CHAPTER V CONCLUSION AND SUGGESTION V
B. Suggestion
Based on the conclusion above, the researcher purpose some suggestion as follows:
1. In teacching reading, the teacher have to use an effective media as the alternative for improving students’ reading skill especially in reading comprehension.
2. The teacher have to motivate students to read not only in teaching but also the students have a conscious to read english text in the book or others media.
3. It sugegested that the teacher use picture series in teaching reading comprehension in terms of literal comprehension(main idea and supporting details) and interpretative comprehension (conclusion)
4. To improve students' reading comprehension by reading text through serial images, the teacher must provide effective explanations and interesting learning strategies so that students don't get bored quickly
BIBLIOGRAPHY
Anderson, N. J. (2008). Practical English Language Teaching Reading. New York: Megraw-Hillcompanies.
Dallmann, M. E. (1982). The Teaching Of Reading. New York: Cbs College.
Depdikbud. (2006). Peraturan Menteri Pendidikan Nasional Republik Indonesia, Nomor 23 tahun 2006, tentang Standar Kompetensi Lulusan untuk Satuan Pendidikan Dasar dan Menengah. Jakarta: Depdikbud.
Drs. Andri Defrioka, M. (20014). An Alternative Strategy In Teaching Reading.
An Alternative Strategy In Teaching Reading, 47.
Elka, B. R. (2015). The Effect Of Using Picture Series On Students’ Reading Comprehension Of Narrative Text. Jakarta: Skripsi Pada Sarjana Uin Syarif Hidayatullah.
Harmer, J. (2007). The Practice of Enslish Language Teaching. 4th Edition.
Pearson Education Ltd.
Kristin Lems, L. D. (2010). Teaching Reading To English Language Learner.
New York: The Guilford Press.
Militansina, Z. I. (2014). “Improving Students’ Reading Comprehension Of Procedure Text Through Picture Word Inductive Model Strategy. Skripsi Pada Sarjana Untan.
Muliati. (2017). The Analysis Of Students’ Competence In Prediction Information Through Picture In Reading Text Of Eight Grade Smpn 1 Sanrobone.
Makassar. Skripsi
Naz, D. A. (N.D.). Use Of Media For Effective Instruction Its Importance.Journal Of Elementary Education, 35-40.
Nunan, D. (2005). Practical English Language Teaching: Young Learners. New York: Mcgraw-Hill Companies.
Pollard. 2007. Main Idea, Gives Supporting Details and Inferences Rubric www2.bakersfieldcollege.edu/.../WVM_Dianne's%20Rubric.d...(online).
Accessed on 01 May 2017.
Rahayu, A. (2016). Picture Series As Teaching Media. Picture Series As Teaching Media, 21. Journal Article
Richards. (2002). Metodology In Language Teaching. Cambridge University Press. Journal Article
Safani. (2014). The Use Of Individual Picture To Improve Students' Ability In Predicting Information On Reading Descriptive Text. Thesis, 22-23.
Sari, M. K. (2018). Journal Of Language Literature. The Implementation Of Using Picture Media On Teaching Present Continuous Tense. Thesis
Subekti, A. (2014). “The Effectiveness Of Using Picture Series In Teaching Reading Of Procedure Text. Jakarta: Uin Syarif Hidayatullah.
Suriani, (2018). The Effectiveness of Grafic organizer (GO) Method to Improve Students’ Reding Comprehension. English Education Department Faculty Teacher Training and Education.
Wulansari, P. (2015). Developing Picture Series For Teaching Listening Skills, journal Article,35.
CALCULATING THE T-TEST ANALYSIS
PRE-TEST
RENCANA PELAKSANAAN PEMBELAJARAN ( R P P )
Sekolah : SMAN 25 BONE Mata Pelajaran : Bahasa Inggris
Kelas : XI MIA ARCHIMEDES
Materi Pokok : Teks Narative
Alokasi Waktu : 2 x 45 menit ( 1 x pertemuan) Tahun Ajaran : 2020/2021
A. Kompetensi Inti
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
B. Kompetensi Dasar dan Indikator:
NO KOMPETENSI DASAR INDIKATOR
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman.
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.
2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.
4.15 Menangkap makna teks naratif lisan dan a) Menangkap gagasan
tulis berbentuk cerita pendek sederhana. utama, makna kata,
dan menggali
informasi tentang teks naratif tulis legenda sederhana.
b) Menyajikan gagasan utama dan makna kata dalam teks naratif tulis berbentuk legenda sederhana.
c) Menyimpulkan pesan moral (moral value) dalam teks naratif tulis berbentuk legenda sederhana.
C. Tujuan Pembelajaran
1) Selama dan setelah proses pembelajaran, peserta didik dapat mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2) Selama dan setelah proses pembelajaran, peserta didik mampu meneladani sikap dan tindakan peduli, percaya diri, disiplin, dan
cinta damai yang ditunjukkan oleh tokoh dalam teks naratif berbentuk legenda sederhana.
3) Selama dan setelah proses pembelajaran, peserta didik mampu menunjukkan perilaku jujur dan bertanggungjawab dalam mengerjakan tugas-tugas dalam pembelajaran teks naratif berbentuk legenda sederhana.
4) Peserta didik melalui diskusi mampu menganalisis gagasan utama, makna kata, dan menggali informasi tentang teks naratif lisan dan tulis berbentuk legenda sederhana.
5) Peserta didik melalui diskusi mampu menafsirkan gagasan utama dan makna kata dalam teks naratif lisan dan tulis berbentuk legenda sederhana.
6) Peserta didik melalui diskusi mampu menyimpulkan dan menyajikan pesan moral (moral value) dalam teks naratif lisan dan tulis berbentuk legenda sederhana.
D. Materi Pembelajaran
Teks naratif lisan dan tulis berbentuk legenda sederhana.
Fungsi sosial
Meneladani nilai-nilai moral, cinta tanah air, menghargai budaya lain.
Struktur
a. Pengenalan tokoh dan setting b. Komplikasi terhadap tokoh utama c. Solusi dan akhir cerita
Unsur kebahasaan
a. Kata-kata terkait karakter, watak, dan setting dalam legenda b. Modal auxiliary verbs.
c. Ejaan dan tulisan tangan dan c etak yang jelas dan rapi
d. Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan
e. Rujukan kata Topik
Keteladanan tentang perilaku dan nilai-nilai luhur dan budaya.
THE LEGEND of TOBA LAKE
Once open the time, in the deepest land in North Sumatra there was a small wooden house which was lived by a man. His name was Toba. He lived alone after his parents had passed away. In the morning until the sun was on the of his head, He had to work as a farmer in his own rice field which was far from his house. He did it since he was child. His parents were farmers that was why he could did all about rice field. His talent came from his father to dig, plant, take care and harvest.
In his habit, he used to spend the day by working. After going back, he used to have lunch which was cooked by himself or getting fruits in the jungle.
Fishing was his favorite activity after taking a rest. He used to go to river far his house by bringing his bamboo fishing rod . the fish would be cooked as his dinner menu or taking care in a pond.
One day, in shiny afternoon he went to the river near his house to fish. He was confident to get many fish as usual. But that day was his unfortunate, he had to wait more than three hours of fish but there was no fish caught by him. He was step down and decided to leave the bamboo fishing rod in the river. He stood and stepped to go away But suddenly his bamboo fishing rod was pulled by a fish, he tried to take and hold as strong as he could. He followed the fish pulling into the middle of river. And finally he got biggest fish which never be gotten before. He was happy and went home fast.
Almost evening, he put fish in a big wooden bucket in kitchen. He continued to take a bath and thought what he would do for the fish. After that, he
was back to kitchen to look it again but how shock he was, there was no fish again, he found wherever in house. There was a beautiful lady in front of him who came unexpectedly. She asked him to not be shock or frightened by her, she told that she was an incarnation of fish which was caught by him. She wanted to live in his home as recompense. Toba permitted her to live together.
Day by day, they passed the day together. Toba started loving him, and he decided to propose her as his wife. She accepted by a requirement, he might not tell the pedigree of her, from a fish to anyone. He promised. They got married.
Eight years later, they had a son, Samosir. They loved him so much, all the more so his wife. it made Samosir to be spoiled.
One day, Samosir was asked by his mother to deliver the lunch to his father in the rice field. He was enjoying in playing and angry to his mother. His mother asked him to know how heavy to work as his father. He delivered by angry feeling. In the way, he was interested with the menu and opened then tried a half of it. Getting in the rice field, he told it to his father that he had eaten it. Toba was angry but he explained to deliver on time because he had not had breakfast before working.
In a bad day of this story, his mother asked Samosir to send the lunch to his father, he was angry and sent it. In the road, he felt so hungry and eat all the lunch. After getting his father, Toba was so angry because only rice for him, he pulled Samosir’s ear and said that he was kid fish. It happened because Toba was so hungry.
Getting house, Samosir told it to his mother, she was sad and cried. She hugged him and advised to run as far as until he could get high hill. He was confused about her statement and ran fast to the hill. After knowing Samosir had gotten high hill, she ran to the edge of river and jumped into river. Suddenly the dark cloud covered that day, the thunder broke the sky and water river overflew almost the hill. Toba sunk. Samosir was fear so much. He looked his parents died in same time in wide lake. He lived alone in that hill which changed to be island.
He found the food and survived there alone. The island was named Samosir land and that wide lake was named Toba Lake.
Answer the question bellow :
1. What is the main idea of first paragraph?
2. What is the main idea of third paragraph?
3. What is the characteristic of Toba, Samosir and his wife?
4. What makes Samosir spoiled so much?
5. What was requirement of her before getting married?
6. What was last notice’s of Samosir’s mother for Samosir?
7. If you were Samosir, what should you do in paragraph 7?
8. What makes samosir go up the hill?
9. What happened to samosir's father?
10. What is the moral message from this story?
E. Metode Pembelajran Picture and Picture Media Pembelajaran
Aplikasi Whatsaap, Gambar dan Worksheet.
F. Langkah-Langkah Pembelajaran 1. Kegiatan Awal
a) Guru memastikan siswa siap mengikuti pembelajaran melalui daring menggunakan aplikasi whatsaap
b) Guru menyapa siswa melalui obrolan chat grup
c) Guru mengecek kehadiran siswa dengan meminta siswa melengkapi daftar hadir yang telah disediakan oleh guru d) Guru memberikan semangat kepada siswa agra siap
mengikuti proses pembelajaran daring.
e) Guru menjelaskan pengetahuan umum tentang teks narrative kepada kepada siswa guna memberikan background knowledge agar siswa lebih mudah mecerna teks yang diberikan melalui Voice Note.
2. Kegiatan Inti
a) Guru membagikan teks naratif kepada siswa mealuli grup kelas
b) Guru membagikan tes essay kepada siswa
c) Siswa diberi waktu 45 menit untuk mengerjakan tes essay d) Siswa mmengirimkan hasil pekerjaan kepada guru melalui
chat personal
3. Kegiatan Akhir
a) Siswa memperoleh umpan balik (feedback) dan penguatan dari guru.
b) Guru memberikan motivasi kepada siswa agar terus rajin belajar.
c) Guru menutup kegiatan pembelajaran dengan mengucapkan salam.
TREATMENT 1
RENCANA PELAKSANAAN PEMBELAJARAN ( R P P )
Sekolah : SMAN 25 BONE Mata Pelajaran : Bahasa Inggris
Kelas : XI MIA ARCHIMEDES
Materi Pokok : Teks Narative
Alokasi Waktu : 2 x 45 menit ( 3 x pertemuan) Tahun Ajaran : 2020/2021
A. Kompetensi Inti
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada
bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
B. Kompetensi Dasar dan Indikator:
NO KOMPETENSI DASAR INDIKATOR
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2.1 Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman.
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.
2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.
4.15 Menangkap makna teks naratif lisan dan tulis berbentuk cerita pendek sederhana.
C. Tujuan Pembelajaran
1. Selama dan setelah proses pembelajaran, peserta didik dapat mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar.
2. Selama dan setelah proses pembelajaran, peserta didik mampu meneladani sikap dan tindakan peduli, percaya diri, disiplin, dan cinta damai yang ditunjukkan oleh tokoh dalam teks naratif berbentuk legenda sederhana.
3. Selama dan setelah proses pembelajaran, peserta didik mampu menunjukkan perilaku jujur dan bertanggungjawab dalam mengerjakan tugas-tugas dalam pembelajaran teks naratif berbentuk legenda sederhana.
4. Peserta didik melalui diskusi mampu menganalisis gagasan utama, makna kata, dan menggali informasi tentang teks naratif lisan dan tulis berbentuk legenda sederhana.
5. Peserta didik melalui diskusi mampu menafsirkan gagasan utama dan makna kata dalam teks naratif lisan dan tulis berbentuk legenda sederhana.
6. Peserta didik melalui diskusi mampu menyimpulkan dan menyajikan pesan moral (moral value) dalam teks naratif lisan dan tulis berbentuk legenda sederhana.
D. Materi Pembelajaran
Teks naratif lisan dan tulis berbentuk legenda sederhana.
Fungsi sosial
Meneladani nilai-nilai moral, cinta tanah air, menghargai budaya lain.
Struktur
a. Pengenalan tokoh dan setting b. Komplikasi terhadap tokoh utama c. Solusi dan akhir cerita
Unsur kebahasaan
a. Kata-kata terkait karakter, watak, dan setting dalam legenda b. Modal auxiliary verbs.
c. Ejaan dan tulisan tangan dan c etak yang jelas dan rapi
d. Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan
e. Rujukan kata Topik
Keteladanan tentang perilaku dan nilai-nilai luhur dan budaya.
MALIN KUNDANG
Once upon a time, on the north coast of Sumatra lived a poor woman and his son. The boy was called Malin Kundang. They didn’t earn much as fishing was their only source of income. Malin Kundang grew up as a skillful young boy. He always helps his mother to earn some money.
However, as they were only fisherman’s helper, they still lived in poverty.
“Mother, what if I sail overseas?” asked Malin Kundang one day to his mother. Her mother didn’t agree but Malin Kundang had made up his mind. “Mother, if I stay here, I’ll always be a poor man. I want to be a successful person,” urged Malin kundang. His mother wiped her tears, “If you really want to go, I can’t stop you. I could only pray to God for you to gain success in life,” said his mother wisely. “But, promise me, you’ll come home.”
In the next morning, Malin Kundang was ready to go. Three days ago, he met one of the successful ship’s crew. Malin was offered to join him. “Take a good care of yourself, son,” said Malin Kundang’s mother as she gave him some food supplies. “Yes, Mother,” Malin Kundang said. “You too have to take a good care of yourself. I’ll keep in touch with you,” he continued before kissing his mother’s hand. Before Malin stepped onto the ship, Malin’s mother hugged him tight as if she didn’t want to let him go.
It had been three months since Malin Kundang left his mother. As his mother had predicted before, he hadn’t contacted her yet. Every morning, she stood on the pier. She wished to see the ship that brought Malin kundang home.
Every day and night, she prayed to the God for her son’s safety. There was so much prayer that had been said due to her deep love for Malin Kundang. Even though it’s been a year she had not heard any news from Malin Kundang, she kept waiting and praying for him.
After several years waiting without any news, Malin Kundang’s mother was suddenly surprised by the arrival of a big ship in the pier where she usually stood to wait for her son. When the ship finally pulled over, Malin Kundang’s mother saw a man who looked wealthy stepping down a ladder along with a beautiful woman. She could not be wrong. Her blurry eyes still easily recognized him. The man was Malin Kundang, her son.
Malin Kundang’s mother quickly went to see her beloved son.
“Malin, you’re back, son!” said Malin Kundang’s mother and without hesitation, she came running to hug Malin Kundang, “I miss you so much.” But, Malin Kundang didn’t show any respond. He was ashamed to admit his own mother in front of his beautiful wife. “You’re not my Mother. I don’t know you. My mother would never wear such ragged and ugly clothes,” said Malin Kundang as he release his mother embrace.
Malin Kundang’s mother take a step back, “Malin…You don’t recognize me? I’m your mother!” she said sadly. Malin Kundang’s face was as cold as ice. “Guard, take this old women out of here,” Malin Kundang ordered his bodyguard. “Give her some money so she won’t disturb me again!” Malin Kundang’s mother cried as she was dragged by the bodyguard, ”Malin... my son. Why do you treat your own mother like this?”
Malin Kundang ignored his mother and ordered the ship crews to set sail. Malin Kundang’s mother sat alone in the pier. Her heart was so hurt, she cried and cried. “Dear God, if he isn’t my son, please let him have a save journey. But if he is, I cursed him to become a stone,” she prayed to the God.
In the quiet sea, suddenly the wind blew so hard and a thunderstorm came. Malin Kundang’s huge ship was wrecked. He was thrown by the wave out of his ship, and fell on a small island. Suddenly, his whole body turned into stone. He was punished for not admitting his own mother.
Answer the questions bellow !
1. What is the main idea of first paragraph?
2. What is the main idea of third paragraph?
3. What is the characteristic of Malin Kundang?
3. What is the characteristic of Malin Kundang?
