the effectiveness of using teams games tournaments...
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THE EFFECTIVENESS OF USING TEAMS GAMES TOURNAMENTS
(TGT)
IN TEACHING READING OF NARRATIVE TEXT
(A Quasi-Experimental Study at SMPN I Pakuhaji)
“A Skripsi”
Presented to the Faculty of Tarbiya and Teachers’ Training
in Partial Fulfillment of the Requirements
for the Degree of S.Pd in English Language Education
By
AGUNG SDAYU
NIM. 109014000163
THE DEPARTMENT OF ENGLISH EDUCATION
THE FACULTY OF TARBIYA AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
THE EFFECTIVENESS OF USING TEAMS GAMES TOURNAMENTS
(TGT)
IN TEACHING READING OF NARRATIVE TEXT
(A Quasi-Experimental Study at SMPN I Pakuhaji)
By
AGUNG SDAYU
NIM. 109014000163
THE DEPARTMENT OF ENGLISH EDUCATION
THE FACULTY OF TARBIYA AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
ii
ENDORSEMENT SHEET
The examination committee of the Faculty of Tarbiya and Teachers Training
certifies that the “Skripsi” scientific paper entitled, “The Effectiveness of Using
Teams Games Tournaments in Teaching Reading of Narrative Text (A
Quasi-Experimental Study at SMPN I Pakuhaji)” written by Agung Sdayu,
student’s registration number: 109014000163, was examined by committee on
Tuesday 30th
of September 2014, and was declared to have passed and have
fulfilled one of the requirements for the degree of Strata 1 (S1) in English
language Education at the Department of English Education.
Jakarta, 30th
September 2014
KEMENTERIAN AGAMA
FORM (FR)
No. Dokumen : FITK-FR-AKD-098
UIN JAKARTA Tgl. Terbit : 1 Maret 2010
FITK No. Revisi: : 01 Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia Hal : 1/1
SURAT PERNYATAAN KARYA SENDIRI
iv
Saya yang bertanda tangan di bawah ini,
Nama : Agung Sdayu
Tempat / Tgl. Lahir : Jakarta, 27 Maret1988
NIM : 109014000163
Jurusan / Prodi : Pendidikan Bahasa Inggris
Judul Skripsi : “THE EFFECTIVENESS OF USING TEAMS GAMES
TOURNAMENTS (TGT) IN TEACHING READING OF
NARRATIVE TEXT” (A Quasi-Experimental Study at
SMPN I Pakuhaji)
Dosen Pembimbing : 1.Ismalianing Eviyuliwati, M.Hum
2.Zaharil Anasy, M.Hum
dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan
saya bertanggung jawab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat Ujian Munaqasah.
Jakarta,
Mahasiswa Ybs.
Agung Sdayu
NIM. 109014000163
ABSTRACT
Sdayu, Agung 2014 “The Effectiveness of Using Teams Games Tournaments in
Teaching Reading of Narrative Text, (A Quasi-Experimental Study at the
Second Year Students of SMPN I Pakuhaji)”. Skripsi, English Education
Department, Faculty of Tarbiya and Teachers’ Training, Syarif
Hidayatullah State Islamic University Jakarta, 2014
Advisor I : Ismalianing Eviyuliwati, M.Hum
Advisor II : Zaharil Anasy, M.Hum
Keyword : Teams Games Tournaments (TGT) Technique, Reading,
Narrative Text
The objective of the research was to see the effectiveness Teams Games
Tournaments (TGT) technique in teaching reading of narrative text at the second
year students of SMPN I Pakuhaji and also to help the English teachers create
interactive activities for students while learning reading of narrative text.
The method which applied in this research was quasi-experimental
research. There were two classes, they were experimental class and controlled
class. The experimental class was taught by using Teams Games Tournaments
(TGT) technique while the controlled class was taught without using of Teams
Games Tournaments (TGT) technique. Furthermore, this research was conducted
through the following procedures: giving the pre-test, applying treatments, giving
post-test.
The result of the research proved that Teams Games Tournaments (TGT)
technique is effective to be used in learning reading of narrative text. According to
calculation, it can be seen that the experimental class’ mean of gain score is 9.0,
and the controlled class’s mean of gain score is 5.13. Moreover, based on the
result of analysis data, the value of ttable in the degree of significance of 1% was
2.375. Then the value of t0 was 38.7. Therefore, it can be inferred that Teams
Games Tournaments technique is effective in teaching reading of narrative text on
SMPN I Pakuhaji.
ABSTRAK
Sdayu, Agung 2014 “The Effectiveness of Using Teams Games Tournaments in
Teaching Reading of Narrative Text, (A Quasi-Experimental Study at the
Second Year Students of SMPN I Pakuhaji)”. Skripsi, Jurusan Pendidikan
Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam
Negeri Syarif Hidayatullah Jakarta, 20014.
Pembimbing I : Ismalianing Eviyuliwati, M.Hum
Pembimbing II : Zaharil Anasy, M.Hum
Kata Kunci : Teams Games Tournaments (TGT) Technique, Membaca,
Teks Naratif
Penelitian ini bertujuan untuk melihat efektifitas penggunaan teknik Teams
Games Tournaments (TGT) dalam pengajaran teks naratif di kelas VIII SMPN I
Pakuhaji dan juga untuk membantu guru-guru dalam membuat kegiatan-kegiatan
yang interaktif bagi siswa dalam belajar membaca teks naratif.
Metode yang digunakan dalam penelitian ini adalah metode penelitian
eksperimen semu. Ada dua kelas yaitu kelas eksperimen dan kelas control. kelas
eksperimen diajarkan menggunakan teknik Teams Games Tournaments (TGT)
sementara kelas kontrol diajarkan tanpa menggunakan teknik Teams Games
Tournaments (TGT). Kemudian, penelitian ini dilaksanakan melalui langkah-
langkah berikut: pemberian pre-test, pelaksanaan tindakan penelitian, dan
pemberian post-test.
Hasil dari penelitian ini membuktikan bahwa teknik Teams Games
Tournaments (TGT) memiliki efektifitas untuk digunakan dalam belajar teks
naratif. Berdasarkan perhitungan, dapat dilihat bahwa nilai rata-rata dari nilai
perolehan pada kelas experimen adalah 9.0, dan nilai rata-rata dari nilai perolehan
kelas kontrol adalah 5,13. Selain itu, berdasarkan pada hasil analisis data t-hitung
(t0) adalah sebesar 38,7 dan t-tabel (ttable) pada taraf signifikansi 1% adalah
sebesar 2,375. Oleh karena itu, hal ini berarti bahwa teknik Teams Games
Tournaments (TGT) efektif dalam pengajaran membaca teks naratif di SMPN I
Pakuhaji.
vii
ACKNOWLEDGEMENT
In the name of Allah the Beneficent the Merciful
Praised be to Allah, Lord of the world who has blessed the writer in
completing this „skripsi‟ entitled The Effectiveness of Using Teams Games
Tournaments (TGT) in Teaching Reading of Narrative Text (An Quasi-
Experimental Study at SMPN I Pakuhaji. Peace and Blessing be upon the Prophet
Muhammad SAW, his family, his companion, and his followers.
This “skripsi” is presented to the English Education Departement, the
faculty of Tarbiya and Teacher‟s Training Syarif Hidayatullah State Islamic
University Jakarta as a partial fulfillment of the requirements for the degree of
S.Pd (Bachelor of Art) in English Language Education. The writer realized that
without support and motivation from people around him, he could not finish this
„skripsi.‟ Therefore, he would like to give his deepest appreciation to the writer‟s
parents, Kastari and Sumiati, and also his sister, Gracia Imaniar, who have given
the greatest love, prayer, moral, and financial support to him and also he would
like to give his deepest appreciation to:
1. Nurlena Rifa‟i, M.A., Ph.D, the Dean of Faculty Tarbiya and Teachers‟
Training Syarif Hidayatullah State Islamic University Jakarta.
2. Drs. Syauki, M.Pd., the Head of English Education Departement.
3. Nida Husna, M.Pd., MA TESOL., as the writes‟ academic advisor,
without her guidence and her advices the writer could not become mature
person like now on.
4. Ismalianing Eviyuliwati, M. Hum., as an advisor, for her time, valuable
guidance, help, correction, suggestion, and kindness during completing
this „skripsi.‟
5. Zaharil Anasy, M. Hum., as the secretary of English Eduaction
Departement and as an advisor, for his time, valuable guidance, helps,
correction, suggestion, and kindness during completing this „skripsi.‟
viii
6. All lecturers of English Education who always give motivation and
valuable knowledge and also unforgettable experience during his study at
Faculty of Tarbiya and Teachers Training of State Islamic University
Syarif Hidayatullah Jakarta.
7. H. Firmansyah, S.Pd. M.Pd, the Headmaster of SMPN I Pakuhaji for
giving permission to the writer to do observation and research.
8. Siti Nurhayati, S.Pd, as the English Teacher at SMPN I Pakuhaji.
9. All teachers and students at SMPN I Pakuhaji who involved in this study.
10. His beloved best friends of English Education Department Class D for
academic year 2009 who have always been in the writer side in the facing
all the laughter and tears during his study.
The writer realized that this „skripsi‟ is far from being perfect. It is a
pleasure for him to receive some suggestion and criticizes from the reader for
valuable improvement.
Jakarta, September 2014
Agung Sdayu
ix
TABLE OF CONTENTS
TITLE…………………………………………………………………….. ... i
APPROVAL ................................................................................................... ii
ENDORSEMENT SHEET ............................................................................ iii
CERTIFICATION OF ORIGINALITY ...................................................... iv
ABSTRACT .................................................................................................... v
ABSTRAK ...................................................................................................... vi
ACKNOWLEDGEMENT ............................................................................. vii
TABLE OF CONTENTS .............................................................................. ix
LIST OF TABLES ......................................................................................... xii
LIST OF APPENDICES ............................................................................... xiii
CHAPTER I INTRODUCTION
A. Background of the Study ............................................. 1
B. Identification of the Problem ....................................... 4
C. Limitation of the Problem ........................................... 4
D. Formulation of the Problem ........................................ 4
E. Objective of the Study ................................................. 4
F. Significance of the Study ............................................ 4
CHAPTER II LITERATURE REVIEW
A. The General Concept of Cooperative Learning ......... 6
1. Definition of Cooperative Learning ..................... 6
2. Characteristic of Cooperative Learning ............... 7
3. Benefits of Cooperative Learning ........................ 8
B. The General Concept of Narrative Text ..................... 9
1. Definition of Narrative Text .................................. 9
2. Definition of Text .................................................. 10
x
3. Definition of Narrative Text .................................. 11
4. Characteristics of Narrative Text .......................... 12
5. Types of Narrative Text ....................................... 13
6. Elements of Narrative Text .................................. 13
C. The General Concept of Teams Games Tournaments
(TGT)........................................................................... 14
1. The Understanding of Teams Games Tournaments
(TGT) .................................................................... 14
2. The Principles of Teams Games Tournaments (TGT)
............................................................................... 15
3. The Procedures of Teams Games Tournaments (TGT)
............................................................................... 15
4. The Advantages of Teams Games Tournaments (TGT)
............................................................................... 16
5. The Disadvantages of Teams Games Tournaments
(TGT) .................................................................... 17
6. Teaching Narrative Text Using Teams Games
Tournaments (TGT) ............................................. 17
D. Relevant Studies .......................................................... 17
E. Framework Thinking .................................................. 19
F. Hypotheses .................................................................. 21
CHAPTER III RESEARCH METHODOLOGY
A. Place and Time ........................................................... 22
B. Method of the Study .................................................... 22
C. Population and Sample ............................................... 23
D. Instrument of the Study .............................................. 24
E. Procedures of the Study .............................................. 25
F. Techniques of Data Collection ……………………….. 26
1. Pre-test .................................................................. 26
2. Post-test ................................................................ 26
xi
G. Technique of Data Analysis ........................................ 26
H. Statistical Hypotheses.................................................. 28
CHAPTER IV RESEARCH FINDINGS
A. Description of the Data............................................... 30
1. The Data of the Controlled Class ......................... 30
2. The Data of the Experimental Class ..................... 35
B. Data Analysis and Hypothesis Testing ....................... 33
1. Analysis of Pre-test and Post-test ......................... 33
2. Data Analysis ........................................................ 37
3. Hypothesis Testing ............................................... 38
C. Data Interpretation ....................................................... 39
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ................................................................... 42
B. Suggestion ................................................................... 42
BIBLIOGRAPHY .......................................................................................... 44
APPENDICES ........................................................................................... 46
xii
LIST OF TABLES
Table 3.1 Validity Test Table ............................................................................... 25
Table 4.1 Score of Pre-test and Post-test of the Controlled Class ......................... 30
Table 4.2 Score of Pre-test and Post-test of the Experimental Class ..................... 32
Table 4.3 Normality of Pre-test Using One-Sample Kolmogorov-Smirnov
Test ........................................................................................................ 34
Table 4.4 Normality of Pre-test Using Lilliefors ................................................... 34
Table 4.5 Normality of Post-test Using One-Sample Kolmogorov-Smirnov
Test ........................................................................................................... 35
Table 4.6 Normality of Post-test Using Lilliefors .................................................. 36
Table 4.7 Pre-test Homogeneity ............................................................................ 36
xiii
LIST OF APPENDICES
Appendix 1: Validity Test ..................................................................................... 46
Appendix 2: Lesson Planning of Experimental Class (1st and 2
nd meeting) ......... 48
Appendix 3: Lesson Planning of Experimental Class (3th
and 4th
meeting) ......... 53
Appendix 4: Lesson Planning of Controlled Class (1st and 2
nd meeting) ............. 58
Appendix 5: Lesson Planning of Controlled Class (3th
and 4th
meeting) .............. 64
Appendix 6: Students Work Sheet ........................................................................ 70
Appendix 7: Students Work Sheet ........................................................................ 71
Appendix 8: Test of Pre-test and Post-test ............................................................ 72
Appendix 9: Answer Key ...................................................................................... 76
Appendix 10: Questions of the Tournaments ........................................................ 77
Appendix 11: Table of T-test ................................................................................ 78
1
CHAPTER I
INTRODUCTION
This chapter consists of the explanation about background of the study,
identification of the problem, limitation of the problem, formulation of the
problem, objective of the study, and significance of the study.
A. Background of the Study
In Indonesia English is taught in some level of education. English subject
is taught since the students in the junior high school until they are in the college,
English is taught with different objectives and teaching techniques in some
education levels. However, the field in teaching English is not far away from four
main language skills. The four main language skills should be mastered by the
students in learning English. The four language skills are listening, speaking,
reading and writing.
Reading is one of main language skills. It is taught in teaching English
beside listening, speaking, and writing. Reading skill has a big role for the
students to get some information from English text in order to increase their
knowledge. Reading is receptive skill. As Jeremy Harmer said that “Receptive
skill work, then, should involve students in reading or listening where they are
able to process the language sufficiently at least to extract the meaning”.1 Through
Reading students can increase their competence which is related to the target
language. Students also can improve their fluency in other skill like speaking.
Hence, reading is taught in the second grade of junior high school with
some goals that have been created by the government. Based on the curriculum
2013, there are some texts that taught in the second grade junior high school one
of those texts is narrative text. Students of second grade junior high school should
understand social function, text structure, and the elements of the narrative text in
fable, based on the context function.
1 Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman
Publishing, 1991), p. 185.
2
However, teaching English text at second grade junior high school is not
easy. In fact, based on the interview with the students and the English teacher of
SMPN I Pakuhaji on February 24th
2014, some students face difficulties to
achieve the goal in learning reading materials, in the learning process they like to
read the text loudly but they do not understand the messages or information of the
text. And also, it is caused of lack vocabularies they had. Also, some of the
students are de-motivated when they read the materials.
To solve the problems above, the teacher should find strategies to improve
students’ interest and motivation in reading narrative text to overcome this
problem. English teachers are expected to find appropriate technique to make
students understand the narrative text and moreover, enjoy reading.
Based on the explanation above, this research is focused on finding an
alternative technique in teaching reading of narrative text, it is expected can
makes students enjoy in learning and make them confident to show their English
ability. And then, the alternative technique is also expected can encourage
students’ motivation in teaching and learning process. Moreover, the students feel
fun in the classroom while teaching and learning process.
As a professional worker, the teacher is expected to be able to motivate the
students through certain ways. By using Teams Games Tournaments (TGT), the
teacher probably can motivate the students to understand narrative text. Because
by Teams Games Tournaments (TGT), the students can work together with their
friends and they have variation in their learning style in the classroom. So, the
teacher hopes that students will enjoy their learning activities. As Roy Killen said
that “TGT is suited to the same types of subject matter and learning outcomes as
STAD. It requires a little more than STAD, but can be very motivating for
learners”.2 Based on the Roy Killen statement it can be said that TGT can
motivates the learners in teaching and learning process.
There are some methods of teaching in teaching and learning English, one
of them is Cooperative Learning. Based on Wendy Jollife “Cooperative learning
2 Roy Killen, Effective Teaching Strategies 4
th Edition, (South Melbourne: Cengage
Learning, 2007), p, 181.
3
requires pupils work together in small groups to support each other to improve
their own learning and that of others”.3 It means in cooperative learning students
study together and solve problems together, students have a sense of responsibility
to themselves and also to their friends in teaching and learning process to
accomplish the goals. In cooperative learning individuals look for the outcomes
that are beneficial to themselves and beneficial to all group members. Cooperative
Learning has many benefits which are related to students, according to Carolyn
Kessler “Cooperative Learning classes are often more relaxed and enjoyable than
traditional classes. This creates a positive learning environment, with more
students attentive to assigned tasks. As a result, academic achievement increases
for all students”.4
Cooperative Learning has some general or variation methods. As Donald
R. Cruickshank, Deborah Bainer Jenkins, and Kim K. Metcalf stated ”Some
variations on the theme of Cooperative Learning: Students Teams-Achievement
Divisions (STAD), Teams Games Tournaments (TGT), Team Accelerated
Instruction (TAI), Jigsaw, and Cooperative Integrated Reading and Composition
(CIRC)”.5 In this research Teams Games Tournaments (TGT) will be used.
Furthermore, Teams Games Tournaments (TGT) technique originally was
developed by David DeVries and Keith Edward. According to Robert E. Slavin
“Teams Games Tournaments (TGT) originally developed by David DeVries and
Keith Edward, was the first of the John Hopkins Cooperative Learning methods. It
uses the same teacher presentations and team work as in STAD, but replaces the
quizzes with weekly tournaments, in which students play academic games with
members of the teams to contribute points to their team score.6
Based on the explanation above, this research took a title as “The
Effectiveness of Using Teams Games Tournaments (TGT) in Teaching Reading
3 Wendy Jolliffe, Cooperative Learning in the Classroom, (London: Paul Chapman
Publishing, 2007), p. 3. 4 Carolyn Kessler, Cooperative Language Learning, A Teachers’ Resource Book,
(London: Prentice-Hall, 1992), p. 3. 5 Donald R. Cruickshank, Deborah Bainer Jenskins, Kim K. Metcalf, The Art of Teaching
4th
Edition, (Boston: The McGraw-Hill, 2006), p, 238. 6 Robert E Slavin, Cooperative Learning, Theory, Research, and Practice, (Second
Edition (London: Ally and Bacon, 1995) p. 6.
4
of Narrative Text (A Quasi-Experimental Study at second grade of SMPN I
Pakuhaji)
B. Identification of the Problem
Based on background of the study above, the problems could be identified
as follow:
1. Some students of SMPN I Pakuhaji face difficulties to achieve the goal
in learning reading material.
2. Some students of SMPN I Pakuhaji face the difficulties to understand
the message or information of the narrative text because there are
many long sentences and lack of vocabulary.
C. Limitation of the Problem
Based on the explanation of the problems above, the writer limits the study
on the Effectiveness of Using Teams Games Tournaments (TGT) in Teaching
Reading of Narrative Text in Second Grade of Junior High School in SMPN I
Pakuaji.
D. Formulation of the Problem
Based on the explanation above, the research problem is formulated as: “Is
Teams Games Tournaments (TGT) effective to use in Teaching Reading of
Narrative Text?
E. Objective of the Study
The objective of this research is to find out whether Teams Games
Tournaments (TGT) is effective to use in Teaching Reading of Narrative Text at
the Second Grade of Junior High School in SMPN I Pakuaji.
5
F. Significance of the Study
This research is expected to give some benefits for people in teaching and
learning process such as teachers and students. For the students, they are expected
to be more excited in learning English. They feel easier in reading English text,
and they can explore their ability. And for the teachers, they can be more creative
in teaching English by exploiting Cooperative Learning Method so that good
atmosphere can be felt by the students. Further, this research is expected to be
useful for other researchers who conduct the research on teaching reading
narrative text using teams’ games tournaments field.
6
CHAPTER II
LITERATURE REVIEW
This chapter provides some theories related to the study. The theories
focused on cooperative learning, narrative text, and teams games tournaments.
This chapter also provided the relevant studies, framework of thinking, and
research hypotheses.
A. The General Concept of Cooperative Learning
1. Definition of Cooperative Learning
Cooperative learning is the term used to describe instructional procedures
whereby learners work together in small groups and are rewarded for their
collective accomplishments.1 In cooperative learning students learn together in the
groups share the material which taught in order to achieve the goals of teaching
and learning process. Roy Killen said that “Cooperative learning is an
instructional technique in which learners work together in small groups to help
one other achieve a common learning goal”.2 It means in cooperative situations,
individuals seek outcomes that are beneficial to themselves and beneficial to all
other group members.
Cooperative learning enhances students‟ enthusiasm for learning in order
to get academic success. Slavin, one of the founders of cooperative learning,
believes that the group focus of cooperative learning can changes the norm of
youth culture and make it more acceptable to excel in academic learning tasks.3
In addition, cooperative learning encouraged the students to work together
and responsible for all comprehension of the groups‟ members. According to
Donald R. Cruickshank, Deborah Bainer Jenkins, and Kim K. Metcalf, they stated
that:
1 Donald R. Cruickshank, Deborah Bainer Jenskins, Kim K. Metcalf, op. cit., p, 238.
2 Roy Killen, Effective Teaching Strategies 4
th Edition, (South Melbourne: Cengage
Learning, 2007), p, 181. 3 Richard I. Arends, Learning to Teach 7
th Edition, (New York: The McGraw-Hill
Companies, 2007), p, 345.
7
Groups must be heterogeneous in terms gender, academic ability,
race, and other traits. Heterogeneity is promoted for at least three
reasons: First, cooperative learning is based partly on the
humanistic school of thought about learning. One of its major
objectives is to make students feel better about themselves and to
be more accepting of others. A second reason to form
heterogeneous teams is so that each member will have an equal
opportunity to learn, since “talent” is about equally distributed to
each group. Finally, heterogeneity is fostered because students with
lower abilities are more likely to improve their achievement in
mixed group than in homogeneous groups.4
From the statements above, it can be said that members of groups in
Cooperative Learning method consist of various background ability. It conducted
to make the students feel better and accept the others. Moreover, students with
lower abilities will improve their achievement because they will learn with the
students of higher abilities in the same group.
2. Characteristic of Cooperative Learning
Cooperative learning has some characteristics. According to Carolyn
Kessler the characteristics of Cooperative Learning are:
First, Positive Independence. Positive independence occurs when
the gains for one individual are associated with gains for others:
that is, when one student achieves, others benefit, too. Second,
Team Formation. Positive independence implies the grouping has
occurred, either by assignment or by change. Students can group
themselves: “leaders” can take turns selecting teammates: or
teachers can assign students to teams. Informal or spontaneous
grouping is less desirable in many situations than formal or planned
grouping methods. Four types team formation: heterogeneous,
random, interest, and homogeneous/heterogeneous language
ability. Third, Accountability. Research shows that both individual
and group accountability is important for achievement in
Cooperative Learning setting, and most scholars (e.g., Slavin,
1990) consider this to be a defining characteristic of Cooperative
Learning. Methods which use only a group grade or a group
product without making each member accountable do not
consistently produce achieving gains (Slavin, 1983b). Students may
be made individually accountable by signing each student a grade
4 Donald R. Cruickshank, Deborah Bainer Jenskins, Kim K. Metcalf, op. cit., pp, 238,
239.
8
on his or her own portion of the team project or by the rule that the
group may not go on to the next activity until all the team members
finish the task. A primary way to ensure accountability is through
testing. Forth, Social Skills. Johnson et al, (1986) include teaching
social skills as a defining characteristic of Cooperative Learning.
Social skills teaching, however, are not always an element in some
of the most widely researched Cooperative Learning procedures,
such as Students Teams Achievements Divisions (STAD)
discussed in Slavin (1983a). And the last, Structuring and
Structures. Structures are generic, content-free ways of organizing
student interactions with content and with each other. For example,
(Step 1) one student talks while other listen, the (Step 2) the next
student talk, etc. structures describe different ways students are to
interact.5
From Carolyn Kessler‟ statements above, can be said that Cooperative
learning has five general characteristics.
3. Benefits of Cooperative Learning
Based on Donald C. Orlich, Cooperative learning has many benefits. He
stated:
Benefits of Cooperative Learning:
Improves comprehension of basic academic content.
Reinforces social skill.
Allows student decision making.
Creates active learning environment.
Boosts student self-esteem.
Celebrates diverse learning styles.
Promotes student responsibility.
Focuses on success for everyone.6
In addition, Carolyn Kessler said that McGroarty (1989) identifies six
primary benefits of Cooperative Learning students acquiring English. Cooperative
learning offers:
a. Increased frequency and variety of second language practice
through different types of interaction.
5 Carolyn Kessler, Cooperative Language Learning, A Teachers’ Resource Book
(London: Prentice-Hall, 1992), pp, 8-14. 6 Donald C. Orlich. et al., Teaching Strategies: A Guide to Effective Instruction, 9
th
Edition, (Boston: Wadsworth Cengage Learning, 2010), p, 271.
9
b. Possibility for development or use of the first language in ways that
support cognitive development and increased second language
skills.
c. Opportunities to integrate language with content-based instruction.
d. Opportunities to include a greater variety of curricular materials to
stimulate language as well as concept learning.
e. Freedom for teachers to master new professional skills, particularly
those emphasizing communication: and
f. Opportunities for students to act as resources for each other, thus
assuming a more active role and their learning.7
B. The General Concept of Narrative Text
1. Definition of Narrative
As written in the book entitled Text Type in English that written by Mark
and Kathy Anderson. “Narrative is a text that tells a story and, in doing so,
entertains the audience. The purpose of a narrative, other than providing
entertainment, can be to make the audience think about an issue, teach them a
lesson, or excite their emotion”.8
Moreover, according to Donald Pharr and Santi V. Buscemi “The narrative
is the oldest structured form of human communication. The ability to process the
standard elements of a narrative seems to be genetically hardwired into the human
system. Parents teach language to very young children by telling them the story.
Moreover, people spend the rest of their lives telling stories”.9
In addition, narrative has a general purpose, according to Betty Mattix
Dietsch “if the general purpose is to entertain and establish camaraderie, the it
may no matter whether the account is fiction or fact. But when the purpose is
serious – primary to reflect, inform, or persuade-then the audience expects facts
and should receive them”.10
In other word, narrative has two categories are fact
7 Carolyn Kessler, op. cit., p, 2.
8 Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: MacMillan
Education Australia PTY LTD, 2003), p. 3 9 Donald Pharr and Santi V. Buscemi, Writing Today, Contexts and Options for the Real
World, (New York, McGraw-Hill Companies, 2005), p. 174. 10
Betty Mattix Dietsch, Reason and Writing Well, a Rhetoric, Research Guide, Reader,
And Handbook 4th
Edition, (Boston: McGrew-Hill Companies, 2006), p. 124.
10
and fiction. Commonly, the fact narrative can be used to persuade the audience or
the reader. And the fiction one can be used to amuse the reader.
Furthermore, based on Betty Mattix Dietsch “Every narrative must have a
point – a valid reason to be told or written. Whether the point is stated or unstated,
it always shapes the narrative. If the purpose is to inform, the main idea, fact, or
event is often stated first. When writes probe into causes or motives underlying an
event or experience, they may place the point at the end”.11
From some definitions above, it can be said that narrative text is a text that
tells the story by the purpose to entertain the audience, furthermore, the purpose of
narrative text can be to reflect, inform, or persuade the audience. Narrative text
has a point, the point of narrative text can be stated point and unstated point.
2. Definition of Text
As Anderson stated “when words are put together to communicate a
meaning, a piece of text is created”.12
So it means when people speak or write to
communicate a message, people are constructing a text. Moreover, creating a text
needs the proper words to deliver the message correctly.
Over all there are two main categories of text. According to Anderson:
There are two main categories of text- literary text and factual text.
Literary texts include Aboriginal Dreaming stories, movie scripts,
limericks, fairy tales, plays, novels, song lyrics, mimes and soap
operas. They are constructed to appeal to our emotions and
imagination. Literary texts can make us laugh or cry, think about
our own life or consider our beliefs. There are three main text types
in this category: narrative, poetic and dramatic. Media texts such as
films, videos, television shown and CDs can also fall in this
category. In contrast, Factual texts include advertisements,
announcements, internet web sites, current affairs shows, debates,
recipes, reports, and instructions. They present information or ideas
and aim to show, tell to persuade the audience. The main text types
11
Ibid 12
Mark Anderson and Kathy Anderson, Text Types in English 1, (South Yarra:
MacMillan Education Australia PTY LTD, 1997), p. 1.
11
in this category are recount, response, explanation, discussion,
information report, exposition and procedure.13
Based on the characteristics of text above, it can be said that different
types of text have particular characteristics, depend on the purpose what people
are made for. For example, an advertisement and a novel both are have different
characteristic of language because each made for different aim. The language that
used in the advertisement introduce the product, meanwhile, the language that
used in the novel make the readers go into the story and feel the emotions of the
story.
Furthermore, a text is divided toward two types that are spoken text and
written text. Sanggam Siahaan and Kisno Shinoda stated that a spoken text is any
meaning spoken text. It can be a word or a phrase or a sentence or a discourse. A
spoken discourse can be monolog or a dialog or a conversation. It can be a song or
poetry or a drama or a lecture, etc. a written text is any meaningful written text. It
can be a notice or a direction or an advertisement or a paragraph or an essay or an
article or a book etc.14
3. Definition of Narrative Text
According to Anderson, the definition of Narrative text is “Narrative text
type tells a story using spoken or written language. It can be communicated using
radio, television, books, newspaper, or computer files, picture, facial expression,
and camera angles can also be used to help communicate meaning. Narratives are
usually told by story teller”.15
In addition, in the other book, Anderson also said that “The narrative text
type tells a story, its purpose is to present a view of the world that entertains or
informs the reader or listeners”.16
13
Ibid., pp. 1-3 14
Sanggam Siahaan and Kisno Shinoda, Generic Text Structure, (Yogyakarta; Graha
Ilmu, 2008), p. 1 15
Anderson, op. cit., p. 2. 16
Mark Anderson and Kathy Anderson, Text Types in English 2, (South Yarra:
MacMillan Education Australia PTY LTD, 1997), p, 6.
12
Here is an example of the narrative text:
A long time ago, there lived an old man in the
Penanggungan Mountain. His name was Kiai Gede Penanggungan.
He had supernatural power. Kiai Gede Penanggungan prayed days
and nights for her daughter to have a husband. One day, a young
handsome man came to his place. The name of the man was Jaka
Pandelengan. He wanted to be Kiai Gede Penanggungan‟s student.
Kiai Gede agreed to have Jaka as his student with one condition
that he would marry her daughter. Jaka Pandelengan and Dewi
Walangangin soon get married. Kiai Gede Penanggungan taught
many things.
After several years, now it was time for the couple to live
separately from Kiai Gede Penanggungan they would move to
another village. Kiai Gede gave some seeds of pari or paddy to the
couple. He asked the couple to plant the seeds. He also warned the
couple not to be arrogant when they were rich. He wanted the
couple to help poor people. The couple started new life. The
planted the seed. Soon, the seed grew and became a lot of rice.
Now the couple became very rich. The poor neighbors came to the
couple to ask for the some pari seeds but the couple refused to help
them.
Kiai Gede heard about the couple‟s bad behavior. Soon he
visited the couple. He met them when the couple as working on the
field. Kiai Gede talked to the couple. He reminded the couple not
to be arrogant. But the couple ignored him. They said nothing to
Kiai Gede. Kiai Gede got very angry. Then he said “You two are
like temples. You didn‟t listen to me. Right after he said those
words, an incredible thing happened. Slowly, Jaka and Dewi turned
into temple. Because the temples stood among the pari, people
named them as Pari Temple.17
4. Characteristics of Narrative Text
Based on Anderson, the characteristics of narrative text as below:
The Narrative scaffold: First, Orientation, in this paragraph the
narrator tell the audience who is in the story, when it is happening,
where it is happening and what is going on. Second, Complication,
this the part of the story where the narrator tells about something
that will begin a chain of events, these events will effect one or
more the characters. The complication is the trigger. Third,
Sequence of Events, this is where the narrator tells how the
characters react to the complication. It includes their feeling and
17
Dra. Erni Prihatin, et. Al., Pendalaman Materi Sukses Ujian Nasional Bahasa Inggris,
(Jakarta: AKASIA, 2012), p, 35.
13
what they do. Forth, Resolution, in this part of the narrative the
complication is sorted out or the problem is solved. And the fifth,
Coda, the narrator includes a coba if there is a moral or message to
be learn from the story.18
From Anderson‟s explanation above, it can be said that there are five
characteristics of narrative text.
5. Types of Narrative Text
There are many different types of narrative text. According to Anderson
“The types of Narrative text including: Humor, Romance, Crime, Real-life
Fiction, History Fiction, Mystery, Fantasy, Science Fiction, Diary-novel, and
Adventure”.19
Those are some types of narrative text. Each can stands alone and can be
combined. Instance, romance narrative can be combined through mystery
narrative and etc.
6. Elements of Narrative Text
There are some elements of narrative text, Where, When, Who, What,
How, and Why.20
“Where” is to explain the place of the event. “When” describes
about the time. “Who” clarify the actors. “What” tells the plot and flow of the
story. “How” also explain the flow of the story. “Why” it means why the tale
happens.
Dietsch stated that “Where and When” means early in the narrative,
the writer sets the scene of the action, event, or conflict that will take
place. Readers need to know basic facts about the place, era, culture,
and conditions that prevail. The “Who” means a narrative usually
revolves around people, although an animal take the central role. The
“What” means whether one event or a series occur, action, conflict,
and change are essential to the story. The “How” of a narrative often
involves cause and effect. The “Why” of a narrative is the reasoning or
motivation, usually of the central character, that propels the action.21
18
Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra:
MacMillan Education Australia PTY LTD, 2003), p, 4. 19
Ibid., p. 18. 20
Betty Mattix Dietsch, Reason and Writing Well, a Rhetoric, Research Guide, Reader,
And Handbook 4th
Edition, (Boston, McGrew-Hill Companies, 2006), p. 125. 21
Ibid.
14
Those are the elements of the narrative text. A good narrative text can be
presented if those elements can be contained in the text. Furthermore, narrative
text has some purposes, and to be close to the purpose, narrative text should have
some points to make the readers easy to understand the message of the text. In
addition, According to Clouse Barbara, he stated that “a narration usually includes
the answers to the journalist‟s questions who, what, when, where, why, and how.
The narrative explains who was involved, what happened, when it happened,
where it happened, why it happened, and how it happened”.22
C. The General Concept of Teams Games Tournaments (TGT)
1. The Understanding of Teams Games Tournaments (TGT)
According to Roy Killen, “TGT was Slavin‟s original version of
cooperative learning (DeVries & Slavin, 1978). It is similar to STAD in that
teachers present information to learners and then they have one another learn. The
difference is the quizzes are replaced with tournaments in which learners compete
with members of other teams in order to gain points for their home team”.23
So
based on the Roy Killen definition, Teams Games Tournaments (TGT) has
similarity with STAD but clearly the quizzes that used in STAD are replaced with
tournaments in TGT.
In addition, Slavin stated that “TGT is the same as STAD in every aspect
but one: instead of the quizzes and the individual improvement score system, TGT
uses academic tournament, in which students compete as representatives of their
teams with members of other teams who are like them in past academic
performance”.24
In other word, TGT and STAD have the same several elements
but different in using quizzes, STAD uses the common quizzes, while TGT uses
academic tournament.
22
Barbara Fine Clouse, Patterns for a Purpose, a Rhetorical Reader 3th Edition, (New
York: McGraw-Hill, 2003), p. 162. 23
Roy Killen, Effective Teaching Strategies 4th
Edition, (South Melbourne: Cengage
Learning, 2007), p, 197. 24
Robert E. Slavin, Cooperative Learning, Theory, Research, and Practice, 2nd
Edition
(Boston: A Simon & Schucter Company, 1995), p, 84.
15
2. The Principles of Teams Games Tournaments (TGT)
According to Slavin, TGT have five principles as follows:
a. Class presentation, what does mean class presentation in TGT is
the same as class presentation in STAD, materials are introduced
here. Slavin said that this is often the direct instruction or a lecture-
discussion conducted by the teacher.
b. Teams, teams in TGT is also same as teams in STAD, teams are
composed of four or five students who represent a cross-section of
the class in terms of academic performance, sex, and race or
ethnicity, the major function of the team is to make sure that all
team members are learning, and, major specifically, to prepare its
members to do well on the quizzes. After the teacher present the
material, the team meet to study worksheets or other material. Most
often, the study involves students discussing problems together,
comparing answer, and correcting any misconceptions if teammates
make mistakes.
c. Games, the games are composed of content-relevant questions
designed to test the knowledge students gain from class
presentations and team practice. Games are played at tables of three
students, each of whom represents of different team. Most games
are simply numbered questions on ditto sheet. A students a
numbered card and attempts to answer the question corresponding
to the number. A challenge rule permits players to challenge one
another‟s answer.
d. Tournaments, the tournament is the structure in which the games
take place. It is usually held of the end of a week or a unit, after the
teacher has made the class-presentation and the team has had time
to practice with their worksheet. Thus, the teams have a good
preparation in participation the tournament.
e. Team Recognition, team scores are computed based on teams‟
members improvement scores, and individual certificated, a class
newsletter, or a bulletin broad recognize high-scoring team.25
3. The Procedures of Teams Games Tournaments (TGT)
To use TGT in teaching and learning process, follow these steps:
a. Divide the learners into groups of four or five.
b. Give the learners an outline of what they will be learning and why.
c. Present new academic information to learners either verbally, in
writing, or through other means such as videotape.
d. Give the learners worksheets or other study devices to help them
master the academic materials. These worksheets should guide
25
Ibid
16
them through the materials and show them how they can help one
other learn through tutoring, quizzing one another, or team
discussing.
e. Give the learners sufficient time to work together to understand the
ideas you have presented-several periods if necessary.
f. While the learners are learning in their groups, review your records
of their learning progress over the past few lessons so that you can
classify each learner as a low, medium, or high achiever at this time
and for their aspect of their learning.
g. When it is time to check on what the learners have learned, select
three at a time for the „tournament‟, the three learners should be
from some category (low, medium, or high achiever), but from
different group.
h. Pose a series of questions (perhaps four) to the „contestant‟ who
will be trying to be the first to answer.
i. At the end of the round the winner earns one points for his/her team
regardless of how many questions they answered correctly or how
difficult the questions were.26
From the explanation above, known that for the first section teachers
should present the material, then, divide the students into several groups based on
their ability, students can be classified as low students achiever, medium students‟
achiever, and high students‟ achiever. When conducting the tournament, students
will compete with the students who have the same level ability. After dividing
students into groups, give them several periods to learn together. The last,
conducting the tournament and the scoring.
4. The Advantages of Teams Games Tournaments (TGT)
As one of the teaching technique in teaching and learning process, Teams
Games Tournament (TGT) has some advantages as follow:
a. Students can interact in the small group.
b. Giving the opportunities for the students to solve problems together.
c. Students will have good attitudes because beside they are responsible
of their own selves, they also responsible of the team.
d. Increase the students‟ desire in learning.
26
Killen. loc. cit.
17
e. Motivating the students to compete.
f. Provides the teachers to use new variation in teaching.
g. Provides the teachers to make good assessment.
h. Provides the good atmosphere in the class.
5. The Disadvantages of Teams Games Tournaments (TGT)
Teams Games Tournament also has some disadvantages for some side in
teaching and learning, such as:
a. Wasting the time, the tournament will take a long time.
b. The absences of the students during tournament period will disturb the
successful of the tournament.
6. Teaching Narrative Text Using Teams Games Tournaments
(TGT)
In teaching narrative text using Teams Games Tournaments (TGT)
teachers should apply some procedures. Firstly, teachers should prepare the
learning material and explain it in the class. Secondly, teachers divide the students
in some groups, each groups should contain of some level students, high, medium,
and low ability. Then, teachers give the opportunity to the groups of the students
to study and deal with the learning materials.
After discussing, teachers conduct the tournaments, before conducting the
tournaments teachers were already prepared the table tournaments and some
questions which taken from the learning materials.
D. Relevant Studies
Here are some relevant studies that related to my study: first, the „Skripsi‟
by Fadillah. She has written a „skripsi‟ in 2011 entitled “Improving Students‟
Understanding of Narrative Text by Using Cooperative Learning”.27
In her
„Skripsi‟ she tried to find out the significance improvement of students‟
27
Nurul Fadilah, Understanding of Narrative Text by Using Cooperative Learning.
(Jakarta: UIN Jakarta, 2011).
18
comprehension of Narrative text in second grade of Mts. Manartul Islam Jakarta.
She used a cooperative learning method in her study. She used Classroom Action
Research to solve students‟ problem in understanding Narrative Text. She also
used test as the instrument of the study, she used both pre-test and post-test. By
the end of the study she concluded that students improved their understanding of
narrative text during the teaching and learning process.
There are similarities and differences between Fadilah‟s study and writer‟s
study. The similarities between us, both of us used test as the instrument of the
study and conducted the study toward junior high school and narrative text
subject. The differences between Fadilah‟s study and writer‟s study are in the
method, design, material, objective, and place of the study. Fadilah used
Classroom Action Research (CAR) to solve students‟ problem in understanding
narrative text and the writer used experimental study to solve students‟ problem in
understanding narrative text.
Second „Skripsi‟ by Saputra. He has written a „skripsi‟ in 2011 entitled
“Improving Students‟ Ability in Reading Narrative Text Through Jigsaw
Technique”,28
he conducted the study at second grade of SMP Al-Hidayah Lebak
Bulus. His „Skripsi‟ purpose is to find out the improvement of students‟ ability in
reading narrative text using jigsaw technique. He used classroom action research.
He conducted the research through two cycles with two meeting in every cycle.
The result of his study is through jigsaw technique students‟ ability in reading
narrative text can be improved. He proved it by some data that he got.
The study above had similarities and differences with writer‟s study. In the
similarities side, both of us conducted the study toward junior high school
students and conducted the study in the reading narrative text. Saputra and the
writer used the test as the instrument of the study. In the other hand, the
differences between us occurred in the method, design, material, objective, and
place of the study. Saputra‟s used Classroom Action Research and Jigsaw
28
Firman Adi Saputra, Improving Students‟ Ability in Reading Narrative Text Through
Jigsaw Technoque, (Jakarta: UIN Jakarta).
19
technique in his study but the writer used experimental study and used Teams
Games Tournaments (TGT) technique in teaching narrative text.
And the last relevant study, „skripsi‟ entitled “Teaching the Simple Past
Tense by Using Teams Games Tournaments”29
written by Sofwan in 2010. He
was conducted the research at second grade of SMP Islam Al-Mukhlisin Bogor,
and the result of his study is teaching simple past tense through Teams Games
Tournaments technique more effective and can improved the students‟
understanding of simple past tense. Sofwan‟s study and the writer‟s study had the
similarities and differences. The similarities between Sofwan and the writer used
Teams Games Tournaments (TGT) as the teaching technique and the study
conducted in the junior high school. In the differences side, Sofwan used Teams
Games Tournaments (TGT) technique in teaching simple past tense but the writer
used Teams Games Tournaments (TGT) technique in teaching in teaching
narrative text.
E. Framework of Thinking
From the theories that have been discussed above, it can be concluded that
reading is a skill that should be acquired by English language learners. Reading is
a skill to develop one‟s knowledge and language skill. Reading is an activity or
process in which the readers make an effort to get information from what they
read. Students‟ purpose when they read a text is to comprehend the meaning and
interpret the ideas from the text, so they can get the actual information and
message that the writer tries to convey.
In reading English language text, some problems are faced by students,
such as some students face difficulties to achieve the goal in learning reading
materials, in the learning process they like read the text loudly but they do not
understand the messages or information of the text. It can be caused of some
factors such students‟ lack of vocabularies; the materials are too complex, and too
29
M. Sifa Sofwan, Teaching the Simple Past Tense by Using Teams Games Tournaments
(TGT), (Jakarta: UIN Jakarta, 2010).
20
difficult. It can be made them de-motivated. It problems might lead to students‟
failure in comprehend the text.
Moreover, English students in Indonesian often do not have sufficient
chance to increase their social skill because teachers mostly use classical
technique in teaching and learning process to deliver the material to the students.
In this case, teachers prefer their students to sit properly on their chair, and pay
attention to the teachers‟ explanation. This technique does not allow students to
interact with their classmates about the material that are being discussed because
when students talk to their friend, they will be seen as students who are not paying
attention to the teacher‟s explanation.
Hence, to solve this problem, teachers may use teams games tournaments
(TGT) technique in the class to give the students opportunity to understand text
they are reading by interacting with their friends about the text. According to
Robet E Slavin, “Teams Games Tournaments (TGT) has many of the same
dynamics as (STAD), but adds a dimension of excitement contributed by the use
of the games. Teammates help one another prepare for the game by studying
worksheets and explaining problems to one other”.30
It means the teams games
tournaments (TGT) technique allows the students to comprehend a text by
understanding this text in their own group. The teams games tournaments (TGT)
technique also allows students to communicate with their teammate about the
material so they can develop their reading skill, and also their communication
skill.
In other word, the writer assumes the teams games tournaments (TGT)
technique can help students to get better understanding in reading by allowing
students to interact in the small group about the material that being discussed,
Giving the opportunities for the students to solve problems together, they will
have good attitudes because beside they are responsible of their own selves, they
also responsible of the team, increasing the students‟ desire in learning process,
motivating the students to compete, providing the teachers to use new variation in
30
Robert E. Slavin, Cooperative Learning, Theory, Research, and Practice, 2nd
Edition
(Boston: A Simon & Schucter Company, 1995), p, 6.
21
teaching, providing the teachers to make good assessment, providing the good
atmosphere in the class.
F. Research Hypotheses
The aim of this study is to get the evidence whether teams games
tournaments (TGT) technique is effective in teaching reading of narrative text or
not. Therefore the research hypotheses are designed as follow:
1. The Null Hypothesis (Ho)
There is no significant difference in teaching reading of narrative text
using teams games tournaments (TGT) and teaching reading of narrative
text without teams games tournaments (TGT) in second grade of SMPN I
Pakuaji.
2. The Alternative Hypothesis (Ha)
There is a significant difference in teaching reading of narrative text using
teams games tournaments (TGT) and teaching reading of narrative text
without teams games tournaments (TGT) in second grade of SMPN I
Pakuaji.
22
CHAPTER III
RESEARCH METHODLOGY
This chapter explains the methodology of the study. It consists of place
and time of the study, population and sample, method of the study, instrument of
the study, procedures of the study, technique of data collection, technique of data
analysis, and statistical hypotheses.
A. Place and Time
This study was conducted at SMPN1 Pakuaji. It is located on Jl. KH.
Sa'adullah Km. 01 Pakualam, Tangerang Regency-Banten. SMPN 1 Pakuhaji is a
public school. There are twenty-seven classrooms. In SMPN 1 Pakuaji teaching
and learning process divides into two part times, morning and afternoon class.
Most of students at first Grade study in the morning class but two classes study in
the afternoon, while all students at second grade and third grade study in the
morning. The focus of this study was second grade junior high school.
This research was conducted on August 2014. The writer conducted 6
meetings for each both experimental class and controlled class. The first meeting
was used to give the pre-test in five classes, next, second meeting until fifth
meeting used to teach in experimental class and controlled class. The writer used
the treatment in the experimental class. The last meeting was used by the writer to
give the post-test. Then, the writer collected all the data and analyzed them.
B. Method of the Study
The study used quantitative research. Furthermore, this study used a quasi-
experimental study. Quasi-experimental is an experimental study in which the unit
of the objects are not decide in randomly conditions.1 In the process of the study,
1 William R. Saddish, Thomas D. Cook, and Donald T. Campbell, Experimental and
Quasi-Experimental Designs for Generalized Causal Inference, (New York: Houghton Mifflin
Company), p. 12.
23
the writer taught two classes, one class as a controlled class and the other one as
experimental class. In the process of the study the experimental class was taught
through Teams Games Tournaments (TGT) technique. On the other hand, the
controlled class was taught through the traditional method which the original
teacher commonly uses in the teaching and learning process.
The writer gave the pre-test for five classes in the beginning of the study. It
conducted to decide which classes became experimental class and controlled
class. After giving pre-test writer decided the experimental class and controlled
class, then, gave the treatment in experimental class, and at the end step of the
study writer gave post-test in order to reach a result whether the students in
experimental class have significance improvement in understanding narrative text
or not.
C. Population and Sample
The population of this study was the second grade students of
SMPN 1 Pakuhaji academic year 2014-2015. The amount of students of the
second grade in this school is 400 students and divided into 10 classes. The
sampling strategy to determine the sample used in this research was purposive
cluster sampling. The writer was only allowed to take five classes as the sample of
this study. Then, the writer took two classes as the sample based on their last
averages score. Furthermore, the classes which are took the last averages score
divided into experimental and controlled class.
Moreover, the writer took the last scores of 8E and 8H. The writer took
that both classes because both classes had close average score. 8E had average
score 32.75 and 8H had average score 32.25. The scores showed that 8E had the
highest averages score then 8H, 8E had averages score 32.75 meanwhile 8H had
averages score 32.25. After getting those scores the writer decided that both
classes became the experimental and controlled class. 8E became the controlled
class and 8H became the experimental class, 8E taught by using technique that
usually the regular English teacher applied in the class and 8H taught by using
special treatment. After giving the treatment in the experimental class, the writer
24
distributed the post-test in both classes and hopefully the experimental class got
highest score then controlled class.
D. Instrument of the Study
The writer used the test as the instrument of this study. The test was
divided into two parts that were pre-test and post-test. The result of pre-test and
post-test became the result of this study. The writer also conducted the
observation and the interview. These observation and interview was conducted in
the school before doing the study to get the important relevant information that
related to this study.
The test that used in this study was pre-test and post-test. Pre-test
distributed in five classes 8D, 8E, 8F, 8G, and 8H class to know the averages
score for each class. The result of the test used to determine the experimental class
and controlled class. Meanwhile, post-test distributed to both experimental class
and controlled class after experimental class got the treatment from the writer in
the teaching and learning process in the class. The treatment is Teams Games
Tournament (TGT). The post-test distributed to know the significance
achievement of experimental class in reading narrative text. The questions that
used in this study were multiple choices.
Before conducting the pre-test the writer already made 30 multiple choice
questions that consist of the narrative text materials. All the questions had passed
the validity and ratability test. Validity of a test is a test in which the test should
measures about what it has to measure and nothing else.2 In the validity test, the
writer used item test validity. Through item test validity excellent and good
remarks are absolutely taken as the questions. The poor remarks revised as the
new one became the questions for students. Here are the criteria of the validity
test3:
2J.B. Heaton, Writing English Language Tests, (New York: Longman Inc., 1990), p. 159.
3 M. Farkhan, The Class of Language Testing, 2002
25
Table 3.1
Validity Test Table
VE = Very easy >0.80
ME = Moderately Easy 0.71 – 0.80
ID MeDi = Medium Difficult 0.51 – 0.70
MoDi = Moderately Difficult 0.31 – 0.50
VeDi = Very Difficult 0.00 – 0.30
E = Excellent 1.0 – 0.40
G = Good 0.30 – 0.39
DP M = Mediocre 0.20 – 0.29
P = Poor 0.00 – 0.19
W = Worst <-0.01
E. Procedure of the Study
These were some steps that writer used while conducting the study:
1. Asking permission to the head master of the school and regular English
teacher to do the study.
2. Distributing the pre-test in the class 8D, 8E, 8F, 8G, and 8H.
3. Teaching in the experimental class using Teams Games Tournament
(TGT) technique, by contrast, teaching not using Teams Games
Tournament in the controlled class.
4. Distributing the post-test in both experimental class and controlled class.
5. Collecting and analyzing all the data.
26
F. Technique of Data collection
In this study, the writer used the quantitative research. Teams Games
Tournaments (TGT) used in teaching narrative text to get the data. There were
tests as the main instrument that used in this study to see the effectiveness of
Teams Games Tournaments (TGT) in teaching narrative text. To collect the data
the writer applied the steps as follows:
1. Pre-test
Pre-test was given to five classes 8D, 8E, 8F, 8G and 8H before the writer
decided the experimental class and controlled class and gave the treatment
of Teams Games Tournaments (TGT) in teaching narrative text in the
experimental class.
2. Post-test
Post-test was the last test that given to the both classes 8E and 8H after
giving the treatment of Teams Games Tournaments (TGT) in the
experimental class. The aim of the giving post-test was to know the
effectiveness of Teams Games Tournaments (TGT) in teaching narrative
text.
Through implementing the pre-test and post-test, it can be seen the
progress of the students and the effectiveness of using Teams Games Tournaments
(TGT) in teaching narrative text.
G. Technique of Data Analysis
The writer analyzes the data which taken from both classes 8E and 8H.
Analyzing the data was the last step of the research to get the result of the
research. In this research the writer used T-test formula as a technique of data
analysis. T-test was used to know the effectiveness of using Teams Games
Tournaments (TGT) and to know the difference of students’ score in both
experimental class and controlled class. Here is the form of the T-test:
27
= Mean of Variable X
= Mean of Variable Y
SE = Standard Error
X = Experimental Class
Y = Controlled Class
N = Students
= t observation
Prior the calculation of the T-test there are several steps to be taken, they
are as follow:
a. Determining the Mean of Variable X, with formula:
b. Determining the Mean of Variable Y, with formula:
c. Determining the Standard Deviation Score of Variable X, with
formula:
d. Determining the Standard Deviation Score of Variable Y, with
formula:
e. Determining the Standard Error Mean of Variable X, with formula:
28
f. Determining the Standard Error Mean of Variable Y, with formula:
g. Determining the Standard Error of different Mean of Variable X and
Mean of Variable Y, with formula:
h. Determining to, with formula:
i. Determining the Degree of Freedom (df), with formula:
H. Statistical Hypotheses
Before deciding the result of the hypotheses, the writer proposed two
hypotheses to be tested:
a. Ho: there is empirical evidence that the use of Teams Games
Tournament (TGT) Technique is not effective in teaching reading in
second grade SMPN 1 Pakuhaji.
b. Ha: there is empirical evidence that the use of Teams Games
Tournament (TGT) Technique is effective in teaching reading in
second grade SMPN 1 Pakuhaji.
c. Ho : µ1 = µ2
d. Ha : µ1 ≠ µ2
29
And then, the criteria used as follows:
a. If ≤ ttable, in significant degree of 1%, the Null Hypothesis (Ho) is
accepted and Ha or Hypothesis Alternative is rejected. It means that
that there is not empirical evidence that the use of Teams Games
Tournament (TGT) Technique is effective in teaching reading.
b. If ≥ ttable, in significant degree of 1%, the Null Hypothesis (Ho) is
rejected and Ha or Hypothesis Alternative is accepted. Therefore, there
is empirical evidence that the use of Teams Games Tournament (TGT)
Technique is effective in teaching reading.
30
CHAPTER IV
RESEARCH FINDING
This chapter describes research findings and discussion of the study, it
consists of research findings and interpretation of the data.
A. Description of the Data
The data were framed into two tables which are from controlled class and
experimental class. Each table consists of students’ score test which given by the
writer. Here are the score of pre-test, post-test, and gain score.
1. The Data of Controlled Class
Table 4.1
Score of Pre-test and Post-test of the Controlled Class
STUDENTS SCORE
GAIN SCORE PRE-TEST POST-TEST
1 45 50 5
2 35 35 0
3 45 50 5
4 50 50 0
5 40 50 10
6 45 45 0
7 50 55 5
8 30 35 5
9 25 35 10
10 10 10 0
11 30 40 10
12 40 40 0
13 30 40 10
14 45 45 0
15 30 30 0
16 30 30 0
17 20 25 5
18 45 50 5
19 20 25 5
20 40 55 15
21 40 45 5
31
22 25 30 5
23 35 35 0
24 25 40 15
25 35 40 5
26 25 40 15
27 40 45 5
28 35 40 5
29 35 45 10
30 25 30 5
31 20 25 5
32 20 30 10
33 25 25 0
34 30 40 10
35 35 35 0
36 35 40 5
37 40 45 5
38 25 25 0
39 30 40 10
40 25 25 0
Σ n = 40 Σ Y0 = 1310 Σ Y1 = 1515 Σ Y2 = 205
AVERAGE 32.75 37.88 5.13
MAX 50 55
MIN 10 10
Mpre-test = = = 32.75
Mpost-test = =
= 37.88
Mgain= =
= 5.13
From the controlled class data shown above, it can be concluded that the
highest score on the pre-test was 50 and the lowest score was 10 with an average
of 32.75. The average of the pretest increased on the post-test up to 37.875. The
highest score of post-test was 55 while the lowest score was 10. It can be seen that
the controlled class could only gained score about 5.13 points.
32
2. The Data of Experimental Class
Table 4.2
Score of Pre-test and Post-test of the Experimental Class
STUDENTS SCORE
GAIN SCORE PRE-TEST POST-TEST
1 30 35 5
2 35 40 5
3 45 60 15
4 40 50 10
5 45 55 10
6 45 45 0
7 30 35 5
8 5 35 30
9 30 35 5
10 30 40 10
11 20 30 10
12 30 30 0
13 30 45 15
14 40 45 5
15 40 45 5
16 30 35 5
17 20 30 10
18 25 30 5
19 45 45 0
20 35 45 10
21 35 45 10
22 25 40 15
23 10 35 25
24 35 40 5
25 50 50 0
26 40 40 0
27 25 35 10
28 35 40 5
29 45 45 0
30 25 35 10
31 25 35 10
32 30 40 10
33
33 25 45 20
34 40 65 25
35 45 50 5
36 25 30 5
37 35 45 10
38 35 50 15
39 35 45 10
40 20 30 10
Σ n = 40 Σ Xo=1290 Σ X1=1650 Σ X2=360
AVERAGE 32.25 41.25 9
MAX 50 65
MIN 5 30
Mpre-test = = = 32.25
Mpost-test = = = 41.25
Mgain= = = 9
Based on the calculation result above, it is shown that the mean of pre-test
in experimental class was 32.25 and the mean of post-test was 41.25. It means that
the students had gained score about 9 points. It is also shown that the highest
score on pre-test was 50 and the lowest score was 5. While on the post-test result
which the average of the post-test was 41.25, the highest score was 65 and the
lowest score was 30.
B. Data Analysis and Hypothesis Testing
1. Analysis of Pre-test and Post-test
a. Normality
Before calculating the t-test value to find out the hypothesis of the
research, a test of normality and homogeneity are needed to know whether the
data has been normally distributed or not; the data are homogeneous or
34
heterogeneous. These tests are valued using SPSS Statistics 17. The normality and
homogeneity tests results can be seen as below:
Table 4.3
Normality of Pre-test Using One-Sample Kolmogorov-Smirnov Test
CONTROLLED EXPERIMENT
N 40 40
Normal Parametersa,,b
Mean 32.7500 32.2500
Std. Deviation 9.33356 9.80254
Most Extreme
Differences
Absolute .122 .110
Positive .122 .091
Negative -.106 -.110
Kolmogorov-Smirnov Z .770 .699
Asymp. Sig. (2-tailed) .593 .713
a. Test distribution is Normal.
b. Calculated from data.
The normality calculation above used One-Sample Kolmogorov-Smirnov
Test. From the table above, it is shown the absolute difference (D) of controlled
class data is 0.122. It is much lesser than Dtable with the closest Kolmogorov-
Smirnov critical points of 40 = 0.210. It means the pre-test of controlled class is
normal. And the absolute different (D) of experimental class data is 0.110. It is
also much lesser than Dtable with the closest Kolmogorov-Smirnov critical points of
40 = 0.210. It also means that the pre-test of experimental class is normal.
Table 4.4
Normality of Pre-test Using Lilliefors
Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
CONTROLLED .122 40 .138 .962 40 .198
EXPERIMENT .110 40 .200* .951 40 .083
35
a. Lilliefors Significance Correction
*. This is a lower bound of the true significance.
Besides using the normality calculation of One-Sample Kolmogorov-
Smirnov Test. The writer also using the Lilliefors test, it shows that the normality
is significant. It is shown the absolute difference (D) in Lilliefors table of
controlled class data is 0.122 and the absolute different (D) in Lilliefors table of
experimental class data is 0.110. Both absolute different (D) of controlled class
data is 0.122 and the absolute different (D) of experimental class data is 0.110 are
much lesser than Dtable critical points of 40 = 0.210. So, it can be concluded that
the data is normal as what has been written down exactly below the table.
Table 4.5
Normality of Post-test Using One-Sample Kolmogorov-Smirnov Test
CONTROLLED EXPERIMENT
N 40 40
Normal Parametersa,,b
Mean 37.8750 41.2500
Std. Deviation 9.86365 8.30122
Most Extreme
Differences
Absolute .160 .151
Positive .090 .151
Negative -.160 -.124
Kolmogorov-Smirnov Z 1.014 .953
Asymp. Sig. (2-tailed) .256 .323
a. Test distribution is Normal.
b. Calculated from data.
The normality calculation of post-test above used One-Sample
Kolmogorov-Smirnov Test. From the table above, it is shown the absolute
difference (D) of controlled class data is 0.160. It is much lesser than Dtable with
the closest Kolmogorov-Smirnov critical points of 40 = 0.210. It means the post-
test of controlled class is normal. While the absolute different (D) of experimental
36
class data is 0.151. It is also much lesser than Dtable with the closest Kolmogorov-
Smirnov critical points of 40 = 0.210. It also means the post-test of experimental
class is normal.
Table 4.6
Normality of Post-test Using Lilliefors
Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
CONTROLLED .160 40 .011 .952 40 .087
EXPERIMENT .151 40 .023 .922 40 .009
a. Lilliefors Significance Correction
The writer also using the Lilliefors test for normality of post-test, it shows
that the normality is significant. It is shown the absolute difference (D) in
Lilliefors table of controlled class data is 0.160 and the absolute different (D) in
Lilliefors table of experimental class data is 0.151. Both absolute different (D) of
controlled class data is 0.160 and the absolute different (D) of experimental class
data is 0.151 are much lesser than Dtable critical points of 40 at degrees
significance 0.05% = 0.210. So, it also can be concluded that the data is normal.
b. Homogeneity
Table 4.7
Pre-Test Homogeneity
Test of Homogeneity of Variance
Levene
Statistic df1 df2 Sig.
VALUE Based on Mean .000 1 78 1.000
Based on Median .000 1 78 1.000
37
Based on Median and
with adjusted df
.000 1 76.300 1.000
Based on trimmed
mean
.000 1 78 1.000
From the result of homogeneity test above, it can be seen that all of degree
of significance is 1.000. It is also higher than 0.01. So, it can be concluded that
both of the groups are homogenous.
2. Data Analysis
Hypothesis testing is the last step to find out the answer of hypothesis. From
the hypothesis test, it will be found whether Teams Games Tournaments give
positives effect to students or not. To analyze the hypothesis the writer used T-test
formula below:
And the statistic calculation can be seen as follows:
a. Determine the Mean of Variable X with formula:
= 9
b. Determine the Mean of Variable X with formula:
= 5.13
c. Determine the Standard Deviation Score of Variable X with formula:
√
= √
38
d. Determine the Standard Deviation Score of Variable Y with formula:
√
= √ = 0.81
e. Determine the Standard Error Mean of Variable X with formula:
√ =
= 0.23
f. Determine the Standard Error Mean of Variable Y with formula
√ =
= 0.13
g. Determine the Standard Error of different Mean of Variable X and Mean of
Variable Y with formula:
√ = √ =√ = 0.26
h. Determine t0 with formula:
=
= 38.7
i. Determine the degree of freedom ( ) with formula:
– = 80 - 2 =78
From the result of statistical calculation above, it can be seen that the value of
t0 or ttest is 38.7 and the degree of freedom (df) was 78. The value of t in the degree
of freedom of 78 and at the degree of significance 1% or ttable of df 78 with
ɑ =0.01 is 2.375.
3. Hypotheses Testing
The research was held to answer the question whether Teams Games
Tournaments techniquehas any effect on students’ ability in reading narrative text
on second gradestudents of SMPN I Pakuhaji. In order to provide answer for the
question above,the Alternative Hypothesis (Ha) and Null Hypothesis (Ho) were
proposed asfollows:
39
a. Ho (Null Hypothesis): Teams Games Tournaments technique has no significant
effectiveness in learning reading of narrative text.
b. Ha (Alternative Hypothesis): Teams Games Tournaments technique has
significant effectiveness in learning reading of narrative text
To prove the hypothesis, the obtained data from experimental class
andcontrolled class were calculated by using ttest formula with assumption as
follows:
a. If t0 ≤ ttable, in significant degree of 1%, the Null Hypothesis (Ho) is acceptedand
the Hypothesis Alternative (Ha) is rejected. It means that there is nosignificant
effect of Teams Games Tournaments technique on students’ reading narrative
textability.
b. If t0 ≥ ttable, in significant degree of 1%, the Null Hypothesis (Ho) is rejectedand
the Hypothesis Alternative (Ha) is accepted. It means that there is asignificant
effect of Teams Games Tournaments technique on students’ reading narrative
textability.
According to the statistical calculation above, the value of t0 is 38.7, and
the degree of freedom is 78 with 1% degree of significance is used by the
writer.Based on the significance, it can be seen that on degree of freedom of 78,
and in 1%degree of significance the value of ttable 2.375. By comparing the result
of ttableandt0, in the degree of significance of 1%, it can be seen that t0>ttable (38.7 >
2.375).
According to those results, a conclusion can be drawn that the Ho was
rejected meanwhile the Ha was accepted.
C. Interpretation
From research findings above shows that in the post test,students from
experimental class perform better than students from controlled class.It can be
seen from the result of the average score of post-test of controlled class and
experimental class. The averages score of post-test of controlled class is 37.88.
While, the average score of post-test of experimental class is 41.25. So the
40
average score of post-test of experimental class higher than average score of post-
test of controlled class. 41.25 > 37.88.
Afterward, the experimental class and controlled class students’ gain
scoreillustrates that the average gain score for experimental class students is
higherthan the average gain score for controlled class students. The average gain
score of experimental class is 9.0. While the average gain score of controlled class
is 5.13.
Then, from the data testing we can infer that both the pre-test and post-
testhave normal distribution as shown by the normality test that was done by the
useof SPSS calculation. The result of normality of pre-test shown the absolute
difference (D) of controlled class data is 0.122. It is much lesser than Dtable with
the critical points of 40 = 0.210. And the absolute different (D) of experimental
class data is 0.110. It is also much lesser than Dtable with the critical points of 40 =
0.210. It means the pre-test of both controlled class and experimental class is
normal. And the result of normality of post-test it is shown the absolute difference
(D) of controlled class data is 0.160. It is much lesser than Dtable with critical
points of 40 = 0.210. While the absolute different (D) of experimental class data is
0.151. It is also much lesser than Dtable with the critical points of 40 = 0.210. It
also means that post-test of both controlled class and experimental class is normal.
Moreover, it is also confirmed that both experimental class and controlled
class are classified as homogenous group according to the SPSS calculation.From
the result of homogeneity test, it can be seen that the degree of significance is
1.000. It is also higher than 0.05. So, it can be concluded that both of the groups
are homogenous.
Last of all, based on the result of analysis data, the value of ttable in the
degree of significance of 1% was 2.375. Then the value of t0 was 38.7. It
meansthat the Null Hypothesis (Ho) was rejected and the Alternative Hypothesis
was accepted. Therefore, it can be inferred that Teams Games Tournaments
technique has effectiveness inlearning reading of narrative text as shown by 38.7
value of t0 which washigher than 0 (zero). The t-observation (t0 = 38.7) which is
higher than t-table (ttable =2.376) shows that the effectiveness of Teams Games
41
Tournaments Technique is significant in learningreading narrative text compared
to the use of othertechnique that currently used by the teacher on SMPN I
Pakuhaji. Theeffectiveness of Teams Games Tournaments Technique in learning
reading narrative text can be seenfrom experimental class students’ active
involvement in the learning process andexperimental class students average gain
score which was recorded at score 9.0.
42
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the findings in the previous chapter, it can be concluded that
Teams Games Tournaments technique is effective to use in teaching narrative
text. It can be seen from the gain score of experimental class which was taught by
using Teams Games Tournaments technique is higher (9.0) then gain score of
controlled class (5.13).
Moreover, based on the result of ttest formula, which figures out the
hypothesis testing, it is shown that tobserved (t0) > ttable (tt) = 38.7> 2.376. It means
that the result of this study indicated Teams Games Tournaments technique is
effective and can be applied in the second grade of SMPN I Pakuhaji. This
method can motivate students in learning English.
B. Suggestion
At last part of this skripsi, the researcher would like to give some
suggestions. The researcher also hopes that this skripsi can give benefit to anyone
who read it. Here are some suggestions that may help teacher, students, or other
researcher that intend to conduct further research.
Firstly, by applying various techniques, such as Teams Games Tournaments
technique, as alternative techniques in teaching English, teacher can help students
to increase their ability in learning English skills, especially reading. Teams
Games Tournaments technique can be used in order to make the students more
interested and more active in reading narrative text so that they may not be bored
in learning reading in English.
Furthermore, in learning English students need to realize that the learning is
not a one way process. To accomplish the goal of learning, students should
involve themselves in the classroom activity built by the teacher. By taking part in
the activity, students can also improve their ability in English and also their social
43
skills. Students’ proficiency in English is not solely teacher’s responsibility; it
also depends on students’ active role in learning English.
Finally, this research can also become a contribution to the research in
education which is intended to find out the effectiveness of certain technique, in
this case the Teams Games Tournaments technique. This research may also be a
relevant previous study that can be used by other researchers to conduct a further
research relating to the implementation of Teams Games Tournaments technique.
44
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Clouse, Barbara Fine. Patterns for a Purpose a Rhetorical Reader 3th
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New York: McGraw-Hill, 2003.
Cruickshank, Donald R. et.al., The Act of Teaching. New York: McGraw-Hills,
2006.
Dietsch, Betty Mattix. Reason and Writing Well a Rhetoric Research Guide
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Farkhan, M. The Class of Language Testing, 2002
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Jolliffe, Wendy. Cooperative Learning in the Classroom. London: Paul Chapman
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Kauchak, P Donald and Paul D Eggen. Learning and Teaching: Research-Based
Methods. Boston: A Division of Simon and Schuster Inc, 1993.
Kessler, Carolyn. Cooperative Language Learning, A Teachers’ Resource Book.
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Pharr, Donald and Santi V Buscemi. Writing Today, Contexts and Options for the
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Saddish, William R. et.al., Experimental and Quasi-Experimental Designs for
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Siahaan, Sanggam and Kisno Shinoda, Generic Text Structure. Yogyakarta; Graha
Ilmu, 2008.
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Slavin, Robert E. Cooperative Learning, Theory, Research, and Practice Second
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Susetyo, Budi. Statistik Untuk Analisis Data Penelitian. Bandung: PT Refika
Aditama, 2010.
Appendix I : Validity Test of MTSN 3 JAKARTA 46
VALIDITY TEST OF MTSN 3 JAKARTA
NO Group Key Option
ID DP Remark
A B C D ID DP
1 UG
C 10
0.75 0.50 ME E LG 4
5 1
2 UP
A 10
0.90 0.20 ME M LG 8 1 1
3 UP
B 1 8
1
0.60 0.40 MeDi E LG 3 4 1 2
4 UP
B 10
0.65 0.70 MeDI E LG 1 3 3 3
5 UP
B 8 2
0.60 0.40 MeDi E LG 1 4 2 3
6 UP
D 1
9
0.65 0.50 MeDi E LG 4 1 1 4
7 UP
C 10
0.70 0.60 ME E LG 2 2 4 2
8 UP
A 8 2
0.55 0.50 MeDi E LG 3 4 1 2
9 UP
B 10
0.75 0.50 ME E LG 2 5 3
10 UP
C 1 2 7
0.50 0.40 ME E LG 2 2 3 3
11 UP
A 9 1
0.65 0.50 MeDi E LG 4 4
2
12 UP
C 10
0.70 0.60 MeDi E LG 3 3 4
13 UP
B 10
0.80 0.40 VE E LG
6 4
14 UP
B 9
1
0.65 0.50 MeDi E LG 2 4 1 3
15 UP
A 10
0.80 0.40 ME E LG 6 3 1
16 UP
B 10
0.80 0.40 ME E LG 3 6 1
17 UP
B 1 9
0.65 0.50 MeDi E LG 3 4 3
18 UP
C 10
0.68 0.45 MeDi E LG 2 3 5
19 UP B 1 8 1
0.60 0.40 MeDi E
Appendix I : Validity Test of MTSN 3 JAKARTA 46
LG 4 4 2
20 UP
C 3 7
0.55 0.30 MeDi G LG 1 2 4
21 UP
D 1
9
0.70 0.40 ME E LG 5
5
22 UP
B 10
0.64 0.55 MeDi E LG 4 4
2
23 UP
C 10
0.75 0.50 ME E LG 1 1 5 3
24 UP
B 10
0.70 0.60 MeDi E LG 4 4 2
25 UP
A 7 1 1 1
0.55 0.30 MeDi G LG 4 2 4
26 UP
B 10
0.68 0.45 MeDi E LG 2 5 2 1
27 UP
B 8 2
0.55 0.36 MeDi G LG 2 4 4
28 UP
D 10
0.85 0.30 VE G LG 3
7
29 UP
A 7 2
1
0.50 0.40 MoDi E LG 3 4 3
30 UP
B 10
0.77 0.27 ME M LG 1 7 2
Appendix II : Lesson Planning of Experimental Class 48
LESSON PLANNING
Unit Study : SMP
Subject : English
Class/Semester : VIII/II
Material : Narrative text, in simple fable form
Skill : Reading
Time : 4 x 2 JP
A. Goal of Learning
Students have a good competence in explaining and asking the oral and
written text of narrative text using the text structure with right language
elements and appropriated with the context, honestly, discipline, confident,
responsible, care, cooperate, and piece.
B. Core Competence and Basic Competence
Core Competence Basic Competence
1. Pricing and feeling the
guidence of the religion
which believed.
3.14 Understanding social function, text
structure, and language element of
narrative text in fable form, based on using
context.
4 Pricing and feeling the
honest behavior, discipline,
responsible, care (tolerance,
mutual cooperation), good
manner, confident in
interaction effectively with
social surrounding and
nature in the society and
existence.
4.18 Getting meaning of narrative text in verbal
and written form, in short and simple fable.
Appendix II : Lesson Planning of Experimental Class 49
5 Understanding the
knowledge (factual,
conceptual, and procedural)
based on the curiousness of
knowledge, technology, art,
culture which related to the
phenomena and to the real
event.
6 Trying, managing, and
presenting in the concrete
field (using, explaining,
arranging, modifying, and
creating) and abstract field
(write, read, count,
describe, and create) based
on the learning in the school
and other source which
same in point of view or
theory.
C. Indicator of Competence
1. Students really involve and participate in teaching and learning process.
2. Students can do and finish the task which given with responsibility, care,
share, and peace.
3. Students can understand, explain, and ask the verbal and written text of the
simple narrative text.
4. Students can use the language elements (Intonation, statement, and word
pressing).
D. Learning Material
Social Function
Pricing the nature, giving the example of good/bad, proud, and etc.
Text Structure
Definition of Narrative Text: Narrative is a text that tells a story to entertain the
audience.
Generic structure of narrative text: Orientation, Complication, and Resolution.
Once upon a time on the island of Java lived a little girl named too-too-
moo. She lived with her mama in a small hut in a forest. They earned money by
Appendix II : Lesson Planning of Experimental Class 50
collecting and selling firewood. They were very poor and unhappy, because a
terrible giant disturbed them. They had to serve the giant a huge pot of sweet
porridge every day. If the giant came and did not find a full pot of porridge, he
would eat Too-too-moo instead.
One day mama did not sell as much as usual. She had only enough food
for the giant. She and too-too-moo had to go hungry. The next day was the same.
And so was the after day. Too-too-moo and mama were very starving.
On the fourth morning, too-too-moo got up, fastened her hair with her long
hairpin. Mama cocked the porridge for the giant, and she left for the market. The
sweet smell of the porridge filled the little house. Too-too-moo was so hungry,
she couldn’t stand it. She ate a quarter of the porridge prepare for the giant.
When the giant came and found the pot was not full, he threw it down.
Then he caught too-too-moo, tossed her in his mouth, and swallowed her in one
big gulp. Too-too-moo cried shook with fear. The all of sudden, she remembered
her long hairpin. Quickly she pulled it from her hair and stuck it hardly into the
giant’s stomach. The bellowing giant race through the woods. Mad with pain, he
did not look where he was going. He tripped on a root and cracked his head on a
rock. He died.
Language Elements
1. Verb in Simple Past Tense.
2. Vocabulary: Noun, Verb, and Adjective which related with human,
animal, thing in the class, school, house, and around it.
3. The using of proper pronoun such as: She, He, They, and It.
4. Statement, word stressing, and intonation.
5. Written.
Topic.
Action, events, satiation, in the class, school, house, and around it which give
the example of honest action, discipline, confident, and responsible.
E. Method of Teaching
Cooperative Learning by using Teams Games Tournaments strategy.
F. Learning Media
Paper and book
G. Learning Source
Books of SMP of second grade, Friends, and Teacher.
Appendix II : Lesson Planning of Experimental Class 51
H. Steps of Learning
1. Teacher introduces and explains the narrative text, definition, generic
structure, and verb that used in it.
2. Teacher divides students into some groups, the groups consist of the
students from different level ability (high, medium, and low).
3. Teacher spreads the students’ work sheet and gives the students chance to
discuss and answer the question on the work sheet.
4. By guidance of the teacher students answer the questions
5. Teacher conducts the tournaments to measure students’ comprehension
6. By guidance of the teachers students follow the tournaments.
7. Scoring of the Result of the Study.
1. Technique of the Scoring:
a. Attitude: Observation
b. Knowledge: Written and Verbal Test.
c. Competent: Hard work
2. Instrument of the Scoring
a. Attitude : students show the responsibility, care, mutual
cooperation, and peace.
b. Knowledge : Content
1. What is story tell us about?
2. What is generic structure of the narrative text?
3. Too-too-moo and her mother got money by selling?
4. Why did the giant eat Too-too-moo?
5. What can we learn from the story?
c. Competence : Conveying the content of the story
3. Column of the Scoring
a. Attitude
The aspect of attitude score Scale (1-4)
Responsibility
Care
Mutual Cooperation
Peace
Explanation: 4 = Very Good
3 = Good
2 = Poor
1 = Worst
b. Knowledge
Appendix II : Lesson Planning of Experimental Class 52
Every right answer has 20 point. Maximum Score is 100
c. Competence
The aspect of the Score Scale (1-4)
Content
Fluency
Pronunciation
Confidence
Explanation: 4 = Very Good
3 = Good
2 = Poor
1 = Worst
Tangerang, August, 25th
2014
Knowing,
Head Master of the School English Teacher
H. FIRMANSYAH, S.Pd. M.Pd SITI NURHAYATI, S.Pd
NIP: 19610726 198810 1 001 NIP
Appendix iii : Lesson Planning of Experimental Class 53
LESSON PLAN
Unit Study : SMP
Subject : English
Class/Semester : VIII/II
Material : Narrative text, in simple fable form
Skill : Reading
Time : 4 x 2 JP
A. Goal of Learning
Students have a good competence in explaining and asking the oral and
written text of narrative text using the text structure with right language
elements and appropriated with the context, honestly, discipline, confident,
responsible, care, cooperate, and piece.
B. Core Competence and Basic Competence
Core Competence Basic Competence
1. Pricing and feeling the
guidence of the religion
which believed.
3.14 Understanding social function, text
structure, and language element of
narrative text in fable form, based on using
context.
4 Pricing and feeling the
honest behavior, discipline,
responsible, care (tolerance,
mutual cooperation), good
manner, confident in
interaction effectively with
social surrounding and
nature in the society and
existence.
4.18 Getting meaning of narrative text in verbal
and written form, in short and simple fable.
Appendix iii : Lesson Planning of Experimental Class 54
5 Understanding the
knowledge (factual,
conceptual, and procedural)
based on the curiousness of
knowledge, technology, art,
culture which related to the
phenomena and to the real
event.
6 Trying, managing, and
presenting in the concrete
field (using, explaining,
arranging, modifying, and
creating) and abstract field
(write, read, count,
describe, and create) based
on the learning in the school
and other source which
same in point of view or
theory.
C. Indicator of Competence
1. Students really involve and participate in teaching and learning process.
2. Students can do and finish the task which given with responsibility, care,
share, and peace.
3. Students can understand, explain, and ask the verbal and written text of the
simple narrative text.
4. Students can use the language elements (Intonation, statement, and word
pressing).
D. Learning Material
Social Function
Pricing the nature, giving the example of good/bad, proud, and etc.
Narrative text
Long time ago, there was a good looking girl. Her beauty was known
everywhere in that country. The people there called her “a Ripe Arica Nut
Princess” many men wanted to marry her, but she didn’t want to be married. The
bad face king from java heard this and wanted to marry her.
Appendix iii : Lesson Planning of Experimental Class 55
The princess was very confused, if she refused him, he would be angry. So
she agreed to be kings’ wife on one condition if he could build her a big palace
completed with household furnishing, swimming pool, and beauty garden in one
night.
The king agreed to fulfill her requirement. He asked his troops to gather
immediately. They started from the sunset. At midnight their job was almost
finished. The princess was very afraid. She couldn’t sleep soundly. Knowing that
the palace almost finished, she went to the chicken coop and brought several
bright lamps. Those chickens assumed that the sun had risen. So they crowed
loudly. Because of the crows the king asked his troops to stop their job.
The troops were confused to stop their job, because it was almost finished and
the sun had not risen yet. But the king promised to the princess to stop when he
heard the crows of chickens. Then he gave all of his wealth to the princess
because he had failed to do his job. The king became impoverished and the
princess took a pity with him so she changed her word. Finally she accepted the
kings’ marriage proposal.
Sincerity, honestly and consistency made her accept the king. He was very
surprised and jumped down to the pool he had made. Suddenly his face changed
to be handsome at that time.
At the end, they married and lived at Arica Nut. In Javanese was Jambe. At
last they lived happily in the city called Jambi. Now it becomes Jambi Province.
Language Elements
1. Verb in Simple Past Tense.
2. Vocabulary: Noun, Verb, and Adjective which related with human,
animal, thing in the class, school, house, and around it.
3. The using of proper pronoun such as: She, He, They, and It.
4. Statement, word stressing, and intonation.
5. Written.
Topic.
Appendix iii : Lesson Planning of Experimental Class 56
Action, events, satiation, in the class, school, house, and around it which give
the example of honest action, discipline, confident, and responsible.
E. Method of Teaching
Cooperative Learning by using Teams Games Tournaments strategy.
F. Learning Media
Paper and book
G. Learning Source
Books of SMP of second grade, Friends, and Teacher.
H. Steps of Learning
1. Teacher introduces and explains the narrative text, definition, generic
structure, and verb that used in it.
2. Teacher divides students into some groups, the groups consist of the
students from different level ability (high, medium, and low).
3. Teacher spreads the students’ work sheet and gives the students chance
to discuss and answer the question on the work sheet.
4. By guidance of the teacher students answer the questions
5. Teacher conducts the tournaments to measure students’ comprehension
6. By guidance of the teacher students follow the tournaments.
7. Scoring of the Result of the Study.
1. Technique of the Scoring:
a. Attitude: Observation
b. Knowledge: Written and Verbal Test.
c. Competent: Hard work
2. Instrument of the Scoring
a. Attitude : students show the responsibility, care, mutual
cooperation, and peace.
b. Knowledge : Content
1. What is story tell us about?
2. What happen to the King if the princess refuses him?
3. The second paragraph tells us about?
4. What did the princess do when she knew the palace was
almost finished?
5. What is the moral value of the story?
c. Competence : Conveying the content of the story
Appendix iii : Lesson Planning of Experimental Class 57
3. Column of the Scoring
a. Attitude
The aspect of attitude score Scale (1-4)
Responsibility
Care
Mutual Cooperation
Peace
Explanation: 4 = Very Good
3 = Good
2 = Poor
1 = Worst
b. Knowledge
Every right answer has 20 point. Maximum Score is 100
c. Competence
The aspect of the Score Scale (1-4)
Content
Fluency
Pronunciation
Confidence
Explanation: 4 = Very Good
3 = Good
2 = Poor
1 = Worst
Tangerang, August, 25th
2014
Knowing,
Head Master of the School English Teacher
H. FIRMANSYAH, S.Pd. M.Pd SITI NURHAYATI, S.Pd
NIP: 19610726 198810 1 001 NIP
Appendix iv : Lesson Planning of Controlled Class 58
LESSON PLAN
Unit Study : SMP
Subject : English Language
Class/Semester : VIII/1
Material : Narrative text, in simple fable form
Skill : Reading
Time : 4 x 2 JP
A. Goal of Learning
Students have a good competence in explaining and asking the oral and
written text of narrative text using the text structure with right language
elements and appropriated with the context, honestly, discipline, confident,
responsible, care, cooperate, and piece.
B. Core Competence and Basic Competence
Core Competence Basic Competence
1. Pricing and feeling the
guidence of the religion
which believed.
3.14 Understanding social function, text
structure, and language element of
narrative text in fable form, based on using
context.
4 Pricing and feeling the
honest behavior, discipline,
responsible, care (tolerance,
mutual cooperation), good
manner, confident in
interaction effectively with
social surrounding and
nature in the society and
existence.
4.18 Getting meaning of narrative text in verbal
and written form, in short and simple fable.
Appendix iv : Lesson Planning of Controlled Class 59
5 Understanding the
knowledge (factual,
conceptual, and procedural)
based on the curiousness of
knowledge, technology, art,
culture which related to the
phenomena and to the real
event.
6 Trying, managing, and
presenting in the concrete
field (using, explaining,
arranging, modifying, and
creating) and abstract field
(write, read, count,
describe, and create) based
on the learning in the school
and other source which
same in point of view or
theory.
C. Indicator of Competence
1. Students really involve and participate in teaching and learning process.
2. Students can do and finish the task which given with responsibility, care,
share, and peace.
3. Students can understand, explain, and ask the verbal and written text of the
simple narrative text.
4. Students can use the language elements (Intonation, statement, and word
pressing).
D. Learning Material
Social Function
Pricing the nature, giving the example of good/bad, proud, and etc.
Text Structure
Definition of Narrative Text: Narrative is a text that tells a story to entertain the
audience.
Moreover, a narrative text has five main parts, these parts are called scaffold
(Generic Structure), there are Orientation, Complication, Resolution.
Appendix iv : Lesson Planning of Controlled Class 60
Once upon a time on the island of Java lived a little girl named too-too-
moo. She lived with her mama in a small hut in a forest. They earned money by
collecting and selling firewood. They were very poor and unhappy, because a
terrible giant disturbed them. They had to serve the giant a huge pot of sweet
porridge every day. If the giant came and did not find a full pot of porridge, he
would eat Too-too-moo instead.
One day mama did not sell as much as usual. She had only enough food
for the giant. She and too-too-moo had to go hungry. The next day was the same.
And so was the after day. Too-too-moo and mama were very starving.
On the fourth morning, too-too-moo got up, fastened her hair with her long
hairpin. Mama cocked the porridge for the giant, and she left for the market. The
sweet smell of the porridge filled the little house. Too-too-moo was so hungry,
she couldn’t stand it. She ate a quarter of the porridge prepare for the giant.
When the giant came and found the pot was not full, he threw it down.
Then he caught too-too-moo, tossed her in his mouth, and swallowed her in one
big gulp. Too-too-moo cried shook with fear. The all of sudden, she remembered
her long hairpin. Quickly she pulled it from her hair and stuck it hardly into the
giant’s stomach. The bellowing giant race through the woods. Mad with pain, he
did not look where he was going. He tripped on a root and cracked his head on a
rock. He died.
Language Elements
1. Verb in Simple Past Tense.
2. Vocabulary: Noun, Verb, and Adjective which related with human,
animal, thing in the class, school, house, and around it.
3. The using of proper pronoun such as: She, He, They, and It.
4. Statement, word stressing, and intonation.
5. Written.
Topic.
Action, events, satiation, in the class, school, house, and around it which give
the example of honest action, discipline, confident, and responsible.
E. Method of Teaching
Scientific Approach Using Project Based Learning.
F. Learning Media
Paper and book
G. Learning Source
Books of SMP of second grade.
Appendix iv : Lesson Planning of Controlled Class 61
H. Steps of Learning
Observing
Students copy some of fable by good writing, short and simple from some
resources, by using spelling and punctuation well.
Students read and listen the fable to comprehend the message of the fable.
By guidance of the teachers, students indentify the social function, and the
text structure (including a.1. main idea and detail information) from each
fable.
Questioning
By guidence and direction of the teacher, students ask the social function,
the text structure, and language elements from each fable.
Collecting Information
Collaboratively, students look for and collect some of short and simple
fable from some resources, including internet, film, newspaper, magazine,
textbook, and etc.
Students read the reference from some resources, including textbook, to
know the social function, text structure, and language element of the fable.
Students read all those fables which were collected, more focus by
indentifying and mentioning such as:
- Social function of each text.
- Character, place, time, and chronology of event.
- The crisis that happens to the character.
- Ending of the story where the crisis ends.
- Commending or public scoring about the fable (optional, if there
is).
- Vocabulary, language system, utterance, word expression, spelling,
punctuation which is used.
Associating
Students determine the social function, text structure, and language
element from some of the fables which were collected from a number of
sources which mentioned above.
Students get a feedback from the teacher and friends about their analysis
result about social function, text structure, and language element which is
used in the fable they read of.
Communicating
Appendix iv : Lesson Planning of Controlled Class 62
Students convey some short and simple fable which was read to their
friends, with some ways, such as reading, writing and posting on wall
magazine. Question and answer, discussing of their opinions of the fable
content, etc.
Students try to read well by utterance, word stressing, right intonation and
write well by right spelling and punctuation, also good and clear writing.
Students discuss the experience that related to the fable and write it down
on simple journal of learning in Bahasa.
I. Scoring of the Result of the Study.
1. Technique of the Scoring:
a. Attitude: Observation
b. Knowledge: Written and Verbal Test.
c. Competent: Hard work
2. Instrument of the Scoring
a. Attitude : students show the responsibility, care, mutual
cooperation, and peace.
b. Knowledge : Content
1. What is story tell us about?
2. What is generic structure of the narrative text?
3. Too-too-moo and her mother got money by selling?
4. Why did the giant eat Too-too-moo?
5. What can we learn from the story?
c. Competence : Conveying the content of the story
3. Column of the Scoring
a. Attitude
The aspect of attitude score Scale (1-4)
Responsibility
Care
Mutual Cooperation
Peace
Explanation: 4 = Very Good
3 = Good
2 = Poor
1 = Worst
b. Knowledge
Every right answer has 20 point. Maximum Score is 100
Appendix iv : Lesson Planning of Controlled Class 63
c. Competence
The aspect of the Score Scale (1-4)
Content
Fluency
Pronunciation
Confidence
Explanation: 4 = Very Good
3 = Good
2 = Poor
1 = Worst
Tangerang, August, 25th
2014
Knowing,
Head Master of the School English Teacher
H. FIRMANSYAH, S.Pd. M.Pd SITI NURHAYATI, S.Pd
NIP: 19610726 198810 1 001 NIP
Appendix v : Lesson Planning of Controlled Class 64
LESSON PLAN
Unit Study : SMP
Subject : English Language
Class/Semester : VIII/1
Material : Narrative text, in simple fable form
Skill : Reading
Time : 4 x 2 JP
A. Goal of Learning
Students have a good competence in explaining and asking the oral and
written text of narrative text using the text structure with right language
elements and appropriated with the context, honestly, discipline, confident,
responsible, care, cooperate, and piece.
B. Core Competence and Basic Competence
Core Competence Basic Competence
1. Pricing and feeling the
guidence of the religion
which believed.
3.14 Understanding social function, text
structure, and language element of
narrative text in fable form, based on using
context.
4 Pricing and feeling the
honest behavior, discipline,
responsible, care (tolerance,
mutual cooperation), good
manner, confident in
interaction effectively with
social surrounding and
nature in the society and
existence.
4.18 Getting meaning of narrative text in verbal
and written form, in short and simple fable.
Appendix v : Lesson Planning of Controlled Class 65
5 Understanding the
knowledge (factual,
conceptual, and procedural)
based on the curiousness of
knowledge, technology, art,
culture which related to the
phenomena and to the real
event.
6 Trying, managing, and
presenting in the concrete
field (using, explaining,
arranging, modifying, and
creating) and abstract field
(write, read, count,
describe, and create) based
on the learning in the school
and other source which
same in point of view or
theory.
C. Indicator of Competence
1. Students really involve and participate in teaching and learning process.
2. Students can do and finish the task which given with responsibility, care,
share, and peace.
3. Students can understand, explain, and ask the verbal and written text of the
simple narrative text.
4. Students can use the language elements (Intonation, statement, and word
pressing).
D. Learning Material
Social Function
Pricing the nature, giving the example of good/bad, proud, and etc.
Narrative text
Long time ago, there was a good looking girl. Her beauty was known
everywhere in that country. The people there called her “a Ripe Arica Nut
Princess” many men wanted to marry her, but she didn’t want to be married. The
bad face king from java heard this and wanted to marry her.
Appendix v : Lesson Planning of Controlled Class 66
The princess was very confused, if she refused him, he would be angry. So
she agreed to be kings’ wife on one condition if he could build her a big palace
completed with household furnishing, swimming pool, and beauty garden in one
night.
The king agreed to fulfill her requirement. He asked his troops to gather
immediately. They started from the sunset. At midnight their job was almost
finished. The princess was very afraid. She couldn’t sleep soundly. Knowing that
the palace almost finished, she went to the chicken coop and brought several
bright lamps. Those chickens assumed that the sun had risen. So they crowed
loudly. Because of the crows the king asked his troops to stop their job.
The troops were confused to stop their job, because it was almost finished and
the sun had not risen yet. But the king promised to the princess to stop when he
heard the crows of chickens. Then he gave all of his wealth to the princess
because he had failed to do his job. The king became impoverished and the
princess took a pity with him so she changed her word. Finally she accepted the
kings’ marriage proposal.
Sincerity, honestly and consistency made her accept the king. He was very
surprised and jumped down to the pool he had made. Suddenly his face changed
to be handsome at that time.
At the end, they married and lived at Arica Nut. In Javanese was Jambe. At
last they lived happily in the city called Jambi. Now it becomes Jambi Province.
Language Elements
1. Verb in Simple Past Tense.
2. Vocabulary: Noun, Verb, and Adjective which related with human,
animal, thing in the class, school, house, and around it.
3. The using of proper pronoun such as: She, He, They, and It.
4. Statement, word stressing, and intonation.
5. Written.
Topic.
Appendix v : Lesson Planning of Controlled Class 67
Action, events, satiation, in the class, school, house, and around it which give
the example of honest action, discipline, confident, and responsible.
E. Method of Teaching
Scientific Approach Using Project Based Learning.
F. Learning Media
Paper and book
G. Learning Source
Books of SMP of second grade.
H. Steps of Learning
Observing
Students copy some of fable by good writing, short and simple from some
resources, by using spelling and punctuation well.
Students read and listen the fable to comprehend the message of the fable.
By guidance of the teachers, students indentify the social function, and the
text structure (including a.1. main idea and detail information) from each
fable.
Questioning
By guidence and direction of the teacher, students ask the social function,
the text structure, and language elements from each fable.
Collecting Information
Collaboratively, students look for and collect some of short and simple
fable from some resources, including internet, film, newspaper, magazine,
textbook, and etc.
Students read the reference from some resources, including textbook, to
know the social function, text structure, and language element of the fable.
Students read all those fables which were collected, more focus by
indentifying and mentioning such as:
- Social function of each text.
- Character, place, time, and chronology of event.
- The crisis that happens to the character.
- Ending of the story where the crisis ends.
- Commending or public scoring about the fable (optional, if there
is).
Appendix v : Lesson Planning of Controlled Class 68
- Vocabulary, language system, utterance, word expression, spelling,
punctuation which is used.
Associating
Students determine the social function, text structure, and language
element from some of the fables which were collected from a number of
sources which mentioned above.
Students get a feedback from the teacher and friends about their analysis
result about social function, text structure, and language element which is
used in the fable they read of.
Communicating
Students convey some short and simple fable which was read to their
friends, with some ways, such as reading, writing and posting on wall
magazine. Question and answer, discussing of their opinions of the fable
content, etc.
Students try to read well by utterance, word stressing, right intonation and
write well by right spelling and punctuation, also good and clear writing.
Students discuss the experience that related to the fable and write it down
on simple journal of learning in Bahasa.
I. Scoring of the Result of the Study.
1. Technique of the Scoring:
a. Attitude: Observation
b. Knowledge: Written and Verbal Test.
c. Competent: Hard work
2. Instrument of the Scoring
a. Attitude : students show the responsibility, care, mutual
cooperation, and peace.
b. Knowledge : Content
1. What is story tell us about?
2. What happen to the King if the princess refuses him?
3. The second paragraph tells us about?
4. What did the princess do when she knew the palace was
almost finished?
5. What is the moral value of the story?
c. Competence : Conveying the content of the story
3. Column of the Scoring
Appendix v : Lesson Planning of Controlled Class 69
a. Attitude
The aspect of attitude score Scale (1-4)
Responsibility
Care
Mutual Cooperation
Peace
Explanation: 4 = Very Good
3 = Good
2 = Poor
1 = Worst
b. Knowledge
Every right answer has 20 point. Maximum Score is 100
c. Competence
The aspect of the Score Scale (1-4)
Content
Fluency
Pronunciation
Confidence
Explanation: 4 = Very Good
3 = Good
2 = Poor
1 = Worst
Tangerang, August, 25th
2014
Knowing,
Head Master of the School English Teacher
H. FIRMANSYAH, S.Pd. M.Pd SITI NURHAYATI, S.Pd
NIP: 19610726 198810 1 001 NIP
Appendix vi : Students’ Work Sheet 70
STUDENTS WORK SHEET
A. Read and understand the text below, then answer five questions!
Once upon a time on the island of Java lived a little girl named too-too-
moo. She lived with her mama in a small hut in a forest. They earned money by
collecting and selling firewood. They were very poor and unhappy, because a
terrible giant disturbed them. They had to serve the giant a huge pot of sweet
porridge every day. If the giant came and did not find a full pot of porridge, he
would eat Too-too-moo instead.
One day mama did not sell as much as usual. She had only enough food
for the giant. She and too-too-moo had to go hungry. The next day was the same.
And so was the after day. Too-too-moo and mama were very starving.
On the fourth morning, too-too-moo got up, fastened her hair with her long
hairpin. Mama cocked the porridge for the giant, and she left for the market. The
sweet smell of the porridge filled the little house. Too-too-moo was so hungry,
she couldn’t stand it. She ate a quarter of the porridge prepare for the giant.
When the giant came and found the pot was not full, he threw it down.
Then he caught too-too-moo, tossed her in his mouth, and swallowed her in one
big gulp. Too-too-moo cried shook with fear. The all of sudden, she remembered
her long hairpin. Quickly she pulled it from her hair and stuck it hardly into the
giant’s stomach. The bellowing giant race through the woods. Mad with pain, he
did not look where he was going. He tripped on a root and cracked his head on a
rock. He died.
1. What is story tell us about?
2. What is second paragraph tells about?
3. Too-too-moo and her mother got money by selling?
4. Why did the giant eat Too-too-moo?
5. What can we learn from the story?
Name of Group : ___
Member of Group : ______________________________________________
Answer
1. ____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________
2. ____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________
3. ____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________
4. ____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________
5. ____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________
Appendix vii : Students’ Work Sheet 71
STUDENTS WORK SHEET
A. Read and understand the text, then answer five questions below!
Long time ago, there was a good looking girl. Her beauty was known
everywhere in that country. The people there called her “a Ripe Arica Nut
Princess” many men wanted to marry her, but she didn’t want to be married. The
bad face king from java heard this and wanted to marry her.
The princess was very confused, if she refused him, he would be angry. So
she agreed to be kings’ wife on one condition if he could build her a big palace
completed with household furnishing, swimming pool, and beauty garden in one
night.
The king agreed to fulfill her requirement. He asked his troops to gather
immediately. They started from the sunset. At midnight their job was almost
finished. The princess was very afraid. She couldn’t sleep soundly. Knowing that
the palace almost finished, she went to the chicken coop and brought several
bright lamps. Those chickens assumed that the sun had risen. So they crowed
loudly. Because of the crows the king asked his troops to stop their job.
The troops were confused to stop their job, because it was almost finished and
the sun had not risen yet. But the king promised to the princess to stop when he
heard the crows of chickens. Then he gave all of his wealth to the princess
because he had failed to do his job. The king became impoverished and the
princess took a pity with him so she changed her word. Finally she accepted the
kings’ marriage proposal.
Sincerity, honestly and consistency made her accept the king. He was very
surprised and jumped down to the pool he had made. Suddenly his face changed
to be handsome at that time.
At the end, they married and lived at Arica Nut. In Javanese was Jambe. At
last they lived happily in the city called Jambi. Now it becomes Jambi Province.
1. What is story tell us about?
2. What happen to the King if the princess refuses him?
3. The second paragraph tells us about?
4. What did the princess do when she knew the palace was almost finished?
5. What is the moral value of the story?
Name of Group : ___
Member of Group : ______________________________________________
Answer
1. ____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________
2. ____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________
3. ____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________
4. ____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________
5. ____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________
Appendix viii : Test of Pre-test and Post-test 72
Read the text carefully and answer the question number 1-5
Time 30 minute
A long time ago, there lived an old man in the Penanggungan Mountain. His
name was Kiai Gede Penanggungan. He had supernatural power. Kiai Gede
Penanggungan prayed days and nights for her daughter to have a husband. One day, a
young handsome man came to his place. The name of the man was Jaka Pandelengan.
He wanted to be Kiai Gede Penanggungan’s student. Kiai Gede agreed to have Jaka as
his student with one condition that he would marry her daughter. Jaka Pandelengan and
Dewi Walangangin soon get merried. Kiai Gede Penanggungan taught many things.
After several years, now it was time for the couple to live separately from Kiai
Gede Penanggungan they would move to another village. Kiai Gede gave some seeds of
pari or paddy to the couple. He asked the couple to plant the seeds. He also warned the
couple not to be arrogant when they were rich. He wanted the couple to help poor
people. The couple started new life. The planted the seed. Soon, the seed grew and
became a lot of rice. Now the couple became very rich. The poor neighborscame to the
couple to ask for the some pari seeds but the couple refused to help them.
Kiai Gede heard about the couple’s bad behavior. Soon he visited the couple. He
met them when the couple as working on the field. Kiai Gede talked to the couple. He
reminded the couple not to be arrogant. But the couple ignored him. They said nothing
to Kiai Gede. Kiai Gede got very angry. Then he said “You two are like temples. You
didn’t listen to me. Right after he said those words, an incredible thing happened.
Slowly, Jaka and Dewi turned into temple. Because the temples stood among the pari,
people named them as Pari Temple.
1. What did Jaka Pandelengan and his wife do to be rich?
a. He helped poor people
b. He had a great power
c. He planted pari seeds
d. He built a temple
2. The second paragraph of narrative text is called?
a. Complication c. Orientation
b. Resolution d. Events
3. The couple becomes temples because….
a. They were rich c. Kiai Gede liked them
b. Kiai Gede said so d. They were good people
4. “….., an incredible thing happened.”
The underlined word means….
a. Untouchable c. Common
b. Unbelievable d. Usual
5. What can we learn from the story?
a. We should live separately from our parents
b. We have to listen to our parent’s advice
c. We have to prepare a good paddy field
d. We should refuse other people’s help
Appendix viii : Test of Pre-test and Post-test 73
Read the text carefully and answer the question number 6-10
Once upon a time, there lived a white snake that had magical power in the
mountain Er-Mei. One day she wanted to go out from her place so she changed herself
into a beautiful young lady. On the way, she met a man named Hsu Sheng at the West
Lake of Hang-Zhou city. The lady White felt in love with Hsu Sheng at first sight. They
got married soon after. The couple lived happily. Then the lady White was pregnant.
A few months late, the Dragon Boat festival came. In this festival, the Chinese
have to drink to drive away spirits. The lady White drank to please her husband. Soon
she changed into a White snake again because she was a spirit. Hsu Sheng was shocked
to see the real Lady White. The White Snake left her husband. Then Hsu Sheng lived
with Fa Hai, the monk, in the golden mountain Temple.
Fa Hai wanted to kill the Snake White. She ordered Hsu Sheng to see his son
with the White Snake. He gave Hsu Sheng a medical hat and asked Hsu Sheng to give it
to the Lady White Snake. The lady White put on the hat and she became weak. Fa Hai
caught the Lady White and imprisoned her inside the Thunder Pagoda.
A few years later, the son of Lady White and Hsu Sheng grew up. He took
revenge by destroying the Thunder Pagoda and rescued White Snake. Finally, the White
Snake reunited with her husband and her son. They lived happily ever after.
6. What is the story about?
a. The White Snake and Hsu Sheng
b. The White Snake and her son
c. Fa Hai and the green snake
d. Fa Hai and Hsu Sheng
7. Where was the Lady White when she was in prison?
a. At the West Lake of Hang-Zhou city
b. In the Golden Mountain Temple
c. Inside the Thunder Pagoda
d. In the dragon boat
8. From the story we can conclude that the son of the Hsu Sheng and the Lady
White was a…
a. Cruel and mean c. Simple and quiet
b. Brave and good d. Dishonest and Coward
9. What can we learn from the story above?
a. A good son will help his parent c. People must keep their promise
b. Kindness will win in the end d. We must obey our parents
10. What is the generic structure of the narrative text?
a. Orientation – Complication – Resolution
b. Identification – Description
c. Identification – Events – Reorientation
d. Thesis – Arguments – Reiteration To report something
Appendix viii : Test of Pre-test and Post-test 74
Read the text carefully and answer the question number 11-15
Once upon a time in Lombok, there was a kingdom named Kuripan. The king of
Kuripan was very wise. He had a daughter, named Mandalika. She was beautiful. Many
princes wanted to marry her. To choose the one that would be his son-in-low. The king
had arrow shooting competition. The best one would be Mandalika’ husband.
On the day of the competition, those princes shoot their arrows. All of them did
it perfectly. The king found it difficult to choose. Therefore, the princes began to fight
and kill each other.
Princess Mandalika was so desperate. She didn’t want anyone kill each other
because of her. That’s why she decided to go to the see. She died in the see south of
Lombok. The king and princes were sad and felt guilty. They regretted and stopped
fighting.
Until now, one day in every year, usually in February or March, people go to the
south see. On that day, a great number of worms come out from the see. People call
these worms Nyale. People believe that those Nyales are Princess Mandalika’s hair.
11. The king of Kuripan was.....
a. Rich c. Arrogant
b. Poor d. Wise
12. What did the King do to choose a good husband for her daughter?
a. Having swimming race on the sea
b. Doing arrow shooting competition.
c. Doing the fighting competition
d. Having arrow making competition.
13. Based on the text, we can conclude that the princess died because
a. One of the princes killed her
b. She was floated by the sea wave
c. She did not like the violence
d. king was hard to choose a prince
14. What is the main idea of the third paragraph?
a. The princes stopped fighting.
b. The princess died to stop fighting.
c. The princes felt so desperate.
d. The princess died to help the king.
15. What can we learn from the story above?
a. Real success comes from sportive and fair competition.
b. Hard working is one of the ways to get a success.
c. A man should be very careful to maintain a friendship.
d. Nobody is strong enough to live in a poverty in their life.
Appendix viii : Test of Pre-test and Post-test 75
Read the text carefully and answer the question number 16-20
In ancient times, a king had a boulder placed on roadway. Then he did himself
and watched to see if everyone would remove the huge rock. Some of the king
wealthiest merchants and courtiers came by a simple walked around it.
Many people loudly blamed the king for not keeping the roads clear. But none
did anything about getting the big stone out of the way. Then a peasant came along
carrying a load of vegetables. On approaching the boulder, the peasant laid down his
burden and tried to move the stone to the side of the road. After much pushing and
straining, he finally succeeded. As the peasant picked up his load of vegetables, he
noticed a purse lying in the road where the boulder had been.
The purse contained many gold coins and note from the king indicating that te
gold was for the person who removed the boulder from the road way. The peasant
learned what many others never understand.
16. What is the synonym of “huge”?
a. Small c. Short
b. Big d. Tall
17. Why did many people blame the king?
a. He like hiding behind the rock
b. He didn’t make good roads for people
c. He did not keep the road clear
d. He showed no care on the rocks
18. What did the peasant get after removing the large rock on the road?
a. A lot of money for him c. A note that threatened him
b. The kings’ vegetables d. A purse with gold coins
19. What is the moral value that we can learn from the story?
a. Every obstacle can make people improve their condition
b. There are so many problems that people will have in life
c. The king do bad thing on the road to show their power
d. Road can be dangerous place for the people who are not skillful
20. What kind of text is it?
a. Descriptive c. News item
b. Narrative d. Recount
Appendix ix : Answer Key of Pre-test and Post-test 76
ANSWER KEY OF PRE-TEST
No Answer key No Answer key
1 C 11 D
2 C 12 B
3 B 13 C
4 B 14 B
5 B 15 A
6 A 16 B
7 C 17 C
8 B 18 D
9 B 19 A
10 A 20 B
Appendix x: Questions of the Tournaments 77
Questions of the First
Tournament:
1. What kind of text that we learn
now?
2. What is narrative text?
3. How many generic structures in
narrative text?
4. Mention the generic structure of
narrative text?
5. What is story tell us about?
6. Who the name of little girl?
7. With whom too-too-moo lives?
8. Where too-too-moo and her
mama live?
9. What is the meaning of forest?
10. How they get money?
11. What is the meaning of money?
12. What is the meaning of poor?
13. Why too-too-moo and mama
were very poor and unhappy?
14. What is the meaning of giant?
15. What is the meaning of huge?
16. What would happen if the giant
did not find a full pot of
porridge?
17. What is the meaning of hungry?
18. What is the meaning of hair?
19. What is the meaning of hairpin?
20. What is the meaning of cock?
21. In third paragraph, where mama
went?
22. What is the meaning of market?
23. Why too-too-moo eat the
porridge?
24. What is the meaning of full?
25. What is the meaning of threw?
26. What happen after the giant
found the porridge was not full?
27. What is the meaning of mouth?
28. What is the meaning of
swallow?
29. What is happen to too-too-moo
when the giant swallowed her?
30. What is the meaning of cry?
31. What is the meaning of fear?
32. After too-too-moo hit the giant
by her hairpin, what happen to
the giant?
33. What is the meaning of
stomach?
34. What is the meaning of wood?
35. Did the giant know where he
goes?
36. What is the meaning of trip?
37. What is the meaning of root?
38. What the meaning of head?
39. At the end the story, what
happen to the giant?
40. What is the meaning of die?
41. What is generic structure of the
narrative text?
42. Too-too-moo and her mother got
money by selling?
43. Why did the giant eat Too-too-
moo?
44. What can we learn from the
story?
Appendix x: Questions of the Tournaments 78
Questions of the Second
Tournament:
1. What is story tell us about?
2. What is the meaning of girl?
3. What is the meaning of beauty?
4. What is the meaning of county?
5. What people called the girl?
6. Why many men want to marry
her?
7. What is the meaning of bad?
8. What is the meaning of face?
9. What is the meaning of hear?
10. Where the king comes from?
11. What is the meaning of
princess?
12. What would happen to the king
if the princess refused him?
13. What is the meaning of refuse?
14. What is the meaning of angry?
15. Did the princess agree to marry
with the king?
16. What is the meaning of wife?
17. What would king do if he wants
to be princess husband?
18. What is the meaning of
furnishing?
19. What is the meaning of
swimming pool?
20. What is the meaning of beauty
garden?
21. Did the king agree to fulfill
princess’ requirement?
22. What is the meaning of troop?
23. When the troops start to built the
big palace?
24. When the troops job almost
finish?
25. What is the meaning of
midnight?
26. What is the meaning if sunset?
27. What is the meaning of afraid?
28. Did the princess can sleep along
the night?
29. What did the princess do when
she knew the palace was almost
finished?
30. What is the meaning of chicken
coop?
31. What is the meaning of lamp?
32. What happen to the chicken,
when they seen the bright
lamps?
33. What is the meaning of crow?
34. What happen to the king when
he heard the chicken crowed
loudly?
35. What is the meaning of wealth?
36. What is the meaning of pity?
37. Where the king and princess live
after they got married?
38. What is the meaning of
handsome?
39. The second paragraph tells us
about?
40. What is the moral value of the
story?
78
Tabel Nilai Kritis Uji Kolmogorov-Smirnov
n = 0,20 = 0,10 = 0,05 = 0,02 = 0,01
1 0,900 0,950 0,975 0,990 0,995
2 0,684 0,776 0,842 0,900 0,929
3 0,565 0,636 0,708 0,785 0,829
4 0,493 0,565 0,624 0,689 0,734
5 0,447 0,509 0,563 0,627 0,669
6 0,410 0,468 0,519 0,577 0,617
7 0,381 0,436 0,483 0,538 0,576
8 0,359 0,410 0,454 0,507 0,542
9 0,339 0,387 0,430 0,480 0,513
10 0,323 0,369 0,409 0,457 0,486
11 0,308 0,352 0,391 0,437 0,468
12 0,296 0,338 0,375 0,419 0,449
13 0,285 0,325 0,361 0,404 0,432
14 0,275 0,314 0,349 0,390 0,418
15 0,266 0,304 0,338 0,377 0,404
16 0,258 0,295 0,327 0,366 0,392
17 0,250 0,286 0,318 0,355 0,381
18 0,244 0,279 0,309 0,346 0,371
19 0,237 0,271 0,301 0,337 0,361
20 0,232 0,265 0,294 0,329 0,352
21 0,226 0,259 0,287 0,321 0,344
22 0,221 0,253 0,281 0,314 0,337
23 0,216 0,247 0,275 0,307 0,330
24 0,212 0,242 0,269 0,301 0,323
25 0,208 0,238 0,264 0,295 0,317
79
Tabel Nilai Kritis Uji Kolmogorov-Smirnov
n = 0,20 = 0,10 = 0,05 = 0,02 = 0,01
26 0,204 0,233 0,259 0,290 0,311
27 0,200 0,229 0,254 0,284 0,305
28 0,197 0,225 0,250 0,279 0,300
29 0,193 0,221 0,246 0,275 0,295
30 0,190 0,218 0,242 0,270 0,290
35 0,177 0,202 0,224 0,251 0,269
40 0,165 0,189 0,210 0,235 0,252
45 0,156 0,179 0,198 0,222 0,238
50 0,148 0,170 0,188 0,211 0,226
55 0,142 0,162 0,180 0,201 0,216
60 0,136 0,155 0,172 0,193 0,207
65 0,131 0,149 0,166 0,185 0,199
70 0,126 0,144 0,160 0,179 0,192
75 0,122 0,139 0,154 0,173 0,185
80 0,118 0,135 0,150 0,167 0,179
85 0,114 0,131 0,145 0,162 0,174
90 0,111 0,127 0,141 0,158 0,169
95 0,108 0,124 0,137 0,154 0,165
100 0,106 0,121 0,134 0,150 0,161
Pendekatan 1,07/√n 1,22/√n 1,36/√n 1,52/√n 1,63/√n