APPENDIXA THE CALCULATION OF THE DIFFICULTY INDEX OF THE FIRST TRY4UT

(1)

(2)

APPENDIXA

THE CALCULATION

OF THE DIFFICULTY

INDEX OF THE FIRST

TRY4UT

Number of Items _{Difficulty Index} _{Interpretation}

I

0.02

_Difficult

z

0.6

_Moderate

J 0.48 _Moderate

4 0 . 3 8 Moderate

5 I

Easy

6

0.6

_Moderate

'l

0.76 Easy

8

0.57

_Moderate

9

0.05

_Difficult

t 0

0.62

Moderate

1 l

0.62

_Moderate

t 2

0.9

Easy

l 3

0 . 1 9

_Difficult

l 4

0.s2

Moderate

l 5 0.81

Easy

1 6 0.98 Easy

I I 0.55 Moderate

l 8 0.45 Moderate

l 9 0.95 Easy

(3)

APPENDIXB

THE CALCULATION

OF THEDIFFICULTY

INDEX OF THE

SECONDTRY-OUT

Number of items

Difficulty Index Interpretation

I

0.29

Difficult

2

0.79 Easy

J 0.32 Moderate

4

0.62

Moderate

5 0.79

Easy

6

0.65

Moderate

7 0.74

Easy

8

0.53

Moderate

9

0.29

Difficult

l 0 0.68 Moderate

l 1

0.62

Moderate

12

0.79 Easy

l 3

0.56 Moderate

14 0 . 1 8 Difficult

l 5

o . 7 l

Easy

t 6

0 . 7 1 Easy

t 7

0.35

Moderate

l 8 0.47 Moderate

l 9 0.79 Easy

(4)

APPENDIXC

THE CALCULATION OF THE DISCRIMINATION POWER OF TT{E FIRST

TRYOUT

Number of items Di scrimination Index Interpretation

I

0.05

Poor

2

0 . 1 4

Poor

J

0 . 1

Poor

4

- 0 . 2

Poor

l

0

Poor

6

0 . 3 3

Satisfactory

I

0.29

Satisfactorv

8

0 . 1 9

Poor

9

0 . 1

Poor

l 0

0.38

Satisfactory

l l

0 . 1 9

Poor

t2

0 . 1 9 Poor

l 3

0 . 1

Poor

l 4

0.48

Good

l 5

0 . 1 9 Poor

l 6

0.05

Poor

l 7

0.24

Satisfactorv

t 8

0.33

Satisfrctorv

t 9

0 . 1

Poor

(5)

APPENDIXD

THE CALCULATTON

OF THEDISCRMINATION

POWEROF

THE

SECONDTRY.OUT

Number of items

Di scrimination Index Interpretation

I 0.47 Good

2

0.29

Satisfactory

.)

0.29

Satisfactory

4

0.29

Satisfactory

5

0.29

Satisfactorv

6

0.47

Good

7

0.29

Satisfactory

8 0.59 Good

9

0.24

Satisfactory

l 0

0.29

Satisfactory

l 1

0.29

Satisfactorv

12

0.29

Satisfactory

l 3

0.29

Satisfactorv l 4

0.24

Satisfactory

l 5

0.24

Satisfactorv

l 6

0.24

Satisfactory

l 7 0.47 Good

l 8 0.59 Good

l 9

0.29

Satisfactory

(6)

APPENDXE

TI-IE CALCULATION FOR RELI,ABILITY KR-2I OF TI{E SECOND TRY4UT

NO.

x

_x2 _NO.

x

_* I ? 4 6 7 a 9 l o l l t 2 l 3 t 4 t 5 l6 t 7 1 8 l 9 20 2 7 2 2 23 24 2 5 26 t6 l 6 1 0 tl 1 2 1 2 1 2 1 6 1 0 1 5 1 2 '12 7 1 2 1 0 1 7 5 '19 1 0 1 4 256 26 loo t44 64 t44 144 144 2* t44 roo 225 144 t44 121 49 L44 225 loo 249 9 3 6 1

100 36 196 27 2A 29 30 3 1 32 3 3 34 3 5 36 3 8 39 40 4 l 42 43 1 t 1 2 1 2 1 1 1 3 1 2 '13 ' t 1 1 2 't4 'to 1 1 0 1 8 1 4 L2L t44 t44 12l 4 169 t44 169 12l 144 196 3 6 1 100 I r00 324 r96 TOTAL n MEAN VAR. 499 43 1l50z165 16.00649 6479

l u =

- rx2ln

1r,6047 16,00649 t x n zx2 K = n 20

KR-21 FORMULA : J

, = * ( r _ M ( K - M ) l _

K - r \ _{K V )} 0,7323 0

Where: r - Reliability

n : Numbcr of s.rbjects M = Mean

V = Variance K = Number of items

43 r table o,301

(7)

9 l

APPENDIX F

THE CALCTJLATION OF T-TEST FOR PRETEST

No CLASS [C CI,ASS I-B

(XA) X4 CXB) X'B

1 70 45 25 60 60 85 65 65 70 60 60 35 55 70 55 60 70 55 35 70 50 35 50 50 70 20 4 45 45 35 50 45 4g)0 40 ru) 80 60 )U 40 EO 45 EO 40 f l 40 60 J ] 40 tl EO 45 40 60 55 50 & & & 50 45 70 40 45

,m

70 1600

2 2025 16@

3 625 6400

4 3600 3600

5 3600 2500

6 7225 1600

7 4225 6400

8 4225 2025

I 4q)0 6400

1 0 3600 't600

1 1 3600 3025

1 2 1225 1600

1 3 3025 3600

1 4 4900 1225

1 5 30,25

16tr)

16 3600 3025

1 7 4qn 6400

1 8 3025 2025

1 9 1225 1600

20 4900 36@

21 2 f f i 3r)'25

2 125 2ffi

23 2ffi 16q)

24 2fiO 16(x)

25 49(n 16(x)

m

/+00 ₂₅₀₀

27 't600 m25

2A 2025 4900

n

2025 1600

30 1225 2025

31 25(n 1600

32 2025 4900

Total 1705 gTn5 1650 913X)

n 32 32

Uean 53.28125 51,5625

(8)

9L

TEST OF FIYPOTHESES:

1. Ho : pA: pB, there is no significant difference between the mean groups.

Ha: pe * tle , tJrere is significant difference between the mean groups.

2. t-test, where df = nA + nB - 2 : tl5o/o/21 = 2,OO0

3. Calculation for t observation fto) : A: EXPERIMENT

62

Z x

x =

-n

5 3 , 2 8 1

L4,952

32

B: CONTROL

t x

x = -n

s

-5 1 , -5 6 3

32

14,167

+ -_{L o -} X e - X s

o,472

l ( r o - 1 ) s 2 o

+ ( n u - t 1 s 2 "

( t

1 )

{

"^

.

""

-,

["o

*

nu-,1

4. Conclusion:

Because I t observation I less than t table thus Ho is accepted. So we conclude that at a 57o level there is no significant

dilference between groups.

n 1x2 -1>x12

(9)

APPENDX G

THE CAI,CTJLATION OF T-TEST FOR POSTTEST No Clrr! I-C Clrr! I-B

CXA) 50 80 50 ,to 50 EO 75 f_f 50 65 45 45 50 80 50 50 to 55 70 60 70 50 50 50 80 65 80 50 75 35 80 a0 XIA (i(B) 50 9 65 60 65 60 55 @ 50 65 65 J ) 45 45 @ 65 60 @ 50 65 60 50 50 5 5 65 @ 65 65 50 65 ) J 55 xlB

I 2500 2500

2 6.10,0 8 1

J 2500 4225

4 1600 3600

5 2500 4225

6 6400 3600

5625 3025

8 3025 3600

9 2500 2500

l 0 4225 4225

l l 2025 4225

12 2025 3025

l 3 2500 2025

t4 6400 2025

t 5 2500 3600

t 6 2500 4225

1 7 UN 3600

l 8 3025 3600

t 9 4900 2500

20 36m 4225

2 l 4900 3600

22 2500 2500

23 2500 2500

24 2500 3025

25 &N 4225

26 4225 3600

64{0 4225

2E 2500 4225

29 s625 25m

30 t225 4225

3t 6400 3025

32 64{n 3025

Toltl 19.15 tu1?s lgx lr}5:t06

tr 32 32

Mcan a.7at6 56.37s

(10)

94

TEST OF IIYPOTHESES:

1. Ho : trA: pB, there is no significant difference between the mean groups.

Ha: gA t pB, mean score of A group is greater than B Group.

2. t-tfst where df : nA + nB - 2 : t(So/ol : I,67L

3. Calculation for t observation (to) : A: EXPERIMENT

62

t x x =

-n

B: CONTROL

t x x =

-n

60,78t

14,486

32

56,375

32

10,785

X A - X B

f -_{! o -} _{1 , 3 8}

l ( " o - 1 ) s 2 o

+ ( n " - r ) s 2 " ( r

1 ' )

1

n^+rr"-z

[""-"rJ

4. Conclusion:

Because t observation less than t table thus Ho is accepted. So we conclude tbat at a 57o level therc is no significant dfference between grups.

n 1x2 -12x12

(11)

APPENDXH

TI{E CALCULATION OF T-TEST FOR SUBJECT MATTER QUESTIONS

No Chss 14 Class 18

(XA) )cA (x8) )eB

1 o 5 0 5 0 l 0 5 0 U 5 5 o 0 l 0 0 o 5 0 5 5 5 0 0 0 l o 0 5 5 5 0 5 5 o 5 0 l 0 l 0 5 5 5 0 5 5 0 l 0 0 5 l o 5 o 0 5 0 0 0 0 5 5 5 l 0 5 1 0 5 l 0 25 0

3 0 100

4 25 z!

5 0 100

6 't00

7 25 25

0 ta

0 0

t 0 25 25

11 25 25

1 2 0 0

1 3 n 100

'14 '100 n

0 25

1 6 0 100

25 25

1 8 0 0

't9 ₂₅ ₀

20 25 25

2 1 25 0

2 0 0

23 o 0

24 0 0

2 a 100 25

x 0 h

27 25 25

2a 25 'too

29 25 25

0 100

q l ₂₅ ₂₅

25 100

Total 100 650 145 1075

n 32 32

Mean 3,125 4s3125

(12)

TEST OF FIYPOTHESES:

1. Ho : uA = pB, there is no significant difference between the mean gloups.

Ha: pA t pB, mean score of A group is greater than B Group.

2. t-test, where df : nA + nB - 2 : t(5o/"1 : l'67I

3. Calculation for t observation ftol : A: EXPERIMENT

3 , 1 2 5

3,2996

32

B: CONTROL

4 , 5 3 1 3

32

3,6719

t - -_{L o -} X a - X B

4- Conclusion:

Because t observation less than t table thus Ho is accepted. So we conclude tlat at a 57o level tlrere is no significant dfference between gruPs.

62

t x x =

-n

t x x =

-n

n 1x2 - 1>xy2

n 1x2 - 1>x;2

(13)

e 7

APPENDXI

TI{E CALCULATION OF T-TEST FORMAINIDEAQUESTIONS

No Class 14 Cbss l€

(xA) X'A (xB) )cB

1 t 5 20 l 5 l 0 l ) 20 t ) 20 t f l 0 t ) l 5 t l l 5 t ) l 5 20 t l l 5 20 l 5 l ) lo t ) 25 20 l 0 20 20 20 20

25 l 5

l 5 l 5 l 5 25 20 l 5 20 l l 25 20 20 ) l 5 20 20 20 20 20 l 5 20 20 t 5 25 25 l 5 25 20 l 5 25 t 5 I J 25 400 25 25 25

4 100 25

5 25 oza

o 400 400

7

8 400 400

25 2s

1 0 100 625

25 400

1 2 4 ' 4@

1 3 4 a ?5

25

1 5 225 400

1 6 25 400

400 400

'18 _zzJ ₄₀₀

1 9 225 400

20 400 25

2 1 25 400

25 400

23 't00 25

24 25 625

25 25 625

625 25

400 625

2A 100 400

a 400 25

30 400 625

400 25

Total 5m 8850 590 11500

n 32 32

Mean 1625 18,1|:!75

(14)

TEST OF TIYPO'THESES:

1. Ho : trA = pB, there is no significant dillerence between the mean groups.

Ha: UA > pB, mean score of A group is greater than B Group.

2. t-test, where df : nA + nB - 2 : t{So/o) : t,67 |

3. Calculation for t obsersation {to) : A: EXPERIMENT

62

u x

n

B: CONTROL

I x

x :

-n

n ( x 2 - ( l x ) 2 n(n - 1)

16,25

3,5921

n = 3 2

18,438

n : 3 2

4,4799

x A - X B

+ -_{L o -}

: - 2 , 1 5 5

/("o-l)sfl+(n"-l)sfr[ 1

1 )

tl

""-"r-,

["^-"rJ

4. Conclusion:

Because t observation more than t table thus Ho is rejected. Hence we conclude that the difference between groups is signifrcant and that tt the B group is greatrr

(15)

APPENDIXJ

TI{E CALCULATION OF T.TEST FOR THE DETAIL QUESNONS

No Clasi l-C Class l€

(xA) l 5 20 l 5 I O l 5 20 20 t ) l 0 l l 20 l 5 l 5 20 20 20 lo l 5 l l l ) 20 20 20 t ) 20 l 0 20 20 XA (XB) lo l 0 20 20 l 5 t o t 0 l 5 l ) 20 l 5 t 5 l 5 l 0 l 5 l 5 20 l ) 20 20 I J l 5 10 l 5 20 t 0 20 l 0 I J l ) I O x,B

1 225 100

1 ₄₀₀ ₁₀₀

25 400

4 100 400

5 25 725

400 1 0 0

7 400 100

6 225 225

225 25

1 0 n5 225

100 400

12 225 225

1 3 25

'14 ₄₀₀ ₂₂₅

' 1 5 _2?5 ₁₀₀

1 6 n5 25

1 7 400 25

1 8 400 400

l o ₄₀₀

zzs

)n 100 400

2'l 225 400

2 225 25

2 ? 25 25

25 100

25 4{t0 25

400 400

27 400 100

2A 25 400

400 100

30 'to0 2s

1 l /t00 n5

400 100

Total 525 8975 175 7175

n 32 32

(16)

TEST OF HYPO.THESES:

l. Ho : _{tLA = UB, there is no} mean groups.

Ha: gA > pB, mean score

signifrcant difference between the

of A group is greater than B Group.

62

2 .

3 .

t-tes! where df = nA + nIl - 2 : t(sYol = 1,671

Calculation for t observation {to) : A: EXPERIMENT

I x x =

-n

B: CONTROL

I x x =

-n 14,844 n = 3 2

3,6993 16,406

3,4159

32

s

-+ -_{- o} X A * X B

n {x2 -(>x)2 n(n -1)

l('o-1)sfl +1n"-t)sfl

( 1

1 )

{

n A + n B - ,

( . ; "

-

" r J

1 , 7 5 5

4. Conclusion:

Because t observation more thal t table thus Ho is rejected. Hence we conclude tlnt the difference between groups is signifrcant, and that the A group is greater.

t l n

t

lrlrrgdb. I r . r

g S T , _{X A A N} Xrtoli! lYurva l{aniet'

l{ A lt .E "

(17)

tol

APPENDXK

THE CALCULATION OF T-TEST FOR STGNTFTCANCE _QUESTIONS

No Chss 14 Class 18

(xA) )eA (XB) )cB

0 5 0 0 0 5 5 0 o 5 0 0 5 0 5 5 o 5 5 t 0 0 0 o 5 0 5 5 5 0 5 5

0 t 0

0 0 0 0 5 5 5 5 5 5 5 o 5 5 5 5 5 5 5 5 ) 5 0 5 5 ) 5 lo 0 r00 25 0 0 0

4 0 0

5 0

6 l t 25

7 z a 25

I 0 ta

9 25

1 0 25

''t1 ₀ ₂₅

0 25

1 3 2 5 0

1 4 25 25

1 5 25

1 6 25 Z J

1 7 25 25

1 8 25

J O ₂₅

20 25 25

2 1 100 25

2 0 25

23 0 25

24 0 0

25 25 25

6 0 25

27 25 25

2A 25 25

29 25 100

30 0 0

a 1 ₂₅ ₂₅

32 25 25

Total 90 5{ro 135 Tf5

n 32 32

(18)

l 0 a

1. Ho : pA: pB, there is no significant difference between the mean

groups-Ha: pA t pB, mean score of A group is greater than B Group.

2. t-tesl" where df = nA + nB - 2 = t(sYo'l - 1,67L

3. Calculation for t observation {to) : A: EXPERIMENT

62

> x

x = -n

s

-B: CONTROL

t x x =

-n

n ( x 2 - ( l x ) 2 n(n -l)

2,8125

2,822

n = 3 2

4,2188

32

2,5745

x R - X s

f -_{L o -}

= -2,082

[no:rffi+1n"-r1s'z,(

r

1)

\ l

n A + t t B - ,

( . " ^ - " " j

4. Conclusion:

Because t observation more than t table thus Ho is rejected. Hence we conclude that the difference between groups is signifrcant, and that tl the B group is greater.

(19)

APPENDD(L

THE CALCULATION OF T-TEST FOR CONCLUSION QUESTIONS

No Class 14 class 18

(xA) 5 l 0 l 0 5 5 1 0 l 0 5 5 5 5 5 5 l 0 5 5 I O 10 5 5 l 0 5 5 5 1 0 5 t 0 5 5 l 0 l 0 )eA (xB) 0 l o l 0 l 0 5 5 5 5 l 0 5 5 5 l 0 0 5 ) 5 5 0 l o t o 5 l 0 5 5 0 l 5 J X€

1 25 0

't00 ₁₀₀

'| 00 100

4 25 1 @

5 1 4 25

o 100 25

7 100 25

I 25 25

25 100

'10 ₂₅ ₂₅

, t 1 ₂₅ ₂₅

'12 ₂₅ ₂₅

. 1 2 ₂₅ '100

1 4 '100 0

1 5 25 25

1 6 25 ?5

100 25

1 9 25 0

20 25 'r00

21 100 25

2 25

t a ₂₅

24 25 100

100 6

8 25 25

100 25

2 6 25 25

29 ?5 0

30 25 25

3 t 100 25

100 25

Total 2m 1700 170 12o()

n 32 32

ilean 6,875 5,312s

(20)

1 0 4

1. Ho : trA = pB, there is no significant difierence between the mean groups.

Ha: pA > pB, mean score of A group is greater than B Group.

2. t-test where df= nA+ nI| - 2 = 62 t(1o/") - L,671

3. Calculation for t observation (tol :_ A: EXPERIMENT

z x

x = -n

s

-B: CONTROL

Z x x =

-n

6 , 8 7 5

2,4593

3 2

n (x2 - (> x)2 n(n -1)

5 , 3 1 2 5

32

3,0946

+ __{L o -} X A - x B

2,236

l("o -l)sl+(nu-r)s2"f 1

1 )

1

n A + n B J

[ " ^ - t " j

4. Conclusion:

Because t observatjon more than t table thus Ho is rejected. Hence we conclude that the difference between groups is significan! and that the A group is greater.

(21)

10.5

APPENDXM

THE CALCULATION

OF T-TEST

FOR VOCABULARY

QUESIONS

No Class 14 Class l€

(XA) )eA (XB) ,(,B

1 l 0

l 0 5 l 0 5 t 0 t 0 t 0 l 0 5 5 5 l 0 l 0 5 l 0 5 lo 5 ) l 0 I O t 0 l o l 0 l 0 5 l 0 0 l 0 l 0 100 5 5 5 I l 0 l 0 5 5 5 ) 5 5 5 l 0 5 5 5 5 5 5 5 5 ) 5 l o 5 5 5 f 25 100 za 25 25 25 25

5 100 25

25 100

7 1 0 0 100

8 100 25

I 100 25

1 0 100 za

'l'l ₂₅

2 a

25 25

1 3 25 25

1 4 100 25

'15 ₁₀₀ ₁₀₀

1 6 2a 25

1 7 100 za

'18 ₂₅

1 9 100 25

20 25 25

25 25

2 100 25

23 '100 25

24 r(rc

25 100 25

100

x

100 100

2A 25 25

29 1 0 0 25

30 0 25

2 a ₁₀₀ ₂₅

100 25

Total 255 zin5 1 m 1lq,

n 32 32

Mean 7,96875 5,625

(22)

106

TEST OF IIYPOTHESES:

1. Ho : pA = pB, there is no significant difference between ttre

mean groups.

Ha:

pA > pB, mean score of A group is greater than B Group.

2. t-test, where df = nA + nIl - 2 : t{So/ol : 1,67L

3. Calculation for t observation {to) : A: EXPERIMENT

62

t x x =

-n

B: CONTROL

t x x =

-n

7,9688

2,7996

32

5,625

32

1,6801

x A - x B

f -_{L o -} - 4,061

1 l

n n + n r - 2

[ t o

n e )

4- Conclusion:

Because t observation more than t table thus Ho is rejected. Hence we co.nclude that the difference between groups is significan! and that the A group is greater.

n 1x2 - 1>x;2

(23)

1 0 7

APPENDD(N

THE CALCULATION OF T-TEST FOR REFERENCE-WORD QUESTIONS

No Class 14 Class l€

(xA) rcA (XB) xza

1 5 l 0 5 5 5 l o l 0 5 5 l 0 5 5 5 t 0 5 5 l o 5 l 0 l 0 I O 5 l 0 5 l o 5 l 0 5 l 0 o l 0 l 0 25 ) 5 5 ) 5 5 ) ) 0 J 5 0 ) 5 5 5 5 J 5 5 5 5 ) 5 0 l ) ) 5 25

2 1 0 0 25

25 25

4 25 25

5 25 25

o '100 25

7 100

8 za 25

I 25 0

t 0 100 25

1 1 25 25

zt 25

1 1 25 0

'14 _{1 0 0} 2J

l q 25 25

't6 ₂₅ ₂₅

1 7 100 25

1 8 25

100 25

20 100 25

21 100 25

25 25

23 100 25

24 25 25

25 100 ZJ

6 25

27 100 25

2A 25 0

n 100 25

30 0 25

3'l 100 25

100 25

Total 2N 19q' Ir[5 72s

n 32 32

(24)

n 1x2 -1lx)2

108

TEST OF FIYPOTHESES:

1. Ho :

pA = pB, there is no significant difference between the

mearr groups.

Ha:

pA > pB, mean score of A group is greater than B Group.

2. t_test, where df : nA + nF| _ 2 : tl5"/") : 1,671

3. Calculation for t observation (to) : A: EXPERIMENT

62

t x x =

-n

7,r875

2,822

n = 3 2

4 , 5 3 1 3

n = 3 2

r,4807

CONTROL

Z x n

X e - X B

+ -_{r-o -} _{4 , 7 7 5}

4. Conclusion:

Because t observation more than t table thus Ho is rejected. Hence we conclude tJlat the difference between groups is signifrcant and that the A group is greater.

(25)

l 0 g

APPENDIXO

LESSON PLAN FORTHE FIRST TREATMENT

LESSON PLAII

(DGERIMENTAL GROUP)

Subject

skill

Theme Sub. Theme Class Semester Time Allocated A. Competence

1. Basic Competence

Comprehending the information abor$ education 2. Achievement Indicators

Listening

Students are able to:

o Listen to the teacher expleining the important words formd in the passage

o Listen to the teacher reading the passage aloud Speaking

Replay the teacher's greeting Answer the questions orally

Read the passage aloud paragraph by paragaph Participate in the discussion ofthe passage

Participate in the discussion ofthe multiple choice questions : English

: Reading Comprehension : Education

: School and Education

: Senior High School, First Year : 1

: lX45 minutes

o

(26)

l t 0

Reading

Students me able to:

Read the passage aloud paragraph by paragnph Read the problem of multiple choice questions

Writing

o Answer the multiple choice questions

B. Learning Materials and Media

1. Reading passage entitled 'school and Education' adapted from English lA, page 5-6.

2- Media: handout

vocabularv chart picture

C. Teaching and l-earning Activities 1. Approach :

Communicative Approach Competency Based ApProach 2. Method

Grarnmar Translation method Direct Method

3. Technique:

Questions and Answers Multiple Cboice Questions Lecturing

4. Class Activities:

l. Students are asked to look at the picture and answer the questions orally. 2. Students are asked to listen to the teacher's explanation aborf the key

words found in the passage using questions and

(27)

3. Some students are asked to read the passage aloud, paragraph by paragraPh.

4. Students are asked to listen to the teacher who is reading the passage aloud.

5. Students are asked to participate in the discussion ofthe passage' 6. Students do the assessmenL

D. Assessment

Students are asked to answer the comprehension questions in the form of multiple choices.

E. Reference

(28)

I

lr-The Step

No.

skiI

Procedures Teacher's Activities Students' Activities Time I Speaking Speaking Pre-Reading Activities Task I

. Greets the students

. Asks the students to look at the picture and arswer the questions orally (see students' worksheet on page 114 )

. Respond to the teacher's greeting

. Look at the picture and answer the questions orally

2',

4 '

2 .

Listening Reading Speaking While-Reading Activities Task 2

. Asks the students to listen to the teacher explaining the key words found in the passage using questions and answers

. Asks some students to read the passage aloud, paragnph by paragaph

. Listen to the teacher's explanation

(29)

No.

skill

Procedures Teacher's Activities

Students'

Activities

Time

Listening

Speaking

. Asks the

students to listen to the teacher while she is reading the passage aloud

- Discusses the passage

. Listen to the teacher while she is reading the passage aloud

. Participate in the discussion

6'

5',

f

-Reading Writing

Speaking

Post-Reading Activities

Task 2

. Asksthe students to answer the comprehension questions inthe form of the multiple choices

. Discusses the answen of the multiple choice questions

. Read the problems . Answer the

multiple choice questions

8',

(30)

Students'

Worksheet

Theme Class Semester Time

TASK.I. LOOK AT THE PICTURE ORALLY!

n 4

: Education

: Senior High School, First Year

: l x 4 5 m i n u t e s

AND ANSWER TFIE QUESTIONS

.*

l. What level of school are they?

2. What do they do in front of the school?

TASK2

A. LISTEN TO TI{E TEACHER DGLAINING THE IMPORTANT WORDS FOLIND IN THE PASSAGE!

B. READ THE PASSAGE CAREFULLY!

(31)

l l 5

citizens of the individual states. ln most states, the children are required to allcnd school until they reach the age ofsixteen.

tn tndonesi4 cbildren entet elcnenttry rchool when they are six years old. After six years in elementary school, they go rrnto ianiil high school and remain for three years. The last three years oftheir school education are spent in senior high school, from which they gaduated atthe age of eighteen.

A great number ofseniorhigh school graduates continue their education in one of malny collqes or univenilies in the country. After four years, they received a fuchelor's dqree. Some continue for a master's dqree and perhaps a doctnr's degree.

(32)

l 1 6

Assessment

: Education

: SeniorHigh School, Fint Year : l

: 1X45 minutes

TASK.3. CROSS A, B, C, D, OR E AS THE BEST ANSWER FOR EACH QUESTTON!

l. Thebesttitle forthepassage is. . . . A School Policy and Education lrvels

B. The Future Education in the United States C. School and Education

D. Life in the Twentieth Century E- School Policy and Its Regulation

2. The main idea of the fint paragraph is that. . . . . .

A life in the twentierh century delnands preparation

B. national leaders are placing more ernphasis on the education of the young

C. the children are required to attend school tmtil the age of sixteen

D. fifty states have their own rules and regulation for their schools E. govemment preparcs all individuals to be responsible citizens

3. The main idea of the second paragaph is that . . . . .

A Indonesia has its own rules in arranging education levels

B. the children enter elementary school when they are six years old

C. rn our @untry, the children are required to attend school until the age ofeighteen

D. lndonesia does not allow children to go to sanior high school 6ms then eighteen years old

E. the children will go to the junior high school after they finish theirelementary school

4. The main idea of the last paragraph is that . . . .

A the senior higb school graduates hope to receive bachelor's degrees from the government

(33)

rtT

5 .

C. after strdents Sraduate from univenity, they will get the bachelor's, the master's, and the doctor's degree

D. some of senior high school students finish their study in four years

E. most of senior high school graduat€s continue their study at the colleges or universities

The national leaders emphasize on the education ofthe young because ' ' ' -A. it is a dernand from govemment officials' parents, and most of

the teachers

B. they believe that education can prepare children to be responsible citizens

C. ttrev ttlnt ttrat educating the young is more difficult than adults D. it has been stated in every school policy

E. A ard D are correct

The writer feels that in Indonesia . . . . .

A education systems are too complicated so that they need to be improved

B. children start their formal education by attending elementary school

C. the time spent for education is too long compared to the United States

D. all of the senior high school students continue their study at the university

E. children have to pass the complicated rules to enter school

The writer seems to feel that education systems may differ in each comtry, but all of them

A have the same purpose, tha is, to educate individuals to be responsible citizens

B. have to bring much money to gov€Nnment

C. have one thing in common, that is, children are prohibited to come late to school

D. are supported by taxes paid by the citizens

E. ask children to atend school until the age of sixteen

Two similarities of school systems among fifty states found in the passage a r e . . . - . . .

A. schools must educate children to be responsible citizens; the orlucation is emphasized on the education of the young

B. parents' education supports the children school education; the school education pr€pares childreir to be decision maken

C. public schools are supported by taxes; children have to atte'lrd school until the age ofsixteen

6.

7 .

(34)

l l 8

D. children must attend school as soon as possible; public schools must educate children to be responsible

E. education is emphasized on the education of the young; the school education prepares children to be decision makers

9. A great number ofsenior high school graduates continue their education . . .(par.3)

The words "graduates' means. . . .

A. the ones who have passed one grade in senior high school B. children who just enter their elementary school

C. teenagers who are eighteen years old

D. students who have finished their study at one level of education E. students who study at senior high school

10. Today, all individuals in a counhy must have adequate-schooling to prepare them for their responsibilities as citizens.

(35)

l l 9

Teacher's

Note

Theme Sub. Theme Class Se,nester Time

: Education

: School and &lucation

: Senior High School, First Year : l

: l x 4 5 m i n u t e s

L Learning Outcomes

l. The students are able to comprehend the information about education 2. The students are able to answer the comprehension questions in the form

of multiple choices.

IL Pre Instructional Activities

l. Theteacher greets the students.

: "Good moraing students." : "Goodmorning, mam" : "Howareyoutoday?" : "Fine"

2. The teacher asks the students to look at the picture and answer the figgering questions as followed:

2. What do they do in front of the school?

IIL Whilst Instructional Activities

l.The teacher explains the important words found in the passage followed:

adequate (par.l ,line 2)

example: This pencil costs Rp 5,0O.-, but I only have Rp 4,00.-So, my money is not adequate to buy the pencil. Teacher

(36)

Ito

schooling (par. I, line 2):

the education you get at school (put on the vocabulary chart, see page l2&1

prepare @ar. I,line 2)

example: In the moming I usually help my motha to prqare breakfast.

education (n) (par.I,line 4) educational (adjective) educate (v) example:

1 . Because education is important, your parents send you to this school. 2. Right now, the govemment tries to improve the educational systens. 3. School edacates you to become discipline students.

regulation (par. I, line 8)

example: School reguldion states that students have to pay the tuition in cash.

school policy (par. l, lineT)

example: Ana's parents can not pay the school tuition in cash. The sciool policy glves them a chance to pay it in credit.

pubiic school (par.I, line 9)

example: SMUN 2 is a pablic school,brx our school is the private school.

attend school (par.I, line 10,/: go to school (put on the vocabulary chart, see Page l2&)

elementa4r x,hool (par.2, lineI2)

example: SDK. St. Theresia isthe elqtentary school.

juniorhigh s6,hgg,l(Par.2, line I3)

example: Before you become a student here, you have finished yourjnni.ar high school.

seniorhigh school (par. 2, line 15)

example: Right nowyou are snrdying at the senior high school. In our courtry:

Six years of elementary school + three years of junior high school primary education or nine year compulsory program.

Craduate(d) (par.2, line l 5)

example: All ofyou have gaduatd fromjunior high school.

What is the difference between coAege ard univerci$'! Ifyou go to collegq you will only receive D3 degree.

But

(37)

Bachelor's degree (par.3)

Master's degree (par.3)

Doctor's degree (par.3)

(put on the vocabulary chart, see page l2A)

(put on the vocabulary chart, see page l2a)

(put on the vocabulary chart, see page l2Q

: S l

: 5 2

: 5 3

2. The teacher asks the students to read aloud the passage paragraph by paragraph.

3. The teacher reads aloud the passage once.

4. The teacher asks the students to participate in the discussion of the passage.

IV. Post Instructional Activities

1. Students answer the comprehension quesions in the form of multiple choices.

(38)

VOCABULARY CHART

(EDUCATTON)

PARAGRAPH 1

SCHOOLING

AT:IEND SCHOOL

PARAGRAPH 3

BACHELOR'S DEGREB

MASTER'S DEGREE

DOCTOR'S DEGREE

(39)

Answer's Sheet

Theme Sub. Therne Class Semester

I lme

: I x45 minutes

TASICl

The possible answer:

l.They are still in the elementary school 2.They greet their teacher.

TASK.3

(40)

r24

LESSON PII\N

(CONTROL

GROUP)

Subject skill Theme Sub. Theme Class

Semester Time Allocated

A. Compete nce 1. Basic Competence

Comprehending the information about education 2. Achievemenf Indicators

Listening

olisten to the teacher explaining ttre important words found in the pass:tg€

oListen to the teacher reading the passage aloud Speaking

o Replay theteacher's geeting o Answer the questions orallY

Read the passage aloud paragraph by paragnph Parficipate in the discussion ofthe passage

Participate in the discussion of the multiple choice questions

: English

: Reading

Comprehension

: Education

: School

and Education

: Senior High Schoot,

Firs Year

: 1

: lX45 minutes

(41)

'l2E

Reading

Read the passage aloud paragmph by paragraph Read the problem of multiple choice questions

Writing

Sfudents are able to:

l. Reading passage entitled "school and Education" adapted from English l,\ page 5-6.

2.Med'ia handout picture

vocabulary chart

C. Teaching and Learning Activities l. Approach '.

Communicative Approach Competency Based APProach 2. Method :

Grammar Translation method DirectMethod

3. Technique:

Questions and Answers Multiple Choices Questions trcturing

1. Students are asked to look at the picture and answer the questions orally 2. Some students are asked to read the passage aloud, paragnph by

paragraph.

3. Students are asked to listen to the teacher reading the passage aloud'

(42)

4. Students are asked to listen to the teacher explanation aborn the important words found in the Passage.

5. Students are asked to participate in the discussion ofthe passage' 6. Students do the assessment.

D. Assessment

Students are asked to answer the comprehension questions in the form of

multiple choices.

E. Reference

(43)

The Steps

ffi*esl

Teacher's I

Students' lTime

l l l a c t i v i t i e s l A c t i v i t i e s l

t . Speaking Speaking Pre-Reading Activities Task I

. Greets the students

. Asks the students to look at the picture and answer the questions orallY (see students' worksheet on pnge 129)

. Respond

to the | 2'

teacher's

I

greetmg _I

I

. Look atthe

| 4'

pictwe and

I

answers

the

I

questions

orally I

l w h i l e -

l r a s k 2

I

|

lReading 1

I

[Activities I

I

Reading

I

l'Askssome l'Readtlt.

| 7' I

S p e a k i n g

I

I s t u d e n t s t o r e a d | p a s s a g e a l o u d ,

I

l t h e p a s s a s e l m r a t r a l h b v I

I

l a l o u d ,

l R a r a e r a n h I

I

l p a r a g r a p h b y I

I

lparagraPh

I

lrrrl

Listening I

I ' Asks

the

| ' Listen

to the

I 6' I

I

I students

to

I teacher

while I

I

I hsten

to the

I she

is reading I

I

I teacher

while I the Passage |

|

I

I she

is reading I aloud

I

I the Passage I

I

tttl

laroud

I

Listening

I

l'Asksthe

l'Listetttotht i s'

I

I students

to

I teacher's

I

I listen

to the

I exPlanation I

I

I teacher

I

l e x P l a i n i n g k e Y l

I

| w o r d s f o u n d i n

I

|

| the Passage I

I

I using

questions

I

I I and answers I I

(44)

No.

skill

Procodures Teacher's Aaivities

Students'

Activities

Time

Speaking ' Asks the

students to participate in the discussion ofthe passage

' Participate in the discussion

5 '

5

-Readrng Writing

Speaking

Post-Reading

Activities

Task 3

' Asks the students to answer the comprehension questions in the form ofnultiple choices

. Discusses the answers ofthe multiple choice questions

8'

(45)

Students' Worksheet

:Education

: I x45 minutes

TASK.I. LOOK AT THE PICTURE AND ANSWERTHE QUESTIONS1

2. What do thev do in front of the school?

TASK.2

A. READ THE PASSAGE CAREFULLY!

Life in the twentieth century demands preparation. Today, all individuals in a country must have adequatc-schooling to prelnre them for their responsibilities as citizens. With this in mind, national leaders everywhere are placing more emphasis

onlbe edacution of the young. In the United States, govemment officials, parents, and teachers are working hard to give the children - tomorrow's decision maker - the best preparation available. There is no national school policy in the United States-Each of flfty states makes its own rules and regulation for its school, but there me many similarities imong the fifo school systems. Public schtxtls in all states are supported by the taxes paid by the citizens ofthe individual states. In most states, the children are required to atlend *hool until they reach the age ofsixteen.

In Indonesia, children enter elementary school when they are six years old. After six years in elementary school, they go nto iuniot high schwl and rernain for

(46)

three years. The last three years of their school education are spent n senior high school, from which they gaduated at the age of eighteen.

A great number of senior high school graduates continue their education in one of many cotleges or univercities in the country- After four years, they received a bochelo/s degee. Some continue for a master's dqtee arlrd perhaps a doctor's degree.

(Adapred _{fom English 1A by Dardiis, Desmal. et all)}

(47)

l 3 t

Assessment

: lX45 minutes

TASK.3. CROSS A B, C, D, OR E AS THE BEST ANSWER FOR EACH QUESTION!

t. The best title for the passage is . . . . A. School Policy and Education lrvels

B. The Future Education in ttre United States C. School and Education

D. Life in the Twentieth CenturY E. School Poliry and Its Regulation

2. Themain idea of the first paragraph is that . . . ' - '

A life in the fwentieth century demands preparation

B,nationalleadersareplacingmoreemphasisontheeducationof the Yo'tng

C. the children are required to attend school until the age of sixteen

D.fiffystateshavetheirownrulesandregulationforthea.schools E.governmentpreparesallindividualstoberesponsiblecitizens

3. The main idea of the second paragraph is that . ' ' ' '

A tndonesia has its own rules in arranging education levels

B. the children enter elementary school when they are six years old

C.inour@untry,thechildrenarerequledtoatterrdschooluntil the age ofeighteen

D. Indonesia does not allow children to more than eighteen Years old

go to senior high school

E. the children will go to the junior high their elementary school

school after they finish

A the senior high school graduateshope to receive bachelor's

degrees

ftom the govemment

S. a i€ry smart senior high school shrdent

recoives a mast€r's

degree

(48)

l 3 a

D. some of senior hi8h school students finish their study in four years

E. most of senior high school graduates continue their study at the colleges or universities

5" The national leaden enrphasize on the educatron ofthe yorrng because . - . A it is a dernand from govemment officials, parents, and most of

the teachers

B. they believe that education can prqpare children to be responsible citizens

C. th€y think that educating the young is more difficult than adults D. it has been stated in every school policy

E. A and D are correct

6. The writer feels that in Indonesia . - . . .

A. education Systems are too complicated so that they need to be improved

B. childrer start their fomral education by attending elementary school

C.

the time spent for education is too long compared to the United States

all ofthe senior high school students continue their study at the university

children have to pass the complicated rules to enter school

7. The writer seems to feel that education systetns may differ in each country, but all ofthem

A have the same pupose, that is, to educate individuals to be responsible citizens

have to bring much money to government

have one thing in common, that is, children are prohibited to come late to school

are supported by taxes paid by the citizens

ask children to afiend school until the age ofsixteen

8. Two similarities of school systems among fifty states found in the passage 4 r e . . . .

A. schools must educate children to be responsible citizens; the education is emphasized on the education oftheyoung

B. parents' education supports the children school education; the school education pr€pares children to be decision maken

C. public schools are supported by taxes; children have to attend school until the age ofsixteen

D .

E.

(49)

D.childrenmustatt'endschoolassoonaspossible;publicschools must educate children to be responsible

E. education is emphasized on the education of the young; the school education prepates children to be decision makers

g. A great number ofsenior higb school graduates continue their education . . (Par.3)

The words *graduates' means

A G ones who have passed one grade in senior high school B. children nfto just entertheir elementary school

C. teenagers who are eighteen years old

D. students who have fiiished itteit ttttAy at one level of education E. students who study at senior high school

l0,Today, all individuals in a country must have adequateschooling to prepare them for their responsibilities as citizens'

(50)

1 3 4

Teacher's

Note

Theme

Sub. Theme

Class

Semester

Time

: SeniorHigh School, First Year : l

: I x45 minutes

t Learning Outcomes

l. The students are able to comprehend the information about education 2- The shrdents are able to answer the comprehension questions in the form

of multiple choices.

IL Pre Instructional Activities

1. The teacher greets the sf.rdents.

Teacher: "Good morning students." , Students: "Good moming mam."

Teacher: "How are you toda/" Sfudents: "Fine"

2. The teacher asks the studsnts o look at the picture and answer the tnggering questions as followed:

1. What level of school are the,Y?

2. What do they do in front ofthe school?

IIL Whilst Instructional Activides

1.The teacher asks the students to read aloud the passage paragraph by paragraph.

2. The teacher reads aloud the passage on€.

(51)

adequate (par. l, line 2)

example: This pencil costs Rp 5,00.-, but I only have Rp 4,00.-So, my money isnot adeqaate to buy the pencil.

schooling (par. I, line 2):

the education you get at school.

(put onthe vocabulary

charl see

page

137)

pr€pare (par. I,line2)

example: ln the moming, I usually help my mother to prqare breakfast.

education (n) (pr. t ,line ! educational (adjective) educate (v) example:

1. Because education is important, your parents send you to this school. 2. Right now, the govemment tries to improve the educotional systems' 3. School educates you to become discipline students.

regulation (pr. l,line 7)

example: School regulotion states that students have to pay the tuition tn cash.

school policy (par. 1, line 6)

example: Ana's parents can not pay the school tuition in cash- T\e school poticy g1vesthem a chance to pay it in credit.

public school (par.l, line 8)

ixample: SMUN 2 is a public sehool,but our school is the private school'

attend school (par.l, line l0): go to school (put on the vocabulary chart, see Page 137)

elementary school (par.2, line I l)

example: SDK St. Theresia is the elementary

school-juniorhigh school (par.2, line l2)

ix"-ple: Before you become a student hsre, you have finished yourjunior high school.

senior high school (par. 2, line 13)

example: Right now you are studying at the senior high school' ln our country:

(52)

enduate(d) (par.2, Iine l 4)

example: All of you have gruduated fromjunior high school.

What is the differerc€ betwew collqe and university'! Ifyou go to college, you will only receive D3 degree.

But

Ifyou go to univenity, you will get S I degree.

Bachelor'sdegree(par.3) : Sl

Master's degree (par.3) : 52

Doctor's degree (par.3) : 53

@ut on the vocabularY chart soepage 137)

(put onthe vocabularY chart seepage 1371

(put on the vocabulary char! see page 137)

4. The teacher asks the students to participate in the discussion ofthe passage

III. Post Instructional Activities

1. students answer the comprehension questions in the form of multiple choices.

(53)

VOCABULARY CHART

(EDUCATTOT9

PARAGRAPH 1

SCHOOLING

ATTBND SCHOOL

PARAGRAPH 3

BACHELOR'S DEGREE

MASTER'S DEGREE

(54)

Answer's Sheet

Therne

Sub. Theme

Class

Semester

Time

: School and E<lucation

: l x 4 5 m i n u t e s

TAS|CI

1. They are still in the elementary school

2.Tttey greet their teacher in front ofthe school.

TASK.3

(55)

APPENDIXP

LESSON PLAN FORTHE SECOND TREATMENT

LESSON PLAN

G>GERIMENTAL GROUP)

Subject

skill

Theme

Sub. Theme

Class

Semester

Time Allocated

: Reading Comprehension : Clean Environment

: Clean Water

: lX45minutes

A. Competence 1. Basic Competence

Comprehending the information about clean *.'itoomeot 2. Achievement lndicators

Listening

o Listen to the teacher expleining the important words found in the passage

o Listen to the teacher reading the passage aloud Speaking

o Replay the teacher's geeting o Answer the questions orallY

o Read the passage aloud paragnph by paragraph o Participate in the discussion ofthe passage

(56)

1qa

Reading

Read the passage aloud paragraph by paragraph Read the problem of multiple choice questions

Writing

Students ar€ able to:

1. Reading passage entitled "Clean Water, Dirty Water" adapted from Window on the Wodd l,page 19-20.

2. Media: handod

vocabulary chart picture

C. Teaching and l-earning Activities l. Approach :

Communicative Approach Competency Based APProach 2. Method

Grammar Translation method Direct Method

3. Technique:

Questions and Answers Multiple Choice Questions Lectwing

4. Class Activities: o

1. Students are asked to look at the picture and answer the questions orally. 2. Students are asked to listen to the teacher's explanation about the key words

(57)

3. Some students are asked to read the passage aloud, paragraph by paragraph. 4. Students are asked to listen to the teacher who is reading the passage aloud. 5. Students are asked to participate in the disclssion oftbe passage.

6. Students do the assessment.

D. Assessment

Students are asked to answer the comprehension questions in the form of multiple choices.

E. Reference

(58)

No.

skiu

Procodures Teacher's Activities

Sudents'

Activities

Time

Listening

Speaking

. Asks the students to listq to the teacher while she is readingthe passage aloud

. Discusses the passage

r Listen to the teacher while she is reading the passage aloud

6 '

5 '

J

-Reading Writing

Speaking

Post-Reading Activities

Task 2

. Asks the students to answer the comprehension quesiominthe form ofthe multiple choices

. Discusses the answers of the multiple choice questions

8',

(59)

Students'

Worksheet

: Clean Environment

: I X45minutes

TASK.I. LOOK AT THE PICruRE AND ANSWER THE QUESTIONS

ORALLY!

l. What are they doing in the river? 2. Do you agree with them?

3. What is the effect of what thw have done?

TASK.2

A. LISTEN TO TF{E TEACHER EXPLAINING THE IMPORTANT WORDS FOLND IN THE PASSAGE!

B. READ THE FOLLOWING TEXT CAREFULLYI

Pollution is not a new word or a new idea. Water pollution is especially a very old problem. The problem of finding and bringing pure water to people

(60)

reatfi sapplt, so water is, and always was' an lmportant topic in citiel ]h3 R;;t'h; it, and the mayor-of Albaquerque (New Mexico' USA)' probably knows it, too.

ii t to-g" Water

pollarioa and clean water supply

go ho:d M,!::d'^!\

-"i"*

tm"] water usuatly came from three sources:

*"f'. yfy::

?ll

.iu".r. Of tfr"re tlree, *ells anJ springs

bectme polluted early in history' The^

fust record we have of a covered siring (coneteO

t9 protect the purity ,of

;;;";ffi;;;-;;;;

io tr'" '*tr''o"tu'v B'c' Atheas

was

ryXPtTd

;Iild.; was

becoming

u p.ott"rn.

Later,

as ea;lt TP:1S"::iY-u:,:;

ih;T;;

;;"

pod;tei, and the Romans

faced the need for more pure

(Adapted _{fron llindow on tle World}lby Tim Instruhur Nasional)

water._"*-p-Lpte

uact then did not rmderstand the couses of disease. They knew that Aitty *it"t--"0" them sich but sometim^ es their reasons were wrong' They il;1J, for example, that'the smell of the drrty water' or the smell of the night air, or the smell of sickness made them sick'

ln any case, the Romans understood the importance of clean water to their n*Ui-id*f"ty. rn":oU oitn" wut"t Commissioner in Rome was to build aqrureducts to birng puie water to the city and dig sereers to take dirty water ;;;. h ,o*"

"io, tn" uq".aoat *o tn" sewers lasted for aknost l'000

V.#. foOuy, after more than 2,000 years, parts of them are still in use' Go to the church of San Clemente o"-

-th"

Colosseum and take a look' ln the basement of the church you * see the ancient seweq the Cloaca Maxima' is still in use.

And what about today? Pollution is still a problem' But the causes of poUotioo -" Aifo*L Butchen and fuh sellers are not big polluters today' Many cities and towns t"ll-;"t" txgr .n?rnfyt substances into rivers and lakes. But for industriaUzed *"iri"t, industrial and chemical pollution is *"i. *d"*. Many industries use a lot of water. This causes the same fwo problems: clean wat€r d;lt ;J woste watet' And' agaia they go hald in hand. The more you u*,=-tti"'*t" waste you have' The more waste you have' tn"

-g*4". the

-problem

of pollution' And tog?y the problem is because industrial and chemical **iJut" n*der to getrid of' They do not just pollute water for a short t te; tn"V may poison it for generatio*:.ft9 problem" unfortunately,won't8'rclzywithoutourhelp'thepolluters'Cleaninguptsa

;ttt;

(61)

Assessment

: Clean Environment

: 1X45 minutes

TASK.3. CROSS ,\ B, C, D, OR E AS THE BEST ANSWER FOR EACH QUESTION!

1. Thebesttitleforthetext is. . . .

A. Three Water Sources; Wells, Springs, and Rivers B.Drty Waterin Rome

C. Pollution- OurProblem Today D. Living in a Small Area

E. Clean Water, Drty Water

2. The main idea ofthe first paragraph is that . . . . ,

A. the mayor of Albaquerque knows that water is important B. water pollution is a very old problem

C. water is an important topic in cities D. many people live in a small area

E. a city can grow well ifthere is enough water supply

3. The main idea of the second paragraph is that . . . .

A water came from three sources: wells, springs, and rivers B. the Romans faced the need for more pure water

C. water pollution and clean water supply go hand in hand D. in the fourth century B.C., the Tibsrbecame polluted E. wells and springs became polluted early in history

4. The main idea of the third paragraph is that. . . . . .

A people did not understand the causes ofthe disease B. people knew that dirty water made them sick C. peoplehave wrong reasons fortheir sicloess D. the smell of the night air made people sick E. the smell of the dirry water made people sick

5. The main idea of the fourth paragraph is that . . . .

A the Water Commissioner built aqueducts to bring pure water to the city

B. the aqueducts and the sewers lasted foralmost 1,000 yean C. the Cloaca Maxima is the ancient sewer that people can see in

(62)

D. the Rornans _{undentood the importance of clean water to their} health and safsty

E. people should go to the San Clemente to see the ancient sewer

6. The main idea of the last paragraph is that . . . . A. cleaning up is an expensivejob

B. indusfrial and chemical wastes pollute the water for generations C. many indusfies use a lot of water

D. the causes of water pollution are different

E. butchers and fish sellers are not big polluters today

7. Water is an important topic in cities because . . . . .

A. water pollution and water supply go hand in hand

B. cities cannot grow well without having enough water supplies C. water brings many problems to living rhings

D. cities do not have any other important topic to be discussed E. none ofthe above

8. The passage states that the causes ofwater pollufion are. . . . A. men who are throwing away their harmftrl substances into

rivers, the industries which use a lot of water

B. industrial and chemical wastes which are harder to get rid ol the polluters who clean up the harmfirl substances from rivers and lakes

C. industries which use a lot of water, industrial and chernical wastes which are harder to get rid of

D. A and C are correct E. none ofthe above

9. According to the passage, if people want to overcome water pollution, the-y s h o u l d . . . .

A. clean up the rivers and lakes from wastes and harmful substances

B. work together to prohibit industries for using a lot of water C. build more wells to protect the purity of water

D. ask the polluten' help E. B and C are @rrect

10. We know from the passage that cities shottld have . . . . .

A. aqueducts and sewers so that people will not lack of clean water B. butchers and fish sellers so that water is not polluted very badly C. wells, springs, andriverstoprotectthepurity of water

(63)

11. Water pollution and wat€r supply go hand in hand (par.2) "Water supply" means. . . .

A. smelling water B. uncontaminated water C. water source

D. pure water

E. B and D are correct

12. Thev do not just pollute the water for a short time, . . . . (par.5) The undedined word refers to . . . .

A. generations

B. industrial and chemical wasles C. polluters

D. problems

(64)

r 4 9

Teacher's Note:

Theme Sub. Theme Class Semester Time

: Clean Environment : Clean Water

: lX45 minutes

and answer the t L€arning Outcomes

l- The students are able to comprehend the information about clean environment

2. The students are able to answer the comprehension questions in the fonn of multiple choices.

II. Pre-Instructional Activities

1. Theteachergreets the students

Teacher : "Good morning students." Students : "Good morning mam" Teacher :"Howareyoutoday?" Students : "Fine"

2. The teacher asks the students to look at the picture triggering questions as followed:

l. What are they doing in the river? 2. Do you agree with them?

3. What is the effect of what thev have done?

IIL Whilst tnstructional Activities

(65)

pollution (n) @ar.f pollute (v) polluted (adj) example: l. We have three lronds of pollation; they are water, air, and

voice pollution.

2. If we throw away garbage into the rivers, we wlll pollate the water.

3. It is dangerous to consume the polluted watet.

pollutant ttrings that cause the pollution (put on the vocabulary chart see page 15&)

gef(ting) dd of (par.l ,line 3)'.

overcome (put on the vocabulary chart, see page 151)

water supply (par.I, line 6):

water stored for a city (put on the vocabulary chart, see page l5l)

water pollution (par. 2, line 9):

dirty or contaminated water (put on the vocabulary chart, see page 15&)

go hand in hand (par.2, line 9)'. appear at the same time

well (par.2, line I0):

(put on the vocabulary chart, see pagel5+)

health (n) (par.4,line 22) healthy (adj)

example: l. You will have your final test next week so keep your health\

2. A healthy body is very important for us to be successfirl' a hole in the grourd to obtain water (put on the vocabulary chart, see

page 153)

sping (par.2, line I0):

*t" ptuc. where water comes out from the ground (put on the vocabulary chart, see Page 15 3)

face(d) (par.2, line I5)

example: Today, our country faces a serious economic problem'

the causes (par. 4, line 17)

example: Smoking is one of the main causes of heart diseases'

disease (par.4, line 17)

(66)

aqueduct (par.4, line23) : water pipe (put on the vocabulary chart seepage 153)

purewat€r ( par. 4, tine 23) : cleanwater (putonthevocabularychart' see page 153)

drg (par-4, line 23)

example: Dig this hole as deep as you can!

lewer (par.4, line 2j):

an undergrotmd pipe to take away dirty water

dr:np (par.5, line 3l)

harmful (par.S, line 3I)

: throw away

: dangerous

(put on the vocabulary chart see page 153)

(put on the vocabularY chart, see page 153)

(put on the vocabulary chart, see page 154)

(put on the vocabularY chart, seepage 154) waste (par.5, line j

4)'-material that is no longer needed and is to be thrown away

go away (par.S, line 39/: be overcome

2. The teacher asks the students to read aloud the passage paragraph by paragraph.

3. The teacher reads aloud the passage

once-4. The teacher asks the students to participate in the discussion ofthe passage.

IV. Post-Instructional Activities

l. students answer the comprehension questions in the form of multiple choices.

(67)

ts2

VOCABTJLARY CHART

(CLEAN ENVTRO|IMENT)

PARAGRAPH 1

POLLUTANT

GET(TrNG) RID OF

WATER SUPPLY

PARAGRAPH 2

WATER POLLUTION

(68)

WELL

SPRING

PARAGRAPH 4

AQUEDUCT

- - i

..FS

OUT FRO_M

THE GROUNP

'.ER

t ,l '\t,

PURE WATER

SEWER

PARAGRAPH 5

DUMP

(69)

WASTE

(70)

Answer's

sheet

Theme Sub- Theme Class Semester Time

: Clean Environment : CleanWater : Senior High School : l

: 1X45 minutes

TASKI

l. They are washing their clothes in the river. 2. No. I don't agree with them or Yes. I agree. 3. The,y pollute the river.

TASK.3

1 . 8

2 . 8

3 . C

4 . 4

5 . D

6 . D

(71)

LESSON PLAN

(CONTROL

GROUP)

Subject

skill

Theme

Sub. Theme Class Semester Time Allocated

A. Competence l. Basic Competence

Comprehending the information abortr clean environment 2. Achievernent Indicators

Listening

olisten to the teacher explaining the imporant words found in the passage

olisten to the teacher reading the passage aloud ' Speaking

o RePlaY the teacher's geeting o Answer the questions orallY

Rad the passage aloud paragnph by paragraph Participate in the discussion ofthe passage

Participate in the discussion ofthe multiple choice questions : English

: Reading Comprehension : Clean Environment : Clean Water

: Senior High School, First Year : 1

: lX45 minutes

(72)

t s 7

Reading

o Read the passage aloudparagmphby paragnph o Read the problern of multiple choice questions Writing

o Answsr the multiple choice questions

1. Reading passage _{entitled "Clean Water, Dirty Water,'adapted}_{from Window on} the World l, page 19-20.

2.Med,ia handout picture

vocabulary chart

C. Teaching and lta6;ag 4ctivities 1. Approach '.

Communicative Approach Competency Based Approach 2. Method

Grammar Translation method Direct Method

3. Technique:

Questions and Answers Multiple Choices Questions tecturing

l. Students are asked to look at the pichre and answer the questions orally 2. Some students are asked to read the passage aloud, paragraph by

paragraph.

(73)

r 5 8

4. Students _{are asked to listeir to the teacher explanation about the inportant} words found in the passage.

5. Stud€xts are asked to participate in the discussion of the passage. 6. Students do the assessment

D. Assessment

Srudents are asked to answer the comprehension questions in the form of multiple choices.

f,. Reference

(74)

1 5 9

The Steps

No.

skill

Procedures Teacher's Activities Students' Activities Time 1 . Speaking Speaking Pre-Reading Activities Task I Creets the students

. Asks the students to look at the picture and answer the questions orally (see students' worksheet on page 16l )

' Respond to the teacher's greeting

. [,ook at the picture and answers the questions orally

2',

4',

2 .

Reading Speaking Listening Listening While-Reading Activities Task 2

. Asks some students to read the passage aloud, paragraph by paragraph

. Asks the students to listen to the teacher while she is reading the passage aloud

. Asks the students to listen to the teacher explaining key words found in the passage using questions and answers

. Read the passage aloud, paragraph by paragraph

. Listen to the teacher while she is reading the passage aloud

. Listen to the teacher's explanation

6',

(75)

No.

skill

Procedures Teacher's Activities

Students'

Activities

Time

Speaking

r Asks the

students

to

participate

in the

discussion

of the

pass2ge

5 '

J .

Reading Writing

Speaking

Post-Reading

Activities

Task 3

. Asks the

studenls

to

answer

the

comprehension

questions

in the

form ofmultiple

choices

. Discusses

the

answers

of the

multiple choice

questions

r Read the problems . Answer the

8 '

(76)

Students'

Worksheet

: Clean Environment

: Seruor High School, First Year : l

: l X 4 5 m i n u t e s

TASK.I. LOOK AT THE PICTURE AND ANSWERTHE QUESTIONS!

1. What are they doing in the river? 2. Do you agree with them?

3. What is the effect of what they have done?

TASK.2

A. READ THE FOLLOWING TEXT CAREFULLY!

(77)

16a.

It's strange. Water pollution and woter supply go hand and hand. ln ancient time, water usually cams from three sources: wells, springs, and rivers. Ofthese three, wells and springs became polluted early in history. The

fust record we have of a covered spring (covered to protect the purity of water) was from Athens in the sixth @ntury B.C., the Tiber became polluted, and the Romansfaced the need for more pure water.

People back then did not understand the causes of di,yase. They knew that dirty water made them sick, but sometimes their reasons were wrong. They believed, for example, that the smel