THE IMPLEMENTATION OF CONTEXTUAL TEACHING LEARNING (CTL) IN READING HORTATORY EXPOSITION TEXT AT THE SECOND YEAR OF MAN 1 BANDAR LAMPUNG

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Appendix 6

INTERVIEW Respondent : Students.

Pertanyaan

1. Apakah menurut anda Bahasa Inggris itu penting? Apa alasannya

2. Berkaitan dengan pertanyaan no 1 apakah sebenarnya anda senang dengan pelajaran Bahasa Inggris?

3. Apakah guru anda selalu memberikan tujuan dari materi yang diajarkan disesi awal? 4. Proses belajar mengajar seperti apa yang paling anda sukai? Mengapa?

5. Apakah anda merasa senang dalam proses belajar mengajar tadi?mengapa? 6. Apakah anda terlibat dalam proses belajar mengajar tadi?berikan contoh?

7. Apakah menurut anda keberhasailan seorang siswa dalam kemampuan berbahasa Inggris sangat bergantung pada metode mengajar yang diterapkan oleh guru? Mengapa?

8. Apakah pelajaran mengenai hortatory exposition text ini pernah anda dapat sebelumnya? Kapan?

9. Apakah Metode yang diterapkan guru Anda tadi membuat Anda dapat berfikir kritis dan mampu membuat hortatory exposition text? mengapa?

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Appendix 7

The Students’ Response to the Interview Question

Student’s Name : Mayang Kencana

1. Apakah menurut anda Bahasa Inggris itu penting? Apa alasannya? Ya, karena dengan bahasa inggris kita bisah menjelajahi dunia.

2. Berkaitan dengan pertanyaan no 1 apakah sebenarnya anda senang dengan pelajaran Bahasa Inggris? Ya saya suka bahasa inggris

3. Apakah guru anda selalu memberikan tujuan dari materi yang diajarkan disesi awal? Ya, guru saya selalu memberikan tujuan materi terlebih dahulu

4. Proses belajar mengajar seperti apa yang paling anda sukai? Mengapa? Yang saya suka belajar sambil bermain, karena tidak terlalu tegang

5. Apakah anda merasa senang dalam proses belajar mengajar tadi?mengapa? Ya mengasikan, Karena ngajarnya lucu dan tidak terlalu tegang

6. Apakah anda terlibat dalam proses belajar mengajar tadi?berikan contoh? Ya, saya ikut dalam Tanya jawab

7. Apakah menurut anda keberhasailan seorang siswa dalam kemampuan berbahasa Inggris sangat bergantung pada metode mengajar yang diterapkan oleh guru? Mengapa? Ya, karena berpengaruh dengan mood siswa. Siswa menyerap informasi dari guru harus dengan metode yang menyenangkan

8. Apakah pelajaran mengenai hortatory exposition text ini pernah anda dapat sebelumnya? Kapan? Ya pernah, Kelas 1 MAN

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ngajarin cara berfikir kritis, gurunya ngajak siswa untuk berfikir tentang hal-hal yang baru

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Student’s Name : Mayang Kencana

1. Apakah menurut anda Bahasa Inggris itu penting? Apa alasannya? Ya English is very important ka, karena kalo kita mau berhubungan dngan dunia luar ya bahasa inggris modalnya.

2. Berkaitan dengan pertanyaan no 1 apakah sebenarnya anda senang dengan pelajaran Bahasa Inggris? Ya saya suka banget bahasa inggris

3. Apakah guru anda selalu memberikan tujuan dari materi yang diajarkan disesi awal? Ya, gurunya sering ngejelasin tujuan belajar materinya

4. Proses belajar mengajar seperti apa yang paling anda sukai? Mengapa? Yang saya suka belajar sambil bermain, karena kita bisa berintraksi dengan baik

5. Apakah anda merasa senang dalam proses belajar mengajar tadi?mengapa? Ya mengasikan, Karena ngajarnya easy going

6. Apakah anda terlibat dalam proses belajar mengajar tadi?berikan contoh? Ya, saya ikut dalam Tanya jawab

7. Apakah menurut anda keberhasailan seorang siswa dalam kemampuan berbahasa Inggris sangat bergantung pada metode mengajar yang diterapkan oleh guru? Mengapa?

Kemungkinan besar ya, karena didukung oleh metode yang baik dapat membuat siswa berkembang.

8. Apakah pelajaran mengenai hortatory exposition text ini pernah anda dapat sebelumnya? Kapan? Ya pernah, Kelas 1 MAN

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THE IMPLEMENTATION OF

CONTEXTUAL TEACHING LEARNING (CTL)

IN READING HORTATORY EXPOSITION TEXT AT THE SECOND YEAR OF MAN 1 BANDAR LAMPUNG

(A Script)

By:

BENNY ARBY UMRAN

LAMPUNG UNIVERSITY BANDAR LAMPUNG

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ABSTRACT

THE IMPLEMENTATION OF

CONTEXTUAL TEACHING LEARNING (CTL)

IN READING HORTATORY EXPOSITION TEXT AT THE SECOND YEAR OF MAN 1 BANDAR LAMPUNG

By

Benny Arby Umran

The lack of students’ competence in reading text ability, especially hortatory exposition text, usually hinders them in comprehending some texts. Therefore, this descriptive quantitative research is intended to find out how the English teacher treats the whole seven elements of Contextual Teaching Learning in his teaching learning process, namely constructivism, inquiry, learning community, questioning, modeling, reflection and authentic assessment. This research focuses on the “on going process” of teaching learning itself. The teaching stages as well as the students respond to them would be the source of the data.

Concerning the teachers’ treatment toward each element underlying the CTL the researcher concludes that he has treated each of them well, shown by the result of observation sheet done by the researcher and other two raters. The teacher’s performance in employing the seven CTL’s elements scored 80% in aspect of inquiry, 76.6% in aspect of constructivism, 80% in aspect learning community, 76.6% in aspect of authentic assessment, 80% in aspect of reflection, and 76.6% in aspect of modeling. Only in terms of questioning, the teacher got less satisfactory performance (60%). The video record shows that the students enjoy the lesson and are active in the learning process.

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THE IMPLEMENTATION OF

CONTEXTUAL TEACHING LEARNING (CTL)

IN READING HORTATORY EXPOSITION TEXT AT THE SECOND YEAR OF MAN 1 BANDAR LAMPUNG

By:

BENNY ARBY UMRAN

A Script

Submitted in a Partial Fulfillment of The Requirements For S-1 Degree

in

The Language and Arts Department of Teacher Training and Education Faculty

LAMPUNG UNIVERSITY BANDAR LAMPUNG

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Research Title : THE IMPLEMENTATION OF CONTEXTUAL TEACHING LEARNING (CTL) IN READING HORTATORY EXPOSITION TEXT AT THE SECOND YEAR OF MAN 1 BANDAR LAMPUNG

Student’s Name : Benny Arby Umran

Student’s Number : 0543042074

Study Program : S1 English Education

Department : Language and Arts

Faculty : Teacher Training and Education

APPROVED BY

Advisor Committee

Advisor 1 Advisor 2

H. Ujang Suparman, S.Pd., M.A.,Ph.D. Dra. Rosita Simbolon, M.A. NIP 19570608 198603 1 001 NIP 19480920 197503 2 001

The Chairperson of

Language and Arts Education Department

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ADMITTED BY

1. Examination Committee

Chairperson : H. Ujang Suparman, S.Pd., M.A., Ph.D.

…………..

Examiner

: Drs. Heri Yufrizal, M.A., Ph.D.

…………..

Secretary

: Dra. Rosita Simbolon, M.A.

…………..

2. The Dean of Teacher Training and Education Faculty

Dr. Hi. Bujang Rahman, M.Si.

NIP 19600315 198503 1 003

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ACKNOWLEDGEMENTS

The writer would like to acknowledge his countless thankfulness to the Most Gracious and the Most Merciful, Allah SWT who always blesses him with love and health and grants him strong determination to finish his script. Shalawat and salaam to the prophet Muhammad SAW and his family. This script is presented to fulfill one of the requirements in accomplishing the S-1 Degree at the Department of Language and Arts of Teacher Training and Education Faculty in the Lampung University.

The writer would like to take his opportunity to express his deep and sincere

gratitude to Drs. Hi. Ujang Suparman, M.A., Ph.D., his first advisor who has guided the writer patiently and provides his expertise in writing the script. His deep

gratitude is also extended to Dra. Rosita Simbolon, M.A. his second advisor, who has corrected and revised his script. Besides that, his sincere gratitude is extended to Drs. Heri Yufrizal, M.A., Ph.D., his examiner who has given his suggestion and criticism to improve this script.

Furthermore, the writer would like to express his grateful appreciation to Drs. Jamsari, M.Ag., the headmaster of MAN 1 Bandar Lampung for allowing him to undertake the research and also to Antoni Iswantoro, S.Pd., M.Ed., the English teacher of the school in which the writer carried out his research. Appreciation is also addressed to all the students of XI A1 who have welcomed him into their environment.

The writer also would like to acknowledge his gratitude to his beloved father and mother Drs. H. Umran Harun, M.Ag., and Hj. Zahrul Yati, B.A. His sincere gratitude is also dedicated to his beloved wife Otia Haryani Jasa, SP., who always motivates and supports him. His sincere gratitude are also dedicated to his beloved brother M. Aris Umran, S.Pd.I., Imam Harmain and M. Fahmi Azis.

Unforgettable appreciation is extended to his beloved friends of English

Department Arie Handayani, Erlan Heryanto, Eka Setiawan,Sahlan, Ida Suryani, Dwi Cahyo, M. Ali Usman, Noprisyah and also his beloved friends in Oversight Consultant of the Empowerment Program (PNPM Mandiri Perkotaan Lampung).

Hopefully, this script will be useful for the reader or those who want to carry put further research.

Bandar Lampung, April 2012 The writer,

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CURRICULUM VITAE

The writer was born in Tanjung Karang, on November 11th, 1984. He is the first child of the four sons of a devout Moslem Couple, Drs. Hi. Umran Harun, M.Ag., and Hj. Zahrul Yati, B.A.

He entered TK Al-Jami’ in 1989, and then he continued his study in Elementary School SDN 2 Sukarame in 1990 and graduated in 1996. Then, he continued his study in Junior High School SLTPN 1 Bandar Lampung and graduated in 1996. He went to MAN 1 Bandar Lampung and graduated in 2002. After graduating from Senior High School, he continued his study in D3 Program of Informatics

Management at the Faculty of Computer Science STMIK Darmajaya and graduated in 2006. In 2003 he also took D3 English Profession Program at the Teacher

Training and Education Faculty, Lampung University and graduated in 2006. Graduated from both universities in 2006, he has been working as a facilitator in the National Community Development Program (PNPM Mandiri Perkotaan), and now he serves as Assistant City Coordinator in that program. In 2007, he was registered as an S-1 college student of Lampung University at English Education Program of Teacher Training and Education Faculty.

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DEDICATION

T h i s p i ece of p a p er i s d ed i ca t ed t o

M y bel ov ed Pa r en t s, H . U m r a n a n d H j . Za h r u l Y a t i I l ov e y ou Pa h , M a h

M y W i f e, Ot i a H a r y a n i J., SP

T h a n k y ou f or y ou r l ov e a n d y ou r su pp or t . L et ’s m a k e ou r d r ea m s com e t r u e

M y bel ov ed br ot h er s, A r i s, I m a m a n d F a h m i L et ’s m a k e ou r p a r en t s p r ou d of u s

M y bel ov ed f r i en d s,

Er l a n , Ek a , U sm a n , N op r i , A r i e, I d a , Ca h y o, Sa h l a n T h a n k s f or y ou r h el p & su p p or t

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M OT T O

“Li v e W i t h K n ow ledge, D i e W i t h F a it h“

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TABLE OF CONTENTS

Page

TITLE i

ABSTRACT ii

APPROVAL iii

ACKNOWLEDGEMENTS vi

CURRICULUM VITAE vii

DEDICATION viii

MOTTO ix

TABLE OF CONTENTS x

LIST OF FIGURE xii

LIST OF TABLES xiii

LIST OF APPENDICES xiv

I. INTRODUCTION

1.1. Background of the Problems 1

1.2. Reviews of the Previous Research 5

1.3. Identification of the Problems 6

1.4. Limitation of the Problems 7

1.5. Problem Formulations 7

1.6. Objective of the Research 7

1.7. Uses of the Research 8

1.8. Scope of the Research 8

1.9. Definition of Terms 9

II. FRAME OF THEORIES

2.1. Concept of Contextual Teaching Learning 10

2.1.1. Contextual Teaching and Learning Strategies 11

2.1.2. Elements of CTL 13

2.2. Concept of Reading Comprehension 16

2.3. Hortatory Exposition Text 19

2.4. Reading Process 20

2.4.1. Bottom Up Model 20

2.4.2. Top Down Model 21

2.4.3. Interactive Model 22

2.5. Teaching Procedures 23

2.5.1. Pre Reading 23

2.5.2. While Reading 23

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2.6. Teaching Learning Activities 25

2.6.1. Pre-Activity 25

2.6.2. While-Activity 25

2.6.3. Post-Activity 26

III. METHOD OF RESEARCH

3.1. Research Design 27

3.2. Source of Data 27

3.3. Data Collecting Technique 28

3.4. Validity of Data 29

3.5. Research Procedure 30

3.6. Data Analysis 30

IV. RESEARCH FINDINGS AND DISCUSSIONS

4.1. Result of the Research 32

4.2. Teaching Learning Process within the Implementation of CTL 34

4.2.1. Pre-Activity 34

4.2.2. While-Activity 35

4.2.3. Post-Activity 39

4.3. Discussions 46

V. CONCLUSIONS AND SUGGESTIONS

5.1. Conclusions 49

5.2. Suggestions 50

REFERENCES 51

APPENDICES 53

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LIST OF FIGURE

Figures Page

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LIST OF TABLE

Table Page

1. Information of the seven elements occurrences in three

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LIST OF APPENDICES

Appendices Page

1. Lesson Plan 1 53

2. Lesson Plan 2 60

3. Lesson Plan 3 66

4. Percentage of Teaching Observation 73

5. Observation Sheet 74

6. Questionnaire 76

7. Result of the Questionnaire 79

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LESSON PLAN 1

Subject : English

Topic : Hortatory Exposition Text

Level : 2nd year of Senior High School

Time Allocation : 2 X 45 Minutes

Skill : Reading

Standard Competence

The students are able to communicate English both orally and written form communicatively.

Basic Competence

The students are able to identify what the hortatory exposition text is.

Indicators

1. The students are able to identify the content of the constructions of the hortatory exposition text.

2. The students are able to answers the questions about the hortatory exposition text given by the teacher.

3. The students are able to mention and identify the generic structures and lexico grammatical of hortatory exposition text.

4. The students are able to create a hortatory exposition text by using their own words according to their experience.

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Teaching Learning Activities

Pre-Activities

1. The teacher greets the students.

2. The teacher checks the students’ attendance list.

3. The teacher tries to review the materials that have been learnt previously by asking some questions to the students.

While Activities

4. The teacher tries to brainstorm the students by asking them to

memorize their arguments according to their own experience. (Constructivism)

5. The teacher asks one of the students to express an argument about some thing that is related to their daily life. (Constructivism)

6. The teacher gives an example of an argument by telling it to the students orally. (Modeling)

7. The teacher asks the students some questions related to argument that they just have already heard. (Questioning)

8. The teacher tells the students that they are going to learn about the hortatory exposition text. (Inquiry)

9. The teacher gives an example of hortatory exposition text in written form to each student. (Modeling)

10.The teacher asks the students to read aloud the text given by imitating the teacher’s reading. (Modeling)

11.The teacher explains the students about the hortatory exposition text completely. (Constructivism)

12.The teacher asks students to find some difficult words and to identify he constructions of the hortatory exposition text (lexico grammatical,

generic structure) used within the hortatory exposition text (Constructivism)

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14.The teacher lets the students to ask some questions related to hortatory exposition text that perhaps they haven’t understood yet. (Inquiry)

15.The teacher divide the students in groups, one group consist four students.(Learning Community)

16.The teacher asks students to identify the incorrect order hortatory exposition text below by determining which one is theses, the argument and the recommendation. The students have to do it individually. (Authentic Assessment)

Post Activities

17.The teacher asks the students’ reflection by asking them, what they have got and what they have learnt. (Reflection)

18.The teacher gives the students homework to make a hortatory exposition text. (Reflection)

19.The teacher closes the meeting while greeting the students.

Source

Students’ Handbook (Th. M. Sudarwati and Grace, Eudia. 2006. Look A head 1, Kurikulum KTSP. Jakarta: Erlangga)

Media

 Hortatory exposition sheets

 Exercise sheets

 Pictures

Material

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Hortatory exposition is a text which represents the attempt of the writer to have

the addressee do something or act in certain way.

Generic Structure of Hortatory Exposition:

1. Thesis 2. Arguments 3. Recommendation

Language Feature of Hortatory Exposition:

1. Focusing on the writer

2. Using abstract noun; policy, advantage, etc 3. Using action verb

4. Using thinking verb

5. Using modal adverb; certainly, surely, etc 6. Using temporal connective; firstly, secondly, etc

7. Using evaluative words; important, valuable, trustworthy, etc 8. Using passive voice

9. Using simple present tense

A Hortatory exposition is a type of spoken or written text that is intended to explain the listeners or readers that something should or should not happen or be done. To strengthen the explanation, the speaker or writer needs some arguments as the fundamental reasons of the given idea. In other words, this kind of text can be called as argumentation. Hortatory exposition text can be found in scientific books, journals, magazines, newspaper articles, academic speech or lectures, research report etc. Hortatory expositions are popular among science, academic community and educated people. The generic structure of hortatory exposition usually has three components:(1) Thesis, (2) Arguments and (3)

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The example of hortatory exposition text

Thesis:

Reading habit is poor among Indonesians because most people haven’t realized the importance of reading

Argument 1

Reading is important to transform knowledge and technology. By reading, one knows the world. He or she will understand what he doesn’t see by himself or herself. The lines of the paragraphs in an article contain pieces of knowledge. The knowledge is needed to improve the quality of human’s life. Technology

transformation from other country can only be done by reading a lot various sources of literature. Valuable books in libraries and in bookstores mean nothing if they are not read.

Argument 2

Realizing the importance of reading will make someone motivated to read. When we know that something is very important because it can give us valuable

information, we will try to get or do the thing. For example, a businessman who always follows latest information or news will know what to do in his/ her business. He will make a good decision to make a transaction. Most people in all developed countries have realized the importance or reading and they have good reading habits. In bus and train stations, vehicles, waiting rooms, parks, people like reading. They enjoy reading which gives them valuable knowledge and inspiration.

Argument 3

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organized and effective campaign. To plant an understanding in a generation’s minds is not an easy job. It needs a hard work from all components of the nation, especially the government. A serious campaign which is organized by the central and local government can help common people wake up and stand to face the real competition. The campaign can be done through various kinds of mass media such as TV, radio, booklets, bulletins, newspapers, magazines. It can also be conducted by teachers, parents and all people who care.

Recommendation

Therefore, a nation-wide effective campaign of the importance of reading by all components of the nation should be done, facilitated by the government, to face the tighter competition. The world has forced globalization. Those people with little knowledge will be left behind. To speed up the better change in this country, a good reading habit is really important.

Written by Cahyono KD

Evaluation

 The teacher asks students to identify the incorrect order hortatory

exposition text below by determining which one is the Theses, argument, and recommendation. The students have to do it individually.

1

The survey has made me sad, actually, because I stay and earn a living here in the

capital. As most people know, Tanjung Priok port smuggling is not a new thing at

all. Entrepreneurs who want to minimize their tax payments tend to do such a

thing more often. They even bribe the officials.

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I believe we should start at the earliest stages in school and I think everyone

should be involved in the effort to eradicate corruption. We must not make any

distinction.

3

Corruption

Do you know what the meaning of corruption is? What is the relation between

money and corruption? Well, corruption is common everywhere in the world,

even in the United States. It’s just a matter of intensity. However, it is quite

shocking when one reliable survey claims Jakarta as the most corrupt place in

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LESSON PLAN 2

Subject : English

Indicators

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Teaching Learning Activities

Pre-Activities

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14.The teacher lets the students to ask some questions related to hortatory exposition text that perhaps they haven’t understood yet. (Inquiry) 15.The teacher divide the students in groups, one group consist four students.(Learning Community)

Post Activities

Source

Media

 Exercise sheets

 Pictures

Material

 The teacher explained the students about the hortatory exposition text completely.

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1. Thesis

2. Arguments

3. Recommendation

Language Feature of Hortatory Exposition:

2. Using abstract noun; policy, advantage, etc

3. Using action verb

5. Using modal adverb; certainly, surely, etc

6. Using temporal connective; firstly, secondly, etc

7. Using evaluative words; important, valuable, trustworthy, etc

8. Using passive voice

A Hortatory exposition is a type of spoken or written text that is intended to explain the listeners or readers that something should or should not happen or be done. To strengthen the explanation, the speaker or writer needs some arguments as the fundamental reasons of the given idea. In other words, this kind of text can be called as argumentation. Hortatory exposition text can be found in scientific books, journals, magazines, newspaper articles, academic speech or lectures, research report etc. Hortatory expositions are popular among science, academic community and educated people. The generic structure of Hortatory exposition usually has three components: (1) Thesis, (2) Arguments and (3)

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Example of Hortatory exposition text

Thesis

Corruption

Do you know what the meaning of corruption is? What is the relation between

money and corruption? Well, corruption is common everywhere in the world,

even in the United States. It’s just a matter of intensity. However, it is quite

shocking when one reliable survey claims Jakarta as the most corrupt place in

Indonesia.

Argument 1

The survey has made me sad, actually, because I stay and earn a living here in the

capital. As most people know, Tanjung Priok port smuggling is not a new thing at

all. Entrepreneurs who want to minimize their tax payments tend to do such a

thing more often. They even bribe the officials.

Argument 2

Well, I think the measures taken so far to overcome the problem by punishing the

corruptors is still not far enough. We have to prevent the younger generations

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Recommendation

I believe we should start at the earliest stages in school and I think everyone

should be involved in the effort to eradicate corruption. We must not make any

distinction.

Adapted from: The Jakarta Post, February 2005

To make it clear, please remember the concept of Hortatory exposition below:

HORTATORY EXPOSITION

Purpose : to persuade the readers or listeners that something should or should not be the case.

Text Organization

A thesis Arguments Recommendation

Language Features:

•The use of emotive words (e.g. worried, alarmed etc)

•The use of words that qualify statements (e.g. usual, probably etc)

•The use of words that link arguments (e.g. firstly, However, therefore etc) •The use of compound and complex sentence

•The use of modals and adverbs (e.g. may, must, should, etc) •The use of subjective opinions using pronouns I and we

Evaluation

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LESSON PLAN 3

Subject : English

Indicators

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Teaching Learning Activities

Pre-Activities

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14.The teacher lets the students to ask some questions related to hortatory exposition text that perhaps they haven’t understood yet. (Inquiry) 15.The teacher divide the students in groups, one group consist four students.(Learning Community)

Post Activities

Source

Media

 Exercise sheets

 Pictures

Material

The teacher explained the students about the hortatory exposition text completely.

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1. Thesis

2. Argument

3. Recommendation

Language Feature of Hortatory Exposition:

2. Using abstract noun; policy, advantage, etc

3. Using action verb

5. Using modal adverb; certainly, surely, etc

6. Using temporal connective; firstly, secondly, etc

7. Using evaluative words; important, valuable, trustworthy, etc

8. Using passive voice

A Hortatory exposition is a type of spoken or written text that is intended to explain the listeners or readers that something should or should not happen or be done. To strengthen the explanation, the speaker or writer needs some arguments as the fundamental reasons of the given idea. In other words, this kind of text can be called as argumentation. Hortatory exposition text can be found in scientific books, journals, magazines, newspaper articles, academic speech or lectures, research report etc. Hortatory expositions are popular among science, academic community and educated people. The generic structure of Hortatory exposition usually has three components: (1) Thesis, (2) Arguments and (3)

Recommendation.

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Thesis

Learning English through Music and Song is Fun

Argument 1

Learning English through music and songs can be very enjoyable. You can mix

pleasure with learning when you listen to a song and exploit the song as a means

to your English progress. Some underlying reason can be drown to support the

idea why we use songs in language learning.

Argument 2

Firstly the song can be both enjoyable and sometimes unnerving. This

phenomenon also seems to reinforce the idea that songs work in our short and

long term memory.

Argument 3

Secondly, songs in general also use simple conversational language, with a lot of

repetition, which is just what many learners look for sample text. The fact that

they are effective makes them many times more motivating than other text.

Argument 4

Furthermore, song can be appropriate by the listener for their own purpose. Most

pop song and probably many other types do not have precise people place or time

reference. In addition, songs are relaxing. They provide variety and fun, and

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Argument 5

Last but not least, there are many learning activities we can do with song such as

studying grammar, practicing selective listening comprehension, translating song,

learning vocabulary, spelling and culture.

Recommendation

From the elaboration above, it can be conclude that learning through music and

songs can be enjoyable and fun.

To make it clear, please remember the concept of hortatory exposition below:

HORTATORY EXPOSITION

Purpose : to persuade the readers or listeners that something should or should not be the case.

Text Organization

A thesis Arguments Recommendation

Language Features:

•The use of emotive words (e.g. worried, alarmed etc)

•The use of words that qualify statements (e.g. usual, probably etc)

•The use of words that link arguments (e.g. firstly, However, therefore etc) •The use of compound and complex sentence

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Evaluation

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Appendix 2

Percentage of Teaching Observation

Teacher’s Name : Antoni Iswantoro, S.Pd., M.Ed. Teaching Material : Hortatory Exposition Text Date : January 17th to 31th 2012.

No

Aspects

Observer

Total

1

2

3

1

Inquiry

80% 80% 80% 80%

2

Questioning 50% 50% 80% 60%

3

Constructivism 80% 80% 70% 76.6%

4

Learning Community 80% 80% 80% 80%

5

Authentic Assessment 70% 80% 80% 76.6%

6

Reflection 80% 80% 80% 80%

7

Modelling 80% 70% 80% 76.6%

(Source: Dep. Pendidikan Nasional, 2006)

Bandar Lampung, January 31th

, 2011

Observer 1 Observer 2 Observer 3

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Appendix 2

Percentage of Teaching Observation

Teacher’s Name : Antoni Iswantoro, S.Pd., M.Ed. Teaching Material : Hortatory Exposition Text Date : January 17th to 31th 2012.

No

Aspects

Observer

Total

1

2

3

1

Inquiry

80% 80% 80% 80%

2

Questioning 50% 50% 80% 60%

3

Constructivism 80% 80% 70% 76.6%

4

Learning Community 80% 80% 80% 80%

5

Authentic Assessment 70% 80% 80% 76.6%

6

Reflection 80% 80% 80% 80%

7

Modelling 80% 70% 80% 76.6%

(Source: Dep. Pendidikan Nasional, 2006)

Bandar Lampung, January 31th

, 2011

Observer 1 Observer 2 Observer 3

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Appendix 3

FORMAT OBSERVASI MENGAJAR

Nama Pengamat : Benny Arby Umran

Hari / Tanggal : January 17th 2012

Pokok Bahasan/Sub Pokok Bahsan : Hortatory Exposition Text

Waktu : 7.30

ASPEK

CTL I Q C LC AA R M

SM M CMKM KS SM M CM KM KS SM M CM KM KS SM M CM KM KS SM M CM KM KS SM M CMKM KS SM M CM KM KS

√ √ √ √ √ √ √

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FORMAT OBSERVASI MENGAJAR

Nama Pengamat : Ahmad Sahlan

Waktu : 7.30

ASPEK

CTL I Q C LC AA R M

√ √ √ √ √ √ √

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FORMAT OBSERVASI MENGAJAR

Nama Pengamat : Eka Setiawan

Waktu : 7.30

ASPEK

CTL I Q C LC AA R M

√ √ √ √ √ √ √

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PETUNJUK PENGISIAN

FORMAT OBSERVASI MENGAJAR

1. Lembar/format observasi diisi pada saat guru mengajar

2. Aspek aspek CTL yang akan diobservasi meliputi Inquiry (I), Questioning (Q), Constructivism (C), Learning Community (LC), Authentic Assessment (AA), Reflection (R) dan Modelling (M).

3. Penilaian Hasil Mengajar

a. Sangat Memuaskan (SM) Guru mencapai hasil 95% dari yang diharapkan

b. Memuaskan (M) Guru mencapai hasil 80% dari yang diharapkan

c. Cukup Memuaskan (CM) Guru mencapai hasil 70% dari yang diharapkan d. Kurang Memuaskan (KM) Guru mencapai hasil 50% dari yang diharapkan e. Kurang Sekali (KS) Guru mencapai hasil 30% dari yang diharapkan

Keterangan : 1. Inquiry

a. Diawali dengan kegiatan pengamatan dalam rangka untuk memahami suatu konsep

b. Siklus yang terdiri dari kegiatan mengamati, bertanya, menganalisa dan merumuskan teori baik secara individu maupun kelompok

c. Mengembangkan dan sekaligus menggunakan keterampilan berfikir kritis 2. Questioning

a. Digunakan oleh guru untuk mendorong, membimbing dan menilai kemampuan berfikir siswa b. Digunakan oleh siswa selama melakukan kegiatan berbasis inquiry

3. Constructivism

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4. Learning Community

a. Berbicara dan berbagi pengalaman dengan siswa lain

b. Bekerjasama dengan orang lain untuk menciptakan pembelajaran adalah lebih baik dibandingkan dengan belajar sendiri 5. Authentic Assessment

a. Mengukur pengetahuan dan keterampilan siswa

b. Mempersyaratkan penerapan pengetahuan dan keterampilan siswa. c. Penilaian produk atau kinerja

d. Tugas-tugas yang kontekstual dan relevan. 6. Reflection

a. Cara-cara berfikir tentang apa-apa yang telah dipelajari.

b. merevisi dan merespon kepada kejadian-kejadian aktivitas dan pengalaman

c. Mencatat apa yang telah mereka/siswa pelajari dan bagaimana mereka merasakan ide-ide baru. d. Dapat berupa berbagai bentuk jurnal, diskusi, produk

7. Modelling

a. Berfikir sambil mengucapkan dengan keras proses berfikir

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79

Appendix 5

Result of the Questionaire

NO Question Sum %

1. 2. 3. 4. 5 6.

Apakah anda merasa senang dalam proses belajar mengajar tadi?

a. Ya b. Tidak

Apakah anda merasa terlibat dalam proses belajar mengajar tadi?

a. Ya b. Tidak

Apakah anda merasa bahwa materi yang disampaikan tadi dapat diaplikasikan dalam kehidupan sehari-hari?

a. Ya b. Tidak

Apakah anda menemukan kesulitan dalam memahami petunjuk dan penjelasan yang diberikan guru?

a. Ya b. Tidak

Jika anda mengalami kesulitan materi yang diberikan, apakah anda bertanya lebih dulu kepada teman anda sebelum

menanyakann hal tersebut kepada guru anda? a. Ya

b. Tidak

Apakah menurut anda tekhnik yang digunakan oleh guru anda dalam proses belajar mengajar tadi membuat anda dapat membuat anda lebih mudah menyerap materi yang diberikan?

a. Ya b. Tidak

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80

7.

8.

9.

10.

Apakah anda senang dengan kerja kelompok tadi? a. Ya

b. Tidak

Apakah anda merasa bahwa tekhnik yang digunakan oleh guru anda dalam proses belajar mengajar tadi membuat anda dengan mudah memahami generic structure atau bagian-bagian dari hortatory exposition text?

a. Ya b. Tidak

Apakah anda merasa bahwa tekhnik yang digunakan oleh guru anda dalam proses belajar mengajar tadi membuat anda dapat dengan mudah membuat hortatory exposition text sesuai dengan pengalaman atau pengetahuan anda?

a. Ya b. Tidak

Apakah anda merasa bahwa selama proses belajar mengajar tadi, anda dapat melakukan refleksi pada kesalahan-kesalahan yang anda dalam menganalisa dan membuiat hortatory

exposition text? a. Ya b. Tidak

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