IM PROVING STUDENTS’ READING COMPREHENSION USING SEMANTIC MAPPING (A Classroom Action Research at the Second Grade Students Of MTS Asy -Syafi’iyah Karangasem Margasari Tegal 2014/2015) - repository perpustakaan

  A P P E N D

  I X A

  Students’ List Name NO Students’Name

  1 Ade FitriNurhidyah

  2 Anam Al Farisi

  3 AufaAdiliaAlfajari

  4 Carnengsih

  5 DitaUlfiani

  6 Enrico RestuAnanda

  7 ErniWidiani

  8 Eva Eviana

  9 IqbalMaulana

  10 Iqfiyani

  11 Jodi Prasetyo

  12 KhoirulUmam

  13 M. Abdul Aziz

  14 M. DediFathulloh

  15 MelanAyuPradita

  16 MelianaYustika

  17 RenitaIstiqomah

  18 Reza ZulfanAzmi

  19 RinaldiBahtiar

  20 Rizal Arifin

  21 RizkiLidiastuti

  22 SiskaMeliana

  23 SitiWarpu'ah

  24 Susi Apriliani

  25 Tia KhoirunNisa

  26 VinaUlfiana

  27 ZulfiyaniLatifah

  THE LIST OF SEMANTIC MAPPING GROUP Cycle 1 the second meeting NO Students’ Name

  1 Ade Fitri Nurhidyah Anam Al Farisi Aufa Adilia Alfajari Carnengsih Dita Ulfiani

  2 Enrico RestuAnanda ErniWidiani Eva Eviana IqbalMaulana Iqfiyani

  3 KhoirulUmam M. Abdul Aziz M. DediFathulloh MelanAyuPradita MelianaYustika

  4 RenitaIstiqomah Reza ZulfanAzmi RinaldiBahtiar Rizal Arifin RizkiLidiastuti

  5 SiskaMeliana Susi Apriliani Tia KhoirunNisa Vina Ulfiana ZulfiyaniLatifah

  THE LIST OF SEMANTIC MAPPING GROUP Cycle 2 the second meeting NO Students’ Name

  1 Zulfiyani Latifah Rizal Arifin M. DediFathulloh ErniWidiani Ade FitriNurhidyah

  2 Vina Ulfiana RinaldiBahtiar M. Abdul Aziz Iqfiyani RenitaIstiqomah

  3 Tia Khoirun Nisa Reza ZulfanAzmi KhoirulUmam Eva Eviana AufaAdiliaAlfajari

  4 Susi Apriliani SiskaMeliana MelanAyuPradita IqbalMaulana Anam Al Farisi

  5 DitaUlfiani RizkiLidiastuti MelianaYustika Enrico RestuAnanda Carnengsih

  A P P E N D

  I X B

  Observation Sheet of Individual Activity Day, Date : Monday, November 24th 2014 Cycle : 1 (One) Meeting : 1 (One) Theme : Recount Text Sub-Theme : My trip to Borobudur temple Time : 2 x 40 minutes No Name Contributive Participation Initiative Participation A B C D

  17 Renita Istiqomah  

  10

  9

  

3

  

27 Zulfiyani Latifah  

Total

  26 Vina Ulfiana

   25 Tia Khoirun Nisa   

   24 Susi Apriliani

  23 Siti Warpu'ah

   22 Siska Meliana 

   21 Rizki Lidiastuti

  20 Rizal Arifin

   19 Rinaldi Bahtiar    

  18 Reza Zulfan Azmi

   16 Meliana Yustika   

  

1 Ade Fitri Nurhidyah    

   15 Melan Ayu Pradita

  14 M. Dedi Fathulloh

  13 M. Abdul Aziz  

   12 Khoirul Umam  

   11 Jodi Prasetyo

  10 Iqfiyani

  

9 Iqbal Maulana    

   8 Eva Eviana  

  7 Erni Widiani

  

6 Enrico Rstu Ananda   

   5 Dita Ulfiani

   4 Carnengsih

  3 Aufa Adilia Alfajari

  2 Anam Al Farisi  

  25 Percentage (%) 11,11 33,33 37,04 92,59

Average 43,52 %

  Observation Sheet of Individual Activity Day, Date : Wednesday, November 26th 2014 Cycle : 1 (One) Meeting : 2 (Two) Theme : Narrative Text Sub-Theme : The legend of Toba lake Time : 2 x 40 minutes No Name Contributive Participation Initiative Participation A B C D

  17 Renita Istiqomah  

  11

  9

  

4

  Total

   27 Zulfiyani Latifah   

  26 Vina Ulfiana

   25 Tia Khoirun Nisa   

   24 Susi Apriliani

  23 Siti Warpu'ah

   22 Siska Meliana  

   21 Rizki Lidiastuti

  20 Rizal Arifin

   19 Rinaldi Bahtiar   

  18 Reza Zulfan Azmi

   16 Meliana Yustika   

  1 Ade Fitri Nurhidyah    

  15 Melan Ayu Pradita

   14 M. Dedi Fathulloh  

  13 M. Abdul Aziz

  12 Khoirul Umam  

  11 Jodi Prasetyo  

  10 Iqfiyani  

  9 Iqbal Maulana   

   8 Eva Eviana   

   7 Erni Widiani

  6 Enrico Rstu Ananda

  

5 Dita Ulfiani   

   4 Carnengsih

  3 Aufa Adilia Alfajari

  2 Anam Al Farisi  

  27 Percentage (%) 14,81 33,33 40,74 100

Average 47,22 %

  Observation Sheet of Individual Activity Day, Date : Thursday, November 27th 2014 Cycle : 2 (Two) Meeting : 1 (One) Theme : Narrative Text Sub-Theme : The monkey and Crocodile Time : 2 x 40 minutes No Name Contributive Participation Initiative Participation A B C D

  17 Renita Istiqomah  

  12

  15

  

14

  

27 Zulfiyani Latifah    

Total

  26 Vina Ulfiana

   25 Tia Khoirun Nisa   

  24 Susi Apriliani

  23 Siti Warpu'ah  

  22 Siska Meliana  

  21 Rizki Lidiastuti  

  20 Rizal Arifin  

   19 Rinaldi Bahtiar    

  18 Reza Zulfan Azmi

   16 Meliana Yustika    

  

1 Ade Fitri Nurhidyah    

  15 Melan Ayu Pradita

  14 M. Dedi Fathulloh   

  13 M. Abdul Aziz  

  12 Khoirul Umam   

  11 Jodi Prasetyo  

  10 Iqfiyani    

  

9 Iqbal Maulana    

  

8 Eva Eviana    

  7 Erni Widiani

  6 Enrico Rstu Ananda   

  5 Dita Ulfiani   

   4 Carnengsih  

  3 Aufa Adilia Alfajari

  

2 Anam Al Farisi   

  27 Percentage (%) 51,85 55,55 44,44 100

Average 62,96 %

  Observation Sheet of Individual Activity Day, Date : Monday, December 1st 2014 Cycle : 2 (Two) Meeting : 2 (Two) Theme : Narrative Text Sub-Theme : Prambanan Temple Time : 2 x 40 minutes No Name Contributive Participation Initiative Participation A B C D

  17 Renita Istiqomah    

  21

  23

  

21

  27 Zulfiyani Latifah     Total

  26 Vina Ulfiana  

  25 Tia Khoirun Nisa    

  24 Susi Apriliani    

  23 Siti Warpu'ah   

  22 Siska Meliana    

  21 Rizki Lidiastuti   

  20 Rizal Arifin  

  19 Rinaldi Bahtiar    

  18 Reza Zulfan Azmi   

  16 Meliana Yustika    

  1 Ade Fitri Nurhidyah    

  15 Melan Ayu Pradita   

  14 M. Dedi Fathulloh   

  13 M. Abdul Aziz   

  12 Khoirul Umam    

  11 Jodi Prasetyo    

  10 Iqfiyani    

  9 Iqbal Maulana    

  8 Eva Eviana    

  7 Erni Widiani    

  6 Enrico Rstu Ananda  

  5 Dita Ulfiani    

  4 Carnengsih   

  3 Aufa Adilia Alfajari  

  2 Anam Al Farisi   

  27 Percentage (%) 77,78 85,19 77,78 100

Average 85,19 %

  

Observation Sheet of Students’ Group Activity

Day, Date : Wednesday, November 26th 2014 Cycle : 1 (One) Meeting : 2 (Two) Theme : Narrative Text Sub-Theme : The Legend of Toba lake Time : 2 x 40 minutes Activity Groups Mean

  1

  

2

  3

  4

  5   40 %

  Contributive Asking Participation question  Answering

  20% question

   Giving 20 % opinion

       Initiative Initiating

  100 % Participation in doing task

  Observer (.................................)

  Observation Sheet of Students’ Group Activity Day, Date : Monday, December 1st 2014 Cycle : 2 (Two) Meeting : 2 (Two) Theme : Narrative Text Sub-Theme : Prambanan Temple Time : 2 x 40 minutes Activity Groups Mean

  1

  

2

  3

  4

  5    Contributive Asking

  60 % Participation question

    Answering

  40% question

     Giving

  60 % opinion

   Participation in doing task Observer (.................................)

      Initiative Initiating

  100 %

  Observation Sheet on Students’ Activity Pre-Conducting the Research Day, Date : Monday, November 3rd 2014 Theme : Narrative Text Sub-Theme : Cinderella Contributive Initiative

No Name Participation Participation

A B C D

  1 Ade Fitri Nurhidyah    

  2 Anam Al Farisi

  3 Aufa Adilia Alfajari

  4 Carnengsih

   5 Dita Ulfiani

   6 Enrico Rstu Ananda

  7 Erni Widiani

  8 Eva Eviana  

  9 Iqbal Maulana   

  10 Iqfiyani

  11 Jodi Prasetyo

  12 Khoirul Umam

   13 M. Abdul Aziz

   14 M. Dedi Fathulloh

   15 Melan Ayu Pradita

  16 Meliana Yustika  

  17 Renita Istiqomah

   18 Reza Zulfan Azmi

   19 Rinaldi Bahtiar

  20 Rizal Arifin

   21 Rizki Lidiastuti

  22 Siska Meliana

   23 Siti Warpu'ah

  24 Susi Apriliani  

  25 Tia Khoirun Nisa

   26 Vina Ulfiana

   27 Zulfiyani Latifah Total

  

1

  6

  2

  15 Percentage (%) 3, 70 22,22 7,41 55,56

Average 22,23 %

  The Teacher Observation Sheet Day, Date : Monday, November 24th 2014 Cycle : 1 (One) Meeting : 1 (One) Theme : Recount Text Sub-Theme : My trip to Borobudur temple Time : 2 x 40 minutes NO TEACHERS’ ACTIVITY SCORE

  1

  2

  3

  4 Pre-teaching

   1 Preparing the materials systematically

   2 Preparing the media

   3 Giving apperception

   4 Giving the aims of the learning Whilst teaching

5 Conditioning the students into groups

   6 Giving motivation and encouragement

   7 Giving the description about the materials that will be learned

   8 Observing the students

   9 Guiding the students in the discussing the material

   10 Giving opportunity to the students to ask questions and give opinion Post-teaching

   11 Reviewing the materials and giving evaluation Note : 1: Very Bad 2: Bad 3: Good 4: Very Good Observer (.................................)

  The Teacher Observation Sheet Day, Date : Wednesday, November 26th 2014 Cycle : 1 (One) Meeting : 2 (Two) Theme : Narrative Text Sub-Theme : The legend of Toba lake Time : 2 x 40 minutes NO TEACHERS’ ACTIVITY SCORE

  1

  2

  3

  4 Pre-teaching

   1 Preparing the materials systematically

   2 Preparing the media

   3 Giving apperception

  4 Giving the aims of the learning Whilst teaching

  5 Conditioning the students into groups

  6 Giving motivation and encouragement

   7 Giving the description about the materials that will be learned

   8 Observing the students

   9 Guiding the students in the discussing the material

   10 Giving opportunity to the students to ask questions and give opinion Post-teaching

   11 Reviewing the materials and giving evaluation Note : 1: Very Bad 2: Bad 3: Good 4: Very Good Observer (.................................)

  The Teacher Observation Sheet Day, Date : Thursday, November 27th 2014 Cycle : 2 (Two) Meeting : 1 (One) Theme : Narrative Text Sub-Theme : The monkey and Crocodile Time : 2 x 40 minutes NO TEACHERS’ ACTIVITY SCORE

  1

  2

  3

  4 Pre-teaching

   1 Preparing the materials systematically

   2 Preparing the media

   3 Giving apperception

  4 Giving the aims of the learning Whilst teaching

  5 Conditioning the students into groups

   6 Giving motivation and encouragement

   7 Giving the description about the materials that will be learned

   8 Observing the students

   9 Guiding the students in the discussing the material

   10 Giving opportunity to the students to ask questions and give opinion Post-teaching

  11 Reviewing the materials and giving evaluation Note : 1: Very Bad 2: Bad 3: Good 4: Very Good

  Observer (.................................)

  The Teacher Observation Sheet Day, Date : Monday, December 1st 2014 Cycle : 2 (Two) Meeting : 2 (Two) Theme : Narrative Text Sub-Theme : Prambanan Temple Time : 2 x 40 minutes NO TEACHERS’ ACTIVITY SCORE

  1

  2

  3

  4 Pre-teaching

   1 Preparing the materials systematically

   2 Preparing the media

   3 Giving apperception

  4 Giving the aims of the learning Whilst teaching

  5 Conditioning the students into groups

   6 Giving motivation and encouragement

   7 Giving the description about the materials that will be learned

   8 Observing the students

   9 Guiding the students in the discussing the material

   10 Giving opportunity to the students to ask questions and give opinion Post-teaching

   11 Reviewing the materials and giving evaluation Note : 1: Very Bad 2: Bad 3: Good 4: Very Good Observer (.................................)

  A P P E N D

  I X C

  REKAPITULASI ANGKET (After the Research) NO Pertanyaan Jawaban D.

  Y (%) T (%) Proses Pembelajaran Bahasa Inggris

• 1. Apakah model pembelajaran yang dilakukan oleh guru 100 sudah tidak membosankan dan menarik sehingga mendorong anda untuk lebih aktif di kelas?

  2. Apakah pengelolaan kelas oleh guru dengan semantic 100 - mapping dirasa sudah cukup efektif dalam membantu menciptakan suasana belajar bahasa inggris yang nyaman khususnya reading untuk anda?

  3. Apakah guru sudah menggunakan media pembantu 74,07 25,93 (contoh:gambar) dalam pengajaran bahasa inggris khususnya reading oleh guru? E.

   Keaktifan Siswa

  4. Apakah anda merasa senang dan lebih bersemangat untuk 92,59 7,41 mengikuti pengajaran reading dengan menggunakan semantic mapping?

  5. Apakah anda merasa lebih aktif dan lebih mudah dalam 70,37 29,63 memahami materi yang diberikan dengan menggunakan semantic mapping?

  6. Apakah anda lebih merasa percaya diri dalam bertanya, 66,67 33,33 menjawab pertanyaa, dan mengajukan pendapat?

  7. Apakah anda lebih merasa termotivasi untuk membaca 74,07 25,93 dan memahami isi bacaan?

  8. Apakah anda sudah dapat bekerja secara mandiri maupun 96,30 3,70 secara kelompok selama proses belajar bahasa inggris?

F. Prestasi Belajar Bahasa Inggris Siswa

  9. Apakah pengajaran reading dengan semantic mapping 92,59 7,41 dapat meningkatkan prestasi belajar anda?

  10. Apakah pengajaran reading dengan semantic mapping 55,56 44,44 sudah cukup efektif dalam membantu kesulitan belajar bahasa inggris anda selama ini?

TOTAL 822.22 177.78 MEAN

  82.22

  17.78

  REKAPITULASI ANGKET (Before the Research) NO Pertanyaan Jawaban A.

  Y (%) T (%) Proses Pembelajaran Bahasa Inggris

  1. Model pembelajaran membosankan, kurang menarik dan 82,28 17,72 tidak mendorong anda untuk berpartisipasi secara aktif di kelas.

  2. Pengelolaan kelas oleh guru dirasa belum cukup efektif 78,06 21,94 dalam membantu menciptakan suasana belajar bahasa inggris yang nyaman untuk anda.

3. Kurang adanya media pembantu pengajaran bahasa 60,53 39,47 inggris khususnya reading oleh guru.

B. Keaktifan Siswa

  4. Anda kurang bersemangat untuk mengikuti pelajaran 60,53 39,47 bahasa inggris yang guru berikan.

  5. Anda kurang aktif dalam proses pembelajaran bahasa 64,35 35,65 inggris karena tidak menguasai materi.

  6. Anda kurang berani dalam bertanya, menjawab 84,55 15,45 pertanyaan dan mengungkapkan pendapat.

  7. Anda kurang termotivasi untuk membaca dan memahami 87,97 12,03 isi bacaan.

  8. Anda kurang dapat bekerja secara mandiri dan kerja 75,03 24,97 kelompok selama proses belajar bahasa inggris.

C. Prestasi Belajar Bahasa Inggris Siswa

  9. Model pembelajaran yang monoton tidak dapat 67,50 32,50 meningkatkan prestasi belajar anda.

  10. Anda sering mengalami kesulitan belajar bahasa inggris 89,13 10,87 sehingga prestasi belajar anda rendah.

TOTAL 749,93 250,07 MEAN 74,99 25,07

  A P P E N D

  I X D

  LESSON PLAN 1

  School : MTS Asy-Syafi’iyah Karangasem Subject : English Class/Semester : 8 B / 1 Material : Narrative text Aspect/Skill : Reading Time Allocation : 2 x 40 minutes A.

   Core Competence 1.

  Appreciate and comprehend the value of religion believed 2. Appreciate and comprehend honest, discipline, responsible, caring (tolerance, cooperate) well behave and confident behavior to interact with natural and social environment effectively to the extent of the society and existent.

  3. Understanding, applying, analyzing and evaluating the factual knowledge, conceptual and procedural based on sense of curiosity about science, technology, art, culture and humanities with insight into humanity, nationality, state of union and the associated developing era the cause of the phenomena and the events, as well as implementing procedural knowledge in a specific field of study in accordance with their attitude and interest in solving problems.

  4. Process, reasonable, review and created in the true of concrete and abstract domains associated with development of which he / she had learned in school independently and act effectively and creatively and be able to use appropriate methods to academic rules.

B. Basic Competence 1.

  Being grateful for opportunity to learn English as a language of international communication embodied in the spirit of learning

  2. Show the honest behavior, discipline , confidence and responsibility in implementing transactional communication with teachers and friends

  3. Analyze the social function , text structure and language feature of narrative text based on context usage

4. Catch the meaning of the text analysis exposition on the subject that is being talked about general.

  C. Learning Objectives

  At the end of the session the students are able to: 1.

  Understand the generic structure and language feature of Narrative text 2. Identify action verb of Narrative text 3. Read Narrative text correctly

  D. Indicator 1.

  Responding the teacher’s greeting in the beginning of the lesson 2. Praying together in the beginning and the end of the lesson 3. Cooperating in doing the lesson with the others and the teacher 4. Showing the discipline attitude in joining the lesson 5. Identifying the social function, text structure and language features of narrative text 6. Mentioning the social function, text structure and language features of narrative text 7. Making the the narrative text in simple way 8. Present their discussion result of narrative text by reading aloud clearly

  E. Learning Material The monkey and the crocodile

  One day there was a monkey. He wanted to cross a river. There he saw a crocodile so he asked the crocodile to take him across the other side of the river. The crocodile agree and told the monkey to jump on its back. Then the crocodile swam down the river with the monkey on his top.

  Unluckily, the crocodile was very hungry, he stopped in the middle of the river and said to the monkey, “My father is very sick. He has to eat the heart of the monkey. So he will be healthy again.”

  At the time, the monkey was in dangerous situation and he had to think hard. Then he had a good idea. He told the crocodile to swim back to the river bank. “What’s for?” asked the crocodile. “Because I don’t bring my heart,” said the monkey. “I left it under a tree, near some coconuts in the river bank.”

  The crocodile agreed and turned around. He swam back to the bank of the river. As soon as they reached the river bank, the monkey jumped off the crocodile’s back. Then he climbed up to the top of a tree. “Where is your heart?” asked the crocodile. “You are foolish,” said the monkey to the crocodile. “Now I am free and I have my heart.

  Narrative text

  Purpose: To entertain the readers and to tell a story Generic structure: 1.

  Orientation : sets the scene and introduces the participants 2. Complication : a crisis arises 3. Resolution : the crisis is resolved, for better or worse 4. Reorientation : optional

  The monkey and the crocodile

Orientation

Main characters

  Setting Monkey Crocodile In the jungle Beside a river

  

Complication

Crocodile wants to catch and eat monkey

  Resolution Monkey told the crocodile to swim back to the river bank

F. Step of Teaching

  Activity Description Time Allotment Opening Remark

  a) 10 minutes Orientation

• Teacher greets the students.
• Teacher asks the leader of the class to lead pray.
• Teacher checks the attendant list.
• Teacher reviews the previous material by giving questions to the students.

  b) Apperception shows

• Teacher several texts material to encourage students about the material which going to be learned.
• Students guess the material which is going to be learned by conducting brief question & answer session.

  c) Motivation 10 minutes

  Teacher tells the students about the learning objectives for learning the material, which are :

• The students are expected to be able to know structure, social function and language features of narrative text.
• The students are expected to be able to catch the information from the narrative text.

  Main Activity

  a) 20 minutes Observing

• Teacher distributes a narrative text as a topic material then gives some questions about narrative text before teacher asks students to read.
• Students read the text given silently and answer the question given by teacher.
• Teacher gives an example of semantic mapping by making

a blank map then teacher put the tittle of text as the topic in the middle of blank map.

• Teacher gives other topic of a text by using semantic mapping to the students.

  b) Questioning

• Students are asked 20 minutes about the social function, generic structure and language features of the text from the topic based on semantic mapping constructed.
• Students are asked some questions about the main topic and the answer circling the main topic which is put in the middle of blank map.
• Students are encouraged to ask about the material

conducting a brief question and answer session.

  c) 30 minutes Associating

• Students work in group.
• Students make a semantic mapping based on their knowledge and the topic given.
• Students are given another text of topic and asked to find the generic structure.
• Students and teacher check the correct answer together.

  d) Experimenting

• Students work in group.
• Students do the exercise about the text / topic of semantic mapping given.
• Teacher gives students 10 minutes to complete the task.

e) Networking

• Students work in group consists of 5 students.
• The representative of each group presents their discussion in front of the class.
• Teacher observes the students’ performance.

  Closing

  10

• Teacher gives minutes feedback on the students’ performance.
• Teacher asks the students difficulties in learning the material.
• Teacher reviews and asks the students to conclude the material together.
• Teacher tells about upcoming material.
• Teacher closes the teaching learning process.

C. Teaching Technique 1.

  Approach : Scientific 2. Strategy : Cooperative Learning 3. Techniques : Semantic Mapping D.

   Media and Sources 1.

  Teaching Aids :

  White Board, Board marker , and Modeling of text

• Laptop, LCD Projector, 2.

  Source :

• English in Focus for Grade VII Junior High School (SMP/MTS) 3.

  Media :

• Text and picture E.

   Exercise 1. Text For Associating

  Read and find the generic structure from the text below with your group correctly!

  The Rats and the Elephants

  Once upon a time there lived a group of mice under a tree in peace. However, a group of elephants crossing the jungle unknowingly destroyed the homes of all the rats. Many of them were even crushed to death.

  Then taking of rats decided to approach the elephant's chief and request him to guide his herd through another route. On hearing the sad story, the elephant's king apologized and agreed to take another route. And so the lives of the rats were saved.

  One day elephant-hunters came to the jungle and trapped a group of elephants in huge nets. Then the elephant king suddenly remembered the king of the rats. He summoned on of the elephants of his herd, which had not been trapped, to go seek help from the king and told him about the trapped elephants.

  The rat's king immediately took his entire group of rats and they cut open the nets which had trapped the elephant's herd. The elephant herd was totally set free. They danced with joy and thank the rats.

  2. Text For Experimenting

  Discuss the text above with your group and make it into the semantic mapping by your group opinion correctly!

  3. Text For Networking

  Explain and present your group result semantic mapping in front of the class!

  

Answer Key Lesson Plan 1

  1. Text for Associating

  Generic structure:

• Orientation : Paragraph 1
• Complication : Paragraph 2 and 3

  : Paragraph 4

• Resolution

  2. Text for Experimenting

TheRats and the Elephants

  

Orientation

Main characters Setting

  The rats The elephants In the jungle In huge net

  Problem The rats cut open the nets which had trapped the elephant's herd

  A group of elephants crossing the jungle unknowingly destroyed th h f ll th t

  Solution

3.Text for Networking Scoring the students’ presentation of their semantic mapping constructed.

  LESSON PLAN 2

  School : MTS Asy-Syafi’iyah Karangasem Subject : English Class/Semester : 8 B / 1 Material : Narrative text Aspect/Skill : Reading Time Allocation : 2 x 40 minutes Academic Year : 2014 / 2015 A.

   Core Competence 1.

  Appreciate and comprehend the value of religion believed 2. Appreciate and comprehend honest, discipline, responsible, caring (tolerance, cooperate) well behave and confident behavior to interact with natural and social environment effectively to the extent of the society and existent.

  3. Understanding, applying, analyzing and evaluating the factual knowledge, conceptual and procedural based on sense of curiosity about science, technology, art, culture and humanities with insight into humanity, nationality, state of union and the associated developing era the cause of the phenomena and the events, as well as implementing procedural knowledge in a specific field of study in accordance with their attitude and interest in solving problems.

  4. Process, reasonable, review and created in the true of concrete and abstract domains associated with development of which he / she had learned in school independently and act effectively and creatively and be able to use appropriate methods to academic rules.

B. Basic Competence 1.

  Being grateful for opportunity to learn English as a language of international communication embodied in the spirit of learning

  2. Show the honest behavior, discipline , confidence and responsibility in implementing transactional communication with teachers and friends

  3. Analyze the social function , text structure and language feature of descriptive text based on context usage

4. Catch the meaning of the text analysis exposition on the subject that is being talked about general.

C. Learning Objectives

  At the end of the session the students are able to: 1. Understand the generic structure and language feature of Narrative text 2.

  Identify action verb of Narrative text 3. ReadNarrative text correctly D.

   Indicator 9.

  Responding the teacher’s greeting in the beginning of the lesson 10.

  Praying together in the beginning and the end of the lesson 11. Cooperating in doing the lesson with the others and the teacher 12. Showing the discipline attitude in joining the lesson 13. Identifying the social function, text structure and language features of descriptive text 14. Mentioning the social function, text structure and language features of descriptive text 15. Making the the descriptive text in simple way 16. Present their discussion result of descriptive text by reading aloud clearly E.

   Learning Material The legend of Toba Lake

  Once upon a time, there was a man who was living in north Sumatra. He lived in a simple hut in a farming field. He did some gardening and fishing for his daily life. One day, while the man was do fishing, he caught a big golden fish in his trap. It was the biggest catch which he ever had in his life. Surprisingly, this fish turned into a beautiful princess. He felt in love with her and proposed her to be his wife. She said; "Yes, but you have to promise not to tell anyone about the secret that I was once a fish, otherwise there will be a huge disaster". The man made the deal and they got married, lived happily and had a daughter.

  Few years later, his daughter would help bringing lunch to her father out in the fields. One day, his daughter was so hungry and she ate his father’s lunch. Unfortunately, he found out and got furious, and shouted; “You damned daughter of a fish”. The daughter ran home and asked her mother. The mother started crying, felt sad that her husband had broken his promise.

  Then she told her daughter to run up the hills because a huge disaster was about to come. When her daughter left, she prayed. Soon there was a big earthquake followed by non-stop pouring rain. The whole area got flooded and became Toba Lake. She turned into a fish again and the man became the island of Samosir.

  Narrative text Purpose: To entertain the readers and to tell a story Generic structure: 1.

  Orientation : sets the scene and introduces the participants 2. Complication : a crisis arises 3. Resolution : the crisis is resolved, for better or worse 4. Reorientation : optional

  

Orientation

Main characters

  Setting Around in a narrow valley In a field In a hut

  Fisherman The Princess The Daughter

  

Complication

The fish had turned into a beautiful princess

  Solution They lived happily and harmoniously with their only daughter

  

Major Problem

Major resolution The princess heard that and felt that he had broken his promise

  The place turned into Lake Toba and the hill into Samosir Island

  The Legend of Toba Lake

F. Step Of Teaching

  Activity Description Time Allotment Opening Remark

  a. 10 minutes Orientation

  d) Teacher greets the students.

  e) Teacher asks the leader of the class to lead pray.

  f) Teacher checks the attendant list.

  g) Teacher reviews the previous material by giving questions to the students.

  b.

  Apperception

• Teacher shows several texts material to encourage students about the material which going to be learned.
• Students guess the material which is going to be learned by conducting brief question & answer session.

c.

  Motivation Teacher tells the 10 minutes students about the learning objectives for learning the material, which are :

• The students are expected to be able to know structure, social function and language features of narrative text.
• The students are expected to be able to catch the information from the narrative text.

  Main Activity

  a. 20 minutes Observing

• Teacher distributes a narrative text as a topic material then gives some questions about narrative text before teacher asks students to read.
• Students read the text given silently and answer the question given by

teacher.

• Teacher gives an example of semantic mapping by making a blank map then teacher put the tittle of text as the topic in the middle of blank map.
• Teacher gives other topic of a text by using semantic mapping to the students.

  b.

  Questioning 20 minutes

• Students are asked about the social function, generic structure and language features of the text from the topic based on semantic mapping constructed.
• Students are asked some questions about the main topic and the answer circling the main topic which is put in

the middle of blank map.

• Students are encouraged to ask about the material conducting a brief question and answer session.

  c.

  Associating 30 minutes

• Students work in group.
• Students make a semantic mapping based on their knowledge and the topic given.
• Students are given another text of topic and asked to find the generic structure.
• Students and teacher check the correct answer together.

  d.

  Experimenting

• Students work in group.
• Students do the exercise about the text / topic of semantic mapping

given.

• Teacher gives students 10 minutes to complete the task.

  e.

  Networking

• Students work in group consists of 5 students.
• The representative of each group presents their discussion in front of the class.
• Teacher observes the students’ performance.

  Closing 11 minutes

• Teacher gives feedback on the students’ performance.
• Teacher asks the students difficulties in learning the material.
• Teacher reviews and asks the students to conclude the material together.
• Teacher tells about upcoming material.
• Teacher closes the teaching learning process.

G. Teaching Technique 1.

  Approach : Scientific 2. Strategy : Cooperative Learning 3. Techniques : Semantic Mapping H.

   Media and Sources 1.

  Teaching Aids :

• Laptop, LCD Projector, Text 2.

  Source :

• English in Focus for Grade VIII Junior High School (SMP/MTS) 3.

  Media :

• Text and Ms. Power point I.

   Exercise 1. Text For Associating

  Read and find the generic structure from the text below with your group correctly!

  Cinderella

  Cinderella lived with a very mean family. She had to do all the chores. She made the bed. She did the dishes. She cooked the meals. She even took out the garbage. One day, the family went to a party at the prince’s palace. Cinderella was sad. She said,

  “I want to go the party, too!” Suddenly, fairy princess came and said, “I can help you.” She gave Cinderella a party dress and some glass slippers. Then she said, “Come home early. My magic ends at midnight, I’m just learning this job.”

  Cinderella went to the party and danced with the prince. She forgot about time. Then she saw a clock. It was almost midnight! Cinderella ran home, but she lost one of her glass slippers on the way.

  The prince wanted to marry Cinderella, but all he had was a glass slipper. Some women tried on the slipper, but it did not fit. The prince thought, “Everyone has such big feet!” Then one day, Cinderella tried it on and it fit! The prince and Cinderella got married, and they lived happily ever after.

  2. Text For Experimenting

  Discuss the text above with your group and make it into the semantic mapping by your group opinion correctly!

  3. Text for Networking

  Explain and present your group result semantic mapping in front of the class!

  Answer Key Lesson Plan 2

  1. Text for Associating

  Generic structure:

• Orientation : Paragraph 1, 2 and 3
• Complication : Paragraph 4 and 5

  : Paragraph 6

• Resolution

  2. Text for Experimenting Cinderella Orientation Main characters Setting

  Home Palace Fairy princess The Prince Cinderella

  Complication/Problem The prince and Cinderella got married Suddenly, fairy princess came & and lived happily ever after help Cinderella

  Solution She forgot about time and ran home, but she lost one of her glass slippers on the way

  Major Problem

  3. Text for Networking Scoring the students’ presentation of their semantic mapping constructed.

  LESSON PLAN 3

  School : MTS Asy-Syafi’iyah Karangasem Subject : English Class/Semester : 8 B / 1 Material : Recount text Aspect/Skill : Reading Time Allocation : 2 x 40 minutes A.

   Core Competence 1.

  Appreciate and comprehend the value of religion believed 2. Appreciate and comprehend honest, discipline, responsible, caring (tolerance, cooperate) well behave and confident behavior to interact with natural and social environment effectively to the extent of the society and existent.

  3. Understanding, applying, analyzing and evaluating the factual knowledge, conceptual and procedural based on sense of curiosity about science, technology, art, culture and humanities with insight into humanity, nationality, state of union and the associated developing era the cause of the phenomena and the events, as well as implementing procedural knowledge in a specific field of study in accordance with their attitude and interest in solving problems.

  4. Process, reasonable, review and created in the true of concrete and abstract domains associated with development of which he / she had learned in school independently and act effectively and creatively and be able to use appropriate methods to academic rules.

B. Basic Competence 1.

  Being grateful for opportunity to learn English as a language of international communication embodied in the spirit of learning.

2. Show the honest behavior, discipline , confidence and responsibility in implementing transactional communication with teachers and friends.

  3. Analyze the social function , text structure and language feature of narrative text based on context usage.

  4. Catch the meaning of the text analysis exposition on the subject that is being talked about general.

C. Learning Objectives

  At the end of the session the students are able to: 1. Understand the generic structure and language feature of Recount text 2. Identify action verb of Recount text 3.

  ReadRecount text correctly D.

   Indicator 1.