THE IMPLEMENTATION OF PREDICTION STRATEGY IN

i

THE IMPLEMENTATION OF PREDICTION STRATEGY IN

IMPROVING STUDENTS’ READING COMPREHENSION ON ENGLISH

RECOUNT TEXT

(A Pre-Experimental Research Design at The Eighth Grade of MTs. Negeri Luwu Timur)

A THESIS

Submitted to the Faculty of Teacher Training and Education Muhammadiyah

University of Makassar in partial fulfillment of the requirement for the Degree

of education in English Education Department

NURFHANY HASRUDDIN

10535 11204 16

ENGLISH EDUCATION DEPARTEMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2021

ii

iii

iv

v

vi

Jalan Sultan Alauddin No. 259 Makassar

Telp : 0411-860837/860132 (Fax)

Email : [email protected]

Web : www.fkip.unismuh.ac.id

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

PRODI PENDIDIKAN BAHASA INGGRIS

حيم حمن الره الره بسم الله

SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : Nurfhany Hasruddin

NIM : 10535 11204 16

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : THE IMPLEMENTATION OF PREDICTION STRATEGY IN

IMPROVING STUDENTS’ READING COMPREHENSION

ON ENGLISH RECOUNT TEXT

Dengan ini menyatakan bahwa skripsi yang saya ajukan di depan tim penguji

adalah hasil karya saya sendiri dan bukan hasil ciptaan orang lain atau dibuat oleh

siapapun.

Demikian pernyataan ini saya buat dan saya bersedia menerima sanksi apabila

pernyataan ini tidak benar.

Makassar, Maret 2021

Yang Membuat Pernyataan

Nurfhany Hasruddin

mailto:[email protected]

vii

Jalan Sultan Alauddin No. 259 Makassar

Telp : 0411-860837/860132 (Fax)

Email : [email protected]

Web : www.fkip.unismuh.ac.id

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

PRODI PENDIDIKAN BAHASA INGGRIS

حيم حمن الره الره بسم الله

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : Nurfhany Hasruddin

NIM : 10535 11204 16

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : THE IMPLEMENTATION OF PREDICTION STRATEGY IN

IMPROVING STUDENTS’ READING COMPREHENSION

ON ENGLISH RECOUNT TEXT

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai selesai menyusun skripsi ini, saya

akan menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).

2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan

pembimbing yang telah ditetapkan oleh pemimpin fakultas.

3. Saya tidak akan melakuan penjiplakan (plagiat) dalam menyusun skripsi.

4. Apabila saya melanggar perjanjian seperti pada butir 1, 2, dan 3, saya bersedia

menerima sanksi sesuai dengan aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, Maret 2021

Yang Membuat Pernyataan

Nurfhany Hasruddin

mailto:[email protected]

viii

MOTTO AND DEDICATION

“Nothing Is Impossible… Because I Believe, I Can”

DEDICATION

A Thesis for My Beloved Family

Especially for My Strongest Father,

My Beautiful Mother,

My Brother,

My Sister,

My Uncle, and My Aunt

For their praying, struggling, loving, advising, caring, suggesting, and

motivating until the last of this thesis. I do expect this thesis can make them

proud of me.

ix

ABSTRACT

Nurfhany Hasruddin, 2021. “The Implementation of Prediction Strategy in

Improving Students’ Reading Comprehension on English Recount Text ((A

Pre-Experimental Research at The Eighth Grade of MTs. Negeri Luwu

Timur)”, under the thesis of English Education Department the Faculty of

Teacher Training and Education, Makassaar Muhammadiyah University.

Supervised by Syamsiarna Nappu and Eka Prabawati Rum.

The objective of this research was to find out whether or not The

Implementation of Prediction Strategy Improve Students’ Reading

Comprehension on English Recount Text in terms of main idea and conclusion at

The Eighth Grade of MTs. Negeri Luwu Timur. This research used pre-

experimental research design and carried out pre-test, treatment and post-test

designs and collected test-based the data. The sample was a class VIII.D student

at MTs. Negeri Luwu Timur, involved which a total of 28 students in the

academic year 2020/2021. This sample used purposive sampling technique.

Variables are dependent and independent variables. The data was analyzed using

SPSS.

The findings that a r e Prediction Strategy improve students’ reading

comprehension. It was proved by the mean score of pre-test was 65.36 it

classified as fair, post-test was 79.12 it classified as good and the improvement of

pre-test to be post-test was 21.05%. Therefore, there was the improvement of the

students’ reading comprehension in terms of main idea and conclusion.

The result of improvement is also proved with t-test value. The researcher

found that the value of t-test (13.09) was greater than t-table (2.048). This value

means that there was significantly difference between the result of the students’

pre-test and post-test after using treatment. It indicated that the alternative

hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected. It was

concluded that the use of Prediction Strategy can improve students’ reading

comprehension at the Eighth grade of MTs. Negeri Luwu Timur.

Key Words: Prediction Strategy, Reading Comprehension.

x

ABSTRAK

Nurfhany Hasruddin, 2021. “Penerapan Strategi Prediksi dalam

Meningkatkan Pemahaman Membaca Siswa pada Teks Recount Bahasa

Inggris (Penelitian Pra Eksperimental di Kelas Delapan MTs. Negeri Luwu

Timur)”, di bawah tesis Jurusan Pendidikan Bahasa Inggris Fakultas Diklat Guru

Universitas Muhammadiyah Makassaar Dosen Pembimbing Syamsiarna Nappu

dan Eka Prabawati Rum.

Tujuan dari penelitian ini adalah untuk mengetahui apakah Penerapan

Strategi Prediksi Meningkatkan Pemahaman Membaca Siswa pada Teks Recount

Bahasa Inggris ditinjau dari gagasan utama dan kesimpulan di Kelas VIII MTs.

Negeri Luwu Timur. Penelitian ini menggunakan desain penelitian pra-

eksperimental dan melaksanakan desain pre-test, treatment dan post-test dan

mengumpulkan data berdasarkan tes. Sampelnya adalah siswa kelas VIII.D MTs.

Negeri Luwu Timur yang melibatkan sebanyak 28 siswa pada tahun ajaran

2020/2021. Sampel ini menggunakan teknik purposive sampling. Variabel adalah

variabel dependen dan variabel independen. Data dianalisis menggunakan SPSS.

Hasil temuannya yaitu Strategi Prediksi meningkatkan pemahaman

bacaan siswa. Hal ini dibuktikan dengan nilai rata-rata pre-test 65,36 tergolong

sedang, post-test 79,12 tergolong baik dan peningkatan dari pre-test menjadi post-

test adalah 21,05%. Oleh karena itu, ada peningkatan pemahaman bacaan siswa

dari segi ide pokok dan kesimpulan.

Hasil peningkatan juga dibuktikan dengan nilai uji-t. Peneliti

menemukan bahwa nilai t-test (13,09) lebih besar dari t-tabel (2,048). Nilai ini

berarti terdapat perbedaan yang signifikan antara hasil pre-test dan post-test siswa

setelah menggunakan perlakuan. Hal ini menunjukkan bahwa hipotesis alternatif

(Ha) diterima dan hipotesis nol (H0) ditolak. Disimpulkan bahwa penggunaan

Strategi Prediksi dapat meningkatkan pemahaman bacaan siswa kelas VIII MTs.

Negeri Luwu Timur.

Kata Kunci: Strategi Prediksi, Pemahaman Membaca.

xi

ACKNOWLEDGEMENT

In The Name Of Allah, Most Gracious, Most Merciful

Alhamdulillah's Robbil Alamin, the author expresses her sincere gratitude

to the Almighty God, Allah S.W. T, who has given guidance, mercy and good

health, so that the author has had the opportunity to conclude this thesis entitled

The Implementation of the Prediction Strategy in Improving Student Reading

Comprehension on the English Recount Text. Peace is upon Prophet Muhammad

SAW, the great leader and inspiration of the world revolution. The researcher

would like to say thank you so much for the people who have given the spirit,

advice, suggestions and help to write as follows:

1. A profound gratitude is directed to my beloved parents, Hasruddin

and Hj. Maska who always give me love, support, advice, motivation,

help, goodness, care, and all of things that I need to finish my study.

2. Prof. Dr. H. Ambo Asse, M. Ag., as the Rector Muhammadiyah

University of Makassar.

3. Erwin Akib, S.Pd, M.Pd., Ph.D., the Dean of Teacher Training and

Education Faculty.

4. Ummi Khaerati Syam, S.Pd, M.Pd., the Head of English Education

Deparment, who gave me valuable authorities and suggestions in doing

thesis.

5. Dr. Syamsiarna Nappu, M.Pd. as my first consultant and Eka

Prabawari Rum, S.Pd., M.Pd. as my second consultant who have

given charm ideas, suggestion, correction, beneficial opinion, valuable

time and patient, to support assistance and guidance to finish this

thesis.

xii

6. My heart full thank to all lectures of the FKIP UNISMUH Makassar

especially to the lectures of English Department and all staff

Muhammadiyah University of Makassar for their guidance during the

year of study.

7. Nurlinda, S.Pd.I, M.Pd.I. the Head Master of MTs. Negeri Luwu

Timur and Ni’Ma, S.Pd., the Teacher of English and all of the

Students in MTs. Negeri Luwu Timur who sacrificed their time and

activities for being sample of this research.

8. My beloved brother and sister, Muhammad Alifwan HS and Melia

Adiba Sahra, big thanks for your support and endless love.

9. All of my family especially my uncle and my aunt, Akib Massi and

Darmawati for their moral, support, patient and prayer.

10. Ahmad Anugrah Ramang, thanks for your time, always be patient to

help and support me.

11. The last gratitude also goes to all my friends, especially for F Class

(Fraternity) in 2016 that cannot mention one by one.

Finally, the writer offer thanks and appreciation to everybody who had

help in finishing this thesis. My almighty Allah SWT bless us all.

Billahifisabilillah Haq Fastabiqul Khairat.

Makassar, 2021

The writer

Nurfhany Hasruddin

xiii

TABLE OF CONTENTS

TITLE

LEMBAR PENGESAHAN .................................................................... ii

APPROVAL SHEET .............................................................................. iii

COUNSELLING SHEET 1 .................................................................... iv

COUNSELLING SHEET 2 .................................................................... v

SURAT PERNYATAAN ........................................................................ vi

SURAT PERJANJIAN ........................................................................... vii

MOTTO AND DEDICATION ............................................................... viii

ABSTRACT ............................................................................................. ix

ACKNOWLEDGEMENT ...................................................................... xi

TABLE OF CONTENTS ........................................................................ xiii

LIST OF TABLES .................................................................................. xv

LIST OF FIGURE .................................................................................. xvi

LIST OF GRAPHICS ............................................................................. xvii

LIST OF APPENDICES ........................................................................ xviii

CHAPTER I INTRODUCTION

A. Background ............................................................................... 1

B. Research Question ..................................................................... 2

C. Objective of The Research ........................................................ 2

D. Significance of The Research .................................................... 3

E. The Scope of The Research ....................................................... 3

CHAPTER II REVIEW OF RELATED LITERARTURE

A. Previous Related Research Findings ......................................... 4

B. Some Pertinent Ideas ................................................................. 5

1. Prediction Strategy .............................................................. 5

a. Definition of Prediction Strategy ................................ 5

b. The Procedures of Prediction Strategy ......................... 6

c. Advantages of Using Prediction Strategy ..................... 7

2. Reading Comprehension ..................................................... 8

a. Definition of Reading Comprehension ........................ 8

b. The Purposes of Reading Comprehension ................... 9

c. Aspects of Reading ....................................................... 10

3. Recount Text ....................................................................... 11

xiv

a. Definition and Purpose of Recount Text ....................... 11

b. The Types of Recount Text ........................................... 13

c. The Generic Structure of Recount Text ........................ 13

d. The Language Features of Recount Text ...................... 14

C. Conceptual Framework ............................................................. 15

D. Hypothesis ................................................................................. 16

CHAPTER III RESEARCH METHOD

A. Research Design ........................................................................ 17

B. Research Variable ..................................................................... 17

C. Population and Sample .............................................................. 17

1. Population ............................................................................ 17

2. Sample ................................................................................. 18

D. Research Instrument .................................................................. 18

E. Technique of Data Collection ................................................... 19

1. Pre-Test ............................................................................... 19

2. Treatment ............................................................................ 19

3. Post-Test .............................................................................. 19

F. Technique of Data Analyze ....................................................... 20

CHAPTER IV FINDING AND DISCUSSION

A. Findings ..................................................................................... 23

B. Discussion ................................................................................. 28

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ................................................................................. 32

B. Suggestion ................................................................................. 32

BIBLIOGRAPHY

CURRICULUM VITAE

xv

LIST OF TABLES

Table 3.1 Population of The Eight Grade of MTs. Negeri Luwu Timur.... 18

Table 3.2 Scoring Rubric of Main Idea ...................................................... 20

Table 3.3 Scoring Rubric of Conclusion .................................................... 21

Table 3.4 The Score Classification of Reading .......................................... 21

Table 4.1 The Classification and Frequency of The Students’ Literal

Comprehension in Terms of Main idea ....................................................... 23

Table 4.2 The Classification and Frequency of The Students’ Literal

Comprehension in Terms of Conclusion .................................................... 24

Table 4.3 The Mean Score of Students’ Literal Comprehension in Terms of

Main Idea .................................................................................................... 25

Table 4.4 The Mean Score of Students’ Inferential Comprehension in Terms

of Conclusion .............................................................................................. 26

Table 4.5 The Students’ Improvement in Reading Comprehension .......... 27

Table 4.6 The T-test Value of Students’ Reading Comprehension ............ 28

xvi

LIST OF FIGURE

Figure 2.1 Conceptual Framework ............................................................. 15

xvii

LIST OF GRAPHICS

Graphic 4.3 The Mean Score of Students’ Literal Comprehension in Term of

Main Idea .................................................................................................... 25

Graphic 4.4 The Mean Score of Students’ Inferential Comprehension in Term

of Conclusion .............................................................................................. 26

xviii

LIST OF APPENDICES

Appendix 1 Documentation of The Research at VIII.D MTs. Negeri

Luwu Timur ................................................................................................ 38

Appendix 2 Research Control .................................................................... 41

Appendix 3 Lesson Plan ............................................................................. 42

Appendix 4 Worksheet Pre-Test and Post-Test at Class VIII.D ................ 80

Appendix 5 The Score Students of Pre-Test and Post-Test in Literal

Comprehension (Main Idea) ...................................................................... 93

Appendix 6 The Score Students of Pre-Test and Post-Test in Inferential

Comprehension (Conclusion) .................................................................... 94

Appendix 7 Attended List of The Students’ Learning Process .................. 95

Appendix 8 The Score of Pre-Test and Post-Test Comprehension ............ 96

Appendix 9 Level of Significance for One-Tailed Test ............................. 97

Appendix 10 Paired Sample Test .............................................................. 99

Appendix 11 Certificate of Thesis ............................................................. 100

1

CHAPTER I

INTRODUCTION

A. Background

English is used as an international language and also used in

science and technology activities. It is expected that students will be able

to master all English language skills in education, especially in the

learning process: reading, speaking, writing, and listening.

Reading is one of the skills that junior high school students need to

master and make them get information from the text, a process of thinking

in order to reach understanding. Nunan (2003) argues is a process for

readers to combine text-based information and their own background

knowledge to build up.

Based on the research observation at the eighth grade of MTs.

Negeri Luwu Timur, have some problems. The first problem is students

lack of understanding. The second problem is the students are not interest

in reading. To solve those problems, the English teacher should choose the

appropriate strategy for the process of learn. The English teacher is needed

to improve their reading. There strategies can be used in the learning

process is prediction strategy that will be applied to students actively think

ahead and see will the text based on their prior knowledge.

Predicting is method that can be used to teach reading. Predicting

is thinking processes to help students make sense and be activate to

relevant background knowledge that they process on the subject. The

2

students must have the purpose of reading to confirming, refuting their

predictions. In addition, has been created for new knowledge to already

process. (Block, Rodgers, and Johnson, 2004).

Prediction is an activity to help students achieve in reading. Using

a prediction strategy to understand the text, students make predictions and

explain in the text before reading. The student begins to engage with key

concepts and also activates background knowledge and present to students

the key smart enough to figure things out in reading. They was learning

how to make connections own prior knowledge in the text.

Based on explanation above, the researcher was interested in

conducting a simple study of reading with the title, "The Implementation

of Prediction Strategy in Improving Student Reading Comprehension

on English Recount Text."

B. Research Question

Related to the background, have problem statement/research

question follow:

"Does The Implementation of Prediction Strategy Improve Students'

Reading Comprehension on English Recount Text in terms of the main

idea and conclusion?”

C. Objective of The Research

Based on the problem statement/research question above, the

objective of the research was to find out whether or not the

implementation of Prediction Strategy improve students’ Reading

3

Comprehension on English recount text in terms of main idea and

conclusion.

D. Significance of The Research

The result of this research to students, as information on reading

comprehension strategies that can improve their ability to understand the

text. The teacher may benefit from a prediction strategy to improve

students' understanding of the text. While researcher, as an information or

contribution to other researchers who will conduct more complex research.

E. The Scope of Research

The scope of researcher used prediction strategy to improve

students’ reading comprehension in terms of main idea and conclusion.

The researcher used main idea and conclusion to know the ability of the

students’ in improving Reading Comprehension through Prediction

Strategy.

4

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Related Research Findings

Wiwi's (2013) with the title "Combining Possession (predict,

organize, search, summarize, and evaluate) this strategy is very useful, for

high school students. The application has the potential to make teachers

and students play active role to improve students' motivation in particular

exposure. And the end of the day, the student understanding has objectives

of this strategy.

Eka and Berlin (2013) with the title "The Effect of Applying

POSSE (predict, organize, search, summarize, and evaluate) this study was

to find out whether the predict, organize, search, summarize, and evaluate

(POSSE) have a significant effect on learning success compared

traditional method. The data was obtained qualitatively of the POSSE

strategy has had a significant impact on students' on reading.

Meljulita and Herfina (2013) “The Effect of using predict,

organize, search, summarize, and evaluate (Posse) strategy toward Student

Reading Comprehension (Study of Grade VIII Students of SMPN 2

Jujuhan Rantau Ikil). The aim of this study was to find out whether the

predict strategy in learning success compared to the question answer

strategy a pre-test equivalent control group research. The students with a

successful learning in POSSE strategy compared to the question answer

strategy.

5

Based on the research findings above, they have some similarities

and differences with this research. The similarity previous research above

it is capable of making teachers and students active and improving

students' motivation to read the text. While the difference previous

research above has increased the level of student understanding of this

strategy was implemented.

B. Some Pertinent Ideas

1. Prediction Strategy

a. Definition of Prediction Strategy

According to (Bailey, 2015) prediction is an important

reading strategy. It allows students to used information from the

text, such as diagrams, pictures, headings and titles to anticipate

what will happen in the story.

According to Block, Rodgers, & Johnson (2004) students

must activate the relevant background knowledge that they process

on the subject. The students made a prediction and purpose of

reading, confirming or refuting their predictions. In addition, has

been created for students’ knowledge with the already process.

According to Thomas (2005), prediction is a strategy that

activates background reading, viewing or previewing, and viewing

or summarizing knowledge. This strategy is the assumption of

moving away from what the reader already knows with what is

expected to learn from the text.

6

According to Farrel (2002), prediction is a strategy to

activate prior knowledge. Prediction creates anticipation and gets

students to think about previous experiences they might have had

about the subject before they read about it. It is a fact that good

readers used prediction as they continue to read the story by

seeking to confirm or adjust earlier intuitions on the subject. So,

predicting is working both before and during reading.

According to Markistan (1982:6) discuss about:

1. What the subject is they think to predict the subject from the

text after the teacher shows the picture. They can prepare

students for what they're going to read by providing clues about

the meaning.

2. The picture is telling them about the subject and students are

asked to draw the contents of the text to their minds to help

them read understanding.

3. How they feel about the subject, taking care to examine their

past experience or knowledge of the subject in detail. By using

additional clues, more detail can be provided, students can

effectively predict the content of the text.

b. The Procedures of Prediction Strategy

According to Buehl (2004), the shown:

7

1. Students are introduced to the procedure of the prediction

strategy. Teachers and students are discuss role of learners in the

prediction strategy.

2. Students are guess the title of picture, and the teacher writes the

correct title on the whiteboard, and student pronounces the title.

3. Students discuss some questions, "What does the text say about

it? " and write the replay on the board.

4. Students guess the content of a picture-based story using their

background knowledge. Then the teacher asked a few more

questions to help students predict the content of the text by using

extra clues, finding the main idea and supporting details after the

teacher shows the text.

5. Students will complete the gaped text (incomplete text).

6. Students read the text in front of the class after the teacher

distributed the full text.

7. Students discuss the text with friends and share problems with

the teacher.

8. The given exercise and asked to students.

c. Advantages of Using Prediction Strategy

According to Purwati, H (2018), There are some advantage

as follow:

1. Prediction is purpose and anticipate what students will read.

2. Prediction helps students to take an interest in the text.

8

3. Prediction helps to connect their prior knowledge to get

information they learn.

4. Prediction can develop their mental models that can use

whenever they read.

5. By supporting student prediction with text-based evidence and

develop critical thinking and improve comprehension.

2. Reading Comprehension

a. Definition of Reading Comprehension

According to Weaver (1994:44), reading comprehension

skills are important for English language learners, students who

learn to speak English as a foreign language. Reading

understanding is a process that involves orchestrating the reader's

prior knowledge of the world and language. for example:

predicting, questioning, summarizing, determining the meaning of

vocabulary in context, monitoring one's own understanding and

reflecting.

According to Grabe and Staller (2002), reading for general

to understand information in a text and to interpret it properly and

correctly. However, reading comprehension are quite complex and

differ in many ways depending on tasks, motivations, goals and

language skills. The reading comprehension is well determined by

the interactions between the reader variables and the text variables.

9

According to Cowell (2012), “comprehension in reading is

a process in which the reader constructs meaning while, or after,

interacting with a text through the combination of prior

knowledge and prior experience, information in text, the stance he

or she takes in relationship to the text, and immediate,

remembered, or anticipated social interactions and

communications.”

According to Woolley (2011) defines that the aim of

reading comprehension is to understand the whole of the text

rather than obtaining meaning from isolated words. There are five

skills in reading comprehension discuss in this study includes;

main ideas, reference and vocabulary.

b. The Purposes of Reading Comprehension

According to Grabe and Stoller (2002:11-15), the purposes

of reading as follow:

1. Reading general is found the most complex than commonly

assumed, when carried out by a skilled, fluent reader, requires very

rapid and automatic word processing, strong skills in forming a

general sense of representation of key ideas, and efficient

coordination of many processes within a very limited time frame.

Reading general understanding is more difficult than mastering

because of its demands for processing efficiency.

10

2. The reader has read the surface to look for simple information

without having to think deeply about the material. Usually, when

reading for a search, the reader scans the text a specific piece of

information or a specific word. Therefore, that reading to search

readers to find as figure out the information needed by scanning

and skimming the text.

3. Reading usually takes place in an academic and professional

context in which a person needs to learn a considerable of

information from the text. The ability to remember key ideas as a

number of details that elaborate and support them in the text,

Recognize and construct rhetorical frameworks that organize the

information in the text, link the text to the knowledge base of

readers. There are stronger interference requirements than general

understanding of linking text information to background

knowledge.

4. Reading is integrating to information, on the relative importance

of complementary, mutually supportive or conflicting information

and the likely restructuring of the rhetorical framework to

accommodate information from multiple resources. These

inevitability skills require a critical assessment of the information

being read so that the reader can decide which information to

integrate and how to integrate for the purpose of the reader.

c. Aspects of Reading

11

There are five readings aspect such as:

1. Main Ideas

According to Ophelia Hannock (1987:54), main

ideas are the paragraph, or rather is trying to get across to

the reader.

2. Specific Information

Specific information is sentence by defining,

example: quotations, statistic, facts, analogy and etc.

3. Reference

According to Latulipe (1986:20), the reference is to

words or phrases used either before or after reference in the

reading material. These words are used a signal to the

reader to find meaning in the text.

4. Inference

According to Kathleen (1986:31), interference is an

educational assumption or prediction of something

unknown, based on the facts and information available. The

reader will be able to do this by making use of the context

in which the word occurs in order to give him a rough idea

of its meaning.

5. Vocabularies

12

According to Kathleen (1986:31), vocabularies is

fundamental to everyone speak or utterances for reading.

3. Recount Text

a. Definition and Purpose of Recount Text

According to Derewianka (1990), recount text is to inform

and entertain the readers. The text needs to involve several steps

namely orientation which lets the reader know is involved and

others retelling of a series events in chronological sequence

According to Knapp (2005), recount text basically it is

written out to make a report about an experience of a series of

related event. A recount text has a social function. The purpose of a

social function is to retell an event with a purpose to inform or

entertain the readers.

According to Priyana, Irjayanti, and Renitasari (2008:89),

recount text is a text that says "what happened." The purpose text is

to document a series of events, all of which relate to the occasion.

It also has expressions of attitudes and feelings, usually made by a

writer about events.

According to Knapp and Watkins (2005:223), said that a

recount was a sequential text that does little more than sequencing

a series of events. It was the simplest type of narrative genre. A

recount was different from a narrative text in term of the problems

in the sequence of events. Another view came from recount text

13

can be in the form of letters, newspaper reports, conversations,

speeches and television interviews.

According to Gerot and Wignell (1995:194), recount text is

retelling past event intends to entertain or inform others what

happened and when it happened. From the statement, it can be said

that an author explores their attractive experience in a recount that

the goals to inform the reader about their experience.

The function is to retell an event with a view to informing

certain readers. Recount text assesses their significance and give

the audience a description of what happened. The story has attitude

and feeling, made by the narrator about the events.

b. The Type of Recount Text

Type of recount text such as:

1. Personal recounting is the writer/speaker was personally

involved oral anecdote and diary entry.

2. Factual recount is details of the incident report of a science.

Like experiment, police report, news report, historical account.

3. Imaginative recount is imaginary role and giving details of

events a day in the life.

c. The Generic Structure of Recount Text

According to Petter (2005) A text covers some generic

structure. The generic structure of recount text are:

14

1. Title, it usually summarizes the text and informs specific

participants.

2. Setting or orientation, providing the reader/listener with the

background information needed to understand the text

(involved, where it happened, when it happened).

3. List of events, it shows what people are doing. It's telling the

events chronologically. Use connections such as: first, then,

next, first, finally, etc.

4. Reorientation, the concluding comments on the incident are

shown. The personal opinion of the writer on the events

described.

d. The Languages Feature of Recount Text

According to Hartono, R (2005) The language features of

recount text are:

1. Using the simple past tense, past continuous tense, past

perfect tense, and past perfect tense continuous tense.

2. Using temporal sequence, example: On Saturday. On

Monday, On Sunday.

3. Focus on specific participant, example: (the writer).

4. Using the conjunctions, such as: then, before, after, etc.

5. Using action verb, example: went, stayed.

15

C. Conceptual Framework

According to Maxwell (1996; 2005:39) Conceptual framework of

study was a system of concepts, assumptions, expectations, beliefs, and

theories that supports and informs your research. It’s shown below:

→

Figure 2.1 Conceptual Framework

a. input : the refers pre-test prepared to the level of the test in students’

reading comprehension.

b. process : the refers to treatment for reading the used of prediction strategy

in the classroom.

c. output : the refers to implementation of prediction strategy in reading

comprehension in post-test.

Output Input Process

The material that are

teach reading

comprehension

(Recount Text)

Students improve

with reading

comprehension

Teaching reading

using prediction

strategy

Prediction strategy

(picture)

Conclusion Main

idea

Reading test and

example (Recount

Text)

16

D. Hypothesis

Null hypothesis (H0): There was not significant improvement in

students' that reading comprehension before and after being taught using

the Prediction Strategy.

Alternative hypothesis (Ha): There was a significant improvement

in students' that reading comprehension before and after being taught using

the Prediction Strategy.

17

CHAPTER III

RESEARCH METHOD

A. Research Design

The researcher used quantitative method which conducted pre-

experimental research design. Students’ were given a pre-test before

treatment, and a post-test would be performed after treatment. The

researcher used purposive sampling and class of twenty-eight students’.

The research design would be presented as follows:

O1 → X → O2

Where:

O1 = Pre-test

X = Treatment

O2 = Post-test

(Gay, 1991:225)

B. Research Variable

There are two kinds of variable which involved in this research,

those are reading comprehension as dependent variable and Prediction

Strategy as independent variable.

C. Population and Sample

1. Population

The population of this research was MTs. Negeri Luwu Timur.

Which consist of 4 classes. Class VIII.A was 33 students, VIII.B was

30 students, VIII.C was 28 students, VIII.D was 32 students, and the

18

total number population of this research was 123 students. Obviously,

it can be seen in the following table.

Table 3.1 Population of The Eighth Grade of MTs. Negeri Luwu

Timur

No. Class Number of Students’

1. VIII.A 33

2. VIII.B 30

3. VIII.C 28

4. VIII.D 32

Source: KTU MTs. Negeri Luwu Timur

2. Sample

This sample used purposive sampling, which that the researcher

would takes one class of second grade MTs. Negeri Luwu Timur as an

experimental research group. The sample in this study was 28 students

(VIII.D). The school was going to be a sample was MTs. Negeri Luwu

Timur, because the students' problems lacked understanding and are

not interesting to read.

D. Research Instrument

The instrument of the research was reading test. Reading test aim

to get information about students reading comprehension. In pre-test, and

post-test, the researcher gave a reading text and asking to read carefully

then students answer of multiple choice on the next to measure the

students reading comprehension in terms of literal comprehension (main

idea) and inferential comprehension (conclusion).

19

E. Technique of Data Collection

1. Pre-Test

The researcher gave multiple choice test by recount text to

know the ability of students in their reading comprehension.

2. Treatment

After giving pre-test, treatment would be conducted in six

meetings in classroom.

The Treatments as Follows:

a. The researcher explained about procedure of prediction

strategy.

b. The researcher explained about the reading materials.

c. The researcher gave an example about the reading

materials.

d. Discussed about the pictured and the content of the story

e. Findings the main ideas and conclusion from the story.

f. The researcher asked students’ to answer the question of

the reading material.

3. Post-Test

After treatment, the researcher provided post-test by recount

text. The content in the post-test would be the same as the pre-test.

By conducting the test, the researcher can find out students’

abilities and also improvement reading comprehension.

20

F. Technique of Data Analyze

The researcher used statistical product and service solution (SPSS)

to analyzing the data. The step analyses as follow:

1. To find out the score of the student’s answer of the test, the researcher

used

formula:

(Depdikbud, 1990)

a. Scoring Rubric of Main Idea

Table 3.2 Scoring Rubric of Main Idea.

No. Criteria Score

1. The answer includes a clear generalization that states

or implies the main idea

4

2. The answer states or implies the main idea from the

story

3

3. Indicator inaccurate or incomplete understanding of

main idea

2

4. The answer include minimal or no understanding of

main idea

1

5. No answer 0

Harmer, (2012).

21

b. Scoring Rubric of Conclusion

Table 3.3 Scoring Rubric of Conclusion.

No. Criteria Score

1. Conclusion reflect reading in development of idea. It

is excellent

4

2. Conclusion reflect reading in development of idea. It

is good

3

3. Conclusion reflect only reading in development of

idea. It is poor

2

4. Conclusion the answer, but does not reflect any

reading of resources in development idea

1

Harmer, (2012).

After scoring, the data classified as follows:

Table 3.4 The Score Classification of Reading.

No. Categories Score

1. Excellent 96-100

2. Very Good 86-95

3. Good 76-85

4. Fair Good 66-75

5. Fair 56-65

6. Poor 46-55

7. Very Poor 0-45

(Depdikbud, 1990)

2. Calculating the percentage of the students’ score by using the

following formula:

P = x 100%

Where:

22

P : Percentage

F : Frequency

N : The total number

(Gay, 1981:316)

3. Calculating the improvement of the students’ score of pre-test and

post- test, the researcher used the following formula:

P= X2-X1 x 100

X1

Where:

X1 = Mean score of pre-test

X2 = Mean score of post-test

P = Improvement

(Gay,1981:316)

23

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Findings

In this chapter, the researcher described based on the problem

statement presented results of data findings that teaching reading

comprehension in recount text through Prediction Strategy can improve

the students’ achievement in Literal Comprehension especially in main

idea and also can improve the students’ achievement Inferential

Comprehension especially in conclusion at the eight grade of MTs. Negeri

Luwu Timur, it could be seen the result of data analysis was show:

1. Students’ Literal Comprehension in Terms of Main Idea and

Conclusion.

The data of reading test of students’ were obtained by literal

comprehension in terms of main idea and conclusion. The students’

reading comprehension, the score of literal comprehension and inferential

comprehension observed as follows:

Table 4.1 Classification and Frequency of The Students’ Literal

Comprehension in Term of Main Idea.

Classification Score Pre-Test Post-Test

F % F %

Excellent 96-100 0 0% 0 0%

Very Good 86-95 0 0% 6 21%

Good 76-85 0 0% 21 75%

Fair Good 66-75 3 11% 1 4%

24

Fair 56-65 15 53% 0 0%

Poor 46-55 10 36% 0 0%

Very Poor 0-45 0 0% 0 0%

Total 28 100% 28 100%

Based on the table above, in pre-test it was found that there were

not students’ got excellent, very good, and good, 3 (11%) students’ got fair

good, 15 (53%) students’ got fair, 10 (36%) students’ got poor, and no one

students’ got fair poor score. Then, in post-test it was found that there was

no excellent, 6 (21%) students’ got very good, 21 (75%) students’ got

good, 1 (4%) got fair good score and no one students’ got fair, poor, and

very poor score.

Table 4.2 Classification and Frequency of The Students’ Inferential

Comprehension in Term of Conclusion.

Classification Score Pre-Test Post-Test

F % F %

Excellent 96-100 0 0% 0 0%

Very Good 86-95 0 0% 3 11%

Good 76-85 0 0% 22 78%

Fair Good 66-75 1 4% 3 11%

Fair 56-65 15 53% 0 0%

Poor 46-55 12 43% 0 0%

Very Poor 0-45 0 0% 0 0%

Total 28 100% 28 100%

Based on the table above, in pre-test it was found that there were

not students’ got excellent, very good, and good, 1 (4%) students’ got fair

25

good, 15 (53%) students’ got fair, 12 (43%) students’ got poor, and no one

students’ got fair poor score. Then, in post-test it was found that there was

no excellent, 3 (11%) students’ got very good, 22 (78%) students’ got

good, 3 (11%) got fair good score and no one students’ got fair, poor, and

very poor score.

2. The Improvement of Students’ Literal Comprehension in Term of

Main Idea.

The students’ literal comprehension in reading could be seen in the

following table:

Table 4.3 The Mean Score of Students’ Literal Comprehension in

Term of Main Idea.

Indicator Pre-Test Post-Test Improvement %

Main Idea 58.14 82.29 41.53%

Graphic 4.3 The Mean Score of Students’ Literal Comprehension in

Term of Main Idea.

58.14

82.29

41.53

0

10

20

30

40

50

60

70

80

90

Main Idea

Students' Improvement In Main Idea

Pre-Test Post-Test Improvement

26

Based on the Table 4.3 and Graphic 4.3, showed that the score of

main ideas improved (41.53%) from the mean score in pre-test was 58.14

and post-test was 82.29. It indicatied that the score of literal

comprehension each indicator in post-test were higher than pre-test.

Based on the result, it concluded that using Prediction Strategy

could improved the students’ reading comprehension in term of literal

comprehension (main idea).

3. The Improvement of Students’ Inferential Comprehesion in Term

of Conclusion.

Table 4.4 The Mean Score of Students’ Literal Comprehension in

Term of Conclusion.

Indicator Pre-Test Post-Test Improvement %

Conclusion 56.00 80.28 43.53%

Graphic 4.4 The Mean Score of Students’ Literal Comprehension in

Term of Conclusion.

56

80.28

43.35

0

10

20

30

40

50

60

70

80

90

Conclusion

Students' Improvement in Conclusion

Pre-Test Post-Test Improvement

27

Based on the Table 4.4 and Graphic 4.4, showed that the score of

main ideas improved (43.35%) from the mean score in pre-test was 56.00

and post-test was 80.28. It indicatied that the score of literal

comprehension each indicator in post-test were higher than pre-test.

Based on the results, it concluded that using Prediction Strategy

could improved the students’ reading comprehension in term inferential

comprehension (conclusion).

Table 4.5 The Students’ Improvement in Reading Comprehension.

Indicator Pre-Test Post-Test Improvement%

Literal and

Inferential

Comprehension

65.36 79.12 21.05%

Based on Table 4.5, showed that the mean score of pre-test was

65.36 and post-test was 79.12. The improvement of the pre-test and post-

test was 21.05%, it concluded that the using Prediction Strategy was able

to give greater contribution in teaching and learning reading

comprehension.

4. Hypothesis Testing (t-test of Significant)

The result of t-test was higher than t-table’ values, the null

hypothesis (H0) was rejected, and if the result of t test was lower than the

t-table’ value, the null hypothesis (Ha) was accepted. The result of the

statistical analysis of t-test at the level of significance 0.05 with degree of

freedom (df) = n – 1, where n: number of students was29. It could be seen

as follows:

df = n-1,

28

df = 29-1, df = 28

Based on the level of significant and the degree of freedom (df) =

28(p) = 0,05 above, the value of the t-table = 2.048. The result of t-test for

reading comprehension focused on main idea and conclusion could be

seen below:

Table 4.6 The T-test Value of Students’ Reading Comprehension.

Variable

Mean score

of Pre-test

Mean score

of Post-test

t-test

t-table

Comparison

Classification

X2 – X1

65.36

79.12

13.09

2.048

t-test> t-table Significantly

Different

Table 4.6, showed that t-test value for reading comprehension

focused on literal comprehension (main idea) and inferential

comprehension (conclusion) with the t-test value was 13.09>2.048. It

indicated that the result of t-test value in all of variable and indicator was

higher than t-table value. It means that there were a significant different

between the result of pre-test and post-test in reading comprehension.

B. Discussion

In this section discussed about the result of the data collected and

analysis through a testing as explained in the previous section showed

about the improvement the students’ reading comprehension of a text in

terms on literal comprehension (main idea) and inferential comprehension

(supporting idea).

29

According to Farrel (2002), prediction is a strategy to activate prior

knowledge. Prediction gets students to think about previous experiences

they might have had about the subject before they read about it. That

readers use prediction as they continue to read the story by seeking to

confirm or adjust earlier intuitions on the subject and predicting is working

both before and during reading.

Finally, the researcher did the post-test to know the students’

reading comprehension after used random text strategy and the result from

the students’ reading test. It was indicated as follows:

1. The Students’ Reading Comprehension in Literal Comprehension

(Main Idea).

Literal comprehension represents the ability of the students to

understand the content of the text. A main idea was more than just

guessing what was going too happened next. Main ideas helped students

become actively involved in reading and helped to keep their interest level

high. Main ideas could also helped the students more fully comprehend

what they had read and was retain the information for longer periods of

time.

Based on the result of finding that before giving the treatment, the

students’ literal comprehension was categorized into fair in main ideas on

pre-test but after treatment, categorized into good in main idea on post-

test. The main ideas improved (41.53%) from the mean score in pre-test

30

was 58.14 and post-test was 82.29. It indicated that the score of main ideas

(literal comprehension) in post-test was higher than pre-test.

2. The Students’ Reading Comprehension in Inferential

Comprehension (Conclusion).

Supporting idea was more than just guessing what was going too

happened next. Supporting details helped students become actively

involved in reading and helped to keep their interest level high. Supporting

details could also help the students to understand difficult sentences or

ideas.

Based on the result of finding that before giving the treatment, the

students’ Inferential Comprehension (conclusion) was categorized into fair

in answering question on pre-test but after treatment, categorized into

good in answering question on post-test. The score of conclusion details

improved (43.35%) from the mean score in pre-test was 56.00 and post-

test was 80.28. It indicated that the score of Literal Comprehension in

post-test was higher than pre-test.

3. The Improvement of The Students’ Reading Comprehension.

After the calculating the entered of score variable, the data on table

4.5 showed that the students reading comprehension improved (21.05%)

from the mean score in pretest was 65.36 and post-test was 79.12. It

indicated by the mean score posttest were higher than pretest. Therefore,

Prediction Strategy was able to improve the students’ reading

comprehension at the Eight grade of MTs. Negeri Luwu Timur.

31

4. The Test of The Students’ Significant

Through the result of pre-test and post-test, the result of t-test

value of the level of the significant (p) = 0.05 with degree of freedom (df)

= 28 indicated t-test value was greater than t-table value was 13.09>2.048

there was significant different. Therefore, it can be concluded that

statistically hypothesis of (H0) was rejected and the statistically hypothesis

of (Ha) was accepted. It means that the use Prediction Strategy could

improved the students’ reading comprehension in literal comprehension

and inferential comprehension.

Based on discussion above, it concluded that using Prediction

Strategy was one of method that could improved the students’ reading

comprehension especially on literal comprehension and literal

comprehension at the Eight grade of MTs. Negeri Luwu Timur.

32

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on discussion proposed in previous chapter, the following

conclusions were presented:

1. Prediction Strategy was effective to improve the students’ literal reading

comprehension in term of main ideas at the Eight grade of MTs. Negeri Luwu

Timur. It was improved by the mean score of literal comprehension was

(41.53%) from the mean score in pre-test was 58.14 and post-test was 82.29. It

indicated that the score of literal comprehension each indicator in post-test was

higher than pre-test.

2. Prediction Strategy was effective to improve the students’ literal

comprehension in term of conclusion at the Eight grade of MTs. Negeri Luwu

Timur. It was improved by the mean score of inferential comprehension was

(43.35%) from the mean score in pre-test was 56.00 and post-test was 80.28. It

indicated that the score of inferential comprehension each indicator in post-test

was higher than pre-test.

B. Suggestion

The following suggestion are directed to English teachers are suggested to

apply Prediction Strategy to make the teaching learning process more interesting

and more active particularly in reading, to the students’ are suggested to improve

their ability in Reading Comprehension in terms of literal comprehension (main

idea) and inferential comprehension of recount text and have good reading by

applying Prediction Strategy, it is also suggested to the researchers who are

33

interested in conducting for further study related to this research should explore

the knowledge to enlarge their understanding about how to improve Reading

Comprehension and search another references.

34

BIBLIOGRAPHY

Antoni, Nurman. (2010) Exploring EFL teacher strategies in teaching reading

comprehension. Journal penelitian pendidikan 11(2): 39-51

Aziz, C. I. (2016). Using Prediction Strategy to Improve Students’ Ability in

Reading Comprehension. Diss. UIN Ar-Raniry Banda Aceh.

Bailey, E. (2015). Reading Comprehension Skills: Making Predictions.

Retrived from http://specialed.about.com/od/readingliteracy/a/Reading/-

Comprehension-Skills-Making-Predictions.html.

Barnet, M.A. (1988). Teaching Reading in a Foreign Language. Retrieved from

http://www.erictdigests.org/pre-9211/reading.html.

Block, C., Rodgers, L., and Johnson, R. (2004). Comprehension Process

Instruction: Creating Reading Success in Grade K-3. The Guildford press:

New York, NY.

Cowell, L. S. (2012). Pre-teaching Vocabulary to Improve Comprehension in a

Narrative Text, Published Dissertation of Graduate Faculty of Auburn

University. Auburn, Alabama.

Depdikbud. (1985). Petunjuk Pelaksanaan Proses Belajar Mengajar dan Petunjuk

Pelaksanaan Penelitian.Jakarta: Departemen Pendidikan dan Kebudayaan.

Derewianka, B. (1990). Exploring how test work. Sydney: Primary English

Teaching Association.

Emilia, E. (2010). Teaching writing: Developing critical learners. Bandung:

Rizqi press.

Fisher, Ayu Sonia Habibah. (2016). Students reading Technique difficulties in

recount text. Journal of English and Education 4.2: 1-12

Gay, L. R. (1981). Education Research. (Merrin Publisher Company).

________. (2006). Educational Research: Competencies for Analysis and

Application Second edition. Colombus: Charles E. Merril publishing Co.

Abell & Howel Company

Gillet, J., & Temple, C. (2004). Understanding reading problems: Assessment and

Instruction. 6th Ed. Boston: Allyn and Bacon.

http://specialed.about.com/od/readingliteracy/a/Reading/-Comprehension-Skills-Making-Predictions.html

http://specialed.about.com/od/readingliteracy/a/Reading/-Comprehension-Skills-Making-Predictions.html

http://www.erictdigests.org/pre-9211/reading.html

35

Grabe, S. and Staller F. L. (2002). Teaching and Researching Reading. England:

Longman.

Gustina, A., Bambang, S., & I Wayan, D. (2017). The implementation of posse

(predict, organize, search, summarize, evaluate) strategy to improve

students reading comprehension of recount text (A Classroom Action

Research at Grade X of SMAN 5 Bengkulu Selatan). Doctoral dissertation.

Universitas Bengkulu.

Harmer, J. (2001). The practice of English language teaching. London: Longman.

________. (2012). Esensial Teacher Knowledge: Core concepts in English

language teaching. London: Pearson.

Kerr, P. (2009). Skimming, scanning, and inferring. IATEFL Voices 211.

Kispal, A. (2008). Effective teaching of inference skill for reading: Literature

review (DSCF Research report 031). London: DSCF.

Knaap, P. (2005). Genre, text, and grammar. Sydney: University of New South

Wales.

Maxwell, J. (1996). Qualitative Research Design: An Integrative Approach.

Thaousand Oaks: SAGE publications Ltd.

Mutmainnah, Mirla Sarah. (2018). Teaching Reading by Using TPRC Strategy in

Understanding Recount Text. Research in English and Education Journal.

3(1): 53-62.

Nunan, David. (2003). Practical English language teaching. New York: The

McGraw-Hill Companies,Inc.

Hartono, R. (2005). Language features of recount text.

Herlina, V. (2019). Panduan praktis mengolah data kuesioner menggunakan

SPSS. Jakarta: PT. Elex Media Komputindo.

Payadnya, I. P. A. A., & Jayantika, I. G. A. N. T. (2018). Panduan Penelitian

Eksperimen Beserta Analisis Statistik Dengan SPSS. Deepublish.

Purwati, H. (2018). The Implementation of Prediction Strategy in Improving

Students’ Reading Comprehension at the Eight Grade of MTs. Swasta

Miftahul ‘Ulum Suka Mulia Dolok Masihul (Doctoral dissertation,

Universitas Islam Negeri Sumatera Utara).

36

Solong, Ak, and A. Suciarti. (2010). Improving the Students’ Reading

Comprehension through Prediction Strategy at the Second Year of Mts.

Aisyiah Sungguminasa Gowa. Diss Universitas Islam Negeri Alauddin

Makassar.

Umayah, Nurul. (2016). The use of strategy directed reading-thinking activity

(DR-TA) to improve reading comprehension in recount text.

Woolley, G. (2011). Reading Comprehension: Assisting Children with Learning

Difficulties. Brisbane: Springer.

Wulandari, D., Sukirlan, M., & Sudirman, S. (2017). Improving Students Reading

Comprehension of Descriptive Text by Using Prediction Strategy. Doctoral

dissertation, Lampung University.

37

A

P

P

E

N

D

I

X

38

Appendix 1

Documentation of The Research at VIII.D MTs. Negeri Luwu Timur

39

40

41

Appendix 2

Research Control

42

Appendix 3

Lesson Plan

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Sekolah : MTs. Negeri Luwu Timur

Mata pelajaran : Bahasa Inggris

Kelas/Semester : VIII / 2 (Genap)

Materi : Recount Text

Pertemuan : 6 Pertemuan

A. Kompetensi Inti

KI.1 : Menghayati dan mengamalkan ajaran agama yang dianutnya

KI.2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,

peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan

pro-aktif dan menunjukkan 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

KI.3 : 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

43

bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk

memecahkan masalah.

KI.4 : 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 dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator Pencapaian kompetensi

3.11 Membandingkan fungsi sosial,

struktur teks, dan unsur

kebahasaan beberapa teks

personal recount lisan dan tulis

dengan memberi dan meminta

informasi terkait pengalaman

pribadi di waktu lampau, pendek

dan sederhana, sesuai dengan

konteks penggunaannya.

● Mengidentifikasi teks recount

tentang pengalaman pribadi

seseorang.

● Menceritakan kejadian, kegiatan

yang dialami secara kronologis.

● Menggunakan bagan alir untuk

mempelajari alur cerita.

● Melengkapi ringkasan

pengalaman dengan kalimat-

kalimat yang diambil teks,

dengan ejaan dan tanda baca

yang benar.

4.11. Teks recount.

4.11.1 Menangkap makna secara

kontekstual terkait fungsi sosial,


kebahasaan teks recount lisan dan

tulis, sangat pendek dan

sederhana, terkait pengalaman

pribadi di waktu lampau

(personal recount).

4.11.2 Menyusun teks recount lisan dan

tulis, sangat pendek dan

sederhana, terkait pengalaman

pribadi di waktu lampau

(personal recount), dengan

● Menuliskan teks-teks pendek

dengan tulisan tangan tentang

pengalaman pribadi yang

didektekan oleh guru.

● Membuat teks-teks pendek dan

sederhana tentang pengalaman

pribadi di waktu lampau.

● Mempresentasikan teks masing-

masing dengan teman-

temannya, secara lisan, dengan

ucapan dan tekanan kata yang

benar.

44

memperhatikan fungsi sosial,


kebahasaan, secara benar dan

sesuai konteks.

C. Tujuan Pembelajaran.

Setelah mengikuti proses pembelajaran melalui model Discovery Learning

dan metode Prediction Strategy peserta didik mampu menerapkan dan

menyusun teks recount lisan dan tulis, sangat pendek dan sederhana, terkait

pengalaman pribadi di waktu lampau (recount text), dengan memperhatikan

fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai

konteks penggunaanya dengan penuh tanggung jawab, jujur dalam

kehidupan sehari-hari.

D. Materi pembelajaran

Fungsi sosial

Melaporkan, mengambil teladan, membanggakan

Struktur teks

Dapat mencakup

- orientasi

- urutan kejadian/kegiatan

- orientasi ulang

Unsur kebahasaan

- Kalimat deklaratif dan interogatif dalam Simple Past tense

- Adverbia dan frasa preposisional penujuk waktu: yesterday, last month,

an hour ago, dan sebagainya.

- Adverbia penghubung waktu: first, then, after that, before, at last, finally,

dan sebagainya.

- Nomina singular dan plural dengan atau tanpa a, the, this, those, my, their,

dsb.

- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

Topik

Peristiwa, pengalaman yang terjadi di sekolah, rumah, dan yang dapat

menumbuhkan perilaku yang termuat di KI

E. Metode Pembelajaran

45

1. Metode : Prediction Strategy

2. Model : Discovery Learning

3. Pendekatan : Scientific Learning

F. Media/Alat, Bahan dan Sumber Pembelajaran

1. Media/alat

- Laptop, LCD Projector, Picture

2. Bahan

- Lembar Kerja Peserta didik

3. Sumber Pembelajaran

a. Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris kelas

VIII, Kemendikbud.

b. Materi Recount text dari internet

c. Kamus Bahasa Inggris

G. Langkah-langkah pembelajaran

1. Pertemuan Pertama

(2 x 45 Menit)

Kegiatan Pendahuluan (10 Menit)

Guru:

Orientasi

1. Melakukan pembukaan dengan salam pembuka dan berdoa untuk memulai

pembelajaran.

2. Memeriksa kehadiran peserta didik sebagai sikap disiplin.

3. Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan pembelajaran.

Apersepsi

1. Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan

46

pengalaman peserta didik dengan materi/tema/kegiatan yang akan dilakukan.

2. Mengingatkan kembali materi prasyarat dengan bertanya.

3. Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang akan

dilakukan.

Motivasi

1. Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari

dalam kehidupan sehari-hari.

2. Apabila materi tema/projek ini kerjakan dengan baik dan sungguh-sungguh ini

dikuasai dengan baik, maka peserta didik diharapkan dapat menjelaskan tentang

materi : Struktur Recount Text About Personal Recount Menyampaikan tujuan

pembelajaran pada pertemuan yang berlangsung.

3. Mengajukan pertanyaan.

Pemberian Acuan

1. Memberitahukan materi pelajaran yang akan dibahas pada pertemuan saat itu.

2. Memberitahukan tentang kompetensi inti, kompetensi dasar, indikator, dan KKM

pada pertemuan yang berlangsung.

3. Menjelaskan mekanisme pelaksanaan pengalaman belajar sesuai dengan langkah-

langkah pembelajaran.

Kegiatan Inti (70 Menit)

Sintak Model

Pembelajaran Kegiatan Pembelajaran

Stimulation

(stimullasi/

pemberian

KEGIATAN LITERASI

Peserta didik diberi motivasi atau rangsangan untuk memusatkan

perhatian pada topik materi Struktur Recount Text About Personal

Recount dengan cara:

47

rangsangan) 1. Melihat (tanpa atau dengan Alat)

Menayangkan gambar/foto/yang relevan dalam bentuk slide

presentation dengan menggunakan Prediction Strategy melalui

LCD Projector sebagai media pembelajaran.

2. Mengamati

Peserta didik diminta untuk mengamati gambar dan materi yang

diperlihatkan melalui slide yang berhubungan dengan materi

Struktur Recount Text About Personal Recount

3. Membaca

Membaca materi dari buku paket atau buku-buku penunjang

lain,dari internet/materi yang berhubungan dengan Struktur

Recount Text About Personal Recount.

4. Mendengar

Guru memberi mengintruksikan peserta didik untuk

mendengarkan materi Struktur Recount Text About Personal

Recount oleh guru untuk memahami isi pesannya.

5. Menyimak

Penjelasan pengantar kegiatan secara garis besar/global tentang

materi pelajaran mengenai materi: Struktur Recount Text About

Personal Recount untuk melatih kesungguhan, ketelitian, dan

mencari informasi.

Problem

statemen

(pertanyaan/

identifikasi

masalah)

CRITICAL THINKING (BERPIKIR KRITIK)

Guru memberikan kesempatan kepada peserta didik untuk

mengidentifikasi sebanyak mungkin pertanyaan yang berkaitan dengan

gambar yang disajikan dan akan dijawab melalui kegiatan belajar,

contohnya:

Mengajukan pertanyaan tentang materi: Struktur Recount Text

48

About Personal Recount yang tidak dipahami dari apa yang diamati

atau pertanyaan untuk mendapatkan informasi tambahan tentang apa

yang diamati untuk mengembangkan kreativitas, rasa ingin tahu.

Data

collection

(pengumpulan

data)

KEGIATAN LITERASI

Peserta didik mengumpulkan informasi yang relevan untuk menjawab

pertanyan yang telah diidentifikasi melalui kegiatan:

1. Mengamati obyek

Mengamati dengan seksama gambar dan materi yang di

tampilakan pada slide presentation melalui Struktur Recount Text

About Personal Recount dan mencoba memprediksikan dan

menginterprestasikannya.

2. Aktivitas

Guru memberikan kesempatan kepada siswa untuk mengumpulkan

pertanyaan atas hal-hal yang belum dipahami dan diajukan kepada

guru yang berkaitan materi tentang Struktur Recount Text About

Personal Recount.

3. Wawancara/tanya jawab dengan nara sumber

Mengajukan pertanyaan berkaiatan dengan materi Struktur

Recount Text About Personal Recount.

COLLABORATION (KERJASAMA)

Peserta didik diarahkan untuk:

1. Mendiskusikan

Peserta didik dan guru secara bersama-sama membahas lebih

lanjut tentang tipe, struktur, dan fungsi dari Struktur Recount Text

About Personal Recount.

2. Mempresentasikan ulang

49

Peserta didik memprediksikan apa yang ada dipikiran mereka

setelah mengamati gambar dan materi tentang Struktur Recount

Text About Personal Recount sesuai dengan pemahamannya.

Data

processing

(pengolahan

Data)

COLLABORATION (KERJASAMA) dan CRITICAL

THINKING (BERPIKIR KRITIS)

Peserta didik berdiskusi mengolah data hasil pengamatan dengan cara :

1. Berdiskusi tentang data dari Materi:

Struktur Recount Text About Personal Recount.

2. Mengolah informasi dari materi Struktur Recount Text About

Personal Recount yang sudah dikumpulkan dari hasil

kegiatan/pertemuan yang sedang berlangsung.

3. Guru menjelaskan peserta didik ketika menemui kesulitan dalam

memahami Struktur Recount Text About Personal Recount

Peserta didik dan guru secara bersama-sama membahas hasil dari

pengamatan yang dilakukan peserta didik.

Verification

(pembuktian)


Peserta didik mendiskusikan hasil pengamatannya dan memverifikasi

hasil pengamatannya yang dilakukan selama proses pembelajaran

dengan materi Struktur Recount Text About Personal Recount

melalui kegiatan:

1. Menambah keluasan dan kedalaman sampai kepada pengolahan

informasi yang bersifat mencari solusi dari berbagai sumber untuk

mengembangjan kemampuan menerapkan prosedur dan

kemampuan berpikir induktif serta dedukatif dalam membuktikan

materi tentang: Struktur Recount Text About Personal Recount.

2. Peserta didik dan guru secara bersama-sama membahas tentang

opini yang dikeluarkan peserta didik tentang gambar yang

50

diperlihatkan pada slide presentation.

Generalization

(menarik

kesimpulan)

COMMUNICATION (BERKOMUNIKASI)

Peserta didik berdiskusi untuk menyimpulkan hasil dari proses

pembelajaran tentang materi Struktur Recount Text About Personal

Recount.

1. Peserta didik Menyampaikan hasil dari proses pembelajaran

tentang materi Struktur Recount Text About Personal Recount

berupa kesimpulan berdasarkan hasil analisis secara lisan, tertulis,

atau media lainnya.

2. Peserta didik bertanya tentang materi Struktur Recount Text

About Personal Recount dan peserta didik lain diberi kesempatan

untuk menjawabnya.

CREATIVITY (KREATIVITAS)

1. Menyimpulkan tentang point-point penting yang muncul dalam

kegiatan pembelajaran tentang materi Struktur Recount Text

About Personal Recount.

2. Peserta didik dan guru melakukan Feedback yang berkaitan

dengan materi Struktur Recount Text About Personal Recount.

3. Peserta didik di instruksikan untuk mencari ungkapan – ungkapan

personal recount di rumah dan di kumpul pada pertemuan

berikutnya dengan materi Struktur Recount Text About Personal

Recount.

Catatan : Selama Pembelajaran Struktur Recount Text About Personal Recount berlangsung,

guru mengamati sikap siswa dalam pembelajaran yang meliputi sikap: nasionalisme,

disiplin, rasa percaya diri, berperilaku jujur, tangguh menghadapi masalah tanggungjawab,

rasa ingin tahu, peduli lingkungan

Kegiatan Penutup (10 Menit)

51

Peserta didik:

1. Membuat resume dengan bimbingan guru tentang point-point penting yang muncul

dalam kegiatan pembelajaran tentang materi Struktur Recount Text About Personal

Recount yang baru dilakukan.

2. Mengagendakan pekerjaan rumah untuk materi pelajaran Struktur Recount Text About

Personal Recount yang baru diselesaikan.

Guru:

1. Guru mengulang kembali tentang tentang apa yang sudah dipelajari oleh peserta didik.

2. Guru menginstrupsikan peserta didik untuk mengulang kembali materi di rumah

masing-masing.

3. Menginformasikan rencana kegiatan pembelajaran pada pertemuan selanjutnya.

4. Guru menutup dengan salam.

2. Pertemuan Kedua

( 2 x 45 Menit)


Guru:

Orientasi


pembelajaran.



Apersepsi




52


dilakukan.

Motivasi





materi : Ungkapan-ungkapan Personal Recount.

3. Menyampaikan tujuan pembelajaran pada pertemuan yang berlangsung.


Pemberian Acuan



pada pertemuan yang berlangsung




Sintak Model

Pembelajaran

Kegiatan Pembelajaran

Stimulation

(stimullasi/

pemberian

rangsangan)

KEGIATAN LITERASI


perhatian pada topik materi: Ungkapan-ungkapan Personal Recount

dengan cara:

1. Melihat (tanpa atau dengan Alat)

Guru memperlihatkan paragraf recount text tentang personal

53

recount.

2. Mengamati

Peserta didik diminta mengamati teks yang diberikan yang

berhubungan dengan: Ungkapan-ungkapan Personal Recount.

3. Membaca

Peserta didik Membaca materi dari buku paket atau dari

internet/materi yang berhubungan dengan: Ungkapan-ungkapan

Personal Recount.

4. Menyimak

Peserta didik menyimak dengan seksama tentang apa yang

dsampaikan oleh guru mengenai materi: Ungkapan-ungkapan

Personal Recount untuk melatih kesungguhan, ketelitian, mencari

informasi.

Problem

statemen

(pertanyaan/

identifikasi

masalah)


Guru memberikan kesempatan kepada peserta didik untuk mengajukan

pertanyaan yang berkaitan dengan gambar yang disajikan dan akan

dijawab melalui kegiatan belajar, contohnya:

Mengajukan pertanyaan tentang materi: Ungkapan-ungkapan

Personal Recount yang tidak dipahami dari apa yang diamati.

Data

collection

(pengumpulan

data)

KEGIATAN LITERASI



1. Mengamati obyek

Mengamati dengan seksama contoh personal recount yang

diberikan dan mencoba memprediksikan dan

54


2. Aktivitas

Guru menginstruksikan kepada siswa untuk menyusun recount text

tentang personal recount.


Mengajukan pertanyaan apabila terkendala dalam menyusun

recount text.


Peserta didik melakukan keagatan collaboration untuk:

1. Mendiskusikan


lanjut tentang bagaimana mempresentasikan ungkapan:

Ungkapan-ungkapan Personal Recount.


Peserta didik mengkomunikasikan secara lisan atau

mempresentasikan tugas yang diberikan oleh guru tentang

menyusun recount text tentang personal recount.

Data

processing

(pengolahan

Data)




1. Berdiskusi tentang data hasil presentasi :


2. Mengolah informasi dari hasil presentasi Personal Recount yang

sudah dilakukan oleh peserta didik.

3. Guru membantu peserta didik ketika menemui kesulitan dalam

menyusun dan mempresentasikan Ungkapan-ungkapan Personal

55

Recount.

Verification

(pembuktian)


Peserta didik mendiskusikan hasil presentasi mereka dan

memverifikasi hasil presentasi yang dilakukan selama proses

pembelajaran dengan materi: Ungkapan-ungkapan Personal Recount

melalui kegiatan:


informasi yang bersifat mencari solusi untuk mengembangkan

kemampuan berpikir induktif serta deduktif dalam membuktikan

tentang materi Ungkapan-ungkapan Personal Recount.

2. Peserta didik dan guru secara bersama-sama mengkritik terhadap

kesalahan pronunciation/pengucapan yang dilakukan oleh peserta

didik.

Generalization

(menarik

kesimpulan)



pembelajaran tentang materi Ungkapan-ungkapan Personal Recount.

1. Peserta didik Menyampaikan hasil dari proses presentasi tentang

Personal Recount berupa kesimpulan berdasarkan hasil analisis

secara lisan, tertulis, atau media lainnya.

2. Mengemukakan pendapat atas hasil dari proses presentasi tentang

materi Ungkapan-ungkapan Personal Recount dan ditanggapi

oleh peserta didik lainnya.



kegiatan Hasil presentasi dari Ungkapan-ungkapan Personal

Recount.

2. Peserta didik dan guru melakukan feedback, atau melemparkan

beberapa pertanyaan kepada peserta didik berkaitan dengan materi

56


Catatan : selama pembelajaran Ungkapan-ungkapan Personal Recount berlangsung, guru

mengamati sikap siswa dalam pembelajaran yang meliputi sikap: nasionalisme, disiplin,

rasa percaya diri, berperilaku jujur, tangguh menghadapi masalah tanggungjawab, rasa

ingin tahu, peduli lingkungan


Peserta didik:


dalam kegiatan pembelajaran tentang materi Ungkapan-ungkapan Personal Recount

yang baru dilakukan.

2. Mengulang kembali tentang apa yang sudah dipelajari oleh peserta didik di rumah

masing-masing Mengagendakan pekerjaan rumah untuk materi pelajaran Ungkapan-

ungkapan Personal Recount yang baru diselesaikan.

Guru:




3. Pertemuan Ketiga

(2 x 45 Menit)


Guru:

Orientasi


pembelajaran.


57


Apersepsi





dilakukan.

Motivasi





materi: Struktur Recount Text About Factual Recount Menyampaikan tujuan



Pemberian Acuan







Sintak Model Kegiatan Pembelajaran

58

Pembelajaran

Stimulation

(stimullasi/

pemberian

rangsangan)

KEGIATAN LITERASI


perhatian pada topik materi Struktur Recount Text About Factual

Recount dengan cara:





3. 2. Mengamati



Struktur Recount Text About Factual Recount.

3. Membaca

Membaca materi dari buku paket atau buku-buku penunjang lain,

dari internet/materi yang berhubungan dengan Struktur Recount

Text About Factual Recount.

4. Mendengar


mendengarkan materi Struktur Recount Text About Factual

Recount oleh guru untuk memahami isi pesannya.

6. Menyimak



Factual Recount untuk melatih kesungguhan, ketelitian, dan

mencari informasi.

59

Problem

statemen

(pertanyaan/

identifikasi

masalah)





contohnya:


About Factual Recount yang tidak dipahami dari apa yang diamati

atau pertanyaan untuk mendapatkan informasi tambahan tentang apa

yang diamati untuk mengembangkan kreativitas, rasa ingin tahu.

Data

collection

(pengumpulan

data)

KEGIATAN LITERASI



1. Mengamati obyek


tampilakan pada slide presentation Struktur Recount Text About

Factual Recount dan mencoba memprediksikan dan


2. Aktivitas




Factual Recount.


Mengajukan pertanyaan berkaiatan dengan materi Struktur Recount

Text About Factual Recount.


60


1. Mendiskusikan



About Factual Recount.




Text About Factual Recount sesuai dengan pemahamannya.

Data

processing

(pengolahan

Data)





Struktur Recount Text About Factual Recount.


Factual Recount yang sudah dikumpulkan dari hasil



memahami Struktur Recount Text About Factual Recount

Peserta didik dan guru secara bersama-sama membahas hasil dari


Verification

(pembuktian)




dengan materi Struktur Recount Text About Factual Recount melalui

kegiatan:

61





materi tentang: Struktur Recount Text About Factual Recount.




Generalization

(menarik

kesimpulan)


1. Peserta didik berdiskusi untuk menyimpulkan hasil dari proses

pembelajaran tentang materi Struktur Recount Text About

Factual Recount


tentang materi Struktur Recount Text About Factual Recount

berupa kesimpulan berdasarkan hasil analisis secara lisan, tertulis,

atau media lainnya.


About Factual Recount dan peserta didik lain diberi kesempatan

untuk menjawabnya.




About Factual Recount.


dengan materi Struktur Recount Text About Factual Recount.


personal recount di rumah dan di kumpul pada pertemuan

berikutnya dengan materi Struktur Recount Text About Factual

Recount.

62

Catatan : Selama Pembelajaran Struktur Recount Text About Factual Recount berlangsung,

guru mengamati sikap siswa dalam pembelajaran yang meliputi sikap: nasionalisme,

disiplin, rasa percaya diri, berperilaku jujur, tangguh menghadapi masalah tanggungjawab,

rasa ingin tahu, peduli lingkungan


Peserta didik:


dalam kegiatan pembelajaran tentang materi Struktur Recount Text About Factual

Recount yang baru dilakukan.


Factual Recount yang baru diselesaikan.

Guru:



masing-masing.



4. Pertemuan Keempat

(2 x 45 Menit)


Guru:

63

Orientasi


pembelajaran.



Apersepsi





dilakukan.

Motivasi





materi : Ungkapan-ungkapan Factual Recount.



Pemberian Acuan






64


Sintak Model

Pembelajaran


Stimulation

(stimullasi/

pemberian

rangsangan)

KEGIATAN LITERASI


perhatian pada topik materi: Ungkapan-ungkapan Factual Recount

dengan cara:


Guru memperlihatkan paragraf recount text tentang factual

recount.

2. Mengamati

Peserta didik diminta mengamati teks yang diberikan yang

berhubungan dengan: Ungkapan-ungkapan Factual Recount

3. Membaca



Factual Recount

4. Menyimak


disampaikan oleh guru mengenai materi: Ungkapan-ungkapan

Factual Recount untuk melatih kesungguhan, ketelitian, mencari

informasi.

Problem

statemen




65

(pertanyaan/

identifikasi

masalah)

dijawab melalui kegiatan belaja, contohnya:


Factual Recount yang tidak dipahami dari apa yang diamati.

Data

collection

(pengumpulan

data)

KEGIATAN LITERASI



1. Mengamati obyek

Mengamati dengan seksama contoh factual recount yang diberikan

dan mencoba memprediksikan dan menginterprestasikannya.

2. Aktivitas


tentang factual recount.



recount text.



1. Mendiskusikan



Ungkapan-ungkapan Factual Recount.


Peserta didik mengkomunikasika secara lisan atau


menyusun recount text tentang factual recount.

66

Data

processing

(pengolahan

Data)




1. Berdiskusi tentang data hasil presentasi:

2. Ungkapan-ungkapan Factual Recount

3. Mengolah informasi dari hasil presentasi Factual Recount yang

sudah dilakukan oleh peserta didik.


menyusun dan mempresentasikan Ungkapan-ungkapan Factual

Recount.

Verification

(pembuktian)




pembelajaran dengan materi: Ungkapan-ungkapan Factual Recount

melalui kegiatan:




tentang materi Ungkapan-ungkapan Factual Recount.



didik.

Generalization

(menarik

kesimpulan)



pembelajaran tentang materi Ungkapan-ungkapan Factual Recount.


Factual Recount berupa kesimpulan berdasarkan hasil analisis

67

secara lisan, tertulis, atau media lainnya.


materi Ungkapan-ungkapan Factual Recount dan ditanggapi

oleh peserta didik lainnya.



kegiatan Hasil presentasi dari Ungkapan-ungkapan Factual

Recount.



Ungkapan-ungkapan Factual Recount.

Catatan : selama pembelajaran Ungkapan-ungkapan Factual Recount berlangsung, guru





Peserta didik:


dalam kegiatan pembelajaran tentang materi Ungkapan-ungkapan Factual Recount

yang baru dilakukan.



ungkapan Factual Recount yang baru diselesaikan.

Guru:




68

5. Pertemuan Kelima

(2 x 45 Menit)


Guru:

Orientasi


pembelajaran.



Apersepsi





dilakukan.

Motivasi





materi : Struktur Recount Text About Imaginative Menyampaikan tujuan



Pemberian Acuan




69




Sintak Model

Pembelajaran Kegiatan Pembelajaran

Stimulation

(stimullasi/

pemberian

rangsangan)

KEGIATAN LITERASI


perhatian pada topik materi Struktur Recount Text About Imaginative

dengan cara:





2. Mengamati



Struktur Recount Text About Imaginative.

3. Membaca

Membaca materi dari buku paket atau buku-buku penunjang lain

dari internet/materi yang berhubungan dengan Struktur Recount

Text About Imaginative.

4. Mendengar


mendengarkan materi Struktur Recount Text About Imaginative

70

oleh guru untuk memahami isi pesannya.

5. Menyimak



Imaginative Recount untuk melatih kesungguhan, ketelitian, dan

mencari informasi.

Problem

statemen

(pertanyaan/

identifikasi

masalah)





contohnya:


About Imaginative yang tidak dipahami dari apa yang diamati atau

pertanyaan untuk mendapatkan informasi tambahan tentang apa yang

diamati untuk mengembangkan kreativitas, rasa ingin tahu.

Data

collection

(pengumpulan

data)

KEGIATAN LITERASI



1. Mengamati obyek


tampilakan pada slide presentation Struktur Recount Text About

Imaginative dan mencoba memprediksikan dan


2. Aktivitas



71


Imaginative


Mengajukan pertanyaan berkaiatan dengan materi Struktur

Recount Text About Imaginative



1. Mendiskusikan



About Imaginative.




Text About Imaginative sesuai dengan pemahamannya.

Data

processing

(pengolahan

Data)



Peserta didik berdiskusi mengolah data hasil pengamatan dengan cara:


Struktur Recount Text About Imaginative.


Imaginative yang sudah dikumpulkan dari hasil



memahami Struktur Recount Text About Imaginative Peserta

didik dan guru secara bersama-sama membahas hasil dari

72


Verification

(pembuktian)




dengan materi Struktur Recount Text About Imaginative melalui

kegiatan:





materi tentang: Struktur Recount Text About Imaginative.




Generalization

(menarik

kesimpulan)



pembelajaran tentang materi Struktur Recount Text About

Imaginative


tentang materi Struktur Recount Text About Imaginative berupa

kesimpulan berdasarkan hasil analisis secara lisan, tertulis, atau

media lainnya.


About Imaginative dan peserta didik lain diberi kesempatan untuk

menjawabnya.




73

About Imaginative.


dengan materi Struktur Recount Text About Imaginative.


imaginative di rumah dan di kumpul pada pertemuan berikutnya

dengan materi Struktur Recount Text About Imaginative.

Catatan : Selama Pembelajaran Struktur Recount Text About Imaginative berlangsung, guru





Peserta didik:


dalam kegiatan pembelajaran tentang materi Struktur Recount Text About

Imaginative yang baru dilakukan.


Imaginative yang baru diselesaikan.

Guru:



masing-masing.



6. Pertemuan Keenam

(2 x 45 Menit)

74


Guru:

Orientasi


pembelajaran.



Apersepsi





dilakukan.

Motivasi





materi: Ungkapan-ungkapan Imaginative.



Pemberian Acuan






75


Sintak Model

Pembelajaran


Stimulation

(stimullasi/

pemberian

rangsangan)

KEGIATAN LITERASI


perhatian pada topik materi: Ungkapan-ungkapan Imaginative

dengan cara:


Guru memperlihatkan paragraf recount text tentang imaginative.

2. Mengamati

3. Peserta didik diminta mengamati teks yang diberikan yang

berhubungan dengan: Ungkapan-ungkapan Imaginative

4. Membaca



Imaginative

5. Menyimak


dsampaikan oleh guru mengenai materi: Ungkapan-ungkapan

Imaginative untuk melatih kesungguhan, ketelitian, mencari

informasi.

Problem

statemen




76

(pertanyaan/

identifikasi

masalah)

dijawab melalui kegiatan belaja, contohnya:


Imaginative yang tidak dipahami dari apa yang diamati.

Data

collection

(pengumpulan

data)

KEGIATAN LITERASI



1. Mengamati obyek

Mengamati dengan seksama contoh imaginative yang diberikan

dan mencoba memprediksikan dan menginterprestasikannya.

2. Aktivitas


tentang imaginative.



recount text.



1. Mendiskusikan



Ungkapan-ungkapan Imaginative.


Peserta didik mengkomunikasika secara lisan atau


menyusun recount text tentang imaginative.

77

Data

processing

(pengolahan

Data)



Peserta didik berdiskusi mengolah data hasil pengamatan dengan cara:

1. Berdiskusi tentang data hasil presentasi:

2. Ungkapan-ungkapan Imaginative

3. Mengolah informasi dari hasil presentasi Imaginative yang sudah

dilakukan oleh peserta didik.


menyusun dan mempresentasikan Ungkapan-ungkapan

Imaginative.

Verification

(pembuktian)




pembelajaran dengan materi: Ungkapan-ungkapan Imaginative

melalui kegiatan:




tentang materi Ungkapan-ungkapan Imaginative.



didik.

Generalization

(menarik

kesimpulan)



pembelajaran tentang materi Ungkapan-ungkapan Imaginative.


Imaginative berupa kesimpulan berdasarkan hasil analisis secara

78

lisan, tertulis, atau media lainnya.


materi Ungkapan-ungkapan Imaginative dan ditanggapi oleh

peserta didik lainnya.



kegiatan Hasil presentasi dari Ungkapan-ungkapan Imaginative.



Ungkapan-ungkapan Imaginative.

Catatan : selama pembelajaran Ungkapan-ungkapan Imaginative berlangsung, guru





Peserta didik:


dalam kegiatan pembelajaran tentang materi Ungkapan-ungkapan Imaginative yang

baru dilakukan.



ungkapan Imaginative yang baru diselesaikan.

Guru:

1. Guru mengulang kembali tentang tentang apa yang sudah dipelajari oleh peserta

didik.



79

Luwu Timur, Juli 2020

Mengetahui

Kepala Sekolah Guru Mata Pelajaran

NURLINDA, S.Pd.I,M.Pd.I Nurfhany Hasruddin.

NIP: 197906042005012009 NIM: 105351120416

Appendix 4

80

Worksheet Pre-Test and Post-Test at Class VIII.D

81

82

83

84

85

86

87

88

89

90

91

92

93

Appendix 5

The Score Students of Pre-Test and Post-Test in Literal Comprehension

(Main Idea)

No. Initial of The Student's Pre-Test Post-Test

1. AAZ 56 72

2. AM 62 78

3. AA 62 76

4. AM 58 76

5. A 56 80

6. AHK 54 82

7. AUS 60 84

8. APA 56 80

9. AM 54 78

10. DAP 68 84

11. FF 58 84

12. H 68 80

13. IR 68 78

14. KA 64 84

15. MN 64 84

16. NAR 54 80

17. NR 50 78

18. N 54 86

19. NG 52 80

20. NF 60 92

21. ND 52 84

22. QA 50 86

23. SA 60 84

24. S 58 86

25. SRR 60 92

26. W 54 84

27. W 62 84

28. Z 54 88

SUM 1628 2304

Average 58.14 82.29

94

Appendix 6

The Score Students of Pre-Test and Post-Test in Inferential Comprehension

(Conclusion)

No. Initial of The Student's Pre-Test Post-Test

1. AAZ 54 70

2. AM 60 76

3. AA 60 74

4. AM 56 74

5. A 54 78

6. AHK 52 80

7. AUS 58 82

8. APA 54 78

9. AM 52 76

10. DAP 66 82

11. FF 56 82

12. H 64 78

13. IR 64 76

14. KA 62 82

15. MN 62 82

16. NAR 52 78

17. NR 48 76

18. N 52 84

19. NG 50 78

20. NF 58 90

21. ND 50 82

22. QA 48 84

23. SA 58 82

24. S 56 84

25. SRR 58 90

26. W 52 82

27. W 58 82

28. Z 54 86

SUM 1568 2248

Average 56.00 80.28

95

Appendix 7

Attended List of The Students’ Learning Process

Initial of The

Students’

Pre-Test T-1 T-2 T-3 T-4 T-5 T-6 Post-Test

AAZ

AM

AA

AM

A

AHK

AUS

APA

AM

DAP

FF

H

IR

KA

MN

NAR

RR

N

NG

NF

ND

QA

SA

S

SRR

W

W

Z

96

Appendix 8

The Score of Pre-Test and Post-Test Comprehension

NO.

Main Idea

Conclusion

Score

1 70 55 62.5

2 55 65 60

3 65 60 62.5

4 78 50 64

5 55 78 66.5

6 75 70 72.5

7 65 60 62.5

8 67 75 71

9 50 60 55

10 50 68 59

11 70 75 72.5

12 55 67 61

13 74 72 73

14 60 50 55

15 77 50 63.5

16 65 70 67.5

17 67 75 71

18 70 75 72.5

19 65 70 67.5

20 72 60 66

21 75 65 70

22 70 60 65

23 68 75 71.5

24 75 60 67.5

25 65 60 62.5

26 50 55 52.5

27 65 70 67.5

28 50 70 60

29 70 78 74

Total 1.893 1.898 1.895.5

97

Appendix 9

Level of Significance for One-Tailed Test

Df

Level of Significance for One-Tailed Test

0,25 0,10 0,5 0,025 0,01 0,005

Level of Significance for two-tailed test

0,5 0,2 0,1 0,05 0,02 0.01

1 1.000 3.078 6.314 12.706 31,821 63.657

2 0.816 1.886 2.920 4.303 6.965 9.926

3 0.765 1.638 2.353 3.183 4.541 5.841

4 0.741 1.533 2.132 2.776 3.747 4.604

5 0.727 1.476 2.015 2.571 3.365 4.032

6 0.718 1.440 1.943 2.447 2.143 3.707

7 0.711 1.451 1.895 2.365 2.998 3.499

8 0.706 1.397 1.860 2.306 2.896 3.355

9 0. 703 1.383 1.833 2.262 2.821 3.250

10 0.700 1.372 1.812 2.226 2.764 3.169

11 0.697 1.363 1.769 2.201 2.718 3.106

12 0.695 1.356 1.782 2.179 2.681 3.055

13 0.694 1.350 1.771 2.160 2.650 3.120

14 0.692 1.345 1.761 2.143 2.624 2.977

15 0.691 1.341 1.753 2.331 2.604 2.947

16 0.690 1.337 1.746 2.120 2.583 2.921

17 0.689 1.333 1.740 2.110 2.567 2.898

18 0.688 1.330 1.734 2.101 2.552 2.878

19 0.688 1.328 1.729 2.093 2.539 2.861

20 0.687 1.325 1.725 2.086 2.528 2.845

21 0.686 1.323 1.721 2.080 2.518 2.831

22 0.686 1.321 1.717 2.074 2.505 2.819

23 0.685 1.319 1.714 2.690 2.500 2.807

24 0.685 1.318 1.711 2.640 2.492 2.797

25 0.684 1.316 1.708 2.060 2.485 2.787

26 0.684 1.315 1.706 2.056 2.479 2.779

27 0.684 1.314 1.703 2.052 2.473 2.771

28 0.683 1.313 1.701 2.048 2.467 2.763

29 0.683 1.311 1.699 2.045 2.462 2.756

30 0.683 1.310 1.697 2.042 2.457 2.750

40 0.681 1.303 1.684 2.021 2.423 2.704

98

60 0.679 1.296 1.671 2.000 2.390 2.660

120 0.677 1.289 1.658 2.890 2.358 2.617

0.674 1.282 1.645 1.960 2.326 2.576

99

Appendix 10

Paired Sample Test

Paired Samples Statistics of Conclusion

Mean N

Std.

Deviation

Std. Error

Mean

Pair 1 Pre-test 56.0000 28 4.98888 .94281

Pos-test 80.2857 28 4.60963 .87114

Paired Samples Statistics of Main Idea

Mean N

Std.

Deviation

Std. Error

Mean

Pair 1 Pre-Test 58.1429 28 5.24732 .99165

Post-Test 82.2857 28 4.60963 .87114

100

Appendix 11

Certificate of Thesis

101

CURRICULUM VITAE

Nurfhany Hasruddin was born on June 4, 1998 in Makassar.

She is the first child of Mr. Hasruddin and her mother is Mrs.

Hj. Maska. She has one brother and one sister. She started her

study at SDN 268 Towuti in 2005 to 2010. In 2011, she

continued her Junior High School at MTs. Negeri Luwu Timur then graduated in

2013, in the same year, she continued her Senior High School at SMAN 3 Luwu

Timur and finished it in 2016. Finally, she continued her study as ordinary

students specializing in English Education in Faculty of Teacher Training and

Education at Muhammadiyah University of Makassar in 2016. At the end of her

study, she could finish her thesis with the title.

Documents

THE IMPLEMENTATION OF PREDICTION STRATEGY IN