CHAPTER IV FINDINGS AND DISCUSSION
B. Discussion
The t-test statistical, analysis for independent sample is applied. The following table shows the result of t-test calculation:
Table 4.3.The t.test of students’ improvement
Components t-test value t-table value
Main Idea 17.4 1.697
Suporting Ideal 14.2 1.697
Reading comprehension 15.8 1.697
The table above 4.3 shows that t-test value for main idea were greater than t-table (17.4>1.697), it meant that there is difference between the students’
reading comprehension in main idea before and after using Making Connections Strategy. The table also showed that t-test value for suporting details was greather than t-table (14.2>1.697) it was improved, it meant that there was a significance difference between the students’ reading comprehension in suporting detail before and after using Making Connections Strategy. Therefore, it can be said that the use of Making Connections Strategy effective in improving the students’ reading comprehension at eighth grade in SMK Negeri 2 Jeneponto.
1. The improvement of the students reading ability in terms of main idea
The implementation of Making Connections Strategy in reading comprehension could improve the students’ reading skill, particularly in finding main idea. The result showed that in main idea, the students’ score in pre-test was classified as very poor, while in post-test, students’ score was classified as poor.
Thus, it could be concluded that there was improvement in students’ achievement after given treatment using Making Connections Strategy.
Making Connections is a strategy that uses in order to enhance reading comprehension. Good readers draw on prior knowledge and experience to help them understand what they are reading and are thus able to use that knowledge to make connections. With three kinds of making connections strategy, namely text to text, text to self and text to world, students can read or relate the three kinds of literature.
This research is closely related to the other research findings that proved Making Connections Strategy able to improve students’ main idea. Spedell (2015) found that Making Connections can help students suggest questions that students may read a text easily. Similarly in this research, the researcher developed students’ reading comprehension in main idea. Coe & Glass (2014) found that Making Connections can improve students’ reading comprehension with the kinds of connection text.
In addition, it was supported by the mean score in main idea that was 2.33.
This was categorized as very poor and after post-test were 4.42 become poor. It showed that main idea achieved better improvement after applyed the Making
Connections was 89.6%. It meant that the competence students’ main idea more improve then before used Making Connections in class.
2. The improvement of the students reading comprehension in terms of supporting details
The implementation of Making Connections Strategy in reading comprehension could improve the students’. The result showed that in supporting details, the students’ score in pre-test was classified as poor, while in post-test, students’ score was classified as fair. So, it could be concluded that there were improvement in students’ score after did the treatment used Making Connections Strategy.
Making Connections Strategy is a reading strategy that helps students understand the text more deeply through the background knowledge that they have. The students as readers will not read a text only to finish the assignment, but read text to obtain information and comprehend the text better by connecting it with their prior knowledge.
In teaching and learning activities teachers can use several strategies, but one of the strategies that are suitable for teaching reading comprehension is a Making Connections Strategy. Making connections strategy increases student’s critical thinking because they do not only read the text literally, but they have to make connections their previous knowledge to the text.
Lumbantoruan (2019) found that Making Connections Strategy invites students to be more active in the teaching and learning process, where each student has to connect the text that they read with their prior knowledge. Where
through this, the teacher has the opportunity to become a motivator who invites students to think more widely and connected it to the text that they read. This strategy also invites the student to be more active in talking, because when they connected the story of the text with their background knowledge, they need to talk about it with the teacher to build their comprehension in the reading activity.
In addition, it was supported by the mean score in supporting details was 3.2. This was categorized as poor and after post-test were 5.8 become fair. It showed that supporting details achieved better improvement after applied the Making Connections was 81.2%. It meant that the competence students’ more improve then before used Making Connections strategy in class.
38 CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion of research based on the findings and some suggestions for teacher, students, and further researcher.
A. Conclusion
Based on discussion proposed in previous chapter, the researcher concluded that Making Connections Strategy is effective to improve students’
reading comprehension in SMK Negeri 2 Jeneponto in terms of finding main idea and supporting details. This is improve by the post test scores which are higher the pre test scores. In finding main idea the value of t-test in terms main idea (17.45) and supporting details (14.2). Using Making Connections Strategy was effective in improving students’ reading comprehension at X grade students of SMK Negeri 2 Jeneponto.
Making Connections had a significant effect on the students’ reading skill.
It could be seen from the result of t-test that there was significant difference between the t-test value was higher than t-table. It proved by the data of main idea were greater than t-table (17.4>1.697) while supporting details was greather than t-table (14.2>1.697).
B. Suggestion
As the result of the study reveald that the used of reading interaction model had been effective way to improved the students’ reading, the researcher suggested the following things:
1. It is suggested to the English teacher to used Making Connections Strategy as one of model in the teaching and learning process especially in teaching reading skill.
2. It is suggested to the English teacher to used Making Connections Strategy teach reading to the students.
3. The teacher should invited and raised the students’ interest and motivation in learning by used Making Connections Strategy.
4. The result of this research also can be used as an additional reference or further research with different discussion for the next researcher.
Bibliography
Aisyah, Nafisyah Alfiani. (2017). Improving 11th Reading Compehension by Using Making Connection Technique. Universitas Malang
Babiker, Amna. A.W.O. (2018). Improving Reading Comprehension Skills in EFL Class:. Gezira University- Faculty of Education.
Ceo & Glass. (2014). Story Mapping. http://forpd.ucf.edu/strategies/strattext.html Correia, Manual G & Robert. (2018). Making Connections to Teach Reflection.
California State University Channel Islands
Corwin, H Jami. (2016). The Reading Intervention Program Making Connections Intervention and Tennessee Comprehensive Assessment Program Scores in One East Tennessee School District. East Tennese State University Espin, Kristine G et.al (2014). Making Connections: Linking Cognitive
Psychology and Intervention Research to Improve Comprehension of Struggling Readers. University of Leiden
Gay, L. R. (2006). Educational Research, Competencies for Analysis and Application. Eight Edition. Columbus, Ohio: Merrill Pretice Hall, Pearson Education Inc.
Goldsmith, Christy (2012). Making Connections Between Theory and Practice:
Pre Service Educator Displinary Literacy Courses as Secondary WAC Initiation. University of Missouri
Hartono, Wira Jaya (2020). Optimalize Teaching Reading Comprehension on Descrptive Text by Using Making Connections Strategy at Grade 8 Of Junior High School. STMIK Dharmapala Riau
Kamaluddin. (2019). The Effect Of Self Quastion Startegy Toward Students’
Reading Comprehension Of The Eight Grade Students At Smp Negeri 2 Sungguminasa Kab Gowa. Universitas Muhammadiyah Makassar.
Latief, Hasnawati et.al. (2017). Interactive Strategy Trainer For Active Reading And Thinking (Istart) For The Students’ Reading Comprehension.
English Education Department, Universitas Muhammadiyah Makassar.
Lumbantoruan, Lidia Cindy. (2019). Improving Students’ Reading Comprehension by Using Making Connections Strategy at Eleventh Grade of SMK Negeri 5 Medan. Reponsitory.uhn.ac.id
Merritt, Eillen G et.al. (2019). Making connections: Elementary students’ ideas about electricity and energy resources. University of Virginia, USA Mulianti, Andi. (2015). Using Schema Activation Strategy to Increase the
Students Reading Comprehension. Universitas Muhammadiyah Makassar Nahar, Sabiqun. (2016). Developing Interctive Multimedia for Short Functional Text Reading for Grade VIII of SMPN 4 Yogyakarta in the Academic Year 2015/2016. Yogyakarta State University.
Putri, Ayu. A. (2018). The Use of Webtoon And Kwl (Know-Want-Learn) Strategy to Improve Students’ Reading Fluency. State Institute For Islamic Studies (Iain) Salatiga
Salmi. 2006. Using Top Down Processing Strategy in Improving Students’
Listening Comprehension. Thesis. English Department Faculty of Teacher Training And Education Universitas of Muhammadiyah Makassar.
Sugiyono. (2018). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung.
Alfabeta.
Spedell. (2015). Making Connections Strategies for Students. Weebly
Tesilia. (2019). Improving Students’ Reading Ability Using Reciprocal Teaching in Descriptive Text. Muhammadiyah University of Makassar.
Waller, Rachael. (2015). Rural Elementary Teachers and Place-Base Connections to Text During Reading Instruction. Montana State University-Billings
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Instrument
Instruction : Pleased read the text below and answer the question.
Pre Text
Snow white
Once upon a time there lived a little girl named Snow White. She lived with her aunt and uncle because her parents were dead. One day she heard her uncle and aunt talking about leaving Snow White in the castle because they both wanted to go to America and they didn’t have enough money to take Snow White.
Snow White didn’t want her uncle and aunt to do that so she decided that it would be best if she ran away. The next morning she ran away into the woods.
She was very tired and hungry. Then she saw a little cottage. She knocked but no one answered so she went inside and fell asleep.
Meanwhile, the seven dwarfs were coming home from work. There they found Snow White sleeping. Then Snow White woke up. She saw the dwarfs. The dwarfs said, ―What is your name?‖
Snow White said, ―My name is Snow White.‖
Then, Snow White told the dwarfs the whole story.
The dwarfs said, ―If you want, you may live here with us.‖
Snow White answered, ―Oh, could I? Thank you.‖
Finally, Snow White and the seven dwarfs lived happily ever after.
Questions
1. What is the main idea of paragraph 1?
2. What is the main idea of paragraph 2?
3. What is the main idea of paragraph 3?
4. Why Snow White ran away to the woods?
5. Where did Snow White live after she ran away to the woods?
6. When did Snow White run away to the woods?
Post Test
A trip to Mount Fuji
July 2016, I went to West Tokyo by plane. It was my first journey to Japan. I took a trip to Mount Fuji. I stayed at Sakura’s house. She is my friend in Japan. We were a classmate at Senior High School. Sakura’s house has a big garden with lots of green flowers and beautiful sand. It was so perfect element of a traditional wooden house.
On Sunday morning, I started a journey to the Mountain. At Shizuoka Prefecture, I met Yamato. He was my guiding to Mount Fuji. We took sushi for breakfast. Oh my God, It was delicious. At 9:00 am. local time, we prepared and checked our stuff to continue this journey. I couldn’t say anything when I looked at the beautiful scenery from the foot of the mountain. Yamato looked and smiled at me. He said in Japan language ―Kore Wa subarashīdesu.‖ It means that it was amazing. Then, I replayed ―Hai,-sōdesu.‖ It means that yes, it was.
We reached the top of the mountain after a long and tiring trip. I screamed to blow up my emotion and said thanks to God for this beautiful life. We enjoyed the view from the peak and waiting for the next day. The day that I couldn’t forget. It was called ―Hatsu Hinode‖ It means that it was my first time to see the sun rises in Mount Fuji. Finally, I, Yamato and the other traveler went home by the blessing of Mount Fuji. That was a very pleasant moment that I ever got.
Questions
1. What is the main idea of paragraph 1?
2. What is the main idea of paragraph 2?
3. What is the main idea of paragraph 3?
4. Did they enjoy the view from the peak?
5. What is the meaning of Hatsu Hinode?
6. What was the writer brought from Mount Fuji?
APPENDIX A.1
Table of students achievement in reading comprehension
Students Main idea
Pre (X1) Post (X2) D (X2-X1) D2
S-1 5.0 8.3 3.3 11.1
S-2 1.7 3.3 1.7 2.8
S-3 1.7 3.3 1.7 2.8
S-4 1.7 5.0 3.3 11.1
S-5 3.3 5.0 1.7 2.8
S-6 1.7 3.3 1.7 2.8
S-7 3.3 5.0 1.7 2.8
S-8 1.7 3.3 1.7 2.8
S-9 1.7 5.0 3.3 11.1
S-10 1.7 3.3 1.7 2.8
S-11 1.7 5.0 3.3 11.1
S-12 1.7 5.0 3.3 11.1
S-13 1.7 3.3 1.7 2.8
S-14 1.7 3.3 1.7 2.8
S-15 1.7 3.3 1.7 2.8
S-16 1.7 3.3 1.7 2.8
S-17 1.7 3.3 1.7 2.8
S-18 1.7 3.3 1.7 2.8
S-19 5.0 6.7 1.7 2.8
S-20 1.7 3.3 1.7 2.8
S-21 3.3 5.0 1.7 2.8
S-22 3.3 5.0 1.7 2.8
S-23 1.7 5.0 3.3 11.1
S-24 3.3 5.0 1.7 2.8
S-25 3.3 5.0 1.7 2.8
S-26 1.7 5.0 3.3 11.1
S-27 3.3 5.0 1.7 2.8
S-28 1.7 5.0 3.3 11.1
S-29 3.3 5.0 1.7 2.8
S-30 1.7 5.0 3.3 11.1
S-31 1.7 3.3 1.7 2.8
S-32 1.7 3.3 1.7 2.8
S-33 3.3 5.0 1.7 2.8
S-34 1.7 3.3 1.7 2.8
S-35 3.3 5.0 1.7 2.8
TOTAL ∑X=81.7 ∑X=155.0 ∑D=73.3 ∑D2=172.2 ̅=2.3 ̅=4.42 (∑D)2=5377.8
Students Supporting details
Pre (X1) Post (X2) D (X2-X1) D2
S-1 5.0 8.3 3.3 11.1
S-2 5.0 6.7 1.7 2.8
S-3 3.3 5.0 1.7 2.8
S-4 5.0 6.7 1.7 2.8
S-5 5.0 6.7 1.7 2.8
S-6 3.3 5.0 1.7 2.8
S-7 3.3 8.3 5.0 25.0
S-8 1.7 5.0 3.3 11.1
S-9 1.7 5.0 3.3 11.1
S-10 3.3 5.0 1.7 2.8
S-11 5.0 8.3 3.3 11.1
S-12 3.3 5.0 1.7 2.8
S-13 3.3 8.3 5.0 25.0
S-14 3.3 5.0 1.7 2.8
S-15 1.7 3.3 1.7 2.8
S-16 3.3 5.0 1.7 2.8
S-17 1.7 5.0 3.3 11.1
S-18 1.7 5.0 3.3 11.1
S-19 5.0 6.7 1.7 2.8
S-20 1.7 5.0 3.3 11.1
S-21 1.7 5.0 3.3 11.1
S-22 1.7 3.3 1.7 2.8
S-23 3.3 6.7 3.3 11.1
S-24 3.3 5.0 1.7 2.8
S-25 5.0 6.7 1.7 2.8
S-26 1.7 5.0 3.3 11.1
S-27 1.7 6.7 5.0 25.0
S-28 5.0 6.7 1.7 2.8
S-29 3.3 6.7 3.3 11.1
S-30 1.7 5.0 3.3 11.1
S-31 3.3 5.0 1.7 2.8
S-32 5.0 6.7 1.7 2.8
S-33 5.0 8.3 3.3 11.1
S-34 1.7 3.3 1.7 2.8
S-35 3.3 5.0 1.7 2.8
TOTAL ∑X=113.3 ∑X=203.3 ∑D=90 ∑D2=272.2 ̅=3.2 ̅=5.8 (∑D)2=8100
APPENDIX A.2
a. Calculating the t-test analysis of reading comprehension in terms of main idea
̅ = ∑ =
= 2.09
t = ̅
√∑ (∑ )
( )
t =
√
( )
t =
√
t =
√
t =
√ t =
t = 17.4
b. Calculating the t-test analysis of reading comprehension in terms of supporting details
̅ = ∑ =
= 2.57
t = ̅
√∑ (∑ )
( )
t =
√
( )
t =
√
t =
√
t =
√ t =
t = 14.2
APPENDIX A.3
a. The students’ mean score of the pre-test and post-test in reading comprehension in terms of main idea.
Pre-test: ̅̅̅̅ =∑
=
=2.33
Post-test: ̅̅̅̅=∑
=
=4.42
b. The students’ mean score of the pre-test and post-test in reading comprehension in terms of supporting details.
Pre-test: ̅̅̅̅ =∑
=
=3.2
Post-test: ̅̅̅̅=∑
=
=5.8
APPENDIX A.4
The percentage of the students’ development in reading comprehension a. Main idea
P = X 100%
P =
X 100%
P =
X 100%
P =89.6%
b. Supporting details P = X 100%
P =
X 100%
P =
X 100%
P =81.25%
APPENDIX A.5
Classification of students’ scores in reading comprehension.
1. Classification of students’ scores in reading comprehension in terms of main idea.
Students Pre-test Classification Post- test
Classification
S-1 5.0 Poor 8.3 Good
S-2 1.7 very poor 3.3 very poor
S-3 1.7 very poor 3.3 very poor
S-4 1.7 very poor 5.0 poor
S-5 3.3 very poor 5.0 poor
S-6 1.7 very poor 3.3 very poor
S-7 3.3 very poor 5.0 poor
S-8 1.7 very poor 3.3 very poor
S-9 1.7 very poor 5.0 poor
S-10 1.7 very poor 3.3 very poor
S-11 1.7 very poor 5.0 poor
S-12 1.7 very poor 5.0 poor
S-13 1.7 very poor 3.3 very poor
S-14 1.7 very poor 3.3 very poor
S-15 1.7 very poor 3.3 very poor
S-16 1.7 very poor 3.3 very poor
S-17 1.7 very poor 3.3 very poor
S-18 1.7 very poor 3.3 very poor
S-19 5.0 poor 6.7 fairly good
S-20 1.7 very poor 3.3 very poor
S-21 3.3 very poor 5.0 poor
S-22 3.3 very poor 5.0 poor
S-23 1.7 very poor 5.0 poor
S-24 3.3 very poor 5.0 poor
S-25 3.3 very poor 5.0 poor
S-26 1.7 very poor 5.0 poor
S-27 3.3 very poor 5.0 poor
S-28 1.7 very poor 5.0 poor
S-29 3.3 very poor 5.0 poor
S-30 1.7 very poor 5.0 poor
S-31 1.7 very poor 3.3 very poor
S-32 1.7 very poor 3.3 very poor
S-33 3.3 very poor 5.0 poor
S-34 1.7 very poor 3.3 very poor
S-35 3.3 very poor 5.0 poor
2. Classification of students’ scores in reading comprehension terms of supporting details.
students Pre-test classification Post-test classification
S-1 5.0 poor 8.3 good
S-2 5.0 poor 6.7 fairly good
S-3 3.3 very poor 5.0 poor
S-4 5.0 poor 6.7 fairly good
S-5 5.0 poor 6.7 fairly good
S-6 3.3 very poor 5.0 poor
S-7 3.3 very poor 8.3 good
S-8 1.7 very poor 5.0 poor
S-9 1.7 very poor 5.0 poor
S-10 3.3 very poor 5.0 poor
S-11 5.0 poor 8.3 good
S-12 3.3 very poor 5.0 poor
S-13 3.3 very poor 8.3 good
S-14 3.3 very poor 5.0 poor
S-15 1.7 very poor 3.3 very poor
S-16 3.3 very poor 5.0 poor
S-17 1.7 very poor 5.0 poor
S-18 1.7 very poor 5.0 poor
S-19 5.0 poor 6.7 fairly good
S-20 1.7 very poor 5.0 poor
S-21 1.7 very poor 5.0 poor
S-22 1.7 very poor 3.3 very poor
S-23 3.3 very poor 6.7 fairly good
S-24 3.3 very poor 5.0 poor
S-25 5.0 poor 6.7 fairly good
S-26 1.7 very poor 5.0 poor
S-27 1.7 very poor 6.7 fairly good
S-28 5.0 poor 6.7 fairly good
S-29 3.3 very poor 6.7 fairly good
S-30 1.7 very poor 5.0 poor
S-31 3.3 very poor 5.0 poor
S-32 5.0 poor 6.7 fairly good
S-33 5.0 poor 8.3 good
S-34 1.7 very poor 3.3 very poor
S-35 3.3 very poor 5.0 poor
APPENDIX A.6
Table Distribution of T-Value
DF A = 0.1 0.05 0.025 0.01 0.005 0.001 0.0005
∞ ta =
1.282
1.645 1.96 2.326 2.576 3.091 3.291 1 3.078 6.314 12.706 31.821 63.656 318.289 636.578 2 1.886 2.92 4.303 6.965 9.925 22.328 31.6 3 1.638 2.353 3.182 4.541 5.841 10.214 12.924 4 1.533 2.132 2.776 3.747 4.604 7.173 8.61 5 1.476 2.015 2.571 3.365 4.032 5.894 6.869 6 1.44 1.943 2.447 3.143 3.707 5.208 5.959 7 1.415 1.895 2.365 2.998 3.499 4.785 5.408 8 1.397 1.86 2.306 2.896 3.355 4.501 5.041 9 1.383 1.833 2.262 2.821 3.25 4.297 4.781 10 1.372 1.812 2.228 2.764 3.169 4.144 4.587 11 1.363 1.796 2.201 2.718 3.106 4.025 4.437 12 1.356 1.782 2.179 2.681 3.055 3.93 4.318 13 1.35 1.771 2.16 2.65 3.012 3.852 4.221 14 1.345 1.761 2.145 2.624 2.977 3.787 4.14 15 1.341 1.753 2.131 2.602 2.947 3.733 4.073 16 1.337 1.746 2.12 2.583 2.921 3.686 4.015 17 1.333 1.74 2.11 2.567 2.898 3.646 3.965 18 1.33 1.734 2.101 2.552 2.878 3.61 3.922 19 1.328 1.729 2.093 2.539 2.861 3.579 3.883 20 1.325 1.725 2.086 2.528 2.845 3.552 3.85 21 1.323 1.721 2.08 2.518 2.831 3.527 3.819
22 1.321 1.717 2.074 2.508 2.819 3.505 3.792 23 1.319 1.714 2.069 2.5 2.807 3.485 3.768 24 1.318 1.711 2.064 2.492 2.797 3.467 3.745 25 1.316 1.708 2.06 2.485 2.787 3.45 3.725 26 1.315 1.706 2.056 2.479 2.779 3.435 3.707 27 1.314 1.703 2.052 2.473 2.771 3.421 3.689 28 1.313 1.701 2.048 2.467 2.763 3.408 3.674 29 1.311 1.699 2.045 2.462 2.756 3.396 3.66 30 1.31 1.697 2.042 2.457 2.75 3.385 3.646
60 1.296 1.671 2 2.39 2.66 3.232 3.46
120 1.289 1.658 1.98 2.358 2.617 3.16 3.373
Dokumentasi
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah :SMK Negeri 2 Jeneponto Mata Pelajaran : Bahasa Inggris
Materi : Reading
Kelas/Semester : X/ Ganjil
Alokasi Waktu : 2 x 45 Menit (1 pertemuan) A. Standar Kompetensi :
1. Menghayati dan mengamalkan ajaran agama yang dianutnya
2. Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli (gotong royong, kerjasama, damai), santun, responsif dan proaktif, 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 dan mengevaluasi pengetahuan faktual, konseptual, prosedural, dan metakognitif berdasarkan rasa ingintahunya 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, menyaji, dan mencipta dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri serta bertindak secara efektif dan kreatif, dan mampu menggunakan metode sesuai kaidah keilmuan.
B. Kompetensi Dasar
Kompetensi Dasar (KD) Indikator Pencapaian Kompetensi (IPK) 3.1 Menerapkan fungsi sosial, struktur
teks, dan unsur kebahasaan teks interaksi interpersonal lisan dan tulis yang melibatkan tindakan menyatakan harapan, doa, dan ucapan selamat atas suatu kebahagiaan dan prestasi, serta menanggapinya, sesuai dengan konteks penggunaannya
3.1.1 Mendeskripsikan fungsi sosial menjaga hubungan interaksi interpersonal lisan dan tulis dengan guru dan teman yang benar.
3.1.2 Mengidentiifikasi ungkapan struktur teks memulai dan menanggapi terkait interaksi interpersonal yang sedang dipelajari
3.1.3 Menentukan ungkapan yang tepat secara lisan/tulis dari berbagai situasi lain yang serupa
Pencapaian 4.1 Menyusun teks interaksi
interpersonal lisan dan tulis sangat pendek dan sederhana yang melibatkan tindakan menyatakan harapan, doa, dan ucapan selamat atas suatu kebahagiaan dan prestasi, dan menanggapinya, dengan memperhatikan fungsi sosial, struktur teks, dan unsure kebahasaan yang benar dan sesuai konteks
4.1.1 Menyusun teks interaksi
interpersonal lisan dan tulis sangat pendek dan sederhana dengan memperhatikan fungsi social, struktur teks dan unsure kebahasaan yang benar dan sesuai konteks
4.1.2Menerapkan teks interaksi
interpersonal lisan dan tulis sangat pendek dan sederhanaencapaian Kompetensi
C. Tujuan Pembelajaran
1. Siswa dapat membaca kalimat yang terkandung dalam bacaan 2. Siswa dapat memahami kalimat yang dibaca
3. Siswa dapat menyebutkan vocabulary yang belum pernah di temukan 4. Siswa dapat mengidentifikasi berbagai informasi dalam teks fungsional
5. Siswa dapat memprediksikan ide pokok tiap paragraf dalam teks fungsional pendek
6. Siswa dapat menjawab pertanyaan teks fungsional pendek berbentuk descriptive
7. Siswa dapat menyimpulkan dari teks fungsional pendek berbentuk descriptive D. Materi Pelajaran
Struktur teks
1. Simple Past Tense
Simple Past Tense is kind of tense is used to talk about an action that happened in the past. It can also used to tell a story. The time signals:
yesterday, this morning, just now, a few minutes ago, last……..(last Saturday, last night, last week, etc), …….. ago (long time ago, two days ago, etc)
Pola kalimat positif yang digunakan yaitu : (+) Subyek + V2 + O
Contoh :
1. Florensia went to Semarang last night.
2. Rendi played football yesterday.
Pola kalimat negatif yang digunakan yaitu : (-) Subyek + did not + V1 + O
Contoh :
1. Florensia did not go to Semarang last night.
2. Rendi did not play football yesterday.
Pola kalimat tanya yang digunakan yaitu : (?) Did + Subyek + V1 + O?
Contoh :
1. Did Florensia go to Semarang last night?
2. Did Rendi play football yesterday?
E. Metode Pembelajaran
Making Connections strategy F. Media dan Sumber Pembelajaran 1. Media
Buku ajar 2 . Alat
a. Spidol b. Papan tulis c. Penghapus 3. Sumber
a. Kementerian Pendidikan dan Kebudayaan. 2018. Mata Pelajaran Bahasa Inggris. Jakarta: Kementerian Pendidikan dan Kebudayaan
b. Internet
G. Langkah-langkah Kegiatan Pembelajaran Pertemuan 1, 2, 3, dan 4
Aktivitas Deskripsi kegiatan Alokasi waktu
Kegiatan Awal
1. Peserta didik berdo’a menurut keyakinan dan kepercayaan masing- masing
2. Guru memeriksa kehadiran peserta didik/absensi
3. Menyampaikan topic, tujuan pembelajaran dan memotivasi siswa untuk mengikuti pembelajaran
10 menit
Kegiatan inti
a. Mengamati
1. Guru memberikan penjelasan tambahan tentang materi.
2. 2. Guru memberikan penjelasan yang berkaitan dengan pembelajaran.
3. Guru memberikan contoh pengucapan ungkapan dengan baik dan benar diikuti oleh peserta didik.
4. Guru mengarahkan siswa untuk tetap percaya diri dalam berbicara bahasa Inggris
b. Mempertanyakan
Dengan bimbingan dan arahan guru, siswa mempertanyakan beberapa kata yang masih dirasa sulit.
c. Mengeksplorasi
Siswa berusaha menyatakan dan menanyakan berbagai informasi tentang membaca
d. Mengasosiasi
1. Siswa di harapkan membaca bacaan yang telah di berikan oleh guru.
2. Berdiskusi tentang bacaan yang telah mereka baca
3. Siswa menuliskan informasi yang dia peroleh secara sederhana.
e. Mengkomunikasikan
Siswa memperlihatkan hasil diskusi kepada guru dan temannya The students learned to apply Making Connections strategy in class
60 menit