KURIKULUM TINGKAT SATUAN PENDIDIKAN (KTSP)

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Apendix 1

KURIKULUM TINGKAT SATUAN PENDIDIKAN (KTSP)

PERANGKAT PEMBELAJARAN

SILABUS PEMBELAJARAN

Mata Pelajaran : Bahasa Inggris Kelas/Semester : VIII/2

Nama Guru :Nikwati, S.Pd

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SILABUS PEMBELAJARAN Sekolah : MTs Naba’ul Ulum Pati

Kelas : VIII (Delapan )

Mata Pelajaran : Bahasa Inggris

Semester : 2 (Dua)

Standar Kompetensi : Mendengarkan

1. Memahami makna dalam percakapan transaksional dan interpersonal pendek sederhana untuk berinteraksi dengan lingkungan sekitar

Kompetensi Dasar Teknik Bentuk

Instrumen

Contoh lancar, dan berterima untuk

1. Percakapan yang

1. Eliciting kosakata terkait topik yang akan dibahas (noun, verb, adjective, adverb) 2. Menentukan

makna kata dan

1. Merespon ungkapan meminta, memberi, menolak jasa 2. Merespon

ungkapan meminta,me mberi, menolak barang 3. Merespon

ungkapan

1.Listen to the

2.Listen to the

3.Listen to

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Kompetensi Teknik Bentuk

Instrumen

Contoh tindak tutur: meminta, barang, dan meminta, memberi dan mengingkari informasi, meminta, memberi, dan menolak pendapat, 5. Menjawab

berbagai 6. Merespon

ungkapan-ungkapan yang terkait materi

4. Merespon ungkapan meminta,me mberi, menolak pendapat 5. Merespon

ungkapan meminta,me nerima, menolak tawaran

the dialogue and choose the right answer.

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Instrumen

Contoh 4. Ungkapan Baku berbagai hal terkait tema/topik yang akan dibahas 2. Mendaftar

kosakata

1. Merespon ungkapan meminta,me mberi persetujuan 2. Merespon

ungkapan pernyataan 3. Merespon

ungkapan memberi perhatian terhadap pembicara 4. Mengawali,

Tes lisan response to them.

Listen to the dialogue and complete the text

Listen to the dialogue and

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Instrumen

Contoh lancar, dan berterima untuk tindak tutur: meminta,

1. Percakapan yang memuat ungkapan-3. Menentukan

makna kosakata dalam daftar 4. Menggunak 6. Menirukan

ungkapan 5. Merespon

ungkapan

choose the best answer

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Kompetensi Dasar

Materi Pembelajaran

Kegiatan Pembelajaran

Indikator Pencapaian Kompetensi

Penilaian

Alokasi Waktu

Sumber Belajar Teknik Bentuk

Instrumen

Contoh Instrumen percakapan,

dan

mengawali, memperpanj ang, dan menutup percakapan telepon

you ?

- Thanks/ Bye.../ See

you.

- Could I speak to ....

please? - Well, I’m calling to....

- Nice talking to you

2. Tata Bahasa - Have / Has

to

- Could I ...? - Past form of

be 3. Kosa kata Kata terkait tema

dan jenis teks

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Kompetensi Dasar

Materi Pembelajaran

Penilaian

Alokasi Waktu

Instrumen

Contoh Instrumen  Karakter siswa yang diharapkan : Dapat dipercaya (

Trustworthines)

Rasa hormat dan perhatian ( respect )

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SILABUS PEMBELAJARAN

Sekolah : MTs Naba’ul Ulum Pati

Semester : 2 (Dua)

Standar Kompetensi : Mendengarkan

2. Memahami makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk narrative dan recount untuk berinteraksi dengan lingkungan sekitar.

Instrumen

Contoh Instrumen Merespon

makna yang terdapat dalam teks lisan fungsional pendek

sederhana secara akurat, lancar, dan berterima untuk berbentuk:

- Notices 3.Kosa kata

1.Eliciting kosakata terkait topik yang akan dibahas (noun, verb, adjective, adverb) 2.menentukan

makna kata dan

menggunaka nnya dalam kalimat. dalam teks fungsional pendek - Notices - Iklan

2. Mengiden

tifikasi tujuan komunikatif teks fungsional pendek

Tes tulis Melengkapi rumpang

Benar / Salah

Listen to the dialogue and complete the following text.

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Instrumen

Contoh Instrumen

Merespon makna yang terdapat dalam monolog pendek sederhana secara akurat, lancar, dan berterima untuk

berinteraksi dengan lingkungan sekitar dalam teks berbentuk narrative dan

- terkait tema 1.Teks monolog pendek

berbentuk : - narrative

Continuous tense 3. Kosa kata - kata terkait tema dan jenis teks 1. Ungkapan

Baku - It’s terrific !

menirukan ungkapan-ungkapan terkait materi 4.Mendengarka

n teks fungsional 5.Menjawab

berbagai informasi yang terdapat dalam teks. 6.Menentukan

makna teks fungsional yang

diperdengark an.

1.Tanya jawab berbagai hal terkait tema/topik yang akan dibahas. 2.Mendaftar

kosakata

1. Mengidentifi kasi berbagai informasi dalam teks monolog narative dan recount. 2. Mengidentifi

kasi tujuan komunikatif choose the right answer

Listen to the text and complete the bellow

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Kompetensi Dasar

Materi Pembelajaran

Penilaian

Alokasi Waktu

Instrumen

Contoh Instrumen

recount _- It’s

wonderful

yang digunakan dalam percakapan 3.Menentukan

makna kosakata dalam daftar. 4.Mendengarka

n teks narrative / recount yang dibacakan guru.

5.Tanya jawab berbagai informasi tentang teks yang dibaca guru.

6.Mendengarka n teks

narrative / recount lainnya. 7.Menjawab

pertanyaan tentang teks

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Kompetensi Dasar

Materi Pembelajaran

Penilaian

Alokasi Waktu

Instrumen

Contoh Instrumen narrative /

recount yang didengar secara lisan.

 Karakter siswa yang diharapkan : Dapat dipercaya ( Trustworthines)

Rasa hormat dan perhatian ( respect )

Tekun ( diligence )

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Semester : 2 (Dua)

Standar Kompetensi : Berbicara

3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar

Instrumen

Contoh Instrumen 9.1.Mengungkap

kan makna dalam percakapan transaksional bahasa lisan secara akurat,

1.Percakapan singkat memuat ungkapan – ungkapan : Contoh :

-.A: Do you mind lending me some money? B: No, problems dengan jenis ungkapan dan

tema/topik yang terkait 2. Tanya jawab

tentang berbagai hal menggunaka n ungkapan terkait materi/topik.

1.Bertanya dan menjawab tentang meminta,me mberi,menola k jasa

2.Bertanya dan menjawab tentang meminta,me mberi,menola k barang 3.Bertanya dan

menjawab role cards and perform it in front of the class

4 x 40 menit

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Instrumen

Contoh Instrumen lancar, dan

berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta, memberi, menolak barang, meminta, memberi dan mengingkari informasi, meminta, memberi, dan menolak pendapat, dan menawarkan

3. Menirukan ungkapan-ungkapan terkait materi yang diucapkan guru 4. Latihan

bertanya dan menjawab menggunaka n ungkapan yang telah dipelajari situasi yang diberikan

mberi dan mengingkari informasi 4.Bertanya dan

menjawab

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Instrumen

Contoh Instrumen

9.2.Mengungkap kan makna dalam percakapan transaksional

perfect tense 3. Kosa kata - Kata terkait

tema dan jenis teks

4. Ungkapan Baku

1.Tanya jawab menggunakan berbagai kosakata dan ungkapan yang telah dipelajari

1. Bertanya dan menjawab tentang meminta,me mberi persetujuan 2. Bertanya dan

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Instrumen

Contoh bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta,

Nice talking to you. yang telah dipelajari 3.Menjawab

pertanyaan tentang isi percakapan 3. Bertanya dan

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Kompetensi Dasar

Materi Pembelajaran

Penilaian

Alokasi Waktu

Instrumen

Contoh Instrumen menutup

percakapan, serta

mengawali, memperpanja ng, dan menutup percakapan telepon

2. Tata Bahasa - Past form of be 3. Kosa kata - Kata terkait tema dan jenis teks

4. Spelling and intonation

yang telah dipelajari

Rasa hormat dan perhatian ( respect )

Tekun ( diligence )

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Semester : 2 (Dua)

Standar Kompetensi : Berbicara

4. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar

Instrumen

Contoh Instrumen 10.1 Mengungka

pkan makna dalam teks lisan bahasa lisan secara akurat, lancar dan

1.Teks - Imperatives - Comparison 3. Kosakata - Kata terkait dalam teks fungsional kan secara lisan teks fungsional : 2.Bertanya dan

menjawab secara lisan berbagai info dalam teks

Unjuk ents based on the

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Instrumen

Contoh Instrumen berterima

untuk

tema dan jenis teks

4. Ungkapan baku

- attention, please

1.Teks monolog berbentuk

untuk: - Memberi

perhatian (Notice)

- Menarik

seseorang membeli 3. Membahas

gambit-gambit yang sering muncul dalam teks fungsional pesan singkat

- Melakukan monolog pendek sederhana dalam

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Instrumen

Contoh bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk recount dan narrative

recount dan narrative.

2.Ciri-ciri kebahasaan teks narrative dan recount. 3.Langkah retorika teks narrative dan recount.

4. Tata Bahasa - Simple Past tense

- Past continuous tense

- temporal conjuntions - Connective words - Adverbs - Adjectives 5.Kosa kata

- Notice terkait jenis teks recount dan

narrative dngan tema yang dipilih 2. Membuat

kalimat sederhana secara lisan terkait ciri-ciri

kebahasaan teks recount dan

narrative

- simple past

- past

bentuk narrative dan recount

what you did yesterday 2. Retell a

story that you know very well. 3. Tell a

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Kompetensi Dasar

Materi Pembelajaran

Penilaian

Alokasi Waktu

Instrumen

Contoh Instrumen - kata terkait

tema dan jenis teks

6.Ungkapan baku

- Really? - That’s terrible - How Then ?

continuou s

- temporal

conjunctions

- connectiv e words

- adverbs

- adjectives 3. Melakukan

percakapan terkait kegiatan yang

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Kompetensi Dasar

Materi Pembelajaran

Penilaian

Alokasi Waktu

Instrumen

Contoh Instrumen First,....,

then...., finally... 4. Menceritaka

n kembali kegiatan / pengalaman atau teks narative yang pernah didengar Menceritaka n

berdasarkan foto atau Gambar cerita populer.

Rasa hormat dan perhatian ( respect )

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Semester : 2 (Dua)

Standar Kompetensi : Membaca

5.Memahami makna dalam esei pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar

Instrumen

Contoh Instrumen 11.1 Membaca

nyaring recount dan narrative dengan ucapan, tekanan dan intonasi yang berterima yang

1.Teks Essai

berbentuk narrative /

recount teks essai narratif / recount

1. Tanya jawab mengembang kan kosakata berdasarkan gambar / cerita popular 2. Tanya jawab

menggali informasi dalam cerita berdasarkan gambar 3. Mendengarka

n teks narrative / recount yang

Membaca nyaring dan bermakna teks essai

berbentuk narrative / recount Mengidentifik asi berbagai makna teks narrative / recount

Read the story aloud.

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Instrumen

Contoh 11.2 Merespon

makna dalam teks tulis lancar dan berterima narrative / recount 5. Spelling, stress,

intonation

dibaca guru 4. Membaca

nyaring teks narrative / recount dengan ucapan dan intonasi yang benar

5. Menjawab berbagai pertanyaan tentang informasi dalam teks yang di baca 6. Menentukan

tujuan komunikatif teks

narrative / recount yang di baca 7. Menentukan

langkah retorika dari teks

narrative /

Mengidentifik asi tujuan komunikatif teks narrative / recount

Mengidentifik asi langkah retorika dan ciri

kebahasaan teks narrative / recount

Tes Tulis

Isian singkat

Pertanyaan tertulis

Complete the following sentences using the information from the text.

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Instrumen

Contoh Instrumen

11.3 Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam

1.Teks fungsional : 3.Ciri kebahasaan

recount yang di baca 8. Menentukan

ciri

kebahasaan teks

narrative / recount yang di baca 9. Membaca

teks narrative / recount lainnya 1. Mencermati

teks fungsional pendek terkait materi

2. Menyebutkan jenis teks fungsional yang dicermati 3. Membaca

nyaring teks fungsional

Mengidentifik asi berbagai informasi dalam teks fungsional

Mengidentifik asi tujuan komunikatif

Choose the best option, a,b,c or d

Answer the following questions

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Kompetensi Dasar

Materi Pembelajaran

Penilaian

Alokasi Waktu

Instrumen

Contoh Instrumen teks berbentuk

recount dan nararative

terkait materi 4. Menjawab

pertanyaan tentang informasi yang terdapat dalam teks 5. Menyebutkan

ciri-ciri teks fungsional yang dibaca 6. Membaca teks

fungsional pendek lainnya dari berbagai sumber

fungsional

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Semester : 2 (Dua)

Standar Kompetensi : Menulis

6. Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sederhana berbentuk recount dan narrative untuk berinteraksi dengan lingkungan sekitar

Instrumen

Contoh bentuk teks tulis bahasa tulis secara akurat, lancar dan

1. Teks fungsional : - Notices - iklan

2. Tata bahasa - Imperratives - Getting attention - Comparison 3. Kosa kata Kata terkait tema dan jenis teks

1. Review tujuan komunikatif dan ciri-ciri kebahasaan

Menulis teks fungsional pendek berbentuk : related to certain places

4. Write

4 x 40 menit

1.Buku teks yang materi dan topik 4.Benda

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Instrumen

Contoh dalam esei pendek sederhana dengan menggunak an ragam bahasa tulis secara akurat, lancar dan berterima

4. Tanda baca, Spelling

1. Teks Essai narrative / recount 2. Ciri

kebahasaan teks narrative / recount 3. Langkah

retorika teks narrative / recount 4. Tatabahasa

- Simple past - Past

continuous 5. Kosakata

- Kata terkait tema dan jenis

/

3. Melengkapi teks

fungsional pendek 4. Menulis teks

fungsional terkait teks narrative/ recount 3. Mengembang

Menulis teks pendek dan sederhana dalam bentuk recount / narrative dengan langkah retorika yang benar

Tes t promoting a certain product.

Write a short recount/narrat ive text based on:

a.Your experience happend to you

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Kompetensi Dasar

Materi Pembelajaran

Penilaian

Alokasi Waktu

Instrumen

Contoh Instrumen untuk

berinteraksi dengan lingkungan sekitar berbentuk recount dan narrative

teks

6. Tandabaca, spelling

kan langkah retorika teks recount dan narrative 4. Membuat

draft teks recount dan narrative 5. Menulis teks

recount dan narrative berdasarkan draft yang dibuat 6. Memajang

hasil tulisan di dinding

Find 5 short texts of recount or narratives and expose them.

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Mengetahui;

Kepala MTs. Naba’ul Ulum

Hasan Manshur, S.Fil.I

Pati, 11 Agustus 2012 Guru Mapel Bahasa Inggris,

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Apendix 2

LESSON PLAN

School : MTs Naba’ul Ulum Pati Lesson/Subject : English

Subject Matter : Writing Material : Narrative text

Class : VIII

Semester : 2 (second semester ) Lesson Year : 2012 / 2013

Time/Duration : 12 x 45 minutes (6 meeting)

This lesson plan is used for six meeting of english teaching learning procces. The steps are same in the six meeting because the writer teaches the students about writing narrative text by puppet show. But, the materials (narrative text) that given to the students are different in every meeting. A.Standard Competence

Writing

12. To express the meaning of short functional text and and short simple essay in form of narrative text for interacting with surrounding environment.

B.Basic competence

12.2. To express the meaning of short functional text by using written language accurately, fluently, and acceptable for interacting with surrounding invironment.

C.Indicators

Understanding the social function of the narrative text Understanding the generic structure

Understanding the social function

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Writing narrative text well

D.PURPOSE OF THE TEACHING

In the end of teaching learning process, the students are able to: Understand the social function of the narrative text Understand the generic structure

Understand the social function

Understand of language features of narrative text Use the right tenses in wrting narrative text Write narrative text well

E. Teaching material

Monolog text : Narrative text

The Legend of Surabaya

A long time ago in East Java there were two strong animals, Sura and Baya. Sura was a shark and Baya was a crocodile. They lived in the sea. Actually, they were friends. But when they were hungry, they were very greedy. They did not want to share their food. They would fight for it and never stop fighting until one of them gave up.

It was a very hot day. Sura and Baya were looking for some food. Suddenly, Baya saw a goat. “Yummy, this is my lunch,” said Baya. “Noway! This is my lunch. You are greedy! I had not eaten for

two days!” Said sura days!” said Sura.

Then Sura and Baya fought again. After several hours, they were very tired. Sura had a plan to stop their bad behavior.

“I’m tired of fighting, Baya,” said Sura. “Me too”. What should we do to stop fighting? Do you have any idea?” asked Baya. “Yes, I do. Let’s share our territory. I live in the water, so I look for food in the sea. And you live on the land, right? So, you look for the food also on the land. The border is the beach, so we will never meet again. Do you agree?” asked Sura. “Hmm... let me think about it. OK, I agree. From today, I will never go to the sea again. My place is on the land,” said Baya.

Then they both lived in the different places. But one day, Sura went to the land and looked for some food in the river. He was very hungry and there was not much food in the sea. Baya was very angry when he knew that Sura broke the promise. “Hey, what are you doing here? This Orientation

Complication

Resolution

Complication

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is my place. Your place is in the sea!” “But, there is water in the river, right? So, this is also my place!” said Sura.

Then Sura and Baya fought again. They both hit each other. Sura bit Baya's tail. Baya did the same thing to Sura. He bit very hard until Sura finally gave up. He went back to the sea. Baya was very happy. He had his place again.

The place where they were fighting was a mess. Blood was everywhere. People then always talked about the fight between Sura and Baya. They then named the place of the fight as Surabaya, it’s from Sura the shark and Baya the crocodile. People also put their war as the symbol of Surabaya city.

We can get the message from that story that we must keep our promise and never break the promise.

a. Social function

To amuse, entertain and to deal with actual or vicarious experience in different ways;

Narratives deal with problematic events which lead to a crisis or turning point of some kind,

which in turn finds resolution.

b. Generic structure

1. Orientation  (time, place, and characters)

2. Major complication  (the problem is raising)

3. Resolution (solution of the problem)

4. Complication  (the problem is raising)

5. Major resolution  (the solution or ending)

6. Re-orientation  (the message of the story) optional c. Language features:

- Focus on specific individual participant. - Use simple past tense

- Use temporal conjunction Simple past tense

Past tense is used for expressing the past event. The pattern of past tense is explained below:

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Positive (+) S V2 O/A/Adj Negative (-) S Did not +

V1

O/A/Adj Introgative (?) To

be/auxalary

S V1 O/A/Adj

Example: (+)  Brian danced hip hop last week. (-)  Brian did not dance hip hop last week. (?)  Did Brian dance hip hop last week?

Regular verb

V I V 2 V 3

Dance Danced Danced

Play Played played

Study Studied Studied

Irregular verb

V I V 2 V 3

Go Went Gone

Eat Ate Eaten

Think Thought Thought

F. Teaching method

Four stages method ( BKOF, JCT, MOT, ICT)

G. STEPS OF THE TEACHING

First meeting

1. Pre teaching 10 minutes Orientation

 Greeting  Praying

 Checking the attendance list

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Apperception

 Giving question related to the material.  Teacher clarifies students’ answer.

Motivation

 Giving some advantages of studying narrative text. 2. Whilst Teaching

Exploration 20 minutes

 The teacher explains the material of narrative text. (social function, generic structure and language features)

 The teacher explains about puppet show. Elaboration 60 minutes

 The teacher explains about puppet show by using the puppet of charracters in narrative text.

 The students guess the charracters that the teacher made from the story.

 The teacher explains the material of narrative text. (social function, generic structure and language features).

 The teacher shows how to use puppet show.

Second meeting

Confirmation 80 minutes

 The students show in front of class using puppet show to tell the story.

 The other students listen and write the story from the puppet show. 3. Post Teaching 10 minutes

 Giving home work to students to make a story and tell the story in front of the class by using puppet show.

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Third meeting

 Giving question to students about activity of students at home Apperception

Motivation

 The students listen and write the features of narrative text from puppet show by thr teacher.

 The teacher asks the students to discuss about the story from puppet show.

Fourth Meeting

 The students show their story from the puppet show.

 The students submit their writing based on story from puppet show.

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 Giving home work to students to write the story that they have ever heard.

 Students are also remained about narrative text.  Giving motivation to students to study at home.  Closing the class with greeting

Fifth meeting

 Giving question to students about activity of students at home Apperception

Motivation

 The teacher gives the students chance to ask the material about narrative text from the puppet show.

 The students listen the story from the puppet show and write the story.

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 The students construct the information about the story from puppet show in form of narrative text.

 The students retell about narrative text. 3. Post Teaching 10 minutes

 Giving home work to students to submit their narrative text.  Students are also remained about narrative text.

 Giving motivation to students to study at home.  Closing the class with greeting

H. Source and materials

 English book for junior high school VIII.  Student’s work sheet.

 BSE for Eighth grade students of junior high school.

I. Assesment

Written assesment

 Correct the right tenses

 Match the vocabulary with the meaning  Arrange the jumble paragraph into good order  Writing narrative text

J. Scoring Scoring Guidance:

Aspects Achievement Level SCORE

Relevancy of assesment

Excellent

do the assesment with the litle false unrelevant with the assesment do not do the assesment given

21-25 16-20 11-15 0-10 Coherence Good coherence and cohesion

Effective enough in writing Less communicative Less communicative

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Grammar (tenses) Excellent grammar (right tenses) Some error in grammar

Many errors in grammar Almost all errors in grammar

21-25 16-20 11-15 0-10

Diction Good diction

Good enough Some errors diction Many errors diction

21-25 16-20 11-15 0-10 Kudus, January 2013 Approved by:

English Teacher of The Writer

MTs Naba’ul Ulum Pati

Nikwati, S.Pd Kartika Sekarningrum

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Students’ Worksheet Treatment 1 and 2

A. Match the words below with the meaning in the bracket!

B. Please correct the verb with the right form! Example: Mouse deer (eat) the fruits yesterday.

Mouse deer (ate) the fruits yesterday.

1. The crocodile (float) in the river last night. 2. Sura (is) a shark and Baya (is) a crocodile. 3. Last night (is) raining.

4. Sura and Baya (are) looking for some food. 5. It (is) cool last night.

Treatment 3 and 4

A. Arrange the jumble paragraph below into the right paragraph.

a. The place where they were fighting was a mess. Blood was everywhere. People then always talked about the fight between Sura and Baya. They then named the place of the fight as Surabaya, it’s from Sura the shark and Baya the crocodile. People also put their war as the symbol of Surabaya city.

b. A long time ago in East Java there were two strong animals, Sura and Baya. Sura was a shark and Baya was a crocodile. They lived in the sea. Actually, they were

friends. But when they were hungry, they were very greedy. They did not want to share their food. They would fight for it and never stop fighting until one of them gave up. Shark Stick River

Crocodile fruits float Line up across leg Laugh

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c. It was a very hot day. Sura and Baya were looking for some food. Suddenly, Baya saw a goat. “Yummy, this is my lunch,” said Baya. “Noway! This is my lunch. You are greedy! I had not eaten for two days!” Said sura. Then Sura and Baya fought again. After several hours, they were very tired. Sura had a plan to stop their bad behavior.

d. Then they both lived in the different places. But one day, Sura went to the land and looked for some food in the river. He was very hungry and there was not much food in the sea. Baya was very angry when he knew that Sura broke the promise. “Hey, what are you doing here? This is my place. Your place is in the sea!” “But, there is water in the river, right? So, this is also my place!” said Sura.

e. “I’m tired of fighting, Baya,” said Sura. “Me too”. What should we do to stop fighting? Do you have any idea?” asked Baya. “Yes, I do. Let’s share our territory. I live in the water, so I look for food in the sea. And you live on the land, right? So, you look for the food also on the land. The border is the beach, so we will never meet again. Do you agree?” asked Sura. “Hmm... let me think about it. OK, I agree. From today, I will never go to the sea again. My place is on the land,” said Baya.

f. Then Sura and Baya fought again. They both hit each other. Sura bit Baya's tail. Baya did the same thing to Sura. He bit very hard until Sura finally gave up. He went back to

the sea. Baya was very happy. He had his place again.

A. Please write the charracters from the story that you have heard from puppet show!

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B. Write the generic structure of the text from the story that you have heard from puppet show! TITLE

orientation

complication

Resolution

C. Write the story that you have heard from puppet show by your own words! ………

……… ……… ……… ……… ………..

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……… ………..

……… ……… ……… ……… ………..

Pre-Test

Please write story by your own words, you can choose one of title below! 1. Snow white

2. Malin Kundang 3. Mouse Deer and Snail Post Test

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Apendix 3

The Name of the Students of VIII A MTs Naba’ul Ulum Pati In The Academic Year 2012/2013

No Name

1 Agung Kerismanto 2 Amaliya Maesaroh 3 Aulia Afianti 4 Aziz Syaefullaoh 5 Dewi Syafaatun 6 Dian Fitria Sari 7 Dwi Afriani 8 Dwi Risma 9 Edi Aprianto 10 Gianto 11 Hesti Noor 12 Ida Royani 13 Jabarto 14 Leni Widia 15 Moh. Nur Arifin 16 M. Fahrul Hidayah 17 M. Sigit

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Apendix 4

The Data of The Achievement of Writing Narrative Text of VIII Grade Students of MTs Naba’ul Ulum Pati in Academic Year 2012/2013 before being Taught

by Using Puppet Show

NO. Nama S1 S2 S3 S4 S5 Total

1 Initial VIII 1 No. 1 10 10 8 5 5 38

2 Initial VIII 1 No. 2 10 10 6 10 10 46

3 Initial VIII 1 No. 3 10 15 7 10 10 52

4 Initial VIII 1 No. 4 10 10 8 5 10 30

5 Initial VIII 1 No. 5 10 10 6 5 5 36

6 Initial VIII 1 No. 6 10 20 7 20 12 69

7 Initial VIII 1 No. 7 5 10 8 5 10 38

8 Initial VIII 1 No. 8 5 10 7 5 10 37

9 Initial VIII 1 No. 9 10 5 8 5 20 48

10 Initial VIII 1 No. 10 10 5 8 15 5 43

11 Initial VIII 1 No. 11 5 10 9 5 5 34

12 Initial VIII 1 No. 12 20 5 8 5 5 43

13 Initial VIII 1 No. 13 5 5 8 5 5 28

14 Initial VIII 1 No. 14 5 10 8 5 5 33

15 Initial VIII 1 No. 15 5 5 6 5 10 31

16 Initial VIII 1 No. 16 10 10 7 5 10 42

17 Initial VIII 1 No. 17 10 5 8 5 5 33

18 Initial VIII 1 No. 18 20 10 7 15 10 62

19 Initial VIII 1 No. 19 5 15 6 5 10 41

20 Initial VIII 1 No. 20 10 5 8 10 5 38

21 Initial VIII 1 No. 21 10 10 8 10 15 53 22 Initial VIII 1 No. 22 10 20 9 20 10 69 23 Initial VIII 1 No. 23 10 10 8 10 15 53 24 Initial VIII 1 No. 24 10 10 7 10 10 47

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Apendix 5

The Data of The Achievement of Writing Narrative Text of VIII Grade Students of MTs Naba’ul Ulum Pati in Academic Year 2012/2013 after being Taught

by Using Puppet Show

No Name S1 S2 S3 S4 S5 Total score

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Apendix 6

The Calculation of Mean and Standard Deviation of The Achievement of Writing Narrative Text of VIII Grade Students of MTs Naba’ul Ulum Pati in Academic Year

2012/2013 before being Taught by Using Puppet Show

Number of Interval (K) = 1 + 3.3 log n = 1 + 3.3 log 25 = 1 + 3.3 (1.4) = 5. 62

= 6 Width interval (i) =

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Score F _x _fX _x' _fx' _(x')2

f(x'2)

63-69 2 ₆₆ ₁₃₂ ₃ ₆ ₉ ₁₈

56-62 1 ₅₉ ₅₉ ₂ ₂ ₄ ₄

49-55 4 52 208 1 4 1 4

42-48 7 ₄₅ ₃₁₅ ₀ ₀ ₀ ₀

35-41 6 ₃₈ ₂₂₈ _-1 _-6 ₁ ₆

28-34 5 31 155 -2 -10 4 20

∑ 25 291 1097 3 -4 19 52

a. Mean (average)

= = 44.4

b. Standard Deviation

2 2

' . '

.

N x f

N x f i SD

2

25 4 25 52 7 SD

0256 . 0 08 . 2 7 SD

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Apendix 7

The Calculation of Mean and Standard Deviation of The Achievement of Writing Narrative Text of VIII Grade Students of MTs Naba’ul Ulum Pati in Academic Year

2012/2013 after being Taught by Using Puppet Show

Number of Interval (K) = 1 + 3.3 log n = 1 + 3.3 log 25 = 1 + 3.3 (1.4) = 5. 62 = 6 Width interval (i) =

= =

= 2

Score F x fX x' fx' (x')2 f(x'2)

87-89 3 88 264 2 6 4 12

85-86 3 85.5 256.5 1 3 1 3

83-84 9 83.5 751.5 0 0 0 0

81-82 3 81.5 244.5 -1 -3 1 3

79-80 3 79.5 238.5 -2 -6 4 12

77-78 4 77.5 310 -3 -12 9 36

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c. Mean (average)

= = 80.80

d. Standard Deviation

2 2

' . '

.

N x f

N x f i SD

2

25 12 25 66 2 SD

230 . 0 64 . 2 2 SD

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Apendix 8

The calculation to find out T-test

No. Name/Initial Pre-test post-test D D2

1 Initial VIII 1 No. 1 38 86 48 2304

2 Initial VIII 1 No. 2 46 77 31 961

3 Initial VIII 1 No. 3 52 84 32 1024

4 Initial VIII 1 No. 4 43 77 34 1156

5 Initial VIII 1 No. 5 36 82 46 2116

6 Initial VIII 1 No. 6 69 83 14 196

7 Initial VIII 1 No. 7 38 79 41 1681

8 Initial VIII 1 No. 8 37 82 45 2025

9 Initial VIII 1 No. 9 48 78 30 900

10 Initial VIII 1 No.10 43 84 41 1681

11 Initial VIII 1 No.11 34 80 46 2116

12 Initial VIII 1 No.12 43 84 41 1681

13 Initial VIII 1 No.13 28 84 56 3136

14 Initial VIII 1 No.14 33 89 56 3136

15 Initial VIII 1 No.15 31 83 52 2704

16 Initial VIII 1 No.16 42 84 42 1764

17 Initial VIII 1 No.17 33 83 50 2500

18 Initial VIII 1 No.18 62 78 16 256

19 Initial VIII 1 No.19 41 86 45 2025

20 Initial VIII 1 No.20 38 83 45 2025

21 Initial VIII 1 No.21 53 86 33 1089

22 Initial VIII 1 No.22 69 87 18 324

23 Initial VIII 1 No.23 53 80 27 729

24 Initial VIII 1 No.24 47 89 42 1764

25 Initial VIII 1 No.25 53 82 29 841

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a. Calculate the t observation

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Table Significance at 5% and 1% Level of Significance

Degree of freedom (df)

Value of “t” on the level of significant

5% 1%

1 12.71 63.66

2 4.3 9.92

3 3.18 5.84

4 2.78 4.6

5 2.57 4.03

6 2.45 3.71

7 2.36 3.5

8 2.31 3.36

9 2.26 3.25

10 2.23 3.17

11 2.2 3.11

12 2.18 3.06

13 2.16 3.01

14 2.14 2.98

15 2.13 2.95

16 2.12 2.92

17 2.11 2.9

18 2.1 2.88

19 2.09 2.86

20 2.09 2.84

21 2.09 2.83

22 2.08 2.82

23 2.07 2.81

24 2.07 2.8

25 2.06 2.79

26 2.06 2.78

27 2.06 2.77

28 2.05 2.76

29 2.05 2.76

30 2.04 2.75

35 2.04 2.72

40 2.03 2.71

45 2.02 2.69

50 2.02 2.68

60 2.01 2.65

70 2 2.65

80 1.99 2.64

90 1.99 2.63

100 1.98 2.63

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150 1.98 2.61

200 1.97 2.6

300 1.97 2.59

400 1.97 2.59

500 1.96 2.59

1000 1.96 2.58

The calculation result in the level of significance of the research is 0.05 and degree of freedom which is counted from (N1 + N2) – 2 is 48, the writer finds that the t-table is 2.02 meanwhile the calculation result t-observation is 5.35. So, to compare t0 with t-table according

the following criteria:

If t0 > t-table (on the level of significance of 5 %): It means that the Alternative

Hypothesis (Ha) is accepted and the Null Hypothesis (H0) is rejected.

Based on the criteria above, show that the null hypothesis is rejected and the alternative hypothes is accepted because the value of the t-observation is higher than t-table (t0= 5.35 > tt =

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Apendix 10

Students’ Worksheet

C. Match the words below with the meaning in the bracket!

D. Please correct the verb with the right form! Example: Mouse deer (eat) the fruits yesterday.

Mouse deer (ate) the fruits yesterday.

6. The crocodile (float) in the river last night. 7. Sura (is) a shark and Baya (is) a crocodile. 8. Last night (is) raining.

9. Sura and Baya (are) looking for some food. 10.It (is) cool last night.

B. Arrange the jumble paragraph below into the right paragraph.

g. The place where they were fighting was a mess. Blood was everywhere. People then always talked about the fight between Sura and Baya. They then named the place of the fight as Surabaya, it’s from Sura the shark and Baya the crocodile. People also put their war as the symbol of Surabaya city.

h. A long time ago in East Java there were two strong animals, Sura and Baya. Sura was a shark and Baya was a crocodile. They lived in the sea. Actually, they were friends. But Shark Stick River

Crocodile fruits float Line up across leg Laugh

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when they were hungry, they were very greedy. They did not want to share their food. They would fight for it and never stop fighting until one of them gave up.

i. It was a very hot day. Sura and Baya were looking for some food. Suddenly, Baya saw a goat. “Yummy, this is my lunch,” said Baya. “Noway! This is my lunch. You are greedy! I had not eaten for two days!” Said sura. Then Sura and Baya fought again. After several hours, they were very tired. Sura had a plan to stop their bad behavior.

j. Then they both lived in the different places. But one day, Sura went to the land and looked for some food in the river. He was very hungry and there was not much food in the sea. Baya was very angry when he knew that Sura broke the promise. “Hey, what are you doing here? This is my place. Your place is in the sea!” “But, there is water in the river, right? So, this is also my place!” said Sura.

k. “I’m tired of fighting, Baya,” said Sura. “Me too”. What should we do to stop fighting? Do you have any idea?” asked Baya. “Yes, I do. Let’s share our territory. I live in the water, so I look for food in the sea. And you live on the land, right? So, you look for the food also on the land. The border is the beach, so we will never meet again. Do you agree?” asked Sura. “Hmm... let me think about it. OK, I agree. From today, I will never go to the sea again. My place is on the land,” said Baya.

l. Then Sura and Baya fought again. They both hit each other. Sura bit Baya's tail. Baya did the same thing to Sura. He bit very hard until Sura finally gave up. He went back to

the sea. Baya was very happy. He had his place again.

D. Please write the charracters from the story that you have heard from puppet show!

(56)

E. Write the generic structure of the text from the story that you have heard from puppet show! TITLE

orientation

complication

Resolution

F. Write the story that you have heard from puppet show by your own words! ………

……… ……… ……… ……… ………..

(57)

………

………..

……… ……… ……… ……… ………..

Pre-Test

Please write story by your own words, you can choose one of title below! 4. Snow white

5. Malin Kundang 6. Mouse Deer and Snail Post Test

(58)

CURRICULUM VITAE

Kartika Sekarningrum was born on November 15, 1990 in Pati. She is the last daughter of Alm Mr. Tarmidjan and Mrs. Setiani. She has one brother, but she has 2 old sister.

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YAYASAN PEMBINA UNIVERSITAS MURIA KUDUS UNIVERSITAS MURIA KUDUS

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Kampus Gondangmanis Bae Kudus Po.Box 53 Telp/Fax. 0291-4438229 STATEMENT

I, kartika sekarningrum (2008-32-021) state that my skripsi entitled:”The Achievement of Narrative Text of The Eighth Grade Students of M Ts.Naba’ul Ulum Pati in The Academic Year

2012/2013 Taught by Using Puppet Show” is indeed the work of mine, not that of others’. I just

take some certain quotations from others’ scientific works as my references.

I am just responsible for this statement.

Kudus, maret 2013