exploring interactive read-aloud activities in …

EXPLORING INTERACTIVE READ-ALOUD ACTIVITIES

IN TEACHING READING NARRATIVE TEXT

(A Qualitative Descriptive Analysis at the Eighth-Grade Students of

SMP Muhammadiyah 17 Ciputat)

A Skripsi

Presented to the Faculty of Educational Sciences in Partial Fulfillment of the

Requirements for the Degree of S.Pd. (Strata-1) in English Education

FUNNY WULAN

1113014000025

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2018

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ABSTRACT

FUNNY WULAN (1113014000025). Exploring Interactive Read-Aloud

Activities in Teaching Reading Narrative Text; (A Qualitative Descriptive

Analysis at the Eighth-Grade Students of SMP Muhammdiyah 17 Ciputat). A

Skripsi of Department of English Education at Faculty of Educational Sciences of

Syarif Hidayatullah State Islamic University Jakarta, 2017.

Advisors : 1. Neneng Sunengsih, M.Pd.

2. Tati Lathipatud Durriyah, Ph.D.

Keywords : Reading Narrative Text, Interactive Read-Aloud.

Based on the curriculum KTSP, the eighth-grade students must learn narrative

text. It is written as a competence standard: Memahami makna dalam esei pendek

sederhana berbentuk recount, dan narrative untuk berinteraksi dengan

lingkungan sekitar. It means that reading is aimed to understand the meaning of

the text and interact with others. This purpose can be achieved by using

interactive read-aloud in teaching reading narrative text. Interactive read-aloud is

an approach that involves interactions between the teacher and the students. Three

main stages were implemented such as before reading, during reading, and after

reading. The objective of this research was to describe interactive read-aloud

activities to teach reading narrative text for the eighth-grade students in SMP

Muhammadiyah 17 Ciputat. The participants of this research were seven students.

They voluntarily joined reading club created specifically for this research. The

results of the research include the description of interactive read-aloud activities,

the explanation of students’ participations, and the benefits of interactive read-

aloud to students’ comprehension in reading narrative text. The research findings

showed that the teacher should do some preparation such as book selection, book

order with other consideration, and read practicing before conducting read-aloud

in the class. In addition, the researcher found that the students showed different

participations toward interactive read-aloud. The students got some benefits

followed interactive read-aloud activities for their understanding to the narrative

text.

v

ABSTRAK

FUNNY WULAN (1113014000025). Exploring Interactive Read-Aloud

Activities in Teaching Reading Narrative Text; (A Qualitative Descriptive

Analysis at the Eighth-Grade Students of SMP Muhammdiyah 17 Ciputat). Skripsi

Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan,

Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2017.

Pembimbing : 1. Neneng Sunengsih, M.Pd.

2. Tati Lathipatud Durriyah, Ph.D.

Kata Kunci : Membaca Teks Naratif, Interactive Read-Aloud.

Berdasarkan kurikulum KTSP, siswa kelas delapan harus mempelajari teks

naratif. Hal ini tertera pada standar kompetensi: Memahami makna dalam esei

pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan

lingkungan sekitar. Artinya, membaca bertujuan untuk memahami teks dan

berinteraksi dengan siswa yang lainnya. Tujuan ini dapat dicapai dengan

menggunakan interactive read-aloud dalam mengajar membaca teks naratif.

Interactive read-aloud adalah sebuah pendekatan belajar yang melibatkan

interaksi antara guru dan siswa. Tiga tahap diimplementasikan seperti sebelum

membaca, saat membaca, dan setelah membaca. Tujuan dari penelitian ini adalah

untuk mendeskripsikan aktivitas-aktivitas interactive read-aloud dalam mengajar

membaca teks naratif untuk siswa kelas delapan di SMP Muhammadiyah 17

Ciputat. Paritisipan penelitian ini adalah tujuh siswa. Mereka secara suka rela

mengikuti klub membaca yang dibentuk untuk penelitian ini. Hasil penelitian

meliputi deskripsi aktivita-aktivitas interactive read-aloud, penjelasan mengenai

partisipasi siswa dan manfaat interactive read-aloud bagi komprehensi siswa

dalam membaca teks naratif. Hasil penelitian menunjukkan bahwa guru harus

melakukan beberapa macam persiapan seperti penyeleksian buku, pertimbangan

susunan buku, dan latihan sebelum melakukan interactive read-aloud di dalam

kelas. Di tambah lagi, peneliti menemukan bahwa siswa memperlihatkan

partisipasi yang berbeda-beda dalam interactive read-aloud. Siswa mendapatkan

beberapa manfaat dari mengikuti interactive read-aloud untuk pemahaman

mereka terhadap naratif teks.

vi

ACKNOWLEDGEMENT

حِيم حْمَنِ الره ِ الره بسِْمِ اللَّه

In the name of Allah, the Beneficent, the Merciful.

Alhamdulillah, all praises be to Allah, Lord of the Worlds who has blessed the

researcher with His power to accomplish this Skripsi. Blessing and salvation be

upon to the beloved Prophet Muhammad SAW, his family, his companions and

also his followers.

The researcher would like to thank a lot to all people who have supported and

helped her until she could finish this Skripsi. Her gratitude goes to her beloved

parents and her brother for all their supports and motivation to the writer to finish

her study. Besides of those people, the researcher also would like to express her

deepest gratitude to:

1. Neneng Sunengsih, M.Pd. and Tati Lathipathud Durriyah, Ph.D., as the

advisors, for their advices, guidance, corrections, and suggestions in

finishing this Skripsi.

2. Prof. Dr. Ahmad Thib Raya. MA., the Dean of the Faculty of Educational

Sciences.

3. Dr Alek, M.Pd, as the Head of Department of English Education.

4. Dadan Nugraha, M.Pd., the academic advisor of B Class in academic year

2013/2014.

5. Drs. Sayuti Sufriatna, MM., the Headmaster of SMP Muhammadiyah 17

Ciputat for giving the writer permission to conduct the research.

6. Tantowi, S.S. and Diana Dewi, S.Pd., the English Teachers of SMP

Muhammadiyah 17 Ciputat for the help and guidance during the research.

7. Rizki Alfianssyah, Daffa ‘Isy Arkananta, Mutiara Putri, Aliffia Meidina,

Ikke Ardila, Fita Herawati, and Bela Nabila for their contribution during

the research as the participants.

8. Her best friends; Maspupah, Mahdah Ridaillah, Anna Nurhasanah, and Siti

Nurjanah, for the laugh, support, help, motivation, and happiness.

http://bismillah-arrahman.blogspot.com/2010/07/blog-post.html

vii

9. Her friends; Ryanti Rahmawati, Lutfi Arsy, Noer Fajrin, and Ahmad

Sobari for the support and motivation.

10. Her friends in Department of English Education in academic year

2013/2014, especially lovely DEE Class B for the happiness and supports.

11. All of the people who could not be mentioned one by one for all the

contributions and supports in finishing this Skripsi.

The words are not enough to appreciate their helps, supports and contributions

in finishing this Skripsi, may Allah SWT bless them all. Then, the researcher

realizes that it is far from being perfect. Therefore, the researcher would like to

accept criticism and suggestion to make it better. Finally, the researcher expects

that this Skripsi will give valuable and useful information and become the

inspiration for people who read it.

Jakarta, December 2017

Funny Wulan

viii

TABLE OF CONTENTS

APPROVAL SHEET .................................................................................... i

ENDORSEMENT SHEET ........................................................................... ii

STATEMENT OF AUTHENTICITY ......................................................... iii

ABSTRACT ................................................................................................... iv

ACKNOWLEDGEMENT ............................................................................ vi

TABLE OF CONTENTS .............................................................................. viii

LIST OF TABLES ........................................................................................ xi

LIST OF FIGURES ...................................................................................... xii

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

CHAPTER I INTRODUCTION .................................................................. 1

A. Background of Research ................................................ 1

B. Identification of Problems .............................................. 5

C. Focus of Research .......................................................... 6

D. Question of Research ..................................................... 6

E. Purpose of Research ....................................................... 6

F. Significance of Research ................................................ 7

CHAPTER II THEORETICAL FRAMEWORK .................................. 8

A. Reading .......................................................................... 8

1. The Nature of Reading .............................................. 8

2. Reading Process ........................................................ 10

3. Reading Comprehension ........................................... 11

4. Principle for Teaching Reading ................................. 13

B. Narrative Text ................................................................ 15

1. The Nature of Narrative Text .................................... 15

2. The Purpose of Narrative Text .................................. 17

3. The General Structure of Narrative Text ................... 18

4. The Types of Narrative Text ..................................... 19

5. The Language Features of Narrative Text .................. 20

6. The Example of Narrative Text ................................. 20

ix

C. Interactive Read-Aloud .................................................. 21

1. The Nature of Interactive Read-Aloud ...................... 21

2. Essential Components of Interactive Read-Aloud ..... 23

3. Steps in Interactive Read-Aloud ............................... 25

4. Selected Book ............................................................ 27

5. Students’ Participation .............................................. 28

D. Previous Related Studies ................................................ 29

E. Thinking Framework ...................................................... 31

CHAPTER III RESEARCH METHODOLOGY .................................... 32

A. Place and Date ................................................................ 32

B. Research Design ............................................................. 32

C. Population and Sample ................................................... 33

D. Data Sources .................................................................. 34

1. Teacher Notes ............................................................ 34

2. Researcher’s Journals ................................................ 34

3. Interview .................................................................... 35

E. Data Analysis Technique ............................................... 36

F. The Example of Data Analysis ...................................... 38

G. Validity of Data .............................................................. 40

H. Book Selection ............................................................... 43

CHAPTER IV RESEARCH FINDINGS .................................................. 45

A. Data Description ............................................................ 45

1. Interactive Read-Aloud Activities ............................. 44

a. Prior Interactive Read-Aloud ................................ 45

b. Before Reading ..................................................... 47

c. During Reading ..................................................... 49

d. After Reading ....................................................... 51

2. The Students’ Response ............................................ 54

3. The Benefits of Interactive Read-Aloud to Students . 55

B. Explanation .................................................................... 56

x

CHAPTERV CONCLUSION AND SUGGESTIONS ............................... 58

A. Conclusion ..................................................................... 58

B. Suggestions .................................................................... 59

REFERENCES .............................................................................................. 60

APPENDICES ............................................................................................... 63

xi

LIST OF TABLES

Table 3.1 : The Validity of Interactive Read-Aloud Activities ..................... 41

Table 3.2 : The Validity Result of Interactive Read-Aloud Activities ......... 43

Table 4.1 : Interactive Read-Aloud Activities .............................................. 53

xii

LIST OF FIGURES

Figure 3.1 : Miles and Huberman Model ........................................................ 36

xiii

LIST OF APPENDICES

Appendix 1 : Preliminary Study .................................................................... 63

Appendix 2 : Data Sources ............................................................................ 67

Appendix 3 : Video Recording Transcript 1 ................................................. 75



Appendix 6 : Interview Transcript 1 ............................................................. 117



Appendix 9 : Lesson Planning 1 ................................................................... 126



Appendix 12 : Photos ...................................................................................... 158

Appendix 13 : Surat Bimbingan Skripsi ......................................................... 160

Appendix 14 : Surat Permohonan Izin Penelitian ........................................... 162

Appendix 15 : Surat Keterangan Penelitian .................................................... 163

1

CHAPTER I

INTRODUCTION

A. Background of Research

Indonesian government stresses on the use of English in school education

in order to prepare the students with the proficiency of English. Both on KTSP

and Curriculum 2013, English teaching is focused on the language skills:

listening, speaking, reading, and writing. Reading English text is important for

the students’ study purposes, careers and pleasure.1 That is why reading itself

attracts the government’s attention. It can be seen from more than one point in

the curriculum that reading must be taught. Harmer added that reading has a

role as students’ language acquisition process. It provides an activity that

becomes the students’ exposures to acquire the target language. Reading also

includes the chances to learn language such as vocabulary, grammar,

punctuation, and the way sentences are constructed, paragraphs and texts.2

In reading, it is necessary to comprehend the text. The term of the text

used at the grade of junior high school refers to genre. In curriculum, the genre

includes descriptive, recount, report, procedure, and narrative. Narrative text is

a kind of genre which tells about legend or folklore, fable and fairy tale. In

comprehending the narrative text, the students have to find the text structure,

characters, plot, events, setting, and message from the story. Reading a

narrative text can be an interesting activity since its purpose is to entertain the

readers. In Indonesia, narrative text is categorized as a text should be learned

by the eighth-grade of junior high school students. It is written in Competence

Curriculum of KTSP: Memahami makna dalam esei pendek sederhana

berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan

sekitar. It means that the students do not only read the text, but they also must

comprehend it.

1 Jeremy Harmer, How to Teach English, (England: Pearson Education Limited, 2003), p.

68. 2 Ibid.

2

Indonesian school faces some difficulties in the process of teaching

English. Based on the observation in SMP Muhammadiyah 17 Ciputat, the

researcher argued there were some problems in teaching and learning narrative

text. In general, several students had difficulties to reach the learning

objectives based on basic competence in curriculum. For example, the students

could not explain the meaning of narrative to the teacher and other students.

This objective was written as the teacher’s expectation as the result of teaching

and learning process. This problem was influenced by some problems related

to the teaching process. The teacher utilized one way teaching in the class tends

to be monotonous. For instance, in teaching narrative text the teacher gave

some explanations in the beginning and asked them to read and answer some

questions on their workbook. These activities were done individually by the

students. It gave an impression that reading as a passive activity. There was no

interaction to get the deeper understanding of what the students have read.

When learning a story of narrative text, the students had no opportunities to

share their idea and interpretation about the story. In addition, the reading

materials were insufficient that did not stimulate the students to actively

participate. The teacher only used text in LKS (Lembar Kerja Siswa) or

workbook that its performance did not support the students’ interest to read.

Scanlon, et al said that reading is a complex process that needs the

analysis, coordinating, and interpretation of kinds of information sources.3 It is

not easy to reach the success of reading, especially reading text written in

English. Harmer said that teaching reading is incredibly active activity. The

students have to understand what the words mean.4 In other words, reading is

not only done individually. There is interaction to build an active learning for

the students. In this way students have opportunities to give their prediction as

their analysis, to coordinate the text with their real life and prior knowledge,

and to express their interpretation. As the solution to support the students'

3 Donna M. Scanlon, Kimberly L. Anderson, Joan M. Sweeney, Early Intervention for

Reading: The Interactive Strategies Approach, (New York: The Guildford Press, 2010), p. 9. 4 Ibid., p. 70

3

reading comprehension, especially in reading narrative text, the teacher should

use appropriate approach.

There are so many approaches to teach reading narrative text, one of them

is Interactive Strategy Approach. According to Scanlon, et al, Interactive

Strategy Approach provides the students to learn independently, flexibility, and

interactively while reading and writing.5 In reading itself, Interactive Read-

Aloud is an approach as the part of Interactive Strategy Approach. Interactive

read-aloud involves interactions between the teacher and the students.6 The

researcher assumed that this approach can be used to teach any kind of text,

especially the narrative text. In interactive read-aloud, the teacher reads a book

in front of the students. The teacher has opportunities to explain further the

essential elements about the narrative text. Besides, interactive read-aloud

serves active learning. Scanlon, et al also said that the teacher gives the

freedom for the students to have conversations about the book.7 Additionally,

reading becomes an open activity. The students have opportunities to ask and

answer in before, during and after reading. In short, these activities will support

the students’ full participation in reading.

Beside the approach, reading material is essential to be promoted in

teaching reading. Teacher has to select book that supports students’ reading

development. Any kind of text can be used in interactive read-aloud.

Picturebook is one of alternative reading material that is matched with this

approach. Picturebook includes wordless text and variety of illustrations.

According to Wolfenbarger and Sipe, the use of picturebook helps the students

to reach the richest literary understanding. The indication of this literary

understanding is the students can make connection between the story and their

real life.8 In other words, if the students can relate the story to their life, it

means they understand to the story and involve deeply into the story.

5 Ibid., p. 5.

6 Ibid., p. 289. 7 Ibid.

8 Carol Driggs Wolfenbarger and Lawrence R. Sipe, “Research Direction: A Unique Visual

and Literacy Art Form: Recent Research on Picturebooks”, Language Arts, Vo. 84, 2007, p. 277.

4

Additionally, picturebook also supports the students’ mental growth.

Nikolajeva said that picturebook influences emotional development in

reading.9 Emotional development is similar to the affective aspect that stated

on the curriculum.

All this time, interactive read-aloud is considered as way to teach reading

in the primary school.10

In contrast, Albright and Ariail found the potential of

interactive read-aloud in the middle-grade. The potentials of teacher do

interactive read-aloud in the middle-grade student include teacher will increase

the understanding or comprehension of the text, teacher can promote critical

thinking, and teacher can be model of good reading practice 11

Lesesne and

Trelease in Albright and Ariail said that interactive read-aloud opens the

opportunities for sharing responses to the reading and can develop the love of

literature and reading.12

The researcher argued that this sharing process can be

done interactively during interactive read-aloud. So, teacher is able to

implement interactive read-aloud to the middle-stage students.

Based on the researcher’s experience, she ever followed a research about

interactive read-aloud. This research was conducted by Mrs. Tati Lathipatud

Durriyah, Ph.D., one of the lecturers in UIN Syarif Hidayatullah Jakarta in

2016, entitled “Literacy and Teacher Education: Conceptualizing the

Curriculum and Pedagogy of Literacy Education in Teacher Preparation

Program”. It was the first time the researcher learned reading by interactive

read-aloud. The researcher observed that before read-aloud, Mrs. Tati always

introduced some picturebooks to the participants by giving brief explanation

about the picturebooks. Then, the picturebooks were put in front of the

participants. Mrs. Tati often chose a picturebook she would read based on the

update issue. For example, she chose An Eid Story: The Lost Ring, written and

illustrated by Fawzia Gilani and Williams, because it was still at Eid moment.

9 Maria Nikolajeva, “Picturebook and Emotional Literacy”, The Reading Teacher, Vol.4,

2013, p. 249. 10

Lettie K. Albright and Mary Ariail, “Tapping the Potential Read-Alouds in Middle

School”, Journal of Adolescent & Adult Literacy, Vol. 7, 2005, p. 582. 11

Ibid., p. 584. 12

Ibid., p. 687.

5

After that, Mrs. Tati would read the picturebook. During reading, she would

pause to ask participants to analyze the picturebook, both the text and the

illustration. She guided the participants to give prediction, relate the story with

prior knowledge and real life, and retell the story by giving additional story and

the comment about the story.

As the participant of Mrs. Tati’s research, the researcher felt this approach

was able to develop her reading ability. She realized that reading activity can

be done interactively by discussing the reading material. The used of

picturebook also helps the teacher to explore the reading activities. In addition,

reading is not only read the words. It was shown by the activities during the

read-aloud. This research obviously opened the researcher’s mind that reading

lesson could be build by interactive activities. These all experiences inspired

the researcher to conduct the research about interactive read-aloud in teaching

reading, especially reading narrative text.

Interactive read-aloud might provide a solution of the problems faced by

teacher and students to do reading activities. The researcher tried to explore

interactive read-aloud activities as an effort to introduce an alternative

approach in the reading classroom. She became the teacher who used the

technique and also the researcher who analyzed her teaching. Due to these

facts, the researcher was interested to explore interactive read-aloud activities

in teaching reading narrative text at the eighth-grade students of SMP

Muhammadiyah 17 Ciputat.

B. Identification of Problems

From the background of the research, the researcher identified several

problems:

1. In general, the students’ majority did not as the teacher’s expectation.

2. The teacher utilized one way teaching that tend to be monotonous,

especially in teaching reading narrative text.

3. The students had no opportunities to participate actively in reading lesson.

6

4. There was no interaction between students to share their ideas during

reading narrative text.

5. The materials used in the teaching and learning narrative text do not seem

support the students’ reading activities.

C. Focus of Research

The research’s focus of this research is to describe the teacher’s

exploration of using interactive read-aloud activities in teaching reading

narrative text for the eighth-grade students in SMP Muhammadiyah 17 Ciputat.

In addition, the researcher analyzed the students’ participation during

interactive read-aloud activities and the benefits of interactive read-aloud to the

students’ reading comprehension as perceived by the students.

D. Question of Research

Based on the research problems, the researcher posed a main research

question and two sub research questions, as follow:

How did the teacher use interactive read-aloud to teach narrative text at the

eighth-grade students in SMP Muhammadiyah 17 Ciputat?

a. How did the students participate during interactive read-aloud activities?

b. What were the benefits of interactive read-aloud to the students’ narrative

reading comprehension as perceived by the students?

E. Purpose of Research

Based on the questions of research, this research was conducted to

describe how the teacher used interactive read-aloud activities to teach reading

narrative text for the eighth-grade students in SMP Muhammadiyah 17 Ciputat.

In addition, the research was done to see the students’ participation in

interactive read-aloud activities and the benefits of interactive read-aloud to the

students’ reading comprehension as perceived by the students.

7

F. Significance of Research

By conducting this study, the researcher hopes can give some benefits for

the teacher, the students, and the researcher herself. The teacher can use this

research as the guidance of conducting interactive read-aloud as new activities

in teaching. It will show that the teacher brings interesting activities for the

students. It helps him or her to explain the meaning of the text in order the

students understand what they read. In addition, it helps the teacher to teach the

components of narrative text such as the characters, the plot, and the message

in interactive and interesting way.

The benefit the students can get from this research is the students are able

to contribute in the learning to fully participating. They can express their own

ideas by giving prediction during interactive read-aloud. They also can give

comment and decide whether they agree or not with other’s ideas. From these,

the students will feel be appreciated during the learning. It will help them to

comprehend the story by enjoy activity.

As a novice researcher, this research is an opportunity to practice

interactive read-aloud in her own class. This research also can be the reflection

of her teaching practice.

8

CHAPTER II

THEORETICAL FRAMEWORK

A. Reading

1. The Nature of Reading

Krashen, in the context of language acquisition, said that acquisition refers

to an unconscious process including language proficiency from natural

development through language understanding and language use for meaningful

communication.1 It means that the indication of someone has acquired a target

language is he can use that language for communication. In acquiring

language, in case of reading skill, exposure is needed as the beginning of this

acquisition process.2 Due to English for foreign language, reading gives the

students to get exposure to acquire the target language. So, since reading is a

process of communication with the writer and the reader by using words,

reading can be meaningful communication to help students’ language

acquisition.

According to Harmer, reading is a practice that mostly done by the eyes

and the brain. The eyes work to receive the messages and the brain processes

the messages to produce meaning.3 Reading is not only read the words either

loudly or silently. It is involved the use of brain to get the meaning of the

words. In addition, Scanlon, et al said that reading is a complex process that

requires the analysis, coordination, and interpretation of a variety of sources of

information.4 It can be inferred that reading is not passive as many people

think. There is process happens inside the brain while reading.

1 Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in Language

Teaching, (New York: Cambridge University Press, 2001), p. 181. 2 Ibid., 179.

3Jeremy Harmer, The Practical English Language Teaching, (England: Longman

Publishing, 1991), p. 190. 4 Scanlon, Kimberly L. Anderson, Joan M. Sweeney, op. cit., p. 9.

9

In reading, there is a process of communication between the reader and the

writer. Cohen and Cowen said that reading is an interactive process where the

reader and the text are involved on it. Interactive process happens if the reader

has a personal interest of specific purpose for reading.5 Reading is not only

looking at the word in the form of graphic symbol, but it is a communication

process that involves an enjoyment of the reader to interact with. It deals with

the idea of language acquisition through reading. Harmer said that acquisition

will be more successful if the reading text is interesting and engaging.6 The

more students reading, the better readers they will become. If the text interests

them, they will feel more confident and more secure when reading the texts.

Nunan said that reading is a process of building meaning where the reader

fluently combines information from a text and background knowledge to build

meaning.7 It is automatically happen when a reader read a text, he will connect

it to what he has known before. The words will more attractive to read since

the reader understands the texts. The reader’s background knowledge will

deliver prediction while reading. As the result, the information will be easily

interpreted. Furthermore, a reader has to make sense with the text. It can be

conducted by making connections between what the reader has already known

to the text. It means that prior knowledge is something that important in

reading process. The prior knowledge that has connected with the new

information from the text will develop a new understanding.8

Reading also provided opportunities to study language such as vocabulary,

grammar, punctuation, and the way we construct sentences, paragraph, and

texts. Moreover, good reading texts can introduce interesting topics, stimulate

discussion, excite imaginative responses and be the springboard for well-

5 Vicki L. Cohen and John Edwin Cowen, Literacy for Children in an Information Age:

Teaching Reading Writing and Thinking, (Canada: Thomson Learning Inc., 2008), p. 78. 6 Jeremy Harmer, How to Teach English, (England: Pearson Education Limited, 2003), p.

68. 7 David Nunan, Practical English Language Teaching, (New York: McGraw-Hill, 2003), p.

68. 8 Maria Utevsky and Sheena Harvey, “Reading as a Complex, Problem-Solving Activity”,

An Overview of the Reading Process, 2002, p. 1.

10

rounded, fascinating lesson.9 Reading is important not only in developing

language intuition and determining academic success, but also for completing

certain task. In the other way, reading also involved the mastery of language

structure and vocabularies. Reading English as a foreign language can be more

successful if the reader knows what the text talks about.

To sum up, the nature of reading is reading provides the opportunity for

ELF students get a language exposure. This exposure is needed for language

acquisition, in case of English language. Second, reading is the coordination of

eyes and brain. The brain works to process the words to deliver a meaning.

Third, reading involves interaction between the reader and the writer. The

interaction happens if the text includes the personal interest and reading

enjoyment. Fourth, reading is a process of building meaning that combines the

text with the reader’s background knowledge. This background knowledge is

utilized to predict the meaning of the text. Finally, reading is influenced by the

mastery of language structure and vocabulary. It will help the reader to more

understand to the meaning of the text.

2. The Reading Processes

According to Harmer, reading is a process of a reader combines

information from a text and their own background to build a meaning. It is not

only about read the words. There are some processes inside the brain while

reading. Sainsbury, et al said that there are four main reading processes.10

They

are decoding, comprehending, responding and analysis. Decoding is the

underlie process of reading. It is an ability of translating written words into

spoken words as the basic or reading process.11

Comprehending is the process

of combining lexical and grammatical knowledge with the words, so the reader

can produce meaning into word, sentence, and passage. Responding involves

9 Harmer, loc. cit.

10 Marian Sainsbury, Colin Harrison, and Andrew Watts, Assessing Reading from Theories

to Classroom, (UK: National Foundation for Education Research, 2008), p. 16. 11

Ibid.

11

building meaning then connecting it to the prior knowledge. However, in

analyzing the reader considers the meaning they got before and after reading.12

Scanlon, et al said that reading is a complex process that needs analysis,

coordinating and interpretation.13

The analysis happens when the reader tried to

figure out the meaning of the text. In reading English text, analysis can be done

by translating the words or using picture if available. The coordinating occurs

when the reader relate the text with the prior knowledge. Although the text

serves new information, the reader will reflect it to the information that has

already known. Last, the interpretation happens as the result of analysis and

coordinating. The reader will build new meaning from the text that has been

processed from the combination of new information and prior knowledge.

To sum up, there are four main processes of reading includes decoding,

comprehending, responding, and analysis. These processes happen inside the

brain to construct the meaning of the text. In addition, the reading processes

need analysis, coordinating, and interpretation. It related to how reading

combines new information from the text and the reader’s prior knowledge to

help the processes of reading.

3. Reading Comprehension

According to Laskmi and Rao, comprehension involves the good language

element knowledge and active thinking process.14

Reading is related to

comprehension. Learning reading skill requires the students to be able to

comprehend the text itself. Comprehension happens if the mental

representation is built by the reader. In detail, Scanlon et al said that

comprehension is an active constructive process in which the great

understanding of the text by a combination of what is stated on the text and the

reader’s previous knowledge related to the topic of the text”.15

It can be

12

Ibid., p. 17. 13

Scanlon, Kimberly L. Anderson, and Joan M. Sweeney, op. cit., p. 9. 14

Lingineni Bhagya Lakshmi and D. B Rao, Reading and Comprehension, (New Delhi:

Discovery Publishing House, 2006), p. 6. 15

Scanlon, Kimberly L. Anderson, and Joan M. Sweeney, op. cit., p. 276.

12

inferred that the quality of comprehension come from prior knowledge. In

reading, the more the reader knows about many things, the more

comprehension he gets.

A reader has to experience some process to reach reading comprehension.

The understanding of the text is reflected in the wording of the meaning

construction goal. Kintch in Caldwell said that to reach reading

comprehension, the reader has to read the words on the page and move it into

meaningful information in the mind. It is called decoding process that involved

perceptual and conceptual components. The reader then recognizes words,

memorizes them and connects them into an idea.16

From this explanation, it can

be said that reading comprehension is a complex process. It needs the

connections between eyes and brain that work together to get the idea of the

text.

Comprehension is the goal of reading. Nunan said that to reach reading

comprehension the reader need to engage strategic reading and fluent

reading.17

Strategic reading is the ability of using reading strategies to get the

purpose of reading. A good reader will know what kind of strategy he uses

based on his purpose. Fluent reading is the ability of creating meaning of the

text. The reader can use his prior knowledge to understand the text and get the

idea of it. The text, the reader, fluency, and strategies together defined the act

of reading.18

So, reading comprehension is the goal of reading. It is called

reading if the reader achieves the comprehension.

To sum up, reading comprehension is a goal of reading that needs complex

process of it. A reader does not only read the text, but he also must assimilate

the words into idea on the mind. Then, it must be connected to the prior

knowledge of the reader. There are two main factors that influence reading

comprehension. They are the ability of reading and background knowledge.

16

JoAnne Caldwell, Comprehension Assessment: A Classroom Guide, (USA: The

Guildford Press, 2008), p. 5. 17

Nunan, op. cit., p. 68. 18

ibid.

13

4. Principles for Teaching Reading

As reading is an important skill in English development for non-native

students, there must be principles to teach reading. These principles will help

teachers to create appropriate activities to reach reading objectivities for

students. According to Harmer, there are six principles behind teaching

reading. First, reading is an active skill, not passive. The students have to

understand what the words mean to reach the success of reading. 19

It is done

by how the students use their critical thinking for analyzing, relating and

interpreting what they read. If the teacher does not give the students

opportunity to do these activities, it is possible they forget the information

quickly.

Second, students need to be engaged with what they are reading. The

teacher has to decide some interesting topic according to the students as the

reading material.20

It will more attract the students’ attention if the reading

comes from issue they like. Based on the research of I.S.P Nation, to reach the

fluency development of reading, the students need to read familiar issue and

contains no unknown language features.21

They have to connect to interesting

texts. This selection of text will help the students to engage themselves while

reading.

Third, the students should be encouraged to respond to the content of a

reading text, not just the language. It is important to study reading texts for the

language features such as paragraph structure, grammar used, and vocabulary.

But, the most important in teaching reading is helping the students to get the

meaning or the message of the text.22

The teacher must give the students an

opportunity to respond to that message. Especially, they should be allowed to

express their feelings about the topic. This activity will develop their fully

participation in during reading.

19

Harmer, op. cit., p. 70. 20

Ibid. 21

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

p. 8. 22

Harmer, loc. cit.

14

Fourth, prediction is a major factor in reading. Prediction will build the

expectation that can be reached after reading. This expectation will set up and

begin the active process of reading.23

When the teacher asks the students to

predict the reading by giving clue from book cover, title, or pictures, they have

purpose to finish the reading. If the students get these hints, their brain

processes the prediction. The students are going to know whether their

prediction is right or not. Harmer added that teachers should give students

“hints” so that they can predict what is coming too. Predicting will helps the

students to become more conscious about finding clues that give them

information. It is also give the students a chance to use their prior knowledge

for a good prediction.24

It will make them better and more engaged readers.

Fifth, match the task to the topic. Although the teacher should choose an

interesting topic, it also has the purpose related to the task.25

Using too familiar

text also will make boring reading. So, the teacher should choose an

appropriate reading material and match it to the students’ task. Practice and

training in reading should be conducted for a reading purpose. A reading

course should cover reading to search for information including skimming and

scanning, reading to learn, reading for fun, reading to integrate information,

reading to critique texts, and reading to write.26

Last, good teachers exploit reading texts to the full. Reading text is full of

sentences, word, ideas, and descriptions.27

Asking the students only to read the

text does not make sense to build the students ability in reading. The teacher

can use any kind reading material into interesting class sequences. He or she

can build discussion throughout the teacher to the students and the student to

the student. This facilitates the students to share what they have gotten from the

reading such us meaning and interpretation to others. So, the students can

actively and fully participate in reading course.

23

Ibid. 24

Ibid. 25

Ibid. 26

I. S. P Nation, op. cit., p. 6. 27

Harmer, loc. cit.

15

To sum up, there are six principles of teaching reading. First, reading is an

active activity because it involves how to understand words as the success of

reading. Reading can be done actively by conducting analysis, coordinating

and interpreting activity while reading. Second, students have to connect to

material they read. It means that the teacher should choose the text to the

students’ interest in order reach the fluency development of reading. Third, the

students have an opportunity to respond the text. In this context, the teacher

needs to facilitate the students to share what they get and feel from the text.

Fourth, prediction has a big role in reading. The teacher should build the

students’ prediction to create the expectation of reading. Fifth, the task of

reading must match to the topic. The teacher should choose reading material

based on the criteria of students’ task. Sixth, the teacher needs to exploit text to

the full. It means that the teacher can benefit the full text into an interesting

reading activity, for example is reading discussion.

B. Narrative Text

1. The Nature of Narrative Text

In the context of Indonesian Junior High School, there are some types of

text should be mastered by the students. Based on the curriculum, both KTSP

and Curriculum 2013, the students must learn descriptive text, recount text,

procedure text, and narrative text. Narrative text is a text learned by eighth-

grade students. Marcus said that he word “narrate” in narrative comes from

Latin word “granus” that means “to know”. Narrating is the activity to tell

actions and events that happened in the past. In general, narrative is telling a

story either in oral or writing form.28

It can be inferred that narrative text that

includes past experiences or events as a story for the reader.

Whitfield said that narrative text is often directed to as a story. It is

written or spoken for entertainment needs.29

Different from recount text that

comes from the writers’ real experiences, narrative text is written based on

28

Annisa Rakhmi, Let’s Narrate A Text!, (Jakarta: PT. Balai Pustaka, 2012), pp. 8-9. 29

Merryn Whitfield, Blake’s Writer’s Guide, (Sydney: Pascal Press, 2009), p. 27.

16

moments that ever happened or the imagination of the writer. As Culham said

that narrative text tells about fiction or nonfiction events designed of series of

stories.30

Beside as the imagination stories, narrative text can come from the

real stories that ever happened in the writer’s life or others’. But, narrative text

is usually fiction since the purpose of to amuse the reader. It can be found in

picturebooks, short stories and novel. It is told by a narrator or by a character

on the text itself.31

So, narrative text is served as a story or series of stories to

amuse or entertain the reader. Most of narrative text is created as unreal actions

or imaginative story.

According to Copper, narrative text is an organized story into sequential

or chronological pattern that include part of beginning, middle, and end. It

consists of several series or episode that has characters, setting, problem,

action, and a resolution of the problem.32

The characters and setting are

introduced in the beginning of the text. This part is usually called introduction

or background. The problem and action are placed in the middle. It is the main

part of a reader values the narrative text whether it is an attractive story or not.

In the ending of the text, there must be resolution as the resolver of the

problems. As the result, it can be said that narrative text focuses on sequences

of events. Even though narrative text comes from imaginary minds, there must

be organization should be followed. It benefits to make the reader easily

understand the text.

From the explanations above, the nature of narrative text includes the

definition of narrative, the form of narrative text and the characteristic of

narrative text. Narrative comes from word “narrate” that in Latin it is translated

as “granus” that means “to know”. So, narrating is the activity to tell actions

and events that happened in the past. Related to the form of narrative text,

narrative is known as a story either in written or spoken form for entertainment

30

Ruth Culham, The Writing Thief: Using Mentor Text to Teach the Craft of Writing,

(USA: Stenhouse Publisher, 2014), p. 89. 31

Whitfield, op. cit. 32

J. David Cooper, et al, Literacy: Helping Students Construct Meaning, 10th

Edition,

(USA: Cengage Learning, 2015), p. 98.

17

needs. Narrative text is a written form of story that comes from the writer’s real

life or imagination. Narrative text has some characteristics. It includes generic

structure, language features, and kinds of narrative text.

2. The Purpose of Narrative Text

The variation of text is seen from different purpose of the text. Beside to

differentiate texts, it also can be something that the reader can get after reading

the text. Gerot and Wingnell in Rakhmi stated the function of narrative text is

to tell actual or vicarious experience and problematic event that will find a

resolution.33

Reading a narrative text can give the feeling of the reader to be

one of character of the story. It is actually the attraction of why people want to

read a narrative text. In addition, Derewianka said that narrative text purposes

to teach moral value, reflect experience and expose the reader’s imagination.34

Since narrative text includes resolution as the problem resolver, the reader can

get the lesson from the story. The reader also can reflect what the event of the

narrative with his or her own life.

Moreover, Wagner and Baskerville expressed that “We write narratives to

satisfy creative urges, to move readers emotionally, to persuade readers to

accept a certain view of the word, to inform, to teach and, in some case, to

make a living”.35

Narrative text has a role to give life lesson to the reader. By

reading narrative text, the reader can see the different point of view about life.

Someone who is frustrated, for example, can read a story about the struggle of

life to see the positive effect of life problems. The reader can find information

written as a story in narrative text such as the name of famous people or place.

From the explanations above, narrative text has two main purposes. First,

narrative text is aimed to give a reflection to the reader. Narrative text includes

characters that may one of them has similarity with the reader. The reader may

also have same experience of problem. The reader will be reflected as if like

33

Rakhmi, op. cit., p. 9. 34

Ibid. 35

Patrick Wagner and Aleta Baskerville, Targeting Text, (Sydney: Blake Education, 2000),

p. 8.

18

the character of the story. Second, narrative text has a purpose to give the

reader life lesson. Reading a narrative text can give positive effect to the reader

because it provides message about life. It will help the reader to see the

different point of view about life.

3. The General Structure of Narrative Text

Every text has its own general structure to be easily understood by the

reader. Narrative text has a general structure although it usually tells about

unreal story. Narrative text is based on sequence of events which takes

complications to crisis and resolution. That is why the longer narrative text, the

greater number of complications.36

The general structures of narrative text are

orientation, complication, and resolution. Orientation introduces the characters

and informs the time and the place. Complication describes the rising crises

which the characters have to do with. Last, resolution shows the way of the

characters to solve the crises, better or worst. 37

In other reference, Whitfield added ending as the last general structure of

narrative text. Ending is the normal pattern of life returns to the characters.38

Meanwhile, Wagner and Baskerville showed the complete general structure of

narrative. They are orientation, complication, series of events, resolution, and

reorientation or coda. Series of events are series of actions to allow further

complication and resolution. The shorter the narrative, the more closely these

events are connected to the eventual resolution of the conflict. Reorientation or

coda sets the scene again and locates the characters in it.39

Based on those explanations, there are the differences of different experts

divided the general structure of narrative text. Although different, the structures

contain sequence of events and are organized as chronological order. It also

includes part of beginning, middle, and ending. The most complete generic

36

Ibid. 37

Rakhmi, loc. cit. 38

Whitfield, loc. cit. 39

Wagner and Aleta Baskerville, op. cit., p. 9.

19

structures of narrative text are orientation, complications, series of events,

resolution, and reorientation.

4. The Types of Narrative Text

A narrative is usually referred to a story. Whitfield said that there are two

main categories of narrative text. First, it is traditional narrative which includes

fairytales, fables, myths, and legend. The second one is modern diction which

includes fantasy, mystery, and science fiction.40

Wagner and Baskerville

categorized narrative text as novels, short stories, and personal letters. They are

classified as mystery, horror, western, science, fiction, fable, romance,

adventure, and historical fiction.41

According to Reynolds, narrative text is divided into fiction and

nonfiction. Fiction narrative is produced by imagination and not necessarily

based on fact. The fiction narrative may include drama, fable, fairy tale,

fantasy, fiction in verse, folklore, historical fiction, horror, humor, legend,

mystery, mythology, poetry, realistic fiction, science fiction, short story, and

tall tale. However, nonfiction narrative deals with an actual and real-life

subject. The nonfiction narrative may include biography, autobiography, diary

or journal, essay, letters, magazine, newspaper, narrative nonfiction, and

speech.42

To sum up, there are many categorizes of narrative text. Whitfield said that

narrative text includes tradition and modern. Both of these categories are

classified into different types. However, Wagner and Baskerville divided

narrative text into novel, short story, and personal letter. These categories has

genre to show different characteristic. According to Reynolds, narrative text is

divided into fiction and nonfiction. The fiction and nonfiction narrative also

have different types of genre.

40

Whitfield, loc. cit. 41

Wagner and Aleta Baskerville, op. cit., p. 8. 42

Kate Mastruserio Reynold, Approach to Inclusive English Classrooms: A Teacher’s

Handbook for Content-Based Instruction, (UK: Short Run Press LTd., 2015), p. 223.

20

5. The Language Features of Narrative Text

As the others genres, narrative text also has grammatical feature. The

grammatical feature of narrative text may include:

a. Using processes verbs, temporal conjunction, and past tense.

b. Nouns as pronoun in the story (e.g. farmer, village, goose, egg).

c. Adjectives in noun phrase (e.g. poor farmer, long blonde hair, expensive

thing, three red apples).

d. Time connectives and conjunctions to sequence of events (e.g. long time

ago, one day, few days later, before, thereafter).

e. Adverb and adverbial phrase to show location (e.g. in the house, happily

ever after, there).

f. Action verbs (e.g. lost, prayed, help, found, forgotten, laid).

g. Saying verbs (e.g. said, told).

h. Thinking verbs to show characters’ feeling (e.g. felt, thought). 43

6. The Example of Narrative Text

The text below is an example of narrative text. The text was stated on one

of eighth-grade English book. In this part, the example of narrative text is

completed by the analysis of the narrative generic structure.

Mousedeer and Crocodile

One day Mousedeer saw a lot of fruits on the other side of the

river. He wanted to eat them but he could not cross the river. There

were many crocodiles there, but there was no bridge across the

river.

(Orientation)

The Mousedeer suddenly had an idea. He stood on the river

side and called out.

“Hello. Is anybody there?”

(Complication)

43

Rakhmi, op. cit., p. 10.

21

Crocodile heard him, he swam fast to meet Mousedeer, and

answered, “Hello, Mousedeer. How are you? Please come in.” He

pretended to be friendly. He had a plan. As soon as Mousedeer got

near, he would snap him and eat him for breakfast.

But Mousedeer was standing on top of a big stone. In a proud

voice he said, “Crocodile, I’m here to do the King’s order. The

King will give away free meat to all crocodiles. He has sent me to

count the number of all the crocodiles here.”

Crocodile was so happy that he forgot his plan to eat

Mousedeer. “Really? How will you count us?”

“Please call all your family, relatives, friends, neighbours. Tell

them to line up from here to the other side of the river,” ordered

Mousedeer. Before long, all the crocodiles were in a long line

across the river. Then, Mousedeer jumped onto the back of one

crocodile to another, counting loudly “One, Two, Three, Four.”

When he got to the last crocodile he said “One hundred!” and

quickly jumped up to the land.

(Series of

Events)

“How many are we?” asked Crocodile. “One hundred. Hahaha,

I fooled you! Thanks for giving me a bridge to cross the river.

Bye!”

(Resolution)

C. Interactive Read-Aloud

1. The Nature of Interactive Read-Aloud

Interactive read-aloud is recommended by many educators. Barrentine in

Mikul defines interactive read-aloud as follows, “…a teacher poses questions

throughout the reading that enhance meaning construction and also show how

one makes sense of text”. During the process, she suggests the teacher to stop

and ask questions to engage students in conversations about the text. These

conversations help the students become aware of elements in the story that they

do not notice. They are also able to hear their peers’ ideas and perspectives.44

The reason it is called “interactive” because the teacher, as the reader, does not

only read the text. During read-aloud, he pauses to make interaction with the

students. This interaction is built by asking the students’ prediction, comment,

interpretation and conclusion.

44

Laura Leigh Mikul, “How Do Interactive Read-Alouds Promote Engagement and Oral

Language Development in Kindergarten”, Thesis of Hamline University, Minnesota, 2015, p. 12.

22

The purpose of an interactive read-aloud is to provide opportunities for

students to engage with texts through discussion to promote deeper

understanding about the meaning of texts. They can also learn skills and

strategies to use in their own reading. Wiseman believes that interactive read-

aloud is an important learning opportunity because it provides learning about

how texts work that will eventually lead to independent reading.45

Engaging

the students gives them a good impression. They will feel not only became the

listener, but also active reader.

In addition, interactive read-aloud is effective in the development of active

thinking during reading depends on the qualities of the interactions between the

teacher and the students. When the students encounter a confusing part of a

text, it will be clear up immediately by asking question to the teacher.46

So,

interactive read-aloud contains purposes that have many benefits for both

teacher and the students. By interaction, the reading activities become more

meaningful to encourage the students’ understanding and details about the text.

Besides interactive read-aloud give benefits on students’ understanding, it

is effective to introduce the students the joy of reading and art of listening.

Through the activities, the teacher can model reading strategies and

demonstrate the ways in which the language of the book is different from

spoken language.47

In interactive read-aloud the students do not only feel free

for interact each other, they also feel the fun and joy of reading. Since the

teacher uses appropriate book and read it with good performance, the students

will be a good reader and listener.

To sum up, interactive read-aloud is a technique used for teaching reading

by interaction. It builds conversation around teacher with students, students

with teacher, and student with student. The benefit can be seen from the

development of the students’ understanding and details of the story. Interactive

read-aloud also can be an interesting technique to be used for the pleasure of

45

Ibid. 46

Scanlon, Kimberly L. Anderson, and Joan M. Sweeney, op. cit., p. 289. 47

Fisher, et al, op. cit., p. 9.

23

reading. It gives opportunity for the students to be engaged while reading, to

actively participate, and to enjoy the reading.

2. Essential Components of an Interactive Read-Aloud

According to Fisher, et al, there are seven components of an effective

interactive read-aloud. The following components during read-aloud includes:

a. Text Selection

Book chosen were appropriate to students’ interest and matched to their

developmental, emotional, and social levels. The teacher should choose a

book consider to the capability of the students. The topic also should attract

the students’ attention.

b. Previewed and Practiced

Before read-aloud, the teacher should previewed and practiced the selected

book. The preview will help the teacher to select difficult vocabularies. So,

while read-aloud, the teacher can stop periodically and ask the students

about the words. The practice allows the teacher to pause effectively during

read-aloud to model fluency, and pauses offered opportunities for

questioning.

c. Clear Purpose Established

Read-aloud should be established by clear purpose for the book and lesson.

The focus of read-aloud is comprehension that can be seen from making

conclusion and prediction. In this case, the teacher wants the students

understand the story and theme, but the focus is comprehension.

d. Fluent Reading Modeled

In this component, teacher becomes the model of fluent oral reading. The

teacher should keep attention to the pronunciation and the beauty of the

story as a literature.

e. Animation and Expression

The teacher uses animation and expression by changing voice to donate

different characters’ emotions and various moods the author is suggesting.

24

He or she also uses movement, hand gestures, facial expression, and props

to provide the animation and expression to engage the students.

f. Discussing the Text

Other component that is demonstrated by the teacher is the strategic use of

book discussions that occurs before, during and after the read-aloud. While

read aloud, the teacher pause to ask the students some question about the

book and story. It is purposed to make the students understand the

information and details of the text. In addition, it engages the students with

the text and makes connection between the text and their own lives.

g. Independent Reading and Writing

The final component is to connect read-aloud to independent reading or

writing. The teacher asks the students to retell the book or story used in

read-aloud by tell it orally or in writing form.48

To sum up, there are seven essential components the teacher should do to

conduct interactive read-aloud. First, the teacher should choose an appropriate

reading material. The teacher need to consider the students’ interest and

matched it to their level. Second, after get the reading material, the teacher

should previewed and practice it. The preview focuses on the use of text during

reading and the practice focuses reading fluency. Third, reading must have a

clear purpose. It will help the teacher to have a guide of what objective should

the students are experienced. Fourth, the teacher is a fluent reading model. The

teacher should keep attention to the way of reading since he is an example of

being a reader for the students. Fifth, during reading the teacher should use

animation and expression. For example, the teacher use hand gestures while

reading the book. Sixth, the teacher should build discussion about the book

before, during and after reading. This way is conducted to make sure that the

students understand to what they read. Last, the students do independent

reading or writing. After read the book, the teacher can ask the students to

retell it both in oral or written form.

48

Fisher, et al, op. cit., pp. 10-13.

25

3. Steps in Interactive Read-Aloud

According to Scanlon, et al, steps of reading aloud are divided into three

parts. They are part of before reading, during reading, and after reading.49

Before Reading, the teacher will introduce the book. The aim is to help the

students to prepare for the story. O’Relly said that the introduction should be

brief and should include identifying the title, author, and illustration. The

teacher and students can discuss their prediction about the story by using the

cover book as the clue.50

The activities before reading may includes previewing

the text through discussions of the title and the cover illustration, discussions of

the author and/or illustrator, making predictions about the text’s content,

encouraging the students to think about the elements of story grammar (setting,

characters, problem, resolution, etc.) in anticipating the book’s content, and

relating the story to a classroom theme or area of inquiry that the group is

exploring.51

Activities during reading should include text discussion. The discussion

usually began by either the teacher or the students. Then, when the teacher

starts the discussion, she needs to encourage thinking beyond the literal level

and model and prompt inferential and critical analysis of the text.52

The teacher

can use a pointer of his finger to point each word as it is read. This will help

the students to concentrate on the words and match the words with the

pictures.53

In this activities there are some activities must be conducted by the

teacher. First, encouraging students to ask questions and make comments as the

book unfolds. Welcoming questions and comments in the conversation will

send the clear message that spontaneous reactions to the book are appropriate.

Second, noticing and discussing elements of story grammar.54

49

Scanlon, Kimberly L. Anderson, Joan M. Sweeney, op. cit., p. 290. 50

Joseph Nhan O’Relly, Enjoying Books Together: A Guide for Teachers of the Use of

Books in the Classroom, (UK: Rwandan Education Board, 2013), p. 15. 51

Scanlon, Kimberly L. Anderson, Joan M. Sweeney, loc. cit. 52

Ibid. 53

O’Relly, op. cit., p.17. 54

Scanlon, Kimberly L. Anderson, Joan M. Sweeney, loc. cit.

26

Then, as the third step, the teacher compares predictions to the events in

the texts. Note that it is important to avoid talking about predictions as being

either right or wrong. As some students really do not like to be wrong, and a

prediction cannot really be wrong if it follows logically from what was known

at the time it was made. Fourth, making further predictions based on what has

already happened in the text. Fifth, generating questions or comments relating

to the text and/or the characters. Research suggests that teaching students to

ask why questions is particularly helpful in getting them to apply their

knowledge in interpreting text. Sixth, asking open-ended questions. Seventh,

offering personal reactions and connections. The teacher may ask the students

about whether they like the story or not, or how they feel if they were the

character of the story. Eight, visualizing that means the teacher focus on

printing concept of the book. Then, comparing information in the current text

with other texts with which the students are familiar. Last, restating any

confusing portions of the text when it is encountered.55

Participation after reading may include the evaluation to the students. It is

important to reflect of how far the students follow the story and consider how

they interacted during read-aloud.56

The activities after reading are discussions

of how predictions compared to the events in the text, discussions of whether

the purposes that were set were accomplished, discussions of parts that may

have been a bit confusing and then returning to those parts to reread for the

purpose of clarification, discussing or writing alternative endings, rereading the

entire text either with the specific purpose of clearing up points of confusion or

simply for the sake of enjoying it, encouraging students to draw a scene from

the text as they envisioned it, reflecting on what was learned and talking or

writing about it, reflecting on why the author might have written the book,

reenacting the story with the aid of story-related props, retelling the stories for

55

Ibid, pp. 291-292. 56

O’Relly, op. cit., p.19.

27

authentic purposes, and reconstructing stories using pictures for very beginning

readers. 57

To sum up, there are three stages of interactive read-aloud. There are

before reading, during reading, and after reading which every stage includes of

some activities. Each stage includes some activities used in reading. But, the

activities can be used randomly. Also, the teacher have no to use all activities.

It depends on the need and the purpose of the use of interactive read-aloud.

D. Selected Book

In the implementation of interactive read-aloud, the teacher can use any

kind of reading material. Picturebook is one of alternative reading material that

is appropriate to interactive read-aloud. It is one kind of books that serves

literacy skill. Booker said that picturebook engages both young readers and

older readers of any levels of learning and pleasure. She called it as a unique

visual and literacy art-form.58

It is not only important because of the literacy

value, but also it provides the development of reading process.

In learning English, picturebook attracts the students to read. The idea of

using picturebook can be the alternative tool to teach reading. Since reading

comprehension involves the desire to read, picturebook can be used to reach

curriculum objective. The text and the picture that are related each other will

help the students to comprehend the story with pleasure. Wallace in Nunan said

said that “If the use of literacy skills is a normal and accepted part of the

behavior of those with whom students come into contact, there is a much

greater likelihood that the students are going to want to read”.59

Moreover,

giving the students access to books is therefore critical to supporting their

ability to read.60

In other words, students are socialized into reading. The

57

Scanlon, Kimberly L. Anderson, Joan M. Sweeney, op. cit., p. 292. 58

Kelly Booker, “Using Picturebooks to Empower and Inspire Readers and Writers in the

Upper Primary Classroom”, Literacy Learning: Middle Years, Vo. 2, 2012, p. 1. 59

David Nunan, Language Teaching Methodology: A Textbook for Teachers, (London:

Prentice Hall, 1991), p. 72. 60

O’Relly, op. cit., p. 9.

28

motivation for learning to read is not only for enjoyment or information, but

because the aspiring reader wants to gain access to a community of readers.

Schoch stated some benefits of using picture book to the students. First,

picturebook can develop the students’ critical thinking. It is the result of how

students relate the texts and the illustrations on the picturebook. Second, the

students’ empathy can be developed. Fiction picturebook usually contains story

about life. From this story, the students can learn some life lessons and relate it

to their real life. Third, the students can enjoy the reading. Picturebook is fun

because reading picture book is not threatening as if the students read hundreds

words of text.61

To sum up, picturebook is an alternative reading material that can be used

by the students to learn reading. It served literacy skill that provides the

building of reading ability. In addition, reading comprehension related to the

desire of reading. Picturebook has the power to attract the reader since it

consists of text and picture, therefore picturebook can be a reading material to

teach reading with interactive read-aloud. Finally, picturebook gives some

benefits to the students’ critical thinking, empathy development, and

enjoyement.

E. Students’ Participation

Participation is an important element for learning. According to

Cieniewicz, participation proves that students learn better and retain more

when they are become active participants.62

It means that the teacher can see

the students’ understanding of a lesson through their participation. So,

discussion which requires students to participate and share their opinions and

ideas permits teacher to provide information and explanation in an efficient

manner besides checking students’ understanding about the lesson. Brenner

described participation as the student being present in the learning situation.

61

Keith Schoch, “Picture Book Across the Curriculum”,

(http://teachingreadingandla.pbworks.com), 2011. 62

Jon Cieniewicz, “Participation Blues from the Student Perspective”, in Maryelleen Wimer

(ed.), Faculty Focus, Magna Publication, p. 5

29

There are some manners students are meaningfully engaged in the learning task

at hand and are working through which are identified as listening, speaking,

reading, and writing.63

Black in Simanjalam indicated that participation can take many forms in

the classroom, and some of the forms could not be easily identified or

recognizable by the teacher.64

The students can participate actively in the by

paying attention to the teacher. So, thinking and making connection which is

done by the students quietly in their own minds is also considered as

participation, even though they hide it from the teacher or other students.

Students who do not participate in those ways mentioned above are often

considered to be passive in the classroom. 65

In other words, active learning

strategies serve as useful educational tools only when all students participate all

of the time.

To sum up, paying attention, being on task, responding to questions,

participating in group discussions, asking questions, seeking help, and making

good use if class time were also considered as classroom participation.

Participation helps the students to make deep, meaningful connection in the

mind that are important in learning. In addition, thinking and making

connection of what the students are learning in their own taught is considered

as participation. Those are kinds of active participation. However, passive

participation is indicated by the students who do not involve in learning.

F. Previous Related Studies

The researches to see the use of interactive read-aloud in teaching reading

has been done by some researchers. One of them was conducted in America

entitled “Interactive Read Alouds: Teachers and Students Constructing

Knowledge and Literacy Together” by Angela Wiseman. Using data from a 9

63

Kenneth A. Frank, Psychoanalytic Participation: Action, Interaction, and Integration,

(New York: Routledge, 2013), p. 34. 64

Namini Devi Simanjalam, “Student’s participation in English Classroom”, Skripsi of

Sarawak Malaysia University, Sarawak, 2008, p. 2. 65

Ibid., p. 4.

30

month ethnographic study in an urban kindergarten classroom, this research

describes how the teacher used interactive read-aloud to make sense the

students to the story. Findings of this study demonstrate how interactive read-

aloud is important learning opportunities. It provides opportunities for open-

ended responses combined with specific reading instruction. It also creates a

space where meaning was constructed through dialogue and classroom

interaction, providing an opportunity for children to respond to literature in a

way that builds on their strengths and extends their knowledge.66

In Korea, the research about interactive read-aloud also has been

conducted. One of the researches is “Improvement in English after a 15 Week

Read-Aloud Program in Third Grade EFL Students” by Jin A Park and Kyung

Sook Cho. This study examined the impact of reading aloud to third graders in

EFL classes in Korea at the beginning level. They used experimental design as

the methodology of the research. Experimental students were read to for only a

few minutes three days a week for 15 weeks and significantly outperformed

comparisons on aural and written vocabulary and sentence comprehension

tests. From his research, he found that the students’ reading comprehension

was better after using retelling story.67

In Indonesia itself, both quantitative and qualitative researches have been

conducted in the implementation of interactive read-aloud. For example, the

research titled “Improving the Students’ Reading Comprehension through

Interactive Read-Aloud (Classroom Action Research at SMP 1 Bandar

Mataram, Central Lampung)”. This research was conducted by Edi Santoso, a

bachelor student of Indonesian Education University (UPI). The objective is to

see the improvement of the students’ reading comprehension using interactive

read-aloud. The methodology of his research is classroom action research with

three cycles. He did his research to twenty five students in the class. By

66

Angela Wiseman, “Interactive Read Alouds: Teachers and Students Constructing

Knowledge and Literacy Together”, Early Childhood Educ J, Vol. 38, 2010, pp. 231-438. 67

Jin A Park and Kyung Sook Cho, “Improvement in English after a 15 Week Read-Aloud

Program in Third Grade EFL Students”, International Journal of Humanities and Social Science,

Vol.5, 2015, pp. 144-150.

31

comparing t-calculation of each cycle, he found the students’ improvement of

reading comprehension after using interactive read-aloud.68

G. Thinking Framework

Reading is a process that needs the analysis, coordinating, and

interpretation of a variety of sources of information. It means that reading is an

active activity. Teaching reading does not only help the students to read the

words, but also provide the reading processes happen to the students. It is seen

from how the students use their prediction, prior knowledge and interpretation

while reading. In addition, the students enjoy the reading and do not feel

threatened. The most important thing is the students know what they read. So,

interaction between the teacher to students and the students to students are

needed in teaching reading. Therefore, in teaching reading the teacher should

build activities that support reading process.

Interactive read-aloud generally includes prediction, sharing idea and

interpretation. Guided by the teacher, the students start their reading

comprehension in the beginning of read-aloud. They have to predict the story

from the pictures and share their ideas or prediction to the teacher and students.

Based on the problems faced by the eighth-grade students of SMP

Muhammadiyah 17, interactive read-aloud is an alternative approach. At the

eighth-grade, narrative text is a text should be learned by the students. So, this

approach can be implemented in teaching narrative text.

68

Edi Santoso, “Improving the Students’ Reading Comprehension through Interactive

Read-Aloud (Classroom Action Research at SMP 1 Bandar Mataram, Central Lampung)”, Thesis

of Univestitas Pendidikan Indonesia, Bandung, 2006, Unpublished.

32

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Date

The place of the research was SMP Muhammadiyah 17 Ciputat. It was the

school where the researcher did teaching practice for four months. Based on

her observation, many students got low achievement. However, most of

students in this school had potential in English. But, they were not facilitated to

learn with different technique and to learn outside the class. Those are the

reasons why the researcher did her research in this school. The researcher

wanted to explore the students to learn with different technique. The research

was conducted with three meetings with the students. It was conducted from

April to May 2017 when the students learned narrative text.

B. Research Design

This research is qualitative research. Qualitative research tends to give

description in the form of words rather than number. Litchman said that

qualitative research is the way of a researcher uses his or her eyes and ears as a

filter to gather, organize, and interpret information gained from the

participants.1 The researcher used descriptive analysis method. As stated by

Dalen, descriptive analysis is used to analyze more accurate information about

the characteristics of specific subjects or situations or something happens.2 So,

the researcher is the key instrument who explored the particular phenomena.

In this research, the researcher aimed to explore interactive read-aloud

activities in teaching narrative text. Descriptive data were needed to give

details of specific situations during the research. Since the researcher placed

herself as both a teacher and a researcher, the findings were clarified based on

the researcher’s interpretation in form of description. In other words,

1 Marilyn Lichtman, Qualitative Research in Education: A User’s Guide, (London: SAGE

Publications Inc., 2013), p. 164 2 Deobold B. Van Dalen, Understanding Educational Research: An Introduction, (New

York: McGraw-Hill, 1962), p. 285.

33

qualitative descriptive analysis is an appropriate research design to be used

based on the research purpose.

The researcher created reading club to conduct the research. This reading

club facilitated the research. The researcher became the teacher who did

interactive read-aloud in front of the students. The members of the club were

seven eighth-grade students. They voluntarily joined the club to be the research

participants. The researcher conducted three meetings when each meeting

consisted of around two hours. She used three picturebooks as the reading

material of interactive read-aloud.

C. Population and Participants

The population of this research were eighth-grade students of SMP

Muhammadiyah 17 Ciputat. According to Creswell, the intent of qualitative

research is not to generalize a population. But, it develops in-depth exploration

of central phenomena. The researcher may select participants who can best

help her to understand the phenomena.3 The technique to get the participants

was purposive sampling. Creswell said that purposive sampling is a sampling

technique used specific consideration. The researcher considered to choose the

students who wanted to follow the reading club.

The researcher asked two English teachers in SMP Muhammadiyah 17

Ciputat, who taught the eighth-grade students, to recommend some students to

join reading club. There were no specific criteria that the researcher decided to

choose the students. She pleased students to follow her research voluntarily. In

fact, the English teachers recommended students who seemed have good

English achievement. Then, the researcher chose twelve students without

knowing their ability in English. But, there were seven students who wanted to

join the club and became as the participant until the end of the research. The

participants became the member of reading club that was created specially by

the researcher to conduct the research.

3 John W. Creswell, Educational Research: Planning, Conducting, and Evaluating

Quantitative and Qualitative Research, (New Jersey: Pearson Education, Inc., 2008), p. 213.

34

D. Data Sources

The researcher used primary data in this research. According to Creswell,

primary data is an original data source which the data are collected firsthand by

the researcher by a specific research.4 The researcher chose data sources

depend on the need of data collection. According to Dalen, descriptive data are

usually collected kinds of qualitative data sources.5 In this research, the

researcher used teacher’s notes, researcher’s journals, and interview. The data

were dominantly gained from teacher’s notes and researcher’s journals. The

data sources were arranged based on the most data gained, as follow:

1. Teacher’s Notes

Russell and Kelly in Litchman said that reflectivity is a process of self-

examination primarily informed by the thoughts and actions of the researcher.6

The researcher wrote the teacher’s notes after implementing the interactive

read-aloud activities. Teacher’s notes focus on the description of how the

interactive read-aloud activities were conducted. For additional data, the

researcher also wrote her opinion about her teaching and the students’

participations. The teacher’s notes come from her observation during research

and perspective.

2. Researcher’s Journals

Researcher’s journals focus on the students’ participations during

interactive read-aloud activities. The researcher also wrote the researcher’s

journals to strengthen the description of interactive read-aloud activities

derived from teacher’s journals. The researcher wrote the researcher’s journals

after watching video recording. After writing teacher’s notes, the researcher

watched the video from the beginning until the end. She prepared papers to

take note. Sometimes she paused and replayed the video.

4 Ibid., 44.

5 Dalen, loc.cit.

6 Lichtman, op. cit., p. 164.

35

Video recording was conducted during teaching and learning process. It

provided information of all things the teacher done during interactive read-

aloud. The researcher used it to make a researcher’s journal. The researcher did

observation by watching video recording. It focused on the students’

participations. She applied it to check data gained from teacher’s notes.

3. Interview

After gaining data from teacher’s notes and researcher’s journals, the

researcher did interview. The interview was presented by both genders, male

and female. They were chosen because they seem to be willing to participate

indicated by their attendance. They also seemed more interesting to follow the

class than other students. The researcher interviewed each student with same

questions. After that the researcher interviewed both of them. She used video

and voice recording during interview. The interview was conducted on 18 May

2017.

It was the last data source used by the researcher. The purposes of

interview were to clarify the data collected from teacher’s notes and

researcher’s journals. It is also used to get detailed information that cannot be

found through previous data sources. The researcher conducted in-depth

interview. In-depth interviews are a type of qualitative interviewing that is

described by some as a conversation between interviewer and participant.7 The

participants can share what they knew and have learned.

These questions guided the researcher to conduct interview to the student

as the interview guideline:

1. What do you know about narrative text?

2. Please tell me, how did your English teacher teach narrative text in the

class?

3. What do you think about interactive read-aloud we did in the reading club?

4. Do you get some benefits from joining the reading club?

5. What is your opinion about my teaching?

7 Ibid., p. 195.

36

6. What did you feel when I (as the teacher) ask you some questions while

reading and the other students listened to you?

7. What did you feel when other students had different answer, opinion or

prediction while discussion?

8. What do you think if your English teacher used interactive read-aloud in the

class?

E. Data Analysis Technique

Stated by Ary, et al, data analysis technique is the way of getting a

conclusion. Technique of data analysis must be systematic, discipline, and able

to be seen.8 It allows a researcher to answer the question of research as the

problem solving. Qualitative research concentrated of a human study behavior

and social life in natural setting. Therefore, there are varieties of qualitative

data analysis.9 In this research, the researcher used Miles and Huberman model

to analyze the data. Based on Pedoman Penulisan Skripsi, Miles and

Huberman model was recommended for qualitative research. This model has

four main components as follow: data collection, data reduction, data display,

and drawing and verifying conclusion.10

Figure 3.1

Miles and Huberman Model

(Ary, et al, 1996)

8 Donald Ary, Lucy Cheser Jacobs, and Asghar Razavieh, Introduction to Research Method

in Education, (England: Harcourt Brace College Publisher, 1996), p. 171-173. 9 Ibid., p. 171.

10 Pedoman Penulisan Skripsi Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif

Hidayatullah Jakarta, p. 70.

37

Data collection was done to collect data from observation, interview and

documentation to answer the research questions and objectives.11

In this

research, the researcher used teacher’s notes and researcher’s journals, and

interview.

Data reduction was continually conducted throughout the analysis. The

purpose of data reduction is to reduce the data without significant loss of

information. There are three stages the researcher must followed to develop

data reduction. In early stage, the data was edited, segmented, and summarized.

In the middle stage, the data associated to find themes, clusters, and patterns of

the research. In the later stages, the researcher conceptualized and explained

the data by creating research abstract concept.12

For example, the researcher

reduced the data gained from the data sources. She chose the data based on the

need of answering the research questions. These answers were writing as

research findings.

Data display was used at all stage to show what analysis had been reached.

It also became the basis of the further analysis.13

The data needs to be

organized, compressed and assembled. In this research, the researcher

organized all the data based on the time data had been collected. It is needed to

show the research flow. The data were written in form of narration, for

example the findings. After that, the researcher compressed the data. She

summarized and displayed the data in form of table. Then, she assembled the

data to write it into research findings.

Drawing and verifying conclusion is the last stage of Miles and Huberman

data analysis technique. It is the reason for reducing and displaying data.14

After reduced and displayed the data, the researcher created conclusion by

following the result of previous data analysis stages. The conclusion was the

brief explanation about the answer of research questions. Then, it was verified

by conducting validity of data.

11

Ibid. 12

Ibid., p. 174 13

Ibid. 14

Ibid., p. 175.

38

F. The Example of Data Analysis

Before the research, the researcher did preliminary study to formulate the

research problems. The information was derived through her teaching

experiences in the class, observation and interview two English teachers. She

observed the class condition, the students and the teachers. Then, the researcher

used the information from preliminary study to formulate the problems and to

decide the focus of the research. After that, the researcher prepared the research

by created reading club to facilitate the research. She asked the English

teachers to help her promoting the club in order to get the participants. There

were seven students voluntarily followed the reading club. The researcher used

library as the place for reading club activities. This research was conducted in

three meeting, when each meeting was around two hours.

To collect the data, the researcher decided to use teacher’s notes,

researcher’s journals, and interview. Teacher’s notes and researcher’s journals

focus on the description of how interactive read-aloud activities were

conducted. In addition, the researcher used teacher’s notes and researcher’s

journals to collect data about the students’ participations during interactive

read-aloud activities. During the research in the reading club, the researcher

recorded all activities by using video recording. She was helped by her friend

to record the videos. The videos were used to write researcher’s journals. Then,

the researcher transcribed the videos. The transcripts focused on what the

students said and some interesting gestures. After collecting data from

teacher’s notes and researcher’s journals, the researcher did interview. She

chose two students to follow the interview. The purpose of the interview was to

see the students’ perspectives in participating interactive read-aloud activities.

In this research, the researcher used teacher’s notes and researcher’s

journals as the main data sources. The data from teacher’s notes and

researchers’ journals were analyzed after three meetings of research. The

teacher’s notes were written on the piece of paper after teaching in the class.

The teacher wrote how she used interactive read-aloud and the students’

participations on the teacher’s notes. The notes came from the teacher’s

39

observation during teaching, mental note, and perspective. In addition, she

wrote her opinion about her teaching. It was used to be the reflection of her

teaching and the evaluation to see what she needed to improve in the next

teaching.

However, the researcher’s journal was written after the researcher watched

video recording. The video recorded the activities of teaching process from the

beginning after the end for each meeting. While watching the video recording,

the researcher took a note on the piece of paper. She wrote the activities of

interactive read-aloud that she did during teaching. On the researcher’s

journals, the researcher also wrote the students’ participations based on what

she watched from the video recording. It emphasized of how the students build

interaction during interactive read-aloud.

The researcher wrote each teacher’s note and researcher’s journal after

conducting each meeting. After she had written all teacher’s notes and

researcher’s journals, she typed them on her laptop and printed them. There

were three teacher’s notes and three researcher’s journals. Each of them was

printed on one page or two pages.

After all data were collected from teacher’s notes and researcher’s

journals, the researcher reduced the data. The research questions were guided

the researcher to do data reduction. The researcher would answer the question

of how the teacher used interactive read-aloud activities in teaching reading

narrative text and the students’ participations during the activities. The

researcher put the journals on the desk. For example, she unfolded a teacher’s

note from meeting 1 and a researcher’s journal from meeting 1. She used

underline and number to remark the note and journal. She compared the data

from teacher’s notes and researcher’s journals. Teacher’s notes and

researcher’s journals also used to clarify data of each other.

After analyzing data from teacher’s notes and researcher’s journals, the

researcher prepared interview. She chose two students who had attended her

research. She used video and audio recording during interview. The researcher

interviewed the students one by one. In the beginning, she asked the student to

40

tell her about how the English teacher usually taught in the class. Then, she

asked some questions about the benefit they got in participating interactive

read-aloud. The interview focused on whether interactive read-aloud influences

the students’ reading comprehension or not. In addition, the interview purposed

to find the students’ feelings in participating interactive read-aloud. The video

and audio recordings of the interview were transcribed.

After reducing the data, the researcher considered the form of data

display. Teacher’s notes and researcher’s journals were displayed in form of

narration. The researcher divided teacher’s notes and researcher’s journals into

three parts: meeting 1, meeting 2, and meeting 3. Each meeting consisted of a

teacher’s note and a researcher’s journal. The interview was transcript and

summarized in form of narration. The data that had been reduced were

displayed in form of narration and table. The researcher considered to use

narration because the data included explanation. In addition, the researcher also

used table to summarize the data and to make the reader easily to read it.

After all data had been collected, reduced and displayed, the researcher

drawing conclusion. The conclusions were created to answer the research

questions. The conclusions included the steps of interactive read-aloud, the

students’ participations and the students’ reading comprehension.

G. Validity of Data

According to Cresswell, validity of qualitative research is to decide

whether the findings are accurate from the standpoint of the research and the

participant. To examine whether the data valid or not, the researcher used

triangulation.15

There are three types of triangulation. They are source

triangulation, technique triangulation, and time triangulation. In research, the

researcher used technique triangulation. The researcher used three data sources

to collect the data: teacher’s notes, researcher’s journals, and interview. The

researcher used these data sources to clarify and verify the collected data each

15

John W. Cresswell, Research Design Qualitative, Quantitative, and Mixed Method

Approach, (London: SAGE Publication, Inc., 2014), p. 251.

41

other. The data sources also used to get the additional information which was

not provided in other data sources. For example, the researcher used

researcher’s journals to strengthen data from teacher’s notes. Then, the data

was clarified through interview.

These tables show what the researcher who acted as the teacher did in the

implementation of interactive read-aloud, included the activities of interactive

read-aloud and the students’ participations. The activities were summarized

from three meetings. The researcher used data from teacher’s notes and

researcher’s journals to describe the activities in conducting interactive read-

aloud.

Table 3.1

The Validity of Interactive Read-Aloud Activities

Interactive

Read-Aloud

Activities

Data Sources

Teacher’s Notes Researcher’s Journals

Before

Reading

Teacher introduced the book

to prepare the students by

giving brief explanation

about the author, the cover,

the picture and the text.

Teacher asked the students

to make their first prediction

about the story by using the

cover illustration.


to tell the brief story if the

title was familiar to them.

Teacher explained the

differences of the author, and

the illustrator.

Teacher gave some

explanation about printing

concept such as color,

shapes, and picture situation.


to make their prediction

about the story by using the

illustrations as the clues.

During

Reading


prediction before read-aloud

each episode.

Teacher gave opportunity to

each student to tell their

prediction and their analysis

one by one.


to analyze the text and

picture on the book to make

a prediction.

Teacher accepted all of the

students’ predictions and did

not correct them.

42

Interactive

Read-Aloud

Activities

Data Sources

Teacher’s Notes Researcher’s Journals

During

Reading

Teacher guided the students

to use text and illustrations

on each episode as the clues

of their prediction

Teacher related the text and

illustrations to explain the

story.

Teacher kept attention to the

printing concept to make the

story to be told clearly.

Teacher gave the students

opportunities to ask

questions about the story or

unfamiliar vocabularies.


opportunities to answers or

comment other students

question and ideas.

Teacher gave some minutes

to the students to think,

analyze, and discuss their

answers.

Teacher used her finger to

point text and picture while

read-aloud.

Teacher gave some

explanation about unfamiliar

words.

Teacher gave opportunities

to students to ask, comment,

and share their ideas about

the story.

Teacher made further

predictions based on what

happened on the text.

Teacher related the story to

the students’ real life or story

that they had already known.

Teacher reread the previous

episode if it was needed to

give explanation to the next

episodes.

Teacher waited for minutes

before the students gave

their answers.

After Reading

Teacher welcomed questions

about the story or language

features.


to retell the story by using

their own words.


to tell the moral value of the

story.

Teacher summarized the

story after reading the all

episodes.


opportunity to retell the story

by using their own words.


the moral value of the story.

43

Table 3.2

The Validity Result of Interactive Read-Aloud Activities

Interactive Read-Aloud Activities

Before Reading During Reading After Reading

Teacher guided the

students to discuss the

title, illustration, and

character of the story.

Teacher asked the

students to give prediction

based on the text and

illustration.


opportunity to retell the

story.

Teacher asked the

students to give their

prediction before opening

the book.

Teacher asked the

students to give prediction

based of the students’

prior knowledge.

Teacher asked the

students to express the

message or moral value of

the story.


opportunity to share other

related story.

Teacher facilitated the

students to involve in

open-ended question.

Teacher summarized the

story.

H. Book Selection Methodology

Book selection methodology was conducted when the researcher chose

reading material used for interactive read-aloud activities in teaching reading

narrative text. According to Vardell, et al, a teacher should select appropriate

books for English students based on their age and interest level.16

In other

words, when matching the students with the books, the researcher must

consider some specifications. Vardell et al also stated four essential elements

for selecting books. They are content accessibility, language accessibility,

visual accessibility, and genre accessibility.17

For content accessibility, the researcher considered the familiar issue

around the students. If they had already known about the topic or content, it

was effective to transfer information from the books to their understanding.

Then, the researcher considered the books based on language accessibility. The

16

Slyvia M. Vardell, Nancy L. Hadaway, and Terrell A. Young, “Matching Books and

Readers: Selecting Literature for English Learners”, International Reading Association, 2006, p.

735. 17

Ibid.

44

text should include the students’ level of vocabulary. These two categories in

language accessibility were considered to make sure that the students could

guess the text. In addition, the researcher kept attention to the visual

accessibility. It meant that the books provided illustrations. The illustrations

were used by the students to figure out the meaning of the text. The last thing

the researcher considered was genre accessibility. Because she wanted to teach

narrative text, the books included the generic structure and language features of

narrative text.

Those considerations motivated the researcher to choose picturebook.

Picturebook is one of alternative reading material that is appropriate to

interactive read-aloud. According to Wolfernbarger & Sipe, picturebook is a

book in which the story depends on the interaction between written text and

image and where both have been created with a conscious aesthetic

intention.18

. Picturebook, which include narrative genre, in many previous

researches was used for read-aloud. In this research, the researcher chose

fiction picturebook based on the need of teaching narrative text. She chose

Kamishibai Man (written and illustrated by Allen Say), Cinderella’s Step Sister

and the Big Bad Wolf (written by Lorraine Carey and illustrated by Migy

Blanco), and The Librarian of Basra (written and illustrated by Jeanette

Winter). She chose these picturebooks because they accomplished to the

essential elements of selecting book. These picturebooks were appropriate to

the age and the level of the eighth-grade students.

18

Wolfenbarger and Lawrence R. Sipe, op. cit., p.273.

45

CHAPTER IV

RESEARCH FINDINGS

A. Data Description

In this part, the researcher described the activities of interactive read-aloud

in teaching narrative text. It aims to answer research question: “How did the

teacher use interactive read-aloud to teach narrative text at the eighth-grade

students in SMP Muhammadiyah 17 Ciputat?” The interactive read-aloud

activities were recommended by Fisher, et al and Scanlon, et al that were

written on the theoretical framework.

1. Interactive Read-Aloud Activities

Referring to the theoretical framework, there are three main stages of

interactive read-aloud: before reading, during reading, and after reading. Each

stage includes some activities in reading. In this research, the researcher

experienced the stage before interactive read-aloud was begun in the class. The

researcher called this stage as “prior”. The explanation above described how

interactive read-aloud activities that includes prior reading, before reading,

during reading, and after reading.

a. Prior Reading

Selecting books

There were many things the teacher must prepare before conducting

interactive read-aloud activities in teaching narrative text. First, she chose

some books to be used in the reading activities. The books must appropriate

with the students’ interest and level. She chose Kamishibai Man, Cinderella‟s

Step Sister and the Big Bad Wolf, and The Librarian of Basra. The books were

chosen based on the criteria of book selection methodology such as content

accessibility, language accessibility, visual accessibility, and genre

accessibility that were written on the research methodology (Chapter III, pp.

42-43). In addition, the picturebooks facilitated the teacher to teach narrative

text. The text consisted of narrative generic structure such as orientation,

46

events and resolution. Also, the picturebooks included narrative language

features. For instance, the text used past tenses and chronological order.

Considering the order of books for reading

These picturebooks would be read for three meetings. Kamishibai Man

was read in the first meeting. The teacher had been familiar with the story. She

ever did read-aloud using this picturebook in Mrs. Tati’s research. The story

was interesting since it told the changing of people’s traditional habit into

modern. The teacher thought that as being used for first meeting, this

picturebook could attract the students to read other picturebooks. Cinderella‟s

Step Sisters and the Big Bad Wolf was read in the second meeting. The teacher

had not read it yet. As the reflection of the first meeting, the students were still

shy to interact to the teacher. The story consisted of popular story such as

Cinderella, Snow White, Hansel and Gretel, and Little Red Riding Hood. It was

possible if the students would participate more active since they knew what

they read. So, she used this picturebook to improve the students’ interaction

during reading. The Librarian of Basra was read in the third meeting. She had

known the story from Mrs. Tati’s research. The teacher felt amazed with the

character of this story. It was Alia, a muslim librarian who tried to save books

from fire. The teacher wanted to share this feeling to the students. She also

wanted to show the students that there were picturebooks that adapted Islamic

story.

Practicing interactive read-aloud

After getting the picturebooks, the teacher did practicing and previewing.

The teacher used video recorder in practicing the picturebooks. She recorded

herself while reading the book. Then, she would watch the video to analyze her

intonation, pronunciation, and expression. She also simulated to use pauses to

build conversation with the students. She read the picturebooks to see where

she could use stops and when she asked the students to build interaction while

reading aloud. She also trained how she pronounced the words correctly and

used intonations. The teacher realized that in interactive read-aloud she become

the model of fluent oral reading. So, she had to keep attention to the

47

pronunciation, intonation, and gesture while reading. That was why the teacher

needed practice. This activity was done a day of each meeting.

b. Before Reading

In the stage of before reading, the activities focused on analyzing

picturebook cover. She showed it in front of the students.

Discussing the title, illustration, and the character of the story

First, she guided the students to discuss the setting and the character of the

story. The teacher used the title and the illustration of the cover. This activity

was done in all meeting. This following dialogue was the example when the

teacher read Kamishibai Man.

Teacher : “Kira-kira kalau dari judulnya, cerita dalam buku ini berasal dari

mana?”

Student 1 : “Emm... Di India mungkin.”

Teacher : “India. Ada lagi? Student 5, (menurut kamu) dari mana?”

Student 5 : “Mmm...”

Teacher : “Coba nih.. Kamishibai...”

Sudent 7 : “Cina! Cina!”

Teacher : “Cina. Terus ada (pendapat lain) lagi?”

Student 1 : “Jepang!”

Besides the setting of the story, the teacher also asked the students to

discuss the character of the story. The teacher used the illustration of the cover

to give the clues of who the character of the story. This following dialogue was

the example when the teacher read Kamishibai Man.

Teacher : “Coba lihat covernya. Dari gambarnya, kira-kira ini siapa?”

Student 1 : “Tukang..... Tukang permen.”

Teacher : “Tukang permen. Kenapa kamu bilang ini tukang permen?

Student 1 : “Soalnya ini ada gambar permen-permennya gitu.”

Teacher : “Oh, ada gambar permennya gitu. Terus yang lain?”

Student 2 : “Perpustakaan keliling.” (He pointed the picture of shelves).

Making prediction before opening the book

The teacher also asked the students to make a prediction about the story in

before reading stage. They related the title with the pictures on the book to get

48

some clues for their prediction. They explained the reasons of their prediction

based on their analysis. The teacher asked the students one by one. These

following dialogues from reading The Librarian of Basra showed this activity.

Teacher : “Sekarang saya akan membacakan buku cerita yang berjudul The

Librarian of Basra. Coba menurut kamu ini menceritakan tentang

apa?

Student 7 : “Tentang penjaga perpustaakan”

Student 1 : “Emm... Wanita tua yang menyumbangkan bukunya untuk orang yang

gak mampu.”

Teacher : “Analisis kamu apa?”

Student 1 : “Soalnya kan itu ada buku-buku, ada kantongnya juga.”

Teacher : “Ooh. Terus kalau menurut Student 4?”

Student 4 : “Penjaga perpustakaan.”

Giving the students opportunity to share other related story

The three activities above were done by the teacher when reading all the

picturebooks. Additionally, when the teacher used a picturebook that has

familiar title, she gave the students opportunity to tell the story briefly. It

happened when the teacher only read Cinderella’s Step Sisters and the Big Bad

Wolf.

Teacher : “Kamu tau cerita Cinderella?”

Students : “Tau.”

Student 3 : “Itu ceritanya yang sepatunya copot, hilang.”

Teacher : “Menceritakan tentang apa tuh cerita Cinderella?”

Student 2 : “Cinderella menceritakan tentang seorang putri yang memiliki saudara

tiri dan ibu tiri. Dia selalu disiksa oleh mereka. Suatu hari dia datang

ke pesta dan sepatu kacanya ketinggalan di istana”

The stage of before reading aimed to help the students prepare the story.

The activities guided the students to make prediction of what the story about. It

built the students’ expectation to proof whether their prediction was right or

wrong. So, the students had the purpose to read the book until the end. Giving

prediction also gave the students opportunity to actively participate in reading

49

from the beginning. It was seen from the discussion and sharing idea by

analyzing the cover.

c. During Reading

In this part, the teacher began to read the book. The teacher opened the

book and displayed it in front of the students. She read the book based on her

practice before reading. The teacher used pauses to make conversations with

the students. She point words and illustrations by her finger to help the students

concentrate and focus.

Making prediction based on the text and illustration

The general activity of during reading included story discussion with the

students. Prediction was used to build the discussion. The teacher asked the

students’ prediction before reading each episode. They had to answer some

questions from her such as “What is this picture telling about?” and “What do

you think she do?” The students had to predict story they had never heard

before. They also must tell the reasons of their prediction. So, they used the

text and the illustration to get the clues. The teacher did this activity in all

meetings. This following dialogue was the example while reading Cinderella‟s

Step Sisters and the Big Bad Wolf.

Teacher : “Apa nih kira-kira ceritanya?”

Student 3 : “Ibu tiri dan anak-anaknya lagi ngobrol tentang undangannya. Terus

Gertie itu seperti lagi berlatih buat dansa gitu.”

Teacher : “Terus? Jadi menurut kamu Gertie ini lagi berlatih berdansa gitu?”

Student 6 : “Iya seperti yang Student 3 jelasin tadi.”

Teacher : “Coba kita baca ya. „Oh. look!‟, said Mrs. Ugly. „We‟re invited to a

grand ball at the palace tonight!‟ „Oh lihat kita diundang di pesta

kerajaan yang besar di istana malam ini.‟ Ini invitation nya the grand

ball.

Making prediction based on the students’ prior knowledge

The teacher also involved the students’ prior knowledge to make

prediction. It aimed to build more discussion. Sharing what the students

already known would attract them to discuss more. This activity made the

50

students’ to give spontaneous responses. Since they knew what other student

told, they eagerly to engage in the discussion. The story of Cinderella‟s Step

Sisters and the Big Bad Wolf consisted of some popular stories. One of them

was Hansel and Gretel. So, the teacher asked the students to tell the brief story.

Teacher : “Ini cerita apa?”

Student 2 : “Hansel and Gretel”

Teacher : “Kenapa?”

Student 4 : “Itu anaknya ada dua.”

Student 2 : “Iya itu ada dua anak.”

Student 1 : “Bukannya Hansel dan Gretel itu cowo?”

Student 2 : “Ada yang cewe ada yang cowo.”

Teacher : “Jadi ini dari film Hansel and Gretel. Film Hansel and Gretel itu

seperti apa?”

Student 3 : “Tentang dua anak yang ada di hutan terus menemukan rumah

coklat.”

Student 1 : “Itu tentang ibu tiri gitu terus dia mengusir dua anak ini dan

ditinggalin di hutan. Lalu dia nangis-nangis gitu. Terus mereka masuk

ke dalam sebuah rumah. Ternyata di dalam rumah itu ada seorang

penyihir.”

Facilitating the students to involve in open-ended question

In reading the story, the teacher facilitated the students to asking questions.

They might ask about the story they did not understand, the issue of the story,

and the vocabulary. The teacher answered the questions indirectly. She gave

opportunity to other students to answer the question. It automatically built

conversation between the students. The following dialogue was the example

while reading The Librarian of Basra.

Teacher : “Secara sembunyi-sembunyi dan rahasia dia menyelamatkan buku-buku

ini.”

Student 3 : “Kenapa Ibu Aliya sembunyi-sembunyi menyelamatkan bukunya?”

Teacher : “Kenapa coba? Kenapa dia harus sembunyi-sembunyi menyelamatkan

buku-buku itu?”

Student 1 : “Mungkin karena dia gak mau penduduk yang lain tau kalau

perpustakaannya dipindahin. Seperti ada penyelundupan gitu.”

51

In during reading stage, the activities were built to give the students

opportunity for interaction. The students could actively participated by giving

prediction, asking question, and sharing story. The teacher provided time to

wait them to think, to discuss to the nearest students, and to tell their idea. They

would find whether their prediction was right or wrong. These activities also

gave the students to assess themselves about how detail they analyzed the

story. But, the teacher was avoided to talk about predictions as being right or

wrong. The teacher also welcomed questions and comments in their

conversation during reading. The students could involve actively in reading by

giving spontaneous reactions and discussion during reading. She also wanted

the students felt be appreciated by giving their idea about the story, while she

and other students were listening.

d. After Reading

There are many activities of after reading. The teacher used retelling story,

telling the message, and summarizing the story.

Retelling the story

In this class the teacher asked the students to retell the story. She would

ask “If someone asks you about this book, what will you say?” Then, they

answer the questions by their own words. For instance, this dialogue when the

teacher read The Librarian of Basra:

Teacher : “Coba kalau menurut kamu ini kalau saya minta kalian retell, buku

ini menceritakan tentang apa?”

Student 6 : “Menjaga buku.”

Student 1 : “ Tentang perlindungan. Jadi seorang penjaga buku yang melindungi

buku karena buku itu menurutnya sangat penting sekali karena

dalam Surat Al-„Alaq kita diwajibkan membaca, makanya dia sangat

melindungi buku. Supaya yang lain pada tau betapa pentingnya

buku.”

Teacher : “OK bagus! Kalau Student 6?”

Student 6 : “Tentang sejarah dan pelajaran yang lain.”

52

Teacher : “Coba kalau Student 5 ditanya ini buku tentang apa, kamu jawabnya

apa?”

Student 5 : “Tentang seorang penjaga perpustakaan yang harus melindungi

bukunya entah ke mana. Karena kan bukunya sangat penting dan

bersejarah. Ada juga buku tentang Nabi Muhammad. Jadi dia ingin

semua orang tau sejarahnya Nabi Muhammad. Makanya dia sangat

ingin menyelamatkan buku itu.”

Teacher : “Good! Kalau Student 4?”

Student 4 : “Kisah seorang pencinta buku yang ingin menyelamatkan buku dari

peperangan.”

Teacher : “Iya. Kalau Student 7?”

Student 7 : “Seorang penjaga buku yang menyelamatkan buku dari

perpustakaan.”

Explaining the message of the story

The teacher also asked the students the message of the story. She would

ask the students “What did you learn from the story?”

Teacher : “Pelajaran apa yang bisa kamu ambil dari cerita ini?”

Student 1 : “Emm, jadi gini. Janganlah berusaha menjadi jahat karena

perbuatan jahat akan membawa kesialan atau keburukan.

Kesialannya dapet dari mana?”

Student 5 : “Jadi diri sendiri aja.”

Student 6 : “Sebagai sesosok ibu jangan menjadikan anaknya jahat. Seorang ibu

tuh jadikan anaknya menjadi baik. Harusnya dia bangga kalau

anaknya baik.”

Teacher : “Ah iya malah ini disuruh jadi jahat ya. Student 7?”

Student 7 : “Jangan jadi jahat karena perbuatan jahat ada balasannya.”

Summarizing the story

In the end, the teacher summarized the story. She connected the real story

to the students’ story retelling. The dialogue of reading Kamishibai Man was

the example of this activity.

Teacher : “Jadi, kita sepakat buku ini menceritakan tentang seorang kakek,

seorang pendongeng yang sambil mendongeng sambil jualan

permen. Terus suatu hari profesinya itu terganggu karen televisi jadi

53

anak-anak itu lebih tertarik melihat televise dibandingkan cerita-

cerita kakek ini. Jadi kalau kita lihat kakek ini pensiun karena

apa?”

Student 4 : “Karena dia sudah tua.”

Teacher : “Iya. Kalau kita lihat dari cerita tadi karena apa?”

Student 4 : “Karena gak ada anak yang mau mendengarkan cerita.”

Teacher : “Iya. Bagaimana kakek ini bisa bercerita kalau tidak ada yang

mendengar. Karena dia kangen, dia pergi lagi melihat suasananya.

Kalau kita liat ini berarti dia masih muda ya. Berarti lama sekali

sampai desa itu berubah jadi kota. Itu kan butuh waktu lama kan?

Supaya ada bangunan. toko-toko. Lalu dia kembali lagi bercerita di

depan anak-anak yang dulunya mendengar cerita dia.”

In this part, the teacher could evaluated whether the students following the

read-aloud or not. She would know how far the students understood the story.

Besides, she would know how well she conducted interactive read-aloud

activities. If there were still miss understanding from the students, it meant she

had to develop the way she read the story better. It was also the opportunity for

the students to value themselves and other students.

Table 4.1

Interactive Read-Aloud Activities

Interactive Read Aloud Activities

Prior Reading Before Reading During Reading After Reading

Selecting books. Discussing the

title, illustration,

and character of

the story.

Making prediction

based on the text

and illustration.

Retelling the story.

Considering the

order of books for

reading.

Making prediction

before opening the

book.

Making prediction

based of the

students’ prior

knowledge.

Explaining the

message of the

story.

Practicing

interactive read-

aloud.

Giving opportunity

to the students to

share other related

story.

Facilitating the

students to involve

in open-ended

question.

Summarizing the

story.

54

2. The Students’ Participation

In this part, the researcher explained the students’ participation toward

interactive read-aloud activities. It was based on the first sub research question:

How did the students participate during interactive read-aloud activities? In

this question, the students’ participation was seen from how the students paid

attention, gave question and answer, gave comment, and react to the others

opinion. The researcher used data from teacher’s notes and researcher’s

journals to answer the question.

In interactive read-aloud, the researcher gives the students opportunity to

actively participate in reading. The researcher found that the students show

active participation in the different form. In addition, the researcher saw the

change of the students’ participation from three meetings.

Three students were excited to follow the activities of interactive read-

aloud. They were enthusiastic to discuss the story while reading. They were

Student 1, Student 2, and Student 3. Their participation was indicated by how

they actively followed the discussion. For instance, when the researcher asked

the students to predict an episode of the story, Student 1, Student 2, and

Student 3 would take time to analyze the text and illustration. They would bend

their body to see the picturebook close. They waited their turn to speak. After

the researcher mentioned their name, they would answer the researcher’s

question using their prediction. When other students were speaking, they

listened to them and gave comment without the researcher asked them. Their

participations were constant from the meeting 1 until meeting 3.

However, two of them tend to be quite during the discussion. But, when

the researcher asked them question, they could answer it. They were Student 4

and Student 5. For example, during the discussion they only speak if the

teacher asked them question. When other students expressed their ideas about

the story, Student 4 and Student 5 did not give response. But, in the end of

reading, the researcher asked the students to retell the story. Student 4 and

Student 5 could give long answer. They also expressed their feeling about the

story. The researcher assumed that the Student 4 and Student 5 more

55

participate in reading inside their brain. They needed time to prepare the

elaboration of their answer and told it when they were ready.

Two other students seemed afraid and threatened in the reading discussion.

They were Student 6 and Student 7. For example, they looked panic when the

researcher asked them some question about the story. They often used the same

answer as the other students had told in the discussion. It happened in the first

meeting. But, in the second and third meeting, they showed the change of

participation. They could enjoy the reading and did not seem afraid again. They

began to involve in discussion by answering the researcher’s question and

giving comments.

This finding showed that all students as the participants of interactive read-

aloud participated actively. The active participation included different form.

There were students showed their interest in the full of discussion and there

were students waited the appropriate opportunity to express their reading

analysis. In addition, there were students who showed the increasing of

participation. It indicated that interactive read-aloud could stimulate the

students to more actively participate in reading classroom. The researcher

assumed the increasing of this participation happened since the students had a

freedom to interact during reading discussion.

3. The Benefits of Interactive Read-Aloud to Students

In this part, the researcher explained the benefit of interactive read-aloud

activities on students’ narrative reading comprehension. It was based on the

second sub research question: What were the benefits of interactive read-aloud

to the students‟ narrative reading comprehension as perceived by the students?

In this question, the researcher wanted to know what benefits the students

achieve from interactive read-aloud to their reading understanding, in case of

narrative text. The researcher used data from interview to answer the question.

Reading comprehension related to the text understanding, desire to read

and enjoyment. These indications were felt by the students. In the interview,

the students said that they got some benefits learned narrative text through

56

interactive read-aloud activities. First, they understood the stories more.

Different from reading full text with monotonous techniques, reading by

interactive read-aloud activities helped them to know details of the stories.

Second, they felt be appreciated in interactive read-aloud activities. It was

because they could share their ideas. They were heard by the researcher, who

became the teacher in this club, and the other students. Even though they had

limitation of English, they were confident enough to tell their ideas and

opinions since they were appreciated. In addition, the students enjoy the

reading. They did not feel threatened of being questioned since the teacher did

not focus on right or wrong answers. They also did not feel bored during three

meetings of read-aloud activities.

The findings showed that interactive read-aloud give benefits to the

students’ reading comprehension, especially reading narrative text. These

benefits related to the previous researches conducted by Scanlon, et al and

Fisher et al that were stated in the theoretical framework (Chapter IV, p. 22).

B. Explanation

From the description of interactive read-aloud activities, it can be seen that

the teacher gave many opportunities for the students actively participate before

reading, during reading, and after reading. They could get deeper

understanding about the meaning of the text through discussion. It built both

the students’ active participation and active thinking. The active participation

was developed from the interaction of teacher to students and student to

student. This occurred because the teacher did open-ended questions and let the

students gave comments to each other. However, active thinking occurred from

making prediction. The teacher asked the students’ prediction of what the story

about from the beginning. It encouraged the students’ expectation and desire to

read the story until finish. In addition, the teacher always asked the students to

analyze, coordinate, and interpret the story. Although the teacher read the

book, the students also actively read it. By conducting interactive activities, the

57

students enjoyed the reading. They had opportunities to share their idea and

comments. The teacher also let them to express their feeling about the story.

However, the researcher found that to conduct interactive read-aloud, the

teacher should prepare many things. First, she had to find appropriate reading

materials. The teacher should consider the level of students to decide what text

she would use. The text may include interesting topic and appropriate

vocabularies with the students’ capability. The teacher had to spend her time to

preview and practice the text. She must be able to performance in front of the

students. While performing she had to use correct pronunciation, intonation,

and expression. She also had to build interactions with the students by using

pauses in the right part. So, many things the teacher should prepare before

conducted interactive read-aloud activities.

In other words, there are many benefits of using interactive read-aloud

activities. It helped the students to fully participate while reading. There are so

many opportunities are served for the students participate and think actively.

The students can get deeper understanding and more detailed information of

what they read. As the result, the students can comprehend the text. However,

many things the teacher should prepare before using interactive read-aloud.

She had to spend a lot of time for book chosen, preview the book, and practice

for performance.

58

CHAPTER V

THE CONCLUSIONS AND SUGESSTIONS

A. Conclusions

This research was conducted to explore interactive read-aloud activities in

teaching narrative text and the students’ responses. The researcher posed the

first research question: How did the teacher use Interactive Read-Aloud to

teach narrative text at the eighth-grade students in SMP Muhammadiyah 17

Ciputat? From this question, the researcher explored three main stages in

interactive read-aloud. The stages were before reading, during reading, and

after reading. In before reading, the teacher gave the students opportunity to

discuss and predict what the story about by using picturebook cover as the

clues. In during reading, the teacher asked the student to make predictions and

facilitated them for questioning and answering. In after reading, she asked the

students to retell the story and tell the message of the story. She also

summarized the story in the last activity. In other words, the teacher involved

interaction between students while reading.

The researcher also posed two sub research questions: How did the

students’ participation in interactive read-aloud activities? What were the

benefits of interactive read-aloud to the students’ reading comprehension as

perceived by the students? Related to students’ participation, the researcher

found that the students indicated active participation, but in the different form.

The researcher also found the change of the students’ participation. Some

students indicated more active participation in each next meeting. From the

interview, the students said that they more understand the story, they felt be

appreciated because they have opportunity to be listened, and they enjoyed the

story through interactive read-aloud. It indicates interactive read-aloud has

benefits to the students’ narrative reading comprehension.

59

B. Suggestions

Teacher who wants to use interactive read-aloud should prepare many

things. The teacher must choose appropriate books related to the students’

ability. She can follow book selection methodology for reading classroom.

There are other preparations before reading such as practicing and previewing

the books. Also, she has to practice her performance in reading the book, such

as intonation, expression, and gesture. Related to the students’ responses, the

teacher must manage the time for the students’ interaction. The teacher makes

sure that all students get the same opportunity to speak. Although the students

can interact freely, the teacher must make sure the interaction is in control and

focus.

As the additional suggestions from this research, the researcher found that

the use of picturebook is appropriate in teaching narrative text. It facilitates the

students to indirectly learn about plot, character, setting, and other narrative

elements. It also provides illustrations that can be used to sharpen the students’

story analysis. So, picturebook can be an alternative material in reading

classroom. In addition, the process of information sharing in interactive read-

aloud activities can support the development of students’ comprehension. They

have to analyze the story, connect it to their prior knowledge and real life, and

retell it in their own word. These activities related to reading complexity such

as analysis, coordinating, and interpreting, where this process will serve

reading comprehension.

60

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Appendix 1

Preliminary Study

A. The School and Class Condition

The researcher conducted her research in SMP Muhammadiyah 17

Ciputat. It was the school which she also did her teaching practice as a teacher

trainee for four months. She knew the condition of the school and the situation

of teaching and learning in the class. The school consisted of four classes for

each grade, where there were thirty five until forty students in each class. The

condition of building and classes were good. But, many students were not

seriously in learning, especially for English course.

As the example, the researcher ever taught in eighth-grade class to replace

the English teacher. He said that he had instructed the students to write recount

text, but they had not finished it yet. In the day I came to the class, they only

needed to continue the writing and collected it. There were only eight students

who collected the task, meanwhile the others did not do it. This condition

usually happened. It did not only happen in English course, but in other courses

also. As the result, the students who took serious while learning would be

disturbed. It would waste their time since the other students disturbed the

teaching and learning in the class. As the result, they could not follow the

course maximally.

This school did not have foreign language extracurricular as other schools

had. Based on the interview with Mr. Tantowi, one of eighth-grade English

teacher, the school did not facilitate the students in the language development

such as organizing Reading club as the school extracurricular. Whereas,

according to him, by Reading club the students who took serious in English

course would have opportunity to improve their skill. It could be conducted

inside the class because of the condition which did not support it. Actually,

there were students who had good knowledge and skills in English. But, it

cannot be shown because they were not facilitated by the school.

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B. Interview with the English Teachers

The researcher began the research by interviewing Mr. Tantowi. He was

one of eighth-grade English teachers. The researcher asked him about the

condition of the students while learning English in the class. He said that it was

concerned condition. For forty students, there were only eight or ten students

who really followed the teaching and learning process. He was interfered with

the students who made noise, slept, and did not pay attention while teaching.

He often took the students outside because they did not do their homework.

Even one day there were only five students learned in his class. He did it to

give the students, who really want to study, a maximal lesson.

Then, the researcher asked him about the book used for teaching and

learning in the class. He told that the students only used LKS (Lembar Kerja

Siswa) or workbook. They could not use English course book because of cost

limitation. Most of the students came from low economic family. That was

why the students only had LKS. But, Mr. Tantowi used his own English course

book to give the students additional material. He often wrote the material and

exercises on the whiteboard to be written by the students on their note book.

Based on the curriculum, text material in eighth-grade were narrative and

recount text. The students had learned narrative text. The researcher asked Mr.

Tantowi how he taught the students about text. He told the researcher that he

used text and exercises on the LKS. The students would read the text, wrote it

on their note book, translated it, and answered the questions related to the text.

Actually, he wanted to use other method such as using picture. But, the

condition of the students did not support it. In addition, it was a big class with

many students there. The same thing also happened to Mrs. Diana, another

eighth-grade English teacher. She said that the students who were not serious

during learning did not support her to use more effective English method. It

could be seen how many students who followed the teaching and learning. It

would disturb the other students who really wanted to study. They could not

get the material maximally because of the condition in the class.

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C. Research Preparation

After interviewing Mr. Tantowi and Mrs. Diana, the researcher told them

that she wanted to do her research about exploring interactive read-aloud

activities in teaching narrative text for eighth-grade students. To conduct this

research, she would build a reading club. They were so enthusiastic to hear

that. They hoped by this club, the students had opportunity to get more English

knowledge. Then, Mr. Tantowi and Mrs. Diana helped the researcher to

promote this club to the class. She said that she needed ten until twelve

students. There were no specific criteria to be the participants. The students

only needed to spend their time, outside the class, to follow this club for the

research.

The next day, the researcher got twenty students‟ names from Mr. Tantowi

and Mrs. Diana. Then, she selected the names without knew the students‟

capability in English. She decided to choose Daffa, Faisa, Fanny, Rizki, Ikke,

Aliffia, Ismayani, Laras, Bela, Fita, M. Rizki, and Abel. She asked them to

meet her after the school. But, there were only few students who came. Then,

she selected the students again. In the first meeting, there were eight students

participated the club. They were Daffa, Rizki, Ikke, Aliffia, Fita, Bela, Fanny,

and Faisa. But, in the second meeting Fanny and Faisa left the club. So, in the

second meeting the researcher chose Daffa, Rizki, Ikke, Aliffia, Fita, Bela and

Mutiara. They followed the reading club voluntarily.

Then, the researcher decided the reading materials. She would use

picturebooks. She borrowed some picturebooks from Mrs. Tati, one of her

research advisors. She chose Kamishibai Man, Cinderella‟s Step Sister and the

Big Bad Wolf, and Librarian of Basra. Kamishibai Man, written and illustrated

by Allen Say, is a Japanese story. The students had not heard the story before.

So, the researcher used this book to build prediction and analysis during read-

aloud. Cinderella‟s Step Sister and the Big Bad Wolf, written by Lorraine

Carey and illustrated by Migy Blanco, is the development of Cinderella story

telling. There are additional characters in the story. It also involves other

stories such as Snow White, Hansel and Gretel, and Little Red Riding Hood.

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Those stories had been known by the students. So, this picturebook was used to

involve the students‟ prior knowledge in reading. Librarian of Basra, written

and illustrated by Jeanette Winter, was a true story. It was inspired from war in

Arab. This book is interesting because it tells about Moslem history.

The teacher also previewed and practiced reading the books. She read the

book to see where she could use stops and when she asked the students to build

interaction while reading aloud. She also trained how she pronounced the

words correctly and used intonations. The teacher realized that in Interactive

Read-Aloud she become the model of fluent oral reading. So, she had to keep

attention to the pronunciation, intonation, and gesture while reading. That was

why the teacher needed practice. The teacher called these activities as the

preparation before reading.

The researcher asked the headmaster to used library for her research. She

used library to conduct the activities of read-aloud with the students. It was not

too big. It had same size with classroom. There was air conditioner. In this

room, the students had to take off their shoes. The researcher and the students

sat on the floor. The students sat around the researcher, while she sat in front of

them. It was to make all of the students could see the book clearly.

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Appendix 2

Data Sources

A. Teacher’s Notes and Researcher’s Journals

These data sources were written for each meeting. The teacher‟s note was

written about what the teacher did in the implementation of interactive read-

aloud activities. She wrote it sooner after met the students and before watched

video recording. It aimed to get the data purely from the teacher‟s perspective.

The researcher‟s journal was written as a researcher who saw a teacher

conducted interactive read-aloud activities. She wrote it by watching video

recording. This aimed to recheck the teacher‟s notes. Because the researcher

was also a teacher, the researcher needed to wrote researcher‟s journal after

watching video recording to complete data from teacher‟s notes.

1. Meeting 1

Teacher’s Note

This was the first meeting of reading club. It was Thursday, 20 April 2017

at 7 a.m. The teacher had asked permission to the headmaster, so she was

allowed to call the students who would be the participants. They were Daffa,

Rizki, Ikke, Aliffia, Fita, Bela, Fanny, and Faisa. The teacher got a variety of

the students‟ expression when she called the students from the class. Daffa,

Rizki and Ikke looked so happy and enthusiastic to follow the club. Aliffia,

Fita and Bela were surprised. They asked the teacher why they were chosen to

follow the club. The other students, Fanny and Faisa, looked afraid.

The teacher began the meeting by introducing herself to the students. Even

she has known the students‟ names, she asked them again to make a good

impression to the students. Then, she told them the purposes she created the

reading club. She told them that she needed them as the participants of her

purpose. She explained that she would read some picturebooks in front of them

while the students would keep attention, analyze, give their own interpretation,

give opinion, and discuss. To build students self confidence, the teacher told

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them that she did not focus on right or wrong answers. Everybody had right to

express their interpretations and ideas during reading aloud.

Then, the teacher introduced the book she would read. It was Kamishibai

Man, written by Allen Say. Because it was the first meeting, she explained the

students about picturebook. She told them about the components of a

picturebook such as kinds of cover, picture, text, and perspective on the

picturebook. She also briefly explained about the author. She did this to attract

the students‟ interest on picturebook. She wanted them like the book and

became aware of the uniqueness of a picturebook. In the teacher‟s mind, it

would help her to make the students keep attention during she read-aloud. It

also would give additional knowledge to students.

The teacher began to read-aloud by asking the students to analyze the

cover of Kamishibai Man. The students were enthusiastic to do so. They leaned

themselves to see the book closer. They spent some few minutes to think and

watch the cover. In here, the teacher asked the students‟ prediction the story of

the book. She had opportunity to guess the answers. Some students gave

different answer and analysis. Then, the teacher read the book. Since reading

aloud, she asked the students some questions to get their predictions. They had

to give reasons by relating the text and picture to explain their predictions.

After reading all of the episodes, she asked the students to retell the story one

by one. Because it was the first meeting, they looked shy and hesitant to give

their answers. Sometimes the researcher needed to mention their names to

make the students gave their answer.

Researcher’s Journal

The first thing the teacher did in the first meeting was introducing herself.

She explained them that she needed to create reading club for her research.

Then, she showed them a picturebook. It was Kamishibai Man, written and

illustrated by Allen Say. By using the cover, the teacher asked the students the

setting of the story. Some students answered differently. They answered India,

China, and Japan. After get the right answer, the teacher changed the question.

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She asked the profession of the old man on the cover. The illustration of the

cover showed an old man was standing near a bicycle with shelves and some

pictures on them. Inside the selves, there were coloring things that looked like

candy. In here, the teacher got different answers again. A student guessed that

he was a candy seller, another students said that he was a librarian. The teacher

asked the reasons of their first prediction. The students gave some explanation

by using the cover illustration. After that, the teacher briefly explained about

printing concept. She told them about the meaning of color, shape and

perspectives. She also explained about author and illustrator of a book.

Then, the teacher began to read the book. She read it by reading the text

then translating it into Indonesian language. She used her finger to point text or

picture she was explaining. The teacher still asked the students‟ prediction on

each episode. She built interaction with the students by asking what the

students guessed next. She explained the situation of the story by relating it to

the picture. The interaction seemed still dominantly were done by the teacher.

The students only talked when the teacher asked them. They did not too much

give comments and ask some question about the story.

After reading all of the episodes, the teacher compared the prediction to

the real story. If there was some confusing part, she reread the episode or read

the previous one. She asked the students to retell the story. The students must

answer the teacher‟s question about what the book told about. They gave their

answers by using Indonesian language. The teacher accepted all their answer.

She did not give correction to them. She also asked the students whether they

like the story or not.

Related to the students‟ responses, for this meeting the students still did

not confident to talk during discussion. According to the researcher, it was fair

since it was the first time they did this. They might feel afraid to be asked some

questions. They still thought about right or wrong answer. It became the

teacher‟s reflection for the next meeting. She should to make the students enjoy

the discussion. She should encourage the students‟ confidence. She had to

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improve the way she asked the students in order they did not feel under

pressure.

2. Meeting 2

Teacher’s Note

Wednesday, 10 May 2017, the teacher gathered the students for the

reading club. The gap between this second meeting and the first meeting was

long enough. It was because on the last two weeks there were try out and mid-

term examination. For this meeting, Fanny and Faisa decided to leave the club.

They said that they were not confident with their English. Although the teacher

explained them again that it was not the problem, they still wanted to leave the

club. Then, the researcher chose one student. She was Mutiara. So, there were

seven students in the club: Daffa, Rizki, Ikke, Aliffia, Fita, Bela, and Mutiara.

The teacher began the meeting by greeting them. She told Mutiara what

the purpose of the club and what she should do during the activity. She also

asked the students‟ commitment. She asked them one by one whether they still

wanted to follow the club or not. Fortunately, they all agreed to follow the club

until the end. The teacher also asked them what they felt with the previous

meeting. They said that they were happy and curious of what the story would

be read.

In this meeting, the teacher brought three books. She asked the students

what picturebook they wanted to read. They chose Cinderella‟s Stepsister and

the Big Bad Wolf, written by Lorraine Carey and illustrated by Migy Blanco.

The story of the book engaged some famous stories such as Cinderella, Snow

White, Hansel and Gretel, and Little Red Riding Hood. The teacher started to

read the book by analyzing the cover. She asked them what kind of story it

was. Then, she read the picturebook by asking their prediction, analysis,

interpretation, and conclusion of the story as the activity in the first meeting.

What different from the first meeting was the students‟ responses. They

were more active in the second meeting. When the teacher asked them to give

their first prediction by analyzing the cover, they discussed to the nearest

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student. They looked at the cover seriously and read the title repeatedly. It also

happened when she read the book episode by episode. Since there were other

stories on the book, they seemed thought harder to guess the characters and the

relations between the stories. They were more confident to tell their prediction

and opinion. Moreover, sometimes they told humor things but still focused to

follow the story. They enjoyed the activities in this second meeting.

The students‟ responses in this meeting can be the improvement from the

weakness of previous meeting. As the reflection from the first meeting, the

teacher should make the students enjoy the discussion. She improved the way

she asked them, so they did not feel be threatened. For the next meeting, the

researcher should give the students more time to think before answering. So,

they could give answers with deeper analysis.


Cinderella‟s Step Sister and the Big Bad Wolf was the second picturebook

use in this club. As there was the name of Cinderella, the teacher asked the

students to tell the story of Cinderella. The students eagerly told the story in

their own words. The teacher asked the students about the Big Bad Wolf. But,

no one student knew the story. Then, the she asked the students to analyze the

book cover. Same with the first meeting, she wanted the students to guess the

story before the book was read. The students seriously looked the cover. They

gave many prediction by relating the picture of a girl that with a wolf. From the

beginning of this meeting, the students seemed more active. They gave variety

of predictions and commented each other.

The teacher read the book same as she read the first book. Because this

book consists of many stories that the students already known, the teacher

more often asked the students to predict the episodes. In here, the students used

their prior knowledge. For example, when there was a picture of two children

and a witch, the researcher asked them what story it was. They guessed the title

of the story. There were some conversations between them to find the answer.

From their brief discussion they found that it was Hansel and Gretel story. In

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addition, some students actively asked some question to the teacher. They

asked about the character, the plot, and the vocabulary that they did not know

understand. Before answering the questions, the teacher gave opportunity to

other students to answer it. They also automatically answered their peer‟s

question before the teacher asked them.

The last thing the teacher did after reading all of the episodes was

evaluating the students understanding. She connected their first prediction to

the real story and the ending. She asked them to retell the story and told what

they feel about the story. In this meeting, the students were more active. They

did not look shy or hesitate to interact to the teacher. They looked happy with

the story and enjoy the reading.

3. Meeting 3

Teacher’s Note

This was the last meeting of reading club. It was Wednesday, 15 May

2015. In this meeting, the teacher read-aloud a picturebook entitled The

Librarian of Basra, written and illustrated by Jeanette Winter. As usual, she

asked the students to analyze the book cover. They actively told their first

prediction about the story. They also told the reasons of their prediction by

relating it to the picture of book cover. All the activities of read-aloud were

same as the two meetings before. Their responses were better than before. They

looked enjoy the reading aloud done by the researcher. They enjoyed the story

and the discussion. Without guiding by questions, the students shared their

ideas confidently.

In this meeting, the teacher asked the students to do read-aloud. They were

divided into two groups. The group one consisted of Rizki, Ikke, and Aliffia.

The other group consisted of Mutiara, Fita, and Bella. However, Daffa did not

attend the class because he was sick. Both of the group read different

picturebooks. The group one read Noodle and Lou, and the group two read The

Woman who Never Seen Eagle. The researcher gave them 30 minutes to

discuss the book. The students were enthusiastic. They tried to find some clues

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to predict the stories of the books. They used dictionaries to translate some

unfamiliar words. In this activity, they looked more active. They debated about

the relation of the pictures and text.

After 30 minutes, they did read-aloud in front of each group. They asked

them to analyze the cover and prediction. Then, they read aloud the story in

turn. They read the text first then told it in Bahasa with their own words. They

used the pictures to give their interpretation and to explain the story. They told

the details such as the characters, settings, and plot of the story in the

picturebooks. The discussion between the readers and listeners was very good.

They were not only ask and answer, but also discussed the differences

interpretation between them. They also enjoyed the practice. The researcher

saw it from the way they did the discussion actively.


In the third meeting, the teacher read The Librarian of Basra. The

activities of read-aloud were same with the first and second meeting. What

made it different was the teacher asked the students to read-aloud. It was one of

after reading activities. Before read-aloud, the students prepared themselves by

discussion in their group. They discussed the text and pictures. They related the

story to their experiences or their real life. They also used dictionary to find

some vocabulary that they did not understand. In their group, they divided

which part of each of them would read. They did previewed and practiced the

books. After that, they presented read-aloud in front of other group. They did it

same with the teacher ever done. They started by analyzing the book cover,

read-aloud, and retelling the story.

B. Interview

The interview was conducted on Thursday 18 May 2017. The researcher

interviewed two students. They are Rizki and Ikke. From the interview with

them, the researcher found that they get many benefits of learning narrative

text using interactive read-aloud. First, they more understood the stories. Not

74

like reading full text with monotonous techniques, reading picturebooks with

interactive read-aloud helped them to know details of the stories. They did not

feel bored during three meetings of read-aloud activities. In addition, they

could use their imagination when they gave their interpretation. Second, they

felt be appreciated in interactive read-aloud activities. It was because they

could share their ideas. They were heard by the researcher, who became the

teacher in this club, and the other students. Even though they had limitation of

English, they were confident enough to tell their ideas and opinions since they

were appreciated.

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Appendix 3

Video Recording Transcript 1

Date : Tuesday, 20 April 2017

Time : 07:30 a.m - 09:00 a.m

Picturebook : Kamishibai Man

00:00-05:58

Teacher : “Assalamu‟alaikum warrahmatullahi wabarakatuh.”

Students : “Wa‟alaikumsalam warrahmatullahi wabarakatuh.”

Teacher : “Perkenalkan nama saya Funny Wulan. Di sini saya ingin

mengadakan penelitian yang topiknya adalah retelling story.

Nanti saya akan membacakan buku ini, tapi sebelum saya

membaca kamu akan memperediksi cerita yang ada di buku. Di

sini saya ingin mengatakan bahwa tidak ada yang lebih pintar atau

yang lebih bodoh. Semua sama, tidak ada yang benar dan salah.

Apa yang ada di pikiran kalian, katakana saja. Karena nantinya

yang akan menjadi penelitian saya adalah apa yang kalian cerna

dari buku ini dan yang kalian prediksi. Begitu ya? Paham ya?”

Students : “Paham...”

Teacher : “Untuk hari ini saya akan membacakan buku Kamishibai Man.

Kira-kira kalau dari judulnya, cerita dalam buku ini berasal dari

mana?”

Rizki : “Eee... Di India mungkin.”

Teacher : “India. Ada lagi? Ike, (menurut kamu) dari mana?”

Ike : “Mmm...”

Teacher : “Coba nih.. Kamishibai...”

Fanny : “Cina! Cina!”

Teacher : “Cina. Terus ada (pendapat lain) lagi?”

Rizki : “Jepang!”

76

Teacher : “Jepang. Kira-kira itu ya. Ada yang bilang Cina, India, dan

Jepang. Nah, ini dari gambarnya. Coba lihat covernya. Dari

gambarnya, kira-kira ini siapa?”

Rizki : “Tukang..... Tukang permen.”

Teacher : “Tukang permen. Kenapa kamu bilang ini tukang permen?

Rizki : “Soalnya ini ada kaya permen-permennya gitu.”

Teacher : “Oh, ada gambar permennya gitu. Terus yang lain?”

Daffa : “Perpustakaan keliling.”

Teacher : “Perpustakaan keliling. Karena apa, Daffa?”

Daffa : “Soalnya ada apa... (He pointed toward the cover) Apa itu...”

Teacher : “Ini ya? (She pointed the picture of shelf).

Daffa : “Iya...”

Teacher : “Terus ini apa?” (She pointed the picture of painting).

Students : (The students kept quiet and they were looking at the cover

seriousely).

Ike : “Kaya gambar gitu bukan sih?”

Teacher : “Kaya gambar ya? Bertumpuk-tumpuk ya gambarnya?

Gambarnya gak cuma satu.”

Students : (They nodded)

Teacher : “Jadi, kesimpulannya menurut kalian ini adalah kakek tua yang

jualan permen lalu ada perpustakaan keliling dan juga ada

gambar-gambar. Gambar-gambar ini maksudnya apa sih?

Students : (They were quiet)

Teacher : “Langsung aja ya. Buku ini ditulis oleh Alen Say. Ini buku dari

luar negeri, lho. Rasanya gimana gitu megang buku dari luar.”

Students : (They laughed)

Teacher : “Setiap buku punya ciri masing-masing ya. Kalau buku ini

meggunakan hard cover. Penah liat gambar ini kan sebelumnya?

Setiap buku bergambar yang bagus pasti coretannya, warnanya,

gambarnya memiliki makna. Written and illustrated by Alen Say.

Berati penulis dan illustrator bukunya sama. Ada buku yang

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misalnya penulisnya Daffa, tapi ilustratornya orang lain. Ini siapa

kira-kira?”

Rizki : “Nenek-nenek dan kakek-kakek.”

Teacher : “Kakek-kakeknya sama kaya di cover gak?”

Students : (They nodded)

Reseaecher : “Saya bacakan ya...”

05:58-09:40

Teacher : “Ini siapa kira-kira?”

Students : “Kakek dan nenek.”

Teacher : “Kakeknya sama gak (dengan yang ada di cover)?”

Students : “Sama.”

Teacher : “Saya bacakan dulu ya. Not so long ago in Japan... Berarti di...”

Students : “Jepang!”

Teacher : “... in a small house on a hillside, there lived an old man and his

wife. Ini berarti suami...”

Students : “... istri.”

Teacher : “Even though they never had children, walaupun mereka tidak

punya anak. They called each other Jiichan and Baachan.

Jiichan is Grandpa and Baachan is Grandma. Jadi, Walaupun

mereka tidak punya anak mereka saling memanggil Jiichan and

Baachan. Grandpa itu apa?

Students : “Kakek.”

Teacher : “Grandma itu?”

Students : “Nenek.”

Teacher : “Jadi mereka seperti panggilan bapak-ibu walaupun mereka tidak

punya anak. One day, Baachan said „Jiichan, you haven‟t said a

word in three days.‟ Siapa yang nanya ini? Kakeknya ya

ngomong ke Nenek kalau Nenek ko gak ngomong sepatah

katapun dalam tiga hari. Liat deh, kaya agak lemes gitu. „Umm,

I‟ve been thinking how much I miss going on the rounds,‟ he said.

Oh ini yang gak ngomong ternyata kakeknya ya. Aku lagi kangen

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banget, lagi kangen sesuatu dia. Baachan stared „How many

years has it been?‟ she asked. „Umm, yes quite a while...but my

legs are good. And I‟ve kept the bicycle in good order.‟ Jadi

kakeknya ini lagi kangen sesuatu dan neneknya bilang sejak

kapan. Kata si kakeknya pokoknya kakinya itu udah kuat untuk

mengayuh sepeda lagi. Jadi, kira-kira kakeknya kangan ngapain?”

Rizki : “Bersepeda!”

Teacher : “Nah ini kamu liat nih ada sepeda kan. Jadi, kakek-kakek ini

dulunya suka ngapain?

Fita : “Mmm.. Berjualan.”

Teacher : “Bejualan?”

Fita : “Iya berjualan.”

Teacher : “Berjualan pakai sepeda. Jadi kakek-kakek yang udah renta, lesu,

dulunya kayanya jualan dan kangen lagi setelah sekian lama

berhenti berjualan.”

09:41-12:04

Teacher : “Ini coba kalian lihat. Kira-kira ceritanya bagaimana?”

Rizki : “Sepi.”

Teacher : “Kita bisa lihat dari apa? Gunung...”

Rizki : “Sawah.”

Teacher : “Alami banget ya. The next day, Jiichan rode his bicycle down the

hillside in the first light of morning. Keesokan harinya, Jiichan

mengendarai sepedahnya. Setelah sekian lama tidak mengayuh

sepeda lagi dari rumahnya. „Umm, how many years has it been?‟

Udah berapa lama nih katanya. „And do I remember such a fine

morning? All so fresh and young...‟ Jadi maksudnya kalau

misalnya pas keluar tuh merasa „Oh, jadi pagi itu rasanya kaya

gini ya.‟ Berarti dulunya kakek ini udah lama banget kan gak

mengayuh sepedanya, berdagang. Jadi saat dia keluar dia merasa

„Oh, pagi itu kaya gini ya‟. „Well, good morning to you, rickety

old bridge!‟ Dia ngomong sendiri. Bridge itu apa?

79

Allifia : “Jembatan.”

Teacher : “Iya jembatan. Berarti kakek ini sering lewat...”

Students : “Jembatan.”

Teacher : “...still going strong after all these years, um, mmm.‟ He began to

hum a tune.. Hum itu kaya bergumam menyanyi gitu loh.

12:05-15:02

Teacher : “Ada yang aneh gak? Kalau ini suasanya kaya gimana?”

Fita : “Pedesaan.”

Teacher : “Iya masih alami ya. Coba kamu liat ekpresi kakeknya. Dia

merasa apa?

Fita : “Lesu.”

Teacher : “Iya lesu ya. When he came to the city, he stopped humming. Lagi

enak-enaknya bergumam tiba-tiba dia berhenti. Kenapa ya? „This

isn‟t right. I must have taken a wrong turn, but there‟s that old

house I used to go by every afternoon.‟ Ini salah, kata kakek ini.

Tadinya di sini itu ada rumah tua yang saya lewati setiap siang.

Dia sebenarnya tersesat gak sih?

Students : “Gak.”

Ikke : “Dia bingung karena suasana jalanannya berubah.”

Teacher : “Dia gak tersesat ya, tapi tempatnya yang berubah. Kan beda

banget langsung dari yang suasanya alami seperti ini. Tiba-tiba

susananya jadi crowded. Liat nih ada toko-toko, ada tiang listrik,

ada truk. A car horn blasted at him, then another. Pas lagi dia

mengayuh sepeda biasanya kan motor atau mobil suka

mendahului, dan dia kaget dengan itu semua. „Why are there so

many cars all of a sudden? Look at these tall buildings! You‟d

think I was in another country!‟ Dia ngomong sendiri. Dia

bertanya-tanya apa dia ada di negara lain ya. Tapi, asumsi kamu

tadi apa? Dia gak tersesat tapi tempatnya yang berubah.”

80

15:05-17:26

Teacher : “Ini apa nih? “

Daffa : “Dia kaya ada di samping bangunan gitu.”

Teacher : “Iya ini ada temboknya ya. He pulled into a vacant lot and

panted. Dia berhenti di tampat tanah bidang, tanah yang kosong.

„Can‟t a man ride his bicycle in peace?‟ Gak bisa ya kalau orang

itu mengendarai sepedanya dalam keadaan tenang. Karena kaya

tadi nih yang dia disalib sama mobil, mungkin dia diklakson.

„Can‟t this be? There‟s that old noodle shop...used to be only

building here... that and a nice park all around. Now look at all

these shops and restaurants. They chopped down all those

beautiful trees for them.‟ Dia seperti ngomel-ngomel sendiri.

Tadinya ada tempat-tempat yang dia temui, yang dia lewati,

sekarang gak ada. Buktinya apa kalau dulu ini adalah tempat

lama?”

Daffa : “Ada sisa-sisa bangunan gitu.”

Teacher : “Terus?”

Rizki : “Ada kaya tempat masuk restauran gitu.”

Teacher : “Iya ya ini ada pintu. Ini semakin menandakan kalau dulunya

tempat ini gak seperti ini.”

17:28-19:15

Teacher : “Ini sama gak gambarnya?”

Students : “Iya.”

Teacher : “Nah, picturebook yang bagus covernya mempresentasikan cerita

yang ada di buku ini. Ini gambarnya kaya kalo di film tuh lagi di-

zoom jadi lebih dekat dan lebih detail. Nah kalau ini (She opened

the previous episode), di bagian ini si penulis ingin

memperlihatkan suasananya. Kalau ini (She opened the next

episode) lebih ingin memperlihatkan kakeknya. Shaking his head,

he slowly took the canvas off the box on his bicycle. He propped

81

up the stage and checked the story cards inside, patting each

painting. Ada story card nya. Coba liat.”

Students : (They looked at the picture)

Teacher : “Ada story card, gambar-gambar untuk bercerita. Jadi dia

sebenarnya apa ya? Tukang cerita atau tukang permen? Kita

belum tau.”

19:16-21:49

Teacher : “Ini apa nih ceritanya?”

Rizki : “Dia kaya lagi menceritakan cerita gitu.”

Teacher : “Menceritakan. Terus dia megang apa nih?”

Daffa : “Kayu.”

Teacher : “Kayu. Ternyata... From the top drawer he took out two wooden

blocks, and holding one in each hand he hit them together. A

sharp, loud clack rang out. Clack! Clack! Ternyata itu diginiin...”

Rizki : “Dipukul-pukul.”

Teacher : “Kenapa dipukul-pukul?”

Students : (They were quite)

Teacher : “Come gather around me, little ones, your kamishibai man is here

again!‟ Dia memanggil „Datang sini anak-anak kecil, kamishibai

kamu...‟ Berarti kamishibai ini adalah nama profesinya dia. „Your

kamishibai man is here again‟ Jadi dia memanggil dengan

menggunakan kayu. Kira-kira ada yang nyautin gak ya? Tadi kan

dia di sini. „Ah yes, I can see you now, all your bright faces...‟,

aku bisa bertemu kalian sekarang, melihat wajah kalian yang

berbinar...‟, „...clasping coins in your little hands...‟, „...koin-

koin yang ada di tangan kalian...‟, „...so happy to hear my

clappers...‟, „...senang sekali mendengar suara clap (kayu)...”,

„...to see your kamishibai man...‟ Ini apa?

Rizki : “Lukisan yang tadi.”

Teacher : “Lukisan yang tadi.”

82

21:50-25:05

Teacher : “Ini apa nih? (She opened the previous episode) Ko tiba-tiba ada

di sini? Tadi kan di sini (She opened the next episode)

Allifia : “Flashback...”

Teacher : “Iya flashback. Lihat nih suasanya berbeda. Ada pohon-pohonnya

dan banyak anak-anaknya. Mereka mengerumuni bapak ini.

„Patience, everyone! You‟‟ll get your sweets...‟, „Sabar semuanya!

Kamu akan dapat permen...‟, „...each and every one of you. I have

all your favorites, red ones and green ones...‟ Jadi permennya

macam-macam dan berbagai warna. „...and soft ones on stick. And

here comes that boy, the one who never has any money...umm, I‟ll

get to him later.‟ Jadi ada anak yang gak bawa uang. Liat deh di

kerumunan anak ini ada yang aneh gak?”

Allifia : “Ada.”

Teacher : “Apa?”

Allifia : “Itu ada yang sendirian.”

Teacher : “Iya dia sendirian ya. Kenapa kira-kira?”

Bela : “Dia gak punya uang.”

Teacher : “Iya dia gak punya uang. Bagaimana ekspresi anak-anak

lainnya?”

Daffa : “Antusias.”

Teacher : “Iya antusias ya sampai kepalanya mendongak ke atas. „So, which

story will it be today? The mighty „Peach Boy‟! Born from a giant

peach! But wait, let‟s start at the beginning, umm... Long, long

ago...‟ Dia mulai bercerita.

25:06-27:50

Teacher : “‟Would you like a candy?‟ Nah, dia menawarkan permen ke

anak ini. „I don‟t like candies!‟ kata anaknya. And he ran away.

Terus dia kabur. Dia kenapa ya pas mau dikasih permen dia

malah kabur. Nah, coba liat wajah kakek ini kira-kira kaya

gimana?

83

Rizki : “Bingung.”

Teacher : “Bingung.”

Bela : “Heran.”

Teacher : “Heran ya pada berkumpul di situ. Then, one night I was going

home and saw a crowd of people gathered in front of a shop. Iya

dia kaya kebingungan gitu ya lihat banyak orang berkumpul di

depan toko. They were staring at something called television. Jadi

di zaman ini dulu banget karena orang-orang seperti baru

mengenal televisi.”

28:00-30:45

Teacher : “It wasn‟t long after that when television antennas started to

sprout from the rooftops like weeds in the springtime. And the

more they grew, the fewer boys and girls came out to listen to my

stories. Ini apa maksudnya?

Allifia : “Jadi anak-anaknya itu jadi jarang mendengarkan ceritanya bapak

itu.”

Teacher : “Karena?”

Allifia : “Karena ada televise.”

Reseaercher : “Karena ada televisi. How can they like those blurry pictures

better than my beautiful painting? Ko bisa sih mereka lebih suka

sama televisi itu. Televisinya masih blurry, masih belum

berwarna. Better than my beautiful painting. Lebih baik dari

lukisan-lukisannya yang berwarna. But there was nothing to be

done. As I went around the familiar neighborhoods, the children

started to act as though they didn‟t know me anymore. Ini anak-

anak yang tadi ya yang sama dengan sebelumnya. Buku

bergambar yang bagus itu harus konsisten. Jadi orang gak

kebingungan kalau liat tokohnya makanya bajunya selalu sama.”

30:49-32:40

Teacher : “Ini lagi ngapain?”

Allifia : “Lagi nonton tv.”

84

Teacher : “Dia kaya keberisikan gitu ya. Kenapa?”

Daffa : “Karena itu... Clap...”

Teacher : “Even so, I went on clicking my clappers, and one day a little girl

poked her head out the window and shushed me. Ssshhhhhh! The

kamishibai man was making too much noise. Berisik kamishibai

man nya. Tuh liat dia lagi duduk sendirian. I sat on a park bench

and ate a candy for lunch. Dia makan permennya untuk makan

siang. Terus tiba-tiba ada si anak ini. „Why aren‟t you watching

television?‟, „Ko kamu gak nonton tv aja?‟ kata kamishibai man.

„I don‟t like television!‟ he said. „But you like my stories,‟ I said,

and he nodded his little head.”

32:42-35:50

Teacher : “Ada apa?”

Rizki : “Tadinya sepi terus jadi rame.”

Teacher : “Terus apa lagi?”

Bela : “Kembali ke suasana perkotaan gitu.”

Teacher : “Nah, berarti apa?”

Allifia : “Waktunya kembali lagi.”

Teacher : “Nah, iya. „I was that boy!‟, kata salah satu orang di sini. Jadi dia

tadi cerita apa?

Students : (They were quiet)

Teacher : “Masa lalunya yang dulu-dulu. Startled, the kamishibai man

looked up and saw that a large crowd had gathered before him.

„We grew up with your stories!‟ someone else shouted. „Kami

tumbuh dengan cerita-cerita anda!‟ „Tell us Little One Inch

again!‟ „Ceritakan Little One Inch lagi‟ „And The Bamboo

Princess!‟ „Dan The Bamboo Princess!‟ „The Peach Boy!‟ He

started to say something, and people began to clap their hands.

He took a deep bow, and the applause got louder. Jadi, orang-

orang ini siapa?”

Rizki : “Anak-anak yang tadi.”

85

Teacher : “Iya anak-anak yang tadi. Mereka sudah tumbuh dewasa dengan

profesinya masing-masing. Dan mereka datang ke sini untuk

mendengarkan cerita diri mereka sendiri.”

35:52-37:10

Teacher : “A young man with a movie camera struggled up to him. They

bowed to each other, and as the old man gave him a candy, a roar

went up. „Look, he has all the same old sweet!‟ Ternyata

permennya masih sama. Kenapa sama? Karena yang membuat

nenek yang tadi juga. And the office clerk and shopkeepers,

bankers and waitress, housewives and deliverymen, all lined up in

a big circle around the kamishibai man. Jadi mereka semua udah

memiliki profesi masing-masing.

37:11-38:30

Teacher : “Ini di mana?”

Fita : “Di rumahnya.”

Teacher : “Di rumahnya. It was dark when he got home. Baachan was

watching the evening news. The kamishibai man was the featured

story. Jadi kamishibai itu apa?”

Ikke : “Pendongeng.”

Teacher : “Iya pendongeng. „I see you had a busy day‟, she said. „It was a

good day.‟ Jiichan nodded. Hari ini hari Yang bagus ya. „Will you

going out tomorrow?‟ Apakah kamu akan keluar besok? „Umm,

yes. And the day after‟ Dan hari selanjutnya. „Then you need more

sweets‟, „That would be very nice. Umm, could you make it twice

the usual amount?‟, „I‟ll see if I have enough sugar,‟ she said,

and shut the television off. Tamat.

38:33-03:43 (Video 2)

Teacher : “Tadi berarti tempatnya ada di mana?”

Students : “Jepang.”

Teacher : “Di Jepang. Jadi ini tadi ceritanya tentang apa?”

86

Rizki : “Tentang seorang pendongeng.”

Teacher : “Tentang seorang pendongeng. Terus apa lagi? Kalau Daffa?”

Daffa : “Tentang perubahan.”

Teacher : “Perubahan. Kalau Ikke? Kalau Miss tanya ini buku ceritanya

tentang apa sih? Kalian jawabnya apa?”

Ikke : “Menceritakan tentang seorang pendongeng yang sudah lama

tidak mendongeng. Dia sudah tua. Pada suatu hari dia kembali ke

profesinya yang dulu dan dia merasakan ada yang berbeda.”

Reseaercher : “Kalau Allifia?”

Allifia : “Menceritakan tentang seorang pendongeng tua yang dulunya

berhenti mendongeng karena anak-anak lebih menyukai televise

dibandingkan ceritanya.”

Teacher : “Kalau Fita?”

Fita : (She was quiet)

Teacher : “Kalau Miss tanya ini buku tentang apa, kamu jawabnya apa?”

Fita : “Beda sama yang dulu. Kakek itu dulu menceritakan dongeng

kepada anak-anak. Lalu saat ada televise anak itu jadi gak

mendengar dongeng itu. Dan pada saat dewasa anak-anak itu

bertemu dengan kakek itu dan jadi ingin bertemu kakek itu lagi.”

Teacher : “Kalau kamu?”

Bela : “Apa ya? Tentang seorang pendongeng yang menceritakan

dongeng kepada anak-anak.”

Teacher : “Kalau Faisa?”

Faisa : (She was quiet)

Teacher : “Kalau ada yang nanya, Faisa ini buku tentang apa sih? Kamu

jawabnya apa?”

Faisa : “Menceritakan seorang penjual permen yang menggunakan

dagangan permennya untuk bercerita kepada anak-anak.”

Teacher : “Kalau kamu?”

Fanny : “Sama. Udah dijelasin semua.”

Teacher : “Ada yang lain gak?”

87

Fanny : “Gak ada.”

Teacher : “Jadi, kita sepakat buku ini menceritakan tentang seorang kakek,

seorang pendongeng yang sambil mendongeng sambil jualan

permen. Terus suatu hari profesinya itu terganggu karen televisi

jadi anak-anak itu lebih tertarik melihat televise dibandingkan

cerita-cerita kakek ini. Jadi kalau kita lihat kakek ini pensiun

karena apa?”

Allifia : “Karena dia sudah tua.”

Teacher : “Iya. Kalau kita lihat dari cerita tadi karena apa?”

Allifia : “Karena gak ada anak yang mau mendengarkan cerita.”

Teacher : “Iya. Bagaimana kakek ini bisa bercerita kalau tidak ada yang

mendengar. Karena dia kangen, dia pergi lagi melihat suasananya.

Kalau kita liat ini berarti dia masih muda ya. Berarti lama sekali

sampai desa itu berubah jadi kota. Itu kan butuh waktu lama kan?

Supaya ada buildings. toko-toko. Lalu dia kembali lagi bercerita

di depan anak-anak yang dulunya mendengar cerita dia.”

03:45-05:22

Teacher : “Amanatnya apa nih kira-kira? Apa pelajaran yang bisa kamu

ambil dari buku ini?”

Allifia : “Mungkin apa yang kita lakukan ke orang lain akan kembali ke

kita lagi.”

Teacher : “Iya Miss setuju sama kamu. Selain itu kita juga harus

menghargai waktu. Seperti kebersamaan kita sekarang. Karena

waktu itu tidak bisa kembali. Dan kita harus selalu berbuat baik

kepada orang karena perbuatan baik itu akan selalu diingat oleh

orang lain dan akan kembali ke diri kita.”

88

Appendix 4


Date : Wednesday, 10 May 2017

Time : 08:20 a.m - 09:30 a.m

Picturebook : Cinderella‟s Stepsister and the Big Bad Wolf

01:32-05:45

Teacher : “Jadi yang mana dulu nih yang mau dibaca?”

Rizki : “Yang ini!”

Teacher : “Yang ini? Yang ini judulnya Cinderella‟s Stepsister and the Big

Bad Wolf. Ada yang pernah dengar ceritanya gak?”

Mutiara : “Kalau Bahasa Inggrisnya saya gak pernah dengar.”

Teacher : “Kamu taunya ini ya Cinderella? Kalau Big Bad Wolf?”

Daffa : “Serigala buruk yang besar.”

Teacher : “Iya serigala buruk yang besar. Ini Cinderella‟s stepsister...”

Daffa : “Kakak tiri.”

Teacher : “Kakak tiri. Kakak tirinya Cinderella. Jadi kalau menurut kalian

ini ceritanya tentang apa?”

Rizki : “Cerita tentang orang sama hewan.”

Teacher : “Cerita orang sama hewan. Terus? Analisisnya apa?”

Mutiara : “Ada serigalanya.”

Fita : “Sama peri.”

Teacher : “Sama peri? Mana?”

Fita : “Itu.”

Teacher : “Oh iya ada ya.”


Teacher : “Ini Big Bad Wolf nya ya? Ini mungkin Cinderella‟s stepsister, ini

peri. Kamu tau cerita Cinderella?”

Students : “Tau.”

Teacher : “Gimana tuh cerita Cinderella?”

89

Mutiara : “Itu ceritanya yang sepatunya copot, hilang.”

Teacher : “Sepatunya copot, hilang. Menceritakan tentang apa tuh cerita

Cinderella?”

Rizki : “Cinta.”


Teacher : “Jadi, Cinderella itu siapa?”

Mutiara : “Orang...”


Rizki : “Ibu peri!”

Fita : “Seorang puteri.”

Daffa : “Dia punya saudara tiri dan ibu tiri.”

Teacher : “Ceritanya itu apa ya? Dia tersiksa gitu kan?”

Students : “Iya.”

Teacher : “Dia tersiksa selalu dimusuhi oleh siapa tuh?”

Mutiara : “Saudara tirinya.”

Teacher : “Iya. Kenapa sih dia selalu dimusuhi saudara tirinya?”

Rizki : “Mungkin karena dia bukan dari keluarganya itu.”

Teacher : “Iya.”

Allifia : “Karena dia lebih cantik dari saudara tirinya.”

Researher : “Hemm. Kenapa ya kalau tokoh yang jahat selalu tokohnya jelek-

jelek? Kaya di cerita Cinderella di Disney kan saudara tirinya

jelek-jelek banget kan? Nah, jadi analisis kamu tentang apa ini

ceritanya? Satu-satu ya. Coba Bela. Ini tentang apa, Bela?”

Bela : “Tentang putri dan peri.”

Teacher : “Tentang putri dan peri. Fita?”

Fita : “Putri dan peri dan serigala besar.”

Teacher : “Putri dan serigala besar. Ikke?”

Ikke : “Serigala sama putrinya sahabatan.”

Teacher : “Serigala sama putrinya sahabatan. Kalau Allifia?”

Allifia : “Mungkin seorang puteri yang menjadi saudara tiri Cinderella dan

dia sendirian.”

90

Mutiara : “Itu saudara tirinya ya?”


Mutiara : “Mungkin dia mau dimakan sama serigalanya.”

Teacher : “Hemm, itu analisis Allifia sama Mutiara ya. Kalau Daffa?”

Daffa : “Mungkin itu kaya ada kakak tirinya itu terus serigalanya kaya

ngomongin Cinderella gitu. Terus serigalanya ditolongin.

Teacher : “Serigalanya ditolongin sama siapa?”

Daffa : “Sama kakak tirinya itu.”

Teacher : “Oh serigalanya ditolongin sama kakak tirinya. Kalau Rizki?”

Rizki : “Mungkin apa ya.”

Teacher : “Cinta?”

Strudents : (They laughed)

Rizki : “Ah itu. Apa ya kaya cerita serigala itu tapi dia kaya benci sama si

itu...”

Teacher : “Serigalanya benci sama yang ini? Kamu liat dari ini ya?”

Rizki : “Iya.”

Teacher : “Kita simpan dulu prediksinya. Ini ditulis sama Lorraine Carey

and illustrated by Migy Blanco. Berarti ceritanya dari Lorraine,

dan gambar-gambarnya dari Migy.”

05:50-09:03

Teacher : “Apa nih gambar-gambarnya? Foto-foto gitu ya? Ini gambar apa

nih? Siapa tau ada yang bisa jadi clue cerita ini.

Students : (They looked at the cover seriousely)

Fita : “Ada penyihir.”

Teacher : “Ada penyihir.”

Fita : “Ada serigala.”

Teacher : “Ada serigala. Terus? Ada Ricky Harun gak? GGS?”

Students : “(They laughed)”

Rizki : “Ada perempuan, ada gambar raja...”


Rizki : “Itu kakek tua, dracula, terus ada nenek tua.”

91

Teacher : “Jadi ini cerita tentang apa ya? Ada orang tua, dracula. Di

Cinderella ada nenek sihirnya gak si?

Students : “Gak ada.”

Teacher : “Kok di sini ada ya? Ini tadi siapa nih? Cinderella‟s stepsister.

Kita baca dulu. You think you know the story of Cinderella? Did

you know that she really has three stepsisters, and that Cinderella

herself isn‟t actually nice? Apakah kamu tau cerita Cinderella?

Cinderella yang versi Disney yang kamu tau stepsister nya ada

berapa?”

Fita : “Dua.”

Teacher : “Ada dua. Di sini dia bilang, did you know that she really has

three stepsisters. Jadi ternyata Cinderella punya tiga stepsisters.

Dan Cinderella isn‟t actually that nice. Kalau Cinderella di

Disney itu baik banget ya? Tapi di sini digambarkan kalau

Cinderella gak begitu baik sebenarnya. The youngesr Ugly sister,

Gertie, is very kind, though she‟s told she‟ll have to act mean and

bad like the rest of her family if she wants to be allowed to go to

the ball. Jadi, di cerita ini ada tambahan satu tokoh stepsister itu

namanya Gertie yang baik. Kalau di cerita Cinderella itu

stepsister jahat ya? Tapi di sini Gertie itu baik tapi dia malah

ingin menjadi jahat. Nah, jadi ini perspektif ceritanya bukan

menceritakan Cinderella tapi tokoh tambahan cerita ini yang

menjadi kakak tiri Cinderella. Will Gertie learn to act like a true

Ugly in time? Apakah Gertie akhirnya berhasil menjadi orang

yang buruk?”

09:05-11:45

Teacher : “Biasanya yang suka ngasih makan tikus siapa?”

Students : “Cinderella.”

Teacher : “Nah, ini tokoh-tokoh yang ada di cerita ini. Ini siapa?”

Rizki : “Itu ratu.”

Teacher : “Ratu. Ini siapa nih?”

92

Fita : “Gertie.”

Teacher : “Trus ini kakak tirinya Cinderella ya? Terus ini?”

Rizki : “Cinderella.”

Teacher : “Cinderella. Kenapa kok kamu bilangnya ini Cinderella?”

Rizki : “Karena bajunya itu biru.”

Daffa : “Iya bajunya itu biru putih.”

Teacher : “Oh gitu. Ini kalau kamu lihat rambut stepsister nya sama. Tapi

dia beda sendiri warna rambutnya. Coba kit abaca. Here is

Cinderella. Here is her stepsister, Mrs. Ugly. Jadi Ugly itu di

cerita ini adalah nama. Ini namanya Mrs. Ugly.”

Mutiara : “Berarti dia jelek.”


Teacher : “Iya. Here are the Ugly sisters: one, two, and...three. Ini kayanya

sangar-sangar tapi dia baik sendiri. Cinderella nya kaya gimana

mukanya?”

11:47-14:04

Teacher : “Apa yang menarik dari sini? Ini siapa tadi?”

Students : “Cinderella.”

Teacher : “You already know the two Ugly sisters who were horrible, nasty,

and mean. Kamu tau kalau dua Ugly sisters itu kejam. But Gertie,

their little sister, was...nice. Dari kaka-adik ini dia yang paling

kecil. While Cinderella lazed about and did absolutely nothing.

Sedangkan Cinderella itu orangnya malas kalau di sini dan tidak

mau melakukan apa-apa. Gertie watered the pumpkins, took care

of the mice, and did all the housework. Gertie menyiram

pumpkins, apa itu pumpkins?”

Allifia : “Labu.”

Teacher : “Iya labu. Took care of the mice. Apa itu mice?”

Daffa : “Tikus.”

Teacher : “Iya. And did all the housework. Dan mengerjakan semua

pekerjaan rumah. Justru di sini yang mengerjakan pekerjaan

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rumah bukan Cinderella. Tapi, Gertie. Niceness shone from

Gertie‟s face, and her smile was brighter than the sun. Wajahnya

Gertie ini senyum-senyum aja walaupun dia mengerjakan

segalanya sendiri. Tapi wajahnya tetap ceria dan bersinar

melebihi dari matahari.”

14:07-16:05

Teacher : “Apa nih?”

Mutiara : “Cinderella nya pengen keluar dari rumah?”

Teacher : “Yang mana? Yang ini Cinderella mau keluar rumah?”

Mutiara : “Iya.”

Teacher : “Terus? Kalau di film Cinderella apa?”

Fita : “Pengantar...”

Teacher : “Pengantar apa?”

Fita : “Gak tau.”

Mutiara : “Pengantar surat dari kerajaan.”

Daffa : “Iya!”

Teacher : “Pengantar surat dari kerajaan ya. Tapi, di sini pake mobil ya.

Ugly 1. Berarti ini punyanya Mrs. Ugly. Nah di sini Gertie nya

mana?”

Allifia : “Di atas.”

Rizki : “Di atas.”

Teacher : “Di atas. Oh ini kendaraan dari kerajaannya. Kalau dari kerajaan

ada gambar crown. Apa tuh? Mahkota. Ini berarti melambangkan

kalau dia dari kerajaan. Well, of course, the Ugly family

despaired. They were ashamed. They hid little Gertie away, and

they never let her go anywhere with them. Then, one morning, a

special invitation arrived. Jadi Gertie ini gak pernah ditampilkan

di luar, selalu di dalam. Dan suatu hari ada seseorang yang

mengantarkan surat.”

Mutiara : “Gertie nya mana?”

Daffa : “Itu di atas.”

94

Teacher : “Ini Cinderella, kaka beradik itu.”

16:10-20:36

Teacher : “Apa nih kira-kira ceritanya?”

Mutiara : “Itu lagi ngobrol tentang undangannya. Terus Gertie itu kaya lagi

berlatih buat dansa gitu.”

Teacher : “Terus? Jadi menurut kamu Gertie ini lagi berlatih berdansa

gitu?”

Fita : “Sama kaya Mutiara.”

Teacher : “Coba kita baca ya. „Oh. look!‟, said Mrs. Ugly. „We‟re invited to

a grand ball at the palace tonight!‟ „Oh lihat kita diundang di

pesta kerajaan yang besar di istana malam ini.‟ Ini invitation nya

the grand ball. Terus. „A ball?‟ cried Gertie. „Oh, please, can I

go?‟ Dia mau pergi. „You?‟ said Mrs. Ugly. „Go to the ball?

You‟re a disgrace to the Ugly name. You don‟t walk Ugly, you

don‟t talk Ugly, and with that shocking smile on your face, you

don‟t even look Ugly!‟ Kata ibunya „Kamu mau ikut ke pesta?

Kamu tidak terlihat jelek.‟ Dia tidak merepresentasikan keluarga

Ugly karena apa? Karena dia berjalannya tidak jelek, berkata-

katanya tidak buruk juga. „And with that shocking smile on your

face, you don‟t even look Ugly.‟ Jadi di antara semua stepsister

bahkan Cinderella dan ibunya, Gertie ini tidak terlihat ugly, tidak

terlihat buruk. Sedangkan yang diundang di pesta ini adalah

keluarga Ugly.”

Mutiara : “Jadi yang datang ke pesta itu harus orang yang buruk?”

Teacher : “Jadi, si ibu ini mediskriminasi Gertie karena dia ini anaknya

baik, cantik, sedangkan keluarga Ugly itu adalah keluarga yang

keliatannya aneh, sini, terus berperilaku buruk.”

Rizki : “Ka, kalau misalnya grand ball itu apa sih?”

Teacher : “Pesta besar.

Rizki : “Oohhh...”

95

Teacher : “But, I am an Ugly sister.‟ „Tapi saya keluarga Ugly juga,‟ Gertie

said. „And I can be bad.‟ „Saya bisa jadi orang yang buruk.‟ „I

know I can!‟ „Saya tahu saya bisa!‟ „You‟ll need help,‟ said Mrs.

Ugly. Kamu butuh bantuan kata ibunya. „A lesson from the

Wicked Queen...‟ yang akan mengajarkan dia menjadi buruk. Jadi

justru Gertie mau belajar menjadi buruk supaya dia bisa benar-

benar bisa menjadi keluarga Ugly, dan bisa ke pesta.”

Mutiara : “Kenapa gak boleh?”

Teacher : “Kan gak boleh sama ibunya. Kenapa gak boleh itu karena

menurut ibunya Gerite ini gak seperti mereka. Dia ingin anaknya

menjadi orang yang buruk. Kebalikannya ya ketika keluarga kita

inginnya kita menjadi orang baik, ini malah ingin anaknya

menjadi orang yang buruk.”

20:40-22:58

Teacher : “Ini kira-kira siapa? Kamu ingat cerita lain gak kalau liat ini?”

Rizki : “Iya.”

Mutiara : “Iya.”

Teacher : “Apa?”

Rizki : “Snow White.”

Mutiara : “Itu yang ada di Disney.”

Daffa : “Sleeping Beauty.”


Daffa : “Gaya bajunya.

Reseacher : “Kalau Snow White kenapa?”

Rizki : “Soalnya bawa apel.”

Teacher : “Bawa apel. Kan Snow White itu ada apelnya.”

Daffa : “Iya bawa apel.”

Teacher : “Jadi ini siapanya?”

Rizki : “Ratu.”

Teacher : “Ratu apa? Yang ada di film Snow White gitu? Film Snow White

kaya gimana sih?”

96

Mutiara : “Cerita tentang seorang putri.”

Teacher : “Yang pengen membunuh Snow White itu siapa?”

Allifia : “Ibu tiri.”

Teacher : “Ibu tirinya. Jadi bisa aja ini adalah tokoh dari film Snow White.

Gertie selalu ditemani kucing ya. Untuk merepresentasikan kalau

dia ini lembut makanya dekat dengan seekor kucing.”

Rizki : “Itu ada serigala.”

Daffa : “Iya serigala.”

Teacher : “Iya yah siapa ini. So that afternoon Gertie was sent to learn from

the Wicked Queen, who was just about to visit Snow White. Nah,

benar berarti ini dari film Snow White. With poisoned apple,

dengan apel beracun.

23:06-26:44

Teacher : “Siapa kira-kira ini?”

Mutiara : “Itu tuh Snow White.”

Allifia : “Iya itu Snow White.”

Teacher : “Ini Snow White, ini Gertie, ini?”

Mutiara : “Ratunya.”

Teacher : “Ratunya ya. Kalau di film Snow White yang ngasih apelnya

siapa sih?”

Mutiara : “Ratunya.”

Rizki : “Bukannya nenek-nenek?”

Mutiara : “Iya ratunya jadi nenek-nenek.”

Teacher : “First the Wicked Queen disguised herself as a little old lady. Jadi

ratunya menyamar menjadi nenek-nenek. Then she knocked the

door. Dia mengetuk pintu. „Hello, my dear,‟ she said to Snow

White. „Won‟t you take a bite of this lovely apple?”

Rizki : “Kak, dear itu apa sih?”

Teacher : “Oh itu sayang.”

Rizki : “Oohhh...”

97

Teacher : “Kan ini Gertie ini mau diajarin jahat kan. „Look out, Snow

White!‟ „Awas Snow White!‟ kata Gertie. „That apple is

poisoned!‟ „Apelnya beracun!‟ Malah dikasih tau sama Gertie.

Kan dia mau belajar jadi jahat kan. „No, thanks, then.‟ „Oh

jangan, gak mau deh.‟ And she shut the door. Dan dia menutup

pintunya. Gagal deh si Wicked Queen buat ngasih apel ke Snow

White. Kalau di filmnya dimakan ya. Well, the Wicked Queen was

furious. Marah Wicked Queen ini karena digagalkan misinya dia.

And sent Gertie home faster than a streak of lighting. Jadi

dipulangkan si Gertie ini. Mrs. Ugly was very angry. Mrs. Ugly

tadi tuh siapa?

Students : “Ibunya.”

Teacher : “Iya ibunya itu marah. But Gertie begged for another chance. Tapi

si Gertie ini minta kesempatan lagi ke ibunya. „Oh, all right!‟ said

Msr. Ugly. „But this time you‟re going to see the Worst Witch of

all...‟ Jadi dia kan bertemu Worst Witch. Witch apa?

Daffa : “Penyihir.”

Rizki : “Worst itu apa?”

Teacher : “Paling buruk. Jadi di sini kata sifat itu dijadikan nama.”

26:46-29:38

Teacher : “Ini cerita apa?”

Daffa : “Hansel and Gretel”


Allifia : “Itu anaknya ada dua.”

Daffa : “Iya itu ada dua anak.”

Rizki : “Bukannya Hansel dan Gretel itu cowo?”

Daffa : “Ada yang cewe ada yang cowo.”

Teacher : “Jadi ini dari film Hansel and Gretel. Film Hansel and Gretel itu

kaya gimana?”

Mutiara : “Tentang dua anak yang ada di hutan terus menemukan rumah

coklat.”

98

Rizki : “Itu tentang ibu tiri gitu terus dia mengusir dua anak ini dan

ditinggalin di hutan. Lalu dia nangis-nangis gitu. Terus mereka

masuk ke dalam sebuah rumah. Ternyata di dalam rumah itu ada

seorang penyihir.”

Teacher : “Terus Hansel dan Gretel nya diapain?”

Rizki : “Disuruh makan.”

Mutiara : “Disuruh beres-beres gitu.”

Teacher : “Kalian nonton Hansel and Gretel dari mana?”

Mutiara : “Dari Pak Tantowi.”

Teacher : “Oh yang orang. Biasanya kalau di film Hollywood udah ada

yang dibuang-buang gitu bagiannya.”

Daffa : “Dijadiin fantasi ya.”

Teacher : “Nah, iya. Ini liat mukanya kaya kejam gitu ya.”

Allifia : “Itu kucingnya juga, Kak?”

Teacher : “Iya ini kucingnya. Mereka datang ke sini mau jadi jahat. „Being

bad is easy.‟ Jadi orang yang buruk itu gampang kata si penyihir.

„Let me show you how. The oven‟s nice and hot, and I‟m planning

a delicious dinner‟ Oven nya panas dan dia mau membuat

makanan yang enak. „Hansel! Gretel! Come in, children!‟ kata

dia. Ini ada di luar kan? Mau diapain ya Hansel and Gretel?”

Daffa : “Dimakan.”

Teacher : “Dimakan. Terus diapain?”

Rizki : “Dipotong.”

29:40-31:52

Teacher : “Gertie tried hard but she just couldn‟t keep quite. Gertie tuh

sebisa mungkin untuk mengikuti kejahatannya tapi dia gak bisa

diam. „Don‟t come on!‟ Kata si Gertie. Jangan ke sini. „The witch

is planning to eat you for dinner‟ katanya. Ternyata si Witch ini

berusaha untuk memasak Hansel dan Gretel. „In that case, we

won‟t be staying.‟ Oh kalau gitu kita gak mau mampir. „But we‟ll

take some snacks with us‟ Tapi kita makan makanan yang kita

99

punya aja. Back home, Mrs. Ugly was furious. Mrs. Ugly marah

lagi karena dia gagal mengikuti penyihir itu. „Oh, please! Please

let me go to the ball! I can be mean and bad like a real Ugly

sister. I know I can!‟ Aku bisa ko jadi jahat.”

Rizki : “Kak, furious itu apa?”

Teacher : “Marah. Marahnya tuh sampe mukanya merah. Jadi dia nangis,

akhirnya dia memberikan the last chance. But this time, Gertie

was sent to the meanest and nastiest villain of all. Jadi Gertie

dikirim ke penjahat yang paling jahat dan kejam. Ada yang bisa

tebak gak?”

Mutiara : “Big Bad Wolf.”

Teacher : “Big Bad Wolf. Terus? Kamu kenapa pilihnya Big Bad Wolf?”

Mutiara : “Dari judul, hehehe”

Teacher : “Wah...”

31:55-34:28

Teacher : “Ini kaya yang ada di film apa ini? Ada serigala pake baju ibu-

ibu.”

Rizki : “Beauty and the Beast.”


Teacher : “The Big Bad Wolf who happened to be wearing a dress! „So, you

wanna be ugly, huh?‟ „Jadi kamu mau jadi orang yang jahat?‟

said the wolf. „You wanna be bad?‟ „Oh, I do! I do! I do!‟ „Iya,

iya! Saya mau, saya mau!‟ „Well,‟ said the wolf, „You‟re just in

time! Watch this!‟ „Kamu datang di waktu yang tepat. Lihat ini!‟

Jadi dia mau melakukan sesuatu yang jahat dan menyuruh si

Gertie ini untuk melihat. Suddenly, there was a knock, knock,

knock on the door. Udah punya idea gak ini cerita apa? Nih, ini

siapa?”

Daffa : “Oh yang itu! Itu yang pake kerudung.”

Teacher : “Siapa?”

Allifia : “Itu yang gadis berkerudung merah.”

100

Teacher : “Iya. Itu ceritanya tentang apa?”

Mutiara : “Oh Marsha and The Bear.”

Rizki : “Lah Marsha and The Bear!”

Teacher : “Kamu pernah dengar ceritanya gak?”

Fita : “Kaya pernah tapi lupa.”

Teacher : “Nih liat dia pake baju neneknya ya.”

34:30-36:36

Teacher : “Ini mau ngapain?”

Rizki : “Itu mau makan, menerkam.”

Teacher : “Iya. Si Gertie nya disuruh ngumpet di bawah. Oh ada hujan. Ini

memperlihatkan kalau suasanya mencekam. Kamu kalau melihat

film-film horror itu lagi hujan untuk memberikan efek dramatis

seram. Little Red Riding Hood. Nah, benar. „Oh, Grandma,‟

katanya Little Riding Hood.‟What big eyes you have‟ Matanya

besar sekali. „All the better to see you with.‟ Agar bisa melihatmu

lebih baik. „Oh, Grandma what big ears you have‟ Telingamu

besar sekali. „All the better to hear you with,‟ Untuk

mendengarmu lebih jelas. „Oh, Grandma what a big teeth‟

Giginya besar sekali. „Stop!‟ Kata Gertie. „That‟s not your

grandma, that‟s...‟ Gak tahan dia liat serigala mau makan ini. Kan

kalau di film itu percakapan ini serigala itu langsung memakan

dia. Tapi di sini dihentikan sampai dia teriak.”

36:38-37:53

Teacher : “Ini kenapa?”

Daffa : “Serigalanya kesel.”

Teacher : “Kesel karena?”

Rizki : “Udah menggagalkan rencananya.”

Teacher : “Iya benar. The Big Bad Wolf and Little Red Riding Hood

scampered off. The Wolf turned to Gertie and drooled. „Please

don‟t eat me!‟ said Gertie. „Jangan makan saya!‟ „I‟ve tried so

101

hard to be mean and bad like the rest of my family so I could go

to the ball‟ „Saya sudah berjuanga untuk kejam dan jahat seperti

keluarga saya jadi saya bisa pergi ke pesta.‟ „Ball?‟ „Pesta?‟ „Did

you just say ball?‟ „Kamu bilang tadi pesta?‟ „I‟ve always wanted

to go to the ball.‟ „Saya selalu ingin pergi ke pesta.‟ „C‟mon. Let‟s

see what we can do‟ Ayo coba kita lihat apa yang bisa kita

lakukan.”

38:10-41:26

Teacher : “Ini siapa nih?”

Daffa : “Ibu peri.”

Teacher : “Coba liat ekspresinya.”

Rizki : “Kaya berantem.”

Daffa : “Oh kan tadi ibu peri ketemu Cinderella terus dia kaya gak mau

bantu.”

Teacher : “Kalau di film Cinderella kenapa perinya datang?”

Rizki : “Buat ke pesta.”

Aliffia : “Buat bantuin Cinderella ke pesta.”

Teacher : “Karena apa? Karena Cinderella gak diajak ya. By the time Gertie

and the Wolf arrived home, Mrs. Ugly and the two Ugly sisters

had already left for the ball. Mrs. Ugly dan saudaranya udah

pergi. Kecuali Cinderella. „We‟re too late!‟ cried Gertie, when

who should appear but a beautiful fairy. „I am your Fairy

Godmother!‟ Saya ibu peri kamu. She said. She looked at Gertie

and the Wolf. Jadi peri ini datang untuk Gertie dan Wolf bukan

unutk Cinderella. „And I expect you two want to go to the ball,

don‟t you?‟ Dan kamu mau pergi ke pesta kan? „Stop!‟ shouted

an angry voice. Dihentikan sama siapa kira-kira?”

Daffa : “Cinderella.”

Teacher : “It was Cinderella. „What about me?‟ kata Cinderella. „I‟ve been

waiting all night for a Fairy Godmother to get me to that ball!‟

„Saya sudah menunggu semalaman untuk membawa saya ke

102

pesta.‟ Well, Fairy Godmothers do not like bad manners. Ibu peri

tidak suka perilaku yang buruk. Sedangkan Cinderella ini

orangnya...”

Rizki : “Baik.”

Teacher : “Buruk. So she quickly turned Cinderella into a... Jadi dia

mengubah Cinderella menjadi. Jadi apa hayo? Kalau di film nya

Cinderella jadi cantik ya karena dia baik. Kalau di sini dia buruk

dan jahat jadi Cinderella jadi apa ya?

Rizki : “Jadi tikus.”

Teacher : “Kenapa tikus?”

Rizki : “Kan tadi di situ ada gambar tikus.”

41:27-44:38

Teacher : “Mouse. Benar jadi tikus. Kamu bisa liat dia itu Cinderella dari

bajunya. Ini ada di mana ini?”

Students : “Di pesta.”

Teacher : “Ini ada Mrs. Ugly, saudaranya, Snow White, Ini?”

Daffa : “Hansel dan Gretel.”

Teacher : “Terus ini?”

Rizki : “Kaya yang ada di film Toy Story.”

Teacher : “Terus ini?”

Rizki : “Hemm, kaya Chipmunk. Iya yang ada di film Chipmunk.”

Teacher : “Pernah nonton film Shrek?”

Daffa : “Oohhh! Yang di film Shrek!”

Teacher : “Ini tiga tikus yang buta. Ada filmnya sendiri sebenarnya. Terus

ini siapa?”

Rizki : “Penyihir.”

Teacher : “Terus ini Ratu. Ini Gertie sama siapa?”

Aliffia : “Iya ini Gertie sama Pengeran.”

Teacher : “Ini siapa nih?”

Mutiara : “Itu kue jahe.”

103

Teacher : “Iya kalau namanya Ginger Bread Man. Manusia kue jahe. Jadi

ini semua tokoh cerita, hampir semua tokoh cerita kumpul di

sini.”

Daffa : “Kaya film Shrek.”

Teacher : “Nah iya kaya film Shrek yang ada Pinoccio, ada three blind

mice, ginger bread man. But Gertie and the Wolf went to the ball

in beautiful new dresses. And they had a lovely time. Jadi Wolf

dan Gertie malah bisa ke pesta bersama tokoh-tokoh lain yang

jahat-jahat ini dan yang baik-baik.”

44:39-46:00

Teacher : “Ini kenapa?”

Mutiara : “Itu nikah.”

Teacher : “Iya nikah. Ini Wolf nya jadi baik dan berkumpul dengan tokoh-

tokoh yang baik. So lovely, in fact, that Gertie and Prince

Charming fell in love and married soon after. As for Mrs. Ugly

and gertie‟s two ugly sisters well, no one quite knows why, but

they never, ever. Jadi Mrs. Ugly dan kedua kakaknya tidak ada

yang tahu mereka ke mana. Mereka diubah menjadi serigala.

Diubah sama siapa?”

Rizki : “Sama ibu peri.”

Teacher : “Iya sama ibu peri.”

46:02-53:00

Teacher : “Tamat. Gimana ceritanya? Baru tau ya ceritanya?”

Daffa : “Iya baru.”

Mutiara : “Ini kaya pelesetan ya.”

Teacher : “Iya kaya pelesetan. Tentang Cinderella tapi Cinderellanya itu

bukan Cinderella. Coba ada yang bisa menceritakan ulang gak?”

Rizki : “Tentang Gertie, seorang anak perempuan yang berusaha ingin

menjadi jahat tapi dia tidak bisa gitu.”

Teacher : “Terus Daffa?”

Daffa : “Sama kaya dia tapi Big Bad Wolf nya jadi baik.”

104

Teacher : “Kalau Muti?”

Mutiara : “Tentang seseorang yang gagal menjadi jahat. Jadi kan

rencananya Gertie ini mau jahat tapi gagal terus dia bisa

mengajak Big Bad Wolf menjadi baik.”

Teacher : “Iya. Aliffia?”

Aliffia : “Sama kaya Muti.”

Teacher : “Ada tambahan gak?”

Aliffia : “Gak.”

Teacher : “Kalau Ikke?”

Ikke : “Sama.”

Teacher : “Kalau Fita?”

Fita : “Sama kaya Rizki. Tapi walaupun udah disuruh ibunya jadi jahat

sama Ratu, penyihir, dan serigala tapi dia gak bisa menjadi jahat.”

Teacher : “Oh gitu. Bela?”

Bela : “Sama.”

Teacher : “Kira-kira kenapa Gertie gak bisa jahat?”

Mutiara : “Karena memang dia orangnya baik.”

Teacher : “Karena karakternya dia ini baik. Terus ini settingnya di mana?”

Rizki : “Di hutan.”

Teacher : “Iya ini mungkin kalau di film ada di daerah Eropa. Terus amanat

atau pelajaran yang bisa kamu ambil dari cerita ini apa?”

Daffa : “Kalau udah baik jangan jadi jahat.”

Teacher : “Analisisnya apa, Daffa?”

Daffa : “Ya gitu, Kak...”

Rizki : “Emm, jadi gini. Janganlah berusaha menjadi jahat karena

perbuatan jahat akan membawa kesialan atau keburukan.

Kesialannya dapet dari mana?”

Mutiara : “Itu Mrs. Ugly dan dua anaknya jadi tikus.”

Teacher : “Terus apa lagi? Aliffia?”

Aliffia : “Selalu jadi baik.”


105

Ikke : “Jadi diri sendiri aja.”

Teacher : “Kamu Fita?”

Fita : “Sebagai sesosok ibu jangan menjadikan anaknya jahat. Seorang

ibu tuh jadikan anaknya menjadi baik. Harusnya dia bangga kalau

anaknya baik.”

Teacher : “Ah iya malah ini disuruh jadi jahat ya. Bella?”

Bella : “Jangan jadi jahat karena perbuatan jahat ada balasannya.”

Teacher : “Tadi kalau Gertie nya jadi jahat, Fairy Godmother mau bantuin

dia gak?”

Students : “Gak.”

Teacher : “Fairy Godmother mau bantuin Gertie karena dia baik. Kenapa

dia gak mau bantuin Cinderella?”

Rizki : “Karena dia memiliki perilaku yang buruk.”

Teacher : “Jadi dirangkum dari kalian tadi, kita tuh jangan jadi jahat terus

sebagai orangtua bangga sama anak yang baik. Lalu berbuat baik

pada siapapun karena dengan berbuat baik, sesulit apapun

masalah yang kita hadapi akan ada orang yang menolong kita.

Terus perilakukan orang lain dengan baik.”

106

Appendix 5


Date : Wednesday, 17 May 2017

Time : 08:30 a.m - 10:00 a.m

Picturebook : The Librarian of Basra

01:00-05:05

Teacher : “Sekarang saya akan membacakan buku cerita yang berjudul The

Librarian of Basra. Coba menurut kamu ini menceritakan tentang

apa?

Bella : “Tentang penjaga perpustaakan”

Teacher : “Penjaga perpustakaan. Kenapa?”

Bella : “Emm....”

Mutiara : “Itu perpustakaannya Basra.”


Teacher : “Oh jadi menurut kamu Basra ini nama orang? Trus?”

Rizki : “Eee... Wanita tua yang menyumbangkan bukunya untuk orang

yang gak mampu.”

Teacher : “Menurut Rizki ini menceritakan tentang wanita tua yang

menyumbangkan bukunya untuk orang yang tidak mampu.

Analisis kamu apa?”

Rizki : “Soalnya kan itu ad buku-buku, ada kantongnya juga.”

Teacher : “Ooh. Terus kalau menurut Aliffia?”

Aliffia : “Penjaga perpustakaan.”

Teacher : “Penjagaan perpustakaan. Kenapa?”

Aliffia : “Karena itu diliat dari gambar sama judul bukunya.”

Teacher : “ Kalo Ikke?”

Ikke : “Iya itu penjagaan perpustakan atau penjual buku.”

Teacher : “Hemm, penjual buku. Coba kalau Bella?”

Bella : “Kaya tadi penjaga perpustakaan.”

107

Teacher : “Ini kalau kita lihat dari belakang suasananya kaya gimana?

Mutiara : “Itu kaya kebakaran ya?”

Rizki : “Ada yang tembak-tembakan.”

Ikke : “Toko! Toko buku itu kebakaran.”

Teacher : “Toko bukunya kebakaran.”

Bella : “Iya kaya kebakaran gitu.”

Teacher : “Apa, fi?”

Allifia : “Iya itu kaya kebakaran”

Mutiara : “Eh, tapi meledak-meledak gitu ya.”

Teacher : “Nah, ini kalau kita gabung seperti ini, berarti apa?”

Fita : “Perpustakaannya Basra kebakaran.”

Teacher : “Berarti tebakan kita adalah ini menceritakan tentang

perpustakaan yang terbakar. Ini penjaga perpustakaannya ya. A

true story from Iraq. Tau gak di mana Iraq?”

Students : “Tau”

Teacher : “Gimana menurut kamu negara Iraq itu negara yang seperti apa?”

Fita : “Gak tau”

Rizki : “Hmm, Iraq itu adalah sebuah negara Muslim.”

Teacher : “Kalau kita lihat di sini (cover). Ini mempresentasikan negara Iraq

gak?”

Rizki : “Iya. Kaya jadul-jadul gitu hehe.”

Teacher : “Coba kita baca ya.

05:10-06:10

Teacher : “The Librarian of Basra. The true story. „In the Koran, the first

thing God said to Muhammad was read‟, Alia Muhammad Baker.

The New York Times 2003. Koran tau Koran?

Fita : “Al-Qur‟an.”

Teacher : “Ini dari ayat Al-Qur‟an. Dalam Al-Qur‟an hal pertama yang

Tuhan katakana kepada Muhammad adalah membaca. Ayat apa

tuh?”

Students : “Al-„Alaq.”

108

Teacher : “Ko kenapa ya ayat ini yang ditegaskan di buku ini?”

Fita : “Karena ini ceritanya tentang buku.”

Teacher : “Oh karena ini bukunya tentang buku ya.”

06:15-07:20

Teacher : “Alia Muhammad Baker is the librarian of Basra. Alia

Muhammad Baker adalah seorang penjaga perpustakaan Basra.

Jadi Basra itu bukan nama orang.”

Mutiara : “Oh jadi itu nama orang.”

Teacher : “Iya. A part city in the sand-swept country of Iraq. Lihat,

suananya enak banget kan? Apa yang membuat ini terlihat seperti

negara Iraq”

Bella : “Itu rumah-rumahnya.”

Ikke : “Ada sungainya”

Rizki : “Pohonnya.”


07:24-09:54

Teacher : “Ini liat ada banyak orang. Ada yang pake sorban, tapi kalau kita

lihat ini orang-orang situ ya. Her library is a meeting place for all

who love books. They discuss matters of the world and matters of

the spirit. Jadi, perpustakaan ibu Alia ini adalah tempat di mana

beberapa orang atau orang-orang yang mencintai buku

berkumpul. Ini kalau kamu lihat ada perempuan, ada bapak-

bapak. Jadi bagian ini memperlihatkan tidak memandang

siapapun, semua orang suka buku. Until now, now they talk only

war. Sampai sekarang mereka hanya memikirkan tentang perang.

Kamu tau gak negara Iraq itu adalah negara konflik seperti

Palestina, Arab?”

Students : “Iya...”

Teacher : “Will planes with bombs fill the sky?‟ Apakah pesawat akan

terbang dengan bom? „Will bombs fall here?‟ Kan kalau kamu

lihat di Palestina kalau ada pesawat terbang suka ada bom jatuh.

109

„Will soldiers with guns fill the streets?‟„Who among us will

die?‟„Will our family survive?‟„What can we do?‟ Ini orang-orang

yang mana? Kalau kamu lihat dari ekspresinya gimana?”

Mutiara : “Pada khawatir”


Fita : “Karena kan mau dibom”

Rizki : “Karena takut ada perang.”

10:00-15:50

Teacher : “Ini ceritanya apa?”

Rizki : “Itu menunjukkan keresahan penduduk.”

Teacher : “Terus apa lagi? Ikke?”

Ikke : (silent)

Teacher : “Kalau kamu liat wajah bapak-bapaknya gimana?”

Mutiara : “Cemas.”

Rizki “Biasa aja.”

Teacher : “Alia worries that the fires of war will destroy the books, which

are more precious to her than mountains of gold. Jadi dia

khawatir kalau perang menghancurkan buku-buku yang ada di

perpustakaan. Sangking cintanya dia sama buku. Kalau kamu di

sini gimana?”

Rizki : “Kabur.”

Students : (They laughed).

Teacher : “The books are in every language, new books, ancient books, even

a biography of Muhammad that is seven hundred years old.‟ Oh

ternyata dia ingin melindungi bukunya karena banyak buku tua,

ditulis menggunakan tangan karena dulu belum ada percetakan.

Bahkan, ada biografi Nabi Muhammad yang beribu-ribu tahun

lamanya. She asks the governor for permission to move them to a

safe place. He refuses.‟ Jadi, dia minta tolong sama the Governor

untuk melenyamatkan perpustakaannya tapi dia menolak.

Menurut kamu penting gak sih melindungi buku seperti ini?”

110

Fita : “Penting soalnya menuntut ilmu itu kewajiban.”

Rizki : “Karena lewat buku itu kita bisa tau eee....”

Fita : “Sejarah-sejarah dulu.”

Rizki : “Iya sejarah-sejarah yang dulu seperti tentang rawi atau riwayat.”

Teacher : “Iya kita balik ke ayah ini lagi ya. Kalau perintah pertama dari

Tuhan kita adalah membaca. Good! Bagus.

15:52-16:20

Teacher : “Ini lihat suasananya sudah malam. Ceritanya perpustakaannya

ada tiga lantai. Sedangkan bukunya masih banyak banget di

dalam. So Alia takes matters into her own hands. Jadi dia

melakukannya sendiri untuk menyelamatkan buku-buku ini.

Secretly, she brings books home every night, filling her car late

after work. Secara sembunyi-sembunyi dan rahasia dia

menyelamatkan buku-buku ini.

Mutiara : “Emang kenapa?”

Teacher : “Kenapa coba? Kenapa dia harus sembunyi-sembunyi

menyelamatkan buku-buku itu?”

Rizki : “Mungkin karena dia gak mau penduduk yang lain tau kalau

perpustakaannya dipindahin. Seperti ada penyelundupan gitu.”

16:24-19:14

Teacher : “Ini apa?”

Fita : “Kaya penjaga gitu.”

Teacher : “Ada di mana?”

Ikke : “Di atas gedung.”

Teacher : “Ekspresinya gimana?”

Mutiara : “Takut, cemas.”

Teacher : “The whispers of war grow louder. Jadi perang itu semaking

bergemuruh. Government offices are moved into the library. Oh

kenapa perangnya itu terjadi di perpustakaan karen kantor

pemerintahnya pindah ke library. Karena kan kalau perang yang

111

diserang itu pemerintahannya. Makanya mereka di sini sedang

berjaga-jaga.

Mutiara : “Kak, kenapa kator pemerintahnya pindah ke perpustakaan?”

Teacher : “Mungkin karena di sini wilayahnya lebih aman. Karena kan

orang jarang mengincar perpustakaan. Soldiers with guns wait on

the roof. Tentara sedang berjaga-jaga nih. Alia waits and fears the

worst. Alia menunggu dan takut dengan hal terburuk. Apa hal

terburuknya?”

Rizki : “Dia takut kalau perpustakaannya hancur.”

Mutiara : “Kak, kenapa sih Ibu Alia masih aja cemas? Kan udah ada yang

jagain di atas.”

Teacher : “Karena kan pemerintahnya pindah ke perpustakaan. Sedangkan

di dalam perpustakaan masih banyak sekali buku. Otomatis kubu

lawan akan menyerang perpustakaan. Nah, kalau di sini

suasanyanya sedang perang ya?”

Students : “Iya”

Teacher : “Kira-kira suasanya pagi, siang, sore, atau malam?”

Bela : “Kayanya sore.”

Teacher : “Iya sepertinya sore ya. LIhat nih ada bom jatuh. Then, the

rumors become reality. Rumor menjadi kenyataan bahwa aka

nada perang.”

19:20-23:32

Teacher : “Ini ada apa?”

Fita : “Itu kebakaran”

Teacher : “Iya kebakaran lihat ini banyak orang temba-tembakan dan

berlarian. War reaches Basra. Jadi Basra ini nama kota. The city

is lit with a firestorm of bombs and gunfire. Kota penuh dengan

bom dan juga gunfire. Kalau kamu sering nonton film terang itu

suasananya mencekam. Banyak suara tembakan.

Rizki : “Itu perpustakaannya Ibu Alia terbakar.”

Aliffia : “Belum.”

112

Teacher : “Hampir terbakar. Tapi bangunan di belakangnya sudah pada

terbakar. Ini Ibu Alia. Bapak-bapak ini udah pernah liat

sebelumnya?”

Aliffia : “Udah yang tadi di perpustakaan.”

Teacher : “Terus ini ada juga yang lainnya. Alia watches as library workers,

government workers and soldier abandon the library. Ibu Alia

melihat para pekerja perpustakaan, pemerintahan dan tentara di

sini lari meninggalkan perpustakaan. Only Alia is left to protect

the books. Hanya Alia yang bertahan untuk melindungi buku-

bukunya. Kenapa yang bukunya tuh penting banget. She calls

over the library wall to her friend Anis Muhammad. Jadi dia

panggile temannya namanya Anis Muhamad. Who owns a

restaurant on the other side. Dia memiliki restauran di dekat-

dekat perpustakaan ini.„Can you help me save the books?‟ Kalau

Ibu Alia meminta bantuannya untuk melindungi buku ini,

menurut kamu dia akan menolak atau tidak?”

Rizki : “Menolak karena dia juga harus menyelamatkan restaurannya

sendiri.”

Teacher : “Kalau Aliffia?”

Aliffia : “Menolak karena dia juga cemas gitu.”


Ikke : “Kalau menurut saya menolak karena dia juga cemas dengan

keselamatan dirinya dan restaurannya.”

Teacher : “Kalau Bela?”

Bela : “Dia menolak karena harus menyelamatkan dirinya sendiri.”

Teacher : “Kalau Muti?”

Mutiara : “Menerima.”

Researher : “Kalau Fita?”

Fita : “Menolak.”

Teacher : “Mostly, jawabannya menolak ya.”

113

23:35-26:00

Teacher : “Nah ternyata dia menerima.”


Teacher : “Ini lagi pada ngapain nih?”

Fita : “Beres-beres.”

Teacher : “Nih banyak. „I can use these curtains to wrap them.‟ „Saya bisa

menggunakan gorden untuk membungkus buku-buku ini‟„Here

are creates from my shop.‟„Can you use these sacks?‟„The books

must be saved‟ Jadi mereka menggunakan apa saja yang ada

seperti curtain dan box untuk menyelamatkan buku-buku.”

Mutiara : “Kenapa cuma perpustakaannya yang terbakar? Ko gedung

sebelahnya gak?”

Teacher : “Coba yang lain ada yang bisa jawab?”

Fita : “Kalau menurut saya kaya yang tadi itu. Karena kantor

pemerintah pindah ke perpustakaan jadi yang dibom

perpustakaannya.”

Teacher : “Nah iya gitu ya. All through the night, Alia, Anis his brothers

and shopkeepers and neighbors take the books from the library

shelves, pass them over the seven-foot wall, and hide them in

Anis‟s restaurant. Jadi Alia, saudara Alia, shopkeepers, dan para

tetangga menyembunyikan buku-buku ini di restauran. Kenapa

harus disembunyikan?”

Mutiara : “Karena itu rahasia negara.”

Aliffia : “Karena ada data-data penting negara gitu.”

Teacher : “Ada data penting negara gitu ya.”

25:62-29:32

Teacher : “The books stay hidden as the war rages on.” Jadi bukunya

disembunyikan selama perang itu terjadi. Ini tentara mana?

Bela : “Itu tentara musuh.”

Teacher : “Kenapa kamu bilang ini tentara musuh?”

Bela : “Karena mereka bawa senjata.”

114

Teacher : “Then, nine days later, a fire burns the library to the ground.

Setelah sembilan hari perang akhirnya perpustakaannya tumbang

juga. Ini apa?

Rizki : “Aaa... Itu apa.. Tentara musuhnya tidak mengetahui di mana

tempat buku-bukunya.”

Teacher : “Iya. The next day, soldiers come to Anis‟s restaurant. „Why do

you have a gun?‟ they ask. Ini nih ada senjatanya. „To protect my

business,‟ Anis replies. Untuk melindungi usaha saya. The

soldiers leave without searching inside. They do not know that the

whole of the library is in my restaurant, thanks Anis. Jadi tentara

itu gak masuk ke dalam, jadi mereka gak tau kalau buku dari

perpustakaan ada di restaurannya. Ini dia lagi ngapain?”

Rizki : “Itu dia pindah.”

Teacher : “Ke mana?”

Rizki : “Ke daerah lain...”

Ikke : “Yang lebih aman.”

Teacher : “Yang lebih aman ya. At last, the beast of war moves on. Alia

knows that if the books are to be safe, they must be moved again,

while the city is quiet. So she hires a truck to bring all thirty

thousand books to her house and to the houses of friends. Jadi Ibu

Alia membawa semua buku-buku ini ke rumahnya dan ke rumah

teman-temannya.”

29:35-30:29

Teacher : “Ini rumahnya Ibu Alia. Kalau kita lihat dari sini sampai malam

pun dia masih mengurusi buku. In Alia‟s house, books are

everywhere, filling floors and cupboards and windows. Di rumah

Ibu Alia semuanya ada buku. Ada di lantai, lemari, dan di jendela.

Leaving barely enough room for anything else. Tidak menyisakan

apapun untuk menaruh benda-benda lain.

30:32-31:00

115

Teacher : “Alia waits. Jadi selama perang itu berlangusng bukunya dia bawa

ke rumah. Kalau kita lihat di sini semuanya pada ketakutan. Ada

orang gak di sini?”

Rizki : “Gak ada.”


Rizki : “Orang-orang udah pada meninggalkan daerah itu.”

31:07-32:06

Teacher : “She waits the war to the end. Jadi dia menunggu perangnya

berakhir. She waits, and dreams of peace. Dia menunggu dan

memimpikan kedamaian. Jadi ini gambar yang menggambarkan

kedamaian gitu.


Teacher : “Jadi gambar ini sepertia adanya kedamaian. Ada burung merpati

yang menggambarkan kedamaian.”

32:07-32:25

Teacher : “ She waits... Jadi dia menunggu sampai perangnya itu selesai.

And dreams of a new library. Dan memimpikan, mengidamkan

sebuah perpustakaan yang baru.

32:27-37:53

Teacher : “But until then, the books are safe, safe with the librarian of

Basra. Samopai sekarang bukunya aman dan diamankan oleh

penjaga perpustakaan Basra.

37:55-42:00

Teacher : “Coba kalau menurut kamu ini kalau saya minta kalian retell,

buku ini menceritakan tentang apa?”

Fita : “Menjaga buku.”

Rizki : “Tentang perlindungan. Jadi seorang penjaga buku yang

melindungi buku karena buku itu menurutnya sangat penting

sekali karena dalam Surat Al-„Alaq kita diwajibkan membaca,

makanya dia sangat melindungi buku. Supaya yang lain pada tau

betapa pentingnya buku.”

116

Teacher : “OK bagus! Kalau Fita?”

Fita : “Tentang sejarah dan pelajaran yang lain.”

Teacher : “Coba kalau Ikke ditanya ini buku tentang apa, kamu jawabnya

aoa?”

Ikke : “Tentang seorang penjaga perpustakaan yang harus melindungi

bukunya entah ke mana. Karena kan bukunya sangat penting dan

bersejarah. Ada juga buku tentang Nabi Muhammad. Jadi dia

ingin semua orang tau sejarahnya Nabi Muhammad. Makanya dia

sangat ingin menyelamatkan buku itu.”

Teacher : “Good! Kalau Aliffia?”

Aliffia : “Kisah seorang pencinta buku yang ingin menyelamatkan buku

dari peperangan.”

Teacher : “Iya. Kalau Bella?”

Bella : “Seorang penjaga buku yang menyelamatkan buku dari

perpustakaan.”

Teacher : “Kamu pernah dengar perang salib?”

Students : “Pernah!”

Teacher : “Jadi buku ini diilhami dari perang salib di mana perpustakaan

milik umat Islam yang dibuat oleh ilmuan Islam. Tau gak ilmuan

Islam siapa saja?”

Rizki : “Tau! Ibnu Sina, Al-Ghazali, Al-Khawarizmi.”

Teacher : “Mereka adalah pelopor ilmu pengetahuan yang beragama Islam.

Seiring berkembangnya ilmu pengetahuan, perkembangan Islam

saat itu sangat pesat hingga menguasai dunia. Ada banyak kitab,

banyak buku tentang ilmu kesehatan. matematika, ilmu alam. Dan

itu adalah target utama dari penghancuran. Kenapa coba?

Ikke : “Biar rakyatnya gak bisa belajar dan bodoh.”

Teacher : “Nah, makanya diilhami dari kisah itu, di buku ini buku-buku itu

sangat dijaga oleh Ibu Alia.”

117

Appendix 6

Interview Transcript 1

Date : Thursday, 18 May 2017

Time : 09:00 a.m

Participant : Rizki Alfiansyah

Researcher : “Sebelumnya kamu udah pernah belajar Narrative Text?”

Rizky : “Iya udah.”

Researcher : “Kapan tuh?”

Rizky : “Sebulan yang lalu.”

Researcher : “Apa yang kamu ketahui tentang Narrative Text?”

Rizky : “Tentang cerita-cerita gitu.”

Researcher : “Biasanya kalau belajar Narrative Text sama Pak Tantowi tuh

kaya gimana?”

Rizky : “Lupa.”

Researcher : “Kemarin kan kita melakukan reading aloud ya seperti bercerita.

Menurut kamu dengan menggunakan buku dan beserta gambar-

gambarnya itu membantu kamu untuk memahami cerita itu gak?”

Rizky : “Menurut saya sangat membantu.”

Researcher : “Kenapa?”

Rizky : “Kalau ada gambarnya tuh otomatis kita tau jalan ceritanya.”

Researcher : “Terus apa lagi?”

Rizky : “Dapat berimajinasi.”

Researcher : “Maksudnya berimajinasi seperti apa?”

Rizky : “Kalau melihat gambarnya seperti seakan-akan hidup gitu.

Researcher : “Kamu suka gak cara belajar kita itu dengan menggunakan

picturebook, lalu bercerita?”

Rizky : “Seneng banget.”

Researcher : “Kamu bosen gak?

Rizky : “Gak.”

118


Rizky : “Soalnya kan belajarnya kaya tenang gitu. Jadi seneng gitu.”

Researcher : “Berarti dengan menggunakan picturebook itu mempermudah

kamu untuk memahami cerita tersebut, gitu ya?”

Rizky : “Iya.”

Researcher : “Bagaimana dengan amanat atau pelajaran yang bisa kamu ambil

dari cerita itu? Membantu gak untuk kamu menemukannya?”

Rizky : “Membantu banget. Soalnya kita tau amanatnya yang baik. Jadi

cerita itu kan ada tentang menolong seseorang tanpa upah gitu.

Lewat buku itu kita jadi dapat bayangan tentang kehidupan,

bersosialisasi, terus tau akhlaknya gitu.”

Researcher : “Kemarin kan sempat juga saya minta berkelompok untuk

membaca cerita. Kesulitannya apa?”

Rizky : “Mengartikan.”

Researcher : “Berarti dalam membaca buku bercerita itu kamu harus tau

artinya semua?

Rizky : “Iya.”

Researcher : “Kenapa?

Rizky : “Karena nanti bacanya jadi longkap-longkap.”

Researcher : “Lalu apa dengan gambar-gambarnya itu membantu kamu untuk

paham gak?”

Rizky : “Iya.”

Researcher : “Jadi lewat gambar-gambar kamu bisa paham ceritanya, tapi

kamu butuh tahu artinya untuk menceritakannya kepada orang

lain gitu?”

Rizky : “Iya.”

Researcher : “Terus coba kamu certain kalau selama ini belajar sama guru

Bahasa Inggri itu kaya gimana?”

Rizky : “Baik-baik aja sih. Tapi, bete gitu.”

Researcher : “Bete nya kenapa?”

Rizky : “Ngerjain tugas mulu.”

119

Appendix 7



Time : 09:20 a.m

Participant : Ikke Ardila Rahmawati

Researcher : “Ikke, sebelumnya sudah pernah belajar Narrative Text?”

Ikke : “Iya sudah.”

Researcher : “Coba kamu ceritakan apa saja yang kamu ketahui tentang

narrative text?”

Ikke : “Narrative text itu menceritakan cerita tentang puncaknya

masalah, permulaan masalah itu dan nasihat-nasihat atau amanat

seperti itu.

Researcher : “Contoh-contoh narrative text apa saja?”

Ikke : “Snow White. Terus seperti cerita-cerita untuk anak kecil gitu.”

Researcher : “Kamu mulai belajar narrative text itu kapan?”

Ikke : “Semester sebelumnya.”

Researcher : “Gurunya siapa?”

Ikke : “Pak Tantowi.”

Researcher : “Bagaimana cara mengajar Pak Tantowi? Cara beliau memberi

materi pelajaran seperti apa?”

Ikke : “Biasanya dicatat dulu, terus dijelasin klimaksnya gimana, terus

coda nya juga gimana. Terus kita juga disuruh bikin narrative

gitu.”

Researcher : “Oh disuruh mengarang narrative text juga?”

Ikke : “Iya.”

Researcher : “Itu kalau kamu disuruh mengarang narrative text, ceritanya dari

kamu atau misalnya kamu disuruh tulis cerita Malin Kundang

gitu? Atau cerita dari imajinasi kamu?”

120

Ikke : “Kalau ada cerita yang kita buat untuk cerita itu, biasanya kita

disuruh bikin cerita sendiri asal ceritanya benar gitu.”

Researcher : “Menurut kamu dengan belajar seperti itu, dikasih materi dulu

berarti ya? Dikasih materi, habis itu dikasih tugas, lalu kalian

kerjakan. Apa itu bisa membantu kamu untuk mengerti materi

narrative text tidak?”

Ikke : “Kurang sih sebenarnya.”

Researcher : “Kurangnya kenapa?”

Ikke : “Kurangnya kadang gurunya itu suka kecepetan. Kita juga kurang

ngerti.”

Researcher : “Dengan waktu itu kita belajar narrative text menggunakan buku

bergambar, menurut kamu asik gak belajarnya?”

Ikke : “Asik sih.”

Researcher : “Asiknya kenapa?”

Ikke : “Karena setiap hari kan kita belajar paling kita nyatet, terus

diambil dari buku dan gak setiap buku ada gambarnya. Jadi kalau

ada gambarnya tuh menurut saya membantu banget. Jadi belajar

cerita Bahasa Inggris tuh kita bisa tau dari gambarnya.”

Researcher : “Jadi, dengan menggunakan picturebook, gambar-gambar di buku

itu membantu kamu untuk mengerti cerita tersebut?”

Ikke : “Iya.”

Researcher : “Bagaimana dengan karakter tokohnya? Dia galak atau baik. Apa

gambar-gambar itu juga membantu kamu untuk menangkap

karakternya?”

Ikke : “Iya dari ekspresi yang ada di peran itu.”

Researcher : “Jadi kemarin juga kan kaka minta kamu untuk reading aloud juga

ya. Kesulitannya apa saja?”

Ikke : “Kesulitannya karena kita gak bisa Bahasa Inggris dengan

sempurna, jadi kita gak bisa certain gimana jalan cerita yang

lengkap.”

121

Researcher : “Dari buku yang sudah kit abaca, menurut kamu yang mana yang

paling mudah dipahami?”

Ikke : “Kamishibai Man.”

Researcher : “Kamishibai Man. Kenapa?”

Ikke : “Ya suka aja gitu dari gambar-gambarnya.”

Researcher : “Yang paling susah yang mana?”

Ikke : “Yang paling susah yang Cinderella‟s Step Sister.”


Ikke : “Karena yang biasanya diceritain itu kan Cinderella nya baik, di

sini justru kakak tirinya gitu. Terus banyak juga ceritanya jadi

susah gitu.”

Researcher : “Nah, kan dari buku-buku cerita itu mungkin Cinderella‟s Step

Sister yang pernah kamu dengar ceritanya, seperti Cinderella nya

gitu. Sedangkan cerita yang lainnya kan belum pernah dengar

gitu. Apa dengan menggunakan buku bergambar itu membuat

kamu cepat memahami ceritanya gak Walaupun sebelumnya

kamu belum pernah tahu cerita itu?”

Ikke : “Iya. Karena kita juga dibantu sama Miss kan. Terus ada

gambarnya. Terus ada ekspresi-ekpresi muka dari tokonya.”

Researcher : “Menurut kamu kelebihan dari menggunakan buku itu dalam

mengajar, seperti yang Miss demonstrasikan itu apa?”

Ikke : “Kelebihannya kita gak cepat bosen gitu karena berbeda dari

biasanya. Trus kita juga bisa tahu, karena kan jarang kita

menggunakan Bahasa Inggris. Terus ada gambarnya gitu jadi kan

kita tahu Walaupun gak sempurna gitu.”

Researcher : “Kalau kekurangannya apa?”

Ikke : “Kekurangannya kadang kata-kata Bahasa Inggrisnya ada yang

gak tau gitu.”

122

Appendix 8



Time : 10:00 a.m

Participant : Rizki Alfiansyah and Ikke Ardila Rahmawati

Researcher : “Kita kan udah tiga kali pertemuan ya. Menurut kamu, Ikke dulu

deh, cara mengajar Miss bagaimana? Coba deh kamu certain.”

Ikke : “Jelas terus enak juga karena kita kan jarang kalau diajarinnya

satu kalimat dijelasin. Jadi jelas menangkapnya juga.”

Researcher : “Kalau Rizky?”

Rizky : “Kenapa?”

Researcher : “Kalau selama ini diajarin reading aloud sama saya, menurut

kamu cara mengajar saya seperti apa?”

Rizky : “Enak sih, mudah dimengerti, sedikit demi sedikit gitu bisa ngerti

artinya.”

Researcher : “Kan pas Miss reading aloud, gak semuanya Miss baca. Kamu

kebingungan gak kalau Miss melakukan itu?”

Rizky : “Gak.”


Rizky : “Soalnya kan intinya udah dibaca gitu.”

Researcher : “Kalau Ikke?”

Ikke : “Ngerti sih. Tapi kan kalau dilongkap kaya ada yang kurang.

Kalau dibaca semua kan jadi bisa ngerti semuanya.”

Researcher : “Oh gitu. Kan waktu pertama itu Miss mengajarkan gambarnya,

setiap garis, setiap warna itu bermakna. Sekarang kalau kamu

lihat buku-buku bergambar apa kamu jadi aware atau sadar ko ini

warnanya begini, gambarnya seperti ini. Kamu jadi berfikir ini

maknanya apa ya. Begitu gak?”

123

Rizky : “Iya soalnya kan ceritanya kan dari liat gambar-gambarnya

pertama-tama kita merasa bingung gitu. Tapi kalau Miss jelasin

jadi jelas gitu.”


Ikke : “Iya sih kan sama Miss juga udah diajarin kalau warna ini

ngomonin apa. Jadi setiap warna ada maknanya. Jadi kalau liat

gambar, langsung ke situ gitu pikirannya.”

Researcher : “Miss kan kalau saat reading aloud suka bertanya ini ceritanya

apa, prediksi kamu apa. Saat kamu ditanya seperti itu apa kamu

deg-degan kah atau biasa-biasa aja kah atau nunggu jawaban dari

temen yang lainnya aja atau bagaimana?”

Rizky : “Kalau menurut saya sih biasa aja gitu gak deg-degan. Soalnya

kalau deg-degan kan gak enak juga gitu. Namanya sama guru kan

kira harus menghormati juga.”

Ikke : “Aku karena pertamanya gak tau jadi agak deg-degan gitu. Tapi

lama-lama udah biasa aja sih.”

Researcher : “Terus kalau misalnya teman kamu prediksinya beda sama

prediksi kamu. Kamu merasanya seperti apa kalau kaya begitu?”

Ikke : “Kalau aku sih kalau jawabannya lebih lengkap, kaya dia jawab

apa yang aku gak jawab, rasanya keren gitu. Rasanya pengen

nambahin lagi, kenapa ko lupa gitu.”

Researcher : “Kalau kamu?”

Rizky : “Rasanya gimana ya, kurang srek gitu.”

Researcher : “Kalau beda gitu ya?”

Rizky : “Iya kalau beda jadi pengen nambah-nambahin aja gitu.”

Researcher : “Dengan kemarin kalian berdelapan ya, terus Miss tanya satu per

satu, yang lainnya mendengarkan. Miss menerima jawaban

kalian. Kalian merasa pendapat kalian dihargai gak?”

Rizky : “Iya dihargai.”


124

Rizky : “Soalnya kan kalau misalnya bertanya itu dan menjawab,

semuanya pada mendengar gitu.”

Researcher : “Jadi pada mendengar, menyimak gitu ya. Kalau Ikke?”

Ikke : “Iya dihargai.”


Ikke : “Karena ada respon dari teman-teman, ada respon dari Miss juga.”

Researcher : “Dengan kemarin kamu berdiskusi dibagi kelompok, apa itu

memberi kesempatan untuk kamu mengutarakan ide kamu tentang

cerita itu ke teman-teman kamu?”

Ikke : “Iya karena di situ kan kita kalau sama guru rasanya agak terbatas

gitu, ada rasa malu juga. Kalau sama teman kan udah biasa. Jadi

kita lebih leluasa lagi untuk mengungkapkan pendapat kita lebih

banyak lagi.”

Researcher : “Oh gitu. Kalau Rizky?”

Rizky : “Sama kaya Ikke. Soalnya kalau sama guru kan deg-degan. Kalau

sama teman kan udah enak gitu lah. Udah kaya saudara gitu, udah

biasa.”

Researcher : “Jadi dengan kemarin kita reading aloud terus berdiskusi bareng-

bareng maupun sama Miss, itu membuka peluang kamu untuk

mengutarakan yang ad di fikiran kamu gitu ya?”

Rizky : “Iya.”

Researcher : “Kalau di kelas memang terbatas banget ya?”

Rizky : “Iya karena terbatas sama waktu, terus teman-teman juga berisik.”

Researcher : “Apa dengan banyaknya teman-teman sekelas, kamu berapa orang

sih di kelas?”

Rizky : “43.”

Researcher : “43. Apa itu mengganggu juga dengan banyaknya murid itu. Apa

jumlah itu mengganggu kamu untuk belajar lebih baik gitu?”

Rizky : “Kalau misalnya mereka berisik, itu mengganggu banget kalau

buat saya. Kalau misalnya dia diam atau kalem, menurut aku yang

kaya gitu membantu banget.”

125


Ikke : “Menurut aku mengganggu ya. Walaupun sebenarnya sih gak

mengganngu mau muridnya sampai berapa pun kalau dia gak

berisik, pasti suasananya enak-enak aja dan pasti kedengeran.

Tapi kalau muridnya sedikit atau sampai 43 gitu terus berisik itu

gak enak gitu. Terus kita jadi gak ngerti sama penyampaian guru

gitu.”

Researcher : “Jadi kalian berdua sepakat jumlah tuh gak mengganggu kalian

gitu ya. Yang penting mereka mau belajar seperti kalian gitu ya?”

Rizky : “Iya.”

Researcher : “Andaikan kalian belajar dengan guru yang lain itu menurut

kalian cara mengajar Miss bisa dicontoh sama guru-guru yang

lain gak?”

Rizky : “Menurut saya gak sih soalnya kan tiap guru memiliki karakter

masing-masing.”


Ikke : “Kalau aku sih gak apa-apa.”

Researcher : “Kalau misalnya nanti misalnya Pak Tantowi mengajar

menggunakan picturebook, kamu mau gak?”

Rizky : “Mau soalnya biar kita dapat berimajinasi dan mengerti kata-kata

Bahasa Inggris dan Bahasa Indonesia satu per satu.”

Ikke : “Aku mau juga karena biar lain aja. Biar kita juga leluasa untuk

bertanya karena kan kalau kita gak baca cerita gitu kita gak tau

arti-artinya.”

Researcher : “Dengan menggunakan picturebook itu apa membantu kalian

untuk mengetahui ini ceritanya dari mana, tokohnya siapa aja,

alur dan plotnya?”

Ikke : “Iya.”

Researcher : “Membantu ya?”

Rizky : “Iya.”

126

Appendix 9

Lesson Plan 1

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : SMP Muhammadiyah 17 Ciputat

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : VIII / 2

Alokasi Waktu : 2 x 40 menit

A. Standar Kompetensi

Mendengarkan

11. Memahami makna dalam esei pendek sederhana berbentuk recount, dan

narrative untuk berinteraksi dengan lingkungan sekitar.

B. Kompetensi Dasar

11.3. Merespon makna dan langkah retorika dalam esei pendek sederhana

secara akurat, lancar dan berterima yang berkaitan dengan lingkungan

sekitar dalam teks berbentuk recount dan narrative.

C. Tujuan Pembelajaran

1. Peserta didik dapat menjelakskan makna yang terkandung dalam teks

naratif kepada guru dan peserta didik lainnya.

2. Peserta didik dapat mengemukakan pendapat mengenai interpretasi

masing-masing cerita dalam teks naratif.

3. Peserta didik dapat menganalisis isi cerita dari teks naratif.

4. Peserta didik dapat menghubungkan isi cerita dari teks naratif kepada

kehidupan nyata atau sehari-hari.

5. Peserta didik dapat memprediksi isi cerita dalam teks naratif dengan

alasan-alasan yang ditemukan selama diskusi.

Karakter peserta didik yang diharapkan:

127

1. Dapat dipercaya (trustworthines)

2. Rasa hormat dan perhatian (respect)

3. Tekun (diligence)

4. Tanggung jawab (responsibility)

5. Berani (courage)

D. Materi Pembelajaran

Picturebook : Kamishibai Man

Author : Allen Say

Illustrator : Allen Say

Kamishibai Man

Not so long ago in Japan in a small house on a hillside, there lived an

old man and his wife. Even though they never had children, walaupun mereka

tidak punya anak. They called each other Jiichan and Baachan. Jiichan is

Grandpa and Baachan is Grandma. One day, Baachan said „Jiichan, you

haven‟t said a word in three days.‟ „Umm, I‟ve been thinking how much I

miss going on the rounds,‟ he said. „How many years has it been?‟ she asked.

„Umm, yes quite a while...but my legs are good. And I‟ve kept the bicycle in

good order.‟

The next day, Jiichan rode his bicycle down the hillside in the first light

of morning. „Umm, how many years has it been?‟ „And do I remember such a

fine morning? All so fresh and young...‟ „Well, good morning to you, rickety

old bridge! Still going strong after all these years, um, mmm.‟ He began to

hum a tune.

When he came to the city, he stopped humming. „This isn‟t right. I must

have taken a wrong turn, but there‟s that old house I used to go by every

afternoon.‟ A car horn blasted at him, then another. „Why are there so many

cars all of a sudden? Look at these tall buildings! You‟d think I was in

another country!‟ He pulled into a vacant lot and panted. „Can‟t a man ride

his bicycle in peace?‟ „Can‟t this be? There‟s that old noodle shop...used to

128

be only building here... that and a nice park all around. Now look at all these

shops and restaurants. They chopped down all those beautiful trees for them.‟

Shaking his head, he slowly took the canvas off the box on his bicycle.

He propped up the stage and checked the story cards inside, patting

each painting. From the top drawer he took out two wooden blocks, and

holding one in each hand he hit them together. A sharp, loud clack rang out.

Clack! Clack! „Come gather around me, little ones, your kamishibai man is

here again!‟ „Ah yes, I can see you now, all your bright faces, clasping coins

in your little hands, so happy to hear my clappers to see your kamishibai

man‟

„Patience, everyone! You‟‟ll get your sweet .each and every one of you.

I have all your favorites, red ones and green ones and soft ones on stick. And

here comes that boy, the one who never has any money...umm, I‟ll get to him

later.‟ „So, which story will it be today? The mighty „Peach Boy‟! Born from

a giant peach! But wait, let‟s start at the beginning, umm... Long, long ago...‟

‟Would you like a candy?‟ „I don‟t like candies!‟ And he ran away.

Then, one night I was going home and saw a crowd of people gathered

in front of a shop. It wasn‟t long after that when television antennas started to

sprout from the rooftops like weeds in the springtime. And the more they

grew, the fewer boys and girls came out to listen to my stories. How can they

like those blurry pictures better than my beautiful painting? Better than my

beautiful painting. But there was nothing to be done. As I went around the

familiar neighborhoods, the children started to act as though they didn‟t

know me anymore.

Even so, I went on clicking my clappers, and one day a little girl poked

her head out the window and shushed me. Ssshhhhhh! The kamishibai man

was making too much noise. „Why aren‟t you watching television?‟ „I don‟t

like television!‟ he said. „But you like my stories,‟ I said, and he nodded his

little head.

„I was that boy!‟ Startled, the kamishibai man looked up and saw that a

large crowd had gathered before him. „We grew up with your stories!‟

129

someone else shouted. „Tell us Little One Inch again!‟ lagi‟ „And The

Bamboo Princess!‟ „The Peach Boy!‟ He started to say something, and

people began to clap their hands. He took a deep bow, and the applause got

louder.

A young man with a movie camera struggled up to him. They bowed to

each other, and as the old man gave him a candy, a roar went up. „Look, he

has all the same old sweet!‟ And the office clerk and shopkeepers, bankers

and waitress, housewives and deliverymen, all lined up in a big circle around

the kamishibai man.

It was dark when he got home. Baachan was watching the evening

news. The kamishibai man was the featured story. „I see you had a busy day‟,

she said. „It was a good day.‟ Jiichan nodded. „Will you going out

tomorrow?‟ „Umm, yes. And the day after‟. „Then you need more sweets‟,

„That would be very nice. Umm, could you make it twice the usual amount?‟,

„I‟ll see if I have enough sugar,‟ she said, and shut the television off.

E. Metode Pembelajaran

Three phase technique

F. Kegiatan Pembejalaran

1. Kegiatan Pendahuluan

Apersepsi :

Guru memperkenalkan diri dan memberikan siswa waktu untuk

memperkenalkan diri mereka masing-masing.

Motivasi :

Menjelaskan pentingnya materi yang akan dipelari berikut kompetensi

yang harus dikuasi peserta didik.

2. Kegiatan Inti

Eksplorasi

Dalam kegiatan eksplorasi, guru:

130

Mendengarkan dan merespon introduction tentang topik materi

yang akan disampaikan;

Mendengarkan dan merespon penjelasan kosa kata dan tata

bahasa tentang topik materi yang akan dipelajari;

Memfasilitasi terjadinya interaksi antar peserta didik serta antara

peserta didik dengan guru, lingkungan, dan sumber belajar

lainnya; dan

Melibatkan peserta didik secara aktif dalam setiap kegiatan

pembelajaran;

Elaborasi

Dalam kegiatan elaborasi, guru:

Membiasakan peserta didik membaca yang beragam melalui

tugas-tugas tertentu yang bermakna;

Memfasilitasi peserta didik melalui diskusi, dan lain-lain untuk

memunculkan gagasan baru baik secara lisan maupun tertulis;

Memberi kesempatan untuk berpikir, menganalisis,

menyelesaikan masalah, dan bertindak tanpa rasa takut;

Memfasilitasi peserta didik berkompetisi secara sehat untuk

meningkatkan prestasi belajar;

Memfasilitasi peserta didik untuk menyajikan hasil kerja

individual maupun kelompok; dan

Memfasilitasi peserta didik melakukan kegiatan yang

menumbuhkan kebanggaan dan rasa percaya diri peserta didik.

Konfirmasi

Dalam kegiatan konfirmasi, guru:

Memberikan umpan balik positif dan penguatan dalam bentuk

lisan, tulisan, isyarat, maupun hadiah terhadap keberhasilan

peserta didik,

131

Memberikan konfirmasi terhadap hasil eksplorasi dan elaborasi

peserta didik melalui berbagai sumber,

Memfasilitasi peserta didik melakukan refleksi untuk memperoleh

pengalaman belajar yang telah dilakukan,

Memfasilitasi peserta didik untuk memperoleh pengalaman yang

bermakna dalam mencapai kompetensi dasar:

Berfungsi sebagai narasumber dan fasilitator dalam menjawab

pertanyaan peserta didik yang menghadapi kesulitan, dengan

menggunakan bahasa yang baku dan benar;

Membantu menyelesaikan masalah;

Memberi acuan agar peserta didik dapat melakukan

pengecekan hasil eksplorasi;

Memberi informasi untuk bereksplorasi lebih jauh;

Memberikan motivasi kepada peserta didik yang kurang atau

belum berpartisipasi aktif.

Guru bertanya jawab tentang hal-hal yang belum diktahui peserta

didik

Guru bersama peserta didik bertanya jawab meluruskan kesalahan

pemahaman, memberikan penguatan dan penyimpulan.

3. Kegiatan Penutup

Dalam kegiatan penutup, guru:

Bersama-sama dengan peserta didik dan/atau sendiri membuat

rangkuman/simpulan pelajaran;

Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah

dilaksanakan secara konsisten dan terprogram;

Memberikan umpan balik terhadap proses dan hasil pembelajaran;

Merencanakan kegiatan tindak lanjut dalam bentuk pembelajaran

remedi, program pengayaan, layanan konseling dan/atau memberikan

132

tugas baik tugas individual maupun kelompok sesuai dengan hasil

belajar peserta didik; dan

Menyampaikan rencana pembelajaran pada pertemuan berikutnya.

Tabel kegiatan tahap pembelajaran

Kegiatan Tahapan Langkah-Langkah Waktu

Pendahuluan - Melakukan pembukaaan

dengan salam pembuka dan

mengkondisikan suasana

belajar yang menyenangkan.

- Mengecek kehadiran siswa.

- Menyampaikan tujuan

pembelajaran.

- Menyampaikan garis besar

cakupan materi dan kegiatan

yang akan digunakan.

5 menit

Inti Pemberian

stimulasi

Mengamati

- Guru meminta peserta didik

untuk mengamati judul cerita

dari buku cerita bergambar.


untuk menganalisis detil

sampul buku cerita bergambar.

- Guru meminta siswa untuk

menganalisis tiap teks dan

ilustrasi episode dalam buku

cerita bergambar sebelum

dibacakan.

10 menit

Identifikasi

masalah

Menanya

- Guru menanyakan prediksi

peserta didik mengenai isi

10 menit

133

cerita buku cerita bergambar

sebelum dibacakan oleh guru

kepada siswa.



cerita per episode sebelum

dibacakan.

- Peserta didik diberi

kesempatan untuk bertanya

mengenai terjemahan atau

makna ungkapan-ungkapan

menanya dan memberi

pendapat.

- Guru memberikan kesempatan

kepada peserta didik lain

untuk menjawab pertanyaan.

- Guru memberikan klarifikasi

tentang benar atau tidaknya

jawaban dari peserta didik.

Pengumpulan

data

Mengumpulkan informasi

- Peserta didik menjelaskan

prediksi mengereka mengenai

isi cerita di depan guru dan

peserta didik lainnya.

- Peserta didik mengamati

peserta didik yang lain dan

dapat memberi tanggapan.

- Peserta didik dapat

mengungkapkan interpretasi

masing-masing mengenai isi

cerita.

15 menit

134

Pembuktian Menalar

- Peserta didik mendiskusikan

prediksi yang sesuai dengan isi

cerita yang sebenarnya.

- Peserta didik memperoleh

balikan (feedback) dari guru

dan teman tentang fungsi

sosial dan unsur kebahasaan

yang sampaikan.

- Peserta didik menghubungkan

isi teks dengan ilustrasi yang

ada di dalam buku cerita

bergambar.

15 menit

Menarik

simpulan

Mengkomunikasikan


makna dan isi cerita bersama

guru dan peserta didik lainnya.

- Peseta didik mengemukakan

pendapat mengenai isi cerita

lewat prediksi dan analisis teks

dan gambar dari buku cerita

bergambar.

- Peserta didik menceritakan

kembali secara lisan dari isi

cerita bergambar dengan

menggunakan kalimat sendiri.

20 menit

Penutup - Peserta didik dengan

bimbingan guru menyimpulkan

pembelajaran hari itu.

- Guru memberikan umpan balik

5 menit

135

terhadap proses dan hasil

pembelajaran.

- Guru menyampaikan rencana

kegiatan pembelajaran untuk

pertemuan berikutnya.

G. Sumber Pembelajaran

Sumber materi : Picturebook

H. Penilaian Pembelajaran

Indikator

Pencapaian

Kompetensi

Teknik

Penilaian

Bentuk

Instrumen Instrumen/ Soal

Peserta didik dapat

menganalisis cerita

dari judul dan

ilustrasi yang

terdapat dalam

sampul buku.

Tes lisan

Pertanyaan dari

guru sebelum

membaca dan

membuka buku

cerita.

Bila dilihat dari

judulnya, dari

manakah cerita ini

berasal?

Bila dilihat dari

ilustasinya, siapakan

tokoh dalam cerita

ini?

Menceritakan tentang

apakan cerita ini?

Peserta didik dapat

mendiskusikan isi

cerita dengan

mengungkapkan

prediksi cerita dan

alasannya.

Tes lisan Pertanyaan dari

guru selama

membacakan buku

cerita.

Menceritakan apakah

episode cerita ini?

Berikan prediksi

mengenai isi cerita

ini!

Cerita lain apa yang

memiiliki kemiripan

dengan cerita ini?

Peserta didik dapat

menginterpretasika

n cerita.


guru setelah

membacakan buku

Coba ceritakan ulang

cerita yang sudah

dibacakan

136

cerita. sebelumnya!

Pelajaran apa yang

bisa diambil dari

cerita ini?

Kamis, 20 April 2017

Guru Mata Pelajaran Bahasa Inggris,

Funny Wulan

137

Appendix 10

Lesson Plan 2


(RPP)





I. Standar Kompetensi

Mendengarkan



J. Kompetensi Dasar




K. Tujuan Pembelajaran











138





10. Berani (courage)

L. Materi Pembelajaran

Picturebook : Cinderella‟s Step Sisters and the Big Bad Wolf

Author : Lorraine Carey

Illustrator : Miggy Blanco

Cinderella’s Step Sisters and the Big Bad Wolf

You think you know the story of Cinderella? Did you know that she

really has three stepsisters, and that Cinderella herself isn‟t actually nice?

Cinderella isn‟t actually that nice. The youngesr Ugly sister, Gertie, is very

kind, though she‟s told she‟ll have to act mean and bad like the rest of her

family if she wants to be allowed to go to the ball. Will Gertie learn to act like

a true Ugly in time?

Here is Cinderella. Here is her stepsister. Here are the Ugly sisters:

one, two, and...three.

You already know the two Ugly sisters who were horrible, nasty, and

mean. But Gertie, their little sister, was...nice. While Cinderella lazed about

and did absolutely nothing. Gertie watered the pumpkins, took care of the

mice, and did all the housework. . And did all the housework. Niceness shone

from Gertie‟s face, and her smile was brighter than the sun.

Well, of course, the Ugly family despaired. They were ashamed. They

hid little Gertie away, and they never let her go anywhere with them. Then,

one morning, a special invitation arrived.

„Oh. look!‟, said Mrs. Ugly. „We‟re invited to a grand ball at the palace

tonight!‟ „A ball?‟ cried Gertie. „Oh, please, can I go?‟ Dia mau pergi.

„You?‟ said Mrs. Ugly. „Go to the ball? You‟re a disgrace to the Ugly name.

139

You don‟t walk Ugly, you don‟t talk Ugly, and with that shocking smile on

your face, you don‟t even look Ugly!‟ „And with that shocking smile on your

face, you don‟t even look Ugly.‟ But, I am an Ugly sister.‟ „Tapi saya

keluarga Ugly juga,‟ Gertie said. „And I can be bad. I know I can!‟ „You‟ll

need help,‟ said Mrs. Ugly. „A lesson from the Wicked Queen...‟

So that afternoon Gertie was sent to learn from the Wicked Queen, who

was just about to visit Snow White. First the Wicked Queen disguised herself

as a little old lady. Then she knocked the door. „Hello, my dear,‟ she said to

Snow White. „Won‟t you take a bite of this lovely apple?‟ „Look out, Snow

White!‟ „That apple is poisoned!‟ „No, thanks, then.‟ And she shut the door.

Well, the Wicked Queen was furious. And sent Gertie home faster than a

streak of lighting. Mrs. Ugly was very angry. „Oh, all right!‟ said Msr. Ugly.

„But this time you‟re going to see the Worst Witch of all...‟

„Being bad is easy.‟ „Let me show you how. The oven‟s nice and hot,

and I‟m planning a delicious dinner‟ „Hansel! Gretel! Come in, children!‟

„Don‟t come on!‟ „The witch is planning to eat you for dinner‟ „In that case,

we won‟t be staying.‟ „But we‟ll take some snacks with us‟ Back home, Mrs.

Ugly was furious. „Oh, please! Please let me go to the ball! I can be mean

and bad like a real Ugly sister. I know I can!‟ But this time, Gertie was sent

to the meanest and nastiest villain of all.

The Big Bad Wolf who happened to be wearing a dress! „So, you wanna

be ugly, huh?‟ said the wolf. „You wanna be bad?‟ „Oh, I do! I do! I do!‟

„Well,‟ said the wolf, „You‟re just in time! Watch this!‟ Suddenly, there was a

knock, knock, knock on the door. Little Red Riding Hood. Nah, benar. „Oh,

Grandma,‟ said Little Riding Hood. ‟What big eyes you have‟ „All the better

to see you with.‟ „Oh, Grandma what big ears you have‟ „All the better to

hear you with,‟ „Oh, Grandma what a big teeth‟ „Stop!‟ said Gertie. „That‟s

not your grandma, that‟s...‟

The Big Bad Wolf and Little Red Riding Hood scampered off. The Wolf

turned to Gertie and drooled. „Please don‟t eat me!‟ said Gertie. „I‟ve tried

so hard to be mean and bad like the rest of my family so I could go to the

140

ball‟ „Ball?‟ „Did you just say ball?‟ „„I‟ve always wanted to go to the ball.‟‟

„C‟mon. Let‟s see what we can do.‟

By the time Gertie and the Wolf arrived home, Mrs. Ugly and the two

Ugly sisters had already left for the ball. „We‟re too late!‟ cried Gertie, when

who should appear but a beautiful fairy. „I am your Fairy Godmother!‟ She

said. She looked at Gertie and the Wolf. „And I expect you two want to go to

the ball, don‟t you?‟ „Stop!‟ shouted an angry voice. It was Cinderella. „What

about me?‟ kata Cinderella. „I‟ve been waiting all night for a Fairy

Godmother to get me to that ball!‟ Well, Fairy Godmothers do not like bad

manners. So she quickly turned Cinderella into a...mouse.

But Gertie and the Wolf went to the ball in beautiful new dresses. And

they had a lovely time. So lovely, in fact, that Gertie and Prince Charming fell

in love and married soon after. As for Mrs. Ugly and gertie‟s two ugly sisters

well, no one quite knows why, but they never, ever.

M. Metode Pembelajaran


N. Kegiatan Pembejalaran


Apersepsi :



Motivasi :



5. Kegiatan Inti

Eksplorasi




141





lainnya; dan


pembelajaran;

Elaborasi














Konfirmasi




peserta didik,



142















didik



6. Kegiatan Penutup











143










pembelajaran.




5 menit

Inti Pemberian

stimulasi

Mengamati











dibacakan.

10 menit

Identifikasi

masalah

Menanya




10 menit

144


kepada siswa.




dibacakan.





menanya dan memberi

pendapat.







Pengumpulan

data












cerita.

15 menit

145

Pembuktian Menalar








yang sampaikan.




bergambar.

15 menit

Menarik

simpulan

Mengkomunikasikan








bergambar.





20 menit





5 menit

146


pembelajaran.




O. Sumber Pembelajaran


P. Penilaian Pembelajaran

Indikator

Pencapaian

Kompetensi

Teknik

Penilaian

Bentuk


Peserta didik dapat

menganalisis cerita

dari judul dan

ilustrasi yang

terdapat dalam

sampul buku.

Tes lisan

Pertanyaan dari

guru sebelum

membaca dan

membuka buku

cerita.

Bila dilihat dari

judulnya, dari

manakah cerita ini

berasal?

Bila dilihat dari


tokoh dalam cerita

ini?


apakan cerita ini?

Peserta didik dapat

mendiskusikan isi

cerita dengan

mengungkapkan

prediksi cerita dan

alasannya.


guru selama

membacakan buku

cerita.

Menceritakan apakah

episode cerita ini?

Berikan prediksi

mengenai isi cerita

ini!


memiiliki kemiripan

dengan cerita ini?

Peserta didik dapat

menginterpretasika

n cerita.


guru setelah

membacakan buku


cerita yang sudah

dibacakan

147

cerita. sebelumnya!

Pelajaran apa yang

bisa diambil dari

cerita ini?

Rabu, 10 Mei 2017


Funny Wulan

148

Appendix 11

Lesson Plan 3


(RPP)





Q. Standar Kompetensi

Mendengarkan



R. Kompetensi Dasar




S. Tujuan Pembelajaran











149





15. Berani (courage)

T. Materi Pembelajaran

Picturebook : The Librarian of Basra

Author : Jeanette Winter

Illustrator : Jeanette Winter

The Librarian of Basra

Alia Muhammad Baker is the librarian of Basra. A part city in the

sand-swept country of Iraq. Her library is a meeting place for all who love

books. They discuss matters of the world and matters of the spirit. Until now,

now they talk only war. Will planes with bombs fill the sky?‟ „Will bombs fall

here?‟ „Will soldiers with guns fill the streets?‟„Who among us will die?‟„Will

our family survive?‟„What can we do?‟

Alia worries that the fires of war will destroy the books, which are more

precious to her than mountains of gold. The books are in every language, new

books, ancient books, even a biography of Muhammad that is seven hundred

years old.‟ She asks the governor for permission to move them to a safe place.

He refuses.‟

So Alia takes matters into her own hands. Secretly, she brings books

home every night, filling her car late after work. The whispers of war grow

louder. Government offices are moved into the library. Soldiers with guns

wait on the roof. Alia waits and fears the worst. Then, the rumors become

reality.

War reaches Basra. The city is lit with a firestorm of bombs and

gunfire. . Alia watches as library workers, government workers and soldier

abandon the library. Only Alia is left to protect the books. She calls over the

150

library wall to her friend Anis Muhammad. Who owns a restaurant on the

other side. „Can you help me save the books?‟

„I can use these curtains to wrap them.‟ „Here are creates from my

shop.‟„Can you use these sacks?‟„The books must be saved‟ All through the

night, Alia, Anis his brothers and shopkeepers and neighbors take the books

from the library shelves, pass them over the seven-foot wall, and hide them in

Anis‟s restaurant.

The books stay hidden as the war rages on. Then, nine days later, a fire

burns the library to the ground. The next day, soldiers come to Anis‟s

restaurant. „Why do you have a gun?‟ they ask. „To protect my business,‟

Anis replies. The soldiers leave without searching inside. They do not know

that the whole of the library is in my restaurant, thanks Anis. At last, the beast

of war moves on. Alia knows that if the books are to be safe, they must be

moved again, while the city is quiet. So she hires a truck to bring all thirty

thousand books to her house and to the houses of friends.

In Alia‟s house, books are everywhere, filling floors and cupboards and

windows. Leaving barely enough room for anything else.

Alia waits. She waits the war to the end. She waits, and dreams of

peace. She waits... And dreams of a new library. But until then, the books are

safe, safe with the librarian of Basra.

U. Metode Pembelajaran


V. Kegiatan Pembejalaran


Apersepsi :



Motivasi :



151

8. Kegiatan Inti

Eksplorasi








lainnya; dan


pembelajaran;

Elaborasi














Konfirmasi


152



peserta didik,

















didik



9. Kegiatan Penutup






153















pembelajaran.




5 menit

Inti Pemberian

stimulasi

Mengamati










10 menit

154


dibacakan.

Identifikasi

masalah

Menanya





kepada siswa.




dibacakan.





menanya dan memberi

pendapat.







10 menit

Pengumpulan

data







15 menit

155






cerita.

Pembuktian Menalar








yang sampaikan.




bergambar.

15 menit

Menarik

simpulan

Mengkomunikasikan








bergambar.



20 menit

156








pembelajaran.




5 menit

W. Sumber Pembelajaran


X. Penilaian Pembelajaran

Indikator

Pencapaian

Kompetensi

Teknik

Penilaian

Bentuk


Peserta didik dapat

menganalisis cerita

dari judul dan

ilustrasi yang

terdapat dalam

sampul buku.

Tes lisan

Pertanyaan dari

guru sebelum

membaca dan

membuka buku

cerita.

Bila dilihat dari

judulnya, dari

manakah cerita ini

berasal?

Bila dilihat dari


tokoh dalam cerita

ini?


apakan cerita ini?

Peserta didik dapat

mendiskusikan isi

cerita dengan

mengungkapkan


guru selama

membacakan buku

cerita.

Menceritakan apakah

episode cerita ini?

Berikan prediksi

mengenai isi cerita

157

prediksi cerita dan

alasannya.

ini!


memiiliki kemiripan

dengan cerita ini?

Peserta didik dapat

menginterpretasika

n cerita.


guru setelah

membacakan buku

cerita.


cerita yang sudah

dibacakan

sebelumnya!

Pelajaran apa yang

bisa diambil dari

cerita ini?

Rabu, 17 Mei 2017


Funny Wulan

158

Appendix 12

Photos

160

Appendix 13

Surat Bimbingan Skripsi

162

Appendix 14

Surat Permohonan Izin Penelitian

163

Appendix 15

Surat Keterangan Penelitian

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