Suggestion

CHAPTERS V CONCLUSION AND SUGGESTION

B. Suggestion

Based on the conclusion above, the reseacher addresses the following suggesstion and recommendation.

1. It is suggested that the teacher should use Scaffolded Reading Experience (SRE) Strategy as the alternative among to be used in teaching reading comprehension.

2. It is suggested that the english teacher should use Scaffolded Reading Experience (SRE) Strategy in presenting the reading comprehension materials, because it is effective to improve the students’ achievements.

3. For the teachers, they attempt to call up all the abilities to increase the learning process quality as responsibility by doing or using a pre experimental in many classes.

4. For next researcher, they use Scaffolded Reading Experience (SRE) Strategy in doing researchers, because it can give opportunity to the students’ to practice their reading comprehension.

5. It is suggested that the teacher should help the students’ enrich their literal reading comprehension of main ideas and sequence of details and interpretive reading comprehension of prediction of outcome and conclusion what they have learned.

6. The students’ are expected to improve their reading comprehension in learning reading with through Scaffolded Reading Experience (SRE) Strategy.

BIBLIOGRAPHY

Alyousef . H. S. 2006. Teaching Reading Comprehension to ESL/EFL Learners.

Albaya Intermediate School, Riyadh, Saudi Arabia

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Asmirawati. 2010. Improving The Students’ Reading Comprehension Through Reciprocal Teaching.

Astriani. 2006. Improving Students’ Reading Comprehension Using Jumbled Pictures Stories and Jumbled Paragraphs in Teaching Reading Comprehension

Barfield. A. 1996. Extensive Reading: from graded to authentic text

Boling, C. J. & Evans, W. H. 2008. Reading Success in the Secondary Classroom.

Preventing School Failure

Cotton. K. 2002. Classroom Questioning North West Regional Educational Laboratory.

Davies, F.W.J. 1973. Teaching reading in early England. London: Pitman and Sons Ltd.

Dowhower, S. L. 1999. Supporting a strategic stance in the classroom: A comprehension framework for helping teachers help students to be strategic. The Reading Teacher, 52, 672-688.

Ely, Susan. 2010 : 1. Narratives vs. Non-narratives, Reading and Responding.

Eta Nanna, 2006, Thesis. Improving The Students’ Reading Comprehension By Using Humorous Stories.

Gay, L,R. 1981. Educational Research Competences for Analysis and Application Graves, M. F. & Graves, B. 2003. Scaffolding Reading Experiences: Designs for

Student Success, 2nd Ed. Christopher-Gordon.

Graves, M. F & Liang, L. A. 2005. Investigating two approaches to fostering children's comprehension of literature. Reading Psychology,

Graves, M. F. & Fitzgerald, J. 2004. Scaffolding reading experiences for English- language learners. Norwood, MA: Christopher-Gordon Publisher

Hsuying C. W. 2005. The use of Language Experiences in Teaching Reading to Students With Severe Learning Disabilities

Jeremi Harmer. 1991. The Practice of English Language Teaching. London and New York. Longman

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New York: Praeger.

Smith and Robinson. 1980. Reading in a Foreign Language. London, Longman pp 181-198.

Sukmawati. A. 2010. Teaching Reading by Using Learning Community in Contextual Teaching and Learning (CTL) Method

Williams, J.D. 1999, Monitoring School Performance: A Non-technical Guide for Educational Administrators, Lewes, Falmer Press.

Woriyodijoyo. 1989. “ Membaca : Strategy pengantar dan tehniknya “ Jakarta : Depdikbud.

Three fish lived in a pond. One evening, some fishermen passed by the pond and saw the fish. ‘This pond is full of fish’, they told each other excitedly.

‘we have never fished here before. We must come back tomorrow morning with our nets and catch these fish!’ So saying, the fishermen left.

When the eldest of the three fish heard this, he was troubled. He called the other fish together and said, ‘Did you hear what the fishermen said? We must leave this pond at once. The fishermen will return tomorrow and kill us all!’ The second of the three fish agreed. ‘You are right’, he said. ‘We must leave the pond.’

But the youngest fish laughed. ‘You are worrying without reason’, he said.

‘We have lived in this pond all our lives, and no fisherman has ever come here.

Why should these men return? I am not going anywhere – my luck will keep me safe’.

The eldest of the fish left the pond that very evening with his entire family.

The second fish saw the fishermen coming in the distance early next morning and left the pond at once with all his family. The third fish refused to leave even then.

The fishermen arrived and caught all the fish left in the pond. The third fish’s luck did not help him–he was caught and killed.

Answer the question below!

1. Write down the main ideas of each paragraph!

2. Write down the characters and setting of the story!

3. Explain about the orientation or beginning of the story!

4. What is the complication or main problem from the story above!

5. How is your prediction outcome of the test above?

6. List the storyline in chronological order in your own words!

7. What is the end of the story?

our nets and catch these fish Second paragraph: We must leave this pond at once.

Third paragraph: the youngest fish not going anywhere

Fourth paragraph: The third fish’s luck did not help him –he was caught and killed

2. The characters of the story are fisherman and three fish and his family.

The settings of the story are evening and next morning (time) and in the pond (place).

3. Some fishermen passed by the pond and saw the fish. ‘This pond is full of fish’, they told each other excitedly. ‘we have never fished here before.

We must come back tomorrow morning with our nets and catch these fish!’ So saying, the fishermen left.

4. The youngest fish not going anywhere

5. If the three fish didn’t left the pond they will died 6. a. Some fishermen passed by the pond and saw the fish

b. We must come back tomorrow morning c. The three fish must leave this pond at once d. The youngest fish not going anywhere

e. The third fish’s luck did not help him –he was caught and killed.

7. The third fish refused to leave even then. The fishermen arrived and caught all the fish left in the pond. The third fish’s luck did not help him –he was caught and killed.

8. When trouble come we must discuss to solve it and take a good way

Baya. Sura was a shark and Baya was a crocodile. They lived in a sea. Actually, they were friends. But when they were hungry, they were very greedy. They did not want to share their food. They would fight for it and never stop fighting until one of them gave up.

After several hours, they were very tired. Sura had a plan to stop their bad behavior. Share their territory and promise that Sura live in the water, so I look for food in the sea. And baya live on the land look for the food also on the land. The border is the beach, so we will never meet again.

Then they both lived in the different places. But one day, Sura went to the land and looked for some food in the river. He was very hungry and there was not much food in the sea. Baya was very angry when he knew that Sura broke the promise.

Sura and Baya fought again. Finally sura gave up. He went back to the sea.

Baya was very happy. He had his place again. The place where they were fighting was a mess. Blood was everywhere. People then always talked about the fight between Sura and Baya. They then named the place of the fight as Surabaya and symbol of Surabaya city.

Answer the question below!

1. What is the main idea of the text above!

2. Find out the characters and setting of the story!

3. Why sura broke the promise?

4. What is the main problem from the story!

5. List the storyline chronological time order!

6. Give your opinion about this story?

7. How is your prediction outcome of the test above?

8. Make the conclusion of the text base on your own words?

again.

Third paragraph: Baya was very angry when he knew that Sura broke the promise.

Fourth paragraph: They then named the place of the fight as Surabaya and symbol of Surabaya city.

2. The characters of the story are sura and baya Land, sea and beach (place setting).

3. He was very hungry and there was not much food in the sea.

4. Baya was very angry when he knew that Sura broke the promise.

5. a. they were friends.

b. They did not want to share their food.

c. They would fight for it and never stop fighting until one of them gave up.

d. After several hours they Share their territory and promise.

e. Baya was very angry when he knew that Sura broke the promise.

f. Sura and Baya fought again. Finally sura gave up.

g. The place where they were fighting was a mess. Blood was everywhere.

h. They then named the place of the fight as Surabaya and symbol of Surabaya city.

6. This story is great because represent the characters and culture of indonesia.

7. If the sura didn’t broke the promise they didn’t fight again because they were friend.

8. When sura gave up and back to the sea the place named surabaya.

Nama sekolah : SMPN 3 Galesong Selatan Mata pelajaran : Bahasa Inggris

Kelas/semester : VIII/ 1 Alokasi waktu : 4 X 45 Menit Pertemuan : 1 & 2

A. Standar Kompetensi 5.1. Membaca

Memahami makna teks fungsional pendek dan essai sederhana berbenruk narrative, untuk berinteraksi dalam konteks kehidupan sehari-hari dan untuk memgakses ilmu pengetahuan.

B. Kompetensi Dasar

5.1 Merespon makna dalam teks fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative.

C. Indikator

 Memahami teks dalam bentuk narrative.

D. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat:

 Siswa dapat mengidentifikasi berbagai informasi dalam teks fungsional pendek berbentuk narrative.

 Scaffolded Reading Experience (SRE) Strategy.

G. Langkah-Langkah Pembelajaran Meeting 1-2

1. Kegiatan Awal 10 min:

 Salam

 Mengabsen.

 Tanya jawab seputar kondisi umum siswa.

2. Kegiatan Inti 70 min:

 Menyampaikan materi yang akan dibahas.

 Memberikan materi berupa features of narrative teks dan teks bacaan.

 Mengaplikasikan metode Scaffolded Reading Experience (SRE) Strategy:

 Memberika motivasi dan memprediksi isi bacaan.

 Memberikan baccaan sesuai tingkat kecerdasan siswa.

 Memberikan waktu selama 15-20 menit untuk silent reading.

 Pada 20-25 menit berikutnya, kegiatan diatur oleh guru sebagai tingkat langjut.

 Guru membacakan teks bersama siswa dan mendiskusikan isi bacaannya.

 Memberikan penjelasan yang memadai dan mengajukan beberapa pertanyaan yang berhubungan dengan bacaan.

 Guru meminta siswa membuat sebuah laporan tertulis tentang apa yang telah dibaca berupa kesimpulan atau rangkuman.

3. Kegiatan Akhir 10 min:.

 Menyampaikan kesulitan yang dihadapi oleh siswa.

 Menyampaikan kesimpulan pembelajaran.

H. Sumber Belajar:

Narrative teks.

I. Instrumen dan Penilaian:

Penilaian:

 Teknik: test tulisan

 Bentuk: pertanyaan tertulis

 Rubrik Penilaian

' 100



Total Numberof Item Answer s

Student Score

Takalar , 2016 Researcher

HASNAH NIM: 10535 5346 12

MISUNDERSTANDING

In a remote part of Wales there is a place called Morrow. One day, at a London train station, a traveler said to the booking-clerk, “ I want a ticket to Morrow, please. “ the clerk raised his eyebrows, saying, “ If you want a ticket tomorrow, why don’t you come for it tomorrow?”

“But I want a ticket to Morrow today, “ the traveler replied. “ I told you, ”the clerk said, “you can’t have a ticket tomorrow today. You’ll have to come tomorrow for it.”

By this time, the traveler was getting more and more annoyed and finally lost his temper and yelled, “ can’t understand what I mean? I want a ticket to a place called Morrow and I want it now!

II. Find out the main ideas of the text!

III. Look at your dictionary to get the meaning of the following words if necessary!

1. Booking-clerk 2. Eyebrow 3. Traveler

4. Temper 5. Yelled 6. Annoyed

IV. Read the text above more carefully to answer the following problem!

1. Write down the characters of the text above?

2. Where does the story take place?

3. Why did the traveler become annoyed?

4. What isthe ” Morrow” of the story?

5. How did he speak when he lost his temper?

V. Write down the conclusion of the story above!

Third paragraph: the traveler was getting more and more annoyed and finally lost his temper and yelled.

III. Booking-clerk = penjaga loker tiket Eyebrows= alis mata

Traveler= pelancong Temper= marah/jengkel Yelled= jengkel

Annoyed= terganggu IV. 1. traveler and booking klerk

2. London train station

3. Because the booking confused about morrow 4. one place

5. “ can’t understand what I mean? I want a ticket to a place called Morrow and I want it now!”

V. The booking clerk confused about the word morrow on the story above.

Once there lived an old man who had many sons, they were always quarrel ling with one another and this made him very sad. He longed to see them live peace fully so he thought up a clever plan to show them their folly.

He brought home a small bundle of sticks and sent for his sons. He asked his sons. He asked his youngest son to try and break the bundle, but he could not. Then he asked the rest to try. One by one, each of them tried, but filed.

Then the old man untied the bundle and asked his sons to try again.

They broke the sticks at once. Now came the time to teach them their lesson. “My sons,” he said, “learn a lesson from these sticks. You could not break them as long as they were bound together, but the moment they were separated from one another, they were broken into pieces. In the same way, you will come to no harm as long as you remain united. But, you will all perish if you are divided.”

II. Answer the question below!

1. What is the main ideas from text above!

2. Why the old man very sad?

3. What the old man made them saw their folly?

4. Who is the He in the second paragraph and them in the last paragraph line 3!

5. Write down in your own words the messages of this story?

III. Write down the list of storyline in chronological order (time order)

II. 1. Main ideas

a. First paragraph: the old man sons were always quarrelling with one another.

b. Second paragraph: He asked his sons to try and break the bundle.

c. Third paragraph: you will come to no harm as long as you remain united. But, you will all perish if you are divided.

2. The old man very sad because his sons were always quarrelling with one another.

3. The old man made them saw their folly with brought home a small bundle of

sticks and sent for his sons.

4. He refers to the old man.

Them refers to his sons.

5. You will come to no harm as long as you remain united. But, you will all perish if you are divided.

III. The list of storyline in chronological

1. the old man sons were always quarrelling with one another.

2. this made very sad.

3. He brought home a small bundle of sticks and sent for his sons.

4. He asked his sons to try and break the bundle.

6. In the same way, you will come to no harm as long as you remain united.

But, you will all perish if you are divided.

IV. Remain your united

Kelas/semester : VIII/ 1 Alokasi waktu : 4 X 45 Menit Pertemuan : 3 & 4

A. Standar Kompetensi 5.1. Membaca

Memahami makna teks fungsional pendek dan essai sederhana berbenruk narrative, untuk berinteraksi dalam konteks kehidupan sehari-hari dan untuk memgakses ilmu pengetahuan.

B. Kompetensi Dasar

5.1 merespon makna dalam teks fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative.

C. Indikator

 Memahami teks dalam bentuk narrative.

D. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat:

 Siswa dapat mengidentifikasi berbagai informasi dalam teks fungsional pendek berbentuk narrative.

E. Materi Pokok

 Teks narrative.

Meeting 3-4

4. Kegiatan Awal 10 min:

 Salam

 Mengabsen.

 Tanya jawab seputar kondisi umum siswa.

5. Kegiatan Inti 70 min:

 Menyampaikan materi yang akan dibahas.

 Memberikan materi berupa features of narrative teks dan teks bacaan.

 Mengaplikasikan metode Scaffolded Reading Experience (SRE) Strategy:

 Memberika motivasi dan memprediksi isi bacaan.

 Memberikan baccaan sesuai tingkat kecerdasan siswa.

 Memberikan waktu selama 15-20 menit untuk silent reading.

 Pada 20-25 menit berikutnya, kegiatan diatur oleh guru sebagai tingkat langjut.

 Guru membacakan teks bersama siswa dan mendiskusikan isi bacaannya.

 Memberikan penjelasan yang memadai dan mengajukan beberapa pertanyaan yang berhubungan dengan bacaan.

 Guru meminta siswa membuat sebuah laporan tertulis tentang apa yang telah dibaca berupa kesimpulan atau rangkuman.

6. Kegiatan Akhir 10 min:.

 Menyampaikan kesulitan yang dihadapi oleh siswa.

 Menyampaikan kesimpulan pembelajaran.

 Mengevaluasi siswa .

 Memberikan salam penutup.

I. Instrumen dan Penilaian:

Penilaian:

 Teknik: test tulisan

 Bentuk: pertanyaan tertulis

 Rubrik Penilaian

' 100



Total Numberof Item Answer s

Student Score

Takalar , 2016 Researcher

HASNAH NIM: 10535 5346 12

THE PROUD LION

One day, a rat walked past a lion sleeping in deep for rest. just then, lion woke up and saw the rat. He caught it with his paw.

“ What a tasty meal! ” he said.

“ Mr. Lion, King of the Forest,” cried the rat,” please have a pity on me. I’m too small to good meal for you. If you let me go, I’ll always be grateful to you. Perhaps one day I shall be able to repay you for your kindness.”

The lion laughed, “how can you ever repay me?”

But since he was not feeling very hungry, he let the rat go.

The next day, the rat heard a loud noise in the forest. He ran to see what it was. It was the lion. He had failed into a hole in the ground and was caught in a rope net. The lion looked up and saw the rat. “Mr.

Rat,” he called out, “Mr. Rat, please jump down and help me.”

The rat jumped down into the hole and started to bite through the net. The lion was soon able to climb out of the hole. “Mr. Lion,” said the rat, ”yesterday you were very proud. You thought I was small and helpless. Today, I was able to save your life. I hope you will never forget that, although you are big and strong, even someone as small as I can help you.”

II. Answer the question below!

1. What is the main ideas of the text above?

4. Did the rat keep his promise to the lion?

5. What the hell on with lion?

6. What did the reaction of the rat when saw the lion down?

III. Write down the list of story in chronological time order?

IV. How is your prediction outcome of the text above?

V. Make the conclusion of the text base on your own words?

Key answer II. 1. Main ideas

First paragraph: the lion woke and caught the rat.

Second paragraph: the lion had failed into a hole in the ground and was caught in a rope.

Third paragraph: The rat jumped down into the hole and started to bite through the net. The lion was soon able to climb out of the hole.

2. “ What a tasty meal! ” he said.

3. Yes, he did.

4. Yes, he did.

5. The lion had failed into a hole in the ground and was caught in a rope net.