Welcome to Repositori Universitas Muria Kudus - Repositori Universitas Muria Kudus

(1)

(2)

School Name : SMA 1 GEBOG KUDUS

among subjects Indicators Assessment

Allocation meaning of words in the text is read. • Identify

(3)

Appendix 2 LESSON PLAN

School : SMA 1 Gebog Kudus Lesson/Subject : English

Subject Matter : Reading Material : Narrative Text Class/Program : XI/Science Semester : 1st semester Academic Year : 2013 / 2014 Time Allocation : 2 x 45 minutes

A. STANDARD OF COMPETENCE Reading

5. Understanding the functional meaning of the text short and simple form of report essay, narrative and analytical exposition in the context of everyday life and to access knowledge.

B. BASIC COMPETENCE

5.2.In response to the meaning and rhetoric in the essays of steps that use various written language accurately, fluently and appreciate in the context of everyday life and to access knowledge.

C. INDICATOR

1. Understand the function of Narrative Text. 2. Identify the generic structure of Narrative Text. 3. Identify the language feature of Narrative Text. 4. Understand the content of Narrative Text. D. OBJECTIVES OF LEARNING

After the learning process students are hoped to be able to: 1. Mention the function of Narrative Text.

2. Explain the generic structure of Narrative Text. 3. Analyze the linguistic feature of Narrative Text.

4. Describe the main idea of each paragraph of Narrative Text. E. MATERIAL OF LEARNING

Narrative Text: The Princess and the Pea

(4)

G. CHARACTER BUILDING  Hard work

 Creative

 Self-Confidence  Curious

 Appreciation to the Prestige  Friendship and Communicative  Reading Habit

 Responsible

H. STEPS OF LEARNING Opening (15 minutes)

 Arousing the student‟s interest in the topic they are going to

discuss or learn.

 Asking and answering about narrative text.

 Telling the students the competence and indicators they have to acquire at the learning process.

Main Subject of Learning (60 minutes) a. Exploration

 Teacher explains each strategies and role of Reciprocal Teaching. b. Elaboration

 Before Reading

 Students make a group consist of 4-5 persons, one of them to be a leader.

 The leader guides the group of students through the four components of Reciprocal Teaching.

 Students discuss the title of narrative text.

 Students predict the content of the text will be learned.  During Reading

 Students read a passage of the text silently to find out prediction, ask questions, and find word or phrase to clarify.  After Reading

 Predicting : Students return to the prediction to confirm or reject it and others refining and provide alternative prediction.

 Questioning : Students generate questions to identify the important information from the text and others preparing answers and suggestions.

(5)

 Summarizing : Students summarize with their own words based on the context the passage and others preparing explaining and simplifications.

c. Confirmation

 Students make summary of what they have learned. Closing (15 minutes)

 Teacher evaluates the students‟ work.

I. PLACE / MEANS / MATERIALS / SOURCES OF LEARNING Place : Classroom

Means : Laptop, LCD.

Material : Narrative Text (The Princess and The Pea)

Source : Learning module for English SMA Grade XI, internet

J. ASSESSMENT

1. Technique of assessment : Written Test

2. Kind of instrument : Student Worksheet

Kudus, November 2013

Acknowledged by,

English Teacher, Researcher,

Sugiyanto, S.Pd RismaTrianasari

(6)

TEACHING MATERIAL

Read the following text and analyze the social function, generic structure, and language feature!

The Princess and the Pea

Once upon a time there was a prince he wanted to get himself a princess, but she had to be real princess. So he traveled all over the world to find one, but in every case something was the matter. There were lots of princess, but he could never quite make out whether they were real or not. So he came home feeling very unhappy, for really wanted to find a true princess.

One evening a terrible storm came; lightening flashed, thunder rolled, and the rain poured down in torrents-it was simply awful! Suddenly there was a knock at the city gate, and the old king went out to answer it.

There was a princess standing outside, but what a sight the rain and the bad weather had made of her! The water streamed down her hair and her clothes, and yet she said she was a real princess.

“It won‟t take long to find that out,” thought the old Queen. Without saying anything, she went into bed chamber, took off all the bedclothes, and places one pea on the bottom boards of the bed. Then she took twenty mattresses and put them on top of the pea, and after that she put twenty feather-pillows on top of the mattresses.

That was where the princess was to spend the night. In the morning they asked her how she had slept.

“Oh, dreadfully!”, said the princess. “I hardly slept a wink all night. Whatever

could have been in the bed? I was lying on something so hard that I‟m black and blue all over.”

So of course they could see that she was a real princess, since she had felt the pea through twenty mattresses and twenty feather-pillows. No one but a real princess could have such a tender skin as that.

(7)

STUDENTS WORKSHEET

Let Me Love You

Once upon a time, there was once a guy who was very much in love with this girl. This romantic guy folded 1,000 pieces of paper cranes as a gift to his girl. Although, at that time he was just a small executive in his company, his future doesn‟t seem too bright, they were very happy together. Until one day, his girl told him she was going to Paris and will never come back.

She also told him that she cannot visualize any future for the both of them, so let‟s go their own ways there and then... heartbroken, the guy agreed.

When he regained his confidence, he worked hard day and night, just to make something out of himself. Finally with all these hard work and with the help of friends, this guy had set up his own company...

“You never fail until you stop trying.” He always told himself. “I must make it in life!”. One rainy day, while this guy was driving, he saw an elderly couple sharing an umbrella in the rain walking to some destination. Even with the umbrella, they were still drenched. It didn‟t take him long to realize those were his ex-girlfriend‟s parents. With a heart in getting back at them, he drove slowly beside the couple, wanting them to spot him in his luxury saloon. He wanted them to know that he wasn‟t the same anymore, he had his own company, car, condo, etc. He had made it in life!

Before the guy can realize, the couple was walking towards a cemetery, and he got out of his car and followed them...and he saw his ex-girlfriend, a photograph of her smiling sweetly as ever at him from her tombstone... and he saw his precious paper cranes in a bottle placed beside her tomb. Her parents saw him. He walked over and asked them why this had happened. They explained that she did not leave for France at all. She was stricken ill with cancer. In her heart, she had believed that he will make it someday, but she did not want her illness to be his obstacle ... therefore she had chosen to leave him.

She had wanted her parents to put his paper cranes beside her, because, if the day comes when fate brings him to her again he can take some of those back with him. The guy just wept.

Question

1. Who is the main character of the story? 2. Why did the guy break up with his girlfriend?

3. What did happen after he broke up with his girlfriend? 4. What could he realize in his life?

(8)

7. Why did the girl die?

8. Why did the girl want her parents put the paper cranes next to her tomb? 9. What did the man do after he knew that she died?

10. “...if the day comes when fate brings him to her again he can take some of those back with him.” What does the statement mean?

Possible Answer

1. The main character of the story is a guy.

2. The girl said that she wanted to go to Paris and would not come back. 3. He regained his confidence and worked very hard.

4. He could establish his own company and succeeded in his business. 5. When he was driving his luxury saloon.

6. He had become a rich man after he broke up with their daughter. 7. She died because of cancer.

8. Because she wanted the man to know that she loved him. 9. He could only weep next to her tombstone.

(9)

Appendix 3 LESSON PLAN

B. BASIC COMPETENCE

C. INDICATOR

Narrative Text: The Old Woman and the Sparrow F. TECHNIQUE AND STRATEGY OF LEARNING

(10)

 Creative

 Responsible

discuss or learn.

 Before Reading

(11)

 Summarizing : Students summarize with their own words based on the contextthe passage and others preparing explaining and simplifications.

c. Confirmation

Material : Narrative Text (The Old Woman and the Sparrow) Source : Learning module for English SMA Grade XI, internet

J. ASSESSMENT

Acknowledged by,

(12)

TEACHING MATERIAL

The Old Woman and the Sparrow

Once upon a time, there lived a kind hearted man and his wife. One morning, his wife found a poor little sparrow. She took it gently and fed it. To show its gratitude, the sparrow stayed with them and sang every morning.

But there was an ill-tempered old woman who didn't like the sparrow. She cut the sparrow's tongue. That's why the bird flew away to its previous nest. Knowing that their sparrow flew away, the kind man and his wife looked for the sparrow. They walked a long way, crossed the bridges, climbed the mountains and passed the woods.

At last, they could find the sparrow's nest. The sparrow welcomed them and provided a feast for them. Before they went home, the sparrow brought two baskets; one was large and looked heavy, and the other one was small and light. The sparrow asked them to choose only one. They chose the small and that was the best choice. There were many rolls of silk and piles of gold in it.

Being jealous, the ill-tempered old woman did the same thing as the kind man and his wife did. She chose the big basket which actually contained wasps and venomous crawlers, such as scorpions, centipedes, and other horrible creatures. Finally, they stung and bit her to death.

(13)

STUDENTS WORKSHEET

Beauty and the Beast

Once upon a time, there was a girl named Beauty. She lived with her father and her sisters in a small village. Beauty was a beautiful girl. She was also hard-working. She always helped her father on the farm.

One day, her father set out for the city. He saw an old castle and went in. No-one was in but there was food on the table. Then he walked around the castle. He picked a rose from garden for Beauty. Suddenly an angry Beast appeared. He wanted to kill Beauty‟s father unless Beauty was brought to him.

Beauty‟s father told her daughters what had happened. Beauty‟s sisters ordered her to see the Beast. Beauty went to see the Beast and had to stay at the castle. She felt scared, lonely and sad. She tried to run away but was stopped by the Beast. The Beast treated Beauty well. Soon, Beauty began to like the Beast.

One day, through the Beast‟s magic mirror, Beauty saw that her father was sick. The Beast allowed her to go home. Her father was happy to see her. One night, Beauty had a dream. A fairly told her that the Beast was sick.

Beauty hurried back and saw the Beast dying. She began to cry. Tears felt onto the Beast. Suddenly, the Beast changed into handsome prince. Beauty and the Beast got married and lived happily ever after.

Questions:

1. Where did the Beauty live? 2. With whom did she live? 3. What was her father‟s job? 4. Who was in the castle?

5. How did Beauty know if her father was sick? 6. Why did the Beast angry to the Beauty‟s father?

7. What did the Beast do if the father didn‟t bring Beauty to him? 8. What did the last paragraph tell us about?

9. “…..unless Beauty was brought to him” (last sentence, paragraph 2). What

does “him” refer to?

(14)

Possible Answer:

1. She lived in a small village.

2. She lived with her father and her sister. 3. Her father was a farmer.

4. No one in the castle.

5. Through the Beast‟s magic mirror.

6. Because he picked a rose from the garden. 7. He wanted to kill the father.

8. The Beast changed into handsome prince and they lived happily ever after. 9. The Beast.

(15)

Appendix 4 LESSON PLAN

B. BASIC COMPETENCE

C. INDICATOR

Narrative Text: Thumbelina

(16)

 Creative

 Responsible

discuss or learn.

 Before Reading

(17)

c. Confirmation

Material : Narrative Text (Thumbelina)

J. ASSESSMENT

Acknowledged by,

(18)

TEACHING MATERIAL

Thumbelina

Once upon a time there was a kind woman who had no children, longed for a baby

and would often say, “How I would love to have a baby girl, even a tiny little one.

A beautiful fairy heard her wish one day, and gave her a little seed to plant in a flowerpot.

When the seed bloomed into a tulip, the woman saw a tiny, beautiful girl inside, no bigger than her thumb. She decided to call her Thumbelina. She was so small that she had a walnut shell for a bed and used petals as a blanket. Then, an ugly toad fell in love with Thumbelina. One night when she was sleeping, he carried her off to his lily pad in a pond. Thumbelina was very unhappy.

A swallow was passing by and saw how sad she looked, and said, “Come south with me to warmer lands.” Young Thumbelina flew away on the swallow‟s back. They flew across the seas and came to a land of sunshine. The swallow said, ” This is my home. You can live in one of the loveliest and biggest flowers.” When

(19)

STUDENTS WORKSHEET

The Ugly Duckling

One upon time, a mother duck sat on her eggs. She felt tired of sitting on them. She just wished the eggs would break out. Several days later, she got her wish. The eggs cracked and some cute little ducklings appeared. "Peep, peep" the little ducklings cried. "Quack, quack" their mother greeted in return. However the largest egg had not cracked. The mother duck sat on it for several days. Finally, it cracked and a huge ugly duckling waddled out. The mother duck looked at him in surprise. He was so big and very gray. He didn't look like the others at all. He was like a turkey.

When the mother duck brought the children to the pond for their first swimming lesson, the huge grey duckling splashed and paddled about just as nicely as the other ducklings did. "That is not a turkey chick. He is my very own son and quite handsome" the mother said proudly.

However, the other animals didn't agree. They hissed and made fun of him day by day. Even his-own sisters and brothers were very unkind. "You are very ugly" they quacked.

The little poor duckling was very unhappy. "I wish I looked like them" he thought to himself. One day, the ugly duckling run away and hid in the bushes. The sad duckling lived alone through the cold and snow winter. Finally the spring flowers began to bloom. While he was swimming in the pond, he saw three large white swans swimming toward him. "Oh, dear. These beautiful birds will laugh and peck me too" he said to himself.

But the swans did not attack him. Instead, they swam around him and stroked him with their bills. As the ugly duckling bent his neck to speak to them, he saw his reflection in the water. He could not believe his eyes. "I am not an ugly duckling but a beautiful swam" he exclaimed.

He was very happy. From that day on, he swam and played with his new friends and was happier than he had never been.

Question:

1. What did the mother wish to her eggs? 2. Which one did the egg has not cracked?

3. Why did the mother in look at the last egg cracked? 4. What did the last little duckling look like?

5. Where did the mother bring to the children for the first swimming? 6. Did the other little duckling kind with the ugly one?

(20)

8. “they hissed and make fun of him day by day” (par.4). what does “him” refer to?

9. “…a huge grey duckling waddled out” (par.2).what does the synonym of

“huge” in that sentence?

10.Why does the writer write this story? Possible answer:

1. She wished the eggs would break out. 2. The largest one.

3. There is a huge ugly duckling when the last egg cracked. 4. He was so big and very grey

5. To the pond. 6. No, they didn‟t

7. He wished he looked like the others. 8. The ugly duckling.

9. Big, large.

(21)

Appendix 5 LESSON PLAN

B. BASIC COMPETENCE

C. INDICATOR

Narrative Text: Hansel and Gretel

(22)

 Creative

 Responsible

discuss or learn.

 Before Reading

(23)

c. Confirmation

Material : Narrative Text (Hansel and Gretel)

J. ASSESSMENT

Acknowledged by,

(24)

TEACHING MATERIAL

Hansel and Gretel

A poor woodcutter and his wife had two children named Hansel and Gretel. Their mother died when they were young. Hansel and Gretel were very sad. Soon their father remarried but their stepmother was very cruel.

One day, she took the children deep into the forest and left them there. Clever Hansel had some breadcrumbs in his pocket and had dropped them on the way so that they could find their way back home. Alas! The birds ate all the crumbs and

they couldn‟t find the path that led back home. Hansel and Gretel went deeper and

deeper into the forest. They were hungry and tired. Finally, after walking for a

long time, they saw a cottage made of chocolate, candies, and cake. “Look,

Hansel! A chocolate brick!” shouted. Gretel in delight and both ate it hungrily. Now, a wicked witch lived there. When she saw Hansel and Gretel, she wanted to eat them. She grabbed the children and locked them in a cage. The witch decided to make a soup out of Hansel and eat him first. She began boiling a huge pot of water for the soup. Just then, Gretel crept out of her cage. She gave the wicked witch a mighty push from behind and the witch fell into the boiling water. She howled in pain and died instantly.

(25)

STUDENTS WORKSHEET

Monkey and Crocodile

Once upon a time there was a clever monkey who lived by the river Ganga. A

crocodile and his wife lived in the same river. One day, the crocodile‟s wife fell

very ill. She wanted to eat something special. She asked her husband to get her a

monkey‟s heart. The crocodile did not know what to do.

Then he thought of his neighbor, the monkey. He said, “Friend Monkey, why do

you waste your time eating the fruits of this tree? There are juicy fruits on the

other side of the river.” When the monkey said that the river was too big for him to cross, the crocodile offered to take him on his back.

After a while, the crocodile sank in the water along with the monkey. He told the monkey that his wife was sick and wanted his heart. The monkey realized that he had been foolish to trust the crocodile. He quickly thought of a clever plan to escape.

He said, “Alas friend! Our hearts are not inside us. We have to keep them hanging on trees. I wish you had told me earlier. Let‟s go back and bring my heart.” The

crocodile believed the monkey and brought him back to the tree.

The monkey at once climbed up the tree and escaped. He said to the crocodile,

“You have a big body but no brains!” The crocodile had nothing to do but repent

for his foolishness on being tricked by the monkey. Questions:

1. Who were lived at the river Ganga? 2. What did the wife ask to her husband?

3. What did the crocodile do to realize her wife‟s asking?

4. Why did the monkey cannot enjoy the fruit on the other side of river? 5. Did the monkey trust to the crocodile?

6. What was the clever plan of the monkey to escape from the crocodile? 7. What did the crocodile get at last?

8. “…the crocodile offered to take him on his back” (par.2). What does the underlined word refer to?

9. “Alas friend! Our hearts are not inside us” (par.4). What does the synonym of the underlined word?

10.“…but repent for his foolishness on being...” (par.5). The underline word

(26)

Possible Answer:

1. A monkey, a crocodile and his wife. 2. To get her a monkey‟s heart.

3. He tries to trick the monkey.

4. Because it was too big for him to cross it. 5. No, he didn‟t.

6. He said that his heart was hanging on the trees. 7. He got nothing.

(27)

No Standard of Competence

Basic

Competence Material Class Indicators of Questions

Type of

1. Students are given a narrative text and identify the meaning of word are there in the text.

2. Students are given a narrative text and mention the purpose of the text.

3. Students are given a narrative text and describe the structure of the text.

4. Students are given a narrative text and analyze the features of the text.

5. Students are given a narrative text and explain the content of the narrative text.

6. Students are given a narrative text and choose true or false

statements according to the text. 7. Students are given a narrative text

and determine the type of the narrative text.

(28)

EVALUATION TEST

Subject : English Date :

Class : XI Time : 90 minutes

Choose the right answer by crossing a, b, c, d or e on the answer sheet!

Text 1 for question number 1-10

A man in Puerto Rico had a wonderful parrot. There was no another parrot like it.It was very, very smart. This parrot would say any word-except one. He would not say the name of the town where he was born. The name of the town was Catano.

The man tried to teach the parrot to say Catano. But the bird would not say the word. At first the man was very nice, but

then he got angry. “You are a stupid bird! Why can‟t you say the word? Sat Catano,

or I will kill you!” but the parrot would not

say it. Then the man got to so angry that the

shouted over and over, “Say Catano, or I‟ll kill you!” but the bird wouldn‟t talk.One

day after trying for many hours to make the bird say Catano, the man got very angry. He picked up the bird and threw him into

the chicken house. “You are more stupid

than the chickens. Soon I will eat them, and

I will eat you, too.” opened the door and stopped. He was very surprised at what he saw!He saw three dead chickens on the floor. The parrot was screaming at the fourth chicken, “Say

Catano, or I‟ll kill you!

1. What is the purpose of the text? a. To describe a man and parrot b. To entertain the reader about a

man and parrot

c. To explain about parrot in general d. To tell the reader about

unforgettable experience

e. To inform the reader about the characteristic of parrot

2. What is the word that the parrot cannot say?

3. Who are the characters of the text? a. The bird and Catano

b. The man and Catano c. The man and the chicken d. The man and the parrot e. The parrot and the chicken

4. Which statement is true according to the text?

a. The parrot could say Catano b. Catano is one of city in Puerto

Rico

c. At last the parrot could say Catano d. Catano was the name at the parrot e. The man never got angry at the

a. Past continuous tense b. Past perfect tense

(29)

problem of the story?

underlined word refers to ….

a. The man b. The bird c. The chicken d. Puerto Rico

e. The bird and the chicken

9. “The parrot was very, very smart”. The

A fox fell into a well and couldn‟t get

out. By and by a thirsty goat came along. Seeing the fox in the well it asked if the

water was good. “Good”, said the fox. “It‟s the best water I‟ve tasted in all my life. Come down and try it yourself. “The goat

thought of nothing but how thirsty he was. So he jumped into the well. When he had from there I‟ll step on your horns, and I can

get out. And when I‟m out I‟ll help you out

of the well.” The goat did as he was asked

and the fox got on his back and so out of

fox merely turned to him and said, “If you

only have as much sense in your head as

you have hairs in your beard you wouldn‟t

have jumped into the well without making sure that you could get out again.

11. What is the setting of this story? a. It is a well Text 3 for question number 15-19

Once upon a time there were four little rabbits. Their names were Flopsy, Mopsy, Cotton-tail and Peter. One morning they were allowed to play outside. Their mother reminded them not to go to Mr.

McGregor‟s garden because their father

had an accident there.

(30)

met Mr. McGregor. Peter was very the underline word mean?

a. Jump off b. Turn off c. Play off d. Take off e. Hurry off

16. The resolution can be shown by…. a. Peter ran away to the garden b. Peter ate lettuce

c. Peter was sick

d. Peter lost a pair of shoes e. Peter met Mr. McGregor

17. What did Peter lose while he was

18. What did the first paragraph called? a. Orientation creature.After some time, the wing mended, because the bird did not want the farmer to have kept on arguing with his wife all the time, it decided to go back to its nest.

When the farmer discovered that the bird was gone, he was so upset that he went out to look for it. Eventually, he found it again, and was greeted happily by the whole family of the bird. As a sign of their thanks for his care and attention, the birds gave him a little box, and told him not to open it until he got home.To his surprise, the farmer found the box full of precious stones. When his wife saw them, she decided that she too deserved a reward, and she went to see the birds. The birds gave her a little casket; but this one was full of devils. The devils jumped on her as soon as she opened the casket and chased her away. Left alone, the farmer went to live near his friend, the bird. There he built a hut of perfumed wood; and the birds decorated it with flowers of every kind. 20. Which one the following statements

are true based on the text?

a. The farmer chased his wife away. b. The farmer lived happily with his

wife.

c. The farmer‟s wife took care of the bird.

d. The bird was very thankful to the farmer.

e. The farmer‟s wife was a very kind woman.

21. Why did the writer write the story? a. To persuade the reader to buy a

bird

b. To inform the reader about a bird c. To announce the reader about

finding a bird

d. To explain a bird in general

(31)

c. Arguing makes you distressed. d. A good deed deserves a reward. e. Having no heart makes you

isolated.

23. What is the main information discussed in the second paragraph?

a. The bird left the farmer

b. The birds welcomed the farmer c. The farmer got a little casket from

the birds.

d. The farmer was so angry and went out to find the bird.

e. The farmer was happy having got a box of precious stones.

24. What does the word “discovered” on

Once upon a time, there lived group

take another route. And so the lives the rats were saved.

One day elephant hunters came to the jungle and tripped a group of elephants in huge nets. Then the elephant king suddenly remembered the king of rats. He

which had trapped the elephant‟s herd. The

25. What destroyed the homes of all rats ? a. Group of mice did.

b. The hunters did. c. Elephant hunters did. d. A group of elephants did e. Elephant‟s herd did 26. Where did the story happen?

a. In the jungle b. In the black forest

c. In the home of mice group

d. In the nests which had trapped the

elephant‟s herd

e. Deep in the writer‟s mind 27. How did the rats solve the problem?

a. The rats crushed the group of mice b. The elephant helped the rats and

their king

c. The rats trapped the group of mice d. The group of mice told to the rats e. The rats cut the nets which had

trapped the elephant‟s herd

28. The type of this story is fable,

because….

a. It is a traditional story b. It used a magic

c. Animals as the characters d. It is a comedy

e. It tells about human action

29. What does the word “summoned”

(32)

belonging to the witch. The stepmother peeped though the window. Her heart cried out when she saw the two children.

She picked up the broom leaning against the door and crept inside. The witch was putting some stew in the oven when the stepmother gave her an almighty push. The witch fell into the oven and the stepmother shut the door.

„Children, I have come to save you,‟ she best mother anyone could wish to have, and of course they lived happily ever after! 30. Which statement is TRUE about the

step mother?

a. She was the witch‟s friend. b. She loved her stepchildren. c. She hit the witch with a broom. d. She locked her children in a cage. e. She visited the witch to see her

children.

31. “The witch fell into the oven and the stepmother shut the door.” (Paragraph 4). e. She was pushed against the wall. Text 7 for question number 33-36

Once when a lion was asleep, a little mouse began up and down upon him; this soon awoke the lion, which placed his huge

“Pardon, O King “cried the little mouse “forgive me this time. I shall never

forget it: who knows I may be able to do

you a good turn some of these days? ”. The

lion was so tickled at the idea of the mouse being able to help him. Then he lifted up his paw and let him go.

On day the lion was caught in a trap. Some hunters who to carry him alive to the king, tied him to a tree while they went in search of a wagon to carry him in. Just then the little mouse happened to pass by and see the sad plight in which the lion was. The little mouse went up to him and soon gnawed away the ropes that bound the king of the beats. Soon the little mouse had finished growing away the ropes, he asked the lion to run away.

33. What is the moral value of the text? a. Don‟t look at the book from the

d. United we stand, divided we fall e. Honesty begins at home.

34. What does the paragraph three tell about?

a. The little mouse asked forgiveness b. The hunters carried the lion alive

to the king

c. The lion was tied to a tree by the hunters

d. From the first, the lion believed in what the little mouse said

e. The little mouse could prove that he could help the lion

35. What did the little mouse do to prove his words?

a. He would never forget the lion. b. He tried hard to help the lion free. c. He ran up and down upon the lion d. He asked for apology to the king

of the beast

(33)

b. Very large c. Very giant d. Very tall e. Very thin

Once upon a time, there was a poor farmer who lived with his wife. One day, he dug up his field and found a big box. He took it home with him and showed it to his wife. His wife cleaned the box and kept it in their house.

One sunny morning his wife dropped an apple into it. Suddenly the box began fill up with apples. No matter how many the apples were taken out, more apples took their place. So the farmer and his wife decide to sell the apples and in short time they were able to live quite comfortably.

One day, the farmer dropped a gold coin into the box. At once, apples disappeared and the box began to fill itself with coins. Every day, the farmer and his wife collected hundreds of gold coins from the box. Soon they became very rich.

Having heard that his son had gone

shouted at him,” why are you so lazy? Why can‟t you work harder?”

The old man didn‟t say anything, and

continued to work until he fell into the box and suddenly died. At once, the money

38. The complication started when…. a. The farmer dug up a big box in his

field, took it home, and showed it to his wife.

b. His wife dropped an apple into a big box and suddenly the box filled up with apples.

c. The farmer and his wife sold the apples were able to live quite comfortably.

d. His wife cleaned the box and kept it in their house.

e. The apple disappeared and the box began to fill itself with coins. 39. Which statement is TRUE according to

the story?

a. His wife cleaned and kept the box for her.

b. The box was full of valuable things when it was found

c. The farmer had to pull dead grandfathers out and bury them d. The poor farmer was finally killed

by his grandfather

e. The farmer‟s wife was happy after the grandfather passed away 40. What did we learn from the story?

a. Being honest is not always wise

b. All that glitters is not good

c. It is good to be honest in life

d. We must respect our parents e. Being a miser is sometimes

important.

(34)

Appendix 8

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY

ANSWER SHEET

Name : Number :

Class : Subject : English

1 A B C D E 21 A B C D E

(35)

Appendix 10 ANSWER KEY

1. B

2. A

3. D

4. B

5. E

6. D

7. D

8. B

9. C

10.D

11.A

12.A

13.D

14.D

15.E

16.B

17.E

18.A

19.C

20.D

21.E

22.D

23.E

24.B

25.D

26.A

27.E

28.C

29.B

30.B

31.A

32.D

33.A

34.E

35.B

36.C

37.A

38.B

39.C

(36)

STUDENTS’ LIST OF XI

(Try Out Class)

No Name Students’ Number

1. Adinda Putri Artanti 124687

2. Aditya Rangga Wijaya 124590

3. Afifah Hanin 124622

4. Ahmad Asrori 124560

5. Andhika Indrajaya 124658

6. Angela Buqi Puspita 124491

7. Anggi Nadya 124722

8. Danang Vibiyatnoko 124627

9. Dian Irmayanti 124664

10. Dwi Wulan Anggraeni 124629

11. Er Melinda Swissa 124497

12. Eri Vitriyani 124534

13. Fahdelika Mahendar 124631

14. Fuadi Raja Baja 124698

15. Indah Andri Susanti 124466

16. Lilif Yulalifah 124736

17. Muhammad Nurul Huda 124675

18. Muhtarul Alif 124581

19. Naila Zulfa 124476

20. Nita Ardiani Hasanah 124610

21. Nor Efendi 124584

22. Nurul Kamilah 124742

23. Raras Laila Yustinov 124678

24. Sindi Setyaningsih 124484

25. Siti Diah Nofitasari 124615

26. Tria Shofianida 124748

27. Wilda Qudsiyati 124619

(37)

of SMA 1 Gebog Kudus in the Academic Year 2013/2014

Students’ Number Score Students’ Number Score

1 77.5 15 72.5

2 65 16 55

3 60 17 77.5

4 75 18 52.5

5 70 19 62.5

6 80 20 72.5

7 62.5 21 52.5

8 57.5 22 77.5

9 80 23 60

10 70 24 67.5

11 52.5 25 57.5

12 75 26 80

13 67.5 27 62.5

(38)

1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 1 0 1 1 0 0 1 1 1 0 0 1 15 16 31 225 256 240

2 1 1 1 0 1 1 1 1 1 0 1 0 0 1 1 1 0 1 1 1 1 1 1 0 0 0 1 1 1 1 1 0 1 1 0 1 0 0 0 0 14 12 26 196 144 168

3 1 1 1 1 1 0 1 0 0 1 1 1 1 0 0 1 1 0 0 1 0 0 1 1 1 0 1 1 0 0 1 1 0 1 0 0 1 1 0 1 12 12 24 144 144 144

4 1 1 1 1 0 1 1 1 1 0 0 1 1 1 1 0 1 1 1 0 0 1 1 1 1 1 0 0 1 1 0 0 1 1 1 1 1 1 1 1 15 15 30 225 225 225

5 1 1 1 0 1 1 1 0 1 1 0 0 1 1 1 1 0 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 0 0 1 1 0 0 0 15 13 28 225 169 195

6 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 0 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 0 0 1 17 15 32 289 225 255

7 1 1 1 0 0 1 0 1 1 1 1 1 0 1 1 0 0 1 1 1 1 1 1 1 0 1 1 1 1 0 0 1 1 0 0 0 0 1 0 0 11 14 25 121 196 154

8 1 0 0 0 1 1 1 1 0 0 1 1 0 1 1 0 1 1 0 1 1 1 0 0 1 0 1 1 1 0 1 1 1 1 0 0 0 1 0 0 12 11 23 144 121 132

9 1 1 1 1 1 1 1 0 1 1 0 1 1 0 0 1 1 1 1 0 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 16 16 32 256 256 256

10 1 1 1 0 1 1 0 1 1 1 1 0 1 1 1 1 1 0 1 1 0 1 1 1 0 1 1 0 1 1 0 0 1 0 0 1 1 1 1 0 15 13 28 225 169 195

11 1 1 1 1 0 0 0 0 1 1 1 0 0 1 1 0 0 1 1 1 1 0 0 1 0 0 1 1 0 1 1 0 0 1 0 1 1 0 0 0 10 11 21 100 121 110

12 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 0 0 1 1 1 0 1 1 0 1 1 0 1 0 1 1 1 0 0 1 1 1 16 14 30 256 196 224

13 1 1 0 0 1 1 1 0 0 1 1 1 0 1 0 1 1 0 1 1 0 1 1 0 1 1 1 0 1 1 0 1 1 1 0 1 1 1 0 1 12 15 27 144 225 180

14 1 1 1 1 1 1 0 0 1 1 1 1 1 0 1 1 0 0 0 1 1 0 1 1 0 1 1 1 0 0 1 1 0 0 0 1 0 1 0 0 11 13 24 121 169 143

15 1 1 1 1 1 0 1 1 0 1 0 1 1 1 1 0 1 1 1 0 1 1 0 0 1 1 1 0 1 1 0 1 1 0 1 1 0 1 1 1 15 14 29 225 196 210

16 1 1 0 1 1 0 1 0 0 1 0 0 1 1 1 0 1 0 1 1 0 1 1 0 1 1 0 1 1 0 1 0 0 1 1 0 0 0 0 1 12 10 22 144 100 120

17 1 1 1 1 0 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 0 0 1 1 0 0 1 1 1 1 0 0 1 1 1 1 15 16 31 225 256 240

18 1 0 0 0 1 1 1 1 0 0 1 0 1 1 1 0 0 1 0 1 1 0 1 0 0 1 1 1 0 1 0 1 1 1 0 0 1 0 0 0 10 11 21 100 121 110

19 1 1 1 0 1 0 0 1 1 1 1 0 1 1 0 0 1 1 1 0 0 1 0 1 1 0 0 1 1 1 0 1 1 0 0 1 1 1 0 1 12 13 25 144 169 156

20 1 1 1 1 1 1 1 0 0 1 0 1 1 0 1 1 1 0 1 1 1 0 0 1 1 1 0 0 0 1 1 0 1 1 1 1 1 1 1 1 15 14 29 225 196 210

21 1 1 0 0 1 1 0 1 1 0 1 1 0 0 1 0 1 1 1 0 0 1 1 0 0 0 1 1 1 0 0 1 1 0 0 1 0 1 0 0 11 10 21 121 100 110

22 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 0 1 1 0 1 1 0 0 1 1 1 1 0 1 1 16 15 31 256 225 240

23 1 1 1 1 0 0 1 1 0 1 1 1 1 0 0 1 1 1 0 1 1 1 0 1 1 1 1 0 0 1 0 0 1 0 0 0 1 1 0 0 11 13 24 121 169 143

24 1 0 1 1 1 1 1 0 1 1 0 1 1 1 1 0 0 1 1 1 1 0 1 1 0 1 0 1 1 0 1 1 0 0 1 1 0 1 1 0 14 13 27 196 169 182

25 1 1 1 1 0 1 1 0 0 1 1 0 0 0 1 1 1 0 0 1 0 1 1 0 0 1 1 1 1 0 0 1 1 0 1 1 0 1 0 0 11 12 23 121 144 132

26 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 0 16 16 32 256 256 256

27 1 1 1 1 1 0 1 1 1 1 0 0 1 1 0 1 1 0 1 1 0 0 1 1 0 1 0 0 1 1 0 0 0 1 0 1 1 0 1 1 12 13 25 144 169 156

28 1 1 1 1 0 0 1 1 0 0 1 1 1 0 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 0 0 1 0 1 1 0 1 1 0 1 14 14 28 196 196 196

(39)

Appendix 13

The Calculation of Reliability of Try Out Test

∑x = 375

∑y = 374

∑x2

= 5145

∑y2

= 5082

∑xy = 5082

r_xy = N. xy − x y

N. x2−( _x)2 _N. _y2− ( _y)2

= 28. 5082 −(375)(374)

28. 5145 − 375 2 28. 5082 − 374 2

= 142296−140250

144060−140625 142296−139876

=

2046

3435 2420

=

2046

8312700

= 2046

2883.17 = 0.71

𝑟11 =

2 x (r_xy) 1 + rxy

=2 x 0.71

1 + 0.71

=1.42

1.71

(40)

Appendix 14 STUDENTS’ LIST OF XI

-A2

(Experiment Class)

No Name Students’ Number

1. Alim Bagus Prakosa 124623

2. Aliyyul Muiz 124720

3. Andiadji Tilarso Putra 124624

4. Anis Miladia Ashfa 124492

5. Anwarrur Roiz 124528

6. April Lianita sari 124536

7. Budi Nor Cahyo 124626

8. Deva Pambudi Raharjo 124694

9. Endah Lestari 124463

10. Eric Anggara 124569

11. Fittria Setya Permata 124500

12. Heni Shoimul Fitroh 124699

13. Intan Panca Mirta 124467

14. Irfan Rizqi Kurniawan 124670

15. Izazi Lutfiah 124575

16. Malichatus Syarifah 124578

17. Maulana Akhsan 124702

18. Mayla Damayanti 124671

19. Miftakhul Hidayah 124703

20. Nefinda Anggista F. 124676

21. Nika Midarani 124542

22. Novika Ratna A. 124546

23. Risa Erlinawati 124645

24. Rizqia Vischarina 124480

25. Sulistiyowati 124616

26. Ulil Albab 124552

27. Visty Nur Sabilla 124650

28. Winda Elyana Pramesti 124750

29. Yeni Catur Kartika 124554

30. Yuni Sulistiawati 124555

31. Yunna Yushara Indah Y. 124552

(41)

Appendix 15 The Pre-test Score of the Reading Comprehension

of the Eleventh Grade Students of SMA 1 Gebog Kudus

in the Academic Year 2013/2014

1 75 17 67.5

2 62.5 18 62.5

3 70 19 77.5

4 77.5 20 75

5 62.5 21 60

6 75 22 57.5

7 50 23 65

8 72.5 24 67.5

9 70 25 65

10 70 26 65

11 60 27 75

12 57.5 28 70

13 65 29 57.5

14 60 30 72.5

15 65 31 60

(42)

(43)

(44)

(45)

(46)

(47)

Appendix 16

The Tabulation for Calculation Mean and Standard Deviation of the Reading Comprehension of the Eleventh Grade Students

of SMA 1 Gebog Kudus in the Academic Year 2013/2014 Before Being Taught by Using Reciprocal Teaching Strategy

Form the pre-test score, we can find:

The number of interval = 1+ (3.3) log N = 1 + 3.3 log 32

= 1 + 3.3 1.505

= 1 + 4.967

= 5.967

= 6

Interval width i = the highest score−the lowest score the number of interval

=77.5−50

6

=27.5

6

= 4.58

= 5

Table 4.2 The Frequency Distribution of the Reading Comprehension of the Eleventh Grade Students of SMA 1 Gebog Kudus in the Academic Year 2013/ 2014 Before Being Taught by Using Reciprocal Teaching Strategy

No. Score f x % fx x’ fx’ x’2 fx’2

1. 50-54 1 52 3.125 52 -2 -2 4 4

2. 55-59 3 57 9.375 171 -1 -3 1 3

3. 60-64 8 62 25 496 0 0 0 0

4. 65-69 7 67 21.875 469 1 7 1 7

5. 70-74 7 72 21.875 504 2 14 4 28

6. 75-79 6 77 18.75 462 3 18 9 54

(48)

Mean = fx N

= 2154

32

= 67.31

SD =𝑖. f x

′ 2

N −

fx′ N

2

= 5. 96

32− 34 32

2

= 5. 3− 1.06 2

= 5. 3−1.12

= 5. 1.88

= 5. (1.37)

(49)

Appendix 17 The Post-test Score of the Reading Comprehension

of the Eleventh Grade Students of SMA 1 Gebog Kudus

in the Academic Year 2013/2014

1 80 17 82.5

2 77.5 18 77.5

3 92.5 19 97.5

4 82.5 20 87.5

5 75 21 70

6 87.5 22 75

7 72.5 23 80

8 82.5 24 82.5

9 90 25 72.5

10 95 26 85

11 75 27 77.5

12 80 28 90

13 75 29 72.5

14 70 30 77.5

15 77.5 31 80

(50)

(51)

(52)

(53)

(54)

(55)

Appendix 18

The Tabulation for Calculation Mean and Standard Deviation of the Reading Comprehension of the Eleventh Grade Students

of SMA 1 Gebog Kudus in the Academic Year 2013/2014 After Being Taught by Using Reciprocal Teaching Strategy

Form the post-test score, we can find:

The number of interval = 1 + (3.3) log N = 1 + 3.3 log 32

= 1 + 3.3 1.505

= 1 + 4.967

= 5.967

= 6

Interval width i = the highest score−the lowest score the number of interval

=97.5−70

6

=27.5

6

= 4.58

= 5

Table 4.2 The Distribution Frequency of the Reading Comprehension of the Eleventh Grade Students of SMA 1 Gebog Kudus in the Academic Year 2013/ 2014 After Being Taught by Using Reciprocal Teaching Strategy

No. Score f x % fx x’ fx’ x’2 fx’2

1. 70-74 5 72 15.625 360 -1 -5 1 5

2. 75-79 10 77 31.25 770 0 0 0 0

3. 80-84 8 82 25 656 1 8 1 8

4. 85-89 4 87 12.5 348 2 8 4 16

5. 90-94 3 92 9.375 276 3 9 9 27

6. 95-99 2 97 6.25 194 4 8 16 32

(56)

Mean = fx N

= 2604

32

= 81.38

SD =𝑖. f x

′ 2

N −

fx′ N

2

= 5. 88

32− 28 32

2

= 5. 2.75− 0.875 2

= 5. 2.75−0,77

= 5. 1.98

= 5. (1.41)

(57)

Appendix 19

The Tabulation of Calculation T-Test

of Reading Comprehension of the Eleventh Grade Students

of SMA 1 Gebog Kudus in Academic Year 2013/ 2014

No Pre-test Post-test D D2

1 75 80 5 25

2 62.5 77.5 15 225

3 70 92.5 22.5 506.25

4 77.5 82.5 5 25

5 62.5 75 12.5 156.25

6 75 87.5 12.5 156.25

7 50 72.5 22.5 506.25

8 72.5 82.5 10 100

9 70 90 20 400

10 70 95 25 625

11 60 75 15 225

12 57.5 80 22.5 506.25

13 65 75 10 100

14 60 70 10 100

15 65 77.5 12.5 156.25

16 70 85 15 225

17 67.5 82.5 15 225

18 62.5 77.5 15 225

19 77.5 97.5 20 400

20 75 87.5 12.5 156.25

21 60 70 10 100

22 57.5 75 17.5 306.25

23 65 80 15 225

24 67.5 82.5 15 225

25 65 72.5 7.5 56.25

26 65 85 20 400

27 75 77.5 2.5 6.25

28 70 90 20 400

29 57.5 72.5 15 225

30 72.5 77.5 5 25

31 60 80 20 400

32 62.5 77.5 15 225

(58)

𝐷 = 𝐷 𝑁

𝐷 =460

32

𝐷 = 14.375

𝑡 = 𝐷

𝐷2 − 𝐷

2

𝑁

𝑁 𝑁 −1

𝑡 = 14.375

7637.5− 460 ₃₂ 2

32 32−1

𝑡 = 14.375

7637.5−211600₃₂

32 31

𝑡 = 14.375

7637.5−6612.5

992

𝑡 = 14.375 1025 992

𝑡 = 14.375 1.033

𝑡 = 14.375 1.016

(59)

Appendix 20

The Value of T-Table for Any Number Degree of Freedom

Degree of freedom (df) Value of “t” the level of significance