Suggestion

CHAPTER V CONCLUSION AND SUGGESTION

B. Suggestion

Based on conclusion above, the researcher wants to draw some suggestions are as follows:

1. The English teachers are suggested to apply English magazine as media in learning process especially in teaching reading ability to identifying vocabulary mastery (verb and adjective) of students.

2. The English teachers should maximize in giving guidance to the students in learning and teaching process , especially when using reading English magazine.

3. The students should increase their ability to learn reading by using English magazine.

4. The teachers should be creative and be interested in teaching using English magazine.

5. The result of this research can also be used as an additional references or futher research with different discussion for the next researchers.

6. The next researchers are expected that this finding can be a reference for them to conduct the similar research study about reading English magazine and its testing.

7. The English teachers should be creative to manage the material presentation in the classroom for teaching reading such as using English magazine.

60

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Arikunto, Suharsimi. (2010). Manajemenpenelitian. Yogyakarta:PT. RinekaCipta.

Benson, Christopher D. & Charles F. Whitaker (2014), Magazine Writing, New York, Routledge.

Carrel, P. L, Devine, J., &Eskey, D. E. (1998). Interactive approach to second language reading. New York: Cambridge University Press.

Dick, Jill (2004), Writing for Magazines, New Delhi, Unistar Books.

Fatmawati. 2008. The Correlation between the Student Intelligence Level and Their Reading Comprehension Ability in Learning English of SMA NegeriSinjai Utara. Thesis of UIN Alauddin Makassar.

Ferdila, 2014. “The use of extensive reading in teaching reading”.

http://ejournal.upi.edu/ndex.php/L-E/article/view/4604/3204. Retrieved July 21 at 13:57.

Harmer, Jeremy. (2003). The practice of English language teaching. London:

Longman.

http://www.jmu.edu/valleyscholars/files/studyreadingskill.pdf

Hornby, A. S. (1995). Oxford advanced learners dictionary current English.

London: Oxford University Press.

http://www.scert.kerala.gov.in/images/2015/Plustwo/jounalism.pdf

http://www.authorstream.com/Presentation/katrina09-274656-theories-reading- lara-education-ppt-powerpoint/

Hizbullah. (2012). Increasing The Students’ Reading Comprehension Through ListenRead-Discuss MethodofMts.MuhammadiyahNangahale, Sikka Regency.Thesis of FKIP UNISMUH Makassar

http/www.abc-read.com/vocabulary

http://ronymbonster.blogspot.com/2017/05/reading-is-process-of-looking-at- series.html(RIZKA RONY SETIAWAN)

Istiqamah, 2012. The Use of Authentic Material to Improve Reading Comprehension (A classroom action research at the eighth grade students of SMPN 1 Pallangga). Thesisof UNISMUH Makassar

Jacob, Holly L, Zinggat A Stephen, Wourth R Deanno, Hartif F Faye, Hunghey B Jane, 1981. Testing ESL Composition.A Practical Approach Masshachu Setts Newburg House.

Misbahudin (2011) “The Correlation Between Students Mastery of Vocabulary and Their Reading Ability”. Thesis of UIN Jakarta.

Rahmatullah. (2013). Improving reading comprehension through inquiry method for the second grade students of multimedia department in SMKN 1 Kopang in the academic year 2012-2013.Unpublished undergraduate thesis,

Rusydah (2015) “The Effectiveness of Songs to Increase Students’ Vocabulary”.

Thesis of UIN Jakarta.

Sari (2014) “The Effectiveness of Using English Teens Magazine Towards Students Reading Interest”. Thesis of Universitas Islam Negeri Jakarta.

Summer, David E and H.G Miller (2006), Feature and Magazine Writing, New Delhi, Surjeet Publication.

Tarigan, H. G. (2008). Membaca sebagai suatu keterampilan berbahasa.Bandung:

Angkasa.

Umam, (2010), “Improving the Students’ Vocabulary Mastery with the Jakarta Post Newspaper Articles” Thesis of UIN Jakarta.

Widyaningsih. 2006.The correlation between students’ activity in watching English TV programs and student’s vocabulary mastery the case of the Fourth semester student of English department Semarang state university.

Thesis of Semarang University.

Widyasari (2010) ”the use of crossword puzzle to improve vocabulary mastery”.

Thesis of State Islamic Studies Institute (STAIN) Salatiga.

Zahrah (2016) “The Effect of English Comics on the Students Vocabulary Achievement at Second Year Students of SMP NEGERI 10 KENDARI”.

Thesis of Halu Uleo University.

PRE TEST

The following text is for question 1 to 5 ISWAHYUDI (1918-1947)

Iswahyudi Wiryomihardjo is the first Indonesian Air Marshall who died on duty. After graduating from Algemene Middelbare School (AMS), a high school in Malang, he went on to medical school. However, in his third year, he gave up his studies because he became interested in aviation. In 1941, he became a cadet of the Luchvaart Opleidings School, an aviation school. When the Pacific War broke out, he continued his studies in Australia. Returning to Indonesia in 1943, Iswahyudi made a great landing n Lodojo, South Blitar. Soon after the landing, Iswahyudi was arrested by the Kenpetai, the Japanese Military Police. He was first imprisoned in Karangmenjangan, Surabaya, then was put under house arrest, but was later allowed to continue his activities in Surabaya. Iswahyudi played an important role during the Revolution. When Japan was defeated by the Allies, he successfully saved several Japanese airplanes including their equipment. He also promptly assisted Adisucipto as a pilot instructor when the first national aviation school was established.

Please chose the synonym from the underline words bellow!

1. Iswahyudi wiryomiharjo is the first indonesian air marshal who died on duty.

a. First c. Pass away

b. Life d. Air

2. He gave up his studies because he became interested in aviation.

a. Fascinated c. Became b. Remember d. Easy

3. When the pacifific war broke out, he continued his studies in australia.

a. Warm c. Hit

b. Break d. Destroyed

4. Soon after the landing is wahyudi was arrested by the kenpetai, the japanese military police.

A. Catch c. Run

b. Pull d. Push

5. Iswahyudi played an important role during the revolution.

a. Leave c. Enter

b. Necessary d. Enough The following text for question 6 to 10

A “blog”, abbreviated word for weblog, is a webbased journal in which people can publish their thoughts and opinions on the Internet. Anyone can start a blog. First, find a decent blogging provider that appeals to you. The most popular providers include LiveJournal, Blogger, WordPress.com, and Xanga. Second, once you sign up, you will have a gallery of ready-made templates to choose from. With these, you can pick a colour scheme and layout for your blog. Third, add blogging freebies like buttons, images, blog chalks, i-moods, and guestbook.

Fourth, explore other blog sites that offer more features for a small fee, such as Typepad.com and Choselt. Fifth, decide on whether or not you want your blog to be private or public. Sixth, after you have set up your blog, write a few posts to test it out, and make any adjustments to the layout or style that you see fit.

Seventh, visit other blogs to build a blogging circle. (Note: This will not work if your blog is private) The last, publish your blog by sending the URL to your friends or publish the URL on our website.

Please chose the antonym from the underline words bellow!

6. Anyone can start a blog a. Finish c. Forget b. Stupid d. Easy

7. The most popular providers include livejurnal, blogger, wordpress.com and xanaga

a. Famous c. Unpopular b. Favorit d. Fashionable

8. Fourth, explore other blog sites that offer more features for a small fee, such as Typepad.com and Choselt.

a. Tall c. Far b. Big d. Short

9. Sixth, after you have set up your blog, write a few posts to test it out, and make any adjustments to the layout or style that you see fit.

a. Open c. Close b. Pull d. Enter

10. The last, publish your blog by sending the URL to your friends or publish the URL on our website.

a. First c. Second b. Seventh d. Fourth

The following text is for question 11 to 15

A farmer came across a bird with a broken wing. He picked it up, took it home and looked after it lovingly, even though his wife complained bitterly about his wasting too much time on the creature. After a while, the wing healed and because the bird did not want the farmer to have continue arguing with his wife all the time, it decided to return to its nest. When the farmer discovered that the bird was gone, he was so upset that he went out to look for it. Eventually, he found it again, and was greeted happily by the birds‟ family. As a sign of gratitude, they gave him a little box, and told him not to open it until he got home. To his surprise, the farmer found the box full of precious stones. When his wife saw them, she decided that she too deserved a reward and she wanted to see the birds.

The birds gave her a little casket, but it was full of devils. The devils jumped on her as soon as she opened the casket and chased her away. Left alone, the farmer

went to live near his friend, the bird. There he built a hut of perfumed wood and the birds decorated it with flowers of every kind.

Please choose a word to make complated the following sentence from the text above!

11. A farmer came ... a bird with broken wing.

a. Picked c. Farmer

b. Across d. Broken

12. When the farmer discovered that the bird was gone, he was so ... that he went out to look for it.

A. Discovered c. Decided

b. Farmer d. upset

13. He was so upset that he want out to ... for it.

a. Upset c. Went

b. Look d. Out

14. They gave him a little box and told him to .... it until he got home.

a. Open c. Gave

b. Box d. Home

15. The devils .... on her as soon as she opened the casket and chased hher away a. Opened c. Casket

b. Jumped d. Away

The following text for question 15 to 20

I, Milton Friedman was born on 31st July 1921, in Brooklyn, N. Y., the fourth and youngest child and first son of Sarah Ethel (Landau) and Jeno Saul Friedman. My parents were born in Carpatho-Ruthenia of the Soviet Union. They emigrated to the U.S. in their teens, meeting in New York. When I was a year old,

my parents moved to Rahwa, N. J., a small town about 20 miles from New York City. I was awarded a competitive scholarship at Rutgers University. I graduated from Rutgers in 1932. I financed the rest of my collage expenses, by waiting at tables, clerking in a retail store, occasional entrepreneurial ventures, and summer earnings. Subsequently, I became interested in economics. In economics, I had the good fortune to be exposed to two remarkable men: Arthur F. Burns and Homer Jones. Arthur F. Burns shaped my understanding of economic research, introduced me to the highest scientific standards and became a guiding influence on my subsequent career. Homer Jones introduced me to rigorous economic theory, made economics exciting and relevant and encouraged me to progress to graduate work. On his recommendation, the Chicago Economics Department offered me a tuition scholarship. In 1951, as it happened, I was also offered a scholarship by Brown University in Applied Mathematics, but by that time, I had definitely transferred my primary allegiance to economics. In 1976 I won the Nobel Memorial Prize in Economics for my achievements in the fields of consumption analysis.

Chose the words in the box to complate the analogy below by indentify the relationship of the words pair!

16. My parents were _______________ in carpatho-ruthenia of the soviet union.

17. I was awarded a ________________scholarship at rutgers university.

18. Subsequently, i became _______________ in economics

19. In economics, i had the good fortune to be _______________two remarkable men: Arthur F. Burns and homer jhones.

Competitive Exposed

Inerested Born

transferred

20. I had definitely ______________ my primary allegiance to economics.

KEY ANSWER

PRE TEST POST TEST

1. C 1. C

2. A 2. A

3. D 3. D

4. A 4. A

5. B 5. B

6. A 6. A

7. C 7. C

8. B 8. A

9. D 9. D

10. A 10. B

11. B 11. C

12. D 12. A

13. B 13. D

14. A 14. D

15. B 15. C

16. Born 16. Melted 17. Competiive 17.Additional 18. Interested 18. Dissolved 19. Exposed 19. Warm 20. Transferred 20. Whipped

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : SMA MUHAMMADIYAH LIMBUNG Kelas/semester : XI

Mata Pelajaran : Bahasa Inggris Materi Pokok : Recount Text

Alokasi Waktu :2x 45 menit (1pertemuan) A. KOMPETENSI INTI

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 menunjukan 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,proseduralberdasarkan 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 dipelajari di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.

B. KOMPETENSI DASAR C. INDIKATORPENCAPAIAN KOMPETENSI

KOMPETENSI DASAR INDIKATOR

4. 13 Menangkap makna teks recount lisan dan tulis,

sederhana, tentang pengalaman, kegiatan, kejadian, dan

peristiwa.

4.13.1.Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan pada teks recount sederhana sederhana tentang kegiatan/kejadian/peristiwa.

.4. 13.2.Menyunting teks recount sederhana lisan sederhana

tentang

kegiatan/kejadian/peristiwa dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

D. MATERI PEMBELAJARAN 1. Materi Pembelajaran Reguler

Teks recount sederhana lisan dan tulis

 Fungsi sosial

to tell/ to retell past events for the purpose of informing or entertaining.

 Struktur teks dapat mencakup - Memulai - Menanggapi

dengan menyatakan/ menanyakan tentang obyek yang dibicarakan.

 Unsur kebahasaan

Pada saat membaca Recount Text, akan ditemukan ciri-ciri kebahasaan sebagai berikut :

a. Menggunakan kalimat dalam bentuk Past Tense.

Contoh : We went to Bandung last year, I was very happy.

b. Menggunakan Action Verbs.

Contoh : went, bought, wrote, slept, dll.

c. Menggunakan Adverbs and Adverbial Phrase untuk mengungkapkan waktu, tempat dan cara.

Contoh : yesterday, at school, quickly, dll.

d. Menggunakan Conjunction dan Time Connectives untuk mengurutkan peristiwa atau kejadian.

Contoh : but, and, after that, dll.

2. Materi Pembelajaran

Better, together

Five organisations offering specialist support for students, teachers and schools.

1. Action Tutoring

Action Tutoring is a charity raising pupil confidence, self-esteem and attainment through 1:1 and 1:2 high-quality volunteer tutoring. Partnering with both primary and secondary schools, the charity supports disadvantaged pupils to achieve in English and maths and helps them to develop a positive attitude to their studies. It does this through its low-cost tutoring provision, specifically supporting those eligible for Pupil Premium funding by using tailored curriculum resources to ensure maximum impact. It is currently looking to partner with schools in Birmingham, Sheffield, Liverpool, London, Newcastle, Bristol and Sussex.

2. Child Bereavement UK’s National Conference: Diversity and inclusion inbereavement support.

Recognising that we live and work in a multi-cultural and diverse society, this conference is aimed at promoting and raising awareness, understanding and equality when providing support, and is suitable for any professional involved in the provision of bereavement support to children, young people and families.

Experts in their field will share current research, statistics and evidence-based practice, with the focus on supporting bereaved children and young people in a diverse and inclusive society. The conference will take place in Manchester.

3. Optimus Education’s Mental Health and Wellbeing for Schools conference

Optimus Education‟s annual Mental Health and Wellbeing for Schools conference takes place again this year in London and Manchester in November.

Tailor your learning by attending keynote sessions and a range of workshops throughout the day, whilst also enjoying the opportunity to network with peers.

With a packed agenda, key topics this year include stress, anxiety, parental engagement, staff wellbeing, online safety, bereavement, peer support and resilience. Plus, take away a selection of resources to support learning back in school.

4. Youthscape

Youthscape has been working with teenagers in Luton schools for 25 years, and recently opened a state-of-the art youth centre at the heart of the town. The

organisation‟s training and resources are aimed at teachers, youth workers and other practitioners, covering subjects from self-harm, anxiety and emotional wellbeing to healthy relationships.

5. Drawing and Talking

Drawing and Talking therapy training is available as INSET or Cluster training. Led as a whole school approach, or as CPD for clusters of teaching assistants, learning mentors or family support officers, this schoolbased therapeutic intervention is used within primary and secondary schools through the UK. Bookings are now being taken for the next academic year.

E. KEGIATAN PEMBELAJARAN PERTEMUAN 1

Kegiatan Deskripsi Kegiatan Alokasi

waktu Pendahuluan  Menyiapkan peserta didik secara

psikis dan fisik untuk mengikuti proses pembelajaran.

 Memberi motivasi belajar

 Mengajukan pertanyaan-pertanyaan yang mengaitkan pengetahuan sebelumnya dengan materi yang akan dipelajari:

 Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai; dan menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai silabus.

10 menit

Inti Observing

 Siswa membaca beberapa recount sederhana

kegiatan/kejadian/peristiwa yang terdapat dalam buku teks atau sumber lainnya dalam kelompok 4 orang kemudian masing-masing anggota kelompok membacakan recount sederhana yang dibacanya.

(Siswa melakukan proses ini berdasarkan panduan yang disiapkan guru)Peserta didik mengulang

75 menit

kata/kalimat yang dibacakan oleh guru.

 Siswa menirukan contoh pengucapan kalimat-kalimat dalam iklan kegiatan/kejadian/peristiwa tersebut dengan bimbingan guru.

 Siswa belajar menemukan gagasan pokok, informasi rinci dan informasi tertentu dari teks yang dibaca.

Questioning

 Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai teks recount sederhana yang ada dalam bahasa Inggris terutama tentang fungsi sosial, struktur teks, dan unsur kebahasaan.

 Siswa mempertanyakan gagasan pokok, informasi rinci dan informasi tertentu dari teks recount sederhana tentang kegiatan/kejadian/peristiwa.

 Siswa berpasangan menemukan gagasan pokok, informasi rinci dan informasi tertentu serta fungsi sosial dari teks recount sederhana yang dibaca/didengar.

Associating

 Dalam kerja kelompok terbimbing siswa menganalisis dengan membandingkan berbagai teks yang menggambarkan

kegiatan/kejadian/peristiwa dengan fokus pada fungsi sosial, struktur teks, dan unsur kebahasaan.

 Siswa mengelompokkan teks recount sederhana sesuai dengan fungsi sosialnya.

 Siswa memperoleh balikan (feedback) dari guru dan teman tentang setiap yang dia sampaikan dalam kerja kelompok.

Experimenting

 Siswa melaporkan hasil diskusi kelompok pada tahap mengamati dan ditanggapi oleh kelompok lain

 Siswa secara kelompok membacakan teks recount sederhana berupa

sebuah brosur

kegiatan/kejadian/peristiwa yang sudah dibawa dengan pengucapan, tekanan kata dan intonasi yang tepat

 Siswa berpasangan menemukan gagasan pokok, informasi rinci dan informasi tertentu serta fungsi sosial dari teks recount sederhana yang dibaca/didengar.

Communicating

 Peserta didik menyampaikan hasil kerja kelompok tentang kegiatan/kejadian/peristiwa sesuai dengan panduan yang disiapkan guru.

 Siswa membuat laporan evaluasi diri secara tertulis tentang pengalaman

dalam menggambarkan

kegiatan/kejadian/peristiwa dan termasuk menyebutkan dukungan dan kendala yang dialami (learning journal).

Penutup  Setelah mengikuti kegiatan pembelajaran pada pertemuan ini, siswa ditanya tentang nama dan jumlah benda di dalam kelas

 Guru memberikan pertanyaan untuk mengetahui apakah siswa sudah memahami topik

 Siswa diminta membuat kesimpulan pembelajaran pada pertemuan ini.

 Siswa diberi tugas

10 menit

E. PENILAIAN

1. Penilaian hasil pembelajaran

Kriteria penilaian Kinerja dan Tugas

Sikap (melalui rubrik pengamatan sikap selama pembelajaran) Pengetahuan : tes tulis

Ketrampilan : reading aloud,ketrampilan mengembangkan draf,project

 Bentuk Instrumen

 Pedoman Penskoran Rubrik

 Aspek Sikap

No Butir

Sikap

Descripsi Perolehan skor

1 Jujur 5 : Selalu Jujur

4 : Sering Jujur 3 : Kadang kadang jujur

2 : Jarang Jujur 1 : Tidak pernah jujur

2 Tanggung

jawab

5 : Selalu tanggung jawab

4 : Sering tanggung jawab

3 : Kadang kadang tanggung jawab 2 : Jarang tanggung jawab

1 : Tidak pernah tanggung jawab

3 Kerjasama 5 : Selalu

Kerjasama 4 : Sering Kerjasama

3 : Kadang kadang Kerjasama

2 : Jarang Kerjasama 1 : Tidak pernah Kerjasama

4 Disiplin 5 : Selalu Disiplin

4 : Sering Disiplin 3 : Kadang kadang Disiplin

2 : Jarang Disiplin 1 : Tidak pernah Disiplin

5 Percaya

Diri

5 : Selalu Percaya Diri

4 : Sering Percaya Diri

3 : Kadang kadang Percaya Diri 2 : Jarang Percaya Diri

1 : Tidak pernah Percaya Diri

 Aspek Pengetahuan

No Butir

Sikap

Deskripsi Skor

1 Pengucapan 5 : Hampir

sempurna

4: Ada kesalahan tp tdk mengganggu makna

3: Ada beberapa kesalahan dan mengganggu makna 2 : Banyak kesalahan dan mengganggu makna

1 : Terlalu banyak kesalahan sehingga sulit dipahami

2 Intonasi 5 : Hampir

sempurna

4: Ada kesalahan tp tdk mengganggu makna

3: Ada beberapa kesalahan dan