CHAPTER IV RESULT OF THE RESEARCH AND DISCUSSION
D. Discussion
SMP Negeri 6 Metro was established on July 1, 1988 based on the decision of The Ministry of Educational by number 10807606. SMP Negeri 6 Metro located at Patimura street 29 Banjarsari, North Metro, Metro City Lampung.
b. The Profil of SMP Negeri 6 Metro
1. Name of school : SMP Negeri 6 Metro 2. NSS / NPSN : 201121902006 / 10807606
3. Province : Lampung
4. Regency : North Metro
5. Sub district : Metro City 6. Village : 29 Banjarsari 7. Street : Patimura street 8. Name of fondation : SMP Negeri 6 Metro 9. No. Telp : (0725) 44805
c. Vision and Mission of SMP Negeri 6 Metro 1) Vision
Excellent the academic accomplishment and non academic based on foundations faith and belief.
2) Mission
a) Doing the learning and guidance effectively.
b) Bring everyone to take part teachers and educators in coaching of upgrading education quality.
c) Increasing the enthusiasm accomplishment intensive all member of school.
d) Increasing the comprehension and implementing of religion.
e) Developing the potential yourself in optimum.
3) Indicators
a) Excellent of increasing achievement in UN.
b) Excellent of sport activity.
c) Excellent of extraculicular activity.
d) Excellent and accomplishment in area religion activity.
Also, the principle is a person who have the high status in coordinator all of duty in school activity. To do it, the principal of SMP Negeri 6 Metro is helped by school committee, official employee, the head vice of student, the head vice of general, and the head vice of curriculum.
d. The Teachers Educational Background in SMP Negeri 6 Metro
The number of teacher educational background at SMP Negeri 6 Metro in the academic year of 2019/2020 that can be identified as follows:
Table 4
Teachers Educational Background in SMP Negeri 6 Metro in the Academic Year of 2019/2020
No. Qualification Academic
Status
Total
PNS NON PNS
M F M F
1. S1 10 24 - - 34
2. D3 2 4 - - 6
3. D1 2 - - - 2
Total 14 28 - - 42
a. Students Quantity of SMP Negeri 6 Metro
The students’ quantity of SMP Negeri 6 Metro in the Academic Year of 2019/2020 is that can be identified as follows:
Table 5
The Students Quantity of SMP Negeri 6 Metro in the Academic Year of 2019/2020
Academic Year
Total students
VII class VIII class IX class Total (VII + VIII + IX
class) Total
students
Room Total students
Room Total students
Room students Room
2016/2017 430 224 7 224 7 221 7 669 21
2017/2018 315 248 8 245 8 238 8 731 22
2018/2019 325 248 8 245 8 238 8 731 22
2019/2020 350 248 8 246 8 238 8 732 24
Description of The Research Data a. Pre-test Result
The researcher conducted pre-test on 5th, November 2019. It was done to find out the students’ basic knowledge towards vocabulary mastery in pre- test before giving treatment. The result of preliminary test could be seen as follows:
Table 6.
The Students’ Pre-Test Result Towards Vocabulary Mastery At The Eighth Graders Of SMP Negeri 6 Metro
NO Student’s Name
Question Number
Pre-Test Score 1 2 3 4 5 6 7 8 9 10
1 AAR 10 10 - 10 10 10 - 10 10 - 70
2 AHA - - - - - - - 10 10 - 20
3 AHP - - 10 - 10 10 10 - - 10 50
4 AS 10 10 - - - 10 10 10 - 10 60
5 ASA 10 10 - - - 10 10 - - 10 50
6 BEJ - - - - - 10 10 - - - 20
7 BSW - 10 10 - 10 10 10 - - 10 60
8 BWJ 10 - - - 10 - - - - 10 30
9 CO 10 10 - 10 - - 10 - - 10 50
10 DAF - 10 - - - - 10 - - - 20
11 DIEP - 10 - 10 - 10 10 - - 10 50
12 DIP 10 10 - 10 - - 10 - - - 40
13 DIS - - - 10 10 - 10 - 10 10 50
14 DKS - 10 - - 10 10 10 - - 10 50
15 IA 10 10 - - - 10 10 - - 10 50
16 IAP - 10 - - - 10 10 - - - 30
17 LAH - 10 - - 10 10 10 - - 10 50
18 MA - 10 - 10 - - 10 - - 10 40
19 MFS - 10 10 - 10 10 10 - - 10 60
20 MYA - - - - 10 10 - 10 10 - 40
21 NAN - 10 - 10 - - 10 - - 10 40
22 NNZ - 10 10 - - 10 10 - - - 40
23 NRA - - - 10 - 10 - 10 10 - 40
24 RDP - - - 10 10 10 10 - - - 40
25 RR 10 10 10 - 10 10 10 - 10 10 80
26 SMJ - 10 - 10 - - 10 10 10 10 60
27 TDYP - 10 - 10 - 10 10 - - 10 50
TOTAL 1240
AVERAGE 45,95
HIGHEST SCORE 80
LOWEST SCORE 20
Source: The result of pre-test in experiment class on November 5th, 2019.
The test is followed by 27 students which were cluster selected the highest score was 80 and the lowest score was 20 with total score was 1240 and the average of the score 45,95.
Based on the table above, the researcher measured the class interval.
R = the highest score – the lowest score
= 80 – 20
= 60
K = 1 + 3,3 log n
= 1 + 3,3 log 27
= 1 + 4,72
= 5,72 6
P = RK= 606 = 10
After knowing the class interval, the data taken from interval above was put on the table of frequency distribution as follows:
R = Range
K = a lot of classes that will be created P = class interval
Table 7
Frequency Distribution of the Students’ Vocabulary mastery in Pre-Test at the Eighth Grade of SMP Negeri 6 Metro
the Academic Year of 2019/2020
Class Interval Frequency Percentage %
70 - 80 2 7,41
60 - 69 4 14,81
50 - 59 9 33,33
40 - 49 7 25,92
30 - 39 2 7,41
20 - 29 3 11,11
T o t a l 27 100 %
Based on the table distribution above, it can inferred that from 27 students as the research sample, there were 2 students who got the score 70-80 (7.41 %), 4 students who got the score 60-69 (14.81 %), 9 students who got the score 50-59 ( 33.33%), 7 students who got the score 40-49 (25.92 %), 2 students who got 30-39 (7.41 %) and the last there were 3 students who got the score 20- 29 (11.11 %). It shows that the result of students’ vocabulary mastery in pre-test was unsatisfactory because there was many students got bad score. In addition, the chart below illustrated the frequency distribution of the students’ vocabulary mastery in pre-test.
Diagram I
The Chart of Frequency Distribution of the Students’
Vocabulary Mastery in Pre Test at the Eighth Grade of SMP Negeri 6 Metro the Academic Year of 2019/2020
a. The Post-Test Result
Post-test was employed in the last program of this research after giving some treatments and exercises to the students. The test used in present research was the same type as pre-test but in different title and it is more developed. The post-test was carried out in order to know the students’ achievement after treatments. The result of the students’ pre-test and post-test is to find out whether the treatments by using Reading Folklore to influenced the students’
vocabulary mastery. The result of students’ post-test can be identified as follows:
20 - 29 30 - 39 40 - 49 50 - 59 60 - 69 70 - 80 PERCENTAGE 11.11% 7.41% 25.92% 33.33% 14.81% 7.41%
FREQUENCY 3 2 7 9 4 2
Table 8
The Result of the Students’ vocabulary mastery in Post-Test at the Eighth of SMP Negeri 6 Metro the Academic Year of 2019/2020
NO Student’s Name
Question Number
Post-Test Score 1 2 3 4 5 6 7 8 9 10
1 AAR 10 10 10 10 10 10 10 - 10 - 80
2 AHA - - 10 10 10 - 10 10 - 10 60
3 AHP - 10 10 10 10 10 10 - 10 10 80
4 AS 10 10 10 10 10 10 10 - 10 10 90
5 ASA 10 10 10 10 10 - 10 - 10 10 80
6 BEJ - - 10 10 10 10 10 - 10 - 60
7 BSW 10 10 10 10 10 10 10 - 10 10 90
8 BWJ - - 10 10 10 10 - - - 10 50
9 CO 10 10 10 10 10 10 10 - 10 - 80
10 DAF - - 10 10 10 10 10 - - - 50
11 DIEP 10 - 10 10 10 10 10 - 10 - 70
12 DIP - 10 10 10 10 10 10 10 - 10 80
13 DIS 10 10 10 10 10 - 10 10 10 10 90
14 DKS 10 10 10 10 10 10 - - 10 - 70
15 IA - 10 10 10 10 10 10 - 10 - 70
16 IAP - 10 10 10 10 10 10 - 10 10 80
17 LAH 10 10 10 10 10 10 10 - 10 10 90
18 MA 10 10 10 10 10 10 10 - 10 10 90
19 MFS 10 10 10 - 10 10 10 - 10 10 80
20 MYA 10 10 10 10 10 10 10 - 10 - 80
21 NAN 10 10 10 10 10 10 10 - 10 - 80
22 NNZ 10 10 10 10 10 10 10 - 10 - 80
23 NRA - 10 10 10 10 10 - - 10 - 60
24 RDP 10 10 10 - 10 10 10 - 10 10 80
25 RR 10 10 10 10 10 10 10 10 10 10 100 26 SMJ 10 10 10 10 10 10 10 10 10 10 100
27 TDYP 10 10 10 10 10 - 10 10 - - 70
TOTAL 2050
AVERAGE 75,95
HIGHEST SCORE 100
LOWEST SCORE 50
Source: The result of post-test of vocabulary mastery experimental class by reading folklore toward the students’ vocabulary mastery on November 8th, 2019.
The test is followed by 27 students which were cluster selected the highest score was 100 and the lowest score was 50 with total score was 2050 and the average of the score 75,95.
R = Range
K = a lot of classes that will be created P = class interval
Based on the table above, the researcher measured the class interval.
R = the highest score – the lowest score
= 100 – 50
= 50
K = 1 + 3,3 log n
= 1 + 3,3 log 27
= 1 + 4,72
= 5,72 6
P = RK= 506 = 8,33 8
After knowing the class interval, the data taken from interval above was put on the table of frequency distribution as follows:
Table 9
Frequency Distribution of the Students’ vocabulary mastery in Post- Test at the Eighth Grade of SMP Negeri 6 Metro the Academic Year of
2019/2020
Class Interval Frequency Percentage %
90 - 100 7 25,93
82 - 89 0 0
74 - 81 11 40,74
66 - 73 4 14,81
58 - 65 3 11,11
50 - 57 2 7,41
T o t a l 27 100 %
Based on the table of frequency distribution above, it can be inferred that all of students have full fill of value standard, which is 73. Therefore, it can be inferred that the student’s word formation in post-test was improved.
Diagram 2
The Chart of Frequency Distribution of the Students’
vocabulary mastery in Post-Test at the Eighth Grade of SMP Negeri 6 Metro the Academic Year of 2019/2020
The chart of table frequency distribution above described that the result of the student’s score of post-test. There was 2 students (7,41%) who got score 50-57, 3 students (11,11%) got score 58-65, 4 students (14,81%) got score 66- 73, then 11 students (40,74%) got score 74-81, 0 students (0%) got score 82-89, 7 students (25,93%) got score 90-100.
It means that the result of student’s reading comprehension after using reading folklore was satisfactory. It has difference score between pre-test and post-test.
A. Hypothesis Testing
After applying the test and getting the documentation, the researcher analyzed the data by using analysis t-test in order to prove whether there is the influence of using Reading folklore on the students’ vocabulary at the Eighth Grade SMP Negeri 6 Metro, as followed:
50 - 57 58 - 65 66 - 73 74 - 81 82 - 89 90 - 100
PERCENTAGE 7% 11% 15% 41% 0% 26%
FREQUENCY 2 3 4 11 0 7
1. Preparing the Table
Preparing the table in order to prove whether there is the influence of using Reading Folklore on the students vocabulary mastery at the Eighth Grade of SMP Negeri 6 Metro.
Table 10
The Score Pre-test and Post-test result of the Students Vocabulary Mastery
No Name Pre-test (X1) Post-test(X2) D (X2-X1)
D2 (X2-X1)2
1 AAR 70 80 10 100
2 AHA 20 60 40 1600
3 AHP 50 80 30 900
4 AS 60 90 30 900
5 ASA 50 80 30 900
6 BEJ 20 60 40 1600
7 BSW 60 90 30 900
8 BWJ 30 50 20 400
9 CO 50 80 30 900
10 DAF 20 50 30 900
11 DIEP 50 70 20 400
12 DIP 40 80 40 1600
13 DIS 50 90 40 1600
14 DKS 50 70 20 400
15 IA 50 70 20 400
16 IAP 30 80 50 2500
17 LAH 50 90 40 1600
18 MA 40 90 50 2500
19 MFS 60 80 20 400
20 MYA 40 80 40 1600
21 NAN 40 80 40 1600
22 NNZ 40 80 40 1600
23 NRA 40 60 20 400
24 RDP 40 80 40 1600
25 RR 80 100 20 400
26 SMJ 60 100 40 1600
27 TDYP 50 70 20 400
Total ∑X1= 1240 ∑X2= 2090 ∑D = 850 ∑D2= 29.200
Average 45,92 77,40 31,49 1138,462
The average of ∑D = (850 : 27) = 31,4814815
Chi-Square and T-test in order to prove whether there is a positive and significant influence of using Reading folklore on the students’ vocabulary at the Eighth Grade SMP NEGERI 6 Metro, as follows:
2. Putting the data by using of Chi-Square ( χ2 )
After administering the written test method, the researcher analyzed the data by using Chi-Square ( χ2 )with two variable in order to prove whether using Reading folklore on the students’ vocabulary at the Eighth Grade SMP Negeri 6 Metro has normal distribution or not, as follows:
χ2= ∑[(Fo−Fe)²Fe ]
Table 11
The Contingency Table of the Expected Frequency at the Result of the Students Vocabulary in Pre Test and Post Test
Variables
Total
Total
Very Good Good Fair
Pre test 1
0
2 2
3
25 r N = 27
Post test 4
7
5 11
6
9 r N = 27
Total c N = 7 c N = 13 c N = 34 N = 54
Hypothesis testing by using Chi-Square analyzed as follows:
Table 12 The Testing of Data
Sel: fo fe = 𝑪𝒏 ×𝑹𝒏𝑵 fo - fe (fo - fe)2 (fo - fe)2 fe
1 0 7×27
54 = 3,5 -3,5
12,25 3,5
2 2 13 ×27
54 = 6,5 -4,5
20,25 3,12
3 25 34×27
54 = 17 8
64
3,77
4 7 7×27
54 = 3,5 3,5
12,25 3,5
5 11 13 ×27
54 = 6,5 4,5
20,25 3,12
6 9 34×27
54 = 17 ˗8
64 3,77
Total N = 54 fe = 54 0 - χ2 = 20,78
Furthermore, put the data into the formula of Chi-Square. It can be calculated by using the formula as below:
χ2= ∑[(Fo−Fe)²Fe ]
χ2= 12,253,5 + 20,256,5 + 6417 + 12,253,5 + 20,256,5 + 6417 χ2 = 3,5 + 3,12 + 3,77 + 3,5 + 3,12 + 3,77 χ2 = 20,78
From the data above, the value of Chi-Square was 20,78. Then, to know the critical value of Chi-Square the researcher firstly counted df. It was degree of freedom. The formulation of df as follows:
Df = (c-1) (r-1) Df = (3-1) (2-1) = 2 Note :
Df = Degrees of freedom c = Column
Putting the data above into the formula of t-test in order to get “tobserved”
) 1 (
)
( 2
2
N N
N D D
t D
t = 31,49
√29.200− (850)227 27 (27−1)
t = 31,49
√29.200− 722.50027 27 (26)
t = 31,49
√29.200− 26.7592593 702
t = 31,49
√2,441702
t = 31,491,87
t = 16,84
Therefore, tobservation is 16,84 as result of the counting by using ttest
formula above. To know the critical value of ttest (ttable), the researcher firstly counted df, df is degree of freedom. The formulation of df = N-1. N is the number of research population:
df = N-1
= 27-1
= 26
Furthermore, the researcher demonstrated the data which was analyzed by using ttest in SPSS in the table below:
Table 14 Descriptive Statistic
N Minimum
Maximu
m Sum Mean
Std.
Deviation
Pretest 27 20,00 80,00 1240,00 45,9259 14,48056
Posttest 27 50,00 100,00 2090,00 77,4074 13,18291 Valid N
(listwise) 27
The table above demonstrated that the total sample of pre-test or before treatment was 27 with the minimum value was 20 and maximum 80, sum of pre- test was 1240, and mean of pre-test was 45,9259 with the standard deviation was 14,48056. Meanwhile the total sample of post-test or after treatment was 27 with the minimum value was 50 and maximum 100, sum of post-test was 2090, it mean of post-test was 77,4074 with the standard deviation 13,18291. Moreover, the table below illustrated the result of the calculation of ttest in SPSS.
After considering the ttest table by using df 31, so it can be found that:
Table 15 Critical Value of t_table
Level of significant 5% 1%
df 26 2,056 2,779
1) The critical value of t-test (ttable) for the 5% level is 2) The critical value of t-test (ttable) for the 1% level is Based on the data analysis above, it can be found that:
1) “tobserved” = 16,84 2) “ttable” level of 5% = 2,056 3) “ttable” level of 1% = 2,779
Its mean that “tobserved” higher that “ttable” or it can be written as 2,056 <
16,84 > 2,779. From the value above, it can be inferred that there is positive and
significant influence of using Reading folklore on the students’ vocabulary at the Eighth Grade SMP Negeri 6 Metro.
B. Interpretation tobservation
The researcher has formulated the Alternative hypothesis (Hi) and Null hypothesis (Ho) as follows:
a. Alternative hypothesis (Hi)
There is a significant the influence of using Reading folklore on the students’ vocabulary at the Eighth Grade SMP Negeri 6 Metro.
b. Null hypothesis (Ho)
There is not a significant the influence of using Reading folklore on the students’ vocabulary at the Eighth Grade SMP Negeri 6 Metro.
After Hi and Ho above were formulated the writer consulted tobservation to t
table as follows:
If tobserved> t table, Ha is accepted and Ho is rejected.
If t observed < t table, Ha is rejected and Ho is accepted.
Finally, the data confirmed that “tobserved” = 16,84 is higher than “ttable” 2,056 in 5% and 2,779 in 1%. Therefore, it can be concluded that “ there is a positive and significant influence of using Reading folklore on the students’ vocabulary at the Eighth Grade SMP Negeri 6 Metro.”
C. Discussion
In this research there are two variables, independent variable that is Reading folklore (X) and dependent variable, that is students’ vocabulary (Y). The variables were tested by using formula of t-test to investigate whether there is a positive and
significant influence of using Reading folklore on the students’ vocabulary at the Eighth Grade SMP Negeri 6 Metro.
During the research, the writer observed that the students are interesting learning English material through using Reading folklore. They were enthusiastic during the learning process. They were also active in the class during the presentation of the material by using Reading folklore.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
After implementing Quantitative research at the eighth grade of SMP Negeri 6 Metro and according to the result of pre-test and post-test, it could be summarized that there was a positive and significant influence before and after implementing Reading Folklore in teaching Vocabulary Mastery. It means that using Reading Folklore in teaching Vocabulary is helpful. It can be shown from the result of pre-test and post-test.
There was a significant influence of Reading Folklore on the students Vocabulary at the eighth grade of SMP Negeri 6 Metro. It could be seen from the data confirmed that “t observed” = 16,84 is higher than “ttable” 2,056 in 5% and 2,779 in 1%.
Based on the analysis of the research data, the researcher concludes in this research use Reading Folklore as strategy is an alternative strategy that can influence the students’ Vocabulary. It can be seen from the result of the pre-test and post-test. The students at the eighth grade of SMP Negeri 6 Metro, especially class VIII 1.
B. Suggestion
The researcher had done the research at the eighth grade of SMP Negeri 6 Metro, the researcher would like to give some suggestion as follows:
1. For the Headmaster
The headmaster should support the English learning process by preparing some facilities of teaching and learning.
2. For the teachers
The teacher can choose the Reading Folklore an alternative strategy in teaching English especially in vocabulary mastery in order that the student can understand the material delivered by the teacher, because by an interesting strategy in teaching learning, it can automatically improve the students motivation in learning process and it can make them try best effort to accepting the material taught by the teacher.
3. For the students
The students should be more active in learning English especially in Vocabulary mastery by using reading folklore, because using PQRST strategy can help the students to enjoy in following the material that the teacher given. So it can increase their knowledge in learning English.
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Alan Dundes, 1965.The Study of Folklore.
Alan S. Kaufman & Nadeed L. Kaufman.Essentials of Research Design and Methodology, (USA: John Wiley & Sons, Inc, 2005).
Allan Dundes, The entry of folklore into the written form does in no way disqualify it from being a piece of folklore.
Allen, French, Virginia. 1983. Technique in Teaching Vocabulary. New York:
Oxford University .
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United States.
Daniel Muijs. Doing quantitative research in education. (London:Sage Publication,2004).
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F.R, Leaves. Literature and Society.
Forward, M.L.Saqi, Kashir Luka Bath, Vol.5.
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James Danandjaya,1998. Indonesia Folklore.
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Mofareh Alqahtani,2015. The Importance of Vocabulary in language learning and how to be taught. International Journal of Teaching and Education, Vol.III(3).
R,Moon. “Vocabulary connections:Multi-word items in English in N. Schmitt and M.McCarthy (eds). Vocabulary: Description, Acquisition, and Pedagogy.
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Richard Nordquist,2017.Legend (Narration) Glossary of Grammatical and Rhetorical Terms. TaughtCo.
Richard, J.C. and Renandya, W.A 2002,Methodology in Language Teaching an Anthology of Current Practice , Cambrige University Press.
T.F Henderson, The latest theories suggest that even a creation of an indidual;
id acknowledged by the society eithrt due to its literary merit or message as its own wealth, ita has no restriction of being treated as a piece of folk literature. The Ballad in Literature.
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The Author, Norbert Schmitt, lectures at the University of Nottingham, and is interested in all aspects of L2 vocabulary studies. He recently published Vocabulary in Language Teaching with Cambridge University Press.
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APPENDICES
RENCANA PELAKSANAAN PEMBELAJARAN
Satuan Pendidikan : SMP N 06 METRO Mata Pelajaran : Bahasa Inggris Kelas/ Semester : VIII / I
Materi Pokok : New word by Narrating Folklore Alokasi Waktu : 4 x 40 menit (2 Pertemuan)
A. KOMPETENSI INTI (KI)
1. Menghayati dan mengamalkan ajaran agama yang dianutnya.
2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
B. KOMPETENSI DASAR DAN INDIKATOR
Kompetensi Dasar Indikator
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar.
1.1.1 Mensyukuri anugerah Tuhan akan keberadaan bahasa Inggris sebagai bahasa pengantar komunikasi.
2.1 Menunjukkankan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional.
2.1.1 Santun dan perduli dalam berkomunikasi interpersonal dengan guru.
3.1 Menganalisis teks tulis fungsional, dan kosa kata sederhana berbentuk naratif secara akurat dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative.
3.1.1 Mengidentifikasi teks tulisan fungsional, dan kosa kata sederhana berbentuk naratif.
3.1.2 Merespon makna dalam langkah retorika yang menggunakan ragam bahasa tulis secara akurat, lancer, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative.
4.1 Membaca nyaring bermakna teks tulis fungsional dan esei berbentuk naratif sederhana dengan ucapan, tekanan dan intonasi yang benar.
4.1.1 Membaca teks dengan pronunciation yang baik dan benar.
4.1.2 Mampu membaca teks narrative yang didengar atau dilihat.
4.1.3 Mampu menjawab dan mengerjakan soal-soal yang diberikan.
D. TUJUAN PEMBELAJARAN
1. Pada akhir pelajaran diharapkan siswa dapat melakukan semua hal yang tersebut dalam indikator diatas.
E. MATERI PEMBELAJARAN
Teks Narrative Folklore
Contoh Teks:
Gatot Kaca
Gatot Kaca was a strong and brave man from Pringgani Kingdom. He was son of Bimasena and Arimbi. The baby was so strong that no weapon could cut of his umbilical sord. It’s been a year, Bimasena said sadly, but my son still has his umbilical cord.
Hearing that, his brother named Arjuna decided to meditate for god’s guide.
Arjuna didn’t realize that at the same time Karna was meditating nearby. Since the two of them looked alike, god Batara Narada by mistake gave a super power weapon Kantawijaya to Karna. Then Narada told his mistake to Arjuna, and Arjuna tried to take away the weapon. They were fighting fiercely. Karna manage to keep the weapon.
Arjuna, on the other hand, got the case only. Miraculously, the case cut the Gatotkaca’s cord and the penetrated the baby’s stomach. It’s made the baby strength, but Arjuna has a strong feeling that he’ll be killed the weapon.
Seeing this, Narada then took Gatotkaca to the Nirvana. Narada would have the baby fight Patih Sekipu who was attacking the Nirvana. Sekipu grabbed Gatotkaca. He hit the baby hard on its leg, but the baby kicked him. He squeezed the baby’s arm, but the baby pulled his arm so hard. With great embarrassment, Sekipu returned the baby to Narada and then run away.
Narada was so amazed to Gatotkaca that he planned to give more power to him.
Narada plunged Gatotkaca to Candradimuka, which was the creater of mount Jamurdipa. Almost immediately, the other god threw all inds of powerful weapons into the creater.
The following day Gatotkaca emerged from the depth in the shape of fully grown man with the power equql to all kinds of weapons. The gods gave him a soecial gift, a hat called Basunanda, a vest called Antrakusuma, and sandals called Pandakacarma. With these all, Gatotkaca could fly from cloud to cloud as fast as lighting to defend not only his father and uncle but also the gods.
F. METODE PEMBELAJARAN Pendekatan : Scientific learning
Metode : Contextual Teaching and Learning.
G. MEDIA :
Narrative text.
H. SUMBER : Buku teks When English Rings a Bell, kamus dan buku Bahasa Inggris lain yang relevan, internet.