Suggestion - CONCLUSION AND SUGGESTION - THE EFFECT OF USING LRD (LISTEN, READ, DISCUSS ) STRA

CHAPTER V CONCLUSION AND SUGGESTION

B. Suggestion

Based on the conclusion of the research above, it is known that using Listen, Read, Discuss strategy toward students‟ reading comprehension. So that, Listen, Read, Discuss strategy is one of the choices by English teacher in order to increase students‟ reading comprehension. After concluding a research at State

Senior High School Tuah Kemuning, the writer would like to propose some suggestion to make teaching and learning process at this school get better than before. This suggestion is the teacher should use any strategy in teaching English, especially in teaching reading. The teacher should not teach their students monotonously, for example translating the passage using the dictionary, because it may make the students getting bored. Teachers may use the other strategy in teaching English for example LRD ( Listen, Read, Discuss) strategy because it can make students active in sharing their thinking of the text to others and it can improve students‟ reading comprehension.

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APPENDIX 1

Table III.5

The Difficulties Index of Question Number

of item

Total of correct answers

Score Category

1 17 0.56 Medium

2 17 0.56 Medium

3 26 0.86 Easy

4 17 0.56 Medium

5 5 0.16 Difficult

6 16 0.53 Medium

7 11 0.36 Medium

8 13 0.43 Medium

9 26 0.86 Easy

10 16 0.53 Medium

11 6 0.2 Difficult

12 22 0.73 Easy

13 11 0.36 Medium

14 26 0.86 Easy

15 22 0.73 Easy

16 17 0.86 Medium

17 6 0.2 Difficult

18 17 0.56 Medium

19 17 0.56 Medium

20 13 0.43 Medium

21 11 0.36 Medium

22 16 0.53 Medium

23 11 0.36 Medium

24 28 0.93 Easy

25 4 0.13 Difficult

26 29 0.96 Easy

27 11 0.36 Medium

28 17 0.56 Medium

29 14 0.46 Medium

30 13 0.43 Medium

Where :

0.00 - 0.20 = Difficult 0.21 - 0.70 = Medium 0.71 - 100 = Easy

APPENDIX 1

Validity of the test a. Going into SPSS 16 version program b. Click Variable View in SPSS data editor

c. Click analyze = = > then click Correlate = = > then click Bivariate d. Move the data all of item ( item1-item30) and then click icon

e. Click Pearson, then Two-tailed, and than click Flag significant correlations

f. Click OK

item 1 Pearson Correlation Sig.(2-tailed) N

.060 .754 30 Item 2 Pearson Correlation

Sig.(2-tailed) N

.718”

.000 30 Item 3 Pearson Correlation

Sig.(2-tailed) N

.843”

.000 30 Item 4 Pearson Correlation

Sig.(2-tailed) N

.910”

.000 30 Item 5 Pearson Correlation

Sig.(2-tailed) N

.908”

.000 30 Item 6 Pearson Correlation

Sig.(2-tailed) N

.980”

.000 30 Item 7 Pearson Correlation

Sig.(2-tailed) N

.918”

.000 30 Item 8 Pearson Correlation

Sig.(2-tailed) N

.970”

.000 30 Item 9 Pearson Correlation

Sig.(2-tailed) N

.985”

.000 30 Item 10 Pearson Correlation

Sig.(2-tailed)

.978”

.000

N 30 Item 11 Pearson Correlation

Sig.(2-tailed) N

.993 .000 30 Item 12 Pearson Correlation

Sig.(2-tailed) N

.998”

.000 30 Item 13 Pearson Correlation

Sig.(2-tailed) N

.975”

.000 30 Item 14 Pearson Correlation

Sig.(2-tailed) N

.987”

.000 30 Item 15 Pearson Correlation

Sig.(2-tailed) N

.995”

.000 30 Item 16 Pearson Correlation

Sig.(2-tailed) N

.991”

.000 30 Item 17 Pearson Correlation

Sig.(2-tailed) N

.998”

.000 30 Item 18 Pearson Correlation

Sig.(2-tailed) N

.996”

.000 30 Item 19 Pearson Correlation

Sig.(2-tailed) N

.996”

.000 30 Item 20 Pearson Correlation

Sig.(2-tailed) N

.999”

.000 30 Item 21 Pearson Correlation

Sig.(2-tailed) N

.999”

.000 30 Item 22 Pearson Correlation

Sig.(2-tailed) N

.997”

.000 30 Item 23 Pearson Correlation

Sig.(2-tailed) N

.993”

.000 30 Item 24 Pearson Correlation

Sig.(2-tailed) N

.997”

.000 30 Item 25 Pearson Correlation

Sig.(2-tailed) N

.998”

.000 30

Item 26 Pearson Correlation Sig.(2-tailed) N

.997”

.000 30 Item 27 Pearson Correlation

Sig.(2-tailed) N

.996”

.000 30 Item 28 Pearson Correlation

Sig.(2-tailed) N

.999”

.000 30 Item 29 Pearson Correlation

Sig.(2-tailed) N

.999”

.000 30 Item 30 Pearson Correlation

Sig.(2-tailed) N

1 30

APPENDIX 2

Table IV. 1

The Scores of Pre-Test and Post-Test of Students’ Reading Comprehension of Experimental Class and Control Class

No Students

Experimental Class

Gain

Control Class

Gain

Pre-Test

Post-Test

Pre-Test

Post-Test

1 S-1 83 96 13 46 60 4

2 S-2 53 76 23 53 70 17

3 S-3 60 76 10 40 50 10

4 S-4 83 93 10 53 63 10

5 S-5 66 70 4 60 63 3

6 S-6 83 96 13 66 70 4

7 S-7 73 76 3 46 60 14

8 S-8 80 90 10 63 80 17

9 S-9 60 73 13 60 76 16

10 S-10 50 76 26 40 53 13

11 S-11 66 76 10 43 66 23

12 S-12 66 80 14 56 73 17

13 S-13 80 93 13 53 60 7

14 S-14 80 86 6 40 56 16

15 S-15 66 70 16 50 60 10

16 S-16 76 80 4 50 53 3

17 S-17 80 93 13 66 70 3

18 S-18 66 70 4 63 76 13

19 S-19 50 73 13 43 50 7

20 S-20 53 76 23 40 70 30

21 S-21 70 83 13 50 56 6

22 S-22 40 63 23 53 76 23

23 S-23 66 80 14 50 66 16

24 S-24 50 73 23 66 80 26

25 S-25 80 86 6 80 86 6

26 S-26 60 86 26 46 70 24

27 S-27 56 73 17 50 76 26

28 S-28 70 80 10 60 66 6

29 S-29 76 86 10 53 80 27

30 S-30 86 90 4 50 56 6

Total 2028 2419 387 1589 1991 403

Mean 67.6 80.6 12.9 52.9 66.3 13.4

APPENDIX 4

Tabel Nilai t- Students

d.f t0.10 t₀_.₀₅ t₀_.₀₂₅ t₀_.₀₁ t₀_.₀₀₅ ^d.f

1 3,078 6,314 12,706 31,821 63, 657 1

2 1,886 2,920 4,303 6,965 9,925 2

3 1,638 2,353 3,182 4,541 5,841 3

4 1,533 2,132 2,776 3,747 4,604 4

5 1,476 2,015 2,571 3,365 4,032 5

6 1,440 1,943 2,447 3,143 3,707 6

7 1,415 1,895 2,365 2,998 3,499 7

8 1,397 1,860 2,306 2,896 3,355 8

9 1,383 1,833 2,262 2,821 3,250 9

10 1,372 1,812 2,228 2,764 3,169 10

11 1,363 1,796 2,201 2,718 3,106 11

12 1,356 1,782 2,179 2,681 3,055 12

13 1,350 1,771 2,160 2,650 3,012 13

14 1,345 1,761 2,145 2,624 2,977 14

15 1,341 1,753 2,131 2,602 2,947 15

16 1,337 1,746 2,120 2,583 2,921 16

17 1,333 1,740 2,110 2,567 2,898 17

18 1,330 1,734 2,101 2,552 2,878 18

19 1,328 1,729 2,093 2,539 2,861 19

20 1,325 1,725 2,086 2,528 2,845 20

21 1,323 1,721 2,080 2,518 2,831 21

22 1,321 1,717 2,074 2,508 2,819 22

23 1,319 1,714 2,069 2,500 2,807 23

24 1,318 1,711 2,064 2,492 2,797 24

25 1,316 1,708 2,060 2,485 2,787 25

26 1,315 1,706 2,056 2,479 2,779 26

27 1,314 1,703 2,052 2,473 2,771 27

28 1,313 1,701 2,048 2,467 2,763 28

29 1,311 1,699 2,045 2,462 2,756 29

30 1,310 1,697 2,042 2,457 2,750 30

31 1,309 1,696 2,040 2,453 2,744 31

32 1,309 1,694 2,037 2,449 2,738 32

33 1,308 1,692 2,035 2,445 2,733 33

34 1,307 1,691 2,032 2,441 2,728 34

35 1,306 1,690 2,030 2,438 2,724 35

36 1,306 1,688 2,028 2,434 2,719 36

37 1,305 1,687 2,026 2,431 2,715 37

38 1,304 1,686 2,024 2,429 2,712 38

39 1,303 1,685 2,023 2,426 2,708 39

Sumber: Aplikasi Analisis Multivariate Dengan Program SPSS (Dr. Imam Ghozali)

Tabel Nilai t

d.f t0.10 t₀_.₀₅ t₀_.₀₂₅ t₀_.₀₁ t₀_.₀₀₅ ^d.f

40 1,303 1,684 2,021 2,423 2,704 40

41 1,303 1,683 2,020 2,421 2,701 41

42 1,302 1,682 2,018 2,418 2,698 42

43 1,302 1,681 2,017 2,416 2,695 43

44 1,301 1,680 2,015 2,414 2,692 44

45 1,301 1,679 2,014 2,412 2,690 45

46 1,300 1,679 2,013 2,410 2,687 46

47 1,300 1,678 2,012 2,408 2,685 47

48 1,299 1,677 2,011 2,407 2,682 48

49 1,299 1,677 2,010 2,405 2,680 49

50 1,299 1,676 2,009 2,403 2,678 50

51 1,298 1,675 2,008 2,402 2,676 51

52 1,298 1,675 2,007 2,400 2,674 52

53 1,298 1,674 2,006 2,399 2,672 53

54 1,297 1,674 2,005 2,397 2,670 54

55 1,297 1,673 2,004 2,396 2,668 55

56 1,297 1,673 2,003 2,395 2,667 56

57 1,297 1,672 2,002 2,394 2,665 57

58 1,296 1,672 2,002 2,392 2,663 58

59 1,296 1,671 2,001 2,391 2,662 59

60 1,296 1,671 2,000 2,390 2,660 60

61 1,296 1,670 2,000 2,389 2,659 61

62 1,295 1,670 1,999 2,388 2,657 62

63 1,295 1,669 1,998 2,387 2,656 63

64 1,295 1,669 1,998 2,386 2,655 64

65 1,295 1,669 1,997 2,385 2,654 65

66 1,295 1,668 1,997 2,384 2,652 66

67 1,294 1,668 1,996 2,383 2,651 67

68 1,294 1,668 1,995 2,382 2,650 68

69 1,294 1,667 1,995 2,382 2,649 69

70 1,294 1,667 1,994 2,381 2,648 70

71 1,294 1,667 1,994 2,380 2,647 71

72 1,293 1,666 1,993 2,379 2,646 72

73 1,293 1,666 1,993 2,379 2,645 73

74 1,293 1,666 1,993 2,378 2,644 74

75 1,293 1,665 1,992 2,377 2,643 75

76 1,293 1,665 1,992 2,376 2,642 76

77 1,293 1,665 1,991 2,376 2,641 77

78 1,292 1,665 1,991 2,375 2,640 78

Sumber: Aplikasi Analisis Multivariate Dengan Program SPSS (Dr. Imam Ghozali)

Tabel Nilai t

d.f t0.10 t₀_.₀₅ t₀_.₀₂₅ t₀_.₀₁ t₀_.₀₀₅ ^d.f

79 1,292 1,664 1,990 2,374 2,640 79

80 1,292 1,664 1,990 2,374 2,639 80

81 1,292 1,664 1,990 2,373 2,638 81

82 1,292 1,664 1,989 2,373 2,637 82

83 1,292 1,663 1,989 2,372 2,636 83

84 1,292 1,663 1,989 2,372 2,636 84

85 1,292 1,663 1,988 2,371 2,635 85

86 1,291 1,663 1,988 2,370 2,634 86

87 1,291 1,663 1,988 2,370 2,634 87

88 1,291 1,662 1,987 2,369 2,633 88

89 1,291 1,662 1,987 2,369 2,632 89

90 1,291 1,662 1,987 2,368 2,632 90

91 1,291 1,662 1,986 2,368 2,631 91

92 1,291 1,662 1,986 2,368 2,630 92

93 1,291 1,661 1,986 2,367 2,630 93

94 1,291 1,661 1,986 2,367 2,629 94

95 1,291 1,661 1,985 2,366 2,629 95

96 1,290 1,661 1,985 2,366 2,628 96

97 1,290 1,661 1,985 2,365 2,627 97

98 1,290 1,661 1,984 2,365 2,627 98

99 1,290 1,660 1,984 2,365 2,626 99

Inf. 1,290 1,660 1,984 2,364 2,626 Inf.

Sumber: Aplikasi Analisis Multivariate Dengan Program SPSS (Dr. Imam Ghozali)

Tabel Nilai F₀_.₀₅

1 2 3 4 5 6 7 8 9 10 12 15 20 24 30 40 60 120

1 161 200 216 225 230 234 237 239 241 242 244 246 248 249 250 251 252 253 254 2 18,5 19,0 19,2 19,2 19,3 19,3 19,4 19,4 19,4 19,4 19,4 19,4 19,4 19,5 19,5 19,5 19,5 19,5 19,5 3 10,1 9,55 9,28 9,12 9,01 8,94 8,89 8,85 8,81 8,79 8,74 8,70 8,66 8,64 8,62 8,59 8,57 8,55 8,53 4 7,71 6,94 6,59 6,39 6,26 6,16 6,09 6,04 6,00 5,96 5,91 5,86 5,80 5,77 5,75 5,72 5,69 5,66 5,63 5 6,61 5,79 5,41 5,19 5,05 4,95 4,88 4,82 4,77 4,74 4,68 4,62 4,56 4,53 4,50 4,46 4,43 4,40 4,37 6 5,99 5,14 4,76 4,53 4,39 4,28 4,21 4,15 4,10 4,06 4,00 3,94 3,87 3,84 3,81 3,77 3,74 3,70 3,67 7 5,59 4,74 4,35 4,12 3,97 3,87 3,79 3,73 3,68 3,64 3,57 3,51 3,44 3,41 3,38 3,34 3,30 3,27 3,23 8 5,32 4,46 4,07 3,84 3,69 3,58 3,50 3,44 3,39 3,35 3,28 3,22 3,15 3,12 3,08 3,04 3,01 2,97 2,93 9 5,12 4,26 3,86 3,63 3,48 3,37 3,29 3,23 3,18 3,14 3,07 3,01 2,94 2,90 2,86 2,83 2,79 2,75 2,71 10 4,96 4,10 3,71 3,48 3,33 3,22 3,14 3,07 3,02 2,98 2,91 2,85 2,77 2,74 2,70 2,66 2,62 2,58 2,54 11 4,84 3,98 3,59 3,36 3,20 3,09 3,01 2,95 2,90 2,85 2,79 2,72 2,65 2,61 2,57 2,53 2,49 2,45 2,40 12 4,75 3,89 3,49 3,26 3,11 3,00 2,91 2,85 2,80 2,75 2,69 2,62 2,54 2,51 2,47 2,43 2,38 2,34 2,30 13 4,67 3,81 3,41 3,13 3,03 2,92 2,83 2,77 2,71 2,67 2,60 2,53 2,46 2,42 2,38 2,34 2,30 2,25 2,21 14 4,60 3,74 3,34 3,11 2,96 2,85 2,76 2,70 2,65 2,60 2,53 2,46 2,39 2,35 2,31 2,27 2,22 2,18 2,13 15 4,54 3,68 3,29 3,06 2,90 2,79 2,71 2,64 2,59 2,54 2,48 2,40 2,33 2,29 2,25 2,20 2,16 2,11 2,07 16 4,49 3,63 3,24 3,01 2,85 2,74 2,66 2,59 2,54 2,49 2,42 2,35 2,28 2,24 2,19 2,15 2,11 2,06 2,01 17 4,45 3,59 3,20 2,96 2,81 2,70 2,61 2,55 2,49 2,45 2,38 2,31 2,23 2,19 2,15 2,10 2,06 2,01 1,96 18 4,41 3,55 3,16 2,93 2,77 2,66 2,58 2,51 2,46 2,41 2,34 2,27 2,19 2,15 2,11 2,06 2,02 1,97 1,92 19 4,38 3,52 3,13 2,90 2,74 2,63 2,54 2,48 2,42 2,38 2,31 2,23 2,16 2,11 2,07 2,03 1,98 1,93 1,88 20 4,35 3,49 3,10 2,87 2,71 2,60 2,51 2,45 2,39 2,35 2,28 2,20 2,12 2,08 2,04 1,99 1,95 1,90 1,84 21 4,32 3,47 3,07 2,84 2,68 2,57 2,49 2,42 2,37 2,32 2,25 2,18 2,10 2,05 2,01 1,96 1,92 1,87 1,81 22 4,30 3,44 3,05 2,82 2,66 2,55 2,46 2,40 2,34 2,30 2,23 2,15 2,07 2,03 1,98 1,94 1,89 1,84 1,78 23 4,28 3,42 3,03 2,80 2,64 2,53 2,44 2,37 2,32 2,27 2,20 2,13 2,05 2,01 1,96 1,91 1,86 1,81 1,76 24 4,26 3,40 3,01 2,78 2,62 2,51 2,42 2,36 2,30 2,25 2,18 2,11 2,03 1,98 1,94 1,89 1,84 1,79 1,73 25 4,24 3,39 2,99 2,76 2,60 2,49 2,40 2,34 2,28 2,24 2,16 2,09 2,01 1,96 1,92 1,87 1,82 1,77 1,71

30 4,17 3,32 2,92 2,69 2,53 2,42 2,33 2,27 2,21 2,16 2,09 2,01 1,93 1,89 1,84 1,79 1,74 1,68 1,62 40 4,08 3,23 2,84 2,61 2,45 2,34 2,25 2,18 2,12 2,08 2,00 1,92 1,84 1,79 1,74 1,69 1,64 1,58 1,51 60 4,00 3,15 2,76 2,53 2,37 2,25 2,17 2,10 2,04 1,99 1,92 1,84 1,75 1,70 1,65 1,59 1,53 1,47 1,39 120 3,92 3,07 2,68 2,45 2,29 2,18 2,09 2,02 1,96 1,91 1,83 1,75 1,66 1,61 1,55 1,50 1,43 1,35 1,22 3,84 3,00 2,60 2,37 2,21 2,10 2,01 1,94 1,88 1,83 1,75 1,67 1,57 1,52 1,46 1,39 1,32 1,22 1,00

Sumber: Aplikasi Analisis Multivariate Dengan Program SPSS (Dr. Imam Ghozali)

SILABUS

Mata Pelajaran : BAHASA INGGRIS Kelas : X

Kompetensi Inti :

KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya

KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia

KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian Alokasi

Waktu

Sumber Belajar

1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi international yang diwujudkan dalam semangat belajar 2.3 Menunjukkan

perilaku tanggung jawab, peduli,

Teks naratif lisan dan tulis berbentuk legenda sederhana.

Fungsi sosial

Meneladani nilai-nilai moral, cinta

tanah air, menghargai budaya

lain.

Struktur

a. Pengenalan tokoh dan setting

Mengamati

 Siswa menyimak berbagai contoh teks legenda yang diberikan/

diperdengarkan guru

 Siswa mengamati fungsi sosial, struktur dan unsur

kebahasaannya

 Siswa mengamati keteladanan dari

Kriteria penilaian:

 Pencapaian fungsi sosial

 Kelengkapan dan keruntutan struktur teks naratif

 Ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan,

6 x 2 JP  Audio CD/ VCD/DVD

 SUARA GURU

 Koran/ majalah berbahasa Inggris

 www.dailyenglish.com

 http://americanenglish.stat e.gov/files/ae/resource_fil es

 http://learnenglish.britishc ouncil.org/en/

kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.

3.9. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks naratif sederhana

berbentuk legenda rakyat, sesuai dengan konteks penggunaannya.

Menangkap makna teks naratif lisan dan tulis berbentuk legenda, sederhana

b. Komplikasi terhadap tokoh utama

c. Solusi dan akhir cerita

Unsur kebahasaan (1) Kata-kata terkait

karakter, watak, dan setting dalam legenda

(2) Modal auxiliary verbs.

(1) Ejaan dan tulisan tangan dan c etak yang jelas dan rapi (5) Ucapan, tekanan

kata, intonasi, ketika

mempresentasika n secara lisan (6) Rujukan kata Topik

Keteladanan tentang perilaku dan nilai-nilai

luhur dan budaya.

cerita legenda

 Siswa belajar

menemukan gagasan utama, informasi rinci dan informasi

tertentu dari teks legenda

Mempertanyakan (questioning)

 Dengan bimbingan dan arahan guru, siswa

mempertanyakan antara lain perbedaan antar berbagai teks naratif yang ada dalam bahasa Inggris, perbedaan teks dalam bahasa Inggris dengan yang ada dalam bahasa Indonesia.

 Siswa

mempertanyakan gagasan utama, informasi rinci dan informasi tertentu Mengeksplorasi

 Siswa membaca beberapa text legenda dari berbagai sumber.

 Siswa berlatih menemukan gagasan utama, informasi rinci dan informasi tertentu

 Siswa melengkapi rumpang dari beeberapa teks legenda sederhana

 Siswa secara berkelompok

menuliskan /menyalin teks recount dengan

dan tulisan tangan

 Kesesuaian format penulisan/

penyampaian Unjuk kerja

 Melakukan monolog dalam bentuk teks naratif dalam kelompok / berpasangan/

didepan kelas

 Menggunakan struktur teks dan unsur kebahasaan dalam teks naratif Pengamatan (observations):

Bukan penilaian formal seperti tes, tetapi untuk tujuan

memberi balikan.

Sasaran penilaian:

 Berperilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melakukan Komunikasi

 Ketepatan dan kesesuaian menggunakan strategi dalam membaca



memperhatikan fungsi sosial, struktur, dan unsur kebahasaan dengan runtut

 Siswa membacakan teks recount kepada teman dengan menggunakan unsur kebahasaan yang tepat

Mengasosiasi

 Secara berpasangan siswa menganalisis beberapa teks

legenda dengan fokus pada fungsi sosial, struktur, dan unsur kebahasaan

 Siswa memperoleh balikan (feedback) dari guru dan teman tentang hasil analisis yang disampaikan dalam kerja kelompok.

Mengkomunikasikan

 Siswa menyampaikan informasi fungsi social, struktur, dan unsure

kebahasanyang ditemukan setelah membaca teks legenda.

 Siswa menceritakan kembali teks legenda sederhana yang dibaca dengan

memperhatikan fungsi sosial, struktur dan

 Kesungguhan siswa dalam proses pembelajaran di setiap tahapan Portofolio

 Kumpulan catatan kemajuan belajar berupa catatan atau rekaman monolog teks naratif

 Kumpulan karya siswa yang mendukung proses penulisan teks naratif berupa: draft, revisi, editing sampai hasil terbaik untuk dipublikasi

 Kumpulan hasil tes dan latihan.

 Catatan atau rekaman penilaian diri dan penilaian sejawat, berupa komentar atau cara penilaian lainnya Penilaian Diri dan Penilaian Sejawat Bentuk: diary, jurnal, format khusus, komentar, atau bentuk penilaian lain

unsur kebahasaannya.

 Siswa membuat kliping teks legenda dengan menyalin dan beberapa sumber.

Siswa membuat ‘learning journal’

LESSON PLAN (Experiment Class)

School : SMAN Tuah Kemuning

Subject : English

Class/Semester : X MIA 1 /2

Time : 2 X 45 Minutes

Jenis text : Narrative Text

Academic Year : 2018

A. STANDARD COMPETENCE

KI 3 : Understanding, applying, analyzing factual, conceptual, procedural knowledge based on his curiosity about science, technology, art, culture, and humanities with the insights of humanity, nationality, state and civilization related causes of phenomena and events, and applying procedural knowledge to the field of study specific to his or her talents and interests to solve problems.

KI 4 : Processing, reasoning and chanting in the realm of concrete and abstract realms is related to the development of the self-study in schools independently, and capable of using methods according to scientific rules

B. BASIC COMPETENCE

3.9. Analyzing social functions, text structures, and linguistic elements in simple narrative texts in the form of folk legends, according to the context of their use.

4.15. Capturing the meaning of oral and written narrative texts form of simple legendary.

C. INDICATOR

Read and understand narrative texts by:

1. Find ideas in text such as:

 Main idea

 Supporting details

 Factual information

 Determine language features, grammatical features and structure from narrative text

 The meaning of words in the narrative text

D. THE GOAL OF LEARNING

At the end of the lesson the student are able to:

 determine the main idea of the text

 determine the supporting details of the text

 determine the factual information of the text

 determine the language features, grammatical features and structure from the text

 determine the synonym or antonym from the text D. SUBJECT MATERIAL

Roro Jongrang

A long time ago in Prambanan palace lived a king named Baka with his beautiful daughter Roro Jonggrang . Many ruler wanted to marry Roro Jongrang, so they competed for her. When Bandung Bondowoso concuered Prambanan, he killed King Baka in a battle.

Bandung Bondowoso let Roro Jongrang live, but she was supposed to marry Bandung. She refused, making Bandung humiliated and offended. Roro Jongrang struggled to escape, but it was in vain.

Finally Roro Jongrang agreed to marry Bandung, but on one condition, Bandung had to present a big wonderful palace with one thousand sculptures in it.

And he had to finish it before the sun rose. He agreed.

Bandung immediately called his invisible friends to help. They did what their master ordered. Knowing it, Roro jongrang was worried . It appeared they would finish the work before morning, and would not stop.

What I can do? Roro Jongrang thought in a panic. Suddenly she had an idea. She awoke her maids and nannies, and asked them to do their daily routines as if morning had come. They also made shadow as if there was a sun in the sky.

Bandung was surprised. The sky was red, the rooster crowed, and the people pounded rice. Meanwhile the job had not been finished. The evil spirits disappeared because they were scared of light.

Bandung was there alone. When he found out that Roro Jongrang had used tricks, he cursed her. He turned her into a stone, which completed the temples.

Even today, the statue of Roro Jongrang remains the temple.

E. LEARNING METHOD

LRD (Listen Read Discuss) strategy F. STEPS OF LEARNING ACTIVITIES a. Pre-activities

 Greeting and pray

 Checking students‟s attendance

 Teacher gives motivation to the students

 Teacher explains the aim of material

 Teacher give the instruction to the materials b. Whilst-activities

 The teacher explains about narrative text

 Teacher divide the students in some group

 Teacher gives reading text for all groups

 Teacher order the students to read the reading text and another group member as the listener and they have to correct each reader‟s mistake

 The teacher control students‟ work and listen to them when they are reading

 Students read loudly some difficult words in their group in turns

 Students look the meaning of the new vocabularies and write the definition in their group

 Students discuss the reading text and answer the questions related to the text in their group

c. Post-activities

 Teacher ask the students what the difficulties they face about the material

 Teacher ask the students what is the conclusion about the material today

 The teacher closed the lesson with pray together

G. BOOK AND SOURCES

a. English textbook entitled Bahasa Inggris kelas X SMA/MA/SMK/MAK Kemendikbud Revisi 2016

b. narrative text c. dictionary

H. PEDOMAN PENILAIAN a. instrument

Indicator Form of instrument Instrument Giving a narrative text to

students and they are able to answer the questions based on the reading text given

Multiple choice 1.what is the main idea of the text?

2. supporting detail?

3.informasi factual?

4. language features,

grammatical features?

5.the meaning of words ?

Final score = Students‟ score X 100 Maximal score

Selensen 24 April 2018

English Teacher Researcher

Aswan,S.Pd Rudianto

NIP:197409042008011002 TE.141042

Headmaster of SMAN Tuah Kemuning

Drs,Alhalis

NIP: 19690721994121001

LESSON PLAN (Experiment Class)

School : SMAN Tuah Kemuning

Subject : English

Class/Semester : X MIA 1 /2

Time : 2 X 45 Minutes

Jenis text : Narrative Text

Academic Year : 2018

A. STANDARD COMPETENCE

B. BASIC COMPETENCE

3.9. Analyzing social functions, text structures, and linguistic elements in simple narrative texts in the form of folk legends, according to the context of their use.

4.15. Capturing the meaning of oral and written narrative texts form of simple legendary.

C. INDICATOR

Read and understand narrative texts by:

1. Find ideas in text such as:

 Main idea

 Supporting details

 Factual information

 Determine language features, grammatical features and structure from narrative text

 The meaning of words in the narrative text

D. THE GOAL OF LEARNING

At the end of the lesson the student are able to:

 determine the main idea of the text

 determine the supporting details of the text

 determine the factual information of the text

 determine the language features, grammatical features and structure from the text

 determine the synonym or antonym from the text D. SUBJECT MATERIAL

THUMBELINA

There was once a woman who wanted a small child but didn‟t know where to get one. So she went to a witch for help.

“A little child?” said the witch, “that‟s easy. Here‟s a magic seed. Plant it in a flower pot and see what happens!”. The woman thanked the witch, paid her with a piece of silver, and went home to plant the magic seed. As soon as it touched the soil, the seed grew into a tulip, whose flower opened with a pop. In the middle of the flower sat a tiny girl.

“Why, the pretty little thing is hardly as big as my thumb!” cried the woman. “I am going to call her Thumbelina.”

The woman made Thumbelina a bed from a walnut shell. Instead of going out, Thumbelina played on kitchen table. Her favorite game was sailing across a bowl of water in a boat made from a tulip leaf. As she sailed, she sang in a high, sweet voice.

One night, an old toad got in through an open window and hopped down onto the kitchen table. ” Just the wife from my son!” the toad declared when it saw Thumbelina sleeping in her tiny bed. The toad picked up the walnut shell and hopped out through the window into the garden. At the bottom of the garden, there was a stream with muddy banks, and that was where the old toad lived with her son. He was even damper and uglier than his mother. When he saw the pretty little girl asleep in the walnut shell, all he could say was, “Ribbik! Ribbik!” “Not so loud!” whispered the old toad. “If you wake her up, she‟ll run away. We‟ll put her on a water-lily leaf in the middle of the stream so she won‟t be able to escape.

Then we can clear out the best room for the wedding.”

In the morning, when she woke up, Thumbelina was startled to find herself on a big green leaf in the middle of a stream.

E. LEARNING METHOD

LRD (Listen Read Discuss) strategy F. STEPS OF LEARNING ACTIVITIES a. Pre-activities

 Greeting and pray

 Checking students‟s attendance

 Teacher gives motivation to the students

 Teacher explains the aim of material

 Teacher give the instruction to the materials

Dalam dokumen THE EFFECT OF USING LRD (LISTEN, READ, DISCUSS ) STRATEGY TOWARD READING COMPREHENSION AT TENTH GRADE IN SMAN TUAH KEMUNING INDRAGIRI (Halaman 60-138)