THE INFLUENCE OF THINK PAIR SHARE (TPS) ON STUDENTS’

READING NARRATIVE TEXT

(A Quasi-Experimental Study at the Eighth Grade of SMP N 3 Kota Tangerang Selatan

Academic Year 2015/2016)

By:

Yudhistira Adi Nugraha

1111014000026

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2018

i

ABSTRACT

Yudhistira Adi Nugraha (1111014000026). The Influence of Think Pair Share (TPS)

on Students‘ Reading Narrative Text; A Quasi-Experimental Study in the Eight Grade

of SMP Negeri 3 Kota Tangerang Selatan In Academic Year 2015/2016. Skripsi of

Department of English Education at Faculty of Educational Sciences of Syarif

Hidayatullah State Islamic University Jakarta, 2018.

Keyword: Reading, Narrative Text, TPS Strategy

The objective of this study is to know the empirical evidence of the influence of using

think pair share strategy on students‘ reading narrative text. The method used in this

study was quantitative method. Design this study was quasi-experimental design with

pre-test and post-test. The sample of this study is 60 students, which are 30 students

as control class and 30 students as experimental class. Before giving the treatment,

the students from both classes were given a pre-test to know their ability in reading

narrative text. At the end of treatment, the students were given a posttest. The test

used as the primary instrument were concisting of 30 multiple choice questions. In

analyzing the data, the writer used t-test. The result of the calculation showed The

value of ttable in the significance and 5% (0.05) is 1.67 and the value of to is 1.85. So

the result is 1.85 > 1.67. It means than to (t-observation) is higher that tt (t-table), the

rates of the means score of the experimental class are higher than the controlled class.

The use of Think Pair Share (TPS) strategy gives influence on the students‘ reading

narrative text in the eighth grade students of SMP N 3 Kota Tangerang Selatan

ii

ABSTRAK

Yudhistira Adi Nugraha (1111014000026). The Influence of Think Pair Share (TPS) on

Students‘ Reading Narrative Text; sebuah penilitian kuasi eksperimental di kelas delapan

SMP Negeri 3 Kota Tangerang Selatan Tahun Ajaran 2015/2016. Skripsi Jurusan

Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam

Syarif Hidayatullah Jakarta 2018.

Kata kunci: Membaca, Teks Narasi, Strategi TPS

Tujuan penelitian ini adalah untuk mengetahui bukti empiris tentang penggunaan strategi

think pair share terhadap membaca siswa dalam teks narasi. Metode yang digunakan

dalam penelitian ini adalah metode kuantitatif. Desain penelitian ini adalah kuasi

eksperimental dengan menggunakan tes awal dan tes akhir. Sampel yang digunakan

dalam penelitian adalah 60 siswa, 30 siswa sebagai kelas kontrol, dan 30 siswa sebagai

kelas eksperimen. Sebelum diberikan perlakuan, siswa dari kedua kelas diberikan tes

awal untuk mengetahui kemampuan mereka dalam teks narasi. Di akhir perlakuan, siswa

diberikan tes akhir. Tes yang diguanakan sebagai instrumen utama terdiri 30 soal pilihan

ganda. Dalam menganalisa data, penulis mengguanakan uji-t. Hasil dari perhitungan

menunjukkan bahwa nilai dari ttable dalam signifikasi dan 5% (0.05) adalah 1.67 dan nilai

dari to (t-hitung) adalah 1.85. jadi hasilnya adalah 1.85 > 1.67. ini menunjukkan bahwa to (t-

observasi) lebih besar dari tt (t-tabel), nilai rata rata dari kelas eksperimental lebih tinggi

dari kelas kontrol. Penggunaan strategi Think Pair Share (TPS) memberikan pengaruh

membaca teks narasi siswa kelas delapan SMP N 3 Kota Tangerang Selatan.

iii

ACKNOWLEDGMENT

In the Name of Allah, the Most Gracious, the Most Merciful

Praised be to Allah, the Lord of the Worlds, who has given the writer His love and compassion to

finish the last assignment in his study. Peace and salutation be upon to the prophet Muhammad,

his family, his companion, and his adherence.

This paper is submitted to fulfill one of the requirements for the Degree of S. Pd., at the

Department of English Education of Faculty of Tarbiya and Teachers‘ Training, State Islamic

University Syarif Hidayatullah Jakarta.

First of all, the writer would like to thank to his beloved parents, Sigit Budiyanto and Iis

Agustiani, his beloved sister, Laksmi Devi Savitri, and also all of his family for their love,

sincere prayers, support, advice, motivation, and patience, for this writerin finishing this paper.

Secondly, the writer would like to address his thank and great gratitude to Mr. Dr. Alek, M.Pd.,

and Mr. Zaharil Anasy, M.Hum., as the writers‘ advisors, who gave him help, valuable advice,

and guidance with full of patience during writing and completing this paper. Hopefully, may

Allah always bless them with their family and grant all of the wishes.

The writer realizes that he could not finish writing this paper without help from people around

him. Therefore, he would like to give his gratitude and appreciation to:

1. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Educational Sciences, State

Islamic University Syarif Hidayatullah Jakarta.

2. All lecturers in the Department of English Education, for teaching precious knowledge

and for giving wonderful study experience.

3. Dr. Alek, M. Pd., the Head of Department of English Education.

4. Zaharil Anasy, M. Hum., the secretary of Department of English Education.

5. The Principal and all of teachers in SMP Negeri 3 Kota Tangerang Selatan for giving

permission to the writer to do observation and conduct the research.

iv

6. Students of SMP Negeri 3 Kota Tangerang Selatan especially class VIII.3 and VIII.6 for

giving the writer chance to teach them

7. The writers‘ beloved friends from A class academic year 2011.

8. The CAGURS‘ Family (Rismalia, Fauziah, Eka, Utul, Miryanti, Rosya, Nurul, Afra,

Imam).

9. The writers‘ best friends ( Lita Monica, Akhmad Furqon, Hakim Hasan, Harry

Dermawan) and all of the writers‘ friends whom the writer cannot write all of their name

who helped him and had given great support and suggestion to the writer in finishing this

paper.

Finally, the writer admits that his paper is still far from the perfection. Therefore, he hope some

suggestion and criticism from the reader and hopefully, this paper will give valuable information

to the reader.

Jakarta, June 2018

Yudhistira Adi Nugraha

v

TABLE OF CONTENTS

ABSTRACT ................................................................................................................................. ii

ABSTRAK ................................................................................................................................... iii

ACKNOWLEDGEMENTS ....................................................................................................... iv

TABLE OF CONTENTS ........................................................................................................... v

LIST OF TABLES ...................................................................................................................... vi

LIST OF PICTURES …………………………………………………………………………..ix

LIST OF APPENDICES ............................................................................................................. x

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

A. Background of the Study ................................................................................. 1

B. Identification of the Problem ........................................................................... 2

C. Limitation of the Problem ................................................................................ 2

D. Formulation of the Problem ............................................................................. 3

E. Objective of the Study ..................................................................................... 3

F. Significance of the Study ................................................................................. 3

CHAPTER II. THEORITICAL FRAMEWORK .................................................................... 5

A. Reading ........................................................................................................... 5

1. The Understanding of Reading .................................................................. 5

2. Purposes of Reading .................................................................................. 6

3. Kinds of Reading ....................................................................................... 8

B. Narrative Text .................................................................................................. 9

1. The Understanding of Narrative Text ........................................................ 9

2. The Purposes of Narrative Text ................................................................. 9

3. The Schematic of Narrative Text ............................................................. 10

vi

4. The Grammatical Features of Narrative Text .......................................... 11

5. The Types of Narrative Text .................................................................... 11

C. Think Pair Share (TPS) .................................................................................. 13

1. The Understanding of Think Pair Share Strategy .................................... 13

2. The Purposes of Think Pair Share Strategy ............................................. 13

3. The Procedure of Think Pair Share Strategy ........................................... 14

D. Teaching Reading Narrative Text Using Think Pair Share Strategy ............. 15

E. Previous Related Study .................................................................................. 15

F. Conceptual Framework .................................................................................. 17

G. Research Hypothesis ...................................................................................... 18

CHAPTER III. RESEARCH METHODOLOGY ....................................................................... 19

A. Place and Time of the Research ..................................................................... 19

B. Research Design............................................................................................. 19

C. Population and Sample .................................................................................. 20

D. Instrument of the Research ............................................................................ 21

E. Data Collection Technique ............................................................................ 21

F. Data Analysis Technique ............................................................................... 21

1. Normality Test ......................................................................................... 22

2. Homogeneity Test .................................................................................... 22

3. Hypothesis Test ........................................................................................ 23

G. Statistical Hypothesis ..................................................................................... 25

CHAPTER IV. FINDINGS AND INTERPRETATION ............................................................. 26

A. Data Description ............................................................................................ 26

B. Data Analysis ................................................................................................. 30

1. Result of Pre-test of Experimental and Controlled Class ........................ 30

2. Result of Post-test of Experimental and Controlled Class ....................... 33

3. Normality Test ......................................................................................... 36

4. Homogeneity Test .................................................................................... 37

5. Hypothesis Testing................................................................................... 38

vii

C. Data Interpretation ......................................................................................... 42

CHAPTER V. CONCLUSION AND SUGGESTION ................................................................ 44

A. Conclusion ..................................................................................................... 44

B. Suggestion ...................................................................................................... 44

REFERENCES ............................................................................................................................ 45

APPENDICES ............................................................................................................................ 47

viii

LIST OF TABLES

TABLE 4.1 .....................................................................................................................................26

TABLE 4.2 .....................................................................................................................................28

TABLE 4.3 .....................................................................................................................................30

TABLE 4.4 .....................................................................................................................................31

TABLE 4.5 .....................................................................................................................................32

TABLE 4.6 .....................................................................................................................................32

TABLE 4.7 .....................................................................................................................................33

TABLE 4.8 .....................................................................................................................................34

TABLE 4.9 .....................................................................................................................................35

TABLE 4.10 ...................................................................................................................................35

TABLE 4.11 ...................................................................................................................................36

TABLE 4.12 ...................................................................................................................................37

TABLE 4.13 ...................................................................................................................................38

TABLE 4.14 ...................................................................................................................................38

TABLE 4.15 ...................................................................................................................................39

ix

LIST OF APPENDICES

SOAL PRE TES .............................................................................................................................48

SOAL POST TES ..........................................................................................................................58

RPP KELAS EKSPERIMEN ........................................................................................................66

RPP KELAS KONTROL ..............................................................................................................82

SURAT IZIN PENELITIAN .........................................................................................................98

SURAT KETERANGAN PENELITIAN ......................................................................................99

DOKUMENTASI ........................................................................................................................100

1

CHAPTER I

INTRODUCTION

A. Background of the Study

Reading is a means of language acquisition, communication, and sharing information and

ideas1 one of the most important skills because reading has become parts of daily lives. Through

reading, people are able to get information, idea, knowledge, problem solution and pleasure.

People cannot avoid reading because they always find reading materials everywhere through

novel, magazine, newspaper, academic book, internet, and so on. Based on William and

Fredricka book‘s reading is ability to draw meaning from the printed page and interpret this

information appropriately.2 It can be seen from general students‘ understanding about topic in the

text. Through reading activity, the students can improve their knowledge, attitudes, and wise in

thinking. Reading activity can be trained by parents and teachers starting from kindergarten until

university level. Developmental reading activities are those in which the main purpose of the

teacher is to bring about an improvement in reading skill. Reading program in junior high school

studies must be developmental, corrective and remedial in nature and must be natural

continuation of the elementary school program and also linked to reading instruction in the

senior high school.

Since reading is one of competence standards taught through English subject, students should

understand reading text such as descriptive text, narrative text, recount text, argumentative text,

and procedure text. In further, based on competence standards ―Kurikulum 13 (K-13),‖ the goal

of teaching reading in English subject for the eighth grade students is that the students can

understand the meaning of simple functional text and short essay in the form of recount text,

narrative text, and procedure text.3 Based on Abbott narrative is the principal way in which our

1 https://en.m.wikipedia.org/wiki/reading_(process)

2 William Grabe & Fredricka L . Stoller, Teaching and Researching Reading, (New York: Routledge,

2013), p. 3. 3Badan Standar Nasional Pendidikan, Standar Isi untuk Satuan Pendidikan Dasar dan Menengah, Standar

Kompetensi dan Kompe tensi Dasar SMP/MTS, (Jakarta, 2016), p. 162

2

species organizes understanding of time.4 It is common text used in teaching reading purposed to

present a view of the world that entertains or informs the reader or listener.5

According previous related study the researcher found the problems. First problems are

teacher used teacher-centered method. It means that the teacher was more active than the

students. The second problem is the student had low motivation to understand the reading text.

Based on the writer‘s experience when he did teaching practice and taught the eighth grade

students at SMP Negeri 3 Kota Tangerang Selatan, he found the similarities problem. There are

some difficulties faced by the students in learning reading, especially in narrative text material.

Reading narrative text is considered as a complicated activity for the students because they feel

difficult to understand the text and conclude the meaning of the text by themselves. Unfamiliar

words in the reading text are sometimes faced by the students because they do not have basic

knowledge of the given text. Moreover, their teacher did not have varieties of strategy in helping

the students understand the text because the teacher only asked they to read, and answer the

question related the text.

According those problems above, as the teacher, it is important to help students to master

reading narrative text. Teacher should be implementing a strategy to teach reading narrative text

that is effective and helpful for students. There are many strategies which can helpful student to

improving their reading narrative text. One of strategies is Think Pair Share (TPS) strategy. TPS

is a cooperative discussion strategy developed by Frank Lyman and his colleagues in Maryland.

It gets its name from the three stages of student action with emphasis on what students are to be

doing at each of those stages6. Students will be easier to understand what they read with using

TPS strategy, because, after students read the text, they will think about what they just read, and

then they will share about what they just read to their pair. In pair session, students will get new

information from their pair and they will share each other what they got from the text.

4 Abbott, H. Porter, The Cambridge Introduction to Narrative (Cambridge: Cambridge University Press,

2002), p.3. 5 Mark Anderson & Kathy Anderson, Text Types in English, (Australia: MacMillan Education Australia

PTY Ltd, 1997), p. 6. 6 Frank Lyman, Reading Comprehension Think-Pair-Share (Lyman, 1981), p.1 (Porter 2002)

3

In this research, writer was got the empirical data about the influence of TPS strategy on

students‘ reading narrative text. Based on the explanation above, the writer will conduct a

research with the tittle ―The Influence of Think Pair Share on Students‘ Reading narrative Text.‖

B. Identification of the Problem

The problems that students faced in reading narrative text can be identified as follows:

1. Teachers used only teacher-centered method

2. Low motivation to learn reading text

3. Student had difficulties in understanding the text

4. Student lack of vocabulary

C. Limitation of the Study

Based on the problem identification, the writer limits the study on ―The influence of

Think Pair Share on students‘ reading narrative text‖ in the eighth grade students of SMP

Negeri 3 Kota Tangerang Selatan in 2015/2016 academic year.

D. Formulation of the Problems

Based on the description above, the writer formulated the problem: ―Does TPS strategy

influence students‘ reading narrative text at the eighth grade of SMP Negeri 3 Kota

Tangerang Selatan.

E. The Objective of the Study

The objective of the study is to see whether TPS strategy can influence students‘ reading

narrative text at the eighth grade of SMP Negeri 3 Kota Tangerang Selatan

F. The Significance of the Study

Finally, it is hoped that this study can produce significant result for:

1. The writer

4

The result of this study is expected to give new information to the writer about the

teaching of narrative text using Think Pair Share strategy. In addition, it is hoped that this

strategy can influence in improving students‘ reading skill. The important one is that the

writer can use the result of this study to accomplish the requirements for graduating from

UIN Syarif Hidayatullah Jakarta.

2. The English Teachers

It is hoped that the result of this study can giving teachers‘ knowledge about teaching and

learning strategy such as Think Pair Share that can be used in teaching many text such as

narrative text. In addition, it is hoped that the result of this study can motivate teachers to

implement a better language teaching strategy which can improve students‘ learning

motivation

3. The school of SMP N 3 Kota Tangerang Selatan

In conducting this study, it is expected that the school can gain benefit in improving the

educational quality of English teaching, especially the teaching about reading in narrative

text.

4. The students

From the study result, it is assumed that the students especially as a sample for this study

can know Think pair Share strategy can be effective for them in reading narrative text.

5

CHAPTER II

THEORITICAL FRAMEWORK

A. Reading

1. The Understanding of Reading

There are many linguists that have defined reading. Here will be delivered some of them.

According to Grabe and Fredicka, ―reading is the ability to draw meaning from the printed

page and interpret this information appropriately.‖7 According Aebersold and Lee, ―reading

is what happens when people look at a text and assign meaning to the written symbols in that

text. The text and the reader are the two physical entities necessary for the reading process to

begin.‖8

Another definition of reading is proposed by Savage and Mooney who mentioned that

reading involves an interaction between a reader and a piece of written material. At the very

basic level, the interaction starts with the reader seeing black lines surrounded by white

space. These lines register on the retina of the eye and are transmitted to the brain. The reader

recognizes the symbols—individually and in combination—and attaches significance to

them. The words create an image or an idea in the reader‘s mind.9

Pamela, carol, and Maria explained reading is not phonics, vocabulary, syllabication, or

other ―skills,‖ as useful as these activities may be. The essence of reading is a transaction

between the words of an author and the mind of a reader, during which meaning is

constructed. This means that the main goal of reading instruction must be comprehension.10

From the definitions above, it can be concluded that reading is a process for obtaining the

writer‘s intention, getting information and ideas from the writer‘s writing properly. Reading

7 William Grabe and Fredricka L Stoller, Teaching and Researching Reading, (New York: Routledge,

2013),p. 3. 8 Jo Ann Aebersold and Mary Lee Field, From Reader to Reading Teacher: Issues and strategies for

Second language classrooms, (New York: Cambridge University Press, 1997),p. 15. 9 John F. Savage and Jean F. Mooney, Teaching Reading to Children with Special Needs, (Boston: Allyn

and Bacon Inc., 1979),p. 13.

10

Pamela J. Farris, Carol J. Fuhler and Maria P. Walther, Teaching Reading: A Balanced Approach for

Today’s Classroom, (New York: McGraw-Hill, 2004),p. 234.

6

is not only an activity to see the words printed in a text, but also as a form of communication

between the writer and the reader through a text.

2. The Purpose of Reading

People read something because they have purpose.11

Generally, the purpose of reading is

to get information from the text. For example, when people driving to school or work, they

may read sign about road construction in progress so they can avoid traffic delays.

Nuttal said ―you read because you wanted to get something from writing: facts, ideas,

enjoyment, even feelings of family community (from a letter): whatever it was, you wanted

to get the message that the writer had expressed.‖12

According William and Fredricka, there are the purposes of reading:

1) Reading to search for simple information and reading to skim

Reading to search for simple information is also called scanning which the reader to find

the specific words, specific piece of information, or a few representative phrases. In other

hand, skimming is can be described as combination of strategies for guessing where

important information might be located in the text, and then using basic reading

comprehension skills on those segments of the text until a general idea is formed.

The example: when people get lost in somewhere area, they will read the map or GPS

(Global Positioning System) to find the right way.

2) Reading to learn from text

Reading to learn is condition when the reader needs to learn a considerable amount of

information from a text. They get main and supporting ideas in the text, and they connect the

text to their knowledge.

The example: students in one class read grammar and vocabulary book for final

examination.

11

Aebersold and Field, op. cit.,p. 15 12

Christine Nuttal, Teaching Reading Skills in Foreign language, (Oxford: Heinemann, 1989),p. 3.

7

3) Reading to integrate information, write and critique texts

Reading to integrate information requires critical evaluation of the information being read

so that the reader can decide what information to integrate and how to integrate it for reader‘s

goal. Reading to write and to critique task may be task variants of reading to integrate

information.

The example: people give review after they read novels.

4) Reading for general information

Reading for general information is when a reader reads very rapidly and processes words

automatically. Meanwhile, the reader gets a general meaning representation of main idea

because they focused on overall understanding of the text.13

The example: when people read the schedule of train or city bus.

Based on Jo and Christoper on their book, the purpose of reading is:

1) To obtain information for some purpose or because we are curious about some topic

Ex: read the maps

2) To obtain instructions on how to perform some task for our work or daily life

Ex: read cooking recipe

3) To keep in touch with friends by correspondence or to understand business letters

Ex: read the result of presentation

4) To know when or where something will take place or what is available

Ex: read birthday invitation

5) To know what is happening or has happened

Ex: read newspapers

6) For enjoyment or excitement.14

Ex: Read comics or novels

13

Grabe and Stoller, op. cit., p. 7. 14

Jo McDonough and Christopher Shaw, Materials and Methods in ELT: A Teacher’s Guide, (Malden:

Blackwell publishing, 1993),p.102.

8

From the purposes of reading defined by some experts above, it can be concluded that the

goals of the readers in reading activity are to get, to know, and to understand the detail

information of a text or only to get information that they need. In other hand, the readers read

because they want to get enjoyment.

3. The Kinds of Reading

When people read, they have their own purpose and it determines how people read a text.

According Harmer, there are two kinds of reading:

1) Extensive reading

Extensive reading is students‘ reading program in outside classroom. The purposed of this

program is reading for pleasure. The material used in this program is novels, newspaper,

magazines, internet, etc.

2) Intensive reading

Intensive reading refers to detailed focus on the construction of reading text like usage of

grammar, detailed of words meaning, vocabulary and usually implemented in classrooms.15

Beside those two kinds of reading, Broughton identified kinds of reading such as:

1) Reading Aloud

The characteristic of reading aloud is oral matter, including pronunciation, speed, tone, and

pause. Other activity in reading aloud is conversation. Few people are required to read aloud as

matter of daily routine, radio newscasters, clergymen, perhaps actors, and that is all.

2) Silent Reading

The goal of silent reading understands. While the readers do silent reading, there is no oral

expression. In silent reading, the readers use their ability to understand the meaning of the

written sign.16

15

Jeremy Harmer, How to Teach English, (England: Pearson Educational Limited, 2007),p. 99

9

In other side, Grellet added two more kinds of reading:

1) Scanning: a process of reading in which quickly going through a text to find a particular

piece of information

2) Skimming: a process of reading in which quickly running one‘s eyes over a text to get the

gist of it.17

B. Narrative Text

1. Definition of Narrative Text

According Farris, Fuhler, and Walther in their book, narrative text enables readers to make

connection: personal, textual and with the worlds.18

It means reading narrative text enables the

readers to create connections as they long as they read such as they can imagine the story like in

the real life and find similarities between the story and their real life.

Based on Mark and Kathy Anderson, Narrative text is types of text which tells a story.19

Regarding to the explanation above, it can be concluded that narrative text is a text which

tells series or sequences of even in certain time. Narrative text tells the readers about a story

which is able to entertain them. By reading narrative story, readers are able to connect the story

to their personal lives, to another story and to what are in their world.

2. Purposes of Narrative Text

Generally, a purpose of narrative is to amuse the readers. So, the readers are expected to

enjoy the story of the text while they are reading. It is in line with Fahris, Fuhler, and Walther

who stated that reading narrative text also called aesthetic reading because the readers reads for

enjoyment and pleasure.20

16

Geoffrey Broughton, et. al., Teaching English as a Foreign Language, (New york: Taylor & Francis e-

Library, 2003), pp. 91-92. 17

Francoise Grellet, Developing Reading Skill, (Cambridge: Cambridge University Press, 2010), p. 4 18

Pamela J. Farris, Carol J. Fuhler, Maria P. Walther, op. cit., p. 477 19

Mark Anderson, Kathy Anderson, Text Types in English 2, (South Yarra: MacMillan, 2003), p. 6. 20

Pamela J. Farris, Carol J. Fuhler, Maria P. Walther, op. cit., p. 477

10

Based on Anderson and Anderson statement, the purposes of narrative text are to construct a

world view to entertain the readers.21

It means, when people read the text they can make their

point of view based on the text. In addition, the goal of narrative is able to make the readers

teach them a lesson, excite their emotions and think about an issue.

3. The Schematic of Narrative Text

Based on Anderson and Anderson on their book22

, the schematic of narrative text consist of

orientation, complication, sequence of events, resolution, and coda.

1) Orientation

The narrator tells the readers about who is in the story, when and where it is happening, and

what is going on the story. This part can also be called as introductory part of a story.

Example: Cinderella lived whom the ugly stepsister and cruel stepmother.

2) Complication

The narrator tells about something that will begin a chain of events. These events will affect

one or more of the characters. The complication is the trigger. In this part the characters of the

story play their role.

Example: Cinderella wants to go to the party but she has so stay at home to do cleaning the

house by her stepmother.

3) Sequence of events

The narrator tells about how the characters react to the complication. It includes their feelings

and what they do. The events can be told in chronological order (the order in which they happen)

or with flashback. The audience is given the narrator‘s point of view.

Example: clock begins to strike 12 and Cinderella run off but leaves a glass shoes behind.

4) Resolution

21

Mark Anderson, Kathy Anderson, loc, cit., p. 3 22

Mark Anderson, Kathy Anderson, loc. cit., p. 12

11

Part of the narrative story where the complication is sorted out or the problem is solved

Example: Cinderella and the prince marry and live happily ever after.

5) Coda

The narrator input a coda if there is to be a moral or message to be learned from the story

Example: as the human, we must to be honest and don‘t to be envy with other people

4. The Grammatical Features of Narrative Text

Narrative texts usually include the following grammatical features:23

1) Nouns that identify the specific characters and places the story.

Example: castle, forest, sea, Pinocchio, Cinderella, dwarfs

2) Adjectives that provide accurate descriptions of the characters and setting.

Example: handsome prince, beautiful princess, envy stepmother

3) Verbs that show the actions that occur in the story.

Example: Cinderella run off, Pinocchio jump to the sea

4) Time words that connect events, telling when they occurred.

Long time ago, once upon a time

5. The Types of Narrative Text

There are some common types of narrative texts and those are usually some popular ones:24

1) Humor

The purpose of humor story is to make the reader laugh as part of telling a story.

Example: Donald Duck.

2) Romance

The romance narrative typically tells of two people as lovers who overcome difficulties to

end up together.

23

Anderson, and Anderson, Text Types in English 3, (South Yarra: MacMillan, 2003), p. 3.

24

Mark Anderson, Kathy Anderson, op. cit., p. 18

12

Example: Romeo and Juliet.

3) Crime

The literary genre that fictionalizes crimes, their detection, criminals, and their motives.

Example: murder on the orient express.

4) Real-life fiction

Story that is true to life

Example: To Kill a Mocking Bird.

5) Historical fiction

Story with fictional characters and events in an historical setting.

Example: The Three Musketeers.

6) Mystery

Fiction dealing with the solution of a crime or the revealing of secrets.

Example: The Big Sleep.

7) Fantasy

Fiction in unreal setting that often includes magic, magical creatures, or the supranatural.

Example: Snow White.

8) Science fiction

Story based on the impact of actual, imagined, or potential science, often set in the future or

on other planet.

Example: Pipeline to Pluto

9) Diary-novels

Relatively long work of narrative fiction, normally in prose, which is typically published as

a book.

Example: Little Woman

10) Adventure

Fiction that usually present danger, or gives the reader a sense of excitement.

Example: Adventure of Tintin

There is one example text of narrative:

13

Once upon a time there were four little rabbits. Their names were Flopsy, Mopsy, Cotton-tail

and Peter. One morning they were allowed to play outside. Their mother reminded them not to

go to Mr. McGregor‘s garden because their father had an accident there.

Flopsy, Mopsy, and Cotton-tail were good little rabbits. They went down the lane to pick

blackberries. But Peter was naughty. He ran straight away to Mr. McGregor‘s garden. He ate

some lettuces, French beans, and radishes. Suddenly, he met Mr. McGregor. Peter was very

frightened and rushed away as fast as he could. He lost a pair of shoes and a jacket while he was

running. Peter never stopped running or looked behind him till he got home. During the evening,

he was sick because he was so tired. He had to drink some medicine while three of his brother

had bread, mild and blackberries for supper.

C. Think Pair Share (TPS)

1. The Understanding of Think Pair Share Strategy

Think Pair Share is a strategy designed to provide students with ―food for thought‖ on given

topics enabling them to formulate individual ideas and share their ideas with another student.25

Think Pair Share is a collaborative learning strategy in which students work together to

solve a problem or answer to a question and share ideas with classmates. Discussing an answer

with a partner serve to maximize participation, focus attention and engage students in

comprehending the reading material.26

Based on the explanation from the expert, it can be concluded the think pair strategy is

collaborative learning can help to improve students‘ reading ability, especially in reading

narrative text.

2. The Purpose of Think Pair Share Strategy

Think Pair Share strategy engages students in a step-by-step process that guides them

through informational text. The students are able to provide opportunities to talk about a story or

25

Keney, J. et al, Literacy Strategies for Improving Mathematics Instruction, (Association for Supervision

and Curriculum Development, 2005), p. 1. 26

TPS Strategy retrieved from http://www.readingrockets.org/strategies/think-pair-share?theme=print

14

text as they read it. It means that the use of Think Pair Share strategy helps students to develop

their critical thinking based on the information they read.

Based on reading rockets journal, the purpose of think pair share is:

1) Helps students to think individually about a topic or answer to a question

2) Teaches students to share ideas with classmates and builds oral communication skills

3) Help focus attention and engage students in comprehending the reading material

Meanwhile, other source of internet, the purpose of Think pair Share strategy is:

1) Providing think time increases quality of student responses

2) Students become actively involved in thinking about the concepts presented in the lesson

3) Research tells us that we need time to mentally new ideas in order to store them in memory.

4) When students talk over new ideas, they are forced to make sense of those new ideas in

terms of their prior knowledge.

5) Students are more willing to participate since they don‘t feel the pressure involved in

responding in front of the whole class

6) Think pair share is easy to use on the spur of the moment, and it is a strategy that can be

adapted in many ways

7) Easy to use in large class27

3. The Procedure of Think Pair Share Strategy

In one source of internet, there is the procedure of using Think Pair Share strategy:28

1) Announce the discussion topic or problem to solve. The topics are endless, from problem

solving, to explaining course content.

2) Give students at least 10s of think time to think of their answer.

3) Ask students to pair with their partner to discuss the topic or solution. Teacher can time

them and give each partner a certain time to talk and listen to the other.

4) Finally, randomly call on a student to share their ideas with the class.

27

TPS Strategy retrieved from http://www.readingrockets.org/strategies/think-pair-share?theme=print 28

Keney, J. et al, Op. Cit., p. 1

15

Meanwhile, Rasinkski and Padak proposed procedures to conduct TPS strategy in

teaching reading as follows:

1) Student find partners

2) The teacher identifies stopping points for discussion and shares these with students.

3) Students read to the first stopping point and then think about the reading. They might

consider such issues as what they found interesting or puzzling, making brief notes about

their thoughts as they are reading the passage

4) After each partner has completed this thinking, the pairs talk with one another using their

notes to remind them of the points they wish to make.

5) The larger group shares, focusing on interesting issues that arose during the partner

discussions. Depending on students‘ interests and needs, these discussions may be brief

or lengthy

6) When the first Think Pair Share cycle is complete, students read the text portion of the

story and begin the cycle again.29

D. Teaching Reading Narrative Text Using Think Pair Share Strategy

1. Teachers ask students to seat beside their pair

2. After that, teacher explain about technique of Think Pair Share Strategy

3. Next, students try to answer 10 multiple choice question in 10 minutes

4. After they answer the question, students try to apply Think Pair Share strategies:

Students think about their answer

Students discuss about their answer to their pair, and give the reason, why their

pair choose these answer

After discussion time was over, every student share their answer and question in

front of class.

The steps of this strategies used in every treatment at 4 times meeting.

1. Previous Related Study

29

Rasinkski, T., & Padak, N, Holistic reading strategies: Teaching children who find reading difficult

(Englewood Cliffs, NJ: Merrill/Prentice Hall, 2003), pp. 112-113.

16

M. Afan & Dantes was used TPS in his research. He wants to know reading achievement

level of students differing in their achievement motivation.30

His experimental research used

post-test only and he was used students at eighth grade as his sample. The result of his

research is, the researchers concluded there was a significance difference in English reading

achievement between students who are taught by Think-Pair- Share teaching technique and

those who are taught by using conventional technique, there was an interaction effect

between the teaching technique and Think-Pair-Share teaching technique and students‘

achievement motivation in the students‘ English reading achievement, the students should be

aware on their own achievement motivation. When they do it, they must support and

maximized the strength and minimized the weakness to reach a god achievement in learning

the language and for the next researcher, it is recommended to conduct a research on some

variables that tended to the result of the study used Think-Pair-Share teaching technique and

the students achievement motivation as moderator variable. The research can be conducted in

a different setting, time, subjects, and materials in the purposed to obtain a more

comprehensive study.

Dr. Siti Aisyah Ginting, M.Pd and Fenny Friska Sormin also created research which

related with reading and Think Pair Share strategy. They want to found is what Think Pair

Share can improve students‘ achievement in reading.31

The research was conducted in two

cycles and each cycle consists of three meetings. The instruments for collecting data were

quantitative data (reading test) and qualitative data (diary notes, observation sheets, and

interview sheet). Based on reading score, students‘ score kept improving in every test. In

orientation test the mean score was 62.50, in cycle I the mean of writing score was 70.52, in

cycle II the mean of reading score was 80.13. Based on diary notes, observation sheets and

interview sheet, it was found that teaching learning process ran well. Students were active

and interested in reading. The result of the research showed that Think Pair Share Technique

(TPS) can improve students‘ achievement in reading.

30

Affan , & Dantes "The Effect of TPS Technique on The English Reading Achievement of The Students

Differing In Achievement Motivationa at Grade Eight of SMPN 13 Mataram." e-Journal Program Pascasarjana

Universitas Pendidikan Ganesha Program Studi Pendidikan Bahasa Inggris (Volume 1 Tahun 2013), pp. 1-12.

31 Dr. Siti Aisyah Ginting, M.Pd & Fenny Friska Sormin. "Improving Students’ Achievement in Reading

Comprehension Through Think Pair Share Technique." n.d.: 1-16.

17

Andik also used this research to examine how TPS technique can improve reading at the

first grade of MA Miftahul Ulum Karangduring Karangpenang Sampang. The researcher

implemented Classroom Action Research (CAR) in order to improve students‘ reading by

using TPS (Think, Pair, and Share) technique.32

The subject of study was the students of the

XD class consisting of 47 students. This study carried out some steps; they were planning,

action, observation, and reflection. The researcher used test, observation checklist, and

questionnaire to collect the data during teaching and learning process. The research was

conducted in one cycle that consisted of three meetings. The finding of this research

disclosed that the TPS technique could improve students‘ reading comprehension. It was

proven by the mean score or reading comprehension increased from 65.85 to 90. Based on

the result of this research, the research improved the students‘ reading at the first grade of

MA Miftahul Ulum Karangduring Karangpenang Sampang successfully.

Based on the previous related study, it can be concluded if reading narrative text still

becomes one of difficult lesson for students‘ of junior high school. Lack of motivation and

unfamiliar words become main problems in this case. Think Pair Strategy can be one way to

solve these problems, because the strategy was easy to use. One of the advantages using this

strategy improves students‘ skill to understand about narrative text story.

Conceptual Framework

According to the theories, reading is an activity of understanding and constructing

meaning from written language into an organized way to create representation of the text in

readers‘ mind. Narrative text is a text that tells an imaginative story which contains some

events and also makes the readers have the messages of the text. Think Pair Share (TPS)

strategy is that strategy that encourages students to use their minds while reading a text. It

guides students to think the answer of the question, discuss the answer with their pairs and

share the answer or ideas with the class.

The writer thought that those definitions have close connection to one another. Based on

some theories from many linguists, it can be said that narrative text is effective to be used in

32

Andik. "Improving Reading Comprehension by Using Think, Pair, and Share Technique." JP3, Volume

1, No. 12, Agustus, 2013: 1-6.

18

teaching reading. Because narrative text is a text telling a story, it can make the readers

imagine the story so that the readers will be easier in understanding the story.

With Think Pair Share (TPS) strategy, students are given time to think through their own

answers to the question(s) before the questions are answered by other peers and the

discussion moves on. This strategy provides an opportunity for all students to share their

thinking with at least one other student. TPS also benefits students in the areas of peer

acceptance, peer support, academic achievement, and increased interest in other students and

school. Based on explanation above, the writer thought that there will be significant influence

on students‘ reading narrative text by using TPS strategy.

2. Research Hypothesis

The hypothesis of this research can be seen as follows:

H1 : Think Pair Share strategy gives influence on students‘ reading narrative text.

H0 : Think Pair Share Strategy does not give influence on students‘ reading narrative text.

19

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Research

This research was conducted at SMP Negeri 3 Tangerang Selatan which is located at Jl.

Ir. H. Juanda No.1 Ciputat Tangerang Selatan, on the first semester. The school had 720

students divided into 32 classes. There were 11 classes for the seventh grade, 11 classes for the

eighth grade and 10 classes for the nines grade, but the research was only conducted to two

classes of the eighth grade students. The research was conducted for five weeks. It began on

February 29th

2016 and ended on March 30th

2016.

B. Research Design

In this research, quantitative research was used. According Creswell on his book, in

quantitative research there are three design; experimental, correlation and survey.33

The

experimental design was chosen in this research. Experiment is a procedure for testing a

hypothesis by setting up a situation in which the strength of the relationship between variables

can be tested.34

Also, it established possible cause-effect between independent and dependent

variables.35

This research used Quasi-Experiment Design. Quasi-experiment is the next logical step in

a long research process where laboratory-based experimental findings need to be tested in

practical situations to see if the findings are really useful. Quasi-Experiment Design is one of

approaches of a research that uses two groups; those are experimental class and control class.

According White and S, Quasi-experimental methods that involve the creation of a comparison

group are most often used when it is not possible to randomize individuals or groups to treatment

and control groups. 36

33

John W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and

Qualitative Reasearch – International Edition, (Boston: Pearson, 2008), p. 60. 34

David Nunan, Research Method in Language Learning, (New York: Cambridge University Press, 1992),

pp. 24 – 25. 35

John W. Creswell, op.cit., p. 299. 36

Howard White and Shagun Sabarwal, Quasi-Experimental Design and Methods, (Florence: UNICEF,

2014), p.2.

20

The following is the design of the research:

Pattern:

Group Pretest Treatment Posttest

E O1 X O2

C O3 - O4

In which:

E = Experiment Class C = Controlled Class

O1 = Pretest Experiment Class O2 = Posttest Experiment Class

O3 = Pretest Controlled Class O4 = Posttest Controlled Class

X = Using Treatment

This research was done to the students from two classes that have the same level. They

were given different teaching approaches. Each class consisted of 30 students. The first class

which was as experimental class was given reading comprehension of narrative text by using

Think Pair Share; TPS strategy was the treatment or ―new‖ method. At the same time, the second

class – controlled class – was given reading narrative text by the conventional method which was

mostly used by the teacher to teach reading.

This research was focused on giving treatment to the experimental class by applying TPS

strategy to measure students‘ achievement and to find out the influence of TPS strategy on

students‘ reading narrative text. Then, the results from reading test were calculated.

C. Population and Sample

The population of the research was the eighth grade students of SMP Negeri 3 Kota

Tangerang Selatan. There were 11 classes of the eighth grade. The total number of students or

population was 266 students.

Meanwhile, the sampling technique used for this research was purposive sampling

because this research took the sample with any consideration. This research was conducted to

21

VIII.3 class as the experimental class and VIII.5 class as the controlled class because of the

suggestion of the English teacher in that school. The teacher said that the two classes had the

same level, and they were appropriate to be the sample of the research. In other words, purposive

sampling was used because both classes were considered as knowledgeable and informative so

that those classes were able to be the sample of this research. This research was conducted to

those two classes in order to see whether the given treatment in experimental class gives

influence on students‘ reading narrative text or not.

D. Instrument of the Research

The instrument of this research was a reading test of English consisted of 30 multiple

choice questions taken from some books of English for the eighth grade students of junior high

school. The test that will be given to the students in experimental and controlled class must be

valid and reliable so that the 40 questions had been tested first to the students from other class in

order to measure the test‘s validity and reliability by using AnatestV4.

E. Data Collection Technique

In collecting the data, pretest and posttest consisting of 30 questions in multiple choice

forms were given to the students. This type was chosen because it was common test model which

is usually used by many researchers in conducting their research especially in a school. This type

was also chosen because narrative text questions are usually formed in multiple choices. Both

experimental class and controlled class were given the pretest and the posttest. The pretest was

given to see the students‘ capability in their reading skill before using TPS strategy. The posttest

was given to measure which class had better scores.

F. Data Analysis Technique

After the data of the pretest and the posttest scores were collected, the data then were

analyzed by using statistic calculation of t-test formula in manual calculation and software

calculation using SPSS (Statistic Product and Statistic Solution) version 22. The t-test was used

22

to test the hypothesis. Before calculating t-test, normality and homogeneity tests were done

first.37

1. Normality test

Normality test is performed to show whether the data from the sample is normal or not,

the data are both pretest and posttest result taken from experimental and controlled class. If the

normality of the data is more than the level of significance α (0.05), scores are normally

distributed. The normality test is performed by using Kolmogrov-Smirnov and Shapiro-Wilk

gained as follows: Analyze → Descriptive Statistics → Explore. Insert Pretest/Posttest in

Dependent List and Class in Factor List. Click Plots and Checklist Normality plots with tests →

Continue → OK.

The criterion of hypothesis is:

H0: Significance score > 0, 05 means the data is normally distributed.

H1: Significance score > 0, 05 means the data is not normally distributed.

2. Homogeneity test

Homogeneity test is performed to test whether the data from the two groups,

experimental and controlled class, have the same variant in order that the hypothesis can be

tested by t-test or not. Homogeneity test is calculated by using Levine and gained as follows:

Analyze → Compare means → One Way Anova → Put Pretest/Posttest in Dependent list and

Class in Factor List → Click option and Checklist Homogeneity of variance test → Continue →

OK. Here is the example of homogeneity test result of the data:

Test of Homogeneity of Variances

Pretest

Levene Statistic df1 df2 Sig.

.140 1 38 .711

37

Budi Susetyo, Statistika untuk Analisis Data Penelitian, (Bandung: PT. Refika Aditama, 2010), pp. 137 –

138.

23

3. Hypothesis test

After getting the data from pre-test and post-test taken from experimental and controlled

class, it needs to find out the differences score in the students‘ reading narrative text by using

Think Pair Share (TPS) Strategies. Here, the two classes are compared to the independent

variable, the experimental class is X variable and the controlled class is Y variable. Statistical

calculation of the t-test with significant degree 5% (0.05) and 1% (0.01) is used. The formula of

t-test is expressed as follows:38

In which:

Mx = Mean of variable X

My = Mean of variable Y

SE = Standard error

Prior the calculation of the t-test; there are several steps as follows:

1. Determining Mean of Variable X with formula:

∑

2. Determining Mean of Variable Y with formula:

∑

3. Determining Standard of Deviation Score of Variable X with formula:

√∑

38

Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), p. 314.

24

4. Determining Standard of Deviation Score of Variable Y with formula:

√∑

5. Determining Standard Error of Mean of Variable X with formula:

√

6. Determining Standard Error of Mean of Variable Y with formula:

√

7. Determining Standard Error of Difference of Mean of Variable X and Y with

formula:

√

The last procedure is determining df (degree of freedom) with formula:

( )

In which:

M = The average of students score

SD = Standard deviation

SE = Standard errors

X = Experimental class

Y = Controlled class

Nx = Number of students of Experimental class

Ny = Number of students of Controlled class

df = Degree of freedom

25

G. Statistical Hypothesis

The t-test is used to test the hypothesis to see whether H1 is accepted; Ho is rejected or

not. The statistical hypothesis of this research can be seen as follows:

H1: µ1 ≠ µ2

H0: µ1 = µ2

And then, the criteria used as follows:

1. If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (null hypothesis) is rejected.

It means that the rates of the means score of the experimental class are higher than the

controlled class. The use of Think Pair Share (TPS) strategy gives influence on the

students‘ reading narrative text.

2. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null hypothesis) is

accepted. It means that the rates of the means score of the experimental class are the

same as or lower than the controlled class. The use of Think Pair Share (TPS) strategy

does not give influence on the students‘ reading narrative text.

26

CHAPTER IV

FINDINGS AND INTERPRETATION

A. Data Description

The research was conducted at SMP Negeri 3 Kota Tangerang Selatan for four weeks.

The research was conducted to two classes; experimental class and controlled class. Those

classes were the eighth grade of SMP Negeri 3 Kota Tangerang Selatan consisting of 30 students

in each class. The material that was taught for the research was narrative text. Pretest was given

to the students in the first meeting while posttest was given in the last meeting to both classes

(experimental and controlled class) in order to know the students‘ achievement before and after;

using Think Pair Share (TPS) strategy on the students‘ reading narrative text and without using

TPS strategy.

The data of the experimental class were collected from the result of the students‘ scores

of pretest and posttest. Table 4.1 below shows the description of the students‘ scores in the

experimental class (variable X).

Table 4.1

The students’ scores of Experimental Class (X)

No Pretest Posttest Gained

1 61 77 16

2 71 72 1

3 72 65 -7

4 68 68 0

5 72 76 4

6 62 73 11

7 67 70 3

8 65 77 12

9 66 63 -3

10 61 60 -1

27

11 73 85 12

12 62 76 14

13 71 81 10

14 65 75 10

15 70 74 4

16 69 72 3

17 73 73 0

18 64 72 8

19 76 70 -6

20 70 67 -3

21 70 73 3

22 65 70 5

23 68 72 4

24 66 71 5

25 67 80 13

26 70 72 2

27 72 83 11

28 70 73 3

29 54 78 24

30 71 84 13

∑ 2031 2202 171

Mean 67.70 73.40 5.70

Table 4.1 shows the students‘ pretest scores, their posttest scores and their gained scores.

Based on the result of pretest in experimental class, it can be showed the highest score and the

lowest score of 30 students in the experimental class. In pretest, it can be seen the highest score

28

was 76 and the lowest score was 54. The mean score of the pretest was 67.70. After pretest was

conducted, treatment was given to the experimental class. The students of the experimental class

were given Think Pair Share (TPS) strategy in learning narrative reading. After giving the

treatment four times, posttest was given to the students. In posttest, it can be seen that the mean

score of posttest was improved and it was 73.40. Furthermore, the mean of gained score was

5.70. The highest score of posttest was 85 and the lowest score in posttest was 60 obtained only

by one student. It can be concluded that there was positive influence of using TPS strategy for

students to learn narrative text.

Table 4.2 below shows the description of the students‘ scores in the controlled class

(variable Y).

Table 4.2

The students’ scores of Controlled Class (Y)

No Pretest Posttest Gained

1 58 66 8

2 67 66 -1

3 71 65 -6

4 64 69 5

5 66 70 4

6 70 71 1

7 63 69 6

8 65 74 9

9 66 70 4

10 70 67 -3

11 63 58 -5

12 61 69 8

13 65 75 10

14 77 78 1

15 67 68 1

29

16 66 65 -1

17 63 70 7

18 57 60 3

19 71 74 3

20 76 85 9

21 65 67 2

22 74 74 0

23 63 73 10

24 65 70 5

25 70 67 -3

26 66 68 2

27 68 75 7

28 74 70 -4

29 64 67 3

30 72 73 1

∑ 2007 2093 86

Mean 66.9 69.77 2.87

Table 4.2 shows the students‘ pretest scores, their posttest scores and their gained scores.

Based on the result of pretest in controlled class, it can be showed the highest score and the

lowest score of 30 students in the controlled class. In pretest, the highest score was 77 and the

lowest score was 57. The mean score of pretest was 66.90. It was higher than the experimental

class. In posttest, it can be seen that the mean score of posttest was improved and it was 69.77

and the mean gained score was 2.87. Those are lower than posttest mean score in experimental

class. Meanwhile, the highest score of posttest was 85 and the lowest score in posttest was 58. It

can be concluded that there was still improvement of the students‘ achievement in learning

narrative text although they were not taught by using TPS strategy.

30

B. Data Analysis

1. Result of Pretest of Experimental and Controlled Class

The result of pretest of experimental and controlled class based on SPSS version 22 was

gained from the steps as follows: Analyze → Descriptive Statistics → Frequencies. Insert

Experimental (X) in variable → Click Statistics and Checklist Mean, Median, Mode, Sum, Std.

deviation, Variance, Minimum and Maximum → Continue → OK. Result gained from the

pretest in class X.5 as the experimental class of the research is presented in Table 4.3 below:

Table 4.3

Table of Data Description of Pretest Result of Experimental Class

Statistics

Pretest Experiment

N Valid 30

Missing 0

Mean 67.70

Median 68.50

Mode 70

Minimum 54

Maximum 76

Sum 2031

Table 4.3 shows that the data of the experimental class is 30 students. The total of all data

which are divided into the number of data determined as mean score from the experimental class

is 67.70. Median score is 68.50. The median is the numerical value separating the higher half of

a data sample, a population, or a probability distribution, from the lower half. The mode is

defined as the element that appears most frequently in a given set of elements and the mode

score of the experimental class is 70. The highest score of the experimental class is 76 and the

lowest score is 54. The summation of the pretest score in experimental class is 2031.

From the Table 4.3, it can be made a table of frequency distribution which is presented as

follows:

31

Table 4.4

Table of Frequency Distribution of Pretest Result of Experimental Class

Pretest Experiment

Frequency Percent Valid Percent

Cumulative

Percent

Valid 54 1 3.3 3.3 3.3

61 2 6.7 6.7 10.0

62 2 6.7 6.7 16.7

64 1 3.3 3.3 20.0

65 3 10.0 10.0 30.0

66 2 6.7 6.7 36.7

67 2 6.7 6.7 43.3

68 2 6.7 6.7 50.0

69 1 3.3 3.3 53.3

70 5 16.7 16.7 70.0

71 3 10.0 10.0 80.0

72 3 10.0 10.0 90.0

73 2 6.7 6.7 96.7

76 1 3.3 3.3 100.0

Total 30 100.0 100.0

Table 4.4 is a tool of presentation consisting of columns and rows and there are numbers

which describe the division and the percentage of frequency distribution.

In analyzing the result of pretest has the same steps except the inserted variable is not the

experimental (X) but the controlled (Y). Result gained from the pretest in class 8.3 as the

controlled class of the research is presented in Table 4.5 below:

32

Table 4.5

Table of Data Distribution of Pretest Result of Controlled Class

Table 4.5 shows that the data of the controlled class is 30 students with the sum score of

the pretest 2007. Mean score from the controlled class is 66.90. The highest score of the

controlled class is 77 while the lowest score is 57. The median score is 66.00 and the mode score

is 63. The table of frequency distribution from the data is presented as follows:

Table 4.6

Table of Frequency Distribution of Pretest Result of Controlled Class

Pretest Control

Frequency Percent Valid Percent

Cumulative

Percent

Valid 57 1 3.3 3.3 3.3

58 1 3.3 3.3 6.7

61 1 3.3 3.3 10.0

63 4 13.3 13.3 23.3

64 2 6.7 6.7 30.0

65 4 13.3 13.3 43.3

66 4 13.3 13.3 56.7

67 2 6.7 6.7 63.3

68 1 3.3 3.3 66.7

70 3 10.0 10.0 76.7

Statistics

Pretest Control

N Valid 30

Missing 0

Mean 66.90

Median 66.00

Mode 63a

Minimum 57

Maximum 77

Sum 2007

a. Multiple modes exist. The

smallest value is shown

33

71 2 6.7 6.7 83.3

72 1 3.3 3.3 86.7

74 2 6.7 6.7 93.3

76 1 3.3 3.3 96.7

77 1 3.3 3.3 100.0

Total 30 100.0 100.0

2. Result of Posttest of Experimental and Controlled Class

The result of posttest of experimental and controlled class based on SPSS version 22 was

gained from the steps as follows: Analyze → Descriptive Statistics → Frequencies. Insert

Experimental (X) in variable → Click Statistics and Checklist Mean, Median, Mode, Sum, Std.

deviation, Variance, Minimum and Maximum → Continue → OK. Result gained from the

pretest in class 8.5 as the experimental class of the research is presented in Table 4.7 below:

Table 4.7

Table of Data Description of Posttest Result of Experimental Class

Statistics

Posttest Experiment

N Valid 30

Missing 0

Mean 73.40

Median 73.00

Mode 72

Minimum 60

Maximum 85

Sum 2202

Table 4.7 shows that the posttest data of the experimental class is 30 students with the

sum score of the posttest 2202. Mean score from the experimental class is 73.40. The highest

score of the experimental class is 85 while the lowest score is 60. The median score is 73.00 and

the mode score is 72. The table of frequency distribution from the data is presented as follows:

34

Table 4.8

Table of Frequency Distribution of Posttest Result of Experimental Class

Posttest Experiment

Frequency Percent Valid Percent

Cumulative

Percent

Valid 60 1 3.3 3.3 3.3

63 1 3.3 3.3 6.7

65 1 3.3 3.3 10.0

67 1 3.3 3.3 13.3

68 1 3.3 3.3 16.7

70 3 10.0 10.0 26.7

71 1 3.3 3.3 30.0

72 5 16.7 16.7 46.7

73 4 13.3 13.3 60.0

74 1 3.3 3.3 63.3

75 1 3.3 3.3 66.7

76 2 6.7 6.7 73.3

77 2 6.7 6.7 80.0

78 1 3.3 3.3 83.3

80 1 3.3 3.3 86.7

81 1 3.3 3.3 90.0

83 1 3.3 3.3 93.3

84 1 3.3 3.3 96.7

85 1 3.3 3.3 100.0

Total 30 100.0 100.0

In analyzing the result of posttest has the same steps except the inserted variable is not

the experimental (X) but the controlled (Y). Result gained from the posttest in class 8.3 as the

controlled class of the research is presented in Table 4.9 below:

35

Table 4.9

Table of Data Description of Posttest Result of Controlled Class

Table 4.9 shows that the posttest data of the controlled class is 38 students with the sum

score of the posttest 2093. Mean score from the controlled class is 69.77. The highest score of

the controlled class is 85 while the lowest score is 58. The median score is 69.50 and the mode

score is 70. The table of frequency distribution from the data is presented as follows:

Table 4.10

Table of Frequency Distribution of Posttest Result of Controlled Class

Posttest Control

Frequency Percent Valid Percent

Cumulative

Percent

Valid 58 1 3.3 3.3 3.3

60 1 3.3 3.3 6.7

65 2 6.7 6.7 13.3

66 2 6.7 6.7 20.0

67 4 13.3 13.3 33.3

68 2 6.7 6.7 40.0

69 3 10.0 10.0 50.0

70 5 16.7 16.7 66.7

71 1 3.3 3.3 70.0

73 2 6.7 6.7 76.7

74 3 10.0 10.0 86.7

Statistics

Posttest Control

N Valid 30

Missing 0

Mean 69.77

Median 69.50

Mode 70

Minimum 58

Maximum 85

Sum 2093

36

75 2 6.7 6.7 93.3

78 1 3.3 3.3 96.7

85 1 3.3 3.3 100.0

Total 30 100.0 100.0

In addition, in analyzing the data, the experimental class and the controlled class were

compared to one another. It was done in order to prove statistically whether there is any

significant difference between the two classes. There were two things needed to analyze before

calculating statistical hypothesis; test of normality and homogeneity. After getting the data which

are the results of the students‘ reading comprehension of both classes, then the data were

analyzed by using statistic calculation of the test formula.

3. Normality Test

The normality test was performed by using Kolmogorov-Smirnnov and Shapiro-Wilk. The

test was done to determine if the distribution of the data from the sample is normal or not. Thus,

SPSS version 22 was used. If the normality is more than the level of significance α (0.05), the

test is normally distributed. The result was gained as follows: Analyze → Descriptive Statistics

→ Explore. Insert Pretest/Posttest in Dependent List and Class in Factor List. Click Plots and

Checklist Normality plots with tests → Continue → OK.

The results of normality test of the data are presented as follows:

Table 4.11

Normality of Pretest Result between Experimental and Controlled Class

Tests of Normality

Class

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Pretest Experimental .131 38 .099 .968 38 .346

Control .123 38 .154 .953 38 .109

a. Lilliefors Significance Correction

37

From the Table 4.11, it can be seen on Kolmogorov-Smirnov that the significance of the

pretest in experimental class is 0.099. It can be concluded that the data are normally distributed

because of 0.099 > 0.05. Meanwhile, the significance of the pretest in controlled class is 0.154.

Therefore, the data are also normally distributed because 0.154 > 0.05. In other words, the data

of the pretest in both classes are normally distributed.

Table 4.12

Normality of Posttest Result between Experimental and Controlled Class

Tests of Normality

Class

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Posttest Experimental .130 38 .106 .960 38 .184

Control .116 38 .200* .963 38 .231

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

From the Table 4.12, it can be seen on Kolmogorov-Smirnov that the significance of the

posttest in experimental class is 0.106. It can be concluded that the data are normally distributed

because of 0.106 > 0.05. Meanwhile, the significance of the posttest in controlled class is 0.200.

Therefore, the data are also normally distributed because of 0.200 > 0.05. In other words, the

data of the pretest in both classes are also normally distributed.

4. Homogeneity Test

The homogeneity test was used to test whether the data from both classes have the same

variant so that the hypotheses can be tested by t-test. SPSS version 22 was also used to do

homogeneity test. Homogeneity test was calculated by using Levine. The result was gained as

follows: Analyze → Compare means → One Way Anova → Put Pretest/Posttest in Dependent

list and Class in Factor List → Click option and Checklist Homogeneity of variance test →

Continue → OK.

The following tables contained the results of homogeneity test between both classes:

38

Table 4.13

Homogeneity of Pretest Result between Experimental and Controlled Class

Test of Homogeneity of Variances

Pretest

Levene Statistic df1 df2 Sig.

.040 1 58 .842

Table 4.13 shows that the significance of pretest results between experimental and

controlled class is 0.842. Therefore, it can be concluded that both classes have the same variant

because of 0.842 > 0.05.

Table 4.14

Homogeneity of Posttest Result between Experimental and Controlled Class

Test of Homogeneity of Variances

Posttest

Levene Statistic df1 df2 Sig.

.465 1 58 .498

Table 4.14 shows that the significance of posttest results between experimental and

controlled class is 0.498. Therefore, it can be concluded that both classes have the same variant

because of 0.498 > 0.05. In other words, the data of pretest and posttest in both classes are

homogen.

5. Hypothesis Testing

The last calculation was testing the hypothesis. This was the crucial calculation to answer

the problem formulation of the research that whether Think Pair Share (TPS) strategy gives

influence on students‘ reading narrative text or not. Comparative technique was used to test the

39

hypothesis in which the result tests (pretest and posttest) of both classes (experimental and

controlled class) were compared as follows:

Table 4.15

The Comparison Score between Students in Experimental Class (X) and

Students in Controlled Class (Y)

No X Y x = X-Mx y = Y – My x2 y

2

1 16 8 10.3 5.13 106.09 26.35

2 1 -1 -4.7 -3.87 22.09 14.95

3 -7 -6 -12.7 -8.87 161.29 78.62

4 0 5 -5.7 2.13 32.49 4.55

5 4 4 -1.7 1.13 2.89 1.28

6 11 1 5.3 -1.87 28.09 3.48

7 3 6 -2.7 3.13 7.29 9.82

8 12 9 6.3 6.13 39.69 37.62

9 -3 4 -8.7 1.13 75.69 1.28

10 -1 -3 -6.7 -5.87 44.89 34.42

11 12 -5 6.3 -7.87 39.69 61.88

12 14 8 8.3 5.13 68.89 26.35

13 10 10 4.3 7.13 18.49 50.88

14 10 1 4.3 -1.87 18.49 3.48

15 4 1 -1.7 -1.87 2.89 3.48

16 3 -1 -2.7 -3.87 7.29 14.95

17 0 7 -5.7 4.13 32.49 17.08

18 8 3 2.3 0.13 5.29 0.02

19 -6 3 -11.7 0.13 136.89 0.02

40

20 -3 9 -8.7 6.13 75.69 37.62

21 3 2 -2.7 -0.87 7.29 0.75

22 5 0 -0.7 -2.87 0.49 8.22

23 4 10 -1.7 7.13 2.89 50.88

24 5 5 -0.7 2.13 0.49 4.55

25 13 -3 7.3 -5.87 53.29 34.42

26 2 2 -3.7 -0.87 13.69 0.75

27 11 7 5.3 4.13 28.09 17.08

28 3 -4 -2.7 -6.87 7.29 47.15

29 24 3 18.3 0.13 334.89 0.02

30 13 1 7.3 -1.87 53.29 3.48

∑ = 30 171 86 1428.3 595.47

The data were calculated based on the step of the test. The formulation is as follows:

1. Determining mean of variable X(Mx), with the formula:

∑

2. Determining mean of variable Y(My), with the formula:

∑

3. Determining of standard of deviation X (SDx), with the formula:

√∑

√

√

41

4. Determining of standard of deviation Y(SDy), with the formula:

√∑

√

√

5. Determining of standard errors mean of variable X(SEmx), with the formula:

√

√

6. Determining of standard errors mean of variable Y(SEmy), with the formula:

√

√

7. Determining of standard errors of different mean of variable X and mean of variable Y,

with the formula:

√

√( ) ( )

√

√

8. Determining with the formula:

9. Determining of degree of freedom (df), with the formula:

42

( )

( )

( )

Based on the hypotheses that have been explained in chapter II, which are:

H1 : Think Pair Share (TPS) strategy gives influence on students‘ reading narrative text.

H0 : Think Pair Share (TPS) strategy does not give influence on students‘ reading narrative

text.

To prove the hypothesis, the data obtained from the experimental and the controlled

classes were calculated by using t-test formula with assumption as follows:

If to > ttable the Null Hypothesis (H0) is rejected. It means that there is a significant

difference achievement in learning narrative reading by using TPS strategy. On the other

hand, if to < ttable, the H0 is accepted. It means that there is no significant difference in

learning narrative reading by using TPS strategy.

Based on the description of the calculation above, it can be inferred that:

a) The value of ttable in the significance and 5% (0.05) is 1.67

b) The value of to is 1.85

c) So the result is 1.85 > 1.67. It means than to (t-observation) is higher that tt (t-table),

the rates of the means score of the experimental class are higher than the controlled

class. The use of Think Pair Share (TPS) strategy gives influence on the students‘

reading narrative text.

C. Data Interpretation

Based on the analysis of the data, it shows that there is a significant difference between

students‘ achievement in reading in experimental class which was given Think Pair Share (TPS)

strategy and controlled class which was not. It can be seen from the students‘ pretest and posttest

score. The mean score of students‘ pretest in experimental class was 67.70 and the posttest mean

43

score was 73.40. Meanwhile, the mean score of pretest in controlled class was 66.90 and the

posttest mean score was 69.77.

Therefore, it can be concluded that teaching reading by using TPS strategy gave influence

on the students‘ reading narrative text. It was showed by the students‘ reading score after they

were given the treatment of using TPS strategy that they were higher than their reading score

before the treatment.

The results of the present study are considered to solve the problems identified

previously. By using TPS strategy, the students are more able to understand the narrative text.

The students are helped to understand the text together. New narrative texts or unfamiliar texts

given to the students helped them in learning new words and in extending their knowledge

related to narrative story.

In other words, TPS strategy is found to be helpful and effective to improve the students‘

reading narrative text, especially for the eighth grade students of SMP Negeri 3 Kota Tangerang

Selatan. Moreover, the result of the present study is able to be a reference and TPS strategy is

used by the teachers in helping them teach reading narrative.

44

CHAPTER V

CONCLUSION AND SUGGESTION

D. Conclusion

Based on the result of data analysis, a major conclusion is drawn that there was a

significant increase of the students‘ reading narrative text after being taught by Think Pair Share

(TPS) strategy. It can be seen from t-test result which showed the significance degree (α) of 5 %

is ttest (t0) > ttable (tt) or (1.85 > 1,67). Thus, null hypothesis (H0) was rejected and alternative

hypothesis (H1) was accepted. It can be concluded that Think Pair Share (TPS) strategy can give

influence on the students‘ reading narrative text. It is showed by students‘ reading score after

being given the treatment of Think Pair Share (TPS) strategy were higher than before the

treatment. By using TPS strategy, the students are more able to understand the narrative text and

the students are helped in learning new words and in extending their knowledge related to

narrative story. TPS strategy can be used by the teachers in helping them teach reading narrative

text.

E. Suggestion

Based on the conclusion above, it can be delivered some suggestions as follows:

1. Think Pair Share (TPS) strategy should be used by English teachers especially for Junior

High School students as an alternative technique in teaching since it has been proven that

Think Pair Share (TPS) strategy gives influence in increasing students‘ reading Skill.

2. The students should be accustomed to use Think Pair Share (TPS) strategy so that they

will be easier to understand the text and more interested in reading texts. The students

have to read more reading text in order to improve their knowledge.

3. The teacher and the students have significant roles in achieving their success in a subject

so that it should be realized that learning has two ways process, not only teacher-centered

but also student-center. In other words, the students should be more active in

participating in teaching-learning process.

4. For other researchers, this research will be a reference for further analysis related to

teaching reading of other kinds of texts not only for teaching narrative text.

45

References

Anderson, Mark anderson & Kathy. Text Types in English 2. South Yarra: MacMillan, 2003.

Anderson, Mark Anderson & Kathy. Text Types in English 3. South Yarra: 2003, 2003.

Andik. "IMPROVING READING COMPREHENSION BY USING THINK, PAIR, AND

SHARE TECHNIQUE." JP3, Volume 1, No. 12, Agustus, 2013: 1-6.

Certau, Michel De. Wikipedia. 1984. (accessed july 17, 2018).

Creswell, John W. Educational Research. Boston: Pearson, 2008.

Field, Jo Ann Aebersold & Mary Lee. From Reader to Reading Teacher. Cambridge: Cambridge

University Press, 1997.

Grellet, Francoise. Developing Reading Skill. Cambridge: Cambridge University Press, n.d.

Harmer, Jeremy. How to Teach English. England: Pearson Educational Limited, 2007.

Kenney, J. et al. Literacy Strategies for Improving Mathematics Instruction, Association for

Supervision and Curriculum. Glenbard East High School, 2005.

Lyman. "Strategies for Reading Comprehension Think-Pair-Share." 1981: 1.

M.afan, A. A. I. N. Marhaeni, N. Dantes. "THE EFFECT OF THINK PAIR SHARE

TECHNIQUE ON THE ENGLISH READING ACHIEVEMENT OF THE STUDENTS

DIFFERING IN ACHIEVEMENT MOTIVATION AT GRADE EIGHT OF SMPN 13

MATARAM." e-Journal Program Pascasarjana Universitas Pendidikan Ganesha

Program Studi Pendidikan Bahasa Inggris (Volume 1 Tahun 2013), 2003: 1-12.

M.Pd, Dr Budi Susetyo. Statistika Untuk Analisis data Penelitian. Bandung: Refika Aditama,

2010.

Mooney, John F savage & Jean F. Teaching Reading to Children with Special Needs. n.d.

Nunan, David. Research Method in Language Learning. New York: Cambridge University

Press, 1992.

Nutall, Christine. Teaching reading skills in a foreign Laguage. Oxford: hainemann

International, 1982.

46

Porter, Abbott H. the cambridge introduction to narrative. cambridge: cambridge university

press, 2002.

Sabarwal, Howard White & Shagun. Quasi-Experimental Design & Methods. Florence: Unicef,

2014.

Shaw, Jo McDonough & Christopher. Materials & Methods in ELT. Oxford: Blackwell

Publishes, 1993.

Stoller, William Grabe & Fredricka. Teaching & Researching Reading. New York: Routledge,

2013.

Sudijono, Prof Drs Anas. Pengantar Statistik Pendidikan. Jakarta, n.d.

"Think Pair Share." Reading Rockets, 2009: 1.

University of London Institute of Education. Teaching English as a Foreign Language. USA:

Routledge, 1980.

47

APPENDICES

48

SOAL PRE-TEST

CHOOSE THE BEST ANSWER!

Text 1

Once upon a time, there lived a happy family in a village. A man and his wife

lived happily on a little farm, breeding their flock of geese and selling their eggs at the

market. They were not rich, but they were happy with their life together.

Then one day, a new goose flew in among their flock. The couple was surprised

to find a shiny golden egg in her nest. Each and every day after that, the goose laid

another egg of solid gold.

The couple was soon richer than they had ever dreamed of but they were not

happy. They grew impatient with only one golden egg a day. The farmer said to his wife,

―our goose must be full of gold. Why should we wait to have more egg?‖

―If we cut her open,‖ his wife agreed, ―we can get all the eggs at once.‖ So they

killed the goose! They were very surprised to find that it was just like any other goose

inside. Even worse, there would never be any more golden egg.

1. How did the man and his wife make their living?

a. By planting rice

b. By breeding geese

c. By selling eggs

d. By selling geese

2. How many golden eggs did the couple get each day?

a. One

b. Two

c. Three

d. Four

3. They were not rich (paragraph one). The opposite of the underlined word above is …

a. Simple

b. Poor

c. Cruel

49

d. Arrogant

4. What moral value can we learn from the story?

a. We must be impatient to be richer

b. We should not work hard to get richer

c. We must be patient; we must not be greedy to be richer

d. We should be impatient; we should not be greedy to be richer

Text 2

Once upon a time, there lived an old lady crow that was mean and ugly. One day,

Miss Crow had stolen a big piece of cheese. And then, she flew on to a branch to enjoy it.

On the other place, under the tree, a sly creature, Mr. Fox, who wanted the cheese

for himself, came up and spoke politely to her.

―Oh. Miss Crow, how beautiful you are! What a lovely beak, what lovely feathers

you have! What pretty eyes! If you only could sing, you would be the most beautiful bird

in the world!‖

Very pleased to hear all of this about her, Miss Crow gave a loud croak to show

that she could, sing. Of course, the moment she opened her beak, the cheese fell down, and

Mr. Fox ran away with it, laughing loudly.

5. What is the best title of the story?

a. Old Lady Crow

b. Beautiful Miss Crow

c. The Fox and the Crow

d. Ugly Mr. Fox

6. Why the crow did give a loud croak? Because it wanted …

a. To show her pretty eyes

b. To show her beautiful beak

c. To show her lovely feathers

d. To show that she could sing

50

7. An old lady crow that was mean and ugly.‖ The opposite of the underlined word is …

a. Bad

b. Poor

c. Beautiful

d. Rich

8. Miss Crow gave a loud croak to show that she could, sing. The underlined word means

…

a. Expand

b. Exhibition

c. Expense

d. Expedition

Text 3

Once upon a time, there were a king and his queen who lived in the Kingdom of

Belinyu. They didn‘t have any child. Until one night, the queen had a dream of a turtle. It

said that the queen would have a baby, and she had to give a Komala necklace to her baby.

The queen woke up and she was holding a Komala necklace in her hand. She told her

dream to the king, and he was very happy.

Shortly, the queen‘s dream became reality. She delivered a beautiful baby girl.

The king named her, Komala. She grew up as a pretty girl. However, she had a bad

attitude because her parents always spoiled her too much.

One day, Komala heard her parents were talking about the turtle in her mother‘s

dream. She thought that the turtle was very interesting animal, so she wanted it as her pet.

She insisted to find it, and the king allowed her to look for the animal.

Accompanied with the king‘s guards, Komala searched the turtle, and finally, she

found it in a beach. She shouted to it, ―Penyu busuk, wait for me,‖ in several times, but the

turtle kept swimming. Komala ran after it into the sea, she tried to catch it. Until then she

finally drowned and disappeared, and all of her guards could not save her. Now, people

call the beach, Penyusuk.

51

9. What does the story tell us?

a. A bad attitude girl

b. A kingdom in Belinyu

c. The legend of Penyu Busuk

d. The legend of Penyusuk Beach

10. What is the main idea of the last paragraph?

a. The king permitted Komala to find the turtle

b. The celebration of Komala‘s birthday

c. Komala drowned into the sea

d. The turtle disappeared

11. Komala had a bad attitude because …

a. She was a princess

b. Her father was a king

c. She was a beautiful girl

d. Her parents spoiled her very much

12. Until then she finally drowned and disappeared. The underlined word means …

a. Vanished

b. Appeared

c. Disappointed

d. Appointed

Text 4

A wolf saw a goat grazing at the edge of a high cliff. The wolf smacked his lips at

the thought of a fine goat dinner.

―My dear friend,‖ said the wolf in his sweetest voice, ―aren‘t you afraid you will

fall down from that cliff? Come down here and graze on this fine grass beside me on safe,

level ground.‖

―No, thank you,‖ said the goat.

―Well then,‖ said the wolf, ―aren‘t you cold up there in the wind? You would be

warmer grazing down here beside me in this sheltered area.‖

52

―No, thank you,‖ said the goat.

―But the grass tastes better down here!‖ said the exasperated wolf, ―Why dine

alone?‖

―My dear wolf,‖ the goat finally said, ―are you quiet sure that it is my dinner you

are worrying about and not your own?‖

13. What did the wolf ask when he saw the goat grazing at the edge of a high cliff?

a. To be his friend

b. To graze on the level ground

c. To climb up higher

d. To be his dinner

14. ―Aren‘t you cold up there in the wind?‖ The word ‗there‘ refers to …

a. At the edge of a high cliff

b. A sheltered area

c. Grass

d. Ground

15. What we can learn from the story?

a. Don‘t look down to other creatures

b. Don‘t easily believe in well-behaved creatures

c. Don‘t judge others by their appearance

d. Don‘t easily beat other creatures

16. ―… On this fine grass beside me on safe‖ the opposite of the underlined word is …

a. Secure

b. Peace

c. Destroy

d. Dangerous

53

Text 5

Long ago in the Never land, there was lived a very beautiful princess, Snow

White. The queen was her stepmother. She was very jealous of her beauty. So, she wanted

Snow White died.

Snow White knew about the evil plan. She escaped into a forest. There she made

friends with seven dwarfs.

The queen turned into a witch. Snow White did not realize it. The witch gave her

a poisoned apple. As a result, Snow White was put into sleep for years.

Fortunately, in the end, charming prince revival her with his kiss. They lived

together happily ever after.

17. Who were involved in the story?

a. Cinderella and Glass Shoes

b. Snow White and Seven Dwarfs

c. Alice in Wonderland

d. Sleeping Beauty

18. Why was the queen jealous to Snow White? We can find the answer in …

a. Paragraph 1

b. Paragraph 2

c. Paragraph 3

d. Paragraph 4

19. Why did Snow White‘s stepmother turn into a witch?

a. Because of Snow White‘s beauty

b. Because of Snow White‘s wealth

c. Because of Snow White‘s boyfriend

d. Because Snow White was her step daughter

Text 6

54

In a field one summer‘s day a grasshopper was hoping about, chirping and singing

to its heart‘s content. An ant passed by, bearing along with the great toil an ear of corn he

was taking to the nest.

―Why not come and chat with me?‖ said the grasshopper, ―instead of toiling and

moiling in that why?‖ ―I‘m helping to lay up food for the winter,‖ said the ant, ―and

recommend you to do the same.‖

―Why bother about winter?‖ said the grasshopper, ―we have got plenty at

present.‖ But the ant went on its way and continued its toil. When the winter came, the

grasshopper had no food and found itself dying of hunger, while it saw the ants

distributing everyday corn and grain from the stores they had collected in the summer.

20. What animals are in the story above?

a. Dragonfly and ant

b. Butterfly and grasshopper

c. Grasshopper and ant

d. Grasshopper and bee

21. The seasons that do mentioned in the text are …

a. Summer and winter

b. Summer and spring

c. Spring and autumn

d. Winter and autumn

22. What happened to grasshopper when the winter came?

a. He had full of food

b. He was dying of hunger

c. He came to ant‘s nest

d. He moved to another place

Text 7

55

There was once a shepherd-boy who kept his flock at a little distance from the

village. Once he thought he would play a trick on the villagers and have some fun at their

expense. So he ran toward the village crying out, with all his might.

―Wolf! Wolf! Come and help! The wolves are at my lambs!‖

The kind villagers left their work and ran to the field to help him. But when they

got there, the boy laughed at them for their pains, there was no wolf there.

Still another day, the boy tried the same trick, and the villagers came running to

help and got laughed at again. Then one day a wolf did break into the fold and began

killing the lambs. In great fright, the boy ran for help. ―Wolf! Wolf!‖ he screamed. ―There

is a wolf in the flock! Help!‖

The villagers heard him, but they thought it was another mean trick, no one paid

the least attention, or went near him. And the shepherd-boy lost all his sheep.

23. What did the boy think on the villagers?

a. He would help the villagers

b. He would play a trick on the villagers

c. He wanted to take care of the villagers‘ lamb

d. He would cry in front of the villagers

24. The boy played a trick to the villagers …

a. Once

b. Twice

c. Three times

d. Four times

25. What did happen to the boy‘s sheep at the end?

a. All the sheep were lost

b. The sheep were healthy and fat

c. All the sheep were safe

d. All the sheep were killed by the wolf

26. The moral value of the story is …

a. We should help someone else

b. We should do our job well

56

c. We can tell a lie sometimes

d. The people who lie, are not trusted by someone else although they tell the truth

Text 8

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.

27. The main character of the story was...

a. A fairy princess

b. A prince

c. Cinderella

d. Cinderella‘s mother

28. What did Cinderella do in the family?

a. She went all the chores

b. She did all the chores

c. She ordered her sister to do the chores

d. She did nothing

29. Where did the family go one day?

57

a. They went to the market

b. They went to the prince‘s palace

c. They went to the party in the prince‘s palace

d. They did shopping

30. What happened when Cinderella was sad?

a. Her mother mocked her

b. Her sisters laughed at her

c. A fairy princess helped her

d. A prince came to her

58

SOAL POST-TEST

CHOOSE THE BEST ANSWER!

Once upon a time there were four little rabbits. Their names were Flopsy, Mopsy, Cotton-tail

and Peter. One morning they were allowed to play outside. Their mother reminded them not to

go to Mr. McGregor‘s garden because their father had an accident there.

Flopsy, Mopsy, and Cotton-tail were good little rabbits. They went down the lane to pick

blackberries. But Peter was naughty. He ran straight away to Mr. McGregor‘s garden. He ate

some lettuces, French beans, and radishes. Suddenly, he met Mr. McGregor. Peter was very

frightened and rushed away as fast as he could. He lost a pair of shoes and a jacket while he was

running. Peter never stopped running or looked behind him till he got home. During the evening,

he was sick because he was so tired. He had to drink some medicine while three of his brother

had bread, mild and blackberries for supper.

1. Who was the naughtiest rabbit?

a. Flopsy

b. Mopsy

c. Cotton-tail

d. Peter

2. What did Flopsy, Mopsy and Cotton-tail eat?

a. carrot

b. blackberries

c. lettuce

d. French beans

3. What did Peter lose while he was running?

a. a book

b. vegetable

c. medicine

d. a pair of shoes

4. Why did Peter get sick? Because ….

a. He was so tired

b. He did not eat

c. He caught a cold

d. He was eating too much

5. Peter was very frightened and rushed away as fast as he could. The opposite of the underlined

word above is …

a. Walk

b. Slow

c. Stop

d. Go

59

Once upon a time there was a poor widow who had an only son named Jack. They were so poor

that they didn't have anything except a cow. When the cow had grown too old, his mother sent

Jack to the market to sell it. On the way to the market, Jack met a butcher who had some

beautiful beans in his hand. The butcher told the boy that the beans were of great value and

persuaded the silly lad to sell the cow for the beans.

Jack brought them, happily. When he told his mother about this, his mother became so furious

that she threw the beans out of the window.

When Jack woke up in the morning, he felt the sun shining into a pan of his room, but all the rest

was quite dark and shady.

So he jumped to the window. What did he see? The beanstalk grew up quite close past Jack‘s

window. He opened the window and jumped to the beanstalk which ran up just like a big ladder

He climbed and climbed till at last he reached the sky. While looking around, he saw a very huge

castle. He was very amazed.

Then Jack walked along the path leading to the castle. There was a big tail woman on the

doorstep. Jack greeted her and asked for the giantess mercy to give him breakfast, because he fell

very hungry. Although the giantess grumbled at first, finally she gave Jack a hunk of bread and

cheese and a jug of milk.

Jack hadn't finished when the whole house began to tremble with the noise of someone's coming.

"Oh! It's my husband!" cried the giantess. "What on earth shall I do?"

Hastily the giantess opened a very big cupboard and hid Jack there.

6. Where did Jack sell his cow?

a. at a castle

b. at the market

c. at the giants castle

d. at the butchers house

7. what is the story about

a. jack and a butcher

b. a poor widow and his son

c. Jack and the bean stalk

d. The giantess and her husband

8. Oh! It‘s my husband !" cried the giantess (paragraph 7) from the sentence we know that the

giantess is … her husband

a. afraid of

b. angry with

c. fed up with

d. annoyed with

9. His mother became so furious that she threw the beans out of the window. The synonym of the

underlined word above is …

a. Sad

60

b. Happy

c. Angry

d. Confused

10. What do learn from the story?

a. Jack's mother was a furious mother

b. Poverty makes people hopeless

c. The giantess pity on jack

d. Sincerity makes jack get something precious

Once upon a time, there was an old woman who lived in a very old hut near a forest

with her only daughter. The daughter‘s name is Misna. She is beautiful but she had envious

heart.

One day she saw girl of her age passing by her hut. The girl was joining her father

hunting. She dressed in beautiful cloth. His father‘s assistants respected her. Misna could not

sleep when she was remembering this. She was very angry with her condition. She hated her

hopeless mother.

In the morning she shouted at her mother. She wanted her mother to buy the most

beautiful gown in the markets for her. Of course her mother could not afford it. Then she cried

and cried. She did not want to eat anything. Her mother was very sad. She decided to sell a piece

of land, the only valuable thing that she had. She bought her beloved daughter a very beautiful

dress.

Misna admired herself. She wanted to show everybody that she was a very beautiful girl.

She asked her mother to bring her to another village. Along the way, she smiled to everyone.

People in the village thought that she was a princess. They gave her a high respect and invited

her to have meal in their house. Misna enjoyed this and told everybody that she was princess and

mother was maid. Her mother was very sad but she kept her felling deep in the heart.

On the way home Misna met a handsome prince. He was interested in her and wanted to

marry her. Misna told the prince that her mother had died and father went married to another

woman. She was having a long trip with her loyal maid. Listening to this, her mother was very

upset. She cried loudly Misna was very angry to her and told her to be away from her.

Suddenly there was a heavy rain accompanied with big thunders. Everyone run away to save

themselves. Misna was very afraid. She cried. Her mother wanted to help her but she did not

want to at that time a big thunder hit her to dead.

11. When did she ask her mother a beautiful dress?

a. After she saw another girl with beautiful dress

b. on the way home she met a handsome prince

c. after her mother sold a piece of her land

d. when a heavy rain and big thunders came

12. How could her mother buy her a beautiful dress?

a. from her saving

b. by asking her relative some money

c. from her salary

d. by selling the only land she had

61

13. What made her mother cried aloud?

a. she told everyone that she was her maid

b. she told the prince that her mother had died

c. she told the prince that she was her maid

d. she wanted her mother to buy the most beautiful gown

14. What happened at last story?

a. Misna got married to a prince

b. Misna was wet in rain

c. Her mother bought her the most beautiful gown

d. A thunder hit Misna to dead

15. She is beautiful but she had envious heart. What is the synonym of the underlined word?

a. Ambiguous

b. Jealous

c. Fierce

d. Festive

e. Humble

The Rabbit Revenge

Long, long ago a rabbit and lion were neighbors. The lion was very proud, and was fond

of boasting about his strength. And thought they were such close neighbors, the lion look down

upon the rabbit, and use to bully and frighten her. Finally, the rabbit could stand it no longer and

wanted to get her own back.

One day she went to the lion and said,‖ Good day, respected elder brother. Image it, I met

an animal over there that looked exactly like you, and he said to me, ‗Is there anyone in the

world who dares stand up to me? If there is, let me come and have a duel with me. If there is no

one, all of you have to submit to my rule and be my servants!‖ ―Oh, he was an intolerable

braggart! He is so puffed up with pride that his eyes can‘t even light on anymore!‖ added the

rabbit.

―Oho,‖ the lion said. ―Didn‘t you mention me to him?‖

―Yes, indeed, ―the rabbit replied. ―But it would have been better if I hadn‘t. When I

described how strong you were, he just sneered and said dreadfully rude things. He even went so

far as to say that he wouldn‘t take you for his attendant!‖

The lion flew into a rage and roared, ―Where is he? Where is he?‖

Soon the rabbit took the lion a hill and, not going to near herself, pointed to a well from a

distance, and said, ―He is down there, in the well.‖

The lion hastened to the well and glared angrily into it. Yes there was his rival who even

glared back at him angrily. The lion roared, and his enemy roared back. The lion become so

furious that his hair stood on end. So did his enemy on the well. The lion show his teeth and

lashed out with his paws to scare his rival and his enemy in the well retaliated! In a fit of anger

the lion sprang into the air with all his might and then flung himself at the enemy in the well. The

result was that the proud lion was instantly drowned.

62

16. What animals are in the story above?

a. Lion and tiger

b. Rabbit and tiger

c. Rabbit and lion

d. Rabbit and snake

17. The lion was proud of his…

a. Hair

b. Teeth

c. Paws

d. Strength

18. The proud lion was instantly drowned. The underlined word means….

a. Jump

b. Run

c. Fall

d. Sleep

19. What can we learn from the story?

a. Be a good neighbor.

b. Don’t be so arrogant.

c. We must help each other.

d. An enemy can be a good friend.

e. A friend in need is a friend indeed.

BLUE-TONGUE LIZARD

Blue-Tongue Lizard and his wife camped near a swamp long ago. One day Blue-Tongue

Lizard went to get some food, and while he was down at the swamp, he left his wife sitting under

a shady tree. He had not been gone very long when Taipan the Snake passed by Blue-Tongue

Lizard‘s camp. Taipan saw Blue-Tongue Lizard‘s wife sitting under the tree, and he decided he

would steal her away from Blue-Tongue Lizard. He made her come with him and together they

ran a long way away.

Taipan the Snake did not know that Black Bird had been watching him, and as soon as he ran

away with Blue-Tongue Lizard‘s wife, Black Bird began singing out to Blue-Tongue Lizard.

‗Your wife is gone, Taipan has taken her away‘, he cried. Blue-Tongue Lizard was still at the

swamp getting food when he heard Black Bird‘s call. He went back to the shady tree where he

had left his wife and saw she was gone. He put down his bag which was full of food and made a

fire. He cooked his food and after he had finished eating it, he went to get his spears.

He found they had all been broken by Taipan. Then he found the tracks of his wife and

Taipan, and he followed them. Blue-Tongue Lizard followed their tracks until he came to a tree

in which a freshly killed emu had been hung. It had been killed by Taipan and left there to be

eaten that night. Blue-Tongue Lizard knew that Taipan and his wife must be nearby and he soon

63

found them near a river. When Taipan saw Blue-Tongue Lizard he ran to get his spears but Blue-

Tongue Lizard had already broken them.

‗We can fight with our teeth‘, said Blue-Tongue Lizard. Taipan agreed and the two of them

fought wildly, each of them trying to get a hold of the other. Until finally Blue-Tongue Lizard

caught hold of Taipan‘s body in his powerful jaws, and bit him in half. With Taipan the Snake

dead, Blue-Tongue took back his wife and together they returned to the swamp.

20. Who are the main characters in this folktale?

a. Blue-Tongue Lizard and Black Bird

b. Blue-Tongue Lizard and Taipan the Snake

c. Taipan the Snake and Black Bird

d. Blue-Tongue Lizard‘s wife and Black Bird

21. Who passed by Blue-Tongue Lizard‘s camp?

a. Black Bird

b. Blue-Tongue Lizard

c. Blue-Tongue Lizard‘s wife

d. Taipan the Snake

22. Who was watching when Taipan took Blue-Tongue‘s wife?

a. Black Bird

b. Lizard

c. The swamp

d. Blue Bird

23. The setting of this story is….

a. Forest

b. Mountain

c. River

d. Swamp

24. What was Blue-Tongue Lizard doing when Taipan took his wife?

a. He was swimming

b. He was going to get some food

c. He was going to get some money

d. He was watching

25. Why do you think Blue-Tongue Lizard ate a meal before going to look for his wife?

a. so he would be strong enough to fight

b. so he would be full enough to fight

c. so he would be strong enough to walk

d. so he would be full enough to walk

26. ‗We can fight with our teeth‘. The underlined word refers to….

64

a. Blue-Tongue Lizard and Black Bird

b. Blue-Tongue Lizard and Taipan the Snake

c. Taipan the Snake and Black Bird

d. Blue-Tongue Lizard‘s wife and Black Bird

The Princess and the Pea

Once upon a time in the dream kingdom there was a prince he wanted to get himself a

princess, but she had to be real princess. So he traveled all over the world to find one, but in

every case something was the matter. There were lots of princess, but he could never quite make

out whether they were real or not. So he came home feeling very unhappy, for really wanted to

find a true princess.

One evening a terrible storm came; lightening flashed, thunder rolled, and the rain poured

down in torrents-it was simply awful! Suddenly there was a knock at the city gate, and the old

king went out to answer it.

There was a princess standing outside, but what a sight the rain and the bad weather had

made of her! The water streamed down her hair and her clothes, and yet she said she was a real

princess.

―It won‘t take long to find that out,‖ thought the old Queen. Without saying anything, she

went into bed chamber, took off all the bedclothes, and places one pea on the bottom boards of

the bed. Then she took twenty mattresses and put them on top of the pea, and after that she put

twenty feather-pillows on top of the mattresses.

That was where the princess was to spend the night.

In the morning they asked her how she had slept.

―Oh, Dreadfully! Said the princess. ―I hardly slept a wink all night. Whatever could have

been in the bed? I was lying on something so hard that I‘m black and blue all over.‖

So of course they could see that she was a real princess, since she had felt the pea through

twenty mattresses and twenty feather-pillows. No one but a real princess could have such a

tender skin as that.

So the prince took her for his wife, and they lived happily ever after.

27. The main character of this story is…..

a. The princess

b. The king

c. The queen

d. The prince

28. The setting of this story is

a. Forest

b. Village

c. Dream kingdom

d. City

29. So he traveled all over the world to find one. The underlined word refers to…

a. The soul mate

b. The princess

65

c. The enemy

d. The pea

30. No one but a real princess could have such a tender skin as that. The synonym of ‗tender‘ is …

a. Hard

b.weak

c. strong

d. soft

66

RENCANA PELAKSANAAN PEMBELAJARAN

1st Treatment

Nama Sekolah : SMP N 3 Tangerang Selatan

Kelas/ Semester : VIII / Ganjil (Eksperimental)

Mata Pelajaran : Bahasa Inggris

Topik : Narrative Text

Alokasi Waktu : 1 x 2jp

A. Kompetensi Inti

1. Menghargai dan menghayati ajaran agama yang dianutnya

2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,

gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan

lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.

3. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait

fenomena dan kejadian tampak mata.

4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,

merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,

menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan

sumber lain yang sama dalam sudut pandang/teori.

B. Kompetensi Dasar

1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar

komunikasi Internasional yang diwujudkan dalam semangat belajar.

2.1.Menunjukan perilaku santun dan peduli dalam melaksanakan komuknikasi antar pribadi

dengan guru dan teman.

2.2.Menunjukkan jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan

komunikasi transaksional dengan guru dan teman.

2.3.Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam

melaksanakan komunikasi fungsional.

3.14. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif berbentuk

fabel, sesuai dengan konteks penggunaannya.

4.18. Menangkap makna teks naratif lisan dan tulis, berbentuk fabel pendek dan sederhana.

C. Materi Pembelajaran

Definisi : teks yang berisi cerita yang sudah terjadi di masa lampau dan

bukan merupakan kejadian sehari hari

Tujuan teks narasi : untuk menghibur pembaca

Generic struktur : orientasi: berisi pengenalan tokoh, tempat dan waktu

67

Komplikasi: masalah atau problem yang muncul dalam cerita

Resolusi: pemecahan/jalan keluar dari masalah yang terjadi

Lexical grammatical Features : menggunakan Past tense ; simple past, past perfect tense,

past continuous tense, past perfect continuous tense.

Frequent use of conjunctions of time (temporal conjunction), for example: once upon a

time, one day, long time ago, etc

Contoh teks narasi fabel:

Once upon a time there were four little rabbits. Their names were Flopsy, Mopsy,

Cotton-tail and Peter. One morning they were allowed to play outside. Their mother

reminded them not to go to Mr. McGregor‘s garden because their father had an accident

there.

Flopsy, Mopsy, and Cotton-tail were good little rabbits. They went down the lane to

pick blackberries. But Peter was naughty. He ran straight away to Mr. McGregor‘s garden.

He ate some lettuces, French beans, and radishes. Suddenly, he met Mr. McGregor. Peter

was very frightened and rushed away as fast as he could. He lost a pair of shoes and a jacket

while he was running. Peter never stopped running or looked behind him till he got home.

During the evening, he was sick because he was so tired. He had to drink some medicine

while three of his brother had bread, mild and blackberries for supper.

D. Kegiatan Pembelajaran

FASE DESKRIPSI KEGIATAN ALOKASI

WAKTU

Pendahuluan Apersepsi dan Motivasi

1. Salam.

2. Menanyakan kabar.

3. Absensi hanya dengan menanyakan siapa saja yang

tidak masuk dan alasannya.

4. Menanyakan kesiapan siswa untuk menerima

pelajaran hari ini dan membuka pelajaran dengan

membaca basmalah bersama-sama.

5. Menyebutkan tujuan pembelajaran.

3’

Inti Mengamati:

1. Siswa memperhatikan slide yang berisi materi tentang

teknik Think Pair Share dalam teks narasi

2. Guru memberikan penjelasan singkat tentang

bagaimana mengaplikasikan teknik Think pair Share

Mengasosiasi:

1. Posisi tempat duduk siswa sesuai seperti proses KBM

Eksperimen:

75’

68

1. Masing masing siswa mengerjakan 10 soal pertama

dalam waktu 10 menit

2. Siswa diminta untuk mengerjakan soal secara individu

tanpa melihat teman semeja

3. Setelah itu diskusikan jawaban dengan teman semeja

mereka selama 5 menit (jawaban harus memiliki

alasan yang logis)

4. Kemudian siswa kembali mengerjakan soal berikutnya

dengan metode yang sama (10 soal, 10 menit)

Komunikasi:

Guru akan melihat beberapa hasil kerja siswa dan

membandingkannya dengan hasil kerja siswa yang lain, dan

coba melihat dimana letak kesalahan pengerjaan soal tersebut

Menanyakan:

1. Siswa diperlihatkan kembali materi tentang metode

Think Pair Share

2. Guru memberi pertanyaan tentang apakah teknik

tersebut mudah digunakan atau tidak

Penutup 1. Siswa dan guru bersama-sama menyimpulkan tentang

materi yang telah dipelajari hari ini.

2. Guru dan murid bersama-sama menutup pertemuan

hari ini dengan hamdalah.

2’

E. Penilaian

1. Instrumen Penilaian Sikap (seluruh instrument yang diperlukan terlampir)

a. Pertemuan pertama : Observasi dan Jurnal

2. Instrumen Penilaian Ketrampilan (seluruh instrument yang diperlukan terlampir)

a. Pertemuan pertama : Praktik

3. Instrumen Penilaian Pengetahuan (seluruh instrument yang diperlukan terlampir)

a. Pertemuan Pertama : Penugasan

69

F. Sumber/Media Pembelajaran

1. Sumber : Sumber dari internet, suara guru

2. Media : Worksheet, Notebook, LCD Proyektor

Mengetahui Guru Mata Pelajaran

Hj. Eti Hernawati, S.Pd

70

RENCANA PELAKSANAAN PEMBELAJARAN

2nd

Treatment

Nama Sekolah : SMP N 3 Tangerang Selatan

Kelas/ Semester : VIII / Ganjil (Eksperimental)

Mata Pelajaran : Bahasa Inggris

Topik : Narrative Text

Alokasi Waktu : 1 x 2jp

G. Kompetensi Inti

5. Menghargai dan menghayati ajaran agama yang dianutnya

6. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,

gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan

lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.

7. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya

terkait fenomena dan kejadian tampak mata.

8. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,

merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,

menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah

dan sumber lain yang sama dalam sudut pandang/teori.

H. Kompetensi Dasar

1.2. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar

komunikasi Internasional yang diwujudkan dalam semangat belajar.

2.4.Menunjukan perilaku santun dan peduli dalam melaksanakan komuknikasi antar pribadi

dengan guru dan teman.

2.5.Menunjukkan jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan

komunikasi transaksional dengan guru dan teman.

2.6.Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam

melaksanakan komunikasi fungsional.

3.15. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif

berbentuk fabel, sesuai dengan konteks penggunaannya.

4.18. Menangkap makna teks naratif lisan dan tulis, berbentuk fabel pendek dan sederhana.

71

I. Materi Pembelajaran

Definisi : teks yang berisi cerita yang sudah terjadi di masa lampau

dan bukan merupakan kejadian sehari hari

Tujuan teks narasi : untuk menghibur pembaca

Generic struktur : orientasi: berisi pengenalan tokoh, tempat dan waktu

Komplikasi: masalah atau problem yang muncul dalam

cerita

Resolusi: pemecahan/jalan keluar dari masalah yang terjadi

Lexical grammatical Features : menggunakan Past tense ; simple past, past perfect

tense, past continuous tense, past perfect continuous tense.

Frequent use of conjunctions of time (temporal conjunction), for example: once upon

a time, one day, long time ago, etc

Contoh teks narasi fabel:

Once upon a time there was a poor widow who had an only son named Jack. They

were so poor that they didn't have anything except a cow. When the cow had grown too

old, his mother sent Jack to the market to sell it. On the way to the market, Jack met a

butcher who had some beautiful beans in his hand. The butcher told the boy that the

beans were of great value and persuaded the silly lad to sell the cow for the beans.

Jack brought them, happily. When he told his mother about this, his mother

became so furious that she threw the beans out of the window.

When Jack woke up in the morning, he felt the sun shining into a pan of his room,

but all the rest was quite dark and shady.

So he jumped to the window. What did he see? The beanstalk grew up quite close

past Jack‘s window. He opened the window and jumped to the beanstalk which ran up

just like a big ladder

He climbed and climbed till at last he reached the sky. While looking around, he

saw a very huge castle. He was very amazed.

Then Jack walked along the path leading to the castle. There was a big tail woman

on the doorstep. Jack greeted her and asked for the giantess mercy to give him breakfast,

because he fell very hungry. Although the giantess grumbled at first, finally she gave

Jack a hunk of bread and cheese and a jug of milk.

Jack hadn't finished when the whole house began to tremble with the noise of someone's

coming.

"Oh! It's my husband!" cried the giantess. "What on earth shall I do?"

Hastily the giantess opened a very big cupboard and hid Jack there.

J. Kegiatan Pembelajaran

FASE DESKRIPSI KEGIATAN ALOKASI

WAKTU

Pendahuluan Apersepsi dan Motivasi

6. Salam.

72

7. Menanyakan kabar.

8. Absensi hanya dengan menanyakan siapa saja yang

tidak masuk dan alasannya.

9. Menanyakan kesiapan siswa untuk menerima

pelajaran hari ini dan membuka pelajaran dengan

membaca basmalah bersama-sama.

10. Menyebutkan tujuan pembelajaran.

3’

Inti Mengamati:

3. Siswa memperhatikan kembali slide yang berisi

materi tentang teknik Think Pair Share dalam teks

narasi

4. Guru kembali memberikan penjelasan singkat tentang

bagaimana mengaplikasikan teknik Think pair Share

Mengasosiasi:

2. Posisi tempat duduk awal siswa sesuai seperti proses

KBM

3. Guru memberi perintah untuk bertukar pasangan satu

meja dengan menyebut dengan menggunakan absen

Eksperimen:

5. Masing masing siswa mengerjakan 20 soal dalam

waktu 10 menit

6. Kemudian guru memberi perintah untuk

menggunakan teknik pair share seperti pertemuan

sebelumnya

Komunikasi:

Guru akan kembali melihat beberapa hasil kerja siswa dan

membandingkannya dengan hasil kerja siswa yang lain, dan

coba melihat dimana letak kesalahan pengerjaan soal tersebut

Menanyakan:

3. Guru memberi pertanyaan tentang apakah adanya

peningkatan dari pertemuan sebelumnya dalam

pengerjaan soal

75’

Penutup 3. Siswa dan guru bersama-sama menyimpulkan tentang

materi yang telah dipelajari hari ini.

73

4. Guru dan murid bersama-sama menutup pertemuan

hari ini dengan hamdalah.

2’

K. Penilaian

4. Instrumen Penilaian Sikap (seluruh instrument yang diperlukan terlampir)

b. Pertemuan pertama : Observasi dan Jurnal

5. Instrumen Penilaian Ketrampilan (seluruh instrument yang diperlukan

terlampir)

b. Pertemuan pertama : Praktik

6. Instrumen Penilaian Pengetahuan (seluruh instrument yang diperlukan

terlampir)

b. Pertemuan Pertama : Penugasan

L. Sumber/Media Pembelajaran

1. Sumber : Sumber dari internet, suara guru

2. Media : Worksheet, Notebook, LCD Proyektor

Mengetahui Guru Mata Pelajaran

Hj. Eti Hernawati, S.Pd

74

RENCANA PELAKSANAAN PEMBELAJARAN

3rd

Treatment

Nama Sekolah : SMP N 3 Tangerang Selatan

Kelas/ Semester : VIII / Ganjil (Eksperimen)

Mata Pelajaran : Bahasa Inggris

Topik : Narrative Text

Alokasi Waktu : 1 x 2jp

M. Kompetensi Inti

9. Menghargai dan menghayati ajaran agama yang dianutnya

10. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,

gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan

lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.

11. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait

fenomena dan kejadian tampak mata.

12. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,

merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,

menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan

sumber lain yang sama dalam sudut pandang/teori.

N. Kompetensi Dasar

1.3. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar

komunikasi Internasional yang diwujudkan dalam semangat belajar.

2.7.Menunjukan perilaku santun dan peduli dalam melaksanakan komuknikasi antar pribadi

dengan guru dan teman.

2.8.Menunjukkan jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan

komunikasi transaksional dengan guru dan teman.

2.9.Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam

melaksanakan komunikasi fungsional.

3.16. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif berbentuk

fabel, sesuai dengan konteks penggunaannya.

4.18. Menangkap makna teks naratif lisan dan tulis, berbentuk fabel pendek dan sederhana.

O. Materi Pembelajaran

Definisi : teks yang berisi cerita yang sudah terjadi di masa lampau dan

bukan merupakan kejadian sehari hari

Tujuan teks narasi : untuk menghibur pembaca

75

Generic struktur : orientasi: berisi pengenalan tokoh, tempat dan waktu

Komplikasi: masalah atau problem yang muncul dalam cerita

Resolusi: pemecahan/jalan keluar dari masalah yang terjadi

Lexical grammatical Features : menggunakan Past tense ; simple past, past perfect tense,

past continuous tense, past perfect continuous tense.

Frequent use of conjunctions of time (temporal conjunction), for example: once upon a

time, one day, long time ago, etc

Contoh teks narasi fabel:

Once upon a time, there was an old woman who lived in a very old hut near a forest

with her only daughter. The daughter‘s name is Misna. She is beautiful but she had envious

heart.

One day she saw girl of her age passing by her hut. The girl was joining her father

hunting. She dressed in beautiful cloth. His father‘s assistants respected her. Misna could not

sleep when she was remembering this. She was very angry with her condition. She hated her

hopeless mother.

In the morning she shouted at her mother. She wanted her mother to buy the most

beautiful gown in the markets for her. Of course her mother could not afford it. Then she

cried and cried. She did not want to eat anything. Her mother was very sad. She decided to

sell a piece of land, the only valuable thing that she had. She bought her beloved daughter a

very beautiful dress.

Misna admired herself. She wanted to show everybody that she was a very beautiful

girl. She asked her mother to bring her to another village. Along the way, she smiled to

everyone. People in the village thought that she was a princess. They gave her a high respect

and invited her to have meal in their house. Misna enjoyed this and told everybody that she

was princess and mother was maid. Her mother was very sad but she kept her felling deep in

the heart.

On the way home Misna met a handsome prince. He was interested in her and

wanted to marry her. Misna told the prince that her mother had died and father went married

to another woman. She was having a long trip with her loyal maid. Listening to this, her

mother was very upset. She cried loudly Misna was very angry to her and told her to be

away from her.

Suddenly there was a heavy rain accompanied with big thunders. Everyone run away

to save themselves. Misna was very afraid. She cried. Her mother wanted to help her but she

did not want to at that time a big thunder hit her to dead.

P. Kegiatan Pembelajaran

FASE DESKRIPSI KEGIATAN ALOKASI

WAKTU

Pendahuluan Apersepsi dan Motivasi

11. Salam.

12. Menanyakan kabar.

13. Absensi hanya dengan menanyakan siapa saja yang

tidak masuk dan alasannya.

14. Menanyakan kesiapan siswa untuk menerima

pelajaran hari ini dan membuka pelajaran dengan

3’

76

membaca basmalah bersama-sama.

15. Menyebutkan tujuan pembelajaran.

Inti Mengamati:

5. Siswa memperhatikan kembali slide yang berisi

materi tentang teknik Think Pair Share dalam teks

narasi

6. Guru kembali memberikan penjelasan singkat tentang

bagaimana mengaplikasikan teknik Think pair Share

Mengasosiasi:

4. Posisi tempat duduk awal siswa sesuai seperti proses

KBM

5. Guru mengubah posisi duduk dengan menggunakan

absen sebai acuan

Eksperimen:

7. Masing masing siswa mengerjakan 25 soal dalam

waktu 10 menit

8. Siswa diminta untuk mengerjakan soal secara individu

9. Kemudian siswa diminta kembali untuk menerapkan

metode Think pair Share (berdiskusi dengan teman

satu meja)

Komunikasi:

Guru akan kembali melihat beberapa hasil kerja siswa dan

membandingkannya dengan hasil kerja siswa yang lain, dan

coba melihat dimana letak kesalahan pengerjaan soal tersebut

Guru akan melihat apakah ada perkembangan dari setiap soal

yang telah dikerjakan sebelumya

Menanyakan:

4. Guru akan bertanya apakah siswa dapat merasakan

pengaruh dari teknik Think pair Share dalam

membantu mengerjakan soal teks narasi

75’

Penutup 5. Siswa dan guru bersama-sama menyimpulkan tentang

materi yang telah dipelajari hari ini.

6. Guru dan murid bersama-sama menutup pertemuan

hari ini dengan hamdalah.

2’

Q. Penilaian

77

7. Instrumen Penilaian Sikap (seluruh instrument yang diperlukan terlampir)

c. Pertemuan pertama : Observasi dan Jurnal

8. Instrumen Penilaian Ketrampilan (seluruh instrument yang diperlukan terlampir)

c. Pertemuan pertama : Praktik

9. Instrumen Penilaian Pengetahuan (seluruh instrument yang diperlukan terlampir)

c. Pertemuan Pertama : Penugasan

R. Sumber/Media Pembelajaran

1. Sumber : Sumber dari internet, suara guru

2. Media : Worksheet, Notebook, LCD Proyektor

Mengetahui Guru Mata Pelajaran

Hj. Eti Hernawati, S.Pd

78

RENCANA PELAKSANAAN PEMBELAJARAN

4th

Treatment

Nama Sekolah : SMP N 3 Tangerang Selatan

Kelas/ Semester : VIII / Ganjil (Eksperimen)

Mata Pelajaran : Bahasa Inggris

Topik : Narrative Text

Alokasi Waktu : 1 x 2jp

S. Kompetensi Inti

13. Menghargai dan menghayati ajaran agama yang dianutnya

14. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,

gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan

lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.

15. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya

terkait fenomena dan kejadian tampak mata.

16. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,

merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,

menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah

dan sumber lain yang sama dalam sudut pandang/teori.

T. Kompetensi Dasar

1.4. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar

komunikasi Internasional yang diwujudkan dalam semangat belajar.

2.10. Menunjukan perilaku santun dan peduli dalam melaksanakan komuknikasi antar

pribadi dengan guru dan teman.

2.11. Menunjukkan jujur, disiplin, percaya diri, dan bertanggung jawab dalam

melaksanakan komunikasi transaksional dengan guru dan teman.

2.12. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.17. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif

berbentuk fabel, sesuai dengan konteks penggunaannya.

4.18. Menangkap makna teks naratif lisan dan tulis, berbentuk fabel pendek dan sederhana.

79

U. Materi Pembelajaran

Definisi : teks yang berisi cerita yang sudah terjadi di masa lampau

dan bukan merupakan kejadian sehari hari

Tujuan teks narasi : untuk menghibur pembaca

Generic struktur : orientasi: berisi pengenalan tokoh, tempat dan waktu

Komplikasi: masalah atau problem yang muncul dalam

cerita

Resolusi: pemecahan/jalan keluar dari masalah yang terjadi

Lexical grammatical Features : menggunakan Past tense ; simple past, past perfect

tense, past continuous tense, past perfect continuous tense.

Frequent use of conjunctions of time (temporal conjunction), for example: once upon

a time, one day, long time ago, etc

Contoh teks narasi fabel:

Long, long ago a rabbit and lion were neighbors. The lion was very proud, and

was fond of boasting about his strength. And thought they were such close neighbors, the

lion look down upon the rabbit, and use to bully and frighten her. Finally, the rabbit could

stand it no longer and wanted to get her own back.

One day she went to the lion and said,‖ Good day, respected elder brother. Image

it, I met an animal over there that looked exactly like you, and he said to me, ‗Is there

anyone in the world who dares stand up to me? If there is, let me come and have a duel

with me. If there is no one, all of you have to submit to my rule and be my servants!‖

―Oh, he was an intolerable braggart! He is so puffed up with pride that his eyes can‘t

even light on anymore!‖ added the rabbit.

―Oho,‖ the lion said. ―Didn‘t you mention me to him?‖

―Yes, indeed, ―the rabbit replied. ―But it would have been better if I hadn‘t. When

I described how strong you were, he just sneered and said dreadfully rude things. He even

went so far as to say that he wouldn‘t take you for his attendant!‖

The lion flew into a rage and roared, ―Where is he? Where is he?‖

Soon the rabbit took the lion a hill and, not going to near herself, pointed to a well

from a distance, and said, ―He is down there, in the well.‖

The lion hastened to the well and glared angrily into it. Yes there was his rival

who even glared back at him angrily. The lion roared, and his enemy roared back. The

lion become so furious that his hair stood on end. So did his enemy on the well. The lion

show his teeth and lashed out with his paws to scare his rival and his enemy in the well

retaliated! In a fit of anger the lion sprang into the air with all his might and then flung

himself at the enemy in the well. The result was that the proud lion was instantly

drowned.

V. Kegiatan Pembelajaran

FASE DESKRIPSI KEGIATAN ALOKASI

WAKTU

80

Pendahuluan Apersepsi dan Motivasi

16. Salam.

17. Menanyakan kabar.

18. Absensi hanya dengan menanyakan siapa saja yang

tidak masuk dan alasannya.

19. Menanyakan kesiapan siswa untuk menerima

pelajaran hari ini dan membuka pelajaran dengan

membaca basmalah bersama-sama.

20. Menyebutkan tujuan pembelajaran.

3’

Inti Mengamati:

7. Siswa memperhatikan kembali slide yang berisi

materi tentang teknik Think Pair Share dalam teks

narasi

8. Guru kembali memberikan penjelasan singkat tentang

bagaimana mengaplikasikan teknik Think pair Share

Mengasosiasi:

6. Posisi tempat duduk awal siswa sesuai seperti proses

KBM

7. Kemudian guru merubah urutan duduk menggunakan

absen sebagai pedoman

Eksperimen:

10. Masing masing siswa mengerjakan 30 soal dalam

waktu 20 menit

11. Siswa diminta untuk mengerjakan soal secara individu

12. Kemudian siswa diminta kembali untuk menerapkan

metode Think pair Share (berdiskusi dengan

memberikan alasan)

Komunikasi:

1. Guru akan kembali melihat beberapa hasil kerja siswa

dan membandingkannya dengan hasil kerja siswa

yang lain, dan coba melihat dimana letak kesalahan

pengerjaan soal tersebut

2. Guru akan melihat apakah ada perkembangan dari

75’

81

setiap soal yang telah dikerjakan sebelumya

Menanyakan:

5. Guru akan bertanya apakah siswa dapat merasakan

pengaruh dari teknik Think pair Share dalam

membantu mengerjakan soal teks narasi

Penutup 7. Siswa dan guru bersama-sama menyimpulkan tentang

materi yang telah dipelajari hari ini.

8. Guru dan murid bersama-sama menutup pertemuan

hari ini dengan hamdalah.

2’

W. Penilaian

10. Instrumen Penilaian Sikap (seluruh instrument yang diperlukan terlampir)

d. Pertemuan pertama : Observasi dan Jurnal

11. Instrumen Penilaian Ketrampilan (seluruh instrument yang diperlukan

terlampir)

d. Pertemuan pertama : Praktik

12. Instrumen Penilaian Pengetahuan (seluruh instrument yang diperlukan

terlampir)

d. Pertemuan Pertama : Penugasan

X. Sumber/Media Pembelajaran

1. Sumber : Sumber dari internet, suara guru

2. Media : Worksheet, Notebook, LCD Proyektor

Mengetahui Guru Mata Pelajaran

Hj. Eti Hernawati, S.Pd

82

RENCANA PELAKSANAAN PEMBELAJARAN

1st Treatment

Nama Sekolah : SMP N 3 Tangerang Selatan

Kelas/ Semester : VIII / Ganjil (Kontrol)

Mata Pelajaran : Bahasa Inggris

Topik : Narrative Text

Alokasi Waktu : 1 x 2jp

Y. Kompetensi Inti

17. Menghargai dan menghayati ajaran agama yang dianutnya

18. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,

gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan

lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.

19. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya

terkait fenomena dan kejadian tampak mata.

20. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,

merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,

menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah

dan sumber lain yang sama dalam sudut pandang/teori.

Z. Kompetensi Dasar

1.5. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar

komunikasi Internasional yang diwujudkan dalam semangat belajar.

2.13. Menunjukan perilaku santun dan peduli dalam melaksanakan komuknikasi antar

pribadi dengan guru dan teman.

2.14. Menunjukkan jujur, disiplin, percaya diri, dan bertanggung jawab dalam

melaksanakan komunikasi transaksional dengan guru dan teman.

2.15. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.18. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif

berbentuk fabel, sesuai dengan konteks penggunaannya.

4.18. Menangkap makna teks naratif lisan dan tulis, berbentuk fabel pendek dan sederhana.

AA. Materi Pembelajaran

83

Definisi : teks yang berisi cerita yang sudah terjadi di masa lampau

dan bukan merupakan kejadian sehari hari

Tujuan teks narasi : untuk menghibur pembaca

Generic struktur : orientasi: berisi pengenalan tokoh, tempat dan waktu

Komplikasi: masalah atau problem yang muncul dalam

cerita

Resolusi: pemecahan/jalan keluar dari masalah yang terjadi

Lexical grammatical Features : menggunakan Past tense ; simple past, past perfect

tense, past continuous tense, past perfect continuous tense.

Frequent use of conjunctions of time (temporal conjunction), for example: once upon

a time, one day, long time ago, etc

Contoh teks narasi fabel:

Once upon a time there were four little rabbits. Their names were Flopsy, Mopsy,

Cotton-tail and Peter. One morning they were allowed to play outside. Their mother

reminded them not to go to Mr. McGregor‘s garden because their father had an accident

there.

Flopsy, Mopsy, and Cotton-tail were good little rabbits. They went down the lane

to pick blackberries. But Peter was naughty. He ran straight away to Mr. McGregor‘s

garden. He ate some lettuces, French beans, and radishes. Suddenly, he met Mr.

McGregor. Peter was very frightened and rushed away as fast as he could. He lost a pair

of shoes and a jacket while he was running. Peter never stopped running or looked behind

him till he got home. During the evening, he was sick because he was so tired. He had to

drink some medicine while three of his brother had bread, mild and blackberries for

supper.

BB. Kegiatan Pembelajaran

FASE DESKRIPSI KEGIATAN ALOKASI

WAKTU

Pendahuluan Apersepsi dan Motivasi

21. Salam.

22. Menanyakan kabar.

23. Absensi hanya dengan menanyakan siapa saja yang

tidak masuk dan alasannya.

24. Menanyakan kesiapan siswa untuk menerima

pelajaran hari ini dan membuka pelajaran dengan

membaca basmalah bersama-sama.

25. Menyebutkan tujuan pembelajaran.

3’

Inti Mengamati:

84

9. Siswa memperhatikan slide yang berisi materi tentang

teknik mencari informasi dalam teks narasi

10. Guru memberikan penjelasan singkat tentang cara

mencari petunjuk untuk mendapatkan informasi dalam

teks narasi

Mengasosiasi:

8. Posisi tempat duduk siswa sesuai seperti proses KBM

Eksperimen:

13. Masing masing siswa mengerjakan soal yang

diberikan guru dan diminta untuk mengerjakan secara

individu

14. Setelah waktu habis, hasil kerja siswa ditukar dengan

teman semeja untuk dikoreksi bersama

Komunikasi:

Guru akan melihat beberapa hasil kerja siswa dan

membandingkannya dengan hasil kerja siswa yang lain, dan

coba melihat dimana letak kesalahan pengerjaan soal tersebut

Menanyakan:

6. Guru memberi pertanyaan soal yang mana saja yang

termasuk mudah dan sulit

75’

Penutup 9. Siswa dan guru bersama-sama menyimpulkan tentang

materi yang telah dipelajari hari ini.

10. Guru dan murid bersama-sama menutup pertemuan

hari ini dengan hamdalah.

2’

CC. Penilaian

13. Instrumen Penilaian Sikap (seluruh instrument yang diperlukan terlampir)

e. Pertemuan pertama : Observasi dan Jurnal

14. Instrumen Penilaian Ketrampilan (seluruh instrument yang diperlukan

terlampir)

e. Pertemuan pertama : Praktik

15. Instrumen Penilaian Pengetahuan (seluruh instrument yang diperlukan

terlampir)

e. Pertemuan Pertama : Penugasan

DD. Sumber/Media Pembelajaran

85

1. Sumber : Sumber dari internet, suara guru

2. Media : Worksheet, Notebook, LCD Proyektor

Mengetahui Guru Mata Pelajaran

Hj. Eti Hernawati, S.Pd.

86

RENCANA PELAKSANAAN PEMBELAJARAN

2nd

Treatment

Nama Sekolah : SMP N 3 Tangerang Selatan

Kelas/ Semester : VIII / Ganjil (Kontrol)

Mata Pelajaran : Bahasa Inggris

Topik : Narrative Text

Alokasi Waktu : 1 x 2jp

EE. Kompetensi Inti

21. Menghargai dan menghayati ajaran agama yang dianutnya

22. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,

gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan

lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.

23. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya

terkait fenomena dan kejadian tampak mata.

24. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,

merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,

menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah

dan sumber lain yang sama dalam sudut pandang/teori.

FF. Kompetensi Dasar

1.6. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar

komunikasi Internasional yang diwujudkan dalam semangat belajar.

2.16. Menunjukan perilaku santun dan peduli dalam melaksanakan komuknikasi antar

pribadi dengan guru dan teman.

2.17. Menunjukkan jujur, disiplin, percaya diri, dan bertanggung jawab dalam

melaksanakan komunikasi transaksional dengan guru dan teman.

2.18. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.19. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif

berbentuk fabel, sesuai dengan konteks penggunaannya.

4.18. Menangkap makna teks naratif lisan dan tulis, berbentuk fabel pendek dan sederhana.

87

GG. Materi Pembelajaran

Definisi : teks yang berisi cerita yang sudah terjadi di masa lampau

dan bukan merupakan kejadian sehari hari

Tujuan teks narasi : untuk menghibur pembaca

Generic struktur : orientasi: berisi pengenalan tokoh, tempat dan waktu

Komplikasi: masalah atau problem yang muncul dalam

cerita

Resolusi: pemecahan/jalan keluar dari masalah yang terjadi

Lexical grammatical Features : menggunakan Past tense ; simple past, past perfect

tense, past continuous tense, past perfect continuous tense.

Frequent use of conjunctions of time (temporal conjunction), for example: once upon

a time, one day, long time ago, etc

Contoh teks narasi fabel:

Once upon a time there was a poor widow who had an only son named Jack. They

were so poor that they didn't have anything except a cow. When the cow had grown too

old, his mother sent Jack to the market to sell it. On the way to the market, Jack met a

butcher who had some beautiful beans in his hand. The butcher told the boy that the

beans were of great value and persuaded the silly lad to sell the cow for the beans.

Jack brought them, happily. When he told his mother about this, his mother

became so furious that she threw the beans out of the window.

When Jack woke up in the morning, he felt the sun shining into a pan of his room,

but all the rest was quite dark and shady.

So he jumped to the window. What did he see? The beanstalk grew up quite close

past Jack‘s window. He opened the window and jumped to the beanstalk which ran up

just like a big ladder

He climbed and climbed till at last he reached the sky. While looking around, he

saw a very huge castle. He was very amazed.

Then Jack walked along the path leading to the castle. There was a big tail woman

on the doorstep. Jack greeted her and asked for the giantess mercy to give him breakfast,

because he fell very hungry. Although the giantess grumbled at first, finally she gave

Jack a hunk of bread and cheese and a jug of milk.

Jack hadn't finished when the whole house began to tremble with the noise of someone's

coming.

"Oh! It's my husband!" cried the giantess. "What on earth shall I do?"

Hastily the giantess opened a very big cupboard and hid Jack there.

HH. Kegiatan Pembelajaran

FASE DESKRIPSI KEGIATAN ALOKASI

WAKTU

Pendahuluan Apersepsi dan Motivasi

26. Salam.

88

27. Menanyakan kabar.

28. Absensi hanya dengan menanyakan siapa saja yang

tidak masuk dan alasannya.

29. Menanyakan kesiapan siswa untuk menerima

pelajaran hari ini dan membuka pelajaran dengan

membaca basmalah bersama-sama.

30. Menyebutkan tujuan pembelajaran.

3’

Inti Mengamati:

1. Guru memberikan keterangan tenatang kosakata yang

familiar dalam teks narasi

Mengasosiasi:

9. Posisi tempat duduk awal siswa sesuai seperti proses

KBM

10. Guru memberi perintah untuk bertukar pasangan satu

meja dengan menyebut dengan menggunakan absen

Eksperimen:

15. Masing masing siswa mengerjakan 20 soal dalam

waktu 10 menit

16. Setelah selesai, soal yang telah dikerjakan dikoreksi

bersama dengan teman satu meja

Komunikasi:

Guru akan kembali melihat beberapa hasil kerja siswa dan

membandingkannya dengan hasil kerja siswa yang lain, dan

coba melihat dimana letak kesalahan pengerjaan soal tersebut

Menanyakan:

7. Guru memberi pertanyaan tentang apakah soal soal

yang dikerjakan lebih mudah atau sulit dari soal yang

diberikan pada pertemuan sebelumnya

75’

Penutup 11. Siswa dan guru bersama-sama menyimpulkan tentang

materi yang telah dipelajari hari ini.

12. Guru dan murid bersama-sama menutup pertemuan

hari ini dengan hamdalah.

2’

II. Penilaian

89

16. Instrumen Penilaian Sikap (seluruh instrument yang diperlukan terlampir)

f. Pertemuan pertama : Observasi dan Jurnal

17. Instrumen Penilaian Ketrampilan (seluruh instrument yang diperlukan

terlampir)

f. Pertemuan pertama : Praktik

18. Instrumen Penilaian Pengetahuan (seluruh instrument yang diperlukan

terlampir)

f. Pertemuan Pertama : Penugasan

JJ. Sumber/Media Pembelajaran

1. Sumber : Sumber dari internet, suara guru

2. Media : Worksheet, Notebook, LCD Proyektor

Mengetahui Guru Mata Pelajaran

Hj. Eti Hernawati, S.Pd

90

RENCANA PELAKSANAAN PEMBELAJARAN

3rd

Treatment

Nama Sekolah : SMP N 3 Tangerang Selatan

Kelas/ Semester : VIII / Ganjil (Kontrol)

Mata Pelajaran : Bahasa Inggris

Topik : Narrative Text

Alokasi Waktu : 1 x 2jp

KK. Kompetensi Inti

25. Menghargai dan menghayati ajaran agama yang dianutnya

26. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,

gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan

lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.

27. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait

fenomena dan kejadian tampak mata.

28. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,

merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,

menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan

sumber lain yang sama dalam sudut pandang/teori.

LL. Kompetensi Dasar

1.7. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar

komunikasi Internasional yang diwujudkan dalam semangat belajar.

2.19. Menunjukan perilaku santun dan peduli dalam melaksanakan komuknikasi antar

pribadi dengan guru dan teman.

2.20. Menunjukkan jujur, disiplin, percaya diri, dan bertanggung jawab dalam

melaksanakan komunikasi transaksional dengan guru dan teman.

2.21. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam

melaksanakan komunikasi fungsional.

3.20. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif berbentuk

fabel, sesuai dengan konteks penggunaannya.

4.18. Menangkap makna teks naratif lisan dan tulis, berbentuk fabel pendek dan sederhana.

MM. Materi Pembelajaran

Definisi : teks yang berisi cerita yang sudah terjadi di masa lampau dan

bukan merupakan kejadian sehari hari

Tujuan teks narasi : untuk menghibur pembaca

91

Generic struktur : orientasi: berisi pengenalan tokoh, tempat dan waktu

Komplikasi: masalah atau problem yang muncul dalam cerita

Resolusi: pemecahan/jalan keluar dari masalah yang terjadi

Lexical grammatical Features : menggunakan Past tense ; simple past, past perfect tense,

past continuous tense, past perfect continuous tense.

Frequent use of conjunctions of time (temporal conjunction), for example: once upon a

time, one day, long time ago, etc

Contoh teks narasi fabel:

Once upon a time, there was an old woman who lived in a very old hut near a forest

with her only daughter. The daughter‘s name is Misna. She is beautiful but she had envious

heart.

One day she saw girl of her age passing by her hut. The girl was joining her father

hunting. She dressed in beautiful cloth. His father‘s assistants respected her. Misna could not

sleep when she was remembering this. She was very angry with her condition. She hated her

hopeless mother.

In the morning she shouted at her mother. She wanted her mother to buy the most

beautiful gown in the markets for her. Of course her mother could not afford it. Then she

cried and cried. She did not want to eat anything. Her mother was very sad. She decided to

sell a piece of land, the only valuable thing that she had. She bought her beloved daughter a

very beautiful dress.

Misna admired herself. She wanted to show everybody that she was a very beautiful

girl. She asked her mother to bring her to another village. Along the way, she smiled to

everyone. People in the village thought that she was a princess. They gave her a high respect

and invited her to have meal in their house. Misna enjoyed this and told everybody that she

was princess and mother was maid. Her mother was very sad but she kept her felling deep in

the heart.

On the way home Misna met a handsome prince. He was interested in her and

wanted to marry her. Misna told the prince that her mother had died and father went married

to another woman. She was having a long trip with her loyal maid. Listening to this, her

mother was very upset. She cried loudly Misna was very angry to her and told her to be

away from her.

Suddenly there was a heavy rain accompanied with big thunders. Everyone run away

to save themselves. Misna was very afraid. She cried. Her mother wanted to help her but she

did not want to at that time a big thunder hit her to dead.

NN. Kegiatan Pembelajaran

FASE DESKRIPSI KEGIATAN ALOKASI

WAKTU

Pendahuluan Apersepsi dan Motivasi

31. Salam.

32. Menanyakan kabar.

33. Absensi hanya dengan menanyakan siapa saja yang

tidak masuk dan alasannya.

34. Menanyakan kesiapan siswa untuk menerima

pelajaran hari ini dan membuka pelajaran dengan

3’

92

membaca basmalah bersama-sama.

35. Menyebutkan tujuan pembelajaran.

Inti Mengamati:

11. Siswa memperhatikan kembali slide yang berisi

materi tentang teknik Think Pair Share dalam teks

narasi

12. Guru kembali memberikan penjelasan singkat tentang

bagaimana mengaplikasikan teknik Think pair Share

Mengasosiasi:

11. Posisi tempat duduk awal siswa sesuai seperti proses

KBM

12. Guru mengubah posisi duduk dengan menggunakan

absen sebai acuan

Eksperimen:

17. Masing masing siswa mengerjakan 25 soal dalam

waktu 10 menit

18. Siswa diminta untuk mengerjakan soal secara individu

19. Kemudian siswa diminta mencari petunjuk dari setiap

soal agar mudah dalam menjawab

Komunikasi:

Guru akan kembali melihat beberapa hasil kerja siswa dan

membandingkannya dengan hasil kerja siswa yang lain, dan

coba melihat dimana letak kesalahan pengerjaan soal tersebut

Guru akan melihat apakah ada perkembangan dari setiap soal

yang telah dikerjakan sebelumya

Menanyakan:

8. Guru akan bertanya apakah siswa dapat merasakan

perbedaan yang signifikan dari pertemuan sebelumnya

75’

Penutup 13. Siswa dan guru bersama-sama menyimpulkan tentang

materi yang telah dipelajari hari ini.

14. Guru dan murid bersama-sama menutup pertemuan

hari ini dengan hamdalah.

2’

OO. Penilaian

19. Instrumen Penilaian Sikap (seluruh instrument yang diperlukan terlampir)

g. Pertemuan pertama : Observasi dan Jurnal

93

20. Instrumen Penilaian Ketrampilan (seluruh instrument yang diperlukan terlampir)

g. Pertemuan pertama : Praktik

21. Instrumen Penilaian Pengetahuan (seluruh instrument yang diperlukan terlampir)

g. Pertemuan Pertama : Penugasan

PP. Sumber/Media Pembelajaran

1. Sumber : Sumber dari internet, suara guru

2. Media : Worksheet, Notebook, LCD Proyektor

Mengetahui Guru Mata Pelajaran

Hj. Eti Hernawati, S.Pd

94

RENCANA PELAKSANAAN PEMBELAJARAN

4th

Treatment

Nama Sekolah : SMP N 3 Tangerang Selatan

Kelas/ Semester : VIII / Ganjil (Kontrol)

Mata Pelajaran : Bahasa Inggris

Topik : Narrative Text

Alokasi Waktu : 1 x 2jp

QQ. Kompetensi Inti

29. Menghargai dan menghayati ajaran agama yang dianutnya

30. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi,

gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan

lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.

31. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya

terkait fenomena dan kejadian tampak mata.

32. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,

merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,

menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah

dan sumber lain yang sama dalam sudut pandang/teori.

RR. Kompetensi Dasar

1.8. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar

komunikasi Internasional yang diwujudkan dalam semangat belajar.

2.22. Menunjukan perilaku santun dan peduli dalam melaksanakan komuknikasi antar

pribadi dengan guru dan teman.

2.23. Menunjukkan jujur, disiplin, percaya diri, dan bertanggung jawab dalam

melaksanakan komunikasi transaksional dengan guru dan teman.

2.24. Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai,

dalam melaksanakan komunikasi fungsional.

3.21. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks naratif

berbentuk fabel, sesuai dengan konteks penggunaannya.

4.18. Menangkap makna teks naratif lisan dan tulis, berbentuk fabel pendek dan sederhana.

95

SS. Materi Pembelajaran

Definisi : teks yang berisi cerita yang sudah terjadi di masa lampau

dan bukan merupakan kejadian sehari hari

Tujuan teks narasi : untuk menghibur pembaca

Generic struktur : orientasi: berisi pengenalan tokoh, tempat dan waktu

Komplikasi: masalah atau problem yang muncul dalam

cerita

Resolusi: pemecahan/jalan keluar dari masalah yang terjadi

Lexical grammatical Features : menggunakan Past tense ; simple past, past perfect

tense, past continuous tense, past perfect continuous tense.

Frequent use of conjunctions of time (temporal conjunction), for example: once upon

a time, one day, long time ago, etc

Contoh teks narasi fabel:

Long, long ago a rabbit and lion were neighbors. The lion was very proud, and

was fond of boasting about his strength. And thought they were such close neighbors, the

lion look down upon the rabbit, and use to bully and frighten her. Finally, the rabbit could

stand it no longer and wanted to get her own back.

One day she went to the lion and said,‖ Good day, respected elder brother. Image

it, I met an animal over there that looked exactly like you, and he said to me, ‗Is there

anyone in the world who dares stand up to me? If there is, let me come and have a duel

with me. If there is no one, all of you have to submit to my rule and be my servants!‖

―Oh, he was an intolerable braggart! He is so puffed up with pride that his eyes can‘t

even light on anymore!‖ added the rabbit.

―Oho,‖ the lion said. ―Didn‘t you mention me to him?‖

―Yes, indeed, ―the rabbit replied. ―But it would have been better if I hadn‘t. When

I described how strong you were, he just sneered and said dreadfully rude things. He even

went so far as to say that he wouldn‘t take you for his attendant!‖

The lion flew into a rage and roared, ―Where is he? Where is he?‖

Soon the rabbit took the lion a hill and, not going to near herself, pointed to a well

from a distance, and said, ―He is down there, in the well.‖

The lion hastened to the well and glared angrily into it. Yes there was his rival

who even glared back at him angrily. The lion roared, and his enemy roared back. The

lion become so furious that his hair stood on end. So did his enemy on the well. The lion

show his teeth and lashed out with his paws to scare his rival and his enemy in the well

retaliated! In a fit of anger the lion sprang into the air with all his might and then flung

himself at the enemy in the well. The result was that the proud lion was instantly

drowned.

TT. Kegiatan Pembelajaran

FASE DESKRIPSI KEGIATAN ALOKASI

WAKTU

96

Pendahuluan Apersepsi dan Motivasi

36. Salam.

37. Menanyakan kabar.

38. Absensi hanya dengan menanyakan siapa saja yang

tidak masuk dan alasannya.

39. Menanyakan kesiapan siswa untuk menerima

pelajaran hari ini dan membuka pelajaran dengan

membaca basmalah bersama-sama.

40. Menyebutkan tujuan pembelajaran.

3’

Inti Mengamati:

13. Siswa memperhatikan kembali penjelasan guru

tentang bagaimana menjawab pertanyaaan dari teks

narasi

14. Guru kembali memberikan penjelasan singkat tentang

bagaimana mengaplikasikan teknik Think pair Share

Mengasosiasi:

13. Posisi tempat duduk awal siswa sesuai seperti proses

KBM

14. Kemudian guru merubah urutan duduk menggunakan

absen sebagai pedoman

Eksperimen:

20. Masing masing siswa mengerjakan 30 soal dalam

waktu 20 menit

21. Siswa diminta untuk mengerjakan soal secara individu

Komunikasi:

3. Guru akan kembali melihat beberapa hasil kerja siswa

dan membandingkannya dengan hasil kerja siswa

yang lain, dan coba melihat dimana letak kesalahan

pengerjaan soal tersebut

4. Guru akan melihat apakah ada perkembangan dari

setiap soal yang telah dikerjakan sebelumya

Menanyakan:

9. Guru akan bertanya apakah siswa paham tentang cara

75’

97

menjawab soal tentang teks narasi

Penutup 15. Siswa dan guru bersama-sama menyimpulkan tentang

materi yang telah dipelajari hari ini.

16. Guru dan murid bersama-sama menutup pertemuan

hari ini dengan hamdalah.

2’

UU. Penilaian

22. Instrumen Penilaian Sikap (seluruh instrument yang diperlukan terlampir)

h. Pertemuan pertama : Observasi dan Jurnal

23. Instrumen Penilaian Ketrampilan (seluruh instrument yang diperlukan

terlampir)

h. Pertemuan pertama : Praktik

24. Instrumen Penilaian Pengetahuan (seluruh instrument yang diperlukan

terlampir)

h. Pertemuan Pertama : Penugasan

VV. Sumber/Media Pembelajaran

1. Sumber : Sumber dari internet, suara guru

2. Media : Worksheet, Notebook, LCD Proyektor

Mengetahui Guru Mata Pelajaran

Hj. Eti Hernawati, S.Pd

EXPERIMENT CLASS

CONTROL CLASS