Post on 23-Jan-2023
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IMPROVING STUDENTS’ READING COMPREHENSION USING START
SIMPLE STORIES EXTENSIVE READING METHOD AT SMPN 3
SUNGGUMINASA
(A Classroom Action Research study on second grade of SMPN 3 Sungguminasa)
A THESIS
Submitted to the Faculty of Teachers Training and Education Makassar
Muhammadiyah University in Partial Fullfillment of requirement for the degree of
Sarjana Pendidikan in English Department
NUR IDAWANA
105351109516
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2021
viii
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH MAKASSAR
SURAT PERNYATAAN
Saya yang bertanda tangan di bawah ini:
Nama : Nur Idawana
NIM : 105351109516
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : Improving Students’ Reading Comprehension Using Start
Simple Stories Extensive Reading Method at SMPN 3
Sungguminasa
Dengan ini menyatakan bahwa skripsi yang saya ajukan di depan tim penguji
adalah hasil karya saya sendiri dan bukan hasil ciptaan orang lain atau dibuatkan oleh
siapapun.
Demikian pernyataan ini saya buat dan saya bersedia menerima sanksi apabila
pernyataan ini tidak benar.
Makassar, 2021
Yang Membuat Pernyataan
Nur Idawana
ix
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUH AMMADIYAH MAKASSAR
SURAT PERJANJIAN
Saya yang bertanda tangan di bawah ini:
Nama : Nur Idawana
NIM : 105351109516
Jurusan : Pendidikan Bahasa Inggris
Fakultas : Keguruan dan Ilmu Pendidikan
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai selesai penyusunan skripsi ini, saya akan
menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan
pembimbing yang telah ditetapkan oleh pemimpin fakultas.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi.
4. Apabila saya melanggar perjanjian seperti pada butir 1, 2, dan 3, saya bersedia
menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, 2021
Yang Membuat Pernyataa
Nur Idawana
xi
ABSTRACT
NUR IDAWANA, 2021. Improving Students’ Reading Comprehension Using Start
Simple Stories Extensive Reading Method (A Classroom Action Research). English
Education Department. Faculty of Teacher Training and Education. Muhammadiyah
University of Makassar. Supervised by Hasnawati Latief and Ardiana.
This research purpose to find out improvement of the students‟ reading
comprehension using start simple stories extensive reading method at the second
grade students‟ of SMPN 3 Sungguminasa. The design of this research used a
classroom action research which consisted of two cycles. Each cycles consisted of
eight meetings. The procedure of the research in every cycle consisted of four stages.
The were planning, action, observation, and reflection. The subject of the research
were the students of class VIII which consisted of 20 students. The instrument used
reading test.
The result of the students reading comprehension in D-Test, cycle I and cycle
II had improved in different scores. The research showed that there was a significant
improvement of rthe students‟ reading comprehension using start simple stories
extensive reading method. This statement could prove by the students‟ mean score of
diagnostic test was 34.43, but it had increased to 36.48. in cycle I and 81.06 in cycle
II. It mean that the students‟ reading comprehension from cycle I to cycle II was
classified successful. Start Simple Stories Extensive Reading Method could improved
the students‟ reading comprehension.
Keywords: Reading Comprehension, Start Simple Stories Extensive Reading Method,
Narrative Text.
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ABSTRAK
NUR IDAWANA, 2021. Improving Students’ Reading Comprehension Using Start
Simple Stories Extensive Reading Method (A Classroom Action Research).
Departemen Pendidikan Bahasa Inggris. Fakultas Keguruan dan Ilmu Pendidikan.
Universitas Muhammadiyah Makassar. Dibimbing oleh Hasnawati Latief dan
Ardiana.
Penelitian ini bertujuan untuk mengetahui peningkatan pemahaman membaca
siswa menggunakan metode membaca permulaan cerita sederhana ekstensif pada
siswa kelas dua SMPN 3 Sungguminasa. Rancangan penelitian ini menggunakan
penelitian tindakan kelas yang terdiri dari dua siklus. Setiap siklus terdiri dari delapan
pertemuan. Prosedur penelitian dalam setiap siklus terdiri dari empat tahap. Yaitu
perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian ini adalah siswa
kelas VIII yang berjumlah 20 siswa. Instrumen yang digunakan adalah tes membaca.
Hasil belajar pemahaman membaca siswa pada Tes-D, siklus I dan siklus II
mengalami peningkatan dalam nilai yang berbeda. Hasil penelitian menunjukkan
bahwa ada peningkatan yang signifikan dalam pemahaman membaca siswa
menggunakan metode membaca permulaan cerita sederhana ekstensif. Pernyataan ini
dapat dibuktikan dengan nilai rata-rata tes diagnostik siswa adalah 34.43, tetapi
meningkat menjadi 36,48. pada siklus I dan 81,06 pada siklus II. Artinya kemampuan
membaca pemahaman siswa dari siklus I sampai siklus II tergolong berhasil. Metode
Start Simple Stories Extensive Reading dapat meningkatkan pemahaman membaca
siswa.
Keywords: Reading Comprehension, Start Simple Stories Extensive Reading Method,
Narrative Text.
xiii
ACKNOWLEDGEMENTS
Alhamdulillahi Rabbil Alamin, should be expressed for the blessing of Allah
SWT for guidance and mercy, so that I could finally finish this thesis. Shalawat and
Salam are addressed to the final and the chosen, relegious messenger the prophet
Muhammad SAW (peace be upon Him).
In writing this thesis the reseacher found difficulties, so the researcher realized
that the thesis has a lot of mistakes and weakness. The reseacher realized that in
carrying out the research and writing the thesis, many people have contributed their
valuable suggestions, guidances, assistances, and advices for the completion of this
thesis. The researcher want to say thanks and her special appreciate to her parents
Hadirman and Sahida, for their never ending love support prayer, care, and all of may
family for their attention, support and love. Therefore, the researcher would like to
acknowledge them.
1. Prof. Dr. H. Ambo Asse, M.Ag as the Rector of Muhammadiyah University
of Makassar.
2. Erwin Akib, S.Pd., M.Pd., Ph.D as the Dean of Muhammadiyah University of
Makassar.
3. Dr. Ummi Khaerati Syam, S.Pd., M.Pd, the the Head of English Education
Department Faculty of Teacher Training and Education, Muhammadiyah
University of Makassar.
4. The researcher high appreciation and deepest thankfull are due to consultants
Dra. Hasnawati Latief, M.Pd. and Ardian, S.Pd., M.Pd. for their guidance,
motivation, their patience from the beginning until the end of writing this
thesis.
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5. The researcher‟s deep appreciation for Fajar Ma‟ruf, S.Pd., M.M as a
headmaster of SMPN 3 Sungguminasa and the English teacher Maryam
Yunus, S.Pd. and all the students, especially for the VIII H who have spared
their time and activities for being subject of this research.
6. Thanks to my beloved sisters and brothers: Nurpaida, Nur Idayani, Muh.
Riskang, and Muh. Raifal for their support, guidance, financial and education
to finishing this thesis.
7. For my classmate of English Department in class BIG.C, who have given
advice and critic and have given motivation.
8. For her beloved friends, Rahmasiah, Fitha Resky Andaresta A, Ummul
Hijrah sari, Nurul Tuti Alwiyah, Andi Risnawati for their critics, support and
spritual in completed this thesis.
9. For her beloved friends Anhy, Iraa, Ratih, and my cousin Zulfikar for their
support both materials and gave motivation in every part of her life.
Finally, by reciting Alhamdulillahi Robbi Alamin, the researcher could finish
this thesis successfully, and can be useful, Aamiin!
Makassar, August 2021
Researcher
Nur Idawana
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LIST OF CONTENTS
Page
COVER..........................................................................................................................i
LEMBAR PENGESAHAN.........................................................................................ii
APPROVAL SHEET.................................................................................................iii
COUNSELLING SHEET..........................................................................................iv
SURAT PERNYATAAN.............................................................................................v
SURAT PERJANJIAN...............................................................................................vi
MOTTO......................................................................................................................vii
ABSTRACT..............................................................................................................viii
ACKNOWLEDGEMENT .................................................................................. .......ix
LIST OF CONTENTS ........................................................................................ ........x
LIST OF TABLES .............................................................................................. .......xi
LIST OF FIGURES ............................................................................................ ......xii
LIST OF APPENDICES .................................................................................... .....xii
CHAPTER I INTRODUCTION ........................................................................ ........1
A. Background ............................................................................................... ........1
B. Problem Statement .................................................................................... ........4
C. Research Objective.................................................................................... ........5
D. Significance of the Study .......................................................................... ........5
E. Scope of the Study .................................................................................... ........6
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CHAPTER II LITERATURE REVIEW .......................................................... ........7
A. Previous of Related Findings .................................................................... ........7
B. Some Pertinent Ideas ................................................................................. ........9
C. Conceptual Framework ............................................................................. ......22
D. Action Hypothesis...........................................................................................23
CHAPTER III RESEARCH METHOD ........................................................... ......24
A. Research Design ........................................................................................ ......24
B. Research Variable and Indicators.............................................................. ......26
C. Research Subject ....................................................................................... ......27
D. Procedure of Collecting Data...........................................................................27
E. Research Instrument .................................................................................. ......30
F. Technique of Data Analysis ...................................................................... ......31
CHAPTER IV FINDINGS AND DISCUSSION .............................................. ......35
A. Findings ..................................................................................................... ......35
B. Discussion ................................................................................................. ......42
CHAPTER V CONCLUSION AND SUGGESTION ...................................... ......46
A. Conclusion ................................................................................................ ......46
B. Suggestion ................................................................................................. ......47
BIBLIOGRAPHY
APPENDICES
LETTERS
CURRICULUM VITAE
xvii
LIST OF TABLES
Page
Table 3.1 Rubric for main idea ........................................................................ .....31
Table 3.2 Rubric for supporting idea .................................................................... 31
Table 4.1 Students‟ mean score in main idea ........................................................ 36
Table 4.2 Students‟ mean score in summarize ...................................................... 37
Table 4.3 Rate Percentage and frequency ............................................................. 39
Table 4.4 Improvement the students‟ reading comprehension ............................. 41
xviii
LIST OF FIGURES
Page
Figure 2.1 Conceptual framework......................................................................... 22
Figure 4.1 Students‟ mean score of main idea ...................................................... 36
Figure 4.2 Students‟ mean score of summarize .................................................... 38
Figure 4.3 Rate Percentage and frequency ............................................................ 40
xix
LIST OF APPENDICES
APPENDICES A : Lesson Plan
APPENDICES B : Attendace List of Students‟
APPENDICES C : Instrument Test
APPENDICES D : The Result of students‟ score in identify main idea D-Test,
Cycle I and Cycle II
APPENDICES E : The Students‟ score in sumarize D-test, Cycle I and Cyle II
APPENDICES F : Classification of students score
APPENDICES G : The Percentage of Students‟ Reading Comprehension in D-
Test, Cycle I and Cycle II
APPENDICES H : The Students‟ Improvement Reading Comprehension in
identify main idea and summarize in D-test, Cycle I and
Cycle II
APPENDICES I : The Improvement of Students in Reading Comprehension
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CHAPTER I
INTODUCTION
A. Background of the Study
Reading comprehension is the capacity of the process to read words and graph
the text meaning. Understanding reading comprehension hepls the students to read
and learn effectively (Marlina, 2014: 16). Reading comprehension is often an active
intentional method in which a reader intentionally creates meaning by interpretation
of the text. Reading comprehension also a dialogue between the speaker and the
reader. The task involves the ability to relate to the writer, it is a complex process
through which readers receive eritten material from them using their intellectual
content.
Reading comprehension was very important for students. The interpretation
will not be learned from the text by students. If they understand the text substance,
instead of interpreting the implied meaning. It may better for the reader to understand
the context. Therefore, the value of comprehension was to grasp written of unwritten
information. The process od understanding a text is a process in which students link
the meaning of paragraph by paragraph into a single meaning that can unite the
meanings of each paragraph in the text. To develop their understanding, the interest
od students in reading was very significant, as they want be able to learn if the
students had no interested for reading in it.
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Students had reading difficulties, such as difficulty interpreting the text, poor
vocabulary mastery, low reading speed and low reading habits. Such issues may arise
from several variables. They could result from the teaching approach, the academic
competence of the students themselves, or the socio-economic status of the students,
which forces them to neglect school facilities and ultimately causes low interest in
studying and low English scores.
The researcher was able to know the character of students and the problems
students face in the reading learning process, particularly reading comprehension,
based on the researcher's experience in doing apprenticeship 3 at SMPN 3
Sungguminasa. In teaching reading, the researcher found several problems; first the
student had a lack of vocabulary because the importance of foreign words is difficult
to spot. Secondly, it appeared like the educational reading process was dull The
teacher asks the students to read some paragraphs in a textbook, and pushed students
to do exercises to look at their understanding without telling them a way to
comprehend the text. Lastly, the issue faced by students in reading learning is that
they can not translate the contextual phrases supported afterwards. The interpretation
of the text usually is poor, since they do not had enough knowledge to interpret
correctly. For this purpose, the researcher is interested in using the approach to
enhance the reading comprehension of students in the classroom to make it easier for
students to learn to read and to be able to solve current problems.
In view of the problems, the researcher suggests that Start Simple Stories
Extensive Reading is a technique that can be used to teach it (SSS ER). Akio (2006)
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says that Start Simple Stories Extensive Reading is a special, simple, and fun method
of language learning that makes students enjoy learning the English language. Start
Simple Stories Extensive Reading does not concentrate on the students reacting to the
question, but on correctly interpreting the text. Start Simple Stories Extensive
Reading (SSS ER) want build fun and enjoy the classroom reading activity, so it not
only increases the achievement of students in reading comprehension by used the
Start Simple Stories Extensive Reading (SSS ER) process, but also makes reading a
habit for students. The goal of this strategy was to ensure that students become active
readers from the beginning, not fluent (Nerlianti, 2015: 17). In other words, it is
feasible to read a basic book without a dictionary. Don't attempt to grasp the content
and move on to another book if it seems more important to students.
To made teaching and learning reading work well, the teacher and students
can use start simple stories extensive reading (SSS ER). However, teacher must
selected technique that can be adapted to the skills, tools, and students context, such
as recognize a difficult word, opened the dictionary, search for meaning of the words,
write the meaning in the text, and stopped their reading habits. The SSS ER method
didn‟t not rely on the students answer to the question, but on interpreting the text
correctly. In the classroom, SSS ER approach created fun reading activities and
relaxes them. The students want read the text without focused on answer the question
because they liked the stories. Start Simple Stories Extensive Reading (SSS ER)
method want help students understand the text and made reading an enjoyable
experienced and practice.
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Used the SSS ER approach to enhance the reading understanding of students
used story media, where students can choosed to read their own stories, but if the
students found it hard or feel bored with the story, the teacher can choose another
story and students can be more interested in reading. In the classroom, this approach
should be extended so it can support students in the reading process. This approach
used to see how successful or essential learners can be affected by reading
comprehension. The researcher considered that Start Simple Stories Extensive
Reading Method can be applied to increase the ability in finding main ideas and
summarize. In this research the aim was to solve this problem until the students had a
good score, while the standard curriculum is 7.5. The researcher want to achieved the
score at 7,0 target in learning reading comprehension. Based on the explanation
above the researcher interested in conducted research on: “Improving Students‟
Reading Comprehension using Start Simple Stories Extensive Reading Method at
SMPN 3 Sungguminasa.”
B. Research Question
Based on the background above, the researcher study improved students
reading comprehension used start simple stories extensive reading. The problem of
this can be formulated in the question below: “How can the improvement of Start
Simple Stories Extensive Reading Method improve students‟ reading comprehension
includes of literal reading comprehension and interpretative comprehension?”
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C. Objective of the Research
Based on the research question that was mentioned above the objective
reserach is “To find out whether the implementation of Start Simple Stories Extensive
Reading Method can improve students‟ reading comprehension includes of literal
reading comprehension and interpretative comprehension.”
D. Significance of the Research
It can be expected that the conclusion of this analysis will be useful for:
1. Theoretically
The outcome of the study was expected to be helpful in exoanding education
theory and teaching education to add data, especially in school English subjects,
and can be used as guides for those who want to study reading teaching.
a. Reserach findings can be useful in the language learning process, particularly
for reading comprehension using Start Simple Stories Extensive Reading (SSS
ER) method.
b. The princple of the reserach paper can be used as a reference for those who
want to study teaching-learning approach.
2. Practically
a. English Teacher
The outcome of this research was to provide English teacher with valuable
knowledge to used this methodology in their classroom. it may be to instructed the
teacher to teach English more creatively.
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b. Students
The reserach was supposed to enchance the capacity of students to understand
reading. Therefore, in reading achievement they can got stronger, then it can also
axtend the awareness of students about Start Simple Stories Extensive Reading (SSS
ER) Method.
c. Researcher
Using start simple stories extensive reading (SSS ER) method, the study want
gain new understanding of the other reading strategy and new experience in reading
comprehension.
E. Scope of the Research
The reserach was limited to improve the students reading comprehension
using Start Simple Stories Extensive Reading method focused on literal reading
comprehension (the main idea) and interpretative comprehension focused on
(summarizing) at the Eight-Grade Students of SMPN 3 Sungguminasa.
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CHAPTER II
REVIEW OF LITERATURE
A. Previous Related Findings
Some researchers have been conducted related to teaching reading. Some of
the findings of related research were presented in the following section. Firstly, Fitri
(2018) found that used this method was very effective in learning reading
comprehension. The score obtained after applying this method can increase. The
students can enjoy their reading more, so the students can more easily understand
what they are reading. She conducted experimental quantitative research. The subject
of research was 40 students for two classes as an instrument for experimental groups
and control groups to describe students' understanding abilities after being given
treatment through multiple-choice tests to collect the final results whether the method
is effective for students or not.
Secondly, Nurjamaliah (2018) explores the used SSS method helps students in
reading capacity. It is seen by the improvement of reading students. The average post-
tes is better than pre-test score. She concluded that students are improving their
reading comprehension. In teaching reading, students have a positive response to the
use of SSS method. They said it was interesting for this method to use the SSS
process, through using SSS method they find no difficulties in interpreting English
text. The students accepted that they get a lot of experience from using SSS method
as a method of reading. She use two instruments was test and questionnaire. She
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concludes that students are interested using SSS method in teaching reading
comprehension in the classroom.
The next research, Oktela (2018) it focused on the students‟ reading
comprehension taught by using the start simple stories (SSS) method had a better
score than those without being taught by using the start simple stories (SSS) method,
and to find out whether there is any significant effect who are taught and without
being taught using start simple stories (SSS) method at State Senior High School 1
Topoya Bintan Regency. She was experimental research, the design was quasi-
experimental research. The object of her research started simple stories (SSS) method
on reading comprehension was used two classes as a sample; IX IS 3 consisted of 28
students as an experimental class, and IX IS 1 consisted of 28 students as control
class. From the result, it can be concluded that teaching reading by using the start
simple stories (SSS) method gave a small effect on reading comprehension of the
students at State Senior High School 1 Topoya Bintan Regency.
Furthermore, Marlina (2014) also conducted the application of Start Simple
Stories (SSS) Extensive Reading method was significant in improving the students‟
reading comprehension in terms of literal comprehension and interpretative
comprehension. She was using a classroom research action (CAR) conducted in two
cycles in which every cycle consisted of four meetings. The location of her research
was taken at the XI of Office Administration Class of SMK YPKK Limbung with a
number of the subject were 27 students.
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The last research, Nerlianti (2015) the result showed using the SSS ER
method to identify the main idea of the paragraph at the seventh-grade students of
MTs. Aisiyah Sungguminasa Gowa. In this research, she conducted the effectiveness
of using the SSS Extensive Reading method in improving the English reading
learning in the school. The difference in teaching reading comprehension between
using SSS ER and using conventional teaching is achieve better attainment compared
to the students who where taught by using conventional teaching. There was a
significant effect of short stories on the students' redaing comprehension.
There were some similarities and differenced between researchers an other
researchers based on the researchers above. The equation uses the same medium,
namely SSS ER (Start Simple Stories Extensive Reading) process which improved
understanding of reading comprehension. The differenced between researchers and
other researchers used different subjects and used different research design, namely
pre-experimental design.
B. Some Pertinent Ideas
1. Concept of Reading comprehension
a. Definition of Reading Comprehension
Clarke (2014) states that reading comprehension is situated within the text
itself, a developed understanding comes from the interaction between the text and
the reader‟s response to the text. He states reading is central to teaching and
learning and it is vital to consider the circumstance in which the developing
students is required to extract and apply meaning derived from text. He also states
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reading comprehension skill become more important as children progress through
the educational system. However, reading comprehension has focused on the
knowledge that the reader brings to the process of understanding. Understanding is
important to recognize that reading can be a transformative experience influencing
the thinking and learning of the reader. New words, concept and perspective can
be encountered that challenge and enhance existing knowledge.
Leon (2015) states reading comprehension involves a reader developed a
mental representation of a text through the establishment of casual relation based
on the ideas and events in the text. On other hands Hock et al (2015) define
reading comprehension as a process in which the reader constructs meaning from
text-based information. During this process, the reader creates a mental
representation of meaning of the text by using features of the text and the reader‟s
knowledge of the world. When the reader integrates text-based knowledge with
prior knowledge, deep comprehension occurs.
Reading comprehension is the ability of students to understand the text part
and interpret the text in their way (Houda, 2015: 7). Comprehension is a bridge for
passive reader students to active readers. Someone will be able to understand every
word. Lack of reading skills can affect the success rate of students. Some students get
difficulties because peacocks find it difficult to know the meaning of the whole text
even though they know one by one the words of the text (Houda, 2015: 9).
Reading comprehension is an understanding of the text or the process of
constructing meaning from text. Comprehension is a construction process because it
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involves all of the elements of the reading process, working together as a text is read
to create a representation of the text in the reader‟s mind.
Furthermore, reading comprehension can be concluded as the ability, process
for understand the information that has been read and developing of text using the
reader‟s knowledge. In reading text, there were process that the readers passed. The
process of reading comprehension, the readers want integrated two of kind; that is
text-based knowledge with prior knowledge.
b. Levels of Reading Comprehension
There are several levels of comprehension. A higher level of comprehension
can include a higher level of thinking. Burns (2011: 16-18) divides levels of reading
comprehension into four levels of skill; they are literal comprehension, interpretative
reading, critical reading, and creative reading.
1) Literal Comprehension
Literal reading refers to ideas and facts directly state on the print pages.
Literal reading is the skill of getting the primary direct literal meaning of words,
ideas, or sentences in context the basics of literal comprehension are recognizing
stated main idea, details, effect, and sequences.
2) Interpretive Comprehension
Interpretative reading involves reading between the lines of making
inferences. This level demands higher levels of thinking ability because the question
in the category or interpretation is concerned with an answer that is not directly stated
12
in the text but is suggest or imply. The interpretation reader read between the lines,
make a connection among individuals state ideas, make inferences or imply meaning
from the text.
Higher of level comprehension involves reading beyond or the lines. The
reader brings knowledge and experience to the act of reading and draws inferences.
Interpretive of referential comprehension includes thinking process such as drawing
conclusion, making generalization out comes or making summarize from the text.
3) Critical Reading
Critical reading was evaluated written material comparing the ideas
discovered in the material with a known standard and concluding their accuracy,
appropriateness, and timelines. The critical reading compares the previous experience
to elements in the new material such as content styles, expression, information, and
ideas or values of the author.
4) Creative Reading
Creative reading involves going beyond the material present by the author,
creative reading requires the readers to think as they read just as critical reading and it
also requires the reader to use their imagination, in a creative solution to that by the
writer.
c. The Purpose of Reading Comprehension
There are numerous uses for reading written words. If they read the data as
they need, the reader will know and satisfy themselves. It implies that until they
13
actually do so, the reader will expect what they are going to read. According to
Ngabut (2015: 20), the aims of reading comprehension are:
1) Effective Reading
Effective reading means being able to read accurately and efficiently to
understand as much of the passage as the students need to achieve the
students' purpose.
2) Survey Reading
The survey reading was specialized technique, forgetting the top view
of an article, chapter, or entire book. If the students catch aboard the overall
picture of essentials
3) Skimming
Skimming was kind of reading that makes our eyes more quickly to get
the main ideas from the reading materials. In skimming reading a read this to
find out the topic and detail of the paragraph. Skimming enables people to
select the content that they want to read and to discard that is inconsequential
for their purpose skimming permits people to gain a general idea about the
material when that is their purpose, rather than to read all material in detail.
4) Scanning
Scanning is to serve two functions. They uncover relevant information
and accelerates your reading speed flexibility or the reader work out for a
particular item belief in the text.
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5) Intensive Reading
The intensive reading strategy is study reading, this involves a close study
of the text. As the amount of comprehension can be high, the speed of reading
is correspondently slower.
d. Kinds of Reading Comprehension
According to Sari (2015: 17-19) classification reading into three kinds,
namely: reading alud, silent reading and speed reading.
1. Reading Aloud
Reading aloud is important and the statements can be though to read
aloud. Reading aloud is a kind of reading where a reader express orally every
word in the text. The purpose of reading aloud is to improve the students‟
ability in pronouncing the words, stressing the words, and have a good
intonation about every sentences in the passage.
A further classification of reading aloud is the devotion into unison
reading and individual reading. reading in unison is done with whole group
reading aloud together. The purpose of reading individually is to cheking
pronounciation reading individually stimulate the students‟ ability to read.
Moreover, reading individually can help the teacher to find out when among
her/him students has difficulty in reading.
2. Silent Reading
Silent reading terms to reinforce the readers to find out the meaning of
words. This kind of reading leads the readers to better comprehension. Silent
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reading is a skill to criticize what is written to discusses something, written it
means to draw inferences and conclusion as well as to express new ideas on the
basic of what is read. To develop the students understanding in the silent
reading, we give them short reading passage ath the beginning and ask question
after words.
3. Speed Reading
This kind of reading is used to improve speed and comprehension in
reading. this skill is very important for students. The speed reading must on the
side comprehension. The role of reading speed, however depends on the kind of
reading material. The rate of speed is a reading scientific material.
e. Factors that Influence Reading Comprehension
According to Hamid ( 2011 : 19 ) There are many factors that might affect
comprehension of printed materials.
a. Background Knowledge
Familiarity with concept of a reading material being read, both through
experience of knowledge can make a reader easy to comprehend. The low
achievement of standing in reading caused by insufficient of basic knowledge
had more effect on understanding of implied that an explicit information.
b. Vocabulary
One of the important factors influencing a readers comprehension is the
familiarity with the vocabulary, where the successful in associating between
the printed words with their meaning and their referents depends on the
16
familiarity with the words. Successful reading comprehension is possible
when most of the vocabularies in a reading selection are familiar to the
readers.
c. Teacher Influence
The teacher may give retention of information contained in printed
material and this help students cope successful with reading assignment.
There are some teacher‟s role to the students. That are encourage the students
to apply what they have read have them constantly evaluated the material that
they have read, encourage the student‟s to tell something about a book to
other students, and encourage students to think of their own ways or reporting
on books or stories.
2. Start Simple Stories Extensive Reading (SSS ER) Method
a. Defenition of Start Simple Stories Extensive Reading (SSS ER) Method
Start Simple Stories Extensive Reading (SSS ER) method is a form of
teaching for reading to introduce students reading text in English language using a
variety of short picture stories. The students begins on a page learning picture story
with a few words. Then with many words on the page, it will be improved their
reading comprehension (Aiko, 2006).
In the classroom, Start Simple Stories Extensive Reading (SSS ER) method
has three features:
1. This technique begins with basic stories and increases the level gradually.
17
2. The students will not only read book or stories at home but in the classroom as
well.
3. The titles read must be registered by teachers. This implies that the total number of
books or stories read by students be registered.
Firstly, this method is used in Japan. In the English dictonary, most teachers
placed too much focus on looking of difficult words and ask the students to translate
any term into Indonesian language. The use of dictionaries places too much burden
on learners and hinders from learning English. The three rules of Start Simple Stories
Extensive Reading (SSS ER) method are advocated by Aiko (2006) namely: a) No
dictionaries while reading, b) Skip over complicated words, c) Avoid reading when it
is boring or too difficult, d) Reading a simple books or stories (grade readers).
It is important to point out the students that is easier to understand 10 simple
book than not to read one that is challenging. There is an opportunity for students not
to use dictionaries. For any of their language lessons, this does not mean that they
don‟t use dictionaries. Hovewer, the content will be at a low enough level when
reading in (SSS ER) method that a dictionary is not required.
The material are esay with only 10 or 15 unknown words per page. In
addition, the students can gain the ability to infer the meaning when reading a book.
As fresh words are promoted after a few occasions, this will result in the acquisition
of vocabulary, and the narrative text used is a tale fiction. Skipping words enables
students to continue reading and when a words is encountered many times,
Automatically the students learn new vocabulary. If a students considers a text boring
18
or too difficult, the students are encovaraged to find more relevant content. The
students are required to understand the text well.
b. The Princples of Start Simple Stories Extensive Reading Method
According to Baity (2013: 26), adding a fun demension to the analysis of
English. Surprisingly, Start Simple Stories Extensive Reading (SSS ER) method
easyly outstrips readers and and has been a factor in improving reading
comprehension in English as a consequence. There are top SSS ER method process
principles, namely:
1. Easy to reading material.
2. The choice of reading material must be accessible on various topics.
3. Learners decide why they want to read.
4. As fast as possible students read the text.
5. The object of reading is generally related to enjoyment, awareness, and general
understanding.
6. Reading is of their own accord.
7. The speed of reading is usually quicker rather than slower.
8. It is individual and quiet to read of the text.
9. The teacher orients and guides its students and the teacher is the role model of
reality.
19
c. The Procedures of Start Simple Stories Extensive Reading Method
According to Yustika (2013: 30), there are steps to incorporate Start Simple
Stories Extensive Reading (SSS ER) method as the method for teaching narrative
text espicially fairytales in reading comprehension. The procedure of SSS ER
method are as follows:
1. Based on interest of students, the teacher provides suggestions on reading
material.
2. The teacher guides students, starting with simple text to select suitable levels of
content.
3. The teacher directs students to select a selection of materials that are of interest
to them. For students who choose a similiral form ove and over, this may
particularly be important.
4. The students reads without the dictionary being used.
5. If students are not conscious of the exact context of each word, the teacher
overlooks it. The teacher will explain about it.
6. Students can miss difficult words, so interpreting the word can take a longer
time.
7. The teacher allows students to alter the text if they are not interested in it.
8. If it is boring or difficult, students can stop reading. If it gets dull, readers
though to avoid reading. If they force themselves to continue reading, their
interpretation of the text will be lost.
20
9. Once all students complete their reading, the teacher provides them with
exercise.
SSS ER method directs the students‟ interest in understanding the text. They
Will try to interpret the text well because they like the plot. They interest in the tale
can become the key to the texts understanding. The plot on the other hand, was a
straightforward one not a complicate the story.
d. The Advantages and disadvantages of Start Simple Stories Extensive
Reading Method
The advantages of using Start Simple Stories Extensive Reading (SSS ER)
method, according to Han (2010, p. 32) are:
1) Improve and clarify the awareness of the higher frequency lexical and syntactic
center of students.
2) When reading multiple text, students may learn unplanned vocabulary.
3) Encouraging reading fluency for students.
4) Make students have a positive reading and motivation.
According to Aiko (2006, p. 1-8) the disadvantages of Start Simple Stories
Extensive Reading (SSS ER) method are:
1) Growth in vocabulary is not high. The simple story consisting of 10-15 difficult
words, is used by the start simple stories extensive reading (SSS ER) method.
2) The number of total words is only 50-100 words. Usually students will not read
long text.
21
3. The Implementation of Start Simple Stories Extensive Reading (SSS ER)
Method
Teaching reading by Start Simple stories Extensive Reading (SSS ER) method
is one of the techniques used in this study by the researcher. The reseracher will
use the systematic reading of start simple stories extensive reading (SSS ER)
method as the teaching reading comprehension. In teaching reading, the researcher
takes the reading material narrative text especially fairytales. According to
(Mithag, 2015: 22) Start Simple Stories Extensive Reading (SSS ER) is a special,
allowing students concentrate on reading text without thingking about dictionary,
complicated words, and just stop reading when students feel boring and very hard
for them. In addition SSS ER it is a simple method implies that it is not difficult to
apply this method in the classroom. after that, SSS ER also enjoy 20 detailed
method of reading that the students start with picture that describe the text to
understand the reading text point.
The researcher addressed one type of thext in this case which is a narrative
text. Narrative text that focuses on telling stoties in one genre, etheir fiction or
nonfiction. Second, the expanded narrative text is a shorter episode that
demonstrates or supports the argument of article. The short narrative is the second
one, it is a shorter often used in paragraph of the body. A tale with difficulties or
problematic incidents may be narrative text and it seek to find the way to fix the
problem. The narrative text mode, the collection of methods used to convey the
narrative through a narrative process, it a important part of the narrative text.
22
C. Conceptual Framework
Figure 2.1: Conceptual Framework
For students to got information, reading was an essential process. Students
should be able to understand the text well in order to got the best and the correct
details. But actually, when understanding the text they had many problems. The
difficulties arised from factors such as the level of text the vocabulary interest of
students and the method of teaching.
Reading Comprehension
Classroom Action Research
Cycle 1
Planning
Action
Observasion
Cycle II
Revised Planning
Action
Observation
Reflection Reflection
Improving Students‟ Reading Comprehension
Literal Comprehension Interpretative Comprehension
Start Simple Stories Extensive Reading
(SSS ER)
23
Teachers should be used appropriate methods to solve problems level was too
high, it should be recuded by the teacher. If there is a lot of difficult vocabulary in
the text. The teacher can provide another text that only has a limited number of
vocabulary, and if the teaching this method is not suitable for teaching reading. The
teacher can also changed the method in the class. SSS ER method was an effecient
teaching reading method that should be used in the process of teaching and learning.
This method will give the level of the appropriated for the students level. The text
only consists of 10-15 difficult words, and the technique is really considered
fasciniting to ready by students.
Based on described above that in teaching reading material, the researcher
focus on fairly tales (kind of narrative text) by using start simple stories extensive
reading (SSS ER) as a teaching approach which will be used in the classroom action
research divided into two cycles that consist of four stages; they are: planning, action,
observation, and reflection. The aimed of this research is to improve the students‟
reading comprehension that focuses on the improvement in literal comprehension and
interpretative reading comprehension.
D. Action Hypothesis
Based on the theories and conceptual framework, the researcher forward an
action hypothesis as follows: using Start Simple Stories Extensive Reading (SSS ER)
method can improve students, reading comprehension in English lesson in VIII.2 in
the academic year of 2020/2021 at SMPN 3 Sungguminasa.
24
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
In this research, the researcher used a Classroom Action Research (CAR)
design. According Burns (2010: 2) stated that the main idea of action research is to
identify a problematic situation or issue that the students, who may include teachers,
managers, administrators, or even parents-consider worth looking into more deeply
and systematically. According to Kemmis and McTaggart in Burns (2010: 8) action
reserach typically involves four broad phases in a cycle od reserach, as follows:
a. Planned
In this step, the researcher identified a problem or issue and developed a plan
of action in order to brought about improvement in a spesific area of the research
context. This is a forward-looking phase where the reseracher consideres: what kind
of investigation is possible within tha realitied and constrainted in teaching situation,
and what potential improvement the researcher thinks were possible.
b. Action
In this step, the plan was a carefully consider on which involved some
deliberated interventions into the teach situation that the reseacher puts into action
over and agree periode of time. It means that the reseacher used Start Simple Stories
Extensive Reading (SSS ER) as a method in teaching learning process as long as this
research is done.
25
c. Observation
This step involved the reseacher in observed systematically the effects of the
action and documenting the context, actions, and opinion of those involved. It is a
data collection phase where the researcher used „open-eyed‟ and „open-minded‟ tools
to collect information about what is happening. The reseacher will also be help by her
collaboration to observed the teaching-learning process. The functioned of
collaboration here is to observed, evaluated, and gave suggestion about the
implementation of Start Simple Stories Extensive Reading (SSS ER) Method in the
classroom.
d. Reflection
At the point, the reseacher reflected on, evaluated, and described the effects of
the action in order to make sense of what had happened and to understand the
researcher had explore more clearly. The researcher may decide to do further cycles
of action research to improve the situation even more.
From the explanationed above, the four fundamental steps in running action
research were planned, action, observation, and reflection. The cycles in action
research consist of them that will be done until the problem can be solved. In order to
made it clear, classroom action research can illustrated based on the Kemmis and Mc
Taggart in Burns (2010: 16)). It consist of four steps, namely: Planned, Action,
Observation, and Reflection.
26
Figure 3.1 Action Research Spiral, Model by Kemmis and Mc Taggart
(source: Burns, 2010: 16)
The four steps above were applied to each cycle because action research is a
cyclical process/ if the result of the first cycle fails, it can continue to the next cycle.
If there is any alteration significantly or it means that the students‟ reading
comprehension is increasing the cycle has been stopped.
B. Research Variables and Indicators
The followed were the variables of the research:
1. The research consists of two variables, namely dependent and independent variabel
27
a. The dependent variable was the students' implementation of reading
comprehension in fairy tales includes literal reading comprehension and
interpretative reading.
b. The independent of the research was the of Start Simple Stories Extensive
Reading (SSS ER) in understanding reading comprehension. Start Simple
Stories Extensive Reading (SSS ER) method is a series of steps a student.
c. follow to generate, think about, foresee, examine, and address the question
that satisfies curiosity about what is being read.
2. Related to the two variables above, the research also included one indicator in this
research: The indicators of literal reading comprehension is the main ideas and
interpretative reading is summarizing from the text.
C. Research Subject
This subject of the research used cluster random sampling technique of class
VIII.2 of SMPN 3 Sungguminasa in consists of 20 students. The researcher had a
two-months experience in the school during the intership program (Magang 3).
Therefore the reseacher know the condition of this class quite well, and the
reseracher can identified the problems faced by the students in learning reading
comprehension.
D. Procedure of Collecting Data
The procedured of this research was performed by administrated two
cycles. Each cycle contained four steps which are planning, action, observation, and
28
reflection. Before the cycle I begin, the diagnostic test given to students to know the
students reading comprehension in English lesson.
1. Cycle I
a. Planned
1) The reseacher prepared appropriated material and topic.
2) The reseacher designed lesson plan for teaching reading.
3) The reseacher prepared format for reading test and observation sheet for
students.
b. Action
1) The researcher introduced herself to the students
2) The researcher applyed the lesson plan in the classroom
3) The reseracher explained the start simple stories extensive reading and
show a stories example to make a sure the reseracher explanation.
4) The researcher suggeted interested material for students.
5) The students‟ should be choosed an interested story for them to read,
started with easy text.
6) The reseracher want the students to achieved their reading goals.
7) The students reading a story without dictionary.
8) The researcher gave explanined for students if they can‟not
understanding a text.
9) The students‟ should be skip a reading if they found a difficulty to
read a text.
29
10) The researcher gave a changed with the students if the students were
not interested in the story.
11) The students‟ should be stop read if they feel bored for that story and
they can to choosed the another story.
12) After finished, the researcher gave a test for students as evaluationed.
c. Observation
In this cased, the research will observe the student‟s achievement. The
researcher can determined anything needed to be improved soon. In this step,
the researcher used form of observation to observer teaching and learning
process.
d. Reflection
1) Analyzing the data form the observation.
2) The researcher and the teacher discussed about the result of the
observation.
3) Making the conclusion of cycle I.
2. Cycle II
There were several aims of cycle II such as to handle the weakness in
cycle I, to gave more opportunities for students to improved student‟s reading
comprhension by used start simple stories extensive reading (SSS ER).
1. Re-Planned
a) The reseacher identified the problem from the cycle I.
30
b) The reseacher designed lesson plan of cycle II.
c) The reseacher designed form of observation of cycle II.
2. Action
a) The researcher applyed the lesson plan of cycle II.
b) The researcher guides the students in teaching learning process based on
the lesson plan.
2. Observation
In this cased, the researcher observed the process of teaching and
learning by used form of observation to collect the data in cycle II.
3. Reflection
a) Analyzing the data form the observation of cycle II.
b) The researcher and the teacher discussed about the result of the
observation of cycle II.
c) Making a conclusion from cycle II.
E. Research Instrument
The instrument of this research was reading test. In this research, a reading
test used to measure students‟ reading comprehension. Test should be a series of
question or exerices as well as other equipment used to measure the skills,
knowledge, intellegence, ability or talents of individual or groups (Arikunto, 2006:
150). The test used in the form od diagnostic test in the began of the cycle and post-
test in the end of each cycle. The researcher used a short story follows five questions
that must be answered by the students. The questions used to find out whether
31
students are able to find main ideas and make a summary like the goals the researcher
wants to achieve.
F. Data Analysis
The data from cycle I and cycle II can be analysed the following steps: The
researcher classified the data based on the research. After the data collected from the
test, the researcher should be analysed the data in the following rubric assess reading
comprehension as follows:
1. Scoring Rubric Reading Comprehension
a) Main Idea
Tabel 3.1 : Scoring Students‟ in Literal Comprehension (Main Idea)
Score Main Idea
4 Clearly indetify the main idea by providing strong evidence, details
relating to the main idea
3 Identify the main idea and provide adequate evidence, details realting
to the main idea
2 Limited main idea identification and limited evidence, details relating
to the main idea
1 Did not identify the main idea of the story or provide any evidence,
details relating to the main idea
(Burns in Lutfiah, 2008: 29)
b) Summarizing
Table 3.2 : Scoring Rubric in Interpretative Comprehension (Summarize)
Score Summarizing
4 Summarize other main idea and details succinctly. Uses text
32
elements, ideas and key vocabulary in a concise, thoughfull manner.
Reflect on a moral, lesson or “something I learn”
3 Summarize other main idea and some details succinctly. Uses text
elements, ideas and key vocabulary may include author‟s purpose.
Summarize the main idea concisely
2 Retells the text and alludes to the main idea. Have a sense of order
may include some inaccuracies. Retells the text with some inaccuracy
may be out sequence (details, ect)
1 Retells giving a minimal amount of information may include
information that is off-topic
(Sari, 2015: 29)
2. To score the students‟ answer the researcher use the following formula:
Score:
(Depdikbud in Musliani 2017: 36)
3. Calculating the mean score of students‟ reading comprehension test by formula:
∑
Where
X : The mean score
∑x : Total Score
N : The number of students
(Pratiwi, 2019: 45)
33
4. The researcher analysed the data of cycle I and II by applying percentage
technique as follows:
Where:
P : The class percentage
F : Total percentage score
N : Number of Students
5. The clasification of the students score
a) 90-100 classified as excellent
b) 86-95 classified as very good
c) 76-85 classified as good
d) 66-75 classified as fairly good
e) 56-65 classified as fair
f) 36-55 classified as poor
g) 0-35 classified as very poor
(Pourkalhor, 2013: 40)
34
6. To know the percentage of the students‟ development in reading comprehension
this formula:
Where
P : Percentage of the students improvement score
X1 : mean score of cycle 1
X2: mean score of cycle 2
(Sudjana in Musliani 2017: 40)
35
CHAPTER IV
FINDINGS AND DISCUSSION
A. Findings
The goal of this research was to seen if the students‟ reading comprehension
improved after they were taught the start simple stories extensive reading method.
This research involved 20 student‟s from SMPN 3 Sungguminasa in the 8th grade.
Based on the current findings of the reseacher used Start Simple Stories Extensive
Reading Method to teach reading comprehension can improved students‟ reading
comprehension in terms of the main idea and summarize the text. As could be
observed, the data analysis resulted in the following:
1. The results of improvement of students’ Literal Comprehension (Main Idea)
and Interpretative Comprehension (Summarize)
The reseacher used three types of tests to guide the study in the previous
chapter, such as a diagnostic test that was provided before treatment. Cycle I and
Cycle II of the test were given after the students had received treatment. The table
below showed the result of the students‟ improved reading comprehension as result of
used narrative text:
36
Table 4.1 Students’ mean score in main idea
Non Method Start Simple Stories Extensive Reading Method (SSS ER)
D-TEST Cycle Mean Score
Cycle I 50..62
40.62 Cycle II 81.87
The table above showed the mean score of the students‟ main idea. In the
students‟ reading D-test, the means score was 40.62. Then in the cycle I showed that
the means score of students‟ reading was 50.62, in the cycle II showed that the means
score of students‟ reading was 81.87. The research findings from the table above,
indicated that there was the improvement of the students‟ mean score from cycle I to
cycle II, where in cycle I the students‟ mean score 50.62, but after evaluationed in
cycle II the students reading becomes 81.87.
The data above can also be seen in form diagram below:
Figure 1. Students’ Mean Score in Main Idea
0
20
40
60
80
100
D-Test Cycle I Cycle II
MAIN IDEA
37
The graphic above indicated that mean score of D-test was 40.62, while in
cycle I was 50.62, it showed the students‟ mean score in the main increased by about
10% or 10 point. And then, in cycle II the main score of students‟ was 81.87, it
indicated that the students increased about 31% from cycle I. It means that the
implementation of Start Simple Stories Extensive Reading Method was significant in
improve the students reading comprehension at the second grade of SMPN 3
Sungguminasa.
Table 4.2 Students’ Mean Score in Summarizing
Non Method Start Simple Stories Extensive Reading Method (SSS ER)
D-TEST Cycle Mean Score
Cycle I 58.75
32.25 Cycle II 80.25
The table 2 above showed the means score of the students‟ reading
comprehension. In the students‟ reading D-test, the means score was 32.25. then in
the cycle I showed that the means score of students‟ reading was 58.75. in the cycle II
showed that means score of students‟ reading was 80.25. The research finding from
the table above, indicated that there was the improvement of the students mean score
from cycle I to cycle II, where in cycle I the students mean score was 58.75, but after
the evaluation in cycle II the students‟ reading becomes 80.25.
38
The data above can also be seen in from of diagram below:
Figure 2. Students’ mean score in summarizing
The graphic above indicated that mean score of D-test was 32.25, while in
cycle I was 58.75, it showed the students‟ mean score in makes summarize increased
by about 26% or 26 point. And then in cycle II the main score of students‟ was 80.25,
it indicated that the students increased about 21% from cycle I. It means that the
implementation of Start Simple Stories Extensive Reading Method was significant in
improve the students reading comprehension at the second grade of SMPN 3
Sungguminasa.
2. Scoring Classification the Main Idea and Summarize in Reading
Comprehension
As stated in the previous chapter, after tabulating and analyzing the
students' scores the main idea and summarize in percentage, they were classified into
0
20
40
60
80
100
D-Test Cycle I Cycle II
SUMMARIZING
39
seven levels based on Depdikbud classification: Excellent, Very Good, Good, Fairly
Good, Fair, Poor, and Very Poor, as shown in the tables below:
It has been mentioned in the previous chapter that after tabulated and analysis
the students‟ scores into percentage, then they were classified into seven levels based
on Depdikbud classification namely: Excellent, Very Good, Good, fairly Good, Fair,
Poor, and Very Poor as can be seen in the following tables:
Table 4.3 Rate Percentage and Frequency of the students’ reading
comprehension to find out main idea and make a summarize
No
Classification
Range Non Method Start Simple Stories Extensive
Reading Method (SSS ER)
D-Test Cycle I Cycle II
Freq % Freq % Freq %
1 Excellent 96-100 0 0 0 0 2 10%
2 Very Good 86-95 0 0 0 0 4 20%
3 Good 76-85 0 0 0 0 5 25%
4 Fairly Good 66-75 0 0 0 0 9 45%
5 Fair 56-65 0 0 5 25% 0 0
6 Poor 36-55 15 75% 10 50% 0 0
7 Very Poor 0-35 5 25% 5 25% 0 0
Total 20 100% 20 100% 20 100%
40
The data above can also be shown from the diagram below:
Figure 3. Rate Percentage and Frequency
From the table and graphic 3 above, it can showed that in cycle II the students‟
got heigher scores which is 20% in categorized exellent, 20% in very good
categorized, 25% (good categorized), and 45% categorized fairly good.. It means that
the students‟ reading comprehension was improved in terms the main idea and make
a summary. However, in cycle I there were who obtained students got low score: 5
students‟ in very poor category, 10 student‟s in poor category, and 5 in fair category.
Furthmore, 9 students‟ who got score (fair category), and 11 student‟s score achieved
the KKM standard (7.5). At the some time, in diagnostic test the students got score
lower than cycle I, which is about 75% of student‟s is in the position of the poor
category, and 25% in very poor category.
0% 0%
10%
0% 0%
20%
0% 0%
25%
0% 0%
45%
0%
25%
0%
75%
50%
0%
25% 25%
0% 0%
10%
20%
30%
40%
50%
60%
70%
80%
D-Test Cycle I Cycle II
Excellent Very good Good Fairly good Fair Poor Very Poor
41
3. The Improvement of the Students Reading Comprehension
In this case, the ultimated improvement of the students reading comprehension
was calculated through the combination of the students‟ improvement in literal
compehension (Main idea) and interptative comprehension (Summarizing). From the
whole result of the students‟ literal comprehension (main idea) and interpretative
comprehension (summarizing) which are presented in the table the improvement of
the students reading comprehension.
Table 4.4 Improvement of the students reading comprehension to find out the
main idea and summarize
Indicator Scores Improvement (%)
D-Test Cycle I Cycle II DT->CI CI->CII DT->CII
Main Idea 40.62 50.62 81.87 24.61 61.73 101.5
Summarizing 32.25 58.75 80.25 82.17 36.59 148.8
∑ 72.87 109.37 162.12 106.7 98.35 250.3
36.43 54.68 81.06 53.35 49.16 125.1
Table 4.4 showed the students‟ reading comprehension improved from D-test to
cycle I and cycle II. In which, cycle II was the greatest of all. The mean score of
students‟ reading comprehension in cycle II was 81.06. Then, the mean score of
students in cycle I was 54.68, and the students got 36.43 in D-test. It indicated the
improvement of the reading comprehension D-test to cycle I was 53.35%. The
42
improvement from cycle I to cycle II was 49.16%, and the improvement from D-test
to cycle II was 125.1%. it was conducted the students reading comprehension
improved significantly by using Start Simple Stories Extensive Reading Method.
B. Discussion
This section discussed the result of data collected and analysis to depict
students‟ reading comprehension in teaching and learning by using start simple
stories extensive reading mrthod. The description of data collected from reading of
the text as explanation in the previous section showed that the students‟ reading
comprehension was improved. It was supported by mean score and percentage of the
students‟ D-test, cycle I and cycle II result. Based on the findings above, the used of
start simple stories extensive reading method in reading comprehension.
1. The Improvement of the Students’ Reading Comprehension dealing with of
the Main Idea
The implementation of start simple stoies extensive reading method in
improving the students literal reading comprehension in terms of main idea can be
see the difference by considering the result of the students‟ diagnostic test and the
students‟ achievement after taking action in cycle I and cycle II using start simple
stories extensive reading method in teaching and learning process.
Before implementing the method, the researcher found that the successful
minimal criteria (KKM) were 7.5 but the diagnostic test score result, the students
mean score in finding the main idea was 40.62. The students score in cycle I after
the treatment got the higher than the score in the diagnostic test, but still lower
43
than the successful minimal criteria. Where in determining the main idea the
students got 50.62. The researcher teach about narrative text in cycle I through
implemetation of start simple stories extensive reading method in the classroom.
After gave the test in cycle II, the students‟ mean score was getting higher than in
cycle I. Where in determining of main idea the students got 81.87 score.
The result shows of the students‟ literal reading comprehension in terms
main idea, after applying the start simple stories extensive reading in cycle I and
cycle II, the result of students‟ main ideas achievement improves significantly
where cycle II is higher than D-Test and cycle I. Based on the findings, the start
simple stories extensive reading method helps the students in finding the main
idea.
2. The Improvement of the Students’ Interpretative Comprehension dealing
with making a summarize
The application of Start Simple Stories Extensive Reading Method in
improving the students‟ reading comprehension in terms of making summarize can
be see the difference clearly by considering the result of students‟ diagnostic test
and result of the students‟ test in cycle I and cycle II after using narrative text.
The result shows the mean score of diagnostic test indicates 32.25. The
students‟ score in cycle I after applying start simple stories extensive reading
method shows 58.75. After gave the test in cycle II the students mean score of
making a summarize was getting higher than cycle I, it indicates 80.25 score.
44
The result shows of the students‟ literal reading comprehension in terms
main idea, after applying the start simple stories extensive reading in cycle I and
cycle II, the result of students‟ main ideas achievement improves significantly
where cycle II is higher than D-Test and cycle I. Based on the findings, the start
simple stories extensive reading method helps the students of making a
summarize.
Start simple stories extensive reading is a good method in teaching-
learning reading comprehension and the method can help the students‟ to
increased their reading comprehension (Fitri, 2018). Start simple stories extensive
reading method affected for students‟ reading comprehension achievement in
narrative very well. It could seen from their heigher scores when was treated by
using SSS ER method rathet that lecturing method.
It was supported by (Deniyanti, 2017) stating that applying start simple
stories extensive reading method on the students‟ comprehension in narrative text
was more significant. In this research was the researcher used start simple stories
extensive reading method to improve reading comprehension. After the researcher
did the treatment and test, the research result showed that Start Simple Stories
Extensive Reading Method improved students‟ reading comprehension. The
students fell more esay to understand to reading text.
Based on the result from cycles the students‟ improved in determining of
main idea in D-test, cycle I and II, the students‟ mean score in reading
comprehension used start simple stories extensive reading method (SSS ER) in D-
45
test was 36.25, cycle I was 58.64 and 81.06 in cycle II. It means that there was
significant improvement in students‟ reading comprehension in dentified of main
idea and made summarize used start simple stories extensive reading method.
Based on the findings, the start simple stories extensive reading method helps the
students in finding the main idea and make a summarize in reading
comprehension.
46
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
1. Start Simple Stories Extensive Reading is effective to increase the students‟
literal reading comprehension in term of main idea, it is proven by the mean
score of the students where the D-test score was 40.62, cycle I was 50.62 and
cycle II was 81.87. from the findings in the previous chapter, it can be see that
the result of literal reading comprehension is great. It means that there is a
significant difference of students‟ literal reading comprehension between before
and after using Start Simple Stories Extensive Reading Method.
2. Start Simple Stories Extensive Reading is effective to increase the students‟
literal reading comprehension in term of making a summarize, it is proven by
the mean score of the students where the D-test score was 32.25, cycle I was
58.75 and cycle II was 80.25. from the findings in the previous chapter, it can
be see that the result of literal reading comprehension is great. It means that
there is a significant difference of students‟ interpretative comprehension
between before and after using Start Simple Stories Extensive Reading Method.
47
B. Suggestion
Based on the fingdings, the researcher stated some suggestion to improve the
students‟ reading comprehension through Start Simple Stories Extensive Reading
Method as follows:
1. For English Teacher
It is suggested the teacher should apply various kinds of suitable technique
in teaching reading to make students more interested in reading English text and
to increasing the quality of studying and teaching. It suggested to the English
teacher to apply Start Simple Stories Extensive Reading Method as an effective
way to improve the students‟ reading comprehension.
2. For the Students
Students need practiced and learn more not only in the imformal education,
but also the formal education to improvement their reading comprehension.
3. For the Next Researcher
There were various examples that must be improved students‟ reading
comprehension in general, including literal reading comprehension, interpretative
comprehension, Start Simple Stories Extenive Reading Method, and other
techniques, strategies, and methods. However, in this research, the researcher
concentrated on improving the students‟ reading comprehension. So the next
researcher can look at another situation of reading that needs to be improved,
whether they employed this method or not. However, it is preferable to employ
48
this strategy in order to learn how to improved students‟ reading comprehension
through various discussions.
49
BIBLIOGRAPHY
Aiko, Furukawa. (2006). SSS Extensive Reading Method Proves to Effective Way to
Learn English. Science Education Group. 1 (2) 1-8.
Arikunto, Suharsimi. (2006). Prosedur Penelitian : Suatu Pendekatan Praktik (Edisi
Revisi VI). Jakarta : Rineka Cipta.
Baity, Yasmina S. (2013). The Implementation of Start Simple Stories (SSS) Method
to Improve Students’ Reading Comprehension (A Classroom Action Research
in the Eleventh Grade Students of MAN Tengaran in the Academic Year
2012/2013). Salatiga Program Sarjana STAIN Salatiga.
Burns. A. (2010). Action Research: some questions fom Thailand. Thai TESOLL
Focus, 16(2)
Burns, Christine. (2011). Selected Features and Their Impact on Students’
Comprehension. Orlando: Harcourt.
Burns in Lutfiah. (2008). Teaching Reading of Main Idea (3rdEd). Boston: Houghton
Mifflin.
Clarke, Paula J, Emma Truelove, Charles Hulme and Margaret J. Snowling. (2014).
Developing Reading Comprehnsion. USA: John Wiley & Sons, Ltd.
Deniyanti.(2017). The Effectiveness of Start with Simple Stories Toward the Students’
Reading Comprehension of Thenth Grade at SMAN 1 Ogodeide. Journal of
English Language [Offline] JME Volume 5. No. 7 December 2017, p.479-
450.
Fitri Dwi, A.A. (2018). The Effect of Start with Simple Stories Extensive Reading
(SSS ER) on Students Reading Comprehension. State Islamic University of
North Sumatera Medan.
Hamid, W. (2011). Teaching Reading Comprehension and Extensive Reading.
Alauudin University Press.
Han, E. J. 2010. The Effect of SSS ER Method on Student’ Writing and Language
Abilities. British Journal Education, [Offline] Volume 3 (2) 75-91.
50
Houda, G. (2015). Enhancing Students’ Reading Comprehension Through Extensive
Reading. Retrieved from http://ronymbonster.blogspot.com/2017/05/reading-
is-process-of-looking-at-series.htm.
J.A. Leon and I Escudero. (2015). Improving Reading Comprehension of Middle and
High School Students. Understanding Casuality in Science Discourse for
Middle and High School Students. Summary Task as a Strategy for Improving
Comprehnsion. Spain: Department of Fundamental Psychology, Universidad
Autonom of Mad.
Marlina. (2014). The Use of Strat Simple Stories (SSS) Extensive Reading Method
to Improve the Students Reading Comprehension. Thesis, Makassar : English
Department of Faculty Teacher Training and Education of Makassar
Muhammadiyah University.
Miftah, M. (2015). Implementation of Intensive-Extensive Reading Strategy to
Improve Reading Comprehension. Jurnal of English as a Foreign Language,
[offline] Volume 3(1), p. 22.
Muslaini. (2017). Strategies for Teaching Reading Comprehension. English
Education Journal (EEJ), p. 67-78.
Nerlianti. (2015). The Use of Start Simple Stories (SSS) Extensive Reading Method
to Make English Reading Learning Effective. Thesis, Makassar : English
Department of Faculty Teacher Training and Education of Makassar
Muhammadiyah University.
Ngabut, M. N. ( 2015, March). Reading Theories and Reading Comprehension.
Journal on English as a Foreign Language, 5, 1.
Nurjamaliah. (2018). The Implementation of Simple Stories (SSS) Method to Improve
Students' Reading Comprehension. Universitas Islam Negeri Ar-Ranry
Darussalam-Banda Aceh.
Oktela Kurnia, C. (2018). The Effect of Using Start Simple Stories (SSS) Method on
Students’ Reading Comprehension. State Islamic University of Sultan Syarif
Kasim Riau Pekan Baru.
Pourkalhor, Kohan. (2013). Teaching Reading Comprehension Through Short Stories
In Advance Clasess. Asian Journal of Social Sciences and Humanities. Islamic
Azad. University, Tonekabon Branch, IRAN.
51
Pratiwi, W. (2019). Improving the Students Reading Comprehension Skill through
Start Simple Stories (SSS). Thesis, Makassar : English Department of Faculty
Teacher Training and Education of Makassar Muhammadiyah University.
Sari, D. P. (2015). An Analysis of Students' Reading Comprehension Based on the
Four Levels Comprehension Skill. Indonesia: University of Bengkulu.
Yustika. (2013). Start Simple stories (SSS) Method to Improve students’ Reading
Comprehension. English Education Journal (EEJ), p. 33.
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMP Negeri 3 Sungguminasa
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/Ganjil
Materi Pokok : Text Narrative
Alokasi Waktu : 8 x 180 menit @8 pertemuan
A. Kompetensi Inti
KI-1 :Menghargai dan menghayati ajaran agama yang dianutnya.
KI-2 :Menunjukkan perilaku jujur, disiplin, tanggungjawab, peduli,
(toleransi, gotong royong), santun, percaya diri dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam dalam jangkauan
pergaulan dan keberadaannya.
KI-3 :Memahami dan menerapkan pengetahuan (factual, konseptual, dan
procedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni budaya terkait fenomena dan kejadian tampak mata.
KI-4 :Mengolah, menyaji dan menatar dalam ranah konkrit (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang)
sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama
dalam sudut pan dang/teori.
B. Kompetensi Dasar dan Indikator
Kompetensi Dasar Indikator
3.7 membandingkan fungsi sosial,
struktur teks, dan unsur
3.7.1 mengidentifikasi fungsi sosial,
struktur teks, dan unsur
C. Tujuan Pembelajaran
1. Siswa dapat mengidentifikasi fungsi sosial, struktur teks, dan unsur
kebahasaan beberapa teks naratif terkait fairytales dengan baik dan benar
2. Siswa dapat menggunakan fungsi sosial, struktur teks dan unsur
kebahasaan beberapa teks naratif terkait fairytales dengan baik dan benar
3. Siswa dapat membandingkan fungsi sosial, struktur teks dan unsur
kebahasaan beberapa teks naratif terkait fairytales dengan baik dan benar.
4. Siswa dapat menyimpulkan informasi dari teks naratif terkait fairytales
dengan baik dan benar.
kebahasaan beberapa teks
naratif lisan dan tulis dengan
memberi dan meminta
informasi terkait fairytales,
pendek dan sederhana, sesuai
dengan konteks
penggunaannya
kebahasaan beberapa teks naratif
terkait fairytales
3.7.2 menggunakan fungsi sosial,
struktur teks dan unsur
kebahasaan beberapa teks naratif
terkait fairytales
3.7.4 membandingkan fungsi sosial,
struktur teks dan unsur
kebahasaan beberapa teks naratif
terkait fairytales
4.7 menangkap makna secara
kontekstual terkait fungsi
sosial, struktur teks, dan
naratif, lisan dan tulis, sangat
pendek dan sederhana, terkait
fairytales
4.7.1 menceritakan makna secara
kontekstual terkait fungsi sosial,
struktur teks sangat pendek dan
sederhana terkait fairytales
berjudul „Snow White‟
5. Siswa menceritakan makna secara kontekstual terkait fungsis
osial,struktur teks sangat pendek dan sederhana terkait fairytales berjudul
„Snow White‟ dengan baik dan benar
D. Materi Pembelajaran
What is Narrative Text?
A narrrative text is a text that tells a story. Stories belong to narratives.
They can be imaginary, factual, or combination of both. In this chapter, we are
going to analyze fairy tales. A fairy tale is a simple story about magical
creatures. A fairy tale is a kind of folktale or fable. In these stories, there are
witches and queens, giants and elves, prince and princess, dragons, talking
animal, and fairies. In other words, marvelous and magical things happen to
characters in fairy tales. Fairy tales were told and retold for generation.
Structure of Fairy Tales
Narratives are conveyed in three steps. First, you have to introduce the
characters and the setting. This part is called orientation. Then, you present
the problem or the conflict in the story. It is called complication. The last part
is the solution of the problem or the ending of the story. It is called resolution.
Those three steps are usually called the general structure of a narrative text.
In conclusion, orientation contains about who were involved in the
story, when, and where introduces specific participants and setting.
Complication contains a problem which arises followed by other problems.
Complication explores the conflict in the story. It shows the crisis, rising
crisis, and climax of the story.
Resolution shows the situation which the problem have been resolved.
The social function of fairy tales is to entertain the readers, but they also tell
important truths about state the lesson or the moral at the end of the story.
Language features
The following are the language features of narrative text.
a. Focus on specific or individualized
b. Use simple past tense
c. Use temporal conjuction
d. Use direct and direct speech
e. Use saying verbs, thinking verbs, and action verbs.
Example :
The Ant and the Dove
One hot day, an ant was seeking for some water. After walking around
for a moment, she came to a spring. To reach the spring, she had to climb up a
blade of grass. While making her way up, she slipped and fell unintentionally
into the water.
She could have sunk if a dove up a nearby tree had not seen her.
Seeing that the ant was in trouble, the dove quickly put off a leaf from a tree
and dropped it immediately into the water near the struggling ant. Then the
ant moved towards the leaf and climbed up there. Soon it carried her safely to
dry ground.
Not long after at that, there was a hunter nearby who was throwing out his
net towards the dove, hoping to trap it in this way. Guessing what he should do,
the ant quickly bit him on the heel. Feeling the pain, the hunter dropped his net
and the dove flew away quickly from this net. The morality “One good turn
deserves another.”
Materi Cycle I
Fox and A Cat
One day, a cat and a fox were having a conversation. The fox, who
was a conceited creature, boasted how clever she was. “Why, I know at least a
hundred tricks to get away from our mutual enemies, the dogs,” she said.“I
know only one trick to get away from dogs,” said the cat. “You should teach
me some of yours!”. “Well, maybe someday, when I have the time, I may
teach you a few of the simpler ones”, replied the fox airily.
Just then they heard the barking of a pack of dogs in the distance. The
barking grew louder and louder – the dogs were coming in their direction! At
once the cat ran to the nearest tree and climbed into its branches, well out of
reach of any dog. “This is the trick I told you about, the only one I know”,
said the cat. “Which one of your hundred tricks are you going to use?”.
The fox sat silently under the tree, wondering which trick she should
use. Before she could make up her mind, the dogs arrived. They fell upon the
fox and tore her to pieces. Moral “A single plan that works is better than a
hundred doubtful plans.”
Materi Cycle II
The Foolish Donkey
A salt seller used to carry the salt bag on his donkey to the market every day.
On the way they had to cross a stream. One day the donkey suddenly tumbled down
the stream and the salt bag also fell into the water. The salt dissolved in the water and
hence the bag became very light to carry. The donkey was happy.
Then the donkey started to play the same trick every day. The salt seller came
to understand the trick and decided to teach a lesson to it. The next day he loaded a
cotton bag on the donkey. Again it played the same trick hoping that the cotton bag
would be still become lighter.
But the dampened cotton became very heavy to carry and it suffered much. It
learnt a lesson. Afterwards it did not play the trick and the seller was happy.
E. Metode Pembelajaran
Pendekatan : Scientific approach
Model Pembelajaran : Discovery Learning
Metode : Discussion and Presentasion
F. Media Pembelajaran
1. Media : Gambar, Google Classroom, Whatsapp
2. Alat/Bahan : Laptop, Handphone, Papan Tulis
3. Sumber Belajar :
http://www.pembelajaran.id/2017/03/konsep-dan-
sintak-discovery-learning.html
https://osjamasebarilmu.blogspot.com/2018/01/rpp-
x-kd-38-narrative-text_31.html
Link Youtube
G. Langkah-langkah Kegiatan Pembelajaran
Pertemuan ke 1
Syntax Deskripsi Kegiatan Pembelajaran PPK, 4C,
Literasi, HOTS
Waktu
Pendahuluan
a. Orientasi
Guru menyiapkan siswa terlebih dahulu
untuk mengikuti proses pembelajaran
seperti, membaca al-qur‟an, mengecek
kehadiran siswa dan menyiapkan buku
mata pelajaran.
b. Apresiasi
Peserta didik diberikan pertanyaan
mengenai materi narrative text terkait
fairytales yang akan dicapai
Peserta didik diberikan penjelasan
terkait tujuan pembelajaran atau
kompetensi dasar yang akan dicapai;
dan disampaikan tentang cakupan
materi dan penjelasan kegiatan uraian
sesuai kegiatan silabus.
c. Motivasi
Peserta didik diberikan motivasi secara
Religius
Critical
Thinking
Understanding
10 menit
kontekstual sesuai dengan manfaat
pembelajaran terkait dengan materi
narrative text terkait fairytales serta
dapat menerapkannya dalam kehidupan
sehari-hari.
Kerja Keras
Bertanggung
Jawab
Stimulation
(stimulasi/pemberian
rangsangan)
Problem statement
(Pertanyaan/
identifikasi masalah)
Dengan Scientific Approach
a. Mengamati
- Diperlihatkan beberapa text narrative
fairytales
- Peserta didik menirukan guru
membaca text narrative fairytales
- Peserta didik mengamati text narrative
fairytales, pendek dan sederhana
sesuai dengan konteks penggunaannya
- Peserta didik mengamati contoh text
narrative fairytales yang berjudul „The
Ant and the Dove‟
b. Menanya
- Peserta didik didorong untuk
bertanya jawab tentang language
features dari text narrative fairytales
The following are the
language features of
narrative text.
a. Focus on specific or
individualized
b. Use simple past tense
c. Use temporal
conjuction
Literasi
Critical
Thinking
Remember
45 Menit
Data collection
(pengumpulan data)
Verification
(pembuktian)
d. Use direct and direct
speech
e. Use saying verbs,
thinking verbs, and
action verbs.
c. Mengeksplorasi
- Peserta didik diminta membentuk
kelompok beranggotakanan 4 orang
- Secara berkelompok, peserta didik
mencari informasi tambahan (teori)
tentang struktur text narrative
fairytales
- Secara berkelompok, peserta didik
menganalisa teks narrative fairytales
yang diberikan oleh guru
- Secara berkelompok, peserta didik
mendiskusikan persamaan dan
perbedaan sturktur teks dan unsur
kebahasaan text narrative fairytales
d. Mengasosiasi
- Secara berkelompok, peserta didik
mendiskusikan hal-hal apa yang
diuraiankan pada setiap sturktur teks
dan unsur kebahasaan teks narrative
fairytales
- Secara berkelompok, peserta didik
mendiskusikan penggunaan text
narrative fairytales
Apply
Communication
Anaysis
Critical
Thinking
Collaborative
Communication
Generalization
(Menarik
kesimpulan)
e. Mengomunikasikan
- Peserta didik mempresentasikan hasil
kerja kelompok di depan kelas dan
peserta dari kelompok lain memberi
tanggapan
- Guru memberi penegasan terhadap hasil
pembelajaran peserta didik
Percaya Diri
Penutup Guru memberikan umpan balik terhadap
proses pembelajaran.
Peserta didik bersama guru membuat
rangkuman tentang pengertian, struktur
dan kaidah text narrative fairytales.
Guru memberikan tugas individu dan
selanjutnya menyampaikan rencana
materi pembelajaran pada pertemuan
selanjutnya.
Critical
Thinking dan
Kerja Keras
5 Menit
Pertemuan ke 2
Syntax Deskripsi Kegiatan Pembelajaran PPK, 4C,
Literasi, HOTS
Waktu
Pendahuluan
a. Orientasi
Guru menyiapkan siswa terlebih
dahulu untuk mengikuti proses
pembelajaran seperti, membaca al-
qur‟an, mengecek kehadiran siswa dan
Religius
10 Menit
menyiapkan buku mata pelajaran.
b. Apresiasi
Peserta didik diberikan pertanyaan
mengenai materi narrative text
terkait fairytales yang akan dicapai
Peserta didik diberikan penjelasan
terkait tujuan pembelajaran atau
kompetensi dasar yang akan
dicapai; dan disampaikan tentang
cakupan materi dan penjelasan
kegiatan uraian sesuai kegiatan
silabus.
c. Motivasi
Peserta didik diberikan motivasi secara
kontekstual sesuai dengan manfaat
pembelajaran terkait dengan materi
narrative text terkait fairytales serta
dapat menerapkannya dalam kehidupan
sehari-hari.
Critical
Thinking
Understanding
Kerja Keras
Bertanggung
Jawab
Stimulation
(stimulasi/pemberian
rangsangan)
Dengan Scientific Approach
a. Mengamati
- Siswa mengindetifikasi sebuah
cerita yang diberikan.
- Guru menjelaskan tujuan dari
Literasi
Problem statement
(Pertanyaan/
identifikasi masalah)
Data collection
(pengumpulan data)
cerita tersebut.
- Guru menjelaskan tentang main
idea yang akan siswa temukan
dalam cerita tersebut.
b. Menanya
- Siswa dapat menanyakan
bagaiman cara menemukan main
idea/ide pokok dalam sebuah
cerita pendek.
- Siswa diberikan kesempatan untuk
menanyakan jika mereka tidak
dapat memahami isi dari teks
cerite tersebut.
c. Mengeksplorasi
- Siswa diberikan beberapa contoh
cerita mengenai materi narrative
text fairytales.
- Siswa memperhatikan beberapa
maksud/arti yang berisi dalam
cerita tersebut. Seperti (ide pokok,
tokoh cerita, pesan yang
disampaikan ataupun kesimpulan
dari keselurahan cerita).
- Siswa menentukan main idea/ide
pokok dari setiap paragrap dalam
cerita dengan ungkapan yang tepat
secara lisan maupun tulisan.
Critical
Thinking
Remember
Apply
Communication
Anaysis
Critical
Thinking
45 Menit
Verification
(pembuktian)
Generalization
(Menarik
kesimpulan)
- Siswa membacakan hasil yang
ditemukan dari cerita yang telah
diberikan dengan ucapan, intonasi,
tekanan kata, dengan benar dan
lancar.
d. Mengasosiasi
- Membiasakan menerapkan materi
yang sedang dipelajari dalam
kehidupan sehari-hari terutama
pesan ataupun moral yang
disampaiakn penulis dalam cerita
tersebut.
- Peserta didik memperoleh balikan
(feedback) dari guru dan teman
tentang fungsi sosial dan unsur
kebahasaan terkait dengan materi.
e. Mengkomunikasikan
- Melakukan refleksi tentang proses
dan hasil belajar siswa.
- Menanyakan kembali atau
mengulang kembali materi jika
masih ada siswa yang belum paham
atau belum mengerti mengenai
narrative text fairytales.
Percaya Diri
Communication
Tanggung
Jawab
Penutup Peserta didik diberikan penilaian dan
apresiasi terhadap hasil kerja mereka.
Peserta didik dan guru membuat
Critical
Thinking dan
Kerja Keras
5 Menit
kesimpulan mengenai materi yang
telah di pelajari.
Guru mengadakan evaluasi kepada
peserta didik mengenai materi yang
telah di ajarkan pada akhir pelajaran.
Pertemuan ke 3
Syntax Deskripsi Kegiatan Pembelajaran PPK, 4C,
Literasi, HOTS
Waktu
Pendahuluan
a. Orientasi
Guru menyiapkan siswa terlebih
dahulu untuk mengikuti proses
pembelajaran seperti, membaca al-
qur‟an, mengecek kehadiran siswa dan
menyiapkan buku mata pelajaran.
b. Apresiasi
Peserta didik diberikan pertanyaan
mengenai materi narrative text
terkait fairytales yang akan dicapai
Peserta didik diberikan penjelasan
terkait tujuan pembelajaran atau
kompetensi dasar yang akan
dicapai; dan disampaikan tentang
cakupan materi dan penjelasan
kegiatan uraian sesuai kegiatan
silabus.
Religius
Critical
Thinking
Understanding
10 Menit
c. Motivasi
Peserta didik diberikan motivasi secara
kontekstual sesuai dengan manfaat
pembelajaran terkait dengan materi
narrative text terkait fairytales serta
dapat menerapkannya dalam kehidupan
sehari-hari.
Kerja Keras
Bertanggung
Jawab
Stimulation
(stimulasi/pemberian
rangsangan)
Problem statement
(Pertanyaan/
identifikasi masalah)
Dengan Scientific Approach
a. Mengamati
- Siswa mengamati dan
mendengarkan penjelasan guru
mengenai penjelasan metode yang
akan digabungkan dengan materi
narrative text fairytales.
- Siswa diberikan salah satu contoh
cerita pendek terkait dengan
metode serta materi yang akan
diajarkan.
b. Menanya
- Guru menanyakan kepada siswa
tentang text cerita yang telah
diberikan sebelumnya dan
mengaitkannya pada materi
pelajaran.
- Guru memberikan penjelaskan
kepada siswa tentang tujuan dari
Literasi
Critical
Thinking
Remember
Data collection
(pengumpulan data)
Verification
(pembuktian)
penggunaan atau penggabungan
metode dengan materi dan tujuan
yang akan dicapai.
c. Mengeksplorasi
- Guru memberikan materi yang
menarik kepada siswa berupa text
cerita yang pendek.
- Guru memberikan beberapa
pertanyaan terkait dengan text
cerita yang telah diberikan.
- Guru dan siswa membahas secara
bersama bagaimana cara
menemukan atau menjawab
pertanyaan terkait isi cerita seperti
(menemukan main idea/ide pokok
cerita, membuat rangkuman atapun
pertanyaan lainnya).
d. Mengasosiasi
- Siswa dibagi menjadi berpsangan
dan diberikan satu contoh cerita
kemudian mereka akan menjawab
5 pertanyaan yang telah disediakan
pada lembar kerja siswa.
- Siswa di minta membacakan hasil
hasil kerja kelompok mereka di
depan kelas.
e. Mengkomunikasikan
Apply
Communication
Anaysis
Critical
Thinking
Collaborative
45 Menit
Generalization
(Menarik
kesimpulan)
- Jika seluruh siswa telah selesai
mengerjakan tugas, guru dan
siswa secara bersama membahas
tugas yang telah diberikan
sekaligus mengidentifikasi
jawaban yang terdapat cerita.
- Guru memberikan evaluasi atau
memberikan ujian terkait dengan
materi yang telah diajarkan pada
pertemuan sebelumnya.
- Guru melakukan ujian untuk
mendapatkan data pada tahap
siklus I.
Collaboration
Percaya Diri
Communication
Tanggung
Jawab
Penutup Peserta didik diberikan penilaian dan
apresiasi terhadap hasil kerja mereka.
Peserta didik dan guru membuat
kesimpulan mengenai materi yang
telah di pelajari.
Guru mengadakan evaluasi kepada
peserta didik mengenai materi yang
telah di ajarkan pada akhir pelajaran.
Critical
Thinking dan
Kerja Keras
5 Menit
Pertemuan ke 4
Syntax Deskripsi Kegiatan Pembelajaran PPK, 4C,
Literasi, HOTS
Waktu
Pendahuluan
a. Orientasi
Guru menyiapkan siswa terlebih
dahulu untuk mengikuti proses
pembelajaran seperti, membaca al-
qur‟an, mengecek kehadiran siswa dan
menyiapkan buku mata pelajaran.
b. Apresiasi
Peserta didik diberikan pertanyaan
mengenai materi narrative text
terkait fairytales yang akan dicapai
Peserta didik diberikan penjelasan
terkait tujuan pembelajaran atau
kompetensi dasar yang akan
dicapai; dan disampaikan tentang
cakupan materi dan penjelasan
kegiatan uraian sesuai kegiatan
silabus.
c. Motivasi
Peserta didik diberikan motivasi secara
kontekstual sesuai dengan manfaat
pembelajaran terkait dengan materi
narrative text terkait fairytales serta
dapat menerapkannya dalam kehidupan
Religius
Critical
Thinking
Understanding
10 Menit
sehari-hari.
Kerja Keras
Bertanggung
Jawab
Stimulation
(stimulasi/pemberian
rangsangan)
Problem statement
(Pertanyaan/
identifikasi masalah)
Dengan Scientific Approach
a. Mengamati
- Siswa mengamati penjelasan guru
mengenai materi yang telah
diajarkan pada pertemuan
sebelumnya
- Guru meriview kembali materi
pembelajaran untuk mengentahui
apakah siswa telah memahami
materi dengan baik.
b. Menanya
- Siswa dapat menayakan mengenai
pembelajaran atau materi yang
tidak dimenegerti.
- Siwa dapat menanyakan kembali
bagaimna cara menemukan main
idea/ide pokok dan membuat
rangkuman atau (summarize).
c. Mengeksplorasi
- Siswa diberikan kembali text
cerita yang berbeda untuk
menghindari kebosanan dalam
pembelajaran.
Literasi
Critical
Thinking
Remember
Critical
Thingking
Understanding
Data collection
(pengumpulan data)
Verification
(pembuktian)
Generalization
(Menarik
kesimpulan)
- Siswa membaca cerita tanpa
bantuan kamus.
- Siswa dapat meminta penjelasan
dari guru jika mereka tidak dapat
memahami isi cerita yang mereka
baca.
c. Mengasosiasi
- Siswa diberikan 5 pertanyaan
sesuai dengan isi cerita tersebut.
- Siwa mencoba menemukan main
idea/ide pokok dalam cerita
tersebut dan menjawab
pertanyaan lainnya.
- Siswa mendapatkan feedback dari
guru dan teman didalam kelas.
- Guru menilai setiap hasil kerja
siswa siswa dengan
memperhatikan bebrapa hal yang
penting (cara penulisan, main idea
yang tepat dan lai-lain) terkait
dengan rubrik penilaian yang
telah disediakan.
d. Mengkomunikasikan
- Melakukan refleksi tentang proses
dan hasil belajarnya.
- Guru melakukan pre-tes sebelum
melakukan ujian pada tahap siklus
II.
Apply
Communication
Anaysis
Critical
Thinking
Berani
Bertanggung
Jawab
45 Menit
- Melakukan remedial jika siswa
masih belum mampu memecahkan
masalah dengan baik.
Percaya Diri
Kerja Keras
Kegiatan Penutup Peserta didik diberikan penilaian dan
apresiasi terhadap hasil kerja mereka.
Peserta didik dan guru membuat
kesimpulan mengenai materi yang
telah di pelajari.
Guru mengadakan evaluasi kepada
peserta didik mengenai materi yang
telah di ajarkan pada akhir pelajaran.
Critical
Thinking dan
Kerja Keras
5 Menit
Pertemuan ke 5
Syntax Deskripsi Kegiatan Pembelajaran PPK, 4C,
Literasi, HOTS
Waktu
Pendahuluan a. Orientasi
Guru menyiapkan siswa terlebih
dahulu untuk mengikuti proses
pembelajaran seperti, membaca al-
qur‟an, mengecek kehadiran siswa dan
menyiapkan buku mata pelajaran.
b. Apresiasi
Peserta didik diberikan pertanyaan
mengenai materi narrative text
Religius
10 Menit
terkait fairytales yang akan dicapai
Peserta didik diberikan penjelasan
terkait tujuan pembelajaran atau
kompetensi dasar yang akan
dicapai; dan disampaikan tentang
cakupan materi dan penjelasan
kegiatan uraian sesuai kegiatan
silabus.
c. Motivasi
Peserta didik diberikan motivasi secara
kontekstual sesuai dengan manfaat
pembelajaran terkait dengan materi
narrative text terkait fairytales serta
dapat menerapkannya dalam kehidupan
sehari-hari.
Critical
Thinking
Understanding
Kerja Keras
Bertanggung
Jawab
Stimulation
(stimulasi/pemberian
rangsangan)
Dengan pendekatan saintific
a. Mengamati
- Siswa diberikan hasil pre-tes dan
remedial terkait tugas yang telah
dikerjakan pada pertemuan
sebelumnya.
- Siswa kembali di berikan cerita
berbeda untuk lebih menambah
pengethauan mereka mengenai
materi tersebut.
- Guru akan merievew kembali
materi yang telah diajarkan untuk
Literasi
Critical
Thinking
Problem statement
(Pertanyaan/
identifikasi masalah)
Data collection
(pengumpulan data)
Verification
mencapai hasil yang lebih baik
pada evaluasi selanjutnya.
b. Menanya
- Siswa dapat mempertanyakan
kembali tentang materi yang telah
diberikan jika mereka tidak
mengingatnya.
- Siswa dapat mencoba
mempertanyakan jika ada kata
atau maksud dari ceita yang
mereka tidak ketahui.
c. Mengeksplorasi
- Siswa di minta untuk
mengerjakan kembali tugas yang
sama pada tahap siklus I.
- Siswa berlatih menjawab semua
pertanyaan dengan baik secara
tertulis.
d. Mengasosiasi
- Siswa secara terpisah
menganalisis dan menjawab
kelima pertanyan yang telah
disediakan pada instrument yang
akan diberikan.
- Siswa diberikan cukup waktu
dalam proses pengerjaan tugas
tersebut sebelum dilakukannya
Remember
Anaysis
Critical
Thinking
Critical
Thinking
Understanding
45 Menit
(pembuktian)
Generalization
(Menarik
kesimpulan)
ujian pada tahap siklus II.
- Siswa dapat membacakan (share)
hasil kerjanya pada teman atau
guru yang bersangkutan.
e. Mengkomunikasikan
- Siswa melakukan ujian untuk
tahap siklus II untuk mendapatkan
data.
- Guru akan menlai hasil kerja
siswa dengan membandingkan
dengan scoring criteria yang telah
disediakan.
- Pada tahap siklus II guru menarik
kesimpulan apakah metode ini
berhasil dalam meningkatkan
(reading comprehension) siswa
atau tidak.
- Guru akan melakukan ujian pada
tahap siklus ke 3 jika kedua tahap
sebelumnya tidak berhasil dan
akan terus berlanjut hingga
mencapai tujuan yang akan
dicapai.
Kerja Keras
Percaya Diri
Critical
Thinking
Berani
Bertanggung
Jawab
Penutup Peserta didik diberikan penilaian dan
apresiasi terhadap hasil kerja mereka.
Peserta didik dan guru membuat
kesimpulan mengenai materi yang
telah di pelajari.
5 Menit
Guru mengadakan evaluasi kepada
peserta didik mengenai materi yang
telah di ajarkan pada akhir pelajaran.
Pertemuan ke 6
Syntax Deskripsi Kegiatan Pembelajaran PPK, 4C,
Literasi, HOTS
Waktu
Pendahuluan a. Orientasi
Guru menyiapkan siswa terlebih
dahulu untuk mengikuti proses
pembelajaran seperti, membaca al-
qur‟an, mengecek kehadiran siswa dan
menyiapkan buku mata pelajaran.
b. Apresiasi
Peserta didik diberikan pertanyaan
mengenai materi narrative text
terkait fairytales yang akan dicapai
Peserta didik diberikan penjelasan
terkait tujuan pembelajaran atau
kompetensi dasar yang akan
dicapai; dan disampaikan tentang
cakupan materi dan penjelasan
kegiatan uraian sesuai kegiatan
silabus.
Religius
Critical
Thinking
Understanding
10 Menit
c. Motivasi
Peserta didik diberikan motivasi secara
kontekstual sesuai dengan manfaat
pembelajaran terkait dengan materi
narrative text terkait fairytales serta
dapat menerapkannya dalam kehidupan
sehari-hari.
Kerja Keras
Bertanggung
Jawab
Stimulation
(stimulasi/pemberian
rangsangan)
Problem statement
Dengan pendekatan saintific
b. Mengamati
- Siswa diberikan hasil pre-tes dan
remedial terkait tugas yang telah
dikerjakan pada pertemuan
sebelumnya.
- Siswa kembali di berikan cerita
berbeda untuk lebih menambah
pengethauan mereka mengenai
materi tersebut.
- Guru akan merievew kembali
materi yang telah diajarkan untuk
mencapai hasil yang lebih baik
pada evaluasi selanjutnya.
b. Menanya
- Siswa dapat mempertanyakan
kembali tentang materi yang telah
Literasi
Critical
Thinking
Remember
(Pertanyaan/
identifikasi masalah)
Data collection
(pengumpulan data)
Verification
(pembuktian)
diberikan jika mereka tidak
mengingatnya.
- Siswa dapat mencoba
mempertanyakan jika ada kata
atau maksud dari ceita yang
mereka tidak ketahui.
c. Mengeksplorasi
- Siswa di minta untuk
mengerjakan kembali tugas yang
sama pada tahap siklus I.
- Siswa berlatih menjawab semua
pertanyaan dengan baik secara
tertulis.
d. Mengasosiasi
- Siswa secara terpisah
menganalisis dan menjawab
kelima pertanyan yang telah
disediakan pada instrument yang
akan diberikan.
- Siswa diberikan cukup waktu
dalam proses pengerjaan tugas
tersebut sebelum dilakukannya
ujian pada tahap siklus II.
- Siswa dapat membacakan (share)
hasil kerjanya pada teman atau
guru yang bersangkutan.
e. Mengkomunikasikan
Anaysis
Critical
Thinking
Critical
Thinking
Understanding
Kerja Keras
45 Menit
Generalization
(Menarik
kesimpulan)
- Siswa melakukan ujian untuk
tahap siklus II untuk mendapatkan
data.
- Guru akan menlai hasil kerja
siswa dengan membandingkan
dengan scoring criteria yang telah
disediakan.
- Pada tahap siklus II guru menarik
kesimpulan apakah metode ini
berhasil dalam meningkatkan
(reading comprehension) siswa
atau tidak.
- Guru akan melakukan ujian pada
tahap siklus ke 3 jika kedua tahap
sebelumnya tidak berhasil dan
akan terus berlanjut hingga
mencapai tujuan yang akan
dicapai.
Percaya Diri
Critical
Thinking
Berani
Bertanggung
Jawab
Penutup Peserta didik diberikan penilaian dan
apresiasi terhadap hasil kerja mereka.
Peserta didik dan guru membuat
kesimpulan mengenai materi yang
telah di pelajari.
Guru mengadakan evaluasi kepada
peserta didik mengenai materi yang
telah di ajarkan pada akhir pelajaran.
5 Menit
Pertemuan ke 7
Syntax Deskripsi Kegiatan Pembelajaran PPK, 4C,
Literasi, HOTS
Waktu
Pendahuluan a. Orientasi
Guru menyiapkan siswa terlebih
dahulu untuk mengikuti proses
pembelajaran seperti, membaca al-
qur‟an, mengecek kehadiran siswa dan
menyiapkan buku mata pelajaran.
b. Apresiasi
Peserta didik diberikan pertanyaan
mengenai materi narrative text
terkait fairytales yang akan dicapai
Peserta didik diberikan penjelasan
terkait tujuan pembelajaran atau
kompetensi dasar yang akan
dicapai; dan disampaikan tentang
cakupan materi dan penjelasan
kegiatan uraian sesuai kegiatan
silabus.
c. Motivasi
Peserta didik diberikan motivasi secara
kontekstual sesuai dengan manfaat
pembelajaran terkait dengan materi
narrative text terkait fairytales serta
dapat menerapkannya dalam kehidupan
Religius
Critical
Thinking
Understanding
10 Menit
sehari-hari.
Kerja Keras
Bertanggung
Jawab
Stimulation
(stimulasi/pemberian
rangsangan)
Problem statement
(Pertanyaan/
identifikasi masalah)
Dengan pendekatan saintific
c. Mengamati
- Siswa diberikan hasil pre-tes dan
remedial terkait tugas yang telah
dikerjakan pada pertemuan
sebelumnya.
- Siswa kembali di berikan cerita
berbeda untuk lebih menambah
pengethauan mereka mengenai
materi tersebut.
- Guru akan merievew kembali
materi yang telah diajarkan untuk
mencapai hasil yang lebih baik
pada evaluasi selanjutnya.
b. Menanya
- Siswa dapat mempertanyakan
kembali tentang materi yang telah
diberikan jika mereka tidak
mengingatnya.
- Siswa dapat mencoba
mempertanyakan jika ada kata
atau maksud dari ceita yang
mereka tidak ketahui.
Literasi
Critical
Thinking
Remember
45 Menit
Data collection
(pengumpulan data)
Verification
(pembuktian)
c. Mengeksplorasi
- Siswa di minta untuk
mengerjakan kembali tugas yang
sama pada tahap siklus I.
- Siswa berlatih menjawab semua
pertanyaan dengan baik secara
tertulis.
d. Mengasosiasi
- Siswa secara terpisah
menganalisis dan menjawab
kelima pertanyan yang telah
disediakan pada instrument yang
akan diberikan.
- Siswa diberikan cukup waktu
dalam proses pengerjaan tugas
tersebut sebelum dilakukannya
ujian pada tahap siklus II.
- Siswa dapat membacakan (share)
hasil kerjanya pada teman atau
guru yang bersangkutan.
e. Mengkomunikasikan
- Siswa melakukan ujian untuk
tahap siklus II untuk mendapatkan
data.
- Guru akan menlai hasil kerja
siswa dengan membandingkan
dengan scoring criteria yang telah
Anaysis
Critical
Thinking
Critical
Thinking
Understanding
Kerja Keras
Percaya Diri
Generalization
(Menarik
kesimpulan)
disediakan.
- Pada tahap siklus II guru menarik
kesimpulan apakah metode ini
berhasil dalam meningkatkan
(reading comprehension) siswa
atau tidak.
- Guru akan melakukan ujian pada
tahap siklus ke 3 jika kedua tahap
sebelumnya tidak berhasil dan
akan terus berlanjut hingga
mencapai tujuan yang akan
dicapai.
Critical
Thinking
Berani
Bertanggung
Jawab
Penutup Peserta didik diberikan penilaian dan
apresiasi terhadap hasil kerja mereka.
Peserta didik dan guru membuat
kesimpulan mengenai materi yang
telah di pelajari.
Guru mengadakan evaluasi kepada
peserta didik mengenai materi yang
telah di ajarkan pada akhir pelajaran.
5 Menit
Pertemuan ke 8
Syntax Deskripsi Kegiatan Pembelajaran PPK, 4C,
Literasi, HOTS
Waktu
Pendahuluan a. Orientasi
Guru menyiapkan siswa terlebih
Religius
10 Menit
dahulu untuk mengikuti proses
pembelajaran seperti, membaca al-
qur‟an, mengecek kehadiran siswa dan
menyiapkan buku mata pelajaran.
b. Apresiasi
Peserta didik diberikan pertanyaan
mengenai materi narrative text
terkait fairytales yang akan dicapai
Peserta didik diberikan penjelasan
terkait tujuan pembelajaran atau
kompetensi dasar yang akan
dicapai; dan disampaikan tentang
cakupan materi dan penjelasan
kegiatan uraian sesuai kegiatan
silabus.
c. Motivasi
Peserta didik diberikan motivasi secara
kontekstual sesuai dengan manfaat
pembelajaran terkait dengan materi
narrative text terkait fairytales serta
dapat menerapkannya dalam kehidupan
sehari-hari.
Critical
Thinking
Understanding
Kerja Keras
Bertanggung
Jawab
Stimulation
(stimulasi/pemberian
rangsangan)
Dengan pendekatan saintific
d. Mengamati
- Siswa diberikan hasil pre-tes dan
remedial terkait tugas yang telah
Literasi
Problem statement
(Pertanyaan/
identifikasi masalah)
Data collection
(pengumpulan data)
dikerjakan pada pertemuan
sebelumnya.
- Siswa kembali di berikan cerita
berbeda untuk lebih menambah
pengethauan mereka mengenai
materi tersebut.
- Guru akan merievew kembali
materi yang telah diajarkan untuk
mencapai hasil yang lebih baik
pada evaluasi selanjutnya.
b. Menanya
- Siswa dapat mempertanyakan
kembali tentang materi yang telah
diberikan jika mereka tidak
mengingatnya.
- Siswa dapat mencoba
mempertanyakan jika ada kata
atau maksud dari ceita yang
mereka tidak ketahui.
c. Mengeksplorasi
- Siswa di minta untuk
mengerjakan kembali tugas yang
sama pada tahap siklus I.
- Siswa berlatih menjawab semua
pertanyaan dengan baik secara
tertulis.
d. Mengasosiasi
Critical
Thinking
Remember
Anaysis
Critical
Thinking
45 Menit
Verification
(pembuktian)
Generalization
(Menarik
kesimpulan)
- Siswa secara terpisah
menganalisis dan menjawab
kelima pertanyan yang telah
disediakan pada instrument yang
akan diberikan.
- Siswa diberikan cukup waktu
dalam proses pengerjaan tugas
tersebut sebelum dilakukannya
ujian pada tahap siklus II.
- Siswa dapat membacakan (share)
hasil kerjanya pada teman atau
guru yang bersangkutan.
e. Mengkomunikasikan
- Siswa melakukan ujian untuk
tahap siklus II untuk mendapatkan
data.
- Guru akan menlai hasil kerja
siswa dengan membandingkan
dengan scoring criteria yang telah
disediakan.
- Pada tahap siklus II guru menarik
kesimpulan apakah metode ini
berhasil dalam meningkatkan
(reading comprehension) siswa
atau tidak.
- Guru akan melakukan ujian pada
tahap siklus ke 3 jika kedua tahap
sebelumnya tidak berhasil dan
Critical
Thinking
Understanding
Kerja Keras
Percaya Diri
Critical
Thinking
Berani
Bertanggung
Jawab
akan terus berlanjut hingga
mencapai tujuan yang akan
dicapai.
Penutup Peserta didik diberikan penilaian dan
apresiasi terhadap hasil kerja mereka.
Peserta didik dan guru membuat
kesimpulan mengenai materi yang
telah di pelajari.
Guru mengadakan evaluasi kepada
peserta didik mengenai materi yang
telah di ajarkan pada akhir pelajaran.
5 Menit
F. Penilaian
1. Penilaian Afektif
a. Teknik penilaian: Observasi/Pengamatan
b. Bentuk penilaian : Observation Sheet
2. Penilaian Kognitif
a. Teknik penilaian: Penilaian tertulis & Penilaian lisan
b. Bentuk penilaian
Uraian/essai
3. Penialain psikomotorik
Teknik penilaian : penilaian tulis dan lisan
I. Rencana Tindak Lanjut
1. Remedial
Jika ada beberapa peserta didik dalam mengikuti pembelajaran “Narrative
Text” tidak memenuhi pencapaian nilai KKM (75), maka akan diberikan
remedial tentang IPK yang tidak tercapai dan guru memberi bimbingan dan
semangat kepada peserta didik yang belum mencapai KKM.
2. Pengayaan
Pemberian beberapa latihan soal untuk memperkuat pengetahuan peserta didik
dan menambah wawasan peserta didik.
Makassar, 2021
Mahasiswa Peneliti
Nur Idawana
NIM. 105351109516
APPENDICES B
ATTENDACE LIST OF STUDENTS CLASS VIII H
No
Name
Meetings
1 2 3 4 5 6 7 8
1 Nur Itasari √ √ √ √ √ √ √ √
2 Rachel Esra √ √ √ √ √ √ √ √
3 Nuranengsih √ √ √ √ √ √ √ √
4 Chintia Arnelia √ √ √ √ √ √ √ √
5 Annisa Resky √ √ a √ √ √ √ √
6 Muh. Agung √ √ √ √ √ √ √ √
7 Indri Anti √ √ √ √ √ √ √ √
8 Muh. Zacky √ √ √ √ √ √ √ √
9 Elva Muchtar √ √ √ √ √ √ √ √
10 Muh. Putra Fahmi √ √ √ √ √ √ √ √
11 Nur Aprilia √ √ √ √ √ √ √ √
12 Nur Auliani √ √ √ √ √ s √ √
13 Muh. Wahyu √ √ √ √ √ √ √ √
14 Adelia Ainul √ s √ √ √ √ √ √
15 Riski Saputra √ √ √ √ √ √ √ √
16 Muh. Rifki √ √ S √ √ √ √ √
17 Chairil Qadri √ √ √ √ a √ √ √
18 Muh. Ichsan Qadafi a √ √ √ √ √ √ √
19 Nur Fadillah √ √ S √ √ √ √ √
20 Aliyah Valisha √ a √ √ √ √ s √
APPENDICES C
INSTRUMENT
D-TEST
Name :
Class :
Read the following text carefully, then answer the question that follows !
The Ant and the Dove
One hot day, an ant was seeking for some water. After walking around for a moment,
she came to a spring. To reach the spring, she had to climb up a blade of grass. While making
her way up, she slipped and fell unintentionally into the water.
She could have sunk if a dove up a nearby tree had not seen her. Seeing that the ant was
in trouble, the dove quickly put off a leaf from a tree and dropped it immediately into the
water near the struggling ant. Then the ant moved towards the leaf and climbed up there.
Soon it carried her safely to dry ground.
Not long after at that, there was a hunter nearby who was throwing out his net towards
the dove, hoping to trap it in this way. Guessing what he should do, the ant quickly bit him on
the heel. Feeling the pain, the hunter dropped his net and the dove flew away quickly from
this net. The morality “One good turn deserves another.”
The Question
1. What do you know about the ant and the dove ?
2. What main idea of the first paragraph?
3. How many character in the story?
4. What main idea of the second paragraph?
5. Make summarizing about the story.
TEST CYCLE 1
Name :
Class :
Read the following text carefully, then answer the question that follows !
Fox and A Cat
One day, a cat and a fox were having a conversation. The fox, who was a
conceited creature, boasted how clever she was. “Why, I know at least a hundred
tricks to get away from our mutual enemies, the dogs,” she said.“I know only one
trick to get away from dogs,” said the cat. “You should teach me some of yours!”.
“Well, maybe someday, when I have the time, I may teach you a few of the simpler
ones”, replied the fox airily.
Just then they heard the barking of a pack of dogs in the distance. The barking
grew louder and louder – the dogs were coming in their direction! At once the cat ran
to the nearest tree and climbed into its branches, well out of reach of any dog. “This is
the trick I told you about, the only one I know”, said the cat. “Which one of your
hundred tricks are you going to use?”.
The fox sat silently under the tree, wondering which trick she should use.
Before she could make up her mind, the dogs arrived. They fell upon the fox and tore
her to pieces. Moral “A single plan that works is better than a hundred doubtful
plans.”
The Question
1. What do you know about fox and a cat story?
2. What main idea of the second paragraph?
3. How many character in the story?
4. What main idea of the third paragraph?
5. Make summarizing about the story.
TEST CYCLE II
Name :
Class :
Read the following text carefully, then answer the question that follows !
The Foolish Donkey
A salt seller used to carry the salt bag on his donkey to the market every day.
On the way they had to cross a stream. One day the donkey suddenly tumbled down
the stream and the salt bag also fell into the water. The salt dissolved in the water and
hence the bag became very light to carry. The donkey was happy.
Then the donkey started to play the same trick every day. The salt seller came
to understand the trick and decided to teach a lesson to it. The next day he loaded a
cotton bag on the donkey. Again it played the same trick hoping that the cotton bag
would be still become lighter.
But the dampened cotton became very heavy to carry and it suffered much. It
learnt a lesson. Afterwards it did not play the trick and the seller was happy.
The Question
1. What do you know about the foolish donkey?
2. What main idea of the first paragraph?
3. How many character in the story?
4. What main idea of thesecond paragraph?
5. Make summarizing about the story.
APPENDICES D
LIST OF STUDENTS RESULT D-TEST
No
Name
D-Test
Main Idea Summarizing
1 Nur Itasari 50 37.5
2 Rachel Esra 37.5 37.5
3 Nuranengsih 50 32.5
4 Chintia Arnelia 37.5 50
5 Annisa Resky 37.5 25
6 Muh. Agung 50 25
7 Indri Anti 37.5 25
8 Muh. Zacky 37.5 50
9 Elva Muchtar 37.5 30
10 Muh. Putra Fahmi 25 32.5
11 Nur Aprilia 37.5 25
12 Nur Auliani 37.5 25
13 Muh. Wahyu 50 32.5
14 Adelia Ainul 50 37.5
15 Riski Saputra 50 25
16 Muh. Rifki 37.5 30
17 Chairil Qadri 37.5 32.5
18 Muh. Ichsan Qadafi 37.5 37.5
19 Nur Fadillah 37.5 25
20 Riski Saputra 37.5 25
Total 812.5 645
Mean Score 40.62 32.25
APPENDICES E
LIST OF STUDENTS RESULT CYCLE I
No
Name
Cycle I
Main Idea Summarizing
1 Nur Itasari 62.5 62.5
2 Rachel Esra 62.5 50
3 Nuranengsih 50 67.5
4 Chintia Arnelia 62.5 75
5 Annisa Resky 50 57.5
6 Muh. Agung 50 50
7 Indri Anti 50 62.5
8 Muh. Zacky 37.5 62.5
9 Elva Muchtar 62.5 75
10 Muh. Putra Fahmi 50 50
11 Nur Aprilia 50 57.5
12 Nur Auliani 62.5 57.5
13 Muh. Wahyu 62.5 50
14 Adelia Ainul 50 50
15 Riski Saputra 37.5 52.5
16 Muh. Rifki 37.5 75
17 Chairil Qadri 37.5 50
18 Muh. Ichsan Qadafi 50 50
19 Nur Fadillah 37.5 62.5
20 Aliyah Valisha 50 57.5
Total 1.0125 1.175
Mean Score 50.62 58.75
APPENDICES
LIST OF STUDENTS RESULT CYCLE II
No
Name
Cycle II
Main Idea Summarizing
1 Nur Itasari 75 77.5
2 Rachel Esra 75 80
3 Nuranengsih 75 75
4 Chintia Arnelia 100 75
5 Annisa Resky 75 75
6 Muh. Agung 100 75
7 Indri Anti 87.5 100
8 Muh. Zacky 87.5 77.5
9 Elva Muchtar 87.5 77.5
10 Muh. Putra Fahmi 75 77.5
11 Nur Aprilia 75 80
12 Nur Auliani 87.5 80
13 Muh. Wahyu 75 100
14 Adelia Ainul 75 87.5
15 Riski Saputra 75 75
16 Muh. Rifki 87.5 75
17 Chairil Qadri 87.5 75
18 Muh. Ichsan Qadafi 75 75
19 Nur Fadillah 75 77.5
20 Aliyah Valisha 87.5 77.5
Total 1.6375 1.605
Mean Score 81.87 80.06
APPENDICES F
The Students’ Classification in Diagnostic Test, Cycle I, and Cycle II to
determining the Main Idea and Summarizing of the text using Start Simple
Stories Extensive Reading Method
Sample D-Test Classification Cycle I Classification Cycle II Classification
Nur Itasari 37.5 Poor 50 Poor 75 Fairly Good
Rachel Esra 50 Poor 25 Very Poor 87.5 Very Good
Nuranengsih 37.5 Poor 57.5 Poor 75 Fairly Good
Chintia Arnelia 50 Poor 62.5 Fair 80 Good
Annisa Resky 37.5 Poor 37.5 Poor 87.5 Very Good
Muh. Agung 50 Poor 62.5 Fair 75 Fairly Good
Indri Anti 37.5 Poor 35 Very Poor 75 Fairly Good
Muh. Zacky 37..5 Poor 55 poor 80 Good
Elva Muchtar 37.5 Poor 55 Poor 100 Excellent
Muh. Putra Fahmi 25 Very Poor 62.5 Fair 100 Exellent
Nur Aprilia 25 Very Poor 62.5 Fair 75 Fairly Good
Nur Auliani 37.5 Poor 55 Poor 87.5 Very Good
Muh. Wahyu 50 Poor 25 Very Poor 77.5 Good
Adelia Ainul 37.5 Poor 37.5 Very Poor 75 Fairly Good
Riski Saputra 37.5 Poor 50 Poor 85 Good
Muh. Rifki 25 Very Poor 62.5 Fair 75 Fairly Good
Chairil Qadri 50 Poor 50 Poor 75 Fairly Good
Muh. Ichsan Qadafi 37.5 Poor 50 Poor 77.5 Good
Nur Fadillah 25 Very Poor 50 Poor 87.5 Very Good
Aliyah Valisha 25 Very Poor 37.5 Very Poor 75 Fairly Good
The Percentage of students’ reading comprehension in Diagnostic test
a. Poor
P =
P = 75%
b. Very Poor
P =
P = 25%
The Percentage of students’ reading comprehension in cycle I
a. Fair
P =
P = 25%
b. Poor
P =
P = 50%
c. Very Poor
P =
P = 25%
The Percentage of students’ reading comprehension in cycle II
a. Excellent
P =
P = 10%
b. Very Good
P =
P = 20%
c. Good
P =
P = 25%
d. Fairly Good
P =
P = 45%
APPENDICES H
The Students Improvement Reading Comprehension in Determining of Main
Idea of in Diagnostic Test, Cycle I and Cycle II
Sample D-Test Cycle I Cycle II
Nur Itasari 50 62.5 75
Rachel Esra 37.5 62.5 75
Nuranengsih 50 50 75
Chintia Arnelia 37.5 62.5 100
Annisa Resky 37.5 50 75
Muh. Agung 50 50 100
Indri Anti 37.5 50 87.5
Muh. Zacky 37.5 37.5 87.5
Elva Muchtar 37.5 62.5 87.5
Muh. Putra Fahmi 25 50 75
Nur Aprilia 37.5 50 75
Nur Auliani 37.5 62.5 87.5
Muh. Wahyu 50 62.5 75
Adelia Ainul 50 50 75
Riski Saputra 50 37.5 75
Muh. Rifki 37.5 37.5 87.5
Chairil Qadri 37.5 37.5 87.5
Muh. Ichsan Qadafi 37.5 50 75
Nur Fadillah 37.5 37.5 75
Aliyah Valisha 37.5 50 87.5
SUM 812.5 1.0125 1.6375
AVERAGE 440.62 50.62 81.87
APPENDICES
The Students Improvement Reading Comprehension in Identify of Summarize
of the Text of in Diagnostic Test, Cycle I and Cycle II
Sample D-Test Cycle I Cycle II
Nur Itasari 37.5 62.5 77.5
Rachel Esra 37.5 50 80
Nuranengsih 32.5 67.5 75
Chintia Arnelia 50 75 75
Annisa Resky 25 57.5 75
Muh. Agung 25 50 75
Indri Anti 25 62.5 100
Muh. Zacky 50 62.5 77.5
Elva Muchtar 30 75 77.5
Muh. Putra Fahmi 32.5 50 77.5
Nur Aprilia 25 57.5 80
Nur Auliani 25 57.5 80
Muh. Wahyu 32.5 50 100
Adelia Ainul 37.5 50 87.5
Riski Saputra 25 52.5 75
Muh. Rifki 30 75 75
Chairil Qadri 32.5 50 75
Muh. Ichsan Qadafi 37.5 50 75
Nur Fadillah 25 62.5 77.5
Aliyah Valisha 25 57.5 77.5
SUM 645 1.175 1.605
AVERAGE 32.5 58.75 80.25
The Improvement of Students in Reading Comprehension
1. MAIN IDEA (LITERAL READING COMPREHENSION)
a. Improvement DT CI
The students‟ improvement= 24.61%
b. Improvement CI CII
The students‟ improvement= 61.73%
c. Improvement DT CII
The students‟ improvement= 101.5%
2. SUMMARIZING (INTERPRETATIVE COMPREHENSION)
a) Improvement DT CI
The students‟ improvement= 82.17%
b) Improvement CI CII
The students‟ improvement= 15.66%
c) Improvement DT CII
The students‟ improvement = 148.8%
CURRICULUM VITAE
The researcher, Nur Idawana was born on December 30th
1998 in Rantelimbong, Southeast Sulawesi. She is the second
daughter from one older sister, one younger sister, and two
brothers from the marriage of Hadirman, and Sahida. She
began her study at SD Mis Muhammadiyah Kolaka Utara and
graduated in 2010. Then she continued her education at MTs Negeri 1 Kolaka Utara
and graduated in 2013. Afterwards, she continued her study at SMA Negeri 1
Lasusua and graduated in 2016. In the same year, she was registered as a student of
English Education Department of Teacher Training and Education Faculty of
Universitas Muhammadiyah Makassar. At the end of her study, she could finish her
thesis by the title Improving Students’ Reading Comprehension Using Sttart Simple
Stories Extensive Reading Method (A Classroom Action Research at Eight Grade
Students of SMPN 3 Sungguminasa).