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IMPROVING STUDENTS’ UNDERSTANDING
OF SIMPLE PAST TENSE BY USING FOLKTALES
ILYATUL UMROH
NIM: 106014000389
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS TRAINING
STATE ISLAMIC UNIVERSITY OF SYARIF HIDAYATULLAH
JAKARTA
2011
(A Classroom Action Research at the Second Grade of Marketing Major Class 2.3 SMK
Nusantara, Ciputat, South Tangerang)
A “Skripsi”
Presented to the Faculty of Tarbiya and Teachers Training
In Partial Fulfillments of the Requirements
for the Degree of Strata 1 (Bachelor of Arts) in English Education Department
By:
i
IMPROVING STUDENTS’ UNDERSTANDING
OF SIMPLE PAST TENSE BY USING FOLKTALES
Ilyatul Umroh
NIM: 106014000389
Drs. Syauki, M.Pd
NIP: 19641212 199103 1 002
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS TRAINING
STATE ISLAMIC UNIVERSITY OF SYARIF HIDAYATULLAH
JAKARTA
2011
(A Classroom Action Research at the Second Grade of Marketing Major Class 2.3
SMK Nusantara, Ciputat, South Tangerang)
A “Skripsi”
Presented to the Faculty of Tarbiya and Teachers Training
In Partial Fulfillments of the Requirements
for the Degree of Strata 1 (Bachelor of Art) in English Education Department
By:
Approved by
Advisor
ii
ENDORSEMENT SHEET
“Improving Students’
Understanding of Simple Past Tense by Using Folktale (A Classroom Action
Research at the Second Grade of Marketing Major Class 2.3 SMK
Nusantara, Ciputat, South Tangerang)” Ilyatul Umroh
106014000389
The Examination Committee of the Faculty of Tarbiya and Teachers’ Training
certifies that the ‘skripsi’ (scientific paper) entitled
, written by , students
registration number , was examined by the committee on March
2nd, 2011 and was declared to have passed and have fulfilled one of the
requirements for the degree of S.Pd in English Education Department.
Jakarta, March 2nd, 2011
EXAMINATION COMMITTEE:
CHAIRMAN : Drs. Syauki, M.Pd ( )
NIP. 19641212 199103 1 002
SECRETARY : Neneng Sunengsih, S.Pd ( )
NIP. 19730625 199903 2001
EXAMINERS:
1. Dr. Ratna Sari Dewi, M.Pd ( )
NIP. 19720501 19990230
2. Nida Husna, MA Tesol ( )
NIP. 19720705 2003122002
Acknowledged by
Dean of Faculty of Tarbiya and Teachers’ Training
Prof. Dr. Dede Rosyada, MA
NIP. 19571005 1987031 003
iii
ABSTRACT
Ilyatul Umroh
Key words:
,
Skripsi, English Education Department, Faculty of Tarbiya and Teachers
Training, Syarif Hidayatullah State Islamic University Jakarta, 2011.
Students’ understanding of simple past tense, Folktale
This research is conducted in order to improve student understanding of
simple past tense by using folktale at the Second grade of Marketing Major Class
2.3 SMK Nusantara, Ciputat, South Tangerang.
In conducting this research, the researcher used Classroom Action
Research (CAR) as the method of research. She taught simple past tense at grade
XI of Marketing Major class 2.3 SMK Nusantara. This research consisted of three
cycles and each cycle consisted of three meetings (the test was not included in the
meeting). The researcher conducted this research for o month and three weeks.
To collect the data, the researcher used observation, interview, and tests (pre-test
and post-tests).
The result of this research shows that using folktale imple past
tense at grade XI of Marketing Major class 2.3 SMK Nusantara can improve their
understanding of simple past tense. The students felt the teaching learning
activities were fun and interesting. Moreover, the students’ achievements in pre-
test and post-test show a good progress. The mean of pre-test is 48.89, and there
were only two students who passed the KKM or 5.26%. The mean of the post-test
1 is 59. 76, and there were 10 students who passed the KKM or 26.31% of the
students who passed the KKM. In cycle II, the students score improved
significantly, the mean score of post-test 2 is 68.42, and the number of students
who passed the KKM is 21 or 55.26%. In the last cycle, the mean of post-test 3 is
71.81, and the number of students who passed KKM was increased, that is 31
students or 81.57%. So, there is 76.31% improvement of the students’ percentage
“Improving Students Understanding of Simple Past Tense by
Using Folktale (A Classroom Action Research at Second ade of
Marketing Major Class 2.3 SMK Nusantara, Ciputat, South Tangerang)”.
iv
of pre-test (5.26%) to post-test 3 score (81.57%). From this result, the researcher
concluded that teaching simple past tense by using folktale at grade XI of
Marketing Major class 2.3 SMK Nusantara was effective improve students
understanding of simple past tense, because it has achieved the target of
Classroom Action Research, which is 75%.
v
ABSTRACT
Ilyatul Umroh
Kata Kunci:
,
Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan
Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2011.
Pemahaman siswa terhadap simple past tense, Dongeng (Folktale)
Penelitian ini dilaksanakan dengan tujuan untuk meningkatkan
pemahaman siswa terhadap Simple past tense dengan menggunakan Folktale
(Dongeng) pada siswa kelas 2.3 Jurusan Pemasaran SMK Nusantara, Ciputat,
Tangerang Selatan.
Dalam pelaksanaan penelitian ini, peneliti menggunakan Penelitian
Tindakan Kelas (PTK) sebagai metode penelitian. Peneliti mengajar Simple past
tense di kelas 2.3 jurusan Pemasaran SMK Nusantara. Penelitian ini terdiri dari
tiga siklus, dan tiap siklus terdiri dari tiga pertemuan (pelaksanaan test tidak
dihitung sebagai pertemuan). Peneliti melaksanakan penelitian ini selama 1 bulan
dan 3 minggu. Untuk pengumpulan data, peneliti menggunakan observasi,
wawancara, dan test (pre-test dan post-test).
Hasil penelitian ini menunjukkan bahwa penggunaan folktale (dongeng)
dalam pengajaran simple past tense pada kelas 2.3 jurusan Pemasaran SMK
Nusantara dapat meningkatkan pemahaman siswa terhadap simple past tense. Para
siswa juga merasa kegiatan belajar-mengajar menjadi asyik dan menyenangkan.
Selain itu, nilai pre-test dan post-test siswa juga mengalami peningkatan yang
bagus. Rata-rata nilai pre-test adalah 48.89, dan ada 2 siswa yang mampu
melewati KKM atau 5.26%. nilai rata-rata post-test 1 adalah 59. 76, dan ada 10
siswa yang dapat melewati KKM atau 26.31%. pada siklus II, nilai siswa
mengalami peningkatan yang signifikan, nilai rat-rata post-test 2 adalah 68.42,
dan jumlah siswa yang bisa melewati KKM adalah 21 atau 55.26%. pada siklus
terakhir, nilai rata-rata post-test 3 adalah 71.81, dan jumlah siswa yang melewati
“Improving Students Understanding of Simple Past Tense by
Using Folktale (A Classroom Action Research at Second ade of
Marketing Major Class 2.3 SMK Nusantara, Ciputat, South Tangerang)”.
vi
KKM meningkat, yakni 31 siswa atau 81.57%. jadi, ada peningkatan sebesar
76.31% dari pre-test (5.26%) to post-test 3 score (81.57%). Berdasarkan hasil ini,
peneliti menyimpulkan bahwa pengajaran simple past tense dengan menggunakan
folktale pada kelas 2.3 jurusan Pemasaran SMK Nusantara telah efektif dalam
meningkatkan pemahaman siswa terhadap simple past tense, karena hasil
penelitiannya telah mencapai target Penelitian Tindakan Kelas yakni 75 %.
vii
ACKNOWLEDGEMENT
In the name of Allah, The Beneficent, The Merciful.
Praise be to Allah, The Lord of the world, who gives the writer guidance
and strength, so she could finish this scientific paper (skipsi). Peace and blessing
be upon our prophet Muhammad SAW, his family, his companions and his
followers.
This skripsi is presented to the English Education Department of Tarbiya
and Teachers Training Faculty of State Islamic University of Syarif Hidayatullah,
Jakarta as a partial fulfillment of the requirements for strata 1 (S1). This research
could not be completed without a great deal of help from many people, especially
Drs. Syauki, M.Pd, her advisor who has patiently given valuable advice and
guidance to finish this research paper.
Her gratitude also goes to those who helped her in finishing her work,
among others:
1. Prof. Dr. H. Dede Rosyada, MA, the Dean of Faculty of Tarbiya and
Teachers Training.
2. Drs. Syauki, M.Pd, the Head of English Education Department of UIN
Syarif Hidayatullah Jakarta.
3. Mrs. Neneng Sunengsih, S.pd, the Secretary of English Education
Department of UIN Syarif Hidayatullah Jakarta.
4. All lecturers in English Education Department who have taught and
educated the writer so she knows many things.
5. Mr. Faisal Bakar, SE the Headmaster of SMK Nusantara Ciputat who has
allowed the writer to conduct this research.
6. All teachers and staffs of SMK Nusantara especially Mr. Arif Noor, SE,
MM who have helped and supported the writer in finishing this research.
7. Mrs. Rini Ramdani Yafas, SE, the English teacher of Class 2.3 Marketing
Major SMK Nusantara who has given her ideas and time and also has
guided, advised, and supported the writer in the process of doing the
research.
viii
8. Her best gratitude to her beloved parents, Mr. Sudarji and Mrs. Masni; her
beloved brother and sisters especially Mrs. Ros, Mrs. i, and Mrs.
Mas’udah who always give pray, support, motivations, and moral
encouragements to finish this skripsi.
9. Mr. Reza Risky, her fiancé, thank you for your support, help, and patient
so that the writer can finish this skripsi.
10. Her beloved roommates Ms. Iir Hidayat, Husna Ali Yusuf, and Ika Majid
who always give supports, suggestion, and pray for her.
11. Her beloved friends in English Education Department in class B year 2006
whose names cannot be mentioned one by one.
The writer realizes that this paper is far from being perfect. Therefore, the
writer expects some suggestions and critics for this paper. At last, the writer hopes
that this research paper will be useful for all.
Jakarta, March 2nd, 2011
The writer
Ilyatul Umroh
ix
TABLE OF CONTENT
CHAPTER I INTRODUCTION
CHAPTER II THEORITICAL FRAMEWORK
The Approval Sheet of Advisor ........................................................................... i
The Endorsement Sheet of Examination Committee ......................................... ii
Abstract ................................................................................................................ iii
Acknowledgement ............................................................................................... v
Table of Content .................................................................................................. vii
List of Tables ......................................................................................................... ix
List of Figures........................................................................................................ x
List of Appendices................................................................................................. xi
A. Background of Study ............................................................................... 1
B. Limitation of the Problem ........................................................................ 4
C. Statement of the Problem ......................................................................... 4
D. The Objective of the Research ................................................................ 4
E. The Significant of the Research .............................................................. 4
F. Method of the Research ........................................................................... 5
A. Simple Past Tense
1. Definition of Simple Past Tense ....................................................... 6
2. The Form of Simple Past Tense ....................................................... 7
3. The Use of Simple Past Tense .......................................................... 10
B. Folktale
1. Definition of Folktale ....................................................................... 14
2. Types of Folktale .............................................................................. 15
C. Using Folktale in Teaching Grammar
1. The Definition of Grammar ............................................................. 18
2. The Place of Grammar in Language Teaching ............................... 19
3. Using Folktale in Teaching Grammar ............................................. 20
D. Relevant Study ............................................................................ 22
E. The Conceptual Development of Action Planning ................... 23
x
F. Action Hypothesis ....................................................................... 24
A. The Method of Research ........................................................................ 25
B. Subject of the Research .......................................................................... 26
C. Place and Time of the Research ............................................................ 26
D. The Writer’s Role on the Research ....................................................... 26
E. The Research Design .............................................................................. 26
F. The Instruments of the Research ........................................................... 28
G. Technique of Data Collecting................................................................. 30
H. Technique of Data Analysis .................................................................. 21
I. Trustworthiness of Study ....................................................................... 32
J. Criterion of the Action Research Success ................................................. 34
A. Before Implementing the Action
1. The Result of Pre Observation ......................................................... 35
2. The Result of Pre Interview ............................................................. 36
3. The Result of Pre-test ....................................................................... 36
B. The Implementation of Classroom Action Research
1. Cycle I ............................................................................................... 37
2. Cycle II .............................................................................................. 42
3. Cycle III ............................................................................................ 47
C. The Discussion of the Data After CAR
1. The Result of Post Interview ........................................................... 41
2. The Result of Post Test .................................................................... 51
D. The Interpretation of the Data ................................................................ 59
A. Conclusion .............................................................................................. 61
B. Suggestion ............................................................................................... 62
.............................................................................................. 63
.......................................................................................................... 66
CHAPTER III RESEARCH METHODOLOGY
CHAPTER IV RESEARCH FINDING
CHAPTER V CONCLUSION AND SUGGESTION
BIBLIOGRAPHY
APPENDIX
xi
LIST OF TABLES
Table 3.1: The Classification of Discriminating Power .................................... 33
Table 3.2: The Classification of Difficulty Level ............................................. 34
Table 4.1: Pre-test and Post-tests Scores ........................................................... 52
xii
LIST OF FIGURES
Figure 4.1: Stephen Kemmis’ Design …………………………………. …… 27
xiii
LIST OF APPENDICES
Appendix 1: English Teacher Interview before CAR ....................................... 66
Appendix 2: English Teacher Interview after CAR .......................................... 69
Appendix 3: Students Observation Forms ........................................................ 71
Appendix 4: Teacher Observation Forms .......................................................... 74
Appendix 5: Charts of Students’ Scores ............................................................ 77
Appendix 6: Field Notes ..................................................................................... 79
Appendix 7: Lesson Plans .................................................................................. 89
Appendix 8: Folktales Stories ............................................................................ 124
Appendix 9: Kisi-Kisi Soal ................................................................................. 143
Appendix 10: Tests ............................................................................................. 155
Appendix 11: The Key Answers ....................................................................... 179
Appendix 12: Validity Test ................................................................................ 183
Appendix 13: Analsis Butir Soal ...................................................................... 186
Appendix 14: The School Profile ...................................................................... 188
1
CHAPTER I
INTRODUCTION
BACKGROUND OF THE STUDY
Today, English is included as a compulsory subject for the students at any
grade in Indonesia, from elementary school up to university. This obligation is
based on the government regulation that mention “Bahasa Inggris telah menjadi
bahasa asing pertama yang wajib dipelajari, dengan tujuan untuk mengembangkan
ilmu pengetahuan, teknologi, dan kebudayaan” (English became the first foreign
language that is obligatory to be learned, the purpose is to develop science,
technology, and culture; moreover the language is used s a way of the
constructing the relationship with other nations)1. It also explains that foreign
language especially English is an international language that is very important for
global communication.
There are two aspects that must be mastered by the students in learning
English. First, language performances, or usually called as language skills, they
include listening, speaking, reading, and writing. Second is anguage competence,
it is underlying knowledge of the system of language; nvolves its rules of
grammar, vocabulary, pronunciation, etc. All those skills are important in
mastering English.
Grammar is a description of the way language works. The knowledge of
2
grammatical rules is essential for the mastery of a language; we cannot use words
unless we know how they should be put together. With grammar, people can
communicate and send their message each other clearly and precisely. So,
effective communication would be seriously impaired wi out an ability to put
grammar to use in a variety of a situation.
Grammar consists of many parts that should be learned by the students. One of
the important one is tense. Tense expresses the time that an action occurs in
relation to the moment of speaking.”2 So, by tense, the students know when the
action occurs, and understand or know the correspondence between the form of
the verb and their concept of time.
Some grammarians classified tense in different way. Frank stated that there are six
tenses in English language; those are simple present tense, simple past tense,
simple future tense, present perfect tense, past perfect tense, and future perfect
tense.3 From this argument, it means that the grammarian only classified the basic
tense; the other tense like “continuous tense” do not include in this classifying.
In Indonesian language there is no tense system, so it makes many
students have considerable difficulty with English tense system. Usually students
who study tenses, in this case is the simple past tense, face some difficulties, like
Peterson said:The English tense system is quite complicated, but the most common problem is how to form tenses. The biggest problem is eciding which tense to use in a given situation. In order to choose correctly and easily, the students must understand the meaning of the tense itself, its time picture or time line. He or she must know what kind of activities and states can be described by certain verbs. Certain verbs are limited n their usage, and this can present problems too.4
From the argument above, the writer concludes there are some difficulties
in learning tense, especially simple past tense: First, the form of simple past tense
itself. Second, the time or the situation of the tense. Third, the verb forms of
simple past tense (both regular and irregular).
3
Meanwhile, many students of SMK Nusantara Ciputat especially cl s 2.3
at the Marketing major also have some difficulties in earning simple past tense.
Most of the students do not know the verb 2 forms (both regular and irregular).
When they make a sentence in simple past tense they always use verb 1, they also
do not know the form and the usage of simple past tense. When the writer asked
them to write down their activities yesterday most of em wrote it by using verb1
or verb-ing form, for example: “Yesterday I at 5.30, then ,
then I to school, then I TV and football.”5
Based on the phenomena above, the writer wants to discuss and solve the
problem. The problem in learning past tense happened b cause of some factors,
not only the disability of the students but also the teachers' technique and
creativity in teaching learning process. Some students think that the technique that
is used in teaching learning process especially simple past tense is bored and not
attractive. So the writer tries to find a new technique to make the teaching learning
process become fun, attractive and enjoyable for the s ents.
In this “Skripsi” the writer wants to use folktales in teaching simple past
tense in order to improve the students understanding o simple past tense. She
chooses the folktales because folktales is a kind of a narrative text that is typically
associated with past tense and language feature of fol les use simple past tense.
It will make the students easy to understand when they learn the simple past tense,
because they can find and know the forms of Verb 2 directly and easily (both
regular and irregular verbs), so they can identify and memorize the verb forms
easily. They can also see how is the form of simple past tense (positive, negative or
interrogative). Beside that the folktales can also entertain and deal with actual or
various experiences in different way and it will make the students fun and enjoy
the lesson.
In this “Skripsi” the writer will limit the discussion on “the improvement of
wake up take a bath
go watching play
LIMITATION OF THE PROBLEM
4
students' understanding of verb two forms (both regular and irregular) by using
folktales, their understanding of negative and interrogative form of simple past
tense through folktales, and their ability to use the simple past tense both tten
and spoken.”
Based on the background above, there are some problems arise:
How much does folktale improve the students understanding of verb two
forms (both regular and irregular)?
How much does folktale improve the students' ability in using negative and
interrogative form of simple past tense?
How much does folktale improve the students' ability in using simple past
tense (both written and spoken)?
To know whether folktale can improve the students' understanding of verb two
forms (both regular and irregular verbs) or not.
To know whether folktale can improve the students' understanding of negative
and interrogative forms of simple past tense or not.
To know whether folktale can improve the students' ability to use the simple
past tense both written and spoken or not.
For the writer:
To fulfill the requirement of bachelor degree of Engli Education Department.
FORMULATION OF THE PROBLEM
THE OBJECTIVE OF THE RESEARCH
E. THE SIGNIFICANCE OF THE RESEARCH
5
For the English teachers:
To enrich teachers' knowledge in teaching English grammar, especially in
teaching simple past tense.
To encourage the English teacher to be more creative in teaching grammar,
especially in teaching simple past tense.
For the Students
To improve students' understanding of simple past tense.
To encourage the students to be more active in teachin earning process.
In this study the writer uses a Classroom Action Research (CAR).
Classroom action research designs are systematic procedures done y teachers (or
other individuals in an educational setting) to gather information about, and
subsequently improve, the ways their particular educational setting operates, their
teaching, and their student learning. There are four steps in action research, they
are planning, acting, observing, and reflecting. Those steps are the elements to
make a research cycle. If the result is satisfy, the researcher does not need to make
a new cycle. On the other hand, if the result is not satisfied he or she must make
new cycles until become a good one.
Undang-undang Nomor 20 tentang Sistem Pendidikan Nasi nal, (Jakarta: PT: Tamita Utama, 2004), P. v
Ron Cowan, , (Cambridge: Cambridge University Press, 2008), p. 350
Marcella Frank, , (New Jersey: Prentice-Halll, inc, 1972), p. 52
Patricia Wilson Peterson, , (Jakarta: PT: BPK Agung Mulia, 1985), p. iii
See Appendix 5, p. 74
F. THE METHOD OF THE RESEARCH
1
2
3
4
5
The Teacher's Grammar of English
Modern English: A Practical and reference Guide
Changing times Changing Tenses
6
CHAPTER II
THEORETICAL FRAMEWORK
SIMPLE PAST TENSE
Definition of Simple Past Tense
Simple past tense has many definitions that given by grammarians. There are some
definitions which have same opinion. Among other, simple past tense is defined as
“indicates an activity or situation began and ended at a particular time in the
past.”1 It means that past tense refers to an activity that occurs in definite time in
the past. It is in line with Frank who said that “ the simple past tense represents
definite time, whether a time word is given or not.” 2 So, simple past tense talks
about an action or situation that happened in the past whether there is the time
signal or not.
In addition, Cowan stated that “simple past tense frequently occurs with
expressions that indicate a specific point in time whe the action was carried ou t.”3
Furthermore, “simple past tense refers to a complete a on, activity or state that
happened or that was true at a certain point or at a certain period of time in the
past.”4 It means that, the basic meaning of simple past tense is to express an
activity or action in a prior time of speaking.
In another source, Murcia and Larsen explained that the core meaning of the past
tense adds is a sense of remoteness. The simple past tense is used when the
speaker conceptualizes a complete event factually, but as remote in some way.”5
This explanation has the same meaning with the earlier definitions above; that is
talk about a complete action or event occurred in the past; the remoteness here
comes in the feeling that the action or event is over and done with.
Moreover, according to Seaton and Mew, they point out “simple past tense is
2
used to talk about things that happened in the past.”6 This definition in line with
Leech and Svartvik, they said that simple past tense is used when the past
happening is related to a definite time in the past.7 In other words, simple past
tense used to express event or activity that happened in the definite time in the
past time.
From the several statements above, the writer takes conclusion that simple
past tense is used to talk about an action, situation or event that occurred at a
definite time in the past time.
Generally simple past tense is formed by adding for regular verbs, and
for irregular verbs is formed with irregular ways. Some grammarians have
explanation about the form of simple past tense. According to Veit, “the simple
past is formed by adding or to the present form, examples: talk/talked,
bake/baked, and need/needed. In contrast, irregular (or strong) verbs form the past
is irregular ways: do/did, have/had, take/took, and go t. Linking verbs are even
less regular, with multiple forms in both present tense (am, are, is) and past tense
(was, were).”8 It means that simple past tense is formed by adding for
regular verbs, and irregular ways for irregular verbs, the of past form is
.
In addition, Frank stated that “the simple past tense is made by adding -ed in
regular verbs, internal change in regular verb (subject + verb + -ed) or (irregular
past form). It is often accompanied by such explanations of definite past time as
yesterday, last week, two hours ago, this morning, etc. and irregular verbs which
must be learned and memorize in this case.”9 It is in line with Cowan, who said
that “the form of simple past tense as “simple past tense is represented by the -ed
inflection on regular verbs and by other changes in the case of i egular verbs.”10 It
can be said that the simple past tense is formed by adding -d/-ed for ular verbs
The Form of Simple Past Tense
-d or -ed
-d -ed
-d/-ed
to be was,
were
3
and for irregular verbs there is no rule on it and must be learned and mastered by
the students.
In another source, Murphy explained that:
Very often the past simple ends in (regular verbs)
The police me on my way home last night.
But many verbs are irregular; the past simple does not end in :
Write-wrote : Mozart more than 600 pieces of music.
See-saw : We saw in town few days ago.
In questions and negatives we use did/didn't + infinitive (enjoy/see/go,
etc.):
you go out last night?
They invite her to the party, so she go.
The past of be (am, is, are) is :
the weather good when you were holiday?
They able to come because they so busy.11
From the point of view above, it can be said that the positive form of
simple past tense is formed by -ed (regular verbs) and many different changes for
irregular verbs. For negative, it is formed by did/did not (for infinitive) and
was/were (for ), and for interrogative, it is also formed by did/did ot (for
infinitive) and was/were (for ).
Moreover, Seaton and Mew point out “the simple past tense is usually formed by
adding to the verb, example: The simple past form of some
verbs does not end in such verbs are called irregular verbs”.12 This assumption
is in line with Nasrun Mahmud, who said that “the simple past tense is formed
with the past form of the verb which may be either regular, by adding to
-ed
-ed
was/were
to be
to be
-ed jumped, laughed.
-ed,
-ed
stopped
wrote
rose
Did
didn't didn't
Was
weren't were
4
infinitive form (incidentally most verbs are regular) rregular which most be
learned and memorized in each case. For examples:
.13 On the other words, the simple past tense is formed
with -ed (regular verbs) and many different changes for irregular verbs. Example:
There are some forms of the simple past tense stated b Azar as follows:14
Statement I-You-She-He-It-We-They yesterday
Negative I-You-She-He-It-We-They work yesterday
Question I-You-She-He-It-We-They work yesterday?
Short Answer Yes, I-You-She-He-It-We-They .No, I-You-She-He-It-We-They .
Statement I-She-He-It busy yesterday.We-You-They busy yesterday.
Negative I-She-He-It not busy yesterday.We-You-They not busy yesterday.
Question I-She-He-It busy yesterday? We-You-They busy yesterday?
Short Answer Yes, I-She-He-It . No, I-She-He-It .
Yes,We-You-They No, We-You-They
Like Murphy, Azar also explained the forms of simple p st tense in detail.
It can be said that, the positive form of simple past s formed by -ed (regular
verbs), For negative, it is formed by did/did not (ver s) and was/were (for non-
verb), and for interrogative, it is also formed by did id not (for verb) and
was/were (for non-verb). Yes, I did or No, I did not for short answer (verb), a d
Yes, I was or No, I was not (non-verb).
In sum up, from the explanation were given by the grammarians related to
the form of simple past tense above, it can be conclude that past tense is formed
He played football yesterday.
She ate fried rice last night
She washed clothes last week. My father bought a new tie yesterday.
Forms of the simple past tense: Verbs
Forms of the simple past tense: Non-verbs
worked
did not
Did
diddid not
waswere
waswere
WasWere
was was not
were were not.
5
by adding for regular verbs and for irregular verbs there is no rule on it and
must be learned and mastered by the students. For negative and interrogative, it is
formed by did/did not (verbs) and (for non-verb).
Simple past tense has some uses or function. Some grammarians have
explanation about the use of simple past tense. Generally, the use of simple past
tense is to express a repeated action or event in the past, and a completed action in
the past.
According to Murcia and Freeman, the use of simple pas se as bellow:A definite single complete event/action in the past.
Example: I a meeting of that committee last week.
Habitual or repeated action/ event in the past.
Example: It almost every weekend last winter.
An event with duration that applied in the past with the implication that it
no longer applies in the present.
Example: Professor Nelson at Yale for 30 years.15
This is in line with Azar, who explained the use of simple past tense as follow:
The simple past tense is used to talk about activities or situations that began and ended in the past (yesterday, last night, th e days ago, in 1990).
Examples:
Marry downtown yesterday.
I well last night.
To express the duration of an event completed in the p t.
Examples:
-d/-ed
was/were
The Use of Simple Past Tense
attended
snowed
taught
walked
slept
6
I in Paris for two years (I am in Jakarta now)
He in London for ten years (but he does not live there n )
The time signals from the example above are: for two y rs. For ten years,
for five years.
To express the habitual action in the past.
Examples:
Miss Widi always me a present when I went there.
When I child, I went swimming every week.16
From the arguments above, it can be said that the simp e past tense is used
to talk about the completed action or situation in the past, the habitual or repeated
action or event in the past, and duration of a completed event in the past.
In addition, Frank explained that the use of simple past tense may refer to:
Examples:
I him last night.
They two hours ago.
Examples:
Last year it frequently in this area.
( ) When I was young, I swimming everyday.
Examples:
He in New York for thirty years and then he decided to r turn
to France.
was
lived
gave
was
saw
left
rained
went
lived
One event completed in the past.
Repeated events completed in the past and no longer happening.
Custom
Duration of an event completed in the past
7
In Columbus' day, people that earth was flat.17
In other words, it can be said that simple past tense n be used to talk a
completed event or action in the past, repeated event n the past, and duration of
an action or situation in the past.
Moreover, Eastwood also had same idea of the use of simple past. He
stated several usages of simple past tense below:
We use the simple past for an action in the past.
Example: The shop last week.
We use the simple past for repeated action.
Example: We to Austria for few times.
The simple past is also the normal tense in stories.
Example: Once upon a time a Princess into a wood and down
by a stream.18
It means that simple past tense is used to expresses a ompleted action or
event in the past, a repeated event in the past, and duration of a completed event in
the past.
In addition, there are some usages of simple past tense as follows:
Use the simple past tense to express the idea that an tion started and finished at a specific time in the past. Sometimes the speaker may not actually mention the specific time, but they do have o e specific time in mind.Examples:
Last year, I to Japan.
believed
opened
went
went sat
traveled
USE 1: Completed Action in the Past
8
Did
finished walked found
arrived checked
met
sat
talked
went
worked
you have dinner last night?
We use the simple past to list a series of completed actions in the past. These actions happened first, second, third, fourth, and so on.Examples:
I work, to the beach, and a nice place to
swim.
He to the airport at 8:00, into the hotel at 9:00, and
the other at 10:00.
The simple past can be used with a duration which start and stops in the past. A duration is a longer action often indicated by expressions such as: for two years, for five minutes, all day, all year, etc.Examples:
They at the beach all day.
We on the phone for thirty minutes.
The simple past can also be used to describe a habit w ich stopped in the past. It can have the same meaning as “used to”. To make it clear that we are talking about the habit, we often add expressions uch as: always, often, usually, never, when I was child, when I was yo ger, etc.Examples:
They never to school, they always skipped class.
She at the movie theater after school.
USE 2: A Series of Completed Action
USE 3: Duration in Past
USE 4: Habits in the Past
USE 5: Past Facts or Generalizations
9
The simple past can also be used to describe past facts or generalizations which are no longer true. As in Use 4 above, this use of simple past tense is quite similar to the expression “used to”.Examples:
She shy as a child, but now she is very outgoing.
He like tomatoes before.19
From this argument, it can be said that simple past tense can be used to
talk about a complete action or event happened in the ast, a series action in the
past, the habit in the past, and the facts or generali tions in the past.
In sum up, from the explanation were given by the gram arians related to
the use of simple past tense above, it can be seen that simple past tense is used to
talk about a completed action or event in the past, a repeated even in the past, and
duration of a completed event in the past. Moreover, simple past also used to talk
about the facts or generalization in the past, and as the normal tense in stories.
Folktale is the general term of any kinds of narrative tory. According to Hucks
and Kiefer “folktale is all forms of narratives, written or oral, which have come to
be handed down through the years.”20 This definition is in line with Thompson, he
stated that “folktale is legitimately employed in a much broader sense to in ude
all forms of prose narrative, written or oral, which h come to be handed down
through the years.”21 It means that folktale is all forms of narratives, written or oral,
which have come to be handed down through the years from generation to
generation. Frequently the story is taken from the people, recorded in a literary
document, carried across continents or preserved through centuries, and then
was
did not
FOLKTALE
Definition of Folktale
10
retold to a humble entertainer who adds it to his repertory.
In addition, The American Heritage Dictionary of the English Language defined
folktale as “a story or legend forming part of an oral tradition.”22 In other words, it
can be said that folktale is one of the stories passed on by word of mouth rather
than by writing.
In another source, folktale defined as “oral narratives that do not have a singular,
identifiable author, expanded and shaped by the tongues of tellers over time d
passed down from one generation to the next; folktales often reflect the values and
customs of the culture from which they come.”23 It is in line with this definition
that stated “folktale is a general term for different varieties of traditional narrative.
The telling of stories appears to be a cultural univer al, common to basic and
complex societies alike.”24 It means that folktale is a narrative story which had a
culture or traditional values passed down from generation to generation, but it
does not have an identifiable author.
Meanwhile, according to Hornby “folktale is a very old traditional story from a
particular place that was originally passed on to peop n a spoken form.”25 It
means that folktale is form of traditional story passed down orally to the people in
the particular place.
From the definitions above, the writer concludes that ktale is a general
term for any varieties of traditional narrative which has a cultural values; the story
which has been handed down from one generation to the next either spoken or
written.
Some linguists have explanation about the types of fol le in different
ways. According to Thompson, he divided folktale into four kinds, they are:Märchen
Types of Folktale
11
Märchen is a tale of some length involving a succession of motifs or
episodes. It moves in an unreal world without definite locality or definite
characters and is filled with the marvelous. For examples: "Cinderella," and
"Snow White."
Novella is similar with Märchen. In novella the action occurs in a real world
with definite time and place, and though marvels do ap ear, they are such
as apparently call for the hearer's belief in a way th the does
not. Example: The adventures of Sinbad the Sailor.
Hero tale is a tale which moves in the frankly fantastic world of the former
or the pseudo-realistic world of the latter. Most and novelle, of
course, have heroes, but would hardly be called hero tales unless they
recounted a series of adventures of the same hero. “Hercules” is one of
hero tale kind.
This form of tale purports to be an account of an extraordinary happening
believed to have actually occurred. It expresses the idea of local tradition, local legend , and migratory legend . It may tell of an encounter with
marvelous creatures which the folk still believe in--f iries, ghosts, water-
spirits, the devil, and the like.26
It means that there are four kinds of folktale: Märchen, Novella, Hero Tale,
and Sage.
Moreover, Hucks and Kiefer explained there are five types of folktale, they
are:Cumulative Tales
Cumulative tales is an increasing repetition of the details buids up to a
quick climax. Example: “Chicken Little”.
Pourquoi Tales
Pourquoi tales is folktales that explain why certain a imal traits or
Novella
Märchen
Hero Tale
Märchen
Sage
12
characteristics or human custom. For example: How Anim s Got Their
Tails.
Beast Tales (Fable)
Beast tales is tales in which animals act and talk like human beings.
Example: Three Little Pigs.
Wonder Tales (Fairy Tale)
Wonder tales is longer and more complicated tales about magic and the
supernatural. Example: Beauty and the Beast.
Realistic Tales
Realistic tales is stories from the oral tradition tha involve no magic. Example: The boy of the Three Years Nap.27
In other words, it can be said that the types of folktales are cumulative
tales, pourquoi tales, beast tales (fable), wonder tal (fairy tale), and realistic tales.
Different kinds of folktale include myth, fairytales, legend, and fable28.
From the explanations above, it can be concluded that there are five kinds
of folktale, they are: fairy tale (Märchen), novella, myth, legend, and fable.
is a tale of some length involving a
succession of motif or episodes. It moves in an unreal world without
definite locality or definite characters and is filled with the marvelous.
Fairytale is a folktale containing fairies, elves, trolls, dwarfs, iants, and
other imaginary creatures. Fairytale is filled with magic and wonder, things
happen that could not happen in the real life. It is entirely fictional and
often begin with such formulas as "Once upon a time …" and "In a certain
country there lived …." The popular examples of fairytale are
and
Fairy Tale (Märchen)
Fairy tale (Märchen)
Cinderella ,
Snow White, Sleeping Beauty.
Novella
13
Novella is almost similar with fairytale. In novella the action occurs
in a real world with definite time and place. “The adventures of Sinbad the
Sailor” is a kind of a novella.
Generally Myths are about gods and the creation of things. They
tell us why things are the way they are. The central c aracters are often
gods and goddess, spirits, or other powerful nature an supernatural
beings. Myths treat happenings of a long-ago time; they generally concern
the adventures of gods and goddess, giants, heroes, spirits or other
powerful nature and supernatural beings, as well as etiological themes.
Legends are narratives of an explanatory nature concerning cr ation
and tribal beginnings, supernatural beings, and quasi-historical figures,
heroes and their mighty deeds before the time of recorded history. They
are associated with a particular event or person. Both myths and legends
may have religious content, but myths take place outsi e time, while
legends are rooted in a particular or specific time and place.
is an example of the legend. Hero tale is a kind of legend. Like the legend,
the hero tales also have heroes, but it would hardly be called hero tales
unless they recounted a series of adventures of the same hero.
is one of hero tale kind.
Fables are short stories that contain a moral about human
behavior. The central character in fable is usually animals that speak and
act like humans. In a very entertaining way, fable tel s us a lot about human
nature. Fables attempt to teach their audience how to behave. In fables,
the animal character is used instead of a human being, representing a
person, rather than interacting with them.
Myths
Legend
“King Arthur”
“Hercules”
Fable
14
USING FOLKTALE IN TEACHING GRAMMAR
The Definition of Grammar
Grammar has many definitions that given by grammarians. There are
some definitions which have same opinion. Among other, grammar is defined
as “the heart of language and at the same time as mani sted in restricted and
controlled production of correct sentences, based on a atively formal and
academic norm for written language.”29 It means that grammar is seen as a
very important part of the language and it is used to ize and controlled
the sentences correctly in a formal situation.
Meanwhile, according to Murcia and Hilles, they point out that
grammar is “a subset of the rules which govern the con gurations that the
morphology and syntax of a language assume. These rule re a part of what is
“known” automatically by all native speakers of a language; in fact, they do
not exist outside of native speakers.”30 It means grammar is a set of rules
which related with the morphology and syntax of a language and its rules exist
in the individual brains of native speakers.
In another source, Ur said that “grammar might be roughly defined as
the way a language manipulates and combines words (or its of words) in
order to form longer unit of meaning.” In other words, it can be said that
grammar is a way to combines some words in order to make the meaningful
sentence, phrase, or utterance.
In sum up, from the point of view related to the defin tion of grammar
above, it can be concluded that grammar is a subset of the rules which is very
important part of a language and the function is to controlled and organize the
sentences correctly . The knowledge of grammar also gai automatically and
familiar with the native speakers of a language.
15
The Place of Grammar in Language Teaching
For a long time, many students and teachers of English language have
operated under a static conception of language centered on a limited view of
grammar. There is no doubt that a knowledge of grammatical rules is essential
for the mastery of a language, because we cannot use the words unless we
know how they should be put together. But there has been some discussion in
recent years whether grammar should be taught to the students in learning a
language or not.
There are some arguments or statements which have same opinion and
opposite each other. Among other, some linguists argued that “by studying
grammar, students would learn the makeup of the langua and so be able to
apply what they learned as better speakers, writers, and readers.”31 It can be
said that learning grammar is needed in order to guide the stude ts to use or
apply their reading, writing, and speaking.
Grammar translation Method pointed out the first way of studyi g a
language is through detailed analysis of its grammar rules, follow by
application of this knowledge to the task of translati g sentences and texts into
and out of the target language.32 It means that the grammar translation method
assumed that grammar is important thing that must be studied by the students
in learning a language.
In another source, Veit stated that grammar study also has some more
immediately practical benefit. Knowledge of grammar can give us a tool for
analyzing our writing and a vocabulary for discussing t.33 It means that
grammar has an important role in learning language, because we can use it in
other aspects of language, such as writing, speaking, and vocabulary.
Moreover, Richards mentioned that “a central goal for rammar
pedagogy will be for the learner to build up a grammatical repertoire, over
16
time, an understanding of the functions of that grammatical repertoire in
various context of communication. For successful language use, the learner
will also need to acquire the ability to apply various grammatical structures in
communicational context.” 34 From this argument, it can be seen that grammar
is needed not only in theory but also in communication context; so the
students should have ability to apply grammar in the real communication.
On the other hand, Ur argued that:
The place of grammar in the teaching of foreign langua is controversial. Most people agree that knowledge of a l guage means knowing its grammar; but this knowledge may be intuiti (as it is in our native language), and it is not necessarily true that grammatical structures need to be taught as such, or that formal rules need to be learned. 35
In other words, it can be said that it is not necessar to teach grammar
to the learner, because the grammar knowledge is intui ve and cannot be
taught.
In addition, according to Audio-lingual Method, the explanation of
rules of grammar are therefore not given until students have practice a attern
in a variety of context. Hence, the approach to the teaching of grammar is
essentially inductive rather that deductive.36 So, it can be said that this method
would teach grammar but it did not really concern on it. Their main focus in
language teaching is to make the students use the language communicative y.
From the arguments above, it can be said that grammar as important
place in language learning or teaching, because grammar allow us to create the
number of sentences out of a finite number of words (b spoken and
written).
17
Using Folktale in Teaching Grammar
Folktale is traditional in almost all cultures. We can tap into that tradition
for a very portable resource and a convenient and flex ble technique for teaching
any phase of a grammar lesson. A story provides a realistic context for presenting
grammar points and holds and focuses students' attenti n in a way that no other
technique can. So, it will make the students easy to study and rememb the
lesson. In addition, folktales make it easy for students to remember the
vocabulary and grammatical structures contained in them.
Murcia and Hilles said “Everyone loves a story, includ ng ESL students.
Stories are used in contemporary ESL materials to prom ommunication and
expression in the classroom.”37 It means that stories, including folktale, are used
as a material in teaching learning activity especially in English as a Second
Language (ESL) classroom in order to make communication activity in the class.
It also explained that:
Stories can be used for both eliciting and illustratin mmar points. The former employs inductive reasoning, while the latter requires deductive thought, and it is useful to include both approaches i lesson planning. In addition, a well-told story is perfect context for a structure-discourse match, but the technique can also be used effectively for a structure-social factor match. Story telling is one of these extremely versatile techniques, and once you get the hang of it, it can be a convenien d natural grammar teaching tool. You may even find that it is th chnique that holds students' attention best, as well as the one the enjoy most.38
From this point of view, it can be said that stories i appropriate to use as
a media or material in teaching grammar points. It is good technique in teaching
grammar because can attract students' attention and make them enjoy the cl ss.
On the other hand, Hucks and Kiefer stated “folktales offer children many
opportunities to hear rich qualitative language and a wide variety of language
pattern.39 It means that the students can hear and see the language pattern directly
18
from the folktale.
In another source, Davies also argued that:Storytelling helps with listening and speaking skills. ildren will learn the importance of listening, or how to communicate ideas a d interact with others. They will develop their vocabulary and learn w en or where to use words and phrases. Storytelling entertains and excites, which is an important part of learning. Storytelling also can be used across the curriculum to breakdown subjects that are difficult to learn.40
It means that, stories can guide and help the students to communicate
their ideas and to interact each other. It also can ap lied in the curriculum to
breakdown the difficult lesson, because it can entertain and make the students
fun. So, they can develop their vocabulary and practic their listening, speaking,
and reading.
This argument is in line with Murcia and Hilles, who said “grammar
points can be contextualized in stories that are absor ing and just plain fun if they
are selected with the interest of the class in mind, a d told with a high degree of
energy.”41 So, the teacher can explain grammar points by using stories (folktale)
because it can make fun and joy in the classroom.
In sum up, form the point of view above, it can be sai that the story
(including folktales) can be an interesting and good m ia or resource in teaching
grammar. Folktales are universal and not timeless; they are delight and appeal to
the human mind and heart. Folktale can captivate the students, so they love
hearing, reading, and discussing the story. So, it makes the students remember the
lesson long after it is over, they fun and enjoy the l son more, and also make
them become more active and creative; because by using folktale, we can develop
many activities during teaching learning process, such as have discussion with
other students, storytelling, and story retelling.
19
RELEVANT STUDY
THE CONCEPTUAL DEVELOPMENT OF ACTION PLANNING
The research about simple past tense had been done by Nuruhum that was
“ ”.42 This research explains
about the application of narrative story in teaching simple past tense. She
conducted the observation started on September 14 th, 2008-October 20th, 2008. She
used narrative story to teach the simple past tense in order to minimize the
students' errors and difficulties in learning simple past tense, because this method
made the students know and see the simple past sentenc from the text directly ,
so they do not need to memorize the rule anymore. Moreover, it could made
students to apply and create a new sentence of simple past tense easily. In fact, the
result of analysis of interpretation of the data shows that teaching simple past
tense became more effective by using narrative story; it can be seen from the result
of the test.
By using folktale (narrative story), the researcher hopes that the students
will improve the students' understanding of simple past tense, and improve their
ability in using simple past tense both written and sp n.
Grammar is a description of the way language works. Th knowledge of
grammatical rules is essential for the mastery of a language; we cannot use words
unless we know how they should be put together. It is the study of the way words
are put together to make correct sentences. Grammar does not only affect how
units of language are combined in order to “ look right”; it is also affects their
meaning.
The simple past tense is used to talk about an action, situation or event that
occurred at a definite time in the past time. It also used to talk a repeated event in
the past, and duration of a completed event in the pas Moreover, simple past also
Teaching Simple Past Tense by Using Narrative Story
20
used to talk about the facts or generalization in the past, and as the normal tense in
stories. Meanwhile folktale is a general term for any varieties of traditional
narrative which has a cultural values; the story which has been handed down from
one generation to the next either spoken or written.
The application of folktale in teaching simple pat tense which is addressed
by researcher should based on the material which will e given to the students,
until folktale drill has been prepared by researcher in improving students'
understanding of simple past tense can run well, suitable with the goal that will be
reached. As the statement above that folktale make the students easy to
understand when they learn the simple past tense, because they can find and know
the forms of Verb 2 directly and easily (both regular d irregular verbs), so they
can identify and memorize the verb forms easily. They n also see how is the
form of simple past tense (positive, negative or interrogative). This is done to know
how much does folktale improve students' understanding of simple past tense.
From the statements above the researcher concludes that folktale in
teaching grammar (simple past tense) can improve teaching learning activity in the
classroom. So, the more teachers use folktale the more quality will be taken by
them.
Action hypothesis is proposed in this research has a formula as follows: by
using folktale in teaching simple past tense can improve students' understanding of
simple past tense and improve their ability in using p t tense both written and
spoken at the Second grade of Marketing major Class 2.3 SMK Nusantara,
Ciputat, South Tangerang.
ACTION HYPOTHESIS
21
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Betty Schramper Azar, , (New Jersey: Prentice Hall, Inc, 1989), p. 24
Marcella Frank, , (New Jersey: Prentice-Hall, inc, 1972), p. 73
Ron Cowan, (Cambridge: Cambridge University Press, 2008), p. 359
(Jakarta: Pusat Bahasa Universitas Islam Negeri Jakarta), p.27
Marianne Celce Murcia and Dian Larsen Freeman, (Newbury: Heinle & Heinle Publisher, 1999), p. 114
Anne Seaton and Y.H. Mew, (Irvine: Saddleback Education Publishing, 2007), p. 98
Geoffrey Leech and Jan Svartvik, , (Harlow: Pearson Education Limited, 2002), p. 69
Richard Veit, , (Boston: Houghton Mifflin Company, 1986), p. 150
Marcella Frank, …, P. 49
Ron Cowan, p. 358
Raymond Murphy, , (Cambridge: Cambridge University Press, 1994), p. 11
Anne Seaton and Y.H. Mew, p. 100
Nasrun Mahmud, , (Jakarta: Pusat Bahasa dan Budaya IAIN, 2000), p. 88
Betty Schramper Azar, , ((New Jersey: Prentice Hall, Inc, 1989) p. 26
Marianne Celce-Murcia and Diane Larsen- Freeman, , (Newbury: Heinle and Heinle Publisher, 1999), p. 114
Betty Schramper Azar, …. P. 18
Marcella Frank, …, P. 49
John Eastwood, (Oxford: Oxford University Press, 1994), p. 87.
http://www.englishpage.com/verbpage/simplepast.
Charlotte Hucks and Barbara Z. Kiefer, , (New York: McGraw
Understanding and Using English Grammar
Modern English: A Practical and Reference Guide
The Teacher's Grammar of English,
EPT Preparation Program “Structure”,
The Grammar Book,
Basic English Grammar for English Language Learner,
A Communicative Grammar of English
Discovering English Grammar
Modern English: A Practical and reference Guide
The Teacher's Grammar of English …
English grammar in Use
Basic English Grammar for English Language Learner…
English for Muslim University Students
Fundamental of English Grammar
The Grammar Book
Fundamental of English Grammar
Modern English: A Practical and reference Guide
Oxford Guide to English Grammar,
Children's Literature
22
Hill, 2010), p. 227
Stith Thompson, , (New York: Dryden Press, 1946), p. 4
(Boston: Houghton Mifflin Company, 2000), p. 682
http://www.eve-tal.com/ Finding Folktales to tell.html
http://en.wikipedia.org/wiki/Folktale
A.S Hornby, (Oxford: Oxford University Press, 2003), p. 521
Stith Thompson, , … P. 8
Charlotte Hucks and Barbara Z. Kiefer, … p. 228
http://www.eve-tal.com/Folktales.html
Jack C. Richards, , (Alexandria: Teachers of English to Speaker of Other Languages, Inc, 1995), p. vi
Marianne Celce-Murcia and Sharon Hilles, Techniques and Resources in Teaching Grammar, (Oxford: Oxford University Press, 1988). p. 16
Richard Veit, … p. 252
Jack C. Richard and Theodore S. Rodgers, (Cambridge: Cambridge University Press, 1992), p. 3
Richard Veit, p. 2
Jack C. Richards, … p. ix
Penny Ur, , (Cambridge: Cambridge University Press, 1996), p. 76
Jack C. Richard and Theodore S. Rodgers, p. 51
Marianne Celce-Murcia and Sharon Hilles, , (Oxford: Oxford University Press, 1988). p. 51
Marianne Celce-Murcia and Sharon Hilles, P. 52
Charlotte Hucks and Barbara Z. Kiefer, … p. 234
Alison Davies, , (London: Sage Publications Company, 2007), p. 6.
Marianne Celce-Murcia and Sharon Hilles, p.
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
The folktale
The American Heritage Dictionary of English Language fourth Edition
Oxford Advanced Learner's Dictionary,
The folktale
Children's Literature
New Ways in Teaching Grammar
Discovering English Grammar
Approaches and Methods in Language Teaching,
Discovering English Grammar …
New Ways in Teaching Grammar
A Course in Language Teaching
Approaches and Methods in Language Teaching…
Techniques and Resources in Teaching Grammar
Techniques and Resources in Teaching Grammar…
Children's Literature
Storytelling in the Classroom
Techniques and Resources in Teaching…
23
50
Nuruhum, skripsi, (Jakarta : FITK UIN, 2008), p. 15
42 Teaching Simple Past Tense By Using Narrative Story,
1
CHAPTER III
RESEARCH METHODOLOGY
THE METHOD OF RESEARCH
SUBJECT OF THE RESEARCH
In this research the writer used a Classroom Action Re rch. Classroom action
research designs are systematic procedures done by teachers (or other individuals
in an educational setting) to gather information about, and subsequently improve,
the ways their particular educational setting operates their teaching, and their
student learning.1 It means that classroom action research is a research which is
done by the teacher or other people in educational situation to get the information
or data about anything in teaching learning process.
Meanwhile, Arikunto explained that classroom action research is “suatu
pencermatan terhadap kegiatan belajar berupa sebuah ti dakan, yang sengaja
dimunculkan dan terjadi dalam sebuah kelas secara bersama, tindakan tersebut
diberikan oleh guru atau dengan arahan dari guru yang dilakukan oleh siswa”.
(Classroom action research is an observation in learning activity at is done
intentionally by an action and happens in the classroom, that action is given or
directed by the teacher and then done by the students).2 It means that action
research is a research which collects the information out teaching and learning
activity in order to improve the teacher's knowledge and to solve the students'
problems in learning.
In sum up, Classroom Action Research is a research which conduc by
the teacher to develop their teaching skill, to improve their knowledge and to solve
the students' problem in learning.
2
` The subject of the research is the Second grade students of Marketing
Major Class 2.3 SMK Nusantara, Ciputat, South Tangerang Academic year
2010/2011. There are 38 students in the classroom.
The research was conducted at SMK Nusantara, Ciputat, South Tangerang.
The research was held for 1 month and three weeks from 4 December 2010 - 27
January 2011.
In this research, the writer's role is as the teacher n teaching learning
activities, and the English teacher of class 2.3 Marke ng major acts as the
observer. Moreover, the writer acts as the observer and interviewer in coll g
the data and she also makes planning such as lesson pl n, tests (before and after
CAR), then she collects and analyzes the data, and then she make a reports of the
research.
There are many models of Action Research, such as Lewi 's, Kemmis',
Elliot's, and Ebbutt's models. But, in this research the writer used Kemmis' model.
Kemmis has developed a simple model of the cyclical na ure of the typical action
research process. Each cycle has four steps; they are planning, acting, observing,
and reflecting, the model described bellow:
PLACE AND TIME OF THE RESEARCH
THE WRITER'S ROLE IN THE RESEARCH
RESEARCH DESIGN
3
Figure 3.1
Stephen Kemmis' Design
(Adapted from Rochiati Wiriatmadja)3
4
Based on the Stephen Kemmis' design above, the writer concludes that
there are four steps in action research:
Planning
In this step, the researcher determines the research q tion, goal or
purpose. This process involves writing action plan to de the research
and prepare the instruments and facilities to record and analyze the data.
Acting
Acting is the implementation of the planning. In this p, the researcher
does the action in the class. She must follow the plan ing that is made
before. In this stage, the writer works collaboratively with the English
teacher of class 2.3 Marketing Major.
Observing
In this phase, the researcher observes the activity th happened during the
research. The observation is done when the action is b ing done. The
researcher also observes the multiple sources of data (quantitative and
qualitative). Next, the data are analyzed and interpre .
Reflecting
Reflection is an activity to reflect or evaluate what ave been done, it
includes note and analyze the result of the observation. This activity is
done after the action. If the result is satisfy, the r searcher does not need to
make a new cycles. On the other hand, if the result is ot satisfied he or she
must make new cycles until become a good one.
THE INSTRUMENTS OF THE RESEARCH
5
In this research the writer used observation, interview, and test as the
instruments to get data.
Observation
For observation, the researcher made field notes in ea meeting from
cycle I-III to record and know the students' improveme t during the
research. She wrote the students' problems and difficulties during teaching
learning activities, their participation and response, the researcher also
noted the lack of the meeting in each meeting to support the data.
Interview
In interview, the researcher interviewed the English teacher of Class 2.3 of
the Marketing Major twice. In the first, the writer had interview with the
English teacher before the Classroom Action Research d e. The goal was
to know the situation during teaching learning activities, the teacher's
technique and method in teaching English, and also to ow the students'
ability, skills, and interest in English. The last interview was done after the
researcher finished the Classroom Action Research proc .
Test
The test was done to know the achievement of the students in learning
simple past tense by using folktales. The test not only covered the grammatical
skill of the students (in this case is the simple past tense), but also other skills
such as reading, writing, and speaking.
In grammar (simple past tense) the writer gave a test about the verb
forms (both regular and irregular) and of simple past tense, and changed
a sentence into positive, negative or interrogative forms of simple past tense. In
reading skill, the writer gave reading comprehension like determining the topic
or title, finding the main idea, supporting idea and specific information,
to be
6
knowing the meaning of the words, and finding pronoun ce and so on.
While in writing skill, the writer asked the students to create a narrative ,
like write their last activities.
The test consists of 35 items and an essay for writing skill (minimum
50 words). The 35 items above are divided into three parts. The first part
consists of 15 items for Fill in (change the verbs into past tense forms). The
second consists of 5 items for transformation (change nto positive, negative
and interrogative forms). The last part consists of 15 items for Multiple
Choices to test reading comprehension of the students included determining
the title or topic of the text, finding the main idea f the paragraph, finding
supporting and detail idea, knowing the meaning of the words, and finding
pronoun reference, etc.
For scoring, each question has 2 point. In Fill in part there were 15
questions, so the point for fill in is 30. For reading comprehension, there were
15 questions and each question has 2 point, so the poi t for reading
comprehension part is 30. Next, there are 5 questions in transformation part,
but each question has two answers. So, each question h s 4 point, it means
there is 20 point for transformation part. In the last part, that is writing, there is
20 point on it, the criterion of writing scoring is below:4
Mechanics : 20%
Vocabulary choice : 20%
Grammar and usage : 30%
Organization : 30%
So, the total score for the test is 100 if the student can answer all the
questions correctly.
7
TECHNIQUE OF DATA COLLECTING
In this research the writer used observation, interview, and test to get the
data:
Observation
The writer made observation before the classroom action research
done. Moreover, when she conducted the classroom action research,
she also observed and monitored students' improvement in many
aspects includes the skills, achievement, behavior, etc to support the
research process. She made a field not to record students' progress,
participation, and problems during teaching learning activities.
Interview
The writer interviewed with the English teacher of Class 2.3 of the
Marketing Major to know the situation during teaching earning
activities, the teacher's technique and method in teac ing English, and
also to know the students' ability, skills, and their terest in English.
She made the interview twice; they were before and after the
Classroom Action Research done.
Test
Pre-test
The pre-test was given by the writer in the beginning attending
the class to know the students' knowledge of the material that will
be taught.
Post-test
The writer gave the students post-test after the cycle finished in
order to know the improvement of the students' achievement.
There were three cycles in this research, so the students would get
8
the post-test three times, they were post-test 1, post test 2, and post-
test 3 in the end of each cycle.
There are two data in this research; they are qualitative and quantitative
data. The qualitative data get from observation and in rview, while quantitative
get from tests.
For qualitative data, the writer analyzes the notes that were written during
the process of classroom action research in each meeti g. She analyzes the
students' participation and performance progression in aching learning process in
every cycle, and the students' response. She analyzes e progress of the students
and some lacks of the process. For interview's data, the writer also makes analysis
between the interview before and after the Classroom action research was done.
In analyzing the quantitative data, the writer puts on the average students'
tests score per cycle, and the students who pass the KKM score. It is used to
measure the students' performance on understanding of simple past tense. In
analyzing the data, the writer used the formula below5:
X : Mean
x : Individual score
TECHNIQUE OF DATA ANALYSIS
? x
X = - -
_
_
n
9
n : Number of students
P : The class percentage
F : Total percentage score
N : Number of students
The writer uses three ways to know the trustworthiness of e data as
follow:
A test is said to be valid if it measures accurately what it is intended to
measure. Generally, there are three kinds of validity; they are construct validity,
content validity, and criterion-related validity.6
In this research, the writer use content validity to know or measure the
validity of the test. A test is said to have content v idity if its content
constitutes a representative sample of the language sk lls, structure, etc. with
which it is meant to be concerned.7 So, the test items should relate to the
knowledge and a proper sample of the relevant skills.
F
P = - - X 100%
N
TRUSTWORTHINESS OF STUDY
Validity
Discriminating Power (Item Discrimination)
10
A good test item should have a discriminating power. Discriminating
Power or Item Discrimination is a statistic that indicates the degree of which an
item separates the students who performed well from th e who did poorly on
the test as a whole8.
To know the Item discrimination index, the writer uses the formula:9
ID : Item discrimination for an individual item
IF upper : Item facility/ difficulty for the upper group
IF lower : Item facility/ difficulty for the lower group
The writer uses the criterion of discriminating power as ollow:
0.6 - 1.0 Very good
0.4 - 0.6 Good
0.1 - 0.3 Ok
-1 - 0.0 Bad
Item facility or Item difficulty is a statistic used to examine the
percentage of students who correctly answer a given item.10 A good test
ID = IF upper - IF lower
N
Table 3.1
The Classification of Discriminating Power
DISCRIMINATING POWER
REMARK
Difficulty Item (Item Facility)
11
item must have a degree of difficulty item. To measure the difficulty item,
the writer uses formula below: 11
IF : Item facility/difficulty
N correct : Number of students answering correctly
N total : Total number of students taking the test
Here is the criterion of the item facility/difficulty:12
1. 0.00 - 0.30 Difficult
2. 0.31 - 0.70 Medium
3. 0.71 - 1.00 Easy
This criterion is used to decide whether this research is success or not. The
research will succeed if there are 75% of the students who pass the KKM scores
from the pre-test until the third Post-test in cycle I I, the KKM of SMK Nusantara
is 70. So, when there are 75% of students get score 70 from the test, it means that
this research is success. Afterward, the next action would be stopped, but if th is
condition has not been reached yet, the alternative action would be done in the
IF = N correct
N total
Table 3.2
The Class ification of Difficulty Level
NO INDEX THE TEST RESULT
J. CRITERION OF THE ACTION SUCCESS
12
next cycle.
Mills, 2000), (Creswell, 2002),, (New Jersey: Pearson Education, 2002), p.
597.
Prof. Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: PT. Bumi Aksara, 2009), p.3
(Kemmis and Taggart, 1988), (Rochiati Wiriaatmadja, 2008), , (Bandung: PT. Remeja Rosdakarya, 2008), p. 66
Harold S. Madsen, (Oxford: Oxford University Press, 1983), p. 121
Sudjana, , (Bandung: PT. Tarsito, 2002), p.67
Arthur Hughes, , (Cambridge: Cambridge University Press, 2008), p. 26
Arthur Hughes, p. 26
James Dean Brown, , (New York: McGraw Hill, 2005), p. 68
James Dean Brown, … p. 69
James Dean Brown, p. 66
James Dean Brown, p. 66
Nana Sudjana, (Bandung: PT. Remaja Rosdakarya, 1991), p. 137.
1
2
3
4
5
6
7
8
9
10
11
12
Educational Research “Planning, Conducting, and Evaluating Quantitative and Qualitative Research
Metode Penelitian Tindakan Kelas
Techniques in Testing,
Metoda Statistika
Testing for Language Teachers
Testing for Language Teachers …
Testing in Language Program
Testing in Language Program
Testing in Language Program …
Testing in Language Program …
Penilaian Hasil Belajar,
1
CHAPTER IV
RESEARCH FINDING
BEFORE IMPLEMENTING THE ACTION
The Result of Pre Observation
In this part, the writer presents the data that have been collected. The writer
presents the data that have been collected. It is divi ed into three parts, the data
before implementing the Classroom Action Research, the implementation of the
action, and the discussion of the data after Classroom Action Research.
There are three parts related to before implementing the action. Those are pre-
observation, pre-interview, and pre-test. The explanations as follow:
Pre observation was conducted to observe the process o teaching
learning in reading activity before implementing the action. It was held at
class 2.3 Marketing major of SMK Nusantara, Ciputat ac emic year
2010/2011. There were 38 students in the class. The pre-observation was
conducted on Thursday, 18th November 2010. It was started on at 08.30
A.M and finished at 10.30 A.M.
From the observation, the writer saw that the teacher used
traditional method in teaching simple past tense. The acher explained the
grammar (simple past tense) inductively, which is she ave the rule first,
and then she gave example based on the rule, after tha she asked the
students to make another examples according to the rul . The teacher only
focused on the rule of grammar, she did not asked the tudents to do
another activity like reading or speaking. At the first, she explained the rule
of simple past tense and wrote it down on the whiteboa , and made
2
several examples based on the rule. Next, the teacher asked the students to
do the exercise in LKS (work book). After the students finished it, the
teacher asked some students to wrote their own answers the whiteboard
while the others students checked their work. In the end of the teaching
learning activity, the teacher gave homework to the students.
In this research pre-interview was held on Monday, 29 th 2010 at
09.30-10.10 A.M. Based on the teacher explanation, it is known that the
teaching learning activity in the classroom was under controlled and
conducive, the students act nicely and not noisy, only some students who
did not concentrate and pay attention to the teacher's explanation so it
made them difficult in understanding the lesson.
For technique in teaching, the English teacher taught grammar
inductively, she explained the rule first and then she gave examples based
on the rule. Beside that, the English teacher also never used other method
and never give any media in teaching simple past tense.
According to the teacher, students' ability of grammar especially
tenses is still low, their English score also not good. It is also known from
the interview that the main problem of the students of class 2.3 of
Marketing Major in learning English is the lack of vocabulary and practice
of the English skills like reading, writing, and speaking.
The pretest had done before the Classroom Action Research. It was
conducted on Thursday, 2nd December 2010. It started at 08.30 A.M. There
were 30 questions; 15 questions for fill in and 15 que ons for multiple-
choice, and essay.
The Result of Pre Interview
The Result of Pre Tests
3
Before the students carried out the test, the writer h d done the
trustworthiness of the test using validity, discriminating power and
difficulty item. It could be seen in the appendix.
Based on the result of pre test, the data showed that e mean score
of pretest was 48.89. There were only two students who pass the Minimum
Mastery Criterion - (KKM) meanwhile the
others did not pass that criterion. From that analyzin , it could be seen that
almost the students' understanding of simple past tens as still very low.
After knowing the data from observation and interview bove, the researcher
knew that the students had some difficulties and problems in learning simple past
tense, such as the transformation of the verb forms especially irregular verb, the
negative and interrogative form of simple past, and also limited vocabulary.
Moreover, their English test score were also poor.
The teacher also had a problem when she teaches English in the classroom.
The problem was the background knowledge of the students was different eac
other, the students felt bored and not interest in stu ying English. To overcome
the problem, the researcher used folktale in teaching simple past tense to support
the teaching-learning process.
In research implementation, the writer arranged pre-test and post-test. The
test is aimed to measure the students' knowledge of Si ple Past Tense. After
knowing the result of Pre-test, the writer then prepared the cycle, in this research
the writer made three cycles. Each cycle consists of f r steps; they are planning,
acting, observing, and reflecting. After doing each cy e, the writer conducted Post-
test to know the improvement of the students understan ing of Simple Past Tense
by using Folktales.
This research was held in SMK Nusantara from December 6th 2010-January
Kriteria Ketuntasan Minimal
B. THE IMPLEMENTATION OF CLASSROOM ACTION RESEARCH
4
27th 2011 in three cycles, every cycle was conducted in th e meetings.
To know the students' ability in grammar especially si ple past tense,
the writer gave pre-test to the students in cycle I. Before the students carried out
the test, the writer had done the trustworthiness of the test using validity,
discriminating power and difficulty item. It could be seen in the appendix. Then
the writer made the lesson plan and selected the appropriate material. There
were three lesson plans in cycle I, the title of the folktales in this cycle were The
Three Little Pigs, and Snow White and the Seven Dwarfs.
The first meeting discussed about the form and pattern of simple past
tense (included positive, negative, and interrogative ), the verb 2 forms
(both regular and irregular), the time signal, and asked them to make sentences
in simple past tense.
In the second meeting the researcher combined the teac ing learning
process of simple past tense by using folktales. She a ed the students to
analyze the simple past tense sentences form the text d then discussed it
together. Beside that, she also gave reading comprehen activity from the
text that was given, she asked the students to read al in front of the class
while checked their pronunciation, determine the topic and the title of the text,
found the main idea, supporting idea, and specific information from the text.
After that she asked them to underline the verb two an found out the
sentences of simple past form from the text.
In the last meeting, the writer still gave a folktale text to the students
with different topic; she still asked them to do the activities in reading
comprehension above. Beside that, she also gave new ac vities to the students
like wrote their last activities, and then retell the other students' story.
Cycle I
Planning
5
In this phase, the writer not only made planning for teaching learning
activities but also prepared some activities and exercises; like made a sentence
in simple past and then asked them to changed it into egative and interrogative
form, fill in the blank with the appropriate words in e parentheses. The writer
gave exercise and assessment to the students in each meeting to know the
students' progress.
In this stage, the writer made action by teaching Simple Past Tens to
the students of Marketing Major Class 2.3 SMK Nusantara Ciputat by using
Folktale, while the English teacher observed the teaching learning process in the
back of the class. In the first meeting, the writer explained about the form of
Simple Past Tense (positive, negative, and interrogati ), the time signal, and
the verb 2 forms (both regular and irregular). She gave explanation about the
regular and irregular verbs and also gave them a list irregular verbs. After
that, she asked the students to make a sentence using simple past tense and
then changed it into negative and interrogative form.
In the second meeting, the writer emphasized on readin and writing
activities. She asked the students to read the folktal aloud, and then she asked
them to find out the sentences in simple past tense an underlined the verb 2
forms and in the text that was given. She also asked them to re the text
aloud. Each student had turn to read the text (only on aragraph not the whole
text) to knew and checked their pronunciation. After that she asked them to
determine the topic and the title of the passage, find ng the main idea,
supporting idea, and specific information from the tex After doing those
activities, the writer together with the students made a discussion about the
material.
In the third meeting, the writer gave the text (folkta e) with different
b. Acting
to be
6
topic, she asked the students to do reading comprehens on activities like in the
second meeting. After that she asked them to write the r last activities, read it in
front of the class and then asked some students to retell the other students'
story. In each meeting the writer made evaluation and e assessment to the
students by giving mini exercises.
The writer together with the English teacher of Class 2.3 of the
Marketing major observed the teaching learning process by monitoring t e
students' activities in each cycle. The writer and the English teacher saw that
most of the meetings were not good and still had many lackness, the students
still had difficulties in teaching learning activities.
The writer will explain the observation per meeting in detail, and the
examples in this explanation can be seen in Appendix 5 page 73-76.
In the first meeting, the English teacher saw that many students had
difficulty of the verb two form; they still confused about the irregular verb
forms. They also had a problem with negative and interrogative forms of simple
past tense, some of them often used verb 2 in negative and interrogative forms.
For example: it should be “
It
should be Other example:
, it should be “
In the second meeting, the students not really confused because they
could see and find the sentences form of simple past tense directly from the
text (folktales), such as
Meanwhile,
many of them also still had problem whether using verb one or two in negative
and interrogative pattern. For example: It
c. Observing
My friend did not borrowed my English book, My
friend did not borrow my English book”. “Did you saw me this evening?”
“Did you see me this evening?” She come to the
class last Tuesday She came to the class last Tuesday.”
“a Prince's daughter grew up happy and contented”,
“Everyone was quite sure she would become very beautiful.”
Did your brother swam last week?
7
should be “ Beside that, the writer also gave
reading activity to the students, in this activity she found that students'
pronunciation is bad; they could not pronounce the words correctly, the main
problem is to pronounce the cluster and diphthong word For example: word
they pronounced not , other example was word
“shut” they pronounced /s / not ? .
In the last meeting, the writer focused on reading com rehension,
writing and speaking. According to the English teacher observation, the
students had problem in determining main idea and supp ng idea, they could
not distinguish between them. In writing activity, the did not do it well. They
could not write grammatically, they did not know the use of part of speech, and
did not know when to use in a sentence. The other problem was the lack
of vocabularies and practice, so it made the students ard to write what on their
mind. For example:
Their speaking was not good; most of them had difficulty to
tell what they want to say. When they wanted to say some words they always
needed much time to search and find the appropriate words, and in the end
they could not find the word. for example: Student G wanted to say
but she said
She needed much time to find word
and finally she could not find it and she used word , she also
had difficulty in finding word and . It happened because they
had lack of practice in speaking English and also limi vocabulary.
After analyzing the data by observing and evaluating the result of the
teaching learning process and students' Pre-test and Post-test scores in cycle I,
the writer and the English teacher of Class 2.3 concluded that the first cycle was
Did your brother swim last week?”
“mother” /m? d? :/ /m? ð? :/
? t ? t/
to be
“On time Holliday, I am go to Ancol with my friends. I am
and friends playing water and stand up waterboom. I am so happy with all
the game water”
“I watched
the movie with my friends in the Cinema last Friday” “I see
movie with my friends in bioskop Friday.”
“watch” “see”
“cinema” “last”
d. Reflecting
8
not good; so it is very important for her to give more activities, exercises, and
practice to the students to get a better result. Most students had difficulties in
negative and interrogative form of simple past tense, they confused when they
must use the verb 2 forms, most of them used verb 2 in negative and
interrogative forms. They also still confused about the irregular verbs forms. In
reading the writer found that the students still had d fficulties in determining the
main idea and supporting idea from the text (folktales .
Based on the observation above, the writer saw that th re were many
lacks in the first cycle, such as the students have not mastered the irregular verbs
yet, they still confused whether use verb 1 or verb 2 in negative and interrogative
forms. In reading, they could not differentiate between main idea and supporting
idea. In writing, they could not make write coherently. In speaking, they still
need much time to find some words and their pronunciation also still bad.
To solve the problem above, the English teacher sugges the writer to
make new evaluation and renewed the plan for the next cle, and after having
discussion with the English teacher, the writer togeth with the English teacher
found the solutions. For misusing the verb in negative and interrogative form,
she would give more explanation and exercises to the s ents. She would ask
them to analyze the simple past's sentences from the text (folktales), so they
knew the form and pattern correctly. In speaking skill the writer gave more
practice to the students; she would give discussion in every meeting. She would
divided the students become several groups (small groups), so it would give
them more chances and practice to share and give their opinion. In reading and
writing skills, she gave much time in reading and writing activity in order to
improve their vocabulary. The writer would give task to them to read a text in
the house in every meeting; they had to determine the ain idea and supporting
idea in each paragraph and then summarized the text. In the last, the writer
should give more attention and exercises to the studen , especially the students
9
who have low knowledge and understanding in simple past tense.
After finding the result from the cycle I that the students' understanding
of simple past tense still had some problems, the writer and the English teacher
discussed about the result of the recent cycle, and found the solution of the
students' difficulties. After the discussion, the writer and the English teacher
agreed to give some additional to the plan that has be made before and
revised it to be the better one. In this cycle the wri r gave new topics and
emphasized in practice. She used different activities n each meeting to avoid
students' boredom and to refresh the situation in the classroom.
In the first meeting, the writer gave a new folktale to the students and
then asked them to read aloud the text while checked their pronunciation, and
asked them to find out the simple past sentence in the text. Then, she gave a
reading comprehension activity to them (find out the m in idea, supporting
idea, specific information, pronoun reference, etc). A r that, the writer divided
the students into several groups to discuss it and share their opinion.
In the second meeting, the writer still had the studen to discuss the
folktale's text that was given. After the discussion, e writer asked them to
summarize the folktales, read it aloud in front of the class and then retell the
other students' stories.
In the last meeting, the writer focused on speaking activity. She wanted
to improve students' speaking ability, so she asked th students to create their
own story or last activities, read it aloud and then they had to retell other
student's story emphasized on the pronunciation, content, and fluency.
By doing these kinds of activities, the students becam more active.
2. Cycle II
a. Planning
10
They not only could memorize the form of the simple past tense and the verb
two forms (especially irregular verb) from the folktal directly but also the use
of simple past tense in the real communication, so it ade the teaching learning
process became fun and easy to understand it.
In this stage, the writer conducted the teaching learning activities to get
the better result to improve the students understanding of simple past tense by
using folktales, while the English teacher observed the teaching lear ing
process. The writer reviewed the material briefly and then ex lained new
activities and exercises as stated in planning phase above.
In the first meeting, the writer reviewed the last les . Then, she gave
them a new folktale's text (Sleeping Beauty), she asked them to read aloud the
story while checked their pronunciation. After that, s e asked them to find out
the simple past sentences in the text. Next, she divid d the students into six
groups (each group consist of 6-7 students) to discuss the story and share their
opinion about the folktale. After that, the writer asked them to find out the main
idea, supporting idea, specific information, pronoun reference, etc. The
discussion was done in every meeting to improve their ding and speaking
skills.
In the second meeting, the writer still had the studen to discuss the
folktale's text that was given before. She gave 15 min for discussion. After
the discussion, the writer asked them to determine the main idea and supporting
idea, and make summary from the folktales, read aloud their summaries in front
of the class, and then retell the other students' stories.
In the last meeting, the writer focused on speaking activity. She wanted
to improve their speaking ability, so she asked the students to create their own
story or last activities, read it aloud and then they ad to retell other student's
b. Acting
11
story emphasized on the pronunciation, content, and fl cy.
In the end of each meeting, the writer gave assignment to the students.
The writer gave a text (folktales) to them with different title (there were two
titles in each meeting), she asked them to read the folktales. They had to
determine the main idea and supporting idea from the text, and then they
summarize the text with their own words. They must han in the assignment in
the next meeting.
The writer together with the English teacher carried out the observation.
Both of them observed the teaching learning process by monitoring he
students' activities in this cycle. This observation was done to get the data of
students' progress during the teaching learning process.
According to the English teacher, the responses of the students in cycle
I was bad and did not satisfy yet. Some students still confused how to make
negative and interrogative form of simple past tense; they also had difficulties in
verb 2 forms especially the irregular forms. Beside that, their reading
comprehension and speaking skill was still low, they could not recognize the
main idea and supporting idea from the text, and they lso could not say their
idea because of limited vocabulary and lack of practice.
However, in cycle II the writer and the English teacher found that the
students' progress was better than in cycle I. The writer will explain the
observation per meeting in detail, the examples in this explanation can be seen
in Appendix 5 page 77-79.
In the first meeting, the writer and the English teacher saw that most of
the students were able to make negative and interrogative forms correctly
although they still had few mistakes on it. For exampl “
and They
c. Observing
I did not visit my
grandmother last week” “Did your father go to office yesterday”?
12
also knew the irregular verbs form, although sometimes they forgot and
exchanged each other, but their progress was good than before. For example:
and sometimes some of the students said
The students' reading skill also better, they could recognize the main
idea and supporting idea from the text.
In the second meeting, the students showed the progress in speaking
skill. They could speak little bit well by doing discussion regularly in every
meeting. They could say and share what was on their mi d during the
discussion, although there were some mistakes on the g ammar, for example:
student A said
It should be
Their reading comprehension also improved, because
the writer gave assignment in the end of meeting to read the folktales that was
given in the house and they had to determine the main dea and supporting idea
in each paragraph. So, their reading comprehension was trained; and the result
was satisfied.
In the last meeting, the writer and the English teacher saw that the
speaking ability of the students had a good progress, ey did not have
difficulty to find the words again, and they did not n ed much time to search it.
Their speaking became little bit fluent, because they ad discussion in every
meeting regularly and it gave them more practice and c ance to speak what was
on their mind. For example: the student K said
it showed that there was a little
mistake on it, it should be “
Other student said like this
It should be “
Although the students still made some
“swim, swam, swum” “swim, swum,
swam.”
“In my opinion, queen should invite bad fairy, so bad fairy
didn't angry and princess didn't curse by fairy.” “In my opinion,
the queen should invite the bad fairy, she was not angry and the princess was
not cursed by the fairy.”
“why did little riding hood not
know that she is not her grandmother?”
why did not the little riding hood know that she
was not her grandmother?” “What is little riding
hood bring to her grandmother? “What did the little riding
hood bring for her grandmother?”
13
mistakes but it was OK because they showed a good progress than in former
meetings. The same thing also happened on the reading omprehension, most
of students could find the main idea and supporting id a correctly although
there were few students who could not do it well.
After analyzing the data and evaluating the result of the observation in
cycle II, the writer quite satisfied with the students' progress. The Engli h
teacher saw that the students showed their improvement bit by bit and it gave a
good result. The students understood and mastered the imple past tense form
and pattern. Their reading comprehension was good enough; they could
understand what the text talked about and how to find e main idea and
supporting idea. Beside that their speaking ability al o showed a progress. The
writer was success improving their speaking ability by giving discussion in
every meeting regularly . It was very helpful for the s ents.
Although the result was good enough, there were still any lacks in this
cycle. According to the English teacher's observation, the writer too focused on
speaking, she always gave discussion activities to the students in every meeting
and she forgot with the writing. So, it made the students' writing did not show
any progress.
Based on the reflection above, the writer together with the English
teacher shared and discussed the lacks and problems at this level, and then
found out the better solutions. After having discussion, the writer should give
attention to all skills, not only in speaking but also the writing. She would not
give too much time for one skill and forget the other. She would give more
practices and exercises to the students to improve the r understanding of simple
past tense by using folktales in all skills (grammar, ading, writing, and
speaking).
d. Reflecting
14
3. Cycle III
a. Planning
The result of cycle II was better than in cycle I, the students had a good
progress in understanding the simple past tense by using folktales. Although it
was better, the result was not satisfied yet. So, it w necessary to continue the
next cycle to improve the students' understanding of simple past tense by using
folktale. The third cycle was held to improve students' writing skill and to enrich
their understanding of simple past tense especially in ing and speaking.
The writer and the English teacher designed new activities and exercises
in teaching learning process. In the first meeting, the writer gave the folktal to
the students and then she asked them to summarize the assage with their own
words. After that she asked them to make several questions from the passage,
the questions would be exchanged to other students and they must answer it. It
would improve their writing and reading comprehension.
In the second meeting, the writer gave the folktale ag n (different title),
and she still made the students to do the same activity like in the first meeting.
After summarizing the passage, the students had to read their summary in front
of the class, and the other students should ask questi orally to her/him based
on the folktale. Those activities were done to practic their writing and speaking
skills.
In the last meeting, the writer asked the students to the folktale
aloud. She divided them into several groups and made them to discuss the
folktale and to determine the main idea and supporting idea in each paragraph,
and make summary from the folktale that was given. After that the writer would
ask some students to retell the folktale with their own words. It could make
15
them use the simple past tense both written and spoken.
In this stage, the writer conducted the teaching learn ng process to get a
good result in improving students' understanding of si ple past tense by using
folktale, the English teacher observed the teaching learning process in the back
of the class.
In the first meeting, the writer gave the folktale to e students and then
she asked them to summarize the passage with their own s. Then, they had
to read aloud the summary in front of the class while e writer checked their
pronunciation. After that she asked them to made five uestions from the
passage. The questions would be exchanged to other students and they must
answer it. It would improve their writing skill and th ir understanding in reading
a passage.
In the second meeting, the writer gave the folktale (with different title) to
the students. She still made the students to do the same activity like in the first
meeting (made a summary of the folktale). After summarizing the passage, the
students had to read their summary in front of the cla , and then the other
students should ask question orally to her/him based on the folktale.
In the last meeting, the writer asked the students to the folktale
aloud. After that she divided the students into six groups (each group consist of
6-7 students) to discuss the folktale and determine th ain idea and supporting
idea in each paragraph, and then summarize it. After that the writer would ask
some students to retell the folktale with their own words. It gave them more
chance to speak and share their opinion, so they could the simple past tense
Acting
16
both written and spoken.
In this stage, the writer and the English teacher made observation and
discussion together. It saw that the students' responses in cycle III were well.
They were very enthusiast during the class. The students looked master the
lesson, they can understand what did the text talk about, and they did not have
difficulty to make a sentence in simple past tense (both used verb or to be),
they also can retell the story well and confidently although sometimes they
stuck in some words, but it was a good progress for th .
The writer will explain the observation per meeting in detail, the
examples in this explanation can be seen in Appendix 5 page 80-82.
In the first meeting, the English teacher saw that there was a progress in
students' writing. They could use in the appropriate place, their writing's
organization also better than before. It seemed in thi sample:
.” On the other hand,
they did not know where to put the parts of speech correctl . Ex:
Their reading comprehension also good, they could understand what
did the passage talk about and could answer some question well.
In the second meeting, they showed improvement in writing and
speaking. The task to make a summary from the text was success to improve
their writing skill. They could resume a story bit by it. For example:
Their speaking also well enough, they could ask some
questions orally , although there were some mistakes on it, for example student
U asked It should be
c. Observing
to be
“Yesterday, I
went to school at 06.30. I go with my friends and my sister. I went home and
watched TV, and then I was sleepy. I slept at 01.00-02.00
“Me and my
family together all home, me and my family together went to Samudra
atlantik.”
“Once
upon day, live a ant, she is very diligent, she always work all day, and she
always think future.”
“why ant did not allow grasshopper enter her home”?
17
“why did not ant allow the grasshopper to enter her home”?
“I studied
English”, “I watched Cinta Fitri with my mother”,
“I did my homework”,
“think”
“About last week on Tuesday, my school would held some competition just for
Business and Management faculty. Mrs. Rini, my English teacher was choose
me to followed that competition. Three students from my class were follow
“English Debate”. Last Friday, me, Desy, and Reski cam to school again
about 03.00 pm for last exercise “English Debate”.
In the last meeting, the writer and the English teach realized that the
students' grammar (especially simple past tense), read ng, writing, and speaking
skills were good enough. They could understand the forms (positive, negative,
and interrogative) and usage of simple past tense well For example, usually
before the lesson started, the writer always asked the “what did you do last
night?”, and in this meeting they could answer correctly like
students N answered the
other said and so on. Their reading comprehension is
also good, they had no difficulty to determine the main idea and supporting
idea, they also understand what the folktale talked ab In speaking, they did
it well enough because of the discussion activity regularly. One problem in
speaking was pronunciation, the students just need more practice to make it
better. Most of students could not pronounce word ?I? correctly;
they pronounced it like this /tI? I? ?I?
e of the students writing
The writer was quite satisfied with the result. Although the students'
score of Post-test 3 did not increase significantly; b their progress was pretty
good.
Based on the result of the observation, the writer and the English
/ k/
/, /s /or / /. W riting was the most difficult
skill for the students, so the progress was slowest than the other skills.
However, they could improve their writing skill bit by bit in this meeting
and it was not really bad now. There was on
d. Reflecting
18
teacher evaluated the teaching learning process that has been conducted
together. The result showed that the students got a good progress in
understanding simple past tense by using folktale.
They knew the verb 2 forms correctly (especially the irregular verbs),
their understanding of reading a passage improved too; they knew and
understand what did the story talk about so they could retell the story well.
Moreover, their writing skill was better although it was not really good and
there were some mistakes on it, but they could make th r own stories and
activities bit by bit. They understood the simple past tense well and could use it
both written and spoken.
The discussion of the data after implementing the acti consisted of two
parts. Those were the result of post interview and the result of posttest. For further
descriptions as following:
After implementing the folktale as a media to improve the students'
understanding of simple past tense, the writer interviewed the English teacher.
It was conducted on Friday, January 25th 2010 after finishing cycle 3.
From the interview, it was known that there was improvement for the
students in understanding simple past tense through folktale. The students'
skills like reading, writing and speaking also had progress. The students
mastered the verb forms both regular and irregular, th y could make sentences
in simple past form (positive, negative, and interrogative). Moreover they also
could apply the simple past tense in speaking and writing.
C. THE DISCUSSION OF THE DATA AFTER CLASSROOM ACTION RESEARCH
1. The Result of Post Interview
19
The English teacher of Class 2.3 Marketing major was s sfied enough
with the students' progress. She agreed that folktale s a suitable media in
teaching simple past tense.
The writer gave the result of data including the pre-test, post-test 1, post-
test 2, and post-test 3 in each cycle in the table below:
Student 1 80* 88* 90* 92*
Student 2 46 58 60 64
Student 3 42 46 72* 75*
Student 4 40 52 62 68
The Result of Post Test
Table 4.1
PRE-TEST AND POST-TESTS SCORES
CLASS 2.3 MARKETING MAJOR
SMK NUSANTARA
NAME PRE-TEST POST-TEST 1
POST-TEST2
POST-TEST 3
20
Student 5 34 58 70* 74*
Student 6 58 62 70* 70*
Student 7 56 70* 74* 76*
Student 8 54 70* 72* 76*
Student 9 66 74* 70* 72*
Student 10 84* 92* 90* 94*
Student 11 40 52 68 70*
Student 12 40 46 60 60
Student 13 30 45 60 60
Student 14 56 66 72* 70*
Student 15 48 52 70* 72*
Student 16 50 62 70* 72*
Student 17 52 70* 74* 72*
Student 18 38 40 56 62
Student 19 52 64 78* 74*
Student 20 48 54 66 72*
Student 21 50 66 70* 70*
Student 22 36 54 68 70*
Student 23 38 52 66 70*
Student 24 56 70* 72* 72*
Student 25 40 40 52 60
Student 26 52 60 64 72*
Student 27 64 72* 76* 78*
Student 28 44 60 72* 74*
Student 29 54 72* 74* 74*
21
Student 30 40 40 50 66
Student 31 42 56 62 70*
Student 32 58 64 68 72*
Student 33 26 48 62 70*
Student 34 40 42 64 70*
Student 35 44 58 60 70*
Student 36 50 62 70* 76*
Student 37 64 74* 76* 76*
Student 38 46 60 70* 76*
Based on the table above, it is known that the mean sc n pre-test before
implementing Classroom Action Research (CAR) or using folktale is 48.89. While
the number of students who passed KKM is 2. To know the percentage of
students who passed KKM using the formula below:
F
P = - - X 100%
N
Mean:
? x
X = - -
48.89 59.76 68.42 72.81
_
n
* : The student who passed the KKM (70)
22
2
P = - - X 100%
38
P = 5.26
Based on the calculation above, it is showed that the students' score
percentage in the pre-test is 5.26%, because there are only 2 students who passed
the KKM and 36 students get the score below the KKM. It can be conclud d that
the students' understanding of the simple past tense i till low.
From the data above, it can be made a chart as follow:
After scoring the pretest, the writer then calculated e result of post-test 1.
It was to know there were any improvements from pre-test to post-test 1 or not.
The table showed that the mean score of students in post-test 1 is 59.21. On the
other hand, the number of the students who passed the M are 10. To know the
percentage of the students who passed KKM using the formula:
%
23
F
P = - - X 100%
N
10
P = - - X 100%
38
P = 26.31
Next, the writer computed the improvement from pre-tes to post-test 1,
the writer made a percentage calculation as following:
y1 - y
P = X 100%
y
59.76 - 48.89
P = X 100%
48.89
10.87
P = X 100%
48.89
P = 22.23
%
%
- - - -
- - - - - - - - -
- - - -
24
From the data above, it can be made a chart as follow:
After computing the data in cycle I, the writer next c culated the scores in
cycle II. In this cycle, the mean score in post-test 2 is 68.42, and there are 21
students who passed the KKM. To know the percentage of the students who
passed KKM, it could be calculated as following:
F
P = - - X 100%
N
21
P = - - X 100%
25
38
P = 55.26
After computing the mean score in pre-test, post-test 1, and post-test 2, the
writer then calculates the mean score of post-test 3, e percentage of the students
who passed the KKM, and the gain score between Pre-test and Post-test 3.
Next, the writer computed the improvement from pre-tes to post-test 1,
the writer made a percentage calculation as following:
y2 - y
P = X 100%
y
68.42 - 48.89
P = X 100%
48.89
19.53
P = X 100%
48.89
P = 39.94
From the data above, it can be made a chart as follows:
%
%
- - - -
- - - - - - - - -
- - - -
26
Based on the table above, it showed that the mean score of the students in
Post-test 3 is 71.81. The number of students who passed the KKM are 31. To
know the percentage of the students who passed KKM, it could be calculated as
following:
F
P = - - X 100%
N
31
P = - - X 100%
38
P = 81.57
After that, the writer computed the improvement from p t to post-test
%
27
3, the writer made a percentage calculation as following:
y3 - y
P = X 100%
y
71.81 - 48.89
P = X 100%
48.89
22.92
P = X 100%
48.89
P = 46.88
From the data above, it can be made a chart as follows:
- - - -
- - - - - - - - -
- - - -
%
28
From the calculation above, it showed that the percentage of students'
score who passed the KKM is 81.57%. It showed that there are 31 students who
passed the KKM and 7 students who got scores below the KKM. So there is
76.31% of improvement in the students' percentage of p st (5.26%) to post-test
3 score (81.57). Furthermore, the improvement of the students' score from pre-test
to post-test 3 is 46.88%. Therefore, it can be conclud d that this Classroom Action
Research (CAR) is success, because it has achieved the target of Classroom
Action Research (75%).
As a whole, the interpretation of the data results among the pre-test, the
post-test of cycle 1, the post-test of cycle 2, and th post-test of cycle 3 are as
following:
In the pretest, the mean score of students on reading t before carrying
out Classroom Action Research is 48.89. It is the stud ts' test score before the
use of folktale. Meanwhile, the class percentage which passes the KKM is 5.26%.
It means that that there are only 2 students who are a le to pass the KKM (70) and
there are 36 students who are not able to pass the KKM.
Furthermore, the mean score in the post-test of cycle 1 is 59.76. It means
that there are some students' score improvement from the previous test (pretest),
that is 10.87 (59.76 - 48.89) or 22.23% (It is not enough to reach the research target
and still need to be developed). Meanwhile, the class ercentage which passes the
KKM in post-test 1 is 26.31%. It shows there are 10 students who pass the KKM
and there are 22 students whose score still under KKM. It means that still needed
more improvement because it could not achieve the target yet of success CAR,
that is 75% (or at least 29 students) from the class percentage. That is why the
writer and the English teacher continue to the second cycle.
Next, the mean score in the post-test of cycle 2 is 68.42. It shows the
D. INTERPRETATION OF THE DATA
29
improvement students' score 19.53 (68.42 - 48.89) from the post-test 1 (68.42).
Meanwhile, the class percentage which passes the KKM i 55.26%. It means there
are 21 students whose score pass the KKM and there are 17 students are under the
target of KKM. This result of cycle 2 showed that the students still eed more
improvement because it could not achieve the target of the success of the
Classroom Action Research yet, that is 75% of the stud ts. So that, the writer
together with the English teacher continue to the next cycle.
In cycle 3, the mean score in the post-test 3 is 71.81. It shows the
improvement of the students' score is 22.92 (71.81 - 4 .89) Meanwhile, the class
percentage which passes the KKM is 81.57%. It means th there are 31 students
whose score pass the KKM and there are 7 students are der the target of KKM.
This class percentage shows some improvements 81.57%, from the pre-test
(5.26%), post-test 1 (26.31%), and post-test 2 (55.26) in the class percentage. The
post-test of cycle 3 has fulfilled the target of Classroom Action Research success,
that is above 75% students could pass the KKM. Automatically, it can be said that
the Classroom Action Research (CAR) is success and the cle can be stopped.
61
CHAPTER V
CONCLUSION AND SUGGESTION
CONCLUSION
Based on the research conducted at the Second Grade of Marketing Major
Class 2.3 SMK Nusantara, Ciputat academic year 2010/2011, it can be concluded
that using folktale can improve the students' understa ding of simple past tense.
It can be proved from the data below:
First, from the observation data, it showed that the students were more
active and understood about the simple past tense well. They could analyze the
verb two forms (both regular and irregular) and the simple past's sentences in the
text (folktale). The students also could use the simpl past tense both written
(resume, and made a story/activity) and spoken (retell onclude the story).
Second, based on the interview result it can be concluded that the students'
understanding of simple past tense had a good progress The teaching learning
activity could run well, and the students could apply e simple past tense in
reading, writing, and speaking skill. The English teacher was satisfied with the
students' progress.
Third, based on the test result, it showed an improvement of students'
score from pretest to post-test3. The mean of pre-test is 48.89, and there were only
two students who passed the KKM or 5.26%. The mean of e post-test 1 is 59.
76, and there were 10 students who passed the KKM or 2 .31% of the students
who passed the KKM. In cycle II, the students' score improved significantly, the
mean score of post-test 2 is 68.42, and the number of ents who passed the
KKM is 21 or 55.26%. In the last cycle, the mean of post-test 3 is 71.81, and the
number of students who passed KKM was increased, that s 31 students or
2
81.57%. So, there is 76.31% improvement of the students' percentage of pre-test
(5.26%) to post-test 3 score (81.57%).
Therefore, it can be concluded that using folktale is cess in improving
students understanding of simple past tense, because it has achieved the target of
Classroom Action Research (75%).
After concluding the result of this study, the writer would like to give some
suggestions bellow:
Folktale succeeded to improve students understanding of simple past tense
and verb 2 forms. So it would be better for the teacher to use folktale as a
media to improve the students' understanding of the simple past tense,
because it can help students to find the simple past tense forms directly
and know how to use it in written or spoken.
For students, they should use the folktale in learning simple past tense because
it can improve their understanding of verb 2 forms, th r understanding of
simple past tense, and their ability in using past ten e both written and
spoken.
SUGGESTIONS
1
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http://en.wikipedia.org/wiki/Folktale
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A Course in Language Teaching
Grammar Practice Activities “A Practical Guide for Teacher
Discovering English Grammar
Metode Penelitian Tindakan Kelas
1
Peneliti :
Guru : Alhamdulillah KBM di dalam kelas-kelas saya tidak ad masalah,
paling ya cuma anak-anak yang agak badung saja yang me buat
masalah, biasanya mereka suka gangguin temennya, jadi a
membuat siswa yang lain tidak konsentrasi. Itu saja si mbak, yang
lain mah ga ada masalah.
Peneliti :
Guru : Kalau anak-nak disini kemampuan Bahasa Inggrisnya rata-rata
hampir sama. Ya kelas 2.3 ini anak-anaknya juga ga jauh beda
dengan anak-anak kelas lain, tapi mereka memang diatas yang lain
dikit mbak, gitu aja.
Peneliti :
Guru : Biasanya kalau saya mengajar grammar saya suka menjelaskan
rumusnya dulu, abis itu saya berikan contohnya. Setelah itu saya
suruh mereka ngerjain latihan di buku paket. Misalnya kayak ngajar
Conditional sentences ni mbak, pertama saya tulis dulu polanya
seperti apa, kemudian saya bikin kalimatnya, terus mereka tinggal
ngikutin dan masukin rumusnya ke dalam kalimat, begitu.
Peneliti :
Guru : Ya gitu, kalau anaknya pinter ya bisa nangkap, tapi au yang ga
bisa ya susah nangkapnya, harus dijelasin lagi.
Peneliti :
APPENDIX 1
Interview Guidelines for the Classroom Action Research AR) Data
(Before CAR)
Bagaimana proses belajar mengajar Bahasa Inggris di dalam
kelas ibu?
Menurut ibu bagaimana kemampuan Bahasa Inggris siswa
kelas 2.3 Pemasaran ini?
Metode apa yang biasa ibu pakai dalam mengajar grammar?
Apakah metode tersebut efektif dalam meningkatkan
pemahaman siswa?
Ketika ibu mengajarkan tenses khususnya s imple past te se,
2
Guru : Ya sama kayak saya ngejelasin grammar yang lain mbak Kalau
tenses kan malah lebih gampang jelasinnya soalnya udah ada
rumusnya, jadi ya saya tulis rumus dan contohnya, udah ak-anak
tinggal masuk-masukin aja.
Peneliti :
Guru : Ya sama aja mbak tergantung anaknya, kalau anaknya p nter sih
ngerti, tapi kalau yang (maaf ya) bodoh, ya tahu sendi lah mbak
kayak gimana.
Peneliti :
Guru : Belum pernah sih mbak, paling saya ngasih latihan ya g banyak
aja buat mereka, sama nyuruh mereka ngerjain yang di b u paket,
gitu aja.
Peneliti :
Guru : Faktor utamanya sih vocab, anak-anak kan vocabnya pa a dikit-
dikit jadi mereka susah kalau disuruh ngerjain apa-apa.
Peneliti :
Guru : Apa ya mbak… Oh iya, kendalanya ya grammar itu sendi ,
mereka kan paling susah kalo belajar grammar katanya s h bingung
terus pada ga ngerti gitu. Terus ya faktor hobby juga h mbak,
kalau yang hobby sama Bahasa Inggris biasanya lebih ga pang.
Peneliti :
Guru : Kalau speakingnya ga pernah mbak soalnya waktunya ga ada
terus juga kelamaan, tapi kalau yang reading sama writing pernah
metode seperti apa yang ibu pakai?
O begitu. Terus , apakah siswa bisa memahaminya bu?
Apakah ibu pernah mengggunakan media atau metode baru
untuk memudahkan pemahaman s iswa?
Menurut ibu, faktor atau kendala apa saja yang menyebabkan
siswa susah memahami tenses khusunya s imple past tense?
Selain vocab ada faktor lain tidak bu?
Lalu, apakah ibu pernah memberi “kesempatan” (waktu
khusus) bagi para s iswa untuk mempraktekkan skill-skill
Bahasa Inggris yang lain seperti skill membaca, menulis, dan
berbicara?
3
tapi ya ga lama-lama banget, paling saya nyuruh mereka baca
sendiri-sendiri di rumah. Terus kalau masalah nulisnya ya kadang-
kadang aja kalau pas materinya tentang nulis.
Peneliti :
Guru : Saya rasa itu ide yang bagus dan cukup menarik mbak, saya harap
tehnik tersebut bisa berhasil dan dapat mendongkrak ni ai anak-
anak, Amien…
Peneliti : Terima kasih ya bu atas waktu dan kerja samanya.
Guru : Iya mbak, sama-sama
Dalam penelitian nanti saya akan menggunakan folktale
sebagai media untuk meningkatkan kemampuan siswa dalam
belajar simple past tense, begaimana pendapat ibu mengenai
hal tersebut?
1
Peneliti :
Guru : Lumayan bagus ya mbak, sekarang anak-anak sudah bisa
mengerti dan menggunakan simple past dalam kalimat den an baik
dan benar. Mereka juga sudah bisa membuat karangan sen iri,
udah gitu pemahaman dalam membaca mereka juga meningkat
drastis.
Peneliti :
Guru : Menurut saya tehnik tersebut sangat bagus dan cocok kali.
Kalau saya lihat proses penelitian kemarin itu anak-an jadi
bersemangat, nngak loyo, dan antusias banget. Mereka b ar-benar
bisa melihat dan menemukan kalimat-kalimat simple past langsung
dari folktale itu, jadi mereka bisa langsung tahu dan ngat, itu yang
paling penting mbak, gampang diingat.
Peneliti :
Guru : Itu juga menunjukkan kemajuan yang cukup bagus kok m ak,
dulu kan mereka paling susah dengan perubahan-perubaha bentuk
kata kerja terutama irregular verb, tapi sekarang “No Problem” lagi.
Peneliti :
Guru : Kalau menurut saya sih lumayan mbak, secara keseluruhan saya
APPENDIX 2
Interview Guidelines for the Classroom Action Research AR) Data
(After CAR)
Bagaimana perkembangan kemampuan siswa kelas 2.3 dalam
memahami simple past tense setelah menggunakan folktale
bu?
Bagaimana pendapat ibu mengenai penggunaan folktale
dalam pengajaran simple past tense?
Bagaimana dengan vocab mereka bu, khusunya yang kata
kerja kedua baik yang beraturan maupun tidak beraturan?
Kalau menurut ibu skill Bahasa Inggris mereka
menunjukkan kemajuan nggak? Seperti reading, writing, dan
speakingnya?
2
puas kok, terima kasih malah, mbak udah bikin murid-murid saya
jadi tambah pintar (sambil tertawa).
Peneliti :
Guru : Oh iya, kalau saya lihat sih reading mereka udah bag yah
sekarang, mereka bisa memahami bacaan dengan baik. Wri g
juga ada kemajuan. Terus speakingnya itu mbak yang pal g
banyak kemajuannya. Dulu mereka kan paling ga mau kalau
disuruh ngomong pakai Bahasa Inggris paling cuma satu ua anak
saja, tapi sekarang sudah lumayan dan cukup bagus dibandingin
dengan yang dulu-dulu.
Peneliti :
Guru : Setuju sekali mbak, saya malah berencana untuk menerapkannya
di kelas-kelas saya yang lain.
Peneliti :
Guru : Ya mbak sama-sama, saya juga terima kasih banyak. Sa a jadi
banyak tahu sekarang.
Maaf bu, bisa diuraikan lebih detail lagi?
Dengan hasil yang seperti itu, apakah ibu setuju
menggunakan folktales dalam pembelajaran simple past tense?
Oh begitu, terima kas ih ya bu atas bantuan dan kerja
samanya selama ini.
1
APPENDIX 3
STUDENTS OBSERVATION FORM
(FORM OBSERVASI SISWA)
NO CYCLE I NILAI
ASPEK PENILAIAN 1 2 3 4 5
vv
v
v
v
Keterangan:
Berilah tanda v pada nilai angka sesuai dengan pengamatan anda.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Penguasaan grammar khususnya Simple Past Tense.
Kemampuan membuat kalimat dalam bentuk simple
past tense.
Kemampuan merubah kalimat simple past tense
kedalam bentuk positive, negative, dan interrogative.
Penguasaan kosa kata (vocabulary) terutama kata
kerja bentuk kedua baik yang beraturan maupun
yang tidak beraturan (regular and irregular verbs).
Kemampuan membaca (ketepatan
Pronunciationnya).
Kemampuan menentukan topic dan judul sebuah
teks.
Kemampuan mengidentifikasi gagasan utama (main
idea), gagasan pendukung (supporting idea), serta
informasi spesifik (specific information).
Kemampuan untuk menafsirkan makna kata atau
kalimat.Kemampuan menulis sebuah cerita pendek atau
kegiatan yang telah dilakukan.
Kemampuan untuk menceritakan sebuah cerita (tell
and retell) atau kegiatan yang telah dilakukan.
v
v
v
v
v
1 : Sangat Kurang
2 : Kurang
2
3 : Cukup
4 : Baik
5 : Sangat Baik
Berilah tanda v pada nilai angka sesuai dengan pengamatan anda.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Penguasaan grammar khususnya Simple Past Tense.
Kemampuan membuat kalimat dalam bentuk simple
past tense.
Kemampuan merubah kalimat simple past tense
kedalam bentuk positive, negative, dan interrogative.
Penguasaan kosa kata (vocabulary) terutama kata
kerja bentuk kedua baik yang beraturan maupun
yang tidak beraturan (regular and irregular verbs).
Kemampuan membaca (ketepatan
Pronunciationnya).
Kemampuan menentukan topic dan judul sebuah
teks.
Kemampuan mengidentifikasi gagasan utama (main
idea), gagasan pendukung (supporting idea), serta
informasi spesifik (specific information).
Kemampuan untuk menafsirkan makna kata atau
kalimat.Kemampuan menulis sebuah cerita pendek atau
kegiatan yang telah dilakukan.
Kemampuan untuk menceritakan sebuah cerita (tell
and retell) atau kegiatan yang telah dilakukan.
STUDENTS OBSERVATION FORM
(FORM OBSERVASI SISWA)
NO CYCLE II NILAI
ASPEK PENILAIAN 1 2 3 4 5
v
v
v
v
v
vv
v
v
v
Keterangan:
3
1 : Sangat Kurang
2 : Kurang
3 : Cukup
4 : Baik
5 : Sangat Baik
Berilah tanda v pada nilai angka sesuai dengan pengamatan anda.
STUDENTS OBSERVATION FORM
(FORM OBSERVASI SISWA)
NO CYCLE III NILAI
ASPEK PENILAIAN 1 2 3 4 5
4
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Penguasaan grammar khususnya Simple Past Tense.
Kemampuan membuat kalimat dalam bentuk simple
past tense.
Kemampuan merubah kalimat simple past tense
kedalam bentuk positive, negative, dan interrogative.
Penguasaan kosa kata (vocabulary) terutama kata
kerja bentuk kedua baik yang beraturan maupun
yang tidak beraturan (regular and irregular verbs).
Kemampuan membaca (ketepatan
Pronunciationnya).
Kemampuan menentukan topic dan judul sebuah
teks.
Kemampuan mengidentifikasi gagasan utama (main
idea), gagasan pendukung (supporting idea), serta
informasi spesifik (specific information).
Kemampuan untuk menafsirkan makna kata atau
kalimat.Kemampuan menulis sebuah cerita pendek atau
kegiatan yang telah dilakukan.
Kemampuan untuk menceritakan sebuah cerita (tell
and retell) atau kegiatan yang telah dilakukan.
1 : Sangat Kurang
2 : Kurang
3 : Cukup
4 : Baik
5 : Sangat Baik
v
v
v
v
v
v
v
v
vv
Keterangan:
1
APPENDIX 4
FORM OBSERVASI GURU
NO CYCLE I NILAI
ASPEK PENILAIAN 1 2 3 4 5
v
v
v
v
Keterangan:
Berilah tanda v pada nilai angka sesuai dengan pengamatan anda.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Mengkondisikan kesiapan siswa dan kesiapan
kelas.
Membangkitkan rasa ingin tahu atau motivasi
siswa.
Kualitas pengembangan indikator dan
pengembangan materi.
Penggunaan metode dan teknik pengajaran.
Penyampaian dan cara menjelaskan materi di
dalam kelas.
Penggunaan media/alat bantu pembelajaran.
Memberikan kesempatan/waktu kepada siswa
untuk mempraktekkan skill reading, writing, dan
speaking.
Memberikan kesempatan atau waktu kepada siswa
untuk menyampaikan ide/ pendapat serta
pertanyaan.
Pemberian feedback.
Menyimpulkan atau merangkum kembali materi
yang telah disampaikan.
Ketepatan pemilihan alat evaluasi sesuai dengan
indikator.
v
v
v
v
v
v
v
1 : Sangat Kurang 4 : Baik
2
2 : Kurang 5 : Sangat Baik
3 : Cukup
Berilah tanda v pada nilai angka sesuai dengan pengamatan anda.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Mengkondisikan kesiapan siswa dan kesiapan
kelas.
Membangkitkan rasa ingin tahu atau motivasi
siswa.
Kualitas pengembangan indikator dan
pengembangan materi.
Penggunaan metode dan teknik pengajaran.
Penyampaian dan cara menjelaskan materi di
dalam kelas.
Penggunaan media/alat bantu pembelajaran.
Memberikan kesempatan/waktu kepada siswa
untuk mempraktekkan skill reading, writing, dan
speaking.
Memberikan kesempatan atau waktu kepada siswa
untuk menyampaikan ide/ pendapat serta
pertanyaan.
Pemberian feedback.
Menyimpulkan atau merangkum kembali materi
yang telah disampaikan.
Ketepatan pemilihan alat evaluasi sesuai dengan
indikator yang hendak dicapai.
v
v
v
v
v
v
v
v
v
v
v
FORM OBSERVASI GURU
NO CYCLE II NILAI
ASPEK PENILAIAN 1 2 3 4 5
Keterangan:
3
1 : Sangat Kurang 4 : Baik
2 : Kurang 5 : Sangat Baik
3 : Cukup
Berilah tanda v pada nilai angka sesuai dengan pengamatan anda.
FORM OBSERVASI GURU
NO CYCLE III NILAI
ASPEK PENILAIAN 1 2 3 4 5
4
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Mengkondisikan kesiapan siswa dan kesiapan
kelas.
Membangkitkan rasa ingin tahu atau motivasi
siswa.
Kualitas pengembangan indikator dan
pengembangan materi.
Penggunaan metode dan teknik pengajaran.
Penyampaian dan cara menjelaskan materi di
dalam kelas.
Penggunaan media/alat bantu pembelajaran.
Memberikan kesempatan/waktu kepada siswa
untuk mempraktekkan skill reading, writing, dan
speaking.
Memberikan kesempatan atau waktu kepada siswa
untuk menyampaikan ide/ pendapat serta
pertanyaan.
Pemberian feedback.
Menyimpulkan atau merangkum kembali materi
yang telah disampaikan.
Ketepatan pemilihan alat evaluasi sesuai dengan
indikator yang hendak dicapai.
v
v
v
v
v
v
v
v
v
v
v
1 : Sangat Kurang 4 : Baik
2 : Kurang 5 : Sangat Baik
3 : Cukup
Keterangan:
1
APPENDIX 5
The Students' Pre-test Score during Classroom Action Research (CAR)
2
The Improvement of Students' Score during Classroom Action Research from Pre-test - post-test 3
1
APPENDIX 5
FIELD NOTE
NO SKILLS
CYCLE I
MEETING I MEETING II MEETING III
1. Grammar Students' understanding of simple
past tense was still low.
They could not differentiate and
recognize between regular and
irregular verbs. Ex:
Many students could not make
negative and interrogative
sentences of simple past correctly.
Ex: “
Many students were still confused
whether use verb 1 or 2 forms in
negative and interrogative
sentences. Ex:
Most of them were still confused in
using , ex:
Some students could differentiate
regular and irregular verbs, they also
knew the changing of irregular
verbs. Ex:
Some of them could make and
change the sentences into positive,
negative, and interrogative form. Ex:
“sweep,
sweeped”, “drink, drunk”, etc.
My fri end did not borrowed
my English book”. “Did you saw
me this evening?”
“Did your brother
swam last week?”, “My mother
did not cooked fish yesterday.”
“to be (was/were)” “I
am study in home yest erday”,
“You was sick last week.”
“watch, watched”,
“sleep, slept”, etc.
“I got up at 6 o 'clock yesterday”, I
did not got up at 6 o'clock
yest erday”, “Did I get up at 6
o'clock yesterday?”
2
2. Writing Students' writing skills were bad.
Their vocabularies are very lack and
limited.
They did not know about verbs, and
non-verb , and when to use
verb and . Ex:
Students' writing skill has not
improved yet. They did not know
about part of speech.
They were confused when to use
. They still d id not know
about verb and non-verb. Ex:
Their writing little bit improved than
before, some students could
differentiate between subject and
verb.
They could make a good sentence,
although there were some mistakes
on it. Ex:
(to be)
to be “On time
Holliday, I am go to Ancol with
my friends. I am and friends
playing water and stand up
waterboom. I am so happy with
all the game water”
is,
am, are
“Last holiday I am and family go
to Ragunan zoo . There, we playing
together. We photo-photo
together and I very happy.”
“Yesterday I wake up at
5.30, then t ake a bath, then I go to
school, then I watching TV and
play football.”
3
3. Reading The students had difficulty to
determine main idea and
supporting idea.
They did not understand what the
story talked about.
They could not pronounce the some
words correctly . Ex: word
, some
students pronounced it
or
Students could not determine main
idea yet, especially in the long
paragraph.
Their pronunciation improved,
although there were some words
they could not pronounce well. Ex:
They could understand about the
story (folktale) bit by bit.
Their understanding of main idea and
supporting idea improved. Ex: the
main idea of the first paragraph of
“Sleeping Beauty” is:
Their pronunciation was better; they
only could not pronounce
unfamiliar words. Ex:
“mother” /m? ð? :/
/m? d? :/
/m? d? r/.
“young” /y? ?
There was a
Queen who had a beautiful baby
daughter.
“saw” /s? :/
/
4
4. Speaking Students' speaking was not good,
they had lack of vocabulary and
practice.
They needed a long time to find the
appropriate words to say. Ex:
Student G wanted to say
but she said “
, she had difficulty to find
word and she used
word . She also did not find
words and
Actually the students knew and
understood about the text, but they
could not tell and explain it. Ex:
“The writer asked one student to
conclude a paragraph, she could
say it in Indonesian correctly but
she could not say it in English”.
They still need much time to say
something in English.
They could not speak grammatically
correct. Ex:
There was no improvement for their
speaking.
They could not communicate what on
their mind, it was very hard for
them to find the word and share
their idea. Ex: Students P want to
give comment that the wolf is very
wicked and dangerous, but he said
with her own words
They could not use grammar correctly
in speaking. Ex:
“I
watched the movie with my
friends in the Cinema last
Friday” I see movie
with my friends in bioskop
Friday”
“watch”,
“see”
“cinema” “last”.
“What dwarfs say to
Snow white?”
“Wolf i s
naughty and bad.
“Because old pig
don't make home from brick.”
5
FIELD NOTE
NO SKILLS
CYCLE II
MEETING I MEETING II MEETING III
6
1. Grammar Most students knew the changing of
regular and irregular verbs. Ex:
They could differentiate between
and . Ex:
Many students could make negative
and interrogative sentences of
simple past correctly . Ex: “
and
Many students were not confused
whether use verb 1 or 2 forms in
negative and interrogative
sentences. Ex:
Most students were not confused in
using , ex:
Many students had no problem to
make and change the sentences in
positive, negative, and interrogative
form. Ex:
“study, st udied”, “swim, swam”,
meet, met.”
was
were “She was sick
yest erday”, “We were happy last
night”
I did
not visit my grandmother last
week” “Did your father go to
office yesterday.”
“I did not meet my
friend last week”, “Did she buy
new bag yesterday?”
“to be” “They were
angry last week, “I was very sad
yest erday.”
“My mother made cake
last morning”, “My mother did
not make cake last morning”,
“Did my mother make cake last
morning?”
7
2. Writing Some students could differentiate
between verbal and non-verbal
sentences, so they little bit
understand when to use verb or to
be in a sentence. Ex:
Most students did not know and
were confused when to use verb
and verb-ing. Ex:
They understood when to use the
verb, and verb-ing. Ex:
3. Reading The students could understand the
text (folktale) well.
They could recognize main idea and
supporting idea well.
The students did not understand
about pronounce reference in the
paragraph.
They still hard to understand the
imply sentence, they just know
about the detail information like
the year, number, etc.
Their understanding of the pronoun
reference was good enough.
In this meeting, they know about the
imply sentence bit by bit.
They could interpret the meaning of
word or sentence.
“Yesterday, I
and friend went to mall, we go
with motorcycle, I buy T-shi rt and
bag, and she buy T-shirt and
jeans. Next , we go home and we
are happy.”
“Frog sitt ing i n
the crocodile back and see the
view.”
“My
brother played football
yest erday”, “They are reading
book”
8
4. Speaking Students' speaking showed a good
progress.
They could share and communicate
what was on their mind bit by bit
from discussion activity. Ex:
They did not need much time to
search a word; they could speak
confidently although there were
still some mistakes. Ex: student L
said
Most students could ask and share
their idea during discussion. Ex:
student K asked
the other
said
other
student answered
“I n
my opinion, queen should i nvite
bad fa iry, so bad fairy didn't
angry and princess didn't curse by
fairy.”
“I think main idea of
paragraph 3 is snakes hissed and
jeered at him.”
“why did little
ri ding hood not know that she is
not her grandmother?”
“what Litt le Red Riding Hood
bring to her grandmother?”
“she bring
butter cake.”
9
FIELD NOTE
NO SKILLS
CYCLE III
MEETING I MEETING II MEETING III
10
1. Grammar Some students had a little problem
with some irregular verbs. Ex:
Their understanding of the forms and
usage of simple past tense was
pretty good. Ex:
They knew when to use or
Ex:
Students understanding of simple past
tense were good now.
They could use simple past tense both
spoken and written. Ex: Student H
asked
Student A
answered
They had no problem with the verbs
form anymore (both regular and
irregular). Ex:
“cut, cut”, “read, read.”
“I and my father
visited my grandmother last
year.”
verb to
be (was/were). “Ms. Rini
Taught English last month.” “My
brother was angry yesterday.”
“How did frog go to
crocodi le house?”
“He went to crocodile
house by swimming on crocodile”
“fry, fried”, “worry,
worried”, “think, thought”, “fly,
flew”
11
2. Writing They could use in the
appropriate place, ex:
.”
They did not know where to put the
parts of speech correctly . Ex:
They could understand about part
of speech and its function in a
sentence. Ex:
They could resume the folktale
story little bit well. Ex:
Some students could resume the
folktale story little bit well. Ex:
t o be
“Yesterday,
I went t o school at 06.30. I go
with my friends and my sister. I
went home and watched TV, and
then I was sleepy. I slept at 01.00-
02.00
“Me
and my family together all home,
me and my family t ogether went to
Samudra atlanti k.”
“She went to
school with her father.”
“Once
upon day, live a ant, she is very
diligent, she always work all
day…”
“Once, there were three fishes live
in a pond, someday fishermen
come to catch fish, the old fish say
to live pond, but young fish don't
want to live pond. Finally, young
fi sh di e.”
12
3. Reading Most students understood what the
passage talked about.
Their pronunciation was good
enough. Ex: they could pronounce
“One day a crocodile came…” /w
They could determine main idea
and supporting idea directly. Ex:
the writer asked them “what is the
main idea of the last paragraph”?
most students could answer
correctly
Most students understand about
pronoun reference in the passage.
There were some words that was hard
to pronounce by the students, ex:
word ?I? I? I?
?I?
? n
deI ? kr? k?daIl keIm/ “The ant shut the door
for the grasshopper.”
“think” / k/, /t /, /s /or
/ /.
13
4. Speaking They could tell their opinion, and
share their idea each other through
discussion activity. Ex: Student E
said
while student
R said
Their speaking was pretty good.
They could ask some questions
from the story orally. Ex: student
U asked
They also could answer the other
students' questions well. Ex:
student B answered
Most students could answer some
questions grammatically correct.
Ex: the writer asked them, “what
did you do last night? Some
students answered
the other said
Most students could communicate
their idea, asked and answered
some questions orally. Ex: student
M said:
Then student Z
said
“crocodile wife is very
naughty, she want to eat monkey
(crocodile fri end)”,
“I think crocodile is stupid
because he agree his wife to eat
his friend (monkey).”
“why ant did not allow
grasshopper enter her home”?
“because
grasshopper i s lazy”
“I studi ed
English”, “I watched Cinta Fitri
with my mother”, “I
did my homework”,
“what do you think about
the young fish”?
“I t hink young fish is stupid,
because he don't believe old people,
so he was die.”
1
SMK : Nusantara
Kelas/Semester : XI/2
Standar Kompetensi : Mengungkapkan makna dalam percakapan transaksional
dan interpersonal lisan pendek sederhana untuk berinteraksi
dalam konteks kehidupan sehari-hari
Kompetensi Dasar : Mengungkapkan makna dalam percakapan transaksional
( ) dan interpersonal (bersosialisasi)
pendek sederhana dengan menggunakan ragam bahasa lisan
secara akurat, lancar dan berterima untuk berinteraksi alam
konteks kehidupan sehari-hari yang melibatkan tindak tutur
Indikator :
Mengetahui bentuk simple past tense (positive,
negative, dan interrogative).
Mengetahui dan membedakan bentuk regular dan
irregular verbs.
Mengidentifikasi dan membuat bentuk kalimat simple
past tense (positive, negative, dan interrogative).
Pertemuan : I
Jenis teks :
Aspek/Skill : Grammar dan Writing
Alokasi Waktu : 2 x 45 menit
APPENDIX 6
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Tujuan Pembelajaran
to get things done
Narrative
2
Pada akhir pembelajaran siswa dapat:
Mengetahui bentuk Simple Past Tense baik positive, negative, maupun
interrogative.
Mengetahui dan membedakan antara bentuk regular dan ir gular verbs.
Mengidentifikasi dan membuat bentuk kalimat dengan men akan Simple
Past Tense baik positive, negative, maupun interrogati .
Sentence patterns:
Positive :
Example: The police me on my way home last night.
Negative:
Example: The police me on my way home last night.
Interrogative:
Example: the police stop me on my way home last night.
The time signals of Simple Past Tense are: yesterday, ast Friday,
last week, two days ago, etc.
Bentuk regular verbs (kata kerja beraturan) itu dengan
menambahkan -d atau -ed, misalnya: talk/talked, use/us , p lay/played, dll.
Sedangkan irregular verbs (kata kerja tidak beraturan) bentuknya tidak
beraturan, misalnya: drink/drank, drive/drove, meet/met, dll.
Salam dan menanyakan keadaan siswa
Mengecek kehadiran siswa
Materi Pembelajaran
Langkah-langkah Kegiatan
Simple Past Tense
stopped
did not stop
Did
Regular dan Irregular Verbs
Motivasi (15 menit)
S +V2
S + did + not + V1
Did + S + V1
3
Bertanya kepada siswa tentang kegiatan yang dilakukan kemarin.
.
Peneliti menjelaskan tentang bentuk Simple Past Tense, aik yang
berbentuk positive, negative, maupun interrogative.
Peneliti menjelaskan tentang bentuk past dari regular dan irregular verb
disertai dengan contoh-contoh yang jelas.
Peneliti menjelaskan tentang bagaimana membuat kalimat yang berbentuk
Past Tense dengan disertai contoh-contoh yang jelas.
.
Meminta siswa untuk membuat kalimat dengan bentuk Past Tense, baik
positive, negative, maupun interrogative.
Meminta siswa untuk mengubah kalimat ke dalam bentuk p tive,
negative, atau interrogative.
Menanyakan kesulitan siswa selama proses belajar mengajar.
Mengoreksi dan mendiskusikan pekerjaan siswa bersama-s a dengan
para siswa.
Mastering English Grammar and Idioms, M. J. Lado.
Bacaan-bacaan yang relevan dengan topik pembelajaran.
Kamus Inggris-Indonesia, Indonesia-Inggris
Bentuk evaluasi:
Test tulis, menyuruh siswa untuk membuat kalimat Simple Past Tense baik
yang berbentuk positive, negative, maupun interrogative.
b Presentasi (30 menit)
c Latihan (30 menit)
d. Evaluasi (15 menit)
Sumber belajar
Evaluasi
4
Meminta siswa untuk mengubah kalimat ke dalam bentuk p tive, negative,
atau interrogative.
Jakarta, 06 Desember 2010
Mengetahui
Guru Pamong
Rini Ramdani Yafas , SE
5
Patterns:
Positive :
Example: The police me on my way home last night.
Negative:
Example: The police me on my way home last night.
Interrogative:
Example: the police stop me on my way home last night.
Note:
The time signals of Simple Past Tense are: yesterday, ast Friday, last
week, two days ago, etc.
Positive :
Example: She sad yesterday.
Negative :
Example: She sad yesterday.
Interrogative :
Example: W she sad yesterday?
Note:
used for I, she, he, and it
is used for you, we, and they.
SIMPLE PAST TENSE
Verb
Be
“Was”
“Were”
S +V2
S + did + not + V1
Did + S + V1
S + was/were + O
was
S + was/were + not + O
was not
Was/were + S + O
as
stopped
did not stop
Did
6
1.
___________________________________________________________
2.
___________________________________________________________
3
___________________________________________________________
He played football two days ago.
We were late last Wednesday.
Mr. Reza taught English last year.
My father drank a cup of coffee this morning.
I was angry with her yesterday.
Exercises:
Make three sentences of simple past tense with your ow words!
.
Change the following s tatements into negative and interrogative forms .
1
SMK : Nusantara
Kelas/Semester : XI/2
Standar Kompetensi : Mengungkapkan makna dalam percakapan transaksional
dan interpersonal lisan pendek sederhana untuk berinteraksi
dalam konteks kehidupan sehari-hari
Kompetensi Dasar : Mengungkapkan makna dalam percakapan transaksional
( ) dan interpersonal (bersosialisasi)
pendek sederhana dengan menggunakan ragam bahasa lisan
secara akurat, lancar dan berterima untuk berinteraksi alam
konteks kehidupan sehari-hari yang melibatkan tindak tutur
Indikator :
Mengetahui dan mengidentifikasi bentuk Simple Past
Tense yang terdapat dalam teks ”The Three Little
Pigs”.
Mengidentifikasi dan menemukan kata kerja bentuk
kedua (regular maupun irregular) berbentuk past
yang terdapat dalam teks.
Membaca dengan pronunciation yang benar.
Mengidentifikasi dan menemukan gagasan utama,
gagasan pendukung, dan informasi spesifik yang
terdapat di dalam teks.
Melengkapi cerita atau dongeng yang diberikan
Siklus : I
Pertemuan : II
Jenis teks :
Aspek/Skill : Grammar, Reading, and Writing
Alokasi Waktu : 2 x 45 menit
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
to get things done
Narrative
2
Pada akhir pembelajaran siswa dapat:
Mengetahui dan mengidentifikasi bentuk Simple Past Ten yang terdapat
dalam teks ”The Three Little Pigs”.
Mengidentifikasi dan menemukan kata kerja bentuk kedua (regular maupun
irregular) berbentuk past yang terdapat dalam teks.
Membaca teks dengan keras dengan menggunakan pronuncia on yang benar.
Mengidentifikasi dan menemukan gagasan utama, gagasan endukung, serta
informasi spesifik yang terdapat di dalam teks dengan epat dan benar.
Melengkapi cerita atau dongeng yang diberikan oleh peneliti.
Teks cerita ”The Three Little Pigs”.
Tujuan Pembelajaran
Materi Pembelajaran
Langkah-langkah Kegiatan
THE THREE LITTLE PIGS
Motivasi (10 menit)
Once upon a time there were three little pigs who left eir mummy and daddy to
see world.
All summer long, they roamed through the woods and over the plains, playing
games ad having fun. The three little pigs started to l they needed a real
home. They talked about what to do, but each other decided for himself.
The laziest little pig said he would build a straw hut “it will only take a day” he
sais. The others disagreed.
“it will to fragile”, they said disapprovingly, but he refused to listen. Not quite
so lazy, the second little pig went in search of planks of seasoned wood…
3
Salam dan menanyakan keadaan siswa
Mengecek kehadiran siswa
Bertanya kepada siswa tentang dongeng yang paling disukai.
.
Peneliti membaca keras teks ”The Three Little Pigs” yang telah diberikan
kepada siswa.
.
Meminta siswa untuk mencari kalimat berbentuk simple p t tense yang
terdapat di dalam teks ”The Three Little Pigs”.
Menyuruh siswa untuk mencari kata kerja bentuk kedua (regular maupun
irregular) atau berbentuk past di dalam teks yang telah diberikan.
Meminta siswa membaca teks dengan keras dengan menggun n
pronunciation yang benar.
Menyuruh siswa untuk mengidentifikasi dan menemukan ga an utama,
gagasan pendukung, serta informasi spesifik yang terdapat di dalam
teks dengan tepat dan benar.
Meminta siswa untuk melengkapi cerita atau dongeng yang telah diberikan.
Mengoreksi dan mendiskusikan pekerjaan siswa bersama-s a dengan
para siswa.
Teks ”The Three Little Pigs”.
English Dictionary
b Presentasi (10 menit)
c Latihan (50 menit)
d. Evaluasi (15 menit)
to be
Sumber belajar
4
Bentuk evaluasi:
Test tulis, meminta siswa untuk mencari kalimat berbentuk simple past
tense yang terdapat di dalam teks ”The Three Little Pigs”.
Menyuruh siswa untuk mencari kata kerja (regular maupun irregular) atau
berbentuk past yang terdapat dalam teks.
Menyuruh siswa untuk mengidentifikasi dan menemukan ga an utama,
gagasan pendukung, serta informasi spesifik yang terdapat di dalam
teks.
Meminta siswa untuk Melengkapi cerita atau dongeng yang diberikan oleh
peneliti.
Jakarta, 09 Desember 2010
Mengetahui
Guru Pamong
Evaluasi
Rini Ramdani Yafas , SE
Exercises:
Answer the following questions based on the text above!
to be
5
1. What is the appropriate title of the text above?
A. The pig
The wolf
The Three Little Pigs
The Pigs' House
What kind of house that the third pig made from?
Bricks
Straw
Wood
Hay
Did the wolf success to destroy the laziest pig's house?
Yes, he did
No, he did not
Yes, he was
No, he was not
Why did the wolf cannot destroy the third pig's house?
Because the house was big.
Because the house was strong.
Because the wolf was tired.
6
Because the pigs watched him.
What is the main idea of the fifth paragraph?
The pig rapidly opened the door to his brothers.
The wolf landed in the fire and burn.
The wisest little pig's brothers built new brick houses.
The house was solid so the wolf could not destroy it.
Once upon a time... there _____________ (be) an unhapp young girl, her
mother ____________ (be) dead, her father ____________ (marry) another
woman, a widow with two daughters, and her stepmother _____ (be)
like her one little bit. All the nice things, kind thoughts and loving touches
_____________ (be) for her own daughters. And not jus the kind thoughts and
love, but also dresses, shoes, shawls, delicious food, comfy beds, as well as every
home comfort. No nice rests and comfort, she _________ (have to) work
hard all day, and only when evening ______________ (come) she
____________ (allow) to sit for a while by the fire, n the cinders. That is how
she got her nickname, for everybody ______________ (call) her Cinderella.
B. Fill in the blank with word in the parentheses below!
1
SMK : Nusantara
Kelas/Semester : XI/2
Standar Kompetensi : Mengungkapkan makna dalam percakapan transaksional
dan interpersonal lisan pendek sederhana untuk berinteraksi
dalam konteks kehidupan sehari-hari
Kompetensi Dasar : Mengungkapkan makna dalam percakapan transaksional
( ) dan interpersonal (bersosialisasi)
pendek sederhana dengan menggunakan ragam bahasa lisan
secara akurat, lancar dan berterima untuk berinteraksi alam
konteks kehidupan sehari-hari yang melibatkan tindak tutur
Indikator :
Mengetahui dan mengidentifikasi bentuk Simple Past
Tense yang terdapat dalam teks ”Snow White and
The Seven Dwarfs”.
Mengidentifikasi dan menemukan gagasan utama,
gagasan pendukung, dan informasi spesifik yang
terdapat di dalam teks.
Menulis kegiatan yang telah dilakukan sebelumnya.
Menceritakan kembali (retell) atau menyimpulkan cerita
dari siswa lain.
Siklus : I
Pertemuan : III
Jenis teks :
Aspek/Skill : Grammar, Reading, Writing, and Speaking
Alokasi Waktu : 2 x 45 menit
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
to get things done
Narrative
2
Pada akhir pembelajaran siswa mampu:
Mengetahui dan mengidentifikasi bentuk Simple Past Ten e yang terdapat
dalam teks ”Snow White and The Seven Dwarfs”.
Mengidentifikasi dan menemukan gagasan utama, gagasan endukung, serta
informasi spesifik yang terdapat di dalam teks dengan epat dan benar.
Menulis kegiatan yang telah dilakukan sebelumnya (kemarin, seminggu yang
lalu, dan lain-lain).
Menceritakan kembali (retell) atau menyimpulkan cerita dari siswa lain.
Teks cerita ”Snow White and the Seven Dwarfs”.
Salam dan menanyakan keadaan siswa.
Mengecek kehadiran siswa.
Menanyakan kegiatan apa saja yang telah dilakukan sisw emarin.
.
Tujuan Pembelajaran
Materi Pembelajaran
Langkah-langkah Kegiatan
SNOW WHITE AND THE SEVEN DWARFS
Motivasi (10 menit)
b Presentasi (10 menit)
Once upon a time . . . in a great castle, a Prince's daughter grew up
happy and contented, in spite of a jealous stepmother. She was very pretty, with
blue eyes and long black hair. Her skin was delicate a fair, and so she was
called Snow White. Everyone was quite sure she would become very beautiful.
Though her stepmother was a wicked woman, she too was y beautiful, and the
magic mirror told her this every day, whenever she asked it.
"Mirror, mirror on the wall, who is the loveliest lady the land?" The
reply was always; "You are, your Majesty," ….
3
Peneliti membaca keras teks ”Snow White and the Seven Dwarfs” yang
telah diberikan kepada siswa.
.
Meminta siswa untuk menemukan kalimat berbentuk simple past tense
yang terdapat di dalam teks “Snow White and the Seven Dwarfs”.
Menyuruh siswa untuk mengidentifikasi dan menemukan gagasan utama,
gagasan pendukung, serta informasi spesifik yang terdapat di dalam
teks dengan tepat dan benar.
Meminta siswa untuk menulis kegiatan yang telah dilakukan sebelumnya
(kemarin, seminggu yang lalu, dan lain-lain).
Menyuruh siswa untuk menceritakan kembali (retell) atau menyimpulkan
cerita dari siswa lain di depan kelas.
Mengoreksi dan mendiskusikan pekerjaan siswa bersama-s a dengan
para siswa.
Teks ”Snow White and the Seven Dwarfs”.
English Dictionary
Bentuk evaluasi:
Tes tulis, Menyuruh siswa untuk mengidentifikasi dan menemukan gagasan
utama, gagasan pendukung, serta informasi spesifik yan terdapat di
dalam teks dengan tepat dan benar.
Meminta siswa untuk menulis kegiatan yang telah dilakukan (kemarin,
c Latihan (55 menit)
d. Evaluasi (15 menit)
Sumber belajar
Evaluasi
4
seminggu yang lalu , dan lain-lain).
Tes lisan, meminta siswa untuk Menceritakan kembali atau menyimpulkan
cerita dari siswa lain .
Jakarta, 13 Desember 2010
Mengetahui
Guru Pamong
Rini Ramdani Yafas , SE
1
SMK : Nusantara
Kelas/Semester : XI/2
Standar Kompetensi : Mengungkapkan makna dalam percakapan transaksional
dan interpersonal lisan pendek sederhana untuk berinteraksi
dalam konteks kehidupan sehari-hari
Kompetensi Dasar : Mengungkapkan makna dalam percakapan transaksional
( ) dan interpersonal (bersosialisasi)
pendek sederhana dengan menggunakan ragam bahasa lisan
secara akurat, lancar dan berterima untuk berinteraksi alam
konteks kehidupan sehari-hari yang melibatkan tindak tutur
Indikator :
Mengetahui dan mengidentifikasi bentuk Simple Past
Tense yang terdapat dalam teks ”Sleeping Beauty”.
Membaca dengan pronunciation yang benar.
Mengidentifikasi dan menemukan gagasan utama,
gagasan pendukung, dan informasi spesifik yang
terdapat di dalam teks.
Siklus : II
Pertemuan : I
Jenis teks :
Aspek/Skill : Grammar dan Reading
Alokasi Waktu : 2 x 45 menit
Pada akhir pembelajaran siswa dapat:
Mengetahui dan mengidentifikasi bentuk Simple Past Ten yang terdapat
dalam teks ”Sleeping Beauty”.
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Tujuan Pembelajaran
to get things done
Narrative
2
Membaca teks dengan keras dengan menggunakan pronuncia on yang benar.
Mengidentifikasi dan menemukan gagasan utama, gagasan endukung, serta
informasi spesifik yang terdapat di dalam teks dengan epat dan benar.
Teks cerita ”Sleeping Beauty”.
Salam dan menanyakan keadaan siswa
Mengecek kehadiran siswa
.
Peneliti membaca keras teks ”Sleeping Beauty” yang telah diberikan
kepada siswa.
.
Meminta siswa untuk mencari kalimat berbentuk simple p t tense yang
terdapat di dalam teks ”Sleeping Beauty”.
Materi Pembelajaran
Langkah-langkah Kegiatan
Sleeping Beauty
Motivasi (10 menit)
b Presentasi (10 menit)
c Latihan (55 menit)
Once upon a time there was a Queen who had a beautiful baby daughter. She asked all the fairies in the kingdom to the christening, but unfortunately forgot to invite one of them, who was a bit of a witch as wel . She came anyway, but as she passed the baby's cradle, she said:
"When you are sixteen, you will injure yourself with a spindle and die!"
"Oh, no!" screamed the Queen in horror. A good fairy quickly chanted a magic spell to change the curse. When she hurt herself, the rl would fall into a very deep sleep instead of dying.
The years went by, the little Princess grew and became the most beautiful girl in the whole kingdom. Her mother was always very careful o keep her away from spindles, but the Princess, on her sixteenth birthday, as she wandered through the castle, came into a room where an old servant was spinning…
3
Meminta siswa membaca teks dengan keras dengan menggun n
pronunciation yang benar.
Menyuruh siswa untuk mengidentifikasi dan menemukan ga an utama,
gagasan pendukung, serta informasi spesifik yang terdapat di dalam
teks dengan tepat dan benar.
Mengoreksi dan mendiskusikan pekerjaan siswa bersama-s a dengan
para siswa.
Teks cerita ”Sleeping Beauty”
English Dictionary
Bentuk evaluasi:
Test tulis, meminta siswa untuk mencari kalimat berbentuk simple past
tense yang terdapat di dalam teks ”The Three Little Pigs”.
Menyuruh siswa untuk mengidentifikasi dan menemukan ga an utama,
gagasan pendukung, serta informasi spesifik yang terdapat di dalam
teks dengan berdiskusi dalam kelompok-kelompok kecil.
Jakarta, 03 Januari 2011
Mengetahui
Guru Pamong
d. Evaluasi (15 menit)
Sumber belajar
Evaluasi
Rini Ramdani Yafas , SE
1
SMK : Nusantara
Kelas/Semester : XI/2
Standar Kompetensi : Mengungkapkan makna dalam percakapan transaksional
dan interpersonal lisan pendek sederhana untuk berinteraksi
dalam konteks kehidupan sehari-hari
Kompetensi Dasar : Mengungkapkan makna dalam percakapan transaksional
( ) dan interpersonal (bersosialisasi)
pendek sederhana dengan menggunakan ragam bahasa lisan
secara akurat, lancar dan berterima untuk berinteraksi alam
konteks kehidupan sehari-hari yang melibatkan tindak tutur
Indikator :
Mengidentifikasi dan menemukan kata kerja kedua
(regular maupun irregular) berbentuk past yang
terdapat dalam teks “The Frog and the Crocodile”.
Mengidentifikasi dan menemukan gagasan utama,
gagasan pendukung, dan informasi spesifik yang
terdapat di dalam teks.
Menceritakan kembali (retell) atau menyimpulkan cerita
“The Frog and the Crocodile” di depan kelas.
Siklus : II
Pertemuan : II
Jenis teks :
Aspek/Skill : Reading dan Speaking
Alokasi Waktu : 2 x 45 menit
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
to get things done
Narrative
2
Pada akhir pembelajaran siswa mampu:
Mengidentifikasi dan menemukan kata kerja bentuk kedua (regular maupun
irregular) berbentuk past yang terdapat dalam teks ”The Frog and the
Crocodile”.
Mengidentifikasi dan menemukan gagasan utama, gagasan endukung, serta
informasi spesifik yang terdapat di dalam teks dengan epat dan benar.
Menceritakan kembali (retell) atau menyimpulkan cerita ”The Frog and the
Crocodile”.
Teks cerita ”The Frog and the Crocodile”.
Tujuan Pembelajaran
Materi Pembelajaran
The Frog and the CrocodileOnce, there was a frog who lived in the middle of a sw p. His entire family had lived in that swamp for generations, but this particul frog decided that he had had quite enough wetness to last him a lifetime. He decided that he was going to find a dry place to live instead.
The only thing that separated him from dry land was a wampy, muddy, swiftly flowing river. But the river was home to all sorts of lippery, slittering snakes that loved nothing better than a good, plump frog for nner, so Frog didn't dare try to swim across.
The snakes hissed and jeered at him, daring him to com closer, but he refused. Occasionally they would slither closer, jaws open to attack, but the frog always leaped out of the way. But no matter how far upstream e searched or how far downstream, the frog wasn't able to find a way across e water.
The frog sighed in frustration and sat to sulk in the rushes. Suddenly, he
spotted two big eyes staring at him from the water. The giant log-shaped animal
opened its mouth and…
3
Salam dan menanyakan keadaan siswa.
Mengecek kehadiran siswa.
Mereview pelajaran sebelumnya.
.
Peneliti membaca keras teks ”The Frog and the Crocodile” yang telah
diberikan kepada siswa.
.
Meminta siswa untuk mencari kata kerja bentuk kedua (r gular maupun
irregular) atau berbentuk past di dalam teks yang telah diberikan.
Menyuruh siswa untuk berdiskusi (dalam kelompok kecil) tentang teks
yang telah dipelajari.
Menyuruh siswa untuk mengidentifikasi dan menemukan gagasan utama,
gagasan pendukung, serta informasi spesifik yang terdapat di dalam
teks dengan tepat dan benar.
Menyuruh siswa untuk menceritakan kembali (retell) atau menyimpulkan
cerita ”The Frog and the Crocodile”.
Mengoreksi dan mendiskusikan pekerjaan siswa bersama-s a dengan
para siswa.
Teks ”The Frog and the Crocodile”.
English Dictionary
Langkah-langkah Kegiatan
Sumber belajar
Motivasi (10 menit)
b Presentasi (10 menit)
c Latihan (60 menit)
d. Evaluasi (10 menit)
to be
4
Bentuk evaluasi:
Tes tulis, Menyuruh siswa untuk mengidentifikasi dan m emukan gagasan
utama, gagasan pendukung, serta informasi spesifik yan terdapat di
dalam teks dengan tepat dan benar.
Tes lisan, meminta siswa untuk menceritakan kembali atau menyimpulkan
cerita ”The Frog and the Crocodile.”
Jakarta, 06 Januari 2011
Mengetahui
Guru Pamong
Evaluasi
Rini Ramdani Yafas , SE
5
1
SMK : Nusantara
Kelas/Semester : XI/2
Standar Kompetensi : Mengungkapkan makna dalam percakapan transaksional
dan interpersonal lisan pendek sederhana untuk berinteraksi
dalam konteks kehidupan sehari-hari
Kompetensi Dasar : Mengungkapkan makna dalam percakapan transaksional
( ) dan interpersonal (bersosialisasi)
pendek sederhana dengan menggunakan ragam bahasa lisan
secara akurat, lancar dan berterima untuk berinteraksi alam
konteks kehidupan sehari-hari yang melibatkan tindak tutur
Indikator :
Mengetahui dan mengidentifikasi bentuk Simple Past
Tense yang terdapat dalam teks ”Little Red Riding
Hood”.
Mengidentifikasi dan menemukan gagasan utama,
gagasan pendukung, dan informasi spesifik yang
terdapat di dalam teks.
Menceritakan kembali (retell) atau menyimpulkan cerita
“Little Red Riding Hood” di depan kelas.
Siklus : II
Pertemuan : III
Jenis teks :
Aspek/Skill : Reading, and Speaking
Alokasi Waktu : 2 x 45 menit
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
to get things done
Narrative
2
Pada akhir pembelajaran siswa mampu:
Mengetahui dan mengidentifikasi bentuk Simple Past Ten e yang terdapat
dalam teks ”Little Red Riding Hood”.
Mengidentifikasi dan menemukan gagasan utama, gagasan endukung, serta
informasi spesifik yang terdapat di dalam teks dengan epat dan benar.
Membaca keras dongeng yang telah diberikan dengan memperhatikan pada
pronunciation yang tepat dan benar di depan kelas.
Menceritakan kembali (retell) atau menyimpulkan cerita ”Little Red Riding
Hood”.
Teks cerita ”Little Red Riding Hood”.
Salam dan menanyakan keadaan siswa.
Mengecek kehadiran siswa.
Tujuan Pembelajaran
Materi Pembelajaran
Langkah-langkah Kegiatan
Little Red Riding Hood
Motivasi (10 menit)
Once upon a time there lived in a certain village a li tle country girl, the prettiest creature who was ever seen. Her mother was excessively fond of her; and her grandmother doted on her still more. This good woman had a little red riding hood made for her. I t suited the girl so extremely well that everybody called her Little Red Riding Hood.
One day her mother, having made some cakes, said to her, "Go, my dear, and see how your grandmother is doing, for I hear she has een very ill. Take her a cake, and this little pot of butter."
Little Red Riding Hood set out immediately to go to her grandmother, who lived in another village.
As she was going through the wood, she met with a wolf, who had a very
great mind to eat her up…
3
Menanyakan dongeng favorit para siswa.
.
Peneliti membaca keras teks ”Little Red Riding Hood” yang telah diberikan
kepada siswa.
.
Meminta siswa untuk menemukan kalimat berbentuk simple past tense
yang terdapat di dalam teks ”Little Red Riding Hood”.
Menyuruh siswa untuk berdiskusi (dalam kelompok kecil) tentang teks
yang telah dipelajari.
Menyuruh siswa untuk mengidentifikasi dan menemukan gagasan utama,
gagasan pendukung, serta informasi spesifik yang terdapat di dalam
teks dengan tepat dan benar.
Menyuruh siswa untuk menceritakan kembali (retell) atau menyimpulkan
cerita”Little Red Riding Hood”.
Mengoreksi dan mendiskusikan pekerjaan siswa bersama-s a dengan
para siswa.
Teks ”Little Red Riding Hood”.
English Dictionary
Bentuk evaluasi:
Tes tulis, Menyuruh siswa untuk mengidentifikasi dan m emukan gagasan
utama, gagasan pendukung, serta informasi spesifik yan terdapat di
dalam teks dengan tepat dan benar.
b Presentasi (10 menit)
c Latihan (60 menit)
d. Evaluasi (15 menit)
Sumber belajar
Evaluasi
4
Tes lisan, meminta siswa untuk membaca keras dongeng y ng telah dibuat
dengan memperhatikan pada pronunciation yang tepat dan benar di
depan kelas.
Tes lisan, meminta siswa untuk menceritakan kembali (retell) atau
menyimpulkan dongeng yang dibua oleh siswa lain di depan kelas.
Jakarta, 10 Januari 2011
Mengetahui
Guru Pamong
Rini Ramdani Yafas , SE
1
SMK : Nusantara
Kelas/Semester : XI/2
Standar Kompetensi : Mengungkapkan makna dalam percakapan transaksional
dan interpersonal lisan pendek sederhana untuk berinteraksi
dalam konteks kehidupan sehari-hari
Kompetensi Dasar : Mengungkapkan makna dalam percakapan transaksional
( ) dan interpersonal (bersosialisasi)
pendek sederhana dengan menggunakan ragam bahasa lisan
secara akurat, lancar dan berterima untuk berinteraksi alam
konteks kehidupan sehari-hari yang melibatkan tindak tutur
Indikator :
Mengetahui dan mengidentifikasi bentuk Simple Past
Tense yang terdapat dalam teks ”Beauty and the
Beast.”
Membaca dengan pronunciation yang benar.
Mengidentifikasi dan menemukan gagasan utama,
gagasan pendukung, dan informasi spesifik yang
terdapat di dalam teks.
Menulis kegiatan yang telah dilakukan sebelumnya.
Menceritakan kembali (retell) atau menyimpulkan
dongeng “Beauty and the Beast.”
Siklus : III
Pertemuan : I
Jenis teks :
Aspek/Skill : Grammar, Reading, Writing, and Speaking
Alokasi Waktu : 2 x 45 menit
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
to get things done
Narrative
2
Pada akhir pembelajaran siswa mampu:
Mengetahui dan mengidentifikasi bentuk Simple Past Ten e yang terdapat
dalam teks ”Beauty and the Beast.”
Membaca dengan pronunciation yang tepat dan benar.
Mengidentifikasi dan menemukan gagasan utama, gagasan endukung, serta
informasi spesifik yang terdapat di dalam teks dengan epat dan benar.
Menulis kegiatan yang telah dilakukan siswa sebalumnya (kemarin. seminggu
yang lalu, dan sebagainya)
Menceritakan kembali (retell) atau menyimpulkan dongeng ”Beauty and the
Beast” di depan kelas.
Teks cerita ”Beauty and the Beast.”
Tujuan Pembelajaran
Materi Pembelajaran
”Beauty and the Beast.”
Once upon a time . . . as a merchant set off for marke he asked each of his three
daughters what she would like as a present on his return. The first daughter
wanted a brocade dress, the second a pearl necklace, b the third, whose name
was Beauty, the youngest, prettiest and sweetest of them all, said to her father:
"All I'd like is a rose you've picked specially for me!"
When the merchant had finished his business, he set off for home. However, a
sudden storm blew up, and his horse could hardly make headway in the howling
gale…
3
Salam dan menanyakan keadaan siswa.
Mengecek kehadiran siswa.
.
Peneliti membaca keras teks ”Beauty and the Beast” yang telah diberikan
kepada siswa.
.
Meminta siswa untuk menemukan kalimat berbentuk simple past tense
yang terdapat di dalam teks ”Beauty and the Beast.”
Meminta siswa untuk membaca dengan pronunciation yang tepat dan
benar.
Meminta siswa untuk mengidentifikasi dan menemukan gagasan utama,
gagasan pendukung, serta informasi spesifik yang terdapat di dalam
teks dengan tepat dan benar.
Meminta siswa untuk menulis kegiatan yang telah dilakukan sebelumnya
(kemarin, seminggu yang lalu, dan sebagainya)
Menyuruh siswa untuk menceritakan kembali (retell) atau menyimpulkan
dongeng ”Beauty and the Beast.”
Mengoreksi dan mendiskusikan pekerjaan siswa bersama-s a dengan
para siswa.
Teks ”Little Red Riding Hood”.
English Dictionary
Langkah-langkah Kegiatan
Sumber belajar
Motivasi (10 menit)
b Presentasi (10 menit)
c Latihan (55 menit)
d. Evaluasi (15 menit)
4
Bentuk evaluasi:
Tes tulis, Menyuruh siswa untuk mengidentifikasi dan m emukan
gagasan utama, gagasan pendukung, serta informasi spes fik yang
terdapat di dalam teks “Beauty and the Beast” dengan tepat dan benar.
Tes lisan, meminta siswa untuk menceritakan kembali (retell) atau
menyimpulkan dongeng “Beauty and the Beast” di depan kelas.
Jakarta, 17 Januari 2011
Mengetahui
Guru Pamong
Evaluasi
Rini Ramdani Yafas , SE
1
SMK : Nusantara
Kelas/Semester : XI/2
Standar Kompetensi : Mengungkapkan makna dalam percakapan transaksional
dan interpersonal lisan pendek sederhana untuk berinteraksi
dalam konteks kehidupan sehari-hari
Kompetensi Dasar : Mengungkapkan makna dalam percakapan transaksional
( ) dan interpersonal (bersosialisasi)
pendek sederhana dengan menggunakan ragam bahasa lisan
secara akurat, lancar dan berterima untuk berinteraksi alam
konteks kehidupan sehari-hari yang melibatkan tindak tutur
Indikator :
Mengidentifikasi dan menemukan gagasan utama,
gagasan pendukung, dan informasi spesifik yang
terdapat di dalam teks.
Membuat summary atau kesimpulan tentang dongeng
“The Monkey and the Crocodile.”
Menulis dongeng (dari dalam maupun luar negeri) yang
pernah didengar sebelumnya.
Menceritakan kembali (retell) atau menyimpulkan
dongeng yang dibuat oleh siswa lain.
Siklus : III
Pertemuan : II
Jenis teks :
Aspek/Skill : Reading, Writing, and Speaking
Alokasi Waktu : 2 x 45 menit
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
to get things done
Narrative
2
Pada akhir pembelajaran siswa mampu:
Mengidentifikasi dan menemukan gagasan utama, gagasan endukung, serta
informasi spesifik yang terdapat di dalam teks dengan berdiskusi dengan
kelomplok yang telah ditentukan.
Membuat summary atau kesimpulan dari dongeng ”The Monkey and the
Crocodile.”
Menulis dongeng (baik dari dalam maupun luar negeri) y g pernah didengar
oleh siswa sebelunya (minimal 1 paragraf).
Menceritakan kembali (retell) atau menyimpulkan dongen yang dibuat oleh
siswa lain di depan kelas.
Teks cerita ”The Monkey and the Crocodile.”
Tujuan Pembelajaran
Materi Pembelajaran
The Monkey and the Crocodile
Once there lived a monkey in a jamun tree by a river. monkey was alone - he
had no friends, no family, but he was happy and content. The jamun tree gave
him plenty of sweet fruit to eat, and shade from the sun and shelter from the
rain.
One day a crocodile came swimming up the river and cli on to the bank to
rest under the monkey's tree. 'Hello', called the monk y, who was a friendly
animal. 'Hello', replied the crocodile, surprised. 'Do you know where I can get
some food?' he asked. 'I haven't had anything to eat all day - there just don't
seem to be any fish left in the river.'
'Well,' said the monkey, 'I don't eat fish so I wouldn t know - but I do have
plenty of ripe purple jamuns in my tree. Would you lik o try some?' He threw
some down to the crocodile. The crocodile was so hungr hat he ate up all the
3
Salam dan menanyakan keadaan siswa.
Mengecek kehadiran siswa.
.
Peneliti membaca keras teks”The Monkey and the Crocodile”yang telah
diberikan kepada siswa.
.
Meminta siswa untuk mengidentifikasi dan menemukan gagasan utama,
gagasan pendukung, serta informasi spesifik yang terdapat di dalam
teks dengan tepat dan benar.
Menyuruh siswa untuk berdiskusi tentang dongeng ”The Monkey and the
Crocodile” kemudian membuat summary atau kesimpulan te tang
dongeng tersebut.
Menulis dongeng (baik dari dalam maupun luar negeri) y ng pernah
didengar oleh siswa sebelunya (minimal 1 paragraf).
Menyuruh siswa untuk menceritakan kembali (retell) atau menyimpulkan
dongeng yang dibuat oleh siswa lain.
Mengoreksi dan mendiskusikan pekerjaan siswa bersama-s a dengan
para siswa.
Teks ”The Monkey and the Crocodile”
English Dictionary
jamuns…
Langkah-langkah Kegiatan
Sumber belajar
Motivasi (10 menit)
b Presentasi (10 menit)
c Latihan (55 menit)
d. Evaluasi (15 menit)
4
Bentuk evaluasi:
Tes tulis, Menyuruh siswa untuk mengidentifikasi dan m emukan
gagasan utama, gagasan pendukung, serta informasi spes fik yang
terdapat di dalam teks “The Monkey and the Crocodile” engan
berdiskusi dengan kelompok yang telah ditentukan.
Tes tulis, menyuruh siswa untuk membuat summary atau k impulan dari
dongeng ”The Monkey and the Crocodile.”
Tes lisan, meminta siswa untuk menceritakan kembali (retell) atau
menyimpulkan dongeng yang dibuat oleh siswa di depan kelas.
Jakarta, 20 Januari 2011
Mengetahui
Guru Pamong
Evaluasi
Rini Ramdani Yafas , SE
1
APPENDIX 7
SNOW WHITE AND THE SEVEN DWARFS
Once upon a time . . . in a great castle, a Prince's d ter grew up happy and contented, in spite of a jealous stepmother. She w very pretty, with blue eyes and long black hair. Her skin was delicate and fair, and so she was called Snow White. Everyone was quite sure she would become very beautiful. Though her stepmother was a wicked woman, she too was very be ful, and the magic mirror told her this every day, whenever she asked it.
"Mirror, mirror on the wall, who is the loveliest lady n the land?" The reply was always; "You are, your Majesty," until the dreadful day when she heard it say, "Snow White is the loveliest in the land." The stepmother was furious and, wild with jealousy, began plotting to get rid of her rival. Calling one of her trusty servants, she bribed him with a rich reward to take Sn White intc the forest, far away from the Castle. Then, unseen, he was to put her death. The greedy servant, attracted to the reward, agreed to do this de , and he led the innocent little girl away. However, when they came to the fatal spot, the man's courage failed him and, leaving Snow White sitting beside a tr e, he mumbled an excuse and ran off. Snow White was all alone in the forest.
Night came, but the servant did not return. Snow White, alone in the dark forest, began to cry bitterly. She thought she could feel terrible eyes spying on her, and she heard strange sounds and rustlings that made h heart thump. At last, overcome by tiredness, she fell asleep curled under a tree.
Snow White slept fitfully, wakening from time to time ith a start and staring into the darkness round her. Several times, sh thought she felt something, or somebody touch her as she slept.
At last, dawn woke the forest to the song of the birds and Snow White too, awoke. A whole world was stirring to life and the little girl was glad to see how silly her fears had been. However, the thick trees were like a wall round her, and as she tried to find out where she was, she came upon a path. She walked along it, hopefully. On she walked till she came to a earing. There stood a strange cottage, with a tiny door, tiny windows and a tiny chimney pot. Everything about the cottage was much tinier than it ought to be. Snow hite pushed the door open.
"l wonder who lives here?" she said to herself, peepin round the kitchen. "What tiny plates! And spoons! There must be seven of em, the table's laid for seven people." Upstairs was a bedroom with seven neat ittle beds. Going back to the kitchen, Snow White had an idea.
2
"I'll make them something to eat. When they come home, they'll be glad to find a meal ready." Towards dusk, seven tiny men march homewards singing. But when they opened the door, to their surprise they d a bowl of hot steaming soup on the table, and the whole house spick nd span. Upstairs was Snow White, fast asleep on one of the beds. The chief dwarf prodded her gently.
"Who are you?" he asked. Snow White told them her sad , and tears sprang to the dwarfs' eyes. Then one of them said, as he noisily blew his nose:
"Stay here with us!"
"Hooray! Hooray!" they cheered, dancing joyfully round the little girl. The dwarfs said to Snow White:
"You can live here and tend to the house while we're d n the mine. Don't worry about your stepmother leaving you in the forest. We love you and we'll take care of you!" Snow White gratefully accepted their hos itality, and next morning the dwarfs set off for work. But they warned Snow White not to open the door to strangers.
Meanwhile, the servant had returned to the castle, wit the heart of a roe deer. He gave it to the cruel stepmother, telling her t belonged to Snow White, so that he could claim the reward. Highly pleased, the stepmother turned again to the magic mirror. But her hopes were dashed, for the mirror replied: "The loveliest in the land is still Snow White, who lives in the seven d rfs' cottage, down in the forest." The stepmother was beside herself with rage.
"She must die! She must die!" she screamed. Disguising herself as an old peasant woman, she put a poisoned apple with the others in her basket. Then, taking the quickest way into the forest, she crossed the swamp at the edge of the trees. She reached the bank unseen, just as Snow White stood waving goodbye to the seven dwarfs on their way to the mine.
Snow White was in the kitchen when she heard the sound at the door: KNOCK! KNOCK!
"Who's there?" she called suspiciously, remembering th dwarfs advice.
"I'm an old peasant woman selling apples," came the reply.
"I don't need any apples, thank you," she replied.
"But they are beautiful apples and ever so juicy!" sai the velvety voice from outside the door.
"I'm not supposed to open the door to anyone," said th little girl, who was reluctant to disobey her friends.
3
"And quite right too! Good girl! If you promised not to open up to strangers, then of course you can't buy. You are a good girl indeed!" en the old woman went on.
"And as a reward for being good, I'm going to make you a gift of one of my apples!" Without a further thought, Snow White opened e door just a tiny crack, to take the apple.
"There! Now isn't that a nice apple?" Snow White bit into the fruit, and as she did, fell to the ground in a faint: the effect of the terri le poison left her lifeless instantaneously.
Now chuckling evilly, the wicked stepmother hurried of But as she ran back across the swamp, she tripped and fell in to the q cksand. No one heard her cries for help, and she disappeared without a trace.
Meanwhile, the dwarfs came out of the mine to find the sky had grown dark and stormy. Loud thunder echoed through the valleys and streaks of lightning ripped the sky. Worried about Snow White they ran as quickly as they could down the mountain to the cottage.
There they found Snow White, lying still and lifeless, the poisoned apple by her side. They did their best to bring her around, but it was no use.
They wept and wept for a long time. Then they laid her on a bed of rose petals, carried her into the forest and put her in a c ystal coffin.
Each day they laid a flower there.
Then one evening, they discovered a strange young man miring Snow White's lovely face through the glass. After listening e story, the Prince (for he was a prince!) made a suggestion.
"If you allow me to take her to the Castle, I'll call n famous doctors to waken her from this peculiar sleep. She's so lovely . . I'd love to kiss her. . . !" He did, and as though by magic, the Prince's kiss broke the spell. To everyone's astonishment, Snow White opened her eyes. She had amazingly come back to life! Now in love, the Prince asked Snow White to marry him, and the dwarfs reluctantly had to say good bye to Snow White.
From that day on, Snow White lived happily in a great astle. But from time to time, she was drawn back to visit the little cottage down in the forest.
Once upon a time there were three little pigs who left their mummy and daddy to see
THE THREE LITTLE PIGS
4
world.
All summer long, they roamed through the woods and over the plains, playing
games ad having fun. The three little pigs started to l they needed a real home.
They talked about what to do, but each other decided for himself.
The laziest little pig said he would build a straw hut. “it will only take a day” he sais.
The others disagreed.
“It will to fragile”, they said disapprovingly, but he refused to listen. Not quite so
lazy, the second little pig went in search of planks of seasoned wood.
“Clunk! Clunk! Clunk!” It took him two days to nail th together. But the third
little pig did not like the wooden house.
“That's not the way to build a house!” he said. “It takes time, patience, hard work
to build a house that is strong enough to stand up to ind, rain, and snow, and
most of all, protects us from the wolf!”
The day went by, and the wisest little pig's house took shape, brick by brick.
The little pigs rushed home in a hurry. Along came th wolf, scowling fiercely at
the laziest pig's straw hut.
“Come out!” ordered the wolf, I wan to speak with you”
“I'd rather stay where I am!” replied the little pig in a tiny voice.
“I ll make you come out!” growled the wolf angrily , an puffing out his chest, he
took a very deep breath. Then he blew with all his might, right onto the house.
And all the straw fell down in the great blast. But th little pig had slithered out
from underneath the heap of straw, and was dashing tow s his brother's wooden
house.
“Come back!” the wolf roared, trying to catch pig as h into the wooden house.
5
“I hope this house will not fall down! Let's lean against the door so he can 't break
in!” he said to his brother.
Outside, the wolf could hear the little pigs' words. He rained blows on the door.
Inside, the two brothers wept in fear and did their best to hold the door fast against
the blows. Then, the furious wolf braced himself a new effort: he drew in a really
enormous breath, and went… WHOOOOO! The wooden house collapsed like a
pack of cards.
Luckily, the wisest little pig had been watching the s e from the window of his own
brick house, and he rapidly opened the door to his brothers. And not a moment
too soon, for the wolf was already hammering furiously on the door. This time,
the wolf graved doubts. This house had a much more sol d air than the others. He
blew once, he blew again and then for a third time. But all was in vain. the three
little pigs watched him and their fear began to fade. Quite exhausted by his efforts,
the wolf decided to try one of his tricks. He scrambled up a nearby ladder, on the
roof to have a look at the chimney. However, the wisest little pig had seen this
ploy, and he quickly said “Quick! Light the fire!” and en the wolf landed in the
fire, stunned by his fall. The flames licked his hairy coat and his tail became a
flaring torch.
(6) The three little pigs were very happy. From that terrible day on, the wisest little
pig's brothers built two new brick houses, and the wol never came back again to
roam the neighborhood.
Once upon a time there was a Queen who had a beautiful baby daughter. She asked all the fairies in the kingdom to the christenin but unfortunately forgot to invite one of them, who was a bit of a witch as well. he came anyway, but as she passed the baby's cradle, she said:
Sleeping Beauty
6
"When you are sixteen, you will injure yourself with a indle and die!"
"Oh, no!" screamed the Queen in horror. A good fairy q ckly chanted a magic spell to change the curse. When she hurt herself, the irl would fall into a very deep sleep instead of dying.
The years went by, the little Princess grew and became the most beautiful girl in the whole kingdom. Her mother was always very careful keep her away from spindles, but the Princess, on her sixteenth birthday, as she wandered through the castle, came into a room where an old servant was spin ing.
"What are you doing?" she asked the servant.
"I'm spinning. Haven't you seen a spindle before?"
"No. Let me see it!" The servant handed the girl the s indle ... and she pricked herself with it and. with a sigh, dropped to the floor.
The terrified old woman hurried to tell the Queen. Bes de herself with anguish, the Queen did her best to awaken her daughter but in vain. The court doctors and wizards were called, but there was nothing they could o. The girl could not be wakened from her deep sleep. The good fairy who manage to avoid the worst of the curse came too, and the Queen said to her,
"When will my daughter waken?"
"I don't know," the fairy admitted sadly.
"In a year's time, ten years or twenty?" the Queen wen n.
"Maybe in a hundred years' time. Who knows?" said the airy.
"Oh! What would make her waken?" asked the Queen weepl g.
"Love," replied the fairy. "If a man of pure heart were to fall in love with her, that would bring her back to life!"
"How can a man fall in love with a sleeping girl?" sob ed the Queen, and so heart-broken was she that, a few days later, she died. The sleeping Princess was taken to her room and laid on the bed surrounded by garlands of flowers. She was so beautiful, with a sweet face, not like those of the de , but pink like those who are sleeping peacefully. The good fairy said to herself,
"When she wakens, who is she going to see around her? trange faces and people she doesn't know? I can never let that happen. It woul be too painful for this unfortunate girl."
So the fairy cast a spell; and everyone that lived in e castle - soldiers, ministers, guards, servants, ladies, pages, cooks, maids and knig ts - all fell into a deep sleep,
7
wherever they were at that very moment.
"Now," thought the fairy, "when the Princess wakes up, they too will awaken, and life will go on from there." And she left the castle, ow wrapped in silence. Not a sound was to be heard, nothing moved except for the clocks, but when they too ran down, they stopped, and time stopped with them. Not even the faintest rustle was to be heard, only the wind whistling round the tur ts, not a single voice, only the cry of birds.
The years sped past. In the castle grounds, the trees tall. The bushes became thick and straggling, the grass invaded the courtyards and the creepers spread up the walls. In a hundred years, a dense forest grew up.
Now, it so happened that a Prince arrived in these par . He was the son of a king in a country close by. Young, handsome and melancholy, he sought in solitude everything he could not find in the company of other m : serenity, sincerity and purity. Wandering on his trusty steed he arrived, one ay, at the dark forest. Being adventurous, he decided to explore it. He made his way rough slowly and with a struggle, for the trees and bushes grew in a thick tan e. A few hours later, now losing heart, he was about to turn his horse and go ba when he thought he could see something through the trees . . . He pushed back the branches . . . Wonder of wonders! There in front of him stood a castle with high towers. The young man stood stock still in amazement,
"I wonder who this castle belongs to?" he thought.
The young Prince rode on towards the castle. The drawb dge was down and, holding his horse by the reins, he crossed over it. Im ediately he saw the inhabitants draped all over the steps, the halls and c ards, and said to himself,
"Good heavens! They're dead!" But in a moment, he real sed that they were sound asleep. "Wake up! Wake up!" he shouted, but nobody moved. Still thoroughly astonished, he went into the castle and again discovered more people, lying fast asleep on the floor. As though led by a hand in the complete silence, the Prince finally reached the room where the beautiful Princess ay fast asleep. For a long time he stood gazing at her face, so full of serenity, so peaceful, lovely and pure, and he felt spring to his heart that love he had alway een searching for and never found. Overcome by emotion, he went close, lifted the irl's little white hand and gently kissed it . . .
At that kiss, the prlncess qulckly opened her eyes, an wakening from her long long sleep, seeing the Prince beside her, murmured:
"Oh, you have come at last! I was waiting for you in m dream. I've waited so long!"
Just then, the spell was broken. The Princess rose to her feet, holding out her hand
8
to the Prince. And the whole castle woke up too. Every ody rose to their feet and they all stared round in amazement, wondering what had happened. When they finally realised, they rushed to the Princess, more be ful and happier then ever.
A few days later, the castle that only a short time before had lain in silence, now rang with the sound of singing, music and happy laughter at the great party given in honour of the Prince and Princess, who were getting married. They lived happily ever after, as they always do in fairy tales, ot quite so often, however, in real life.
The Frog and the Crocodile
9
Once, there was a frog who lived in the middle of a swamp. His entire family had lived in that swamp for generations, but this particul ecided that he had had quite enough wetness to last him a lifetime. He decided that he was going to find a dry place to live instead.
The only thing that separated him from dry land was a swampy, muddy, swiftly flowing river. But the river was home to all sorts of slippery, slittering snakes that loved nothing better than a good, plump frog for dinner, so Frog didn't dare try to swim across.
The snakes hissed and jeered at him, daring him to com r, but he refused. Occasionally they would slither closer, jaws open to attack, but the frog always leaped out of the way. But no matter how far upstream he searched or how far downstream, the frog wasn't able to find a way across he water.
The frog sighed in frustration and sat to sulk in the rushes. Suddenly, he spotted two big eyes staring at him from the water. The giant log-shaped animal opened its mouth and asked him, "What are you doing, Frog? Surely ere are enough flies right there for a meal."
The frog croaked in surprise and leaped away from the crocodile. That creature could swallow him whole in a moment without thinking a out it! Once he was a satisfied that he was a safe distance away, he answere . "I'm tired of living in swampy waters, and I want to travel to the other side of the river. But if I swim across, the snakes will eat me."
The crocodile harrumphed in agreement and sat, thinkin while. "Well, if you're afraid of the snakes, I could give you a ride a ," he suggested.
"Oh no, I don't think so," Frog answered quickly. "You'd eat me on the way over, or go underwater so the snakes could get me!"
"Now why would I let the snakes get you? I think they' a terrible nuisance with all their hissing and slithering! The river would be m better off without them altogether! Anyway, if you're so worried that I might eat you, you can ride on my tail."
The frog considered his offer. He did want to get to d ground very badly, and there didn't seem to be any other way across the river. He looked at the crocodile from his short, squat buggy eyes and wondered about th crocodile's motives. But if he rode on the tail, the croc couldn't eat him anyway. And he was right about the snakes--no self-respecting crocodile would give a meal e snakes.
"Okay, it sounds like a good plan to me. Turn around s can hop on your tail."
The crocodile flopped his tail into the marshy mud and et the frog climb on, then he waddled out to the river. But he couldn't stick his l into the water as a rudder because the frog was on it -- and if he put his tail i the water, the snakes would eat the frog. They clumsily floated downstream for a ways, until the crocodile said, "Hop onto my back so I can steer straight with my tail The frog moved, and the journey smoothed out.
From where he was sitting, the frog couldn't see much except the back of Crocodile's head. "Why don't you hop up on my head so ou can see everything around us?" Crocodile invited. "But I don't want to se ything else," the frog
10
Little Red Riding Hood
Once upon a time there lived in a certain village a li e country girl, the prettiest
creature who was ever seen. Her mother was excessively fond of her; and her
grandmother doted on her still more. This good woman h a little red riding hood
made for her. It suited the girl so extremely well tha everybody called her Little
Red Riding Hood.
One day her mother, having made some cakes, said to her, "Go, my dear, and see how your grandmother is doing, for I hear she has been very ill. Take her a cake, and this little pot of butter."
Little Red Riding Hood set out immediately to go to he grandmother, who lived
in another village.
As she was going through the wood, she met with a wolf who had a very great
mind to eat her up, but he dared not, because of some cutters working
nearby in the forest. He asked her where she was going. The poor child, who did
not know that it was dangerous to stay and talk to a w f, said to him, "I am going
to see my grandmother and carry her a cake and a littl pot of butter from my
mother."
"Does she live far off?" said the wolf
"Oh I say," answered Little Red Riding Hood; "it is be ond that mill you see there,
at the first house in the village."
"Well," said the wolf, "and I'll go and see her too. I ll go this way and go you that,
and we shall see who will be there first."
The wolf ran as fast as he could, taking the shortest ath, and the little girl took a
roundabout way, entertaining herself by gathering nuts, running after butterflies,
and gathering bouquets of little flowers. It was not l g before the wolf arrived at
the old woman's house. He knocked at the door: tap, tap.
"Who's there?"
"Your grandchild, Little Red Riding Hood," replied the wolf, counterfeiting her
voice; "who has brought you a cake and a little pot of butter sent you by mother."
The good grandmother, who was in bed, because she was omewhat ill, cried out,
"Pull the bobbin, and the latch will go up."
11
The wolf pulled the bobbin, and the door opened, and then he immediately fell
upon the good woman and ate her up in a moment, for it been more than three
days since he had eaten. He then shut the door and got into the grandmother's
bed, expecting Little Red Riding Hood, who came some time afterwards and
knocked at the door: tap, tap.
"Who's there?"
Little Red Riding Hood, hearing the big voice of the wolf, was at first afraid; but
believing her grandmother had a cold and was hoarse, a swered, "It is your
grandchild Little Red Riding Hood, who has brought you cake and a little pot of
butter mother sends you."
The wolf cried out to her, softening his voice as much as he could, "Pull the
bobbin, and the latch will go up."
Little Red Riding Hood pulled the bobbin, and the door opened.
The wolf, seeing her come in , said to her, hiding hims f under the bedclothes,
"Put the cake and the little pot of butter upon the stool, and come get into bed with
me."
Little Red Riding Hood took off her clothes and got in bed. She was greatly
amazed to see how her grandmother looked in her nightc othes, and said to her,
"Grandmother, what big arms you have!"
"All the better to hug you with, my dear."
"Grandmother, what big legs you have!"
"All the better to run with, my child."
"Grandmother, what big ears you have!"
"All the better to hear with, my child."
"Grandmother, what big eyes you have!"
"All the better to see with, my child."
"Grandmother, what big teeth you have got!"
"All the better to eat you up with."
And, saying these words, this wicked wolf fell upon Little Red Riding Hood, and
12
ate her all up.
Once upon a time . . . as a merchant set off for market, he asked each of his three daughters what she would like as a present on his return. The first daughter wanted a brocade dress, the second a pearl necklace, b the third, whose name was Beauty, the youngest, prettiest and sweetest of th m all, said to her father:
"All I'd like is a rose you've picked specially for me!"
When the merchant had finished his business, he set off for home. However, a sudden storm blew up, and his horse could hardly make eadway in the howling gale. Cold and weary, the merchant had lost all hope of reaching an inn when he suddenly noticed a bright light shining in the middle a wood. As he drew near, he saw that it was a castle, bathed in light.
"I hope I'll find shelter there for the night," he sai to himself. When he reached the door, he saw it was open, but though he shouted, n ody came to greet him. Plucking up courage, he went inside, still calling out to attract attention. On a table in the main hall, a splendid dinner lay already served The merchant lingered, still shouting for the owner of the castle. But no one came, and so the starving merchant sat down to a hearty meal.
Overcome by curiosity, he ventured upstairs, where the corridor led into magnificent rooms and halls. A fire crackled in the fi room and a soft bed looked very inviting. It was now late, and the merchan could not resist. He lay down on the bed and fell fast asleep. When he woke nex morning, an unknown hand had placed a mug of steaming coffee and some frui y his bedside.
The merchant had breakfast and after tidying himself up, went downstairs to thank his generous host. But, as on the evening before, ther was nobody in sight. Shaking his head in wonder at the strangeness of it al e went towards the garden where he had left his horse, tethered to a tree. Sudde ly, a large rose bush caught his eye.
Remembering his promise to Beauty, he bent down to pick a rose. lnstantly , out of the rose garden, sprang a horrible beast, wearing splendid clothes. Two bloodshot eyes, gleaming angrily, glared at him and a deep, terrifying voice growled: "Ungrateful man! I gave you shelter, you ate at my tab e and slept in my own bed, but now all the thanks I get is the theft of my favourite flowers! I shall put you to death for this slight!" Trembling with fear, the merch nt fell on his knees before the Beast.
"Forgive me! Forgive me! Don't kill me! I'll do anythi g you say! The rose wasn't for me, it was for my daughter Beauty. I promised to b ng her back a rose from my journey!" The Beast dropped the paw it had clamped the unhappy
Beauty and the Beast
13
merchant.
"I shall spare your life, but on one condition, that y u bring me your daughter!" The terror-stricken merchant, faced with certain death f he did not obey, promised that he would do so. When he reached home in tears, hi three daughters ran to greet him. After he had told them of his dreadful adventure, Beauty put his m ind at rest immediately.
"Dear father, I'd do anything for you! Don't worry, you'll be able to keep your promise and save your life! Take me to the castle. I'l stay there in your place!" The merchant hugged his daughter.
"I never did doubt your love for me. For the moment I an only thank you for saving my life." So Beauty was led to the castle. The east, however, had quite an unexpected greeting for the girl. Instead of menacing doom as it had done with her father, it was surprisingly pleasant.
In the beginning, Beauty was frightened of the Beast, and shuddered at the sight of it. Then she found that, in spite of the monster's awful head, her horror of it was gradually fading as time went by. She had one of the finest rooms in the Castle, and sat for hours, embroidering in front of the fire. nd the Beast would sit, for hours on end, only a short distance away, silently gazing at her. Then it started to say a few kind words, till in the end, Beauty was amazed to discover that she was actually enjoying its conversation. The days passed, and Beauty and the Beast became good friends. Then one day, the Beast asked the rl to be his wife.
Taken by surprise, Beauty did not know what to say. Marry such an ugly monster? She would rather die! But she did not want to hurt the feelings of one who, after all, had been kind to her. And she remembered too that she owed it her own life as well as her father's.
"I really can 't say yes," she began shakily. "I'd so m h like to . . ." The Beast interrupted her with an abrupt gesture.
"I quite understand! And I'm not offended by your refusal!" Life went on as usual, and nothing further was said. One day, the Beast presented Beauty with a magnificent magic mirror. When Beauty peeped into it, he could see her family, far away.
"You won't feel so lonely now," were the words that accompanied the gift. Beauty stared for hours at her distant family. Then she began l worried. One day, the Beast found her weeping beside the magic mirror.
"What's wrong?" he asked, kindly as always.
"My father is gravely ill and close to dying! Oh, how wish I could see him again, before it's too late!" But the Beast only shook its head.
14
"No! You will never leave this castle!" And off it stalked in a rage. However, a little later, it returned and spoke solemnly to the girl.
"If you swear that you will return here in seven days me, I'll let you go and visit your father!" Beauty threw herself at the Beast's feet in delight.
"I swear! I swear I will! How kind you are! You've mad a loving daughter so happy!" In reality, the merchant had fallen ill from a broken heart at knowing his daughter was being kept prisoner. When he embraced her again, he was soon on the road to recovery. Beauty stayed beside him for hours on end, describing her life at the Castle, and explaining that the Beast was ly good and kind. The days flashed past, and at last the merchant was able to lea is bed. He was completely well again. Beauty was happy at last. However, she had failed to notice that seven days had gone by.
Then one night she woke from a terrible nightmare. She had dreamt that the Beast was dying and calling for her, twisting in agony.
"Come back! Come back to me!" it was pleading. The sol promise she had made drove her to leave home immediately.
"Hurry! Hurry, good horse!" she said, whipping her ste onwards towards the castle, afraid that she might arrive too late. She rus ed up the stairs, calling, but there was no reply. Her heart in her mouth, Beauty ran into the garden and there crouched the Beast, its eyes shut, as though dead. Beauty threw herself at it and hugged it tightly.
"Don't die! Don't die! I'll marry you . . ." At these s, a miracle took place. The Beast's ugly snout turned magically into the face of a andsome young man.
"How I've been longing for this moment!" he said. "I was suffering in silence, and couldn't tell my frightful secret. An evil witch turne me into a monster and only the love of a maiden willing to accept me as I was, could transform me back into my real self. My dearest! I'll be so happy if you'll m me . . ."
The wedding took place shortly after and, from that day on, the young Prince would have nothing but roses in his gardens. And that' why, to this day, the castle is known as the Castle of the Rose.
Once there lived a monkey in a jamun tree by a river. e monkey was alone - he had no friends, no family, but he was happy and conten e jamun tree gave him plenty of sweet fruit to eat, and shade from the sun a d shelter from the rain.
THE MONKEY AND THE CROCODILE
15
One day a crocodile came swimming up the river and cli bed on to the bank to
rest under the monkey's tree. 'Hello', called the monk , who was a friendly
animal. 'Hello', replied the crocodile, surprised. 'Do you know where I can get
some food?' he asked. 'I haven't had anything to eat all day - there just don't seem
to be any fish left in the river.'
'Well,' said the monkey, 'I don't eat fish so I wouldn know - but I do have plenty
of ripe purple jamuns in my tree. Would you like to try some?' He threw some
down to the crocodile. The crocodile was so hungry that he ate up all the jamuns
even though crocodiles don't eat fruit. He loved the s et tangy fruit and shyly
asked whether he could have some more. 'Of course', replied the monkey
generously, throwing down more fruit. 'Come back whenever you feel like more
fruit', he added when the crocodile had eaten his fill.
After that the crocodile would visit the monkey every ay. The two animals soon
became friends - they would talk and tell each other s es, and eat as much of the
sweet jamuns as they wanted. The monkey would throw down all the fruit the
crocodile wanted from his tree.
One day the crocodile began talking about his wife and family. 'Why didn 't you
tell me earlier that you had a wife?' asked the monkey 'Please take some of the
jamuns for her as well when you go back today.' The crocodile thanked him and
took some of the fruit for his wife.
The crocodile's wife loved the jamuns. She had never eaten anything so sweet
before. 'Imagine', she said, 'how sweet would be the creature who eats these
jamuns every day. The monkey has eaten these every day of his life - his flesh
would be even sweeter than the fruit.' She asked her h band to invite the monkey
for a meal - 'and then we can eat him up' she said hap ily.
The crocodile was appalled - how could he eat his friend? He tried to explain to his wife that he could not possibly eat the monkey. 'He is my only true friend', he said. But she would not listen - she must eat the monk . 'Since when do crocodiles eat fruit and spare animals?' she asked. Wh n the crocodile would not agree to eat the monkey, she pretended to fall very si k. 'Only a monkey's heart can cure me', she wailed to her husband. 'If you love e you will get your friend the monkey and let me eat his heart.'
The poor crocodile did not know what to do - he did not want to eat his friend, but he could not let his wife die. At last he decided to b ng the monkey to his wife.
'O dear friend', he called as soon as reached the jamun tree. ' My wife insists that you come to us for a meal. She is grateful for all the fruit that you have sent her,
16
and asks that I bring you home with me.' The monkey wa flattered, but said he could not possibly go because he did not know how to s m. 'Don't worry about that', said the crocodile. 'I'll carry you on my back.' The monkey agreed and jumped onto the crocodile's back.
The crocodile swam with him out into the deep wide river. When they were far away from the bank and the jamun tree, he said, 'My wi is very ill. The only thing that will cure her is a monkey's heart. So, dear friend, this will be the end of you and of our friendship.' The monkey was horrified. hat could he do to save himself? He thought quickly and said 'Dear friend, I am very sorry to hear of your wife's illness and I am glad that I will be able to help her. But I have left my heart behind on the jamun tree. Do you think we could go bac so that I can fetch it for your wife?'
The crocodile believed the monkey. He turned and swam uickly to the jamun tree. The monkey leaped off his back and into the safety of his tree. 'False and foolish friend,' he called. 'Don't you know that we carry our hearts within us? I will never trust you again or ever give you fruit from my tree. Go away and don 't come back again.'
The crocodile felt really foolish - he had lost a friend and a supply of good sweet fruit. The monkey had saved himself because he had thought quickly. He realized that a monkey and a crocodile could never be true frie ds - crocodiles preferred to eat monkeys rather than be friends with them.
The Ant and the Grasshopper
17
Once there lived an ant and a grasshopper in a grassy meadow.
All day long the ant would work hard, collecting grain of wheat from the farmer's
field far away. She would hurry to the field every morning, as soon as it was light
enough to see by, and toil back with a heavy grain of wheat balanced on her head.
She would put the grain of wheat carefully away in her larder, and then hurry back
to the field for another one. All day long she would w k, without stop or rest,
scurrying back and forth from the field, collecting th ins of wheat and storing
them carefully in her larder.
The grasshopper would look at her and laugh. 'Why do y so hard, dear
ant?' he would say. 'Come, rest awhile, listen to my s g. Summer is here, the days
are long and bright. Why waste the sunshine in labour and toil?'
The ant would ignore him, and head bent, would just hurry to the field a little
faster. This would make the grasshopper laugh even louder. 'What a silly little ant
you are!' he would call after her. 'Come, come and dan with me! Forget about
work! Enjoy the summer! Live a little!' And the grassh per would hop away
across the meadow, singing and dancing merrily.
Summer faded into autumn, and autumn turned into winter. The sun was hardly
seen, and the days were short and grey, the nights lon and dark. It became
freezing cold, and snow began to fall.
The grasshopper didn't feel like singing any more. He was cold and hungry. He had
nowhere to shelter from the snow, and nothing to eat. he meadow and the
farmer's field were covered in snow, and there was no ood to be had. 'Oh what
shall I do? Where shall I go?' wailed the grasshopper. Suddenly he remembered the
ant. 'Ah - I shall go to the ant and ask her for food and shelter!' declared the
grasshopper, perking up. So off he went to the ant's h e and knocked at her
door. 'Hello ant!' he cried cheerfully. 'Here I am, to sing for you, as I warm myself
by your fire, while you get me some food from that larder of yours!'
The ant looked at the grasshopper and said, 'All summer long I worked hard while
you made fun of me, and sang and danced. You should have thought of winter
then! Find somewhere else to sing, grasshopper! There is no warmth or food for
you here!' And the ant shut the door in the grasshopper's face.
It is wise to worry about tomorrow today.
18
1
APPENDIX 8
KISI - KISI SOAL PRE-TEST CLASSROOM ACTION RESEARCH (CAR)
TAHUN PELAJARAN 2010/2011
STANDAR
KOMPETENSI
KOMPETENSI
DASAR
SKILLS INDIKATOR JENIS
SOAL
NOMOR
SOAL
JUMLAH
SOAL
Kelas : XI Semester : II
Mata Pelajaran : Bahasa Inggris Nama Sekolah : SMK Nusantara
2
Berkomunikasi
lisan dan tertulis
menggunakan
Ragam bahasa
yang sesuai
dengan lancar dan
akurat dalam
wacana
interaksional
dan/atau monolog
terutama
berkenaan dengan
wacana berbentuk
naratif, prosedur,
.
(Tema disesuaikan
dengan jenis teks
yang sedang
dibahas dan
tingkat
kemampuan
Memahami nuansa
makna dan langkah-
langkah pengembangan
rotorika didalam teks
tertulis berbentuk
narrative, procedure,
spoof/recount, report,
dan news item.
Grammar Menggunakan bentuk Verb 2 (baik
regular maupun irregular) dalam
kalimat Simple Past Tense.
Menggunakan “ yang
berbentuk past dengan tepat.
Membuat kalimat dalam bentuk
Simple Past Tense (positive,
negative, dan interrogative)
Fill in 1, 3, 4, 6, 7,
8, 10, 11, 12,
13, 15
2 ,5 ,9, 14
31, 32, 33,
34, 35
15
5
poof/recount,
report dan news
item
to be”
3
Memahami nuansa
makna dan
langkahlangkah
pengembangan
retorika di dalam teks
tertulis berbentuk
naratif, prosedur,
dan .
Reading Menentukan topik/judul.
Menemukan gagasan utama (main
idea).
Menemukan gagasan pendukung
(supporting idea).
Menemukan informasi tersurat
(explicit)
Menemukan informasi spesifik
(Details).
Menafsirkan makna kata.
Mengidentifikasi jenis teks.
Mengidentifikasi pronoun reference.
Menentukan tujuan dari sebuah teks
MC 16
17, 29
20, 22, 27
19, 28
18, 23,
21, 26
24
25
30
15
spoof/recount, report,
news item
4
Mengungkapkan
nuansa makna dengan
langkah-langkah
pengembangan
retorika yang benar di
dalam teks tertulis
berbentuk naratif,
prosedur,
Writing Membuat cerita atau karangan
dengan menggunakan Simple
Past Tense.
Menggunakan tata bahasa, kosa
kata, tanda baca, dan ejaan
dengan akurat.
Essay Minimum
40 words
spoof/
recount , dan report
5
KISI - KISI SOAL POST-TEST I CLASSROOM ACTION RESEARCH (CAR)
TAHUN PELAJARAN 2010/2011
STANDAR
KOMPETENSI
KOMPETENSI
DASAR
SKILLS INDIKATOR JENIS
SOAL
NOMOR
SOAL
JUMLAH
SOAL
Kelas : XI Semester : II
Mata Pelajaran : Bahasa Inggris Nama Sekolah : SMK Nusantara
6
Berkomunikasi
lisan dan tertulis
menggunakan
Ragam bahasa
yang sesuai
dengan lancar dan
akurat dalam
wacana
interaksional
dan/atau monolog
terutama
berkenaan dengan
wacana berbentuk
naratif, prosedur,
.
(Tema disesuaikan
dengan jenis teks
yang sedang
dibahas dan
tingkat
kemampuan
Memahami nuansa
makna dan langkah-
langkah pengembangan
rotorika didalam teks
tertulis berbentuk
narrative, procedure,
spoof/recount, report,
dan news item.
Grammar Menggunakan bentuk Verb 2 (baik
regular maupun irregular) dalam
kalimat Simple Past Tense.
Menggunakan “ yang
berbentuk past dengan tepat.
Membuat kalimat dalam bentuk
Simple Past Tense (positive,
negative, dan interrogative)
Fill in 1, 3, 4, 6, 7,
8, 10, 11, 12,
13, 15
2, 5, 9, 14
31,32,33,34,3
5
15
5
poof/recount,
report dan news
item
to be”
7
Memahami nuansa
makna dan
langkahlangkah
pengembangan
retorika di dalam teks
tertulis berbentuk
naratif, prosedur,
dan .
Reading Menentukan topik/judul.
Menemukan gagasan utama (main
idea).
Menemukan gagasan pendukung
(supporting idea).
Menemukan informasi spesifik
(Details).
Menemukan informasi tersurat
(explicit)
Menafsirkan makna kata.
Mengidentifikasi jenis teks.
Mengidentifikasi pronoun reference.
Menentukan tujuan dari sebuah teks
MC 16
23
17, 19, 25,
18, 26
22, 27, 29
24, 28
21
20
30
15spoof/recount, report,
news item
8
Mengungkapkan
nuansa makna dengan
langkah-langkah
pengembangan
retorika yang benar di
dalam teks tertulis
berbentuk naratif,
prosedur,
Writing Membuat cerita atau karangan
dengan menggunakan Simple
Past Tense.
Menggunakan tata bahasa, kosa
kata, tanda baca, dan ejaan
dengan akurat.
Essay Minimum
40 words
spoof/
recount , dan report
9
KISI - KISI SOAL POST-TEST II CLASSROOM ACTION RESEARCH (CAR)
TAHUN PELAJARAN 2010/2011
STANDAR
KOMPETENSI
KOMPETENSI
DASAR
SKILLS INDIKATOR JENIS
SOAL
NOMOR
SOAL
JUMLAH
SOAL
Kelas : XI Semester : II
Mata Pelajaran : Bahasa Inggris Nama Sekolah : SMK Nusantara
10
Berkomunikasi
lisan dan tertulis
menggunakan
Ragam bahasa
yang sesuai
dengan lancar dan
akurat dalam
wacana
interaksional
dan/atau monolog
terutama
berkenaan dengan
wacana berbentuk
naratif, prosedur,
.
(Tema disesuaikan
dengan jenis teks
yang sedang
dibahas dan
tingkat
kemampuan
Memahami nuansa
makna dan langkah-
langkah pengembangan
rotorika didalam teks
tertulis berbentuk
narrative, procedure,
spoof/recount, report,
dan news item.
Grammar Menggunakan bentuk Verb 2 (baik
regular maupun irregular) dalam
kalimat Simple Past Tense.
Menggunakan “ yang
berbentuk past dengan tepat.
Membuat kalimat dalam bentuk
Simple Past Tense (positive,
negative, dan interrogative)
Fill in 1, 2, 3, 5, 6,
7, 9, 10, 12,
13, 14
4, 8, 11, 15
31,32,33,34,3
5
15
5
poof/recount,
report dan news
item
to be”
11
Memahami nuansa
makna dan
langkahlangkah
pengembangan
retorika di dalam teks
tertulis berbentuk
naratif, prosedur,
dan .
Reading Menentukan topik/judul.
Menemukan gagasan utama (main
idea).
Menemukan gagasan pendukung
(supporting idea).
Menemukan informasi spesifik
(Details).
Menemukan informasi tersurat
(explicit)
Menafsirkan makna kata.
Mengidentifikasi jenis teks.
Mengidentifikasi pronoun reference.
Menentukan tujuan dari sebuah teks
MC 16
17, 25
18, 20,
22, 27
19, 29
21, 26
24
23, 28
30
15
spoof/recount, report,
news item
12
Mengungkapkan
nuansa makna dengan
langkah-langkah
pengembangan
retorika yang benar di
dalam teks tertulis
berbentuk naratif,
prosedur,
Writing Membuat cerita atau karangan
dengan menggunakan Simple
Past Tense.
Menggunakan tata bahasa, kosa
kata, tanda baca, dan ejaan
dengan akurat.
Essay Minimum
40 words
spoof/
recount , dan report
13
KISI - KISI SOAL POST-TEST III CLASSROOM ACTION RESEARCH (CAR)
TAHUN PELAJARAN 2010/2011
STANDAR
KOMPETENSI
KOMPETENSI
DASAR
SKILLS INDIKATOR JENIS
SOAL
NOMOR
SOAL
JUMLAH
SOAL
Kelas : XI Semester : II
Mata Pelajaran : Bahasa Inggris Nama Sekolah : SMK Nusantara
14
Berkomunikasi
lisan dan tertulis
menggunakan
Ragam bahasa
yang sesuai
dengan lancar dan
akurat dalam
wacana
interaksional
dan/atau monolog
terutama
berkenaan dengan
wacana berbentuk
naratif, prosedur,
.
(Tema disesuaikan
dengan jenis teks
yang sedang
dibahas dan
tingkat
kemampuan
Memahami nuansa
makna dan langkah-
langkah pengembangan
rotorika didalam teks
tertulis berbentuk
narrative, procedure,
spoof/recount, report,
dan news item.
Grammar Menggunakan bentuk Verb 2 (baik
regular maupun irregular) dalam
kalimat Simple Past Tense.
Menggunakan “ yang
berbentuk past dengan tepat.
Membuat kalimat dalam bentuk
Simple Past Tense (positive,
negative, dan interrogative)
Fill in 1, 3, 4, 6, 7,
8, 9, 10, 12,
13, 14
2, 5, 11, 15
31, 32, 33,
34, 35
15
5
poof/recount,
report dan news
item
to be”
15
Memahami nuansa
makna dan
langkahlangkah
pengembangan
retorika di dalam teks
tertulis berbentuk
naratif, prosedur,
dan .
Reading Menentukan topik/judul.
Menemukan gagasan utama (main
idea).
Menemukan gagasan pendukung
(supporting idea).
Menemukan informasi spesifik
(Details).
Menemukan informasi tersurat
(explicit)
Menafsirkan makna kata.
Mengidentifikasi jenis teks.
Mengidentifikasi pronoun reference.
Menentukan tujuan dari sebuah teks
MC 16
17, 25
18, 20
22
19, 27, 29
21, 26
24
23, 28
30
15
spoof/recount, report,
news item
16
Mengungkapkan
nuansa makna dengan
langkah-langkah
pengembangan
retorika yang benar di
dalam teks tertulis
berbentuk naratif,
prosedur,
Writing Membuat cerita atau karangan
dengan menggunakan Simple
Past Tense.
Menggunakan tata bahasa, kosa
kata, tanda baca, dan ejaan
dengan akurat.
Essay Minimum
40 words
spoof/
recount , dan report
17
1
APPENDIX 9
PRE-TEST
Complete the sentences , put the verbs in the parenthes s into the correct form
of the Simple Past Tense!
My neighbor _________ (build) a new house four months ago.
They _________ (be) sad because they missed the match yesterday.
Ms. Rose __________ (finish) the work yesterday.
Last week my uncle ____________ (buy) a magazine.
I _____________ (be) nervous to meet the headmaster.
He __________ (borrow) my dictionary last Friday.
My brothers __________ (watch) the match between Manchester United Vs.
Arsenal last night.
My mother _____________ (sweep) the floor this morning.
Mirza _________ (be) very happy last night.
Mr. Reza _________ (put) the newspaper beside the shelf two days ago.
She __________ (enjoy) the party very much last night.
Yesterday the farmers ____________ (go) to the rice fi d early.
2
The clerk __________ (count) the money carefully.
We ____________ (be) in Lia's house when you came to my house.
They ____________ (spend) three weeks in Bali last year.
Read the passage bellow and answer the questions!
Once, in a certain lake, there lived a turtle and a pair of swans. The
turtle and the swans were friends. They would spend al their free time together
telling each other stories, and exchanging news and gossip. The turtle especially
loved to talk and chatter, and always had something to say.
One year, the rains did not come, and the lake began t dry up. The
swans became worried. Supposing it did not rain at all and the lake dried up
completely? Where would they live in that case? But the turtle had a plan. She
suggested that the swans fly in search of a lake that till had plenty of water.
Once they found such a lake, all three of them could move there.
The swans agreed and flew off. After flying for several hours they found
the perfect lake. They returned to the turtle with the ws. But now another
problem arose: the new lake was too far for the turtle walk. How was the turtle
to get there? The swans did not want to leave their friend behind.
The turtle thought for a while and came up with anothe plan. She asked
the swans to find a strong stick that they could hold n their beaks. The turtle
3
would then hang on to the stick with her mouth, and the swans could fly with her
to the new lake.
The swans liked the idea, though they were worried that the turtle might
begin talking and fall off the stick. 'You must be car not to open your mouth
while we are flying with you,' they warned her. 'Do you think you will be able to
be quiet for such a long time?'
'Of course,' said the turtle. 'I will be careful - I k w when to stop
talking.'
So the swans did as she asked. They found a strong sti and each swan held one
end of it in its beak. The turtle held on to the middl with her mouth, and away
they flew, all three of them.
I t was the most exciting thing that had ever happened the turtle. She
was amazed at the way the world looked so far above the ground. She was
longing to say something, but remembered in time to ke et.
At last they reached the lake the swans had found. I t as a beautiful lake,
large and blue, with plenty of water. 'Oh look!' the t tle began in excitement,
remembering much too late to keep quiet. The stick sli from her mouth and
down she fell from the sky onto the rocks below. The swans were sad to see the
end of their friend - the turtle did not live to enjoy the lake, only because she did
not know when to stop talking.
QUESTIONS:
What is the appropriate title for the passage above …?
The Dry Lake C. The swans
The Talkative Turtle D. The turtle
What is the main idea of the second paragraph
4
The swans became worried because there is no rain.
The lake began to dry up.
The swan must search a new lake.
The turtle had a plan to move to another lake.
Why did the lake become dry up …?
Because the water was gone.
Because of the dry season.
Because of the disaster.
Because there is no rain.
What is the character of the turtle …?
Talkative C. Calm
Quiet D. Lazy
What is the turtle plan to reach the new lake?
She would hold to the swan during flying.
She used a stick and hang on it.
She would fly with the swans.
She would fly on the swan's body
Word “plenty” in the second paragraph has the same meaning with…
A little C. Enough
5
Much D. Full
This sentence is true according the text, …?
The swans found a beautiful lake for them.
The turtle found a beautiful lake for them.
The turtle will join the swans move to other lake.
The turtle and the swans will move to lake by flying.
How did they go to the new lake …?
By walking C. By flying
By swimming D. By crawling
What kind of text is it…?
Argumentation C. Explanatory
Description D. Narration
(in the last paragraph) the word “she”
refers to….
The swan C. The swans and the turtle
The turtle D. The swans
(Eighth paragraph) the underline word
has a same meaning with…
Wondered C. Excited
Fun D. Enjoyed
Why did the turtle fall…?
except
… she fell from the sky onto the rocks …
She was amazed at the way the world…
6
Because the stick was broken.
Because she looked to the ground.
Because the swans were not strong enough to hold her
Because she cannot keep quiet.
Was the turtle quiet during flying with the swans…?
Yes, she was
Yes, she were
No, she wasn't
No, she weren't
What does the last paragraph talk about …?
They reached the lake that the swans had found before.
The swans were sad to see the turtle fall.
The turtle fell into the ground because she could not stop talking.
The lake was so beautiful, large and blue.
What is the moral value from the text above …?
Friendship is everything
We have to talk to everyone.
Too much talk is dangerous.
We have to careful during the fly.
Change the following s tatements into negative and interrogative forms .
7
The students were ready for examination yesterday.
Bella did not eat lunch with her friends last Tuesday.
She was not happy with her birthday party.
Did his uncle teach in the Elementary School last year?
I saw you in the library two days ago.
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8
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POST-TEST 1
Complete the sentences , put the verbs in the parentheses into the correct for
of the Simple Past Tense!
I ____________ (read) an interesting article in the newspaper yesterday.
They ___________ (be) late yesterday.
Ms. Dilla ____________ (drink) a cup of tea this morning.
We _____________ (sing) a Dangdut songs last Tuesday.
Yesterday I ___________ (be) very happy because my father bought me a
new bag.
My teacher ___________ (sit) beside me two weeks ago.
The children ____________ (draw) the ducks in the garden yesterday.
Last night my mother ____________ (tell) a fairy tale.
He ____________ (be) angry with his sister last night.
My maid ____________ (wash) clothes last week.
My uncle ___________ (paint) his house three days ago.
He _____________ (see) my cat behind his house this afternoon.
David's plane ____________ (arrive) on time yesterday.
2
The farmer ____________ (be) tired after planting rice this morning.
Last year I and my sister ____________ (visit) my gran mother's house in
Semarang.
Answer the questions based on the passage below!
Once, as a lion lay sleeping in his den, a naughty lit le mouse ran up his
tail, and onto his back and up his mane and danced and jumped on his head so
that the lion woke up.
The lion grabbed the mouse and, holding him in his large claws, roared
in anger. 'How dare you wake me up! Don't you know that I am King of the
Beasts? Anyone who disturbs my rest deserves to die! I shall kill you and eat
you!'
The terrified mouse, shaking and trembling, begged the lion to let him
go. 'Please don't eat me Your Majesty! I did not mean o wake you, it was a
mistake. I was only playing. Please let me go - and I promise I will be your friend
forever. Who knows but one day I could save your life?'
The lion looked at the tiny mouse and laughed. 'You save my life? What
an absurd idea!' he said scornfully. 'But you have made me laugh, and put me
into a good mood again, so I shall let you go.' And the lion opened his claws and
let the mouse go free. 'Oh thank you, your majesty,' s the mouse, and
scurried away as fast as he could.
A few days later the lion was caught in a hunter's snare. Struggle as he
3
might, he couldn't break free and became even more ent ed in the net of
ropes. He let out a roar of anger that shook the forest. Every animal heard it,
including the tiny mouse.
'My friend the lion is in trouble,' cried the mouse. He ran as fast as he
could in the direction of the lion's roar, and soon found the lion trapped in the
hunter's snare. 'Hold still, Your Majesty,' squeaked t mouse. 'I'll have you out
of there in a jiffy!' And without further delay, the m began nibbling through
the ropes with his sharp little teeth. Very soon the l on was free.
'I did not believe that you could be of use to me, lit le mouse, but today
you saved my life,' said the lion humbly. 'I t was my t to help you, Sire,'
answered the mouse.
Even the weak and small may be of help to those much m ghtier than
themselves.
QUESTIONS:
What is the appropriate title of the passage above…?
The King Lion
The Angry Lion
The Lion and The Mouse
The Little Mouse
What did the mouse do to the lion…?
He asked the lion to dance with him.
He had joke with the lion.
He jumped on the lion's head.
He disturbed the lion's sleep.
4
Where did the lion have a rest?
In the forest
In the cave
In the pen
In the den
This sentence is true according the text, …?
The mouse disturbed the lion's sleeping.
The mouse made the lion laugh.
The lion saved the mouse.
The mouse saved the lion.
(in the fourth line), the underline word refers to….
The mouse C. the author
The lion D. The hunter
What kind of text is it…?
Descriptive
Narrative
Exposition
Argumentation
Why was the lion angry?
Because the mouse woke him up.
except
… he said scornfully …
5
Because he could not eat the mouse.
Because he could not kill the mouse.
Because the mouse was naughty.
What is the main idea of the fourth paragraph?
The mouse made the lion laugh.
The mouse saved the lion's life.
The lion let the mouse free.
The mouse put the lion into good mood.
the word “tiny” has a same meaning
with…
Small C. Big
Very small D. Very big
Why did the lion let the mouse go?
Because the mouse saved his life.
Because the mouse promised him to be his friend.
Because the mouse woke him up.
Because the mouse made him laugh.
How did the mouse make the lion out from the snare…?
By shooting the hunter
By opening the snare
By cutting the snare's rope
…The lion looked at the tiny mouse…
6
By nibbling the snare
Did the mouse success to save the lion life…?
Yes, he did
No, he did not
Yes, he does
No, he does not
(sixth paragraph) … What is the
meaning of the underline word …?
Cutting C. Biting
Eating D. Opening
How did the mouse know that the lion is in the trouble?
He heard from other animals.
He heard the lion's roar.
He knew from the hunter.
He knew from the lion.
What is the moral value from the text above …?
We have to help the small and weak one.
Small and weak is useless.
Do not look the things from its physic, although it is all and weak.
The small thing is weak.
… the mouse began nibbling through
7
Change the following s tatements to negatives and inter ogative form!
Write your own las t activities (yesterday, last week, etc) minimum 40 words!
She came to the class last Tuesday.
Did my sister stay at home this evening?
Dimas was not late for English class yesterday.
We were busy last week.
My friend did not borrow my English book.
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POST-TEST 2
Complete the sentences , put the verbs in the parenthes s into the correct form
of the Simple Past Tense!
I ___________ (sleep) very well last night.
Yesterday morning he ____________ (go) to visit his family in Semarang.
My classmate ___________ (call) me last Friday.
Mr. Ali __________ (be) sick, so he did not teach last week.
She ___________ (plant) rose and orchid yesterday morn g.
They ____________ (play) volley ball in the yard last Tuesday.
The mechanic ____________ (fix) some cars and motorcyc es yesterday.
Two days ago Jacob's brother ____________ (be) angry with me.
I and my sister _____________ (run) to the school last week.
Gaby ____________ (win) the English debate last month.
We ____________ (be) sad last night, because our team lost the game.
Last year my father ____________ (work) in the embassy.
Edward ___________ (take) a taxi to the airport yesterday.
She ____________ (find) a kitten beside the road two w ks ago.
2
Aisya and Nita ____________ (be) happy last summer.
Read the passage bellow and answer the questions!
3
Once, there were three fishes lived in a pond. One eve ng, some fishermen
passed by the pond and saw the fishes. 'This pond is full of fish', they told each
other excitedly. 'We have never fished here before. We must come back tomorrow
morning with our nets and catch these fish!' So saying, the fishermen left.
When the eldest of the three fishes heard this, he was troubled. He called the
other fishes together and said, 'Did you hear what the fishermen said? We must
leave this pond at once. The fishermen will return tomorrow and kill us all!'
The second of the three fishes agreed. 'You are right', he said. 'We must leave the
pond.'
But the youngest fish laughed. 'You are worrying without reason', he said. 'We
have lived in this pond all our lives, and no fisherman has ever come here. Why
should these men return? I am not going anywhere - my luck will keep me safe.'
The eldest of the fishes left the pond that very eveni with his entire family. The
second fish saw the fishermen coming in the distance e y next morning and left
the pond at once with all his family. The third fish r ed to leave even then.
The fishermen arrived and caught all the fish left in he pond. The third fish's
luck did not help him - he too was caught and killed.
The fish who saw trouble ahead and acted before it arr ed as well as the fish
who acted as soon as it came both survived. But the fi who relied only on luck
and did nothing at all died. So also in life.
QUESTIONS
What is the appropriate title for the passage above …?
The Fisherman C. The Three Fishes
4
The Pond D. The Fisherman and the Fishes
What is the main idea of the first paragraph?
The fishermen want to catch the fishes.
There were three fishes live in the pond
There were fishermen passed by the pond and saw the fi hes.
The will come back to the pond tomorrow to catch the fishes.
Why did the younger fish refuse to leave the pond?
Because he believed in his luck.
Because he was not afraid to the fishermen.
Because he worried about the fishermen.
Because the fishermen would not return to the pond .
What is the character of the youngest fish …?
Wise C. Calm
Arrogant D. Lazy
This sentence is true according the text, …?
The fishermen will come back again to catch the fishes.
The youngest fish would stay in the pond.
The elder and second fish will not do something.
The fish's luck could not save him from the fishermen.
except
5
Word “return” in the fourth paragraph has the same meaning with…
Leave C. Go
Come D. Come Back
When did the fishes leave the pond …?
In the afternoon C. In the morning
In the night D. In the evening
(in the last paragraph) the word “she”
refers to….
The eldest fish C. The fisherman
The younger fish D. The second fish
What kind of text is it…?
Narration C. Explanatory
Description D. Argumentation
What is the main idea of the fifth paragraph…?
The third fish refused to leave the pond.
The second fish saw the fishermen coming.
The second leaved the pond with his entire family.
The eldest fish leaved the pond in the early morning.
(last paragraph), the underline word
has a same meaning with…
Problem C. Difficulty
… The third fish's luck did not help …
The fish who saw trouble ahead and acted …
him
6
Dangerous D. Confuse
What did the third fish feel when the eldest fish ask him to leave the pond…?
Smiled C. Worried
Laughed D. Scared
the word “he” in the third paragraph refers to…
The youngest fish
The second fish
The elder fish
The fisherman
Did the youngest fish save from the fishermen…?
Yes, he did
No, he did not
Yes, he was
No, he was not
What is the moral value from the text above …?
We have to rely on the luck.
We have to do something and not to rely on the luck.
The fish who relied only on luck and did nothing at all ied.
Luck is important than effort.
… 'You are right', said…he
7
Change the following s tatements into negative and inte rogative forms.
Write your own las t activities (yesterday, last week, etc) minimum 40 words!
The farmers planted rice two months ago.
Were they bored yesterday?
Mr. Reza did not give money last week.
Did his uncle arrive here last morning?
She drew a beautiful beach yesterday morning.
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POST-TEST 3
Complete the sentences , put the verbs in the parenthes s into the correct form
of the Simple Past Tense!
The gardener ___________ (sweep) the yard two hours ago.
Last week Simon ____________ (be) sad because he got a bad score.
They _____________ (come) to my cousin's house yesterd y.
Mrs. Sari ____________ (fry) the eggs last morning.
We ___________ (be) in the library when you arrived he esterday.
Yesterday the policemen _____________ (catch) the robber.
My mother and I ______________ (cut) the grass last Sunday.
Genie ___________ (take) English course in Central Jakarta last month.
He ____________ (invite) me to come to his wedding last year.
Last night my neighbor ___________ (help) me to bring my
The students ____________ (be) happy because they pass the final test last
week.
Mr. David _____________ (wash) his new car two days ago.
A month ago I ____________ (speak) English with a fore gn tourist in Bali.
2
Tika and Riska ____________ (bring) a big suitcase last Thursday.
My lecturer ____________ (be) angry with us last meeting.
Read the passage bellow and answer the questions!
3
Once there lived an ant and a grasshopper in a grassy adow. All day long the
ant would work hard, collecting grains of wheat from t farmer's field far away.
She would hurry to the field every morning, as soon as it was light enough to see
by, and toil back with a heavy grain of wheat balanced on her head. She would
put the grain of wheat carefully away in her larder, a then hurry back to the
field for another one. All day long she would work, wi out stop or rest,
scurrying back and forth from the field, collecting the grains of wheat and
storing them carefully in her larder.
The grasshopper would look at her and laugh. 'Why do y work so hard, dear
ant?' he would say. 'Come, rest awhile, listen to my song. Summer is here, the
days are long and bright. Why waste the sunshine in labour and toil?'
The ant would ignore him, and head bent, would just hurry to the field a little
faster. This would make the grasshopper laugh even lou . 'What a silly little ant
you are!' he would call after her. 'Come, come and dan with me! Forget about
work! Enjoy the summer! Live a little!' And the grasshopper would hop away
across the meadow, singing and dancing merrily.
Summer faded into autumn, and autumn turned into winter. The sun was hardly
seen, and the days were short and grey, the nights long and dark. I t became
freezing cold, and snow began to fall.
The grasshopper didn't feel like singing any more. He cold and hungry. He
had nowhere to shelter from the snow, and nothing to eat. The meadow and the
farmer's field were covered in snow, and there was no to be had. 'Oh what
shall I do? Where shall I go?' wailed the grasshopper. Suddenly he remembered
the ant. 'Ah - I shall go to the ant and ask her for food and shelter!' declared the
grasshopper, perking up. So off he went to the ant's house and knocked at her
door. 'Hello ant!' he cried cheerfully. 'Here I am, to sing for you, as I warm myself
by your fire, while you get me some food from that lar of yours!'
The ant looked at the grasshopper and said, 'All summe long I worked hard
while you made fun of me, and sang and danced. You should have thought of
winter then! Find somewhere else to sing, grasshopper! There is no warmth or
food for you here!' And the ant shut the door in the grasshopper's face. It is wise
to worry about tomorrow today.
4
QUESTIONS
except
What is the appropriate title for the passage above …?
The Ant and the Grasshopper C. The Ant
The Grasshopper D. The Silly Ant
What is the main idea of the first paragraph?
The ant collecting grains of wheat from the farmer's field.
The ant collecting the grains of wheat and storing them carefully in her larder.
The ant would work hard all day long.
The ant would hurry to the field every morning, and toil back with a heavy
grain of wheat balanced on her head.
Why did the ant work so hard every day?
Because she collecting grains of wheat from the farmer's field.
Because she has thought about the winter.
Because she worried about the grasshopper.
Because she did not have food anymore.
What is the character of the ant …?
Calm C. Arrogant
Diligent D. Lazy
This sentence is true according to the text, …?
5
The grasshopper did not like to work hard.
The ant saved the food for winter.
The ant did not listen to the grasshopper and ignore h m.
The grasshopper had many foods for winter.
Word “silly” in the third paragraph has the same meaning with…
Diligent C. Stupid
Lazy D. Smart
When did the ant work hard all day long …?
In the winter C. In the fall
In the autumn D. In the summer
(in the third paragraph) the word “her” refers to….
The ant C. The farmer
The grasshopper D. The author
What kind of text is it…?
Explanatory C. Narration
Description D. Argumentation
What is the main idea of the fifth paragraph…?
The meadow and the farmer's field were covered in snow.
The grasshopper went to the ant's house.
The grasshopper didn't feel like singing any more.
… he would call after her …
6
The grasshopper was cold and hungry during the winter.
(last paragraph), the underline word has a same
meaning with…
Open C. Close
Knock D. Lock
What did the grasshopper feel when he did not have food and shelter for winter…?
Angry C. Upset
Sad D. Regret
The word “you” in the last paragraph
refers to…
The reader C. The ant
The author D. The grasshopper
Did the ant allow the grasshopper to come to her house…?
Yes, she did C. Yes, she was
No, she did not D. No, she was not
What is the moral value from the text above …?
It is wise to worry about tomorrow.
It is better to relax than to work.
Work is very important thing.
We have to work hard everyday and every time.
… And the ant shut the door in …
… You should have thought of winter then!
7
Change the following s tatements into negative and inte rogative forms.
Write your own las t activities (yesterday, last week, etc) minimum 40 words!
Dimas was nervous when he met me yesterday.
She did not find her purse last week.
Did your brother graduate from University last year?
Mrs. Brown sold the flowers three days ago.
Was Peter in his room last night?
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1. Built 16. B
2. Were 17. B
3. Finished 18. D
4. Bought 19. A
5. Was 20. B
6. Borrowed 21. D
7. Watched 22. B
8. Swept 23. C
9. Was 24. D
10. Put 25. B
11. Enjoyed 26. A
12. Went 27. D
13. Counted 28. C
14. Were 29. C
15. Spent 30. C
31. A. The students were not ready for examination yesterd y
B. Were the students ready for examination yesterday?
32. A. Bella ate lunch with her friends last Tuesday.
B. Did Bella eat lunch with her friends last Tuesday?
33. A. She was happy with her birthday party.
B. Was She happy with her birthday party?
34. A. His uncle taught in the Elementary School last year.
B. His uncle did not teach in the Elementary School la ear.
35. A. I did not see you in the library two days ago.
APPENDIX 10
KEY ANSWERS
PRE-TEST
2
B. Did I see you in the library two days ago?
1. Read 16. C
2. Were 17. D
3. Drank 18. D
4. Sang 19. C
5. Was 20. B
6. Sat 21. B
7. Drew 22. A
8. Told 23. C
9. Was 24. B
10. Washed 25. D
11. Painted 26. D
12. Saw 27. A
13. Arrived 28. C
14. Was 29. B
15. Visited 30. C
31. A. She did not come to the class last Tuesday.
B. Did she come to the class last Tuesday?
32. A. My sister stayed at home this evening.
B. My sister did not stay at home this evening.
33. A. Dimas was late for English class yesterday.
B. Was Dimas late for English class yesterday?
34. A. We were not busy last week.
B. Were we busy last week?
KEY ANSWERS
POST-TEST 1
3
35. A. My friend borrowed my English book.
B. Did my friend borrow my English book?
1. Slept 16. C
2. Went 17. B
3. Called 18. A
4. Was 19. B
5. Plant 20. C
6. Played 21. D
7. Fixed 22. D
8. Was 23. B
9. Run 24. A
10. Won 25. D
11. Were 26. A
12. Worked 27. B
13. Took 28. C
14. Found 29. B
15. Were 30. B
31. A. The farmers did not plant rice two months ago.
B. Did the farmers rice two months ago?
32. A. They were bored yesterday.
B. They were not bored yesterday.
33. A. Mr. Reza gave me money last week.
B. Did Mr. Reza give me money last week?
KEY ANSWERS
POST-TEST 2
4
34. A. His uncle arrived here last morning.
B. His uncle not arrive here last morning.
35. A. She did not draw a beautiful beach yesterday morning.
B. Did she did not draw a beautiful beach yesterday morning.
1. Swept 16. A
2. Was 17. C
3. Came 18. B
4. Fried 19. B
5. Were 20. D
6. Caught 21. C
7. Cut 22. D
8. Took 23. A
9. Invited 24. C
10. Helped 25. D
11. Was 26. C
12. Washed 27. D
13. Spoke 28. D
14. Brought 29. B
15. Was 30. A
31. A. Dimas was not nervous when he met me yesterday.
B. Was Dimas nervous when he met me yesterday?
32. A. She found her purse last week.
B. Did she found her purse last week?
KEY ANSWERS
POST-TEST 3
5
33. A. Your brother graduated from University last year.
B. Your brother did not graduate from University last year.
34. A. Mrs. Brown did not sell the flowers three days ago.
B. Did Mrs. Brown sell the flowers three days ago?
35. A. Peter was in his room last night.
B. Peter was not in his room last night.
1
APPENDIX 13
THE CALCULATION OF VALIDITY TEST
No Items Tot
2723
1112
2525
2017
833
521
1023
1513
1616
1120
1518
1 2 3 4 5 6 7 8 9 10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
1 0 1 0 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 0 0 0 1 0 1 1 0 1 1 0 1 1 1 1 0 1 02 0 1 1 1 1 1 1 1 0 1 1 1 1 0 0 0 0 1 1 0 0 0 0 1 1 1 0 0 0 0 1 1 1 1 0 1 1 1 0 0
3 0 0 0 0 1 0 0 0 1 0 0 1 1 1 0 0 1 1 1 0 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 1 0 0 0 04 0 0 0 0 1 0 0 0 1 0 0 1 0 1 0 1 1 1 1 1 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 1 0 0 0 0
5 1 1 0 1 0 1 0 1 1 1 0 0 1 0 1 1 0 1 0 1 0 1 1 1 1 1 0 0 0 0 1 1 1 1 0 1 1 1 0 16 0 1 0 1 1 1 0 1 1 1 0 1 1 0 1 1 1 1 1 1 1 0 0 0 0 1 0 1 1 0 1 1 0 1 1 1 1 0 0 0
7 0 1 0 1 0 1 0 1 0 0 0 0 1 0 1 1 1 1 1 1 0 1 1 0 1 0 0 0 0 0 1 1 0 0 0 1 1 1 0 18 1 0 0 0 1 0 0 0 1 0 0 1 0 1 0 1 1 1 1 1 0 1 0 1 0 1 0 0 0 1 0 0 1 1 0 1 0 0 0
9 1 0 0 0 1 0 0 1 0 0 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 1 0 0 010 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 0 0 1 0 1 1 1 1 1 1 1 1 1 0
11 0 0 1 0 0 0 0 0 1 1 0 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 012 1 1 1 0 1 1 1 0 0 0 0 1 0 1 0 1 1 1 1 1 0 1 0 1 0 1 0 0 0 1 0 1 1 1 0 1 0 0 0 0
13 1 0 0 0 1 0 0 0 1 0 0 1 0 0 0 0 0 1 1 0 0 0 0 0 0 1 0 0 0 1 0 0 0 1 0 1 0 0 0 014 0 1 0 1 1 1 0 1 1 1 0 1 1 0 1 1 1 1 1 1 1 0 0 0 0 1 0 0 0 0 1 1 0 1 0 1 1 0 1 0
15 0 0 0 1 0 1 0 0 1 1 0 0 0 1 0 0 0 1 1 0 0 0 0 1 1 1 0 0 0 0 1 0 1 1 0 1 0 1 0 016 0 0 0 1 0 1 0 0 1 0 0 0 1 1 1 0 1 1 0 1 0 0 0 0 0 1 0 0 0 0 1 0 0 1 0 1 0 0 0 0
17 1 1 0 1 0 1 0 1 1 1 0 0 1 0 1 1 0 0 0 1 0 0 0 0 0 1 0 0 0 0 1 1 0 1 0 0 1 0 0 018 1 0 1 0 1 1 0 0 0 0 1 0 1 1 1 1 1 1 1 1 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 1 0 0 0 0
19 0 1 0 0 0 1 0 1 1 0 0 1 1 1 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 0 0 020 1 1 1 0 1 1 1 0 0 1 1 1 1 1 0 1 1 1 1 0 0 0 0 0 0 1 0 0 0 1 0 1 0 1 0 1 0 0 0 0
21 0 0 0 0 1 0 0 0 0 0 1 1 0 0 0 1 1 1 1 1 0 1 0 1 0 1 0 0 0 1 0 0 1 1 0 1 0 0 0 022 0 0 1 0 1 1 0 0 0 0 1 0 1 1 1 1 1 1 1 1 0 1 0 1 0 1 0 0 0 0 0 0 1 1 0 1 0 0 0 0
2
23 0 1 0 1 1 1 0 1 1 1 0 1 1 0 1 1 1 1 1 1 1 0 0 0 0 1 0 0 0 0 1 1 0 1 0 1 1 0 1 024 0 1 0 1 0 1 0 1 0 1 0 0 1 0 1 0 1 1 1 1 1 1 1 0 0 0 0 0 0 0 1 1 0 0 0 1 1 0 1 1
25 0 1 0 1 0 1 0 1 0 1 0 0 1 0 1 0 1 1 1 0 0 0 0 0 0 1 0 0 1 1 1 1 0 1 1 1 1 0 0 026 0 1 0 0 1 0 0 0 1 1 0 0 1 1 1 1 1 1 1 1 0 0 0 0 0 1 0 0 0 0 0 1 0 1 0 1 0 0 0 0
27 0 1 1 0 0 1 1 0 0 0 0 1 0 0 1 1 1 1 1 1 0 1 0 1 0 1 0 0 0 1 0 1 1 1 0 1 0 0 0 028 0 0 0 0 1 0 1 0 1 0 0 1 0 0 0 1 0 0 1 0 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0
29 1 0 0 1 1 1 0 0 1 1 0 0 0 0 1 0 0 1 1 0 0 0 0 0 0 0 0 0 1 1 1 0 0 0 1 1 0 0 0 030 1 1 0 1 0 1 0 1 1 0 0 1 1 0 0 1 1 1 1 1 1 1 1 0 0 1 0 0 1 0 1 1 0 1 1 1 1 0 1 1
31 0 1 0 1 0 1 0 0 1 0 0 1 1 0 0 1 1 1 1 1 1 0 0 0 0 1 0 0 0 0 1 1 0 1 0 1 0 0 1 032 1 0 0 0 1 0 0 0 0 0 1 1 0 0 0 1 1 1 1 1 0 1 0 1 0 1 0 0 0 1 0 0 1 1 0 1 0 0 0 0
33 0 1 0 0 1 0 0 0 1 1 0 0 1 1 1 1 1 1 1 1 0 0 0 0 0 1 0 0 0 0 0 1 0 1 0 1 0 0 0 034 1 1 1 0 0 1 1 1 0 1 1 0 1 0 0 1 1 0 1 1 0 0 0 0 0 1 0 0 0 1 0 1 0 1 0 0 1 0 0 0
35 0 0 0 0 1 0 0 0 1 0 0 1 0 1 1 1 1 1 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 0 036 0 1 0 0 1 0 0 1 1 0 0 0 1 0 1 1 1 1 1 1 0 1 1 1 1 0 0 0 1 1 0 1 1 0 1 1 1 1 0 1
37 1 1 1 0 0 1 1 0 0 0 0 0 1 0 1 1 1 1 1 1 0 1 0 1 0 1 0 0 0 1 0 1 1 1 0 1 0 0 0 038 0 1 0 0 1 0 0 1 1 0 0 1 1 0 1 1 1 1 1 1 0 1 1 0 1 1 0 0 1 1 0 1 0 1 1 1 1 1 0 1
39 0 0 0 1 0 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 0 0 0 0 1 0 0 1 0 1 0 0 1 1 1 1 0 1 040 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 0 1
2320
1916
198
1426
1816
1618
1124
2025
2335
14
24
11
18
25
25
10
19
26
18
10
22
28
17
26
29
31
34
34
28
10
14
7 14
8 32
2 3 9 14
18
24
14
32
9 34
19
8 8 7 735
1
Keterangan:
No R hit T hit T tab Kesimpulan
1 0.0386546 0.24 1.68 Invalid2 0.6496897 5.27 1.68 Valid3 0.2249276 1.42 1.68 Invalid4 0.5246896 3.80 1.68 Valid5 0.0611339 0.38 1.68 Invalid6 0.3738186 2.48 1.68 Valid7 0.3249414 2.12 1.68 Valid8 0.5819801 4.41 1.68 Valid9 0.0345857 0.21 1.68 Invalid
10 0.3296377 2.15 1.68 Valid11 0.1635912 1.02 1.68 Invalid12 0.1994765 0.62 1.68 Invalid13 0.46162 3.21 1.68 Valid14 0.020611 0.13 1.68 Invalid15 0.2217551 1.40 1.68 Invalid16 0.4618079 3.20 1.68 Valid17 0.3845861 2.57 1.68 Valid18 0.481012 3.38 1.68 Valid19 0.3505681 2.31 1.68 Valid20 0.554791 4.11 1.68 Valid21 0.6207502 4.88 1.68 Valid22 0.3560288 2.35 1.68 Valid23 0.4737352 3.32 1.68 Valid24 0.2827886 1.82 1.68 Valid25 0.5142966 3.69 1.68 Valid26 0.300815 1.94 1.68 Valid27 0.1647376 1.03 1.68 Invalid28 0.469728 3.28 1.68 Valid29 0.4705661 3.29 1.68 Valid30 0.1281704 0.79 1.68 Invalid31 0.5246896 3.79 1.68 Valid32 0.6496897 5.27 1.68 Valid33 0.2827886 1.82 1.68 Valid34 0.300815 1.94 1.68 Valid35 0.4705661 3.29 1.68 Valid36 0.481012 3.38 1.68 Valid37 0.5819801 4.41 1.68 Valid38 0.5142966 3.70 1.68 Valid39 0.4463706 3.07 1.68 Valid40 0.4737352 3.32 1.68 Valid
1
APPENDIX 14
ANALISIS BUTIR SOAL PRE-TEST
KELAS 2 RPL SMK NUSANTARA
ACADEMIC YEAR 2010/2011
Jenis Soal: Fill in
NO SOAL
GROUP JAWABAN DES(HG-LG)/n
DIF(HG+LG)/n
REMARKRIGHT WRONG
Seluruh peserta (N) : 40 Siswa Kelompok Tengah (MG) : 20
Siswa kelompok Atas (UG) : 10 Siswa Kelompok Bawah (LG) : 10
1 UG 5 5 -0,1 55% DROPPEDLG 6 4
2 UG 5 5 0,4 30% USEDLG 1 9
3 UG 8 2 0 80% DROPPEDLG 8 2
4 UG 6 4 0,4 40% USEDLG 2 8
5 UG 4 6 0,3 25% USEDLG 1 9
6 UG 10 0 0,4 80% USEDLG 6 4
7 UG 8 2 0,4 60% USEDLG 4 6
8 UG 3 7 0,3 15% USEDLG 0 10
9 UG 8 2 0,3 65% REVISEDLG 5 5
10 UG 6 4 0,3 45% REVISEDLG 3 7
11 UG 10 0 0,1 95% USEDLG 9 1
12 UG 9 1 0,4 70% USEDLG 5 5
13 UG 9 1 0,6 60% USEDLG 3 7
2
14 UG 6 4 0,2 50% REVISEDLG 4 6
15 UG 7 3 0,5 45% USEDLG 2 8
Seluruh peserta (N) : 40 Siswa Kelompok Tengah (MG) : 20
Siswa kelompok Atas (UG) : 10 Siswa Kelompok Bawah (LG) : 10
1 UG 0 10* 0 0 1 50% USEDLG 2 0 4 4
2 UG 0 9* 1 0 0,2 80% USEDLG 1 7 1 1
3 UG 0 0 0 10* 0,5 75% USEDLG 1 2 3 5
4 UG 9* 0 0 1 0,5 65% USEDLG 4 2 2 2
5 UG 3 5* 1 1 0,1 45% REVISEDLG 2 4 3 1
6 UG 0 7* 0 3 0,4 55% REVISEDLG 2 4 2 2
7 UG 2 5* 2 1 0,3 35% REVISEDLG 4 2 2 2
8 UG 0 0 10* 0 0,3 85% USEDLG 0 3 7 0
9 UG 0 1 0 9* 0,4 70% USEDLG 1 3 1 5
10 UG 4 6* 0 0 0,4 40% USEDLG 4 2 1 3
11 UG 9* 0 1 0 0,3 75% REVISEDLG 6 2 1 1
12 UG 1 0 0 9* 0,1 75% REVISED
ANALISIS BUTIR SOAL PRE-TEST
KELAS 2 RPL SMK NUSANTARA
ACADEMIC YEAR 2010/2011
Jenis Soal: Multiple Choices
NOSOAL
GROUP PILIHAN DES(HG-LG)/n
DIF(HG+LG)/n
REMARKA B C D
3
LG 2 0 1 713 UG 2 1 5* 2 0 50% DROPPED
LG 3 0 5 214 UG 0 0 10* 0 0,4 80% USED
LG 2 0 6 215 UG 0 0 10* 0 0,8 60% USED
LG 4 2 2 2
1
20
APPENDIX 15
THE SCHOOL PROFILE
The Profile of SMK Nusantara
Nusantara Vocational School is a school which is overs aded in Aldiana
Nusantara Foundation. Aldiana Nusantara is an educational foundation which
consists of Junior High School, Vocational School, and Tourism Institute. The
foundation was founded on May 5th 1995 located in Jl. Tarumanegara Dalam No. 1
Pisangan, Ciputat, South Tangerang.
There are 6 Majors in Nusantara Vocational School:
Technology and Information (TI)
Hotel Accommodation
Tourism Business
Pharmacy and Nursery
Restaurant
Business and Management.
The aims of the Foundation:
Creating schools' reparation and development.
Gaining schools' development based on religion and soc ety demands.
Educating the students in order to be able to give dedication in their societies.
Taking a close relationship among societies.
2
Vis ion and Mission of SMK Nusantara
Vis ion:
Missions:
Creating professional, responsible, smart, and good moral students.
Creating an active, innovative, creative, and fun learning based on its own
major.
Integrating the knowledge with the national culture
Implanting the values of honesty, polite behavior, and discipline.
Implanting the knowledge, awareness, and apply religious values ased on the
major.
Preparing qualify, professional, responsible, have global knowledge, and fast
learner human resourcing.
Having partnership with some industries to develop students' competency in
the work place.
Giving each alumnus a good mental to compete in the wo k place.
3
4
The Teachers and Students of SMK Nusantara
The Teachers
Table 1English Teachers ' Profile of
SMK Nusantara
NO NIK NAMA GURU L/P
MASUK
KERJA ALAMAT
The teachers in Nusantara Vocational School must be professional and
discipline. The teachers graduated from some universities in Indon sia. There are
87 teachers and they had good qualify in education. The number of the English
teachers are 5. The profiles are below:
1. 2001005 Slamet Rujito, MM L 21/7/2003 Komp. Bukit Cirendeu No.3
Ciputat
2. 2007109 Issuenarimo, MM L 10/12/2006 Jl. Benda Barat No. 7 Pamulang
5
3. 2007113 Sofwan, MM L 16/7/2007 Komp. IKPN C100, Bintaro
4. 2008145 Rini Ramdani Y, SE P 17/7/2008 Jl. Delima III C4/6, Pamulang
5. 2005167 Husnul Ummah P 9/12/2005 Komp. UIN Jl. Ibnu Sina No. 44
Ciputat
The numbers of the students of SMK Nusantara are 2.034 people. There
are 785 students in Class I, 628 students in Class II, and 627 in Class III. The
description is below:
1
2
3
4
5
6
Akomodasi Perhotelan
Boga
Usaha Jasa Pariwisata
Bisnis dan Menejemen
Tehnik Informatika
Farmasi
194
62
29
276
109
115
168
30
31
226
82
96
182
35
27
254
45
84
544
127
77
756
236
295
The Students
Table 2The Numbers of Students of
SMK Nusantara
NO
PROGRAM
KEAHLIAN
K E L A S JUMLAH
I II III
6
JUMLAH 785 633 627 2035
Extracurricular Activities
Table 3Extracurricular Activities of SMK Nusantara
NO EXTRACURRICULAR
To improve the students' skills and talents, Nusantara Vocational
School has many extracurricular activities, it can be use to apply some skills
which students have. Here is the list of the extracurricular activities:
1 Computer
2 English Club
3 Sports
5 Music
6 Bulletin/ Students'
Magazine
7 Religion (Rohis)
7
8 Scout
9 Palang Merah
10 Modern Dancing
In every Educational Institution infrastructure is a crucial factor in teaching
learning process. The teaching learning process will not be success without
infrastructure. Here is the list of infrastructure owned by Nusantara Vocational
School.
1 Mosque 1
2 Library 2
3 Hotel Laboratory 1
4 Mini Market Laboratory 2
5 Computer Laboratory 2
6 Science Laboratory 1
7 Restaurant Laboratory 1
Infrastructures
Table 4Infrastructures of SMK Nusantara
NO INFRASTRUCTURE THE NUMBER
8
8 Language Laboratory 1
9 Clinic 1
10 Hall 1
11 Teachers' room 1
12 TU room 1
13 OSIS Office 1
14 Rokhis Office 1
15 Canteen 1
16 Parking Area 1
17 Toilet 4
1
Structure Organization of SMK Nusantara
Figure 1Structure Organization of SMK Nusantara
N. Herlina MPd
N. Herlina MPd
1.Rahmatullah, SAg ( A )
2.Mulyono,
SPd ( B )
1. Rizki
Herliana, SPsi
2. Misnati, S.Psi
3. Drs.H.Hudlori
M,MPd
4. Suma
Hartadinata, ST
5. Dra.Kanaah
Djamal,SE
6. M. Arief Noor, Spd, SE
DIN AS PEN DIDIKAN
KEPALA SEKOLAH
Drs . Faisa l Bakar, SE
IN DU STRI
KOMITE SEKOLAH
MASYARAKAT
YAN
Dir.Pendidikan
Bid. KESISWAAN Bahrozih , SE,
MM
Bid. KU RIKU LU M Bid. KU RIKU LU M
KAJU R AP H
S lamet Ru dji to,
S E
KAJU R U JP
Kartin i , S E
KAJ U R F AR
Ir.M.Imra n , Msi
OS IS B P / B K
KAJ U R BM
D ra . Ka n a a h D ja ma l,
S E
KAJU R TI
Suma Hartadinata ,
ST
W A L I K E L A S
GU RU N ORMATIF , ADAP TIF , P RODU KTIF
S I S W A
WK. KE P S E K M. Arie f N oor, S .pd,
S E