improving the students’ reading skill through double …
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IMPROVING THE STUDENTS’ READING SKILL THROUGH
DOUBLE BRAIN POWER METHOD’’ AT THE SECOND GRADE
STUDENTS’ OF SMAS YPPP WONOMULYO
(A Classroom Action Research)
THESIS
Submitted to the Faculty of Teacher Training and Education Makassar
Muhammadiyah University in Partial Fulfillment of the Requirement for the Degree
of Education in English Department
CICI MUSYAHRAFA
10535539813
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MAKASSAR MUHAMMADIYAH UNIVERSITY
2020
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UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jln. Sultan Alauddin No.259 Telp (0411) 860 132 Makassar 90221
SURAT PERNYATAAN
Saya yang bertanda tangan di bawah ini:
Nama : CICI MUSYAHRAFA
Judul : Improving the Students’ Reading Skills Through Double Brain
Power Method at the Second Grade of SMA YPPP Wonomulyo
(A Classroom Action Reseacrh)
No. Stambuk : 10535 5398 13
Program : Strata Satu (S1) Pendidikan Bahasa Inggris
Dengan ini menyatakan bahwa:
Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri.
Bukan hasil ciplakan atau dibuatkan oleh siapapun.
Demikian pernyataan ini saya buat dengan penuh kesadaran.
Makassar, 2020
Yang Membuat
Pernyataan
CICI MUSYAHRAFA
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UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jln. Sultan Alauddin No.259 Telp (0411) 860 132 Makassar 90221
SURAT PERJANJIAN
Saya yang bertanda tangan di bawah ini:
Name : CICI MUSYAHRAFA
Reg. No : 10535 5398 13
Program : Strata Satu (S1) Pendidikan Bahasa Inggris
Title : Improving the Students’ Reading Skills Through Double Brain
Power Method at the Second Grade of SMA YPPP Wonomulyo
(A Classroom Action Reseacrh)
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai selesainya skripsi saya, saya akan
menyusun skripsi sendiri.
2. Dalam menyusun skripsi saya, saya akan selalu melakukan konsultasi dengan
pembimbing
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi saya
4. Apabila melanggar perjanjian pada butir 1, 2, dan 3 maka saya bersedia menerima
sanksi sesuai aturan yang berlaku.
Demikian surat perjanjian ini saya buat dengan penuh kesadaran.
Makassar, 2020
Yang membuat
pernyataan
CICI MUSYAHRAFA
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MOTTOS
“Our parents are the greatest gift in a life”
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DEDICATION
In the name of Allah, I dedicated my thesis to
My Beloved Parents, Abd Rasyid (Alm) and Muna (Almh)
My Beloved Brother and My Beloved Aunty
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ABSTRACT
CICI MUSYAHRAFA, 2020 Thesis of English Department, Faculty of Teacher
Training and Education, Muhammadiyah University of Makassar. Improving the
students’ reading skill through Double Brain Power Method at the second grade
students’ of SMA YPPP WONOMULYO. Under the thesis of English Education
Department at Faculty of Teachers Training and Education of Makassar
Muhammadiyah of University (guided by Nurdevi Bte Abdul and Wildhan
Burhanuddin).
The research findings showed that second grade students’ in SMA YPPP
Wonomulyo was improvement from cycle I to cycle II. the students’ improvement in
literal comprehension through Double Brain Power Method It indicated that there
was significant improvement of the students’ reading comprehension from the
diagnostic test to cycle I and cycle II, where in the diagnostic test the students’ mean
score was 4.55, but after the evaluation test in cycle I, it was become 6.03. So the
improvement of the students’ achievement from diagnostic test to cycle I was 34.15.
There was also significant improve from cycle I to cycle II where the students’ mean
score in cycle II was 8.53. The improvement of the students’ mean score from cycle I
to cycle II was 41.46. From these findings, the researcher made conclusion that by
using double brain power method could improve the students’ reading skills
achievement and make the students’ active in learning process.
Keywords: Double Brain Power Method, Narrative text, Reading Comprehension,
literal and Interpretative reading.
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ABSTRAK
CICI MUSYAHRAFA, 2020 Skripsi Jurusan Bahasa Inggris, Fakultas Keguruan
dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar. Meningkatkan
kemampuan membaca siswa melalui Metode Double Brain Power pada siswa kelas II
SMA YPPP WONOMULYO. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas
Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Makassar (dibimbing
oleh Nurdevi Bte Abdul dan Wildhan Burhanuddin). Hasil penelitian menunjukkan bahwa siswa kelas II di SMA YPPP
Wonomulyo mengalami peningkatan dari siklus I ke siklus II. Peningkatan
pemahaman literal siswa melalui Metode Kekuatan Otak Ganda Hal ini menunjukkan
bahwa terdapat peningkatan yang signifikan pada pemahaman bacaan siswa dari tes
diagnostik ke siklus I dan siklus II, dimana pada tes diagnostik skor rata-rata siswa
adalah 4,55, Namun setelah dilakukan tes evaluasi pada siklus I menjadi 6,03. Jadi
peningkatan hasil belajar siswa dari tes diagnostik ke siklus I adalah 34,15. Ada pula
peningkatan yang signifikan dari siklus I ke siklus II dimana nilai rata-rata siswa pada
siklus II adalah 8,53. Peningkatan nilai rata-rata siswa dari siklus I ke siklus II adalah
41,46. Dari temuan tersebut, peneliti menyimpulkan bahwa dengan menggunakan
metode double brain power dapat meningkatkan kemampuan membaca siswa dan
membuat siswa aktif dalam prosespembelajaran.
Kata kunci : Metode Kekuatan Otak Ganda , Teks Naratif, Pemahaman Membaca,
Membaca Literal dan Interpretatif.
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ACKNOWLEDGMENT
In the name of ALLAH, the Beneficent, the Merciful
Alhamdulillahi Rabbil Alamin, the researcher expresses her sincere gratitude to the
almighly God, Allah SWT, who has given guidance, mercy, and good health, so that she
could finish writing this thesis. Shalawat and salam are addressed to the final chosen religious
messenger, the Prophet Muhammad SAW who has changed the human life.
The researcher realizes that many hands had given their helps and useful suggestion
for the completion of this thesis. Without the assistance of these people, this thesis would
never have existed. Therefore, the writer would like to express her appreciation and sincere
thanks to all of them particularly :
1. My highest appreciation and deepest thankfulness to my beloved parents Abd
Rasyid (Almarhum) and Muna (Almarhumah) for
helped, financial, motivation and sacrifice for researcher and their who always
pray to Allah SWT for his successed in his study.
2. Prof. Dr. H. Ambo Asse, M.Ag., the Rector of the Makassar Muhammadiyah
University for his advices during the Researcher studies at the University.
3. Erwin Akib, M.Pd., Ph.D, the Dean of FKIP UNISMUH Makassar for all
advices and motivation.
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4. Ummi Khaerati Syam, S.Pd., M.Pd. the Head of English Education
Department of FKIP UNISMUH Makassar, who gave her valuable authorities
and suggestion in doing this thesis.
5. My high appreciation and great thankfulness to Dr. Nurdevi Bte Abdul, S.Pd.,
M.Pd. as my first consultant and Wildhan Burhanuddin., S.Pd., M.Hum the
second consultant who have given their valuable time and guidance to finish
this thesis.
6. My heartful thank to all lecturers of the FKIP UNISMUH especially to the
lecturers of English Department and all staff of Muhammadiyah University of
Makassar for their guidance during the years of the Researcher’s study.
7. The deep appreciation for all the teacher of SMA YPPP Wonomulyo Polman
and the students especially for the students of class XI IPA 2 who have spared
their time and activities for being subject of this research.
8. Many thanks are also addressed to her friends in English Education
Department 2013, especially her classmates in class bee, Riska, Ira Andriani
Lukman, Midayani, Nurwahyuni Syarif, Muhammad Hamdi, Zuhrul
Fathunisa for the wonderful friendships and the beautiful moments that have
been through together.
9. For all everybody that could not be mentioned one by one, thanks for their
invaluable help, support, and suggestion.
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May Allah S.W.T. the almighty God bless them all for their help and their
contribution. Finally, the researcher realizes that this thesis is still far from being perfect, so
she hopes then critics and suggestions to improve it to be better.
Makassar, 14 November 2020
The researcher
CICI MUSYAHRAFA
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TABLE OF CONTENTS
Page
TITTLE ............................................................................................................................... i
APPROVAL SHEET ........................................................................................................ ii
COUNSELLING SHEET ................................................................................................ iii
SURAT PERNYATAAN ................................................................................................. iv
SURAT PERJANJIAN ..................................................................................................... v
MOTTO ............................................................................................................................ vi
ABSTRACT ..................................................................................................................... vii
ACKNOLEDGMENT ................................................................................................... viii
TABLE OF CONTENT ................................................................................................... ix
LIST OF TABLE .............................................................................................................. x
LIST OF FIGURE .......................................................................................................... xii
LIST OF APPENDICES ............................................................................................... xiii
CHAPTER I INTRODUCTION
A. Background .................................................................................................. 1
B. Problem Statement ...................................................................................... 3
C. Objectives of the Research ........................................................................... 3
D. Significance of the Research ........................................................................ 4
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E. Scope of Research ........................................................................................ 4
CHAPTER II REVIEW OF RELATED LITERATURE
A. Previous related findings .............................................................................. 5
B. Some Pertinent Ideas .................................................................................... 7
1. Concept of Double Brain Power ...................................................... 7
2. The Concept of Reading................................................................. 15
C. Conceptual Framework ............................................................................. 28
CHAPTER III RESEARCH METHOD
A. Research Setting ......................................................................................... 29
B. Research Subject ........................................................................................ 29
C. Research Variable and Indicators............................................................... 29
D. Research Instrument ................................................................................... 30
E. Data Collection.......................................................................................... 30
F. Data Analysis ............................................................................................. 37
CHAPTER IV FINDINGS AND DISCUSSION
A. Findings ...................................................................................................... 42
B. Discussion .................................................................................................. 53
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ................................................................................................. 56
B. Suggestion .................................................................................................. 57
BIBLIOGRAPHY
APPENDICES
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TURNITIN
CURRICULUM VITAE
LIST OF TABLE
Table 4.1 : Improvement in Literal Reading Comprehension .......................................... 43
Table 4.1 : Improvement in Literal Reading Comprehension .......................................... 44
Table 4.2 : Improvement in Interpretive Comprehension ................................................ 45
Table 4.2 : Improvement in Interpretive Comprehension ................................................ 46
Table 4.3 : Improvement in Reading Comprehension ..................................................... 47
Table 4.3 : Improvement in Reading Comprehension ..................................................... 48
Table 4.4 : Result of the Students’ Activeness Each Meeting in Cycle I And II ............. 49
Table 4.4 : Result of the Students’ Activeness Each Meeting in Cycle I And II ............. 50
Table 4.5 : The Criteria and Percentage of the Students’ Score of Main Idea ................. 51
Table 4.6 : The Criteria and Percentage of the Students’ Score of Interpretive .............. 38
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LIST OF FIGURE
Figure 2.1 : Conceptual Framework ................................................................................ 28
Figure 4.1 : The Students’ Improvement in Literal Reading Comprehension ................. .44
Figure 4.2 : The Students’ Improvement in Interpretive Comprehension ....................... 46
Figure 4.3 : The Students’ Improvement in Reading Comprehension ............................. 48
Figure 4.4 : Result of the Students’ Activeness Each Meeting in Cycle I and II ............. 50
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LIST OF APPENDICES
APPENDIX A. Lesson Plan
APPENDIX B. Instrument of the Research
APPENDIX C. The Result of Diagnostic Test, Cycle I and Cycle II
APPENDIX D. Absence and Observation Sheet of the Students’ Activeness in Teaching
Learning Process
APPENDIX E. Dokumentasi
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CHAPTER I
INTRODUCTION
A. Background
English is an international language is used for communication in most
activities and in many areas of everyday life. In Indonesia, an English is taught to the
students of elementary school, junior, and senior high schools, and even to university
students as one of their subject. Chaudron (2004) states that English instruction at the
university level is usually the intensive procedure, which implies close study of short
passages, including syntactic, semantic, and lexical analysis and translation into the
linguistics to study meaning. It is realized that studying English is not easy for
Indonesian students because the fact that English and Indonesian languages are very
different in term of spelling, pronunciations, vocabulary or lexical meaning and
grammar. English like many other languages consist of four skills, listening,
speaking, reading, and writing. Among the four skills, reading is one of the most
important.
Reading is the skills which may often be used and retained the longest. It is
an essential foundation of learning and seeking any information and knowledge.
Someone can increase their knowledge by reading many books, newspaper,
encyclopedias and so on. The information one gets from reading helps their study and
enables them to gain good grades.
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When comprehending reading material, among the reasons for the students’
failure in tertiary education is the inability in reach the required reading performance
on the allocated time. The failure is because reading is a complex task requiring
different abilities in a single performance. It is require a complete command of
written symbols, and understanding of words, phrases, and structural or grammatical
points. In addition, the previous experiences and the knowledge in the language affect
the success and failure in reading.
Reading comprehension is defined as the level of understanding of writing.
Proficient reading depends on the ability of their proficiency to recognize words
quickly and effortlessly. If a word recognition is difficult, students use to much of
their processing capacity to read individual words. Which interferes with their ability
to comprehend what is read. Rosenshine (1980:535) states that success in reading
greatly depends on one’s vocabulary knowledge in the target language. The
knowledge of vocabulary plays an important role in mastering the four language
skills. Students cannot read and understand the text on the books, newspaper, or
magazines, without having enough vocabulary. In other words, their comprehension
about reading hampered by their limited vocabulary.
In observation, it shows that the students’ reading skill is poor. The data of
students’ mean score is 5. Considering this problem, the researcher has alternative to
apply teaching method to improve the students’ reading comprehension. The
researcher will use that method in teaching and learning process to improve students’
reading comprehension to be good classification of 7.6 in means score of class.
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Based on the explanation above, the researcher is interest in conducting a
class action research under the title “Improving The students’ Reading Skills Through
Double Brain Power The Students of class XI IPA 2 at SMAS YPPP
WONOMULYO .”
B. Problem Statement
Based on the background above, the writer formulates the problem
statements research as follows:
1. How is Double Brain Power Method improve the students’ literal reading skill
at the second grade of SMAS YPPP WONOMULYO?
2. How is Double Brain Power Method improve the students’ interpretive
reading skill at the second grade of SMAS YPPP WONOMULYO?
C. Objective of the Study
Based on the research questions above, this research aims as follows:
1. To find out the students’ reading skills in terms of finding the main ideas
through Double Brain Power at the second grade of SMAS YPPP
WONOMULYO.
2. To find out the students’ reading skills in terms of finding the contents
through Double Brain Power at the second grade of SMAS YPPP
WONOMULYO.
D. Significance of the Study
The finding of this research are expected to be useful and helpful
information for the readers in generally and especially for the second Grade of SMAS
YPPP WONOMULYO to improve the quality of teaching and learning English,
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particularly the technique in reading skills. It is also expected to motivate the other
researcher to make further researcher related to this topic in more specific aspect.
E. Scope of the Study
The scope of the study is the writer will focus on improve the students’
ability to find the main ideas and comprehending the contents of reading text of the
class XI IPA 2 at SMAS YPPP WONOMULYO in 2019/2020 academic year.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter briefly presents the review of related literature which deals with
some previous related research findings, some pertinent ideas, and conceptual
framework.
A. Previous Related Findings
Many researchers have reported to investigate the improving students’
reading through Double Brain Power. Some of the findings are cited below:
Kurniadi (2012) from that findings indicated that there was improvement in
the students’ reading comprehension from cycle I and cycle II, where as in cycle I
students’ achievement reading comprehension was 23, 81, but after evaluating in
cycle II the students’ reading comprehension became 25,69. While the standard target
achievement KKM 6.6. From this findings, the researcher made conclusion that by
using Double Brain Power Method could improve the students’ reading
comprehension achievement.
The objective of this research is to find out wheter or not teaching reading
through jigsaw technique can improve the reading comprehension of narrative text
on. The writer conducted the learning process in reading trhough jigsaw technique by
Classroom Action Research. The instrument that were used in this research involved
the English test sheet, observation sheets, and interview guidelines. For collecting the
data, the writer gave the test in the form of narrative text, and the students had to
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answer the essay questions based on the text that they had learned before. Based on
the research result, the comprehension of students in learning the text through jigsaw
technique has improved. The result of pre test, there are only 8 students who passed
the KKM and derived mean score 4.13. The result of post-test in the second cycle
gained 32 students who passed the KKM and derived mean score 84.07. In addition,
students’ responses to learning are generally positive. Based on these findings, it can
be concluded that the use of jigsaw technique can improve students’ reading
comprehension of narrative text.
Based on the result of this research, the writer concludes that story mapping
strategy can improve student’s skill in reading narrative text of the Eighth Grade
Students of SMPN 1 Undaan Kudus in academic year 2011/2012. Therefore, the
writer suggests the teacher to use story mapping strategy for teaching reading
narrative text.
Based on the findings above, the research is concluded that learning reading
the students’ must have a change to use Double Brain Power Method in teaching
English especially in reading comprehension. The research are expected to be useful
and helpful information for the readers in generally and especially for the second
Grade of SMAS YPPP WONOMULYO to improve the quality of teaching and
learning English, particularly the technique in reading skills. It is also expected to
motivate the other research to make further research related to this topic in more
specific aspect.
This research focuses on the students’ reading comprehension at the level of
literal and interpretive of reading skill. In literal level, the researcher focuses on main
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Idea and sequence detail. In the interpretive level, the researcher focuses on making
conclusion.
B. Some Pertinent Ideas
In this part, the researcher mentions some pertinent ideas of this research,
they are as follows: the concept of Double Brain Power and the concept of Reading
Skill.
1. Concept of Double Brain Power
a. Definition of Double Brain Power
Asimov,Isaac, (1963) states double brain is an expectation will become
more intelligent, able to think faster, remember better, read faster, understand
new things quickly. By applying the findings and views a new scientific view in
their mind, would be able to use the untapped brain power to work for them. A
step by step to do that and literally double the brain power. Only with a little
more use of mental capacities that usually they trivial, will be able to develop
skill for:
1) Mastering skills that the new job immediately
2) Become an expert in any field
3) Collect all they want to know from the overlap stacks of documents in
just a few minutes to read more intelligent
4) Given the word by word all the important statements contained in an
article
5) Read the report elaborate report in jus a few minutes
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6) Finding false an information and hidden error that premises
immediately
7) Evaluate an information and apply it in practice immediately.
In addition, Asimov,Isaac, (1963) states that there are four techniques
and strategies to improve double brain power. Those are:
1) Drives issued a natural mind of the body
To test their brain power multiplier will feel the amazing
potential of this brain multipliers. Here are sixth strategy is to maximize
the ability of the brain by using the invention recent scientific discoveries
regarding the body and mental efficiency:
a) Mental acuity : the demanding challenges of their time to work with
the best mental power, learn to focus and take advantage of every
hour from the existing one and a half hour when your conscious
mind works at an optimum level ( usually they will feel when their
minds are based decline and loss ).
b) Problem solving and inspiration: when they are challenged to
provide solutions or are looking for creative inspiration, tries to do
it within half an hour from each one half an hour, before declining
the conscious mind and subconscious mind to move toward the
surface (usually they will feel the emergence of this state; they feel
sleeping and conscious mind began to drift and decline).
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c) Exercise overall mental function: to get emotional support from a
durable, do the exercises for 12 minutes every day ( those who did
so have increased the ability of the brain by 30 % ).
d) Short term memory: if there is something that we want to store it in
memory of short term do in the morning ( part of the brain that
stores short term memory, more efficient in the morning around 15
% ).
e) Long term memory: if there is something that we want to save in
the long term memory, did during the day (part of your memory
bank reaches its peak at noon).
f) Recalling the facts and figures significant: if we have to remember
key information for meeting or exam, please review the information
first and than go to sleep (those who does so specifically to increase
the power to recall).
2) The double brain power is capacity requirements
Doubled the activity of the brain power or ability is not
something trivial, but it is a necessity. In our society is competitive, and
full of information, the ability of the brain is key to achieving excellence,
both professionally and personally. At the present time, as well as before,
there is an urgent need to increase the ability of the brain, such as a
business consultant. Obviously, there will be jobs and better financial
conditions, but people those who fail to take full advantage of resources
that they have the mental will lose a golden opportunity that exist. For
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example, without ability to continue constantly learns skill new job skills
through out our lives, they will be left in the middle of the emergence of
new technology. They think that the learning process has ended in
college. However the reality is, we will be in learn ten times more after
they graduate from college so you can do their job and continue to defend
it.
On a personal lever, there are decisions about how we will use
our money, and also about our security, family, friends and make use of
free time. In the face of this exposure to a variety of options, IKTA must
absorb and evaluate the flood of information from television, radio, sales
presentations, courses self development courses, seminars strengthening
of relations between relations, and a pile of other media. However, the
approach an approach that is taught to us in school to enable our brain’s
ability in dealing with problems like this already aged more than three
hundred years. The fact that even worse is, the approach is very slow,
rarely can be implemented well by many people, and not sufficient to be
able to help absorb a lot of information must be known by average adult
each day, such as : in the classroom, in lectures, presentations, reports,
meetings, names, dates, facts, figures, changed procedures, and more.
A lot of science that has been a challenge this challenge has also
shown us the way to overcome it. We must thank the investigators,
because now we know how to think smarter, more intelligent and listen.
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The break through in our understanding of how the mind works has
methods that can be used by everyone to develop their mental capacities.
3) Scientific techniques that improve mental ability
Scientific investigation of the brain has provided astonishing
results. New ways to issue and focusing ability of the out brain have been
created. This is actually not to attract attention in every field of biology
and psychology research. For the average person, the implication of this
finding is not counted, if the terms of the utilization of new scientific
mind applied correctly, this can help them multiply their brain is ability
even to three-fold. By applying these break through discoveries, it for us
to massively multiply:
a) Ability to learn
b) Ability to memory
c) Ability to read
d) Ability to listen
e) Ability to think
But science has methods that have not been revealed who will
make all of them. for example, research shows that within one hour, 60%
of everything learned will be forgotten, and in a month that we forget to
reach 80% of formula that will they learn to use a natural learning cycle
that allows unfortunately, still can mountain all everything they need to
remember up to 90% for years! Another example most of us have been
taught the habit of reading is not good, but the premises using a double
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approach of brain power can double their reading speed by reading more
intelligent, read well, think well and carefully reading text without using
any speed techniques, if the speed reading methods they have learned
would be reading speed.
4) Hidden brain of power
The brain does not realize that we are automatically going to run
activities such as eating, breathing, moving, speaking, visual perception,
and lots of other processes in our minds and bodies for the sake of our
interests. This mental power generation also monitor our bodies for signs
of disease; see our minds that there are conflicts pressure; care for the
environment against the dangers and threats, and continue as well, and
interpret the perception, sensations, and feelings. Last, but not the least,
our subconscious mind is the memory storage or memory, experience,
and decisions on us all things that make us be ourselves. In many ways,
the brain does not realize we are a generation of mental power. Te brain
does not realize that this is far more clever than their consciousness,
according to research conducted by psychologist Delgado (1969:25). In
an experiment, he asked the volunteers yeah pressing buttons to try to
guess where an X will appear on the computer scream. Although
seemingly random, actually a sign of X is to follow a complex pattern
which is determined by the ten rules that relate to each other. Offered a
reward of $100 to anyone who is able to consciously rule, but nobody
can, though some volunteers have been tried. When they continue the
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game, the time answer more accelerated, and they instinctively started to
choose the place where the X will appear earlier.
b. The process of the Brain Works
Asimov, Isaac, (1963) statesthe brain works by using the principle of
the circuit, not the work itself. A function may occur because all parts of the
brain work in a sophisticated circuitry. Each part contributes in excess of each
circuit. For example, the spiritual function may occur because all parts of the
brain contribute in a “spiritual circuit” that can bear a mystical feeling or
feelings associated with a sense of peace and comfort. Therefore, even if
available devices to access the brain “presence” god, if the circuit is not formed,
then the “presence” is also meaningless, like the data is scattered here and there
and had not yet established information, let alone knowledge.
Circuit will be formed only he continues to be stimulated through a
mechanism that described above, namely brain plasticity. Asimov, Isaac,
(1963) states brain circuits work by following the principles below, which
develops in the long span of human life:
1) Reciprocal principle.
Each nerve extends to form sl-overhung overhung when they
migrate, even before the migration of cells, at the time of early human
growth. Nerve cell migration is directed by specific chemicals to achieve
the target organ. In the adult brain, these circuits are characterized by a
reciprocal relationship between. Some circuits connected directly. In
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some other nerve cells, the circuit took place not directly, but through an
intermediary nerve. Relations thalamus with the cortex cerebri is an
example of reciprocal relations.
2) Relationships that are convergent or divergent.
Called divergent connections when delivery of information
derived from a nerve cell or a group headed to a huge number of nerve
cells in several different places. An example system is the locus coeruleus
divergent group of nerve cells forming noradrenalis chemicals in the brain
stem that send juluranya to the cortex cerebri and some other parts of
brain. While the system is the system set overhung convergent derived
from nerve cells in several parts of the then projected themselves into a
nerve cell or location tertenutu. For example, overhung derived from the
cortex cerebri, are projected to the entorhinal cortex is the temporal lobe
medius.
3) The composition of serial or parallel or both.
For example, visual input ddari retina reach the brain in serial
and parallel arrangement. At first the input reaches the retina, then headed
geniculatum laterale corpus, then to the primary visual cortex. This
arrangement is serial. From the cortex, visuals were then distributed in
parallel to the visual association areas in several places in the brain. The
composition of lines parallel to the visual areas associated with
understanding what is seen in the context of movement and form. Three
components of this seen processed in parallel in the cortex cerebri.
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4) Specific functions.
Area in the brain regions devoted to specific functions. For
example damage to the frontal girus cause damage in the production of
words. But because the language is a complex function, then the damage
to the language does not only depend on this area alone. Divergent and
convergent connections, as well as serial and parallel arrangement,
allowing other language functions are not disrupted. Because that,
neuropsikiatris disturbances complaints or symptoms that are displayed
can not be seen from the the brain alone,but the whole connection is
reciprocity.
For those of us who do not familiar with the workings of the
brain. It would be difficult with four cicuit description above. This
briefing to show how intricate and complex that our brain. Even so, many
experts say that behind the complexity and the fabulosity that, in fact the
brain is a simple circuit because it only uses 4 circuit pattern, with the
components of nerves cells that simple (Bruer J., 1998).
2. The Concepts of Reading
a. Defenition of Reading
Burhan (2012: 9), reading is a physic and mental activity to reveal the
meaning of the written texts, while in that activity there is a process of knowing
letters. It says a physic activity because the parts of the body, our eyes
particularly, do it. And it says mental activity because perception and memory
16
as parts of though are involved in it. He then concludes that the main goal of
reading is a process of comprehending written texts.
Cline et. all (2006: 2), states that reading is decoding and
understanding written texts. Decoding requires translating the symbols of
writing system (including Braille) into the spoken words which they represent.
Understanding is determined by the purposes for reading, the context, the
nature of the text, and the readers’ strategies and knowledge.
Hughes (2007) Stated that reading is a complex interaction between
the text, the reader and the purposes for reading, which are shaped by the
reader’s prior knowledge and experiences, the reader’s knowledge about
reading and writing language and the reader’s language community which is
culturally and socially situated.
According to Carrel in Alimahsudin (2003)Reading is a receptive
language process. It is a psycholinguistic process in that it starts while a
linguistic surface representation encoded by a writer and ends while meaning,
which the reader constructs. There is an assential interaction between language
and through as language reading. The writer encodes through as language and
the reader decodes the language to thought.
Moreover, Murcia (2001) states that an individual constructs meaning
through a transaction with written text that has been created by symbols that
represent language. The transaction involves the reader’s acting on or
interpreting the text, and the interpretation is influenced by the reader’s past
17
experiences, language background, and cultural framework, as well as the
reader’s purpose for reading.
From the definition above can be concluded that the reading is the
interaction between the reader and the writer where the reader tackles what the
writer means. We can also say that reading is a dialogue between the reader and
the writer. Besides that reading is not only simply looking but also involves
deriving meaning from the printed words. The reader expresses it by giving
attention, encoding, and retrieval with eyes and brain.
b. Definition of Reading Skill
Some people have formulated definition of reading skill. Bellows
various definitions of reading skill:
Smith and Robinson in Purnama (2012:37) state that reading skill
means the understanding, evaluating and utilize of information and ideas
gained through and interaction between the reader and the author. Reading
skill is such a kind of dialogue between author and a reader in which the
written language becomes the medium that cause the dialogue happen when
the two person communicate through the medium of print.
18
According to Weiner in Purnama (2012:55) reading skill is complex
process in which the reader uses his material. He must be able to recognize
and decode words, and be able to related the ideas to his previous knowledge.
Whorter in Purnama (2012:55) stated that reading is approach as a
thinking process in which the students interacts with textual material and sort,
evaluation and read to the recognization and content of material. according to
Smith and Johnson (1980) state that reading skill is such a kind of dialogue
between an author and reader in which written languages become medium that
causes the dialogue happen when the two people communicate through the
medium of print. It means that with understanding of comprehending the
material that have written by writer they are done an instruction with the
writer.
According to Webster’s dictionary, skill is “the capacity for
understanding fully; the act or action of grasping with the intellect.” Webster
also tell us that reading is “to receive or take in the sense of (as letters or
symbols) by scanning to understand the meaning of written or printed matters;
to learn from what one has seen of found in writing or printing.
From the definition above, the researcher concludes that definition of
reading skill is the process in which the readers construct meaning from a text
connected to the background knowledge they have to get the clear
understanding of the writer’s message.
c. Purpose of Reading
19
Murcia (2001) states there are four purposes of reading states. Four
purposes of reading as follows:
1) To acquire Knowledge
2) To evolve ideas
3) To solve problem
4) To relax
Four purposes reading state above indicate that the readers must not
only see and identify the symbols but he must also be able to interpret what he
reads, associate it with past, experiences and project beyond, the judgments, the
application, and the get
Reading is similar to skill and it can even be used into one unit that is
reading skill. Both two terms have similar definition
However, reading skill does not mean that reading can occur in oral
form. Reading skill means reading for comprehending the printed words. We
read not because we comprehend, but we comprehend because we read. This
reading comprehend is the act comprehending what we read.
From the above definitions, it can concluded that reading skill means
comprehending or understanding new information and ideas, in other words, is
an active thinking process where the reader tries to gain information given by
the author and understanding what actually the purpose of the author in reading
text.
d. The Level of Reading Skill
20
Smith in Erni (2007) states that there are four levels of reading skill:
1) Literal skill refers to the idea and fact that are directly stated at the printed
pages. The literal level skill is fundamental to all reading skills at any
level because a reader must first understand what the writer said before he
can draw inference or make evaluation.Smith (1977: 107) state that literal
comprehension refers to the idea and facts that are directly stated on the
printed pages in facts.
a) Main Idea
According to Hariming in Mariana (2012:20) defines the main
idea is the most important piece of information the author wants you to
know about the concept of that paragraph. When authors write they
have an idea in mind that they are trying to get across. This is
especially true as authors compose paragraphs. An author organizes
each paragraph's main idea and supporting details in support of the
topic or central theme, and each paragraph supports the paragraph
preceding it.
The main idea is very commonly found at the beginning and is
followed by supporting sentence. Very often the writer begins with
supporting evidence and places the main idea in the last sentence.
Sometimes the writer uses a few sentences to introduce the topic,
places the main idea in the middle and follows it with supporting
sentences. So, the main idea may be stated at the beginning, in the
middle, or at the end of the paragraph.
21
b) Identifying Specific Information
This reading requires one to focus his attention only on one or
some particular information or detail which he need form a text; the
rest of the text may not be read anymore. That information may be a
name, a date, a scientific term, or a place or just anything, the search
for which motivates the person to read. In looking for a detail, the
reader must look for signals in the environment of the needed
information or in the information itself.
2) Interpretive, a reading level that demands a higher level of thinking
ability because the material involves is not directly stated in the text but
only suggested or implied. At this level teacher can ask more challenging
questions such as asking students to do the following task:
a) Rearrange the ideas or topic discussed in the text.
b) Explain the author’s purpose of writing in the text
c) Summarize the main idea when this is not explicitly stated in the
text
d) Select conclusions, which can be deduced from the text, they have
read.
Smith (1977) state that Interpretive or reading between the line
demands a higher level of thinking ability because the question in this
category of interpretive are concern with that are not directly stated in the
text but are suggested or implied. Interpretive maybe defines as
22
something derived by reasoning, something that is not directly stated but
suggested in the statement, a logical conclusion that drawn from
statement.
a) Making conclusion
According to Hariming in Mariana (2012) conclusion is a brief
account that contains the main points of something. Some example
reading a book or hear a radio, writing a conclusion makes the
students know how much understood of what they read or saw.
Conclusion is a great way to remember what has happened. When
you write a conclusion, you first look for the most important ideas.
Then, you then put all the main ideas together, in a logical order.
3) Critical reading, a high-level reading skill that involves evaluation,
making personal judgment on the accuracy, value, and truthfullness of
what is read. Critical evaluation occurs only after the students have
understood the ideas and information the writer presented. At this level,
the students can be tested on the following skill:
b) The ability to recognize persuasive statement.
c) The ability to judge the accuracy of the information given in the
text.
4) Creative reading, a reading level that uses divergent thinking skill to go
beyond the literal skill, interpretation, and critical reading level.
The lowest level of reading skill is literal skill. Literal skill is
getting the primary, direct, literal meaning of an idea in context. The readers
23
are only able to use the information which is stated explicitly in the text. The
readers are able to answer such a question that simply, demand them to
recall from memory what the exact words given in the book. Although it
only needs little or no thinking on the part of the readers, it gives them
opportunity to practice in recalling and reproducing statements of facts and
have a place in detailed factual reading. The next level is interpretation. In
interpretation readers read between the lines, make connection among
individual stated idea, make inferences, draw conclusions, or experience
emotional reaction. To answer the questions at the interpretive level, readers
must have problem-solving ability and be able to work at various levels of
abstraction. Obviously, children who are slow learners will have difficulty
working at this level as well as in the next two categories.
Critical reading is at higher level than the other two categories
above because it involves evaluation. To be able to make judgments, a
reader must be able to collect, interpret, apply, analyze, and synthesize the
information. Critical reading includes such skills as the ability to
differentiate between fantasy and reality, and the ability to discern
propaganda techniques Rubin (1997). Critical reading is related to critical
listening because they both require critical thinking.
The highest level of skill is creative reading. Creative reading uses
divergent thinking skills to go beyond the literal skill, interpretation, and
critical reading levels. In creative reading, the reader tries to come up with
new or alternative solutions to those presented by the writer. Creative
24
reading involves the imaginative treatment of ideas in both inductive and
deductive thinking, resulting in new insight, fresh ideas, and new
organization or pattern of thought (Smith and Robinson, 1980).
In order to be able to acquire the four types of skill needed by the
students to cope with the reading texts, they must be helped to develop and
expand their skill level. By using the appropriate teaching techniques, a
teacher can increase students' reading skill level.
e. Types of Reading
Finocchiaro, (1989) states there are some skills needed to comprehend a
reading text. Those are :
1) Scanning
Scanning is a reading skill used to find out specific information
from the reading material. In scanning, one only tries to locate specific
information and simply lets his or her eyes wander over the text until
he or she finds what she or he is looking for, whether it is a name, a
date, or an object.
2) Skimming
By skimming, the readers read the material quickly to get the
gist, the essence, and a global skill of the paragraphs, for example,
getting the main ideas. In skimming, they should not look up any
words or stop to ask the meaning of a word.
3) Predicting
25
The reader’s sense and experience help him to predict what the
writer is likely to say next. The reader who can think along with the
writer in this way will find the text relatively easy. The ability to
predict depends on both the background knowledge of the reader and
the content of the text.
4) Guessing the Meaning
This is the skill of knowing the meaning of a word by
considering its context. The reader will be able to do this by guessing
the meaning from the context is which the word is used.
5) Paraphrasing
Paraphrasing is a valuable tool to determine how clear a reader
understanding. It is the skill of restating the writer’s idea on sentences
in a simpler and more concise idea.
6) Summarizing the writer’s idea
It is a skill of telling the writer’s main point of the text. The
readers should tell the purpose of the writer on his or her text.
f. Developing Reading Comprehension
According to Wright in Lutfiah (2007:10) that there are two ways to
developing the students’ ability in reading these are:
1) Vocabulary Building
Vocabulary is total number of words which (with rules for
combining then) make up language. Hornby in Lutfia (2007:10)
reading for vocabulary is very important to enrich our vocabulary
26
by doing this we must select reading material contain new words,
we have to look up these new words in a dictionary and try to use
them in sentence and not to be learn by heart as a single words but
use them in comprehension sentence.
2) Ability required for reading comprehension.
It is necessary to put forward here the abilities required for reading
comprehension. It is very important abilities to support the
developing of the students in reading comprehension. The following
are the important abilities of the students:
a) The ability to retain information and recall it whenever as
required.
In this ability, the students should be able to remember a
reasonable proportion of the factual information or the ideal
expressed in a passage.
b) The ability to select the important points.
In this ability, the student should be able to understand what they
have read. It’s necessary to discuss our assessment with others
who have read the material.
3) The ability to interpret information and ideas in interpreting
information some ideas.
In this ability, the students should be able to select the important and
relevant point, and the students should be able to understand the
meaning and the significance of the fact and ideas.
27
4) The ability to make deduction from what has been read.
In this ability, the students should be able to deduce certain things
from information from the reading material that have been read. The
most important thing in making the deduction is the ability of the
student to know what the author means in material.
5) The ability to arrive at general conclusion and judgment.
In this ability, the students should be able to draw their conclusion
from what they read. And then the student should be able to evaluate
or judge the material reasonably and accurately.
28
C. Conceptual Framework
Reading is very important skill that the students should master on it. If the
students are able read well and have a good skill they can succeed understand the
whole passage or paragraph given, without skill a reader doesn’t really read. It is that
reading skill is very important in reading learning process. The conceptual framework
underlying in this research given below:
Figure 2.1 : Conceptual Framework
Double Brain Power
The students take one material and they do it in the
class
Improvement of Students Reading Skill
Literal Reading Skill Interpretive Reading Skill
Reading Skill
29
CHAPTER III
RESEARCH METHOD
A. Research Setting
This research follows the principal working of classroom action research,
that contains of four stages, they were : Planning, Implementation of Action,
Observation, and Reflection.
Figure 3.1 : The scheme of Classroom Action Research
This research will conduct two cycles where each cycle consists of for
meetings. This classroom action research is done at second grade in SMAS YPPP
WONOMULYO.
B. Research Subject
The research was done at senior high school of SMAS YPPP
WONOMULYO. In this research is class XI IPA 2 Senior High School for
2019-2020 academic years with students number as about 30 students.
Planning
Action Reflection Cycle I
Observation
30
C. Research variables and Indicators
1. Independent Variable
Independent variable of the research is Double Brain Power Method. Double
Brain Power Method is the important process to allow the students in sharing
ideas/opinion to improve the reading skill.
2. Dependent variable
Dependent variable is improving student’s reading skill. The indicators are:
a. The indicators of literal reading comprehension werefinding the main idea
and identifying specific information
b. The indicator of interpretive comprehension was making conclusion
D. Research Instrument
There are two instruments that is used in this research namely observation
sheet and test. Observation sheet aims at finding out the students’ data about their
presence and activeness during teaching and learning process. The test aims to get
information about students’ improvement during teaching and learning process by
using Double Brain Power Method.
The instrument that a researcher uses for data collection using the test. In
the test that the researcher did to get the information using narrative text with
giving some question.
E. Data collection
In this Classroom Action Research (CAR), the researcher used the
CAR principle to collect the data. The research consisted of two cycles with
each cycle consisted of four elements. The writer describes the cycles
31
through the scheme of action research steps and each of the phases can be
explained briefly as follows :
In this research procedure will be divided into two cycles were:
Cycle I
Action
Planning
Observation
Reflection Cycle
Planning
Reflection Action Cycle
?
Observation
32
The first cycle in this classroom action research consisted of planning,
action, observation and reflection as follows:
1. Planning
a. Researcher analyses syllabus to know basic competency to be conveyed to
student by using Double Brain Power.
b. Researcher will make lesson planning of Double Brain Power Make
Instrument evaluation will be used in classroom action research cycles
c. Researcher arranges instruction evaluation instrument
d. Researcher prepares observation forms for observer
2. Action
In this section the research conducts some cycles, where each cycle
consists of fourth meetings. Each meeting the teacher give the reading material by
using double brain power method in action. The action each meeting will be
describing as follow :
The first meeting
1. The teacher explains about double barin power method that is used in learning
process.
2. The teacher asks the students to making small groups and distributes the text
of material.
3. The teacher introduces the topic.
4. The teacher asks the students about the topic to activate students an acquiring
knowledge.
33
5. The students practice their answer the question.
6. Students read with norm speed as according to ability.
7. The students put all matters that must you read above table or beside pleasant
chair.
8. stop to read and write what you remember as brainchild.
The second meeting
1. Students read the text with as few stop as possible
2. The teacher asks the students to will make summarizing the writer’s ideas
about the text.
3. Students identify and discuss with other students about meaningful
interpratation in the texts relating to their own experiences.
The third meeting
1. Students determine the meaning of unfamiliar words.
2. The teacher gives opportunity to the students reread the text independently
and answering the tasks.
3. The teacher monitores the students’ activity.
4. The teacher checks the students’ answer.
The fourth meeting
1. The teacher gives evaluation to the students.
2. The teacher does general correcting.
3. Observation
The teacher monitors the situation of teaching learning activity
34
The teacher monitors the student’s liveliness
The teacher train the student’s ability in read more fluently
4. Reflection
Reflection is done to see the whole first cycle action process. Reflection
is meant as analyzing, understanding, and making conclusion activity, the
researcher will analyze first action cycle as consideration matter whether cycle
reach success criteria bases on test result of first action.
Cycle 2
The second cycle in this classroom action research consists of planning,
action, observation and reflection as follows:
1. Planning
a. Because researcher will know the problem and student’s ability after doing
reflection so the researcher will change the material is easier than before but
still in Double Brain Power.
b. The researcher will make more interesting activity in Double Brain Power.
c. Make lesson planning of Double Brain Power method.
d. Make Instrument evaluation is used in classroom action research cycles.
2. Action
The second cycle is conductes after finishing the first sycle and the target of
improving students’ reading skills through doble barin power method has not
been achieved or succes yet. It is also conduct after getting reflection of the first
35
cycle. By considering finding fact in the first sycle, a new plan will be applied in
the second cycle:
The first meeting
1. The teacher explains about double barin power method that is used in learning
process.
2. Each the students is focused and full consentration in distributers the text of
material.
3. The teacher introduces the topic.
4. The teacher asks the sudents about the topic to activate students acquiring
knowledge.
5. The students practice their answer the question.
6. Time you find, slow, then read matter at vinicity
7. Attention is focused correctly in matter that make students interested to read.
8. It is look for one up to six keys words big possibility appear under
consideration.
The second meeting
1. Students read the text with as few stop as possible .
2. The teacher asks the students to will make about the text.
3. Students identify and discuss with other students about meaningful
interpretation and relevant with the topic in the texts to their own experiences.
The Third meeting
1. Students is determinted the meaning of unfamiliar words.
36
2. The teacher gives opportunity to the students read the text independently and
answering the text.
3. The teacher monitors the students’ activity.
4. The students look for another material in the book text and then find out main
ideas and contents.
The fourth meeting
1. The teacher gives evaluation to the students.
2. The teacher will make general correction.
3. Observation
The teacher monitors the situation of teaching learning activity
The teacher monitors the student’s liveliness
The teacher train the student’s ability in read more fluently
4. Reflection
Reflection is done to see the whole first cycle action process. Reflection
is meant as analyzing, understanding, and making conclusion activity, the
researcher will analyze first action cycle as consideration matter whether cycle
reach success criteria bases on test result of first action.
F. Data Analysis
The ways to give score the student’s answer by using the following
formula :
a. Literal Comprehension
37
In the literal comprehension the researcher will use scale 0-4 as scoring
rates as followed :
1). Main Idea
Table 3.1 : Main Idea
Criteria Score
- The answer includes a clear generalization
that states or implies the main idea
- The answer states or implies the main idea
from the story
- Indicator inaccurate or in complete
understanding of main idea
- The answer include minimal or no
understanding of main idea
- No answer
4
3
2
1
0
( Hammer in Murniati 2015:35)
b. Interpretive Comprehension
In the interpretive comprehension the researcher will use scale 0-4 as
scoring rate as followed:
1). Conclusion
Table 3.3 : Conclusion
Student showed evidence of reading resource Score
- Conclusion reflect resource reading in
development of idea is excellent
- Conclusion reflect readings in
development idea
4
3
38
- Conclusion reflect only reading in
development of idea. It is poor
- Conclusion those answers, but do not
reflect any reading of resources in
development idea.
2
1
(Pollar Dianne in Murniati 2015:56)
Analyzing the students’ participation in research toward the material and
activities in teaching and learning process, it is used observation sheet. The
students active participation was described as followed :
Table 3.4 : the Students’ Activeness
No
The
students’
active
participation
Score Indicator
1
2
3
4
Very active
Active
Un active
not active
4
3
2
1
Students’ response to material very active
Students’ response to material active
Students’ response to material without
doing something
(Sudjana in Murniati 2015:37)
The data from cycle I and cycle II will beanalyzedby the following steps:
1. To Score the students’ answer of test, the researcher will apply formula.
100'
=ItemofNumberTotal
AnswersStudentScore
Gay in mariana (2012:33)
2. Calculating the mean score of the students’ the researcher will apply the
following formula:
39
�̅� =∑ 𝑥
𝑛
Where:X = the mean score
∑ = the total raw score
N = the number of students
(Gay, 1981:298)
3. In giving score of the students’ improving reading, the researcher will use the
following formula:
The assessment of students’ competence
Table 3.5 : the Assessment of Students’ competence
No Score Classification
1 96 – 100 Excellent
2 86 – 95 Very Good
3 76 – 85 Good
4 66 – 75 Fairly Good
5 56 – 65 Fair
6 36 – 55 Poor
7 0 – 35 Very Poor
(Depdikbud, 1985: 5)
4. Scoring activeness
To interpret the students’ activeness, the reseacher appliedthe following
classification:
40
Table 3.6 : Scoring Activeness
Intensities of competence Mean score
very active
Active
Less active
not active
4
3
2
1
(Sudjana in Murniati 2015:37)
5. To calculate the percentage of students’ activity in learning process by using
the following formula :
𝑃 =𝐹𝑄
4𝑋𝑁𝑋100
Where: P = percentage
FQ = frequency
N = total student
(Gay, 1981:130)
6. To know the percentage of the students’ improvement, the researcher will
apply the following formula :
𝑃 =𝑥2 − 𝑥1
𝑥1𝑋100
Where : P : percentage
X1 : 1stcycle
41
X2 : 2sd cycle
(Gay in wahida 2012:52)
7. Calculating the students’ reading comprehension, the researcher will apply the
following formula :
∑ x = 𝐗𝟏+𝐗𝟐
𝟐
Where : ∑ x: Total score
X1 : Indicator I
X2 : Indicatolr II (Sudjana, 1999)
8. To know the percentage of the students’ improvement the researcher will
apply the following formula :
( D-Test →CI ) P = 𝑋1−(𝐷−𝑇𝑒𝑠𝑡)
𝐷−𝑇𝑒𝑠𝑡x 100
( CI→CII ) P = 𝑋2−𝑋1
𝑋1x 100
Where : P : Percentage of the students
X1: First cycle
X2: Second cycle
D-Test : Diagnostic Test
( Sudjana in Wahida, 2012:50 )
42
43
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter describes the finding and the discussion of this research. In the
finding section, the researcher shows all the data which collected during the research.
In the discussion section, the researcher analyzes and discusses all the data in the
finding section. The researcher compares the collected data during two different
cycles. The problem statements of this research were also answered in this section.
A. Findings
The results of the findings indicated that teaching reading comprehension
through Double Brain Power Method can improve the students’ achievement in literal
comprehension and also can improve the students’ achievement in interpretive
comprehension. Further interpretations of the data analysis were given below:
1. The improvement of the students’ score in literal comprehension
The improvement of the students’ score in literal reading comprehension,
which focused on main idea at the Second Grade Students of SMA YPPP
Wonomulyo Kabupaten Polman in Diagnostic test, cycle I and cycle II was described
as followed:
44
NO.
Indicators D – T Cycle I Cycle II
Improvement
(%)
DT – CI C1-CII
1. Main Idea 4.80 6.13 8.66
27.70 41.27
∑X 4.80 6.13 8.66
27.70 41.27
X 4.80 6.13 8.66 27.70 41.27
Table 4.1: The Students’ Improvement in Literal Reading Comprehension
The table above showed that the improvement of students’ literal reading
comprehension Main Idea. It indicated that there was significant improve of the
students’ literal reading comprehension from the diagnostic test to cycle I and cycle
II through Double Brain Power Method, where in the diagnostic test the students’
mean score was 4.80%, but after the evaluation test in cycle I, it was become 6.13%.
So the improvement of the student’s achievement from diagnostic test to cycle I was
27.70%. There was also significant increased from cycle I to cycle II where the
students’ mean score in cycle II was 8.66%. The increased of the students’ mean
score from cycle I to cycle II was 41.27%
45
The data above can also be seen in form chart below.
Figure 4.1: The Students’ Improvement in Literal Reading Comprehension
The chart above showed the students’ improvement in literal comprehension
through Double Brain Power Method. It indicated that there was significant
improvement of the students’ reading comprehension from the diagnostic test to cycle
I and cycle II, where in the diagnostic test the students’ mean score was 4.80%, but
after the evaluation test in cycle I, it was become 6.13%. So the improvement of the
students’ achievement from diagnostic test to cycle I was 27.70%. There was also
significant improve from cycle I to cycle II where the students’ mean score in cycle II
was 8.66%. The improvement of the students’ mean score from cycle I to cycle II was
41.27%.
D-Test C I C II DT-CI CI-CII
6.13 8.66
30.41
41.27
Literal Comprehension
D-Test Cycle I Cycle II D-Test - Cycle I Cycle I - Cycle II
46
2. The improvement of the students’ score in interpretive comprehension
NO. Indicators D – T Cycle I Cycle II
Improvement
(%)
DT –
CI
C1-
CII
1.
Making
conclusion 4.30 5.93 8.40
37.90 41.65
∑X 4.30 5.93 8.40
37.90 41.65
X 4.30 5.93 8.40 37.90 41.65
Table 4.2: The Students’ Improvement in Interpretive Comprehension
The table above showed that the improvement of students’ interpretative
reading comprehension (Making Conclusion). It indicated that there was significant
improve of the students’ interpretative reading comprehension from the diagnostic
test to cycle I and cycle II through Double Brain Power Method, where in the
diagnostic test the students’ mean score was 4.30%, but after the evaluation test in
cycle I, it was become 5.93%. So the improvement of the students’ achievement from
diagnostic test to cycle I was 37.97%. There was also significant increased from cycle
I to cycle II where the students’ mean score in cycle II was 8.40%. The increased of
the students’ mean score from cycle I to cycle II was 41.65%.
47
The data above can also be seen in form chart below.
Figure 4.2: The Students’ Improvement in Interpretive Comprehension
The chart above showed that the students’ improvement in interpretive
comprehension (making conclusion) through Double Brain Power Method. It
indicated that there was significant improvement of the students’ interpretive
comprehension from the diagnostic test to cycle I and cycle II, where in the
diagnostic test the students’ mean score was 4.30%, but after the evaluation test in
cycle I, it was become 5.93 %. So the improvement of the students’ achievement
from diagnostic test to cycle I was 37.90%. There was also significant improve from
cycle I to cycle II where the students’ mean score in cycle II was 8.40%. The
improvement of the students’ mean score from cycle I to cycle II was 41.65%.
D-Test CI CII D-Test - CI CI - CII
4,305,93
8,40
37,90
41,`65
Interpretive Comprehension
Diagnostic Test Cycle I Cycle II D-Test - CycleI Cycle I - Cycle II
48
3. The improvement of students’ score in reading comprehension
NO.
Indicators D – T Cycle I Cycle II
Improvement
(%)
DT –
CI
C1-
CII
1. Literal 4.80 6.13 8.66 30.41 41.27
2. Interpretative 4.30 5.93 8.40 37.90 41.65
∑X 9.10 12.06 17.06 68.31 82.92
X 4.55 6.03 8.53 34.15 41.46
Table 4.3: The Students’ Improvement in Reading Comprehension
The table above showed that the students’ improvement in literal
comprehension and interpretive comprehension in reading comprehension by using
Double Brain Power Method. It indicated that there was significant improve of the
students’ reading comprehension from the diagnostic test to cycle I and cycle II
through Double Brain Power Method, where in the diagnostic test the students’ mean
score was 4.55%, but after the evaluation test in cycle I, it was become 6.03%. So the
improvement of the students’ achievement from diagnostic test to cycle I was
34.15%. There was also significant increased from cycle I to cycle II where the
students’ mean score in cycle II was 8.53% . The increased of the students’ mean
score from cycle I to cycle II was 41.46%.
49
The table above proved that the used of Double Brain Power Method in
teaching and learning process was able to improvement of students’ score in reading
comprehension after taking action in cycle I and cycle II.
The data can also be seen in form chart below:
Figure 4.3: The Students’ Improvement in Reading Comprehension
The chart above showed that the students’ improvement in literal
comprehension through Double Brain Power Method
It indicated that there was significant improvement of the students’ reading
comprehension from the diagnostic test to cycle I and cycle II, where in the
diagnostic test the students’ mean score was 4.55%, but after the evaluation test in
cycle I, it was become 6.03%. So the improvement of the students’ achievement from
D - T CI CII DT - CI CI - CII
4.806,13
8,66
30,41 41,27
Students' Reading Comprehension
Diagnostic Test Cycle I Cycle II D-Test - CycleI Cycle I - Cycle II
50
diagnostic test to cycle I was 34.15%. There was also significant improve from cycle
I to cycle II where the students’ mean score in cycle II was 8.53%. The improvement
of the students’ mean score from cycle I to cycle II was 41.46%.
4. The Result of the Students’ Activeness in Learning Process
Cycles
Activeness
1st Meating
(%)
2sd Meating
(%)
3th Meating
(%)
4th Meating
(%)
Cycle I 50% 58% 61% 71%
Cycle II 78% 73% 79% 87%
Table 4.4: Result of the students’ activeness each meeting in cycle I and II
The table above showed that the result of students’ observation in learning
process through Double Brain Brain Power Method in every meeting in cycle I to
cycle II got improved. It was proved by the percentage of students’ activeness were
getting higher in every meeting in both cycle I and cycle II. In the first meeting of
cycle I the students activeness was 50% and in the first meeting of cycle II 78%. In
the second meeting of both the cycle I and II the students’ activeness were 58% and
73%. It indicated that the students more actively participate in the second meeting of
cycle II than cycle I. In the third meeting of cycle II the students also more actively
participate than in the third meeting of cycle I. In the cycle I the students’ activeness
was 61% and in the second cycle was 79%. Then, in the fourth meeting of cycle I and
51
cycle II also showed a significant improvement where the activeness in the cycle I
was 71% and 87% in the cycle II.
To know the improvement clearly, look at the following chart:
Figure 4.4: Result of the students’ activeness each meeting in cycle I and II
The chart above showed that the students’ observation in learning reading
comprehension through Double brain power method that in cycle I the students’
activeness in the 1st meeting was 50%, the 2ndmeeting was 58%, the 3 rd meeting was
61% and the 4th meeting was 71%. In cycle II students’ activeness in the 1st meeting
was 78%, the 2nd meeting was 73%, the 3 rd meeting was 79% and the 4th meeting was
87%. The interpretation of the table and the graphic above indicate that the activeness
of students in learning process always grow up from the first meeting in cycle I. For
the first meeting of cycle II students probably got bored of material so their
activeness improve but researcher tried to engage them. It was made their activeness
improve again until the last meeting in cycle II.
M1 M2 M3 M4
5058 61
7178 73 7987
Students' Activeness
Cycle I Cycle II
52
5. The students’ score in Literal Comprehension
The description of data analysis through the test as explain in previous
finding section showed that the improvement of students’ ability in
elaborative process by using Double Brain Power Method was significant. It
was supported by result of the test value in cycle II was higher than test value
of cycle I.
No. Classification Score
D-test Cycle I Cycle II
F % F % F %
1. Excellent 96-100 - - - - 14 46.67
2. Very good 86-95 - - - - - -
3. Good 76-85 1 3.33 8 26.67 13 43.33
4. Fairly good 66-75 - - - - - -
5. Fair 56-65 12 40.00 17 56.66 3 10.00
6. Poor 36-55 15 50.00 7 23.33 - -
7. Very poor 0-35 2 6.67 - - - -
Total 30 100 30 100 30 100
Table 4.5: The criteria and percentage of the students’ score of main
idea.
The table above showed that percentage of the students’ improvement
in main idea the diagnostic test indicated that there were 1 students’ (3.33%)
got good and 12 students’ (40.00%) got fair and 15 stutents’ (50.00%) and
then 2 student’ (6.67%) got very poor.
53
After taking the action cycle I by using Double Brain Power
Method, the percentage of the students’ improve was significantly. There 8
students’ (26.67%) got good and 17 students’ (56.66%) got fair and the only 7
student (23.33%) got poor. And then, in cycle II there was 14 students’
(46.67%) got excellent and 13 students’ (43.33%) got good and 3 students’
(10.00%) got fair.
6. The students’ score in Interpretive Comprehension
The description of data analysis through the test as explain in previous
finding section showed that the improvement of students’ ability in
Interpretive Comprehension by Double Brain Power Method was significant.
It was supported by result of
No. Classification Score
D-test Cycle I Cycle II
F % F % F %
1. Excellent 96-100 - - - - - -
2. Very good 86-95 - - - - - -
3. Good 76-85 1 3.33 7 23.33 22 73.33
4. Fairly good 66-75 - - - - - -
5. Fair 56-65 10 33.33 15 50.00 8 26.67
6. Poor 36-55 14 46.67 8 26.67 -- -
7. Very poor 0-35 5 16.67 - - - -
Total 30 100 30 100 30 100
Table 4.6: The criteria and percentage of the students’ score of Interpretive
Comprehension
54
The table above showed that percentage of the students’ improvement in
determining the Interpretive Comprehension the diagnostic test indicated that there
were 1 students’ (3.33%) got good, 10 students’ (33.33%) got fair and 14 students’ to
(46.67%) got poor and then 5 students’ (16.67%) got very poor.
After taking the action in cycle I by using Double Brain Power Method, the
percentage of the students’ improve was increased significantly. There 7 students’
(23.33%) got good, 15 students’ (50.00%) got fair, and 8 students’ (26.67%) got poor
and none students’ for other classification. And then, in the cycle II, there was 22
students’ (73.33%) got good, 8 students’ (26.67%) got good and none of the students’
for other classification.
B. Discussion
This part presents the result about the students’ literal reading
comprehension dealing with main ideas and supporting idea, interpretive
comprehension dealing making conclusion and the observation result of the students’
activeness in teaching and learning process. The researcher applied Double Brain
Power Method to improve the students’ score reading comprehension.
Before taking a classroom action research through Double Brain Power
Method, the researcher hold diagnostic test to measure the students’ prior knowledge
in English reading. After gave diagnostic test, the researcher found that the students’
score in reading comprehension at the Second Grade of SMAS YPPP
WONOMULYO Kabupaten Polman is poor, but it still must be improved.
55
Diagnostic test mean score was 4.80%. The mean score in cycle I was 6.13% and the
mean score in cycle II was 8.66%. It means that there was the improvement the
students’ score in reading comprehension used Double Brain Power Method.
The mean score of the students’ ability in literal comprehension (main idea)
in cycle 1 was 6.13% and classified as fairly good . While the mean score in cycle 2
was 8.66.% and classified as good. It means that there was the improvement students’
score reading comprehension used Double Brain Power Method.
The mean score of the students’ ability in interpretive comprehension (making
conclusion) in cycle 1 was 5.93% and classified as fair . While the mean score in
cycle 2 was 8.40% and classified as good. It means that there was the improvement
students’ score reading comprehension used Double Brain Power Method.
The observation result of students’ activeness in teaching and learning process
improved significantly through Double Brain Power Method in cycle 1 the students
activeness in the 1st meeting was 50% it meant that there was still the other activity
that the students were done during the teaching and learning process. Next meeting
researcher repaired the weakness so the activeness of students in last meeting of cycle
I became 71%. Then in the cycle II researcher gave revision again for problem that
students faced during the teaching and learning process so in cycle II, the students’
activeness in the last meeting became 87%. It meant that the students pay full
attention during teaching and learning process and there was no another activity that
the students were done. The students were joining the teaching and learning process
seriously. Even if some students did not know what they would write yet they were
56
still active in asking. It means that, the application of Double Brain Power Method
could improve the students’ activeness during teaching and learning process and it
was successful.
Based on the discussion above, it can be known that there were different result
between cycle I and cycle II in teaching reading through Double Brain Power
Method. The researcher may say that teaching reading through Double Brain Power
Method was a good method to improving the students’ score in reading
comprehension.
In this part the discussion presented the method applied in teaching reading
comprehension. The application of discovery learning method in teaching reading
comprehension at the Second Grade Students of SMAS YPPP WONOMULYO
Kabupaten POLMAN can improved the students’ score and their ability to
understand the materials of reading comprehension in cycle I and cycle II. This can
be proved by the result of findings about the students’ literal reading comprehension
dealing with main ideas and interpretive comprehension dealing making conclusion
and the observation result of the students’ activeness in teaching and learning process.
57
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of conclusion and suggestion.
A. Conclusion
Based on the research findings and discussion in the previous chapter, the
researcher comes to the following conclusions.
1. Using Double Brain Power Method can improve the students’ score in
literal reading comprehension at the Second Grade of SMAS YPPP
WONOMULYO Kabupaten POLMAN. It was indicated by the mean
score of the students’ D-Test was 4.80 it was classified as poor
achievement. It was also lower than the mean score of the students’ literal
comprehension in cycle I was 6.13 it was classified as fairly good and
cycle II was 8.66 it was classified as good.
2. Using Double Brain Power Method can improve the students’ score in
interpretive comprehension at the Second Grade of SMAS YPPP
WONOMULYO Kabupaten POLMAN. It was indicated by the mean
score of the students’ D-Test was 4.30 it was classified as poor
achievement. It was also lower than the mean score of the students’
interpretive comprehension in cycle I was 5.93 it was classified as fair and
cycle II was 8.40 it was classified as good.
58
B. Suggestion
Based on the conclusion above, the researcher addresses the following
suggestion and recommendation.
1. It is suggested that the teachers, especially those who teach English of the
senior high school use a Double Brain Power Method as one alternative
among other teaching methods that can be used in teaching reading
comprehension
2. For the teacher, it is suggested to increase the creativity to find out
interesting and effective strategy or method that can motivate student in
lteaching reading.
3. For the next researcher, it is suggested to use Double Brain Power Method
as a reference to conduct their research on the same field. It is really
possible that there is another more effective way to teach reading ability.
BIBLIOGRAPHY
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Elliot, John. (1991). Action Research for Educational Change. Buckingham:
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APPENDICES A
LESSON PLAN
APPENDICES B
INSTRUMENT OF THE RESEARCH :
DIAGNOSTIC TEST
TEST OF CYCLE I
TEST OF CYCLE II
APPENDICES C
THE RESULT OF:
DIAGNOSTIC TEST
CYCLE I
CYCLE II
APPENDICES D
NAMA NAMA SISWA
LEMBAR PENGAMATAN PROSES BELAJAR &
MENGAJAR
DAFTAR HADIR SISWA
APPENDICES E
DOKUMENTASI
Rencana Pelaksanaa Pembelajaran
(RPP)
Mata pelajaran : Bahasa Inggris
Kelas/semester : XI/2
Pertemuan ke : 1
Alokasi waktu : 1x Pertemuan (2x45)
Skill : Reading
I. Standar kompetensi :
Memahami makna teks tulis monolog yang berbentuk narrative secara akurat dan
berterima dalam konteks kehidupan sehari – hari dan untuk mengakses ilmu
pengetahuan.
II. Kompetensi dasar :
Merespon makna dalam langkah retorika yang menggunakan ragam bahasa tulis
secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan
untuk mengakses ilmu pengetahuan dalam text berbentuk narrative.
III. Indikator :
1.Siswa mampu membaca teks dengan pronounciation yang baik dan benar.
2. Siswa mampu memahami bacaan text narrative yang didengar atau dilihat
dengan benar.
3. Siswa mampu menjawab dan mengerjakan soal – soal yang diberikan.
IV. Tujuan pembelajan :
Pada akhir pelajaran diharapkan siswa dapat melakukan semua hal yang tersebut
dalam indikator di atas.
V. Materi pokok : Teks Narrative
Contoh Teks :
GATOTKACA
Gatotkaca was a strong and brave man from Pringgani Kingdom. He
was son of Bimasena and Arimbi. The baby was so strong that no weapon could
cut of his umbilical cord. It’s been a year, Bimasena said sadly, but my son still
has his umbilical cord Hearing that, his brother named Arjuna decided to
meditate for god’s guide. Arjuna didn’t realize that at the same time Karna was
meditating nearby. Since the two of them looked alike, god Batara Narada by
mistake gave a super power weapon Kantawijaya to Karna. Then Narada told his
mistake to Arjuna, and Arjuna tried to take away the weapon. They were fighting
fiercely. Karna manage to keep the weapon. Arjuna, on the other han, got the
case only. Miraculously, the case cut the Gatotkaca’s cord and then penetrated
the baby’s stomach. It’s made the baby strength, but Arjuna has a strong feeling
that he’ll be killed the weapon.
Seeing this, Narada then took Gatotkaca to the Nirvana. Narada would
have the baby fight Patih Sekipu who was attacking the Nirvana. Sekipu grabbed
Gatotkaca. He hit the baby hard on its leg, but the baby kicked him. He squeezed
the baby’s arm, but the baby pulled his arm so hard. With great embarrassment,
Sekipu returned the baby to Narada and then run away.
Narada was so amazed to Gatotkaca that he planned to give more power
to him. Narada plunged Gatotkaca to Candradimuka, which was the crater of
mount Jamurdipa. almost immediately, the other god threw all inds of powerful
weapons into the crater. The following day Gatotkaca emerged from the depth in
the shape of fully grown man with the power equql to all kinds of weapons.
The gods gave him a soecial gift, a hat called Basunanda, a vest called
Antrakusuma, and sandals called Pandakacarma. With these all, Gatotkaca could
fly fom cloud to cloud as fast as lighting to defnd not only his father and uncle
but also the gods.
VI. Metode pengajaran
− Double Brain Power Method
− Question answering
− Ceramah
−
VII. Langkah pembelajaran
a. Kegiataan awal
− Doa
− Absensi
− Apersepsi, motivasi: dengan mengarahkan siswa pada situasi
pembelajaran
b. Kegiatan inti
− Siswa membaca dan memahami isi teks narrative yang diberikan.
− menjelaskan tentang generic structure (orientation, complication,
resolution).
− Siswa menganalisa generic structure dari narrative teks yang
diberikan.
− Siswa bekerja secara kolaboratif menyampaikan teks narrative
seperti yang sudah mereka rancang di dalam kelompok.
− Siswa menjawab beberapa pertanyaan yang berhubungan dengan
teks yang diberikan.
− Guru memberikan umpan balik positif dan penguatan terhadap
keberhasilan siswa dalam mengerjakan tugas.
− Guru menjadi narasumber dan fasilitator menjawab pertanyaan
peserta didik dalam memahami teks.
− Guru memberi motivasi siswa untuk lebih aktif dalam pembelajaran
berikutnya.
c. Penutup
− Membuat kesimpulan tentang materi yang sudah dipelajari hari itu.
− Melakukan refleksi terhadap jalannya proses pembelajaran pada hari
itu.
− Guru memberikan tugas terstruktur dan kegiatan mandiri untuk
dikerjakan di rumah.
− Guru menyampaikan rencana pembelajaran yang akan datang.
− Salam
VIII. Sumber/bahan/alat
Buku bacaan yang relevant and worksheet
https://suparnaenglishclassdiscussion.wordpress.com/2013/06/28/rpp-bahasa-
inggris-tentang-reading-narrative-text/
IX. Penilaian
The ways to give score the student’s answer by using the following
formula:
c. Literal Comprehension
In the literal comprehension the researcher will use scale 0-4 as scoring
rates as followed :
1). Main Idea
Table 3.1 : Main Idea
Criteria Score
- The answer includes a clear generalization
that states or implies the main idea
- The answer states or implies the main idea
from the story
- Indicator inaccurate or in complete
understanding of main idea
- The answer include minimal or no
understanding of main idea
- No answer
4
3
2
1
0
( Hammer in Murniati 2015:35)
Interpretive Comprehension
In the interpretive comprehension the researcher will use scale 0-4 as
scoring rate as followed:
2). Conclusion
Table 3.3 : Conclusion
Student showed evidence of reading resource Score
- Conclusion reflect resource reading in
development of idea is excellent
- Conclusion reflect readings in development
idea
4
3
- Conclusion reflect only reading in
development of idea. It is poor
- Conclusion those answers, but do not reflect
any reading of resources in development
idea.
2
1
(Pollar Dianne in Murniati 2015:56)
Rencana Pelaksanaa Pembelajaran
(RPP)
Mata pelajaran : Bahasa Inggris
Kelas/semester : XI/2
Pertemuan ke : 2
Alokasi waktu : 1x Pertemuan (2x45)
Skill : Reading
I. Standar kompetensi :
Memahami makna teks tulis monolog yang berbentuk narrative secara akurat dan
berterima dalam konteks kehidupan sehari – hari dan untuk mengakses ilmu
pengetahuan.
II. Kompetensi dasar :
Merespon makna dalam langkah retorika yang menggunakan ragam bahasa tulis
secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan
untuk mengakses ilmu pengetahuan dalam text berbentuk narrative.
III. Indikator :
1.Siswa mampu membaca teks dengan pronounciation yang baik dan benar.
2. Siswa mampu memahami bacaan text narrative yang didengar atau dilihat
dengan benar.
3. Siswa mampu menjawab dan mengerjakan soal – soal yang diberikan.
IV. Tujuan pembelajan :
Pada akhir pelajaran diharapkan siswa dapat melakukan semua hal yang tersebut
dalam indikator di atas.
V. Materi pokok : Teks Narrative
Contoh Teks :
Snow White
Once upon a time there lived a little girl named Snow White. She lived
with her aunt and uncle because her parents were dead. One day she heard her
uncle and aunt talking about leaving Snow White in the castle because they both
wanted to go to America and they didn’t have enough money to take Snow
White. Snow White didn’t want her uncle and aunt to do that so she decided that
it would be best if she ran away. The next morning she ran away into the woods.
She was very tired and hungry. Then she saw a little cottage. She knocked but no
one answered so she went inside and fell asleep.
Meanwhile, the seven dwarfs were coming home from work. There they
found Snow White sleeping. Then Snow White woke up. She saw the dwarfs.
The dwarfs said, “What is your name?” Snow White said, “My name is Snow
White.” Then, Snow White told the dwarfs the whole story. The dwarfs said, “If
you want, you may live here with us.” Snow White answered, “Oh, could I?
Thank you.” Finally, Snow White and the seven dwarfs lived happily ever after.
VI. Metode pengajaran
− Double Brain Power Method
− Question answering
− Ceramah
−
VII. Langkah pembelajaran
d. Kegiataan awal
− Doa
− Absensi
− Apersepsi, motivasi: dengan mengarahkan siswa pada situasi
pembelajaran
e. Kegiatan inti
− Siswa membaca dan memahami isi teks narrative yang diberikan.
− menjelaskan tentang generic structure (orientation, complication,
resolution).
− Siswa menganalisa generic structure dari narrative teks yang
diberikan.
− Siswa bekerja secara kolaboratif menyampaikan teks narrative
seperti yang sudah mereka rancang di dalam kelompok.
− Siswa menjawab beberapa pertanyaan yang berhubungan dengan
teks yang diberikan.
− Guru memberikan umpan balik positif dan penguatan terhadap
keberhasilan siswa dalam mengerjakan tugas.
− Guru menjadi narasumber dan fasilitator menjawab pertanyaan
peserta didik dalam memahami teks.
− Guru memberi motivasi siswa untuk lebih aktif dalam pembelajaran
berikutnya.
f. Penutup
− Membuat kesimpulan tentang materi yang sudah dipelajari hari itu.
− Melakukan refleksi terhadap jalannya proses pembelajaran pada hari
itu.
− Guru memberikan tugas terstruktur dan kegiatan mandiri untuk
dikerjakan di rumah.
− Guru menyampaikan rencana pembelajaran yang akan datang.
− Salam
VIII. Sumber/bahan/alat
Buku bacaan yang relevant and worksheet
http://www.caramudahbelajarbahasainggris.net/2015/04/contoh-dan-soal-
narrative-text-beserta-jawaban.htm
IX. Penilaian
The ways to give score the student’s answer by using the following
formula:
d. Literal Comprehension
In the literal comprehension the researcher will use scale 0-4 as scoring
rates as followed :
1). Main Idea
Table 3.1 : Main Idea
Criteria Score
- The answer includes a clear generalization
that states or implies the main idea
- The answer states or implies the main idea
from the story
- Indicator inaccurate or in complete
understanding of main idea
- The answer include minimal or no
understanding of main idea
- No answer
4
3
2
1
0
( Hammer in Murniati 2015:35)
Interpretive Comprehension
In the interpretive comprehension the researcher will use scale 0-4 as
scoring rate as followed:
2). Conclusion
Table 3.3 : Conclusion
Student showed evidence of reading resource Score
- Conclusion reflect resource reading in
development of idea is excellent
- Conclusion reflect readings in development
idea
- Conclusion reflect only reading in
development of idea. It is poor
- Conclusion those answers, but do not reflect
any reading of resources in development
idea.
4
3
2
1
(Pollar Dianne in Murniati 2015:56)
Rencana Pelaksanaa Pembelajaran
(RPP)
Mata pelajaran : Bahasa Inggris
Kelas/semester : XI/2
Pertemuan ke : 3
Alokasi waktu : 1x Pertemuan (2x45)
Skill : Reading
X. Standar kompetensi :
Memahami makna teks tulis monolog yang berbentuk narrative secara akurat dan
berterima dalam konteks kehidupan sehari – hari dan untuk mengakses ilmu
pengetahuan.
XI. Kompetensi dasar :
Merespon makna dalam langkah retorika yang menggunakan ragam bahasa tulis
secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan
untuk mengakses ilmu pengetahuan dalam text berbentuk narrative.
XII. Indikator :
1.Siswa mampu membaca teks dengan pronounciation yang baik dan benar.
2. Siswa mampu memahami bacaan text narrative yang didengar atau dilihat
dengan benar.
3. Siswa mampu menjawab dan mengerjakan soal – soal yang diberikan.
XIII. Tujuan pembelajan :
Pada akhir pelajaran diharapkan siswa dapat melakukan semua hal yang tersebut
dalam indikator di atas.
XIV. Materi pokok : Teks Narrative
Contoh Teks :
The Lion and the Mouse
One day, a Lion lay asleep in the jungle. A tiny Mouse, running about in
the grass and not noticing where he was going, ran over Lion’s head and down
his nose.
The Lion awoke with a loud roar and down came his paw over the little
Meuse. The great beast I was about to open his huge jaws to swallow the tiny
creature when “Pardon me, O King, I beg of you,” cried the frightened Mouse.
“If you will only forgive me this time, I shall never forget your kindness. 1 meant
no harm and I certainly didn’t want to disturb Your Majesty. If you will spare my
life, perhaps I may be able to do you a good turn, too.” The Lion began to laugh,
and he laughed and laughed. “How could a tiny creature like you ever do
anything to help me? And he shook with laughter. “Oh well” he shrugged,
looking down at the frightened Mouse, “you’re not so much of a meal anyway.”
He took his paw off the poor little prisoner and the Mouse quickly scampered
away. Some time after this, some hunters, trying to capture the Lion alive so they
could carry him to their king set up rope nets in the jungle. The Lion, who was
hunting for some food, fell into the trap. Her roared and thrashed about trying to
free himself but with every move he made, the ropes bound him tighter.
The unhappy Lion feared he could never escape, and he roared pitifully.
His thunderous bellows echoed through the jungle. The tiny Mouse, scurrying
about far away, heard Lion’s roars “That may be there very Lion who once freed
me,” he said, remembering his promise. And he ran to whether he could help.
Discovering the sad state the Lion was in, the Mouse said to him, “Stop, stop!
You must not roar.
If you make so much noise, the hunters will come and capture you. I’ll
get you out of this trap.” With his sharp little teeth, the Mouse gnawed at the
ropes until they broke. When the Lion had stepped out of the net and was free
once “Thank you, good Mouse,” said the Lion gently. “You did help me even
though I am big and you are so little. I see now that kindness is always
worthwhile.”
Moral of the story: Even the strong sometimes need the friendship of the weak.
Answer the questions based on the text above!
1. What is the title of the text?
2. Where was the story happen?
3. Who is the main character of the story?
4. When was the lion captured by some hunters?
5. What was the moral value of the text above?
Find out the main idea of each paragraph!
XV. Metode pengajaran
− Double Brain Power Method
− Question answering
− Ceramah
−
XVI. Langkah pembelajaran
g. Kegiataan awal
− Doa
− Absensi
− Apersepsi, motivasi: dengan mengarahkan siswa pada situasi
pembelajaran
h. Kegiatan inti
− Siswa membaca dan memahami isi teks narrative yang diberikan.
− menjelaskan tentang generic structure (orientation, complication,
resolution).
− Siswa menganalisa generic structure dari narrative teks yang
diberikan.
− Siswa bekerja secara kolaboratif menyampaikan teks narrative
seperti yang sudah mereka rancang di dalam kelompok.
− Siswa menjawab beberapa pertanyaan yang berhubungan dengan
teks yang diberikan.
− Guru memberikan umpan balik positif dan penguatan terhadap
keberhasilan siswa dalam mengerjakan tugas.
− Guru menjadi narasumber dan fasilitator menjawab pertanyaan
peserta didik dalam memahami teks.
− Guru memberi motivasi siswa untuk lebih aktif dalam pembelajaran
berikutnya.
i. Penutup
− Membuat kesimpulan tentang materi yang sudah dipelajari hari itu.
− Melakukan refleksi terhadap jalannya proses pembelajaran pada hari
itu.
− Guru memberikan tugas terstruktur dan kegiatan mandiri untuk
dikerjakan di rumah.
− Guru menyampaikan rencana pembelajaran yang akan datang.
− Salam
XVII. Sumber/bahan/alat
Buku bacaan yang relevant and worksheet
http://www.caramudahbelajarbahasainggris.net/2015/04/contoh-dan-soal-
narrative-text-beserta-jawaban.htm
XVIII. Penilaian
The ways to give score the student’s answer by using the following
formula:
e. Literal Comprehension
In the literal comprehension the researcher will use scale 0-4 as scoring
rates as followed :
1). Main Idea
Table 3.1 : Main Idea
Criteria Score
- The answer includes a clear generalization
that states or implies the main idea
- The answer states or implies the main idea
from the story
- Indicator inaccurate or in complete
understanding of main idea
- The answer include minimal or no
understanding of main idea
- No answer
4
3
2
1
0
( Hammer in Murniati 2015:35)
Interpretive Comprehension
In the interpretive comprehension the researcher will use scale 0-4 as
scoring rate as followed:
2). Conclusion
Table 3.3 : Conclusion
Student showed evidence of reading resource Score
- Conclusion reflect resource reading in
development of idea is excellent
- Conclusion reflect readings in development
idea
- Conclusion reflect only reading in
development of idea. It is poor
- Conclusion those answers, but do not reflect
any reading of resources in development
idea.
4
3
2
1
(Pollar Dianne in Murniati 2015:56)
Rencana Pelaksanaa Pembelajaran
(RPP)
Mata pelajaran : Bahasa Inggris
Kelas/semester : XI/2
Pertemuan ke : 4
Alokasi waktu : 1x Pertemuan (2x45)
Skill : Reading
I. Standar kompetensi :
Memahami makna teks tulis monolog yang berbentuk narrative secara akurat dan
berterima dalam konteks kehidupan sehari – hari dan untuk mengakses ilmu
pengetahuan.
XIX. Kompetensi dasar :
Merespon makna dalam langkah retorika yang menggunakan ragam bahasa tulis
secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan
untuk mengakses ilmu pengetahuan dalam text berbentuk narrative.
XX. Indikator :
1.Siswa mampu membaca teks dengan pronounciation yang baik dan benar.
2. Siswa mampu memahami bacaan text narrative yang didengar atau dilihat
dengan benar.
3. Siswa mampu menjawab dan mengerjakan soal – soal yang diberikan.
XXI. Tujuan pembelajan :
Pada akhir pelajaran diharapkan siswa dapat melakukan semua hal yang tersebut
dalam indikator di atas.
XXII. Materi pokok : Teks Narrative
Contoh Teks :
The Donkey of Guizhou
Once upon a time, there was a donkey in Guizhou. Someone officious
shipped one there, but finding no use for it, he set it loose at the foot of the
mountain.
A tiger ran out from the mountains. When he saw this big tall thing, he
thought it must be divine. He quickly hid himself in the forest and surveyed it
from under cover, sometimes the tiger ventured a little nearer but still kept a
respectful distance.
One day the tiger came out again. Just then the donkey gave a loud bray, I
thinking the donkey was going to eat him, the tiger hurriedly ran away. After a
while, he sneaked back and watched the donkey carefully. He found that though
it had a huge body it seemed to have no special ability. After a few days, the tiger
gradually became accustomed to its braying and was no longer so afraid.
Sometimes, he even came near and circled around the donkey.
Later the tiger became bolder. Once, he walked in front of the donkey and
purposely bumped it. This made the donkey so angry that it struck out his hind
legs and kicked wildly. Seeing this the tiger was very gleeful, Such a big thing as
you can do so little!’ With a roar, he pounced on the donkey and ate it up.
Answer the questions based on the text above!
1. Was there a donkey in Guizhou?
2. When did the tiger hide himself in the forest and survey it from under cover?
3. Why did the tiger hurry run away?
4. Why did the donkey feel angry to the tiger?
5. What did the donkey do then?
Find out the main idea of each paragraph!
XXIII. Metode pengajaran
− Double Brain Power Method
− Question answering
− Ceramah
−
XXIV. Langkah pembelajaran
j. Kegiataan awal
− Doa
− Absensi
− Apersepsi, motivasi: dengan mengarahkan siswa pada situasi
pembelajaran
k. Kegiatan inti
− Siswa membaca dan memahami isi teks narrative yang diberikan.
− menjelaskan tentang generic structure (orientation, complication,
resolution).
− Siswa menganalisa generic structure dari narrative teks yang
diberikan.
− Siswa bekerja secara kolaboratif menyampaikan teks narrative
seperti yang sudah mereka rancang di dalam kelompok.
− Siswa menjawab beberapa pertanyaan yang berhubungan dengan
teks yang diberikan.
− Guru memberikan umpan balik positif dan penguatan terhadap
keberhasilan siswa dalam mengerjakan tugas.
− Guru menjadi narasumber dan fasilitator menjawab pertanyaan
peserta didik dalam memahami teks.
− Guru memberi motivasi siswa untuk lebih aktif dalam pembelajaran
berikutnya.
l. Penutup
− Membuat kesimpulan tentang materi yang sudah dipelajari hari itu.
− Melakukan refleksi terhadap jalannya proses pembelajaran pada hari
itu.
− Guru memberikan tugas terstruktur dan kegiatan mandiri untuk
dikerjakan di rumah.
− Guru menyampaikan rencana pembelajaran yang akan datang.
− Salam
XXV. Sumber/bahan/alat
Buku bacaan yang relevant and worksheet
http://www.bukuinggris.co.id/kumpulan-cerita-narrative-fable-lengkap-dengan-
contoh-soal-dan-jawaban/
XXVI. Penilaian
The ways to give score the student’s answer by using the following
formula:
f. Literal Comprehension
In the literal comprehension the researcher will use scale 0-4 as scoring
rates as followed :
1). Main Idea
Table 3.1 : Main Idea
Criteria Score
- The answer includes a clear generalization
that states or implies the main idea
- The answer states or implies the main idea
from the story
- Indicator inaccurate or in complete
understanding of main idea
- The answer include minimal or no
understanding of main idea
- No answer
4
3
2
1
0
( Hammer in Murniati 2015:35)
g. Interpretive Comprehension
In the interpretive comprehension the researcher will use scale 0-4 as
scoring rate as followed:
2). Conclusion
Table 3.3 : Conclusion
Student showed evidence of reading resource Score
- Conclusion reflect resource reading in
development of idea is excellent
- Conclusion reflect readings in development
idea
4
3
- Conclusion reflect only reading in
development of idea. It is poor
- Conclusion those answers, but do not reflect
any reading of resources in development
idea.
2
1
(Pollar Dianne in Murniati 2015:56)
Rencana Pelaksanaa Pembelajaran
(RPP)
Mata pelajaran : Bahasa Inggris
Kelas/semester : XI/2
Pertemuan ke : 5
Alokasi waktu : 1x Pertemuan (2x45)
Skill : Reading
XXVII. Standar kompetensi :
Memahami makna teks tulis monolog yang berbentuk narrative secara akurat dan
berterima dalam konteks kehidupan sehari – hari dan untuk mengakses ilmu
pengetahuan.
XXVIII. Kompetensi dasar :
Merespon makna dalam langkah retorika yang menggunakan ragam bahasa tulis
secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan
untuk mengakses ilmu pengetahuan dalam text berbentuk narrative.
XXIX. Indikator :
1.Siswa mampu membaca teks dengan pronounciation yang baik dan benar.
2. Siswa mampu memahami bacaan text narrative yang didengar atau dilihat
dengan benar.
3. Siswa mampu menjawab dan mengerjakan soal – soal yang diberikan.
XXX. Tujuan pembelajan :
Pada akhir pelajaran diharapkan siswa dapat melakukan semua hal yang tersebut
dalam indikator di atas.
XXXI. Materi pokok : Teks Narrative
Contoh Teks :
Goldilocks and the Three Bears
Once upon a time, there were three bears, a Papa Bear, a Mama Bear and
a Baby Bear. One day, the three bears sat down to breakfast. “This porridge is
too hot! said Papa Bear. This porridge is too hot!” said Mama Bear. “This
porridge is too hot!” said Baby Bear. “Let’s go for a walk!” said Mama Bear.
“When we come back, our porridge will be just right.” Along came Goldilocks.
She walked into the houses. She saw three bowls of porridge. “This is too hot,”
said Goldilocks. “This is too cold, “said Goldilocks. “This is just right!” said
Goldilocks. And she ate all up. She ate the Baby Bear’s porridge. Then
Goldilocks went into the living room. She saw three chairs. ‘This is too hard,”
said Goldilocks. “This is too soft,” said Goldilocks. “This is just right!” said
Goldilocks.
Then CRASH, the chair broke. Goldilocks felt tired. She went into the
bedroom. She saw three beds. “This bed is too hard,” said Goldilocks. “This bed
is too soft,” said Goldilocks. “This bed is just right!” said Goldilocks. And she
fell fast asleep. The three bears came home. They went into the kitchen.
“Someone’s been eating my porridge,” said Papa Bear. “Someone’s been eating
my porridge,” said Mama Bear. “Someone’s been eating my porridge,” said
Baby Bear. “And they ate it all up!” The three bears went into the living room.
“Someone’s been sitting in my chair!” said Papa Bear. “Someone’s been sitting
in my chair!” said Mama Bear.
“Someone’s been sitting in my chair!” said Baby Bear. “And now it’s
broken! “The three bears went into the bedroom. “Someone’s been sleeping in
my bed!” said Papa Bear. “Someone’s been sleeping in my bed!” said Mama
Bear. “Someone’s been sleeping in my bed!” said Baby Bear. And here she is!”
Goldilocks woke up. She saw three angry bears looking at her. Goldilocks
jumped out of bed. She ran out of the house. And she never came back again.
Answer the questions based on the text above!
1. What is the title of the text above?
2. How many bears are there? Mention it!
3. What did they have for breakfast?
4. Why did the three bears go for a walk?
5. Who ate all up to the porridge?
Find out the main idea of each paragraph!
XXXII. Metode pengajaran
− Double Brain Power Method
− Question answering
− Ceramah
XXXIII. Langkah pembelajaran
m. Kegiataan awal
− Doa
− Absensi
− Apersepsi, motivasi: dengan mengarahkan siswa pada situasi
pembelajaran
n. Kegiatan inti
− Siswa membaca dan memahami isi teks narrative yang diberikan.
− menjelaskan tentang generic structure (orientation, complication,
resolution).
− Siswa menganalisa generic structure dari narrative teks yang
diberikan.
− Siswa bekerja secara kolaboratif menyampaikan teks narrative
seperti yang sudah mereka rancang di dalam kelompok.
− Siswa menjawab beberapa pertanyaan yang berhubungan dengan
teks yang diberikan.
− Guru memberikan umpan balik positif dan penguatan terhadap
keberhasilan siswa dalam mengerjakan tugas.
− Guru menjadi narasumber dan fasilitator menjawab pertanyaan
peserta didik dalam memahami teks.
− Guru memberi motivasi siswa untuk lebih aktif dalam pembelajaran
berikutnya.
o. Penutup
− Membuat kesimpulan tentang materi yang sudah dipelajari hari itu.
− Melakukan refleksi terhadap jalannya proses pembelajaran pada hari
itu.
− Guru memberikan tugas terstruktur dan kegiatan mandiri untuk
dikerjakan di rumah.
− Guru menyampaikan rencana pembelajaran yang akan datang.
− Salam
XXXIV. Sumber/bahan/alat
Buku bacaan yang relevant and worksheet
http://www.bukuinggris.co.id/kumpulan-cerita-narrative-fable-lengkap-dengan-
contoh-soal-dan-jawaban/
XXXV. Penilaian
The ways to give score the student’s answer by using the following
formula:
h. Literal Comprehension
In the literal comprehension the researcher will use scale 0-4 as scoring
rates as followed :
1). Main Idea
Table 3.1 : Main Idea
Criteria Score
- The answer includes a clear generalization
that states or implies the main idea
- The answer states or implies the main idea
from the story
- Indicator inaccurate or in complete
understanding of main idea
- The answer include minimal or no
understanding of main idea
- No answer
4
3
2
1
0
( Hammer in Murniati 2015:35)
Interpretive Comprehension
In the interpretive comprehension the researcher will use scale 0-4 as
scoring rate as followed:
2). Conclusion
Table 3.3 : Conclusion
Student showed evidence of reading resource Score
- Conclusion reflect resource reading in
development of idea is excellent
- Conclusion reflect readings in development
idea
- Conclusion reflect only reading in
development of idea. It is poor
- Conclusion those answers, but do not reflect
any reading of resources in development
idea.
4
3
2
1
(Pollar Dianne in Murniati 2015:56)
Rencana Pelaksanaa Pembelajaran
(RPP)
Mata pelajaran : Bahasa Inggris
Kelas/semester : XI/2
Pertemuan ke : 6
Alokasi waktu : 1x Pertemuan (2x45)
Skill : Reading
XXXVI. Standar kompetensi :
Memahami makna teks tulis monolog yang berbentuk narrative secara akurat dan
berterima dalam konteks kehidupan sehari – hari dan untuk mengakses ilmu
pengetahuan.
XXXVII. Kompetensi dasar :
Merespon makna dalam langkah retorika yang menggunakan ragam bahasa tulis
secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan
untuk mengakses ilmu pengetahuan dalam text berbentuk narrative.
XXXVIII. Indikator :
1.Siswa mampu membaca teks dengan pronounciation yang baik dan benar.
2. Siswa mampu memahami bacaan text narrative yang didengar atau dilihat
dengan benar.
3. Siswa mampu menjawab dan mengerjakan soal – soal yang diberikan.
XXXIX. Tujuan pembelajan :
Pada akhir pelajaran diharapkan siswa dapat melakukan semua hal yang tersebut
dalam indikator di atas.
XL. Materi pokok : Teks Narrative
Contoh Teks :
Sura and Baya
A long time ago, there were two animals, Sura and Baya. Sura was the
name of a shark and Baya was a crocodile. They lived in a sea.
Once Sura and Baya were looking for some food. Suddenly, Baya saw a
goat."Yummy, this is my lunch," said Baya.
"No way! This is my lunch. You are greedy" said Sura. Then they fought for the
goat. After several hours, they were very tired.
Feeling tired of fighting, they lived in the different places. Sura lived in
the water and Baya lived in the land. The border was the beach, so they would
never fight again.
One day, Sura went to the land and looked for some food in the river. He
was very hungry and there was not much food in the sea. Baya was very angry
when he knew that Sura broke the promise.
They fought again. They both hit each other. Sura bit Baya’s tall. Baya
did the same thing to Sura. He bit very hard until Sura finally gave up and Awent
back to the sea. Baya was happy.
Answer the questions based on the text above!
6. What is the title of a narrative text above?
7. How many characters in the story?
8. What is seen Baya?
9. What are they fighting?
10. Anyone who violates the agreement between Sura dan Baya?
11. What lesson can we learn in the story?
Find out the main idea of each paragraph!
XLI. Metode pengajaran
− Double Brain Power Method
− Question answering
− Ceramah
XLII. Langkah pembelajaran
p. Kegiataan awal
− Doa
− Absensi
− Apersepsi, motivasi: dengan mengarahkan siswa pada situasi
pembelajaran
q. Kegiatan inti
− Siswa membaca dan memahami isi teks narrative yang diberikan.
− menjelaskan tentang generic structure (orientation, complication,
resolution).
− Siswa menganalisa generic structure dari narrative teks yang
diberikan.
− Siswa bekerja secara kolaboratif menyampaikan teks narrative
seperti yang sudah mereka rancang di dalam kelompok.
− Siswa menjawab beberapa pertanyaan yang berhubungan dengan
teks yang diberikan.
− Guru memberikan umpan balik positif dan penguatan terhadap
keberhasilan siswa dalam mengerjakan tugas.
− Guru menjadi narasumber dan fasilitator menjawab pertanyaan
peserta didik dalam memahami teks.
− Guru memberi motivasi siswa untuk lebih aktif dalam pembelajaran
berikutnya.
r. Penutup
− Membuat kesimpulan tentang materi yang sudah dipelajari hari itu.
− Melakukan refleksi terhadap jalannya proses pembelajaran pada hari
itu.
− Guru memberikan tugas terstruktur dan kegiatan mandiri untuk
dikerjakan di rumah.
− Guru menyampaikan rencana pembelajaran yang akan datang.
− Salam
XLIII. Sumber/bahan/alat
Buku bacaan yang relevant and worksheet
https://brechonana.blogspot.com/2014/09/contoh-narrative-text-pendek-
beserta.html
XLIV. Penilaian
The ways to give score the student’s answer by using the following
formula:
i. Literal Comprehension
In the literal comprehension the researcher will use scale 0-4 as scoring
rates as followed :
1). Main Idea
Table 3.1 : Main Idea
Criteria Score
- The answer includes a clear generalization
that states or implies the main idea
- The answer states or implies the main idea
from the story
- Indicator inaccurate or in complete
understanding of main idea
- The answer include minimal or no
understanding of main idea
- No answer
4
3
2
1
0
( Hammer in Murniati 2015:35)
j. Interpretive Comprehension
In the interpretive comprehension the researcher will use scale 0-4 as
scoring rate as followed:
2). Conclusion
Table 3.3 : Conclusion
Student showed evidence of reading resource Score
- Conclusion reflect resource reading in
development of idea is excellent
- Conclusion reflect readings in development
idea
- Conclusion reflect only reading in
development of idea. It is poor
4
3
2
- Conclusion those answers, but do not reflect
any reading of resources in development
idea.
1
(Pollar Dianne in Murniati 2015:56)
Rencana Pelaksanaa Pembelajaran
(RPP)
Mata pelajaran : Bahasa Inggris
Kelas/semester : XI/2
Pertemuan ke : 7
Alokasi waktu : 1x Pertemuan (2x45)
Skill : Reading
XLV. Standar kompetensi :
Memahami makna teks tulis monolog yang berbentuk narrative secara akurat dan
berterima dalam konteks kehidupan sehari – hari dan untuk mengakses ilmu
pengetahuan.
XLVI. Kompetensi dasar :
Merespon makna dalam langkah retorika yang menggunakan ragam bahasa tulis
secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan
untuk mengakses ilmu pengetahuan dalam text berbentuk narrative.
XLVII. Indikator :
1.Siswa mampu membaca teks dengan pronounciation yang baik dan benar.
2. Siswa mampu memahami bacaan text narrative yang didengar atau dilihat
dengan benar.
3. Siswa mampu menjawab dan mengerjakan soal – soal yang diberikan.
XLVIII. Tujuan pembelajan :
Pada akhir pelajaran diharapkan siswa dapat melakukan semua hal yang tersebut
dalam indikator di atas.
XLIX. Materi pokok : Teks Narrative
Contoh Teks :
A Woman and the Wolves
A long time ago, very few people lived in the New Territories. There
were only a few villages. If the people wanted to go from one village to another,
they often had to pass through wild and unsafe forest.
One day, a farmer’s young wife went to the next village to visit her own
mother and brother. She brought along her baby son. When it was time for her to
leave, her brother said “ it is getting dark. Let my son, Ah Tim go with you
though the forest.”
So Ah Tim led the way and the young woman followed behind, carrying
her baby. When they were in the forest, suddenly they saw a group of wolves.
They began to run to avoid the danger, but Ah Tim kicked against a stone and
fell down. At once the wolves caught him. The young woman cried to the
wolves, “ please eat my own son instead.” Then, she put her baby son on the
ground in front of the wolves and took her nephew away.
Everyone understood that this was because the woman was very good and
kind. She had offered her own son’s life to save her nephew.
They ran back to the house and called for help. All men in the village
fetched thick sticks and went back with her into the forest. When they got there,
they saw something very strange. Instead of eating the woman’s baby the wolves
were playing with him.
Answer the questions based on the text above!
12. What separated between one village to another a long time ago in the New
Territories?
13. Who was Ah Tim?
14. Who walked in front when they were in the forest?
15. How could the wolves catch Ah Tim?
16. What is the purpose of the writer by writing the story above?
Find out the main idea of each paragraph!
L. Metode pengajaran
− Double Brain Power Method
− Question answering
− Ceramah
LI. Langkah pembelajaran
s. Kegiataan awal
− Doa
− Absensi
− Apersepsi, motivasi: dengan mengarahkan siswa pada situasi
pembelajaran
t. Kegiatan inti
− Siswa membaca dan memahami isi teks narrative yang diberikan.
− menjelaskan tentang generic structure (orientation, complication,
resolution).
− Siswa menganalisa generic structure dari narrative teks yang
diberikan.
− Siswa bekerja secara kolaboratif menyampaikan teks narrative
seperti yang sudah mereka rancang di dalam kelompok.
− Siswa menjawab beberapa pertanyaan yang berhubungan dengan
teks yang diberikan.
− Guru memberikan umpan balik positif dan penguatan terhadap
keberhasilan siswa dalam mengerjakan tugas.
− Guru menjadi narasumber dan fasilitator menjawab pertanyaan
peserta didik dalam memahami teks.
− Guru memberi motivasi siswa untuk lebih aktif dalam pembelajaran
berikutnya.
u. Penutup
− Membuat kesimpulan tentang materi yang sudah dipelajari hari itu.
− Melakukan refleksi terhadap jalannya proses pembelajaran pada hari
itu.
− Guru memberikan tugas terstruktur dan kegiatan mandiri untuk
dikerjakan di rumah.
− Guru menyampaikan rencana pembelajaran yang akan datang.
− Salam
LII. Sumber/bahan/alat
Buku bacaan yang relevant and worksheet
http://mahir-msoffice.blogspot.com/2016/03/contoh-soal-narrative-text-
pilihan.html
LIII. Penilaian
The ways to give score the student’s answer by using the following
formula:
k. Literal Comprehension
In the literal comprehension the researcher will use scale 0-4 as scoring
rates as followed :
1). Main Idea
Table 3.1 : Main Idea
Criteria Score
- The answer includes a clear generalization
that states or implies the main idea
- The answer states or implies the main idea
from the story
- Indicator inaccurate or in complete
understanding of main idea
- The answer include minimal or no
understanding of main idea
- No answer
4
3
2
1
0
( Hammer in Murniati 2015:35)
l. Interpretive Comprehension
In the interpretive comprehension the researcher will use scale 0-4 as
scoring rate as followed:
2). Conclusion
Table 3.3 : Conclusion
Student showed evidence of reading resource Score
- Conclusion reflect resource reading in
development of idea is excellent
- Conclusion reflect readings in development
idea
- Conclusion reflect only reading in
development of idea. It is poor
4
3
2
- Conclusion those answers, but do not reflect
any reading of resources in development
idea.
1
(Pollar Dianne in Murniati 2015:56)
Rencana Pelaksanaa Pembelajaran
(RPP)
Mata pelajaran : Bahasa Inggris
Kelas/semester : XI/2
Pertemuan ke : 8
Alokasi waktu : 1x Pertemuan (2x45)
Skill : Reading
LIV. Standar kompetensi :
Memahami makna teks tulis monolog yang berbentuk narrative secara akurat dan
berterima dalam konteks kehidupan sehari – hari dan untuk mengakses ilmu
pengetahuan.
LV. Kompetensi dasar :
Merespon makna dalam langkah retorika yang menggunakan ragam bahasa tulis
secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan
untuk mengakses ilmu pengetahuan dalam text berbentuk narrative.
LVI. Indikator :
1.Siswa mampu membaca teks dengan pronounciation yang baik dan benar.
2. Siswa mampu memahami bacaan text narrative yang didengar atau dilihat
dengan benar.
3. Siswa mampu menjawab dan mengerjakan soal – soal yang diberikan.
LVII. Tujuan pembelajan :
Pada akhir pelajaran diharapkan siswa dapat melakukan semua hal yang tersebut
dalam indikator di atas.
LVIII. Materi pokok : Teks Narrative
Contoh Teks :
Sangkuriang
Once upon a time in west java, lived a writer king who had a beautiful
daughter. Her name was Dayang Sumbi. She liked weaving very much. Once she
was weaving a cloth when one of her tools fell to the ground. She was very tired,
at the same time she was too lazy to take it. Then she just shouted out loudly.
Anybody there! Bring me my tool. I will give you special present. If you
are female. I will consider you as my sister if you are male, I will marry you
sunddenly a male dog, its name was Tumang came. He brought her the falling
tool. Dayang Sumbi was very surprised. She regretted her words but she could
not deny it. So she had marry Tumang and leave her father. Then they lived in a
small village. Several months later they had a son. His name was Sangkuriang.
He was a handsome and healthy boy.
Sangkuriang liked hunting very much, especially deer. He often hunting
to the wood usying his arrow. When he went hunting , Tumang was always with
him.
One day Dayang Sumbi wanted to have deer’s heart so she asked Sangkuriang to
hunt for a deer. Then Sangkuriang when to the wood with his arrow and his
faithful dog. Tumang, but afher several days in the wood Sangkuriang could not
find any deer. Then where all disappeared. Sangkuriang was exhausted and
desperate. He did not want to disappoint her mother so he killed Tumang. He did
not know that Tumang was his father. Tumang’s heart to her mother. But
Dayang Sumbi knew that it was Tumang’s heart. She was so angry that she could
not control her emotion. She hit Sangkuriang at his head Sangkuriang was
wounded. There was a scar in his head. She also repelled her son. Sangkuriang
left her mother in sadness.
Many years passed and Sangkuriang became a strong young man. He
wandered everywhere. One day he arrived. at his own village but he did not
realize it. There he met Dayang Sumbi. At the time Dayang Sumbi was given an
eternal beauty by God so she stayed young forever. Both of them did know each
other. So they fall in love and then they decided to marry. But then Dayang
Sumbi recognized a scar on Sangkuriang’s head. She knew that Sangkuriang was
his son. It was impossible for them to marry. She told him but he did not beliave
her. He wished that they marry soon. So Dayang Sumbi gave very difficult
condition. She asked Sangkuriang to build a lake and a boat in one night! She
said she needed that for honeymoon.
Sangkuriang agreed. With the help of genie and spiritis, Sangkuriang
tired to build them. By midnight he had completed the lake by building a dam in
Citarum river. Then he started making the boat. It was almost dawn when he
almost finished it. Meanwhile Dayang Sumbi kept watching on him. She was
very worried when she knew this. So she made lights in the east. Then the spiritis
thought that was already dawn. It was time for them to leave. They left
Sangkuriang alone. Without their help he could not finish the boat.
Sangkuriang was angry. He kicked the boat. Then the boat turned upside
down. It, leter, became Mounth Tangkuban Perahu. Which means an upside-
down boat. From a distant the mount really looks like an upside down boat.
Answer the questions based on the text above!
17. What is the story about?
18. What made Dayang Sumbi stay young?
19. Who are the main caracthers in the story?
20. What moral value can we learn from the story?
21. What is the purpose of the writer by writing the story above?
Find out the main idea of each paragraph!
LIX. Metode pengajaran
− Double Brain Power Method
− Question answering
− Ceramah
LX. Langkah pembelajaran
v. Kegiataan awal
− Doa
− Absensi
− Apersepsi, motivasi: dengan mengarahkan siswa pada situasi
pembelajaran
w. Kegiatan inti
− Siswa membaca dan memahami isi teks narrative yang diberikan.
− menjelaskan tentang generic structure (orientation, complication,
resolution).
− Siswa menganalisa generic structure dari narrative teks yang
diberikan.
− Siswa bekerja secara kolaboratif menyampaikan teks narrative
seperti yang sudah mereka rancang di dalam kelompok.
− Siswa menjawab beberapa pertanyaan yang berhubungan dengan
teks yang diberikan.
− Guru memberikan umpan balik positif dan penguatan terhadap
keberhasilan siswa dalam mengerjakan tugas.
− Guru menjadi narasumber dan fasilitator menjawab pertanyaan
peserta didik dalam memahami teks.
− Guru memberi motivasi siswa untuk lebih aktif dalam pembelajaran
berikutnya.
x. Penutup
− Membuat kesimpulan tentang materi yang sudah dipelajari hari itu.
− Melakukan refleksi terhadap jalannya proses pembelajaran pada hari
itu.
− Guru memberikan tugas terstruktur dan kegiatan mandiri untuk
dikerjakan di rumah.
− Guru menyampaikan rencana pembelajaran yang akan datang.
− Salam
LXI. Sumber/bahan/alat
Buku bacaan yang relevant and worksheet
https://rahmawatiasih.blogspot.com/2017/07/latihan-soal-narrative-text-
sangkuriang.html
LXII. Penilaian
The ways to give score the student’s answer by using the following
formula:
m. Literal Comprehension
In the literal comprehension the researcher will use scale 0-4 as scoring
rates as followed :
1). Main Idea
Table 3.1 : Main Idea
Criteria Score
- The answer includes a clear generalization
that states or implies the main idea
- The answer states or implies the main idea
from the story
- Indicator inaccurate or in complete
understanding of main idea
- The answer include minimal or no
understanding of main idea
- No answer
4
3
2
1
0
( Hammer in Murniati 2015:35)
n. Interpretive Comprehension
In the interpretive comprehension the researcher will use scale 0-4 as
scoring rate as followed:
1). Conclusion
Table 3.3 : Conclusion
Student showed evidence of reading resource Score
- Conclusion reflect resource reading in
development of idea is excellent
- Conclusion reflect readings in development
idea
- Conclusion reflect only reading in
development of idea. It is poor
- Conclusion those answers, but do not reflect
4
3
2
1
any reading of resources in development
idea.
(Pollar Dianne in Murniati 2015:56)
Test Cycle I
Name :
Reg. number : Class :
Read the text quickly and answer the quetions!
TIPS ON BEING A FRIENDS
Friendship is an in depth relationship. It is the combination of trust, support,
communication, loyality, understanding, empathy, and intimancy. It is the basis of
every intimate relationship. People with no friends normally have lost thier capacity
for sustaining deeper relationships. Being able to trust and relax with your friends is
animportent part of your friendship.
In most cases, the transition from acquaintance to friendship occurs gradually.
The transition from stranger to acquaintance to friends begings with content and
attention. We reach out to offer friendship by offering a potential friend caring,
listaning, talking, sharing, accepting, and affirming. It takes time and effort to build
friendship. They are built slowly, slowly,slowly.... yet, nothing can add more to your
life then having truly intimate friends.
There are some ways to build friendship; one important step is to treat your
friends the way you want to be treated. Keeping secrets that are told to you is vital as
well as telling her the truth. Paying attention is a vary important part of any
relationship. Look at and focus on another person when when he talks to you. It
shows that you are ‘there for her/him’. Keeping your promise and not forgeting to
apologize if you break it. Last but not least, share things and taking turns can be a
mutual way to maintain your friendship.
A. Answer the following questions!
1. What is friendship?
2. How do yuo think of friendship grows?
3. How do you build friendship?
4. According to the text, can love grow from friendship? What do you think
about it?share with your class!
5. What’s your opinion about the criteria for good friends?
B. Find out the main idea of each paragraph!
Test Cycle II
Name :
Reg. number : Class :
Read the story and answer the following questions!
THE PROUD LION
One day, a ret walked past a lion sleeping in a deep forest . just then the lion woke
up and show the rat . He caught it with his paw.
“ what tasty meal” he said
“ Mr lion , king of the forest ,” cried the rat , “ please have a pity on me. I’M too
small to make a good meal for you. If you let me go.I’II always be grateful to you.
Perhaps one day I shall be able to repay you for your kidness,”
The lion laughed , “ how can you ever repay me?”
But since he was not feeling very hungry , he let the rat go.
The next day , the rat heard a loud noise in the forest. He run to see what it was. It
was the lion . he had falled into a hole in the ground and was caught in a rope net
The lion looked up and saw the rat, “Mr. rat, “he called out, ”Mr. rat, please jump
down and help me”
The rat jumped down into the hole and started to bite through the net. The lion was
soon able to climb out of the hole.
“ Mr. lion , said the rat , yesterday you were very proud . You thought I was able to
save your live. I hope you will never forget that although you are big and strong, even
someone as small as I can help you”
A. Answer the following questions!
1. What is the title in this story?
2. What did the lion say when he caught the rat?
3. Did the lion let the rat go because he took a pity on him or simply because
he wasn’t hungry
4. How is the characteristic of the lion?
5. How is the characteristic of the rat?
B. Find out the main idea of each paragraph!
Diagnostic Test
Name :
Reg. number : Class :
Read the text and answer the following questions!
VALENTINE’S DAY IS NOT PART OF OUR CULTURE
Valentine’s day which falls on February 14 is no longer only celebrate in
western countries. The commercialization of this special day has spread all over
the world. The day is also being exploited by radio and television station,
shopping malls, cafes, and many others to get more profits.
Yolanda, 27, is a public relation officer in a private company in south Jakarta .
she lives with her parents in Bekasi. West java
“ since I graduated from senior high school , I have never celebrated
valentine’s day I used to have dinner with my schoolmates but that was more
because we wanted to get together for dinner . I think Valentine’s day is not part
of Indonesian culture . it may be a special day is not foreigners but I will be
staying home because I will have on the following day.”
Ahmad pauji, 25, works in a company on jalan Rasuna said, central Jakarta,
he lives in celeduk, Tangerang .
“ valentine’s is good moment for a trader to gain more profits. It is a chance
for them to promote their products. My girlfriends sells women’s attire in
Bandung and gives a 20 percent discount on all pink items. The target is teenage
girls . many restaurant also do their best to lure more people for dinner. I never
celebrate it as special day . I never say, “ happy valentine’s day “ to my girlfriend
even though she often gives me special gifs . last year , for example, she sent me
a photo album and romantic poems but I only said I return.
A. Answer the following questions!
1. What is valentine’s day ?
2. What is message from this story?
3. How come the feel of valentine’s day is everywhere?
4. What is symbol of valentine’s day ?
5. What is your opinion about V- day?
B. Find out the main idea of each paragraph!
APPENDIX
THE RESULT OF READING COMPREHENSION ON DIAGNOSTIC TEST
AT THE SECOND GRADE OF SMA YPPP WONOMULYO TAHUN
PELAJARAN 2019/2020
No Name
Aspect
Score Criteria Literal Comprehension Interpretive
Comprehension
Main Idea Conclusion
1 Std-01 6 4 5.00 Poor
2 Std-02 4 3 3.50 Very
poor
3 Std-03 4 2 3.00 Very
poor
4 Std-04 2 6 4.00 Poor
5 Std-05 2 4 3.00 Very
Poor
6 Std-06 4 8 6.00 Fairly
7 Std-07 6 4 5.00 Poor
8 Std-08 4 4 4.00 Poor
9 Std-09 6 6 6.00 Fairly
10 Std-10 6 6 6.00 Fairly
11 Std-11 4 4 4.00 Poor
12 Std-12 4 4 4.00 Poor
13 Std-13 4 6 5.00 Poor
14 Std-14 6 2 4.00 Poor
15 Std-15 4 4 4.00 Poor
16 Std-16 6 4 5.00 Poor
17 Std-17 4 4 4.00 Poor
18 Std-18 6 2 4.00 Poor
19 Std-19 6 6 6.00 Fairly
20 Std-20 6 4 5.00 Poor
21 Std-21 4 2 3.00 Very
poor
22 Std-22 6 4 5.00 Poor
23 Std-23 8 6 7.00 Fairly
Good
24 Std-24 4 6 5.00 Poor
25 Std-25 4 6 5.00 Poor
26 Std-26 6 4 5.00 Poor
27 Std-27 4 4 4.00 Poor
28 Std-28 6 4 5.00 Poor
29 Std-29 4 2 3.00 Very
Poor
30 Std-30 4 4 4.00 Poor
Total 144 129 136,50
Mean score 4.80 4.30 4.55
APPENDIX
THE RESULT OF READING COMPREHENSION ON CYCLE I AT THE
SECOND GRADE OF SMA YPPP WONOMULYO TAHUN PELAJARAN
2019/2020
No Name
Aspect
Score Criteria Literal Comprehension Interpretive
Comprehension
Main Idea Conclusion
1 Std-01 6 6 6.00 Fairly
2 Std-02 4 4 4.00 Poor
3 Std-03 6 8 7.00 Fairly
Good
4 Std-04 8 6 7.00 Fairly
Good
5 Std-05 6 4 5.00 Poor
6 Std-06 4 6 5.00 Fairly
7 Std-07 6 8 7.00 Fairly
good
8 Std-08 6 4 5.00 Poor
9 Std-09 8 6 7.00 Fairly
good
10 Std-10 6 6 6.00 Fairly
11 Std-11 4 8 6.00 Fairly
12 Std-12 8 6 7.00 Fairly
good
13 Std-13 6 6 6.00 Fairly
14 Std-14 6 8 7.00 Fairly
good y
15 Std-15 8 6 7.00 Fairly
good
16 Std-16 6 4 5.00 Poor
17 Std-17 8 8 8.00 Good
18 Std-18 4 4 4.00 Poor
19 Std-19 4 8 6.00 Fairly
20 Std-20 6 4 6.00 Fairly
21 Std-21 6 6 6.00 Fairly
22 Std-22 8 6 7.00 Fairly
good
23 Std-23 6 8 7.00 Fairly
good
24 Std-24 4 4 4.00 Poor
25 Std-25 8 6 7.00 Fairly
good
26 Std-26 8 6 7.00 Fairly
good
27 Std-27 6 6 6.00 Fairly
28 Std-28 6 4 5.00 Poor
29 Std-29 6 6 6.00 Fairly
30 Std-30 6 6 6.00 Fairly
Total 184 178 182,00
Mean score 6.13 5.93 6.06
APPENDIX
THE RESULT OF READING COMPREHENSION ON CYCLE II AT THE
SECOND GRADE OF SMA YPPP WONOMULYO TAHUN PELAJARAN
2019/2020
No Name
Aspect
Score Criteria Literal Comprehension Interpretive
Comprehension
Main Idea Conclusion
1 Std-01 10 8 9.00 Very
good
2 Std-02 8 6 7.00 Fairly
good
3 Std-03 8 8 8.00 Good
4 Std-04 10 8 9.00 Very
good
5 Std-05 8 8 8.00 Good
6 Std-06 10 8 9.00 Very
good
7 Std-07 10 8 9.00 Very
good
8 Std-08 10 6 8.00 Good
9 Std-09 10 8 9.00 Very
good
10 Std-10 8 6 7.00 Fairly
good
11 Std-11 6 8 7.00 Fairly
good
12 Std-12 8 6 7.00 Fairly
good
13 Std-13 8 8 8.00 Good
14 Std-14 10 8 9.00 Very
good
15 Std-15 10 8 9.00 Very
good
16 Std-16 8 6 7.00 Fairly
good
17 Std-17 10 8 9.00 Very
good
18 Std-18 6 8 7.00 Fairly
good
19 Std-19 8 8 8.00 Good
20 Std-20 8 8 8.00 Good
21 Std-21 10 6 8.00 Good
22 Std-22 8 8 8.00 Good
23 Std-23 10 8 9.00 Very
good
24 Std-24 10 8 9.00 Very
good
25 Std-25 10 8 9.00 Very
good
26 Std-26 6 8 7.00 Fairly
good
27 Std-27 8 8 8.00 Good
28 Std-28 8 6 7.00 Fairly
good
29 Std-29 10 6 8.00 Good
30 Std-30 8 8 8.00 Good
Total 260 252 242.00
Mean score 8.66 8.40 8.53
APPENDIX
MEAN SCORE OF STUDENTS IN D-TEST
1. Mean Score of Literal Comprehension
o Main Idea
.�̅� =∑ 𝑥
𝑛
=144
30
= 4.80
2. Mean Score of Interpretive Comprehension
o Conclusion
.�̅� =∑ 𝑥
𝑛
=129
30
= 4.30
3. Total Mean Score of Reading Comprehension
∑ x = X1+X2
2
= 4.80+4.30
2
= 9.10
2
= 4.55
APPENDIX
MEAN SCORE OF STUDENTS IN CYCLE 1
1. Mean Score of Literal Comprehension
o Main Idea
.�̅� =∑ 𝑥
𝑛
=184
30
= 6.13
2. Mean Score of Interpretive Comprehension
o Conclusion
.�̅� =∑ 𝑥
𝑛
=178
30
= 5.93
3. Total Mean Score of Reading Comprehension
∑ x = X1+X2
2
= 6.13+5.93
2
= 12.06
2
= 6.03
APPENDIX
MEAN SCORE OF STUDENTS IN CYCLE II
1. Mean Score of Literal Comprehension
o Main Idea
.�̅� =∑ 𝑥
𝑛
=260
30
= 8.66
2. Mean Score of Interpretive Comprehension
o Conclusion
.�̅� =∑ 𝑥
𝑛
=252
30
= 8.40
3. Total Mean Score of Reading Comprehension
∑ x = X1+X2
2
= 8.66+8.40
2
= 17.06
2
= 8.53
APPENDIX
MEAN SCORE OF THE STUDENTS’ IMPROVEMENT IN READING
COMPREHENSION
1. The improvement of students’ score in diagnostic test – Cycle I
a. Students’ score in main idea
P = 𝑋1−(𝐷−𝑇𝑒𝑠𝑡)
𝐷−𝑇𝑒𝑠𝑡x 100
P = 6.86−5.26
5.26x 100
P = 1.60
5.26x 100
P = 30.41
b. Students’ score in conclusion
P = 𝑋1−(𝐷−𝑇𝑒𝑠𝑡)
𝐷−𝑇𝑒𝑠𝑡x 100
P = 6.60−4.30
4.30x 100
P = 2.30
4.30x 100
P = 53.48
2. Students’ improvement in diagnostic test – cycle 1
∑ x = X1+X2
2
= 30.41+53.48
2
= 83.89
2
= 41.94
APPENDIX
MEAN SCORE OF THE STUDENTS’ IMPROVEMENT IN READING
COMPREHENSION
1. The improvement of students’ score in cycle I – cycle II
a. Students’ score in main idea
P = 𝑋2−𝑋1
𝑋1x 100
= 8,66−6.86
6.86x 100
= 1.80
6.86x 100
= 26.23
b. Students’ score in conclusion
P = 𝑋2−𝑋1
𝑋1x 100
= 8.40−6.60
6.60x 100
= 1.80
6.60x 100
= 27.27
2. Students’ improvement in cycle I – cycle II
∑ x = X1+X2
2
= 26.23+27.27
2
= 53.50
2
= 26.75
APPENDIX
MEAN SCORE OF THE STUDENTS’ IMPROVEMENT IN READING
COMPREHENSION
1. The improvement of students’ score in literal comprehension diagnostic test –
Cycle I
a. Students’ score in main idea
P = 𝑋1−(𝐷−𝑇𝑒𝑠𝑡)
𝐷−𝑇𝑒𝑠𝑡x 100
P = 6.86−5.26
5.26x 100
P = 1.60
5.26x 100
P = 30.41
2. Students’ improvement in literal comprehension diagnostic test – cycle 1
∑ x = X1+X1
2
= 30.41+30.41
2
= 60.82
2
= 30.41
APPENDIX
MEAN SCORE OF THE STUDENTS’ IMPROVEMENT IN READING
COMPREHENSION
1. The improvement of students’ score in literal comprehension cycle I – cycle II
a. Students’ score in main idea
P = 𝑋2−𝑋1
𝑋1x 100
P = 8.66−6.13
6.13x 100
P = 2.53
6.13x 100
P = 41.27
2. Students’ improvement in cycle I – cycle II
∑ x = X1+X1
2
= 41.27+41.27
2
= 82.54
2
= 41.27
APPENDIX
MEAN SCORE OF THE STUDENTS’ IMPROVEMENT IN READING
COMPREHENSION
1. The improvement of students’ score in reading comprehension Diagnostic
Test – Cycle I
a. Students’ score in literal comprehension
P = 𝑋1−(𝐷−𝑇𝑒𝑠𝑡)
𝐷−𝑇𝑒𝑠𝑡x 100
P = 6.86−5.26
5.26x 100
P = 1.60
5.26x 100
P = 30.41
b. Students’ score in interpretive comprehension
P = 𝑋1−(𝐷−𝑇𝑒𝑠𝑡)
𝐷−𝑇𝑒𝑠𝑡x 100
P = 6.60−4.30
4.30x 100
P = 2.30
4.30x 100
P = 53.48
2. Students’ improvement in reading comprehension diagnostic test – cycle 1
∑ x = X1+X2
2
= 30.41+53.48
2
= 83.89
2
= 41.94
APPENDIX
MEAN SCORE OF THE STUDENTS’ IMPROVEMENT IN READING
COMPREHENSION
1. The improvement of students’ score in reading comprehension cycle I – cycle
II
a. Students’ score in literal comprehension
P = 𝑋2−𝑋1
𝑋1x 100
= 8.66−6.86
6.86x 100
= 1.80
6.86x 100
= 26.23
b. Students’ score in interpretive
P = 𝑋2−𝑋1
𝑋1x 100
= 8.40−6.60
6.60x 100
= 1.80
6.60x 100
= 27.27
2. Students’ improvement in reading comprehension cycle I – cycle II
∑ x = X1+X2
2
= 26.23+27.27
2
= 53.50
2
= 26.75
APPENDIX
MEAN SCORE OF THE STUDENTS’ ACTIVENESS IN TEACHING
LEARNING PROCESS IN CYCLE I AND CYCLE II
Note : 4 = Very Active
3 = Active
2 = Less Active
1 = Not Active
The Formula for Analyzing:
𝑃 =𝐹𝑄
4𝑋𝑁𝑋100
1. Cycle I
.
a. The first meeting
𝑃 =54
4𝑋27𝑋100
P = 50%
b. The second meeting
𝑃 =63
4𝑋27𝑋100
P = 58%
c. The third meeting
𝑃 =66
4𝑋27𝑋100
P = 61%
d. The fourth meeting
𝑃 =82
4𝑋29𝑋100
P = 71%
2. Cycle II
a. The first meeting
𝑃 =78
4𝑋25𝑋100
P = 78%
b. The second meeting
𝑃 =76
4𝑋26𝑋100
P = 73%
c. The third meeting
𝑃 =95
4𝑋30𝑋100
P = 79%
d. The fourth meeting
𝑃 =104
4𝑋30𝑋100
P = 87%
i
APPENDIX
THE OBSERVATION OF THE STUDENTS’ ACTIVENESS IN
TEACHING LEARNING PROCESS IN CYCLE I AND CYCLE II IN SMA
YPPP WONOMULYO TAHUN PELAJARAN 2019/2020
No. Students'
Code
Meeting
Cycle I Cycle II
M1 M2 M3 M4 M1 M2 M3 M4
1 Std-01 √ √ √ √ √ √ √ √
2 Std-02 √ √ √ √ √ √ √ √
3 Std-03 √ √ √ √ S S √ √
4 Std-04 √ √ √ √ √ √ √ √
5 Std-05 √ √ √ √ √ √ √ √
6 Std-06 √ √ √ √ √ √ √ √
7 Std-07 √ √ √ √ √ √ √ √
8 Std-08 √ √ * √ √ √ √ √
9 Std-09 √ √ S √ √ √ √ √
10 Std-10 √ √ √ √ √ √ √ √
11 Std-11 √ √ √ √ √ √ √ √
12 Std-12 S * √ √ √ √ √ √
13 Std-13 √ √ √ √ √ √ √ √
14 Std-14 √ √ √ √ √ √ √ √
15 Std-15 √ √ √ √ √ √ √ √
16 Std-16 √ √ √ √ * * √ √
17 Std-17 √ √ √ √ √ √ √ √
18 Std-18 √ √ √ √ S S √ √
19 Std-19 √ √ √ √ √ √ √ √
20 Std-20 √ √ √ S S √ √ √
21 Std-21 √ √ √ √ √ √ √ √
22 Std-22 √ √ * √ √ √ √ √
ii
23 Std-23 S * √ √ √ √ √ √
24 Std-24 √ √ √ √ √ √ √ √
25 Std-25 √ √ √ √ * * √ √
26 Std-26 √ √ √ √ √ √ √ √
27 Std-27 √ √ √ √ √ √ √ √
28 Std-28 √ √ √ √ √ √ √ √
29 Std-29 S * √ √ √ √ √ √
30 Std-30 √ √ √ √ √ √ √ √
Subject
Note:
S: Sick
*: Absent
iii
APPENDIX
THE OBSERVATION OF THE STUDENTS’ ACTIVENESS IN
TEACHING LEARNING PROCESS IN CYCLE I AND CYCLE II IN SMA
YPPP WONOMULYO TAHUN PELAJARAN 2019/2020
No. Students'
Code
Meeting
Cycle I Cycle II
M1 M2 M3 M4 M1 M2 M3 M4
1 Std-01 3 3 3 3 4 3 4 4
2 Std-02 3 3 3 3 4 3 4 4
3 Std-03 2 2 2 2 S S 3 3
4 Std-04 2 2 2 3 2 3 3 3
5 Std-05 3 3 3 4 3 4 4 4
6 Std-06 1 2 2 2 3 3 3 3
7 Std-07 3 3 3 4 4 4 3 4
8 Std-08 1 2 A 3 3 2 3 3
9 Std-09 2 3 S 3 3 4 3 4
10 Std-10 1 2 2 2 2 3 2 3
11 Std-11 2 2 2 2 2 3 3 4
12 Std-12 S A 3 3 3 3 3 3
13 Std-13 2 3 3 3 3 3 3 3
14 Std-14 2 2 3 3 3 3 3 3
15 Std-15 3 3 3 4 3 3 4 4
16 Std-16 2 2 2 3 A A 3 3
17 Std-17 3 3 3 3 3 3 4 4
18 Std-18 2 2 2 2 S S 2 3
19 Std-19 2 3 2 S S 3 3 3
20 Std-20 2 2 2 3 2 2 3 3
21 Std-21 2 2 2 3 3 3 4 4
22 Std-22 2 3 A 2 3 3 3 3
iv
23 Std-23 S A 3 3 3 3 4 4
24 Std-24 1 1 2 2 3 2 3 3
25 Std-25 1 2 2 2 A A 3 3
26 Std-26 2 2 2 3 4 3 3 4
27 Std-27 1 2 3 3 4 3 3 4
28 Std-28 2 2 2 3 4 3 3 4
29 Std-29 S A 2 3 3 2 3 3
30 Std-30 2 2 3 3 4 2 3 4
Subject
27 27 27 29 25 26 30 30
Total
54 63 66 82 78 76 95 104
Percentage 50 58 61 71 78 73 79 87
v
DOCUMENTATIONS
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Curriculum Vitae
The writer has complete name Cici Musyahrafa. Her
families and friends always call her Cici. She was born
on April 14th 1994, in Wajo. She is the sixth daughter
from seven children, from her beloved parents Mr.
Abd Rasyid and Mrs. Muna. She has two brother and
four sister. The writer graduated from SDN 060 Inpres Manu-manukang in 2007.
In 2010, she graduated from SMPN 2 Campalagian. And she graduated from
MAN 1 Polman in 2013. Although her parents live in Wajo, but she lives with her
beloved aunty (Hj. Mahadina). The writer who has hobbies playing badminton
and adventuring loves her families very much. In 2013, the writer continued her
study in Muhammadiyah University of Makassar and she was accepted as student
in English Department of Faculty Teacher Training and Education. At the end, she
could finished her thesis in 2020.