocabulary
material is very good and appropriate to be implemented. Then from teaching
practicing and interview show that elementary school student interested and
motivated with the supplementary vocabulary material. It means that her research
to develop vocabulary material was success and accepted.
The second previous study was done by Haris Rizki Arifin (2014), he
developed English interactive multimedia student’s e-wokrsheet for fourth grades
of elementary school. He used technology by design e-worksheet to make
students aasy to learn English. His research was for young leaner. The result of
the research use of the interactive multimedia E-worksheet give some positive
influence for the students in the teaching and learning process. It is proved by the
result of the questionnaire given to the students. It shows that the use of the E-
worksheet can increase their interest and motivation in learning English. In my
opinion his idea in the research is very brilliant considering that in this
globalization era most all of people use electronic or technology from children
until adult people. Unfortunately, now in Indonesia in some of elementary school
has not been teaching English again since new curriculum.
The third previous was done by Sanny Merdekawati and Himmawati Puji
Lestari (2011) entitled “developing student worksheet in English based on
consteuctivise using problem solving approach on mathematic learning on the
topic social arithmetic”. Their research id developing student worksheet in english
in mathematics education and she use problem solving. The result of their
research very valid, effective and practically based on both student response
questionnaire raised 3.03 of 4 scale and learning observation sheet raise 81.6%. it
means student worksheet cold use in the class, useful, and the level of carrying on
student worksheet in the learning process is hight.
Their research different from my research, the different is the subject of the
the research, the material, and the approach that we used but the same with my
research is about worksheet. And the research result of their research are also
defferent.
CHAPTER III
METHODOLOGY OF RESEARCH
A. Setting of the Research
MAS Nurur Rodhiyah Kota Jambi is located on street Bangka, Handil village,
Jelutung District, Jambi City. It has three grades. The research will be focused on
the Elevent grade which of 14 students, consist of 7 female and 7 male. The
research will put an emphasis on designing an English Assessment. It will be
conducted on the second semester of elevent grade student of MAS Nurur
Rodhiyah Kota Jambi and conduct on Januari until March. Its is expected that by
using the worksheer which have been developed. It will help the teaching and
learning process of English, will run effectively so that the student will be able to
improve their English skill inside and outside the classroom.
B. Characteristic Target of the Reseach
Since the research is conducted to design worksheet for the students of elevent
grade of MAS Nurur Rodhiyah Jambi City, the type of the study is research and
development (R & D). “Education Research and Development is one research
design aimed at developing and validating products (Borg, and Gall, 2003). The
term “product” refers to the establishment a curriculum, syllabus, text books,
instruction media, worksheet, assessment instrument, etc.
This research designed students’ worksheet of English subject based on need
analyst. As mentioned before, the aim of this research is to designing an English
assessment especially worksheet of the elevent grade students in the MAS Nurur
Rodhiyah Jambi City. This research involve the researcher, the English teacher,
and the students of class XI in MAS Nurur Rodhiyah Jambi City.
C. Approach and Procedure Development
1. Need Assessment
Students eleventh grade is a beginner in learn English particular in MAS
Nurur Rodhiyah Jambi City. Althought the teacher can give material well and
the students have worksheet but worksheet seldom used there because that
problem occur by some reason, as a follow:
a) The student worksheet is needed by teacher to give assignment, task
or homework but the teacher seldom use the worksheet because the
material is not match.
b) The material that not match make student confuse and lazy to learn
English.
c) The worksheet not interested for beginner student
Based on the analysis or need assessment above the researcher will design an
appropriate worksheet based on student need, syllabus, semester program,
material that teacher use and etc.
2. Resesarch Procedure
This research followed the model of developing materials and the major steps
of Research and Development stages. The researcher used the model of
Dick and Carey (in Borg and Gall,2003)
The procedure of conducting R & D Into the following steps:
Figure3.2: The simplified Model of Research Procedure Based on
Dick and carey in Borg and Gall (2003).
Step I
Researching and
collecting Information
Step II
Planning
Step III
Writing the first draft
of worksheet
Step IV
Having the test
review by expert
Step V
Writing the second
draft
Step V
Conducting the
try-out
Step VII
Conducting evaluation
and revision
Step VIII
Writing the final
draft
The description from the figure above about the procedure that researcher use
in this research that were conducted in study:
1) Researching and Collecting Information
In the first step the researcher conducted need analysis. The researcher
collected the information about students need in school and what task they
need based on the curriculum that the school used, and target need. To
analysis the data the researcher getting the data interview the teacher,
observation direcly and documentstion
2) Planning
In the second step, the researcher wrote the test worksheet based on the
student’s need. There are some component of student worksheet that should
determine such as theme, basic complete, indicators, learning materials, and
assessment tasks.
3) The first draft of English worksheet
After researcher defining skill to be learned, sequencing objectives,
identifying learning activies and the component of Student English
Worksheet executed to be forst draft.
4) Having the test review by experts
The researcher asked the expert to review the first draft of the test. The
researcher must have expert judgment to develop preliminary from of
product.
5) Writing the second draft
After getting feedback from the expert, the test have been revision. The
second draft on the test wa written based on the feedback from the expert.
6) Conducting the try-out
The implementation was conducted after the test items were finished and
ready to be tried out. In this the researcher appy English worksheets of
students in the learning process to examine the effectivenessnand practically.
According to Sugiono (2016, p.433) research and development through
some phases, they are:
a) Phase of study Introduction carried out by apply descriptive
Qualitative approach.
b) Second phrase, design model development with apply
descriptive approach, continue apply try out. To small group.
c) Third phase is Model validation and try to big group
7) Conducting evaluation and revision
After Trying-out the English material, the teacher asked the student to
reflection what they learn. Cross in Sukardi (2015) state that evaluation is a
processbwhich determines extent to which objectives have been achieved.
8) Writing the final draft
The last step was done after revising the designed worksheet. The final
result was EnglishWorksheet for the eleven grade student of MAS Nurur
Rodhiyah Jami City.
3. Data Collecting Techniques
In this research, the applied research interviews, observation, and questionnaires
as the technique in collecting the data.
1) Observation
Observation is a generic term to the process of data gathering. The
researcher observed direcly in the school. This observation conducted to obtain
information to know the English material was prepared by the teacher done a
reasonable and systematic and to know how fact problem scientifically.
2) Interview
Interview is a method of data collection requires direct communication
between investigators with the subject or the respondent. In a question and
answer interview usually occurs unilaterally undertaken systematically and
subscribes to the objectives of the study.
From the interview the researcher will get a real explanation in class orally
or face to face. In this research, researcher addressed to teacher. This interview
is to obtain the information about the student needs in English Lessons.
3) Questionnaires
The data in this research will be collected using questionnaires. According
to Sugiono (2011) questionnaires is atechnique of data collection which is done
by giving a set of question or statement to the respondent to answer. The
questioner is the instrument which given to the expert and teacher. The
questionnaire of students’ will be given after learning process Researcher used
likert Scale; the aim is researcher can get respond, opinion or perception about
the worksheet. Likert Scale is a bipolar scale method, determine positive
respond of statement (Risnita,2012)
Table 3.1
Category convention Table negative statement
No Symbol Category Positive
statement
score
1. SS Strongly Agree 4
(Sangat Setuju)
2. S Agree 3
(Setuju)
3. TS Disagree 2
(Tidak Setuju)
4. STS Strongly Disagree 1
(Sangat Tidak Setuju)
Table 3.2
Category convention Table positive statement
No Symbol Category Positive
statement
score
5. SS Strongly Agree 1
(Sangat Setuju)
6. S Agree 2
(Setuju)
7. TS Disagree 3
(Tidak Setuju)
8. STS Strongly Disagree 4
(Sangat Tidak Setuju)
To analyze the percentage the researcher will use the following formula :
NA = PS X 100% Description : NA = Final Scor
SM PS = Score Obtain
SM = Maximum Score
The result of the analysis was used to revise the development product, give
utilization suggestion, and get the conclusion about the product. The researcher
will get the real data by determing the percentage of range qualitative program.
a) Determining percentage of maximum score = 100%
b) Determining percentage og minimum score= 25%
c) Determining the rage = 100-25 =75
d) Determining the interval need = 4 (by Likert Scale)
e) Detrmining the interval (75-4= 18.75=19)
D. Technique of Data Analysis
The data analysis came from kind of scores. According to Bogand state Data
Analysis is the process of systematically searching an arranging the interview
transcript, field notes, and other material that you accumulate to increase your
own understanding of them and to ebable you to present what you have
discovered to others (Sugianto,2011, pg.334) this research use qualitative data that
is gotten from observation result, validation, result, and implementation result.
After the observation, the researcher will start designing the worksheet by the
validator. And the results of the validation carried out by the validator will be the
results that will be implemented. The data of observation section is explained into
descriptive method. The data of validation result based on the comment and
suggestion from expert and teacher in from. The comment and the suggestion are
analyzed into descriptive method and using supported theories.
.
CHAPTER IV
DEVELOPMENT RESEARCH AND DISCUSSION
A. Result of the Resesarch
Media is one necessary component in education. Their used is expected to
increase educational quality. Throught media, it is expected to to help and
encourace student in learning process and able to increase student motivation.
This worksheet which provided writing guide that aim to help student easier
understand the English material in Reading skill.
This worksheet was design based on the curriculum and syllabus at MAs
Nururrodhiyah Jambi City. This worksheet has been validated by media expert
and material expert. The media expert is lecturer who has a good competence in
media. The material expert is a lecturer who has a lot experience in designing
English material. Both of them are lecturers in English education program. The
process in developing the worksheets for reading skill followed the simplified
model of the research procedure based on Dick and Carey in Gall and Borg (2003,
p.570) that consisted of Eights steps : Researching and Collecting Information,
planning, writing the first draft of English worksheet, having the test review by
expert, having second draft, conducting try-out, conducting evaluation and
revision and writing the final draft.
B. Development Research
The result of material development for English lesson especially for reading
skill is a worksheet. This worksheet was developed by Dick and Carey in Gall and
Borg (2003) that consisted of eight steps : Researching and Collecting
Information, planning, writing the first draft of English worksheet, having the test
review by expert, having second draft, conducting try-out, conducting evaluation
and revision and writing the final draft.
1. Reseaching and collecting information
In the first step the researcher conducted need analysis. The
researcher collected the information about students need in school and
what task they need based on the curriculum that the school usef, and
target needs to create a good learning media. To analysis the data the
researcher. getting the data interview the teacher and observation it used to
know about teacher problem, learning standard, student’s character and
students need, the researcher ask to the teacher by having conversation.
The researcher takes a note all of the information about learning standard
the teacher and the students in obsetvation sheets.
The need analysis cover curriculum, syllabus, and workseet. First,
in the process curriculum analysis, MAS Nururrodhiyah kota jambi
implements school based on curriculum. There fore this worksheet is
designed based on school curriculum 2013 of reading material. In a
syllabus contains core competence, standard competence and basic
competence.
2. Planning
In the second step, the research writes the test worksheet based on
the students need. There are some component of student worksheets that
should determine such as theme, basic competence, indicators, learning
materials and assessment tasks.
In basic competence, the students are expected ro be able to write
simple functional texts where the students achiecement is measure by the
indicator.
3. Writing the first draft of English worksheet
After researcher defining skill to be learned, sequencing objectives,
identifying learning activities and the component of student English
worksheets executed to be first draft. In this phases the researcger
designing the worksheets. The designing worksheets are explained follow:
a) Design cover
Design the cover of this woksheet involved background with the
picture about each topic in the middle of the worksheets.
Designer’s name is in right up the corner of the worksheet. The
curriculum is on the top right. The title and the semester lever of
the worksheet resides in top side of cover and sub title under it.
students and class names are at the bottom.
Figure 4.1 Design Cover of the worksheet
b) Design Content
Design content of the worksheet consisted several parts, designing
preface, table of contents, concept mapping of learning material and
writing guidelines. In designing the page for the contents of this
worksheet, the background is gree.
Figure 4.2 Design preface of the worksheet
Designers name curriculum
The title and the semester lever of
the worksheet
students and class names
Preface
Table of contents
The title of worksheet Class and
semester
Next design content of the worksheets. There are four topics especially
for reading skill that described in each unit of the worksheets. The
topics are based on the material in the syllabus at MAS Nururrodhiyah
Kota Jambi, but the materials were arranged in sequence based on the
basic competence. There are 4 topics: (1) Explanation text, (2)
Narrative text, (3) Expressing Hope, (4) Analytical Exposition text.. in
each topic is followed by concept mapping and learning objective to
inform student what will they learn in every chapter or task and what
they have to achieve after learning, it means to make they focus in
learning.
Figur 4.3 Designing First page in every chapter
4. Having the test review by experts
The researcher asked the expert to review the first draft of the test.
The researcher must have expert judgment to develop preliminary from of
product. Data validation from media expert, material expert and user were
explained as follows:
The material expert is entitled to validate the content on the basic
of school curriculum, tasks, interaction, and learning skill. The validation
of the product content was validated twice. The worksheet was given to the
material expert on 9th
May 2019. The data from material expert collected
Chapter /
Task
Concept Mapping
by using questionnaire in form likert scale. This product must relate the
materials with the students daily activity.
Table 4.1
Table material expert validation
No Statements Score
Obtained
Score
Maximun
1. The material on the worksheet is in
accordance with the basic English
competence in K13 MAS
3 4
2. The material on the worksheet
corresponds to the learning
objectives
3 4
3. The material presented is not in
accordance with the age
development of students
3 4
4. The scope of the practice questions
presented is not in accordance with
the material presented
3 4
5. The topic presented can motivate
students
3 4
6. The topics peresnted are interesting
material
3 4
7. The topics presented in this
worksheet are difficult to understand
3 4
8. The practice questions provided can
enrich students’ learning experiences
3 4
9. The material presented is able to
improve students vocabulary
3 4
10. The material presented is not related
to daily life
3 4
11. The exercise provided cannot
improve students’ reading skill
3 4
12. The language used in the worksheet
is not communicative
3 4
13 The language used in the worksheet
is easy to understand
3 4
14. The shape and size of the latter usd
in the worksheet can be read
3 4
∑ Score 42 56
The analyze percentage:
NA= PS X 100% = 42 X 100% = 75%
SM 56
The analysis of the table 4.1have the number of score 42 from 14
statement of questioners. The maximal score is 56 if the respondent choose
SS (very agree) in positive statements and TS (disagree) in negative
statements. Thus the analysis percentage from score 42 is 75%. It is mean
that the product is state good and practically to be used.
Although the product is state good, there are some suggestion that
have been given during the validation process by the material expert. The
material expert gives the comment and suggestion about material on the
worksheet should be related to students daily activities. All the suggestion
is make this worksheet better.
Then, the content of the product that had been revised the
researcher given to the design expert. The purpose is for revision in term
graphics, font, page border, line color, cute pictures and other supported
components. The validation of the product design was validates twice. The
data is collected by using questionnaire in from scale of likers. The
product gigen to the expert on May, 16th
2019. The comment acquired
from design expert is good, pretty helpful for improving student reading
skill.
Table 4.2
Table of design expert validation
No Statements Score
Obtained
Score
Maximum
1. Cover has described the contents of the
worksheet.
3 4
2. The image on the worksheet has described
the material described
3 4
3. The size used in this worksheet is incorrect
3 4
4. The variation of the font used in this
worksheet is incorrect
3 4
5. The use of color combinations between
writing, background and images in this paper
is right
4 4
6. This content workseet can attract students'
attention
3 4
7. The suitability of the images designed is not
based on the character of the XI class MAs
students
3 4
8. The types of training presented in the
material are not suitable for XI grade
3 4
9. The design of the exercises does not match
the theme
3 4
10 Material design for MAs class XI schools can
facilitate students in learning English in
reading skills
3 4
∑ Score 31 40
The analyze percentage:
NA= PS X 100% = 31 X 100% = 77,5%
SM 40
In this questionnaire there are 10 statements about the design or the
product. The result showed that the number score obtained is 31 and the
maximal score 40. The percentage of 31 from 40 is 77,5% like formula
above. It is mean that the product is state good and ready to be tried out.
5. Writing the second draft
After getting feedback from the expert, the tst will b revision. The
second draft on the test was written based on the feedback from the expert.
In result of feedback from the expert will be present in the picture as a
follows:
Figure 4.3 Front cover of worksheet
Figure 4.4 concept mapping
6. Conducting the try-out
The implementation was conducted after the test items were
finished and ready to be tried out. In this step the researcher apply English
worksheets od students in the learning process to examine the
effectiveness and practically.
According to Sugiono (2016, p.433) research and development
throught some phases, they are:
a) Phases of Study Introduction carried out by apply descriptive
Qualitative approach.
b) Second phase, design model development with apply descriptive
approach, continue with apply try out to 1 class. There were 14
Students of class XI at MAs Nururrodhiyah Kota Jambi 2019 who
were asked to read, and then answeres questionnaire. It means to
know so far student accept the worksheets and examined the
effectiveness this media. The data finding of the trial, based on the
result from Scale likert Questionnaire (see in the appendix), the
worksheets of reading skill has been com platible and appropriate for
student reading skill.
Table 4.3
Result Questionnaire of Teacher’s English
No Statements Score
obtained
Score
Maximum
1 The material on the worksheet is
presented according to the
curriculum used in the even
semester semester XI
4 4
2 The material on the worksheet
presented is in accordance with
the basic competencies of class
XI second semester
4 4
3 The material on the worksheet
presented is not in accordance
with the theme in the class XI
syllabus
3 4
4 The material topics provided are
not suitable for the development
of Class XI
3 4
5 The exercises provided in the
worksheet can be understood by
students
3 4
6 Fun exercise 3 4
7 Teaching materials provided are
easy to use in learning in the XI
grade
4 4
8 The material presented does not
motivate students to learn
English. Especially in reading
3 4
skills
9 The material presented does not
improve students' English ability
3 4
10 The material presented can be
applied to greet students' lives
3 4
∑ Score 33 40
The analyze percentage:
NA= PS X 100% = 33 X 100% = 82,5%
SM 40
The data from one to one teacher questionnaire have 10 point statements.
The result of the perception of teacher in the questionnaire got score obtained 33
with score maximal 40. Thus, seem in formula above that the result is 82,5 %. It is
means that the data is valid and good to apply. The teacher also used these
worksheets because this worksheet have appropriate with the syllabus that school
use there.
The researcher recorded the data based on the result of questionnaire.
There are 14 students in the class XI in MAs Nururrodhiyah Kota Jambi.
Table 4.4
Tabel of Result Students ‘Questionnaire
N
o
Statements Score Obtained Total
Score
Max
Score 1 2 3 4 5 6 7 8 9 10 11 12 13 14
1
The picture on the
cover of this
worksheet is
interesting
4
3
3
4
3
4
3
3
4
3
4
3
3
4
48
56
2 The material on this
worksheet is
interesting to learn
4
3
3
3
4
3
4
3
3
3
3
3
3
3
45
56
3 Learning material
on this worksheet is
related to daily life
3
3
3
4
4
3
4
3
3
3
3
3
3
3
45
56
4 Learning material
on this worksheet is
difficult to
understand
4
3
3
4
4
4
4
3
3
3
3
3
3
2
46
56
5 The material on this
worksheet is related
to everyday life
4
3
3
4
4
4
4
3
3
3
3
3
4
3
48
56
6 The exercises or
questions given on
this worksheet are
easy to understand
3
3
3
3
4
4
4
3
3
3
3
4
3
3
44
56
7 The writing steps
presented provide
convenience for the
younger siblings in
doing the exercises
3
3
3
4
3
3
3
3
3
3
3
3
3
4
44
56
8 This worksheet
does not motivate
younger siblings to
learn English
4
3
3
4
3
3
3
4
3
4
4
3
4
4
49
56
9 The colors used in
this worksheet do
not make it more
interested in
learning the
material
4
3
2
4
4
4
4
3
3
3
3
4
4
3
49
56
10 The picture given in
this worksheet
helps to understand
the material
4
3
3
3
4
4
4
4
3
3
3
4
4
3
49
56
11 The material on this
worksheet can be
related to
experience
3
3
3
3
3
3
3
3
3
3
3
3
3
3
42
56
12 The material
provided can be
implemented in
everyday life
3
3
3
3
3
3
3
3
3
3
4
3
3
3
43
56
13 Learning to use this
worksheet does not
add new knowledge
4
3
3
4
4
3
3
4
4
3
3
4
4
3
49
56
14 The vocabulary
given in the
worksheet is less
helpful for students
in doing the
exercises given
4
3
3
4
4
4
4
4
3
4
3
3
4
4
51
56
15 The examples given
are less able to
clarify the
description of the
material
4
3
3
4
3
3
4
3
3
3
3
4
4
3
47
56
∑ Score 699 840
Percentage 83,2% 100%
Category Very High
The result from the questionnaire showed 83,2% accepted and success and
16,8& did not fill the criteria. It showed that the students interested and
motivate in learning English by using Worksheet, particular in reading skill and
can be apply in learning process.
7. Conducting evaluation and revision
After trying-out the English material, the teacher asked the students to
reflection what they learn and suggestion from expert. Cross in sukardi
(2015) state that evaluation is a process which determines the exent to
which objectives has been achieved. Some revision before and after
revision are present bellow:
Table 4.5
Table of before and after Revision
Before Revising After Revising
Before Revising After Revising
Before Revising After Revising
8. Writing the final draft
The last step was done after revision the designed worksheet. The final
result was English worksheets of reading skill for the eleventh grade
students of MAs Nururrodhiyah Kota Jambi. After all the process have
done, the researcher wrote final draft and print-out. (Appendix)
C. The result of need analysis and syllabus
1. The result of need analysis
Then researcher used a general need analysis and gave a clue for English as
a whole. But, seen from the result, those students complain a lot in reading.
Therefore, the researcher thinking that it is important, and urgent to have a
worksheet on reading skill.
2. Syllabus
Kompetensi Sikap Spiritual dan Sikap Sosial dicapai melalui pembelajaran
tidak langsung (indirect teaching) pada pembelajaran Kompetensi
Pengetahuan dan Kompetensi Keterampilan melalui keteladanan,
pembiasaan, dan budaya sekolah dengan memperhatikan karaktersitik
mata pelajaran serta kebutuhan dan kondisi peserta didik.
Penumbuhan dan pengembangan Kompetensi Sikap dilakukan sepanjang
proses pembelajaran berlangsung dan dapat digunakan sebagai
pertimbangan guru dalam mengembangkan karakter peserta didik lebih
lanjut.
Kompetensi Inti :
1. Menghargai dan menghayati ajaran agama yang dianutnya
2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan
pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai
permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial
dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam
pergaulan dunia.
3. Memahami, menerapkan, dan menganalisis pengetahuan faktual,
konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya
tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan
wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait
penyebab fenomena dan kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan
minatnya untuk memecahkan masalah.
4. Mengolah, menalar, dan menyaji, dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri serta bertindak secara efektif dan kreatif, dan mampu
menggunakan metoda sesuai kaidah keilmuan.
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
3.1 Menerapkan fungsi
sosial, struktur
teks, dan unsur
kebahasaan teks
interaksi
transaksional lisan
dan tulis yang
FungsiSosial
Menjaga hubungan
interpersonal dengan
guru, teman, dan orang
lain.
Struktur Teks
- Memulai
- Menyimak, membaca,
dan menirukan, guru
membacakan beberapa
teks pendek berisisaran
dan tawaran dengan
ucapan dan tekanan kata
yang benar
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
melibatkan
tindakan memberi
dan meminta
informasi terkait
saran dan tawaran,
sesuai dengan
konteks
penggunaannya.
(Perhatikan unsur
kebahasaan
should, can)
4.1 Menyusun teks
interaksitransaksio
nal, lisan dan
tulis, pendek dan
sederhana, yang
melibatkan
tindakan memberi
dan meminta
informasi terkait
saran dan tawaran,
dengan
memperhatikan
fungsi sosial,
struktur teks, dan
unsur kebahasaan
yang benar dan
sesuai konteks
- Menanggapi
(diharapkan/di luar
dugaan)
Unsur Kebahasaan
- Ungkapan yang
menunjukkan saran dan
tawaran, dengan modal
shoulddancan
- Nomina singular dan
plural dengan atau tanpa
a, the, this, those, my,
their, dsb.
- Ucapan, tekanan kata,
intonasi, ejaan, tanda
baca, dan tulisan tangan
Topik
Situasi
yangmemungkinkanpem
berian saran dan
tawaranmelakukan
tindakan yang dapat
menumbuhkan perilaku
yang termuat di KI
- Menanyakan hal-hal
yang tidak diketahui
atau yang berbeda
- Menentukan modal
yang tepat untuk
diisikan ke dalam
kalimat-kalimat
rumpang
- Diberikan beberapa
situasi, membuat
beberapa saran dan
tawaran yang sesuai
secara tertulis kemudian
dibacakan ke kelas
- Melakukan pengamatan
di lingkungan sekolah
dan sekitarnyauntuk
membuat serangkaian
saran dan tawaran untuk
memperbaikinya
- Melakukan refleksi
tentang proses dan hasil
belajarnya
3.2 Menerapkan fungsi Fungsi Sosial - Menyaksikan/menyima
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
sosial, struktur
teks, dan unsur
kebahasaan teks
interaksi
transaksional lisan
dan tulis yang
melibatkan
tindakan memberi
dan meminta
informasi terkait
pendapat dan
pikiran, sesuai
dengan konteks
penggunaannya.
(Perhatikan unsur
kebahasaan I
think, I suppose,
in my opinion)
4,2 Menyusun teks
interaksi
transaksional,
lisan dan tulis,
pendek dan
sederhana, yang
melibatkan
tindakan memberi
dan meminta
informasi terkait
pendapat dan
Menjaga hubungan
interpersonal dengan
guru, teman, dan orang
lain.
Struktur Teks
- Memulai
- Menanggapi
(diharapkan/di luar
dugaan)
Unsur Kebahasaan
- Ungkapan menyatakan
pendapat I think, I
suppose, in my opinion
- Nomina singular dan
plural dengan atau tanpa
a, the, this, those, my,
their, dsb.
- Ucapan, tekanan kata,
intonasi, ejaan, tanda
baca, dan tulisan tangan
Topik
Situasi
yangmemungkinkanmun
culnya pernyataan
tentang pendapat dan
pikiranyang dapat
menumbuhkan perilaku
yang termuat di KI
k beberapa interaksi
dalam media visual
(gambar atau video)
yang melibatkan
pernyataan pendapat
dan pikiran
- Mengidentifikasi dan
menyebutkan situasi
yang memunculkan
pernyataan pendapat
dan pikiran dan
menyebutkan
pernyataan yang
dimaksud
- Bertanya dan
mempertanyakan
tentang hal-hal yang
tidak diketahui atau
berbeda
- Diberikan beberapa
situasi peserta didik
menyatakan pendapat
dan pikirannya yang
sesuai secara tertulis
kemudian dibacakan ke
kelas
- Melakukan pengamatan
di lingkungan
daerahnya dan
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
pikiran, dengan
memperhatikan
fungsi sosial,
struktur teks, dan
unsur kebahasaan
yang benar dan
sesuai konteks
sekitarnyadan kemudian
menyatakan pendapat
dan pikirannya terkait
dengan upaya menjaga,
memelihara dan
memperbaikinya
- Melakukan refleksi
tentang proses dan hasil
belajar
3.3 Membedakan
fungsi sosial,
struktur teks, dan
unsur kebahasaan
beberapa teks
khusus dalam
bentuk undangan
resmi dengan
memberi dan
meminta
informasi terkait
kegiatan
sekolah/tempat
kerja sesuai
dengan konteks
penggunaannya
4.3 Teks Undangan
Resmi
4.3.1 Menangkap
makna secara
Fungsi Sosial
Menjaga hubungan
interpersonal dalam
konteks resmi
Struktur Teks
Dapat mencakup:
- Sapaan
- Isi
- Penutup
Unsur Kebahasaan
- Ungkapan dan istilah
yang digunakan dalam
undangan resmi
- Nomina singular dan
plural dengan atau tanpa
a, the, this, those, my,
their, dsb.
- Ucapan, tekanan kata,
intonasi, ejaan, tanda
- Mencermati dan
menemukan perbedaan
dan persamaan dari
beberapa undangan
resmi untuk beberapa
acara yang berbeda
- Mengidentifikasi dan
menyebutkan bagian-
bagian dari undangan
dengan ucapan dan
tekanan kata yang benar
- Mencermati beberapa
undangan resmi lainnya,
dan mengidentifikasi
bagian-bagiannya serta
ungkapan-ungkapan yang
digunakan
- Diberikan beberapa
undangan resmi yang
tidak lengkap, dan
kemudian melengkapinya
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
kontekstual terkait
fungsi sosial,
struktur teks, dan
unsur kebahasaan
teks khusus dalam
bentuk undangan
resmi lisan dan
tulis, terkait
kegiatan
sekolah/tempat
kerja
4.3.2 Menyusun teks
khusus dalam
bentuk undangan
resmi lisan dan
tulis, terkait
kegiatan
sekolah/tempat
kerja, dengan
memperhatikan
fungsi sosial,
struktur teks, dan
unsur kebahasaan,
secara benar dan
sesuai konteks
baca, dan tulisan tangan
Topik
Acara formal yang
terkait dengan sekolah,
rumah, dan masyarakat
yang
dapatmenumbuhkan
perilaku yang termuat di
KI
Multimedia
Layout yang membuat
tampilan teks lebih
menarik.
dengan kata dan ungkapan
yang sesuai
- Diberikan deskripsi
tentang acara yang akan
dilaksanakan, dan
kemudian membuat
undangan resminya
- Menempelkan
undangan di dinding
kelas dan bertanya
jawab dengan pembaca
(siswa lain, guru) yang
datang membacanya
- Melakukan refleksi
tentang proses dan hasil
belajarnya
3.4 Membedakan
fungsi sosial,
struktur teks, dan
unsur kebahasaan
Fungsi Sosial
Menyatakan pendapat,
mempengaruhi, dengan
- Membaca dua teks
eksposisi analitis
tentang isu-isu aktual
yang berbeda.
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
beberapa teks
eksposisi analitis
lisan dan tulis
dengan memberi
dan meminta
informasi terkait
isu aktual, sesuai
dengan konteks
penggunaannya
4.4 Teks eksposisi
analitis
4.4.1 Menangkap
makna secara
kontekstual terkait
fungsi sosial,
struktur teks, dan
unsur kebahasaan
teks eksposisi
analitis lisan dan
tulis, terkait isu
aktual
4.4.2 Menyusun teks
eksposisi analitis
tulis, terkait isu
aktual, dengan
memperhatikan
fungsi sosial,
struktur teks, dan
unsur kebahasaan,
argumentasi analitis
Struktur Teks
Dapat mencakup
- Pendapat/pandangan
- Argumentasi secara
analitis
- Kesimpulan
Unsur Kebahasaan
- Ungkapan seperti I
believe, I think
- Adverbia first, second,
third …
- Kata sambungTherefor,
consequently, based on
the arguments
- Nomina singular dan
plural dengan atau tanpa
a, the, this, those, my,
their, dsb.
- Ucapan, tekanan kata,
intonasi, ejaan, tanda
baca, dan tulisan tangan
Topik
Isu-isu aktual yang perlu
dibahas yang
menumbuhkan perilaku
yang termuat di KI
- Mencermati satu tabel
yang menganalisis
unsur-unsur eksposisi,
bertanya jawab, dan
kemudian
menerapkannya untuk
menganalisis satu teks
lainnya
- Mencermati rangkaian
kalimat yang masing-
masing merupakan
bagian dari tiga teks
eksposisi yang
dicampur aduk secara
acak, untuk kemudian
bekerja sama
mengelompokkan dan
menyusun kembali
menjadi tiga teks
eksposisi analitis yang
koheren, seperti aslinya
- Membacakan teks-teks
eksposisi tsb dengan
suara lantang di depan
kelas, dengan ucapan
dan tekanan kata yang
benar
- Membuat teks eksposisi
menyatakan
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
secara benar dan
sesuai konteks
pandangannya tentang
satu hal di sekolah,
desa, atau kotanya.
- Menempelkan teks tsb
di dinding kelas dan
bertanya jawab dengan
pembaca (siswa lain,
guru) yang datang
membacanya
- Melakukan refleksi
tentang proses dan hasil
belajarnya
3.5 Menerapkan fungsi
sosial, struktur
teks, dan unsur
kebahasaan teks
interaksi
transaksional lisan
dan tulis yang
melibatkan
tindakan memberi
dan meminta
informasi terkait
keadaan/tindakan/
kegiatan/kejadian
tanpa perlu
menyebutkan
pelakunya dalam
teks ilmiah, sesuai
Fungsi Sosial
Mendeskripsikan,
memaparkan secara
obyektif
Struktur Teks
- Memulai
- Menanggapi
(diharapkan/di luar
dugaan)
Unsur Kebahasaan
- Kalimat deklaratif dan
interogatif dalam passive
voice
- Preposisiby
- Nomina singular dan
plural dengan atau tanpa
- Membaca dan
mencermati beberapa
deskripsi tentang
produk seni budaya dari
beeberapa negara
dengan banyak
menggunakan kalimat
pasif
- Membacakan deskripsi
setiap produk budaya
secara lisan di depan
kelas secara bermakna
dengan ucapan dan
tekanan yang benar
- Melengkapi teks tentang
suatu produk yang kata
kerjanya banyak yang
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
dengan konteks
penggunaannya.
(Perhatikan unsur
kebahasaan
passive voice)
4.5 Menyusun teks
interaksi
transaksional lisan
dan tulis yang
melibatkan
tindakan memberi
dan meminta
informasi terkait
keadaan/tindakan/
kegiatan/kejadian
tanpa perlu
menyebutkan
pelakunya dalam
teks ilmiah,
dengan
memperhatikan
fungsi sosial,
struktur teks, dan
unsur kebahasaan
yang benar dan
sesuai konteks
a, the, this, those, my,
their, dsb.
- Ucapan, tekanan kata,
intonasi, ejaan, tanda
baca, dan tulisan tangan
Topik
Benda, binatang,
tumbuh-tumbuhan, yang
terkait dengan mata
pelajaran lain yang
menumbuhkan perilaku
yang termuat di KI
dihilangkan dengan kata
kerja yang makna tepat
berbentuk pasif, dengan
grammar dan ejaan
yang benar
- Membacakan deskripsi
setiap produk budaya
yang sudah lengkap di
depan kelas secara
bermakna dengan
ucapan dan tekanan
yang benar
- Melakukan refleksi
tentang proses dan hasil
belajarnya
3.6 Membedakan
fungsi sosial,
struktur teks, dan
Fungsi Sosial
Menjalin kedekatan
- Menyimak dan
menirukan guru
membacakan beberapa
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
unsur kebahasaan
beberapa teks
khusus dalam
bentuk surat
pribadi dengan
memberi dan
menerima
informasi terkait
kegiatan diri
sendiri dan orang
sekitarnya, sesuai
dengan konteks
penggunaannya
4.6 Teks surat pribadi
4.6.1 Menangkap
makna secara
kontekstual terkait
fungsi sosial,
struktur teks, dan
unsur kebahasaan
teks khusus dalam
bentuk surat
pribadi terkait
kegiatan diri
sendiri dan orang
sekitarnya
4.6.2 Menyusun teks
khusus dalam
bentuk surat
hubungan antar pribadi
Struktur Teks
Dapat mencakup
- Tempat dan tanggal
- Penerima
- Sapaan
- Isi surat
- Penutup
Unsur Kebahasaan
- Ungkapan keakraban
yang lazim digunakan
dalam surat pribadi
- Nomina singular dan
plural dengan atau tanpa
a, the, this, those, my,
their, dsb.
- Ucapan, tekanan kata,
intonasi, ejaan, tanda
baca, dan tulisan tangan
Topik
Pengalaman, informasi,
hallain yang terkait
dengan sekolah, rumah,
dan masyarakat yang
dapat menumbuhkan
perilaku yang termuat di
KI
contoh surat pribadi
dengan ucapan, dan
tekanan kata yang
benar.
- Membaca dengan suara
lantang dan bermakna,
dengan ucapan dan
tekanan kata yang benar
- Mencermati satu tabel
yang menganalisis
unsur-unsur eksposisi,
bertanya jawab, dan
kemudian
menerapkannya untuk
menganalisis dua surat
pribadi lainnya
- Mencermati rangkaian
kalimat yang masing-
masing merupakan
bagian dari tiga surat
pribadi yang dicampur
aduk secara acak, untuk
kemudian bekerja sama
mengelompokkan dan
menyusun kembali
menjadi tiga surat
pribadi yang koheren,
seperti aslinya
- Membuat surat pribadi
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
pribadi terkait
kegiatan diri
sendiri dan orang
sekitarnya, lisan
dan tulis, dengan
memperhatikan
fungsi sosial,
struktur teks, dan
unsur kebahasaan,
secara benar dan
sesuai konteks
untuk satu orang teman
di kelas tentang suatu
hal yang relevan, dan
kemudian membalasnya
- Melakukan refleksi
tentang proses dan hasil
belajar
3.7 Menerapkan fungsi
sosial, struktur
teks, dan unsur
kebahasaan teks
interaksi
transaksional lisan
dan tulis yang
melibatkan
tindakan memberi
dan meminta
informasi terkait
hubungan sebab
akibat, sesuai
dengan konteks
penggunaannya.
(Perhatikan unsur
kebahasaan
because of ..., due
Fungsi Sosial
Menjelaskan,
memberikan alasan,
mensyukuri, dsb.
Struktur Teks
- Memulai
- Menanggapi
(diharapkan/di luar
dugaan)
Unsur Kebahasaan
- Kata yang menyatakan
hubungan sebab akibat:
because of ..., due to ...,
thanks to ...
- Nomina singular dan
plural dengan atau tanpa
a, the, this, those, my,
their, dsb.
- Menyaksikan/menyima
k beberapa interaksi
dalam media visual
(gambar atau video)
yang melibatkan
pernyataansebab akibat
- Mengidentifikasi dan
menyebutkan situasi
yang memunculkan
pernyataan sebab akibat
dan menyebutkan
pernyataan yang
dimaksud
- Bertanya dan
mempertanyakan
tentang hal-hal yang
tidak diketahui atau
berbeda
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
to ..., thanks to ...)
4.7 Menyusun teks
interaksi
transaksional lisan
dan tulis yang
melibatkan
tindakan memberi
dan meminta
informasi terkait
hubungan sebab
akibat, dengan
memperhatikan
fungsi sosial,
struktur teks, dan
unsur kebahasaan
yang benar dan
sesuai konteks
- Ucapan, tekanan kata,
intonasi, ejaan, tanda
baca, dan tulisan tangan
Topik
Keadaan, perbuatan,
tindakan di sekolah,
rumah, dan sekitarnya
yang layak dibahas
melalui sebab akibatyang
dapat menumbuhkan
perilaku yang termuat di
KI.
- Diberikan beberapa
situasi peserta didik
menulis teks pendek
yang melibatkan
pernuataan sebab
akibatdan kemudian
dibacakan ke kelas
- Melakukan pengamatan
di lingkungan
daerahnya dan
sekitarnyadan kemudian
membuat beberapa
pandangan yang
melibatkansebab akibat
terkait dalam upaya
menjaga, memelihara
dan memperbaikinya
- Melakukan refleksi
tentang proses dan hasil
belajar
3.8 Membedakan
fungsi sosial,
struktur teks, dan
unsur kebahasaan
beberapa teks
explanation lisan
dan tulis dengan
memberi dan
meminta
Fungsi Sosial
Menjelaskan, memberi
gambaran alasan
terjadinya suatu
fenomena
Struktur Teks
Dapat mencakup:
- fenomena
- Membaca beberapa teks
information report
terkait mata pelajaran
lain di Kelas IX
- Menggunakan alat
analisis, mengidentifikasi
bagian-bagian struktur
teks report dan mengamati
cara penggunaanya,
seperti yang dicontohkan
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
informasi terkait
gejala alam atau
sosial yang
tercakup dalam
mata pelajaran
lain di kelas XI,
sesuai dengan
konteks
penggunaannya
4.8 Menangkap makna
secara kontekstual
terkait fungsi
sosial, struktur
teks, dan unsur
kebahasaan teks
explanation lisan
dan tulis, terkait
gejala alam atau
sosial yang
tercakup dalam
mata pelajaran
lain di kelas XI
- identitas gejala
- rangkaian penjelasan
Unsur Kebahasaan
- Adverbia first, then,
following, finally
- Hubungan sebab-akibat
(if –then, so, as a
consequence, since, due
to, because of, thanks to
- Kalimat pasif,
dalamtenses yang present
- Ucapan, tekanan kata,
intonasi, ejaan, tanda
baca, dan tulisan tangan
Topik
Benda-benda non
manusia, seperti air,
penguapan, hujan dengan
paparan yang
menumbuhkan perilaku
yang termuat dalam KI
- Bertanya jawab tentang
beberapa teks lain lagi
dengan topik yang
berbeda
- Mengumpulkan
informasi dari berbagai
sumber untuk membuat
teks-teks tentang
fenomena alam pendek
dan sederhana.
- Menempelkan teks
masing-masing di dinding
kelas untuk dibaca
temannya
- Mempresentasikan
teksnya kepada teman-
teman yang datang
membaca
- Melakukan langkah yang
sama dengan topik
fenomena sosial
- Melakukan refleksi
tentang proses dan hasil
belajarnya
3.9 Menafsirkan
fungsi sosial dan
unsur kebahasaan
lirik lagu terkait
kehidupan remaja
Fungsi sosial
Mengembangkan nilai-
nilai kehidupan dan
karakter yang positif
Unsur kebahasaan
- Membahas hal-hal yang
terkait dengan tema
lagu yang liriknya akan
segera dibaca
- Membaca dan
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
SMA/MA/SMK/
MAK
4.9 Menangkap makna
secara kontekstual
terkait fungsi
sosial dan unsur
kebahasaan lirik
lagu terkait
kehidupan remaja
SMA/MA/SMK/
MAK
- Kosa kata dan tata
bahasa dalam lirik lagu
- Ucapan, tekanan kata,
intonasi, ejaan, tanda
baca, dan tulisan
tangan
Topik
Hal-hal yang dapat
memberikan keteladanan
dan menumbuhkan
perilaku yang termuat di
KI
mencermati isi lirik lagu
terkait dengan
pembahasan
sebelumnya
- Menyimak, dan
menirukanguru
membaca lirik lagu
secara bermakna
- Menyebutkan bagian-
bagian yang terkait
dengan pesan-
pesantertentu
- Membahas pemilihan
kata tertentu terkait
dengan tema lagu
- Melakukan refleksi
tentang proses dan hasil
belajarnya
D. Discussion
The kind of English Instructional media design was worksheet, English
worksheet for reading skill . According to Palepong (2001:12), the definition of
the worksheet is sheet given to the students in the class or act the teaching
learning activity. It is a paper that provides information and instruction from
teacher or application of learning value to get the objective. The content of
these worksheet more directed at training excirses to improve students’ reading
skills. So that, the students become accustomed to reading English.
The first previous was conducted by Mauliya Novita (2013) entitled
“Devloping Vocabulary Material for Elemenary School Students”. Her
research use qualitative approach and use questioner to valid the data from
expert. The result of this research from material expert shows that
supplementary vocabulary material is very good and appropriate to be
implemented. Then from teaching practicing and interview show that
elementary school student interested and motivated with the supplementary
vocabulary material. It means that her research to develop vocabulary material
was success and accepted.
The second previous study was done by Haris Rizki Arifin (2014), he
developed English interactive multimedia student’s e-wokrsheet for fourth
grades of elementary school. He used technology by design e-worksheet to
make students aasy to learn English. His research was for young leaner. The
result of the research use of the interactive multimedia E-worksheet give some
positive influence for the students in the teaching and learning process. It is
proved by the result of the questionnaire given to the students. It shows that the
use of the E-worksheet can increase their interest and motivation in learning
English. In my opinion his idea in the research is very brilliant considering that
in this globalization era most all of people use electronic or technology from
children until adult people. Unfortunately, now in Indonesia in some of
elementary school has not been teaching English again since new curriculum.
The third previous was done by Sanny Merdekawati and Himmawati Puji
Lestari (2011) entitled “developing student worksheet in English based on
consteuctivise using problem solving approach on mathematic learning on the
topic social arithmetic”. Their research id developing student worksheet in
english in mathematics education and she use problem solving. The result of
their research very valid, effective and practically based on both student
response questionnaire raised 3.03 of 4 scale and learning observation sheet
raise 81.6%. it means student worksheet cold use in the class, useful, and the
level of carrying on student worksheet in the learning process is hight.
Their research different from my research, the different is the subject of
the the research, the material, and the approach that we used but the same with
my research is about worksheet. And the research result of their research are
also defferent.
This research is was conducted to develop a good and appropriate
worksheet of reading skill for teaching English to eleventh grade student of the
state MAs Nururrodhiyah Kota Jambi academic year 2018/2019, and the
researcher selected class XI.
The researcher develop have been validated by the material expert and design
expert. Its take 1 week for validated the material and design and one time revision.
The researcher also has been trial product to small group in the school and
asked the teacher opinion about the product. The result from the questionnaire
showed 83,2% accepted and success and 16,8& did not fill the criteria. It
showed that the students interested and motivate in learning English by using
Worksheet, particular in reading skill and can be apply in learning process.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
This development researcher of worksheets to teach reading skill for
senior Islamic high school student is developed with Dick and Carey model
(Borg and Gall:2003) the procedure of the model follows by 8 steps:
Researching and collecting information, planing, writing the first draft of
English worksheet, having the test rview by experts, writing the second draft,
conducting the try-out, conducting evaluation and revision, and writing the
final draft. All the entire process of the model has done.
The result of this product is valid based on validation from expert
material expert and design expert. The material expert validated the pproduct in
term of the content on the basis of the school curriculum, text, task, interaction,
grammar and learning reaing skill. The validation result from material expert
show that the worksheet of reading skill is good and appropriate to be
implemented. The design expert bvalidated the product in term of grapicht,
font, page border, line color, picture and other epported components. The
validation result from expert show that the worksheet of reading skill is good
and the worksheets pretty helpful for improving student’ reading skill.
Then the product is going to be implemeneted to the teacher as one to
one trial and 14 students. The validation result from the teacher shows that the
worksheets of reading skill is good and appropriate in learning English of
reading skill for senior Islamic high school student at grade elevent. The result
From the questionnaire showed 83,2% accepted and success and 16,8& did not
fill the criteria. It showed that the students interested and motivate in learning
English by using Worksheet, particular in reading skill and student interested
and motivated with the worksheets of reading skill for grade elevents student at
the secod semester MAs Nururrodhiyah Kota Jambi is success and accepted.
B. Suggestion
the product is used for English learning of reading for senior Islamic high
school at grade elevents Nururrodhiyah Kota Jambi to get the learning
outcome better the teacher and the student can use this product as a
supplementary teaching and learning material for this school and also be one
of reference, because in this era English is the common language that shold
be learnt to pass national examination and needed for better school or jobs.
Researcher hope to the next researcher that interested in research
development will revise some weakness in this product, and will develop it
more creatively. The continuity of this product can add and create some
supported media. Beside that, researcher hope for the next researcher can
produce better product not only in reading skill but also in other skill.
REFERENCE
Arifin, H. R. (2014). Developing English Interactive Multimedia Students’ E-
Woksheet for fourth Grades of Elementary School. Language Circle:
Journal of Language and Literature, 9(1),37
Bull, Victoria. Oxford Learner’s Pocket Dictionary; Fourth Edition. New York:
Oxford University Press, 2008.
Davies, Ivor K. Instructional Technique. New York: McGraw-Hill Inc, 1991
Depdiknas. (2006). Standar Isi Kurikulum Tingkat Satuan Pendidikan
(Jakarta:Departemen Pendidikan Nasional)
Gall, M.D and Brog, W. R, (2003). Educational Research : An introduction (11th
Edition) Boston: Person Education, Inc
Harmer, Jeremy. An Introduction to the Practice of English Language Teaching.
Hot to Teach English. Cambridge. Longman
Harmer, Jeremy. The Practice of English Language Teaching. Fourth Edition.
Pearson. Longman
Kaymakcı, Selahattin. History Teachers ‘views About Worksheets (Unpublished
Master’s Thesis, Karadeniz Technical University Graduate School of Social
Sciences), 2006.
Nunan. David (2006). Task-based language teaching. Ernst Klett Sprachen
Palepong, Gonna. Improving English Vocabulary by Using the Worksheet. A
Thesis. FBS UNM, 2002.
Richards. Jack .C (2001) Curriculum Development in Languange Teaching.
Cambridge University. Cambridge
Sugiyono. (2016). Metode Penelitian Pendidikan endekatan Kuantitatif,
Kualitatif, dan R&D. Bandung : Alfabeta
Sukardi, M (2015). Evaluasi Pendidiikan Prinsip dan Operasionalnya. Jakarta :
Bumi Aksara
Tomlison, Brian. (2007). Developing Materials for language Teaching. London :
Cromwell Press, Towbride, Wishire
Appendix 1
Observation Sheets
Analysis
Content :
1. Learning standard
Standar pembelajaran yang dipakai menggunakan
kurikulum 2013/k13
Syllabus, program tahunana, program semester berdasarkan
kurikulum yang digunka disekolah.
Materi yang diberikan menggunakan buku Bahasa Inggris
Senior high school year XI Talk Active
Setiap siswa memiliki buku penunjang pembelaran LKS
Bahasa Inggris berdasarkan kurikulum 2013 yaitu LKS
bahasa inggris
Kompetensi dasar yang ada di LKS sudah 75% sudah
sesuai hanya saja ada beberapa materi yang yang masih
sulit dipahami siswa dan kurang sesuai kebutuhan guru
2. Learning dimensions
Setiap anak mempunyai karakter yang berbeda-beda setiap
belajar
Ada yang suka mendesign
Ada yang suka bagian art/seni
Ada yang lebih suka team work/sosial
Ada yang simpatik
Ada yang kreatif
Semua itu perlu dirangkum dan perlu diperhatikan dalam
mendesign materi yang cocok unyuk setiap perbedaan
tersebut
3. Task analysis
Bagaiamana mendesign latihan yang cocok untuk
pembelajaran anak MAs kelas XI
Didukung oleh teori-teori
Consutasi dengan para ahli
4. Instructional media and technology
Bagaimana mendesign/mengembangkan, membuat dan
menghasilkan produknya
Learner :
1. Learner Character:
Anak kelas XI MAs berumur 16-18 tahun
Anak-anak kelas XI MA sudah mampu membaca dalam
bahasa inggris walaupun pronounciationnya masih perlu
bimbingan
Sudah mampu mengimitate tulisan dalam bahasa inggris
meskipun terkadang masih banyak siswa yang kesulitan
untuk menuliskan kata atau kalimat yang benar dalam
bahasa inggris.
2. Learner preference
Mereka akan semangat dan tertarik belajar kalau bahan ajar
yang digunkana dapat menarik perhatian mereka
Kebanyakan menyukai gambar yang emnarik, bewarna dan
experiment atau ekplorasi
Mereka menyukai hal-hal yang mudah dipahami’
3. Special need
Materi yang ada di LKS kurang menarik ataupun masih ada
yang sulit dipahami siswa
Anak-anak kelas XI 75% memang kurang menyukai bahasa
inggris
Context
1. School level : Tingal MAs / SMA/ SMK
2. Classroom Leve; : Kelas XI MAs / SMA /SMK Semester 2
3. Personal leve; : setiap anak mempunyai tingkat kemampuan yang
berbeda-beda
Appendix 2
List Question of Interview:
1. Sumber belajar apa saja yang digunakan oleh guru bahasa inggris?
2. Apakah sekolah ini menggunakan worksheet sebagasi media
belajar?
3. Apakah manfaat dari menggunkana worksheet sebagai media
belajar?
4. Apakah worksheet paling oenting untuk pembelajaran?
5. Apa kendala dari pembeljaran bahasa inggris berkaitan dengan
worksheet?
6. Skill apa yang diperlukan berkaitan dengan media worksheet?
7. Diantara keempat skill, skill apa yang sulit bagi siswa?
8. Apakah guru bahasa inggris di MAs sering menggunakan
worksheet pada saat pembelajaran? Apa alasan sering
menggunakan atau jarang menggunkannya?
9. Apakah buku tersebut tepat, menarik minat dan memotivasi siswa
untuk belajar bahasa inggris?
10. Kurikulum apa yang digunakan sekolah tersebut?
11. Worksheet yang seperti apa yang siswa dan guru bahasa inggris
butuhkan di sekolah MAs Nururrodhiyah Kota jambi?
Appendix 3
Kelas : XI
Alokasi Waktu : 2 jam pelajaran/minggu
Kompetensi Sikap Spiritual dan Sikap Sosial dicapai melalui pembelajaran tidak
langsung (indirect teaching) pada pembelajaran Kompetensi Pengetahuan dan
Kompetensi Keterampilan melalui keteladanan, pembiasaan, dan budaya sekolah
dengan memperhatikan karaktersitik mata pelajaran serta kebutuhan dan kondisi
peserta didik.
Penumbuhan dan pengembangan Kompetensi Sikap dilakukan sepanjang proses
pembelajaran berlangsung dan dapat digunakan sebagai pertimbangan guru dalam
mengembangkan karakter peserta didik lebih lanjut.
Kompetensi Inti :
5. Menghargai dan menghayati ajaran agama yang dianutnya
6. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,
peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan
pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai
permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial
dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam
pergaulan dunia.
7. Memahami, menerapkan, dan menganalisis pengetahuan faktual,
konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya
tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan
wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait
penyebab fenomena dan kejadian, serta menerapkan pengetahuan
prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan
minatnya untuk memecahkan masalah.
8. Mengolah, menalar, dan menyaji, dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri serta bertindak secara efektif dan kreatif, dan mampu
menggunakan metoda sesuai kaidah keilmuan.
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
3.1 Menerapkan fungsi
sosial, struktur
teks, dan unsur
kebahasaan teks
interaksi
transaksional lisan
dan tulis yang
melibatkan
tindakan memberi
dan meminta
informasi terkait
saran dan tawaran,
sesuai dengan
konteks
penggunaannya.
(Perhatikan unsur
kebahasaan
should, can)
4.1 Menyusun teks
interaksitransaksio
nal, lisan dan
tulis, pendek dan
sederhana, yang
melibatkan
tindakan memberi
dan meminta
FungsiSosial
Menjaga hubungan
interpersonal dengan
guru, teman, dan orang
lain.
Struktur Teks
- Memulai
- Menanggapi
(diharapkan/di luar
dugaan)
Unsur Kebahasaan
- Ungkapan yang
menunjukkan saran dan
tawaran, dengan modal
shoulddancan
- Nomina singular dan
plural dengan atau tanpa
a, the, this, those, my,
their, dsb.
- Ucapan, tekanan kata,
intonasi, ejaan, tanda
baca, dan tulisan tangan
Topik
Situasi
yangmemungkinkanpem
berian saran dan
- Menyimak, membaca,
dan menirukan, guru
membacakan beberapa
teks pendek berisisaran
dan tawaran dengan
ucapan dan tekanan kata
yang benar
- Menanyakan hal-hal
yang tidak diketahui
atau yang berbeda
- Menentukan modal
yang tepat untuk
diisikan ke dalam
kalimat-kalimat
rumpang
- Diberikan beberapa
situasi, membuat
beberapa saran dan
tawaran yang sesuai
secara tertulis kemudian
dibacakan ke kelas
- Melakukan pengamatan
di lingkungan sekolah
dan sekitarnyauntuk
membuat serangkaian
saran dan tawaran untuk
memperbaikinya
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
informasi terkait
saran dan tawaran,
dengan
memperhatikan
fungsi sosial,
struktur teks, dan
unsur kebahasaan
yang benar dan
sesuai konteks
tawaranmelakukan
tindakan yang dapat
menumbuhkan perilaku
yang termuat di KI
- Melakukan refleksi
tentang proses dan hasil
belajarnya
3.2 Menerapkan fungsi
sosial, struktur
teks, dan unsur
kebahasaan teks
interaksi
transaksional lisan
dan tulis yang
melibatkan
tindakan memberi
dan meminta
informasi terkait
pendapat dan
pikiran, sesuai
dengan konteks
penggunaannya.
(Perhatikan unsur
kebahasaan I
think, I suppose,
in my opinion)
4,2 Menyusun teks
Fungsi Sosial
Menjaga hubungan
interpersonal dengan
guru, teman, dan orang
lain.
Struktur Teks
- Memulai
- Menanggapi
(diharapkan/di luar
dugaan)
Unsur Kebahasaan
- Ungkapan menyatakan
pendapat I think, I
suppose, in my opinion
- Nomina singular dan
plural dengan atau tanpa
a, the, this, those, my,
their, dsb.
- Ucapan, tekanan kata,
intonasi, ejaan, tanda
- Menyaksikan/menyima
k beberapa interaksi
dalam media visual
(gambar atau video)
yang melibatkan
pernyataan pendapat
dan pikiran
- Mengidentifikasi dan
menyebutkan situasi
yang memunculkan
pernyataan pendapat
dan pikiran dan
menyebutkan
pernyataan yang
dimaksud
- Bertanya dan
mempertanyakan
tentang hal-hal yang
tidak diketahui atau
berbeda
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
interaksi
transaksional,
lisan dan tulis,
pendek dan
sederhana, yang
melibatkan
tindakan memberi
dan meminta
informasi terkait
pendapat dan
pikiran, dengan
memperhatikan
fungsi sosial,
struktur teks, dan
unsur kebahasaan
yang benar dan
sesuai konteks
baca, dan tulisan tangan
Topik
Situasi
yangmemungkinkanmun
culnya pernyataan
tentang pendapat dan
pikiranyang dapat
menumbuhkan perilaku
yang termuat di KI
- Diberikan beberapa
situasi peserta didik
menyatakan pendapat
dan pikirannya yang
sesuai secara tertulis
kemudian dibacakan ke
kelas
- Melakukan pengamatan
di lingkungan
daerahnya dan
sekitarnyadan kemudian
menyatakan pendapat
dan pikirannya terkait
dengan upaya menjaga,
memelihara dan
memperbaikinya
- Melakukan refleksi
tentang proses dan hasil
belajar
3.3 Membedakan
fungsi sosial,
struktur teks, dan
unsur kebahasaan
beberapa teks
khusus dalam
bentuk undangan
resmi dengan
memberi dan
meminta
Fungsi Sosial
Menjaga hubungan
interpersonal dalam
konteks resmi
Struktur Teks
Dapat mencakup:
- Sapaan
- Isi
- Penutup
- Mencermati dan
menemukan perbedaan
dan persamaan dari
beberapa undangan
resmi untuk beberapa
acara yang berbeda
- Mengidentifikasi dan
menyebutkan bagian-
bagian dari undangan
dengan ucapan dan
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
informasi terkait
kegiatan
sekolah/tempat
kerja sesuai
dengan konteks
penggunaannya
4.3 Teks Undangan
Resmi
4.3.1 Menangkap
makna secara
kontekstual terkait
fungsi sosial,
struktur teks, dan
unsur kebahasaan
teks khusus dalam
bentuk undangan
resmi lisan dan
tulis, terkait
kegiatan
sekolah/tempat
kerja
4.3.2 Menyusun teks
khusus dalam
bentuk undangan
resmi lisan dan
tulis, terkait
kegiatan
sekolah/tempat
kerja, dengan
Unsur Kebahasaan
- Ungkapan dan istilah
yang digunakan dalam
undangan resmi
- Nomina singular dan
plural dengan atau tanpa
a, the, this, those, my,
their, dsb.
- Ucapan, tekanan kata,
intonasi, ejaan, tanda
baca, dan tulisan tangan
Topik
Acara formal yang
terkait dengan sekolah,
rumah, dan masyarakat
yang
dapatmenumbuhkan
perilaku yang termuat di
KI
Multimedia
Layout yang membuat
tampilan teks lebih
menarik.
tekanan kata yang benar
- Mencermati beberapa
undangan resmi lainnya,
dan mengidentifikasi
bagian-bagiannya serta
ungkapan-ungkapan yang
digunakan
- Diberikan beberapa
undangan resmi yang
tidak lengkap, dan
kemudian melengkapinya
dengan kata dan ungkapan
yang sesuai
- Diberikan deskripsi
tentang acara yang akan
dilaksanakan, dan
kemudian membuat
undangan resminya
- Menempelkan
undangan di dinding
kelas dan bertanya
jawab dengan pembaca
(siswa lain, guru) yang
datang membacanya
- Melakukan refleksi
tentang proses dan hasil
belajarnya
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
memperhatikan
fungsi sosial,
struktur teks, dan
unsur kebahasaan,
secara benar dan
sesuai konteks
3.4 Membedakan
fungsi sosial,
struktur teks, dan
unsur kebahasaan
beberapa teks
eksposisi analitis
lisan dan tulis
dengan memberi
dan meminta
informasi terkait
isu aktual, sesuai
dengan konteks
penggunaannya
4.4 Teks eksposisi
analitis
4.4.1 Menangkap
makna secara
kontekstual terkait
fungsi sosial,
struktur teks, dan
unsur kebahasaan
teks eksposisi
analitis lisan dan
Fungsi Sosial
Menyatakan pendapat,
mempengaruhi, dengan
argumentasi analitis
Struktur Teks
Dapat mencakup
- Pendapat/pandangan
- Argumentasi secara
analitis
- Kesimpulan
Unsur Kebahasaan
- Ungkapan seperti I
believe, I think
- Adverbia first, second,
third …
- Kata sambungTherefor,
consequently, based on
the arguments
- Nomina singular dan
plural dengan atau tanpa
a, the, this, those, my,
their, dsb.
- Ucapan, tekanan kata,
- Membaca dua teks
eksposisi analitis
tentang isu-isu aktual
yang berbeda.
- Mencermati satu tabel
yang menganalisis
unsur-unsur eksposisi,
bertanya jawab, dan
kemudian
menerapkannya untuk
menganalisis satu teks
lainnya
- Mencermati rangkaian
kalimat yang masing-
masing merupakan
bagian dari tiga teks
eksposisi yang
dicampur aduk secara
acak, untuk kemudian
bekerja sama
mengelompokkan dan
menyusun kembali
menjadi tiga teks
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
tulis, terkait isu
aktual
4.4.2 Menyusun teks
eksposisi analitis
tulis, terkait isu
aktual, dengan
memperhatikan
fungsi sosial,
struktur teks, dan
unsur kebahasaan,
secara benar dan
sesuai konteks
intonasi, ejaan, tanda
baca, dan tulisan tangan
Topik
Isu-isu aktual yang perlu
dibahas yang
menumbuhkan perilaku
yang termuat di KI
eksposisi analitis yang
koheren, seperti aslinya
- Membacakan teks-teks
eksposisi tsb dengan
suara lantang di depan
kelas, dengan ucapan
dan tekanan kata yang
benar
- Membuat teks eksposisi
menyatakan
pandangannya tentang
satu hal di sekolah,
desa, atau kotanya.
- Menempelkan teks tsb
di dinding kelas dan
bertanya jawab dengan
pembaca (siswa lain,
guru) yang datang
membacanya
- Melakukan refleksi
tentang proses dan hasil
belajarnya
3.5 Menerapkan fungsi
sosial, struktur
teks, dan unsur
kebahasaan teks
interaksi
transaksional lisan
dan tulis yang
Fungsi Sosial
Mendeskripsikan,
memaparkan secara
obyektif
Struktur Teks
- Memulai
- Membaca dan
mencermati beberapa
deskripsi tentang
produk seni budaya dari
beeberapa negara
dengan banyak
menggunakan kalimat
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
melibatkan
tindakan memberi
dan meminta
informasi terkait
keadaan/tindakan/
kegiatan/kejadian
tanpa perlu
menyebutkan
pelakunya dalam
teks ilmiah, sesuai
dengan konteks
penggunaannya.
(Perhatikan unsur
kebahasaan
passive voice)
4.5 Menyusun teks
interaksi
transaksional lisan
dan tulis yang
melibatkan
tindakan memberi
dan meminta
informasi terkait
keadaan/tindakan/
kegiatan/kejadian
tanpa perlu
menyebutkan
pelakunya dalam
teks ilmiah,
- Menanggapi
(diharapkan/di luar
dugaan)
Unsur Kebahasaan
- Kalimat deklaratif dan
interogatif dalam passive
voice
- Preposisiby
- Nomina singular dan
plural dengan atau tanpa
a, the, this, those, my,
their, dsb.
- Ucapan, tekanan kata,
intonasi, ejaan, tanda
baca, dan tulisan tangan
Topik
Benda, binatang,
tumbuh-tumbuhan, yang
terkait dengan mata
pelajaran lain yang
menumbuhkan perilaku
yang termuat di KI
pasif
- Membacakan deskripsi
setiap produk budaya
secara lisan di depan
kelas secara bermakna
dengan ucapan dan
tekanan yang benar
- Melengkapi teks tentang
suatu produk yang kata
kerjanya banyak yang
dihilangkan dengan kata
kerja yang makna tepat
berbentuk pasif, dengan
grammar dan ejaan
yang benar
- Membacakan deskripsi
setiap produk budaya
yang sudah lengkap di
depan kelas secara
bermakna dengan
ucapan dan tekanan
yang benar
- Melakukan refleksi
tentang proses dan hasil
belajarnya
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
dengan
memperhatikan
fungsi sosial,
struktur teks, dan
unsur kebahasaan
yang benar dan
sesuai konteks
3.6 Membedakan
fungsi sosial,
struktur teks, dan
unsur kebahasaan
beberapa teks
khusus dalam
bentuk surat
pribadi dengan
memberi dan
menerima
informasi terkait
kegiatan diri
sendiri dan orang
sekitarnya, sesuai
dengan konteks
penggunaannya
4.6 Teks surat pribadi
4.6.1 Menangkap
makna secara
kontekstual terkait
fungsi sosial,
struktur teks, dan
Fungsi Sosial
Menjalin kedekatan
hubungan antar pribadi
Struktur Teks
Dapat mencakup
- Tempat dan tanggal
- Penerima
- Sapaan
- Isi surat
- Penutup
Unsur Kebahasaan
- Ungkapan keakraban
yang lazim digunakan
dalam surat pribadi
- Nomina singular dan
plural dengan atau tanpa
a, the, this, those, my,
their, dsb.
- Ucapan, tekanan kata,
intonasi, ejaan, tanda
baca, dan tulisan tangan
- Menyimak dan
menirukan guru
membacakan beberapa
contoh surat pribadi
dengan ucapan, dan
tekanan kata yang
benar.
- Membaca dengan suara
lantang dan bermakna,
dengan ucapan dan
tekanan kata yang benar
- Mencermati satu tabel
yang menganalisis
unsur-unsur eksposisi,
bertanya jawab, dan
kemudian
menerapkannya untuk
menganalisis dua surat
pribadi lainnya
- Mencermati rangkaian
kalimat yang masing-
masing merupakan
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
unsur kebahasaan
teks khusus dalam
bentuk surat
pribadi terkait
kegiatan diri
sendiri dan orang
sekitarnya
4.6.2 Menyusun teks
khusus dalam
bentuk surat
pribadi terkait
kegiatan diri
sendiri dan orang
sekitarnya, lisan
dan tulis, dengan
memperhatikan
fungsi sosial,
struktur teks, dan
unsur kebahasaan,
secara benar dan
sesuai konteks
Topik
Pengalaman, informasi,
hallain yang terkait
dengan sekolah, rumah,
dan masyarakat yang
dapat menumbuhkan
perilaku yang termuat di
KI
bagian dari tiga surat
pribadi yang dicampur
aduk secara acak, untuk
kemudian bekerja sama
mengelompokkan dan
menyusun kembali
menjadi tiga surat
pribadi yang koheren,
seperti aslinya
- Membuat surat pribadi
untuk satu orang teman
di kelas tentang suatu
hal yang relevan, dan
kemudian membalasnya
- Melakukan refleksi
tentang proses dan hasil
belajar
3.7 Menerapkan fungsi
sosial, struktur
teks, dan unsur
kebahasaan teks
interaksi
transaksional lisan
dan tulis yang
melibatkan
Fungsi Sosial
Menjelaskan,
memberikan alasan,
mensyukuri, dsb.
Struktur Teks
- Memulai
- Menanggapi
- Menyaksikan/menyima
k beberapa interaksi
dalam media visual
(gambar atau video)
yang melibatkan
pernyataansebab akibat
- Mengidentifikasi dan
menyebutkan situasi
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
tindakan memberi
dan meminta
informasi terkait
hubungan sebab
akibat, sesuai
dengan konteks
penggunaannya.
(Perhatikan unsur
kebahasaan
because of ..., due
to ..., thanks to ...)
4.7 Menyusun teks
interaksi
transaksional lisan
dan tulis yang
melibatkan
tindakan memberi
dan meminta
informasi terkait
hubungan sebab
akibat, dengan
memperhatikan
fungsi sosial,
struktur teks, dan
unsur kebahasaan
yang benar dan
sesuai konteks
(diharapkan/di luar
dugaan)
Unsur Kebahasaan
- Kata yang menyatakan
hubungan sebab akibat:
because of ..., due to ...,
thanks to ...
- Nomina singular dan
plural dengan atau tanpa
a, the, this, those, my,
their, dsb.
- Ucapan, tekanan kata,
intonasi, ejaan, tanda
baca, dan tulisan tangan
Topik
Keadaan, perbuatan,
tindakan di sekolah,
rumah, dan sekitarnya
yang layak dibahas
melalui sebab akibatyang
dapat menumbuhkan
perilaku yang termuat di
KI.
yang memunculkan
pernyataan sebab akibat
dan menyebutkan
pernyataan yang
dimaksud
- Bertanya dan
mempertanyakan
tentang hal-hal yang
tidak diketahui atau
berbeda
- Diberikan beberapa
situasi peserta didik
menulis teks pendek
yang melibatkan
pernuataan sebab
akibatdan kemudian
dibacakan ke kelas
- Melakukan pengamatan
di lingkungan
daerahnya dan
sekitarnyadan kemudian
membuat beberapa
pandangan yang
melibatkansebab akibat
terkait dalam upaya
menjaga, memelihara
dan memperbaikinya
- Melakukan refleksi
tentang proses dan hasil
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
belajar
3.8 Membedakan
fungsi sosial,
struktur teks, dan
unsur kebahasaan
beberapa teks
explanation lisan
dan tulis dengan
memberi dan
meminta
informasi terkait
gejala alam atau
sosial yang
tercakup dalam
mata pelajaran
lain di kelas XI,
sesuai dengan
konteks
penggunaannya
4.8 Menangkap makna
secara kontekstual
terkait fungsi
sosial, struktur
teks, dan unsur
kebahasaan teks
explanation lisan
dan tulis, terkait
gejala alam atau
sosial yang
Fungsi Sosial
Menjelaskan, memberi
gambaran alasan
terjadinya suatu
fenomena
Struktur Teks
Dapat mencakup:
- fenomena
- identitas gejala
- rangkaian penjelasan
Unsur Kebahasaan
- Adverbia first, then,
following, finally
- Hubungan sebab-akibat
(if –then, so, as a
consequence, since, due
to, because of, thanks to
- Kalimat pasif,
dalamtenses yang present
- Ucapan, tekanan kata,
intonasi, ejaan, tanda
baca, dan tulisan tangan
Topik
Benda-benda non
manusia, seperti air,
penguapan, hujan dengan
paparan yang
- Membaca beberapa teks
information report
terkait mata pelajaran
lain di Kelas IX
- Menggunakan alat
analisis, mengidentifikasi
bagian-bagian struktur
teks report dan mengamati
cara penggunaanya,
seperti yang dicontohkan
- Bertanya jawab tentang
beberapa teks lain lagi
dengan topik yang
berbeda
- Mengumpulkan
informasi dari berbagai
sumber untuk membuat
teks-teks tentang
fenomena alam pendek
dan sederhana.
- Menempelkan teks
masing-masing di dinding
kelas untuk dibaca
temannya
- Mempresentasikan
teksnya kepada teman-
teman yang datang
membaca
- Melakukan langkah yang
sama dengan topik
Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran
tercakup dalam
mata pelajaran
lain di kelas XI
menumbuhkan perilaku
yang termuat dalam KI
fenomena sosial
- Melakukan refleksi
tentang proses dan hasil
belajarnya
3.9 Menafsirkan
fungsi sosial dan
unsur kebahasaan
lirik lagu terkait
kehidupan remaja
SMA/MA/SMK/
MAK
4.9 Menangkap makna
secara kontekstual
terkait fungsi
sosial dan unsur
kebahasaan lirik
lagu terkait
kehidupan remaja
SMA/MA/SMK/
MAK
Fungsi sosial
Mengembangkan nilai-
nilai kehidupan dan
karakter yang positif
Unsur kebahasaan
- Kosa kata dan tata
bahasa dalam lirik lagu
- Ucapan, tekanan kata,
intonasi, ejaan, tanda
baca, dan tulisan
tangan
Topik
Hal-hal yang dapat
memberikan keteladanan
dan menumbuhkan
perilaku yang termuat di
KI
- Membahas hal-hal yang
terkait dengan tema
lagu yang liriknya akan
segera dibaca
- Membaca dan
mencermati isi lirik lagu
terkait dengan
pembahasan
sebelumnya
- Menyimak, dan
menirukanguru
membaca lirik lagu
secara bermakna
- Menyebutkan bagian-
bagian yang terkait
dengan pesan-
pesantertentu
- Membahas pemilihan
kata tertentu terkait
dengan tema lagu
- Melakukan refleksi
tentang proses dan hasil
belajarnya
CURRICULUM VITAE
Name : Suci Apriliana Pertiwi
Gender : Female
Birthday : Lubuk Nagodang, April 1st 1998
Address : RT.15, Sengeti, Kecamatan Sekernan,
Kabupaten Muaro Jambi, Provinsi Jambi
Email : [email protected]
Contact Person : 0812 1918 0393
Education Background :
No Education Place Graduated Year
1 The Elementary School
1/IX Sengeti
Sengeti 2009
2 The Islamic Junior High
School Sengeti
Sengeti 2012
3 The Islamic Senior High
School 3 Muaro Jambi
Sengeti 2015
4 The State Islamic
University Sulthan Thaha
Saifuddin Jambi
Jambi
2019
Jambi, Oktober 2019
Researcher
Suci Apriliana Pertiwi
TE. 151630