CHAPTER III RESEARCH METHOD
H. PENILAIAN
I. INSTRUMENT
Test
Menyusun cerita yang benar berdasarkan hasil pengumpulan informasi yang didapatkan dari cerita yang sudah dicak dan siswa menentukan orientation, event dan reorientation.
The Wolf And The Crane
1. Will you help me to do something?”“ what can i help you?”Asked the crane.“i have a bone stuck in my throat. You have a long bill,and so you can draw it out”,said the wolf.“if you do that for me, i will give you a reward.let me try,” said the crane.“it is not difficult for me to do so.”
2. The crane put her bill in and drew out the bone. “now will you give me the reward, please?” The crane asked the wolf. “reward?” Said the wolf.
“don’t talk about that. You should be thankful to me.
3. A wolf was one day eating his dinner. He was very greedy. He ate so quickly that a bone stuck in his troat.he tried hard to get it out but all was in vain. Then he went to the crane and said,“good morning,crane.
4. The wolf opened his mouth wide. Although you put your head into my mounth,i did not biteyou. What more do you want?”
quickly that a bone stuck in his troat.he tried hard to get it out but all was in vain.
Then he went to the crane and said,“good morning,crane. Will you help me to do something?”“ what can i help you?”Asked the crane.“i have a bone stuck in my throat. You have a long bill,and so you can draw it out”,said the wolf.“if you do that for me, i will give you a reward.let me try,” said the crane.“it is not difficult for me to do so.”
The wolf opened his mouth wide. The crane put her bill in and drew out the bone. “now will you give me the reward, please?” The crane asked the wolf.
“reward?” Said the wolf. “don’t talk about that. You should be thankful to me.
Although you put your head into my mounth,i did not biteyou. What more do you want?”
Makassar, Agustus 2016 Penelitian
JUMRIANI
Nim : 10535 5329 12
Mata pelajaran : Bahasa inggris Kelas/semester : XI
Pertemuan : Ke- 3
Alokasi Waktu : 2 x 45 menit
Skill : Writing
A. STANDAR KOMPETENSI
Mengungkapkan makna dalam teks tulis fungsional pendek dan esai sederhana berbentuk narrative dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan popular.
B. KOMPETENSI DASAR
Memahami Dan Merespon Makna Dalam Teks tulis Monolog/Esei Yang Menggunakan Ragam Bahasa Tulis Secara Akurat,Lanvar Dan Berterima Dalam Teks Berbentuk Narrative.
C. INDIKATOR
Memahami bentuk teks narrative.
Membuat cerita yang benar dari strip yang sudah diacak.
D. TUJUAN PEMBELAJARAN
a. Siswa dapat membuat cerita dari strip yang telah diacak menjadi cerita yang berbentuk narrative yang benar.
b. Siswa dapat menentukan orientation, event and reorientation dari narrative text.
Narrative text is a kind of text to retell the story that past tense. The purpose of the text is to entertain or to amuse the readers or listeners listener about the story. The other words narrative is some kind of retelling, often in words (though it is possible to mime a story), of something that happened (a story). The narrative is not the story itself but rather the telling of the story which is why is so often used in phrases such as written narrative, oral narrative, and etc.
Hansen, et al (1982: 379) category the generic structure of narrative text into five types namely: orientation, complication, resolution, and evaluation.
a. Orientation: it set the scene and introduction the participants (it answers the question: who, when, what and where).
b. Complications: Tells the problems of the story and how the main characters solve them.
c. Resolution: The crisis is resolved, for better or worse.
d. Re-orientation: the ending of the story
e. Evaluation: The stepping back to evaluate the story or the moral massage of the story.
E. METODE PEMBELAJARAN /TEKNIK Information Gap method
F. LANGKAH-LANGKAH KEGIATAN a. Kegiatan pendahuluan
Salam dan membaca Doa
Mengabsensi siswa b. Kegiatan inti
Guru membagi kelompok menjadi 2 bagian, di dalam setiap kelompok siswa berpasangan.
menyusun dan menulis kembali strip yang sudah diacak menjadi sebuah cerita.
Setelah setiap kelompok menulis kembali cerita, salah satu teman kelompoknya diberikan kesempatan menulis di papan tulis.
Kemudian mereka menulis secara individu berdasarkan hasil kelompoknya.
Setelah itu masing-masing siswa dapat menentukan
orientation, complication and resolution dari cerita tersebut.
c. Kegiatan penutup
Guru dapat memberikan penilaian kepada setiap kelompok dan secara individu.
Membangun motivasi siswa
Memberi salam
G. ALAT SUMBER BELAJAR
Alat : Spidol,papan tulis,dan penghapus
Sumber : Buku paket yang relevan & buku cerita
H. PENILAIAN
Teknik : test tertulis dan partisipasi
Bentuk instrument : menulis kembali cerita narrative teks
I. INSTRUMENT
Test
Menyusun cerita yang benar berdasarkan hasil pengumpulan informasi yang didapatkan dari cerita yang sudah dicak dan siswa menentukan orientation, event dan reorientation.
1. He summoned on of the elephants of his herd, which had not been trapped, to go seek help from the king and told him about the trapped elephants.
2. One day elephant-hunters came to the jungle and trapped a group of elephants in huge nets. Then the elephant king suddenly remembered the king of the rats.
3. The elephant herd was totally set free. They danced with joy and thank the rats.
4. Once upon a time there lived a group of mice under a tree in peace.
However, a group of elephants crossing the jungle unknowingly destroyed the homes of all the rats. Many of them were even crushed to death.
5. The rat's king immediately took his entire group of rats and they cut open the nets which had trapped the elephant's herd.
6. Then taking of rats decided to approach the elephant's chief and request him to guide his herd through another route.
7. On hearing the sad story, the elephant's king apologized and agreed to take another route. And so the lives of the rats were saved.
group of elephants crossing the jungle unknowingly destroyed the homes of all the rats. Many of them were even crushed to death.
Then taking of rats decided to approach the elephant's chief and request him to guide his herd through another route. On hearing the sad story, the elephant's king apologized and agreed to take another route. And so the lives of the rats were saved.
One day elephant-hunters came to the jungle and trapped a group of elephants in huge nets. Then the elephant king suddenly remembered the king of the rats. He summoned on of the elephants of his herd, which had not been trapped, to go seek help from the king and told him about the trapped elephants.
The rat's king immediately took his entire group of rats and they cut open the nets which had trapped the elephant's herd. The elephant herd was totally set free. They danced with joy and thank the rats.
Makassar, Agustus 2016 Penelitian
JUMRIANI
Nim : 10535 5329 12
Mata pelajaran : Bahasa inggris Kelas/semester : XI
Pertemuan : Ke- 4
Alokasi Waktu : 2 x 45 menit
Skill : Writing
A. STANDAR KOMPETENSI
Mengungkapkan makna dalam teks tulis fungsional pendek dan esai sederhana berbentuk narrative dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan popular.
B. KOMPETENSI DASAR
Memahami Dan Merespon Makna Dalam Teks tulis Monolog/Esei Yang Menggunakan Ragam Bahasa Tulis Secara Akurat,Lanvar Dan Berterima Dalam Teks Berbentuk Narrative.
C. INDIKATOR
Memahami bentuk teks narrative.
Membuat cerita yang benar dari strip yang sudah diacak.
D. TUJUAN PEMBELAJARAN
a. Siswa dapat membuat cerita dari strip yang telah diacak menjadi cerita yang berbentuk narrative yang benar.
b. Siswa dapat menentukan orientation, event and reorientation dari narrative text.
Materi pembelajaran :
the story. The other words narrative is some kind of retelling, often in words (though it is possible to mime a story), of something that happened (a story). The narrative is not the story itself but rather the telling of the story which is why is so often used in phrases such as written narrative, oral narrative, and etc.
Hansen, et al (1982: 379) category the generic structure of narrative text into five types namely: orientation, complication, resolution, and evaluation.
a. Orientation: it set the scene and introduction the participants (it answers the question: who, when, what and where).
b. Complications: Tells the problems of the story and how the main characters solve them.
c. Resolution: The crisis is resolved, for better or worse.
d. Re-orientation: the ending of the story
e. Evaluation: The stepping back to evaluate the story or the moral massage of the story.
E. METODE PEMBELAJARAN /TEKNIK Information Gap method
F. LANGKAH-LANGKAH KEGIATAN a. Kegiatan pendahuluan
Salam dan membaca Doa
Mengabsensi siswa b. Kegiatan inti
Guru membagi kelompok menjadi 2 bagian, di dalam setiap kelompok siswa berpasangan.
Guru menempelkan lembaran strip cerita di luar kelas.
menjadi sebuah cerita.
Setelah setiap kelompok menulis kembali cerita, salah satu teman kelompoknya diberikan kesempatan menulis di papan tulis.
Kemudian mereka menulis secara individu berdasarkan hasil kelompoknya.
Setelah itu masing-masing siswa dapat menentukan
orientation, complication and resolution dari cerita tersebut.
c. Kegiatan penutup
Guru dapat memberikan penilaian kepada setiap kelompok dan secara individu.
Membangun motivasi siswa
Memberi salam
G. ALAT SUMBER BELAJAR
Alat : Spidol,papan tulis,dan penghapus
Sumber : Buku paket yang relevan & buku cerita
H. PENILAIAN
Teknik : test tertulis dan partisipasi
Bentuk instrument : menulis kembali cerita narrative teks
I. INSTRUMENT
Test
Menyusun cerita yang benar berdasarkan hasil pengumpulan informasi yang didapatkan dari cerita yang sudah dicak dan siswa menentukan orientation, event dan reorientation.
STRIP STORY
1. Ten days later,he got a letter from his wife saying,”i think somebody must have read your letter before i left the prison.
2. So he wrote a letter to his wife saying,”please do not dig the potato field.
I hid the money and the gun there.”
3. He knew that his wife was not strong enough to do the digging, altough she could manage to do the planting. He also knew that none of his friends or neighbours would be willing to do the digging for him.
4. Some policemen came two days ago and dug up the entire potato field.what should I do now ?” the prisoner wrote back at once,” plant the potatoes, of course.”
5. A potato farmer was sent to prison just at the time when he should have dug the ground for planting potatoes.
A potato farmer was sent to prison just at the time when he should have dug the ground for planting potatoes. He knew that his wife was not strong enough to do the digging, altough she could manage to do the planting. He also knew that none of his friends or neighbours would be willing to do the digging for him. So he wrote a letter to his wife saying,”please do not dig the potato field. I hid the money and the gun there.”
Ten days later,he got a letter from his wife saying,”i think somebody must have read your letter before i left the prison. Some policemen came two days ago and dug up the entire potato field.what should I do now ?” the prisoner wrote back at once,” plant the potatoes, of course.”
Makassar, Agustus 2016 Penelitian
JUMRIANI
Nim : 10535 5329 12
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(father) and Marlina (mother). She is the first child, she has two brothers and two sisters in her family. She began elementary school at the SDN Inpres 12 7/9 Ulubalang in Bone regency and graduated in 2006.
Then continued her study at SMPN 1 Salomekko in Bone regency in 2006 and graduated in 2009. In the same year she continues her study at SMA Negeri 1 Salomekko and graduated in 2012. One year later she continued her study at English Department, Faculty and Teacher Training and Education Makassar Muhammadiyah University In academic 2012.