Recommendations CONCLUSIONS AND RECOMMENDATIONS

83 Holsti, O. R. 1969. Content analysis for the social sciences and humanities. Reading, MA: Addison-Wesley. Hopkins, D. 2008. A teachers guide to classroom research. Buckingham: Open University Press. Indonesian Ministry of Education and Culture. 2013. PERMENDIKBUD Number 81a, 2013 about the Implementation of Curriculum. Jakarta: Permendikbud RI. Jones, R. 2012, August. Strategies for reading comprehension: Venn diagrams. Retrieved October 25, 2015, from Reading Quest: www.readingquest.orgstratvenn.html Joyce, C. 2008. Venn diagrams. New Zealand Council for Educational Research Retrieved October 8, 2015, from Assessment Resource Banks: ww.arbs.nzcer.org.nzstrategiesvenn.php Junaid. 2012. Venn diagram method for students ability in writing at intensive English class of Unismuh Makassar. Exposure Journal, 12, 160-161. Kemmis, S., McTaggart, R. 1988. The action research planner. Geelong, VIC: Deakin University. Krathwohl, D. R. 1998. Method of educational and social science research: An integrated approach 2nd ed.. Chicago: Waveland Press, Inc. Leedy, P. D., Ormrod, J. E. 2005. Practical research 3rd ed.. Boston: Allyn Bacon. Marshall, J. C., Hales, L. W. 1972. Essentials of testing. Don Mills, ON: Addison-Wesley Publishing Company. Mehrpour, S., Riazi, A. 2004, September. The impact of text length on EFL students reading comprehension. Asian EFL Journal, 63. Mertler, C. A. 2009. Action research: teacher as researchers in the classroom 2nd ed.. Los Angeles: SAGE Publication. Mills, G. E. 2003. Action research: A guide for the teacher researcher 2nd ed.. Upper Saddle River, NJ: Merrill Prentice Hall. Moore, D. D. 2008. Reading comprehension strategies. Retrieved November 8, 2015, from www.ngl.cengage.com. Moss, B., Leone, S., Dipillo, M. 1997. Exploring the literature of fact: Linking reading and writing through information trade books. Language Arts, 74, 418-429. 84 Nation, I. S. 2009. Teaching ESLEFL reading and writing. New York: Routledge. Nation, K. 2005. Childrens reading comprehension difficulties. In M. J. Snowling, C. Hulme, The science of reading: A handbook pp. 248- 265. Oxford: Blackwel Publishing Ltd. Palincsar, A. S., Brown, A. L. 1986. Interactive teaching to promote independent learning from text. Reading Teacher, 20, 771-776. Raphael, T. E. 1984. Teaching learners about sources of information for answering comprehension questions. Journal of Reading, 27, 303-311. Reason, P., Bradbury, H. 2001. Handbook of action research: Participative inquiry practice. London: SAGE Publications. Resnick, L. 1989. Knowing, learning, and instruction: Essays in honor of Robert Glaser. Hillsdale, NJ: Erlbaum. Reutzel, D. R., Cooper, R. D. 2007. Strategies for reading assessment and instruction: Helping every child succeed 3rd ed.. Upper Saddle River, NJ: MerrillPrentice Hall. Richards, J. C., Rodgers, T. S. 1998. Approaches and methods in language teaching. Cambridge: Cambridge University Press. Ringler, L. H., Weber, C. K. 1984. A Language-thinking approach to reading. San Diego, CA: Harcourt Brace Jovanovich, Ink. Schunk, D. H. 2008. Learning theories: An educational perpective 5th ed.. Columbus, OH: Pearson Education. Smith, C. 2003, September. The importance of expository text: Reading and writing. Topical Bibliography and Commentary. Bloomington, IN: ERIC Snow, C. 2002. Reading for understanding toward an RD program in reading comprehension. Santa Monica, CA: RAND Corporation. Stemler, S. 2001. An overview of content analysis. Practical assessment, research evaluation, 717. Tarigan, H. G. 1979. Membaca sebagai suatu keterampilan bahasa. Bandung: Angkasa. Wallace, M. J. 1998. Action reserach for language teachers. Cambridge: Cambridge University Press. Waxler, A. 2005. Venn diagrams. Retrieved from Teaching Tips Machine: www.teaching-tips-machine.com 85 William, B. 1984. The transition from theory to practice in teaching reading. Boston: Addison-Wesley Publishing Company. Willis, H. 1966. Strcuture, style, usage: A guide to expository writing. New York: Holt, Rinehart and Winston. 86 APPENDICES 87 APPENDIX A Covering Letter for the Headmaster of SMA Stella Duce 1 Yogyakarta 88 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 89 APPENDIX B Research Letter from SMA Stella Duce 1 Yogyakarta 90 APPENDIX C Research Instruments 1. Observation Sheets 2. Field Notes 3. Students’ Work Venn Diagrams 4. Tests 91 APPENDIX C Research Instruments 1. Observation Sheets 2. Field Notes 3. Students’ Work Venn diagrams 4. Tests 92 1a. Observation Sheet in Cycle 1 OBSERVATION SHEET School : Class : Day, DateMeeting : Time : Write down what you observe based on the activity opening, main, closing and what the teacher and students are doing during the class. Give comments on what you have observed. TIME ACTIVITY ATTITUDEBEHAVIORRESPONSE detailed descriptions of instructions, interactionsconversation, direct quotes verbal and non-verbal communication OBSERVER’S COMMENTS observer’s interpretation andor evaluation on what heshe is observing Teacher Students OPENING 1. Greeting 2. Asking about feeling 3. Brief explanation on today’s activity 93 4. Stimulation of recent issues MAIN ACTIVITY 1. Observing Mengamati - Watching video 2. Questioning Menanya - Asking about the content of the video - Answering questions 3. Gathering Data Mengumpulkan data - Activation of background knowledge on the topic - Listing what students have known about the topic - Reading the text - Identifying the main ideas PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 94 - Analyzing the text structure 4. Associating Mengasosiasi - Listing important points from the text - Putting the points to Venn diagram - Answering questions related to the text 5. Communicating Mengomunikasikan - Discussing the answers - Confirmationconclusion of the content of the text CLOSING 1. Summarizing today’s materials orally 2. Giving assignment PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 95 1b. Observation Sheet in Cycle 2 OBSERVATION SHEET School : Class : Day, DateMeeting : Time : Write down what you observe based on the activity opening, main, closing and what the teacher and students are doing during the class. Give comments on what you have observed. TIME ACTIVITY ATTITUDEBEHAVIORRESPONSE detailed descriptions of instructions, interactionsconversation, direct quotes verbal and non-verbal communication OBSERVER’S COMMENTS observer’s interpretation andor evaluation on what heshe is observing Teacher Students OPENING 1. Greeting 2. Asking about feeling PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 96 3. Brief explanation on today’s activity 4. Stimulation of recent issues MAIN ACTIVITY 1. Observing Mengamati - Observing recent phenomena in group 2. Questioning Menanya - Asking about the topics proposed by friends 3. Gathering Data Mengumpulkan data - Activation of background PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 97 knowledge on the topic - Listing what students have known about the topic - Reading the text - Teaching important words 4. Associating Mengasosiasi - Listing important points from the text - Putting the points to Venn diagram - Answering questions related to the text 5. Communicating PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 98 Mengomunikasikan - Discussing the answers - Confirmationconclusion of the content of the text CLOSING 1. Summarizing today’s materials orally 99 2. Field Notes in Cycle 1 and Cycle 2 FIELD NOTES DayDate : Meeting : 100 3. Students’ Work Venn Diagram PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 101 4a. Reading Test in Cycle 1 Name : No : EXERCISE I. Answer the questions below based on the text you have read. 1. What is the purpose of the text? A. To explain readers why someone can be a gay B. To persuade readers to help gay marriage get acknowledged C. To make readers believe that gay marriage can bring benefits to society D. To make readers believe that gay marriage d oesn’t need to be justified E. To explain readers how to make gay marriage get acknowledged 2. According to the writer, why does gay couple have the same right to get married? A. Because being gay cannot be controlled. B. Because gay couples need to have more attention. C. Because not all religions forbid same-sex marriage D. Because equal justice has to be applied to all citizens in a country. E. Because gay couples also want to live happily with their partners. 3. Why is it important to get gay marriage legalized by the government? A. Because legal gay marriage will make a country better B. Because society will not mock them if gay marriage is legalized C. Because it will be easier when gay couples want to adopt children D. Because legal gay marriage might not contribute to the spreading of HIVAIDS E. Because acknowledgement from government will give protection from those who oppose 4. Which statement below that is NOT stated in the text? A. People think that gay marriage is against religion and tradition B. Gay marriage is only accepted in developed countries C. The writer thinks that gay marriage is beneficial that it has to be legalized D. Gay marriage might create a better society since people will respect difference E. The writer believes that gay couples also deserve to be treated equally II. Answer the questions below based on your understanding and opinion. 5. Explain three main arguments briefly why gay marriage should be justified 6. In your opinion, does the writer have a great concern about the country? Why? 7. What is your personal opinion on gay marriage in Indonesia? SCORE 102 4b. Reading Test in Cycle 2 Name : No : EXERCISE I. Answer the questions below based on the text you have read. Score 5 1. What is the author’s purpose in writing the text? A. To describe how Finnish run their schools B. To explain the benefits of being a teacher in Finland C. To persuade readers to school their children in Finland D. To argue why Finnish schools are different from other countries E. To tell readers why most Finnish student continue to university 2. The statements below about the relationship between teachers and pupils are true, except.... A. Teachers and pupils have high frequency of communication B. Teachers and pupils have much time working in schools. C. Pupils are given a lot of tasks to make them study. D. Teachers dedicate their time to the students. E. Students have a little amount of homework compared to others 3. What do Finnish teachers do after school? A. They make new projects and work on curriculum. B. They make use of the time to take a break. C. Teachers continue their study to higher education D. Teachers teach other schools to increase their income. E. Teachers keep working on new projects while preparing materials at home. 4. How do Finnish people see teaching as a job? A. Teaching is the most popular profession in Finland. B. Teachers are highly paid because of its working hours. C. Teaching is not well-known because it is difficult D. Teaching is a highly respected profession in Finland. E. Being a teacher costs a lot of money because it needs high education. 5. Which one is the incorrect statement below? A. Finland is able to compete with other developed countries in Asia. B. All students can easily earn master degree. SCORE 103 C. All Finnish students have the same opportunity to attend preschool. D. Finland has a low rate of dropped out students. E. There is almost no difference between poor and rich students. II. Answer the questions below based on your understanding and opinion. Score 10 6. Do you agree with educational system in Finland to be applied in Indonesia? Explain your reasons. 7. Do you think that Finnish government had the biggest role in the quality of Finnish education? Answer: 104 APPENDIX D Lesson Plan and Teaching Materials 1. Lesson Plan and Teaching Materials of Cycle 1 2. Lesson Plan and Teaching Materials of Cycle 2 105 1. Lesson Plan and Teaching Materials of Cycle 1 RENCANA PELAKSANAAN PEMBELAJARAN Satuan Pendidikan : SMA Stella Duce 1 Yogyakarta Mata Pelajaran : Bahasa Inggris KelasSemester : XI Sebelas 2 dua Materi Pokok : Teks Eksposisi Analitis Alokasi Waktu : 1 pertemuan 2 x 45 menit

A. KOMPETENSI INTI

1. Menghayati dan mengamalkan ajaran agama yang dianutnya 2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli gotong royong, kerjasama, toleran, damai, santun, responsif dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia 3. Memahami, menerapkan, menganalisis dan mengevaluasi pengetahuan faktual, konseptual, prosedural dan metakognitif 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. 4. Mengolah, menalar, menyaji, dan mencipta dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri serta bertindak secara efektif dan kreatif, dan mampu menggunakan metoda sesuai kaidah keilmuan. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 106

B. KOMPETENSI DASAR DAN INDIKATOR

Kompetensi Dasar Indikator 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi international yang diwujudkan dalam semangat belajar. 1.1.1 1.1.2 Siswa mengucapkan thanks God karena dapat mempelajari bahasa Inggris Siswa berdoa sebelum memulai pelajaran bahasa Inggris 2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional. 2.3.1 2.3.2 Siswa mampu mengkomunikasikan ide dan pendapat dengan sopan kepada guru dan teman-teman sekelas. Siswa membantu teman sekelas dalam memahami makna teks 3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks eksposisi analitis tentang topik yang hangat dibicarakan umum, sesuai dengan konteks penggunaannya. 3.10.1 3.10.2 3.10.3 Siswa mampu menganalisis unsur kebahasaan dalam teks eksposisi analitis Siswa mampu mengkategorikan unsur-unsur yang membangun teks eksposisi analitis Siswa mampu menganalisis teks eksposisi analitis dengan bahasa yang sesuai. 4.14 Menangkap makna dalam teks eksposisi analitis tentang topik yang hangat 4.14.1 Siswa mampu menafsirkan makna dari teks eksposisi analitis dengan akurat 107 dibicarakan umum 4.14.2 4.14.3 Siswa mampu mengemukakan makna dari teks eksposisi analitis dengan tata bahasa yang benar. Siswa mampu mengemukakan pendapat mengenai posisi penulis dalam teks secara lisan.

C. TUJUAN PEMBELAJARAN

Pada akhir pembelajaran siswa mampu: 1.1.1.1 Diberi kesempatan untuk mengucapkan thanks God, siswa belajar secara bersungguh-sungguh sebagai bentuk ungkapan syukur. 1.1.1.1 Diberi kesempatan untuk berdoa dan bersyukur, siswa mampu berpartisipasi aktif dalam proses belajar mengajar bahasa Inggris dengan hati yang gembira. 2.3.1.1 Dengan adanya kesempatan untuk menyampaikan pendapat, siswa mampu mengkomunikasikan ide dan gagasannya dengan bahasa yang sopan. 2.3.2.1 Dengan bekerja dalam kelompok, siswa mampu mengajari teman- teman dalam satu kelompok untuk memahami makna teks. 3.10.1.1 Diberikan contoh teks eksposisi analitis tertulis, siswa mampu menemukan arti dari kosakata tertentu dalam teks eksposisi analitis 3.10.2.1 Dengan memahami karakteristik teks eksposisi analitis, siswa mampu mengkategorikan teks yang tergolong teks eksposisi analitis. 3.10.3.1 Dengan menggunakan teks yang telah dicari oleh siswa, siswa mampu mengelompokkan unsur-unsur yang membangun sebuah teks eksposisi analitis. 4.14.1.1 Diberi kesempatan membaca sebuah teks eksposisi analitis, siswa mampu memperkirakan inti dari teks eksposisi analitis. 4.14.2.1 Diberi kesempatan menganalisis teks eksposisi analitis, siswa mampu memproduksi paragraf sederhana mengenai makna teks. 108 4.14.3.1 Diberi kesempatan membaca dan menyimpulkan makna teks, siswa mampu mengemukakan pendapatkritik mereka mengenai posisi penulis secara lisan dengan tata bahasa yang benar.

D. MATERI PEMBELAJARAN

1. Fungsi sosial Menguraikan makna, posisi, dan argumen penulis terhadap suatu fenomenamasalah dalam teks eksposisi analitis. 2. Struktur teks Generic structure dalam teks eksposisi analitis: thesis, arguments, conclusionreiteration 3. Unsur kebahasaan - Simple present tense - Passive voice - Modalauxiliary will, should, must - Transitions firstlyinitially, secondly, then, finally - Conjunction therefore, although, in addition, besides, moreover, etc. - Relational process It is essentialvitalimportantnecessary, etc. 4. Topikcontoh teks Judul : Gay Marriage Should be Justifiable

E. METODE PEMBELAJARAN

- Pendekatan : saintifik - Metode : pembelajaran kooperatif

F. MEDIA, ALAT, DAN SUMBER PEMBELAJARAN

Media : laptop, LCD, power point, whiteboard, spidol Alatbahan : teks bacaan, handout Sumber belajar : teks bacaan, handout

G. LANGKAH-LANGKAH KEGIATAN PEMBELAJARAN

Kegiatan Deskripsi kegiatan Waktu Pendahuluan - Guru memberi salam good morning class - Guru menanyakan kabar siswahow are you dengan intonasi dan pronunciation yang tepat 5’ 109 - Guru bertanya siapa yang tidak hadir dan alasannya - Guru memberi stimulus tentang apa yang akan dilakukan hari ini Inti

1. Mengamati

- Siswa menonton video kampanye

2. Menanya

- Siswa menanyakan hal yang masih ingin diketahui tentang isi video - Siswa menjawab pertanyaan teman mereka secara lisan 3. Mengumpulkan data - Siswa diberikan teks berjudul Gay Marriage Should be Justifiable hanya melihat judultopik, tidak membaca isi teks - Siswa diberikan lembar diagram Venn - Siswa menuliskan apa saja yang sudah mereka ketahui berdasarkan judul teks ke dalam lingkaran Before pada diagram Venn - Siswa membaca teks bacaan

4. Mengasosiasi

- Siswa menuliskan poin-poin penting dari teks yang sudah mereka baca ke dalam lingkaran After pada diagram Venn - Siswa menganalisa persamaan lingkaran Before dan After - Siswa menjawab pertanyaan berdasarkan teks

5. Mengomunikasikan

- Siswa dan guru mendiskusikan jawaban pertanyaan - Siswa mendapat konfirmasi mengenai isi teks 5’ 10’ 15 ’ 40 ’ 10’ Penutup - Guru dan siswa membuat ringkasan materi pertemuan ini secara lisan - Guru meminta siswa untuk membaca satu teks eksposisi analitis, membuat Venn diagram berdasarkan teks, dan menuliskan opini mereka tentang isu terkait. 5’

H. PENILAIAN

Aspek sosial a. Teknik : observasi PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI