110
on the criteria of the mean score Table 2.1, the qualification was average to good.
The second question was How can the use of Lecfenco improve the English reading comprehension of Junior High School in the 2015-2016 academic year? It
can happens because the contents of Lecfenco and the steps that the writer has done in teaching learning activity can lead the students to the improvement of
English reading comprehension. The steps are giving word map, pit stop, word meaning, grammar and etcetera. Beside, there was a set of a learning media,
Lecfenco, especially for teaching procedure text. By implementing Lecfenco, the teacher helped students to understand
material of procedure better. The use of colourful and attractive material gained the students’ interest more. The student paid attention to the material of procedure
being presented. With all the strengths of the use of Lecfenco, teacher can take benefits that optimizing the use of Lecfenco can overcome the difficulties arising
in reading comprehension class. Based on the illustration above, it implies that optimizing the use of
Lecfenco in reading comprehension is strongly suggested.
B. Suggestion
Based on the researcher’s experience in carrying out this action research, the researcher could give suggestion for better improvement of the students’ reading
comprehension as follow: 1. For English teacher
To improve students’ reading comprehension, it is suggested for teachers to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
111
a. implement Lecfenco in the tree stages of the teaching of reading: pre, whilst, and post reading activities. Lecfenco gained students’ interest better. Besides
the use of Lecfenco will be able to create a better atmosphere in classroom and attract the students’ attention.
b. improve seven elements of reading comprehension for procedure text which cover determining the general information, finding out certain information,
finding implicit information, identifying explicit information, determining pronoun reference, determining communicative purpose; and identifying word
meaning. The improvement of determining general information and identifying implicit information were the lower mean score than the other five. Therefore,
teachers should find ways to improve the students’ ability to determining general information and to infer implicit information better.
c. select material and visual aids precisely in order to meet the students’ need and
level. This helps students to be more interested in the materials and be able to avoid boredom.
d. facilitate students to get better achievement by giving them necessary assistance whenever they get difficulties.
2. For students To improve students’ reading comprehension, it is suggested for students to:
a. develop reading comprehension ability by reading texts as many as possible to enrich their vocabulary mastery consistently.
b. actively use all vocabularies that have been learned into different skills. Therefore, they do not easily forget the vocabularies.
c. be brave to ask the teacher or other related expert when they find difficulties. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
112
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APPENDIX
116
RENCANA PELAKSANAAN PEMBELAJARAN RPP
SMP MTs :
SMPN 2 Bambanglipuro Kelas Semester
: I X 1
Mata Pelajaran :
Bahasa I nggris Jenis Teks
: Procedure
Aspek Skill :
Reading Alokasi Waktu
: 2 JP 2 Pertemuan, 2 x 40 manit
A Standar Kompetensi
5 Memahami makna teks tulis fungsional dan esei
pendek sederhana berbentuk procedure dan report
yang berkaitan dengan lingkungan sekitar. B
Kompetensi Dasar 5.3.
Merespon makna dan langkah retorika dalam esei pendek
sederhana secara
akurat, lancar
dan berterima yang berkaitan dengan lingkungan sekitar
dalam teks berbentuk procedure dan report.
C I ndikator
Siswa dapat megindentifikasi :
- gambaran umum teks procedure - Tujuan komunikatif teks procedure
- informasi tertentu teks procedure - informasi rinci tersurat teks procedure
- informasi tersirat yang terdapat dalam teks
procedure - makna kata tertentu dalam teks procedure
- rujukan kata yang terdapat dalam teks procedure
D Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat: •
merespon berbagai informasi yang terdapat dalam teks procedure
E Materi Pembelajaran
: Genre of text :
procedure : Recipe How to make fried
rice
•
Generic structure : Goal, Materials and Steps
•
The covering : First of all, Next, After that, then, etc.
•
Simple present tense
•
Grammar : To introduce imperative: Ex. Put, Heat etc.
Vocabularies related to the texts.
•
Some examples of Procedure texts
F Model Pembelajaran
: Four Steps BKOF, MOT, JCOT, and I COT G
Langkah-langkah Kegiatan
:
Appendix : 1
117
Pertemuan 1
No Kegiatan
TM PT
KMTT Nilai Karakter
A Pendahuluan
1. Mengucap salam dan tegur sapa
2. Mengecek kehadiran siswa
3. Menanyakan pelajaran yang lalu
4. Mengkomunikasikan tujuan pembelajaran
5. Mengkomunikasikan cakupan materi dan garis
besar kegiatan 6.
Menampilkan word map : jenis – jenis prosedur
Ramah Religius
antusias
No Kegiatan
TM PT
KMTT Nilai Karakter
B Kegiatan I nti
Eksplorasi
1. Siswa diminta mencari goal, ingredient toold dari gambar – gambar di pit stop
2. Siswa diminta mencari definisi 18 kata kerja verb yang ada pada word meaning
Ex. Cut : To devide or make smaller using sharp tools
Heat: To make something warm or hot 3. Secara kelompok siswa mengidentifikasi struktur
generik teks : How to
make fried rice berdasarkan clues pertanyaan yang ada; The
aim, I ngredient Tools and The step 4. Secara bergantian perwakilan kelompok diminta
untuk mempresentasikan
hasil kerja
kelompoknya. 5. Guru dan kelompok lain memberi komentar.
6. Guru menjelaskan simple present tense
Rasa ingin
tahu Bekerja keras
Kreatif Kerjasma
Disiplin mandiri
demokratis
Elaborasi 1.
Setiap kelompok
mempresentasikan hasil
analisanya di depan kelas. 2.
Guru dan kelompok lain memberikan komentar dan penilaian.
3. Siswa dan kelompoknya menganalisa teks :
How to make fried rice 4.
Siswa dan kelompoknya mencari action verb dan noun group
Rasa ingin
tahu Bekerja keras
Kreatif Kerjasma
Disiplin mandiri
demokratis
Konfirmasi
1. Guru memberi komentar atas penampilan
masing-masing kelompok. 2.
Guru memberi rewards kpd kelompok terbaik 3.
Guru dan Siswa mencocokan pertanyaan dan Jawaban yang benar tentang
How to make fried rice
4.
Siswa bersama guru melakukan refleksi dan menyimpulkan materi yang telah dipelajari
Kerja keras Rasa
ingin tahu
Bekerjasama Kreative
Komunikatif Demokratis
C Penutup
1. Guru memotivasi siswa untuk belajar di
rumah.
Antusias religius
118 2.
Salam penutup.
Pertemuan 2
No Kegiatan
TM PT
KMTT Nilai Karakter
A Pendahuluan
1. Mengucap salam dan tegur sapa 2. Mengecek kehadiran siswa
3. Menanyakan pelajaran yang lalu 4. Mengkomunikasikan tujuan pembelajaran
5. Mengkomunikasikan cakupan materi dan garis
besar kegiatan 6. Memutarkan Video “
How to make fried rice”
Ramah Religius
antusias
No Kegiatan
TM PT
KMTT Nilai Karakter
B Kegiatan I nti
Eksplorasi
1. Siswa membaca teks Prosedur “ How to make fried rice”
2. Siswa diminta mencari makna kata-kata sulit yang terdapat dalam Lecfenco :
How to make fried rice dengan menggunakan kamus.
3. Siswa dan kelompoknya mengartikan teks prosedur
4. Siswa menjawab 5 pertanyaan pilihan ganda terkait dengan isi teks di atas.
5. Secara bergantian perwakilan kelompok diminta untuk
mempresentasikan hasil
kerja kelompoknya.
6. Guru dan siswa membahasa jawaban dan memberi komentar.
Rasa ingin
tahu Bekerja keras
Kreatif Kerjasma
Disiplin mandiri
demokratis
Elaborasi 1. Guru memberikan contoh teks prosedur dan
menjelaskan, fungsi sosial, tujuan teks, tata bahasa dan ciri-ciri yang lain yang terdapat
dalam teks tersebut. 2. Guru memberi tugas siswa untuk menganalisa
struktur generik teks tersebut. 3. Setiap
kelompok mempresentasikan
hasil analisa nya di depan kelas.
4. Guru dan kelompok lain memberikan komentar dan penilian.
Rasa ingin
tahu Bekerja keras
Kreatif Kerjasma
Disiplin mandiri
demokratis
Konfirmasi 1. Guru memberi komentar atas penampilan
masing-masing kelompok. 2. Guru memberi rewards kpd kelompok terbaik.
Semua siswa berjabat tangan dgn kelompok terbaik.
3.
Siswa bersama guru melakukan refleksi dan menyimpulkan materi yang telah dipelajari
Kerja keras Rasa
ingin tahu
Bekerjasama Kreative
Komunikatif Demokratis
C Penutup
1. Guru memberi tugas siswa untuk
Antusias
119 mengidentifikasi langkah retorika teks
Procedure yang laen. 2. Guru memotivasi siswa untuk belajar di rumah.
3. Salam penutup.
Tanggung
jawab Kreatif
religius
H. Sumber Belajar