THE EFFECT OF RECIPROCAL TEACHING METHOD AND STUDENTS’

READING INTEREST ON STUDENTS’ READING COMPREHENSION

OF NARRATIVE TEXT

(A Quasi-Experimental Research in the Tenth Grade Students of SMA MALNU Menes)

A THESIS

Presented to the Faculty of Educational Sciences in Partial Fulfillment Of the Requirements for the Degree of M.Pd (Magister Pendidikan)

at English Education Syarif Hidayatullah State Islamic University

Jakarta

By

Neneng Yulianingsih

21150140000001

GRADUATE PROGRAM OF ENGLISH EDUCATION DEPARTMENT FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2018

TABLE OF CONTENT

Cover Page.............................................................................................

Title Page . .............................................................................................

Statements of Originality ....................................................................... i

Approval by Thesis Supervisor .............................................................. ii

Abstract.... ............................................................................................. iii

Acknowledgement ................................................................................. vi

Table of Content .................................................................................... vii

List of Tables ......................................................................................... ix

List of Figures ........................................................................................ x

List of Appendices ................................................................................. xi

CHAPTER I INTRODUCTION ........................................................ 1

A. Background of Research ............................................... 1

B. Identification of the Problem ........................................ 4

C. Limitation of the Problem ............................................. 5

D. Formulation of the Problem .......................................... 5

E. Objectives of the Research ........................................... 6

F. Significance of the Research......................................... 6

CHAPTER II LITERATURE REVIEW……………………………7

A. Reading Comprehension............................................... 7

1.The Notion of Reading Comprehension .................... 7

2. The Process of Reading Comprehension .................. 8

3. Factors Affecting Reading Comprehension ............. 9

4. Types of Reading Comprehension .......................... 11

B. Narrative Text ............................................................. 12

1. The Notion of Narrative Text ................................ 12

2. The Schematic Structure and Language Features of

Narrative Text ....................................................... 14

C. Teaching Method ........................................................ 17

1. The Nature of Teaching Method ............................. 17

D. Reciprocal Teaching Method ...................................... 18

1. Nature of Reciprocal Method ................................ 18

2. Purpose of Reciprocal Teaching Method ................ 20

3. Teaching Narrative Text using Reciprocal Teaching

Method .. ............................................................... 20

3. Advantages of Reciprocal Teaching ...................... 21

4. Cooperative Learning on Reciprocal Method ......... 23

E. Grammar Translation Method ..................................... 24

1. The Nature of Grammar Translation Method ......... 24 2. The Characteristic of Grammar Translation

Method ... ............................................................. 25

3. Teaching Narrative Text using Grammar Translation

Method .. ............................................................... 26

F. Reading Interest........................................................... 27

G. Previous of Related Study........................................... 32

H. Conceptual Framework ............................................... 33

I. Theoretical Hypothesis ................................................. 35

CHAPTER III RESEARCH METHODOLOGY………………….36

A. Place and Time of The Research................................ .36

B. Research Method ........................................................ 36

C.Research Design .......................................................... 36

D.Population and Sample ................................................ 37

E.Research Instruments ................................................... 38

F. Data Analysis Techniques ........................................... 50

CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS.. ...53

A. Research Findings....................................................... 53

1. The Description of the Data .................................... 53

2. The Prerequisite Test for Data Analysis ................. 70

3. Testing Hypothesis ................................................. 72

B. Discussion ... ............................................................... 76

CHAPTER V CONCLUSION AND SUGGESTIONS................... 81

A. Conclusions .......................................................... 81

B. Suggestions ........................................................... 82

REFERENCES…………………………………………………….. 84

LIST OF FIGURES

Figure 4.1 Students‟ Reading Comprehension in Experimental Class ..... 55

Figure 4.2 Students‟ Reading Comprehension in Control Class .............. 57

Figure 4.3 Reading Comprehension with High Reading Interest ............. 59

Figure 4.4 Reading Comprehension with Low Reading Interest .............. . 61

Figure 4.5 Reading Comprehension in Experimental Class with High Reading

Interest ........................................................................................... 63

Figure 4.6 Reading Comprehension in Experimental Class with Low Reading

Interest ........................................................................................... 65

Figure 4.7 Reading Comprehension in Control Class with High Reading Interest

....................................................................................................... 67

Figure 4.8 Reading Comprehension in Control Class with Low Reading Interest

....................................................................................................... 69

LIST OF APPENDICS

Appendix 1 Lesson Plan .......................................................................

Appendix 2 Research Instrument Final ..................................................

Appendix 2a Reading Comprehension on Narrative Text ......................

Appendix 2b Reading Interest Questionnaire.........................................

LIST OF TABLES

Table 3.1 Research Design..................................................................... 37

Table 3.2 The Blue Print of Students‟ Reading Comprehension ............ 39

Table 3.3 Validity Test .......................................................................... 40

Table 3.4 Reliability Coefficient ............................................................ 43

Table 3.5 Reliability Statistics of Reading Comprehension Test .......... 43

Table 3.6 The Blueprint of Students‟ Reading Interest .......................... 45

Table 3.7 Range Score in Students‟ Reading Interest ............................ 46

Table 3.8 Precentage of Score in Students‟ Reading Interest ................ 46

Table 3.8 Validity Test .......................................................................... 47

Table 4.1 Descriptive Statistics .............................................................. 53

Table 4.2 Frequency Table of Reading Comprehension in Experimental class

.... ........................................................................................ 54

Table 4.3 Frequency Table of Reading Comprehension in Control class 56

Table 4.4 Frequency Table of Students‟ Reading Comprehension with High

Reading Interest ................................................................... 58

Table 4.5 Frequency Table of Students‟ Reading Comprehension with Low

Reading Interest .................................................................. 60

Table 4.6 Frequency Table of Reading Comprehension in Experimental class

with high Interest (A1B1) .................................................... 62

Table 4.7 Frequency Table of Reading Comprehension in Experimental class

with Low Interest (A1B2) .................................................... 64

Table 4.8 Frequency Table of Reading Comprehension in Control class with

High Interest (A2B1)............................................................ 66

Table 4.9 Frequency Table of Reading Comprehension in Control Class with

Low Interest (A2B2) ............................................................ 68

Table 4.10 Recapitulation of Normality Test ......................................... 71

Table 4.11 Levene's Test of Equality of Error Variances ....................... 72

Table 4.12 ANOVA Test (2x2) .............................................................. 73

Table 4.13 Multiple Comparisons .......................................................... 74

الملخص

على الطالب وقراءة املتبادلة التدريس أساليب تأثري. يوليانيغ سيو ڠنني مسا من العاشر يف جتريبية شبو دراسة) السردي للنص الطالب لدى القراءة مفه

تأثري حول جتريبية أدلة على احلصول إىل الدراسة ىذه هتدف) مينيس مالنو بلوس النص على الطالب فهم بقراءة الطالب اىتمام وقراءة املتبادل التدريس أسلوب الدراسي العام يف مينيس مالنو بلس مسا العاشر الصف يف السردي التصميم شبو، التجربة على تعتمد كمية دراسة ىو البحث ىذا. 7102/7102

ىو البحث ىذا سكان وعدد ،(7x7 لكل املعاملة) املصانع تصميم باستخدام 7 بواسطة البيانات حتليل يتم مث. العنقودية العشوائية العينات واستخدام 862 .أنوفا الطريقة

بني القرائي الفهم قيمة بني كبري تأثري وجود( 0: ىي البحث ىذا نتائج لدى القراءة فهم يف كبري تأثري ىناك( 7. املتبادلة بالطريقة يدرسون الذين الطالب اليت تلك من أعلى املتبادلة التدريس طرق خالل من تدريسهم يتم الذين الطالب

تأثري ىناك( 3. الفائدة عالية قراءة لديهم الذين للطالب التقليدية بالطرق تدرس التدريس طرق خالل من تدريسهم يتم الذين الطالب لدى القراءة فهم يف كبري

قراءة لديهم الذين للطالب التقليدية بالطرق تدرس اليت تلك من أعلى املتبادلة والقراءة( متبادلة) التدريس ألساليب تفاعلية تأثريات ىناك( 8. الفائدة منخفضة .الطالب لدى القراءة ملفه التقليدية والفائدة

الكلمات املفتاحية: طريقة متبادلة، اىتمامات القراءة، فهم القراءة،

1

CHAPTER I

INTRODUCTION

This chapter presents the background of study, the identification of problems, the

limitation of problems, the objective of the study, and the signifance of the

study.

A. Background of Research

Reading is important aspect in education, because through reading the

students can develop new knowledge, get information, increase ability, and

enlarge the experiences. In teaching reading, English teacher has big

responsibility. They should guide the students to be able to comprehend the text

that they read.

Furthermore, Richards and Renandya (2002, p. 273) stated that reading has

special spotlight in many second or foreign language teaching situations.

Reading becomes essential to learn because of the purpose of reading itself.

Students need to learn reading to socialize in the global environment. Students

read for some purposes, like for getting information, for getting pleasure, for

getting job, and for study purposes.

The government in Indonesia places English as compulsory subject for senior

high school students. The objective of teaching reading comprehension on

curriculum 2013 for senior high school is understanding various of meanings

(interpersonal, ideational and textual) in various oral interactional text and

monolog specially descriptive, narrative, recount, procedure, report, news item.

Meanwhile, the basic competency states that the students should be able to

respond the meaning of short functional texts both formal and informal

accurately, fluently, and acceptably in essays related to surrounding and to

respond the meaning and rhetoric steps accurately, fluently, and acceptably in

essays related to surroundings to get knowledge in the forms of report, narrative,

etc.

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In the fact, Indonesia is still in low position of reading. Here are some facts

about reading in Indonesia, reported by Mullis, I.V.S, Martin, M.O., Foy, P., &

Drucker, K.T. (TIMSS and PIRLS- International Study Center, 2011, p.38),

Indonesia with an average score 428b(42) was one of the country average

significantly lower than the counterpoint of the PIRLS scale, and based on data

from World Bank and No. 16369-IND studies IEA (International Association for

the Evaluation Achievement), for East Asia, Indonesi holds the lowest position

with a score of 51.7, under the Phillippines (score 52.6), Thailand (scoe 65.1),

Singapore (score 74.0) and Hong Kong (score 75.5). Other data from the UNDP,

the adult literacy rate is only 65.5% of Indonesia.

In the year 2006, based on five-year study titled Progress in International

Reading Literacy Study (PIRLS) involving elementary school students,

Indonesia ranks 36 from 40 countries and based on Central Biro of Statistics

(BPS) showed that the Indonesian people do not make reading as the main

source of information, people prefer watching television (85.9%), listening to

radio (40.3%) than reading newspaper (23.5%). In 2009, based on the data

reported by the Organization for Economic Cooperation Development (OECD),

the reading culture of Indonesian society occupies the lowest position of the 52

countries in East Asia. In 2011, a survey done by the United Nations

Educational, Scientific and Cultural Organization (UNESCO) the lowest reading

was proved by the evidence of an index reading of Indonesian society is only

0.0001, it means that one thousand inhibitants, there is only one person who still

has a high reading interest. In 2012, Indonesia was in position 124 from 187

countries in the world in the assessment of the Human Development Index

(HDI) in particular fulfillment of basic needs, including the needs of education,

health and “literate”. Indonesia as a country of which more than 165.7 million

people but it has number of book publishd as many as 50 million per year, it

means that an average of one book in Indonesia is read by five people.

It has also been found in SMA MALNU Menes that most students do not like

reading. As a result most of students get low score in reading comprehension. It

3

is proved by their reading comprehension score which never get the minimum of

the target (KKM).

The low score of students‟ reading comprehension in SMA MALNU Menes

might be caused by some problems, to know the problems, the observation was

done. Then it was found that the students‟ problem were; First, teacher

dominated in the class (teacher centered). Mostly they use lecturing method. It is

conventional (like teacher read aloud and students only listen and repeat it).

There are no chances for students to interact with other students or to ask the

question also to respond the text. It will set the class condition to be so serious

and only focus on the teacher. Sometime, this condition makes students bored or

sleepy. Second, the text is not interesting and sometimes the text is long, and the

topic is not suitable with students‟ condition. Third, students' lack of vocabulary

always happened and made the students dislike reading activity. Fourth, it is

caused by the limited time to read the English text in the class. Most of

Indonesian students practice the English reading only in the classroom.

However, the case is not only about the reading activity, it also about the

students‟ understanding of the text. There is no guarantee for it. Whereas, the

main goal of reading is the reader can understand what they read; reading

comprehension.

The problems often happened to our students in comprehending the text.

Some problems here can be caused by the teacher and students‟ factor, teacher

who‟s not creative, lazy and less of method in teaching.

In this case, the researcher chosen reciprocal teaching method, because this

method design to get the comprehension of middle school students who could

decode but had difficulty comprehending text effectively (Klingner, 2007,

p.143). and this method provided students with the four strategies, those are

predicting, clarifying, questioning, and summarizing. Referred to the students‟

problem in answering the questions in the test, the questioning method in

reciprocal teaching method provided the students with the way of how to

generate questions. The students made and answered the questions. This made

4

students accustomed the questions. The clarifying and summarizing method in

reciprocal teaching method made the students aware of the information in the

story. They trained to find out the main information in the story. Furthermore,

the students had a chance to be a leader of the group that made the students

involved in the discussion.

Interest is one of the learner‟s internal factors. This factor cannot be ignored

in teaching reading comprehension. It may have a significant influence on the

student‟s reading ability. A reading interest motivates the human to involve

reading activity for fulfillment of the needs of readers.

Based on the explanation above, the researcher assumes that reciprocal

teaching is appropriate to be a method which is used in teaching reading

narrative text. It will help students in solving their problems in reading

comprehension. Therefore, the researcher will apply the reciprocal teaching

related it with students‟ reading interest to investigate whether students who had

high or low interest in reading would affect their reading comprehension and

also to investigate whether it was effective in this institution.

B. Identification of the Problem

Based on background of study above, it can be identified several problems as

follow:

1. Teacher often uses the conventional method.

2. Students have difficulties to understand the context and get the information

of the story.

3. Students are lack of vocabulary

4. Students get difficulty in answering the questions which asked by the

teacher.

5. Students have little interest in reading English narrative text.

C. Limitation of the Problem

Based on the background and identification of the problems, the problem of

this research was limited on the effect of reciprocal teaching and students‟

5

reading interest on students‟ reading comprehension at SMA Plus MALNU

Menes.”

D. Formulation of the Problem

Considering problem of students‟ reading comprehension encounter, the

researcher formulated the problem is being studied as follow:

1. Was there any significant effect of students‟ reading comprehension between

those who are taught by reciprocal teaching method and those who are not

taught by reciprocal teaching method?

2. Was there any significant effect on students‟ reading comprehension between

students who have high reading interest that are taught by reciprocal teaching

method and those who are not taught by reciprocal teaching method?

3. Was there any significant effect on students‟ reading comprehension between

students who have low reading interest that were taught by reciprocal

teaching method and those who are not taught by reciprocal teaching method?

4. Was there any interaction between of reciprocal teaching method and reading

interest on students‟ reading comprehension?

E. Objectives of the Research

Based on the research question above, this study aimed to obtain empirical

evidence about.

1. the significant effect of students reading comprehension between those who

are taught by reciprocal teaching method and those who are not taught by

reciprocal teaching method.

2. the significant effect on students‟ reading comprehension between students

who have high reading interest that are taught by reciprocal teaching method

and those who are not taught by reciprocal teaching method.

3. the significant effect on students‟ reading comprehension between students

who have low reading interest that are taught by reciprocal teaching method

and those who are not taught by reciprocal teaching method.

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4. the interaction between reciprocal teaching method and reading interest on

students‟ reading comprehension.

F. Significance of the Research

Generally, the results of this study are intended to give meaningful

contribution to education quality; here were two significance of this study:

1. Theoretical significance

It will give much information related to the teaching reading and reciprocal

teaching strategy.

2. Practical significance

First is for the teacher. It will give the alternative solution in teaching reading

primarily in narrative text. Second is for students. It assists them to solve their

problems in reading activity of narrative text. Third is for the institution of SMA

Plus MALNU Menes. It can be beneficial regarding to improve the education

quality.

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CHAPTER II

LITERATURE REVIEW

This chapter covers some theories to the study. The discussion focuses on

the reading comprehension, teaching method, reciprocal teaching, narrative

text, reading interest, previous related study, conceptual framework, and

research hypotheses.

A. Reading Comprehension

1. The Notion of Reading Comprehension

Reading comprehension derives from the word “reading” and

comprehension”. According to Haris (2007), “reading is the meaningful

interpretation of printed or written verbal symbols, while comprehension is

the mind‟s act or power of understanding.” When reading a passage there is a

process of interpreting what the writer has written. The students should try to

understand the message or get the information he needs.

Furthermore, Snow (2002, p.11) stated that reading comprehension is the

process of constructing meaning involving the written language by

interpreting textual information in the light of prior knowledge and

experiences using appropriate and efficient comprehension strategies.

And based on Pang (2003, p. 14) The process of constructing meaning is the

process in which the reader combines their prior knowledge with the

additional information from a text, draw the meaning of words, and

connect it to reach the clear understanding of the written text. In addition,

Lenz (2005, p.1) stated that in the process reading comprehension, the

reader uses their prior knowledge about the topic, language structure,

and text structure to understand the writer‟s message. In this process,

the reader will connect new text with past experiences, interpret, evaluate,

8

synthesize, and consider alternative interpretations of what they have read.

Hence, the reader interacts dynamically with the text as he/she tries to elicit

the meaning from the text itself.

Furthermore, Klingner (2007, p.8) stated that reading comprehension is a

multicomponent, highly complex process that involves many interactions

between readers and what they bring to the text (previous knowledge,

strategy use) as well as variables related to the text itself (interest in text,

understanding of type text). Based on the explanation it can be concluded,

reading comprehension can be defined as the process in which the readers

construct meaning from a text connected to the background knowledge so

they can get the clear understanding of the writer‟s message.

2. The Process of Reading Comprehension

Reading comprehension is the process in which the reader constructs

meaning from the text. It is not easy and it needs process to have good

comprehension. There are at least three types of constructing meaning

processes proposed by some experts. The three processes of constructing

meaning of the text are presented below.

5. Bottom-up processing

Based on Brown (2001, p. 299) bottom-up processing views the process

of reading as phonemic units. In bottom-up processing, the reader must

recognize a multiplicity of linguistic signal such as letters, morphemes,

syllables, words, phrases, grammatical cues, and discourse markers. It means

that the reader has to scan from letters to letters, recognize the words from

one to another, associate among phrases, clauses, and sentences, and finally it

is processed into phonemic units representing lexical meaning and attains

some comprehension of the text.

9

6. Top-down processing

In top-down processing, the reader involves their knowledge of syntax

and semantic to create meaning of the text (Goodman in Hudson, 2007, p.37).

The reader constructs meaning by bringing their early thought to the text

being read. It means that the reader‟s background knowledge is very

important in getting the meaning of the text. In top-down processing, the

reader makessome prediction of the text. The process is continued by taking

samples which will be confirmed or not to the predictionshave beenmade

before. Finally, the reader checks the predictions.

7. Interactive processing

Interactive processing is a combination of top-down and bottom-up

processing. In interactive processes, the reader predicts the probable meaning

of the text, then moving to the bottom-up processes to check whether that is

really what the writer says (Nuttal in Brown, 2001, p.299). It means that the

reader both recognizes words and predicts the implied information in

constructing meaning of the text.

From the discussion above, it can be concluded that there are three types in

the process of reading. They are bottom-up processing, top-down

processing, and interactive processing. Bottom-up processing is deals with

the wordrecognition,top-down processing deals with the readers‟

backgroundknowledge. The last, interactive processing combines the top-

down and bottom-up processing. Here, interactive processing combines

wordrecognition and background knowledge of the readers. The three

processes help the readers to comprehend the text they read

3. Factors Affecting Reading Comprehension

There are many ideas of the factors affecting reading comprehension

proposed by some experts. Below four factors affecting reading

comprehension are presented.

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a. Background knowledge of the text

Students‟ background knowledge of the text is one of the factors affecting

reading comprehension. Readers understand what they read because they are

able to take the stimulus beyond the graphic representation and assign it

membership to an appropriate group of concepts already stored in their

memories. Here, the students‟ background knowledge is important since the

students start to make connections about what they already know in order to

construct meaning (Alderson, 2000, p.32, Brown, 2001, p.299).

b. Affection

Affection factor includes the students‟ interest, motivation, attitudes and

beliefs. The affective factors have an important role in influencing what is

understood by the readers (Alderson, 2000, p.32).

c. Purpose of reading

Efficient reading consists of clearly identifying the purpose in reading.

Purposes of reading help the reader to focus on information that they want to

find out. A reader can have problems in understanding a text if he reads with

no particular purpose in mind (Alderson, 2000, p.32, Brown, 2001, p.306).

d. Vocabulary Mastery

Vocabulary mastery is essential to reading comprehension. It is

impossible to understand the text if the readers do not know much about a

significant number of the words in the text. By mastering much vocabulary,

the reader can construct the meaning of the text easily (Klinger, Vaughn, and

Boardman 2007, p.47). Moreover, Richard and Renandya (2002, p.255)

stated that vocabulary is a core component of language profeciency and

provides much of the basis for how well learners speak, listen, read and write.

In addition, as a linguist, Wilkins in Thornbury (2002, p.13) state that the

vocabulary learning is important. Without grammar, very little can be

conveyed, without vocabulary nothing be conveyed. Thus, vocabularies are

11

the flesh of a language while grammar is the skeleton. In order to be able to

use the language productively, students should know certain amount of

vocabularies, not only for oral communication, but also written

communication.

From the theories above, it can be concluded that reading comprehension

is not a single process. It is a complex process which is affected by some

factors such as the reader‟s background knowledge of the text, the reader‟s

motivation and interest in reading, the reader‟s purpose of reading, and the

reader‟s vocabulary mastery. All of those factors relate to each other in

influencing the reader‟s reading comprehension ability.

4. Types of Reading Comprehension

There are two types of reading coprehension, etensive reading and

intensive reading.

1) Extensive reading

It helps students to practice and get deeper knowledge because the

students are asked to read independently till they get the interest in searching

the value of extensive reading. On the other way, extensive reading can be

said as “learn to read” they are practicing the skill of reading by reading for

information, such as reading a story book with the aim enjoying the reading

without consciously knowing they are learning. The aim is to build reading

fluency-not necessarily to learn new things and to deepen their knowledge of

already met language items and to get better sense of how these fit together

communicatively.it is usually for the beginner who wants to learn reading, it

can be done by reading aloud, they read a book just because they want to

improve their pronunciation and fluency, so the readers are only focusing on

the way how the words are produced, it can be said that they study about the

phonetic or sound.

In addition, when students are reading extensively they will read quickly

and enjoyably with adequate comprehension, so they do not need a

12

dictionary. Extensive reading is sometimes known as Graded Reading or

sustained silent reading.

2) Intensive reading

It refers to “read to learn” students usually read a page to explore the

meaning and to be acquainted with writing mechanisms. It is usually for

intermediate or adult students, they are reading a text to learn something

about the language itself maybe a new word, some grammar and so on.

Brown (Indrawati, 2014, p. 9) intensive reading activity is a usual

classroom oriented activity in which students focus on the linguistic or

semantic detail of the passage. Intensive reading calls students‟ attention to

grammatical form, discourse makers, and other surface structure details for

the purpose or uderstanding literal meaning, implication, rhetorical,

relationship and the like.

Intensive redaing is for high degree of comprehension an retention over a

long period of time, this type of reading is deeper that the extensive one

because the readers are not only learning about how the words are produced

but also they are learning about the meaing, learning about the structures,

word formation, and so forth.

B. Narrative Text

1. The Notion of Narrative Text

Joyce and Feez (2000, p. 24) stated that Narrative text is a story about a

person or group of people in addressing the problem and it shows how people

react to the experience, exploring the social values and cultural and

entertaining audience.

Furthermore, Anderson (2008, p. 8) stated that Narrative text is a text that

aims to entertain the reader or listener. However, the narrative can also be

written to teach or inform, to change attitudes or social opinion and to show

moral story. Some examples of narrative texts like fantasy novels, historical

fiction and stories. The narrative text tell about fictional or based on facts. In

13

addition, a story is also providing for the reader to response as if it happened

in life. They did not only understand the story or the incident, but they could

almost taste it. Typically, the events described in the narrative text that is

written sequentially. For example, the novel depicts various episodes of the

action while the short story can only contain a few or even a single episode.

However, both related to the causal chain of events: every event in the story

leads to another, as the protagonist, or main character, trying to achieve a

goal or solve a problem.

Narrative text also enables students to make connections such as they may

figure out similarities among the text and their own lives, they make links

between the text they are current reading and another text they have

previously read, they also see connections between the text and the real

world. In short, the fact that reading narrative is a cooperative venture

between the author and the reader.

Besides, narrative text requires a content background for understanding.

Narrative text classified into four basic elements, those are as following: (a)

Characters, there are two characters take place within a story. They are main

characters and secondary characters. Character is the single most important

element in the narrative text. It describes physical of the character such as

age, weight, height, even personality traits including the strength and

weaknesses. The author can also depict character into dialogue. It tells a

reader what the character said or thinks. (b) Settings, the setting addresses the

location (where) and the period (when) of the story whether the story tells a

reader among realistic, historical fiction or fantasy. At times, the author gives

details in any imagination to tell where and when the story takes place. (c)

Plot, plot includes a series of episodes or events written by the author to hold

the reader‟s attention and to build excitement as the story progresses. The

plot contains an initiating event, starting the main character of the series of

events toward problem solving. The excitement builds until the climax or

14

tension; the high point in the story where the problem is solved. (d)

Conclusion, at the end of a story, the writer ends up the story through

figuring out all the important things happened in the story led to a

“conclusion”. This is the most exciting point in the whole story and tells how

the events work out.

2. The schematic Structure and Language Features of Narrative Text

Narrative text has a special characteristic. The characteristics of narrative

text are concern in action, set in the time sequences; try to answer the

question, what happened? And it has a conflict. In short, a narrative text

should have a problem and process of events to solve the problem. And

narratives have several common components including a setting, plot (series

of episodes based on goals, attempts, outcomes), resolution or story ending

(Koffman and Reed, 2010, p. 1).

The first is orientation. This is part of the opening story. In opening story,

it is very important to make an interesting story to make the reader interest to

read. It should also explain the background of the story, such as sets the

mood by defining the setting, time, the main character, the relationship

between the characters and other information to give the reader a starting

point.

The second is complication. This is the main body of the story. This part

includes an event that leads the characters into a complication when the

normal events are upset by some forms of conflict. There may be more than

one complication and this serves to frustrate the characters in their attempts

to achieve what they wish. This builds also tension and anticipation for the

reader.

The last is resolution. The crisis resolved, for better or even worse. This

part contains the ending of the character‟s problem and conflict. There are

three possible resolutions. First, the story will be ended with the happy

15

ending. Second, the story will be ended by sad ending. The last, the writer

allows the reader to guess the end of the story.

In the following is the example of schematic structure of narrative

text:

MALIN KUNDANG

A long time ago, in a small village near the beach in West Sumatra,

a woman and her son lived. They were Malin Kundang and her mother.

Her mother was a single parent because Malin Kundang‟s father had

passed away when he was a baby. Malin Kundang had to live hard with

his mother.

Malin Kundang was a healthy, dilligent, and strong boy. He usually

went to sea to catch fish. After getting fish he would bring it to his

mother, or sold the caught fish in the town.

One day, when Malin Kundang was sailing, he saw a merchant‟s

ship which was being raided by a small band of pirates. He helped the

merchant. With his brave and power, Malin Kundang defeated the

pirates. The merchant was so happy and thanked to him. In return the

merchant asked Malin Kundang to sail with him. To get a better life,

Malin Kundang agreed. He left his mother alone.

Many years later, Malin Kundang became wealthy. He had a huge

ship and was helped by many ship crews loading trading goods. Perfectly he had a beautiful wife too. When he was sailing his trading

journey, his ship landed on a beach near a small village. The villagers recognized him. The news ran fast in the town; “Malin Kundang has

become rich and now he is here”.

An old woman ran to the beach to meet the new rich merchant. She was Malin Kundang‟s mother. She wanted to hug him, released her

sadness of being lonely after so long time. Unfortunately, when the mother came, Malin Kundang who was in front of his well dressed

wife and his ship crews denied meeting that old lonely woman. For

three times her mother begged Malin Kundang and for three times he yelled at her. At last Malin Kundang said to her “Enough, old woman!

I have never had a mother like you, a dirty and ugly woman!” After

that he ordered his crews to set sail. He would leave the old mother again but in that time she was full of both sadness and angriness. Finally, enraged, she cursed Malin Kundang that he would turn into a stone if he didn‟t apologize. Malin Kundang just laughed and really set

sail.

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In the quiet sea, suddenly a thunderstorm came. His huge ship was

wrecked and it was too late for Malin Kundang to apologize. He was thrown by the wave out of his ship. He fell on a small island. It was

really too late for him to avoid his curse. Suddenly, he turned into a stone.

(Re-written from www.st.rim.or.jp)

Orientation; the first paragraph is set to be the story introduction. Reading

the orientation, reader will know that the story is characterized with Malin

Kundang and his mother. Wes Sumatra is set as the place.

Complication; this is the main element of narrative story. From the Malin

Kundang myth, we know that there are more than one complication. Many

stories are composed with multi complications. They are minor complication

and major complication. When Malin Kundang and her mother did life hard,

it can be the minor complication. this hard life in the first time was solved by

his successful trading as new merchant. However this narrative sotry is more

interesting when we see the major complication among the participants-

Malin Kundang denied his mother after being successful merchant. In every

story, complication must be ended; happy ending or sad one

Resolution; this is the end of the story, the sad ending one. Malin Kundang

faces his curse of turning into a stone.

The language features usually found in a narrative text include: Specific

characters or participants, time words that connect events to tell when they

occur, the use of simple past tense and past continuous tense, verbs to show

the actions that occur in the story, relational verbs to describe the characters

and settings, connectives or conjunctions to sequence the story. Furthermore,

with the same line (Joyce & Feez, 2000, p. 24) also showed that the narrative

has several linguistic features as listed below: First, Specific participants

often individuals with a defined identity. The main participants are human, or

sometimes animals with human characteristics. Second, mainly using action

verbs (the material), which describes what happened. Third, many stories are

also used verbs of thought (mental processes) which gives us information

about what participants are thinking or feeling, like wondering, remember,

thought, felt, did not like. Fourth, usually use the past tense and dialogue

often includes and uses a number saying verb (process verbal) as the word,

17

asked, and answered. Tense can be changed to the present or future of the

dialogue. Sometimes the verb also shows how something is said. Sixth,

descriptive language is used to improve and develop the story by creating an

image in the reader's mind and can be written in the first person (I, we) or the

third person (he, she, and they).

C. Teaching Method

1. The Nature of Teaching Method

Methodology is systematic and scientific way of teaching any subject. It

guides teacher how to teach and how his/her teaching may be effective. It is

very necessary for teacher to know various types of methods and techniques

of teaching English. Method may also be defining as “the process of

planning, selection and grading language materials and items, techniques of

teaching” (Patel&Jain, 2008, p. 72). Anthony defines the term “method” is a

particular trick, strategy or contrivance used to accomplish an immediate

objective in (Patel &Jain, et al., 2008). W.E Mackey “a method must include

four things; selection or linguistic material, and gradation of linguistic

material, techniques of presentation, and practice by people” (Patel &Jain, et

al.,2008).

Teaching method comprises the principles and methods used for

instruction to be implemented by teachers to achieve the desired learning or

memorizations by students. But firstly, the teacher should understand the

concept of approach, technique and method. It is used to differentiate among

three levels of language teaching. An approach or strategy is the most

abstract of all three concepts and refers to the linguistic, psycho- and

sociolinguistic principles underlying methods and techniques. A technique,

on the other hand, the narrowest of all three; it is just one single procedure to

use in classrooms. Methods are between approaches and techniques, just the

mediator between theory (the approach) and classroom practice.

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In selecting the teaching method, the teacher is not only focus on the

subject matter but also the learners, pay attention to the students‟ condition or

personal in accepting the material or subject is better than pay attention to the

subject only. Because not all the teaching methods can be accepted by the

students, the teacher should pay more attention to the students‟ characteristic,

habit, personal factors and other. As a result, in applying the method in

teaching and learning process, the teacher must understand what she/he is

going to teach.

From the statement above, it can be stated that the purpose of teaching

method is to make the material easy to be understood, interesting, and make

the teaching and learning process become easier and systematically. So,

teaching method as a rule to do teaching and learning process in the class in

order to get the goal of teaching and learning process itself and reciprocal

teaching method is one of the teaching methods in reading comprehension,

which purpose is to improve students‟ reading comprehension.

D. Reciprocal Teaching Method

5. Nature of Reciprocal TeachingMethod

Reciprocal teaching method developed by Annemarie Palincsar from the

University of Michigan and Ann Brown from the University of Illinois at

Urbana-Champaign, reciprocal teaching method focuses on teaching students

how to monitor their own learning as they read text through discussions that

are led both by the teacher and individual students (Palincsar & Herrenkohl,

2002).

This method based on the dialogue exchanged between the teacher and the

students, among students and their peers in such a manner that allows for

dividing the text into sections the teaching of which proceeds through four

stages starting with summarizing such a section, asking questions, elucidating

difficult concepts,and finally predicting what may come next. Therein,

reciprocal teaching as an instructional activity that takes the form of a

19

dialogue exchanged between the teacher and the student (or among the

students themselves) about a certain activity, topic, or text (Zaitoun, 2003)

Reciprocal teaching as an instructional activity based on dialogues

between the teacher and the learner, or among learners themselves in which

the text is divided into sections for the sake of understanding it well. This is

rendered via summarizing each section after reading it, posing questions

about it, asking about difficulties students got throughout the text, and finally

predicting ideas that may be presented afterwards (Al-Gamal, 2005, p. 325)

The reciprocal-teaching method includes a series of steps: predicting,

clarifying, questioning, and summarizing. This is rendered via small

cooperative groups led by the teacher. Students get involved with the teacher

in dialogues about the content of the text. The teacher only intervenes when

necessary.

There are some reasons of using reciprocal teaching in improving reading.

Cooper and Greive (2009, p.47) assert some reasons of using reciprocal

teaching. It is said that reciprocal teaching makes the basic of effective

reading comprehension visible to all students. Therefore, all students can

practice and able to use the basic of effective reading comprehension

(predicting, clarifying, questioning, and summarizing). Reciprocal also can

be adapted. It can be used in many situations and purposes of reading. The

reading strategies and the activity of reciprocal teaching also can be practiced

by young and adult learners.

In addition, Marzano in Omari and Weshah (2010, p. 30) declares other

reasons of using reciprocal teaching. They are as follows.

(1) reciprocal teaching method encourages cooperation, responsibility and

leadership, (2) reciprocal teaching raises students' motivation for learning,

(3) reciprocal teaching develops their social relations, (4) reciprocal

teaching decreases undesirable behaviors in the classroom.

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Those reasons above are the advantages of using reciprocal teaching for

students and the teacher. Reciprocal teaching method helps students in

thinking and getting the meaning of the text. Students have a change to share

their idea with their friends and the teacher. Students will learn how to work

in team and how to appreciate others thinking. In addition, reciprocal

teaching can help the teacher to manage students‟ misbehavior.

6. Purpose of Reciprocal Teaching Method

Reciprocal teaching is an instruction method that makes a dialogue

among teacher and students or to take turn among them to lead the

discussion about the meaning of the text. The dialogue happens when the

teacher generates the questions (predicting, clarifying, questioning,

summarizing) to the students and the students are able to give feedback by

explaining the text to the teacher and other students. Greenway in (Leung

Won Gay, 2005, p.19) states that the purpose of reciprocal teaching method

is to help novice readers become mature by teaching them the strategies

employed by mature readers to analyze meanings in text. Additionally,

Gonzales and Hartman (2002,p.2) states that the purpose of reciprocal

teaching is help students actively and independently bring meaning to what

they read; therefore, the strategy not only promotes reading comprehension,

but also provide opportunities for students to learn to monitor their own

hearing and thinking.

In short, the purpose of reciprocal teaching is to help students, with or

without the presence of the teacher to bring meaning to the written word.

Students‟ involvement in the reciprocal teaching process is checking their

own understanding of the material they have encountered,

7. Teaching Narrative Text Using Reciprocal Teaching Method

Gonzales and Hartman (2002, p.2) stated that the purpose of reciprocal

teaching method is to help students actively and independently bring meaning

to what they read and provide opportunities for students to learn to monitor

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their own hearing and thinking. In apllying this method in teaching narrative

text, the researcher used four steps. But before the method used, the

researcher divided into several group; there should be a 4-6 students per

group, then applying the steps, they are:

1. Predicting

Students make prediction about what the author might discuss in the

text; students must recall what they already know about the topic, then

they read to confirm or disapprove their hypothesis

2. Clarifying

While the text is being read, students are to critically evaluate the

meaning of unfamiliar words and phrases and to draw upon the

collective knowledge of the team members. In addition, they are to

seek the essence of ideas, main ideas and themes contained in the text.

3. Questioning

The text is read and questions are pose about the content. When

questioning the text, students are concentrate on the main ideas and

check their immediate level of understanding.

4. Summarizing

When summarizing, students are to re-state the main ideas and themes

in their own words to ensure that they have fully understood them.

From these steps, it can be concluded that reciprocal teaching help readers

appreciate literary works.

8. Advantages of Reciprocal Teaching Method

Because teachers are often faced with the problem of inadequate

comprehension skills, they need to be able to successfully train students to

use metacognitivestrategies; otherwise, these readers will continue to read

emphasizing words, not meaning. Because since research has shown that

poor readers can be successfully trained to use metacognitive strategies,

(Schlesinger, 2000; Leanne, 2003)

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The benefit of reciprocal teaching method also become the consideration

of using this method in reading class some benefits in using reciprocal

teaching method in reading comprehension are:

1) students are ownership of their roles in reciprocal teaching when they

feel comfortable expressing their opinion in open dialogue. They take

turns articulating and thinking out loud through their thoughts-with each

learning strategy employed,

2) reciprocal teaching can be used with any grade or level and with any

story or passage,

3) reciprocal teaching can also be used in individual tutoring/teaching,

4) learner can gain improved understanding of complex text in content area,

5) reciprocal teaching allows them to read and understanding more

challenging texts,

6) students with more experience and confidence help other students in

their group to decode and understand what is being read,

7) reciprocal teaching is advantageous in helping ensure better reading

comprehension when they have mastered each of the skills well enough

before performing the teaching strategy as one entity,

8) learners gain more self-confidence and motivation to reading, improved

leadership skills, increased co-operation and greater initiative, etc (Foster

&Rotoloni, 2005).

In make reciprocal teaching efficiently, teachers should spend sufficient

time on each strategy and only focus on one strategy to ensure students know

each strategy before starting new strategies(Hartman and Gonzales, 2002,

p.2). In order to model the strategy properly, teacher should initially go

paragraph before reading the whole passage at a time without stopping. At

the paragraph level, students come up with one important question and one

good summary sentence. At the passage level, students come up with 3 or 4

important question and 2 or 3 ideas to support the summary.

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9. Cooperative Learning on Reciprocal Teaching Method

Reciprocal is a cooperative learning instructional method in which natural

dialogue models and reveals learners' thinking processes about a shared

learning experience. Teachers foster reciprocal through their belief that

collaborative construction of meaning between themselves and students leads

to a higher quality of learning (Allen, 2003). All members of the community

have shared responsibility for leading and taking part in dialogue during

learning experiences (Hashey and Connors, 2003).

Reciprocal method is most effective when carried out over a long period

of time (at least 4 meetings) when the students are ready to work

collaboratively or cooperatively using the reciprocal strategy; there should be

a 4-6 students per group. The role of teacher should be rotated so each

student has the opportunity to lead. It means that the reciprocal strategy is not

an instant strategy which can “abracadabra” make an improvement without

process.

According to Johnson (2005), cooperation is not assigning a job to a

group of students where one student does all the work and the others put their

names on the paper. It is not having students sit side by side at the same table

to talk with each other as they do their individual assignments as well. It is

not having students do a task individually with instructions that the ones who

finish first are to help the slower students. On the contrary, cooperative

learning is a learning process in which small teams, each with students of

different levels of ability, use a variety of learning activities to improve their

understanding of a subject. Each member of a team is responsible not only

for learning what is being taught but also for helping teammates learn, thus

creating an atmosphere of achievement. Students work through the

assignment until all group members successfully understand and complete it.

Furthermore, Cheng and Warren (2000) also demonstrate that learning in

groups increase communication and social skills such as presentation,

24

leadership, organization and problem solving. This is because cooperative

learning gives more opportunities to the students to get involved in a

meaningful interaction in an active learning circumstance, promote higher

achievement for students, enhance motivation, and in general improve social

and psychological skills.

In conclusion, using cooperative learning on reciprocal is good choice; it

has many benefits that will improve students‟ reading comprehension and

their social skills, because students have a change to share their idea with

their friends and the teacher. Students will learn how to work in team and

how to appreciate others thinking.

E. Grammar Translation Method

1. The Nature of Grammar Translation Method

The grammar translation method is not new. It has had different names,

but it has been used by language teachers for many years. At one time it was

called classical method since it was first used in teaching of the classical

language.

Grammar Translation Method is a way of studying a language that

approaches the language first through detailed analysis of its grammar rules,

followed by application of this knowledge to the task of translating sentences

and texts into and out of the target language (Jack C. Richard & Theodore S.

Rogers, 2001, p. 5).Typically, grammar translation methods did exactly what

they said. Students were given explanations of individual points of grammar,

and then they were given sentences which exemplified these points. These

sentences had to be translated from the target language (L2) back to students‟

first language (L1) andvice versa (Jeremy Harmer, 2007, p. 63).

In grammar translation method, the students are given detailed

explanation about the grammatical pattern in their native language. Then, the

sentences in their language were translated into the target language. One of

the problems with Grammar Translation Method was that is focused on the

25

ability to analyze language, and not the ability to use it. In addition, the

emphasis on reading and writing did little to promote an ability to

communicate orally in the target language.

The purpose of this method is to help students in reading and appreciating

foreign language literature. It was also hoped that, through the study of the

grammar of the target language, students would became more familiar with

the grammar of their native language and this familiarity would help them

speak and write their native language better. Finally, it was thought that

foreign language learning would help students grow intellectually; it was

recognized that students would probably never use the target language, but

the mental exercise of learning it would be beneficial anyway.

2. The Characteristic of Grammar Translation Method

Even though many new method nowadays, Grammar Translation Method

remains a standard methodology for teaching English for some teachers. The

major characteristics of the Grammar Translation Method, as follows:

a. classes are taught in the mother tongue, which little active use of the

target language;

b. much vocabulary is taught in the form of lists of isolated words;

c. long elaborate explanations of grammar are given;

d. grammar provides the rules for putting words together, and instruction

often focuses on the form and inflection of words;

e. reading of difficulties classical texts s begun early;

f. little attention is paid to the content of texts, which are treated as

exercises in grammatical analysis;

g. often the only drills are exercises in translating disconnected sentences

from the target language into the mother tongue;

h. little or no attention is given to pronunciation (Brown, 2001, p, 18).

The characteristics mentioned above are not a set of procedures of the

Grammar Translation Method. Language teachers may develop their own

26

procedures as long as they are in accordance with the characteristics of the

Grammar Translation Method.

3. Teaching Narrative Text Using Grammar Translation Method

There are some useful techniques associated with the Grammar

TranslationMethod as described in the following list:

1) Translation of a literary passage.

Students translate a reading passage from the target language into

theirnative language. The reading passage then provides the focus for several

classes: vocabulary and grammatical structures in the passage are studied in

subsequent lesson.

2) Reading comprehension questions

Students answer questions in the target language based on their

understanding of the reading passage.

3) Antonyms/synonymy

Students are given one set of words and are asked to find antonyms in the

reading passage. A similar exercise could be done by asking students to find

synonyms for a particular set of words.

4) Cognates

Students are taught to recognize cognates by learning the spelling or

sound patterns that correspond between the languages. Students are also

asked to memorize words that look like cognates but have meanings in the

target language that are different from those in the native language.

5) Deductive application of rule

Grammar rules are presented with examples. Exceptions to teach rule are

also noted. Once students understand a rule, they are asked to apply it to

some different examples.

27

6) Fill in the blanks

Students are given a series of sentences with word missing. They fill in

the blanks with new vocabulary items of a particular grammar type, such as

prepositions or verbs with different tenses.

7) Memorization

Students are given lists of target language vocabulary words and their

native language equivalents and are asked to memorize them. Students are

also required to memorize grammatical rules and grammatical paradigms

such as verb conjunctions.

8) Use word in sentences

In order to show that students understand the meaning and use of a new

vocabulary item, they make up sentences in which they use the new words.

9) Composition

The teacher gives the students a topic to write about in the target

language.The topic is based upon some aspect of the reading passage of the

lesson.

From the list of techniques which is used in Grammar Translation

Method, the writer may infer that language does not to teach primarily to

learn oral communication but to gain reading proficiency in a foreign

language.

F. Reading Interest

Reading is a skill and it can only be developed by practice a lot. In order

to be able to understand any kinds of text, a reader must have some skills that

will support his understanding. However, a reader reads for many purposes.

He will have different methods for different text being read. A reader may

not use the same method when he reads science books and novel. If it

28

measured by the time, it can be guessed that a reader will read novel faster

than science books. It is, of course because he has something which makes

him reading novel faster than science books. Something that a reader has to

support his reading is what known by interest.

Interest is defined as interaction between a person and an object within the

environment (Ulrike, et al, 2001, p.3). In other words, there is something

happened which made a person and an object interrelated each other. Interest

in the field of education can be referred to as a psychological state or

selective preference toward particular domain of the study (HuanShyang,

2013, p.2153). In accordance with the two definition of interest, it can be

revealed that interest is the psychological aspect which can make someone

doing a particular activity to an object. The researchers have divided interest

into situational and individual interest. Situational interest refers to a

condition when someone prefers to a particular object or to do a particular

activity are affected with some factors. This type of interest tends to be short

term. Unlike situational interest, individual interest is an aspect of

preferences that stable overtime without any effected factors.

According to Thomas (2001) reading interest refers to how excited an

individual is to engage in reading some written material. It can also refer to

an individual‟s perception of how stimulating or fulfilling reading material

can potentially be. Based on the definition provided by Thomas (2001),

reading interest revolves around an individual‟s attitude towards the process

of reading, and towards different reading materials.

Students‟ reading interest are defined by how often students read about

things they are passionate about, spend their free time; spend their free time,

and what they are interested in. Why and what they read or do not read were

also considered when examining their reading interests. There are two aspects

that can influence the reading interest; cognitive aspect, and affective aspect.

29

3. Cognitive Aspect

The cognitive aspect is based on concept that children develop in there as

related to the interest. The cognitive aspect of children‟s interest in reading,

for instance is based on their reading concept (Hurlock, 2002). Beside

concept, the age and reading achievement have important role in cognitive

aspect. The age and reading achievement of readers decide readers‟ interest

in choosing book to theme that they will read.

G. The age, for example the adolescent need to connect to a topic. they use

informational text for personal purpose to locate information about a

topic in which they are interested. Adolescent will choose the theme of

the reading which related in teenagers‟world, such as fashion,

entertainment, gossip,sports, true story, and the others.

H. Paul and Verhulst (2010) stated that The reading achievement can be

successful if the students have abilities to comprehend the reading text.

It can be seen in identifying main idea and major details, drawing

inferences, summarizing, and identifying keywords.

4. Affective Aspect

The affective is the concept that makes up the cognitive aspect of reading

interest which is express in attitudes toward the activities interest give rise to.

Like the cognitive aspect, the affective aspect is developed from personal

experiences, from attitudes of significant people like teachers or peers, and

material that influenced the reading interest itself.

a. Teacher

Teacher is not only a person who facilitates the students to get knowledge,

but also as a motivator who has to encourage students to do learning activities

such as in reading activities and to provide all the material for those

activities. According to Eggen and Kauchak (2010) teachers can increase

reading interest trough employing several strategies. They are: develop

learning activities in reading that focus on real world applications,

30

personalize content by linking topics to students‟ lives, promote high levels

of students involvement, provide concrete examples, make logical and

coherent presentations, and give students choices when the opportunity arises

(p. 310).

b. Reading material

Many reading materials can be used in reading activities in the classroom,

such as textbook, newspaper, journal, magazine, and the others. Those

reading materials offer some topics that we can use to read; interesting topics

or boring topics. It depends on the reader to decide whether the topic

interesting or not. Grabe and Stoller (2002) stated that, “Everyone agrees that

students are likely to read more if they are interested in the topics of their

assigned readings” (p. 239).

The influences of interest in reading can be seen in the topic interest. Hidi

(2001) stated that “well-developed individual interest in an area may help

individuals to cope with relevant but boring text or presentations, and

situational interest elicited by texts or presentations may maintain motivation

and performance even when individuals have no initial interest in the

topic”(p. 160).

The cognitive and affective aspects of reading interst have connection

each ther. Reading interest appears in tex of reading. It happens when the

students use learing strategies and quaity of their learning experiences. The

writer can conclude that interest influences students‟ reading goals.

Based on several theories above, it can be concluded that interest can be

influenced by internal and external factors, for instance in learning primarily

in reading interest will increase when students have passion in it. Several

factors outside the students can also enhance students‟ interest in reading

such as teachers, materials, and any other factors.

Researcher has distinguished two types of interest that reflect distinct

areas of research focus: individual/personal interest and situational interest.

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a. Personal Interest

Personal interest comes from people themselves. Thus, a person‟s

interest can also be triggered by a visual stimulus such as a play object, or

viewing a picture, an auditory stimulus such as hearing a conversation, or a

combination of visual and auditory stimuli like a TV show. According to Hidi

(2001) individual interest “develops slowly, tends to be long lasting, and is

associated with increased knowledge and value” (p. 103). It has also been

equated with “intrinsic” motivation.

b. Situational Interest

Situational interest is different from personal interest in term of the

situational interest can be influenced by environment, it does not come from

people themselves. Situational interest, in contrast of personal interest; it can

change quickly and depends on the current situation. Besides, Schraw and

Lehman (2010) stated that “situational interest is a person‟s current

enjoyment, pleasure, or satisfaction generated by the immediate context.”

Hidi (2001) has been an outspoken proponent of utilizing situational interest

in motivating children in academic activities as opposed to utilizing

individual interest largely because it tends to be impractical for teachers to

develop individualized programs that match students‟ personal interest to the

school curriculum. It can be concluded that the situational interest should be

adopted to describe all environmentally-triggered interest. Research has

clearly demonstrated that interest has a powerful facilitative effect on

cognitive functioning (Hidi and Harackiewicz, 2000) whether the type of

interest under study is individual or situational. In a later review, Hidi (2001)

concluded that research findings “indicate that all types of interest tend to

facilitate reader‟s comprehension and recall” (p. 195). However, the type of

interest that is more applicable to the realities of classroom teaching is

situational interest. What follows is a brief summary of studies and writings

32

on situational interest, with a focus on the factors that contribute to text-based

interest and its influence on reading performance and related outcomes.

G. Previous of Related Study

The research about reading interest had been investigated by Kirby et al

(2011). The result showed that interest in reading has only a weak

relationship to reading ability in the first level of students. It also showed that

reading interest was lower for low-ability participants compared to high-

ability participants at each grade level. In other words, the higher interest that

the students have, the higher the ability the students will be. It is in line with

Kathleen C. Stevens from Northeastern Illinois University, he found that that

interest had an effect on reading comprehension only for the high ability

group. That is, subjects in the high ability group read significantly better

under the higher interest condition than under the lower condition. This

higher ability group was the only ability group for which interest was a

factor. In other words, the results of this research indicate that superior ability

students can be motivated to perform better in reading comprehension.

Unlike the study done by Kirby, this study is not investigating about the

development of reading interest of students for each level, but it is going to

investigate whether there is effect of reciprocal teaching and students‟

reading interest toward their comprehension in reading primarily in narrative

text.

Besides, there also some studies related to reading comprehension and the

factors affecting it. The studies mostly showed that teaching method has a

great effect on students‟ comprehension in reading any kinds of text. The

following studies are some related study done by the scholars.

Furthermore, Choo, Eng, and Ahmad (2011) did a study about reciprocal

teaching. in experimental group taught using reciprocal teaching, and control

group taught without treatment. The students were taught eight periods of

English per week. And the finding showed that a significant impact on the

33

reading comprehension of the students after teaching used reciprocal

teaching.

The last, Freihat and Al- Makhzoomi (2011) did a study on 50 students of

university in Jordan. They taught students by reciprocal teaching procedure

(RTP) to investigate the effectiveness of reciprocal teaching procedure in

improving students‟ reading comprehension behavior in a university setting.

They compared the students‟ score of pre-test and post-test. The result

showed that there was improvement on students‟ reading comprehension

behavior. Students also were convinced that reciprocal teaching procedure

gave them some advantages.

In brief, those studies show that reciprocal teaching can help students in

improving students‟ reading comprehension. It makes the researcher

confident in teaching using reciprocal teaching to improve students‟ reading

comprehension in SMA Plus MALNU Menes. The researcher also believes

that reciprocal teaching will help students in improving their reading

comprehension. Then, the differences with the previous study mentioned

above, this study more focus on one type of text which is narrative text in the

tenth grade students. Therefore there are differences between this study and

the previous one.

H. Conceptual Framework

Reading is one important skill that should be owned by the students, not

only as source of information and pleasurable activity, but also as a means of

consolidation and extenders one‟s knowledge of the language. In addition,

reading is an active cognitive process which could be influenced by factors

such teaching method and reading interest.

Reading comprehension as the process which the readers construct

meaning from a text connected to the background knowledge they have to get

the clear understanding of the writer‟s message. In the process of acquiring

and studying languages, reading is complex skill because students not only

34

read the text, but also students should understand some aspect such as main

idea, the meaning of word and the information contained in the text. Besides,

Reading is one of the types of receptive language skills. In other words,

reading is an activity undertaken to receive or obtain information can be

influenced by some factors, such as strategy which is used in teaching

reading and the students„reading interest. One of the genres that are taught in

the eight-grade students is narrative text.

Reading narrative text is a text that tells about past event which to

entertain the reader with a story. Furthermore, students need to know how

language is used to structure the text and how the language features are used

in narrative text to achieve the purpose. The structure of narrative text

consists of orientation, complication, sequence of event, and resolution.

Being able to read in this text is important yet challenging for it is a kind of

text that involves students „reading interest.

Reciprocal teaching method is one method that can be used by the teacher

in teaching learning reading. And helps students in thinking and getting the

meaning of the text. Students have a change to share their idea with their

friends and the teacher. Students will learn how to work in team and how to

appreciate others thinking. In addition, reciprocal teaching can help the

teacher to manage students‟ misbehavior.

In reading process, students need not only effective method in

understanding the content of the text but also good tendency in reading

interets. Reading interest is needed because students as the reader need to

have high reading interest in order to make students easier in understanding

the meaning and get the information in the text.

35

I. Theoretical Hypothesis

1. There was significant effect on students‟ reading comprehension between

those who were taught by reciprocal teaching method and those who were

taught by grammatical Translation Method

2. There was significant diffence on students with high reading interest who

were taught by reciprocal teaching method was higher than who were

taught by grammatical translation method

3. There was significant difference on students with low reading interest who

were taught by reciprocal teaching method was higher than those who

were taught by grammatical translation method

4. There were interactional between teaching method and reading interest

toward students‟ reading comprehension score.

36

CHAPTER III

RESEARCH METHODOLOGY

This chapter involves the aim of study, place and time, method, design of

this study the population, sample, method of collecting data, research

instrument, the tryout of instrument for testing its validity and reliability,

methods of data analysis, and the statistical hypothesis.

A. Place and Time of The Research

The research was conducted at the tenth grade students which is located

on Jln Alun-alun timur Menes, Kec Menes-Pandeglang. This school was

chosen for some reasons; first, the students‟ reading comprehension in this

school was still low. It was proved by the students‟ reading comprehension

score in the previous semester. Second, this school has not been investigated

yet by the similar research. And the last, this school is accessible to the

researcher for investigating. The researcher was done in the semester of the

academic year 2016/2017, and started from July to finish.

B. Research Method

This research used quantitative research which adopted a quasi

experimental study because there was no selection in population, it means

that population were found without random. The first was as the experimental

group which given reciprocal teaching method as treatments. The second was

controlled group that should receive no treatment.

C. Research Design

The design was used treatment by level 2x2; it consisted of two

independent variables and one dependent variables. First variable was

reciprocal teaching method as a variable X1 (independent variable), the

second variable was students‟ reading interest ass a variable X2 and third

variable was students‟ reading comprehension of narrative text as variable Y

37

or independent variable. The design above is called as factorial design 2 by 2,

it is because of each variable has two levels (Fraenkel, Wallen, and Hyun

2011, p.277). the design as follows:

Table 3.1

Research Design

Reading interest

Teaching Method

Reciprocal

Teaching Method

(A1)

Grammatical

Translation Method

(A2)

High (B1) (A1B1) (A2B1)

Low (B2) (A1B2) (A2B2)

In this experiment study was two groups, there were experimental group

and controlled group. The experimental group was the students of XA which

consists of 39 students and it was given reciprocal teaching method. The

controlled group was XB ehich consisted 39 students and it was given

Grammatical translation method.

The two classes was received the material on reading comprehension of

narrative text with the same material and alllocation. The data in this study

was obtained by giving questionnaire on students‟ reading interest before the

classs began and gave the final test in each student either in experimental or

in controlled group.

D. Population and Sample

1. Population

The population in this study was all students of SMA Plus MALNU

Menes which has common characteristic could be identified. It consisted of

12 classes in which each class consisted of 39 students. Because of time

limitation, the population was tenth grade students of SMA Plus MALNU

Menes in academic 2017/2018 which consisted of 4 classes and each class

consisted of 39 students.

38

2. Sample of The Research

In this research, the sample of this research was taken by using purposive

sampling. It caused was impossible for the researcher to select individual

from population, she choose the group that already in existence. The sample

of this research was two classes of tenth grade SMA Plus MALNU Menes.

One class as experimental class comprised 39 students, and the other one as

control class comprised of 39 students as well.

E. Research Instrument

In collecting the data, the researcher used two kinds of instrument, test

and non-test instrument. Test instrument designed to measure students‟

reading comprehension before and after treatment. Meanwhile non test

instrument consists of questionnaire, observation and interview.

1) Instrument of reading comprehension

a. Conceptual definition

Reading comprehension was a process to gain the meaning which actively

involved knowledge and experience possessed by readers, connected to the

content of the passage. There were three things in reading comprehension: (1)

knowledge and experience about certain topic (2) link back the knowledge

and experience to the passage which will be read, (3) the process to gain the

meaning actively according to view he/she possesses.

b. Operational definition

Operationally, reading comprehension measured through a score gained

by the student from objective test, consist of: (1) finding out the main idea of

the passage, (2) Identifying the reference, (3) identifying the unstated

information and (4) identifying general overview of the text. The objective

test was a sub-set of test with multiple choices given (option A, B, C, and D).

It meant one correct answer, while the others were to be the distracters. The

39

total correct answer would be times 100 and divide 38, so the highest score

will be 100.

c. Blue print

The reading comprehension test was used for a pre-test and a post test. It

was a multiple choice test consisting of 38 items. The test materials were

adapted from some textbooks. The blueprint of reading comprehension in the

following table:

Table 3.2

The Blueprint of Reading Comprehension

No Indicator Number of

questions Total

1

Identifying the general

overview of the text

1,5,18,24, 25, 26,

37, 38

8

Identifying rhetorical steps in

narrative text

6, 14, 31,32, 36 5

Identifying specific information

in a narrative text

2,,9,11,27,35 5

Identifying the main idea 3, 8, 10, 17, 20, 21 6

Identifying the purpose of the

text

7, 23, 28, 33, 34 5

Identifying the moral value in

narrative text

4, 15,19, 22, 30 5

Identifying reference of word 12, 13, 16, 29 4

Total 38

40

d. Validity of the Test

Validity is a precise degree between data from the respondents and

obtained data from the researcher (Fraenkel, 2012, p. 56). The validity in this

research related to the relevancy of the questionnaire to the purpose of the

research. The items in the questionnaire are valid if it can measure what it has

to be measured. The appropriateness of the test could be achieving by using

Pearson Product Moment formula to calculate the validity and Alpha method

in calculating the reliability.

})(}{)({

))(()(

2222 YYNXXN

YXXYNrxy

Note :

rxy = time score result X and Y for each respondent

X = score of test instrument X

Y = score of test instrument Y

2 X = quadratic score instrument X

2 Y = quadratic score instrument Y

N = number of respondent

Table 3.3 Validity Test

of Reading Comprehension Test

Item Status

1 0.312 Drop

2 0.635 0.312 Valid

3 0.353 0.312 Valid

4 0.635 0.312 Valid

41

5 0.233 0.312 Drop

6 0.389 0.312 Valid

7 0.342 0.312 Valid

8 0.663 0.312 Valid

9 0.756 0.312 Valid

10 0.249 0.312 Drop

11 0.706 0.312 Valid

12 0.756 0.312 Valid

13 0.533 0.312 Valid

14 0.514 0.312 Valid

15 0.479 0.312 Valid

16 0.412 0.312 Valid

17 0.607 0.312 Valid

18 0.619 0.312 Valid

19 0.706 0.312 Valid

20 0.595 0.312 Valid

21 0.646 0.312 Valid

22 0.706 0.312 Valid

23 0.248 0.312 Drop

24 0.556 0.312 Valid

25 0.706 0.312 Valid

26 0.551 0.312 Valid

27 0.619 0.312 Valid

28 0.666 0.312 Valid

29 0.626 0.312 Valid

30 0.529 0.312 Valid

31 0.507 0.312 Valid

32 0.093 0.312 Drop

42

33 0.452 0.312 Valid

34 0.704 0.312 Valid

35 0.619 0.312 Valid

36 0.104 0.312 Drop

37 0.120 0.312 Drop

38 0.100 0.312 Drop

Based on the table above, it could be seen that there were 8 number

which invalid, they are number 1, 5, 10, 23, 32, 36, 37, 38, so the researcher

deleted them.

e. The Reliability of Instruments

In Reliability is a standard to know the instrument can be trusted or not

(Saryono, 2008) Reliability refers to the consistency of instrument toward test

score stability. Measuring reliability of questionnaires must be conducted in

the same level, phenomena and educational background of target population

to measure the reliability of questionnaire. There are several formulas which

are used in this research, they are:

2

2

111 1

1t

n

nr

Note :

11r : Reliability score

2

1 : Total variance score

2

t : Total variance

: Item score

If the reliability score (11r ) is higher than 0.7, the reliability of the

instrument is sufficient. However, if the reliability (11r ) is lower than 0.7, the

43

reliability of the instrument is unreliable. SPSS is used to help calculating the

reliability of the instrument.

The detail interpretation of reliability coefficient which is modified from

J.P Guilford, is shown in table 3.4

Table 3.4

Reliability coefficient

Reliability Coefficient Interpretation

0.90≤11r ≤1.00 very high

0.70≤11r ≤ 0.90 high

0.40≤11r ≤0.70 medium

0.20≤11r ≤0.40 low

0.00≤11r ≤0.20 very low

Based on trying out reading comprehension instrument which had been

done to 39 participants, there were 30 items of reading comprehension test

were valid and reliable with reliability (Alpha) =0.742.It could be concluded

that the test of instrument in this study was reliable.

Table 3.5

Reliability Statistics of Reading Comprehension Test

Cronbach's

Alpha

Cronbach's Alpha Based on

Standardized Items N of Items

.742 .925 39

2) Instrument of reading interest

a. Conceptual definition

The students‟ reading interest was desire of arising out from within

oneself and supported by environment to read and love accompanied to get

knowledge what they read and motivation from within someone‟s tendency

towards reading. Attention and looking perfectly and accurately toward

44

reading. The indicators of students‟ reading of SMA Plus MALNU Menes at

tenth grade were made based on theory on interest, in this case, among the

whole aspects of interest, and types of interest (situational and individual

interest).

b. Operational definition

The reading interest of the work was the respondent score which

obtained based on the instrument concerning attention of the students in

reading especially reading text accompanied with existence of follow up

from reading instrument that measured every indicator. In this phase, the

instrument of the questionnaire focuses on the activities of students inside or

outside school when thet have free time. Reading interest is developed on a

five point Likert. The five responses used in the likert scale include: Always,

often, sometimes, rarely, never. Likert Scale is used to measure the attitude,

opinion, and perception of a person or group of event or understanding of

respondents about phenomena.

c. Blue print

The reading interest questionnaires were given in Bahasa. It was aimed to

avoid misunderstanding and to ease the participants in answering them.

Moreover, to ease arranging the questionnaires, the indicators were made

based on theory of interest, types of interest (situational and individual

interest) were chosen to arrange the indicators. It is because types of interest

can be a representative to measure students reading interest including some

factors in it. The following table presented the indicators of interest in

reading:

45

Table 3.6

The Blueprint of Students’ Reading Interest Questionnaire

The Measured

Aspect Indicator Questions Total

The frequency

of situational

interest

a. Spending spare time by reading

for fun

b. Spending spare time by reading

English text

c. Reading a tale

e. Reading some topics related to

English subject

f. Reading for information

1, 2

3, 4

7, 28

8, 9

10, 11

2

2

2

2

2

The frequency

of individual

Interest

a. Feeling bored while reading

b. Feeling curious before reading

c. Feeling a positive attitude to do

reading activities

d. Feeling enthusiastic during

reading activities

e. Trying to figure out the troubles

when reading

f. feeling difficult to understand the

text

5, 6, 30

12, 29

15,16,18,19,20,

22,

13,17,21

25,26,28

14, 23, 24,27,31

2

2

6

3

3

4

31

(Adapted by Hidi, 2001)

46

d. Rubric of Reading Interest

The five responses used in the Likert scale include: Most of the time,

Often, and Sometimes, Not very often, Almost never. Likert Scale is used to

measure the attitude, opinion, and perception of a person or group of event or

understanding of respondents about phenomena.

Table 3.7

Range Score in Students’ Reading Interest

Statement Points

Always 5

Often 4

Sometimes 3

Rarely 2

Never 1

(Adapted from Vagias, 2006)

There are 5 components of points of reading interest (Most of the

time, Often, and Sometimes, Not very often, Almost never). The maximum

score 100% and the scoring was based on the analytic method. The rating

scale proposed by scale Likert to measure high or low the students‟ reading

interest was stated in the table 3.6:

Table 3.8

Percentange of Score in Students’ Reading Interest

0% --- 19.99% Poor

20% --- 39.99% Fair

40% --- 59.99% Good

60% --- 79.99% Very good

80% --- 100% Excellent

(Adapted from scale likert & Tatang 2010)

47

e. Validity of the Test

Validity is a precise degree between data from the respondents and

obtained data from the researcher (Fraenkel, 2012, p. 56). The validity in this

research related to the relevancy of the questionnaire to the purpose of the

research. The items in the questionnaire are valid if it can measure what it has

to be measured.The appropriateness of the test could be achieving by using

Pearson Product Moment formula to calculate the validity and Alpha method

in calculating the reliability.

})(}{)({

))(()(

2222 YYNXXN

YXXYNrxy

Note :

rxy = time score result X and Y for each respondent

X = score of test instrument X

Y = score of test instrument Y

2 X = quadratic score instrument X

2 Y = quadratic score instrument Y

N = number of respondent

Table 3.9

Validity Test of Reading Interest

Item Status

1 0.302 0.312 Drop

2 0.605 0.312 Valid

3 0.611 0.312 Valid

4 0.611 0.312 Valid

48

5 0.622 0.312 Valid

6 0.688 0.312 Valid

7 0.611 0.312 Valid

8 0.550 0.312 Valid

9 0.637 0.312 Valid

10 0.688 0.312 Valid

11 0.425 0.312 Valid

12 0.550 0.312 Valid

13 0.637 0.312 Valid

14 0.460 0.312 Valid

15 0.688 0.312 Valid

16 0.625 0.312 Valid

17 0.332 0.312 Valid

18 0.688 0.312 Valid

19 0.460 0.312 Valid

20 0.408 0.312 Valid

21 0.637 0.312 Valid

22 0.550 0.312 Valid

23 0.540 0.312 Valid

24 0.688 0.312 Valid

25 0.637 0.312 Valid

26 0.615 0.312 Valid

27 0.646 0.312 Valid

28 0.646 0.312 Valid

29 0.688 0.312 Valid

30 0.416 0.312 Valid

31 0.646 0.312 Valid

49

Based on the table above, it could be seen that there was 1 item were

invalid. The number was number 1, and the researcher deleted it.

f. Reliability of the test

In Reliability is a standard to know the instrument can be trusted or not

(Saryono, 2008) Reliability refers to the consistency of instrument toward test

score stability. Measuring reliability of questionnaires must be conducted in

the same level, phenomena and educational background of target population

to measure the reliability of questionnaire. There are several formulas which

are used in this research, they are:

2

2

111 1

1t

n

nr

Note :

11r : Reliability score

2

1 : Total variance score

2

t : Total variance

: Item score

According to Sudijono (2008), the criteria of instrument reliability (11r )

was stated as follow:

1) If 11r was equal or higher than 0.7, it means that the instrument was

reliable.

2) If11r was lower than 0.7, it means that the instrument was unreliable.

Based on trying out reading interest instrument which had been done to

39 participants, there were 30 items of reading interest questionnaire were

valid and reliable with reliability 0.943> 0.300 It could be concluded that the

test of instrument in this study was reliable.

50

F. Data Analysis Techniques

1. Descriptive Statistic

In this descriptive statistic the data presented in the amount of

descriptive statistics such as the average (mean), the (median), the highest

frequency (mode), standard deviation (standard deviation).

2. Test Data Requirement

Data analysis was conducted using a method of quantitative or statistical

methods, in this research used Two ways ANOVA.

a. Normality test

Normality test of data research was performed on six group data: (1)

teaching strategies, (2) reading interest, (3) high reading interest students‟

reading comprehension resulting from reciprocal teaching method, (4) low

reading interest students‟ reading comprehension resulting from reciprocal

teaching method, (5) high reading interest students‟ reading comprehension

resulting from translating, and (6) low reading interest students‟ reading

comprehension resulting from translating method. Normality test will be

done by using the Kolmogrov-Smirnov test (Suparman, 2012). Data that is

considered normal if the price Fobserved < Ftable tested with a significance

level α= 0.05. as for linear data if Fobserved < Ftable tested with a

significance level 2=0.05.

b. Homogeneity test

Homogeneity of the test is designed to test the version of the normal

distribution of the population, the homogeneity of the test carried out by the

Levenu‟s test. Research data that has been collected from a homogenous

population if adequate significance is α=0.05. If Fobserved<Ftable, it can be

concluded that data is homogeny or otherwise.

51

3. Statistical Hypothesis

- Hypothesis 1

Ho:≤

There was no significant effect on students‟ reading comprehension between

those who were taught by reciprocal teaching method and who were not

taught by reciprocal teaching method.

H1:

There was significant effect on students‟ reading comprehension between

those who were taught by reciprocal teaching method and who were not

taught by reciprocal teaching method.

- Hypothesis 2

Ho≤

There was no significant different on students‟ reading comprehension

between students with high reading interest who were taught by reciprocal

teaching method and who were not taught by reciprocal teaching method.

H1: A2B1

There was significant different on students‟ reading comprehension between

students with high reading interest who were taught by reciprocal teaching

method and who were not taught by reciprocal teaching method

- Hypothesis 3

Ho:≥

There was no significant different on students‟ reading comprehension

between students with low reading interest who were taught by reciprocal

teaching method and who were not taught by reciprocal teaching method.

52

H1:

There was significant different on students‟ reading comprehension between

students with low reading interest who were taught by reciprocal teaching

method and who were taught not taught by reciprocal teaching method.

- Hypothesis 4

Ho: Int. AxB= 0

There was no interaction between teaching method and students‟ reading

interest towards students‟ reading comprehension

H1: Int. AxB

There was an interaction of teaching method and students‟ reading interest

towards student‟s reading comprehension.

53

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter consists of research findings and discussion. It discusses the

effect of Reciprocal Teaching method and Reading Interest on students‟

reading narrative text at X grade students of SMA Plus MALNU Menes

academic year 2017/2018. It covers the data description, data analysis, testing

hypothesis and discussion of research findings.

A. Research Findings

1. The Description of The Data

In this research, there three variables were students‟ reading narrative as

dependent variable (Variable Y) and reciprocal teaching method and students‟

reading interest as independent variable (Variable X). One of independent

was students‟ reading interest.

Data was obtained by gaining test to know students‟ reading

comprehension and distributing questionnaire to gain data of students‟

reading interest. Descriptive analysis of the data performed to determine the

average, and standard deviation. This data was taken from the post test result

of students in each group. A statistical description of calculation and test

performed through SPSS 20.00 as well as analysis and interpretation shown

in the following table.

Table 4.1 Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

A1 39 72 85 78.56 2.712

A2 39 69 81 75.31 3.665

B1 39 65 86 75.87 5.917

B2 39 50 60 55.28 2.865

A1B1 19 78 85 80.79 1.686

A1B2 20 72 77 75.50 1.792

A2B1 18 74 81 77.83 2.333

A2B2 21 69 81 72.86 2.971

Valid N (listwise) 18

54

Note:

A1 : group of students in Experimental class

A2 : group of students control class

B1 : group of students who have high reading interest

B2 : group of students who have low reading interest

A1B1 : experimental class with high reading interest

A1B2 : experimental class with low reading interest

A2B1 : control class with high reading interest

A2B2 : control class with low reading interest

Here are the descriptions of reading comprehension in each group

1. Score of Reading Comprehension in Experimental Class (A1)

Table 4.2

Frequency Table of Reading Comprehension

by Using Reciprocal Method

A1

Frequency Percent Valid Percent Cumulative Percent

Valid

72 1 1.3 2.6 2.6

73 1 1.3 2.6 5.1

74 1 1.3 2.6 7.7

75 1 1.3 2.6 10.3

76 3 3.8 7.7 17.9

77 6 7.7 15.4 33.3

78 8 10.3 20.5 53.8

79 1 1.3 2.6 56.4

80 9 11.5 23.1 79.5

81 4 5.1 10.3 89.7

82 1 1.3 2.6 92.3

83 2 2.6 5.1 97.4

85 1 1.3 2.6 100.0

Total 39 50.0 100.0

Missing System 39 50.0

Total 78 100.0

55

Scoring the data related to reading comprehension was conducted by

using instrument with the objective test (multiple choices) and the total items

provided were 30 questions valid. Each of the correct answer will be graded 1

and the incorrect answer will be graded 0. Hence the maximum score will be

30, while minimum score will be 0. Respondents for experimental group were

39 students, treated by using Reciprocal method. The empiric score stated that

the highest score was 85, the lowest score was 72. Furthermore, mean was

78.69, median was 78.00, mode was 80, standard deviation was 2.716, and

variance was 7.324.

Mean 78.69 indicated that the average score for the students relatively

good. The standard deviation 2.716 indicated that the answer given by the

students with low students‟ reading interest were raltively same. It means

that the students‟ reading comprehension was improve after using reciprocal

teaching method in teaching learning activity. To make it clear, it could be

seen in the display of histogram and polygon below:

Figure 4.1 Graph of students’ reading comprehension in Experimental

Class

56

2. Score of Reading Comprehension in control class (A2)

Table 4.3

Frequency Table of Reading Comprehension in control class

A2

Frequency Percent Valid

Percent

Cumulative

Percent

Valid

69 1 1.3 2.6 2.6

70 4 5.1 10.3 12.8

71 1 1.3 2.6 15.4

72 4 5.1 10.3 25.6

73 4 5.1 10.3 35.9

74 5 6.4 12.8 48.7

75 2 2.6 5.1 53.8

76 3 3.8 7.7 61.5

77 2 2.6 5.1 66.7

78 4 5.1 10.3 76.9

80 6 7.7 15.4 92.3

81 3 3.8 7.7 100.0

Total 39 50.0 100.0

Missing System 39 50.0

Total 78 100.0

Scoring the data related to reading comprehension was conducted by

using instrument with the objective test (multiple choices) and the total items

provided were 30 questions valid. Each of the correct answer will be graded 1

and the incorrect answer will be graded 0. Hence the maximum score will be

30, while minimum score will be 0. The empiric score stated that the highest

57

score was 81, the lowest score was 69. Furthermore, mean was 75.31, median

was 75.00, mode was 80, standard deviation was 3.665.

It means that the average score for the students relatively good. The

standard deviation 3.665 indicated that the answer given by the students with

low students‟ reading interest were raltively same. To make it clear, it could

be seen in the display of histogram and polygon below:

Figure 4.2 Graph of students’ reading comprehension in control class

58

3. Score of Students‟ Reading Comprehension with High Reading Interest

(B1)

Table 4.4

Frequency Table of Students’ Reading Comprehension with High

Reading Interest

B1

Frequency Percent

Valid

Percent

Cumulative

Percent

Valid

65 1 1.3 2.6 2.6

66 2 2.6 5.1 7.7

67 2 2.6 5.1 12.8

68 2 2.6 5.1 17.9

69 3 3.8 7.7 25.6

72 1 1.3 2.6 28.2

73 1 1.3 2.6 30.8

74 2 2.6 5.1 35.9

75 3 3.8 7.7 43.6

77 1 1.3 2.6 46.2

78 5 6.4 12.8 59.0

79 3 3.8 7.7 66.7

80 5 6.4 12.8 79.5

81 3 3.8 7.7 87.2

82 1 1.3 2.6 89.7

83 2 2.6 5.1 94.9

86 2 2.6 5.1 100.0

Total 39 50.0 100.0

Missing System 39 50.0

Total 78 100.0

59

Scoring the data related to reading comprehension was conducted by

using instrument with the objective test (multiple choices) and the total items

provided were 30 questions valid. Each of the correct answer will be graded 1

and the incorrect answer will be graded 0. Hence the maximum score will be

30, while minimum score will be 0. The empiric score stated that the highest

score was 86, the lowest score was 69. Furthermore, mean was 75.87, median

was 78.00, mode was 78, standard deviation was 5.917.

Mean 75.87 indicated that the average score for the students relatively

good. The standard deviation 5.917 indicated that the answer given by the

students with low students‟ reading interest were raltively same. To make it

clear, it could be seen in the display of histogram and polygon below:

Figure 4.3 Graph of Students’ Reading Comprehension with High

Reading Interest

60

4. Score of Students‟ Reading Comprehension with Low Reading Interest

(B2)

Table 4.5

Frequency Table of Students’ Reading Comprehension with Low

Reading Interest

B2

Frequency Percent Valid

Percent

Cumulative

Percent

Valid

50 4 5.1 10.3 10.3

51 1 1.3 2.6 12.8

52 2 2.6 5.1 17.9

53 3 3.8 7.7 25.6

54 2 2.6 5.1 30.8

55 9 11.5 23.1 53.8

56 5 6.4 12.8 66.7

57 3 3.8 7.7 74.4

58 4 5.1 10.3 84.6

59 4 5.1 10.3 94.9

60 2 2.6 5.1 100.0

Total 39 50.0 100.0

Missing System 39 50.0

Total 78 100.0

Scoring the data related to reading comprehension was conducted by

using instrument with the objective test (multiple choices) and the total items

provided were 30 questions valid. Each of the correct answer will be graded 1

and the incorrect answer will be graded 0. Hence the maximum score will be

30, while minimum score will be 0. The empiric score stated that the highest

score was 73, the lowest score was 65. Furthermore, mean was 55.28, median

61

was 55.00, mode was 55, standard deviation was 2.865, a, the complete result

gained from calculation can be seen below.

The mean indicated that the average score for the students was

relatively good. It can be seen in the display of histogram and polygon

presented below:

Figure 4.4 Graph of Students’ Reading Comprehension with Low

Reading Interest

62

5. Score of Reading Comprehension in Experimental class with high Interest

(A1B1)

Table 4.6

Frequency Table of Reading Comprehension in experimental class

with high Interest (A1B1)

A1B1

Frequency Percent Valid

Percent

Cumulative

Percent

Valid

78 2 2.6 10.5 10.5

80 8 10.3 42.1 52.6

81 4 5.1 21.1 73.7

82 2 2.6 10.5 84.2

83 2 2.6 10.5 94.7

85 1 1.3 5.3 100.0

Total 19 24.4 100.0

Missing System 59 75.6

Total 78 100.0

Scoring the data related to reading comprehension was conducted by

using instrument with the objective test (multiple choices) and the total items

provided were 30 questions valid. Each of the correct answer will be graded 1

and the incorrect answer will be graded 0. Hence the maximum score will be

30, while minimum score will be 0. The empiric score stated that the highest

score was 80, the lowest score was 78. Furthermore, mean was 80.79, median

was 80.00, mode was 80, standard deviation was 1.686, the complete result

gained from calculation can be seen below.

63

The mean indicated that the average score for the students was good.

The students‟ reading comprehension with high reading comprehension was

good after used reciprocal teaching method in teaching learning activity. It

can be seen in the display of histogram and polygon presented below:

Figure 4.5 Graph of Students’ Reading Comprehension in experimental

class with High Reading Interest

64

6. Score of Reading Comprehension in experimental class with low reading

interest (A1B2)

Table 4.7

Frequency Table of Reading Comprehension in experimental class

with Low Interest (A1B2)

A1B2

Frequency Percent Valid

Percent

Cumulative

Percent

Valid

72 2 2.6 10.0 10.0

73 2 2.6 10.0 20.0

74 1 1.3 5.0 25.0

75 3 3.8 15.0 40.0

76 3 3.8 15.0 55.0

77 9 11.5 45.0 100.0

Total 20 25.6 100.0

Missing System 58 74.4

Total 78 100.0

Scoring the data related to reading comprehension was conducted by

using instrument with the objective test (multiple choices) and the total items

provided were 30 questions valid. Each of the correct answer will be graded 1

and the incorrect answer will be graded 0. Hence the maximum score will be

30, while minimum score will be 0. The empiric score stated that the highest

score was 77, the lowest score was 72. Furthermore, mean was 75.50, median

was 76.00, mode was 77, standard deviation was 1.793.

65

Mean 75.50 indicated that the average score for the students relatively

good. The standard deviation 1.793 indicated that the answer given by the

students with low students‟ reading interest were relatively same. After using

reciprocal teaching method in teaching learning activity, the students‟ reading

comprehension with low reading interest has an improvement,

Figure 4.6 Graph of Students’ Reading Comprehension in experimental

class with Low Reading Interest

66

7. Score of Reading Comprehension in control class with high Interest

(A2B1)

Table 4.8

Frequency Table of Reading Comprehension in control class with High

Interest (A2B1)

A2B1

Frequency Percent Valid Percent Cumulative

Percent

Valid

74 2 2.6 11.1 11.1

75 1 1.3 5.6 16.7

76 3 3.8 16.7 33.3

77 2 2.6 11.1 44.4

78 3 3.8 16.7 61.1

80 5 6.4 27.8 88.9

81 2 2.6 11.1 100.0

Total 18 23.1 100.0

Missing System 60 76.9

Total 78 100.0

Scoring the data related to reading comprehension was conducted by

using instrument with the objective test (multiple choices) and the total items

provided were 30 questions valid. Each of the correct answer will be graded 1

and the incorrect answer will be graded 0. Hence the maximum score will be

30, while minimum score will be 0. The empiric score stated that the highest

score was 80, the lowest score was 74. Furthermore, mean was 77.83, median

was 78.00, mode was 80, standard deviation was 2.333.

67

The mean indicated that the average score for the students was good. In

control class, the students used grammatical translation method, after used

this method the students have an improvement. It can be seen in the display of

histogram and polygon presented below:

Figure 4.7 Graph of Students’ Reading Comprehension in control class

with High Reading Interest

68

8. Score of Reading Comprehension in control class with low Interest

(A2B2)

Table 4.9

Frequency Table of Reading Comprehension in control class

with Low Interest (A2B2)

A2B2

Frequency Percent Valid

Percent

Cumulative

Percent

Valid

69 1 1.3 4.8 4.8

70 4 5.1 19.0 23.8

71 1 1.3 4.8 28.6

72 4 5.1 19.0 47.6

73 5 6.4 23.8 71.4

74 4 5.1 19.0 90.5

80 1 1.3 4.8 95.2

81 1 1.3 4.8 100.0

Total 21 26.9 100.0

Missing System 57 73.1

Total 78 100.0

Scoring the data related to reading comprehension was conducted by

using instrument with the objective test (multiple choices) and the total items

provided were 30 questions valid. Each of the correct answer will be graded 1

and the incorrect answer will be graded 0. Hence the maximum score will be

69

30, while minimum score will be 0The empiric score stated that the highest

score was 81, the lowest score was 69. Furthermore, mean was 72.86, median

was 73.00, mode was 73, standard deviation was 2.971.

The mean indicated that the average score for the students was

relatively good. It can be seen in the display of histogram and polygon

presented below:

Figure 4.8 Graph of Students’ Reading Comprehension in control class

with Low Reading Interest

70

2. The Prerequisite Test for Data Analysis

Before analyzing the test of hypothesis, it was needed to do the

prerequisite analysis test of X1, X2, and Y variables. Moreover, it was one of

the requirements must be accomplished in order to make the regression

analysis or hypothesis done well. Normality and homogeneity test must be

done first before the ANOVA test conducted. Normality test was applied to

the representative research sample. This test was done as hypotheses test

which was required that the sample must be normal. The next one was

homogeneity test, which was assumed that the score of dependent variable

(Y) was categorized based on the equation of independent variable scores (X1

and X2). The result of the test is presented in the following:

a. Normality Test

Normality test is used to find out whether the spreading data is distributed

normally or not. In this study, the normality test used Kolmogorov-Smirnov

method in which the significance level α = 0,05 as the rule to accept or reject

the normal test.

The normality test is done to both experimental and control groups by

using statistical hypotheses formula stated as follows:

H0 = sample data is distributed normally

H1 = sample is not distributed normally

The process in calculating the data was help by SPSS version 20 for

windows. Based on the criteria of this program, the data is normal if p value

(Sig) > 0.05 which means H0 is accepted and on the contrary H1 is rejected

(data is distributed normally). The score of p value (Sig) is the number on the

column of Sig from the table of normality test outcome by using SPSS

program (Kadir, 2015, p. 147). In this case, the method used is Kolmogorov-

Smirnov. The computation of normality test can be seen on the table below:

71

Table 4.10

Recapitulation of Normality Test

One-Sample Kolmogorov-Smirnov Test

Reading

score

Teaching

method

Reading

interest

N 78 78 78

Normal Parametersa,b

Mean 76.87 1.50 2.47

Std.

Deviation 3.587 .503 1.181

Most Extreme

Differences

Absolute .129 .340 .189

Positive .074 .340 .189

Negative -.129 -.340 -.172

Kolmogorov-Smirnov Z 1.139 3.001 1.668

Asymp. Sig. (2-tailed) .149 .000 .008

a. Test distribution is Normal.

b. Calculated from data.

Based on table 4.10, it could be seen that the score of p Value (sig) by

Kolmogrov-Smirnov for each variable were displayed as follows 1.139, 3.001

and 1.668 which means all the p value score are bigger than 0.05. Hence, H0

is accepted and H1 is automatically rejected. So, it can be concluded that all

data from the sample of this research have been distributed normally.

b. Homogeneity test

Beside normality test, one prerequisite test mostly needed to analyze the

data using ANOVA is homogeneity test. The purpose of this test is to find out

whether the designed groups are homogenous or not.

The homogeneity test for the data of reading comprehension is performed

by using Levene‟s test in the significant level of 5%. The result of

homogeneity computation can be seen on the Table 4.11 below:

72

Table 4.11

Levene's Test of Equality of Error Variancesa

Dependent Variable: readingscore

F df1 df2 Sig.

.248 3 74 .862

Tests the null hypothesis that the error variance of

the dependent variable is equal across groups.

a. Design: Intercept + teaching method + reading

interest + teaching method * reading interest

The hypotheses for homogeneity test were set as follows:

H0: Data comes from homogenous population

H1: Data comes from non-homogenous population

The criteria were set as follows:

If the Sig value (Levene‟s test) > 0.05 means that Ho is accepted and H1 is

automatically rejected.

Based on the table 4.11 above, it can be seen that the sig (p value) was

0.862. It means that p value is bigger than 0.05 (0,862>0.05). So, H0 is

accepted and H1 automatically rejected, which implies the data came from

homogenous population.

Based on both normality test and homogeneity test revealed above, it can

be concluded that the prerequisite test which are needed before processing the

data by using ANOVA test are already fulfilled.

3. Testing of Hypotheses

A hypothesis test was used to determine whether there was enough

evidence in a sample of data to infer that a certain condition was true for the

entire population or to determine null hypotheses (Ho) tested at a certain

significance level. The hypotheses testing were done starting from first till the

last hypotheses. The first hypothesis was reciprocal teaching method was

73

more effective than grammatical translation method, the second hypotheses

was reciprocal teaching method was more effective than grammatical

translation method on students with high reading interest, the third hypotheses

reciprocal teaching method was more effective than grammatical translation

method on students with low reading interest, and the last hypotheses was

there was interactional effect of teaching method and students‟ readin interest

on their reading comprehension.

The analysis of reading comprehension variable was done by using two

tailed ANOVA test, it can be seen in the following table:

Table 4.12 ANOVA Test (2x2)

Tests of Between-Subjects Effects

Dependent Variable: reading comprehension

Source Type III Sum of

Squares

Df Mean

Square

F Sig.

Corrected Model 709.745a 3 236.582 62.309 .000

Intercept 451466.529 1 451466.529 118903.003 .000

Teaching method 151.902 1 151.902 40.007 .000

Reading interest 456.888 1 456.888 120.331 .000

Teaching method *

reading interest 26.439 1 26.439 6.963 .010

Error 280.973 74 3.797

Total 461914.000 78

Corrected Total 990.718 77

a. R Squared = .716 (Adjusted R Squared = .705)

Looking at the data seen in the table 4.12 (hypothesis testing criteria), if p-

value>0.05 means that Ho is accepted and H1 is rejected but if p-value<0.05 means that

H1 is accepted and Ho is rejected.

74

Table 4.13

Multiple Comparisons Dependent Variable: readingscore

Tukey HSD

(I)

reading

interest

(J) reading interest Mean

Difference

(I-J)

Std.

Error

Sig. 95% Confidence

Interval

Lower Bound

Upper Bound

High

Low 3.71* .634 .000 2.04 5.38

high for grammar translation

method 1.64

* .613 .044 .03 3.25

low grammar translation method

7.71* .588 .000 6.16 9.25

low

High -3.71* .634 .000 -5.38 -2.04

high for grammar translation method

-2.07* .670 .015 -3.83 -.31

low grammar translation method

3.99* .647 .000 2.29 5.69

high for

grammar

translati

on method

High -1.64* .613 .044 -3.25 -.03

Low 2.07* .670 .015 .31 3.83

low grammar translation

method 6.06

* .626 .000 4.42 7.71

low gramm

ar

translation

method

High -7.71* .588 .000 -9.25 -6.16

Low -3.99* .647 .000 -5.69 -2.29

high for grammar translation method

-6.06* .626 .000 -7.71 -4.42

Based on observed means.

The error term is Mean Square(Error) = 3.797.

*. The mean difference is significant at the .05 level.

1. Testing the first Hypothesis

Ho: ≤A2

H1: 2

Based on the table above, it was found that p value (Sig)of teaching

method was 0.000 which was < than 0.05, and F observed was144.183> f

75

table 3.25. It means that H0 was rejected and H1 was automatically accepted.

It could be concluded that there was significant effect of on students‟ reading

comprehension between those who are taught by reciprocal teaching and who

are not taught by reciprocal teaching method. In other words, students‟

reading comprehension score who were taught by reciprocal teaching method

was higher than those who were not taught by using reciprocal teaching

method.

2. Testing the second Hypothesis

Ho: ≤A2B1

H1: B1

Based on the table 4.13, if p value (sig) > 0.05, means that Ho is accepted,

and H1 is rejected but if p value< 0.05 means that Ho is rejected and H1 is

accepted.

From the analysis result in the table 4.13, it was found p value0.04<0.05,

it shows that p value was smaller than 0.05. it means that Ho was rejected. It

can be said that there was significant difference on students‟ reading

comprehension between students with high reading interest who were taught

by reciprocal teaching technique is higher than those who were not taught by

reciprocal teaching.

3. Testing the Third Hypothesis

Ho:≤

H1:

Based on the table 4.13, if p value (sig) > 0.05, means that Ho is accepted,

and H1 is rejected but if p value< 0.05 means that Ho is rejected and H1 is

accepted.

From the analysis result in the table 4.13, it was found p value<0.05, it

shows that p value was smaller than 0.05. It means that Ho was rejected. It

can be said that there was significant difference on students‟ reading

76

comprehension between students with low reading interest who were taught

by reciprocal teaching technique is higher than those who were not taught by

reciprocal teaching.

4. Testing the Fourth hypothesis

Ho: Int. AxB= 0

H1: Int. AxB0

Referring to table 4.12, it was shown that p value sig of reading interest

and teaching method was 0.010 which was lower than 0.05 f

observations6.963> 3.97. It could be concluded that there was interactional

effect of teaching strategy and reading interest. In other words, teaching

method and reading interest have a very significant relationship on students‟

reading comprehension. Teaching method effects on reading interest and

reading interest will effect on students‟ reading comprehension.

B. Discussion

The purpose of this research is to investigate the effect of reciprocal

teaching method and reading interest on students‟ reading comprehension of

narrative text at X grade students of SMA Plus MALNU Menes. This chapter

presented the result of this study in bringing to four research questions.

First, in reciprocal teaching method, the students were taught how to find

their own strategy, so they became more confidence, and more creative

because they could explore their creativity or mind. The students could share

or discuss to their friends in a group, and after that they confirm to the

teacher. Therefore in reciprocal teaching method all the students were active

and they can work together to solve the problems during the class. The role of

the teacher in reciprocal teaching method was only model, motivator, and

facilitator in the class. Almost all class activities were held by the students, so

that the students felt more about learning activity in the class. Then, the class

condition was more interesting and alive. On other side, grammatical

translation method focused to the teacher‟s method in bringing the material.

77

The role of teacher in grammatical translation method was not as model but

as a decision maker. In grammatical translation method, the teacher give an

explanation about the grammar, and the students asked to translate the text,

then memorize the vocabulary in front of the class, although the students

memorize the vocabularies, it did not make the students remember the

vocabularies in the next day, because it was accidental.

In this study, reciprocal have work well, based on the numerical data

which was obtained from reading score test, the mean score in experimental

and control class was different. The mean score of experiment class was

78.56, and in control class the mean was 75.31, it could be concluded that the

mean in the experimental was higher than the mean in control class.

The writer analyzed that students appeared to become more proficient at

making accurate predictions about what they read; students showed some

improvements in their ability to identify the main idea and generate questions

about the main idea; student summaries were initially lengthy and unfocused

but seemed to become better organized throughout the teaching phase; and

that students consistently struggled with the clarifying strategy.

This study produced result which corroborates the finding of a great deal

of the previous work in this field. The finding current study is consistent with

those Choo, Eng, and Ahmad, the finding showed that a significant impact on

the reading comprehension of the students after teaching used reciprocal

teaching, and in the reading class, reciprocal teaching method providing an

effective, alternative to learning how to construct meanings from the texts and

how to work collaboratively in the context of group discussion (Choo, Eng,

Ahmad, 2011).

From the discussion above, it can be concluded that the students in

reciprocal class were able to implement this method in reading class. This

method gave positive effect on their reading comprehension. And not only

78

increase students‟ score but also increase students‟ metacognitive skill, so that

the students can study together, think creatively to solve their problem.

Second, Based on the analysis result in table 4.13 above, it was obtained

the p value <0.05, it shows that p value was smaller than 0.05. It means that

Ho was rejected. It can be said that there was significant different on students‟

reading comprehension between students with high reading interest who are

taught by reciprocal teaching technique is higher than those who are not

taught by reciprocal teaching. It can be concluded that Reciprocal teaching

method was more effective than grammar translation method with high

reading interest.

This result was supported by previous research; the finding was the

students with high reading interest prepared themselves with many topics that

they have read. They have some material can share to others. They can

enlarge their knowledge by sharing kinds of the topic (Yuli Ramita, 2015)

Third, Based on analysis result in table 4.13 above, it found p value <0.05,

it shows that p value was smaller than 0.05. It means that Ho was rejected. It

can be said that there was significant different on students‟ reading

comprehension between students with low reading interest who are taught by

reciprocal teaching method is higher than those who are not taught by

reciprocal teaching, because the students with low reading interest stimulated

to prepared themselves, they felt motivated. It can be concluded that

Reciprocal teaching method was more effective than grammar translation

method with low reading interest.

And fourth, Based on analysis result in Table 4.12 above, if the value of

Sig > 0.05, it means that H0 is accepted and H1 is automatically rejected. On

the other hand, if the value of Sig < 0.05 it means that H0 is rejected and H1

is automatically accepted. The computation performed by using SPSS version

20 for windows it was found that the value of Sig for teaching

strategy*reading interest was 0.010. It can be concluded that there were

79

interactional effects of teaching method (Reciprocal and Grammar translation

method) and reading interest toward students‟ reading comprehension depend

on the level of students‟ interest.

In other words, the students‟ reading comprehension was influenced by the

use of teaching method and the ability of reading interest as well. Refer to

ANOVA test, the interaction between teaching methods and reading interest

towards students‟ reading comprehension was significant. This finding was

relevant with study was done by Kathleen C. Stevens from Northeastern

Illinois University, it was found that that reading interest had an effect on

reading comprehension.

Operationally, reading comprehension is measured through an objective

test (multiple choice tests) and through the test, students had to answer the

questions based on the level of comprehension they have. Refer to the

theoretical review mentioned above; the students‟ reading comprehension is

influenced by teaching method used in classroom (Reciprocal) and the

reading interest. Based on quantitative data obtained, it can be concluded that

both teaching method (Reciprocal) and reading interest bring effects to the

achievement of students‟ reading comprehension significantly.

In this case, teacher should pay more attention to the teaching method and

students‟ reading interest, because students‟ reading interest affected to

students‟ reading comprehension, so the teacher must find the appropriate

teaching method which can improve the students‟ reading interest. From the

finding of the research, it showed that recciprocal teaching method was good

method for students in SMA MALNU Menes, the students enjoyed during the

teaching and learning process, they had good communication among other

students, they were active in sharing information they got from the text, and

other good activites. So that reciproal teaching method brought a new

motivation for students because as long as teaching and learning process done

80

in the class, they did four steps in comprehending the text offered by

reciprocal teaching method.

The steps were (predicting, clarifying, questioning, and summarizinng),

thhose four steps made students feel better to understand the material

delivered by the teacher. Those four steps also helped students to use their

though hard, they had to think the predict the passage they were reading,

clarify unfamiliar or unknown sentences, statements or vocabulary they found

in the text. They were asked to make questions by themselves related to the

text in the questioning step, and they had to make summarizing or the essence

of the text that they have read. Started from those steps, it taught students

how to be independent and confidence, they will be relax during the class

because reciprocal teaching taught the students to work or study together in

the small discussion to solve the problems.

From this situations, it was hoped that what the students enjoyed during

the teaching learning process brought a good thing, feeling happines and

enjoyable made them relax.

In summary, from hypothesis analysis above, it can be said that reciprocal

teaching method was accepted to improve students‟ reading comprehension

of narrative text in senior high school level. By implementing reciprocal

teaching method most students were able to find or use appropriate

techniques (predicting, clarifying, questioning and summarizing) to break

down the difficulty of reading comprehension and they got new knowledge or

experience and the students with low reading interest motivated to read.

81

CHAPTER V

CONCLUSIONS AND SUGGESTION

A. Conclusions

Based on the result of hypothesis testing and data interpretation, it can be

summed up as follows:

There was significant effect of reading comprehension between students

who were taught by Reciprocal and those who were taught by grammatical

translation method. It can be seen from the score of students‟ reading

comprehension. In the reciprocal class, the maximum score was 85, and in

control class was 81, because many activities that could be stimulated the

students such as, predicting, clarifying, questioning, and summarizing and

they did in the small group.

Furthermore, the finding approve the effectiveness of Reciprocal method

enhancing students‟ reading comprehension for students with high reading

interest had clearly define. It was more effective, and the achievement was

higher than grammatical translation method. Students with high reading

interest were more motivated and they felt challenging with reciprocal method

and made students read more English story.

In line with the students with high reading interest, students with low

reading interest in reciprocal got the reading comprehension was higher than

grammatical translation method, it could be seen from the mean in experiment

class was 75.50; and in control class was 72.86, because the students with low

reading interest were motivated to prepared themselves.

Then, there was interactional effect between teaching method and reading

interest, it meant the students‟ reading comprehension was influenced by the

use of teaching method and reading interest

82

B. Suggestion

The research finding implies that reciprocal teaching method is

beneficial for the students to comprehend the text they read. It enables them to

be more strategic to predict, find main idea, make question, and make

summarizing.

Knowing the use and the advantages of using reciprocal method was

to help students in comprehending and reflecting the text they read, there are

some recommendations that may be used as guidance in implementing

reciprocal teaching as a reading comprehension method. Those especially are

recommended to teacher, students, and institution.

First, for teacher, working with reciprocal, the students can be work

individually and in group. Then, the teacher should patiently guide and

monitor students to use reciprocal method and provide students with many

samples of each reciprocal category. He/she should also motivate and

encourage the students to participate actively to participate actively in

teaching learning process and avoid them from being discouraged. It can be

done by telling them that they should share their opinion and give any respond

and it would be fine if they make mistakes since they are in teaching-learning

process.

The second recommendation is for the students. The students must realize

that reading is essential to keep surviving in modern and global world. It

enables the students to access and transfer worldwide information,

knowledge, science, and technology. Hence, they have to eradicate their

contagious dangerous laziness virus. They need to know that reading is one of

the keys to open the gate of success. To be good readers, the students require

good comprehension and reflect what they read. For that, the students may

employ reciprocal teaching method in reading activity.

83

Third, for institution, the facilities should be developed and improved to

support students‟ reading in various books, for instance add English books

collection in the library.

84

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(Second Edition). London: Oxford University Press. Lauder, Allan. (2008). “The Status and Function of English in Indonesia: A

Review of Key Factors”. Departement of Linguistics, Vol. 12 p. 9-20

Leanne, c. (2003).Reciprocal Technique and Adult High School Students. (online), Retrieved from http://www.ericfacility.org accessed on

November, 22.

Lems K., Miller L.D and Soro T.M (2010). Teahing Reading to English Language Learners: Insight from Linguistic. New York: The Guilford

Press. Lenz, K. (2005). An Introduction to Reading Comprehension. Available

website: http//www.specialconnections.ku.edu//.

Linse, Caroline T. (2005). Practical English language Teaching For Young Learners. New York: McGraw-Hill Companies, Inc.

Omari, A. H. danWeshah, A. H. (2010).Using the Reciprocal Teaching

Method by teachers at Jordanian Schools.European Journal of Social Sciences. Vol. 15, Number (1),

Pang, Elizabeth S et. al. (2003). Teaching Reading: Educational Practices Series. France: Sadag, Bellegarde.

Pani, S .(2004). Reading technique instruction through mental modeling.ELT

journal, vol 58 no 4 october/ 355-362 Quezada, Y and Hartman. (2007). Reciprocal teaching: the road to improve

reading comprehension, (online) Retrieved from

http://condor.admin.ccny.cuny.edu/ accessed on November, 23. Richards Jack C. & Theodore S. Rodgers. (2001). Approaches and Methods in

LanguageTeaching, a Description and Analysis.New York: Cambridge UniversityPress, 2nd ed.

Ruddell, M Rapp. (2005). Teaching Content Reading and Writing. America:

John Willey & Sons, Inc. Schlesinger, C. (2000). Classroom Management: special education, (online)

Retrieved from

http://www.albany.edu/~cs2160/research/classroom/reciprocalteaching.pdf. accessed on November, 23.

Snow, Catherine E. (2002). Reading for Understanding: toward an R&D Program in Reading Comprehension. New York: Rand Corporation.

86

Spartt, Pulverness and Williams. (2005). The TKT (Teaching Knowledge Test) Course. Cambridge: Cambridge University Press.

Stricklin K. (2011).Hands-on Reciprocal Teaching: a Comprehension Technique.International Reading Association.

Teaching and Researching Reading. (2002). William Grabe and Fredericka L.

Stoller. London: Pearson Education Longman. Pp. 291.ISBN 0-582-36995-9.

Walker, J. B. (2000). Diagnostic Teaching of Reading: Techniques for

Instruction and Assessment (4th ed.) OH: Merril.

87

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama satuan pendidikan : SMA MALNU Menes

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X/1 (Experiment)

Materi Pokok : Narrative text

Alokasi Waktu : 2 x 45 Menit

A. Kompetensi Inti (KI)

KI 1 dan KI 2

• Pembelajaran Sikap Spiritual dan Sikap Sosial dilaksanakan secara tidak langsung

(indirect teaching) melalui keteladanan, ekosistem pendidikan, dan proses

pembelajaran Pengetahuan dan Keterampilan

• Guru mengembangkan Sikap Spiritual dan Sikap Sosial dengan memperhatikan

karakteristik, kebutuhan, dan kondisi peserta didik

• Evaluasi terhadap Sikap Spiritual dan Sikap Sosial dilakukan sepanjang proses

pembelajaran berlangsung, dan berfungsi sebagai pertimbangan guru dalam

mengembangkan karakter peserta didik lebih lanjut

KI3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,

seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,

kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta

menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai

dengan bakat dan minatnya untuk memecahkan masalah.

KI4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait

dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan

mampu menggunakan metoda sesuai kaidah keilmuan

B. Kompetensi Dasar

3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif lisan dan

tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai

dengan konteks penggunaannya

4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur

kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat

88

C. Indikator Pencapaian Kompetensi

3.8.2 Menjelaskan struktur teks, dan unsur kebahasaan teks naratif dengan memberi

dan meminta informasi terkait legenda rakyat sesuai dengan konteks

penggunaannya.

3.8.3 Mengidentifikasi topik dari teks naratif dengan menggunakan strategi reciprocal.

3.8.4 Menggunakan unsur kebahasaan teks naratif dengan memberi dan meminta

informasi terkait legenda rakyat.

4.7.1.1 Menjelaskan makna secara kontekstual terkait fungsi sosial, teks naratif

terkait legenda rakyat menggunakan metode reciprocal

4.7.1.2 Menyimpulkan informasi terkait isi teks teks naratif menggunakan metodei

reciprocal.

D. Tujuan Pembelajaran

1. Melalui proses Reciprocal Teaching peserta didik mampu menangkap makna teks

naratif sederhana dengan percaya diri, jujur dan bertanggungjawab.

2. Melalu proses reciprocal teaching strategies peserta didik mampu memperhatikan

fungsi sosial, struktur teks dan unsure kebahasaan secara benar sesuai dengan

konteks.

3. Siswa mampu menggunakan unsur kebahasaan teks naratif

4. Siswa mampu menjelaskan makna dari cerita naratif

E. Materi Pembelajaran

Struktur Teks

Struktur naratif dapat mencakup

- Orientasi

- Komplikasi

- Resolusi

- Orientasi ulang

Unsur Kebahasaan

- Kalimat-kalimat dalam simple past tense, past continuous, dan lainnya yang relevan

- Kosa kata: terkait karakter, watak, dan setting dalam legenda

- Adverbia penghubung dan penujuk waktu

89

The Legend of the Kesodo Ceremony

Once upon a time on Mount Bromo, East Java, there was a couple living there. The

new couple wanted to have a child. They had married for a long time but they hadn‟t got a

baby. Every time they prayed to the Gods, asking for a child.

One day, there was a loud voice in the sky when they were praying.

“You are going to born a baby, and later you will birth too many children. But I have

a requirement for you to obey, if you really want to have children”, said the voice.

“Whatever you ask, my Lord”, the couple answered, “We will do it”,

“You must sacrifice your first son for the gods”.

The couple agreed to sacrifice their first son in the time that was asked by the voice.

Then, the wife got pregnant and gave birth to a son. The baby grew up into a handsome,

taught man. He was named Kesuma. The couple loved Kesuma very much. The wife gave

birth to eleven more children after Kesuma. And, they forget their promise to sacrifice

their first son to the god.

One day, the volcano erupted. Before that, there were series of earthquakes followed

by thunders in the sky. The sky was very dark, as if it was going to fall down. On the next

occasion, there was a voice in the sky, reminding the couple about their promise. The

couple was very afraid, but they just couldn‟t sacrifice their beloved son, Kesuma.

However, because the earthquakes and the thunders were becoming more and more

horrifying, Kesuma couldn‟t let his family and all the people in the village die.

Kesuma knew the situation. Then he said to his parents. “I would sacrifice myself in

order that our family and all the people in our village will live in peace. For the next times,

you all have to sacrifice animals and crops to the gods.” Then he jumped onto the crater of

the volcano. Amazingly, the earthquakes and the eruption stopped at once.

F. Metode Pembelajaran

Teknik Reciprocal teaching.

G. Langkah-langkah Pembelajaran

a. Pendahuluan

- Memberi salam dan tegursapa

- Mengecek absensi siswa

- Menyampaikan tujuan pembelajaran teks naratif

90

b. Kegiatan Inti

a) Pre reading

- Mereview pengetahuan yang sudah dimiliki siswa terkait teks naratif dengan

games.

- Guru membahas tentang teks naratif, termasuk generic structure, dan tenses.

b) During reading

- Guru mengenalkan strategi reciprocal kepada siswa

- Guru menuliskan nama tokoh dari cerita yang akan dipelajari

- Siswa diminta untuk memprediksi ceritanya seperti apa,

- Peserta didik dibagi kelompok

- Guru memberikan teks naratif

- Siswa diminta untuk membaca teks naratif tersebut

- Siswa diminta menuliskan kata atau kalimat yang mereka anggap sulit, dan

mendiskusikan dengan teman kelompoknya.

- Siswa diminta membuat pertanyaan seputar teks yang mereka baca dan

mendiskusikan jawabannya dengan kelompok yang lain

- Siswa diminta membuat kesimpulan dari cerita yang sudah mereka baca.

c) Post reading

- Guru memberikan feedback apa yang sudah dipelajari hari ini

- Guru dan siswa melakukan evaluasi

- Guru meminta siswa untuk membaca lebih banyak teks naratif

- Guru bertanya tentang kesulitan siswa mempelajari teks naratif

d) Penutup

- Guru dan siswa menyimpulkan pelajaran yang telah diterima

- Guru menutup kegiatan belajar mengajar

H. Penilaian

No Uraian Rentang Skor

1 Kesesuaian dengan topic 5-35

2 Struktur bahasa tepat 5-35

3 Pilihan kata dan ejaan 3-20

4 Kerapihan tulisan 1-10

91

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama satuan pendidikan : SMA MALNU Menes

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X/1 (Experiment)

Materi Pokok : Narrative text

Alokasi Waktu : 2 x 45 Menit

A. Kompetensi Inti (KI)

KI 1 dan KI 2

• Pembelajaran Sikap Spiritual dan Sikap Sosial dilaksanakan secara tidak langsung

(indirect teaching) melalui keteladanan, ekosistem pendidikan, dan proses

pembelajaran Pengetahuan dan Keterampilan

• Guru mengembangkan Sikap Spiritual dan Sikap Sosial dengan memperhatikan

karakteristik, kebutuhan, dan kondisi peserta didik

• Evaluasi terhadap Sikap Spiritual dan Sikap Sosial dilakukan sepanjang proses

pembelajaran berlangsung, dan berfungsi sebagai pertimbangan guru dalam

mengembangkan karakter peserta didik lebih lanjut

KI3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,

seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,

kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta

menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai

dengan bakat dan minatnya untuk memecahkan masalah.

KI4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait

dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan

mampu menggunakan metoda sesuai kaidah keilmuan

B. Kompetensi Dasar

3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif lisan dan

tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai

dengan konteks penggunaannya

4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur

kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat

92

C. Indikator Pencapaian Kompetensi

3.8.5 Menjelaskan struktur teks, dan unsur kebahasaan teks naratif dengan memberi

dan meminta informasi terkait legenda rakyat sesuai dengan konteks

penggunaannya.

3.8.6 Mengidentifikasi topik dari teks naratif dengan menggunakan strategi reciprocal.

3.8.7 Menggunakan unsur kebahasaan teks naratif dengan memberi dan meminta

informasi terkait legenda rakyat.

4.7.1.3 Menjelaskan makna secara kontekstual terkait fungsi sosial, teks naratif

terkait legenda rakyat menggunakan metode reciprocal

4.7.1.4 Menyimpulkan informasi terkait isi teks teks naratif menggunakan metodei

reciprocal.

D. Tujuan Pembelajaran

5. Melalui proses Reciprocal Teaching peserta didik mampu menangkap makna teks

naratif sederhana dengan percaya diri, jujur dan bertanggungjawab.

6. Melalu proses reciprocal teaching strategies peserta didik mampu memperhatikan

fungsi sosial, struktur teks dan unsure kebahasaan secara benar sesuai dengan

konteks.

7. Siswa mampu menggunakan unsur kebahasaan teks naratif

8. Siswa mampu menjelaskan makna dari cerita naratif

E. Materi Pembelajaran

Struktur Teks

Struktur naratif dapat mencakup

- Orientasi

- Komplikasi

- Resolusi

- Orientasi ulang

Unsur Kebahasaan

- Kalimat-kalimat dalam simple past tense, past continuous, dan lainnya yang relevan

- Kosa kata: terkait karakter, watak, dan setting dalam legenda - Adverbia penghubung dan penujuk waktu

93

Keong Mas

Once upon a time, there was a king, he wanted to marry Dewi Sekartaji, but Dewi Sekartaji was the wife of panji Asmoro Bangun. Then the king kidnapped her. Fortunately,

the god Narada saved Dewi Sekartaji. He turned her into a golden snail, named Keong

mas. The God told Keong Mas to drift along the river in order to find her husband, Panji Asmoro Bangun.

One day, a poor old widow, mbok Rondo Dadapan was fishing along the river. Do

you know what is widow? Yes, it is a woman who no longer has a husband. She found the golden snail and took it home. There, she put the snail in a jar and took good care of it.

Have you heard the word “jar” before? So, in Indonesia usually we call it “kendhi”. All of a sudden, unexpected good things took place in mbok Rondo‟s life.

Every time Mbok Rondo came back from her daily fishing. She found delicious

food on the table. The house was clean and neat. She wanted to find out who the mysterious kind person was. So one day, she went out from the house but did not fish. She

peeped through a hole in the wall of her house.

She saw a beautiful princess. The princess was coming out of the jar and starting to clean the house. The next day, without wasting any time Mbok Rondo ran into the

house. She smashed the jar. The princess could not turn back into a snail, then, Mbok Rondo adopted her.

Meanwhile, Raden Panji Asmoro Bangun, searched for his wife from one village

to another. Finally, he found his beloved wife. They went back to their kingdom, taking the good Mbok Rondo along with them.

F. Metode Pembelajaran

Teknik Reciprocal teaching.

G. Langkah-langkah Pembelajaran

c. Pendahuluan

- Memberi salam dan tegur sapa

- Mengecek absensi siswa

- Mengulas pembelajaran minggu lalu

- Membagi siswa dalam kelompok

d. Kegiatan Inti

e) Pre reading

- Menstimulasi siswa dengan menuliskan nama tokoh dalam teks, lalu meminta

siswa untuk memprediksi apa yang akan mereka baca,

94

f) During reading

- Guru memberikan teks naratif, dan meminta siswa untuk membacanya

- Meminta siswa untuk menulis kosakata yang belum mereka ketahui, dan

mendiskusikan dengan teman sekelompok mereka

- Meminta siswa untuk membuat pertanyaan berdasarkan teks yang sudah

mereka baca

- Meminta siswa untuk menukar pertanyan pertanyaan dengan grup yang lain.

- Guru mengecek jawaban siswa dengan berdiskusi.

- Guru meminta peserta didik untuk menjawab pertanyaan.

- Siswa diminta untuk membuat cerita kembali

g) Post reading

- Guru memberikan feedback apa yang sudah dipelajari hari ini

- Guru dan siswa melakukan evaluasi

- Guru bertanya tentang kesulitan siswa mempelajari teks naratif

h) Penutup

- Guru dan siswa menyimpulkan pelajaran yang telah diterima

- Guru meminta siswa untuk membaca lebih banyak teks naratif

- Guru menutup kegiatan belajar mengajar

H. Penilaian

No Uraian Rentang Skor

1 Kesesuaian dengan topic 5-35

2 Struktur bahasa tepat 5-35

3 Pilihan kata dan ejaan 3-20

4 Kerapihan tulisan 1-10

95

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama satuan pendidikan : SMA MALNU Menes

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X/1 (Experiment)

Materi Pokok : Narrative text

Alokasi Waktu : 2 x 45 Menit

A. Kompetensi Inti (KI)

KI 1 dan KI 2

• Pembelajaran Sikap Spiritual dan Sikap Sosial dilaksanakan secara tidak langsung

(indirect teaching) melalui keteladanan, ekosistem pendidikan, dan proses

pembelajaran Pengetahuan dan Keterampilan

• Guru mengembangkan Sikap Spiritual dan Sikap Sosial dengan memperhatikan

karakteristik, kebutuhan, dan kondisi peserta didik

• Evaluasi terhadap Sikap Spiritual dan Sikap Sosial dilakukan sepanjang proses

pembelajaran berlangsung, dan berfungsi sebagai pertimbangan guru dalam

mengembangkan karakter peserta didik lebih lanjut

KI3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,

seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,

kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta

menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai

dengan bakat dan minatnya untuk memecahkan masalah.

KI4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait

dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan

mampu menggunakan metoda sesuai kaidah keilmuan

B. Kompetensi Dasar

3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif lisan dan

tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai

dengan konteks penggunaannya

4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur

kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat

96

C. Indikator Pencapaian Kompetensi

3.8.8 Menjelaskan struktur teks, dan unsur kebahasaan teks naratif dengan memberi

dan meminta informasi terkait legenda rakyat sesuai dengan konteks

penggunaannya.

3.8.9 Mengidentifikasi topik dari teks naratif dengan menggunakan strategi reciprocal.

3.8.10 Menggunakan unsur kebahasaan teks naratif dengan memberi dan meminta

informasi terkait legenda rakyat.

4.7.1.5 Menjelaskan makna secara kontekstual terkait fungsi sosial, teks naratif

terkait legenda rakyat menggunakan metode reciprocal

4.7.1.6 Menyimpulkan informasi terkait isi teks teks naratif menggunakan metodei

reciprocal.

D. Tujuan Pembelajaran

1. Melalui proses Reciprocal Teaching peserta didik mampu menangkap makna teks

naratif sederhana dengan percaya diri, jujur dan bertanggungjawab.

2. Melalu proses reciprocal teaching strategies peserta didik mampu memperhatikan

fungsi sosial, struktur teks dan unsure kebahasaan secara benar sesuai dengan

konteks.

3. Siswa mampu menggunakan unsur kebahasaan teks naratif

4. Siswa mampu menjelaskan makna dari cerita naratif

E. Materi Pembelajaran

Struktur Teks

Struktur naratif dapat mencakup

- Orientasi

- Komplikasi

- Resolusi

- Orientasi ulang

Unsur Kebahasaan

- Kalimat-kalimat dalam simple past tense, past continuous, dan lainnya yang relevan

- Kosa kata: terkait karakter, watak, dan setting dalam legenda

- Adverbia penghubung dan penujuk waktu

97

Roro Jonggrang A long time ago, there was a big kingdom who named Prambanan. People lived

safe and peaceful. Then, Prambanan Kingdom was attacked and colonized by Pengging

Kingdom who led by Bandung Bondowoso. He was a person who liked to command cruel. He was a supernatural man and had troop of demons.

One day, Bandung Bondowoso met Roro Jonggrang, beautiful princess of

Prambanan‟s King. He fell in love with her and asked her to be his queen. Then, she submitted condition to him. She was available become his wife if he could build 1000

temples just a night. Then, he asked his demons to build temples. Bandung Bondowoso stood up in front of the stone. All of his hands are spread out

widely. A few later, the sky became into dark. The troop of demons moved to have their

duty. A few moments, the temple almost reached 1000 temples. Roro Jonggrang was worried knowing Bandung Bondowoso helped by his

demons. Many ladies in waiting are mandate to gather stubbles then burned out. The others

are commanded to pound rice mortar in order to the cock crowing. So that, troop of demons thought if the sun rose and had to stop.

In the morning, Bandung Bondowoso showed to Roro Jonggrang the temple he had built just a night. He shocked when he knew that the temple only 999. Then, he

changed Roro Jonggrang as statue to complete the temple. Finally, there were 1000

temples. The temples are called Roro Jonggrang Temple. (taken from britishcourse.com)

F. Metode Pembelajaran

Teknik Reciprocal teaching.

G. Langkah-langkah Pembelajaran

a. Pendahuluan

- Memberi salam dan tegur sapa

- Mengecek absensi siswa

- Mengulas pembelajaran minggu lalu

- Siswa dibagi dalam kelompok

b. Kegiatan Inti

a. Pre reading

- Menstimulasi siswa dengan menunjukan satu nama tokoh dalam cerita naratif

- Siswa diminta untuk memprediksikan atau menebak siapa tokoh tersebut

b. During reading

- Guru memberikan teks naratif, dan meminta siswa untuk membacanya

98

- Siswa diminta untuk menulisakn kosa kata yang sulit dan mencoba berdiskusi

dengan teman kelompoknya

- Meminta siswa untuk membuat pertanyaan berdasarkan teks yang sudah

mereka baca

- Meminta siswa untuk menukar pertanyan pertanyaan dengan grup yang lain.

- Guru mengecek jawaban siswa dengan berdiskusi.

- Guru meminta peserta didik untuk menjawab pertanyaan.

- Siswa diminta untuk membuat cerita kembali

c. Post reading

- Guru memberikan feedback apa yang sudah dipelajari hari ini

- Guru dan siswa melakukan evaluasi

- Guru bertanya tentang kesulitan siswa mempelajari teks naratif

- Guru meminta siswa untuk membaca lebih banyak teks naratif

d. Penutup

- Guru dan siswa menyimpulkan pelajaran yang telah diterima

- Guru menutup kegiatan belajar mengajar

H. Penilaian

No Uraian Rentang Skor

1 Kesesuaian dengan topic 5-35

2 Struktur bahasa tepat 5-35

3 Pilihan kata dan ejaan 3-20

4 Kerapihan tulisan 1-10

99

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama satuan pendidikan : SMA MALNU Menes

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X/1 (Experiment)

Materi Pokok : Narrative text

Alokasi Waktu : 2 x 45 Menit

A. Kompetensi Inti (KI)

KI 1 dan KI 2

• Pembelajaran Sikap Spiritual dan Sikap Sosial dilaksanakan secara tidak langsung

(indirect teaching) melalui keteladanan, ekosistem pendidikan, dan proses

pembelajaran Pengetahuan dan Keterampilan

• Guru mengembangkan Sikap Spiritual dan Sikap Sosial dengan memperhatikan

karakteristik, kebutuhan, dan kondisi peserta didik

• Evaluasi terhadap Sikap Spiritual dan Sikap Sosial dilakukan sepanjang proses

pembelajaran berlangsung, dan berfungsi sebagai pertimbangan guru dalam

mengembangkan karakter peserta didik lebih lanjut

KI3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,

seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,

kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta

menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai

dengan bakat dan minatnya untuk memecahkan masalah.

KI4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait

dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan

mampu menggunakan metoda sesuai kaidah keilmuan

B. Kompetensi Dasar

3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif lisan dan

tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai

dengan konteks penggunaannya

4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur

kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat

100

C. Indikator Pencapaian Kompetensi

3.8.11 Menjelaskan struktur teks, dan unsur kebahasaan teks naratif dengan memberi

dan meminta informasi terkait legenda rakyat sesuai dengan konteks

penggunaannya.

3.8.12 Mengidentifikasi topik dari teks naratif dengan menggunakan strategi reciprocal.

3.8.13 Menggunakan unsur kebahasaan teks naratif dengan memberi dan meminta

informasi terkait legenda rakyat.

4.7.1.7 Menjelaskan makna secara kontekstual terkait fungsi sosial, teks naratif

terkait legenda rakyat menggunakan metode reciprocal

4.7.1.8 Menyimpulkan informasi terkait isi teks teks naratif menggunakan metodei

reciprocal.

D. Tujuan Pembelajaran

1. Melalui proses Reciprocal Teaching peserta didik mampu menangkap makna teks

naratif sederhana dengan percaya diri, jujur dan bertanggungjawab.

2. Melalu proses reciprocal teaching strategies peserta didik mampu memperhatikan

fungsi sosial, struktur teks dan unsure kebahasaan secara benar sesuai dengan

konteks.

3. Siswa mampu menggunakan unsur kebahasaan teks naratif

4. Siswa mampu menjelaskan makna dari cerita naratif

E. Materi Pembelajaran

Struktur Teks

Struktur naratif dapat mencakup

- Orientasi

- Komplikasi

- Resolusi

- Orientasi ulang

Unsur Kebahasaan

- Kalimat-kalimat dalam simple past tense, past continuous, dan lainnya yang relevan

- Kosa kata: terkait karakter, watak, dan setting dalam legenda - Adverbia penghubung dan penujuk waktu

101

BIWAR

People in a village in Mimika were busy. They wanted to find sago. They prepared 12

boats to sail in the river. After three days, their boats were full with sago and now they

wanted to go back to their hometown. While they were sailing, suddenly a dragon comes!

The dragon used his tail to attack people. The tail made a very big wave in the river. Most

of them were drawn. Only one person survived. The person was a woman. She was

hanging to her boat and finally arrived in a land.

She was very sad. She was pregnant and her husband was killed. Her boat was broken

so she could not go back to her hometown. Later she gave birth to a son. She named her

son Biwar. She raised Biwar and gave skills, liked how to make weapons, set traps to catch

animals, and how to make fire.

Biwar became a handsome, strong, and healthy man. One day she asked his mother.

"Mother, where is my father? And how do we live alone? Where is everybody?"

Biwar's mother cried. "Your father is killed by the dragon. I'm the only one survived

from the incident. That's why we live alone here, Son." Biwar was very sad. His father had

died. Then he planned to take his mother to go back to their hometown.

Biwar made a big boat. He also made a lot of weapons. He wanted to protect his

mother from the dragon. After the boat was ready, they were sailing in the river. While

they were sailing, suddenly there was a big wave.

The dragon was coming! From his boat, Biwar used his arrow to attack the dragon.

After several times, he finally killed the dragon. When they arrived in the village, people

were happy to welcome Biwar. Thanks to him, they were not afraid to sailing in the river

anymore.

(Adapted from www. http://indonesialegend.wordpress.com)

F. Metode Pembelajaran

Teknik Reciprocal teaching.

G. Langkah-langkah Pembelajaran

a. Pendahuluan

- Memberi salam dan tegursapa

102

- Mengecek absensi siswa

- Mereview pembahasan di pembelajaran sebelumnya

b. Kegiatan Inti

Pre reading

- Guru membagi mereka dalam kelompok

- Guru menuliskan judul cerita dan meminta siswa untuk memprediksinya

During reading

- Guru memberikan teks naratif

- Siswa diminta untuk membaca teks naratif tersebut

- Siswa diminta menuliskan kata atau kalimat yang mereka anggap sulit, dan

mendiskusikan dengan teman kelompoknya.

- Siswa diminta membuat pertanyaan seputar teks yang mereka baca dan

mendiskusikan jawabannya dengan kelompok yang lain

- Siswa diminta membuat kesimpulan dari cerita yang sudah mereka baca.

Post reading

- Guru memberikan feedback apa yang sudah dipelajari hari ini

- Guru dan siswa melakukan evaluasi

- Guru bertanya tentang kesulitan siswa mempelajari teks naratif

c. Penutup

- Guru dan siswa menyimpulkan pelajaran yang telah diterima

- Guru menutup kegiatan belajar mengajar

H. Penilaian

No Uraian Rentang Skor

1 Kesesuaian dengan topic 5-35

2 Struktur bahasa tepat 5-35

3 Pilihan kata dan ejaan 3-20

4 Kerapihan tulisan 1-10

103

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama satuan pendidikan : SMA MALNU Menes

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X/1 (Control Class)

Materi Pokok : Narrative text

Alokasi Waktu : 2 x 45 Menit

A. Kompetensi Inti (KI)

KI 1 dan KI 2

• Pembelajaran Sikap Spiritual dan Sikap Sosial dilaksanakan secara tidak langsung

(indirect teaching) melalui keteladanan, ekosistem pendidikan, dan proses

pembelajaran Pengetahuan dan Keterampilan

• Guru mengembangkan Sikap Spiritual dan Sikap Sosial dengan memperhatikan

karakteristik, kebutuhan, dan kondisi peserta didik

• Evaluasi terhadap Sikap Spiritual dan Sikap Sosial dilakukan sepanjang proses

pembelajaran berlangsung, dan berfungsi sebagai pertimbangan guru dalam

mengembangkan karakter peserta didik lebih lanjut

KI3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,

seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,

kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta

menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai

dengan bakat dan minatnya untuk memecahkan masalah.

KI4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait

dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan

mampu menggunakan metoda sesuai kaidah keilmuan

B. Kompetensi Dasar

3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif lisan dan

tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai

dengan konteks penggunaannya

4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur

kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat

104

C. Indikator Pencapaian Kompetensi

3.8.14 Menjelaskan struktur teks, dan unsur kebahasaan teks naratif dengan memberi

dan meminta informasi terkait legenda rakyat sesuai dengan konteks

penggunaannya.

3.8.15 Mengidentifikasi topik dari teks naratif dengan menggunakan strategi reciprocal.

3.8.16 Menggunakan unsur kebahasaan teks naratif dengan memberi dan meminta

informasi terkait legenda rakyat.

4.7.1.9 Menjelaskan makna secara kontekstual terkait fungsi sosial, teks naratif

terkait legenda rakyat menggunakan metode reciprocal

4.7.1.10 Menyimpulkan informasi terkait isi teks teks naratif menggunakan metodei

reciprocal.

D. Tujuan Pembelajaran

1. Siswa mampu menangkap makna teks naratif sederhana dengan percaya diri, jujur

dan bertanggungjawab.

2. Siswa mampu memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan

secara benar sesuai dengan konteks.

3. Siswa mampu menggunakan unsur kebahasaan teks naratif

4. Siswa mampu menjelaskan makna dari cerita naratif

E. Materi Pembelajaran

Struktur Teks

Struktur naratif dapat mencakup

- Orientasi

- Komplikasi

- Resolusi

- Orientasi ulang

Unsur Kebahasaan

- Kalimat-kalimat dalam simple past tense, past continuous, dan lainnya yang relevan - Kosa kata: terkait karakter, watak, dan setting dalam legenda

- Adverbia penghubung dan penujuk waktu

105

The Legend of the Kesodo Ceremony

Once upon a time on Mount Bromo, East Java, there was a couple living there. The

new couple wanted to have a child. They had married for a long time but they hadn‟t got a

baby. Every time they prayed to the Gods, asking for a child.

One day, there was a loud voice in the sky when they were praying.

“You are going to born a baby, and later you will birth too many children. But I have

a requirement for you to obey, if you really want to have children”, said the voice.

“Whatever you ask, my Lord”, the couple answered, “We will do it”,

“You must sacrifice your first son for the gods”.

The couple agreed to sacrifice their first son in the time that was asked by the voice.

Then, the wife got pregnant and gave birth to a son. The baby grew up into a handsome,

taught man. He was named Kesuma. The couple loved Kesuma very much. The wife gave

birth to eleven more children after Kesuma. And, they forget their promise to sacrifice

their first son to the god.

One day, the volcano erupted. Before that, there were series of earthquakes followed

by thunders in the sky. The sky was very dark, as if it was going to fall down. On the next

occasion, there was a voice in the sky, reminding the couple about their promise. The

couple was very afraid, but they just couldn‟t sacrifice their beloved son, Kesuma.

However, because the earthquakes and the thunders were becoming more and more

horrifying, Kesuma couldn‟t let his family and all the people in the village die.

Kesuma knew the situation. Then he said to his parents. “I would sacrifice myself in

order that our family and all the people in our village will live in peace. For the next times,

you all have to sacrifice animals and crops to the gods.” Then he jumped onto the crater of

the volcano. Amazingly, the earthquakes and the eruption stopped at once.

Task 1

1. What does the first paragraph talk about?

2. How is Kesuma‟s personal characteristic?

3. What problem was faced by Kesuma‟s parents?

4. What lesson can we get from the story?

5. “The baby grew up into a handsome, tough man.” What is the synonym of the

underlined word?

106

Task 2

Find the verbs in the text, and then find the present tense form

F. Metode Pembelajaran

Grammar Translation Method

G. Langkah-langkah Pembelajaran

Pendahuluan

- Memberi salam dan tegur sapa dan berdoa

- Mengecek absensi siswa

- Menyampaikan tujuan pembelajaran

Kegiatan Inti

- Guru membagikan teks naratif dan meminta siswa untuk membaca dan

menterjemahkan teks yang diberikan.

- Siswa mengerjakan soal bacaan

- Guru membahas jawaban yang benar

- Guru menjelaskan pengertian dan struktur kalimat dari teks narratives

- Guru menjelaskan tentang past tenses

- Guru meminta siswa untuk menemukan kata kerja yang ada pada teks naratif

- Siswa diminta mencari bentuk pertama dari verbs yang mereka temukan

- Siswa diminta untuk menghapal kata kerja tersebut

Kegiatan akhir

- Membuka sesi pertanyaan kepada siswa mengenai teks narrative

- Menyimpulkan materi yang telah dipelajari

- Menugaskan siswa untuk mempeajari / membaca cerita narrative

H. Sumber Belajar

- Buku siswa Bahasa Inggris kelas X SMA/MA/SMK/MAK

- LKS

I. Pedoman Penilaian

Jika jawaban benar : 1

Jika jawaban salah : 0

107

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama satuan pendidikan : SMA MALNU Menes

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X/1 (Control Class)

Materi Pokok : Narrative text

Alokasi Waktu : 2 x 45 Menit

A. Kompetensi Inti (KI)

KI 1 dan KI 2

• Pembelajaran Sikap Spiritual dan Sikap Sosial dilaksanakan secara tidak langsung

(indirect teaching) melalui keteladanan, ekosistem pendidikan, dan proses

pembelajaran Pengetahuan dan Keterampilan

• Guru mengembangkan Sikap Spiritual dan Sikap Sosial dengan memperhatikan

karakteristik, kebutuhan, dan kondisi peserta didik

• Evaluasi terhadap Sikap Spiritual dan Sikap Sosial dilakukan sepanjang proses

pembelajaran berlangsung, dan berfungsi sebagai pertimbangan guru dalam

mengembangkan karakter peserta didik lebih lanjut

KI3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,

seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,

kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta

menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai

dengan bakat dan minatnya untuk memecahkan masalah.

KI4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait

dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan

mampu menggunakan metoda sesuai kaidah keilmuan

B. Kompetensi Dasar

3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif lisan dan

tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai

dengan konteks penggunaannya

4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur

kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat

108

C. Indikator Pencapaian Kompetensi

3.8.17 Menjelaskan struktur teks, dan unsur kebahasaan teks naratif dengan memberi

dan meminta informasi terkait legenda rakyat sesuai dengan konteks

penggunaannya.

3.8.18 Mengidentifikasi topik dari teks naratif dengan menggunakan strategi reciprocal.

3.8.19 Menggunakan unsur kebahasaan teks naratif dengan memberi dan meminta

informasi terkait legenda rakyat.

4.7.1.11 Menjelaskan makna secara kontekstual terkait fungsi sosial, teks naratif

terkait legenda rakyat menggunakan metode reciprocal

4.7.1.12 Menyimpulkan informasi terkait isi teks teks naratif menggunakan metodei

reciprocal.

D. Tujuan Pembelajaran

1. Siswa mampu menangkap makna teks naratif sederhana dengan percaya diri, jujur

dan bertanggungjawab.

2. Siswa mampu memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan

secara benar sesuai dengan konteks.

3. Siswa mampu menggunakan unsur kebahasaan teks naratif

4. Siswa mampu menjelaskan makna dari cerita naratif

E. Materi Pembelajaran

Struktur Teks

Struktur naratif dapat mencakup

- Orientasi

- Komplikasi

- Resolusi

- Orientasi ulang

Unsur Kebahasaan

- Kalimat-kalimat dalam simple past tense, past continuous, dan lainnya yang relevan - Kosa kata: terkait karakter, watak, dan setting dalam legenda

- Adverbia penghubung dan penujuk waktu

109

Keong Mas

Once upon a time, there was a king, he wanted to marry Dewi Sekartaji, but Dewi Sekartaji was the wife of panji Asmoro Bangun. Then the king kidnapped her. Fortunately,

the god Narada saved Dewi Sekartaji. He turned her into a golden snail, named Keong

mas. The God told Keong Mas to drift along the river in order to find her husband, Panji Asmoro Bangun.

One day, a poor old widow, mbok Rondo Dadapan was fishing along the river. Do

you know what is widow? Yes, it is a woman who no longer has a husband. She found the golden snail and took it home. There, she put the snail in a jar and took good care of it.

Have you heard the word “jar” before? So, in Indonesia usually we call it “kendhi”. All of a sudden, unexpected good things took place in mbok Rondo‟s life.

Every time Mbok Rondo came back from her daily fishing. She found delicious

food on the table. The house was clean and neat. She wanted to find out who the mysterious kind person was. So one day, she went out from the house but did not fish. She

peeped through a hole in the wall of her house.

She saw a beautiful princess. The princess was coming out of the jar and starting to clean the house. The next day, without wasting any time Mbok Rondo ran into the

house. She smashed the jar. The princess could not turn back into a snail, then, Mbok Rondo adopted her.

Meanwhile, Raden Panji Asmoro Bangun, searched for his wife from one village

to another. Finally, he found his beloved wife. They went back to their kingdom, taking the good Mbok Rondo along with them.

Task 1

Change the verbs into past tense forms.

1. Dewi Sekartaji is Raden Panji‟s wife.

2. He turns her into a golden snail.

3. She finds delicious food in the table.

4. Raden Panji searches her wife from one village to another.

5. They go back together to their kingdom.

Task 2

Arrange these jumble words into correct sentences.

a. Marry - to - He - Dewi Sekartaji – wanted

110

b. Snail - She - found - the – golden

c. a - beautiful – saw - She – princess

d. house - The - clean - was - neat - and

e. back – went - their - They - to – kingdom

F. Metode Pembelajaran

Grammar Translation Method

G. Langkah-langkah Pembelajaran

Pendahuluan

- Memberi salam dan tegur sapa dan berdoa

- Mengecek absensi siswa

Kegiatan Inti

- Guru membagikan teks narrative

- Guru mengingatkan kembali tentang generic structure yang ada pada narrative

teks

- Siswa diminta menyebutkan mana yang termasuk orientation, complication

dan resolution Siswa mengerjakan beberapa soal bacaan yang ada pada teks.

- Siswa menentukan bentuk kata kerja lampau dari kalimat-kalimat

- Siswa menyusun kata kata acak

- Siswa dipandu guru mendiskusikan jawaban mereka bersama-sama

Kegiatan akhir

- Menyimpulkan materi yang telah dipelajari

- Menanyakan kesulitan siswa selama kbm

H. Sumber Belajar

- Buku siswa Bahasa Inggris kelas X SMA/MA/SMK/MAK

- LKS

I. Pedoman Penilaian

Jika jawaban benar : 1

Jika jawaban salah : 0

111

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama satuan pendidikan : SMA MALNU Menes

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X/1 (Control Class)

Materi Pokok : Narrative text

Alokasi Waktu : 2 x 45 Menit

A. Kompetensi Inti (KI)

KI 1 dan KI 2

• Pembelajaran Sikap Spiritual dan Sikap Sosial dilaksanakan secara tidak langsung

(indirect teaching) melalui keteladanan, ekosistem pendidikan, dan proses

pembelajaran Pengetahuan dan Keterampilan

• Guru mengembangkan Sikap Spiritual dan Sikap Sosial dengan memperhatikan

karakteristik, kebutuhan, dan kondisi peserta didik

• Evaluasi terhadap Sikap Spiritual dan Sikap Sosial dilakukan sepanjang proses

pembelajaran berlangsung, dan berfungsi sebagai pertimbangan guru dalam

mengembangkan karakter peserta didik lebih lanjut

KI3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,

seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,

kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta

menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai

dengan bakat dan minatnya untuk memecahkan masalah.

KI4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait

dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan

mampu menggunakan metoda sesuai kaidah keilmuan

B. Kompetensi Dasar

3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif lisan dan

tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai

dengan konteks penggunaannya

4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur

kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat

112

C. Indikator Pencapaian Kompetensi

3.8.20 Menjelaskan struktur teks, dan unsur kebahasaan teks naratif dengan memberi

dan meminta informasi terkait legenda rakyat sesuai dengan konteks

penggunaannya.

3.8.21 Mengidentifikasi topik dari teks naratif dengan menggunakan strategi reciprocal.

3.8.22 Menggunakan unsur kebahasaan teks naratif dengan memberi dan meminta

informasi terkait legenda rakyat.

4.7.1.13 Menjelaskan makna secara kontekstual terkait fungsi sosial, teks naratif

terkait legenda rakyat menggunakan metode reciprocal

4.7.1.14 Menyimpulkan informasi terkait isi teks teks naratif menggunakan metodei

reciprocal.

D. Tujuan Pembelajaran

1. Siswa mampu menangkap makna teks naratif sederhana dengan percaya diri, jujur

dan bertanggungjawab.

2. Siswa mampu memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan

secara benar sesuai dengan konteks.

3. Siswa mampu menggunakan unsur kebahasaan teks naratif

4. Siswa mampu menjelaskan makna dari cerita naratif

E. Materi Pembelajaran

Struktur Teks

Struktur naratif dapat mencakup

- Orientasi

- Komplikasi

- Resolusi

- Orientasi ulang

Unsur Kebahasaan

- Kalimat-kalimat dalam simple past tense, past continuous, dan lainnya yang relevan - Kosa kata: terkait karakter, watak, dan setting dalam legenda

- Adverbia penghubung dan penujuk waktu

113

Task 1

Arrange these sentences into a good paragraph.

1. The house was clean and neat.

2. She peeped through a hole in the wall of her house

3. So one day, she went out from the house but did not fish.

4. She wanted to find out who the mysterious kind person was.

5. She found delicious food on the table.

6. Every time Mbok Rondo came back from her daily fishing.

Task 2

Arrange these sentences into a good narrative text.

1. Every time Mbok Rondo came back from her daily fishing. She found delicious food

on the table. The house was clean and neat. She wanted to find out who the mysterious kind person was. So one day, she went out from the house but did not fish.

She peeped through a hole in the wall of her house.

2. One day, a poor old widow, mbok Rondo Dadapan was fishing along the river. Do you know what is widow? Yes, it is a woman who no longer has a husband. She found

the golden snail and took it home. There, she put the snail in a jar and took good care

of it. Have you heard the word “jar” before? So, inIndonesia usually we call it “kendhi”. All of a sudden, unexpected good things took place in mbok Rondo‟s life.

3. Once upon a time, there was a king, he wanted to marry Dewi Sekartaji, but Dewi Sekartaji was the wife of panji Asmoro Bangun. Then the king kidnapped her.

Fortunately, the god Narada saved Dewi Sekartaji. He turned her into a golden snail,

named Keong mas. The God told Keong Mas to drift along the river in order to find her husband, Panji Asmoro Bangun.

4. Meanwhile, Raden Panji Asmoro Bangun, searched for his wife from one village to

another. Finally, he found his beloved wife. They went back to their kingdom, taking the good Mbok Rondo along with them.

5. She saw a beautiful princess. The princess was coming out of the jar and starting to clean the house. The next day, without wasting any time Mbok Rondo ran into the

house. She smashed the jar. The princess could not turn back into a snail, then, Mbok

Rondo adopted her.

F. Langkah-langkah Pembelajaran

Pendahuluan

114

- Mengucapkan salam dan mengecek kehadiran siswa

- Mengingatkan materi yang diajarkan di pertemuan sebelumnya

Kegiatan inti

- Siswa menyusun kata-kata acak menjadi baik

- Mendiskusikan jawaban bersama

- Siswa menyusun paragraph acak menjadi teks yang utuh

Kegiatan akhir

- Menyimpulkan materi yang telah dipelajari

- Menanyakan kesulitan siswa selama kbm

G. Sumber Belajar

- Buku siswa Bahasa Inggris kelas X SMA/MA/SMK/MAK

- LKS

H. Pedoman Penilaian

Jika jawaban benar : 1

Jika jawaban salah : 0

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RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama satuan pendidikan : SMA MALNU Menes

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X/1 (Control Class)

Materi Pokok : Narrative text

Alokasi Waktu : 2 x 45 Menit

A. Kompetensi Inti (KI)

KI 1 dan KI 2

• Pembelajaran Sikap Spiritual dan Sikap Sosial dilaksanakan secara tidak langsung

(indirect teaching) melalui keteladanan, ekosistem pendidikan, dan proses

pembelajaran Pengetahuan dan Keterampilan

• Guru mengembangkan Sikap Spiritual dan Sikap Sosial dengan memperhatikan

karakteristik, kebutuhan, dan kondisi peserta didik

• Evaluasi terhadap Sikap Spiritual dan Sikap Sosial dilakukan sepanjang proses

pembelajaran berlangsung, dan berfungsi sebagai pertimbangan guru dalam

mengembangkan karakter peserta didik lebih lanjut

KI3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,

seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,

kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta

menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai

dengan bakat dan minatnya untuk memecahkan masalah.

KI4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait

dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan

mampu menggunakan metoda sesuai kaidah keilmuan

B. Kompetensi Dasar

3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif lisan dan

tulis dengan memberi dan meminta informasi terkait legenda rakyat, sederhana, sesuai

dengan konteks penggunaannya

4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur

kebahasaan teks naratif, lisan dan tulis sederhana terkait legenda rakyat

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C. Indikator Pencapaian Kompetensi

3.8.23 Menjelaskan struktur teks, dan unsur kebahasaan teks naratif dengan memberi

dan meminta informasi terkait legenda rakyat sesuai dengan konteks

penggunaannya.

3.8.24 Mengidentifikasi topik dari teks naratif dengan menggunakan strategi reciprocal.

3.8.25 Menggunakan unsur kebahasaan teks naratif dengan memberi dan meminta

informasi terkait legenda rakyat.

4.7.1.15 Menjelaskan makna secara kontekstual terkait fungsi sosial, teks naratif

terkait legenda rakyat menggunakan metode reciprocal

4.7.1.16 Menyimpulkan informasi terkait isi teks teks naratif menggunakan metodei

reciprocal.

D. Tujuan Pembelajaran

1. Siswa mampu menangkap makna teks naratif sederhana dengan percaya diri, jujur

dan bertanggungjawab.

2. Siswa mampu memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan

secara benar sesuai dengan konteks.

3. Siswa mampu menggunakan unsur kebahasaan teks naratif

4. Siswa mampu menjelaskan makna dari cerita naratif

E. Materi Pembelajaran

Struktur Teks

Struktur naratif dapat mencakup

- Orientasi

- Komplikasi

- Resolusi

- Orientasi ulang

Unsur Kebahasaan

- Kalimat-kalimat dalam simple past tense, past continuous, dan lainnya yang relevan - Kosa kata: terkait karakter, watak, dan setting dalam legenda

- Adverbia penghubung dan penujuk waktu

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Retell the story individually using your own words using these pictures as guidance.

F. Langkah-langkah Pembelajaran

Pendahuluan

- Mengucapkan salam dan mengecek kehadiran siswa

- Mengingatkan materi yang diajarkan di pertemuan sebelumnya

Kegiatan inti

- Siswa diminta membuat cerita dari gambar yang tersedia

- Siswa diminta menuliskan kata kerja lampau dari cerita yang mereka tulis

- Siswa menghapal kata kerja yang mereka tulis

Kegiatan akhir

- Menyimpulkan materi yang telah dipelajari

- Menanyakan kesulitan siswa selama kbm

G. Sumber Belajar

- Buku siswa Bahasa Inggris kelas X SMA/MA/SMK/MAK

- LKS

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H. Pedoman Penilaian

Jika jawaban benar : 1

Jika jawaban salah : 0

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READING INTEREST QUESTIONNAIRES

Nama : .........................................................

Kelas :..........................................................

(Adapted by Sorrel Brown, 2010 & Scale Likert)

Petunjuk

Pertama kali isilah identitas saudara sebelum mengisi angket ini dengan memberi tanda silang (√) pilihan yang tersedia. Kemudian isilah angket berikut ini.

Alternatif jawaban yang tersedia adalah:

SS = Sangat Sering S = Sering

J = Jarang SJ = Sangat Jarang

TP = Tidak Pernah

Pilihlah salah satu pernyataan yang sesuai dengan pendapat atau yang paling mendekati pendapat Saudara/i dengan cara memberi tanda silang ( √ ) pada salah

satu kolom yang sudah disediakan.

No Pernyataan SS S J SJ TP

1 Saya memanfaatkan waktu luang dengan membaca buku

2 Saya membaca buku pada waktu istirahat di sekolah

3 Saya lebih suka membaca buku berbahasa inggris

4 Saya membaca buku/majalah berbahasa Inggris selama perjalanan liburan.

5 Saya malas membaca teks bahasa Inggris jika saya

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tidak mengetahui artinya.

6 Saya merasa bosan membaca buku berbahasa

Inggris

7 Saya membaca dongeng bahasa Inggris bergambar

8 Saya membaca teks bahasa inggris tentang hewan

9 Saya membaca teks berbahasa Inggris tentang

Tumbuhan

10 Saya lebih suka membaca buku yang dapat

memberikan informasi baru

11 Saya hanya membaca buku yang saya butuhkan

12 Saya membaca teks berbahasa Inggris karena

ingin mengetahui informasi di dalam teks

13 Saya sangat antusias jika saya diminta membaca

teks berbahasa Inggris

14 Saya mengalami kesulitan ketika membaca teks berbahasa Inggris.

15 Saya merasa terhibur dengan membaca cerita berbahasa Inggris

16 Saya merasa tidak puas jika saya tidak diminta

membacakan teks berbahasa Inggris oleh

guru

17 Saya berminat untuk membaca teks

berbahasa Inggris yang belum pernah saya baca

sebelumnya

18 Saya senang diberi tugas membaca cerita

berbahasa Inggris.

19 Saya ingin membaca teks berbahasa Inggris

dengan lancar.

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20 Saya membeli buku berbahasa Inggris dengan

uang sendiri.

21 Saya mengikuti tes membaca bahasa Inggris.

(Reading).

22 Saya suka membaca buku pelajaran bahasa inggris

23 Ketika membaca text bahasa inggris saya kesulitan memahami arti dari text.

24 Saya mencari sendiri arti kata yang sulit yang ada pada teks berbahasa Inggris.

25 Saya berusaha memahami sendiri tugas

membaca bahasa Inggris.

26 Saya kesulitan untuk menceritakan tentang apa

yang sudah saya baca

27 Saya membuat daftar kata yang baru saya temui ketika membaca text bahasa inggris.

28 Saya suka membaca buku dongeng bahasa inggris

29 Saya membaca buku karena penasaran dengan isi cerita nya

30 Saya merasa bosan membaca buku dongeng yang panjang

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Nama : .........................................................

Kelas :..........................................................

Read the text and answer the question.

Text 1

Sangkuriang

Once upon a time in west java, lived a writer king who had a beautiful daughter. Her name was Dayang Sumbi. She liked weaving very much. Once she was

weaving a cloth when one of her tools fell to the ground. She was very tired, at the same time she was too lazy to take it. Then she just shouted out loudly.

Anybody there! Bring me my tool. I will give you special present. If you are female. I will consider you as my sister if you are male, I will marry you sunddenly

a male dog, its name was Tumang came. He brought her the falling tool. Dayang Sumbi was very surprised. She regretted her words but she could not deny it. So

she had marry Tumang and leave her father. Then they lived in a small village. Several months later they had a son. His name was Sangkuriang. He was a

handsome and healthy boy.

Sangkuriang liked hunting very much, especially deer. He often hunting to the

wood usying his arrow. When he went hunting , Tumang was always with him.

One day Dayang Sumbi wanted to have deer‟s heart so she asked Sangkuriang to

hunt for a deer. Then Sangkuriang when to the wood with his arrow and his faithful dog. Tumang, but afher several days in the wood Sangkuriang could not find any

deer. Then where all disappeared. Sangkuriang was exhausted and desperate. He did not want to disappoint her mother so he killed Tumang. He did not know that

Tumang was his father. Tumang‟s heart to her mother. But Dayang Sumbi knew that it was Tumang‟s heart. She was so angry that she could not control her

emotion. She hit Sangkuriang at his head Sangkuriang was wounded. There was a scar in his head. She also repelled her son. Sangkuriang left her mother in sadness.

Many years passed and Sangkuriang became a strong young man. He wandered everywhere. One day he arrived. at his own village but he did not realize it. There

he met Dayang Sumbi. At the time Dayang Sumbi was given an eternal beauty by God so she stayed young forever. Both of them did know each other. So they fall in

love and then they decided to marry. But then Dayang Sumbi recognized a scar on Sangkuriang‟s head. She knew that Sangkuriang was his son. It was impossible for them to marry. She told him but he did not beliave her. He wished that they marry

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soon. So Dayang Sumbi gave very difficult condition. She asked Sangkuriang to

build a lake and a boat in one night! She said she needed that for honeymoon.

Sangkuriang agreed. With the help of genie and spiritis, Sangkuriang tired to build

them. By midnight he had completed the lake by building a dam in Citarum river. Then he started making the boat. It was almost dawn when he almost finished it.

Meanwhile Dayang Sumbi kept watching on him. She was very worried when she knew this. So she made lights in the east. Then the spiritis thought that was already

dawn. It was time for them to leave. They left Sangkuriang alone. Without their help he could not finish the boat.

Sangkuriang was angry. He kicked the boat. Then the boat turned upside down. It,

leter, became Mounth Tangkuban Perahu. Which means an upside-down boat. From a distant the mount really looks like an upside down boat.

1. What is the story about?

A. A wrath son

B. West java‟s tales C. Tumang a Dog husband

D. The legend of Tangkuban Perahu

2. Based on the story, who is Tumang?

A. Actually a handsome prince

B. Married to Dayang Sumbi C. Sangkuriang pet dog

D. Good at hunting deer

3. what is the main idea of the fourth paragraph?

A. Dayang Sumbi and Sangkuriang

B. Dayang sumbi knew that sangkuriang was his son C. Dayang sumbi felt in love

D. Wedding party of sangkuriang

4. What can we learn from the story?

A. People must keep their words all the time

B. Do not make a promise to easily

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C. Never be reluctant to do good things

D. We should not hate our decendants

Text 2

The Disobedient Son

Once there was a rich farmer in a village. He had a lot of land, cattle,

money and many servants. He had two sons. He led a happy life with them. After few years, the younger of the two sons became unhappy. He asked his father for his

share of property. His father advised him not demand like that. His mother also advised her son to do so. But he would not listen to his father‟s words. He got his

share and sold them. He had a huge amount with him. Once he got much money, he got bad company of friends. With this amount, he travelled to a distant country

where he did all he wished. He had another bad company of friends there as well. Because of this, he fell into evil ways.

All the money was gone. He became poor. AT that time, no one helped him out of bad company. Soon, he fell into debt. Then he understood his mistake and

returned to his country and to his parents. He afterwards obeyed his parents and led a happy life.

5. What does the text tell about?

a. The Son b. the disobedient

c. The obedient son d. The Disobedient Son

6. What is the generic structure of the text?

a. Orientation > Complication > Resolution > Re-Orientation

b. Orientation > Events > Re- Orientation

c. General Classification > Description

d. Identification > Description

7. what‟s the purpose of the text?

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a. retell the past event b. describe something in general

c. to entertain the reader d. to descrive the son

8. what is the main idea of the first paragraph?

a. the son was disobidient to his parents

b. his mother was give an advice

c. the son was arrogant

d. his father was a richman

Text 3

Once upon a time, there was an old woman who lived in a very old hut near

a forest with her only daughter. The daughter‟s name is Misna. She is beautiful but she had envious heart.

One day she saw girl of her age passing by her hut. The girl was joining her father hunting. She dressed in beautiful cloth. His father‟s assistants respected her.

Misna could not sleep when she was remembering this. She was very angry with her condition. She hated her hopeless mother.

In the morning she shouted at her mother. She wanted her mother to buy the most beautiful gown in the markets for her. Of course her mother could not afford

it. Then she cried and cried. She did not want to eat anything. Her mother was very sad. She decided to sell a piece of land, the only valuable thing that she had. She

bought her beloved daughter a very beautiful dress. Misna admired herself. She wanted to show everybody that she was a very beautiful girl. She asked her mother

to bring her to another village. Along the way, she smiled to everyone. People in the village thought that she was a princess. They gave her a high respect and

invited her to have meal in their house. Misna enjoyed this and told everybody that she was princess and mother was maid. Her mother was very sad but she kept her

felling deep in the heart.

On the way home Misna met a handsome prince. He was interested in her

and wanted to marry her. Misna told the prince that her mother had died and father went married to another woman. She was having a long trip with her loyal maid.

Listening to this, her mother was very upset. She cried loudly Misna was very angry to her and told her to be away from her.

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Suddenly there was a heavy rain accompanied with big thunders. Everyone

run away to save themselves. Misna was very afraid. She cried. Her mother wanted to help her but she did not want to at that time a big thunder hit her to dead.

9. Based on the story, who is Misna?

a. a beautiful girl

b. she is an assisstant

c. a beautiful girl with envious heart

d. she is a badgirl

10. what is the main idea of the second paragraph?

a. Misna is the jealous woman b. arrogant people

c. misna‟s father respected to misna d. greedy

11. What made her mother cried aloud?

a. she told everyone that she was her maid

b. she told the prince that her mother had died

c. she wanted her mother to buy the most beautiful gown

d. she was joining her father hunting for a long time

12. Misna was very angry to her. The word her refers to...

a. Misna b. Misna‟s father

c. Misna‟s mother d. Misna‟s assisstant

13. She is beautiful but she had envious heart

The underlined word refers to

a.Mirna b. Misna‟s mother

c. Misna d. Mirna‟s mother

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14. Which is the orientation of this text?

a. One upon a time, there was an old woman who lived in a very old hut near a forest with her only daughter. The daughter name is Misna. She is

beautiful but she had envious heart name is Misna. She is beautiful but she had envious heart

b. suddenly there was a heavy rain accompanied with big thunders everyone ran away to save themselves

c. she decided to sell a piece of land, the only valuable thing that she had. She bought her beloved daughter a very beautiful dress.

d. Misna admired herself. She wanted to show everybody that she was very beautiful girl

15. What we can learn from the text?

a. be a lazy girl b. we must be rescpet to our parents

c. be an arrogant girl d. be a humble girl

Text 4

The following text is for questions number 16 to 19.

Once a farmer owned a donkey and a lapdog. The donkey worked hard all day, hauling heavy loads. The lapdog stayed with his master all day, and lived in

the house with him. He did not work, but was allowed to sit on the master's lap. The donkey grew jealous of the lapdog. Perhaps if I behave like the dog, like wag

my tail and jump on the master, the master will start loving me as much as he does the dog. So the donkey decided to wait for his chance.

One day, when he was left unattended, the donkey broke his halter and ran into the farmhouse kitchen. There the farmer sat at table. The donkey rushed up to

him and began wagging his tail vigorously, and knocked off all the china from the table. He then started jumping around and frolicking like a little dog and finally

plunked himself down on the farmer's lap. The shocked farmer yelled for help. The farmhands came running in and dragged the donkey off to his stable, and gave him

a beating he did not forget for the rest of his life.

16. when he was left unattended. The word he refers to..

a. The donkey b. The lapdog

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c. The farmer d. donkey and lapdog

17. What is the main idea of paragraph 2?

a. The donkey wanted to be loved by its master.

b. The way the farmer treated the donkey.

c. The things done by the donkey to be loved.

d. The dog's habit is liked by the master.

18. What is the text tell about?

a. The farmer and his dog. b. The donkey and the lapdog.

c. The farmer and the donkey. d. the farmer with the donkey and the lapdog

19. What can we learn from the text?

a. It is good to share things with others. b. It is not good to help others.

c. It is not good to be envious to others. d. It is good to keep your promise.

20. what‟s the purpose of the text?

a. to amuse the reader b. to tell the past event

c. to describe the lapdog d. to help the donkey

Text 5

The Rabbit Revenge

Long, long ago a rabbit and lion were neighbors. The lion was very proud, and was fond of boasting about his strength. And thought they were such close neighbors,

the lion look down upon the rabbit, and use to bully and frighten her. Finally, the rabbit could stand it no longer and wanted to get her own back.

One day she went to the lion and said,” Good day, respected elder brother. Image it, I met an animal over there that looked exactly like you, and he said to me, „Is

there anyone in the world who dares stand up to me? If there is, let me come and have a duel with me. If there is no one, all of you have to submit to my rule and be

my servants!” “Oh, he was an intolerable braggart! He is so puffed up with pride that his eyes can‟t even light on

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anymore!” added the rabbit.

“Oho,” the lion said. “Didn‟t you mention me to him?”

“Yes, indeed, “the rabbit replied. “But it would have been better if I hadn‟t. When I

described how strong you were, he just sneered and said dreadfully rude things. He even went so far as to say that he wouldn‟t take you for his attendant!” The lion

flew into a rage and roared, “Where is he? Where is he?” Soon the rabbit took the lion a hill and, not going to near herself, pointed to a well from a distance, and said,

“He is down there, in the well.” The lion hastened to the well and glared angrily into it. Yes there was his rival who even glared back at him angrily. The lion

roared, and his enemy roared back. The lion become so furious that his hair stood on end. So did his enemy on the well. The lion show his teeth and lashed out with

his paws to scare his rival and his enemy in the well retaliated! In a fit of anger the lion sprang into the air with all his might and then flung himself at the enemy in the

well. The result was that the proud lion was instantly drowned.

21. what is the main idea of the second paragraph?

a. the lion was too furious that he challenged the other animal to fight

b. the rabbit told the lion that a strong animal challenged him to duel

c. the rabbit and the lion went to a hill to fight the strong animal

d. the rabbit was succesfully in defeating the lion

22. What can we learn from the story?

a. Be a good neighbor. b. Don‟t be so arrogant.

c. We must help each other. d. A friend in need is a friend indeed.

23. What is the purpose of the text?

a. To inform about the rabbit and Lion

b. To describe the story of the rabbit and lion

c. To give information about the rabbit revenge

d. To amuse the reader with the story of the rabbit revenge

24. Based on the text, which is plan of rabbit's revenge on a lion?

a. Rabbit against a lion

b. Rabbit make a plan so the lion fell into the well

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c. Rabbit asked the lion to the hill

d. Rabbit asked the lion to the well

25. Based on the text, what is the reason rabbit wants revenge on a lion?

a. because the lion has always made angry rabbit

b. because the lion was too strong

c. because the lion was too arrogant and was fond of boasting about his strength

d. because the lion look down upon the rabbit

TEXT 6

The following text is for Questions 26 to 30.

One day an elephant wandered into a forest in search of friends. He saw a

monkey on a tree. “Will you be my friend?” asked the elephant. Replied the monkey, “You are too big. You cannot swing from trees like me.”

Next, the elephant met a rabbit. He asked him to be his friends. But the rabbit said, “You are too big to play in my burrow!” Then the elephant met a frog.

“Will you be my friend? He asked. “How can I?” asked the frog. “You are too big to leap about like me.” The elephant was upset. He met a fox next. “Will you be my

friend?” he asked the fox. The fox said, “Sorry, sir, you are too big.” The next day, the elephant saw all the animals in the forest running for their lives. The elephant

asked them what the matter was. The bear replied, “There is a tiger in the forest. He‟s trying to gobble us all up!” The animals all ran away to hide.

The elephant wondered what he could do to solve everyone in the forest. Meanwhile, the tiger kept eating up whoever he could find. The elephant walked up

to the tiger and said, “Please, Mr. Tiger, do not eat up these poor animals.”

“Mind your own business!” growled the tiger. The elephant has a no choice but to

give the tiger a hefty kick. The frightened tiger ran for his life. The elephant ambled back into the forest to announce the good news to everyone. All the

animals thanked the elephant. They said, “You are just the right size to be our friend.”

26. What does the text tell about?

a. Elephant and lion b. Elephant and frog

c. Elephant and friends d. Animals in the forest

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27. Based on the text, how is the Elephant‟s character?

a. Cruel b. Good friend

c. Lazy d. Proud

28. what‟s the purpose of the text?

a. to describe an elephant b. to entertain the reader

c. to give an information d. to tell the past event

29. “You are too big”. The word you refers to...

a. Elephant b. animals

c. frog d. tiger

30. What we can learn from the text?

a. Elephant living alone in the forest

b. be a good friends

c. we should to be respect each other

d. don‟t judge people by the cover

Thank you

☺