CHAPTER IV FINDINGS AND DISCUSSION
B. Discussion
Table 4.4: Improvement the students’ reading comprehension
Table 4.4 showed the students’s reading comprehension improved from D- test to cycle I and cycle II. In which cycle II was the greatest of all. The total score of students’ reading comprehension in cycle II was 162.5 and mean score was 81.25. Then the total score of students in cycle I was 134.75, mean score was 67.375 and the total score of students in D-test was 115, and mean score was 57.5.
It indicated the improvement of the reading comprehension D-test to cycle I was 18.685%. The improvement from cycle I to cycle II was 20.18%, and the improvement from D-test to cycle II was 44.525%. It was conducted the students’
reading comprehension improved significantly by used Choral Reading Method.
Sungguminasa. To achieve the research objective, the researcher conducted several steps. The researcher used a test as the instrument of this research to get the data. The steps that the researcher used to collect the data there was diagnostic test, cycle I and cycle II in the last meeting.
The description of previous section showed that the students reading comprehension was effective and can improve, it was supported by the frequency, rate percentage, and students’ total score before and after using choral reading method. Based on the finding, students’ reading comprehension in term of understanding the main idea and supporting idea of English text was significantly improve after used choral reading method.
After the test, the result of D-test, cycle I and cycle II there were 10 questions in written test that given to the students. Table 4.4 indicated that the main score of the D-test was 57.5, cycle I was 67.37 and cycle II 81.25. The result of table 4.4 showed that the total score of students of cycle I was higher than the total score of the students of D-test and cycle I. it means that the use of using choral reading method was effective in teaching reading comprehension.
The result of this research was suitable with the previous theory that found choral reading method in teaching reading. First, Deni Ismayanti (2017) that applying choral reading method on the students’ comprehension in reading recount text was more significant. The similarity in this research was the researcher used choral reading method to improve reading comprehension, but there was different between Deni and researcher. Deni used recount text and the researcher used descriptive text. Second, Lestari (2017) the influence of choral
reading method toward students’ reading comprehension ability at the seventh grade of SMPN 3 Batanghari. This research used used one class with an experimental treatment. Her research found using choral reading method can help the students to comprehend the text easily. So, it can be concluded that choral reading method has a positive effect at the seventh grade of SMPN 3 Batanghari.
From the discussion above it can be concluded that using the choral reading method was effective in teaching reading comprehension at the seventh grade students of SMPN 3 Sungguminasa improve significantly after implementation choral reading method as the method in learning.
45
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter contains conclusion and suggestion based on the research findings and discussion in previous chapter, the researcher puts forward the following conclusion and suggestion.
A. Conclusion
Based on the analysis data, research findings and discussion in the previous chapter, the researcher made conclusion that choral reading method is effective in teaching reading comprehension at the seventh grade students of SMPN 3 Sungguminasa in the academic year 2020/2021.
This statement was supported by the result of score of students, which mostly improve from cycle I and cycle II after doing the treatment. This can be proven by the improve the score of D-test, cycle I and cycle II. The score of students’ reading comprehension in D-test was 57.5, cycle I was 67.37 and cycle II was 81.25. It was conducted the students’ reading comprehension improved significantly.
B. Suggestion
Based on the conclusion above, the researcher tries to put some suggestion for English teachers, the next researcher, students and anyone who read this thesis as follows:
1. For the English teacher
It is suggested to use choral reading method as one of alternative among other teaching that can be used in teaching reading comprehension.
2. For the next researcher
a. It is suggested to the next researcher use this thesis as reference or further research with different discussions.
b. It is suggested to the next researcher use this method in other skill because this method.
3. For the students
It is suggested that they can promote their ability in understanding English text by this method.
BIBLIOGRAPHY
Ar-Rahman, S. (2014). Improving the Students' Reading Comprehension in Narrative text Through STAD (Student Teams Achievement Divisions Method) at the Eight Grade Students of SMP Muhammadiyah Limbung.
Makassar: Universitas Muhammadiyah Makassar.
Asrianti. (2015). Improving the Students' Comprehension Through Tropical Teaching Strategy. Makassar: Universitas Muhammadiyah Makassar.
Banditvilai, C. (2020, may). The Effectiveness of Reading Strategies on Reading Comprehension. International Journal of Social Science and Humanity, 10.
Clarke, Paula J, Emma Truelove, Charles Hulme and Margaret J. Snowling.
(2014). Developing Reading Comprehnsion. USA: John Wiley & Sons, Ltd.
Hulya Kodan and Hayati Akyol. (2018). Effect of Choral, Repeated and Assisted Reading Strategies on Reading and Reading Comprehension Skill of Poor Readers. Education and Science, 43, 159-179.
Ismayanti, D. (2017). The Effect of Applying Choral Reading Method on the Students' Comprehension in Reading Recount Text. Indonesia: University of Muhammadiyah Sumatera Utara.
J.A. Leon and I Escudero. (2015). Improving Reading Comprehension of Middle and High School Students. Understanding Casuality in Science Discourse for Middle and High School Students. Summary Task as a Strategy for Improving Comprehnsion. Spain: Department of Fundamental Psychology, Universidad Autonom of Madrid.
Khairiah, W. (2012). The Effect of Choral Reading Strategy Toward Students' Reading Fluency at the Second Year Students of Islamic Junior High School Kuntu Regency of Kampar. Indonesia: University of Sultan Syarif Kasim Riau Pekanbaru.
Lestari, M. I. (2017). The Influence of Choral Reading Method Towards Students' Reading Comprehension Ability at the Sevebth Grade of SMPN 3 Batanghari. Indonesia: State Islamic Institute of Metro.
Lila Ubert and Carrick, Ed.D. (2013). Strategy Guide Choral Reading.
Internasional Reading Association.
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M.A.Barnes. (2015). Improving Reading Comprehension of Middle and High School Students. What do Models of Reading Comprehension and its Development have Contribute to Science of Comprehension Instruction and Assessment for Adolenscents. University of Texas .
M.F.Hock et al. (2015). Reading Comprehension Intruction for Middle and High School in English Language Arts: Research and Evidence-Based Practice.
USA: The University of Kansas Center for Research on Learning Lawrence.
Mansur, N. (2014). Improving the Students' Reading Comprehension Through Scripted Cooperative Dyads (SCD) Technique. Makassar: Universitas Muhammmadiyah Makassar.
Maya Puspita Sari, Eliwarti and Masyur. (2017). The Effect of Choral Reading Strategy on Students' Reading Fluency Ability at the First Year in SMK Taruna Pekanbaru. JOM FKIP.
Muslaini. (2017). Strategies for Teaching Reading Comprehension. English Education Journal (EEJ), 67-78.
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Journal on English as a Foreign Language, 5, 1.
Ningsih, H. W. (2018). The Influence of Using Choral Reading Towards Students' Reading Comprehension on Descriptive Text at the First Semester of the Tenth Grade at SMA 1 Bangunrejo Central Lampung in the Academic Year of 2017/2018. Indonesia: Tarbiyah and Teacher Training Faculty Raden Intan State Islamic University.
Nur, N. (2017). The Analysis of Students' Reading Comprehension in the Report Text at the Second Grade of TKJ 1 SMK Sultan Agung Tirtomoyo in Academic Year of 2015/2016. Indonesia: The State Islamic Institute of Surakarta.
Sari, D. P. (2015). An Analysis of Students' Reading Comprehension Based on the Four Levels Comprehension Skill. Indonesia: University of Bengkulu.
Steve Mckee. (2012). Reading Comprehension, What We Know: A Review of Research 1995 to 2011. Bangkok, Thailand: Shintawatra International University.
Suharfinna, W. (2017). The Effect of Applying Choral Reading (CR) Method on the Students' Achievement in Pronouncing Words of the Poem. Indonesia:
University of Muhammadiyah Sumatera Utara Medan.
Yulianto, E. (2019). The Influence of Combining Choral Reading Strategy with Question and Answer Relationship Strategy on the Students' Reading Skill Among the Eight Grade at SMP Muhammadiyah Pekalongan in the Academic Year of 2019/2020. Indonesia: State Institute for Islamic of Metro.
A
P
P
E
N
D
I
C
E
S
APPENDICES A The students’ total score
No Students Code D-Test Cycle I Cycle II
1 Std-1 65 75 77.5
2 Std-2 60 65 77.5
3 Std-3 57.5 67.5 80
4 Std-4 40 40 75
5 Std-5 60 72.5 77.5
6 Std-6 65 82.5 85
7 Std-7 50 57.5 77.5
8 Std-8 40 50 80
9 Std-9 65 80 80
10 Std-10 60 67.5 77.5
11 Std-11 57.5 65 82.5
12 Std-12 57.5 57.5 75
13 Std-13 65 87.5 97.5
14 Std-14 60 87.5 92.5
15 Std-15 65 70 85
16 Std-16 65 85 97.5
17 Std-17 57.5 57.5 75
18 Std-18 60 72.5 80
19 Std-19 50 57.5 77.5
20 Std-20 50 50 75
Total 1150 1.347.5 1625
Mean Score 57.5 67.375 81.25
The mean score of D-Test ∑
X : Mean
∑x : Whole score of students N : Number of students
The mean score of cycle I ∑
X : Mean
∑x : Whole score of students N : Number of students
The mean score of cycle II ∑
X : Mean
∑x : Whole score of students N : Number of students
APPENDICES B
The students’ score in identify main idea
No Students Code D-Test Cycle I Cycle II
1 Std-1 75 80 90
2 Std-2 80 75 90
3 Std-3 60 70 90
4 Std-4 40 40 85
5 Std-5 60 75 90
6 Std-6 80 100 100
7 Std-7 55 60 90
8 Std-8 50 55 90
9 Std-9 80 90 95
10 Std-10 80 70 90
11 Std-11 60 80 85
12 Std-12 60 60 85
13 Std-13 80 90 100
14 Std-14 60 90 95
15 Std-15 80 75 90
16 Std-16 80 90 100
17 Std-17 60 60 85
18 Std-18 80 75 90
19 Std-19 55 60 90
20 Std-20 55 55 90
Total 1.330 1.450 1.820
Mean Score 66.5 72.5 91
The mean score of main idea in D-test
∑
X : Mean
∑x : Whole score of students N : Number of students
The mean score of main idea in cycle I
∑
X : Mean
∑x : Whole score of students N : Number of students
The mean score of main idea in cycle II
∑
X : Mean
∑x : Whole score of students N : Number of students
APPENDICES C
The students’ score in identify supporting idea No Students Code D-Test Cycle I Cycle II
1 Std-1 55 70 65
2 Std-2 40 55 65
3 Std-3 55 65 70
4 Std-4 40 40 65
5 Std-5 60 70 65
6 Std-6 50 65 70
7 Std-7 45 55 65
8 Std-8 30 45 70
9 Std-9 50 70 65
10 Std-10 40 65 65
11 Std-11 55 50 80
12 Std-12 55 55 65
13 Std-13 50 85 95
14 Std-14 60 85 90
15 Std-15 50 65 80
16 Std-16 50 80 95
17 Std-17 55 55 65
18 Std-18 40 70 70
19 Std-19 45 55 65
20 Std-20 45 45 60
Total 970 1.245 1.430
Mean Score 48.5 62.25 71.5
The mean score of supporting idea in D-test
∑
X : Mean
∑x : Whole score of students N : Number of students
The mean score of supporting idea in cycle I
∑
X : Mean
∑x : Whole score of students N : Number of students
The mean score of supporting idea in cycle II
∑
X : Mean
∑x : Whole score of students N : Number of students
APPENDICES D Classification of students score No Students
Code
D-Test Classification Cycle I Classification Cycle II Classification
1 Std-1 65 Fair 75 Fairly Good 77.5 Good
2 Std-2 60 Fair 65 Fair 77.5 Good
3 Std-3 57.5 Fair 67.5 Fairly Good 80 Good
4 Std-4 40 Poor 40 Poor 75 Fairly Good
5 Std-5 60 Fair 72.5 Fairly Good 77.5 Good
6 Std-6 65 Fair 82.5 Good 85 Good
7 Std-7 50 Poor 57.5 Fair 77.5 Good
8 Std-8 40 Poor 50 Poor 80 Good
9 Std-9 65 Fair 80 Good 80 Good
10 Std-10 60 Fair 67.5 Fairly Good 77.5 Good
11 Std-11 57.5 Fair 65 Fair 82.5 Good
12 Std-12 57.5 Fair 57.5 Fair 75 Fairly Good
13 Std-13 65 Fair 87.5 Very Good 97.5 Excellent
14 Std-14 60 Fair 87.5 Very Good 92.5 Very Good
15 Std-15 65 Fair 70 Fairly Good 85 Good
16 Std-16 65 Fair 85 Good 97.5 Excellent
17 Std-17 57.5 Fair 57.5 Fair 75 Fairly Good
18 Std-18 60 Fair 72.5 Fairly Good 80 Good
19 Std-19 50 poor 57.5 Fair 77.5 Good
20 Std-20 50 Poor 50 Poor 75 Fairly Good
The Percentage of students’ reading comprehension in D-Test a. Fair
P = P = 75%
b. Poor
P = 25%
The Percentage of students’ reading comprehension in cycle I a. Very Good
P = P = 10%
b. Good
P = P = 15%
c. Fairly Good
P = P = 30%
d. Fair
P = P = 30%
e. Poor
P = P = 15%
The Percentage of students’ reading comprehension in cycle II a. Excellent
P = P = 10%
b. Very Good
P = P = 5%
c. Good
P = P = 65%
d. Fairly Good
P = P = 20%
The percentage of the students’ improvement score from D-Test to Cycle I a. Main Idea
b. Supporting idea
The percentage of the students’ improvement score from Cycle I to Cycle II a. Main Idea
b. Supporting idea
The percentage of the students’ improvement score from D-Test to Cycle II b. Main Idea
b. Supporting idea
APPENDICES E
Nama Sekolah : SMP Negeri 3 Sungguminasa Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII/2
Alokasi Waktu : 2x45 menit (2x pertemuan)
Pertemuan : I-II
A. Kompetensi Inti
KI-1 : Menghargai dan menghayati ajaran agama yang dianutnya.
KI-2 : Menunjukkan perilaku jujur, disiplin, tanggungjawab, peduli, (toleransi, gotong royong), santun percaya diri dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaanya.
KI-3 : Memahami dan menerapkan pengetahuan (factual, konseptual, dan procedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni budaya terkait fenomena dan
kejadian tampak mata.
KI-4 : Mengolah, menyaji dan menatar dalam ranah konkrit (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.
B. Kompetensi Dasar dan Indikator
Kompetensi Dasar Indikator
3.7 Membandingkan fungsi sosial, struktur teks, dan
3.7.1 Mengidentifikasi fungsi sosial dan unsur kebahasaan dari
unsur kebahasaan beberapa teks deskriptif lisan dan tulis dengan memberi dan
meminta informasi terkait dengan deskripsi orang, binatang, dan benda, sangat pendek dan sederhana, sesuai dengan konteks
penggunaanya
ungkapan menyatakan dan menanyakan tentang deskripsi orang, binatang, dan benda, pendekdan sederhana sesuai konteks.
3.7.2 Menyebutkan menyatakan dan menanyakan tentang deskripsi orang, binatang, dan benda, pendek dan sederhana sesuai konteks
3.7.3 Merespon ungkapan menyatakan dan menanyakan tentang
deskripsi orang, binatang, dan benda, pendek dan sederhana, sesuai konteks
3.7.4 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur
kebahasaan teks deskriptif lisan dan tulis, sangat pendek dan sederhana, terkait orang, binatang, dan benda.
4.7 Teks deskriptif
Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks deskriptif lisan dan tulis, sangat pendek dan sederhana terkait orang, binatang dan benda.
4.7.1 Menyusun teks deskriptif lisan dan tulis, sangat pendek dan sederhana, terkait orang, binatang, dan benda, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.
C. Tujuan Pembelajaran
1. Siswa dapat mengidentifikasi fungsi sosial dan unsur kebahasaan dari ungkapan menyatakan dan menanyakan tentang deskripsi orang,binatang, dan benda, pendek dan sederhana sesuai konteks dengan baik dan benar.
2. Siswa dapat menyebutkan menyatakan dan menanyakan tentang deskripsi orang, binatang, dan benda, pendek dan sederhana sesuai konteks dengan baik dan benar.
3. Siswa dapat merespon ungkapan menyatakan dan menanyakan tentang deskripsi orang, binatang, dan benda, pendek dan sederhana, sesuai konteks dengan baik dan benar.
4. Siswa dapat menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks deskriptif lisan dan tulis, sangat pendek dan sederhana, terkait orang, binatang, dan benda dengan baik dan benar.
5. Siswa dapat menyusun teks deskriptif lisan dan tulis, sangat pendek dan sederhana, terkait orang, binatang, dan benda, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks dengan baik dan benar.
D. Karakter yang diharapkan 1. Religious
2. Mandiri
3. Gotong royong 4. Kejujuran 5. Kerja keras 6. Percaya diri 7. Kerja sama
E. Materi Pembelajaran
1. Descriptive text is text to describe item, person or place.
2. The elements of descriptive text are:
a. Identification : identifies the item, person, or place described b. Description : describes parts, qualities and characteristic or the
item person, or place.
3. Descriptive text use simple present tense F. Metode Pembelajaran/Teknik
Choral Reading Method
G. Langkah-langkah Kegiatan Pembelajaran 1. Planning (Perencanaan)
a. Membuat rencana pembelajaran yang sesuai dengan metode Choral Reading.
b. Membuat instrument yang akan digunakan dalam siklus PTK c. Menyusun alat evaluasi pembelajaran
2. Action
a. Kegiatan awal
1) Mengucapkan salam dengan ramah kepada seluruh siswa.
2) Mengecek kehadiran siswa.
3) Guru melakukan brainstorming tentang materi yang akan dibahas.
b. Kegiatan Inti
1) Guru bertanya kepada siswa tentang pengertian descriptive text.
2) Guru memberikan kesempatan kepada siswa untuk
mengkomunikasikan mengenai descriptive rext kepada teman- temannya.
3) Guru dengan siswa mendiskusikan tentang descriptive text.
4) Guru dengan siswa mencari contoh descriptive text.
5) Guru membacakan dengan lantang text tersebut sendirian, kemudian para siswa bersama-sama.
6) Guru menurunkan suaranya dan mengizinkan siswa untuk memimpin bacaan text dengan lantang.
7) Siswa di minta untuk menceritakan kembali text dan menjawab pertanyaan.
8) Dengan sisa waktu yang tersisa, guru akan memberikan diagnostic test (D-Test) kepada siswa untuk mengetahui siswa telah memahami pelajaran dengan baik atau belum.
c. Kegiatan akhir
1) Guru memberikan kesempatan kepada siswa untuk menanyakan kesulitan yang dihadapi dalam membaca atau memahami teks cerita tersebut.
2) Menyimpulkan materi pembelajaran
3) Menutup kegiatan belajar mengajar dengan mengucapkan salam 3. Observation (Pengamatan)
a. Situasi kegiatan pembelajaran
b. Partisipasi siswa dalam proses belajar-mengajar H. Sumber/Bahan/Alat
1. Buku Sekolah Bahasa Inggris 2. Script descriptive text
3. Spidol 4. Whiteboard I. Penilaian
1. Teknik : Tertulis 2. Bentuk : Soal Essay
3. Aspek : Pemahaman siswa terhadap materi Details:
a) Main idea
No. Criteria Score
1. Clearly identify the main idea by providing strong evidence, details relating to the main idea.
4 2. Identify the main idea and proving adequate evidence, details relating 3
to the main idea.
3. Limited main idea identification and limited evidence, details relating to the main idea.
2 4. Did not identify the main idea of the story or provide any evidence,
details relating to the main idea.
1
b) Support idea
No. Criteria Score
1. Relevant telling quality details give reader important information that go beyond the obvious or predictable.
4 2. Supporting idea or information is relevant, but one key issue almost
unsupported predictable than others.
3 3. Supporting idea or information is relevant, but one or more key issue
are unsupported or fairly predictable.
2 4. Supporting idea or information is somewhat relevant, but several key
issues are unsupported or all fairly predictable.
1
Pedoman Penilaian
1. Untuk setiap kata atau kalimat yang benar, skor maksimal = 4 2. Jumlah skor maksimal = 16
3. Nilai maksimal = 100
4. Nilai siswa Nilai siswa Score:
Keaktifan siswa dalam proses belajar
No. Criteria Score
1. Relevant telling quality details give reader important information that go beyond the obvious or predictable.
4 2. Supporting idea or information is relevant, but one key issue almost
unsupported predictable than others.
3
3. Supporting idea or information is relevant, but one or more key issue are unsupported or fairly predictable.
2 4. Supporting idea or information is somewhat relevant, but several key
issues are unsupported or all fairly predictable.
1
J. Reflection (Refleksi)
Refleksi yang dimaksudkan sebagai kegiatan analisis, memahami, dan membuat kesimpulan peneliti terhadap proses pelaksanaan pembelajaran pada pertemuan pertama, dan juga sebagai bahan pertimbangan apakah siklus 1 sudah mencapai kriteria keberhasilan berdasarkan hasil tes pada tindakan pertama dan melakukan diskusi dengan observer untuk membahas tentang kelemahan atau kekurangan yang dilakukan serta memberikan perbaikan untuk pembelajaran yang lebih baik.
Makassar, 2021
Mahasiswa
Fitha Resky Andaresta NIM. 105351108516
Nama Sekolah : SMP Negeri 3 Sungguminasa Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VII/2
Alokasi Waktu : 2x45 menit (2x pertemuan)
Pertemuan : III-IV
A. Kompetensi Inti
KI-1 : Menghargai dan menghayati ajaran agama yang dianutnya.
KI-2 : Menunjukkan perilaku jujur, disiplin, tanggungjawab, peduli, (toleransi, gotong royong), santun percaya diri dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaanya.
KI-3 : Memahami dan menerapkan pengetahuan (factual, konseptual, dan procedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni budaya terkait fenomena dan kejadian tampak mata.
KI-4 : Mengolah, menyaji dan menatar dalam ranah konkrit (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.
B. Kompetensi Dasar dan Indikator
Kompetensi Dasar Indikator
3.7 Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks deskriptif lisan dan tulis dengan memberi dan
3.7.1 Mengidentifikasi fungsi sosial dan unsur kebahasaan dari ungkapan menyatakan dan menanyakan tentang deskripsi orang, binatang, dan benda,
meminta informasi terkait dengan deskripsi orang, binatang, dan benda, sangat pendek dan sederhana, sesuai dengan konteks
penggunaanya
pendek dan sederhana sesuai konteks.
3.7.2 Menyebutkan menyatakan dan menanyakan tentang deskripsi orang, binatang, dan benda, pendek dan sederhana sesuai konteks
3.7.3 Merespon ungkapan menyatakan dan menanyakan tentang
deskripsi orang, binatang, dan benda, pendek dan sederhana, sesuai konteks
3.7.4 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur
kebahasaan teks deskriptif lisan dan tulis, sangat pendek dan sederhana, terkait orang, binatang, dan benda.
4.7 Teks deskriptif
Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks deskriptif lisan dan tulis, sangat pendek dan sederhana ,terkait orang, binatang dan benda.
4.7.1 Menyusun teks deskriptif lisan dan tulis, sangat pendek dan sederhana, terkait orang, binatang, dan benda, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.