IM PROVING STUDENTS’ READING COMPREHENSION USING SEMANTIC MAPPING (A Classroom Action Research at the Second Grade Students Of MTS Asy -Syafi’iyah Karangasem Margasari Tegal 2014/2015) - repository perpustakaan

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Students’ List Name

NO Students’Name

1 Ade FitriNurhidyah 2 Anam Al Farisi 3 AufaAdiliaAlfajari 4 Carnengsih

5 DitaUlfiani

6 Enrico RestuAnanda 7 ErniWidiani

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THE LIST OF SEMANTIC MAPPING GROUP

Cycle 1 the second meeting

NO Students’ Name

1 Ade Fitri Nurhidyah Anam Al Farisi Aufa Adilia Alfajari Carnengsih

Dita Ulfiani

2 Enrico RestuAnanda

ErniWidiani Eva Eviana IqbalMaulana Iqfiyani

3 KhoirulUmam

M. Abdul Aziz M. DediFathulloh MelanAyuPradita MelianaYustika 4 RenitaIstiqomah

Reza ZulfanAzmi RinaldiBahtiar Rizal Arifin RizkiLidiastuti

5 SiskaMeliana

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THE LIST OF SEMANTIC MAPPING GROUP

Cycle 2 the second meeting

NO Students’ Name

1 Zulfiyani Latifah Rizal Arifin M. DediFathulloh ErniWidiani Ade FitriNurhidyah

2 Vina Ulfiana

RinaldiBahtiar M. Abdul Aziz Iqfiyani

RenitaIstiqomah 3 Tia Khoirun Nisa

Reza ZulfanAzmi KhoirulUmam Eva Eviana AufaAdiliaAlfajari 4 Susi Apriliani

SiskaMeliana MelanAyuPradita IqbalMaulana Anam Al Farisi

5 DitaUlfiani

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Observation Sheet of Individual Activity Day, Date : Wednesday, November 26th 2014

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Observation Sheet of Individual Activity Day, Date : Thursday, November 27th 2014

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Observation Sheet of Individual Activity Day, Date : Monday, December 1st 2014

Cycle : 2 (Two)

Meeting : 2 (Two)

Theme : Narrative Text

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Observation Sheet of Students’ Group Activity Day, Date : Wednesday, November 26th 2014

Cycle : 1 (One)

Sub-Theme : The Legend of Toba lake Time : 2 x 40 minutes

Activity Groups Mean

1 2 3 4 5

Contributive Participation

Asking question

  40 %

Answering question

 20%

Giving opinion

 20 %

Initiative Participation

Initiating in doing task

     100 %

Observer

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Observation Sheet of Students’ Group Activity Day, Date : Monday, December 1st 2014

Cycle : 2 (Two)

Sub-Theme : Prambanan Temple Time : 2 x 40 minutes

Activity Groups Mean

1 2 3 4 5

Contributive Participation

Asking question

   60 %

Answering question

  40%

Giving opinion

   60 %

Initiative Participation

Initiating in doing task

     100 %

Observer

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Observation Sheet on Students’ Activity Pre-Conducting the Research Day, Date : Monday, November 3rd 2014 3 Aufa Adilia Alfajari 4 Carnengsih

17 Renita Istiqomah

18 Reza Zulfan Azmi 

24 Susi Apriliani

25 Tia Khoirun Nisa  

26 Vina Ulfiana 

27 Zulfiyani Latifah 

Total 1 6 2 15

Percentage (%) 3, 70 22,22 7,41 55,56

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The Teacher Observation Sheet

1 Preparing the materials systematically 

2 Preparing the media 

3 Giving apperception 

4 Giving the aims of the learning 

Whilst teaching

5 Conditioning the students into groups

6 Giving motivation and encouragement 

7 Giving the description about the materials that will be learned



8 Observing the students 

9 Guiding the students in the discussing the material  10 Giving opportunity to the students to ask questions

and give opinion



Post-teaching

11 Reviewing the materials and giving evaluation 

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The Teacher Observation Sheet Day, Date : Wednesday, November 26th 2014

Cycle : 1 (One)

4 Giving the aims of the learning Whilst teaching

5 Conditioning the students into groups 6 Giving motivation and encouragement



9 Guiding the students in the discussing the material 

10 Giving opportunity to the students to ask questions and give opinion



Post-teaching

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The Teacher Observation Sheet Day, Date : Thursday, November 27th 2014

Cycle : 2 (Two)



Post-teaching

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The Teacher Observation Sheet Day, Date : Monday, December 1st 2014

Cycle : 2 (Two)

Sub-Theme : Prambanan Temple Time : 2 x 40 minutes

NO TEACHERS’ ACTIVITY SCORE

1 2 3 4

Pre-teaching



Post-teaching

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REKAPITULASI ANGKET (After the Research)

NO Pertanyaan Jawaban

D. Proses Pembelajaran Bahasa Inggris Y (%) T (%)

1. Apakah model pembelajaran yang dilakukan oleh guru sudah tidak membosankan dan menarik sehingga mendorong anda untuk lebih aktif di kelas?

100 -

2. Apakah pengelolaan kelas oleh guru dengan semantic mapping dirasa sudah cukup efektif dalam membantu menciptakan suasana belajar bahasa inggris yang nyaman khususnya reading untuk anda?

100 -

3. Apakah guru sudah menggunakan media pembantu (contoh:gambar) dalam pengajaran bahasa inggris khususnya reading oleh guru?

74,07 25,93

E. Keaktifan Siswa

4. Apakah anda merasa senang dan lebih bersemangat untuk mengikuti pengajaran reading dengan menggunakan semantic mapping?

92,59 7,41

5. Apakah anda merasa lebih aktif dan lebih mudah dalam memahami materi yang diberikan dengan menggunakan semantic mapping?

70,37 29,63

6. Apakah anda lebih merasa percaya diri dalam bertanya, menjawab pertanyaa, dan mengajukan pendapat?

66,67 33,33

7. Apakah anda lebih merasa termotivasi untuk membaca dan memahami isi bacaan?

74,07 25,93

8. Apakah anda sudah dapat bekerja secara mandiri maupun secara kelompok selama proses belajar bahasa inggris?

96,30 3,70

F. Prestasi Belajar Bahasa Inggris Siswa

9. Apakah pengajaran reading dengan semantic mapping dapat meningkatkan prestasi belajar anda?

92,59 7,41

10. Apakah pengajaran reading dengan semantic mapping sudah cukup efektif dalam membantu kesulitan belajar bahasa inggris anda selama ini?

55,56 44,44

TOTAL 822.22 177.78

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REKAPITULASI ANGKET (Before the Research)

NO Pertanyaan Jawaban

A. Proses Pembelajaran Bahasa Inggris Y (%) T (%)

1. Model pembelajaran membosankan, kurang menarik dan tidak mendorong anda untuk berpartisipasi secara aktif di kelas.

82,28 17,72

2. Pengelolaan kelas oleh guru dirasa belum cukup efektif dalam membantu menciptakan suasana belajar bahasa inggris yang nyaman untuk anda.

78,06 21,94

3. Kurang adanya media pembantu pengajaran bahasa inggris khususnya reading oleh guru.

60,53 39,47

B. Keaktifan Siswa

4. Anda kurang bersemangat untuk mengikuti pelajaran bahasa inggris yang guru berikan.

60,53 39,47

5. Anda kurang aktif dalam proses pembelajaran bahasa inggris karena tidak menguasai materi.

64,35 35,65

6. Anda kurang berani dalam bertanya, menjawab pertanyaan dan mengungkapkan pendapat.

84,55 15,45

7. Anda kurang termotivasi untuk membaca dan memahami isi bacaan.

87,97 12,03

8. Anda kurang dapat bekerja secara mandiri dan kerja kelompok selama proses belajar bahasa inggris.

75,03 24,97

C. Prestasi Belajar Bahasa Inggris Siswa 9. Model pembelajaran yang monoton tidak dapat

meningkatkan prestasi belajar anda.

67,50 32,50

10. Anda sering mengalami kesulitan belajar bahasa inggris sehingga prestasi belajar anda rendah.

89,13 10,87

TOTAL 749,93 250,07

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LESSON PLAN 1

School : MTS Asy-Syafi’iyah Karangasem

Subject : English

A. Core Competence

1. Appreciate and comprehend the value of religion believed

2. Appreciate and comprehend honest, discipline, responsible, caring (tolerance, cooperate) well behave and confident behavior to interact with natural and social environment effectively to the extent of the society and existent.

3. Understanding, applying, analyzing and evaluating the factual knowledge, conceptual and procedural based on sense of curiosity about science, technology, art, culture and humanities with insight into humanity, nationality, state of union and the associated developing era the cause of the phenomena and the events, as well as implementing procedural knowledge in a specific field of study in accordance with their attitude and interest in solving problems.

4. Process, reasonable, review and created in the true of concrete and abstract domains associated with development of which he / she had learned in school independently and act effectively and creatively and be able to use appropriate methods to academic rules.

B. Basic Competence

1. Being grateful for opportunity to learn English as a language of international communication embodied in the spirit of learning

2. Show the honest behavior, discipline , confidence and responsibility in implementing transactional communication with teachers and friends

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4. Catch the meaning of the text analysis exposition on the subject that is being talked about general.

C. Learning Objectives

At the end of the session the students are able to:

1. Understand the generic structure and language feature of Narrative text 2. Identify action verb of Narrative text

3. Read Narrative text correctly D. Indicator

1. Responding the teacher’s greeting in the beginning of the lesson 2. Praying together in the beginning and the end of the lesson 3. Cooperating in doing the lesson with the others and the teacher 4. Showing the discipline attitude in joining the lesson

5. Identifying the social function, text structure and language features of narrative text 6. Mentioning the social function, text structure and language features of narrative text 7. Making the the narrative text in simple way

8. Present their discussion result of narrative text by reading aloud clearly

E. Learning Material

The monkey and the crocodile

One day there was a monkey. He wanted to cross a river. There he saw a crocodile so he asked the crocodile to take him across the other side of the river. The crocodile agree and told the monkey to jump on its back. Then the crocodile swam down the river with the monkey on his top.

Unluckily, the crocodile was very hungry, he stopped in the middle of the river and said to the monkey, “My father is very sick. He has to eat the heart of the monkey. So he will be healthy again.”

At the time, the monkey was in dangerous situation and he had to think hard. Then he had a good idea. He told the crocodile to swim back to the river bank. “What’s for?” asked the crocodile. “Because I don’t bring my heart,” said the monkey. “I left it under a tree, near some coconuts in the river bank.”

The crocodile agreed and turned around. He swam back to the bank of the river. As soon as they reached the river bank, the monkey jumped off the crocodile’s back. Then he

climbed up to the top of a tree. “Where is your heart?” asked the crocodile. “You are foolish,” said the monkey to the crocodile. “Now I am free and I have my heart.

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Purpose: To entertain the readers and to tell a story

Generic structure:

1. Orientation : sets the scene and introduces the participants

2. Complication : a crisis arises

3. Resolution : the crisis is resolved, for better or worse

4. Reorientation : optional

Beside a river In the jungle

Setting Main characters

Orientation

Monkey _Crocodile

Complication

Crocodile wants to catch and eat monkey

Resolution

Monkey told the crocodile to

swim back to the river bank

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F. Step of Teaching

Activity Description Time Allotment

Opening Remark a) Orientation

• Teacher greets the students.

• Teacher asks the leader of the class to lead pray.

• Teacher checks the attendant list.

• Teacher reviews the previous material by giving questions to the students.

b) Apperception

• Teacher shows several texts material

to encourage

students about the material which going to be learned.

• Students guess the material which is going to be learned by conducting brief question & answer session.

c) Motivation Teacher tells the students about the

10 minutes

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learning objectives for learning the material, which are : • The students are

expected to be able to know structure, social function and language features of narrative text.

• The students are expected to be able to catch the information from the narrative text.

Main Activity a) Observing

• Teacher distributes a narrative text as a topic material then gives some questions about narrative text before teacher asks students to read.

• Students read the text given silently and answer the question given by teacher.

• Teacher gives an example of semantic mapping by making

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a blank map then teacher put the tittle of text as the topic in the middle of blank map.

• Teacher gives other topic of a text by using semantic mapping to the students.

b) Questioning

• Students are asked about the social function, generic structure and language features of

the text from the topic based on semantic mapping constructed.

• Students are asked some questions about the main topic and the answer circling the main topic which is put in the middle of blank map.

• Students are

encouraged to ask about the material

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conducting a brief question and answer session.

c) Associating

• Students work in group.

• Students make a

semantic mapping based on their knowledge and the topic given.

• Students are given another text of topic and asked to find the generic structure. • Students and teacher

check the correct answer together.

d) Experimenting

• Students do the

exercise about the text / topic of semantic mapping given.

• Teacher gives

students 10 minutes to complete the task.

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e) Networking

• Students work in group consists of 5 students.

• The representative of each group presents their discussion in front of the class. • Teacher observes the

students’ performance.

Closing • Teacher gives

feedback on the students’

performance.

• Teacher asks the students difficulties in learning the material.

• Teacher reviews and asks the students to conclude the material together.

• Teacher tells about upcoming material. • Teacher closes the

teaching learning process.

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C. Teaching Technique 1. Approach : Scientific

2. Strategy : Cooperative Learning 3. Techniques : Semantic Mapping D. Media and Sources

1. Teaching Aids :

• Laptop, LCD Projector, White Board, Board marker, and Modeling of text 2. Source :

• English in Focus for Grade VII Junior High School (SMP/MTS) 3. Media :

• Text and picture E. Exercise

1. Text For Associating

Read and find the generic structure from the text below with your group correctly! The Rats and the Elephants

Once upon a time there lived a group of mice under a tree in peace. However, a group of elephants crossing the jungle unknowingly destroyed the homes of all the rats. Many of them were even crushed to death.

Then taking of rats decided to approach the elephant's chief and request him to guide his herd through another route. On hearing the sad story, the elephant's king apologized and agreed to take another route. And so the lives of the rats were saved.

One day elephant-hunters came to the jungle and trapped a group of elephants in huge nets. Then the elephant king suddenly remembered the king of the rats. He summoned on of the elephants of his herd, which had not been trapped, to go seek help from the king and told him about the trapped elephants.

The rat's king immediately took his entire group of rats and they cut open the nets which had trapped the elephant's herd. The elephant herd was totally set free. They danced with joy and thank the rats.

2. Text For Experimenting

Discuss the text above with your group and make it into the semantic mapping by your group opinion correctly!

3. Text For Networking

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Answer Key Lesson Plan 1 1. Text for Associating

Generic structure:

• Orientation : Paragraph 1 • Complication : Paragraph 2 and 3 • Resolution : Paragraph 4

2. Text for Experimenting

3.Text for Networking

Scoring the students’ presentation of their semantic mapping constructed.

TheRats and the Elephants

Orientation

Problem

Solution

The rats cut open the nets which had trapped the elephant's herd

Setting

In the jungle _{In huge net} Main characters

The elephants The rats

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LESSON PLAN 2

Subject : English

2. Show the honest behavior, discipline , confidence and responsibility in implementing transactional communication with teachers and friends

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C. Learning Objectives

3. ReadNarrative text correctly D. Indicator

9. Responding the teacher’s greeting in the beginning of the lesson 10.Praying together in the beginning and the end of the lesson 11.Cooperating in doing the lesson with the others and the teacher 12.Showing the discipline attitude in joining the lesson

13.Identifying the social function, text structure and language features of descriptive text 14.Mentioning the social function, text structure and language features of descriptive text 15.Making the the descriptive text in simple way

16.Present their discussion result of descriptive text by reading aloud clearly

E. Learning Material

The legend of Toba Lake

Once upon a time, there was a man who was living in north Sumatra. He lived in a simple hut in a farming field. He did some gardening and fishing for his daily life.

One day, while the man was do fishing, he caught a big golden fish in his trap. It was the biggest catch which he ever had in his life. Surprisingly, this fish turned into a beautiful princess. He felt in love with her and proposed her to be his wife. She said; "Yes, but you have to promise not to tell anyone about the secret that I was once a fish, otherwise there will be a huge disaster". The man made the deal and they got married, lived happily and had a daughter.

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Then she told her daughter to run up the hills because a huge disaster was about to come. When her daughter left, she prayed. Soon there was a big earthquake followed by non-stop pouring rain. The whole area got flooded and became Toba Lake. She turned into a fish again and the man became the island of Samosir.

Narrative text

Purpose: To entertain the readers and to tell a story

Generic structure:

1. Orientation : sets the scene and introduces the participants

2. Complication : a crisis arises

3. Resolution : the crisis is resolved, for better or worse

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Orientation

Main characters Setting

Around in a narrow valley

In a field In a hut

Fisherman

The Princess

The Daughter

Complication

The fish had turned into a beautiful

princess

Solution They lived happily and harmoniously

with their only daughter

Major Problem

Major resolution The princess heard that and felt that

he had broken his promise

The place turned into Lake Toba and the hill into

Samosir Island

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F. Step Of Teaching

Opening Remark a. Orientation d) Teacher greets the

students.

e) Teacher asks the leader of the class to lead pray.

f) Teacher checks the attendant list. g) Teacher reviews the

previous material by giving questions to the students. b. Apperception • Teacher shows

several texts material to

encourage students about the material which going to be learned.

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c. Motivation Teacher tells the students about the learning objectives for learning the material, which are : • The students are

expected to be able to know structure, social function and language features of narrative text. • The students are

expected to be able to catch the

information from the narrative text.

10 minutes

Main Activity a. Observing

• Teacher distributes a narrative text as a topic material then gives some

questions about narrative text before teacher asks students to read.

• Students read the text given silently and answer the question given by

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teacher.

• Teacher gives an example of semantic mapping by making a blank map then teacher put the tittle of text as the topic in the middle of blank map.

• Teacher gives other topic of a text by using semantic mapping to the students. b. Questioning • Students are asked

about the social function, generic structure and

language features of the text from the topic based on semantic mapping constructed. • Students are asked

some questions about the main topic and the answer circling the main topic which is put in

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the middle of blank map.

• Students are encouraged to ask about the material conducting a brief question and answer session.

c. Associating • Students work in

group.

• Students make a semantic mapping based on their knowledge and the topic given.

check the correct answer together. d. Experimenting • Students work in

group.

• Students do the exercise about the text / topic of semantic mapping

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given.

• Teacher gives students 10 minutes to complete the task. e. Networking

feedback on the students’ performance. • Teacher asks the

students difficulties in learning the material.

• Teacher reviews and asks the students to conclude the material together. • Teacher tells about

upcoming material. • Teacher closes the

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G. Teaching Technique 1. Approach : Scientific

2. Strategy : Cooperative Learning 3. Techniques : Semantic Mapping

H. Media and Sources 1. Teaching Aids :

• Laptop, LCD Projector, Text 2. Source :

• English in Focus for Grade VIII Junior High School (SMP/MTS) 3. Media :

• Text and Ms. Power point

I. Exercise

Read and find the generic structure from the text below with your group correctly! Cinderella

Cinderella lived with a very mean family. She had to do all the chores. She made the bed. She did the dishes. She cooked the meals. She even took out the garbage.

One day, the family went to a party at the prince’s palace. Cinderella was sad. She said, “I want to go the party, too!”

Suddenly, fairy princess came and said, “I can help you.” She gave Cinderella a party dress and some glass slippers. Then she said, “Come home early. My magic ends at midnight, I’m just learning this job.”

Cinderella went to the party and danced with the prince. She forgot about time. Then she saw a clock. It was almost midnight! Cinderella ran home, but she lost one of her glass slippers on the way.

The prince wanted to marry Cinderella, but all he had was a glass slipper. Some women tried on the slipper, but it did not fit. The prince thought, “Everyone has such big feet!” Then one day, Cinderella tried it on and it fit!

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3. Text for Networking

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Answer Key Lesson Plan 2

1. Text for Associating Generic structure:

• Orientation : Paragraph 1, 2 and 3 • Complication : Paragraph 4 and 5 • Resolution : Paragraph 6 2. Text for Experimenting

3. Text for Networking

Cinderella

Main characters

Orientation

Setting

Complication/Problem

Solution

Major Problem

Fairy princess

The Prince

Cinderella

Home Palace

Suddenly, fairy princess came &

help Cinderella The prince and Cinderella got married

and lived happily ever after

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LESSON PLAN 3

Subject : English

Class/Semester : 8 B / 1 Material

Aspect/Skill Time Allocation

: Recount text : Reading : 2 x 40 minutes

1. Being grateful for opportunity to learn English as a language of international communication embodied in the spirit of learning.

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3. Analyze the social function , text structure and language feature of narrative text based on context usage.

1. Understand the generic structure and language feature of Recount text 2. Identify action verb of Recount text

3. ReadRecount text correctly D. Indicator

8. Present their discussion result of narrative text by reading aloud clearly E. Learning Material

My Trip to Borobudur Temple

Last week, I spent my vacation in Jogjakarta. The city is famous in Indonesia. I went to the temple of Borobudur. My family and I went there in the morning and we went to Borobudur temple by private car family. I had prepared everything before we went to Jogjakarta. While we were driving, we get to see some beautiful scenery mountains, forests, and waterfalls as well as cars pass by. My family and I arrived at the Borobudur Temple at 4:30 pm. There, I saw a lot of tourists. Borobudur temple is crowded on a holiday vacation. I can learn and practice speaking English with a foreign tourist different language to me. Dovi is his name. He is very friendly. This is the first time I spoke

English with foreign tourists. We returned at 22:30 at night. It was a very interesting holiday for me and my family was happy

1. Definition

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2. Social Function

To entertain or inform the reader 3. Generic structure

 Orientation: it tells who was involved, what happened, where the events took place, and when it happened.

 Events: it tells what happened and in what sequence.

 Re-orientation: it consists of optional-closure of events/ending 4. Language Features

 Using simple past tense

 Using conjunctions and connectives time to arrange an even or activity.  Using Adverbs and Adverbial phrase to express place, time, and way.  Using action verbs.

My trip to Borobudur Temple

The writer Setting

Jogjakarta city

Main characters

Events Orientation At Borobudur

Temple

Family, Dovi

We returned at 22:30 at night. It was a very interesting holiday for me and my family was happy

I went to the temple of Borobudur

My family and I arrived at the Borobudur Temple at 4:30 pm

I spoke English with foreign tourists

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• Teacher greets the

students.

• Teacher checks the

attendant list.

b) Apperception

• Teacher shows several texts material to encourage students about the material which going to be learned.

• Students guess the

material which is going to be learned by conducting brief question & answer session.

c) Motivation Teacher tells the students about the learning objectives for learning the material,

10 minutes

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which are :

• The students are

expected to be able to know structure, social function and language features of recount text.

• The students are

expected to be able to catch the information from the recount text.

Main Activity a. Observing

• Teacher distributes a narrative text as a topic material then gives some questions about recount text before teacher asks students to read.

• Teacher gives an

example of semantic mapping by making a blank map then teacher put the tittle of text as the topic in the middle of blank map.

• Teacher gives other topic of a text by using

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semantic mapping to the students.

b. Questioning

• Students are asked about the social function, generic structure and language features of the text from the topic based on semantic mapping constructed.

• Students are asked some questions about the main topic and the answer circling the main topic which is put in the middle of blank map. • Students are encouraged

to ask about the material conducting a brief question and answer session.

c. Associating

• Students make a

• Students are given

another text of topic and asked to find the generic

20 minutes

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structure.

• Students and teacher check the correct answer together.

d. Experimenting

• Students work in group. • Students do the exercise

about the text / topic of semantic mapping given. • Teacher gives students

10 minutes to complete the task.

e. Networking

• Students work in group consists of 5 students. • The representative of

each group presents their discussion in front of the class.

• Teacher observes the students’ performance.

Closing • Teacher gives feedback

on the students’ performance.

• Teacher reviews and asks the students to conclude the material

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together.

• Teacher tells about upcoming material.

• Teacher closes the

2. Strategy : Cooperative Learning 3. Techniques : Semantic Mapping H. Media and Sources

1. Teaching Aids :

• Text and picture

I. Exercise

Mention the kind of the text and the generic structure based on the text below! My Adolescence

I had my adolescence when I was thirteen. It started with acne that showed up on my face. It was very annoying. It lowered myself-esteem and I was embarrassed to come out of my house and play with friends.

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That was my bad experience with adolescence, though there were still lots of good experience too.

Explain and present your group result semantic mapping in front of the class!

 Recount text

• Orientation : I had my adolescence when I was thirteen • Events:

- It started with acne that showed up on my face. It was very annoying. It lowered my self-esteem and I was embarrassed to come out of my house and play with friends. - Fortunately, my Mum gave me a good medicine. In three weeks, the acnes started to

vanish although those showed some black spots in my face.

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Scoring the students’ presentation of their semantic mapping constructed. My Adolescence

Orientation

Events

Reorientation Setting

Main characters

my Mum gave me a good medicine

started with acne that showed up on my face

I was embarrassed to come out of my house That was my bad experience

with adolescence

The writer _{The writers’ mum} In my house

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LESSON PLAN 4

Subject : English A. Core Competence

2. Show the honest behavior, discipline,confidence and responsibility in implementing transactional communication with teachers and friends

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3. ReadNarrative text correctly

D. Indicator

8. Present their discussion result of narrative text by reading aloud clearly

Prambanan Temple

Once, there was a beautiful Javanese princess whose name was Roro Jonggrang whose beauty was very famous in the land was the daughter of Prabu Baka, an evil king.

One day, a handsome young man with super natural power, named Bandung Bondowoso, defeated and killed Prabu Baka. On seeing Princess Roro Jonggrang’s beauty, Bandung Bondowoso fell in love and wanted to marry her.

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thousand temples in one night as a wedding gift.” Requested Roro Jonggrang. Bandung agreed with this condition.

Helped by the spirits of demons, Bandung Bondowoso started building the temples. Approaching midnight, the work was nearly done. Roro Jonggrang knew and thought, “What shall I do? Bandung is smarter than me. I will lose against Bandung.”

Suddenly she got an idea. She woke up all the women in the palace and ordered them to make the noisy sounds of grinding rice so that the roosters would think it had already dawn. Bandung Bondowoso got frustrated because he failed to complete the thousandth temple. “The princess has deceived me!” Following his anger, he cursed Roro Jonggrang, “You have cheated me. Now, the thousandth temple is you!”

At once, the princess turned into a statue. Knowing this, Bandung Bondowoso regretted this and he went away into a far land. From then, people called the temple Prambanan temple and the princess statue, Roro Jonggrang Statue.

Narrative text

Purpose: To entertain the readers and to tell a story Generic structure:

1. Orientation : sets the scene and introduces the participants 2. Complication : a crisis arises

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Prambanan temple

Orientation

Problem

Solution Main characters

Bandung Bondowoso Roro Jonggrang

Setting

In the palace

Bandung Bondowoso wanted to marry Roro Jonggrang, but she did not love him

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Activity Description Time Allotment Opening Remark  Orientation

 Apperception

• Teacher shows

several texts material

to encourage students about the material which going to be learned.

 Motivation Teacher tells the students about the learning objectives

10 minutes

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for learning the material, which are : • The students are

• Teacher distributes a narrative text as a topic material then

gives some

questions about narrative text before teacher asks students to read.

• Teacher gives an example of semantic mapping by making

(59)

a blank map then teacher put the tittle of text as the topic in the middle of blank map.

b) Questioning

• Students are

encouraged to ask

(60)

about the material conducting a brief question and answer session.

c) Associating

• Students make a

check the correct answer together. d) Experimenting

• Students do the

• Teacher gives

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e) Networking

feedback on the students’

performance.

• Teacher reviews and asks the students to

conclude the material together.

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2. Strategy : Cooperative Learning 3. Techniques : Semantic Mapping

H. Media and Sources 1. Teaching Aids :

• Laptop, LCD Projector, White Board, Board marker, and Modeling of text

2. Source :

I. Exercise

Read and find the generic structure from the text below with your group correctly! Sura and Baya

A long time ago, there were two animals, Sura and Baya. Sura was the name of a shark and Baya was a crocodile. They lived in a sea.

Once Sura and Baya were looking for some food. Suddenly, Baya saw a goat. “Yummy, this is my lunch,” said Baya. “No way! This is my lunch. You are greedy” said Sura. Then they fought for the goat. After several hours, they were very tired. Feeling tired of fighting, they lived in the different places. Sura lived in the water and Baya lived in the land. The border was the beach, so they would never fight again.

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They fought again. They both hit each other. Sura hit Bayas’ tail. Baya did the same thing to Sura. He bit very hard until Sura finally gave up and went back to the sea. Baya was happy.

Discuss the text above with your group and make it into the semantic mapping on your group opinion correctly!

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Generic structure:

• Orientation : Paragraph 1

• Complication : Paragraph 2 and 3 • Resolution : Paragraph 4

Scoring the students’ presentation of their semantic mapping constructed. Sura and Baya

Orientation

Problem

Solution

Setting

In the river

Suddenly, Baya saw a goat.

They fought again, they both hit each other.

Baya Sura

Main characters

Sura broke the promise.

In the land

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LESSON PLAN 5

Subject : English

Class/Semester : 8 B / 1

Material

Aspect/Skill

Time Allocation

: Recount text

: Reading

: 2 x 40 minutes

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3. Analyze the social function , text structure and language feature of narrative text based on context usage

8. Present their discussion result of narrative text by reading aloud clearly E. Learning Material

Going fishing for the first time

Last week, my uncle asked me to go fishing with him in the river near his house. He also told me that the scenery there was beautiful. I was excited because I had never gone fishing before. Therefore, he taught me how to do it very well. We left at 9 a.m. when we got to the river, there were already some people. They were also fishing. Then, we looked for a convenient place under the tree. We put our fishing equipment and our lunch box on the mat we brought. After that, my uncle taught me how to catch fish. He did it very patiently.

Suddenly, in the middle of fishing, I felt something really heavy catching my hook. I could not pull it until I slipped and felt into the river. I did not realize that the grass was slippery. My uncle pulled me out quickly. He helped me reach the ground. Thank God. I was saving even though I have mud all over my face. It was embarrassing!

1. Definition

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2. Social Function

To entertain or inform the reader 3. Generic structure

 Orientation: it tells who was involved, what happened, where the events took place, and when it happened.

 Events: it tells what happened and in what sequence.

 Re-orientation: it consists of optional-closure of events/ending 4. Language Features

 Using simple past tense

 Using conjunctions and connectives time to arrange an even or activity.  Using Adverbs and Adverbial phrase to express place, time, and way.

Going fishing for the first time

The writer Setting

Under the tree

Main characters

Events Orientation In the river

His uncle

Thank God. I was saving even though I have mud all over my face. It was embarrassing!

We left at 9 a.m

After that, my uncle taught me how to catch fish. He did it very patiently.

Suddenly, in the middle of fishing, I felt something really heavy catching my hook.

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Opening Remark a) Orientation  Teacher greets the

students.

 Teacher asks the leader of the class to lead pray.

 Teacher checks the attendant list.  Teacher reviews the

previous material by giving questions to the students. b) Apperception • Teacher shows

several texts material to encourage

10 minutes

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learning objectives for learning the material, which are : • The students are

expected to be able to know structure, social function and language features of recount text.

• The students are expected to be able to catch the

information from the recount text.

• Teacher distributes a narrative text as a topic material then gives some

questions about recount text before teacher asks students to read. • Students read the

text given silently and answer the question given by teacher.

• Teacher gives an example of semantic

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mapping by making a blank map then teacher put the tittle of text as the topic in the middle of blank map.

• Teacher gives other topic of a text by using semantic mapping to the students. b) Questioning • Students are asked

about the social function, generic structure and

language features of the text from the topic based on semantic mapping constructed. • Students are asked

some questions about the main topic and the answer circling the main topic which is put in the middle of blank map. • Students are

encouraged to ask

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c) Associating • Students work in

group.

• Students make a semantic mapping based on their knowledge and the topic given.

check the correct answer together. d) Experimenting • Students work in

group.

• Students do the exercise about the text / topic of semantic mapping given.

• Teacher gives students 10 minutes to complete the task.

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e) Networking • Students work in

group consists of 5 students.

feedback on the students’ performance. • Teacher asks the

students difficulties in learning the material.

• Teacher reviews and asks the students to conclude the material together.

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2. Strategy : Cooperative Learning 3. Techniques : Semantic Mapping H. Media and Sources

1. Teaching Aids :

I. Exercise

Read and find the generic structure of the text below with your group correctly! Holiday Fun

Last summer I had a nice holiday. I visited some great places. I went to the airport and will fly to Cleveland. I spent three days there. I am glad to see some of the Cleveland Cavaliers basketball game. Then I went to Hollywood. Hollywood is a famous district in Los Angeles, California, United States. It has become world famous as a center for the film industry. Four major film companies - Paramount, Warner Bros, RKO and Columbia had studios in Hollywood. I do not want to leave but I had to leave her. After that, I went to the city of New York. I visited the Statue of Liberty is very beautiful. I went from the bottom of Manhattan to the top of the crown. It was so amazing. The place makes me feel at home but I have to go home. Next time I'll get back to them very enjoyable.

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Answer Key Lesson Plan 5

1. Text for Associating

 Orientation: The airport, Cleveland, Hollywood, Los Angeles, California, United States New York, the Statue of Liberty.

 Events:

• I visited some great places. I went to the airport and will fly to Cleveland. I spent three days there. I am glad to see some of the Cleveland Cavaliers basketball game. Then I went to Hollywood. Hollywood is a famous district in Los Angeles,

California, United States.

• After that, I went to the city of New York. I visited the Statue of Liberty is very beautiful. I went from the bottom of Manhattan to the top of the crown

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Holiday Fun

Orientation

Events

Reorientation Setting

Main characters

I visited some great places

I went to the airport and will fly to Cleveland

Then I went to Hollywood. Hollywood is a famous district in Los Angeles, California, United States

It was so amazing. The place makes me feel at home but I have to go home. Next time I'll get back to them very enjoyable

The writer Cleveland, Hollywood, Los Angeles,

California, United StatesNew York, the Statue of Liberty

The airport

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LESSON PLAN 6

Subject : English

Class/Semester : 8 B / 1 Material

Aspect/Skill Time Allocation

: Narrative text : Reading : 2 x 40 minutes

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3. Analyze the social function , text structure and language feature of narrative text based on context usage

17.Responding the teacher’s greeting in the beginning of the lesson 18.Praying together in the beginning and the end of the lesson 19.Cooperating in doing the lesson with the others and the teacher 20.Showing the discipline attitude in joining the lesson

21.Identifying the social function, text structure and language features of narrative text 22.Mentioning the social function, text structure and language features of narrative text 23.Making the the narrative text in simple way

24.Present their discussion result of narrative text by reading aloud clearly

Snow White

Once upon a time there lived a little, named Snow White. She lived with her aunt and uncle because her parents were died.

One day she heard her aunt and uncle talking about leaving Snow White in the castle because they wanted to go to America and they didn’t have enough money to take Snow White with them.

Snow White didn’t want her uncle and aunt to do this. So she decided to run away. The next morning she run away from home when her aunt and uncle were having

breakfast, she run away into the wood.

In the wood she felt very tired and hungry. Then she saw this cottage. She knocked but no one answered so she went inside and felt asleep

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wish, you may live here with us”. Snow White told the whole story about her. Then Snow white and the seven dwarfs lived happily ever after.

Narrative text

Purpose: To entertain the readers and to tell a story Generic structure:

1. Orientation : sets the scene and introduces the participants 2. Complication : a crisis arises

3. Resolution : the crisis is resolved, for better or worse 4. Reorientation : optional

Snow White

Orientation

Problem

Solution Main characters

Snow White Her aunt and

uncle

Setting

In the castle

One day she heard her aunt and uncle talking about leaving Snow White in the castle Then Snow white and the seven

dwarfs lived happily ever after The dwarfs

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b) Apperception

• Teacher shows

several texts material

to encourage

10 minutes

(80)

learning objectives for learning the material, which are: • The students are

• Teacher distributes a narrative text as a topic material then

gives some questions about narrative text before

teacher asks students to read.

• Teacher gives an example of semantic

(81)

mapping by making a blank map then teacher put the tittle of text as the topic in the middle of blank map.

b) Questioning

• Studentsare

encouraged to ask

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c) Associating

• Students make a

check the correct answer together.

d) Experimenting

• Students do the

• Teacher gives