Download - PROPOSAL New Joko Tak Uk Uk 7
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
1/41
CHAPTER I
INTRODUCTION
A. Background
Being successful in teaching English is the dominant factor that the
English teacher should pay attention to, especially in teaching reading. Through
reading, one can enhance his experience, develop new concept, solve his
problem, and broaden his horizon of thinking, which are needed to ensure
continuing personal growth and adopt the change in the world yet the importance
of reading has not been realized by most of our society a large number of our
population is classified as poor readers and the majority of the people are contentto read materials of poor uality.
!n education organization learning actively must be uses in order to make
students learning under teachers" help and related to government. The subject
which is taught by the teacher to the students have programmed by government
in curriculum. That is why, teacher tries to do government curricullum program
#$T%&' in the form of learning activity. (s the changing of curriculum, the teacher
must be able to choose the learning method which is appropriate with curriculum.
Then, teacher can give chance to the students to get an active role in learning
activity in class.
!n teaching and learning English in school, teachers play a very important
role. )e or she must be able to motivate students to learn English. %uccessful
teacher and institution where they teach may differ in many ways. Their teaching
skills are influenced by experience, training, class size, teaching hours in a week,
methodology, delivery of materials and the use of media, especially for reading.
!n reading comprehension, the message to be imposed in the written
form is the most important element that the students must recognize, because
the primary purpose of reading is to know the thoughts expressed in the printed
material. Therefore, reading with comprehension is only a way for the students to
arrive at what they want to know from the reading material. )owever, the problem
is how to make them comprehend.
*or students from elementary to university level, reading is something
that has to be done. They have to read their compulsory books or other materials
related to their lesson. *or students who are studying languages, reading is one
1
Faculty of Education and Teacer Training IAIN !T! "a#$i
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
2/41
2
of the skills, which has to be learned and is considered as the most important one
because it can influence other language skill #listening, speaking, and writing'.
(ccording to $ustaryo #+--/' it is certainly not easy to present the
English reading for !ndonesian students whose language system is
different. 0eading is a complex process which involves not only read the text but
also their experience to comprehend it. Because of its complexity, many teachers
of English at junior and senior high school find difficulties in all teaching reading
and prefer teaching structure to reading.
!n getting the good result in teaching reading, teacher need to make
lesson plan as a guideline during their teaching. 1esson plan must be based on
syllabus, because it has tight relation. %yllabus is the planning for long time, and
the lesson plan is planning in teaching for short time. But, sometime some thelesson plan made by teacher did not suitable to the syllabus. Especially in
English reading subject. Based on researcher grand tour, There are some lesson
plan did not suitable to syllabus in English reading subject. The reason is
because students have low ability, so it will make them difficult to understand the
lesson.
(ccording to teacher"s reason, the researcher interested to investigate
about the suitable between syllabus and lesson plan toward the English reading
at 2adrasah (liyah %abilul 2uttain $uala Tungkal. Based on the explanation, it
is essential to research about a%%e%ing teacer Perfor#ance in Teacing
Engli% &Reading' at (adra%a Aliya !a$ilul (utta)in *uala Tungkal.
B. Pro$le# !tate#ent
(ccording to the statement above, the research uestion is formulated as
follows3
)ow are the teacher performance in English 0eading teaching at
2adrasah (liyah %abilul 2uttain $uala Tungkal4
C. O$+ecti,e of te Re%earc
The objective of the research is to know teacher performance toward
English 0eading at 2adrasah (liyah %abilul 2uttain $uala Tungkal
D. -i#itation of Pro$le#
Faculty of Education and Teacer Training IAIN !T! "a#$i
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
3/41
!n this study the researcher limited the research on the suitability between
syllabus and lesson plan in English 0eading teaching at 2adrasah (liyah %abilul
2uttain $uala Tungkal
E. !ignificance of te Re%earc
The result of the research is expected to be useful reference for the
English language teaching particularly for teaching reading students" for other
English teachers.
3
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
4/41
CHAPTER II
REIE/ OF THE RE-ATED -ITERATURE
A. Reading0. Definition of Reading
5harles in Tohir #/66+37' states that reading is a transmitting of
information process where the author tells all the readers about his ideas or
message. %uch as, the author is regard as the informants #sender' and the
reader on another hand is receiver. 8uring the reading process it means that
the reader can be done the reading process but reader only can grasping
and decoding information, meanwhile he cannot as uestion or comment to
the author directly.
Tinker #+973' state reading is identification and recognition of print
or written symbol, which serve as stimuli for the recall of meaning built up
through past experience. *rom those definitions, it can be concluded reading
means getting process the reader always tries to catch what the writer says
and means actually. (lso from those definitions of reading some people
formulate definitions of reading comprehension.
(ccording to :illiam #+-;3;-
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
5/41
5
1. Reading Conce2t
There are different reading definition given by linguistics which
indicate the similar sense of meaning that reading is a comfortable activities
for relax time, come others state that reading is valuable learning activity
where knowledge and science are reuired to be acuired by the students
academically.
(ccording to 0ubin #+-/' reading is the bringing of meaning to and
the getting of meaning from the printed pages while %imanjutak #+--' states
that reading is the process of putting to reader in contact and communication
with ideas. :iddowson in 0ubin #+-/' states that reading is not a reaction
to text but an interaction between writer and reader medicated through thetext. !t is clear that reading is a fundamental reuirement that can influence
the student"s achievement in studying English through reading, we can
broaden our horizon of thinking.
(nthony #+7399' states that teaching English as a foreign language
to the second language learners reuires the learners to be able to use this
language to in daily, interaction either in the classroom learning process that
are well known as in formal communication, but we can deny that we have
not yet achieved the goal of teaching English as a foreign language.!n teaching reading English teacher should introduce other materials
as an alternative to give variation to the student in teaching and learning
process. These materials can be a form of media that can create a
comfortable atmosphere to interest and stimulate the student in the
classroom learning process.
1earning English could be fun for the students who learn another
language. !n this case, teachers of English should have a good preparation
in teaching. !t is very essential for the teachers to create a good classroom
atmosphere and to avoid the students from getting bored. (ccording to
:illiam in 0ahman, teaching must be learned in such a way that learning
becomes interesting.
3. Definition of Reading Co#2reen%ion
)ornby #+9;39++' explains that reading is the act of one who reads
knowledge, E%&, of books 3 the ways in which something is interpreted, while
comprehension is the act of understanding, the ability of the mind to
understand &rocter in 0ahman #+-3
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
6/41
6
comprehension is the mind"s power of understanding, or the ability to
understand.
Tinker #+977' states that reading comprehension is not just reading
with a loud voice but also to establish and understand the meaning of words,
sentence, and paragraph sense the relationship among the ideas. (s it is, if a
student just reads loudly, but cannot understand the content of the passages,
it means he>she fails in comprehending the passage.
?phelia #+- /67' assumes that reading comprehension is
understanding evaluating and utilizing of information between author and
reader. !t sounds like the author and the reader can communicate one other.
!t means that a reader in this case, tries to understand what he is saying.
%mith and 8ale #+-639' state that reading comprehension means
understanding, evaluating, utilizing of information and gaining through an
interaction between reader and author. 0eading comprehension is such a
kind of dialogue between reader and author in which the written language
becomes the medium that cause the dialogue happen when the two persons
communicate through the medium of print reading comprehension refers to
reading with comprehension. Thus reading comprehension is reading by
comprehension the meaning of a passage or what is or has been read. ?ne
who reads something by understanding it can be said that he does a reading
comprehension.
5omprehension is a special kind of thinking process. The reader
comprehends by actively constructing meaning internally from interacting
with the material that is read #(nderson and &earson in (lexander,
#+=+
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
7/41
7
4. -e,el% of Reading Co#2reen%ion
The following are levels of reading comprehension according to %mith
#+
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
8/41
8
language. &eople read to language because they have a desire to do so
and a purpose to achieve.
c' 0eading for information
!n most cases, reading for information is relevant to current study
of the reader they read to find out information, to reduce their
uncertainties.
d' 0eading for pleasure
0eading for pleasure is done without other people"s order but
according to an individual reader"s wish, and taste.
6. *ind% of Reading
(ccording to )armer #+-9', Three kinds of reading, they are3
a' 0eading (loud
!n reading aloud, the students will get experience in
producing the sound, which should be practice as many as
possible. 0eading aloud is divided in two kinds. They are unison is
done with whole group. !t is done to check pronunciation, intonation,
the students ability to read and helps teacher to find out who among
his students has difficulty in reading.
b' %ilent 0eading
%ilent reading is reinforce sing the readers to find out the
meaning of the words. This kind of reading leads the readers to the
better comprehension. This reading is skill to criticize what is written,
to discuss written meaning and to draw inference and conciliation as
well as to tell new ideas on thesis of what is read.
c' 0eading *ast
0eading fast used to improve speed and comprehension inreading. This skill must sun side with the main purpose of reading
that is comprehension it depends on the kinds of reading material.
This speed rate if reading a story or narrative on will be different
room reading scientific.
7. Te !trategy of Reading
(ccording to )armer #+-9', there are three strategies we tend to
approach when we read, they are
a. %kimming
Faculty of Education and Teacer Training IAIN !T! "a#$i
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
9/41
9
%kimming is to read text superficially a rapidly in order obtain
the gist or main idea it is a skill that reuires concentration.
(deuate knowledge among of practice is necessary in order to
skim fulfill their purposes.
b. %canning
%canning is to read a text uickly in order to locate a specific
item of information it is used to design the process of locating
uickly a particular word, phrase, sentence, and fact of figure with a
selection.
c. !ntensive reading
!ntensive reading is a for recall or total accuracy it is an activity
in class way in using reading. !t deals with the detail content and
linguistic study.
;. !election of #aterial%
Teacher of English language are expected to be more creative and
more innovative selecting and then presenting materials relatively and using
a wide variety of resources that can enhance and motivate students to learn
English. Through anecdotes, the student will be entertained in reading the
materials. The reading materials should be interesting the teacher should
notice that in selecting the materials he>she should be sure that they are in
time of student"s interest in order towing their attention. This is important for
the smooth less of the way to the students to good concentration and attitude
toward reading lesson. !f the materials are not interesting, the students will
passively not pay much attention to the lesson. This way means that the
teacher will be difficult to attain the objective of his teaching.
(ccording to )uck in Burns #+-;', intermediate students are
interested in reading fiction, biographies adventure and stories of the past.
They like suspense, action and humor. Teacher can asses student personalreading interest them. !n selection reading materials, there are at least three
areas that should be concern3
a' The level of linguistic difficulty
5ooper in @win #+6' and 5hunk states that unpracticed
readings in a foreign language tend to use a wordAbyAword approach
while more practice readers are able to 5hunk information. Based on the
Faculty of Education and Teacer Training IAIN !T! "a#$i
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
10/41
10
statement above, we can decide that the select material should be at the
language level of the student.
( material that is too difficult, where every word has to be
explain, or which uses extremely complex grammatical construction is
only likely to produce frustration similarly a material that is too easy does
not extend the students knowledge. The material should be regard,
seuence and varied so their linguistic content and difficulty the ability of
the students.
b' 5ultural content
0eading materials reflect the culture perception of the writer.
Therefore, many reading materials, especially nonAscientific material, or
culturally biased, and so can cause comprehension problems for the
students. *or example, !ndonesian students might have difficulty with the
story about an (merican child who gases into his teacher"s eyes in
search of compassion. The opposite of true in !ndonesian culture where
the children show respect by not looking into their superior"s eyes.
!f the teacher believes that the culture content would interfere
with student comprehension, such material can be avoid an opportunity
for students to gain new awareness of different culturally define
behaviors, in such a case, the teacher can explain the differences in
culture behavior to the student before their read #@win, +6'.
c' The interest factor
The third area that should be concerned in selecting various
reading materials is the interest. !t is hard by the students because the
evidence that students" motivation in reading is greater when material
interest them.
)ow can teacher provide various reading materials that are interesting
for the students4 2ost students of English tale interest in book or shortstory in which characters are involved in learning a second language.
)owever, teacher can also discover the kind topic that interests their
reading preferences.
?ne factor that also should be concerned is the level of the
materials" vocabulary because even though they are interested in the
subject matter of material we have chosen, they will soon lose interest if
they find the vocabulary too difficult. This is why teacher should decide
during their lesson preparation that the meaning of the new word can be
Faculty of Education and Teacer Training IAIN !T! "a#$i
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
11/41
11
derived from the material itself when the learner reading it #0ubin,
+-/ '.
0elate with how to select language learning materials. 0ichard
and 0ogers in 2antasiah# /6663+;' give specification 3
+' 2aterial will allow learners to progress at their own rates of learning/' 2aterial will allow for different styles of learning=' 2aterial will provide opportunities independent study;' 2aterial will provide opportunities for evaluating and progress in
learning.
5. Tecni)ue of I#2ro,ing Reading !kill
To achieve the purpose of reading one should read effectively. @eneral
in 0ahman #+-3-' states that effective reading means being able to read
accurately, efficiently and to understand as much of the passage as you read
in order to achieve your purpose.
To achieve one purpose of reading, he can apply some reading techniue
as follows3
a' %urvey 0eading
Brown #+-93=6' says surveying is specialized techniue for
getting a mountain top new of an article chapter content and it helps to
give a general point of view.
b' %kimming
%kimming is a kind of reading that make our eyes move uickly
in order to get the main idea from the reading material. %kimming enable
people to select content that want to read and to discard that which is in
conseuential for their purpose.
c' %canning
%canning is reading the text uickly to answer a specific
uestion. This techniue enables people to locate specific informationwithout reading all the material around !t. Brown #+-9+=- ' states that
scanning serves two functions. !t uncovers relevant information and
accelerates your reading speed.
d' &reAreading
&reAreading is a techniue that a reader uses before he began to
read the material to improve his comprehension and recall. :horter
# +/ /7 ' states that preAreading involves only at those part of
reading materials that will tell you what it is about or how it is organize.
Faculty of Education and Teacer Training IAIN !T! "a#$i
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
12/41
12
*urther he explains the port on to look at in reading text book chapters
are3
+. 0ead the title/. 0ead the introduction or opening paragraph=. 0ead the first sentence under each heading;. 0ead each boldface heading.7. otice any typographical aids.
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
13/41
13
;. The change means the curriculum. This change regarding in staffing
good in terms of uality and uantity, also means the material form of
school kits as the teaching laboratory, library, teaching aids and others.7. The changes in the curriculum evaluation system. This change
regarding the methods>the best way to measure>assess the extent to
which the curriculum running effective and efficient, relevant and
productivity of learning program as a system of curriculum.
C. !ylla$u%
Experts differ in defining the components of the curriculum. There are
five components of the curriculum and argued there that suggests only ;
components of the curriculum. To know the opinion of experts on the
following curriculum components %ubandiyah #+=3 ;A
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
14/41
14
1. Princi2le% of !ylla$u% De,elo2#ent
%yllabus development left entirely to each unit of education,
especially for those who are able to do so. Thus, each unit education has
been given freedom and flexibility in developing a syllabus in accordance
with the conditions and the need for each of them. *or training 5urriculum
that will be done by each unit education is still in order to the curriculum
understanding national, it is necessary to implementing the principles of
the development syllabus, which includes3
a. !cientific
%B5Abased syllabus development has to do with the scientific
principle, which implies that the overall material and activities being
charge in the syllabus must be correct, logical and can be justified
scientifically.
$. Rele,ant
The scope, depth, degree of difficulty and the order of
presentation of the corresponding syllabus or no relation to the level of
development of physical, intellectual, social, emotional and spiritual
learners.
c. !y%te#atic
The components of the syllabus are functionally
interconnected in achieving competence.
d. Con%i%tent
The existence of a consistent relationship between basic
competencies, indicators, subject matter, belajarr experience, learning
resources and assessment systems.
e. Ade)uate
5overage indicators, subject matter, learning experience,
learning resources and assessment systems sufficient to support theachievement of basic competence.
f. Actual and Conte
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
15/41
15
?verall syllabus components can accommodate the diversity
of learners, educators, and the dynamics of the changes that occur in
schools and the demands of society.
. Co#2reen%i,e
5omponents syllabus covers the entire sphere of competence
#cognitive, affective, psychomotor' .#iron, /66 3++'
D. -e%%on Plan
0. Definition of le%%on Plan
1esson plan is an important step that must be done prior to their
teachers implement learning activities and to achieve the ultimate goal of
learning. 1earning is not just education but it is a routine activity of
educational communication full message, systemic, procedural, and full of
purpose. Therefore, he must be prepared carefully.
1esson plan is a process of making plans, models, patterns,
shapes, construction involving teachers, learners, as well as other
facilities reuired are arranged systematically so that the learning process
that is effective and efficient in achieving the learning objectives that have
been set #D :eb &age'.
1esson plan is a process of understanding the variety of normative
documents #5andy //, /=, /;, etc.' and alternative #textbook or other
sources' as well as contextual reality #students and their needs', and
further realize the results that understanding into a document applicative
#syllabus and 1!& ' are ready to be implemented in learning at school #D2
:eb &age'.
&lanning the lesson process includes a syllabus and lesson plan
that includes at least the purpose of learning, teaching materials, teaching
methods, learning resources, and assessment of learning outcomes#(rticle /6 of 0egulation +>/667'.
1esson plan or usually called 1earning !mplementation &lan #1!&'
is a learning design subjects per unit which will be applied in learning
classroom teachers. #2uslich./663 7=' lesson planning or soAcalled
1earning !mplementation &lan #1!&' is a learning design subjects per unit
which will be applied to teachers in the classroom.
Budimansyah.dkk. #/6+63 +;A+76' explains to prepare the
learning process with &($E2 approach, educators preparing stepsfollowing activities3 #+' teacher has made a lesson plan #1!&' as both
Faculty of Education and Teacer Training IAIN !T! "a#$i
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
16/41
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
17/41
17
1enah, #b' learning objectives describe the process and learning
outcomes to be achieved by learners in accordance with the basic
competencies, #c ' learning goals may include a number of indicators, or
the learning objectives for some indicators, #d' learning activities created
a meeting, when in the 1!& are three meetings, then in the 1!& are three
times the pace of learning, #e' if there is more than a meeting for the
same indicator, does not need to be made steps to complete for each
meeting.
1. Te I#2ortance of -e%%on Plan
The ability to create lesson plan is the first step that must be held
by teachers and prospective teachers as well as the estuary of all
theoretical knowledge, basic skills and a deep understanding of learning
objects and situations in learning #2ulyasa, /6693 /+9'. 1esson plan
serves as guide teachers in implementing learning and forming
competence of learners.
1esson plan is developed based on the characteristics and
condition of the school, as well as the ability of teachers in elaborating be
ready lesson plan guiding the formation of competence of learners. That
teachers can create lesson plans are effective, and efficient, are reuired
to understand the various aspects concerning the nature, functions,
principles and procedures development, as well as how to measure the
effectiveness of its implementation in the learning #$asful and )armi,
/6+63+9-'
1esson plan is a preparation that must be done before the teacher
teaches. &reparation here can mean the written preparation and mental
preparation, emotional situation to be built, a productive learning
environment, including learners convincing to get involved in full.
Faculty of Education and Teacer Training IAIN !T! "a#$i
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
18/41
18
E. Relation $et=een !ylla$u% and -e%%on 2lan
%yllabus is one of the stages in the development of curriculum unit
level, in particular to answer the Cwhat is to be learned4C also a further
elaboration of the main points of the program in the subjects derived from the
standard of competence and competence foundation has been set into the
details of the activities and strategies learning activities and assessment
strategies, and the allocation of time.#iron, /66 39'
%yllabus is basically a macro program that should be translated back
into learning programs more detailed, namely the lesson plan. %yllabus is a
program conducted for a sufficiently long period of time #one semester', a
reference in developing the lesson plan which is a program for a shorter
period of time.#iron, /66 39'
%yllabus is learning plans at an and > or groups of lessons > specific
theme which includes competence standard, basic competence, subject
matter > learning, learning activities, indicators, assessment, allocation of time
and resources > materials > learning tool. %yllabus is a translation standard of
competence and basic competence in the subject matter > learning, learning
activities and competence achievement indicator for the assessment. .#iron,
/66 39'
!n observance of the above definition, basically syllabus is the main
reference in a learning activity. %ome the benefits of this syllabus, including3
a. (s a guideline > reference for the development of further learning, namely
in the preparation of lesson plans, management of learning activities, the
provision of learning resources, and development of assessment systems.
&rovide an overview of the main points of the program to be achieved in a
subject.
b. (s a measure in assessing the success of a program learning.
c. :riting documentation #written document' as an accountability programlearning.#iron, /66 3-'
%o that is why, the lesson plan must be appropriate to syllabus. By
using syllabus as a basic, it can be a guideline to improve student"s skill. !t
also can be a measure in assessing the success of program learning.
Teachers who made lesson plan without based on syllabus will be lose same
aspect.
F. Pre,iou% Re%earc
!n order to support this research, the researcher discusses tworelated study. *irst is the study of %uharti #/6++' about Improving Students’
Faculty of Education and Teacer Training IAIN !T! "a#$i
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
19/41
19
Reading Competence through DRTA (Directed Reading Thinking Activity)
Technique (A Cassroom Action Research in the Science !"th #rade o$ S%A&
! 'adungan &gai in "*+"! Academic ,ear). !n her study, she wanted
to know whether 80T( techniue can improve students" reading competence
or not, to know what are the students" responses of the 80T( techniue and to
evaluate the strengths and weakness of the 80T( techniue when it is applied
in teaching reading. (fter she did research, she got result that 80T( techniue
is an appropriate techniue which can improve students" reading competence
*irst, 80T( techniue can activate students" background knowledge related to
the topic presented in a reading text. %econd, various activities in 80T(
techniue can enhance students" confidence and motivation to have reading
competence. Third, 80T( techniue can guide the students comprehend an
overall description about the text. The improvement of reading competence
can be seen from the result of preAtest which has the mean score 7
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
20/41
20
:hile, the previous research focuses on improvement of students reading skill
by using reading strategy.
Faculty of Education and Teacer Training IAIN !T! "a#$i
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
21/41
CHAPTER III
(ETHOD OF THE RE!EARCH
A. De%ign of te Re%earc
The design of the research that used in this research is ualitative
research because the data would be in the form of statement, suggestion,
comment, critics, etc, thought this ualitative research the writer try to
understand and interpret the collected data from the behavior of human
interaction their perception without a formal measurement #1exy, +-737='.
*rom that perception, the writer take the conclusion if the ualitative
reseach can be statement, suggestion, comment. !n this research,
researcher will take documentation from English teachers, they are the
syllabus and lesson plan in English reading subject.
B. !etting and !u$+ect of te Re%earc0. !etting of te re%earc
The setting of this research is done at 2adrasah (liyah %abilul
2uttain $uala Tungkal. The research focuses in syllabus and lesson
plan toward English reading at 2adrasah (liyah %abilul 2uttain.
1. !u$+ect of te re%earcThe subject of the research or sample used purposive sampling.
&urposive sampling is a sampling techniue with special considerations
that deserve to be sampled. This techniue is usually performed on
ualitative research #2.8oni%anjaya3 /6+/'. The samples taken from
English teachers of 2adrasah (liyah %abilul 2uttain $uala Tungkal.
C. *ind% and !ource% of Data0. *ind% of Data
a. &rimary 8ata&rimary data are data that taken by the researcher from
respondent and informant. &rimary data also consist of the
information data about all problems that were researched. &rimary
data are the data obtained by the researcher from respondents
and informant or some facts that is observed. &rimary data are the
data taken directly by the researcher from the respondents without
mediator #2.%ubana,/6663/6'.
21
Faculty of Education and Teacer Training IAIN !T! "a#$i
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
22/41
22
!n this thesis, the researcher will get the primary data from the
English teacher of 2adrasah (liyah %abilul 2uttain $uala
Tungkal.b. %econdary 8ata
%econdary data is data taken from the sources as documents,
opinions, facilities, and the structure of organization and
geographical place of the research object. %econdary data also the
data that collected statistic, magazine and other sources that
secondary is getting from the second hand, third and so on or no
just the researcher find the explanation #2argono, +
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
23/41
23
A%2ect% Point (a or wordAorder is
not error, but change meaning.9 +A9
@rammar and wordAorder errors make comprehension
difficult to understand.; +A;
The grammar error creating speech is not so understood
or hard to understand.= +A=
Focabulary3
Dse vocabulary and idioms is virtually that of a native
speaker.
7 +A7
%ometimes the use of the terms that is not right and>or
must change ideas because less understood.7 +A7
The limitations of vocabulary makes the students find it
very difficult to understand what will be explained.; +A;
Errors in using vocabulary make students confused and
difficult to understand what will be delivered.; +A;
The limitations of the vocabulary make speaking difficult
to do because only a few vocabularies controlled.= +A=
*luency3
%peech as fluent and effortless as that of a nativespeaker
7 +A7
%peed of speech seems to be slightly affected by
language problem.; +A;
%peed and fluency are rather strongly affected by
language problem.= +A=
Dsually hesitant3 often forced into silence by language
limitations./ +A/
%peech is as halting and fragmentary as to make
conversation virtually impossible.= +A=
Tar$iya !cience and Teacer Training Faculty IAIN !T!"a#$i
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
24/41
24
5omprehension3
(ppears to understand everything without difficulty.7 +A7
Dnderstand nearly everything at normal speed, although
occasional repetition may be necessary
; +A;
Dnderstand most of what is said at slower than normal
speed with repetition.; +A;
)as great difficulty following what is said. 5an
comprehend only Isocial conversationJ spoken slowly
and with freuent repetitions.
= +A=
5annot be said to understand even simple
conversational English.= +A=
Total score +66
The category of score can be seen as follow 3
%core 5ategory
6 A/6 Fery low performance
/+A;6 1ow performance
;+A
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
25/41
25
important, because by using the photos ! can take the documentation. !t
became one proof in the research.
otes are as important as with the record, because if ! interview
someone, ! always take the notes. Because note can be a proof about
opinion from someone. *rom notes, ! can know how someone responds
about something or about the other. (nd use the notes ! can know the
uestion formation for the interview.
E. Te tecni)ue of Data Analy%i%
(ccording to Bogdan KBiklen #+/3 +7=' 8ata analysis is the process
of systematically searching and arranging the interview transcripts, field
notes, and other materials that you accumulate to increase your own
understanding of them and to enable you to present what you have
discovered to others. But, according to %ugiyono#/6++3/;;' J8ata analysis is
a process to find and arranged in a systematic data obtained from an
interview, note field, and documentation, with how to organize data into
categories, outlining the units, doing synthesis, drawing up into patterns,
choose what is important and that will make the jump studied, and so that it
is easy to be understood by yourself and others.JThe research and
ualitative data, so it was analyzed by using techniue of analysis of
descriptive ualitative. The analysis of descriptive ualitative give predicate
to researched variable according to real condition. %o writer analyzed the
data by using the techniues as follow3
0. Reduction of DataThe important approach to redacting the data is to develop codes
or categories and to classify texts or visual images into categories
#%uparman, /663+/;'. The data obtain from the field is uite a lot,
because of it, and then it should be noted in a trough and detailed. The
longer researcher into the field, then the amount of data will be more and
more complex and complete. Therefore, there should be a reduction of
the data. %o, the reduction of data focused on the teacher performance in
teaching reading.1. Taking Conclu%ion
5onclusion in ualitative research is a new finding which never
exists before. The findings can be a description of object that is still
unclear, and become clearly seen after research, %ugiyono #/6+/3=;='
Tar$iya !cience and Teacer Training Faculty IAIN !T!"a#$i
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
26/41
26
explains too that conclusion may answer uestions in the formulation of
problem. This step researcher concluded the research, explore the
findings.
F. Tecni)ue of Pre%enting Data
!n ualitative data, data display is shown in resume, draft, relationship
among categories, flowchart and etc. #%ugiyono, /6+/3=='. 8ata display can be
done in the form of tables, graphs, phi card, or diagram. !n this research, display
data is displayed in the form of table.
Faculty of Education and Teacer Training IAIN !T! "a#$i
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
27/41
27
CHAPTER IFINDIN? AND DI!CU!!ION
A. Finding
!n finding the result divided into observation and interview result. Then,
the observation comes from researcher activity in observing teacher when they
taught reading. The interview result was gotten by the teachers and students
answer based on interview sheet. Beside, the researcher also took the
documentation. The documentation was the students achievement result about
reading comprehension. Below is the explantion3
0. O$%er,ation Re%ultThere is only a English teacher in this school. Based on the observation
sheet, the aspects of teaching reading performance divided into pronunciation,
grammar, vocabulary, fluency and comrehension. Below the explanation of
observation result3a' &ronunciation (spect
The result of pronunciation aspect can be seen as follows3Ta$le 4.0 Pronunciation A%2ect
A%2ect% Point
&ronunciation3Teacher was as few traces of foreign accent
;
(lways use the correct accent, althoughsometimes there is some accent in one. =
&ronunciation mentions that one makes thestudents one redefining a word or sentence.
;
8ifficulty mentioned pronunciation sometimesmake students asked to repeat it.
=
The mention of pronunciation that one makespeaking not effective because the students do notunderstand.
=
Total /6
*rom the table above, it can be seen that the total of pronunciation
aspect gotten by the English teacher was /6 from total score of
pronunciation aspect was /;. The teacher got ; for aspect Teacher was
as few traces of foreign accent. Then, teacher got = for the mention of
pronunciation that one make speaking not effective because the students
do not understand. ext, teacher got ; for pronunciation mentions that
one makes the students one redefining a word or sentence. The 8ifficulty
mentioned pronunciation sometimes make students asked to repeat it got
Tar$iya !cience and Teacer Training Faculty IAIN !T!"a#$i
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
28/41
28
score =. The last, teacher got score = for aspect always use the correct
accent, although sometimes there is some accent in one.b' @rammar (spect
The result of @rammar aspect can be seen as follows3
Ta$le 4.1 ?ra##ar A%2ect
A%2ect% Point
@rammar3
(n error that makes the seuence of words or vocabulary changed its interpretation.
=
?ccasionally makes grammatical and> or wordAorder is not error, but change meaning.
7
@rammar and wordAorder errors makecomprehension difficult to understand.
/
The grammar error creating speech is not sounderstood or hard to understand.
/
Total +/
*rom the table above, it can be seen that the total of grammar
aspect gotten by the English teacher was +/ from total score of grammar
aspect was +. The teacher got = for aspect (n error that makes the
seuence of words or vocabulary changed its interpretation.. Then,
teacher got 7 for occasionally makes grammatical and> or wordAorder is
not error, but change meaning. ext, teacher got / for grammar and wordA
order errors make comprehension difficult to understand. The last,
teacher got score / for aspect the grammar error creating speech is not
so understood or hard to understand.
c' Focabulary (spectThe result of Focabulary aspect can be seen as follows3
Ta$le 4.3 oca$ulary A%2ect
A%2ect% Point
Focabulary3
Dse vocabulary and idioms is virtually that of anative speaker.
;
%ometimes the use of the terms that is not rightand>or must change ideas because lessunderstood.
=
The limitations of vocabulary makes the studentsfind it very difficult to understand what will beexplained.
=
Errors in using vocabulary make students confused
and difficult to understand what will be delivered./
Faculty of Education and Teacer Training IAIN !T! "a#$i
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
29/41
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
30/41
30
Ta$le 4.: Co#2reen%ion A%2ect
A%2ect% Point
5omprehension3
(ppears to understand everything without difficulty.
=
Dnderstand nearly everything at normal speed,although occasional repetition may be necessary
/
Dnderstand most of what is said at slower thannormal speed with repetition.
=
)as great difficulty following what is said. 5ancomprehend only Isocial conversationJ spokenslowly and with freuent repetitions.
+
5annot be said to understand even simpleconversational English.
/
Total ++
*rom the table above, it can be seen that the total of
comprehension aspect gotten by the English teacher was ++ from total
score of comprehension aspect was +. The teacher got = for understand
nearly everything at normal speed, although occasional repetition may be
necessary. Then, teacher got / for speed of speech seems to be slightly
affected by language problem. ext, teacher got = for understand most of
what is said at slower than normal speed with repetition. (spect teacher
has great difficulty following what is said got score +. The last, teacher got
score / for aspect cannot be said to understand even simple
conversational English.
Based on the observation result, it can be seen that the total score
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
31/41
31
how to read a text to students . Fiewed English , they are already dizzythey said. Because they previously did not learn English seriously.Because what4 $arna previous teachers who teach English teacher whose background is not English. %o the teacher did not uite understandabout the English language . %o when ! started teaching this class , ! liketo teach them from scratch againJ
The students got usual in using 1$% when they studied English. They
had opinion that they have spent money to buy the 1$%. !t was about students"
mind set about study English. !t can be a prove that teacher made students got
usual in using the 1$%. ?f course, it become the problem when students want to
develop their reading skill.
Even the teacher did not use the usual system in teaching reading, but
the teacher believe that students can handle the problem in reading. Beside,teacher cannot blame students, because some of them did not get the basic for
English lesson when they were in Lunior )igh %chool. The statement can be
seen as follows3
“! believe this is a way of teaching is right for them . Because as ! saidearlier , they previously did not know the English language in detail anddepth. 8ue to the background of teachers of English in the village > schoolis not really good . %chools location in students" village also far from thecity . %o the English teacher who graduated from the university rejectedthe chance. o one wants to teach here because the place is so far out
of town and access roads are a bit shabby. !f they received Englishlessons in detail and depth in 2T%, ! would not teach this way. Because if the conditions are like that , they will already know English a little moreclearly . But such conditions do not support them in this school, soinevitably ! have to teach them from small things like this I
Based on the interview above, it can be seen that is why, students
sometime failed in reading comprehension. Teacher seldom use syllabus in doing
lesson plan. !t did not mean the teacher did not understand the importance of
syllabus, but it was because the students cannot follow well the syllabus. Below
is the teacher statement3
Iof course very important , because the syllabus is our reference inmaking a lesson plan or 0&& . !f we make a lesson plan without referenceto the syllabus . That means we have only to guess the origin of the goalsin the syllabus . :hereas in the syllabus there are things that we mustachieve . (s basic competencies and indicators of achievement of competencies . There will be aspects that we must achieve . !f we makethe 0&& unfounded syllabus . Then we will not know what we have toachieve in the syllabus . Because for me , the syllabus is very important inmaking 0&&J
Tar$iya !cience and Teacer Training Faculty IAIN !T!"a#$i
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
32/41
32
The teacher said that syllabus is important, but the fact students cannot
follow the English lesson. That became a home work to teacher and school to fix
the using of syllabus for students. Then, the last uestion is about has been the
syllabus suitable with teacher lesson plan. Below is the answer3
I ?f course , because ! made a lesson plan based on the syllabus .)owever , as ! said earlier. ! can not apply my lesson plans into theprocess of teaching me. Earlier ! said that students had purchasedworksheets and worksheets that students want to be useful . ot onlypurchased and collected. But sometimes in 1$% , not all enter into thesyllabus included $Tsp ! use. ! also want to say that this school uses thecurriculum $Tsp not k M +=J
Based on the interview, it can be seen that actually the teacher made
the lesson plan based on syllabus. But, in fact the students cannot accept the
lesson followed by syllabus because they had low ability. !n solving the problem,
teacher used their way in making students understand.
(fter teacher interview, the researcher got students" interview as
follows3
2ost of students enjoy in studying English. !t was because they
understand the material. Beside, they like the method of their teacher in teaching
English. Below the answer of students3
Iof course , because my teacher taught him accompanied with pranks andfunny things . %o the students who studied with him , do not feel too lateor saturated in the classroomJ
!n fact, students did not care about the syllabus or how the material.
They care about how teacher can make them fell comfort in studying English.
The cheer and funny teacher would be their favorite. The statement supported by
this one3
Iof course understand , because my teacher explains the lesson in detail . (ll described by him . because , we feel comfortable learning with him .)owever, sometimes there are friends who are not happy with Englishlessons , so sometimes even though his teacher explains in great detail .)e still does not understand because basically he is not happy with theEnglish language . %o she was difficult to accept all of the teacherNsexplanation . (lthough the teacher was already explained in detail andclearlyI
%tudents understand about the material. But some students, basically
did not like the English. %o that why, they still did not get motivation in learning
Faculty of Education and Teacer Training IAIN !T! "a#$i
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
33/41
33
English even though the teacher was well in teaching. Then, reading was as one
of skill in English lesson got special thing in students" choice. The statement
supported by the answer below3
Iyes , ! am interested in reading lessons . %ince it is very exciting .0eading with friends and of course with the guidance of our teachers .Because in the English language itself , we are difficult to read . (s weknow that what is written in the text or word . )ow to read is not thesame . *or example , in the writing we can see his writing , but readingken . That alone is different . Because of that we were a little difficult toread . !n our translation system is also difficult . Because it used to bewhen we learn rarely guided teachers in translating . )owever , sincethe father is teaching us . :e gradually understand English . Becauseof that ! became interested in the English language , especially readingJ
Based on the interview above, it can be seen that students interested in
learning English. Beside, they felt comfort with the teacher. They talked that their
teacher can make them enjoy in studying English.
Teacher also had duty to help students. !n this session, the students
said that they always be helped by the teacher. !t became the plus point to the
teacher. The statement can be seen as follows3
Iyes , my teacher always helped me if we do not understand . Everytime we asked , he always gives an explanation that is easy tounderstand. )owever , sometimes there are some students who uestionunanswered because sometimes students too much to ask . %osometimes there are students who do not have the opportunity to askbecause the time is not so much . But ! am still happy with the teaching of our teachers . Because he never got angry when we asked . )e patientlyexplained what we askedJ
Based on the interview result, it can be concluded that teacher used
their way in teaching reading. Teacher made the lesson plan based on syllabus,
but in practice he was more like using their way. Beside, students did not care
about the syllabus to understand the reading session. They needed teacher who
can made them enjoy and feel comfort in studying English, especially reading.
3. Te Docu#entation
The documentation is gotten by achievement result. The result can be
seen as follows3
Ta$le 4.6 !tudent%@ Reading Acie,e#ent Re%ult
Nu#$er of %tudent% !core Percentage
+ +6 ; G
; /6 - G
+ =6 ; G
Tar$iya !cience and Teacer Training Faculty IAIN !T!"a#$i
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
34/41
34
+ 76 9< G
Based on the result, it can be seen that all students cannot reach the
reading standard score, that is
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
35/41
35
Tar$iya !cience and Teacer Training Faculty IAIN !T!"a#$i
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
36/41
36
CHAPTER
CONC-U!ION AND !U??E!TION
A. Conclu%ion
*rom findings and discussion some conclusions can be drawn. teacher
performance in English 0eading teaching at 2adrasah (liyah %abilul 2uttain
$uala Tungkal is in categorized good, but because the score only
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
37/41
37
BIB-IO?RAPH
Bogdan dan Biklen, #+/', -uaitative Research .or An Introduction The Teory And %ethod , 1ondon.
Brown, ). 8. #/66;' /rincipes o$ anguage earning and teaching 0rd edition. ew
Lersey3 &rentice )all
Burns, 0.B. #+= ''onsep Diri (Teori1 /engukuran1 /erkembangan dan /riaku)2Lakarta 3 (rcan.
)armer,L. #/66' The /ractice o$ 3ngish anguage teaching . Dnited $ingdom3&erson 1ongman.
)ornby, (.%. #+9;'. 45$ord 6eaner’s Dictionary o$ Current 3ngish2 ?xford
Dniversity &ress
$eraf, @. #+;'. Diksi dan #aya 7ahasa. Lakarta3 @ramedia &ustaka Dmum
$unandar. #/6+6.' #uru /ro$esiona . Lakarta3 0ajawali &ress.
$ustaryo,%ukirah #+--'. Reading Technique $or Coege Students2 Lakarta
38epdikbud
2oleong, 1exy L. #/6+6'. 2etodologi &enelitian $ualitatif . Bandung 3 0emaja
0osdakarya
asution, %., #+-6', %enga8ar Dengan Sukses, Bandung3 Lemmars.
%ubandijah, #+=', /engembangan Dan Inovasi 'urikuum, Lakarta &T. 0aja@rafindo3 &ersada.
%udjana, ana et. al., #+-', /eneitian dan /eniaian /endidikan, %inar Baru
dan &usat &engajaranA&embidangan !lmu 1embaga &enelitian !$!&
Bandung
%ugiyono. #/66-' %emahami /eneitian kuaitati$ . Bandung 3 (lfabeta
%ugiyono. #/6++' %etode /eneitian /endidikan9 /endekatan 'uantitati$1'uaitati1 dan R:D. Bandung3 (lfabeta
Tinker,(. # +-97'. Teaching 3ementary Reading2 ew Lersey 3 Englewood 5liffs
&rentice )all !nc.
Tar$iya !cience and Teacer Training Faculty IAIN !T!"a#$i
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
38/41
38
C. A22endi< 0Inter,ie= !eet
(. Teacher+' )ow to apply your teaching system to your students4
Osaya biasanya mengajar berdasarkan buku 1$%. $arna jika
saya tidak menggunakan 1$%, siswa saya banyak yang
mengeluh. 2ereka bertanya, jadi untuk apa kami beli 1$% jika
kami tidak menggunakannya pak. 8alam mengajar reading,
saya lebih banyak mengajarkan reading kepada siswa dengan
membaca bersama suatu teks cerita. $arna jika tidak begitu,
mereka tidak mengerti sedikitpun tentang b. !nggris. $arna itu
saya mengajarkan cara membaca suatu teks kepada siswa.
2elihat bahasa !nggris saja mereka sudah pusing kata mereka.
$arna mereka sebelumnya tidak belajar bahasa inggris dengan
serius. $arna apa4 $arna guru sebelumnya yang mengajar
bahasa inggris bukanlah guru yang berlatar belakang bahasa
inggris. Ladi guru tersebut tidak begitu mengerti tentang bahasa
inggris. Ladi ketika saya mulai mengajar dikelas ini, saya
seperti mengajar mereka dari nol lagi./' :hy do you believe if that ways can make your student
understand faster than teaching usual system4Osaya yakin ini adalah cara pengajaran yang tepat untuk
mereka. $arna seperti yang saya katakan tadi, mereka
sebelumnya tidak mengenal bahasa inggris secaramendetil dan
mendalam. 8ikarenakan guru yang berlatar belakang bahasa
inggris di kampung>sekolah ini belum ada. %ekolah juga masuk
ke dalam desa yang jauh dari kota. Ladi guru yang lulusan
bahasa inggris tidak ada yang mau mengajar disini dikarenakan
tempatnya yang begitu jauh dari kota dan akses jalan yang
sedikit buruk. Lika ketika 2T% mereka menerima pelajaran
bahasa inggris secara mendetail dan mendalam. 2ungkin saya
tidak akan mengajar dengan cara ini. $arna jika kondisinya
seperti itu, mereka sudah mengenal bahasa inggris sedikit lebih
jelas. Tapi kondisi yang seperti itu tidak saya dapatkan di
sekolah ini. Ladi mau tidak mau saya harus mengajar mereka
dari hal yang kecil seperti ini.
Faculty of Education and Teacer Training IAIN !T! "a#$i
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
39/41
39
=' :hat is the importance of syllabus in making leson plan based
on your opinion4Otentu saja sangat penting, karna silabus adalah acuan kita
dalam membuat lesson plan atau 0&&. Lika kita membuat 0&&
tanpa mengacu pada silabus. !tu berarti kita hanya asal
menerka tujuan yang ingin dicapai dalam silabus. %edangkan
dalam silabus kan ada halAhal yang harus kita capai. %eperti
kompetensi dasar dan indikatos pencapaian kompetensi.
8isanakan ada aspekAaspek yang harus kita capai. Lika kita
membuat 0&& tidak berdasar silabus. 2aka kita tidak akan
tahu hal apa yang harus kita capai dalam silabus. $arna itu
bagi saya silabus sangat penting dalam pembuatan 0&&.;' 8o you think that your syllabus has been suitable with your
lesson plan4Oof course, karna saya membuat 0&& berdasarkan silabus.
amun, seperti yang saya katakan tadi. %aya tidak bisa
menerapkan 0&& saya kedalam proses pengajaran saya. Tadi
telah saya katakan bahwa siswa telah membeli 1$% dan siswa
ingin 1$% itu berguna. Tidak hanya dibeli dan dikoleksi. amun
terkadang dalam 1$%, tidak semua masuk termasuk kedalam
silabus ktsp yang saya gunakan. %aya juga ingin memberitahu
bahwa sekolah ini menggunakan kurikulum ktsp. Bukan kA+=.
B. %tudents+' 8oes your teacher make you enjoy the lesson in your class4
Otentu saja, karena guru saya mengajarnya di iringi dengan
senda gurau dan halAhal yang lucu. Ladi para siswa yang
belajar dengan beliau, tidak merasa suntuk atau jenuh di dalam
kelas./' 8o you understand what has been taught by your teacher4
Otentu saja paham, karna guru saya menjelaskan pelajarannya
secara detail. %emua di jelaskan oleh beliau. $arna itu, kami
merasa nyaman belajar dengan beliau. amun, terkadang ada
teman yang tidak senang dengan pelajaran bahasa inggris, jadi
terkadang walaupun guru nya menjelaskan dengan sangat
detail. 8ia tetap tidak mengerti karna pada dasarnya dia sudah
tidak senang dengan bahasa inggris. Ladi dia sulit menerima
Tar$iya !cience and Teacer Training Faculty IAIN !T!"a#$i
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
40/41
40
semua penjelasan guru tersebut. :alaupun guru itu sudah
menjelaskan secara detail dan jelas.=' 8o you feel interested in learning reading4
O ya, saya tertarik dengan pelajaran reading. $arna sangat
mengasyikkan. 2embaca bersama temanAteman dan tentu saja
dengan panduan dari guru kami. $arna dalam bahasa inggris
sendiri, kami kesulitan untuk membaca. %eperti yang kita tahu
bahwa apa yang ditulis dalam teks atau kata. 5ara bacanya
tidak sama. %ebagai contoh, dalam penulisannya kita melihat
tulisannya can, tetapi bacanya ken. !tu kan sudah berbeda.
$arna itu kami sedikit sulit membacanya. 8alam menerjemah
kami juga sulit. $arna dulu ketika kami belajar jarang dipandu
guru dalam menerjemah. amun, semenjak bapak ini mengajar
kami. $ami sedikit demi sedikit mengerti tentang bahasa
inggris. $arna itu sayan mulai tertarik dengn bahasa inggris
terutama reading.;' 8oes your teacher help you when you still do not understand4
Oya, guru saya selalu membantu saya jika kami tidak mengerti.
%etiap kami bertanya beliau selalu memberikan penjelasan
yang mudah untuk kami mengerti. amun, terkadang ada
beberapa siswa yang pertanyaan tidak terjawab karena
terkadang siswa terlalu banyak yang bertanya. Ladi terkadang
ada siswa yang tidak dapat kesempatan bertanya karna
waktunya juga tidak begitu banyak. Tapi saya tetap senang
dengan pengajaran guru kami. $arna dia tidak pernah marah
jika kami bertanya. 8ia dengan sabarnya menjelaskan apa
yang kami tanya.
Faculty of Education and Teacer Training IAIN !T! "a#$i
-
8/17/2019 PROPOSAL New Joko Tak Uk Uk 7
41/41
41
How to make egg and lemon soup
To make egg and lemon soup, you need all the ingredients below:
• 3 quarts chicken broth
• lemon juice 2• 1/2 kg Rice
• salt and pepper
• 4 eggs, well beaten
And here are the steps to make egg and lemon soup:
1. Add the stock to the pan and heat until boiling.
2. Add the rice and cook oer low heat !or !i!teen minutes.
3. "i# the eggs and lemon juice
4. Add three tablespoons o! stock to the mi#ture and stir.
$. %tir this mi#ture into the remaining stock in the pan.&. Add a little salt and pepper.
'. (ook oer low heat !or three minutes
The questions for text above are:
1. )n the te#t included in the te#t*
a. +arratie e#t b. -rocedure e#t c. Recount e#t d. e#t Adertisement
2. hat is the materials that need to make egg and lemon soup*
a. wo b. three c. !our d. !ie
3. ow man0 liters o! chicken broth in need*
a. 3 liters b. 4 liters c. $ liters d. liters
4. ow man0 steps in making egg and lemon soup in the te#t aboe*a. ' step b. step c. 4 step d. 1 steps
$. ow man0 minutes it takes to cook rice*
a. 1 minutes b. 1$ minutes c. 12 minutes d. 2 minutes
&. ow long !or cook oer*
a. 1 minutes b. 2 minutes c. 3 minutes d. 4 minutes
'. ow man0 add the tablespoons*
a. 1 tablespoons b. 2 tablespoons c. 3 tablespoons d. 4 tablespoons
. ow g rice !or make the lemon soup*
a. quarter b. 1$ minutes c. 12 minutes d. 2 minutes
. 5ase o! the steps aboe, what the mi# to lemon juice*
a. 1 minutes b. 1$ minutes c. 12 minutes d. 2 minutes
1. ow man0 we need lemon juice !or make egg and lemon soup*
a. 1 minutes b. 1$ minutes c. 12 minutes d. 2 minutes